Literary reading lesson on the topic:
N.N. Nosov "Living Hat"
3rd grade
Prepared and carried out
Primary school teacher
Dyukareva L.Yu.
Municipal educational institution "Secondary school in Lipovsky"
Target: introduce students to the content of N. N. Nosov’s work “The Living Hat”.
Tasks:
To form a primary school student as a conscious reader who demonstrates
interest in reading, with strong reading skills (at the level of the given
age), methods of independent work with readable text and children's
a book with a certain level of erudition.
Bring children to realize that fear of the unknown can turn
comic situation.
Develop the ability to make assumptions, compare, and argue your opinion.
4. Develop critical thinking, memory, imagination, speech.
5. Foster a tolerant attitude towards each other, mutual cooperation.
Lesson type: learning new material.
Equipment: media projector, screen, presentation.
Pedagogical technologies:
explanatory and illustrative teaching;
verbal productive and creative activity;
pedagogy of cooperation (educational dialogue, educational discussion);
information and communication technology.
Expected results:
increasing activity in lessons;
improving learning outcomes;
development of creativity in students.
During the classes:
1. Organizational moment. Psychological mood of students.
Let's smile at each other. Let the lesson bring us all the joy of communication, and let your helpers be: attention, resourcefulness, and ingenuity.
2. Goal setting.
(Slide No. 2)
Look carefully at the photo and try to understand what the person depicted on the slide was like. The face reflects life. Pay attention to the eyes, smile. What are they?
Do you have books by Nikolai Nikolaevich Nosov at home?
(Slide No. 3-4)
There are writers whose works outlive the authors themselves. I want to read and reread these books. Nikolai Nikolaevich Nosov is one of these authors. Despite the fact that the writer has been gone for many years, he remains one of the most popular and beloved authors by children. Pay attention to his works. I think you have already met some of them.
(Slide No. 5-6-7)
Nikolai Nikolaevich Nosov was born in 1908 in Ukraine in the family of an actor. After graduating from school, he worked as a factory worker. But he was strongly attracted by art, but he entered the art institute, then transferred to the cinematography institute, after which he worked as a director of animated, scientific and educational films. Nikolai Nikolaevich Nosov became a writer as if by accident: when his son was born, he had to tell him a lot of fairy tales. The son grew up and demanded more and more fairy tales. At the center of N. Nosov’s works are visionary guys, fidgets, irrepressible inventors, your peers, who often get punished for their ideas. The most ordinary life situations are transformed in Nosov's stories into unusually funny instructive stories.
Do you understand everything in my story?
Actor– artist – performer of roles in theatrical performances, cinema, television
Institute– higher education institution.
Cinema- the art of reproducing on screen moving images captured on film that create the impression of living reality.
Director - creative worker, director of theatrical and entertainment programs.
Peer- a person of the same age as someone, peer.
Funny stories make people smile and laugh. But laughter is a serious matter. It’s not funny at all if a child laughs at a friend who is in trouble, or at a fallen old woman. It is important to learn to see the truly funny things in life, to understand the jokes of people around you, and to be able to tell yourself about some funny incident. We will learn this in class, using the stories of Nikolai Nosov as an example.
(Slide No. 8-9)
Animated films have been created based on his works.
(Slide number 10)
Read the sentence. What combination of words arouses interest or seems unusual? Do you believe that there are living hats?
But the author believes that it can. Nikolai Nosov wrote a lot of funny children's stories that could happen to each of you. Today we will get acquainted with one of them. It happened to guys like you when they were sitting at home.
Where do we start working?
What do I need to do?
What am I learning in class today?
3. Predicting content by title.
Can you tell by the title of the story what the story is about? (write down suggested answers on the board)
Vocabulary work
There will be words in the text, let's clarify their meaning
(Slide No. 11)
Dresser- a low closet with drawers for linen and various small household items.
Poker- an iron rod with a rounded end for mixing fuel in the stove.
crack- hit.
Plop down – hard to sit down, fall.
4. Physical exercise
"Pyramid"
Here is a big pyramid (reach up)
And a cheerful ringing ball (jumping in place)
Soft bear with club feet (steps in place, on the outside of the foot)
Everyone lives in a big box (show big square)
But when I go to bed (hands under cheek, close eyes)
Everyone starts playing (image any movement)
5. Reading by the teacher + forecasting the development of the plot.
(The teacher and children who read well read, the rest of the students follow the text. During the reading, the teacher makes stops, the children think about how events will develop further.)
Reading part 1 (before the words “they saw a hat near the chest of drawers”)
Reading part 2 (up to the words “Vovka is behind him”)
What will the hat do next?
Will the guys be able to overcome their fear?
Reading part 3 (before the words “well, go and look”)
Is there a difference in the meaning of the words: get scared, shake with fear. What expression does the writer use?
Will the guys return to the room?
How will they defend themselves if the hat attacks them?
Reading part 4 (up to the words “the hat will jump up”)
How will the work end? What is the secret of a living hat?
(Slide No. 12)
Part 5 (teacher tells)
6. Analysis of the work, selective reading.
Did you like the story? How? How did the boys' moods change?
Did the boys know who was hiding under the hat? Prove with words from the text.
What impression do you have about the characters in the story?
What kind of character were they?
To understand the character of the characters and the author’s attitude towards them, let’s look at how Nosov portrays the boys’ actions, what and how he talks about them.
What scared the boys?
Did they understand that hats are not alive? Find words in the text that talk about this.
Have you ever experienced fear? When? Have such unusual stories ever happened to you where it was scary and then funny?
How can you overcome your fear?
Which proverb best suits the content of the story?
(Slide No. 13)
If you are afraid of wolves, do not go into the forest.
Seven times measure cut once.
Fear has big eyes.
Determine the idea (the main idea of the story).
This means that they were afraid that an ordinary, familiar object was behaving strangely and incomprehensibly.
How did the children behave at the first moment when they saw the “live” hat?
Find words that describe their behavior.
Write on the board: 1. Scared
Why were they afraid at first, even ran into the kitchen, and then began to attack the hat?
Once in the kitchen, did they change their behavior?
Let's read the dialogue in the kitchen.
How did the boys feel when they learned the “secret” of the hat?
Write on the board: 2. We became emboldened.
Why did Vadik begin to hug the kitten and caress it?
Writing on the board: 3. We were happy.
What would you do if you were in the place of the heroes of the work?
This is a fun, humorous story; we, together with the author, laugh at the characters who find themselves in a funny situation.
7. Lesson summary. Reflection
What is the name of the story we read? Who wrote it?
Let's return to your statements and see if there are any coincidences in your answers with the author's intention?
There are also minor discrepancies. But we are all different, we cannot think alike, everyone has their own opinion.
Do you think it's easy to be a good reader?
Continue the sentence:
It was interesting to me…
I wanted…
I found out that ….
I managed…
In the next lesson we will continue working on this piece. Thank you for your cooperation in class.
Smolina N.A.
Item: Literary reading
Lesson type: Consolidation of what has been learned
Lesson topic: N.N. Nosov “Living Hat” Lesson 2
Class: 2
The purpose of the lesson:
Continue to introduce students to the works of N. Nosov; develop memory, speech, and the ability to present in detail what you read and hear.
Planned result:
Students should be able to predict the content of some words based on the textbook's vocabulary and explanatory dictionary; tell your opinion; talk about the heroes, expressing your attitude towards them; draw up an outline of the work, retell the text in detail based on the outline, picture plan.
Methods and techniques used: dialogue, practical work, problematic presentation of material. The use of multimedia, visual material, a combination of various forms of work (frontal, group, individual).
Equipment: portrait of N. Nosov, exhibition of his books, cards (text for speech warm-up)
During the classes:
Lesson steps
time
Teacher activities
Student activities
Formation of UUD
Organizing time
1 min
Examination
Speech warm-up
2 minutes
The master's work is afraid.
Fear has big eyes.(read the proverbs highlighting each word with emphasis)
Setting lesson goals
2 minutes
PPPEEEEEPPPPPPEEEEEEEEPPPPPPEPPPP
Attention! Important task: cross out all the letters P and E. Read the word.
Guess who it is? (Nosov) (slide 1)
Why? (We read his stories)
What stories of Nikolai Nosov are familiar to you?
– Look at our exhibition of books by the writer N.N. Nosov. The books that I took from our school library do not look new, they are the most shabby, well-read. Why do you think?
- That's right, they are read, they never sit on the shelves.
We will continue to get acquainted with them in the next lessons. And today we will continue working on the story “The Living Hat.” You read it at home, but now let’s check how carefully you read it.
Fluency in past material. The ability to work independently, in a chain, in pairs and groups using previously studied material and mastered tools.
Checking understanding of the work.
2 minutes
(Pictures are posted on the board: car, hat, potatoes, kitten, skis, hockey stick, sled, ski pole, guys)
– Find those objects and those characters that appeared in the story. Name the extra items
Regulatory: set new learning objectives in collaboration with the teacher:
Checking homework
5 minutes
1. Test based on the story “The Hat Lives” by Nikolai Nosov. (Slide 3)
1) The name of the cat in the story is:
a) Borka; b) Vaska; c) Quiet.
2) The cat fell under:
a) scarf; b) coat; c) hat.
3) To escape, the boys took from the hat:
a) ski pole; b) poker; c) board.
4) What did the boys shoot at the hat with:
a) carrots; b) potatoes; c) cucumbers.
5) Who was under the hat:
a) puppy; b) kitten; little mouse.
Let's check if you completed the task correctly. Swap leaves. (Slide 4)
2. Developmental tasks. Anagram - changing the order of letters and recognizing a word.
Solve anagrams. Not all words from this list were encountered in the story “The Living Hat”. Find the “extra” word. (work in pairs)
natakom (room)
tokarshka (potato)
modco (chest of drawers)
zicorna (basket)
chergako (poker)
watkro (bed)
nokchoko(kitty).
Working on cards. Peer review
Cognitive UUD
1. Convert information from one form to another: retell small texts in detail.
2. Draw conclusions as a result of the joint work of the class and the teacher.
3. Focus on the spread of the textbook.
4. Find answers to questions in the text and illustrations.
Physical education minute
2 minutes
Exercise for the eyes.
Before we start reading, let’s do a warm-up with our eyes.
Raise your eyes “up - down”, “right - left”.
Make circular movements with your eyes.
do lazy eights
Do the exercise.
Learning new material
10 min
– Open the textbook on p. 54
– Why do you think the writer called his story the living hat?
-What was the kitten's name?
– What were the names of the boys - the heroes of this story?
What were the guys doing?
- What suddenly happened?
– What weapon did they choose to fight the hat?
– What happened when the guys started throwing potatoes at the hat?
– Who were the guys really afraid of?
– Which proverb is suitable to describe the behavior of boys?
– How many parts can this story be divided into? Remember that each part must contain the main idea. (For four). Let's create a story plan together.
Why do we plan a story?
– What is this part of the story about?
– How can you title this part?
– Did the boys know who was hiding under the hat? (No). What about the readers? (Yes)
- So, he wanted readers to know that fear was in vain, so he began his story with how the kitten got under the hat. This part of the story is very important, it is called the introduction.
What impression do you have about the characters in the story?
Are they brave boys or cowards? (Children give different answers).
– How many characters are there? (Vadik, Vova, author)
– Prepare the reading (After 1-2 minutes of buzzing reading, children read the second part in roles). (Children read to the words “ Jumped off the couch and ran out of the room”.)
– What is this part of the story about? (About how the boys got scared)
- Come up with a title for this part. (Fright)
– Read the third part of the story by person, i.e. dialogue. How many participants in the dialogue? (Two) Look at what words each character in the story says. (After 1-2 minutes of buzzing reading, children read with dialogue) (Children read until the words “...ran into the kitchen.”)
– What is this part of the story about? (About how boys throw potatoes at a hat)
- Come up with a title for this part. (Guys' decision)
– Read the fourth part in sequence.
– What is this part of the story about? (About how a gray tail poked out from under the hat)
- Come up with a title for this part. (The boys revealed the “secret” of the living hat)
What did the boys feel when they learned the “secret” of the hat? (Relief).
1. The kitten is playing.
3. Guys' decision.
4. The boys revealed the “secret” of the living hat.
- Now compare the plan of the story that we have drawn up with the one given in the textbook, question No. 6 p. 59. Well done, are we?
– Participate in dialogue in accordance with the rules of speech communication.
Together with the teacher they make a plan.
Communicative UUD
1. We develop the ability to listen and understand the speech of others.
3. Express your thoughts orally and in writing.
4. Ability to work in pairs and in groups.
Regulatory UUD
1. Determine and formulate the purpose of the activity in the lesson with the help of the teacher.
2. Talk through the sequence of actions in the lesson.
3. Learn to express your assumption (version) based on working with textbook illustrations.
4. Learn to work according to the plan proposed by the teacher.
Personal results
1. We develop the ability to show our attitude towards the characters and express emotions.
2. Evaluate actions in accordance with a specific situation.
3. We form motivation for learning and purposeful cognitive activity.
Physical education minute
for eyes
2 minutes
Perform physical education
Consolidation of the studied material.
8min
– This is a fun, humorous story; together with the author, we laugh at the characters who find themselves in a funny situation.
The action here develops very quickly, events follow one after another. We said in previous lessons that it is very difficult to depict an action in a picture. But look how the artist got out of a difficult situation. To do this, look at the illustrations for the story. (Children look at the illustrations).
– The artist created a series of pictures, each of which corresponds to one moment of the ongoing action, and together they tell the story of what happened.
What is shown in the first picture?
– Which of the guys do you think is Vadik and which is Volodya? Prove your opinion with words from the text.
Explanation of the expression “were shaking with fear” (were afraid).
– How does the artist convey that the boys were “shaking with fear”?
Compare how the boys are sitting in the second picture.
Does the story say what position the characters are sitting in? (No).
And the artist was able to convey in the drawing the mood of the children at that moment. The artist’s task is to “translate” the writer’s language – the word – into his own language, the language of colors. It becomes clearer to us what the author wrote by looking at the illustrations.
Guys, we looked at the pictures and made a plan for the story. Now let’s play a little game “Blitsopoll”. I want to check if you know the content well.
Game “Blitsoporos”.
– Tell me, this is how everything was in N.N. Nosov’s story “The Living Hat” (Children answer questions quickly):
1. Was the kitten Vaska sitting on the floor or on the closet?
2. Did Volodya and Vadik see or not see how the kitten got under the hat?
3. Who wanted to raise his hat: Volodya or Vadik?
4. Did the hat crawl towards Volodya or towards Vadik?
5. Did Vadik hit the hat or Volodya with a potato?
6. Did Vaska snort and squint from the light or tremble with fear?
Well done! And now the next task.
Game “Recover the Word”
- All these words came across in the story, restore them by adding vowels. (Slide 9,10)
k m d V l d V d k
sh l p s t l d v n
k x n k m n t k r z n
k t n k k r t sh k N s in
- Let's check how attentive you are to the words you read. The very beginning of the story is written on the board. Some letters are missing. What letters should I insert? (Slide 11)
K...tenk Vaska s...doing on the p...lu near the k...fashion and l...kicked flies. And in fashion, on the very edge... the hat stings...
Check (slide 12)
The ability to answer teacher’s questions based on the text and argue your point of view.
Showing attention to the opinions of comrades, the desire to find and “unravel” the author’s clues in the text.
Working with cards. Self-test
Peer review
Reflection
2 minutes
What would you praise yourself for?
What did you do best?
Evaluate their work using flashcards
Summing up the lesson
2 minutes
– Which writer’s story did we work with in class today?
– What is this story about?
– Which part of this story do you remember most? Why?
Homework
2 minutes
Prepare a retelling according to plan
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