Svetlana Ilyashenko
"Walk in winter forest". Sinkwain in correctional work on the development of speech in children with ONR
Children preschool age having a common underdevelopment of speech, experience difficulties in sound pronunciation, do not distinguish sounds by ear, they are characterized by errors in word formation and inflection, very low level dictionary, errors in the use of prepositional constructions, the processes of reading and writing are difficult due to a number of features of the formation speeches. With these shortcomings speeches our pupils come to our group.
Working with children with speech disorders, we came to the conclusion that it is necessary to use as much as possible all the techniques and methods known in special pedagogy, including modern methods learning.
One of the new effective technologies speech development baby is a technique cinquain.
Translated from French It is an unrhymed poem of five lines.
The purpose of applying the methodology of didactic cinquain- improving vocabulary work, like the basics speech development in general; the ability to highlight the main thing, to generalize, to classify.
CREATION ALGORITHM SINQUEINA
1 line - noun
(Item)
2nd line - two adjectives
(Signs of the subject)
3rd line - three verbs (Item actions)
4 line - a phrase showing the attitude to the subject
Line 5 - the word associated with the first.
Synopsis directly - educational activities with kids
Comprehensive lesson for children preparatory school group
(Educational area: "Speech development» )
Subject: « Walk in the winter forest» .
Target:
Compilation of stories about wild animals using technology cinquain, based on the scheme - the algorithm.
Tasks:
Consolidate knowledge children about wild animals,
keep learning children actively participate in the conversation
clarify knowledge children about words - signs, words - actions, words - objects,
be able to compose a story about wild animals using technology cinquain, based on the scheme - algorithm,
Improve verbal analysis and synthesis,
Develop associative thinking,
Cultivate interest in creating cinquain; love for nature.
Equipment: Cards with the image of a squirrel, a fox, a hare, a hedgehog, a wolf, a bear and their cubs; bear mask.
preliminary Job:
Acquaintance children with syncwine technology, with the compilation algorithm cinquain, joint production of models (visibility) to draw up cinquain; reading fiction, consideration of illustrative material; reading and pronunciation of proverbs, sayings, phraseological units about wild animals (To catch a squirrel - to beat off the legs; The white hare is good, and the hunter is brave; The cowardly hare is afraid of hemp; Feet feed the wolf; Teeth feed the wolf, and legs save the hare.
Spin like a squirrel in a wheel; Chase two rabbits.)
Course progress.
The teacher brings telegram:
Help, help!
We are bewitched!
We have forgotten who we are.
Come, reconcile us urgently.
The inhabitants of the forest.
caregiver: Guys, who sent us this telegram?
Children: The telegram was sent by wild animals. They live in the forest.
caregiver: How can we help forest dwellers?
Children offer to go to the forest and disenchant the animals.
caregiver: How can we disenchant wild animals?
(we will write stories about them).
caregiver: Guys, I have such a scheme - a hint, do you think it will help us in compiling stories? Shall we take her with us?
caregiver: Which wild animals live in the forest?
Children: A hare lives in the forest. (Squirrel, hedgehog, bear, wolf, fox).
caregiver:
let's remember how animals move
(children perform movements).
"Bears walk"- walking like a bear;
"The Fox Sneaks"- walking on toes;
"The Wolf Is Coming"- crawling on all fours;
caregiver: Guys, so we got to the forest.
caregiver: Look, guys, carefully. There are trees in this forest, but no animals are visible at all. What are these white cards that lie under the Christmas trees? (Children make their guesses.)
It's hard to guess, I'll take a card and see. (The teacher takes a card, makes a riddle).
cunning cheat,
Red head.
A fluffy tail is a beauty.
Who is this? (Fox)
caregiver: How did you guess? (Shows a picture of a fox).
Children: It's a fox.
caregiver Q: Is a fox an animal?
Children: The fox is an animal.
caregiver: Is the fox a wild animal or a domestic animal?
(A fox is a wild animal that lives in the forest).
caregiver: What fox? Choose definitions.
(Children choose definitions : cunning, predatory, red, etc.).
caregiver: What is the fox doing in the forest?
(hunts, hides, mouses, steals, etc.).
caregiver:
Let's tell which fox, using our hint.
(Listen to 1 - 2 stories, the teacher writes down the stories).
(A fox toy appears).
Children find the following pictures and make up stories based on them. (Some children can write the title of their story themselves):
Not a lamb and not a cat,
He wears a fur coat all year round.
Gray coat for summer
For winter - a different color. (Hare).
Sitting on a branch
Not a bird.
Has a red tail
Not a fox. (Squirrel).
(After each story, toys appear).
The teacher conducts finger gymnastics "Squirrel sits on a cart".
caregiver: Fingers stretched, let's continue to disenchant the animals.
Who lives in the forest deaf
Clumsy, clumsy?
In the summer he eats raspberries, honey,
And in winter he sucks his paw. (Bear).
(Assignments with complication: invite Dima, Vanya, Egor, Dasha V. to write a story without relying on a diagram; offer to lay out a diagram - an algorithm for each child, then according to this diagram - the child tells).
caregiver: Guys, all the animals were disenchanted! Hear how forest animals thank you!
Komi folk game is being held "Medvedushko".
caregiver: You guys are great today. Helped to disenchant the animals. And in real nature, a person should help our smaller brothers, because a person is the strongest and most intelligent inhabitant of our planet.
And now it's time for us to kindergarten.
Children walk through the hall to the music, they say words:
We all go through the forest
And we get to know the animals.
Well, rather, one, two, three:
Name the animal quickly.
At the end of the phrase, the children stop, the teacher approaches someone from children. The child quickly names some wild animal.
caregiver: So ours ended walk.
Where were we today?
Who helped in the forest?
How did they help?
What helped us to disenchant the animals?
Who was seen in the forest?
Poetry children by cinquain technology about wild animals:
Cunning, dexterous.
Catch, mouse, cautious.
The fox is the beauty of the whole forest.
Animal.
(Dima)
Beautiful, dexterous.
Jumps, stores, gnaws.
To catch a squirrel - to beat off the legs.
Wild animal.
(Vania)
Clumsy, clumsy.
Rolls over, falls asleep, scares.
The bear sleeps in a den in winter.
Animal.
(Dasha V.)
Toothy, gray, predatory.
Roars, howls, hunts.
Feet feed the wolf.
(Jora)
White, cowardly.
Jumping, nibbling, afraid.
The cowardly hare is afraid of the hemp.
Animal.
(Egor)
Grey, tailed.
Jumps, clicks, stores.
Like a squirrel in a wheel.
Wild animal.
Sinkwine was invented at the beginning of the 20th century by Adelaide Crapsey, an American poetess. Inspired by Japanese haiku and tanka, Crapsey came up with the form of a five-line poem, also based on the syllable count in each line. The traditional one she invented had a syllabic structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, there should have been 22 syllables in the poem.
Didactic cinquain was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic meaning of each line.
The classic (strict) didactic cinquain is built like this:
, one word, noun or pronoun;
second line - two adjectives or participles, which describe the theme's properties;
third line - or gerunds, telling about the actions of the topic;
fourth line - a sentence of four words, expressing the personal attitude of the author of the syncwine to the topic;
fifth line - one word(any part of speech), expressing the essence of the topic; kind of resume.
The result is a short, non-rhyming poem that can be devoted to any topic.
At the same time, in didactic cinquain you can deviate from the rules, for example, main topic or a summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described as compound ones.
Composing a syncwine
Coming up with syncwines is a rather exciting and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let's try to compose a syncwine using the example of the topic "soap".
Respectively, First line- "soap".
Second line- two adjectives, properties of the subject. Soap what? You can list in your mind any adjectives that come to mind and choose two suitable ones from them. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap used by the author (baby, liquid, orange, purple, etc.). Suppose, in the end, the soap turned out to be “transparent, strawberry”.
Third line- three actions of the subject. Here, schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But it must be borne in mind that actions are not only actions that an object produces by itself, but also what happens to it and what effect it has on others. For example, soap can not just lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you wash yourself with it. What else can soap do? Recall, and in the end we will choose three verbs. For example, like this: "It smells, washes, bubbles."
Fourth line- the author's personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can there be to soap if you are not a fan of cleanliness, who loves to wash very much or not, who hates soap. But in this case, personal attitude does not mean only the emotions experienced by the author. These can be associations, and something that, according to the author, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or try making your own soap. Or he associates soap with the need to wash his hands without fail before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: "Wash your hands before eating." Or, if the author ever tried to lick deliciously scented soap as a child and was disappointed, the fourth line could be: "Smell, taste nasty."
And finally last line- a summary in one or two words. Here you can re-read the resulting poem, think about the emerging image of the subject and try to express your feelings in one word. Or ask yourself the question - why do you need this item at all? What is the purpose of its existence? What is its main property? And the meaning of the last line depends heavily on what has already been said before. If the fourth line of the syncwine is about washing hands before eating, the logical conclusion would be “cleanliness” or “hygiene”. And if the memories of the bad experience of eating soap - "disappointment" or "deception."
What happened in the end? An example of a classic didactic syncwine of a strict form.
Soap.
Transparent, strawberry.
Washes, smells, bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but amusing poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
Having practiced on simple subjects, you can move on to more complex, but well-known topics. For training, you can try to compose a syncwine on the theme “family” or a syncwine on the theme “class”, poems dedicated to the seasons, and so on. A cinquain on the theme "mother", composed by schoolchildren lower grades, can be a good basis for a postcard in honor of the holiday of March 8. And the texts of syncwines written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or the New Year, schoolchildren can make a poster or a newspaper with a selection of their own written thematic poems.
Why compose syncwine at school
Compiling a syncwine is a rather exciting and creative activity that, for all its simplicity, helps the children themselves different ages develop systems thinking and analytical skills, isolate the main thing, formulate your thoughts, expand your active lexicon.
In order to write a cinquain, one must have knowledge and understanding of the subject - and this, plus everything else, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged one. test. A cinquain on literature, dedicated to any of the literary heroes or literary genre, will require the same intense work of thought as writing a detailed essay - but at the same time the result will be more creative and original, fast (5-10 minutes are enough to write a syncwine for children who have mastered the form well) and indicative.
Sinkwine - examples in various subjects
Sincwine in Russian can be dedicated different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic "verb":
Verb.
Reversible, perfect.
Describes the action, conjugates, commands.
In a sentence, it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms the verb has, how it changes, what role it plays in the sentence. The description turned out to be incomplete, but nevertheless, it shows that the author remembers something about verbs and understands what they are.
In biology, students can write syncwines dedicated to certain types of animals or plants. Moreover, in some cases, to write a syncwine in biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge gained during the lesson.
An example of a syncwine on the theme "frog":
Frog.
Amphibian, chordate.
Jumping, spawning, catching flies.
He only sees what is moving.
Slippery.
Synquains in history and social science allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhuman.
Kills, destroys, burns.
My great-grandfather died in the war.
Memory.
Thus, cinquain can be used as part of the study of any subject of the school curriculum. For schoolchildren, the composition of thematic poems can become a kind of “creative pause”, introducing a pleasant variety into the lesson. And the teacher, having analyzed the creativity of students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of schoolchildren to the topic, understand what interested them most. And, perhaps, to make adjustments to the plans for further classes.
The compilation of syncwines - short unrhymed poems - has become Lately very popular look creative task. It is faced by schoolchildren, and students of advanced training courses, and participants in various trainings. As a rule, teachers are asked to come up with a syncwine on given topic- to a specific word or phrase. How to do it?
Rules for writing syncwine
Sinkwine consists of five lines and, despite the fact that it is considered a kind of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when compiling a syncwine, certain parts of speech must be used.
The scheme for constructing a syncwine is:
- the first line is the theme of syncwine, most often one word, a noun (sometimes two-word phrases, abbreviations, names and surnames can act as a topic);
- second line - two adjectives characterizing the topic;
- third line - three verbs(actions of an object, person or concept designated as a topic);
- fourth line - four words, a complete sentence describing the author's personal attitude to the topic;
- fifth line - one word, summing up the syncwine as a whole (conclusion, summary).
Deviations are possible from this rigid scheme: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides for himself how strictly his wards should adhere to the form.
How to work with the syncwine theme: first and second line
Consider the process of inventing and writing a syncwine using the example of the topic "book". It is this word that is the first line of the future poem. But the book can be completely different, how to characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What is the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- luxuriously bound and lavishly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by my grandmother, and so on.
The list could be endless. And here it must be borne in mind that there can be no “correct answer” here - everyone has their own associations. From all the options, choose the one that is most interesting to you personally. It can be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, "books of Russian classics").
Now write down two signs specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralistic;
- bright, interesting;
- old, faded.
Thus, you already have two lines - and you already quite accurately represent the "character" of the book you are talking about.
How to come up with the third line of a syncwine
The third line is three verbs. Difficulties can also arise here: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on a shelf… But here one can describe both the impact that the book has on the reader and the goals the author set for himself. A "boring and moralizing" novel, for example, might to enlighten, to moralize, to tire out, to put to sleep and so on. "Bright and interesting" book for preschoolers - entertains, motivates, teaches to read. Captivating fantasy story captivates, excites, excites the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it "captivates" - there will be a feeling that you are "marking time". In this case, it is better to replace one of the words with a similar one in meaning.
We formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes the "personal attitude" to the topic. This causes particular difficulties for schoolchildren, who are used to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I find books useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In fact, here it is necessary to briefly state what is most important to you in the topic. This may be relevant to you personally and your life (for example, " Started reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think that the main drawback of books is that they use a lot of paper, for the production of which forests are cut down, you do not need to write “I” and “condemn”. Just write that " paper books - tree graves" or " book production destroys forests”, and your attitude to the topic will be clear enough.
If it’s difficult for you to immediately formulate a short sentence, first put your idea in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of I love so much fantasy novels that I often can't put it down and read them until the morning' might look like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I say goodbye to sleep.
How to sum up: the fifth line of cinquain
The task of the fifth line is to briefly, in one word, summarize the entire creative work for writing syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and reread what you have.
For example, you thought about the variety of books, and you came up with the following:
Book.
Artistic, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the infinite variety of books can be the word "library" (a place where many different publications are collected) or "variety".
In order to isolate this "unifying word", you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the "main word". Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " so we see that books are an important part of the culture”, simply write “culture”.
Another common version of the cinquain finale is an appeal to one's own feelings and emotions. For example:
Book.
Fat, dull.
We study, we analyze, we learn.
Classics is a nightmare for every student.
Yearning.
Book.
Fantastic, captivating.
Admires, delays, deprives of a dream.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only on condition that the form is well mastered. And the first experiments in this genre are usually difficult - to formulate five short lines, you have to seriously strain yourself.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to work out the form on a relatively simple and well-known material. As a training, you can try to take, for example, your family, home, one of your relatives and friends, a pet.
Having coped with the first syncwine, you can work out a more difficult topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown, and so on. Further.
After you write a few of these "trial" works and learn how to "pack" your knowledge, ideas and emotions into a given form, you can easily and quickly come up with syncwines on any topic.
Technology Implementation critical thinking with the help of syncwine. Master Class
Circle of stakeholders: this master class is intended for students in grades 4-5, teachers, educators.
Purpose: expanding the horizons of children, the formation of a thrifty attitude to nature.
The purpose of the master class: get acquainted with the elements of technology for the development of critical thinking, the use of material for use in lessons related to nature.
IN pedagogical activity There are a huge number of methods, technologies and methods of work. The technology for the development of critical thinking is, of course, one of the most important in this area; many teachers use it in their activities.
Agree it's critical. thinking person impossible to manipulate, modern world you can't take everything for granted. In our life, we ourselves, without knowing it, are constantly faced with various kinds of fraud. Phone scams are on the rise right now. good example was given in the famous program "Comedy Club". The man received an SMS - a message with the following content: “Mom, throw me money on this number, I will explain everything later. Your son". The man joked that he had an unexpected joy, he finally became a mother!
OR
Thanks to the technology of critical thinking, each student does not agree with what he sees and hears, let it be the opinion of a teacher, parent, scientist or just a classmate, and he checks the information received, approaches it critically, analyzes it. Only then does he agree with it or refute it. This is a very important point - a student will not always be a student, any person needs to learn to recognize the truth, try to get away from delusion. This technology helps the student to learn how to look for a problem and develop an algorithm for solving it, form their opinion and draw conclusions.
This technology is divided into 3 stages:
1) challenge- the teacher creates conditions for students to remember the material on a particular topic and realize that the knowledge they possess is not enough. For example, the topic of the lesson: Respect for nature. "The teacher divides the class into 2 teams and asks questions:QUESTIONS to the first team:
1) what is a red book?
2) what did the author of this photo want to say?
3) Who is a huntsman?
QUESTIONS to the second team:
1) How to help animals to winter in the forest?
2) Explain the drawing
3) How do people try to save endangered plants and animals?
Students answer, the teacher sums up,
Teacher: 1. Tell me, guys, what reserves do you know?
2. What should be done to prevent animals from running out onto the road and being hit by cars?
3. What medicinal plants do you know? poisonous? disappearing? disappeared?
4. What animal products are used in medicine? in food?
Teacher listens to the answers as a result of which the children realize that they do not know the answers to all questions. And as a reinforcement of the actualization of knowledge, the children compose a syncwine in teams on the topic: "nature"
SINKWINE
Nature
Amazing, beautiful
Surrounds, feeds, breathes
Nature is the protector of man from microbes
Force
After that, there is a transition to the second stage - comprehension (or content).
2. comprehension - at this stage, students get acquainted with new material.
Teacher asks the children to break into pairs of their choice and distributes task cards and herbarium leaves to each pair.
In the first task, you have to determine which tree or plant the herbarium leaves belong to, read the text and match the text with the herbarium leaf, and come up with a rule for caring for plants.
In the second task, you need to correlate the photo of animals listed in the Red or Black Book with its name and description of the animal that is listed.
example, card number 1
EXERCISE 1
3. Come up with a rule of caring for plants
They rush straight into the sky, up;
Take a close look:
Not birches, not aspens,
There are no leaves, there are needles.
It is a cone-shaped coniferous tree. The branches go down, forming "paws", covered with branches to the very bottom, and the lower branches are longer than the upper ones and protrude from under them. Young needles are lighter in color than old ones. The wood is used to make paper, furniture, rayon, construction, and even tools. (leaves of currant, mountain ash, linden, willow, spruce, pine, birch are on the table)
TASK 2
1. Match the photo of animals listed in the Red Book with its name and description of the animal that is listed
2. What benefit did these animals bring to man or nature?
3. Come up with a rule of caring for animals (there are possible options Animals: Manul (Palace cat), Lemur Lorry, Red or mountain wolf, Amur Goral, Far Eastern leopard, African lion, Tilacin - Tasmanian marsupial tiger, Zebra quagga, dove dove, Passenger pigeon_
FIRST ANIMAL
A wild cat with very fluffy and long hair - there are up to 9000 hairs per square centimeter of the body! It is found in Tyva, the Republic of Altai and Transbaikalia.
SECOND ANIMAL
This animal was idolized even in ancient times. For the ancient Egyptians, it acted as a sentry creature guarding the entrance to another world. For the ancient Egyptians, the fertility god Aker was depicted with his head and mane. In the modern world, this beast is depicted on many coats of arms of states.
Teacher: we listen to the correct answers - (task 1 - spruce, task 2 - Manul (Palace cat), lion)
Are plants and animals important to humans? How? (drug, oxygen, cosmetics, honey) Can all plants and animals be destroyed? Do you need to protect them?
Well done! I see that you can improve your health without pills, but with the help of herbs. But what should each of us remember? (Do not pluck plants unnecessarily, with the root. Collect carefully and carefully). Well, as a result of this stage, let's write a syncwine on the topic "plants and animals" together. Children compose a syncwine, the teacher writes on the blackboard.
SINKWINE
Plants and animals
Medicinal, disappearing
We take care, we plant, we feed
The state of nature is in our hands
Life
And we move on to the last stage of the answer.
3) stage response or reflection
We turn on music - the sounds of nature, and show photographs or slides of beautiful corners of nature. Do you agree with this statement? Explain.
We all want the nature around us to be
not like this
and for this we need to follow certain rules. What should we keep in mind while relaxing in nature? make a cinquain on the topic "nature conservation", for this draw your palm.
On each finger we write a line of syncwine, there are just five of them, on the very palm of our hand we sign whose syncwine it is, the date and put the attitude to the master class in the form of a smiley face.
As soon as the task is completed, we get up and attach it to the board with adhesive tape.
SINKWINE
Protection of Nature
Reliable, universal
Protect, restore, build
We need to take care of nature
Ecology
Teacher: Who will sum up the lesson? Did you understand everything? Did you get something new for yourself?
And I also want to finish my master class with a poem.
If I pick a flower
If you pick a flower
If everything, me and you,
If we pick flowers
All the glades will be empty,
And there will be no beauty!
In this way, we got acquainted with the technology for the development of critical thinking and at each stage carried out work with syncwine.
Recently, in school classes, it has become popular to use a methodological technique called "syncwine". It is believed that this stimulates the mental activity of students, contributes to the development of creative thinking, writing and reading skills, the ability to analyze and draw conclusions, briefly formulating them. In addition, making syncwines is very interesting and children are happy to do it.
What is cinquain?
This form of versification appeared with the suggestion of the American Adelaide Crapsey at the beginning of the last century, thanks to the Eastern principles of poetry - haiku and tanka. The result was a cinquain - a concise five-line poetic form that carries synthesized information. Cinquain is divided into several varieties, each of which has certain compilation rules.
Crapsey came up with the traditional form of writing five lines, where the work included 22 syllables and had a structure like this: 2 - 4 - 6 - 8 - 2, where the number indicates the number of syllables in each line.
To teach American schoolchildren, they began to use the didactic form of syncwine. It differs from other quintuples in that it is not the observance of the syllabic structure that is important, but the semantic information of the lines.
The classic traditional cinquain is compiled as follows:
- The first line is the subject, noun, or pronoun;
- The second line is two adjectives or participles, they briefly characterize the topic, describing it;
- The third line is three words of verbs or gerunds that reveal the action;
- The fourth line is the author's opinion about the topic being described in four words;
- The fifth line is the final, the essence of the topic, consisting of one word and any part of speech.
Of course it is general fundamentals writing syncwine, which you need to try to adhere to. But small adjustments can be made if the meaning of the poem benefits from this. To prevent the five-line from turning out to be a chaotic set of words, it is allowed to increase the words in a line or replace parts of speech, and so on. The main thing is that as a result the author creates an interesting creation with important information.
Pedagogical value of syncwine
IN Russian schools this poetic form began to be used not so long ago, in the last decade of the last century. But in the Western school programs it has been successfully used for almost 100 years.
From a pedagogical point of view, cinquain is a great way for the creative realization of a student. Such a poetic form helps to find and highlight the most important points in the information field, compose them and briefly bring them to the attention of others.
Sinkwine helps to overcome speech monotony in a child, helps to enrich vocabulary, speed up mental development. Compilation of five lines helps to form analytical thinking skills. It is convenient to use it as a final task for checking the material covered. The simplicity of the construction of the poem makes this method of development very effective for children of different ages.
To compose cinquain, you need to have knowledge and understanding of the material covered. This form can be used not only in literature or the Russian language, but also in such subjects as physics, chemistry, biology, you can check the level of knowledge of the student by compiling a syncwine. Moreover, although in time it passes faster than writing a standard control, it will require no less intensity of the work of thought. And the result will be much more original, interesting and revealing.
Let's try to understand step by step how to write a non-rhyming poem using the word "book".
1 line
Line 1 is the topic, which means that the word “book” is the finished initial line of our poem. But books are different, what characterization to give her? To do this, you need to specify the topic (in this case, the book). Let's move on to the second line.
2 line
Line 2 gives a description of the subject (topic). What does the word "book" mean? everyone has their own associations, for example:
- Electronic, paper;
- Interesting, fascinating, with pictures and illustrations;
- Boring, technical, with formulas and diagrams;
- Old, ancient, with notes in the margins.
The list can be very long and unambiguously correct definition no, everyone has their own first perception when pronouncing a word. Someone presents a favorite children's book, someone has a weighty tome in the father's office, someone has an abstract image in the form of store shelves with many creations. You need to write what is presented in connection with "your" book. For example:
- bright, colored;
- boring, instructive;
- historical and interesting.
From the second line, the character of our book is already clearly presented.
3 line
Line 3 should describe the action. What actions generally occur with the book? It is written, written, published, sold, on the shelf, and so on. But it would be more correct to describe actions in relation to the author: it captures, drives you to sleep, makes you bored, teaches, tells, makes you worry. The choice of characterizing verbs depends on what description has been given. For example, boring, moralizing in the second line cannot captivate, awaken the imagination in the third.
When writing the third line, the main rule is to stick to the image that has already been created. You also need to monitor the use of cognates, if the book was described as interesting, then you should not characterize the action that it is interested in. Get a transfusion of "water". It is better to use a word similar in meaning: interesting book captivates.
4 line
Line 4 of the pentaline implies an expression of a personal attitude to the topic (book). As a rule, this line is the most difficult to formulate. Schoolchildren are constantly taught that thoughts should be expressed directly and unambiguously: I love to read, I find books useful and moralizing. In practice, cinquain does not require an assessment and implies a free interpretation. You need to determine what is most important in relation to you and your life, related to books.
For example:
- I hate sitting with a book;
- learned to read at the age of five;
- I have many books at home.
If the imagination draws a deforestation for the production of paper for books, then there may be such formulations:
- published a book - destroyed a tree;
- paper books - a planet without trees.
That is, the expression of a personal attitude to books in a clear and understandable form. If it is difficult to immediately compose a short, capacious phrase, then you can write your thought in free form, not counting the number of words, and then decide how to reduce it to the desired size. For example: "I love to read historical novels and I can sit on a book all night until the morning." As a result, the abbreviated version will look like:
- I read all night long;
- I will read the whole book until the morning;
- book in hand - sleep beyond the threshold.
line 5
Line 5 is the final one, its task is to sum up the whole work in one word. First you need to write the resulting four lines and read them. This is almost a finished unrhymed poem. Let's say we remembered children's works:
- Bright, fabulous.
- Entertains, captivates, lulls.
- Mom read before bed.
To formulate main idea syncwine, you need to draw a conclusion from the resulting work: "I remember how, as a child, I liked it when my mother read fairy tales at night." Most likely, the final word will already be contained in the final phrase. In this case, the word "childhood" would be appropriate.
Examples of syncwines
Writing syncwines is a creative and exciting process. Children are very fond of such activities and often suggest topics for poems themselves. Here are some examples of creating simple non-rhyming five-line verses for younger students.
Summer
Warm, sunny.
Swim, relax, walk.
The best time of the year.
Holidays.
War
Cruel, terrible.
Kills, tortures, shoots.
I saw films about the war.
School
Big, noisy.
Teaches, helps, directs.
I like going to classes.
Grandmother
Caring, affectionate.
Regrets, nurses, looks after.
Grandma has the most delicious pies.
Cherry
Fragrant, sweet.
Blooms, smells, ripens.
I love cherry jam.
Firework
Brilliant, colorful.
Shoots, sparkles, rumbles.
It is a symbol of joy and victory.
Child
Small, defenseless.
Laughing, rejoicing, growing.
Children are the flowers of life.
Police
Bold, brave.
Catches, protects, guards.
My city is the safest.
September 1
Festive, elegant.
Let's go, learn, meet.
For the first time in first class!
Citizen
Active. Conscious.
Builds, performs, monitors.
Together - we are force.
If you need to compose a cinquain on any topic, but you are having difficulty with this, we can help you. Write the topic of syncwine in the comments to the article, and we will try to compose it for you.
MBDOU "Bolsheyelkhovsky kindergarten No. 1 of a combined type"
Abstract
organized educational activities for the formation
lexico-grammatical categories and the development of coherent speech
IN senior group compensating orientation
Subject. Pets. Compilation of syncwine.
Speech therapist MBDOU
"Bolsheyelkhovsky children's
garden No. 1 combined view "
Lexical theme. Pets.
Subject. Compilation of syncwine.
Purpose: The development of coherent speech through the compilation of syncwines.
Correctional and educational tasks:
To learn how to compose a syncwine, based on a given scheme according to individual pictures;
Activate the dictionary on the topic "Pets";
To fix in speech the category of the instrumental case of nouns;
Exercise in the formation of verbs from onomatopoeia;
Exercise in the selection of words-signs, words-actions;
Develop the skill of constructing proposals.
Correction-developing tasks:
To teach to think, reflect, reason on a given topic;
Develop imagination, emancipation.
Correctional and educational tasks:
To form the skills of cooperation, goodwill, initiative, independence.
Equipment : toys and subject pictures: cat, dog, cow, pig, rabbit, goat, horse, sheep; ball; scheme for compiling syncwine.
I. Organizational moment.
The game "Who will be who?"
(ball game)
Speech therapist. Who will the puppy be?
Who will be the kitten?
Who will be the calf?
Who will be the goat?
Who will be the lamb?
Who will be the bunny?
Who will be the foal?
Who will the piglet be?
II. Goal setting.
Speech therapist. Who guessed what we are going to talk about today?
Why are these animals called pets?
III. Selection of words-signs.
1. Guessing riddles.
2. Game "Pick up signs"
(Toys on display: cat, dog, cow, pig, rabbit, goat, horse, sheep)
The speech therapist makes a riddle. Children guess. The speech therapist picks up this toy and explains the rules of the game. I will name a sign word about a cat, I will give the cat to someone who repeats my word and adds his own sign word.
Riddles about pets.
Furry, mustachioed, eats, drinks, sings songs.
(Cat)
Man's true friend
I can clearly hear every sound.
I have a great sense of smell
Keen eye and keen hearing. (Dog)
Fatty, clumsy
Loves mud and loves puddles
Loves to sleep and loves to grunt
Squish your heels in the mud.
(Pig)
I'm big, I'm handsome and zealous,
I run and the mane curls
Long silk tail
And hooves tsok-tsok.
(Horse)
The fur coat is warm, curly on me and I sing: “Be-be-be” (sheep)
He lives in a barn, in a cage
Gnawing sweet carrots.
He is fluffy and big-eyed
Long-eared, tail like a zero
Everyone learned that this is ... (rabbit)
She goes horny
A little butted.
Walking towards us on the way
And whips me with his tail!
Shaking his head often
Drive away midges swarm.
Came back from the field
Our dear ... (cow)
Who is this, horned?
And beard too?
Gives milk well
Delicious, healthy
During the day he walks around the yard,
Pulls the bark from the bushes
Looks slyly into my eyes
Bearded ... (goat)
Sign words.
Cat (what?) - affectionate, mustachioed, fluffy,furry, etc.
Dog (what?) - faithful, devoted, smart, sensitive, etc.
Pig (what?) - pink, fat, clumsy, etc.
Horse (what?) - big, strong, beautiful, zealous, etc.
Sheep (what?) - curly, herbivorous, etc.
Rabbit (what?) - small, fluffy, big-eyed, long-eared, etc.
Cow (what?) - big, horned, butted, cute, etc.
Goat (what?) - horned, bearded, nimble, nimble, etc.
IV. Fizminutka.
Psychogymnastics.
The speech therapist offers to portray: how you stroke a cat, how you comb a horse's mane, how a goat butts, how a cat asks for milk from the mistress, how a dog faithfully and faithfully looks at the owner.
V. Formation of verbs from onomatopoeia.
(ball game)
Cow (what is she doing?) - mooing.
The cat (what is it doing?) - meows.
The dog (what is he doing?) - barks.
Pig (what is he doing?) - grunts.
Sheep (what is he doing?) - bleats.
Goat (what is he doing?) - bleats.
The horse (what is he doing?) - neighs.
VI. Choice of action words.
The game "What is he doing?"
(On the board pictures: cat, dog, cow, pig, rabbit, goat, horse, sheep)
Speech therapist. Guys, you know how animals give voice.
What else do pets do?
What is the cat doing? (caresses, plays, washes, runs, scratches, lies, sleeps, meows, etc.)
What is the cow doing? (grazing, eating, mooing, walking, giving (milk), etc.)
What is the dog doing? (nibbles, runs, guards, barks, guards, etc.)
What is the goat doing? (butting, chewing, eating, bleating, etc.)
What is the horse doing? (frolics, transports, jumps, neighs, rushes, etc.)
What is the sheep doing? (walks, grazes, bleats, walks, etc.)
What is a pig doing? (sleeping, lying, eating, grunting, etc.)
What is the rabbit doing? (nibbles, sits, eats, etc.)
VII. Compilation of syncwine according to individual pictures.
(On the board: a scheme for compiling a syncwine)
Speech therapist. Guys, so that our animals are not offended, you can make a proposal in the fourth line, what will you treat them to?
Cat. Dog.
Fluffy, mustachioed. Faithful, smart.
Meows, laps, washes. Guards, barks, gnaws.
I'll give the cat a sausage. I will feed the dog meat.
Horse. Pig.
Zealous, strong. Thick, pink.
Neighs, transports, jumps. Lies, eats, grunts.
I will treat the horse with oats. I'll treat the pig to beets.
Pet. Pet.
Cow. Goat.
Horned, big. Bearded, curvy.
Goes, gives (milk), mumbles. Butts, chews, bleats.
Pet. Pet.
Sheep Rabbit.
Curly, herbivore. Long-eared, downy.
Bleating, chewing, grazing. Gnawing, eating, sitting.
Pet. Pet.
VIII. Outcome.
Speech therapist. Guys, you are great! You are, like, real writers!
See which animals are happy.
Now everyone tell me who you were talking about?
So what animals are you talking about?
