Methodological development of the lesson literary reading
in 3rd grade
(EMC "School of Russia")
"L. N. Tolstoy "Shark"
Work on drawing up a plan for retelling the work "
Prepared by the teacher primary school Turovnik Taisiya Mikhailovna.
The purpose of the lesson:
1. Introduce children to the work of L. N. Tolstoy and the content of his work "Shark"
2. To form the skills of correct, expressive, fluent, conscious reading, for a deeper and more accurate transmission of thoughts and feelings embedded by the author in the work, as well as for expressing the reader’s own attitude to the depicted events, characters and their actions
3. Expand and deepen children's knowledge of nature, in particular about animals, as well as implement program settings:
a) expand knowledge and understanding of the world around;
b) be active speech development schoolchildren;
c) study the Russian language and its aesthetic functions;
4. Work on the expressiveness of children's speech, intonation, on the development of children's cognitive abilities.
5. Learn to work with reference literature
6. Develop imagination, speech, thinking, memory
7. To instill in children a love for nature, the desire for kindness, decency, responsiveness.
Subject tasks of the lesson:
Create conditions for the formation of the ability to analyze the text and carry out retelling, depending on its purpose;
Create conditions for expressive reading of the work in whole words aloud and to oneself, for understanding the content of what is read;
Create conditions for emotional response to events in the text when reading;
To help clarify the vocabulary of students in the lesson and acquaint students with the role of synonyms in speech;
To promote awareness at an intuitive level of semantic and grammatical agreement of words;
To teach to express the reader's own attitude to the depicted events, heroes, and their actions.
Meta-subject tasks of the lesson:
Cognitive: to ensure the development of students' skills to compare, group, highlight the right, analyze.
Regulatory: to promote the development in children of the ability to exercise self-control and mutual control, self-esteem learning activities the ability to accept and maintain a learning task.
Communicative: to promote the development of communication skills in children, the development of monologue and dialogic speech.
Personal UUD : create conditions for the formation of a positive attitude to learning, respect for animals, the ability to see the beauty of the world around, to promote the development of communication culture skills in the classroom, to promote the instillation of ethical personality traits - kindness, compassion, respect for elders, complicity.
Equipment:
A series of portraits of Russian writers and poets.
Tasks on cards for work in groups.
Presentation for the lesson.
Computer
Multiprojector
During the classes.
Organizing time.
Teacher.-Good afternoon guys! I am very glad to see you at the lesson. Today we have guests at our lesson. Let's welcome them. Now sit down quietly. We looked at each other. We smiled at each other and got to work.
One Chinese proverb says:
"When I hear - I forget,
When I see, I remember
When I do, I understand."
We will listen, and remember, and reason. After all, reading without thinking is empty entertainment.
(slide number 2).
Checking homework.
Reading by heart the poem by M. Yu. Lermontov "Autumn" (3 people)
After reading the poem, the children ask each student questions and evaluate their work.
What lines helped you imagine the autumn picture?
What is boron? What do you think of boron?
What sounds can be heard in the autumn forest?
Why does the poet call greenery gloomy?
How do you understand the lines “The brave beast involuntarily hurries to hide somewhere”
Formation of the topic and purpose of the lesson
Teacher. And now let's start learning new material. The name of the author, whose work we will get acquainted with today, you determine yourself. To do this, consider the notation of English and Russian letters. Pay attention only to the letters of the Russian alphabet. What is the name of the author, which will be discussed in the lesson today. How did you compose it?
Y N T QW ABOUT R S L U WITH Y T V ABOUT Z Y (Tolstoy)(slide number 4).
Teacher. That's right guys. Today we will talk about the work of Leo Tolstoy.
Teacher. Think, and tell me, about whom or what did L. N. Tolstoy write about?
Children. LN Tolstoy wrote about nature, animals, birds and people.
Teacher. The name of the work of L. N. Tolstoy, with which we will get acquainted today, you determine for yourself. To do this, connect the first letters of the words written on the board. (The words are written on the blackboard:Africa , swam, sailed away, admired, gunner .) (slide number 6).
Atreader. What is the name of this work?
Children. The work of L. N. Tolstoy is called "Shark".
(Teacher writes the title of the work under the name, patronymic, surname of the writer.)
Teacher. What is the topic of today's lesson?
Children. The topic of today's lesson: "Leo Nikolayevich Tolstoy and his work" Shark "".
Teacher. In accordance with the topic, formulate the purpose of our lesson. Use the whiteboard for this.
Purpose: 1) get acquainted with the work of ____________________ and his work "__________________________________"
3) compose _________ retelling of the work
(slide number 7.)
Children The purpose of our lesson: to get acquainted with the work of Leo Tolstoy and his work "Shark"; to learn correctly, expressively read the work, answer the questions posed.
Teacher. Guys, remember what works of Leo Tolstoy we read with you in 2nd grade.
Children.“Old grandfather and granddaughter”, “Father and sons”, “Scientific son”, “Filippok”, “Kitten”, “Donkey and horse”
Teacher. What do these stories teach?
Children answer the question.
Acquaintance with the life and work of the writer
Teacher. Which Interesting Facts from the life and work of the writer you found at home?
Children tell what they know about the life and work of the writer.
Lev Nikolaevich Tolstoy, Count, Russian writer, was born on September 9, 1828 in the estate of Yasnaya Polyana.
Orphaned early.
Received home education. Then he entered Kazan University.
In 1851 he entered the army and went to the Caucasus. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, having shown rare personal courage, he was awarded the Order of St. Anna and medals.
In the autumn of 1856, after retiring, Tolstoy went to Yasnaya Polyana and took up literature.
In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write an educational book for the youngest. He called it "ABC", but it was more like an encyclopedia in four volumes. Then L.N. establishes schools in other villages. (slide number 8.)
Preparing for perception.
Learning new material.
Guys, I really love the works of Leo Tolstoy, I think you do too. But most of all I remember one of his stories, with which I want to introduce you today.
Preliminary vocabulary work
Teacher. In the text we will meet the following words: (slide number 9)
Let's give them an explanation. To do this, we will work with explanatory dictionaries. ( Work with the explanatory dictionary of S. I. Ozhegov.)
Finding and interpreting words: deck, sail, sailor, gunner, wick, trunk
Deck - horizontal overlap in the hull of a vessel, aircraft, as well as a part of such overlap adjacent to the outer wall of the vessel.
Sail- fastened on the mast of the vessel and inflated by the wind, a cloth made of canvas, dense fabric.
Sailor- a sailor who does not belong to the command staff, an ordinary fleet, as well as an employee of the team.
Wick- tape harness or cord, used for burning in some lighting and heating devices. A tourniquet made of soft material, impregnated with some kind of composition. Burning cord to ignite charges
Artilleryman - artillery soldier.
Artillery - firearms (guns, mortars, howitzers), type of troops.
Teacher's messages about sharks.(slide number 8)
In almost all the seas and oceans of our planet there are terrible fish called sharks. These are the most ancient fish on Earth.
Shark is a voracious and predatory fish. They follow the ships in a flock and wait for a person to fall into the sea, but if this does not happen, then with great pleasure they devour what people throw into the water. They swallow everything, even empty bottles, cans and all sorts of rubbish. The white shark is the most dangerous, ferocious and strong of all sharks. It is called "white death". If you put her on the tail, then with the tip of her nose she will reach the fourth floor. Sharks have a special bag, something like a spare stomach, where food can be stored for a whole month and not spoil. Scientists do not yet know how this happens.
Shark teeth are large and very sharp. They are arranged in five rows, and in some species even in seven rows. If a shark breaks a tooth, another one grows in its place, and so six times throughout its life.
So, together with the heroes of L. N. Tolstoy's story "The Shark", we set off forward along the sea roads of discovery.
primary reading(The video "Shark" is used to the musical accompaniment of L. Beethoven's "Adagio contabile".)
Verification of primary perception
Were you scared? When? (The title is disturbing because the shark–terrible predator of the sea. You start to worry when the boys decide to swim in the open sea. It becomes scary when the cry “Shark!” is heard.)
- What feelings, besides fear, did you experience while reading the story? (Anxiety, anxiety, excitement, despair, joy.)
Reading the story to the children in a chain.
Physical education minute
We quickly went down to the sea,
Bent over and washed.
So nicely refreshed!
And now they swam together,
You need to do this by hand:
Together - once, this is a brass.
One, the other, this is a crawl.
All as one, we swim like a dolphin,
Floated up and down
And they went back to class.
(slide number 10)
Planning. Selective reading.
Consolidation of new material.
Teacher. Guys, let's highlight the main events that happened. Plot twist, climax, plot denouement. Let's make a plan for retelling the text.
Teacher. Where and when did the events described take place?
(Off the coast of Africa).
What was the weather like?
What command did the sailors hear?
How did the boys end up on the high seas?
How did they compete with each other?
How did the old artilleryman react to his son's amusements?
When did the father get scared?
Why, when everyone was trying to save the boy, did the old artilleryman stand by doing nothing? When did he start acting?
Why is everyone frozen in fear?
How did the artilleryman behave after the shot?
Why did he behave like this?
What can you say about this person, what is he like? What character traits did he have?
Teacher. What is the plot twist?
(The ship was anchored off the coast of Africa. It was very hot and the captain allowed the crew to swim.)
(Two boys who were on the ship decided to arrange competitions on the high seas. They were so carried away that they did not notice the shark, which began to approach them.)
Teacher. What episode in the story was the climax?
(The artilleryman ran up to the cannon and fired at the shark ).
Teacher. What is the plot twist?
(The shark was killed with an accurate shot, and the boys were brought to the ship on a boat)
Children make a plan of retelling.
1. Stop the ship.
2. Bathing boys.
3. The appearance of a shark.
4. The gunner fires a cannon.
5. Rescue of the boys. Shouts of joy.
(slide number 11)
Characteristics of the main character
Who do you think main character story? Justify your answer . (Artilleryman)
See how the artist has depicted it.
A portrait of an artilleryman opens.
What can you say? What kind of person was he?
Characteristics of the hero appear on the board:
strong-willed
wise
courageous
experienced
resourceful
decisive
brave
experienced
Teacher: The main character, of course, is the artilleryman, the father of the boys. Fearing for the children, he at the same time showed resourcefulness, making a quick decision, although he risked the lives of the boys.
8. Work in groups.
Teacher: Find synonyms for the word
brave(courageous, strong-willed, resolute, brave)
experienced(resourceful, experienced, highly experienced, skillful, knowledgeable, versed)
funny(joyful, noisy, cheerful, carefree)
prompt(nimble, fast, nimble, like a lizard)
fear(horror, fright, panic, shock, fear)
joy(cheerfulness, exultation, cheerfulness).
wise(smart, reasonable, deep, experienced, bright head, bright mind, seven spans in the forehead, insightful, insightful)
Kind(caring, understanding, kind-hearted, cordial, virtuous, good-natured)
sincere(sensitive, sympathetic, full of kindness, cordiality)
(slide number 12)
Students find synonyms, then move to another group and discuss the words, add a number of synonyms.
9. Homework
There are three options for homework. Read and choose one option that suits you.
1) Retell the text, reflecting only the main events, the development of the storyline.
2) Retell the text. During the retelling, try with your voice, intonation to show your attitude towards the characters (whom do you sympathize with, for whom do you worry; when you are happy or upset).
3) Come up with and draw an illustration for a particular episode. (slide number 13)
10. Reflection.
Teacher. What did we learn in class?
What have you learned?
What did you think about after reading the story "Shark"
Whose answers in the lesson did you like the most? Why? Did we complete the lesson plan? Self-assessment of students' activities.
11. Summing up the lesson.
Today at the lesson, I propose to evaluate their own work. Think about whether you took something new from the lesson, worked actively, forced yourself to think the whole lesson.
Green - the lesson went well: I actively participated in the work of the class, successfully completed the tasks. I am pleased with myself!
Yellow - today in the lesson, not all tasks were so easy. It was difficult for me, but I managed. I am quite pleased with myself!
Red - the tasks in the lesson were too difficult. I need help!
Teacher. Every person in life has such moments when he does not know what to do, what to do next. If such a moment also comes in your life, I advise you to be brave, decisive, think over the situation well and make the right decision, as its main character did in the story. (slide number 14)
Reading lesson
slide 2
Lesson Objectives
- Educational: to develop the technique of reading, to teach how to characterize the hero, to continue to acquaint children with the work of L.N. Tolstoy.
- Developing: to develop the ability to analyze a work of art, to develop voluntary attention, mental operations (analysis, synthesis) through drawing up the characteristics of heroes.
- Educational: to cultivate interest in reading works of art, through compiling the characteristics of heroes, to cultivate courage, determination.
- Equipment: a geographical map of the world, object pictures depicting a ship, guns.
slide 3
slide 4
During the classes
Today in the lesson we will continue to study the work of the great Russian writer L.N. Tolstoy, let's get acquainted with a very interesting exciting story "Shark", the author of which is L.N. Tolstoy.
During the classes
slide 5
Checking homework
Checking homework.
Before proceeding to study new topic, let's recall some facts from the biography of L.N. Tolstoy.
slide 6
To do this, let's return to the story "Childhood" by L.N. Tolstoy.
Please answer the following questions:
- In what family did L.N. Tolstoy? How did the "Ant" brothers appear?
- Read what was the secret?
- How does this characterize the brothers?
- What do you think, with what feeling did the author write this work?
Slide 7
Now I will tell you about such a wonderful continent as Africa. Listen carefully.
Africa, the second largest continent after Eurasia. Its area is 29.2 million square kilometers. The longest river in the world, the Nile, flows through Africa. Africa has the largest desert, the Sahara. Africa is a warm continent, the temperature there in summer is +20 - 25 degrees, and in winter high positive temperatures also prevail (10 - 16 degrees).
In Africa there are elephants, rhinos, zebras, hippos, many birds including ostriches, flamingos. Sharks live in the seas of Africa. These are giant predatory fish. They have an amazing sense of smell, which they use to get food, in addition, they have many rows of sharp, backward-curved teeth.
Slide 8
- Africa
- Sahara Desert
Slide 9
Guys, we talked about such a continent as Africa. And now let's see how Tolstoy describes Africa in his story "The Shark"
Vocabulary work.
To better understand the story, let's get acquainted with new words, learn how to use them in speech. To do this, we will conduct vocabulary work.
Slide 10
- Deck - horizontal overlap in the ship's hull.
- Anchor - a metal rod with paws, mounted on a chain and lowered to the bottom to hold the vessel in place.
- The trunk is the rear part of the cannon resting on the ground.
slide 11
- A wick is a combustible cord for igniting charges.
- Artilleryman - a soldier with a firearm.
slide 12
Now I will read the story, you listen to me carefully and tell me at what point in the story did you worry about the boys the most?
slide 13
So, at what point were you the most worried about the boys?
- When was the shark spotted from the deck?
- When did the boys try to swim away from the shark?
- When did the gunner fire?
Slide 14
Let's practice reading difficult words from the story so that you don't make mistakes when reading on your own.
1. Beautiful - beautiful - beautiful.
Melted - melted - melted.
I heard - I heard - I heard.
fall behind
race
slide 15
Let's create a table for this:
Let's create a table for this:
slide 16
So let's read part 1:
- Who is the hero of this story?
- Why did the characters in the story decide to bathe before sunset?
- What do you think, how does the author feel about the fact that the boys began to swim in the open sea? Read paragraph 3 to answer this question. He writes, "what they thought", what does this mean? Why didn’t they decide, didn’t become, namely, they decided. So the boys began to swim in the open sea, the old artilleryman looked at them. How do you think he treated his son? Prove it with text.
Do you think that in this part Tolstoy somehow shows that something portends trouble? Reread 1 paragraph. What author's words foreshadowed this moment?
So, the shark swam right at the boys. What actions did the people take to save the boys? How effective was this solution? What feelings does the artilleryman experience at this moment?
How did the boys feel when they saw the shark? How does the author convey it?
As you understand, “the screech woke up the artilleryman, why does the author use this particular expression? What did the author want to convey with the words “fell off the spot?” What was everyone else doing during this time? How does the author speak of their inaction?
Slide 18
- What did the author want to show with these words?
- What conclusion can be drawn from this?
- How does this characterize an artilleryman? Why can we say that the gunner is resourceful?
Reading the fourth part:
- Why did the gunner fall down near the cannon and cover his face with his hands?
- Was it immediately clear whether the gunner had helped the boys?
Illustration analysis.
Now we will learn how to analyze the illustration to the text and highlight in it what the artist has brought his own.
Look closely at the illustration on page 129
- What episode of the story do you think the artist drew this illustration for?
- Why did you decide so?
Slide 19
- What do you think the artist drew based on the text of the work, and what did he bring his own?
Reading the fifth part:
- Why does Tolstoy write that at first a quiet murmur was heard, then the murmur became stronger, and finally, a loud joyful cry was heard from all sides?
- What can you say about the artilleryman at this moment?
- What did he feel at that time?
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Class: 4
Presentation for the lesson
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Lesson Objectives:
- Educational: continue to acquaint children with the work of L. N. Tolstoy, improve the reading technique, learn to draw up a characterization of the hero.
- Educational: to develop the ability to analyze a work of art, to develop voluntary attention through the formulation of a target question, to develop mental operations (analysis, synthesis) through the compilation of characters' characteristics, to develop positive motivation through the formulation of clear didactic tasks, to expand and enrich vocabulary.
- Educational: to cultivate interest in reading works of art through drawing up a characterization of the hero, to cultivate courage, determination.
Equipment: computer support, geographical map of the world, textbook, subject pictures depicting a ship, a gun, a deck, an anchor, a trunk, an artilleryman.
During the classes
Stage 1: setting goals and objectives of the lesson.
ODZ: to inform the children about the topic and the main objectives of the lesson, to intensify cognitive activity, to create positive motivation.
KM for students:- Today in the lesson we will get acquainted with the story of L. N. Tolstoy “Shark”, we will read the story, learn to analyze it in order to determine the main idea of \u200b\u200bthis work and draw up a description of the main character.
Stage 2: checking homework.
ODZ: check the quality of student work.
Type of work: frontal conversation on the content.
KM for the teacher: check the degree of assimilation by children of the biography of L. N. Tolstoy.
KM for students: - Before moving on to the study of a new topic, let's recall some facts from the biography of L.N. Tolstoy.
Practical task:- To do this, let's return to the story “Childhood of L.N. Tolstoy"
Organization:- Please answer the following questions.
How did the "Ant Brothers" appear? (due to secrecy).
Read what was the secret?
How does this characterize the brothers? (sensitive, kind, sympathetic).
ORC:- Well done, you did a good job at home, carefully read the story.
Stage summary:- What do you think, with what feeling did the author write this work? (warmth, tenderness, love for brothers, pleasant memories).
Stage 3: preparation for the perception of the story of L.N. Tolstoy "Shark".
ODZ: create an emotional mood, introduce into the atmosphere of what is being described, arouse interest in what is being read.
Type of work: teacher's story.
KM for the teacher: to introduce children to such a continent as Africa, to form in children an idea of \u200b\u200bsharks.
KM for students:- Now I will tell you about such a wonderful continent as Africa.
SW:- Listen carefully.
Africa, the second largest continent after Eurasia. Its area is 29.2 million square kilometers. The longest river in the world, the Nile, runs through Africa. Africa has the largest desert - the Sahara. Africa is a warm continent, the temperature there is + 20 - 25 degrees C in summer, and high positive temperatures also prevail in winter (+ 10 - 16 degrees C). In Africa there are elephants, rhinos, zebras, hippos, many birds, including ostriches, flamingos. Sharks live in the seas of Africa. These are giant predatory fish. They have an amazing sense of smell, which they use to get food; in addition, they have many rows of sharp, backward-closed teeth.
Outcome:- Guys, we talked about such a continent as Africa. And now let's see how Tolstoy describes Africa in his story "The Shark".
Type of work: vocabulary work.
KM for the teacher: expand students' vocabulary, teach them to use new words in speech.
KM for students:- To better understand the story, let's get acquainted with new words, learn how to use them in speech.
SW: For this we will conduct vocabulary work.
Look at the blackboard, read the new words, think about what they mean.
- Africa - showing
- Sahara Desert - on the map
- Deck - horizontal overlap in the ship's hull.
- Anchor - a metal rod with paws, mounted on a chain and lowered to the bottom to hold the vessel in place.
- The trunk is the rear part of the cannon resting on the ground.
- A wick is a combustible cord for igniting charges.
- Artilleryman - a soldier with a firearm.
(Show subject pictures.)
Stage summary:- So, we have found out the lexical meaning of some words, thereby preparing for reading the story.
Stage 4: primary perception of L.N. Tolstoy "Shark".
ODZ: organize a holistic emotional perception of the work.
Type of work: teacher reading.
KM for the teacher:(coincides with ODZ)
KM for students:- Now I will read the story, you will listen to me carefully and tell me, at what point in the story did you worry about the boys the most?
Type of work: target conversation.
KM for the teacher: find out the degree of emotional perception of the work.
KM for students:- So, at what point did you most worry about the boys?
(- when they noticed a shark from the deck;
When the boys tried to swim away from the shark;
when the gunner fired.
Stage summary:- I see that you listened to me attentively, so you were able to answer the question posed.
Stage 5: re-reading, analysis.
ODZ: to form reading skills through repeated re-reading, to teach to analyze a literary work, to form an idea of the unity of form and content.
Type of work: reading technique.
KM for the teacher: to improve reading technique, to develop the ability to determine the place of stress in a word by ear.
KM for students:- Let's practice reading difficult words from the story so that when you read it on your own, you make mistakes.
Practical task:- To do this, perform the following exercises:
Let's look at the board.
You didn't notice anything.
What is needed in these words?
a) Beautiful - beautiful - red - beautiful.
b) Fuel "noe - then" captive - melted "th.
c) Heard "was heard - was heard" was heard - was heard.
Organization:- We read the pyramid of words, be careful.
- sunset
- shouted
- fall behind
- race
Guess what words are written (reading noisy words).
vy t i g i v a l i s p e r e g n a l
p r i c e l i l s i
Organization:- Try to do the exercises carefully.
ORC:- Well done, we have worked out all the words, now you can start reading.
Type of work: reading the story in parts and analysis.
KM for the teacher: learn to analyze the text, to make a characterization of the characters.
KM for students:- Now we will read the story in parts, answer questions and draw up a description of one of the heroes - an artilleryman.
SW: Let's create a table for this.
So let's read part 1.
Why did the characters in the story decide to bathe before sunset? (the weather changed, it became stuffy).
What do you think, how does the author feel about the fact that the boys began to swim in the open sea? Read paragraph 3 to answer this question. He writes what he wants. What does it mean? Why didn’t they decide, didn’t become, namely, they decided? (reckless behavior)
So, the boys began to swim in the open sea, the old artilleryman looked at them.
How do you think he treated his son? Prove it with text. (admired the son, loved him)
Do you think that in this part Tolstoy somehow shows that something portends trouble? Reread 1 paragraph.
What does Tolstoy call a shark? (sea monster)
Why? (fear, danger).
We read part 3.
So, the shark swam right at the boys. What actions did the people take to save the boys? (the artilleryman began to shout for the boys to return).
How effective was this solution?
What feelings does the artilleryman experience at this moment? (Caught by horror, numb with horror, fear)
Find the words in the text that show how the sailors act (quickly, rushed).
Could their actions have saved the boys? (No).
How did the boys feel when they saw the shark? How does the author convey it? (the boys were frightened, a piercing screech and the boys swam in different directions).
How do you understand “the screech woke up the gunner”, why does the author use this particular expression? (the gunner seemed to wake up from a state of stupor).
What was everyone else doing during this time? How does the author speak of their inaction? (froze with fear and waited for what would happen).
What conclusion can be drawn from this? (that this screech woke up only one gunner).
How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful (found the only correct solution), decisive (decided to fire), self-control (could do all the actions for a shot)
We read part 4.
Why did the gunner fall down near the cannon and cover his face with his hands? (could not stand from everything experienced, did not know about the result of the shot)
Let's write it down in a table.
Did it immediately become clear whether the gunner helped the boys? (no, as the author says, “what we didn’t see, because for a minute the smoke covered our eyes”)
Type of work: illustration analysis.
KM for the teacher: learn to extract and analyze information.
KM for students:- Now we will learn how to analyze the illustration to the text and highlight in it what the artist has brought his own.
SW:- Look carefully at the illustration on the page.
Why did you decide so? (the shark is in the foreground, the boys are swimming in different directions, the smoke from the shot is visible)
What do you think the artist drew based on the text of the work. And what did he bring? (text - the location of objects, its own - color, furnishings).
Reading part 5
Why does Tolstoy write that at first a quiet murmur was heard, then the murmur became stronger, and finally, a loud joyful cry was heard from all sides?
What can you say about the artilleryman at this moment? (he got up and opened his eyes, because when he heard a joyful cry, he realized that everything was fine).
What did he feel at that time? (relief)
Stage 6: summary conversation.
ODZ: lead to the formulation of the main idea of the work.
Type of work: summarizing conversation
KM for the teacher: make a characterization of the hero and, with the help of the characterization, lead the children to formulate the main idea of the work.
KM for students:- Now we will learn how to write a description of the hero and formulate the main idea of the work.
SW:- Back to the table, what can you say about the gunner?
What was he like?
What character traits helped the gunner in an emergency situation? (decisiveness, resourcefulness, self-control)
What then is the main idea of the story? (in that these character traits (decisiveness, resourcefulness, self-control) help a person in extreme situations).
Stage 7: homework.
Stage 8: summarizing the lesson.
ODZ: give the lesson a logical conclusion.
Is there a need for such people in our time? (yes, because in our life there are very often situations in which it is required to show resourcefulness and determination, in which the courage and courage of individuals is of decisive importance in difficult extreme situations).
- ODZ is a general didactic task.
- UZ- learning task.
- PZ is a practical task.
Goals:
- Continue to acquaint children with the work of Leo Tolstoy.
- To teach expressive reading for a deeper and more accurate transmission of thoughts and feelings embedded by the author in the work.
- Create conditions for improving the artistic and aesthetic activities of students through the analysis of a work of art.
- To create conditions for the development of oral (monologue) speech of students, for the development of creative abilities of students, their artistic and aesthetic taste, emotional responsiveness.
- Bring up communication culture, universal values (love, compassion, heroism, kindness).
Equipment:
- Textbook "Native speech", part 1.
- Dictionary S.I. Ozhegova.
- Candle.
- Exhibition of books by Leo Tolstoy.
- Presentation for the lesson:
- Exhibition of children's drawings.
- Portraits of L.N. Tolstoy by I.N. Kramskoy, I.E. Repin.
- Reminders with an explanation of new words.
- Portrait of the main character (artilleryman).
- Synonyms and antonyms game.
- Video recording of children's statements about the writer.
- Audio recording of classical music L. Beethoven "Adagio contabile", F. Liszt "Dreams of love".
- Big multimedia encyclopedia of Cyril and Mifody.
During the classes
I. Organizational moment.Emotional mood. (On the board is the image of the sun)
Smile at each other, wish your neighbor a good lesson. Look at our guests, smile at them. Guys, I'm glad to see you too. Sit down.
II. Learning new material.
1. Motivation. Setting lesson goals.
To find out which writer will be discussed in the lesson, please watch the video. (Video recording of children's statements about the writer).
What do you think the writer was? Explain why?
Why did we decide to talk about it today?
The name of the writer and his portrait are revealed on the board. Children look at the portrait of the writer. Listen to additional information about the writer and artist prepared by the teacher.
This wonderful portrait of Leo Tolstoy was painted by the great Russian artist I.N. Kramskoy in 1873, during the life of the writer. This is the best portrait created by the artist. The second portrait was painted by the great Russian artist I.N. Repin.
Guys, pay attention to the wonderful illustrations that you drew back in grades 1 and 2. What can you say about them? (All illustrations to the studied works of Leo Tolstoy)
2. Preparation for perception.
Guys, I really love the works of Leo Tolstoy, I think you do too. But most of all I remember one of his stories, with which I want to introduce you today.
3. Preliminary vocabulary work.
In this work you will meet new words.
Guys, pay attention to the board.
Where can one find an explanation for these words? (Ask the teacher, parents, look in the dictionary, on the Internet ...).
Task: 1 row looks for the meaning of the words in the explanatory dictionary: artilleryman and deck - read to the whole class.
Assignment for the rest of the students: you have notes on the tables with an explanation of the meaning of the remaining words (wick, murmur). Read them on your own, aloud.
4. Primary reading of the work by the teacher.
Under musical accompaniment. (L. Beethoven "Adagio contabile".)
Pause for emotional perception.
5. Fizminutka - relaxation. (Music sounds)
Close your eyes. Imagine that you are sailing on a ship on a warm blue sea. The gentle sun shines, you feel good and warm. Children with their eyes closed listen to quiet music.
6. Post the topic of the lesson.
What would you call this work?
L.N. Tolstoy called him "Shark". We leave this right to the author.
The title of the story is displayed on the board.
7. Working with the Great Encyclopedia of Cyril and Methodius (multimedia).
Let's watch and listen to the material about sharks from the Great Encyclopedia of Cyril and Methodius.
I think that many have learned something new and interesting about sharks.
Guys, tell us what feelings you experienced while reading the story and when you listened to and watched the message about sharks?
Did you feel the same way or not?
LN Tolstoy made us experience anxiety and excitement, which turn into fear.
8. Repeated independent reading by students of a work of art in an undertone.
9. Electronic physical exercise for the eyes "Chunga-Changa".
10. Analysis of a work of art.
Why is the story called "Shark"?
Who do you think is the main character in the film? Justify your answer. (gunner)
What meaning does Tolstoy hide behind the words "old gunner"?
Read the passage from the story that you think is the most exciting, disturbing.
Find in the text how Tolstoy conveyed the experiences of the “old gunner”?
Why did the "old gunner" cover his face with his hands? Discuss.
See how the artist portrayed him?
A portrait of an artilleryman opens on the board.
What can you say about the portrait? Who wants to express their opinion?
Characteristics of the hero appear on the board:
- strong-willed
- wise
- courageous
- experienced
- resourceful
- decisive
- brave
- experienced
11. The game "Pick up synonyms and antonyms"
Guys, let's remember what are synonyms and antonyms?
Rules and tasks appear on the board in rows (work in groups):
Find synonyms for these words:
Find antonyms for these words:
| 1 row | 2 row | 3 row |
| brave | save | joy |
Examination.
12. Conclusion.
So who is the main character in this story?
What is this story about? (About the love of a father for his son, this prompted him to commit an act. About courage, courage, heroism.)
Folk wisdom says "Love conquers all!"- an inscription appears on the board. - Do you agree?
III. Summary of the lesson.
What did you find particularly interesting?
Who had a hard time in class? Why?
Evaluation of students' answers (with reasoning).
IV. Homework.
To the whole class: expressive reading of the story.
Students' choice:
- come up with a continuation of the story
- prepare a picture summary
- draw illustration
- retell according to the plan of the textbook
- write a poem about a shark
V. Reflection. (The quiet music of F. Liszt “Dreams of Love” sounds.)
On the board slide: a girl with a candle.
Russian people have a tradition: everything good, bright will come true if you wish it while the candle is burning.
Light a candle.
Wish in your heart to the closest, dearest people what you would like to wish. Remember, love conquers all!
It was a pleasure for me to talk with you. Thank you for the lesson.
Why did Vladimir have the nickname Monomakh More than one hundred and fifty years after the death of Yaroslav passed in almost continuous internecine wars and strife. The son of Vsevolod, Prince Vladimir Monomakh, was remembered as a bright personality. Chroniclers unanimously give an enthusiastic assessment of his reign from 1113 to 1125. According to them, during his lifetime he acquired people's love as an example of good princes, so that he forever left behind him great fame and good memory.
Lev Nikolayevich Tolstoy
V - already knew + - learned something new? - I want to know Lev Nikolayevich Tolstoy () (Biography) Lev Nikolayevich Tolstoy, count, Russian writer, was born on September 9, 1828 in the Yasnaya Polyana estate. He spent his childhood in the Yasnaya Polyana estate in the Tula province, Moscow and Kazan. Orphaned early (mother died at 2 years old, father at 9 years old), raised by guardians. Received home education. Then, in 1844, he entered Kazan University (during admission he showed excellent knowledge of the "Turkish-Tatar language"), where until 1847 he studied first oriental languages, then jurisprudence. Then 4 years passed in Yasnaya Polyana, Moscow, St. Petersburg in an attempt to manage the landowner's economy, independently study law, music, and in secular entertainment. In 1848, in St. Petersburg, he successfully passed the exams in 2 subjects for a candidate of rights. In 1851 he entered the army and went to the Caucasus. He served as a volunteer, then as a cadet in the 4th battery of the 20th artillery brigade. Here he began to write, already in 1852 he sent the first part of the story "Childhood" to the journal Sovremennik. Participates in skirmishes and campaigns of Russian troops in the Caucasus. Awarded the rank of lieutenant. Then (in 1854) he transferred to the Danube army in Bucharest, then, when the Crimean War began, to the Crimea. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, having shown rare personal courage, he was awarded the Order of St. Anna and medals. At this time, "Sevastopol stories" were written. In the autumn of 1856, after retiring, Tolstoy went to Yasnaya Polyana and took up literature. In 1857 he went abroad to get acquainted with the schools of Europe. He visits Germany, France, England, Switzerland, Italy. In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write an educational book for the youngest. He called it "ABC", but it was more like an encyclopedia in four volumes. Then L.N. establishes schools in other villages. Lev Nikolaevich in 1880 develops his religious teaching. The conflict with the family led to the departure from Yasnaya Polyana. A few days later, at the small Astapovo railway station (now Lev Tolstoy station, Lipetsk region), Tolstoy died of pneumonia. Tolstoy knew how to talk with children, knew many fairy tales and stories. Both his own grandchildren and peasant children listened to him with pleasure. And he could talk about a lot, because his own interests were very versatile.
Artilleryman - a soldier of artillery - firearms (guns, mortars). (Dictionary of S.I. Ozhegov) A wick is a combustible cord for igniting charges, for transmitting fire over a distance during the production of explosions. (Dictionary of S.I. Ozhegov) Murmuring is discontent expressed in a muffled form, in low voices. (Dictionary of S.I. Ozhegov)
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