Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.
The classic (strict) didactic syncwine is structured like this:
, one word, noun or pronoun;
second line – two adjectives or participles, which describe the properties of the topic;
third line - or gerunds, telling about the actions of the topic;
fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.
Compiling a syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.
Respectively, First line- "soap".
Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.
Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”
Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”
And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.
What happened in the end? An example of a classic didactic syncwine of strict form.
Soap.
Transparent, strawberry.
It washes, it smells, it bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.
Why make a syncwine at school?
Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.
In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.
Sinkwine - examples in different subjects
Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic “verb”:
Verb.
Returnable, perfect.
Describes an action, conjugates, commands.
In a sentence it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.
In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.
An example of a syncwine on the theme “frog”:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
Sees only what moves.
Slippery.
Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhumane.
Kills, ruins, burns.
My great-grandfather died in the war.
Memory.
Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.
Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?
Rules for writing syncwine
Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.
Synquain construction scheme is this:
- first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
- second line – two adjectives, characterizing the topic;
- third line – three verbs(actions of an object, person or concept designated as a topic);
- fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
- fifth line – one word, summing up the syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.
How to work with the syncwine theme: first and second line
Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- sumptuously bound and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by grandmother and so on.
The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).
Now write down two characteristics specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.
How to come up with the third line of syncwine
The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and what goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.
Let’s formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.
If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I said goodbye to sleep.
How to sum it up: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.
For example, you thought about the variety of books, and you came up with the following:
Book.
Fiction, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.
In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.
Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:
Book.
Fat, boring.
We study, analyze, cram.
Classic is a nightmare for every schoolchild.
Yearning.
Book.
Fantastic, fascinating.
Delights, captivates, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.
Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.
After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.
“Cell nucleus” - DNA. TEST on the topic: “The existence of a prokaryotic cell without a nucleus.” Mitochondria. Unicellular (bacteria, protozoa). The endoplasmic reticulum is smooth. And in a prokaryotic cell, all the functions of the nucleus are performed by circular DNA. Thick murein shell (peptidoglycan layer). Protein synthesis. Problematic question.
"Core Biology" - Animals. SOMATIC cells. The core of the earth. In 1831 he discovered the nucleus in the cell sap - the most important component of the cell. The role of the nucleus in the cell. Regulates. (Lack of core). DNA Protein synthesis. Trisomy. Chromatin. So the cell seems small! Karyoplasm. (Sex cells). 23 chromosomes. BACTERIA (the oldest single-celled creatures).
“Structure of the atomic nucleus” - Atomic bomb. Radium (radiant). H-bomb. Radioactivity is proof of the complex structure of atoms. Radiation designation. Uncontrolled nuclear chain reaction. Use of radioactive radiation. M - mass number - mass of the nucleus, number of nucleons, number of neutrons M-Z. A.D. Sakharov. Otto Hahn and Fritz Strassmann.
“Fission of Uranus Nuclei” - The energy contained in the nuclei of a uranium atom is colossal. What forces act inside the nucleus? The fission reaction of a uranium atom releases energy into the environment. After the explosion, a light, shock, thermal and radiation wave follows successively. Fission of uranium nuclei. What particles make up the nucleus of an atom?
“Atomic nuclei” - Nuclear physics. Composition of the atomic nucleus. Rutherford's experience. N? Z diagram of atomic nuclei. Nuclear forces. Diagram of a nuclear power plant. Kernel sizes. Scattering of a particle in the Coulomb field of a nucleus. Nuclear synthesis. Models of atomic nuclei. Design of a magnetic confinement fusion reactor. Superheavy nuclei (A > 100).
"Atomic nucleus" - The neutron is now known to be 0.1% heavier than the proton. However, inside a stable nucleus, neutrons are bound to protons and do not decay spontaneously. Structure of atomic nuclei. Chadwick's experiments. The history of the discovery of the structure of the atomic nucleus. Core. Quanta of nuclear interactions. Discovery of the neutron. The structure of the atomic nucleus.
We have already discussed all the important points in the theory and practice of writing syncwines, and today I will present examples of syncwines of my own composition. Also, to let you participate in writing syncwines, at the end in the comments, we will conduct with you a small but very intellectually developing game of writing syncwines.
Personally, I write syncwines to develop my thinking and analytical abilities, and simply as one of the interesting forms of poetry and self-expression. Sinkwine is a kind of word game.
In a good syncwine, it is extremely important to be able to find the most important characteristics and elements of the word under discussion, draw the correct conclusion and be able to formulate it briefly but succinctly.Sinkwine is a peculiar art of fitting large amounts of information into a small essay, which is why it is increasingly being used in a variety of modern educational programs. or watch in the next video, and now I present to your attention examples of syncwines that I once wrote, evaluate how well my efforts turned out and write your poems even better.
Since I wrote my syncwines for the first time according to slightly different rules and quite a long time ago, I will first read the syncwine as I once wrote it. And then the second option will be an analogue in a more traditional, so to speak “school” processing.
Well, in the end you will be able to choose what rules you want to write by, and whether you prefer to write Sainquains more like a poet or like a wise analyst. As I already said, see the rules for writing syncwines separately, but today we only have practice and we are starting...
Examples of syncwines:
Sinkwine "revenge"
Revenge.
Sweet, cruel,
It attracts, embitters and burns.
Someone who has lost loved ones and wants revenge. Spilling on someone's land
blood.
Revenge.
Sweet, cruel.
It attracts, embitters, burns.
Those who have lost loved ones want revenge.
Blood.
Sinkwine "Teacher"
Teacher.
Talented, smart,
Helps, guides, inspires
to be yourself and become great, for everyone who wants it...
Genius…
Teacher.
Talented, smart.
Helps, instructs, inspires.
Teaches you to remain yourself and go towards a big goal.
Conductor.
Sinkwine "Peace"
World.
Illusory, rotten.
all living things that reveal illusions.
Matrix.
World.
Illusory, rotten.
Corrupts, Embitters, Kills
Full of injustice and illusions.
Matrix.
Sinkwine "Wind"
Wind.
Affectionate, gentle,
relaxes, hugs, encourages
bees perform mysterious intercourse
rite.
Wind.
Affectionate, gentle.
Relaxes, hugs, cools.
Helps pollinate some plants.
Life.
Sinkwine "Prostitute"
Prostitutes.
Refined, gentle,
calm, support, give
happiness for free, only taking money for the fact that they go home after, showing
Understanding!
Prostitutes.
Refined, gentle.
They calm, support, and delight.
They sell love for money, and happiness as a gift.
Salesman.
Sinkwine "Doubts"
Doubts.
Stupefying, chimerical,
They numb, stupefy, bind,
not allowing you to take a responsible step from the cliff into the abyss
Life.
Doubts.
Stupefying, illusory.
They are numb, stupefied, shackled.
They help you avoid getting into trouble.
Luck.
Sinkwine "Bandit"
Gopnik
cool, fashionable,
smokes, drinks, beats
their friends, in the name of entertainment, at the same time training them to hold
hit!
Bandit.
Cool, with problems.
He smokes, drinks, and is in prison.
As a child I fell into bad company.
Misfortune.
Sinkwine "Putana"
Prostitute.
Luxurious, proud,
intoxicates, bewitches, allows
for money, wipe your feet on yourself, and push your face into
Dirt.
Prostitute.
Luxurious, proud.
It intoxicates, bewitches, allows.
Allows the poor and weak to find cheap and easy love.
Compassion.
Sinkwine "Emptiness"
Emptiness…
Dark, dead.
Exists, extends, gives birth
all the riot of matter and colors of the greatest universes, like a white lotus emerging from the mud.
Bud.
Emptiness.
Dark, dead.
Exists, extends, gives birth.
Contains all the matter and colors of the great universe.
Miracle.
Sinkwine "Intelligence"
Brain!
Gray, jelly-like,
watches, thinks, saves
from the solemn ability of chance to always find trouble for you
Head. (Or ass)
Intelligence.
Responsible, caring.
Analyzes, thinks, considers.
Helps you avoid getting into big trouble.
Protection.
Sinkwine "Blonde"
Blonde.
Cute, cheerful,
makes you laugh, pleases, delivers
the greatest of pleasures for men, allowing themselves to be given their hearts.
Bitch.
Blonde.
Cute, cheerful.
Makes you laugh, makes you happy, gives pleasure.
Allows you to give yourself cars and loving hearts.
Intelligence.
There are also syncwines not only on certain topics; syncwines can also be divided according to the emotions experienced after them, into cheerful, joyful, angry, philosophical, etc.
And for special gourmets, you can try and improvise with emotions, for example, write a kind and gentle syncwine for a nasty word, or an evil syncwine for a seemingly very positive and kind word. Examples of syncwines with an inverted meaning...
Sinkwine "Carnival"
Carnival.
Corrupt, vulgar,
Gives hope, makes you dream,
drawing you into your world, immersing you in vanity, and then leaving those unnecessary to death.
Poverty!
Carnival
Corrupt, vulgar.
Gives hope, makes you dream.
Captivates you into your world, immerses you in vanity.
Illusion.
An example of Philosophical syncwines.
Sinkwine “Aesthetics”
Aesthetics.
Imaginary, Arrogant.
Teaches, Evaluates, Critiques
Like a young boy in a brothel, drunk
Geisha.
Aesthetics.
Beautiful, Arrogant.
Teaches, Evaluates, Critiques.
Allows you to find flaws even in a wild flower.
Paradox.
Funny syncwines.
Sinkwine “Fishing”
Fishing.
Makes you sit and think for a long time
what would I do here if it weren’t for the women and
vodka…
Fishing.
Amazing, paradoxical.
Boring, thoughtful, responsible.
It's sad until the first glass of vodka is poured.
Fun.
Sinkwine game
There is also such a thing as the Sinkwine game. Most often, it’s boring to write syncwines alone without any logic and just on the “table”; you want to take part in some kind of competition or just a game. The simplest syncwine game is syncwine chain, there are other names, but the essence is the same.Rules of the syncwine game
The first person writes his own syncwine for any word, and the second person writes his own syncwine for the word with which the previous syncwine ended, that is, each new syncwine is written about the word with which the previous syncwine ended.
That's all the rules, everything is very simple, so I suggest you play a little, according to tradition, I will start with my examples of syncwine games, and you write your syncwines in the comments, later we will publish the written syncwines somewhere in a separate article and note the most interesting ones.
Example of a syncwine game
Chocolate.
Delicious, sweet.
Fun, relaxing, exciting.
Sold in the market and increases libido.
Aphrodisiac.
Aphrodisiac.
Tempting, exciting.
Beckons, activates, warms the blood.
Forces you to go searching in the middle of the night.
Adventure.
Play, experiment, try something new for yourself, realize yourself creatively and improve intellectually, this is what I wish for you, and participation in the syncwine game will help you with this. I wish you creative insights and beautiful syncwines. I also want to bring to your attention the development of a person’s creative and intellectual abilities.
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.
Goals.
Educational:
- Get an idea of the essence of the spiritual world of the individual and its significance for modern society
- Show the essence and meaning of patriotism and citizenship, types of worldview.
Educational:
- Formation of attitude towards the spiritual life of society.
- Cultivating communication skills and tolerance in communicating with others.
- Formation of a positive attitude towards learning and knowledge among students.
Developmental:
- Development of the ability to make comparisons, rationally solve cognitive and problematic problems
- Development of students' speech, memory, attention and perception.
- Be able to apply logical operations: systematization, generalization, comparison, analysis.
Lesson structure:
- Learning new material, consolidating new material, homework.
- Concepts. Spirituality, patriotism, citizenship, worldview, mentality.
Equipment.
- Handouts with tasks.
- Computer, projector, projection screen
During the classes
I. Learning new material
Frame 1. Look at the images on the slide. They are completely different, but there is something that unites them. Discuss in the group what their unity is and conclude what the topic of the lesson is.
Frame 2. This means that we will now talk about the spiritual world of the individual.
Lesson topic: Spiritual world of personality.
In accordance with the topic of the lesson, what goal do you think we should set for ourselves today?
Frame 3
The purpose of the lesson: Get an idea of the essence of the spiritual world of the individual and its significance for modern society.
What is the spiritual world of the individual? Let's see what people like F.M. thought about this. Dostoevsky and Socrates. We will work in groups. There are cards on your tables. Read the documents and complete the assignments for them.
The groups that were the first to complete the tasks of cards No. 1 and No. 2 make diagrams on the board.
Examination.
Frame 4
| Card No. 1 1. Read. F.M. Dostoevsky wrote: “You cannot become a man at once, but you have to become a man... for fear how man loves everything that is given to him ready-made. Moreover: thinkers proclaim general laws, i.e. such rules that everyone will suddenly become happy, without any pretense, if only these rules come into force. Yes, even if this ideal were possible, then with unfinished people no rules, even the most obvious ones, would be realized. It is in this tireless discipline and continuous work on oneself that our citizen could manifest himself.” 2. Find in the list the characteristics of the Spiritual world of the individual. Knowledge, life, quality of life, faith, beliefs, physical health, feelings, well-being, social status, abilities, values, civil liberties, aspirations. Draw a conclusion. How do you understand the expression: the spiritual world of the individual? (Answer. Spiritual world of personality. Knowledge, faith, beliefs, feelings, abilities, values, aspirations.) |
Frame 5
| Card No. 2 Read the parable: One day, Socrates and his students were walking along the road and discussing complex problems of existence (life). The owner of the entertainment establishment who saw this asked the philosopher: Socrates, why are you trying so hard? Look, if I just beckon your students, they will come to me in a crowd. Of course, because you call them down, and I lead them up the difficult road of knowledge. Using words, complete the Model of spiritual personality: abilities, worldview, beliefs, needs, value orientations, character, temperament, inclinations, cultural range. Model of spiritual personality
How do you understand the expression: the spiritual world of the individual? |
Frame 6
We came to the conclusion that the spiritual world of the individual is directly related to a person’s belonging to a social community and the spiritual life of society.
The philosopher Fedotov wrote “that spiritual life distinguishes man from other living beings.” A person with a developed spiritual life has spirituality - the highest level of development and self-regulation of the individual. At this level, the motives and meanings of a person’s life become not personal needs, but the highest human values.
What do you think are the highest human values?
Frame 7.(Morality, patriotism, citizenship, worldview)
Working in groups, draw up a portrait of a Patriot and a portrait of a Citizen. Draw a conclusion about the similarities and differences between these two concepts.
Frame 8. Write down the concepts in your notebook. A patriot is a person who loves his fatherland, is devoted to it, and strives through his actions to serve its interests. A citizen is a person who knows his rights and responsibilities and, most importantly, has a public sense of participation in matters large and small.
Patriotism is an activity for the benefit of the Motherland, ensuring not only its success and power, but also a respectful attitude towards other peoples. Citizenship is a manifestation of the responsible attitude of a person, aware of not only his rights, but also his responsibilities, towards other people and society as a whole.
Frame 9.
Read an excerpt from Yuri Vizbor’s poem “Night Road”.
“There is no ending to the road, but there is its result.
The roads are difficult, but it’s worse without roads.”
What do these words mean?
What kind of life path a person chooses depends on his worldview, which influences the formation of a person’s mentality.
Remember what other concepts you know:
What is a worldview?
What is mentality?
Frame 10
In order to better understand what a worldview and mentality is, let’s complete the tasks in groups: (work with the textbook)
If you have forgotten what a syncwine, a thesis plan, or graphic work with text is, you can take the Memo on the table. The first to complete the syncwine and diagram go to the board.
Examination. You can ask questions to the speaker to clarify the material being reported.
1. Listen to syncwine.
2. Explain the classification of worldview types.
3. Listen to the thesis plan on the topic “Human Mentality.”
II. Checking new material.
Now let’s check how you have mastered the material on the topic “Spiritual World”
Signed your first and last name on a blank sheet of paper lying on your desk.(options of assignments are distributed taking into account the abilities and capabilities of students)
| Option 2. Indicate the correct answer. 1. The individual’s ability to exercise moral self-control is called:
2. Moral standards are protected:
3. Are the following judgments about self-education true?
4. What situation is governed by moral standards?
5. “A system of views on the objective world and man’s place in it, on man’s attitude to the reality around him and to himself, as well as the basic positions of people determined by these views, their beliefs, ideals, principles, value orientations - this is...”. |
| Option 3 1. Establish a correspondence: for each definition of the first column, select the corresponding concept from the second. |
|||
| Subject of study | The science | ||
| 1 | Power in society | A | Psychology |
| 2 | Human behavior, his individual characteristics | B | Economy |
| 3 | Production and exchange | IN | Political science |
| 2. Establish a correspondence: for each definition of the first column, select the corresponding concept from the second. | |||
| Activity | Field of activity | ||
| 1 | Creating an artistic image | A. | The science |
| 2 | Hypothesizing | B. | Art |
| 3 | Experiment | ||
| 4 | Formation of a sense of beauty | ||
| 5 | New, reliable knowledge | ||
Frame 11.
We check the work. No errors - “5”, 1 error – “4”, 2 errors – “3”
Frame 12.
Summarize:
Why is the spiritual world of the individual the most important value of modern society?
Final grades for the lesson are given taking into account the written work.
Frame 13.
Homework.
Paragraph 29, questions pp. 305-306, (for everyone)
Differentiated (optional):
**Tasks p. 306,: No. 2 - written, No. 3 - oral
***Document pp. 306-307 questions
Sources:
1. Unified State Exam-2009. Social science. Thematic training tasks / G.I. Averyanova. M.: Eksmo, 2009.
2. Social studies. Textbook for 11th grade. Edited by L.N. Bogolyubova, A.Yu. Lazebnikova, K.G. Kholodkovsky. M.: Education, 2008
3. Lesson developments in social studies: profile level: 11th grade / E.N. Sorokina. M.: Vako, 2009.
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