Subject:A. Lindgren. « Carlson, who lives on the roof»
Target: talk about the friendship of an ordinary boy nicknamed Baby and the extraordinary Carlson, teach love and tolerance for those who are difficult to love; arouse interest in the content of the work, the desire to read the work in full; develop reading skills, instill a love of reading.
Planned results (lesson objectives):
Subject: reading and analysis of excerpts from A. Lindgren’s story “Carlson, who lives on the roof.”
Personal: to cultivate a sense of love and kindness, tolerance, the ability to treat with humor even those who are considered ill-mannered, the ability to be friends and be true friend.
System-activity: the ability to talk about friendship, give examples from books read; the ability to select the main thing from the text and retell it, preserving linguistic features, paying attention to the details of the described actions; ability to work in a team (group).
During the classes
1. Organizational motivational moment. Teacher's word.
The writer Astrid Lindgren wrote a wonderful book for you guys, “The Kid and Carlson.” The Kid felt lonely and unhappy until the funny and good-natured fat man Carlson, who lives on the roof and inexhaustible in his inventions, began to fly to him.
Everyone around him considers Carlson a fiction, a fantasy of the Kid. However, the Kid himself does not doubt for a minute the existence of his wonderful friend. Moreover, he is sure that, despite Carlson having a propeller that allows him to fly, Carlson is his playmate. And indeed, Carlson is the most ordinary fat man, a sweet tooth, a prankster, and partly an egoist. He is constantly looking for fun. But if things suddenly come to a head, Carlson will always help out and never let you down. In addition, he is smart, resourceful, kind in his own way, and tries to protect the weak.
Let's read about the friendship between Baby and Kalson.
2. Reading text.
3. Content analysis. Where did the Kid live, in what city? (Stockholm.) Did the author describe the Baby’s appearance? (No.) What was the baby’s dream? (Have a dog.)
Can we tell what the Kid was like? (Kind, dreamy, loving animals.) Where was the Kid? (At the window.) What was he thinking about? (About the dog.) What alarmed the Kid? (Buzzing.) Why was Carlson flying in circles around the Kid? What can we assume? Was he afraid of the Kid or was he keeping an eye on him? Why did the Kid stand without moving? How did he feel? What does “breathtaking” mean? (This is when it’s hard to breathe from an excess of feelings, strong experiences.)
What was the first meeting between the Kid and Carlson? How did the Kid see Carlson? Did he like it?
(Carlson has red hair, blue eyes, chubby arms, and he himself is not thin. The most important thing is that he had a button on his stomach and a propeller on his back. Carlson could fly. He had a house on the roof. And that was the most fantastic thing!)
4. Analysis of the character and behavior of Baby's new friend.
What was Carlson's character like? What did the Kid like and dislike about it?
(Nasty, capricious, ill-mannered, always demanding tasty food... Every moment he is ready to play pranks, and not always innocently. Of course, the Kid didn't like this. But it was always so interesting with Carlson!
After all, for the Kid, Carlson is not an inveterate hooligan and a leader in risky games, but rather a lonely child who needs affection, participation and family warmth. Carlson is a cheerful, kind, good friend. But, like any person, he also had his downsides. The kid, despite his small age, feels sorry for Carlson and forgives him a lot.)
Find in the text evidence that Carlson is a very reasonable person, he constantly thinks and reasons. What words of Carlson did you like? Why? What makes you laugh about Carlson's antics?
Prove that, on the one hand, the Kid is captivated by Carlson's pranks, and on the other, he begins to protest when the pranks cross the permitted boundaries.
Give a description of the Kid. What does a hero look like to you? (The image of the Kid is shown by the writer in development. The hero constantly thinks and reasons. He is very kind, generous, compliant. There is something going on in him all the time internal struggle. The kid loves animals and really wants to have a dog. He respects elders and helps the weak.)
How do you think Carlson influenced the upbringing of the Kid? (Carlson influenced the Kid positively. He helped him open up and taught him several of his phrases: “Trifles, an everyday matter,” “Calm, just calm.”) Draw a conclusion: why do you like the book about Carlson so much? (The entire work is permeated with kindness, subtle irony and humor. There are many jokes, bright, memorable expressions in it.)
What is this work about? (About friendship, the boy needs a friend and he found one.)
5. Working with illustrations . Let's look at the illustration. Who is shown in the illustration? Is this how you imagined Carlson? Is the artist right in depicting such a hero? How would you draw this funny little man?
6. Summing up the lesson. What new things have you learned? Did you like the characters? What exactly? What did this book teach you?
Teacher of MAOU Secondary School No. 16 of the city of Berezniki, Perm region Markiv Olga DmitrievnaLiterary reading lesson in 4th grade based on the work of A. Lindgren “Little Nils Carlson.” Textbook “Literary Reading” by O.V. Kubasova, grade 4, part 1. Section 1 “What a delight these fairy tales are.” Third lesson.
Goal: to teach to understand the main idea of A. Lindgren’s work through the actions and states of the characters.
Tasks:
Form reading competencies through accented reading of text
Cultivate compassion for to a loved one, desire to help
Regulatory. Students learn to formulate a learning task, monitor its implementation and evaluate themselves based on the results of their work.
Cognitive. Students learn to find necessary information in the text literary work, fixing it with the help of a diagram, analyze the actions of the hero based on a system of questions and evaluate them, determine the main idea of the work, ask questions.
Communicative. Students will have the opportunity to express their point of view on the work they read and ask questions about the material they read.
Equipment. Presentation, political map of Europe, cards with the names of heroes and descriptions of feelings.
During the classes
Stage 1. Mobilizing
Teacher. What is our lesson now?
Students. Literary reading lesson.
Teacher. Why are literary reading lessons needed?
Students. On them we get acquainted with interesting works, we learn about the authors, learn to evaluate the actions of the heroes, express our attitude towards them, i.e. learning to be attentive readers.
Teacher. What work are we studying? Who is author?
Students. A. Lindgren “Little Nils Carlson”
Teacher. Who will name and show on the map the country in which the writer lived?
(Students show Sweden)
Stage 2 Knowledge updating
Teacher. What information about the writer do you remember? (portrait and books by A. Lindgren are on display ) Slide 2.3
Students. She wrote more than 100 books, her works were published in 60 countries, and received a medal from the Kingdom of Sweden for literary achievements. A monument was erected to her in Stockholm.
Teacher. Tell me, how did you understand that the action described in this work, takes place in Sweden?
Students. Non-Russian names were used - Bertil, Nils, Marta, geographical names– Södertälje, Linjanskogen p.121
Teacher. Astrid Lindgren had a great loving heart, which understood children like no other. Many times in my fairy tales it affected the fate of lonely children. She knew that about loneliness is a concept incompatible with childhood, but she also knew that, unfortunately, many children face this.
Is this information related to the work being studied? Students . Yes, main character lonely
Teacher. Is it possible to formulate the topic of the lesson in the words of one of the characters?
Students. “It’s boring to live alone, isn’t it?” from 122
Teacher. Which character says that?
Students. Nils
Teacher. What tasks will we set for the lesson?
Students. Follow how the hero managed to cope with loneliness.
Teacher. How are we going to do this?
Students. Through working with text
Teacher. So, the second task for the lesson?
Students. Learn to work with text.
(Tasks appear on the slide) Slide 4
Stage 3. Analysis of the work.
Teacher. What genre does this work belong to?
Students. This is a fairy tale
Teacher. What's fabulous about this? Students. Magic carnation, transformations, magic spells, fairy creatures.
Teacher. But she is not at all like the Russians so familiar to us fairy tales. There's a lot of reality here. Name what exactly? Students. Boy Bertil. He is lonely, his sister died, his parents work in a factory, there is an apartment in which Bertil lives with his family
1 part
Teacher. Do you think Bertil's family lives rich or poor?
Students. Poor, because they have to work, they can’t afford to hire a nanny, they don’t have enough books, they only heat the stove in the morning and not enough, because... By lunchtime all the heat had already gone.
Teacher. How does Bertil make you feel?
Students. Sympathy, pity, compassion
Teacher. Why do you feel sorry for him? Read the required episodes in the first part.
Students. He has nothing to do, it’s cold outside - there’s no way to go for a walk, there’s no one to talk to, and he’s uncomfortable at home. Slide 5
Teacher. (Invites to the table) Choose cards with words that describe Bertil’s feelings. (Cards appear on the board)
Bertil
l
alone 
ily
sadly
cold
part 2
Teacher. Who came to the boy's aid? Who is he?
Students. This is a brownie. His name is Nils. Slide 6
Teacher. What struck Bertil about Niels? Find the answer on p.120
boring
Nils
Nils
Teacher. What did you learn from part 2 about this little man?
Students. In the summer he
lived under the roots of a tree, now lives in a rat hole, in which there is no furniture and it is very cold. Teacher. Listen to the dialogue between Bertil and Nils (read by two students, prepared in advance, pp. 122 -121) and answer the question why Nils, having barely met, invites Bertil to visit? Students .
He sees a kindred spirit in him, he is also coldly bored and lonely (Cards appear on the board)
boring
alone
Cold
Part 3
Teacher. What does Part 3 talk about? Students. About how Bertil went down to Nils's hole when he became small
Teacher. I suggest uniting in small groups and coming up with questions for this part. Remember that questions can be simple - based on the plot and explanatory. Or in other words: thin and thick. Groups 1, 2,3 come up with thin questions, groups 4,5 come up with thick ones. (Students work in groups) Sample questions. What was the room like? What was in it? Why did Bertil decide to go down to Niels? Why did he want to help? What feelings did Bertil have for Niels?
regrets
Teacher. What are the words that express Bertil’s attitude towards this little man?
I wanted to help
(cards appear)
cares
Exercise for the eyes Slide 7
Part 4, Part 5
regrets
Teacher. Let's remember how Bertil took care of Nils.
regrets
Students. Brings firewood (they serve as matches), food, furniture, and helps with cleaning. (The words are confirmed by reading out the episodes) Slide 8
Teacher. How did he do it?
regrets
Students. He turned into a little one
Teacher. Was there a climax to this part? Read pp. 125-126 Nils asks Bertil for help?
Students. No. Teacher. How does this characterize Nils? Students. He's modest. Teacher. Then why does the boy do all this: for the sake of the interest of transformation or for some other reason? Students. He wants to help, to do good, he likes to take care.
Teacher. Why does he give Nils the doll furniture of his dead sister Martha, because he could have brought some kind of box?
Students. Marta was dear to him, she was his dear person, but now she’s gone and Nils is now very dear to him
Teacher. Tell me, is the boy asking for something in return?
Students. No, Bertil helps Nils selflessly, he is not looking for any benefit.
Teacher. Who does this help?
Students. To a friend
Teacher. Bertil considers him his friend. What feelings does he himself experience when caring for his friend?
joy
Students. The boy is happy (a card appears in the Bertil column)
Teacher. How does Nils feel?
joy
Students. He is very happy (a card appears in the Nils column)
Teacher. Why is he happy? Students. A friend appeared. The room has been transformed. It became warm, clean, cozy.
Teacher. With what words did the author manage to show that the little man is incredibly happy about all the things that have appeared? Let's work groups. Each group rereads their page and prepares to read the words and expressions they have found to the class.
(Students work in groups: 1 group - p. 127, 2 group - p. 128, 3 group - p. 129, 4 group - p. 130, 5 group - p. 133) Slide 9
Stage 4. Summarizing and linking information.
regrets
Teacher. Let's go back to our diagram
I wanted to help
Bertil
Nils
cares
joy
joy
boring
sadly
alone
cold
Cold
lonely
Teacher. What united the heroes?
Students. Loneliness, melancholy
Teacher. What has changed in their lives?
Students. Bertil is no longer alone, he has someone to take care of, he has gained a friend. Nils is in a warm room. He is also happy that he has someone to spend time with.
Students. Baby, baby, little man.
Students. He may be small, but he is a friend, and you can take care of him
Teacher. Remember where the boy hides Nils?
Students. Under the shirt near the heart, because... Nils warmed his soul, in which melancholy and loneliness settled.
Teacher. Read about it on page 136.
Stage 5. Lesson summary
Teacher. Let's remember what tasks were set? (Students name) How did the hero manage to overcome loneliness?
Students. Taking part in the fate of another, taking care of the little man.
Teacher. The task of Lindgren's creativity was to bring comfort to children and help them overcome difficult life situations. And she wrote fairy tales about children who were able to overcome loneliness, illness, misunderstanding, separation, so that real, living children read these stories, received hope and knew that they, too, could cope with their misfortune.
Teacher. Only by giving of yourself will you not be alone.
Stage 6. Reflection
I can find information in text. Not really
I know how to ask questions. Not really
I know how to listen to my interlocutor. Not really
Homework. Choose your favorite dialogue and play it with a friend.
7. At home, children learn fragments chosen by them at their own discretion from the works of A. S. Pushkin.
Lesson 16. D. Jacobs “The Fish and the Ring.”
1. Examination homework.
2. Getting to know the text.
The teacher reads the first paragraph of the fairy tale and, in order to develop children’s ability to predict the nature of the work at its beginning, asks questions:
- Where and when do the events described in the work take place?
- What and who is this fairy tale about?
- How can they turn around? further events? Students read the story out loud to the end in relatively little time.
fragments that are complete in meaning.
3. Discussion of what has been read, rereading and work with the text is carried out on the basis of questions from the textbook, which can be supplemented with the following questions and tasks:
Why do you think the baron finally resigned himself to fate?
Read how the baron tried to get rid of the girl for the first time.
Read an excerpt about how the girl ended up in the castle of the baron's brother.
What illustrations can you draw for this fairy tale? (If there is time, it is possible to conduct a verbal drawing of one of them.)
4. At home, children do exercises and tasks following the read fairy tale from the textbook, as well as tasks 1 and 2 for V. Berestov’s work “The Fairy Tale” in a notebook, find and read books by K. I. Chukovsky.
Lesson 17. V. Berestov “Fairy Tale”; K. Chukovsky “The Adventures of the White Mouse.”
a) Work with the exhibition of books “Tales of K. I. Chukovsky.” Answering the textbook question about which fairy tales by Chukovsky
they know, students show the books they bring to class and read from them what they like. In addition, they ask classmates questions about the writer’s works.
b) In continuation of the quiz, the children are checked for correctness of completing the second task of the notebook at home - a crossword puzzle based on the works of Chukovsky.
c) The completion of the first task in the notebook is checked (students must underline the words: no wonder, fairy tale, fairy tale, good, happy, has a presentiment, any, agree, impatient, prosperous).
d) Several people take turns expressively reading a poem by V. Berestov dedicated to K. Chukovsky.
2. Preparing for reading.
What do you know about Chukovsky?
After the students have made their statements, the teacher can introduce them to biographical information about K.I. Chukovsky.
(Reference material.
KORNEY IVANOVICH CHUKOVSKY (1882-1969)
Korney Chukovsky - literary pseudonym writer. His real name is Nikolai Vasilyevich Korneychukov. The pseudonym suited the writer so well that in life they began to call him Korney Chukovsky.
At the age of 16, the future writer left home to make it easier for his mother, who was raising two children alone. He worked as a painter. I also read voraciously and studied English on my own. And he even wrote his own philosophical book. In a few years, a chapter from this book of his will be published in a newspaper. This is how Chukovsky’s journalistic life will begin.
Chukovsky worked a lot. “In the old days, wherever I was - on the tram, in the line for bread, in the dentist's waiting room - in order not to waste time, I composed riddles for children. It saved me from mental idleness.”
He wrote for a long time, it was difficult, he rewrote endlessly. Famous1 for their clarity and ease of work by Dava1
They were difficult for Chukovsky, sometimes even painful. Work was his only joy. She supported him in difficult times life trials. And there were a lot of them. Death of three children. Exiles and executions of comrades. Harsh attacks from critics. And you never know there were more adversities! It's difficult to list everything.
In the article “Confessions of an Old Storyteller,” Korney Chukovsky wrote about his life: “There were losses, insults, and troubles. But from my youth I had - and still do - one precious quality: in spite of all the troubles and squabbles, suddenly, for no reason, without any reason apparent reason, you will feel a strong surge of some kind of crazy happiness. Especially in such periods when you should be whining and complaining - suddenly you jump out of bed with such an insane feeling of joy, as if you were a five-year-old kid who was given a whistle.” He once called himself “a joyful man in a joyful world.”
A serious attitude to work and cheerful talent helped the writer create many wonderful works for children. When Chukovsky’s first book for children was published, he wrote in the preface: “The poems collected here were written by me accidentally. For a long time It never occurred to me that I would become a poet for children...” Fairy tales appeared by chance. The first one was “Crocodile”. Got sick little son Korney Ivanovich. His father was taking him home on the night train and, in order to alleviate the boy’s suffering at least a little, began to tell him to the sound of the clatter of carriage wheels:
Once upon a time there lived a Crocodile. He walked the streets, smoked cigarettes, spoke Turkish -
Crocodile, Crocodile Crocodilovich...
And the well-known “Moidodyr” began with the fact that the writer’s little daughter did not want to wash her face.
Thanks to Chukovsky, who translated into Russian such books as “The Adventures of Tom Sawyer”, fairy tales by R. Kipling, English songs and poems, we can read these books. It is noteworthy that Korney Ivanovich was the editor of the book
gi with biblical legends.
Next to his house near Moscow, in Peredelkino, Chukovsky built a children's library. Children's writers sent books to this library at the request of Korney Ivanovich, and “grandfather Korney” himself was the main worker in it.
Grandfather Korney was always loved by children. Our grandparents, mothers and fathers read the fairy tales and poems of this kind and cheerful storyteller when they were little. Chukovsky has not been with us for a long time, but his books, no doubt, will be read and listened to with pleasure by the grandchildren of those children who are sitting at their desks today.
The poet Valentin Berestov dedicated a humorous poem to Korney Ivanovich:
We feel sorry for grandfather Korney: Compared to us, he fell behind,
Because as a child I didn’t read “Barmalei” or “Crocodile”, I didn’t admire “Telephone” and I didn’t delve into “Cockroach”.
How did he grow up to be such a scholar without knowing the most important books?)
b) First silently, then aloud, children perform exercise 1 of a preparatory nature using a notebook.
3. Familiarization with the text (by parts highlighted in the text)
And discussion of what you read.
After reading the first part, the teacher asks:
- How was Belyanka different from all mice?
- Why didn’t the brothers and sisters take Belyanka with them for a walk?
- Why didn’t the Cat notice the other mice, but noticed Belyanka?
- What do you think, will the Cat Belyanka let go or not? What will happen next?
After reading the second part, students answer the questions:
- Why did the fisherman's son save Belyanka?
- Why did Belyanka run away from her savior? After reading the third part, children talk about the following questions:
- What made Belyanka happy?
- Who did Belyanka meet?
- From what and how did Belyanka save the gray rat?
4. At home, the children read the fairy tale “The Adventures of the White Mouse” to the end.
Lesson 18. K. Chukovsky “The Adventures of the White Mouse” (continued).
1. Checking homework (discussion of what you read). The quality of home reading is checked by the following questions:
- What changes took place in Belyanka’s life with the onset of spring?
- How did the old rat take care of Belyanka?
- How did the old rat decide to help Belyanka?
- What did Belyanka see in the workshop?
- Why was Belyanka afraid of her reflection in the mirror?
- How I met Belyanka in home Mother? Find and read their conversation.
- How did the fairy tale end?
- Who is the true savior of Belyanka?
- What solution did Doctor Aibolit find?
- What name did you give the mouse? Why?
2. Rereading and working with the text.
a) One of the possible tasks is selective reading children of the episodes depicted in the textbook illustrations.
b) Work on drawing up a plan is carried out according to the instructions of 1 textbook. There is space in the notebook to write down the plan.
c) In accordance with the third and fourth tasks of the textbook, a study is carried out on different episodes of the fairy tale creative game"Radio Theater"
3. At home, students complete the second task of the textbook.
Lesson 19. A. Lindgren “Little Nils Carlson.”
1. Checking homework.
2. Preparation for reading is carried out according to exercises in textbooks1
3. Getting to know the text.
To set the right emotional tone, the first
how many (2-5) paragraphs does the teacher read? Children continue reading aloud until the words “He was sleeping” in fragments that are relatively complete in meaning.
4. Discussing what you read, rereading and working with the text.
Why did Bertil have to sit at home alone all day? How did he feel?
Was Bertil always this lonely? (No, he once had a sister).
What happened to his sister Martha?
After what did the boy’s life change dramatically? (After meeting Little Niels.)
Tell us about how Bertil and Little Nils Carlson met.
How do you imagine Little Nils Carlson? How would you draw it? What paints would you use? Why? (Little Nils was small, no bigger than his little finger, cheerful, cheerful. Bright, light colors are desirable, because Nils was cheerful and joyful, he managed to cheer up the boy, brighten up his loneliness.)
Where did Little Nils Carlson live? Where did he live before?
Why did Little Nils Carlson and Bertil get there so quickly? mutual language? (Both one and the other were lonely.)
How did Bertil get into Little Niels's home?
What did Little Nils' room look like? Read it.
How did Bertil take care of Niels? (First he brought firewood, then a crib, bed, clothes, food.)
Today we read part of a fairy tale. How can you title it? (“Happy Meeting”; “Meeting of Bertil and Niels”...)
5. At home, students finish reading the fairy tale; complete tasks 1 and 2 from the notebook; tasks 1, 3, 4, 5 from the textbook; They are trying to find information about A. Lindgren.
Lesson 20. A. Lindgren “Little Nils Carlson” (continued).
1. Checking homework.
- How can you title the part of the fairy tale you read at home? (Friendship between Bertil and Niels.)
The correctness of students’ completion of textbook and notebook assignments is checked.
- What did you manage to find out about A. Lindgren?
(Reference material.
ASTRID LINDGREN (1907-2002)
Astrid Anna Emilia Lindgren was born into a poor and loving Swedish family. She began composing early, and at school she was nicknamed after the famous Swedish writer - Selma Lagerlöf. Big role Her father, as well as communication with her sisters and brother, played a role in the development of the girl’s writing gift. Lindgren later wrote: “...All our experiences and games were reflected in my books.”
When Astrid turned eighteen, she went to the capital of Sweden, Stockholm, in search of work. But there the girl felt really bad. In Stockholm she had no family, no friends, no money. “I'm lonely and poor. Lonely because it is so, and poor because all my property consists of one Danish era. I’m afraid of the coming winter,” she wrote to her brother.
But fate still took pity on Astrid. After a long search, she found a job. The girl became a secretary. Soon Astrid got married and had children. One day, my daughter became seriously ill, and her mother began to compose stories for her about a girl named Pippi. Gradually, a whole book “Pippi Longstocking” was formed from oral stories. The story won first prize at a children's book competition and was published. So it began creative life writer who is considered “the Andersen of our days.” At this time, Lindgren truly understood what happiness it was
Opportunity to write. And that all the troubles in her life are, in essence, “trifles, an everyday matter.” Now every evening she dreamed that a new day would begin quickly and that the moment would come when she could sit down at her desk and
hang out alone with your characters. Since then, Astrid began to write book after book. And also receive literary awards one after another.
The first book was followed by “The Famous Detective Kalle Blumkvist”, “Mio, My Mio”, “Three Stories about Carlson, Who Lives on the Roof”, “Rasmus the Tramp”... in total more than 30 books translated into almost 30 languages of the world.
Lindgren's works amazingly combine fantasy and reality. “...Perhaps I am writing about what I would like to see in reality.” The writer dedicated almost all her books to children, but resolutely stated that she did not write books for adults and did not intend to do so. “I hope that maybe my books will help instill in young readers greater humanity, greater understanding of other people,” admitted the famous writer, who was awarded the main award for storytellers - the Hans Christian Andersen Gold Medal.)
2. Rereading and working with the text. a) The game “Radio Theater” is played.
Role reading can be done in the form of children working in pairs: each pair of students chooses the passage they like best and prepares to perform it.
b) In a well-prepared class, you can additionally work on compiling a filmstrip or comic strip, based on the memo presented in the “Stories” section of the first part of this manual (“ general characteristics teaching reading").
3. At home, children find and read books with the works of Gianni Rodari.
Lesson 21. Books by Gianni Rodari; J. Rodari “These poor ghosts.”
1. Checking homework.
Based on the books displayed near the board, it is determined that Gianni Rodari wrote not only fairy tales and fairy tales, but also poems, many of which were translated into Russian by the well-known children S. Marshak. Children read some of the poems aloud to their classmates. In books, students find information about
the fact that translations of this writer’s works are made from Italian, and they also look for and read what is written about Gianni Rodari in the prefaces (afterwords) of his books.
The teacher can supplement the information about the writer found and presented by the children.
(Reference material.
GIANNI RODARI (1920-1980)
The Italian boy Gianni, the son of a baker and a maid, was orphaned early and began to earn his own bread early.
World fame, millions of copies of books, high literary titles and awards - all this did not come soon.
After graduating from the seminary, Rodari worked as a primary school teacher. He was a cheerful teacher - for his classes he invented funny Games, funny stories.
Gianni Rodari became a children's writer, by his own admission, almost by accident, by accident. “Once upon a time,” he recalled he is the main one the editor of the newspaper instructed me to write poems and stories for the children of Italian workers...
Several years have already passed since I stopped teaching, but when I took up the pen, I imagined that the eyes of my students were fixed on me, that they were waiting for a fairy tale or a funny story from me... So I began to write for kids "
Rodari's most popular work all over the world is “The Adventures of Cipollino.” According to the writer, he was inspired to create the fairy tale by Collodi’s fairy tale about Pinocchio, beloved by all Italians, which Rodari knew by heart since childhood. The story of the onion boy has been retold in more than twenty languages of the world. This is very funny fairy tale about very serious problems - about poverty and wealth, about oppressors and the oppressed, and even, strange as it may sound in relation to a children's fairy tale, about political struggle.
Cipollino's success prompted Rodari to continue writing fairy tales. “The Journey of the Blue Arrow”, “Gelsomino in the Land of Liars” and other books appeared.
Explaining why he wrote a great fairy tale about Jel1 somino, he said: “It seems to me that the most dangerous enemies
of humanity are liars. There are hundreds of thousands of liars in the world. A liar is a journalist who writes “freedom” and at the same time thinks about the freedom with which capitalists exploit workers and imperialists squeeze the juice out of colonial peoples. A liar is someone who says “peace”, but in fact stands for war... I really believe in the power of truth... Truth is like the voice of a singer - that voice that makes window panes tremble.” Dzhel1 Somino had such a voice of amazing power, and his songs opened people's eyes to the real truth.
Despite the worldwide fame of a wonderful writer1 storyteller, awarded the highest award in children's literature - the International Hans Christia1 Andersen Prize, Gianni Rodari was a surprisingly modest, even shy person. The writer briefly and clearly defined his place in life and literature: in the service of the guys.
Rodari loved children very much. It was main feature his character. And the children, feeling this, were drawn to him as if good wizard. “There is nothing more beautiful in the world than the laughter of a child, and if one fine day all children without exception can laugh all at once, all together, you must agree, it will be a great day!” - said Gianni Rodari in a speech given when he was awarded the Andersen Prize.
The writer himself was like big child. Forgetting about his age, Rodari willingly and with sincere enthusiasm played with the kids. For all his “childishness,” Gianni Rodari was a master who knew how to combine a free flight of imagination with great life experience, with the wisdom of a mature person. That's why he fairy tales turned out to be interesting to readers of all ages - from two to ninety years and older).
2. Preparing for reading.
Today Gianni Rodari invites us to play and have fun with the characters of his work. Before we do this, let's do some preparatory exercises.
The children do the exercises out loud using the textbook. Further, after clarifying the meaning of the word “preface”, teaching1
Those studying the textbook get acquainted with the preface written by the author himself.
Before reading the text, children answer questions.
“Lomonosov in literature” - Strict hierarchy of genres. DRL XI-XVII centuries. He was buried at the Lazarevskoye cemetery of the Alexander Nevsky Lavra. 1759 - Lomonosov writes “Reflections on the Great Precision of the Sea Route.” Questions: -Division of literature into strictly certain genres works; Aesthetics are based on the principle of rationalism and “imitation of nature.”
“The Kid and Carlson” - And Carlson, with his behavior, shows us what not to do. What was Little Boy like before meeting Carlson? What was Carlson like? And a friend is respected not for external data, but for spiritual qualities. It seems to me that each of you would like to have such a friend. It is easier for us to see other people's shortcomings than our own. Grouchy, touchy, sweet tooth, boastful.
"Lomonosov's Poetry" - Lomonosov Awards. Developed the first scientific grammar of the Russian language. Seriously studied Russian poetry. Medium style. Lomonosov completed the reform of Russian versification. Personality of Lomonosov. Scientific and technical words. Poetic creativity. Versification reform. He worked at the Academy of Sciences for 22 years.
“Biography of London” - Participation in the campaign of the unemployed. War correspondent. Collections of stories. 1902 - trip to England as a correspondent. Creative crisis. Jack London. Birth name. Books. Travel to the Solomon Islands. Committed suicide. Travels of Jack London. Trip to Alaska. The path to creativity.
"Lindgren" - Sorceress from Sweden. Astrid Lindgren. A lesson on the works of the Swedish writer A. Lindgren. Works by A. Lindgren. Reader training. Making a crossword puzzle. Assignment “Young literates”. Forms of work in the lesson. Compiling a bibliographic list of references. Favorites fairy-tale heroes works. Winner's reward ceremony.
“Lukonin” - I walk, smoke, and you stand still, so you can end up broke. The Volga smokes wormwood, has not frozen, wants to be visible. Secretary of the Board of the USSR SP (since 1971). Volga, can you hear me? From such words I can completely despair, a corrosive rust will fall on my ribs. I want to fall into the snowy expanse in the light of a clear day.
There are a total of 13 presentations in the topic
