The system of extracurricular reading in high school. From the experience of extracurricular reading Extracurricular reading at school
CHAPTER XII
EXTRA-CLEAR READING IN LITERATURE
Reader-schoolboy
Extra-curricular reading is one of the important areas in the work of a language teacher. In the methodology of teaching literature, the position that literature lessons associated with extracurricular reading more actively contribute to the development of students' reading independence, the formation of their reading interests, stimulate extracurricular reading, which, in turn, is the backbone of the school course, has firmly established itself in the methodology of teaching literature.
The experience of advanced teachers of the past and creatively working modern teachers of literature shows that access to wide extracurricular reading, constant reliance on the individual reading experience of students, taking into account their reading interests - this is the reserve of literary education, the use of which can have a positive effect.
The path of the domestic methodology to the student-reader was long and uneven. It was characterized by ups and downs, successes and failures, vivid episodes of cooperation between teacher and students, and years of alienation.
Literary specialists gradually came to the idea of the need for a serious study and consideration of the reader's individuality; in the process of teaching, a learning methodology developed, leading its origin from teachers of the late 19th - early 20th centuries: Kh.D. Alchevskaya, N.A. Rubakina, A.P. Nechaeva, Ts.P. Baltalona and others extracurricular reading, which was dominated not by the classics, but by “detective literature”, adventures and fantasy, but also by the fact that books read by schoolchildren outside the classroom often “have a much stronger effect on the upbringing and development of a young being than classroom lessons” (A.I. Nezelenov ).
Of particular interest is the idea of individualization of reading, promoted at the beginning of the 20th century. in the works of N.A. Rubakin, who wrote about the need to “adjust the lists of recommended books to the personalities of those readers to whom they are indicated,” and who considered it more important to study not the reading mass, but individual readers (Rubakin N.A. Selected: In 2 vol. - Vol. 2. - M., 1975. - S. 67, 140).
In the early 20s. sociological surveys were popular, revealing the general picture of reading in the country. A variety of methods for studying readers are reflected in the collection " Children's reading: methods of study "(1928), prepared under the guidance of N.A. Rybnikov.
In the 60-70s, after a long lull in the study of readers, a whole series of large-scale sociological studies was carried out (“Soviet Reader”, “Book and Reading in the Life of Small Towns”, “Book and Reading in the Life of the Soviet Village”, “ Study of the Artistic Interests of Modern Schoolchildren, etc.), in which all sharp corners were largely smoothed out. True, the authors of the latest study, citing numerical data indicating the predominance of interest in literature among other artistic interests of schoolchildren, nevertheless noted: “Literature enjoys the greatest prestige among children, but in reality they are primarily interested in cinema” (Study of the Artistic Interests of Modern Schoolchildren. - M., 1974. - S. 68).
Interesting material about the student reader is presented in the books published in the 1950s and 1970s. works of psychologists and methodologists L.V. Blagonadezhina, O.I. Nikiforova, N.D. Moldavskaya, L.G. Zhabitskaya, M.D. Pushkareva, L.N. Rozhina, O.Yu. Bogdanova, V.G. Marantsman, N.A. Bodrovoy, L.T. Panteleeva, V.P. Polukhina and others. last years Studies of the reading interests of schoolchildren increasingly trace the idea of a growing gap between literature lessons and extracurricular reading, the absence of a stable motivation for reading, and there is a decline in the role of the teacher in shaping the reading culture of schoolchildren. Teacher I.A. Butenko invited students of grades VI-X to name the main sources of information about books. The survey results are quite unexpected: the main sources are mother, father, classmates, relatives and books, and then the teacher, the student himself and the librarian. Most often, parents discuss with a young reader the books he has read, less often - friends or no one. Teachers and librarians are not mentioned at all (Butenko I.A. Reading on assignment and on demand // Soviet Pedagogy. - 1989. - No. 10).
This is also evidenced by reader biographies of school graduates:
“At school I read adventure literature, science fiction, about the war. And we go through something basically uninteresting. Thus, by the 7th-8th grade I read fiction a little less often than from time to time.
“My reading (outside the classroom) was only in elementary school. Then, as a rule, for the lessons I read on assignment, and for myself - at will. Extracurricular reading lessons over the years have never coincided with the desire (and never aroused the desire to read).
Modern methodology recognizes the study of problems associated with the reading of schoolchildren as a necessary prerequisite and an indispensable condition for the effectiveness of the process of teaching literature. What methods of study are most often used in the practice of language teachers?
During the frontal, group or individual conversations teachers with students can find out a whole range of information about the characteristics of the reader's situation in the classroom, the direction of the reader's interests, the level of perception and the nature of the evaluation of literary works by students. Individual conversation, in which schoolchildren sometimes open up from the most unexpected side, often turns out to be a decisive moment in establishing contact between teacher and student.
Analysis of students' written work(essays, written answers to questions, essays, reviews of books read, etc.) will help the teacher determine the features of the perception of a literary work as at the stage of the initial independent reading, and after analyzing or discussing the work in the lesson, trace the growth of the reader's culture, the level of formation of skills to independently analyze and evaluate literary works. Essays like "My home library", "What I would like to change in my reading", etc. can provide additional material about the motives and nature of the student's reading. Many of the issues raised in such essays can be the subject of discussion in the classroom and in individual conversation.
Reader biographies, widely used in the practice of old philologists, provide the teacher with the most interesting material about the evolution of the reading interests of schoolchildren, the formation of the reader's individuality, and the role of the family and school in the education of the reader. There is something to think about for a teacher who receives such information about himself in the senior class: “The teacher sincerely wants to teach us. Of course, he knows incomparably more than the students, he remembers what was most interesting. But, firstly, personal experience is not always indicative. Secondly, the teacher is limited by the program and forced to drive one after another, he does not have time to simply show how to read, and not leaf through the book. As a result, the student has more signs in his head than works.
Reader's diary, which makes it possible to observe the reading of students for a long time, their literary development, was especially actively promoted by teachers of the early 20th century. However, the strictly stipulated structure of the diaries, the formal approach to working with them, which did not take into account the age and individual characteristics of the students, largely contributed to the discrediting of this form of work.
Meanwhile, it is known that individual schoolchildren keep records of what they have read, would like to plan their reading, and are interested in the tactful advice of an older comrade. The experience of such cooperation is described in the methodological literature. In grades V-VI, schoolchildren work with reader diaries with pleasure, if the teacher approaches this work creatively, does not constrain their initiative. Reader's diaries of fifth graders are most often colorfully designed albums, in which the main place is occupied by illustrations for books read, brief annotations, excerpts from works, lists of literature for extracurricular reading, literary games(puzzles, crossword puzzles, quizzes), assignments for extracurricular reading lessons.
Learning Library Forms, popular in the past, is less effective today, especially in urban schools. As observations show, most of the books read by students are taken from their home library or from their comrades.
Questionnaire is becoming more widespread. Acquaintance with a new class, planning a system of extracurricular reading lessons, determining directions in individual work, summing up - all these important points in guiding extracurricular reading can be combined with a small questionnaire. If the students feel that their opinions and wishes are really interesting to the teacher and he takes them into account whenever possible in his work, the answers to the questions of the questionnaire will not be formal, as is sometimes the case. Many language teachers are rather skeptical about questioning, which is partly true, because it still does not replace live communication with a student reader.
Testing, especially popular in recent years, will help to identify the level of literary erudition, erudition at different stages of working with a student reader, however, the data obtained as a result of the testing should also be supplemented, corrected using other methods of studying the reader (individual conversation, studying written works or others).
Extracurricular reading in literature lessons
Lessons in the basic course of literature have always relied on extensive extracurricular reading. School curricula and textbooks, especially pre-revolutionary textbooks, were aimed at this, providing for an appeal to the reading experience of students, comparing independently read works with the literary material being studied. M.A. Rybnikova, speaking about the role of comparison as a methodological technique, suggested using this technique more often in the classroom, because "the more connections, associations, mutually intersecting comparisons, the better each of the works encountered in the course is perceived" (Golubkov V.V., Rybnikova M.A. The study of literature at the school of the second stage. - M., 1930. - P. 33).
What ways of bringing together classroom and extracurricular reading in the process of studying program material can be outlined?
Firstly, the systematic use of extracurricular reading in lessons of various types and at different stages of studying the topic (traditional five-minute poetic sessions, small reviews of new literature, individual and group assignments based on extracurricular reading material).
Secondly, the organization of independent research work students on their chosen topic, which involves access to extracurricular reading and is seriously developed during the year, with the possible, but not mandatory, inclusion of the results of this work in the lessons of the program.
Thirdly, planning a system of written works on the main topics of the course, taking into account works that go beyond the scope of the topic, involving comparisons, reviews, analysis of independently read works, etc.
Turning to extracurricular reading in the introductory classes is both illustrations for the story about the writer, and the exchange of impressions about what was read, and the exhibition of new books, and literary composition, composed of the writer's works, memoirs and reviews of critics.
The main content of one of the introductory classes on the topic “A.S. Pushkin ”in the IX grade, there may be disputes about Pushkin that began during the life of the poet and have not subsided to this day. The lesson will hear fragments from the memoirs of contemporaries, lines from the poetic Pushkiniana, including “terribly free, having nothing to do with the canonized Pushkin, and all having the opposite of the canon” (M.I. Tsvetaeva), reviews of Pushkin by Russian writers different eras: F.I. Tyutcheva, I.S. Turgenev, P.V. Annenkova, F.M. Dostoevsky, A.A. Grigorieva, V.S. Solovieva, D.S. Merezhkovsky, V.V. Rozanova, A.A. Blok, A.A. Akhmatova and others. Separate fragments of the lesson will be prepared together with the teacher by a group of students who are fond of poetry.
At the introductory lesson on the story of N.V. Gogol "Taras Bulba" in the 7th grade, two fragments are read that recreate the life and customs of the Zaporizhzhya Cossacks (from "Taras Bulba" and "Terrible Revenge"). What brings these two fragments together? Seventh-graders (only a few know both stories) will see the coincidence of the place and time of the action, the closeness of the descriptions of the Cossacks in terms of mood and, perhaps, they will notice the roll call of the names of the main characters, Danila Burulbash, who was originally called Bulbashka by Gogol, and Taras Bulba. But this is only the beginning of the work of a group of students receiving the task: after carefully rereading both stories, conduct their comparative analysis, find similar motifs, images, details and think about what distinguishes these stories.
In subsequent lessons on the story "Taras Bulba", referring to the descriptions of the life of the Cossacks, pictures of nature in the story, talking about the partnership and struggle of the Cossacks with enemies, about the attitude of Taras Bulba to his wife and sons, about the fate of the main characters, the teacher uses the results independent work groups of students who have chosen a special direction in the work on the program topic and are trying to solve more complex problems in the literature lesson.
In the lessons devoted to the analysis of the work, the appeal to the individual reading experience of schoolchildren is one of the conditions for the productivity of working with the text, a deeper understanding of the program material, especially in the historical and literary course, where the socio-cultural and historical and literary context, literary connections and influences are important. Sometimes going beyond the text is dictated by the author himself (literary reminiscences, borrowings and imitations, epigraphs to the work and its parts, etc.). When analyzing Pushkin's The Captain's Daughter, it is impossible to ignore the epigraphs, which not only return us to the most characteristic examples from Russian literature XVIII century and thus complementing the portrait of time, but also guiding our perception in a certain way. The novel by A. Bely "Petersburg", the opening of which is still ahead of the school, filled with quotes, reminiscences and images from the Russian classics of the 19th century, will not entrust its many secrets to the reader, unfamiliar with the works of Pushkin, Gogol, L. Tolstoy, Dostoevsky.
T. Mann spoke about the special significance for the author of "reinforcing reading", high examples of literature, "reading which supports his creative spirit and which he seeks to imitate." Just as necessary is such a "reinforcing reading" for the reader who cognizes a literary text.
The importance of additional extracurricular reading was noted by many literature teachers of the past, who widely used in their work the method of comparison, not only problem-thematic (prevailing in modern methodological literature), but also based on the achievements of historical poetics, comparative historical study of literature. The effectiveness of such a study largely depended on the rational organization of extracurricular reading, individualization learning tasks and a thoroughly developed system of independent written work. Here are the topics for essays and essays recommended in his textbooks for senior classes of gymnasiums by methodologist Yu.N. Vereshchagin: "Historians involuntarily" Schiller and Gogol "; "Rob Roy" by V. Scott and "The Captain's Daughter" by Pushkin"; Gogol's "Terrible Revenge" in its relation to "Evenings on a Farm near Dikanka" and "Mirgorod"; “Boris Godunov at Pushkin and A.K. Tolstoy"; "Dead Souls" by Gogol and "Notes of the Pickwick Club" by C. Dickens, etc.
The tasks of the final lessons often coincide with the tasks of the introductory lessons. The teacher again needs to find an original approach to the topic, stimulate the reading interests of students, and create an attitude towards independent reading of the writer's works. Here, both the final quiz, and the literary composition, and the comparison of various interpretations and versions of the work, and the discussion of the latest publications related to the studied literary material are possible.
The idea of the final lesson on the late stories of I.S. Turgenev's "Song of Triumphant Love" and "Klara Milic", which at one time caused both bewilderment and admiration of readers and critics, may arise in the first lessons devoted to the biography and creative path of the writer. A group of tenth-graders, choosing the topic “Love in Turgenev’s works” for independent development, is preparing a lesson on stories that demonstrate new facets of Turgenev’s talent, a subtle psychologist, a brilliant stylist who paid tribute to “pure art”.
Reliance on what one reads independently is also necessary when addressing questions of the theory and history of literature. Here, “reasonable literary erudition” (V.P. Ostrogorsky) is especially important, including knowledge of selected pages of world literature. The individualization of tasks in this case also turns out to be no less effective than collective excursions into the theory and history of literature. High school students can be offered such special topics for individual development during the school year: "Folklore and Literature"; "Biblical Images and Motifs in Literature"; "The Hero and His Prototypes"; "Fantasy in Russian Literature"; "Subtext"; "Literary Hoaxes"; "History of the Russian novel", etc.
The results of independent research work of students are included in the lessons of the main course, are taken into account when writing final essays, passing an oral exam in literature.
Turning to extracurricular reading in the classroom should be natural and dependent, firstly, on the nature of the literary text being studied, and secondly, on the real reading situation in the class. At the same time, the best language teachers strive not only to take into account the individual reading experience of their students, but also to tactfully guide their out-of-class reading, “to teach difficult things, but in such a way that mastering this difficult thing is creativity, i.e. joy and victory ”(G.A. Gukovsky).
Extracurricular reading lessons
Extracurricular reading lessons have long been included in the practice of teaching literature. Without them, it is now difficult to imagine literature lessons at school. The brightness and even festivity, manifested in the choice of venue and design, the widespread use of forms of extracurricular work, the free choice of works for discussion, the possibility of referring to modern literature, new editions of the classics - these features of extracurricular reading lessons attracted the attention of teachers and students. However, have such lessons become a holiday for many, or are they, like literary conversations in the 19th century, only separate episodes of today's school practice? The responses of high school graduates speak more about the latter:
“At school, I mostly read literature only according to the program. It was not interesting to go even to extracurricular reading lessons, they were perceived as ordinary lessons. I can't remember a single interesting extracurricular reading lesson. True, in the middle classes they were a little livelier.
“Starting from the 4th grade, it became quite interesting to take extra-curricular reading lessons in our school. Almost always, our librarian was invited to them, who brought books with her. During these lessons, quizzes were arranged on fantasy, historical books, and so on. In the 7th grade, I began to read a lot, even read collected works ... Then I became interested in modern foreign literature, and then the connection between my reading interests and lessons was completely lost.
Some decrease in interest in extracurricular reading lessons in the 70-80s. largely due to their excessive regulation. Mass school practice almost did not go beyond the lists of literature placed in the program and became in fact mandatory. Conversations on modern Soviet literature in the senior classes, although they were sometimes called extracurricular reading lessons, were ordinary lessons according to the program, the materials of which were included in the exam papers.
A noticeable revival of extracurricular reading lessons was observed at the end of the 1980s, when additional hours were introduced in the middle classes to discuss books read by students on their own. It became possible to conduct whole cycles of extracurricular reading lessons. The methods of extracurricular work (games, quizzes, crossword puzzles, concerts, performances, competitions, etc.) began to be used more widely in the classroom. Numerous reading books published in recent years, specially designed for extracurricular reading, have greatly facilitated the work of a language teacher. In the senior classes, the so-called “returned literature”, novelties of modern literature, the latest journal publications came to the lessons (the peak of interest in them came in the late 80s and early 90s). The choice of works has become more free. However, the main contradiction between individual reading, which is alien to any regulation, and the obligatory nature of the lesson, contained in the phenomenon of the extracurricular reading lesson, still remains.
Psychologist A.A. Leontiev identifies the following main areas of guidance in reading from a socio-psychological point of view: 1) educating the need for reading; 2) expanding the content of reading and the direction of reader interests; 3) improving the culture of reading; 4) organization of the information flow, target orientation of a certain type of book to a certain category of readers (Problems of Sociology and Psychology of Reading. - M., 1975. - P. 40). At each stage of literary education, all these areas are realized, however, each stage has its own specific tasks.
In the lower grades, the task of cultivating a love for the book, the need for reading, and the formation of a sustainable interest in literature is in the foreground. V.A. Sukhomlinsky in his book “I give my heart to children” writes: “I saw an important educational task in that every boy, every girl, graduating from elementary school, should strive for solitude with a book - for reflection and reflection. Solitude is not loneliness. This is the beginning of self-education of thoughts, feelings, beliefs, views. It is possible only under the condition that a book enters the life of a small person as a spiritual need ”(Sukhomlinsky V.A. I give my heart to children. - Kyiv, 1974. - P. 206).
In the middle classes, when the reading circle of schoolchildren is intensively expanding, when a huge stream of “adult” literature is pouring into their reading, when there is a differentiation of reader interests, the task of forming versatile reader interests, as well as improving reader perception, developing artistic taste, comes to the fore.
In the senior classes, the task of developing a personal approach to a literary work, the independence of aesthetic assessments becomes especially important. The interests of high school students, including those of readers, have already been formed. Underestimation of this fact when planning extracurricular reading lessons, choosing works for discussion and forms of conducting lessons can result in alienation between the student and the teacher.
Usually, language teachers plan extra-curricular reading lessons between separate topics, linking these lessons with the study of program material. However, such an obligatory link with the main course is not always necessary. Quite “independent” can be “library lessons”, reviews of new literature, as well as extracurricular reading lessons dedicated to an anniversary writer or an interesting magazine publication.
Most consistently implemented in school practice problem-thematic connections between the lessons in the main course and the lessons of extracurricular reading. Most often, teachers transfer the discussion of the problems raised in the works studied under the program to extracurricular reading lessons. In the senior classes, the classics and modern literature are connected in this way, continuity, traditions and innovation in solving “eternal questions” by Russian writers are explored.
Extracurricular reading lesson based on the stories “He is alive!” and "Why did I kill the corncrake?" V.P. Astafieva in the 6th grade. Pupils are presented not only with a new writer's name for many of them, but also with an original artistic embodiment of the theme of the relationship between man and nature, traditional for Russian literature, in the works of a contemporary author. One of the main methods of working in the lesson is to compare the features of Astafyev's stories about nature (the author's pain for man and nature, guilt, mastery of descriptions, the cruelty of individual episodes, publicism, autobiographical stories, etc.) with previously studied and independently read works by schoolchildren .
The epigraph to the extracurricular reading lesson “Images of defenders native land in the story of E.I. Nosov "Usvyatsky helmet-bearers" in the X class can become famous lines that open the third volume of the epic novel by L.N. Tolstoy "War and Peace": "... and the war began, that is, an event contrary to human reason and all human nature took place." Work with the text of the story by E.I. Nosov is carried out according to the following plan:
1. How is the uselessness, unnaturalness of war shown in the story from the point of view of a simple worker? What symbolic images are used by the author?
2. How do the traditions of the patriotic theme in Russian literature develop in the story?
3. What is the role of the scene of gathering men at grandfather Selivan's in the story?
4. What features of the main character of the story Kasyan convince that he will be able to protect his home, his land from the enemy?
Significantly less often taken into account by teachers historical and literary connections, except, perhaps, the most common “author connection”, when other works of the writer studied under the program, or books dedicated to his life and work, are selected for conversation in an extracurricular reading lesson. Sometimes in extracurricular reading lessons, works by other authors are also discussed, which are close in time of writing, have a similar creative destiny, created in line with the same literary trend. Appeal to the works of foreign writers partly fills in the gaps in literary education, makes it possible to come to the problems of the interaction of literatures, literary connections and influences.
The lesson of extracurricular reading "Heroes of the works of F. Schiller" in the 7th grade will introduce students to the personality of the famous German poet, who had a great influence on Russian literature, with his ballads translated by V.A. Zhukovsky, with separate scenes from his drama "William Tell" (stories about the exploits of Tell, the scene with the apple, Tell's escape, the finale of the uprising against the Austrians, etc.). The conversation about the heroic folk character, begun in the lessons on the story of N.V. Gogol's "Taras Bulba", can be continued when discussing Schiller's version of the legend of the noble shooter William Tell. The romantic hero attracts the attention of readers of this age, so the most active use of the individual reading experience of students, their impressions of the books of V. Scott, F. Cooper, V. Hugo and other romantic writers is possible in the lesson.
Extra-curricular means outside the classroom, that is, reading, primarily at home, as well as reading outside the textbook, which, I think, is no less significant, first of all, for introducing the young reader into the vast world fiction.
The goals of lessons and extracurricular activities in literature are general - to expand literary education, deepen the reading culture of students, develop their creative abilities and aesthetic taste, strengthen civic and moral positions. The goals are the same, but the ways to achieve them are different. They are determined by the very specifics of extracurricular activities.
As M.G. Kachurin is the author of an article on the method of extracurricular reading in the book “Methods of teaching literature”, extracurricular work reveals students, they study more relaxed, freer, willingly turn to additional literature on the subject, acquire a taste for independent work with a book. And the productivity of literature lessons, in turn, in to a large extent determined by the increased interest of students in art.
Extracurricular work in literature is a complex, diverse system. It consists of everyday work (guiding extra-curricular reading), episodic (readers' conferences, matinees, evenings, excursions), cyclic (work of circles, associations, clubs, museums, etc.). It can be individual, group and mass.
Lesson and extracurricular activities are interconnected. Extracurricular work is revealed as a continuation of the lessons, in turn, enriches them, expanding and deepening the knowledge of students. Lessons provide an opportunity to rely on the baggage of independent reading of students all the time; take into account the knowledge acquired in educational process; carry out reports on extracurricular reading, retelling.
It is known that the most methodologically substantiated and stipulated is such a form of classes on the subject of literature as an ordinary lesson, i.e. a class activity, but despite this, most literature teachers consider extracurricular reading to be a more appropriate form of study. And indeed, if in the lesson of reading and analyzing a work the teacher is too limited by the time frame in which he must solve problems, as a result of which the main attention is paid to the implementation of the teaching goals of the lesson, then a catastrophically meager percentage of all educational activities remains for the implementation of educational goals.
Extracurricular reading as opposed to ordinary lesson suggests a little more freedom of creative thought of the teacher. In the lesson of extracurricular reading, the teacher can pay more attention to the preparation and implementation of the process of creative perception and comprehension of what is read.
This is facilitated by many forms of work and activities of students:
Firstly, the systematic use of extracurricular reading in lessons of various types and at different stages of studying the topic (traditional five-minute poetic sessions, small reviews of new literature, individual and group assignments based on extracurricular reading material).
Secondly, the organization of independent research work of students on a topic of their choice, which involves access to extracurricular reading and is seriously developed during the year, with the possible, but not mandatory, inclusion of the results of this work in the lessons of the program.
Thirdly, planning a system of written works on the main topics of the course, taking into account works that go beyond the scope of the topic, involving comparisons, reviews, analysis of independently read works, etc.
Turning to extra-curricular reading in introductory classes includes illustrations for a story about a writer, an exchange of impressions about what has been read, an exhibition of new books, and a literary composition composed of the writer’s works, memoirs, and reviews from critics.
Read literature in the summer according to the list issued at school - or offer children modern books whose characters are very similar to themselves? Alas, school teachers and parents are not very familiar with new books - and there are so many of them! But Evgenia Shaffert, a book expert, blogger, jury member of the Kniguru contest, is well versed in modern children's literature. Here is her choice
Probably, people have never loved lists of useful things and things so much as in recent times. Shopping lists, rules, movies, everything you need to do before you turn 35, and everything you need to do after 40... Sometimes it seems that writing and reading such recommendation lists people spend more time than doing what they say. However, book lists on different topics, genres and ages of readers have existed for a long time, and in schools at the end of each academic year, a literature teacher gives the class summer reading list.
Some parents agree that in the summer it is worth preparing for academic year, read the recommended classics, which, as you know, do not become outdated, others believe that it is better to offer children an up-to-date reading for summer contemporary literature. Perhaps the best solution is diversity. There will be lists of good literature for all occasions: for preparing for the exam, for kitten lovers, for future managers and even for fans of comics, adapted for readers of different ages and regularly updated.
One of these lists we offer you today: list of literature of modern Russian writers for extracurricular reading.
In compiling it, we were guided by four principles:
- The list includes only new books published in recent years. The heroes of these books are often modern children, and in them the reader can find answers to questions that torment him here and now.
- Each book was approved by experts, that is, it is recommended by bibliographers and library methodologists, it was included in the premium lists of competitions or has already earned the approval of readers. This, of course, does not mean that the text will suit everyone. Surely someone will say that the book does not correspond to his system of values, and it will seem to another that the author writes too much " modern language". We do not forget that there are no universal books that everyone would like - our tastes change with age, and the choice of a child is sometimes surprising.
- We chose different genres and directions. Our list includes realistic stories, fantasy, fairy tales, educational literature, so that every book lover will find something to their liking.
- We like beautiful illustrations, but this time we have chosen the editions that focus on the text, although many of them are really well designed, especially books for children 7-10 years old.
New books for children 7-10 years old
Alexander Turkhanov. sad gnome, happy gnome
The story of music teacher Alexander Turkhanov is predictably dedicated to a little musician. This is the story of a gifted child, which will not only tell about life events, successes and failures, but also help to understand how the composer's world of sounds works, what he hears, thinks and feels. This composer is the main character of the story, 6-year-old Antoshka.
The boy lives in an old house with his parents and an old grandmother. At some point, dad noticed that Anton was interested in the neighbor's piano, it suddenly turned out that the boy had perfect pitch. Then there will be a story about preparation, entering a music school, relationships with teachers and other young musicians, many hours of practicing with an instrument ... Do you think such little ones cannot compose music? Even as they can, the main character has a real prototype!
Asya Kravchenko. Where are you running?(M.: Abrikobuks, 2015).
Asya Kravchenko wrote another story about true friendship, compassion and relations between people and animals (recall that her previous book, "Hello, horse!", has already been published twice).
The main characters of "Where are you running?" - two dogs, Labrador Chizhik, who accidentally got lost and now cannot find his home in big city, and his new friend, the stray dog Lamplighter. It would seem that with such components, a pitiful story awaits us about how two dogs are first offended, and then everything ends (or does not end) well, but, fortunately, the author managed to avoid platitudes. It turned out to be a very positive and dynamic story with two charming characters, one of whom is still an inventor and adventurer. Of course, there will be good and evil people, and even an almost tragic situation will happen, but everything will end well!
Mikhail Baranovsky. I am raising my dad. After lessons
The cycle of stories in which dad and boy Marik discuss New Year's gifts, music school, mess in the room, shopping list and other issues has gone through more than one reprint. Although the characters practically do not leave the apartment, there are no other characters in the book (with the exception of a couple of cases), and the stories themselves contain mostly conversations, not events, the reader will not be bored or monotonous. On the contrary, it will be funny! The book has a sequel called "Dog Waltz", where the same characters discuss whether they should get a dog.
Anna Anisimova. One day Petya and I(St. Petersburg: Detgiz, 2016).
Miniature stories about friendship between the yard and the games of two boys are practically plotless. In each of them, one friend has some idea, the second one develops it, adds his own images and inventions. The stories consist mainly of game dialogues, and I would like to note the fantasy of two friends as an additional character - whatever these two see, they will definitely come up with something! They measure not only height, but also arms, legs and stomachs, turn into airplanes or break a whole house.
Elena Sokovenina. Adventures of Petya Oslikov. The child who wanted the best(M.: Samokat, 2015).
The cycle of stories about eight-year-old Petya presents us with a sort of parade of situations typical of a modern child. In one chapter, Petya does not want to go to school and gives his mother arguments why he does not need to do this. Mom has to make every effort not only to order Petya, but to seriously convince him, to explain why he needs this very school right now.
In another chapter, Petya refuses to clean the room, in the third, he gets distracted in class and talks about the reasons why this is happening. There is a special chapter on lying, a separate one on feigning illness (if only not to go to school) and a very interesting story about how Petya and his mother went to a psychologist and corrected a damaged relationship. There are sixteen such chapters in total, and each one is about something important.
Valentina Degteva. Knight Ryzhik(M.: Aquilegia-M, 2015).
Three short fairy tales about the second-grader Ryzhik are hidden under one cover. The first one is the saddest, in it the sad mother is going through a quarrel with dad, and the boy is left to worry about both of them and at the same time solve his problems himself, because adults are not up to him now. That is why the giant and the dragon come to life, and the boy Tolik becomes a knight for a while.
The second story is the funniest. It happens to the knight Ryzhik, and in the biology room, a visual aid suddenly comes to life - a human skeleton, and begins, by the way and inopportunely, to intervene in the situation. In the third story, Ginger's parents go on vacation, and the boy stays with the nanny and the dragon Yorick, whom we met at the very beginning of the book.
Ekaterina Boyarskikh. Hey is getting older. Historical story-ska zka (M.: Peshkom v istorii, 2017).
"Historical tales" appear with enviable regularity in the publishing house "Walk into History", with the help of which readers of the younger school age can get acquainted with different times and eras. In each fairy tale, the mice Timka and Tinka, inhabitants of the State historical museum in Moscow, move to some era and recognize it characteristics. In the historical tale about Ey, we are talking about primitive times. Readers will walk with the characters through the primeval forest, and at the same time learn about the tribes and their way of life, rock art, totems and taboos.
Ludmila Petranovskaya. What to do, if...(M: AST, 2013).
The psychologist's book useful tips on the safety and ecology of relations has already gone through a dozen reprints and has long become a bestseller, so it is only by chance that one can assume that some reader still does not know anything about it. What to do if you are lost, if there is a knock on the apartment strangers if you are afraid of the dark or get teased at school? The author answers these and other questions.
Zina Surova. Summer in the countryside(M.: Mann, Ivanov i Ferber, 2016).
Today's popular slogan "how to distract a child from a computer" can also accompany this book, because it is just about what you can do together, with the whole family, in the summer in the country. The Severes are a family of artists, for several years they collected ideas for games, crafts, activities that fascinated their own children, from collecting herbariums to building a tree house, and then wrote and drew a whole book about it. You can simply read it as a story of children's life in the village - or use it as a source of ideas for your own leisure.
Grigory Oster. How to peep into the future?(M.: AST, 2016).
This quite serious book was written by order of the Ministry of Emergency Situations, and it deals with things that are generally boring - safety precautions when handling electrical appliances, rules of conduct in case of injury or gas leakage, personal hygiene. Grigory Oster managed to talk about it in a fun and interesting way! He tells how to avoid troubles and dangers, what to do if they do come, and does not forget to joke and give "bad advice". Nikolai Vorontsov accompanies the book with funny drawings. Previously, the book has already been published with a different title: "Harmless advice, or What will happen if ...".
What to read at 10-14 years old
Natalia Evdokimova. End of the world(M.: Samokat, 2017).
What will the world be like if a child invents it? Will it be summer there all the time or, conversely, permanent winter? What will people do to earn a living? How will the relationship between children and parents change? Natalya Evdokimova shows us just such a world, more precisely, several different worlds, and the heroes move from one to another every few years. In part, this resembles a computer game, though one in which there is no place for aggression and shooting, but there is true friendship and strong love.
Olga Kolpakova. Wormwood tree(M.: KompasGid, 2017).
Olga Kolpakova turned out such a story: she wrote down the memories of a teacher German language Maria Andreevna and her husband, who during the war years survived exile and life in a special settlement, and on their basis came up with a story in which little Mariikha with her family and other Russian Germans leave their native places against their will. This may be the first story for teenagers about the repressions of Russian Germans during the Great Patriotic War.
Heinrich the Bookman. Do you like science or not?(M.: Children's literature, 2017).
A funny and entertaining tale of two modern schoolchildren who are passionate about physics. They dream of revealing the secret of ball lightning and for this purpose they penetrate into the school physics room at night, make a "spark machine", and then arrange unsafe experiments in the country.
The book has passion. scientific research, and it also cleverly and subtly shows the relationship between different children and adults: Funi from a family of academicians, Vitik, whose parents are geologists and an older brother who is an actor, Mariuly, girls from a traditional Tatar family, Terezka, a guest from Poland. Children and adults communicate, joke, quarrel, make friends and help each other a lot.
Stanislav Vostokov. Frosya Korovina(M.: Klever-Media-Group, 2016).
Stas Vostokov writes more often not about people, but about animals, because he used to work at a zoo, and before that he did an internship at the Gerald Durrell Animal Welfare Center on the island of New Jersey. Nevertheless, it was the story "Frosya Korovin" that became one of the winners of the competition for the best literary work for teenagers "Kniguru".
That's not a lot fairy tale about a village girl who protects her home and her way of life. Frosa has to decide everything herself: her grandmother ends up in the hospital, and she has no other adults. The best thing about this book is the good Russian language, an atypical topic, and an interesting informative afterword about old Russian architecture.
Victoria Lederman. Mayan calendar(M.: KompasGid, 2016).
The authors love to move the characters in time and make them solve puzzles: going back to their own time is not so easy! Victoria Lederman also uses a favorite technique of moving back in time: three of her characters, sixth grade friends, suddenly begin to relive every previous day, moving back into the past. Finding the riddle of the return is far from easy, but while the guys lived "back to front", they became very friends, corrected their previous mistakes and matured a lot.
Nail Izmailov. It's just a game(St. Petersburg: Azbuka, 2016).
Adults are often sure that there is only one harm from computer games: the child is distracted from studies, additional classes, or even “drawn” into the game. Main character this fantastic story was completely drawn in: by some miracle, Max was inside virtual world and almost immediately began to forget his past.
The boy needs to figure out how to get back, and he is struggling to connect with the players from real world, on the other side of the screen. This story, of course, is not about the dangers of computer games, it is about true values, friendship and self-sacrifice. However, the reader will more than once have a reason to think about the value of leisure spent at the computer screen.
Nina Dashevskaya. I'm not a brake!(M.: Samokat, 2016).
Teenager Ignat is always running somewhere, and on the run he thinks about something. Only sometimes he stops and writes something in a notebook, for example: "A person has a head, and words are hanging in it!". Many parents of teenagers diagnosed with ADHD, having read this book, said that they recognized their children in it. The parents of ordinary teenagers also liked her: for once, the hero teen book does not get into unimaginable problems or another world, but simply lives, makes friends, goes to school, messes with his younger brother and does good deeds to unfamiliar people.
Andrei Zhvalevsky, Evgenia Pasternak. Death to dead souls!(M.: Time, 2016).
Many people say that children do not read. The most popular writers Andrei Zhvalevsky and Evgenia Pasternak are ready to argue with this statement, to bring a lot of reinforced concrete arguments, and one of them is a book about modern library and reading. Its heroes dive into the world of virtual reality: however, it is not the Internet that is to blame for everything, but the evil spirit of the second volume of "Dead Souls", accidentally called out of oblivion.
This serious story is downright satirical, its characters really love to read, and it's full of jokes and quotes that make for a couple of great summer reading lists!
(M.: pink giraffe, 2017).
Collection of popular science articles on the most different topics born for a very long time. First, the "University of Children" appeared in Moscow, where schoolchildren could listen to lectures by real serious scientists once a week. During the lectures, the audience actively asked questions. The employees of the Polytechnic Museum carefully wrote down these questions and chose the most unexpected and interesting ones from them. Then they were asked by leading Russian scientists, the answers were written down, edited so that the complex scientific text became understandable to schoolchildren, and this is how the book "From Dinosaur to Compote" turned out. In essence, it is a collection of children's questions and detailed scientific answers, which touches on a variety of topics.
Nick. bitter. Space detectives(M.: AST, 2016).
A few years ago, astrophysicist Nick. Gorkavy thought about how to restore interest in science to teenagers. He wrote the science-fiction story "Astrovitanka", the plot of which was tied to modern astrophysical ideas - and guessed it, many readers fell in love with the book, even those who can not stand school physics.
Subsequently, Gorkavy undertook to compose a kind of continuation, which he called "100 scientific fairy tales": a textbook with such a subtitle was read by the heroes of "Astrovityanka". These stories tell the story scientific discoveries, in a language understandable to the young reader, the basics of physics and astronomy are outlined. Hertz, Roentgen, Rutherford, Heisenberg and other famous physicists became the heroes of scientific fairy tales "Space Detectives". The author has planned six such collections, today the fifth book has already been published.
Prepared by the teacher primary school MAOU "School No. 139"
Vasilyeva Elena Vladimirovna
Extracurricular reading in elementary school
There is such a strange at first glance subject in elementary school - extracurricular reading. An additional hour is not allocated for it, a separate assessment is not put, but at the same time, tasks are given for it and lessons are conducted.
The child encounters extracurricular reading already from the first grade, when, on the instructions of the teacher, he puts aside the textbook that he just started after the primer and brings to school some fairy tale, read and memorized with his mother or grandmother. Further, the circle of works expands, becomes more complicated, it appears to all parents well famous list literature, more unpleasant - reader's diary, and as a result, an interesting and blissful undertaking turns into a frightening obligation that completely discourages the desire to read.
For a child - in the mass, of course - reading is not a pleasant experience. This is hard and painstaking work. Moreover, it is necessary to separate two types of reading: reading as a decoding of letters and syllables and reading as a way of perceiving information. These two directions, of course, have to be combined, since one is unthinkable without the other, but for a child elementary school taking the first steps in mastering the technique of reading, this is not an easy task.
A reading lesson helps to cope with all the obstacles that arise in front of a younger student. They read on it, retell what they read, answer questions. Working with a textbook, the child is immersed deeper and deeper into the world mother tongue, more and more firmly in his mind, the dependences of pronunciation on syllable combinations are associated. He remembers the words, begins to see the text in the form of words, not letters, which contributes to the transition to fluent reading. Gradually, the work built on numerous exercises is bearing fruit - the child masters the textbook, stops reading syllable by syllable, and begins to perceive what he has read figuratively. And then there is extracurricular reading.
Extra-curricular means outside the classroom, that is, reading primarily at home, as well as reading outside the textbook, which, I think, is no less significant, first of all, for introducing the young reader into the vast world of fiction. Indeed, in connection with the study of a program textbook, a child of an elementary school has certain stereotypes and ideas, limited by the framework established in it. Do not forget about the subjectivity of perception elementary school student. He tends to animate every personally significant object. The reading textbook is no exception. Closed by a specific set of works, it represents a whole world for the child, a breakthrough beyond which is comparable to the discovery of America. The junior schoolchild does not have an idea about the world of books - there is only a textbook that is in no way connected in his mind with the world of books. Spend the same binding thread between these necessary and important things the teacher can just through extracurricular reading. And how - only skill and, excuse me, the desire of the teacher.
Extracurricular reading, like any other subject, should be based on a primary goal that answers the question: WHY IS IT NEEDED FOR? So why should a child, I emphasize, a child have extra-curricular reading? We have already noted - to introduce into the world of books, but most importantly, to make it interesting.
Often, extracurricular reading is those books that the child has chosen himself. I chose - and thank God, I could have chosen something else: a computer, for example, or a TV. So why discourage him from reading in the first place? The role of the teacher here is crucial - he can both help the child become an independent reader, and forever discourage him from reading. The latter is the easiest to do. It is enough to put violence and obligation at the forefront. The result is guaranteed - the child will have a strong aversion to the book.
There is no single requirement for a list of references for extracurricular reading. There is a wide range that includes various works, but the choice of books depends solely on the teacher. When offering a list of references to his students, the teacher should consider the following principles. Firstly, the volume, maybe half of his class can barely read. Secondly, textual accessibility - how children are able to perceive such information. Thirdly, the relevance of the work for the children and for themselves. Maybe the teacher himself is not interested in this work, and there is nothing to study it - you will only convey to the children your own disgust for this book.
Despite the fact that the teacher is the undoubted master of the situation, there are things that are absolutely unacceptable for this subject. First of all, the overload of children, multiplied with the obligation to fulfill. What do you think, would a student, for example, of the second grade, want to read for two or three months the imposed three or four works with a total volume of three hundred pages - this may still be the minimum !, - not of particular interest to him, and even more news diary entry about reading? But that's not the most annoying thing. Even if the child masters them, makes all the formal entries in his notebook, then when the time comes for the report, guess how long it will take to sort out a thick voluminous work? One lesson, maybe two. And that's it. program, you know; after all, the main thing is to work with a textbook, and extracurricular reading is for independent work. What kind of independent work? How can, say, "Mowgli" or "Black Hen" be left to a child of 8 - 10 years old for independent study? Such work is simply too much for him. If the average parent is offered in the form of independent work - with note-taking - Fichte or - God forbid! - Hegel, will he love the German classical philosophy, will he be carried away by Kant? I doubt. So here comes the child without serious literary analysis, adapted to his age and development, will not fall in love with the works offered by the school on extracurricular reading. The works of A. Milne, A. Lindgren, Kipling, N. Nosov, A. Volkov, Stevenson and many other classics of children's literature, whose works are distinguished by volume and complexity, require not one, and often not even two weeks of intensive work. This is from 5 to 15 lessons. Say a lot. Well, then there is nothing to give them at all at school. The depth and power of such works cannot be grasped in one lesson. Yes, and the lessons for one work should be different: both for working with the text, and for discussing what has been read, and quizzes, and creative work. Only then will the child be able to fully "digest" this or that literary work.
The more the better, or galloping through the books will work exactly the opposite here - it will cause rejection to read and to the book.
And without that, modern society She has a lot of competitors. And without that, parents loaded at work are less and less likely to pick up a book, thereby involuntarily showing not the most beneficent example to their children. And if the school does not have a basis for such complex work, then what is left for the children?
In conclusion, I would like to recall the role of the teacher's personality in the perception of an elementary school student. I will not repeat the already well-known words about authority, example, and the like. I will only note that this should be used - that is, build work with the book through your own interest in this work. Interest breeds interest. And the reader begets the reader. So the teacher himself needs to be a competent professional reader. So that he himself, despite the workload and fatigue, finds time for a book, good and smart, which you can not only read, but also think about it.
Foreign folk tales
A. S. Pushkin "The Tale of the Fisherman and the Fish"
Br. Grimm, fairy tales
A.P. Chekhov "White-fronted", "Vanka"
N. Nosov "The Adventure of Dunno and His Friends"
A. Milne" Winnie the Pooh and all-all-all"
I. Krylov, fables
V. Dragunsky "Deniska's stories"
S. Marshak, poetry
Mikhalkov, poetry
Panteleev "Honest word"
References Grade 3
A.S. Pushkin "The Tale of the Dead Princess and the Seven Bogatyrs"
V. Gauf "Dwarf Nose", "Little Muk"
B. Zhitkov, stories
A. Volkov "The Wizard emerald city"
A. Lindgren "Baby and Carlson"
Garshin "Frog - Traveler"
I. Krylov "Fables"
G.H. Andersen "Steady" tin soldier", any other fairy tales
R. Kipling "Rikki - Tikki - Tavi"
V. Odoevsky "Town in a snuffbox"
E Schwartz "The Tale of Lost Time"
D. Mamin - Siberian "Grey Neck"
A. Platonov "Colorful Butterfly"
References 4th grade
Foreign folk tales
G.H. Andersen "Wild Swans"
P. Ershov "Humpbacked Horse"
A.S. Pushkin "The Tale of Tsar Saltan"
R. Kipling "The cat that walks by itself"
P. Bazhov "Stone Flower"
A.I. Kuprin "Elephant"
A.P. Chekhov "Kashtanka", "Boys"
Y. Olesha "Three fat men"
V. Gauf "Caliph - stork"
J. Swift "Treasure Island", "Black Arrow"
M. Zoshchenko, stories
N. Nosov "Dunno in the Sunny City"
References 5th grade
A. S. Pushkin "Ruslan and Lyudmila"
I. Krylov "Fables"
G.H. Andersen "The Snow Queen"
M. Zoshchenko, stories
N.V. Gogol "The Night Before Christmas"
D. Defoe "Robinson Crusoe"
Kuhn "Myths and Legends of Ancient Greece"
I. Turgenev "Mumu"
K. Bulychev, any stories
J. Rodari "Blue Arrow"
M. Twain "The Adventures of Tom Sawyer"
E. Seton - Thompson "Stories about animals"
N. Nosov "Dunno on the Moon"
L. Carroll "Alice in Wonderland"
Related article:
"From work experience
for extracurricular reading"
Performed:
Belyankina (Severyanova) Irina Leonidovna
primary school teacher
MOU Gymnasium No. 1 in Kostroma
1 option
What were the names of the inhabitants of the Pink Country? _______________________________________________________________
Ruler of the Yellow Country? ___________________________________________________________________________
What did you ask Goodwin the Scarecrow? ___________________________________________________________________________
How did Goodwin appear before the Cowardly Lion? ________________________________________________________________________
What magical property did the Silver Slippers have?
How did Ellie defeat the evil sorceress Gingem?
How did Goodwin get home to Kansas? ___________________________________________________________________________
Who at the end of the book began to rule the Purple Country? _______________________________________
Written questionnaire on extracurricular reading
A. Volkov "The Wizard of the Emerald City"
Option 2
Surname, class ___________________________________________________________
What were the names of the inhabitants of the Purple Country? ___________________________________
Ruler of the Blue Country? ________________________________________________________________________
What did Lion ask Goodwin for? ________________________________________________________________________
How did Goodwin appear before the Scarecrow? ___________________________________________________________________________
What magical property did the Golden Hat have?
How did Ellie defeat the evil sorceress Bastinda? _________________________________________________________________________________________________________________________________________________
How did Ellie get home to Kansas? ___________________________________________________________________________
Who at the end of the book began to rule the Emerald City? ___________________________________________________________________________
Continue important words heroes of the fairy tale: “Ellie taught us the dearest and best thing in the world - ____________________________”
After the class attendants have collected and submitted written questionnaires to the teacher for verification, the teacher reads out the correct answers, and the children note how many correct and erroneous answers they made in the work.
Then, the students are seated in teams. We usually have 4 teams of 5 people. Children share with each other the results of checking written questionnaires. And the one who of the guys answered correctly to the largest number of questions is chosen as the commander of his group for this game. This pedagogical technique helps to avoid discontent and resentment on the part of the guys who want to become leaders at any cost ( change principle commanders). Being a commander is very responsible and prestigious. Group commander carefully listens to the answers of the guys during the discussion of questions, appoints those responsible from the team, selects the team's expert (the expert helps the teacher monitor the progress of the game and put points in the results table), at the end of the lesson sums up the work in the group, plays a big role in grading the lesson active students, participates in the competition of commanders.
In addition to written questionnaires, be sure to include during the lesson stage dedicated to the life and work of the author of the book under study. Sometimes, he goes to the questionnaires, sometimes, at the end of the lesson, after the KVN. I try to make acquaintance with the writer not be an ordinary story - a teacher's lecture, but make the children want to learn something interesting about the author of the book ( the principle of maintaining interest in reading). For this I use these forms of work:
(grades 1-2) conversation - competition (who knows more about the life and work of this writer)
(1-2 grades) a correspondence trip to the city (country) where the writer lived and worked, based on reproductions, postcards or photographs. The children's attention is especially attracted by photographs from my personal archive, which depict the places where their teacher visited with an excursion.
(3-4 classes) speeches - reports of the students themselves
(3-4 classes) multimedia presentations (principle of using ICT)
In order to maintain the interest of children in reading, so that the lesson of extracurricular reading is not associated with students with regular lesson literary reading, but was perceived as a lesson - a holiday, as a lesson of joy, I spend the lesson itself in a playful or non-standard form, most often in the form of KVN ( the principle of conducting extracurricular reading lessons in a non-standard or game form, the principle of using competitions between students).
I develop questions and tasks for the future KVN in advance, print them on a computer, and colorfully design them. In grades 3-4 I use questions and assignments compiled by the students themselves ( the principle of independence and activity of students).
At the beginning of the game, children come up with names for your teams in accordance with the topic of the lesson (for example, in the extracurricular reading lesson based on the book by A. Volkov “The Wizard of the Emerald City”, the names of the team corresponded to Fairy-tale countries: Yellow Country, Blue Country, Pink Country, Purple Country; in the lesson of extracurricular reading based on the books of M. Prishvin, children used the names of the stories "Lada", "Zhurka", "Khromka", "Yarik" in the names of their teams).
During the KVN, teams answer questions about the book, perform various creative tasks. For each correct answer, the team receives points. The expert of the group, appointed by the commander, comes to the board and enters the points obtained in the final table ( the principle of minimum participation of the teacher, maximum participation of children during the lesson)
At KVN I try to use both oral assignments (quiz, "Guess the hero by description", riddles), and written assignments, where it is necessary to add something, connect with arrows, draw (crossword puzzles, “Restore the description”, “Put the events in order”). Children of primary school age are very fond of such tasks, they are happy to answer questions on cards, perform exercises on colorful sheets with passion and do not perceive such work as serious, monotonous work ( the principle of taking into account the age characteristics of students). Be sure to offer tasks where the guys would show their creative, artistic ability: dramatization of excerpts from the book, pantomime, dramatization, “Picture a hero”, “Say the tongue twister of Cheburashka”, “Come up with a quatrain with these rhymes” ( the principle of developing the creative abilities of children).
At the end of the game I spend competition of commanders, for which I select the most difficult original tasks that require excellent knowledge of the content of the book (“Which hero spoke such words?”, “Name the catchwords and expressions of the fairy tale”, “Determine the name of the story by its main idea"). The best commander earns 3 points for his team.
Next, I will list the creative questions and tasks that I most often use at KVNs, and give examples of such tasks.
Creative questions and tasks of KVN.
Quiz.
Astrid Lindgren "The Kid and Carlson Who Lives on the Roof" (translated by Lilianna Lungina)
1 part of the trilogy about the Kid and Carlson
General issues.
What is a trilogy? (three fairy tales about the same heroes)
List the names of three stories about the baby and Carlson
Kid and Carlson, who lives on the roof
Carlson, who lives on the roof, returns, flew again
Carlson, who lives on the roof, is playing pranks again
What books did you write Astrid Lindgren?
Peppy Longstocking
The famous detective Kalle Blomkvist
Mio, my Mio
Rasmus the tramp
And others (32 books)
What did the Kid learn while talking and making friends with Carlson? (clean up, sew (they prepared ghost costumes), cook coffee, light the stove; do not leave a friend in trouble; laugh and not be sad)
Carlson who lives on the roof
Malysha's family (father, mother, sister Betan 14 years old, brother Bosse 15 years old)
How old is Baby (at the beginning of the book)? (7 years)
Where is Carlson's house located? (on the roof, behind a large chimney)
Toddler's Dream (to have a dog)
Kid's real name? (Svante)
How did Carlson answer the question “How old are you?” ("I'm a man in my prime")
Name the usual phrases of Carlson (“No, I don’t play like that”, “Calm, only calm”, “Trifles, worldly business”)
Carlson builds a tower
Name of a friend's dog Christer (Yoffa)
Carlson plays tent
What did Baby's sister Bethan want to pay Baby 25 øre for? (so that he does not leave his room while she chats in the dining room with a friend of Pelle)
What did the Kid give Carlson to fix his mood? (electric flashlight)
What did the Kid and Carlson portray when they went to Bethan and Pella? (tent)
Carlson is betting
Baby's favorite food (a cup of hot chocolate and mom's fresh cinnamon buns)
Who did the Kid need to become in order for Carlson to get better? (native mother)
How did the Kid treat Carlson? (I bought candies, candied nuts and chocolate with the money from the piggy bank)
What did the Kid do before flying with Carlson to the roof so that his parents would not worry about him? (wrote a note)
What medicine, according to Carlson, is the best remedy for fever in the world? ("sugary powder": crush and mix well chocolate, sweets, cookies)
How did Carlson advise sharing candied nuts? What rule must be followed? (“Whoever takes first should always take the smaller one”)
Carlson's tricks
What phrase did Carlson say to calm the crying girl? ("Whack-Whack-Whack")
What reason for the girl's crying did the Kid say? (wants to eat, wants milk)
How did Malysh and Carlson calm the crying girl? (Carlson flew for milk, the Kid warmed him up, the girl drank the milk and calmed down)
How did Carlson play pranks in order to teach the parents of a crying girl a lesson? (attached the sausage to the doorknob, to the beak of a porcelain dove, put the sausage into the hand of a crying girl)
The real name of the crying girl? (Susanna)
What name did Carlson call the crying girl? (Gul-fiya)
How did Carlson joke with the crooked thieves and help Oskar get his things back? (he took away the watch and wallet stolen from Oscar from the crooks, threw them in unusual places, for example: he put the wallet in a bowl of soup, hung the watch on a lamp, etc.)
What did mom do when she read Baby's note? (called a fire truck, a fire escape was extended from the car to the very roof, along which the fireman climbed up for the boy)
Carlson plays ghosts
Where did Carlson hide when Krister and Gunilla came to visit the Kid? (in the closet, on the shelf)
What should Gunilla have done so that Carlson would not be offended and fly away? (pat him on the head and say "My dear Carlson!")
What did Carlson offer the guys to play? (in ghosts)
How did Carlson drive the rogue thieves out of the Kid's house? (dressed up as a ghost and scared them)
Carlson performs with the dog Alberg
Who did the children find on the way from school? (little black poodle)
What did his friends call him? (Alberg, as written on the collar)
What was the real name of the black poodle? (Bobby)
What was the name of the performance at which Carlson performed with a poodle? (Evening of miracles)
How much was the ticket for the show? (one candy)
Who got the box of "For Charity" candy? (to Carlson)
What "tricks" did Carlson show at the evening? (spoke for a dog, flew with a dog)
Why couldn't the Kid keep the black poodle he found? (mother called the number that was written on the collar; at 7 o’clock the boy Stafan Alberg, the owner of the dog, came)
Because of what, the Kid "lay face down on the bed and cried so bitterly that his heart just broke"? (the owner of the dog came and took it away)
The name of the boy who mocked Carlson's tricks? (Kire)
Carlson comes to the birthday
How old was the kid on his birthday? (8 years)
What did the family give the Kid for his birthday? (4 bundles: paint box, toy gun, book and new pants)
What did Gunilla and Christer give Baby for his birthday? (a box of chocolates)
Because of what gift did the Kid cry bitterly? (Bethan and Bosse gave him a toy black plush puppy)
What significant event for the whole family happened at the birthday party? (the family met Carlson)
When the Kid felt happy, did he even “ache somewhere inside, either in the soul, or in the stomach”? (when they gave a living dog, the dream of the Kid)
What breed of dog was given to the Kid? (short-haired dachshund)
What was the name of the donated dog? (Bimbo)
What did Carlson give the Kid for his birthday? (whistle)
What happened to mom when she first saw Carlson? (almost fainted)
Why did mom, dad, Bethan and Bosse agree not to tell anyone about Carlson? (no one will believe, and even if he believes, then “with his questions he will not give rest until the end of our days”)
Where was the Kid supposed to go after the birthday? (to grandmother in the village)
Find out the hero by description