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Literary reading
3rd grade
Lesson topic:
N. Nekrasov. "It's not the wind that rages over the forest..."
The purpose of the lesson: continue to get acquainted with the work of the poet and his works.
Learning objectives:
- develop the ability to understand figurative expressions, independently find words and expressions in the text to depict the state of nature, the appearance of the “narrator”, his feelings;
- develop performance skills (correctly consciously read aloud, placing accents, choose the pace of speech, correlating it with the content);
- develop the ability to identify structural features text, the rhythm of the poem.
Equipment: multimedia projector, computer, speakers.
During the classes.
1. The message of the topic of the lesson. (slide 1)
In the last lesson, we got acquainted with the new name for us of the Russian poet Nikolai Alekseevich Nekrasov, who appeared in literature after A.S. Pushkin. Today we will continue to get acquainted with his work.
2. Verification homework. (slide 2)
3. Speech warm-up. (slide 3)
Read the poem thoughtfully, slowly, quietly. (Buzzing reading).
In what places do you need to pause, what words to highlight with your voice?
1-2 students read.
4. Working with new text. (slide 5)
1) Introduction to the topic.(On the slide only a portrait).Nikolai Alekseevich Nekrasov was very fond of his native nature: the beauty of fields, rivers, meadows, the spring "green noise" of forests, Russian frosts and snows. He reminisced about his youth:
My beloved forest babbled to me:
Believe me, there is no sweeter native heaven!
Nowhere to breathe freely
Native meadows, native fields...
Nikolai Alekseevich Nekrasov spent his childhood in a village near the Volga. His father was a landowner. The whole family lived in a manor, in a large and spacious house, and not far from the house were wretched huts of peasants. Nekrasov's father forbade him to visit these huts: he believed that it was shameful for the son of a nobleman to hang out with the children of serfs. But the boy, seizing a free moment, secretly ran away to the village, where he had many friends among the village children. He swam with the guys in the river, picked forest raspberries, blueberries, mushrooms with them, and when winter came, he left with the same gang to the Volga - to ride from the steep banks on a sleigh. So from early childhood, Nekrasov became close and sweet to the life of the common people.
His nanny was a peasant serf. The first fairy tales he heard from his nanny were old Russian folk tales, the very ones that for many centuries were told in every peasant family. Fairy tales fell in love with Nekrasov, and he remembered them for the rest of his life. He took many comparisons, figurative expressions from folk riddles, sayings and fairy tales. You are listening to these stories.
Not far off and a meeting with Santa Claus. What is he? (kind, generous, strict).In what literary works did we meet him? (Russian folk tales “Morozko” and “Two Frosts”, the tale of V. Odoevsky “Moroz Ivanovich”). In fairy tales, he also found a wonderful image of Frost the governor - a mighty hero, a sorcerer.
2) Work before reading.(slide 6)
Consider illustrations. What can you say about Frost? What will the poem be about? What do you think - it will be a poem-story, a poem-fable, a poem-fairy tale or a poem-description of nature? (Poem-fairy tale)
Why? (Assumptions are made). We will test your assumptions during the reading of the poem.
Open with ... ... What is the name of the poem? (It does not have its own name. This is an excerpt from the poem "Frost, Red Nose").
Why is the word "red" capitalized? (The nickname of an animated person. That is, such a literary device as personification is used).
(Same slide, but with new information).
The poet himself called this passage "Moroz the Governor". The word "voivode" has two meanings. In what sense is it used in this text: "commander of an army" or "commander of a large dominion"? (In the second).
Now you will hear an excerpt from Nekrasov's poem "Frost, Red Nose" - "Frost the Governor", as the poet calls him. But first, let's clarify the meaning of some words that will occur in the text.
Written on the board are the words:
Governor - chief of troops
Watch - walk around for inspection
Mace - an ancient weapon - a heavy club with a thickened end
oppression - heaviness, burden
Convoys - several wagons with cargo
Coffers - property, money or other means
Doesn't get poor - doesn't get poorer
Listen carefully to the poem and be prepared to answer questions.
^ The teacher reads an excerpt from the poem "Frost, Red Nose".
- What do you like about this poem?
Children's responses are heard.
How does it remind you of a fairy tale?
D. Frost is shown as creature, is compared with the voivode.
^ W. How do you imagine Frost?
D. Strict, formidable, imperious, rich.
U. Read the poem to yourself, lightly mark with a pencil what you do not understand, then ask. Think about what two large parts this poem can be divided into?Children read the poem on their own.
3) Working with text while reading.Silent reading to check if the assumptions are correct Are our assumptions confirmed? Reading aloud by stanza with commentary. vocabulary work in the course of reading. Placement of accents. Clarifying questions for understanding the content.
4) Working with text after readingin order to achieve understanding at the level of meaning.
a) Content analysis.What genre does this poem resemble? (Story).
Name the similarity with a fairy tale. ( Main character fabulous poems. He does not exist, but acts like a living person). He does things that are completely human. Which? (Goes around the property, looks, walks, climbed a pine tree, beats with a club, sings). What is the name of this technique? (personification)
What sounds do we hear in his presence? (He cracks in the frozen water, beats the branches with a club, sings a song.) What does he say about himself? (I will go, I will build, I will think, I will hide).
Why does he check every corner so carefully? (The owner of his possessions).
What epithets can be awarded to him? What is he? (Strict, responsible, formidable, domineering, rich, daring, boastful, etc.).
Governor - is this comparison successful?
c) Reading a poem by children in a chain.
d) Physical education pause.
Hands up, hands down
Pull up on your toes.
We put our hands on the side.
On toes jump-jump.
And then we sit down.
We don't freeze in winter!
e) Analysis of the structure of the text.
What parts can a poem be divided into?
- Detour of Frost's possessions, the story of the author.
- Frost song.
f) Reading the text by children with the right intonation.
U. Find in the poem the place where the procession of Frost is described. Read this passage and answer the questions. Why does the poet call Moroz the governor?
D. Frost rules the life of nature.
U. What did the poet want to emphasize, portraying Moroz as a governor?
D. That everyone obeys him.
U. Do you think this comparison is a good one?
D. Yes.
U. Find the first two comparisons.
D. Not the wind is raging over the forest
Not from the mountains the streams ran ,
Frost-voivode patrol
Bypasses his possessions.
U. Why are they used?
D. To show noisy, formidable procession Frost.
U. Look closely at the illustration for the poem.
How did the artist portray Frost? Why did the artist draw Frost above the trees?
Students' responses are heard.
- Read those lines of the poem that talk about the "concerns" of Frost.
D. Looks - good blizzards
Forest paths brought
And are there any cracks, cracks,
Is there any bare ground anywhere?
Are the tops of the pines fluffy,
Is the pattern on oak trees beautiful?
And are the ice floes tightly bound
In great and small waters?
U. Find Frost's song, read it, and prepare to read it out loud.
The children are doing the task.
How does Frost talk about his power?
D. Boastfully, proudly.
U. Find out what Nekrasov calls this song?
D. Boastful.
U. What qualities of Frost's character will you try to convey to the audience when reading?
D. He is powerful, formidable, daring, boastful.
U. Let's read Frost's song aloud.
Listen to 2-3 students.
Who read better?
Children's statements.
Find words in the poem that depict Frost as a living being.
D. He walks around, looks, walks, walks, beats, sings, I will go, I will build, I will think, I will hide, I will not count, I will clean.
U. These actions can be performed by a person. Nekrasov managed to pick up such words that he showed Moroz as a living being, portrayed him as a powerful lord. Nekrasov is a master of the poetic word. How should this poem be read?
D. The first part - slowly, weightily, cheerfully.
- The second part - proudly, somewhat boastfully.
U. Read the poem to yourself. Find a description of Russian nature in this poem.
The children are doing the task.
- How to understand the expression: "I clean my kingdom / Into diamonds, pearls, silver"?
D. Frost decorates everything with snow, hoarfrost.
U. Read the poem out loud. Get ready to paint pictures for this poem with words.
Students complete the task.
- What attitude does Frost-voevoda cause in you?
Children's responses are heard.
- Read the poem aloud, conveying your attitude towards Frost.
The children are doing the task.
- What sounds do we hear when reading Nekrasov's poem?
D. Such sounds, as if the wind is raging, streams ran from the mountains ...
- And also the crackling of ice, that is, frozen water, blows with a club on the branches.
- Singing a song.
U. What pictures do we see?
^ Children describe pictures.
- Prove that Nekrasov's poem was written in the folk language. Give examples from the text.
D. The words "looks", "chu", "hardly", "more beautiful", "sea-okiyany" are used.
At.
Let's read the poem aloud again, observing the pace of reading, pauses, logical stress. Read it so that the listeners feel the strength, power and prowess of Frost the Governor.
Children read in sequence.
5) Comparison of Frost the governor with Santa Claus. Rationale.
5. Summing up the lesson. ()
What do you think - we answered the question posed at the beginning of the lesson - is it a poem-story, a poem-fable, a poem-tale or a poem-description of nature? (Poem-fairy tale)
Nekrasov wrote poetry in a truly folk language. They are full of love for Russian nature, such charms of a winter day that we remember for the rest of our lives the words: "It is not the wind that rages over the forest ..."
Nekrasov's poetic phrase is built so naturally, all pauses, all punctuation marks are so clearly marked in it that any schoolchild will write his poems from dictation, not too mistaken in the placement of periods and commas.
What pictures of nature did N. Nekrasov depict with the help of a folklore character? (Winter. So hard frost that the trees crack in the forest. The sun. Everything around is covered with a large layer of snow. Reservoirs are frozen.)
Grading.
6. Homework. (slide 15)
Learn by heart the passage "Bypassing the Domain" or "The Song of Frost" (according to the options).
The purpose of the lesson: continue to get acquainted with the work of the poet and his works.
Learning objectives:
- develop the ability to understand figurative expressions, independently find words and expressions in the text to depict the state of nature, the appearance of the “narrator”, his feelings;
- develop performance skills (correctly consciously read aloud, placing accents, choose the pace of speech, correlating it with the content);
- develop the ability to determine the structural features of the text, the rhythm of the poem.
Equipment: multimedia projector, computer, speakers, digital presentation lesson material (in the archive there is a presentation file with audio files included in it).
Lesson plan.
- Topic message.
- Checking homework.
- Speech workout.
- Working with new text:
- introduction to the topic;
- work with text before reading;
- work with text while reading;
- working with text after reading:
- content analysis;
- listening to an audio recording;
- reading to practice performing skills;
- physical education break;
- text structure analysis;
- reading with the right intonation;
- analysis of the used poetic size (if time permits);
- comparison of Frost-voivode Nekrasov and Santa Claus (if time permits).
- Summarizing. Grading.
- Homework.
During the classes.
1. The message of the topic of the lesson. (slide 1)
In the last lesson, we got acquainted with the new name for us of the Russian poet Nikolai Alekseevich Nekrasov, who appeared in literature after A.S. Pushkin. Today we will continue to get acquainted with his work.
2. Checking homework. (slide 2)
Let's return to the text of an excerpt from Nekrasov's poem " Railway"(p.168). Name "unusual" adjectives-signs of ordinary objects that the author uses. They are sonorous and accurate.
(glorious autumn- expresses the poet's good pleasant attitude towards autumn; healthy vigorous air- fresh, invigorating, pleasant).
What other literary device did Nekrasov use? (comparisons) Name them. (See slide)
1-2 students read.
3. Speech warm-up. (slide 3)
Pictures of autumn have long since changed. Outside the windows there is a lot of light and whiteness. Remember how one day you woke up, looked out the window, and there ... (The teacher draws attention to the slide).
Read the poem by L. Vasilyeva thoughtfully, slowly, quietly. (Buzzing reading).
In what places do you need to pause, what words to highlight with your voice?
1-2 students read. (slide 4)
4. Working with new text. (slide 5)
1) Introduction to the topic. (On the slide only a portrait).
Not far off and a meeting with Santa Claus. What is he? (kind, generous, strict).
In what literary works did we meet him? (Russian folk tales “Morozko” and “Two Frosts”, the tale of V. Odoevsky “Moroz Ivanovich”).
Described this hero and N.A. Nekrasov. P.169 of the textbook.
2) Work before reading.
Consider the illustration. What can you say about Frost?
What will the poem be about? Is it a poem-story, a poem-fable, a poem-fairy tale or a poem-description of nature? (Poem-fairy tale)
Why? (Assumptions are made).
What is the name of the poem? (It does not have its own name. This is an excerpt from the poem "Frost, Red Nose").
Why is the word "red" capitalized? (The nickname of an animated person. That is, such a literary device as personification is used).
(Same slide, but with new information).
See the poet called this passage "Frost-voivode". The word "voivode" has two meanings. In what sense is it used in this text: "commander of an army" or "commander of a large dominion"? (In the second).
3) Working with text while reading.
Reading silently to check if the assumptions are correct. (slide 6)
Are our assumptions confirmed?
Reading aloud in stanzas with commentary. Vocabulary as you read. Placement of accents. Clarifying questions for understanding the content.
4) Working with text after reading in order to achieve understanding at the level of meaning.
a) Content analysis.(slide 7)
What genre does this poem resemble? (Story).
Name the similarity with a fairy tale. (The protagonist of the poem is fabulous. He does not exist, but acts like a living person).
He does things that are completely human. Which? (Goes around the property, looks, walks, climbed a pine tree, beats with a club, sings).
What sounds do we hear in his presence? (Cracks in the frozen water, beats the branches with a club, sings a song).
What does he say about himself? (I will go, I will build, I will think, I will hide).
Why does he check every corner so carefully? (The owner of his possessions).
What epithets can be awarded to him? (Strict, responsible, formidable, domineering, rich, daring, boastful, etc.).
Governor - is this comparison successful?
b) Listening to an audio recording performed by People's Artist of the Moscow Art Theater Alexei Gribov. The teacher gives instructions to pay attention to the performance in a thick thick low male voice. (slide 8)
Stanzas 1-3.
Stanzas 4-5. (slide 9)
Stanzas 6-7. (slide 10)
Stanzas 8-9. (slide 11)
c) Reading a poem by children in a chain.
d) Physical education pause.
Hands up, hands down
Pull up on your toes.
We put our hands on the side.
On toes jump-jump.
And then we sit down.
We don't freeze in winter!
e) Analysis of the structure of the text.
What parts can a poem be divided into?
- Detour of Frost's possessions, the story of the author.
- Frost song.
Second? (Proudly, loudly, boastfully).
f) Reading the text by children with the right intonation.
Slides 12-13 are used in case there is time left.
5) Comparison of Frost the governor with Santa Claus. Rationale. Choosing the right portrait.(slide 12)
6) Determination of poetic size.(slide 13)
Let's draw the rhythmic "drawing" of the piece with handclaps and writing:
no WIND rages over BOR, _ /_ _ /_ _ / _
Streams did not run from the MOUNTAINS ... _ / _ _ / _ _ / etc.
Such poetic size our poem. Each type of poetic size has its own name. Determine what kind of poetic size N.A. used. Nekrasov? (Amphibrachius).
5. Summing up the lesson. (slide 14)
What pictures of nature did N. Nekrasov depict with the help of a folklore character? (Winter. So hard frost that the trees crack in the forest. The sun. Everything around is covered with a large layer of snow. Reservoirs are frozen.)
Grading.
6. Homework. (slide 15)
Learn by heart the passage "Bypassing the Domain" or "The Song of Frost" (according to the options).
Goals.
Tutorials: educational: to acquaint students with the content of an excerpt from the poem by N.A. Nekrasov "Frost, Red Nose" - "Not the wind rages over the forest ..."; work on the ability to expressively read poetry and on the development of the imagination of children; broaden the horizons of students, enrich vocabulary.
Developing:
development of memory, thinking, attention;
speech, creativity;
development of the ability to fully perceive
literary work.
Educational: introduction to reading various books, including classical poets, education of patriotic feelings.
Wellness: prevention of training overload, stress relief.
Equipment. Textbook "Native speech-2" (authors M.V. Golovanova, V.G. Goretsky, L.F. Klimanova); portrait of N.A. Nekrasov; children's books with poems by N.A. Nekrasov (with illustrations); presentation, musical recording of the works by Vivaldi “Winter” and P.I. Tchaikovsky "December"
During the classes
II. Reporting the topic and objectives of the lesson
Teacher. Today we continue to get acquainted with the work of the great Russian poet N.A. Nekrasov.
III. Checking homework
IV. Reading excerpts from the poem "Grandfather Mazai and Hares"
V. Introduction to new material
Let's remember how N.A.'s childhood passed. Nekrasov. Who and what influenced his work?
D. Nikolai Alekseevich Nekrasov - a great Russian poet, lived in the middle of the nineteenth century. He spent his childhood in the village of Malye Vesh near the Volga. His father was a landowner. The whole family lived in a manor estate, in a large and spacious house, and not far from the house there were miserable peasant huts. Nekrasov's father forbade him to visit these huts: he believed that it was shameful for the son of a nobleman to hang out with the children of serfs. But the boy, seizing a free moment, secretly ran away to the village, where he had many friends among the village children. He swam with the guys in the river, picked forest raspberries, blueberries, mushrooms with them, and when winter came, he left with the same gang to the Volga - to ride from the steep banks on a sledge. So from early childhood, Nekrasov became close and sweet to the life of the common people.
U. Nikolai Alekseevich Nekrasov was very fond of his native nature: the beauty of fields, rivers, meadows, the spring "green noise" of forests, Russian frosts and snows. He reminisced about his youth:
My beloved forest babbled to me:
Believe me, there is no sweeter native heaven!
Nowhere to breathe freely
Native meadows, native fields...
Nekrasov's poems are beautiful, melodious, rich and at the same time very plain language, thus, which the poet learned in his childhood, living in the village. He felt peasant speech, it sounded so simple, natural and so good in his poems! When we read from him:
The cattle began to get out into the forest,
Mother rye began to rush into the ear ... -
we feel that this is a genuine, living folk speech.
He took many comparisons, figurative expressions from folk riddles, sayings and fairy tales. In fairy tales, he also found a wonderful image of Frost the governor, a mighty hero, a sorcerer, and wrote in the poem “Frost the Red Nose”. But, looking at the cover of the book, you see a simple Russian woman, a peasant woman. She was left a widow early with three children in her arms, she had to work in the field, and around the house, and spin, and weave, and go after cattle, and in winter, harness a horse to a sleigh and go to the forest to cut firewood herself. It was there that she met Frost.
You will study this work in its entirety in high school. Now you will hear an excerpt from Nekrasov's poem "Frost, Red Nose" - "Frost the Governor", as the poet calls him. But first, let's clarify the meaning of some words that will occur in the text.
Slide number 2. Working with explanatory dictionary
Voivode - the leader of the troops in Ancient Russia, as well as the manager of the city or district. Governors were elected from rich, noble families. These were well-born boyars, close to the king. They were lavishly dressed.
Mace - the oldest weapon in the form of a heavy club with a thickened end; used in the old days as a shock or throwing.
Listen carefully to the poem and be prepared to answer questions.
Oppression - heaviness, burden.
Watch - walk around for inspection.
Coffers property, money and other resources.
convoy - several wagons with cargo.
Doesn't grow thin - does not get poorer.
1. Reading a poem by a teacher.
- What do you like about this poem?
- In which collection would you place this work (fairy tales, fairy tales, poems about winter)?
How do you imagine Frost?
D: Strict, formidable, domineering, rich.
Word drawing. Read the poem out loud. Get ready to paint pictures for this poem with words.
What pictures do we see?
2.Reading a poem by children to themselves.
Pre-reading task:
Read the poem to yourself, lightly mark with a pencil what you still do not understand, then ask.
Think about what two large parts this poem can be divided into?
3. Vocabulary work.
(Part 1 - "The March of Frost", part 2 - "The Song of Frost".)
4. Physical education
What fairy tales about Frost have you read?
How did the peasant fight Frost? (He knocked him out of a sheepskin coat, chopped firewood). Show.
And the barin? (Show)
5. Work on the content of the poem.
Reading a poem by children in quatrains. Parsing.
1st quatrain.
Find the place in the poem that describes Frost procession. Read this passage and answer the questions.
Why does the poet call Moroz the governor? (Frost leads the life of nature.)
What did the poet want to emphasize, portraying Moroz as a governor? (That everyone obeys him.)
Do you think this comparison is a good one?
Find two more comparisons.
(Not the wind is raging over the forest
Not from the mountains the streams ran,
Frost-voivode patrol
Bypasses his possessions.)
Why are they used? (To show noisy, formidable procession Frost.)
Frost is the owner. Slide number 3
2nd quatrain - caring. Slide #4
3rd quatrain - loves beauty. Slide #5
4th quatrain - appearance(frightening, frightening - a shaggy beard, but they love him and are not afraid). Slides #6-7
5th quatrain - mischievous. Slide #8
Find Frost's song, read it, and prepare to read it out loud.
Listen to 2-3 students.
How does Frost talk about his power? (boastfully, proudly)
Find out what Nekrasov calls this song? (boastful)
What qualities of Frost's character will you try to convey to the audience when reading? (He is domineering, formidable, daring, boastful)
Let's read Frost's song aloud.
Who read better?
Children's statements.
Does the image of Frost, which has developed in our country, coincide with the image of his song?
slide number 9
Listening to a musical recording.
What kind of music suits the image of our Frost the Governor?
Find words in the poem that depict Frost as a living being. (Goes around, looks, walks, walks, beats, sings, I’ll go, I’ll build, I’ll think, I’ll hide, I don’t count, I clean.)
Avatars
These actions can be performed by a person. Nekrasov managed to pick up such words that he showed Moroz as a living being, portrayed him as a powerful lord. Nekrasov is a master of the poetic word. What literary device did the author use? What other literary devices does the author use when describing Russian nature?
Metaphors ( “ bare earth”, “beats the twigs with a club”, “rivers flowed freely”, “I clean in diamonds, silver pearls”).
How to understand the expression: "I clean my kingdom in diamonds, pearls, silver"? (Frost decorates everything with snow, frost)
Slide #10
What sounds do we hear when reading Nekrasov's poem? (Such sounds, as if the wind is raging, streams ran from the mountains, more crackling of ice, that is, frozen water, hitting the branches with a club, singing a song.)
Prove that Nekrasov's poem was written in the folk language. Give examples from the text. (The words "looks", "chu", "hardly", "more beautiful", "sea-okiyany" are used.)
Preparation for expressive reading
Place pauses and put logical stresses. Nekrasov's poetic phrase is built so naturally, all pauses, all punctuation marks are so clearly marked in it that any schoolchild will write his poems from dictation, not too mistaken in the placement of periods and commas.
Option 1 - the procession of Frost.
Option 2 - Frost's song.
D. Not wind| rages over the forest, |
They didn't run from the mountains | streams, |
Frost Governor watch |
bypasses possessions their. | |
looks| – are blizzards good |
Forest trails brought, |
And is there somewhere cracks, slots, |
And is there somewhere naked land? | |
Let's read the poem aloud again, observing the pace of reading, pauses, logical stress. Read it so that the listeners feel the strength, power and prowess of Frost the Governor.
slide number 11
Children read in sequence.
6. Homework
Slide #13
8. Summary of the lesson
Nekrasov wrote poetry in a truly folk language. They are full of love for Russian nature, such charms of a winter day that we remember for the rest of our lives the words: "It is not the wind that rages over the forest ...".
What piece did you learn in class?
How is the image of Moroz the governor with the image of a Russian person? With the image of Russia?
What poems of Russian poets of Russian poets speak of the strength of the spirit of Russians? (Surikov "Meeting of winter"). Selective reading.
7. Creative workshop
Presentation of the section “Hello, winter guest!” from the collection of poems “How good it is to live in this world!”, Composed and designed by children at different times.
In the poem "Frost, Red Nose" Nekrasov touched the deep layers of our culture, an inexhaustible source of endurance and strength of the national spirit, which saved Russia so many times in times of national upheaval.
Nikolay Nekrasov.
"It's not the wind that rages over the forest..."
From the poem "Frost, Red Nose".
It is not the wind that rages over the forest,
Streams did not run from the mountains -
Frost-voivode patrol
Bypasses his possessions.
Looks - good blizzards
Forest paths brought
And are there any cracks, cracks,
Is there any bare ground anywhere?
Are the tops of the pines fluffy,
Is the pattern on oak trees beautiful?
And are the ice floes tightly bound
In great and small waters?
Walks - walks through the trees,
Cracking on frozen water
And the bright sun plays
In his shaggy beard.
The road is everywhere to the sorcerer,
Chu! comes closer, gray-haired.
And suddenly he was over her,
Above her head!
I climbed a large pine tree,
Hits the branches with a club
And I delete myself,
Boastful song sings:
“Look, young lady, bolder.
What a governor Frost!
You probably have a stronger guy
And it turned out better?
Blizzards, snow and fog
Always obedient to the Frost,
I'll go to the sea-okiyany -
I will build palaces of ice.
I think - the rivers are big
For a long time I will hide under oppression,
I will build bridges of ice
Which the people will not build.
Where fast, noisy waters
Recently flowed freely -
Pedestrians passed today
The convoys with the goods have passed.
I love in deep graves
Row the dead in frost,
And freeze the blood in your veins,
And the brain freezes in the head.
On the mountain unkind thief,
At the fear of the rider and the horse,
I love in the evening
Start a chatter in the forest.
Babenki, singing to the goblin,
They run home quickly.
And drunk, and horseback, and foot
It's even more fun to fool around.
I'll whiten my face without chalk,
And the nose is on fire
And I'll freeze my beard like that
To the reins - even cut with an ax!
I'm rich, I don't count the treasury
And everything does not lack goodness;
I take away my kingdom
In diamonds, pearls, silver.
Come into my kingdom with me
And be you queen in it!
We will reign gloriously in the winter.
And in the summer we will fall asleep deeply.
Come in! I'll take a nap, I'll warm
I will take the palace blue ... "
And became the governor over her
Swing an ice mace.
Turning in his work to life and everyday life ordinary people, Nikolai Nekrasov never sought to embellish them. On the contrary, he tried to show in what slavish and incredibly difficult conditions the peasants live, forced to earn their living by hard work. physical labor. Nekrasov's poems dedicated to serfs are filled with pain and compassion. At the same time, the poet constantly wonders why the world is so unfair, and dreams of changing it.
Most of the poems dedicated to representatives of the lower strata of society were created by Nekrasov in his mature years, when he had already said goodbye to youthful illusions and realized that his noble spiritual impulses would not find a response in modern society. Nevertheless, the poet could not and did not want to put up with the inequality that he saw around him. But all that remained for him was to capture in his works unpleasant scenes from the life of peasants, trying at least in this way to open people's eyes to the fact that poverty, hunger and disease are the reverse side of luxury and prosperity.
3rd gradeSubject: N.A. Nekrasov “It is not the wind that rages over the forest ...” (an excerpt from the poem “Frost, Red Nose”).
Objectives: Educational: to introduce students to the content of an excerpt from the poem by N.A. Nekrasov "Frost, Red Nose" - "Not the wind rages over the forest ..."; work on the ability to expressively read poetry and on the development of the imagination of children; broaden the horizons of students, enrich vocabulary. Educators: to instill love for Russian nature.
. I. Organizational moment II. Reporting the topic and objectives of the lesson
Teacher. Today we will get acquainted with the poem by Nikolai Alekseevich Nekrasov "It is not the wind that rages over the forest ...".
^iii. Checking homework.
U. Read expressively an excerpt from Nekrasov's poem "Railway" - "Glorious autumn! ..".
U. What season is described in the poem?
^ D. Autumn.
- What words described N.A. Nekrasov autumn air?
Children. Healthy, vigorous.
U. With what does he compare the first ice on the river?
D. With melting sugar.
^IV. Acquaintance with new material 1. Introduction to the topic. U. And what season do we have now? D. Winter. U. Do you like winter? (Answers of children). See how beautiful nature is in winter. (slide show). - Today we will see how he depicted the beauty of winter nature in the poem “It is not the wind that rages over the forest ...” Nikolai Alekseevich Nekrasov, a great Russian poet, lived in the middle of the 19th century. He spent his childhood in a village near the Volga. His father was a landowner. The whole family lived in a manor estate, in a large and spacious house, and not far from the house there were miserable peasant huts. Nekrasov's father forbade him to visit these huts: he believed that it was shameful for the son of a nobleman to hang out with the children of serfs. But the boy, seizing a free moment, secretly ran away to the village, where he had many friends among the village children. He swam with the guys in the river, picked forest raspberries, blueberries, mushrooms with them, and when winter came, he left with the same gang to the Volga - to ride from the steep banks on a sledge. So from early childhood, Nekrasov became close and sweet to the life of the common people.
His nanny was a peasant serf. The first tales he heard from his nurse were old Russian folk tales, the very ones that had been told in every peasant family for centuries. Fairy tales fell in love with Nekrasov, and he remembered them for the rest of his life.
Nikolai Alekseevich Nekrasov was very fond of his native nature: the beauty of fields, rivers, meadows, the spring "green noise" of forests, Russian frosts and snows. He reminisced about his youth:
My beloved forest babbled to me:
Believe me, there is no sweeter native heaven!
Nowhere to breathe freely
Native meadows, native fields...
Nekrasov's poems are written in a beautiful, melodious, rich and at the same time very simple language, the very one that the poet learned in his childhood while living in the countryside. He felt the peasant speech, it sounded so simple, natural and so good in his poems! When we read from him:
The cattle began to get out into the forest,
Mother rye began to rush into the ear ... -
we feel that this is a genuine, living folk speech.
He took many comparisons, figurative expressions from folk riddles, sayings and fairy tales. In fairy tales, he also found a wonderful image of Frost the governor - a mighty hero, a sorcerer.
Now you will hear an excerpt from Nekrasov's poem "Frost, Red Nose" - "Frost the Governor", as the poet calls him. But first, let's clarify the meaning of some words that will occur in the text.
Written on the board are the words:
voivode - head of the army
Patrol - detour for inspection
Mace - an ancient weapon - a heavy club with a thickened end
oppression - heaviness, burden
convoys - several wagons with cargo
treasury - property, money or other means
does not grow poor - does not grow poor
Listen carefully to the poem and be prepared to answer questions.
^ The teacher reads an excerpt from the poem "Frost, Red Nose".
- What do you like about this poem?
Children's responses are heard.
How does it remind you of a fairy tale?
D. Frost is shown as a living being, compared with the governor.
^ W. How do you imagine Frost?
D. Strict, formidable, domineering, rich.
U. Read the poem to yourself, mark lightly with a pencil that you do not understand, then ask. Think about what two large parts this poem can be divided into?
The children read the poem on their own.
What words didn't you understand?
^ U. Who can explain the meaning of these words?
U. What two large parts can this poem be divided into? How do we name them?
E. Part 1 - "Procession of Frost", part 2 - "Song of Frost".
V. Physical education
Get up, kids!
Let's say quietly: one, two, three, four, five!
Rise up, squat a little
And the neighbor was not hurt ...
And now you have to get up
Sit quietly and start reading.
^ vi. Work on the content of the poem
U. Find in the poem the place where the procession of Frost is described. Read this passage and answer the questions.
Why does the poet call Moroz the governor?
^ D. Moroz leads the life of nature.
U. What did the poet want to emphasize, portraying Moroz as a governor?
D. That everyone obeys him.
U. Do you think this comparison is a good one?
U. Find the first two comparisons.
D. It is not the wind that rages over the forest,
Streams did not run from the mountains,
Frost-voivode patrol
Bypasses his possessions.
^ W. Why are they used?
D. To show the noisy, formidable procession of Frost.
U. Look carefully at the illustration to the poem.
How did the artist portray Frost? Why did the artist draw Frost above the trees?
^ Students' answers are listened to.
- Read those lines of the poem that talk about the "concerns" of Frost.
D. Looks - is the blizzard good?
Forest paths brought
And are there any cracks, cracks,
Is there any bare ground anywhere?
Are the tops of the pines fluffy,
Is the pattern on oak trees beautiful?
And are the ice floes tightly bound
In great and small waters?
U. Find Frost's song, read it and prepare to read aloud expressively.
^ Children complete the task.
How does Frost talk about his power?
D. Boastfully, proudly.
U. Find out what Nekrasov calls this song?
D. Boastful.
U. What qualities of Frost's character will you try to convey to the audience when reading?
D. He is domineering, formidable, daring, boastful.
U. Let's read Frost's song aloud.
^ Listen to 2-3 students.
Who read better?
Children's statements.
Find words in the poem that depict Frost as a living being.
^ D. Goes around, looks, walks, walks, beats, sings, I’ll go, I’ll build, I’ll think, I’ll hide, I don’t count, I clean.
U. These actions can be performed by a person. Nekrasov managed to pick up such words that he showed Moroz as a living being, portrayed him as a powerful lord. Nekrasov is a master of the poetic word. How should this poem be read?
^ D. The first part - slowly, weightily, cheerfully.
- The second part - proudly, somewhat boastfully.
U. Read the poem to yourself. Find a description of Russian nature in this poem.
^ Children complete the task.
- How to understand the expression: "I clean my kingdom / Into diamonds, pearls, silver"?
D. Frost decorates everything with snow, frost.
^ Students complete the task.
- What attitude does Frost-voevoda cause in you?
Children's responses are heard.
- Read the poem aloud, conveying your attitude towards Frost.
^ Children complete the task.
- What sounds do we hear when reading Nekrasov's poem?
D. Such sounds, as if the wind is raging, streams ran from the mountains ...
- And also the crackling of ice, that is, frozen water, blows with a club on the branches.
- Singing a song.
U. What pictures do we see?
^ Children describe pictures.
- Prove that Nekrasov's poem was written in the folk language. Give examples from the text.
D. The words "looks", "chu", "hardly", "more beautiful", "sea-okiyany" are used.
U. Let's read the poem aloud again, observing the pace of reading, pauses, logical stress. Read it so that the listeners feel the strength, power and prowess of Frost the Governor.
Children read in sequence.
^ VII. Lesson summary
U. Nekrasov wrote poetry in a truly folk language. They are full of love for Russian nature, such charms of a winter day that we remember for the rest of our lives the words: "It is not the wind that rages over the forest ..."
Nekrasov's poetic phrase is built so naturally, all pauses, all punctuation marks are so clearly marked in it that any schoolchild will write his poems from dictation, not too mistaken in the placement of periods and commas.
What piece did you learn in class?
^ D. With an excerpt from the poem "Frost, Red Nose".
U. What did you learn in the lesson?
D. Expressively, with the correct intonation, pauses to read the poem.
^ VIII. Homework
Option 1: Memorize the Frost March passage.
Option 2: memorize the passage "Song of Frost".
Draw an illustration to the text of the poem, sign it with the words of the poem.
Bring books with Nekrasov's poems
Topic: Paired voiced and deaf consonants (reinforcement).
Objectives: Systematize children's knowledge on the topic; learn to apply the rule in practice, select test words, develop oral speech, analysis, ability to generalize; develop spelling vigilance; to educate in children a sense of collectivism, respect for nature.
^ I. Organizational moment.
II. Checking homework.
(Mutual check).
Swap notebooks, check the work of a friend, correct the mistakes found with a pencil, put marks.
^iii. Calligraphy. Vocabulary and spelling work.
Read the story. Title the text. Write down, fill in the missing letters. Think about what kind of text it is according to the type of presentation.
Grandfather gave me two hares ... that is. I x ... good care ... the shaft for them. Zaich ... she grew up and became b ... l ... w ... mi. I carried them into the forest and set them free. Zaich ... she joyfully rushed ... fled along the l ... su.
^IV. Reporting the topic and objectives of the lesson
The words are written on the slide: both ..., people ..., factory ..., dream ..., horse ... b.
What do you think, what letters are missing in the words?
(teacher reads a poem)
To reduce the number of cases of obscure
And that the answers were not bad.
Listen to the consonants.
In order not to confuse voiced and deaf ...
Deaf sounds are fidgets,
They don't want to live in peace
They seek a ringing neighbor
Stun by all means.
Today in the lesson we will learn what to do when there is a double consonant at the end of a word.
^ V. Comparison of consonants in the test and test words.
I will give you riddles, and you must solve them and write down riddles.
1. White peas on green
Leg. (lily of the valley)
2. I was born on a rainy day
Under the young aspen -
Round, smooth and beautiful
With a thick and straight leg. (mushroom).
I am all iron.
I have no legs or arms.
I'll fit into the board by the hat,
And for me everything is here and there. (nail)
4. He is long,
He's big.
He is the clouds to the ground ...
Let him go more, more
So that the mushrooms grow faster. (rain)
Red nose
Rooted into the ground
And the green tail is outside.
We don't need a green tail
All you need is a red nose. (carrot).
In a golden ball
The oak tree hid. (acorn).
^ vi. Work with the textbook.
1. Working with the rule.
Open the tutorials on p.98, find the rule at the bottom of the page.
2. Fixing.
Exercise 168 - orally.
Exercise 169 - in writing.
"Chamomile" - enter the letters in the free circles so that you get eight words, all of them must end with the letter b.
Forehead, club, bean, mushroom, oak, bread, tooth, coat of arms.
^ 3. Creative work.
On the board you see a landscape. Think about the plot of which fairy tale does it remind you of?
(H.K. Andersen "The Ugly Duckling").
Try to find here and write down words in a notebook, with voiced and deaf consonants at the end of the word.
Examination.
What words did you write down?
Did you know that the lily of the valley and the swan are listed in the Red Book?
Who can say what a red book is?
^ VII. Fizkultminutka.
V. Think!
The words lived quietly in the book, but mice suddenly gnawed through the book, bit off the tip of the word and dragged it into their hole. Whoever comes up with the end, he will be well done.
Write off, insert the missing letters, select a test word.
Utyu ..., bread ..., frost ..., city ..., pyro ..., side ...
Prove, draw a conclusion (rule).
^ 5. Complete. Explain the meaning of the proverb.
In the winter cold ... - every young ....
6. Independent work. And now attention, a new test.
Write down the words with paired voiced and voiceless consonants that need to be checked. Prove it! Orally select the test words. Examination.
The bear went into the den for the winter. The hedgehog fell asleep in a hole until spring. Walked in the forest in the morning White snow. A fox track is clearly visible in the snow.
Lesson summary
How to check a double consonant at the end of a word? (You need to change the word so that after the consonant there is a vowel)
If you hear a paired sound,
Be careful my friend.
Double check immediately
Feel free to change the word:
Tooth - to teeth, ice - to ice -
You will be smart too.
Homework: exercise 171.
