Slide 1
“I’m only interested in “nonsense,” only that which has no practical meaning.” Daniil Ivanovich KharmsSlide 2
(December 17 (30), 1905, St. Petersburg - February 2, 1942, Leningrad) - Russian writer and poet. (real name Yuvachev) Daniil Ivanovich Kharms
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Daniil Yuvachev was born into the family of Ivan Pavlovich Yuvachev and Nadezhda Ivanovna Yuvacheva (Kolubakina). He graduated from the “Peterschule” - a privileged German school in St. Petersburg, then studied at the 2nd Detskoselsky Unified Labor School, and from 1924 - at the First Leningrad Electrical Technical School. The pseudonym Kharms Daniil came up with himself precisely in school years, raising it both to the French “charme” - “charm, charm”, and to the English “harm” - “harm”.
Slide 4
In 1924-1926, Kharms began to participate in the literary life of Leningrad: he performed reading his own and other people’s poems in various halls, and joined the “DSO Order of Brainiacs.” In March 1926, he became a member of the Leningrad branch of the All-Russian Union of Poets. In 1926-1927, he organized several literary associations (“Left Flank”, “Academy of Left Classics”). In the fall of 1927, a group of writers led by Kharms received their final name - OBERIU ("Union of Real Art")
Slide 5
When the writer Daniil Kharms was little, he really loved listening to fairy tales. Both magical and funny. And when he grew up, he began to compose fairy tales himself, and such that it is impossible to read without laughing.
Slide 6
Daniil Kharms is one of the most famous Russian writers. Your grandparents also read his poems. And they read it with pleasure. Now scientists call Kharms a “classic of children’s literature,” his works are taught in schools and even cartoons are made based on the most famous fairy tales.
Slide 7
“What Daniil Kharms couldn’t do! He wrote poems, stories, plays, played the harmonium and horn, sang well, tap-danced superbly, drew, performed magic tricks, read his own and other people's poems from the stage, skillfully played billiards, and knew how to walk along the railing of the balcony on the top floor of the Leningrad House books, loved to invent games, knew how to portray a fly at the moment when it is thinking about where it should fly, knew how to write abstruse poems, philosophical treatises and comedic reprises for the circus... The cheerful geyser of inventions did not dry out.”
Today in class we will meet one of the authors of these magazines and read his work. This children's writer Daniil Kharms.
Short biography.
Daniil Ivanovich Yuvachev - this is his real name and surname - was born in St. Petersburg into the family of a nobleman. His mother ran a shelter for the poor. The future poet studied well and spoke fluent German and English. Was educated in this educational institution, where teaching was conducted in foreign languages.
HARMS - this is how he first signed a comic poem in 1922 (17 years old). And in English language and German In French this word means “charm”, “charm”. means "charm".
After school, he studied at the Electrical Technical College, and in the evenings he became an actor: he recited poetry expressively, sang, and played music. instruments, drew beautifully. He loved jokes, pranks, various good tricks, and tall tales. He composed various new words, counting rhymes, and nonsense poems. And these comic works were published in children's magazines of those years.
In a lesson on literary reading 2nd grade on the topic “Daniil Kharms. Game" students continue to work on game poems. The lesson is structured in accordance with the requirements of the Federal State Educational Standard, focused on the development of individual creativity students. . The main emphasis was on expanding students' knowledge about the work of Daniil Kharms and the features of his work in this lesson.
A mischievous, cheerful poem teaches you to perceive the world joyfully and vividly, awakening children's imagination.
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Lesson topic. Daniil Kharms. A game.
- Target: introduce the work of Daniil Kharms “The Game”
- continue to develop students’ reading skills and improve diction;
- develop their creative abilities;
- instill interest in literary creativity, reading children's literature.
Planned results:
- students must be able to predict the content of a work, consciously and voluntarily
construct messages in oral and written form, including research ones, listen to the interlocutor;
- distinguish a magazine from a book, find necessary information on a given topic.
Personal learning outcomes:
- (emotionality) formation of the ability to recognize and identify one’s emotions;
- (empathy) formation of the ability to recognize and identify the emotions of other people, sympathy, empathy;
Formation of interest in reading, need for reading;
Formation of a respectful attitude towards the preferences of other people, orientation in the moral content and meaning of one’s actions and the actions of other people.
Meta-subject learning outcomes:
Regulatory UUD:
Formation of the ability to independently formulate the topic and goals of the lesson
Plan ways to solve the problem;
Develop the ability to evaluate your work in class.
Cognitive UUD:
Formation of critical thinking;
Formation of the ability to extract information presented in different forms and build reasoning.
Communication UUD:
Develop the ability to express your thoughts orally, express and justify your point of view;
Mastering dialogic and monologue speech;
Formation of the ability to ask questions, in joint activities negotiate, come to a common decision.
Subject results:
development of the level of reading competence, general speech development(reading aloud and silently, basic techniques of text analysis), use different types reading, the ability to consciously perceive and evaluate the content of the text, participate in discussion, give and justify a moral assessment of the actions of the characters.
Materials and equipment:
textbook, multimedia projector, cards with task texts, presentation about D. Kharms.Kind of activity
: productive, creative, problem-solving, practical work.Working methods: explanatory - illustrative, partially - search, verbal, visual, practical.
Teacher function : organizer of cooperation, consultant managing search work.
Pedagogical technologies:
- personality-oriented learning;
Explanatory and illustrative teaching;
Pedagogy of cooperation (educational dialogue, educational discussion);
Planned results:
Students will learn:
- Predict the content of the work;
- Plan work in the lesson;
- Come up with your own questions based on the content;
- Distinguish a magazine from a book;
- Find your way around the magazine;
- Find the information you need on a given topic.
Lesson steps | Teacher activities | Student activity |
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1.Organizational stage | The long-awaited call was given, The lesson begins! Smile, 2nd grade! We have a reading lesson. | Greets students and sets them up for work. | Greetings from the teachers. Check readiness for the lesson. |
2.Mobilizing stage. | "Musical surprise": Did you like “Musical Surprise”? What does he look like? | Game Moment Analysis | Students determine the type of future work |
3. Statement of the educational task. Introduction to the topic of the lesson. Speech warm-up. | What will we do in class? Open p.160 of the textbook. What kind of work are we seeing? Without reading, can we determine its theme? Why? What is it called? - Why do you think he was called that? | Organizes front-line work to systematize children's knowledge. Reliance on children's existing knowledge. | Children's answers. Determine the type of activity, type of work, its theme, determine by title main idea works |
4. Updating knowledge | Guess what kind of poem this is? Is it similar to other poems? (There will be similarities and differences) Well done! In class we work on the general and distinctive features of a poem-game. Before we start, let's define the criteria by which everyone will evaluate themselves during the lesson (children's options) All options are good, but let's focus on “adult” reading. | Organizes front-line work to systematize children’s knowledge | Children's answers. Determine the type of poem - playful, specify what features of such a poem will be worked on, determine the criteria for individual assessment |
5. Speech warm-up. | I met a bull hedgehog, And licked his side. And, having licked it, the bull Pricked my tongue | Students read with different intonation (1st row - fun, 2nd row - cunning, 3rd row - with surprise) |
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6.Formation of new knowledge | I took this funny poem to class from the magazine “Murzilka”. Let's remember how a book differs from a magazine? Did you know that your great-grandparents also read magazines? Very popular magazines 100 years ago were the magazines “Chizh” and “Hedgehog” (this is an “Extremely Interesting Magazine”), published in Leningrad (now St. Petersburg) in 1930-1940 for preschoolers. And “Hedgehog” is for younger and middle-aged children school age was published since 1928. The editorial staff of the magazine included authors familiar from the works we have already studied, such as K. Chukovsky, S. Marshak, V. Bianki, E Charushin, B Zhitkov, A Barto, A Gaidar. When the writers worked, jokes, parodies, and funny poems were often heard in their department so that everyone laughed and laughed. | Makes a message Presentation by D. Harms | Listen to the teacher's story |
7. Work on the topic of the lesson. | Daniil Kharms - Daniil Ivanovich Yuvachev - this is his real name and surname - was born in St. Petersburg. The future poet studied well and spoke fluent German and English. HARMS is his fictitious surname, so for the first time in 1922 (17 years old) he signed a comic poem. And in English language and German In French this word means “charm”, “charm”. means "charm". After school, he studied at the Electrical Technical College, and in the evenings he became an actor: he recited poetry expressively, sang, and played music. instruments, drew beautifully. He loved jokes, pranks, various good tricks, and tall tales. He composed various new words, counting rhymes, and poetry-games. One could play according to his works. They were published in children's magazines of those years, and cartoons were adapted from them. | Shows the presentation Makes a message | Listen to the teacher's story |
8. Work on a poem. Work according to the textbook. | Listening to an audio recording of a poem.(Game. Daniil Kharms. Read by Elena Petunina.) - Students’ initial reading (to themselves) of the poem6 What words caused you difficulty reading? Vocabulary work: | Analysis of listening perception: Did you like D. Kharms' poem? Organizes work on the lexical meaning of words | Children listen to an audio recording Children's answers Read the poem independently... Read the words and explain the meaning |
Physical education | Exercises in motion. Primary reading. | Doing exercises |
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9.Work on the content of the text. 10. Expressive reading c) Completing a creative task.Work in pairs and groups. | Let's read the poem on pages 160-164. Did you like the poem? Why? What does “on the panel” mean? (on the sidewalk). What words caused you difficulty reading? -Let's learn to read them. (“disperse”, “move aside”, panel (ne). Find unusual (onomatopoeic words) in the text. What did the author have in mind when he wrote them? Who played and what? Is this how you play? What stopped the game? Why is every word on a new line? Reading aloud (chain) Impressions from what I read. Grading. Now we will also play with words and sentences. Now imagine that you are little writers and are also preparing material for a children's magazine. Or maybe you and I will make a small collection and send it to Moscow, to the editorial office of a children's magazine. Let's play Rhyme. Complete with line 2., we come up with the words that are given in the card. We write our own funny poems. ___________________________________ (1. The postman brought a magazine ………………………………); 2. (I liked the game ……………………………) 3. (All guys love jokes ………………………………) 4.(In class we read ………………………..); ____________________________________ 1………………..on the window ………………….along the path; 2……………………laziness …………………….day; 3……………………dark ……………………..window; 4…………………..year ………………………waiting ________________________________________ Now let's check. Read out your funny poems that you have just written. Well done!!! | Reads a poem. Organizes expressive reading activities Writes words on the board and reads them with the children Frontal work on content. Gives a task of a problematic nature. | They imitate the sounds of a car, plane, or steamship during the game. The main thing is rhythmic, loud, clear. I read the poem in a chain. Children read the poem expressively in a chain. Complete the task, then check the completion of the work. Children read out their poems. |
11. Lesson summary. Reflection. | You and I have worked hard today. Let's return to the learning objectives that were set at the beginning of the lesson. What new did you learn in the lesson? – What tasks did you complete with pleasure? – Are there any tasks that you had difficulty completing? Continue my suggestions: I realized that... It was interesting… It was difficult… I wanted… I managed… In the next lesson we... Thank you for the lesson. | Summarizes the lesson. | Student answers |
Goals :
- To familiarize students with magazines for children aged 20-40. twentieth century, tell children about Kharms,
- Get acquainted with his poems,
- Give a general idea of word play;
- Develop expressive, conscious reading skills;
- Cultivate interest in reading, attention to the author’s word;
- Develop and enrich students’ speech,
- Promote the development of the emotional sphere of children.
Equipment:
- computer,
- children's magazines,
- portrait of Kharms,
- books by Kharms.
During the classes
1. Organizational moment.
2. Speech warm-up.
Arkhip shouted, Arkhip became hoarse.
Arkhip doesn’t need to scream until he is hoarse.
Read slowly, with an intonation of surprise, with admiration, with acceleration, with slowdown, with patter.
3. Setting the goal of the lesson.
Preparatory work.
How many of you read magazines? What magazines are these?
And your great-grandmothers and great-grandfathers read the magazines “Chizh and Hedgehog”. (slide1) Chizh is “ H extremely AND interesting AND magazine" - published in Leningrad (now St. Petersburg) in 1930-1940 for preschoolers. And “Hedgehog” is “ E monthly and magazine" - for children of primary and secondary school age - has been published since 1928. ( Presentation. Slides 2,3)
Reading questions from magazines, p.159.( Presentation. Slides 4,5)
Today we will get acquainted with the works of one of the first authors of these magazines - the poems of Daniil Kharms. ( Presentation. Slide 6)
Reading an article about magazines, p.158.
4. Learning new material.
Teacher's story.
Daniil Ivanovich Yuvachev was born in 1905, in St. Petersburg, into the family of a nobleman, a former political prisoner who served time in prison and exile on Sakhalin.
The future poet spoke and read fluently in German and English. He was educated in an educational institution in St. Petersburg, where teaching was conducted in foreign languages.
Charms - he first signed a comic poem in 1922. Kharms' contemporaries recall that he was very fond of practical jokes, pranks,
Jokes are not only in poetry, but also in life. Kharms always signed with pseudonyms. Among the many there are the following: Karl Ivanovich Shusterling or Pusterling, Shardam, Dandan, Ivan Toropyshkin, etc. The name Kharms was repeated most often.
In the mid-20s of the last century, D. Kharms and his friends - Alexander Vvedensky, Yuri Vladimirov, Nikolai Zabolotsky - united in a literary and poetic group. They composed fables, counting rhymes, invented new words, experimented and invented. In adult poetry this was difficult. They were not understood. This group of poets made the magazines “Chizh” and “Yozh” the most popular in those years.
Reading an article by O. Alexandrova about D. Kharms. (Presentation. Slide 7)
Initial check of understanding.
What do you remember from my story about Daniil Kharms?
How do you imagine it? ( Presentation. Slide 8)
Initial reading of the poem.
Working with text, vocabulary work.
Did you like D Kharms' poem?
What words caused difficulties?
Find and read onomatopoeic words in the text. What did the author have in mind when he wrote them?
Who played, what and how?
Is this how you play?
5. Physical exercise.
6. Consolidation of what has been learned.
(Presentation. Slide 9.) Expressive reading of a poem.
7. Lesson summary.
What group of poets did you learn about today?
Which person’s life did you read and listen to today?
What do you remember? ( Presentation. Slides 10,11)
What poem did you come across?
8. Homework.