Lesson of Russian literature in the 5th grade with the Kazakh language of instruction
Uderbayeva N.G.,
teacher of Russian language and literature
Secondary School No. 20 Kostanay
Theme: "Ivan Tsarevich and the Gray Wolf."
Target: to teach the ability to understand the main idea that lies in the fairy tale, to read the text of the fairy tale meaningfully.
Equipment: the text of the fairy tale, the rules of work in the lesson, vocabulary words, test tasks.
During the classes
I. Vocabulary work.
1. Write the words in your notebook:
good horse good horse
fell asleep - went to bed, fell asleep
to serve faithfully - to serve conscientiously, honestly
terem - in ancient Russia, a dwelling in the upper part of the house or a house in the form of a tower
forest hut - reduce from the hut
out of nowhere - suddenly, out of nowhere
live, live, and not know grief - live well
II. Checking the comprehension of the text of the fairy tale. Test.
1. Define the genre of the fairy tale "Ivan Tsarevich and the Gray Wolf":
A) magical B) about animals C) household
2. What was the name of the king who had a garden with golden apples:
A) Afron B) Berendey C) Dalmat
3. Who stole the golden apples in the royal garden?
A) Gray wolf B) golden-maned horse C) Firebird
4. Who owned the Firebird?
A) King Dalmat B) King Kusman C) King
5. Whose daughter is Elena the Beautiful?
A) King of Dalmat B) King Afron C) King Kusman
6. Why was Ivan Tsarevich captured by the guards of Tsar Afron?
A) because the guards saw him climb over the wall
C) because he touched the cage in which the Firebird sat
C) because he stole the Firebird
7. Why couldn't Ivan Tsarevich take the golden-maned horse?
A) because the watchmen in the stables have not yet slept
C) because he touched the bridle
C) because his brothers prevented him
8. Who helped Ivan Tsarevich overcome all difficulties?
A) Elena the Beautiful B) Gray wolf C) brothers
9. Explain the meaning of the expression: The gray wolf passes blue forests past the eyes, lakes
sweeps its tail.
A) galloped very fast B) galloped without noticing anything
C) galloped, destroying everything in its path
Correct answer code: 1A, 2B, 3C, 4C, 5A, 6B, 7B, 8B, 9A.
III. Independent work. Group work.
1 group. Give a description of the eldest son of Tsar Berendey.
2 group. Describe the middle son of Tsar Berendey.
3rd group. Describe the younger son of Tsar Berendey.
4 group. What is the most used number in the story? Give examples from the text.
Checking the execution of the task.
The number "three":
1) Tsar Berendey had three sons.
2) For three nights in a row, the sons of the king guarded the garden to catch the thief.
3) We went in three directions to look for the Firebird.
4) Ivan Tsarevich had to get three prey: the Firebird, the golden-maned horse, Elena the Beautiful.
5) The gray wolf turned three times: into Elena the Beautiful, into a golden-maned horse, into the Firebird.
Characteristics of the eldest son:
1) The eldest son asked to guard the gardenand catch the thief who steals the golden apples. He went the first night. No matter how much he walked, he did not follow anyone, he lay down on the soft grass and fell asleep.
2) In the morning, when the king asked him if he had seen anyone, he said that he had not slept all night, did not close his eyes, but did not see anyone. He deceived his father.
3) I went to look for the Firebird - in one direction. He wants fame only for himself.
4) He conspired with the middle brother to kill his younger brother Ivan and take his booty from him. He is a villain.
Conclusion: Could the eldest son find the Firebird? Why? (because I was looking for one)
Characteristics of the middle son:
1) The middle son asked to guard the gardenand catch the thief who steals the golden apples. He went on the second night. He overslept too.
2) The next morning he told his father that he had not seen anyone. He deceived his father.
3) I went to look for the Firebird - in the other direction. He wants fame only for himself.
4) He conspired with his older brother to kill his younger brother Ivan and take his booty from him. He is a villain.
Conclusion: was the middle son able to find the Firebird? Why? (because I was looking for one)
Characteristics of the youngest son:
1) Youngest son Ivanguarded on the third night. He was afraid to even sit down. When his sleep began to overcome him, he washed himself with dew from the grass so as not to fall asleep.
2) He grabbed the Firebird by the tail, but it flew away, and in his hand there was one golden feather from the tail. Found out who steals apples.
3) I went to look for the Firebird - in a third direction.
Why did you go to a third party? (The older brothers did not offer to help him.)
4) I found the Firebird, rode home on a golden-maned horse with Elena the Beautiful. Justified the trust of his father.
Conclusion: Why did the youngest son Ivan manage to find the Firebird? (The Gray Wolf helped him.)
Why did he let the Gray Wolf tear his older brothers to shreds? (because they are villains, conspired and killed their little brother)
What does a fairy tale teach? (Good triumphs, evil is punished.)
Which of the heroes of the fairy tale personifies goodness? (Ivan Tsarevich, the Gray Wolf) And who is evil? (older brothers of Ivan Tsarevich)
IV. Homework: read the fairy tale "Ivan the Peasant Son and Miracle Yudo" on pages 44-48.
The protagonist of the tale "Ivan Tsarevich and the Gray Wolf" is the youngest son of Tsar Berendey, Ivan. One day, in his father's garden, he nearly caught a Firebird pecking at golden apples. From the outlandish bird, only a feather in his hand remained. The king found out about this and sent his three sons in search of a miracle bird.
Ivan remained on the road without a horse and walked on foot. He met a gray wolf. It turned out that this wolf ate the horse of Ivan Tsarevich. Having learned about the Firebird, the wolf decided to help the prince, since Ivan lost his horse through his fault. The wolf was magical and to the kingdom where the bird lived, he rushed Ivan Tsarevich just in an instant. Everything would have ended well, only when Ivan stole a wonderful bird from the king of those places Afron, he decided to grab a golden cage. Here his servants seized him.
Tsar Afron, in order to atone for his misconduct, gave Ivan the task of obtaining a golden-maned horse. And again the gray wolf helped him, but Ivan could not resist this time either, he wanted to take with him not only the horse, but also his golden bridle. He was caught by the servants of King Kusman. This king gave the task to Ivan to steal Elena the Beautiful from the king of Dalmat. This time, the gray wolf did everything himself and kidnapped the beauty.
But when they returned to the kingdom of Kusman, Ivan Tsarevich told the wolf that he did not want to change the beauty for a horse. The wolf did not blunder here either. He turned into Elena the Beautiful and Tsar Kusman did not notice the change. Ivan got a golden-maned horse and rode along with the beauty. And the gray wolf after some time took back his appearance and caught up with them.
And again, Ivan Tsarevich was sad - he did not want to change his horse for the Firebird. Again the wolf changed its appearance and became a horse. Ivan replaced him with the Firebird.
When the wolf escaped from Tsar Afron, Ivan thanked him with a bow for his help and said goodbye. To this the wolf replied that it might still be useful.
On the way back, disaster struck. While Ivan was sleeping during the rest, his older brothers were driving. They saw that the younger brother got everything and killed him. The gray wolf found out about it. He obtained living and dead water and revived Ivan Tsarevich. Then they caught up with the robber brothers and the wolf tore them to pieces. And Ivan Tsarevich returned home, gave his father the Firebird, and he married Elena the Beautiful.
Takovo summary fairy tales.
The main meaning of the tale "Ivan Tsarevich and the Gray Wolf" is that deviation from the advice of more experienced mentors can lead to sad outcomes. Twice Ivan did not obey the gray wolf, and twice the guards grabbed him. The fairy tale teaches us that debt by payment is red. The gray wolf repaid Ivan in full for the ruined horse. And he helped to get a new horse, and to get a beautiful wife and a Firebird for his father, Tsar Berendey.
In the fairy tale, I liked the gray wolf. This character showed himself very decent in relation to Ivan Tsarevich. He returned his debt for the horse. Moreover, Ivan returned to life when his older brothers killed him.
What proverbs are suitable for the fairy tale "Ivan Tsarevich and the Gray Wolf"?
You will be vigilant - you will win.
Greed does not lead to good.
Friend is known in trouble.
Dear parents, fathers and mothers, present and future. Remember the main rule: Never, you hear, NEVER, when reading a bedtime story to children, do not try to turn on the brain! Otherwise, your mental health will be lost, if not forever, then definitely for a long time. And I turned it on, sorry. So:
Ivan Tsarevich and the Gray Wolf, or features of the policy of Ancient Russia.
For those who do not remember, I recall the plot: There was a king Berendey, he had three sons, the youngest was called Ivan. And the king had a magnificent garden; an apple tree with golden apples grew in that garden. Idyll. However, according to the results of the audit, a significant shortage of apples was revealed at the end of the season, from which it was concluded that apples, yes, were being stolen. The tsar involved his sons in full strength, that is, three pieces, to operational measures to suppress illegal actions.
The eldest and middle sons failed the service, but the youngest managed to find out that the Firebird was the culprit of the theft, and as evidence, he sewed her pen to the case, which, according to Vanyusha, was found right at the crime scene. It was not possible to catch the attacker, but the illegal activity was stopped, the cases of theft of the sovereign's property in the form of apples stopped.
However, Tsar Berendey was not satisfied with the results of the investigation, made up an extradition request and sent his sons to neighboring states in search of the Firebird.
At the very first night, Ivan Tsarevich's horse was taken away. Well, it happens that here, the times are turbulent. Okay, he went on on foot, got tired, made a halt, and then the Gray Wolf came up to him. Fits. Myself. And he begins to repent that he ate the horse, and for this he is ready to serve the service, including leaking information about the whereabouts of the Firebird and even carrying Ivan on himself.
And here it is, in a pioneering way, for some miserable eaten horse, it fits in and carry, and tell, and even he got in touch, he started the conversation .... Well, yes, our Ivan, not to say that he is a fool, all this is off the ears ... He was delighted, he agreed to everything.
How long, how short, they arrived, in the sense, Ivan on horseback on the Wolf, to the possessions of King Athos. The gray wolf, having shown remarkable knowledge of the internal routine of the guard service and alarm systems, sends Ivan to work:
“-Listen to me, Ivan Tsarevich, remember: climb over the wall, do not be afraid - the hour is good, all the watchmen are sleeping. You will see a window in the tower, there is a golden cage on the window, and the Firebird sits in the cage. You take the bird, put it in your bosom, but don’t touch the cages!
Ivan brings down our task, the alarm installed on the cage, yes, activates, in general - the Afonov guys knit him at the crime scene in full. Our prince immediately split about who he was and where he came from, trying to hide behind diplomatic immunity, but it wasn’t there. Athos, it seems that the guy was not a blunder, and immediately tried to do his deeds with the hands of the son of a neighboring king:
“-And you would come to me, honestly asked, I would give it like that, out of respect for your parent, Tsar Berendey. And now, in all cities, I will let a bad reputation about you ... Well, okay, if you do me a favor, I will forgive you. In such and such a kingdom, King Kusman has a golden-maned horse. Bring him to me, then I'll give you the Firebird with the cage."
The recruitment was successful, and Ivan, already as a double agent, went to solve the problems of King Athos to King Kusman.
And what about the Gray Wolf, you ask? It’s time for him to say, “You know, Vanyusha, I worked for your miserable horse, took you to the point, gave all the cards in my hands, but the fact that greed ruined you, fraera, is not my problem.” But no, come on, you agreed to continue to cooperate without additional payment, but at the same time, clearly establishing the location of forces in the team - Ivan - Loch, Volk-d'Artagnan.
With Tsar Kusman, the situation was absolutely the same: the wolf knew (by the way, or said that he knew) the alarm system and the schedule of service, Ivan screwed up, slept, leaked all contacts and was already recruited by Tsar Kusman to seize Elena the Beautiful from Tsar Dalmat.
And then - attention. Wolf did not send Ivan to Tsar Dalmat, but went himself, after a while returning with a certain person, whom he introduced as Elena the Beautiful. Vanya did not take a long time to figure out who was brought to him - he fits the description, and that's fine.
And then greed ate our Vanyutka to death, and the Gray Wolf, it seems, is happy to indulge. The wolf demonstrated that he owns a polymorph, and Vanya gave it first to Tsar Kusman as Elena the beautiful, then to Tsar Athos as a golden-maned horse. It seems that everything worked out - the gray wolf, as the polymorph's duration ended, honestly dumped, and Vanya got the horse, the Firebird, and Elena the Beautiful.
And, looking at all these transformations, never once, I repeat - never, did I ask myself the question: whom is he taking with him as Elena the Beautiful ... And the idea that he completely ruined diplomatic relations with all the surrounding kings, it seems, didn't float at all.
What happened next was fun. At some point, the Gray Wolf said “I can’t go any further” and Vanya rode alone on a golden-maned horse, with a bird and a beauty. He rides, whistles, does not set up military guards. He whistled.
As indicated in the protocol ... in the sense, in a fairy tale, that night his brothers ran into him, killed the sleeping man, took the horse, bird and girl for themselves and drove home. The Gray Wolf immediately ran up (wait a minute! He shouldn’t have been here ....), took Crow hostage, chased Raven for living and dead water, revived Ivan.
Cool.
Went to bed, woke up, from the fact that you are splashed with water, there is no property, and they say to you, sleepy: “You slept soundly,” says the gray wolf. If it wasn't for me, I wouldn't have woken up at all. Your brothers killed you and took away all your booty. Get on top of me!"
Vanya sat on the Wolf, caught up with the brothers. We will no longer know what agreements the Wolf had with his brothers, because the Wolf immediately resolved them, with his own hand, and, as indicated in the protocol of the inspection of the crime scene, “scattered the shreds across the field.” ends in the water.
So, this is... that's all...
As a result, we have as the main and only contender for the throne a certain very narrow-minded, not to say stupid, Ivan (I dare to remind you that at the beginning of history he was the youngest son, without real claims to succession), who owes everything to the Gray Wolf, is controlled , is equipped with a “bed” agent of influence, and at the same time has a reputation among the people as a dashing guy (but what about, the horse is - wow! The bird is - wow!, the woman is - ygygy!). In addition, it is tied with the blood of brothers. Plus, Berendey's foreign policy situation is worse than ever. In general, a complete destabilization of the situation in the country.
Brilliantly conducted operation, Major Gray Wolf presented to the government award.
PS. One thing is interesting to me: it was an initially planned operation, and the Gray Wolf under polymorph also stole apples in the form of a Firebird (then it’s clear why Vanya was able to catch him), or improvisation and clever use of the current situation?
In general, when reading fairy tales, do not turn on the brain. NEVER.
do good – extra-curricular activity for students in grades 1-4
Objectives: to educate students in goodwill, responsiveness, kindness and tolerance; to form in the minds of children the concept of "kindness"; to expand the knowledge of schoolchildren about kindness and its role in the life of every person; to develop in children a sense of comradeship, mutual assistance; develop communication skills; to continue work on the formation of the need for good deeds; create conditions for students to express their own opinions.
Equipment: paper doll; chamomile petals; Ozhegov's dictionary; leaflets with you-sayings of great people
Event progress
I.Greetings
II. Introduction
Today we will talk about the quality without which a person cannot be called a person.
(Reads a poem by Belova Victoria)
The word is serious, important, important.
What it means
Much needed for everyone.
In it, care and affection, warmth and love.
It has an aspiration
Help again and again.
This quality lives in the heart of many
And the pain of others
Doesn't let you forget.
And it is more important than face beauty.
Guess what it is?
Kindness heart!
What quality are we talking about? (about kindness)
III.Main part
- Yes, today we will talk about kindness. For some reason, in our time, kindness has lost its moral force. Really modern man do not need sympathy, empathy, attention, goodwill?
- Kindness... Kindness... What is it?
Read the sayings of great people.
And how does Ozhegov speak about this? (We read the dictionary entry from the Ozhegov dictionary)
This human quality has always been valued, at all times. Do you know proverbs and sayings about kindness, kindness?
Good times will not be forgotten.
A good word will build a house, an evil word will destroy a house
Good is not sought from good.
A good heart is better than wealth.
A kind word is half the happiness.
When the sun is warm, when the mother is good.
A kind word and a cat is pleased.
Good done in secret will be repaid openly.
It is bad for those who do no good to anyone.
Don't look for beauty - look for kindness.
A good deed is worth more than wealth.
The game "Collect the proverb ”(optional, if the children do not name the proverbs on their own)
Yes, the Russian people have many proverbs about kindness and kindness. But the theme of good and evil is also reflected in fairy tales. I propose to play with you the game "Fairy Tale"
You need to guess the fairy-tale heroes who did good deeds.
1) - I really love my grandmother, who lives beyond the forest. I take care of her, and often bring her pies. (Red Riding Hood)
2) - I am always next to my master in difficult times. For the sake of his happiness, I had to meet the Cannibal ... (Puss in Boots)
3) -To save my beloved father, I went to the island to the Beast, the owner of the scarlet flower. (Nastenka)
4) - Despite my height of an inch, I saved the swallow. (Thumbelina)
I'll call fairy tale hero, and you answer whether he is good or evil. If you are kind, you clap your hands happily, if you are evil, stomp your feet.
(Ivan - Tsarevich, Cinderella, Koschey the Immortal, gold fish, swan geese, Thumbelina, Karabas-Barabas, Little Red Riding Hood, Baba Yaga, Morozko, Malvina.)
What character would you like to be like? Why? (children's answers)
So what is good? It's all good, kind, beautiful. For example, spring, sun, smile, mother, teacher ... (children continue)
What is evil? This is something opposite to good: bad, bad, misfortune, bad weather.
We live with you on planet Earth. If good and evil exist on our planet, then people can do both good and evil deeds.
Remember when you met good in life, and when evil?
And now we will consider such a case from your school life.
Today, here in this room, I will allow you to do something that I have never allowed. Meet Lisa (the teacher shows a doll cut out of paper). Now we will start offending her. Remember how you offend each other at recess when you are angry with each other. After all, offending, even with a word, we hurt. Therefore, when we say something offensive to Lisa, we will hurt her by bending the edge of the paper. (Students do the work, and the doll comes in a circle to the teacher).
Look at Lisa, has she changed? Is she the same as she was at the beginning of the lesson? What has changed and why?
I think we hurt the doll a lot. Can we change something? How can we fix the situation? (Students offer solutions: take pity on the doll, say something nice).
Let's try to say something nice to her, in the meantime we will smooth out those scars that we left.
Guys, now look at Lisa, she is already better, but has she become the same as she was at the beginning of the lesson? No. Why?
- Remember the pain remains in the soul for a very long time, and no compliments can smooth it out for me. The Russian scientist Pavlov said: "You can kill with a word, you can resurrect with a word."
Why do we remember insults longer?
Do we like being bullied?
How can we cheer each other up every day?
How to be kinder?
Do not try to love the whole world, love those who are close to you, and you yourself will feel how much happier you have become.
Having done good, a person himself becomes better, cleaner, brighter.
Do you think it's hard to be kind? (Answers of children).
What do you need to have for this? (Good soul, good heart.)
(Reads a poem by Shkunov Ksenia - N. Tulupova "Kindness".)
Being kind is not easy at all.
Kindness does not depend on growth,
Kindness does not depend on color,
Kindness is not a gingerbread, not a candy.
You just need to be kind
And in trouble do not forget each other.
And the earth will spin faster.
If we are kinder to you.
It's not easy to be kind.
Kindness does not depend on growth,
Kindness makes people happy
And in return does not require a reward.
Kindness never gets old
Kindness will warm you from the cold.
If kindness shines like the sun
Adults and children rejoice.
It's good when a person leaves behind a good mark. Let us now also do one common good deed.
Let's make a Chamomile of Kindness. Guys, what good deeds have you done in class, at home, on the street, in transport, in nature? Write them down on chamomile petals and collect them? (Student answers). Let more such wonderful daisies of kindness and good deeds grow.
How did you feel doing a good deed? (Doing good is very nice)
IV.Final part
Our meeting is coming to an end, and I want to end it with such a parable.
This story happened a long time ago. In the ancient city there lived a wise man, the fame of which spread throughout the city. But in the same city evil person who envied his fame. And he decided to come up with such a question that the sage could not answer it. He went to the meadow, caught a butterfly, squeezed it between his closed palms and thought: “Let me ask: oh, wise one, what kind of butterfly do I have - alive or dead? If he says that he is dead, I will open my palms - the butterfly will fly away; and if he says - alive, I will close my palms, and the butterfly will die. Then it will become clear which of us is the wiser.”
So the envious did: he caught a butterfly, planted it between his palms, went to the sage and asked him: “What kind of butterfly do I have - alive or dead?”
How do you think the wise man answered?
But the sage replied: “Everything is in your hands…”
Why do you think the sage answered this way?
Indeed, everything is in our hands. Goodness, created by our hands, will bring
miracle. Today, at our meeting, we have already created one small miracle, our Good Tree has turned green.
According to an ancient Indian legend, butterflies are someone's souls that have not flown to heaven. And God sent them to earth to fulfill the purpose of postmen. If you take the butterflies in your hands and whisper your desires to them. Butterflies will surely take them to the sky. Your dreams will certainly come true. Do good with your hands...
I would like to know if what has changed in your hearts?
How do you want to see yourself and your classmates voice it by passing this teddy bear? (Students pass the toy, expressing their opinion).
(Reading a poem M. Lisyansky - Shkunova Irina)
Oh, how we need kind words.
We have seen this for ourselves many times.
Or maybe not words - deeds are important?
Deeds are deeds, and words are words.
They live with each of us
At the bottom of the soul until the time is stored,
To pronounce them at that very hour
When others need them.
No wonder they say: "A kind word is also pleasant for a cat."
A little story about kindness.
The boy was hungry and barefoot, had not eaten for a long time, his head was spinning. Knocking on the door, he asked for water, but the woman takes out ... milk! And that glass - gave strength to live again! He believed - there is kindness in the world! Many years passed ... and he became a doctor. His life moved slowly forward. He saw a woman on the round, the one that once gave milk! She was sick, and seriously, she urgently needed an operation! He saved her life, having applied all his strength, kindness lives and wins! ... They brought a receipt for payment, "Pay all my life!" - I thought then, and taking a sheet, I could not believe my eyes! She cried with joy! Paid account! He wrote next to it: “Paid for with a glass of milk!
And now let's smile at a friend, forget all the bad things and try to be kind.
The song "The Way of Good" sounds
Kindness - responsiveness, sympathy, friendly disposition towards people; everything positive, good, useful. (L. Tolstoy)
Kindness is better than beauty. (G. Heine)
Kindness is for the soul what health is for the body: it is invisible when you own it, and it gives success in every business. (L. N. Tolstoy)
Kindness is an amazing thing. She connects like nothing else. Kindness saves us from loneliness, emotional wounds and uninvited insults. (V. Rozov)
Kindness is what the deaf can hear and the blind can see. (Mark Twain)
Lesson #12
Topic.The image of the Hero - the defender of the fatherland in art.
Target: improve skills in the image of a portrait of a person.
Subject: deepen students' understanding of proportions in drawing a person's face.
Metasubject: to cultivate interest and love for world history and the history of the Fatherland.
Personal: to acquaint students with the work of V. Vasnetsov and his painting "Heroes".
Teacher equipment: painting by V. Vasnetsov "Heroes", samples of step-by-step drawing.
Equipment for students: album, pencil, eraser, paints, brush, glass - non-spill.
During the classes
Motivation for activity
Here's a call gave us a signal
The time has come to work
Everyone sat quietly at their desks
Everyone was looking at me.
2. Communication of the topic and objectives of the lesson.
Today we will get acquainted with the work of the famous Russian artist Viktor Mikhailovich Vasnetsov, with a new epic and finish work on the Bogatyr panel.
3. Introductory conversation.
- There is such a holiday - Defender of the Fatherland Day. To whom is this holiday dedicated? (this is a men's holiday, dedicated to the defenders of our Fatherland - past, present and future)
Since ancient times in Russia, there were such people who protected their homeland from enemies. Can anyone remember what people were called in ancient Russia? (these were the heroes). Legends, fairy tales, epics were composed about heroes.
4. Work on the topic of the lesson.
1. Acquaintance with the concept of "epic".
-Now we will get acquainted with the work of folklore - the epic.
Who can say what an epic is?
Bylina (epic tale) - this is a song - a legend about heroes and historical events in which there is fiction. Epics were composed by the people and passed from generation to generation, from father to son, from mother to daughter.
Mighty heroes defended the Russian land. The three main defenders have become the pride of the Russian people. What names of heroes do we know? (Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich).
2. Acquaintance with the painting by V. Vasnetsov "Heroes".
- Consider the picture of Viktor Vasnetsov "Heroes".
Ilya Muromets sits in the center on a black horse. Strength, wisdom and endurance are felt in all his appearance. From the right hand of Ilya Muromets hangs a damask club, in his left hand - a shield and a huge spear. He is dressed in iron chain mail, on his head is a helmet. The hero vigilantly peers into the distance from under the hand raised to his forehead: are there any enemies - nomads. He is full of calm power, a peasant son, mighty, the embodiment of the strength of the people.
To the left of Ilya Muromets - Dobrynya Nikitich. He is dressed richly and smartly. Over the chain mail - precious princely armor. He is impetuous, fast, noble, on a snow-white horse, ready for battle. He is impatient, ready to rush into battle at any moment. The hero's right hand is already drawing the sword from its scabbard. And the horse is a match for him, looks into the distance, that's it, that's about to take off.
To the right of Ilya Muromets is Alyosha Popovich, the youngest hero on a red horse. He is not as strong as the other two heroes. But the heroic hand confidently removes the bow, and he always has an arrow at the ready. He knows how to entertain everyone with a song.
Behind the backs of the heroes is the Russian land. The heroes are determined not to miss the enemy. Looking at the picture, we feel the solidarity of the heroes, united by a common desire.
The painting "Bogatyrs" is a monument to the military glory of the Russian people. You look at her and believe that there is no such force that could overcome the Russian prowess, the heroic strength.
3. Acquaintance with the artist V. Vasnetsov.
The picture "Bogatyrs" was painted by Viktor Mikhailovich Vasnetsov.
From childhood, he heard epics and fairy tales about Russian heroes, drawn-out sad songs that girls sang. All this could not but have an impact on the development of talent. His brushes belong to the well-known paintings "Alyonushka", "Ivan - Tsarevich on a gray wolf", "Snow Maiden".
Another picture is dedicated to the heroes. This is "The Knight at the Crossroads".
-What is a crossroads? (When one road is divided into several paths).
What is written on the stone that stands at the crossroads?
-How did the artist convey that it is not easy for the hero to make a decision? (The head is tilted, the body is tense, the leg is in the stirrup, ready to start galloping).
-What makes him think and not rush to make a choice7 (skulls and bones, it seems, of other rich people who made the wrong choice, a crow that circles over the flight and is waiting for something to shrug)
- What are the armor and weapons of the knight? (mail, helmet with aventail, round shield. Spear, quiver with arrows, mace).
-What can you say about the armament hero? (Prepare for a tough fight, ready to fight to win).
The artist glorifies the defenders of the Motherland. He wants us to be proud of our ancestors, to remember them, to love the land where we were born.
In order to get to work, we need to remember the proportions of the head. The head is oval. The oval is divided into three parts:
1. Upper part - frontal.
2. The middle part - the eyes are drawn, the nose is not forgotten that the eyes are at the same distance.
3. Lower part - mouth, chin.
Ears draw from eyebrows to nose. Now here's the face. We draw the neck and shoulders, we draw broad, powerful shoulders. We outline a helmet on the head. We start work in color, paint the helmet, chain mail. light tone face.
Fizminutka
Hands to the sides in flight
We send the plane
Right wing forward
Left wing forward
Our plane took off.
They sat quietly at their desks and got to work.
Practical part.( Children draw on their own
5.Summary of the lesson
1. What holiday were we talking about? (Defender of the Fatherland Day).
2. What was the name of the warriors you drew today? (Heroes).
3. What weapons did the heroes have? (uk, spear, sword, shield, mace).
Analysis and exhibition of students' work.
Workplace cleaning.
Grading.
Lesson 12
Topic. Russian folk tale "Ivan Tsarevich and the Gray Wolf"
Goals: to introduce students to the Russian folk tale "Ivan Tsarevich and the Gray Wolf" and a new kind of fairy tales (magic); learn to divide the text into parts; enrich the vocabulary of students, develop attention, memory, creativity.
Personal: show an emotionally valuable attitude towards the heroes of fairy tales; desire to compose a fairy tale.
subject: students should be able to distinguish between genres of oral folk art; characterize the heroes of the fairy tale; correlate the proverb and the fairy text; determine the sequence of events; to make plan; tell a fairy tale according to illustrations, according to a plan.
Cognitive: master reading skills independently, identify and formulate a goal.
Regulatory: demonstrate the ability to control their actions.
Communicative: know how to work together in a group; express their opinion, listen to the opinion of others.
Equipment: cards with the text of the speech warm-up; painting by V.M. Vasnetsov "Alyonushka", "Ivan Tsarevich on the Gray Wolf".
During the classes
I. Organizing time
II. Speech warm-up
Alyonushka, my sister!
Swim, swim to the shore.
Bonfires are burning high
Boilers boil cast iron,
Knives sharpen damask,
They want to kill me!
Read in a buzzing way.
Are you familiar with these words? Whose are they and where are they from? (Yes, we are familiar with these words. They were spoken by a kid on the river bank, called his sister. These words are from the fairy tale “Sister Alyonushka and brother Ivanushka.”)
III. Updating of basic knowledge
Which of you remembers the words with which Alyonushka answered? (Ah, my brother Ivanushka / A heavy stone pulls to the bottom, / Silk grass has tangled his legs, / Yellow sands lie on his chest.)
And now, according to the plan, tell a fairy tale.
IV. Self-determination to activity
Guys, guess the riddle made by proverbs and sayings.
He would have pretended to be a goat, but the tail is not like that.
No matter how you feed him, he keeps looking into the forest.
His feet are fed. (Wolf.)
(The teacher writes the answer on the blackboard.)
Whom do you ask -
Everyone knows in Russia:
Now he is a king, then from the peasants,
And his name is... (Ivan).
(The teacher writes down this answer.)
Look at these two words. How can they be connected in our lesson? (We will read a fairy tale about them.)
Read the title of the story. ("Ivan Tsarevich and the Grey Wolf".)
Let's take a break before reading.
V. Physical education minute
We dance "Clap-stomp"
Morning, afternoon and evening!
Best Dance -
"Clap-stomp"
When there's nothing to do...
Whoever you are - an excellent student
Or quite the opposite,
Learn this dance
And dance it all year long!
VI. Work on the topic of the lesson
1. Introduction to fairy tale
(The teacher and well-read students read.)
2. Vocabulary work in the course of reading
Guards- a military unit guarding someone or something.
Kidnapper - kidnapper.
coveted- covet - look at someone, something with envy, want to get for yourself. Zadblit- will overcome.
Runaway - running (escaping from someone).
3. Initial check of understanding
What are your impressions of what you read?
What did you feel when you read the fairy tale with me and your comrades?
4. Work on the first part of the fairy tale
Where does the fairy tale begin? (Once upon a time there was Tsar Berendey, he had three sons, the youngest was called Ivan.)
What is this trick called in the story? (Beginning)
Why did the brothers decide to guard the garden with golden apples? (Someone began to visit the royal garden, steal golden apples.)
Who stole apples from the orchard? (Firebird.)
What can be said about the prince brothers? What are they? How do they feel about their father? (All three brothers loved their father, treated with respect. They comforted him when he thief in the garden.)
- How did they behave when he sent them after the Firebird? ( They bowed to him and set off on their way.)
Which of the brothers is the most responsible? Why? (The most responsible of them was Ivan. When he guarded the garden, he was afraid to even sit down, let alone lie down, so as not to fall asleep.)
5. Working on the second part of the story
What misfortune happened to Ivan Tsarevich on the way? (His horse was eaten by the Wolf. And where can I go without a horse?)
Who began to help the hero? (Wolf began to help him.)
What was unusual about the Gray Wolf? (The Gray Wolf galloped - he skips the blue forests past his eyes, sweeps the lakes with his tail.)
VII. Reflection
VIII. Summing up the lesson
What fairy tale did you meet?
What did you learn in class?
annotation
Working programm in mathematics is compiled on the basis of the federal state educational standard for elementary general education, an exemplary program of primary general education (Exemplary programs in academic subjects. Primary School. At 2 p.m. Part 1. - 5th ed., revised. – M.: Enlightenment, 2016. – 400p. – (Standards of the second generation), in accordance with curriculum MKOU Trusleyskaya secondary school for 2017/2018 academic year, taking into account the author's program in mathematics M.I. Moro, M.A. ", 2015).
The work program is focused on the use of teaching materials "School of Russia":
M.I.Moro, M.A.Bantova, G.V.Beltyukova and others. Mathematics. Grade 1: textbook for educational institutions with an electronic application. In 2 hours. Part 1, 2 / - 4th ed. - M: Enlightenment, 2016 - (School of Russia).
PLANNED RESULTS
learning program
on the course "Mathematics"
by the end of year 2
personal results studying the course "Mathematics" in the 1st grade is the formation of the following skills:
To define and express, under the guidance of a teacher, the simplest common rules of conduct for all people in cooperation (ethical norms).
In the situations of communication and cooperation proposed by the teacher, based on common for all simple rules behavior, make choices, with the support of other group members and the teacher, what to do.
Metasubject outcomes studying the course "Mathematics" in the 1st grade are the formation of the following universal educational activities (UUD).
Regulatory UUD:
Determine and formulate the purpose of the activity in the lesson with the help of the teacher.
Speak the sequence of actions in the lesson.
Learn to express your assumption (version) on the basis of working with a textbook illustration.
To study work according to the teacher's plan.
To study differ a correctly completed task from an incorrect one.
Learn with the teacher and other students give emotional evaluation class activities in the classroom.
Cognitive UUD:
Navigate your system of knowledge: differ new from already known with the help of a teacher.
Make a preliminary selection of information sources: navigate in the textbook (on the spread, in the table of contents, in the dictionary).
Get new knowledge: find answers questions using the textbook life experience and information learned in class.
draw conclusions as a result of the joint work of the whole class.
Process the received information: compare and group such mathematical objects as numbers, numerical expressions, equalities, inequalities, flat geometric figures.
Convert information from one form to another: compose mathematical stories and tasks based on the simplest mathematical models (subject, drawings, schematic drawings, diagrams); find and formulate a solution to the problem using the simplest models (subject, drawings, schematic drawings, diagrams).
Communicative UUD:
Communicate your position to others: formalize your thoughts orally and writing(at the level of one sentence or a small text).
Listen and understand the speech of others.
Jointly agree on the rules of communication and behavior at school and follow them.
Substantive results studying the course "Mathematics" in the 1st grade are the formation of the following skills.
students mustbe able to use when completing tasks :
knowledge of names and sequence of numbers from 1 to 20; bit composition of numbers from 11 to 20;
knowledge of the names and symbols of addition and subtraction operations;
use knowledge of the single-digit addition table and the corresponding cases of subtraction within 10 (at the skill level);
compare groups of objects using pairing;
find the values of expressions containing 1-2 actions (addition or subtraction);
solve simple problems that reveal the specific meaning of the actions of addition and subtraction a) reveal the meaning of the actions of addition and subtraction; as well as tasks for finding a number that is several units more (less) than a given one;
recognize geometric shapes: point, circle, segment, broken line, polygon, rectangle, square, lines: curve, straight line;
in the process of calculations, consciously follow the algorithm of addition and subtraction within 20;
use in speech the names of the components and results of addition and subtraction actions, use knowledge of the relationship between them in the process of finding a solution and in evaluating the results of actions;
to use in the process of calculations the knowledge of the commutative property of addition;
use in the measurement process knowledge of the units of measurement of length, volume and mass (centimeter, decimeter, liter, kilogram);
highlight as the basis of classification such features of objects as color, shape, size, purpose, material;
select a part of objects from a larger group based on common feature(specific difference), combine groups of objects into large group(whole) on the basis of a common feature (generic difference);
to classify objects, mathematical objects on one basis;
use in calculations an algorithm for finding the value of expressions without brackets containing two actions (addition and/or subtraction);
fill in a table containing no more than three rows and three columns;
solve arithmetic puzzles and number puzzles containing no more than two actions.
1st class (132 hours)
| Topic name | Characteristics of students' activities |
| PREPARATION FOR STUDYING NUMBERS. SPATIAL AND TIME REPRESENTATIONS (8 hours) | |
| Counting objects (using cardinal and ordinal numbers). Comparison of groups of objects. Relationships "the same", "more", "less", "more (less) by ... " (5 h) Spatial and temporal representations (2 h) location of items, mutual arrangement objects on the plane and in space: above - below, left - right, left - right, top - bottom, between, behind. Movement directions: up, down, left, right. Temporal representations: earlier, later, first, then. Verification work ( 1 hour) | Call numbers in the order in which they appear when counting. count down from a set of items a given number (8-10 individual items). Compare two groups of objects: combining objects in pairs and relying on a comparison of numbers in the order in which they appear when counting; do conclusion, in which groups of objects equally (the same), in which group of objects there are more (less) and by how much. Simulate various arrangements of objects on the plane and in space according to their description and describe arrangement of objects using words: top, bottom, left, right, behind. arrange events, arranging them in sequence (earlier, later, even later). |
| NUMBER 1 to 10. NUMBER 0 Numbering (28 hours) | |
| Numbers and numbers 1-5 (9 hours) Names, designation, sequence of numbers. Adding to a number one at a time and subtracting from a number one at a time. The principle of constructing a natural series of numbers. Reading, writing and comparing numbers. Signs "+", "-", "=". "Pages for the curious" - tasks of a creative and exploratory nature: determining the patterns of constructing series containing numbers, geometric shapes, and using the patterns found to complete tasks; protozoa Calculating machine, which gives the next number when counting immediately after the given number (2 h) Length. Relations "longer", "shorter", "same in length" (1h) Dot. Curve line. Straight line. Line segment. Ray. Broken line. Polygon (4 h) Signs "", " The concepts of "equality", "inequality" (2 h) The composition of numbers from 2 to 5 from two terms. | Reproduce a sequence of numbers from 1 to 10 in both forward and reverse order, starting with any number. Define the place of each number in this sequence, as well as the place of the number 0 among the studied numbers. Write numbers. correlate number and number. Form the next number by adding 1 to the previous number or subtracting 1 from the number following it in the series. Fulfill apply arrange objects by length (by eye, overlay, with Making a difference and call straight line, curve, segment, ray, broken line. Making a difference, call polygons (triangles, quadrangles, etc.). Build polygons from the appropriate number of sticks. correlate real objects and their elements with studied geometric lines and figures. Compare any two numbers and write down the result of the comparison, using the comparison signs "", " Compose numerical equalities and inequalities. arrange given numbers. |
| Numbers and numbers 6-9. Number 0. Number 10 (19h) Composition of numbers from 2 to 10 from two terms. Names, designation, sequence of numbers. Reading, writing and comparing numbers. Project: “Mathematics is all around us. Numbers in riddles, proverbs and sayings. The unit of length is a centimeter. Measurement of segments in centimeters. Drawing segments of a given length (2 h) The concepts of "increase by ..., decrease by ..." (2 h) - tasks of a creative and exploratory nature: determination of the patterns of constructing tables; protozoa Calculating machine, which works like an operator that performs arithmetic operations addition and subtraction; (2 h) Repetition of the past. " What have you learned. What have you learned" (1 h) Verification work (1 h) | select riddles, proverbs and sayings. Gather and classify information on sections (riddles, proverbs and sayings). Work in a group: to plan work, distribute work between group members. jointly evaluate work result. To measure segments and express their lengths in centimeters. draw segments of a given length (in centimeters). Use the concepts of "increase by ..., decrease by ..." when drawing up diagrams and when writing numerical expressions. Fulfill tasks of a creative and exploratory nature, apply knowledge and ways of acting in changed conditions. |
| NUMBERS 1 TO 10 Addition and subtraction (28 hours) | |
| Addition and subtraction view □ ± 1, □ ± 2 (16 h) Specific meaning and names of actions addition and subtraction. Names of numbers in addition (terms, sum). Use of these terms when reading records. Addition and subtraction view □ + 1, □ – 1, □ + 2, □ – 2. Counting and counting by 1, by 2 (7 h) A task. Task structure (condition, question). Task analysis. Recording the solution and answer of the problem. Tasks that reveal the meaning of arithmetic operations addition and subtraction. Drawing up problems for addition and subtraction according to the same figure, according to a schematic drawing, according to decision (3 h) Repetition of the past (3 h) Addition and subtraction of the form □ ± 3 (12 h) Calculation techniques (5 h) Text task: supplementing the condition with missing data or a question, solving problems. "Pages for the Curious"- tasks of a creative and exploratory nature: classification of objects according to a given condition; tasks with statements containing logical connectives “all”, “if ..., then ...”, logical tasks (4 h) Repetition of the past What have you learned. What have you learned"(2 h) | Simulate actions addition and subtraction with the help of objects (cut material), drawings; make up according to the drawings of the scheme of arithmetic operations addition and subtraction,write down according to them are numerical e equality. Fulfill addition and subtraction of the form: □ ± 1, □ ±2. count and count down by 2. Work on the simplest computer machine, using her drawing. Highlight tasks from the proposed texts. Simulate with the help of objects, drawings, schematic drawings and decide tasks that reveal the meaning of actions addition and subtraction;
tasks in one action to increase (decrease) the number by several units. To complement task condition missing data or question. Fulfill addition mi subtraction kind □ ± 3. count and count down by 3. To complement problem condition with one missing data
To control and evaluate my job. |
| NUMBERS 1 TO 10 Addition and subtraction(continuation) (28 hours) | |
| Repetition of the past (calculations of the form □ ± 1, 2, 3; solving word problems (3 h) Addition and subtraction of the form □ ± 4 (4
h) "Pages for the Curious"- tasks of a creative and exploratory nature: the construction of geometric shapes according to given conditions; logical tasks; tasks with statements containing logical connectives “all”, “if ..., then ...” (1 h) Repetition of the past What have you learned. What learned" (2 h) Relationship between sum and terms (14 hours) Subtraction in cases of type 6 - □ , 7 – □ ,8 – □ , 9 – □ , 10 – □ . Composition of numbers 6, 7, 8, 9, 10 (6 h) Addition table and related cases subtractions - generalization of the studied (1 h) Preparation for solving problems in two steps - solution task chains (1 h) Capacity unit liter (1 h) Repetition of the past “What did you find out. What have you learned" (1 h) Verification work “Check ourselves and evaluate our achievements"(test form). Analysis of results (1 h) | Fulfill calculations of the form: □ ±4. Decide tasks for difference comparison of numbers. Apply commutative property of addition for cases of the form □ + 5, □ + 6, □ + 7, □ + 8, □ + 9. Check the correctness of the addition, using another addition technique, for example, adding by parts (□ + 5 = □ + 2 + 3). Compare different ways addition, to choose The most convenient. Fulfill tasks of a creative and exploratory nature, apply knowledge and methods of action in changed conditions. Use mathematical terminology in the preparation and reading of mathematical equalities. Fulfill calculations of the form: 6 - □ , 7 – □ , 8 – □ , 9 – □ , 10 – □ , applying knowledge of the composition of the numbers 6, 7, 8, 9, 10 and knowledge of the relationship between the sum and the terms. Fulfill addition using the addition table of numbers within 10. Observe and explain, how two simple tasks presented in one chain are related. Weigh items to the nearest kilogram. Compare items by weight. arrange objects, arranging them in order of increasing (decreasing) mass. Compare containers by capacity. arrange vessels by capacity, placing them in a given sequence. To control and evaluate your work and its results |
| NUMBERS 1 TO 20 Numbering (12 hours) | |
| Numbering (12 hours) Numbers from 1 to 20. Names and sequence of numbers. The unit of length is decimeter. Relationship between decimeter and centimeter (1 h) Cases of addition and subtraction based on knowledge of numbering: 10 + 7, 17 - 7, 17 - 10 (1 h) Text tasks in two steps. Problem solving plan. Solution record (2 h) "Pages for the Curious"- tasks of a creative and exploratory nature: comparison of the mass, length of objects; construction of geometric shapes according to specified conditions; the simplest tasks of a combinatorial nature (1 h) Repetition of the past What have you learned. What have you learned" (2 h) Control and accounting of knowledge (2 h) | Form numbers of the second ten from one ten and several units. Compare numbers within 20, based on the order in which they appear when counting. Transfer one unit of length to another: small to larger and large to smaller, using the ratio between them. Fulfill calculations like 15 + 1, 16 - 1, 10 + 5, 14 - 4, 18 - 10, based on knowledge of numbering. Decide tasks in two steps. Fulfill tasks of a creative and exploratory nature, apply knowledge and ways of acting in changed conditions. |
| NUMBERS 1 TO 20 Addition and subtraction(continuation) (22h) | |
| Table addition (11 hours) The general technique of adding single-digit numbers with the transition through a dozen. Consideration of each case in order of gradual increase in the second term ( □ + 2, □ + 3, □ + 4, □ + 5, □ + 6, □ + 7, □ + 8, □ + 9). The composition of the numbers of the second ten. Addition table (9 h) "Pages for the Curious"- tasks of a creative and exploratory nature: logical tasks; tasks with the continuation of patterns; work on computer, performing the calculation of the value of a numeric expression in two steps; chains (1 h) Repetition of the past “What did you find out. What have you learned"(1 h) Tabular Subtraction (11 hours) General subtraction techniques with the transition through a dozen: 1) reception of subtraction in parts (15 - 7 \u003d 15 - 5 - 2); 2) a technique that is based on knowledge of the composition of the number and the relationship between the sum and the terms (8 h) "Pages for the Curious"- tasks of a creative and exploratory nature: determination of patterns in the compilation of a number series; tasks with missing data; logical tasks (1 h) Project:“Mathematics is all around us. Shape, size, color. Patterns and ornaments. Repetition of the past “What did you find out. What learned" (1 h) Verification work “Check ourselves and evaluate our achievements"(test form). Analysis of results (1 h) | Simulate acceptance of the action addition Fulfill addition of numbers with the transition through a dozen within 20. Fulfill tasks of a creative and exploratory nature, apply knowledge and ways of acting in changing conditions. Simulate methods of performing an action subtraction with a transition through a dozen, using objects, cut material, counting sticks, graphic diagrams. Fulfill subtraction of numbers with the transition through a dozen within 20. Fulfill tasks of a creative and exploratory nature, apply knowledge and ways of acting in changed conditions. Gather information: drawings, photographs of flower beds, flower beds, rabatok. observe, analyze and install rules for the alternation of shape, size, color in the selected patterns and ornaments, the regularity of their alternation. Compose their patterns. To control fulfillment of the rule pattern was made. Work in groups: make up work plan, distribute types of work between group members, install deadlines for completing the work by stages and in general, evaluate work result. To control and evaluate their work, its result, to draw conclusions for the future |
| Final repetition “What did you learn, what did you learn in grade 1” (5 hours) Knowledge test (1 h) |
Thematic planning
mathematics
in 1st grade (4 hours per week, 132 hours)
| lesson | Topic | Number of hours |
| Textbook of mathematics. The role of mathematics in the life of people and society. | ||
| Item count. | ||
| Up. At the bottom. Left. On right. | ||
| Before. Later. First. Then. | ||
| As many. More. Less. | ||
| How much more? How much less? | ||
| Repetition and generalization of what has been studied on the topic "Preparation for the study of numbers." | ||
| A lot of. One. | ||
| Number and number 2. | ||
| Number and number 3. | ||
| Signs +, -, =. | ||
| Number and number 4. | ||
| Longer, shorter. | ||
| Number and number 5. | ||
| Numbers from 1 to 5. The composition of the number 5. | ||
| Pages for the curious. | ||
| Dot. Curve line. Straight line. Line segment. Ray. | ||
| Broken line. | ||
| Consolidation of what has been learned. | ||
| Equality. Inequality. | ||
| Polygon. | ||
| Numbers 6 and 7. Letter of numeral 6. | ||
| Numbers 6 and 7. The letter of the number 7. | ||
| Numbers 8 and 9. The letter of the number 8. | ||
| Numbers 8 and 9. The letter of the number 9. | ||
| Repetition and generalization of what has been studied on the topic "Numbers from 1 to 10" | ||
| Our projects. | ||
| Centimeter. | ||
| Enlarge by … . Reduce by ... . | ||
| Addition and subtraction with the number 0. | ||
| Pages for the curious. | ||
| What have you learned. What have you learned. | ||
| Project protection. | ||
| Addition and subtraction of the form …+1, …- 1. | ||
| Addition and subtraction of the form …+1 + 1, …- 1 - 1. | ||
| Addition and subtraction of the form …+2, …- 2. | ||
| Term. Sum. | ||
| Drawing tasks. | ||
| Addition and subtraction tables with number 2. | ||
| Counting and counting by 2. | ||
| Tasks to increase (decrease) by several units. | ||
| Pages for the curious. | ||
| What have you learned. What have you learned. | ||
| Pages for the curious. | ||
| Addition and subtraction of the form …+3, …- 3. | ||
| Adding and subtracting the number 3. | ||
| Consolidation of what has been learned. Comparison of segment lengths. | ||
| Addition and subtraction tables with number 3. | ||
| Counting and counting by 3. | ||
| Problem solving. | ||
| Problem solving. | ||
| Pages for the curious. | ||
| What have you learned. What have you learned. | ||
| What have you learned. What have you learned. | ||
| Consolidation of what has been learned. | ||
| Consolidation of what has been learned. | ||
| Consolidation of what has been learned. | ||
| Addition and subtraction of numbers of the first ten. Composition of numbers 7, 8, 9. | ||
| Tasks to increase the number by several units | ||
| Tasks to reduce the number by several units (with two sets of items). | ||
| Addition and subtraction of the form …+4, …- 4. | ||
| Consolidation of what has been learned. | ||
| How much more? How much less? | ||
| Problem solving. | ||
| Addition and subtraction tables with number 4. | ||
| Problem solving. | ||
| Rearrangement of terms. | ||
| Application of the commutative property of addition for cases of the form … + 5, 6, 7, 8, 9. | ||
| Tables for cases of the form ... + 5, 6, 7, 8, 9. | ||
| Composition of numbers within 10. Consolidation. | ||
| What have you learned. What have you learned. | ||
| Consolidation of what has been learned. Check of knowledge. | ||
| Relationship between sum and terms. | ||
| Problem solving. | ||
| Minuend. Subtrahend. Difference. | ||
| Subtraction of the form 6 - ..., 7 - ... . | ||
| Fixing the reception of calculations of the form 6 - ..., 7 - .... Problem solving. | ||
| Subtraction of the form 8 - ..., 9 - ... . | ||
| Fixing the reception of calculations of the form 8 - ..., 9 - .... Problem solving. | ||
| Subtraction of the form 10 - ... . | ||
| Consolidation of what has been learned. Problem solving. | ||
| Kilogram. | ||
| What have you learned. What have you learned. | ||
| Test work on the topic "Addition and subtraction within 10". | ||
| Names and sequence of numbers from 11 to 20. | ||
| Formation of numbers of the second ten. | ||
| Writing and reading numbers of the second ten. | ||
| Decimeter. | ||
| Addition and subtraction of the form 10 + 7, 17 - 7, 17 - 10. | ||
| Pages for the curious. | ||
| What have you learned. What have you learned. | ||
| Test work on the topic "Addition and subtraction within 20". | ||
| Repetition. Preparation for solving problems in two steps. | ||
| Composite task. | ||
| Composite task. | ||
| A general technique for adding single-digit numbers with the transition through a dozen. | ||
| … + 2, … + 3. | ||
| Addition of single-digit numbers with the transition through a dozen of the form ... + 4. | ||
| Addition of single-digit numbers with the transition through a dozen of the form ... + 5. | ||
| Addition of single-digit numbers with the transition through a dozen of the form ... + 6. | ||
| Addition of single-digit numbers with the transition through a dozen of the form ... + 7. | ||
| Addition of single-digit numbers with the transition through a dozen of the form … + 8, … + 9 | ||
| Addition table. | ||
| Addition table. | ||
| General techniques for tabular subtraction with the transition through a dozen. | ||
| Subtraction of the form 11 - ... . | ||
| Subtraction of the form 12 - ... . | ||
| Subtraction of the form 13 - ... . | ||
| Subtraction of the form 14 - ... . | ||
| Subtraction of the form 15 - ... . | ||
| Subtraction of the form 16 - ... . | ||
| Subtraction of the form 17 - ..., 18 - ... . | ||
| Consolidation of what has been learned. | ||
| Pages for the curious. What have you learned. What have you learned. | ||
| Our projects. | ||
| Test on the topic "Addition and subtraction within 20" | ||
| Consolidation of what has been learned. | ||
| What did you learn, what did you learn in 1st grade? |
For a long time we did not return to the tale of Ivan Tsarevich and the gray wolf (see the tale -http://slavya.ru/trad/folk/skaz/ivan.htm
), having analyzed only the first plot. It was said that the Wolf is a totemic ancestor who becomes the mentor of Ivan Tsarevich, because his father sends him not to steal, as it seems at first glance, but to learn life. He sends Ivan to study, because he proved himself the most worthy of all the brothers: having passed the test in the night guard, he deserved a magical gift from his ancestor.
For a long time I expected some of my own considerations from readers. But since there are no such, let's analyze the tale further. The first story was analyzed in the 15th issue of the "Ancient Religion of the Slavs" mailing list dated August 2, 2004. (http://slavya.ru/trad/folk/skaz/ivan2.htm
). The beginning of the topic with the formulation of the problem, with all the plots of the fairy tale and questions in the 14th edition of July 24, 2004. (http://slavya.ru/trad/folk/skaz/ivan1.htm
). Today we will analyze the second and third stories and questions to them.
====
Plot 2. The wolf teaches Ivan how to kidnap the Firebird. However, having kidnapped the Firebird, Ivan wants to grab the golden cage beyond measure, which he comes across. There is such a dialogue between Ivan and the owner of the firebird, King Afron:
"- Ay, what a shame! Yes, the king's son went to steal.
- And what, when your bird flew, our garden was ruined?
- And you would come to me, honestly asked, I would give her so, out of respect for your parent, Tsar Berendey. And now in all cities I will let a bad reputation about you ... Well, okay, if you do me a favor, I will forgive you. In such and such a kingdom, King Kusman has a golden-maned horse. Bring him to me, then I'll give you the Firebird with the cage."
Then the same situation is repeated in the plot with Tsar Kusman, and he is ready to forgive Ivan if he kidnaps Elena the Beautiful for him from Tsar Dalmat.
Children's questions are:
- Doesn't the wolf teach Ivan to steal, isn't that what the whole fairy tale teaches?
- Tsar Afron urges Ivan to behave according to his conscience, but why do we not see even a shadow of regret about what Ivan did?
====
Indeed, the wolf incites Ivan to steal the Firebird, but such is the nature of the wolf: to get game even in the forest, even in the master's barn. To live on what? Isn't that how our "new Russians" justify their initial accumulation of capital by impure means?! At one time, psychologists conducted an experiment, studying the willingness of people to commit fraud in a playful way. We have found that some people get into it fairly quickly, while others can resist the temptation for a long time, but when the stress and risk of damage from honest behavior exceeds a certain threshold, then almost everyone moves to “cheating”.
And since young Ivan is a young wolf warrior, he is obliged to master this wolf art: to overcome obstacles, sneak up unnoticed, find vulnerable spot in protection. And who, if not a totemic wolf ancestor, can teach him this best of all. This can be seen as one of the initiation tests.
Look, after all, King Afron obviously knows the prince and his father, since he expresses respect for him. This means that Ivan's father also knows Tsar Afron, most likely they are relatives! So what happens, the father sends his son in advance to steal from a relative in order to quarrel with the latter? Is he really not afraid of a quarrel, is he not afraid of losing his son or even starting a war?
Here we come to one of the very interesting moments in the organization of the tribal life of many ancient tribes. Ethnologists know that in the Caucasus, among some tribes, for example, among the Chechens, the tradition of the so-called ritual-initiatory theft remains in force, when a young man must steal something from a relative, confirming his adult status. Indeed, in ancient tribal societies, when there is no sharp class difference yet, there is no institution of private property. This means that the theft of a thing from a relative is not theft, but a kind of ritual exchange-donation. But custom requires that this ritual exchange take place precisely as an abduction, in which the initiate must show dexterity, ingenuity, cunning, and self-confidence. Moreover, the relative who is kidnapped from, immediately understands what happened and who kidnapped. But he plays a whole performance, at the same time rejoicing that his young relative has performed the prescribed. But then, in accordance with custom, he will have to kidnap his bride! Everything goes to this in a fairy tale, and this is a reflection of our very ancient customs.
However, digressing from this most archaic background, let us pay attention to two circumstances of moral significance.
Firstly, Ivan does not feel regret for what he did, because with a sense of justice he implements the ancient principle of "an eye for an eye." And the wolf teaches him to feel this just measure of retribution, warning that Ivan does not encroach on more. But he is pierced precisely by the fact that he is trying to take not only “an eye for an eye” or “a firebird for apples”, but out of greed, grabs more than this fair measure. And this greed, not the ability to keep the measure "an eye for an eye", turns into the fact that the guards grab him. This is the action of the pagan universal moral law (called Rota-Rita).
Secondly, we see that Tsar Afron, turning to conscience, admonishing and shaming Ivan, himself commits an act that cannot be called moral. Condemning Ivan for theft, calling for conscience, he immediately, contrary to his conscience, sends him to new theft. Agree that this is no less immoral than just stealing. And by virtue of the operation of the pagan universal law of justice, he must suffer a proportionate punishment. Then the same situation is repeated with King Kusman.
Returning to analysis at the most archaic level, we can see here that a relative from whom the initiate could not steal a thing gives the subject a chance to improve by continuing the test. Such an interpretation may also take place.
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Plot 3. The wolf does not allow Ivan to kidnap Elena the Beautiful, but does it himself. When Ivan goes back with Elena the Beautiful and does not want to part with her, the wolf helps him to deceive - pretending first to be Elena, and then the Horse - the kings Kusman and Afron and get for free the Horse with a bridle, the Firebird with a cage, without giving Elena the Beautiful .
Questions:
- Why does the wolf himself kidnap Elena the Beautiful for Ivan, but does not allow him to this robbery?
- Why Ivan, not feeling any remorse, goes to deceive the kings Afron and Kusman?
- Does the fairy tale teach children and adults to be unscrupulous deceivers?
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From the answers in the second story, you understand that Ivan does not need to feel sorry for Tsar Afron and Kusman. After all, they themselves forced him to steal, which means they deserved this in relation to themselves. But Ivan, out of respect for his elders and in gratitude for the fact that they did not betray him to shame when they were caught stealing, would not be able to subject them to such ridicule as the wolf subjects them to, turning either Elena the Beautiful, or the Horse. Ivan is also young, and not so strong in sorcery-werewolf. The wolf, as a totemic ancestor common to both Ivan and each of these kings, takes upon himself the fulfillment of what is due to them according to Rota, according to the universal moral law.
If you look at this from the point of view of the archaic custom of initiatory theft, then you can guess that Ivan's relatives, welcoming the completion of his cycle of trials and the kidnapping of the bride, give the young people additional wedding gifts, acting out this, as usual, like a comic performance-accident.
The open abduction by the Wolf from the king of Dalmat of his daughter, Helen the Beautiful, has the wedding-ritual nature of the kidnapping of the bride with the help of boyfriends. If Ivan had done this, it would have been perceived precisely as violence and robbery, he would have been chased. When such an abduction is performed by a totem ancestor, then everyone understands that a sacred act is being performed, the result of which should be a wedding. And as a result, Ivan is simply obliged to do this, otherwise it will be a shame in front of all relatives.
So, we see that those customs of ritual theft and kidnapping, which used to be the norm of mutual exchange, mutual gifts, initiation and premarital testing in a society that does not know private property, at other times begin to be interpreted as genuine theft and kidnapping. The archaic custom is forgotten, although people who know folk life from the inside, they guess that something is wrong here, that all this is buffoonery and a game. Remember that even today in many villages the doors are not bolted. As a result of this superimposition of different layers of perception, interpretations and attempts to make ends meet in an artistic way, an amazing phenomenon of this fairy tale arises.
