Lesson notes on literary reading on the topic: N. N
They humiliated me...
So then Ilya Aseev will explain what he did to the investigators, his parents and the relatives of Oleg Eremin, Sergei Flyagin, Alexei Eshmakov, Anatoly Medvedev and Sergei Rubin. Aseev killed them - these five guys - on the morning of May 8, 2016 from a Saiga hunting carbine with a laser sight. For each - three seconds: experts will establish that in total Aseev fired for about 15 seconds.
The murdered guys were motorcyclists: they loved motorcycles, lived by them and lived on them. All five are members of the professional biker club "Wild at Heart". Ilya Aseev - now he is 29 years old, then he was 27 - a vocational school electrician who served as a security guard in an elite cottage. A lot of complexes. After the army (chemical warfare, praise from commanders for accurate shooting), he tried to get a job in the police. They didn’t take it: my father has several criminal records. There were problems with my personal life, things didn’t work out with the girls. Sometimes he drank out of grief. And then it was mind blowing: he could beat anyone without looking - a policeman, girls... Hunting became Aseev’s outlet, he was a pro: he bought a carbine, decorated it as it should be, carried ducks home, and was proud of himself.
And Ilya Aseev also wanted to become a biker. In the village of Chelokhovo near his native Yegoryevsk, “Wild at Heart” often gathered. Aseev was brought to their rally by friends on motorcycles, he asked to join the club... They didn’t take him. The ones that bikers ride as passengers are called “seat riders” - it’s a shame, right? Very.
On the eve of Victory Day last year, bikers gathered again in Chelokhovo, not far from an abandoned brewery, to celebrate the holiday and at the same time open a new motorcycle season, says a law enforcement source. - Aseev also came there. We drank and sat by the fire. Word for word, a quarrel ensued between Ilya and the motorcyclists: they again refused to accept him into the club, in retaliation he did not want to congratulate one of the bikers on his birthday, his helmet was taken away... And this in front of two girls - the motorcyclists' girlfriends. Aseev called a taxi and went home. And in the morning he returned with a carbine.
Having shot the guys, Aseev took those same girls hostage. That is, how he “took” him: he forced one - which was in the car - to take him home, and sat the second one next to him. Having warned: when we arrive, we will say goodbye.
But in the end he didn’t kill the girls and released them. They called the police, and then became the main witnesses, explains the Main Investigation Department of the Investigative Committee for the Moscow Region. - Aseev was not hiding, he was detained quickly - near the house. Confessed everything. Over the course of the year, more than 20 forensic examinations were conducted and a total of more than 20 witnesses were questioned. The investigation concluded last May.
Aseev requested that his case be tried by a jury. He also told them about the “humiliation”, hoping that they would be imbued with it, it wasn’t just like that then, with “Saiga”... But they didn’t feel sorry for him. On November 1, the board of “twelve” gave its verdict: guilty, does not deserve leniency, and now Ilya Aseev faces a life sentence. The final punishment will be meted out to him in the near future by the court.
Nikolai Aseev, as a poet, left behind about 80 collections of poetry, some of which were burned by ill-wishers during the creator’s lifetime. But still, now we can enjoy his literature.
The main creative direction of Nikolai Aseev was futurism with all its characteristic features and features. This in turn makes this poet a very interesting choice in the library of every reader.
The mood of the poems of Nikolai Nikolaevich Aseev was revolution, and everything connected with it. Some of the works were written in the style of Mayakovsky, participation in various literary groups and associations entailed heated discussions of the works and everything that was happening in the country. After all, this is exactly what Nikolai Aseev illuminated in his poems.
If until today you were not familiar with the poems of this poet, then we invite you to go to literature full of revolutionary sentiments in this section of our site. And from now on, the work of Nikolai Aseev will take a strong position in your own library.
Literary reading grade 4, part 1, p. 89-93
Subject: Reading room. N. Aseev “At the heroic outpost”Pedagogical goals:
Subject : Read expressively text,determine pace, intonation of reading.Define the main idea of the work,highlight words that express it.Retell fragments
Personal: Evaluate actions of heroes.
Regulatory: Compare
Cognitive: Correlate
Communicative: Read by role work.
Educational Resources:
Technological map of lesson No. 37
Teacher activities
Student activities
Vocabulary warm-up (find an explanation)
Outpost - Ataman-Esaul –
Vigilantes - Tsisarskaya Steppe -
Beat the forehead - Pay a fee -
Setting a learning task.
Reading about N.N. Aseev
N.N. Aseeva"At the heroic outpost"
Where do the events take place?
Children talk aboutN.N. Aseev
Listen to the text.
They answer the question.
Events take place in Kievan Rus, which united the Slavic peoples, before the invasion of the Tatar-Mongols.
Primary consolidation.
1. Work on questions to the text.
A) -“Why did the heroes gather at the outpost?”, answer with words from the text.
We learn that at the outpost all those traveling to Rus' must “beat the ataman with their foreheads, pay taxes to the captain.”
B) - Tell us about the individual qualities of the heroes standing at the outpost, explain why Ilya Muromets sent Dobrynya to battle.
C) - “What qualities of Ilya showed up during the battle?”
D) - How has the enemy’s attitude towards Ilya Muromets changed?
- “For three years the heroes have been standing at the outpost, not allowing anyone on foot or horse to get to Kyiv.”
– His understanding of his comrades, courage, connection with his native nature (earth), generosity.
It all starts with contempt, a feeling of superiority, and ends, probably (since these states are not described in the epic), with surprise, admiration and gratitude.
Working with text.
- Compare the heroes (Ilya - Chuzhenin) according to plan:
1.Behavior.2.Mood.3. Strength.
They work (in pairs) with the text, marking the lines according to the plan.
How do folk storytellers see Ilya Muromets?
In what way?
What results did you get?
What else needs to be done?
What else needs to be worked on?
d\z
Select books in which the fairy tales of A. S. Pushkin are printed, prepare a retelling of the content and read your favorite fragments by heart or from the text.
Literary reading grade 4, part 1, p. 88-89
Subject: Reading room. N. Aseev “Ilya”Pedagogical goals:
Planned educational outcomes:
Subject : Read expressively text,determine pace, intonation of reading.Define the main idea of the work,highlight words that express it.Retell fragments works using appropriate vocabulary.
Personal: Evaluate actions of heroes.
Meta-subject (criteria for the formation/assessment of UUD components):
Regulatory: Compare folklore and literary heroes.
Cognitive: Correlate literary text and a work of fine art.
Communicative: Read by role work.listen carefully to the interlocutor and evaluate his statement; perceive the text taking into account the task at hand, find in the text the information necessary to solve it.
Educational Resources:
Technological map of lesson No. 36
Main stages of organizing educational activities
Content of pedagogical interaction
Teacher activities
Student activities
I Motivation for educational activities (organizational moment).
II Updating and recording individual difficulties in a trial learning activity.
Vocabulary warm-up (find an explanation)
Savrasy – Stolny – Indulge -
Find the lexical meaning of words.
III Setting a learning task.
On the board you see a portrait of the writer. This is Nikolai Nikolaevich Aseev
Lesson topic: N.N. Aseeva “Ilya”.
Knowing the topic of the lesson, using supporting words, set learning objectives for this lesson:
1) Get acquainted ... (with information from the biography of N.N. Aseev).
3) Analyze... (this work).
IV Discovery of new knowledge (construction of a project for getting out of a difficulty).
Reading about N.N. Aseev
Primary perception of the work N.N. Aseeva “Ilya”
How is Ilya Muromets, about whom N.N. Aseev wrote, similar to the epic hero?
Children talk aboutN.N. Aseev, highlighting the details that particularly interested them.
Listen to the text.
They answer the question.
V Primary consolidation.
Work on questions to the text.
Explain the meaning of the expression: “So he traveled through time.”
Let's reflect on the sixth stanza of the poem (p. 88):
So he passed through time,
across the country to all ends;
at his steel stirrup
new fighters stood up.
They think and answer the question.
VI Independent work with self-test using a sample (standard).
Working with text.
- Compare Ilya A.K. Tolstoy and N.N. Aseev
They work (in pairs) with the text, noting how the characters are similar and how they differ.
VII Incorporation of new knowledge into the knowledge system and repetition.
What do you think the author wanted to show us readers with this work?
Aseev claims that the best traits of the people's hero have passed through time, remained close to the Russian people, and united them in their readiness to defend the Motherland.
VIII Reflection on learning activities in the lesson (result).
What task was given in the lesson?
Did you manage to solve the problem?
In what way?
What results did you get?
What else needs to be done?
Where can you apply new knowledge?
What did you do well in the lesson?
What else needs to be worked on?
IX d\z
P.82. extracurricular reading assignment. Read epics about Dobrynya Nikitich and Alyosha Popovich. Think about how these heroes are similar to Ilya Muromets and how they differ from him. Which of the heroes did you like and why?
Nikolai Nikolaevich Aseev is a Russian Soviet poet. He was born on June 28 (July 10), 1889 in the city of Lgov (now Kursk region) in the family of an insurance agent from the nobility. The poet's mother, Elena Nikolaevna, died young, when the boy was not yet 8 years old. The father soon remarried. He spent his childhood years in the house of his grandfather, Nikolai Pavlovich Pinsky, an avid hunter and fisherman, a lover of folk songs and fairy tales and a wonderful storyteller. Grandmother Varvara Stepanovna Pinskaya was a serf in her youth, redeemed from captivity by her grandfather, who fell in love with her during one of his hunting wanderings. She remembered a lot from the life of the old village.
The boy was sent to the Kursk Real School, from which he graduated in 1909. Then he studied at the economics department at the Moscow Commercial Institute (1909-1912) and at the philological faculties of Moscow and Kharkov universities. Published in the children's magazine "Protalinka" (1914-1915). In 1915 he was drafted into the army and went to the Austrian front. In September 1917, he was elected to the regimental Council of Soldiers' Deputies and, together with a train of wounded Siberians, was sent to Irkutsk. During the Civil War he ended up in the Far East. He was in charge of the labor exchange, then worked for a local newspaper.
In 1922 he came to Moscow. Knew V.V. Mayakovsky and B.L. Pasternak well.
During the war, as a person not liable for military service due to his age, he was evacuated to Chistopol.
N. N. Aseev died on July 16, 1963. He was buried in Moscow at the Novodevichy cemetery.
Nikolai Nikolaevich Aseev
8. /Ivaneko i dr/metodika/Poslovicy, pogovorki 5/Poslovicy, pogovorki 5.docx
9. /Ivaneko i dr/metodika/Skazka kak ganr folklora 3/Skazka kak ganr folklora 3.docx
10. /Ivaneko i dr/metodika/Zagadki 6/Zagadki 6.docx
11. /Ivaneko i dr/opisaniey/Opisanie UMM.docx
12. /Ivaneko i dr/opisaniey/Psihologo-pedagogicheskoe obosnovanie.docx
13. /Ivaneko i dr/opisaniey/Spisok ispolzuemyh materialov.docx
14. /Ivaneko i dr/programm/Aprobaciya UMM.docx
15. /Ivaneko i dr/programm/Issledovatelskaya rabota .docx
16. /Ivaneko i dr/programm/Poiskovo-issledovatelskaya rabota.docx
17. /Ivaneko i dr/programm/Tvorcheskie raboty .docx Lesson Topic: Analysis of the fairy tale “The Frog Princess”
Lesson Topic: Epic
Lesson Topic: What is folklore
Lesson Topic: Children's folklore
Literary lotto “Genres of children's folklore”. Playing field
Lesson 8 Topic: Folk drama “The Mischievous Parsley”
Lesson 7 Topic: Songs. Ditties
Fairy tale as a genre of folklore
Folklore
List of materials used
This set of umm was tested by teachers of the municipal educational institution “Now Warsaw Gymnasium” in two fifth grades
“A man was collecting ditties...”
Creative works of students. Fairy tales. Cat is a fisherman
Lesson 2.
Topic: Epic.
Goals: to develop the ability to find genre features of epics in a work; develop the ability to draw conclusions based on comparison of texts and pictures; cultivate a sense of patriotism using the example of epic heroes.
Lesson equipment: a printout of N. Aseev’s poem “Ilya”, a questionnaire on the topic “Epics”, a textbook, reproductions of paintings by V. Vasnetsov “The Knight at the Crossroads”, “Heroic Leap”, “Bogatyrs”.
Methodical techniques: pair work, expressive reading, analytical conversation, verbal drawing.
Progress of the lesson.
I. Organizational moment. Statement of the topic and objectives of the lesson (1 min.).
II. Checking homework (7 min.).
1). Mutual testing of knowledge of theoretical material.
Methodical recommendations: mutual control is carried out through work in pairs using questionnaires on the topic of homework. To save time, one student can answer odd-numbered questions, the other answer even-numbered questions.
Questionnaire on the topic “Epics”.
1.What is an epic? What were epics called before?
2. When did epics begin to be created? What dreams of the people came true in them?
3. What events are reflected in epics?
4. Who are the heroes of epics? List the older and younger generations of epic heroes.
5. How were epics performed, by whom?
6. What is the structure of epics?
7. What is called a hyperbole? What is her role in epics?
8. What is the peculiarity of epithets in epics? What are these epithets called?
Answer evaluation criteria:
“5” - answered all questions correctly and completely;
“4” - answered all questions, but made inaccuracies or did not answer one question;
“3” - did not answer two questions;
“2” - did not answer three or more questions.
2). Checking practical tasks : No. 4 p.24 textbook (selection of constant epithets),
No. 5 p. 30 (use of hyperbole in speech). One student reads, the class checks for correctness.
III. Acquaintance with the epic “Three Trips of Ilya Muromets”. Determination of genre characteristics of epics in a work.
1). Expressive reading and comparative analysis of texts.
Assignment: listen to two works, determine which of them is an epic, you must justify your conclusion.
A). Expressive reading of N. Aseev’s poem “Ilya” (read by a prepared student) (2 min.).
He served thirty-three years,
He ate poorly and lived poorly;
He rose in height - he dropped the roof,
it rang out wide - it knocked down the walls!
And he leaned towards the gloomy forest
For great things
From under the city from near Murom,
I sat down with Karacharov.
He took care of Savras's horse,
Far away from the sea,
And he threw a spear from his shoulder
Through mountains and seas.
And to the city to the capital,
Daring head
He informed the free people
Reserve rights:
So as not to pander to the boyars,
Don't give them any way,
Do not submit to lies and malice,
Fight them chest to chest!
Either way, it’s also expensive:
He didn’t please the prince -
He protected the country from the enemy,
Liberated from the Tatars!
So he passed through time,
Across the country to all ends;
At his steel stirrup
New fighters stood up.
And, like the spring of fresh responses,
In honor of old Ilya
The exploits continue again
Our heroic ones.
b). Expressive reading of the epic “Three Trips of Ilya Muromets” (teacher reads) (13 min.).
Methodical recommendations: so that the text is understood by fifth-graders, do vocabulary work before reading, become familiar with the meaning of the words given in the footnotes; After reading, find out if you have encountered any unfamiliar words.
V). Independent work, student observations (5 min.).
Methodical recommendations: if students find it difficult to complete the task on their own, offer them criteria by which they can compare the works: how the work is read, composition, language features (insertion of particles, repetitions, words with diminutive suffixes), artistic techniques (constant epithets, hyperbole).
G). Students’ conclusions, arguments for answers (4 min.).
d). Conversation on questions (4 min.):
What are the similarities between the epic and N. Aseev’s poem?
How is Ilya Muromets shown in the epic? Why does he perform his feats?
In N. Aseev’s poem there is a line “So he passed through time...”. Explain the meaning of this line.
How do you explain that the heroes of epics are mentioned in Russian chronicles, works of ancient Russian literature, why writers and poets of the 19th and 20th centuries turned to the events of the past, to the images of epic heroes.
2). Reflection of epic subjects in painting (4 min.).
What works of other arts contain responses to epic events?
Assignment: compare the images of heroes created by V.M. Vasnetsov. Which of them seems more successful to you? Justify your answer.
IV. Generalization (2 min.).
In today's lesson you got acquainted with works of oral poetry - epics.
Why do you think the name of works about heroes, epic, and not antiquity, has survived to this day?
Epics tell about events of long ago. How do you explain why epic stories and images of heroes were turned to both in the times of Ancient Rus' and by writers, poets, and artists of the 19th and 20th centuries?
V. Lesson summary. Reflection (2 min.).
- What tasks did you do in class?
How was the lesson educational for you?
What skills have you developed?
What qualities of epic heroes would you like to adopt?
VI. Homework (1 min.): draw an illustration for your favorite Russian folk tale.
Subject: General lesson in the section “Epics”
Basic tutorial: E.E. Kats “Literary reading” 4th grade
Lesson objectives:
educational:
- Conduct a comparative analysis of the works of N. Aseev “Ilya”, “How Ilya from Murom became a hero”, “Ilya Muromets and Nightingale the Robber”, A.K. Tolstoy “Ilya Muromets”.
- Determine the pace and intonation of reading in accordance with the genre and content of the work.
- To develop the ability to read text by role, determine the reasons for the actions performed by characters, compare folklore and literary heroes.
developing:
- To promote students' awareness of the value and social significance of educational material.
- To ensure that schoolchildren develop the ability to compare the objects being studied.
- Enrichment and complexity of vocabulary, development of monologue and dialogic speech.
- Students mastering artistic images and expressive means of language.
educational:
- Fostering love for the Motherland, pride in the heroic past of our country.
- Enrich knowledge about the qualities of a national hero.
Lesson progress
I. Organizational moment.
Checking readiness for the lesson.
II. Setting the lesson goal.
Today in the lesson we will continue to work on the meaning of words, we will work with texts, learn to read expressively, and works about epic heroes will help us with this.
How do you understand the meaning of the words “epic”, “hero”.
III. Checking homework.
2) Who liked your neighbor’s expressive reading and are you ready to read this poem? Expressive reading by one pair of students. Rate the reading.
Additional questions.
– Why does Ilya grumble:
“Well, Vladimir, what then?
I'll take a look, without Ilya
How will you live?
- “I don’t stick to feasts!”
“And the old man’s stern face brightened again” -
– Ilya is offended by Vladimir’s disrespectful attitude.
– Ilya cares not about feasts and amusements, but about freedom and freedom.
IV. Mastering new material.
Today in class we will get acquainted with another poem about Ilya Muromets and compare it with previously studied works.
1) Vocabulary work. Demonstration of phrases from a new work on an interactive board. Frontal work. Explanation of the meaning of phrases, verification.
2) Primary perception of the text by N. Aseev “Ilya”. Reading by the teacher of a new work. What did you notice, what did you like?
3) Independent work of students. Reading to yourself.
V. Generalization and systematization of knowledge.
1) Work on the text of N. Aseev’s poem “Ilya”, comparative analysis with the works: “How Ilya from Murom became a hero”, “Ilya Muromets and Nightingale the Robber”, A.K. Tolstoy “Ilya Muromets”
Demonstration on the interactive board of slide illustrations for works about Ilya Muromets. (Appendix 1) Selection of title. Organization of selective reading.
Have you noticed that the content of this poem is similar to the content of the epics about Ilya Muromets? Let's prove this by reading passages that are identical in meaning, and illustrations will help us in this work.
Slide 1
.
Ilya is free.
And Ilya grumbles angrily:
“Well, Vladimir, what then?
I'll take a look, without Ilya
How will you live?
Slide 2.
Ilya's illness.
He sat out thirty-three goals,
He ate poorly and lived poorly;
For thirty years Ilya has been lying on the stove, not moving his arm or leg. Ilya rushed and jumped off the stove, stood on the floor and couldn’t believe his luck.
Slide 3.
Kalikas are walking.
Three beggar wanderers approach his hut.
The wanderer poured water into the cats.
- Drink, Ilya. This bucket contains the water of all the rivers, all the lakes of Mother Rus'.
Slide 4
. Bogatyr.
Ilya steps quietly, and the floorboards break under him.
He rose in height - he dropped the roof,
It rang out wide - it knocked down the walls!
Slide 5.
Help for parents and their blessing.
Ilya began to clear the forest - only chips flew. Old oaks are felled with one blow, young oaks are torn from the ground by their roots.
- Let me go, father and mother, to the capital Kyiv-grad to Prince Vladimir. I will serve Rus' with my native faith and truth, and protect the Russian land from enemy enemies.
Slide 6.
The road to the capital Kyiv-grad.
From either the city of Murom, From that village of Karacharova
A remote, portly, kind fellow was leaving.
He stood at Matins in Murom,
And he wanted to be in time for mass in the capital city of Kyiv.
And he leaned towards the gloomy forest
For great things
From under the city of Murom,
I sat down with Karacharov.
Slide 7.
Ilya Muromets and Nightingale the Robber.
Like that one at Gryazi’s, or at Black’s, or at that birch tree’s,
Yes, at that river near Smorodina, at that cross at Levanidov
Nightingale the Robber sits on a damp oak tree,
The Nightingale the Robber of Odikhmantiev's son is sitting.
Otherwise the Nightingale whistles like a nightingale,
He screams, a villainous robber, like an animal.
Physical education minute.
The class raises its hands - this is “one”
The head turned - it’s “two”,
Hands down, look forward - that's "three"
Hands turned wider to the sides to “four”
Pressing them forcefully to your shoulders is a high five.
All the guys sit down quietly - this is “six”.
2) Work on expressive reading.
Listening to an audio excerpt from the work “Ilya Muromets and the Nightingale the Robber”
3) Control and self-test.
Individual student work on the teacher's PC.
Organizing a frontal check of completed work, taking into account the expressiveness of reading passages.
4) Problem situation: question - reasoning.
Slide 8. Monument in the city of Murom.
Do you think Ilya Muromets is a fictional character or a real-life hero? In the epics that people retold with many exaggerations, they acquire the features of a fairy tale. Why did the people make an ordinary person into a fairy-tale, epic hero?
He was a real person who bravely defended his Motherland. He was very courageous, brave, and was ready to give his life for his people.
So he passed through time,
Across the country to all ends;
At his steel stirrup
New fighters stood up.
And, like the spring of fresh responses,
In honor of old Ilya
The exploits continue again
Our heroic ones.
The best features of the people's hero have passed through time, remained close to the Russian people, and united them in their readiness to defend the Motherland.
5) Expressive reading of N. Aseev’s work.
In Aseev's poem the whole story is about Ilya Muromets. Let's read it in full. Reading in a chain in quatrains.
To consolidate knowledge of the events reflected in the epics about Ilya Muromets, revealing his “biography”.
VI. Lesson summary.
What do you think is the main idea of all the works that we read in class today?
Pride in your Motherland, in its epic defenders.
And the entire Russian people think the same, which is why we know many sayings about the defenders of the Motherland.
Frontal work with students, during which the main idea of all works read in class is clarified. Organization of work in pairs with proverbs.
Work in pairs. Cards. Collect a proverb.
Those who fight hard for their homeland…………..are given double strength.
Feel free to go into battle…………………he is the hero.
If it is tailored in Russian……….The homeland is behind you.
Whoever fights for the Motherland……….is also one warrior in the field.
Reflection. Who is interested in epics, tales of heroes?
VII. Homework.
Who is interested in epics, tales of heroes? Tomorrow we will read your books that you have selected on this topic.
