Nikita Tolstoy's childhood sunny morning presentation. Integrated lesson based on A. N. Tolstoy’s story “Nikita’s Childhood”. II. Speech warm-up

Plan - summary of a literary reading lesson

Alexey Nikolaevich Tolstoy “Nikita’s Childhood”

The purpose of the lesson: analysis of a literary work using the technique of composing a film script

Lesson objectives:

1. Reading chapter 1, analysis of artistic means of expression, development of interest in reading.

2. Using the technique of composing a film script as a method of literary analysis of a work, comparing the means of artistic expression of different types of art.

3. Development of communicative learning skills when students work together in pairs and groups, developing the ability to construct a detailed speech statement.

During the classes

1. Update

Today in class we will talk about different types of art - literature, painting, music, cinema.

Do you love movies? Why?

Slide:Two weeks ago, a meeting between the President of Russia and representatives of art took place in St. Petersburg. At this meeting, the famous Russian film director Karen Shakhnazarov said: “The reading civilization ends, the watching civilization begins, because it is easier for people to watch movies than to read books. After all, when you read a book, you have to turn the author’s word into an image, come up with a picture, but when you watch a movie, you can see the image that was invented for you. That makes it easier to watch movies.”

Do you agree with this opinion?

What is more interesting to you: inventing your own image or watching one created by another person?

Slide:At home you read an excerpt from A.N. Tolstoy’s story “Nikita’s Childhood”

Would you like to come up with your own image and try to make a movie based on this passage yourself?

Do you know the name of the text prepared for filming? – film script.

What will be the purpose of our lesson today?

Slide:

The purpose of the lesson

: create your own film script based on the story “Nikita’s Childhood”

In order to create a film script based on a literary work, what do we need to do?

2. Lesson objectives:

The language of literary art is the word.

Slide:And the language of cinema art is the frame.

The film consists of frames. Frame- this is the object that the camera films continuously, without stopping.

So what should we highlight in the text? - slide

2. Divide the text into fragments - “frames”.

The frame has several characteristics - means of expressiveness of the art of cinema - Slide

Plan –can be large, when one object is photographed close and large, for example, a person’s face,

Maybe medium, when the camera is a little further away and the entire object is visible, at full height.

It can be distant, when the camera is even further away and not only the object is visible, but also what surrounds it.

The frame has angle– where the camera is filming from:

From below - as if we are looking up from below, all objects become large and tall.

From above - as if we are looking down from top to bottom, and all objects seem smaller.

From the side - as if we were standing next to each other.

Color– the frame can be color or black and white, and light- bright or muted, twilight, halftones.

Sound– may also be present in the frame: the hero speaks, music plays, or sounds of nature are present.

So how should we work with the frame? Slide

3. Select the characteristics of the frame (plan, angle, color and light, sound)

These characteristics of eachwe will record the frame in the table.

After we've thought through every shot, what's left for us to do?

4. Edit the film by collecting all the footage.

2. Working with text.

"Sunny morning"

What is the name of the first chapter with which the story begins?(Sunny morning) -Slide - Let's read it?

What mood did you feel when you read this chapter?

From whose perspective is the story told?(on behalf of the author)

Through whose eyes do we see this morning? ( Through Nikita's eyes)

Why do you think the story “Nikita’s Childhood” begins with a description of this morning? (In childhood, everyone dreams of something joyful. Childhood is a time of joyful dreams, expectations, plans)

Let's make a movie and try to see this morning through Nikita's eyes.

Will our film be in color or black and white? Why? (Sun, sparkling snow, joyful mood - colorful)

How do you see the main character, what kind of actor will you look for? (boy? years old, ....)

Slides:

I bring to your attention several options for what a boy of that time might have looked like.

Do you think any image could be suitable to choose a costume for our hero in this chapter?

3. Using the technique of writing a film script

Find in the first chapter the first frame that we shoot with a camera without moving it to another object. - Slide

1. frame –

Let's discuss together

Algorithm:

1. Read the text

2. Choose a shooting plan, give reasons

3. Choose a shooting angle, give reasons

4. Select a sound.

Nikita sighed, waking up, and opened his eyes.

What is important for us to show?

Plan – close-up, perspective – from above or from the side

Enter the data into the table.

2. frame - Slide

Find those lines in the text that can be illustrated with such a frame.

The sun was shining through the frosty patterns on the windows, through the wonderfully painted silver stars and palmate leaves. The light in the room was snowy white. A bunny slithered from the wash cup and trembled on the wall.

By what means of artistic expression of literature did A.N. Tolstoy create this image? Find these words.

How can we create it through cinema?

Do you know what a wash cup is?

Plan - close-up - a window with patterns, a sunbeam on the wall next to it

Color – sunny, warm, joyful

Try, closing your eyes, to see this image again, imagine this frame.

The music of P.I. Tchaikovsky sounded. (Pause to create a visual image, relaxation)

3. the frame is Nikita's memories - Slide

Opening his eyes, Nikita remembered what the carpenter Pakhom told him last night:

“Here I’ll lubricate it and water it thoroughly, and when you get up in the morning, sit down and go.”

Yesterday evening, Pakhom, a crooked and pockmarked man, made Nikita, at his special request, a bench. It was done like this:

In the carriage house, on the workbench, among the ring-twisted, odorous shavings, Pakhom planed two boards and four legs; the bottom board from the front edge - from the nose - is cut off so that it does not get stuck in the snow; turned legs; There are two cutouts for the legs in the top board to make it easier to sit. The bottom board was coated with cow dung and watered three times in the cold - after that it was made like a mirror, a rope was tied to the top board - to carry the bench, and when going down the mountain, to straighten it.

Now the bench, of course, is ready and stands by the porch. Pakhom is such a person: “If, he says, what I said is the law, I will do it.”

When do the events described take place?

Should Nikita's memories be shown in the film? Why? - Nikita remembered and dreams about this bench, about how he will skate.

How to show that these are memories? What cinematic technique will help you do this?

Slide How did you understand which bench we were talking about?

An example of a 19th-century children's sled is also in the Russian Ethnographic Museum, which is located in St. Petersburg. But, if it is not possible to visit the museum, you can take advantage of its virtual excursions and catalogs. – slide

Have you encountered any outdated or unclear words?

Where can we find out the meaning of these words?

Slide - I can also offer you an online resource that contains the most proven explanatory and spelling dictionaries.-

Working in pairs

Please work in pairs and find the meaning of the words used in the text.

What is a carriage house? Crafting table?

How is Pahom described? What does curve mean? pockmarked?

In the paintings of artists we can see what a man of this class looked like in the 19th century. Look at the reproductions. You take the one that you think is close to the image of Pakhom that the author created and we are creating.

Try entering the frame characteristics into the table yourself.

Let's see how director Andrei Zelenov built this frame in his film.

Movie(excerpt from the feature film “Nikita’s Childhood”, scene in the carriage house)

How can we show it in our film? (looks affectionately, maybe hugged)

Are there any lines that Nikita could say out loud, as if talking to himself?( Now the bench, of course, is ready and stands by the porch. Pakhom is such a person: “If, he says, what I said is the law, I will do it.”)

In what tone can Nikita speak about Pakhom? ( respectfully, with love)

4.frame - Slide

Nikita sat down on the edge of the bed and listened - the house was quiet, no one must have gotten up yet. If you get dressed in a minute, without, of course, washing or brushing your teeth, then you can escape through the back door into the yard, and from the yard to the river. There are snowdrifts on the steep banks - sit down and fly...

With this shot, I suggest you work in your film crew, united in fours.

Take the group work algorithm into your hands. Read it.

Be attentive and respectful of everyone's opinions.

Plan - medium, angle - side

Are there any lines that could be Nikita's thoughts spoken out loud? ( If you get dressed in a minute, without, of course, washing or brushing your teeth, then you can escape through the back door into the yard, and from the yard to the river. There are snowdrifts on the steep banks - sit down and fly...)

Sound - Nikita speaks quietly to himself.

Could these lines be a dream, an image that Nikita paints in his imagination? What is Nikita’s mood at this moment? Then, in what medium of the art of cinema can we show them?

5. Lesson summary, reflection

Slide Let's return to the purpose and objectives of today's lesson.

When writing the film script, were you able to feel this mood and see the morning through Nikita’s eyes?

Did you ever have a moment when you imagined yourself in Nikita's place?

Using this technique, we opened this story today. This technique, like a key, can help you read its chapters or the whole thing.

You will show whether Nikita managed to carry out his plans in the next shots of this chapter, which you will work on at home yourself.

What homework do you want to do today?

Slide variable D/z

Teacher rating

I want to evaluate the work……..

Mark the expressiveness of reading......

Argumentation......

Continue the sentence…..

I thank the film crew for their work.

M.b here - Stop. Cut!

The purpose of the lesson: through an analysis of the characters of the characters in the story, determine which character traits are the main ones.

Lesson objectives:

• Learn to define a learning task;
• Learn to plan the completion of a learning task;
• Create a favorable emotional mood;
• Remember the content of the story;
• Describe the characters in the story;
• Develop the ability to work with text;
• Analyze your character traits;
• Continue work on developing speech, memory, critical thinking;
• Develop the ability to work in a group.

List of equipment for the lesson:

• Literary reading. 4th grade. Textbook for general education organizations complete with audiopril. per electron carrier. At 2 o'clock Part 1/ L.F. Klimanova, L.A. Vinogradskaya, M.V. Boykin; Ross. acad. Sciences, Ross. acad. education, publishing house "Enlightenment". - 4th ed. - M.: Education, 2014. - 158 p. : ill. - (Academic school textbook) (Perspective);
• Literary reading. 4th grade. Creative notebook for general education. organizations / T.Yu. Koti; Ross. acad. Sciences, Ross. acad. education, publishing house "Enlightenment". - 3rd ed. - M.: Education, 2013. - 79 p. : ill. - (Perspective);
• Multimedia equipment for showing presentations, computer;
• Phonogram of the song “Island of Childhood” performed by M. Boyarsky;
• Checked workbooks for literary reading;
• Strips of phrases from the text for organizing work in groups (according to the number of groups).
• Leaflets for writing syncwine.

Planned results

Subject:

• Determine what mood the works you read create.
• Characterize literary characters based on the work you read.

Metasubject:

• Determine the learning objective of the lesson.
• Plan the implementation of educational activities in accordance with the assigned educational task.
• Carry out logical analysis, highlighting essential and non-essential features.
• Carry out a logical comparison action based on given and independently selected criteria.
• Carry out the logical action of generalization.
• Communicate your position to others, giving reasons for it.

Personal:

• Compare your character traits with the character traits of literary heroes;
• Assess your character traits;
• Determine which features are the main and defining ones;
• Motivate for educational activities;
• Develop cooperation skills in different situations.

During the classes:

M.T.Makhambetaliev

Sazdinskaya secondary school in Aktobe

teacher of Russian language and literature at a Kazakh school

Short-term plan for literature grade 7

Week 1

Day 03/16/201 5

Lesson 1

Lesson topic:

A. N. Tolstoy “Nikita’s Childhood”

Common goals:

Getting to know the personality and work of the writer,develop skills in literary analysis of a work of art, cultivate a love of life

Learning outcomes:

To acquire theoretical knowledge of literature - to know what “autobiography” is.

Develop speech by enriching students’ vocabulary - know the meanings of new words and be able to use them in speech.

Develop creative imagination - be able to appreciate the bright moments of childhood.

Arouse interest in the writer’s work and literature.

Be able to characterize heroes and characters.

Key ideas:

Images of children in literature, autobiography, childhood, analysis

Organizational moment

Psychological mood.

Writing in notebooks

Learning a new topic:

Meet the writer

Introduction to the story “Nikita’s Childhood”

Vocabulary work

Individual work

Conversation

Creative task

Reflection

Hello guys!Today, guys, we will begin to get acquainted with a new chapter in literature, which is called “Images of children in literature.” We will meet new interesting personalities - writers who will talk about themselves, their childhood, their heroes, and we will study them from the work. The lessons will be interesting because during them we will talk about children like you, children of your age and thinking.

Let's smile at each other and wish all the best.

Lesson epigraph: « “The memory of childhood” lived in the writer’s heart, and he tried to convey the thoughts and feelings of a ten-year-old boy who is growing up and learning about the world around him.”

Theory of literature. The concept of "Autobiography"

An autobiography is a description of your life.

Teacher's word:

Life and work of the writer A. N. Tolstoy

Years of life: 1882-1945

Nikolaevsk

Novelist, journalist, playwright

War correspondent

Fairy tale “The Golden Key or the Adventures of Pinocchio”

Trilogy "Walking in Torment"

"Peter 1" - historical novel

Founder of Science Fiction

Enriched Russian literature

Speech development:

- reading passages paragraph by paragraph

Correct placement of stress in words

Practicing expressive reading skills

Questions for reading passages

Discussion of the hero's actions

Characteristics of the hero

"About ъ clarifications"

Run away -

Redhead –

Pleasure -

Pounce –

Scary -

Barn –

From under his brows -

Hastily -

To lie about -

Unknown –

Enchanted –

Sheaf -

Filling the cluster - characteristics of the main character

Nikita

- Do you think it’s worth writing works about your childhood?

- Why?

- What would you write about your childhood?

Mini-essay “Memorable days of childhood”

- What new did you learn in class today?

- Which part of the lesson did you like best?

- What else would you like to know?

Sources:

Textbook “literary reading” 7th grade, additional material

Resources:

Interactive whiteboard, illustrations, workbooks

Next reading:

Write an essay on the topic “The most vivid memories from my childhood”

Compose a crossword puzzle on the life and work of A.N. Tolstoy (pair task)

Mini-project “The Life and Work of M. Gorky”

Methodological development

lesson of Russian literary reading in 4th grade

A.N. Tolstoy "Nikita's Childhood"

(chapter “Arkady Ivanovich”)

Developed

Belyaeva Zhanna Mikhailovna,

primary school teacher

Item. Russian literary reading.

Class 4.

Topic: A.N. Tolstoy “Nikita’s Childhood” (chapter “Arkady Ivanovich” from the story)

Target:

• create conditions for developing the ability to write a character description using quotes from the text, the skill of expressive reading;

• contribute development of selective reading skills, reproduction and analysis of text, creative abilities of students;

• promote fostering discipline, diligence and obedience.

Equipment: multimedia presentation, cards for compiling a quotation description, cards for group work and differentiated work, student NOTES, explanatory dictionaries, gong, support cards (“auction”, “emotion”, “pantomime”), color signals, color squares, audio recordings children's songs (“Smile”, “Friendship”, the sound of the sea), a portrait of A.N. Tolstoy, the book “The Golden Key or the Adventures of Pinocchio”.

1. Organizational and motivational stage

Teacher's word.

Let's hold hands together

And let's smile at each other,

And then we will say together:

“Hello, hello, new day!”

What day is it today: gloomy, cloudy, bright or sunny?

How does this weather make you feel?

The song sounds:

A smile makes a gloomy day brighter.

A smile in the sky will wake up a rainbow.

And she will return to you more than once.

2. Stage of updating knowledge.

Teacher's word. When else can you smile so sincerely than in childhood? In previous lessons, we met an amazing person who wrote a biographical story about his son Nikita... (“Nikita’s Childhood”). The name of the writer ... (Alexey Nikolaevich Tolstoy).

What do you know about the life and work of this man?

We are putting his biography up for auction (a card appears).

How many of you know what it is? auction ? Let's look into the explanatory dictionary:

AUCTION is a public sale in which the highest bidder becomes the buyer.

So, “for sale” the work of Alexei Nikolaevich Tolstoy will be exhibited. It can be bought by anyone who pays with knowledge about the life and work of the writer.

The gong sounds:

Begin. Alexey Nikolaevich Tolstoy was born...(1883-1945)

3. Breathing, articulation gymnastics.

• Exercise “Song “Alphabet””

Let's sing the alphabet, accompanied by the familiar melody from the song “Childhood”:

A B C D E E F G H

I J K L M N O P R

S T U V H Ts Ch Sh Shch

Kommersant!

• Exercise "Snowflakes"

Imagine that you are outside, it is snowing, and snowflakes fall right into your palms. Bring your palms to your face at a distance of 10-15 cm, exhale smoothly, try to make the snowflakes melt. Now, on the contrary, blow on the snowflakes so that they fly as high as possible.

4. Homework checking stage.

• Game "Do you believe that..."

Teacher's word. Let us recall the contents of the chapter “Sunny Morning”. I will ask questions, and when you answer them, you will find confirmation in the text. We took the signals...

Do you believe that the events described in the chapter take place in winter?

Do you believe that Pakhom is a groom?

Do you believe that Pakhom made the sled?

Do you believe that Nikita dreamed of playing in the snow after he woke up?

Do you believe that Nikita was going to ask permission to go sledding?

Do you believe that the boy managed to carry out his plan?

• Role reading

EMOTION – translated from Latin – to excite, excite.

With the help of emotions or feelings, we express our mood, experiences, attitudes towards events and characters.

How are emotions conveyed?

PANTOMIMIC – facial expressions, words, expressive movements.

Find the words of Pakhom and the man who looked into the boy’s room. Determine the feelings and speech of the characters. Try to express these emotions while reading.

5. Goal setting.

Today in class we will get acquainted with a new chapter from the story called “Arkady Ivanovich”.

What is our goal for this lesson?

6. Preparation for text comprehension. Forecasting.

Who do you think Arkady Ivanovich is?

Have we already met him on the pages of the story?

What did he look like? Find the description in the text.

How do you see teacher Nikita?

7. Working with chapter text

• Vocabulary work

CRAFTING TABLE

HOOD

FURCOAT

Who knows the meaning of these words?

Let's turn to the interpretation on page 121 and the explanatory dictionary.

What do you think will be discussed in this chapter?

• Primary perception(buzz reading)

Was our forecast justified?

A moment of rest (muscle relaxation training).

(Resting pose - sit on the edge of a chair and lean back. Hands rest loosely on your knees, legs slightly apart).

Curious Barabara

Looks to the left

Looks to the right

And then forward again -

Take a little rest here.

The neck is not tense

And she is relaxed.

And Varvara looks up!

Let's go back!

Relaxation is nice!

The neck is not tense.

And she is relaxed.

Now let's look down -

The neck muscles tensed.

Let's go back -

Relaxation is nice!

The neck is not tense

And she is relaxed.

• Secondary perception (teacher and student who reads well).

Why didn’t Nikita manage to “sneak away” to the street?

What did the teacher force Nikita to do? Read it.

How did Arkady Ivanovich behave? Read it.

Tell us how Nikita studied mathematics. Read how he presented the problem statement.

(Based on the slide, we explain the meaning of the words “merchant shop”, “cloth”.)

Why couldn't the boy concentrate?

How did Nikita take advantage of the change? Read it.

• Drawing up characterization of the hero. Work in pairs.

Fill the table. On the left side there are quotes from the text, on the right side - draw your own conclusion - determine the character traits and appearance of the hero.

(couples work report)

8. Consolidation of what has been learned. A moment of creativity.

• Game task "Collect a proverb».

You have cards with words on your desks. Your task is to unite into groups according to the colors of the cards and, having collected a proverb, explain its meaning.

1. Learn good things, so bad things will not come to mind.

2. It is good to teach those who listen.

3. The work of learning is boring, but the fruit of learning is delicious.

4. Teaching is light, and unlearning is darkness.

• Differentiated work in groups.

Now we will have two teams working - creative groups.

"TEACHERS" (boys).

Analyze Nikita's behavior. What advice would you give him?

"LITERATORS" (girls).

Come up with a continuation of this chapter.

9. Summing up. Reflection.

Great job the kids did

And what did you learn?

What did you not know, but now you know - is it new to you?

What lesson did you learn from this chapter?

If you are satisfied with your work and communication with your comrades, shake your neighbor’s hand. If you are tired, put your head on your shoulder.

10. Homework.

At home, re-read the chapter and write a profile of Nikita (1st option), Arkady Ivanovich (2nd option).

Teacher. And as a farewell, I suggest tying a knot as a keepsake:

Remember!

Who doesn't study anything

He's always whining and bored.

Be why!

Target : promote the development of the emotional sphere of children through analysis

literary text; consider the work through the literary and historical aspect; raise an inquisitive person

and an attentive reader who knows how to see and appreciate the beauty of his native

land

Equipment : V. Dahl's dictionary, textbooks, printed group assignments; props for staging; notes on the board; glue markers

During the classes:

1.Organizational moment

Students determine the goals of the lesson by writing on the board

Analyze…

Consider...

Work…

A student reads poetry by S. Marshak

In that amazing Country

Where I saw the light

Like many others, it was fulfilled for me

And five and ten years.

In the land of fantasy and mischief

And naughty ideas

Once upon a time each of us was

One of those kids.

What country are we talking about in the poems?

(students answer)

Teacher:

Today is the final lesson on A. Tolstoy’s work “Nikita’s Childhood”. The most attentive at the end of the lesson will be able to continue the thought

* While working on the story, I realized...

* Main character Nikita...

2. Checking homework .

Students dramatize the chapter “Arkady Ivanovich”

3. Preparation for text comprehension.

Patter:

Two puppies, cheek to cheek,

They pinch the brush in the corner.

(A semantic analysis takes place. Afterwards, students work in pairs and pronounce the tongue twister one at a time, together, or as a whole class.)

Vocabulary training . Game "Pyramid"

CAPE

VETLA

CRANE

CAVE

SOSNOVKA

(Students remember the order of words and reproduce. From V. Dahl’s dictionary

The teacher reads out the lexical meaning of the words MYS, VETLA)

What is the word under the word CRANE?

What is the word above the word SOSNOVKA?

MUSICAL PHYSICAL MINUTE

4.Work on the text

The student reads and stops paragraph by paragraph. Based on the teacher's questions, the text is analyzed.

What is Nikita's mood? What creates this mood for him?

Did Nikita want to deceive the teacher?

Why did Nikita see so many on the street? Does he love his native land?

What mood did Nikita feel on the bench? What words did the author use to enhance the impression? Read it.

Do your parents sled or ski down the hill?

Why does Nikita climb right under the cape and dig a cave? (GAME)

What letter was the whole family waiting for? State your guesses.

Imagine at home and continue the story.

5. Group work

1 group. Restore the sequence of events. Arrange

plan. You will need it when preparing your homework.

* The air stung in my nose

* Along the crunchy steps

*Snowy capes over Chagra

* The bench went down the mountain by itself

* Figurine of Arkady Ivanovich

* Snow cave

* Dialogue between the teacher and Nikita

2nd group . Compose a text fragment from scattered sentences.

(Sixth paragraph suggested)

3 group . Finding sentences in the text with words from the “Pyramid”

4 group. Remember and write down as many winter fun as possible.

Team captains post their assignments and comment.

6. Game “Day - Night”

For the game we use an excerpt from the story being studied by A. Tolstoy

"Christmas tree":

The children jumped off the sofa. There was a Christmas tree shining from floor to ceiling in the living room.

many, many candles. It stood like a tree of fire, shimmering with gold, sparks, and long rays. The light came from her

thick, warm, smelling of pine needles.

Students read and answer the question:

Students remember the text within a few seconds. With the words “night” they turn away, the teacher erases a few words. With the words “day” the students turn around and reproduce from memory

text.

7. Reflection.

Let's get back to goals. Have we achieved them? (students analyze)

Who can continue the thought:

“While working on A. Tolstoy’s story, I realized...” (answer those interested)

"The main character Nikita..."

8.Homework.

Differentiated

* based on the plan, retell the chapter “Sdrifts”

* come up with a continuation of the chapter

* complete the drawing

9. Lesson summary.

Imagine yourself as an artist. What colors would you use to depict your childhood? Whichever colors predominate (Students answer)

Thank you for your work. Let me end our lesson with poetry.

Childhood has many different colors

Find yours among them.

On a white piece of paper

Draw your dream.

Childhood passes unnoticed

Doesn't come back.

And only with colors it will remind

To you about those fun years.

After all, life can be different,

Gloomy, boring, monotonous.

But you carry it through the years

Bright dreams from childhood.