The trees seemed to respectfully part

Winter oak

The path went around a hazel bush, and the forest immediately spread out to the sides. In the middle of the clearing, in white sparkling clothes, huge and majestic, stood an oak tree. The trees seemed to respectfully part to allow the older brother to unfold in full force. Its lower branches spread out like a tent over the clearing. Snow packed into the deep wrinkles of the bark, and the thick, three-girth trunk seemed stitched with silver threads. The foliage, having dried out in the autumn, almost did not fly off, and the oak tree was covered with leaves in snowy covers to the very top.

Anna Vasilievna timidly stepped towards the oak tree, and the magnanimous, powerful guardian of the forest swung a branch towards her.

“Anna Vasilyevna, look,” said Savushkin and with an effort he rolled away a block of snow with earth stuck to the bottom and the remains of rotten grass. There, in the hole, lay a ball wrapped in rotted leaves. Sharp needle tips stuck out through the leaves, and Anna Vasilyevna guessed that it was a hedgehog.

The boy continued to lead the teacher around his little world. The foot of the oak tree sheltered many more guests: beetles, lizards. boogers. Emaciated, they endured the winter in deep sleep. A strong tree overflowing with life has accumulated so much living warmth around itself that the poor animal could not have found a better apartment for itself.

Having walked far away, Anna Vasilievna looked back for the last time at the oak tree, white and pink in the sunset rays, and saw at its foot a small dark figure: Savushkin had not left, he was guarding his teacher from afar. And Anna Vasilievna suddenly realized that the most amazing thing in this forest was not the winter oak, but a little man in worn felt boots, mended clothes, the son of a soldier who died for his homeland, a wonderful citizen of the future.

1. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?
The trees (1) seemed (2) to respectfully make way for their elder brother. It seemed to the man (3) (4) that a thunderstorm would soon begin.
1) 1, 2, 3, 4;
2) 1, 3, 4;
3) 1, 2, 4;
4) 4.

2. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?
You (1) mean (2) leaving? First of all (3) you need to visit the historical museum.
1) 1, 2, 3;
2) 3;
3) 1, 2;
4) 1, 3.

3. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?
In general (1) I do not agree with you (2) however (3) do not despair.
1) 1, 2, 3;
2) 2, 3;
3) 2;
4) 1, 2.

4. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?
Someone’s steps (1) really (2) still far away (3) made the children wary. This (4) might be (5) interesting.
1) 1, 2, 3, 4, 5;
2) 1, 2, 3;
3) 1, 3;
4) 1, 3, 4, 5.

5. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
He was silent (1) it seemed to me (2) for a very long time (3) and (4) probably (5) only a few seconds.
1) 1, 2, 3, 4, 5;
2) 1, 2, 3;
3) 1, 2, 3, 5;
4) 3, 5.

6. Write it out All numbers that should be replaced by commas in sentences.
I (1) however (2) did not understand what the courier wanted from me. I had already given him the money, but the boy (3) nevertheless (4) was not going to leave.

7. Write down the numbers in place of which a comma should be placed in sentences Should not.
I picked up a dictionary (1) it seems (2) published recently. I (3) also (4) managed to get a book from the top shelf of the closet.

Lesson 1. Subject: Principles of Russian punctuation. Punctuation marks and their functions.

Goals:

1. Know the principles of Russian punctuation, the main types of punctuation marks and their functions;
2. Apply the basic principles of Russian punctuation, correctly place punctuation marks according to their functions.

Lesson type: repeating and generalizing.

During the classes

I. Updating of basic knowledge.

1. Introductory conversation.

— I want to start our lesson in an unusual way: I ask you to return to childhood for a few minutes and read a short poem by the famous children's poetess I. Tokmakova (text on the board without punctuation)

There's a hole under the tree
This is a fox hole
Fox cubs live here
There are a lot of them here
You can count them

- Why is it difficult to read? (no punctuation)
- Write down the poem using punctuation marks. (write down)
— What punctuation marks did you use?
— How does the meaning of a poem change depending on the different placement of punctuation marks?
— What will we talk about in today's lesson?
— What is the name of the system of rules about punctuation marks?
— What is the topic of the lesson? Tasks?

II. Students work in groups (students prepared messages and practical tasks)

Performance of the 1st group.

1. Message “Principles of Russian punctuation”.

The rules of Russian punctuation are based on three basic principles:

a) semantic (logical): punctuation marks help to divide speech into parts that are important for expressing thoughts in writing;
b) grammatical (structural-syntactic): punctuation marks make the semantic structure of speech clear, highlighting individual sentences and their parts;
c) intonation: punctuation marks serve to indicate intonation, indicate rhythm, and melody of a phrase. More often, punctuation rules reflect not one, but two or all three principles at the same time.

For example: the placement of punctuation marks for isolated members reflects the semantic and intonation principle. Placing a question mark at the end of a question sentence is all three principles.

2. Practical task (printed for groups, signs not placed).

Place punctuation marks. Explain your choice. What principles of Russian punctuation are reflected in the text.

The path went around a hazel bush and the forest immediately spread out to the sides. In the middle of the clearing, in white sparkling clothes, a huge and majestic oak tree stood like a cathedral. It seemed that the trees respectfully parted to allow today's brother to unfold in full force. So this winter oak quickly flashed through my head.

Performance of the 2nd and 3rd groups.

(Students present a summary table with the most important cases of making signs)

2. Practical task: fill out the table in exercise. 485 in the textbook by A. Deikina, T. Pakhnova.

III. Working with text ex. 498 (ibid.)

- Retell the text.
— What does D. Andreev associate with A. Pushkin’s merits as a poet? How does he characterize the Russian literary language?

2. Test (preliminarily number the sentences in this text - exercise 498).

1) Indicate the correct explanation of punctuation in the 1st sentence, highlighted by commas:

a) comparative turnover;
b) comparative clause;
c) introductory sentence.

2) Specify the type of proposal No. 3:

a) complex with one subordinate clause;
b) complex with two subordinate clauses;
c) a complex sentence with coordinating and subordinating connections.

3) How many rows of homogeneous terms are there in sentence No. 3:

4) What role does the semicolon play in sentence No. 3:

a) separates simple sentences;
b) identifies separate members;
c) separates highly abundant parts.

5) Give the correct explanation for the missing comma before How in sentence No. 3:

a) turnover from How is an application with the value “as. ”;
b) turnover from How – stable phrase;
c) turnover from How – this is an application with the meaning of the reason;

6) Which of the following statements is false:

a) the 1st sentence of the text is non-union;
b) there is no participial phrase in the 3rd sentence;
c) in the 3rd sentence there is an adverbial phrase.

Self-test using the control sheet: 1c, 2a, 3c, 4c, 5a, 6b.

IV. Lesson summary. Reflection.

— Which part of the lesson seemed the most important? Why?
— What was difficult? Why?
— What needs to be done to prevent these difficulties from arising?

Homework:

1) according to the textbook by A. Deikina ex. 516 (prepare to write from memory)
2) optional: ex. No. 501 or ex. No. 502

Bring the textbook to N. Goltsova, I. Shamshin

Lesson 2. Topic: Combination of punctuation marks. Variable punctuation marks.

Goals:

1. Know the peculiarities of punctuation when combining characters;
2. Have an idea of ​​the variability of punctuation marks;
3. Improve punctuation analysis skills.

Epigraph on the board:

Punctuation marks are like musical notations.
They hold the text firmly and do not allow it to crumble.

Lesson type: repeating and generalizing.

During the classes

I. Updating of basic knowledge.

1. Individual work using cards (two students at the blackboard).

Card No. 1. Place punctuation marks and explain your choice. Perform the specified types of analysis.

Sandy 6 unmown slope 6 meadow above Sorotya path leading to the park - all this was so close and familiar to me.

Card No. 2. Place punctuation marks. Perform the specified types of analysis.

A) There were three of them 2 ate the soldiers without paying 2 attention to Pierre.
b) I enter everything quietly.

2. Self-dictation on homework - ex. No. 516 from the textbook by A.D. Deikina, T.M. Pakhnova (text of I. Bunin’s poem “Childhood”). Peer review.

— What principles of Russian punctuation are reflected in the completed tasks?
— Why were there a comma and a dash next to each other in the 1st sentence (card No. 1)?
- Pay attention to the epigraph to the lesson. K.G. Paustovsky talks about the role of punctuation marks in the text. Write this statement in the form of direct speech, broken up by the words of the author.
— What punctuation marks are combined here?
- What else combinations of punctuation marks did you meet in the texts?
— What punctuation marks are possible in the sentences of card No. 2?

Justify your opinion.

- This will be discussed in today's lesson. (the topic of the lesson is announced, goals are formulated).

II.

1. Independent work with the educational article § 104, § 105 (textbook by N. Goltsova, I. Shamshin. Russian language. 10 – 11 grades).

Task: Make a chain of questions. For example:

1) What combinations of punctuation marks are possible?
2) Which punctuation mark comes first:

- with a combination of a question mark and an exclamation mark?
- comma and dash?
- comma, semicolon, colon and closing parenthesis?
- a period, a question mark, an exclamation mark and a closing parenthesis?

3) What is the peculiarity of punctuation when combining ellipses and other punctuation marks?
4) What punctuation marks are called variable?
5) What determines the choice of option?
6) What signs are most often found as synonymous?

2. Work in pairs: mutual survey using a compiled chain of questions.

III. Workshop.

1. Working with the text of exercise No. 514 (II) from the textbook by N. Goltsova (“Song about the Earth” by V. Vysotsky).

— Determine the theme, the main idea of ​​the poetic text. Write down the keywords.
- Make a diagram of the 1st sentence, perform its punctuation analysis.
- Find sentences with comparative phrases. What is their role?
— What types of complex sentences are found in the text? Parse them for punctuation.
— What combinations of punctuation marks are found in the text? Comment on punctuation. What role do interrogative and exclamatory sentences play in the text? Dots? How can you explain such a variety of punctuation marks used by the poet?

2. Independent written work based on options.

I option.

Here is the text of a poem by L. Martynov (not all punctuation marks are included).

And a snake casually threw it to me
Everyone has their own destiny
But I knew that this was impossible -
Live twisting and sliding.

1) Place the missing punctuation marks and explain your choice graphically.
2) What is the allegorical meaning of this poem? How would you title it?

Find words with the same root in the text, were they used by chance by the author? Write an essay - an argument on the topic “Is it possible for a person to live, “twisting and sliding.”

Option II.

Here is the text of a poem by L. Martynov (not all punctuation marks are included).

And you?
Entering any house -
And in gray
And in blue
Climbing steep stairs
The apartments are flooded with light
Listening to the sound of keys
And giving an answer to the question
Tell
What mark will you leave?
Track
To wipe the parquet
And they looked askance after
Or
Invisible lasting trace
In someone else's soul for many years

1) Place the missing punctuation marks and explain your choice graphically.
2) What is the philosophical meaning of this poem? How would you title it? What is the role of interrogative sentences in the text?

Write a short essay - a reflection on the topic “What does it mean to leave an “invisible lasting trace”?

IV. Lesson summary. Reflection.

— Our lessons on punctuation are repetitive and generalizing. What was new for you? Interesting? Useful?
— How do you evaluate your work in class?

Homework: optional

1) Exercise 519 (textbook by A. Deikina, T. Pakhnova): write down the text, fill in the missing punctuation marks. Prove that the text is a narrative with descriptive elements. Classify complex sentences in the text according to the types of connections between their parts;

2) Conduct research: what role do punctuation marks play in a literary text (using the example of one small work:

1. poem by M. Tsvetaeva “Yesterday I looked into your eyes. ”;
2. prose poems “Simplicity” by I. Turgenev.

or self-selected).

Literature:

1. N.G.Goltsova, I.V.Shamshin. Russian language. 10-11 grades. M., Russian Word, 2006.
2. A.D. Deikina, T.M. Pakhnova, Russian language. A practical textbook for high school. M., Verbum-M, 2007.
3. D.E. Rosenthal, I.B. Golub. Modern Russian language. M., Higher School, 1991.