Lesson topic: Interpersonal relationships
Lesson type: Lesson assimilation of new knowledge
Purpose and objectives: to acquaint students with the essence and types of interpersonal relationships;
explore the sphere of feelings as the basis of these relationships;
determine the factors that contribute to and hinder the effective building of interpersonal relationships;
Expected results: students should characterize the nature and types of interpersonal relationships; compare social objects, finding out their common features and differences; master the principles of working with a textbook, conduct a discussion, work in pairs, critically examine information, draw conclusions, develop independence and communicative competence.
Formed UUD:
subject: apply the conceptual apparatus (interpersonal relationships, communication, reciprocity, stereotype, sympathy, antipathy, friendship, acquaintance, friendship, camaraderie) to reveal the essence of interpersonal relationships; identify the types of interpersonal relationships and their characteristics, analyze the likes and dislikes that arise in the course of communication between people;
to form a holistic view of society and a person, of spheres and areas of public life, mechanisms and regulators of people's activities;
metasubject:
communicative: listening to others, taking a different point of view, formulating your point of view, determining your own attitude to the phenomena of modern life;
regulatory: setting target priorities; predict the results of the level of assimilation of educational material;
cognitive: search for information, compare, classify, generalize facts and phenomena, define concepts;
personal: the formation of the student's motivation and focus on active and effective building of interpersonal relationships; analysis of their own actions with tazr. humanism, a sense of responsibility for decision making; the formation and development of creative abilities through active forms of activity.
Interdisciplinary connections: history, literature, Russian language, foundations of Orthodox culture
Applied technologies: technology of development of critical thinking, technology of cooperation; health-saving technology
Interpersonal relationships.
Watching a video.
- Before we start working on the topic, I want you to watch one video. Look carefully and try to remember everything that happens there, because we will return to its content more than once during the lesson.
- What process took place between a human and a robot? (communication)
- What do you think, was this communication full?
- We will find out which of you is right a little later, but for now we will return to the topic.
- By communicating with each other, the subjects enter into certain relationships.
- I have the word "Relationship" written on the board. What associations do you have with this word? Pick up various concepts for this word and make a phrase. For example: an attitude towards something, some kind of relationship. Write them down on your circles. To avoid repetition, discuss this with your group.
- Here it turns out in how many meanings the word attitude can be used. We are interested in the phrase "relations between people" today. I would clarify a little: the relationship between individuals, or interpersonal relationships.
- Now tell me, can we call the relationship between a robot and a man interpersonal? (No, the robot is not a person)
Despite the fact that he was conducting a conversation, he is a programmed machine. With whom is it more important for us to communicate with robots or living people?
During the lesson, we will learn
1) what relationships are called interpersonal,
2) what is their basis,
3) and what types of these relations can be distinguished
Find in the textbook on page 50 the types of interpersonal relationships by the nature of relationships, participants and focus of activity (first classification) and correlate them with the figures.
How are friendships different from comradeships?
Give examples of business, personal, friendship, and companionship.
How can one word be called the interaction of two in order to obtain knowledge, information or the process of activity itself?
- Communication
1 feature - communication
(displayed on the screen and recorded in a notebook)
Conclusion: Interpersonal relationships begin with communication.
Another feature of interpersonal relations is reciprocity, characterized by the word "mutual".
- What other words begin with mutual -? (mutual assistance, mutual assistance, mutual responsibility, mutual respect, mutual disposition, etc.)
- Can we also refer them to the process of interpersonal relations?
Feature 2 - reciprocity
Analysis of illustrations
The success of the interaction depends on two
In §6 there is a heading “Learning to interact with others”. How do you understand the phrase "You cannot applaud with one hand"?
Conclusion: The success of interpersonal relationships depends on reciprocity of actions
- In the video, remember when a person asked the robot to help him collect golf balls, as the robot answered him? (this is everyone's business; the salvation of the drowning, the work of these drowning hands)
- And what did the man say? (I am offended by you)
- Feeling! Is the robot capable of senses? (No)
- That's right, our relationships with other people are formed on the basis of how we feel in relation to a certain person. Whether we want it or not, we have emotional experiences, feelings that bring us closer to another person, or push away from him. Feelings - this is what we have with you inside, when we communicate with a person.
- How many feelings does a person have? Great amount. We are with you, experiencing, experiencing a whole range of different feelings. Our inner world is very rich, which we are sometimes unable to convey, the inner preconception that we have.
The whole gamut of feelings can be divided into two groups: feelings that bring people together - positive, positive, promote cooperation and feelings that make it difficult, move away from each other - negative, negative.
Assignment: Read 1-2 paragraphs 2. § 6 on p. 51 textbooks (aloud)
Complete the task indicated by the question. To do this, you need to work in pairs, from the proposed list of human feelings, select those that, in your opinion, unite people and contribute to their separation, enter the data on the plate
Positive feelings evoke sympathy - attractiveness; negative - antipathy, i.e. push away from people.
Assignment: Get to know these concepts by reading the remaining material in item 2 on p. 51-52. And give examples. (Option 1 - liking, option 2 - antipathy)
Examples.
If a person is pleasant to us, we experience joy, pleasure, communicating with him, we gradually form a stereotype of a positive attitude towards this person or group, or situation, and vice versa.
For example: the Russian people are considered hospitable. Although in our time this is no longer so important, the stereotype in relation to this situation has remained: we try to be hospitable, and such behavior is expected of us. A stereotype is a certain established formula, something that we have formulated for ourselves, designated and fixed in our minds, and according to the stereotype we begin to perceive people. Stereotypes get in the way of interpersonal relationships because they simplify things. For example, there is a stereotype "All the girls are crybies", "All the boys are fighters" - is that so? - Is it possible to judge a person by one act?
- Our attitude towards people is such a complex mechanism that it is impossible to treat a person from the point of view of stereotypes, a single act, this is a single act, be careful and try to understand people before drawing any conclusions, giving him a positive or negative assessment ...
There is a stereotype that students do not like to do physical education, is that right?
Some of the outstanding thinkers said: "There is nothing more precious in life than two things - health and human relations, everything else is vanity." So today we will talk about human or interpersonal relationships.
Thus, the third feature of interpersonal relationships is feelings.
Conclusion: Feelings are the basis of interpersonal relationships
Based on the micro findings of the lesson, formulate what relationships can be called interpersonal?
Interpersonal relationships - the relationship between people in the process of joint activities and communication.
This is a relationship that is mutual and reciprocal.
Types of interpersonal relationships
Let's consider another classification of types of interpersonal relationships - according to the duration of connections between people and the results of joint activities:
Acquaintance
Friendship
Partnership
friendship
- Interpersonal relationships are different. Try to identify the types of interpersonal relationships yourself.
Assignment: in workbooks on p. 33, complete task number 7. If you have any doubts, you can refer to the textbook p. 3 p. 52-53.
Task number 7 (workbook)
Below are examples of interpersonal relationships at various levels: arrange them in the appropriate columns of the table.
Taisiya has a neighbor Albina. They greet each other when they meet.
Galina and Polina, meeting, exchange news.
Evgeny and Matvey play in the same volleyball team.
Sidor and Alexander are always ready to come to each other's rescue.
Gleb and Fedor are classmates
Maria and Claudia are sitting at the same desk.
Diana and Marina go home together after school.
Larisa and Artem do their homework together.
Nina and Zina rested together at the summer camp.
Nikita and Plato exchange stamps.
Julia and Yana spend their free time together.
Dating Friendship Friendship Friendship Love
1 2 3 4 9 6 5 7 10 8 11 Which type of interpersonal relationship seems to be the most valuable and significant? Why?
friendship
Friendship has always been appreciated. And to understand whether friendship is real is possible in extreme situations.
Tell about the history of the creation of the text of the song by V. Vysotsky for the film "Vertical". Explain who climbers are
Assignment to microgroups:
Let's listen to the "Song of a Friend" performed by Vladimir Vysotsky. Based on the text, answer the questions:
What characteristics does the author give to a real friend?
What does Vysotsky call an unreliable person?
Who shouldn't be taken to the mountains?
What is especially important in the mountains?
Enter in the table the characteristics of real and imaginary friendship, based on the text:
Real friendship Imaginary friendship
Didn't whine;
Didn't whine;
Gloomy, angry, but walking;
Moaned, but held;
He walked as if into battle;
As yourself, rely on him
And not a friend, and not an enemy, but so;
Do not ah;
Has become limp;
Snick;
Stranger;
Again, refer to the “Learning to Interact with Others” section on p. 58. Read rule number 2: "Do not regret compliments to the person with whom you interact." What is a compliment?
No wonder the American writer Mark Twain said: "I can eat one good compliment for two months."
Compliments by name
Parable learn to write grievances on the sand and joys and good deeds on stone
"The golden rule of morality": do not do to another what you would not want to be done to you.
- Let's return to the problem of our lesson. Can a person do without interpersonal relationships?
Planet of friendship
Reflection
- What did you learn in the lesson today? Start your statements with words
1. Today I learned… 2. I completed the task….
3. I understood that ... 4. I learned ...
5. I was surprised ... 6. The lesson gave me for life ...
7. I wanted to ...
Homework paragraph
Ask parents about friends

Lesson topic: " Interpersonal relationships".
Lesson type: a lesson in the assimilation of new knowledge.
The purpose of the lesson: to form an independent idea of ​​communication as the needs of a person living in society, to know the conditions for the formation of interpersonal relationships, to determine the types of interpersonal relationships

Lesson Objectives:


  1. Formation of skills to analyze previously acquired knowledge, to compare it with new lesson material.

  2. Strengthening the skill of working in groups.

  3. Formation of the ability to establish communication with comrades and friends.

  1. Plan.
1. What is interpersonal relationships.

2. Feelings are the basis of interpersonal relationships.

3. Types of interpersonal relationships.

During the classes.

1. Organizational moment.

Hello those who are in a good mood today.

Hello those who are sad today.

Hello those who like to spend time with friends.

Hello those who are ready to enter into relationships with new people.

My name is Marina Alexandrovna. I am very pleased to meet you guys. I hope that our today's communication will give us mutual pleasure. And what is needed for this?

We will answer this question at the end of the lesson.

2. We formulate the topic of the lesson.

Do you want to know what we are going to talk about today?

I suggest you watch a few plots and answer the questions:

What are people doing in these stories?

What unites them?

What kind of relationships between people are shown in the plot?

So what do you think is the topic of the lesson today?

The topic of our lesson "Interpersonal relationships"

3. We formulate the purpose of the lesson.

What should we learn with you today?

What we're going to talk?

We must learn: what is interpersonal relationships, determine the types of interpersonal relationships.

4. Learning new material.

I suggest you find out: Where does the relationship between people begin?

In the course of the lesson, we came to conclusions.

What from what you learned in the lesson did you remember right away and what not?

What caused difficulties in the work in the lesson?

Did you like the lesson, did it bring you new knowledge and emotions? I propose to answer the question in an unusual way, to compose a syncwine. Do you know what sinkwine is?

Sinkwine is a five-line poetic form that originated in the United States under the influence of Japanese poetry. As an example, I would like to make a syncwine about you, what impression you made on me.

Seventh graders

Friendly close-knit

Learns works hard to rest

Respect each other

Team or classmates

Now try to compose a syncwine in groups on topics friendship love communication

You are great fellows, thanks for the work in the lesson, I was glad to meet you. The lesson is over!

Psychologists' advice:

LEARNING TO INTERACT WITH OTHERS


How to build interactions in order to achieve mutual understanding, it is useful to remember the rules:

  1. A sincere and benevolent smile is the way to the heart of a kind person ("A gloomy day is brighter from a smile ...").

  2. Give compliments to the person you interact with ("Let's compliment each other ...").

  3. Do not rush to draw conclusions based on the first impression (“They are greeted by their clothes, but escorted by their minds”).

  4. Do not be intrusive, remember the measure (do not answer the question: "How are you?" - tell everything that happened during the day).

  5. Do not rush to conclusions ("If you hurry, you will make people laugh, but you will damage your friendship").

  6. The success of the interaction depends on two (you cannot applaud with one hand ...).

5. From the list of human feelings, select those that bring people together.

Answer:

Test

1. "A part of the material world that is isolated from nature, but closely related to it, which includes ways of interaction between people, is called ..."
Answer: SOCIETY
2.What is inherent in humans as opposed to animals?
1) instincts
2) emotions
3) needs
4) consciousness
Answer: 4) CONSCIOUSNESS

3.The form of human activity aimed at transforming the surrounding reality is ...


1) need
2) motive
3) goal setting
4) activities
Answer: 4) ACTIVITIES
4. Match: needs - examples.

Examples:
A. temperature environment
B. food
B. communication
D. Self-realization
Needs: 1. social; 2. Biological
Answer: 2 2 1 1

  1. From the list of human feelings, select those that bring people together.
    Anger, pleasure, longing, respect, haroism, hard work, tenderness, defenselessness.
    Answer: PLEASURE, RESPECT, HEROISM,
    LABOR, TENDERNESS, DEFENSE
    (if you have time on the last task, you can speculate)
    Closing remarks from the teacher. Estimates.
Sinkwine(from fr. cinquains, English cinquain) - five-line poetic form originated in USA at the beginning XX century under influence Japanese poetry... Later it began to be used (recently, since 1997, and in Of Russia) for didactic purposes, as an effective method of developing figurative speech,

Didactic syncwine developed in the practice of the American school. In that genre the text is based not on syllabic dependence, but on the content and syntactic preference of each line.


  • First line - syncwine theme, contains one word (usually noun or pronoun), which denotes the object or subject that will be discussed.

  • Second line - two words (most often adjectives or participles), they give description of signs and properties item or object selected in syncwine.

  • Third line - formed by three verbs or gerunds describing characteristic actions object.

  • The fourth line is a four-word phrase expressing personal attitude the author of syncwine to the described subject or object.

  • Fifth line - one word-summary characterizing the essence subject or object.
Strict adherence to the rules for writing syncwine is not necessary. For example, you can use three or five words to improve the text on the fourth line, and two words on the fifth line. Use cases for other parts of speech are also possible.
Sinkwine on the topic Tolerance
tolerance
friendly, tolerant
understands, accepts, respects
the art of living in a world of different people and ideas
able to carry

Sinkwine on Friendship

friendship
mutual open
trust endure help
disinterested personal relationships between people
understanding

syncwine page

Sinkwine on Friendship
friendship
sincere male
respect, trust, help
disinterested, positive connection between people
interpersonal relationships

syncwine page

Sinkwine on Friendship
friendship
faithful strong
trust communicate sympathize
a person you sincerely believe
relationship
Sinkwine on the theme of love
Love
tender passionate
felt felt felt
possible with a loved one and in the family
feeling
Sinkwine on the theme of Love
love
deep, enthusiastic
give, forgive, adore
the eternal longing of the lover for the beloved
feeling

Sinkwine on the topic Communication

communication
communicative perceptual
encourages, plans, sets
communication interaction of people
exchange

syncwine page

Sinkwine on the topic Communication
communication
communicative, social
interact, exchange, contact
exchange of information using language or gestures, as well as other means of contact
process

syncwine page

Sinkwine on the topic Communication
communication
communicative, spontaneous
communicate, understand, interact
the process of exchanging information using language or gestures, as well as other means of contact
interaction

syncwine page

Sinkwine on the topic Society

system
social, sustainable
regulates, determines, promotes
a set of historically established forms of joint activities of people
society

Topic : Interpersonal relationships.

Lesson type: a lesson in the assimilation of new knowledge and consolidation of previously obtained ones.
The purpose of the lesson: know the conditions for the formation of interpersonal relationships, determine the types of interpersonal relationships, find the differences between the types of interpersonal relationships. Equipment: : presentation of the teacher, textbook Social studies Grade 6 ed. L.N.Bogolyubova, workbook, A3 paper, markers.

Lesson Objectives:

    Formation of skills to analyze previously acquired knowledge, to compare it with new lesson material.

    Strengthening the skill of working in groups.

    Formation of the ability to establish communication with comrades and friends.

1. Types of interpersonal relationships.

2. Friendship and love.

During the classes.

1. Organizational moment.

Hello those who are in a good mood today.

Hello those who are sad today.

Hello those who like to spend time with friends.

Hello those who are ready to enter into relationships with new people.

I hope that our today's communication will give us mutual pleasure. And what is needed for this?

We will answer this question at the end of the lesson.

2. Updating.

Homework survey:

Remember what we talked about in the last lesson? (students at the blackboard take turns to form a cluster on the topic "Interpersonal relations", and at the end of the lesson they add new information)

Name the feelings that bring people together and that separate people. (Examples from literature, cinema, animation)

Today we will continue our conversation about relationships between people, but what our conversation will be about, try to find out for yourself.

-the teacher reads out the situations, the children should name the topic of the lesson

- You have just met a person. He has become attractive to you, you say hello at subsequent meetings ... (acquaintance)
You not only greet, but when you meet, you are happy to enter into a short conversation. Now you ...? Friends. (friendship)

There are 25 students in the class. (partnership)
Friendship unites people for a long time, sometimes for life. Tested not only by time, but also by various tests

The topic of our lesson is "Types of interpersonal relationships" (slide number 3)

3. We formulate the purpose of the lesson.

-What should we learn with you today?

-What we're going to talk?

Must learn: determine the types of interpersonal relationships, find the differences between the types of interpersonal relationships

4. Learning new material.

I suggest you find out: Where does the relationship between people begin?

And it will help us to make the epigraph of our lesson

Close communication is where the most tender friendship and the strongest hatred originate.

What does the epigraph say?

Interpersonal relationships are different.

-Work with the tutorialpp. 52-53. (discussion, writing in a notebook)

Types of interpersonal relationships

Acquaintance Friendship Partnership Friendship Love

The class is divided into groups, they come up with and act out a situation with different types of relationships, and other groups try to guess it.

How is friendship and love different from other types of relationships? (Working with the textbook p. 54-55)

Students were given an advanced task - to prepare poems about friendship and love. They represent them and answer the question posed.

6. Reflection.

Let's return to the question that was posed at the beginning of the lesson - what is necessary for successful interaction?

What from what you learned in the lesson did you remember right away and what not?

What caused difficulties in the work in the lesson?

Did you like the lesson, did it bring you new knowledge and emotions? I propose to answer the question in an unusual way, to compose a syncwine. Do you know what sinkwine is?

Make up a syncwine in groups on the topics "Friendship", "Love". (slide number 7)

friendship
sincere male
respect, trust, help
disinterested, positive connection between people
interpersonal relationships

Sinkwine on Friendship

friendship
faithful strong
trust communicate sympathize
a person you sincerely believe
relationship

Sinkwine on the theme of love

Love
tender passionate
felt felt felt
possible with a loved one and in the family
feeling

Sinkwine on the theme of Love

love
deep, enthusiastic
give, forgive, adore
the eternal longing of the lover for the beloved
feeling

Grading .

6. Homework.

P.6 Advice from a psychologist p.58.

Thank you very much for your work in this lesson. Lesson is over!


Sinkwine was invented at the beginning of the 20th century by Adelaide Crapsy, an American poet. Inspired by Japanese haiku and tanka, Crapsi devised the form of a five-line poem, also based on counting the syllables in each line. The traditional one invented by her had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, in total, the poem should have been 22 syllables.


Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic assignment of each line.


The classic (strict) didactic syncwine is built like this:



  • , one word, noun or pronoun;


  • second line - two adjectives or participles that describe the properties of the theme;


  • third line - or gerunds, telling about the actions of the topic;


  • fourth line is a four-word sentence expressing the personal attitude of the author of the syncwine to the topic;


  • fifth line - one word(any part of speech), expressing the essence of the topic; a kind of summary.

The result is a short, non-rhymed poem that can be devoted to any topic.


At the same time, in didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described by composite ones.

Compilation of syncwine

Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and "feel" it.



For training, it is best to take as a topic something well known, close and understandable to the author. And start with simple things. For example, let's try to compose a syncwine using the example of the theme "soap".


Respectively, First line- "soap".


Second line- two adjectives, properties of the subject. What soap? You can list in your mind any adjectives that come to mind and choose two that apply. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let's suppose that the soap is “transparent, strawberry”.


Third line- three actions of the subject. Here schoolchildren often have problems, especially when it comes to syncwines dedicated to abstract concepts. But it must be borne in mind that actions are not only actions that an object produces by itself, but also what happens to it, and what effect it has on others. For example, soap can not just lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose as a result three verbs. For example, like this: "Smells, washes, bubbles."


Fourth line- the personal attitude of the author to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can there be to soap if you are not a fan of cleanliness, who loves to wash very much or not, who hates soap. But in this case, personal attitude means not only the emotions experienced by the author. It can be associations, and something that, according to the author, is the main thing in this subject, and some facts from the biography related to the theme of syncwine. For example, the author once slipped on soap and broke his knee. Or I tried to make soap myself. Or he associates soap with the need to wash hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought in three to five words. For example: "Wash your hands before eating." Or, if the author at some point in childhood tried to lick a soap with a tasty smell - and was disappointed, the fourth line may be: "Smell, taste nasty."


And finally last line- a summary in one or two words. Here you can re-read the resulting poem, ponder over the arisen image of the object and try to express your feelings in one word. Or ask yourself the question - why do we need this item at all? What is the purpose of its existence? What is its main property? And the meaning of the last line strongly depends on what has already been said earlier. If the fourth line of syncwine is about washing hands before eating, the logical conclusion would be "cleanliness" or "hygiene." And if the memories of the bad experience of eating soap - "disappointment" or "deception."


What happened in the end? An example of a classic didactic syncwine of a strict form.


Soap.


Transparent, strawberry.


Washes, smells, bubbles.


The smell is sweet, the taste is nasty.


Disappointment.


A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of the soap.


After practicing on simple subjects, you can move on to more complex, but well-known topics. For training, you can try to compose a syncwine on the theme of "family" or a syncwine on the theme of "class", poems dedicated to the seasons, and so on. And the cinquain on the theme "mom", composed by primary school students, can become a good basis for a postcard in honor of the 8th of March. And the syncwine texts written by students on the same topic can form the basis for any general class projects. For example, for Victory Day or New Years, schoolchildren can make a poster or newspaper with a selection of thematic poems written by themselves.

Why make up a syncwine at school

Composing syncwine is a rather fascinating and creative activity, which, for all its simplicity, helps children of all ages to develop systemic thinking and analytical abilities, isolate the main thing, formulate their thoughts, expand their active vocabulary.


In order to write a syncwine, you need to have knowledge and understanding of the subject - and this, plus everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. And a syncwine for literature, dedicated to any of the literary heroes or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, quick (for writing a syncwine for children who have mastered the form well, it is enough 5-10 minutes) and indicative.


Sinkwine - examples in various subjects

Sinkwine in Russian can be devoted to different topics, in particular, you can try to describe parts of speech in this way.


An example of a syncwine on the topic "verb":


Verb.


Reflexive, perfect.


Describes the action, conjugates, commands.


Usually a predicate in a sentence.


Part of speech.


In order to write such a syncwine, I had to remember what forms the verb has, how it changes, what role it plays in the sentence. The description turned out to be incomplete, but nevertheless it can be seen from it that the author remembers something about verbs and understands what it is.


In biology, students can write syncwines dedicated to specific species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge gained during the lesson.


An example of a syncwine on the "frog" theme:


Frog.


Amphibian, chordate.


Jumps, spawns, catches flies.


He sees only what is moving.


Slippery.


Syncwines on history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic deeper, to “pass” it through themselves, to formulate their personal attitude through creativity.


For instance, sinkwine on the theme of "war" could be like this:


War.


Terrible, inhuman.


Kills, destroys, burns.


My great-grandfather died in the war.


Memory.


Thus, cinquain can be used in the study of any subject of the school curriculum. For schoolchildren, composing thematic poems can become a kind of "creative pause" that brings a pleasant variety to the lesson. And the teacher, having analyzed the creativity of the students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of the students to the topic, understand what interested them the most. And, perhaps, make adjustments to the plans for further studies.


Composing syncwines - short, non-rhymed poems - has recently become a very popular type of creative assignment. It is faced by schoolchildren, students of advanced training courses, and participants in various trainings. As a rule, teachers are asked to come up with a syncwine on a given topic - to a specific word or phrase. How to do it?

Syncwine writing rules

Sinkwine consists of five lines and, despite the fact that it is considered a kind of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not obligatory for it. But the number of words in each line is strictly regulated. In addition, when composing syncwine, certain parts of speech must be used.

Syncwine construction scheme is this:

  • first line - syncwine theme, most often one word, a noun (sometimes two-word phrases, abbreviations, names and surnames can act as a topic);
  • second line - two adjectives characterizing the topic;
  • third line - three verbs(actions of an object, person or concept designated as a topic);
  • fourth line - four words, a complete sentence describing the author's personal relationship to the topic;
  • fifth line - one word summarizing syncwine as a whole (conclusion, summary).

Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; instead of "lonely" adjectives or verbs, use phrases with dependent nouns, and so on. Usually, the teacher giving the task to compose the cinquain decides for himself how rigidly his students should adhere to the form.

How to work with syncwine theme: first and second lines

Let's consider the process of inventing and writing a syncwine using the example of the topic "book". It is this word that is the first line of the future poem. But the book can be completely different, how can you characterize it? Therefore, we need to concretize the topic, and the second line will help us with this.

The second line contains two adjectives. What is the first thing that comes to mind when you think of a book? For example, it can be:

  • paper or electronic;
  • sumptuously intertwined and richly illustrated;
  • interesting, exciting;
  • boring, difficult to understand, with a bunch of formulas and schemes;
  • old, with yellowed pages and grandma's inked margins, and so on.

The list can be endless. And here it must be borne in mind that there can be no "correct answer" - everyone has their own associations. From all the options, choose the one that is most interesting for you personally. This can be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, "books of Russian classics").

Now write down two signs for "your" book. For instance:

  • exciting, fantastic;
  • boring, moralizing;
  • bright, interesting;
  • old, yellowed.

Thus, you already have two lines - and you already quite accurately represent the "character" of the book you are talking about.

How to come up with the third line of syncwine

Third line - three verbs. Here, too, difficulties may arise: it would seem, what can a book "do" by itself? Publish, sell, read, stand on the shelf ... But here you can describe both the impact that the book has on the reader, and the goals the author set for himself. A "boring and moralizing" novel, for example, can educate, moralize, tire, drive into sleep etc. "Bright and interesting" book for preschoolers - entertains, interests, teaches to read... An exciting fantasy story - fascinates, excites, awakens the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid the same root words. For example, if you described a book as exciting, and on the third line wrote that it was “exciting,” it would feel like you’re marking time. In this case, it is better to replace one of the words with a similar one in meaning.

Formulating the fourth line: attitude to the topic

The fourth line of syncwine describes the "personal relationship" to the topic. This causes particular difficulties for schoolchildren, who are accustomed to the fact that attitudes must be formulated directly and unequivocally (for example, “I have a good attitude to books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is worded much more freely.

In fact, here you need to briefly outline what is most important for you in the topic. It may relate personally to you and your life (for example, “ I started reading at the age of four" or " I have a huge library", or " I hate to read"), but this is optional. For example, if you think the main drawback of books is that a lot of paper is used to make them, for the production of which forests are cut down, you do not need to write "I" and "condemn". Just write that “ paper books - tree graves" or " book production destroys forests”, And your attitude to the topic will be clear enough.

If you find it difficult to immediately formulate a short sentence - first state your idea in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of “ I love science fiction novels so much that I often can't stop myself and read them until the morning"Can turn out, for example, like this:

  • I can read until the morning;
  • I often read all night long;
  • I saw a book - I say goodbye to sleep.

How to summarize: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize all the creative work of writing syncwine. Before you do this, rewrite the previous four lines - a practically finished poem - and re-read what you get.

For example, you thought about the variety of books, and you came up with the following:

Book.

Artistic, popular science.

Enlightens, entertains, helps.

So different, each has its own.

The result of this statement about the infinite variety of books can be the word "library" (a place where many different editions are collected) or "diversity".

In order to isolate this “unifying word”, you can try to formulate the main idea of ​​the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing "conclusions" from essays - first formulate the conclusion in the form you are accustomed to, and then highlight the main word. For example, instead of “ thus we see that books are an important part of culture", Write simply -" culture ".

Another common version of the ending of syncwine is an appeal to one's own feelings and emotions. For instance:

Book.

Thick, boring.

We study, analyze, cram.

Classics are a nightmare for every student.

Yearning.

Book.

Fantastic, addicting.

Delights, tightens, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to quickly write syncwines on any topic

Composing syncwines is a very exciting experience, but only if the form is well mastered. And the first experiments in this genre are usually given with difficulty - in order to formulate five short lines, one has to rather seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, it usually goes very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to work out the form on relatively simple and well-known material. As a workout, you can try to take, for example, your family, home, any of your relatives and friends, or a pet.

Having coped with the first syncwine, you can work out a more difficult topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown, and so on Further.

After you write a few of these "trial" works and learn how to "package" your knowledge, ideas and emotions in a given form, you can easily and quickly come up with syncwines on any topic.