Lesson plan using the project method.

Topic: "Graphic editor".

Class: 5th grade.

Lesson objectives:

- reproduces the concepts of multimedia technology and multimedia presentations, computer graphics.

Defines types of computer graphics.

- works in a group

Lesson objectives:

Educational: summarize knowledge on the topic “Graphics editor» .

Educational: develop the ability to analyze, highlight the main thing, develop students’ creative activity, cognitive interest, and develop information and communication competence.

Educational: develop the ability to work in groups and interact effectively with classmates.

Lesson type: A lesson in the practical application of knowledge.

Lesson type: lesson using the project method.

Equipment: computers, multimedia projector, cards with key phrases for compiling a mini-report.

Lesson plan:

1. Organizational moment.

2. Preparing students to master the material (active goal setting).

3. Practical part (creation of projects):

Students are divided into groups.

Each team is assigned the following roles: historian, editor, artist.

Creating a project.

Project protection.

4. Reflection.

5. Summing up the lesson.

During the classes.

Organizing time:

Good afternoon guys! Today we will devote our lesson to reviewing the topic “Graphics Editor”. At the end of this lesson, you guys will create projects that you will then present to the audience. You will present your projects in the form of presentations that will contain information about the types of computer graphics.

The whole group will be divided into three teams. Each team will create a project dedicated to its own type of computer graphics. You will search for information on the Internet, but using only certain web resources.

Preparing students to master the material:

You will create your project using multimedia presentations, which means you need to remember what multimedia technologies and, in particular, multimedia presentations are?

Multimedia technologies - this is the interaction of visual and audio effects controlled by interactive software using modern technical and software tools; they combine text, sound, graphics, photos, video in one digital representation.

Multimedia presentations – these are electronic presentations that consist of separate parts, slides, and can contain texts, video, audio, images, photographs, diagrams, etc. in their structure. Typically, multimedia presentations are used to visually present information to a certain circle of people using hardware and software. Multimedia presentations are created using MS PowerPoint; in our case, we will use MS PowerPoint 2007.

Since the topic of the project is computer graphics, it is necessary to remember what it is and what types of computer graphicsexist.

Computer graphics is an area of ​​activity in which used as a tool, both to create , and for processing , obtained from the real world.

Types of computer graphics: raster – images consistingfrom pixels;vector – images that consist of simple geometric shapes;fractal – images created using programming languages. It is based on the principle of repetition of individual parts that add up to form a whole;three-dimensional – images that have visual volume and can be written in three-dimensional space.

Practical part of the lesson (creating projects):

Now that we remember what computer graphics are, types of computer graphics, multimedia technologies and presentations, it’s time to start creating projects. To do this, you are divided into three teams. Each team creates a project based on its own type of computer graphics:

1 team carries out a project using raster graphics;

Team 2 carries out a vector graphics project;

Team 3 completes the project using 3D graphics.

Assign roles to each team member. You must havehistorian , which will search for information on the network using certain web resources;editor , who, receiving information from the historian, compiles the finished presentation;artist , which creates a rough image of the appearance of his team's graphics.

During the creation process, you will use the project creation guide ( ). In the manualIt is spelled out in detail what issues need to be covered within the topic of your project.

Now that we have discussed everything, let’s begin the actual implementation of the projects. I ask the teams to go to the computers (students sit at the computers). On the desktops of your computers, find the text document under the nameLink to manual.txt . Open this document and copy the link from it. Then close the document and open the Mozilla Firefox browser, which is located on the Desktop. Paste the link to the manual into your browser's address bar and press Enter. You are now on the main page of the guide. Carefully read the assignment for each team member, the issues that need to be addressed in the project, the requirements for project design, and the list of information resources that you can use when creating projects.

Once your projects are ready, each team writes a mini-report on their project. As a template, you have a list of key phrases that can be used in the report (students get acquainted with the manual, ask questions to the teacher, start completing projects).

Project protection:

Team projects are ready. Now your task, using supporting phrases, is to compose a mini-report on your projects, in other words, to defend them in front of an audience. You have printouts of these key phrases on your desks. You have 7 minutes to compile a report (students begin to compile reports).

Key phrases for writing a mini-report

Our team carried out a project on the topic ________________________________________.

In the group, the HISTORIAN was ___________________________, the EDITOR was ______________________________ and the ARTIST was _________________________.

Within the framework of this topic, we considered the following questions:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

After processing the information found, we found out that ____________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

While working on a project within the framework of the topic ________________________________________, we discovered new facts that were not known to us until now: __________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________.

In the process of creating the project, we used the following methods of working with information(Underline whatever applicable) : search, analysis, synthesis, highlighting the main thing, generalization, analogy, comparison, classification, systematization.

The following image was created by an ARTIST from our team in the _________________ editor _____________________. This editor is designed for ________________________________________________________________ images.

Thank you for your attention!

The reports have been compiled. It's time to present your projects to the public. We invite the first team to present their project (teams take turns showing the created projects to the audience and reading reports on them).

Reflection:

All teams worked very well and prepared wonderful projects on their topics. And at the end of our lesson, I would like to hear from each team their opinion about the projects of their opponents (what they liked, what they didn’t like, what should be improved, etc.) (students express their opinions about the projects of each team).

Summary of the lesson. Final words from the teacher:

Our lesson has come to an end. I hope you enjoyed working in groups, creating projects and interacting with each other. I think this experience will not be in vain for you. I thank everyone for their active work, our lesson is over. Goodbye!

Outline

computer science lesson

"Information Technology

working with text.

Editing a document"

Compiled by: Chudutova Elena Byurchievna,

computer science teacher at MBOU "Elista Lyceum"

Elista, 2015

Lesson topic: “Information technologies for working with text. Editing a document."

Lesson type: learning new material.

The purpose of the lesson:

1. Educational:

developing students' knowledge about the purpose and basic capabilities of a text editorMicrosoft Word, familiarization with the structure of the MS Word window, familiarization with text editing operations;

1. Developmental:

development of attention, memory, logical thinking, independence;

1. Educational:

nurturing an information culture, discipline, perseverance, and self-confidence.

Requirements for student knowledge and skills:

Students must

know:

purpose and main features of a text editorMS Word, MS Word window structure.

Students should be able to:

run the programMS Word, exit, save the created document, use text editing operations.

Educational and methodological support and lesson software:

1. "Computer science. Basic course. 8th grade" Semakin I.G. – Moscow, Laboratory of Basic Knowledge, 2008;

2. Methodological manual for teachers Semakin I.G. “Teaching a basic computer science course in high school”, M.: BINOM. Knowledge Laboratory, 2006;

3. Computer Science and ICT. Problem book-workshop: in 2 volumes. T.2 / L.A. Zalogova and others; edited by I.G. Semakina, E.K Henner. M.: BINOM. Knowledge Laboratory, 2011

Lesson equipment:multimedia projector, testing system,MSWord.

Lesson plan:

1. Org. moment (3 min)

2. Setting lesson goals. Updating knowledge (4 min)

3. Learning new material (13 min)

4. Consolidating new material (10 min)

5. Reflection (7 min)

6. Lesson summary and homework (3 min)

Technological map of the lesson.

Lesson steps

Teacher activities

Techniques and methods

Student activities

Formation of UUD

Organizational moment (3 min)

Greeting students, checking students' readiness for the lesson, announcing the topic of the lesson,

announcement of lesson stages

Verbal

Visual demonstration

Write down the date and topic of the lesson

Personal: creating a comfortable, health-preserving environment, creating conditions for acquiring knowledge and skills.

Setting lesson goals.

Updating knowledge (4 min)

Declaration of lesson objectives.

Reinforcing the material learned

(Annex 1)

Verbal

Visual demonstration

Teachers listen

Answer questions

Communicative: mastery of forms of oral speech

Learning new material (13 min)

Explanation of new material

(Appendix 2)

Verbal

Visual demonstration

Teachers listen

Work with a text editor

Personal: creating conditions for self-knowledge

Regulatory: ability to formulate one’s own educational goals

Cognitive: ability to work with instructions

Communicative: understanding of the principles of interface construction, working with dialog boxes, mastery of text styling techniques

Consolidating new material (10 min)

Announcement of exercise numbers for practicing practical editing skills

(Appendix 3)

Problem-search

Do exercises in a text editor

Personal: creating conditions for self-realization, the ability to organize one’s working time

Regulatory:

Cognitive: the ability to plan, analyze, reflect, self-assessment of one’s activities, the ability to evaluate initial data and the planned result, the ability to formalize the results of one’s activities

Communicative: mastery of stylistic techniques for text design

Reflection. (7 min)

Organization of work with the test system

(Appendix 4)

Problem-search

Answer questions

Personal: creating conditions for self-realization, creating conditions for acquiring knowledge and skills that go beyond the scope of the topic taught

Regulatory: ability to make decisions and take responsibility

Cognitive: the ability to self-assess one’s activities, possess the skills to use technology

Communicative: conducting a dialogue between “person” and “technical system”, mastery of telecommunications to organize communication with remote interlocutors, the ability to work in a group, tolerance, the ability to communicate with representatives of other views

Summing up the lesson. Homework (3 min)

Analysis of students’ activities, summing up the lesson, commenting on homework

(Appendix 5)

Verbal

Listen to the teacher, ask questions, write down homework

Regulatory: the ability to set personal goals, understand and realize the meaning of one’s activities

Cognitive: creating a holistic picture of the world based on your own experience

Annex 1

How is text saved on external media? (Text on external media is saved as files)

How many bytes of memory does the binary code of each character occupy in a computer text? (The binary code of each character in computer text takes up 1 byte of memory)

How is each character encoded in the text? (Each character in the text is encoded in eight-bit binary code)

What power alphabet is used to represent texts on a computer? (To represent texts on a computer, an alphabet with a capacity of 256 characters is used)

What is a coding table called? (A table in which all characters of the computer alphabet are assigned serial numbers is called an encoding table).

Which code is the international standard? (The international standard is ASCII - American Standard Information Interchange Code)

What rule is observed in the coding table? (Principle of sequential coding of alphabets)

What is this principle? (Latin letters (lowercase and uppercase) are arranged in alphabetical order, and the arrangement of numbers is ordered in ascending order)

Appendix 2

Teacher: Let's talk about the time when there were no printed books. Is that possible? – you will be surprised. Maybe!

Once upon a time, books were written by hand. The ancient chronicler sat over his books for a very long time, writing intricate letters. It is incredibly difficult to write an entire book by hand, which is why in ancient times books were considered the greatest value. Sometimes the chronicler worked for many months and years.

Why did ancient people work for a long time to create a book?

Student: wrote by hand

Teacher: Later, people began to print books. In Rus', the founder of printing was Ivan Fedorov. On April 19, 1563, Fedorov opened the first “printing house” in Moscow, that is, a printing house in Moscow. The first book was printed for almost a year. Tell me, if Ivan Fedorov lived in our time, what would help him create a book faster?

Student: Of course the computer.

Teacher: Yes, the computer is the main tool for preparing texts.

What types of information does the book contain?

Student : text, graphic, numeric.

Teacher: Text editor– an application program that allows you to create text documents, edit them, view the contents of the document, print the document, change the format, etc.

A text document is a file created using a text editor. It consists only of character encoding table codes. A text document must have a certain structure. It should be divided into lines, paragraphs, pages, sections. Each line ends with special "Carriage Return" control codes (codeASCII– 13) and “New line” (codeASCII- 10). The extension is often used in the names of text files.txt- text. There are simple text editors, such as Notepad, and powerful word processors, such asMSWORD.

Students sit down at their computers. Perform actions according to the teacher's instructions.

In order to launch MS Word, you must perform the following steps:

Start – All Programs –MicrosoftOffice- MS Word or launch the MS Word shortcut on the desktop.

Let's take a look at the word processor window. It looks like this:

After launch, the main MS Word editor window opens. Let's get acquainted with its elements. On the screen you see the main program window.

The main window can be divided into five main areas:

• Title bar

• Main menu bar

• Toolbar

• Workspace

• Status bar

Title bar

The window title shows the name of the program (Microsoft Word) and the name of the document (Document 1 by default). After you save the document, the file name appears in the title bar. Files created in Word are automatically assigned the .doc or .doc extension.docx. On the right side of the title bar are the usual window control buttons (Collapse, Maximize, Close). On the left side of the line there is a quick access panel to which you can add frequently used tools.

Main menu bar

As in other Windows applications, Word's menu bar is the control that provides access to all of the program's functionality. Each menu item has its own toolbar.

Toolbar

In MS Word 2010, the toolbar opens when you select a specific main menu item. The toolbar of each menu item is divided into sections.

Status bar

The status bar is located at the bottom of the main window. The left side of the status bar displays information about the current document:

In addition, the status bar contains operating mode indicators that inform you which mode you are currently working in. The black color of the indicator corresponds to the on state, gray - to the off state. There is also a Zoom tool on the right side.

Workspace

The work area of ​​the Word window is the document field. In an empty work area, the text cursor indicating the character input position is located in the first position of the first line. The size of the text on the screen depends on the selected scale. You can set the desired scale using the menu (View -> Scale) or the Scale button in the status bar. In the drop-down list of the Scale button, select the desired value. If the desired scale is not in the list (for example, 90%), enter the value directly into the text field (you don’t have to type the “%” sign, just enter the numbers) and press the Enter key.

Rulers

Rulers (horizontal and vertical) allow you to visually assess the current position of the cursor in the text. However, in MS Word, rulers perform additional, perhaps more important, functions.

Horizontal rulerallows you to visually change:

• Paragraph indents

• Fields on the page

• Width of table columns and columns

• Set tab stops using the mouse

As you move the cursor, the indent markers and tab stops on the horizontal ruler reflect the settings for the paragraph in which the cursor is located.

Vertical rulerappears along the left margin of the page.

With its help, you can quickly adjust the top and bottom margins of the page, as well as the height of the rows in the table.

You can choose to display rulers on the screen or remove them, thereby freeing up more space for your document.

Exit MS Word

After completing the current work session, you must exit MS Word. To do this, you can use one of the following methods (slide 14):

1. Select the menu File –> Exit.

2. Select Close in the system menu of the main MS Word window.

3. Place the mouse pointer on the system menu icon in the main MS Word window and double-click the left mouse button.

4. Click the Close button in the title bar of the main window.

5. Press Alt+F4 on your keyboard.

If any of the open windows contains unsaved information, MS Word will prompt you to choose what to do with it. To do this, a dialog box similar to the following will appear on the screen.

To continue the operation, select one of the options

Yes - Saves the document and exits MS Word.

If the file has not yet been given a name, MS Word will open the Save Document dialog box

No - Exits MS Word without saving the document

Cancel - Closes the current dialog window and returns to MS Word

Working with a text editor. Editing.

The user needs skills in entering and editing text not only for working with a text editor. These skills are basic when working with any type of software that uses an interactive mode. With any type of symbolic input, the user is given the opportunity to correct errors, that is, edit the text. There is a concept of a basic editing standard. This is a set of operations that are performed the same for all character input options.

Techniques of the basic editing standard:

Appendix 3

Performing exercises No. 1, 6, 7, 9, 10 pp. 9 – 10, paragraph 5.1 Working with the text from volume 2 of the workbook.

Appendix 4

Test "Text editor" created in the test systemSmartNotebook

Appendix 5

Homework: §14 – 15, questions at the end of paragraphs, ex. 2, 3, 11, 12

Lesson No. 1. Introduction. Safety precautions.

Goals: familiarize students with the structure and specifics of the 9th grade computer science course; update students’ knowledge about the science of computer science; repeat safety rules in the computer class; to promote the aesthetic, creative education of students and compliance with a uniform spelling regime at school.

Equipment: illustrative material on the topic of the lesson on the board, handouts - safety instructions, computers with a word processor MS Word.

Lesson type: review lesson.

Predicted results: students will remember the basic concepts of the computer science course from previous years of study; are familiar with the structure and specifics of the 9th grade computer science course; participate in heuristic conversation; independently process the safety rules and print out labels on a notebook for the subject.

DURING THE CLASSES

I . Organizational stage

II . Motivation for learning activities

Teacher. My dear friends! This academic year, I invite you to continue your journey into the wonderful world of learning about the world of information. You already know a lot, many easily navigate the endless sea of ​​information, but we must strive for the highest peaks. It's time to study the mathematical foundations of computer science more deeply. Try yourself as a programmer and website developer. A lot of interesting things await us ahead. Good luck!

III. Updating basic knowledge.

Heuristic conversation based on notes on the board

Various concepts and symbols related to previously covered material on the subject are written in a chaotic order on the board. The teacher, pointing to the notes in a certain order, directs the conversation in the necessary direction. Thus, the main topics of the computer science course are briefly and quickly repeated.

	Writing on the board	Teacher Questions	Suggested student answer
	Computer science	What is computer science?	This is a science that studies information.
		What is information?	This is information about the world around us
		Decipher the abbreviation	Information processes – actions with information.
		What information process is this object associated with?	Treatment. Graphic information. Graphic editor Paint.
		What program does the entry relate to?	Font name Word processor (editor)
		What is a text editor?	Program for working with text information
		What basic actions can you perform with text?	Editing Formatting
		What is editing?	Error correction process
		What is formatting?	The process of text design, work on the form of the text, its appearance
		Decipher	Information and communication technologies
		What is communication?	Technical component of working with information
		Read the entry	Binary code
		Why do we study binary code in computer science?	The computer works with information in binary code
	A$ 4*4		Children's answers can be varied. But most likely not true. And this allows you to focus on future material.
			Main state exam
		Who is planning to take it? Exam structure and minimum threshold.
		Decipher	Safety precautions.

IV . Working on the lesson topic

1. Creative task. The class is divided into groups (2-4 people). I distribute to each group an A4 sheet of paper and a standard safety instruction for students in a computer class, divided into semantic parts.

Teacher. Guys, we repeat safety rules at least twice a year. And you all know them well. Therefore, we will combine your creative abilities with repetition of the rules.

You have a card on your desk with several safety rules. Your task is to turn them into poetry. 10 minutes to work. Upon completion, each group will defend their work. One student reads the rules written in the instructions, and the second reads your poems.

2. Practical work in the program MS Word according to the algorithm.

Guys, now we will work on maintaining a uniform spelling regime in our school. Your task is to execute the algorithm and obtain the final printed product.

V . Reflection. Summing up the lesson

To summarize the lesson, use the “Plus-Minus-Interesting” exercise. This exercise is performed orally. First, students answer what they liked in the lesson, what caused positive emotions, what, in the student’s opinion, could be useful for him to achieve some goals (“P” - “plus”). Next, it is stated what was not liked during the lesson, seemed boring, caused hostility, remained incomprehensible, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations (“M” - “minus”). And we complete the reflection with facts that aroused the students’ interest (“I” - “interesting”)

This exercise allows the teacher to look at the lesson through the eyes of the students and analyze it in terms of value for each student.

VI . Homework

Group assignment(the class is divided into 4 groups). Prepare a set of physical exercises (5-8 pcs) for physical exercises. minutes in computer science lessons.

To relieve eye strain

To relieve tension from the shoulder girdle and arms

To relieve tension from the torso and legs

To improve cerebral circulation.

"First computer science lesson"

Lesson outline

"Man and Information"

Full name (full): Kryachko Inna Vladimirovna

Place of work: MBOU "Molochnenskaya Secondary School"

Job title: Primary school teacher

Item: Computer science

Class: 2

Topic and lesson number in the topic: "Man and information. Lesson No. 1"

Basic tutorial “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009.

Lesson format – isolated. (There are hours of extracurricular activities; the presence of a computer class).

Place of the lesson in the program : Chapter 1. “Types of information. Man and computer." The first lesson is “Man and Information”.

UMK N.V. Matveeva.

The main idea of ​​the lesson : to interest in studying the new subject “Informatics”; emphasize that a person lives in a world of information and is very closely connected with it, since the perception of information occurs through the senses (eyes, ears, nose, tongue, skin).

Lesson type : a lesson in learning new knowledge.

Universal learning activities formed within the lesson

Basic

Personal UUD:

updating information from personal life experience: examples of how to obtain information.

Regulatory UUD:

development of abilities to choose, the ability to set an educational task, the formation of pair work skills.

Cognitive UUD:

the use of tasks in which the child offers and chooses options for various ways to solve a situation;

development of skills to work with different types of information: text, drawing, sign, table.

CommunicativeUUD:

ability to ask for help, conduct dialogue, answer questions.

We use: group discussion, encouraging dialogue.

Metasubject:

Regulatory universal educational activities: planning - determining the sequence of intermediate goals, taking into account the final result (step-by-step completion of tasks);

Cognitive universal educational activities: - ability to structure knowledge; - analysis of objects in order to identify features (essential, non-essential); - synthesis as the composition of a whole from parts; building a logical chain of reasoning and evidence; reflection on methods and conditions of action, control and evaluation of the process and results of activity.

Types of activities in the lesson: individual, work in pairs, group, frontal; research, practical.

Demonstration and handout material, use of specialized software:

PC, interactive complex;

EER: presentation ( ); video “Ways to obtain information” (Appendix 5);

items to complete tasks: (ball, candy, watch, perfume, air freshener, lemon, sugar, bag, soft toy, chocolate foil);

chart cards (distance, visual information)(Appendix 2); (distance, auditory information)(Appendix 3);

cards for the game "Loto"(Appendix 4);

Textbook “Informatics” 2nd grade, N. Matveeva, E. Chelak, N. Konopatova, M.: BINOM. Knowledge Laboratory, 2009, 2010;

Workbook in 2 parts “Informatics” 2nd grade, 1st part, N.V. Matveeva, N.K. Konopatova, L.P. Pankratova, E.N. Chelak, M.: BINOM. Knowledge Laboratory, 2010;

School explanatory dictionaries.

Goals and objectives:

form an idea of ​​obtaining information from the environment using the senses;

introduce students to types of information depending on the way a person perceives it;

develop the ability to work with information;

fostering respect for the senses;

to form the information culture of students;

formulate the initial elements of research;

cultivate interest in the subject of computer science, curiosity.

During the classes:

1. Organizational moment.

New lesson!

New item!

New topic!

New knowledge!

New discoveries!

2. Setting goals and objectives for the lesson. Motivation for learning activities.

Teacher: Guys, from the epigraph to our lesson you already guessed that today we will have some new lesson, we will gain new knowledge, make new discoveries, and everything new is always something interesting.

Today you went to class and already knew its name - COMPUTER SCIENCE.

You came to the computer science classroom for the first time. It is very similar to a regular school classroom, but the difference is immediately obvious: there is a computer on each table. From today you will learn to work with it. I would like to believe that the computer will become your good assistant.

And first we'll talk aboutrules of behavior in the computer class.

For an assistant to be kind and beautiful, you need to treat him carefully. The computer does not tolerate dirt. Dust, which always happens in an uncleaned classroom, settles on the surface of the machine, penetrates inside and disables precision electromechanical devices and damages electronic circuits.

Therefore, the first requirement that must be observed in the computer science classroom is cleanliness. (On each table there is a memo with the rules of behavior in the computer class).

You cannot come in dirty shoes and clothes. Clean your jackets and briefcases before entering class.

Didn't have time to have lunch during the break before your computer science lesson? It’s better to be patient, but don’t bring bread, nuts, sweets, or seeds with you. Crumbs will damage your computer more than dust. If they get between the keys, they are not so easy to remove.

Chewing gum, no matter how tasty it may seem to you, is strictly prohibited for anyone sitting near a computer.

As you head to computer science class, take a look at your hands. With these hands you will now type messages to the machine. And if your nails are dirty, if your fingers are dirty and greasy, then your computer keys will be just as dirty. But both your teachers and your comrades from another class will work at this keyboard! Think about them, think about the fact that your dirty hands will get dirty, old and simply disable school computers.

The second most important requirement in a computer science classroom is discipline. No keys (even after you learn what they mean!) can be pressed without the teacher's permission. Of course, if you press the key, there will be no explosion or fire. But if the machine is prepared for a lesson, and you, without notifying the teacher, decide to play around with the keyboard, then most likely the prepared material will be spoiled.

Special warning: Never press the power button to disconnect your computer. This may cause your computer to malfunction. It will take many hours to recover.

Computers operate from an electrical network, the voltage of which is dangerous to life. Be careful! Do not touch the wires that are connected to the computer.

When pressing the keys on the keyboard, do not use much force. The computer will understand you even with the gentlest touch. Remember that drumming on your keyboard will quickly damage it. You should also treat your mouse and other devices connected to your computer “gently.”

Do not touch the monitor screen even with clean fingers - marks will still remain on it.

The rules of behavior in the computer science classroom are not too complicated. But they must be observed very strictly. By being attentive to your cars, you will learn a lot and see a lot of interesting things on the screens.

Who knows what computer science is? (Children's answers).

To make your knowledge more accurate, look at the board (slide 1) and listen to the poem:

I will teach you computer science,

And we will become friends with you.

In the vast world of information

You can’t live without machine guns,

And a machine gun is a device

What man has created to help.

I will teach you gradually,

How to store information

How to process, transmit,

I will teach you to reason.

The computer will become your best friend

He is indispensable in learning,

Like a book, pen and notebook,

You will need it.

(INFORMATICS=INFORMATION+AUTOMATION)

-Can anyone guess what we will talk about today in our first computer science lesson? (Children's statements).

-That’s right, the key word in our lesson today will be the word “information.” And what exactly we will learn related to this concept, read in the textbook - p.7.

(Target:

Understand that we live in a world of information that we study using our senses. Learn to analyze signals perceived through the senses.)

3. Updating knowledge.

Guys, how do you explain what “information” is? (News, information, when someone speaks, watch TV, read a book, newspaper, etc.)

When discussing this issue, draw students’ attention to the fact that during conversations people convey information, some news. Lead to the conclusion that information is information about the world around us .

Open explanatory dictionaries (Ozhegova) and read What does this word mean:

Information – this is information about the surrounding world and the processes and phenomena occurring in it, perceived by a person or a special technical device.

What do you guys think, can a person live without information?

In fact, the concept of “information” is somewhat broader than we defined it, and involves the sensations and perception of the surrounding world by each person with the help of the brain and sensory organs - the organs of vision, hearing, smell, taste and touch. In other words, information is also the freshness of the rain, and the sound of the wind, and the warmth of the sand heated by the sun, and the joy of seeing a rainbow in the sky... All this is information.

To understand how people and information are connected, let’s do a littlestudy.

During all tasks, you must carefully monitor what is happening and what you are doing. This will allow you to draw certain conclusions.

Exercise 1

– Guys, try to talk about objects without touching them(on the teacher’s desk: ball, candy, clock...)

Task 2

– Close your eyes. You don’t see, you don’t hear, you don’t touch with your hands. Tell us about the item(teacher sprays perfume, air freshener...)

– Which authority helped you obtain the information?

Task 3

– Close your eyes. Tell us about an item without seeing it, but you can try it(students try: lemon, sugar, candy...)
– Which body helped you obtain the information?

Task 4

– Close your eyes. You do not see. What sounds did you hear?(applause, the door creaked...)
– Which body helped you obtain the information?

Task 5

– Close your eyes. You don't see or hear, but you can touch it with your hands. Tell us about the subject.(In my hands there is a package, a soft toy, chocolate foil …)
– Which body helped you obtain the information?

Teacher:

– Well done! We completed all tasks well.
How did we get information?

Our senses help us receive information.
– How many sense organs does a person have?(5)
– What are these sense organs?(Eyes, ears, nose, tongue, skin).

- What conclusion have we come to after completing all the tasks?

– A person receives information using 5 senses: eyes, ears, nose, tongue, skin.

4. Primary assimilation of the material: (work on presentations and applications).

Teacher. Remember, with the help of which sense organ we receivedinformation about the objects located on the table? That's right, weused vision.Vision helps to distinguish the colors of objects, their sizes, shapes, recognize whether they are far or close, moving or stationary. Thanks to vision, we read books, watch TV shows, and admire the beauty of nature. Eyes are like windows to the world. Take care of your eyesight. (Slide).

Teacher . Give examples when a person receives visualinformation. (We read a magazine, look at each other, look draw a graph or drawing,

watching TV, looking at a painting in the museum.) .
- Do you know that a person can determine distance by eye: look at the diagram cards on your desks(Appendix 2)

50 steps – eyes and mouth

300 steps - face

1.5 km – burning match at night

6 km – factory pipes

8 km – firelight at night

– What organ allowed us to smell?(Nose)Slide shown

– Give examples when a person receives information through the nose.(Students' answers)

– Many pleasant smells bring us joy: the smell of flowers, the smell of a coniferous forest. Some smells seem to warn of danger, for example, a gas leak from a gas stove or that food is spoiled and should not be eaten! Conversely, the pleasant smell of food stimulates appetite. When you have a runny nose, you have trouble smelling. We must protect ourselves from colds!

Teacher. Which sense organ helps us determine the taste of food or drink?That's right, it's a language.Information we receive through languagewhen we eat or drink something, it is called taste.A slide is shown. What taste can we taste?(Sour, bitter, tasteless, sweet, minty, salty, spicy.) – There are special taste buds on the tongue. Thanks to them, a person distinguishes the taste of food. A person eats tasty food with appetite. Sometimes we know by taste that food is spoiled and cannot be eaten. Food that is too hot burns the tongue and we hardly feel its taste. The food should not be very hot!
Slide shown

Which organ allowed us to identify sounds?(Ears).

– With the help of ears a person hears speech, music, noise.Slide shown

– Give examples when a person receives information using his ears.(Students' answers)

– It is especially important for us to hear other people's speech. After all, with the help of words we convey our thoughts and knowledge to each other. We also need the wonderful sounds of nature and music. These sounds are part of the beauty that surrounds us. Noise can not only disturb, but also carry useful information - for example, the noise of an engine tells us that a car is approaching and we need to be more careful. Remember that loud noise, harsh sounds, loud music damage your hearing and have a bad effect on the entire body. Rest in silence often.

Hearing range of the human ear: chart cards (Appendix 3)

Noise of a moving train – up to 10 km

Shot – up to 5 km

Car signal – up to 3 km

Dog barking – up to 2 km

Human scream – up to 1.5 km

Vehicle movement on the highway – up to 1.5 km

Vehicle movement on a dirt road – up to 500 m

Spoken speech – up to 200 m

Cough – up to 50 m

Steps – up to 20 m

– Which organ allowed us to determine whether an object is smooth or rough?(Leather)

– With the help of the skin, a person learns what an object feels like - warm or cold, smooth or rough, soft or hard. Even with your eyes closed or in the dark, you can touch information about the size and shape of an object.
– Skin is an organ of touch. Try not to injure the skin, avoid burns and frostbite!

5. Awareness and comprehension of educational information.

a) Physical education minute

– Now let’s rest a little and check whether you listened and watched carefully, let’s play a game: I name the word, and you determine what type of information it can be attributed to. If the information is visual, we close our eyes; if it is auditory, we cover our ears with our palms; if we receive the information in the form of smell, we close our nose; if we taste it, we cover our mouth; if we recognize it with our skin, we clap our hands.
So let's start, be careful:

• Ringing, hot, sweet, music, bright, prickly, hot, wet, bitter, green, rough, radio, sticky, high, gasoline, dark, frost.

  Well done, you are good at identifying types of information.

b) Completing tasks in the workbook pp. 3-4, according to options in mutual verification mode.

6. Primary consolidation of the studied material

Consolidation of the studied material is carried out in a playful way.

Task 1. Information lotto. Match. (Appendix 4). Work in pairs. The teacher explains the task: toWhat senses allow us to discern information? Match.Cards from Table 2 (pictures with sensory organs) must be laid out in Table 1 (words) to establish a correspondence.

(Table 1) (Table 2) (pictures of sensory organs)

(cards from table 2 are placed on the words of table 1 of the picturesWhoa up) When

the task is completed, the teacher issues a control card with the correct arrangement of pictures and asks the students to check the completed task, then together they sort out mistakes if they were made.

7. Information about homework, instructions on how to complete it.

Analyze the material in the textbook pp. 9-11, retell in your own words the material in the “Main” section; p.5 – in your notebook, write down the meaning of the word “information” from the dictionary.

8. Reflection.

a) -- Let's go back to the beginning of the lesson, remember what we were supposed to understand and learn.Nature has endowed man with five senses so that he can perceive different types of information.
To make a decision, a person needs several senses: eyes, ears, tongue, skin, nose.
Visual, sound and olfactory information can be obtained without touching the object, and tactile and gustatory information can be obtained by touching the object with your hands or tongue.
Often, to make a decision, a person needs different types of information, perceived through different senses.

"Let's discuss"
What senses does a person have to perceive information?
Why do humans need five senses?
What is the information received through the eyes, ears, nose, skin and tongue called?
What information can be obtained without touching the object?
Why does a person need information?

Reception "Continue the sentence":

I found out….

I understand…

I discovered...

I never thought that..

It was interesting to me…

I don't really understand...

I haven't quite figured it out yet...

b) Watching a video“Ways of obtaining information” as preparation for the material of the next lesson (Appendix 5).

APPENDIX 2

Range of perception of objects using the organs of vision

APPENDIX 3

Hearing range of the human ear

APPENDIX 4

TABLE 1 (INFORMATION LOTTO)

Sour

white

rustle

Solid

bitter

cutting

brilliant

scream

rough

voiced

fragrant

Beautiful

TABLE 2 (INFORMATION LOTTO)

FOR STUDENTS IT IS CUTTED INTO CARDS, FOR THE TEACHER THE CONTROL CARD IS NOT CUTTED

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

How to structure Russian language and literature lessons in order to implement the requirements of the Second Generation Standards? To do this, you need to know the criteria for the effectiveness of a lesson, the requirements for its preparation and delivery, analysis and self-analysis of the activities of the teacher and students.

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

Concerningliterature lessons , then the requirements for their construction are, in principle, not outdated: the trinity of goals (teaching, developing and educating) is a mandatory component of any lesson, including a literature lesson. 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 the story “Heart of a Dog” by M. Bulgakov, I used materials from the book “The Path to Bulgakov” by T.V. Ryzhkova.

Literature lesson notes based on M.A. Bulgakov’s story “Heart of a Dog”

Lesson objectives:

1. Educational: conducting 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. Developmental: development of skills in working with literary text; development of skills to characterize the characters of the story; improving the skills of group and independent work; improving logical and creative thinking.

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

Forms of work: collective, group, individual

Lesson type: discovery of new knowledge

Lesson No. 1 Dispute about a dog's heart.

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

Creating a setup for analyzing a work.

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

Teacher's word .

For today's lesson, you read M. Bulgakov's story “The Heart of a Dog.”

March 1925. Mikhail Bulgakov is finishing work on the satirical story “The Heart of a Dog.” He wrote it at the request 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 there in this story that the government of the Soviet Union did not like?

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

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

Slide 3: “On 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 wolf is dyed or shorn, it still doesn’t look like a poodle.” The famous critic, researcher of the writer’s work Vsevolod Ivanovich Sakharov (born in 1946, member of the Union of Writers 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 become 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

Consolidating the concept of satire, overcoming ambiguity 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 against? What is the source of satire?

Students' answers

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

Slide number 5.

(Satire - kind of comic. Subject of satire serve human vices.

Source of satire - a 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 M. Bulgakov's satire.

UUD: educational

Stage 3 Setting a learning task

The purpose of the stage: setting goals for educational activities, choosing a way to implement them.

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

However, in 1988, the film “Heart of a Dog” directed by V. Bortko was released, which viewers still watch with pleasure, and theaters continue to stage 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, which is why it is read, films are made and plays 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 now being cloned and there is talk of human cloning.

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

Modeling a problem situation and approaching the lesson problem.

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

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

Students.

Suggested answers: the dog's heart debate.

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 class?

Students. Who is right: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly 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 worried him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Construction of a project to overcome difficulties

Purpose of the stage

Analytical conversation.

a) The technique of “immersion in the text.”

Teacher: The story opens with paintings 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, where embittered people live. It will help to concretize the general picture by turning to the details of the text, which could confirm the students’ impressions (the normal food canteen and bar, the fate of the “typist” and her lover, the cook and the doorman, the history of the Kalabukhovsky house).

Teacher: Is there anything in the story that counters this chaos and hatred?Students : rasskhabout Philip Philipovich’s apartment, where comfort, order, and human relationships 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 transported from the world of hunger and suffering, a world that doomed him to death, into a world of warmth and light.

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

b) Students present a presentation prepared at home , in which the story is clearly divided into two parts

1 part

part 2

Chapter 1 The world through the eyes of a dog, meeting a professor, choosing a name. Chapter 2 Sharik in the house on Prechistenka: “dressing”, receiving patients, visiting the house committee Chapter 3 Sharik in the house on Prechistenka: lunch, “explanation” of the owl, “collar”, kitchen, preparation for the operation. Chapter 4 Operation.

5 ch. Diary of Doctor Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor’s conversation with Sharikov, choice of name, Shvonder’s visit, “clarification” of the cat. Chapter 7 Sharikov in the house on Prechistenka: lunch, reflections of the professor. Chapter 8 Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor’s conversation with Bormental (searching for a way out), “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: The ball again became a dog.)

Teacher: what arethe reasons for this 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 inhabiting it. The conclusion is written down in a notebook.

c) “verbal drawing” technique

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 depict the meeting between the dog and the professor? What should you do to draw an oral illustration more accurately?

Students : necessaryreread chapter 1 . Re-read, clarify details. Possible description:

In the foreground there is a dark gateway, a blizzard is snaking. In the distance we see from a gateway a street, 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 gateway in the “pillar of a blizzard”. A dog is crawling into the street in the gateway. This is a tattered mongrel, she has dirty matted fur and a terrible scalded side. It is clear that movement is given to the dog with great difficulty. His head is raised, he is watching the person walking towards him.

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

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

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

Stage 5 Independent work

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

Students work in groups (independent text analysis). Execution time – 5-8 minutes. Each group prepares a speaker; response time is 2 minutes.

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

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

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

— What does Sharik like about Professor Preobrazhensky’s house and what doesn’t?

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 residents of the apartment feel about Sharik?

5 group (same chapters):

Students (preferred answers):

Group I:

— The dog is very observant, he knows life well, especially what 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 “he will not kick.” Hungry people, those who “are afraid of everything themselves,” are dangerous. Sharik hates lackeys. He says that “human cleansing is the lowest category.” But he also sympathizes with people who are deceived and bullied by those who have recently gained power.

Group II:

“Sharik likes it in the professor’s house, although after seeing patients he calls the apartment “obscene.” But it is warm and calm. After Philip Philipovich’s conversation with 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 much as you want, but I won’t leave here.” The dog also likes the fact that in the house he is fed well and tasty, and is not beaten. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house it’s the other way around. Sharik’s favorite place is the kitchen: food is prepared there, and there is a fire there.

III group:

- After Sharik realized that in the professor’s house he had nothing and no one to fear, 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 lunch, Philip Philipovich finally received the title of deity. As already mentioned, food, warmth and safety are the main thing for Sharik, and he is ready to faithfully serve the one who gives it to him. Sharik studied the professor’s call and greeted him with a bark.

He quickly won over Daria Petrovna, the cook. The kitchen is “the main part of heaven” for Sharik. And so he sucks up to the cook. He treats Zina with disdain, calling her “Zinka”; he doesn’t love her because 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 feels sorry for Sharik: he orders him to be fed properly, saying that “the poor fellow is hungry”; he treats him kindly 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 reason for the eternal chaos in the house. She thinks that the professor spoils Sharik too much and offers to give the dog a beating. She doesn’t understand why Sharik is shown such courtesy. For her, he is an ordinary mongrel. And Daria 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 things for Sharik are 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 thing: the professor is the master, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen,” the dog fawns on her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormenthal is in no way connected in the dog’s mind 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 it?

Students : Slave

Group V identified the stages of change in Sharik:

- Firstly, Sharik has changed in appearance. The professor picked up a dying dog, with a scalded side, dirty matted fur, and emaciated from hunger. In a week he turned into a shaggy and “surprisingly fat” “handsome dog.” Secondly, he 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 hospital” and defended his life - he has a very developed instinct of self-preservation. But seeing that he is not in danger, but, on the contrary, is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat him, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He will become impudent before our eyes. Having quickly assessed the collar, because all the dogs he meets are madly jealous of it, he comes to the conclusion that the collar is a kind of pass to a better world and gives him certain rights, for example, to lie in the kitchen. He forgets that he was recently an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and is finally convinced that he is an “incognito dog prince.” He exchanged freedom, hungry and full of dangers, for a well-fed, calm life, and pride for lackey servility.

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 reached out for a warm and well-fed life, believed many promises, and decided that they would instantly “become everything.” The revolution is an experiment that the Bolsheviks carried out on the entire people.

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

Stage 6 Reflection

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

Let's summarize the lesson:

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

Students conclude:

Sharik’s inner speech, his assessments 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: Doctor Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov “has exactly a human heart”?

Students: - No.

Teacher: — What questions did we get the answer to?

Students: — We compared the images of Sharik and Sharikov, saw what changes had occurred, understood through what techniques the author expressed his attitude towards the character and what worried him.

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

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in 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 (assignment for the whole class).

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

3. What do you think is from the dog in Sharikov, what is from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is Shvonder’s role in Sharikov’s upbringing? Why does Professor Preobrazhensky say that “Shvonder is the biggest fool”? (Individual task, it is performed by 3-4 people.)

Lesson #2

Topic: Dispute about a dog's heart (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : inclusion of students in activities at a personally significant level. Create a setup for analyzing the work.

Watching 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 the spring of intrigue. If in Sharikov only the qualities of Klim Chugunkin are manifested, then why shouldn’t the author “resurrect” Klim himself? However, before our eyes, the “gray-haired Faust”, busy searching for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.

Stage 2 Updating knowledge

Purpose of the stage : preparing students’ thinking, their awareness of the internal need to construct educational actions and recording individual difficulties in each of them.

Teacher : Find it difficult to answer?

I remind you of Dr. Bormenthal’s diary (I am exacerbating the problematic situation with an additional question):

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

Search activity students are looking for real explanations:

“We can see from the records 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 doesn’t understand much.

- Philip Philipovich has no time to keep a diary, he is much busier than the doctor... After all, it is no coincidence 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 don’t know anything about Klim. But if the diary was kept by a professor, it would not be so interesting.

— Dr. Bormenthal puts forward his hypothesis in his diary: “Sharik’s brain in the dog period of his life accumulated an abyss of concepts,” and, of course, writes down not only his assumptions on this matter, but also the professor’s opinion. But the professor would not write down Bormenthal’s hypothesis, since he is absolutely confident that he is right. And there wouldn't be any problem. We would also believe the professor, but there are some doubts

Students together with the teacher come to the conclusion:

- The “elimination” of the author and the transfer of the narrative to a young scientist who does not have the experience and insight of his teacher, who harbors 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 the “resurrected” Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to make his own guesses about the events and results of the operation.

Checking homework.

Demonstration of an electronic presentation with the results of the task: 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;

sunflower seeds (uncleanliness);

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

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

assassination attempt.)

The list is corrected, and the following conclusion is drawn together with the teacher:The formation of a “new man” is a loss of humanity, an increase in 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, if necessary, complement him. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— The dog was first called "ball" by a typist. 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 ragged, a lean little gang, a homeless dog.” For the second time with a ballThe dog is called Philip Philipovich, probably because it is a common dog name: Sharik, Tuzik... And the dog accepts this name: “Call it what you want. For such an exceptional act of yours (for the sausage). He doesn't really care what they call him, as long as they feed him.

— The “laboratory creature” demands a document from Flip Filippovich for himself. Then the question of his name arises. Now the name is chosen not by the “creators” of the new creature, but by the creature itself, but on the advice of the house committee. The new government brings new names into the world. For Philip Philipovich, the name Poligraf Poligrafovich sounds wild, “but the laboratory creature” defends its rights. Most likely, students will not notice the parody roll call - let us draw their attention to some similarities 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 of “dad”.

“After the first dinner at the professor’s house, Sharik promoted him to the rank of “highest deity.” The dog's head is dizzy from various smells. He, of course, hears what the professor and doctor are talking about, but the main thing for him is food. When he had eaten too much, he dozed off. He feels good and calm now. The “dog’s respect” for the professor is growing all the time and is not in doubt. The only thing that worries Sharik is whether this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat deliciously and a lot, but also to drink. and on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philip Philipovich, then Sharikov seems to laugh at him. 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 bother anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that “Sharikov’s black head sat in the napkin like a fly in sour cream” - both funny and disgusting. Sharikov and the professor exchange all the time sideways glances.

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

Stage 3 Construction of a project to overcome difficulties

Purpose of the stage : students’ choice of a way to resolve a problem situation.

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

Characteristics of Sharikov.

Watching an excerpt from a movie directed by V. Bortko “Heart of a Dog” - an episode of a conversation between Sharikov and Philip Philipovich. (In Bulgakov, the corresponding fragment begins with the words: “Philip Philipovich was sitting in a chair at the table.”)

Analytical conversation.

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

— Is this how Sharikov seemed to you when you read the story?

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

Suggested Answers :

— outwardly Sharikov in the film is exactly the same as Bulgakov’s, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov’s Sharik could distinguish colors. The story says: “Sharik began to learn by colors.” The lack of color in the film did not allow the authors to convey the absurdity of Sharikov’s costume.

— In the film, Sharikov constantly makes excuses, you even feel sorry for him. Indeed, the professor attacks and attacks him. And in the book, Sharikov behaves confidently, and sometimes harshly: he does not make excuses, but attacks himself: “A bold expression lit up in the little man.”

Bulgakov's Sharikov is often ironic, but in the film he is stupid. And also, when you read the story, it’s funny, but in the film everything is somehow serious. It's hard to explain why this is so.

(if the students do not see this important detail, then the teacher will be able to lead them to it with additional questions. The students’ “claims” are weighty and thorough: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks color, and that’s the point not only that it is black and white, but that the entire film is shot in a serious and very boring way: it lacks Bulgakov’s irony, humor, sarcasm - shades of meaning!

What did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?

3) Working with a block diagram.

The great operation was completed, but who became the donor to create a new person?

(Klim Chugunkin)

What can you say about this person? Read it.(end of chapter 5, p. 199)

(“Klim Grigorievich Chugunkin, 25 years old, single. Non-party member, single, tried three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Thefts. Profession - playing the balalaika in taverns.

Small in stature, poorly built. The liver is dilated (alcohol). The cause of death is a stab in the heart in a pub (“Stop Signal” at the Preobrazhenskaya outpost).

From Doctor Bormental's diary we learn that the new creature has adopted all the worst qualities of its donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.

( Bad taste in clothes: a poisonous sky-colored tie, jacket and trousers are torn and dirty; patent leather boots with white leggings. Ch.6, p.203)

In addition, it constantly speaks after its mother, smokes, litters cigarette butts, catches fleas, steals, loves alcohol, is greedy for women...(p. 194, 195)

Teacher: but this is only an external manifestation. Is there anything left of Sharik's moral position? What determined Sharik’s behavior and what was most important for Sharikov?

Suggested Answers : - The instinct of self-preservation. And Sharikov defends the right to his own existence. If someone tried to take Sharik’s “full life” away, he would recognize the power of a dog’s teeth. Sharikov also “bites”, only his bites are much more dangerous.

Conclusion: the ball did not die in Sharikov: we discovered all its unpleasant qualities in the person.

Conversation

Teacher : Let’s try to figure out why the professor was a model and strength for Sharik, and Shvonder for Sharikov? Why does the professor say that “Shvonder is the biggest fool”? Does he understand who he is dealing with?

Students: Sharikov’s brain is very poorly developed: what was almost brilliant for a dog is primitive for a person: Sharik turned into a person, but did not receive human experience.Shvonder takes him for a normal adult and tries to instill the ideas of Bolshevism.

Teacher: Why is this so dangerous?

Students: Usually, when a person develops naturally, he gradually gets acquainted with the world, they explain to him what is good and what is bad, they teach him, and pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he just wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to divide everything. Shvonder himself fervently believes in what he preaches; he himself is ready to give up benefits and conveniences in the name of a bright communist future.

Philip Philipovich and Doctor Bormental are trying to educate and instill in Sharikov normal human manners, so they constantly prohibit and point him out. Sharikov is extremely irritated by this. Shvonder does not prohibit anything, but, on the contrary, tells Sharikov that he is being oppressed by the bourgeoisie.

Teacher: Are Shvonder himself and the representatives of the house committee highly developed personalities?

Students: Obviously not.

Teacher: Does Shvonder really understand complex political and ideological issues?

Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to divide everything, although they cannot even really direct the work of the house committee: there is no order in the house. You can sing in a choir (no matter what Philip Philipovich says, he himself often hums in a false, rattling voice), but you cannot sing in a choir instead of your main work.

Teacher: Why do Sharikov and Shvonder find a common language so quickly?

Students : Shvonder hates the professor because, feeling the scientist’s hostility, he is unable to prove it and “clarify” his true anti-revolutionary essence (and here Shvonder can’t deny his intuition!) For Shvonder, Sharikov is a tool in the fight against the professor: after all, it was Shvonder who taught Sharikov to demand living space , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy must be brought to light and destroyed in the name of a future happy life. Shvonder’s poor head just can’t comprehend why a man who, by all signs, is an enemy of the Soviet regime, is under its protection!

So, the “godfather” of Poligraf Poligrafovich instills in his pupil the ideas of universal equality, brotherhood and freedom. Finding themselves in a consciousness in which animal instincts predominate, they only multiply the aggressiveness of the “new man.” Sharikov considers himself a full-fledged member of society not because he has done something for the benefit of this society, but because he is “not a NEPman.” In the fight for existence, Sharikov will stop at nothing. If it seems to him that Shvonder is taking his place in the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool” because he does not understand that soon he himself could become a victim of the monster that he is “developing” so intensively.

Teacher: Who is right in the dispute - Professor Preobrazhensky or Doctor Bormental?

Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik’s brain is only “the unfolded brain of Sharik,” but it cannot be said that we are faced with only the reborn Klim.Sharikov combines the qualities of a dog and Chugunkin, and Sharik’s slavish philosophy, his conformism and instinct of self-preservation, combined with Klim’s aggressiveness, rudeness, and drunkenness, gave birth to a monster.

Teacher: Why were scientists wrong in their assumptions?

Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.

Expected results:

These final conclusions resolve the problematic situation of 2 lessons, in understanding which students had to understand the role of composition, master Bulgakov’s language, learn to realize the importance of details in the story, and compare the images of the characters; comprehend the author's concept. In addition, the technique of comparing a work with its interpretation in another form of art allows schoolchildren to concretize their impressions.

UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, ability to construct a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).

Stage 4 Reflection

Exercise "Interesting".

Fill out the table:

In the “plus” column, students write down what they liked during the lesson, information and forms of work that aroused positive emotions or could be useful to them. In the “minus” column they write down what they didn’t like and remained unclear. All interesting facts are written down in the “interesting” column. If there is not enough time, this work can be done orally.

UUD: regulatory (assessment)

Homework for the next 2 lessons it will be like this:

1. Come up with a title for chapter 4 of “Heart of a Dog.”

3. Draw up a “code of honor” for Professor Preobrazhensky.

4. Explain the theory of education according to Professor Preobrazhensky and Dr. Bormental.

5. Describe the professor in the scenes of receiving patients, visiting the house committee, and at lunch. Prepare an expressive reading of these scenes.