A complete summary of the lesson in physical education. Synopsis on Physical Education on the topic: "Physical Education and Health"

a) Formation in one line; b) execution of commands: “Equal! Attention! At ease! a) Inform the objectives of the lesson: - let's get acquainted with the technique of performing the lower straight serve; - learn the basic elements of the serve technique; - fix the technique of passing the ball from above with two hands; - develop physical qualities speed and coordination a) Execute the command “To the right, march behind the guide around the hall!” a) Walking around the hall: - on toes, arms up; - walking without a task; - rolls from heel to toe; - walking bases tasks; - walking on outside feet; - walking without task. b) Running around the hall with a task and without a task: - running without a task in slow pace; - side step running with the right side; - running without a task; - side step running on the left side; - running without a task; - running with high hips; - running without a task; - running with shin overwhelm; - running without a task; - running with the removal of straight legs; - running without a task at a slow pace. Running to walking. a) Exercises to restore breathing while walking. b) Execute the command: “Guide, in place! Class, stop! Calculate the first, the second! Form two lines! Get the first line to charge! The second line to charge become! Hands to the sides, opened with side steps! a) I. p. - hands to shoulders; 1.2.3.4 - forward rotation; 1.2.3.4 - backward rotation. b) I.p. - arms to the sides, legs shoulder-width apart; 1.2.3.4 - rotation of the arms in elbow joints forward; 1.2.3.4 - rotation of the arms in the elbow joints back. c) I.p. - arms to the sides, legs shoulder-width apart; 1.2.3.4 - forward rotation of the hands; 1.2.3.4 - rotation of the brushes back. d) I.p. - o.s. 1- left foot on the toe, hands on the belt; 2- tilt to the left, hand up; 3.4- return to I.p. e) I.p. - o.s. 1. step left, arms to the sides; 2- tilt to the left leg with the right hand; 3.4- return to I.p. e) I.p. - o.s. 1- sit down, hands forward; 2- i.p. 3- sit down, hands forward; 4- i.p. g) I.p. - o.s. 1- step left foot to the side, arms forward; 2- swing with the left foot to the right hand; 3.4- i.p. h) I.p. - emphasis crouching; 1- jump at point-blank range; 2- i.p. 3- jump at point-blank range; 4- i.p. i) I.p. - o.s., hands on the belt; 1.2.3.4 - jumping on two legs; Rotate 180 degrees Restore breathing. a) A short story by the teacher. Serve the ball in volleyball is needed to put the ball into play. Serve immediately scores a point. If a player of the opposing team cannot receive the ball from the serve, then the serving team receives a point. If the serving player makes a mistake when serving the ball, then the opposing team receives a point. Modern volleyball uses an overhead straight serve, an overhead side serve, and a jump serve. But it is better for beginner athletes to learn from the bottom straight feed. The server stands behind the end line facing the net. b) Demonstration by the teacher of the lower straight feed. a) Explanation by the teacher of the basic elements of the technique of the lower straight serve: - left leg - in front, right - behind. - the center of gravity is on the right foot, - the ball lies on the left hand, the right one is in the initial position for the swing, - the hand is open, the fingers are closed, - we throw the ball 20-30 cm, at the same time we swing, moving the right arm back, - the hand passes at the right leg, - the ball is hit at the level of the belt with a straightened arm with an open palm from behind and from below. a) Imitation of an exercise without a ball: I.p. - left foot in front, right behind, left hand in front, right hand ready for swing; 1- imitate tossing the ball up, at the same time we swing; 2- imitate hitting the ball with a straight hand with an open palm; 3- i.p. Run the command: "Class, to the left, reorganized into oncoming columns." a) Exercises with stuffed balls: - throw with two hands from below; - throw with one hand from below. b) Exercises with tennis balls: - hit with the palm of your hand tennis ball bottom like tennis racket a) Performing a lower straight serve in oncoming columns from a distance of 2-4m a) Execute a command to oncoming columns: “Forward with a left foot step march, stand in place, circle!” a) Showing by the student: - run to the net, - throw the ball, crawl under the net, catch the ball from the back side, - run with the right side to the wall, turn around, run to the net with the left side, - throw the ball over the net, catch the ball from the back side, - run to the mark on the floor, pass the ball with both hands from above (toss up, hit). a) Run the command: “Class, stand in one line, arms to the sides, open!” a) The game "Forbidden movement". The teacher names the forbidden movement and begins to show different movements that the children must repeat. If the children repeat the forbidden movement, then they are out of the game. Whoever stays until the end of the game wins. a) Run the command: “Class, stand in one line! Equal! Attention! At ease! a) Repeat at home the technique for performing the lower straight serve. a) Summarize the lesson, highlight the most active students.

| Physical education classes. Lesson notes

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Synopsis of physical education in the kindergarten "Journey to Multland" for older preschoolers on a walk Abstract sports entertainment V kindergarten for older preschoolers on a walk "Journey to Multland" Purpose: to instill interest in physical education. Tasks: 1. Satisfy the need of children to move. 2. Develop spatial orientation, sense ...

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Lesson summary onphysical education

Grade:3

Theme of the lesson: "Development of speed, agility and coordination."

The purpose of the lesson: Formation of interest and initiative of students in the classroom through exercises aimed at developing dexterity, speed and coordination.

Lesson objectives:

Educational tasks:

1. To teach children a collective game, the ability to see and understand partners and rivals.

Wellness tasks:

To form motor skills and skills of performing exercises for the development of speed, agility, coordination.

Formation of correct posture.

Educational tasks:

Education of a conscious attitude to physical education.

To cultivate a culture of emotional behavior in sports and gaming activities.

Raising a sense of collectivism.

Development tasks:

1. Promote the development of speed, dexterity, coordination.

3.Lesson type: combined

Location: gym MBOU secondary school No. 2 named after. Colonel-General V.P. Kapashin

IN timing: 40 minutes

Inventory: whistle, skittles, dice, relay sticks, landmark chips, hoops, small balls, c/o ball.

	Dosage	Organizational and methodological instructions
Preparatory part 1. Entrance to the gym, line up, greeting. Reporting lesson objectives. 2. Introduction to the topic and purpose of the lesson. 3. Walking around the hall with tasks for posture, with a change in the position of the hands: a) on socks b) on the heels c) rolling from heel to toe 4. Run with tasks: raising the thigh high; with overflowing of the lower leg back; side steps to the right (left); back forward; with sound signal: one whistle stop two whistles - emphasis lying, three whistles - run in the opposite direction. Walking, breathing. Rebuilding into columns of 3 to perform a set of warm-up outdoor switchgear to music. a) I. p. - hands to shoulders; 1.2.3.4 - forward rotation; 1.2.3.4 - backward rotation. b) tilts forward, backward, to the sides; c) lunges alternately left and right foot with springy swing; d) swings with a bent and straight leg up; e) I.p. - o.s. 1- sit down, hands forward; 3- sit down, hands forward; f) jumping exercises: jumping on two legs, with turns, legs crossed. g) restoration of breathing. Mobile game "To your chips".		Emphasize on appearance and readiness for the lesson. Maintain good posture and keep your distance Breathe evenly. Inhale through the nose, exhale freely. Maintain balance and distance. Run only under the signal of the teacher, observe the interval of movement. Perform exercises with the maximum range of motion, observe the interval and the rules for the flow of exercises to the music. Behind the standing leg is straight, hands on the knee in front standing foot. Perform the swing with a straight leg, do not bend the supporting leg at the knee. The back is straight, look forward. Perform jumps clearly, pushing off well with your feet, keep your body straight and do not relax. Students on the command (whistle) of the teacher should get up faster and line up in columns to complete the relay races.
Main part . 1.Mobile relays: 1) A student with a baton runs around the chip and returns to the team, passing baton to another participant. 2) The student with pins in his hands runs to the hoop, puts the pin in the hoop, takes the cube and returns to the team. The next student puts a cube in the hoop, takes the pin and passes it to the next student. 3) The student runs to the reference chip No. 1, runs around it, then runs to the reference chip No. 2, takes the ball from the hoop and throws it at the target, returns to the team. Alignment. 2.Mobile game "Shootout". Students walk around the room to recover their breath.		The teacher organizes students to perform relay races, helps children determine the names of their team. Reminds the rules of safe behavior. Gives students the task to determine what physical quality this relay race develops. Pass the stick exactly in your hands, follow the rules for performing relay races. Do not throw the object, put it exactly in the hoop. Strive to hit the target, do not hit the hoop and chips. The students help the teacher to collect the inventory. Students line up. Calculation for 1-2. Observe the rules of the game: do not run over the marking lines, run only along the sidelines, do not snatch the ball from the players. Comply with the rules of safety and conduct. The teacher determines the team - the winner of the game.
Final part Alignment. 1. Attention game "3, 13, 33" 2. The teacher invites students to solve riddles and determine what physical qualities he develops this species sports. 1). Let's put together a school team And we'll find large field, Breaking through the corner We hit our heads. And at the gate the fifth goal! We love very much ..... (Football) 2). In this sport, players All dexterous and high. They love to play ball And throw it into the ring The ball hits the floor loudly So this is ...... (Basketball). Summing up the lesson. Organized exit from the gym.		Players must put their hands on the belt on the “3” command, “13” - hands to the shoulders, “33” - hands up. If the player performs the movement incorrectly, then he takes a step forward. Thus, the most inattentive players will come forward. Children are trying to determine what physical qualities this sport develops. Summarize the lesson, highlight the winning team in relay races, the best students. Homework: come up with 1-2 exercises to develop physical quality (dexterity, speed or coordination).

Literature:

1. My friend is physical education. Grades 1-4, ed. V.I. Lyakh - M. "Enlightenment", 2006.

2. Textbook: V.I. Lyakh "Physical Education" Grade 3 M. Education 2012.

Shirokova Natalya Nikolaevna
Educational institution: KGKP Center for Aesthetic Development Nursery / Kindergarten No. 15
Brief job description: Teach children to maintain a stable balance when walking on an elevated support; exercise in vigorous repulsion from the floor and soft landing on half-bent legs in jumps moving forward. To develop and improve motor skills and abilities. To form such physical qualities as leg strength (walking with a high knee lift, jumping forward); balance (walking on an increased support area, walking on a limited support area).

Ermeshkenova Elvira Serikovna
Educational institution: KSU "UviOTs"
Brief job description: Develop and improve basic physical qualities (speed, strength, flexibility, agility, endurance). Satisfy the need of children for motor activity, develop and consolidate their motor skills, increase body tone, create a favorable emotional background. Structuring students' knowledge about the symbols of the Olympics and the meaning of the Olympic rings.

Lopatkina Ksenia Anatolievna
Educational institution: Syktyvkar Humanitarian and Pedagogical College. I. A. Kuratova
Brief job description: In 1931, the All-Union sports complex“Ready for Labor and Defense of the USSR” (GTO), which becomes the programmatic and regulatory basis of the physical education system for the whole country.

The new social demands reflected in the Federal State Educational Standard define the main goal of education as a general cultural, personal and cognitive development students, providing such a key competence of education as “teach to learn”.

How to build lessons of the Russian language and literature in order to implement the requirements of the Second Generation Standards? To do this, it is necessary to know the criteria for the effectiveness of the lesson, the requirements for its preparation and conduct, analysis and self-analysis of the activities of the teacher and students.

It is known that along with common approaches to planning lessons in all subjects (thought out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between a teacher and a student based on problem-search forms of work, etc. ) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard of basic general education, the problem of the activity model of the lesson, which contains certain structural and content stages, is becoming increasingly relevant in school education.

Concerningliterature lessons , then the requirements for their construction, in principle, are not outdated: the trinity of goals (teaching, developing and educating) is an indispensable component of any lesson, including a lesson in literature. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.

When analyzing M. Bulgakov's story "Heart of a Dog", I used materials from T.V. Ryzhkova's book "The Way to Bulgakov".

Abstracts of literature lessons based on the story of M.A. Bulgakov "Heart of a Dog"

Lesson Objectives:

1. Educational: conducting a compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.

2.Developing: developing the skill of working with a literary text; development of skills to characterize the characters of the story; improving the skill of group and independent work; improvement of logical and creative thinking.

3. Educational: understanding what education and self-education means, culture, traditions in the life and destiny of a person and society; formation of a system of values.

Forms of work: collective, group, individual

Type of lesson: discovery of new knowledge

Lesson number 1 The argument about the dog's heart.

Purpose of the stage : the inclusion of students in activities at a personally significant level.

Creation of installation for the analysis of the work.

slide 1 (portrait of the writer, title of the story)

teacher's word .

For today's lesson, you have read M. Bulgakov's story "Heart of a Dog".

March 1925. Mikhail Bulgakov is finishing work on the satirical novel Heart of a Dog. He wrote it by order of the Nedra magazine. But the story came to the reader in our country only in 1987 ...

slide 2

How do you think,why was the story written in 1925 published in Russia only in 1987? What was it about this story that the government of the Soviet Union did not like?

Students make assumptions (forbidden to print because the story is a satire on modernity)

Teacher: Indeed, the Soviet era was persecuted by dissent, and even from the high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t touch us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A. Bulgakov wrote:

Slide 3: “In the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a dyed wolf or a shorn wolf, he still does not look like a poodle. The well-known critic, researcher of the writer's work Vsevolod Ivanovich Sakharov (born in 1946, member of the Writers' Union of Russia, Doctor of Philology) gave the following assessment of the story:

Slide 4:

"Heart of a Dog" is a masterpiece of Bulgakov's satire.

Bulgakov's satire is smart and sighted." V. Sakharov

These words will be the epigraph for today's lesson.

Choose a contextual synonym for the wordsighted.

Students: (honest )

UUD: personal, meaning formation

Stage 2 Updating knowledge

Purpose of the stage

Consolidation of the concept of satire, overcoming the unambiguity in the perception of characters and events.

Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed at? What is the source of satire?

Student responses

Teacher opens the slide, students check their answers with the correct one

Slide number 5.

(Satire - kind of comic. The subject of satire are human vices.

Source of satire - the contradiction between universal human values and the reality of life.)

Let's try to figure out what human vices and contradictions between universal human values and real life became the subject of satire by M. Bulgakov.

UUD: cognitive

Stage 3 Statement of the learning task

The purpose of the stage: setting the goals of educational activities, choosing the means of their implementation.

Teacher : The story was considered seditious in 1925 and banned.

However, in 1988, the film directed by V. Bortko "Heart of a Dog" was released, which the audience still watches with pleasure, and theaters do not stop staging performances based on Bulgakov's story.

Why does the story attract film and theater directors?

Students: Suggested answers:

The story is very modern. Our time and Bulgakov's time are similar.

Teacher: So, the story is relevant in our time, because it is read, films are made and performances are staged in theaters. Let's assume that the problems that worried the writer are not indifferent to us. What are these problems?

Students: Suggested answers:

The Sharikovs live among us, and the writer warned how dangerous they are.

Animals are being cloned now and people are talking about cloning.

Teacher: Maybe you're right. Let's try to figure it out.

Modeling a problem situation and approaching the problem of the lesson.

Enable movie clip from the film directed by V. Bortko "Heart of a Dog", where Bormental argues with Professor Preobrazhensky.

What do you think the topic of today's lesson will be?

Students.

Suggested answers: Dog heart dispute.

Teacher: Write down the topic of the lesson: "Dispute about a dog's heart."

Let's think about what is the main problem we should solve in the lesson?

Students. Who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?

Teacher: Can we answer this question right away?

No.

What goals of our future actions do we need to identify in order to answer this problematic question?

Students.

Analyze the text and compare the images of Sharik and Sharikov.

Understand what answer the author of the story would give to this question, what the author thought, what disturbed him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Building a project for getting out of difficulties

Purpose of the stage

Analytical conversation.

a) Reception of "immersion in the text".

Teacher: The story opens with pictures of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?

Students: a city where wind, blizzard and snow reign, embittered people live. It will help to concretize the general picture by referring to the details of the text, which could confirm the impressions that the students had (the canteen of normal food and the bar, the fate of the “typist” and her lover, the cook and the porter, the history of the Kalabukhov house).

Teacher: Is there anything in the story that resists this chaos and hatred?Students : storyhabout the apartment of Philip Philipovich, where comfort, order, human relations reign.Butthis life is under threat, because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.

Teacher: what connects these two worlds?

Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transferred from the world of hunger and suffering, the world that doomed him to death, to the world of warmth and light.

Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. From Saltykov-Shchedrin, Bulgakov took the topical sound, from N. Gogol - his teacher, the fantastic plot, images, and even the compositional structure of the work.Doing your homework, you should have observed the composition of the story.What is the composition of the story?

b) Pupils present a presentation prepared at home , in which the division of the story into two parts is obvious

1 part

part 2

1 ch. The world through the eyes of a dog, meeting with a professor, choosing a name.

2 ch. A ball in the house on Prechistenka: "dressing", receiving patients, visiting the house committee

3 ch. A ball in the house on Prechistenka: lunch, "clarification" of the owl, "collar", kitchen, preparation for the operation.

4 ch. Operation.

Chapter 5 Diary of Dr. Bormenthal: transformation.

Chapter 6 Sharikov in the house on Prechistenka: the professor's conversation with Sharikov, the choice of a name, Shvonder's visit, the "explanation" of the cat.

7 ch. Sharikov in the house on Prechistenka: lunch, reflections of the professor.

8 ch. Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor's conversation with Bormental (search for a way out), "the attempt on Zina."

Chapter 9 Disappearance of Sharikov, Sharikov and the "typist", denunciation of the professor, operation

Epilogue: "presentation" of Sharikov, Sharik after the operation, the professor at work.

(The composition is symmetrical. Ring composition: Sharik became a dog again.)

Teacher: what arethe reasons for such a construction of the work?

Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor's house and in the people who inhabit it. The conclusion is written in a notebook.

c) Reception "verbal drawing"

Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you portray the meeting of the dog and the professor? What should be done to more accurately draw an oral illustration?

Students : necessaryreread chapter 1 . Re-reading, clarifying the details. Possible description:

In the foreground is a dark doorway, a blizzard snakes. In the distance we see a street from the gateway, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the doorway in a “blizzard column”. A dog crawls into the street in the gateway. This is a skinned mongrel, she has dirty matted hair, a terrible scalded side. It can be seen that the movement is given to the dog with great difficulty. His head is raised, he is watching a person walking towards him.

Teacher: — Which qualities of Sharik do you like, which ones do you not?

Students : intelligence, wit, observation, his irony, hatred of the proletarians, janitors and porters; the ability to both sympathize and hate, lackey obsequiousness.

UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, choice of bases for comparison); personal (moral - aesthetic evaluation); communicative.

Stage 5 Independent work

Purpose of the stage: improving the skill of independent work and the ability to build cooperation in a group.

The work of students in groups (independent analysis of the text). Run time - 5-8 minutes. Each group prepares a speaker, the response time is 2 minutes.

I group , analyzing chapters 1-3, should answer the question:

What does Sharik notice in the reality around him and how does he react to it?

2 group , analyzing chapters 2-3, answers the question:

- What does Sharik like in the house of Professor Preobrazhensky and what - not?

3 group , working with the same chapters, prepares an answer to the question:

- How does the dog perceive the inhabitants of the apartment?

4 group (same chapters):

How do the inhabitants of the apartment treat Sharik?

5 group (same chapters):

Students (desired responses):

I group:

- The dog is very observant, he knows life well, especially that in it that is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full”, “is not afraid of anyone”, therefore “will not kick with his foot”. Dangerous are the hungry, those who "themselves are afraid of everything." Sharik hates toadies. He says that "human purifications are the lowest category." But he also sympathizes with people who are deceived, who are mocked by those who have recently gained power.

II group:

- Sharik likes the professor's house, although after receiving patients he calls the apartment "obscene." But it's warm and calm. After a conversation between Philip Philipovich and Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as you like, but I won’t leave here.” The dog likes the fact that in the house he is fed well and tasty, they do not beat him. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house the opposite is true. Sharik's favorite place is the kitchen: food is cooked there, and a fire burns there.

III group:

- After Sharik realized that in the professor's house he had nothing and no one to be afraid of, since his owner was not afraid of anyone, he decided that the professor was "a wizard, magician and magician from a dog's fairy tale." During dinner, Philip Philipovich finally received the title of a deity. As already mentioned, food, warmth and security are the main thing for Sharik, and he is ready to serve faithfully to the one who gives it to him. Sharik studied the professor's call, met him with a bark.

He quickly conquered Darya Petrovna, the cook. The kitchen is "the main branch of paradise" for Sharik. And so he sucks up to the cook. He treats Zina dismissively, calling her "Zinka"; he does not love her, as she scolds him all the time and says that "he ate the whole house." The dog calls Dr. Bormenthal "bitten" and does not communicate with him at all.

IV group:

- Professor Preobrazhensky generally pities Sharik: he orders him to be fed properly, saying that "the poor fellow is hungry"; he treats him affectionately because he believes that affection is "the only way to treat a living being"; he never hits Sharik, even when he "clarified" the owl. For Zina, Sharik is the cause of the eternal mess in the house. She believes that the professor is spoiling Sharik too much and offers to tear off the dog. She does not understand why Sharik receives such courtesies. For her, he is an ordinary mongrel. And Darya Petrovna at first called Sharik "a homeless pickpocket" and did not let him into the kitchen, but the dog "won her heart."

Teacher: What is the value system of an unusual dog?

Students : The main thing for Sharik is food, warmth and safety. This is what determines his attitude towards people. In general, he "sells his soul" for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same: the professor is the owner, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen”, the dog fawns over her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormental is in no way connected in the mind of the dog with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a "bite".

Teacher : Do you like this philosophy of life? Why? What word would you call her?

Students : Slave

Group V identified the stages of Sharik's change:

- Firstly, Sharik has changed outwardly. The professor picked up a dying dog, with a scalded side, with dirty matted hair, emaciated from hunger. In a week, he turned into a shaggy and "surprisingly fat" "handsome dog." Secondly, he also changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a "dog clinic", and defended his life - he has a very developed self-preservation instinct. But when he sees that nothing threatens him, but, on the contrary, he is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He glares at his eyes. Quickly assessing the collar, because all the dogs he meets are madly jealous of him, he comes to the conclusion that the collar is a kind of pass to better world and gives him certain rights, such as lying in the kitchen. He forgets that recently he was an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and he is finally convinced that he is an “incognito dog prince”. Hungry and dangerous freedom he exchanged for well-fed, quiet life, and pride - on lackey obsequiousness.

Teacher : What associations does the dog's story evoke in you?

Students : Suggested answers:

After the revolution, many people who lived in poverty and hunger were drawn to a warm and well-fed life, believed many promises, decided that they would instantly "become everything." The revolution is an experiment that the Bolsheviks put on the whole people.

UUD: cognitive (search for information, the ability to build a speech statement); communicative (the ability to cooperate in a group, enter into a dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)

Stage 6 Reflection

Purpose of the stage: self-assessment by students of the results of their educational activities

Let's summarize the lesson:

Teacher : Has your attitude to the ball changed? How? Why? (This is a written question.)

Students conclude:

Sharik's inner speech, his assessment of events, reflections, together with the author's description of his behavior, create for the reader a complete picture of the dog's inner world.

Teacher :

- Have we answered the problematic question of the lesson: who is right: Dr. Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov has “precisely a human heart”?

Students: - No.

Teacher: What questions did we get answered?

Students: - We compared the images of Sharik and Sharikov, saw what changes had taken place, understood through what methods the author expressed his attitude to the character and what worried him.

Teacher: the next lesson will be the next step in resolving the problem situation identified by us in this lesson, and for this you must work on the questions homework. What questions would you like to ask me or classmates?

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in a collective discussion)

Homework:

1. Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation by preparing an electronic presentation (task for the whole class).

2. Compare the behavior of Sharik and Sharikov in episodes I and II of parts: choosing a name (individual task), lunch (individual), house committee visiting the apartment (individual).

3. What, in your opinion, in Sharikovo from the dog, what from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is the role of Shvonder in the upbringing of Sharikov? Why does Professor Preobrazhensky say that "Shvonder is the most important fool"? (Individual task, it is performed by 3-4 people.)

Lesson #2

Subject: Dog Heart Argument (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : the inclusion of students in activities at a personally significant level. Create an installation for the analysis of the work.

Viewing a fragment of the film "The transformation of Sharik into Sharikov" , an excerpt from the film adaptation of the story directed by Bortko.

Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man a spring of intrigue. If only the qualities of Klim Chugunkin appear in Sharikov, then why shouldn't the author "resurrect" Klim himself? However, before our eyes, the “gray-haired Faust”, busy looking for means to restore youth, does not create a person in a test tube, does not resurrect him from the dead, but turns a dog into a person.

Stage 2 Updating knowledge

Purpose of the stage : preparation of students' thinking, their awareness of their inner need for the construction of educational actions and the fixation of individual difficulties in each of them.

Teacher : Difficult to answer?

I remind you of Dr. Bormental's diary (I exacerbate the problem situation with an additional question):

Why is it Dr. Bormenthal who keeps the diary, and not Professor Preobrazhensky?

Search activity students looking for real explanations:

“We can see from the notes how excited the doctor is. At first, he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he does not understand much.

- Philipp Philippovich has no time to keep a diary, he is much more busy than the doctor .. After all, it is not by chance that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also do not know anything about Klim. And if a professor kept a diary, it would not be so interesting.

- Dr. Bormenthal puts forward his hypothesis in his diary: "Sharik's brain in the canine period of his life accumulated an abyss of concepts," and, of course, writes down not only his assumptions on this matter, but also the opinion of the professor. And the professor would not write down Bormenthal's hypothesis, since he is absolutely sure that he is right. And there would be no problem. We would also believe the professor, but there are some doubts

The students, together with the teacher, come to the conclusion:

- The "elimination" of the author and the transfer of the narration to a young scientist who does not have the experience and insight of his teacher, who has bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or "resurrected" Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to build his own guesses about the events and results of the operation.

Checking homework.

Demonstration of an electronic presentation with the results of the assignment: Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation.

(swearing (“all the swear words that exist in the Russian lexicon”);

smoking;

seeds (uncleanliness);

balalaika at any time of the day or night (disregard for others);

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

attempt.)

The list is corrected, together with the teacher the conclusion is made:The formation of the “new man” is the loss of humanity, the growth of immorality, that is, not evolution, but degradation.

Checking individual assignments.

Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others supplement him if necessary. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— A typist first called a dog a ball. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and torn, a fried hat, a homeless dog.” For the second time SharikPhilip Philipovich calls the dog, probably because it is an ordinary dog name: Sharik, Tuzik ... And the dog accepts this name: “Yes, call it whatever you want. For such an exceptional act of yours (for sausage). He really doesn't care what they call him, as long as they feed him.

- "Laboratory Creature" demands a document from Flipp Philippovich for himself. Then the question of his name arises. Now the name is chosen not by the "creators" of the new creature, but by itself, but on the advice of the house committee. The new power brings new names to the world. For Philipp Filippovich, the name Polygraph Poligrafovich sounds wild, "but the laboratory creature" defends its rights. Most likely, the students will not notice the parodic roll call - let's draw their attention to some similarity between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name "dad".

- After the first dinner in the professor's house, Sharik promoted him to the rank of "supreme deity." The dog has a dope in his head from a variety of smells. Of course, he hears what the professor and the doctor are talking about, but the main thing for him is food. When he had eaten, he fell asleep. He is now well and calm. "Hounded respect" for the professor is growing all the time and is not subject to doubt. The only thing that worries Sharik is if this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat tasty and a lot, but also to drink. but on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philipp Philippovich, then Sharikov seems to be laughing. He says that the professor and the doctor are "tormenting themselves" with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor's feet and did not disturb anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that "Sharikov's black head sat in a napkin like a fly in sour cream" - both funny and disgusting. Sharikov and the professor exchange all the time sidelong glances.

UUD: cognitive (process, systematize information and present it in different ways, the ability to build a speech statement, the ability to analyze and draw conclusions); personal (sense formation); communicative (ability to listen, engage in dialogue).

Stage 3 Building a project for getting out of difficulties

Purpose of the stage : students' choice of a way to solve a problem situation.

Improving the ability to conduct a compositional analysis of the text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.

Characteristics of Sharikov.

Watching a movie clip directed by V. Bortko "Heart of a Dog" - an episode of the conversation between Sharikov and Philip Filippovich. (In Bulgakov, the corresponding fragment begins with the words: "Philip Filippovich was sitting at the table in an armchair.")

Analytical conversation.

Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov's description.

- Was this how Sharikov seemed to you when you read the story?

What did the filmmakers keep and what did they “forget” about?