LESSON CHARACTERISTICS: Hans Christian Andersen " The Snow Queen" Forces of good and evil EDUCATION LEVEL: basic general education TARGET AUDIENCE: Students CLASS(S): 5th grade SUBJECT(S): Literature LESSON GOALS: to develop skills in working with text; show the meaning of the prologue in the composition of a fairy tale; develop the ability to correctly express your thoughts; encourage further expansion of the information field, teach how to relate new information and existing knowledge, learn to develop one’s own position, teach a conflict-free exchange of opinions; cultivate a love for the subject. EQUIPMENT: presentation, cards for the “Yes-No” game; group working materials. METHODS AND TECHNIQUES: teacher’s word, student responses, work in groups, work with a dictionary of literary terms, use of the “6 thinking hats” method. TYPE OF LESSON: lesson of general methodological orientation TYPE OF LESSON: combined lesson EXPECTED RESULTS: ability to distinguish a literary fairy tale from a folk one; determine the main elements of the composition of the work; be able to find and explain the meaning of artistic details in the text. KEY CONCEPTS: real and fantastic in a fairy tale; concept of artistic detail; the symbolic meaning of fantastic images and artistic details of the fairy tale. PROGRESS OF THE LESSON I. ORGANIZATIONAL (MOTIVATIONAL) STAGE Hello, guys! Look at the board and read the topic of the lesson. What do you think is good and what is evil? Now let's get acquainted with the dictionary entry from S.I. Ozhegov's dictionary GOOD, -a; Wed Everything is good, positive, aimed at good (opposite: evil). D. defeats evil. D. triumphs over evil. EVIL, -a; pl. only gender: angry; Wed Everything bad, bad, harmful (opposite: good). Cause h. repay someone with evil for good. Fight evil. Good triumphs over evil. Does the scientific interpretation match your explanations? Now get acquainted with the aphorisms famous people about good and evil. (Write down the expression you like in a notebook) The path of evil does not lead to good. (William Shakespeare) For those who have not comprehended the science of good, any other science brings only harm. (Michel de Montaigne) Kindness will always prevail over beauty. (Heinrich Heine) Kindness - this is what the deaf can hear and the blind see. (Mark Twain) A villain cannot achieve greatness. I.V. Goethe The most necessary thing is a loving heart. Buddha II. UPDATED KNOWLEDGE AND FIXED DIFFICULTIES IN ACTIVITIES. Guys, you have been studying children’s literature for several years now. You have acquired certain knowledge. Let's play the "Yes - No" game. The teacher reads a statement (true or false), students must answer correctly. This way knowledge is tested. 1. Game “Yes - No” A fairy tale is one of the main types of oral folk art. A fairy tale is an artistic narrative of a fantastic, adventure or everyday nature. (Yes) There are three main types of fairy tales: magical (sometimes called mythical, fantastic, wonderful), everyday, and tales about animals. (Yes) Literary fairy tale - epic genre: a fiction-oriented work that does not belong to a specific author, existed before publication in oral form and had variations. (No) Fairy tale by G.Kh. Andersen's "The Snow Queen" is an everyday fairy tale. (No). III. 1. ENTERING THE TOPIC OF THE LESSON AND CREATING CONDITIONS FOR CONSCIOUS PERCEPTION OF NEW MATERIAL Retelling “The First Story” and introductory conversation: Why did the evil troll create a magic mirror? Who supported the troll? How did it happen that the mirror broke? What happened to the mirror fragments? Why " evil troll laughed until he colicked,” looking at the fate of the mirror fragments? How did Andersen introduce us to the forces of evil in this chapter? (Evil in this story appears as a single force, as a school with many students led by a troll - the devil himself. The forces of evil operate in all corners of the earth.) - How does the writer prove to us the cunning and ingenuity of the forces of evil? (The insidiousness and ingenuity of the forces of evil is revealed in the fact that with the help of a magic mirror the world and all people were distorted beyond recognition, good and evil became indistinguishable) - Is evil omnipotent in “The First History”? (The author proves that evil, despite its power , still not omnipotent, evil went so far in its pride that it decided to show the angels and the Creator himself as ugly and ugly. The forces of evil failed to do this: the mirror broke, the great evil fell into fragments, i.e. it became small and in appearance unafraid. The writer talks about the danger that awaits people, that we must learn to distinguish between good and evil.) What is the role of this story in the composition of the entire fairy tale? (“The first story” is an independent fairy tale and at the same time a prologue to the main story, explaining what happened to Kai) 2. Work in groups: Questions Where did the boy and girl live? Group one “The second story. Boy and girl" Answers How did Kai promise to deal with the Snow Queen at the beginning of the fairy tale? What did the portrait of the Snow Queen look like when Kai saw her for the first time? ? Why didn't Kai initially succumb to the Snow Queen's charms when she beckoned him? How has Kai changed? What does Kai like about the Snow Queen? Why does she seem perfect to him? What was real and what was fantastic at the beginning of the story of Gerda and Kai? Why do you think the Snow Queen chose Kai and took him to her castle? Group two “The third story. Flower garden of a woman who knew how to cast magic.” Questions Answers How did Gerda get into the old woman's magical garden? What was the girl doing in the magic garden and why didn’t she remember Kai? How did Gerda manage to remember Kai and continue her journey? Why did the old woman’s straw hat help Gerda remember Kai? What in the third story was real and what was fantastic? Do you think the old lady was good or evil, if she has anything in common with the Snow Queen? Questions How did Gerda meet the raven? Group three “History four. Prince and Princess" Answers How did the raven and his bride help Gerda? How were Gerda received by the princess and prince? What dreams did the inhabitants of the castle have? What dreams did Gerda have? What was real and what was fantastic at the beginning of the fourth story? How do you understand the phrase: “Gerda understood the word “alone” perfectly and immediately felt all its meaning”? IV. PHYSICAL MINUTE. Straighten up. Once - look to the left; two - look to the right. Get even. We look straight, breathe evenly, deeply. We look left, we look right. Our back is straight, and our posture is top class! 3. Literary theory Find and read the article “Artistic detail” in the dictionary of literary terms. Highlight the key points in it. Comment on the following artistic details and identify their role in the fairy tale. First group: “The second story” “Kai was trembling all over, he wanted to read the Lord’s Prayer, but only the multiplication table was spinning in his mind.” Second group: “Third Istria” “... the most beautiful of all flowers was just a rose - the old woman forgot to erase it when she drove the living roses into the ground.” Third group: “Fourth story” “She tame crow did not go to see Gerda off because she had been suffering from headaches since she received a position at court and ate too much.” Write down examples of artistic details from stories 1-4. What is the meaning behind these details? How do they express the author's position? List magical events and fantastic images in stories 4-5 of the fairy tale. Why does the author introduce them into his narrative? V. RESULT OF THE LESSON Reflection “Six Thinking Hats” White Hat: What did we learn about today? Yellow hat: It is necessary not only to say what exactly was good, useful, productive, but also to explain why. Green Hat: What else could we talk about? Red Hat: What feelings did the topic of the lesson evoke? Black Hat: What was difficult, unclear, problematic, negative, empty and - explain why this happened? Blue hat: What this activity gave to everyone. VI. HOMEWORK: 1. Prepare an expressive reading and retelling of story 5-7 from Andersen’s fairy tale “The Snow Queen”. 2. Answer the questions and complete task 4 from the textbook section “Thinking about what we read” (P. 250). 3. Group task. Find illustrations of the fairy tale “The Snow Queen” on the Internet. Compare illustrations by different artists for the same episodes (in groups), for example, Vladislav Erko, Anastasia Arkhipova, and foreign artists. 4. Choose a proverb, saying or aphorism for each chapter that reveals the idea of the chapter. APPENDIX 1 Game “Yes - No” Student’s FI Class Date Questions Yes 1 A fairy tale is one of the main types of oral folk art. A fairy tale is an artistic narrative of a fantastic, adventure or everyday nature. 2 There are three main types of fairy tales: magical (sometimes called mythical, fantastic, wonderful), everyday, fairy tales about animals 3 Literary fairy tale - epic genre: a fiction-oriented work that does not belong to a specific author, existed before publication in oral form and had variations 4 Fairy tale by G.Kh. Andersen's "The Snow Queen" is an everyday fairy tale. No APPENDIX 2 WORK IN GROUPS Group one “The second story. Boy and girl" Questions Where did the boy and girl live? How did Kai promise to deal with the Snow Queen at the beginning of the fairy tale? What did the portrait of the Snow Queen look like when Kai saw her for the first time? ? Why didn't Kai initially succumb to the Snow Queen's charms when she beckoned him? How has Kai changed? What does Kai like about the Snow Queen? Why does she seem perfect to him? What was real and what was fantastic at the beginning of the story of Gerda and Kai? Why do you think the Snow Queen chose Kai and took him to her castle? Answers APPENDIX 3 WORK IN GROUPS Group two “The third story. Flower garden of a woman who knew how to cast magic.” Questions How did Gerda get into the old woman's magical garden? What was the girl doing in the magic garden and why didn’t she remember Kai? How did Gerda manage to remember Kai and continue her journey? Why did the old woman’s straw hat help Gerda remember Kai? What in the third story was real and what was fantastic? Do you think the old lady was good or evil, if she has anything in common with the Snow Queen? Answers APPENDIX 4 WORK IN GROUPS Group three “History four. Prince and Princess" Questions How did Gerda meet the raven? How did the raven and his bride help Gerda? How were Gerda received by the princess and prince? What dreams did the inhabitants of the castle have? What dreams did Gerda have? What was real and what was fantastic at the beginning of the fourth story? How do you understand the phrase: “Gerda understood the word “alone” perfectly and immediately felt all its meaning”? Answers APPENDIX 5 CONCEPT OF ARTISTIC DETAILS The picture of the depicted world, the image of the hero of a work of literature in a unique individuality consists of individual artistic details. An artistic detail is a pictorial or expressive artistic detail: an element of landscape, portrait, speech, psychologism, plot. Being an element of an artistic whole, a detail in itself is the smallest image, a micro-image. At the same time, the detail is almost always part of a larger image. An individual detail, when assigned to a character, can become his permanent feature, a sign by which the character is identified. WORK IN GROUPS First group: “The second story” “Kai was trembling all over, wanted to read the Lord’s Prayer, but only the multiplication table was spinning in his mind.” Second group: “Third Istria” “... the most beautiful of all flowers was just a rose - the old woman forgot to erase it when she drove the living roses into the ground.” Third group: “Fourth story” “She tame crow did not go to see Gerda off because she had been suffering from headaches since she received a position at court and ate too much.” Write down examples of artistic details from stories 1-4. What is the meaning behind these details? How do they express the author's position? APPENDIX 6 ALGORITHM How to work in small groups Working in small groups allows you to acquire management and cooperation skills. After the teacher has grouped students into small groups and they have received a task, the group must complete this task in a short time (5-7 minutes) and present the results of their group’s work. Rules for working in small groups help organize your work. 1. Distribute roles in the group. Decide who will be the chairman, mediator, secretary, and rapporteur. Try to take on different roles. Presiding (speaker): . reads out the group assignment; . organizes the execution order; . invites group members to speak one by one; . encourages the group to work; . sums up the work; . with the consent of the group, determines the speaker. Secretary: . keeps short and legible records of the results of his group’s work; . As a member of the group, he must be ready to express the group's opinion when summing up the results or to help the speaker. Mediator: . keeps track of time; . encourages the group to work. Speaker: . clearly expresses the opinion reached by the group; . reports on the results of the group's work. 2. Start speaking out first at will, then one at a time. 3. Follow the rules of active listening, the main thing is not to interrupt each other. 4. Discuss ideas, not the identities of the students who expressed the idea. Refrain from judging and insulting group members. 5. Try to come to a common opinion, although in some cases there may be a dissenting opinion in the group and it has the right to exist. TECHNOLOGICAL MAP OF THE LESSON Stage of the lesson Purpose of the stage Technologies I. Organizational (motivational) stage creation of conditions for the inclusion of students in learning activities at a personally significant level Self- and mutual diagnostics in order to identify problem areas in the topic being studied; collective activity in organizing a creative workshop. II. Updating knowledge and recording difficulties in activities; updating educational content necessary for learning new material; primary reflection. Self-analysis, self-diagnosis of the results of educational activities. Organizing the preparation of students to explain new knowledge, performing a trial learning activity and recording individual difficulties. III. Entering into the topic of the lesson and creating conditions for the conscious perception of new things. Speak out new information in external speech, rethink your own knowledge; Critical thinking, research activities, problem-solving activities Teacher activities Organize students for the lesson through problem-based conversation. Teacher's opening speech. Asks questions that update students’ knowledge Draws parallels with previously studied material. Creating conditions for individual and team work. Work in students' educational activities: moral and ethical assessment of acquired content (L)*; establishing cause-and-effect relationships (P); building a logical chain of reasoning, drawing consequences (P) (K) - planning educational cooperation with the teacher and peers (R) - goal setting (L) self-determination, volitional self-regulation in situations of difficulty; (P) control, correction, evaluation (P) - the ability to consciously and voluntarily construct a speech utterance Results of students tune in to fruitful work Independently formulate a cognitive goal and build actions in accordance with it Adequate independent assessment of the correctness of the action and making the necessary adjustments to the execution. Fill out the cards for the “Yes - No” game. Express their Notes on material IV with sufficient completeness and accuracy. Fizminutka diagnostics of the leading methods of research, analytical, creative activity; compiling written and oral statements. education. Retelling the text. Answer the questions. Divide into groups, explain the task, focus on the result. groups Working with dictionaries. Practical work. Physical exercise. Invites students to relax (P) - ability to structure knowledge (P) - use of sign-symbolic means (P) - synthesis as composing a whole from parts, filling in the missing components (P) - building a logical chain of reasoning, drawing consequences (P) - performing actions according to the algorithm (K) - expressing your thoughts with sufficient completeness and accuracy (K) - managing the behavior of your partner (K) - planning educational cooperation (R) - control, evaluation, correction (R) - awareness of the quality and level of assimilation (L) - awareness of responsibility for a common cause Regulatory thoughts in accordance with the tasks and conditions of communication. Divide into groups and discuss the rules of behavior in the group. Discuss in a group and offer their own versions of phrases. Fill out the table on the proposed topics. Do exercises V. Lesson summary VII. Homework: evaluate the results of your own activities Drawing up an individual route for completing homework in accordance with the individual capabilities and subject preparedness of the student Answer the teacher’s questions Individual and collective activities; differentiated learning Asks questions that summarize the lesson Orienting students to complete differentiated homework (P) - reflection on methods and conditions of action (P) - control and evaluation of the process and results of activity (K) - expression of their thoughts with sufficient completeness and accuracy ( K) - taking into account different opinions (R) - finding gaps in information, ways to fill the gaps; (P) - use of practical skills of introductory, studying, viewing methods of reading in accordance with the set communicative task Answer the questions posed Self-analysis of results and self-assessment of readiness to complete tasks of different levels of complexity *P - cognitive educational actions; R - regulatory educational actions; L - personal learning actions; K - communicative learning activities
Andersen’s “The Snow Queen” presents some objective difficulties for 5th grade students: “Andersen’s fairy tale... has become a multi-layered, multi-level work. And it contained not only a folk tale, but also a legend and a belief.
The fairy tale combined the genres of novel, lyricism, drama, parables and fables, stories and everyday life. story;
as we moved away from specific folklore sources, it increased in volume more and more. It became longer and longer, turning into a story, into a large multi-faceted short story;
thanks to its philosophical nature and huge subtext, it went to the “big” literature, not only children, but also adults are engrossed in it” (L. Braude).
"Adult" meaning is associated with more complex human relations and characters than those to which children are accustomed in other fairy tales. In “The Snow Queen,” the love of Gerda and Kai seemed to fade into subtext, revealing itself only in the simple relationship of the named brother and sister.
Kai's character is also complex. It was not only his insolence, but something else that attracted the attention of the Snow Queen to him even before the fragment of the troll's mirror hit his heart.
In the center of the teacher's attention in each lesson, we consider it necessary to highlight one task, the most important in this case. We tried to designate it with the title-motto of each subtopic. The teacher will determine the time for studying each subtopic independently.
Below are rough plans studying these subtopics:
Subtopic 1.
“In blooming Denmark, where I saw the light,
My world begins." (H.-K. Andersen)
1. Introductory word teachers about Hans Christian Andersen.
2. A short conversation with students about Andersen’s fairy tales that they know.
3. Introduction to reading the fairy tale “The Snow Queen”.
4. Reading the first tale, which talks about a mirror and its fragments.
The teacher's introductory word about Andersen can have a wide variety of content, but it should lead to the main thing - to children's understanding of the originality of Andersen the storyteller, the originality determined by the era, national characteristics and personal destiny.
You can draw students' attention to the similarity of his biography with the plot of the fairy tale "The Ugly Duckling", for example, as follows:
“Once upon a time, a Danish storyteller was asked to write an autobiography. Namely: why did he become storyteller. Andersen suffered for a long time, biting his pen. He didn't know where to start. And so, when he probably bit his feather for the hundredth time, that distant, distant phrase finally came: “ugly duckling.” That's what someone called him in childhood. This is where it all started.
Yes, yes, then little Andersen had a long nose. And his ears looked like little wings. Mother, however, was not very upset: just think, if she had some intelligence in her head. But neighbors, neighbors thought differently. And little Andersen often cried, and then, out of resentment, he suddenly began to dream...
The adult Andersen wrote amazing fairy tales. Birds talked there, trees laughed, flowers danced, and ugly people could change their noses and ears every time on holidays!..
And from that time on, he was seen only as he saw himself in that fairy tale: a beautiful swan” (according to G. Tsyferov).
It would be appropriate to listen here retelling fairy tales "The Ugly Duckling".
The conclusion of this introductory part could be a message about what the German writer Fritz Meichner wrote for children book"Ugly duck". The subtitle of this book is: “The Life Story of the Storyteller Hans Christian Andersen.” The story about the life of the great Danish storyteller begins with the day of his birth in the family of a poor shoemaker and washerwoman, with a description of his joyless and difficult childhood, which left a bitter trace in the writer’s soul for the rest of his life. And at the end of Andersen’s life, his fellow countrymen and the whole world recognized the son of a shoemaker and washerwoman as a great poet.
And perhaps that is why on the base of the monument to the great storyteller, opened in 1880 in the Royal Garden of Copenhagen, are carved words : "Erected by the Danish people."
The conversation after reading the first fairy tale can be based on the following questions and tasks:
Read the beginning of the fairy tale and answer how this beginning is similar to folk tales, known to you and what not.
-What did they teach at troll school? How does the storyteller relate to life and people, and how does the troll and his students?
- Has the action in the fairy tale already begun? What would you call such preparation for the fairy tale itself, and why is it needed?
For the next lesson, you need to prepare an artistic retelling of the first fairy tale, answer the questions: what were the troll’s students like? What harm did the magic mirror cause to people?
Subtopic 2.
"Boy and girl."
The title-motto of the second subtopic does not simply repeat the title of the second fairy tale. It allows you to understand why lesson two fairy tales are connected (the second and third), which connects Gerda and Kai, in which they oppose each other.
Sample lesson plan:
1. Retelling the first fairy tale.
2. Reading fairy tales two and three.
3. Conversation on the content of the fairy tales read.
4. Homework assignment.
As the lesson progresses, students are offered questions and assignments aimed at understanding the connection between events and the motives of the characters’ behavior, for example:
Who are Gerda and Kai and where did they live? How were they similar, what especially embellished their lives? How did Kai change after the mirror fragment got into his eyes and heart?
Why did Gerda, seeing the roses on the good sorceress’s hat, remember Kai?
How and why did Gerda run away from the old sorceress who surrounded her with such care? How does the story about the Snow Queen begin? Explain why the Snow Queen came to Kai for the first time, and not to Gerda: after all, the fragment had not yet entered his heart. Let us remember that Kai still knows almost nothing about the Snow Queen, whether she is good or evil, but he already says: “I will put her on a warm stove, and she will melt.” What words characterize Kai? Does the Snow Queen take revenge on Kai for his impudent words or does she treat him as one of her own? Can you imagine that a fragment of the mirror would fall into Gerda's heart? Why do you think so? What does Kai remember after the Snow Queen's kiss, and what does he not remember?
Once in the beautiful flower garden of a woman who knew how to cast magic, Gerda also forgets a lot. But what alarmed her? How did the good old sorceress resemble the Snow Queen? What is the difference between Kai and Gerda, who found themselves in similar circumstances?
The homework assignment involves “dramatizing” fairy tales four and five (preparation of expressive reading by faces, groups of students thinking about the scenery, costumes, and appearance of the characters).
Subtopic 3.
“What a long journey she went for him...”
Sample lesson plan:
1. A story about the setting of fairy tales four and five, prepared by a group of “decorators”.
2. Story about appearance heroes of a fairy tale, prepared by a group of “costumers” and “make-up artists”.
3. Expressive reading by faces of fairy tales fourth and fifth.
4. Conversation on the content of the fairy tales read.
The general question that needs to be resolved in this lesson is the following: what did Gerda have to endure and overcome during her search for Kai? This question will be further specified by other questions and tasks:
How does Gerda behave when she hears Raven's story about the princess and the boy whom she thinks is Kai? Why did Gerda refuse to live happily in the palace?
How do you feel about the little robber? Does it change as the action progresses? How do you explain the changes in her behavior and character? Read the descriptions of the robbers. How do you imagine the storyteller based on these descriptions?
At home, you should prepare answers to the questions: what did Gerda have to endure during the search for Kai? Who helped her the most? Remember “The Tale of the Dead Princess and the Seven Knights” by A. S. Pushkin and determine how this fairy tale is similar to Andersen’s fairy tale “The Snow Queen”, and what distinguishes them from each other.
5. Preparation for a conversation based on the sixth and seventh fairy tales read independently.
Subtopic 4.
“I can’t make her stronger than she is!”
The lessons should answer the main question: why was Gerda stronger than the Snow Queen?
Sample lesson plan:
1. Retelling: “What did Gerda have to go through during her search for Kai?”
2. Reading fragments from the sixth and seventh fairy tales.
3. Conversation based on the content of what was read.
4. Development of the concept of a literary fairy tale. Comparison of fairy tales by A.S. Pushkin and H.-K. Andersen.
You should use proven and successful tasks of methodologists, for example:
What does the wise Finnish woman see as Gerda’s strength? Why does the Finn consider saving Kai the most difficult test for Gerda?
- How did Gerda manage to break the Snow Queen’s spell and free Kai?
- What did Kai and Gerda talk about on the way back? Why did they remember the roses again?
- The little robber says when she meets Kai again: “Oh, you tramp! I would like to know if you are worth having people run after you to the ends of the earth!” How would you answer the little robber's question?
With all his creativity, Andersen asserts: “It’s worth it!” A person is always worth fighting for, even if he is completely lost.
Homework involves diverse work for students:
Answer the questions: which of the seven fairy tales do you remember most? What kind of person do you think the author is after carefully reading the fairy tale “The Snow Queen”?
- Prepare for an extracurricular reading lesson on the topic “The storytellers in the world are so wonderfully different...”. What fairy tales of other writers do you know?
Final literature lesson
dedicated to Andersen's fairy tale "Snowy
Queen”, conducted by V. A. Boldina.
So, lessons on the fairy tale “The Snow Queen” have a long tradition of study. However, each new generation of teachers introduces new techniques into development. In Moscow school No. 1666, teacher V. A. Boldin organized and conducted the last, final lesson on this topic:
Teacher's word:
Today in class we will summarize what we have learned, remember what we learned new about Andersen, what the writer told us about his heroes...
Students talk about Andersen: that he was born in Denmark. His father is a poor shoemaker. I heard amazing stories and songs from my mother and grandmother. I loved the theater. He wrote plays himself and performed them in front of the children. As adults, I traveled a lot, observed life, collected fairy tales, created my own based on them, etc.
What works of Andersen have you become familiar with? (“Thumbelina”, “Wild Swans”, “Flint”, “The Steadfast Tin Soldier”, etc. Andersen’s books are published in all countries of the world,” say the schoolchildren and show those that they brought for the exhibition of the writer’s books and which are prepared for this lesson. They talk about illustrations and design.)
Teacher. Fairy tales really brought the writer world fame. “The kings considered it an honor to shake his thin hand” (K. G. Paustovsky). And he was a poet of the poor. He had the true happiness of being treated kindly by his people. Andersen died in 1875, and in 1880 a monument to the writer was unveiled in the Royal Garden in Copenhagen with the inscription: “Erected by the Danish people.”
How to understand these words? (Andersen is loved by the people and expresses his special attitude by creating a monument to him.)
A student is invited to the board. He draws a map of Gerda's journey in search of Kai.
The class works on the plan proposed by the teacher, which is written in advance on the board:
1. Good fairy tale heroes and their enemies.
2. The reason for the misfortunes of good heroes.
3. Separation.
4. Searches.
5. Helpers of good and evil heroes.
6. Meeting. The rescue. A happy ending.
Which of the fairy tales you know could such a plan relate to? Name it (“The Tale of the Dead Princess...”, “The Frog Princess”, “The Sleeping Princess”, “The Snow Queen”, etc.).
Teacher. Indeed, this plan suits many fairy tales, folk and literary. Why can we also call many literary fairy tales magical? Extraordinary fantastic events take place in them - animals and birds speak in a human voice, heroes can cast magic, time passes unusually quickly, as it never happens in life, and many other signs of magic.
What does a literary fairy tale mean? This means it has an author, a writer. It can also be called a writer's.
- What events form the basis of the fairy tale? (Kai's kidnapping and Gerda's search for him.)
- Without which helpers would Gerda not have been able to find Kai? (Schoolchildren list helpers and talk about them.)
- Show your drawings and diagrams of Kai Gerda’s search. (Students tell and show what Gerda’s path was like and what she encountered along the way.)
Why did Gerda leave the old woman?
- Think about why the wise Finnish woman refused to brew a drink for Gerda that would give her the strength of a dozen heroes. (The dialogue between the Finnish woman and the deer is listened to.)
- Why does the Finn consider rescuing Kai to be Gerda’s most difficult test? (It was necessary to overcome the spell of the Snow Queen, not to be afraid of her army, to overcome the witchcraft spell of the troll.)
- Think about why the little barefoot girl turned out to be the winner of strong and evil enemies.
- Why, when the Snow Queen appears, does trouble immediately appear? (Everyone dies from the cruel and cold queen: chicks die from her breath, plants freeze.) How did Kai see her?
- How did Gerda manage to make Kai his old, kind self, how did she manage to break the spell of the Snow Queen?
- What character qualities helped Gerda? (Warm heart, true love, courage, dedication, perseverance, kindness.)
- What is the similarity between the queen and the old lady who can do magic? (Selfishness, they did everything for themselves.)
- What wins in a fairy tale?
Homework:
come up with your own a little fairy tale, which would talk about mirror fragments...
Danilov A. A. Literature of Russia, XIX century. 5th grade: educational. for general education institutions / A. A. Danilov, L. G. Kosulina. - 10th ed. - M.: Education, 2009. - 287 p., l. ill., map.
online library with textbooks and books, lesson plans for literature lessons, assignments for 5th grade literature
Option I
1. Who created a mirror in which everything good was diminished, and everything bad stuck out and became even nastier?
a) Lapland b) Troll c) Snow Queen d) Witch
2. Who didn’t believe Gerda when she said that Kai died, and made her herself doubt his death?
a) Sun and swallows b) Snow and wind c) Rain and puddles
3. Who helped Gerda get to the palace to the prince and princess?
a) Raven and crow b) Good guard c) Butterflies
4. “Look, what a nice, fat little thing! Fattened up with nuts!” Who said that about Gerda?
a) Little robber b) Snow Queen c) Old robber woman
5. On what did the Laplander write a message to the Finnish woman?
a) On parchment b) On dried fish c) On birch bark
6. What revived Kai?
Test on the fairy tale by H.K. Andersen's "The Snow Queen".
Option I I
1. “It’s white bees swarming!” - said the old grandmother. What did she mean?
a) Bees b) Snowflakes c) Sunbeams d) Flowers
2. What helped Gerda remember Kai when she lived with a woman who knew how to cast magic?
a) Pink rose bushes b) White rose bushes c) Snowflakes
3. What was the name of the Little Robber's deer?
a) Keshka b) Byashka c) Curly
4. What did the Little Robber give to Gerda in Lapland so that she would not freeze?
a) Muff b) Hat c) Mittens c) Scarf
5. Where did the Finnish woman live?
a) in Lapland b) in Finland c) in Antarctica
6. What revived Kai?
a) Gerda's smile b) The Snow Queen's cruelty c) Gerda's tears
7. At what time of year did Kai and Gerda return home?
a) Winter b) Spring c) Summer d) Autumn
Test on the fairy tale by H.K. Andersen's "The Snow Queen".
Option I II
1. How many times did the big tower clock chime when something pierced Kai’s heart and hit him right in the eye?
a) Two b) Three c) Four d) Five
2. What time of year was it actually when Gerda ran away from the woman who could do magic?
a) Winter b) Spring c) Summer d) Autumn
3. Who told Gerda that Kai was with the Snow Queen?
a) Bulldogs b) Deer c) Wood pigeons d) White chicken
4. Where was the Little Robber’s deer born and raised?
a) In Lapland b) Somewhere in the north c) In Antarctica
5. What is Gerda’s strength?
a) In her shoes b) In the fact that there is a deer with her c) In her heart
6. What revived Kai?
a) Gerda's smile b) The Snow Queen's cruelty c) Gerda's tears
7. At what time of year did Kai and Gerda return home?
a) Winter b) Spring c) Summer d) Autumn
8. How did the old woman bewitch Gerda?
a) Gave her magic tea to drinkb) Combed her hair with a golden comb
c) Told her a fairy tale and put her to sleep on a magic bed
Test on the fairy tale by H.K. Andersen's "The Snow Queen".
Option I V
1. On whose back was the sled tied when the Snow Queen kidnapped Kai?
a) White dog b) White horse c) White chicken d) White cat
2. Who told Gerda the story about how the princess chose her groom?
a) Sparrow b) Raven c) Bullfinch d) Eagle
3. Where are the permanent palaces of the Snow Queen located?
a) In Veliky Ustyug b) On the island of Spitsbergen c) Unknown
4. What was the Laplander woman frying when the deer and Gerda came to her?
a) Fish b) Cutlets c) Meat d) Vegetables
5. What word could Kai not form from pieces of ice?
a) “Life” b) “Eternity” c) “Calmness” d) “Infinity”
6. What revived Kai?
a) Gerda's smile b) The Snow Queen's cruelty c) Gerda's tears
7. At what time of year did Kai and Gerda return home?
a) Winter b) Spring c) Summer d) Autumn
8. What flowers grew in the wooden boxes of Kai and Gerda’s parents?
a) Tulips b) Roses c) Daisies
But they fell near the shore, and the waves immediately carried them back - as if the river did not want to take her jewel from the girl, since it could not return Kaya to her. The girl thought that she had not thrown her shoes far enough, climbed into the boat, which was rocking in the reeds, stood on the very edge of the stern and again threw her shoes into the water. The boat was not tied and moved away from the shore due to its push. The girl wanted to jump ashore as quickly as possible, but while she was making her way from the stern to the bow, the boat had already completely sailed away and was quickly rushing along with the current. Gerda was terribly frightened and began to cry and scream, but no one except the sparrows heard her. The sparrows could not carry her to land and only flew after her along the shore and chirped, as if wanting to console her: “We are here!” We are here! The boat was carried further and further. Gerda sat quietly, wearing only stockings: her red shoes floated behind the boat, but could not catch up with it. “Maybe the river is carrying me to Kai?” - thought Gerda, cheered up, stood up and admired the beautiful green banks for a long, long time. But then she sailed to a large cherry orchard, in which there was a house under a thatched roof, with red and blue glass in the windows. Two wooden soldiers stood at the door and saluted everyone who passed by. Gerda shouted to them - she took them for alive - but they, of course, did not answer her. So she swam even closer to them, the boat came almost to the very shore, and the girl screamed even louder. An old, old woman came out of the house with a stick, wearing a large straw hat painted with wonderful flowers. - Oh, you poor child! - said the old lady. “And how did you end up on such a big, fast river and get so far?” With these words, the old woman entered the water, hooked the boat with a stick, pulled it to the shore and landed Gerda. Gerda was very glad that she finally found herself on land, although she was afraid of the unfamiliar old woman. “Well, let’s go, tell me who you are and how you got here,” said the old woman. Gerda began to tell her about everything, and the old woman shook her head and repeated: “Hm! Hm!” When the girl finished, she asked the old woman if she had seen Kai. She replied that he had not passed here yet, but he would probably pass, so there was nothing to grieve about yet, let Gerda better taste the cherries and admire the flowers that grow in the garden: they are more beautiful than in any picture book, and that’s all they know how to tell stories. Then the old woman took Gerda by the hand, took her to her house and locked the door. The windows were high from the floor and all made of multi-colored glass - red, blue and yellow; because of this, the room itself was illuminated with some amazing rainbow light. There was a basket of wonderful cherries on the table, and Gerda could eat as many of them as she wanted. While she was eating, the old woman combed her hair with a golden comb. The hair curled in curls and surrounded the girl’s sweet, friendly, round, like a rose, face with a golden glow. - I have long wanted to have such a cute girl! - said the old lady. “You’ll see how well you and I will get along!” And she continued to comb the girl’s curls, and the longer she combed, the more Gerda forgot her sworn brother Kai - the old woman knew how to cast magic. Only she was not an evil witch and cast spells only occasionally, for her own pleasure; now she really wanted to keep Gerda with her. And so she went into the garden, touched all the rose bushes with her stick, and as they stood in full bloom, they all went deep into the ground, and there was no trace of them left. The old woman was afraid that at the sight of these roses Gerda would remember her own, and then about Kay, and run away from her. Then the old woman took Gerda to the flower garden. Oh, what a scent there was, what beauty: the most different flowers , and for every season! In all the world there would not have been a more colorful and beautiful picture book than this flower garden. Gerda jumped for joy and played among the flowers until the sun set behind the tall cherry trees. Then they put her in a wonderful bed with red silk feather beds stuffed with blue violets. The girl fell asleep and had dreams such as only a queen sees on her wedding day. The next day Gerda was again allowed to play in the wonderful flower garden in the sun. Many days passed like this. Gerda now knew every flower in the garden, but no matter how many there were, it still seemed to her that one was missing, but which one? And then one day she sat and looked at the old woman’s straw hat, painted with flowers, and the most beautiful of them was a rose - the old woman forgot to erase it when she sent the living roses underground. This is what absent-mindedness means! - How! Are there any roses here? - said Gerda and immediately ran into the garden, looked for them, looked for them, but never found them. Then the girl sank to the ground and began to cry. Warm tears fell exactly on the spot where one of the rose bushes had previously stood, and as soon as they moistened the ground, the bush instantly grew out of it, just as blooming as before. Gerda wrapped her arms around him, began to kiss the roses and remembered those wonderful roses that bloomed in her house, and at the same time about Kai. - How I hesitated! - said the girl. - I have to look for Kai!.. You don’t know where he is? - she asked the roses. - Is it true that he died and will not return again? - He didn't die! - answered the roses. “We were underground, where all the dead lie, but Kai was not among them.” - Thank you! - said Gerda and went to other flowers, looked into their cups and asked: - Do you know where Kai is? But each flower basked in the sun and thought only about its own fairy tale or story. Gerda heard a lot of them, but not one said a word about Kai. Then Gerda went to the dandelion, which shone in the shiny green grass. - You, little clear sun! - Gerda told him. - Tell me, do you know where I can look for my sworn brother? Dandelion shone even brighter and looked at the girl. What song did he sing to her? Alas! And this song didn’t say a word about Kai! — It was the first spring day, the sun was warm and shining so welcomingly on the small courtyard. Its rays slid along the white wall of the neighboring house, and the first yellow flower appeared near the wall; it sparkled in the sun like gold. An old grandmother came out to sit in the yard. So her granddaughter, a poor servant, came from among the guests and kissed the old woman. A girl's kiss is more valuable than gold - it comes straight from the heart. Gold on her lips, gold in her heart, gold in the sky in the morning! That's all! - said the dandelion. - My poor grandmother! - Gerda sighed. “That’s right, she misses me and grieves, just as she grieved for Kai.” But I'll be back soon and I'll bring him with me. There is no point in asking the flowers any more - you won’t get any sense from them, they just keep saying their own thing! - And she ran to the end of the garden. The door was locked, but Gerda wobbled the rusty bolt for so long that it gave way, the door opened, and the girl, barefooted, began to run along the road. She looked back three times, but no one was chasing her. Finally she got tired, sat down on a stone and looked around: summer had already passed, it was late autumn outside. Only in the old woman’s wonderful garden, where the sun always shone and flowers of all seasons bloomed, this was not noticeable. - God! How I hesitated! After all, autumn is just around the corner! There's no time for rest here! - said Gerda and set off again. Oh, how her poor tired legs ached! How cold and damp it was all around! The long leaves on the willows turned completely yellow, the fog settled on them in large drops and flowed down to the ground; the leaves were falling down. Only the thorn tree stood covered with astringent, tart berries. How gray and dull the whole world seemed!
Literary quiz game "Who wants to become the Snow Queen."
Author: Tatyana Aleksandrovna Tolstikova, teacher, State Budgetary Educational Institution of the National Administrative Okrug of the NSHI, Naryan-Mar city, Nenets Autonomous Okrug.This literary quiz game can take any form. In a small room, it is better to give children signal cards with numbers from 1 to 4. In a spacious room, you can select numbered sectors, and then the children will be able to move throughout the game. The teacher reads out the question and names 4 answer options. Children must show the number of the correct answer (or go to the correct sector). For each correct answer, the child is given one of the letters of the name of the main character - S N E J N A Y K O R O L E V A.
Whoever collects all the letters faster is the winner of the game.
The game can be used to reinforce material and extracurricular activities for students in grades 4-5.
Target: Consolidating knowledge of Andersen's fairy tale “The Snow Queen”.
Tasks: To instill love and interest in the works of H.H. Andersen,
Develop thinking, attention, memory.
Promote the ability to make independent decisions.
What did the heart turn into if a fragment of the devil's mirror fell into it?
1. Into the stone.
2. In a piece of mirror.
3. Into a piece of ice.
4. Into a piece of glass.
What was the Snow Queen's fur coat and hat made of?
1. Made from cotton wool.
2. From the snow.
3. Made from ice.
4. Made of fur.
What did Gerda want to give to the river in exchange for Kai?
1. Little Red Riding Hood.
2. Red shoes.
3. Red rose.
4. Red handkerchief.
What birds tried to console Gerda as she sailed away on a boat far downstream?
1. Pigeons.
2. Swallows.
3. Tits.
4. Sparrows.
What flowers were missing from the garden of the old woman who knew how to cast magic?
1. Roses.
2. Hyacinths.
3. Daffodils.
4. Bindweed.
Why did the rose bush grow in this garden?
1. From the rain.
2. From dew.
3. From Gerda's tears.
4. From the witchcraft of an old woman.
What time of year was it in the yard behind the old lady's garden?
1. Autumn.
2. Winter.
3. Spring.
4. Summer.
What flowers were the prince and princess's beds made in the shape of?
1. Bell.
2. Tulip.
3. Lily of the valley.
4. Lilies.
What breed of dogs lived in the robbers' castle?
1. Shepherd dogs.
2. Bulldogs.
3. Poodles.
4. Dachshunds.
Who told Gerda that Kai was with the Snow Queen?
1. Little robber.
2. Deer.
3. Forest pigeons.
4. Bearded robber.
To which country did the deer take Gerda?
1. Lapland.
2. North America.
3. Greenland.
4. Antarctica.
What did the Laplander write the note to the Finnish woman on?
1. On paper.
2. On the skin.
3. On the bone.
4. On fish.
What did the girl's breath turn into from the cold?
1. Into the ice.
2. In par.
3. In thick fog.
4. In icicles.
What was in the middle of the Snow Queen's hall?
1. Frozen lake.
2. Snowdrift.
3. Ice skating rink.
4. Winter garden.
What word did Kai make from ice floes?
1. Gerda.
2. Snow Queen.
3. Love.
4. Eternity.
What did the Snow Queen promise to give Kai along with all the world?
1. Ice cream.
2. A pair of skates.
3. Sleigh.
4. Skis.
What did the Snow Queen call Black Cauldrons?
1. Caves.
2. Volcano craters.
3. Chasms.
4. Ravines.
“Well, that’s the end of the fairy tale.” Which fairy tale character said these words?
1. Gerda.
2. Deer.
3. Little robber.
4. Snow Queen.
