Abstract on the theme of war and peace. Summary of the lesson on the subject "man and the world". topic: "the main rules of good relationships" (with a presentation) - class notes - a catalog of articles - a speech therapist at home. Game exercise "Name-cotton"

The new social demands reflected in the Federal State Educational Standard define the main goal of education as a general cultural, personal and cognitive development students, providing such a key competence of education as “teach to learn”.

How to build lessons of the Russian language and literature in order to implement the requirements of the Second Generation Standards? To do this, it is necessary to know the criteria for the effectiveness of the lesson, the requirements for its preparation and conduct, analysis and self-analysis of the activities of the teacher and students.

It is known that along with common approaches to planning lessons in all subjects (thought-out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between a teacher and a student, based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard general education increasing relevance in school education the problem of the activity model of the lesson, which contains certain structural and content stages, acquires.

Concerningliterature lessons , then the requirements for their construction, in principle, have not become obsolete: the trinity of goals (teaching, developing and educating) is an obligatory component of any lesson, including a lesson in literature. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.

When analyzing M. Bulgakov's story " dog's heart"Used materials from the book by T.V. Ryzhkova" The Way to Bulgakov ".

Abstracts of literature lessons based on the story of M.A. Bulgakov "Heart of a Dog"

Lesson Objectives:

1. Educational: conducting a compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.

2.Developing: developing the skill of working with artistic text; development of skills to characterize the characters of the story; improving the skill of group and independent work; improvement of logical and creative thinking.

3. Educational: understanding what education and self-education means, culture, traditions in the life and destiny of a person and society; formation of a system of values.

Forms of work: collective, group, individual

Type of lesson: discovery of new knowledge

Lesson number 1 The argument about the dog's heart.

Purpose of the stage : the inclusion of students in activities at a personally significant level.

Creation of installation for the analysis of the work.

slide 1 (portrait of the writer, title of the story)

teacher's word .

For today's lesson, you have read M. Bulgakov's story "Heart of a Dog".

March 1925. Mikhail Bulgakov is finishing work on the satirical novel Heart of a Dog. He wrote it by order of the Nedra magazine. But the story came to the reader in our country only in 1987 ...

slide 2

How do you think,why was the story written in 1925 published in Russia only in 1987? What was so in this story that the government did not like Soviet Union?

Students make assumptions (forbidden to print because the story is a satire on modernity)

Teacher: Indeed, the Soviet era was persecuted by dissent, and even from the high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t touch us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A. Bulgakov wrote:

Slide 3: “In the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a dyed wolf or a shorn wolf, he still does not look like a poodle. The well-known critic, researcher of the writer's work Vsevolod Ivanovich Sakharov (born in 1946, member of the Writers' Union of Russia, Doctor of Philology) gave the following assessment of the story:

Slide 4:

"Heart of a Dog" is a masterpiece of Bulgakov's satire.

Bulgakov's satire is smart and sighted." V. Sakharov

These words will be the epigraph for today's lesson.

Choose a contextual synonym for the wordsighted.

Students: (honest )

UUD: personal, meaning formation

Stage 2 Updating knowledge

Purpose of the stage

Consolidation of the concept of satire, overcoming the unambiguity in the perception of characters and events.

Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed at? What is the source of satire?

Student responses

Teacher opens the slide, students check their answers with the correct one

Slide number 5.

(Satire - kind of comic. The subject of satire are human vices.

Source of satire - the contradiction between universal human values ​​and the reality of life.)

Let's try to figure out what human vices and contradictions between universal human values ​​and real life became the subject of satire by M. Bulgakov.

UUD: cognitive

Stage 3 Statement of the learning task

Purpose of the stage: goal setting learning activities, the choice of means of their implementation.

Teacher : The story was considered seditious in 1925 and banned.

However, in 1988, the film directed by V. Bortko "Heart of a Dog" was released, which the audience still watches with pleasure, and theaters do not stop staging performances based on Bulgakov's story.

Why does the story attract film and theater directors?

Students: Suggested answers:

The story is very modern. Our time and Bulgakov's time are similar.

Teacher: So, the story is relevant in our time, because it is read, films are made and performances are staged in theaters. Let's assume that the problems that worried the writer are not indifferent to us. What are these problems?

Students: Suggested answers:

The Sharikovs live among us, and the writer warned how dangerous they are.

Animals are being cloned now and people are talking about cloning.

Teacher: Maybe you're right. Let's try to figure it out.

Modeling a problem situation and approaching the problem of the lesson.

Enable movie clip from the film directed by V. Bortko "Heart of a Dog", where Bormental argues with Professor Preobrazhensky.

What do you think the topic of today's lesson will be?

Students.

Suggested answers: Dog heart dispute.

Teacher: Write down the topic of the lesson: "Dispute about a dog's heart."

Let's think about what main problem should we decide in class?

Students. Who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?

Teacher: Can we answer this question right away?

No.

What goals of our future actions do we need to identify in order to answer this problematic question?

Students.

Analyze the text and compare the images of Sharik and Sharikov.

Understand what answer the author of the story would give to this question, what the author thought, what disturbed him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Building a project for getting out of difficulties

Purpose of the stage

Analytical conversation.

a) Reception of "immersion in the text".

Teacher: The story opens with pictures of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?

Students: a city where wind, blizzard and snow reign, embittered people live. It will help to concretize the general picture by referring to the details of the text, which could confirm the impressions that the students had (the canteen of normal food and the bar, the fate of the “typist” and her lover, the cook and the porter, the history of the Kalabukhov house).

Teacher: Is there anything in the story that resists this chaos and hatred?Students : storyhabout the apartment of Philip Philipovich, where comfort, order, human relations reign.Butthis life is under threat, because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.

Teacher: what connects these two worlds?

Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transferred from the world of hunger and suffering, the world that doomed him to death, to the world of warmth and light.

Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. From Saltykov-Shchedrin, Bulgakov took the topical sound, from N. Gogol - his teacher, the fantastic plot, images, and even the compositional structure of the work.Doing your homework, you should have observed the composition of the story.What is the composition of the story?

b) Pupils present a presentation prepared at home , in which the division of the story into two parts is obvious

1 part

(The composition is symmetrical. Ring composition: Sharik became a dog again.)

Teacher: what arethe reasons for such a construction of the work?

Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor's house and in the people who inhabit it. The conclusion is written in a notebook.

c) Reception "verbal drawing"

Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you portray the meeting of the dog and the professor? What should be done to more accurately draw an oral illustration?

Students : necessaryreread chapter 1 . Re-reading, clarifying the details. Possible description:

In the foreground is a dark doorway, a blizzard snakes. In the distance we see a street from the gateway, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the doorway in a “blizzard column”. A dog crawls into the street in the gateway. This is a skinned mongrel, she has dirty matted hair, a terrible scalded side. It can be seen that the movement is given to the dog with great difficulty. His head is raised, he is watching a person walking towards him.

Teacher: — Which qualities of Sharik do you like, which ones do you not?

Students : intelligence, wit, observation, his irony, hatred of the proletarians, janitors and porters; the ability to both sympathize and hate, lackey obsequiousness.

UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, choice of bases for comparison); personal (moral - aesthetic evaluation); communicative.

Stage 5 Independent work

Purpose of the stage: improving the skill of independent work and the ability to build cooperation in a group.

The work of students in groups (independent analysis of the text). Run time - 5-8 minutes. Each group prepares a speaker, the response time is 2 minutes.

I group , analyzing chapters 1-3, should answer the question:

What does Sharik notice in the reality around him and how does he react to it?

2 group , analyzing chapters 2-3, answers the question:

- What does Sharik like in the house of Professor Preobrazhensky and what - not?

3 group , working with the same chapters, prepares an answer to the question:

- How does the dog perceive the inhabitants of the apartment?

4 group (same chapters):

How do the inhabitants of the apartment treat Sharik?

5 group (same chapters):

Students (desired responses):

I group:

- The dog is very observant, he knows life well, especially that in it that is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full”, “is not afraid of anyone”, therefore “will not kick with his foot”. Dangerous are the hungry, those who "themselves are afraid of everything." Sharik hates toadies. He says that "human purifications are the lowest category." But he also sympathizes with people who are deceived, who are mocked by those who have recently gained power.

II group:

- Sharik likes the professor's house, although after receiving patients he calls the apartment "obscene." But it's warm and calm. After a conversation between Philip Philipovich and Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as you like, but I won’t leave here.” The dog likes the fact that in the house he is fed well and tasty, they do not beat him. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house the opposite is true. Sharik's favorite place is the kitchen: food is cooked there, and a fire burns there.

III group:

- After Sharik realized that in the professor's house he had nothing and no one to be afraid of, since his owner was not afraid of anyone, he decided that the professor was "a wizard, magician and magician from a dog's fairy tale." During dinner, Philip Philipovich finally received the title of a deity. As already mentioned, food, warmth and security are the main thing for Sharik, and he is ready to serve faithfully to the one who gives it to him. Sharik studied the professor's call, met him with a bark.

He quickly conquered Darya Petrovna, the cook. The kitchen is "the main branch of paradise" for Sharik. And so he sucks up to the cook. He treats Zina dismissively, calling her "Zinka"; he does not love her, as she scolds him all the time and says that "he ate the whole house." The dog calls Dr. Bormenthal "bitten" and does not communicate with him at all.

IV group:

- Professor Preobrazhensky generally pities Sharik: he orders him to be fed properly, saying that "the poor fellow is hungry"; he treats him affectionately because he believes that affection is "the only way to treat a living being"; he never hits Sharik, even when he "clarified" the owl. For Zina, Sharik is the cause of the eternal mess in the house. She believes that the professor is spoiling Sharik too much and offers to tear off the dog. She does not understand why Sharik receives such courtesies. For her, he is an ordinary mongrel. And Darya Petrovna at first called Sharik "a homeless pickpocket" and did not let him into the kitchen, but the dog "won her heart."

Teacher: What is the value system of an unusual dog?

Students : The main thing for Sharik is food, warmth and safety. This is what determines his attitude towards people. In general, he "sells his soul" for a piece of Krakow sausage. Sharik's attitude towards people is determined by the same: the professor is the owner, and Sharik is ready to please him, Daria Petrovna is the "queen of the kitchen", the dog fawns over her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormental is in no way connected in the mind of the dog with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a "bite".

Teacher : Do you like this philosophy of life? Why? What word would you call her?

Students : Slave

Group V identified the stages of Sharik's change:

- Firstly, Sharik has changed outwardly. The professor picked up a dying dog, with a scalded side, with dirty matted hair, emaciated from hunger. In a week, he turned into a shaggy and "surprisingly fat" "handsome dog." Secondly, he also changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a "dog clinic", and defended his life - he has a very developed self-preservation instinct. But when he sees that nothing threatens him, but, on the contrary, he is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He glares at his eyes. Quickly assessing the collar, because all the dogs he meets are madly jealous of him, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, such as lying in the kitchen. He forgets that recently he was an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and he is finally convinced that he is an “incognito dog prince”. Hungry and full of dangers, he exchanged freedom for a well-fed, calm life, and pride - for lackey obsequiousness.

Teacher : What associations does the dog's story evoke in you?

Students : Suggested answers:

After the revolution, many people who lived in poverty and hunger were drawn to a warm and well-fed life, believed many promises, decided that they would instantly "become everything." The revolution is an experiment that the Bolsheviks put on the whole people.

UUD: cognitive (search for information, the ability to build a speech statement); communicative (the ability to cooperate in a group, enter into a dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)

Stage 6 Reflection

Purpose of the stage: self-assessment by students of the results of their educational activities

Let's summarize the lesson:

Teacher : Has your attitude to the ball changed? How? Why? (This is a written question.)

Students conclude:

Sharik's inner speech, his assessment of events, reflections, together with the author's description of his behavior, create a complete picture for the reader. inner world dog.

Teacher :

- Have we answered the problematic question of the lesson: who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?

Students: - No.

Teacher: What questions did we get answered?

Students: - We compared the images of Sharik and Sharikov, saw what changes had taken place, understood through what methods the author expressed his attitude to the character and what worried him.

Teacher: the next lesson will be the next step in resolving the problem situation identified by us in this lesson, and for this you must work on the questions homework. What questions would you like to ask me or classmates?

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in a collective discussion)

Homework:

1. Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation by preparing an electronic presentation (task for the whole class).

2. Compare the behavior of Sharik and Sharikov in episodes I and II of parts: choosing a name (individual task), lunch (individual), house committee visiting the apartment (individual).

3. What, in your opinion, in Sharikovo from the dog, what from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is the role of Shvonder in the upbringing of Sharikov? Why does Professor Preobrazhensky say that "Shvonder is the most important fool"? (Individual task, it is performed by 3-4 people.)

Lesson #2

Subject: Dog Heart Argument (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : the inclusion of students in activities at a personally significant level. Create an installation for the analysis of the work.

Viewing a fragment of the film "The transformation of Sharik into Sharikov" , an excerpt from the film adaptation of the story directed by Bortko.

Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man a spring of intrigue. If only the qualities of Klim Chugunkin appear in Sharikov, then why shouldn't the author "resurrect" Klim himself? However, before our eyes, the “gray-haired Faust”, busy looking for means to restore youth, does not create a person in a test tube, does not resurrect him from the dead, but turns a dog into a person.

Stage 2 Updating knowledge

Purpose of the stage : preparation of students' thinking, their awareness of the internal need to build learning activities and fixing in each of them an individual difficulty.

Teacher : Difficult to answer?

I remind you of Dr. Bormenthal's diary (I sharpen problem situation extra question):

Why is it Dr. Bormenthal who keeps the diary, and not Professor Preobrazhensky?

Search activity students looking for real explanations:

“We can see from the notes how excited the doctor is. At first, he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he does not understand much.

- Philipp Philippovich has no time to keep a diary, he is much more busy than the doctor .. After all, it is not by chance that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also do not know anything about Klim. And if a professor kept a diary, it would not be so interesting.

- Dr. Bormenthal puts forward his hypothesis in his diary: "Sharik's brain in the canine period of his life accumulated an abyss of concepts," and, of course, writes down not only his assumptions on this matter, but also the opinion of the professor. And the professor would not write down Bormenthal's hypothesis, since he is absolutely sure that he is right. And there would be no problem. We would also believe the professor, but there are some doubts

The students, together with the teacher, come to the conclusion:

- The "elimination" of the author and the transfer of the narration to a young scientist who does not have the experience and insight of his teacher, who has bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - the dog that replaced outer shape or the "resurrected" Klim?), increase the reader's interest, keep him in suspense, giving him the opportunity to speculate about the events and results of the operation.

Checking homework.

Demonstration electronic presentation with the results of the assignment: Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation.

(swearing (“all the swear words that exist in the Russian lexicon”);

smoking;

seeds (uncleanliness);

balalaika at any time of the day or night (disregard for others);

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

attempt.)

The list is corrected, together with the teacher the conclusion is made:The formation of the “new man” is the loss of humanity, the growth of immorality, that is, not evolution, but degradation.

Checking individual assignments.

Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others supplement him if necessary. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— A typist first called a dog a ball. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and torn, a fried hat, a homeless dog.” For the second time SharikPhilip Philipovich calls the dog, probably because it is an ordinary dog ​​name: Sharik, Tuzik ... And the dog accepts this name: “Yes, call it whatever you want. For such an exceptional act of yours (for sausage). He really doesn't care what they call him, as long as they feed him.

- "Laboratory Creature" demands a document from Flipp Philippovich for himself. Then the question of his name arises. Now the name is chosen not by the "creators" of the new creature, but by itself, but on the advice of the house committee. The new power brings new names to the world. For Philipp Filippovich, the name Polygraph Poligrafovich sounds wild, "but the laboratory creature" defends its rights. Most likely, the students will not notice the parodic roll call - let's draw their attention to some similarity between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name "dad".

- Sharik, after the first dinner in the professor's house, promoted him to the rank of "highest deity." The dog has a dope in his head from a variety of smells. Of course, he hears what the professor and the doctor are talking about, but the main thing for him is food. When he had eaten, he fell asleep. He is now well and calm. "Hounded respect" for the professor is growing all the time and is not subject to doubt. The only thing that worries Sharik is if this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat tasty and a lot, but also to drink. but on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philipp Filippovich, then Sharikov, it seems, laughs. He says that the professor and the doctor are "tormenting themselves" with some stupid rules. He does not want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor's feet and did not disturb anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that "Sharikov's black head sat in a napkin like a fly in sour cream" - both funny and disgusting. Sharikov and the professor exchange all the time sidelong glances.

UUD: cognitive (process, systematize information and present it in different ways, the ability to build a speech statement, the ability to analyze and draw conclusions); personal (sense formation); communicative (ability to listen, engage in dialogue).

Stage 3 Building a project for getting out of difficulties

Purpose of the stage : students' choice of a way to solve a problem situation.

Improving the ability to conduct a compositional analysis of the text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.

Characteristics of Sharikov.

Watching a movie clip directed by V. Bortko "Heart of a Dog" - an episode of the conversation between Sharikov and Philip Filippovich. (In Bulgakov, the corresponding fragment begins with the words: "Philip Filippovich was sitting at the table in an armchair.")

Analytical conversation.

Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov's description.

- Was this how Sharikov seemed to you when you read the story?

What did the filmmakers keep and what did they “forget” about?

Suggested answers :

- outwardly, Sharikov in the film is exactly the same as Bulgakov's, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov's Sharik could distinguish colors. The story says: "The ball began to learn from flowers." The lack of color in the film did not allow the authors to convey the absurdity of Sharikov's costume.

- In the film, Sharikov constantly makes excuses, he is even sorry. Indeed, the professor attacks and attacks him. And in the book, Sharikov is confident, and sometimes harsh: he does not justify himself, but attacks himself: "A cheeky expression caught fire in the little man."

Bulgakov's Sharikov is often ironic, but in the film he is stupid. And yet, when you read the story, it's funny, but in the film everything is somehow serious. It's hard to explain why.

(if the students do not see this important detail, the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and solid: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks colors, and that’s the point not only because it is black and white, but because the whole film is decided in a serious and very boring way: it lacks Bulgakov's irony, humor, sarcasm - shades of meaning!

And what did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?

3) Work with the block diagram.

The great operation was accomplished, and who became the donor for the creation of a new person?

(Klim Chugunkin)

What can you say about this person? Read out.(end of ch.5, p.199)

(“Klim Grigoryevich Chugunkin, 25 years old, single. Non-partisan, single, sued three times and acquitted: the first time due to lack of evidence, the second time he was saved by his origin, the third time - suspended hard labor for 15 years. Theft. Profession - playing the balalaika by taverns.

Small in stature, poorly built. The liver is enlarged (alcohol) The cause of death is a stab in the heart in a pub ("Stop-Signal" at the Preobrazhenskaya outpost).

From Dr. Bormental's diary, we learn that the new creature has adopted all the worst qualities of its donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.

( Bad taste in clothes: a poisonous sky-colored tie, a jacket and trousers are torn and soiled; lacquered boots with white spats. ch.6, p.203)

In addition, it constantly speaks after its mother, smokes, littering with cigarette butts, catches fleas, steals, loves alcohol, is greedy for women ...(p.194, 195)

Teacher: but this is only an outward manifestation. Is there anything left of Sharik's moral position? What determined Sharik's behavior and what was most important for Sharikov?

Suggested answers : - The instinct of self-preservation. And balls defends the right to its own existence. If anyone tried to deprive Sharik of his "well-fed life", he would have known the power of dog teeth. Sharikov also "bites", only his bites are much more dangerous.

Conclusion: the ball did not die in Sharikovo: we discovered all its unpleasant qualities in a person.

Conversation

Teacher : Let's try to figure out why the professor was a model and force for Sharik, and Shvonder for Sharikov? Why does the professor say that "Shvonder is the most important fool"? Does he understand who he's dealing with?

Students: Sharikov's brain is very poorly developed: what was almost ingenious for a dog is primitive for a person: Sharik turned into a man, but did not receive human experience.Shvonder takes him for a normal adult and tries to inspire the ideas of Bolshevism.

Teacher: Why is it so dangerous?

Students: Usually, when a person develops in a natural way, he gradually gets acquainted with the world, they explain to him what is good and what is bad, teach him, pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he only wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to share everything. Shvonder himself ardently believes in what he preaches, he himself is ready to give up blessings and comforts in the name of a bright communist future.

Filipp Filippovich and Dr. Bormental are trying to educate Sharikov with normal human manners, so they always forbid and indicate. Sharikov is extremely annoying. Shvonder does not forbid anything, but, on the contrary, tells Sharikov that he is oppressed by the bourgeoisie.

Teacher: Are Shvonder himself and the representatives of the House Committee highly developed personalities?

Students: Obviously not.

Teacher: Does Shvonder really understand complex political and ideological issues?

Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to share everything, although they cannot really manage the work of the house committee: there is no order in the house. You can sing in chorus (no matter what Philip Philipovich says, he himself often sings in a false, rattling voice), but you can’t sing in chorus instead of your main work.

Teacher: Why Sharikov and Shvonder so quickly find a common language?

Students : Shvonder hates the professor, because, feeling the hostility of the scientist, he is unable to prove it and “explain” his true anti-revolutionary essence (and here Shvonder cannot be denied intuition!) For Shvonder, Sharikov is an instrument of struggle with the professor: after all, it was Shvonder who taught Sharikov to demand housing , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy must be brought to light and destroyed in the name of the future. happy life. In the poor head of Shvonder, it does not fit in any way, why a person who, by all signs, is an enemy Soviet power is under her protection!

So, the “godfather” of Polygraph Poligrafovich inspires his pupil with the ideas of universal equality, fraternity and freedom. Once in the mind, which is dominated by bestial instincts, they only increase the aggressiveness of the "new man". Sharikov considers himself a full-fledged member of society, not because he did something for the good of this society, but because he is "not a NEP man." In the struggle for existence, Sharikov will stop at nothing. If it seems to him that Shvonder takes his place under the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool,” because he does not understand that soon he himself will be able to become a victim of the monster that he “develops” so intensely.

Teacher: Who is right in the dispute - Professor Preobrazhensky or Dr. Bormental?

Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik's brain is only "the unfolded brain of Sharik", but it cannot be said that we have before us only the revived Klim.Sharikovo combined the qualities of a dog and Chugunkin, and Sharik's slavish philosophy, his conformism and self-preservation instinct, combined with Klim's aggressiveness, rudeness, drunkenness, gave birth to a monster.

Teacher: Why did scientists make a mistake in their assumptions?

Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.

Expected results:

These final conclusions resolve the problematic situation of the 2nd lesson, in comprehending which the students had to understand the role of composition, master Bulgakov's language, learn to realize the importance of details in the story, compare the characters' images; comprehend the author's concept. In addition, the method of comparing a work with its interpretation in another art form allows students to concretize their impressions.

UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, the ability to build a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).

Stage 4 Reflection

Exercise "Interesting".

Fill in the table:

In the “plus” column, students write down what they liked in the lesson, information and forms of work that caused positive emotions or may become useful to them. In the column "minus" they write down what they did not like, remained incomprehensible. In the column "interesting" write down everything Interesting Facts. If there is not enough time, this work can be done orally.

UUD: regulatory (assessment)

Homework for the next 2 lessons will be like this:

1. Come up with a title for the 4th chapter of Heart of a Dog.

3. Draw up the "code of honor" of Professor Preobrazhensky.

4. State the theory of education according to Professor Preobrazhensky and Dr. Bormental.

5. Describe the professor in the scenes of receiving patients, visiting the house committee, at dinner. Prepare an expressive reading of these scenes.

Lesson objectives:

1. Didactic:

• Get to know history creating a novel, reveal it genre originality.
• To create conditions for the systematization of knowledge on the topic of the lesson and the assimilation of literary concepts.

2. Developing:

• To promote the development of the ability to analyze and systematize materials that reveal the process of working on a work of art.
• Continue work on the development of monologue speech.

3. Educational:

• To promote an increase in interest in the creation of works of Russian classical literature.

Expected Result:

• learn how to create a coherent text based on lecture slides prepared by the teacher.

Interdisciplinary connections: history, computer science, Russian language

Means of education:

• portraits of the writer
• book exhibition
• multimedia complex

Lesson type: slide lecture with elements of creative work

LESSON PLAN

1. Organization of the beginning of the lesson.

2. New topic. Slide lecture.

2.1. Teacher's message

3. Reflection of knowledge.

4. Grading.

5. Homework.

During the classes

1. Organization of the beginning of the lesson.

1.1. Statement of the educational task.

2. New theme. Slide lecture.

Slide number 2.

Today we begin to study an unusual work. For more than 150 years, interest in it has not faded in many countries of the world. The novel "War and Peace" is one of the most patriotic works in Russian literature of the 19th century.

Of all the artistic creations of Tolstoy, and they are all beautiful, the most significant, sublime, morally pure and life-affirming is his novel War and Peace.

He took for him a landmark event that shook the world in the 19th century - Patriotic War Russia with Napoleon and his troops gathered from almost all countries of Western Europe.

It was the best time of his life. Sixties of the 19th century. He was at the age that the ancient Greeks called "akme" - the age of full maturation of all the physical and spiritual forces of man.

For seven years he worked on the novel as an artist and as a historian. Science and art merged into an indissoluble unity. Dostoevsky rightly wrote about this: “I drew an irresistible conclusion that a writer is an artistic one, in addition to a poem, he must know to the smallest accuracy (historical and current) the reality depicted. In our country, in my opinion, only one shines with this - Count Leo Tolstoy.

Contemporaries were fascinated, delighted, and, of course, immediately began sharp and long disputes. The Slavophiles recognized in Tolstoy their adherent. DI. Pisarev, an evil and implacable critic of the nobility, condescendingly reproached the author of the novel for the idealization of the nobility, for his "involuntary and natural tenderness" for his noble heroes.

Slide number 3.

Let's write down the plan of our lecture.

1. The time of creation and the historical basis of the novel
2. The meaning of the name
3. Image system
4. Genre originality
5. The problems of the novel
6. Composition features

Lesson assignment. Familiarize yourself with the content of the slide and compose a coherent story using the theses and diagrams from the slide.

Slide number 4. Time of creation and historical basis.

The novel was written in the 60s of the 19th century, the year a new, post-reform era of Russian history began. Government of Alexander II

canceled serfdom, but did not give the peasants land, and they rebelled. The Decembrists were returned from Siberia, but Chernyshevsky was sentenced to 20 years hard labor. The state was undermined by the failures of the Crimean War.

A participant in the battles in Sevastopol, Tolstoy arrives in St. Petersburg. At the same time, the Decembrists with their families are returning from Siberia under an amnesty. It was at this time that the writer had the idea to write a novel about the Decembrists, but he began to fulfill this plan only in 1863.

The formation of the idea was determined by himself

1856 - the beginning of the plan. Initially, L.N. Tolstoy decided to start his story from 1856, when, after the end of the Crimean War, the royal mercy granted forgiveness to the prisoners of Siberia, and the hero of the "Decembrists" returned to his ancestral Moscow nest.

"In 1856, I began to write a story with a well-known direction and a hero who should be a Decembrist returning with his family to Russia."

1825 But then Tolstoy decided to move on to the era of his hero's delusions and start the story from 1825. At this time, his hero is already a mature person.

"Involuntarily, I passed from the present to 1825, the era of my hero's delusions and misfortunes."

1812 - war. The decisive link in the plot fell out - the youth of the hero, which coincided with the Patriotic War of 1812.

"In order to understand him, I had to go back to his youth, and his youth coincided with the glorious era of 1812 for Russia."

1805-1807 - foreign campaigns of the Russian army.

"I was ashamed to write about our triumph in the fight against Bonaparte France without describing our failures and our shame."

However, the author begins the story from 1805, with its culmination, which is unpleasant for the Russian army - Austerlitz - "the time of our failures and our shame," as Tolstoy notes. According to Tolstoy, he was ashamed to write about the triumph of Russian weapons in the fight against Bonaparte France, without describing the failures in the war of 1805-1807.

2.2. Student responses.

Slide number 5. Chronology of the novel.

Sample answer

The novel "War and Peace" tells about the struggle between Russia and Napoleonic France.

The 1st volume describes the events of 1805, when Russia fought in alliance with Austria on its territory.

In the 2nd volume - 1806 - 1811, when Russian troops were in Prussia.

Volume 3 - 1812 - Napoleon's troops invaded Russia.

4th volume - 1812 - 1813

The 3rd and 4th volumes are devoted to a broad depiction of the Patriotic War of 1812, which Russia waged on its native land.

In the epilogue, the action takes place in 1820. Thus, the action of the novel covers 15 years. The action takes place either in St. Petersburg, or in Moscow, or on the estates of Bald Mountains and Otradnoye. Military events - in Austria and in Russia.

Slide number 6. The meaning of the name.

L.N. Tolstoy began publishing the novel even before it was completed. In 1865 - 1866 in the journal "Russian Messenger" appeared a version of the first volume under the title "1805". And only at the end of 1866 the title "War and Peace" appeared.

Did you know that in the 19th century the words MIR and MiR in Russian differed in meaning? Here are the meanings of these words in Dahl's dictionary:

• No war, strife
• Consent, unanimity
• calmness

• Universe
• Earth
• All people
• Community, society of peasants

In modern Russian there is a single spelling of this word. They are considered homonyms, and each word, in turn, has many meanings.

Here is how the meanings of these words are defined in the academic dictionary:

• All forms of matter in terrestrial and outer space
• globe, earth
• Everything living, everything around
• people in general
• Order, order of life

• Agreement, no disagreement
• No war
• Cessation of hostilities, peace treaty
• Peace, well-being

Let's write down in a notebook the meaning of the words "war", "peace" in the understanding of the writer.

slide number 7

• War (in Tolstoy's narrative) is not only military clashes between warring armies, it is generally enmity, misunderstanding, selfish calculation, lies, hypocrisy, baseness in human relations
• Peace is the life of the people without war, it is the whole people, without distinction of estates, united by a single feeling of pain for the fate of the fatherland

Student responses.

(compose a coherent answer on the slide, the teacher can fill in the gap in the answer with his comments)

Slide number 8. System of images

Sample answer

There are about 600 in the novel actors, among them about 200 are real historical figures: Napoleon, Alexander I, Kutuzov, Bagration and others; representatives of the nobility and people are shown

Slide number 9. System of images

All heroes can be conditionally divided into favorite ("people of the world") And unloved ("people of war). Kutuzov, Bolkonsky, Rostov, Timokhin, Platon Karataev are people of the world, because they are driven by a desire for consent.

War exists not only in war. In the ordinary, everyday life of people separated by social and moral barriers, conflicts and clashes are inevitable. Prince Vasily, his children, Count Rostopchin, Drubetskoy - people of war, because. they are driven by a sense of envy, selfishness, although many of them do not participate in battles.

People of the world - favorite characters Tolstoy. They are looking for the meaning of life, make mistakes, suffer, live a complex inner life. Unloved people make a career, achieve some success, but do not change internally.

Slide number 10. Genre originality.

Already contemporaries of L.N.T. felt that "War and Peace" is a book of a complex genre. I.S. Turgenev wrote that this work includes an epic, a historical novel and an essay on morals. While working on the work, Tolstoy understood that "the whole Russian life of that time" could not be reflected on its pages. Therefore, the subject of the image is not the life of a person, not the life of a generation, but "the activity of all the people who took part in the event." Gradually, the work becomes "a story not about people, not about events, but about life in general, about the course of life." The changed idea demanded not only a change in the name, but also a new genre form. Tolstoy himself called his brainchild simply a book, not accepting the "scientific" characteristics of War and Peace.

Consider the main features of the novel and epic. Let me remind you that there are about 600 characters in the novel, about 200 of them are historical persons.

While working on the work, the writer had to re-read a lot of historical literature. Having done such a great job, Tolstoy came to the conclusion that almost everywhere the events are described "from the words of various generals." He actually created new method images of historical events. A private person, in the writer's view, is included in history not only when he directly participates in wars, battles, but throughout his private life he constantly, sometimes unconsciously creates history.

Reflection of knowledge.

Exercise. Try to explain how the epic novel differs from the novel. Continue phrases.

Slide number 11, 12, 13

Reference. It differs from the usual novel:

• time scale and place of action ( the plot unfolds over 15 years on the territory of Russia and Europe: Petersburg, Moscow, Bald Mountains and Otradnoye estates, Austria, Smolensk, Borodino);
• number of actors ( about 600 actors, among them about 200 are real historical figures: Napoleon, Alexander I, Kutuzov, Bagration, etc.);
• different social strata of the population of Russia and Europe are represented (local, Moscow, St. Petersburg nobility; officials; army; peasants)
• wide range of life events a large number of storylines);
• showing historical events that significantly affect not only the lives of individuals, but also the lives of entire peoples and states ( reign of Alexander I; French war with Prussia, Austria and Russia, War of 1812)

Slide number 14. The problems of the novel

The complexity and depth of the content of "War and Peace" required that the components of many genres of realistic prose intertwine in this book.

Try to identify the genre elements in the epic novel.

slide number 15

Let me remind you that the epic novel involves several aspects of the image of life:

• historical - appeal to real historical events;
• philosophical - reflections on the laws of life, on the place of man in the historical process;
• moral - a deep and multifaceted display of the inner world of a person, the search for the meaning of life.

Exercise. Based on the materials of slide No. 14, try to identify genre elements in the epic novel "War and Peace".

("click" on an empty space for the response template to appear)

Family and household (in the center of the story are several generations, several families,"family issues": love, engagement, marriage, birth and upbringing of children, etc.);

• Psychological (showing the growing up of heroes, personality formation, analysis of the "dialectics of the soul" of the characters (psychological analysis);
• Philosophical (views on historical process; life and death, war and peace, the universe and man; the concept of non-resistance to evil by violence);
• Historical (presence of real historical persons; use historical documents; social and political conflicts epoch).

3. Reflection of knowledge.

Questions to control:

1. How did the idea of ​​the novel change in the process of writing?
2. How do you understand the meaning of the title "War and Peace"?
3. What is the genre originality of "War and Peace"? How does the book differ from the well-known novels of the 19th century?
4. How is the system of images grouped in an epic novel?
5. Why do you think an epilogue is needed in an epic novel?

4. Grading.

5. Homework.

We have only one point of the plan left to study: the features of composition and plot. This will be your homework, to which we will return after reading the entire novel. Based on the text of the entire novel, you have to figure out on your own how it is built, in its storylines and prepare a slide message.

Goals: to form an idea of ​​what nature is; to learn to distinguish between objects of nature and objects of the man-made world, to classify them.

Planned results: students will learn to evaluate their own attitude to the world around them; to distinguish between objects of nature and objects of the man-made world; draw conclusions from the studied material.

Equipment: pictures depicting objects of nature and objects of the man-made world, presentations “Views of nature”, “Human creations” (video clips, pictures, photographs are possible); students have colored chips.

During the classes

I. Organizing time

II. Knowledge update

What do you know about your city or village?

- State your address.

What street is your house on?

Who knows how old your house is?

- What decorates your house, creates comfort and warmth?

(Drawing competition "My house". You can use KIMS (tests 2, 3, p. 7-8).)

III. Self-determination to activity

(On the board are pictures depicting objects of nature and objects of the man-made world.)

- Guys, look carefully at the board. What two groups would you divide these objects into? (What is in nature and what is made by man.)

What do you think is the topic of our lesson today? (Children's answers.)

Read the topic of the lesson on p. 14 textbooks. (Nature and man-made world.)

- Which learning objectives put before us? (Find out what belongs to nature and what to the man-made world.)

Read the tasks of the lesson in the textbook.

IV. Work on the topic of the lesson

1. Conversation, work on the textbook

Guys, look around. How many objects surround us! Discuss what we attribute to nature and what does not apply to nature. (Children's answers.)

Nature is the whole diverse world that surrounds a person and exists without his participation. We refer to living nature plants, animals, fungi, bacteria, to inanimate nature - stones, water, air, etc. Some of the objects around us were created by man himself - these are artificial objects, products or things. These include cars, clothes, utensils, furniture, buildings, etc.

- Look at the photos on p. 14-15. Cover what belongs to nature with green chips, and what is man-made with yellow. Check the correctness of the task with each other.

— How did you understand what a man-made world is? (What is created by human hands.)

2. Completing the task in the workbook

- Play words with a neighbor on the desk: one calls the objects of nature, and the other - the man-made world (in turn). Who more words will name. Then change.

- Fill the table.

V. Physical education

The game "Nature is not nature"

(The teacher names the object or shows a drawing with its image. If the object belongs to nature, the children clap, if it was created by man, they stomp.)

VI. Continuation of work on the topic of the lesson

(The teacher shows presentations "Views of nature", "Creations of man." If there are no presentations, you can show video clips, photographs or pictures.)

What feelings does what you see make you feel? (Admiration, surprise by nature, pride in man.)

And now let's talk about a person's attitude to this beauty, to the world around him.

(The class is divided into groups.)

- Look at the pictures on p. 16-17 textbook. Discuss in groups the attitude of a person to himself and other people, to nature, to the man-made world.

- Answer the questions about the pictures.

(Group discussion. Then each group answers one question.)

What conclusion can be drawn from all that has been said? (Children's answers.)

Read what the Turtle concluded.

VII. Reflection

(Students answer textbook questions (p. 17, boxed).)

(Students take out one of the signs and explain their choice.)

VIII. Summing up the lesson

Read the lesson questions again. Check if we have done everything.

Homework

2. Workbook: No. 2 (p. 5).

GDO " high school No. 42 in Vitebsk"

Subject:"Main Rules good relations» Lesson type: combined.

Target: to form the child's ability to choose the desired style level and use expressions corresponding to speech etiquette and behavior.

Tasks:

• teach respect for oneself and others;
• to develop the connected speech of students, to teach them to accurately and figuratively express their thoughts and feelings;
• to cultivate attention to that side of speech, which is associated with a kind, respectful attitude towards a person, the cultivation of politeness.

Lesson equipment: multimedia, textbook, envelopes with assignments, visual material.

During the classes
I. Organizational moment.

Defectologist teacher: Guys, today we have an unusual lesson. We have guests at the lesson. What should you say?

Children: Hello!

Defectologist teacher:

See if everything is ready for the lesson?

And what do you wish each other so that the lesson goes well?

II. The main stage of the lesson.

1. Checking the material covered

Now the one who will correctly name the words of greeting will sit down. (Children call)

a) hello
b) good morning
c) good afternoon
d) good evening

Defectologist teacher: Guys, today we will travel around the country of the "Main rules of good relations." And the elf Razumeyka and the wise dwarf Vasily will travel with us. Gonom Vasily got lost in our country, so we must help him. And in order to help Vasily, you must correctly complete all the tasks that Razumeyka has prepared for you.

Defectologist teacher: So, are you ready?

The first task of Razumeyka “Name the rules of conduct with which you are already familiar” (slide 2)

Children name the rules:

1. Greet in the morning with relatives, teachers, classmates, friends and familiar adults.

2. Give thanks, always say thank you. Do not be rude to adults and classmates.

3. Apologize if you accidentally pushed someone, did something wrong.

4. Culturally behave at the table at a party and at home. IN public transport, cinema, theater.

5. Be polite, friendly to other people.

Check (slide 3-6)

Well, you have completed this task and our dwarf Vasily is one step closer to his home.

Before we continue our journey, let's move on a little. (slide 7)

2. Physical education.

Rise up, pull up,
Two - bend, unbend,
Three hands, three claps,
Three nods of the head
Four - arms wider
Five - wave your hands,

Six, sit down quietly.

Defectologist teacher: Guys, you are already familiar with many rules of conduct.
And today you will learn about the main rules of good relationships. Before you know about them, you must next task from Razumeyka. (slide 8)

The task is read by the student: listen carefully to the text and answer the questions of the teacher.
Defectologist teacher: This text tells the situation that happened to the boy Igor. (slide 9)

Working with the textbook p.94-96

Questions to the text:

1. Why didn't anyone want to play with Igor?

2. Razumeyka brought you a task in an envelope and each of you must choose the right words,

that characterize the behavior of the boy.
Music sounds: (words: M. Plyatskovsky, music: B. Savelyev) ... "If you are kind, then it is always easy."

Check (slide 10)

Parsing the word "ignoramus" (slide 11)

Teacher-defectologist: Until the 16th century, “vezha” meant “expert”, one who knows the rules of decency, generally accepted forms of expressing a good attitude towards people.

And if you add the prefix non- to the “vezha” part. What will happen? It will turn out rude.

What does the word "ignorant" mean? (rude, rude person)

3. What did the old man teach the boy?

• You can not do and wish others what is unpleasant for you.
• Good always comes back with good.
• Evil comes back with punishment.

4. After the boy learned these rules, what was he like? (Children answer)

Defectologist teacher: what does it mean to be benevolent?
(Children give their answers)

4. Physical education for the eyes "Stargazer"

5. Consolidation of acquired knowledge

Defectologist teacher:(slide 12)
Alright folks, it's time to test your new rules for good relationships, so you should complete the next Razumeyka challenge: TORN NOTES. The rules of conduct are written on the notes so that they are formulated in two parts. Children need to restore torn notes by correctly selecting the parts that match each other.
And you did it right with this task, and our dwarf Vasily got to his home (slide 13)

III. The final stage

1. Summing up

a) What rules did you learn at the lesson?
b) What new word did you learn??
The kids are in charge

2. Reflection

A circle from the sun is attached to the board, the children are given rays of yellow and blue. Rays need to be attached to the sun:

• yellow color - I really liked the lesson, got a lot interesting information;
• blue color - the lesson is not interesting, there was no useful information.

Defectologist teacher: I'm glad that you liked the lesson, you worked very hard and for helping the dwarf Vasily find his way home, he gave you a surprise, what do you think? What do gnomes love most in the world? That's right, gold. Children receive chocolate coins in a golden wrapper.

This is where our lesson came to an end, but everything we talked about today should always be with us.

For the development of the abstract, I used tutorial on the subject "Man and the World", author O.Kh. Seredinskaya.

Neighborhood culture

Theme: Motherland and the world

Lesson Objectives:

Educational :

• to bring children to the awareness of the concept of Motherland;

  reveal some possible forms of manifestation of love for the Motherland;

  introduce the symbols of the Russian state;

  broaden the horizons of students;

  enrich their vocabulary.

Educational :

• to educate a humane, creative, socially active personality

Educational :

• promote the development of interest in the history of their homeland;

  to form children's interest in their "small" Motherland, respect for the culture of their native country;

  create an emotionally positive basis for the development of patriotic feelings: love and devotion to the Motherland, a sense of pride in the heroic past of their Motherland.

DURING THE CLASSES

1. Organizational moment

The bell rings loudly, He calls the children to the lesson.
Here they are already standing, Forming a harmonious row.
Now everyone quietly sat down And the neighbor was not hurt.

2. Introduction to the topic of the lesson

– I bring to your attention an excerpt from the song. After listening to the passage, you will have to answer the question: “What will be discussed in the lesson today?”

An excerpt from the song "It's you, my Motherland - Russia" sounds

– Who guessed what we will talk about today in the lesson?

3. Formulation of the topic and objectives of the lesson

– Guess what the topic of the lesson will sound like?
What are we going to do today? Study?
- We are starting to study a new section "Russia is your Motherland". And we begin our section with a study of the topic "Motherland - what does it mean."
- Today in the lesson we will talk about what the Motherland is, how people express their love for their native land, what does the Motherland mean for a person?

4. Introduction to new material

– We have a common roof over our heads - blue sky.
- We have a common floor under our feet - the earth's surface.
- We all have one lamp and a stove - a gentle sun.
- We have a common water supply - these are rain and snow clouds.
- And now listen to E. Serov's poem "My House", which Shvets Vladimir prepared for us.

E. Serov "My house"

I have an amazing home.
There is not a single wall in this house of mine.
Only there is a ceiling - blue - blue,
Only a lot of roads - know, walk on any!
My house is very huge - from sands to ice floes!
It’s good that I don’t live alone in the house.

– What house is the poem talking about?
- That's right, this poem talks about our planet Earth.(Slide 8)
We live on this planet.
– There is a place on this planet where we were born, we live, work, study, our relatives and friends live here.
- What's the name of this place?
- This is ourMotherland.

Formulation of the problem

– Think guys, and try to answer the question:
- What is the Motherland?

(Compilation of a cluster on the topic "Motherland")

– There can be many answers to this question:

– Motherland is the country in which we were born and live.
– Our Motherland is Russian forests, fields, seas and rivers.
This is the land where our ancestors lived and worked.
- The land that our ancestors defended from enemies.
- Motherland is our region, city, village.

Exhibition of children's drawings on the theme "Motherland".

– Guys, tell us about how you showed the Motherland in your drawings.
What do we call Motherland?
- The guys will answer this question with the words of the poem, which is called"What do we call Motherland?"

"What do we call Motherland"

What do we call motherland?
The land where you and I grow
And the birches along which
We are walking next to my mother.
What do we call motherland?
The sun is in the blue sky.
And fragrant, golden
Bread at the festive table.
What do we call motherland?
The house where we live
And starlings of spring songs
Behind the open window.

Conversation
- Have you ever had such stories when you missed home?
Why does a person miss home?

Conclusion: a person gets used to his native home, where he is always comfortable and well, here he is expected and missed.

Motherland is also the native home of people, therefore a person cannot live without his Motherland.
Homeland is a place where you want to return again and again.

vocabulary work

– In the text of the story there was a wordforeign land .
– How do you understand this word?
foreign land is a foreign country.
- Wordsmotherland Andforeign land opposite in meaning.
- Mikhail Prishvin said: “... Fish - water, bird - air, beast - forest, steppe and mountains. And a person needs ... a homeland.
“Every person needs a Motherland. Proverbs say about how carefully and with what feeling the people treated their homeland.
You must have heard the following proverb:

"Everyone has their own side"

– What proverbs and sayings do you know?

"Houses and walls help." "The native side is the mother, the alien side is the stepmother." "A man without a homeland is like a nightingale without a song."

– What proverbs about the Motherland do you know?

"Motherland is a mother, know how to stand up for her."
« Motherland is more beautiful than the sun, more precious than gold.”

The game "Make a proverb." Work in pairs

On the table are cut cards with proverbs. Children discuss in pairs and make up proverbs.

Where someone is born, a foreign land is a stepmother. To live is to serve the Motherland. The motherland is the mother, and it will come in handy there.

Continuation of vocabulary work (work with explanatory dictionaries) (

– Explain the meaning of the words: HOMELAND, FATHERLAND, NATIVE SIDE, NATIVE COUNTRY, FATHERLAND.
Do you think these words are similar or different in their meaning?
All these words have a common meaning. They all denote the place where a person was born, where he lives, works. Learns where his family and friends live.
MOTHERLAND, OCHAZNA, FATHERLAND. With these words we call our country - Motherland.
- Where did the word "Motherland" come from? Let's listen to the children who found words in the dictionaries that are close in meaning to this word.

The word "RODINA" comes from the ancient word "ROD", which denotes a group of people united by blood relationship. Each of us is a descendant of some ancient family. Rod is the god of Slavic-Russian mythology, the ancestor of life, the spirit of ancestors. Protector of family and home. Named after this god main city the Ross tribe - Roden (Kin). Also words close in meaning: give birth, parents, relatives, pedigree, homeland, people.

– We live in Russia. This is our Motherland. So who are we? We are Russians.
- Russia is the largest country on Earth. It occupies a ninth of the entire land mass. Russia is located in two parts of the world at once: in Europe and in Asia. Its territory is so large that it takes almost a week to travel by train from west to east.
- Russia is called a rich country.
Ozhegov's explanatory dictionary explains:
" Rich is the same as plentiful, containing a lot of something valuable.
- How rich is Russia?

Russia is rich in forests;
minerals (oil, diamonds, peat, coal, granite, sand and clay, iron ore);
monuments of architecture;
people who become famous.

Tatyana Kazankina is an Olympic champion in athletics, a native of the city of Petrovsk, our countrywoman.
Yu. A. Gagarin, pilot-cosmonaut, Hero of the Soviet Union,
Svetlana Savitskaya - twice Hero of the Soviet Union,
Oleg Tabakov - People's Artist of the Soviet Union, our countryman.
Alla Perfilova (Valeria) - Honored Artist of Russia, singer, our countrywoman.
Vladislav Tretiak - Honored Master of Sports, hockey player, deputy State Duma and many others.

4. Fizminutka "We are children of the big planet"

5. Symbols of our Motherland. Job

– Name the capital of our country.
Who is the president of our state?
- Each state has its own symbols.
- Name the symbols of the state.
- The inhabitants of our country have their own coat of arms, anthem and flag.
You will now be divided into three groups. On the tables you have worksheets with information on the topic, illustrations, photographs. Your task is to prepare a message about the symbol of the country: coat of arms, anthem or flag. (each group has its own symbol)

6. Work with the heading "Picture Gallery"

– look at the pictureI. I. Levitan "Evening ringing".
- Let's imagine that we are sitting on the banks of this river, listening to the melodic bell ringing. It's evening. Peace and quiet all around. This is how the artist I.I. Levitan imagined his homeland.
- Now listen to the song."Red Sun", Sl. I. Shaferan, Music. Aedonitsky performedL. Zykina .
- What feeling for the Motherland conveys L. Zykina in the song "Red Sun" to the words of I. Shaferan.
- And you guys, how can you express feelings for your native land?
- By your deeds, deeds: help the elderly, take part in the protection of nature.
– Even the smallest contribution of each person to bring results. Be kind to your land. Be a friend and protector of nature. Take care of flowers, trees and bushes. Do not offend animals and birds. This will help you preserve the unique beauty native land. The homeland will be rich, and the people will be happy.

7. Consolidation of acquired knowledge

1) Drawing up a presentation of your city. creative work. Group work

– Imagine that aliens have come to us and ask you: “What does Petrovsk mean to you?”. Try to explain to them as briefly as possible, but the most important thing is that they want to be here. (On the tables of plan cards

2) Solving a crossword puzzle. Work in pairs

1. The country in which we live.
2. The capital of our Motherland.
3. President of Russia.
4. How many stripes are on the Russian flag?
5. What was the name of our country before?
6. What is the name of the regional city?

8. The result of the lesson. Reflection

Five Finger Method

M (little finger)- thinking process.

– What knowledge and experience did you gain today? What surprised you?

Student: We learned what the Motherland is. Russia is my homeland.
Russia is one of the largest countries in the world. It is in our country that a large number of reserves, there are many minerals, forest and water resources.
Each person should love and protect his Motherland, take care of its cultural values, be proud of the achievements of his people.

B (nameless) - the proximity of the target.

– What did you do today? What have you achieved?

Student: We read poems, a story, called proverbs and sayings, explained the meaning of the words: Motherland, Fatherland, Fatherland, native country; worked in a notebook, played the game "Make a proverb".

WITH (average)- a state of mind.

– What was your prevailing mood, state of mind today?

Student: I was in an upbeat, cheerful mood.

At (pointing)service, help.

– How did you help today? What made you happy? What contributed?

Student: I answered the teacher's questions.

B (big) – vivacity, physical form.

– What was your physical state Today?
- What did you do for your health?

Student: I was upbeat. At the lesson, we did a physical education minute.

Teacher: Well done guys, you did a great job in class. Please listen to E. Sinitsyn's poem "Take care of Russia."

(The song “Where the Motherland Begins” sounds quietly. At this time, the teacher reads a poem.) Take care of Russia - there is no other Russia.