Fables by I. Krylov, as a means of moral education of schoolchildren, in literature lessons.doc - Fables by I.A
Tatiana KALGANOVA
Analysis of fables by I.A. Krylova in 5th grade
Teaching schoolchildren to analyze works of art begins in the 5th grade. At the same time, it is important for the teacher to take into account the age characteristics of students and, avoiding difficulties, introduce and repeat the necessary theoretical and literary concepts.
The analysis is based on students’ holistic perception and expressive reading of works of art, in particular, the fables of I.A. Krylov, for example, “Dragonfly and Ant”, “Rooster and Grain of Pearl”.
We use the technique of comparing fables by I.A. Krylov with a literary source - Aesop's fables. We will show students the originality of the Russian fabulist, the national character of his works. To this end, we give a task: compare the fable of Aesop, an ancient Greek fabulist who lived in the 6th century BC, “The Ant and the Beetle” and Krylov’s fable “The Dragonfly and the Ant”.
Let us explain that to compare literary works means to find out what they have in common and how they differ.
Ant and beetle
In the summer, an ant walked through the arable land and collected grains of wheat and barley to stock up on food for the winter. A beetle saw him and sympathized with the fact that he had to work so hard even at this time of year, when all the other animals were taking a break from their hardships and indulged in idleness.
Then the ant remained silent; but when winter came and the dung was washed away by the rains, the beetle was left hungry, and he came to ask the ant for food.
The ant said: “Eh, beetle, if you had worked then, when you reproached me with labor, you would not have to sit without food now.”
Aesop (VI century BC)
Dragonfly and Ant
Jumping Dragonfly
Red summer sang:
I didn’t have time to look back,
How winter rolls into your eyes.
The pure field has died;
There are no more bright days,
Like under every leaf
Both the table and the house were ready.
It's all gone: with the cold winter
Need, hunger is coming;
The dragonfly no longer sings:
And who cares?
Sing on a hungry stomach!
Angry melancholy,
She crawls towards the Ant:
“Don’t leave me, dear godfather!
Let me gather my strength
And only until spring days
Feed and warm!”
“Gossip, this is strange to me:
Did you work during the summer?” -
Ant tells her.
“Was it before that, my dear?
In our soft ants
Songs, playfulness every hour,
So much so that my head was turned.”
“Oh, so you...” - “I am without a soul
I sang all summer.” -
“Have you been singing everything? This business:
So come and dance!”
I.A. Krylov (1808)
Let us explain to students the meaning of the word “ant” - grass, hence ant; grass-ant - a folk poetic expression.
Sample questions for analysis
Why can these fables be compared?
Which fable is written in verse and which in prose?
Who are the heroes of the fables?
Why did Krylov write the words “Dragonfly” and “Ant” in capital letters as proper names?
Find in Krylov’s fable words and expressions, features of nature, on the basis of which we can say that this fable is Russian.
What qualities of a person are allegorically depicted and ridiculed by both fables?
What words express the moral of the fables?
Summarizing the students' answers, let's say that the fables tell about the similar behavior of the heroes, about their identical moral qualities: laziness, frivolous attitude towards life, so they can be compared.
Aesop's fable is written in prose, Krylov's - in poetry. The heroes are insects, but instead of a lazy beetle, Krylov creates the image of a lazy and frivolous Dragonfly, striving only for entertainment. We invite students to choose synonyms for the word frivolity: frivolity, carelessness, superficiality, thoughtlessness, superficiality, frivolity.
In Aesop, the beetle sympathizes with the ant because it has to work a lot in the summer, but the sloth does not think about why this is necessary; in Krylov, the Dragonfly, in a whirlwind of fun, does not notice at all that someone is working even in the summer. The fables show the advantage of hard work and the danger of idleness and laziness.
In Aesop's fable, winter came with rain, which is typical for Greece, southern country. Krylov has a real Russian winter, snowy and cold. He uses constant epithets characteristic of Russian folklore: red summer, angry melancholy, clear field. Let's tell students that Krylov took plots from Aesop, but created a truly Russian, folk fable.
Fabulists always talk about what worries society, ridicule the negative qualities of people so that they get rid of their shortcomings. Therefore, a moral teaching (morality) always follows from the content of a fable. In these fables that we are considering, the moral teaching follows from the content and is expressed in the last words of Aesop and the last two lines of Krylov without edifying judgment.
Most often, moral teaching (morality) stands out in a fable as an independent part of it and is located either at the end or at the beginning of the fable. We read Krylov’s fable “The Rooster and the Grain of Pearls”, highlight the moral teaching.
Fables often involve animals, plants, objects, and natural phenomena, but they mean people. Animals, plants, objects, and natural phenomena are endowed in fables, as in fairy tales, with human qualities: the gift of speech, feelings and thoughts.
Let's remember what is the name of the technique of endowing animals, plants, objects, natural phenomena with human qualities and properties?
(With the concept personification fifth graders get to know each other while studying myths and fairy tales.)
Indicate the personifications in Krylov’s fable “The Dragonfly and the Ant” (“the pure field has died,” “winter is rolling in the eyes,” “the Ant tells her,” etc.)
We emphasize that personification is one of the constants artistic techniques in fairy tales, fables and other literary works.
The moral qualities of people in fables are allegorically depicted in the images of animals: cunning in the form of a fox, greed, cruelty appear in the guise of a wolf, deceit - in the form of a snake, etc. Cunning, greed, laziness- all these are abstract concepts. The artistic technique of depicting abstract concepts in specific images (animals, plants, objects, natural phenomena) is called allegory (allegory). The allegory of peace on Earth is the white dove, the allegory of human hope is the anchor, etc. There is another name for allegory (allegory) - Aesopian language.
Critic V.G. Belinsky wrote that in Krylov’s fables “there are neither bears nor foxes, although these animals seem to act in them, but there are people, and Russian people at that.” The innovation of Krylov the fabulist lies in the reproduction of national folk color. He boldly introduces folk vernacular and oral-poetic vocabulary, everyday details, and affirms the popular point of view.
Precise and brief sayings (aphorisms) from his fables have entered the treasury of the Russian language.
What expression from the fable “The Dragonfly and the Ant” became an aphorism?
Krylov also created original fables in which not only animals, but also people act.
Read the fable “The Wolf in the Kennel” first to yourself, then out loud expressively. (You can organize reading by role.)
Many of Krylov’s fables were written for a specific reason, and it was clear to the fabulist’s contemporaries into whose garden the stone was thrown. At the same time, fable characters have a broad general meaning, which is understandable even today.
Thus, the fable “The Wolf in the Kennel,” written in 1812, is a response to the Patriotic War against the French invasion. The wolf is Napoleon, who was defeated on the Borodino field; Having occupied Moscow, he realized that he was trapped, and sent Kutuzov a proposal for peace, assuring the Russian commander that he wanted peace. Kutuzov rejected the conqueror's offer and liberated Russia from its enemies in victorious battles. The hunter in the fable is Kutuzov.
Compare appearance wolf and his speech.
Why did the wolf’s kennel “become hell”? What is the point of this comparison?
Determine what negative qualities of a person are allegorically depicted in the fable.
What traits does a Hunter have?
Summarizing the students' answers, let us draw their attention to the fact that the discrepancy between the wolf's appearance and speech indicates his deceit (maliciousness covered by ostentatious goodwill).
Let's say that the Wolf perceives the kennel as hell (according to the Bible - a place of punishment and eternal torment for sinners). In other words, the wolf himself realizes the legitimacy of punishment for the evil caused and tries to avoid it by cunning.
The hunter (chief of the hounds) is depicted as a brave, wise man, endowed with life experience:
You are gray, buddy, and I am gray,
And I’ve known your wolfish nature for a long time...
Homework. Read the fables in the textbook. Determine what negative traits of people the author ridicules? What words express the moral of the fables? What words became aphorisms?
Consolidation of the studied material can be carried out in the form of independent work by students in the next lesson (small fables are given on cards for analysis in the form of written work).
Read Aesop's fable "The Rooster and the Diamond" and I.A. Krylov "The Rooster and the Grain of Pearl". What are the similarities and differences between these fables? Write down your opinions.
Rooster and diamond
The rooster, as usual, was raking the dung heap and, having dug out the diamond, thought: if the goldsmith found this brilliant trinket, then it would be very useful to him; and a grain of barley would be a hundred measures better for me than this. ( Aesop (VI century BC))
Rooster and Pearl Seed
Tearing up a pile of manure,
The rooster found a grain of pearl
And he says: “Where is it?
What an empty thing!
Isn't it stupid that he is so highly regarded?
And I would really be much more happy
Barley grain: it is not so visible,
Yes, it’s satisfying.”
.................................................
The ignorant judge exactly like this:
If they don’t understand the point, it’s all nothing.
I.A. Krylov (1808)
The meaning of the words should be explained ignorant(rude, ill-mannered person) and ignoramus(poorly educated, ignorant person).
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Lesson topic: Fable by I.A. Krylov "Dragonfly and Ant".
Lesson type: lesson on familiarization with a literary work.
Lesson objectives:
introduce students to I.A. Krylov’s fable “The Dragonfly and the Ant”;
learn to establish cause-and-effect relationships; make a generalization; teach to see and feel the deep meaning of the fable behind the lines of the work;
develop correct expressive speech, expressive reading skills, dramatization, creative abilities; develop the ability to work in pairs and shift groups;
cultivate responsiveness, the ability to empathize, and compassion.
Teaching methods:
By the nature of the educational cognitive activity: problem-search.
According to the method of organizing the implementation of cognitive activity: verbal, visual, practical.
According to the degree of pedagogical management on the part of the teacher: methods of indirect management of educational and cognitive activities of students using information sources.
Forms of organization educational activities: frontal, steam room, group, individual.
Planned results:
Subject: the student will have the opportunity to get acquainted with the personality of Ivan Andreevich Krylov and his fable “The Dragonfly and the Ant”.
During the classes
. I. Organizing time.
Everyone took their places
No one is cramped
I'll tell you a secret
It will be interesting
Guys! In class we will continue to make our little discoveries.
II.Knowledge updating:
Expanding knowledge about the work of I.A. Krylov
A note appears on the board: Navi Volyrk (slide)
– Which writer took such a pseudonym in his youth?
- What did you learn about Krylov in the last lesson?
I.A. Krylov is a great Russian writer. The fabulist's life as a child was unusually poor. As a nine-year-old boy, when his father died, he had to go to work, copy papers, and take care of his family. Little Ivan did not have to study, but the mother herself drew up a plan for her son’s education and supervised his studies. Since childhood, Ivan Andreevich had a thirst for knowledge; he loved to read and think about what he read. His intensive independent studies brought extraordinary results: when he became an adult, he was considered one of the most educated and enlightened people of his time. He managed to become a diversely talented person: playwright, publisher, musician, artist. More than two hundred fables were created by the fabulist.
2. Repetition of knowledge about the features of fables.
- Let's remember what a fable is?
On the cards for individual work, cross out the unnecessary - what does not apply to
fable genre:
A fun, funny piece.
A short story.
This refers to people, their actions and behavior.
Makes me think.
.Contains a conclusion - morality. Heroes are people.
The heroes are usually animals.
People's shortcomings are ridiculed.
Magical heroes and events.
Conclusion from the board: (on slide)
- Read what is left in your definitions.
-You already guessed that in the lesson we will meet with the fables of I.A. Krylova. But with
which one, you will find out by solving the riddles.
Epathic creation of a problematic situation and formulation of the problem.
- Guess the riddles:
The airplane is light and fast, flies over a fragrant flower. Wings, tail and eyes. This is a miracle... (Dragonfly.) An illustration of a dragonfly is posted on the board.
He will build a real house from twigs, from pine needles, without a saw and without nails. Who is the builder? ...(Ant.) An illustration of an ant is posted on the board.
The lifestyle of dragonflies and ants in nature is revealed.
– Who has seen a dragonfly in nature? What does she do in the summer?
Flies. It flutters and sits down. It catches midges and mosquitoes.
Speech warm-up:
Over the meadow where the goats graze,
Dragonflies flutter on transparent wings.
(Different ways of reading: “buzzing reading”, reading with surprise, with an angry, with a cheerful intonation, with acceleration, with slowdown).
The character of the dragonfly is established. (Cheerful, playful.)
Speech warm-up:
Without work, even kill me,
An ant cannot live.
(Different ways of reading: “buzzing reading”, reading with surprise, with an angry, with a cheerful intonation, with acceleration, with slowdown). -What ant? (Strong, hardworking.)
- Have you guessed what fable we will study? ("Dragonfly and Ant")
III. Reporting the topic and objectives of the lesson
- Who will formulate the topic of the reading lesson?
IV. Setting a learning task.
- What tasks will we set for ourselves? (learn to read a fable expressively, determine its moral, draw conclusions)
Creation of the “Tree of Predictions”
-Let's try to predict what characters the heroes of the fable will have?
-Who will be a positive hero and who will be a negative one?
- Let's plant dragonflies with the qualities that will be inherent in a Dragonfly on the branches of a tree, and under the tree we will build an anthill using the qualities that are characteristic of an Ant.
Words appear on the tree about the dragonfly: beautiful, carefree, cheerful, etc., about the ant: hard worker.
-Let's check our predictions and listen to the text of the fable, which will be performed by the artist I. Ilyinsky
V. Primary perception of the text. 1. Listening to an audio recording of a fable.
2. Conversation
- Did you like the fable?
- What is she talking about? Who did you like?
- Did our assumptions coincide? (Not all)
Physical education minute In the morning, the dragonfly woke up, stretched, smiled (stretching, smiling), Once - it washed itself with dew (imitate washing), Two - it gracefully circled (circling), Three - it bent down and sat down, four - it flew, It stopped at the river, and circled over the water. 3. Reading fables by students.
Now you will read a fable, let's prepare for reading.
Jump-gu-nya about-cor-miO-look-about-grey
It's suddenly come together, it's dead, there's a need for something else... What word is the odd one out in the first column?
-Which word is missing in the second column?
- Which word answers the question Who?, What?
- The first column reads..., from bottom to top reads....VI. Analysis of a literary work
1. Choral reading “Earth-Sky”.
Work on the lexical meaning of words. (If you analyze the fable very carefully, focusing on each word, you can understand any work, despite the huge number of incomprehensible words and expressions.)
Working with illustrations.
Put the illustrations in the correct order. Voice each of them. Choose how you want to work individually, in pairs, in a group.
Reading in a chain, in pairs.
Selective reading.
- Read how the Dragonfly is shown at the beginning. What did she do all summer?
- Read how well Dragonfly lived in the summer.
- What happened with the cold winter for Dragonfly?
- Why doesn't she sing?
- Compare the appearance of the Dragonfly in summer and autumn using the illustrations.
Who did Dragonfly go to for help? What request did she make to Ant? What did her words sound like?
What did Ant tell her? How should we understand Ant’s words: “Did you keep singing? This business. So come and dance!”
6. Reading the fable by role. (Draw the attention of children to the fact that the speech of the Dragonfly sounds pitiful, pleading. The speech of the Ant is confident, instructive). - How many characters are there in the fable?
Questions about the content of the fable, its allegorical, instructive nature.
- Why was Dragonfly left homeless? Maybe something bad happened to her? (She didn’t take care of housing in the summer: she sang, lost, danced all the time, as the author says)
-Has the need and hunger come for the Ant? Why?
Physical Minute One day an ant was carrying two blades of grass for doors (8 claps) In a clearing under a bush, an ant is building a house (tilts left - right) As soon as the snow starts to fall, a dragonfly hurries towards it (turns left - right) You, Kuma, don’t rush, but let’s get down to business , take it. (squats)
8. Characteristics of characters (Work in pairs).
- Let's characterize the characters of the fable - Do you feel sorry for Dragonfly or not? Explain your answer.
- What would you do if you were Ant? Why?
- What did I.A. Krylov want to tell us with his fable? (You need to not only have fun, but also work. He who doesn’t work doesn’t eat.) - What words contain the main idea of the fable? Read them. How do you understand them?
- Using the example of the Dragonfly and the Ant, whose actions are depicted in the fable? (In fact, using the example of insects, the author wanted to express the essence of people’s actions. People sometimes act as thoughtlessly as the Dragonfly in this fable. The Dragonfly is a lover of an easy life, entertainment, not thinking about the future, living for today) - We know that fables were not written for the sake of dragonflies and ants. Ivan Andreevich Krylov in his fables gave us advice on how to live. He wanted people who read his fables, and therefore you and me, to become smarter, kinder and better.
- What does this fable teach us? (condemns carelessness, unwillingness to think about tomorrow, frivolity, boastfulness)
- Does this happen in life? Give examples.
IX. Consolidation of the studied material.
Selection of proverbs for the fable. Work in groups. - Collect proverbs.
- What proverbs express the main idea of the fable?
If you hurry, you will make people laugh.
Try it on seven times, cut it once.
Time for business is time for fun.
The day until the evening is boring if there is nothing to do.
You'll spend the summer, but in the winter you'll run away with your bag.
He who has fun in summer cries in winter.
Lesson summary:
- Were we able to answer the main question of the lesson?
- What vices does Krylov condemn in the fable “The Dragonfly and the Ant?” (laziness, frivolity)
- Was the lesson useful for you? How?
-Is it necessary to study fables?
- What did the fable teach you?
17.Method of reading fables
The fable is one of the forms of the epic genre (according to L.I. Timofeev), or a type of epic poetry (according to G.L. Abramovich) appeared long before our era (Aesop, Phaedrus). In Russia, the fable reached its greatest perfection in the work of I. A. Krylov.
Fables that contain common wisdom and condemn the vices of people have been selected for reading in primary school classes.
Attention to the fable in school is due to a number of its advantages.
a) The fable contains great possibilities for moral education students. Each fable is an aptly drawn scene from life, on the example of which the writer teaches folk wisdom, simply and vividly talking about various vices of people. The positive orientation of this or that condemnation is always present in the fable and with properly organized class work is well understood by schoolchildren (what does the fable condemn? What does it teach?).
b) Laconism, picturesqueness and expressiveness of descriptions, accuracy and vernacular language give extremely much to the development of students’ thinking and speech. The size of a fable usually does not exceed 20-30 lines, but in terms of content it is a play with its own plot, climax and denouement. For students, a fable is a wonderful example of an extremely brief in form and succinct in content description of a case. Figurative expressions from fables, which over time became proverbs, attract equally both the depth of the thought contained in them and the brightness of its expression in words. It is no coincidence that figurative expressions from fables are widely used in people’s speech practice for various occasions in life.
The methodology for working on a fable in school is determined by its specificity as a type of work of art. In literary criticism, a fable is defined as an allegorical story of a moralizing nature. Thus, such essential features of a fable are highlighted as the presence of morality (moral teaching) and allegory (allegory). In fables, the characters are often animals, but this feature is not obligatory (people can also be characters in a fable). Also, a poetic form is not necessary for a fable (for example, L.N. Tolstoy’s fables are written in prose).
One of the central issues in the analysis of fables in grades I-III is related to the disclosure of morality and allegory. When to work on the moral of a fable: before a special analysis of its specific content or after?
In the methodology (E. A. Adamovich, N. P. Kononykin, N. A. Shcherbakova, N. A. Shchepetova, V. I. Yakovleva, etc.), the approach has become traditional, according to which work on the text of the fable begins with revealing it specific content. This is followed by clarification of the allegorical meaning (who is meant by the characters in the fable) and, finally, morality is considered.
N.P. Kononykin and N.A. Shcherbakova recommend not reading the moral of the fable until the students understand the content of a specific part of the fable, until the children understand the characteristics of the characters, have not transferred “the characteristic features of the animals depicted in the fables into the real human environment "1.
A different way of working on the fable was described by L. V. Zankov. According to L.V. Zankov, it is more advisable to immediately after reading the fable, without any preliminary conversation, ask students the question: “What is the main idea of the fable?” Without resorting to analysis of the text of the fable, students express themselves regarding its main idea, after which they are asked a second question: “What is the moral of the fable?” “Even after,” writes L. V. Zankov, “the moral is understood, the children themselves read the fable. Then there is a brief analysis of speech patterns.
Both become meaningful precisely after schoolchildren understand the moral of the fable. Now they can actually figure out individual parts of the fable on their own.
So, in the considered approach of L.V. Zankov, the analysis of the fable comes from main idea to morality and to specific content. In all likelihood, we have no right to completely deny the possibility of such an approach. Much depends on what the main idea and moral of the fable are (it is possible that they are simple and accessible to younger students after the first reading). However, as research by psychologists and methodologists, as well as school experience, shows, students primary classes in your perception work of art go through two stages: direct perception (emotional-figurative) and indirect (generalized-evaluative, associated with the disclosure of subtext, with understanding of the idea). In this regard, reading a fable is no exception. On the contrary, a fable, as a work characterized by a high degree of generalization contained in morality, requires a clear perception of concrete figurative content. From a correct understanding of the specific content and motives of behavior of the characters in the fable, students move on to highlighting its main idea. The process of revealing the moral of a fable represents for students an abstraction of the most significant provisions that are contained in a specific part of the fable. The main idea is the conclusion from a specific part of the fable, and the moral is a generalized expression of the idea.
The essence of moral teaching is quite complex for third grade students, so when reading the fable for the first time, the teacher omits the moral. When analyzing a fable, the same techniques for working with text are used as when reading a story.
It is advisable to begin students’ work on the text by reading to themselves with the task of dividing the fable into three parts. Students divide the text into parts, justify the division and thereby clarify for themselves the composition of the fable and the development of the action.
So, work on a fable most often includes the following components: perception of specific content, disclosure of composition, characteristic features characters, motives for their behavior, revealing the allegory, clarifying the main idea of a specific part of the fable and analyzing morality.
If we take the sequence of work just indicated as a basis, then the lesson in which students read the fable will have the following structure:
I. Preparatory work
2) Quiz based on the fables you read.
3) A conversation about the habits of animals - the characters in the fable that is to be read.
II. Reading a fable by a teacher (or listening to a recording of a phonograph, or watching a film).
Emotional-evaluative conversation.
III. Analysis of the specific content of the fable.
1) Clarification of the structure and composition of the fable. (Reading, making a plan, etc.)
2) Finding out the motives of behavior of the characters, their characteristic features. (Selective reading, verbal and graphic drawing, answering questions.)
3) Establishing the main idea of the specific content of the fable.
IV. Revealing the allegory.
V. Analysis of that part of the fable that contains the moral.
VI. Analogy from life.
The success of working on a fable, as school experience convinces, is determined by a number of conditions. Firstly, in the process of analyzing a fable, it is important to help the student vividly imagine the development of the action and vividly perceive the images. Therefore, it is advisable to offer students verbal drawing, reading faces on final stage work, etc. It is necessary to develop in students attention to every detail of the situation in which the characters act, to every stroke of their appearance.
Clarification of their relationship to the characters gives a lot to students’ understanding of the idea of a fable. After the first reading of such fables as “The Dragonfly and the Ant,” “The Siskin and the Dove,” it is advisable to ask second-graders the question: “Which characters do you sympathize with and why?” The answer to such a question immediately confronts students with the need to delve into the motives of the behavior of the characters, that is, to begin analysis.
Thus, the comparison of specific images of the fable without losing the author’s originality of their disclosure (students constantly work with the text) leads to the disclosure of the allegory: the fable condemns carefree, carefree people who idly spend their time.
It is equally important to teach children to be very attentive to the author’s assessment. Sometimes this assessment is expressed in only one word, but it is equal to a whole phrase. For example, in the fable “The Siskin and the Dove” I. A. Krylov expressed his attitude towards the soulless, arrogant Dove with two words placed in the middle of the line: “And white!” This is how the author responded to the misfortune of the Dove: he got caught in a snare. And he sympathizes with Chizh’s misfortune. He feels sorry for poor Chizh; The author calls the trap that slammed Chizh a villain. “Why does the author treat Siskin and Dove so differently?”, “Why was the Dove punished?” - these are the questions by answering which students will understand the main idea of the fable (it also sounds like a moral teaching): “Don’t laugh at someone else’s misfortune, Dove.”
Fables by I.A. Krylov as a means of moral education
schoolchildren, in literature lessons
Most of the traditional elementary school curriculum uses
works of fabulist I.A. Krylova. His fables are distinguished by their strict form,
which is dictated by the traditions of poetry, are full of expressive
images of heroes and bright, emotional language that allows you to emphasize
characters created by the author.
These features open up wide possibilities in the use of fables
for various purposes, such as:
moral education of students;
speech development of schoolchildren;
development imaginative thinking;
the ability to penetrate into the hidden meaning inherent in the work by the author;
revealing the figurative meaning of fable images in the context of life
situations;
understanding the positive and negative characteristics of the characters in the fable;
the ability to compare the behavior of fable characters and reality.
Almost all works of I.A. Krylov carry moral teaching and
morality, which allows, first of all, to use them as a means
moral education of students. However, as practical experience shows,
When perceiving a work of art, schoolchildren go through two stages:
emotional figurative perception;
generalized evaluation.
In accordance with this, a fable, as a work with a high degree of
generality, requires a fairly clear perception of the specific
content. Only after correct understanding of the specific content and
motives for the characters’ behavior, students move on to highlighting the main idea.
The main idea is a conclusion from a specific part of the fable, and the moral is nothing
other than a generalized expression of an idea.
Based on the above, we can consider the fables used in
learning process in primary school in terms of highlighting their main idea and
revelation of morality.
For example, in the fable “Swan, Pike and Cancer” the main idea is
inconsistency in the joint actions of the heroes as the cause of failure. To this thought
already suggests a peculiar selection of heroes: bird, fish and cancer, which in itself
causes inconsistency. It is also important to describe the directions of the heroes’ actions.
(“The Swan rushes into the clouds, the crayfish moves back, and the Pike pulls into the water”),
accordingly, the moral of the fable is the reason for failure is the inability to agree on
friendly actions.
The language of the fable “Swan, Pike and Crayfish” is full of dialect words,
expressions, apt sayings and provides interesting material for enrichment
students' active vocabulary with new words and concepts. When explaining
Students can use the lexical meaning of words in various ways:
in some cases this may be the selection of a synonym or synonymous
expressions, in others - an appeal to the context, in others - an appeal to the composition
words, etc.
After independent reading students look at the drawing for the fable,
they say that it shows which lines from the fable can be matched to it.
Thanks to the visual representation of some words that are not entirely clear,
such as luggage, become accessible to children. After this, special attention
is devoted to working on the meaning of words and some expressions of the fable. To this fable
given interesting job on children's replacement of fable expressions with synonymous ones
(this work is carried out in the next lesson or at the stage of consolidating reading
fables). Third graders find synonymous expressions for such
phrases like “but the cart still doesn’t move” (the cart doesn’t move from its place), “made of leather
climb out" (trying very hard), explain the understanding of the expression "Yes, only cart and
now there” (the cart was never moved from its place). Explanation of the last expression
will be the basis for several questions - in terms of understanding the ideological side
fables: what prevented Swan, Pike and Cancer from carrying a cart with luggage?
Support your answer with lines from the fable. Why do you think Krylov,
when telling a story about the Swan, Pike and Cancer, he uses fables at the beginning
expression “When there is no agreement among comrades...”?
Students should understand that the moral of a fable is partly revealed by its allegory.
also because these lines (the first three) express the main idea
works. Here, by selecting synonymous expressions, students find out
lines “Their business will not go well” (it will not go well), “And it will not come out
it’s just torment” (they won’t do anything, they’ll just suffer) and at the request
teachers give obvious examples when several people will have a case
get along, argue.
Then the teacher sets a goal for the students: independently several times
read the fable and prepare for its expressive reading.
In order for children to be able to read the fable expressively, the teacher
invites them to conditionally divide it into parts:
moral of the fable (read as the writer’s advice to people);
exposition (three lines and a plot) telling about the beginning of the event
(read as if telling some story);
development of action (students use intonation to show that the actions of the heroes
useless, read the line slowly, with annoyance);
climax (highlight the words at which you need to raise your voice and
stop, Swan clouds, Crayfish back, Pike water);
interchange.
In the fable “The Dragonfly and the Ant,” the main idea is stated more easily for
schoolchildren (“The red summer sang, before we even had time to look back, winter was rolling in
eyes"). This is where the idea of responsible and prudent
attitude to any business and the folk wisdom is conventionally expressed “prepare the sleigh
in summer".
The meaning of another fable, “The Siskin and the Dove,” is emphasized by the author’s assessment
and it is important to give children the opportunity to grasp it. I.A. Krylov expresses to the owl
attitude towards the overly arrogant and indifferent Dove with words after
descriptions of catching the Dove in a snare (“And that’s it!”). To Chizh the author shows
sympathy and pity (“The siskin was slammed shut by the villainess trap”). When working on
with the text of this fable, the teacher does not need to first of all strive to reveal it
allegorical meaning, since children are attracted to it, first of all
picturesqueness of scenes, expressions, images. Therefore, work on the fable first
is conducted as if it were a story or fairy tale from the life of animals; students' attention
concentrates on the images of the characters Siskin and Dove.
After reading the fable “The Siskin and the Dove,” it is important to find out the characteristic
characteristics and actions of the heroes: “What happened to Chizh? What happened to
Dove?”, “How did Dove react to Chizh’s misfortune? How did he behave towards
Chizh? After assessing the characters’ behavior, children express their own and the author’s
attitude towards Siskin and Dove. Confirming your judgments with text,
third-graders note that already in the first line of the fable the author with sympathy
refers to Chizh’s misfortune: he calls the trap a villain, and Chizh a poor thing.
The final scene and the author’s assessment of the Dove’s behavior, in essence,
are the moral of the fable, which largely reveals it
allegory. Therefore, after clarifying the actions of the heroes and their assessment, it is revealed
The ideological meaning of the fable: a friend is known in trouble.
The next stage of working on a fable is expressive reading,
promoting deeper understanding and comprehension of what you read.
Having first read the fable to themselves, the students, under the guidance of the teacher,
identify the intonation of each logically complete part corresponding
semantic content. So, they say that the first line should be read
in normal intonation, as if talking about what was happening. Expressing your
sympathetic attitude towards Chizh (second line of the fable), the guys emphasize
that I.A. It was not by chance that Krylov used the words rushing and rushing. They are the ones
help to more clearly imagine Chizh’s hopeless situation. Determining intonation
words of the Dove, the guys report that they need to be read with a sense of boasting,
mockingly, and the assumption “If they wouldn’t trick me like that: I vouch for that
boldly” - self-confidently, because I.A. Krylov says that the Dove mocked
Chizhom. In the line “and look, I immediately got myself caught in a snare”, third graders
determine the stressed word themselves, emphasizing by raising their voices what exactly
It was the dove, and no one else, who got caught in the snare. Final words fables guys
read morally.
The fable “The Elephant and the Pug” requires a slightly different approach, since
here the idea is not revealed immediately, but after the inclusion of a third person in the action,
clarifying event. This person is the person accompanying the procession
A mongrel condemning Moska’s actions (“Neighbor, stop being ashamed, she’s a mongrel
says, should you bother with the Elephant? Look, you’re already wheezing, and he’s walking away
forward and doesn’t notice your barking at all”). Mutt encourages disclosure
unjustified (at first) actions of Moska and finding out the meaning of her idea (“completely
I can get into big bullies without a fight."
Fourth graders read the fable “The Elephant and the Pug” after a short
preliminary vocabulary work, which promotes deeper
insight into the meaning of the text. IV grade - a new stage in students’ work on
fable genre. Some of the lesson steps mentioned above may be omitted from
depending on the content and ideological meaning of the fable. So, when meeting children
with I. Krylov’s fable “Elephant and Moska”, students will learn about the fable as a
literary genre. With the help of the teacher, students remember what a fable is,
what fables they read, read the remembered fables by heart.
The meaning of the fables “The Monkey and the Glasses” and “The Mirror and the Monkey” is partly similar,
since the main character of both fables is a monkey and the choice of the hero
is not accidental, because the image of a monkey personifies the behavior of an unintelligent, stupid
a person who cannot use a useful thing without understanding it
meaning, declares the thing stupid.
Guided by these stages, we can consider the example of a fable
Krylov's "The Crow and the Fox" ways of practical implementation of the plan for structure
lesson using individual fragments as an example:
I. Preparatory work:
conversation about the habits of the fox and crow of the characters in the fable, which
to be read;
II. Teacher reading a fable or listening to a recording.
III. Conversation of an emotional assessment plan.
IV. Analysis based on the specific content of the fable:
a) clarification of the structure and composition of the fable:
Students divide the fable into three parts.
What moment do you consider the beginning of the described action? How is he
called? (Commencement)
At what point did the action reach its peak? Prove
after reading the text.
Read the ending of the action.
Prove that the Fox's flattery increased more and more, and the Crow's
more amenable to praise.
b) clarifying the motives of behavior of the characters, their characteristic features:
Why does the Fox praise the Crow so much?
How the author showed that the Crow is not really what she was described as
Fox?
What kind of Fox can you imagine?
What is the Crow like in this fable?
Why did the Fox manage to deceive the Crow? (The crow loved it when
praise)
c) establishing the main idea of the specific content of the fable:
What do you think I.A. wanted? Show Krylov with your fable?
Who does he condemn, what does he condemn?
VI. Analysis of the part of the fable that contains the moral.
How can one replace the words “flattery is vile” (unjustified praise
disgusting).
The words of the fable “But everything is not for the future, And in the heart a flatterer will always find
corner,” how can you say otherwise, what do these words mean?
Read the first four lines of the fable.
Compare our words and how the author conveyed his thoughts. Where is this thought
expressed more clearly and emotionally?
VII. Selecting an analogy from life.
Does this happen in life? Among your comrades?
If you meet people who undeservedly praise someone in order to
to benefit themselves, who might they remind you of from the characters in the fable?
The fable “The Crow and the Fox” is more complex in concept and artistically.
visual means. Therefore, to fully understand it, it is necessary
preparatory work, preliminary explanation of unfamiliar words and
obligatory reading of the fable by students to themselves.
Understanding keywords fables - flattery, flatterer, kingbird, prophetess,
croak, selecting a synonymous series of words for them will help students even deeper
reveal its subtext.
After the children have read the fable, they listen to it performed by masters
artistic expression or teacher.
You can then have students observe the language of the fable and
determine what mood it is imbued with, what words, and for what purpose
is chosen by the author to describe the Crow and the Fox. As a result of working on the text
students come to the conclusion that everything visual arts(epithets,
comparisons, significant use of verbs that define instantly
ongoing action, etc.), used by the author, are aimed at
reveal such vices as flattery and ambition. Laughing at Voronoi, I.A. Krylov
condemns existing human vices, shows how one can suffer because of
desire for honor and glory, because of the love of praise.
The rest of the lesson can be spent composing shots
filmstrip using the technique of oral verbal drawing. Students can
offer to draw 10 11 drawings corresponding to certain
lines of text, and sign them with words from the fable. This kind of work is best
Perform collectively, in groups: each group makes 3-4 drawings. On
In the next lesson, representatives of each group read the text expressively,
illustrating it with the necessary drawing. A jury of classmates evaluates the work
each group.
However, the success of working on a fable is determined by a number of conditions, one of which is
which is to awaken the student’s interest in the process of analyzing the fable,
attention to the development of action, details of the situation, the characters of the characters.
The student needs to vividly perceive the development of the action, vividly imagine
images of the work.
Therefore, it is very effective to use such an effective
methodical technique, like dramatization of a fable. This allows you to activate
children's attention and increase interest in the work. Dramatization itself
This is an activity during which what has been read is reproduced in persons with
using individual means of expression: facial expressions, gestures, actions. In stages
dramatization is full-fledged artistic analysis text, getting used to
role (image), the result of this work is presented in persons, which, of course,
provides a more complete artistic understanding of the work.
This methodological technique can also be considered using the example
fragment of a lesson on dramatizing the fable “The Crow and the Fox”,
Application:
and also in
Conversation on questions:
Where do you think this happened? (In the woods)
What did Crow do when she took out the cheese?
How did she climb the spruce? (perched)
Why didn't Crow eat the cheese right away? (yes, I thought about it)
What do you think Crow is thinking about?
How can this be shown?
Who saw her? (fox)
What exactly caught the Fox's attention?
How did the Fox behave? (The cheat approaches the tree on tiptoe)
How can you show this?
What did the Fox begin to say?
What did she say? (sweetly, barely breathing)
How can you say otherwise? (quietly, with fading)
Find the words of the Fox and try to read them.
Another fable, “The Cuckoo and the Rooster,” contains the idea of meaninglessness
evaluative actions, if they are performed only to praise each other
friend, not paying attention to the real side of the matter (“The cuckoo praises
Rooster, because he praises the Cuckoo"). This moral (expressed by the third
face - Sparrow: “All your music is bad”) and summarizes the main idea of the fable
What matters is not how you understand yourself, but how others evaluate you and coincides
Is this assessment with yours?
Fable
"The Cuckoo and the Rooster"
identical in concept to some
visual means and ideological orientation of the fable “The Crow and the Fox”
Therefore, work on it must be carried out in a comparative sense, giving
initiative for children's statements.
After reading the fable “The Cuckoo and the Rooster” on their own, students find
words in the text that contain the moral of the fable. At the same time, they explain what
The author condemns human vices in this work.
Then students are asked to make a comparative analysis of the fables “The Crow and
Fox" and "Cuckoo and Rooster", in particular, show what is common in the actions
Cuckoo, Rooster and Fox, i.e. how are they similar?
Particular attention must be paid to its linguistic analysis,
facilitating students’ penetration not only into the subtext of the work,
then to the writer’s creative laboratory:
Find the words and expressions used by the author to identify
characteristic features of the characters in the fable.
What words are used to show the increasing flattery of the heroes?
Are these words understood in the literal sense or do they have figurative implications?
meaning? How does the author achieve this?
Children note that a characteristic feature of the heroes of these fables is
insincerity, desire to please each other, excessive flattery. They see that
ridiculing these character traits, Krylov used such ordinary words as darling,
sock, voice, eyes, cute, beauty, gives a special ironic touch.
Uses words with diminutive suffixes in order to
show the flattery and servility of the heroes more clearly and clearly. Students also notice how
The falseness and flattery of the heroes gradually increases in the words.
Thus, the practical features of working with text in a reading lesson
are as follows:
hidden thought (the main idea of the fable);
morality as a generalized expression of an idea.
From this follow special steps for analyzing the text of the fable in the lesson.
readings:
1. perception of specific content;
2. disclosure of the composition, characteristic features of the characters,
motives for their behavior;
3. clarifying the main idea of a specific part of the fable;
4. disclosure of allegories;
5. moral analysis.
The above analysis and individual lesson fragments allow
talk about the breadth of application of fables in a reading lesson, i.e. not only how
moral means of education, but also how effective way development
thinking, speech and imagination of children of primary school age.
Subject: Laughing, we part with our shortcomings . Through the pages of fables by I.A. Krylov and Aesop
(lesson fragment)
Target : summarize children's knowledge about the works of I.A. Krylov and Aesop.
Tasks:
educational- learn to define a fable as a genre of literature according to characteristic features, find morality in a work; improve the ability to read expressively and consciously;
developing- develop creative abilities, speech, the ability to analyze, classify and generalize, draw conclusions;
nurturing- cultivate a positive attitude towards honest, noble, kind deeds;
health-saving - maintain the health of children through optimal educational work and active recreation; use of TSO and visual aids; creating a comfortable and trusting atmosphere in the classroom; providing psychological support to each student.
Lesson type- generalization.
Lesson form- lesson-presentation.
Technologydevelopmental education according to the L.V. system Zankova.
Equipment:computer, projector, multimedia, books with fables for the exhibition, drawings by students, portraits of fabulists.
Content.
I. Organizing time (music sounds)
II. Updating basic knowledge. WITH communication of the topic and purpose of the lesson
Look at the screen. What two groups can these works be divided into? (Fables and tales about animals)
Read the titles of the works that you classify as the first group, the second? What do these works have in common? What is the difference? Let's explore the fable.
"Cat, Rooster and Fox"
"A Crow and a fox"
"Wolf and Lamb"
"The wolf and the seven Young goats"
"The Lion and the Fox"
Literature has learned a new genre,
The features of the fables were recognized.
We read works together,
We heeded the lessons of the fabulists.
Today we will visit the wonderful world of fables Aesop and I.A. Krylova. But to get into it, you need to answer a number of questions.
III. Work on the topic of the lesson.
- What is a fable?
- A fable is a short entertaining story in verse or prose in which the characters are people, animals and various objects. A fable is a short work with moralizing content. The heroes of the fable evoke laughter, pity, and indignation.
- Who are called fabulists?
The creators of fables are called fabulists.
- Do you know fabulists?
D. Aesop, I.A. Krylov
-How did fables come about?
- Fables, like fairy tales, arose in ancient times. These works were passed on by word of mouth. The first author whose fables were written down was the ancient Greek fabulist Aesop, who lived in the 6th century BC. Legend says that Aesop, in his fables, told people so persistently about their vices that they were offended and threw him off a cliff.
Until now, allegorical speech is called Aesopian language. By reading fables, we learn to understand Aesop's language. Many of Aesop's fables became known to Russian readers thanks to Krylov's translations. He endowed them with Russian traits, put Russian folk speech into their mouths.
- What do fabulists condemn and ridicule?
- They make fun of stupidity, arrogance, rudeness, greed, cunning, stubbornness, hypocrisy. The authors speak about their heroes with a grin, with light humor or irony.
- What is irony?
- Irony is a subtle, hidden mockery.
- Fables use allegory. What it is?
- Allegory is “allegory”. Thus, in fables and fairy tales, cunning and flattery are allegorically shown in the image of a Fox, rudeness and greed in the image of a Wolf, stupidity and stubbornness in the image of a Donkey, hard work and diligence in the image of an Ant.
- Every fable contains a moral. What it is?
- The moral of a fable is a moral lesson expressed in a short form
- Well done! Last task. There are cards in front of you, tick the signs that are characteristic only of fables (individual work). Did you manage? Amazing. Place the cards on the edge of the table.
D. A characteristic feature of a fable is morality, the moralizing meaning of fables, whichconsists of several lines of fables, at the beginning or end of works.
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Heroes are often animals or plants, things, birds, fish |
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A large work |
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Can be written in prose or poetry |
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At the beginning or at the end, a moral conclusion is formulated |
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Replays |
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Literary devices: personification and Aesopian language (allegory) |
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Few descriptions |
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Human vices are ridiculed |
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Lots of dialogue |
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Interesting short entertaining story |
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Magic Helper |
Here we are in the wonderful land of fables. Here we will be in the roles of actors, writers, artists, researchers.
Before we go in, let’s remember the rules for working in groups:
Work together according to plan.
Know how to listen to others.
Respect the opinions of others.
If you don’t agree with the opinions of others, prove your point of view.
-Attention to the slide. Guys, I will show you interesting illustrations (plots) for I.A.’s fables. Krylova. Please note that among the illustrations there are also your works. The first group, looking at the illustration, says the name of the fable. Second group moral of this story. Third group - what does this fable teach?.Cards with the names of fables, with lines from the fables in front of you, they will help you. On the slides are illustrations for the fables “Swan, Pike and Cancer”, "Siskin and Dove", "Elephant and Moska", "Monkey and Glasses","Dragonfly and Ant", "Quartet".
Cards with lines from fables:
1.
When there is no agreement among comrades,
Things won't go well for them,
And nothing will come out of it, only torment.
2. Don’t laugh at someone else’s misfortune, little dove.
3.
And you, friends, no matter how you sit down,
You're still not fit to be musicians.
4.
Ay, Moska! know she's strong
What barks at the Elephant!
5.
No matter how useful a thing is, without knowing its price,
The ignoramus tends to tell everything about her for the worse;
And if the ignorant is more knowledgeable,
So he also drives her away.
6. Did you sing everything? This business:So, go and dance!
You guys see how many of Krylov’s fables you already know. How much interesting characters in them. I invite the heroes of the fable “The Crow and the Fox”
Group 1 was preparing a dramatization of the fable: “The Crow and the Fox.” But before you listen to our actors, I want you to pay attention to the expressiveness, the logical emphasis, the change in voice and mood when they read the fable. Identify and say in your own words the moral of the fable.
Who does the fox remind you of? (A flattering person)
And the crow? (A stupid, inattentive person)
What is the meaning of the fable? (You cannot succumb to flattery, it brings harm to a person.)
Group 2 “Wolf and Lamb”
Choose a line that expresses the moral of the entire fable. (“For the strong, the powerless are always to blame.”) How do you understand the meaning of this phrase?
Did the speakers manage to convey the characters’ personalities?
Now, with the help of syncwine, express your attitude towards the heroes of Krylov’s fables staged by you.
Which fable character would you like to be like? Why?
- Why did the fable genre emerge in literature?
Yes, this is an ingenious way, without causing direct offense to a person, to still tell him the truth in his face. A fable is a wonderful mirror in which all sorts of animals and strange things are reflected, presenting a spectacle that is both entertaining and instructive. And no matter what the animals do, we inevitably understand that we are talking about people, and at the same time we think: this fable is written about someone else. Therefore, no one could get angry at the fable.
- Why are fables called moral fables?
The fable teaches us to be hardworking, honest, fair, and teaches us morals.
- Do you agree that the fables of I.A. Krylov are outdated?
- Krylov’s fables have long been called a piggy bank folk wisdom. In our life we constantly come across popular expressions. There are still Crow, Wolf, Pig, Lamb, etc. among us. And if we take a closer look at ourselves, we will discover something from some of the animals bred in Krylov’s fables in ourselves. After all, there are no people without shortcomings, and now, as in the old days, intelligence coexists with stupidity, hard work with laziness, modesty with boasting, courage with cowardice, talent with mediocrity. Neither the hard-working Ant, nor the frivolous Dragonfly, nor the hypocritical Rooster and Cuckoo are a thing of the past.
The fable is still relevant today. You and I also tried ourselves as fabulists. Let us present to the listeners fables of our own composition.
- They formulated the moral themselves. Well done!
- Now we'll see if you can distinguish Krylov's fables from the fables of others fabulists.
Dynamic pause.
We got up. If you hear I.A. Krylov’s fable, then clap once above your head. howl. If the fable belongs to Aesop, sit down.Are the terms clear? Be careful!
1. I can get into such bullies without a fight at all.
(Krylov “Elephant and Moska”)
2. Who is to blame and who is right is not for us to judge;
Yes, but things are still there.(Krylov “Swan, Pike and Cancer”)
3. The pure field has died;
There are no more bright days,
Like under every leaf
Both the table and the house were ready.(Krylov “Dragonfly and Ant”)
4. The fox had never seen a lion in her life. And so, having met him by accident and seeing for the first time, she was so scared that she barely survived.(Aesop "The Fox and the Lion")
5. But it so happened that a little later the mouse actually thanked the lion,saving his life. (Aesop “The Lion and the Mouse”)
6. The monkey is here out of frustration and sadness
Oh stone, there were so many of them,
As soon as the splashes sparkled. (Krylov “The Monkey and the Glasses”)
7. I would hang myself from boredom
If only she was even a little like her.
(Krylov “Mirror and Monkey”)
8. The ant was thirsty; he went down to the source to drink, but fell into water. (Aesop "The Ant and the Dove")
9.
The siskin was slammed shut by the villain - a trap;
The poor thing was tossing and thrashing in it,
And the young Dove mocked him.
(Krylov “Siskin and Dove”)
U. Well done! And whoever was the most attentive will tell the lines from which fables I.A. Krylov have now been heard.
(“Elephant and Moska”, “Swan, Pike and Cancer”, “Dragonfly and Ant”, “Monkey and Glasses", "Mirror and Monkey", "Siskin and Dove")
What is the initial form?
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