Subject : S. Mikhalkov “Fairy tale for children”

Didactic goal: create conditions for developing the skills of conscious expressive reading, understanding the content of what is read, and developing the ability to analyze text.

Subject objectives of the lesson:

Create conditions for the development of reading skills: reading a work in whole words out loud and silently;

Help clarify students’ vocabulary in class;

Learn to express own attitude reading to the depicted events, characters, and their actions.

Meta-subject objectives of the lesson:

Regulatory:

Be able to determine and formulate a goal in a lesson with the help of a teacher;

Be able to understand and accept the learning task: supplement, clarify, adjust;

Speak out the sequence of actions;

Plan your action in accordance with the task.

Communication:

- use speech to regulate one’s actions, cultivate a culture of dialogue communication;
- be able to listen and hear, understand the speech of others;

Be able to express your thoughts orally, negotiate and come to an agreement general decision.

Cognitive:

Be able to navigate your knowledge system: build a logical chain of reasoning, prove, compare, draw conclusions;

Perceive piece of art, work from illustrations to the text;

Find answers to questions using your textbook life experience and information received in class.

Personal objectives of the lesson:

Assessment of life situations and actions of heroes literary text from the point of view of universal human norms;

Show respect to the veterans of the Great Patriotic War;
- be able to conduct self-assessment based on success criteria educational activities

During the classes.

I. Organizing time(1-2 min)
Teacher:
How to read well
There is no need to pester your mother,
No need to go to grandma
Read it, please read it
No need to beg your sister,
Well, read another page.
No need to call, no need to wait,
Or you can sit down and read!

Teacher: Why does a person need reading?

II. Updating knowledge (6-8 min)
1. Repetition of genres of works from the section being studied. Work in pairs

(on the desk there are cards with the task)
Teacher: We will recall and repeat the material covered in pairs. Let's remember the rules of business cooperation.
Students: Respect other people's opinions; do not offend or be offended; be attentive; maintain silence (work in a low voice); listen and hear each other.
Teacher: Read the task and discuss how you will complete it. Get to work.
Assignment: Read excerpts from the works in the left column and connect them with the genre in the right column. Remember the author and title of the work.

1) Once upon a time there was a woman. She worked day and night to feed and clothe her three daughters.	3 – folk song;
2) It’s warm in the sun – Good with mother.	4 – story by E. Permyak “The Case of the Wallet”;
3) Sweet raspberry, Sleep, little daughter. Birch tree, creaking, creaking, And my daughter is sleeping, sleeping...	1 - Tatar folk tale"Three sisters";
4) Kostya was the first to see it. He bent down, grabbed the wallet, and then ran and caught up with the old woman.	2 – proverb;

Teacher: What do these works have in common?
Students: Works about the family, section “Family and I.”
Teacher: Evaluate your work, give 1 point for each correct answer.
Stand up, those guys who did everything right; made mistakes.

3. Expressive reading of V. Soloukhin’s poem “Trees” (pp. 87-88).
Teacher: Read the poem you prepared at home.
(3-4 people read the work. Students analyze the reading of their classmates: give advice, suggestions)

III. Speech warm-up(3 min)
Work on developing clarity of pronunciation of words and sentences, the meaning of proverbs.

Teacher: Read the proverb: to yourself. (On the desk)
Take care of your native land like your beloved mother
Teacher: What did you read?
Students: Proverb.
Teacher: Explain the meaning of the proverb.
- Read it syllable by syllable, slowly, with interrogative intonation, exclamation intonation, in chorus.
Teacher: Determine the topic of the proverb.
Students: About the Motherland.
Teacher: What is another name for your native land?
Students: Motherland, Russia, Fatherland, Fatherland.

IV. Formulating the topic of the lesson (3 min)
Soundtrack: Levitan's voice “Announcement of the Beginning of War” (50 sec), verse of the song “Holy War” (36 sec).
Teacher: Guys, have you guessed what we are going to read about? (About the Great Patriotic War, about the Motherland.)

V. Work on new material. (18 - 20min)

Stage 1. Working with text before reading Goal: organizing mental operations in cognitive process.

1. Anticipation.
Teacher: Which work will we get acquainted with? Read on page 88 the author's name and the title of the work.
Students: Sergey Mikhalkov “Fantasy for Children.”
Board: Portrait of Mikhalkov
Teacher: What is reality?
Students: A story about what happened or is actually happening.
Teacher: What do you think it’s about?
Students: express their opinions.
Teacher: We will not only get acquainted with a work about the Great Patriotic War, with pages of the history of the war, but we will also learn to read it expressively.

UUD at this stage: R: Acceptance of goals. Ready to read. K: understand the text of the poem by ear, the construction of speech statements. P: perceive a work of art, extract necessary information from the text, argue a point of view.

Stage 2. Working with text while reading. Goal: familiarization with the work.

1. Primary reading of the text (Teacher reads)

Teacher: Every family had defenders of our Motherland. Many stories, poems, and songs have been written about the war, its heroes and Victory. Listen.

2. Checking primary perception.
Teacher: What did you listen to? What genre is the work?
Students: Poem.
Teacher: What pictures did you imagine while listening to the poem?
- What feelings did you experience?

3. Vocabulary work:
Board:
Soviet people, front

Which Soviet people are we talking about?
- Read the first clue (page 90.)
(Until 1991, Russia was called the USSR, and the people were called Soviet).
- Explain the meaning of the word "front".

4. Exercises that develop attention to words (reading words syllable by syllable, whole words, in chorus)
At the teacher’s direction, they read in chorus from the board:

Soldiers
Admirals
Generals
Blacked out
Fallen

5. Work on the content of the poem.

Teacher: How many parts were there? (3)
Teacher: Let's read the introduction

1) Preparation for expressive reading of part 1.
- Let's read part 1 (read in quatrains)
Questions:
- When did the war start?
-Who gave the German troops the order?
- What words does the author use to convey his attitude towards the people?
- Complete task 1. (p.90)
Mutual check.
- How did the Russian regiments stand up? (And from sea to sea Russian regiments stood up)
Teacher: In 1941, war came to our land. Early in the morning of June 22, Nazi troops crossed the border of the USSR. The Nazis wanted to enslave our people, seize the natural resources of our country, plunder or destroy its cultural values.
The whole country, everyone from young to old, stood up to defend the Motherland. Men went to the front, women, old people and children worked at machines, dug trenches, grew grain, and sent food to the front for their native army.
(Slide 4)

2) Preparation for expressive reading of the second part of the poem. Answer to the second question about the text.
Teacher: Read “humming reading in a low voice.” Who does the author compare our people with?
Students: With the heroes.

Teacher: “And from sea to sea Russian regiments rose up,” “our heroic people showed themselves in action.”
Such words are called EPITHETS
(Slide 5)
Epithet - figurative artistic definition properties of an object.

Teacher: What are epithets used for?
Conclusion: the use of epithets makes our speech more vivid, beautiful, and expressive.

What meaning does the author put into these epithets? (Show the power and strength of the army, people, country)
- Answer question 2 of the textbook.
- What cities are mentioned in the poem? (About Moscow, Orel)

Teacher: June 22, 1941 and May 9, 1945 will forever remain in the memory of people. The war went on for 1418 days and nights. It claimed about 27 million lives of Soviet people.
War means 1,725 ​​destroyed and burned cities and towns, over 70 thousand villages in our country. War means 32 thousand blown up plants and factories, 65 thousand kilometers of railway tracks.
All the people of our country stood up to defend the Motherland. Everyone, young and old, men, women, children - everyone fought against the fascists. (Slide 6)

Physical exercise (2-3 min)
Like soldiers on parade
We walk row by row,
Left - once, left - once,
Look at us all.
We're kicking, stomping,
We clap our hands!
We are the eyes of a moment, a moment,
We shrug our shoulders.
Lined up again
It was like going to a parade.
One-two, one-two,
It's time for us to get busy!

3) Preparation for expressive reading of the third part of the poem.
Teacher: Read part 3 to yourself. What is it about?
Students: About Victory.
Teacher: And here it is - Victory Day, May 9, 1945. This is a big national holiday. This day brought peace not only to our people, but to the entire Earth. (Slide 7, 8, 9)
Teacher: Answer question 3.
- Use the second hint.
- With what intonation should each part be read?
Students: Part 1 - with anxiety; Part 2 - with pride; Part 3 - with admiration, joy, solemnly.

4) Expressive reading.

UUD at this stage: P: consciously and voluntarily construct statements orally. K: listen to students’ answers, be able to formulate own opinion and position; be able to use speech to regulate one’s actions; read expressively. R: accept and maintain the learning goal and task

Stage 3. Working with the text after reading.

1. Work on illustrations for the text.
Teacher: What is shown in the illustration for the poem? What mood does the artist convey?
Students: Victory! Firework! But there is sorrow in the soldier’s eyes - this victory came at a heavy price. The war took the lives of many people. The soldier bowed his head before the warrior's grave.

2. Cover modeling. (1 student at the blackboard)
Peer review (Slide 10)
(Genre – poem, theme: about the Motherland)

3. Proverb competition.
Teacher: Do you think the proverb that we read, which we met at the beginning of the lesson, is suitable for this work?
- What proverbs do you know about the Motherland?
Students name proverbs
Spare no effort or time for your Motherland.
For the native Fatherland, life is not a pity.
Those who serve their Motherland faithfully fulfill their duty exemplarily.
What peace builds, war destroys.
Fight bravely for your native cause.
Warmth emanates from the Motherland.
The first thing in life is to serve the Fatherland.

UUD at this stage: P: ability to analyze objects poetic work. K: build a monologue statement, adequately use speech means. R: accept and maintain the educational goal and task, exercise mutual control.

VI. Generalization on the topic of the lesson. (2 minutes)
Teacher: Guys, as they call people who fought, went through the entire war. (Slide 11)
Students: Veterans.
Teacher: It turns out that those who won peace and happiness on Earth, veterans of the Great Patriotic War, live next to us. These are your great-grandparents. I am proud that my dad, Alexander Alekseevich Sokolov, fought on the Leningrad Front during the Great Patriotic War and contributed to the approach of victory over the Nazis. To know about the war, you need to talk with veterans, ask them about what their lives were like. Every year there are fewer and fewer of them. In our village about 20 years ago there were 102 veterans. And now Ivan Mikhailovich Borovkov and Mikhail Vasilievich Syromyatnikov remain. We all must remember at what cost peace on Earth was won.

UUD at this stage: L: show respect to WWII veterans.

VII. Homework (1 min) (Slide 12)
For everyone: Page 90-91. expressive reading.

VIII. Summing up the lesson. Reflection. (2 minutes)
- What work did you get acquainted with?
- Who is its author?
- What is it about? Why did the author call it true?
- What made the greatest impression on you?
- What did you not know, but now you know?
- Which tasks did you find most interesting?

Lesson literary reading in 2nd grade S. Mikhalkov “Fantasy for children.”

Publication date: 09.01.2015

Short description: Literary reading, grade 2 Topic: S. Mikhalkov “True for Children.” Lesson objectives:1. Organization of student activities to get acquainted with a new work, with pages of the history of the Great Patriotic War.2. Formation of the skill of thinking and analyzing, the skill of monologue

material preview

Literary reading 2nd grade

Topic: S. Mikhalkov “True for Children.”

Lesson objectives:

1. Organization of students’ activities to get acquainted with a new work, with pages of the history of the Great Patriotic War.

2. Formation of the skill of thinking and analyzing, the skill of monologue speech.

3. Development of reading skills, expressive reading skills, speech, imaginative thinking, evoke a spiritual response to works about war.

4. Cultivating an interest in history home country, feelings of patriotism, love for the Motherland, respect for the defenders of the Fatherland

Formation of UUD in the lesson:

Cognitive:

perceive a work of art

work from illustrations to the text.

Personal:

promote awareness of the value of the subject being studied; show respect to veterans of the Great Patriotic War.

Communicative:

use speech to regulate your actions,

foster a culture of dialogue communication.

Regulatory:

determine the purpose of the activity in the lesson with the help of the teacher and independently; plan educational cooperation;

to develop in children the ability to analyze, generalize, and evaluate the results of their activities.

Equipment: textbook “Literary Reading”, author L.A. Efrosinina, 2nd grade M.: “Ventana-Graf”, 2011;

recording of the first verse of the song “Holy War”. Visual range: portrait of S.V. Mikhalkova; Antonov “Winners”, Veteran of the Great Patriotic War; military awards: medals, orders of the Second World War; slide presentation.

Lesson type: combined

Productive reading technology

During the classes.

I. Organizational moment

The long-awaited call was given -

The lesson begins.

Hello guys. I am very glad that I will be working with you in class today. And I hope that we will help each other.

What mood did you have when you came to class? Look at each other and give each other smiles. Answer the question: why does a person need reading?

II. Updating knowledge

1. Repetition of genres of works from the section being studied. Work in pairs (on the desk there are cards with the task)

We will recall and repeat the material covered in pairs. Let's remember the rules of business cooperation.

(Respect other people’s opinions; do not offend or be offended; be attentive; maintain silence (work in a low voice); listen and hear each other).

Read the assignment and discuss how you will complete it. Get to work.

Assignment: Read excerpts from the works in the left column and connect them with the genre in the right column. Remember the author and title of the work.

Card (left column)

1) Once upon a time there was a woman. She worked day and night to feed and clothe her three daughters.

2) It’s warm in the sun -

Good with mother.

3) Sweet raspberry,

Sleep, little daughter.

Birch tree, creaking, creaking,

And my daughter is sleeping, sleeping...

4) Kostya was the first to see it. He bent down, grabbed the wallet, and then ran and caught up with the old woman.

5) Their grandfathers imprisoned

With your own hands

For your own amusement

And as a souvenir for the grandchildren.

Card (right column)

folk tale

proverb

poem

folk song

2. Check

1 - Tatar folk tale “Three Sisters”;

2 - proverb;

3 - folk song;

4 - story by E. Permyak “The Case of the Wallet”;

5 - poem by V. Soloukhin “Trees”.

What do these works have in common?

(Works about the family, section “Family and I.”)

Stand up, those guys who did everything right; made mistakes.

III. Breathing exercises

Remember the “Fluff” exercise. Take a deep breath and blow into your palm.

IV. Speech warm-up

Read the sentence to yourself. What did you read?

Take care of your native land like your beloved mother (Slide 3)

(Proverb)

Explain the meaning of the proverb. Read syllable by syllable, slowly, with interrogative intonation, exclamation intonation, chorus.

Determine the theme of the proverb. (About the Motherland)

What is another name for your native land? Name the synonyms

(Motherland, mother, Russia, Fatherland, Fatherland)

IV. Formulating the topic of the lesson (3 min)

Soundtrack: verse of the song “Holy War” (15 sec).

Teacher: Guys, have you guessed what we are going to read about? (About the Great Patriotic War, about the Motherland.)

V. Work on new material.

1. Working with text before reading

What work will we get acquainted with?

(Sergei Mikhalkov “True for Children”)

What is reality?

(A story about what actually happened or is happening)

What do you think it's about?

We will not only get acquainted with the work about the Great Patriotic War, with the pages of the history of the war, but we will also learn to read it expressively.

2. Working with text while reading.

A). Primary reading of the text (read by the teacher)

b). Checking primary perception.

Did you like the poem? What did you listen to?

What genre is the work? What pictures did you imagine while listening to the poem?

What feelings did you experience?

3. Linguistic commentary:

Which Soviet people are we talking about?

Explain the meaning of the word "front".

4. Work on the content of the poem.

How many parts were there? (3)

Let's read the introduction

5. Preparation for expressive reading of part 1.

Let's read part 1 (read in quatrains)

When did the war start?

Who gave the German troops the order?

Complete task 1. (p.90)

Mutual check.

How did the Russian regiments stand up? (And from sea to sea Russian regiments stood up)

Teacher: In 1941, war came to our land. Early in the morning of June 22, Nazi troops crossed the border of the USSR. The Nazis wanted to enslave our people, seize the natural resources of our country, plunder or destroy its cultural values.

The whole country, everyone from young to old, stood up to defend the Motherland. Men went to the front, women, old people and children worked at machines, dug trenches, grew grain, and sent food to the front for their native army.

- “Russian regiments rose from sea to sea”, “our heroic people showed themselves in action”

Such words are called EPITHETS

An epithet is a figurative artistic definition of the properties of an object.

What are epithets used for?

Conclusion: the use of epithets makes our speech more vivid, beautiful, and expressive.

What meaning does the author put into these epithets? (Show the power and strength of the army, people, country)

Answer question 2 in the textbook.

What cities are mentioned in the poem? (About Moscow, Orel)

VI. Fizminutka

Like soldiers on parade

We walk row by row,

Left - once, left - once,

Look at us all.

We're kicking, stomping,

We clap our hands!

We are the eyes of a moment, a moment,

We shrug our shoulders.

Lined up again

It was like going to a parade.

One-two, one-two,

It's time for us to get busy!

VII. Work on expressive reading of the third part of the poem.

Read part 3 to yourself. What is it about? (About Victory)

And here it is - Victory Day, May 9, 1945. This is a big national holiday. This day brought peace not only to our people, but to the entire Earth.

Answer the third question.

Use the second hint.

(Part 1 - with anxiety; Part 2 - with pride; Part 3 - with admiration, joy, solemnly). Prepare an expressive reading.

VIII. Working with the text after reading.

1. Work on illustrations for the text.

What is shown in the illustration for the poem? What mood does the artist convey?

(Victory! Salute! But there is sorrow in the soldier’s eyes - this victory came at a heavy price. The lives of many people were claimed by the war. The soldier bowed his head before the warrior’s grave)

2. Compiling a syncwine on the theme “Motherland”. (1 student at the blackboard)

Peer review

3. Proverb competition.

Teacher: Do you think the proverb that we read and learned about at the beginning of the lesson is suitable for this work?

What proverbs do you know about the Motherland?

Students name proverbs

Spare no effort or time for your Motherland.

For the native Fatherland, life is not a pity.

Those who serve their Motherland faithfully fulfill their duty exemplarily.

What peace builds, war destroys.

IX. Generalization on the topic of the lesson.

The guys, as they call the people who fought, went through the entire war. (Slide 10)

(Veterans)

Every year there are fewer and fewer of them. It turns out that those who conquered peace and happiness on Earth, veterans of the Great Patriotic War, live next to us. These are our grandparents, great-grandparents. To know about the war, you need to talk with them, ask them about what their life was like. We all must remember the price at which peace on Earth was won.

X. Homework

Page 88-89. expressive reading. Creative work: ask great-grandparents about the war, prepare a story “The memory of the war lives in my family.”

XI. Summing up the lesson. Reflection.

What work did you come across?

What impressed you the most?

What did you not know that you now know?

Which tasks did you find most interesting?

I liked it... - It was difficult for me...

On this lesson The following teaching methods and techniques were implemented: verbal ( introductory word, explanatory word); conversation (leading dialogue); anticipation (prediction of upcoming reading); observation (analysis of material according to the teacher’s instructions, listening); technology was used to form the type of correct reading activity. To maintain the stimulus in the lesson, reinforcement techniques were used (positive sentences, masking negative sentences). The following forms of work were used: frontal, group, individual. The intensification of learning was facilitated by a variety of lesson materials, a change in types of activities and forms of work.

This lesson is under the heading “Listen” (listening lesson), an important stage of which is students listening to the work. Part of the lesson was devoted to practicing reading skills, as well as developing expressive reading skills. The chosen lesson structure is rational for achieving the set goals.

Using a variety of teaching aids (audio, visual range, textbook material, slide presentation) made it possible to create an emotional mood in children, ensure an impact on various areas reading activity of students (emotional, imagination, comprehension of content). The system of tasks used in the lesson was aimed at developing skills. reflect and analyze, monologue speech skills, expressive reading...

Attention was paid to working on vocabulary in order to broaden one’s horizons and enrich vocabulary students used exercises that developed attention to words. All this allowed for productive reading.

Used various types readings (listening, reading in parts, selective reading, silent reading, choral reading)

If the material does not suit you, use the search

Technological map of a literary reading lesson

Academic subject : literary reading
Class : 2nd grade

Teacher : Surtaeva Anastasia Alexandrovna

UMK "Elementary SchoolXXIcentury"
Subject: Works about Victory Day . S. Mikhalkov “Fairy tale for children.”

Goals lesson:
1. Contribute to enriching the reader’s experience through familiarization with a work about the Great Patriotic War.
2. To promote the development of reading interest and reading skills, expressive reading skills, speech, and imaginative thinking.
3. To promote love for the Motherland, its history, and respect for veterans.

FormationUUD at the lesson:

Personal : promote awareness of the value of the subject being studied; knowledge of the heroic past of your country and people.Regulatory : determine the purpose of the activity in the lesson with the help of the teacher and independently; to develop in children the ability to analyze, generalize, and evaluate the results of their activities.

Cognitive : perceive the listened work of art; be able to work with the text of a poetic work: determine the topic, genre, understand main idea works, explain your emotional condition during the hearing process.

Communication : be able to listen and hear the speech of the teacher and classmates; use speech to regulate your actions; foster a culture of dialogue communication.

Equipment: textbook “Literary reading” author L.A. Efrosinina, 2nd grade M.: “Ventana-Graf”, 2011; workbook“Literary reading” by author. L.A. Efrosinina, 2nd grade. M.: “Ventana-Graf”, 2011; blank sheets modeling papers; colour pencils; audio recordings by Yu. Levitan about the beginning and end of the war.

Lesson type: literary listening lesson

Lesson content:

1.Self-determination to

activities.

Organizing time .

- He came to our class with the bell. new lesson. For it to start well, continue interestingly and end well, let's smile at each other. After all, as you know, a smile lifts your mood.I wish us all a good lesson.

Smiling

Personal: self-determination;

Metasubject:

R .:organization of educational activities

TO .: planning educational cooperation with the teacher and classmates

2. Setting the goals and objectives of the lesson. Motivation for students' learning activities.

Guys, tell me, what do you want to learn today in literary reading lesson?

At the end of the lesson we will summarize our work and know who learned what and what lesson we learned.

They express their opinion.

Personal: self-determination

Metasubject:

R: setting educational goals and objectives;ability to express one's opinion

3. Updating knowledge

Look at the covers of the books and remember who the author of these works is.

What kind of writer do you think the lesson will be dedicated to?

That's right. Name S.V. Mikhalkov is known all over the world to both children and adults. After all, he wrote more than one work. We met you at school with some of them, and your parents introduced you to others at home. You probably know such works as “Uncle Styopa”, “What do you have?”, “My friend and I together” and others. Sergei Vladimirovich is also the author of the words of the Anthem of the Russian Federation.

S. Mikhalkov

The work of Sergei Mikhalkov

Personal: self-determination.

Metasubject:

R

4. Reporting the topic of the lesson

Today we will get acquainted with another of his works.

Read the topic of the lesson.

S.V. Mikhalkov “True for Children”

Personal:

self-determination.Metasubject:

R : understanding and staging educational task.

5. Introducing a new work.

1. Anticipation
- Yes, the work that we will get acquainted with today is called “True for Children.”
- Guys, what is reality?

What do you think it's about?

2. “Immersion in the lesson.”

Preparation for the perception of the work.

Record by Yu. Levitan about the declaration of war.

I heard this announcement on the radio Soviet people on a seemingly ordinary summer morning.

What did the radio announcer say?

How do you think the Soviet people felt when they heard this message?

The Nazis captured many countries, they mocked people, killed them, burned cities and villages.

But our army managed to defeat the Nazis and liberate not only native land, but also other countries, including Germany. But Victory is not only a joyful event, but also a very sad one, because it was not possible to do without losses. It is estimated that out of every hundred who fought, only three survived. On many monuments we will not see names, only the number of those buried. They died for the freedom of our Motherland. And thanks to them, you and I live in Peaceful time, we haven't seen that one terrible war. This is history for us. We must know her.

“True for Children” by S. Mikhalkov will tell us the story of that terrible time. Listen.

(music plays quietly, teacher reads)

3. Checking primary perception.

What feelings did you experience while listening to this piece?
- What genre does this work belong to?
- What pictures did you imagine while listening to this poem?

A story about what actually happened or is happening.

They express their opinion.

What fascist Germany attacked our country.

Children's statements.

Listening to the teacher read.

Children's statements.

Poem.

Children's statements.

Personal:

self-determination and self-knowledge through comparison with heroes literary work;

Metasubject:

R.: learn to express your assumption (version).

P.: perception of the listened work;

the ability to determine the theme and genre of a work;

TO.: ability to listen and hear artistic word, teacher's speech.

6. Working with text

7. Physical exercise.

1. Secondary perception of the text.

Children, do you want to read this work yourself?

2. Vocabulary work: Are there any unfamiliar words in the poem?

Which?

You will find out who the “Soviet people” are by reading the first clue on page 93.

What is the Soviet Union?

Read the hint on page 93 in the “Pay attention” section
- Explain the meaning of the word "front".

3. Analysis of the work.

How many parts were there? - Read the introduction. - For whom did the author write this work?

When did the war start? Read

Who gave the German troops the order?

Who stood up to defend the Motherland?

In 1941, war came to our land. Early in the morning of June 22, Nazi troops crossed the border of the USSR. The Nazis wanted to enslave our people, seize the natural resources of our country, plunder or destroy its cultural values.
The whole country, everyone from young to old, stood up to defend the Motherland. Men went to the front, women, old people and children worked at machines, dug trenches, grew grain, and sent food to the front for their native army.

How can you title the 1st part?

How long did the war last?

Yes, it's really long.- The war went on for 1418 days and nights. It claimed about 27 million lives of Soviet people.
War means 1,725 ​​destroyed and burned cities and towns, over 70 thousand villages in our country. War means 32 thousand blown up plants and factories, 65 thousand kilometers of railway tracks.
All the people of our country stood up to defend the Motherland. Everyone, young and old, men, women, children - everyone fought against the fascists.

What cities are mentioned in part 2?

Who defended our Motherland?

How can you title the 2nd part?

Whom does the poet glorify?

What news spread far and wide?

How can you title the 3rd part?

Victory Day, May 9, 1945. This is a big national holiday. This day brought peace not only to our people, but to the entire Earth.

Listen to how Yuri Levitan announces the end of the war.

Record.

Like soldiers on parade
We walk row by row,
Left - once, right - once,
Look at us all.
We're kicking, stomping,
We clap our hands!
We are the eyes of a moment, a moment,
We shrug our shoulders.
Lined up again
It was like going to a parade.
One-two, one-two,
It's time for us to get busy!

4. Preparation for expressive reading of a work.

Do you think the whole work should be read in the same way?

What is said in the first part?

With what intonation will you read it?

What is the second part about?

What is the third part about?

5 . Expressive reading of a poem.

Yes!

Independent reading aloud.

Yes.

Soviet people, front

Soviet people are the people who lived in the Soviet Union.

Soviet Union at that time our country was called.

The front is a place of military action.

Three.

They are reading.

For children.

Summer night, at dawn.

Hitler.

Russian regiments, all Soviet peoples.

Children's statements.

For a long time.

With the heroes.

About Moscow and Orel.

Army, brothers and fathers.

Children's statements.

Generals, admirals and ordinary soldiers.

Our brothers and fathers are coming, coming, coming from the front!

Children's statements.

Listening to the recording.

Children perform the following movements:

Walking at marching pace.

They stomp their feet one by one.

Two hand claps above your head.

Eyes blink twice.

Shrug twice

Walking at marching pace.

No.

It talks about the beginning of the war and how the Soviet people rose to defend their Motherland.

With anxiety. With anger. With hatred.

The fact that the war lasted a long time and our fighters beat the enemies.

Proudly. It is necessary to convey the tension that the fighters experienced.

About victory.

With admiration, joy, pride, solemnly.

Reading a poem by children.

Personal: understanding the role of reading for solving educational problems;

knowledge of the heroic past of one’s country and people using the example of a literary work;

Metasubject:

R

P .: formation of a cognitive learning task;

choosing the type of reading depending on the goal;

search and selection of necessary information;

ability to work with a work in poetic form;

TO .: ability to answer questions about the content of the work;

the ability to relate emotionally to the events described in the work;

the ability to listen to classmates’ answers, supplement and clarify them, supporting them with facts from the text;

the ability to fully and accurately express one’s thoughts;

ability to work in groups;

8. Independent work with verification against the finished sample.

1. Cover modeling .

We became familiar with the work and decided on the genre. And now you have an interesting creative work. Everyone has blank sheets of paper and colored pencils on their desks. Model the book cover of the work you read in class.

What will you show on the cover of the book?

2. Selection of proverbs for the work. - Let's finish working on our book by choosing a proverb for the work we read today.

There are several proverbs written on the board:

1) Don’t spare your strength or your life for your Motherland.

2) What peace builds, war destroys.

3) Fight boldly for your native cause.

4) He who stands up for his homeland is a true hero.

5) The first thing in life is to serve the Fatherland.

6) Fear has big eyes, but they don’t see anything.

7) Learning to read and write is always useful.

- What proverb do you think reflects the content of S. Mikhalkov’s work “True for Children”?

Write it down to back side covers.

What other proverbs about heroes and the defense of the Motherland can be included in our book?

And now we will collect your models into one common book.

Genre and theme of the work.

Title.

Children work independently and then check their work against a finished sample.

Children's statements. Children explain their choice.

Children find out which proverbs are suitable and write them down.

Children hand in their work.

Personal:

self-determination and self-knowledge

Metasubject:

R .: understanding and setting the educational task;

correction - making corrections based on the results independent activity;

P .: the formation of literary literacy, the ability to determine the genre, the main idea of ​​the work, the author and the title;

TO .: the ability to express your thoughts orally and in writing;

9. Generalization on the topic of the lesson

Let's summarize the lesson. Guys, what do you call people who fought and went through the whole war? - Every year there are fewer and fewer of them. But they awarded orders and medals to those who showed courage and heroism during the war. It turns out that those who conquered peace and happiness on Earth, veterans of the Great Patriotic War, live next to us. These are our grandparents, great-grandparents. To know about the war, you need to talk with them, ask them about what their life was like. We all must remember the price at which peace on Earth was won.

Veterans.

Personal:

showing respect to veterans of the Great Patriotic War

10. Homework (optional).

Execute homework optionally:

1.Page 91-93. Prepare an expressive reading of the poem; 2. Learn by heart one of the parts.

3.Draw an illustration for the book.

Write down homework

Personal: self-determination;

choosing a task to satisfy personal interest;

knowledge of the heroic past of your family;

Metasubject:

R .: consolidating the ability to read or tell a work expressively.

11. Summing up the lesson. Reflection.

Please complete the sentences:

In class I learned...

It was interesting to me…

I like it…

It was difficult for me...

Thank you for the lesson!

Children's statements

Personal:

Metasubject:

R. : self-assessment of activities;the ability to express one’s opinion;

TO. : the ability to listen to the speech of the teacher and classmates.

I am writing this story to children...

Summer night, at dawn,

Hitler gave the troops an order

And he sent German soldiers

Against all Soviet people

This means - against us.

He wanted free people

Turn the hungry into slaves

To be deprived of everything forever.

And the stubborn and rebels,

Those who did not fall to their knees,

Exterminate every single one!

He ordered them to destroy

Trampled and burned

Everything that we kept together

They took better care of their eyes,

So that we endure need,

They didn’t dare sing our songs

Near his house,

So that everything is for the Germans,

For foreign fascists,

And for the Russians and for others,

For peasants and workers

"No! - we told the fascists,

Our people will not tolerate

So that Russian bread is fragrant

Called by the word "brot".

We live in the Soviet country,

We recognize the German language,

Italian, Danish, Swedish

And we admit Turkish,

Both English and French

But in native land in Russian

We write, we think, we sing.

Then we can only breathe freely,

If we hear native speech,

Speech in Russian,

And in his ancient capital,

Both in the town and in the village,

And far from home.

Where is strength found in the world?

So that she can break us,

Bent us under the yoke

In those regions where on the days of victory

Our great-grandparents

Have you feasted so many times?

And from sea to sea

The Bolsheviks rose up

And from sea to sea

The Russian regiments stood up.

We stood up, united with the Russians,

Belarusians, Latvians,

People of free Ukraine,

Both Armenians and Georgians,

Moldovans, Chuvash

All Soviet peoples

Against a common enemy

Everyone who loves freedom

And Russia is expensive!

And when Russia stood up

In this difficult menacing hour,

“Everything - to the front!” - Moscow said.

“We’ll give you everything!” - said Kuzbass.

“Never,” said the mountains,

The Ural has never been in debt!”

"Enough oil for the engines,

I’ll help!” - said Baku.

"I own riches,

You can’t count them, even if you count them forever!

I won’t regret anything!”

This is how Altai responded.

"We are left homeless

Ready to welcome you into your home,

Shelter will be given to orphans!”

Meeting the disadvantaged

Replying to Kazakhstan,

Uzbekistan swore.

"Every faithful warrior will

And fed and watered,

The whole country is shod and dressed.”

“Everything - to the front!” - Moscow

"All! - the country answered her.

Everything is for future victories!”

Days and weeks flew by

This was not the first year of war.

Showed himself in action

Our people are heroic.

You can't even tell it in a fairy tale,

Neither words nor pen,

How helmets flew from enemies

Near Moscow and Orel.

How, advancing to the west,

Red fighters fought

Our army is dear,

Our brothers and fathers.

How the partisans fought.

The Motherland is proud of them!

How wounds heal

Battle cities.

You can’t describe what they were like in this one

All the battles there were.

The Germans were beaten here and there,

When they beat you, fireworks!

These fireworks are from Moscow

Were heard by everyone in the world,

Both friend and enemy heard them.

If there are fireworks, that means

Over some roof somewhere

The red flag waved again.

Look at the school map,

Where were we in February?

How many miles did we walk in March?

In your native land?

Here we stood in April,

Here the troops met May,

Here we took so many prisoners,

So try to calculate it!

Glory to our generals,

Glory to our admirals

And to the ordinary soldiers

On foot, swimming, horseback,

Tempered in hot battles!

Glory to the fallen and the living,

Thank you to them from the bottom of my heart!

Let's not forget those heroes

What lies in the damp ground,

Giving my life on the battlefield

For the people - for you and me.

Wherever we hit the enemy,

Wherever the enemy retreats,

Always remembered about the home front

Our soldier and general:

You can't finish off the fascists

And cleanse the world of them

Without Moscow tractor drivers,

Without Ivanovo weavers,

Without the one who day and night

Coal comes from the mines,

Sows grain, sharpens shells,

Melts steel, forges armor.”

You can't tell you were in this one

All miracles about our rear,

Apparently, the time will come,

And about honest workers,

Famous, unknown

Our people will compose songs.

Without a gun and without a grenade

And away from the front

These people are like soldiers

We were also at war.

We will never forget

Their heroic deeds.

Honor and glory to these people

And great praise!

One by one, on foot,

Over rocks and grass

They drive prisoners under escort,

They are driving to Mother Moscow.

There are not ten or twenty of them,

There are not two hundred and fifty of them

Maybe the army will gather

Officers and soldiers.

Dust swirls in clouds

Over the front road...

Why are you unhappy, Krauts?

Why did you hang your head?

You didn't wait, you didn't guess

Neither in a dream nor in reality

Just like we said

You will end up in Moscow.

Trophies are being carried past you

To our Russian museums,

To show people

What did you want to take us with?

And cars are rushing towards me

Our valiant regiments.

— How far is it to Berlin?

People are shouting at you from the trucks.

Dust swirls in clouds...

Along the roads, here and there,

Murderers and Murderers

They are being taken prisoner under escort...

Dust... Dust... Dust... Dust...

I continue the story for the children!

Under the victorious roar of guns

On these stormy days

In the sea, in the sky and on land

We didn't fight alone.

I shook hands with English fighters

Russian army soldiers,

And distant San Francisco

Turned out to be just as close

Like Moscow and Leningrad.

Next to us, together with us,

Like a stream breaking the ice,

For the sake of liberty and honor

And the people's holy vengeance

The people stood behind the people.

“We,” said the Yugoslavs,

Let's not give up our glory!

We will not be under the yoke!

And the Slovaks said:

- Our will was crushed!

How can we not fight!

Break away from Berlin

Italians and Romanians:

- Stop fighting for Berlin!

Bulgarians are also reluctant

To die for a German for nothing:

- Let him go down alone!

A Frenchman will live in Paris,

In Prague - Czech, in Athens - Greek.

Not offended, not humiliated

He will be a proud man!

Cities will breathe freely

No raids, no alarms!

Go anywhere

On any of all roads!..

One day the children went to bed

The windows are all darkened

And we woke up at dawn

There is light in the windows and there is no war!

You don't have to say goodbye anymore

And don’t accompany me to the front,

And don’t be afraid of raids,

And don't wait for night worries.

Blackout canceled

And now for many years

For people only for treatment

Blue light will be needed.

People celebrate Victory!

The news flies everywhere:

From the front they go, they go, they go

Our brothers and fathers!

Everyone has medals on their chests,

And many have orders.

Where haven't they been?

And what time did they give?

The war did not abandon them!

You can’t tell you were in this one,

What kind of life did they lead?

How they got cold in the Carpathians,

Where they swam by river, where they swam by sea,

How they lived in eight capitals,

How many countries have you walked through?

Like on the streets of Berlin

In the hour of fighting they found the Reichstag,

Like two faithful sons above him

Russian son and Georgian son

They hoisted a red flag.

From Berlin to Amur,

And then to Port Arthur,

What lies by the warm waters,

We visited Khingan,

What always stands in the fog,

And on the Pacific

We finished our hike.

Neighbor says to neighbor:

- As soon as I get home to myself,

I'll go straight to school

And collective farm children

Tanek, Manek, Fedek, Grishek

I'll start learning again!

- Well, I’ll come home,

Neighbor says to neighbor,

After the front I’ll rest,

I'll wear it for another week

A tunic and an overcoat,

I'll start building in the city,

What was destroyed in the war!

- And the collective farm misses me,

The third one from the shelf answers,

My collective farm near Kostroma.

I've been going for eight days

Yes, I'm counting every minute

Soon, soon home!

Cars run day and night,

Columns are walking along the highway

Frontline trucks,

And the accordions sing

About the affairs of front-line soldiers...

You can’t describe what they were like in this one

(Even a poem won’t help!),

How proud the soldiers were

That the people meet them

They are our protectors!

And mixed on the platforms

With a noisy, joyful crowd:

Sons in military uniforms,

And husbands in military uniforms,

And fathers in military uniforms,

That they came home from the war.

Hello, victorious warrior,

My comrade, friend and brother,

My protector, my savior

Red Army soldiers!

Throughout the war in any village,

In every house and hut

People thought with excitement

Remembered with admiration

And with love about you.

And everywhere they were proud of you,

And you can't find your family

There is no home where they would not be stored

Your photos:

In modest frames above the bed,

On the chest of drawers, on the wall,

Where are you filmed in your overcoat,

Shot on foot or on horseback,

Is it filmed alone or with a crew?

In a combat situation

Are you an officer or, let's say,

Private infantryman.

Finally at the desired hour

Our dream come true

At the hour of the long-awaited victory

IN Father's house you're back!

But there are still quite a few of them

Officers and soldiers

whose death has passed,

But he was hit by a shell in battle.

If you meet someone like this,

Young but gray-haired

Combat veteran

(Sign of a wound on the chest),

Do him a favor

Help him like a friend

Don't pass by indifferently!..

They take on things boldly

Well done front-line soldiers,

And in the country any business

It’s convenient for them, it’s out of their hands!

We need all Soviet citizens

Feed, dress, put on shoes,

So that everyone is happy

From the heart, not just any way!

If earlier "self-propelled guns"

Supplied by another plant

Then today the frying pans

Launched at full speed.

And the platforms with the forest are running,

There - with ore, and there - with coal,

From Donbass to Dneproges

Night after night, day after day.

Yes! We have one concern

And everyone has the same dream,

To the sunny heights

The country has risen again

Strong, glorious and mighty

From the capital to the village,

Much more beautiful, much better

What ever was.

The days of fighting are over,

We fought well

Like soldiers, they performed

An order from our Motherland.

And today, in a peaceful hour,

Dear Motherland,

Rely on us again!

With everything that the Motherland has,

Together the people own

He keeps score of the fields, forests,

Cornfields, pastures and waters,

Mines, mines and factories

And as an example to other nations

He manages them himself!

And we are in power

Not a landowner, not a banker,

And a simple worker is a master

And the collective farm foreman.

Chosen by the people

Our Soviet deputy

Not of noble birth

And he is not rich in gold.

He is rich in his freedom

And the consciousness of

What on behalf of the people

He decides his fate!

He is rich in his love

To that land that in a terrible hour,

Sprinkled with your blood,

He, like his own mother, saved.

Two chambers will meet,

Deputies will sit next to you:

Belarusian and Armenian,

Ukrainian, Moldovan,

Ossetian, Kazakh, Tatar,

Both Estonian and Georgian

All nations as one!

There will be quite a few of them,

Sons and daughters:

And soldiers and commanders,

And other heroes!..

With our beloved party

We are not separated anywhere.

She stands for the people

With her, the Motherland is strong.

Who is unknown today

But fearless, brave and honest,

One who loves his people

And he follows the party,

Who can do anything?

He will help his country

In the region where he lives!

So let's help our government

In cities and villages

Bringing happiness to the people

Poems for children are certainly associated with the name of Mikhalkov. Mikhalkov wrote many poems for children. He began writing poetry for children early. In 1935, Mikhalkov's first poems for children appeared in the Pioneer magazine and the Izvestia and Komsomolskaya Pravda newspapers. These were Three Citizens, Uncle Styopa, What Do You Have?, About Mimosa, Stubborn Thomas and other poems for children. In 1936, his first collection of Poems for Children was published in the “Ogonyok Library” series. Mikhalkov entered children's literature quickly and triumphantly; the circulation of his books very quickly became equal to the circulation of Marshak and Chukovsky. Mikhalkov's poems for children are famous, in which he was able, in the words of A.A. Fadeev, to give the basics of social education in a lively and entertaining form. In play and through play, Mikhalkov helps the child learn the world, instills a love of work.
They were for children.
(1972)

Mikhalkov Sergey Vladimirovich (b. 28.2.1913, Moscow), Russian Soviet writer And public figure, Academician of the Academy of Pedagogical Sciences of the USSR (1971), Honored Artist of the RSFSR (1967), Hero of Socialist Labor (1973). Member of the CPSU since 1950. Born into the family of an employee. Studied at the Literary Institute named after. M. Gorky (1935-37). Published since 1928. M.’s poems for children are famous, in which he was able, in the words of A.A. Fadeev, to give “the fundamentals of social education” in a lively and entertaining form (Pravda, 1938, February 6). In and through play, M. helps the child to understand the world around him, instills a love of work, and develops the traits necessary for the builder of a new society.
He is the author of numerous essays, short stories, satirical poems and feuilletons, texts of battle posters and leaflets. M.'s topical and poignant fables have gained great popularity, to which he often gives the form of a funny joke, a joke, or a direct journalistic appeal. M. - author of plays for children's theater: Tom Canty (1938), Special Assignment (1945), The Red Tie (1946), I Want to Go Home! (1949), “The Arrogant Bunny” (1951), “Sombrero” (1957), “Dear Boy” (1971), etc.; plays for adults: “Ilya Golovin” (1950), satirical comedies“Hunter” (1956), “Savages” (1958), “Monument to Myself...” (1959), “Crayfish and the Crocodile” ( new edition 1960), “Etsitone Burcelli” (1961), etc., script for the film “Frontline Girlfriends” (1942). M.’s fairy tale “The Holiday of Disobedience” (1971) is a success among children.