What is syncwine: traditional and didactic forms. Master class "syncwine in physics lessons" Make a syncwine on the concepts of life and molecule

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

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 specificity of each line.

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

• 
  , one word, noun or pronoun;


• 
  second line – two adjectives or participles, which describe the properties of the topic;


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


• 
  fourth line – 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 resume.

The result is a short, unrhymed poem that can be devoted to any topic.

At the same time, in a 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 in compound words.

Compiling a 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 create a syncwine using the topic “soap” as an example.

Respectively, First line- "soap".

Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. 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 say the end result is “transparent, strawberry” soap.

Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only 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 three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”

Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”

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

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

Soap.

Transparent, strawberry.

It washes, it smells, it bubbles.

The smell is sweet, the taste is disgusting.

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 soap.

After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.

In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of 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. A cinquain in literature, dedicated to any of the literary characters 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, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in different subjects

Sinkwine in the Russian language 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.

Returnable, perfect.

Describes an action, conjugates, commands.

In a sentence it is usually a predicate.

Part of speech.

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

In biology, students can write syncwines dedicated to individual 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 acquired during the lesson.

An example of a syncwine on the theme “frog”:

Frog.

Amphibian, chordate.

Jumps, spawns, catches flies.

Sees only what moves.

Slippery.

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

For example, cinquain on the theme "war" could be like this:

War.

Terrible, inhumane.

Kills, ruins, burns.

My great-grandfather died in the war.

Memory.

Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.

Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?

Rules for writing syncwine

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

Synquain construction scheme is this:

• first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
• 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 attitude to the topic;
• fifth line – one word, summing up the 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, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

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

• paper or electronic;
• sumptuously bound and richly illustrated;
• interesting, exciting;
• boring, difficult to understand, with a bunch of formulas and diagrams;
• old, with yellowed pages and ink marks in the margins made by grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could 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 characteristics specifically for “your” book. For example:

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

Thus, you already have two lines - and you already have an absolutely accurate idea of ​​the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and what goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers – entertains, interests, teaches reading. Exciting fantasy story - captivates, 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 words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

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

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought 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 reading them until the morning"It might turn out, for example, like this:

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

How to sum it up: the fifth line of syncwine

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

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

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications 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 your usual form, 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 option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go 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 practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

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

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.

Master class on the topic "Cinquain in physics lessons"

This isn't something everyone should know, but it's so interesting!

“Science and art are as closely related to each other as the lungs and the heart.”

L.N. Tolstoy

Physicist Maxwell was fond of poetry.

Known literary translations

Wiener, founder of cybernetics.

Seriously engaged in painting

astronomer Copernicus.

Sinkwine

• is a five-line poetic form that originated in the United States in the early 20th century under the influence of Japanese poetry;
• This is a technique for developing critical thinking through reading and writing.

Didactic syncwine

• 1 line-the theme of a syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed.
• 2 line- two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine.
• 3 line-formed by three verbs or gerunds that describe the characteristic properties of an object.
• 4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
• 5 line-one summary word characterizing the essence of a subject or object.

Holidays.

Bright, cheerful.

We walk, relax, sleep.

Rest - don't work.

Happiness!

Molecule.

Small, mobile.

Moves, attracts, repels.

A molecule is what a substance is made of.

Particle.

Pressure gauge.

Liquid, metal.

Measures, clarifies, works.

Used to measure pressure.

Device.

Temperature.

Measurable, dependent.

It goes up, it goes down, it changes.

The degree of body heating.

Magnitude.

Necessary, interesting.

Explores, develops, helps to think.

Physics is the science of nature.

Wish

further creative success!

“Molecular physics and thermodynamics” - Processes in an ideal gas. The role of diffusion and Brownian motion in nature and technology. States of matter. Ideal gas. Body properties Application of the first law of thermodynamics for isoprocesses. Basic provisions of the ICT. Experimental substantiations of MCT. Isoprocesses. Content. Structure and content of MCT. Structure and content of thermodynamics.

“Mass and size of molecules” - The smallest molecule. Number of molecules. Find formulas. Oil layer volume. Avogadro's constant. Molecular masses. Molecular size. Molecule. Amount of substance. Sinkwine. Photos of molecules. Teacher. Solve problems. Mass and size of molecules.

“Section of molecular physics” - Particles of matter interact with each other. Everything is made of atoms... The steam condenses. There are particles in a liquid that can overcome the force of attraction of neighboring particles. Diffusion. Robert Brown In 1827, he observed a suspension of flower pollen in water through a magnifying glass with high magnification. Molecular physics.

"Arrangement of molecules" - Gold. Weak interaction between molecules. Very weak interaction between molecules. Let's conduct an experiment. There is no strict order of arrangement. Ozone. Very strong interaction between molecules. Chaotic disordered movement of molecules. What properties do gases have? Solid. Water. Petrol.

“Movement of molecules” - Effusion of gases. or (3.5.1) – the heat conduction equation of J. Fourier. Let us denote the free path of the molecule. Since is the mean free path Then: 3.2. The number of collisions and the mean free path of molecules in gases. Diffusion coefficient. There is a transfer of energy from hotter layers to colder ones.

“Atoms and Molecules” - Reflection. The most common atoms. Can a molecule be divided into smaller parts? Molecules. Atoms and molecules. Ball with air 0.007 mm. Number of particles. In 1647, Pierre Gassendi (French physicist) coined the word "molecule". Yes No Some are possible, some are not. See a lot in a little.

There are 21 presentations in total

Target: creating an optimal environment that allows master class participants to immerse themselves in the essence of the experience being presented in a short time, and evaluate the possibility of using the presented method in their own practice.

Tasks:

1. introduce colleagues to the technology of critical thinking through reading and writing; promote the use of syncwine in class and extracurricular activities;
2. organize professional and pedagogical communication on the merits of the experience presented;
3. to attract city teachers to participate in the purposeful creation of new experiences of professional interaction.

During the event, a multimedia presentation (Appendix 1) “Sinquain in Physics Lessons”, created by teachers specifically for the master class, is used. However, any subject teacher or class teacher can use the presentation as a teaching aid when getting acquainted with this method.

Progress of the event.

Rubtsova L.G.

I would like to start with the fact that much of a teacher’s work depends on how he builds relationships with colleagues. Even the most educated, well-read, erudite teacher cannot and should not work alone. The most unexpected and fruitful ideas are born precisely through the constant collaboration of different, dissimilar people. We have been working very actively in parallel for several years now, since different subject teachers have come together: a mathematician, a physicist, a philologist. By the way, in the last issue a historian and a foreign language teacher also worked with us. Starting from the fifth grade, we often conduct intellectual games for children on a variety of topics. At one of these games, the children chose the following motto for themselves: “Not a day without the joy of discovery!” I would really like you to also make a small discovery for yourself today.

I first came across the concept of “syncwine” in 2006, after reading in the methodological newspaper “Literature. First of September” about the use of syncwine in literature lessons.

What is syncwine?

Cinquain originally originated in the United States as a poetic form. It was developed by the American poet Adelaide Crapsey, based on her familiarity with Japanese syllabic miniatures of haiku and tanka. The traditional cinquain consists of five lines and is based on counting the syllables in each verse. If you're interested, its syllable structure is 2-4-6-8-2, for a total of 22 syllables. Authors who developed the poetic form in the future proposed a number of its variations: reverse syncwine, mirror, “butterfly”, crown and even a garland of syncwine.

But we, as subject teachers, will be interested in didactic syncwine - the technology of critical thinking through reading and writing.

Didactic syncwine

• 1 line-the theme of a syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed.
• 2 line- two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine.
• 3 line-formed by three verbs or gerunds that describe the characteristic properties of an object.
• 4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
• 5 line-one summary word characterizing the essence of a subject or object.

In this case, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line. Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth. It is possible to use other parts of speech.

You can study this technique of working with text in literature, Russian language, and rhetoric classes, and it can be used in all subjects and in extracurricular activities. That's what we did in 2006. In preparation for the graduation party, schoolchildren created a multimedia encyclopedia “From A to E” during computer science lessons. A separate page was dedicated to each graduate. And one of the elements on the page was a syncwine compiled by a classmate. Many of those present are class teachers and, before using this technique in the lesson, you can “test” it first in extracurricular activities. This is a very interesting form of work that gives spectacular results.

Last year, at an elective in literature, today's eighth-graders and I looked at this methodological technique; during class, the guys composed syncwines about themselves and their best friend.

Pakhych.
Kind, responsive.
I study, I live, I am happy.
I will always help in trouble.
Modest.
Chistokolov Pavel, 7B

Sashka.
Energetic, cheerful.
Always helps, understands, supports.
Elbow feeling!
Girlfriend.
Karavaeva Ksenia, 7A

What do you think the children have the most difficulty working on? Of course, over the first one. The ability to summarize something, to express complex ideas, feelings and perceptions in a few words, is an important skill. Therefore, we now invite you to find yourself in the role of students and compose a syncwine about yourself or your colleague. The recommended text creation time is 5-7 minutes, but we will reduce it to 3-4.

In my work as a language teacher, I rarely use this method of developing figurative speech. There are undoubted advantages: in a short period of time, the guys create texts that they consider highly artistic. Children in such lessons can feel successful. On the one hand, I don’t want to disappoint the authors, on the other hand, I understand that real literature is something life-born, but texts compiled according to a certain method are still not such. The created images are imposed by a certain technology.

This does not mean that you should abandon this type of work. This method seems to us to be successful in physics, biology, geography, etc. lessons. I give the floor to the physics teacher Abramova O.A.

Abramova O.A.

For the second year now, I have been using this technique for developing critical thinking in physics lessons at the secondary level. Writing a syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. The relative simplicity of constructing a syncwine allows you to quickly get results. This work requires thoughtful reflection based on a rich conceptual stock, as well as developed imaginative thinking. The method is effective both when working with lagging children and when working with gifted children. Every child has a real opportunity to become successful and feel the joy of the learning process. And this is the most important thing in our work.

In the methodology, syncwine is a fast, effective tool for analysis, synthesis and generalization of concepts and information. It teaches you to use concepts meaningfully and determine your attitude to the problem at hand, using just five lines. A child, based on large amounts of information, develops his ability to analyze, composes a relatively small text. Compiling this text requires relatively little time, although it has strict limits on the form of presentation.

Physics is a difficult subject, not everyone is good at it, so not everyone likes it. Especially often we have to face the problem of misunderstanding among children with a humanitarian mindset. They need to be interested. It's complicated. But writing a syncwine requires the compiler to realize almost all of his personal abilities: intellectual, creative, imaginative.

From a pedagogical point of view, the procedure for compiling a syncwine allows you to harmoniously combine elements of all three main educational approaches: informational, activity-based and personality-oriented.

How can I use this technique and, accordingly, how do I use it in my practice?

Firstly, you can compose a text both at school, in class (I have already mentioned that this type of work requires little time), and at home, as homework. Children can complete it as an individual task or as an additional task to the main one.

Physics.
Necessary, interesting.
Explores, develops, helps to think.
Physics is the science of nature.
Laws.
Chikinov Ilya, 7A

Secondly, you can work on composing a syncwine either independently, in pairs, or even in a group. After reviewing some theoretical material in class, I suggest, as a reflection, to compose a syncwine together. If there are students with different abilities in a pair (and as a rule, this happens), then the stronger student, using the feasible support of the second, analyzes what he has learned. Working in a group is more difficult. Here, in addition to intellectual abilities, the child must also demonstrate communication skills.

Molecule.
Small, mobile.
Moves, attracts, repels.
A molecule is what a substance is made of.
Particle.
Izotova Rimma, Semenov Ilya, 8B

Thirdly, this technique can be used both to analyze a fairly narrow concept (for example, when considering the concept of “Manometer”), and when studying quite voluminous material. Having studied such a complex topic as the laws of conservation and transformation of energy, I give this task as creative.

Pressure gauge.
Liquid, metal.
Measures, clarifies, works.
Used to measure pressure.
Device.
Tikhonova Anna, 7B

The law of conservation and transformation of energy.
Necessary, useful.
Transforms, persists, does not change.
Energy changes from one type to another.
One of the basic laws of nature.
Izotova Rimma, 8B

Temperature.
Measurable, dependent.
It goes up, it goes down, it changes.
The degree of body heating.
Magnitude.
Kozlov Alexander, 8A

Fourthly, you can come up with a huge number of ways to work with ready-made syncwine. For example, you can compose a short story on a given topic, using a cinquain prepared at home as a hint. You can, using all your knowledge on the topic, make corrections and improve the text created by a friend, or a text with deliberately, planned errors. Finally, you can learn to determine the theme of a syncwine with a missing part, for example, without the first line.

Let's try to become 8th grade students and compose a syncwine on such a concept as "strength".

To make it interesting for you, I suggest you play a little. Try to guess from the deformed text what topic the syncwine was compiled on.

(Internal combustion engine).
Common, thermal.
It lets in, squeezes, works, releases.
Converts internal energy into mechanical energy.
Car.

(Thermal motion).|
Chaotic, changeable.
They fluctuate, move, accelerate.
Temperature depends on speed.
Movement of molecules.

Agree that the use of this technique in physics lessons is justified. The more diverse the forms and methods of our work, the greater the chance that the child will not be bored in the lesson, that every day will bring him the joy of a small, but discovery. We hope that each of you made a discovery today. We wish you further creative success in our difficult but rewarding work, dear colleagues!