Lesson 9 freedom and moral choice. Fundamentals of secular ethics. Lesson-presentation "Freedom and moral choice of a person" methodological development (grade 4) on the topic. Checking homework
Module | Fundamentals of Secular Ethics |
Lesson #9 | Freedom and moral choice of man |
, N., teacher in Orsk |
|
Supervisor | Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology IPK and PPRO OGPU |
Target: formation of ideas about freedom and moral choice of a person as a value in secular ethics.
Form ethical feelings: guilt, shame, freedom, as regulators of a person’s moral choice;
Cultivate a respectful attitude towards each other, demonstrating positive examples of their own actions and the actions of those around them;
To form in students a legal culture, universal human values, respect for rights, personal freedoms, human moral choice, feelings self-esteem and justice;
Develop the meaning of concepts: freedom, moral choice, moral conflict;
Build skills practical application knowledge of legal categories in real situations;
Form concepts :
Form your own opinion and position;
Consider different opinions and strive for coordination various positions in cooperation;
Activities: conversation, commented reading, oral creative story on a topic, work with illustrative material, independent work with sources of information, preparation of a creative conversation with family members.
Basic terms and concepts: freedom, human moral choice, moral conflict
Equipment: computer, educational board, presentation, musical accompaniment, Box of wise thoughts in Kostroma, poem by S. Marshak, cards for group work, explanatory dictionary, Large encyclopedic dictionary, textbook.
During the classes
(calm soundtrack sounds)
Guys, close your eyes and imagine a bright, warm sun. Let its rays warm you with their warmth. Imagine that a ray of sunshine has filled your heart with the energy of kindness, tenderness and love. Send the light of love to your family and friends. Smile at your comrades. Give joy to people, be kind and loving yourself.
Examination homework.
Who did you tell about virtue and vice?
Did your interlocutors understand you?
Did you agree with you?
Introduction to a new topic.
- Read the word from the first letters of the pictures
Slide No. 1.
Work in pairs.
What words do you think of when you hear the word FREEDOM?
Write down on pieces of paper: (choice, respect, holidays, birds, sky, space, wind, sea)
Slide number 2.
Creative work in groups.
Creative five minutes. Find related words that are close in meaning to each letter of the word.
Guys, match each letter of the word FREEDOM with related words.
Discussion.
Working with the textbook.
Page 22.
What is the topic of the lesson?
Conversation on questions:
In your opinion, what does it mean to be free?
What is freedom for?
Working with dictionaries in groups.
Slide number 3.
Liberty- this is the absence of restrictions and constraints in anything, the ability to do everything that does not harm others.
Liberty- this is the opportunity to manifest one’s will based on awareness of the laws of nature and society.
Liberty- the state of someone who is not in custody, in captivity. Ozhegov's Explanatory Dictionary
Freedom -a person’s ability to act in accordance with his interests and goals, to make choices.
Recording the concept of the word FREEDOM in the “Casket of wise thoughts.”
Discussion.
Reading the article on page 22-23 |
- Find answers to questions. |
What is moral choice? |
What determines the choice between moral and immoral behavior? |
How should a virtuous person act? |
What is moral conflict? |
(this is the result of such a moral choice, an act that leads to a violation of moral standards) |
(Excerpt from the book “One Single Life”) The teacher reads a passage of text. |
"Have you ever thought that you only have one |
the only life? Let's imagine some person, pro- |
life expectancy, which is 70 years, that is, a total of 25550 |
days, and each day of his life we will conventionally designate as a brick. |
Now let's imagine that our imaginary person is standing on the very |
the top of a structure made from this brick. It is approximately 25 in height |
m, one meter wide, one and a half meters long. He stands admiring the open |
a beautiful view hanging before his eyes. |
Every morning a “certain” hand appears and removes one brick from |
edges of the building. |
“Well, it’s not dangerous at all! Even if one row disappears, nothing |
nothing terrible will happen,” the person thinks. The hand appears every morning and removes only one brick. With carelessness, the catcher admires the view around him. “Every person admires the view around him. “Everything is fine,” - do |
And not soon at all, after a long, long period of time, a person with |
will be horrified to discover that he is standing on only one brick...”
Guys, think about the meaning of what you read and try to answer the questions:
Try to draw an image of your only life?
What is life?
How is life measured?
What if a person lived a long but useless life - he didn’t help anyone, he didn’t leave anything good behind? So it turns out that life is measured not by the years lived, but by the mark you leave on earth.
We will all die: there are no immortal people,
And this is known to everyone and is not new,
But we live to leave a mark -
A house or a path, a tree or a word.
(R. Gamzatov)
Leave a mark. Isn't this what we live for?
Each person makes his own choice to “stand on the top and admire the beautiful view” and wait for life to end or do good deeds, worthy deeds and leave a good memory of himself in the hearts of people. A person makes his own choice.
Every day a person commits a variety of actions, good or bad, pleasant for others or only for the person himself. Behind every action there is a choice.
Who makes this choice?
How can you understand whether you do good deeds or not, whether your actions bring joy and satisfaction to others or not?
Most The best way A parable will help us to know ourselves and understand how to act in this.
Slide number 4.
Eastern parable
A long time ago, in an ancient city there lived a Master, surrounded by disciples. The most capable of them once thought: “Is there a question that our Master could not answer?” He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was ticklish. Smiling, he approached the Master and asked:
- Tell me, what kind of butterfly is in my hands: alive or dead?
He held the butterfly tightly in his closed palms and was ready at any moment to squeeze them for the sake of his truth.
What did the Master answer to his student?
What conclusion can you draw?
Working with the textbook.
Pages 22-23.
Slide number 5.
Situation 1.
You found a wallet with money on the street, you know whose it might be. What will you do?
a) I’ll go to the store and buy computer game, which I dreamed about for a long time;
b) I’ll buy a lot of sweets and treat all my comrades;
c) I will act differently.
Discussion of answers.
Work in pairs.
Discussion of the situation.
Slide number 6.
Reading by a teacher or a well-prepared student of S. Mikhalkov’s poem “Nakhodka”
I ran out into the street
I walked along the pavement,
Turned left around the corner
And I found the wallet.
Four branches
In a heavy wallet.
And in every department
A nickel on a nickel.
And suddenly, along the same street,
Along the same pavement
A girl is coming towards you
WITH with his head down.
And sadly looks at his feet.
It's like it's on the way
She needs something important
Find it on the street. This girl doesn't know
What's in my hand
Her wealth is copper
In a heavy wallet.
Work on issues.
Consolidation of what has been learned from fairy tales.
Questions about fairy tales.
Slide number 7.
Questions about fairy tales
1. In what fairy tale and who violated the right to freedom and kept dolls in slavery?
2. In which fairy tale was the “bakery” hero several times subjected to attempts to encroach on his life and threats of being eaten?
3.Which fairy tale heroine took advantage of the right to free movement and choose her place of residence?
Slide number 8.
Relaxation.
Individual work on pieces of paper (can be completed at home)
Guys, having studied this topic can you complete the sentences?
I UNDERSTAND... |
EXTERNALLY I... |
I CAN'T... |
I LOVE... |
I FEEL... |
I CAN... |
I CAN BE.... |
How did you determine what you can and cannot do? |
Who or what helps you choose what to do? Homework: |
In the textbook Page 23.
Re-read “The Tale of the Dead Princess and the Seven Knights.” . |
In what moral choice situations did Chernovka find herself? |
What did she do? |
Have you ever found yourself in a situation |
moral choice? |
Illustrations: http://foto. *****/users/awersa1/album/?sort=vote
Target: creating conditions for students to develop an idea of freedom as the basis moral choice person
Tasks:
Personal: to form an understanding of the meaning of freedom and morally responsible choice in human behavior; fostering respect for people and oneself;
meta-subject: students’ awareness of the connection between human freedom and moral choice;
subject: to develop the skills of meaningful reading of text, to promote the development of thinking and literate speech of students
Lesson type: combined.
Activities: conversation, fragmentary reading, independent work with sources of information.
Basic terms and concepts: freedom, moral choice, situation of moral choice, moral conflict.
During the classes
I. Organizing time. Target setting
Ask strict life,
Which way to go?
Where in the white world
Leave in the morning. (slide 3)
What road is the song talking about?
Guys, have you ever asked the question: “Which path to take in life?”
How many roads do you think a person can have?
What do you think, does a person choose his own path in life? Let's look at Vasnetsov's painting “The Knight at the Crossroads” (slide 4)
Guys, does the knight have freedom of choice?
What are we going to talk about today? What is the name of the lesson topic?
II. Checking homework
Who did you tell about virtue and vice?
- Did your interlocutors understand you? Did you agree with you? How do you think why? (each person has their own choice)
III. Work on the topic
1. Conversation on issues
What concepts do you think we will work with in class today? (freedom, moral choice)
What can help us cope with these difficulties? (textbook)
Open the textbook, find and read in it the meaning of the word FREEDOM, MORAL CHOICE (slide No. 5,6)
Write it down in a book of wise thoughts
2. Commented reading articles on pages 22-23 with answers to questions:
- What is moral choice?
What determines the choice between moral and immoral behavior?
How should a virtuous person act?
What is moral conflict, freedom and moral choice? (write in notebook)
Have you ever had to make your own choices between your interests and the interests of other people? (Children give their own examples) What would you do in the following situation? (slide No. 7)
Today we will talk about freedom and the choice that a person makes. In order to understand what freedom is, what choice is. Often a person must choose between his own interests and the interests of other people. It is believed that a virtuous person should follow the interests of others. Living together, people should help each other, even sometimes to the detriment of their own interests and desires. However, not all people are virtuous, and sometimes their interests may conflict with moral standards.
3.Reading the story and analyzing it (life situation)
Conversation on questions:
What choice did Vadim face?
What choice does Kostya have?
How could this story end?
What is freedom, and what is moral choice?
4. Physical education minute (slide No. 8)
Baby son
came to my father
and the little one asked:
- What's happened
Fine
and what is
Badly?-
- If there is wind
The roofs are tearing, (We wave our hands to imitate the wind)
If
the hail roared, - (we stamp our feet)
Everyone knows -
this is it
for walks
Badly.
The rain fell
and passed. (claps hands)
Sun
in the whole world. (hands raised up towards the sun)
This -
Very good
and big
and children.
5.Work in groups. Final conversation.
(each group is given a piece of paper with a question)
Group 1: What does it mean to be free? How is freedom related to moral choice?
Group 2: Why is freedom needed? Is it always possible to do as you want?
Group 3: Is it always good when you have freedom? Have you ever found yourself in a situation of moral choice?
7.Workshop(working with literary works)
Remember fairy tales in which heroes find themselves in a situation of moral choice? Appeal to the textbook (work with an illustration for the fairy tale “About the Dead Princess and the Seven Knights”) (slide No. 9)
IV. Consolidation
Which choice should be correct? Let's go back to the beginning of the lesson. What lines did our lesson begin with? (read out)
What do the following lines say?
Follow the sun
Although this path is unknown,
Go my friend, always go
On the road to goodness.
Follow the sun
Although this path is unknown,
Go my friend, always go
On the road to goodness.
Which lines talk about moral and immoral behavior?
Oh, how many different ones there will be
Doubts and temptations
Don't forget that this is life
Not a child's game.
Drive away temptations
Learn the unspoken law
Go my friend, always go
On the road to goodness.
What conclusion do you draw for yourself from the lines?
Forget your worries
Ups and downs
Don't whine when fate takes over
She doesn't act like a sister.
But if things go wrong with a friend,
Don't rely on a miracle
Hurry to him, always lead
On the road to goodness.
The teacher concludes:
People are bound to each other by a variety of responsibilities, one of which is difficult to fulfill without violating the other. Therefore, it is important to make only promises that can definitely be fulfilled without harm to others. An acute situation of moral choice is sometimes called a moral conflict. When resolving a moral conflict, it is very important to make not just the right, but the virtuous choice. (pages 22-23 of the textbook)
Reflection. (slide No. 10)
1.What was interesting for you in class today?
3. In what situations might new knowledge be useful to you?
Homework:
Textbook assignment on page 23 (question 1,2)
Select or create your own illustrations based on fairy tales
Application
Lyrics of the song “On the Road to Goodness”
Ask life strict
Which way to go?
Where in the white world
Leave in the morning.
Follow the sun
Although this path is unknown,
Go my friend, always go
On the road to goodness.
Follow the sun
Although this path is unknown,
Go my friend, always go
On the road to goodness.
Forget your worries
Ups and downs
Don't whine when fate takes over
She doesn't act like a sister.
But if things go wrong with a friend,
Don't rely on a miracle
Hurry to him, always lead
On the road to goodness.
But if things go wrong with a friend,
Don't rely on a miracle
Hurry to him, always lead
On the road to goodness.
Oh, how many different ones there will be
Doubts and temptations
Don't forget that this is life
Not a child's game.
Drive away temptations
Learn the unspoken law
Go my friend, always go
On the road to goodness.
Drive away temptations
Learn the unspoken law
Go my friend, always go
On the road to goodness.
Ask life strict
Which way to go?
Where in the white world
Leave in the morning.
Drive away temptations
Learn the unspoken law
Go my friend, always go
On the road to goodness.
Drive away temptations
Learn the unspoken law
Go my friend, always go
On the road to goodness.
Text for analysis
The whole class gathered at Sergei's birthday. The guys looked with interest at the paintings painted by Sergei’s grandfather and the collection of miniature car models collected by his father. Friends were having fun, dancing, playing forfeits. The evening flew by unnoticed.
And a week later, two friends, Sergei’s classmates, decided to go to the cinema. Vadim went behind Kostya and saw a surprisingly familiar little car on the shelf in the hallway. It was a bright red racing model, which he had recently held in his hands at Sergei’s birthday. Vadim doubted and decided to ask his friend directly.
Kostya admitted. The car was so good that he couldn’t resist and took it for himself. He asked Vadim not to give him away...
Reflection
1.What was interesting for you in class today?
2.What would you like to continue talking about on the topic of the lesson with your loved ones?
3. In what situations might new knowledge be useful to you?
Useful resources
Internet resources
gif
-
anim.
people.
ru
wiki.iteach.ru
info@ vasnecov.ru.
songs
.net
Textbook “Fundamentals of Secular Ethics” M., “Enlightenment”
Interdisciplinary connections: literature, fine arts
Lesson 9 “Freedom and moral choice of a person”
Goals:
1 . Educational: to form students’ knowledge on the topic “Freedom and moral choice”, to be able to correctly formulate their thoughts, to motivate their point of view.
2. Developmental: promote the development of students’ thinking and literate speech.
3. Educational: contribute to instilling in students a sense of collectivism.
Equipment: textbook, workbook, parable text, multimedia installation
Lesson plan:
1. Org. moment.
2. Discussion of homework results. Possible questions for students.
3. Creation associative series By the way, freedom. Discussion. Working with dictionaries, reference books and encyclopedias.
4. Working with the parable “Everything is in your hands.”
5. Conclusions, connect with the concept of moral choice.
6. Working with examples.
7. Reading an article from a student manual.
8. Summary
Emotional mood for the lesson
Discussion of the results of homework. Listening and discussing students' stories.
Did your interlocutors understand you? Did you agree with you?
3. Working on new material
What words do you think of when you hear the word freedom?
Write them down.
Verification and addition
LIFE, CHOICE, SPACE, SKY, HAPPINESS, VACATION, WIND, etc.
Work in groups. Working with the word “freedom” according to Ozhegov’s dictionary, a large Encyclopedic Dictionary.
Liberty- this is the absence of restrictions and constraints in anything, the ability to do everything that does not harm others.
Liberty- this is the opportunity to manifest one’s will based on awareness of the laws of nature and society.
Liberty- the state of someone who is not in custody, in captivity.
Discussion
What does it mean to be free?
What is freedom for?
Is it always good when you have freedom?
A long time ago, in an ancient city there lived a Master, surrounded by disciples. The most capable of them once thought: “Is there a question that our Master could not answer?” He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was ticklish. Smiling, he approached the Master and asked:
- Tell me, what kind of butterfly is in my hands: alive or dead?
He held the butterfly tightly in his closed palms and was ready at any moment to squeeze them for the sake of his truth.
What did the Master answer to his student?
Without looking at the student’s hands, the Master answered:
- All in your hands.
What 2 choices did the student have? Rate them.
Which path would you guys choose?
A choice aimed at the benefit of another is "moral choice».
5. Reading the article on page 22-23
Find answers to questions.
What is moral choice?
How should a virtuous person act?
What is moral conflict?
6. My choice
Situation 1.
You found a wallet with money on the street, you know whose it might be. What will you do?
a) I’ll go to the store and buy a computer game that I’ve been dreaming about for a long time;
b) I’ll buy a lot of sweets and treat all my comrades;
c) I will act differently.
Discussion of answers.
7. Questions about fairy tales:1. In what fairy tale and who violated the right to freedom and kept dolls in slavery?
2. In which fairy tale was the “bakery” hero several times subjected to attempts to encroach on his life and threats of being eaten?
3.Which fairy tale heroine took advantage of the right to free movement and choose her place of residence?
8. Summary. Reflection.
What is freedom?
How is freedom related to moral choice? -What influences choice?
Does a person always have a choice?
What qualities should a person have to make an informed choice?
Was everything clear during the lesson? Are you free people?
Homework
Re-read “The Tale of the Dead Princess and the Seven Knights.” A. S. Pushkin.
In what moral choice situations did Chernavka find herself?
What did she do? Have you ever found yourself in a situation of moral choice?
Page 1
Activities:, preparing a story
Basic terms and concepts: Freedom. Moral choice. Situation of moral choice. Moral conflict.
During the classes:
- Vocabulary dictation content 3 – 8 lessons.
4. Write down the topic of the lesson in your notebook. Discussing the topic of the lesson with students: how do you understand the topic of the lesson? Read the student manual about what you will learn today.
6. Selective retelling of the text (as instructed by the teacher).
7. Independent work students. Assignment: write out a manual for students from the text, which involves free choice.
Homework: Prepare a story with examples of actions that involve a person’s free choice (or select examples from works read in reading lessons).
Lesson 10. Freedom and responsibility
Activities: conversation, commented reading, oral story on a topic, independent work with sources of information, preparing a story
Basic terms and concepts: Responsible behavior. Free choice personality. Relationships of responsibility.
During the classes:
- Organization of student activities.
- Discussion of the results of homework. Possible questions for students:
Listening and discussing students' stories.
- Conversation with students on the following questions:
· What do you think it means to be a responsible person?
· What can and should a person be responsible for?
How does the concept of responsibility relate to the topic? previous lesson?
- Reading an article from a student manual.
- Selective retelling of the text (as instructed by the teacher).
- Independent work of students. Assignment: write down from the text of the student manual what is included in the relationship of responsibility.
- Discussion of the results of independent work.
- Answer questions and complete tasks from the student manual.
Homework: Choose an example from the literature that would describe responsible human behavior.
Lesson 11. Moral duty
Activities: conversation, commented reading, oral history on a topic, independent work with sources of information, preparation of a creative conversation with family members
Basic terms and concepts: Moral duty. Moral duty.
During the classes:
- Organization of student activities.
- Discussion of the results of homework. Listening and discussing students' stories.
3. Write down the topic of the lesson in your notebook. Discussing the topic of the lesson with students: how do you understand the topic of the lesson? How do you think the topic of the previous lesson is related to the topic of today's lesson? Read the student manual about what you will learn today.
4. Independent work of students. Task: make a sentence with the word duty. (or in groups, come up with the plot of a short story, in which the word must be present duty)
- Discussion of the results of independent work. Possible questions: What sentences did you create? In what sense is the word used? duty? (or task for groups: tell us what stories you came up with). Refer to a dictionary and write down the meaning of the word duty. Does your understanding of the meaning of this word match what is written in the dictionary?
- Reading an article from a student manual.
How did you understand what duty, moral duty?
What new things have you learned?
- Answer questions and complete tasks from the student manual.
- Homework: Choose two or three proverbs that talk about a person’s duty. Explain how you understand the meaning of these proverbs.
Lesson 12. Justice
Activities: conversation, commented reading, oral story on a topic, independent work with sources of information, drawing up a plan, preparing a story
Basic terms and concepts: Justice. Moral rules of a just person.
During the classes:
- Organization of student activities.
- Discussion of the results of homework on the following questions:
What proverbs did you pick up? Why these? How do you understand the meaning of these proverbs?
All the proverbs chosen by the students are written on the board.
- Students work with the concept justice. Assignment: What word do you think this concept came from? How do you understand what justice is?
- Record the topic of the lesson in your notebooks. Discussion of the lesson topic: what do you think the lesson will be about today?
- Reading an article from a student manual.
- Independent work of students. Assignment: create an outline for an article from the student manual.
- Discussion of the results of independent work.
- Conversation with students on issues. Possible questions:
- What did you find most important in the text of the article from the student manual?
- Did you get answers to the questions asked at the beginning of the lesson?
- How did you understand what justice is?
- Name the signs by which justice can be judged.
- Do you agree with the moral rules that are named in the manual? Why?
- Do you think it is very difficult to be fair? Justify your answer.
9. Independent work of students in groups. Each group receives a Russian text folk tale(or fairy tales of one of the peoples of Russia) (teacher's choice). Assignment: Determine whether the ending of the fairy tale can be called fair? Why?
10. Discussion of the results of independent work.
11. Homework: Come up with a short story about a just person and an unjust one (or remember a story from life or literature). Evaluate their actions.
Lesson 13 Altruism and egoism
Activities: conversation, commented reading, oral history on a topic, independent work with sources of information, preparation of a creative conversation with family members
Basic terms and concepts: Selfishness. Altruism. Reasonable selfishness
During the classes:
- Organization of student activities.
- Discussion of the results of homework. Listening and discussing students' stories.
- Record the topic of the lesson in your notebooks. Discussion of the lesson topic: what do you think the words mean? altruism and selfishness? Which of these words are familiar to you and which are not? Do you think these words are similar in meaning or opposite?
- Work with explanatory dictionary. Assignment: read the meaning of words in the dictionary altruism And selfishness.
- Reading an article from a student manual.
- Independent work of students. Assignment: copy out the definitions of egoism and altruism from the student manual and compare them with those given in the dictionary. Which definitions do you understand better?
- Answer questions and complete tasks from the student manual.
- Homework: Tell family members and friends about what selfishness, altruism, and reasonable selfishness are. Ask them questions from the manual, if they find it difficult to answer, help them (on your own or read the text from the manual).
Lesson 14. Friendship
Activities: conversation, commented reading, oral story on a topic, independent work with sources of information, drawing up a plan, preparing a creative conversation with family members, preparing to write a story.
Basic terms and concepts: Virtuous relationships. Friendship.
During the classes:
- Organization of student activities.
2. Discussion of the results of homework on the questions: Which family members did you tell about selfishness and altruism? What were they especially interested in, what questions of yours caused them difficulty, why, were you able to help without turning to the manual?
3. Working with the concept friendship. Task: sort out the word by its composition friendship. What word does it come from? What does this word mean? Determine the meaning of the word using a dictionary.
4. Reading an article from a student manual.
- Independent work of students. Assignment: create an outline for an article from the student manual.
- Answer questions and complete tasks from the student manual.
- Planning creative work- a story about your friend.
Sample story plan:
1) How do I understand the word friendship.
2) Who is my friend?
3) Why am I friends with this person.
4) What does friendship give me?
- Homework: Write a short story about your friend using your outline. Discuss it with your parents.
Lesson development
on the module “Fundamentals of Secular Ethics”
topic: “Freedom and moral choice of a person”
(4th grade, lesson 9)
Sineva Olga Gennadievna,
teacher primary classes
MAOU secondary school No. 28, Balakovo
Saratov region
Balakovo-2016
Topic: “Freedom and moral choice of a person”
Target: form the idea of freedom as the basis of human moral choice, understanding the meaning of freedom and moral choice in human life and society.
Lesson objectives:
subject:
Introduce students to the concepts of “freedom”, “moral choice”, “moral and immoral behavior”, “moral conflict”.
meta-subject:
Develop oral speech, broaden the horizons of students, replenish lexicon.
Learn to defend your point of view, justify your statements.
Cultivate a respectful attitude towards people and yourself.
Planned results:
Students must understand that freedom is, first of all, a person’s ability to determine his behavior taking into account the laws of nature and society. A moral choice is a choice between good and evil.
Formation of UUD:
Personal actions:
Acceptance and mastery of the student’s social role;
Ability to self-assess based on success criteria educational activities;
Regulatory Actions:
Providing students with the organization of their educational activities;
An emotionally positive attitude towards the lesson, creating a situation of success and trust;
Identification and awareness by students of what has been learned in the lesson, awareness of the quality of the task completed;
Cooperation with the teacher and children, expressing your opinion, discussion;
Ability to build speech utterances in accordance with the assigned tasks;
Cognitive actions:
Analyze objects highlighting essential and non-essential features
Carry out analysis as a compilation of parts of a whole;
Carry out synthesis as composing a whole from parts;
Based on the analysis, draw conclusions and generalize.
Type lesson : discovery of new knowledge
Forms organizations : fontal, group, steam room.
Methods training at the lesson: verbal, visual (presentation), creative, practical and problem-search, group work.
Basic terms and concepts: freedom, moral choice, situation of moral choice, moral conflict.
Activities: conversation, commented reading, working with illustrative material, playing out situations.
Equipment: multimedia equipment, illustrative material, textbook “Fundamentals of secular ethics, grades 4-5”, author. AND I. Danilyuk, colored pencils, dictionaries.
During the classes:
1. Organizational moment
Greetings "Jug happiness »
Guys, raise your hands, figuratively imagine that you are holding a huge jug over your head, this jug is filled with happiness, kindness, positivity, good mood, and now “pour it over yourself.”Gather your thoughts, tune in to a good and fruitful lesson. Take a deep breath. Exhale yesterday's resentment, anger, anxiety. Forget about them.
II. Introduction to the topic. Updating knowledge.
Write your name beautifully on a piece of paper. Color it in your favorite color.
What color is your name? Name your favorite color.
Did anyone force you to choose a certain color?
Read the word from the first letters of the pictures. (slide No. 2)
Write this word in your notebook. What words do you associate this word with?
Formulate the topic of the lesson. (Liberty)
What is the purpose of our lesson? (get to know the concepts - freedom, choice)
Read what was written on slide number 3 words, select associations for them and try to choose the main thing for you.
FREEDOM CHOICE MORALITY
Read your associations. Write 1-2 sentences using the words you wrote down. Today we will talk about freedom and the choice that a person makes.
III . Goal setting.
Discussion
What does it mean to be free?
What is freedom for?
Is it always good when you have freedom of choice?
IV Work on the topic of the lesson.
Working with dictionaries. (in groups) (slide No. 4)
Liberty - own will, space, opportunity to act in one’s own way; absence of constraint, bondage, slavery, subordination to someone else's will. (Dictionary by V.I. Dahl)
Liberty - the state of someone who is not in custody, in captivity. (Explanatory Dictionary of S.I. Ozhegov)
Liberty - a person’s ability to act in accordance with his interests and goals, to make choices. (Big Encyclopedic Dictionary)
What definition of the word “freedom” fits the topic of our lesson? (Children's answers)
Assimilation of initial knowledge.
Eastern parable (Appendix No. 1)
What 2 choices did the student have? Rate them.
Which path would you guys choose?
Conclusion. A person can always make a choice. This is what distinguishes him from an animal.
Does a person always think about choice? Do you need to think about what to choose and why? There is such a concept moral choice. This concept consists of two words: morality and choice. We have already talked about the word choice, but what is morality? Have you ever faced a moral choice in your life? Give examples.
A choice aimed at the benefit of another is "moral choice"(slide No. 6)
Y Physical exercise (oculomotor exercises) ) (slide No. 7)
YI . Consolidation of new material.
1. Working with the textbook. (slide No. 8)
Now let's turn to the textbook pp. 22 - 23
What does it mean to be free?
What is freedom for?
Is it always good when you have freedom?
What is moral choice?
What determines the choice between moral and immoral behavior?
How should a virtuous person act?
What's happened moral conflict?(writing concepts in a notebook)
2. Creative application of knowledge by solving problematic problems built on the basis of previously acquired knowledge and skills. (work in groups)
Now we will work in groups again. First, let’s remember the rules for working in groups (children list ). Now each group will receive a short story. Your task is to read it and discuss it in groups. Answer the question: What moral choice did the hero or heroes of this story face? (Appendix No. 1)
And now I offer you in pairs discuss the following situations: (Appendix No. 2)
2. Work based on fairy tales (slide No. 9)
People have been thinking about issues of moral choice for a long time, and reflected this in their fairy tales. Answer the questions: - In which fairy tale and who violated the right to freedom and kept dolls in slavery?
In which fairy tale was the “bakery” hero subjected to attempts on his life several times and threats of being eaten?
The heroine of which fairy tale took advantage of the right to free movement and choose her place of residence?
3. Creative moment
Find words that are close in meaning to each letter of the word.
Freedom, morality
(Possible answers: conscience, will, society, goodness, ...)
YII . Reflection of activity
What is freedom?
How is freedom related to moral choice?
Does a person always have a choice?
What qualities must a person have in order to make a moral choice?
Working with the score sheet .
Homework: fill out the “My Freedom” sheet in the student’s portfolio. Continue the unfinished sentences there:
I can't...
I can …
I can be …
Thank you for the lesson.
APPLICATIONS
Appendix No. 1
Eastern parable Once upon a time, in an ancient city there lived a Master, surrounded by disciples. The most capable of them once thought: “Is there a question that our Master could not answer?” He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was ticklish. Smiling, he approached the Master and asked:
- Tell me, what kind of butterfly is in my hands: alive or dead?
He held the butterfly tightly in his closed palms and was ready at any moment to squeeze them for the sake of his truth.
What did the Master answer to his student? (slide number 5)
Without looking at the student’s hands, the Master answered:
- All in your hands.
Appendix No. 2
1st group:
The whole class gathered at Sergei's birthday. The guys looked with interest at the paintings painted by Sergei’s grandfather and the collection of miniature car models collected by his father. Friends were having fun, dancing, playing forfeits. The evening flew by unnoticed.
And a week later, two friends, Sergei’s classmates, decided to go to the cinema. Vadim went behind Kostya and saw a surprisingly familiar little car on the shelf in the hallway. It was a bright red racing model, which he had recently held in his hands at Sergei’s birthday. Vadim doubted and decided to ask his friend directly.
Kostya admitted. The car was so good that he couldn’t resist and took it for himself. He asked Vadim not to give him away...
Group 2:
You found a wallet with money on the street, you know whose it might be. What will you do?
a) I’ll go to the store and buy a computer game that I’ve been dreaming about for a long time;
b) I’ll buy a lot of sweets and treat all my comrades;
c) I will act differently.
Group 3:
The dog barked furiously, falling on its front paws. Right in front of her, pressed against the fence, sat a small, disheveled kitten. He opened his mouth wide and meowed pitifully. Two boys stood nearby and waited to see what would happen. A woman looked out the window and hurriedly ran out onto the porch. She drove the dog away and angrily shouted to the boys:
- Shame on you!
-What's a shame? We didn't do anything! - the boys were surprised.
-This is bad! - the woman answered angrily.
Appendix No. 3
Situations for discussion in pairs.
1.You have two apples, one of them is large and beautiful, the other is clearly worse. A friend has come to see you. The thought arises: should I treat you or not? And if you give me a treat, which one should you take for yourself?
2 .You found a wallet with money on the street, and you know whose it is. What will you do?
3. In the summer you earned money to go on an excursion, and dad asks you to give him this money, because... He now really needs them for his personal needs. What will you do?
Appendix No. 4
Self-assessment sheets
(Underline true statements)
What determines a person's moral choice?
What is moral behavior based on?
What is moral choice?
What determines a person's moral choice?
From country
From the man himself
From parents
From friends
On the laws
On moral standards
On the advice of friends
On habits
Between moral standards
Between good and evil
Between your interests and the interests of others
All answers are correct
Place of residence
Strength of character