Municipal autonomous community educational institution
Malkovskaya secondary school
Work plan
"Literary Lounge"
for 2015 – 2016 academic year
Head: Zainulina Guzel Rivalevna
S. Malkovo, 2015
EXPLANATORY NOTE
The tasks of fully increasing the role of literature in upbringing and education younger generation urgently require the use of all types and forms of work, including circle work. The value of the circle literary work lies in the fact that it expands and enriches the knowledge of schoolchildren, instills in them love and respect for culture, and helps them more fully feel and understand the connection between literature and life.
Getting to know the writer's life and work helps students better understand the artistic truth of his works, the beauty of his language, and the depth of his thoughts and feelings. Visiting places glorified in fiction, evokes a heightened sense of the beauty of nature. Familiarity with the work of the staff of estate museums in preserving the nature of protected areas, which is associated with the problems of cultivating a sense of caring for nature and a desire to take part in activities to protect it. The spiritual uplift caused by staying in protected places, the joy of learning, an abundance of impressions, memorable meetings - all this can make schoolchildren want to write down their impressions in a diary. Keeping a diary, in turn, helps to enrich vocabulary and fosters interest in literary creativity.
The main place for organizing and conducting literary circle work with students should be the school. This is required both by the specifics of the subject and the need for an organic connection between academic and extracurricular work. Depending on the content of the classes, the form of work in the circle can be lecture-based (review conversations by the teacher or reports by schoolchildren on given topics); seminar (training skills in literary and local history work); expeditionary (study of literary and local history objects, collection of materials); scientific research (study and classification of collected materials, work on literature, preparation of reports, etc.); literary and creative (diaries, essays on the topics of the campaign); design (production visual aids in literary local history, exhibition design, creation of a literary map, literary and local history office, school museum, etc.); organizational and mass (conducting literary and musical matinees and evenings, organizing excursions around school museum, meetings with writers, holding literary Olympiads, quizzes, games, competitions, summer job with a traveling exhibition, etc.).
The success of the circle will largely depend on the skillful combination of these types and forms of activities.
Areas of work
Research: messages, reports, abstracts.
Bulk:organizing competitions, literary and musical festivals, quizzes, dramatic performances, publishing newspapers.
Club goals
Mastery of typical activities for the profile (analysis and creative processing of text, memorization, mastery of basic acting and directing skills, etc.)
Providing students with the opportunity to express themselves and achieve success: to perform in a play, literary and musical composition, concert, etc.
Providing schoolchildren with the opportunity to demonstrate their creative abilities, self-realization and self-affirmation.
Formation of students' ideas about character professional activities actors, directors, prompters, make-up artists, costume designers and other theater, club, amateur performances.
Forms of training
Conversations
Workshops
Internet
watching excerpts from films and performances
role playing games
group work
excursion to the drama theater.
Educational tasks:
development of children's creative abilities and their literary gift;
help each member of the circle to express themselves;
stimulating interest in the spiritual wealth of Russia and world culture;
development emotional sphere the child as the basis for the formation of a “culture of feelings”;
introduction to the world of art; education of aesthetic taste;
formation of research skills;
developing communication skills in different situations.
Tasks:
work planning,
newspaper release.
The creative activities of the circle members are directed byadvice mug . His tasks:
work planning,
participation in discussion long-term plans work,
organization of circle meetings,
organization of leisure activities for members of the circle,
newspaper release.
He heads the work of his circlepresident . To solve certain problems, temporary initiative groups are created. Such work will help in the future to involve children in independently thinking about upcoming matters, participating in collective planning and analysis of efficiency, evaluation of what has been done. All this will create the preconditions for collective creativity, which will contribute to the emergence of collective holidays, meetings, and traditions that will help organize work in an interesting way. In the future, it is planned to organize a literary club on the basis of the literary circle. It will help identify and develop children’s creative abilities, teach them to make independent choices, help each club member realize and express themselves, and find their place in the system of intra-school relations. And most importantly, it will raise a person who is passionate about literature and understands art. “Place of residence” mug - office No. 6.
As a result of completing the program material, the student will
have an idea about:
specifics of performing arts
learns about:
forms and techniques of voice control;
forms and techniques of breathing;
forms and techniques of body control.
will be able to:
convey your thoughts, feelings, experiences intonationally;
get into character;
improvise on a given topic
create creative works, recite;
control the audience's attention.
will master
expressive reading skills;
basics of stage movement;
elementary techniques of stagecraft;
listening skills as an active action.
CALENDAR - THEMATIC PLANNING
literary circle
1 hour per week 34 lessons per year
№ p/p
Subject
Date
Organizational meeting. Choosing a club name, motto, emblem.
09.09
Compiling a list of events. Compiling a list of works for discussion.
16.09
Lyrical, epic, dramatic genres of literature and their relationship with other types of art.
23.09
Drawing up a script for Teacher's Day.
30.09
Rehearsal for the holiday "Teacher's Day"
07.10
Drawing up the script for “Miss Autumn 2014”. Celebration rehearsal
"Miss Autumn 2014"
14.10
Organization and holding of the festival “Miss Autumn 2012”
21.10
Working on expressive reading. Poems of Russian poets.
28.10
Collaborative creativity. Writing fairy tales.
11.11
Collaborative creativity. Creation of poems on a school theme.
18.11
Organization and holding of the literary competition “My native land, I love you!”
25.11
Publishing a wall newspaper with the works of the winning students. Summing up the results of the competition.
02.12
Excursion to the school library.
09.12
Drawing up a script for “New Year’s holiday for elementary school students”
16.12
Rehearsal New Year's holiday. New Year's party rehearsal.
23.12
Organization and conduct of the sociological survey “Readers”. Processing data and summing up the results of the survey.
15.01
Comprehensive analysis prose work.
13.01
Literary evening on the topic: “150 years since the birth of A.P. Chekhov"
20.01
My tongue is my friend. Cultivating a love for the native language, the ability to construct one’s speech beautifully and competently. Quiz lesson.
27.02
Tasks of newspaper illustration. Reportage photo. Photo report. Photo vernissage. Humorous drawing. Poster. Installation. Diagram. Screensaver. Ornament, vignette. Friendly cartoon.
Creating articles for a local newspaper using illustrations.
03.02
Individual work in the computer room on the topic “In the world of art.”
10.02
Designing newspaper headlines (computer technology)
Purpose of headings. Types of headings. Font design of headings. Font combination. General newspaper headline. Subtitle. Heading. Epigraph.
17.02
Preparing for the concert dedicated to the Day March 8 “Let's glorify a woman - Mother - a symbol of beauty.” Performance at a concert on March 8th.
24.02
Preparation for the intra-circle conference “I want to know everything!”
02.03
Conducting the conference “I want to know everything!”
09.03
Distribution of roles, preparation of scenery and rehearsal of the play “The Court of the Red Book”
16.03
Preparation of the script “The Court of the Red Book” for primary school students
23.03
Performance before primary school students with the play “The Court of the Red Book”
06.04
Drawing up an action plan for May 9. Organization and holding of a war reading competition.
13.04
20.04
Compiling and editing a local newspaper about the school.
27.04
Work in the computer room: “Cinema and theater news”
04.05
Final meeting of the club. Summing up the year.
11.05
Reward for active participation of club members.
18.05
“Post scriptum” is a literary club that united 7th grade students of State Budgetary Educational Institution Secondary School No. 292 with an in-depth study of mathematics in the Frunzensky district of St. Petersburg. The main goal of the association is to identify, study and develop the creative abilities of children.
Great value Poetry plays a role in the formation of a spiritually rich, harmoniously developed personality. Unfortunately, young reader complex poetry, requiring thought and tension of feelings, is often repulsive. And in order for a reader to leave school who will certainly try to understand and make sense of this complex poetic world, a circle is needed. “Post scriptum” provides an opportunity to practice in such a difficult task as creative work on literature.
By acquiring practical skills (writing poetry, literary works), children learn to convey their thoughts, feelings, experiences, and demonstrate their personal qualities. The “Post Scriptum” club classes are aimed at 7th grade students, numbering 5-15 people, and are held once a week. A total of 34 hours are planned per year.
In the circle classes, students must learn to show their authorial position, read poems expressively, observing the norms of literary pronunciation. Members of the circle should become active participants in school-wide events, promote creative activities, participate in school and city reading competitions, and submit creative works to city competitions.
The purpose of a literary circle, as well as literary education in general, is to develop a person’s spiritual world, to create conditions for the formation of the individual’s internal need for continuous improvement, for the realization and development of one’s creative abilities. At the same time, the student masters the skill of a reader and his own free and vivid speech.
The study of literature as the art of words involves systematic reading of works of art. The need to communicate with a book can only develop with a broad and skillfully directed acquaintance with literature and other forms of art. home country, the region and the world, in constant attention to the students’ emotional perception of the text, to their thinking about the problems posed by the author.
Reality modern world such that we have to admit that interest in poetry is constantly declining throughout the world. To understand and love poetry, a person must think about the meaning of everything that exists, listen to the music of words that expresses the feelings of another person.
Working with poetic texts is not limited to reading, analysis, and the search for visual and expressive means. The practical orientation of the activity will undoubtedly interest not only traditional connoisseurs of poetry - girls, but will also allow boys to show their talents. It is no secret that boys are more prone to independent artistic creativity, while girls prefer to act according to a ready-made model.
During the activity, the circle members will have to select poems own composition for the release of a literary and artistic collection, justifying their choice, illustrating them, learning to read poems expressively, speaking in front of the public.
Program Goals
Through familiarization with the aspects of poetic skill, learn to create your own works on a given topic: poetry, short prose, based on knowledge of literary theory.
Analyze lyrical works of your own composition and other authors, learn how to interpret them.
Learn the principles of communication, becoming sociable people, competent in the field of poetry, and creative individuals.
To teach students techniques and skills for working with poetic text, the ability to basicly analyze text, and see the means of expression poetic language.
To develop a sense of beauty in children; the ability to see pictures of nature drawn by masters poetic word and illustrate these pictures orally and on paper.
To teach students to expressively read poems that paint pictures of their native nature; introduce students to the art of artistic expression.
Instill a feeling of love for native nature through comprehension of a poetic line.
Highlight in the text the main figurative and expressive means of language provided for study in the literature program for grade 7 (epithet, metaphor, simile, hyperbole, litotes, personification, etc.)
Illustrate poetic works, feeling the mood conveyed by the poet.
Program objectives
Within the framework of a school poetry club, I would like to solve two interrelated problems: moral education students and their literary development.
The defining direction in the upcoming work is to teach students to think creatively. This can help a lot:
· holistic analysis poetic work
· ability to read a work and see the word in context
· comprehension of a poetic idea
· acquaintance with various aspects poetic skill
In general, what we have achieved today should be an obligatory element of the normally organized work of the school, because in addition to lessons, schoolchildren develop an interest in the subject, their knowledge of the subject is expanded and deepened:
· better assimilation of program material
· improving text analysis skills
· linguistic horizons expand
Developing a sense of language
· creativity develops
· language culture is improving, etc.
To achieve the educational goal, the following tasks are defined:
development of children's creative abilities, their literary gift
assistance in self-expression for each club member
stimulating interest in the spiritual wealth of Russia, the Urals, and world culture
development of the child’s emotional sphere as the basis for the formation of a “culture of feelings”
introduction to the world of art
education of aesthetic taste
formation of research skills
developing communication skills in different situations.
Students' skills and abilities
Expanding the literary horizons of students, mastering the skills of analyzing poetic works, performing creative tasks and written works of a research nature, composing their own poems will help to introduce students to independent work, to the ability to find, assume, prove, compare, and show their creative activity. What is important is the combination of breadth and depth of content, preference for mass forms of work, taking into account individual characteristics schoolchildren, various forms of classes, flexibility of their use.
Expected result
As a result of studying in the circle classes, students become prepared to participate in school and city reading competitions. As a result of working in a circle, students enrich their vocabulary, develop creative abilities, master the norms of literacy oral speech.
Work plan for the 2014 -2015 academic year
Target: development of children's creative abilities and their literary gift.
Tasks:
development of the child’s emotional sphere as the basis for the formation of a “culture of feelings”;
developing communication skills, stimulating interest in the spiritual wealth of Russia and world culture;
introduction to the world of art; education of aesthetic taste.
Three areas of work:
creative: writing poetry;
educational: release of poems of one's own composition;
mass: participation in competitions, literary and musical festivals, quizzes, Olympiads.
Thematic planning mug« Postscriptum»
The work of the circle is aimed at developing the following knowledge in students:
expressive reading skills
the ability to see the aesthetic function of linguistic means and artistic details works
ability to independently analyze works and their fragments
the ability to competently construct monologue statements of various forms
ability to create creative research papers
Since the work of the circle also involves the co-creation of students, it is advisable to conduct some classes as individual ones.
Educational and thematic plan
| Lesson topic | Key Content Elements | Practice | Control | Planned learning outcomes (personal, meta-subject, subject) | Planned timing/date |
|
| Theory of literature.Meters, feet and verse sizes(iamb, trochee). | Meters, feet and verse sizes(iamb, trochee). How to determine poetic size. | Working with poems | ||||
| Meters, feet and verse sizes | Meters, feet and verse sizes(dactyl, amphibrachium, anapest). | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. | Understanding poetic meter, the ability to determine it in an unfamiliar text. | ||
| Workshop. Reading and writing poetry. | Creating your own texts. Expressive author's reading. | Reading your own texts. | ||||
| Club meeting dedicated to the work of S.Ya. Marshak | A story about S.Ya.Marshak. | Drawing up a plan, answering reproductive questions | Make a lecture plan, | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Rhyme and its varieties | Methods of rhyming (cross, ring, pair). An algorithm for determining the type of rhyme in a given text. | Working with poems, identifying types of rhymes | Setting educational goals and objectives, formulating lesson conclusions. | |||
| Theory of literature. Rhyme system | The concept of female and male rhyme, how to determine the rhyme system. | Setting educational goals and objectives, formulating lesson conclusions. | Understanding rhyme, the ability to identify it in an unfamiliar text. | |||
| Workshop | Generalization of knowledge on types of meters and rhymes in poems | Working with poems, identifying types and systems of rhymes | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. Test work. | Understanding rhyme, the ability to identify it in an unfamiliar text. Understanding poetic meter, the ability to determine it in an unfamiliar text. | ||
| Landscape autumn lyrics (A.S. Pushkin, F.I. Tyutchev) | Acquaintance with the poems of A.S. Pushkin, F.I. Tyutchev. Determining the features of the autumn image. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Landscape autumn lyrics (S. A. Yesenin, A. Blok, A. Akhmatova). | Acquaintance with the poems of S. A. Yesenin, A. Blok, A. Akhmatova. Determining the features of the autumn image. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Literary theory. Stanza(quatrains, octaves). | The concept of stanza. Types of stanzas: quatrains and octaves. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Workshop. Autumn lyrics | Creating your own texts on a given topic. Expressive author's reading. | Writing your own works, including those based on given principles. | Reading your own texts. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Stanza (terza, Onegin, ballad) | The concept of stanza. Types of stanzas: terza, Onegin, ballad. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Literary theory. Stanza(odic, sonnets, limericks). | The concept of stanza. Types of stanzas: odic, sonnets, limericks. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Workshop. Test "Rhymes and stanzas". | Control lesson on the topic “Rhymes and stanzas” | Independent work | ||||
| Theory of literature.Varieties of Poems(acrostic, free verse). | Types of poems. Acrostic, free verse. Main features. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Workshop. Theory of literature. Stanza (quatrains, octaves, terzas). | Summarize knowledge about the types of stanzas. The principle of working with stanzas in a poem. | Working with poems | Compiling a table “Types of stanzas”, working with poems | |||
| Theory of literature. Varieties of poems (acrostic, free, free verse, etc.)). | Types of poems. Acrostic, free verse, free verse. Main features. | Working with poems | Drawing up a diagram “Varieties of Poems” | Ability to analyze and systematize one’s own knowledge | ||
| Winter in the poems of S. Yesenin, A.S. Pushkin, K. Balmont. Practice. Illustrations. | Acquaintance with the poems of S. A. Yesenin, A. S. Pushkin, K. Balmont. Determining the features of the image of a winter landscape. | Working with poems. Working with illustrations | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Creative laboratory, dedicated to the winter landscape. | Writing text on a given topic, the concept of “keywords”. | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | |||
| Theory of literature.Requirements for a writer's style(clarity of speech, accuracy of speech, synonyms). | The concept of the poet's style. Clarity and accuracy of speech are the basic requirements for a writer’s style. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Spring is a wonderful time. Working with texts. (O. Mandelstam, S. Yesenin, N. Klyuev) | Acquaintance with the poems of S. A. Yesenin, O. Mandelstam, N. Klyuev, features of the image of spring nature. The concept of mood in a poem. | Working with poems. Working with illustrations | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Figurative speech. Epithets. | Expressiveness of speech as a basis in poetry. The concept of figurative and expressive means in speech. Epithets. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Comparisons. | The concept of figurative and expressive means in speech. Comparisons. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Paths (metaphor, personification, allegory). | The concept of figurative and expressive means in speech. Paths. Metaphor, personification, allegory. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Tropes (metonymy, synecdoche, irony). | The concept of figurative and expressive means in speech. Metonymy, synecdoche, irony. | Working with poems | Setting educational goals and objectives, formulating lesson conclusions. Construct your own statement. | The ability to analyze and correct your speech and the speech of others. | ||
| Theory of literature. Figures (repetition, exclamation, antithesis). Control. | The concept of figurative and expressive means in speech. Syntactic figures. Repetition. Exclamation. Antithesis. | Working with poems. Test by searching for examples in texts. | Independent work | |||
| Poems about war. Genre of the poem. R. Rozhdestvensky. “210 steps. War" | Genre of the poem. The specifics of the theme of war in poetry using the example of R. Rozhdestvensky’s poem “210 steps. War" | Working with a poem. Collective reading of the poem, breaking the text into semantic parts. Expressive Reading | Setting educational goals and objectives. Group work. | Ability to analyze and correct your work. Ability to work in a group. | ||
| Summer landscapes (M.Yu. Lermontov, M. Tsvetaeva, S. Yesenin) | Image Features summer nature using the example of poems by M.Yu. Lermontov, M. Tsvetaeva, S. Yesenin. The concept of the mood of a poem. | Working with poems. Expressive Reading | Setting educational goals and objectives. | The ability to analyze and correct your speech and the speech of others. | ||
| Workshop. Summer landscapes. | Creating your own poetic works on a given topic. | Writing texts. Expressive reading. | Setting educational goals and objectives. | The ability to analyze and correct your speech and the speech of others. | ||
| Reserve lessons |
List of literature for teachers
1. Brief dictionary literary terms. M., “Enlightenment”, 1985.
2. V.P. Medvedev “Studying lyrics at school M. “Enlightenment” 1985.
3. M.M. Girshmon “Analysis of poetic works by ASP, M.Yu. Lermontov, F.I. Tyutchev, M. " graduate School 1981"
4. N. Gordeev, V. Peshkov “Tambov path to Pushkin.”
5. A.I. Revyakin “History of Russian literature of the 19th century.” M. "Enlightenment" 1981
6. Literary reference materials. Moscow. "Enlightenment" 1989
List of literature for students
1. Works by A.S. Pushkin, M.Yu. Lermontov, A. Koltsov, O. Mandelstam, S. Yesenin, M. Tsvetaeva, N. Klyuev, K. Balmont, S. Klychkov, L. Tolstoy, V. Astafiev , M. Prishvina.
2. V.G. Belinsky “Works of A.S. Pushkin.” M. " Soviet Russia» 1984
3. Dictionary. 4. A brief dictionary of literary terms.
« Private creative plan »
The work of the circle reflects activities to improve their own professional pedagogical qualifications, as I am working on the topic “Personally-oriented and developmental teaching technologies and lessons of the Russian language and literature.” I believe that the goal of modern education, the main value of which is the recognition of individuality in each student, is to create psychological and pedagogical conditions that allow working in a single classroom team with a focus on the average student, and with each individual, taking into account individual cognitive abilities, needs and interests. This makes it possible to develop the student’s individual abilities, form a comprehensively developed personality, acquire skills and abilities based on cooperation between teacher and student, mutual understanding; development of creative knowledge, involving the integration of subjects (literature, Russian language, history, music, painting).
Class appendix
Lessons 9-10
Landscape autumn lyrics, its artistic features.
"Golden autumn has come"
Target:
show the beauty and diversity of nature through poetry.
Tasks:
introduce the works of A.S. Pushkin, F.I. Tyutchev, S.A. Yesenin, A. Blok, A. Akhmatova, dedicated to autumn;
teach rhyme selection;
teach how to use a dictionary;
teach how to compare different works.
develop a sense of language;
cultivate love for native nature;
cultivate a love for the poetic word.
I. Verification homework. At the last poetry meeting we worked with texts by S.Ya. Marshak and wrote quatrains dedicated to our little brothers. We agreed to finalize what we wrote at home, and now I would like to listen to your texts.
Reading children's work.
II. Today's meeting is dedicated to autumn, a wonderful time of year. Let's see what definition S.I. Ozhegov gives to the word “autumn”. Autumn is the time of year following summer. Meager lines that carry only specific information and do not reflect the speaker’s attitude to the subject of conversation.
III. Let's turn to poetic texts and see what autumn looks like in verse.
1. A.S. Pushkin
Autumn (excerpt)
It's a sad time! Ouch charm!
I am pleased with your beautiful beauty -
I love the lush decay of nature,
Forests dressed in scarlet and gold,
In the canopy of the wind there is noise and fresh breath,
And the skies are covered with wavy darkness,
And a rare ray of sunshine, and the first frosts,
And distant gray winter threats.
2. F.I. Tyutchev
There is in the initial autumn
A short but wonderful time -
The whole day is like crystal,
And the evenings are radiant...
Where the cheerful sickle walked and the ear fell,
Now everything is empty - space is everywhere, -
Only a web of thin hair
Glistens on the idle furrow.
The air is empty, the birds are no longer heard,
But the first winter storms are far away -
And pure and warm azure flows
To the resting field...
3. S. Yesenin
Autumn
Quietly in the juniper thicket along the cliff.
Autumn - red mare - often mane
Above the river bank cover
The blue clang of her horseshoes can be heard.
Skhemnik - the wind with a cautious step
Crumples leaves along road ledges.
And kisses on the rowan bush
Red ulcers for the invisible Christ.
4. A. Blok
Golden Valley
You leave, dumb and wild.
The crane melts in the sky
A receding cry.
Freezes, it seems, at its zenith
Endlessly pulls the threads
Triumphant Spider.
Through transparent fibers
The sun, the light is not melting,
Idlely hitting blind windows
Empty housing.
For elegant clothes
Autumn gave to the sun
Fledgling hopes
Inspirational warmth.
5. A. Akhmatova
An unprecedented autumn built a high dome,
There was an order for the clouds not to darken this dome.
And people marveled: the September deadlines were passing,
Where did the cold, humid days go?
The water of the muddy canals became emerald,
And the nettles smelled like roses, but only stronger.
It was stuffy from the dawns, unbearable, demonic and scarlet,
We all remembered them until the end of our days.
The sun was like a rebel entering the capital,
And the spring autumn caressed him so greedily,
It seemed like a transparent snowdrop was about to turn white...
That’s when you approached, calm, to my porch.
After reading each poem, a conversation is held on the following rough plan:
1. What mood does this poem evoke?
2. What is autumn in the description of this poet? What does this mean?
3. Are all the words clear?
A number of “definitions” of autumn are written on the board (comparisons, epithets,...) We conclude that each poet has his own autumn. Often poets convey their state of mind. It must be said that poetry cannot talk about anything without relating it to a person. Any description of an object or landscape will in one way or another speak about the poet.
IV. Music is close to poetry. Listen to how Vivaldi expressed his feelings, showed his understanding and perception of autumn. A fragment of “The Seasons” is played.
V. And, of course, I would really like you to try to write something right now. I offer you the form of terzen (three lines) based on past tense verbs.
For example:
Autumn. The leaves have turned yellow
The birds have flown away
Only eight kopecks. Autumn!
The guys write and read the resulting poems. A fragment from Tchaikovsky's "Seasons" is played.
Lesson 4
A meeting of the poetry club dedicated to children's literature and the works of S. Ya. Marshak.
Target:
involve students in the work of a poetry club, showing the possibility of developing speech, co-creation, creativity.
Tasks:
introduce the life and work of S.Ya.;
develop a sense of language by showing the beauty of the poetic word;
develop students' creative abilities;
cultivate a love of literature and the poetic word;
cultivate love for our smaller brothers.
I. Poetic speech is unusual. Even the Bible gives an explanation for its occurrence: “And the Word became flesh and dwelt among us, full of grace and truth” (John 1:14). Indeed, well-known Christian motifs are close to the poetic speech. We hear poetic speech from the cradle, falling asleep to the songs of our mother, listening to the fairy tales of A.S. Pushkin, riddles and jokes.
II. Today we will get acquainted with children's poems, and perhaps we will remember something that is painfully familiar from childhood.
So, Samuil Yakovlevich Marshak (1887 - 1964). This greatest poet, playwright, translator, creator of great poetry for little ones. This is what I want to talk about today in more detail.
In Marshak’s works for children, one is struck by both the diversity of the content of the books and the diversity of their literary genres. He wrote funny poems about children, about their games, toys (“Giant”, “Ball”, “Vanka - Vstanka”, “Mustachioed - Striped”, “Good Day”, “Children of our Yard”, etc.) and poetic educational books (“Yesterday and Today”, “A Fun Journey from A to Z”, “ All year round”, “A Multi-Colored Book”, “How a Plane Made a Plane”), and heroic stories about the exploits and work of man (“Passport”, “Mail”, “The Story of an Unknown Hero”, “Ice Island”.)
Marshak’s works also reflect the exciting events in the life of our people: “War with the Dnieper” (about the construction of the Dnieper Hydroelectric Station), “Military Post (about the fighting
for the Motherland), “Fairy tale” (about pre-revolutionary life). He also wrote humorous books: “The Absent-Minded Man”, “Luggage”, “Poodle”, Based on folk art, he created the wonderful fairy tale “Ryaba Hen and Ten Ducklings”, fairy tales-plays “Teremok”, “Cat’s House”, “Twelve Months” "etc.
He translated many works from English language: sonnets by Shakespeare, poems by Burns, Byron. Characteristic feature His creativity is that his poems are read with pleasure not only by children, but also by adults. And this is a sign of true word art!
Why do you think this serious man wrote poetry for the little ones?
(A funny plot, a good joke help to present material for education best qualities person).
V.G. Belinsky wrote: “Write, write for children, but only in such a way that an adult will read your book with pleasure.” Marshak himself believed that “there is no need to make any discounts on children’s literature. We don't feed children the worst products than adults. The demand for simplicity and value in a children’s book should not lead to a simplification of thoughts and an impoverishment of feelings.”
III. Expressive reading of the works of S. Ya. Marshak
1. Mustachioed - striped.
2. Giant.
3. The Tale of a Stupid Mouse.
4. Children in a cage.
5. All year round (calendar).
6. About everything in the world (ABC in verses and pictures).
Which poems did you like best and why?
What means of expression does the author use most often? (epithets and comparisons).
IV. Today we will try to “put” our “children in cages”, we will try to write poems about the animals that we know best, which are closest to us.
I offer you possible beginnings of poems.
Where are you, little gray mouse?
How much can you squeak?
Disturbing the kids' sleep?)
I am a naughty kitten.
(Where is your book, my friend?
A notebook will do:
Tearing its leaves is sweet...)
I am a red, perky, cheerful puppy.
(To you, dear friend, I am flying with all my might.
I wait for you faithfully at the door.
Give me a bone or some candy quickly!)
Cowardly, gray and oblique
(I didn't want to be friends with the fox
And just one time
He ran past us.)
Red-tailed cunning -
(The biggest liar.
Wagging his tail - deception,
Every word is all fog).
Silly gray wolf cub
(He often howls in his sleep.
Just look at the moon
The howl goes to the bottom).
When preparing at home, the teacher plays out the suggested beginnings of the lines himself and sees what is easier for the children to cope with.
The creative process can be accompanied by Shainsky's music.
Note
Analysis of poetic text
Really biographical and factual commentary.
Genre (drama, lyricism, lyric epic, epic).
DRAMA- one of the four types of literature. In the narrow sense of the word - a genre of work depicting a conflict between characters, in a broad sense - all works without author's speech. Types (genres) of dramatic works: tragedy, drama, comedy, vaudeville.
LYRICS- one of the four types of literature, reflecting life through a person’s personal experiences, feelings and thoughts. Types of lyrics: song, elegy, ode, thought, epistle, madrigal, stanzas, eclogue, epigram, epitaph.
LYROEPICA- one of the four types of literature, in the works of which art world the reader observes and evaluates it from the outside as a plot narrative, but at the same time the events and characters receive a certain emotional assessment from the narrator. A ballad is a lyric-epic poetic work.
EPOS- one of the four types of literature, reflecting life through a story about a person and the events that happen to him. Main types (genres) epic literature: epic, novel, story, short story, short story, artistic essay.
Topic (what the poem is about).
The meaning of the title (the title reflects the main theme and idea of the poem).
Basic images.
The use of figurative and expressive means of language (tropes, artistic techniques, synonyms, homonyms, antonyms).
Color scheme.
Features of construction.
Poetic size Coachman x O dit, iambic, trochee (disyllabic)
Am e ba d A amphibrachium, dactyl,
But not everything I kaya.anapaest (trisyllabic)
Rhyme (paired - AABB, cross - ABAB, ring or encircling - ABAB).
Intonation, semantic and rhythmic pauses.
Conclusion (my assessment).
References
DEPARTMENT OF EDUCATION OF SAKY DISTRICT STATE ADMINISTRATION
ZERNOVSKAYA COMMON EDUCATION SCHOOLI- III STEPS
Program
literary creative circle
"Test of the pen"
language and literature
Mustafaeva Zure Ibragimovna
With. Grain, 2011
CLUB PROGRAM
"Test of the pen"
Explanatory note.
Number of hours 40 (classes are held once a week)
The program is intended for middle and high school students.
Target : creation of a system for the creative development of students through literature lessons and extracurricular activities in the subject.
Tasks :
Training tasks
Introducing students to the best examples of lyric poetry of domestic and foreign poets;
Development of skills and techniques for analyzing a lyrical work;
educational tasks
Formation of social activity of the individual, culture of communication and behavior in society;
developmental tasks
Updating the personal qualities of schoolchildren, helping to reveal their creative abilities;
Formation of positive motivation for learning in schoolchildren.
Meeting the poets of Crimea.
This author's program was developed with the aim of implementing extracurricular work on the subject, supplementing literature lessons, which does not allow students to engage in creative poetic activity within the lesson.
Classes according to the program will allow students who have shown a penchant for poetic creativity to learn to create poems using samples as examples famous poets Ukraine and abroad. Schoolchildren will become familiar with the theoretical knowledge of versification: poetic meter, rhyme, stanza, etc.
The circle provides for the combination of different age groups schoolchildren (grades 5-11), which will allow for continuity and implementation of the technology of the collaborative teaching method in small heterogeneous groups of students.
The program also provides for an individual approach to each child, the essence of which is to go not from a subject to a student, but from a student to a subject. Develop the creative capabilities that the child has. Train him taking into account potential capabilities that need to be improved and enriched.
In modern conditions of humanization of education, the search for personality-oriented approaches to teaching, students’ interest in poetic creativity and theoretical knowledge is growing literary concepts, which leads to the disclosure of the child’s inner “I”, self-knowledge of the individual.
As a result of the program, students should:
Know:
Basic information about the life and work of some great poets, as well as poets whose work is associated with our region.
Be able to:
Analyze poetic works of art;
Create your own poetic literary texts;
Develop the need for self-knowledge and self-improvement.
The product of the circle’s activities is the Literary Almanac “Poetic Mosaic”, the creation of models of their own collections of poems, as well as the participation of schoolchildren in creative competitions different levels.
1 hour
Introduction. The meaning of poetry in literature and culture.
1 hour
The influence of Western poetry on the work of Russian poets. Byron and Pushkin, Lermontov. Imitative early poems and the formation of realism in the works of great writers.
2 hours
4 hours
Basics of versification. The laws of creating a poetic work.
Poetic size. The concept of iambic, trochee, anapest, hexameter, amphibrach. The concept of rhyme, Rhyme, male and female, complete, incomplete. Paired rhyme, cross rhyme, ringing.
The concept of stanza. A variety of stanzas. Onegin stanza.
4 hours
Means artistic expression. The concept of tropes and stylistic figures. Tropes: epithet, metaphor, personification, hyperbole, litotes, synecdoche, oxymoron.
Stylistic figures: comparative turn, inversion, rhetorical question and exclamation.
2 hours
Genres of lyrical works: poem, ballad, ode, fable, message, epigram, epitaph, elegy, stanzas, song, sonnet, rubai.
6 hours
Practical work on developing theoretical literary concepts.
6 hours
Holding holidays, literary lounges dedicated to poets-anniversaries.
8 hours
Holding reader conferences:
“Black Sea Coast” -2 hours
“Over the Black Sea, over the White Crimea” (Vladimir Smolensky) – 2 hours
“Bakhchisarai Fountain” (A. Pushkin in Crimea) – 2 hours
“Here in sad Taurida, where fate has brought us...” (Osip Mandelstam and Crimea) – 2 hours
The program also includes:
excursions to museums of Crimea
- Khan's Palace;
- house-museum of A. Green;
- house museum
organization of competitions
For the best thematic poem;
- for the best reader of your own poem;
For the best dedication to the poet's anniversary;
For the best layout of your own poetry collections;
For the title "Miss Poetry"
To the best wall newspaper, dedicated to creativity poet.
Calendar and thematic planning
Lesson topic
Date
The place and meaning of poetry in Russian literature and culture.
The influence of Western poetry on the work of Russian poets. Byron and Pushkin, Lermontov.
Imitative early poems and the formation of realism in the works of great poets.
Local history. “Who will pass on our story to our descendants?” Crimea in Russian poetry
Poet and artist Maximilian Voloshin, who praised Koktebel
Basics of versification. According to what laws are poetic works created? What are the main themes of the poems.
Preparation for the presentation of the project “Anniversary Poets of the Year”
Presentation of the project “Anniversary Poets of the Year”
Poetic size. The concept of iambic, trochee, hexameter, amphibrach, anapest.
Practical work. Analysis of poems by determining the meter.
Readers' conference “Black Sea Coast”
The concept of rhyme. The rhyme is male and female. Paired rhyme, cross rhyme, ringing.
Practical work. Analysis of poems by definition of rhyme.
Readers' conference "Bakhchisarai Fountain"
Stanza. Varieties of stanza. Onegin stanza.
Means of artistic expression. Paths. Epithet, metaphor, personification, hyperbole, litotes, synecdoche, oxymoron.
Poetic figures. Inversion, comparative phrase, rhetorical question, exclamation.
Practical work. Analysis of the poem to determine the means of artistic expression.
Readers' conference “Here in sad Taurida, where fate has brought us...” (Osip Mandelstam and Crimea)
Genres of lyrical works. Poem, ballad, fable, elegy, ode, nocturne, stanzas, song, epitaph, epigram, rubai, sonnet.
Practical work. Determination of genres of lyrical works by different authors.
Research work. Determination of the poet’s style, genre originality, language originality (at the students’ choice)
Readers' conference “Over the Black Sea, over the White Crimea” (Vladimir Smolensky)
Literary living room. Project. Presentation of your own creativity.
10 hours are allocated for excursions to the museums of Crimea.
Work program of the literary circle
Teacher of Russian language and literature
Ershova Tamara Andreevna
Explanatory note
The federal state educational standard provides for new requirements for education, new approaches to work: creative workshops, reading conferences, quizzes, competitions, express concerts and other forms of holding that help organize and conduct exciting circle work.
Materials developed for work in a circle can be used both in literature lessons and in additional classes.
Purpose literary circle is:
Development of children's creative abilities, independent creative activity
Extension life experience schoolchildren, involving them in a creative environment that suits their interests
Development of general creative potential and special literary and creative abilities.
The program puts the following tasks:
1. Educational:
Children's acquisition of deeper knowledge on various aspects of literary creativity (versification, genres of work, lexical means of language);
Formation of creative thinking in students: associative images, fantasy, understanding of patterns, ability to solve complex problem situations;
Develop the ability to think freely, outside the box, and the ability to convey your thoughts in written and oral form;
Development of aesthetic qualities, independence of judgment when perceiving a work.
2. Educational:
Instilling in students respect and love for native literature;
Formation of adequate self-esteem, development of communication skills, culture of communication with peers;
Raising active life position.
Expected results mastering the program:
Personal the result of students studying under the circle program is the formation of a comprehensively educated, proactive, successful and creative personality, possessing a system of modern worldviews, value orientations, ideological, moral, cultural and ethical principles.
Metasubject the results consist in the formation and development of cognitive interests, intellectual and creative abilities of students;
Ability to independently acquire new knowledge and practical actions - skills;
Ability to conduct independent search, analysis, selection of information, its transformation, storage, transmission and presentation;
Mastering the skills of meaningful reading of texts of various styles and genres in accordance with the goals and objectives of communication and composing texts in oral and written form.
Subject:
Understanding literature as a phenomenon of national and world culture, a means of preservation and transmission moral values and traditions;
Awareness of the importance of literature for personal development;
The ability to apply literary knowledge in everyday life.
Program focus: artistic and aesthetic
Pedagogical conditions for program implementation:
The basis of circle work is the principle of voluntariness.
The main pedagogical principles ensuring the implementation of the program are:
Taking into account the age and individual characteristics of each student;
Friendly psychological climate in the classroom;
Personal-active approach to organizing the educational process;
Optimal combination of forms of activity;
Availability.
Forms of work:
Heuristic conversation;
Individual, group and collective research activities;
Expressive reading;
Independent creative work (individual and group) – creative workshops;
Articulation warm-ups;
Discussion of problematic issues;
Competitions;
Quizzes
Magazine release.
Basic principles of the circle's work.
1. The principle of connecting extracurricular activities with lessons literary reading
2. The principle of systematicity in the presentation of language material.
3. The principle of taking into account the individual interests and abilities of students.
4. The principle of entertainment.
5. The principle of diversity of forms and types of extracurricular activities.
6. The principle of interconnection individual species extracurricular work.
7. The principle of voluntariness.
8. The principle of mass participation.
Calendar and thematic planning
| Lesson topic | Number of hours | |||
| What is a word? | ||||
| Lexical meaning of the word | ||||
| Direct and figurative meaning of the word | ||||
| Encrypted letter | ||||
| Intonation | ||||
| Country "Rebusology" | ||||
| Small genres of folklore | ||||
| Writing riddles | ||||
| Tales | ||||
| Fairy tale lotto | ||||
| Our theater. Fables. | ||||
| Poems about animals | ||||
| Final lesson. Creation of the magazine “We are on site-2016” |
Technical equipment:
Computer;
Projector;
Artistic drawings and illustrations;
Books with works;
Materials for artistic creativity(gouache, watercolor, paper, etc.)
References:
For the teacher:
Albetkova R.I. / Russian literature, - training manual, DROFA, M., 2013.
Municipal budgetary educational institution "Tersinskaya secondary school" of the Elansky municipal district
Volgograd region
Educational program
poetry circle
on literature
"Living Word"
Children's age: 12-14 years.
Implementation period: 1 year
Compiled by:
Teacher of Russian language and literature
Eryomicheva Marina Sergeevna
Explanatory note.
The focus of the “Living Word” program is cultural in content and educational and cognitive in its functional purpose. , according to the form of organization - circle, according to the time of implementation - annual. The program was developed taking into account the Russian language program for general education institutions and implements continuity with the main content of the literature curriculum for grades 6-7. Unpredictable thoughts and feelings are evoked in us by works different years and different authors. But in order for them to have their amazing, incomparable impact on us, readers, one simple condition is necessary: works of art must be loved. And to do this, they must be understood and perceived the way their creator wanted. A morally and emotionally healthy person cannot live without satisfying his spiritual needs, without immersing himself in the world of poetry and prose. Works of art bring us the joy of poetic perception of the world, higher form pleasure - moral and aesthetic. This program allows you to introduce children to the theory of literature in more detail, in an accessible form. Many children at school age begin to try the pen, but due to the lack of basic knowledge of writing technology literary text, verse sizes and other theoretical knowledge, make mistakes, feel unsure of their abilities. In the future, unfulfilled aspirations may give rise to undesirable consequences. Therefore, it is necessary to help the child discover his creative abilities.
Novelty of the program is that it teaches you to develop the ability to think freely, outside the box, and the ability to convey your thoughts in written and oral form. Critical thinking, a tendency to reflection, the formation of introspection, and the desire for independence develop, which corresponds to the chosen forms and methods of mastering the material of this program.
Relevance of the program:
Literary activities are of great importance in the development of a child’s personality, create favorable conditions for the development of creative imagination, flights of fancy, development of correct, competent speech, develop the ability to think freely, outside the box, and express oneself in creativity. School age is a period filled with ideas, plans, imagination, and fantasies. It is important not to miss the moment and direct energy in the right direction, determine children’s creative abilities, talent, create conditions for self-expression, and give them the opportunity to express themselves.
Pedagogical feasibility. The program is designed for children 12-13 years old, because the most effective forms of work are offered exciting travels in words, based on the use of a variety of entertaining material widely represented in popular science literature; individual and group search and research activities, orienting students to independent search and generalization of a variety of material; classes in which students complete individual assignments and give presentations; quiz for the best literature expert; competitions in which students defend their creative works and demonstrate their expressive reading skills.
Main goal of the program- through familiarity with the aspects of poetic skill, develop the ability to create poetry, analyze lyrical works of one’s own composition and those of other authors; to develop competence in the field of poetry; develop creativity students.
The program has the following objectives:
1. Educational:
* children's acquisition of deeper knowledge on various aspects of literary creativity (versification, genres and types of work, lexical means of language);
* formation of creative thinking in students: associative images, fantasy, understanding of patterns, ability to solve complex problem situations;
* develop the ability to think freely, outside the box, the ability to convey your thoughts in written and oral form;
* development of aesthetic qualities, independence of judgment when perceiving a work.
2. Educational:
* instilling in children respect and love for world literature;
* formation of hard work and self-demandingness;
* students overcoming indecisiveness and complexes regarding literary activity;
* formation of adequate self-esteem, development of communication skills, culture of communication with peers.
The defining direction in the upcoming work is to teach students to think creatively. This can help a lot
- holistic analysis of a poetic work:
- the ability to read a work and see the word in context;
- comprehension of a poetic idea;
- acquaintance with various aspects of poetic skill.
Age of children participating in the implementation of this educational program:
from 11 to 13 years old. The leading activity of this age is personal communication in the process of social useful activity and training.
Implementation period: 1 year.
Lesson mode: 1 time per week
The program lasts 36 hours.
Pedagogical conditions for the implementation of the program:
The basis of circle work is the principle of voluntariness.
Main pedagogical principles, ensuring the implementation of the program are:
Taking into account the age and individual characteristics of each child;
Friendly psychological climate in the classroom;
Personal-active approach to organizing the educational process;
Optimal combination of forms of activity;
Availability.
Training under the program is carried out in the form of theoretical and practical classes with students. Classes can be held in various forms:
reviews of new poetry and reports on books read, work in groups, discussions, conversations, quizzes, meetings with poets, competitions, literary evenings. The results of the classes are practical work, performances, and celebrations.
The following are used educational technologies: cultural education, problem-based, developmental education, gaming, student-oriented, integration, information and computer technologies.
The program contains different levels of complexity of the material being studied, which will allow you to find the best option for working with a particular group of students. This program is an open type program, i.e. open to expansion and certain changes taking into account specific pedagogical tasks and children's requests.
The program develops cognitive interest for works of art, ability for stage performance.
Expected result:
· growth of cognitive and creative activity among children;
· increasing the number of schoolchildren engaged in creative and research work.
· formation in students of an aesthetic, creative approach to the design of materials;
· development of observation, visual memory, imagination, associative thinking.
· increasing the level of education of schoolchildren and the quality of knowledge in the field of literature, cultural studies, and aesthetics.
Performance assessment:
As forms of summing up, public readings of works of one’s own composition, performances at concerts, school-wide assemblies, and participation in various competitions are organized.
Expected results by the end of training
1. Students should know:
Fundamentals of literary theory;
Composition of a literary work;
Genre diversity of literature;
Fine and expressive means of poetic language;
Versification system;
Verse size.
2. Students should be able to:
Differ prose work from poetic;
Write short poetic works in different genres;
Choose a rhyme;
Rhyme stanzas in different meters;
Recite literary works.
3. Students must acquire skills:
Accuracy and hard work;
Basic group work skills.
Educational and thematic plan
|
Topic name |
Number of hours |
||||
|
Theory |
Practice |
Total |
|||
|
Introductory lesson. What is poetry? Poetic genres. |
|||||
|
“I know the power of words...” The purpose of the poet and poetry. |
|||||
|
Fine and expressive means of poetic language. |
|||||
|
Versification systems. |
|||||
|
Verse size. |
|||||
|
Rhyme. "A walk for inspiration." |
|||||
|
Poetry and stamps. |
|||||
|
Speech styles. |
|||||
|
Poetry and painting. |
|||||
|
Music in poetry. My poetic creativity. |
|||||
|
Final lesson for the course. Talent fair. |
|||||
|
Total |
|||||
Topic 1
Introductory lesson. What is poetry? Poetic genres. (2 hours)
Theory: Purpose, objectives, content of the training program. The concept of the word "poetry". Introduction to lyrical genres: hymn, ode, epistle, satire, psalm, sonnet, song, poem, lyrical-epic genres: ballad, poem, novel in verse.
Practical work:
Analysis of poetic texts in order to determine their genre.
Lesson form: collective
Topic 2
“I know the power of words...” The purpose of the poet and poetry. (2 hours)
Theory: A conversation about the purpose of a poet and poetry. Introduction to literary criticism.
Practical work: Quiz on the works of Russian poets. Solution to the problem: how to understand - “You may not be a poet, but you must be a citizen” (N.A. Nekrasov).
Lesson form: collective
Methodological support: computer, screen, pen, blank sheets.
Topic 3
Fine and expressive means of poetic language. (6 hours)
Theory: Trope. Epithets. Comparison. Personification. Metaphor. Metonymy. Periphrase. Synecdoche. Hyperbola.
Practical work: Reading and analysis of poems to determine the visual and expressive poetic means in them.
Game "Pick up the paths."
Nature poem competition.
Lesson form: collective
Methodological support: computer, screen, pen, blank sheets.
Topic 4
Versification systems. (2 hours)
Theory: Types of versification systems (antique, song-tonic, syllabic-tonic, declamatory-tonic).
Practical work: Game "Guess".
Lesson form: collective
Methodological support: pen, blank sheets.
Topic 5
Verse size. (6 hours)
Theory: Stanza. Feet. Verse sizes (iamb, trochee, dactyl, anapest, amphibrachium).
Practical work: Analysis of poetic works of Russian classics.
Competition for writing quatrains written in two- and three-syllable sizes.
Poetry competition dedicated to healthy image life.
Lesson form: collective
Methodological support: computer, screen, pen, blank sheets.
Topic 6
Rhyme. "A walk for inspiration." (6 hours)
Theory: Rhyme. Types of rhyme (paired or adjacent, cross, encircling or ring). Exact and imprecise rhymes.
Practical work: Game "Find the Rhyme".
Excursion to the museum.
Poetry competition dedicated to the seasons.
Lesson form: collective
Topic 7
Poetry and stamps. (2 hours)
Theory: The concept of “stamp” in literature.
Practical work: Analysis of unsuccessful poems, imperfect poetic works selected by the teacher and students (clichés, stylistic inaccuracies, edification).
Lesson form: collective
Methodological support: computer, screen.
Topic 8
Speech styles. (2 hours)
Theory: Coherent speech. Stylistic features language. Types of texts. Composition work of art. Types speech errors and ways to correct them.
Practical work: Game "Make a story."
Lesson form: collective
Methodological support: computer, screen.
Topic 9
Poetry and painting. (2 hours)
Theory: The role of painting in poetic creativity. Inspiration inspired by contemplation.
Practical work: Examination of various reproductions. Arranged into poetic text.
Lesson form: collective
Methodological support: computer, screen, reproductions of famous artists.
Topic 10
Music in poetry. My poetic creativity. (2 hours)
Theory: The role of musical works in versification. Mood.
Practical work: Listening to music. Setting poetry to music.
Lesson form: collective
Methodological support: computer, screen.
Topic 11
Literary game“Figures and paths...” (2 hours)
Theory: working with artistic means of language
Practical work: Literary game “Figures and paths...”
Lesson form: collective
Methodological support: computer, screen.
Topic 12
Final lesson for the course. Talent fair. (2 hours)
Theory: Generalization of knowledge and summing up.
Practical work: Literary evening “This is my world.”
Lesson form: collective
Methodological support: computer, screen, pen, blank sheets.
Methodological support for classes
A mug is required for classes high degree detail, a wide range of comparisons, exposure to a diverse range of new works and styles. They should be distinguished by discussions during conversations-analysis of poetic texts, high spirits and internal relaxation of students.
· fascinating thematic classes;
· reviews of new poetry and reports on books read;
· reading memoir literature, books about poetic craft;
· classes - concerts, competitions in which poems of one’s own composition are performed.
To maintain students' interest in the material being studied and their activity throughout the lesson, it is necessary to use didactic games.
References:
1. Edited by T.A. Ladyzhenskaya “Speech. Speech. Speech”, Pedagogy, 2000;
2. E.A. Vartanyan “Journey into the Word”, Russian Word, 2001;
3. Spirina N. A. “Journalism at school”, 2011;
4. O.Ya. Lyantsman “The theater lives here”, Teacher, 2009.
Didactic games:
Ø Choose an epithet and justify your choice:
And it doesn’t dawn on my soul,
It has the same cold as all around,
Lazy thoughts fall asleep
Over... the pond
Ø Restore the missing epithets in the poem by F.I. Tyutchev or offer your own:
Where... the sickle walked and the ear fell,
Now everything is empty - just everywhere -
Only cobwebs...hair
Shines on... furrow.
Ø Insert comparisons in place of the dots. Hold a competition for the best comparison.
The cheerful April sun warmed the earth.
Last year's foliage began to stir at the edge of the forest,
It’s as if... and they made their way through it,
Like... elastic stems.
On thin birch branches, like...,
Young leaves sparkled in the sun:
Ø Compose a poem based on rhymes taken from the poem by A.K. Tolstoy: melts - earth - flies away - cranes - dressed - waiting - warmed - singing.
Ø Continue the lines with rhymes:
Cancer\poppy\…;
Luggage\garage\...;
Squirrel\warmer\...;
Pencil\landscape\…
Ø Write a rhyme:
Tra-ta-ta, the drum is drumming,
Tra-ta-ta...
Tra-ta-ta...
Tra-ta-ta...
Top-top-top, the baby ran,
Top-top-top...
Top-top-top...
Top-top-top...
Quizzes
Quiz on creativity M.Yu. Lermontov
· What is the name of the first poem that Lermontov decided to publish under his own name? Where was it printed?
· Which poem was given to the Tsar with the inscription “appeal to revolution”?
· What poems by M.Yu. Lermontov were set to music?
· What musical instruments did M.Yu. play? Lermontov?
· M.Yu. Lermontov is known as a painter. He created a series of drawings and paintings based on Caucasian subjects. In them, the poet-artist conveyed his admiration for the beauty and power of southern nature. Name the paintings of the poet you know.
· During the life of M.Yu. Lermontov artists painted 15 of his portraits. What portraits do you know?
· Which artists illustrated the works of M. Lermontov?
Literary games
English charades
The driver leaves, and the rest make a phrase from a famous poetic work. The words from the phrase are distributed so that each player gets one word. Everyone lines up in phrase order and answers the driver’s questions, using their own word in the answer. The one whose word turned out to be decisive for the answer leads the next one.
Walk with words
Compose a fairy tale or poem with the words: house, house, domina, house, domino. (Words can be chosen at the discretion of the teacher).
Logistics support
Literary club classes require appropriate didactic materials and technical equipment. Among them:
1. Reproductions of paintings, photographs of poets and writers.
2. CDs, DVDs with images of landscapes, video clips from literary works, audio recordings of musical works.
3. Materials for artistic creativity (gouache, watercolor, paper, etc.)
4. Computer, multimedia projector.
5. Tape recorder.
6. Tables, chairs.
The office should be well lit, ventilated, and have means for darkening.