Educational exposition of a sparrow on a clock. Big

Russian language grade 4

Subject: Presentation of L.N. Tolstoy "Sparrow on the clock"

Target: Formation of the ability to retell the text based on the plan.

Tasks:

- to form the ability to work with the text, determine its main idea, divide the text into parts, draw up a retelling plan

Continue to develop skills, solve spelling problems, determine the lexical meaning of words

To cultivate the ability to listen and hear the student, teacher, and oneself.

Formation of UUD.

Regulatory:

The ability to set the learning task of the lesson.

Ability to plan the sequence of educational actions with the task in hand.

Ability to create a plan of action for the task and carry it out.

Ability to follow a plan.

Cognitive:

Ability to work with new information.

The ability to apply logical actions (determine the genre, the main idea, divide the text into parts, determine the main idea of each part)

Ability to build reasoning around a problem.

Ability to compare and draw conclusions.

Ability to select information.

Ability to logically solve the tasks of the lesson.

Communicative:

Ability to express your point of view.

Ability to retell the text and hear a classmate

Ability to correct and explain errors.

Org.moment

Introduction to the topic.

What is this bird? (slide 1) Who is a sparrow?

What can you say about it?

Sparrow is a small bird of the passerine family. Sparrows are the most famous birds that coexist with humans with great pleasure.

Sparrows lead a sedentary lifestyle, choosing a territory, nesting. The grown offspring remain close to their parents, so the sparrows form large flocks. This is facilitated by the high fertility of the sparrow, the abundance of food due to the proximity of human settlements.

Formulation of the problem.

What types of text do you know?

1. Narration - what happened (events, actions).

Narration - a message about the actions of the subject in a certain sequence, that is, the action develops (the plot, the development of the action, its climax and denouement). (sweet 2)

2. Description - Which? which? (signs of the subject).

Description - a message about the simultaneous or timeless features of an object or phenomenon. As a rule, the general impression of the described object is given, then its essential and secondary features can be indicated, an assessment of the described is given. You can describe the appearance of a person, his character, nature, environment, and so on.

3. reasoning - Why? (reasons, evidence).

Reasoning explains any facts, events, based on cause-and-effect relationships. At the same time, a thesis, a statement, is first put forward. Next, arguments or evidence are given in favor of the point of view or against it, and then examples are given and a conclusion is drawn from all of the above.

Work on the title "Sparrow on the clock"

Reading the text of the presentation by the teacher and its visual perception by children. (slide 3)

L.N. Tolstoy "Sparrow on the clock"

Young sparrows jumped along the path in the garden. And the old sparrow sat high on a branch and guarded the kids.

Here comes the hawk. He is a fierce enemy of small birds. The hawk flies quietly, without noise. But the old sparrow noticed the villain and is following him. The hawk is getting closer and closer.

The sparrow chirped loudly and anxiously. Sparrows at once disappeared into the bushes.

The hawk has flown. The chicks are merrily jumping along the path. And the sentry is back on duty.

Content analysis.

What have you learned?

What surprised?

What is this text?

Text model

NARRATORY

Keywords

plan

Beginning of each part

characters

Main part

ending

VII. Dividing the text into parts.

How many paragraphs are in the text?

And the parts in the text narrative?

Which shows that the 2nd paragraph is the 2nd part. (Here..)

Where is the beginning of part 3? (Flew away...)

What is the text talking about?

VIII. Highlighting keywords.

Let's define the characters of the text.

Highlight key words in each section. 2-3 words from each part.

Text model

NARRATORY

Keywords

Plan

Beginning of each part

Characters

Start who? Where? When? Where did it start?

jumped,

sat downguarded

Sparrow, old sparrow, sentinel

Main part

One day, all of a sudden, what happened?

fierce enemy, without noise, watchingnoticed tweeted,fled

young sparrows, babies, sparrows

ending

Who? Where? When? What ended?

flew away jump,back on duty

Hawk, villain, fierce enemy

IX . Planning.

Let's plan the text.

Text model

NARRATORY

Keywords

Plan

Beginning of each part

characters

Start who? Where? When? Where did it start?

jumped,

sat downguarded

In the garden

sparrow and sparrow

Sparrow, old sparrow, sentinel

Main part

One day, all of a sudden, what happened?

fierce enemy, without noise, watchingnoticed tweeted,fled

Danger

Anxiety

fierce enemy

young sparrows, babies, sparrows

ending

Who? Where? When? What ended?

flew away jump,back on duty

Back on duty

Hawk, villain, fierce enemy

X . Abbreviation of text.

What words can we start each part with?

Text model

NARRATORY

Keywords

Plan

Beginning of each part

Characters

Start who? Where? When? Where did it start?

jumped,

sat downguarded

In the garden

sparrow and sparrow

In the garden…

Old wobob…

Sparrow, old sparrow, sentinel

Main part

One day, all of a sudden, what happened?

fierce enemy, without noise, watchingnoticed tweeted,fled

Danger

Anxiety

fierce enemy

Here…

All of a sudden…

Suddenly…

young sparrows, babies, sparrows

ending

Who? Where? When? What ended?

flew away jump,back on duty

Back on duty

Fly away...

Hawk…

Fierce enemy...

The villain…

Hawk, villain, fierce enemy

XI . Reading the resulting text.

In the garden, an old sparrow guarded the chicks.

Suddenly a hawk appeared. This is a fierce enemy of birds. The old sparrow noticed the villain. He chirped loudly and anxiously. The sparrows fled.

The hawk has flown. The sentry is back on duty.

XII . Writing a presentation.

XIII . Self-test.

Answered by: Guest

The dog, seeing a sparrow that had fallen out of the nest, in accordance with its hunting instinct, "reduced its steps and began to sneak, as if sensing game in front of it." but when the old sparrow began to defend the chick, "the tresor stopped and backed away," recognizing the strength of the little bird. the dog was embarrassed by this pressure. the large noble animal seemed to respect the old sparrow who protected the chick. the chick, which had fallen out of the nest to the ground, "sat motionless, spreading out its barely sprouting wings." the author writes nothing more about him. most likely, the bird did not even have time to understand what happened and get scared. the old sparrow behaved heroically. he "fell like a stone" in front of the dog's muzzle and "all disheveled, distorted, with a desperate and miserable squeak, jumped twice in the direction of the toothy open mouth." "he rushed to save, he shielded his own, but his whole little body trembled with horror, his voice was hoarse, he froze, he sacrificed himself!" "A force stronger than his will threw him" from a safe branch to protect the chick. in a small sketch and. With. Turgenev vividly and figuratively showed the feelings and actions of a dog and two small birds: the instinct of a dog sneaking towards game and its embarrassment before the fearlessness of a sparrow; chick; the horror and fear of the old sparrow, who managed to overcome them, and protect the baby, risking his life, because love "is stronger than death and the fear of death. Only it, only love holds and moves life."

Answered by: Guest

It's probably the father. Because he was an artist and always appreciated the work of Kolya, but when his father fell ill, Kolya began to think that his father would never see his son's work. This affected Kolya, because he became sad, saddened and strange.

Answered by: Guest

Gerasim is the main figure in Turgenev's Mumu. It symbolizes the oppressed Russian people who lived under serfdom in Tsarist Russia. He was a serf with a mistress and was doomed to forced labor all his life.
In appearance, Gerasim was a man of twelve inches in height, of a heroic physique. He was mute from birth, but this handicap did not prevent him from doing rural work. In the village, he worked for four, easily doing any hard work. He plowed the land, and mowed hay, and threshed grain. When Gerasim was brought to Moscow and given a broom and a shovel into his hands, he did not understand what was happening to him. He was very bored. Everyone in the yard was afraid of him because of his formidable appearance; in general, Gerasim had a strict and serious disposition. Sometimes he was gloomy, gloomy and menacing in his appearance, but kind in soul.
Gerasim's actions were reflections of his character and physical strength. Once two thieves came to their yard. Gerasim took and hit their foreheads, showing courage and fearlessness. Since then, not a single thief has appeared in their yard. When Gerasim went out into the yard, even the animals stopped fighting and behaved sedately, fearing Gerasim. Despite the difficult nature of Gerasim, nothing human was alien to him. He became attached to a small dog that he once rescued.
Gerasim differed from the rest of the courtyards by the integrity of the soul inherent in the peasant, courage and resourcefulness. Even his natural ailment could not prevent him from falling in love with Tatyana, the lady's washerwoman, and achieving a reciprocal feeling. Because of the whim of the mistress, Tatyana was married to the bitter drunkard Kapiton and Gerasim could not marry Tatyana and live happily ever after, but he did not take revenge on anyone and this is his main difference from the rest of the courtyards - his broad and submissive peasant soul, accepting his share for granted.
Mumu, saved by Gerasim, became attached to him and became an outlet for Gerasim. The lady noticed Gerasim's affection for Mumu and ordered him to get rid of the dog, because she wanted to humiliate Gerasim and emphasize his position as a serf. Gerasim was forced to fulfill the order of the mistress, because he could not disobey, but he could not stand it and left the mistress, protesting against her tyranny and cruelty

Answered by: Guest

Fugue- a form of polyphonic music consisting of three parts (exposition - development - reprise), which is usually built around a certain easily recognizable monophonic theme, so that it can be heard throughout the entire piece of music.

Toccata- an instrumental piece (usually for keyboards) at a fast pace and with a clear rhythmic pattern.

Chord- the consonance of three or more simultaneously taken sounds.

Harmony- euphony, coherence of sounds, pleasing to the ear.

Counterpoint- a combination of two or more melodic lines in a piece of music. me plz balls

a) Greeting

Hello children! I am very glad to see you!

The long-awaited call is given -
The lesson starts.
Put your mind and heart into work,
Treasure every second of your work.

b) Word-instruction

Check your jobs. We will need in the lesson: a pen, a simple pencil, a notebook for creative work and a draft and cards for working with text.

c) Communication of the topic and purpose of the lesson

Guys, today in the lesson we will learn to think beautifully, speak and write. And the great writer, the master of the artistic word, will help us in this. We will write a summary of his story "Sparrow on the Clock", which he wrote especially for children.

What is a presentation?

Today we will write a summary with you

What do you think a summary is?

How is it different from other types of presentations?

Unlike a detailed presentation, which involves a detailed reproduction of the content of the text, a concise presentation requires a brief, generalized transmission of the content of the source text, but at the same time, without losing the main idea and the sequence of events in the text.

d) Message of text type, genre, text style.

The text of our presentation is the story.

What is a narrative text?

Let's remember his scheme:

climax

Tie up Tie up

What happened?

What does this work teach?

c) Installation on the perception of the text

Task: Imagine the pictures of what is happening in the story "Sparrow on the Clock"

a) Reading the text

Sparrow on the clock.

a) Answer to the task

- What pictures of what was happening did you see?

Match them with the scheme of the text - narrative.

b) Emotional evaluation conversation

What feelings did the text evoke in you?

When did you worry the most?

When did you become happy?

c) Lexical work

Let's try to explain the lexical meaning of some words.

The villain is evil, he wanted to kill the chicks.

Fierce (enemy) - formidable, evil.

Sentinel (watching) - a watchman, a guard.

Sparrows - chicks of sparrows.

The old sparrow is a grandfather sparrow.

At once (disappeared) - quickly, instantly.

Watching - watching.

d) Working with text by content

Name the characters in the story?

Where did this incident take place?

What were the sparrows doing?

How did the old sparrow behave?

Who prevented the sparrows from playing?

How did the old sparrow warn them of the danger?

How did the hawk attack end?

e) Text work

Name the main theme of the text.

What is the idea of the text?

What are the keywords in the text that support the idea of the text?

Read the title.

How do you understand it?

How many parts does the text have?

a) Vocabulary simmatic work

Anxious - full of excitement, anxiety for the sparrows.

Quietly and silently - sneaking up imperceptibly.

Write these words down on your draft.

b) Structural and compositional planning

What words ends the first part?

How briefly, excluding superfluous, to tell what happened in the first part?

Use verbs that convey the course of events in your answer.

How shall we name it?

What words begin the second part?

What words ends the second part?

Briefly tell us what happened in the second part?

How shall we name it?

What words begin the third part?

What words ends the third part?

Briefly tell us what happened in the third part?

How shall we name it?

What words begin the last fourth part?

Briefly tell us what happened in the fourth part?

How shall we name it?

1. The old sparrow guards the sparrows.

2. A hawk appeared.

3. Alarm!

4. Sparrow is back on the clock.

c) Spelling work

1. Read the words. Explain the spelling of the underlined vowels.

Remember the rule that we must remember in order not to make a mistake.

Ocher A nyal - ...

l e tit-...

zl O dei-…

young - …

sl e dit - ...

h A owl - ...

st O gives birth - ...

SW And gave - ...

in with A du - ...

2. Children, now find the words from the dictionary in the text. Read them. Memorize their spelling.

3. Choose test words:

Track

hawk

enemy

4. Why is written b in words: sparrows, sparrows.

5. There are difficult words in the text, the spelling of which you have not yet learned. Memorize their spelling.

Behind him, without noise, closer, chirped, softly, again.

d) Punctuation work

Let's remember the rules for writing sentences and text.

Find in the text sentences according to the proposed schemes:

e) Text work

Now we will learn to “compress” the text, i.e. highlight the main thing in the text, find keywords so that when the text is compressed, the main idea and the course of events are not lost.

Words of what part of speech are most often used in the narrative text?

The main mechanisms of text compression are to generalize, replace with a single word, highlight key words and exclude unnecessary ones.

There are cards in front of you that you and I will fill out, first together, and then try to complete it yourself.

Original text	Compressed text
In the garden, young sparrows jumped along the paths. And the old sparrow sat high on a branch and guarded the kids.	Sparrows jumped along the paths. And the old sparrow guarded them.
Here comes the hawk. He is a fierce enemy of small birds. The hawk flies quietly, without noise. But the old sparrow has seen the villain and is following him.	Here comes the hawk. He is an enemy of birds. The hawk flies without noise. But the sparrow has seen him and is following him.
The hawk is getting closer. The sparrow chirped loudly and anxiously. The sparrows hid in the bushes at once.	The hawk is getting closer. The sparrow chirped loudly. The sparrows hid in the bushes.
The hawk has flown. The chicks are jumping merrily. Again sentry guards them.	The hawk has flown. The chicks jump again, and the sentry guards them.

What are the keywords in the first part, what can be removed?

What is the main thing in the second part, what are the keywords? What can be excluded?

Try to find the keywords on your own and eliminate the superfluous in the third and fourth parts and fill in the cards.

Let's retell in parts and listen to what we got.

a) Re-reading the text and comparing it with the resulting text

What is the difference between the original text and the one we got.

Indeed, the text turned out to be much poorer in emotional coloring, this happens when the text is compressed, because we needed to convey the sequence of events.

a) Checking the resulting text on the cards

b) Copying in a notebook

a) Greeting

Hello children! I am very glad to see you!

The long-awaited call is given -
The lesson starts.
Put your mind and heart into work,
Treasure every second of your work.

b) Word-instruction

Check your jobs. We will need in the lesson: a pen, a simple pencil, a notebook for creative work and a draft and cards for working with text.

c) Communication of the topic and purpose of the lesson

Guys, today in the lesson we will learn to think beautifully, speak and write. And the great writer, master of the artistic word L.N. Tolstoy will help us in this. We will write a summary of his story "Sparrow on the Clock", which he wrote especially for children.

What is a presentation?

Today we will write a summary with you

What do you think a summary is?

How is it different from other types of presentations?

d) Message of text type, genre, text style.

The text of our presentation is the story.

What is a narrative text?

Let's remember his scheme:

climax

Tie up Tie up

What happened?

Words of what part of speech are the main ones in such a text?

a) The story of the childhood of Leo Tolstoy

L.N. Tolstoy was the fourth child in a large noble family. His mother died when Tolstoy was not yet two years old, but according to the stories of family members, he well imagined her: some features of his mother (an excellent education, love of art) and even a portrait resemblance Tolstoy gave the heroine of his work. Lev Nikolaevich's father, remembered by the writer for his good-natured and mocking character, love for reading, for hunting, also died early. The children were raised by a distant relative. Childhood memories have always remained the most joyful for Tolstoy: family traditions, first impressions of the life of the noble estate "Yasnaya Polyana".

Later, L.N. Tolstoy would open a school for peasant children in the village, help set up more than 20 schools in the vicinity of Yasnaya Polyana, and this activity would captivate him so much that he would go abroad to get acquainted with the schools of Europe. Tolstoy travels a lot, was in England, Germany, France, Switzerland, Belgium. He was sure that the basis of education should be "the freedom of the student" and the rejection of violence in teaching. Later, he publishes his own book for teaching children to read - "ABC". You get acquainted with some stories, true stories and fables from that ABC at the lessons of literary reading.

Let's recall some of them.

b) The reading was "Kitten"

To what genre did Tolstoy classify this work?

What is true?

What does this work teach?

c) Installation on the perception of the text

Task: Imagine the pictures of what is happening in the story of Leo Tolstoy "Sparrow on the clock"

a) Reading the text

Sparrow on the clock.

In the garden, young sparrows jumped along the paths. And the old sparrow sat high on a branch and guarded the kids.

Here comes the hawk. He is a fierce enemy of small birds. The hawk flies quietly, without noise. But the old sparrow has seen the villain and is following him.

The hawk is getting closer. The sparrow chirped loudly and anxiously. The sparrows hid in the bushes at once.

The hawk has flown. The chicks are jumping merrily. Again sentry guards them.

a) Answer to the task

- What pictures of what was happening did you see?

Match them with the scheme of the text - narrative.

b) Emotional evaluation conversation

What feelings did the text evoke in you?

When did you worry the most?

When did you become happy?

c) Lexical work

Let's try to explain the lexical meaning of some words.

The villain is evil, he wanted to kill the chicks.

Fierce (enemy) - formidable, evil.

Sentinel (watching) - a watchman, a guard.

Sparrows - chicks of sparrows.

The old sparrow is a grandfather sparrow.

At once (disappeared) - quickly, instantly.

Watching - watching.

d) Working with text by content

Name the characters in the story?

Where did this incident take place?

What were the sparrows doing?

How did the old sparrow behave?

Who prevented the sparrows from playing?

How did the old sparrow warn them of the danger?

How did the hawk attack end?

e) Text work

Name the main theme of the text.

What is the idea of the text?

What are the keywords in the text that support the idea of the text?

Read the title.

How do you understand it?

How many parts does the text have?

a) Vocabulary simmatic work

Jumping - fun, carefree jumping along the path

Anxious, full of excitement, anxiety for the sparrows.

Quietly and silently - sneaking up imperceptibly.

Write these words down on your draft.

b) Structural and compositional planning

What words ends the first part?

How briefly, excluding superfluous, to tell what happened in the first part?

Use verbs that convey the course of events in your answer.

How shall we name it?

What words begin the second part?

What words ends the second part?

Briefly tell us what happened in the second part?

How shall we name it?

What words begin the third part?

What words ends the third part?

Briefly tell us what happened in the third part?

How shall we name it?

What words begin the last fourth part?

Briefly tell us what happened in the fourth part?

How shall we name it?

1. The old sparrow guards the sparrows.

2. A hawk appeared.

3. Alarm!

4. Sparrow is back on the clock.

c) Spelling work

1. Read the words. Explain the spelling of the underlined vowels.

Remember the rule that we must remember in order not to make a mistake.

OcherAnyal-…

letit-...

zlOdei-…

young- …

sledit - ...

hAowl-…

stOgives birth- ...

SWAndgave - ...

in withAdu-…

2. Children, now find the words from the dictionary in the text. Read them. Memorize their spelling.

3. Choose test words:

Track

hawk

enemy

4. Why is written b in words: sparrows, sparrows.

5. There are difficult words in the text, the spelling of which you have not yet learned. Memorize their spelling.

Behind him, without noise, closer, chirped, softly, again.

d) Punctuation work

Let's remember the rules for writing sentences and text.

Find in the text sentences according to the proposed schemes:

e) Text work

Now we will learn to “compress” the text, i.e. highlight the main thing in the text, find keywords so that when the text is compressed, the main idea and the course of events are not lost.

Words of what part of speech are most often used in the narrative text?

The main mechanisms of text compression are to generalize, replace with a single word, highlight key words and exclude unnecessary ones.

There are cards in front of you that you and I will fill out, first together, and then try to complete it yourself.

Lesson topic. Presentation.

Circuits of the lesson: learn to consistently state the text, draw up a plan.

Teaching aids: cards, text presentation on an interactive whiteboard.

During the classes.

I. Communication of the topic and purpose of the lesson.

Guys, in today's lesson we will learn to think beautifully, speak and write. And the great writer, master of the artistic word L.N. Tolstoy will help us in this. We will write a summary of his story "Sparrow on the Clock", which he wrote especially for children.

II. Reading the text by the teacher

Listen carefully to the text "Sparrow on the clock."

Sparrow on the clock.
In the garden, young sparrows jumped along the paths. And the old sparrow sat high on a branch and guarded the kids.

Here comes the hawk. He is a fierce enemy of small birds. The hawk flies quietly, without noise. But the old sparrow has seen the villain and is following him.

The hawk is getting closer. The sparrow chirped loudly and anxiously. The sparrows hid in the bushes at once.

The hawk has flown. The chicks are jumping merrily. Again sentry guards them.

/According to L. Tolstoy/

III. Content Conversation

Children, prove that I read the text.

What is its theme?

And the main idea?

Which sentence conveys the main idea of the story?

Do you think the content of the story matches the title? Justify your answer.

What else can be called?

How did the sentry stand the test?

(I saw a hawk, followed it and, when it became dangerous, gave a signal.)

Where was the sentry sitting, why could he notice the enemy? (Vyschzho on a branch.)

Why should sparrows be afraid of a hawk?

Where did you find out about this offer? (He is a fierce enemy of small birds.)

How did the sparrow protect the chicks from a fierce enemy?

What signal did he give?

Where did you find out about this offer?

(A sparrow chirped loudly and anxiously.)

How did the sparrows respond to the signal?

(The sparrows disappeared into the bushes at once.)
IV. Working on a plan.

Let's mentally transport ourselves to the garden and imagine how the events that are conveyed in the story took place in life.

What pictures did you see?

How many?

Who are the actors?

How shall we name it? (The old sparrow guards the sparrows.)

Who are the actors?

How shall we name it? (A hawk appears.)

How shall we name it? (Alarm! or the Old Sparrow gives a signal to the kids.)

And the fourth picture. Give the content, name the characters. How shall we name it? (Sparrow is back on the clock)

What are the similarities between the first and fourth pictures?

What is the difference in the title of these paintings?
The plan is written on the board.

1. The old sparrow guards the sparrows,

2. A hawk appeared,

3. Alarm!

4. Sparrow is back on the clock,
V. Speech preparation.

Why do you think?

(Word Here emphasizes the unexpected appearance of the hawk.)

What is the name of the hawk? (Fierce enemy, villain.)

How are the movements of this villain conveyed? (Flies quietly, without noise)

What picture connects all the characters?

What is conveyed in it?

(Anxiety, anxiety of the old sparrow and sparrows.)

What caused this anxiety? (A hawk appears.)

What sentence does the third part begin with?

In what words of this sentence does L. Tolstoy convey the growing danger? (The hawk is getting closer.)

What word shows the quick actions of sparrows? (They hid at once.) - What is the name of the old sparrow in the story? (Old sparrow, sentry,)

What are the sparrows named?

(Young sparrows, sparrows, babies? chicks.)

(So that there is no repetition, so that there is a more coherent and more interesting text.)

What words are many? (Verbs)

(These words help to see the picture in motion, hear the sounds.)

Read the last sentence.

What secrets of his skill did L.N. Tolstoy?
VI. Spelling preparation.

1. Read the words.

Explain the spelling of the underlined vowels.

Remember the rule that we must remember in order not to

make mistakes.

Ocher A nyal, l e tit, evil O dey, m O lody, sl e dit, h A owl, st O gives birth,

SW And gave, in A du.

2. Children, now find the words from the dictionary in the text. Read them. Memorize their spelling.

3. Choose test words: path, hawk, enemy.

4. Why is written b in words: sparrows, sparrows.

5. There are difficult words in the text, the spelling of which you have not yet learned. Memorize their spelling.

Behind him, without noise, closer, chirped, softly, again.
VII. Oral retelling of the text according to the plan.
VIII. Rereading the text.

(Children read the text to themselves.)

IX. Letter.

Remember: you need to start writing each part of the text with a red line.

Anyone who wishes can take a card - an assistant.

Card 1

1. Where did young sparrows jump?

What did the old sparrow do?

2. Who appeared in the garden?

How did the hawk fly?

3. How did the sparrow protect the chicks from a fierce enemy?

What signal did he give?

How did the sparrows respond to the signal?