Presentations for the fable of the dragonfly and the ant. Presentation "Dragonfly and Ant" presentation for a reading lesson (4th grade) on the topic
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I.A. Krylov. The fable “Dragonfly and the Ant” for rock literary reading in the 4th grade of MBOU Secondary School No. 13p. Shcherbinovsky
What fables are the illustrations from?
What fables are the illustrations from? “Swan, Crayfish and Pike” “Crow and Fox” “Wolf and Lamb” “Fox and Grapes” “Cockerel and Bean Seed”
1769-1844 Ivan Andreevich Krylov
“I love where there is opportunity to pinch vices” by I.A. Krylov
A fable is a literary genre with a short form of narration, where animals, birds, things act, and by them people are meant, their vices are ridiculed. A fable necessarily has a moral, which most often stands out as an independent part of it and is located either at the beginning or at the end of the fable.
Speech warm-up Without work, for the life of me, an ant cannot live. Over the meadow where goats graze, dragonflies flutter on transparent wings.
Smart, Caring, Hard worker, Beautiful, flighty, carefree, cheerful
"Dragonfly and Ant"
LESSON QUESTION: Moral of I.A. Krylov’s fable “The Dragonfly and the Ant.”
The work will be assessed on the following criteria The work will be assessed on the following criteria How did the group distribute the work among themselves? Are group members attentive or distracted? Did everyone complete each task? How many tasks did you complete during the lesson? Did you complete the tasks correctly? How is interaction organized in the group? How are the results of the work presented? good there are shortcomings bad
How to work in groups Work together. Feel free to express your opinion. Respect the opinion of others. Listen patiently to the thoughts of others. Find the right solution together. The captain determines the speaker.
My head turned. There is dead silence in the field. Winter is rolling in your eyes. I forgot about everything. In our soft ants. I don't want to think. I didn’t have time to look back. Suddenly winter came. It will go into your mind. It passed quickly. The pure field is dead. He's sad. The angry one is depressed. In our soft grass. Relate.
Compare.
Moral of the story: “Have you been singing everything? This is the thing: So go and dance!”
Homework (optional) Expressive reading of fables by role. Come up with your own ending to the fable, if the Ant did let the Dragonfly live with him, draw an illustration for the fable. Expressive reading of a fable by heart.
On the topic: methodological developments, presentations and notes
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Class: 2
Presentation for the lesson
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Literary reading is one of the main subjects in teaching primary schoolchildren. Success in studying a literary reading course ensures performance in other primary school subjects. In the context of the implementation of the Federal State Educational Standard, special importance is attached to activity-based learning technologies. In order to be successful in life (for example, to have the desired profession), you need to develop the ability to learn, which means finding useful and necessary information to achieve your goal. I consider it important and relevant to raise in lessons the topics of developing in children the ability to adequately respond to the world around them, and cultivating resistance to laziness and frivolity. Identification of a life position can be built on negative examples of literary works. Students, discussing the motives of the characters’ behavior, correlating them with moral standards, realize the spiritual and moral meaning of the work they read. All this contributes to the formation of student self-affirmation.
Lesson type: lesson introduction to a literary work.
Didactic purpose of the lesson: organize joint activities of students in order to get acquainted with the features of the fable.
Tasks:
Subject: introduce students to the personality of Ivan Andreevich Krylov and his fables, distinguish fables from other works.
Metasubject
- educational: develop the ability to perceive by ear and consciously read a work; construct a speech utterance orally; establish cause-and-effect relationships; make a generalization; teach to see and feel the deep meaning of the fable behind the lines of the work; cultivate good moral qualities.
- communicative: develop the ability to take into account different opinions and listen to the opinions of classmates; enter into dialogue; participate in collective discussion;
- regulatory: learn to set a learning task in collaboration with classmates; plan your actions; independently adequately assess the correctness of actions;
- personal: to form a motivational basis for educational activities; educational and cognitive interest in new educational material; develop the ability for self-assessment based on the criterion of success in educational activities.
Teaching methods:
By the nature of educational and cognitive activity:problem-search.
According to the method of organizing the implementation of cognitive activity: verbal, visual, practical.
According to the degree of pedagogical management on the part of the teacher: methods of indirect management of educational and cognitive activity of students using information sources.
Forms of organizing educational activities: frontal, group, individual.
Means of education:
- L.F. Klimanova, V.G. Goretsky. Textbook “Literary Reading” - M.: Education, 2011.
- Explanatory dictionary of the Russian language: 80,000 words and phraseological units / S.I. Ozhegov and N.Yu. Shvedov; Ross. Academician Sci. Institute of Russian Language. them. V.B. Vinogradov.-4th ed., additional. – M.: Azbukovnik, 1997.
- computer presentation
- Handout
- Collection “Formation of information skills of junior schoolchildren.” – St. Petersburg, 2011
Planned results:
Subject: the student will have the opportunity to get acquainted with the personality of Ivan Andreevich Krylov and his fable “The Dragonfly and the Ant”.
Metasubject
- educational: the student will have the opportunity to learn to perceive the work by ear; construct a speech utterance orally; establish cause-and-effect relationships; make a generalization; consciously read a fable in order to satisfy interest and gain reading experience;
- communicative: the student will have the opportunity to learn to listen to different points of view; enter into dialogue; formulate your own opinion, participate in collective discussion,
- regulatory: the student will have the opportunity to set a learning task in collaboration with classmates; plan your actions; independently adequately assess the correctness of actions;
- personal: the student will have the opportunity to form the motivational basis of educational activities; educational and cognitive interest in new educational material; develop the ability for self-assessment based on the criterion of success in educational activities.
During the classes
| Teacher activities | Student activities | Note |
| Organizing time | ||
| Organizing and checking the workplace, creating a positive emotional mood for students | Checking the readiness of the workplace for the lesson. |
In addition to the usual classroom supplies, students will need handouts in the form of envelopes with diagrams and words. |
| Stage of motivation and goal setting | ||
| Organization of frontal work. – Read and determine the genre of the work (Slide 3) – What is a pseudonym? – Which writer took such a pseudonym in his youth? - Let's remember what a fable is, what is ridiculed in fables, the purpose of writing fables. – How is the fable different? (Slide 4) |
Reading the text on slide3 Students determine the genre, determine the pseudonym of the fabulist. Students express their assumptions and reason. |
The teacher uses a multimedia complex to show a presentation. |
| Preparation for primary perception of the text. | ||
| Organization of frontal work. – Guess the riddle and solve the rebus. (Slide 5) – Guess what fable we will meet today? -Who wrote this fable? (Slide 6) – Ivan Krylov borrowed the idea of the fable about the Dragonfly and the Ant from the fabulist La Fontaine, who in turn spied the plot from the lesser-known ancient Greek writer Aesop (Slide 7) – Who will formulate the topic of our lesson? |
Students guess a rebus, a riddle, and formulate the name of the fable. Students determine the topic of the lesson. |
At this stage, the teacher needs to voice the names of the fables written by I. Krylov. |
| Primary perception stage | ||
| Organization of frontal work. – Listen to the fable “The Dragonfly and the Ant”. The text is read by theater and film artist Igor Masyuk. (Slide 7) Checking Primary Perception: – Did you like the fable? – Try to formulate the theme of the fable, what is it about? - Read the fable again. Secondary reading check. Organization of work in groups. – Set the sequence of illustrations and select fragments from the fable (slide 8) |
Students perceive the text of the fable by ear Students reason, express their assumptions, learn to formulate conclusions based on the information received. Students learn to listen to the opinions of classmates, complement, and correct. |
The teacher needs to remember what it means to define a topic. |
| Analysis of a literary work | ||
| Motivation for rereading and analyzing the work: – If you analyze the fable very carefully, focusing on each word, then you can understand any work, despite the huge number of incomprehensible words and expressions. Working with the lexical meaning of words and expressions. (Slides 9-11) |
Children's assumptions about the lexical meaning of outdated words and expressions: winter is rolling in the eyes, the pure field is dead, depressed with evil melancholy, spring waters, godfather, gossip. |
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| Organization of frontal work of students: – Describe the characters in the fable (Slide 12) – What can you say about Ant? Describe him. – What kind of Dragonfly do you imagine? (Slide 12) – Do you feel sorry for Dragonfly? – Did Ant do the right thing? |
Students describe the characters in the fable. Students express and defend their opinions. |
|
| Organization of independent work of students: – Choose how you want to work in pairs, groups or independently? (The teacher hands out cards.) – Your task is to create a proverb using the arrows from letters and syllables. – Look at the screen (Slide 13) – Try to compose a second proverb using the syllables and letters on the screen (Slide 14) – Which proverb fits the fable and why? Teacher's story about the history of the creation of the fabulist's monument (Slide 15) |
Students complete assignments Students learn to compose proverbs and prove the correctness of their choice. Pupils listen carefully to the story about the creation of the monument in the Summer Garden. |
In addition to the usual classroom supplies, students will need handouts in the form of envelopes with cards |
| Stage of summarizing the lesson. Reflection. | ||
| Organization of assessment activities. – What work did we meet today? -Who wrote this fable? – What did we do in class today? – Which task did you like best? – How do you evaluate your work in class? |
Children's statements. Students learn to listen to their classmates' answers. Self-assessment of activities in the lesson. |
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A fable is a literary genre in the form of a short story, often poetic, always of a moralizing nature. At the beginning or at the end of the work, a conclusion is formulated, the main instructive idea is morality. The heroes of the fable are people, animals, plants, birds, fish, things. is a literary genre in the form of a short story, often poetic, always of a moralizing nature. At the beginning or at the end of the work, a conclusion is formulated, the main instructive idea is morality. The heroes of the fable are people, animals, plants, birds, fish, things.
“The Traveler and the Viper” The fable shows that the evil soul not only does not pay gratitude in return for good, but even rebels against the benefactor. The fable shows that the evil soul not only does not pay gratitude in return for good, but even rebels against the benefactor.
WRITE IT DOWN. REMEMBER. A fable is a short story in verse or prose of a moralizing nature with a moral conclusion. A fable is a short story in verse or prose of a moralizing nature with a moral conclusion. Allegory is an allegorical depiction of objects or qualities of people. Allegory is an allegorical depiction of objects or qualities of people. Moral is a lesson, a conclusion at the beginning Moral is a lesson, a conclusion at the beginning or end of a fable. or at the end of a fable.
The relationship between moral fables and proverbs. Write down the fables that are close to morality. 1. Your own land is sweet in a handful. 2. Skill and labor will grind everything down. 3. You won’t get bread by self-indulgence. 4. Good brotherhood is dearer than wealth. 5. Without science is like without hands. 6. Prepare a sleigh in the summer and a cart in the winter. 7. Alone in the field is not a warrior. 8. The sun paints the earth, and labor paints man.
Vocabulary work. Need – zәrulik, mұқtazhdyk Need – zәrulіk, mұқtazhdyk depressed – upset, depressed depressed – sad, depressed spring days – spring days spring days – spring days murava – young grass murava – young grass darling – koketay darling – kө ketai kum, gossip - tamyr kum ,gossip - tamyr dance - dance dance - dance
Homework 1. Write a letter from the Dragonfly to the Ant 1. Write a letter from the Dragonfly to the Ant begins with the words: “Hello, godfather, begins with the words: “Hello, godfather, half the winter has already passed...” 2. Read the following fable, find 2 Read the following fable, find the moral. morality.
Slide 2
Some people are tired of fairy tales, and others are captivated by fairy tales. And our best lesson Let's start with the names we know.
Slide 3
Fable by Ivan Andreevich Krylov “The Dragonfly and the Ant”
Slide 4
Slide 5
Fables are short, most often poetic stories, where instead of people there are animals, birds, trees, things, and their lives are told. There is always a lesson or moral, advice in a fable. Morals condemn stupid or bad actions.
Slide 6
Ivan Andreevich Krylov (1769-1844)
Slide 7
Physical education minute
Slide 8
The life of ants is very complex and rich in various interesting facts. The main sense organ of ants is not vision, but smell and touch, the functions of which are performed by the antennae. It must be remembered that anthills always need protection.
Slide 9
The dragonfly is a predator; it feeds on other insects, such as mosquito larvae. Dragonflies can see what is happening behind them without turning their heads.
Slide 10
Vocabulary work: - dejected - upset - spring - spring - I didn’t have time to look back - everything passed very quickly - the clear field was dead - The harvest was harvested. Flowers and herbs have withered. - how under each leaf both a table and a house were ready for her - she could find shelter for herself everywhere. - and who cares - no one will think
Slide 11
Physical education minute
Slide 12
Questions: - Which of the characters in the fable did you like and why? - How did Dragonfly live in the summer? Read.- How did the life of the dragonfly change with the onset of winter?- Who did the Dragonfly go to for help? What request did she make to the Ant? - Do you feel sorry for the Dragonfly or not? Explain your answer. - What would you do if you were Ant? Why? - What did I.A. Krylov want to tell us with his fable? - Using the example of the Dragonfly and the Ant, whose actions are depicted in the fable?
