MUNICIPAL EDUCATIONAL INSTITUTION
KONTEEVSKAYA SECONDARY SCHOOL
BUYSKY MUNICIPAL DISTRICT
KOSTROMA REGION
Lesson summary for the course “Origins” in 5th grade
Subject:« Protection of the Blessed Virgin Mary»
Abstract compiled
teacher of the first category
origins of the subject
Municipal educational institution Konteyevskaya secondary school
Malova Margarita Vasilievna
Konteevo
2011
Topic: Protection of the Blessed Virgin Mary.
Target: Students in the lesson should learn the idea of the Intercession, the intercession of the Mother of God for people, the special significance of intercession for Russia, the significance of this holiday for the Russian people.
Tasks:
Based on excursions and previously acquired knowledge, develop a holistic perception of the image of the temple and its purpose.
Reveal the image of the Intercession and its meaning in Rus'.
Formation of the ability of audiovisual, visual and kinesthetic perception and figurative memory.
Development of holistic perception.
Sociocultural series: Protection of the Mother of God.
Lesson equipment:
Equipment for computer presentation.
Presentation “Excursion to Vladimir”
Golden Book of Russian Culture.
Recording of bell ringing...
DURING THE CLASSES:
I. JOINING THE AUDIENCE.
I enter the temple - what grace!
I cannot convey this grace...
There is joy in the heart and peace in the soul,
Harmony and music with me.
And it seems that I am in a bright world.
There is silence here, and there are wings behind.
I flew up under the domes,
Like a free bird floated.
And the bells are ringing,
He heals the soul - he is so healing!
Then I will wake up and descend from heaven.
The temple is full of healing miracles.
And every icon in the temple
She will help us - she is with us.
I can’t look at the faces without tears,
I ask for something - I can’t stand it.
And every time I hope that the saints
They will come to my aid
Any day.
I don't want to leave here
I'm resting here. I'm flying the soul.
II. JOINING THE TOPIC.
(Showing a presentation with photographs of the trip to Bogolyubovo"
Guys, what temple is shown here? You know him from our extracurricular activities.
Church of the Intercession on the Nerl.
(reading students’ creative works based on their impressions of visiting this temple)
Today in the lesson we will learn the history of the emergence of the Church of the Intercession on the Nerl and get acquainted with the semantic meaning of the word “Intercession”. Remember, thanks to which prince this temple appeared, why did it receive such a name?
(children's answers based on knowledge gained during the excursion)
III . TRAINING No. 20 “WHEN I’M IN TEMPLE”(developmental)
Stages of work:
1) Preparatory stage.
Joining the topic. The teacher pronounces words that set students up to work in the resource circle.
2) Main stage.
The teacher sets the topic of conversation: “Imagine that you are in a temple. What do you see, hear and feel there? (It is desirable that all students be able to name visually, auditorily and kinesthetically perceived images. To do this, in each new circle, if the same student starts it, it is necessary to change the sequence of the named images)
3) Reflection.
Did you feel a sense of presence in the temple?
How did it happen?
Which phrase was more difficult to continue?
Unfortunately, not every person knows how to behave in church. Hegumen Vissarion wrote a poem about what rules of behavior we should follow when visiting the temple. Listen and tell me which rules are already familiar to you, and which ones are you hearing about for the first time?
Memo.
Before entering the cathedral, With humility, like a publican,
Take off your headdress, look at the holy altar,
Drive away evil thoughts: Where the Spirit of God dwells,
You don't need them. He feeds us with grace.
Don't judge anyone, listen to the singing and the service,
Give help to a beggar, break off friendship with demons,
Light a candle and then don’t accept their machinations,
Cross yourself with a cross. Listen to the Word of God.
Keep your thoughts of God, And I will say from the heart
Reconcile your soul with God, Stay in service until the end,
Pray for the whole world. Listen to your father's sermon.
Don’t push Bogomoltsev, then venerate the cross,
Get used to the order in the temple, make a promise to Christ,
Don’t look around: I intend to improve,
It's not good for us! And remain true to your vows.
Whether it’s an old lady or a girl, don’t waste your time,
Don't look at faces, love serving God.
Lower your eyes to the ground, And while your soul is in your chest
About your sins of sadness. Come to prayer.
IV. WORKING WITH THE TEXTBOOK.
And now you will independently read about the history of the appearance of the temple and about the Vladimir Icon of the Mother of God.
(reading according to options, discussion; book “Orthodoxy and Russian Culture” by Yu.Ya. Kolbovsky, T.A. Stepanova)
V. WORK ON THE BASIC CONCEPT
How do you understand the meaning of the word “Pokrov”?
Patronage, protection, intercession, intercession of the Most Holy Theotokos for people before God.
In Rus', the Feast of the Intercession of the Blessed Virgin Mary has been celebrated for several centuries.
In the troparion of the Feast of the Intercession, believers, turning to the Mother of God, ask: “... We tenderly say: cover us with Your honest protection and deliver us from all evil.” These words express the hope of Orthodox Christians for the protection of the human race that the Refuge of the Orphan and Strange provides to the Representative - the Most Holy Theotokos.
Such intercession for people before God is evidenced by a miracle that occurred in the Blachernae Church of Constantinople in the 10th century. Constantinople at this time was besieged by Saracen troops. Residents, having gathered in the temple, where since the fifth century there had been the greatest shrine - the maforium (head cloth) of the Mother of God, performed the All-Night Vigil and prayed to the Lord for salvation from the enemy. Saint Andrew, the Fool for Christ's sake (October 15, New Style), a Slav by origin, saw how the Most Holy Theotokos Herself, accompanied by the apostles, angels and saints, entered the temple through the air, stood before the throne and, bowing her knees, remained for a long time in prayer. Then She turned to the people, took off Her maforium and spread it over the worshipers. Blessed Andrew turned to his disciple Epiphanius and asked if he saw this miraculous phenomenon. “I see it, Father, and I’m horrified.”
This is what Sacred Tradition testifies. The memory of the miracle that took place on October 1/14 was preserved for a long time within the walls of the Blachernae Church, never becoming a church-wide holiday for all of Greece.
In Rus', thanks to the assistance of the blessed Prince Andrei Bogolyubsky, the celebration of the Protection of the Mother of God became widespread. Being under the special protection of the Heavenly Intercessor, the Orthodox people of Holy Rus' were able to fully understand and appreciate the true significance of the miraculous phenomenon that took place in Constantinople, and from 1165. The holiday of the Intercession became all-Russian. Under the direct leadership of Saint Prince Andrew, the first Intercession Church in Rus' was built in the same year - the Church of the Intercession on the Nerl, which is known throughout the world as an outstanding monument of ancient Russian architecture.
The iconography of the holiday was developed in Rus' and finally took shape by the 13th century. There are two iconographic types of depicting the holiday - one belongs to the Novgorod icon-painting tradition, and the second to the Rostov-Suzdal tradition (samples on the board).
On Novgorod icons, the Mother of God is placed in the center of the composition inside the temple. The hands of the Virgin Mary are raised in prayer (in iconography this position of the hands is called the gesture of adoration). The veil over her head is held by angels. Above the cover is the Savior, blessing all those gathered in the temple.
The closed Royal Doors are depicted at the bottom of the icon. To the right of the gate is Andrei, the holy fool for Christ's sake, who points to the miraculous appearance of Epiphanius. On the left are Saint John the Baptist and the apostles. Some icons of the Novgorod school depict saints and archangels. Their figures are usually placed to the left and right of the Virgin Mary, above the apostles and St. Andrew.
In the Rostov-Suzdal tradition, which was later adopted by the Moscow tradition, the Mother of God is depicted against the background of a temple with a veil, which She holds in her hands. Left and
to Her right are angels and saints, Andrew, the Fool for Christ's sake with Epiphanius, behind are the praying people. A characteristic detail: in the foreground, below the Mother of God, Saint Roman the Sweet Singer is depicted, the author of hymns dedicated to the glorification of the Mother of God.
During the Feast of the Intercession, during services in churches, a special bell ringing, called Pokrovsky, sounds. I suggest you listen to it. The Pokrovsky ringing, presented by Rybinsk bell ringers, is soft, lyrical, accompanying the solemn procession of the cross (a recording of the Pokrovsky ringing sounds)
VI .TRAINING No. 21 “COVER OF THE HOLY VIRGIN(developmental, work in a group of four)
Stages of work:
1)Preparatory stage.
It is necessary to reveal the meaning of the concept “Protection of the Most Holy Theotokos.”
2) Individual stage.
Operating time 5 – 7 minutes. (RT p. 38 – 39)
3) Working in a group of four.
Operating time – 5 minutes.
The work will be led by a leader who must first provide an opportunity for each group member to speak and then communicate his point of view. In case of disagreement, the leader organizes a discussion and helps the group come to a common decision. The leader must also present the results of the group's work to the class in a compelling manner. The teacher names the composition of the fours and the names of the leaders.
4) Class discussion. Expert review.
5) Reflection.
* What new things did you learn by reading the texts?
* What thoughts and feelings arose?
* Did communication help the group come to the right decision?
VII. TEMPLES OF OUR VILLAGE AND CITY OF BUYA
Guys, what churches in our city do you know? What are their names? Let's take a look at the stand and answer this question.
Church of the Archangel Michael and the Church of the Intercession in the village of Konteevo, Church of the Resurrection, Church in honor of St. Nicholas, Annunciation Cathedral, Chapel of Paraskeva Pyatnitsa.
Today in the lesson we must remember which temples we have been to, what we know about the temple.
(children's stories)
VIII . TRAINING No. 22 “IN THE HOLY PLACE”(developmental, mnemonics).
Exercise. Students are asked to memorize a series of words based on their visual, audiovisual, kinesthetic, and imaginative memory abilities (eidetics).
Sea. Ship. Sail. Wind. Waves. Rain. Sun. Sky. River. Greenery. Cross. Temple. Travelers. Light. Joy. Gratitude. Harmony. Eternity.
Stages of work:
1)Preparatory stage.
The teacher asks students to memorize a number of words and explains that time will be given to memorize each word.
During this time, it is necessary to imagine as vividly as possible the images that this word evokes: see the picture, voice it, fill it with feelings and sensations.
The result of such work will be a series of consecutive frames - a kind of cartoon, which, by “playing” again, the students will be able to remember all the words named by the teacher.
The more intensely, in all modalities, students can imagine images associated with these words, the easier it will be to reproduce them in the future.
To ensure that nothing distracts the students’ attention, the task can be completed with their eyes closed.
2) Main stage.
The teacher dictates words at intervals of 15 seconds. Upon completion, students must write down the words in the order in which they were dictated by the teacher.
3) Verification of results and expert assessment.
The teacher finds out which of the students completed the task and to what extent.
One of the students who memorized the most words reads the written words to the class.
An expert assessment is provided.
4) Reflection.
Students who completed the task more successfully than others talk about how they did it.
Anyone can talk about their impressions and ideas.
IX.REFLECTION.
What new things did you learn by reading texts and completing assignments?
What thoughts and feelings arose?
X. HOMEWORK
MBOU VMR "Semenkovskaya Basic School named after S.V. Solodyagina"
Teacher: Firsonova Lyudmila Aleksandrovna
Item: Origins Class 2
Basic textbook: A.V. Kamkin “Origins” 2nd grade, Publishing House “Istoki”, M., 1996
Lesson topic: General lesson on the topic “Earthly Labor.”
Purpose of the lesson: To summarize students’ knowledge on the topic “Earthly Labor”
Lesson objectives:
1. Bring to the conclusion that their future profession, their work will serve people, bring joy and goodness.
2. Cultivate gratitude towards working people, their talent and skill.
3. Formation of the ability to work in a group;
4. Fostering love and respect for nature in general;
Lesson type: lesson on updating knowledge and skills
Necessary equipment: audio recording, textbook, workbook, ready-made paper horseshoes.
Lesson structure and flow
Updating knowledge
Listen to the audio recording (the sound of a hammer, the sound of a saw, the sound of looms, etc.) and look at the board. What do these sounds and pictures have in common? (The board shows all the types of activities together)
Human labor......
Communication
Personal
Goal setting
What do you think is the topic of our lesson?
Shows the topic name
What is the purpose of our lesson?
What tasks will we set for today's lesson?
Determine and formulate the topic of the lesson: We will summarize knowledge on the topic “Earthly Labor”
Formulate the purpose of the lesson:
Review everything learned on the topic “Earthly Labor”
Name topics covered in this section
Recall, what types of activities (work) relate to earthly labor.
Summarize, for which a person needs earthly labor.
Cognitive (general education)
Communication
Systematization of received ZUN
Today you are studying at school, gaining knowledge. And in a few years, each of you will receive a profession, and your work will serve people, bring joy and goodness. Currently, adults are taking care of you: they are building factories, sewing comfortable and elegant shoes and clothes. Today we turn with all our soul and heart, with deep gratitude, to their work, talent, and care.
Guys, tell me who is a farmer and what does he do?
Shows a picture of a farmer
What tools did he use to do this?
And what pets helped him with this?
The horse helped to plow and carry hay. They could also plow with a cow if the family did not have a horse.
Shows a picture of a horse.
What other domestic animals served humans?
How did they help the person?
You said you kept sheep for six. Why was she needed?
Who did this?
Shows a picture of a needlewoman
What else were they doing?
And who did all this?
What tools did they use?
Shows pictures of guns
What did the men do?
What is the name of the activity they were doing?
Shows a picture of a carpenter
What tools did they use?
What else did men do?
What was the job of a blacksmith?
What tools did the blacksmith use for forging? (picture of guns)
A farmer is a peasant who plows, then harrows the land, sows grain, mows grass, and reaps.
Plow, scythe, sickle.
Dog, cat, chicken, sheep or goat.
The answer is accompanied by pictures
The dog guarded the house, the cat caught mice, the cow provided milk, butter, sour cream, cottage cheese, and meat. Sheep provided wool and meat. The chickens provided eggs and chicken.
It was needed to make threads from it and then knit clothes.
Weavers are needlewomen.
They wove, spun, made lace, embroidered.
Women and girls.
Spinning wheel, loom, spindle.
They erected wooden structures: houses, bridges, temples; they cut down the forest.
Carpentry.
Axe, saw, hammer, nails. (picture of guns)
They were engaged in blacksmithing. (fig. blacksmith)
Forged various objects from iron.
Hammer, anvil, bowl for molten iron.
Personal
Cognitive
Communication
Communication
Reinforcing the material covered
Now let's open our notebooks to page 21 and complete the task.
Preparatory stage.
Individual stage.
We complete the task ourselves
Now you need to divide into groups of 4 people.
Organizes work in groups
Working in four.
Class discussion. Group performance.
(The correct option is on the board.)
Teacher's expert assessment.
Reflection.
Assessment in the training is carried out based on the results of the individual stage. If the task is completed correctly – 7 points; 1 discrepancy – 6 points; 2 inconsistencies – 5 points; 3 inconsistencies – 3 points.
7 points – mark “5”
5 points – mark “4”
3 points – mark “3”
Students read the assignment and repeat the rules of communication in the group.
Complete the task.
Discuss in the group, determine the leader of the group.
Complete the task individually, in groups of four. Perform self-test and preliminary assessment based on expert assessment
Communication
Regulatory
Summarizing
Stay in groups too. Each group will be given 2 tasks.
Everyone is given cards with tasks. Work in 3 stages:
1) individual;
2) decision-making in four;
3) group performance.
I task.
Explain what it means:
grind flour
hit with a hammer
knock the grain out of the ears
thresh?
iron billet
forge furnace
leather fur
How are all three phrases related to the word bugle?
II task.
Choose and prove which human qualities are most important:
A) weaver
b) carpenter
Patience, dexterity, calmness, strength, kindness, weakness, indifference, hard work, knowledge, conscientiousness, skill.
III
exercise.
Who's doing what?
What does a farmer do? ... shepherd? ...hunter? ...carpenter?...joiner? ... blacksmith? … horse? … cow? … cat? ...bee? ...
IV exercise.
What are they doing?
What do you do with an axe? ... with a saw? ...with a needle? ... plow? ... a harrow? ... with a sickle? ... with a rake? ... oblique? ... a plow? ... with your hands? ...
Organizes a collective inspection
Developmental training. Resource circle
Encourages you to express your opinion
“What did our great-grandfathers value and what do we value in earthly labor?”
Words for reference: hard work, honesty, mutual assistance, laziness, conscientiousness, endurance, experience, indifference, greed.
They discuss the tasks received in groups and come to a common decision.
Regulatory
Communication
Cognitive
Communication
Personal
Reflection
Assignment for all groups.
Organizes work in groups
Children prepare gifts for each other, working as a team (of four): “Forge” inscriptions with kind words on a horseshoe made of paper!
Next, the children present gifts with warm words.
Team leaders evaluate the work of their teams.
Then the teacher evaluates the groups' work.
Focuses attention on the final results of students' educational activities in the lesson.
Thank you for your attention! The lesson is over.
Formulate the final result of their work in class.
Regulatory
Lesson summary on the subject Origins on the topic “Sowing and Harvest”2nd grade (master class)
Lesson objectives:
To form an idea about traditional farming technology, about the role of the farmer’s labor in our lives, about the need for aesthetic and moral and ethical aspects of the farmer’s work;
To form an idea of the folk wisdom of farmers, their use in the farming process;
Develop interest in the traditions and customs of our grandfathers, the ability to work in pairs, collectively analyze their work, the work of the class;
Develop the child’s perception, thinking, spiritual experience;
To cultivate love for the Motherland, respect for working people, the results of work, communication and involvement in collective work activities.
Equipment: textbooks, workbooks, a sheaf of rye, ribbons, a loaf of bread, illustrations.
Introductory speech by the teacher before showing the lesson.
The lesson is included in section 3, “Earthly Labor.” Throughout the entire lesson, the types of labor activity during sowing and harvest are discussed, and 2 seasons are touched upon - spring and late summer. There is a comparison of the types of labor of our ancestors and the labor of farmers at the present time in order to show the sustainability of the technology of these types of labor, which ensured their continuity by new generations of the peasantry. The severity of the labor of our ancestors is shown, but at the same time, their sense of the price of this severity, the price of prosperity and prosperity that bread is earned by the sweat of the brow. The moral and ethical aspects of the farmer’s work are shown, i.e. qualities that a farmer should have.
During the classes.
Ӏ. Org. Moment.
Well, let's check it out, my friend,
Are you ready to start the lesson?
Is everything in place, is everything in order,
Pen, book and notebook.
Is everyone sitting correctly?
Everyone is watching carefully.
Everyone wants to receive
Only five.
Everyone is ready.
ӀӀ. Joining the topic.
(This is done so that children can determine the topic of the lesson and set lesson goals)
The topic of our lesson is very important. To determine what we are going to talk about, we will solve the first riddle:
1) Lumpy, spongy,
Both fresh and tasty,
Both beautiful and round.
2) Both easy and soft,
Both hard and tasty,
Both black and white
And all the people are nice.
3) Everyone loves him.
But they cut every day.
What is this? (loaf)
(I open an illustration with a loaf of bread on the board.)
Today a loaf of bread is our guest of honor.
Who are we going to talk about in class?
Our conversation will be about those who worked hard to bring this warm bread to our table and about the types of work that they perform. What are the names of these workers?
The topic of our lesson (read on the board) is “Sowing and Harvesting.”
ӀӀӀ. Work on the topic of the lesson.
When do farmers begin their main business? (in winter, they shovel snow into piles) (show illustration)
Winter in Russia is long, cold, does not want to please and everyone is looking forward to the gentle sun melting the snowdrifts, cheerful streams running, the first thawed patches appearing and the long-awaited spring will come. And so that she would come quickly, they would meet her.
How did they celebrate spring in the old days, who knows?
(Tale from one of the students)
Along with spring, the arrival of birds begins. In the old days, people believed that spring came because birds brought it from afar. Therefore, they did not welcome spring, but called and called out. Girls and children gathered and loudly called for spring (with songs - chants). Let's call her too.
Spring, spring is red,
Come, spring with joy,
With great mercy,
With ice high
With deep roots,
With abundant bread.
In the houses they baked “larks” cookies from the text with outstretched wings and crests, as if they were flying. The birds were handed out to the children, and they happily ran to call the larks, and with them spring, and staged a pandemonium - dancing to the whistle of numerous whistles. They had round dances, played burners, tag, “Rucheek”, “Gate” and other games.
And then spring came. What did this mean for the peasant? (it's time to start working on the field)
What did the peasants do in the field at first? (ploughed)
What did the peasants plow with (a plow, a plow), (showing an illustration of a plow, a plow).
Let's read in the textbook on page 51 (3, 4 paragraphs) (children reading the text)
Work on the illustration in the textbook on page 53.
What was the work of a plowman like? (heavy)
Of course, the plowman’s work was very hard, but he knew and hoped that his work was not in vain, that this was a very important stage at the beginning of spring work, that he would justify himself in August with a good harvest.
How do they plow the land now?
Tractors came to the man's aid (showing an illustration on a magnetic board).
-Have you plowed the ground?
What do they do then? (harrow)
What did you harrow with before? (wooden harrow, illustration showing)
For what? (so that the soil is loose, without lumps)
How do they harrow the soil in our fields? (disc, cultivate, harrow), using a tractor (show illustration on a magnetic board)
Then what does the plowman become? (sower)
The best grain was left for sowing, and it was carefully stored all winter.
Experts determined the timing of plowing and sowing by signs. It was believed that if on March 17, the day of Gerasim the Rook, the rooks sat in their nests, then after 3 weeks they could sow. (Let's talk about this in the textbook, page 52 4.3 paragraphs).
How did peasants sow in the past?
And how is sowing done in the fields now (with the help of seeders) (illustrations).
People ensure a constant and even flow of grain from the bins into the hoses.
Caring for the grains.
At the end of summer the harvest begins. They are always waiting for her with excitement - will the weather let her down? What will the harvest be like?
Will they be able to collect every last spikelet?
Prosperity in every home depends on this.
How did peasants harvest crops in the old days? (sting)
Families went out to harvest.
What did men and women, old and young, reap?
Guess the riddle.
The small, hunchbacked one ran across the field, each ear trembled (sickle) (showing an illustration of a sickle)
How did you do this work (tell us)?
And here is how it is written about it in the book “Living Rus'” (I read it) page 101, paragraph 2.
Where did they then put the sheaves (in heaps, heaps)?
Was the work of a reaper easy? (the work was hard)
Nikolai Alekseevich Nekrasov wrote a poem about this. A pre-prepared student reads “Living Rus'” page 103 (part).
Why was the work hard?
What prevented her from working calmly? (gadfly, thirst, heat, back aching).
What feelings does the poet have for the reaper? (sorries, sympathizes with her)
And this happened every day from morning to evening. Until the harvest is over. And if one reaper could not cope with her work, others helped her. How did this happen, let's listen. The student tells the story “Good Custom” page 107 “Living Rus'” part 2.
This is how the reapers helped each other. They knew that work during the harvest was hard, but each understood the necessity and necessity of their work, that thanks to it there would be prosperity in the house.
Mothers and children helped.
What could they do? (prepare sheaves, fold worts, carry food and drink, babysit babies).
And now the last day of the harvest was coming. The holiday was called (Dozhinki)
The last sheaf “Last One” was reaped by the mistress of the house (big woman)
This sheaf had a certain ritual significance. They brought it home and called it the owner, since bread was truly the lifeblood of a peasant family.
This sheaf was decorated with ribbons and placed under the icons in the front corner. They didn't thresh him for a long time. It was believed to have special vital and sacred properties. If possible, it was stored until Christmas, or even until Yegor. At Christmas, they looked at how much grain there was on a spike, and that would be the harvest. They used the grain and ears of grain from the last sheaf to predict the weather and the harvest of the next year. This sheaf will give us vitality. Let us also decorate the sheaf with ribbons and call it with affectionate words. (Each student approaches the sheaf with a ribbon and decorates it.)
Like any holiday, Dozhinki was accompanied by fun and a special meal. Meal dishes: new - bread made from flour of the new harvest, pies, porridge, solomat (crushed oat porridge), oatmeal, rye jelly.
So, the rye is tied into sheaves. Where do they put them then? (in grandmother suslons).
Where were they taken then? (to the barns, to the threshing floor).
What did they do with the grain then? (threshed, then taken to the mill)
How are the fields harvested now?
ӀV. Resource circle.
Imagine that we are with you in August, when the rye in the field is ripe.
What do you see?
What do you hear?
What do you feel?
Reflection.
What do you remember most? Did it feel like you were in the field? What hindered communication?
V. Consolidation. Developmental training “Field work”
1) Preparatory stage.
2) Individual stage.
(working time 4 minutes)
3) Work in pairs.
4) Class discussion.
5) Expert assessment.
6) General conclusion of the teacher.
VӀ. Consolidation. Developmental training “Proverbs and Signs”
1).Preparatory stage.
Teacher's opening speech.
Bread is earned by the sweat of their brow, and farmers especially value the experience of their ancestors accumulated in the field. This experience teaches you and protects you from mistakes. Folk wisdom is especially evident in proverbs and sayings. Observation of nature has developed into folk signs. So they say: “People note when to sow, plow, and harvest.”
The task is to distinguish proverbs from signs, fill in the circles opposite the proverbs.
Stages of work:
1) Individual stage.
Operating time 5 minutes.
2) Work in pairs for 7 minutes.
3) Expert assessment of the teacher.
4) Reflection.
Explain the proverb “What goes around comes around.”
(The best grain was left for sowing; it was carefully stored all winter. It was believed that you need to plant the best grain in the ground in order to have a good harvest. If you plant pea seeds, what kind of plant will grow? (peas). If rice seeds? (rice ) And if you plant lies and rudeness? (a lying, rude person). If a child is raised in lies and rudeness as a child, what kind of person will he grow up to be? (lying, rude).
What is the general theme of proverbs?
Bread determines well-being, the well-being of the family, and is the basis of life. A lot of work has gone into it.
Did you enjoy working in pairs?
What do you remember most?
VӀӀ. Summing up the lesson. (Resource circle).
What new did you learn in the lesson?
What types of work do farmers do to get bread on the table?
What qualities must farmers have to perform all types of work?
Thanks to these qualities of a farmer and knowledge of all traditional technologies for growing bread, bread is on our table every day, delicious, aromatic, incomparable, which we will now try. Did you enjoy communicating in class today? (they try a loaf of bread).
Lesson summary Origins in 3rd grade
Topic: “How to strengthen hope?”
During the classes
Accession
Are you guys in a good mood? Let's say hello to the guests. So that everything turns out well in class, what will we be like?
2. Preparatory stage.
The lesson begins with Pakhmutova’s song “Nadezhda”
Guys! Is the song familiar? What is the song about?
About hope.
What is hope?
This is faith in a successful outcome of the matter.
This means that hope and faith are closely related to each other.
Where does Hope help a person?
In war, in work, in sports, in illness.
The largest psychiatrist, American doctor Erickson Milton. This man is a unique example of the manifestation of hope and self-confidence. At the age of seventeen, he suffered an attack of polio, and recovered completely thanks to the only rehabilitation program he himself developed.
And there are many such cases. Perhaps the phenomenon of hope is somehow connected with genes, the physical level of a person.
Look at the screen. This is a portrait of Exupery. How many of you can tell who this man was?
Not everyone knows that in addition to literary talent, he also had a passion for the heavenly spaces. The sky was his element. In his life he suffered 15 accidents, the last one was fatal for him.
The worst disaster, from which he managed to climb out together with co-pilot Andre Prevost, was the Sahara Desert and three days without water. Only the hope of salvation kept the men alive, because it was physically impossible to be in the desert without water for so long.
Where does hope help you?
Who can you rely on? Give an example of such hope.
For yourself, friends, family
What hope never dies?
Hope in God
What does it mean to have vain hope? Remember the Tower of Babel.
A doomed, unrealistic hope.
What happens to a person if he loses hope?
Despair, death
Today we must figure out how to strengthen hope in ourselves? What can help us build hope?
3. Individual stage.
4. Working in a group of four
(independent work, in four groups, performance by leaders)
5. Class discussion. Reflection: Hope is strengthened by: faith in one’s strength and experience, harmony and agreement, patience, faith in the rightness of one’s cause, faith in God, faith in oneself.
An ancient legend tells: when Adam and Eve were expelled from paradise, it was snowing heavily and Eve was very cold. Then, wanting to warm her with his attention, several snowflakes turned into flowers. Seeing them, Eve became cheerful and had hope, so the snowdrop became a symbol of hope. I want to give this symbol to each of you.
Now choose your favorite quote from famous people about hope, write it down for yourself on the back of the sheet.
Elizabeth Dickinson Said: “Hope is the winged creature that dwells in the heart, singing without words and never stopping.” In Ancient Rus', the bird of hope was the Gamayun bird.
I ask you to draw your own bird of hope. (or ask home)
Children draw to the song from the movie “Don’t Leave”
You and I are one big family. Can we rely on each other? What is needed for this?
Agreement
This is the topic of our next lesson.
Municipal educational institution"Gymnasium No. 2"
ABSTRACT
classes on “Origins”
in 2nd grade
Smirnova Irina Anatolevna
primary school teacher
Municipal educational institution "Gymnasium No. 2"
G. Tikhvin
Lesson topic: "Word".
main idea: a good word conquers grief and saves from trouble, but an evil word destroys and causes pain.
Target:
cultivate a responsible and thoughtful attitude to the spoken word.
Tasks:
- introduction and filling of the word category: from the mind - apt words; from the heart - kind, sincere words; from the spirit - words of repentance, forgiveness.- show the place and role of words in human life;- learn to listen and hear the words of your interlocutor;- learn to give kind words;- cultivate a sense of responsibility for what is said;- fostering a culture of communication.
1.Introductory conversation (joining). Resource circle.
Don't let your soul be lazy
The soul must work
So as not to pound water in a mortar,
And day and night, and day and night.
Soul...What is it? (Children express their opinions.)
Soul - this is the inner invisible world of man. A world full of secrets.
What do you feel when your soul sings? Crying?
What happens in your soul when you are offended? Praised?
Eyes are the mirror of the soul. How to understand this?
The eyes, like a mirror, reflect the state of the soul. Eyes can't lie.
What do you think we will talk about today?
Today we will learn what words are, we will try to feel the difference between different words, we will learn to listen to each other.
What is a word?
The word is the result of the action of the mind, soul and spirit.
Where is the word born?
The word can come from the soul, from the heart, from the mind.
Can a person do without words?
Can a word help or harm? How?
Imagine that this is the soul. (Show the doll.) Which of you has at least once been able to offend or harm another? When a person is offended, what remains? (Resentment). Has the soul become the same as it was before? What should a person do if he has offended someone? (apologize, stroke,..) But the mark still remains. Is it possible to offend a person?
Game “Magic Flower - Seven Flowers”
Fly, fly, petal
Through the West - to the East,
Through the north, through the south,
Come back, having made a circle,
As soon as you touch the ground
To be according to my wishes..
Tell ... to say a kind word and stroke ...
2. Joining.
“He who speaks sows; whoever listens collects.”
In this proverb, the person who speaks is represented in the role of a sower. The Bible contains the Parable of the Sower. Read it carefully. Think about what the words mean: Sower, seed, sow.
Parable of the Sower.
The Sower came out to sow. And as he sowed, some seed fell by the road, and the birds devoured it. Another seed fell on rocky places where there was little soil, and soon sprouted, but soon withered, because it had no root and moisture. Some fell among the thorns, and the thorns grew and choked it. Some fell on good soil and bore fruit: one a hundredfold, and another sixty, and another thirty. He who has ears to hear, let him hear!
What is a seed? (Word, teacher’s word.)
Who is a sower? (The person speaking the word is the teacher.)
What does it mean to sow? (Speak.)
Children's answers. We believe that...
Work in groups.
Discuss in groups and come to a consensus:
Name a word that has a hidden meaning. Hint: this is where the teacher's word reaches or does not reach. (Heart, soul of man.)
What needs to be done so that your heart accepts the teacher’s word and produces good fruit? Find the lines that say this. “He who has ears to hear, let him hear.”
The person who listens must hear what is being said.
Active lesson “What words are there?”
What words are there? The textbook on page 79 will help us with this.
Read carefully and underline the types of words that you come across while reading.
Work in groups.
Compare your answer options with the answers of your neighbors, and having made a single decision, write down the types of words on chamomile petals, choosing the color yourself.
When the group is ready, raise your hand.
At this time, Beethoven's "Moonlight Sonata" is playing.
Expert review.
Discussion. We decided...
Reflection. Was it difficult to work in a group of four?
Physical exercise.
It’s not at all easy to be kind (turns the head to the right, left),
Kindness does not depend on height (hands up),
So let’s give people this joy (hands away from the chest),
Let kindness walk around the world (walking in place).
In front of us is the small town of Polite. But they will open the gates to us if they are convinced that we are also polite. Ready to test yourself?
Resource circle “Give a kind word.”
Where do kind words live? How should they be pronounced? (Intonation, feeling,..)
How should you listen to these words? (Attentively).
Each of you will now give each other kind words.
Reflection.
How did you feel when you heard kind words addressed to you? Did you enjoy giving kind words?
Well done! You completed the task.
How do you imagine the city of the Polite? And so, let's go! As you walk through the streets of this town, you will receive tokens. Having collected everything and arranged it correctly, you will find out what parting words the king will give you.
1st street, which we end up with is Street of the Wise Men.
Who is a sage? (A sage is one who has the highest knowledge, a thinker.)
Presentation 1.
Proverbs are folk wisdom. Often you can find an apt word in them.
Take the piece of paper that is on your desk. Find task #1.
On one's own.
In front of you in column 1 are proverbs, and in the second column are the “rules” for using words. Read and connect them with an arrow.
Task No. 1.
PROVERBS
Picture + Story + Proverb
(A self-composed story is read out.)
“The word is not a sparrow: if it flies out, you won’t catch it.”
You receive 1 token.
How many of you have ever had to ask for forgiveness?
The residents of this street have prepared such a task for you - a situation.
Petya scattered toys all over the room and did not put them away. Elder brother Kolya forces his younger brother to collect them. Kolya approached Petya and commanded in an angry voice: “Take away the toys now!” Petya was offended and ran away.
Why didn’t the younger brother listen to Kolya and run away? (Kolya ordered, spoke angrily.)
What would you do in this situation if Petya were your brother?
Imagine yourself in Kolya's place. You made this mistake. How to fix it?
2 tokens.
We go to the next street. 3rd Street of Magic Words.
Presentation 2.
Insert magic words into poems that make sense and rhyme.
What do you feel. When do you say these words? (Warmth. Joy...)
3 tokens.
We came to the last street. 4th Street of Beauty.
Why do you think it is named like that?
Now let's check it out. The story will help us with this.
Please take some leaves. Find task 2.
Read Sukhomlinsky’s story “Beautiful words - beautiful deeds.”
V.A. Sukhomlinsky “Beautiful words and beautiful deeds.”
Reading the text aloud.
Which of the guys can be called kind and which can be called kind?
Why is the street called Beauty Street?
You receive 4 tokens.
It's time for us to return from the city of Polite. Place these tokens correctly.
GOOD TRAIL TO YOU!
Resource circle. What new things have you learned about yourself? Try to say more kind words to each other.
We end our lesson with a wonderful poem “A Word about Words.”
When you want to say a word,
My friend, think about it - don’t rush.
It happens, sometimes it’s harsh,
It was born from the warmth of the soul.
Where you can’t weigh the word yourself,
Don't let him fly.
You can add joy to them
And poison people's joy.
They can melt ice in winter.
And crush the stone into crumbs.
It will give, or rob,
Maybe inadvertently, maybe jokingly.
Think about how not to hurt them
The one who listens to you.
Task No. 1.
PROVERBS
Task No. 2.
"Beautiful words and beautiful deeds."
“There is a small hut in the middle of the field. It was built so that in bad weather people could hide and sit out in warmth.
One day, in the middle of a summer day, the sky was covered with clouds and it began to rain. There were three boys in the forest at that time. They hid from the rain and watched streams of water pour from the sky.
Suddenly they saw a boy of about ten running towards the hut. They didn't know him; the boy was from a neighboring village. He was wet to the skin and shivering from the cold.
And so the eldest of those who ran away from the rain and sat in dry clothes said:
How bad it is that you, boy, got caught in the rain. I feel sorry for you…
The second boy also uttered beautiful and pitiful words:
It must be scary to find yourself in the middle of a field in such weather. I sympathize with you, boy...
And the third did not say a word. He silently took off his shirt and gave it to the boy, who was shivering from the cold.
Not only beautiful words are beautiful. Only beautiful things are truly beautiful.”
(V.A. Sukhomlinsky)