Presentation for the lesson "Works of Russian fabulists" I. Krylov "Dragonfly and Ant", I. I. Khemnitser "Dragonfly", L. N. Tolstoy "Dragonfly and Ant". Presentation on literary reading "I.A. Krylov - Dragonfly and Ant" Everything worked out for me, I'm satisfied
"Music in Krylov's fables" - You are with the bass, Mishenka, sit down against the viola. At first, the main thing in the fable is the comedic introduction. Family of Ivan Andreevich Krylov. Ivan Andreevich's love for music was vividly reflected in his fables. Vanyusha liked to visit the market, where one day he saw an old Italian man. It happened to the Nightingale to fly to their noise.
"Krylov's Fables for Grade 4" - Ivan Andreevich Krylov. Heroes of Krylov. famous fabulists. Compare the familiar fables of I.A. Krylov with popular expressions. Do some research on the fable. Favorite pages. Pages of the biography of I.A. Krylov. Fables I.A. Krylov. Aesop. Fable language. Let's check ourselves. What is a fable. Do you know the fables of I. A. Krylov.
"Fables of Krylov about 1812" - Acrostic. Reflection of historical events. Lexical work. Commentary of historians. Parable. Fable. Fable "Wolf in the kennel". Event history. Events of 1812. Patriotic War. Historical comment. War with Napoleon. Ivan Andreevich Krylov. Allegories. Kutuzov. How Krylov draws the political situation.
"Krylov's Fables Grade 5" - At the origins of the genre. Since 1783 he served in the Treasury Chamber in St. Petersburg, actively engaged in self-education. Left: I. A. Krylov. Slide numbers. Aesop is an ancient Greek fabulist (VI century BC), who was considered the creator of the fable. G. Kupriyanov. V. I. Maikov. Teaching was easy for Krylov. Let's work on the language of the fable.
"Dragonfly and Ant" - Suddenly winter comes. Let me gather my strength And until spring only days Feed and warm! Who can be called a fabulist? Dragonfly and Ant. Algorithm for reading the fable: “Do not leave me, dear godfather! I.A. Krylov "Dragonfly and Ant" I.I. Khemnitser "Dragonfly" L.N. Tolstoy "Dragonfly and Ants". Questions to review.
"Krylov's Fables" - "The Cuckoo and the Rooster". Aesop. Diego Velazquez. Ivan Andreevich Krylov (1768-1844). "Wolf and Lamb". "Elephant and pug". "Quartet". Monument to I.A. Krylov in Moscow in the summer garden. "Fox and grapes". "Monkey and Glasses". Monument to I.A. Krylov in St. Petersburg. There is a sculpture on the patriarch's ponds dedicated to Krylov's fables.
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Someone is tired of fairy tales, And someone is captivated by fairy tales. And our best lesson Let's start with the names we know.
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Fable by Ivan Andreevich Krylov "Dragonfly and Ant"
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A fable is a short, most often poetic story, where animals, birds, trees, things act instead of people, and tells about their life. In a fable there is always a lesson or moral, advice. In morality, stupid or bad deeds are condemned.
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Ivan Andreevich Krylov (1769-1844)
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Physical education minute
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The life of ants is very complex and rich in various interesting facts. The main sense organ in ants is not sight, but smell and touch, the functions of which are performed by the antennae. It must be remembered that anthills always need protection.
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The dragonfly is a predator, it feeds on other insects, such as mosquito larvae. Dragonflies, without turning their heads, can see what is happening behind.
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Dictionary work: - dejected - upset - spring - spring - I didn’t have time to look back - everything passed very quickly - the field turned dead - The harvest was harvested. Flowers and herbs withered. - as under each of her leaves both the table and the house were ready - everywhere she could find shelter. - and who will go into the mind - no one will think
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Physical education minute
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Questions: - Which of the heroes of the fable did you like and why? - How did the Dragonfly live in the summer? Read. - How did the life of a dragonfly change with the onset of winter? - To whom did the Dragonfly go for help? With what request did she turn to the Ant? - Do you feel sorry for the Dragonfly or not? Explain your answer. - What would you do in Ant's place? Why? - What did I.A. Krylov want to tell us with his fable? - On the example of the Dragonfly and the Ant, whose actions are depicted in the fable?
Class: 2
Presentation for the lesson
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Literary reading is one of the main subjects in teaching younger students. The success of the study of the course of literary reading ensures the effectiveness in other subjects elementary school. In the context of the implementation of the Federal State Educational Standard special meaning attached to the technologies of active learning. In order to be successful in life (for example, to have a desired profession), it is necessary to form the ability to learn in yourself, which means to find useful and necessary information to achieve your goal. I consider it important and relevant in the classroom to raise the topics of the formation in children of the ability to adequately respond to the world, education resistance to laziness and frivolity. Revealing life position can be built on negative examples of literary works. Pupils discussing the motives of the characters' behavior, correlating them with moral norms, realize the spiritual and moral meaning of the read work. All this contributes to the formation of self-assertion of the student.
Lesson type: lesson acquaintance with 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: to introduce students to the personality of Ivan Andreevich Krylov and his fables, to distinguish a fable from other works.
Metasubject
- cognitive: develop the ability to perceive by ear and consciously read the work; build a speech statement in oral form; establish causal relationships; make a generalization; to teach to see and feel the deep meaning of the fable behind the lines of the work; develop good moral character.
- communicative: to form the ability to take into account different opinions and listen to the opinion of classmates; enter into a dialogue; participate in a group discussion;
- regulatory: teach to put learning task in collaboration with classmates; plan your actions; independently adequately assess the correctness of the performance of actions;
- personal: form a motivational basis learning 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 by the teacher: methods of indirect management of educational and cognitive activity of students with the help of information sources.
Forms of organization of educational activities: frontal, group, individual.
Means of education:
- L.F Klimanova, V.G. Goretsky. Textbook "Literary reading" - M .: Education, 2011.
- Dictionary Russian language: 80,000 words and phraseological units / S.I. Ozhegov and N.Yu. Swedes; Ros. Acad. Sciences. Institute of Russian language. them. V.B. Vinogradova.-4th ed., add. – M.: Azbukovnik, 1997.
- computer presentation
- Handout
- Collection "Formation of information skills of younger students." – 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 "Dragonfly and Ant".
Metasubject
- cognitive: the student will have the opportunity to learn to perceive the work by ear; build a speech statement in oral form; establish causal relationships; make a generalization; consciously read the fable in order to satisfy interest, gain reading experience;
- communicative: the student will have the opportunity to learn to listen to different points of view; enter into a dialogue; to formulate one's own opinion, to participate in a collective discussion,
- regulatory: the student will have the opportunity to set a learning task in cooperation with classmates; plan your actions; independently adequately assess the correctness of the performance 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 activity | Student activities | Note |
| Organizing time | ||
| Organization and verification of the workplace, creating a positive emotional state of students | Checking the readiness of the workplace for the lesson. |
In addition to the usual educational supplies in the lesson, 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 in his youth took such a pseudonym for himself? - 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 the slide3 Students determine the genre, determine the pseudonym of the fabulist. Students express their opinions and reason. |
The teacher uses a multimedia complex to show a presentation. |
| Preparation for the initial 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 on 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, 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. |
| Stage of primary perception | ||
| Organization of frontal work. - Listen, the fable "Dragonfly and Ant." Theater and film actor Igor Masyuk reads the text. (Slide 7) Verification of primary perception: - Did you like the fable? - Try to formulate the theme of the fable, what is it about? - Read the fable again. Checking secondary reading. Organization of work in groups. - Set the sequence of illustrations and select fragments from the fable (slide 8) |
Students listen to the text of the fable Students reason, express their assumptions, learn to formulate conclusions based on the information received. Students learn to listen to the opinions of classmates, supplement, 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 lexical meaning obsolete words and expressions: winter rolls into the eyes, the pure field has died, it is dejected by evil longing, spring waters, godfather, gossip. |
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| Organization of frontal work of students: - Describe the characters of the fable (Slide 12) - What can you say about the Ant? Describe it. - What do you represent Dragonfly? (Slide 12) - Do you feel sorry for Dragonfly? Did the Ant do the right thing? |
Students describe the characters in the fable. Students express and defend their opinion. |
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| Organization independent work students: – Choose how you want to work in pairs, groups or on your own? (The teacher distributes cards.) - Your task is to make a proverb using arrows from letters and syllables. - Look at the screen (Slide 13) - Try to make a second proverb using the syllables and letters on the screen (Slide 14) What proverb fits the fable and why? The teacher's story about the history of the creation of the monument to the fabulist (Slide 15) |
Students complete assignments Students learn to make proverbs, prove the correctness of their choice. The students listen attentively to the story about the creation of the monument in the Summer Garden. |
In addition to the usual educational supplies in the lesson, students will need handouts in the form of envelopes with cards |
| The stage of summing up the lesson. Reflection. | ||
| Organization of valuation 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 rate your work in class? |
Children's statements. Students learn to listen to their classmates' answers. Self-assessment of activities in the classroom. |
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A fable is a literary genre, in the form of a short story, often poetic, always moralizing. At the beginning or at the end of the work, a conclusion is formulated, the main instructive thought is morality. The heroes of the fable are people, animals, plants, birds, fish, things. - This is a literary genre, in the form of a short story, often poetic, always moralizing in nature. At the beginning or at the end of the work, a conclusion is formulated, the main instructive thought is morality. The heroes of the fable are people, animals, plants, birds, fish, things.
“The Traveler and the Viper” The fable shows that an evil soul not only does not pay gratitude in return for goodness, but even rebels against a benefactor. The fable shows that an evil soul not only does not pay gratitude in return for goodness, but even rebels against a benefactor.
RECORD. REMEMBER. A fable is a short story in verse or prose of a moral nature with a moral conclusion. A fable is a short story in verse or prose of a moral nature with a moral conclusion. An allegory is an allegorical depiction of objects or qualities of people. An allegory is an allegorical depiction of objects or qualities of people. Moral - teaching, conclusion at the beginning Moral - teaching, conclusion at the beginning or at the end of the fable. or at the end of a fable.
Relationship between the morality of fables and proverbs. Write out the fables of the messengers close to morality. 1. Own land and in a handful is sweet. 2. Skill and labor will grind everything. 3. You can't get bread by pampering. 4. Good brotherhood is dearer than wealth. 5. Without science as without hands. 6. Prepare a sleigh in summer and a cart in winter. 7. One in the field is not a warrior. 8. The earth is painted by the sun, and man by labor.
Vocabulary work. Need - zarulik, mұқtazhdyk Need - zәrulik, mұқtazhdyқ depressed - upset, depressed depressed - upset, suppressed spring days - spring days spring days - spring days fly - tamyr kum gossip - tamyr dance - dance dance - dance
Homework 1. Write a letter to the Dragonfly Ant 1. Write a letter to the Dragonfly Ant begins with the words: “Hello, godfather, begins with the words: “Hello, godfather, it’s already crawling…” here it’s already creeping…” 2. Read the following fable, find 2. Read next fable, find the moral. morality.
