Modern lesson in literature

Modern lesson in literature. The purpose of the lesson. Theme of the lesson. Vision angle. Formation of the type of correct reader activity. Three stages of working with any text. Lesson structure. Sample design of a lesson in literary reading. Text analysis in grades 5-6. The choice of the final task. - Modern lesson in literature.ppt

Unconventional literature lessons

An unconventional lesson as a means of developing cognitive activity. The contingent of students. Unconventional lesson. Expected results. Literature of the second half of the XIX century. Biographical and creative information about N.A. Nekrasov. Biography N.A. Nekrasov. Understanding the lyrics of N.A. Nekrasov. The language organization of the poem. Biography. Personalities. Zero-role game. Discussion. The impact of a non-traditional lesson on the effectiveness of training. Traditional lesson. - Alternative Literature Lessons.ppt

Literature study

Organization of creative research of students. Literature. Research activity. Organization of research activities of students. Components of a person’s creative ability. Approaches to the study of literature. The pedagogical result. Stages of educational research activities. Research Methodology. Talented poet. Types of creative work. Immersion in the historical and literary context. Work. Feature Film. Workshops. Chronicler. The artistic role of Oblomov’s dream. Study. Literature study. Live pedigree. Themes of essays. Methodical apparatus of the textbook. - Literature Study.pptx

Literature study lesson

Biblical Parable of the Sower. Feat of arms. Expanse. An amazing thing. Parable. Instructive story. A short story. Comparison lines. Sower. Seed. Fetus. Human. Andrey Platonovich Platonov. How do we see the writer. Flower. Our diary (oral) entries. Keywords and expressions. Patience and a little effort. Without good work, there is no fruit. Do not let the soul be lazy. A feat is a battle. The fruit is in patience. Lesson study in the literature. Do good. Lesson study in the literature. Internet resources. - Literature lesson.pptx

Integrated Literature Lessons

Ways and possibilities of integration of humanitarian subjects. The goals and objectives of literary education today. The task of educating the individual. Integration with other items. Possibilities for integrating humanitarian subjects. Integration of educational factors. It is important to equip students with an arsenal of tools. Integrated approach. Literary material. The pedagogical orientation of integration. Intersubject integration. Combining material. Results. Integration of "old", classic items. Integration within an existing subject. Literature. Integrated course program. - Integrated Literature Lessons.ppt

Integration of Literature and Mathematics

UUD, which are formed in the student in the process of studying literary reading. Formation of universal educational actions. Formation of ability and readiness. The ability to learn. The universal nature of educational action. Four blocks. Regulatory action. Cognitive actions. The connection between the UUD and academic subjects. Literary reading. The formation of UUD. Notes of a little schoolgirl. A fragment from the work. M. Prishvin “Inventor”. Excerpt from the notes. Formation of emotional and personal decentration. The formation of aesthetic values. The name of the poem. Creative spiritual activity. - Integration of Literature and Mathematics.ppt

Eidos Synopsis

Form of organization of research reading. Research activity. Eidos. Eidos compendium. Right hemisphere. A way to organize a lesson. A way to organize independent creative activity. Shaped drawing. A lesson in studying the life path of a poet. The sun. Artistic analysis of the poem. Pronouns. Poet. Reflection. - Eidos Synopsis.ppt

Technological map of literature

Designing an abstract lesson in literature. Principles of organization of work. Five main components. Routing. Stages of designing a technological map. Design stages. Options for wording goals. Level of evolution. The objectives of the lesson. An example of setting objectives for a lesson. Criteria for achieving the goal of the lesson. Expected results. An example of the formulation of the criteria. Conditions for providing educational activities. Highlighting the stages of the lesson. The structure of the technological map. Fixing difficulties in activities. Technological map of literature. Building a project. Primary consolidation. -

5th grade.

TOPIC: LESSON-WORKSHOP “HERE TO SEE A LITTLE, HERE NEEDS TO SEE ...”. The concept of epithet.

Goal:

To acquaint fifth graders with the concept of "epithet"; teach them to apply the knowledge gained in various activities in the lessons of the Russian language and literature.

Lesson Objectives:

Educational:

To form the skill of finding an epithet in a literary text.

To begin the development of the ability to select epithets for nouns, to develop the skills and skills of a partial analysis of the lyrical work.

To teach fifth graders to distinguish epithets from grammatical definitions.

Motivate the development of the skill of finding an epithet in the text.

Developing:

The formation of the ability to compare texts with the epithets included in them from texts with without their use.

To form the ability to draw conclusions about the role of epithets in the text, to generalize the studied literary facts and concepts.

To develop students' monologic speech and the skill of expressive reading of lyric texts.

To develop students' cognitive interest in literature and art.

Educating:

To foster a responsible attitude towards educational work.

Form a correct attitude to nature, teach fifth graders to “see” and “peer” at its beauty.

To achieve awareness in the study of the concepts of the theory of literature.

To cultivate a love of reading, to learn how to see the beauty of the Russian literary language on the example of the work of Russian poets.

Equipment:1. multimedia presentation for the lesson; 2) training cards; 3) printouts of K. Balmont’s poem “Snowflake”; 4) drawing accessories

(paints, brushes, paper), 5) an audio recording of the music of PI Tchaikovsky “Seasons”.

DURING THE CLASSES.

Organizing time.

Motivation - target block.

Introduction by the teacher.

One person looks at the landscape opening to his eyes and sees a boring road, forest, trees.

The second, looking at the same landscape, saw grass, plowed land, birch. And the third admired the scenery and carried away much more in his memory. He could see the blue sea of \u200b\u200bcornflowers in the meadow, repeating the color of the sky, saw the damp black of arable land, saw the dazzling white trunks of birches crowned with emerald crowns. Different people have a different gift of vision.

What is the difference between the pictures seen by different people? Why do different people have a different gift of vision? How do you understand these words?

What words helped the third person to colorfully and figuratively describe the landscape, which only he could truly “see”, and to present him to us? ( blue sea of \u200b\u200bcornflowers, wet black plowing, dazzling white trunks of birches, emerald crowns).

So, the topic of our lesson today is "The concept of the epithet" (Slide number 1).

What tasks do you think are facing you today in the lesson? What is the purpose of our work? Try to determine the purpose and objectives of today's workshop yourself? (Slide No. 2.)

Why will our lesson be called a workshop? (We will learn something, and, perhaps, we will also make, create, create something ourselves).

The motto of our lesson is: “WE ARE CREATORS!”  (Slide No. 3). So go ahead!

II. Block "Study of new material."

Awakening of life impressions (Slide No. 4).

What are the qualities of a person who reveal his character ( kind, responsive, hardworking, sincere, etc ..)

Now guess by the aforementioned signs what flower is in question: scarlet, prickly, tender, morning, fragrant with the aroma of southern night. (Rose).

Determine the time of day by its signs (work according to the options: call the signs - guess the time of day. For example, cool, clear, dewy, fragrant - morning).

With what words we highlighted properties, qualities, signs of objects and phenomena.

2. Analysis of the initial definition (slide No. 5).

Read expressively the lines from the tale of A.S. Pushkin.

A weaver with Babarikha

Yes, with a crooked cook
  Around the king are sitting

They look with angry toads.

What words help us introduce the heroines of A.S. Pushkin? Did you like them? Why didn’t you like it? (crooked cook, evil toads).

These words have a special expressive power and are called epithets. Try to explain the meaning of this term.

3. Summarizing the answers in the form of a supporting synopsis. Work in notebooks. The definition is gradually displayed on slide No. 6).

Epithet is an artistic definition. Most often, an adjective that emphasizes properties, qualities; conveys the attitude of the author; infects with mood; creates an image.

Block "Creative Workshop".

Journeymen.

Who are apprentices? (Pupils, assistants to the master)

Distinctive features of epithets from grammatical definitions

(Slide No. 7)

The task:

Highlight epithets.

Wonderful day!   - Saturday day.

Golden heart   - gold ring.

Fox character   - Fox's tail.

Crystal Day   - a long day.

b) The role of epithets in K. Balmont’s poem “Snowflake” (printouts of the poem are on the desks of each student).

The task:

Write down the epithets that create the "image" of snowflakes and make it unforgettable.

Light fluffy

White snowflake

So clean

So brave!

Dear stormy

easily sweeps

Not the azure heights

Asks for the earth.

The beautiful blue

She left

Myself to the unknown

The country was overthrown.

In the rays of shining

Skills, skillful.

Amid the flakes of melting

Safety white.

Under the wind of the believer

Trembling, tossing

On him nurturing

It sways lightly.

His swing

She is comforted

With his blizzards

It spins wildly.

But it ends

The road is far

land concerns

Crystal star

Lying down fluffy

A bold snowflake

What a clean

What a white one!

Indicate where in the poem there is movement, flight, a whirlwind, and where is admiration and admiration?

How to convey this change of mood when reading?

What snowflake did you imagine?

c) The game "Competition with the poet."

The task:

To introduce epithets into the poem of A. Fet, which will help to present the picture drawn by the poet. Compete with the author.(I study on simulator cards) (Slide No. 8).

(Wonderful) picture,

How are you dear to me:

(White) plain
  (Full moon.

Light of heaven (high)

And (brilliant) snow

And sled (distant)

(Lonely) running.

In case of difficulty, you can hold a collective discussion of the proposed student epithets or suggest a series of definition words that can be used at work, and among them should be those that cannot be entered into the poem.

"We create!". Masters of the word of art.

Students are offered multilevel tasks of a creative nature (students of groups 1 and 2 work with simulator cards). It is advisable that the students choose the tasks themselves.

After independent work, 2-3 completed student work are considered. The rest are proposed to be finalized at home and presented in the next lesson.

Lesson summary. Reflection (Slide No. 9)

Questions for students:

- What are the secrets of the epithet.

How to see epithets in the text?

What is their role in the fiction?

And what epithet can you pick up for today's lesson?

How can you evaluate the work of our creative workshop?

2. The final word of the teacher.

Today, each of you tried to be a word artist. We watched the creations of poets and composers who gave us beautiful works of art. Such people need to be sensitive, attentive and partial, able to notice, it would seem, inconspicuous. So let's learn from them to "listen" and "peer" into the nature around us. The gift of vision needs to be developed. Try your hand and fill the world with colorful epithets. GOOD LUCK TO YOU!

Homework:

To finalize multilevel tasks unfinished in the lesson.

To learn a supporting synopsis, illustrating it with his own examples.

References:

Magazine Literature at school. No. 2 - 2002

T. Rick. Good morning Name Adjective! - M: Astrel, 1999.

I'm going to a literature lesson. - M.: The first of September, 2001.

Game technologies in the lessons of the Russian language grades 5-9. - Volgograd: Teacher, 2008.

Kvyatkovsky A. Poetic Dictionary. - M.: Soviet Encyclopedia, 1966.

MBOU "Khislavichi secondary school"

Course work

(Literature lesson with multimedia accompaniment)

Performed:

Dorosheva V.P.,

teacher of Russian language and literature

Khislavichi

2014 year

Theme of the lesson: Poetry of nature. Poems by F.I. Tyutchev. 5th grade.

Lesson Objectives:

1. Develop skills of expressive and attentive reading.

2. To form communicative and speech skills of students.

3. To show the connection of poetry with art.

4. Develop creative imagination and logical thinking.

5.   To formulate a poem analysis skill;

Tell me, who in his work addresses this eternal theme - the theme of nature? (poets, artists, musicians.)

What do you expect from today's lesson? (get acquainted with the work of Russian poets, learn to expressively and carefully read, etc.)

And most importantly, through the beauty of poems, reproductions of paintings, we will learn to feel the beauty of nature. And, of course, we will learn to expressively read, understand, and analyze poems.

Today in the lesson we will continue the conversation about the verses of the poet you know, Fedor Ivanovich Tyutchev ) We will try to see the beauty of nature at all times of the year.

Work on new material.

F.I. Tyutchev was born on December 5, 1803 in the estate of his father, Tyutchev Ivan Nikolaevich, who belonged to an ancient noble family. As a boy, Tyutchev fell in love with literature and poetry, and he himself began to write poetry. Many of Tyutchev’s poems about the beauty of nature. In his poems, nature is alive and spiritualized.

Tyutchev was able to observe, see and understand nature. He was able to find beauty in its most modest corner and in a bright, emotional language to describe what he saw, to express his attitude to the depicted.

And it seems to me that there is no more precise definition of nature than the words from Tyutchev’s poem:

Not that you think nature is:

Not a cast, not a soulless face -

There is a soul in it, freedom is in it,

It has love, it has language ...

I bring to your attention a fairy tale - a riddle, guess it and count how many riddles are in this fairy tale?

OLD MAN - ANNIVERSARY,

An old man came out. He began to wave his sleeve and let the birds. Each bird has its own name. The old man waved - a year-old for the first time - and the first three birds flew. Blew the cold, frost. The old man waved, one-year-old, and the second three flew. The snow began to melt, flowers appeared in the fields. The old year-old waved a third time - and the third three flew. It became hot, stuffy, sultry. The men began to harvest rye. The fourth year old waved for the fourth time - three more birds flew. A cold wind blew, frequent rain fell, fogs fell.

So, how many puzzles are there in a fairy tale? How many times did the old man waved? How many birds flew out of the old man’s sleeve each time? What kind of birds are these? (Seasons.)

We take a trip along the calendar and see what nature Tyutchev saw at different times of the year.

It is winter. Snow covered the ground with a soft, fluffy carpet. The trees in the forest seem to be dressed in white fur coats and hats.

But how did Tyutchev see the winter forest? He will tell us about this ... He will read Tyutchev’s poem “Winter sorceress ...” (a student reads a poem).

- What does the poet call winter? (by the sorceress).

“Who is the sorceress?” (enchantress).

- What words, lines depict the sparkling of the forest in the sun?

- In what words, lines, shows the peace of the asleep forest?

- In what words of the poem “Winter sorceress ...” does the motive of sorcery, magic, sound?

- Consider the picture of I. Shishkin “Winter”   What brings her closer to the poem "Winter sorceress ..."? Describe the forest with the words from the poem.

- What words can be taken from the poem as an epigraph to Shishkin’s painting “Winter”?

- For Tyutchev winter forest is associated with something mysterious, fabulous? The forest sleeps in winter and patiently awaits the arrival of spring. A little more time will pass, and the gentle sun will usher in the approach of spring. But winter does not want to give up its rights and argues with spring. He will tell us about this dispute ... He will read Tyutchev’s poem “Winter is not without reason angry ...” (textbook p. 287), (the poem sounds).

-Theme of this poem? Idea? Find avatars that help us introduce Winter and Spring?

- In the poem “Winter sorceress ...” Tyutchev calls winter a sorceress. And what does he call winter in this poem? (witch, enemy).

“Why does the poet call her that?”

- Yes, everyone is tired of winter, I want spring. How are the characters of winter and spring shown in the poem "Winter is not without reason angry ..."?

- Imagine spring in the image of a young girl and, using the poem "Winter is not without reason angry ...", describe how you see her?

- The spring girl gives life to nature. No matter how winter resists, it will still darken and begin to melt snow, streams will run and rustle, the forest will be filled with the joyful cry of birds. Spring will come.

- Read the poem “Winter is not without reason angry ..” so that all listeners feel your attitude to the laughing laughter of Spring and the grouchy Winter.

- Tyutchev speaks about the awakening of nature in a poem "Spring waters"   (p. 289

Reading a poem by a teacher.

-You listened to another Tyutchev’s poem about spring. It is filled with stormy, joyful sounds of spring polyphony. How does the poet convey this joy, revival, and multisound by means of poetic language? Why do you think there are so many verbs in the poem (noisy, running, waking, saying, etc.)?

In his poems, Tyutchev sought to understand nature, turning it into a part of his inner world. This desire to fit nature into the framework of the human soul explains Tyutchev's passion for personification. In the poem "Spring Waters" the streams "run and shine, and speak." They are endowed with human qualities and even speech.

-Can we say that a joyful, excited mood is felt in this whole poem or not? Does the general tonality of this poem differ? What do you think? (an excited mood in the first eight lines, and a calm, pacified expectation of “quiet, warm May days” in the finale of the work).

The calm, peaceful picture of the May days in the last stanza of the poem is also animated.

Why do you think a poet uses so many avatars?

(The reception of personification of nature is necessary for the poet to show the inextricable connection of the natural world with human life).

The poem by the selection of sounds and joyful exclamations conveys the impetuous current and the pressure of the noisy, stormy forces of spring. They awaken nature and man to a new life and draw them to the ruddy dance of warm May days with their inevitable, all-cleansing thunderstorm.

You guys know that there is prosaic and poetic speech. Why can we call this work poetic? (Rhythm and rhyme)

What is the rhyme in this poem? Cross, steam or girdle? (Cross.)

-Look at the picture of the artist Levitan “Spring is big water” (study, p. 288)

- What feelings and mood does this picture evoke in you?

- Look at the picture again. Now close your eyes and imagine that it is spring. Remember what the spring air is? Sounds of spring? Paints?

- Spring is a miracle of nature, which brings us a lot of light, warmth, joy. But this is not the last miracle. Let's go through the pages of our calendar further. And we will see that nature has gained strength and lives a full life. Summer has come. She reads Tyutchev’s poem about summer “Clouds are melting in the sky ...” ... (the poem sounds )

- Describe the summer landscape, how does Tyutchev see it?

- What words in the poem "Clouds are melting in the sky ..." convey the languor of a hot day?

- View Orlovsky’s Summer Day.

- Describe the picture with words from the poem.

-Tyutchev and artist Orlovsky tried to show us the peace of a sultry summer afternoon.

“But something happened in nature?” The crowns of birches and their pale white trunks festively burned with gold. It came a thoughtful autumn and showered everything with gold. Beautiful nature in autumn attire. This could not but notice Tyutchev. We listen to Tyutchev’s poem "There is in the original autumn ..." (sounds in the recording)

- Listen carefully to the music.

- What shades of mood does music add to the feelings that you experience while reading and listening to the poem?

-In which lines does the poet convey an unusual sensation of light, transparency, radiance of day and evening?

- How does Tyutchev express a slight feeling of emptiness and spaciousness?

How beautifully, musically, the words6 “crystal”, “radiant evenings” sound! How the sounds of l, p played by the actor shimmer! Try to read the poem in such a way as to convey the charm of the smooth melody of the verse, a bright, clear mood.

- Tyutchev calls autumn a marvelous time. And what autumn did the artist Levitan see? View Levitan's Golden Autumn ». (The autumn landscape of Levitan seems simple and familiar to us. The artist depicted a narrow river that is calm and carries its waters between low banks. On the left we see a birch grove, on the right there are individual trees. Our eyes move as if following a stream; in the distance, autumn forests open, and in the gap between them on a high hill there is a village. The sky is blue, clear, covered with light white clouds. There is a river in front of us, and it seems that its thick blue water is slowly moving. Before us is spreading earth, which is covered with brown autumn grass. Ba gray-golden birch trees on the left and red-bronze oaks on the right part, as it were, revealing the endless distances of fields and forests).

-Tyutchev and Levitan showed that autumn is not a withering and not a dream of nature, nature is eternally alive and eternally beautiful.

Reflection .

- This concludes our journey on the calendar.

-Tell me, how do you now after reading poems imagine the Russian poet F. I. Tyutchev? What kind of person do you need to be to write about nature in this way?

(We learned that he loved his native nature and dedicated poems to her that helped us see how beautiful nature is. The poet speaks of her with admiration and pride.)

- Have you ever experienced similar feelings for nature? Have there been moments in your life when you were truly proud that you live in Russia? What do you think. Why is it that very often, having left for other places or countries, a person again aspires to his homeland, to the place where he was born and raised?

Other days are full of anguish

Which you do not wish to enemies.

On such days you come out more often

To familiar groves, cornfields and meadows.

Listen to the birds, chanting rivers and fields

Breathe in the earthly grace.

Nature, like a doctor, will relieve pain

And he will raise all joys like a mother.

- Did you like the lesson?

- What did you like most?

“What did he teach you?”

We did a very good job today. I am pleased with your work. Grades per lesson ...

Homework: memorize the poem of F.I. Tyutchev, create an illustration for it, analyze the poem, learn to reason p. 300

Development of a lesson on literature in the 5th grade “Children are war heroes. The exploits of children in the poems of Russian poets "

Lesson Stages / Time  (min.) Teacher activity Student activity
Greeting. Organizational moment
  1 minute. - Hello children! How is your mood? Greet each other. Sit down. We begin the lesson of literature. Greeting children
  Statement of the problem (question, return to which occurs at the end of the lesson).
  1 minute. - I would like to start with an unusual question: what would you, children of the 21st century, want more than anything else? What do you consider the most important and most valuable in this life?
  At the end of the lesson we will return to this question. Perhaps your answers will change.
  student responses
  Pupils wording lesson topics
  (watching the film "Children of War" - 3.43 min.)
  5 minutes. Epigraph (read by teacher): SLIDE 1
  Is it for death
  children are born
  Homeland!
  Did you want
  of our death
  Homeland!
  (R. Rozhdestvensky)
  - What do you think these verses are about?
  - Are concepts such as WAR and CHILDREN compatible? Why?
  - I suggest you watch a short video clip and think about the topic of today's lesson.
  (watching the film "Children of War")
  “So what is the theme of our lesson?”

SLIDE 2.
  The theme of the lesson is: "The war does not have a childish face." The feat of children in the lyrics of the Great Patriotic War.
  Children are listening
  - that children should live happily ever after
  - no, incompatible, because children are the future of the country

Students watch a movie.

Student Answers
Actualization of the topic (associative field).
  3 min. Associative field "War".
“So what is war?” What do we know about her? Let's try to create an idea of \u200b\u200bwar at the level of associations. Remember what you read, saw, heard and write down your associations in the table: sounds, smells of war, what a person sees and feels in a war (work in pairs)

Let's read what we did.
Children fill out the table:
  Sounds
  war The smells of war A man sees in a war ... A man feels in a war ...
  The roar of shells, shots, screams, groans Cinder, soot, smoke Death, devastation, enemy, weapons, blood, captivity Pain, hatred, fear ...

Students wording lesson objectives.
  1 minute. “What do you think is the purpose of today's lesson?” What do you want to know? What to get to know?

Today in the lesson we will get acquainted with the lyric works about the exploit of children in the Second World War, try to feel what poets wrote about in their poems. Student Answers
  Teacher's introduction

4 minutes May 9, our country will celebrate the 73rd anniversary of Victory in the Great Patriotic War. ... Our Russia had to participate in many wars, but as terrible, difficult, bloody as the war of 1941-1945. - did not have. It was about the life and death of the entire Soviet people. Therefore, everyone participated in the war. And even the children.
  - Children met the war at different ages. Someone is quite tiny, someone is a teenager. Someone was on the verge of youth. The hero of the poem by the poet A. Ioffe says:
  SLIDE 3.
  I didn’t recognize him from a book -
  The cruel word is war!
  Spotlight furious flash
  She burst into our childhood.
  In those days, we did not play war -
  We just breathed war.
  (1 verse of the song "Holy War" sounds)
  - Before the war, these were the most ordinary boys and girls. They studied, helped the elders, played, ran, jumped, broke their noses and knees. Only relatives, classmates and friends knew their names.
  THE HOUR HAS COME - THEY SHOWED WHAT A LITTLE CHILDREN'S SEED MAY BECOME, WHEN SACRED LOVE FOR HOMELAND AND HATE FOR HIS ENEMIES BURNS IN HIM.
  SLIDE 4.
  The boys. The girls. On their fragile shoulders lay the burden of adversity, calamity, grief of the war years. And they did not bend under this weight, became stronger in spirit, more courageous, more enduring.
  Little heroes of the big war. They fought alongside elders - fathers, brothers, mothers and sisters. Fought everywhere. At sea, like Borya Kuleshin. In the sky, like Arkasha Kamanin. In the partisan detachment, like Lenya Golikov. In the Brest Fortress, as Valya Zenkina. In the Kerch catacombs, like Volodya Dubinin. Underground, as Volodya Shcherbatsevich.
  And not for a moment did the young hearts tremble!
Their grown-up childhood was filled with such tests that, if they were invented by even a very talented writer, it would be hard to believe. But that was. It was in the history of our big country, it was in the fates of her little children - ordinary boys and girls.
  SLIDE 5. Many of the guys became partisans. They took the form of beggars - beggars and walked around villages, cities, asked for alms, and their eyes considered fascists, their cars, tanks, tanks, wagons, and all this information was transmitted to partisans and underground workers. Thanks to these data, a lot of guns, personnel and manpower were not counted by the Nazis at the front.
  SLIDE 6. In the chaos of bombing, artillery shelling, bomb explosions and conflagration, children with tears in their eyes looked plaintively at the faces of adults in the hope of finding their lost parents. Not everyone succeeded, and the orphans of the war roamed the burning, charred land, until they met military uncles, in the duffle bags of which were crackers and pieces of sugar forgotten to taste. And it seemed to them that the eyes of these uncles were attentive and understanding, like those of a father. It used to be that they were related. And on the lists of the personnel of the regiments of the Red Army, ships of the Navy and partisan detachments appeared young participants, later named sons and daughters of the regiment, where their childhood passed. Consequently, their first science, their first profession became - the defense of the homeland. In parts they were also called in their own way: brother, daughter, pupil. At the front, all of them, as far as possible, along with adults, did their soldierly work. The Red Army and commanders guarded them as they could. Although there were no safe places at the forefront. And enemy bullets, fragments of air bombs, shells, grenades by the age of soldiers were not interested and killed everyone, indiscriminately. And the children who live and live, too. SLIDE 7.

Meet the Pioneer Heroes
  5 minutes. SLIDE 8.
  - Four young partisans received the title "Hero of the Soviet Union", unfortunately, posthumously.
  (photos of pioneers-Heroes are shown on slides during student stories)
  - Unfortunately, they did not live to the Victory. But the memory of these brave and fearless guys was preserved in the memory of people. Documentary and fiction books are dedicated to them, monuments in many cities and villages of the country are erected, museums dedicated to these young heroes are opened.
  But the children fought not only on the fronts of the war, but also in the rear.

Student Messages:
Marat Kazei - partisan of the Second World War, Hero of the USSR, since 1942, a scout for partisan detachment. Marat was the scout of the headquarters of the partisan brigade. K.K. Rokossovsky. Penetrated into enemy garrisons and delivered valuable information to the command. Using this data, the partisans developed a daring operation and defeated the fascist garrison in the city of Dzerzhinsk ...

I went to reconnaissance, both alone and with a group. Participated in raids. Undermined the trains. For the battle in January 1943, when, wounded, he raised his comrades to the attack and made his way through the enemy’s ring, Marat received the medal “For Courage” and “For Military Merit”. Surrounded by fascists, he blew himself up with a grenade.
  Lenya Golikov - Hero of the USSR, a young partisan scout of the 67th partisan detachment of the 4th Leningrad partisan brigade, operating in the territory of the temporarily occupied Novgorod and Pskov regions. There was a fight in his life, which Lenya waged alone with the fascist general. A grenade thrown by a boy knocked out a car. The Nazi got out of it with a briefcase in his hands and, shooting back, rushed to run. Lenya is behind him. He pursued the enemy for almost a kilometer and finally killed him. The portfolio contained very important documents. The headquarters of the partisans immediately transported them by plane to Moscow.
  The 16-year-old partisan died the death of the brave in battle.
  Valya Kotik - Hero of the USSR, a young participant in the partisan movement in Ukraine during the Great Patriotic War. When the Nazis broke into Shepetivka, Valya Kotik and his friends decided to fight the enemy. The guys gathered weapons at the battlefield, which the guerrillas then transported with hay to a detachment.
  Having looked closely at the boy, the Communists entrusted Vale to be a liaison and scout in their underground organization. He recognized the location of enemy posts, the order of the changing of the guard. The Nazis outlined a punitive operation against the partisans, and Valya, after tracking down the Nazi officer who led the punishers, killed him ...
  Awarded posthumously.
Zina Portnova - was a member of the underground youth organization Young Avengers, participated in impudent operations against the enemy, in sabotage, distributed leaflets, conducted intelligence on the instructions of the partisan detachment. It was December 1943. Zina was returning from the assignment. In the village of Mostishche it was betrayed by a traitor. The Nazis seized a young partisan, tortured. The answer to the enemy was Zina's silence, her contempt and hatred, the determination to fight to the end. During one of the interrogations, choosing the moment, Zina grabbed a pistol from the table and shot at the Gestapo point blank. An officer who ran into the shot was also killed on the spot. Zina tried to escape, but the Nazis overtook her ... The brave young pioneer was brutally tortured, but until the last minute remained staunch, courageous, unbending. And the Motherland posthumously noted her feat with her highest rank - the title of Hero of the Soviet Union.
  Acquaintance with works about children in the war, analysis of poems
  13-15 minutes SLIDE 9.
  - Years passed, but the memory of a person again and again returns to those distant events. Why is this happening? Why are we increasingly turning to works that preserve the memory of war and the Great Victory? Today we will try to answer these questions by turning to special works about the war, poems about the exploits of children during the war years.
  - Which front-line poets who wrote about the war do you already know?
  - What are the poems that we have already read?
  - How do poets express their love for the motherland? What did the poets of children show in the war?

They have written and are still writing about the war.

SLIDE 10. Look at the slide: here are just a few poets from the time of the war.
  We will now turn to poems that you may never have heard. (2-3 minutes for each poem)
  Read expressively, thoughtfully, sincerely. And after reading, tell us according to the plan given to you how you understood this poem.

SLIDE 11.

An approximate plan of essay analysis of the lyrical work
  A) The name of the poem and its author.
  B) Leading issue. (What is the poem about?)
  C) The main idea. (What did the poet want to say in the poem?)
  D) What picture does he draw in his poem? (Describe. Pay attention to the details of the drawing. What words in the poem do you consider the most important?)
  D) Mood, feelings conveyed by the author. How do feelings change from beginning to end of the poem?
  E) The main images of the poem.
  G) Expressive means (epithets, metaphors, comparisons).
  H) Own attitude to the read. What feelings does the poem evoke?
“This poem talks about how ...”
  - The main idea is that ...
  - The main character of the poem is a boy ... (to characterize: what the child looks like, what he feels)
  - After reading the poem, I felt (a) ..., understood (a) ...

1. A. Twardowski “The barefooted boy in the cap ...” - the first student reads and analyzes.

2. S. Mikhalkov “Ten-year-old man” (the second student reads and analyzes according to the plan, and also explains the meaning of incomprehensible words.

3. Musa Jalil “They drove their mothers with their children ...” A student reads a poem.

Of course, we didn’t attack
  And the Nazis, alas, were not bombed,
  But we also made our contribution
  In the matter of glorious victory over them.
  Someone then became the son of a regiment,
  Not in the last rows fought,
  And the other, who lost his father,
  Younger brothers, sisters took care of.
  A little boy fell asleep at the machine
  Woke up, rubbed my eyes
  And he continued his work ...
  Tatyana Shishova

A. Twardowski, K. Simonov
  - “The Tale of the Tankman” and “The Son of the Gunner”
  - student responses

The cap is barefoot boy ...
  A.T. Twardovsky
  Barefooted boy in cap
  With a thin shoulder knot
  Halt on the road
  To bite a dry ration.

A slice of bread, two potatoes -
  All the harsh weight and expense.
  And how big crumbs are in the palm of your hand
  With great care - in the mouth.

Stremglav passing cars
  Carry dusty sides.
  Looks, a man thought.
  - The son must be an orphan?

And on the face, in the eyes, it seems, -
  Annoyances long-standing shadow.
  Anyone and everyone is all about the same
  And how to ask them is not laziness.

Looking seriously at your face
  He also hesitates to open his mouth.
  - Well, an orphan. - And immediately: - Uncle,
  You'd better let it finish.

Ten year old man
  S. Mikhalkov

Criss-cross blue stripes
  On the windows of huddled huts.
  Native thin birches
  Anxiously watching the sunset.
  And the dog on the warm ashes
  To the eyes stained in ashes
  He's been looking for someone all day
  And does not find in the village ...
  Throwing an old zipunishko
  In the gardens, without roads,
  Hurry, rushing boy
  In the sun - right east.
  No one on a long road
  He didn’t dress him warmer
  No one hugged at the doorstep
  And he did not look after him.
  In an unheated, broken bath
  The night has passed like an animal
  How long is he with his breath
  I could not warm my cold hands!
  But on his cheek never
  Not paved the way for a tear.
  There must be too much at once
  His eyes saw.
  He who has seen everything, is ready for everything,
  Falling through the chest in the snow
  I ran to my rusogolovy
  Ten year old man.
  He knew somewhere nearby
  Howl over the mountain
Him as a friend on a dark evening
  Russian sentry will call.
  And he, clinging to his greatcoat,
  Relatives hearing voices
  He will tell everything that they looked at
  His children’s eyes.

They drove their mothers with their children ...
  Musa Jalil

They drove their mothers with their children
  And they made a hole to dig, but they themselves
  They stood, a bunch of savages,
  And hoarse laughed voices.
  Along the edge of the abyss lined up
  Powerless women, thin guys ...
  No, I won’t forget the day
  I will never forget forever!
  I saw: crying like children, rivers,
  And Mother Earth wept in fury ...
  I heard: a powerful oak tree fell suddenly,
  He fell, breathing a heavy sigh.
  The children suddenly seized with fright, -
  Cuddled up to mothers, clinging to hem.
  And a sharp sound came from the shot ...
  - I, mother, want to live. No, mom ...

The final emotional phase of the lesson. Reflection
  4 minutes Poets showed in their poems that the words “war” and “childhood” cannot stand nearby, that adults are responsible for the deaths of little girls and boys in the war. And during World War II, 13 million children died - children of the whole world died.
  SLIDE 12.
  Heroes of the past unfading years,
  We won’t forget them - girls, boys,
  Whose young life is given for us.
  We in our hearts, as on a banner, write
  Simple and proud of their names.

Guys, and now back to the question that I asked at the beginning of the lesson, I want you to answer it again, but more consciously: what would you like most in life?
  In conclusion, I ask you to compose a synquane on the topic of today's lesson.
  SLIDE 13.
  Sinkwain - a small poem, built on the principle:
  1 line is a keyword.
  2nd line - two adjectives.
  3rd line - three verbs
  4th line - a sentence that reveals the essence of the topic.
  Line 5 is a synonym for a keyword.
  For instance:
  War
  Merciless, cruel
  Ruins, destroys, kills.
  War and children are incompatible.
  Evil.
  Student Answers

Students try to compose a synquin with the keywords: children, peace, victory
Homework
  1 minute. - At home, I suggest you complete an unusual task: write a letter to an unknown child, your peer who died in the war. And even though this letter never comes from today to yesterday, I would like you to find some words of gratitude to those children who gave their lives for you.

Thanks to everyone for the lesson, you did a great job!
  Students write homework and ask questions as needed.

Literature lesson

Topic. Fantasy and reality in the story “Nikita”.

Goal:

• identify the artistic idea of \u200b\u200bthe story, consisting in the approval of the labor principle in human life as a creative force that contributes to the formation of a creative person;
• to form skills of independent research work with text, lexical work, work with a textbook and illustrations, expressive reading; the ability to highlight the main thing in the listened message;
• to form moral and aesthetic ideas in the process of identifying the main idea of \u200b\u200bthe story.

Equipment: story texts, presentation, phonohrestomaty, explanatory dictionaries.

DURING THE CLASSES.

І. Organizing time.

Hello my beautiful, creative, smart!I am very glad to meet you. I hope you are in a good mood and our literature lesson will be excellent. And I would like to start our lesson with one picture, look at it carefully. At first glance, these are rocks that are reflected in a pond, but if you look closely and turn on your imagination, we will see something more. So the hero of the work, which we will talk about today in the lesson, in the ordinary saw the surprising.

II. Goal setting

Today we will talk about the outstanding writer of the 20th century - Andrei Platonovich Platonov and about his story “Nikita”. At home, you had to get acquainted with his biography, read the story "Nikita", make a short plan of the story. And what do you think, given the beginning of the lesson, your homework, what will be the purpose of our lesson? What should we do in the lesson?

Recall the biography of Platonov

Analyze episode story

Determine what is true and what is fantasy in the story

To develop speech, etc.

Recording lesson topics in notebooks

III. Checking homework (Platonov biography)

Guys, remember the biography of A.P. I offer you Platonov in an unusual way. I would like you to introduce yourself as the editors of some major literary magazine, and now you should submit an article about A.P. Platonov for editing. And you must all inaccuracies - factual errors - correct

II. Analysis of the content of the story.

Did you like the story? Than?

Is everything in A. Platonov’s story real, as in life, or are there episodes implausible, fantastic?

Vocabulary work

Fantasy is a multi-valued word.

Acquaintance with a dictionary entry. What is the meaning of the word in the lesson? Can we call the hero of the story Platonov - Nikita - a dreamer?

How do you imagine Nikita? Make an oral portrait of the hero of the story. (according to plan)

5. The implementation of homework. Checking plans.

Possible plan.

1. Mom goes to work.

2. Nikita "lives" alone.

a) "Old acquaintances" Nikita (flies, spider, sparrow, hens)
b) "Inhabitant of the barrel"

c) "Good sun"

d) "Well residents"

e) Old stump

e) table

g) Bathhouse

j) "Strangers, evil faces"

3. The return of the father.

6. Conversation.

What time is depicted in the story? Last year of the Second World War

Tell us about the life and fate of Nikita's parents.

How does Nikita perceive the world around him?

Let's take a closer look at what kind of fantasies Nikita has when seeing certain objects.

7. Research work with text. Find descriptions of objects that Nikita “animates”.

When about the old stump - acting reading 5.45. from. Up to 6.27 s.

Which objects seem good to Nikita, which are evil?

Why does the world around Nikita seem hostile to him?

There are people everywhere, only they do not seem to be people.

Such representations of the world were characteristic of paganism. Let's hear the messages about the Earth and the Sun in the views of the ancient Slavs. (Timerbaeva, Davletova, Shvedchikov).

In ancient times, man was almost completely dependent on the surrounding world of nature and did not separate himself from it.

Slavs deified and spiritualized nature: believed that everything that surrounds them lives, understands, feels, has their own desires and fights for them.

For a long time in our language there were expressions "rain is falling," "the sun is rising," "a blizzard is howling." Man perceived all nature as powerful, lively, and strove to live with it in complete harmony. Ancient people understood early that the Sun was the main source of life on Earth, it gave heat and light, and without the Sun, night and winter come to Earth, and with them the death of man and nature, that is, life on Earth depends on the Sun. That is why the Sun has been deified among all peoples from the most ancient times.

The god of the sun - Dazhdbog - was one of the most revered gods among the Slavs inancient times . The word "Dazhdbog" consists of the words "give", "god", "wealth." He who gives warmth gives good, wealth, Dazhdbog is the god of wealth in the house. Dazhdbog was the son of Svarog - the god of heaven and heavenly fire, the main god. When the sun was setting, he was escorted with sadness and fear. And the place where the Sun rose - the east - was a side of joy, eternal warmth.

The symbol of life and the vernal equinox in Russia is the god Yarilo. Yarilo patronized the flourishing of nature, fertility, love, so he was always portrayed in white clothes and with spikelets in his hands.

The land of the Slavs has long been revered especially: it was called "God's", "holy", "righteous." Earth is a mother who gives birth to everything necessary for life. The earth was considered the most faithful witness, therefore, the Slavs, when they swore an oath to prove the highest truth and fidelity, ate or kissed the earth.

In the folk myth of the Slavs, Mother-Cheese-Earth lay in darkness and cold. When the young god Yarilo turned his bright eyes to her, the Earth woke up and hungrily absorbed the sun's rays, from the heat of the sun appeared grains, flowers, dark forests and blue seas, blue rivers and silver lakes, birds and animals, fish and insects. So the ancient Slavs explained the origin of all life on earth. "And all lived, and all loved, and all sang songs of praise to Father Yarile and Mother Earth Raw."

10. Work with the text.

How does the boy’s attitude to objects and phenomena of the world around him change?

Students expressively read a fragment of the story from the words "Mother saw Nikita at home ..." to the end of the story.

Why, according to Nikita, did the surrounding objects seem alive to him? Find the phrase containing the answer to the question in the text.("You want to do this all alive, because you have a good heart.")

III. Summarizing the lesson.

In which phrase the main idea of \u200b\u200bthe story of A. Platonov is most accurately, capaciously, fully manifested?

("Let's all work hard, and all living things will be.").

The meaning of the name Nikita - winner(Greek).   What victory did Nikita win in the story of A. Platonov?

Endowed with rich imagination and a desire to know the world around him, the hero of the story by A. Platonov makes a truly great discovery: a person will only be eternally alive, immortal, when he creates himself, everything born out of himself, gifted will be replaced by labor, creative. This discovery is the victory of a creative person over the dark forces that prevent him from being free and happy.

IV. Homework.

1. Retelling of the biography of S. Ya. Marshak p. 90-91

2. To prepare an expressive reading of a fragment from the dramatic tale "Twelve Months" (p. 91-106)

3. Ind. Tasks:

Prepare a message “Remember the poems of our childhood” (K. Yezhova)

Grades per lesson

Reflection

F.I._________________________________________

Self-assessment sheet (put points for each task from 1 to 5)