The protagonist of the story is a boy named Kotka. Together with his friend Pavlik, he was returning from fishing. The road passed by a cucumber field, and Pavlik persuaded Kotka to pick cucumbers. So they did, but the watchman noticed the boys. The watchman began to blow his whistle and the guys ran away. After that, Pavlik decided not to take risks and not to bring home cucumbers obtained in such a dubious way. He gave his share to Kotka.

At home, Kotka happily told his mother that he had brought cucumbers. But when my mother found out where they came from, she was not happy. Mom explained to Kotka that he and his friend Pavlik had stolen the cucumbers and ordered them to be taken back to the field. It was already late and it was getting dark outside. Kotka was afraid to walk alone in the dark, but mother was adamant. The boy had to go back.

On the way, Kotka cried loudly from fear. When he reached the field, the watchman came out to his crying. Kotka told him everything and returned the cucumbers stolen during the day. The watchman also told Kotka that it was not good to steal. When Kotka began to make excuses that Pavlik had incited him to this act, the watchman noticed that he had to live with his own mind and make decisions on his own, without other people's prompts.

This is the summary of the story.

The main idea of ​​\u200b\u200bthe story "Cucumbers" is that taking someone else's, stealing is very bad. Even if something foreign is easily accessible, like cucumbers on a collective farm field, you still can’t take it. The story teaches that one should be responsible for one's actions. Kotka did a bad deed, took someone else's. Although his mother showed toughness by sending her son to return the cucumbers, she did everything right. As a result, Kotka must remember for the rest of his life the lesson taught by his mother that stealing is very bad.

In the story "Cucumbers" I liked the watchman from the cucumber field. He treated Kotka kindly, who brought the stolen cucumbers back and did not scold him strongly. The watchman also explained to Kotka that one should not act under the influence of the persuasion of another person. All decisions in life should be made independently.

What proverbs are suitable for the story "Cucumbers"?

Do not open your mouth on someone else's honey.
Rely on a friend, but don't make a mistake yourself.
Himself dare, where is the coast, where is the edge.

Margarita Korotkikh
“Retelling of the story by N. Nosov “Cucumbers”. Lesson on the development of oral coherent speech of older preschoolers

Target:

development of oral connected speech on the example of works of art.

Tasks:

Learn to retell with reference pictures

Develop grammar skills

Enrich vocabulary

Answer questions in full sentences

Lesson progress:

Educator: Children, today we will learn to retell the story of Nikolai Nosov (demonstration of a portrait of the writer).

Educator: What works by this author have we already read?

Children:"The Adventures of Dunno", "Gorki".

Educator: And what will be the new story of N. Nosov, you tell yourself as soon as you guess the riddle:

In the summer in the garden - fresh greens,

And in winter in a barrel - yellow salty.

Guess, well done

What is our name?

Children:(cucumbers)

Educator: When there are many of them, they are cucumbers. And when one?

Children: Cucumber.

Educator: Is there anything? (shows pictures)

Children: Cucumber, cucumbers.

Educator: There is nothing?

Children: Cucumber, cucumber.

Educator: Approached what?

Children: To the cucumber, to the cucumbers.

Educator: Satisfied with what?

Children: cucumber, cucumbers.

Educator: Think about what?

Children: About cucumbers, about cucumbers.

The teacher reads the story. In the process of reading, he puts the illustrations on the board in order.

There is a discussion about the content of the story.

Educator: Who are the main characters of the story?

Where do children live: in the city or in the countryside?

Where did the children go?

Where did the children go on their way back?

What did the boys do in the collective farm garden?

How did mom react to the fact that Kotka came with cucumbers?

What was Kotka thinking about when he carried the cucumbers back?

What did Kotka say to the watchman?

In what mood did Kotka return home?

Fizminutka: “Join hands together”

The game: "What is good and what is bad?"

The teacher names different actions, the children evaluate them by raising and lowering the thumb in the fist.

1. Pavlik took Kotka with him to fish.

2. The boys climbed into someone else's garden.

3. The boys ran away from the watchman.

4. Pavlik thought that he would get it from his parents and gave the cucumbers to Kotka.

5. Kotka told his mother where he got the cucumbers.

6. Mom sent Kotka to the watchman.

7. Kotka decided that he would throw the cucumbers into the ditch, and say that he took it.

8. Kotka thought: “No! I’ll take it, otherwise my grandfather will get hit because of me!”

9. “Grandfather, I brought the cucumbers back,” said Kotka.

10. Kotka said: “Pavlik took and I took.”

11. Kotka pulled out the cucumbers and put them in the garden.

Educator: Children, the people say: “It’s not for you, it’s not for you to take it.” How do you understand this proverb?

Which of the characters in the story needs to say this?

Children:

You can't take someone else's. -

You need to be responsible for your actions. -

Exercise for emotional unloading: “Let's not frown!”

One, two, three, four, five!

Let's not frown

Forget about sadness

Let's smile

It's fun to laugh!

All sorrows have flown away

Faces are joyful!

"Pyramid of Kindness"

Educator: Children, everything that we want to wish Kotka and ourselves, we will invest in our pyramid.

Children take turns saying wishes, put their palms and build a pyramid.

-Be honest!

Be hardworking!

Be brave!

Be smart!

Be healthy!

Be happy!

Educator: Children, our wishes will be heard by everyone and may they come true!

Lesson objectives:

Download:

Preview:

Literary reading lesson in grade 3

according to UMK "Perspective"

topic: N. Nosov "Cucumbers"

Lesson summary

Subject: literary reading

Grade: 3

Textbook :

Topic : N. Nosov "Cucumbers".

Lesson type : a lesson in discovering new knowledge

Equipment: presentation, exhibition of books by N. Nosov, drawings based on his story, task cards

Lesson Objectives:

1. Stimulate the emotional and value attitude towards the heroes of the artistic works;
2. desire to read fiction about friendship.
3. Learn how to plan a text retell the text using the plan and illustrations;
4. select proverbs to the content of the text;
5. read the story by role;
6. formulate the rules of friendly relations; adequately assess the result of the educational task.

Lesson objectives:

educational:

contribute to the formation of a holistic view of the main idea of ​​the story;

to promote the formation and development of educational and informational skills and abilities: to read fluently, consciously and correctly, to find key words in the text that allow characterizing the hero;

create conditions for expressive reading;

contribute to the correction of speech, improve the competent structure of speech;

developing:

to form communicative and speech skills when working with the text of a work of art; develop emotional responsiveness when listening and reading a work;

educational:

education of moral feelings and ethical consciousness: respect for the elderly, love and respect for the feelings of loved ones.

respect for the work of other people, awareness of the value of being honest; negative attitude towards lies.

Planned results

Item Skills:

Make a plan of the text, retell using the plan and illustrations;

Retell the text on behalf of the main character;

Formulate friendship rules.

Universal learning activities:

Personal:

Show an emotional and valuable attitude towards the hero of a work of art.

Regulatory:

- perform a training task according to the algorithm;

Adequately evaluate the result of the educational task.

Cognitive:

Determine the theme and main idea of ​​the work and justify your opinion;

- select a proverb for the work and justify your choice.

Communicative:

adequately interact in pairs and in a group when performing a learning task.

Means of education:

Klimanova L.F. Literary reading, grade 3. Textbook for general education. institutions. At 2 o'clock. Part 1. - M .: Education, 2013.

SV Kutyavina Pourochnye development of literary reading. Handbook for teachers of educational institutions. - M: "VAKO" 2014

During the classes.

1. Motivation of educational activity.

Let's start the lesson of literary reading. It's nice to talk to a person who is cheerful and friendly. Let's start the lesson with a greeting. Turn to each other, hold hands and smile. Look at me. I wish you good mood and interesting work at the lesson.

2. Speech warm-up. Checking the house. tasks.

(slide)

Good deed is strong.

Good good memory.

Do not resist bad against good.

There are good people in the world.

Read with your eyes. What did you read?

Read in a whisper. Read in a whisper and slowly. Read out loud and slowly. Read aloud, focusing on the main word.

What do these proverbs have in common? (they are about good)

Let's check how you completed the task in the "Creative Notebook"?

(children read proverbs)

Assess yourself on the evaluation sheet.

1. Knowledge update.

Consider illustrations for the works of one wonderful author. (slide)

Who recognized these works? Name. ("Cucumbers" "Patch" "Mishkina porridge")

Before you is an exhibition of books by N. Nosov. What works of his do you know?

The student was preparing a report about N.N. Nosov. (presentation) Rate yourself.

4. Theme and purpose of the lesson.

Solve the riddle. Name the topic of the lesson.

I climbed into the garden

A green umbrella grows there,

Someone sly under an umbrella

Found a shady house.

Here he is! Here he is! My sly-

Delicious, ripe ... .. (cucumber)

What do you think a story like this could be about?

What is your goal?

5. Work on the topic of the lesson.

A) Primary reading. The teacher reads expressively.

What genre does the work belong to? Why?

Let's see how well you listened to the story. Read the questions, choose the correct answers. (Children in pairs work on the card)

1. Where did Pavlik and Kotka go?

A) go fishing

B) to the garden

B) into the forest

2. In what mood did Kotka come home?

A) sad

B) happy

B) thoughtful

3. How did the mother meet her son?

A) asked to return the cucumbers

B) pickled cucumbers

C) gave cucumbers to neighbors

4. Why did Kotka not want to return to the garden?

A) was embarrassed

b) it was a long way to go

B) was afraid of the watchman

5. How did the watchman behave with the boy?

A) scolded, shouted

b) spoke calmly

B) didn't say anything

6. What state of mind did Kotka have on the way home?

A) sad

B) indifferent

B) happy

Do a self test. (slide)

(A, B, A, C, B, C)

1. Fizminutka.

(children repeat the movements of the characters on the board to the music)

1. Continuation of work on the work.

We read the story again. And so that there are no difficulties in reading, we will practice. Read in full. (slide)

Place - placed - fit

Read the first time smoothly, syllable by syllable, then - in whole words.

O-look-dy-vat-sya - look around

O-sta-but-vil-sya - stopped

Read carefully.

Lied - plucked poke - lie

Narvali - lied to beg - I'll throw it away

We read to the words "Well, and I took it" (we evaluate the student's reading)

What did you learn about the two friends?

How do you feel about Pavlik's act? Has this ever happened to you?

How did mom evaluate Kotka's act?

How would you title this part? (each item of the plan appears on the slide)

("Kotka came home joyful")

We read to the words "Kotka turned and slowly walked down the street."

How did Kotka react to his mother's demand to take the cucumbers to the garden?

What serious words did mom say? What are they talking about? What were your mother's feelings at that moment?

How shall we title this part?

("I'd rather not have a son")

Let's read this dialogue by roles expressively.

What did Kotka feel when he walked down the street? What character traits manifested themselves in Kotka? How did the author describe it? What else can be said about Kitty?

How shall we title this part?

(“Walking down the street and crying”)

We read to the words "Go, go, son"

How did the watchman assess Kotka's remorse? What was the grandfather guard like? In what way did you feel his severity? What was kindness? How to read the words of the characters?

Let's read the excerpt by role.

How shall we title this part?

(“You must understand yourself”)

Read the last three lines. Why was Kitty happy?

How shall we name it?

("He was happy in his heart")

We analyzed the whole story and made a plan. (slide)

He will help you prepare a retelling of this story at home. And so that you don't forget it, I printed the plan on cards that you will take home.

What act did Kotka do at the end of the story? Can his deed be called noble?

Read the proverbs on the board. Match them with the text. (slide)

You won't get far with cheating.

Stand up for the right cause.

Who chose proverb 1 mark yourself.

Find the sentence in the story that contains the main idea.

(“Don’t look at Pavlik, you must understand yourself”)

Make a conclusion. (taken out on the board) slide

What life lesson did the mother teach her son?

What does the story of Kotka teach us? (honesty, camaraderie, reflect on one's actions)

Why did N. Nosov call his story "Cucumbers"?

1. Reflection

What did you learn from this lesson? Start your answer with:

I never thought, but now I understand ...

I realized what a bad deed...

You did a great job in class today. Look at your self-assessment sheets. Raise your hand who has more than three "!" You get a five. Who has two - four.

9. Homework.

Retelling of N. Nosov's story "Cucumbers" according to the plan. If you wish, make your own illustrations for the story.

Class: 3

Goals: Development in children of the ability to fully perceive a work of art, empathize with the characters, emotionally respond to what they read; development of speed reading, development of forms of dramatization.

• Formation of the ability to determine and analyze the composition of the work;
• The ability to analyze the character and actions of heroes;
• Ability to plan a story.
• Develop the ability to compare, generalize, draw conclusions;
• Improve expressive reading skills;
• Education of the moral qualities of the individual.

Equipment:

• Portrait of the writer N.N. Nosova
• Exhibition of the writer's books
• A set of cards with the titles of his works
• Excerpts from works for reading warm-up
• Cards with proverbs, synonymous words for practicing polysyllabic words from the story
• “Explanatory Dictionary of the Russian Language” S.I. Ozhegov
• Cassettes with a recording from the cartoon about Dunno for physical education

During the classes

1. Organizational moment

Teacher:

The long-awaited call is given,
The lesson starts.

- Guys, today I propose to conduct our literary reading lesson a little differently than usual.

Let's go with you to the theater, where you will try to prove yourself as actors.

Everyone sat down in their seats and got ready for work. What mood did you come with? Show it to me with the help of the “little man”. Label your mood.

2. Checking homework

Let's check if everyone is ready for our journey. Let's see how you did your homework.

– In the last lesson, we got acquainted with the Swedish fairy tale “The Liar Princess”

• Find and read why the princess fell in love with the shepherd.
• Who helped Peru? How? Why?
• Which of the heroes of the fairy tale belongs to the wonderful world?
• At home, you had to draw a star girl, what do you imagine her to be? ( rice. On the desk).
• What is the idea behind this story?
• Which proverb is most suitable for our fairy tale?

• Read the proverb slowly.
• Think about what the tongue twister is talking about
• Say the proverb several times: first slowly, and then faster and faster.
• Say the proverb out loud several times at a fast pace.
• Who will pronounce the proverb faster without errors.
• Say the proverb with different intonations: expressing joy, sadness, surprise, anger, fear, s! , With?. intonation.
• Say the proverb, highlighting the stress on each word.

3. Preparation for the perception of the text

- Well done! I see that everyone is well prepared, and we can go to the theater. Close all eyes. Once! Two! Three! We open our eyes.

(On the board is a drawing of the theater.)

Here we are in the theatre. Now I am not a teacher for you, but the main director. And you are actors for me. Today we will get acquainted with a new story. Meet the main actor of the theater.

Shorty naughty
In a bright blue hat.
Clumsy and arrogant
And his name is ... Dunno.

(Music sounds, the fairy-tale character Dunno appears.)

Dunno: Hello guys! You recognized me? I am a stranger! Do you know who invented me and all my friends from the Flower City? This is the writer Nikolai Nikolaevich Nosov. But he wrote books not only about us - fabulous little men, but also about guys like you.

Guys, N. Nosov's books in the library are always the most shabby. Why do you think? That's right, they are read, they never lie on the shelves.

Dunno: Guys, what do you know about the writer N.N. Nosov himself?

(Free statements of children.)

On the board is a portrait of N. Nosov.

Biographical information about N.N.Nosov.

Teacher: N.N. Nosov said: "I wanted to become a writer because I had an interesting life and I had a lot to tell people about."

Disciple: He knew a lot and possessed by nature a variety of talents, and he had to try a lot in life. Even in his youth, he happened to be a digger and a mower, a log carrier and a brick factory worker, he was fond of chemistry and photography, learned to play the violin and mandolin, played chess, published a handwritten magazine X. And then he entered the Moscow Institute of Cinematography and began working in cinema, making various educational, scientific and animated films.

Like many famous writers, N.N. Nosov first composed fairy tales and stories just like that - for his little son. And then he took one of his stories "Entertainers" to the magazine "Murzilka". This was in 1938.

Acquaintance with the exhibition of books by N.N. Nosov.

Teacher: N.N. Nosov is the author of such works as “Mishkina porridge”, “Live hat”, “Dreamers”. This story was followed by others. Take a look at our book exhibition. Widespread fame was brought to the author of the story about school life: “A Merry Family”, “Kolya Sinitsyn’s Diary”, “Vitya Maleev at School and at Home”, as well as a whole series of novels - fairy tales “The Adventures of Dunno and His Friends”, “Dunno in a Sunny City” , "Dunno on the Moon". The characters of these books fell in love not only with ours, but also with foreign children. They are known in Holland, Poland, Czech Republic, Slovakia. Argentina, Bulgaria, India, France, Vietnam, Romania and even Japan. So for those who are not familiar with them, go to our library. I assure you, you won't regret it.

N.N. Nosov died 31 years ago. But everyone still enjoys reading his works.

4. Physical education

Dunno: And now the intermission is announced. Let's get some rest.

5. Primary reading

- Guess the name of N. Nosov's story.

I climbed into the garden, a green umbrella grows there.
Someone cunning under an umbrella found a shady house.
Hey who are you? I'm looking for, I'm calling, I'm raking the tops.
Here he is! Here he is! My trickster is a delicious, ripe cucumber!

And now I will read to you the story of N.N. Nosov “Cucumbers” (Soundtrack sounds.)

Who is the main character of this work?

And now for you, as for novice actors, the task is to practice reading “difficult” words.

6. Preparation for perception

(p. 115 of the textbook.)

a) Read in full.

place - placed - fit.

b) Read the first time smoothly, in syllables, then in whole words.

o-look-dy-va-sya - look around
o-sta-but-vil-sya - stopped

c) Read carefully.

lied - ripped off
Poke - lie
Narvali - lied
I will ask - I will throw out.

7. Reading and analysis of N. Nosov's story

- Good. You are now ready to read this text on your own. You will read in sequence. Pay attention to punctuation marks at the end of sentences.

a) reading aloud by the student until the words: "... Kotka began to take cucumbers out of his pockets."

(Answers 1-2 students.)

- Title this part. (Kotka came home joyful.)

b ) Expressive reading of students to the words: "Kotka turned and slowly - slowly walked down the street."

This is part I - an introduction, from which we learned in what environment the action will develop.

What have we learned about the two friends?

- How do you feel about Pavlik's act?

- Which Peacock? (Cunning, insincere - these words are posted on the board.)

- How do you imagine Kitty? (Stupid, gullible.)

- What was Kitty happy about? What is Kitty's mother like? What is its severity? Justice? Kindness? persistence? What is her love for her son?

- Title this part. (I'd rather not have a son.)

in) Reading Part II to the words: “Kotka ran home ...”

- This is the climax - the highest point in the development of the plot, in which the conflict is as aggravated as possible and requires immediate resolution. What was Kotka thinking as he walked down the street? (Read out.)

- What feelings did Kitty experience? (Annoyance, sadness, anxiety, excitement, fear.)

- What traits of character manifested themselves here in Kotka?

What else can you say about Kitty? (Trust, honest.)

- What was the grandfather-guard? (Honest, hardworking.)

- In what way did you feel his severity? (Read: “Don’t look at Pavlik ...”)

- What was the kindness of grandfather? (Wise - did not shout, did not punish.)

- Title this part. (Meeting with grandfather - watchman)

d) reading part III by students aloud. (Decoupling is a logical conclusion).

- How do you see Kitty here? What words characterize grandfather's attitude towards Kotka? ("Son".)

Why does grandfather address the boy like that? What did Kotka rejoice at at the end of the story? Give the third part of the story. (Grandfather's approval.)

How did you see the boy? Did you like the hero of the story? Why?

Find a sentence in this story that expresses the main idea. (“Don’t look at Pavlik, you must understand yourself.”) Make a conclusion.

Conclusion: This is what happens to a person when he commits a rash act.

- On whose behalf is the story being told?

Since you are actors, try to dramatize this story.

Let's find the intonation of reading, based on the content of the text and understanding the act and character of the hero of the story. What is the subtext of the mother's phrases?

(It is necessary to express indignation, severity.)

- What intonation do we use in Kotka's remarks throughout the story:

• Joy
• feeling of surprise
• annoyance
• confusion

8. Checking knowledge of the text

Leaves are on the board. It is necessary to distribute them sequentially.

1. The cat came home happy.
2. They won't grow anyway.
3. I wish I didn't have a son...
4. He walked down the street and cried. He was scared.
5. And you don’t look at Pavlik, yourself ...
6. His heart was joyful.

(Write these sentences on the blackboard.)

- Well done! Did it!

Of the three proverbs, choose one that expresses the main idea of ​​this work:

• It's embarrassing to say, but it's a sin to hide.
• There is a conscience, there is shame, but there is no shame, and there is no conscience.
• The truth is more valuable than gold.

At the end of the lesson, I want to ask you, so why did N. Nosov call his story “Cucumbers”? (Cucumbers were a test for Kotka. He came out of everything that happened with dignity.)

9. Summing up

- Well done! You did great. Today at the lesson you showed yourself to be real actors: you read expressively, worked on the text, staged an excerpt. I think when you grow up, you will be gladly taken to work in any theater.

Whose work in the lesson would you like to highlight?

- What rating would you give?

How do you end the lesson?

– Show it to me with the help of the “little man”.

“This concludes our journey. Thank you all for the lesson.

The main characters of the story picked cucumbers without asking the watchman. The guys picked so many of them that they had to carry the cucumbers home. At home, the mother of one of the main characters found out how her son got the cucumbers. Then she told the boy to take them back to the garden, and confess everything to the watchman. The boys got there. The watchman scolded them a little, but told them to keep the cucumbers. The work of Nosov "Cucumbers" tells that in no situation can you take someone else's without millet, because this is very bad.

The main characters are guys whose names are Pavlik and Kotka. One day the guys went fishing, but it was absolutely not a success. The boy was not lucky, they could not catch anything. Then the guys decided to return home. Their path ran through gardens. On one of them, the boys saw already ripe cucumbers, and decided to pick a few pieces for themselves. The guys very quietly climbed over the fence, picked cucumbers and ran home with all their might.

Kotka ran home with cucumbers, where his mother had been waiting for him for a long time. She asked where his son got vegetables from. Then the boy had to confess his deed. Mom told Kotka that he definitely needs to return the cucumbers and confess that he stole them. The boy did not want to do this, because he was ashamed. Nevertheless, Kotka returned to the garden and confessed to the watchman. He scolded him a little, but said to keep the cucumbers for himself.

Picture or drawing Cucumbers

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