The names of circles in literature are the middle link. School literary circle: program, description, topics

Teacher of Russian language and literature

Ershova Tamara Andreevna

Explanatory note

The federal state educational standard provides for new requirements for education, new approaches to work: creative workshops, reader conferences, quizzes, competitions, express concerts and other forms of conduct that help organize and conduct exciting group work.

Materials developed for work in a circle can be used both in literature lessons and in extra classes.

aim literary circle is:

Development of children's creative abilities, independent creative activity

Extension life experience schoolchildren, involving them in a creative environment appropriate to their interests

Development of general creative potential and special literary and creative abilities.

The program puts the following tasks:

1. Educational:

Mastering by children of deeper knowledge on various aspects of literary creativity (versification, genres of the work, lexical means of the language);

The formation of students' creative thinking: associative images, fantasizing, understanding patterns, the ability to solve complex problem situations;

To develop the ability to think freely, outside the box, the ability to convey one's thoughts in written and oral form;

The development of aesthetic qualities, independence of judgment in the perception of the work.

2. Educational:

Education in students of respect and love for native literature;

Formation of adequate self-esteem, development of communication skills, culture of communication with peers;

Education of an active life position.

Expected results program development:

personal the result of the study program of the circle is the formation of a comprehensively educated, proactive, successful and creative personality with a system of modern worldviews, value orientations, ideological, moral, cultural and ethical principles.

Metasubject results are in the formation and development cognitive interests, intellectual and creative abilities of students;

The ability to independently acquire new knowledge and practical actions - skills;

Ability to conduct an independent search, analysis, selection of information, its transformation, preservation, transmission and presentation;

Mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives of communication and compose texts in oral and written form.

Subject:

Understanding literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values and traditions;

Awareness of the importance of literature for personal development;

Ability to apply literary knowledge in everyday life.

Program focus: artistic and aesthetic

Pedagogical conditions for the implementation of the program:

At the heart of circle work is the principle of voluntariness.

The main pedagogical principles that ensure the implementation of the program are:

Accounting for the age and individual characteristics of each student;

Friendly psychological climate in the classroom;

Personal-active approach to the organization of the educational process;

Optimal combination forms of activity;

Availability.

Forms of work:

heuristic conversation;

Individual, group and collective research activities;

Expressive reading;

Independent creative work (individual and group) - creative workshops;

Articulation workouts;

Discussion of problematic issues;

Contests;

Quizzes

Theatrical productions;

Magazine issue.

The basic principles of the circle.

1. The principle of connection of extracurricular work with the lessons of literary reading

2. The principle of systematicity in the presentation of language material.

3. The principle of taking into account the individual interests and abilities of students.

4. The principle of entertainment.

5. The principle of diversity of forms and types of extracurricular activities.

6. The principle of interconnection certain types extracurricular work.

7. The principle of voluntariness.

8. The principle of mass character.

Calendar-thematic planning

	Topic of the lesson	Number of hours
	What is a word?
	Lexical meaning of the word
	direct and figurative meaning the words
	cipher letter

	Intonation

	Country "Rebusology"
	Small genres of folklore
	We compose riddles
	Fables
	Lotto of fairy tales
	Our theatre. Fables.
	Poems about animals
	Final lesson. Creation of the magazine "We are on the site-2016"

Technical equipment :

A computer;

Projector;

Artistic drawings and illustrations;

Books with works;

Materials for artistic creation (gouache, watercolor, paper, etc.)

Bibliography:

For the teacher:

Albetkova R.I. / Russian literature, - textbook, DROFA, M., 2013.

Explanatory note

"Post scriptum" is a literary circle that brought together 7th grade students of the GBOU secondary school No. 292 with an in-depth study of mathematics in the Frunzensky district of St. Petersburg. The main goal of the association is to identify, study and develop the creative abilities of children.
Great importance in the formation of a spiritually rich, harmoniously developed personality has poetry. Unfortunately, the young reader is often repelled by complex poetry that requires thought, tension of feelings. And in order for a reader to leave the school, who will certainly try to understand and understand this complex poetic world, a circle is needed. "Post scriptum" provides an opportunity to practice in such a difficult matter as creative work in literature.

Acquiring practical skills (composing poems, literary works), children learn to convey their thoughts, feelings, experiences, and show their personal qualities. Classes of the circle "Post scriptum" are focused on students in grades 7 in the amount of 5-15 people, are held once a week. A total of 34 hours per year is planned.

In the classroom, students should learn to show their author's position, expressively read poems, observing the norms of literary pronunciation. Members of the circle should become active participants in school-wide events, promote creative activity, participate in school and city reading competitions, and submit creative works to city competitions.

The purpose of a literary circle, as well as literary education in general, is to develop the spiritual world of a person, to create conditions for the formation of the inner need of a person for continuous improvement, for the realization and development of their creative abilities. At the same time, the student masters the skill of the reader, free and vivid own speech.

The study of literature as the art of the word involves the systematic reading of works of art. The need to communicate with the book can develop only with a wide and skillfully directed acquaintance with literature and other types of art of the native country, region and world, in constant attention to the emotional perception of the text by students, to their reflection on the problems posed by the author.

The reality of the modern world is such that we have to state the ever-decreasing interest in poetry throughout the world. In order to understand and love poetry, a person must think about the meaning of everything that exists, listen to the music of words that express the feelings of another person.

Work with poetic texts is not limited to reading, analysis, search for visual and expressive means. The practical orientation of the activity will undoubtedly interest not only the traditional connoisseurs of poetry - girls, but will also allow boys to show their talents. It is no secret that it is boys who are more inclined to independent artistic creativity, while girls prefer to act according to finished sample.

In the process of activity, members of the circle will have to select poems of their own composition for the release of a literary and artistic collection, arguing their choice, illustrating them, learning to read poems expressively, and speaking to the public.

Program Goals

Through acquaintance with the aspects of poetic skill, learn to create your own works of a given topic: poetry, short prose, based on knowledge of the theory of literature.

Analyze lyrical works of your own composition and other authors, learn how to interpret them.

Learn the principles of communication, becoming sociable people, competent in the field of versification, creative individuals.

To teach students the techniques and skills of working with a poetic text, the ability to analyze elementary texts, and to see the means of expressiveness of a poetic language.

To develop in children a sense of beauty; the ability to see pictures of nature drawn by masters of the poetic word and to illustrate these pictures orally and on paper.

To teach students the expressive reading of poems that draw pictures of their native nature; introduce students to the art of writing.

To instill a feeling of love for the native nature through the comprehension of a poetic line.

Highlight in the text the main figurative and expressive means of the language provided for studying by the literature program for grade 7 (epithet, metaphor, comparison, hyperbole, litote, personification, etc.)

Illustrate poetic works, feeling the mood conveyed by the poet.

Program objectives

Within the framework of the school poetic circle, I would like to solve two interrelated problems: the moral education of students and their literary development.
The defining direction in the forthcoming work is to teach students to think creatively. This can help a lot:

holistic analysis of a poetic work

The ability to read the work and see the word in context

comprehension of poetic idea

Acquaintance with various aspects of poetic skill

In general, what we came up with today should be obligatory element normally organized work of the school, because in addition to the lessons, students develop an interest in the subject, expand and deepen their knowledge of the subject:

better assimilation of program material

Improving text analysis skills

expanding linguistic horizons

Developing linguistic flair

Developing creative abilities

the language culture is increasing, etc.

To achieve the educational goal, the following tasks are defined:
development of children's creative abilities, their literary gift
help in self-expression for each member of the circle
stimulation of interest in the spiritual wealth of Russia, the Urals, world culture
development of the emotional sphere of the child as the basis for the formation of a "culture of feelings"
introduction to the world of art
education of aesthetic taste
formation of research skills
development of communication skills in different situations.

Skills and abilities of students

Expanding the literary horizons of students, mastering the skills of analysis poetry, performing creative tasks and written works of a research nature, writing their own poems will help to introduce students to independent work, to the ability to find, assume, prove, compare, and show their creative activity. It is important to combine the breadth and depth of content, preference for mass forms of work, taking into account the individual characteristics of schoolchildren, various forms of classes, and the flexibility of their use.

Expected Result

As a result of studying in the classroom, students become prepared to participate in school and city reading competitions. As a result of working in a circle, students enrich their vocabulary, develop creative abilities, and master the norms of literate oral speech.

Work plan for 2014-2015 academic year

Target: development of children's creative abilities, their literary gift.
Tasks:

development of the child's emotional sphere as the basis for the formation of a "culture of feelings";

formation of communication skills, stimulation of interest in the spiritual wealth of Russia, world culture;

introduction to the world of art; education of aesthetic taste.

Three areas of work:

creative: writing poetry;

educational: release of poems of his own composition;

mass: participation in competitions, literary and musical holidays, quizzes, olympiads.

Thematic planning of the circle« postscriptum»

The work of the circle is aimed at developing the following ZUN in students:

possession of expressive reading skills

the ability to see the aesthetic function of language means and artistic details works

the ability to independently analyze works and their fragments

the ability to competently build monologues of various forms

ability to create creative research papers

Since the work of the circle also involves the co-creation of students, it is advisable to conduct some classes as individual ones.

Educational and thematic plan

Lesson topic	Key Content Elements	Practice	Control	Planned learning outcomes (personal, meta-subject, subject)	Planned dates / date of the event
Theory of Literature.Meters, feet and verse sizes(iamb, trochee).	Meters, feet and verse sizes(iamb, trochee). How to determine the meter.	Work with poems
Meters, feet and verse sizes	Meters, feet and verse sizes(dactyl, amphibrach, anapaest).	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson.	Understanding the poetic size, the ability to determine it in an unfamiliar text.
Workshop. Reading and writing poetry.	Creation of own texts. Expressive reading.		Reading own texts.
Circle meeting dedicated to the work of S.Ya. Marshak	The story about S.Ya.Marshak.	Drawing up a plan, answering questions of a reproductive nature	Plan the lecture	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Rhyme and its varieties	Ways of rhyming (cross, ring, pair). Algorithm for determining the type of rhyme in a given text.	Working with poems, determining the types of rhymes	Setting educational goals and objectives, formulating the conclusions of the lesson.
Theory of Literature. Rhyming system	The concept of feminine and masculine rhyme, how to determine the rhyming system.		Setting educational goals and objectives, formulating the conclusions of the lesson.	Understanding rhyme, the ability to determine it in an unfamiliar text.
Workshop	Generalization of knowledge on types of sizes and rhymes in poems	Working with poems, determining the types and systems of rhymes	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement. Test work.	Understanding rhyme, the ability to determine it in an unfamiliar text. Understanding the poetic size, the ability to determine it in an unfamiliar text.
Landscape autumn lyrics (A.S. Pushkin, F.I. Tyutchev)	Acquaintance with the poems of A.S. Pushkin, F.I. Tyutchev. Determination of features of the image of autumn.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Landscape autumn lyrics (S. A. Yesenin, A. Blok, A. Akhmatova).	Acquaintance with the poems of S. A. Yesenin, A. Blok, A. Akhmatova. Determination of features of the image of autumn.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Literary theory. Stanza(quatrains, octaves).	The concept of a line. Types of stanzas: quatrains and octaves.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Workshop. Autumn lyrics	Creation of own texts on a given topic. Expressive reading.	Writing your own works, including according to given principles.	Reading own texts.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Strophe (terzan, Onegin, ballad)	The concept of a line. Types of stanzas: terzan, Onegin, ballad.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Literary theory. Stanza(odic, sonnets, limericks).	The concept of a line. Types of stanzas: odic, sonnets, limericks.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Workshop. Rhymes and stanzas.	Control lesson on the topic "Rhymes and stanzas"	test work	Independent work
Theory of Literature.Varieties of poems(acrostic, free verse).	types of poems. Acrostic, free verse. Key Features.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Workshop. Theory of Literature. Strophe (quatrains, octaves, terts).	Summarize knowledge about the types of stanzas. The principle of working with stanzas in a poem.	Work with poems	Drawing up a table "Types of stanzas", working with poems
Theory of Literature. Varieties of poems (acrostic, free, free verse, etc.)).	types of poems. Acrostic, free verse, free verse. Key Features.	Work with poems	Drawing up a scheme "Varieties of poems"	Ability to analyze and systematize own knowledge
Winter in the poems of S. Yesenin, A.S. Pushkin, K. Balmont. Practice. Illustrations.	Acquaintance with the poems of S. A. Yesenin, A. S. Pushkin, K. Balmont. Determining the features of the image of a winter landscape.	Work with poems Working with illustrations	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Creative laboratory dedicated to the winter landscape.	Writing a text on a given topic, the concept of "keywords".	word drawing	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature.Requirements for the writer's style(clarity of speech, accuracy of speech, synonyms).	The concept of the style of the poet. Clarity, accuracy of speech are the main requirements for the writer's style.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Spring is a wonderful time. Work with texts. (O. Mandelstam, S. Yesenin, N. Klyuev)	Acquaintance with the poems of S. A. Yesenin, O. Mandelstam, N. Klyuev, features of the image of spring nature. The concept of mood in a poem.	Work with poems Working with illustrations	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Figurative speech. Epithets.	Expressiveness of speech as a basis in poetry. The concept of figurative and expressive means in speech. Epithets.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Comparisons.	The concept of figurative and expressive means in speech. Comparisons.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Tropes (metaphor, personification, allegory).	The concept of figurative and expressive means in speech. Trails. Metaphor, personification, allegory.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Tropes (metonymy, synecdoche, irony).	The concept of figurative and expressive means in speech. Metonymy, synecdoche, irony.	Work with poems	Setting educational goals and objectives, formulating the conclusions of the lesson. Build your own statement.	The ability to analyze and correct their own speech and the speech of others.
Theory of Literature. Figures (repetition, exclamation, antithesis). Control.	The concept of figurative and expressive means in speech. syntactic figures. Repetition. Exclamation. Antithesis.	Work with poems Test looking for examples in texts.	Independent work
Poems about the war. Poem genre. R. Rozhdestvensky. “210 steps. War"	Poem genre. The specificity of the theme of war in poetry on the example of R. Rozhdestvensky's poem “210 steps. War"	Poem work. Collective reading of the poem, breaking down the text into semantic parts. Expressive reading	Setting educational goals and objectives. Group work.	Ability to analyze and correct own work. Ability to work in a group.
Summer landscapes (M.Yu. Lermontov, M.Tsvetaeva, S.Yesenin)	Image Features summer nature on the example of poems by M.Yu. Lermontov, M. Tsvetaeva, S. Yesenin. The concept of the mood of the poem.	Work with poems Expressive reading	Setting educational goals and objectives.	The ability to analyze and correct their own speech and the speech of others.
Workshop. Summer landscapes.	Create your own poems on a given topic.	Writing texts. Expressive reading.	Setting educational goals and objectives.	The ability to analyze and correct their own speech and the speech of others.
Reserve lessons

List of literature for the teacher

1. A short dictionary of literary terms. M., "Enlightenment", 1985.

2. V.P. Medvedev "Studying lyrics at the school M. "Enlightenment" 1985

3. M.M. Girshmon “Analysis of the poetic works of the ASP, M.Yu. Lermontov, F.I. Tyutchev, M. " graduate School 1981"

4. N. Gordeev, V. Peshkov "Tambov path to Pushkin."

5. A.I. Revyakin "History of Russian literature of the 19th century." M. "Enlightenment" 1981

6. Literary reference materials. Moscow. "Enlightenment" 1989

List of literature for students

1. Works by A.S. Pushkin, M.Yu. , M. Prishvina.

2. V.G. Belinsky "Works of A.S. Pushkin". M. "Soviet Russia" 1984

3. Explanatory dictionary. 4. Brief dictionary of literary terms.

« Personal creative plan»

The work of the circle reflects the activities to improve my own professional pedagogical qualifications, as I am working on the topic "Personally-oriented and developing teaching technologies and lessons of the Russian language and literature." I believe that the goal of modern education, the main value of which is the recognition of individuality in each student, is to create psychological and pedagogical conditions that make it possible to work in a single class team with an orientation towards the average student, and with each one individually, taking into account individual cognitive abilities, needs and interests. This makes it possible to develop the individual abilities of the student, to form a comprehensively developed personality, to acquire skills and abilities based on the cooperation of the teacher and the student, mutual understanding; development of creative ZUN, involving the integration of subjects (literature, Russian language, history, music, painting).

Application for classes

Lessons 9-10

Landscape autumn lyrics, its artistic features.

"Golden autumn has come"

Target:

show the beauty and diversity of nature through poetry.

Tasks:

to acquaint with the works of A.S. Pushkin, F. I. Tyutchev, S. A. Yesenin, A. Blok, A. Akhmatova, dedicated to autumn;

teach the selection of rhymes;

teach how to work with a dictionary;

learn to compare different works.

develop a sense of language;

cultivate love for the native nature;

cultivate a love for the poetic word.

I. Checking homework. At the last poetry meeting, we worked with texts by S.Ya. Marshak and wrote quatrains dedicated to our smaller brothers. We agreed to finalize what was written at home, and now I would like to listen to your texts.

Reading children's work.

II. Today's meeting is dedicated to autumn, a wonderful time of the year. Let's see what definition S.I. Ozhegov's dictionary gives to the word "autumn". Autumn is the season following summer. Meager lines that carry only specific information that do not reflect the speaker's attitude to the subject of conversation.
III. Let's turn to poetic texts and see what autumn will appear in verse.

1. A.S. Pushkin

Autumn (excerpt)

Sad time! Oh charm!

Your beautiful beauty is pleasant to me -

I love the magnificent nature of wilting,

Forests clad in crimson and gold,

In the vestibule of the wind noise and fresh breath,

And the heavens are covered with mist,

And a rare ray of sun, and the first frosts,

And distant gray winter threats.

2. F.I. Tyutchev

Is in the autumn of the original

short but marvelous time -

The whole day stands as if crystal,

And radiant evenings ...

Where a peppy sickle walked and an ear fell,

Now everything is empty - space is everywhere -

Only cobwebs of thin hair

Shines on an idle furrow.

The air is empty, the birds are no longer heard,

But far from the first winter storms -

And pure and warm azure pours

To the resting field...

3. S. Yesenin

Autumn

Quiet in the thicket of juniper along the cliff.

Autumn - red mare - more often mane

Above the river bank

The blue clang of her horseshoes is heard.

Schemnik - the wind with a careful step

It crushes the leaves on the ledges of the road.

And kisses on the rowan bush

Red ulcers to the invisible Christ.

4. A. Blok

golden valley

You leave, mute and wild.

Crane melts in the sky

A receding scream.

Frozen seems to be at its zenith

Endlessly pulling threads

Triumphant Spider.

Through transparent fibers

The sun, the light is not melting,

Idly beats on the blind windows

Empty housing.

For fancy clothes

Autumn gave the sun

Flying Hopes

Inspirational warmth.

5. A.Akhmatova

Unprecedented autumn built a high dome,

There was an order to the clouds not to darken this dome.

And people marveled: the September deadlines are passing,

And where did the cold, wet days go?

The water of muddy channels became emerald,

And the nettles smelled like roses, but only stronger.

It was stuffy from the dawns, intolerable, demonic and scarlet,

We all remember them until the end of our days.

The sun was like a rebel who entered the capital,

And spring autumn caressed him so greedily,

What seemed - now a transparent snowdrop will turn white ...

That's when you approached, calm, to my porch.

After reading each poem, a conversation is held according to the following approximate plan:

1. What mood does this poem evoke?

2. What is autumn in the description of this poet? What is it expressed in?

3. Are all words clear?

A number of “definitions” of autumn are written on the board (comparisons, epithets, ...) We conclude that each poet has his own autumn. Often poets convey their state of mind through the description of nature. It must be said that poetry cannot talk about anything without relating it to a person. Any description of an object or landscape will somehow speak of the poet.

IV. Poetry is close to music. Listen to how Vivaldi expressed his feelings, showed his understanding and perception of autumn. Sounds like a fragment of "Seasons".

V. And, of course, I would really like you to try to write something right now. I offer you a form of tercene (three lines) based on past tense verbs.

For example:

Autumn. The leaves turned yellow

The birds have flown

Only eight kopecks. Autumn!

The guys write, read the resulting poems. A fragment from Tchaikovsky's "The Seasons" sounds.

Lesson 4

The meeting of the poetic circle dedicated to children's literature and creativity of S. Ya. Marshak.

Target:

to involve students in the work of a poetic circle, showing the possibility of developing speech, co-creation, creativity.

Tasks:

to acquaint with the life and work of S.Ya.;

develop a sense of language, showing the beauty of the poetic word;

develop the creative abilities of students;

cultivate love for literature, poetic word;

cultivate love for our smaller brothers.

I. Poetic speech is unusual. Even the Bible gives an explanation of its origin: “And the Word became flesh and dwelt among us, full of grace and truth” (John 1:14). Indeed, well-known Christian motives are close to poetic speech. We hear poetic speech from the cradle, falling asleep to the songs of our mother, listening to the tales of A.S. Pushkin, riddles and jokes.

II. Today we will get acquainted with children's poems, and maybe remember what is painfully familiar from childhood.

So, Samuil Yakovlevich Marshak (1887 - 1964). This is the largest poet, playwright, translator, creator great poetry for little ones. This is what I want to talk about today in more detail.

In the work of Marshak for children, both the variety of the content of books and the variety of their literary genres are striking. He wrote funny poems about children, about their games, toys (“Giant”, “Ball”, “Roly-Vstanka”, “Mustache-striped”, “Good day”, “Children of our yard”, etc.) and poetic cognitive books (“Yesterday and Today”, “A Fun Journey from A to Z”, “ All year round”, “Colorful Book”, “How a Plane Made a Plane”), and heroic stories about the exploits and labor of a person (“Passport”, “Mail”, “The Story of an Unknown Hero”, “Ice Island”.)

The works of Marshak also reflect the exciting events in the life of our people: “War with the Dnieper” (about the construction of the Dnieper Hydroelectric Station), “Military Post (about fighting

for the Motherland), "False fiction" (about pre-revolutionary life). He also wrote humorous books: "The Distracted Man", "Luggage", "Poodle", Based on folk art, he created a wonderful fairy tale "Ryaba Hen and Ten Ducklings", fairy tales-plays "Teremok", "Cat's House", "Twelve Months " and etc.

He translated many works from English: Shakespeare's sonnets, poems by Burns, Byron. A characteristic feature of his work is that his poems are read with pleasure not only by children, but also by adults. And this is a sign of true art of the word!

Why do you think this serious man wrote poetry for the little ones?

(A fun story, a good joke help to present material for education best qualities person).

V. G. Belinsky wrote: “Write, write for children, but only in such a way that an adult can read your book with pleasure.” Marshak himself believed that “no discounts should be made on children's literature. We do not feed children worse products than adults. The demand for simplicity and value in a children's book should not lead to simplification of thoughts and impoverishment of feelings.

III. Expressive reading of the works of S. Ya. Marshak

1. Mustachioed - striped.

2. Giant.

3. Tale of a stupid little mouse.

4. Children in a cage.

5. All year round (calendar).

6. About everything in the world (ABC in verses and pictures).

Which poems do you like best and why?

What means of expression does the author use most often? (epithets and comparisons).

IV. Today we will try to “put” our “children in cages”, we will try to write poems about animals that we know best, which are closer to us.

I offer you possible beginnings of poems.

Where are you, little gray mouse?

How much can you squeak

Children to sleep disturb?)

I am a naughty kitten.

(Where is your book, my friend?

Yes, a notebook will do:

Tearing her leaves is sweet...)

I am a red, perky, cheerful puppy.

(To you, dear friend, I'm flying with all legs.

I'm waiting for you faithfully at the door.

Give me a bone or a candy soon!)

Cowardly, gray and oblique

(Didn't want to be friends with the fox

And just one time

He ran past us.)

Red-tailed sly -

(The biggest liar.

Waving his tail - deceit,

Whatever the word - all the fog).

Gray stupid wolf cub

(Often he howls awake.

Just look at the moon

In a howl rolls to the bottom).

During home preparation, the teacher beats the proposed beginnings of the lines himself, sees what is easier for children to cope with.

The creative process can be accompanied by Shainsky's music.

Note

Analysis of a poetic text

Really biographical and factual commentary.

Genre (drama, lyrics, epic, epic).

DRAMA- one of the four genres of literature. In the narrow sense of the word - the genre of a work depicting a conflict between characters, in a broad sense - all works without the author's speech. Types (genres) of dramatic works: tragedy, drama, comedy, vaudeville.
LYRICS- one of the four types of literature, reflecting life through the personal experiences of a person, his feelings and thoughts. Types of lyrics: song, elegy, ode, thought, message, madrigal, stanzas, eclogue, epigram, epitaph.
LYROEPIC- one of the four types of literature, in the works of which the reader observes and evaluates the artistic world from the outside as a plot narrative, but at the same time events and characters receive a certain emotional assessment of the narrator. A ballad is a lyric-epic poetic work.
EPOS- one of the four types of literature, reflecting life through a story about a person and the events that happen to him. The main types (genres) of epic literature: epic, novel, story, short story, short story, artistic essay.

Theme (what the poem is about)

The meaning of the title (the title reflects the main theme and idea of the poem).

Basic images.

The use of figurative and expressive means of the language (tropes, artistic techniques, synonyms, homonyms, antonyms).

Color spectrum.

Construction features.

Poetic size Coachman x about dit, iambic, trochee (disyllabic)

Am yo ba d a kaet amphibrachs, dactyl,

An not sun I kaya.anapaest (trisyllabic)

Rhyme (steam room - AABB, cross - ABAB, ring or encircling - ABAB).

Intonation, semantic and rhythmic pauses.

Conclusion (my opinion).

Bibliography

Natalia Nikolaevna Kuklova
The program of the literary circle "Rechenka" for older preschoolers.

Explanatory note.

In each period of a child's life, the activity of his body is associated with the solution of certain priority, vital tasks. AT preschool period is a task of social significance, for example, the development of speech.

Speech is one of the most complex higher mental functions of a person, the degree of formation of which in early childhood largely determines the level of the child’s general preparedness for successful learning in general education school. If speech begins to develop intensively in the second year of life, then by the age of six the child will already be able to control his behavior on the basis of verbally generalized information.

However, statistics show that the percentage of children with speech violations is steadily increasing. Today, according to the World Health Organization, various speech disorders are observed in 30% of children who come to the 1st grade, i.e. objectively during preschool period in a third of all children speech the function does not reach the norm and requires additional corrective actions of specialists.

It is also known that deviations are easier to prevent than to correct already formed ones. Therefore, it is necessary to develop speech from early childhood and in close cooperation of all specialists, since it is the first years of a child’s life that are of decisive importance for his further development.

One of the most important tasks of an educator with preschoolers having OHP, is the formation of their coherent monologue speech. This is necessary both for a more complete overcoming of the systemic speech underdevelopment and to prepare children for the upcoming schooling. Unfortunately frontal and individual lessons with children with speech disorders is not enough to solve problems. Considering given fact, was created circle« Rechenka» , which includes the following types of children's activities:

Reading fairy tales, stories, poems, nursery rhymes, tongue twisters, guessing riddles

Observation, demonstration, TCO

Games, exercises

Conversations; explanations, storytelling, reading

Staged and dramatized.

Relevance.

Particular importance is attached to working with artistic literature, since this is both a mysterious world into which every child is immersed, and a source of information about surrounding, and necessary condition normal speech development. Children learn not only to learn poems, guess riddles, retell fairy tales, but also get acquainted with epithets, metaphors, comparisons, and other means of artistic expression, learn to fantasize, writing unusual continuations of famous fairy tales, inventing their own, original fairy tales or stories on a given topic.

Development of optimal ways to overcome the general underdevelopment of speech in older preschoolers through exposure to art literature.

Tasks Cup.

1. Show the features of the development of expressiveness of figurative speech preschoolers with ONR based on works and folklore genre.

2. Develop the child's creative abilities through theatrical activities, improve the artistic skills of children.

3. To develop the communicative qualities of children through folk tales, folklore, games, fun.

4. To form the experience of social behavior skills, create conditions for the development of children's creative activity.

In the classroom Cup with children we learn to speak brightly, figuratively, expressively, attracting the attention of listeners. We play finger games based on folk and author's fairy tales. We show theatrical performances using puppets - gloves. Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game. Any of your inventions, impressions from environmental The child wants to translate life into living images and actions. Entering the image, he plays any role, trying to imitate what he saw and what interested him, and getting great emotional pleasure.

Theatrical activities help develop the interests and abilities of the child; contribute common development; the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of acting, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. The alternation of the functions of performer and spectator, which the child constantly assumes, helps him to demonstrate to his comrades his position, skills, knowledge, and imagination.

Exercises for the development of speech, breathing and voice improve child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and learn more subtly the world.

Structure.

Kruzhkovaya work allows you to occupy children in their free time from organized educational activities, liberate children, remove "installation" on educational activities, allows the educator to avoid the stereotyped start of educational activities.

Stages of work:

The installation stage (children get acquainted with the topic, they form a positive attitude towards activity, attention is activated. With the help of special conversations, games, the educator, together with a teacher - a psychologist and a speech therapist, form an emotional and trusting contact with peers in children).

Corrective stage (includes overcoming the main problems that exist in the development of speech and behavioral areas of children with OHP. Tasks are offered for the formation of friendly contacts in the group, the ability to interact in the game, participation in the performance of roles in games).

Final stage (to sum up, the work of all children is evaluated positively).

The results of the work carried out are the positive dynamics of indicators of the quality of education and upbringing. The guys use nursery rhymes, counting rhymes in active speech, have a stock of knowledge of fairy tales and fairytale heroes, use the attributes of Russian folk culture in independent activities, take an active part in folk holidays. Children learned to see the beauty of the Russian folk word through games, conversations, classes. They constantly expand their horizons, speech becomes literate, use folk words and understand their meaning. In my work I use modern educational technology: personality-oriented (I provide comfortable, conflict-free and safe conditions for its development); humane-personal (I reject coercion, I profess the ideas of all-round respect and love for the child); cooperation (I implement democracy, equality, partnership in relations between the teacher and the child); health-saving (gymnastics, physical minutes, gymnastics after sleep, finger games, walks on the fresh air with the use of outdoor games, I control the ventilation of the premises); free upbringing (I focus on providing the child with freedom of choice and independence, exercising his choice, the child declares his position); gaming; developmental education, allowing to develop a creative personality, ready for life in modern society; differentiated education, according to which I give children knowledge on principle: each at the level of his abilities and abilities, I take into account the individuality of each child; interactive technologies that I use in class circle work while working with parents. Thanks to modern pedagogical technologies, the educational process is carried out effectively.

As part of circle programs« Rechenka» with kids senior preschool age, an action plan was developed with children and parents. During our meetings, the children learned how the book appeared, got acquainted with Russian folklore, traveled around the Russian fair, told their favorite fairy tales, visited the country "Guess", participated in dramatizations and dramatizations, staging puppet shows.

Form of organization of classes in mug« Rechenka» .

Classes are held once a week.

Duration - 25-30 minutes

Number of children - all present in the group

Age - 5-6 years

Interaction with professionals and parents.

Work Cup runs more efficiently and effectively with the participation of specialists DOW: we resort to the consultation of a teacher-psychologist to solve social and moral problems in children. The advice of a speech therapist helps to improve speech skills of preschoolers. Other teachers take part in holidays, entertainment as characters. Parents assist in the manufacture of attributes, costumes for the holidays; participate as characters.

Conversations with parents, their participation in the work Cup help at home to consolidate the knowledge and skills acquired by children in the classroom and, thereby, achieve the desired results.

Expected results.

Expected Results:

1. The development of monologue and dialogic speech of children with OHP

2. Development of the creative abilities of a child with OHP through theatrical activities, improve artistic skills

Children master the skill:

1. Retell literary works, independently conveying the idea and content, expressively reproducing the dialogues of the characters.

3. Distinguish literary genres: fairy tale, story, riddle, proverb, poem

4. Show in stories individual abilities for creative speech activity.

Job analysis Cup« Rechenka» showed positive dynamics in correction speech and mental disorders in older preschoolers. Therefore, work experience Cup can be used in the work of psychologists, teachers, specialists preschool education and will also be useful to parents interested in the harmonious development of their children.

Perspective work plan Cup:

September:

Diagnostics of the development of children's speech

- "Theater of Sounds"

October:

- "How did the book come about"

- "How a book is born"

- “Introduction to Russian folklore: "Songs, nursery rhymes "Kisonka - Murysenka", "The cat went to Torzhok"

Introduction to riddles

Games for the development of hearing, onomatopoeia, game actions, speech formation

November:

Introduction to fairy tales different peoples

- "Journey through the Russian Fair"

December:

Making up fairy tales for children

- "Learning to speak differently"

Country travel "Guess"

Preparing for New Year's Eve »

January:

Games for the formation of acting skills, training in puppetry

- Learn to speak clearly

Theatrical folklore performance

February:

- "One, two, three, four, five - do you want to play?"

dramatization "Forest Animals"

Preparation for the holiday

Holiday of Russian felt boots

March:

- "Compilation of a descriptive story about mother"

dramatization "Magpie - white-sided"

dramatization "Cats and mice"

April:

- "One, two, three, four, five - we will compose poems"

- “We read funny poems and add a word - rhyme”

-"A friend will always come to the rescue"

- "Plasticine fairy tale"

Reading your favorite books

Quiz "We love fairy tales"

- “We talk about our favorite games and fairy tales”

Preparing for the performance

Performance with adults (parents) and group children

Working with parents:

September: Questionnaire " Speech development of the child

October: Creating a mini-library on a theme "Folklore"

November: Album art "Fairy tales" (composed by parents together with children)

December: Invite parents to remember speech games from your childhood and make an album

January: Offer to help in organizing, designing a theatrical performance "Welcome to our room"

February: Joint preparation for the holiday "Russian boots"

March: Consultation "The development of a child's speech is the most important task"

April: Writing poems, riddles, various rhymes

May: Organizing and holding a performance with children and parents

MKOU SOSH Art. Nikolaevskaya Digorsky district

"Reviewed"

Head of the Ministry of Education of Teachersprimary school

Bessarab L. N.

Protocol No._____

from "____" _______ 2014

"Agreed"

AND ABOUT. deputy director

for water management ________ Chirvo N.N.

"____" ____________ 2014

"I approve"

Acting Director of MKOU secondary school

Art. Nikolaevskaya

Romanenko N. N.

Order No. _______

from "____" ____________ 2014

Working programm

Literary circle

"Visiting a wise book"

Grade 2

Developed

Primary school teacher

Khloeva Evgeniya Viktorovna

2014-2015 academic year

Explanatory note.

modern school is experiencing a new stage of its development. The primary school teacher is faced with the task of building the educational process in such a way that society receives highly cultured, deeply moral and socially active citizens, for whom the ability and desire to learn should become stable personality traits. This cannot be achieved without the serious work of students from the first days of training, not only with a textbook, but also with children's books from the available reading circle. Until quite recently, the value of books and reading was undeniable among us. But today the situation looks different. The picture of mass reading, its prestige, reader preferences and habits have changed significantly. In this age of scientific and technological progress, dominated by television, computers and video games, children have lost interest in reading. We observe:

an increase in the number of students who limit themselves to reading literature only according to the school curriculum;

there is currently no official tutorial extracurricular reading, work with the book is introduced into the structure of literary reading lessons.

The problem of forming correct conscious, fluent and expressive reading worries every teacher, since reading plays a very important (if not dominant) role in the education and development of the child's personality.

What is happening with modern children's reading in terms of the prospects for the birth of a new generation of children information society? This question deeply worries adults. Many teachers and parents are dissatisfied with the fact that children do not like to read, but you can’t force them to study, you need to captivate them with learning! And this is absolutely fair. How to teach reading so that children fall in love with a book, because a book read in childhood remains in memory for a lifetime and affects the subsequent development of a person? This problem is of particular relevance in elementary school. Each book must come to the child at a certain age, otherwise friendship with it may not take place!

Teachers are seriously concerned about the problem of children's reading. Many parents do not know what their children read, and are not interested in what books they are fond of, the vast majority do not subscribe to periodicals for their children. Schoolchildren themselves prefer to buy scanwords and comics.

To solve this problem, a program of a literary circle for students of the 2nd grade "Visiting a wise book" was created.

Program goal: to acquaint students in depth with children's literature and books, to ensure the literary development of younger students, to reveal to children the world of moral and aesthetic values and spiritual culture accumulated by previous generations, to develop an artistic taste, to form a culture of feelings, communication.

The program is aimed at solving the following tasks:

to develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;

to teach children to feel and understand the figurative language of a work of art, expressive means that create an artistic image, to develop the figurative thinking of students;

to form the ability to recreate the artistic images of a literary work, to develop the imagination of students, associative thinking, to develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of fine literature, to cultivate an artistic ear;

to form the need for constant reading of books, to develop interest in literary reading, the work of writers, creators of works of verbal art;

enrich the sensory experience of the child, his real ideas about the world and nature;

to form the aesthetic attitude of the child to life, introducing him to the classics of fiction;

provide a deep enough understanding of the content of the works different levels difficulties;

to expand the horizons of children through reading books of various genres, diverse in content and topics, to enrich the moral, aesthetic and cognitive experience of the child;

ensure the development of students' speech and actively form reading and speech skills;

work with various types texts;

create conditions for the formation of the need for independent reading of works of art.

The selection of literary content is guided by the value of works, takes into account the age capabilities and social experience of younger students. That is why, along with classical Russian and foreign literature, a place is given to works of oral folk art and modern children's books.

In the classroom, children also get acquainted with the literature of their native land, works of oral folk art, reflecting the life and traditions, the richness and originality of the language of people living in the area, which will not only have an impact on the formation of the personal self-consciousness of the growing person, but also help to master the figurative specifics literature as an art form.

Educators who work with younger students know how difficult it is to teach children the technique of reading, but even more difficult to raise an enthusiastic reader. It is necessary to organize the process in such a way that reading contributes to the development of the personality, and a developed personality feels the need for reading as a source of further development. Reading and storytelling of books is organized at all moments of life at school, it is associated with games and walks, with household activities and work.

The forms of work with the book are varied and are determined by the creativity of the teacher. To form an interest in reading, you need to use a variety offorms of organization of classes:

lesson-dispute,

performance performance,

holiday activity,

interview session,

integrated lesson,

conference,

oral Journal,

contests,

literary meeting,

literary lounge,

literary ring, etc.

The system of work presented in the program makes it possible to introduce new technologies, non-standard forms of work in extracurricular activities, develop students' speech, increase the educational motivation of children and, most importantly, educate a competent reader. The use of computer and multimedia technologies will significantly increase the efficiency of work on raising interest in books and reading.

The teacher must create conditions for the modern child, guaranteeing him the discovery of a holistic picture of the world thanks to the current set of children's books, the development of motives for reading, so that the culture of understanding the value and priority of reading, reading activity is not violated.

Terms and stages of the program implementation, focus on the final result:

This program is implemented for 1 year in extracurricular activities.At the end of the academic year, diagnostics are carried out in the form of tests, questionnaires, and conversations.

The program is divided into two sections:

1. Reading circle.

2. Working with a children's book (UUD)

When teaching children to read, their knowledge should also be replenished with elementary concepts of a literary nature: the simplest information about the author - writer, about the topic of the work being read, its genre, the features of small folklore genres (riddle, joke, proverb, counting rhyme). Children will receive initial ideas about the visual and expressive possibilities of verbal art (about “painting with a word”, about metaphor, comparison, personification, rhythm and musicality of poetic speech).

Classes of the circle are aimed at developing the communication skills of the child,
the ability to conduct a dialogue, participate in a conversation, listen and supplement comrades, express judgments and prove their correctness. At the same time, it is necessary to maintain a benevolent tone, the emotional nature of speech, exercising in the possession of the literary norms of the native language.

Reading circle: fiction and popular science literature, works for independent reading by students silently and selective rereading aloud, poems, stories, fairy tales about the Motherland, about children, about exploits, about animals and plants, about adventures and magic, books by writers of the native land.

Working with a children's book: orientation in the book, the ability to distinguish the main elements of the book, determining the content by title (author, title), the ability to give the correct answer about who or what the book is read about. Orientation in a group of books, determining the topic of reading, choosing books according to given criteria, according to a recommendation poster and a book exhibition. Consolidation of the skill of collective reproduction of what was read on the questions of the teacher. Moral assessment of situations, behavior and actions of heroes. The ability to correlate the names of authors with their books. Consolidation of a positive attitude towards independent reading of children's books in the classroom and after school hours, independent learning of games from collection books, participation in the preparation of a speech at a matinee, the ability to keep a classy reading corner in order.

Guiding Principles of the Literature Circle Program

"Visiting a wise book"

The program assumes the following content of books, their structure and teaching methods, which are built on the basis of the leading principles:

artistic and aesthetic;

literary criticism;

communicative speech.

Artistic and aesthetic principle determines the strategy for selecting works for reading, and therefore the reading circle of younger students included mainly literary texts. Children's attention is drawn to the fact that before them are not just informative interesting texts, but namely works of verbal art that reveal to the reader the richness of the surrounding world and human relations, give rise to a sense of harmony, beauty, teach to understand the beautiful in life, form in the child own attitude to reality. This principle involves the active establishment of links between all other arts.

Literary principle taking into account the peculiarities initial stage learning is realized in the analysis of a literary work, highlights the artistic image. The word becomes the object of the reader's attention and is comprehended by him as a means of creating a verbal and artistic image through which the author expresses his thoughts, feelings, ideas.

In elementary school, the analysis of a work of art should help children feel the integrity of the artistic image and adequately empathize with the hero.

The literary principle finds its expression in the fact that the program covers all the main literary genres: fairy tales, poems, stories, fables, dramatic works (in excerpts). When analyzing a work, this principle aims at enriching students with the first ideas about the problem.

Communicative-speech principle is aimed at developing the speech culture of students, at the formation and development of speech skills in younger students, the main of which is the skill of reading. The task of literary reading classes is to intensively develop the skill of reading as a type of speech activity: from a loud speech form of reading to reading to oneself.

Conditions for the implementation of the program

The implementation of the goals is impossible without the use of resources: the availability of fiction in school and rural libraries, teaching materials, visual demonstration aids and tables, Internet, electronic presentations.

Accounting for the age and psychological characteristics of children.

Selection and location educational material, application various methods and pedagogical technologies in this program correspond to the age and psychological characteristics of children of primary school age, for which the leading activity is communication in the learning process.

The program is focused on the feelings, images and thoughts of children that arise in their classroom. The process of working with a work is a generalization, search and discovery of truths, cooperation according to the schemestudents - teacher - author . An inexhaustible source for the speech, intellectual and moral development of children should be the language of the works of our classics.

Expected results (key and subject-wide competencies).

The student must be able to:

search:

interrogate the environment;

consult a teacher

get information;

think:

establish relationships between past and present events;

be critical of a particular statement, proposal;

be able to resist uncertainty and complexity;

take a stand in discussions and develop your own opinion;

evaluate works of art and literature;

cooperate:

be able to work in a group;

to make decisions;

resolve disagreements and conflicts;

agree; develop and fulfill the duties assumed;

get down to business:

join a group or team and contribute;

show solidarity; organize your work;

adapt :

use new information and communication technologies;

persevere in the face of adversity; find new solutions.

It follows from this that students must show the ability to mobilize previously acquired knowledge, use the practical experience of adults, show the ability to prove (justify their point of view), be able to organize the relationship of past and present knowledge in solving a specific situation, i.e., use previously acquired competencies. The knowledge gained in this way is more durable and of better quality.

Thematic planning

Topic

Suggested Literature

UUD

Individual work with a children's book

Group work with children's book

A week

Poems about school and children

Hello, golden autumn! School in the sun

S.Ya.Marshak "The first day of the calendar", "About one student and six units"

A. Pleshcheev "What they teach at school"

Looking at books in a cool reading corner, bringing books from home, showing to friends.

Optionally learn one poem about the school by heart.

School poetry competition. Photo exhibition "My first day at school" with a quatrain about the school of his own composition.

Animal Tales

"Hardworking and quick-witted, no trouble is terrible"

V. Suteev "Mouse and Pencil".

R. Kipling "Elephant"

Determination of the features of the genre of fairy tales about animals.

Retelling by illustrations. Bring your book of fairy tales about animals to the reading corner.

Role-playing a fairy tale.

Riddles about animals

Learn to guess riddles: guess yourself and explain to a friend.

Sef "Key to the fairy tale",

K.I. Chukovsky "Riddles",

Russian folk riddles.

Learn to guess riddles, find keywords, orientate in the reading topic by title.

Learn one riddle by heart. Search for riddles to compile a cool collection of riddles.

Compilation of a classy collection of riddles

Learn to be friends

E. Permyak "Two stories", "The most terrible",

V.A. Oseeva "Feather"

Expressive reading with an intonation of sympathy, resentment, empathy.

Find proverbs about friendship and friends

Brainstorming "Learn to be friends." Dramatize individual episodes of the work.

Hello, autumn!

M. Prishvin "Leaf Fall"

Determine the genre of the work and the theme, draw up a plan for the work.

Preparation of drawings "Autumn in my city"

Oral magazine "Autumn in my city"

A bad deed - a bad end.

Italian fairy tale "How the donkey stopped singing"

S. Baruzdin "Blots",

V. Berestov "Snake - braggart"

Learn to work with a book: cover, illustrations, author, theme, genre.

Come up with your own original continuation of the fairy tale.

Playing out the fairy tale S. Mikhalkov "Storks and Frogs"

Poems about the Motherland Hello, country of heroes, country of dreamers, country of scientists!...

Mogilev "The Tale of the Loud Drum", Poems about the Motherland.,

Reading and reasoning about what has been read

building a sense of pride in one's country

Prepare an expressive reading of poems about the Motherland. Selection of books for the thematic exhibition of books "About the Motherland"

Compilation of oral illustrations for the work "The Tale of the Loud Drum"

funny poems

D. Kharms "Ivan Toropyshkin"

S. Marshak "Poodle", "Baggage"

Review of various editions of one work.

to form the need for constant reading of the book, to develop interest in literary creativity

Design and draw your own book cover for your favorite book

Working with illustrations for works, illustrators.

"At the Fair"

Small folklore genres.

Highlighting the distinctive features of Russian folklore.

Learn a nursery rhyme, a rhyme, a fable.

Competition for the best tongue twister

Animal Tales

Good is the one who has a smart head and a good heart

V. Suteev "Wand - lifesaver", "Bag of apples", "Apple"

Determining the topic of reading based on illustrations, title, author's surname.

Composing a fairy tale about an inanimate object (a briefcase, a mug, a shoe, a pen, etc.)

Design and selection of fairy tales to create a cool collection "Tales about ..."

Costa Khetagurov for children

Books and works by Kosta Khetagurov

Features of the design of the books of the Tatar writer.

Choosing Poems for Expressive Reading

Setting up a book exhibition.

Kosta Khetagurov poetry competition

funny poems

If you don’t like it, don’t laugh, but don’t bother others.

A. Barto "The house has moved",

Kharms "12 cooks", "Ivan Ivanovich Samovar", "Ivan Toropyshkin"

E. Moshkovskaya "Cunning old women"

Expressive reading with intonation of humor, joy. Pay attention to the connection "theme - the author"

Selecting a passage to memorize.

Drawing up an exhibition of books on the topic, exchanging books, compiling a memo "Respect for the book"

Tales and poems of adventure and magic

I'm not a magician yet, I'm just learning.

E. Blaginina "Wonderful hours", "Poems about the Christmas tree"

Detailed analysis of the work.

Working out the connection "genre - books", be able to read the inscriptions on the cover with a complicated design of books.

Write poems about your friends

Reader's Conference "The Adventures of Dunno and His Friends"

N. Nosov "The Adventures of Dunno and His Friends"

Stories and poems about exploits

M. Zoshchenko "The Most Important"

Emelyanov "Brave Girl"

Exercise in the ability to predict approximate content by title, beginning, illustrations, using external signs or previous experience.

Characteristics of the act, heroes.

Conversation-dispute.

It's funny to you, but it came to my heart

E. Charushin "Cat Maruska", V. Oseeva "Who is the dumbest of all."

Ability to find the title of a book on the spine. Theme and genre of the work.

Expressive reading with an intonation of sympathy, sadness, joy.

Write a story about an incident with your cat.

Photo-exhibition “My four-legged friends» with comments

Tales of true friendship.

Afghan fairy tale "The wolf is a snitch"

African fairy tale "That's friendship!"

Distinguish between a book - a work and a book - a collection

Identification of the main characteristics of a "true friend" according to the read fairy tales.

Write a story about your best friend.

The design of the poster "True friend" based on the "brainstorming"

About heroism and cowardice

Glory warms - shame burns

S. Marshak "The Story of an Unknown Hero", "Fire"

Artyukhov "Coward", S. Mikhalkov "Vaccination",

K. Ushinsky "Cowardly Vanya"

Selective reading of the characteristics of the main characters. The title of the thematic exhibition.

Select, review, and bring books about courage to class.

Compiling advice for those who want to be brave.

Life is given for good deeds.

B. Zhitkov "Help is coming"

E. Permyak "Pichugin Bridge"

Highlighting key episodes on teacher questions. Consolidation of all acquired knowledge.

Write a story about your good deed.

Solving the crossword "About the heroes of the brave"

Works about children - peers.

Kiselev "Spark Boy", S. Mikhalkov "About Mimosa"

N. G. Garin-Mikhailovsky "Tyoma and the Bug"

Setting to get acquainted with the book, starting with the author's last name (sign - unfamiliar). Intonated reading of works.

Compilation of characteristics of positive and negative characters. Narration from the point of view of the main character.

Design of the exhibition of books "To Comrades for Children"

Motherland - learn to defend your mother.

A. Gaidar "Campaign", "The Tale of a Military Secret"

S. Mogilevskaya "The Story of a Brave Drummer"

Detailed analysis of works, characteristics of character traits.

Learn to title a thematic exhibition.

Pick up proverbs and sayings about the Motherland.

Identification of moral qualities.

Conversation-discussion with elements of staging.

There is no better friend than a dear mother

E. Blaginina "That's what a mother is", "Grandma is care",

Emelyanov "Stories about Mom"

Pankin "The Legend of Mothers"

Trutnev "Protalinki"

Introduction to the concept of legend. Expressive reading of poems, content analysis.

Composition of poems about mother and for mother (burime)

Collection of poems of our class "The most, most, most ..."

Books about children and their affairs

A. Barto "Grandma had 40 grandchildren"

S. Marshak "Siskins"

Identification of the behavioral characteristics of the characters for further staging.

Choice of role in dramatization

Collect books in the reading corner that need repair and work as a "doctor" in the "book hospital"

Where once a question has sprouted, a strong mind is ripening

Chinese folk tale "The Child and the Wise Man", "Why polar bear black nose"

Yusupov why the frog has no tail

The ability to find common features in books

to form the need for constant reading of the book, to develop interest in literary creativity

Think about what question you would like answered.

Literary game "Why"

Fables of grandfather Krylov

Fables by I. A. Krylov "Quartet", "Wolf and Crane", etc.

Learn some passage from the fable of I. A. Krylov. My illustration for my favorite fable.

Game - “Guess” (find out which fable of I. A. Krylov is illustrated)

Spring, spring on the street, spring days!

B. Zakhoder "To Comrades Children", E Shim "How do they meet spring?"

E. Shim "What does spring smell like."

Pay attention to the relationship "theme - the author." Transfer of spring mood with expressive reading.

Come up with your own title for the poem. Verbal image of spring pictures.

Compilation of an oral journal "Spring, spring on the street ..."

Know and love your native nature!

E. Charushin "Big and small", "About Tomka"

Snegirev "About penguins"

G. Skrebitsky "The Prickly Family"

Summarize what you read, finding logical connections in the work.

Translation according to plan.

Work with explanatory dictionaries of Ozhegov, Dahl

Works about plants

You think miracles are far away, but they are here, nearby.

N.Pavlova

"Live Bead"

ensure the development of the speech of schoolchildren and actively form the reading and speech skills

Isolation of key episodes of works.

Create a presentation

"Live Bead"

Tales of the peoples of my city

Ossetian Russians folk tales

Acquaintance with the features of fairy tales of different peoples, their design.

Retelling the story on behalf of the hero.

Compilation of a fairy tale dictionary.

All for one, and one for all, then there will be success in business

N. Nosov "Cucumbers",

A. Gaidar "Chuk and Gek"

Formation of the moral position of the younger student. Repetition of the rules of reading hygiene.

Making questions about the work.

Discussion "My attitude to the fact that" lies badly "

Stories about animals.

Stop! Sit down! Bend over! And look under your feet! Living alive be surprised: they are akin to you .... "

M. Prishvin "Fox bread", "Gadgets", "Forest floors"

K. Ushinsky Stories and fairy tales, "Eagle"

Working out the connection "writer - books - topic"

to form the need for constant reading of the book, to develop interest in literary creativity

Bring pictures, illustrations, photographs depicting the birds of our city.

Conversation and reasoning on what was read, compiling a memo “Learn to observe”

Generalizing lessons

- watching a children's film;

- watching a theatrical performance;

- visiting the city library;

Preparation for KVN

KVN "In the country of Chitalia"

Briefing session with parents

Conducting a matinee with a generalization of the acquired knowledge

Prepare questions for teams

Event "Dad, Mom, I am a Reading Family"

Final diagnosis.

Testing to identify the reader's horizons.

ensure the development of the speech of schoolchildren and actively form the reading and speech skills

Drawing up a list for summer reading, taking into account the degree of assimilation of the works read.

Setting up a summer reading corner.

As a result of the program, students should:

know/understand

titles, the main content of the studied literary works, their authors;

be able to

read consciously the text of a work of art “silently” (without regard to speed); determine the topic and main idea works;

retell the text;

divide the text into semantic parts, draw up its simple plan;

compose a small monologue statement based on the author's text, evaluate events, heroes of the work;

read poems by heart (optional);

create a short oral text on a given topic;

give examples of folklore works (proverbs, riddles, fairy tales);

distinguish between genres of fiction (fairy tale, story, fable), distinguish between folk and literary tales;

distinguish book elements (cover, table of contents, title page, illustration, abstract);

use the acquired knowledge and skills in practical activities and

Everyday lifefor:

independent reading of books;

statements of value judgments about the read work (hero, event);

independent choice and determination of the content of the book by its elements;

work with different sources information (dictionaries, reference books).

Used Books :

1. Newspaper "Pedagogical Council". - 2005 No. 3; 2005. №6

2. Gostimskaya E.S. Extracurricular reading M., 2005.

3. Russian literary classics. Samara: Fedorov Corporation, 1995.

4. What is? Who it? M.: Pedagogy, 1990. Vol. 1-3

5. Russian children's writersxx century. Bibliographic dictionary. M.: Flinta - science, 2001.

6. Russian children's writersxx century. Bibliographic dictionary. M.: Flinta - science, 2001.

7. Russian school reader. 1-4 classes. Publishing house "Interbuk", 1985.

8. Svetlovskaya N.N., Dzhezheley O.V. Extracurricular reading in grades 1-3.

M. Education, 1985.

9. Svetlovskaya N. N. "Methodology of extracurricular reading", M. 1991.

› , ›

EXPLANATORY NOTE

The program of the literary and poetic circle "Artistic Word" is based on:

The fundamental core of content general education and Requirements for the results of mastering basic general education, established in the Federal State Educational Standard for Basic General Education 2012.

The curriculum of the secondary school in the village of Krasny Tekstilshchik, Saratov District, Saratov Region, for the 2015-2016 academic year

An exemplary basic educational program for basic general education / The program was prepared by the Institute for Strategic Studies in Education of the Russian Academy of Education. Scientific supervisors - Corresponding Member of the Russian Academy of Education A. M. Kondakov, Academician of the Russian Academy of Education L. P. Kezina. Compiled by E. S. Savinov. M. "Enlightenment", 2012

The program was developed in accordance with the requirements of the Federal State Educational Standard of basic general education, which recognizes the spiritual and moral development and education as a priority for a student - a future citizen of his country, who loves his people, language and culture and respects the traditions and culture of other peoples. It takes into account the main ideas and provisions of the Program for the development and formation of universal educational activities for general education.

The program of the circle details and reveals the content of the federal state educational standard of the second generation, determines the general strategy for teaching, educating and developing students by means of a subject in accordance with the goals of studying literature, which are defined by the standard.

The program is addressed to students of the 5th grade of a comprehensive secondary school. Its implementation period is 2015-2016 academic year. This program is designed for 1 year of implementation.

The program provides for the development of all the main activities of students, the program has features due to the subject content of the general education system and the psychological characteristics of students.

This program is based on such a subject as literature. The subject "Literature", in turn, is included in the field "Philological disciplines", is one of the main subjects of the general school course, which is reflected in detail in the program.

Program structure

The program has the following structure:

Explanatory note.

Program content.

The content of the topics of the training course (table of thematic distribution of hours per level of study).

Calendar-thematic planning of educational material.

Description of material and technical equipment.

Distinctive features of this program

The main distinguishing feature of the program is that the study of literature as an aesthetic and national-historical phenomenon and the creation of one's own poetic texts is seen not so much as the goal of teaching, but as a means of personal development.

Prerequisites for the development of this program

The prerequisites for the development of this program were the following contradictions, identified during the subject questioning of 5th grade students at the end of the school year:

1. Between the need for schoolchildren to accept national spiritual traditions and the cultural experience of the people and the unformed need for familiarization with cultural values.

2. Between the need of students for self-expression and successful socialization in society and their lack of knowledge and methods of positive self-expression.

3. Between the desire of students to improve in literary creativity and the lack of purposeful work in this direction.

After analyzing the identified contradictions, a problem was formulated that the students faced with the need to realize themselves in literary creativity. This is the problem of the aesthetic development of adolescents from the standpoint of a system-activity approach and in accordance with the requirements of the second generation of the Federal State Educational Standard.

The goals of creating a literary circle "Souls are wonderful impulses"

primary goal The literary circle, as well as literary education in general, consists in the formation of the spiritual world of a person, the creation of conditions for the formation of the inner need of the individual for continuous improvement, for the realization and development of his creative abilities. At the same time, the student masters the skill of the reader, free and vivid own speech.

In addition to the main purpose of creating this circle, there are several more additional goals that the leader of such a literary community should set for himself:

the formation of a spiritually developed personality with a humanistic worldview, national self-awareness and all-Russian civic consciousness, a sense of patriotism;

development of intellectual and creative abilities of students necessary for successful socialization and self-realization of the individual;

students' comprehension of the top works of domestic and world literature, their reading and analysis, based on an understanding of the figurative nature of the art of the word, based on the principles of the unity of artistic form and content, the connection of art with life, historicism;

step-by-step, consistent formation of the ability to read, comment, analyze and interpret a literary text;

mastering possible algorithms for comprehending the meanings inherent in a literary text (or any other speech statement), and creating your own text, presenting your own assessments and judgments about what you have read;

mastering the most important general educational skills and universal educational activities (formulate the goals of the activity, plan it, carry out a bibliographic search, find and process the necessary information from various sources, including the Internet, etc.);

using the experience of communication with works of fiction in everyday life and learning activities, speech self-improvement.

home idea literary circle programs - the study of the poetic heritage of different authors in order to identify distinctive or similar features between poetic works, preserve literary traditions, etc.

One of the signs correct understanding text is the expressiveness of reading by students. It is the formation of expressive reading skills that contributes to the study of literature in grades 5-6. The program includes a list required types works on the development of speech, in particular, such as the creation of their own poems, as well as a list of poetic texts for memorization or expressive reading in front of an audience.

The main tasks of the literary circle

1) identify talented children involved in literary creativity and provide them with opportunities for the development of creative abilities;

2) to increase students' interest in literature and the Russian language through familiarization with the cultural heritage of the people and creative meetings with bards, poets and writers of the city of Irbit;

3) provide an opportunity for children involved in literary creativity to exchange experiences with their peers and teachers;

4) develop ICT - competence: the ability to use computer programs, develop multimedia products.

Achievement goals and objectives literary circle programs will contribute to use of elements of modern educational technologies:

1. Active learning methods

2.Game technology

3.Research learning technology

4. Technology for the development of critical thinking in the lessons of the Russian language and literature

5.Project method

6.Technology of workshops in the lessons of the Russian language and literature

7. Technologies of level differentiation

8. Information and communication technologies

9.Health-saving technologies.

The course of the literary circle program for grade 5 is represented by the following sections:

The poetic heritage of the Russian people

Poetic 19th century.

Poetic heritage of the twentieth century

foreign poetry

Information from the theory and history of literature.

Estimated results of the work of the literary circle

The results of the work of the literary circle are presented in the Requirements for the level of preparation of students in the subject "Literature". They contain the following components: be able to- a list of specific skills in literature, the main types of speech activity; a group of knowledge and skills that are in demand in the practical activities of the student and his daily life is also highlighted.

Student Assessment System

The grading system concerns subject, meta-subject and personal student achievement.

A) Subject achievements are evaluated with the help of the publication of literary newspapers (printed organs of the circle), carried out at the end of the study of the topic. For participating in the creation of a newspaper issue, students receive encouragement.

When analyzing subject results, it is necessary to be guided by the principle of learning through activity. The analysis process involves answering the questions: “What can a student who has successfully mastered the material do?”, “What questions can he answer?”, “What tasks can a student solve?”.

2) When determining metasubject results it is advisable to highlight those results that can be analyzed. First of all, this is the formation of students in such areas of culture as design, research, communication.

Project activity directed to gain experience in creating and implementing educational projects. Research activities includes a general educational culture and a culture of working with information. Communication skills assume possession of all types of speech activity.

3) Personal achievements students are entered in tables of personal non-personalized data. They are recommended to be evaluated according to the “pass” / “fail” system, when summing up the results for the sections personally by the teacher.

Results of the work

creation of a printed organ of the circle (newspapers);

reading by heart poetic texts;

mutual control;

self-control;

circle meetings;

participation in school creative competitions.

Exhibitions

Methods

monitoring student engagement social life schools, cities, countries;

questioning in order to identify the interests and needs of adolescents and correct the thematic planning of the work of the circle and the content of individual classes;

analysis of the information received and a conversation at each lesson of the circle.

Forms of work

individual work

projects,

group lessons,

research,

contests,

Presentations

Exhibitions.

The principles underlying the work of the literary circle program

Personally oriented principles: principle of adaptability; principle of development; comfort principle.

Culturally oriented principles: the principle of the picture of the world; the principle of the integrity of the content of education; the principle of systematicity; the principle of semantic attitude to the world; the principle of the indicative function of knowledge; the principle of relying on culture as a worldview and as a cultural stereotype.

Activity-oriented principles: the principle of activity learning; the principle of a controlled transition from activity in a learning situation to activity in life situation; the principle of transition from joint training cognitive activity to independent activity of the student (zone of proximal development); the principle of relying on the processes of spontaneous development; the principle of the formation of the need for creativity and skills of creativity.

Place and role of the literary circle in education:

In accordance with the requirements of the Federal State Educational Standard for Basic General Education and in accordance with the Curriculum of the MOU "Secondary comprehensive school village Krasny Tekstilshchik, Saratov district of the Saratov region ", the circle" Artistic word "is conducted in the 5th grade. The total number of lessons per week is 1 hour (34 academic weeks per year involves 37 lessons - 34 lessons + 3 lessons during the holidays).

Description of the value orientations of the content of the literary circle

The literary circle at school is based on the principles of the connection of art with life, the unity of form and content, historicism, traditions and innovation, understanding of historical and cultural information, moral and aesthetic ideas, mastering the basic concepts of the theory and history of literature, developing the ability to evaluate and analyze works of art, mastering the richest expressive means of the Russian literary language.

Visiting a literary circle at school allows students to realize literature as the greatest spiritual and aesthetic value; master the ideological and aesthetic richness of native literature in its best examples and individual works of literature of the peoples of Russia, get acquainted with the masterpieces of world classics; learn to analyze and evaluate literary works; get an idea about the life and creative path of outstanding writers; develop and improve communication skills based on the awareness of the functions of language and the artistic imagery of a literary text.

The academic subject "Literature", which is the basis of the program of the literary circle, is one of the most important parts of the educational field "Philology". The connection of literature with the Russian language is obvious, because. Mastering literature as an academic subject is the most important condition for a student's speech and linguistic literacy. Literary education contributes to the formation of his speech culture.

Literature also interacts with other disciplines: music, visual arts, world artistic culture, history, social studies, geography, biology, and even mathematics.

One of the components of literary education is the literary creativity of students. Creative works of various genres contribute to the development of the student's analytical and imaginative thinking, to a large extent shaping his general culture and social and moral guidelines.

As a result of mastering the content of the letter circle, the student gets the opportunity to improve and expand the range of general educational skills, skills and methods of activity, the mastery of which is a necessary condition for the development and socialization of schoolchildren.

Achieving this goal involves:

reading and studying outstanding works of domestic and world literature;

formation schoolchildren have knowledge and skills that ensure the independent development of artistic values;

formation ideas about Russian literature as a sociocultural phenomenon that occupies a specific place in the life of the nation and humanity;

development artistic and creative abilities, imagination, aesthetic sense of schoolchildren, education of their emotional and intellectual responsiveness in the perception of works of art;

development literacy skills and freehold literary speech.

Personal, meta-subject and subject results of mastering the program material of the literary circle "Souls are wonderful impulses"

Personal:

§ positive attitude to cognitive activity;

desire to acquire new knowledge and skills;

§ development of new activities;

§ participation in the creative process;

§ awareness of oneself as an individual and at the same time as a member of society.

Subject:

§ willingness to use knowledge of subject areas in creative creative activity

Metasubject

Possession of all types of speech activity

Regulatory UUD:

§ the ability to plan their activities through the performance of the necessary actions and operations;

§ the ability to set goals and realize the planned;

§ the ability to make the necessary adjustments;

§ the ability to adequately assess one's achievements (self-assessment).

Cognitive UUD:

§ willingness to be aware of the cognitive task;

§ the ability to perform educational and cognitive actions in material and mental form;

§ the ability to carry out operations of analysis, synthesis, comparison;

§ the ability to make generalizations, conclusions.

Communicative UUD:

§ the ability to participate in a general conversation, observing the rules of speech behavior;

§ the ability to formulate one's own thoughts and listen to the statements of others;

§ the ability to express and justify one's own point of view;

§ ability to work in groups (determining the purpose and functions of group members)

Requirements for the level of preparation of students after the completion of the literary circle

Learning Outcomes

The results of extracurricular activities of the literary circle "Souls are wonderful impulses" are presented in the Requirements for the level of graduates, which contain the following components: to teach the opportunity to learn / to learn- a list of knowledge necessary for the assimilation of each student; be able to- a list of specific skills in the Russian language, the main types of speech activity; a group of knowledge and skills that are in demand in the practical activities of the student and his daily life is also highlighted.

As a result of mastering the program of the literary circle, the student will learn the following:

Learns the basic theoretical and literary concepts: folklore, folklore, genres of folklore; constant epithets, hyperbole, comparison (development of ideas); lyrics as a genre of literature (development of ideas); poetic speech and poetic sizes (initial representations); metaphor, sound writing and alliteration; humor; portrait, landscape (development of ideas); lyric hero.

Students will have the opportunity to learn the following:

analyze a lyrical work;

to distinguish a poem from prose using information about versification (rhythm, rhyme, stanza);

see the connection between various types art and use their comparison, for example, when referring to an illustration created for a specific work;

identify the main moral issues of the work;

determine the theme and idea of a lyrical work, find the artistic means used in the work by the author;

trace the change in mood (intonation) in the poem;

perceive the ambiguity of words in a poetic literary text, determine their role in the work;

to distinguish between the features of the construction and language of works (lyrical poems);

use the alphabetical catalog of the school library;

navigate in an unfamiliar book (author, abstract, table of contents, preface, afterword);

prepare an expressive reading of a lyric poem by heart with subsequent analysis;

to argue their attitude to the heroes of the work, to explain the motives of the behavior of the heroes, to compare and evaluate their actions, experiences, portraits, speech, to find direct author's assessments;

write a creative work (note) on the material of life and literary impressions;

compose short lyrical works;

create newspapers as a form of reporting on the work of the circle.

For convenience, the program uses a system of abbreviations (symbols). With their help, the forms of control for classes and types of classes are indicated (the typology of lessons is taken as the basis).

Abbreviations ( conventions) used in the program

Forms of current and intermediate control

FO - frontal survey;

WG - work in groups;

SG - creation of a newspaper;

HF - expressive reading;

CH - reading by heart

Types of lessons (classes)

UONZ - a lesson in familiarization with new knowledge;

UONR - a lesson in skills development and reflection;

UOMN - a lesson of a general methodological orientation;

URC - a lesson in developmental control

Program content

Introduction (1 hour) "Literary Kaleidoscope". heuristic conversation. Filling out the questionnaire

Poetry is life (16 hours) Creative workshop (composing poems and mini-poems dedicated to Teacher's Day, school anniversary, anniversaries) . A brief analysis of the questionnaires and a conversation: "What is main sign poetry?" Acquaintance with literary criticism (analysis of the poetic content of L. Martynov's poem "The Rich Beggar" and "In the Core").
Recitation competition « Eye charm." Reading by students of poems of their own composition. "What is poetry?" Mindfulness and imagination of the reader of poetry. Recommendations for complex text analysis. Linguistic analysis of Yesenin's and Drunina's poems.

Comparison of works by different authors on the same topic "What is happiness?" E. Asadov and N. Aseeva. Stamp competition. Work on the issue of the newspaper "Inspiration"

All about the poem (19 h.)

Why do people need speech? Why do people need poetry? Foot, meter, two-syllable meter. The main thing in the work is the idea, the main idea. How to connect sentences in a text, images in a poem? Trisyllabic meter. Versatile meter. images around us. Literary game "What does it look like?". Rhyme, ways and types of rhyme. Poetry competition dedicated to the seasons. Speech styles. Artistic style. Mixture of styles. Form and content. What's more important? Vowels and consonants in a poem .. Poetic genres, their artistic originality. What is a stanza? Nature poetry competition. Parody. Irony, humor, sarcasm, satire in a poetic work. The role of music and painting in the creation of poetic works "This must be seen! This must be heard!" To narrate is to tell (the ability to build a narrative poem based on a text, a series of drawings, an imaginary plot) (compatibility of words, word in the text). Competition of readers "Happy time of childhood". Work on the issue of the newspaper "Inspiration" for the Children's Day.

Summing up (1 hour)

The content of the topics of the training course. Table of thematic distribution of hours per level of study

Section of the training course, number of hours. Content elements

Characteristics of the activities of students

UUD

Forms of control

Section 1 Introduction

Literary kaleidoscope. heuristic conversation. Filling out the questionnaire (1 hour)

Chatting with the teacher. They give examples from fiction as arguments, consciously build statements and listen to the opinions of classmates.

Regulatory : the ability to plan their activities through the accomplishment of certain operations; setting educational goals and objectives;

Cognitive: reflection of the methods and conditions of action, control of the process and results of activity; conscious construction of speech utterance; analysis and synthesis of the received information; readiness to realize the cognitive task;

Communicative:

determination of the purpose, functions of participants, methods of interaction; the ability to express one's thoughts in accordance with the tasks of communication; Personal ; mmetasubject : ; subject :

Section 2. Poetry is life

Poetry is life (16 hours)

Creative workshop (composing poems and mini-poems dedicated to Teacher's Day, memorable dates). Creation of a literary newspapers. A brief analysis of the questionnaires and a conversation: "What is the main sign of poetry?" Acquaintance with literary criticism (analysis of the poetic content of L. Martynov's poem "The Rich Beggar" and "In the Core").
"I know the power of words..." A conversation about the appointment of a poet and poetry. Performances by students with messages about their favorite poets. Dispute “How to understand -“ You can not be a poet ”?
Competition of readers "Charm of the eyes". Poetry and us". Reading by students of poems of their own composition. Literary discussion. (Oh, open your eyes wider, open your attention and hearing - this is the most wonderful thing in the world than life gives you around!)
"What is poetry?" Mindfulness and imagination of the reader of poetry. Recommendations for complex text analysis. Linguistic analysis of Yesenin's and Drunina's poems.
Poetry and stamps. Analysis of unsuccessful poems, imperfect poetic works selected by the teacher and students (cliches, stylistic inaccuracies, edification).
Comparison of works by different authors on the same topic "What is happiness?" E. Asadov and N. Aseeva. Stamp competition.

They read the text, identify the distinctive compositional and artistic features of epics of different cycles, and analyze the literary text. They select quotes to answer the question posed, retell literary texts. They analyze the images of the characters, independently evaluate the literary work, look for material for the project, prepare the project and newspapers.

Regulatory : , the ability to plan their activities through the accomplishment of certain operations; the ability to make the necessary adjustments.

Cognitive:

Communicative:

planning of educational cooperation,

Personal : use of various sources of information for solving cognitive and communicative problems; the formation of a sense of beauty, love for literature and the Fatherland, orientation in the system of moral norms and values, their appropriation ; mmetasubject : master all types of speech activity ; subject : consciously comprehend poetry

FD, RG, SG, HF, CHN

Section 3. All about the poem

All about the poem (19 hours)

Why do people need speech? Why do people need poetry? Foot, meter, two-syllable meter. The main thing in the work is the idea, the main idea. How to connect sentences in a text, images in a poem? Trisyllabic meter. Versatile meter. images around us. Literary game "What does it look like?" Syllabo-tonic versification. Rhyme, ways and types of rhyme. Poetry competition dedicated to the seasons. Speech styles. Art style. A mixture of styles. Form and content. What's more important? Instrumentation of the verse: alliteration, assonance. Poetic genres, their artistic originality. What is a stanza? Nature poetry competition. Parody. Irony, humor, sarcasm, satire in a poetic work. The role of music and painting in the creation of poetic works "This must be seen! This must be heard!" To narrate means to tell (the ability to build a narrative poem based on a text, a series of drawings, an imaginary plot) Why do we say that? (compatibility of words, word in the text). Competition of readers "Happy time of childhood". Work on the issue of the newspaper "Inspiration"

Regulatory : ability to goal-setting, setting a learning task ; the ability to make the necessary adjustments.

Communicative:

planning of educational cooperation,

determination of the purpose, functions of participants, methods of interaction; the ability to express one's thoughts in accordance with the tasks of communication; creation of a poetic text of one's own composition according to certain canons; work on the creation of literary newspapers Personal : use of various sources of information for solving cognitive and communicative problems; the formation of a sense of beauty, love for literature and the Fatherland, orientation in the system of moral norms and values, their appropriation ; mmetasubject : master all types of speech activity ; subject :

FD, RG, SG, HF, CHN

Final lesson. Game "Young Poets"

They participate in the game, prove their point of view, drawing on previously studied literary material.

Regulatory : the ability to set goals, setting a learning task ; the ability to make the necessary adjustments.

Communicative:

planning of educational cooperation,

determination of the purpose, functions of participants, methods of interaction; the ability to express one's thoughts in accordance with the tasks of communication; creation of a poetic text of one's own composition according to certain canons Personal : use of various sources of information for solving cognitive and communicative problems; the formation of a sense of beauty, love for literature and the Fatherland, orientation in the system of moral norms and values, their appropriation ; mmetasubject : master all types of speech activity ; subject : conscious perception of a poetic text

TOTAL HOURS 37

CALENDAR AND THEMATIC PLANNING OF A LITERARY CIRCLE

"SOULS WONDERFUL IMPACTS" IN THE 5TH CLASS

№ p/p

Date plan

date fact

Lesson topic

Type of lesson (lesson)

Current and intermediate control

1 quarter (7, 5 weeks) 8 lessons + 1 lesson during the holidays

Section 1 Introduction

1.1 (1)

Introductory lesson. Acquaintance "Literary Kaleidoscope"

UONZ

Section 2 Poetry is life (16 hours)

2.1 (2)

Composing poems dedicated to school

UONZ

FO, RG

2.2 (3)

UONZ

2.3 (4)

Creation of the newspaper "Inspiration" about the school

OHNR

2.4 (5)

Composing poems and mini-poems dedicated to Teacher's Day

OHNR

FO, RG

2.5 (6)

Conversation "What is the main sign of poetry?". Introduction to literary criticism.

UONZ

FO, RG

2. 6 (7)

Analysis of the poetic content of L. Martynov's poem "The Rich Beggar" and "In the Core"

UONZ

FO, RG

2. 7 (8)

“I know the power of words…” Prepared projects of students' speeches about their favorite poets.

UONZ

FO, RG

2. 8 (9)

I know the power of words ... "Prepared projects for student speeches about favorite poets

OHNR

2nd quarter (8, 5 weeks) – 9 lessons + 1 lesson during the holidays

2. 9 (10)

Dispute “How to understand the words “You can not be a poet?”

UONZ

FO, RG

2. 10 (11)

Competition of readers "Charm of the eyes"

UONZ

2. 11 (12)

"Poetry and Us". Reading poems on free theme

UONZ

2. 12 (13)

What is poetry? Linguistic analysis of poems by S. Yesenin, Yu. Drunina

UONZ

FO, RG

2. 13 (14)

Poetry and Stamps, Stamp Contest

UOMN

FO, RG

2. 14 (15)

Comparison of works by different authors on the same topic "What is happiness?" E. Asadova and N. Aseeva

OHNR

FO, RG

2. 15 (16)

Work on the issue of the newspaper "Inspiration" "When the Christmas trees are lit"

OHNR

2.16 (17)

Work on the issue of the newspaper "Inspiration" "When the Christmas trees are lit"

OHNR

Section 3 All about the poem (20 hours)

3.1 (18)

Why do people need poetry? Foot, disyllabic measurements

UONZ

3.2 (19)

The main thing in the poem is the theme and idea

UONZ

3rd quarter (11 weeks) - 11 lessons + 1 lesson during the holidays

3.3 (20)

How to connect sentences in the text and images in the poem? Trisyllabic meter

UONZ

FO, RG

3.4 (21)

images around us. Literary game "What does it look like?"

OHNR

3.5 (22)

Rhyme, ways and types of rhyme. Poetry competition dedicated to the seasons

UONZ

3.6 (23)

Speech styles. Art style. Mixing styles

UONZ

3.7 (24)

Form and content. What is more important in a poem?

UONZ

FO, RG

3.8 (25)

Repetition of consonants and vowels in poetic texts

UONZ

FO, RG

3.9 (26)

Poetic genres, their artistic originality

UONZ

FO, RG

3.10 (27)

What is a stanza?

UONZ

FO, RG

3.11 (28)

Composing poems of your own composition on a free topic

OHNR

3.11 (29)

Nature poetry competition

OHNR

3.12 (30)

Parody. Irony and humor in poetry

UONZ

FO, RG

4th quarter (8 weeks) - 8 lessons

3.13 (31)

Sarcasm and satire in poetry

UONZ

FO, RG

3.14 (32)

The role of music and painting in the creation of poetic works. Project Protection

UONZ

FO, RG

3.15 (33)

To narrate means to tell (the ability to build a narrative poem based on a series of drawings and an imaginary plot)

OHNR

FO, RG

3.16 (34)

Reading competition "Happy time of childhood!"

OHNR

3.18 (35)

OHNR

FO, RG

3.19 (36)

Work on the issue of the newspaper "Inspiration" "Children's Day"

OHNR

FO, RG

Section 4. Summing up (1 hour)

4.1 (37)

Final lesson. Game "Young Poets"

UOMN

TOTAL HOURS 38

DESCRIPTION OF MATERIAL AND TECHNICAL EQUIPMENT

List of literature for the teacher

V. I. Anisimov. Poetry of truth and dreams. - M .: Fiction, 1988

Kaplan I. E. Analysis of the works of Russian classics. - M .: Fiction, 1995

3 . Karsalova E. V. "The living verses themselves speak ...". - M.: Enlightenment, 2002

4. Lyantsman O. Ya. Poetry lives here. - Volgograd: Teacher, 2009

4. E. Etkind. Talk about poetry. - M.: Enlightenment, 2008

List of used literature for students.

1. Read, think, argue... Didactic materials on literature. 6th grade. - M. Bustard, 2010
2.Voiteleva T. M.. Russian language. Didactic materials. - M. Bustard, 2009
3.Nikitina E. I.. Russian speech. The development of speech. – M. Bustard, 2011

4. . T. V. Matveeva. From sound to text. – M. Bustard, 2011

Applications to the program

Project topics, creative works

"I know the power of words..." My favorite poet of the XIX - XX century.

The role of music and painting in the creation of poetic texts.

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The names of circles in literature are the middle link. School literary circle: program, description, topics

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