Thematic planning for literary reading grade 4 “School of Russia”

Tasks:

• Acquaintance with the cultural and historical heritage of Russia, our small Motherland and universal human values ​​for the development of ethical feelings and emotional and moral responsiveness;
• formation of the need for systematic reading as a means of understanding the world and oneself,
• awareness of the importance of reading for one’s further development and successful learning.
• formation of involvement in the traditions of one’s people, awareness of the historical continuity of generations
• participation in the discussion of the text listened/read
• enrichment of active and potential vocabulary,

The object of study in the educational process is a literary work in its genre-generic and historical-cultural specificity.

– Acquaintance with the works of Russian writers, writers and poets of their native land occurs in the process of educational activities of schoolchildren, both organized by the teacher and independently, aimed at mastering reading skills (correct smooth reading, approaching the tempo of normal speech, reading aloud, to oneself, by roles; selective, commented, etc.) and mastery of various types of reading: studying, selective familiarization, selective search, selective viewing in accordance with the purpose of reading (for all types of texts).

The content of the training is focused on the development of the student’s personality, raising a cultured person who knows the norms of literary

a language capable of freely expressing one’s thoughts and feelings orally, a literate reader. The work program provides

formation of such vital skills as various types of reading, information processing of texts, searching for information in

various sources, as well as the ability to convey it in accordance with the communicative task. In the third and fourth grades, during literary reading lessons, students gain an understanding of the types of literature, the connection between fiction and history, and the influence of folklore on the work of various writers. The range of moral issues that open up for them in literary works and life is expanding. The program provides for the expansion of readership

ideas and skills development of independent creative experience of junior schoolchildren through the inclusion of works in the program

writers and poets of the Omsk Irtysh region..

The course "Native Literature" awakens students' interest in reading works of fiction. Beginner's attention

addresses the verbal and figurative nature of a work of art, the author’s attitude towards the characters and the world around him, and the moral problems that concern the writer. Younger schoolchildren learn to feel beauty

The content of the program for each class includes works (or fragments from works) of writers and poets of the Omsk Irtysh region, works of Russian classics, helping the student to comprehend its enduring historical, cultural and moral and value role. Criteria for selecting works of art for study: high artistic value, humanistic orientation, positive impact on the student’s personality, compliance with the tasks of his development and age characteristics, cultural and historical traditions.

The program contains the following sections, corresponding

• Folklore.

• Poetry notebook

• Great Russian writers

• Love the living
• Literary tales

• There were tall tales

• Pick one berry at a time and you'll get a box

• Chronicles. Epics. Lives.

• The wonderful world of classics

• It's time for business - time for fun

• Country of childhood

• Nature and us

• Motherland

The academic subject “Native (Russian) Literature” as part of the educational field “Native Language and Literature” is closely related to the subject “Native Language”. Native literature is one of the main sources of enriching students’ speech, developing their speech culture and communication skills. Studying the language of works of art contributes to students’ understanding of the aesthetic function of words and their mastery of stylistically colored native speech.

The program of the academic subject “Native Literature” is intended for study in grades 3-4 and is designed for 17 hours.

This program provides hours for completing the practical part of the program.

Tests: in grades 3-4 - expressive reading

The form of organization of the educational process is classroom-based: traditional lessons (learning new knowledge, consolidating what has been learned, repeating and generalizing lesson, combined lesson, knowledge control lesson, speech development lesson);

Types and forms of control:

• Oral answer to a question;

• expressive reading (reading by heart);

• oral composition, text retelling

• project.

Personal results of studying the subject of native (Russian) literature are:

• the foundations of civic identity, one’s ethnicity in the form of awareness of “I” as a member of the family, a representative of the people, a citizen of Russia, a sense of belonging and pride in one’s Motherland, people and history, awareness of a person’s responsibility for the general well-being;
• orientation in the moral content and meaning of both one’s own actions and the actions of those around them;
• development of ethical feelings - shame, guilt, conscience as regulators

moral behavior; understanding and empathizing with other people's feelings;

• a sense of beauty and aesthetic feelings based on familiarity with works of Russian literature;



• development of a sense of beauty - the ability to feel the beauty and expressiveness of Russian speech, strive to improve one’s own speech;
• sustainable cognitive interest in reading, in conducting a dialogue with the author of the text;
• the need for self-expression through words.

The means to achieve these results are texts of fiction, questions and assignments for them, problem-dialogic technology, technology of productive reading.

The meta-subject results of studying the native (Russian) literature course is the formation of UUD.

Work program on literary reading grade 4

Comprehend the collective work plan for the lesson and the plan developed by a group of peers (pairs), propose your own individual work plan (possibly an alternative) or some points of the plan, give arguments in favor of your work plan. Accept comments and constructively discuss the shortcomings of the proposed plan. Choose the most effective plan option to achieve the results of studying the lesson topic. If the plan is approved, follow its points, check and monitor their implementation. Evaluate your work in accordance with pre-developed criteria and selected forms of assessment.

Independently determine the boundaries of one’s own knowledge and ignorance on a topic (What do I know on this topic? What can I already do?), connect it with an individual learning task. Record your satisfaction/dissatisfaction with your work in the lesson during the lesson and at the end of the lesson (using scales, “+” and “–”, “?” signs, and a cumulative point system). Analyze the reasons for success/failure using rating scales and a sign system (“+” and “–”, “?”, cumulative point system).

Record individual reasons for failure in writing in the manual “Literary Reading. Workbook" or in the manual "Reader's Portfolio"6. Write down options for eliminating the causes of failures, outline a short plan of action to eliminate them. Offer your own options for positive attitudes or ways to successfully achieve a goal from your own experience, and share them with peers.

Communicative universal learning activities

Build a reasoning and proof of your point of view from 9-10 sentences, be active and eager to speak out, ask questions. Formulate the purpose of your statement out loud, using speech clichés (“I would like to say...”; “I would like to clarify...”; “I would like to explain...”; “I would like to give an example...”, etc.). Use elementary techniques of persuasion and influence on the emotional sphere of listeners. Construct a polylogue, ask unexpected and original questions that encourage you to consider the problem posed from a different point of view.

Construct a coherent statement of 9–10 sentences on an independently formulated topic. Prepare 5–10 slides for the project, recording in writing the main provisions of the oral statement.

Promote conflict-free interaction between participants in the dialogue (polylogue). Demonstrate an example of correct dialogue (polylogue). Suggest ways of self-regulation in the current conflict situation.

Select quotes from the text of a literary work, excerpts from dialogues of characters, phrases and entire paragraphs of the author’s reasoning, proving his attitude to the events described. Use the found text material in your oral and written statements and reasoning. Give a written, detailed answer to a problematic question.

Communicative UUD: The student will learn:

• adequately use communicative, primarily speech, means to solve various communicative problems,
• negotiate and come to a common decision in joint activities;
• construct a monologue statement (including accompanying it with audiovisual support),
• master a dialogical form of communication,
• formulate your own opinion and position

– construct statements that are understandable to the partner, taking into account what the partner knows and sees and what he does not;

• to ask questions.

Personal results and meta-subject UDL are formed in stages in all subjects without exception, including the academic subject “Native Literature” by grades 3-4, the level of independence and awareness of using UUD to solve educational, cognitive and

educational and practical tasks become higher.

The substantive results of studying the native (Russian) literature course are the formation of the following skills:

Lesson summary on literary reading for grade 4 on the topic: “Literary fairy tales”

LESSON TOPIC. General lesson on the topic “Literary fairy tales”

Goal: - develop speech, attention, creative thinking;

- develop the ability to work in a group, the ability to listen; develop the skill of fluent conscious reading;

- cultivate interest in reading books; kindness, responsiveness.

Equipment: screen, laptop, projector, snowflakes for assessing students’ work in class, task cards, drawings for fairy tales, book exhibition.

DURING THE CLASSES

1. Organizational start of the lesson.

Guys, guests have come to our lesson. Let's welcome them. (Greetings to lesson guests). Sit down.

Prick up your ears, children, we will start from afar.

We don't mess around in reading class.

— What does the expression “knuckle down” mean? (children give an explanation)

So I suggest you work actively in class, be attentive. For active work you will receive snowflakes. Your grade for the lesson will depend on the number of snowflakes. Once you receive a snowflake, place it in a row.

II . Motivation for learning activities.

(Does a melody from a fairy tale sound? Video clip “Visiting a fairy tale”)

Everyone is friends with fairy tales, and fairy tales are friends with everyone,

They are necessary, like hello to the sun,

Who loves to listen to fairy tales, they will tell him

About what might have happened, and maybe not.

Today we have a final lesson on the topic “Literary fairy tales.” We will once again meet with our favorite heroes of the fairy tales we read. Many interesting educational tasks await you. During the lesson you will work in groups. Therefore, let’s remember the rules of working in a group: do not interrupt the narrator, give all group members the opportunity to express their opinions, do not shout.

III . Preparing for reading.

Let's prepare the speech apparatus for work. To do this, let's do a few exercises.

1. Breathing exercise:

a) inhale through the nose, exhale through the mouth;

inhale, hold your breath, exhale;

inhale, exhale in portions

b) reading consonants

The student takes a deep breath and, as he exhales, reads 15 consonants of the same row:

BTMPVCHFKNSHLZZTSS

KVMSPLBSHGRDBBLST

PRLGNTVSCHTSFBHNM

IV . Updating knowledge.

1. - Let's remember what fairy tales we met while studying the topic “Literary fairy tales”

(give a snowflake for the answer)

(Town in a Snuff Box, The Tale of the Toad and the Rose, The Silver Hoof, The Scarlet Flower.)

— Since the fairy tales we read are literary, they have authors. And, of course, we cannot help but name them. After all, when starting to read any work, we must always pay attention to who its author is. Name the writers of fairy tales in the order in which we studied them.

(give a snowflake for the answer)

Odoevsky Vladimir Fedorovich - fairy tale “Town in a snuffbox”

Garshin Vsevolod Mikhailovich - The Tale of the Toad and the Rose

Bazhov Pavel Petrovich - fairy tale “Silver Hoof”

Aksakov Sergey Timofeevich – fairy tale “The Scarlet Flower”

1. Let's remember the biography of these writers. (give a snowflake for the answer)

1. What century did they live in? (at 19)
2. What was the origin of each of them? (Aksakov, Garshin, Odoevsky are from noble families, Bazhov is from a working class.)
3. Which of the above writers served in the army? (Garshin, Odoevsky, Bazhov)(all except Aksakov)
4. Whose fairy tales are literary? (all these writers)
5. Which of these works has become a classic? ( All)

Well done boys.

1. Now let's remember the content of fairy tales.

   Representatives of the groups will come up and choose an envelope with task No. 1. Now you will take turns reading the description of the hero of the fairy tale.
   And we will recognize this hero. (give a snowflake for the answer)

• The girl is small, curious, hardworking. Button nose. Sixth year old girl. She was an orphan. I had a cat, it was thin, but loud. (Daryonka from the fairy tale Silver Hoof)
• Obedient boy, polite. Loved to draw. Once I found myself in an unusual musical country. (Boy Misha, Town in a Snuff Box)
• This is a rich, famous man. Had three daughters. And he loved them most of all wealth. (Merchant, Scarlet Flower)
• He was a boy of about seven, with big eyes. He loved the flower garden very much. There he read books or climbed into the thick of the flower garden. (Little Boy, The Tale of the Toad and the Rose)
• He had no family left. He's big and bearded. He left for work in the morning and was a master at telling fairy tales. (Old Man Kokovanya, Silver Hoof)
• She was her father's favorite daughter. To save her father, she did not cry, did not groan, but began to prepare for the long journey. (The merchant's youngest daughter, Scarlet Flower)
• When she saw the flower for the first time with her evil eyes, something terrible stirred in her heart. (Toad, The Tale of the Toad and the Rose)
• The arms are crooked, there are animal claws on the hands, the legs are like horses, and the humps of a camel are in front and behind. (Monster, Scarlet Flower)

1. Selective reading.

   Pay attention to the board. There you see drawings for different fairy tales. Find the corresponding passage from the fairy tale to the picture. Be careful. The passage should be as accurate as possible.

V
Summary of material

1. I ask representatives of the groups to come for envelopes No. 2

   . Restore the correct order of events in the fairy tale “The Scarlet Flower”. Each group has the same task.

• The merchant set off for distant lands.
• The daughters thought for three days and three nights and chose gifts for themselves.
• There lived a merchant and he had three daughters.
• The youngest daughter of a forest beast.
• Envy of sisters
• The merchant met the forest beast
• Transformation of a beast into a prince.

After completing the task, the groups are asked to check each other. (The captains exchange the task. 1 child from the team takes turns reading the answer. The captain puts + or -. After checking, the task is returned to the team.) See who has no mistakes. Well done. I ask the captains to distribute snowflakes to active participants.

Correct answer options

(1. There lived a merchant... 2. Three days and.... 3. The merchant set off.... 4. The merchant met.... 5 The youngest daughter of.... 6. The envy of the sisters.... 7. The transformation of the beast...)

1. Working on expressiveness.

   And now we will play the role of an announcer, (how should an announcer read and pronounce words?) read any excerpt from a fairy tale you like. (I call 2 people from the group, one at a time) Reading “Announcer”

Exercise for the eyes.

1. Attention task.

   Find the mistake in the title of the fairy tale and correct it.

• "Malachite Hoof" ("Silver Hoof")
• "The Tale of the Toad and the Tulip" ("The Tale of the Toad and the Rose")
• "Pink Flower" ("The Scarlet Flower")
• "Town in a chest" ("Town in a snuffbox")

1. Reading “On a chain”.

   Representatives of the groups come up and choose an envelope with No. 3. It indicates the name of the fairy tale that the group will read. You need to read 2 sentences in a chain

(see preliminary number of snowflakes)

1. Today we remembered the content of fairy tales, the authors of these fairy tales. Match the title of the fairy tale and its author.

   (1 per board)

1. And now a little test

   . Be careful.

1. The main character of the fairy tale “Town in a Snuffbox” is called:

1. Misha;

   B. Petya;

2. Fedya.

2. What feelings did the rose experience when the toad approached her:

1. indifference; B. horror;
2. joy.

3. How old was Daryonka:

1. 8; B. 6;
2. 7.

4. What Kokovanya called the girl when they first met:

1. Daria; B. Daryonka; V. A gift.

5. In which fairy tale did a flower help the heroine:

A. About the toad and the rose; B. Scarlet flower;

V. Silver Hoof

We check the test task. We took a pen of a different color. Correct answers on the screen. Check it out for yourself. (I don’t give out snowflakes) The answers are displayed on the screen. After a few seconds I read the answers)

Raise your hand if you haven't made a single mistake. These kids get a snowflake.

1. Working with a book exhibition.

   Besides these literary tales, there are many others. Check out the book exhibition. You may be familiar with these authors. These are Andersen, and Pushkin, and Chukovsky and many other authors already known to you. You can borrow these books from our school library, from the classroom mini library, as well as from your friends.

VI
Lesson summary.
Guys, what do all these fairy tales teach us? (kindness, sensitivity, politeness, mutual assistance, mutual understanding)

The parable of two wolves.

Once upon a time, an old Indian revealed one vital truth to his grandson.

– There is a struggle in every person, very similar to the struggle of two wolves. One wolf represents evil - envy, jealousy, regret, selfishness, lies... The other wolf represents good - peace, love, hope, truth, kindness, loyalty...

The little Indian, touched to the depths of his soul by his grandfather’s words, thought for a few moments, and then asked:

– Which wolf wins in the end?

The old Indian smiled faintly and replied:

– The wolf you feed always wins.

How did you understand what this parable was about?

Which wolf will you feed in your soul?

Popular wisdom says: A fairy tale is a lie, but there is a hint in it, a lesson for good fellows. Therefore, everything we talked about today – remember, draw a conclusion. And I would really like to believe that all of you will be kind, honest, fair people.

What do you remember from our lesson?

If you liked the lesson, clap your hands and say: what a delight these fairy tales are.

Assessing student work. Count your snowflakes. (depending on the number of snowflakes)

VII
Homework.
Tell me, is there one among these fairy tales whose ending you would like to change? You will choose your homework yourself: write a letter to the hero of one of these fairy tales or compose a new ending to the fairy tale.

(if there is time left, write the task in the diary)

(The screensaver is playing, video clip “The End of a Fairy Tale”)

Thanks everyone for the lesson.