Summary on the topic of war and peace. Summary of the open lesson “Me and the world around”

New social demands reflected in the Federal State Educational Standard define the main goal of education as the general cultural, personal and cognitive development of students, providing such a key competence of education as “teaching how to learn.”

How to structure Russian language and literature lessons in order to implement the requirements of the Second Generation Standards? To do this, you need to know the criteria for the effectiveness of a lesson, the requirements for its preparation and delivery, analysis and self-analysis of the activities of the teacher and students.

It is known that, along with general approaches to planning lessons in all subjects (thought-out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between teacher and student, based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standards of the main general education The problem of an activity-based lesson model containing certain structural and content stages is becoming increasingly relevant in school education.

Concerningliterature lessons , then the requirements for their construction are, in principle, not outdated: the trinity of goals (teaching, developing and educating) is a mandatory component of any lesson, including a literature lesson. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.

When analyzing M. Bulgakov’s story “ dog's heart"used materials from T.V. Ryzhkova’s book “The Path to Bulgakov.”

Literature lesson notes based on M.A. Bulgakov’s story “Heart of a Dog”

Lesson objectives:

1. Educational: conducting compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.

2. Developmental: development of skills in working with literary text; development of skills to characterize the characters of the story; improving group skills and independent work; improving logical and creative thinking.

3. Educational: understanding what education and self-education means, culture, traditions in the life and fate of a person and society; formation of a value system.

Forms of work: collective, group, individual

Lesson type: discovery of new knowledge

Lesson No. 1 Dispute about a dog's heart.

Purpose of the stage : inclusion of students in activities at a personally significant level.

Creating a setup for analyzing a work.

Slide 1 (portrait of the writer, title of the story)

Teacher's word .

For today's lesson, you read M. Bulgakov's story “The Heart of a Dog.”

March 1925. Mikhail Bulgakov is finishing work on the satirical story “The Heart of a Dog.” He wrote it at the request of the Nedra magazine. But the story came to the reader in our country only in 1987...

Slide 2

How do you think,Why was the story, written in 1925, published in Russia only in 1987? What was it about this story that the government didn’t like? Soviet Union?

Students make assumptions (forbidden to publish because the story is a satire on modernity)

Teacher: Really, Soviet era persecuted dissent, and even from high stands it was said ironically:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t bother us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A Bulgakov wrote:

Slide 3: “On the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a wolf is dyed or shorn, it still doesn’t look like a poodle.” The famous critic, researcher of the writer’s work Vsevolod Ivanovich Sakharov (born in 1946, member of the Union of Writers of Russia, Doctor of Philology) gave the following assessment of the story:

Slide 4:

“Heart of a Dog” is a masterpiece of Bulgakov’s satire.

Bulgakov’s satire is smart and sighted.” V. Sakharov

These words will become the epigraph for today's lesson.

Choose a contextual synonym for the wordsighted.

Students: (honest )

UUD: personal, meaning formation

Stage 2 Updating knowledge

Purpose of the stage

Consolidating the concept of satire, overcoming ambiguity in the perception of characters and events.

Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed against? What is the source of satire?

Students' answers

Teacher opens the slide, students check their answers with the correct one

Slide number 5.

(Satire - kind of comic. Subject of satire serve human vices.

Source of satire - a contradiction between universal human values ​​and the reality of life.)

Let's try to figure out what human vices and contradictions between universal human values ​​and real life became the subject of M. Bulgakov's satire.

UUD: educational

Stage 3 Setting a learning task

Purpose of the stage: setting goals educational activities, choosing the means of their implementation.

Teacher : The story was considered seditious in 1925 and banned.

However, in 1988, the film “Heart of a Dog” directed by V. Bortko was released, which viewers still enjoy watching, and theaters continue to stage performances based on Bulgakov’s story.

Why does the story attract film and theater directors?

Students: Suggested answers:

The story is very modern. Our time and Bulgakov's time are similar.

Teacher: So, the story is relevant in our time, which is why it is read, films are made and plays are staged in theaters. Let us assume that the problems that worried the writer are also of concern to us. What are these problems?

Students: Suggested answers:

The Sharikovs live among us, and the writer warned how dangerous they are.

Animals are now being cloned and there is talk of human cloning.

Teacher: Maybe you're right. Let's try to figure it out.

Modeling a problem situation and approaching the lesson problem.

Include movie clip from the film “Heart of a Dog” directed by V. Bortko, where Bormental argues with Professor Preobrazhensky.

What do you think the topic of today's lesson will be?

Students.

Suggested answers: the dog's heart debate.

Teacher: Write down the topic of the lesson: “Dispute about a dog’s heart.”

Let's think about what is the main problem we should solve in class?

Students. Who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?

Teacher: Can we answer this question right away?

No.

What goals of our future actions do we need to identify in order to answer this problematic question?

Students.

Analyze the text and compare the images of Sharik and Sharikov.

Understand what answer the author of the story would give to this question, what the author thought, what worried him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Construction of a project to overcome difficulties

Purpose of the stage

Analytical conversation.

a) The technique of “immersion in the text.”

Teacher: The story opens with paintings of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?

Students: a city where wind, blizzard and snow reign, where embittered people live. It will help to concretize the general picture by turning to the details of the text, which could confirm the students’ impressions (the normal food canteen and bar, the fate of the “typist” and her lover, the cook and the doorman, the history of the Kalabukhovsky house).

Teacher: Is there anything in the story that counters this chaos and hatred?Students : rasskhabout Philip Philipovich’s apartment, where comfort, order, and human relationships reign.Butthis life is under threat because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.

Teacher: What connects these two worlds?

Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transported from the world of hunger and suffering, a world that doomed him to death, into a world of warmth and light.

Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. Bulgakov took the topical sound from Saltykov-Shchedrin, and from N. Gogol - his teacher, the fantastic nature of the plot, images and even the compositional structure of the work.While doing your homework, you should have observed the composition of the story.What is the composition of the story?

b) Students present a presentation prepared at home , in which the story is clearly divided into two parts

1 part

part 2

Chapter 1 The world through the eyes of a dog, meeting a professor, choosing a name. Chapter 2 Sharik in the house on Prechistenka: “dressing”, receiving patients, visiting the house committee Chapter 3 Sharik in the house on Prechistenka: lunch, “explanation” of the owl, “collar”, kitchen, preparation for the operation. Chapter 4 Operation.

5 ch. Diary of Doctor Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor’s conversation with Sharikov, choice of name, Shvonder’s visit, “clarification” of the cat. Chapter 7 Sharikov in the house on Prechistenka: lunch, reflections of the professor. Chapter 8 Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor’s conversation with Bormental (searching for a way out), “attempt on Zina.” Chapter 9 Disappearance of Sharikov, Sharikov and the “typist”, denunciation of the professor, operation Epilogue: “presentation” of Sharikov, Sharik after the operation, the professor at work.

(The composition is symmetrical. Ring composition: The ball again became a dog.)

Teacher: what arethe reasons for this construction of the work?

Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor’s house and in the people inhabiting it. The conclusion is written down in a notebook.

c) “verbal drawing” technique

Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you depict the meeting between the dog and the professor? What should you do to draw an oral illustration more accurately?

Students : necessaryreread chapter 1 . Re-read, clarify details. Possible description:

In the foreground there is a dark gateway, a blizzard is snaking. In the distance we see from a gateway a street, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the gateway in the “pillar of a blizzard”. A dog is crawling into the street in the gateway. This is a tattered mongrel, she has dirty matted fur and a terrible scalded side. It is clear that movement is given to the dog with great difficulty. His head is raised, he is watching the person walking towards him.

Teacher: — Which qualities of Sharik do you like and which do you not?

Students : intelligence, wit, observation, irony, hatred of proletarians, janitors and doormen; the ability to both sympathize and hate, lackey servility.

UUD: cognitive - general educational ( semantic reading, information search), logical (analysis, classification, selection of bases for comparison); personal (moral and aesthetic assessment); communicative.

Stage 5 Independent work

Purpose of the stage: improving the skills of independent work and the ability to build cooperation in a group.

Students work in groups (independent text analysis). Execution time – 5-8 minutes. Each group prepares a speaker; response time is 2 minutes.

Group I , analyzing chapters 1-3, should answer the question:

— What does Sharik notice in the reality around him and how does he react to it?

2nd group , analyzing chapters 2-3, answers the question:

— What does Sharik like about Professor Preobrazhensky’s house and what doesn’t?

3 group , working with the same chapters, prepares an answer to the question:

— How does the dog perceive the inhabitants of the apartment?

4 group (same chapters):

How do the residents of the apartment feel about Sharik?

5 group (same chapters):

Students (preferred answers):

Group I:

— The dog is very observant, he knows life well, especially what is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full” is “not afraid of anyone”, therefore “he will not kick.” Hungry people, those who “are afraid of everything themselves,” are dangerous. Sharik hates lackeys. He says that “human cleansing is the lowest category.” But he also sympathizes with people who are deceived and bullied by those who have recently gained power.

Group II:

“Sharik likes it in the professor’s house, although after seeing patients he calls the apartment “obscene.” But it is warm and calm. After Philip Philipovich’s conversation with Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as much as you want, but I won’t leave here.” The dog also likes the fact that in the house he is fed well and tasty, and is not beaten. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house it’s the other way around. Sharik’s favorite place is the kitchen: food is prepared there, and there is a fire there.

III group:

- After Sharik realized that in the professor’s house he had nothing and no one to fear, since his owner was not afraid of anyone, he decided that the professor was “a wizard, magician and magician from a dog’s fairy tale.” During lunch, Philip Philipovich finally received the title of deity. As already mentioned, food, warmth and safety are the main thing for Sharik, and he is ready to faithfully serve the one who gives it to him. Sharik studied the professor’s call and greeted him with a bark.

He quickly won over Daria Petrovna, the cook. The kitchen is “the main part of heaven” for Sharik. And so he sucks up to the cook. He treats Zina with disdain, calling her “Zinka”; he doesn’t love her because she scolds him all the time and says that “he ate the whole house.” The dog calls Dr. Bormenthal “bitten” and does not communicate with him at all.

IV group:

- Professor Preobrazhensky generally feels sorry for Sharik: he orders him to be fed properly, saying that “the poor fellow is hungry”; he treats him kindly because he believes that affection is “the only way to treat a living being”; he never hits Sharik, even when he “clarified” the owl. For Zina, Sharik is the reason for the eternal chaos in the house. She thinks that the professor spoils Sharik too much and offers to give the dog a beating. She doesn’t understand why Sharik is shown such courtesy. For her, he is an ordinary mongrel. And Daria Petrovna at first called Sharik a “homeless pickpocket” and did not let him into the kitchen, but the dog “won her heart.”

Teacher: What is the value system of an unusual dog?

Students : The main things for Sharik are food, warmth and safety. This is what determines his attitude towards people. In general, he “sells his soul” for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same thing: the professor is the master, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen,” the dog fawns on her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormenthal is in no way connected in the dog’s mind with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a “bite.”

Teacher : Do you like this philosophy of life? Why? What word would you call it?

Students : Slave

Group V identified the stages of change in Sharik:

- Firstly, Sharik has changed in appearance. The professor picked up a dying dog, with a scalded side, dirty matted fur, and emaciated from hunger. In a week he turned into a shaggy and “surprisingly fat” “handsome dog.” Secondly, he changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a “dog hospital” and defended his life - he has a very developed instinct of self-preservation. But seeing that he is not in danger, but, on the contrary, is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat him, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He will become impudent before our eyes. Having quickly assessed the collar, because all the dogs he meets are madly jealous of it, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, for example, to lie in the kitchen. He forgets that he was recently an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and is finally convinced that he is an “incognito dog prince.” He exchanged freedom, hungry and full of dangers, for a well-fed, calm life, and pride for lackey servility.

Teacher : What associations does the dog’s story evoke in you?

Students : Suggested answers:

After the revolution, many people who lived in poverty and hunger reached out for a warm and well-fed life, believed many promises, and decided that they would instantly “become everything.” The revolution is an experiment that the Bolsheviks carried out on the entire people.

UUD: cognitive (search for information, ability to construct a speech statement); communicative (the ability to cooperate in a group, enter into dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)

Stage 6 Reflection

Purpose of the stage: students’ self-assessment of the results of their educational activities

Let's summarize the lesson:

Teacher : Has your attitude towards the ball changed? How? Why? (This is a written question.)

Students conclude:

Sharik’s inner speech, his assessments of events, reflections, together with the author’s description of his behavior, create for the reader a complete picture of the dog’s inner world.

Teacher :

— Have we answered the problematic question of the lesson: who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?

Students: - No.

Teacher: — What questions did we get the answer to?

Students: — We compared the images of Sharik and Sharikov, saw what changes had occurred, understood through what techniques the author expressed his attitude towards the character and what worried him.

Teacher: the next lesson will be the next step in resolving the problem situation that we identified in this lesson, and for this you must work on the questions homework. What questions would you like to ask me or your classmates?

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in collective discussion)

Homework:

1. Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation by preparing an electronic presentation (assignment for the whole class).

2. Compare the behavior of Sharik and Sharikov in episodes of parts I and II: choosing a name (individual task), lunch (individual), visiting the apartment by the house committee (individual).

3. What do you think is from the dog in Sharikov, what is from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is Shvonder’s role in Sharikov’s upbringing? Why does Professor Preobrazhensky say that “Shvonder is the biggest fool”? (Individual task, it is performed by 3-4 people.)

Lesson #2

Topic: Dispute about a dog's heart (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : inclusion of students in activities at a personally significant level. Create a setup for analyzing the work.

Watching a fragment of the film “The transformation of Sharik into Sharikov” , an excerpt from the film adaptation of the story directed by Bortko.

Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man the spring of intrigue. If in Sharikov only the qualities of Klim Chugunkin are manifested, then why shouldn’t the author “resurrect” Klim himself? However, before our eyes, the “gray-haired Faust”, busy searching for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.

Stage 2 Updating knowledge

Purpose of the stage : preparing students’ thinking, their awareness of the internal need to build educational activities and fixing an individual difficulty in each of them.

Teacher : Find it difficult to answer?

I remind you of Dr. Bormenthal’s diary (I am exacerbating the problematic situation with an additional question):

Why is it Dr. Bormental who keeps the diary, and not Professor Preobrazhensky?

Search activity students are looking for real explanations:

“We can see from the records how excited the doctor is.” At first he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he doesn’t understand much.

- Philip Philipovich has no time to keep a diary, he is much busier than the doctor... After all, it is no coincidence that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also don’t know anything about Klim. But if the diary was kept by a professor, it would not be so interesting.

— Dr. Bormenthal puts forward his hypothesis in his diary: “Sharik’s brain in the dog period of his life accumulated an abyss of concepts,” and, of course, writes down not only his assumptions on this matter, but also the professor’s opinion. But the professor would not write down Bormenthal’s hypothesis, since he is absolutely confident that he is right. And there wouldn't be any problem. We would also believe the professor, but there are some doubts

Students together with the teacher come to the conclusion:

- The “elimination” of the author and the transfer of the narrative to a young scientist who does not have the experience and insight of his teacher, who harbors bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or the “resurrected” Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to make his own guesses about the events and results of the operation.

Checking homework.

Demonstration of an electronic presentation with the results of the task: Highlight the stages of Sharik’s transformation into Sharikov and the stages of Sharikov’s formation.

(swearing (“all the swear words that exist in the Russian lexicon”);

smoking;

sunflower seeds (uncleanliness);

balalaika at any time of the day or night (disregard for others);

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

assassination attempt.)

The list is corrected, and the following conclusion is drawn together with the teacher:The formation of a “new man” is a loss of humanity, an increase in immorality, that is, not evolution, but degradation.

Checking individual assignments.

Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others, if necessary, complement him. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— The dog was first called "ball" by a typist. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and ragged, a lean little gang, a homeless dog.” For the second time with a ballThe dog is called Philip Philipovich, probably because it is a common dog name: Sharik, Tuzik... And the dog accepts this name: “Call it what you want. For such an exceptional act of yours (for the sausage). He doesn't really care what they call him, as long as they feed him.

— The “laboratory creature” demands a document from Flip Filippovich for himself. Then the question of his name arises. Now the name is chosen not by the “creators” of the new creature, but by the creature itself, but on the advice of the house committee. The new government brings new names into the world. For Philip Philipovich, the name Poligraf Poligrafovich sounds wild, “but the laboratory creature” defends its rights. Most likely, students will not notice the parody roll call - let us draw their attention to some similarities between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name of “dad”.

“After the first dinner at the professor’s house, Sharik promoted him to the rank of “highest deity.” The dog's head is dizzy from various smells. He, of course, hears what the professor and doctor are talking about, but the main thing for him is food. When he had eaten too much, he dozed off. He feels good and calm now. The “dog’s respect” for the professor is growing all the time and is not in doubt. The only thing that worries Sharik is whether this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat deliciously and a lot, but also to drink. and on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philip Philipovich, then Sharikov seems to laugh at him. He says that the professor and the doctor are “tormenting themselves” with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor’s feet and did not bother anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that “Sharikov’s black head sat in the napkin like a fly in sour cream” - both funny and disgusting. Sharikov and the professor exchange all the time sideways glances.

UUD: cognitive (process, systematize information and present it different ways, the ability to construct a speech statement, the ability to analyze and draw conclusions); personal (meaning formation); communicative (ability to listen, enter into dialogue).

Stage 3 Construction of a project to overcome difficulties

Purpose of the stage : students’ choice of a way to resolve a problem situation.

Improving the ability to conduct compositional analysis of a text, activating students’ imagination and attention to the details of the text through verbal drawing, developing the ability to characterize a hero and give a moral assessment of his actions.

Characteristics of Sharikov.

Watching an excerpt from a movie directed by V. Bortko “Heart of a Dog” - an episode of a conversation between Sharikov and Philip Philipovich. (In Bulgakov, the corresponding fragment begins with the words: “Philip Philipovich was sitting in a chair at the table.”)

Analytical conversation.

Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov’s description.

— Is this how Sharikov seemed to you when you read the story?

— What did the filmmakers keep and what did they “forget”?

Suggested Answers :

— outwardly Sharikov in the film is exactly the same as Bulgakov’s, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov’s Sharik could distinguish colors. The story says: “Sharik began to learn by colors.” The lack of color in the film did not allow the authors to convey the absurdity of Sharikov’s costume.

— In the film, Sharikov constantly makes excuses, you even feel sorry for him. Indeed, the professor attacks and attacks him. And in the book, Sharikov behaves confidently, and sometimes harshly: he does not make excuses, but attacks himself: “A bold expression lit up in the little man.”

Bulgakov's Sharikov is often ironic, but in the film he is stupid. And also, when you read the story, it’s funny, but in the film everything is somehow serious. It's hard to explain why this is so.

(if the students do not see this important detail, then the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and thorough: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks color, and that’s the point not only that it is black and white, but that the entire film is shot in a serious and very boring way: it lacks Bulgakov’s irony, humor, sarcasm - shades of meaning!

What did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?

3) Working with a block diagram.

The great operation was completed, but who became the donor to create a new person?

(Klim Chugunkin)

What can you say about this person? Read it.(end of chapter 5, p. 199)

(“Klim Grigorievich Chugunkin, 25 years old, single. Non-party member, single, tried three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Thefts. Profession - playing the balalaika in taverns.

Small in stature, poorly built. The liver is dilated (alcohol). The cause of death is a stab in the heart in a pub (“Stop Signal” at the Preobrazhenskaya outpost).

From Doctor Bormental's diary we learn that the new creature has adopted all the worst qualities of its donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.

( Bad taste in clothes: a poisonous sky-colored tie, jacket and trousers are torn and dirty; patent leather boots with white leggings. Ch.6, p.203)

In addition, it constantly speaks after its mother, smokes, litters cigarette butts, catches fleas, steals, loves alcohol, is greedy for women...(p. 194, 195)

Teacher: but this is only an external manifestation. Is there anything left of Sharik's moral position? What determined Sharik’s behavior and what was most important for Sharikov?

Suggested Answers : - The instinct of self-preservation. And Sharikov defends the right to his own existence. If someone tried to take Sharik’s “full life” away, he would recognize the power of a dog’s teeth. Sharikov also “bites”, only his bites are much more dangerous.

Conclusion: the ball did not die in Sharikov: we discovered all its unpleasant qualities in the person.

Conversation

Teacher : Let’s try to figure out why the professor was a model and strength for Sharik, and Shvonder for Sharikov? Why does the professor say that “Shvonder is the biggest fool”? Does he understand who he is dealing with?

Students: Sharikov’s brain is very poorly developed: what was almost brilliant for a dog is primitive for a person: Sharik turned into a person, but did not receive human experience.Shvonder takes him for a normal adult and tries to instill the ideas of Bolshevism.

Teacher: Why is this so dangerous?

Students: Usually, when a person develops naturally, he gradually gets acquainted with the world, they explain to him what is good and what is bad, they teach him, and pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he just wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to divide everything. Shvonder himself fervently believes in what he preaches; he himself is ready to give up benefits and conveniences in the name of a bright communist future.

Philip Philipovich and Doctor Bormental are trying to educate and instill in Sharikov normal human manners, so they constantly prohibit and point him out. Sharikov is extremely irritated by this. Shvonder does not prohibit anything, but, on the contrary, tells Sharikov that he is being oppressed by the bourgeoisie.

Teacher: Are Shvonder himself and the representatives of the house committee highly developed personalities?

Students: Obviously not.

Teacher: Does Shvonder really understand complex political and ideological issues?

Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to divide everything, although they cannot even really direct the work of the house committee: there is no order in the house. You can sing in a choir (no matter what Philip Philipovich says, he himself often hums in a false, rattling voice), but you cannot sing in a choir instead of your main work.

Teacher: Why do Sharikov and Shvonder find a common language so quickly?

Students : Shvonder hates the professor because, feeling the scientist’s hostility, he is unable to prove it and “clarify” his true anti-revolutionary essence (and here Shvonder can’t deny his intuition!) For Shvonder, Sharikov is a tool in the fight against the professor: after all, it was Shvonder who taught Sharikov to demand living space , together they write a denunciation. But for Shvonder this is the right thing to do, and denunciation is a signal, because the enemy needs to be brought to clean water and destroy in the name of the future happy life. Shvonder’s poor head just can’t figure out why a person who by all accounts is an enemy Soviet power, is under her protection!

So, the “godfather” of Poligraf Poligrafovich instills in his pupil the ideas of universal equality, brotherhood and freedom. Finding themselves in a consciousness in which animal instincts predominate, they only multiply the aggressiveness of the “new man.” Sharikov considers himself a full-fledged member of society not because he has done something for the benefit of this society, but because he is “not a NEPman.” In the fight for existence, Sharikov will stop at nothing. If it seems to him that Shvonder is taking his place in the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool” because he does not understand that soon he himself could become a victim of the monster that he is “developing” so intensively.

Teacher: Who is right in the dispute - Professor Preobrazhensky or Doctor Bormental?

Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik’s brain is only “the unfolded brain of Sharik,” but it cannot be said that we are faced with only the reborn Klim.Sharikov combines the qualities of a dog and Chugunkin, and Sharik’s slavish philosophy, his conformism and instinct of self-preservation, combined with Klim’s aggressiveness, rudeness, and drunkenness, gave birth to a monster.

Teacher: Why were scientists wrong in their assumptions?

Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.

Expected results:

These final conclusions resolve the problematic situation of 2 lessons, in understanding which students had to understand the role of composition, master Bulgakov’s language, learn to realize the importance of details in the story, and compare the images of the characters; comprehend the author's concept. In addition, the technique of comparing a work with its interpretation in another form of art allows schoolchildren to concretize their impressions.

UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, ability to construct a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).

Stage 4 Reflection

Exercise "Interesting".

Fill out the table:

In the “plus” column, students write down what they liked during the lesson, information and forms of work that aroused positive emotions or could be useful to them. In the “minus” column they write down what they didn’t like and remained unclear. Write everything in the “interesting” column Interesting Facts. If there is not enough time, this work can be done orally.

UUD: regulatory (assessment)

Homework for the next 2 lessons it will be like this:

1. Come up with a title for chapter 4 of “Heart of a Dog.”

3. Draw up a “code of honor” for Professor Preobrazhensky.

4. Explain the theory of education according to Professor Preobrazhensky and Dr. Bormental.

5. Describe the professor in the scenes of receiving patients, visiting the house committee, and at lunch. Prepare an expressive reading of these scenes.

Goals: to form an idea of ​​what nature is; teach to distinguish between objects of nature and objects of the man-made world, to classify them.

Planned results: students will learn to evaluate their own attitude to the world around them; distinguish between natural objects and man-made objects; draw conclusions from the studied material.

Equipment: pictures depicting objects of nature and objects of the man-made world, presentations “Types of nature”, “Creations of man” (video clips, pictures, photographs are possible); Students have colored chips.

During the classes

I. Organizational moment

II. Updating knowledge

— What do you know about your city or village?

— State your address.

— On what street is your house located?

— Who found out how old your house is?

— What decorates your home, creates comfort and warmth?

(Drawing competition “My House”. You can use CMMs (tests 2, 3, pp. 7-8).)

III. Self-determination for activity

(On the board there are pictures depicting objects of nature and objects of the man-made world.)

— Guys, look carefully at the board. What two groups would you divide these items into? (What is in nature and what is made by man.)

- What do you think is the topic of our lesson today? (Children's answers.)

- Read the topic of the lesson on p. 14 textbooks. (Nature and the man-made world.)

— What educational tasks will we set for ourselves? (Find out what belongs to nature and what to the man-made world.)

- Read the lesson objectives in the textbook.

IV. Work on the topic of the lesson

1. Conversation, work from the textbook

- Guys, look around. How many objects surround us! Think about what we classify as nature and what does not belong to nature. (Children's answers.)

Nature is the entire diverse world that surrounds man and exists without his participation. We consider plants, animals, mushrooms, bacteria to be living nature, and stones, water, air, etc. to be inanimate. Some of the objects around us were created by man himself - these are artificial objects, products or things. These include cars, clothing, dishes, furniture, buildings, etc.

— Look at the photographs on p. 14-15. Cover what is natural with green chips, and what is man-made with yellow. Check with each other that the task is completed correctly.

— How did you understand what a man-made world is? (That which is made by human hands.)

2. Completing the task in the workbook

- Play word games with your desk neighbor: one names objects of nature, and the other names objects of the man-made world (one at a time). Who can say more words? Then switch.

- Fill the table.

V. Physical education minute

Game “Nature is not nature”

(The teacher names the object or shows a drawing with its image. If the object is related to nature, the children clap; if it was created by man, they stomp.)

VI. Continuation of work on the topic of the lesson

(The teacher shows presentations “Views of nature”, “Creations of man”. If there are no presentations, you can show video clips, photographs or pictures.)

— How does what you see make you feel? (Admiration, surprise at nature, pride in man.)

Now let's talk about man's attitude to this beauty, to the world around him.

(The class is divided into groups.)

- Look at the pictures on p. 16-17 textbook. Discuss in groups a person’s attitude towards himself and other people, towards nature, and the man-made world.

— Answer the questions about the pictures.

(Discussion in groups. Then each group answers one question.)

- What conclusion can be drawn from all that has been said? (Children's answers.)

- Read what the Turtle concluded.

VII. Reflection

(Students answer the questions in the textbook (p. 17, in the box).)

(Students take out one of the signs and explain their choice.)

VIII. Summing up the lesson

- Read the lesson objectives again. Check if we have completed everything.

Homework

2. Workbook: No. 2 (p. 5).

State Educational Institution " high school No. 42 Vitebsk"

Subject:"Main rules good relations» Lesson type: combined.

Target: to develop in the child the ability to choose the desired style level and use appropriate expressions speech etiquette and behavior.

Tasks:

• teach respectful attitude towards yourself and others;
• develop students’ connected speech, teach them to express their thoughts and feelings accurately and figuratively;
• cultivate attention to that side of speech that is associated with a kind, respectful attitude towards a person, cultivating politeness.

Lesson equipment: multimedia, textbook, envelopes with assignments, visual material.

During the classes
I. Organizational moment.

Teacher-defectologist: Guys, today we have an unusual lesson. We have guests at our lesson. What should you say?

Children: Hello!

Teacher-defectologist:

See if you have everything ready for the lesson?

What do you wish for each other so that the lesson goes well?

II. The main stage of the lesson.

1. Checking the material covered

Now the one who correctly names the words of greeting will sit down. (Children call)

a) hello
b) good morning
c) good afternoon
d) good evening

Teacher-defectologist: Guys, today we will travel around the country of the “Main Rules of Good Relationships”. And the elf Razumeyka and the wise gnome Vasily will travel with us. Gon Vasily got lost in our country, so we must help him. And in order to help Vasily you must correctly complete all the tasks that Razumeyka has prepared for you.

Teacher-defectologist: So, are you ready?

The first task of Razumeyka “Name the rules of behavior that you are already familiar with” (slide 2)

Children name the rules:

1. Say hello in the morning to your family, teachers, classmates, friends and familiar adults.

2. Give thanks, always say thank you. Don't be rude to adults and classmates.

3. Apologize if you accidentally pushed someone or did something wrong.

4. Behave culturally at the table at a party and at home. IN public transport, cinema, theater.

5. Be polite and friendly towards people around you.

Check (slide 3-6)

Well, you have completed this task and our gnome Vasily is one step closer to his home.

And before we continue our journey, let's move a little. (slide 7)

2. Physical education minute.

Once you get up, pull yourself up,
Two - bend over, straighten up,
Three clapping hands, three claps,
Three nods of the head,
Four - arms wider,
Five - wave your arms,

Six, sit down quietly.

Teacher-defectologist: Guys, you are already familiar with many rules of behavior.
And today you will learn about the main rules of good relationships. Before you know about them, you must complete the following task from Razumeyka. (slide 8)

The task is read out by the student: listen carefully to the text and answer the teacher’s questions.
Teacher-defectologist: This text tells the situation that happened to the boy Igor. (slide 9)

Working with the textbook pp. 94-96

Questions to the text:

1. Why didn’t anyone want to play with Igor?

2. Razumeyka brought you a task in an envelope and each of you must choose the right words correctly,

which characterize the boy's behavior.
Music sounds: (words: Plyatskovsky M., music: Savelyev B.) ... “If you are kind, then it’s always easy.”

Check (slide 10)

Let's look at the word "ignorant" (slide 11)

Teacher-defectologist: Until the 16th century, “vezha” meant “expert”, one who knows the rules of decency, generally accepted forms of expressing a good attitude towards people.

And if you add the prefix ne- to the part “vezha”. What will happen? You'll end up ignorant.

What does the word "ignorant" mean? (rude, ill-mannered person)

3. What did the old man teach the boy?

• You cannot do or wish for others what you yourself find unpleasant.
• Good always comes back in kind.
• Evil returns with punishment.

4. After the boy learned these rules, what did he become? (Children answer)

Teacher-defectologist: what does it mean to be friendly?
(Children give their answers)

4. Physical education for the eyes “Stargazer”

5. Consolidation of acquired knowledge

Teacher-defectologist:(slide 12)
Well, guys, it’s time to check how you have learned the new rules of good relationships, so you must complete the following task of the Mind: “TORVED NOTES. Rules of behavior are written on the notes so that they are formulated in two parts. Children need to restore the torn notes by correctly selecting the corresponding parts.
And you completed this task correctly, and our gnome Vasily got to his home (slide 13)

III. The final stage

1. Summing up

a) What rules did you learn about in class?
b) What new word did you learn about??
Children answer

2. Reflection

A circle from the sun is attached to the board; children are given yellow and blue rays. The rays need to be attached to the sun:

• yellow - I really liked the lesson, we got a lot interesting information;
• blue - the activity was not interesting, there was no useful information.

Teacher-defectologist: I’m glad that you liked the lesson, you worked very hard and because you helped the gnome Vasily find his way home, he gave you a surprise, what do you think? What do gnomes love most in the world? That's right, gold. Children receive chocolate coins in a golden wrapper.

This concludes our lesson, but everything we talked about today should always be with us.

To develop the outline I used tutorial on the subject "Man and the World", author O.Kh. Seredinskaya.

Kristina Tsagaraeva
Abstract open class"Me and the world around"

This material will be useful to educational psychologists and additional education teachers.

Goals: development of group dynamics, unity of children in a group, development of the cognitive sphere, relief of muscle and emotional tension, development of a sense of empathy.

Tasks:

Development of auditory-verbal memory;

Development of coordination of movements;

Development of attention;

Reduced aggression;

Increased mood.

Equipment:

apples, sheets of paper with a drawn square and sheets of paper with a drawn circle for each participant, blank sheets of paper, balloons (2-4 pcs.).

Progress of the lesson

I. Introductory part. Organizing time. Meeting children.

1. Game exercise “Name-clap”.

Leading: Hello guys! How elegant and beautiful you all are. I am glad to see you all today, and I would like to get to know you better and make friends. But first, let's remember the rules of behavior in the group (children pronounce all the rules). Now it’s time to get acquainted, I will say my name and clap it, for example, Kri - (clap, Sti- (clap, Na (clap), after this, the rest of the participants must repeat my name and clap, then the next participant says his name in the same way and slams it, and so on until the end. So we met. You are all so different, now we will talk about us. I invite everyone to sit on chairs.

II. Main part.

2. Exercise “Apples”.

Leading:“When do people harvest? What time of year is it now? Guys, look what I brought for you in the basket (apples in the basket). Take each of you an apple, try to look at it carefully, remember its color and spots. Then I will take your apples, mix them with others, and each of you must find his own apple among the others. After the child finds his apple, the psychologist gives it to the child and invites everyone to stand in a circle.

3. Game exercise “We grow in our garden...”.

Leading: Guys, now you and I will play one interesting game, where we will learn to remember. Children stand in a circle. The game starts with the leader. Leading:“Where do vegetables grow? Now we will remember what vegetables you know. The presenter begins with the words: “We have potatoes growing in our garden,” the person sitting on the left repeats his word and adds his own, for example, “We have potatoes and carrots growing in our garden, etc.” The game continues until the game returns to the host. Well done, you all coped with the task, and now let’s see how skillful and dexterous you all are.

4. Game exercise “Funny Balls”.

The facilitator divides the group into two teams and asks each team to stand in a circle and hold hands. Now I will give each team one ball, your task is to keep the ball in the air without releasing your hands, you cannot just hold the balls, they must be in the air, you cannot pick up a fallen ball. After this, one more ball is launched for each team, in the end, the team that can hold it wins. large quantity balls. The game continues until one of the teams releases their hands, or until all the balls fall to the floor. Leading: Well done guys, now I am convinced that you are skillful and dexterous, in fact, friendship has won.

5. Game exercise “If we were artists.”

Leading: Guys, now we will imagine that we are artists, for this I will now divide you into two teams. Each team will have its own task. The children of one team are given a piece of paper with a square drawn on it, and the children of the other team are given a piece of paper with a circle drawn on it. Children are asked to come up with and draw as many objects of a certain shape as possible. (round and square). Leading: What great fellows you are, real artists!

6. Game exercise “Festive fireworks”.

Leading: Guys, each of us deserved a fireworks today, but in an unusual way. Each child from the group takes a sheet of paper and tries to use it to depict their state and mood. Paper can be crushed, crushed, chewed. You can't just draw on it. At the leader’s signal, everyone conveys their mood to their neighbor on the left. He also does something with his neighbor’s paper and, at a signal, passes it on to the next one again, and so on in a circle. It is advisable that after completing the exercise, only small pieces remain from the sheet of paper. The presenter invites the children to make a festive fireworks out of them.

III. Final part.

7. Relaxation exercise “Pick apples.”

Leading: Guys, imagine that a big apple tree with wonderful big apples is growing in front of you. The apples hang very high and cannot be easily reached. You see a big apple hanging at the top right. Let's try to rip it off, stretch your right arm as high as possible, rise on your tiptoes and take a sharp breath. Now pick the apple. Bend over and place it on the grass, now exhale slowly. We do the same with the other hand.

Reflection on the current lesson.

What did we do today?

What did you like most about the lesson?

How do you feel when you finish today’s lesson?

Leading: Guys, we all deserve applause today, let's applaud each other!

Neighborhood culture

Topic: Motherland and world

Lesson objectives:

Educational :

• bring children to understand the concept of Motherland;

  reveal some possible forms of manifestation of love for the Motherland;

  introduce the symbols of the Russian state;

  broaden the horizons of students;

  enrich their vocabulary.

Developmental :

• to educate a humane, creative, socially active personality

Educational :

• promote the development of interest in the history of your homeland;

  to develop children’s interest in their “small” homeland and respect for the culture of their native country;

  create an emotionally positive basis for the development of patriotic feelings: love and devotion to the Motherland, a sense of pride in the heroic past of one’s Motherland.

DURING THE CLASSES

1. Organizational moment

The bell rings loudly, He calls the children to class.
Here they are already standing, Forming an orderly row.
Now everyone sat down quietly and didn’t hurt the neighbor.

2. Introduction to the topic of the lesson

– I present to your attention an excerpt from the song. After listening to the passage, you will have to answer the question: “What will we talk about in class today?”

An excerpt from the song “It’s you, my Motherland – Russia” is played.

– Who guessed what we will talk about in class today?

3. Formulating the topic and objectives of the lesson

– Can you guess what the topic of the lesson will sound like?
– What are we going to repeat today? Study?
- We are starting to study new section"Russia is your Motherland." And we begin our section by studying the topic “Motherland - what does it mean.”
– Today in class we will talk about what the Motherland is, how people express their love for their native land, what does the Motherland mean to a person?

4. Getting to know new material

– We have a common roof over our heads - blue sky.
– We have a common floor under our feet – earth's surface.
– We all have one lamp and a stove – a gentle sun.
– We have a common water supply – these are rain and snow clouds.
– Now listen to E. Serov’s poem “My House”, which Vladimir Shvets prepared for us.

E. Serov "My house"

I have an amazing home.
There is not a single wall in this house of mine.
Only there is a ceiling - blue - blue,
There are only a lot of roads - just know, take any of them!
My house is very huge - from the sands to the ice floes!
It’s good that I don’t live in the house alone.

– What house is the poem talking about?
- That's right, this poem talks about our planet Earth.(Slide 8)
– We live on this planet.
– There is a place on this planet where you and I were born, we live, work, study, our relatives and friends live here.
- What's the name of this place?
- This is oursHomeland.

Formulation of the problem

– Think, guys, and try to answer the question:
– What is the Motherland?

(Creating a cluster on the topic “Motherland”)

– There can be many answers to this question:

– Homeland is the country in which we were born and live.
– Our Motherland is Russian forests, fields, seas and rivers.
“This is the land on which our ancestors lived and worked.
– The land that our ancestors defended from enemies.
– Our homeland is our region, city, village.

Exhibition of children's drawings on the theme "Motherland".

– Guys, tell us about how you showed the Motherland in your drawings.
– What do we call Motherland?
– The guys will answer this question for us with the words of a poem called“What do we call Motherland?”

“What we call Motherland”

What do we call Motherland?
The land where you and I grow,
And the birch trees along which
We walk next to mom.
What do we call Motherland?
The sun is in the blue sky.
And fragrant, golden
Bread at the festive table.
What do we call Motherland?
The house where you and I live,
And the starlings' spring songs
Behind the open window.

Conversation
– Have such stories ever happened to you when you were homesick?
– Why does a person miss home?

Conclusion: a person gets used to his home, where he always feels comfortable and happy, where they wait for him and miss him.

Homeland is also native home people, therefore a person cannot live without his homeland.
Homeland is a place where you want to return again and again.

Vocabulary work

– The word appeared in the text of the storyforeign land .
– How do you understand this word?
Alien – this is a foreign country.
- WordsMotherland Andforeign land opposite in meaning.
– Mikhail Prishvin said: “...For fish - water, for birds - air, for animals - forest, steppe and mountains. But a person needs... A homeland.”
– Every person needs a homeland. Proverbs speak of how carefully and with what feeling the people treated their Motherland.
– You’ve probably heard the following proverb:

“Everyone has his own side”

– What proverbs and sayings do you know?

“Houses and walls help.” “The native side is the mother, the alien side is the stepmother.” “A man without a homeland is like a nightingale without a song.”

– What proverbs about the Motherland do you know?

“The Motherland is your mother, know how to stand up for it.”
« The homeland is more beautiful than the sun, more valuable than gold.”

Game "Make a proverb". Work in pairs

On the table are cut cards with proverbs. Children discuss in pairs and make up proverbs.

Where someone is born, foreign land - stepmother. To live is to serve the Motherland. The Motherland is the mother, and that’s where it will come in handy.

Continuation of vocabulary work (work with explanatory dictionaries) (

– Explain the meaning of the words: HOMELAND, FATHERLAND, NATIVE SIDE, HOMELAND, FATHERLAND.
– Do you think these words are similar or different in meaning?
– All these words have a common meaning. They all designate the place where a person was born, where he lives and works. He studies where his family and friends live.
HOMELAND, DESPERATE, FATHERLAND. With these words we call our country - the Motherland.
– Where did the word “MOTHERLAND” come from? Let's listen to the children who found words in dictionaries that are close in meaning to this word.

The word “MOTHERLAND” comes from the ancient word “RODIN”, which means a group of people united by blood. Each of us is a descendant of some ancient family. Rod is the god of Slavic-Russian mythology, the ancestor of life, the spirit of ancestors. Patron of family and home. The main city of the Ross tribe, Roden (Kinfolk), was named in honor of this god. Words that are also close in meaning: give birth, parents, relatives, pedigree, homeland, people.

– We live in Russia. This is our Motherland. So, who are we? We are Russians.
– Russia is the largest country on Earth. It occupies a ninth part of the entire landmass. Russia is located in two parts of the world at once: Europe and Asia. Its territory is so large that it takes almost a week to travel by train from west to east.
– Russia is called a rich country.
Ozhegov's explanatory dictionary explains:
" Rich is the same as abundant, containing a lot of something valuable.”
– What is Russia rich in?

Russia is rich in forests;
minerals (oil, diamonds, peat, coal, granite, sand and clay, iron ore);
architectural monuments;
people who became famous.

Tatyana Kazankina is an Olympic champion in athletics, a native of the city of Petrovsk, our fellow countrywoman.
Yu. A. Gagarin – pilot-cosmonaut, hero of the Soviet Union,
Svetlana Savitskaya - twice Hero of the Soviet Union,
Oleg Tabakov is a People's Artist of the Soviet Union, our fellow countryman.
Alla Perfilova (Valeria) is an Honored Artist of Russia, singer, and our fellow countrywoman.
Vladislav Tretyak - Honored Master of Sports, hockey player, deputy State Duma and many others.

4. Physical exercise “We” big planet children"

5. Symbols of our Motherland. Job

– Name the capital of our homeland.
– Who is the president of our state?
– Each state has its own symbols.
– Name the symbols of the state.
– The inhabitants of our country have their own coat of arms, anthem and flag.
– You will now be divided into three groups. On the tables you have worksheets with information on the topic, illustrations, photographs. Your task is to prepare a message about the symbol of the country: coat of arms, anthem or flag. (each group has its own symbol)

6. Working with the “Picture Gallery” section

– Look at the pictureI. I. Levitan “Evening Bells”.
- Let's imagine that we are sitting on the bank of this river, listening to the melodic ringing of bells. It's getting dark. There is peace and quiet all around. This is how the artist I.I. Levitan imagined his homeland.
- Now listen to the song“Red Sun”, Sl. I. Shaferan, Music. Aedonitsky performedL. Zykina .
– What feeling for the Motherland is conveyed by L. Zykina in the song “Red Sun” to the words of I. Shaferan.
– How can you guys express your feelings for your native land?
– Through your deeds and actions: to help elderly people, to take part in nature conservation.
– Even the smallest contribution of each person will bring results. Be kind to your land. Be a friend and protector of nature. Take care of flowers, trees and bushes. Do not offend animals and birds. This will help you preserve your unique beauty. native land. The homeland will be rich, and the people will be happy.

7. Consolidation of acquired knowledge

1) Making a presentation of your city. Creative work. Group work

– Imagine that aliens came to us and asked you: “What does Petrovsk mean to you?” Try to explain to them as briefly as possible, but the most important thing is that they want to come here. (There are plan cards on the tables

2) Solving a crossword puzzle. Work in pairs

1. The country in which we live.
2. The capital of our Motherland.
3. President of Russia.
4. How many stripes are on the Russian flag?
5. What was our country called before?
6. What is the name of the regional city?

8. Lesson summary. Reflection

Five finger method

M (little finger)- thinking process.

– What knowledge and experience have you gained today? What surprised you?

Student: We learned what the Motherland is. Russia is my homeland.
Russia is one of the most big countries in the world. It is in our country that it is located a large number of reserves, there are many mineral, forest and water resources.
Every person should love and protect their Motherland, take care of its cultural values, and be proud of the achievements of their people.

B (nameless) – proximity of the target.

– What did you do today? What have you achieved?

Student: We read poems, a story, named proverbs and sayings, explained the meaning of the words: Motherland, Fatherland, Fatherland, Mother country; We worked in a notebook and played the game “Make a Proverb.”

WITH (average)- state of mind.

– What was your prevailing mood, state of mind today?

Student: I was in an upbeat, cheerful mood.

U (pointing)- service, help.

– How did you help today? What made you happy? How did you contribute?

Student: I answered the teacher's questions.

B (big) – vigor, physical fitness.

– What was your physical state Today?
– What did you do for your health?

Student: I was cheerful. In class we did a physical exercise minute.

Teacher: Well done guys, you did a good job in the lesson. Please listen to E. Sinitsyn’s poem “Take care of Russia.”

(The song “Where the Motherland Begins” plays quietly. At this time, the teacher reads a poem.) Take care of Russia - there is no other Russia.