How to conduct a literature lesson

The structure of the literature lesson may depend on the specifics of the subject, didactic goals and the place of the lesson in the general system, and the form of the exercise. Depending on this, some stages can expand or contract, merge into one, be absent. Consider the most common type of literature lesson - combined.

Instruction manual

one

Begin the lesson with an organizational moment, during which voice the topic and set the students upcoming goals and objectives. For example, when studying the work of A.S. Pushkin in the 6th grade is considered the poem "I.I. Pushchin"; the theme of the lesson can be formulated as follows: "The feeling of friendship as assistance in severe trials (A. Pushkin" I.I. Pushchin ")", and the task of students to sound in this way: "In the lesson, we will determine how the poet treated friends, than friendship was for them."

2

At the next stage of the lesson, check the homework or knowledge of the previous training material, which is logically related to the content of the current lesson. This can also serve as a transition to new material. For example, several students can prepare reports on a specific stage in the life and work of the poet or writer, the history of the creation of the work, short retelling of episodes of the literary text, etc.

3

The study of new material is divided into several points. This will allow you to logically build work on the work and not delay the stage. For example, when studying a poem M.Yu. Lermontov’s “Leaf”, highlight its reading and analysis as a separate paragraph, and the next - a comparative analysis with another poem of this poet “Sail”.

4

When consolidating the studied material, conduct an initial generalization, establish the degree to which students learn the connections between facts, knowledge and skills that are necessary for independent work. For example, in a comparative analysis of poems, you can make a table, a written or oral description of the character, his portrait.

5

The final word of the teacher or summarizing the lesson (reflection). At this stage, students need to draw a conclusion about the effectiveness of solving the task (what they learned, felt, surprised, realized, etc.). Make an informed assessment of children's performance.

6

Clearly articulate your homework and explain its implementation, if necessary. Tasks can be written or oral, as well as creative in nature.