Theme: Works about children. N. Nosov "Patch", G. Sapgir "Working hands". Tongue Twisters. Add/Thu Nanai fairy tale "Ayoga"
Goals : introduce students to a new work, contribute to the formation of the skill to reflect and analyze, the formation of the skill monologue speech understanding the meaning of the work; contribute to the development creative activity; promote a sense of mutual support.
Planned results:
Learn to listen to the story of N NosovaWork with text
(in a notebook and in a textbook).
Define main idea(what the author wanted to say). Complete tasks in the textbook, find rhyming lines.
Cognitive: general educational - Be able to work with a new work (optional): initial reading silently, modeling the cover, completing assignments. Be able to read tongue twisters and highlight their features.
Regulatory: Motivation for results. The ability to overcome difficulties to bring the work started to its completion.
Communicative: Be able to master the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts.
Class 2 "F"
Type of lesson ________ Lesson in learning new knowledge__________________
Form of conduct__ Lesson - travel____________________
Equipment: Textbook "Literary reading" - 28 pieces, Workbook No. 1-28 pieces, colored pencils, ballpoint pens; board, marker, projector, personal computer
During the classes(activity of the teacher and students)
Formation of UUD
Organizing time. Updating of basic knowledge
I. Organizational moment.
Check, my friend, are you ready to start the lesson?
Everything is in place, everything is in order: books, pens and notebooks
Checking homework.
1. Retelling of the story "Currant". (children's answers)
2. Verification of tasks completed in RT.
ΙΙ. staging learning problem. Discovery of new knowledge
II. Work on the topic of the lesson. Introduction to new material
Today we will get acquainted with creativity children's writer N. Nosova. You are probably familiar with his works.
Name them. (“The Adventures of Dunno”, “Mishkina porridge, “Entertainers”)
Let's honor the cheerful and instructive story N. Nosova "Patch".
(Pupils “in a chain” read the story).
Spiritual and moral development and education:
1) education of moral feeling, ethical consciousness and readiness to perform positive actions, including speech;
2) civic-patriotic education;
3) education of diligence, ability to knowledge;
4) education healthy lifestyle life;
5) environmental education;
6) aesthetic education.
ΙΙΙ. Application of new knowledge
Application of new knowledge
Who is the main character of N. Nosov's story "The Patch"? Bobka.
Why did the guys envy Bobka?
He had wonderful khaki pants.
How did Bobka rip his pants? Climbed over the fence.
Why did mom refuse to sew up Bobka's pants? Read her reaction.
“You will climb fences, tear your pants, and I have to sew up?”
Why did the guys laugh at Bobka? “A soldier himself must be able to do everything: put on a patch and sew on a button.”
Tell us how Bobka sewed on the patch.
How do you imagine Bob? (Independent reflections of students).
Complete task number 7 on page 49 of the textbook.
Reading a poem by G. Sapgir "Working hands". Reading tongue twisters on p.52.
What is a patter?
Add/Thu Nanai fairy tale "Ayoga". Reader p.119
Hearing a fairy tale
Describe his actions.
(Independent reasoning of students).
Cognitive UUD:
1) we form the ability to extract information from diagrams, illustrations, texts;
2) we form the ability to present information in the form of a diagram;
3 ) we form the ability to identify the essence, features of objects;
4) we form the ability to draw conclusions based on the analysis of objects;
5) we form the ability to generalize and classify by signs;
6) we form the ability to navigate the spread of the textbook;
7) we form the ability to find answers to questions in the illustration.
Communicative UUD:
1) develop the ability to listen and understand others;
2) we form the ability to build a speech statement in accordance with the tasks;
3) form the ability to shape their thoughts in oral;
4) develop the ability to work in pairs.
Regulatory UUD:
1) we form the ability to express our assumption on the basis of work with the material of the textbook;
2) develop the ability to evaluate learning activities in accordance with the task;
3 ) we form the ability to predict the upcoming work (make a plan);
4) we form the ability to carry out cognitive and personal reflection.
ΙV. Lesson summary
– What new did you learn in the lesson?
What was Bobka from the story of N. Nosov?
Who is the hero of the Nanai fairy tale "Ayoga"
Personal UUD:
1 ) we form the ability to show our attitude towards the characters, to express our emotions;
2 ) we form motivation for learning and purposeful cognitive activity;
3) we form the ability to evaluate actions in accordance with a certain situation.
v. Homework
Uch. part 1 p.47-52, Chr. part 1 p.119 expression reading, R.T. complete tasks
Get to know yourself literary concept paragraph. Learn the definition.
VI. Reflection
Guys, show your mood (sun, cloud):
Raise your hand, those who smile today, like this sun.
Now raise your hand those who are sad, like this cloud.
Guys, thanks for the tutorial!
First creative years G. V. Sapgir (1928‒1999) came at the time of the “thaw”. As for many "informal" creators, children's literature sent for Sapgir almost the only opportunity to break through to the reader. The poet admitted: “I would never have guessed to write for children, if they hadn’t twisted my arms, didn’t block any opportunity to earn a living with “adult” creativity.” This is how a new, unexpected influx of fresh energy into literature for the little ones appeared, a talented influx, a powerful one — on the wave of the 60s, or rather, on its rollback.
In 1960, the publishing house " Child's world"The first collection of works by G. Sapgir for children called" First Acquaintance "was released. His next book, "Funny ABC" (1963), is a continuation of the tradition of the ABCs of Sasha Cherny and S. Marshak. The poet also participated in the compilation of the school Primer, which, since 1965, has been regularly reprinted. In the 70s, his children's books "Four Envelopes", "Wonder Forests", "Red Ball" were published.
Sapgir's collaboration with the wonderful storyteller Gennady Tsyferov turned out to be fruitful: together they wrote plays for puppet theater(“I want to be big”, “Pig in a poke”), scripts for cartoons (“Engine from Romashkovo”, “Frog is looking for dad”, “My green crocodile”, “Losharik”),
The poet was a member of the so-called Lianozovsky group of writers and artists that formed at the turn of the 1950s and 1960s, who were looking for grounds for creativity in the officially unrecognized avant-garde: here domestic postmodernism was born - a phenomenon of art of the 80s and 90s.
The element of the poet Sapgir is the secrets of speech, the metamorphosis of words. The image, like a reflection, arises and moves at the slightest turn of the word:
Auntie said: - Fi, football!
Mom said: - Fu, football!
My sister said: - Well, football ...
And I answered: - In, football!
In poems for adults, the poet uses the techniques of modernist and postmodernist poetics (fixation of free-sounding speech, dialogue with someone else's text, filling the strict genres of psalm, sonnet, life with unusual content, roll call and development of quotations, etc.). In poems for children, modernism manifests itself mainly in the sphere of the possibilities of the word itself, as it is perceived by a small reader.
In his "New primer" (1995), Sapgir defends the traditional method of teaching reading by syllables. He compiled columns of words, picking them up so that the letters and sounds in the words echo vertically, horizontally and diagonally, creating graphic and sound-semantic correspondences, adding up to certain phrases. In essence, these columns are a game initial exercises in poetry:
MOON
MA-LA
UM-NA
USH-LA
OUR
SHA-RY
WE-LA
MA-WE
WE
MIND
MA-MA MA-SHA SHU-RA
FRAME
HOORAY
The synthesis of graphics and music of words generates the poetry of metaphors that lead the reader into the deep labyrinths of the Word. For example, the poem "The Game", like many other works from the "New Primer", is built on the game of letters, sounds, words and phenomena:
The musician played the trumpet.
The pipe looked like a snail.
The snail looked like a house.
The house looked like a cup overturned.
The cup looked like a teapot.
The teapot looked like Ivan Ivanovich.
Ivan Ivanovich was a musician and played the trumpet.
The culture of such a poetic game dates back to the Middle Ages, when the book was the object of worship, and the word was the highest value in itself, prayer.
The poet restores the original meaning of the letters of the Russian alphabet: "I know the letters, say: there is good." The first self-read book, the Primer, should, in his opinion, leave the child with a sense of the sacredness of the Word for the rest of his life.
G. Sapgir wrote poetic alphabets - "Forest Alphabet" and "Crane Book", as well as counting rhymes and tongue twisters for different letters of the alphabet. He also has a musical alphabet - "The Tale of Forest Music." Many of his poems for children peculiar exercises for the development of speech:
What is LI?
What is MON?
Sounds don't make sense.
But they barely whisper: LI-MON -
It will immediately become sour.
The heroes of Sapgir's poetic tales - Losharik, the Cannibal and the Princess, laughers from the country of Laughing, gained wide popularity. All these characters are distinguished by a fundamental fiction: their existence depends entirely on the play of the imagination.
G. Sapgir translated poems for children by the Jewish poet O. Driz, the Englishman A. Milne (collection "We are with Winnie the Pooh", 1994). He is the author of more than twenty plays for children; many of them have been staged in theaters in our country and abroad. Together with Sofia Prokofieva, he wrote the plays "Puss in Boots" and "Vasilisa the Beautiful", for a long time kept in the repertoire of Youth Theaters. Sapgir's work had a great influence on the formation of a generation of writers who entered children's literature in the 1980s and 1990s.
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
Literary reading lesson
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 studying", 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.
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
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I. Checking homework. |
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What work did you read at home? |
The story of A. Rubinov "Step". |
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Briefly describe what this story is about. |
(Short retelling). |
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How did the grandmother propose to identify which of the grandchildren is more industrious? |
The one who fixes the step without being reminded. |
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How else can you call Tolya? |
Caring. |
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What is his concern? Read. |
“We need to fix the porch now. Grandpa and grandma might fall." |
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What literary concept did you meet at home? |
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A paragraph is a red line, indented at the beginning of the line. The story begins with a red line. |
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Retell the story according to the plan on page 154. educational anthology. _ |
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Today we will read a work that also touches on the topic of labor. . Read G. Sapgir's poem "Working Hands" on textbook page 49. |
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What is this poem about? |
About labor, about workers, hardworking hands. |
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Read what it means (textbook page 49). |
Having a desire, or a hunt, to do something. |
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How often do we use this word in colloquial speech? |
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This is an outdated word. |
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Point out the rhymes in the poem. |
Hand - in the district; Scooter - they will make; Old woman - toys; In trouble - everywhere; While the student; Workers are willing. |
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III. Practical tasks. |
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RT "Literary reading": p. 20 No. 1. |
Kind, skillful, workers, willing to work. |
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RT "Literary reading": p. 20 No. 3. |
They will make, bring firewood, repair, help out, help. |
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.
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Today we will get acquainted with a new genre of literature - this is a fable. Read the definition of fable on page 52 of your textbook. Writers who write fables are called fabulists. Read the definition on textbook page 53. |
The fable is an instructive work. |
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We will read with you the fable of Ivan Andreevich Krylov "Swan, Pike and Cancer." |
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Do you understand all the words in the fable? |
No. What is a fret, a load? |
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Find the definition of new words on textbook page 52. |
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Can you name a fable great proverb? |
Yes. In the fable, wisdom is hidden behind the images of animals. You need to think out the meaning yourself, in the proverb everything lies on the surface. |
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Read the first three lines of the fable. How do you understand them? |
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Do these words sound like a proverb? How? |
(Independent reasoning of students). |
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Why didn't the heroes manage to move the cart? |
The capabilities and needs of animals are different. And behind the images of animals, the vices of people are hidden. Therefore, "their business will not go well." |
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What fables of Krylov are you still familiar with? |
"Crow and Fox", "Wolf and Lamb", etc. |
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III. Practical tasks. |
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Swan, Pike and Cancer. |
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Okay, unity. |
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RT "Literary reading": p. 22 No. 3. Complete the sentence (at home): He wrote such works as |
Fabulist. |
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?
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In the last lesson, we got acquainted with the concept of a fable. Remind yourself of the definition of a fable. |
An instructive work that ridicules the shortcomings and vices of people. |
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What kind of literature are Krylov's fables similar to? |
For poems. |
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There are rhymes. |
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Today we will read the fable of L. N. Tolstoy. It is an instructive story, or a fairy tale. |
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Tell us how you imagine a little mouse and an old mouse? |
(Independent reasoning of students). |
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Read how the mouse talked about the rooster. |
“... terrible, walks around the yard like this: his legs are red, his comb is red, his nose is hooked. Screaming out loud..." |
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What is the impression of a mouse from a cat? |
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How is the work constructed? What literary concept is a conversation between two characters called? |
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In this fable, the moral is hidden in the text. It must be understood and explained. Try it. |
Not everything beautiful radiates goodness. Appearances are deceptive. |
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Read the fable by role. |
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III. Practical tasks. |
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RT "Literary reading": p. 22 No. 1. |
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RT "Literary reading": p. 22 No. 2. |
Terrible rooster. Good cat. |
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RT "Literary reading": p. 23 No. 3. |
Leo Nikolaevich Tolstoy |
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RT "Literary reading": p. 23 No. 4. |
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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.
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Retell the first part of the story that you read on your own at home. (Thus, the presence of completed homework is revealed). |
Retelling of the first part. |
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What did Andryusha learn from his mother? |
Be brave, strong, smart, be able to competently apply your knowledge in practice. |
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Did you like the hero of the story - Andryusha the redhead? How? What other stories about children do you know? Think back to what you studied in first grade. |
S. Baruzdin "People", "Red Ears", "Parsley". N. Nosov "Dreamers". E.Ya. Ilyin "Noise and Noise", "Chick-Chick with Scissors". N.P. Sakonskaya "Mom and I" V.V. Chaplin "Mushka". V. Dragunsky "What the Bear loves." K. Ushinsky "Playing dogs". L.N. Tolstoy "Bone". |
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I. Severyanin "Her Pets". E. Permyak "Hurry Knife", "The Worst", " Kite”, “Pichugin bridge”. |
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Agniya Barto "I am superfluous". |
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I. Akim "Mom". |
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E. Uspensky "Everything is in order." |
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M. Plyatskovsky "Good horse". |
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V. Golyavkin "About who Vovka studies for." |
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S. Vostokov "Who wins". |
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I. Butmin "Coward". |
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V. Berestov "Seryozha and nails". |
III. Practical tasks.
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RT "Literary reading": p. 24 No. 1. |
He was a cowardly boy. He was afraid of everything. |
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RT "Literary reading": p. 25 No. 2. |
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RT "Literary reading": p. 25 No. 3. |
(Independent reasoning of students). |
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RT "Literary reading": p. 25 No. 4. |
1. Be brave. 2. Be strong. 3. Be smart. 5. Have knowledge. |
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RT "Literary reading": p. 25 No. 5. |
The sun paints the earth, and labor paints man. |
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. ...
