Literature lesson in 6th grade “The fate of heroes A.I. Kuprin “The Wonderful Doctor” Prepared by: Literature teacher of the branch of the MBOU secondary school in the village of Troekurovo in the village of Urusovo in the village of Troekurovo. - presentation

Lesson based on A. Kuprin’s story “The Wonderful Doctor”

Topic: Hurry to do good deeds.

(LESSON ON A. KUPRIN’S STORY “THE WONDERFUL DOCTOR”)

Goals

: continue the conversation about humanity, drawing students’ attention to the actions of historical figures, expand the understanding of the composition of an epic work of small form.

During the classes

Moral task:

Now a sorceress will come to us and give us a magic flower. It will have one petal. You can only make one wish. Write down your wish on it. Remember: you only have one petal.

Issues for discussion:

1. • What desire, in your opinion, was the most important?
   • What deeds can be called good?

Is it necessary to have a magic flower to do good deeds?

It is enough to have a good heart. And don't wait to be asked for it.

Goodness is selfless

Teacher's word

The life of people on earth - both adults and children - throughout human history has not been simple.

Unemployment, lack of livelihood, illness, inability to do anything to help the closest people... And then a person gives up. He is overcome by despair. And therefore, help, which (unfortunately, not always) comes at a critical moment, is perceived as a miracle...

Today we will discuss such a story, and it is called “The Wonderful Doctor.” It was written by Alexander Ivanovich Kuprin in 1987.

Preparation for text comprehension

Choose words with the same root for the word “wonderful”.

(miracle, eccentric, eccentric, eccentricity, eccentric, wonderful, eccentric, eccentric, eccentric, monstrosity, wonderful, wonderful)

How do you understand the meaning of the word “wonderful”?

Check out the dictionary definitions of this word.

Miraculous – 1) Being a miracle, supernatural, magical.

2) Imbued with fantasy, full of miracles; amazing, unusual.

3) Wonderful, wonderful

Vocabulary work

:

Mercy is a compassionate, benevolent, caring, loving attitude towards another person; the opposite of M. is indifference, hard-heartedness, maliciousness, hostility, violence.

Compassion is one of the basic moral experiences of a person. Participation in the suffering of another being (animal, human) gives rise to the desire to help him.

As the lesson progresses, introduce vocabulary:

Work on the text

1. What time of year does the story take place?

(In winter, before Christmas or New Year: one could see through the windows “a Christmas tree, which from afar seemed like a huge cluster of bright, shining spots; sometimes they even heard the sounds of a cheerful polka,” “the festive excitement of the crowd,” “the laughing faces of elegant ladies”...) How can you explain the impression that the “magnificent exhibition” of the window made on the boys?

2. How do you feel about the holidays? How do you feel when they approach? Can the Mertsalov family hope for surprises and gifts during the holidays?

3. How does the story convey the atmosphere that reigned in the Mertsalovs’ house? Give examples from the text.

(Description of the house using epithets and metaphors: “dilapidated house”, “dungeon”, “smoky walls weeping from dampness”, “the terrible smell of kerosene fumes, children’s dirty laundry and rats”, “stuffy, dank room”, “dirty wide bed." Conveying the feelings of the characters: "they had long ago gotten used to... the real smell of poverty," "their little children's hearts sank from acute, unchildish suffering."

Description of the characters’ state: “breathing was short and labored”, “the eyes looked intently and aimlessly”, “the infant was screaming, wincing, straining and choking”

Portrait description of the characters: “a thin woman with a gaunt, tired face, as if blackened by grief,” “anxious face,” etc.

Speech characteristics of the characters: “asked... abruptly and impatiently”, “asked anxiously”, “answered hoarsely”, etc.)

4. Restore in chronological order what happened to the Mertsalov family.

(In Kuprin’s story there is a narrative frame - at the beginning and at the end of the work. The story of the grown Grisha is given as presented by the author-narrator. The role of this narrative frame is to emphasize the reliability of what was heard from the interlocutor. It is important to point out that the story describes what happened during one day.)

5. How did those to whom Mertsalov turned for help explain their refusal?

(“But everyone made excuses either with holiday worries or lack of money... Others, like, for example, the doorman of a former patron, simply drove the petitioners off the porch.”)

List the ways in which Mertsalov tried to get money.

6. What was Mertsalov’s condition on the eve of his meeting with the stranger?

(He was overcome by despair because he had nowhere to wait for help, he could not count on the compassion of others.)

7. How do you understand the statement of the modern scientist Ilya Shevelev:

“The harder life is, the more callous some people become, while others become more merciful”?

Which character in the story could you apply these words to?

8. Why did the stranger sit down on the bench next to Mertsalov?

Why didn’t he leave after Mertsalov’s “angry screams”?

9. Why did the stranger, leaving the Mertsalovs, not say his name? Why didn't you give the money openly?

10. Independent work of students.

Determine how the text reveals the shades of meaning of the word “wonderful.”

1. What was “miraculous” about the stranger’s actions?

2. Do you know anything about Nikolai Ivanovich Pirogov

Individual task

About the activities of N.I. Pirogov

, associated with Orthodox trustee societies and teaching.

Nikolai Ivanovich Pirogov (1810–1881) – surgeon, anatomist, teacher, public figure, founder of military field surgery; contributed to the training of nurses of the Holy Cross community in Russia during the period of hostilities in Crimea in 1853–1856. Later, in 1867, this movement took shape into the Russian Society for the Care of Wounded and Sick Soldiers, renamed in 1879 the Russian Red Cross Society (ROSC).

N.I. Pirogov worked as a teacher-consultant in the Holy Trinity Community of Sisters of Charity; the community was engaged in caring for the poor sick, consoling the mourning, bringing people suffering from vices to the true path, raising street children and correcting children with bad inclinations.

At the very beginning of the Crimean War, the Holy Cross community was established in St. Petersburg. It was the world's first female medical unit to provide care to the wounded on the battlefield. N.I. was entrusted with managing the activities of the sisters in Crimea. Pirogov. He wrote:

“It has already been proven by experience that no one better than women can sympathize with the suffering of a patient and surround him with care that is unknown and, so to speak, not characteristic of men.”

At this time N.I. Pirogov wrote to his wife: “... think, we live on earth not only for ourselves.” This principle of “living not only for oneself” was considered the main principle of sisterly charity. Later, in one of the letters from E.M. Bakunina, he noted that “we do not divide the sick and wounded into ours and strangers.” In 1867, a new society for the care of the sick was formed, it was called the Red Cross. N.I. Pirogov took part in its activities.

Since 1866 he lived on his estate with. Cherry (now the village of Pirogovo, near the city of Vinnitsa) almost always. In 1897, a monument to Pirogov was erected in Moscow.

Let's remember what we know about the Yuletide story genre:

Description of miraculous events that predetermine the hero’s spiritual insight or rebirth.

Happy ending.

The leading motive of Christmas stories is mercy and sympathy for the child.

Strict separation of good and evil.

Information heard or experienced by the author

Prove that "The Wonderful Doctor" is a Christmas story

· The story takes place on Christmas Eve.

· At the beginning of the story, the troubles that befell the Mertsalov family are described, and then, upon meeting with Professor Pirogov, all the troubles began to recede. A miracle happens. Even the story itself is called "The Wonderful Doctor"

· The professor demonstrated the virtue of mercy. Saved Mertsalov from suicide.

· The story sets out the truth of what is happening. What was told to us is put into the mouth of Grigory Emelyanovich Mertsalov, who, on the Christmas Eve described by Kuprin, shed tears into a smoky cast iron pot with empty borscht. And in the subtitle the author attributed “true incident.”

Features of the composition

Frame.. A story within a story.

Summarizing

Read the statements, choose the one that contains the main idea of ​​the work and comment on it.

• None of us has the right to pass by suffering for which we, in fact, are not responsible, and not prevent it. A. Schweitzer
• Someone with a hammer should stand behind the door of a happy person, constantly knock and remind him that there are unhappy people and that after a short period of happiness, misfortune comes. A. Chekhov
• To dry one tear is more valor than to shed a sea of ​​blood.

J.Byron

Literature lesson in 6th grade based on the story by A. I. Kuprin “The Wonderful Doctor”

Summary of a literature lesson in 6th grade on a story

A. I. Kuprina “Wonderful Doctor”

Lesson topic:

"A Lesson of Kindness and Mercy"

The purpose of the lesson:

reveal the theme and idea of ​​A.I. Kuprin’s work “The Wonderful Doctor”, expand students’ understanding of the inner beauty of a person.

Lesson Objectives:

Educational:

— continue to work on developing the skills of thoughtful reading of a work of fiction,

— develop the ability to analyze text and understand the author’s intent.

Correctional and developmental:

- develop speech by explaining the lexical meaning of words, answering questions, retelling what you read;

— adjust attention when working on a text (selective reading, by role, by chain, listening);

— correct thinking by working with encrypted text.

Educational:

— to foster a desire for moral and spiritual improvement, to promote the formation of such moral qualities as kindness, love, compassion, mercy.

Equipment:

text of the story being studied, slide accompaniment of the lesson, interactive complex.

Health-saving methods and technologies:

technology of personality-oriented learning, changing dynamic poses, gymnastics for the eyes, physical education.

During the classes

I. Organizational moment.

(Goal: to create a favorable psychological mood for work among students, to activate children’s attention)

Epigraph: “Every person can be kind, compassionate and beautiful in soul” (A. Kuprin)

- Hello guys! The bell gave us a signal: the time has come to work. So we don’t waste time and begin our lesson. (At the teacher’s signal, the students sit down in their seats) —

By opening the doors to literature, we are on the right path, To believe in the bright, to find the truth.
II.
Lesson topic message. Updating students' basic knowledge. — Today we continue to work on the piece we met in the last lesson. Name this work and its author. (A.I. Kuprin “Wonderful Doctor”)

— “Lesson of kindness and mercy” This is how I outlined the topic of today’s lesson, so the key concepts in our lesson will be... Help me!

- Kindness, mercy, love, sympathy, compassion (the teacher places these words on the board)

— And the epigraph for the lesson will be the words of A. I. Kuprin (the teacher reads the epigraph)

— Guys, while reading the story at home, have you ever thought about why the author gives this particular title to his work? How do you understand the meaning of the word “wonderful”?

— Wonderful

-
being a miracle, supernatural, magical.
- Look carefully at the screen and decipher these words:

Svtchny Rzhdestvensky (Yuletide, Christmas)

— Is this what Kuprin’s story is like? Remember the signs of a Christmas story.

1. The events described in the story take place on Christmas Eve, during Christmastide.
2. The heroes of the story are children in need of help.
3. The appearance of a miracle, a happy ending.

- Right. “The Wonderful Doctor” refers precisely to such works. The events described by the author in the story took place before Christmas.

III. Working on the content of the story.

1. Conversation on issues.

- But why did Kuprin publish his story with the subtitle “The True Incident”? (In his story, the author emphasizes the reality of the incident. He talks about when and where it happened.)

- Read the very beginning of the story. ("In Kyiv about 30 years ago...")

— New Year and Christmas are the most favorite holidays for adults and children. At this time, everyone wants to believe in miracles, in changes for the better. Now think about your mood before the holiday. After all, New Year and Christmas were just recently.

- But does this always happen? Does everyone see the smiles of their friends, feel love and happiness? Indeed, in real life, next to prosperity and joy, there is grief, need and loneliness. At the beginning of the story, the heroes, despite the approaching holiday, are in despair.

– What do we learn about the boys from the first episode? Let's read this scene at the store window

2. “Chain Reading”

– Where were Grisha and Volodya rushing? (They hurried home, trying not to pay attention to the pre-holiday bustle that reigned in the city. The illuminated windows of houses and shining Christmas trees flashed before the eyes of the running children.)

- Let's linger a little and watch the moving objects.

3. Gymnastics for the eyes (on the screen) (Observation of flying snowflakes, bright sparkling balls on the New Year tree.)

-So, what awaited the boys at home? What conditions did they live under? (They lived in a dungeon with wet walls, etc.) - Could they hope for surprises, gifts during these holidays? (No. Their family didn’t even have money for food.)

— The author contrasts the heroes and their family with the world of well-fed and indifferent people who are busy preparing for the upcoming holidays and do not pay attention to anyone. Let's read what conversation took place between the mother and children at home.

4. Reading by roles

. (Reading by roles from the words: “When the boys came in” to the words; “... there’s nothing to warm it up with...”)

— Now let’s listen to the story about the head of the Mertsalov family, and what other attempts have been made to correct the current difficult situation? 5.
Retelling (student)
- So, a tragic, hopeless situation has developed in the Mertsalov family, and the head of the family does not see a way out of it.

6. The teacher reads an excerpt from the story.

(L. Beethoven’s “Moonlight Sonata” sounds. Against the background of music, the teacher reads an excerpt from the words “Unnoticed by oneself” to the words: “Someone was walking along the alley”

– Why does the writer take his exhausted, hungry hero to the city garden?

All this, first of all

, serves as a contrast: regal, calm, luxurious nature (the beauty of the landscape is created with the help of epithets and metaphors) and the miserable existence of the Mertsalov family,
secondly
, pushes Mertsalov to the same calmness, the same silence that he felt in the city garden, and he was already ready to fulfill his intention.

– What stopped the hero from doing a terrible act? (Meeting with the doctor).

“This fateful meeting became a real miracle, as the matured Grigory Mertsalov recalled it with tears in his eyes. “As if a beneficent angel had descended into our family”

7. Physical education minute

(Today I have prepared a physical education session for you guys... Be careful, repeat all the movements)

The little angels arrived
and stood on their toes! They stretched to the right, to the left and smiled at each other. They spread their wings, pointed them to the sides , and squatted down to the ground, as if they were carrying a weight. We flew high to catch a star there. We took a deep breath, turned our shoulders, moved our hands slightly above our heads. And now it’s time for them all to do good deeds.
—An angel has always been considered a symbol of goodness and mercy. For the Mertsalov family, the doctor became such an “angel”.

8. Selective reading.

— How is the portrait of the “wonderful doctor” created in the story? (Gradually)

- Let's find in the text the definitions that Kuprin selects to characterize the doctor? (Soft, affectionate, intelligent, serious face, extraordinary, calm, inspiring confidence).

– Guys, have you ever experienced a feeling of resentment, loneliness and fear because you are unable to change anything? (study answers)

— If you were in trouble, what would you want from the people around you? (To be sorry, to say kind words, to help change a difficult situation for the better)

- Let's remember how the doctor behaved when meeting with Mertsalov. (He listened carefully to the interlocutor, wanting to “penetrate into the very depths of his soul,” and immediately showed his readiness to help the stranger and his family. The doctor showed sympathy.)

9. Checking homework. Vocabulary work.

- At home, you should have found the words in the explanatory dictionary: sympathy and compassion and thought about the meaning of the prefix owl in these words.

Sympathy

- a responsive, sympathetic attitude towards the experiences and misfortune of others.

Compassion

- pity caused by someone's misfortune, grief.

Prefix with

- has the meaning of “connection”, “joint action”.
To sympathize, to sympathize
means to feel together, to experience together, to suffer.

- Right. Revealing in a person such qualities as Kindness, Love, Compassion and Sympathy

includes the concept of
Mercy.
Think about the meaning of this word.
Mercy
is a sweet (kind, loving) heart.

— What picture did the doctor see when he entered the basement where the Mertsalovs lived? (Children frightened by the long absence of the father and the immobility of the mother, a sick girl, a crying hungry infant)

— What did the doctor do immediately? (He sent the boys to the neighbors for firewood, and Mertsalov for hot food at the tavern; after examining the patient, he wrote out a prescription.) - Under the guidance of the “wonderful doctor,” everything changes like in a fairy tale, the family returns to life. And the doctor acts so quickly that before the Mertsalovs have time to come to their senses, he quickly gets dressed and disappears.

— Read what parting advice the doctor gives to the Mertsalov family. (Encrypted text on the projector: “Never lose heart”)

— Do you agree with this statement? (Yes. You can always find a way out of any difficult situation)

– What surprise awaited the Mertsalovs after the doctor disappeared? (There was money under the tea saucer along with the prescription) - Did the doctor give his last name? (No, although Mertsalov asked the doctor to give his name.)

— How do the Mertsalovs find out the name of the “wonderful doctor”? (On the pharmacy label attached to the medicine)

- Guys, why do you think the doctor didn’t identify himself? (He was modest, helped people in need from the heart, and not out of gratitude)

- And this, guys, is another characteristic feature of showing mercy. True mercy is the desire to benefit people without thinking about reward.

Let's listen to the message about Nikolai Ivanovich Pirogov, which I prepared for today's lesson………………………….

10. Student’s message about N.I. Pirogov.

— Nikolai Ivanovich Pirogov, professor of medicine, founder of military surgery, was born in 1810 in Moscow. He took part in the defense of Sevastopol during the Crimean War. The ability to compassion helped him find new ways to treat the wounded. Pirogov was the first to use anesthesia during operations on the battlefield and invented plaster casts. His operations were compared to brilliant musical works. With the participation of Pirogov, a community of sisters of mercy was created. He treated everyone: from Emperor Alexander to ordinary people. Poor people came to him in droves. He helped them as best he could. To write a prescription for a poor man and not give him money for the medicine was ridiculous. And he simply gave money to the poor. Patients often recognized the name of their benefactor from the inscription on the pharmacy label. People often called Nikolai Ivanovich Pirogov “The Wonderful Doctor”

-So, what role did N.I. Pirogov play in the life of the Mertsalov family, and what was the fate of each family member in the future? (The doctor helped the family in difficult times. It’s scary to think what would have happened to the family if he had not met Mertsalov.) The last paragraph of the story about the fate of the heroes is read out.

IV. Summing up and commented grading of work in the lesson.

– What, in your opinion, is the main idea of ​​the story? What does the author make us think about? (The story contains the writer’s deep thoughts about good and evil, sympathy and indifference. After reading this story, you understand that you need to be attentive to the people around you and help them as much as possible. Never lose heart, fight against circumstances, you must believe in miracles)

– Can we say with confidence that the story is relevant today? (Yes, because kindness, love, compassion, mercy are eternal values. People like Dr. Pirogov exist in our real lives, which means there is hope for help and support from others)

- Guys, let's listen to wonderful poems that are so suitable for the topic of our lesson. Let them be a life motto for each of you.

Students recite poetry by heart.

1.

Don't stand by indifferently when someone is in trouble. You need to rush to the rescue at any moment, always. And if your kindness and your smile help someone, someone, you are happy that the day was not lived in vain, that you have not lived for years in vain.

2.

Give people kindness, care and love, and understanding and dreams - give again and again!

Let there be no thought about the reward and never will be, people will give you a warm light in return from the heart.

And your life will change, You will become luckier, When the Wave of love comes upon you like a stream! Give people kindness...

- Guys! You have hearts on your desks, write your wishes to the people close to you on them, give them your love and care. (While the students are writing, the song “Kindness” is playing in the background (Music by D. Dunaev, Lyrics by T. Belova) All hearts with wishes are attached with magnets to the board along the contour of a large heart.)

- Guys!

May the heart of each of you be as big, loving and open. You did a great job today, I am very pleased with you. Well done! (Grades are given)

V. Explanation of homework.

Write a mini essay on the topic: “Showing kindness and mercy these days”

- Guys! And at the end of the lesson, I want to wish you: be more attentive to people, always try to understand them, at the right moment provide all possible help, but do not be proud of it. Rejoice in your good deeds yourself and please others, because by giving a piece of your heart, showing mercy to people, you become richer spiritually. I wish you all to live among kind, merciful people and to be the same yourself.

Technological map of a literature lesson based on the story by A. I. Kuprin “The Wonderful Doctor”

Tatiana Shaimardanova

Technological map of a literature lesson based on the story by A. I. Kuprin “The Wonderful Doctor”

Technological map of the lesson.

Literature. 5th grade.

“Simply a miracle.”

(Based on the story by A.I. Kuprin “The Wonderful Doctor”).

Completed by: teacher of Russian language and literature Tatyana Ivanovna Shaimardanova.

Lesson objectives. Educational: develop the ability to characterize a hero based on speech, actions, and author’s comments. Correctional: improve the skill of monologue and dialogic speech. Educational: to promote the formation of moral qualities: compassion, mercy.

Lesson stage

Teacher's actions

Student actions Formed UUD

(universal learning activities)

personal cognitive regulatory communicative

Organizational. Creates a lesson atmosphere. He suggests starting the lesson with kind words: highlighting a good trait in the friend sitting next to you.

Offers to finish the phrase: “When I hear kind words...”. They pass the baton of kind words along the chain.

Expressing opinions. Have a friendly attitude towards each other. Self-determination, value and moral-ethical orientation.

(o/u) The ability to consciously and voluntarily construct speech statements in oral and written form. Development of volitional self-regulation. The ability to plan educational cooperation with the teacher and peers, the ability to quite logically and fully express one’s thoughts and feelings in accordance with communication tasks.

Motivation for learning activities.

Updating knowledge. Organizes work in groups to check homework and create a cluster on the topic “Despair.”

(What situation did the Mertsalov family find itself in and what did they do to get out of this situation.”)

Participate in groups to create a cluster.

A common cluster is created on the board. sense-making (defining the boundaries of “knowledge-ignorance”)

moral and ethical orientation towards a moral norm (fair distribution, mutual assistance); on the formation of feelings and emotions in case of violation of moral norms, to injustice.

(O/u) Ability to search and highlight necessary information in the text; systematize information in the form of headings of semantic blocks.

The ability to exercise control and make adjustments to the work done. Ability to collaborate with peers and resolve conflicts. manage the behavior of the interaction partner.

Setting the lesson goal. Organizes a dialogue leading to the topic of the lesson (What can help these people in this situation of despair). Leads to the formulation of the topic of the lesson through a conversation about a miracle (In a situation of despair, when there is no help from anywhere, only a miracle can help) Answering the teacher’s question, they express their opinions on what will help the Mertsalov family, express their idea of ​​a miracle; independently formulate the topic and goals of the lesson.

Moral and ethical orientation to the activity form (helping the weak, those in need, the action of goal setting as the ability to set an educational task based on what has been learned and to be learned. The ability to put forward and justify hypotheses, independently determine the topic and goals of the lesson. The ability to express one’s thoughts in accordance with with communication tasks.Proficiency in monologue speech.

Introduction of new material. Organizes work in groups

Conducts lexical work with the word miracle

.
miracle”
in the explanatory dictionary and formulate them briefly.
Using a dictionary, independently familiarize yourself with the lexical meaning of the word “ miracle
” and briefly formulate the meanings:

- a phenomenon caused by the intervention of divine power.

- something amazing, surprising in its unusualness;

- extraordinary, outstanding among his peers.

Willingness to acquire and apply new knowledge.

(O/U) Search and selection of necessary information; the ability to structure it. Ability to understand and accept a learning task;

Demonstrate the ability to exert volition and overcome difficulties;

Ability to make adjustments to actions after inspection. Planning educational cooperation, the ability to build productive interaction, carry out proactive cooperation in searching for information, the ability to listen and understand the interlocutor, understand the possibility of different bases for assessing the same phenomenon.

Ability to consider different opinions and justify your own.

Organizes work in groups: each finds evidence (phrases, episodes) in the text of the story for one of the meanings of the word “miracle”.

Checks the work of groups. Leads to generalization of observations and formulation of conclusions. They work in groups. Find evidence for the chosen interpretation of the word “miracle”

.

They summarize the observations and conclude that everything wonderful in the story is connected with the doctor. Development of emotional and moral responsiveness, the ability to empathize with the feelings of other people. (O/U) Ability to work with text (extract the necessary information, structure it.

(L) Analysis of information according to certain criteria, the ability to build evidence. Goal setting: the ability to set a learning task, plan;

Control : the ability to correlate the method of action and its result;

Correction: the ability to make changes if the result diverges from the standard

Physical pause.

Creates conditions for relieving overfatigue in children. Invites students to go to the tables (tasks for several groups)

From the given letters, create words that explain the miracle performed by the doctor. The letters make up words: mercy, compassion, empathy, kindness.

Attach them to the board.

Willingness to receive and accept the moral values ​​of human society. Remember and retain rules and instructions over time. Ability to manage the behavior of an interaction partner.

Understanding new information. Organizes work in groups: fill in the word

D-

ABOUT-

TO-

T-

ABOUT-

R-

personal qualities, choose a definition for each letter that would help understand his character.

Match each letter with the word " doctor"

» determining the character of a stranger, so that a holistic idea of ​​what a person who can give others a miracle can be like.

Attach it to the board.

Improving value and semantic ideas about personality, about man. (O/U) Search for the right word.

(L) Ability to establish connections and reason.

(L) Analysis in order to identify essential features, the ability to build a logical chain of reasoning; generalize.

(O/U) The ability to consciously and voluntarily construct a speech utterance in oral form. The ability to accept a learning task based on the correlation of what is known and what needs to be solved.

Plan, control and execute an action according to a given pattern.

Start and end an action at the right moment;

Inhibit unnecessary reactions. Ability to organize proactive cooperation in searching and collecting information.

Ability to resolve conflicts.

The ability to express one’s thoughts in accordance with the objectives of communication.

Organizes an exchange of opinions: How do you imagine a doctor who can give others a miracle? They make assumptions based on their observations and give reasons for them.

They draw up a collective portrait of the doctor.

Setting for homework.

Finds out whether Kuprin mentions the name of his hero. What do children know about N.I. Pirogov?

Shows a portrait of N.I. Pirogov. Offers to prepare individual reports about N.I. Pirogov, using different sources.

Write a miniature essay on one of the topics

1. “Miracles happen sometimes, but you have to work hard for it.” (Chaim Weizmann)

2. The human soul is the greatest miracle of the world. (Alighieri Dante) Write down and clarify homework.

Formation of a responsible attitude towards learning; the ability to make informed choices. (O/U) Ability to show cognitive initiative.

Ability to navigate information retrieval capabilities. Volitional self-regulation as the ability to mobilize strength and energy; the ability to exert volition—to make a choice. Ability to collaborate with the teacher.

Reflection.

Grade. Offers to continue the phrases:

- A miracle is...

- He who believes in miracles...

“He who... is capable of miracles.”

- Miracles are where...

Reveals the personal position of students and their understanding and meaning of new material.

Reveals the degree of satisfaction with his work in the lesson, offering to raise the appropriate emoticon.

Carry out self-reflection. Continuing the phrase, students will reformulate their understanding of the lesson topic using their own vocabulary and create a personal, meaningful context. Reflection can be frontal or group. It is important that in the process of reflection, students can independently evaluate their path from representation to understanding.

The result of self-assessment according to the designated criteria is recorded orally.

Students choose an emoticon and show their rating. Sense-making (determining the boundaries of one’s own knowledge - ignorance).

Self-determination (express an active position)

Consciously construct a speech utterance in oral form.

Choose means to organize your behavior;

Inhibit unnecessary reactions.

Able to determine the quality and level of knowledge; understands what has been learned and what still needs to be learned; establishes the compliance of the obtained result with the stated goal. The ability to adequately use verbal means to argue one’s position, mastery of a monologue form of speech.

When writing the lesson map, I used lessons and ideas from teachers: Olga Nikolaevna Gracheva, Oksana Vlvdimirovna Kirillova, S. E. Filko. Thank you very much.