Sapgir working hands. Summary of the lesson on the topic: "Multi-genre works for children

Lesson 15 G. Satir "Working hand"

Goals: Formation of the skill to reflect and analyze. Formation of the skill of monologue speech. Formation of the theoretical apparatus. Get to know the new piece.

During the classes

IV. Homework. 1. Read the fairy tale "Ayoga" on pages 119-122 of the educational reader.

2. Complete the tasks for the text.

Lesson 16 I. Krylov

Goals: Formation of the skill to reflect and analyze. Formation of the skill of monologue speech. Get to know a new genre of literature. Expansion of the vocabulary theoretical apparatus. Get to know the new piece.

During the classes

1. Checking homework.

Checking homework should be carried out according to the tasks proposed in the RT "Literary Reading" (page 21).

In task number 3, it is proposed to complete the definition of the dialogue. The author's definition is given on page 9 in the textbook.

II. Acquaintance with new material.

IV. Homework. 1. Learn by heart the fable of I.A. Krylov "Swan, Pike and Cancer".

2. Read a few fables on your own. 3. Complete the sentence started in class.

Lesson 17

Goals: Formation of the skill to reflect and analyze. Learn to identify the features of works of art. Formation of the skill of monologue speech. Formation of literary representations and concepts; Get acquainted with the new work; Checking the acquired knowledge.

During the classes

I . Checking homework. Reading by heart the fables of I. Krylov.

How did you finish the home proposal?

IV. Homework. 1. RT "Literary reading": p. 23 No. 5.

2. Read the first part of M. Zoshchenko's story "The Most Important Thing" (textbook, pages 55-56).

Lesson 18

Goals: Formation of the skill to reflect and analyze. Formation of the skill of monologue speech. Formation of literary representations and concepts.

During the classes

I. Checking homework. Checking the task completed in the RT "Literary reading".

II. Introduction to new material.

III. Practical tasks.

IV. Homework. 1. Prepare a detailed retelling of the story, based on the plan proposed in the RT "Literary Reading": p. 25 No. 4.

2. Educational reader: V. Oseeva "The Magic Needle", start reading the fairy tale on pages 123-128 (up to the words "And the black night is already approaching ...").

Savinov Approximate basic educational program educational ... Compositions of domestic composers about Motherland. Sacred music in creativity... by students of all health groups (on lessons physical education, in sections, etc. ...

Subject:Multi-genre works for children. G. Sapgir "Working hands". Tongue Twisters. d/h Nanai folk tale"Ayoga"

Target: definition emotional mood works;

learn to correctly name works (author's surname) and title;

develop learning and reading skills: compare poems,

stories; highlight the main idea of ​​the work; make up

schematic plan; match proverbs with content

works; determine the main idea of ​​the work; form

moral concepts.

Cognitive UUD: general education- Introduction to vocabulary.

Regulatory UUD: accept and save learning task; adequately perceive the assessment of the teacher and comrades; plan your action.

Communicative UUD: work in pairs: reading the dialogues of mother and Ayogi, mother and neighbor girl. be able to to form communicative and speech actions, constructive ways of interacting with others (teacher, peers).

Personal UUD: express their opinion

During the classes.

I . Clean tongues: (game "Words-rhymes")slide 1

Sa-sa-sa a wasp flew to us.

Zhu-zhu-zhu with this book I am friends.

Ra-ra-ra and it's time for us to work.

II . Checking d / z.slide 2

What do the illustrations have in common? (Illustrations show children.)

What d/z did you get in the last lesson? slide 4

Group work: slide 5

Group 1 - "Analysts" - write down Bobka's character traits.

Group 2 - "Readers" - make a plan for the story.

Group 3 - "Writers" - come up with a continuation of the story.

III Fizminutka.

IV . Working on a new piece.slide 6

Reading by a well-read student of the work of G. Sapgir "Working Hands". (p. 51) (Use desks while reading.)

Text questions:

1. What is this poem about?

2. Think about what hands are called workers.

3. Which word from the text is rarely used in speech? (Eager)

4. Consult a dictionary. (p.52)

"Hunting" - having a desire or desire to do something.

4. Indicate the rhymes in the poem.

Old woman - toys

In trouble - and everywhere

While - a student

V . Work in a notebook p.20.

Write down the third and fourth lines, read. Underline the rhyme.

(They themselves will build a scooter, they themselves will make a birdhouse for a starling.)

What will the hands do? Find the answer in the text.

(Hands will build, make, bring, repair, rescue, help.)

Nanai folk tale "Ayoga" - audio recording (Slide 7_

VI . Reflection.

What do you remember in the lesson?

What can you tell about the lesson to mom?

VII . Homework assignment.

G. Sapgir "Working hands" - expressively read.

Municipal educational institution

average comprehensive school № 36

Lesson literary reading

2 "A" class

topic: N. Nosov "Patch"; G. Sapgir "Working hands"

Teacher primary school MOU secondary school No. 36

Alekseeva Tamara Ivanovna

Belgorod, 2011

Lesson on literary reading in 2 "A" class.

Subject: "N. Nosov "Patch", G. Sapgir "Working hands".

Objectives: to determine the emotional mood of the work;

Learn to correctly name works (author's name) and title;

Develop learning and reading skills: compare poems,

stories; highlight the main idea of ​​the work; make up

Schematic plan; match proverbs with content

Artworks; determine the main idea of ​​the work; form

Moral concepts.

During the classes.

I. Clean tongues: (game "Words-rhymes")

Sa-sa-sa a wasp flew to us.

Zhu-zhu-zhu with this book I am friends.

Ra-ra-ra and it's time for us to work.

II. Work on the topic of the lesson.

1. - What do the illustrations have in common?

(Illustrations show children.)

(N.N. Nosov.)

What do you think about what and who will we read about?

(Works by N. Nosov about children).

The theme is written on the blackboard: “N. Nosov “Patch”, G. Sapgir “Working Hands”.

III. Working on a new piece.

1. Explain the meaning of the word "patch."

2. Reading the work of N. Nosov "Patch" by the teacher.

Text questions:

Why didn't mom help her son?

Why did Bobka decide to fix his pants himself?

How did the guys react to Bobka's work?

How do you imagine Bob?

Bob's mood.

IV. Reading an excerpt (dialogue of mom, Bobka and guys) by roles (pp. 33-34).

Choose the right tone: begging, teasing, mocking, proud, etc.

(While reading, use "desk").

V. Physical minutes.

VI. Work in pairs.

Pick up proverbs about work:

Remember proverbs;

Come up with proverbs;

Collect proverbs from individual words;

Reading proverbs by arrows;

Reading proverbs by numbers.

VII. Group work.

1. gr. - Make a blueprint.

(Soldier pants, mom and Bobka, patch, well done!)

2. gr. - Name the heroes-children from the works: A. Barto "Katya", S. Baruzdin "How Alyosha got tired of learning", E. Permyak Smorodinka, N. Nosov "Patch". (Katya, Alyoshka, Tanya, Bobka).

3. gr., 4. gr., 5. gr. and 6.gr. perform test tasks.

3 gr. - Bobka had pants: 1) soldier's; 2) generals; 3) school;

4) smart.

Bobka pants: 1) boasted; 2) rejoiced; 3) upset; 4) had fun.

Bobka tore these wonderful trousers and began to ask to sew up: 1) mother;

2) grandmother; 3) aunt; 4) sister.

4 gr. - Sew up pants business: 1) fast; 2) not easy; 3) fast;

4) painstaking.

The patch stuck out on the pants, like: 1) a dried banana; 2) dried mushroom;

3) dried squid; 4) dried shoe

One leg has become: 1) longer; 2) shorter; 3) prettier; 4) uglier.

5 gr. - Bobka took a knife and a patch: 1) tore it off; 2) cut off; 3) rebuffed;

4) unhooked.

I circled around the patch: 1) with a felt-tip pen; 2) ballpoint pen;

3) ink pencil; 4) colored chalk.

Now he sewed: 1) correctly; 2) beautiful; 3) carefully; 4) silently.

6 gr. - It was sewn: 1) crooked; 2) ugly; 3) funny; 4) exactly.

And the patch, look, is circled: 1) with a felt-tip pen; 2) handle; 3) chalk;

4) with a pencil.

Bobka wanted to learn how to sew: 1) sleeves; 2) collar; 3) lace;

4) buttons.

From the correct answers, an illustration (cut, puzzles) of Bobka is compiled.

In the third group, the correct answers are under the number 1;

In the fourth - under the number 2;

In the fifth - under the number 3;

In the sixth - under the number 4.

VIII. Work in a notebook, pp.19-20.

How do you imagine Bob?

(Hardworking, diligent, proud, ...)

Solve the crossword. Find answers in the text.

(Patch, Nosov, Bobka.)

IX. Physical minute.

X. Reading by a well-read student of the work of G. Sapgir “Working Hands.” (During reading, use “desktops”.)

Text questions:

1. What is this poem about?

2. Think about what hands are called workers.

3. Which word from the text is rarely used in speech?

"Hunting" - having a desire or desire to do something.

4. Indicate the rhymes in the poem.

Old lady - toys

In trouble - and everywhere

Bye - student

XI. Work in a notebook p.20.

Write down the third and fourth lines, read. Underline the rhyme.

(They will build a scooter themselves,

They themselves will make a birdhouse for a starling.)

What will the hands do? Find the answer in the text.

(Hands will build, make, bring, repair, rescue, help.)

XII. Reflection.

What do you remember in the lesson?

What can you tell about the lesson to mom?

XIII. Homework assignment.

G. Sapgir "Working hands" - expressively read.

Topic: N. Nosov "Patch", G. Sapgir "Working hands"

Tasks:
- expand the circle of reading (introduce N. Nosov's story "The Patch" and G. Sapgir's poem "Working Hands");
- develop reading skills: name the author's name, theme and genre of the work, compare works of different genres;
- form own attitude to what you read

Equipment:
portrait of N.N. Nosov, models - deputies of the covers of the story and poem, cards (plan) of the story, books by N.N. Nosov, proverb on cards, test cards

During the classes

Knowledge update.

Name the theme of the works that we read. (About children)
What piece did you study in the last lesson? (The story of E.I. Permyak "Currant")
-What is a story called? (A story is a work in which the author tells about some event in the life of the hero.)
-We will do the tests based on what we have read.

1c.
1. What did Tanya plant in rows?
a) leaves
b) cuttings
c) sprouts

2. Complete the sentence: "Tanya marked out the dug up earth"
a) a ruler
b) string and pegs
c) shovel

2c.
1. Where did Tanya grow currants?
a) at school
b) in the front garden
c) in the garden

2. Complete the sentence: "Soon sprouts from the buds"
a) smiled
b) hatched
c) run away

Mutual verification.
-Who disagrees with the neighbor's answer?
Why did you mark answer b)?

3. Reading the story of N. Nosov "Patch".
-On the desk portrait of the writer N.N. Nosov. Name the works of this writer. ("Dreamers", etc.)
-What are they? (With humor, fantasy).
-Today we will get acquainted with the work of N.N. Nosov "Patch". What is a "payment? (shred-a piece of fabric or leather, which is sewn to a holey place)
The teacher and well-read students read.

4. Conversation.
-Who liked this piece?
-What feeling does it evoke?
-Find and read the author's name and title.
Show the substitute figure: is this a story or something else?
Who or what is this piece about? (show yellow rectangle, prove)
- What did you read? (We read N. Nosov's story "The Patch" about children).

5.Fizminutka

6. Work with the text of the work (analytical reading).

How does the story begin? Read.
-Who main character?
- How do you imagine Bob?
-What happened to Bob?
Why didn't mom help the boy?
- Read the dialogue (conversation between mother and boy) in pairs and aloud. (With what intonation should you read the words of your mother? And Bobka?)
Why did Bobka decide to sew a patch on his pants himself?
-How did he do it?
- Read the end of the story and ask questions about this part.
(-How did the guys react to Bobka's work?)
(-What was the mood of Bobka?)
(What was Bobka thinking about?)
-Can Bobka be called hardworking?
Why did the writer choose the name "Bobka"?
How does the author feel about the boy? (with humor and respect)
-Which the main idea story? (show children how to overcome difficulties, not be lazy, but work patiently and everything will work out)
What story read in grade 1 reminds you of this story? (E. Permyak "Hurry Knife") Why? (quietly, gently whittled the stick, patiently)

Another meaning of the name "Patch": there was a gap - the lack of everyday experience in sewing on a patch, there is no longer a gap in his skills, he put a patch in his skills.
- Is it possible to say that N.N. Nosov big friend children? Why?

Reading an article about N.N. Nosov in the textbook on page 45.
Read these and other stories as you wish.

7. Retelling plan.
- I made a story plan. Correct it if you don't agree.
1. Great pants.
2. Trouble.
3. Joy.
4. Sewing on a patch. (correct)
- At home, try to retell according to this plan.

8. Independent (differentiated) work in a notebook pp. 19-20.
Front check.
Fizminutka.
-Compilation and reading proverbs about work on cards (cards are hung around the class). Proverb: Skill will come to great patience.

9. Reading G. Sapgir's poem "Working Hands" (read by the teacher).
- Who is this poem about?
-What mood does it evoke?
- How did you imagine the boy?

10. Differentiated work on a poem.
Independent reading poems by strong students.
With students who have difficulty reading words that are complex in structure:
working hands, for children, a birdhouse, toys, they will make (make, make), eager (hands) - (hard-working, do a good deed).
Is “eager” often used in speech?

11. Reading aloud to a good reader.
- Why is the poem called "Working Hands"?
What good deeds did the student do?
How does the author talk about the boy? (Sincerely)
- Find rhymes.

12. Comparison of N. Nosov's story "The Patch" and G. Sapgir's poem "Working Hands".
Who are these works about?
- What characters are similar?
What do these works have in common?
- How do the cover models differ? (Rectangle yellow, triangle yellow)

13. The result of the lesson.
Why do we need to work hard to overcome difficulties?
Who worked hard, thought a lot and understood everything in the lesson?

14. Homework: retell the story of N. Nosov "Patch" according to the plan, learn to read G. Sapgir's poem "Working Hands" expressively.

Introspection

a lesson in literary reading given by Krisanova N.P. in 2 "B" class 29 09.2011 on the topic: "N. Nosov "Patch", G. Sapgir "Working Hands"".

This lesson is a link in a series of lessons on reading works about children and for children. The following tasks were solved in the lesson:
- expand the circle of reading (introduce N. Nosov's story "The Patch" and G. Sapgir's poem "Working Hands";
- develop reading skills: name the author's name, theme and genre of the work;
- compare works of different genres;
- form their own attitude to what they read;
- develop reading skills and interest in reading;
- expand lexicon students;
- to educate the moral and ethical qualities of students.
Combined lesson. The logical connection between the stages of the lesson was observed. Taking into account the characteristics of the students, the forms and methods of work were chosen. Using text tests home reading allowed students to actively participate in the work. At the stage of familiarization with new material, an active role was assigned to well-read children and the teacher. An important milestone the lesson was deep analytical work according to the content of the text, in which all students took part. Deeply revealed ideological content in the image of the hero and his actions, as well as the author's attitude to the hero was considered and his own attitude was formed. This painstaking work prepared the students for retelling. Differentiated work consisted in the degree of assistance to students and the content of the material when reading a poem.
The psychological atmosphere at the lesson was maintained positive mood. The high working capacity of students was supported by a change in types vigorous activity, using the modeling technique, holding physical minutes, referring to the life experience of children.
The homework is clearly given and the lesson is summed up.
Lesson objectives completed.

Attached files