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State budget special (correctional) educational institution for students, pupils with disabilities health special (correctional) general education
Boarding school of type II No. 33, Vyborg district of St. Petersburg
Abstract extracurricular activity
“Reading A. Lindgren"Kid and Carlson"
Educator:
Petrova T.V.
Saint Petersburg
Audience: Primary School
Subject: Reading A. Lingren “Kid and Carlson”
Equipment:
- PowerPoint presentation:
- Portrait of a writer.
- Illustrations for the story.
- Book for reading: textbook for 4th grade correctional. education institutions of type II /
Nazarova L.P., Mironova A.E. – M: “Enlightenment.”
Target:
1. Educational:
Development of the skill of correct, expressive, conscious reading.
– Learn to identify the main idea of what you read and identify the characters.
– Answers to questions about the content of the text, evaluation of what has been read,
Disclosure of the contents of illustrations to the text, finding relevant sentences in the text.
– Teach reading text by role.
2. Educational:
– Learn to determine the emotional tone and mood of a work.
Evaluate the characters and comprehend what you read.
Vaccinate interest in reading.
3. Corrective:
Develop speech skills and auditory perception of students with hearing impairment.
Enrich lexicon students
Lesson stages | Activities of a teacher | Student activities |
1.Organization of the start of the lesson. Speech exercises. | Today we have guests, say hello. We will perform speech exercises. Well done, they spoke well. Sit down. | Sha, sho, shu, shi, Asha, asho, ashu, ashi, sha – sha - Sasha, shi – shi – We are shi Shi - shi - shi - small shi, good shi Ours - our kids - Our kids are good. |
2. Main part. Lesson topic message. | Today we will remember the story of the Swedish writer Astrid Lindgren. What is the name of the story we read? About whom does the story say? | The story is called "Carlson comes to his birthday." - ... ... about the Kid, about Carlson. |
3. Conversation aimed at comprehension of what was read. | What time of year are they talking about? in the story? -Where were you going to send the Kid? - Which an important event everyone was waiting? Who was the Kid talking to? Say it differently: | The story is about summer. They were going to send the baby to the village, to his grandmother. – The baby was turning 8 years old. The kid had a conversation with Carlson. The kid was talking to Carlson. |
4. Reading story by role. | Let's remember what were they talking about? | |
Dynamic pause. | Poem “Tell me, what’s his name?” | A cheerful naughty man lives on the roof, He loves jam and chews buns. Checkered pants and a motor on the back, Neither I nor you will be bored with him. If you want fun, it’s right there! He is better than a dog, a most wonderful friend! Tell me, what is his name? - CARLSON! |
5. Conversation with selective reading, clarifying the content of the story. (Students find the answer in the text, attach the answer to the picture on the board). | - We will answer questions. – What gifts did the Kid receive? – What gift did the Kid dream of? How can I say it differently? Why did the baby want a dog? Did your child receive a dog as a gift? What's the baby like now? | – The baby received... (a cake with eight burning candles and other gifts). - (A dog)… will never be given to me in my life. The kid dreamed of... (a dog). The kid was sad because he had no friends. The baby is joyful, cheerful, sad, happy. |
6. Final discussion. | What did we do in class? What name has this book? What is the name of the story? – Well done! Everyone did well. | We read the story - We talked about the book by the writer A. Lidgren. – The book is called “Baby and Carlson.” |
Teacher of MAOU Secondary School No. 16 of the city of Berezniki, Perm region Markiv Olga Dmitrievna
Literary reading lesson in 4th grade based on the work of A. Lindgren “Little Nils Carlson.” Textbook “Literary Reading” by O.V. Kubasova, grade 4, part 1. Section 1 “What a delight these fairy tales are.” Third lesson.
Goal: to teach to understand the main idea of A. Lindgren’s work through the actions and states of the characters.
Tasks:
Develop reading competencies through accented reading of text
Cultivate compassion for to a loved one, desire to help
Regulatory. Students learn to formulate a learning task, monitor its implementation and evaluate themselves based on the results of their work.
Cognitive. Students learn to find the necessary information in the text literary work, fixing it with the help of a diagram, analyze the actions of the hero based on a system of questions and evaluate them, determine the main idea of the work, ask questions.
Communicative. Students will have the opportunity to express their point of view on the work they read and ask questions about the material they read.
Equipment. Presentation, political map of Europe, cards with the names of heroes and descriptions of feelings.
During the classes
Stage 1. Mobilizing
Teacher. What is our lesson now?
Students. Literary reading lesson.
Teacher. Why are literary reading lessons needed?
Students. On them we get acquainted with interesting works, we learn about the authors, learn to evaluate the actions of the heroes, express our attitude towards them, i.e. learning to be attentive readers.
Teacher. What work are we studying? Who is author?
Students. A. Lindgren “Little Nils Carlson”
Teacher. Who will name and show on the map the country in which the writer lived?
(Students show Sweden)
Stage 2 Knowledge updating
Teacher. What information about the writer do you remember? (portrait and books by A. Lindgren are on display ) Slide 2.3
Students. She wrote more than 100 books, her works were published in 60 countries, and received a medal from the Kingdom of Sweden for literary achievements. A monument was erected to her in Stockholm.
Teacher. Tell me, how did you understand that the action described in this work takes place in Sweden?
Students. Non-Russian names were used - Bertil, Nils, Märta, geographical names - Södertälje, Linjanskogen p.121
Teacher. Astrid Lindgren had a big loving heart that understood children like no one else. Many times in my fairy tales it affected the fate of lonely children. She knew that about loneliness is a concept incompatible with childhood, but she also knew that, unfortunately, many children face this.
Is this information related to the work being studied? Students . Yes, main character lonely
Teacher. Is it possible to formulate the topic of the lesson in the words of one of the characters?
Students. “It’s boring to live alone, isn’t it?” from 122
Teacher. Which character says that?
Students. Nils
Teacher. What tasks will we set for the lesson?
Students. Follow how the hero managed to cope with loneliness.
Teacher. How are we going to do this?
Students. Through working with text
Teacher. So, the second task for the lesson?
Students. Learn to work with text.
(Tasks appear on the slide) Slide 4
Stage 3. Analysis of the work.
Teacher. What genre does this work belong to?
Students. This is a fairy tale
Teacher. What's fabulous about this? Students. Magic carnation, transformations, magic spells, fairy-tale creatures.
Teacher. But she is not at all like the Russians we are so familiar with. fairy tales. There's a lot of reality here. Name what exactly? Students. Boy Bertil. He is lonely, his sister died, his parents work in a factory, there is an apartment in which Bertil lives with his family
1 part
Teacher. Do you think Bertil's family lives rich or poor?
Students. Poor, because they have to work, they can’t afford to hire a nanny, they don’t have enough books, they only heat the stove in the morning and not enough, because... By lunchtime all the heat had already gone.
Teacher. How does Bertil make you feel?
Students. Sympathy, pity, compassion
Teacher. Why do you feel sorry for him? Read the required episodes in the first part.
Students. He has nothing to do, it’s cold outside - there’s no way to go for a walk, there’s no one to talk to, and he’s uncomfortable at home. Slide 5
Teacher. (Invites to the table) Choose cards with words that describe Bertil’s feelings. (Cards appear on the board)
Bertil
l
alone 
il
sadly
cold
part 2
Teacher. Who came to the boy's aid? Who is he?
Students. This is a brownie. His name is Nils. Slide 6
Teacher. What struck Bertil about Niels? Find the answer on p.120
boring
Nils
Nils
Teacher. What did you learn from part 2 about this little man?
Students. In the summer he
lived under the roots of a tree, now lives in a rat hole, in which there is no furniture and it is very cold. Teacher. Listen to the dialogue between Bertil and Nils (read by two students, prepared in advance, pp. 122 -121) and answer the question why Nils, having barely met, invites Bertil to visit? Students .
He sees a kindred spirit in him, he is also coldly bored and lonely (Cards appear on the board)
boring
alone
Cold
Part 3
Teacher. What does Part 3 talk about? Students. About how Bertil went down to Nils's hole when he became small
Teacher. I suggest uniting in small groups and coming up with questions for this part. Remember that questions can be simple - based on the plot and explanatory. Or in other words: thin and thick. Groups 1, 2,3 come up with thin questions, groups 4,5 come up with thick ones. (Students work in groups) Sample questions. What was the room like? What was in it? Why did Bertil decide to go down to Niels? Why did he want to help? What feelings did Bertil have for Niels?
regrets
Teacher. What are the words that express Bertil’s attitude towards this little man?
I wanted to help
(cards appear)
cares
Exercise for the eyes Slide 7
Part 4, Part 5
regrets
Teacher. Let's remember how Bertil took care of Nils.
regrets
Students. Brings firewood (they serve as matches), food, furniture, and helps with cleaning. (The words are confirmed by reading out the episodes) Slide 8
Teacher. How did he do it?
regrets
Students. He turned into a little one
Teacher. Was there in this part climax? Read pp. 125-126 Nils asks Bertil for help?
Students. No. Teacher. How does this characterize Nils? Students. He's modest. Teacher. Then why does the boy do all this: for the sake of the interest of transformation or for some other reason? Students. He wants to help, to do good, he likes to take care.
Teacher. Why does he give Nils the doll furniture of his dead sister Martha, because he could have brought some kind of box?
Students. Marta was dear to him, she was his dear person, but now she’s gone and Nils is now very dear to him
Teacher. Tell me, is the boy asking for something in return?
Students. No, Bertil helps Nils selflessly, he is not looking for any benefit.
Teacher. Who does this help?
Students. To a friend
Teacher. Bertil considers him his friend. What feelings does he himself experience when caring for his friend?
joy
Students. The boy is happy (a card appears in the Bertil column)
Teacher. How does Nils feel?
joy
Students. He is very happy (a card appears in the Nils column)
Teacher. Why is he happy? Students. A friend appeared. The room has been transformed. It became warm, clean, cozy.
Teacher. With what words did the author manage to show that the little man is incredibly happy about all the things that have appeared? Let's work groups. Each group rereads their page and prepares to read the words and expressions they have found to the class.
(Students work in groups: 1 group - p. 127, 2 group - p. 128, 3 group - p. 129, 4 group - p. 130, 5 group - p. 133) Slide 9
Stage 4. Summarizing and linking information.
regrets
Teacher. Let's go back to our diagram
I wanted to help
Bertil
Nils
cares
joy
joy
boring
sadly
alone
cold
Cold
lonely
Teacher. What united the heroes?
Students. Loneliness, melancholy
Teacher. What has changed in their lives?
Students. Bertil is no longer alone, he has someone to take care of, he has gained a friend. Nils is in a warm room. He is also happy that he has someone to spend time with.
Students. Baby, baby, little man.
Students. He may be small, but he is a friend, and you can take care of him
Teacher. Remember where the boy hides Nils?
Students. Under the shirt near the heart, because... Nils warmed his soul, in which melancholy and loneliness settled.
Teacher. Read about it on page 136.
Stage 5. Lesson Summary
Teacher. Let's remember what tasks were set? (Students name) How did the hero manage to overcome loneliness?
Students. Taking part in the fate of another, taking care of the little man.
Teacher. The task of Lindgren's creativity was to bring comfort to children and help them overcome difficult life situations. And she wrote fairy tales about children who were able to overcome loneliness, illness, misunderstanding, separation, so that real, living children read these stories, received hope and knew that they, too, could cope with their misfortune.
Teacher. Only by giving of yourself will you not be alone.
Stage 6. Reflection
I can find information in text. Not really
I know how to ask questions. Not really
I know how to listen to my interlocutor. Not really
Homework. Choose your favorite dialogue and play it with a friend.
“Lomonosov in literature” - Strict hierarchy of genres. DRL XI-XVII centuries. He was buried at the Lazarevskoye cemetery of the Alexander Nevsky Lavra. 1759 - Lomonosov writes “Reflections on the Great Accuracy of the Sea Route.” Questions: -Division of literature into strictly defined genres of works; Aesthetics is based on the principle of rationalism and “imitation of nature.”
“The Kid and Carlson” - And Carlson, with his behavior, shows us what not to do. What was Little Boy like before meeting Carlson? What was Carlson like? And a friend is respected not for external data, but for spiritual qualities. It seems to me that each of you would like to have such a friend. It is easier for us to see other people's shortcomings than our own. Grumpy, touchy, sweet tooth, boastful.
"Lomonosov's Poetry" - Lomonosov Awards. Developed the first scientific grammar of the Russian language. Seriously studied Russian poetry. Medium style. Lomonosov completed the reform of Russian versification. Personality of Lomonosov. Scientific and technical words. Poetic creativity. Versification reform. He worked at the Academy of Sciences for 22 years.
“Biography of London” - Participation in the campaign of the unemployed. War correspondent. Collections of stories. 1902 - trip to England as a correspondent. Creative crisis. Jack London. Name at birth. Books. Travel to the Solomon Islands. Committed suicide. Travels of Jack London. Trip to Alaska. The path to creativity.
"Lindgren" - Sorceress from Sweden. Astrid Lindgren. A lesson on the works of the Swedish writer A. Lindgren. Works by A. Lindgren. Reader training. Making a crossword puzzle. Assignment “Young literates”. Forms of work in the lesson. Compiling a bibliographic list of references. Favorites fairy-tale heroes works. Winner's reward ceremony.
“Lukonin” - I walk, smoke, and you stand still, so you can end up broke. The Volga smokes wormwood, has not frozen, wants to be visible. Secretary of the Board of the USSR SP (since 1971). Volga, can you hear me? From such words I can completely despair, a corrosive rust will fall on my ribs. I want to fall into the snowy expanse in the light of a clear day.
There are a total of 13 presentations in the topic
7. At home, children learn fragments chosen by them at their own discretion from the works of A. S. Pushkin.
Lesson 16. D. Jacobs “The Fish and the Ring.”
1. Examination homework.
2. Getting to know the text.
The teacher reads the first paragraph of the fairy tale and, in order to develop children’s ability to predict the nature of the work at its beginning, asks questions:
- Where and when do the events described in the work take place?
- What and who is this fairy tale about?
- How can they turn around? further events? Students read the story out loud to the end in relatively little time.
fragments that are complete in meaning.
3. Discussion of what has been read, rereading and work with the text are carried out on the basis of questions from the textbook, which can be supplemented with the following questions and tasks:
Why do you think the baron finally resigned himself to fate?
Read how the baron tried to get rid of the girl for the first time.
Read an excerpt about how the girl ended up in the castle of the baron's brother.
What illustrations can you draw for this fairy tale? (If there is time, it is possible to conduct a verbal drawing of one of them.)
4. At home, children do exercises and tasks following the reading of the fairy tale from the textbook, as well as tasks 1 and 2 for V. Berestov’s work “The Fairy Tale” from a notebook, find and read books by K. I. Chukovsky.
Lesson 17. V. Berestov “Fairy Tale”; K. Chukovsky “The Adventures of the White Mouse.”
a) Work with the exhibition of books “Tales of K. I. Chukovsky.” Answering the textbook question about which fairy tales by Chukovsky
they know, students show the books they bring to class and read from them what they like. In addition, they ask classmates questions about the writer’s works.
b) In continuation of the quiz, the children are checked for correctness of completing the second task of the notebook at home - a crossword puzzle based on the works of Chukovsky.
c) The completion of the first task in the notebook is checked (students must underline the words: no wonder, fairy tale, fairy tale, good, happy, has a presentiment, any, agree, impatient, prosperous).
d) Several people take turns expressively reading a poem by V. Berestov dedicated to K. Chukovsky.
2. Preparing for reading.
What do you know about Chukovsky?
After the students have made their statements, the teacher can introduce them to biographical information about K.I. Chukovsky.
(Reference material.
KORNEY IVANOVICH CHUKOVSKY (1882-1969)
Korney Chukovsky is the literary pseudonym of the writer. His real name is Nikolai Vasilyevich Korneychukov. The pseudonym suited the writer so well that in life they began to call him Korney Chukovsky.
At the age of 16, the future writer left home to make it easier for his mother, who was raising two children alone. He worked as a painter. I also read voraciously and studied English on my own. And he even wrote his own philosophical book. In a few years, a chapter from this book of his will be published in a newspaper. This is how it begins journalistic life Chukovsky.
Chukovsky worked a lot. “In the old days, wherever I was - on the tram, in the line for bread, in the dentist's waiting room - in order not to waste time, I composed riddles for children. It saved me from mental idleness.”
He wrote for a long time, it was difficult, he rewrote endlessly. Famous1 for their clarity and ease of work by Dava1
They were difficult for Chukovsky, sometimes even painful. Work was his only joy. She supported him in difficult life trials. And there were a lot of them. Death of three children. Exiles and executions of comrades. Harsh attacks from critics. And you never know there were more adversities! It's difficult to list everything.
In the article “Confessions of an Old Storyteller,” Korney Chukovsky wrote about his life: “There were losses, insults, and troubles. But from my youth I had - and still do - one precious quality: in spite of all the troubles and squabbles, suddenly, for no reason, without any reason apparent reason, you will feel a strong surge of some kind of crazy happiness. Especially in such periods when you should be whining and complaining - suddenly you jump out of bed with such an insane feeling of joy, as if you were a five-year-old kid who was given a whistle.” He once called himself “a joyful man in a joyful world.”
A serious attitude to work and cheerful talent helped the writer create many wonderful works for children. When Chukovsky’s first book for children was published, he wrote in the preface: “The poems collected here were written by me accidentally. For a long time It never occurred to me that I would become a poet for children...” Fairy tales appeared by chance. The first one was “Crocodile”. Got sick little son Korney Ivanovich. His father was taking him home on the night train and, in order to alleviate the boy’s suffering at least a little, began to tell him to the clatter of carriage wheels:
Once upon a time there lived a Crocodile. He walked the streets, smoked cigarettes, spoke Turkish -
Crocodile, Crocodile Crocodilovich...
And the well-known “Moidodyr” began with the fact that the writer’s little daughter did not want to wash her face.
Thanks to Chukovsky, who translated into Russian such books as “The Adventures of Tom Sawyer”, fairy tales by R. Kipling, English songs and poems, we can read these books. It is noteworthy that Korney Ivanovich was the editor of the book
gi with biblical legends.
Next to his house near Moscow, in Peredelkino, Chukovsky built a children's library. Children's writers sent books to this library at the request of Korney Ivanovich, and “grandfather Korney” himself was the main worker in it.
Grandfather Korney was always loved by children. Our grandparents, mothers and fathers read the fairy tales and poems of this kind and cheerful storyteller when they were little. Chukovsky has not been with us for a long time, but his books, no doubt, will be read and listened to with pleasure by the grandchildren of those children who are sitting at their desks today.
The poet Valentin Berestov dedicated a humorous poem to Korney Ivanovich:
We feel sorry for grandfather Korney: Compared to us, he fell behind,
Because as a child I didn’t read “Barmalei” or “Crocodile”, I didn’t admire “Telephone” and I didn’t delve into “Cockroach”.
How did he grow up to be such a scientist without knowing the most important books?)
b) First silently, then aloud, children perform exercise 1 of a preparatory nature using a notebook.
3. Familiarization with the text (by parts highlighted in the text)
And discussion of what you read.
After reading the first part, the teacher asks:
- How was Belyanka different from all mice?
- Why didn’t the brothers and sisters take Belyanka with them for a walk?
- Why didn’t the Cat notice the other mice, but noticed Belyanka?
- What do you think, will the Cat Belyanka let go or not? What will happen next?
After reading the second part, students answer the questions:
- Why did the fisherman's son save Belyanka?
- Why did Belyanka run away from her savior? After reading the third part, children talk about the following questions:
- What made Belyanka happy?
- Who did Belyanka meet?
- From what and how did Belyanka save the gray rat?
4. At home, the children read the fairy tale “The Adventures of the White Mouse” to the end.
Lesson 18. K. Chukovsky “The Adventures of the White Mouse” (continued).
1. Checking homework (discussion of what you read). Quality home reading checked by questions:
- What changes took place in Belyanka’s life with the onset of spring?
- How did the old rat take care of Belyanka?
- How did the old rat decide to help Belyanka?
- What did Belyanka see in the workshop?
- Why was Belyanka afraid of her reflection in the mirror?
- How I met Belyanka in home Mother? Find and read their conversation.
- How did the fairy tale end?
- Who is the true savior of Belyanka?
- What solution did Doctor Aibolit find?
- What name did you give the mouse? Why?
2. Rereading and working with the text.
a) One of the possible tasks is for children to selectively read episodes depicted in the illustrations of the textbook.
b) Work on drawing up a plan is carried out according to the instructions of 1 textbook. There is space in the notebook to write down the plan.
c) In accordance with the third and fourth tasks of the textbook, a study is carried out on different episodes of the fairy tale creative game"Radio Theater"
3. At home, students complete the second task of the textbook.
Lesson 19. A. Lindgren “Little Nils Carlson.”
1. Checking homework.
2. Preparation for reading is carried out according to exercises in textbooks1
3. Getting to know the text.
To set the right emotional tone, the first
how many (2-5) paragraphs does the teacher read? Children continue reading aloud until the words “He was sleeping” in fragments that are relatively complete in meaning.
4. Discussing what you read, rereading and working with the text.
Why did Bertil have to sit at home alone all day? How did he feel?
Was Bertil always this lonely? (No, he once had a sister).
What happened to his sister Martha?
After what did the boy’s life change dramatically? (After meeting Little Niels.)
Tell us about how Bertil and Little Nils Carlson met.
How do you imagine Little Nils Carlson? How would you draw it? What paints would you use? Why? (Little Nils was small, no bigger than his little finger, cheerful, cheerful. Bright, light colors are desirable, because Nils was cheerful and joyful, he managed to cheer up the boy, brighten up his loneliness.)
Where did Little Nils Carlson live? Where did he live before?
Why did Little Nils Carlson and Bertil get there so quickly? mutual language? (Both one and the other were lonely.)
How did Bertil get into Little Niels's home?
What did Little Nils' room look like? Read it.
How did Bertil take care of Niels? (First he brought firewood, then a crib, bed, clothes, food.)
Today we read part of a fairy tale. How can you title it? (“Happy Meeting”; “Meeting of Bertil and Niels”...)
5. At home, students finish reading the story; complete tasks 1 and 2 from the notebook; tasks 1, 3, 4, 5 from the textbook; They are trying to find information about A. Lindgren.
Lesson 20. A. Lindgren “Little Nils Carlson” (continued).
1. Checking homework.
- How can you title the part of the fairy tale you read at home? (Friendship between Bertil and Niels.)
The correctness of students’ completion of textbook and notebook assignments is checked.
- What did you manage to find out about A. Lindgren?
(Reference material.
ASTRID LINDGREN (1907-2002)
Astrid Anna Emilia Lindgren was born into a poor, hard-working Swedish family. She began composing early, and at school she was nicknamed after the famous Swedish writer - Selma Lagerlöf. Her father played a major role in the development of the girl’s writing gift, as well as communication with her sisters and brother. Lindgren later wrote: “...All our experiences and games were reflected in my books.”
When Astrid turned eighteen, she went to the capital of Sweden, Stockholm, in search of work. But there the girl felt really bad. In Stockholm she had no family, no friends, no money. “I'm lonely and poor. Lonely because it is so, and poor because all my property consists of one Danish era. I’m afraid of the coming winter,” she wrote to her brother.
But fate still took pity on Astrid. After a long search, she found a job. The girl became a secretary. Soon Astrid got married and had children. One day, my daughter became seriously ill, and her mother began to compose stories for her about a girl named Pippi. Gradually, a whole book “Pippi Longstocking” was formed from oral stories. The story won first prize at a children's book competition and was published. So it began creative life writer who is considered “the Andersen of our days.” At this time, Lindgren truly understood what happiness it was
Opportunity to write. And that all the troubles in her life are, in essence, “trifles, an everyday matter.” Now every evening she dreamed that a new day would begin quickly and that the moment would come when she could sit down at her desk and
hang out alone with your characters. Since then, Astrid began writing book after book. And also receive literary awards one after another.
The first book was followed by “The Famous Detective Kalle Blumkvist”, “Mio, My Mio”, “Three Stories about Carlson, Who Lives on the Roof”, “Rasmus the Tramp”... in total more than 30 books translated into almost 30 languages of the world.
Lindgren's works amazingly combine fantasy and reality. “...Perhaps I am writing about what I would like to see in reality.” The writer dedicated almost all her books to children, but resolutely stated that she did not write books for adults and did not intend to do so. “I hope that maybe my books will help instill in young readers greater humanity, greater understanding of other people,” admitted the famous writer, who was awarded the main award for storytellers - the Hans Christian Andersen Gold Medal.)
2. Rereading and working with the text. a) The game “Radio Theater” is played.
Role reading can be done in the form of children working in pairs: each pair of students chooses the passage they like best and prepares to perform it.
b) In a well-prepared class, you can additionally work on compiling a filmstrip or comic strip, based on the memo presented in the “Stories” section of the first part of this manual (“ general characteristics teaching reading").
3. At home, children find and read books with the works of Gianni Rodari.
Lesson 21. Books by Gianni Rodari; J. Rodari “These poor ghosts.”
1. Checking homework.
Based on the books displayed near the board, it is determined that Gianni Rodari wrote not only fairy tales and fairy tales, but also poems, many of which were translated into Russian by S. Marshak, known to children. Children read some of the poems aloud to their classmates. In books, students find information about
the fact that translations of this writer’s works are made from Italian, and they also look for and read what is written about Gianni Rodari in the prefaces (afterwords) of his books.
The teacher can supplement the information about the writer found and presented by the children.
(Reference material.
GIANNI RODARI (1920-1980)
The Italian boy Gianni, the son of a baker and a maid, was orphaned early and began to earn his own bread early.
World fame, millions of copies of books, high literary titles and awards - all this did not come soon.
After graduating from the seminary, Rodari worked as a primary school teacher. He was cheerful teacher- invented for my classes funny Games, funny stories.
Gianni Rodari became a children's writer, by his own admission, almost by accident, by accident. “Once upon a time,” he recalled he is the main one the editor of the newspaper instructed me to write poems and stories for the children of Italian workers...
Several years have already passed since I stopped teaching, but when I took up my pen, I imagined that the eyes of my students were fixed on me, that they were waiting for a fairy tale or funny story... So I started writing for kids.”
Rodari's most popular work all over the world is “The Adventures of Cipollino.” According to the writer, he was inspired to create the fairy tale by Collodi’s fairy tale about Pinocchio, beloved by all Italians, which Rodari knew by heart since childhood. The story of the onion boy has been retold in more than twenty languages of the world. This is very funny fairy tale about very serious problems - about poverty and wealth, about oppressors and the oppressed, and even, strange as it may sound in relation to a children's fairy tale, about political struggle.
Cipollino's success prompted Rodari to continue writing fairy tales. “The Journey of the Blue Arrow”, “Gelsomino in the Land of Liars” and other books appeared.
Explaining why he wrote a great fairy tale about Jel1 somino, he said: “It seems to me that the most dangerous enemies
of humanity are liars. There are hundreds of thousands of liars in the world. A liar is a journalist who writes “freedom” and at the same time thinks about the freedom with which capitalists exploit workers and imperialists squeeze the juice out of colonial peoples. A liar is someone who says “peace”, but in reality stands for war... I really believe in the power of truth... Truth is like the voice of a singer - that voice that makes the window panes tremble.” Dzhel1 Somino had such a voice of amazing power, and his songs opened people's eyes to the real truth.
Despite the worldwide fame of a wonderful writer1 storyteller, awarded the highest award in children's literature - International Prize named Hans Christia1 on Andersen, Gianni Rodari was a surprisingly modest, even shy person. The writer briefly and clearly defined his place in life and literature: in the service of the guys.
Rodari loved children very much. It was main feature his character. And the children, feeling this, were drawn to him as if good wizard. “There is nothing more beautiful in the world than the laughter of a child, and if one fine day all children without exception are able to laugh all at once, all together, you will agree that it will be great day!” - said Gianni Rodari in a speech given when he was awarded the Andersen Prize.
The writer himself was like big child. Forgetting about his age, Rodari willingly and with sincere enthusiasm played with the kids. For all his “childishness,” Gianni Rodari was a master who knew how to combine a free flight of imagination with great life experience, with the wisdom of a mature person. That's why he fairy tales turned out to be interesting to readers of all ages - from two to ninety years and older).
2. Preparing for reading.
Today Gianni Rodari invites us to play and have fun with the characters of his work. Before we do this, let's do some preparatory exercises.
The children do the exercises out loud using the textbook. Further, after clarifying the meaning of the word “preface”, teaching1
Those studying the textbook get acquainted with the preface written by the author himself.
Before reading the text, children answer questions.
Astrid Lindgren is truly the number one storyteller in our world. And even those who have never heard this name know its heroes very well - Carlson and Baby (as well as the “housekeeper” Miss Bok), Pippi Longstocking, Emil from Lenneberga, Prince Mio, the robber Ronya...
My student years coincided with the period when the works of this Swedish writer began to be actively published. There was somewhere to spend the scholarship. I can boast that my home library contains all of Astrid Lindgren’s fairy tales, except for “The Lionheart Brothers.” Everything else is there. A whole fairy-tale world.
Even then, half a life ago, Lindgren’s little fairy tales became a great discovery for me. So graceful, polished, filled to the brim with miracles, light and sadness, an understanding of how difficult our life is, and a bright, enchanting hope that everything will definitely, without fail, be fine...
My book had only one drawback: it lacked pictures. That's why now, when our son is growing up, we have a A new book fairy tales by Astrid Lindgren. Large, illustrated, colorful, completely imbued with magic.
For boys and girls
What I have always liked about Lindgren's work is its versatility. If some writers created fairy tales and stories mainly for girls (remember Lydia Charskaya) or adventure stories for boys (Shklyarsky’s series about Tomek), then Lindgren always maintained a balance between characters - boys and girls, adventures and romance, witchcraft and pampering . You won't get bored!
Every young reader will surely enjoy the stories about the brave Peter, who defended the doll Mimmi from the ferocious robber Fiolito and his gang, or the adventures of Göran, who bravely handles a bus, a tram and a large construction bucket.
And the girls will certainly enjoy Princess Lotta the Fox with her nursery stuffed with toys, and the little elf sewing a dress from a handkerchief, and the multi-colored pearl necklace of the Mimmi doll, and the efforts of the inventor Bertil, who arranges the tiny brownie’s room, turning matches into firewood, toothbrush into a mop, and a small jelly cup into a real bathtub.
Every fairy tale is as if ready script for a future game. If you want, make a doll’s house or string beads for a doll, or if you want, sneak around the house in the twilight with a wooden sword: isn’t there a formidable robber with a big mustache hiding there, in the dark? Does he want to steal treasures?
Between light and darkness
It should be noted that for her stories Astrid Lindgren always took ours as a basis, real world. She rarely created any special fairyland with magical heroes. No, almost all of her tales take place in Sweden, in Stockholm or other cities, and her heroes are completely real: ordinary people, adults and children, with their problems, difficulties, fears, illnesses.
And it is into this ordinary, so familiar and not so rosy world that magic creeps in. Someone's quiet steps are heard under the bed, some strange man in a big hat knocks on the fourth floor window, an old man passing by turns out to be a wizard, a doll grows from a donated seed in a garden bed...
Magic always begins unexpectedly, gradually, quietly.
And if you don’t scare him away, he gives a lot of joy and adventure.
You read such fairy tales and involuntarily listen: who is rustling under your own bed? Cat? Mouse? Or maybe a little brownie?
By the way, these magical creatures Lindgren's are no different from people, and their lives are sometimes not all smooth sailing either. Everyone has their own sorrows and concerns, sometimes so similar to ours as humans. Little Nils Karlsson rents a room from a rat for a rind of cheese a month. Expensive, but what can you do!
You know how difficult it is to find a small apartment.
Nils is starving and freezing because there is a stove, but there is nothing to heat it with. And it’s not every day that you get to eat...
The Flower Elf cries bitterly because she does not have a dress for the ball.
Tiny Peter and Petra, from little people, stop going to school because they move to another area: “Mom said there is better housing there.” And they loved skating so much! But the skating rink is now too far for them to get there...
Yes, in fairyland everything is like people. Maybe that's why the worries and needs of these fictional characters we take them so close to our hearts: it’s very easy for us to understand them!
Just like adults
And children, the main characters of Lindgren’s fairy tales, grow up quite early, faced with illness, hunger, poverty, and loneliness.
Goran from the fairy tale “In the Land Between Light and Darkness” has been lying in bed for a year with a sore leg, and his parents fear that he will never be able to walk again.
Bertil from the fairy tale “Little Nils Carlson” has a sister who has died, and he himself spends all day at home while his mother and father work at the factory.
The parents of Britta-Kaisa from the fairy tale “Mirabelle” cannot buy their daughter the doll she dreams of.
This is completely impossible, because all the money that dad earned for vegetables went to clothes, food and other necessary things.
And little Maya from the fairy tale “The Princess Who Didn’t Like to Play with Dolls”, giving the princess her precious and beloved doll, Baby, in exchange for another, argues wisely in an adult way:
Yes, she sighed, “we must think about Kroshka’s happiness.” She will never be as wonderful as it is here at my home.
Ordinary and miracle, reality and magic, worries and joys - everything in Lindgren’s fairy tales is intertwined so closely that you can’t help but believe in them, in these little nisses, elves, wizards and robbers, talking dolls and strange men who take children to their homes at dusk. A country that doesn't exist.
Imaginary friends
I don’t think that Astrid Lindgren specifically set herself such a task, but it just so happens that almost all of her fairy tales are about lonely or sick, not very happy children and about their imaginary friends. Just an exemplary illustration for an article in a psychology textbook. And if a child’s view of fairy tales is obvious: “Brownies and elves exist!!!”, then an adult (especially a psychologist) could read all these fairy tales differently, soberly and skeptically.
Bertil sits at home alone all day long - so he invented a brownie friend for himself, and drags doll furniture out of the closet deceased sister and plays with dolls, talking to them as if they were alive...
Göran is bedridden - so he invents an imaginary Country That Doesn't exist, where bad legs and the inability to walk have no meaning, and where Göran fulfills all his cherished boyhood dreams: he flies through the air, dances well, eats caramels, drives a tram.
Gunnar and Gunilla have been sick for four weeks and, out of boredom, they come up with the idea that the wooden cuckoo in the clock is not simple, but magical: it flies on business, lays golden eggs and buys children presents for Christmas.
Lena loses a beautiful handkerchief given to her and comes up with the idea that an elf took it for a ball gown...
Barbro feels so abandoned and unwanted since she had a younger brother that she invents an imaginary sister living in a magical underground land under a rose bush:
Dad loves mom the most, and mom loves me the most little brother, who was born last spring. And Ilva-li loves only me!
Astrid Lindgren understood children well, their feelings, desires, dreams and fears. Therefore, in her stories you rarely see a carefree and happy child, her characters are more often thoughtful, a little sad, understanding the complexity of life... And even Princess Lisa-Lotta, who has everything she wants, and even more, she is also sad and sad , doesn't want to play...
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