Test according to the story of Oseev why. Lesson of literary reading "V.A. Oseeva" Why? Learning to read, think, speak.
Works by V. Oseeva.
Analysis of the characters of the characters in the story "Why?"
Materials for the lesson literary reading
In 2nd grade on the topic
"Me and my friends"
Compiled by: Belyaeva Irina Vladimirovna primary school teacher
Lesson 99
The bell has rung for us! Everyone went quietly into the classroom, Everyone stood up at their desks beautifully, Greeted politely. Sit quietly, back straight. We take a deep breath.
Let's start the reading lesson.
Valentina Alexandrovna Oseeva (1902-1969)
Valentina Alexandrovna is a kind and honest, courageous and noble, teacher who loves children, who wrote fairy tales, poems, stories for her pets.
Examination homework
T. s. 70
Valentina Alexandrovna Oseeva
Game yes no
No
- The boy dumped his guilt because of harm?
No
- In the story, the dog's name was Bim?
- Mom was very upset when she saw a broken cup?
Yes
- Mom realized who broke the cup?
Yes
Would you place the blame for what you did on your friend?
Choose the answer you think is correct
The boy confessed to his act because his conscience tormented him;
The boy felt sorry for Boom;
The boy was afraid of punishment;
The boy felt sorry for his mother.
Why didn't my son tell me the truth right away, but woke me up at night?
- Why didn't my mother scold me at all, why was she even glad that I broke the cup, and not Boom?
- Why didn't my mother scold me at all, why was she even glad that I broke the cup, and not Boom?
- Why didn't my mother scold me at all, why was she even glad that I broke the cup, and not Boom?
- Why didn't my mother scold me at all, why was she even glad that I broke the cup, and not Boom?
Why was I kicked out into the yard, why were they let in and caressed now?
My son's finger hurts and the mother has a heart.
“In each of you guys, there is a magical power - the power of your words and deeds” V.Oseeva
Lessons of Kindness by V. Oseeva
The title of the story.
Main characters.
What makes you think about? What does it teach?
Rule - conclusion (proverb, saying).
Choose the correct answer!
The proverb "To courtesy opens all doors" refers to the story:
Choose the correct answer!
Broke my dad's cup
Boom
Trezorka
Boy
Choose the correct answer!
“Put away the dishes, Yurochka!” - asked
Grandmother
Nanny
Mum
Choose the correct answer!
"He will live in a booth," said my mother about
bume
Trezorca
Druzhka
Choose the correct answer!
The boy asked his sister for one paint
Red
blue
Green
Choose the correct answer!
"Okay, get going!" - laughed out loud
Brother
old man
Yurik
Yura, mother
cinquain
- What did you learn in the lesson?
- What would you commend yourself for?
- What did you do especially well?
With. 96-103, plan, retelling.
Homework
Conducting a quiz is the final event after the students read the stories of V. Oseeva. Reading and discussion of stories from the collection "Magic Word" - good way develop moral qualities in students.
"Valentina Oseeva and her books"
Valentina Oseeva and her stories
Tasks for the Crossword
Remember the title of the story:
Vertically
1. The girls spoke loudly, all together, not listening and interrupting each other.
2. The boys calmly and indifferently watched the dog attack the kitten.
3. Yurik thought for a long time what he could do, but it turned out he just needed to take a walk with his sister, help the nanny clean the dishes, give some water to Trezor.
4. Remember the name of the writer who wrote all these stories.
5. Vova and Misha ate all the cookies without leaving their mother and grandmother.
6. Alyoshka, scattered Katya's paints and, fleeing from his sister's revenge, fell from a tree.
7. Valya did not provide any real help to her sick classmate Valya.
8. Only one boy can be called a real son.
9. Tolya only thinks about the feat, instead of doing it.
10. Tanya was sewing on a button.
Horizontally
11. 11. "Please" - what is it?
View document content
"Quiz"
Quiz
based on the book by V. Oseeva "The Magic Word"
How to pronounce " Magic word"? (You need to say it in a quiet voice, looking into the eyes of the person you are talking to. Remember - in a quiet voice, looking straight into your eyes ...)
What magic word did the old man tell Pavlik? (please)
What is easier? Why? Answer the question, remembering the story of the same name by V. Oseeva. (Telling the truth is always easier, no need to invent anything, get confused in a lie. The punishment for a petty offense is not as severe as for a lie.)
What do you think, what offense did Vova and Misha commit in V. Oseeva's story "Cookies"? (they divided all the cookies into two equal parts, while forgetting about mom and grandmother.)
Why was the girl surprised when she saw how the boy rushed to help the fallen old woman in V. Oseeva's story “Just an old woman”? Do you agree with her surprise?
In V. Oseeva's story "Bad", the woman angrily answered the boys: - "This is bad!" What did she mean, why was she angry? (The boys stood and calmly watched the dog barking furiously at the kitten. The dog could attack and tear the kitten at any moment. And the boys watched indifferently).
How do you assess Yura's behavior from V. Oseeva's story "Girl with a Doll" on the bus? (Yura is polite and well-mannered boy, always ready to give way to older and even girls.)
Remember the story of V. Oseeva “In the same house”, who turned out to be the smartest, the most stupid here? Why? (The Ustinya duck turned out to be the smartest, because she does not offend those who are weaker than her. And all the rest turned out to be stupid and cruel, because they offend the weak.)
Why do you think V. Oseeva's story is called "The Dreamer"? (Because instead of actually accomplishing a feat, Tolya only knows that he is talking and dreaming about it. And Yura, without much thought, having heard a cry for help, immediately rushed into the water to save the baby.) How are feats accomplished?
Why in V. Oseeva's story "Evil mother and kind aunt" Dashenka, having matured, stopped saying: - "I have an evil mother and a kind aunt"? (Because she realized that she should be grateful to her mother for teaching her how to work. But the good aunt taught nothing.)
In the story of V. Oseeva "Who is the boss?" the boys Kolya and Vanya argued for a long time who was the owner of the dog named Zhuk. Why, when Kolya answered the forester that his dog, Vanya remained silent? (Kolya rushed to save Zhuk from the shepherd dogs, and Vanya, shouting “be saved,” got scared and climbed a tree.)
The story of V. Oseeva is called “Good”. What is it, and is it necessary to think about it for a long time. (It's not that hard to do a good thing, look very often people around you ask you to help in something.)
Who can be called magpies in V. Oseeva's story "Magpies"? (“Magpies” is a common noun, they can be called three girls who spoke loudly, not listening, and interrupting each other.)
Who can really be called Comrade Viti from V. Oseeva’s story “Three Comrades” (Volodya, who silently, without further questions, came up and shared breakfast with Volodya.)
Why did Lena draw blue leaves in the story of the same name? (Because she didn't have a green pencil.)
How do you understand the teacher's remark from the story " blue leaves”: - “It is necessary to give so that you can take”?
Why did Katya want to take revenge on her brother Alyoshka? Did she succeed in revenge? (For the fact that Alyosha took her paints, scattered them. He spilled water from under the paints on the table. Alyosha, running away from Katya, climbed a tree and fell from it, Katya was very scared for Alyoshka that she forgot to think about her revenge brother.)
Why in V. Oseeva's story "Sons" the old man, meeting women and their sons at the well, said that he sees only one son? (Only one boy helped his mother by taking heavy buckets of water. And one somersaults over his head, walks with a wheel, the other is flooded with a nightingale - you will hear.)
Quiz rules: for each correct answer, the student is given a token, at the end of the game, the number of tokens for each student is counted and the winner is revealed.
Compiled by: librarian of MBOU "Laryakskaya secondary school" L.A. Kushnikov.
1. What poem did B.L. Pasternak write?
A) "Spring in the forest" B) "September" C) " Golden autumn» D) «Indian Summer»
2. Who wrote the poem "Swan"?
A) D. B. Kedrin B) S. A. Klychkov C) N. M. Rubtsov D) S. A. Yesenin
3. What is the name of the poet Kedrin?
A) Boris Dmitrievich B) Nikolai Mikhailovich C) Dmitry Borisovich
4. From which work are these lines?
Tomorrow it will rain fast,
A cloud obscuring the sun ...
A) "Indian Summer" B) "September" C) "Spring in the Forest" D) "September"
5. What does the word "pipe" mean?
A) bird B) musical instrument C) bird singing D) repeated cry
6. Pick up antonyms for the word "chilly."
A) hot B) cold C) cold D) sultry
7. From which poem are these comparisons?
Sunshine plays with the river, the grove, the berries, as with toys.
A) "Spring in the Forest" B) "September" C) "Indian Summer" D) "Swan"
8. According to these words, find out the poem.
Morning, ore, scrap, squeal, cluck, jay.
A) "Indian Summer" B) "Spring in the Forest" C) "September" D) "Golden Autumn"
9. Insert the missing words in the passage.
And around the flowers are azure
The waves broke...
And as guests...
Smiling for a happy day.
A) spicy, long-awaited B) spicy, alien C) spicy, alien
10. Guess the riddle and indicate the poems that talk about it.
Came without paints and without a brush
And repainted all the leaves.
A) "Golden Autumn" B) "Spring in the Forest" C) "Indian Summer" D) "September"
11. Finish the proverb.
Who worked hard in the spring, ...
A) ... he cries in winter. B) ... he will have fun in the fall. C) ... he is too lazy in the fall.
Attached files
Sections: elementary School
Purpose: the formation of the ability to determine main idea of the work under study with the help of observations of expressive means used by the writer, based on acquaintance with the story of V. Oseeva “Why?”
Educational:
- expand information about the life and work of V. Oseeva and introduce her work “Why?”;
- to update the knowledge that students have in connection with the material being studied;
Developing:
- develop independent thinking, the ability to compare, analyze, speech, memory, attention;
- expand horizons;
- develop the child's communicative culture and communicative competence junior schoolchildren based on the organization of joint productive activities;
Educational:
- formation of attention to internal state hero and the act caused by him
- education of sensitivity to wildlife
- enrichment of the moral experience of younger students
- enrich the sensory experience of the child, his real ideas about the world and nature.
- promote humane treatment of animals.
Planned results:
Personal:
- the formation of a respectful attitude towards a different opinion;
- acceptance and development of the social role of the student, development of motives learning activities and the formation of the personal meaning of the doctrine;
- development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
- development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations;
Regulatory:
- awareness of the importance of reading for personal development;
- mastering the ability to accept and maintain the goals and objectives of educational activities; self-regulation;
- formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation;
- formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;
- mastering the initial forms of cognitive and personal reflection;
- mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
Cognitive:
- usage different types reading (introductory, studying, selective, search);
- the ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the characters' actions;
- the use of sign-symbolic means of presenting information to create models of the objects and processes under study, schemes for solving educational and practical problems;
- active use of speech means and means of information and communication technologies (hereinafter referred to as ICT) for solving communicative and cognitive tasks;
Communicative:
- willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
- express your opinion and argue your point of view and assessment of events;
For students: textbook “Literary reading: favorite pages: textbook for grade 3. Part 1” (O.V. Kubasova) Smolensk, “Association of the XXI century”, “My box”, Reference book on literary reading. - Kirov: LLC "Kirov Regional Printing House", 2010., worksheets for the lesson, 4 palettes for group work.
Preliminary preparation: the teacher selects the books of the studied writer in advance, prepares information and communication support for the lesson.
Abbreviations used:(l) - personal, (r) - regulatory, (k) - communicative, (p) - cognitive.
During the classes
| Lesson stage | During the classes | Formed UUD | Image |
| 1. Self-determination to activities ( Organizing time) | Teacher: Invented by someone simply and wisely Greet when meeting: “Good morning!” Good morning sun and birds! Good morning smiling faces. - I want to wish you good work at the lesson today. |
Formation of personal interest (l).
Self-regulation (R). |
|
| 1. Formulation of the topic and lesson objectives. | Teacher: Let's check how attentive you were in the previous lessons of literary reading. - Let's complete the 1st task on the worksheets. ( Annex 1) Read it . |
(R).
Formation of the ability to understand the reasons for the success / failure of educational activities (R). The use of sign-symbolic means of representing information (P). |
slide 2(Annex 2) |
| Students: 1. Look at the covers. Using the names of the authors and illustrations, remember the titles of the works. Think about how to determine the name of the new author. Pupils: According to the words I read, I remembered the titles of the works by N. Nosov “Dreamers” and A. Dorofeev “Bitten”. From the selected letters, I made up the name of the new author - V.A. Oseev. Teacher: What is the first part of the topic of the lesson. Pupils: V.A. Oseeva. Teacher: To determine the second part of the topic of the lesson, let's do the 2nd task. Read it.
T: Write the title of the work in the lower rectangle. Name the topic of the lesson in full. |
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| Pupils: The topic of the lesson is “Valentina Alexandrovna Oseeva and her work “Why?””. Teacher: Based on the topic of the lesson, using key words, set a goal for the lesson.
|
slide 3 | ||
| Preparatory work. | The teacher opens a portrait of the writer on the blackboard. Teacher: Let's start working on the first part of the goal of the lesson. Valentina Aleksandrovna Oseeva was born in Kiev in 1902. In her youth, Valentina Oseeva dreamed of becoming an actress and even entered the acting department of the institute, but her dream did not come true. She began working in a labor commune for street children. It turned out that her real calling is to raise children. For 16 years she worked as a teacher with “difficult” children in orphanages, helping to return the joy of childhood to orphaned children. For her pupils, she often composed stories, plays, fairy tales, invented games for them. With her creativity and personal example, the writer taught children to be kind, honest and noble. Teacher: Let's complete my story about V.A. Oseeva, after reading the information from the rubric of assignment No. 3 “ Visiting the author” on worksheets. Teacher: Guys, what did you learn about V.A. Oseeva from my story and heading “ Visiting the author”? |
Forming a respectful attitude towards a different opinion (l).
Skill express one's opinion (l). Active use speech means (P). Willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own (To) . |
slide 4 slide 5 |
| Teacher: Well done! We have achieved the first part of our goal. | slide 6 | ||
| Vocabulary work. | Teacher: In the work there will be new or unfamiliar words, the meanings of which need to be clarified. Let's do task number 4. Teacher: Look at the note carefully. What words did you make? Pupils: SHELLS, scold. (The teacher opens the cards with the words on the board: SKULLS, SCORE) Teacher: How did you read them? Teacher: Explain the meaning of the word SKULLS. (Children's versions are heard.) Teacher: Check the meaning of the word in the dictionary. The shards are fragments of broken earthenware porcelain. Teacher: What is the meaning of the word scold? Children's versions are heard. (to scold - to scold sharply, scold) |
Development of ethical feelings, benevolence (l).
Mastering logical actions: establishing analogies and cause-and-effect relationships, building reasoning (R). Active use of speech means and means for solving communicative and cognitive tasks (P). |
Slide 7 |
| Anticipation | Teacher: According to the title of the work, the words that we met, according to the illustration to the work on the cover of the book, guess what will be discussed. 2-3 students express their guesses. |
Development of cooperation skills with adults and peers (l).
The use of sign-symbolic means of representing information (P). |
|
| Primary reading by the teacher. | Teacher: Let's check our assumptions. Listen to the work of V.A. Oseeva “Why?”. (Textbooks are open.) |
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| Checking the initial perception. | Teacher: What is this piece about? - Were your assumptions confirmed? What feelings did you experience while listening to this piece? When answering, you can use the guide “My Box” on page 2. |
Development of goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people (l).
Willingness to express one's opinion and argue one's point of view and assessment of events (to). |
|
| Analysis of the work. | T: Define the genre of the work. Justify your answer. | ||
| – You can use the “My Jewelry Box” guide on page 6. Pupils: We got acquainted with the story.
4. Description of one episode. |
Slides 8-9 | ||
| secondary reading. | - Determine the topic of the story. Pupils: This story is about people and about animals. |
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| Teacher: Designate the genre and theme of the work with a model in a frame in a frame. | The use of sign-symbolic means of representing information (P). | Slide 10 | |
| - We have realized the 2nd part of the goal of the lesson, got acquainted with the work of V.A. Oseeva “Why?” Teacher: Read the story again additional task. As you read, underline words that you don't understand. Teacher: - Explain the meaning of the expression "give it to increase." Pupils: Enlarge - make it larger. - Explain the meaning of the expression "goosebumps ran down the back." Pupils: Goosebumps - pimples that appear on the skin from cold, chills. |
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| Teacher: Let's read the third part of the purpose of the lesson. (We will learn to analyze the work “Why?”) Teacher: Let's analyze the text by doing task number 5 on the sheets. Let's read it. Students: Read the questions. Correct mistakes. Ask questions to classmates. Teacher: To answer the questions, read the first part of the story. Rereading part 1. Answers on questions. 1) What once happened to the boy? The boy accidentally broke his father's cup at dinner. Mom didn’t admit it, he blamed the dog. Because of this, the mother kicked the dog out into the yard and forbade her to enter the house. After much torment, the boy confessed to the offense. Boom was returned to the house. 2) Why did the boy confess to his mother right away? Teacher: Is there a mistake in this question? |
The ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the characters' actions (P). Using different types of reading (P). | ||
| Students: Yes, there is a mistake. It is necessary to ask a question like this: Why did the boy not confess to his mother right away? Pupils: The boy was very frightened. The cup was father's, and in the family after the death of his father, every thing was taken care of. The cup was very dear to mother and son. 3) Do you think he cheated before? Students: I think the boy has never cheated before. He did not get up from the table, but "Slid down quietly", he understands what he has done and gets up uncertainly and timidly. The teacher adds a card on the board with the words “SLOW SLIDE” |
Willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own (to). | slide 11 | |
| Teacher: What did the boy look like at that moment? Read this passage. They read from the words: “A ringing was heard ......” to the words “He jumped a little and ... with his paws ...” The teacher adds cards: “My knees were trembling, my tongue was tangled”, “My ears were burning” Children's answers. Teacher: Valentina Oseeva feels sorry for the boy. If she wanted to show the main character as a clever deceiver and traitor, then she would not tell in detail what the boy looked like, what feelings he experienced at that moment. |
Active use of speech means (P).
Formation of the ability to control and evaluate learning activities in accordance with the task (l). Mastering the logical actions of comparison, analysis, synthesis, generalization (R). |
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| 5) Do you think mom guessed who broke the saucer? Students: There is a mistake in this question. The boy broke the cup, so the question would be: Do you think mom figured out who broke the cup? Children's answers. Teacher: Adults can always guess that they are being deceived. She knows that the son broke the cup. This is clear from her appearance. Pupils read an excerpt from the words "Mom's face turned dark ... .. to the words" I was silent. The teacher adds cards to the board “the face darkened”, “the eyes looked over the table at one point”, “sitting down at the table she thought about something”, “the face turned pink, even her neck and ears turned pink”. |
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| Teacher: Why didn't mom show that she guessed who broke the cup? Children's answers. 6) Did the mother try to help her son tell the truth? |
Mastering the logical actions of comparison, analysis, synthesis, generalization (R). | ||
| Pupils: Mom tried to help her son tell the truth. Twice she asked him: “Are you very frightened?”, and then: “If you ... accidentally” ... 7) Was it easy for mom to decide that Bim would live in a booth? Teacher: Who found the mistake in this question? |
Mastering the ability to accept and maintain the goals and objectives of educational activities (R). | slide 12 | |
| Pupils: Was it easy for mom to decide that Boom would live in a booth? Pupils: It is hard for mom to make such a decision. With this decision, mom puts her son before a choice. Mom is not easy, she loves the dog very much, Bum was also loved by his father, whom the dog did not wait for. 9) What paints does V. Oseeva use for this? Pupils: Valentina Oseeva uses dark colors: gray, black, dark blue. |
(to). | ||
| 10) How does the boy feel during a thunderstorm? Teacher: When answering, you can use the reference book “Secrets of Literature” on page 2. |
Development of skills of cooperation with peers (l). | ||
| Pupils: The boy experiences anxiety, fear, anxiety, torment of conscience, etc. The teacher adds the words to the board:
11) What colors will you choose to depict the state of mind of the main character? Teacher: When answering, you can use the color schemes of the My Box guide on page 3. Pupils: I would take black paint (fear), gray (sadness, sadness, longing), red (anxiety, danger) |
Willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own (to).
Formation of the ability to understand the reasons for the success / failure of educational activities; mastering the initial forms of cognitive and personal reflection (R) |
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| 12) What prompted the boy to tell the truth to his mother? Teacher: Everything that has accumulated in nature before the rain breaks out. It starts to rain. Everything that has accumulated in the soul of the boy also breaks out. The hero admits that he broke the cup, not Boom. His conscience gave him no rest. |
Acceptance and development of the social role of the student, development of motives for learning activities and the formation of the personal meaning of learning (l). | slide 13 | |
| Creative work. | Teacher: Let's read task number 6. Teacher: You will work in groups. Each group receives 2 palettes. ( Appendix 3) On one you indicate your attitude towards the main character at the beginning of the story, and on the other - at the end of the story. At the same time, prepare to justify the choice of color. Pupils: At first we did not like the boy, because Boom suffered through his fault. At the beginning of the story, we marked the attitude towards him in yellow. We felt sorry for him. Red - because we were angry with him. And now I think that the hero has a strong character, because he was able to tell his mother the truth. The boy wouldn't be able to live in peace knowing that Boom was hurting because of him. On the second palette, we marked red. We are glad that the boy confessed to his mother. Orange - we admire and respect him. Green - Boom is now safe. |
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| General word of the teacher. | Teacher: It is the conscience that lives in the heart of a person that tells you how to live and act correctly. I think that in life it is very important to learn to listen to the voice of conscience. | ||
| I agree with you guys. And I want to tell you that every person has the right to make mistakes. The main thing is to be able to find in time the right decision, fix it. And further. Perhaps, returning to this story after a while, you will discover in it something that we did not talk about today. I will be very happy if you share your thoughts with us. | Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation (R). | Slide 14 | |
| Self-esteem | Teacher: Guys, let's return to the goal of the lesson that we set at the beginning of the lesson. Have we managed to achieve everything? | ||
| Homework. | T: At home, you will read the story again and complete the task of your choice. Let's read the task number 7 * on the leaflets. |
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| 7
. Complete the task of your choice: a) make a description of the main character of the story “Why?” Using the question words of task No. 2; b) give advice to the main character using proverbs; c) use the drawing to depict the mood of the main character before and after confessing to his mother. |
slide 15 | ||
| Reflection. | Teacher: Read the proverbs.
- Choose from them the one that expresses what lesson you learned for yourself by getting acquainted with the work of V.A. Oseeva “Why?”. - Attach a dog next to the selected proverb ( Appendix 4). T: Well done guys, thank you for your efforts! |
slide 16 |
Used Books:
- Bershanskaya O.N., Degtereva G.D.
Boy
Boom
Mum
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events
on the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration.
__________________________________________________________
Continue the sentence according to the story of V. Oseeva "Why?":
1. We were alone in the room - me and……………..
2. Of course, I was very scared: after all, since dad died, my mother and I took care of each of his……………..….
3. I undressed and lay down, burying my head in ………………
5. Her face trembled, she grabbed my hand, and we ran to ……………
6. That night we did not sleep for a long time, and each of the three of us had our own……………
Show with arrows which of the characters in the story pondered WHY?
BoyWhy …. did not tell me the truth right away, but woke me up at night?
BoomWhy…. didn't scold me at all,……?
MumWhy was I kicked out into the yard, why were they let in and caressed now?
Find in the text a passage describing the events in the illustration:
What did the boy do wrong?
What did the boy do well?
