Teaching creative retelling. N. Nosov “On the Hill”. Teaching creative retelling Analysis of a work, selective reading
Municipal entity "City of Saratov"
Municipal educational institution"Grammar school № 5"
Literary reading lesson in 2nd grade
UMK "Harmony"
« N. Nosov. On the hill"
Performed:
teacher primary classes
Municipal educational institution "Gymnasium No. 5"
Volodina Irina Nikolaevna
2010
Educational complex "Harmony", textbook by O.V. Kubasova “Favorite Pages” 2nd grade.
Lesson topic: “N. Nosov. On the hill"
Lesson type: combined.
Lesson objectives: introduce students to the biography and work of N. N. Nosov, his story “On the Hill”; analyze this work.
Lesson objectives:
Educational:
introduce children to the story “On the Hill” and its ideological meaning;
continue to work on improving the skills of conscious, fluent, expressive reading;
teach how to draw up a picture plan and retell it;
develop reading skills when working with text.
Developmental :
develop students’ oral speech, imaginative and logical thinking;
develop the articulatory apparatus, lexicon, diction;
broaden the horizons of students.
Educational :
To educate standards of morality and morality through accepting the ideological load of a work of art;
teach children to analyze their behavior through the actions of literary characters;
develop an interest in the world fiction and the lives of talented people;
develop the ability to work in harmony and coordinate with classmates.
Equipment: textbook, printed notebook, multimedia projector, screen, presentation, flashcards lexical meaning words, snowflakes.
During the classes.
U . - Look at each other and smile. Look at me. I wish you a good mood and interesting work at the lesson.
Examination homework.
Close to the text retelling of the first part of V. A. Sukhomlinsky’s story “Blizzard” (Survey of 2 students and grading).
Preparation for perception.
1. Speech warm-up.
U. — In order to read expressively and competently, let’s start the lesson with a speech warm-up.
a) Game "Mirror".
U. - I name the sounds, and you repeat after me only with facial expressions of your mouth.
[A, O, L, E, U, S, I.]
b) Work on the table of vowels. (Slide No. 1)
U. — We work according to the table of vowels. Say them with different emotional intonations.
You have a ball in your hand and you need to throw it as far as possible, pronouncing sounds (the children read the letters in chorus, which the teacher shows).
Now imagine that you have a small fluffy kitten on your desk and you want to pet it. We stroke and make sounds.
Now the kitten has been attacked by a dog, let's drive it away. How will the vowels sound now? (in chorus according to the table following the teacher’s pointer).
c) Work on the tongue twister.
U . —You pronounce sounds well. Read the tongue twister.
(Slide No. 2)
U . - What word gives a tongue twister a cheerful mood?
D. - Funny.
U. - Now let's get ready to read the tongue twister,
We read with our eyes.
And now in a whisper.
A little louder.
Even louder.
And now we read loudly and clearly.
Reading canon.
We read quickly and quickly.
U. — How can you read a tongue twister from the perspective of a person who mocks Marusya? Read it. (1-2 people).
U. — We met a polite man. He felt sorry for Marusya. How will he read this poem? (1-2 people).
U. “It’s not for nothing that we read tongue twisters in different intonations; this will be useful for us when reading works.”
2. Report the topic of the lesson. Setting a goal .
U. — Today in class we will get acquainted with a new piece. And we learn what it is called from the anagram of this word. The name consists of two
words (Slide No. 3)
D . - On the hill.
U. - Right. The work is called “On the Hill”.
U. -Guys, there are 4 names in front of you famous writers and poets. Guess which of them could be the author of the story “On the Hill”?
(Slide No. 4)
D . - N. Nosov.
U . - Guys, you guessed correctly - this work was written by N. Nosov. (Slide No. 5)
(Slide No. 6)
3. A story about N. N. Nosov.
(Slide No. 7)
(Slide No. 8)
(Slide No. 9)
(Slide No. 10)
(Slide No. 11)
(Slide No. 12)
(Slide No. 13)
(Slide No. 14)
(Slide No. 15)
IV. Assimilation of new knowledge.
U . — Before we begin to get acquainted with N. Nosov’s work “On the Hill,” let's read the words that appear in the text.
1. Vocabulary work.
Working on reading difficult words and interpretation of their lexical meaning.
U . — For accuracy and speed of reading, we read smoothly, syllable by syllable, and then as a whole word.
D. - They raked.
U . -Choose a synonym for the word “raked.” Why did the author insert this particular word into the story?
D . - We collected them.
D. - They left.
D. - They're working hard.
U. - Can you find an antonym for this word?
D. - They are lazy.
D. - Slippery, I'm slippery.
D. - I spoiled it.
U. - Choose a synonym for this word.
D. - Broke it.
D. - Fours and fours.
U. -What do you think it means?" On knees" ?
(An interpretation card is posted on the board.)
D. - Yard-face-ka-I'm a janitor.
U. -What do you think is called?"janitor" ? What word does it come from?
(An interpretation card is posted on the board)
U. — Guys, do you like to go to the slide? Why? What do you think this story will be about?
(Children's assumptions).
U. - Let's read and find out.
2. Reading the work.
Primary reading by the teacher.
U . — Did you like the story? In what mood did you listen to him?
U. —Are there guys like Kotka among your friends?
Physical education minute.
Show the movements of the guys who built the slide.
Show how Kotka sprinkled sand on it.
Show with facial expressions how surprised the guys were when they saw that the slide was in the sand?
V. Initial check of students' understanding of new material.
1. Discussion of what you read.
Let's reread the story in a chain.
Work in pairs.
U . — Guys, I prepared a lot interesting questions through the text to figure out why the author told us about the incident. I suggest you work in pairs and come up with your own question for the story. Discuss with each other what you would like to ask your comrades.
We answer questions.
What did the guys do?
(The guys were building a snow slide in the yard).
How did they do it?
(They raked snow with shovels and dumped it under the wall of the barn, and then filled it with water).
— Who didn’t build a slide with the guys?
(Kotka Chizhov from apartment six).
- Why didn’t he come out?
(He was cunning).
— What happened when the guys left for lunch?
(Kotka went out into the yard on skates. He climbed up the hill to skate. He couldn’t climb the hill. Kotka, taking plywood and sand from the janitor’s room, began to sprinkle it on it).
- Why did he sprinkle sand on the hill?
(To climb the hill).
- What came of it?
(I didn’t manage to slide down the slide).
How did the guys react to this?
(The guys began to scold Kotka and forced him to sprinkle snow on the hill).
- How does the story end? Why is that?
(The guys finished the work together, and Kotka liked the work so much that he made steps with a shovel).
— Could this story have ended differently?
Imagine that you went out into the yard, and there was a new ice slide and it was impossible to climb on it. How would you behave?
2. Making a plan.
U. -The artist drew pictures for this story. Consider them. Name the pictures in order. One picture is missing. Draw it in words and give it a name.
U. -What did we do?
D. -Picture plan.
U. - Let's title each picture.
Plan:
Children building a slide.
Sly Cat on a slippery slide.
Kotka sprinkles sand on the hill.
The guys are unhappy.
They made me work.
- Guys, what did we get? (Verbal plan)
U. — What does a plan help us do? Which plan is easier to retell?
3. Selective reading.
U. - Find in the text and read the part that you would classify as the first point of the plan.
U. - And what passage is suitable for the second point of the plan?
U. - Find the part in the text that relates to the third point of the plan.
U. - Read what concerns the fourth part.
U. - Find in the text the passage for the fifth part of the plan.
4. Retelling.
U. - I think many of you are ready to retell the text now. But let's make it more difficult. Maybe someone will try to retell the text from Kotka’s point of view?
Retelling from the perspective of the hero of the story.
U. -Fine! Well done.
VI . Consolidation of new knowledge.
Working with proverbs in groups.
A)U. - Now we will do group work in rows. Each row receives a piece of paper with proverbs (Proverbs are the same for groups).
Find a proverb that expresses main idea story.
(After group discussion, ask: “What is your group’s decision?”)
(Slide No. 16)
U. — Guys, everyone chose the proverb number three. Why?
D. -Kotka covered the hill with snow and made steps. His comrades who worked with him helped Kotka correct his mistake.
b)Now I invite you to imagine yourself as artists.
- You must use facial expressions and gestures to play out an excerpt from this story. Each row is given a task.
VII. Summarizing.
U. — What kind of writer did we meet in the lesson?
— What did N. Nosov’s story “On the Hill” teach us?
— — Which of you wanted to read some more stories by N. Nosov?
Reflection. — There is a snowflake in front of you, take it.
U. - Put a mark in the middle of it that you would give yourself for this lesson. And now we will build our own slide with you. You will attach all your snowflakes to the board.
Making marks.
VIII. Information about homework and instructions for completing it.
U. -I offer you homework to choose from. Prepare a retelling of the text or retell this text on behalf of Kotka, or on behalf of another character.
I would also like to wish you:
(Slide No. 17)
Literature.
Methodological foundations of language education and literary development younger schoolchildren. Under the general editorship of T.G. Ramzaeva. Ed. St. Petersburg “special literature” 1997
Collection practical materials for deputy directors for educational work ( primary classes). Published by the Moscow branch of the Pedagogical Society of Russia. Moscow 2002
We teach primary schoolchildren to understand the text. E.I.Matveeva. Ed. "VAKO" Moscow 2005
Introduction to the art of words. Belenky G.I. Moscow 1999
Lesson summary on literary reading, conducted by N.V. Rybakova. in 2-B grade
SUBJECT. N. Nosov “On the Hill”. Training in drawing up a picture and quotation plan.
OBJECTIVES: 1. To familiarize students with the content of the story.
2. Learn to divide the text into parts, make a plan, find the main idea, and present in detail what you read.
3. Develop reading skills, coherent speech, thinking, memory, attention.
3. Foster hard work and respect for other people’s work.
EQUIPMENT: textbook, proverbs, snowflakes.
DURING THE CLASSES
1. Organizational moment. Emotional mood.
We have a literary reading lesson, a communication lesson. I am very glad to see you and our guests at our lesson. Let's give a piece of our good mood to each other! Let's create good mood: Extend your palms to each other and smile, and now sit down. - I wish that a good and sunny mood accompanies you throughout the lesson.
2.Checking homework.
* Brief retelling story "The Living Hat"
What can you say about the guys? What are they? How they showed themselves at the moment of meeting with the “living” hat: brave;
Playful;
Curious;
Resourceful;
Clever;
Kind?
Do you think such an incident could actually happen? Very good!
3.Speech warm-up.
Ok - ok - ok - the snow is falling
Ip-ip-ip - I hear the snow creaking
Re-re-re - mountains in snowy silver
Read the first sentence with a questioning intonation.
Read the end of the second sentence with an exclamatory intonation.
In the third sentence, place the logical stress on the word snow.
Read the sentence in a whisper and slowly.
Now read it loudly and quickly.
4. Setting lesson goals.
What works are these?
Today we will read another story by this writer and learn how to retell it. What is the name of this story, try to guess... I’ll give you a hint: the title consists of two words.
Children solve the anagram:
A N K E G O R (ON THE HILL)
What is a slide? Explain.
- “A hill is a hill rising above the surrounding area. It's a bunch of stuff."
A slide is also called a flight of a sports plane, or a glass cabinet for beautiful dishes. This means that the word “slide” has multiple meanings.
At home we can see a pile of salt, a pile of sugar, a pile of flour, a pile of seeds, etc.
What kind of slide does Nikolai Nosov want us to know about? (about the snow slide)
Guys, do you like to go to the slide? Why? What can you do on the slide?
What do you think this story will be about?
Let's check if your assumptions are confirmed.
We will also answer 2 questions:
*To confess or not to confess to the wrongdoing?
*Why don’t Nosov’s stories age?
5. Preparation for primary perception of the text A.
- Open the textbook to page 60. Now I will read this work to you, and you need to carefully follow and underline with a pencil unclear words.
(reading of the work by the teacher)
Guys, what unclear words did you underline?
Vocabulary work.
Strike - to quickly, with a sharp sound, run something over something. (IN
story - skating in the snow)
Plywood a – thin sheet of wood
Dvornitskaya – room for a janitor(Find the interpretation of this word at the end of the textbook)
All fours - a pose in which a person stands while leaning on both hands and legs.
6. Checking the initial perception of the text
What impression did the story make on you?
What moment of the story did you like the most? Why?
Physical education minute
We're getting higher
We reach the roofs with our hands.
One, two - got up,
Three, four - hands down.
7. Analysis of the work, selective reading
Who is the main character of the story? (Kotka and his friends)
What did the guys do?
Read how they built the slide.
What did Kotka do when the guys were working?
Why didn't he come out? (I didn’t want to work, but I wanted to ride)
What is he like? (cunning)
What happened when the guys left for lunch?
Read how Kotka tried to climb the hill.
Why did he sprinkle sand on the hill? (he couldn't climb it)
What came of it? Read it.
How did the guys react when they ran up the hill after lunch?
(they scolded Kotka and forced him to cover the hill with snow).
Did Kotka immediately agree to do this? (no, he suggested waiting for the snow to fall)
Did Kotka enjoy working? - Confirm with words from the text...
Do you think Kotka has changed? (yes, he got better).
Who helped him become better? (his comrades)
Find a proverb that expresses the main idea of the story:
1. If you hurry, you will make people laugh.
2. Measure seven times and cut once.
3. Know how to make a mistake, know how to get better.
Why did you choose the proverb number 3?
You completed the task correctly. His comrades who worked with him helped Kotka correct his mistake.
Everyone in childhood has to solve a very difficult question:
- “How to tell the truth?”
- “To confess or not to confess to the offense committed?”
What did Kotka do? How do you feel about this hero’s act?
- What does this story teach us? (If you did something bad, don't hide it. Confess, ask for forgiveness)
Physical education (Relaxation)
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
8. Dividing the text into parts, drawing up a quotation plan.
The artist drew pictures for this story. Consider them.
Does the order of the pictures correspond to the events of the story? (No)
Let's put the pictures in order.
What picture is missing?
We have it turned out to be a picture plan. Let's title each picture.
Plan
1. Construction of a slide by the children.
2. A sly man on a slippery slide.
3.Kotka sprinkles sand on the hill.
4. The guys forced their friend to work.
5.Kotka liked working.
This plan will help us divide the text into parts and create another plan - a quotation one.A quotation is an exact, verbatim excerpt from the text.
Find in the text the part that you would classify as the first point of the plan (2nd, etc.). Where does it end?
- “The guys worked all day, building a slide in the yard.”
- “And Kotka Chizhov from the sixth apartment is so cunning!”
- “As soon as I climbed the hill, I hit my nose!”
- “He started dragging sand from the box up the hill.”
- “Skates don’t go on sand!”
- "The guys came running"
- “Get a shovel now!”
9. Generalization of the material.
What impression did the story make on you?
Has there been a similar situation in your life? Tell us about it.
Choose the words that you think fit this story:
FRIENDSHIP, EVIL, HARDWORK, JOY, LAZINESS, ENVY.
For what purpose did Nikolai Nikolaevich write the story “On the Hill”?
To:
To amuse the reader, to make fun of someone.
Help you see your actions and reflect on them.
Awaken your imagination.
Help the reader distinguish a right action from a wrong one?
So, all the conclusions are correct, and I hope that you guys will now be able to distinguish good from bad, and forgive a friend’s ugly act and help him not to do it in the future.
10. Reflection
Select and continue any sentence
* In today's lesson I learned...
*In this lesson I would praise myself for...
*After the lesson I wanted...
* Today I managed...
I propose to compose a syncwine for today's story.
1) – noun. Guys
2) - adj. Friendly, hardworking
3) –3 verb. They worked, built, watered
4) – phrase: It's good to work together
5) – noun. Well done!
Write your name on your snowflake, evaluate your work in class, and give yourself a mark. And now I ask you to come to the board with your snowflakes - grades. Pin them to the board. Look what a beautiful slide we made! You like? You are happy?
11. Summing up the lesson.
- Guys, what author’s work did we meet today?
What work did we read?
- Name the main characters of this work.
The main characters of Nosov's story "On the Hill":
1. The guys who built the slide.
2.Kotka Chizhov, the sly man from apartment 6
Guys, did Kotka do a good deed towards others? Do you condemn him?
What is the main idea of this story?
It’s fun and interesting to watch someone else’s work, but your own work can also be a joy.
Let's go back to the beginning of the lesson. What was the second question?
Why don't Nosov's stories age?
Can we answer this question?
Nosov's stories teach several things. First of all - Don’t break away from the team and don’t be lazy. If Kotka had worked with the guys who called him from the very beginning, then the stupid idea of filling the hill with sand would not have occurred to him. Second lesson The idea is that before you do something, you need to think about whether it’s a good idea. Well third lesson O physical labor, which can bring joy and moral satisfaction, should not be forgotten.
12. Homework assignment.
1. Expressive reading of the entire work (pp. 60-63)
2. Retelling on behalf of Kotka.
3. Select proverbs for N. Nosov’s stories.
Only after good work comes good rest.
He who loves to work has something to boast about.
Labor does not punish, but corrects.
Topic.N.N. Nosov. "On the hill."
Goals: Continue working on N. Nosov’s story “On the Hill”; develop the ability to read fluently, divide text into parts; find the main idea; retell what you read; develop thinking, memory, attention; cultivate hard work and respect for the work of others.
During the classes.
I.Start of lesson.
1. Emotional mood.
We have a literary reading lesson, a communication lesson. It’s nice to communicate with a cheerful, friendly person. Let's start the lesson with the game "Hello Neighbor"!
So, turn to each other, hold hands and smile...
The children recite the text in chorus:
Hi, neighbor!
Smile back at me.
I want you not to be sad
Gave smiles to everyone today.
2. Breathing exercises.
*Inhale through your nose, exhale through your mouth;
*Smell the flower.
*Put out the candle.
II. Speech warm-up
Read the proverbs. Explain their meaning.
(Slide No. 1)
*Seven times measure cut once.
*If you do it hastily, you do it for fun.
*Know how to make a mistake, know how to get better.
Can any of them be attributed to N. Nosov’s story “On the Hill”?
III. Setting lesson goals.
Today we will continue working on N. Nosov’s story “On the Hill”. We will learn to divide it into parts and draw up a quotation plan.
IV. Work on the topic of the lesson.
Reading the story “On the Hill” by N. Nosov.
2. Questions to the text:
Who is the main character of the story?
(Kotka and his friends)
What did the guys do?
Read how they built the slide.
What did Kotka do when the guys were working?
Why didn't he come out? (I didn’t want to work, but I wanted to ride)
What is he like? (Cunning)
What happened when the guys left for lunch?
Read how Kotka tried to climb the hill.
Why did he sprinkle sand on the hill? (He couldn't climb it)
What came of it? Read it.
How did the guys react when they came running up the hill after lunch? (Read by role)
Did Kotka like working?
Support with words from the text...
Do you think Kotka has changed?
Who helped him become better? (His comrades)
V.Physical education minute.
There is a hut in the dark forest,
It's standing backwards.
There is an old woman in that hut,
Baba Yaga lives there.
Crochet nose, big eyes,
Like embers, they burn.
Wow, how angry!
Your hair is standing on end!
*Continuation of work on the topic of the lesson.
3. Dividing the text into parts, drawing up a plan, retelling.
The artist drew pictures for this story. Consider them. (Slide No. 2)
Does the order of the pictures correspond to the events of the story? (No)
What pictures are missing?
We have restored the drawing plan. He will help us divide the text into parts and create another plan - a quotation one.
A quotation is an exact, verbatim excerpt from some text or statement.
(Under the guidance of the teacher, children make a quotation plan, then read each part and highlight the main sentence in it.)
Rough plan. (Slide No. 3)
*The guys worked all day, building a slide in the yard.
*And Kotka Chizhov from the sixth apartment is so cunning!
*As soon as I climbed the hill, I hit my nose!
*He began to drag sand from the box up the hill.
*Skates don’t skate on sand!
*The guys came running.
*Get a shovel now!
VI. Relaxation with music.
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
VII. Consolidation of what has been learned.
1.Preparation for retelling according to quotation plan
2. Definition of the image of Kotka.
What was Kotka like? Think and choose the necessary definitions.
(Slide No. 4).
Smart, cheerful, stupid, honest, angry, patient, hardworking, lazy, mischievous, kind.
What else would you say about him?
Crossword puzzle based on the story. (Slide No. 5)
3
4
Something you could have waited a whole week for. (Snow.)
A tool used to work in the yard. (Shovel)
Who worked in the yard? (Guys)
The boy from apartment six decided to ride them. (Skates)
The name of the one who carried the sand. (Kotka)
VIII. Student presentation on the topic “N.N. Nosov."
IX. Reflection.
What would you praise yourself for?
What did you do best?
What story did we read in class?
For what purpose did Nikolai Nikolaevich write this story? To:
(Slide No. 6)
1. Make the reader happy.
2. Make fun of someone.
3. Help you see your actions and reflect on them.
4. Awaken your imagination.
5. Help the reader distinguish a right action from a wrong one?
I hope that you guys will now be able to distinguish good from bad, and forgive a comrade for an ugly act and help him not to do this in the future.
X.Summing up the lesson.
What new did you learn in the lesson?
What types of plan do you know?
What did you learn in the lesson?
Homework.
Repeat the works studied in this section.
This lesson relates to section 7 of the textbook Literary Reading (Favorite Pages) by O.V. Kubasova "Learning to work with text: plan and retelling." It completes the logical link: first, the children establish order in V. Oseeva’s fairy tale “The Good Housewife.” They had to indicate the number of each character in numbers in the order in which these characters appear in the fairy tale. In the poem by E. Moszkowska, children help the animals that have fled from this poem find their place. To do this, they had to put the number of the corresponding passage. Similar work was carried out in Russian folk tale"Mena." And in B. Zhitkov’s fairy tale “The Brave Duckling,” children select an excerpt from the text that describes the events in the illustration for the fairy tale. A similar task was completed for the picture in V. Sukhomlinsky’s story “Blizzard”, so in N. Nosov’s story “On the Hill” the children easily completed a familiar task: dividing the text into parts, editing a deformed picture plot, retelling according to plan, coming up with their own ending and matching the content of each part with the corresponding proverb. In subsequent lessons, the work of drawing up a plan and retelling it will be reinforced.
Lesson type: combined. Conducted in the third quarter of second grade in the section “Learning to work with text: plan and retelling.
The lesson is developed taking into account technology such as correct reading activity, which is based on such techniques of working with text as conversation, editing a deformed picture plan, composing a fragment of text with a proverb corresponding to the content. Forms of work: frontal and group. Teaching aids: textbook, presentation, technical teaching aids (computer, projector). Interdisciplinary connections with the Russian language.
The difference between a lesson and a standard one in the use of technical teaching aids
This lesson showed that children can read consciously, correctly and expressively; independently predict the content of the text based on the illustration, formulate the main idea of what you read; express and justify your attitude to what you read; answer teacher's questions; compare fragments of text based on folk genre, produce word drawing in accordance with the content of this work.
The use of ICT technologies made it possible to increase the motivation of children and make it easier for the teacher to prepare for the lesson.
Download:
Preview:
Literary reading lesson
“Harmony” program, 2nd grade, 2008 – 2009 academic year
Teacher: Vera Leonidovna Skrylkova
Topic: N. Nosov “On the Hill”. Drawing up a picture plan.
Target: consolidation and development of knowledge, skills and abilities when working with text
Tasks:
1. Teach children to make a picture plan
2.Develop the skill of fluent and correct reading
3.Cultivate a desire to work
Equipment: portrait of N. Nosov, illustrations for the picture plan, exhibition of books.
During the classes:
❶ Organizational mome nt
Speech warm-up:
Sanya and sleigh
Little Sanya was given a sleigh.
Look for yourself: what a sleigh!
He took a sleigh with him to Mount Sanya.
Sanya was driving down the hill, and Sanya was riding a sleigh.
S. Kogan
❷ Setting the goal and objectives of the lesson
Today we continue to work on N. Nosov’s story “On the Hill”. Our main task will be to draw up a picture plan for subsequent retelling.
❸ Checking homework
- Dividing text into parts
How many parts did you divide the text into?
Look, the plan is written on the board:
1. The guys are building a snow slide
2. The cat comes to the hill
3. The slide has been built again!
2) Rereading the text in parts
❹ Learning new material A
1.Work based on textbook illustrations.
Which illustrations belong to the first part? (One where the children are building a slide, and Kotka is looking at them through the window)
Which pictures belong to the second part? (Two pictures where Kotka climbs a hill and slides down a hill sprinkled with sand)
To the third part? (The guys and Kotka are building a new slide)
Which picture didn't have a place? Where should she be? (The guys shamed Kotka. Her place is between the pictures where Kotka sprinkled sand on the slide and where they are building a new slide).
2. Collective retelling of the entire text. Work in groups on assignment:
Distribute the pictures among themselves in order, tell each of your episodes depicted in the illustration so that you get a collective retelling of the entire text.
3. Retelling the text according to the picture plan. Well-prepared groups speak at the board.
Which group of pictures is missing? What would you draw on it?
❺ Physical education minute
❻ Securing a new mat serial
How many parts did you divide the text into at home? (On three)
How many illustrations were you able to draw for the text? (Six)
This series of six pictures is a pictorial outline of the text.
Which plan is easier to retell the text? Why?
(According to the picture, as it is more detailed
❼ Summing up the lesson
Proverbs written on the board:
® There is patience for every desire
® A mind is good, but two are better
® If you hurry, you will make people laugh
® Know how to make a mistake, know how to get better
Find a proverb that expresses the main idea of the whole story.
(Know how to make mistakes, know how to get better)
Kotka’s comrades who worked with him helped correct Kotka’s mistake. What did we do together today? (They made a picture plan and retold the text based on it
The children's activities in the lesson are noted and grades are given.
Homework
Task No. 7 p. No. 96
Stage a skit with your comrades that describes how the guys reacted to Kotka’s action.
What is needed to complete the task? (Distribute roles and learn words)
Control was carried out during the entire lesson orally while checking homework. When asked by the teacher, the children read out the required passage. Independent work groups had their own narrator. When summing up the lesson, by choosing the correct proverb, the children showed with their knowledge that the goal and objectives of the lesson were completed
Everyone is in a good mood.
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Compiled by: Primary school teacher Artemenko Larisa Anatolyevna KOU Abolmasovskaya primary secondary school February 20212 SUBJECT. N. Nosov “On the Hill”. Teaching creativity I'll retell it. GOALS : 1. Introduce students to the content of the story. 2. Learn to divide the text into parts, make a plan, find the main idea, and present in detail what you read. 3. Develop reading skills, coherent speech, thinking, memory, attention. 3. Foster hard work and respect for other people’s work. EQUIPMENT : textbook, presentation
DURING THE CLASSES
1. Start of the lesson.
Emotional mood
We have a literary reading lesson, a communication lesson. It's nice to communicate with a cheerful, friendly person. Let's start the lesson with the game "Hello, neighbor!" - So, turn to each other, hold hands and smile... D The children recite the text in unison: Hi, neighbor! Smile back at me. I want you not to be sad, I want you to give smiles to everyone today.
Breathing exercises
Let's carry out breathing exercises and prepare your voice for work: * inhale through your nose, exhale through your mouth; * smell the flower; * extinguish the candle. Ok - ok - ok - the snow is falling Slide 1 Ip-ip-ip - I hear the snow creaking Re-re-re - mountains in snowy silver- Read the end of the 1st sentence with a questioning intonation. -Read the end of the second sentence with an exclamatory intonation. -In the third sentence, place the logical stress on the word snow. -Read the sentence in a whisper and slowly. -Now read it loudly and quickly. 2. Statement of the topic of the lesson and its goals. - Which author’s works did we study at two last lessons literary reading? Slide 2 - What works are these? - Today we will read another story by this writer and learn how to retell it. What is the name of this story, try to guess... I’ll give you a hint: the title consists of two words. Children solve the anagram: A N K E G O R Slide 3 3. Preparation for the initial perception of the text - We already know how many books there are in the world, but there is one, from a special series, that knows everything about the word. This book is our guest: EXPLANATORY DICTIONARY OF THE RUSSIAN LANGUAGE. Slide 4 - Which of you wants to know everything about the word “slide”? - “A hill is a hill rising above the surrounding area. It's a bunch of stuff." - They also call a slide the flight of a sports plane, or a glass cabinet for beautiful dishes. - There is a concept “Red Hill”, it is very old. This is what they call the first week after Easter. -At home we can see a hill of salt, a hill of sugar, a hill of flour, a hill of seeds, etc. - What kind of slide does Nikolai Nosov want us to know about? ( about the snow slide)-Tell me what is needed to build a snow slide? - Building a slide is not an easy job. It requires a lot of strength and patience. - Guys, do you like to go to the slide? - Why? - What do you think this story will be about?
Vocabulary work
Before we start reading the story, let's prepare ourselves to read the difficult words that will appear in the text. - Read syllable by syllable and then in whole words: Slide 5 GRAVE-BA-LI - RAGGED (Choose a word close in meaning: collected) SVA-LI-VA-LI - DUMPED WORK-DYAT-SIA - WORK (Choose a word with the opposite meaning: lazy) SLIP-KA-YA - SLIPPERY THROAT -RAL-XYA - CLIMBED (Replace with a synonym) YARD -NITs-KA-YA - WITNESSER (Find the interpretation of this word in the dictionary on page 214 of the textbook) FROM-PUSH-ZERO-XYA - PULLED AWAY QUARTER-VE-KI-FOURS ( How do you understand this word?) NA-POR-TIL - SPOILED (Choose a word close in meaning: broke) 4.. Primary perception of the text -We will read the text “chain by chain” until my signal. -Whose reading did you like the most? 5.. Checking the initial perception of the text
Emotional-evaluative conversation
Who liked the story? -What moment of the story did you like most? Why?
Physical education minute
Like snow on a hill, snow
And under the hill there is snow, snow.
And there is snow on the tree, snow,
And under the tree there is snow, snow.
And a bear sleeps under the tree.
Quiet, quiet, don't make noise!
6. Analysis of the work, selective reading
Who is the main character of the story? ( Kotka and his friends) - What did the guys do? - Read how they built the slide. - What did Kotka do when the guys were working? -Why didn’t he come out? ( I didn’t want to work, but I wanted to ride) -What is he like? ( cunning)- What happened when the guys left for lunch? - Read how Kotka tried to climb the hill. - Why did he sprinkle sand on the hill? ( he couldn't climb it) - What came of it? Read it. -How did the guys react when they ran up the hill after lunch? ( scolded Kotka and forced him to cover the hill with snow). - Kotka immediately agreed to do this? ( no, he suggested waiting for the snow to fall)- Did Kotka like working? - Confirm with words from the text... - Do you think Kotka has changed? ( yes, he got better). - Who helped him become better? ( his comrades) - Close your eyes and imagine that a year has passed. What did Kotka become? - Find a proverb that expresses the main idea of the story: 1. If you hurry, you will make people laugh. Slide 6 2. Measure seven times and cut once. 3. Know how to make a mistake, know how to get better.- Why did you choose the proverb number 3? - You completed the task correctly. His comrades who worked with him helped Kotka correct his mistake.
Physical education minute(Relaxation)
Eyelashes droop
The eyes close.
We rest peacefully
We fall asleep in a magical sleep...
(pause)
We rested peacefully
We fell asleep in a magical sleep,
We open our eyes together,
And let's get to work.
7. Dividing the text into parts, drawing up a plan, retelling
The artist drew pictures for this story. Consider them. Slide 6 - Does the order of the pictures correspond to the events of the story? (no) - Let's put the pictures in order. - Which picture is missing? - We have a picture plan. Let's title each picture.
Plan. Slide 7
Children building a slide.
A sly man on a slippery slide.
Kotka sprinkles sand on the hill.
The guys forced their friend to work.
Kotka liked working.
8. Generalization of the material
Choose the words that you think fit this story:
FRIENDSHIP Slide 8
HARDWORK
JOY
LAZINESS
For what purpose did Nikolai Nikolaevich write the story “On the Hill”? To: Slide 9
- Make the reader laugh. Make fun of someone. Help you see your actions and reflect on them. Awaken your imagination. Help the reader distinguish a right action from a wrong one?
9. Lesson summary.
Everyone has a snowflake on their desk. Take it. Write your name on it, evaluate your work in class and give yourself a mark.
The work program is created on the basis of an example or original program. The development of exemplary programs is the competence of the Russian Federation represented by its federal government bodies
Working programm- Main educational program
Primary educational program general education(OPP) Municipal educational institution secondary school in the village of Ayatskoye for 2011-2015, developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education
The work program for literary reading was created on the basis of the federal component of the state standard of primary general education, the 2006 model program of the Ministry of Education in mathematics,
Working programmThe work program for literary reading was created on the basis of the federal component state standard primary general education, model program of the Ministry of Education in mathematics 2006, basic educational
Working curriculum for literary reading (learning to read and write) UMC “Harmony” Developers: Terebilova G. B.
Working training programThe program was developed on the basis of the Model program for literary reading of the draft Federal State Educational Standard on primary school second generation and is implemented through the educational complex,
Work program on literary reading for the 2011/2012 academic year, 1st grade
Working programmSince speech activity is the main means of cognition and communication, literary reading is one of the leading academic subjects in the training system for primary schoolchildren, promoting general development, education
