Literary reading lesson G. Skrebitsky “Lark” outline of a reading lesson (grade 2) on the topic

A lesson in studying and initially consolidating new knowledge and methods of activity.

Subject : Works about native nature. G. A. Skrebitsky “Lark”

Purpose of the lesson : Formation of the ability to work with the text of a work.

Lesson Objectives :

Analyze the work;

Learn to apply acquired knowledge;

Enrich speech expressive means language;

Foster respect for nature

Lesson progress:

1. Organizational moment.

- What topic are we working on? (Spring, red spring...)

What happens to nature in spring? (wakes up)

2.Motivation.

It is believed that birds are the harbingers of spring.

1. All the migratory birds are blacker,

Cleans the arable land from worms,

Jump back and forth across the arable land,

And the bird’s name is... (rook)

2. Between the branches new home,

There is no door in that house.

Only a round window -

Not even a cat can get through. (starling)

3. White winged bird

Flying over the sea

He will see the fish -

The beak is enough. (gull)

Checking with the board.

What do these birds have in common? (migratory, arrive with the appearance of food)

3. Preparation for the perception of the work.

Guess the riddle about another migratory bird. Write the answer on the score sheet.

I'm above the field, above the swamp

I start singing early.

And I love by helicopter

Hanging in the blue air. (lark)

What do you know about this bird?

Larks arrive very early - as soon as thawed patches appear. Larks look for food on the ground and may look for insects and their larvae that have not yet emerged after wintering. A lark's nest is on the ground. Birds also find food on the ground. The chicks are fed in the nest for ten days and outside the nest for the same number of days. When the chicks grow up, the larks begin their second clutch.

-Who do you think the new work will be dedicated to?

(textbook page 116). Georgy Alekseevich Skrebitsky “Lark”.

What is the name of the new work? Did our assumptions coincide?

Look at the illustration on page 117 - What do we learn about the lark? What else can we learn by working with this work?

Let's learn something new about the lark;

The main idea of ​​the work;

4. Students’ initial perception of new material.

(reading of the text by the teacher, using the method of learning reading)

1 paragraph I explain the word hillock - a small hill.

2 paragraph - Why didn’t she rush off into the distance? Shall we check?

3 paragraph trembled - waved quickly - quickly.

What does poured mean? Shall we listen? (phonogram of skylark song)

4 paragraph reading to the sound of a song.

5 paragraph slums - impassable places

6 paragraph fierce means very cold

Who do you think crawled out of their holes, cracks and cracks?

Why did they get out? (warm)

7 paragraph – Why didn’t the bear, when it heard the lark, come out?

8 paragraph – What were the animals thinking? (the cold is no longer scary)

9 paragraph

PHYSICAL MINUTE

5. Initial check of understanding.

Do our guesses coincide about who this work will be about?

What new did you learn about this bird?

- Write on the evaluation sheet;

What genre is this work? (story)

What topic is this piece about? (nature) Let's check.

6. Analysis during repeated reading. (the author’s attitude towards nature and the lark)

1 paragraph (children read)

What month? (March)

- What is a white winter outfit? (snow)

2 paragraph, 3,4 and 5 paragraph

How did the lark appear? (suddenly, unexpectedly).

Why unexpected? (gray bird, nondescript, small).

How she took off (slowly, fluttered wings, means little bird).

What is the lark's song? (joyful because it has become warm, ringing - ringing, you can hear it far away).

What did you hear in this song? (the murmur of a busy stream, the quiet ringing of a drop, bright, joyful, which cannot be expressed in words).

9paragraph Read the last paragraph (yourself – but)

Why an asterisk? Why golden and trembling?

7. Primary consolidation.

What lesson objectives have we not completed yet?

1) Didn’t recognize the main idea of ​​the work.

1) We create a cluster. (children in groups answer questions based on the text and write them down on rays)

1. Describe appearance lark (color and size)

The lark is...a small gray bird.

2. How does it fly?

She... took off, but did not rush off into the distance. She... fluttered her wings and began to slowly rise upward.

3. What is the song of the lark?

The lark's song... joyful, ringing.

4. What was heard in the lark’s song?

In this song I heard...(the quiet ringing of spring drops, and the murmur of a busy brook and the bright, joyful)

And now he no longer seemed from the ground like a gray bird, A...(a golden star trembling in the sky).

2) We make a model of the cover.(6 group)

7. Reflection.

We count the pluses on the diagnostic sheet.

Continue the phrases: “Today in class I learned...”

“During the lesson I was...”

8. Homework.

Tasks to choose from– 1. memorize 1 paragraph.

2. draw a lark or an illustration for a work.

1. All the migratory birds are blacker,

Cleans the arable land from worms,

Jump back and forth across the arable land,

gull

The bird's name is...

2. There's a new house between the branches,

There is no door in that house.

Only a round window -

rook

3.

Connect the riddle and the answer with arrows.

starling

Cleans the arable land from worms,

Jump back and forth across the arable land,

And the bird's name is...

gull

There is no door in that house.

Only a round window -

rook

3. A white-winged bird flies over the sea,

When he sees a fish, he grabs it with his beak.

Material for working in groups.

In this song I heard __________________________________________________________________________________________________________________

She _________________________________________________________________________________________________________________

She _____________________________________________________________________________________________________________________

The lark's song _________________________________________________________________________________________________________

Score sheet

TECHNOLOGICAL MAP
lesson literary reading

Teacher: Vlasova V.I.

TECHNOLOGICAL LESSON MAP

Lesson topic: G. Skrebitsky “Lark”
Goal: to introduce children to the work of G. Skrebitsky and his work “Lark”

Learning Objectives:

Aimed at achieving personal results:
teach to show emotional responsiveness and a personal attitude towards reading;
contribute to the formation of the ability to express one’s emotions and love for nature.

Aimed at achieving meta-subject learning outcomes:
Regulatory: teach to take part in educational cooperation, take the position of a listener, reader in accordance with the educational task;
Cognitive: consciously construct a verbal statement, work with models, construct a message orally;
Communicative: use available speech means to convey your impressions, build a monologue, negotiate, come to a common decision when working in a group.

Aimed at achieving subject-specific learning outcomes:
continue work on forming the foundations of reading activity, analyze a work of art, work with proverbs;
contribute to the formation of the ability to model a cover, the development of the skill of correct conscious reading of whole words, and the enrichment of students’ vocabulary;
to promote the development of students’ creative abilities, education of moral and ethical qualities, love and respect for nature.

Lesson equipment:

Materials for students: cards for reflection, textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), workbook on literary reading, cards for individual and group work, test tasks.
Materials for teachers: textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), presentation, computer, projector.

Stage
Teacher activities
Student activities
UUD

1.Self-determination for activity. Organizational stage.

So the bell rang
The lesson begins.
Let's not waste time
We're starting the lesson!
We listen carefully and answer correctly.
How do we work in a literary reading lesson?
(Let's repeat, think, tell, find out, consolidate, summarize)

Forecasting

Let's repeat
- Let's think about it
- We'll tell you
- Let's find out
- Let's fix it
- Let's sum it up

Regulatory:
- targeting successful activities.
Personal:
- express a positive attitude towards the learning process, show a desire to demonstrate new things.
Communicative:
- developing the ability to listen and hear.

2. Updating knowledge and recording difficulties in activities.

1. Speech warm-up.
a) breathing exercises
inhale through the nose, exhale through the nose;
inhale – hold your breath – exhale;
inhale, exhale, hold your breath.
- exercise for lips and tongue “Smile”
Look at each other and smile.
b) working with a proverb.
A starling flies - winter is over.
- Read it.
-Get ready to read.
c) updating students’ reading experience, working with models.
Spring is a wonderful time of year, the time of awakening of nature. Much has been written about spring literary works, let's remember them.
d) checking homework
- What piece did you prepare at home?
- Name the genre of the work.
Breathing exercises

Good morning to both the sun and the birds:
Good morning to smiling faces.

Students use models to name the work
-Reading of A. Barto’s poem “April”
- expressive reading of a poem

Regulatory: acceptance of the lesson goals, readiness to read and discuss the text.
Cognitive: searching for facts and judgments.
Communication skills: the ability to argue your proposal.

3. Statement of the educational task.

Who do you think we will read about today?
- What birds are called the harbingers of spring?
Birds herald the arrival of spring; many works have been written about each bird, but the Russian people have a special relationship with one of them - a holiday is dedicated to it.

Formulation of the lesson topic by students.

Working with visual cues.

Statements by students, formulation of the topic and objectives of the lesson.

Student report about the lark.
At Zhavoronki day and night are measured. Winter ends, spring begins. Russian people everywhere believed that on this day forty different birds would fly from warm countries, and the first of them was the lark.
At Zhavoronki they usually baked “larks,” in most cases with outstretched wings, as if flying, and with tufts. The birds were distributed to the children, and they ran screaming and loudly laughing to call the larks, and with them spring.
Baked larks were impaled on long sticks and they ran out onto the hills with them and shouted at the top of their lungs.
Once baked, the birds were usually eaten, and their heads were given to the cattle or given to the mother.

Regulatory: monitoring one’s activities as the task progresses.
Cognitive:
satisfying the reader's interest, searching for facts, judgments.

4. Construction of a project for getting out of the difficulty.

1. Teacher’s story about the writer, introduction to the biography (presentation) G. Skrebitsky
Georgy Alekseevich Skrebitsky is a writer and naturalist. He wrote stories and tales about nature. Since childhood, Skrebitsky loved to listen and read books about nature. He loved to go to the forest and to the river. He imagined himself as a brave traveler, hunter, and loved watching animals. Tits, magpies, hedgehogs, squirrels, and bunnies always lived in his house. He knew how to find something amazingly beautiful in every season. In his works, he paints pictures of nature, teaches how to observe nature, see and understand its beauty.
2. Primary perception.
3. Conversation based on content.
-Did you like the work?
- What do you especially remember?
- What pictures of nature did you imagine?
4. Physical education moment

5. Cover modeling
- What did you hear?
– Is this model suitable for the piece you listened to?

6. Vocabulary work. The text will contain words with unclear meaning.

5. A physical exercise for the eyes (Figure Eight exercise machine)

Introductory reading for children: G. Skrebitsky “Lark”

Listen to the story.

Listen to the piece.

Answer questions.

Little birds
The birds are small
They fly through the forest,
Songs are sung.
A violent wind blew
I wanted to take away the birds.
The birds hid in the nest
It's cozy and warm there.

Model the cover, protect the model at the board (slide)

Student answers

Vocabulary work:
Game "Find the matches"
Hillock - a small hill
Slums are impenetrable places
Fierce cold - angry, fierce

Regulatory:
forecasting,
cognitive: modeling, reasoning.
Communicative: the ability to argue your assumption, negotiate, find a common solution.

5. Primary consolidation.
Reading the text in a chain, paragraph by paragraph.
Conversation based on the text read:
- What does G. Skrebitsky call the white outfit of winter?
-Where did the lark fly from?
- How did the lark fly?
-What was heard in his song?
-Where did the lark's song go?
- Who heard the lark's song?
- What animals woke up?
- What were the animals thinking?
- What does the author compare the lark to?
2. Physical education minute for the eyes according to the method of V.F. Bazarny
3. Selective reading of text
-Where did the lark fly from?
(2 paragraph)
- What was heard in his song?
(4 paragraph)
- Who listened to the spring song?
(8 paragraph)
4. Work in the notebook “Literary reading”

5. Independent work with self-test using the algorithm
Running the test

Reading aloud paragraph by paragraph, talking about questions.

Performing a physical training minute according to V. Bazarny’s method
Reading the text and student responses.

1. Where did the lark’s song sound?
a) in villages and villages;
b) across fields and meadows.
2. What were all the birds and animals thinking?
a) the severe cold is no longer scary;
b) severe winter will return.
Self-test according to the algorithm

Regulatory: control, correction,
cognitive: structuring knowledge, choosing a way to solve a problem, constructing a speech statement, communicative.

6.Independent work with self-test according to the standard.
Work in groups:
Drawing up the project “Herald of Spring”

Group 1 - restoration of the poem

Group 2 – leaving a call

Group 3 – restoration of the riddle

Group 4 – drawing up signs

Group 5 – writing a tongue twister

Work in groups:

Field lark!
There is no more wonderful singer!
In an open field is your house,
In a clear sky - a song!

You are little birds, little larks,
Come and visit us
Red spring, clear spring
Bring it to us.

If he wants, he will fly straight,
He wants - he hangs in the air,
Falls like a stone from the heights,
And sings, sings, sings

The lark flies towards the warmth.

A lark circles over the stubble in the heat.

Regulatory: control and correction,
communicative – managing the partner’s behavior.

7. Reflection on activity (lesson summary)

Generalization
- What did you do in class?
- What did you like?
- What conclusions did you draw?
Reflection
On your desks you have drawings of larks.
If you worked confidently and did not make mistakes, the lark flew up to the sun; if difficulties arose, it was in the middle; if it was difficult, it just began to take off (showing cards).
Answer questions

Self-assessment (children show cards)
Communicative:
ability to argue your proposal and find a common solution
Cognitive: reflection, personal:
Sensemaking.

TECHNOLOGICAL LESSON MAP

Lesson topic: G. Skrebitsky “Lark”

Class: 2 "B"

Goal: to introduce children to the work of G. Skrebitsky and his work “Lark”

Learning Objectives:

Aimed at achieving personal results:

¨ teach to show emotional responsiveness and a personal attitude towards reading;

¨ contribute to the formation of the ability to express one’s emotions and love for nature.

Aimed at achieving meta-subject learning outcomes:

¨ Regulatory: teach to take part in educational cooperation, take the position of a listener, reader in accordance with the educational task;

¨ Cognitive: consciously construct a speech statement, work with models, construct a message orally;

¨ Communicative: use available speech means to convey your impressions, build a monologue, negotiate, come to a common decision when working in a group.

Aimed at achieving subject-specific learning outcomes:

¨ continue to work on forming the foundations of reading activity, analyze a work of art, work with proverbs;

¨ contribute to the formation of the ability to model a cover, the development of the skill of correct conscious reading in whole words, and the enrichment of students’ vocabulary;

¨ to promote the development of students’ creative abilities, the education of moral and ethical qualities, love and respect for nature.

Lesson equipment:

Materials for students: cards for reflection, textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), workbook on literary reading, cards for individual and group work, test tasks.

Materials for teachers: textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), presentation, computer, projector.

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state budgetary professional educational institution

Rostov region"Zernograd Pedagogical College"

TECHNOLOGICAL MAP

literary reading lesson,

conducted on April 17, 2017 in 2 “B” class

MBOU ESOSH No. 1

student of GBPOU RO "ZernPK"

Mezinova Alina Antonovna

Teacher: L.V. Kuricheva

_____________________

(signature)

Zernograd

2017

TECHNOLOGICAL LESSON MAP

Lesson topic: G. Skrebitsky “Lark”

Class: 2 "B"

Goal: to introduce children to the work of G. Skrebitsky and his work “Lark”

Learning Objectives:

Aimed at achieving personal results:

• teach to show emotional responsiveness and a personal attitude towards reading;
• contribute to the formation of the ability to express one’s emotions and love for nature.

Aimed at achieving meta-subject learning outcomes:

• Regulatory: teach to take part in educational cooperation, take the position of a listener, reader in accordance with the educational task;
• Cognitive: consciously construct a verbal statement, work with models, construct a message orally;
• Communicative: use available speech means to convey your impressions, build a monologue, negotiate, come to a common decision when working in a group.

Aimed at achieving subject-specific learning outcomes:

• continue work on forming the foundations of reading activity, analyze a work of art, work with proverbs;
• contribute to the formation of the ability to model a cover, the development of the skill of correct conscious reading of whole words, and the enrichment of students’ vocabulary;
• to promote the development of students’ creative abilities, education of moral and ethical qualities, love and respect for nature.

Lesson equipment:

Materials for students: cards for reflection, textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), workbook on literary reading, cards for individual and group work, test tasks.

Materials for teachers: textbook “Literary Reading” 2nd grade (author L.A. Efrosinina), presentation, computer, projector.

Sections: Primary school

Class: 2

Main tasks:

• Identification of the level of reading of students, consolidation of literary concepts of works of art, formation of reading skills.
• Development of reading skills, development of speech, development of the level of proficiency in a certain system of skills and abilities to work with a book, enrichment of speech with expressive means of language.
• Education of emotional and aesthetic perception work of art creative activity.

Lesson equipment:

• Cover model, genre substitutes.
• Exhibition of books about spring.
• Homemade books.
• Cards for individual reading.
• Musical arrangement.
• Pictograms.
• Tokens for responders.

Board design:

• Lesson topic.
• Epigraph.
• Cover models (small).
• Category “Happy Birthday!”
• Model of G. Skrebitsky’s story “Lark” (substitute genres)

I. Comprehensive knowledge test

– At the beginning of the lesson, we will take a journey into the world of literature and turn over the pages of famous works.

Page 1.

- Find out the work from the passage you read.

• “The sun is shining brightly, and its rays, playing and smiling, bathe in the puddles along with the sparrows. ( A. Chekhov“Spring”)
• “She didn’t get down to business right away. At first I thought: what kind of picture should she draw?” ( G. Skrebitsky“Spring is an artist”)
• “The Lark flew in to the noise, looked around, listened and chirped: Spring, sun, clear sky, and you are quarreling?” ( N. Sladkov"Thawed patch")

Page 2.

Now name the heroes of the work. (Dialogue by roles.)

- Buddy, what's wrong with you? You don't have a face! Haggard and blackened!
“Things are bad,” I evaporate... (Snow and Wind)

Page 3.

- Think...

Which works correspond to these models?

(Children name works that correspond to these models.)

– What do these works have in common?

Student answers:

– These works are about nature, about spring.

– What does A.S. Pushkin call this time of year in the poem “Driven by Spring Rays”?

Student answers:

– Pushkin calls spring the morning of the year.

– What is this technique called in literature?

Student answers.

II. Getting to know a new work

– And now let’s open the door to the world of music, literature and art (a musical excerpt from Tchaikovsky’s “Song of the Lark” plays).

– Show your feelings in movement.

– Using pictograms, show the mood that this piece of music evoked in you.

– Let’s try to carry this bright, cheerful mood through the entire lesson. After all, the epigraph to today’s conversation is Baratynsky’s lines, let’s read them in chorus:

Spring, spring! How clean the air is!
How clear is the sky...

– And the topic of the lesson is: Spring in literature, music and art. Georgy Skrebitsky “Lark”.

– Now compare the music and the following lines.

(The teacher reads the text.)

III. Determining the genre and theme of a work

– Did you like this work?

– What did you hear?

– Is this model suitable for the piece you listened to?

(The teacher poses a problem that the children must solve and prove.) Why is it not suitable?

– Help me fill out the table diagram:

– Skrebitsky
– Prishvin
– Ushinsky
– Sladkov
– Zhukovsky
– Pushkin
– Tyutchev

- Thank you!

IV. Working with text

• 1 paragraph. How does the author describe the sunrise?
• 2 paragraph. Read: How does a lark appear?
• Last paragraph. What does Skrebitsky compare the lark to?

V. Work in a notebook on literary reading under the guidance of a teacher.

VI. Literary and creative work

Teacher: Close your eyes for a moment... (Music sounds). Imagine a clean, clear sky. Light clouds. The sun slowly rises from behind the distant forest, illuminating the fields, forests and hillocks with a pink color. Suddenly, a small gray bird takes off from one of these hills and from there, from a blue height, a joyful, ringing song pours down to the ground. Listen... The quiet ringing of drops, the murmuring of a busy stream and something else so bright... Can you imagine?
I won't ask. Let it be a secret that will later be revealed to everyone.

(Children begin to draw illustrations for this work.)

Showcase successful work. When the children finish illustrating, the teacher asks them: “Come to me! The cover model is ready!”

– What work did you get acquainted with?

-Who wrote it?

– What other works of Skrebitsky do you remember?

– What does Skrebitsky write about?

– Name the writers and poets who write about nature? Let's say hello to the book model. Happy birthday, another homemade product!

VII. Work in groups

Checking creative homework.

Theatrical performance.

1 group. Staging of an excerpt from M. Gorky’s work “Sparrow”.

Sparrow: What is peace and is it good for me? Why do trees sway?
(A man passes by).
Sparrow: Oh! Oh! The cat tore off his wings, only the bones remained...
Sparrow Mom: This is a man, they are all wingless.
Sparrow: Nonsense! Everyone should have wings!

2nd group. Homemade products.

Children come to the board with homemade products in their hands. Their number is announced as follows: “Under the sail of spring, spring sketches.” Children read their own thoughts, naming the work (title, author).

For example: “Thawed patches are islands of new life...” Nikolai Sladkov, “Thawed patches”.
Or
“The flower coming towards us in the snow is a simple flower,
But how much does he carry?” E. Shim “What spring smells like.”

3rd group. A work of folklore.

Children in Russian folk costumes perform their own work.

Do a round dance
In honor of the cheerful, eminent
Our mother - Spring,

Nickname “Vesnyanka”

Come spring, red spring,
Come Spring, spring with joy!
Oh-lyuli-lyuli, come!
The clear sun rises
Light up a thousand people.
Don’t let failure into the 21st century!
Oh - Lyuli, don't let me in!

VIII Homework

Assignment by levels.

• Expressive reading of a story (weak level).
• By heart - favorite passage (strong level).

VIII Lesson Summary

- The lesson has come to an end. We tried to explore the theme of spring in literature, music and art. Let everyone take with them the purity of the azure, the warm rays of the April sun and the March song of a flooded lark.

We treat everyone present to “Larks” cookies.

Abstract open lesson in literary reading

in 2nd grade

(21st Century Program)

Topic: “Works about native nature. G. Skrebitsky “Lark”

Target: creating conditions for a full perception of the work. To contribute to the formation of such foundations of reader independence as the ability to correctly name a work (the author’s surname and title), independently determine the genre and theme of the work, identify the author’s point of view and express one’s own, find main idea each paragraph and the story as a whole.

Lesson progress:

Greetings.

Teacher:

All our friends in our class are:

Me, you, he, she.

Let's smile to everyone to the right, smile to everyone to the left.

Let's smile at everyone behind us.

Now let's sit quietly.

Introduction to the topic of the lesson.

Spring nature is drawn on the board. The children have pre-cut multi-colored spring flowers on their desks.

Mood diagram (slide 2)

YELLOW – sunny mood, a lot of energy; yellow color – warmth; let there be a warm atmosphere in the lesson

GREEN – calm mood, the color of the awakening of nature; let the lesson be alive

BLUE – the color of water, a drop of knowledge; let the lesson be educational

RED is a festive color, all holidays are remembered. Let this lesson be remembered too.

Teacher: Watch the video. After viewing, choose the flower that best suits your mood. Justify your choice, what associations do you have?

Watch a video with paintings about spring(slide 3) .

Which of the paintings are you familiar with? (V. Baksheev “Blue Spring”)

Conversation based on the picture V. Baksheeva “Blue Spring”(slide 4) :

Why is the painting called “Blue Spring”?

What color is the sky?

Is the sun visible?

What trees are shown? (Birch grove, no leaves yet.Bjerks, as if they had just woken up from sleep. If you mentally go to this grove, you can hear the whistle of a nightingale, feel the freshness of the breeze and the aroma of spring).

Why exactly did spring come to our literary reading lesson?Why did we start by talking about spring? What big topic are we working on? (“Spring, red spring”- slide 5 ).

Why is spring called “red”? (Beautiful– slide 6 )

Checking homework

Let's turn the pages of famous works.

What works about spring have we read? Match the author, title of the work, and illustration. (Work in pairs using cards). Checking on the board(slide 8) .

Work on the content of the studied works:

Find out the work by reading the passage.

“The sun is shining brightly, and its rays, playing and smiling, bathe in the puddles along with the sparrows.”A. Chekhov “In the spring”(slide 9) .

“She didn't get down to business right away. At first I thought: what kind of picture should she draw?”G. Skrebitsky "Spring is an artist" (slide 10).

“The Lark flew in to the noise, looked around, listened and chirped: “Spring, sun, clear sky, and you’re quarreling?”N. Sladkov « Thawed patch" (slide 11).

–
“Things are bad,” I evaporate...N. Sladkov "Snow and Wind" (slide 12).

« A real song you should listen only in the early morning, when the first pink light of dawn colors the trees...” A. Kuprin “Starlings”(Slide 13).

- Does it smell like spring?

- No, mom answers. - Spring is just beginning to speak. Early! E. Shim “What spring smells like” (slide 14).

Determining the topic and objectives of the lesson.

Spring is a wonderful time of year. Time for nature to awaken, time for hope. In spring, nature comes to life and birds return.What migratory birds do you know? (slide 16)

Conversation about the lark (slide 17).

What kind of bird is this?

If he wants, he will fly straight,

He wants - he hangs in the air,

Falls like a stone from the heights

And in the fields he sings, sings.

Below there is a hint in the form of an encrypted word.Hint: “Keeping Eyes.”

Something happened to this word:
An extra letter crept in.
Take away this letter
Free your word!

With and With A With V With O With r With O With n With O With To s (lark)

What do you know about this bird?

This small bird is known for its rather loud and melodious singing. She has a gray head decorated with a small crest, her cry is a soft “chrr-ik”, her song is a long ringing trill. They often sing while hovering in place in the air, sometimes very high. inhabitant of meadows and steppes, mountains and fields. Larks are migratory birds, but they do not fly far from the nesting site and are among the first to return. The mass arrival begins even when the snow has not melted, at the very beginning of March.

What do you think is the name of the work we will study? ("Lark")

You will find out the author of the work by looking at the next slide.(slide 18). Name the author(Georgy Skrebitsky).

Which works that we have already studied talk about larks? (Tyutchev, Protalina)

What goals will we set for today's lesson? (Get acquainted with the work, learn to draw up a paragraph-by-paragraph plan).

Vocabulary work (slide 19)

Zenith is the highest imaginary point of the celestial sphere, located above the observer's head.

slum - a difficult place to pass through - a small crack.

hillocks - a small hill, hillock

fierce (cold) - angry, fierce, merciless (severe cold, frost).

Physical education minute

Reading text (teacher reads). While reading the description of the lark's singing, a phonogram (singing of a wood lark) sounds.

Initial impression.

Did you like the work?

– How did it make you feel?

– When were you happy?

– Think about why you rejoiced at the lark's song?

Working with text. Students read and label paragraph by paragraph.

Read1 paragraph.

Questions: What time of year are we talking about?

Why did you decide it was spring? Prove with words from the text.

How can you title this paragraph?

Look at the picture, do your ideas match?

Reading 2 paragraphs

Questions: How does a lark appear? Where did the lark fly from?

How can you title a paragraph?

3 paragraph

What was heard in the lark's song?

Choose a title.

Summing up. Reflection.

Did you like this bird?

How do you think the author himself feels about the arrival of the lark?

What genre of work is this?(story)

Explain why? (case from life)

Homework.

Who listened to the spring song?

Learn your favorite paragraph by heart.

2. Sign the author and title of the work

“The Lark flew in to the noise, looked around, listened and chirped: Spring, sun, clear sky, and you are quarreling?”

– Buddy, what's wrong with you? You don't have a face! Haggard and blackened!
“Things are bad,” I evaporate...

- Does it smell like spring?

- No, says mom. - Spring is just beginning to speak. Early!

“You should listen to a real song only in the early morning, when the first pink light of dawn colors the trees...”