The teacher creates conditions for familiarization with oral folk art (rhymes, rhymes, riddles, proverbs, sayings)
Students identify the features of each genre, formulate answers to the questions posed, and apply methods for solving creative problems.
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Primary school teacher
first category
Serikova Elena Vladimirovna
Municipal educational institution secondary school s. B. Ekaterinivka
Saratov region
Atkarsky district.
Lesson topic: Small genres of folklore
(rhymes, counting rhymes, riddles, proverbs and sayings)
The purpose of the teacher’s activity:create conditions for familiarization with oral folk art, to identify the reading experience of first-graders about fairy tales that talk about houses.
Planned results of UUD:
personal: apply rules business cooperation: show patience and goodwill, trust in the interlocutor of the activity.
Meta-subject: regulatory : accept and maintain the learning task: adequately perceive the assessment of the teacher and peers; plan their actions;
educational : get acquainted with small genres of folklore, highlight the features of each genre, form answers to questions posed, apply methods for solving creative problems,
communicative: use constructive ways to interact with others,
Subject : learn to consciously perceive and distinguish works of folklore.
Lesson script
1. Organizational moment. Introduction to the topic.
On the board exhibition - pictures with the image of a box, a knapsack, a towel, a wooden plate, a grip, a towel, wooden spoon, Fragments of wooden carvings, lace, napkins.
Look at the exhibition, All these items were created by skillful hands of people, Which of them do you know?
Many of them are still used today. People have forgotten or don’t know some items.
What objects have you encountered in fairy tales? (knapsack, box)
The teacher reads excerpts from fairy tales by V. Belov “Rodnichok”, M, Mikhailov “Forest Mansions”.
Guess the riddles.
Near the forest on the edge
Three of them live in a hut
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a hint:
Who are the heroes of this fairy tale?
There is no river or pond_
Where can I get some water?
Very tasty water
In the hole from the hoof.
Here the teeth click and click,
A gray wolf appeared.
I put on a white skin,
There are so many kind, funny and memorable oral folk works in the world.
They were created in ancient times, when people were mostly illiterate, and were passed down from grandmother to granddaughter, from father to son. As they said, word of mouth.
That is why all these fairy tales, epics, and songs are called works of oral folk art. The Russian people are rich in it. For a long time, buffoons roamed Rus' - they knew how to sing, dance, and tell a fairy tale.
2. Setting the topic and goals of the lesson.
In the old daysThere was such a custom in Rus'. When late autumn the entire harvest was harvested, and the grain was filled into the bins, the residents all gathered together to while away the long autumn and winter evenings, and held gatherings.
It’s a frosty blizzard outside, and inside the stove the wood is crackling and it’s warm. Some sit at the spinning wheel, some embroider patterns, some sculpt from clay, others carve spoons from wood. As the Russian proverb says, “Out of boredom, take matters into your own hands.” It was fun! They start singing a song, they exchange jokes, they ask riddles.
Let's have a get-together too. Let's try to feel the beauty of works of oral folk art. Buffoons, your way out!
Please, dear guests!
Songs and rhymes await you!
Interesting riddles!
Proverbs
3. Work on the topic of the lesson.
Game "Rhymes"
Pre-prepared children read nursery rhymes by heart.
Cockerel, cockerel
Golden comb.
Butterhead,
Silk beard.
Why do you get up early?
Don't you let the kids sleep?
Because of the forest, because of the mountains
Grandfather Yegor is coming.
On a horse myself
Wife on a cow
Children on calves
Grandchildren on baby goats.
The fox walked through the forest,
The fox tore the stripes,
The fox weaved bast shoes:
Two for my husband, three for myself,
And some bast shoes for the kids.
The teacher reads nursery rhymes that are given in the reader.
What nursery rhymes do you know? Tell me.
Now treat yourself to a word of wisdom.
Game "Proverbs".
Buffoons name words. The guys must make up a proverb from the paired words they are given.
fun time (It's fun time)
labor - a pond (Without labor you cannot take a fish out of a pond)
case-master (Delo-master is afraid)
crumpets - cones (for a worker - honey crumpets, for a lazy person - fir cones)
friend - take care (No friend - look, found - take care)
Work in groups.
Make up a story based on one of the proverbs you have compiled.
Differentiated task.
a) Reading exercise. Independent reading of proverbs and sayings in a reader
b) Completing tasks in the workbook.
c) Illustrating proverbs and nursery rhymes.
Physical education minute.
(Sounds Russian folk song. Children play the game "Loaf".
Game "Buffoons"
The teacher reads the tongue twisters in a book, and the children match the texts with the illustrations.
Learning tongue twisters.
In a tongue twister, sounds that are difficult to pronounce are deliberately combined in one phrase.
Tongue twister is an ancient game that helps develop speech.
The teacher gives the children different commands to read the tongue twisters aloud:
Game "Riddles"
Oh-lyuli, ta-ra-ra-ra!
Come in, kids!
Yes, think, dare,
Guess all the riddles
A riddle is a game, and a competition, and entertainment, and learning.
So that the ardor of fun does not fade away,
To make time go faster,
Friends, I invite you
Get to the riddles quickly!
What is a riddle? A riddle is a problem that needs to be solved, guessed. In a riddle, the object is not named, but described. And from these signs you need to guess what we're talking about.
(Riddles in which a description of an object or phenomenon is given by listing its various features)
His caftan is green,
And the heart is like red.
Tastes like sugar, sweet
And he himself looks like a ball. (watermelon)
What characteristics of a watermelon are indicated in the riddle? (color, taste, shape)
(Riddles where the description suggests brief description object or phenomenon)
The blue sheet covers the whole world. (sky)
(Riddles that use negative comparison)
It flies, not a bird, howls, not an animal. (Wind)
(Riddles that use metaphors in their descriptions)
Four brothers live under one roof. (table)
The teacher reads riddles from the textbook. Children do research.
Where did the riddles come from?
Riddles were born a long time ago, in those days when an ax was considered wealth. Many troubles beset a person then: lightning would strike, a forest fire would break out, wolves would attack the herd. Our ancestors thought that trees, grass, and forest animals all understood human language. And in order to deceive nature, hunters, fishermen and shepherds came up with a special “secret language”. It was from this that riddles were once born.
4. REFLECTION.
What small genres of folk art have you encountered today? What was the most difficult task? The most interesting? What genres of folk art have been left unattended? (songs, counting rhymes.)
Competition of experts (work in groups)
Using a counting rhyme, select a participant in the “Small Genres of Folklore” competition.
Representatives from each team read expressively a riddle, a nursery rhyme, a tongue twister, or a proverb of their choice. The rest must say which genre it belongs to.
5. Lesson summary.
Man lives on earth. It is small, the earth is huge. Man loves his land, because he cannot live without the smell of leaves, a ringing song, without streams, without the blue furry head of a cornflower in the field, without folk tales and the songs that his mother and grandmother sing to him. This person is each of you.
The more we value the past
And we find beauty in the old,
At least we belong to something new.
Technological map literature lesson in 7th grade
Theme F.I.Tyutchev. The world of nature and the world of the human soul. The poem “What are you bowing over the waters...” (perception, interpretation, evaluation).
Goals To form an idea of the poetic world of F.I. Tyutchev
Continuing to develop students’ skills in independently formulating the topic and purpose of the lesson Expanding students’ understanding of analysis poetic text. Introduce an algorithm for formatting the analysis of poetic text.
Teach to use acquired knowledge and skills in practical activities.
Main content of the topic
Terms and concepts Updating knowledge about the poetry of F.I. Tyutchev, acquaintance with the facts of the poet’s biography, perception, interpretation, evaluation of the poem “What are you saying over the waters...”. Determination, based on this poem, of the features of the poet’s depiction of the natural world, analysis of vocabulary and tropes, expressive reading poetic text, comparison of poetic text with works of painting and music, creation of a draft written analysis of the poem. Composition, style, symbolism, central image, lyrical hero, artistic media(antithesis, default, epithets, personification, rhetorical question), visual possibilities of vocabulary, philosophical lyrics.Planned result
Personal skills Meta-subject skills Subject skills
Manifest:
- interest in studying the topic;
- desire to read poems by F.I. Tyutchev; - emotional and value-based attitude to poetic texts;
- creative attitude to the design of the analysis of the poem read;
- understanding of success in studying the topic. Cognitive skills:
- reveal the meaning of the words composition, style, symbolism, central image, lyrical hero, artistic means (antithesis, default, epithets, personification, rhetorical question), visual possibilities of vocabulary, philosophical lyrics. - determine the features of F.I. Tyutchev’s lyrics and justify his opinion;
- determine the image of the lyrical hero and justify your opinion;
- independently formulate the topic and purpose of the lesson;
- determine the conditions for preparing the analysis of the poem read and justify your opinion;
- use acquired knowledge to formulate an analysis of the poem read Regulatory skills:
- carry out the educational task in accordance with the goal;
- carry out the educational task using a plan, algorithm;
- perform self-test and self-assessment of the educational task;
- correlate the result with the goal.
Communication skills:
- formulate a statement, an opinion within the framework of an educational dialogue;
- interact adequately in a team when performing a learning task;
- negotiate and come to a common opinion when working in a team; - use speech means to present the result of an activity. Working with poetic text:
- conduct research on the text of the poem;
- analyze composition, language, artistic means.
Prepare an analysis of the poem you read.
Organization of educational space
Interdisciplinary connections Resources Form of work
IZO: landscape sketches.
Music: lute music, Richercar, S. Rachmaninov “Concerto No. 2”. Information material: text of F.I. Tyutchev’s poem “What are you saying over the waters...”; memo “Analysis of poetic text”
Demonstration material: multimedia presentation “F.I. Tyutchev”
Frontal, individual Stage I. Motivation for activity
Goal of activity Problem situation Planned result
Motivate to study the topic.
Stimulate the desire to penetrate the world of moods of the lyrical hero, learn to listen to the intonations of poetic lines. “Bright Spot” (through the creation of an emotional mood) Against the background of a fragment from the 2nd concert, S. Rachmaninova reads the poem “I love a thunderstorm in early May”: - Whose lines are these? What poet managed to overhear the play of young thunder in the May blue sky? Who caught the voice of streams in the general spring chorus of nature? - Yes. This poem comes to us in childhood. Do you know any other works of this poet? - What are we going to talk about today? What goal should we set for ourselves?
- Today we will try to enrich ourselves with knowledge about this poet, to penetrate into his features poetic world, analyze one of his poems in order to prepare for written work on the analysis of poetic text. Personal skills:
- show interest in studying the topic;
- show a desire to learn how to analyze a poem.
Stage II. Educational and cognitive activity
Objectives of the activity Sequence of study Diagnostic tasks
Stimulate:
- interest in the poetry of F.I. Tyutchev; - emotional and value attitude towards to the lyrical hero poetry;
- the desire to learn how to analyze a poetic text.
Update skills:
- correlate poetic text with illustrations and musical works;
- construct statements that are understandable to others.
Introduce the concept of “philosophical lyrics”.
Teach:
- determine the features of F.I. Tyutchev’s poetry about nature and justify your opinion;
- determine the meaning of the concept “philosophical lyrics”, correlate it with lyrical works F.I. Tyutchev and justify your opinion;
- conduct research into the poetic text of a fairy tale and present the results in the form of a coherent oral and written statement;
- draw up an analysis of the poem using an algorithm;
- interact adequately with classmates when completing a learning task. Teacher's message
F. Tyutchev is a contemporary of A.S. Pushkin. And although Pushkin, at that time the publisher of the Sovremennik magazine, accepted Tyutchev’s poems with amazement and delight, but literary criticism appreciated them only 14 years later, and he himself never sought to publish his poems. The poetic star of Tyutchev appeared in the firmament of Russian literature quite suddenly. Fyodor Ivanovich could say about himself in the words of the famous English poet George Byron: “One fine morning I stood up famous.” And this “beautiful morning” was the morning of the publication of the first issue of the Sovremennik magazine for 1850, where the article by N.A. Nekrasov, “Minor Russian Poets,” which later became famous, was published. It proclaimed the emergence of a major poet in Russia. By this time of his rescue from oblivion, Tyutchev was 46 years old. And 4 years later his first collection was published. - It was once said about Tyutchev that he was “a poet through and through.” This is true. For him, poetic creativity was not a tedious work requiring coercion and effort, but a natural process of life, like breathing. His impressions immediately became poetic, everyday reflections developed into philosophical conclusions. A state of creative inspiration always accompanied him. And the lines were born (reading the epigraph):
Not what you think, nature: Not a cast, not a soulless face - She has a soul, she has freedom, She has love, she has language...
- How do you understand them? - We think while reading these lines, because mindless admiration of nature was alien to Tyutchev himself - the poet’s mind intensely searches in nature for what makes it similar to man. Tyutchev’s nature is alive: it breathes, smiles, sometimes dozes, is sad about something, laments. Therefore, Tyutchev’s poems about nature are poems not only about nature, but also about man, his moods, anxieties and the eternal beauty and harmony of living things. - Now, by reading and analyzing the poem, we will try to understand how they harmoniously merge together, mutually penetrating into each other man and nature, nature and man. - Now you will hear a poem: what compositional parts would you divide it into? What vivid pictures and images appear in your imagination? (reading the poem “What are you getting at...”)
- Some artists tried to depict a willow tree: whose vision do you think is closer to Tyutchev’s? Why?
- Let's return to the poem. You created pictures with words, and they turned out really alive. How did this living image come about? Thanks to what artistic means?
- Let's turn to central image poems - willow. Why, when calling her, does the poet use a word with just such a diminutive suffix -ushk? (willow, not willow, willow?)
- Choose similar-sounding nouns with the same suffix.
- Even this one word contains some kind of feeling. Which one? - Would you like music to be played while reading this poem? Which? Which musical instrument do you hear?
- Which of the musical fragments, in your opinion, best suits the poem?
- Who would like to try reading a poem against the background of music?
- And yet, what type of music did we choose? - Where does the sadness come from?
- Why did the poet use a figure of silence? What should the reader think of? - Why does the stream laugh at the willow?
- What is opposed to what thanks to the adversative conjunction “but”?
- Can this poem be attributed only to landscape lyrics? And which one? - Is it only about willow?
- What philosophical idea lies at the center of the poem?
Stage III. Intellectual and transformative activities
Activity goals Task Planned result
Update the ability to perform tasks in accordance with the goal.
Teach:
- formalize the analysis of a poetic text in the form of a coherent statement; - use speech means to present the result of the activity. The stage of intellectual and transformative activity includes:
choosing a method of activity (independently or using a rough plan);
self-organization to complete the task:
- activity planning;
- completing the task;
- presentation of performance results.
Independent work on the analysis of the poetic text:
- Taking advantage rough plan analysis of a poetic text, try to combine our thoughts into a coherent statement. Personal skills:
- show a desire to formalize the analysis of a poetic text in the form of a coherent statement.
Cognitive skills:
- use different sources information;
- use acquired knowledge to formulate an analysis of a poetic text. Regulatory skills:
- carry out tasks in accordance with the goal;
- navigate in in different ways completing the task.
Communication skills:
- use verbal means to present the result of an activity.
Subject Skills:
- formalize the analysis of a poetic text in the form of a coherent statement.
Stage IV. Monitoring and evaluation of performance results
Test task Self-analysis and self-assessment of the student Result of the activity
- Execute written analysis poems according to plan (in the final version). ReflectionChildren's opinions (in chain):
- What new about the poet Tyutchev did you learn in today’s lesson?
- Which part of the lesson was the most interesting for you?
- What is most difficult for you in this form of work, like analyzing a poem? Personal skills:
- realize success in studying the topic.
Regulatory skills:
- correlate the set goal and the obtained result of the activity;
- evaluate the results of your own activities.
Anna Dronina
Lesson summary “Small genres of folklore. Proverbs and sayings"
Scheme lesson notes.
Certified teacher Dronina Anna Vladimirovna Subject folklore
Age of children: 10-11 years
Subject classes: « Small genres of folklore. Proverbs and sayings»
Target classes: Formation of knowledge about small genres of folklore: proverbs and sayings.
Tasks:
educational: repeat small genres of folklore; explain the instructive meaning proverbs and sayings; show the similarities and differences between the two genre forms.
developing: speech development in children through commented reading proverbs, writing written answers to questions posed, composing mini-stories.
educational: nurturing interest in folklore traditions of the Russian people.
Equipment: collections proverbs and sayings; dictionary literary terms; printouts proverbs, saying, decorated on a blackboard.
ICT: presentation « Small genres of folklore»
Stages of work Contents of the stage
(to be filled in by the teacher)
1. Organizational moment
Target: organization of children for class, motivating children to learn new material
Game "Give warmth to a friend"
I suggest we turn to face each other. Some open their palms, while others cover them with their palms. Look tenderly into each other's eyes so that your palms become warm. Did you feel the warmth of your hands? Now everyone will take turns saying a few words to each other, but so tenderly and affectionately that your palms will warm up even more. Now wish each other something good.
What did you wish for each other? (listener responses)
Has your mood improved? Then let's begin!
2. Updating knowledge to learn new things educational material,
Target: identifying children’s knowledge on this topic
Methods and techniques: problematic, informative
Prepares presentation creative group of 3 people.
In the presentation on each slide there is a solution to a riddle. (There is a house with empty windows on the board. Children will have to write in them genres of small forms of folklore).
Today on class we'll go on an absentee trip around the country « Folklore»
Guys, pay attention to the board, what did you see? This house is located on the street « Genre» . What the "tenants" live here. Let's move residents into our house.
We will write in each window folklore genres that we know. Name them.
(lullabies, nursery rhymes, nursery rhymes, chants, sayings, counting rhymes, teasers, tongue twisters, fables, proverbs, sayings, riddles, etc.)
Okay, titles genres you know, and now we will check how you can determine what type small genres of folklore The following texts apply.
Presentation « Small genres of folklore»
1) From the clatter of hooves, dust flies across the field (patter).(1 slide)
2) Warms in winter,
Smoldering in the spring
Dies in the summer
Comes to life in winter (snow). (mystery) (2 slide)
3) Kitty, kitty, cat,
Kitty - gray tail,
Come, kitty, spend the night,
Come rock Vasenka... (lullaby song (3 slide)
4) Mother - turnip,
Be born strong
Cabbage - vilasta.
Be a fool! (nickname) (4 slide)
5) And in our yard
The little pig was rummaging
And accidentally tail
Clings to the sky. (fable) (5 slide)
6) We drove, we drove
To the forest for nuts,
Over bumps, over holes,
Boom, and they failed. (a nursery rhyme)
7) A jackdaw gallops through the fir tree (6 slide)
It hits the birch tree with its tail.
The robbers ran into the tick,
They took off the blue caftan from the jackdaw.
There's nothing fancy about walking around the city,
The jackdaw is crying, but there is nowhere to take it... (joke) (7 slide)
8) Stretchers, stretchers!
Rotok is a talker,
Hands are grasping,
Legs are walkers. (petal) (8 slide)
9) Mouse, mouse,
You have a bone tooth,
Give me the steel one. (sentence) (9 slide)
10) One, two - the mountain fell,
Three, four - hooked,
Five, six - they beat the wool,
Seven, eight - we mow hay,
Nine, ten - weigh money. (counting book) (10 slide)
11) An affectionate word is sweeter than honey. (proverb) (11 slide)
12) They deceived a fool
Four fists
On the fifth - a chair,
May you be inflated!
On the sixth wheel,
To get blown away. (tease) (12 slide)
13) Seven Fridays a week. (saying) (13 slide)
4. Purpose: introducing children to shapes folklore: proverbs and sayings, identify similarities and differences
Methods: conversation, creative task in a group, comparison method, search, game
Target: developing the ability to analyze, highlight the main thing and apply the acquired knowledge in practice.
Methods and techniques: active dialogue, theatricalization, work in pairs and group Main stage. Learning new things material:
1. Introductory conversation
Guys, today is class we will get to know you in detail genres of proverbs and sayings. Tell me which ones proverbs and sayings you know? (Children's answers)
Which proverbs hid in these drawings? (drawing)
And when do they say that?
Oh what proverb Are we talking about this picture? And when is it used?
(Sample answers:
1. “If I knew where to fall, I would lay down straws”- if you accidentally fall, you will slip.
2. “He sees the speck in someone else’s eye, but does not notice the log in his own”- about obsessive moralizing, comments from a stranger.
3. "Seven do not wait for one"- about someone who was late.
3. Comparative analysis:
Guys, let's determine what the similarities and differences between proverbs and sayings. (filling out the table as a result of the explanation)
"Similarities and differences proverbs and sayings» (using an interactive whiteboard)
Proverb Saying
Similarities
Brevity
Rhythm
Rhyming
Reflection of folk wisdom
Difference
Completed judgment No completed judgments: she's just a part of him
An expression of thought to which the people have come through centuries of experience. An image that replaces the usual word: "It doesn't fit" instead of "drunk"
Always instructive, each leads to a conclusion that is useful to take note of. Often a means speech characteristics person
Game: "Slam-stomp"
Consolidation of educational material.
4. Game pause.
Children are divided into groups (by color). Each group receives proverb in"disassembled" (words are written on separate cards). Teams must make up proverb and try to portray it, and guess others.
1. You can’t catch even a fish from a pond without difficulty.
2. Curious Varvara’s nose was torn off at the market.
3. Measure seven times, cut once.
4. A strong friendship cannot be cut with an axe.
5. The word is not a sparrow; if it flies out, you won’t catch it.
Writing mini-stories. (Work in pairs)
Today on class, we met with genres of proverbs and sayings. Now we will learn to use them in speech.
Now, each pair will receive a part of the text. Where you will need to determine proverbs or sayings found in it.
And then each pair will try to compose short story using the ones you know proverbs and sayings.
And so it will do.
In our village, on the next street, there lived a boy. His name was Vanka. But only his mother called him that, and everyone around him called him “And so it will do”. So as not to be asked, he did everything carelessly, just to make it faster. And when Vanka asked: “Why did you do it so badly, Van?” He always answered: “And so it will do!”
But Vanya was in no hurry to get things done. It used to be that his mother would follow him for half a day before he would help anything. “Van, we need to haul some wood into the bathhouse and water the cucumbers...”, - persuades the mother. “Work is not a wolf, it won’t run away into the forest”“, - the son answered and went about his business.
One day the guys were going into the forest to pick mushrooms, and Vanka followed them. As soon as we approached the forest, someone snorted in the bushes. Out of fear, Vanka started to run, but stumbled and fell. The boys looked, and it turned out to be a hedgehog. He, poor man, also cowered into a ball out of fear from Vanka’s scream.
Vanka felt ashamed and blushed, and the boys laughing: “Oh, you, “And so it will do”! Be afraid of wolves, don’t go into the forest!”
Reading several works
5. Reflective-evaluative stage
Target: formulating a conclusion
Methods and techniques: evaluative, summing up results:
Guys, what did we learn about in class today?
Was there interesting activity for you?
What new things have you learned?
Did you guys experience any difficulties today? class? What are they connected to?
What information is available today? there was a new lesson?
6. Homework
Target: targeting children to apply new knowledge in life
Method: partial search Make a selection proverbs one key at a time word: friend, water, joy, book, life.
KOU "Secondary school No. 1 (full-time and correspondence" in Omsk
Lesson summary "Small genres of folklore»
Teachers: Savelyeva Lyubov Izosimovna, Tarasova Tatyana Ivanovna
| Subject, class | Literature, 5th grade |
| Literature. 5th grade. Textbook for general educational institutions in 2 parts”, author T.F. Kurdyumova. – M.: “Drofa”, 2011 |
|
| Program | Literature program for educational institutions - V-IX grades– edited by T.F. Kurdyumova. - M.: Bustard, 2011 |
| Lesson topic | Small genres of folklore |
| Lesson on counting | In KTP No. 11, in the topic “Oral folk art(folklore)" - No. 8 |
| Lesson type | Lesson – students learning new knowledge |
| Technology | Personally-oriented learning. |
| Equipment | Computer, multimedia projector, lesson presentation, handouts, illustration. |
| Methods used in the lesson | explanatory and illustrative (analysis of works; answers to questions. work with tables, illustrations, presentation material) partially - search (independent work; answers to test questions) |
| Purpose of the lesson | To expand and deepen information about oral folk art, to provide information about small genres of folklore, to introduce the genres of small folklore and their features. |
Lesson objectives:
1) Generalize and expand knowledge about oral folk art, provide information about small genres of folklore.
2) Produce brief analysis works of small genres of folklore, to identify their features.
3 ) Focus students' attention on significant artistic visual features small genres of folklore, teach them to see the characteristics of each type.
4 ) To develop the ability to work with textbook material, independently find required material, systematize it, generalize and draw conclusions.
5 ) Develop students’ cognitive activity; increase students' motivation to educational activities through the use of ICT.
6) Orient students to develop a feeling of love for native language and Russian literature, their characteristics, creating a creative atmosphere based on self-respect and mutual respect.
Characteristic study group 5 A class
Open lesson on the topic “Small genres of folklore” was given in 5th grade for evening school teachers closed type.
There are 13 students in grade 5, the class is in its first year. Based on the results of the initial test, it was revealed that only three of them have the skills of conscious reading. They work more actively and fruitfully in class, can give relatively complete answers to the questions posed, are able to identify the problem of the text with the help of the teacher and organize their activities independently.
The remaining students have average or below average abilities. These students can answer questions in monosyllables; their answers are not always complete and thorough. Difficulties arise from those questions that require logical thinking, knowledge of the content of works.
In general, the state of educational activity during the lesson is satisfactory. Each student tries to fulfill the teacher’s requirements, learns to analyze and retell the text. A particular difficulty is that in the class for 80% of students Russian is not their native language.
Homework in high school No. 1 with full-time and part-time courses are not provided. That is why students need to be given as much information as possible during the lesson. During the lesson, the teacher repeatedly addresses the main problem, guides the students throughout the lesson, explains not only the tasks, but also the meaning of many words that do not require explanation in other classes; The lesson is structured in such a way that students complete tasks that are small in volume but significant for studying the topic. In addition, according to curriculum Schools allocate 1.5 hours for studying literature in the 5th grade, which also obliges students to structure lessons clearly, logically, and use as much educational material as possible.
| Structural elements of the lesson, goals | Teacher activities | Student work | Appendix No. 1 (30 slides) |
| Greetings Familiarization with equipment and materials for the lesson. The teacher provides a positive atmosphere in the lesson: a psychological mood, attracts the attention of students to the upcoming learning activity, expresses the hope that they will all be actively involved in the learning activity. | Getting ready for class. | ||
| Motivation for learning activities | Prepared student: Since ancient times, people have noticed the funny, strange, reasonable or unreasonable in the actions and deeds of others, in various phenomena of life, this was accurately characterized short statements, which were remembered, passed on from generation to generation and have reached our time. For example, the British say that “The smoke of one’s native country is clearer from the fire of a foreign land”, Italians - “don’t believe that sausages grow on grapevines across the sea”, Vietnamese - “to be human, study tirelessly”, Swedes - “ If you don’t strain your hands, you won’t strain your teeth.”. Teacher: You see that many peoples use similar expressions. Today we too will draw wisdom from a bottomless well, whose name is oral folk art. What is another word for oral folk art? | Listen to the message, answer the teacher’s question Oral folk art is folklore. | Slide No. 1 |
| Updating knowledge | 1. Express survey: Literature is... There are such types of literature... Folklore is... Examples of works of oral folk art | Perform a mini-test (in notebooks) A variety of any written texts. Prose, lyrics, drama. Oral folk art Fairy tales, epics, folk drama. | Slide No. 2 |
| Creation problematic situation Goal setting | Listen: There were mushrooms in the box: To whom - a mushroom, To whom - two, Who - three - Have you ever heard similar texts? What are they called? How do they differ from fairy tales and epics? What short expressions do you know? Teacher's addition: Right. There are also nursery rhymes, riddles, and tongue twisters. All of them are small in volume, all are genres of folklore. And they arose in ancient times. So what is the topic of the lesson? Write it down in your notebook. I hope you agree that, so imaginative and bright, although small texts decorate our speech and all Russian literature. Now try to formulate the GOALS of our lesson: And now we’ll play with you: listen to the short texts: what do they say? -What genre is this? 1. Under the roof there are four legs, Why did you decide this? | Students: - Yes, I had to. These are counting rhymes. (Write in notebooks) They are very short. Proverbs, sayings, ditties. Small genres of folklore. Write down the topic of the lesson in your notebooks. Formulate the objectives of the lesson (according to the algorithm that students learn during lessons) Summarize and expand information about oral folk art, Learn about small genres of folklore, get acquainted with small genres of folklore and their features. These are riddles, this is also a genre of folklore. We guessed them. | Slide No. 3 Slide No. 4 Slide No. 5 Slide No. 6 |
| Appeal to students' existing knowledge | How are riddles constructed? By what principles? What is allegory? What is a metaphor? So, what artistic and visual means are used in riddles? | Allegory is an expression containing hidden meaning Metaphor is word or expression used in figurative meaning. Allegories and metaphors are used to form riddles. | Slide number 7 |
| Creative work based on existing knowledge | Teacher:-Read the riddle. Guess it. Come up with your own riddle about the objects you see in the classroom or outside the window. The teacher listens to various riddles and, together with the students, evaluates the work. | They guess the riddle. They come up with their own riddles, read them out, and take part in evaluating the answers. | Slide No. 8 |
| Independent search for answers to questions posed Development of independent cognition skills Appeal to information available to studentsand expansion of knowledge Extracting ready-made knowledge from presentation materialsand their design. Development of expressive and fluent text reading skills | Questions and tasks: Write down the numbers of proverbs and the numbers of sayings that you see on the slide in a table (work in notebooks). How many parts does a proverb consist of, and how many parts does a saying consist of? - Is antithesis used in proverbs or sayings? (+) Which expression is constructed as an unfinished thought, but contains a hint of a conclusion: a proverb or a saying? (+) What else have you learned about proverbs and sayings? One student works with an explanatory dictionary (the task is given in advance) and finds an explanation for the word TAUTOLOGY Complete task No. 1 for the section “Proverbs and sayings” given in the textbook on page 59. Distribute headings for each group of proverbs: “Word”, “Nature”, “Industriousness and laziness”, “Peasant work”, “Love for the Motherland”, “Education”, “Family”. Name the proverbs of each group. Determine the meaning of proverbs: Written with a pen, you can’t cut it out with an axe. Spring day feeds the year. Patience and work will grind everything down. On someone else's side, I'm happy with my little crow. Live forever and learn. Love and advice, and no need. Listening to different points of view from teachers and students. 1. Conversation: What genre of oral folk art is the most favorite among both adults and children? Why? What types of fairy tales are there? Guess the name of the fairy tale given on the slide. What type is it? 2. Reading Aksakov’s words about the fairy tale. What else can you say about this genre of folklore? 3. Blitz – fairy tale tournament. 1. What did the man and the bear divide into tops and roots? 2.What birds helped Baba Yaga steal Ivanushka? 3.What do you need to shout in an open field to make a horse gallop? 4.What new type of transport was invented by Emelya? 5.What proverb do heroes repeat before a difficult task? 6.What does Baba Yaga usually say when someone comes to visit her? 7.Name the magic number in Russian fairy tales. 8.Which new way Was fishing invented by the Fox? 9.What rivers flow in fairy tales? 10.Where does the fairytale king live? Look through slides No. 17-25, supplement your notes in your notebooks with the names of small genres of folklore (a previously prepared student helps the teacher present the slide material). Give a brief description of each type given. What do you notice they have in common? Read the tongue twister data in the textbook, choose one of them, determine its topic and read the selected tongue twister fluently. | Solve questions and tasks Fill out the table. Proverbs:1,2 Sayings: 3.4 Proverb: 2 Saying: 1 (in the table) They put + (in proverbs) Proverb (+) Checking the completed test and assigning marks to the margins of the notebook. Evaluation criteria: “5” -5 -6 correct answers; “4” - 4 correct answers; “3” - 3 correct answers; “2” - one or two correct answers. Proverbs have a conclusion, a moral, an instructive meaning. They are rhythmic. Sayings are characterized by: metaphor, hyperbole, comparison, tautology Tautology – unjustified repetition of words (writing a word in a notebook) They work independently, determine the themes of each group of proverbs. They call proverbs. Determine the meaning of proverbs, orally explain the meaning of each proposed proverb. They are interesting, instructive, and different in content. Types of fairy tales: magical, everyday, about animals. "Kolobok" Household. About animals. The fairy tale reflected the life of the people. The morning is wiser than the evening. It smells like Russian spirit. Dairy. In the distant kingdom. Review the slides and take notes. They conclude: There are also such genres of folklore as: pestles, tongue twisters, jokes, Give a brief description of each type of works of oral folk art. Oral nature of existence. Nationality of content. Lots of options. Collectiveness of creativity. Working with a textbook, expressive and fluent reading of tongue twisters out loud. | Slides No. 11,12 Slides No. 13,14 Slides No. 15 Slides No. 16 Slides No. 17-28 Slides No. 29 |
| Receipt stage additional information Holistic understanding of the information received. Generalization of the material and conclusions. Reflection.Listening to different points of view. Control. | Students get acquainted with brief information about the work of V.I. Dahl, about working on an explanatory dictionary (phono recording). In one of autumn days In 1859, retired St. Petersburg official Vladimir Ivanovich Dal settled in Moscow on Presnya. This event attracted the attention of others only because of the number of paper bales brought into the house. Few knew then that this extraordinary official spent his entire life conscious life I collected things that could not be touched, hung on the wall, or hidden in a pocket. What is heard everywhere and does not belong to anyone in particular. Vladimir Ivanovich collected...words, as well as proverbs and sayings. At first he did this almost unconsciously. For example, I wrote down the first word on the road, when as a young man, having just graduated from the Naval Corps, he went to serve in the Black Sea. “Rejuvenates!” - said the coachman, looking at the sky covered with clouds. When you scroll through " Dictionary living Great Russian language,” pay attention to this word. It all started with him. The first of two hundred thousand! Dahl's Dictionary is called the first encyclopedia of Russian folk life half of the 19th century century. From it you can find out what the peasant sowed, how he built a house, what agricultural tools he used, what he wore, what holidays and customs he had. Dahl collected a huge number of proverbs and sayings. Using his dictionaries you can study the life history of the Russian people. Answer the question: What did we talk about in class today? What new and interesting things did you learn? Do we need this knowledge today? Have we achieved our goals? Item: literatureClass: 5 Lesson type: a lesson in consolidating and improving ZUN and COURT Technological map SubjectSmall genres of folklore. Children's folklore. Goals: Goals: Educational: knowledge of small folklore genres, their distinctive features; reasons for the emergence and creation of small genres of folklore Developmental: developing interest in children's folklore and the history of the Russian people. Educational: instilling respect for the origins of the culture of one’s people Basic Concepts Folklore Lesson stage, goal Student assignments Activity teachers Student activity Planned results of UUD I. Self-determination for activity Working on the topic formulation: What do you need to know? What should you be able to do? What needs to be repeated for this? Checks students' readiness for the lesson. Voices the topic and purpose of the lesson. Clarifies students' understanding of the lesson objectives. They listen, try to participate in explaining the situation of difficulty and formulating the problem of the lesson. Make a plan and sequence of actions Personal: students determine the purpose of the lesson for yourself II. Checking the data Questions Sets Answer Personal: draw conclusions, correct mistakes III. Formulating a lesson topic, setting a goal What is folklore? (oral folk art, translated from English means " folk wisdom", "folk knowledge".) How do you understand these three keywords: oral folk art Brings up a problem. Draws parallels with previously studied material. Participate in a teacher-organized joint activities, answer mini-questions from the teacher Regulatory: choose the most effective ways solutions to the given tasks depending on specific conditions, make a plan and sequence of actions Communicative: they are able (or develop the ability) to extract missing information IV. Learning new things View the presentation What genres of folklore do you know? Writing in a genre notebook children's folklore Reading children's folklore Asks Asks Think and give examples Read, write Personal: have motivation for educational activities. Communicative: build oral statements V. Consolidating new Name the features of children's folklore, look for confirmation of their conclusions in the textbook article Asks to name famous examples children's folklore Give examples Personal: exercise control over their activities Regulatory: learn to independently obtain information VI.Updating and trial learning activity Students continue the proverbs: Measure seven times... Native land and in a handful... Motherland is a mother, know how... Old friend... Sets problematic issue: What conclusions about the role of folklore in our modern life have you come? Why? Encourages thinking. To express your own opinion Express their opinion Personal: with the help of proverbs they develop oral speech Regulatory: get acquainted with oral genre children's folklore, develop memory Communicative: learn to express own opinion VII. Independent work with self-test according to the standard Remember the counting rhyme, write it down Remember, write down, read a little counting rhyme Personal: have motivation for learning activities. Cognitive: perform educational and cognitive actions in a mental form. Regulatory: plan necessary actions Communicative: carry out individual activities VIII. Reflection Game “What do I know – who is faster” Name the jokes What are they called? short poems who called out while participating in the rituals of the calendar cycle? (who will have more fun reading the chant) Continue - “Snail, snail, stick out your horns...” « Ladybug, fly to the sky..." Encourages you to express your opinion. They express their opinion. Personal: develop oral speech, memory, artistic abilities Communicative: develop the ability to listen to others IX. D/Z-2 min We determine further goals on this topic and write down the d/z. Gives: comment to homework; Recording d/z: find and write down the counting rhymes (who is bigger) Sources: N.V. Egorova. Literature 5th grade. Lesson developments, M.: Vako, 2011 Literature. 5th grade. Textbook at 2 hours / V.P. Polukhina, V.Ya. Korovina et al., M.: Education, 2015 |