Plan abstract for literary reading. Outline of a lesson in literary reading (second grade). Preparation for the perception of the work
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Lesson outline for literary reading in grade 1 “Sounds [g], [g ’], letters G, g, sounds [d], [d ’], letters D, d. The difference is a word - a syllable. Calls"
2013 Lesson according to L.V. Zankov.
Target: to acquaint with the sounds and letters that denote them, to learn to distinguish a syllable from a word.
Tasks:
1. Learn to distinguish a syllable from a word.
2. Acquaintance with incantations - a genre of Russian folk art.
3. Develop speech, thinking, memory, attention.
4. Instill a love of reading.
Equipment:
Computer, screen, projector.
. Nechaeva N.V., Belorusets K.S. ABC: literacy textbook for grade 1.
. Nechaeva N.V., Belorusets K.S. I am reading. Notebook for reading to the "ABC" No. 2.
1. Work on the topic.
1) Acquaintance with the sounds [g], [g ’] and the letters G, g.
Today we continue our tour of the zoo. (slide 2)
Mystery.He walks solemnly across the meadow, Comes out of the water dry, Wears red shoes, Gives soft duvet covers.(goose)
How does a goose cackle? (ha-ha-ha)
Name the first sound in catches. What is he?
To the goose looked into the aviary - a hippopotamus. Why? After all, we met him in an aviary with the letter b? (slide 3)
- How are the sounds [g] and [g '] similar?
- Acquaintance with the letter. (slide 4)
- Name the words in which there are sounds [g] and [g '].
What does the letter g look like? (slide 5-6)
The letter "G" is beautiful!
This is "B" - no belly.
Reading syllables and words (slide 7)
ha mountain
th head
Gu Galina
gi a lot
gee mushrooms
Reading words, division into syllables, stress.
How is a syllable different from a word? What word is missing?
Printing 2 columns in a notebook. Which word can be misspelled?
Fizminutka.
Swing, spin around
Stretch, straighten up
Sit down, sit down
Walk, walk.
Stand on the toe, on the heel,
Jump on a squat
Take a deep breath now
Sit up straight, don't make noise.
Put everything in order.
2) Acquaintance with the sounds [d] and [d '], the letters D, d.
Traveling around the zoo with us ... (slide 8)
Mystery. The hedgehog grew 10 times, it turned out ... (porcupine)
And who settled with the porcupine?
Mystery. In the forest, under the chirping and whistling, the forest telegraph operator knocks: “Great, thrush-buddy!” And signs...(woodpecker) (slide 9)
What do the words porcupine and woodpecker have in common? What is this sound?
To whom did the woodpecker send a telegram? What is 1 sound? How are the sounds [d] and [d "] similar? How are they different? (slide 10)
Introduction to letters. (slide 11)
Name words that contain these sounds.
Reading syllables and words. (slide 12)
before the house
yes smoke
dy oak
doo dog
di year
Complete syllables to words. How are the words in columns 2 similar? What word is missing?
2. Fixing.
Working with the textbook 44
1) Acquaintance with invocations. (slides 13-15)
We learn the first call in the lesson.
Underline the letters G, d, D, d in the invocations.
2) Work with schemes. Coloring schemes for the words geese, mushroom, sofa.
3) Underline the words, complete the syllables to the words:
Smoke road gu goal in you was zhu lived winter
3. Bottom line. (slide 16)
What new did you learn in the lesson?
Literary reading lesson
Subject: A. Platonov "Still Mom" (lesson 2, lesson generalization)
EMC "School of Russia"
Class: 3.
Target: continue work on the work of A.P. Platonov "Still Mom";children's awareness of the meaning of the title of the story "Still Mom", the ability to know the depth of the work. What does "more" mean?
Tasks:
1. Educational - the ability to analyze the text, determine the genre of the text, control the level of comprehension, the depth of knowledge, expand the association spaces, namely, comparison with another work, sensory associations.
2. Developing: the ability to compare, systematize, draw conclusions, develop critical thinking, communication skills; develop your own opinion based on the comprehension of the text
3. Educational - development of mindfulness careful attitude respect for parents and respect for teachers.
Planned results:
subject : know what a dialogue is and how it is written in a letter; find dialogues in the text, replace them with indirect speech when retelling episodes, reproduce an episode from the text, keeping the main idea and theme of the episode.
Metasubject :
Regulatory: formulate the learning task of the lesson, plan your statement; evaluate their own speech statements and statements of peers.
Cognitive: highlight at the request of the teacher the necessary episodes from the text; highlight the main idea and theme of the episode.
Communicative: build your speech statement according to a pre-planned plan, reproduce a planned statement, conveying the feelings of the characters and your attitude towards them.
Personal: to realize the meaning of the acquired skill, to understand where else this skill can be useful.
Lesson type: combination lesson,using ICT.
Type of lesson: a lesson in open thought, a lesson in exploration.
Used methods and techniques:
1. Verbal methods: story, explanation, conversation, work with a textbook.
2. Visual Methods: observation, demonstration of illustrations.
3. Practical methods: oral exercises, dramatization of parts of a literary work.
Equipment:
1. Audio recording.
2. Computer,multimedia projector, screen, presentation, slide filmA. Platonov "Still Mom".
3. Costumes or elements of costumes for staging.
4. Native speech. Textbook for grade 3 elementary school.
Lesson plan:
Lesson stage
Time
Summary stage
UUD
Organizational stage
1-2
min
The teacher encourages students to cooperate, sets the emotional background of the lesson.
Inclusion in the educational process.
Communicative
Competence.
Articulation warm-up
2-3
min
Students perform exercises aimed at developing error-free, expressive reading.
Subject learning activities.
Check D/3
2-3
min
Comparison of illustrations in the textbook and children's work.
Formation of search activity skills.
Knowledge update
5-6
min
Partial search activity, practical work.
Subject learning activities.
Phys. minute
1-2
min
Recreation of students to the music.
Rules and culture of interaction.
Work on content
8-9
min
Students answer questions from the teacher, "selective" reading.
Subject learning activities.
Dramatization of the text
8-9
min
Children are divided into groups, prepare a dramatization of the text, speak to others
students.
All groups participate in the discussion of the results of the work.
Formation of the ability to work in a group, evaluate the work of others according to specified criteria.
social competence.
Summarizing
5-6 min
Students evaluate their performance in class.
Formation of self-assessment, analysis of the work performed.
Reflection
2-3 min
Students express their attitude to the lesson
Reflection of motivation, ways of communication activities.
Homework
1-2 min
The teacher explains homework
Forecasting.
Lesson summary:
Organizing time(slide number 1 music)
Sit comfortably, relax, imagine that a ray of sunshine has touched your head. You feel his warmth, like a warm mother's hand stroking your hair. Tell yourself: I feel warm and calm.
2. Articulation warm-up
On the street a wonderful time of the year - spring. Breathe in the smell of spring freshness. Imagine that the first drop of rain fell on your palm, blow it away.
On the screen: ... With a clear smile nature (slide number 2)
Through a dream meets the morning of the year ....
Read expressively.
How amazing good life! Like a mosaic, it consists of different pieces of impressions. Today in the lesson we will continue to work on the work of Andrei Platonovich Platonov"More Mom", which he dedicated to his first teacher.
Our task is to understand what a mother means for each of us and what is the role of a teacher in the life of each of you.
Checking d\z.
Look at the interesting title of the work “Still Mom”.
What is another name for mother? Let's try to find the same root words for the word mom.
Mommy
Mommy
Mommy
Mother
Let's answer questions #1 after the text in the textbook on page 143.
At home you were artists and drew an illustration for the work "Still Mom". I decided to name your drawings
"Stop, moment..."
What or who do you depict in your drawings?
Yes, you are good observers. I really liked your drawings, I hope you will give them to me.
Exhibition of children's drawings at the blackboard.
Actualization of knowledge.
– What genre does the read work belong to? (story)
Why did you decide so? Prove it.(all events follow one after another, there is a plot)
Let's turn to the explanatory dictionary of the Russian language
S. I. Ozhegov said the story is ...(child reads)
Do you agree with the statement that school is a second home? Why?
- I propose again. you to return to the world in which the heroes of this interesting story
What is the name of the main character in this story?
What kind of family did Artem have?
Did the boy want to go to school? Why?(The boy loved his mother very much and did not want to go to school only because he was afraid to leave his mother alone, he was afraid that “she would not wait for him and would die of longing.”)
What happened when Artem was seven years old.
(p. 137-138) reading by roles of the passage “The conversation of a boy with his mother”
With what intonation will we read? Try to convey the inner state of the characters with your voice, remember yourself when you went to school for the first time.
What did he ask his mother before leaving? (Make sure she waits for him)(slide number 3)
“... the mournful and attentive look of the child meant his constant fear;
he seemed to say: mother, always live with me, never die "
What order did the mother give?(Obey the teacher, she will be your mother at school)
Why did Artem not want to agree with his mother's words?
(He could not imagine another woman as a mother)
What desire did Artyom and his mother have when he went further alone?(They both wanted to go home)
Why didn't they come back?(They both understood that they had to go to study)
(Show what trials fell to Artyom's lot?)
Do you think he never walked down this street? Then why does everything seem alien and hostile to him?(He went many times, but not alone, but with his mother, and now he goes alone, and he sees everything as a stranger, dangerous and scary)
Let's remember the work of L. Tolstoy, where the author tells us about little boy who ran away to school. -What is the title of the piece?(Philippok )
What was the main character's name?(Philippok )
Phys. minute (slide number 4 music).
I suggest you get some rest. Lie on your arm and listen to who and to whom can sing this song? (Anna German "Lullaby")
6. Work on the content.
How did the teacher meet Artyom at school?
- Which artistic technique does the author use?
(comparison "as small")
Why did Artem feel in her loved one? (She smelled of warm bread and dry grass, like her mother)
Why didn't Artem listen to the teacher?(He thought about his mother)
And how did Apollinaria Nikolaevna react to his inattention?(I didn’t scold, I understood that he was at school for the first time. I felt his anxiety.)
With what words did the teacher begin to teach Artyom to read and write?(Mom, Motherland)
Why? What proverbs do you know? (Bread, land, Motherland, mother is something without which a person cannot live.) (One man has a mother, one and the Motherland)
Find and read the passage that describes how the boy began to diligently learn to read and write.(p. 142)
(slide number 5)
What qualities should a teacher have to be considered a mother?Let's characterize the teacher, what was she like?
good
smart
Thoughtful
fragrant
hardworking
experiencing
attentive
sincere
( Artyom liked the teacher. He found support in her. The boy realized that he now had two mothers: one at home and the other at school.)
Group work. Dramatization of parts of the text.
Remember what text we can stage? (IN literary work there must be characters, action, dialogue). Costume elements are used: a scarf, a cap, etc.
Children are divided into groups and act out parts of the text:
The conversation of the boy with his mother.
Meeting with "terrible" animals.
Artem at the first lesson.
The teacher and the boy.
The son returned home.
The groups are performing. Children read the text “by roles”, using elements of theatricalization.
Listen to the part of the story not included in the textbook.
(slide number 7)
… And Artyom saw the black head of a bull in the window. The bull looked at Artyom with one bloody eye and went to the school.
- Mother! Artyom shouted.
The teacher grabbed the boy and pressed him to her chest.
- Don't be afraid! - she said. "Don't be afraid, my little one. I won't give you to him, he won't touch you.
- Wu-u-u! boomed the bull.
Artyom wrapped his arms around Apollinaria Nikolaevna’s neck, and she put her hand on his head.
- I'll chase the bull.
Artyom did not believe.
- Yes. And you're not a mom!
- Mom! ... Now I'm your mom!
- Are you still a mom? Mom is there, and you, you are here.
- I still. I'm still your mom!
Why didn't Artyom believe that the teacher could drive the bull away? (I thought only mom could do this)
Let's give the floor to ourresearchers
8. Summing up
At different periods of life, a person feels love for his mother in different ways, the need to be close to her.
Why do you need closeness to your mother?
Guys, during the lesson I evaluated you, and now I want you to evaluate me.(The questions are written on the blackboard.)
1. How old is Artem?
2. Where was Artem sitting during the lesson?
3. What were the first words the boy wrote?
4. What word did the teacher praise Artyom for his diligence and beautiful writing?
5 . Why did Artyom start getting ready for school early in the morning?
Examination (slide number 9)
Checkyour answers. Who made mistakes?
Guys, thank you for the lesson, put your grades in your diaries. I really enjoyed working with you. You are smart, reasonable, attentive.
And if you think that today we have a dialogue with you, if I was able to win you over, you felt that I was for youstill a mom – show me with a signal, as shown on the screen.(slide number 10)
9. Reflection
Finish the phrase.
At the lesson…
I understand…
I like it…
I found out…
I want…
Grading.
10. D/Z I suggest come up with a continuation of the story at home.
Item: literary readingDate of: 03/04/2016
Subject. A.L. Barto "Separation", "In the theater".
Target: introduce students toabout poemsA.L. Barto "Separation", "In the theatre",expand knowledge about the life and work of the poetess; develop attention, memory, thinking, imagination, fantasy;develop the ability to express your opinion, prove, listen and hear the interlocutor; foster respect for opposing opinions, a sense of responsibilityfor your actions and words.
Lesson type: combined.
Lesson form: travel (theatre)
Equipment: presentation for the lesson, books with the works of A.L. Barto for the organization of the exhibition, color cards, tickets, programs.
Literature: Literative reading 3 cells. 2 hours L.F. Klimanov, V.G. Goretsky2nd ed. – Enlightenment, 2015. - 223 p.,
Lesson timing.
Introduction to the theatre. (Conversation)5 minutes.
Class organization.1 min.
Speech workout.3 min.
Checking homework.5 minutes.
Work on the topic of the lesson.15 minutes.
. 12min.
Reflection.2 minutes.
Outcome of the lesson (Assessment).1 min.
Homework.1 min.
DURING THE CLASSES
Class organization. slide 1)
The cheerful bell rang
He invites everyone to class.
Come on kids, are you all ready?
We start right on time.
Let's all sit quietly.
Let's not break the silence.
Everyone is ready to listen
I'll start the lesson now.
- Hello guys. Smile to each other and wish Have a good mood. Now sit down, let's start the lessonliteraryreading. If you listen carefully to me, you will learn a lot of interesting things today.
Guys, which of you guessed that our lesson today would be unusual? Where do you think we're going today? (To the theatre). How can we get to the theatre? (We need to purchase tickets). Today is a small gift for you. We are giving you tickets to our unforgettable Literary Evening. And read, to whom will our “Literary Evening” be dedicated? (That's right. A.L. Barto). Have you all taken your seats? We will mentally conduct a short excursion to the theater. In order to know what awaits us at the literary evening, I suggest that you familiarize yourself with the program. Today we will be both in the role of actors and in the role of spectators. (Slide 2)
1. 2. Acquaintance with the theater. (Conversation)
Guys, have any of you been to the theatre?
Why do people go to the theatre? (Cultural development, recreation).
What theaters of our city do you know? (Dramatic, opera and ballet, puppetry).
- As they usually say, where does the theater begin? (from a hanger).
Spectators enter the hall and what do they do? (show tickets)
Then they take off their outer clothing and go into the auditorium. Find a row with the specified number and sit down.
How to pass by seated spectators? (facing them).
Where can the audience sit in the theatre? (in the stalls).
It is located at the stage level.
What other seats are there in the theatre? (behind the parterre, an amphitheater is placed on a raised platform, a balcony is located above it).
What is the name of the performance area? (scene).
What is the name of the curtains that open in front of the audience? (a curtain).
Are the side curtains called? (backstage).
Okay, let's talk a little about the theater.
2. Speech warm-up.
1. A set of breathing exercises "Who and how?" (Slide)
In order to speak correctly, expressively and beautifully, each actor conducts a lot of rehearsals before going on stage. And now we will do a little warm-up for our articulatory apparatus. All our actions we will perform behind the scenes. Ready? I will show you breathing exercises, and you will repeat after me. So, along with me.
How do we laugh?
“Ha ha ha…”
How does air get out of the balloon? (inhale and exhale to the end)
"S - s - s ..."
Blow on a dandelion
"F - f - f ..."
2.2. Working on the shorthand. (Slide)
- Read on your ownpatter.
A blackbird gave a bunch of blueberries to a black daw.
The black jackdaw pecked blueberries, just imagine, it did not become blacker.
Did you like the phrase?
What sound is repeated? (Sound [h].)
Read slowly, quickly, expressively.
3. Checking homework.
And now you and I, like real actors, will perform on stage. Read poetry expressively. And who will tell me the name of the poet of these wonderful poems? (S.Ya. Marshak).
Tell me how are they similar?(talks about nature)
And now some guys will read these verses to us.
How do we evaluate the performance of actors on stage?
( Children appreciate each other's reading, applause ).
4. Work on the topic of the lesson.
And so, our “Literary evening dedicated to A.L. Barto.
We welcome our presenters Fomina Polina and Khadzhinov Artyom with applause.
4.1. A story about the life and work of A.L. Barto (slide...)
Agnia Lvovna Barto was born in the family of a veterinarian Lev Nikolaevich Volov in 1906.
Agniya Barto did not like to remember her childhood. The family led a typical intelligent life for those times: home elementary education, French, formal dinners with pineapple for dessert.
Lev Nikolaevich, a fan of art, saw his daughter's future in ballet. Agnia was diligently engaged in dancing, but did not show much talent in this activity. The early manifested creative energy directed in another direction - poetic. She became interested in poetry following her school friends.
In 1925, nineteen-year-old Agniya Barto published her first book - "Chinese Wang Li".
During the Great Patriotic War Agnia Lvovna's family settled in Sverdlovsk.She worked as a turner in a factory. In 1942 she went to the front as a front-line correspondent.
She returned to the capital Barto in 1944.
Agnia Lvovna dedicated many poems to her daughter Tatyana. And with the advent of her grandson Volodya, she wrote a number of poems: "Vovka is a kind soul."
A. Barto could often be seen among the guys. She visited schools, attended classes, met her readers in children's libraries. Often coming to performances, Agniya Barto suggested: "Dear children, I will read only the first line, and you yourself continue the rest." There was no case that the guys did not remember the poem.
A. Barto devoted her whole life to children's poetry and left us many wonderful poems.
4.2. book exhibition .
A.L. Barto wrote a lot. Her works are collected in collections and individual books.
What poems by A.L. Barto do you know? (children recite poems based on illustrations in books)
Oh kom and for whom does she write poetry? (children's answers)
4.3. Work on the poem "In the theater".
4.4. Text Prediction .
Now guys, let's look at the illustrations for the poem with. 113-115. What do you think the poetess could write about in it. (student answers).
Vocabulary work.
In the text of the work you will come across words, the meaning of which we will now clarify.
Thundered - suddenly and forcefully resounded; thundered.
Listen to A. Barto's poem. (The teacher readspoem.)
Have you correctly guessed what this poem will be about?
Analysis of the poem.
Each actor, before playing on stage, rehearses his role for a long time and diligently. In order for him to succeed, he must live this role, be imbued with it (realize, understand). So now we will analyze our poem with you in order to read it with the correct intonation, expressively.
Find the lines that speak of great desiredevochki get into the theater.
Read about what the girls saw in the theatre.
What happened to one of the girls? Read about it.
Read how they looked for the number.
Do you think Barto condemns girls or with a kind smiledoes it tell them something?
Is this poem funny, mocking or sad?
explanationthread.
Expressive reading of the poem by students.
Physical education (intermission)
(Intermission - between actions ).
4.7. Game "Pantomimes"
We transform into actors. I need 3 participants to participate in this skit. One author and 2 actors who will show the actions on the stage without words. Do we all remember the rules of conduct in the theater? And so we begin.
(One of the students will read a poem, and two students will show (perform actions). (Pantomime-a type of stage art in which the main means of creating an artistic image is the plasticity of the human body, without the use of words).
5. Comprehension, generalization and systematization of knowledge .
5.1. Work on the poem "Separation" .
Guys, today we will meet and analyze one morepoemA. Barto.
- What does the word separation mean to you? (Statementsniya children, interpretation in the dictionary. (Separation -life away from loved ones.)
- Have you ever stayed at home without your mother, but not for a few minutes or hours, but for several days or weeks?
- Was it easy to get over the separation from your mother?
- It was just as difficult for the hero of Agnia Lvovna's poem to be without a mother. About this - the poem "Separation".
- Open your textbooks to page 112 and look at the illustrations for the poem. Who will be the hero of the poem? What can you tell about this boy?
1) Vocabulary work.
In the text of the work you will come across words, the meaning of which we will now clarify. These words are on the screen.
Children, read the first word.
Gamma How do you understand the meaning of this word?
(Gamma is a sequence of musical sounds arranged in ascending or descending directions).
Children read the second word.
Business trip How do you understand the meaning of this word? (An official assignment related to going somewhere).
What isPryluky ? (city) That's right, this is a city that is located in Ukraine in the Chernihiv region.
- Let's tolerate a little - a little, a little - a little.
2) Work on the text of the poem.
Now I will read a poem. Do you watch, listen and then tell me if you sympathize with the boy?
The teacher expressively reads the poem.
Did you like the poem?
What mood did the poem evoke in you?(Sad, sad.)
Do you sympathize with the boy?
Why?
And now we read in parts so that you remember it well. (7 people)
3) Text analysis
1) On behalf of whom is the poem written?
2) Read the first quatrain to yourself and say what did the boy do for his mother?
Read the second quatrain, what was the boy doing?
Read the third passage and say what else did the boy do for his mother?
Guys, you named 6 things that the boy did for his mother.
Look at the first picture. What is shown on it?
(The boy eats carrots, but he does not just eat them, he eats vegetables and fruits that his mother gives, and fruits contain vitamins that are necessary for the growth and health of children. These are carrots, beets, apples).
Now let's look at the second picture, what does it show? Find the answer to this question in the text. Right.
Now let's look at the third picture, what does it show?
All that we have listed is when mom was at home.
3) Where is mom now? Read.
4) Has the boy's life changed since his mother's departure? (put aside the gamma)
How else? (looks at TV)
Guys. He sat at the TV for as long as he wanted, and this is bad for his eyesight. You need to watch TV at a certain time and watch children's programs.
What did he see on TV? (There they have one actress walking in her mother's comb)
What does Agniya Barto mean by these lines?
Look at the last picture. What is shown on it?
Look at their mood. They are sad, bored without their mother.
Read the poem to the end in chorus.
1) What is the boy doing?
2) Does the boy do it out of habit or out of boredom?
Discuss with the children that his mother taught him to do this, that everything needs to be done correctly, well and in good faith.
- Find verbs. Read the poem, highlighting them with your voice.
5.2. Composing a syncwine . (slide)
(Card - help me to compose a syncwine )
Key word: Separation
Two adjectives (what?)
Three verbs (what does?)
One sentence of 4 words (quote, proverb)
Word, phrase associated with the 1st,synonym, expressioncherishing the personal attitude of the writer)
For example:
1. Separation
2. Long, exhausting
3. Burns, disturbs, torments
4. "Do not part with your loved ones!" (In separation, you love hot.)
5. Infinity (Parting with loved ones.)
5.3. Creative work.
Guys, how can we work on the text so that our mood and the mood of the hero improve? ( Think of a different ending for the poem)
Try to finish the poem in your own way (the children's statement is optional).
Reflection.
Guys, this is the end of our tour of the theater.
- What did you do in class today? (read, think, compose, analyze)
Blue - it was difficult, andeltaya - it was nice to work, I managed to do a lot,
helena - knew the answers to all questions.
Summary of the lesson.
So, guys, let's sum up our trip. What writer, poetess were we talking about? What new interesting things have you learned? What poems have you studied? What else do you wantremembered? Did you like the lesson? Have you reacheds goals?Show your mood.
8. Homework.
Prepare vypinspiring poetry reading pp. 112-115.
Bolshakova E.S.
Teacher DGIT No. 61
Lyubov Sharygina
Outline of a literary reading lesson (second grade)
Routing lesson
Item Literary reading UMK"system of L. V. Zankov"
Class 2
Type lesson Lesson discovery of new knowledge
1. Develop the ability to guess, anticipate the content of the text by title, illustration.
2. Improve the skills of role-playing characteristic expressive reading.
3. Achieve understanding of the text at the level of content and at the level of meaning.
4. Arouse interest in reading and lay the foundations for the formation of a literate reader.
Teacher activity Student activity UUD
1. Formation of educational motives.
To become a friend of nature
Know all her secrets
Unravel all mysteries
Learn to observe
Together we will develop mindfulness,
And our curiosity will help to find out everything.
Guys, look at the sayings and explain what they are about.
Guys, what types of oral folk art do you know?
Listen. What genre of oral folk art are we talking about?
What is the genre of oral folk art?
What are the types of fairy tales?
What groups are fairy tales divided into, depending on who wrote them?
What does a fairy tale teach?
Children take their places
Answer
(rhymes, riddles, songs, proverbs, sayings, fairy tales, etc.)
(fairy tale)
(magical, about animals, household)
(kindness, honesty, decency, etc.)
Metasubject (UUD):
regulatory:
exercise self-control;
Master the ability to predict;
Emotionally positive attitude lesson, creating a situation of success, trust.
communicative:
Be able to express your thoughts with sufficient completeness and accuracy;
2. Staging learning task. trial action.
On literary reading lesson
Drop all doubts.
We will introduce a very strange
wooden man,
On land and under water
Looking for a golden key
Everywhere he sticks his nose long ...
Who is this? (Pinocchio) Pinocchio picture.
And who is Pinocchio, explain. Who already knows what it is?
About Pinocchio
This is a log that came to life
Metasubject (UUD)
regulatory:
Determine and formulate the purpose of the activity on lesson;
Under the guidance of a teacher to plan its activities on lesson;
Determine the sequence of actions lesson.
3."Opening" new knowledge.
Alexei Nikolaevich Tolstoy was born on January 10 (December 29th) 1883 in the city of Nikolaevsk, Samara province.
The childhood years of the future writer were spent in the village of Sosnovka, which belonged to his stepfather. Here, under the guidance of a visiting teacher, he received his initial education.
Alexey Nikolaevich sought to reveal to young readers, to show them the enormous ideological, moral and aesthetic wealth that permeated the works of Russian oral folk art. Carefully selecting and sifting hosts of folklore works, as a result, he included in his collection of Russian folk tales 50 fairy tales about animals and about seven fairy tales for children.
Of course, it is necessary to note the inexhaustible contribution of Tolstoy to the national children's literature. It was Alexei Nikolaevich who translated, supplemented and wrote a wonderful fairy tale in Russian "The Golden Key, or the Adventures of Pinocchio".
Personal:
Define common rules of conduct for all;
Determine the rules for working in pairs;
Evaluate the content of digestible material (based on personal values).
Metasubject (UUD)
regulatory:
Work on plan;
Put forward your hypotheses on the basis of educational material;
exercise self-control;
Own the dialogic form of speech in accordance with the grammatical and syntactic norms native language.
4. Main body lesson
Who wants to talk
He must speak
Everything is correct and clear
To be clear to everyone.
We will talk
And we will speak
So right and clear
To be clear to everyone.
Guys, read the title, tell me your opinion
Chain Reading
Express their opinion.
Complete the task:
To be able to find letters in words that represent two sounds.
Metasubject (UUD)
regulatory:
Distinguish between a correctly completed task and an incorrect one;
exercise self-control;
cognitive:
To carry out the analysis of educational material;
communicative:
Listen and understand the speech of others;
5. Final part lesson.
A wooden mischief-maker from a fairy tale entered our lives,
Lover of adults and children
Daredevil and inventor of inventions,
A prankster, a merry fellow, and a rogue,
Tell me what's his name?
Pinocchio holds a contest connoisseurs: "Who is this? Find out the hero by description» SLIDES
1. In a wide hat, he walked around the cities with a beautiful hurdy-gurdy, singing, and earning his bread with music. (The organ grinder Carlo.)
2. He swayed, swayed on his thin legs, stepped once, stepped another, hop-hop, straight to the door, through the rapids and out into the street. (Pinocchio.)
5. On their heads they wore bags with cut holes for the eyes. One shorter was brandishing a knife, the other taller was holding a pistol. (Cat Basilio and fox Alice.)
8. “little man in a long white shirt with long sleeves. His face was sprinkled with powder as white as tooth powder.” (Pierrot)
9. “Curly-haired pretty girl with a pretty upturned nose. (Malvina)
10. “The curly hair on the front half of the body was combed, the tassel at the end of the tail was tied with a black bow” (Poodle Artamon)
Pinocchio holds a quiz: Who owns these items? SLIDE
4 Log (Giuseppe)
3 Net (Duremar)
1 crutch (Basilio)
6 ABC (Pinocchio)
2 Whip (Karabas-Barabas)
5 Black bow (Artemon)
Librarian: conducts a quiz "Heroes and objects of a fairy tale in riddles"
wooden playful
I could make friends with a book.
He got into the puppet theater
Dolls became a true friend. (Pinocchio.)
Who is the prankster boy
Made from a log
And I bought the boy a book,
For him to go to school? (Papa Carlo.)
What is the name of that textbook?
It's not hard for us to guess:
All the kids in school need it
What kind of farce is this?
Barkers here and there
And at the cash desk - mothers, children:
"Give us a ticket soon!"
This is not a school, this is a game,
The children are watching the play.
What kind of farce is this?
Answer us soon! (Puppet Theatre.)
He is a poet and musician
Apparently a great talent.
And he's still unhappy...
From what? - He's in love! (Pierrot.)
That girl is not more beautiful
That girl is no smarter.
And Pierrot, her admirer,
He sings about her all day long. (Malvina.)
And now we open notebooks and draw Pinocchio, as you imagine it
pinocchio
Metasubject (UUD)
communicative:
Listen and understand the speech of others;
The ability to express one's thoughts with sufficient completeness and accuracy.
6. Reflection. Outcome lesson.
Well done guys, you did a great job today lesson, and the mood of the vayai, I also think is excellent. You have a smiley on your desks, who is in a great mood, show me a smiley, who is sad, and who does not have it at all?
Goodbye!
Personal:
Establish a relationship between the purpose of the activity and its result.
