Time for business is time for fun.
Guess what literary genre we will study in today's lesson?
Small volume
Animal or plant characters
Animals are spoken of as people
Often poetic form
Instructiveness
Fable – this is a short ___________, in which ___________________________ are acted upon, and _ are implied ________ ______,
their __________________.
In fables they ridicule _____________ _____ of people: _____________
___________________________________________.
The fable contains a moral lesson -
The purpose of fables is
animals, plants
actions, behavior
flaws
envy, greed, laziness
name the vice, educate with a negative example.
Guess the riddle and solve the rebus
Who are they? Where? Whose? Black streams flow. Small dots together They are building a house on a hillock.
Ivan Andreevich Krylov
(1769 - 1844)
Russian writer, fabulist, academician of the St. Petersburg Academy of Sciences (1841). He published satirical magazines "Mail of Spirits" (1789) and others. He wrote tragedies and comedies, opera librettos. In 1809 - 1843 created more than 200 fables, imbued with a democratic spirit, distinguished by satirical sharpness, bright and apt language. They exposed social and human vices. N.V. Gogol called I. Krylov’s fables “...the book of wisdom of the people themselves.”
The pure field has died -
the fields are empty, the birds are not singing, the insects are hiding. There is dead silence in the field.
Explain the lexical meaning of words and expressions
winter has come quickly
Winter is rolling in your eyes -
upset, offended,
Angry melancholy depressed -
Spring days are spring days when streams gurgle.
Godfather, (gossip) - in those days this was how they addressed a familiar man (woman)
MORALITY
Did you sing everything? This business:
So come and dance!
Go for a walk, but don't go on a walk!
DANCE A MINUTE
In the morning the Dragonfly woke up,
She stretched, smiled,
I washed myself with dew,
Two - spun gracefully,
Three-bent over and sat down,
At four I flew,
Stopped by the river
Spun over the water.
Work in groups.
Group 1 - describe the Ant
Group 2 - describe the Dragonfly
Describe the characters in the fable
frivolous...
The ant is fair...
prudent...
carefree...
hardworking...
not serious...
Dragonfly is true...
carefree...
- Learn by heart Krylov's fable "The Dragonfly and the Ant"
- Draw one of the heroes.
- Who else wrote the fable “The Dragonfly and the Ant”? (Internet)
THANK YOU!
SUCCESS!
Monument to Krylov in the Summer Garden
While working on the monument to Krylov, the house of the sculptor Klodt housed a whole menagerie: a donkey, a cat, dogs, a wolf, monkeys, a sheep with lambs, a fox, a crane, a frog and many others.
The long-awaited bell is given, the lesson begins.
Please come to us without delay.
Help us to work hard, We came here to learn.
What works are these illustrations for? ?
« I love where there is opportunity
pinch vices"
I.A. Krylov
Fable
- is a literary genre with a short form of storytelling,
- where animals, birds, things act, and people are meant by them, their vices are ridiculed.
- There must be a moral in a fable,
which most often stands out as an independent part of it and is located either at the beginning or at the end of the fable.
Warm-up
Without work, even kill me,
An ant cannot live.
Over the meadow where the goats graze,
Dragonflies flutter on transparent wings.
Gorgeous
windy
carefree
cheerful
Caring
Smart
hard worker
LESSON QUESTION :
Moral of the story
I.A. Krylova “Dragonfly and Ant”.
Cover layout
I. A. Krylov
Dragonfly and
ant
Not scary
not knowing something.
The main thing is to understand
how to find the information you need,
from what sources?
How to work in pairs.
- Work together.
- Feel free to express your opinion.
- Respect the opinion of others.
- Listen patiently to the thoughts of others.
- Find the right solution together.
- 1. What is the name of the fable? Who is its author? Is it written in poetry or prose?
- 2. Who are the main characters in the fable?
- 3. How are the heroes of the fable shown? Read how the author describes them.
- 4. What is condemned in the fable?
- 5.What unfamiliar words and expressions were found in the fable?
Relate.
My head turned.
Winter is upon us.
There is dead silence in the field
I forgot about everything.
In our soft ants.
I didn’t have time to look back.
I don't want to think.
Suddenly winter came.
It will go into your mind.
It passed quickly.
The pure field is dead.
He's sad.
The angry one is depressed.
In our soft grass.
This is important to know
- Irony is a subtle, hidden mockery
- Allegory is an allegory.
Moral of the story
“Have you been singing everything? This business:
So go and dance!”
Collect proverbs
- Hurry up, time for fun.
- It's time to work, you'll lose the last one.
- If you want a lot, you will make people laugh.
- Which of the characters in the fable did you sympathize with?
AND . I. Khemnitser, L. N. Tolstoy
Comparison of fables.
Text recording form. (poetry, prose)
Moral of the story
Allegory (hard work, frivolity, greed, mercy)
Homework
- Expressive reading of fables by role.
- Come up with your own ending to the fable, if the Ant did let the Dragonfly live with him, draw an illustration for the fable.
- Expressive reading of a fable by heart.
I think that today in class...
Everything worked out for me, I'm happy with my work.
I didn't succeed, but I'm happy with my work.
I know the theoretical material well, but in practical work I did not succeed in everything.
It was difficult and unclear to me.
Class: 2
Presentation for the lesson
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.
Literary reading is one of the main subjects in teaching primary schoolchildren. Success in studying a literary reading course ensures performance in other primary school subjects. In the context of the implementation of the Federal State Educational Standard, special importance is attached to activity-based learning technologies. In order to be successful in life (for example, to have the desired profession), you need to develop the ability to learn, which means finding useful and necessary information to achieve your goal. I consider it important and relevant to raise in lessons the topics of developing in children the ability to adequately respond to the world around them, and cultivating resistance to laziness and frivolity. Identification of a life position can be built on negative examples of literary works. Students, discussing the motives of the characters’ behavior, correlating them with moral standards, realize the spiritual and moral meaning of the work they read. All this contributes to the formation of student self-affirmation.
Lesson type: lesson introduction to a literary work.
Didactic purpose of the lesson: organize joint activities of students in order to get acquainted with the features of the fable.
Tasks:
Subject: introduce students to the personality of Ivan Andreevich Krylov and his fables, distinguish fables from other works.
Metasubject
- educational: develop the ability to perceive by ear and consciously read a work; construct a speech utterance orally; establish cause-and-effect relationships; make a generalization; teach to see and feel the deep meaning of the fable behind the lines of the work; cultivate good moral qualities.
- communicative: develop the ability to take into account different opinions and listen to the opinions of classmates; enter into dialogue; participate in collective discussion;
- regulatory: learn to set a learning task in collaboration with classmates; plan your actions; independently adequately assess the correctness of actions;
- personal: to form a motivational basis for educational activities; educational and cognitive interest in new educational material; develop the ability for self-assessment based on the criterion of success in educational activities.
Teaching methods:
By the nature of educational and cognitive activity:problem-search.
According to the method of organizing the implementation of cognitive activity: verbal, visual, practical.
According to the degree of pedagogical management on the part of the teacher: methods of indirect management of educational and cognitive activity of students using information sources.
Forms of organizing educational activities: frontal, group, individual.
Means of education:
- L.F. Klimanova, V.G. Goretsky. Textbook “Literary Reading” - M.: Education, 2011.
- Explanatory dictionary of the Russian language: 80,000 words and phraseological units / S.I. Ozhegov and N.Yu. Shvedov; Ross. Academician Sci. Institute of Russian Language. them. V.B. Vinogradov.-4th ed., additional. – M.: Azbukovnik, 1997.
- computer presentation
- Handout
- Collection “Formation of information skills of junior schoolchildren.” – St. Petersburg, 2011
Planned results:
Subject: the student will have the opportunity to get acquainted with the personality of Ivan Andreevich Krylov and his fable “The Dragonfly and the Ant”.
Metasubject
- educational: the student will have the opportunity to learn to perceive the work by ear; construct a speech utterance orally; establish cause-and-effect relationships; make a generalization; consciously read a fable in order to satisfy interest and gain reading experience;
- communicative: the student will have the opportunity to learn to listen to different points of view; enter into dialogue; formulate your own opinion, participate in collective discussion,
- regulatory: the student will have the opportunity to set a learning task in collaboration with classmates; plan your actions; independently adequately assess the correctness of actions;
- personal: the student will have the opportunity to form the motivational basis of educational activities; educational and cognitive interest in new educational material; develop the ability for self-assessment based on the criterion of success in educational activities.
During the classes
| Teacher activities | Student activities | Note |
| Organizing time | ||
| Organizing and checking the workplace, creating a positive emotional mood for students | Checking the readiness of the workplace for the lesson. |
In addition to the usual classroom supplies, students will need handouts in the form of envelopes with diagrams and words. |
| Stage of motivation and goal setting | ||
| Organization of frontal work. – Read and determine the genre of the work (Slide 3) – What is a pseudonym? – Which writer took such a pseudonym in his youth? - Let's remember what a fable is, what is ridiculed in fables, the purpose of writing fables. – How is the fable different? (Slide 4) |
Reading the text on slide3 Students determine the genre, determine the pseudonym of the fabulist. Students express their assumptions and reason. |
The teacher uses a multimedia complex to show a presentation. |
| Preparation for primary perception of the text. | ||
| Organization of frontal work. – Guess the riddle and solve the rebus. (Slide 5) – Guess what fable we will meet today? -Who wrote this fable? (Slide 6) – Ivan Krylov borrowed the idea of the fable about the Dragonfly and the Ant from the fabulist La Fontaine, who in turn spied the plot from the lesser-known ancient Greek writer Aesop (Slide 7) – Who will formulate the topic of our lesson? |
Students guess a rebus, a riddle, and formulate the name of the fable. Students determine the topic of the lesson. |
At this stage, the teacher needs to voice the names of the fables written by I. Krylov. |
| Primary perception stage | ||
| Organization of frontal work. – Listen to the fable “The Dragonfly and the Ant”. The text is read by theater and film artist Igor Masyuk. (Slide 7) Checking Primary Perception: – Did you like the fable? – Try to formulate the theme of the fable, what is it about? - Read the fable again. Secondary reading check. Organization of work in groups. – Set the sequence of illustrations and select fragments from the fable (slide 8) |
Students perceive the text of the fable by ear Students reason, express their assumptions, learn to formulate conclusions based on the information received. Students learn to listen to the opinions of classmates, complement, and correct. |
The teacher needs to remember what it means to define a topic. |
| Analysis of a literary work | ||
| Motivation for rereading and analyzing the work: – If you analyze the fable very carefully, focusing on each word, then you can understand any work, despite the huge number of incomprehensible words and expressions. Working with the lexical meaning of words and expressions. (Slides 9-11) |
Children's assumptions about the lexical meaning of outdated words and expressions: winter is rolling in the eyes, the pure field is dead, depressed with evil melancholy, spring waters, godfather, gossip. |
|
| Organization of frontal work of students: – Describe the characters in the fable (Slide 12) – What can you say about Ant? Describe him. – What kind of Dragonfly do you imagine? (Slide 12) – Do you feel sorry for Dragonfly? – Did Ant do the right thing? |
Students describe the characters in the fable. Students express and defend their opinions. |
|
| Organization of independent work of students: – Choose how you want to work in pairs, groups or independently? (The teacher hands out cards.) – Your task is to create a proverb using the arrows from letters and syllables. – Look at the screen (Slide 13) – Try to compose a second proverb using the syllables and letters on the screen (Slide 14) – Which proverb fits the fable and why? Teacher's story about the history of the creation of the fabulist's monument (Slide 15) |
Students complete assignments Students learn to compose proverbs and prove the correctness of their choice. Pupils listen carefully to the story about the creation of the monument in the Summer Garden. |
In addition to the usual classroom supplies, students will need handouts in the form of envelopes with cards |
| Stage of summarizing the lesson. Reflection. | ||
| Organization of assessment activities. – What work did we meet today? -Who wrote this fable? – What did we do in class today? – Which task did you like best? – How do you evaluate your work in class? |
Children's statements. Students learn to listen to their classmates' answers. Self-assessment of activities in the lesson. |
|
Slide 2
Some people are tired of fairy tales, and others are captivated by fairy tales. And our best lesson Let's start with the names we know.
Slide 3
Fable by Ivan Andreevich Krylov “The Dragonfly and the Ant”
Slide 4
Slide 5
Fables are short, most often poetic stories, where instead of people there are animals, birds, trees, things, and their lives are told. There is always a lesson or moral, advice in a fable. Morals condemn stupid or bad actions.
Slide 6
Ivan Andreevich Krylov (1769-1844)
Slide 7
Physical education minute
Slide 8
The life of ants is very complex and rich in various interesting facts. The main sense organ of ants is not vision, but smell and touch, the functions of which are performed by the antennae. It must be remembered that anthills always need protection.
Slide 9
The dragonfly is a predator; it feeds on other insects, such as mosquito larvae. Dragonflies can see what is happening behind them without turning their heads.
Slide 10
Vocabulary work: - dejected - upset - spring - spring - I didn’t have time to look back - everything passed very quickly - the clear field was dead - The harvest was harvested. Flowers and herbs have withered. - how under each leaf both a table and a house were ready for her - she could find shelter for herself everywhere. - and who cares - no one will think
Slide 11
Physical education minute
Slide 12
Questions: - Which of the characters in the fable did you like and why? - How did Dragonfly live in the summer? Read.- How did the life of the dragonfly change with the onset of winter?- Who did the Dragonfly go to for help? What request did she make to the Ant? - Do you feel sorry for the Dragonfly or not? Explain your answer. - What would you do if you were Ant? Why? - What did I.A. Krylov want to tell us with his fable? - Using the example of the Dragonfly and the Ant, whose actions are depicted in the fable?
