Role-playing of the fable the pig under the oak tree. Dramatization of I.A. Krylov’s fable “The Pig under the Oak Tree”
Theater competition “Fables of Ivan Andreevich Krylov”
"Dragonfly and Ant"
1 girl: Three girls under the window
We spun late in the evening.
One girl says:
2nd girl: - I’m bored, I want to go to the capital!
Girl 3: - To the capital? Well, sister,
Listen to the fable.
(The fabulist comes out) Once Uncle Krylov
I went out into the field.
He sees
Like a huge Ant
Calls all friends.
Ant: (pulling a huge caterpillar)
- Hey, comrades! Friends!
Help the ant!
Here's the story
Listen up, forest lads!
Girl 3: Ant spoke for a long time
He told about everything.
And the story of CHUD-NA-YA...
I'm not even ASKING!
Ant: Sometimes I pull... sometimes I push... But she’s so fat!
Something is painfully heavy!
Dragonfly: (dancing, frivolous)
Leave her and that's it!
(plucks a leaf and covers Ant’s head with it).
I see you are tired. Here, put it on for the heat! Instead of messing around all day, it would be better to have fun with us!
Ant: What about work?
Dragonfly: (carefree)
Will wait!
Ant: (judging)
No, it won't work that way! He who always wants to be well-fed has been worrying about this since spring.
(The ant again takes his caterpillar and drags it into the anthill).
1 girl: Jumping Dragonfly sang red summer; I didn’t have time to look back as winter rolled into my eyes.
(The wind howls)
2nd girl: The pure field has died; There are no more bright days, as under every leaf of her the table and the house were ready.
3rd girl: Everything has passed: with the cold winter, Need, hunger comes; The dragonfly no longer sings: And who can think of it? On a hungry stomach to sing! 1 girl: The angry one is depressed, She crawls towards the Ant.
(The dragonfly slowly wanders to the anthill and knocks. The Ant looks out) Dragonfly: (plaintively)
Don't leave me, dear godfather! Let me gather my strength And only until the spring days Feed and warm me!
Ant:
Gossip, this is strange to me: Did you work in the summer?
Dragonfly: (enthusiastically)
Before that, my dear, was it
In the soft ants we have Songs, playfulness every hour, So that it turns your head. Ant: (judgmentally)
Oh, so you...
Dragonfly: I am without a soul I sang throughout the whole summer.
Ant: Did you sing everything? This is the thing: So go and dance!
(The Ant slams the door in front of the Dragonfly. The Dragonfly wanders away) 1, 2, 3 girl (together):
If you suddenly recognize yourself
You will know that this is not possible!
"Pig under the Oak"
(The music of P.I. Tchaikovsky “Waltz of the Flowers” sounds. Children dressed as flowers and mushrooms perform a dance) 1 presenter: Look, friends, what a wonderful view!
A clearing and mushrooms, a mighty oak tree stands.
2 presenter: But if an ignoramus appears here,
How can everything here turn to dust?
Mushrooms: Flowers are trampled, myceliums are damaged,
Will we be able to be reborn again?
1 presenter: How many times have they told the world,
that there is a moral in fables, but everything is not for the future.
We want to teach the ignorant a lesson.
2 presenter: And in this matter, Grandfather Krylov’s “Pig under the Oak” is ready to help us.
(The Pig appears, grunts, imitates what the presenter says)
3 presenter: Pig under the ancient oak
I ate acorns to my fullest, to satiety; Having eaten, I slept under it;
Then, having cleared her eyes, she stood up
And she began to undermine the roots of the Oak tree with her snout.
(The Pig digs under the oak tree. A Raven flies out from behind the bushes and sits next to the Pig)
Raven: After all, this harms the tree,
The oak tree doesn’t deserve any insults from you!
If you expose the roots, it may dry out.
Pig: Let it dry from the top to the stump!
It doesn’t bother me at all;
I see little use in it;
Even if he doesn’t exist for a century, I won’t regret it at all,
If only there were acorns: without them I would be miserable.
Oak: Ungrateful! After all, you are rummaging here,
Whenever you could lift your snout up,
You should have seen
That these acorns are growing on me.
1 presenter: The ignoramus is also blinded
Scolds science and learning,
And all the scientific works,
Without feeling that he is tasting their fruits.
Mushrooms: It’s true that ignoramuses don’t read fables,
And, therefore, they do not know this morality.
They spit in the well, even though it might be useful,
When it's time to drink water.
Presenter 2: The ignorant chop down the branch, although they are sitting on it.
They scold teachers and don’t want to learn.
Presenter 3: What pigs! - there are people who offend
All those who surround them with care,
And they destroy what bears fruit for them,
Not seeing any trouble in this for myself.
We, friends, should not be like this ungrateful and stupid pig.
All participants in chorus:
Thanks for the moral to my beloved poet!
Attached files
Theater competition “Fables of Ivan Andreevich Krylov”
« Dragonfly and Ant"
1 girl : Three maidens by the window
We spun late in the evening.
One girl says:
2nd girl: - I'm bored, I want to go to the capital!
3 girl : - To the capital? Well, sister,
Listen to the fable.
(The fabulist comes out)
Somehow Uncle Krylov
I went out into the field.
He sees
Like a huge Ant
Calls all friends.
Ant: (pulls a huge caterpillar)
Hey, comrades! Friends!
Help the ant!
Here's the story
Listen up, forest lads!
3 girl : Ant spoke for a long time
He told about everything.
And the story of CHUD-NA-YA...
I'm not even ASKING!
Ant:
Sometimes I pull... sometimes I push...
But she’s so fat!
Something is painfully heavy!
Dragonfly: (dances, frivolously)
Leave her and that's it!
(plucks a leaf and covers Ant’s head with it).
I see you are tired.
Here, put it on for the heat!
Why mess around all day?
It would be better if you had fun with us!
Ant: What about work?
Dragonfly: (carefree)
Will wait!
Ant: (judging)
No, it won't work that way!
Who always wants to be full,
He has been worrying about this since spring.
( The ant again takes his caterpillar and drags it into the anthill).
1 girl:
Jumping Dragonfly
The red summer sang;
I didn’t have time to look back,
How winter rolls into your eyes.
(The wind howls)
2 girl
: The pure field is dead;
There are no more bright days,
Like under every leaf
Both the table and the house were ready.
3rd girl:
Everything has passed: with the cold winter
Need, hunger comes;
The dragonfly no longer sings:
And who cares?
Sing on a hungry stomach!
1 girl:
Angry melancholy,
She crawls towards the Ant.
(The dragonfly slowly wanders to the anthill and knocks. The Ant looks out)
Dragonfly: (complaining)
Don't leave me, dear godfather!
Let me gather my strength
And only until spring days
Feed and warm!
Ant:
Gossip, this is strange to me:
Did you work during the summer?
Dragonfly: (enthusiastically)
Before that, my dear, was it
In our soft ants
Songs, playfulness every hour,
So much so that it turned my head.
Ant : (judging)
Oh, so you...
Dragonfly:
I'm without a soul
I sang all summer long.
Ant:
Did you sing everything? This business:
So come and dance!
(The Ant slams the door in front of the Dragonfly. The Dragonfly wanders away)
1,2,3 girls (together):
If you suddenly recognize yourself
You will know that this is not possible!
"Pig under the Oak"
(The music of P.I. Tchaikovsky “Waltz of the Flowers” sounds.
Children dressed as flowers and mushrooms perform a dance)
1 presenter: Look, friends, what a wonderful view!
A clearing and mushrooms, a mighty oak tree stands.
2 presenter: But as soon as an ignoramus appears here,
How can everything here turn to dust?
Mushrooms: Flowers are trampled, myceliums are damaged,
Will we be able to be reborn again?
1 presenter: How many times have they told the world,
that there is a moral in fables, but everything is not for the future.
We want to teach the ignorant a lesson.
2 presenter: And she’s ready to help us in this matter.
“Pig under the oak tree” by grandfather Krylov.
(The Pig appears, grunts, imitates what the presenter says)
3rd presenter: Pig under the ancient oak
I ate acorns to my fullest, to satiety;
Having eaten, I slept under it;
Then, having cleared her eyes, she stood up
And she began to undermine the roots of the Oak tree with her snout.
(The Pig digs under the oak tree. A Raven flies out from behind the bushes and sits next to the Pig)
Crow: After all, it harms the tree,
The oak tree doesn’t deserve any insults from you!
If you expose the roots, it may dry out.
Pig: Let it dry from the top to the stump!
It doesn’t bother me at all;
I see little use in it;
Even if he doesn’t exist for a century, I won’t regret it at all,
If only there were acorns: without them I would be miserable.
Oak: Ungrateful! After all, you are rummaging here,
Whenever you could lift your snout up,
You should have seen
That these acorns are growing on me.
1 presenter: The ignorant is also blinded
Scolds science and learning,
And all the scientific works,
Without feeling that he is tasting their fruits.
Mushrooms: It's true that ignoramuses don't read fables,
And, therefore, they do not know this morality.
They spit in the well, even though it might be useful,
When it's time to drink water.
2 presenter: The ignorant chop down a branch even though they are sitting on it.
They scold teachers and don’t want to learn.
3rd presenter: What pigs! - there are people who offend
All those who surround them with care,
And they destroy what bears fruit for them,
Not seeing any trouble in this for myself.
We, friends, shouldn’t be like that,
like this ungrateful and stupid pig.
All participants in chorus:
Thanks for the moral to my beloved poet!
Subject. Expressive reading of the fable by I.A. Krylov "Pig under the Oak".
Target: improve the expressive reading skills of 6th graders, deepen knowledge of the theory of expressive reading; develop aesthetic taste.Equipment: text of the fable by I.A. Krylova “Pig under the Oak”; illustrations for the fable; “Pig under the Oak”: video clip for a literature lesson.
Lesson type: speech development lesson; type of lesson - expressive reading lesson.
DURING THE CLASSES
I. Organization of the beginning of the lesson.
II. Checking homework.
III. Learning new material.
- Methodological commentary. Fable by I.A. Krylov’s “Pig under the Oak” is a work that, perhaps more than others, will allow students to fully reveal the facets of their performing skills. And since the speech score of this fable includes more complex elements, deepening the knowledge of 6th graders in the theory of expressive reading becomes a prerequisite for an expressive reading lesson.
In grade 5, students received a general understanding of the concepts of “pause” and “stress” and developed primary skills in composing speech scores (See: “Integrated course. Literature (Russian and world): A book for teachers. Grade 5 / Compiled by S.E. Evtushenko, T.I. Korvel, A.S. Onikienko, N.N. Pokatova, L.M. Sipko. - K.: Gramota, 2013 (P. 94-95).
In 6th grade, students should learn that pauses can be logical and psychological. Logical a pause, indicated in a speech score by a vertical dash, can be short (|) or long (||). Its duration depends on the logic of division of the text. For example, at the place of a comma, the pause is usually short, but a dash and a period require a longer pause for the reader while performing the work aloud.
But there is also a more complex type of pause - psychological. (In a speech score, a psychological pause is usually denoted by \/). It occurs much less frequently, in exceptional cases: for example, when you need to focus attention on the next word, imitate remembering or searching for the right word, emphasize emotional stress, fear, surprise, reticence, deliberate silence, sudden stop in speech, etc. Such a pause can be anywhere: between phrases, in the middle of a measure, at the place of dividing marks, and where there are none.
The main thing that 6th graders should remember (and write down in their notebooks) are the two main functions of the psychological pause:- focus the listeners' attention on the words just spoken, giving them the opportunity to feel what they heard
or - psychologically prepare listeners to perceive what will sound now, as if warning them about the importance of the following information.
Logical pauses are familiar to every speaker and, if the reader correctly understands the content of the sentences he pronounces, they are quite easily reproduced. Psychological pauses require special preparation. That is why, before reading any text to listeners, the performer must, first of all, carefully work on its general, deep meaning. We can say this: the reader must first understand WHAT he wants to convey to the listeners with his reading, and only then look for ways HOW he will do it. - focus the listeners' attention on the words just spoken, giving them the opportunity to feel what they heard
- Teacher's opening remarks:“How to read a fable correctly.”
If we talk about expressive reading of fables, then it would be more accurate to say not “expressive reading,” but “expressive storytelling.” As contemporaries of the great Russian fabulist I.A. testify. Krylov, he read his fables in such a tone, in such a simple-minded and natural manner that his reading could be mistaken for the continuation of an everyday conversation.
That is, the basis for reading a fable is the principle of a lively and natural narrative, which includes the same lively and natural reproduction of the characters’ lines. It should be remembered that living speech is replete with shades, and therefore the reader must convey not only the main content of the fable, but also all the diversity of its logical and emotional content.
The author's text, which precedes the development of events, is read in a narrative and informative manner, preparing listeners to perceive the main events. But it is not always necessary to pronounce all the author’s words in a “neutral” tone. For example, the author’s comments on the negative actions of the characters should be read with irony, as if “appropriating” the author’s text, presenting it as “your” story about real events and their participants.
Reading cues requires special skill. After all, each character in the fable embodies a certain type of people. Here you will need the reader’s developed imagination about the individual characteristics of the character, his manner of behavior, as well as the ability to change the pitch of his voice, its strength, and tempo. But the reader should not get too carried away with “reincarnation” of animals as the heroes of the fable, because the main direction of the work is the revelation of people’s vices, which the author carries out through allegory and comic elements.
The moral of the fable is pronounced more slowly, instructively, in the form of a reasoning. This is either a reminder of a known truth, or advice from a wise person, or an ironic criticism of some action. Before and after the moral, it is imperative to make tangible pauses (usually psychological) in order to attract the attention of listeners to the conclusion that the author embodied in the moral.
Fables, in which the direct speech of the characters plays an important role, allow you to attract an element of dramatization to the reading. At the end of the lesson we will try to read the fable “The Pig under the Oak” with roles. But we must not forget that the perfect execution of the entire work by one reader is, as a rule, a more difficult task. Therefore, in expressive reading lessons, we will give preference to monologue reading, because it is precisely this that requires students to work more conscientiously on the quality of their voice, on intonation, and on the emotionality of reading. - Listening to the reading of the fable “The Pig under the Oak” by a professional reader.
- Ideological and thematic analysis of the fable. Decoding the allegory.
In the fable “The Pig under the Oak,” Krylov, through the technique of allegory, exposes and ridicules human stupidity and ignorance, which are worthy of universal condemnation. He denounces ignoramuses who are incapable of analyzing cause-and-effect relationships in life events and phenomena, and most importantly, ridicules their complete reluctance to look for this connection at all. To realize his plan, the fabulist very successfully chose the image of the Pig. First of all, based on the folklore interpretation of the image of the Pig (proverbs, sayings, fairy tales), we can argue that we often associate the pig with laziness, gluttony, and ignorance. Krylov clearly emphasized that the pig loves acorns very much, and that it can dig the ground with its snout even for no apparent reason - just for pleasure. And based on the physiological characteristics of this animal, we know that a pig, due to its special body structure, is indeed not capable of raising its head high up. The Raven in the fable represents an ordinary person who, rather than being indignant at the Pig’s behavior, is naively surprised by it. And the old Oak, which from the point of view of the Pig is simply a plant not worth its attention, is the embodiment of age-old wisdom, worldly truth. - Work on the speech score of the fable. Commentary by the teacher on logical, psychological pauses, phrasal and logical stresses (that is, words underlined by one or two lines).
Pig under the Oak
Pig | under the century-old oak |
I ate my fill of acorns, | to capacity; |
Having eaten, I slept under it; |
Then, having cleared her eyes, she stood up \/
And snout | began to undermine the roots of the Oak tree. ||
“After all, this harms the tree,” |
Raven tells her from Dubu, - |
If you expose the roots, | it may dry out.” \/
“Let it dry,” | says the Pig, - |
It doesn’t bother me at all; |
I see little use in it; |
At least for a century he will not be, | I won’t regret it at all, |
If only there were acorns: | because they make me fat.” ||
“Ungrateful! – | Oak said to her here, - |
Whenever up | you could raise your snout, |
You should have seen |
What are these acorns | they grow on me.” \/Ignorant | also in dazzle |
Scolds science | and learning, |
And all scientific works, |
Without feeling | that he eats their fruits. || - Detailed tips for expressive reading of fables.
So, we read the fable this way. We pronounce the exposition (the first 4 lines) slowly, with narrative intonation, but we must take into account that such a seemingly relaxed nature of speech should not be devoid of the necessary emotionality. The reader’s task is determined in two directions: to verbally describe the Pig and at the same time, with a tone of voice, to emphasize the author’s attitude towards her. And it is clearly formed from the very first lines of the work: this is disdain for those whose meaning in life comes down to two life pleasures - eating and sleeping. An important role in the formation of the necessary emotions is played by the author’s well-chosen expressive vocabulary: she ate “to her fullest”, but did not open her eyes, but “torn.”
At the end of the fourth line, a psychological pause would be appropriate - it prepares us for the plot, concentrated in the fifth line. We try not to remain silent during the psychological pause, but to play it: even before the fifth line is uttered, the reader’s facial expression should tell the listeners that he is about to report some disgusting action by a character in the work.
In voicing the plot, the peak of emotionality falls on the word “snout”: we pronounce it with clearly emphasized disgust. Before direct speech, we pause a little longer than usual. Raven’s words should be said not so much with instruction, but with surprise at the Pig’s senseless act. The author's text (“The Raven speaks to her from Dubu”) should sound somewhat quieter and with a lower timbre of the voice.
Before the Pig’s response to the Raven’s remarks, we again take a psychological pause: after all, a climax is brewing in the work, and we must attract listeners to it. When reading this part of the fable, the performer will need extraordinary skill, since it is here that the main theme of the work is revealed: the depiction of stupidity, utter stupidity and ignorance, which are also combined with arrogant self-confidence. The words “Let it dry” must be pronounced with exorbitant, hypertrophied narcissism, as people say - with pouting lips. We pronounce the author’s remark more quietly (“the Pig speaks”), and the next four lines are like an ambitious teaching in the “pig’s worldly wisdom”: to live only for your own pleasure. We place logical emphasis on the word “acorn”, and stretch the word “fat” a little (“fat-re-e-yu”) and voice it with maximum pleasure and outright boastfulness.
Oak's words contain the denouement of the work. They should be read judiciously, with a touch of teaching, but be sure to leave a subtle note of disgust, which will be accentuated by the word “snout”. When pronouncing Oak’s line, the reader must add expressive facial expressions and gestures to the sound embodiment of the work’s thoughts.
Before voicing the moral of the fable, we take a psychological break. By facial expression we prepare listeners to pronounce the highest worldly wisdom. The moral itself is traditionally pronounced in a serious tone - as a result, a general conclusion from the described situation, which transfers the understanding of the plot from an allegorical one to a universal or even philosophical one.Note. Students should know that the performance of a work of art allows for an element of individual interpretation. Therefore, there may be certain discrepancies in the speech scores of different readers. However, beginning readers should follow the teacher's advice as much as possible.
The speech score of the fable “The Pig under the Oak” proposed here is the basis for working with the text of the fable. Options for marking individual bars can be as follows: “let it dry”, “it doesn’t bother me at all”, “after all, they make me fat”, “what does he eat | their fruits." - Reading a fable by students.(First – individual, then – in individuals).
Before the expressive reading lesson, students must do a short warm-up of their speech apparatus. An approximate list of warm-up exercises was given in the manual mentioned above (pp. 101-102).
“Krylov's fables” - Do you know the fables of I.A. Krylov? Origins of the fable genre. Fables are “the book of wisdom of the people themselves” (N.V. Gogol). What is unique about I.A. Krylov’s fables?
"Krylov's Fables" - "Fox and Grapes". Famous fabulists. Velazquez Diego. "Swan, crayfish and pike." "Dragonfly and Ant". Monument to I.A. Krylov in Moscow in the summer garden. "The Cuckoo and the Rooster." Jean de Lefontaine. "The monkey and the glasses." Aesop. "The Wolf and the Lamb." "Quartet". Velazquez Diego. Ivan Andreevich Krylov (1768-1844). There is a sculpture on the patriarch's ponds dedicated to Krylov's fables.
“Krylov The Dragonfly and the Ant” - Listen patiently to the thoughts of others. “I love where there is an opportunity to pinch one’s vices” I.A. Krylov. Respect the opinion of others. St. Petersburg Summer Garden. Reminder for working on the fable. The captain determines the speaker. Are group members attentive or distracted? Speech warm-up. Moral of the story. Puzzle. Without work, for the life of me, an ant cannot live.
“Krylov's Fables 5th grade” - Lafontaine Jean de (1621 - 1695) - a French poet who became famous as a fabulist. "Wolf in the kennel." Slide numbers. Ivan Andreevich Krylov (1769 - 1844). In St. Petersburg. V. I. Maikov. From 1783 he served in the Treasury Chamber in St. Petersburg and was actively engaged in self-education. Mutual praise is not sincere.
“Krylov, the Crow and the Fox” - Fable (according to S.I. Ozhegov) - a short allegorical moralizing poem, story. Portrait of I.A. Krylova. She disappeared, disappeared. Lost the ability to reason sensibly. Stupid, gullible. Home among birds. At the top of my lungs -. It became difficult to breathe. Tiptoeing approaches -. Captivate -. Dupe. Deceives, flatters, deceives.
“Krylov’s Fables Lesson” - An extracurricular reading lesson in 6th grade on the topic “Fables of Ivan Andreevich Krylov.” Guess the moral of the fables Fable “The Wolf in the Kennel” Conclusion. Vocabulary work. Lesson plan. Ivan Andreevich showed us a whole menagerie. V.A. Zhukovsky. Krylov was born in Moscow. Organizing time. Ivan Andreevich. Lesson on Russian literature.
Literature lesson in 5th grade
Fable by I.A. Krylov “The Pig under the Oak”.
Lesson objectives:
Educational.
Acquaintance with I.A. Krylov’s fable “The Pig under the Oak.” Supplement knowledge about the features of the fable genre.
Developmental.
Develop sensitivity to the artistic word. Develop aesthetic perception, emotions, feelings and sensations, intuition.
Educational.
Cultivate resistance to ignorance.
Equipment.
Illustrations, bingo, dictionary, multimedia presentation, stickers, oak leaves.
During the classes
1.Greeting.
Hello guys and guests! Look how the sun shines outside the window. On such a wonderful day, I want to give you a good mood, take the hand of your neighbor at your desk, and our guests take the hands of the person sitting next to you, smile, look into each other’s eyes and say: “I wish you…»
(slide 1)
2.Emotional charging.
Competition for the best pantomime actor
On separate cards I have written the names of Krylov's fables. (distributed to 3 students) Now, using gestures, you need to depict what is written on the cards, the name of the fable, and the class must recognize the fable being depicted. The last student shows the name of the fable, which will be the topic of our lesson
"The Wolf and the Lamb" (slide 2) Lanovaya
"The Monkey and the Glasses" (slide 3) Zhurikova
"Pig under the Oak"(slide 4) Petrenko
3.Communication of the topic and objectives of the lesson.
Well done! Now name the topic of the lesson.
Today in the lesson we will continue our acquaintance with the work of I.A. Krylov, we will try to reveal the secrets, charm and power of the fable “The Pig under the Oak”.
Association Reception
Tell me what associations the word evokes in youpig?( each student names one word in a chain)
4. Checking house assignments
Tell me, what is a fable and what are its features?
To do this, we will conduct a True-False quiz. If the statement is true, clap your hands, and if it is not true, stomp your feet.
Is it true that in the fable
1. There is a beginning and an ending. Yes
2. Allegory. Yes
3. Personification. Yes
4. Repeat three times. No
5. Morality. Yes
6. There is a developed plot. No
5. Interactive Lotto method.
Let's play lotto
Work in pairs . You have hints on your desks with definitions of concepts.fable, allegory, moral Whoever collects the definition faster raises his hand and reads in pairs.
1 row
Fable –1) a short poetic or prose story
2) moralizing in nature,
3) having an allegorical meaning.(slide 5)
2nd row
Allegory –1) depiction of abstract concepts
2) or properties
3) through a specific image.(slide 6)
3 moral
Moral – 1) lines in the fable,
2) which contain a moralizing conclusion,
3) conclusion.(slide 7)
Sample check.
6. Reading as a couple
We remembered what components a fable should consist of.
You were working on a creative project at home, in which you had to write fables and draw illustrations for them. Let's see whose fable turned out to be more interesting, who came up with an original plot and used the properties of the fable.
7.Reading aloud fables (2-3 students) Reznikova, Adamenko
8. Introduction to the fable “The Pig under the Oak.”
1) Target setting.
Now let's get acquainted with the fable “The Pig under the Oak.” To do this, Katya Romanova will read it to us by heart.
2)Reading fables by heart
Is listening to a fable enough to understand what it is about? No. need to read it.
3) Reading by echo (half a fable)
4) Reading along the chain (line by line) (remaining half)
5) Reading by roles. (Shemarov, Chursinov, Akulova)
Is listening and reading a work enough to understand its meaning?(no, you need to see it)
6)Staging of a fable (Pisaruk, Kobylskikh, Nadya)
There are words in the fable that are still unknown to you, let's now try to explain their meaning. To do this, you did research work in groups at home.
9.Research and search work in groups. .
1st group “Linguists”: work with various sources (dictionaries, reference books, the Internet)
Goal: find out the meaning of wordsingratitude, ignoramus, ignoramus, ignorance (Shemarova)
2nd group “Folklorists”: work with a collection of Russian proverbs and sayings, with the Phraseological Dictionary (Rud)
Goal: choose proverbs and sayings with the wordpig.
3rd group “Literary scholars”: Using critical material from the textbook, prove that the literary work “The Pig under the Oak” belongs to the fable genre. (Voichenko)
10. Working with the text of the fable. Assimilation of new knowledge.
So, let’s first hear from a representative of a group of literary critics. (Results of the study of the “Literary Critics” group).
You and I have worked hard, now let's rest and have some physical education.
11. Physical education minute
Jumping and jumping in the woods
Hares are gray balls
(Hands near the chest, like the paws of hares; jumping).
Jump - jump, jump - jump -
The little bunny stood on a stump
(Jumping forward - backward)
He lined everyone up in order and began showing them exercises.
Once! Everyone walks in place.
Two! They wave their hands together.
Three! They sat down and stood up together.
Everyone scratched behind the ear.
We reached four.
Five! They bent over and bent over.
Six! Everyone stood in a row again and walked like a squad.
Let's look at an excerpt from the fable and try to understand the allegory and moral of the fable “The Pig under the Oak.”
12.View an excerpt from a fable (the words of a pig) (slide 8)
How does a Pig make you feel?(unpleasant, disgust)
Now let’s work with the text and find which one Krylov draws the Pig?
13.Reading with different intonation
What does Oak call the Pig? Read with correct intonation!(“ungrateful”)
What is ingratitude?(Group 1: Ingratitude - lack of a feeling of gratitude to someone who has provided good or service) (slide 9)
But that's putting it mildly... What is the Pig doing? After all, she didn’t just eat without thanking her... Let’s listen to the guys from the “Folklorists” group. What are stable expressions with the wordpig did you remember or find?
( Plant a pig, act like a pig, throw pearls in front of pigs, you stupid pig. The pig will find dirt. The pig is full, but eats everything.
What does the expression meanact like a pig, put a pig in ? What character trait in the fable does the Pig personify?
Does the Pig in Krylov’s fable understand that by its actions it harms the tree? (no, she “doesn’t worry at all”) Why?
What conclusion does Krylov make? What is the moral of the fable?(read out)
Why does Krylov talk about the Pig as an ignoramus? Who are the ignoramuses? What about the ignorant? (1st group “Linguists” give interpretation of words). (Slide 10)
Which of these words characterizes the Pig? Or maybe both?
Pay attention to the definition before the word Oak. What does it mean? (A century-old is not only old, but also wise. )
The history of the creation of this fable is interesting. She is an argument in a dispute. It was written by Krylov at a time when there was an opinion among the nobility that education was not needed. Krylov, with his fable, aptly attacked the opponents of education, proving them wrong, showed the true face, or rather, the snout, of uneducated people.(slide 11) shameless egoist
(On the board: symbolic oak, answer 3 and attach)
17. Lesson summary (teacher feedback, grades)
Who has not heard his living words?
Who hasn’t met him in their life?
Immortal creations of Krylov
Every year we love more and more.
From school desks we got along with them,
In those days, the primer was barely comprehended.
And remained in memory forever
Winged Krylov words.
M. Isakovsky.
Let Krylov’s winged words and lines from his fables remain in your memory, guys, constantly reminding you that shortcomings and floggings must be eradicated.
Continue to make a sentence.
Row 1 I am captivated by Krylov’s fables because...
Row 2 The secret of the fable is that...
Row 3 Heroes are unforgettable because...
Student assessment
Homework. Learn the fable by heart
Features of the formation of functional literacy in English lessons List of used literature
general characteristics of the program the approximate literature program for the basic school is compiled on the basis of the fundamental
The concept of a new educational and methodological complex on Russian history The concept of teaching history