8. /Ivaneko i dr/metodika/Poslovicy, pogovorki 5/Poslovicy, pogovorki 5.docx
9. /Ivaneko i dr/metodika/Skazka kak ganr folklora 3/Skazka kak ganr folklora 3.docx
10. /Ivaneko i dr/metodika/Zagadki 6/Zagadki 6.docx
11. /Ivaneko i dr/opisaniey/Description UMM.docx
12. /Ivaneko i dr/opisaniey/Psihologo-pedagogicheskoe obosnovanie.docx
13. /Ivaneko i dr/opisaniey/Spisok ispolzuemyh materialov.docx
14. /Ivaneko i dr/programm/Aprobaciya UMM.docx
15. /Ivaneko i dr/programm/Issledovatelskaya rabota.docx
16. /Ivaneko i dr/programm/Poiskovo-issledovatelskaya rabota.docx
17. / Ivaneko i dr / programm / Tvorcheskie raboty .docx Lesson Topic: Analysis of the fairy tale “The Frog Princess”
Lesson Topic: Bylina
Lesson Topic: What is folklore
Lesson Topic: Children's folklore
Literary lotto "Genres of children's folklore". playing field
Lesson 8 Topic: Folk drama "Mischievous Petrushka"
Lesson 7 Topic: Songs. Chastushki
Fairy tale as a genre of folklore
Folklore
List of used materials
This set of umm was tested by the teachers of the Novovarshavskaya Gymnasium in two fifth grades
"A man collected ditties ..."
Creative work of students. Fairy tales. Cat is a fisherman
Lesson 2
Subject: Epic.
Objectives: to form the ability to find genre signs of an epic in a work; develop the ability to draw conclusions based on a comparison of texts, pictures; to cultivate a sense of patriotism on the example of epic heroes.
Lesson equipment: a printout of N. Aseev's poem "Ilya", a questionnaire on the topic "Epics", a textbook, reproductions of paintings by V. Vasnetsov "The Knight at the Crossroads", "Bogatyrsky lope", "Heroes".
Methodological techniques: work in pairs, expressive reading, analytical conversation, verbal drawing.
During the classes.
I. Organizational moment. Presentation of the topic and objectives of the lesson (1 min.).
II. Checking homework (7 min.).
1). Mutual testing of knowledge of theoretical material.
Guidelines: mutual control is carried out through work in pairs using questionnaires on the topic of homework. In order to save time, one student can answer odd questions, the other - even ones.
Questionnaire on the topic "Epics".
1. What is an epic? What were the epics called before?
2. When did epics begin to be created? What dreams of the people were embodied in them?
3. What events are reflected in the epics?
4. Who are the heroes of epics? List the older, younger generation of epic heroes.
5. How were epics performed, by whom?
6. What is the structure of epics?
7. What is called a hyperbole? What is her role in the epic?
8. What is the peculiarity of epithets in the epic? What are these epithets called?
Criteria for evaluating the answer:
"5" - correctly and completely answered all questions;
"4" - answered all questions, but made inaccuracies or did not answer one question;
"3" - did not answer two questions;
"2" - did not answer three or more questions.
2). Checking practical tasks : No. 4 p.24 of the textbook (selection of permanent epithets),
No. 5 p. 30 (use of hyperbole in speech). One student reads, the class checks the correctness of the execution.
III. Acquaintance with the epic "Three trips of Ilya Muromets." Definition of genre features of the epic in the work.
1). Expressive reading and comparative analysis of texts.
Task: listen to two works, determine which one is an epic, you must argue your conclusion.
A). Expressive reading of the poem by N. Aseev "Ilya" (read by a trained student) (2 minutes.).
Thirty-three years he sat out,
He ate poorly and lived poorly;
He rose to height - landed the roof,
resounded in breadth - the walls were knocked down!
And leaned towards the gloomy forest
For great things
From under the city from under Murom,
From Karacharova village.
He took care of the Savras horse,
Far lope not the sea,
And from the shoulder he threw a spear
Through mountains and seas.
And to the city to the capital,
remote head,
He brought the free people
reserved rights:
So as not to indulge the boyars,
Don't let them go everywhere
Do not submit to lies and malice,
Beat them chest to chest!
That and love, that and expensive:
He did not please the prince -
He protected the country from the enemy,
Freed from the Tatars!
So he traveled through time
Across the country to all ends;
At his steel stirrup
New fighters have risen.
And, like spring fresh responses,
In honor of the ancient Ilya
Continue exploits again
Our own heroes.
b). Expressive reading of the epic "Three trips of Ilya Muromets" (teacher reads) (13 min.).
Guidelines: in order for the text to be understood by fifth graders, before reading, conduct vocabulary work, get acquainted with the meaning of the words given in the footnotes; After reading, find out if there are any unfamiliar words.
V). Independent work, observations of students (5 min.).
Guidelines: if students find it difficult to complete the task on their own, offer them criteria by which works can be compared: how the work is read, composition, language features (insertion of particles, repetitions, words with diminutive suffixes), artistic techniques (permanent epithets, hyperbole).
G). Students' conclusions, argumentation of answers (4 min.).
e). Conversation on questions (4 min.):
And what is the similarity between the epic and the poem by N. Aseev?
How is Ilya Muromets shown in the epic? Why is he doing his deeds?
In N. Aseev's poem there is a line "So he traveled through time ...". Explain the meaning of this line.
How do you explain that the heroes of epics are mentioned in Russian chronicles, works of ancient Russian literature, why writers and poets of the 19th and 20th centuries addressed the events of the past, the images of epic heroes.
2). Reflection of epic stories in painting (4 min.).
In what works of other arts are there responses to epic events?
Task: compare the images of heroes created by V.M. Vasnetsov. Which one do you think is more successful? Justify the answer.
IV. Generalization (2 min.).
In today's lesson, you got acquainted with the works of oral poetry - epics.
Why do you think the name of the works about the heroes of the epic, and not the old days, has come down to our days?
Epics tell about the events of bygone days. How do you explain why epic stories, images of heroes were used both in the times of Ancient Rus' and writers, poets, artists of the 19th and 20th centuries?
V. Summary of the lesson. Reflection (2 min.).
- What tasks did you do in class?
What was the lesson for you?
What skills have been developed?
What qualities of epic heroes would you like to adopt?
VI. Homework (1 min.): draw an illustration for your favorite Russian folk tale.
Nikolai Aseev, as a poet, left behind about 80 poetry collections, some of which were burned by ill-wishers during the life of the creator. But still, now we can enjoy his literature.
The main creative direction of Nikolai Aseev was futurism with all its characteristic features and peculiarities. This, in turn, makes this poet a very interesting choice in the library of every reader.
The mood of the poems and poems of Nikolai Nikolaevich Aseev was a revolution, and everything connected with it. Some of the works were written in the style of Mayakovsky, participation in various literary groups and associations entailed heated discussions of the works and everything that happened in the country. After all, this is exactly what Nikolai Aseev covered in his poems.
If until today you were not familiar with the poems of this poet, then we invite you to go to literature full of revolutionary sentiments in this section of our site. And from now on, the work of Nikolai Aseev will take a strong position in your own library.
They humiliated me...
So then Ilya Aseev will explain what he did to the investigators, his parents and relatives of Oleg Eremin, Sergey Flyagin, Alexei Eshmakov, Anatoly Medvedev and Sergey Rubin. Aseev killed them - these five guys - on the morning of May 8, 2016 from a Saiga hunting carbine with a laser sight. For each - three seconds: the experts will establish that in total Aseev fired for about 15 seconds.
The killed guys were motorcyclists: they loved motorcycles, lived by them and lived in them. All five are members of the Wild at Heart professional biker club. Ilya Aseev - now he is 29 years old, then he was 27 - a vocational school electrician who served as a security guard in an elite cottage. A bunch of complexes. After the army (chemical troops, praise from commanders for marksmanship) he tried to get a job with the police. They didn’t take it: my father has several convictions. With personal life - discord, with the girls did not work out. Sometimes he drank out of grief. And then - it blew the roof: he could beat anyone without looking - a policeman, girls ... Aseev's outlet was hunting, he was a pro there: he bought a carbine, designed it, as expected, dragged ducks home, was proud of himself.
And Ilya Aseev wanted to be a biker. In the village of Chelokhovo near his native Yegoryevsk, "Wild at heart" often gathered. Aseev was brought to their meetings on motorcycles by friends, he asked to join the club ... They didn’t take him. Those that bikers ride as passengers are called "seats" - it's a shame, right? Very.
On the eve of Victory Day last year, bikers again gathered in Chelokhovo, not far from an abandoned brewery, to celebrate the holiday and at the same time open a new motorcycle season, says a law enforcement source. - Arrived there and Aseev. We drank and sat by the fire. Word for word, a quarrel ensued between Ilya and the motorcyclists: he was again refused to be accepted into the club, in retaliation he did not want to congratulate one of the bikers on his birthday, his helmet was taken away ... And this was in front of two girls - girlfriends of motorcyclists. Aseev called a taxi and went home. And in the morning he returned with a carbine.
Having shot the guys, Aseev took those same girls hostage. That is, how he "took": he forced one - who was in a car - to take him home, the second he sat next to him. Having warned: we will arrive - we will say goodbye.
But he did not kill the girls in the end, he let them go. They called the police, and then became the main witnesses, - they explain in the Main Investigation Department of the TFR in the Moscow Region. - Aseev did not hide, he was detained quickly - near the house. Confessed to everything. During the year, more than 20 forensic examinations were carried out and a total of more than 20 witnesses were questioned. The investigation ended last May.
Aseev asked for a jury to hear his case. He also told them about the "humiliation", he hoped: they would be imbued, he was not just like that then, with the "Saiga" ... But he was not pitied. On November 1, the board of the "twelve" gave its verdict: guilty, does not deserve leniency, and now Ilya Aseev faces a life sentence. The final punishment to him in the near future measures the court.
Subject: Generalizing lesson in the section "Epics"
Basic Tutorial: E.E. Katz "Literary reading" Grade 4
Lesson Objectives:
educational:
- Conduct a comparative analysis of the works of N. Aseev "Ilya", "How Ilya from Murom became a hero", "Ilya Muromets and the Nightingale the Robber", A.K. Tolstoy "Ilya Muromets".
- Determine the pace, intonation of reading in accordance with the genre and content of the work.
- To form the ability to read the text by roles, determine the reasons for the actions committed by the characters, compare folklore and literary heroes.
developing:
- Promote students' awareness of the value and social significance of educational material.
- To ensure the development of students' skills to compare the studied objects.
- Enrichment and complication of vocabulary, development of monologue and dialogic speech.
- Mastering by students of artistic images, expressive means of the language.
educational:
- Raising love for the Motherland, pride in the heroic past of our country.
- To enrich knowledge about the qualities of a national hero.
During the classes
I. Organizational moment.
Check readiness for the lesson.
II. Setting the goal of the lesson.
Today in the lesson we will continue to work on the meaning of words, we will work with texts, learn to read expressively, and works about epic heroes will help us with this.
How do you understand the meaning of the words "epic", "hero".
III. Checking homework.
2) Who liked the expressive reading of their neighbor and are you ready to read this poem? Expressive reading of one pair of students. Rate the reading.
Additional questions.
- Why Ilya grumbles:
“Well, Vladimir, what is it?
I'll take a look, without Ilya
How will you live?
- "I do not hold on to feasts!"
“And the old man brightened up again with his stern face” -
- Ilya is offended by Vladimir's disrespectful attitude.
- Ilya is not interested in feasts and entertainment, but freedom and will.
IV. Mastering new material.
Today in the lesson we will get acquainted with another poem about Ilya Muromets and compare it with the previously studied works.
1) Vocabulary work. Demonstration on the interactive board of phrases from the new work. Front work. Explanation of the meaning of phrases, verification.
2) Primary perception of the text of N. Aseev "Ilya". Reading by the teacher of a new work. What did you notice that you liked?
3) Independent work of students. Reading to yourself.
V. Generalization and systematization of knowledge.
1) Work on the text of the poem “Ilya” by N. Aseev, a comparative analysis with the works: “How Ilya from Murom became a hero”, “Ilya Muromets and the Nightingale the Robber”, A.K. Tolstoy “Ilya Muromets”
Demonstration on an interactive board of slides-illustrations to works about Ilya Muromets. (Appendix 1) Selection of the title. Organization of selective reading.
Have you noticed that the content of this poem is similar to the content of epics about Ilya Muromets? Let's prove this by reading passages that are identical in meaning, and illustrations will help us in this work.
slide 1
.
Ilya is free.
And Ilya grumbles angrily:
“Well, Vladimir, what is it?
I'll take a look, without Ilya
How will you live?
Slide 2.
Elijah's illness
Thirty-three goals he sat out,
He ate poorly and lived poorly;
For thirty years, Ilya has been lying on the stove, not moving his hand or foot. Ilya rushed - and jumped off the stove, stands on the floor and does not believe his own luck.
Slide 3.
Kaliki are transitional.
Three poor wanderers approach his hut.
The wanderer poured water into the cats.
Drink up, Ilya. In this bucket is the water of all rivers, all lakes of Mother Rus'.
slide 4
. Bogatyr.
Already Ilya steps quietly, and under him the floorboards break.
He rose to height - landed the roof,
It resounded in breadth - the walls were knocked down!
Slide 5.
Help parents and their blessing.
Ilya began to clear the forest - only chips flew. Old oaks are felled with one stroke, young ones are uprooted from the ground.
- Let me go, father and mother, to the capital city of Kyiv to Prince Vladimir. I will serve Rus' with my native faith-truth, protect the Russian land from enemies-enemies.
slide 6.
The road to the capital city of Kyiv.
From that city from Murom, From that village of Karacharova
A remote, burly, kind fellow was leaving.
He stood at matins in Murom,
And he wanted to be in time for mass in the capital city of Kyiv.
And leaned towards the gloomy forest
For great things
From under the city from under Murom,
From Karacharova village.
Slide 7.
Ilya Muromets and Nightingale the Robber.
Like that one at the Dirt, at the Black one, but at that one at the birch, the squeaky one,
Yes, by that river near Smorodina, at that cross by Levanidov
The Nightingale the Robber sits on a damp oak,
Sits Nightingale the Robber Odikhmantev's son.
And then the Nightingale whistles like a nightingale,
He screams, the villain-robber, in an animal way.
Fizkultminutka.
The class raises its hands - this is "one",
The head turned - it's "two",
Hands down, look forward - this is "three",
Hands turned wider to the sides on "four",
With force to press them to the shoulders - this is "five".
All the guys sit down quietly - this is "six".
2) Work on expressive reading.
Listening to an audio excerpt from the work "Ilya Muromets and the Nightingale the Robber"
3) Control and self-examination.
Individual work of the student on the teacher's PC.
Organization of a frontal check of the work performed, taking into account the expressiveness of reading passages.
4) Problem situation: question - reasoning.
slide 8. Monument in the city of Murom.
Do you think Ilya Muromets is a fictional character or a real-life hero? In the epics, which the people retold many exaggerations, they acquire the features of a fairy tale. Why did the people make an ordinary person a fabulous, epic hero?
A man who really lived, bravely defended his Motherland. He was very courageous, courageous, he was ready to give his life for his people.
So he traveled through time
Across the country to all ends;
At his steel stirrup
New fighters have risen.
And, like spring fresh responses,
In honor of the ancient Ilya
Continue exploits again
Our own heroes.
The best features of the national hero passed through time, remained close to the Russian people, united them in their readiness to defend the Motherland.
5) Expressive reading of the work of N. Aseev.
Aseev's poem contains the whole story about Ilya Muromets. Let's read it completely. Reading in a chain of quatrains.
To consolidate knowledge of the events reflected in the epics about Ilya Muromets, revealing his "biography".
VI. Summary of the lesson.
What do you think is the main idea of all the works that we read today in the lesson.
Pride in their homeland, for its epic defenders.
And the whole Russian people also thinks, which is why we know a lot of sayings about the defenders of the Motherland.
Frontal work with students, during which the main idea of all the works read in the lesson is clarified. Organization of work in pairs with proverbs.
Work in pairs. Cards. Pick up a proverb.
Who is behind the Motherland with a mountain…………..that double strength is given.
Feel free to go into battle…………………he is a hero.
If it is tailored in Russian……….The Motherland is yours.
Who fights for the Motherland……….then there is only one warrior in the field.
Reflection. Who was interested in epics, legends about heroes?
VII. Homework.
Who was interested in epics, legends about heroes? Tomorrow we will read your books that you have selected on this topic.
Constantinou Loks Loks Konstantin Grigorievich (1886–1956) literary critic, teacher, member of the Lyrica association.
And you jumped up in front of me
the drowsy stronghold of the Kremlin, -
shuddered with an iron rumble
your sacred ground.
and there is no lofty word,
scorched gaze looks around
traces of majestic troubles;
you saw my capital
at these ancient altars
queens tearful faces
and faces of dark kings;
and I am from a distant exile,
where he was and accepted and loved,
came to bow down memories
before your silence...
And you carry, as once,
above the noise of vain steps
cathedrals gloomy gold
and barmy heavy snows.
And I see - my path is not accidental,
as Ivan bursts into the night: “Come!” As Ivan bursts into the night: “Come!”- This refers to the bell tower of Ivan the Great in the Kremlin.
Oh mother! - child of your outskirts
yearns on your chest.
1911
Zvenchal Ringing. - In the collection of N. Aseev "Zor" (1914) was published under the title "Horse horse, foamy German steel!"
Tulumbasy Tulumbas - an ancient musical instrument, a kind of timpani., beat, beat,
zaporizhki, gay, gay!
Zaporogi-enemies -
heads are not expensive.
Dolomans - quickly, quickly,
holonim Istr Istr (Istr) - the ancient name of the Danube., Istr!
Kharaluzhye panovo
let's move again!
Let's unwind the chubove,
let's develop the banner by
but the tight essence
before the light we mark!
Is it not a joy
nightingale malt,
whether not glad,
nightingale-malt!
They rode on their chests -
for living gold
ride, don't fall
on dull gold!
Nightingale, vey, vey,
zaporizhki, gay, gay!
Zaporogi-enemies -
heads are not expensive.
1914
Announcement Announcement. - N. Aseev recalled in 1929: “I remember how I was walking down the street one day and a sign over a hay shop caught my eye: “Sale of oats and hay.” The closeness of its sound and the similarity to the bored church exclamation: “In the name of the father and son” - created in the imagination a parodic line from these two close-sounding everyday verbal groups ... ”(N. Aseev. Work on verse. L., 1929, p. 54 ).
I would ban the "Sale of Oats and Hay"...
It smells like the murder of the Father and the Son, doesn't it?
And if the heart remains deaf to the anxieties of the streets,
chop me, roar, chop my stupid, deaf ear!
Letters flash like fleas
pasted over a white page.
The habitual mind
pulled dry crumbs.
A hospitable home for the wind,
or hotels of spring -
this is what should be sprinkled generously
in the markets of the grown country.
1915
hungarian song Hungarian song.- N. Aseev wrote a poem about this: “In 1914, shortly after the declaration of war, under the influence or rather contrary to the influence of the general chauvinistic mood, I tried to answer it with the following poem: “Haired willows ...” The poems were lyrical and partly colored with a love theme; therefore their attitude was not clear enough, but they were written sincerely; their emphasis was against leavened patriotism and soldiery” (Ibid., p. 55).
Willows
threw their hands into the streams.
Seagulls shouted: "Whose are you?"
We answered: "Draws!"
Perun and Odin are fighting,
wheezing in prasini.
We don't have families
compose a chorus for seagulls.
So flutter above the others
wind, harsh refiner,
you tearing to shreds
hundreds of loves ended.
But the eyes won't die
We have seen the world with them twice, -
they will be able to shout “back!”
death to a henchman for everyone.
Where the willows withered
where the streams cool
seagulls crying "whose are you?",
we will draw in draws.
1916
Premonitions
1
The village is a beast sleeping in a cage,
trembles in the darkness, and she dreams of a whip,
but a shot will flash, the door will slam,
and - broken rods tremble ...
That was once - and then
lit veins so bright smell!
It's not knives and axes,
then the claws on the reduced paws.
And only a cry - and so many hands
and this blood is looking for Judas,
walking with silver darkness.
And you, who said: "Bullet them!" -
and you, who repeated: "Cut them!" -
tremble, clinging to the chairs,
seeing the march of these footmen.
Who wants to drink from the puddles
he will meet a flow barrier, -
master the future horror
know it in an instant!
After all, if there is no mercy in words,
because if you do not swim out of the mud, -
remember: rust smells
blunt guillotine knife.
