5 compose the score of one fable. Choir of animals and birds
Subject. Expressive reading of the fable by I.A. Krylov "Pig under the Oak".
Target: improve the expressive reading skills of 6th graders, deepen knowledge of the theory of expressive reading; develop aesthetic taste.Equipment: text of the fable by I.A. Krylova “Pig under the Oak”; illustrations for the fable; “Pig under the Oak”: video clip for a literature lesson.
Lesson type: speech development lesson; type of lesson - expressive reading lesson.
DURING THE CLASSES
I. Organization of the beginning of the lesson.
II. Checking homework.
III. Learning new material.
- Methodological commentary. Fable I.A. Krylov’s “Pig under the Oak” is a work that, perhaps more than others, will allow students to fully reveal the facets of their performing skills. And since the speech score of this fable includes more complex elements, deepening the knowledge of 6th graders in the theory of expressive reading becomes a prerequisite for an expressive reading lesson.
In grade 5, students received a general understanding of the concepts of “pause” and “stress” and developed primary skills in composing speech scores (See: “Integrated course. Literature (Russian and world): A book for teachers. Grade 5 / Compiled by S.E. Evtushenko, T.I. Korvel, A.S. Onikienko, N.N. Pokatova, L.M. Sipko. - K.: Gramota, 2013 (P. 94-95).
In 6th grade, students should learn that pauses can be logical and psychological. Logical a pause, indicated in a speech score by a vertical dash, can be short (|) or long (||). Its duration depends on the logic of division of the text. For example, at the place of a comma, the pause is usually short, but a dash and a period require a longer pause for the reader while performing the work aloud.
But there is also a more complex type of pause - psychological. (In a speech score, a psychological pause is usually denoted by \/). It occurs much less frequently, in exceptional cases: for example, when you need to focus attention on the next word, imitate remembering or searching for the right word, emphasize emotional stress, fear, surprise, reticence, deliberate silence, sudden stop in speech, etc. Such a pause can be anywhere: between phrases, in the middle of a measure, at the place of dividing marks, and where there are none.
The main thing that 6th graders should remember (and write down in their notebooks) are the two main functions of the psychological pause:- focus the listeners' attention on the words just spoken, giving them the opportunity to feel what they heard
or - psychologically prepare listeners to perceive what will sound now, as if warning them about the importance of the following information.
Logical pauses are familiar to every speaker and, if the reader correctly understands the content of the sentences he pronounces, they are quite easily reproduced. Psychological pauses require special preparation. That is why, before reading any text to listeners, the performer must, first of all, carefully work on its general, deep meaning. We can say this: the reader must first understand WHAT he wants to convey to the listeners with his reading, and only then look for ways HOW he will do it. - focus the listeners' attention on the words just spoken, giving them the opportunity to feel what they heard
- Teacher's opening remarks:“How to read a fable correctly.”
If we talk about expressive reading of fables, then it would be more accurate to say not “expressive reading,” but “expressive storytelling.” As contemporaries of the great Russian fabulist I.A. testify. Krylov, he read his fables in such a tone, in such a simple-minded and natural manner that his reading could be mistaken for the continuation of an everyday conversation.
That is, the basis for reading a fable is the principle of a lively and natural narrative, which includes the same lively and natural reproduction of the characters’ lines. It should be remembered that living speech is replete with shades, and therefore the reader must convey not only the main content of the fable, but also all the diversity of its logical and emotional content.
The author's text, which precedes the development of events, is read in a narrative and informative manner, preparing listeners to perceive the main events. But it is not always necessary to pronounce all the author’s words in a “neutral” tone. For example, the author’s comments on the negative actions of the characters should be read with irony, as if “appropriating” the author’s text, presenting it as “your” story about real events and their participants.
Reading cues requires special skill. After all, each character in the fable embodies a certain type of people. Here you will need the reader’s developed imagination about the individual characteristics of the character, his manner of behavior, as well as the ability to change the pitch of his voice, its strength, and tempo. But the reader should not get too carried away with “reincarnation” of animals as the heroes of the fable, because the main direction of the work is the revelation of people’s vices, which the author carries out through allegory and comic elements.
The moral of the fable is pronounced more slowly, instructively, in the form of a reasoning. This is either a reminder of a known truth, or advice from a wise person, or an ironic criticism of some action. Before and after the moral, it is imperative to make tangible pauses (usually psychological) in order to attract the attention of listeners to the conclusion that the author embodied in the moral.
Fables, in which the direct speech of the characters plays an important role, allow you to attract an element of dramatization to the reading. At the end of the lesson we will try to read the fable “The Pig under the Oak” with roles. But we must not forget that the perfect execution of the entire work by one reader is, as a rule, a more difficult task. Therefore, in expressive reading lessons, we will give preference to monologue reading, because it is precisely this that requires students to work more conscientiously on the quality of their voice, on intonation, and on the emotionality of reading. - Listening to the reading of the fable “The Pig under the Oak” by a professional reader.
- Ideological and thematic analysis of the fable. Decoding the allegory.
In the fable “The Pig under the Oak,” Krylov, through the technique of allegory, exposes and ridicules human stupidity and ignorance, which are worthy of universal condemnation. He denounces ignoramuses who are incapable of analyzing cause-and-effect relationships in life events and phenomena, and most importantly, ridicules their complete reluctance to look for this connection at all. To realize his plan, the fabulist very successfully chose the image of the Pig. First of all, based on the folklore interpretation of the image of the Pig (proverbs, sayings, fairy tales), we can argue that we often associate the pig with laziness, gluttony, and ignorance. Krylov clearly emphasized that the pig loves acorns very much, and that it can dig the ground with its snout even for no apparent reason - just for pleasure. And based on the physiological characteristics of this animal, we know that a pig, due to its special body structure, is indeed not capable of raising its head high up. The Raven in the fable represents an ordinary person who, rather than being indignant at the Pig’s behavior, is naively surprised by it. And the old Oak, which from the point of view of the Pig is simply a plant not worth its attention, is the embodiment of age-old wisdom, worldly truth. - Work on the speech score of the fable. Commentary by the teacher on logical, psychological pauses, phrasal and logical stresses (that is, words underlined by one or two lines).
Pig under the Oak
Pig | under the century-old oak |
I ate my fill of acorns, | to capacity; |
Having eaten, I slept under it; |
Then, having cleared her eyes, she stood up \/
And snout | began to undermine the roots of the Oak tree. ||
“After all, this harms the tree,” |
Raven tells her from Dubu, - |
If you expose the roots, | it may dry out.” \/
“Let it dry,” | says the Pig, - |
It doesn’t bother me at all; |
I see little use in it; |
At least for a century he will not be, | I won’t regret it at all, |
If only there were acorns: | because they make me fat.” ||
“Ungrateful! – | Oak said to her here, - |
Whenever up | you could raise your snout, |
You should have seen |
What are these acorns | they grow on me.” \/Ignorant | also in dazzle |
Scolds science | and learning, |
And all scientific works, |
Without feeling | that he eats their fruits. || - Detailed tips for expressive reading of fables.
So, we read the fable this way. We pronounce the exposition (the first 4 lines) slowly, with narrative intonation, but we must take into account that such a seemingly relaxed nature of speech should not be devoid of the necessary emotionality. The reader’s task is determined in two directions: to verbally describe the Pig and at the same time, with a tone of voice, to emphasize the author’s attitude towards her. And it is clearly formed from the very first lines of the work: this is disdain for those whose meaning in life comes down to two life pleasures - eating and sleeping. An important role in the formation of the necessary emotions is played by the author’s well-chosen expressive vocabulary: she ate “to her fullest”, but did not open her eyes, but “torn.”
At the end of the fourth line, a psychological pause would be appropriate - it prepares us for the plot, concentrated in the fifth line. We try not to remain silent during the psychological pause, but to play it: even before the fifth line is uttered, the reader’s facial expression should tell the listeners that he is about to report some disgusting action by a character in the work.
In voicing the plot, the peak of emotionality falls on the word “snout”: we pronounce it with clearly emphasized disgust. Before direct speech, we pause a little longer than usual. Raven’s words should be said not so much with instruction, but with surprise at the Pig’s senseless act. The author's text (“The Raven speaks to her from Dubu”) should sound somewhat quieter and with a lower timbre of the voice.
Before the Pig’s response to the Raven’s remarks, we again take a psychological pause: after all, a climax is brewing in the work, and we must attract listeners to it. When reading this part of the fable, the performer will need extraordinary skill, since it is here that the main theme of the work is revealed: the depiction of stupidity, utter stupidity and ignorance, which are also combined with arrogant self-confidence. The words “Let it dry” must be pronounced with exorbitant, hypertrophied narcissism, as people say - with pouting lips. We pronounce the author’s remark more quietly (“the Pig speaks”), and the next four lines are like an ambitious teaching in the “pig’s worldly wisdom”: to live only for your own pleasure. We place logical emphasis on the word “acorn”, and stretch the word “fat” a little (“fat-re-e-yu”) and voice it with maximum pleasure and outright boastfulness.
Oak's words contain the denouement of the work. They should be read judiciously, with a touch of teaching, but be sure to leave a subtle note of disgust, which will be accentuated by the word “snout”. When pronouncing Oak’s line, the reader must add expressive facial expressions and gestures to the sound embodiment of the work’s thoughts.
Before voicing the moral of the fable, we take a psychological break. By facial expression we prepare listeners to pronounce the highest worldly wisdom. The moral itself is traditionally pronounced in a serious tone - as a result, a general conclusion from the described situation, which transfers the understanding of the plot from an allegorical one to a universal or even philosophical one.Note. Students should know that the performance of a work of art allows for an element of individual interpretation. Therefore, there may be certain discrepancies in the speech scores of different readers. However, beginning readers should follow the teacher's advice as much as possible.
The speech score of the fable “The Pig under the Oak” proposed here is the basis for working with the text of the fable. Options for marking individual bars can be as follows: “let it dry”, “it doesn’t bother me at all”, “after all, they make me fat”, “what does he eat | their fruits." - Reading a fable by students.(First – individual, then – in individuals).
Before the expressive reading lesson, students must do a short warm-up of their speech apparatus. An approximate list of warm-up exercises was given in the manual mentioned above (pp. 101-102).
To develop skills in working with text (especially poetry), use score composition. On the one hand, students dive deeper into the text and work more carefully with the word, on the other hand, the skill of recitation is formed.
View document contents
“Score of the fable by I.A. Krylov "The Crow and the Fox"
Score
I.A. Krylov
A Crow and a fox
| I. Eternal Vice exposition | How many times have they told the world, / That flattery is vile, harmful, but it’s not for the future, // And a flatterer will always find a corner in the heart. /// |
| II. Crow's happiness plot | Somewhere God sent a piece of cheese to a crow; // Raven perched on a spruce tree, / I was about to have breakfast, / Yes, I thought about it, but I held the cheese in my mouth. /// |
| III. Hunter Appears (Dangerous bend) development actions | The Fox ran close to that misfortune, / Suddenly the cheese spirit stopped the Fox: // The fox sees the cheese, - The fox is captivated by the cheese. // The cheat approaches the tree on tiptoe; // He twirls his tail and doesn’t take his eyes off Crow. // And he says so sweetly, barely breathing: // |
| IV. Fox's flattery climax | “My dear, / how beautiful! // What a neck, what eyes! // To tell, / so it’s right to tell tales! // What feathers! what a sock! // Sing, little light, / don’t be ashamed!// What if, sister, / With such beauty, you are a master at singing, // After all, you would be our king bird!” /// |
| V. Dizziness from success denouement | Veshhunin’s head was turned by praise, / The breath was taken away from my throat with joy, - // And Lisitsyn’s friendly words / The crow croaked at the top of its lungs: // The cheese fell out - such was the trick with it. /// |
Method – everyday realism
Style – low
Genre: fable.
The autocratic serf system and the psychology of veneration it generated.
Theme: the image of flattery achieving its goal.
Problem: flattery as a vice that allows you to achieve your goals at the expense of
Idea: another attempt to expose flattery, with the goal of eradicating evil.
The main task is to arouse in listeners disgust for flattery and flatterers;
rejection, non-resistance to evil.
Cross-cutting effect: convince listeners of the evils of flattery using
example, the result of this situation and your negative assessment
Characteristics.
Crow is naive, stupid, ingenuous, simple-minded.
Fox is cunning, resourceful, enterprising, flattering.
Vision - forest, winter, dark clouds in the sky, a black, plucked crow, which is chilly and freezing; and in the mouth there is a piece of cheese; There is snow and snowdrifts all around. The fox is red, sleek, with a bushy tail.
Subtext - flattery can be understandable, but you need to be able to resist it and distinguish flattery from sincere words; condemnation of flattery if another suffers from it.
Your attitude is a feeling of pity for the victim of flattery.
Olesya Emelyanova
Quartet
(text and notes of a comic mini-opera
based on a fable by Ivan Andreevich Krylov)
Duration of the performance: 15-20 minutes; number of actors: from 5 to 15.
In the foreground is a tree on the left, a bush on the right, and a stump-scene in the middle. In the background is a field and a forest in the distance. Twilight. The Nightingale sits on a tree stump. During his song, animals and birds come out into the clearing to listen with them: Monkey, Goat, Bear and Donkey, but they do not sing with the choir, they only listen.
The Nightingale's first song
Choir of animals and birds
Second Song of the Nightingale
Choir of animals and birds
Nightingale:
The nightingale bows and flies off the stage. Animals and birds disperse. Only Monkey, Goat, Bear and Donkey remain in the clearing.
Conversation
Song “Boring in a complex world”
The song “We will sing!”
“Come animals! The birds are coming!”
The monkey distributes musical instruments to the quartet participants. And they take their seats on the stage.
Quartet performance
Quartet performance
Monkey, Donkey, Goat and Bear
The Nightingale arrives and walks importantly in front of the quartet.
Song of the Nightingale
The nightingale flies away. Donkey, Goat, Monkey and Bear look at each other in confusion. A Chorus of Animals and Birds marches past them across the stage.
Choir of animals and birds
What do the words “flattery” and “flatter” mean? What is the difference between the words “flattery” and “compliment”?
Let us turn to the Dictionary of the Russian Language, edited by S. I. Ozhegov. Flattery is hypocritical, obsequious praise.
To flatter is to praise someone out of flattery, out of a selfish desire to win someone over.
Compliment - kind, pleasant words.
Conclusion. Flattery and compliment are different concepts, with a “+” and “–” sign. Compliments are said to please a person, and flattery is used to use a person for personal gain.
Why do you think “a flatterer will always find a corner in the heart”? (A person wants to believe that he is really as good as he is told; he is pleased to hear praise.)
Why is flattery dangerous? ( Flattery is dangerous because of its insincerity, which the person being praised may not be aware of. In addition, the flatterer only uses the other person in his own interests: sincere relationships of friendship and sympathy are replaced by false, false ones.)
What human shortcomings are ridiculed by the author in the images of the Fox and the Crow? (The crow is naive and gullible, unable to evaluate itself objectively (after all, what kind of crow is a singer!), and stupid; Fox - cunning, flattering, selfish.)
Which phrases from this fable have become catchphrases? (“Sing, little light, don’t be ashamed,” “The joy stole the breath from my goiter,” “How many times have they told the world that flattery is vile and harmful.”)
5. Comparison of the fables of Aesop and Krylov
How are the fables of Aesop and Krylov different? (Krylov's fable is written in poetic form, unlike Aesop's fable; Aesop has a crow, and Krylov has a crow; all fuss flares up in one case because of meat, and in the other - because of the cheese.
In Aesop's work there are the words of the Fox: “Oh, if you also had intelligence, you would have enough to be a king.” The emphasis is placed differently: Aesop’s fable is directed more against a stupid person, and Krylov’s work is directed more against flatterers.)
IV. conclusions
What do you know about the Russian fabulist I. A. Krylov?
What human vices and social shortcomings is the fable “The Wolf and the Lamb” directed against?
What does the fable “The Crow and the Fox” teach?
V. Homework
Prove that the works “The Wolf and the Lamb” and “The Crow and the Fox” are fables.
subject. Viral reading lesson. Bike I. A. Krilov “Quartet”
Purpose: to introduce the history of the creation of the fable “Quartet”; learn to analyze the work you read; work on creating a poem score; improve the skills of expressive reading of fables; develop the ability to determine the reader’s tasks; cultivate a careful, attentive attitude to the word.
Visualization: illustrations for Krylov’s fable “Quartet”; printouts of the text of the fable “Quartet” for recording the score.
The book is like a sonata. It must be executed flawlessly by the reader.
M. Tsvetaeva
During the classes
I. Updating of reference knowledge
Checking homework
Prove that Krylov’s works “The Wolf and the Lamb” and “The Crow and the Fox” are fables.
- What do you think it takes to become a real man?
zykantom? (Ear for music, ability to play, hard work...)
- Today we will find out what the heroes of Krylov’s fable “Quartet” thought about this.
III. Learning new material
1. Vocabulary work
The score is the totality of all the parts of a polyphonic musical work.
A sonata is a musical work consisting of 3 or 4 movements of different tempos and characters.
Quartet - 1. A piece of music for 4 instruments or voices. 2. Ensemble of 4 musicians or singers.
Alto - 1. A low female or child's voice, as well as a singer (singer) with such a voice. 2. A bowed musical instrument slightly larger than a violin or a brass instrument.
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Bass - 1. The deepest male voice, as well as a singer with such a voice. 2. Brass instrument of low register and timbre.
Prima - 1. The first, main sound of the scale. 2. The first string of a bowed musical instrument. 3. The first instrument, the voice, performing the leading part in an orchestra or choir.
2. The history of the creation of the fable “Quartet”
In this fable, Krylom ridiculed the noisy and fruitless meetings of the State Council, organized in Russia in 1810.
The first readers immediately recognized the heroes of the fable as Arakcheev, Mordvinov, Zavadovsky, Lopukhin.
3. Reading a fable (to yourself)
4. Conversation
Why is the quartet not going well? (The musicians simply do not know how to play, but they do not understand this, they see the reasons for their failures in something completely different - in the incorrect positioning of the quartet members; In addition, in order to achieve a high result, you need to play harmoniously, which the Krylov quartet does not have.)
Does the author believe that the members of the quartet will anything work out? ( No, he understands the impossibility of a real game without many years of hard work. The author ironizes the naivety of his heroes, who, not knowing how to play, decided to “captivate the world with their art.” They are sure: “Our forest and mountains will dance!” The only thing that, in their opinion, is needed to play a quartet is notes and instruments.)
What is the moral of this fable? (“And you, friends, no matter how you sit down, you are not fit to be musicians.”)
Why does Krylov instruct these animals to participate in the quartet? What character traits do they represent in other basses?
nyah and fairy tales? (Donkey symbolizes stupidity, Bear symbolizes clumsiness, clumsiness, lack of ear for music (remember: “The bear stepped on my ear”), Monkey symbolizes curiosity, fussiness, fidgetiness, frivolity.
Apparently, Krylov chose these particular heroes for his fable because they are associated with negative character traits, which do not allow such characters to be imagined as excellent musicians playing harmoniously in a quartet. In contrast, the Nightingale symbolizes a talented singer, who explains to would-be musicians: “To be a musician, you need to be more skillful and more gentle with your ears.”)
94 All lessons of foreign literature. 6th grade
5. Creating a poem score
Fable text |
Reader's task |
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Naughty Monkey, || |
Interest |
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listener development |
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Donkey , || |
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actions. |
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Reading pace - med - |
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Yes, clubfooted Mishka |
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We decided to play a Quartet. ||| |
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Got the sheet music, || bass , || viola, || two violins |
Transfer development |
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actions, irony |
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And they sat down on the meadow under the sticky- || |
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Torah about far |
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Captivate the world with your art. ||| |
the heroes' ongoing plans |
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They hit the bows, || They fight, but there’s no point. ||| |
fables, surprise |
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characters in connection |
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first failure. |
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Reading pace - average |
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“Stop, || brothers, || stop! ||| - Monkey shouts. - || |
Convey emotional |
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nality, fussy- |
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Wait! ||| |
Monkey's vost, |
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How should the music go? ||| That's not how you sit. ||| |
confident that |
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she knows the secret |
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You with the bass, || Mishenka, || sit opposite the viola, || |
good game. |
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I , || prima, I’ll sit opposite the second; || |
Reading pace - average |
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Then the music will go wrong: || |
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Our forest and mountains will dance!” ||| |
but excitedly |
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confident |
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Settled down, || started the Quartet; || |
Convey self-confidence |
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jealousy, optimism |
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He still isn't getting along. ||| |
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“Wait, || I found the secret! - ||| |
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but, confidently |
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Donkey screams, || - we, || right, || we'll get along, || |
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If we sit next to each other |||.” |
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We listened to the Donkey: || sat down decorously in a row, || |
Show confusion |
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in a quartet, absence |
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And yet the Quartet is not going well. ||| |
unanimity among |
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Now they've had more discussions than ever before | |
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Reading pace - average |
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And controversy, || |
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Who should sit and how? ||| |
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The Nightingale happened to fly to their noise. ||| |
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Fable text |
Reader's task |
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Here everyone is asking him, || to resolve their doubt: || |
Convey helpless- |
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number of characters, |
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“Perhaps || - they say || - take patience for an hour, || |
naivety (they |
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To put our Quartet in order: || |
still believe |
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And we have the notes, || and there are tools; || |
that they have everything for |
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Just tell us how to sit down!” ||| |
good game). |
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with pleading intonation |
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nation, with hope |
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“To be a musician, || it takes so much skill |
Show attitude |
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AND your ears are softer. - ||| |
quartet through |
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The Nightingale answers them. - || |
true words of Co- |
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And you, || friends, || no matter how you sit, || |
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Reading pace - med - |
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Everyone is not fit to be musicians.” ||| |
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6. Expressive reading of a fable using a score
IV. Lesson summary
How do you understand the words of M. Tsvetaeva, used as an epigraph for the lesson?
Did you manage to perform the Quartet fable flawlessly?
How are music and poetry related?
V. Homework
Learn Krylov's fable (optional), prepare a dramatization of it.
subject. Viral reading lesson. Reading to remember the tales I. A. Krilova
Goal: to continue working on expressive reading of poems; learn to dramatize a fable, work in a group; develop acting skills; cultivate interest in the theater.
Visualization: a collection of Krylov’s fables, elements of costumes and scenery.
The whole world is a theater, and the people in it are actors.
W. Shakespeare
During the classes
I. Motivation for learning activities
Do you like going to the theater?
What theaters in your city do you know?
Which performances do you particularly remember? Why?
What is the superiority of theater over the art of cinema and television?
II. Updating of reference knowledge
1. Working with the epigraph
How do you understand W. Shakespeare’s statement?
Today you will feel like real actors. You prepared not only a dramatization of I. A. Krylov’s favorite fable, but also selected costumes and created set elements.
2. Staging of fables by I. A. Krylov (“The Crow and the Fox”, “The Monkey and the Glasses”, “Dragonfly and Ant”, “Cuckoo and Rooster”, “Large”, etc.)
Assessment. Teacher's comments. Discussion of the presented performances.
III. Lesson summary
Today in the lesson you were able to feel like real actors, performing the famous and beloved fables of I. A. Krylov. Try not to forget them: during entrance exams to theater institutes, applicants, as a rule, read fables. It is this literary genre that allows the applicants’ artistic abilities to be most fully demonstrated and demonstrated. And, of course, it helps not to forget about the shortcomings of man and society, and to constantly strive for self-improvement.
IV. Homework
Prepare for thematic assessment No. 2.
subject. Thematic assessment No. 2 Meta: repeat the concepts from the theory of literature, change
reading tales, summarizing, checking the level of knowledge behind the topic “Tales in World Literature”; develop creativity; strive to achieve great results.
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Lesson progress
I. Stunned by the lesson
II. Understanding the requirements for certification
III. Vikonannya robots (in written or written form)
1. Theory of literature
What is it...:
bike?
allegory?
Esop's language?
2. Place of creativity
Guess the story at a time.
1) “The monkey’s eyes have become weak in old age.” ("The Monkey and the Glasses")
2) “Did you sing everything? This business:
So go and dance!” ( "Dragonfly and Ant")
3) “And a flatterer will always find a corner in the heart.” ("A Crow and a fox")
4) “Though the eye can see, the tooth is numb.” ("The Fox and the Grapes")
5) “Ay, Moska! know that she is strong, that barks at the Elephant.” ("Elephant and Moska")
6) “When there is no agreement among the comrades, their business will not go well.” ("Swan, Pike and Crayfish")
7) “And the casket just opened.” ("Larchik")
8) “I didn’t notice the elephant.” ("Curious" )
9) “And Vaska listens and eats.” ("The Cat and the Cook")
10) “When there’s bad weather between people, it’s important to overcome them, but when bad luck is easy,”
ko". (“Charger's Children”, Aesop)
11) “The lion called to the crowd and said: “Singingly, God has sent punishment
We are guilty of a serious crime." ( “Plague Beasts”, Lafontaine)
12) “Even if it was true, I’ll still give you the same.” (“Vovk and Yagnya”, Esop)
3. Analysis of creativity
1) What parts make up a bike? (Basic parts and morals)
2) Name the symbols of the tales of Aesop, Krilov, Lafontaine.
3) What is the meaning of the tales of Aesop, Krilov, and Lafontaine?
4) How do rices distinguish themselves as characters in stories?
Vovk- (rudeness, rudeness, strength) Lamb- (dissatisfaction, weakness) Fox- (cunning, flattery)
Crow - (naiveness, self-destruction) Donkey - (unreasonableness)
Mavpa- (unreasonableness, fussiness, lightness of importance)
5) Draw literary parallels to the tales of Aesop and Krylo that you are familiar with.
va. (“Wolf and Lamb”, “Crow and Fox”, “Goosebumps and Cicada” - “Dragonfly and Ant”)
6) Point the butts of the winged guns at the bikes. (“Sing, little light, don’t be ashamed”, “How many times have they told the world that flattery is vile and harmful”, “Ah, friends, no matter how you sit down, you are not fit to be musicians”, “For the strong, the powerless is always to blame”, “You It’s my fault that I want to eat” etc.)
4. More creative design
1) Describe the look of the cover of the book “Tales I.” A. Krilov" (Aesop, Lafontaine).
2) Write a great story in verse or in prose.
Thematic evaluation can be carried out between teams
(orally) or in the form of individual work (written). In the end, students can evaluate nutrition for nutrition: skin response to nutrition level 1 is assessed by 1 point, level 2 - 2 points, level 3 - 3 points, level 4 - 4 points.
IV. Lesson bags
Literature and morally thorough people
subject. A.P. Chekhov is a prominent Russian writer. Proof of “Thick and thin”
Goal: to interest in the biography and work of A.P. Chekhov, to familiarize with new literary terms; do vocabulary work, familiarize yourself with the content of the story “Thick and Thin,” determine the theme and idea of the work; develop the ability to read carefully and thoughtfully; cultivate a negative attitude towards veneration and servility.
Visualization: a portrait of A.P. Chekhov, an exhibition of the writer’s books, illustrations for the story “Thick and Thin.”
1st semester |
|
Everything in a person should be beautiful: his face, his clothes, his soul, and his thoughts.
A. P. Chekhov
During the classes
I. Motivation for learning activities
1. Working with an epigraph (some words are closed)
2. Conversation
What should be beautiful in a person? Find the answers in the puzzle.
How do you understand the statement of A.P. Chekhov? Do you agree with this point of view?
What ideal of a person does Chekhov's statement remind you of? ( Ancient
non-Greek ideal: harmony of spirit and body)
II. Learning new material
1. Teacher's story about Chekhov
Anton Pavlovich Chekhov was born on January 17, 1860 in Taganrog, in the family of a merchant. His father and grandfather were serfs. Chekhov's grandfather, Yegor Mikhailovich, saved 3.5 thousand rubles through hard work and in 1841 bought the entire family out of serfdom. And the writer’s father, Pavel Egorovich, already a free man, became a popular man and started his own trading business in Taganrog - a small store. Chekhov's father was a talented man: he led a church choir, played the violin, and drew well. His abilities were passed on to his children: Alexander and Anton became writers, Nikolai became an artist and caricaturist, Maria became a teacher, and Mikhail became an artist.
Anton, like other children in the family, had a hard time: at his father’s request, they spent a lot of time in the church choir, and working in the shop took a lot of energy. “I didn’t have a childhood as a child,” the writer will bitterly note, already as an adult.
The difficult impressions of childhood and youth will also be reflected in Chekhov’s stories about children: “Vanka”, “I want to sleep”.
IN In 1876, Chekhov's father was forced to admit that he was an insolvent debtor and flee to Moscow, where the whole family then moved. Except 16-year-old Anton, who, fulfilling his father’s debt obligation, sold the remaining things. He had nothing to live on and had to rely only on himself. To survive, Anton earned money by tutoring.
Anton Pavlovich decided to devote his future to medicine. In 1879, after graduating from high school, he moved to Moscow and entered the medical faculty of Moscow University.
IN At this time, Chekhov began to collaborate with various magazines. In 1880, the first publications of his humorous stories appeared in the Dragonfly magazine. The writer publishes them under funny pseudonyms: Baldastov, My Brother's Brother, The Man Without a Spleen, Antonson, Antosha Chekhonte.
IN 1884 Chekhov receives a doctor's diploma and gets a job in the Moscow region. He begins to write a dissertation on the topic “Medical practice in Russia,” which, however, will not be completed.
IN April 1890, the writer travels through Kazan, Perm, Tyumen and Tomsk to the shores of the Pacific Ocean. Already sick with consumption, he rode 4.5 thousand miles on horseback in bad spring weather and only arrived at Sakhalin at the end of July. What he saw on the way to Sakhalin and on the island itself shocked him. The existence of the people living there could hardly be called life. Never before has a writer had to face such hopeless need, savagery and arbitrariness of the authorities. Chekhov conveyed his impressions in the books “From Siberia” and “Sakhalin Island”.
Soon after the trip, in 1892, Chekhov stopped practicing medicine and bought the Melikhovo estate near Moscow. With his own money, he built a school and helped the hungry. During the cholera epidemic, the writer worked as a local sanitary doctor, refusing any remuneration for his work.
Chekhov was a recognized writer during his lifetime. In 1888 he became a laureate of the Pushkin Prize, and in 1900 an honorary academician. The writer received this title together with L.N. Tolstoy.
IN 1901 Anton Pavlovich married the Moscow Art Theater actress Olga Knipper, but he was not destined to enjoy family happiness. Due
With exacerbation of tuberculosis, his health condition sharply deteriorated,
Literary reading lesson design
on industrial practice “Teaching in primary general education programs
in primary classes and primary classes of compensatory and correctional and developmental education"
Podkorytova Tatyana Sergeevna,
students of group 46, specialty 44.02.05 “Correctional pedagogy in primary education”
Date of: 30. 11. 2016
OU № 27
Class 3"A"
Teacher: Butorina Olesya Ivanovna
Methodist : Solomina Elena Vladimirovna.Signature:________________
UMK: " School of Russia"
Lesson type : Lesson – discovering new knowledge and ways of acting.
Subject: I.A. Krylov. Fable "The Crow and the Fox".
Target: Formation of communicative learning activities in joint cognitive activities to study I.A. Krylov’s fable “The Crow and the Fox.”
Planned result:
Personal – demonstrate positive self-determination, show interest in the “Literary Reading” lesson and activities in it.
Metasubject – demonstrate regulatory control strategies: set a goal, carry out volitional self-regulation, control, correction, evaluation; cognitive: general educational - they search for and highlight the necessary information, semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose, extract the necessary information, are able to consciously and arbitrarily construct a speech statement in oral form, logical - analyze, synthesize; communicative UUD: are able to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.
Subject – students are familiar with I.A. Krylov’s work “The Crow and the Fox.”
Tasks
Educational task – cultivate positive self-determination, interest in the “Literary Reading” lesson and activities in it.
Developmental task – develop regulatory control skills: goal setting, volitional self-regulation, control, correction, assessment; cognitive: general educational - search and selection of necessary information, semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose, extracting the necessary information from listened texts of various genres, the ability to consciously and arbitrarily construct a speech utterance in oral form, logical - analysis, synthesis ; communicative UUD: the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.
Educational task – introduce the work of I.A. Krylov “The Crow and the Fox”.
Form of organization of educational activities: frontal, individual.
Principles of training and education:
The principle of continuity (the result of activity at each previous stage ensures the beginning of the next stage);
The principle of systematicity and consistency (the teacher builds from simple to complex, from familiar to unfamiliar);
The minimax principle (the teacher ensures that each student, at the maximum (creative) level, masters the material at the socially safe minimum level);
The principle of dialogization (teaching through dialogue interacts with students);
The principle of visibility;
The principle of activity (students perceive ready-made knowledge in the process of their own activities aimed at “discovering” new knowledge for them (perform various tasks).
Methods of training and education:
Teaching methods:
verbal (explanation, conversation), visual (demonstration), practical (exercises).
For didactic purposes:
Methods of acquiring new knowledge;
Methods of developing skills and abilities, application of knowledge.
problematic presentation of what is being studied, partly - search
Methods of organizing educational and cognitive activities:
According to the source of knowledge (Perovsky S.I., Golant E.Ya.) - verbal: conversation, explanation, artistic expression, visual:demonstration, practical: exercise.
Methods for developing learning skills and gaining experience (exercise)
Methods for developing mental functions, creativity, personal qualities of children (posing a problem or creating a problem situation)
Education methods:
Methods for forming social experience: pedagogical requirement; order.
dialogue.
Methods of stimulating and correcting children’s actions and relationships in the educational process: encouragement, creating a situation of success.
Equipment:
Individual - a textbook, colored pencils, emoticons, fables, a memo of assessment criteria, a memo “Basic signs of the score.”
Demonstration - computer, projector, presentation, board.
References:
Federal state educational standard for primary general education: text with amendments. and additional for 2011/Ministry of Education and Science of Russia. Federation. – M.: Education, 2011. – 33 p. – (Second generation standards). – ISBN 978-5-09-025287-4
Programs of general educational institutions Russian language: Program. 1-4 grades. Lesson-thematic planning. 1-4 grades / Kanakina V.P.. Goretsky V.G.
Krylov evening at school. Publishing house "Children's Literature" Moscow 1969.
Plan:
1.Motivation for learning activities
2.Updating basic knowledge and methods of action
3. Solving the problem
4.Physical pause
5.Primary consolidation
6. Independent work with testing against a standard.
7.Reflection
Method of developing responsibility and commitment (pedagogical requirement)Stimulation methods
(Artistic word)
Hello guys! My name is Tatyana Sergeevna, and today I will teach you a literary reading lesson. Please have a seat.
The bell rang.
We are starting our lesson.
Curious children in the classroom
They want to know about everything in the world.
Good morning!
The day has begun.
First of all, we drive away laziness.
Don't be bored in class
And work and read
Let's check your readiness for the lesson. On your desk you should have a textbook, a pencil case and a diary.
Personal UUD :
the result has been achieved (meaning formation). Students are organized and motivated to work.
2.Updating basic knowledge and methods of action. Identifying the problem
Task: repeat the material studied, identify problems, formulate the topic and goals of the lesson
By source of knowledge: verbal (conversation, working with a book); visual
In order to prepare the speech apparatus, we will work with tongue twisters.
Read the tongue twister to yourself. (slide)
Osip is yelling. Arkhip is not far behind.
Who will outshine who?
Osip is hoarse. Arkhip Osip.
Well done. We have prepared the speech apparatus for further work.
Let's remember what you have prepared for today. (Expressive reading of I.A. Krylov’s fable “The Mirror and the Monkey”
Who wants to read the fable “The Mirror and the Monkey” expressively?
-…,please read.
Thanks a lot.
Who else will read it?
Thank you.
What is Ivan Andreevich Krylov’s favorite genre? (fables)
What fables of Krylov do you know? (book display)
For example, the fable “The Dragonfly and the Ant”. (book display) also such as “The Elephant and the Pug” “Quartet” (book display)
What is a fable?
FABLE - a short moralizing story in verse or prose with a clearly formulated moral. (slide)
So, what is the topic of today's lesson?
Lesson topic: I.A. Krylov Fable “The Crow and the Fox”
Are you familiar with this fable? (no)
So what is the purpose of the lesson?
We continue to get acquainted with the fables of Ivan Andreevich Krylov and today we will get acquainted with the fable “The Crow and the Fox”.
Personal UUD ( self-determination);
Regulatory UUD (goal setting, planning, self-regulation); Cognitive UUD ( formulation of a cognitive goal, analysis);
3. Solving the problem
Objective: to ensure perception, comprehension and primary consolidation of the works being studied.
By source of knowledge: verbal (story, conversation, explanation, working with a book); visual (demonstration), practical (exercise);
By level of involvement in productive activities: explanatory and illustrative, partly search;
Methods of emotional stimulation: creating situations of success, encouragement;
formation of understanding of personal significance, pedagogical requirement;
Methods for children to comprehend their social experience, motivation for activity and behavior: conversation.
Open your textbook to page number 137. Find the fable. Read the title of the fable and try to guess what it is about.
What do you think the fable is about?
Let's check our assumptions, sit comfortably and get ready to listen to the fable. (audio recording)
Did you like I.A.’s fable? Krylov's "The Crow and the Fox"?
What is the fable about?
What happened to the crow?
Were our assumptions correct?
What words did you come across for the first time?
Read the fable yourself and mark these words.
Flattery is hypocritical, obsequious praise; (slide)
Flatterer - a flattering person; (slide)
Vile - disgusting, disgusting; (slide)
Perch up - climb with effort onto something high; (slide)
Captivated - attracted attention, delighted; (slide)
Veshchunina (head) - from the word soothsayer - fortune teller. (slide)
Goiter - in birds, insects: an expanded part of the esophagus where food accumulates and is pre-processed. (slide)
Personal UUD ( ;
Regulatory UUD ; Cognitive UUD ( analysis, establishing cause-and-effect relationships, semantic reading);Communicative UUD (planning, planning educational cooperation with the teacher and peers, the ability to accurately express one’s thoughts).
Fizminutka
Objective: relieve eye strain and physical fatigue
Method of organizing activities (stimulating behavior)
Formation of understanding of personal significance, pedagogical requirement;
By source of knowledge: verbal (explanation)
To relieve tension from our muscles, let's do some physical exercise
We clap our hands, clap, clap
clapping overhead
We stomp our feet, stomp, stomp
raise your knees high
We raise our hands, we lower our hands
hands up, hands down
We squat low and we stand up straight
sit down and jump
Hands down, on your side.
Unclench it into a fist
Hands up and into a fist
Unclench it to the side
Get up on your toes
Squat and stand up
Feet together. legs apart
Well done, the girls sit down quietly, the boys even more quietly.
Students show the ability to mobilize strength and energy, to exert volition.
4.Primary consolidation
Task: to establish the correctness and awareness of the studied material.
By source of knowledge: verbal (conversation, explanation, working with a book).
Methods of forming responsibility and commitment: pedagogical requirement.
Methods for children to understand their social experience, motivation for activity and behavior: conversation.
In order to better understand the fable, let's consider its main characters.
Determine who the main characters are? (crow and fox)
Why does Krylov say that flattery is harmful, vile, because everyone is pleased to hear good words about themselves? (this is a lie)
Why was the Fox chosen for the role of the flatterer, and the Crow became her trusting listener? (in fairy tales the Fox is cunning, smart, and the Crow is stupid)
Describe the fox. What is she like? How do you imagine her? (children's answers)
It was not for nothing that Krylov called her so aptly - a cheat. What does it mean? What words from the fable reveal the character of the fox? Read it.
Describe what Crow is like. (children's answers).
Can the Crow be called the most beautiful bird? (No).
What did the Fox say about the Raven? Read it.
(My dear, how beautiful!
What a neck, what eyes!
Telling fairy tales, really!
What feathers! what a sock!)
- What did the Fox say about Crow’s voice? (And, truly, there must be an angelic voice!)
Find words in the text about how such kind words from the Fox affected Crow.
(“The Prophet’s head turned with praise,
My breath stole from my throat with joy."
Why did the Fox praise the Crow so much? (To please her. The Fox needed the Crow to “sing” and drop the cheese).
Why did the Fox manage to deceive the Crow? (crow is gullible, naive, stupid,...)
- Whom does Krylov condemn and ridicule most in the fable? (to the crow) Why? (children's answers)
Let's try to find the moral of this fable and explain it.
What is morality? (morality is a short moralizing conclusion) (on slide)
What part of the fable do you think the moral is in? (at the beginning or at the end and it is marked with a special sign, if they don’t know what to say)
Where is the moral in the fable “The Crow and the Fox”?
-Find the moral of the fable “The Crow and the Fox”read these lines. (Selective reading of the part where the moral is contained).
-….., read the moral of the fable out loud.
Who agrees that the moral in the fable “The Crow and the Fox” is found correctly, raise one hand; whoever disagrees, raise two hands.
- What does I.A. warn about? Krylov of his readers? (Both the flatterer and the one who succumbs to his flattering speeches are ugly).
Look carefully at the illustrations. Read the passage that corresponds to this illustration. (slide)
Regulatory UUD (control, correction); Cognitive UUD ( semantic reading);Communicative UUD (planning, planning educational cooperation with the teacher and peers).
5.Organization of independent work
Objective: to ensure that students develop the ability to independently apply knowledge in a new situation.
Methods of emotional stimulation: creating situations of success, encouragement;
Methods for developing mental functions: creative task.
By source of knowledge: verbal (conversation, explanation);
Practical (exercise);
Now read the fable yourself.
Do you know what a score is?
- The score is the layout of the poem, i.e. placement of pauses in the text, attacks of stress in words, correctly placed stress in words and the text itself, i.e. highlighting the main word in the line Thanks to this, the poems during reading turn out to be expressive and bright.
The signs of the speech score are necessarily placed by the actors when preparing their role. They need this in order to pronounce the text correctly and expressively.
We will look at the main signs of a speech score.
The first sign of an inclined straight line indicates a pause; where it stands, it is necessary to take a short pause. /-short pause, //-two inclined straight lines long pause, where this sign is placed it is necessary to make a long pause (i.e. long). Long pauses are placed where there is a period, an exclamation point, a question mark, or an ellipsis.
The horizontal line sign ______, underlining words, denotes logical stress.
LOGICAL Stress . Highlighting the main word in a line with a voice.
And the last sign, a check mark, turned down. The sign warns that the words of another hero of the work begin.(End of the speech of the hero who spoke)
We have looked at the main signs of a speech score.
Arrange the main signs of the speech score in the fable yourself. I will help you.
We will place the signs on the sheets that the attendants handed out to you.
Criteria for assessing expressive reading:
without distorting or missing words,
correctly placing stress in words,
observing significant pauses,
Who will try to analyze according to the proposed criteria.
-..., try to analyze. (I’m helping)
Do you want to dramatize a fable? You and I will stage a fable, now you and I need to prepare.
-…., …, you will work with me.
Group work:
So, your classmates have prepared a skit for the fable “The Crow and the Fox” and now they will show it to us.
And you watch “The Crow and the Fox” carefully.
Well done, thank you very much, you did a very good job of dramatizing the fable, you analyzed the game well and did an expressive reading. You are real actors.
Personal UUD ( moral and ethical assessment);
Regulatory UUD (control, correction, volitional self-regulation); Cognitive UUD ( structuring knowledge);Communicative UUD (the ability to accurately express one’s thoughts).
6. Reflection on learning activities
Task:
summarize the lesson, reflect on the activity
Method of motivating activity and behavior: dialogue.
Methods of stimulating and correcting children’s actions and attitudes in the educational process: encouragement, creating a situation of success, reflection on educational activities
Guys, our lesson has come to an end.
Have we achieved the goal we set at the beginning of the lesson? (yes)
Look, you have emoticons on your desks that will help us sum up the lesson.
If everything was clear to you and it was easy for you in the lesson, color the smiley green; if you don’t quite understand everything, and you found it difficult during the lesson, then color the smiley yellow, and everything was not clear to you, and it’s heavy in red.
Please show me what color you painted the smiles. Please give me the smiles as a souvenir. Thank you.
Worked actively in class.
The most attentive person in class.
Reads expressively, observing intonation pauses.
Thank you for your work in class, applaud each other.
Personal UUD:
the ability to evaluate actions in accordance with a specific situation.
Regulatory UUD:
the ability to evaluate educational actions in accordance with the assigned task; the ability to carry out cognitive and personal reflection.
Communication UUD:
the ability to listen and understand others.
