Sinkwine on the topic of interpersonal relationships. Lesson summary Interpersonal relationships (6th grade)

Lesson topic: « Types of interpersonal relationships".(6th grade)
Lesson type: a lesson in learning new knowledge and consolidating previously acquired knowledge.
The purpose of the lesson: know the conditions for the formation of interpersonal relationships, determine the types of interpersonal relationships, find the differences between the types of interpersonal relationships. Equipment: : teacher's presentation, textbook Social Studies 6th grade, ed. L.N. Bogolyubova, workbook, A3 paper, markers.

Lesson objectives:

Forming the ability to analyze previously acquired knowledge and compare it with new lesson material.

Strengthening the skill of working in groups.

Formation of the ability to establish communication with comrades and friends.

1. Types of interpersonal relationships.

2. Friendship and love.

During the classes.

1. Organizational moment.

Hello those who are in a good mood today.

Hello to those who are feeling sad today.

Hello those who like to spend time communicating with friends.

Hello those who are ready to enter into relationships with new people.

I hope that our communication today will give us mutual pleasure. What do you need for this?? (slide No. 1)

We will answer this question at the end of the lesson.

2. Update.

Homework survey:

Remember what we talked about in the last lesson? (students at the board take turns creating a cluster on the topic “Interpersonal Relationships”, and at the end of the lesson they add new information)

- Name the feelings that bring people together and that separate people. (examples from literature, cinema, animation) (Slide No. 2)

Today we will continue the conversation about relationships between people, but try to find out for yourself what our conversation will be about.

-the teacher reads out the situations, the children must name the topic of the lesson

- You have just met a person. He has become attractive to you, you say hello at subsequent meetings . (acquaintance)
You not only say hello, but when you meet, you happily engage in a short conversation. Now you are...? Buddies. (friendship)

There are 25 students in the class. (partnership)
Friendship brings people together for a long time, sometimes for a lifetime. Tested not only by time, but also by various tests

The topic of our lesson is “Types of interpersonal relationships” (slide No. 3)

3. Formulate the purpose of the lesson.

-What should we learn today?

-What we're going to talk?

Must learn: identify types of interpersonal relationships, find differences between types of interpersonal relationships

4. Studying new material.

I suggest you find out: Where do relationships between people begin?

And this will help us make the epigraph of our lesson

Close communication is where the most tender friendship and the strongest hatred come from.

, characterizing essence subject or object

(sample answers)

Cinquain on the theme of Friendship

friendship
sincere masculine
respect, trust, help
selfless, positive connection between people
interpersonal relationships

Cinquain on the theme of Friendship

friendship
faithful strong
trust communicate sympathize
a person you sincerely trust
relationships

Cinquain on the theme of love

Love
tender passionate
experienced felt felt
possible with a loved one and in the family
feeling

Sinkwine on the theme of Love

Love
deep, enthusiastic
give, forgive, adore
the eternal desire of the lover for the beloved
feeling

Grading.

6. Homework. (detail No. 8)

P.6 to the end, workbook No. 6,7. Advice from a psychologist p.58.

You are great, thank you for your work in the lesson. The lesson is over!

Municipal budgetary educational institution

"Bey boarding school"

Class hour development

Interpersonal relationships.

Developed by:

Class teacher of the 6th grade

E.A.Kutergina

annotation

Man is a social being. The personality of an individual develops in the society in which he lives and depends on the system of relationships in which he is included. The nature of interpersonal relationships is complex. They reveal both the purely individual qualities of a person - his emotional and volitional properties, intellectual capabilities, as well as the norms and values of society that he has internalized. By entering into interpersonal relationships, the most diverse in form, content, values, and structure of human communities - in kindergarten, in the classroom, in a friendly circle, in various types of formal and informal associations - the individual manifests himself as a person and has the opportunity to evaluate himself in the system relationships with others. The systemic education of an individual is actively formed during the sensitive period of transition from primary school age to adolescence. In adolescence, there is a high need for interpersonal relationships with peers and the role of the development of these relationships is enormous. Communication with peers is a very important specific channel of information, allowing you to receive from peers information that adults do not tell them for one reason or another. The society of adults can no longer completely replace the society of peers. The consciousness of group belonging and comradely mutual assistance gives a feeling of emotional well-being and stability. In adolescence, communication with peers comes first. The lack of favorable relationships has a negative impact on the formation of personality; in no case should we forget about the role of the family in the formation of a teenager’s personality. Life experience taken from the family and environment will allow the child to see the world around him from the point of view of no longer a teenager, but an adult. Teenagers with high personal effectiveness are more likely to achieve success, set more significant goals, and have better physical and mental health, which is important nowadays. Therefore, the problem of studying the development of interpersonal relationships between adolescents and peers is undoubtedly relevant.

Class topic: « Types of interpersonal relationships».
The purpose of the class hour: know the conditions for the formation of interpersonal relationships, determine the types of interpersonal relationships, find the differences between the types of interpersonal relationships.

Classroom objectives:

Developing the ability to analyze previously acquired knowledge and compare it with new material.

Strengthening the skill of working in groups.

Formation of the ability to establish communication with comrades and friends.

1. Types of interpersonal relationships.

2. Friendship and love.

During the classes.

1. Organizational moment.

Hello those who are in a good mood today.

Hello to those who are feeling sad today.

Hello those who like to spend time communicating with friends.

Hello those who are ready to enter into relationships with new people.

I hope that our communication today will give us mutual pleasure. What do you need for this??

We will answer this question at the end of class.

2. Update.

Name the feelings that bring people together and that separate people (examples from literature, cinema, animation).

Today we will continue the conversation about relationships between people, but try to find out for yourself what our conversation will be about.

-the teacher reads out the situations, the children must name the topic of the class hour

There are 25 students in the class. (partnership)
Friendship brings people together for a long time, sometimes for a lifetime. Tested not only by time, but also by various tests

The topic of our class hour is “Types of interpersonal relationships”

3. Formulate the purpose of the class hour.

-What should we learn today?

-What we're going to talk?

Must learn: identify types of interpersonal relationships, find differences between types of interpersonal relationships

4. Studying new material.

I suggest you find out: Where do relationships between people begin?

And this will help us make the epigraph of our class hour

Close communication is where the most tender friendship and the strongest hatred come from.

A. Rivarol

What does the epigraph say?

Interpersonal relationships are different.

Types of interpersonal relationships

Acquaintance Friendship Partnership Friendship Love

The class is divided into groups, they come up with and act out a situation with different types of relationships, and other groups try to guess it.

How is friendship and love different from other types of relationships?

The students were given an advanced task - to prepare poems about friendship and love. They introduce them and answer the question posed.

6. Reflection.

Let's return to the question that was posed at the beginning of the class - what is necessary for successful interaction?

What did you remember immediately from what you learned in class and what didn’t?

What caused difficulties at work?

Did you like today's class hour, did it bring you new knowledge and emotions? I propose to answer the question in an unusual way, by making a syncwine. Do you know what syncwine is?

First line - syncwine theme, contains one word (usually noun or pronoun), which denotes the object or subject that will be discussed.

The second line is two words (most often adjectives or participles), they give description of features and properties the item or object selected in the syncwine.

The third line is formed by three verbs or participles, describing characteristic actions object.

The fourth line is a four-word phrase expressing personal attitude the author of the syncwine to the described item or object.

Fifth line - one word-summary , characterizing essence subject or object

(sample answers)

Cinquain on the theme of Friendship

friendship
sincere masculine
respect, trust, help
selfless, positive connection between people
interpersonal relationships

Cinquain on the theme of Friendship

friendship
faithful strong
trust communicate sympathize
a person you sincerely trust
relationships

“Armed conflict” - Results of the war. Units of the Russian Ministry of Defense and the Ministry of Internal Affairs entered the territory of Chechnya. Transnistrian Moldavian Republic. Armed conflict in Abkhazia. Increasing tension. Armed conflicts with the participation of the Russian Federation over the past 20 years. War in Abkhazia. Losses. Strengths of the parties. Karabakh conflict. Military losses.

“Conflict in interpersonal relationships” - Dynamics of conflict. Reflection. Competition. Science "Conflictology". Conflict. Who is the party to the conflict? Conditions for the conflict. Conflict in interpersonal relationships. Algorithm of actions. Device. Goals and objectives. Negotiation. Stages of the conflict. Basic strategies of interaction in conflict.

“Interpersonal conflicts” - Conflicts between parents and children. Unsatisfied needs for the significance of the “I” of one of the family members. Focus on interests, not positions. Family. When leaving, do not slam the door and say offensive words. Be the first to shut up. 1. Let your partner unwind. The result is loss/win and the other side receives satisfaction, but the conflict is not resolved.

"Group conflict" - Formal groups. The relationship between interstate conflicts and domestic political ones. Group conflicts. Types of group conflicts. The main ways to resolve interethnic conflicts. Self-test questions. Types of interstate conflicts by purpose. Causes of labor conflicts. Directions for preventing interstate conflicts.

“Regional conflicts” - 1980-1988 - Iran-Iraq war. Great Britain. Belgium. Basque country. India against separatists from Kashmir. Italy. France. Economic conflicts. 21 century. Asia - current armed conflicts. Northern Ireland The Irish War of Independence has its own history. 1975-1989 - Kampuchean-Vietnamese conflict.

“Organizational conflict” - Methods of conflict management. Map of the conflict. Classification of conflicts. Ways to prevent and resolve conflicts. Central location. Conflicts, unfortunately, do happen. Stages of conflict. Collision of interests, opinions, goals. Conflicts in the organization. The main groups of reasons contributing to the emergence of conflicts.

There are 12 presentations in total

Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.

Didactic syncwine 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 specificity of each line.

The classic (strict) didactic syncwine is structured like this:

, one word, noun or pronoun;

second line – two adjectives or participles, which describe the properties of the topic;

third line - or gerunds, telling about the actions of the topic;

fourth line – four word sentence, 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; a kind of resume.

The result is a short, unrhymed poem that can be devoted to any topic.

At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or 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 in compound words.

Compiling a syncwine

Coming up with syncwines is quite a fun 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 create a syncwine using the topic “soap” as an example.

Respectively, First line- "soap".

Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.

Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only 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 can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”

Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, 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 tried making soap yourself. Or he associates soap with the need to wash his hands 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 as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”

And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.

What happened in the end? An example of a classic didactic syncwine of strict form.

Soap.

Transparent, strawberry.

It washes, it smells, it bubbles.

The smell is sweet, the taste is disgusting.

Disappointment.

A small but entertaining 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.

After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by elementary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.

In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, 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 test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in various subjects

Sinkwine in the Russian language can be devoted to 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.

Returnable, perfect.

Describes an 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 a verb has, how it changes, and what role it plays in a 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 individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.

An example of a syncwine on the theme “frog”:

Frog.

Amphibian, chordate.

Jumps, spawns, catches flies.

Sees only what moves.

Slippery.

Synquains in history and social studies 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, inhumane.

Kills, ruins, burns.

My great-grandfather died in the war.

Memory.

Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.

Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?

Rules for writing syncwine

Cinquain consists of five lines and, despite the fact that it is considered a type 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 composing a syncwine, you must use certain parts of speech.

Synquain construction scheme is this:

first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
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 from this rigid scheme are possible: 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 and so on are used. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you 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's the first thing that comes to mind when you think of a book? For example, it could be:

paper or electronic;
sumptuously bound and richly 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 grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could 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 characteristics specifically for “your” book. For example:

exciting, fantastic;
boring, moralizing;
bright, interesting;
old, yellowed.

Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the 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 preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens 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 “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began 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 the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought 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 science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:

I can read until the morning;
I often read all night long;
I saw a book - I said goodbye to sleep.

How to sum it up: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.

For example, you thought about the variety of books, and you came up with the following:

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.

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 " thus we see that books are an important part of culture”, write simply – “culture”.

Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

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 if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

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 practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.