Sergei Yesenin the blizzard has cleared up to read. Analysis of poetic landscapes
“The blizzard cleared up” Sergei Yesenin
The blizzard cleared up,
The fir trees bent over
To the ground. Out of fright
The shutters creaked.And snowflakes through the window
They fight like moths,
Tears melt and
It's pouring down the glass.Complain to someone
The wind is blowing towards something
And it rages fiercely:
No one heard.And a flock of snowflakes
Everyone is knocking on the window
And melting tears
It flows across the glass.
Analysis of Yesenin’s poem “The Blizzard Has Cleared”
The work, included in modern school textbooks, was published on the pages of children's magazines. Researchers indicate different dates for the publication of periodicals: 1914 or 1918. The issue of authorship has not been fully resolved. The poem was signed with the pseudonym “Sergei Molot,” and some literary scholars are inclined to believe that another poet, Platon Stezhkin, was hiding under the fictitious name.
The first line of the opening clearly defines the main theme of the work. The lyrical hero describes the picture of winter weather that he observes from the window. The attention of the subject of speech is attracted by a strong wind: under the pressure of snow whirlwinds “to the ground”, trees bend and shutters creak. All natural images of the initial quatrain are personified. Starting with the everyday formula “bad weather has cleared up,” where the artistic device exists in an erased form, the author endows window shutters with the ability to experience fear of gusts of wind.
The central image of the second quatrain is snowflakes. At first they become like moths. Working on the trope, the poet relies on the behavior of insects. The trajectory of the white flakes is reminiscent of the dance of moths near a night lamp: under the influence of the wind, ice crystals also swirl and hit the glass. Having turned into drops of water, snowflakes receive a new name - “tears”. In this case, the property of fluidity, expressed by the verb “to pour,” turns out to be important.
In the third quatrain, the lyrical “I” returns to the image of the wind. If in the beginning the reader was presented only with the consequences of the “work” of the blizzard, then in this fragment the wind becomes the central element of the artistic space. He, too, is personified, first acquiring the ability to complain, and then to become angry, to rage “fiercely.” The true reasons for the anger of nature are incomprehensible to man: the latter is faced only with the result - the rampant nature of the elements, but can only guess about the hidden motives that led to it. The feeling of alienation of the subject of speech from the external process is conveyed with the help of indefinite pronouns.
The motive complex of the final episode repeats the content of the second quatrain. By resorting to a refrain, the author focuses on the duration of the weather phenomenon, leaving its ending outside the scope of the lyrical plot.
The theme of winter weather unites the analyzed text with the work “”, however, the figurative content of the latter seems to be more diverse and multifaceted.
Municipal budgetary educational institution
Williams Secondary School No. 3
Rostov region, Kagalnitsky district, st. Kirovskaya
Lesson summary on literary reading in grade 3 of the educational complex “Planet of Knowledge” S. Yesenin “The blizzard cleared up...”
Educational complex "Planet of Knowledge"
Karpenko Alina Vasilievna
2016-2017 academic year
Item: literary reading
Class: 3-a
Subject: S. Yesenin “The blizzard cleared up...”
Target: Introduce children to Sergei Yesenin’s work “The Blizzard Has Cleared...” from the section “Winter was waiting, nature was waiting...”
Tasks:
Educational:
To introduce S. Yesenin’s childhood, with his work “The Blizzard Has Cleared...” from the section “Winter was waiting, nature was waiting...”.
Give the concept of “personification”.
Educational:
Develop the ability to read a work carefully and expressively. Form a creative attitude to solving assigned problems.
Educators:
To cultivate patriotism, the desire to understand, appreciate and cherish the beauty of Russian nature, to respect the culture of one’s people.
Goals:
Subject:
Mastering the concept of “personification”, teaching how to read a work expressively and carefully.
Metasubject:
Cognitive: teach to read expressively and understand text; determine the topic of the text; search for and highlight the necessary information contained in the text and record it; enrich vocabulary students; to form cognitive interests; improvement of all types of speech activity.
Regulatory: develop the ability to independently identify and formulate the purpose of the entire lesson and a separate task; complete tasks using existing knowledge about natural phenomena; ability to compare, analyze, generalize; check and correct work.
Communicative: develop the ability to work collectively, in pairs; be able to make decisions and implement them; speak in accordance with the norms of the Russian language
Personal: develop a positive attitude towards literary reading lessons; attentive attitude to the beauty of the surrounding world, respect for the culture of one’s people, the formation of self-esteem based on criteria for the success of educational activities.
Lesson type: learning new material
Lesson form: lesson - travel
Elements of modern educational technologies:
Health saving (physical exercise, change of activities);
personality-oriented (individual tasks during work);
information and communication technology (presentation)
problem-based learning (partially search-based).
Software: a set of teaching aids of the educational complex “Planet of Knowledge”.
Equipment:
Children's drawings, cards for independent work, presentation
Planned result:
Children must learn the concept of “personification” and be able to give examples of personifications from a work of art.
Children should learn to compare different works of art using experience gained in music and art lessons.
- Children must learn to generalize their acquired knowledge about the blizzard.
- Children will have the opportunity in class to evaluate their knowledge, the knowledge of their
comrades, and also choose feasible homework.
Progress of the lesson.
Organizational moment.
The bell rang and fell silent -
The lesson begins.
Everyone stood up beautifully together,
They smiled and straightened up.
We greeted each other decently;
To study "excellently",
They sat down quietly at their table,
Let's start a conversation.
To understand what we are going to talk about today, let’s start the literary reading lesson with pure language.
One, one, one, we came to class today!
Oz, oz, oz, the frost was not scary for us!
La, la, la, the blizzard swept the paths,
Ra, ra, ra, the kids cleared away the snow.
What will the conversation be about?
Today we will take a fascinating journey into a fairy tale. What a fairy tale, guess for yourself!
The teacher asks a riddle:
It's getting colder every day,
The sun is getting weaker and weaker,
Snow is everywhere, like a fringe, -
This means that... (winter) has come to us
Our fabulous winter journey begins...
Updating knowledge.
the student reads the fairy tale “The Snow Rider”.)
… They say that when the first snow falls, the Snow Rider appears in the forests. He rides on a white horse through snow-covered ravines, through pine forests, through birch groves. Either there, behind the fir trees, or there, in a clearing, a snowy rider will flash, appear in front of people and rush silently further - along snow-covered ravines, through pine forests. No one knows why he appears in the forest and where he is going. A horse is rushing along the road...
Let's set off on the winter road.
The poem “Porosh” is read by a student
Let's listen to S. Yesenin's poem "Powder".
It was a pleasure to travel with this rider.
- Let's remember when the first snow fell this year and fabulously transformed the earth. (Children's stories).
Let's close our eyes. Let's whisper the word “Winter”.
What words and phrases came to mind? (Snow, blizzard, frost, snow slide, skates, skis...).
Do you agree that winter is a wonderful time of year? Today we will try to convince everyone present of this.
How can we do this in a reading lesson?
Today we are starting to study a new section on literary reading. Any journey is impossible without stops. Let's mark the first stop of our journey on the route sheet. Winter was waiting, nature was waiting... and read the epigraph to the section.
Now guess what works we will study in this section?
What kind of works could these be? (poems)
Who else do you think can show the beauty of winter in their works?
Second stop: art museum.
Many artists painted pictures about winter. Today I propose to meet one of them. This is a painting by I.E. Grabar “February Azure”
What do you see in the picture?
What colors does the artist use? (cold, but light and bright)
What mood did this picture evoke in you?
We also played the role of artists and tried to depict the first snow. This is the kind of work we got.
No fairy tale is complete without musical accompaniment. There is music in our fairy tale too.
Let's listen to the music while looking at the picture.
Did the music help you understand the artist’s mood? What is she like?
What pictures were painted in your imagination?
You listened to a piece of music and looked at the picture, could they convey the beauty of winter?
Can poems do this?
Which poems fit this picture?
Reading the poem “Birch” by a student
3. Physical education minute.
Do you like winter?
What do you like in winter?
White snowdrifts,
To ride day after day,
Fortress to do so.
What do you like in winter?
Dress warmly
In a warm fur coat
Warm up in the cold!
Meeting S. Yesenin.
Many poets have written about the beauty of Russian winter. The poet whose work we will read is no exception. Do you recognize him?
This name contains the word “esen”.
Autumn, ash, autumn color.
There is something in it from Russian songs -
Heavenly skies, quiet villages, birch tree shade
And the blue dawn.
There is something about spring in him too
Sadness, youth, purity...
They'll just say -
"Sergei Yesenin"
The whole of Russia has its own features...
We began to get acquainted with the work of S. Yesenin from 1st grade. Today we have already remembered his poems.
A poet of Rus', he even took the characteristic features of his appearance from its nature:
The enchanting blue of eyes - near bottomless lakes;
Russian fields have gold in their hair.
Handsome as Ivan Tsarevich.
Moreover, he is a simple country man, a dreamer, a gentle guy.
The next stop on our journey is the poet’s childhood.
1 student.
The village of Konstantinovo, the native village of Sergei Aleksandrovich Yesenin, freely spreads along the right high hilly bank of the Oka. This is a picture of extraordinary beauty. The view opens to the expanse of flooded meadows, copses running into the distance, and at the very horizon - the haze of the forests of Meshchera.
2 student.
Sergei Yesenin was born in Konstantinovo, Ryazan province on October 3, 1895. The surname Yesenin is Russian, indigenous, means “autumn, autumn,” these words are associated with fertility, with the gifts of the earth, with autumn holidays.
1 student.
S. Yesenin's parents - Alexander Nikitich and Tatyana Fedorovna - were peasants and did not live together. From the age of two, Sergei was raised by his wealthy maternal grandfather, who revered the church. He loved his grandson very much.
Student in the role of S. Yesenin.
Grandfather sang me old, drawn-out, mournful songs. On Saturdays and Sundays he taught me the Bible and the Holy Scriptures. And my grandmother told me fairy tales.
2 student.
The boy lived freely and carefree. His parents did not burden him with hard village work. Three more of his unmarried sons, Sergei’s uncles, lived in his grandfather’s house, and in their own way occupied the boy’s free time.
Student in the role of S. Yesenin.
My uncles were mischievous and desperate guys. At three and a half years old, they put me on a horse without a saddle and immediately started galloping. I remember that I went crazy and held my withers very tightly. Then I was taught to swim. Uncle Sasha took me into the boat, drove me away from the shore and threw me into the water like a puppy. I clumsily flapped my hands, choked, and he, pulling me out by the collar, scolded me in different words.
1 student.
It is not surprising that by the age of 7-8 Sergei was an excellent swimmer and even replaced his uncle’s hunting dog, swimming around the lakes after shot ducks.
He was very good at climbing trees. Among the boys he was always a horse breeder and a big fighter, he walked around with scratches and scars.
Student in the role of S. Yesenin.
Only my grandmother scolded me for my mischief, but my grandfather, on the contrary, egged me on to fights. Grandma loved me with all her might. On Saturdays they washed me, cut my nails, moistened my hair with oil, because not a single comb could take my curls. But the oil didn’t help much either. I always screamed obscenities when they combed my hair.
2 student.
This is how Sergei Yesenin’s childhood proceeded. He learned to read at the age of 5, and wrote poetry at the age of 7-8. He loved to recite by heart the poems of peasant poets - Nikitin, Koltsov, Nekrasov, for some reason they attracted him more, probably because they were imbued with love for the Motherland.
1 student.
Sergei grew up as a very smart and quick-witted boy. His creative imagination and ability to see native, close, beautiful things in any natural phenomenon were amazing.
Student in the role of S. Yesenin.
I often went with the boys to graze horses at night. I saw how, in calm weather, the moon is reflected in the water. And when the horses drank, it seemed to me that they were about to drink the moon, and I rejoiced when it floated away from their mouths along with the circles.
2 student.
After this, it is not surprising that Yesenin had the ability to see the unusual in the ordinary, for example: “Winter is singing and calling” or “And a blizzard is spreading across the yard like a silk carpet”, “Bewitched by the invisible, the forest is dozing under the fairy tale of a dream, like a white scarf, a pine tree is tied up.”
1 student.
Not only nature itself, but also the atmosphere in the family instilled creative imagination in Sergei. He sensitively captured the beauty in everything, even in the moment of reading prayers.
Student in the role of S. Yesenin.
I also want to say that my grandfather loved to ask riddles; by solving them, I learned to think, to develop imagination and thought. Now try to guess my grandfather’s riddles:
The blue tent covered the whole world (Sky)
What kind of grass does a blind man know? (Nettle)
Who has a hat without a head and a foot without a boot? (Mushroom)
2 student.
Seryozha grew up as a very kind boy. A stray dog, an old decrepit cat, and a frisky horse are equally dear to him - he loves and pities all of them, imagines what they think and feel. Imagines himself mentally in the role of a maple, aspen, talking to a birch.
A real Russian guy who loves his homeland, parents, Russian nature, who knows how to see its beauty deeper than any ordinary person.
Lesson topic message.
So we have reached the stop on our journey where we will get acquainted with S. Yesenin’s new poem about winter. And to understand what it is about, guess the riddle.
If the wind brought snow,
Freeze your nose
Don't tremble with fear
Just having a blast...(blizzard)
What are the synonyms for the word “blizzard”. (wind, blizzard, blizzard, blizzard)
-Why is a blizzard dangerous? (She is over the houses, howling, playing, Blowing away pieces of snow from the roofs of houses, It is very dangerous to go outside, The blizzard howls there fiercely and passionately.)
Is it possible to write beautifully about a blizzard?
Find in textbooks a work about a blizzard written by Sergei Yesenin.
Vocabulary work.
How do you understand the following words?
It's gone wild, it's gradually increasing
Rages - manifests itself with extraordinary force
Fiercely evil, cruel
Flows, flows, flows, spreads
Butterfly moths
Primary perception of the text of the poem.
(Reading of the work by the teacher - Yesenin’s poem “The Blizzard Has Cleared.”)
How did you feel when you listened to this poem?
Did the poet manage to paint a winter picture with words?
Read Yesenin’s poem “The Blizzard Has Cleared” to yourself. Don’t forget to take small pauses at the end of poetic lines, think about the pace of reading, changes in the strength of your voice. Mark the words you don't understand.
Which lines did you especially like?
Choral reading.
8. Analysis of the poem
- What is the theme of this poem? (The blizzard cleared up)
What are snowflakes compared to (a figurative expression in which one object is compared to another)? (With moths)
Which metaphors(hidden figurative comparison) help you feel that snowflakes are alive? (And melting tears flow down the glass)
Why is the wind raging fiercely? (No one heard his complaint)
What image appears in your mind when reading this poem, i.e. what picture appears before your eyes? (Perhaps this is a blizzard in human form and snowflakes are hitting the glass, crying)
What is the meaning, i.e. the idea behind this poem? (During a blizzard, everyone feels bad: fir trees, shutters, and even the wind and snowflakes)
Getting to know personification
Look at what words in Yesenin’s poem as if revived the word “snowflakes” (“snowflakes fight like moths”). This happened because the word “snowflakes” was surrounded by other words that seemed to bring them to life. Words can warm, repel each other, illuminate one another. And the reader has different feelings, thoughts and memories. Therefore, it doesn’t matter which words are nearby.
Today we remember one more thing means of expression: personification. We worked with Ozhegov’s dictionary.....
What is "personification"? (Reading in a book)
Teacher's summary:
Such an image of inanimate objects, in which they acquire the properties of living beings - they can speak, think, feel - is called personification.
We make the next stop - work in pairs.
8. Independent work
Think about how the poet “revitalized” snowflakes, wind, and shutters in this poem. Let's find personifications in the quatrains.
Write your answers on cards and get ready to read.
Card 1
Find lines from the poem by S.A. Yesenin, in which he brought snowflakes to life.
Write down these lines.
Card 2
Find the lines from S. A Yesenin’s poem in which he brought the wind to life.
Write down these lines.
Card 3
Find lines from the poem by S.A. Yesenin, in which he revived the shutters.
Write down these lines.
Read the answer, put +
Score - a snowflake for the correct answer.
Fizminutka
We'll clap our hands
Together is more fun
Our feet knocked
It's more fun together.
Let's hit you on the knees
Hush, hush, hush
Our hands rise up
Higher, higher, higher.
Our hands are spinning
Sank lower
Spun around, spun around
And they stopped.
Expressive reading of a poem
Our next stop is workbook work.
Ex. 1 in the notebook – preparation for expressive reading. At what pace is the poem read? How strong should the voice be?
Reading in pairs.
Expressive reading of a poem (2-3 students)
Relaxation.
Did Yesenin manage to use words to describe the mood during the blizzard? What helped him with this? What is personification? Personification is the main means of expressiveness that Yesenin uses in his poems.
Like a sorcerer, he turned the dawn into a kitten, sweet hands into swans, the bright moon into a foal. He taught forests, grasses, groves to speak in splashes of light. And their voices merged
Sergei Yesenin's poems are so melodic that many of them have been written into songs and romances.
I suggest you listen to a song written on the poem “The Blizzard Has Cleared”
(Listening to a song)
Lesson summary.
Our journey ends.
Were we able to find answers to the questions we asked at the beginning of the lesson?
Let's remember them.
Is winter a beautiful time of year?
Is it possible to show beauty through works of art?
What conclusion can we draw?
S. Yesenin managed to do this.
Assessment. Reflection.
What did we do in class for this? (Smileys – UUD)
I found out, was surprised, repeated, learned, remembered.
Let's create the beauty of winter with snowflakes.
There are snowflakes on your desks: big - I liked the lesson and I worked well, I remembered everything; medium – I liked the lesson, but I didn’t manage to remember everything, small – I liked the lesson or not, but you need to make an effort to remember everything.
14. Optional homework:
Page 4 by heart, ex. 3 page 4 in notebook
Page 4 by heart, ex. 2 page 3 in notebook
Page 4, by heart, drawing for the poem.
The lesson is over! Thanks everyone!
Municipal budgetary educational institution
secondary school with. Chernava
Izmalkovsky municipal district of Lipetsk region
Lesson
literary reading
3rd grade
Educational complex "Planet of Knowledge"
First category teacher:
2013-2014 academic year
Item: literary reading
Class: 3
Teacher: Stepanenkova Natalya Nikolaevna
Subject: S. Yesenin “The blizzard cleared up...”
Target: Introduce children to Sergei Yesenin’s work “The Blizzard Has Cleared...” from the section “Winter was waiting, nature was waiting...”
Tasks:
Educational:
To introduce S. Yesenin to his childhood, with his work “The Blizzard Has Cleared...” from the section “Winter was waiting, nature was waiting...”.
Give the concept of “personification”.
Educational:
Develop the ability to read a work carefully and expressively. Form a creative attitude to solving assigned problems.
Educators:
To cultivate patriotism, the desire to understand, appreciate and cherish the beauty of Russian nature, to respect the culture of one’s people.
Goals:
Subject:
Mastering the concept of “personification”, teaching how to read a work expressively and carefully.
Metasubject:
P educational: teach to read expressively and understand text; determine the topic of the text; search and highlight the necessary information contained in the text, record it;enrich students' vocabulary; form cognitive interests; improvement of all types of speech activity.
R regulatory: develop the ability to independently identify and formulate the purpose of the entire lesson and a separate task; complete tasks using existing knowledge about natural phenomena; ability to compare, analyze, generalize;check and correct work.
TO communicative: develop the ability to work collectively, in pairs;be able to make decisions and implement them; speak in accordance with the norms of the Russian language
L personal: develop a positive attitude towards literary reading lessons; attentive attitude to the beauty of the surrounding world, respect for the culture of one’s people, the formation of self-esteem based on criteria for the success of educational activities.
Lesson type: learning new material
Lesson form: lesson - travel
Elements of modern educational technologies:
health-saving (physical training, change of activities);
personality-oriented (individual tasks during work);
information and communication technology (presentation)
problem-based learning (partially search-based).
Software: a set of teaching aids of the educational complex “Planet of Knowledge”.
Equipment:
Children's drawings, cards for independent work, presentation
Planned result:
Children must learn the concept of “personification” and be able to give examples of personifications from a work of art.
Children should learn to compare different works of art using experience gained in music and art lessons.
Children must learn to generalize their acquired knowledge about the blizzard.
During the lesson, children will have the opportunity to evaluate their knowledge, the knowledge of their friends, and also choose feasible homework.
Lesson steps
Teacher activities
Student activities
Types of work
Organizational moment
The long-awaited call was given -
The lesson begins.
Everyone stood up beautifully together,
They smiled and straightened up.
We greeted each other decently;
To study "excellently",
They sat down quietly at their table,
Let's start a conversation.
To understand what we are going to talk about today, let’s start the literary reading lesson with pure language.
Slide 2
One, one, one, we came to class today!
Oz, oz, oz, the frost was not scary for us!
La, la, la, the blizzard swept the paths,
Ra, ra, ra, the kids cleared away the snow.
What will the conversation be about?
Today we will take a fascinating journey into a fairy tale. What a fairy tale, guess for yourself!
The teacher asks a riddle:
It's getting colder every day,
The sun is getting weaker and weaker,
Snow is everywhere, like a fringe, -
So, she came to us...
Our fabulous winter journey begins...
Children read the story to themselves, then out loud.
About winter.
Winter.
Emotional mood
Updating knowledge
Slide 3
(student reads the fairy tale “The Snow Rider”)
Let's set off on the winter road.
Slide 4
Let's listen to S. Yesenin's poem "Powder".
It was a pleasure to travel with this rider.
Let's remember when the first snow fell this year and fabulously transformed the earth.
Let's close our eyes. Let's whisper the word “Winter”.
Slide 5
What words and phrases came to mind?
Do you agree that winter is a wonderful time of year? Today we will try to convince everyone present of this.
How can we do this in a reading lesson?
Today we are starting to study a new section on literary reading. Any journey is impossible without stops. Let's mark the first stop of our journey on the route sheet. Winter was waiting, nature was waiting... and read the epigraph to the section.
Now guess what works we will study in this section?
What kind of works could these be?
Who else do you think can show the beauty of winter in their works?
Second stop: art museum.
Slide 6
Many artists painted pictures about winter. Today I propose to meet one of them. This is a painting by I.E. Grabar “February Azure”
What do you see in the picture?
What colors does the artist use?
What mood did this picture evoke in you?
We also played the role of artists and tried to depict the first snow. This is the kind of work we got.
No fairy tale is complete without musical accompaniment. There is music in our fairy tale story too.
Let's listen to the music while looking at the picture.
Did the music help you understand the artist’s mood? What is she like?
What pictures were painted in your imagination?
Have you listened to a piece of music and looked at the picture, were they able to convey the beauty of winter?
Can poems do this?
Which poems fit this picture?
Slide 7
… They say that when the first snow falls, the Snow Rider appears in the forests. He rides on a white horse through snow-covered ravines, through pine forests, through birch groves. Either there, behind the fir trees, or there, in a clearing, a snowy rider will flash, appear in front of people and rush silently further - along snow-covered ravines, through pine forests. No one knows why he appears in the forest and where he is going. A horse is rushing along the road...
The poem “Porosh” is read by a student
(Children's stories).
(Snow, blizzard, frost, snow slide, skates, skis...).
(poems)
(cold, but light and bright)
Reading the poem “Birch” by a student
Front work
Comparison
Physical education minute
Slide 8
Do you like winter?
Teacher:
What do you like in winter?
Children:
White snowdrifts,
To ride day after day,
Fortress to do so.
Teacher:
What do you like in winter?
Children:
Dress warmly
In a warm fur coat
Warm up in the cold!
Children perform movements answering teacher questions
Meeting S. Yesenin
Many poets have written about the beauty of Russian winter.The poet whose work we will read is no exception. Do you recognize him?
This name contains the word “esen”.
Autumn, ash, autumn color.
There is something in it from Russian songs -
Heavenly skies, quiet villages, birch tree shade
And the blue dawn.
There is something about spring in him too
Sadness, youth, purity...
They will only say -
"Sergei Yesenin"
The whole of Russia has its own features...
Slide 9
We began to get acquainted with the work of S. Yesenin from 1st grade. Today we have already remembered his poems.
A poet of Rus', he even took the characteristic features of his appearance from its nature:
The enchanting blue of eyes - near bottomless lakes;
Russian fields have gold in their hair.
Handsome as Ivan Tsarevich.
Moreover, he is a simple country man, a dreamer, a gentle guy.
The next stop on our journey isThe poet's childhood.
A real Russian guy who loves his homeland, parents, Russian nature, who knows how to see its beauty deeper than any ordinary person.
Performances by pre-prepared children.
1 student.
Slide 10
The village of Konstantinovo, the native village of Sergei Aleksandrovich Yesenin, freely spreads along the right high hilly bank of the Oka. This is a picture of extraordinary beauty. The view opens to the expanse of flooded meadows, copses running into the distance, and at the very horizon - the haze of the forests of Meshchera.
2 student.
Sergei Yesenin was born in the village of Konstantinovo, Ryazan province, on October 3, 1895. The surname Yesenin is Russian, indigenous, and means “autumn, autumn,” these words are associated with fertility, with the gifts of the earth, with autumn holidays.
Slide 11
1 student.
S. Yesenin's parents - Alexander Nikitich and Tatyana Fedorovna - were peasants and did not live together. From the age of two, Sergei was raised by his wealthy maternal grandfather, who revered the church. He loved his grandson very much.
Slide 12
Student in the role of S. Yesenin.
Grandfather sang me old, drawn-out, mournful songs. On Saturdays and Sundays he taught me the Bible and the Holy Scriptures. And my grandmother told me fairy tales.
2 student.
The boy lived freely and carefree. His parents did not burden him with hard village work. Three more of his unmarried sons, Sergei’s uncles, lived in his grandfather’s house, and in their own way occupied the boy’s free time.
Student in the role of S. Yesenin.
My uncles were mischievous and desperate guys. At three and a half years old, they put me on a horse without a saddle and immediately started galloping. I remember that I went crazy and held my withers very tightly. Then I was taught to swim. Uncle Sasha took me into the boat, drove me away from the shore and threw me into the water like a puppy. I clumsily flapped my hands, choked, and he, pulling me out by the collar, scolded me in different words.
1 student.
It is not surprising that by the age of 7-8 Sergei was an excellent swimmer and even replaced his uncle’s hunting dog, swimming around the lakes after shot ducks.
He was very good at climbing trees. Among the boys he was always a horse breeder and a big fighter, he walked around with scratches and scars.
Student in the role of S. Yesenin.
Only my grandmother scolded me for my mischief, but my grandfather, on the contrary, egged me on to fights. Grandma loved me with all her might. On Saturdays they washed me, cut my nails, moistened my hair with oil, because not a single comb could take my curls. But the oil didn’t help much either. I always screamed obscenities when they combed my hair.
2 student.
This is how Sergei Yesenin’s childhood proceeded. He learned to read at the age of 5, and wrote poetry at the age of 7-8. He loved to recite by heart the poems of peasant poets - Nikitin, Koltsov, Nekrasov, for some reason they attracted him more, probably because they were imbued with love for the Motherland.
1 student.
Sergei grew up as a very smart and quick-witted boy. His creative imagination and ability to see native, close, beautiful things in any natural phenomenon were amazing.
Student in the role of S. Yesenin.
I often went with the boys to graze horses at night. I saw how, in calm weather, the moon is reflected in the water. And when the horses drank, it seemed to me that they were about to drink the moon, and I rejoiced when it floated away from their mouths along with the circles.
2 student.
After this, it is not surprising that Yesenin had the ability to see the unusual in the ordinary, for example: “Winter is singing and calling” or “And a blizzard is spreading across the yard like a silk carpet”, “Bewitched by the invisible, the forest is dozing under the fairy tale of a dream, like a white scarf, a pine tree is tied up.”
1 student.
Not only nature itself, but also the atmosphere in the family instilled creative imagination in Sergei. He sensitively captured the beauty in everything, even in the moment of reading prayers.
Student in the role of S. Yesenin.
I also want to say that my grandfather loved to ask riddles; by solving them, I learned to think, to develop imagination and thought. Now try to guess my grandfather’s riddles:
The blue tent covered the whole world (Sky)
What kind of grass does a blind man know? (Nettle)
Who has a hat without a head and a foot without a boot? (Mushroom)
2 student.
Seryozha grew up as a very kind boy. A stray dog, an old decrepit cat, and a frisky horse are equally dear to him - he loves and pities all of them, imagines what they think and feel. Imagines himself mentally in the role of a maple, aspen, talking to a birch.
Lesson topic message
So we have reached the stop on our journey where we will get acquainted with S. Yesenin’s new poem about winter. And to understand what it is about, guess the riddle.
If the wind brought snow,
Freeze your nose
Don't tremble with fear
Just having a blast )
Slide 13
What are the synonyms for the word “blizzard”.
Why is a blizzard dangerous? -Is it possible to write beautifully about a blizzard?
Find in textbooks a work about a blizzard written by Sergei Yesenin.
Blizzard
(wind, blizzard, blizzard, blizzard)
(She is over the houses, howling, playing, Blowing away pieces of snow from the roofs of houses, It is very dangerous to go outside, The blizzard howls there fiercely and passionately.)
Vocabulary work
Slide 14
Vocabulary work.
How do you understand the following words?
I'm having a blast -
Raging -
Fiercely -
Flows -
Moths -
dispersed, gradually increasing
manifests itself with extraordinary force
evil, cruel
pours, flows, spreads
butterflies
Primary perception of the text of the poem
Slide 15
(Reading of the work by the teacher - Yesenin’s poem “The Blizzard Has Cleared.”)
How did you feel when you listened to this poem?
Did the poet manage to paint a winter picture with words?
Read Yesenin’s poem “The Blizzard Has Cleared” to yourself. Don’t forget to take small pauses at the end of poetic lines, think about the pace of reading, changes in the strength of your voice. Mark the words you don't understand.
Which lines did you especially like?
Choral reading.
Analysis of the poem
What is the theme of this poem?
-What are they compared to? (a figurative expression in which one object is compared with another) withnezhinki ?
-What metaphors (hidden figurative comparison)help you feel that snowflakes are alive?
Why is the wind raging fiercely?
What image appears in your mind when reading this poem, i.e. what picture appears before your eyes?
What is the meaning, i.e. the idea behind this poem?
(The blizzard cleared up)
(With moths)
(And melting tears flow down the glass)
(No one heard his complaint)
(Perhaps this is a blizzard in human form and snowflakes are hitting the glass, crying)
(During a blizzard, everyone feels bad: fir trees, shutters, and even the wind and snowflakes)
Introduction to Personification
Look at what words in Yesenin’s poem seem to have revived the word “snowflakes”
This happened because the word “snowflakes” was surrounded by other words that seemed to bring them to life. Words can warm, repel each other, illuminate one another. And the reader has different feelings, thoughts and memories. Therefore, it doesn’t matter which words are nearby.
Today we remember another means of expression: personification. We worked with Ozhegov’s dictionary.....
What is "personification"?
Teacher's summary:
Slide 16
Such an image of inanimate objects, in which they acquire the properties of living beings - they can speak, think, feel - is called personification.
(“snowflakes fight like moths”).
(Reading in a book)
Independent work
Slide 17
We make the next stop - work in pairs.
Think about how the poet “revitalized” snowflakes, wind, and shutters in this poem. Let's find personifications in the quatrains.
Write your answers on cards and get ready to read.
Card 1
Find lines from the poem by S.A. Yesenin, in which he brought snowflakes to life.
Write down these lines.
Card 2
Find the lines from S. A Yesenin’s poem in which he brought the wind to life.
Write down these lines.
Card 3
Find lines from the poem by S.A. Yesenin, in which he revived the shutters.
Write down these lines.
Read the answer, put +
Score – a snowflake for the correct answer
Fizminutka
Slide 18
We'll clap our hands
Together is more fun
Our feet knocked
It's more fun together.
Let's hit you on the knees
Hush, hush, hush
Our hands rise up
Higher, higher, higher.
Our hands are spinning
Sank lower
Spun around, spun around
And they stopped.
Children perform movements while reading a poem
Our next stop is notebook work.
Ex. 1 in the notebook – preparation for expressive reading. At what pace is the poem read? How strong should the voice be?
Reading in pairs.
Expressive reading of a poem
Read by 2-3 students
Relaxation
Did Yesenin manage to use words to describe the mood during the blizzard? What helped him with this? What is personification? Personification is the main means of expressiveness that Yesenin uses in his poems.
It's like he's a sorcerer
Turned the dawn into a kitten,
Dear hands into swans,
The bright month is in the foal.
The forests taught me to speak,
Grasses, groves in splashes of light.
And their voices merged
Sergei Yesenin's poems are so melodic that many of them have been written into songs and romances.
I suggest you listen to a song written on the poem “The Blizzard Has Cleared”
Listen to the song “The Blizzard Has Cleared”
Slide 19
Lesson summary
Our journey ends.
Were we able to find answers to the questions we asked at the beginning of the lesson? Let's remember them.
Slide 20
Is winter a beautiful time of year?
Is it possible to show beauty through works of art?
What conclusion can we draw?
S. Yesenin managed to do this.
Assessment. Reflection.
Slide 21
What did we do in class for this? (Smileys – UUD)
I found out, was surprised, repeated, learned, remembered.
Let's create the beauty of winter with snowflakes.
There are snowflakes on your desks: big - I liked the lesson and I worked well, I remembered everything; medium – I liked the lesson, but I didn’t manage to remember everything, small – I liked the lesson or not, but you need to make an effort to remember everything.
Children's answers.
Raise up a snowflake
Homework
Page 4 by heart, ex. 3 page 4 in notebook
Page 4 by heart, ex. 2 page 3 in notebook
Page 4, by heart, drawing for the poem.
Slide 22
The lesson is over! Thanks everyone!
Recorded in diaries
3rd grade “Planet of Knowledge” Sergey Yesenin “The blizzard cleared up...” Akhmedova Marina Alekseevna primary school teacher MBOU Barvikhinskaya Secondary School
Emotional mood. In order for everyone to be in a good mood today, let’s start the literary reading lesson with pure language. One, one, one, we came to class today Oz, oz, oz, we were not afraid of the frost! La, la, la, the blizzard swept the paths, Ra, ra, ra, the children cleared away the snow
You listened to a piece of music and looked at the picture, how are they similar? -What do you see in the picture? -What colors does the artist use? -What mood did this picture evoke in you? -How did music help you understand the artist’s mood? -Can poems convey this mood? -What poems fit this picture? -
Sergei Yesenin The poet knew how to see beauty in everything that surrounded him. Poems themselves flowed from his soul. A poet of Rus', he even took the characteristic features of his appearance from its nature: The enchanting blue of his eyes - from bottomless lakes; Russian fields have gold in their hair. Handsome as Ivan Tsarevich.
Moreover, he is a simple country man, a dreamer, a gentle guy. He loved his mother and his homeland very much. It seems to me that for Yesenin there was nothing more important and dearer than the Motherland, without which he simply could not imagine himself.
LESSON TOPIC: If the wind brought snow, It froze your nose, Don’t tremble with fear, The blizzard cleared up - Name synonyms for the word “blizzard”. -Why is a blizzard dangerous?
Vocabulary work: Walking around - Raging - Fiercely - Flowing - Moths -
PERSONIFICATION “snowflakes fight like moths” Generalization and depiction of inanimate objects, in which they acquire the properties of living beings - they can speak, think, feel - is called personification.
Work in pairs. Think about how the poet “revitalized” snowflakes, wind, and shutters in this poem. Let's find personifications in the quatrains. Write your answers in your notebooks and get ready to read.
Cinquain (blizzard) is not an ordinary poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem. Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun. Line 2 – two adjectives. Line 3 – three verbs. Line 4 is a phrase that carries a certain meaning. Line 5 – summary, conclusion, one word, noun. -Read your syncwine.
Sources http:// www.vbratske.ru/i/bratsk_news/13370622767249.jpg http:// www.art-apple.ru/albums/vector-school/schoolbooks.jpg http://www.abc-ufa.ru /writable/_ uploaded/library.gif
