The summary of the lesson of literary reading in grade 3
Topic: Alexander Sergeevich Pushkin "Winter Morning"
Class: 3, educational complex "School of Russia"
introduce students to the poem
create conditions for the formation of the ability to expressively read a lyrical work;
to form the ability to select synonyms and antonyms, to compare the emotional coloring of different stanzas of the work, to expand the vocabulary of students;
develop attention to the word in the context of a literary work;
create conditions for the development of literary skills correctly reproduce their own visual, auditory, tactile sensations from "contact" with a work of art;
develop the ability to single out the main idea of the work, the ability to compare, generalize, analyze;
to cultivate communicative skills (to cooperate in a small group, to listen to comrades), to foster respect for the beauty of the native land.
Form of work: frontal and group.
Teacher: – We begin the literary reading lesson. Look at the guys in our class, give each other smiles. Mentally send the kindest wishes to yourself. What is your mood?
2. Exercises for breathing and articulation
Teacher: Guys, today in class we will perform the following exercises for articulation and breathing: the 1st exercise “lips with a straw – lips with a smile” (repeat several times) and the 2nd exercise “drums”. Close your lips tightly, fill your cheeks with air, lightly tap the cheeks with your palm, as if playing a drum. Do not blow air – for this you need to strain your lips.
Working with a riddle: read in a buzzing way
I’m friends with frost,
I arrive and circle,
Breeze – my little brother –
I am always happy. (blizzard, snowstorm)
Read through the ranks (boys, girls) with different intonations (merry, sad)
3. Actualization of supporting knowledge
This riddle can have several clues. What can you say about these natural phenomena?
– And in order to accurately find out the name of the new work, we will listen to a musical passage and try to determine the name of the new work
What do you think we will talk about in class? (About winter morning)
Who is the author of this poem? (
So, the topic of the lesson … (Poem "Winter Morning"
What do you think, what can the author of the poem “Winter Morning” tell us? (Children’s answers)
What is the purpose of today’s lesson?
The purpose of the lesson is to learn fluently and expressively to read poetry, to determine the mood of the author, his emotional experiences.
Recall a biography
1. When was born
2. What language was spoken in the Pushkin family? (In French)
3. Which of the women, besides the nanny, instilled in Pushkin a love for their native language? (Grandma Maria Alekseevna Hannibal)
4. In what educational institution did the poet study? (In Tsarskoye Selo Lyceum)
5. What was the name of the poet’s wife? (Goncharova Natalya Nikolaevna)
6. What works of Pushkin do you know?
7. How did the poet die? (Mortally wounded in a duel)
What do you want to know?
– How did Pushkin describe the morning?
– what expressive techniques used?
Fizminutka for eyes
4. Vocabulary work
The poem has many words that require explanation. Let’s try to explain them.
1. Northern Aurora. North Star.
2. Aurora – Roman goddess of the morning dawn.
3. The North Star – the planet Venus. Venus is the ancient Greek goddess of beauty.
4. The bed – a long ledge (at the stove, near the wall) for lying.
5. Primary Perception
teacher recites a poem to the sound of music
Teacher: Did you like the poem? Than? What especially liked? On whose behalf is the narrative?
Children: the story is on behalf of the poet.
Teacher: To whom is it addressed? Read.
Children: To a certain beauty.
Teacher: as she calls her
Kids: Friend is cute, friend is adorable.
6. Silent reading of the poem. Analysis
Read the most beautiful, in your opinion, lines.
The poem is divided into parts – stanzas. How many stanzas in a poem? (five)
In what stanzas does the narrator address the heroine?
Let’s read the first stanza once more and single out the words with which the hero addresses his companion. (Reading to myself)
How does the hero speak to his interlocutor? ("Friend charming", "beauty", "star of the north")
What do you think, but how does the hero relate to this beauty? (Admires her, treats her with love and affection)
What moods does Pushkin’s hero feel? (Moods of joyful expectation, vivacity)
Let’s read the second stanza. What mood is it colored by? (Buzzing reading)
What mood is the second stanza painted in? (Sad, disturbing)
Prove with words from the text. ("The blizzard was angry," "The clouds are dark," "And you sat sad")
The hero observes nature from the window. Let’s read the next stanza. (Student reads)
What is the hero’s mood? (Joyful, fun)
What techniques does the author use to convey the state of nature. (Impersonation, comparison)
Students read aloud 4 and 5 stanzas.
What can you say about the mood of the hero? (Dreamy, enthusiastic)
We noticed that in one poem different moods can get along, not only close ones, but also opposite, contrasting ones.
How do you understand “amber glitter”? (Warm, cozy, yellow light)
Can you hear what is happening in the house? Listen to:
The flooded furnace is bursting …
What consonants help to convey the crackle of wood in the furnace? (tp, t, h)
Does the hero think that beauty should be admired from the window? (Children’s answers)
Does the hero worry about what the heroine feels?
Does he want to share all his impressions and experiences with the heroine?
So what mood did the poet want to convey when he called his poem “Winter Morning”? (Happiness, delight prevail. He admires the contrasting manifestations of nature)
What conclusion can be made:
– this is the quietness of the beauty of a winter morning;
– This poem is about how nice it is to share the experience of beauty with a loved one.
Game "Tree". Purpose: the game to use the removal of excitement and tension.
Instructions for children: stand up, feet shoulder-width apart, arms freely lower along the body, eyes close. Imagine that you are a tree. Imagine yourself a strong oak, slender thin birch or a beautiful willow bent over the river. Legs – the roots are strong and stable, they firmly go to the ground, and you feel confident and calm. The barrel-body is smooth and flexible, it sways slightly, but does not break. Branches – hands freely “sway” along the trunk, leaves – fingers easily “rustle”, slightly touching each other. Crohn’s head is clean and fresh. You are a beautiful, powerful tree, you are confident. You are kind, calm, successful. You will succeed!
7. Independent reading with the task. Group work.
Teacher: Determine what mood is in each stanza.
Teacher: What is the mood in the first stanza?
Children: Mood of cheerfulness, freshness, enthusiasm.
Teacher: What words helped you see this?
(children read excerpts)
Teacher: What happens in stanza 2?
Kids: Mood is changing. The poet remembers the evening.
Teacher: What is the mood? Prove it.
(children read the passages of the stanza)
The teacher introduces the concept of "contrast."
Teacher: At the very beginning of a wonderful day, the lyrical hero has the opportunity to merge the poles: frost and sun.
Teacher: Read, what pictures does the poet draw in stanza 3?
What sky, snow, sun? What colors?
(children read excerpts)
Teacher: What is the mood in this stanza?
Children: Sunny, enthusiastic, the poet is pleased with the beauty of the winter landscape. At the click of a mood.
Teacher: Where does the author take readers in stanza 4?
Kids: We get into the room.
Teacher: Explain the meaning of the phrase "amber shine illumined."
(the teacher draws the attention of children to the similarity of amber and fire in the furnace)
Teacher: Why is the crash furnace cheerful?
Children: The poet has an enthusiastic, joyful and cheerful mood, so the crash is also cheerful.
Teacher: What do you think when you can say that the crackle of the furnace is sad?
Children: When the heart is sad and sad.
Teacher: What mood does the poet convey in this stanza?
Children: Mood of warmth, comfort, peace.
Teacher: What does the poet dream of?
Children: He wants to ride a horse.
Teacher: What is the name of the horse?
Kids: Filly brown, impatient horse?
Children: So the poet conveys his desire to be in the open or dreams that the horse will become an impatient horse.
Teacher: What is the mood of the poet ??
Children: The poet has a dreamy mood.
Teacher: Running an impatient horse is not only moving in space, but also the passage of time. In the soul of the poet, instant and eternal are combined: about a sweet shore and about yesterday evening, the ability to perceive beauty, love and expectation.
8. Expressive reading of the poem
Teacher: (mouse click) The mood changes throughout the entire poem. At first it is morning, kind, joyfully – sunny. Then – sad and dreary. “And now” – joyful admiring of the magnificent sunny morning and the feeling of home warmth and comfort. All this gives way to a dream about what will happen. Therefore, when reading, we must show with a voice the change of mood in the poem.
Teacher: Read to each other (working in pairs) this poem.
(Further, if desired, expressively reading several students)
9. Summing up the lesson
1. Reflection of mood and emotional state.
Teacher: What is the mood at the end of the lesson?
Exercise at the end of the lesson.
Teacher: Let’s finish our lesson with the “Compliment” exercise. The 1st exercise "Compliment – praise." The 2nd “Compliment to business skills” exercise (in these exercises, students evaluate each other’s contribution to the lesson and thank each other and the teacher for the lesson. This option of ending the lesson allows you to meet the need to recognize each person’s personal significance)
2. Homework – expressive reading.