Presentation for the work of the thick shark. Reading lesson with presentation. L.N. Tolstoy. "Shark". Homework check

Methodical development lesson literary reading

in 3rd grade

(UMK "School of Russia")

"Leo Tolstoy" Shark "

Work on drawing up a plan for retelling the work "

Prepared by the teacher primary grades Turovnik Taisiya Mikhailovna.

The purpose of the lesson:

1. To acquaint children with the work of Leo Tolstoy and the content of his work "Shark"

2. To form the skills of correct, expressive, fluent, conscious reading, for a deeper and more accurate transmission of thoughts and feelings inherent in the author in the work, as well as for expressing the reader's own attitude to the depicted events, heroes and their actions

3. Expand and deepen children's knowledge about nature, in particular about animals, as well as implement program settings:

a) expand knowledge and understanding of the world around;

b) to lead active speech development of schoolchildren;

c) study the Russian language and its aesthetic functions;

4. Work on the expressiveness of children's speech, intonation, on the development of children's cognitive abilities.

5. Learn to work with reference books

6. Develop imagination, speech, thinking, memory

7. To foster in children a love of nature, a striving for kindness, decency, responsiveness.

Subject tasks of the lesson:

Create conditions for the formation of the ability to analyze the text and carry out retelling, depending on its purpose;

Create conditions for expressive reading of the work in whole words aloud and silently, for understanding the content of the read;

Create conditions for an emotional response to events in the text while reading;

To contribute to the clarification of the vocabulary of students in the lesson and to acquaint students with the role of synonyms in speech;

Promote awareness at the intuitive level of semantic and grammatical agreement of words;

To teach to express the reader's own attitude to the depicted events, heroes, and their actions.

Meta-subject tasks of the lesson:

Cognitive: ensure the development of students' skills to compare, group, highlight what is needed, and analyze.

Regulatory: to promote the development in children of the ability to exercise self-control and mutual control, self-assessment of educational activities, the ability to accept and maintain an educational task.

Communicative: to promote the development of children's communication skills, the development of monologue and dialogical speech.

Personal UUD : create conditions for the formation of a positive attitude towards learning, respect for animals, the ability to see the beauty of the world around, to promote the development of communication culture skills in the classroom, to promote the instilling of the ethical qualities of the individual - kindness, compassion, respect for elders, complicity.

Equipment:

A series of portraits of Russian writers and poets.

Assignments on cards for work in groups.

Presentation for the lesson.

A computer

Multiprojector

During the classes.

Organizing time.

Teacher.-Good afternoon guys! I am very glad to see you at the lesson. Guests have come to our lesson today. Let's welcome them. Now they sat down quietly. We looked at each other. They smiled at each other and got down to work.

One Chinese proverb says:

“When I hear - I forget
When I see - I remember
When I do, I understand. "

We will listen, remember, and reason. After all, reading without thinking is empty entertainment.

(slide number 2).

Examination homework .

Reading by heart the poem "Autumn" by M. Yu. Lermontov (3 people)

After reading the poem, the children ask each student questions and assess their work.

What lines helped you to present the autumn picture?

What is boron? How does boron appear to you?

What sounds can be heard in the autumn forest?

Why does the poet call the greenery gloomy?

As you understand the lines "The brave beast inevitably hurries to hide somewhere"

Formation of the topic and purpose of the lesson

Teacher. Now let's start studying new material. The surname of the author, with whose work we will get acquainted today, you yourself will determine. To do this, consider writing English and Russian letters. Pay attention only to the letters of the Russian alphabet. What is the name of the author, which will be discussed today in the lesson. How did you compose it?

Y N T Q W O R S L U WITH Y T V O Z Y (Tolstoy)(slide number 4).

Teacher. Right guys. Today we will talk about the work of Leo Nikolaevich Tolstoy.

Teacher. Think, and tell me, about whom or what did Leo Tolstoy write about?

Children. LN Tolstoy wrote about nature, animals, birds and people.

Teacher. The name of the work of Leo Tolstoy, with which we will get acquainted today, you will determine yourself. To do this, connect the first letters of the words written on the board. (The words are written on the board:Africa , swam, swam, admired, gunner .) (slide number 6).

Havecheater. What is the name of this work?

Children. Leo Tolstoy's work is called "Shark".

(Teacher writes the title of the work under the name, patronymic, surname of the writer.)

Teacher. What is the topic of today's lesson?

Children. Topic of today's lesson: "Lev Nikolaevich Tolstoy and his work" Shark "".

Teacher. In accordance with the topic, formulate the purpose of our lesson. Use the chalkboard writing for this.

Purpose: 1) get acquainted with the work of __________________________ and his work "__________________________________"

3) compose a _________ retelling of the work

(slide number 7.)

Children The purpose of our lesson: to get acquainted with the work of Leo Nikolaevich Tolstoy and his work "Shark"; learn to correctly, expressively read the work, answer the questions.

Teacher. Guys, remember what works of Leo Tolstoy we read with you in the 2nd grade.

Children."Old Grandfather and Granddaughter", "Father and Sons", "Learned Son", "Filippok", "Kitten", "Donkey and Horse"

Teacher... What do these stories teach?

Children answer this question.

Acquaintance with the life and work of the writer

Teacher. What kind Interesting Facts from the life and work of the writer have you found at home?

Children tell what they know about the life and work of the writer.

Lev Nikolaevich Tolstoy, Count, Russian writer, was born on September 9, 1828 in the Yasnaya Polyana estate.

Orphaned early.

Received home education... Then he entered Kazan University.

In 1851 he entered the army and went to the Caucasus. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, showing rare personal courage, was awarded the Order of St. Anna and medals.

In the fall of 1856, Tolstoy, having retired, left for Yasnaya Polyana and took up literature.

In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write a textbook for the little ones. He called it "ABC", but it was rather an encyclopedia in four volumes. Then L.N. creates schools in other villages. (slide number 8.)

Learning new material.

1. Preparation for perception.

Guys, I really love the works of Leo Tolstoy, I think you too. But most of all I remember one of his stories, with which I want to introduce you today.

Preliminary vocabulary work

Teacher. In the text we will come across the following words: (slide number 9)

Let's give them an explanation. To do this, we will work with explanatory dictionaries. ( Working with the explanatory dictionary of S. I. Ozhegov.)

Finding and interpreting words: deck, sail, sailor, gunner, wick, trunk

Deck - horizontal overlap in the hull of a ship, aircraft, as well as a part of such overlap adjacent to the outer wall of the ship.

Sail- a canvas, dense fabric, fixed on the mast of the vessel and blown by the wind.

Sailor- a seaman who does not belong to the command staff, a private in the fleet, as well as an employee of the team.

Wick- a ribbon, a plait or cord used for burning in some lighting and heating devices. A tourniquet made of soft material, impregnated with some kind of compound. Burning cord to ignite charges

Artilleryman - artillery soldier.

Artillery - firearms (cannons, mortars, howitzers), branch of the military.

Teacher messages about sharks.(slide number 8)

In almost all the seas and oceans of our planet, there are terrible fish called sharks. These are the oldest fish on Earth.

Shark is a voracious and predatory fish. They flock to follow the ships and wait for a person to fall into the sea, but if this does not happen, then with great pleasure they devour what people throw into the water. They swallow everything, even empty bottles, cans and all kinds of rubbish. The white shark is the most dangerous, ferocious and strongest of all sharks. It is called the “white death”. If you put it on the tail, then with the tip of the nose it will reach the fourth floor. Sharks have a special bag, something like a spare stomach, where food can be stored for a whole month and not spoil. Scientists do not yet know how this happens.

The shark's teeth are large, very sharp. They are arranged in five rows, and in some species, in seven rows. If a shark breaks a tooth, another grows in its place, and so on six times throughout its life.

So, together with the heroes of Leo Tolstoy's story "Shark", we set off along the sea roads of discoveries.

Primary reading(used video "Shark" under musical accompaniment L. Beethoven "Adagio contabilier".)

Primary Perception Test

Were you scared? When? (The name is troubling because the shark–terrible predator of the sea. You start to worry when the boys decide to swim in the open sea. It gets scary when the shout "Shark!" Is heard.)

- What feelings, besides fear, did you experience while reading the story? (Anxiety, worry, excitement, despair, joy.)

Reading a story by children in a chain.

Physical education

We quickly went down to the sea

We bent over and washed ourselves.

So gloriously refreshed!

And now they sailed together,

You need to do this with your hands:

Together - once, this is a bras.

One, the other, this is a crawl.

All, as one, we swim like a dolphin,

Swam up and down

And we returned to class.

(slide number 10)

Securing new material.

1. Planning. Selective reading.

Teacher. Guys, let's highlight the main events that happened. The plot of the plot, the climax, the denouement of the plot. Let's make a plan for retelling the text.

Teacher. Where and when did the described events take place?

(Off the coast of Africa).

What was the weather like?

What command did the sailors hear?

How did the boys end up on the high seas?

How did they compete with each other?

How did the old gunner react to his son's amusements?

When did your father get overwhelmed by fear?

Why, when everyone was trying to save the boy, did the old gunner stand without doing anything? When did he start to act?

Why is everyone frozen in fear?

How did the gunner behave after the shot?

Why did he act like that?

What can you say about this person, what is he like? What character traits did you have?

Teacher. What is the plot of the story?

(The ship was anchored off the coast of Africa. It was very hot and the captain allowed the crew to swim.)

(The two boys who were on the ship decided to arrange a competition on the high seas. They were so carried away that they did not notice the shark, which began to approach them.)

Teacher. What episode in the story was the climax?

(The gunner ran to the cannon and shot the shark ).

Teacher. What is the denouement of the plot?

(The shark was killed by an accurate shot, and the boys were brought to the ship by boat)

The children make a plan for the retelling.

1. Stopping the ship.

2. Bathing boys.

3. The appearance of a shark.

4. The gunner shoots from the cannon.

5. The rescue of the boys. Shouts of joy.

(slide number 11)

Characteristics of the main character

Who do you think is the main character of the story? Justify the answer ... (Artilleryman)

See how the artist portrayed him.

An artilleryman's portrait opens.

What can you say? What kind of person was he?

The hero's characteristic appears on the board:

strong-willed

wise

courageous

experienced

resourceful

decisive

brave

experienced

Teacher: The main character, of course, is the artilleryman, the father of the boys. Fearing for the children, he also showed resourcefulness, making quick decisions, even though he risked the boys' lives.

8. Work in groups.

Teacher: Find synonyms for

brave(courageous, strong in spirit, decisive, brave)

experienced(resourceful, experienced, experienced, skillful, knowledgeable, knowledgeable)

happy(joyful, noisy, cheerful, carefree)

prompt(nimble, fast, nimble like a lizard)

fear(horror, fright, panic, shock, fear),

joy(fun, glee, cheerfulness).

wise(smart, reasonable, deep, experienced, bright head, bright mind, seven spans in the forehead, insightful, perspicacious)

kind(caring, understanding, kind-hearted, warm-hearted, virtuous, good-natured)

soulful(sensitive, sympathetic, full of kindness, cordiality)

(slide number 12)

Pupils find synonyms, then go to another group and discuss words, add a number of synonyms.

9. Homework

Three options for homework are given. Read and choose one that you can handle.
1) Retell the text, reflecting only the main events, the development of the storyline.
2) Retell the text. During the retelling, try to show your attitude towards the characters in your voice, intonation (who you sympathize with, who you worry about; when you are happy or upset).

3) Come up with and draw an illustration for a specific episode. (slide number 13)

10. Reflection.

Teacher. What did we learn in the lesson?

What new have you learned?

What are you thinking after reading the story "Shark"

Whose answers in the lesson did you like the most? Why? Did you and I follow the lesson plan? Self-assessment of student performance.

11. Summing up the lesson.

Today in the lesson, I propose to evaluate their own work. Think if you took something new from the lesson, worked actively, forced yourself to think during the whole lesson.

Green - the lesson was successful: I actively participated in the work of the class, I coped with the tasks successfully. I am pleased with myself!

Yellow - today in the lesson not all tasks were so easy. It was difficult for me, but I did it. I am quite pleased with myself!

Red - the tasks in the lesson were too difficult. I need help!

Teacher... Every person in life has moments when he does not know what to do, what to do next. If such a moment comes in your life too, I advise you to be brave, decisive, think over the situation well and make the right decision, as its protagonist did in the story. (slide number 14)

Goals:

1. Continue acquainting children with the work of Leo Tolstoy.
2. Teach expressive reading for a deeper and more accurate transmission of thoughts and feelings inherent in the author's work.
3. To create conditions for improving the artistic and aesthetic activity of students through the analysis of a work of art.
4. To create conditions for the development of oral (monologue) speech of students, for the development of students' creative abilities, their artistic and aesthetic taste, emotional responsiveness.
5. Bring up culture of communication, universal values ​​(love, compassion, heroism, kindness).

Equipment:

1. Textbook "Native speech", part 1.
2. Explanatory dictionary S.I.Ozhegova.
3. Candle.
4. Exhibition of books by Leo Tolstoy.
5. Lesson presentation:
   • Exhibition of children's drawings.
   • Portraits of Leo Tolstoy by I.N. Kramskoy, I.E. Repin.
   • Reminders explaining new words.
   • Portrait of the protagonist (artilleryman).
   • Game "Synonyms and Antonyms".
   • Video recording of children's statements about the writer.
   • Audio recording of classical music L. Beethoven "Adagio contabilier", F. Leaf "Dreams of love".
   • Great multimedia encyclopedia of Cyril and Mifodiy.

During the classes

Emotional attitude (on the board the image of the sun)

Smile at each other, wish your neighbor a good lesson. Look at our guests, smile at them. Guys, I'm glad to see you too. Sit down.

II. Learning new material.

1. Motivation. Setting the goals of the lesson.

To find out which writer will be discussed in the lesson, please watch the video (video of children's statements about the writer).

What kind of writer do you think you were talking about? Explain why?

Why did we decide to talk about him today?

The name of the writer and his portrait are revealed on the board. Children are looking at the portrait of the writer. Listen to additional information about the writer and artist prepared by the teacher.

This wonderful portrait of Leo Tolstoy was painted by the great Russian artist I.N. Kramskoy in 1873, while the writer was still alive. This is the best portrait the artist has ever produced. The second portrait was painted by the great Russian artist I. N. Repin.

Guys, pay attention to the wonderful illustrations that you drew in grades 1 and 2. What can you say about them? (All illustrations to the studied works of Leo Tolstoy)

2. Preparation for perception.

Guys, I really love the works of Leo Tolstoy, I think you too. But most of all I remember one of his stories, with which I want to introduce you today.

3. Preliminary vocabulary work.

In this work you will come across new words.

Guys, pay attention to the board.

Where can you find an explanation for these words? (Ask the teacher, parents, look in the dictionary, on the Internet ...).

Assignment: 1 row looks in the explanatory dictionary for the meaning of the words: gunner and deck - read to the whole class.

Assignment for the rest of the students: you have memos on your tables explaining the meaning of the rest of the words (wick, murmur). Read them out loud yourself.

4. Initial reading of the work by the teacher.

Under musical accompaniment. (L. Beethoven "Adagio contabilier".)

Pause for emotional perception.

5. Physical minutes - relaxation. (Music sounds)

Close your eyes. Imagine that you are sailing on a ship on a warm blue sea. The tender sun is shining, you feel good and warm. Children with closed eyes listen to quiet music.

6. Message of the topic of the lesson.

How would you name this piece?

Leo Tolstoy called him "Shark". We will leave this right to the author.

The title of the story appears on the board.

7. Work with the Great Encyclopedia of Cyril and Methodius (multimedia).

Let's see and listen to material about sharks from the Great Encyclopedia of Cyril and Methodius.

I think that many have learned something new and interesting about sharks.

Guys, tell us how you felt while reading the story and when you listened to and watched the message about sharks?

Did you feel the same or not?

Leo Tolstoy made us experience anxiety and excitement, which turn into fear.

8. Repeated independent reading by students of a work of art in an undertone.

9. "Chung-Chang" electronic physical routine for eyes.

10. Analysis of a work of art.

Why is the story called "Shark"?

Who do you think is the main character of the picture? Justify your answer. (artilleryman)

What meaning does Tolstoy hide behind the words "old artilleryman"?

Read the passage from the story that you think is the most disturbing, disturbing.

Find in the text how Tolstoy conveyed the feelings of the "old artilleryman"?

Why did the "old gunner" cover his face with his hands? Reason.

See how the artist portrayed him?

A portrait of an artilleryman opens on the board.

What can you say about the portrait? Who wants to give their opinion?

The hero's characteristic appears on the board:

• strong-willed
• wise
• courageous
• experienced
• resourceful
• decisive
• brave
• experienced

11. Game "Pick up synonyms and antonyms"

Guys, let's remember what synonyms and antonyms are?

Rules and tasks appear on the board in rows (work in groups):

Find synonyms for these words:

Choose antonyms for these words:

Examination.

12. Conclusion.

So who is the protagonist of this story?

What is this story about? (About the love of a father for his son, this prompted him to commit an act. About courage, courage, heroism.)

Popular wisdom says "Love conquers everything!"- the inscription appears on the board. - Do you agree?

III. Lesson summary.

What did you find particularly interesting?

For whom was it difficult in the lesson? Why?

Assessment of students' answers (with argumentation).

IV. Homework.

To the whole class: expressive reading of the story.

Students' choice:

• come up with a continuation of the story
• prepare a retelling of pictures
• draw an illustration
• retell according to the textbook plan
• write a poem about a shark

V. Reflection. (The quiet music of F. Liszt "Dreams of Love" sounds.)

On the board, slide: a girl with a candle.

The Russian people have a tradition: everything good and bright will come true, if you wish it while the candle is burning.

Light a candle.

Wish in your soul the closest, dear people what you would like to wish. Remember, love conquers everything!

I was very pleased to talk with you. Thank you for the lesson.

Class: 4

Lesson presentation

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Lesson objectives:

• Educational: to continue acquaintance of children with the work of L. N. Tolstoy, to improve the reading technique, to teach how to characterize the hero.
• Developing: develop the ability to analyze a work of art, develop voluntary attention through the formulation of a target question, develop mental operations (analysis, synthesis) through drawing up characteristics of heroes, develop positive motivation through the formulation of clear didactic tasks, expand and enrich vocabulary.
• Educational: to foster interest in reading works of fiction through drawing up a characterization of the hero, to foster courage, determination.

Equipment: computer support, a geographical map of the world, a textbook, subject pictures with the image of a ship, cannon, deck, anchor, trunk, gunner.

During the classes

Stage 1: setting goals and objectives of the lesson.

ODZ: inform the children about the topic and the main goals of the lesson, intensify cognitive activity, create positive motivation.

KM for students:- Today in the lesson we will get acquainted with the story of Leo Tolstoy "Shark", we will read the story, learn to analyze it in order to determine the main idea of ​​this work and make a description of the main character.

Stage 2: checking homework.

ODZ: check the quality of students' self-performed work.

Type of work: frontal conversation by content.

KM for a teacher: to check the degree of mastering by children of the biography of L.N. Tolstoy.

KM for students: - Before moving on to the study of a new topic, let's recall some facts from the biography of L.N. Tolstoy.

Practical task:- For this, let us return to the story “The childhood of L.N. Tolstoy "

Organization:- Please answer the following questions.

How did the Ant Brothers come about? (because of the mystery).

Read what was the secret?

How does this characterize the brothers? (sensitive, kind, sympathetic).

ORC:- Well done, you did a good job at home, carefully read the story.

Outcome of the stage:- What do you think, with what feeling did the author write this work? (warmth, tenderness, love for brothers, pleasant memories).

Stage 3: preparation for the perception of L.N. Tolstoy "Shark".

ODZ: create an emotional mood, introduce into the atmosphere of what is described, arouse interest in what is being read.

Type of work: teacher's story.

KM for a teacher: to acquaint children with such a continent as Africa, to form in children an idea of ​​sharks.

KM for students:- Now I will tell you about such a wonderful continent as Africa

PZ:- Listen carefully.

Africa, the second largest continent after Eurasia. Its area is 29.2 million square kilometers. The longest river in the world, the Nile, flows through Africa. Africa has the largest desert - the Sahara. Africa is a warm continent, the temperature there in summer is + 20 - 25 degrees C, and high positive temperatures also prevail in winter (+ 10 - 16 degrees C). In Africa, there are elephants, rhinos, zebras, hippos, many birds, including ostriches, flamingos. Fish like sharks live in the seas of Africa. These are giant predatory fish. They have an amazing sense of smell, which they use to get food; in addition, they have many rows of sharp, backward-facing teeth.

Outcome:- Guys, we talked about such a continent as Africa. Now let's see how Tolstoy describes Africa in his story "Shark".

Type of work: vocabulary work.

KM for a teacher: expand the vocabulary of students, teach how to use new words in speech.

KM for students:- To better understand the story, let's get acquainted with new words, learn how to use them in speech.

PZ:- For this we will carry out vocabulary work.

Look at the blackboard, read the new words, think about what they mean.

• Africa - show
• Sahara Desert - on the map
• Deck - horizontal overlap in the ship's hull.
• Anchor - a metal rod with legs attached to a chain and lowered to the bottom to hold the boat in place.
• The trunk is the rear part of the cannon resting on the ground.
• The wick is a combustible cord for igniting charges.
• An artilleryman is a soldier with a firearm.

(Display of subject pictures.)

Outcome of the stage:- So, we have found out the lexical meaning of some words, thereby preparing for reading the story.

Stage 4: the primary perception of L.N. Tolstoy "Shark".

ODZ: organize a holistic emotional perception of the work.

Type of work: reading by the teacher.

KM for a teacher:(same as ODZ)

KM for students:- Now I will read the story, you will listen to me carefully and tell me, at what point in the story did you worry about the boys most of all?

Type of work: conversation on the target issue.

KM for a teacher: find out the degree of emotional perception of the work.

KM for students: So, at what point were you most worried about the boys?

(- when you spotted a shark from the deck;

When the boys tried to swim away from the shark;

When the gunner fired).

Outcome of the stage:- I see that you listened to me carefully, so you were able to answer the question posed.

Stage 5: repeated reading, analysis.

ODZ: to form reading skills through repeated re-reading, to teach to analyze a literary work, to form an idea of ​​the unity of form and content.

Type of work: reading technique.

KM for a teacher: to improve the reading technique, to develop the ability to determine the place of stress in a word by ear.

KM for students:- Let's practice reading difficult words from the story so that you make mistakes when reading it yourself.

Practical task:- To do this, we will perform the following exercises:

Let's look at the board.

You haven't noticed anything.

And what is needed in these words?

a) Perfect "cool - pre" red - beautiful "y.

b) Melted "nnoy - to" captive - melted "th.

c) Ambassadors "walked - heard" were heard ".

Organization:- We read the pyramid of words, be careful.

• sunset
• shouted
• fall behind
• race

Guess which words are written (reading noisy words).

out and out

p r and c e l and l with i

Organization:- Try to do the exercises carefully.

ORC:- Well done, we have worked out all the words, now you can start reading.

Type of work: reading the story piece by piece and analysis.

KM for a teacher: teach to analyze the text, make up a characterization of the heroes.

KM for students:- Now we are going to read the story in parts, answer questions and make a description of one of the heroes - an artilleryman.

PZ:- For this, we will draw up a table.

So, we read part 1.

Why did the heroes of the story decide to swim before sunset? (the weather has changed, it became stuffy).

How do you think the author relates to the fact that the boys began to swim in the open sea? In order to answer this question, re-read paragraph 3. He writes what they have in mind. What does it mean? Why didn’t they decide, didn’t become, but did they decide? (thoughtlessness of the act)

So the boys began to swim in the open sea, the old gunner looked at them.

How do you think he treated his son? Prove with text. (admired my son, loved him)

Do you think that in this part Tolstoy somehow shows that something portends trouble? Reread 1 paragraph.

What does Tolstoy call a shark? (sea monster)

Why? (fear, danger).

We read part 3.

So, the shark swam straight for the boys. What actions did people take to save the boys? (the artilleryman began to shout for the boys to return).

How effective was this solution?

What feelings does the gunner experience at this moment? (Gripped by horror, numb with horror, fear)

Find words in the text that show how the sailors act (fast, rush).

Could their actions have saved the boys? (No).

How did the boys feel when they saw the shark? How does the author convey this? (the boys got scared, a shrill screech and the boys swam in different directions).

How do you understand “the screeching woke up the gunner,” why does the author use this particular expression? (the artilleryman seemed to wake up from a state of numbness).

And what did everyone else do at that time? How does the author talk about their inaction? (froze with fear and waited for what would happen).

What conclusion can be drawn from this? (that this screeching woke only one gunner).

How does this characterize an artilleryman? Why can we say that the artilleryman is resourceful (found the only correct solution), decisive (decided to fire a shot), self-control (was able to do all the actions to fire)

We read part 4.

Why did the artilleryman fall near the cannon and covered his face with his hands? (could not stand from everything experienced, did not know about the result of the shot)

Let's write it down in the table.

Did it immediately become clear whether the gunner had helped the boys? (no, since the author says, “what we didn’t see, because for a minute the smoke covered our eyes”)

Type of work: analysis of the illustration.

KM for a teacher: teach to highlight and analyze information.

KM for students:- Now we will learn to analyze the illustration to the text and highlight in it what the artist brought his own.

PZ:- Look carefully at the illustration on the page.

Why did you decide so? (in the foreground is a shark, the boys are swimming in different directions, the smoke from the shot is visible)

What do you think the artist painted, focusing on the text of the work. And what did you bring your own? (text - location of objects, own - color, setting).

Reading part 5

Why does Tolstoy write that at first a quiet murmur was heard, then the murmur became stronger, and finally, a loud joyful cry came from all sides?

What can you say about the gunner at this moment? (I got up and opened my eyes, because when I heard a joyful cry, I realized that everything was fine).

How did he feel at that time? (relief)

Stage 6: generalizing conversation.

ODZ: lead to the formulation of the main idea of ​​the work.

Type of work: summary conversation

KM for a teacher: make a characterization of the hero and, using the characterization, lead the children to the formulation of the main idea of ​​the work.

KM for students:- Now we will learn how to make a characterization of the hero and formulate the main idea of ​​the work.

PZ:- Back to the table, what can you say about the artilleryman?

What was he like?

What character traits helped the gunner in an extreme situation? (decisiveness, resourcefulness, composure)

What, then, is the main idea of ​​the story? (in the fact that these character traits (decisiveness, resourcefulness, self-control) help a person in extreme situations).

Stage 7: homework.

Stage 8: summing up the lesson.

ODZ: give the lesson a logical completeness.

Is there a need for such people in our time? (yes, because in our life very often situations arise in which it is required to show resourcefulness and decisiveness, in which the courage and courage of individuals is of decisive importance in difficult extreme situations).

• ODZ- a general didactic task.
• UZ- educational task.
• PZ- a practical task.

Why Vladimir had the nickname Monomakh More than one hundred and fifty years after the death of Yaroslav passed in almost continuous internecine wars and strife. The son of Vsevolod, Prince Vladimir Monomakh, was remembered as a bright personality. The chroniclers unanimously give an enthusiastic assessment of his reign from 1113 to 1125. According to them, he was a model of good princes during his lifetime, acquired popular love, so that he left behind him forever a resounding glory and good memory.

Lev Nikolaevich Tolstoy

V - already knew + - learned new? - I want to know Lev Nikolaevich Tolstoy () (Biography) Lev Nikolaevich Tolstoy, count, Russian writer, was born on September 9, 1828 in the Yasnaya Polyana estate. He spent his childhood in the estate of Yasnaya Polyana, Tula province, Moscow and Kazan. Orphaned early (mother died at 2 years old, father at 9 years old), was raised by guardians. Received education at home. Then in 1844 he entered Kazan University (upon admission he showed excellent knowledge of the "Turkish-Tatar language"), where until 1847 he studied first oriental languages, then jurisprudence. Then 4 years were spent in Yasnaya Polyana, Moscow, St. Petersburg in attempts to run a landlord's economy, independently study law, music, in secular entertainment. In 1848 in St. Petersburg he successfully passed exams in 2 subjects for a candidate of rights. In 1851 he entered the army and went to the Caucasus. He served as a volunteer, then as a cadet in the 4th battery of the 20th artillery brigade. Here he began to write, already in 1852 he sent the first part of the story "Childhood" to the Sovremennik magazine. Participates in skirmishes and campaigns of Russian troops in the Caucasus. Awarded the rank of ensign. Then he transferred (in 1854) to the Danube Army in Bucharest, then, when the Crimean War began, to the Crimea. He commanded an artillery battery on the Malakhov Kurgan during the defense of Sevastopol, showing rare personal courage, was awarded the Order of St. Anna and medals. At this time, the "Sevastopol Stories" were written. In the fall of 1856, Tolstoy, having retired, left for Yasnaya Polyana and took up literature. In 1857 he went abroad to get acquainted with the schools of Europe. He visits Germany, France, England, Switzerland, Italy. In Yasnaya Polyana, Lev Nikolaevich Tolstoy opened a school for peasant children, taught there himself and decided to write a textbook for the little ones. He called it "ABC", but it was rather an encyclopedia in four volumes. Then L.N. creates schools in other villages. Lev Nikolaevich in 1880 develops his religious teaching. A conflict with his family led to his leaving Yasnaya Polyana. A few days later, for a small railway station Astapovo (now Lev Tolstoy station, Lipetsk region) Tolstoy died of pneumonia. Tolstoy knew how to talk with children, knew many fairy tales and stories. Both his own grandchildren and peasant children listened to him with pleasure. And he could tell about a lot, because his own interests were very versatile.

Artilleryman - soldier of artillery - firearms (cannons, mortars). (SI Ozhegov's Dictionary) Wick - a combustible cord for igniting charges, for transmitting fire over a distance during the production of explosions. (SI Ozhegov's Dictionary) Murmur - discontent expressed in a muffled form, in low voices. (Dictionary of S.I. Ozhegov)

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Chilled little birds, Hungry, tired, And huddle tightly. And the blizzard with a furious roar Knocks on the hanging shutters And gets angry more and more. Chilled little birds, Hungry, tired, And huddle tightly. And the blizzard with a furious roar Knocks on the hanging shutters And gets angry more and more. S. Yesenin S. Yesenin Intellectual Minute

All humanity was close to him. But he loved, with an invincible love, his Russia. V.Ya.Bryusov LEV NIKOLAEVICH TOLSTOY () (82 years old)

Our ship was anchored off the coast of Africa. It was a lovely day. A fresh wind was blowing from the sea, but by evening the weather changed: it became stuffy, and it was as if hot air from the Sahara desert was blowing at us from a heated stove. Our ship was anchored off the coast of Africa. It was a lovely day. A fresh wind was blowing from the sea, but by evening the weather changed: it became stuffy, and it was as if hot air from the Sahara desert was blowing at us from a heated stove.

Suddenly someone shouted from the deck: "Shark!" - and we all saw the back of a sea monster in the water. The shark swam straight for the boys. "Back! back! come back! shark!" the artilleryman shouted. But the guys did not hear him, they sailed on. They laughed and shouted more merrily and louder than ever. Suddenly someone shouted from the deck: "Shark!" - and we all saw the back of a sea monster in the water. The shark swam straight for the boys. "Back! back! come back! shark!" the artilleryman shouted. But the guys did not hear him, they sailed on. They laughed and shouted more merrily and louder than ever.

The boys at first did not hear what they were shouting at. And they did not see the shark, but then one of them looked around, and the boys swam in different directions. The boys at first did not hear what they were shouting at. And they did not see the shark, but then one of them looked around, and the boys swam in different directions.

But when the smoke spread over the water, at first a quiet murmur was heard from all directions. Then the murmur grew stronger, and. finally, a loud, joyful cry rang out from all sides. The old gunner opened his face, got up and looked out to sea. But when the smoke spread over the water, at first a quiet murmur was heard from all sides. Then the murmur grew stronger, and. finally, a loud, joyful cry rang out from all sides. The old gunner opened his face, got up and looked out to sea.

LEV NIKOLAEVICH TOLSTOY () (82 years old) "Without knowing Tolstoy, you cannot consider yourself a person who knows your country, you cannot consider yourself a cultured person." M. Gorky M. Gorky