Sinkwine the sloth from the fairy tale Moroz Ivanovich. Master class "Everything is in your hands"

Recently, in school classes, it has become popular to use a methodological technique called "syncwine". It is believed that this stimulates the mental activity of students, contributes to the development of creative thinking, writing and reading skills, the ability to analyze and draw conclusions, briefly formulating them. In addition, making syncwines is very interesting and children are happy to do it.

What is cinquain?

This form of versification appeared with the suggestion of the American Adelaide Crapsey at the beginning of the last century, thanks to the Eastern principles of poetry - haiku and tanka. The result was a cinquain - a concise five-line poetic form that carries synthesized information. Cinquain is divided into several varieties, each of which has certain compilation rules.

Crapsey came up with the traditional form of writing five lines, where the work included 22 syllables and had a structure like this: 2 - 4 - 6 - 8 - 2, where the number indicates the number of syllables in each line.

To teach American schoolchildren, they began to use the didactic form of syncwine. It differs from other quintuples in that it is not the observance of the syllabic structure that is important, but the semantic information of the lines.

The classic traditional cinquain is compiled as follows:

The first line is the subject, noun, or pronoun;

The second line is two adjectives or participles, they briefly characterize the topic, describing it;

The third line is three words of verbs or gerunds that reveal the action;

The fourth line is the author's opinion about the topic being described in four words;

The fifth line is the final, the essence of the topic, consisting of one word and any part of speech.

Of course, these are the general basics of writing syncwine, which you should try to adhere to. But small adjustments can be made if the meaning of the poem benefits from this. To prevent the five-line from turning out to be a chaotic set of words, it is allowed to increase the words in a line or replace parts of speech, and so on. The main thing is that as a result the author creates an interesting creation with important information.

Pedagogical value of syncwine

In Russian schools, this poetic form began to be used not so long ago, in the last decade of the last century. But in Western school programs it has been successfully used for almost 100 years.

From a pedagogical point of view, cinquain is a great way for the creative realization of a student. Such a poetic form helps to find and highlight the most important points in the information field, compose them and briefly bring them to the attention of others.

Sinkwine helps to overcome speech monotony in a child, helps to enrich vocabulary, and accelerate mental development. Compilation of five lines helps to form analytical thinking skills. It is convenient to use it as a final task for checking the material covered. The simplicity of the construction of the poem makes this method of development very effective for children of different ages.

To compose cinquain, you need to have knowledge and understanding of the material covered. This form can be used not only in literature or the Russian language, but also in such subjects as physics, chemistry, biology, you can check the level of knowledge of a student by compiling a syncwine. Moreover, although in time it passes faster than writing a standard control, it will require no less intensity of the work of thought. And the result will be much more original, interesting and revealing.

Let's try to understand step by step how to write a non-rhyming poem using the word "book".

1 line

Line 1 is the topic, which means that the word “book” is the finished initial line of our poem. But books are different, what characterization to give her? To do this, you need to specify the topic (in this case, the book). Let's move on to the second line.

2 line

Line 2 gives a description of the subject (topic). What does the word "book" mean? everyone has their own associations, for example:

Electronic, paper;

Interesting, fascinating, with pictures and illustrations;

Boring, technical, with formulas and diagrams;

Old, ancient, with notes in the margins.

The list can be very long and there is no uniquely correct definition, even though everyone has their own first perception when pronouncing a word. Someone presents a favorite children's book, someone has a heavy tome in the father's office, someone has an abstract image in the form of store shelves with many creations. You need to write what is presented in connection with "your" book. For example:

bright, colored;

boring, instructive;

historical and interesting.

From the second line, the character of our book is already clearly presented.

3 line

Line 3 should describe the action. What actions generally occur with the book? It is written, written, published, sold, on the shelf, and so on. But it would be more correct to describe actions in relation to the author: it captures, drives you to sleep, makes you bored, teaches, tells, makes you worry. The choice of characterizing verbs depends on what description has been given. For example, boring, moralizing in the second line cannot captivate, awaken the imagination in the third.

When writing the third line, the main rule is to stick to the image that has already been created. You also need to monitor the use of cognates, if the book was described as interesting, then you should not characterize the action that it is interested in. Get a transfusion of "water". It is better to use a word similar in meaning: an interesting book captivates.

4 line

Line 4 of the pentaline implies an expression of a personal attitude to the topic (book). As a rule, this line is the most difficult to formulate. Schoolchildren are constantly taught that thoughts should be expressed directly and unambiguously: I love to read, I find books useful and moralizing. In practice, cinquain does not require an assessment and implies a free interpretation. You need to determine what is most important in relation to you and your life, related to books.

For example:

I hate sitting with a book;

learned to read at the age of five;

I have many books at home.

If the imagination draws a deforestation for the production of paper for books, then there may be such formulations:

published a book - destroyed a tree;

paper books - a planet without trees.

That is, the expression of a personal attitude to books in a clear and understandable form. If it is difficult to immediately compose a short, capacious phrase, then you can write your thought in free form, not counting the number of words, and then decide how to reduce it to the desired size. For example: "I love to read historical novels and I can sit on a book all night until the morning." As a result, the abbreviated version will look like:

I read all night long;

I will read the whole book until the morning;

book in hand - sleep beyond the threshold.

line 5

Line 5 is the final one, its task is to sum up the whole work in one word. First you need to write the resulting four lines and read them. This is almost a finished unrhymed poem. Let's say we remembered children's works:

Bright, fabulous.

Entertains, captivates, lulls.

Mom read before bed.

To formulate the main idea of the syncwine, you need to draw a conclusion from the resulting work: "I remember how, as a child, I liked it when my mother read fairy tales at night." Most likely, the final word will already be contained in the final phrase. In this case, the word "childhood" would be appropriate.

Examples of syncwines

Writing syncwines is a creative and exciting process. Children are very fond of such activities and often suggest topics for poems themselves. Here are some examples of creating simple non-rhyming five-line verses for younger students.

Summer

Warm, sunny.

Swim, relax, walk.

The best time of the year.

Holidays.

War

Cruel, terrible.

Kills, tortures, shoots.

I saw films about the war.

School

Big, noisy.

Teaches, helps, directs.

I like going to classes.

Grandmother

Caring, affectionate.

Regrets, nurses, looks after.

Grandma has the most delicious pies.

Cherry

Fragrant, sweet.

Blooms, smells, ripens.

I love cherry jam.

Firework

Brilliant, colorful.

Shoots, sparkles, rumbles.

It is a symbol of joy and victory.

Child

Small, defenseless.

Laughing, rejoicing, growing.

Children are the flowers of life.

Police

Bold, brave.

Catches, protects, guards.

My city is the safest.

September 1

Festive, elegant.

Let's go, learn, meet.

The first time in first class!

Citizen

Active. Conscious.

Builds, performs, monitors.

Together - we are force.

If you need to compose a cinquain on any topic, but you are having difficulty with this, we can help you. Write the topic of syncwine in the comments to the article, and we will try to compose it for you.

2. An important means of activating the learning process is rhyme . The importance of working on the rhyme of poetic exercises is closely related to the main task of initial reading and writing - the development of phonemic hearing in schoolchildren. The formation of a sense of rhythm is precisely possible on the basis of strong phonemic representations of younger students, on the basis of their constant active state and such work, which is based on the desire of children not only to listen, but also come up with your own, albeit not quite perfect at first, rhymes. Picking them up as if they were musical sounds on a little-known instrument, schoolchildren involuntarily improve their speech hearing, developing a sense of their native language through it. Rhyme attracts children with a funny play on words and consonances. K.I. Chukovsky, an excellent connoisseur of children's speech, wrote that children need to be taught the perception of verse. Simple rhymes, along with reading real poetry, create a speech environment in which children are awakened to an interest in genuine poetry. This awakening goes through the gradual development of speech hearing, a sense of rhythm, from playing verbal rhymes to practical actions with poetic educational texts.

The purpose of rhymes - "memory": to give an opportunity in the process of reading to remember the most frequently used words with double consonants.

Master class topic:"All in your hands"

Master class objectives: to introduce the method of forming critical thinking in children of primary school age through the creation of syncwine as an artistic form of written reflection.

Master class tasks:

Define syncwine;

Introduce the technology of creating syncwine;

Develop an algorithm for compiling a syncwine using the example of a literary fairy tale;

During the master class, consider the moral problem good and evil.

Event progress

Introduction

Lev Semyonovich Vygotsky said:“Thinking develops in a problem situation, when the child himself “collects” concepts about the subject.”

Since at present, in accordance with the Federal State Educational Standards of the new generation, the school is called upon to educate a free, developed and educated person who owns a certain subjective experience, able to navigate in a constantly changing world, the formation of critical thinking during the expansion of the information space is of particular relevance.

Critical thinking in teaching activity is understood as a set of qualities and skills that determine a high level of research culture of a student and teacher, as well as “evaluative, reflective thinking”, for which knowledge is not the final, but the starting point, reasoned and logical thinking, which is based on personal experience and proven facts.

The ability to summarize information, to express complex ideas, feelings and ideas in a few words is an important skill. It requires thoughtfulness and a rich conceptual stock from the student.

My master class will introduce you to the method of developing critical thinking in children of primary school age through reading fairy tales in elementary school.

The product of the activity is syncwine - a quick but powerful tool for reflection, since it makes it possible to convey information in a few words, which is by no means easy.

1. Working with material

Usually, I start my lesson, the product of which is cinquain, with a parable or a short poem.

Good and Evil go through life side by side.
It is known that there is no evil without good.
How good it is when anger is replaced
Smile, kindness come to us.

In the life of every person there are both light and dark stripes.

I have a sheet of paper in my hands, I will fold it in half.

What happened to the leaf? It was divided into two halves, into those very stripes in our life.

What associations do you have with the two halves of the sheet?

Tell me, in life, what would you attribute to one and the other part?

My children gave the following answers:

Day-night cleanliness-dirt

Man-woman cold - warm

good-evil benefit-harm

Winter-summer healthy-sick

North-south success-failure, etc.

What are these words called in Russian? (anthomines)

What are antonyms? - these are words of the same part of speech, different in sound and spelling, having the opposite lexical meaning.

It turns out that we picked up words that are opposite in meaning,which means that our sheet is divided into two opposite halves:

WHITE and BLACK. Do you agree?

For our today's work, we will take only the last two concepts: Good and evil.

In the explanatory dictionary, V.I. Dal gives the following definitions to these concepts:

GOOD - EVERYTHING THAT PROMOTES IMPROVEMENT OF LIFE, Elevation of the PERSON, IMPROVEMENT OF SOCIETY.

EVIL - EVERYTHING THAT IS OPPOSITE TO GOOD DESTROYS THE HUMAN SOUL.

What is more in the world: good or evil?

Where do these concepts often occur? (in fairy tales)

Let's try to answer this question by referring to literary works, or rather to Vladimir Odoevsky's fairy tale "Moroz Ivanovich"

The participants are divided into two groups.

Both groups are given cards with the task:

1. Remember the fairy tale.

2. Fill in the table.

What conclusion do we make about the heroines? (one of them is positive - the embodiment of good, and the second negative - the embodiment of evil.)

3. Make a SYNCWINE about your hero.

Cinquain is a five-line poetic form that originated in the United States at the beginning of the 20th century under the influence of Japanese poetry. Later it began to be used for didactic purposes, as an effective method for the development of figurative speech, which allows you to quickly get the result.

Syncwines are useful as a tool for synthesizingcomplex information, as a cut of the assessment of the conceptual and vocabulary of students.

This is a small poetic form used to fixemotional assessments, descriptions of their current impressions, sensations, associations.

This is a short literary work that characterizes the subject (topic), consisting of five lines, which is written according to a certain plan.

The main goal of syncwine is to learn to think as capaciously as possible,at the same time, it is also necessary to be able to express your thoughts concisely and clearly.

Tasks of the syncwine:

Enriches the student's vocabulary.

· Prepares for a short retelling.

· Teaches to formulate an idea (key phrase).

Allows you to feel like a creator at least for a moment.

· Everyone gets it.

· Sinkwines are useful as a tool for synthesizingcomplex information, as a cut of the evaluation of the conceptual andthe baggage of students.

Let me remind you once again the rules for compiling SINKWAIN. Look at the table. You already have the supporting words and words of the necessary parts of speech.

My children composed such verses.

1. Needlewoman

2. Smart, caring

3. Sews, bakes, feeds

4. Received an award from Moroz Ivanovich.

5. Joy

1. Sloth

2. Silly, lazy

3. Sleeping, lying down, eating

4. Counts flies on the window.

5. Loafer

There are both good and evil in the world, they always go side by side.

But we always have the right to choose what is closer to us.

A person always faces a choice: what to do?

I invite you to listen to the parable of good and evil.

How do you understand the words of the Sage?

Why did he answer like that?

What did he mean?

3. Reflection.

I suggest picking up blank sheets.

Bend the sheet from the corner, making a right angle. What figures did you get?

Two girls lived in the same house - the Needlewoman and Lenivitsa, and with them a nanny. The needlewoman was a smart girl: she got up early, dressed herself, without a nanny, got down to business: she stoked the stove, kneaded bread, chalked the hut, fed the rooster, and then went to the well for water.

And Sloth, meanwhile, was lying in bed, she would get bored of lying - she would say awake: “Nanny, put on my stockings, nanny, tie my shoes.” Get up, sit down by the window to count flies.

Once the Needlewoman went to the well for water, lowered the bucket on the rope, and the rope broke; the bucket fell into the well. The Needlewoman burst into tears, went to the nanny to tell; and nanny Praskovya was angry, she said: - You yourself made the trouble, you yourself correct it. The Needlewoman went to the well, grabbed the rope and went down it to the very bottom. She looks: in front of her is a stove, and in the stove sits a pie, so ruddy, fried; says: whoever takes me out of the oven will go with me! The needlewoman took out a pie and put it in her bosom. Goes further. There is a garden in front of her, and in the garden there is a tree, and on the tree there are golden apples. The needlewoman went up to the tree, shook it and picked the apples. Goes further. In front of her sits the old man Moroz Ivanovich. Greeted, thanked for the pie. He offered to serve, for this he would give a bucket.

The needlewoman fluffed up the featherbed, cleaned the house, prepared the food, mended the old man's dress and darned the linen, did not complain. So the Needlewoman lived with Moroz Ivanovich for three whole days. On the third day he poured a handful of silver snouts into the bucket; gave a diamond - to stab a scarf.

Returned home. The rooster crowed: “Crow, crow! / The Needlewoman has nickels in her bucket!”

Nanny told Sloth to go too. But Sloth didn't get the pie, didn't pick the apples. She didn’t knock out the featherbed, she cooked the dinner poorly, in a word, she didn’t do anything. On the third day, Moroz Ivanovich gave a large silver ingot, and in the other hand - a large diamond. Come home and brag. Before she had time to finish, the silver ingot melted and poured onto the floor; he was nothing but quicksilver, which had hardened from the intense cold; at the same time the diamond began to melt. And the rooster jumped up on the fence and shouted loudly: “Crow-crow, / Sloth has an ice icicle in its hands!”