What did the dragonfly ask the ant? "Dragonfly and Ant" and the struggle for justice. Analysis of a literary work
The red summer sang;
I didn’t have time to look back,
How winter rolls into your eyes.
The pure field has died;
There are no more bright days,
Like under every leaf
Both the table and the house were ready.
It's all gone: with the cold winter
Need, hunger is coming;
The dragonfly no longer sings;
And who cares?
Sing on a hungry stomach!
Angry melancholy,
She crawls towards the Ant...
The further history is known, and morality remained unchanged over the centuries:
“Have you been singing everything? This business:
So come and dance!”
Aesop, Lafontaine, Krylov, etc. (modern version)
At the beginning - everything is the same. The ant works hard throughout the summer, building its home and storing for the winter.
Dragonfly thinks Ant is a fool. She has fun, dances and plays all summer long.
But then, when winter came, the hungry and shivering Dragonfly calls a press conference and demands an explanation why the Ant is allowed to be warm and well fed, while she, abandoned by everyone, has neither food nor a roof over her head?!
All radio and television channels are broadcasting a wet, shivering Dragonfly in parallel with the Ant, pleasantly ensconced at a table filled with food in his warm, cozy home. Newspapers and the Internet publish photos of the session about the life of the fat Ant and the dying Dragonfly.
Everyone is shocked by this sharp social contrast. How can this happen in one of the most advanced countries in the world?! Why does the Government allow the unfortunate Dragonfly to suffer?!!
Dragonfly's talk show smashes the ratings, and everyone cries as the backstage choir sings the new jingle: "It's Not Easy Being Green." Human rights activists stage a demonstration in front of Ant’s house and put up slogans demanding the resignation of the Head of Government, confiscation of excess supplies from Ant and “distribution of elephants to the population” (c).
Under public pressure, the Government creates a commission to investigate Ant's antisocial behavior and introduce fair taxation.
Ant is given public censure, huge fines are imposed for disproportionate income, excess furniture is confiscated and he is obliged to allocate part of the house for Dragonfly.
The Dragonfly settles in the Ant's house and again has the opportunity to dance, have fun and... eat up the remains of the ant's reserves. Former house Ant, and now the “Monk Berthold Schwartz Hostel” (c) falls into disrepair, Ant leaves home, and no one has seen him again.
The dragonfly didn't last long either. Police found her dead from a drug overdose. An abandoned house has been filled with a gang of spiders that are terrorizing a decaying, but recently well-groomed and prosperous area.
Morality for a society of social justice:
"If you read the inscription on the elephant's cage
"buffalo", don't believe your eyes"
.
[Kozma Prutkov]
PS. Inspired by the American election text "Two Morals"
UPD
For the defenders of "Dragonflies and Dragonflies" I am adding Dmitry Bykov's version performed by Lydia Cheboksarova (music by Vl. Vasilyeva, guitar - Evgeny Bykov, filming at the E. Kamburova Theater on 01/03/2011).
This is also a position, and although it contradicts the main idea of this post - just as in the story of Somerset Maugham "The Dragonfly and the Ant", the Almighty approves of the idea of an easy life - I cannot refuse the pleasure of putting this video here.
Fable “The Dragonfly and the Ant” by I.A. Krylov.
- Preparatory work
"Hello children! Today we will read a fable. Let's listen to the title - “The Dragonfly and the Ant”. Who can tell who this is? (insects)".
Children are offered pictures of a dragonfly and an ant.
“Which of you has seen a dragonfly? What does she do in the summer? (flies, catches midges, rests in the grass-ant. Explanation of the meaning of this word). What would you say about the dragonfly? What is she like? (cheerful, playful).”
Likewise about the ant. (The ant collects supplies in the anthill, he is hardworking, he is busy all day long, he works).
Who do you think is doing the right thing and who is not? Why?
- First reading of the fable
The teacher reads the fable expressively in its entirety out loud for emotional perception
- Analysis of the content of the text in order to understand the moral of the fable.
“What did you like about what you read?”
All children's answers are accepted.
“Now let’s really understand what is being said here. Let's read the first 4 lines again."
The child reads the first 4 lines
Jumping Dragonfly
The red summer sang;
I didn’t have time to look back,
How winter rolls into your eyes.
“What does this passage say? (about the end of summer and the onset of winter) What is the name of the dragonfly? (jumper). What does it mean? (she is carefree). Yes, she is jumping, having fun, carefree and light.
What did the dragonfly do in the summer (sang, sang) That’s right, she sang all summer.
And now summer is over, after summer what comes? (autumn) And after autumn? (winter) And so winter came. How does the author write about this? Find it in the text. (rolls into eyes). This is a figurative expression, what does the word roll mean? (move) So winter is approaching, rolling towards the dragonfly. How does the author describe winter? Let's read the next 4 lines."
Children read.
The pure field has died;
There are no more bright days,
Like under every leaf
Both the table and the house were ready.
“What happened to the previously green field? (dead) That’s right, it’s dead, the flowers and grass have faded and died.
Find in these four lines how the dragonfly lived in the summer? (she slept and ate under each leaf). Yes, in the summer there were a lot of leaves and food for the dragonfly, but the summer passed and winter came.
Children read the lines.
It's all gone: with the cold winter
Need, hunger comes;
The dragonfly no longer sings:
And who cares?
Sing on a hungry stomach!
“This is what happened to the dragonfly. Winter came, and it became difficult for the dragonfly to find food and a home. She felt cold, she wanted to eat, but she didn’t want to fly merrily, she didn’t want to spin anymore.
Children are reading.
Angry melancholy,
She crawls towards the Ant:
“Don’t leave me, dear godfather!
Let me gather my strength
And only until spring days
Feed and warm! -
“What did the dragonfly do? Who did you turn to for help? (to the ant) She went to the ant and read what she told him. How did she address the ant? (godfather) Godfather and godfather - this is how people who got along well with each other used to call each other.
What did the dragonfly ask for? (gather strength until spring days) Spring days are spring days.
Let’s read what the ant answered the dragonfly.”
“Gossip, this is strange to me:
Did you work during the summer?”
Ant tells her.
What does the Ant ask the dragonfly? (did she work in the summer)
And what does she answer him? Read it."
Children are reading.
“Was it before that, my dear?
In our soft ants
Songs, playfulness every hour,
So much so that it turned my head.”
“How did the dragonfly address the ant this time? (darling) Darling - a kind address to a friend, a comrade who has been used before. What else does she tell the ant? (in the soft ants we have songs, playfulness every hour). What are ants? The grass is affectionately called grass, grass - ant or simply ant. Hence the name. So in the soft ants - where is it? (in grass). Read these lines again.
How did it all end? Let's read on.
The teacher reads emotionally:
“Oh, so you...” - “I’m without a soul
I sang all summer.” -
“Have you been singing everything? this business:
So come and dance!”
Did the ant let the dragonfly in? Did you help her? Why do you think? (because no one likes a slacker).
What does this fable teach us? In order not to freeze and starve in winter, you need to work in the summer and not sit back.”
- Types of tasks for working with a fable after reading and analyzing it
Planning
“There are 4 parts to this fable, find and name them.”
“Find the first part. What was the dragonfly doing? Find the second part - What happened with the arrival of winter?
Same with the rest of the parts. Question = plan title.
Plan:
1. What did the dragonfly do in the summer?
2. What happened with the arrival of winter?
3. Who did the dragonfly come to?
4. What did the ant answer?
(1 “The jumping dragonfly sang red summer.”
2 “Need and hunger are coming... who would have the stomach to sing hungry”
3 “The angry one is depressed, she crawls towards the Ant”
4 “Did you sing everything? This business. So go ahead and dance!”)
Sections: Primary School
Class: 2
Lesson objectives:
- Encourage children to read fables.
- Learn to distinguish a fable from other literary genres, find main idea fables, morals, select proverbs and relate them to the text, teach students to analyze and draw conclusions.
- Learn to work in pairs and groups
Tasks:
- Introduce students to a new fable by I.A.
- Krylova.
- Learn to see and feel the meaning of the fable behind the lines of the work, to express your thoughts. Develop and enrich student speech
, artistic taste.
Planned results
- subject:
the student will get acquainted with I.A. Krylov’s fable “The Dragonfly and the Ant”, repeat and consolidate the learned information about the fable, learn to argue his opinion during a discussion, correlate proverbs and the meaning of the fable text, characterize the characters of the fable based on the text, read the fable expressively by role;
- meta-subject: the student will continue to learn to formulate a learning task, accept it, maintain it and strive to complete it; will continue to master UUD of a logical nature (analysis, comparison, cause-and-effect relationships, generalization), will master sign-symbolic means of presenting information (defining genre), and actively use speech means when working with text; will demonstrate a willingness to acknowledge different points of view; in the course of working in pairs and groups will continue to master initial forms
cognitive reflection (answering final questions and assessing personal achievements);
- personal:
development of motives for educational activities;
- developing a respectful attitude towards other opinions; developing cooperation skills with adults and peers; understanding the value of work; development of goodwill and emotional and moral responsiveness;: correlate an action with a moral norm; evaluate the actions of heroes;
- analyze and characterize emotional states; motivate your actions; show kindness; apply the rules of business cooperation, evaluate your own educational activities; regulatory
- : plan the solution of an educational task, analyze your own work; educational
- : establish cause-and-effect relationships; discuss problematic issues; communicative
: perceive the text taking into account the assigned educational task;
characterize the heroes of the work.
Lesson type: Lesson of learning new things and improving knowledge and methods of activity, integrated with the lesson “the world around us”.
Technologies: the use of technology for the development of critical thinking, problem-based dialogue learning.
Equipment: textbook “Literary Reading” 2nd grade, part 1 (compiled by L.F. Klimanova, V.G. Goretsky, M.V. Golovanova), phonogram “Sounds of the Forest”, portrait of Aesop, L.N. Tolstoy, I.A. Krylov, tablets with words, with the texts of proverbs and riddles, tasks for students (for work in pairs, groups), sheets with the texts of riddles, proverbs, poems for students, a self-assessment sheet, the cartoon “Dragonfly and the Ant”, a guide to literary reading “ My box” (Bershanskaya O.N., Degtyareva G.D., Kirov, 2010).
- DURING THE CLASSES
1. Org. moment.
Reading without thinking is a waste of time.
Read it.
How do you understand the expression?
2. Checking the salary.
Read the words. Make a proposal with them. What did they tell you?
On the board: cart, Swan, Cancer, Pike.
Expressive reading of the fable “Swan, Cancer and Pike”
- What is the moral of the fable? What expression has become popular?
- Reading tablets with proverbs:
Together it’s not burdensome, but apart it’s okay.
You will not get to know your friend without trouble.
Read the proverbs. Choose a proverb for the fable “Swan, Cancer and Pike”.
What is a “fable”?
3. Preparation for the perception of a work of art.
A) Speech warm-up.
Read the sentence written on the board
In the morning we go to the yard -
Leaves are falling like rain,
They rustle underfoot
And they fly, fly, fly...
With different intonation
Give me the answer. How did you guess?
A sign with the word is fixed on the board
AUTUMN
Guys, what is autumn? (Season) B) Children reading riddle texts on handout sheets. Read the first riddle. Consult your desk neighbor in choosing a guess. Prove the correctness of the answer (on the desks
explanatory dictionaries
with bookmarks to find out the lexical meaning of unfamiliar words).
I drag a log over the hills -
It's bigger than a carpenter.
On the board there are pictures with insects: flies, bees, butterflies, beetles, wasps, ants, dragonflies.
Children name the answer, prove their choice of answer, and choose a picture.
Children. This is an ant.
What do you know about ants? (Children's answers)
There are many proverbs about ants. Read (on the board).
- An ant is small in body, but great in deed.
- Go to the ant, lazy one, learn prudence from him.
Which proverb did you like best and why?
Read the second riddle.
The airplane is light and fast
A fragrant flower flies over.
Wings, tail and eyes.
This is a miracle...
Working on the answer is similar to the first one about the ant.
Why was a dragonfly compared to an airplane?
Children. Dragonfly wings are shaped like airplane wings. They are transparent. Transmitting the light of the sky, the wings appear blue.
What do you know about dragonfly? (Children's answers)
C) Work on composing words from parts.
Cards on the board:
for Stre co ve ra Mu
What task do you propose to complete?
Make words from cards.
The words are lined up on the board: autumn, dragonfly, ant.
What question do you want to ask?
Children: Why are the words Dragonfly and Ant written with a capital letter?
They make an assumption.
Could they become heroes of a fable?
D) Read the poem about autumn by the Russian poet A. Pleshcheev “A Boring Picture” (the words of the poem are printed on handouts).
Boring picture
Boring picture!
Endless clouds
The rain keeps pouring down
Puddles by the porch...
Stunted rowan
Gets wet under the window
Looks at the village
A gray spot.
Why are you visiting early?
Has autumn come to us?
The heart still asks
Light and warmth!.. (A. Pleshcheev)
How did you feel when reading the poem? Why?
From the Dictionary of Moods (“My Box”), children choose those that can be attributed to the poem.
Why were you in this mood?
D) - How can the words autumn, dragonfly, ant be related to each other? Make a proposal with them - an assumption.
Today we will get acquainted with the fable of I.A. Krylov “Dragonfly and Ant”.
What would you like to learn in class? What are we going to learn? (We will carefully read the fable, learn to evaluate the actions of the heroes, dramatize) What should we remember from the last lesson?
E) - And now I suggest you return to summer for a few minutes. Why is it good? (Children's eyes are closed)
Children: Warmth, beautiful flowers, insects.
(Music sounds) Look, look! Dragonfly! What is she like?
Children: Beautiful, carefree, cheerful, playful.
What is he doing?
It flutters, flies, sits, catches, rests.
Another insect lives there - an ant. What is he like?
Hardworking, diligent, tireless, caring.
All day long he does something... (wears, works, builds, takes care)
A note appears on the board:
Dragonfly
- Cheerful, carefree,
- Flutters, flies, rests.
Open the textbooks on page 106, look at the illustrations. Which of the heroes did the artist draw completely differently from what we imagined? Why do you think?
4. Primary perception of the text.
The teacher’s reading of the fable “Dragonfly and the Ant” is not complete, until the words “Did you keep singing?..” (Method “reading with stops”)
Do you think the Ant will let the Dragonfly go? (Children speak their minds)
Finishing the fable.
Guys, did the Ant let the Dragonfly in?
5. Checking primary perception.
Name the heroes of the fable?
What did Dragonfly do all summer?
What was Ant doing?
What did Dragonfly Ant ask?
What did Ant answer?
Did you like the fable?
Were your expectations met when reading this fable?
6. Physical education minute.
Phonogram “Sounds of the forest”.
Game: “Tell me what I’m doing, and show me in the same way.”
In the morning the dragonfly woke up,
She stretched, smiled,
Once I washed my face with dew,
Two - she spun gracefully,
Three - bent down and sat down,
At four - I flew,
Stopped by the river
Spun over the water.
7. Analysis literary work.
a) Reading the fable by students. What words and expressions do you not understand? (reading with notes).
Let's watch the cartoon. Maybe it will help in explaining the words.
Why is Dragonfly sad, and even angry?
How do you understand the expression “Winter is rolling in”?
How does she roll? (Coming unexpectedly)
What does it mean “the pure field has died”? (The harvest has been harvested. The flowers and herbs have withered and dried up. Insects and animals hid and hibernated. The birds have flown away. There is dead silence in the field.
Self-assessment of your activities.
b) Selective reading.
Find lines in the text about the life of the Dragonfly in summer.
Find the line that sums up Dragonfly's life in summer.
I sang all summer long.
How can you call Dragonfly in one word?
Lazy girl. (A note is added to the board)
What did we get?
Sinkwine.
How did Dragonfly’s life change with the onset of winter? Find words that speak about her condition.
Evil melancholy.
- Who did Dragonfly go to for help?
- What request did she make to Ant?
- (find in text)
- What did Ant answer her?
How should we understand Ant's words?
c) Do you sympathize with the dragonfly?
What would you do if you were Ant? Why?
Describe the hero (using the dictionary from the “My Box” reference book).
Make a syncwine “Ant”. Work in groups.
8. Secondary analysis.
– What words are the moral of this fable?
Write on the board:
- with a sneer
- with contempt;
- with love;
- with humor;
- with kindness;
- with admiration;
- with warmth.
Teacher: The poet presented his fable heroes in a funny light, talking about them with a dose of humor, kindness and warmth.
Reading by roles.
Read the dialogue between the Ant and the Dragonfly expressively. Work in pairs.
Group work of students is creative work.
Students complete tasks in groups by choice.
Assignment to the first group.
* Use the model to indicate the genre of the work (“My Box”)
* Among the listed features, mark only those that relate to the fable. Prove that the work “The Dragonfly and the Ant” is a fable.
- Heroes - animals or plants,
- The presence of fiction
- Poetic form,
- Repeat three times
- Morality,
- Depiction of experiences and feelings,
- Small volume
- Having your own permanent heroes,
- Unusuality.
Assignment for the second group.
* Show a live picture of the fable (facial expressions, gestures) “The Dragonfly and the Ant.”
– What feelings did the Dragonfly experience when turning to the Ant for help?
Assignment to the third group.
– What awaits the heroes of the fable in the future?
Assignment for the fourth group.
Collect proverbs and find those that relate to the fable.
Self-assessment of activity.
9. Lesson summary.
Which of the characters in the fable did you like best?
Find the words that contain the main idea of the work.
How do you understand them?
Which proverb about ants suits the hero of the fable? (proverbs on the board)
10. Reflection.
– What new and interesting things did you discover during this lesson?
Describe with an emoticon what mood you were in during the lesson.
Self-assessment of activity.
11. D/z. Expressive reading of a fable. If desired, by heart.
Optionally:
Read the poem by Afanasy Fet and compare it with the seasonal changes in the fable.
Yesterday I was melting in the sun,
The forest was the last to tremble its leaves,
And the winter becomes lushly green,
She lay like a velvet carpet.
...Today suddenly summer disappeared;
White, lifeless all around,
Earth and sky - everything is dressed -
Some kind of dull silver...
Reading and comparison of Aesop’s fable “Dragonfly and Ants” translated by L.N. Tolstoy.
(The fable is printed on handouts)
Read Aesop’s fable in L.N. Tolstoy’s translation “Dragonfly and Ants.”
In the fall, the ants' wheat became wet: they dried it. A hungry dragonfly asked them for food. The ants said: “Why didn’t you collect food in the summer?” She said: “I had no time: I sang songs.” They laughed and said: “If you played in the summer, dance in the winter.”
Anna Senich
Speech games. Comparative stories about insects. Analysis of I. Krylov’s fable “The Dragonfly and the Ant”
Acquaintance with the content of I. A. Krylov’s fable “The Dragonfly and the Ant”.
Compare a dragonfly and an ant. Answer the questions.
1. What did the dragonfly do in the summer, and what did the ant do?
2. Why did the dragonfly go to the ant?
3. Why didn’t the dragonfly think about anything in the summer?
4. What came with winter?
5. What did the dragonfly ask the ant?
6. Why didn’t the ant understand her?
7. Did the ant do the right thing?
8. What was the dragonfly supposed to do in the summer?
9. Explain the sayings: “Prepare a sleigh in summer and a cart in winter,”
"Business before pleasure".
10. Tell the fable in your own words.
11. Who did you like best and why?
12. Who would you like to be like?
Game “Name it affectionately.”
Spider - spider, dragonfly - dragonfly, caterpillar - caterpillar, bee - bee.
Game "Echo" (verb conjugation).
I'm watching the dragonfly, you, he, she, we, you, you, they... .
I look at the caterpillar, you, he, she, we, you, they... .
I catch a butterfly, you, he, she, we, you, they... .
I'm running after the bee, you, he, she, we, you, they... .
I hear the buzz of a bee, you, he, she, we, you, they... .
Game "Find the extra word."
Dragonfly, ant, bee, owl.
Dragonfly, bumblebee, bee, grasshopper.
Wings, proboscis, antennae, butterfly.
Bee, beekeeper, bangs, beekeeper.
Ant, ant, ant, ant (grass).
Game "Count to Five".
One hardworking ant, one emerald dragonfly,
two hardworking ants, two emerald dragonflies,
three hardworking ants, three emerald dragonflies,
four hardworking ants, four emerald dragonflies,
five hardworking ants. five emerald dragonflies.
One magnificent butterfly, one diligent spider,
two magnificent butterflies, two diligent spiders,
three magnificent butterflies, three diligent spiders,
four magnificent butterflies, four diligent spiders,
five magnificent butterflies. five diligent spiders.
Game "Collect a proposal."
Spider, patient, weave, for, fly, web.
Caterpillar, velvet, hide, leaves, in, maple.
Run out, ant, from under, blade of grass, hasty.
Flutter, butterfly, between, flowers, buttercup, colorful.
Among, bumblebees, buzzing, grumpy, grass.
From behind what appears to be an anthill, a huge tree.
From under, grasshopper, fast, bush, jump out.
Around, bee, circling, dandelion, hardworking.
* Write a comparative story about an insect.
1. What is it called?
2. How does it move?
3. What does it eat?
4. What is its structure?
(Wings, legs, head, chest, abdomen)
5. Does it bring benefit or harm?
*Compare the bumblebee and the caterpillar.
The bumblebee flies and the caterpillar crawls.
The bumblebee collects nectar and pollinates plants, while the caterpillar eats leaves and harms the plants.
The bumblebee is fat, small, furry, black and yellow in color.
The caterpillar is long and colorful.
The bumblebee has wings, but the caterpillar does not have wings.
The bumblebee is beneficial, but the caterpillar is harmful.
The bumblebee buzzes, but the caterpillar is silent.
*Compare:
butterfly and wasp.
spider and bumblebee.
fly and ant.
grasshopper and bumblebee.
caterpillar and grasshopper.
According to plan:
1. What is it called?
2. How does it move?
3. What does it eat?
4. What is its structure?
(wings, legs, head, chest, abdomen)
5. Does it bring benefit or harm?
6. How is it different from other insects?
*Find long and short words.
Determine how many syllables there are in words.
Construct word schemes.
Fly, wasp, spider, bumblebee.
Publications on the topic:
A fable in a new way “The Dragonfly and the Ant”. Poem about a healthy lifestyle Fable on new way“The Dragonfly and the Ant” The jumping Dragonfly sang and walked a lot, relaxed in the pizzeria, and didn’t notice at all that it looked like a ball.
The autumn festival turned out to be eventful and interesting not only for the audience, but also for the participants of the performance themselves. All roles except autumn.
Summary of a lesson on speech development and familiarization with the genre of I. Krylov’s fable “The Dragonfly and the Ant” for the preparatory group Abstract open class on speech development and familiarization with the genre of I. Krylov’s fable “The Dragonfly and the Ant” for the preparatory group. Prepared.
Musical fairy tale based on I. A. Krylov’s fable “The Dragonfly and the Ant” (preparatory group) Musical fairy tale Based on the fable by I. A. Krylov “The Dragonfly and the Ant” ( Preparatory group) (Music sounds; children go out into the hall and take their seats.
Musical fairy tale “The Dragonfly and the Ant” in a new way Scenario of the musical fairy tale “The Dragonfly and the Ant” in a new way (based on the fable by I. A. Krylov) Children enter and perform the “Autumn Round Dance”.
Musical “Dragonfly and Ant” (musical performance for older children) Musical for children senior group. “The Ant and the Dragonfly” Purpose: To develop children’s ability to dramatize a fairy tale, perform movements and actions.
