K.D.Ushinsky "The Leprosy of the Old Woman-Winter". An open lesson of the leprosy of the old woman of winter Plan of the fairy tale of the leprosy of the old woman of winter

Literary reading lesson in class 2 "B" (EMC "Primary school of the XXI century")

Subject: K. Ushinsky “The pranks of the old woman - winter. Story".

The purpose of the lesson: formation of positive motivation for the subject.

Subject UUD: reading the fairy tale by K. Ushinsky "The Leprosy of the Old Woman-Winter". Completion of tasks in the textbook and notebook. Working with a fairy tale, expressive reading, determining its meaning.

Cognitive UUD:improving the skill of expressive reading, be able to determine the topic, genre, correlate questions with the content of the work, complete tasks in the textbook and notebook.

Regulatory UUD:conscious reading of the text.

Communicative UUD:formation of methods of mental activity.

Personal UUD: awareness of the significance of K. Ushinsky's fairy tale "The Leprosy of the Old Woman - Winter", its instructive meaning, expressing one's point of view and respecting the opinion of the interlocutor.

Methodical methods:method of dynamic postures, methods of visual-coordination exercises; technique of sensory - coordinating exercises "Four corners", work with a sensory cross, ecological panel.

Material and technical equipment of the lesson:

General work:blackboard, multimedia projector,

To each: educational reader: Efrosinina, L.A. Literary reading: Grade 2. - M .: Ventana-Graf, 2012. Worksheets: Efrosinia, L.A.: Literary reading: Grade 2: workbook for students of educational institutions / L.A. Efrosinina. - M .: Ventana-Graf, 2012, pens, pencils and colored pencils, erasers, snowflakes for reflection.

Pair work: cards.

During the classes

1. Organizing time.

The bell rang loudly and class began.

Attention! Check, my friend, are you ready to start the lesson?

Wish each other good luck.

1. Introduction to the topic of the lesson. Lesson goal setting.

Guys, tell me, what are we going to do at the lesson today?

As a result of the discussion, we formulate a lesson plan (work with ecological panel):

1. Speech workout.
2. Checking homework.
3. Work in pairs.
4. Acquaintance with the author.
5. Vocabulary work.
6. Reading a fairy tale.
7. Fizminutka.
8. Making a cover model.
9. Work in a notebook.
10. Homework.

1. Speech workout.(Slide #2)

- Guys, now let's warm up our tongue and voice a little. Look at the screen. What do you see? (patter).

Near the stake - bells,

And on stakes - bells.

1. Read with your eyes.

2. Read in a whisper.

3. Read aloud.

4. Read slowly.

5. Read at a fast pace.

6. Read with an exclamatory intonation.

7. Read with an interrogative intonation.

Well done!

1. Work in pairs.

Guys, what do you think, what are we going to do now? (Work in pairs).

Team up in pairs. You have cards in your workplaces. Read the task. Discuss the performance with your partner and proceed with the task.

Now let's check how you did. ( slide number 3)

Well done!

1. Acquaintance with the author.(Slide number 4)

Konstantin Dmitrievich Ushinsky was born in the city of TulaFebruary 19, 1824 infamily of Dmitry Grigorievich Ushinsky - a retired officer, a participant in the Patriotic War of 1812. The mother of Konstantin Dmitrievich - Lyubov Stepanovna died when he was 12 years old. Studied Konstantin Dmitrievich in Novgorod - Seversk gymnasium. Then he entered Moscow University. After graduation, he became a teacher. Ushinsky sought to ensure that there were as many schools as possible in Russia and that the children of ordinary Russian people would study in them. He wrote such books for children as: "Children's World", "Native Word", "Morning Rays", "Four Desires", "Bishka", etc. ( Slide №5,6)

The variety of works written by Konstantin Dmitrievich Ushinsky is great! I gave you a very small part.

Change of dynamic postures at the signal of the teacher: "The stream is flowing - he takes the textbook with him." Some of the students work at Bazarny's desks.

1. Vocabulary work.(Slide number 7)

For each word, one student: reads the word and its explanation.

1. OAK - OAK GROVE, FOREST
2. DOWNLOADED THE FIELDS - SNOW ON THE FIELDS
3. FURIOUS - EVIL, ANGRY
4. WINDOWS - GLASS IN WINDOWS
5. SLAGES - SLEDGES
6. Leprosy - FUN, GAMES
7. STREKHA – DANGING ROOF EDGE

1. Reading a fairy tale. (Slide number 8) Reader 1 part p.16-19

Reading the text by the teacher.

Students silently read the text after the teacher.

Reading text discussion.

Why do you think the author calls winter an old woman in this tale?

How did winter decide to deal with the birds?

What did the birds do?

How do animals save themselves from frost in winter?

What has winter done to rivers and lakes?

How did the fish hide?

How are people preparing for winter?

Why are children not afraid of winter?

Why did winter feel bad?

1. Fizminutka. (Slide number 9)

In the morning the butterfly woke up.

Stretched

She smiled.

Once - she washed herself with dew.

Two - gracefully circled.

Three - bent down and sat down.

At four, she flew away.

1. Work on the text. (Technique of sensory - coordinating exercises "Four corners").

Guys, now we will work on the text. Look carefully at the visual points. What do you see? (Illustrations).(Slide №10,11,12,13)

Find passages in the text that fit each illustration and read:

How do birds survive the winter? (1 point)

What did the animals do to protect themselves from the cold? (2 dot)

How did the fish hide? (3 point)

About winter fun for children? (4 point)

Change of dynamic postures at the signal of the teacher: "The stream is flowing - he takes the textbook with him." Some of the students work at Bazarny's desks.

1. Making a cover model.

Guys, you have sheets of paper on your tables. Why do you think we need them?

Well done! Now we will make a cover model.

Genre of our work? (Story).(Working with a sensory cross: determining the genre of a work).

Fairy tale theme? (About nature).

Title? (The pranks of the old woman are winters).

Now make your own cover model.

Let's check the correct execution. Look at the screen.(Slide number 14)

1. Work in a notebook.(p.57)

- Let's open our workbook to page 57.

Read the title.

How many tasks are we asked to complete? (2).

Let's work on task 1.

A well-read student reads the task, there is a joint discussion and the task is completed.

And about the 2nd task, I will tell you a little later.

1. Summary of the lesson. (Slide number 15,16)

What story are we reading today? What, who is she talking about?

What did you like the most? Do you remember?

Look at the screen. You see the words. Let's pick signs for winter. What is it, winter?

WORDS: COLD, HARD, SNOW, BEAUTIFUL, FURIOUS. FROSTY, WINDY, LONG-WAITED, LONG, WHITE, HOT, RAINY.

1. Homework.(Slide number 17)

X. 1 part p.16-19 exp. Thu. T1 s. 57 task 2.

1. Reflection. (Slide number 18)

Summary of a reading lesson in grade 3

Lesson type: lesson learning new material

Lesson topic: K. Ushinsky "The Pranks of the Old Woman of Winter" (fairy tale)

Lesson Objectives :

To learn to analyze what was read on the basis of acquaintance with the fairy tale by K. Ushinsky "The Leprosy of the Old Woman of Winter."

Develop visual and auditory attention through text analysis through questions

Cultivate the ability to listen to each other

Equipment : cards with poems, pictures "Birds in winter", "Beasts in winter", "People in winter".

Software requirements:

Students should be able to:

him under the guidance of a teacher;

b) words that are difficult in meaning and in syllabic structure to read in syllables;
c) answer questions about what they have read;
d) express their attitude to the act of the hero, the event;
e) retell the content of what was read;
e) speak orally on topics that are close to the interests of students.

During the classes

Organizing time

- Hello guys. Look at each other, smile. We are all in a good mood, sit down quietly, let's start the lesson.

II . Speech charging

You have texts of poems on your desks. Let's practice a little and read the poem in order to read the words correctly in the future.

I'm in my grandmother's garden

I'm in my grandmother's garden

I will find a lot of delicious

Blackberries and raspberries

Berries melt in your mouth.

Here are the gooseberry bushes,

But they are not so simple.

Read this poem to yourself.

Albina, read this poem.

And now we read in unison.

Guys, what is this poem about? (about the fact that my grandmother has a lot of berries in the garden)

Tell me, why are the gooseberry bushes not so simple? (because they are prickly, they have needles)

Do you have a garden or garden? What grows there? Are there berries there? Which?

Let's read this poem again in unison.

Misha, read this poem expressively. Well done, Misha, you read in whole words, expressively. I like it. (I ask 3 more guys)

Well done!

III . Checking homework

Guys, let's remember what story we read in the last lesson? ("The river has become")

Open your textbooks to page 129. Find in the text and read out why the boys ended up in the water? (... someone fell, another fell on him and the ice could not withstand our weight, it cracked ...)

Find in the text and read how the boys tried to get out onto the ice?

How did you manage to save the boys? (ropes and boards)

Tell us how you managed to save the boys?

Do you know about the rules of behavior on the ice? Tell us about them?

Okay, well done. I love how you work from home! (marking)

IV . Preparatory work

- Tell me, what time of year is it? (winter)

- Come to the window, see what you see outside the window?

- Now look at the blackboard and tell me what happens to nature in winter? (image posted)

- Tell me, what do people do in winter? (image posted)

- What happens to the birds? (picture story)

- With animals? (picture story)

- Thus, in winter, people, birds, and animals lead a special way of life.

- Today we will read the fairy tale by K. Ushinsky “The Leprosy of the Old Woman of Winter”. We will learn to read correctly, in whole words and learn to retell according to plan. Pay attention to how the author depicts in detail the actions of the old winter woman and the behavior of wildlife.

V . Primary perception of the text

Now close the books, put them on the edge of the table. Sit up straight, put your hands in front of you.

So who did winter want to freeze?

VI . Student rereading and content analysis

A) reading difficult words

Covered with snow (covered with snow)

Window (part of a window)

Help (help)

Shed (room where domestic animals live: cows, horses)

Guys, read this phrase to yourself.

Anya, read the phrase.

And now we read in unison

How do you understand, covered with snow? Powdered - covered with snow.

Read the next word.

Tolya, read the word.

We read in chorus.

Who knows what a window is? (window - part of the window) Look at the window, this is the window. (pointing at the window)

Read the third word to yourself.

Roma, read the word.

Now we read in unison.

Guys, how do you understand the word help? (help - help)

We read the last word about ourselves.

Sasha, read the word.

We read in chorus.

Who knows what a crib is? (Shed - a room where domestic animals live: cows, horses)

So, we have sorted out difficult words.

b) read to yourself

- Now we are ready to read this tale.

- Open your textbooks to page 130. Are you all open?

- Now read the fairy tale to yourself, practice as you should in order to read aloud beautifully and in whole words. When reading, pay attention to the difficult words that we have analyzed. If you come across any other difficult words, underline them with a simple pencil. When reading, pay attention to punctuation marks and think with what intonation you need to read these lines.

- Stopped.

Fizminutka

And now let's rest.

Let's raise our hands up - once,

Above the nose, above the eyes.

Keep your hands up straight

Don't shake, don't shake.

Three put their hands down

Stay where you are, don't move.

Up one, two, three, four, down.

We repeat, do not be lazy.

Let's make turns

Do everything willingly

Once - turn left,

Two is now the other way around.

So no rush

We repeat 8 times.

Sit quietly.

C) reading the text in parts and analysis

Ipart - Vanya starts reading. The rest are watching closely, then we will answer questions. (the text is divided into 5 subparts) Misha continues to read. Stopped.

Tell me, how did winter decide to deal with the birds? (winter blew cold, tore leaves from forests and oak forests and scattered them along the roads)

What did the birds do? (gathered in flocks and flew over high mountains, over blue seas, to warm countries)

- IIpart - The next part is read by Tolya. The others are listening intently. Anya continues.

Tell me, how do animals save themselves from frost in winter? (some put on warm fur coats, others hid in warm holes)

How is the bear saved? (the bear sucks its paw in the den) And how is the squirrel? (squirrel gnaws nuts) And domestic animals: cows, horses? (horses and cows in warm barns chew hay, drink warm swill)

IIIpart - continues to read Albina. Thanks Albina.

Tell me what winter has done to rivers and lakes? (rivers and lakes frozen)

Where are the fish hiding? (the fish went deep)

IVpart - Roma reads further.

How do people prepare for winter? (people flooded the stoves, they bake hot pancakes, but they laugh at winter)

- Vthe part is read by Sasha A. Sasha S. continues to read. Stopped.

Why are children not afraid of winter? (they skate, sled, play snowballs, make women)

Why did winter feel bad? Find the answer in the text. (winter sees that she can’t take anything: she cried with anger)

D) reading the entire text

- Now we will read this text completely, in whole words, expressively.

- Vanya is reading, the others are watching closely.

- Well done, you read well, observed all punctuation marks.

- The next reads Irina.

- Well done. Very well read. Expressive, beautiful.

VI . Final work

Now let's divide the tale into parts and name these parts.

Tell me, who was the first to decide to freeze winter? (birds) How can you title this part? What is the main thing in this part? (Winter, decided to freeze the birds, birds and winter)

So, we titled the first part: Winter and birds (I write on the board)

Who is next to be frozen by winter? (animals) Who guessed how to title this part? (Winter and animals, I write on the board)

Who else has winter tried to freeze? How shall we name it? (winter and fish)

Who did the winter decide to freeze after the fish? (of people) How can you title this part? (Winter and adults)

And the last thing she decided to freeze...? (children)) How shall we name it? (Winter and children)

So, we divided the fairy tale into parts and titled these parts.

Who will retell the tale according to this plan? Pasha, get out.

Well done, Seryozha. You have told the story very well.

VII . Homework

- At home, you will need to prepare a retelling of the tale according to this plan. (cards with a plan are issued)

Differentiated Approach: Sasha A. and Sasha S. are given cards with key words.

VIII . Outcome

- What is the name of the story we read?

- Which passage did you like the most? How?

- The author convinced you that winter is a real sorceress.

- The lesson is over. Thank you all for the lesson.

Literary reading Lesson 51

Secondary School No. 33 Sidorenkova Lyubov Grigorievna

• Purpose: to promote the development of aesthetic perception, cognitive interest in children, to develop a love for music; develop students' speech, children's imagination; Expand words knowledge; improve reading technique; educate healthy lifestyle habits.

• Summary conversation about the story.
• What has winter dressed up the forest?
• What extraordinary light shone through the window?
• What did Frost draw on the windows? What else did he do to relieve boredom? A folk sign says: "If there is a column of smoke, it means that the weather will be fine."
• How is it said in the story? Check out this folklore.

• From what word are all the words underlined in the text formed?
• What are such words called?
• Form related words from the word freezing.
• What is fabulous in this poem?

I am giving you a drawing.

Read the word on it.

• Conversation.
• What winter activities
• children are discussed in the poem?
• What else do you like to play in winter?

Reading by students of the poem JI. Kvitko "On the rink" "chain"

Run, run, run, run!

Meet the violent wind

To ring, to carry,

To burn your cheeks!

Roll out early

Both on sleds and without sleds,

On logs, on a log,

On my knees, on my back

If only down, if only in the snow,

If only to move out before everyone else!

The frost sends snow-blizzards

Get the kids out of bed.

Bored in the field alone

"Naughty and bold,

White-white-white

You come from the mountains

Pull us out into the yard.

You are with us all winter

Rushing after the sled

Pinch your ears painfully

All roads dry.

On the ponds

You built ice rinks for us by the river.

Spread them wide and far,

Made it strong as steel!”

• What else can you ride in winter on the advice of the author?
• What lines of the poem say that the guys love winter Read.
• How do the guys try to appease the frost?

• Troika, trio arrived.
• The horses in that trio are white.
• And in the sleigh sits the queen -
• Belokosa, white-faced.
• How she waved her sleeve -
• Everything was covered in silver.

• What is this queen?
• What is she?
• What is this trio?
• Name the winter months.

• December ends the year, winter begins.
• January is the beginning of the year, winter is the middle.
• February is a fierce month, asks how shod.
• Explain how you understand each of these proverbs.

• I am cloud and fog
• And the stream and the ocean
• And I fly and I run
• And I can be glass! (Water)

• In what states can water exist?
• (Liquid, solid, gaseous.)
• What kind of water can be carried in a sieve?

• The puppy looked at the first snow
• and could not understand anything.
• Why so many white flies
• crowded into our yard?
• Or maybe it's bird fluff
• flies over the fence?
• He opened his mouth
• and grab the snow -
• and began to chew thoughtfully ...
• Chews, chews, but that's the trouble
• There is only water on the tongue
• Completely confused puppy
• And lay back in the kennel
• He wasn't stupid, just small
• And I saw snow for the first time….
• Is it possible to eat snow, ice? Why?

• be embarrassed- be embarrassed, feel embarrassed.

• It was fun on the hill Sanya, Sonya and Yegorka,
• But Marusya did not ride -
• She was afraid to fall into the snow.

• Against the background of the music of P. I. Tchaikovsky “December”, the teacher reads a poem by I. Nikitin “The weather was noisy”.

• Noisy, roamed
• bad weather in the field;
• covered in white snow
• smooth road.
• Covered in white snow
• no trace left
• A blizzard and a blizzard has risen
• see no light.

• Choose words that are close in meaning to the word blizzard. (Snowfall, blizzard, zavirukha, snowstorm.)

• Let's get acquainted with the story of K. Ushinsky "The Leprosy of the Old Woman-Winter", find out if winter is always so kind, understand why the writer calls her an old woman.

• What word that is close in meaning would you replace the word leprosy ? (tricks .)

• We will read the story, divide it into parts and draw up a plan for the story.
• 1 part. From the beginning to the words "... and he huddled under the eaves."
• How do you understand the expression “I thought to kill every breath from the world”
• Why did winter decide to get to the birds in the first place?
• Complete the sentence with the words (the sentence is written on the board):
• Winter is cold ... leaves ... from forests and oak forests and ... along the roads.
• Vocabulary: oak forest- a section of the forest where oaks grow; eave- the edge of the roof.
• What did the birds decide to do?
• Title the first part of the story.

• Plan
• Winter decided to get to the birds.
• The "old woman" attacked the animals.
• Winter tries to freeze the fish.
• It was not possible to pester people.
• The children are happy with the pranks of the old woman-winter.

• 2 part. From the words "Winter sees, ..." and to the words "... they drink warm swill."
• Independent reading by students of the second part in a whisper.
• Whom did winter decide to attack?
• What did she do with the field (forest, trees)?
• Read how angry the frosts were.
• Why weren't the animals afraid of them?
• How to title the second part?

• 3 part. From the words "Winter is more angry ..." and to the words "... it is warmer under the icy roof."
• "Buzzing" reading of the third part.
• To whom did winter decide to get this time?
• How did she rage on the rivers and lakes?
• Were the fish afraid of her? Why?
• What does "ice roof" mean?
• Think of a title for this part of the story.

• 4 part. From the words: “- Well, wait, - ...” and to the words “... praise the frosts Reading in a “chain” (one sentence at a time) of the fourth part.
• Who decided to pester the winter?
• Read how she tried to do it.
• Were her people afraid?
• Give a title to this part of the story.

• 5 part. From the words: "The most offensive of all ..." and to the end.
• Collective reading of the last part of the story.
• Why was it offensive to winter?
• Read about winter activities for children.
• - Tell us how the naughty winter pestered the guys.
• Why did winter cry?
• Title the last part of the story.

• Working with the textbook drawing
• Look at the picture in the textbook.
• Tell us how you imagine the old woman-winter.
• Retelling the story "The Leprosy of the Old Woman-Winter" by students according to the plan.
• Creative work.
• How would you continue the story?
• General conversation.
• How did the old woman-winter play pranks?
• Why are all her deeds called leprosy?
• What did winter mean?

• Working with the textbook
• Read the riddles.
• How did you guess that these are skates (icicle)?
• (The teacher uses subject pictures: skates, icicle.)

• Do you know why skates are called ice skates?
• Previously, dads and grandfathers made skates for children from wood. The front part of the skates was made in the form of a horse's head. So they began to call this thing for ice skating.

• What did you learn in class today?
• What will you talk about at home, what did you find most interesting in the lesson?

HOMEWORK

Prepare to retell the story according to plan, pick up riddles about winter. In the next lesson we will have a riddle contest.

Short description

Purpose: acquaintance with the fairy tale of K.D. Ushinsky "The Leprosy of the Old Woman-Winter".
Tasks: educational: to ensure the assimilation by students of the fairy tale by K.D. Ushinsky “The Leprosy of the Old Woman-Winter”;
- correctional and developmental: to develop reading skills when meeting a fairy tale, dialogic speech, answering questions with a full answer, enrich vocabulary through vocabulary work, develop mental activity when compiling proverbs and comparing them with the text of a fairy tale.

Description

Budgetary educational institution of the Kichmengsko-Gorodets municipal district "Special (correctional) general education boarding school of the VIII type"
Timofeeva Olga Vasilievna, teacher of Russian language and reading.
The topic of the extracurricular reading lesson: K.D.Ushinsky "The pranks of the old woman-winter."
Lesson number in the topic: the final lesson on the topic “Paintings of native nature. Winter". Class: 5
The purpose of the lesson: acquaintance with the fairy tale of K.D. Ushinsky "The pranks of the old woman-winter".
Lesson objectives:
- educational: to ensure the assimilation by students of the fairy tale by K.D. Ushinsky “The Leprosy of the Old Woman-Winter”;
- correctional-developing: to develop the skills of correct, conscious reading when getting acquainted with a fairy tale, to develop a coherent dialogic speech, answering the questions with a complete answer, to enrich the vocabulary of students through vocabulary work, to develop mental activity when compiling proverbs in two parts and comparing them with the text of a fairy tale.
- educational: increase the learning motivation of students through the use of ICT, TSO. Lesson type: combined.Equipment: multimedia installation, presentation, video about winter, fairy tale (video clip), portrait of K.D.Ushinsky, handout. During the classes. I. Org.moment. - I wish you successful work at the lesson. Go to the blackboard and choose a card with the facial expression that matches your mood.
- I hope that at the end of the lesson everyone will be in a good mood.
II. Introduction to the topic.
- To determine the topic of today's lesson, I suggest you watch the video.
Watching a video.
What season did you watch the video about?
- What will we talk about in class?
- Today, at the extracurricular reading lesson, we will summarize our acquaintance with works about winter. We will learn the specific topic of the lesson later.
III. Knowledge update.
- Name the winter months.
- What month is it?
- What is the weather today?
- Name the main sign of winter.
What other signs of winter do you know?
Card assignment.
- The signs of winter are listed on the cards. Choose the ones related to winter.
- Which of the following signs can relate to other seasons?
- Remember the works that we met when studying the topic “Winter ". (Verse. "In the enchanting winter ...", story "December", verse. "To Winter", the story "Everyone in his own way", verse. “Winter is singing…”, verse. "Birch", verse. "Winter Birch").
What did you read about in the story "December"?
- Who is the story "Everyone in his own way" about?
IV. Definition of the topic and objectives of the lesson.
- Today at the lesson we will get acquainted with another work about winter. You will guess its name yourself.
One student will choose cards with yellow syllables, the second student - blue, the third student - pink and make up words.
- Now get together in a group and make up the name of the work, put it on the board.
- What name did you get? ("The Leprosy of the Old Woman-Winter")
- Today in the lesson we will get acquainted with the fairy tale of K.D. Ushinsky “The Leprosy of the Old Woman-Winter”.
- I propose to determine the tasks for today's lesson according to the schemes.
(With the help of diagrams, the tasks of the lesson are determined, the diagrams are placed on the board:
1. Get to know the writer.
2. Let's get acquainted with the meaning of words.
3. Let's listen and watch a movie.
4. We will answer questions.
5. Let's read expressively.)
- These tasks will be the plan of today's lesson.
V. New material.
- The fairy tale "The Leprosy of the Old Woman-Winter" was written by K.D. Ushinsky.
The portrait of the writer is placed on the board.
Konstantin Dmitrievich Ushinsky (1824 - 1870) is a famous Russian teacher. But he taught children not only at school. He taught children goodness, justice and other good qualities with his stories and fairy tales. The fairy tale "The Leprosy of the Old Woman-Winter" is one of his children's works.
- Before we get acquainted with his tale, I would like to draw your attention to the words and phrases that will be found in the tale and the meaning of which may not be clear to you. Let's read them, try to explain the meaning:
- pranks - pampering, fun, games
- from the world to survive - to destroy
- oak grove - oak grove
- scattered the leaves - blown by the wind
- eaves - the lower hanging edge of the roof
- severe frost - severe frost
- windows in the windows - glass in the windows
- sheepskin coat - warm winter clothes
- sled - sled
- help - help
- What do you think, what can be discussed in a fairy tale with such a name?
- Be careful when watching the movie and get ready to name the mischief that winter did.
Watching a movie.
Fairy tale conversation.
- Did you like the story?
- Why do you think the author calls winter an old woman?
- What leprosy of winter do you remember?
- What did the birds do?
- How can we help the birds that stay with us for the winter?
- How do animals save themselves from frost in winter?
What has winter done to rivers and lakes?
How did the fish hide?
- Who is not afraid of winter?
- Why are children not afraid of winter?
- Are you afraid of winter?
- Why did the winter become offensive?
- Here are the sentences from which you need to make a plan for a fairy tale. Read the points of the plan:
Winter wept with anger.
Winter decided to freeze the birds.
Winter is upon the animals.
Winter is getting to the fish.
Adults and children were not afraid of winter.
- Who is sure that you will be able to draw up a plan for a fairy tale right now?
- I suggest you read the fairy tale and make a plan according to it, so that it would be easier to work further.
- Remember the rules of reading.
- Before reading, I suggest resting your eyes. Consider snowflakes. (Presentation)
- Are any of them the same?
- Just as in nature there are no two identical snowflakes, so all our snowflakes are different.
- Watch the snowflakes dance.
Reading the story in paragraphs.
- Try to make a plan for a fairy tale.
- Compare your plan with the plan of a friend. If, in your opinion, the comrade is wrong, correct it.
- Checking the plan.
Who has the correct plan?
- Where do you need this plan?
- The people created many proverbs and sayings about winter:
The frost is not great, but it does not order to stand.
Lots of snow, lots of bread.
The year ends, winter begins.
- Make a proverb about winter in two parts.
- What proverbs did you get? Explain their meaning.
Frost grabs the lazy by the nose, / and takes off his hat before the nimble one.
Frost chained the river, / but not forever.
As winter does not get angry, / but submits to spring.
- What part of the tale can be attributed to the first proverb? Second? Third? Why?
VI. Summary of the lesson.
Let's go back to the lesson plan and analyze our work. Have we completed everything?
- What do you think, what point of the plan did we not fulfill very successfully?
- How can we fix this?
VII. Homework.
- Learn to read a fairy tale expressively, prepare a retelling according to plan. If desired, you can draw a picture for a fairy tale.
VIII. Reflection.
- Back to cards with faces with different moods. What mood will you choose at the end of the lesson?

Lesson development (lesson notes)

Primary general education

Line UMK ed. L. A. Efrosinina. Literary reading (1-4)

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Lesson objectives

• - To develop the ability to read aloud and silently;
• - enrich the vocabulary of children with words on the topic of reading;
• - introduce the expressive means of the language;
• - to teach to convey feelings in the voice (surprise, admiration, disappointment, etc.).

Activities

- Read sentences, excerpts from the studied works aloud and to yourself; - answer questions and supplement the answers of classmates; - to convey by intonation one's attitude to what is being read; - retell briefly and in detail a story or a fairy tale according to a prepared plan; - explain the actions of the characters and argue their attitude towards them; - explain the author's point of view.

Key Concepts

Genre, theme, poem, fairy tale, Z. Aleksandrova, K. Ushinsky