Methodical lesson development
by discipline "Story"
for students in specialties
middle vocational education
(in accordance with the example program and curriculum institutions)
Lesson topic
teacher Zakharova Tamara Vyacheslavovna
Moscow 2015
Explanatory note
This methodical development training session on the topic "The first conflicts and crises cold war»Prepared in accordance with the requirements of the Federal State Educational Standard on the basis of a sample program recommended by the Federal State Educational budgetary institution higher professional education " Federal Institute under the Government of the Russian Federation "for specialties: 080110" Banking ", 080114" Economics and accounting (by industry) ", 080109" Finance ", 080118" Insurance ".
The lesson presented in the methodological development is included in section I "Post-war peaceful settlement... The beginning of the "cold war" "on the KTP. This topic lessons are included in the relevant section and topic work program and KTP and is aimed at studying the main processes of political, economic development of the leading states of the world and Russia in the second half of the XX century.
Within the framework of this lesson, the requirements of the Federal State Educational Standard for the formation of ideas about the peculiarities of development are implemented modern history on the basis of understanding the most important events and problems of the second half of the 20th century.
Purpose of the lesson- formation of an idea of \u200b\u200bthe specifics international relations after the second world war;
Lesson objectives:
- Systematize and generalize historical facts the period of the cold war
- Develop skills of independent work with primary sources
- Form teamwork skills to achieve a result
- To foster a rejection of the solution of controversial issues by military means.
Interdisciplinary connections within the framework of the lesson, they are implemented in integrated tasks focused on politics, economics, law.
The teaching methods used in the classroom allow you to organize the independent activity of students as efficiently as possible.
Results control forms learning activities (testing, compiling syncwine) became self-control and mutual control.
This methodological development of the lesson is an option for the implementation of the teacher's pedagogical idea within the framework of organizing and conducting a training lesson in OOD disciplines.
DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
State budgetary professional
educational institution of the city of Moscow
"MOSCOW COLLEGE OF BUSINESS TECHNOLOGIES"
(GBPOU KBT)
Lesson topic
"The first conflicts and crises of the Cold War"
teacher Zakharova T.V.
- Passport of the training session
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Teacher |
Zakharova T.V. |
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Discipline |
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Group |
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Specialty |
080110 "Banking" |
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No. of lesson on KTP |
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Lesson topic |
"The first conflicts and crises of the Cold War" |
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Occupation type |
Formation of new knowledge, abilities, skills. |
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Activity type |
Combined lesson |
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Information Support ( didactic material) |
Presentation Handout: Source Excerpts, test tasks, syncwine compilation algorithm. |
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Pedagogical technology (and) |
Critical thinking technology: writing syncwine. Working in groups |
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Purpose of the lesson |
formation of an understanding of the specifics of international relations after the Second World War; |
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Lesson objectives |
To systematize and generalize the historical facts of the Cold War period; Develop skills of independent work with primary sources; Form teamwork skills to achieve a result; To foster a rejection of the solution of controversial issues by military means. |
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Form of organization of a training session |
Individual work of students; work in small groups. |
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Expected results:
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Formed competencies: |
1. Communicative competence - obtaining information when working in a group, the ability to present and defend one's point of view in a public speech; 2. Readiness for self-education - the ability to assess the need for this or that information for their activities; 3. Technological competence - understanding the instructions, the algorithm of the activity; |
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Educational product: |
Chronological series of events, syncwines. |
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Homework: |
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The structure of a training lesson on the topic "Main types of professional activity"
(technological process algorithm)
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Lesson structure Stages lessons stage name) |
The purpose of educational activities students (step-by-step goal-setting, determined by the general goal of the lesson) |
Student activities (practical actions according to the algorithm specified by the teacher in accordance with the stages of the lesson) |
Teaching methods (verbal, visual, problem-search, practical, etc.) |
Control methods Oral survey (frontal, individual), conversation Written survey (testing, questioning, independent, practical, laboratory, test papers) Observation |
Level building competence Elementary(possession of skills in working with the main scientific categories) Middle (knowledge of technology use Advanced (advanced) (knowledge of technology use, acquisitions and upgrades acquired skills, practical experience) |
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Knowledge update Organizing time (3 min) Check of knowledge on topics: "The first world War", "The Second World War" (10 minutes) |
Know dates on the history of World War II Umetb systematize factual material on the stages of the war |
Testing by topic (Appendix # 1) |
Practical method |
Observation |
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Preparation for the main stage of the lesson (5 min) Communication of the topic, lesson plan, involvement of students in goal-setting. |
Understanding topics of the lesson; Participation in the formulation of a goal; Readinessto the perception of new material; |
Answersstudents for questions; Putting a hypothesis. |
Discussion elements |
Oral survey in the form of a conversation |
Elevated |
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Learning new material (65 minutes) 1 ... Problem task “What contradictions have arisen between the allies in anti-Hitler coalition? " (10 minutes.) 2. Working with the original source (20 min) 3. Drawing up a chronological series the events of the cold war (25 min.) 4. Compilation of syncwine on the topic: "cold war" |
Be able toformulate a hypothesis and substantiate it through the presented arguments Be able toformulate conclusions and find answers to questions, based on the text of the primary source. Be able tochoose the main thing from the text, generalize, draw a conclusion and present the result of their activities Developl teamwork skills; Usenew knowledge when performing group assignments Understandtask execution algorithm . |
Participation in the discussion problem situation. Drafting response plan, small group work Individual work with a document (Appendix No. 2) and maps. Small group work with educational literature Compilation of syncwine in small groups (Appendix No. 3) |
Verbal method Practical method Problematic search Practical Problematic search Practical Practical |
Observation Observation Observation Commenting |
Elementary Elevated |
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Securing new material (4 min) |
Be able to apply new knowledge when performing group assignments. |
Representation syncwine with explanations |
Visual Problem-search |
Elevated |
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Homework information, instructions on how to complete it (2 min) |
Understandthe specifics of international relations after the Second World War |
Prepare a mini - presentation on one of the events of the Cold War period (optional) |
Problem-search |
Written independent work |
Elevated |
Attachment 1
Control and change materials allow diagnosing the knowledge of students during testing homework and consolidation of the knowledge gained in the classroom. Tasks contribute to the verification of analytical and information and communication skills, universal training activities to systematize information, establish causal and structural relationships. Each correct answer is worth one point.
Option 1
1. The concept of "fascism" most fully corresponds to the definition
- Open state terrorist dictatorship
- One-party political system
- Establishment of censorship of the press
- One man's power
2. Establish a correspondence between the text of the contract and the name of the contract.
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A) The creditor states ... cannot assume any obligations regarding the claims made by the Soviet government. However, in view of the heavy economic situation Russian states - creditors are inclined to reduce the military debt of Russia in relation to them in a percentage, the size of which should subsequently be |
1. Resolution of the Allied Delegations at the Genoa Conference |
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B) The German state and the RSFSR mutually refuse to reimburse their military expenses, as well as to reimburse military losses ... Diplomatic and consular relations between Germany and the RSFSR are immediately resumed |
2. The Rhine Pact |
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C) The High Contracting Parties, bearing in mind that for the development of cooperation among peoples and for the guarantee of their peace and security, it is important to accept certain obligations not to resort to war ... accept this Statute, which establishes the League of Nations |
3. The Rappal Treaty |
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4. The Briand-Kellogg Pact |
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5. Treaty of Versailles |
3. Joint actions of states for the purpose of maintaining international peace and security, preventing or suppressing acts of aggression is called.
- Isolationism
- Appeasement policy
- Big stick"
- Collective security policy
4. The result of signing the Molotov-Ribbentrop Pact and secret protocols to it.
- Creation of a collective security system
- Settlement of the question of reparations and debts
- Division of Eastern Europe into spheres of influence
- Hitler postponed the start of World War II by two years
5. The requirement of I.V. Stalin. “We ask that the distance from Leningrad to the border line be seventy kilometers. These are our minimum requirements, and you should not think that we will reduce them. We cannot move Leningrad, therefore the border line must be moved ”, was addressed to the government:
- Poland
- Sweden
- Germany
- Finland
6. The decision to demilitarize and demonopolize Germany after the end of World War II was made at.
- The Paris Conference
- Tehran Conference
- Potsdam conference
- Yalta (Crimean) conference
7. The concept of "denazification" means.
- Disarmament
- Punishment of war criminals
- Restoring the activities of various parties
- Transfer of state property to private
Key to the test:
2- A-1, B-3, B-5.
Appendix 2
“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain descended on the continent. This line contains all the treasures of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest, Sofia - all these famous cities and populations in their areas are in the Soviet sphere and all are subordinate in one form or another not only to Soviet influence, but also to the largely increasing control of Moscow ...
The communist parties, which were very insignificant in all these eastern states of Europe, have achieved exceptional strength, far exceeding their numbers, and seek to establish totalitarian control everywhere. Police governments prevail in almost all of these countries and to this day, with the exception of Czechoslovakia, there is no real democracy in them ...
I do not believe that Soviet Russia wants war. She wants the fruits of war and the unlimited spread of her power and her doctrines. But what we have to consider here today is a system for preventing the threat of war, providing conditions for the development of freedom and democracy as quickly as possible in all countries ... ... Russians ... do not honor anything like that. as strength, and they have no less respect for anything than for military weakness. For this reason, our old doctrine of the balance of power is untenable. We cannot afford, to the best of our ability, to act from a position of small advantage, which introduces the temptation to engage in a breakdown of strength. Our old doctrine of equilibrium is flawed. We cannot afford to rely on a slight superiority in strength, thereby creating a temptation for a test of strength. If Western democracies stick together, strictly following the principles of the UN Charter, their influence on the implementation of these principles would be enormous and no one would be able to get in their way. But if something divides them or they hesitate in fulfilling their duty, then really a catastrophe can threaten us all ... "
Questions and tasks to the document:
1. Find on the historical map "Europe after World War II" the states which, according to Churchill, were behind the "iron curtain". How do you understand this term?
3. What threat to the West did the former British Prime Minister consider to be the main one? Formulate it.
4. W. Churchill's speech does not speak directly about the need for confrontation between the superpowers. However, historians consider Churchill's speech to be the beginning of the Cold War. Find statements in the document that support this conclusion of historians.
From JV Stalin's reply to a Pravda correspondent
“As a matter of fact, Mr. Churchill and his friends in England and the United States are presenting nations that do not speak english language, something like an ultimatum: accept our domination voluntarily, and then everything will be in order, otherwise war is inevitable. ... The Soviet Union lost in people several times more than Britain and the United States of America combined. It is possible that in some places they are inclined to consign to oblivion these colossal sacrifices of the Soviet people, which ensured the liberation of Europe from the Nazi yoke. But the Soviet Union cannot forget about them. The question arises, what can be surprising in the fact that the Soviet Union, wishing to secure itself for the future, is trying to ensure that in these countries there are governments loyal to the Soviet Union? How can one, without going crazy, qualify these peaceful aspirations Soviet Union as the expansionist tendencies of our state? ... The growing influence of the communists cannot be considered an accident. It is a completely natural phenomenon. The influence of the communists grew because in the difficult years of the domination of fascism in Europe, the communists turned out to be reliable, courageous, selfless fighters against the fascist regime, for the freedom of peoples.
I don't know if Mr. Churchill and his friends will manage to organize after the Second World War new hike against "Eastern Europe". But if they succeed, which is unlikely, for millions ordinary people stand guard over the affairs of the world - then we can confidently say that they will be beaten just as they were beaten in the past, 26 years ago. "
Questions to the document:
1. What arguments does Stalin give to substantiate the foreign policy interests of the Soviet Union? On the basis of the document, formulate the foreign policy interests of the USSR after the war.
2. What events that took place “26 years ago * did Stalin have in mind?
3. Compare the positions of Churchill and Stalin. Whose position seems more convincing to you? Why?
Appendix 3
Reception "writing syncwine"
Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules. Compilation of syncwine requires the student to summarize educational material and information in short terms. This is a form of free creativity, but according to certain rules.
The rules for writing syncwine are as follows:
On first line one word is written - a noun. This is the theme of syncwine.
On second line you need to write two adjectives, revealing the theme of syncwine.
On third line three verbs are recorded describing actions related to the topic of syncwine.
On fourth line housed a whole phrase, sentence,consisting of several words, with the help of which the student expresses your attitude to the topic,It could be popular expression, a quote, or a phrase composed by a student in the context of a topic.
Fifth line - this is word-summary,which gives newinterpretation of the topic,allows you to express to her personalattitude.
Developing a history lesson in grade 11
Marushchenko OV, history teacher of the highest category, secondary school №2, Millerovo, Rostov regionLesson-module on the topic: "Civil War" (2 hours)
Purpose: to form an idea of \u200b\u200bthe civil war as a battle of alternatives for the revival of Russia; understand the reasons, stages and features civil war; consider the main events of the civil war; formulate the reasons for the defeat of the "whites" and the victory of the "red". Develop skills in working with a textbook and tables, reference diagrams; assimilate new trick work with concepts. To bring up organization, independence in the performance of work.
During the classes
Organizational part. Message of the topic, the purpose of the lesson.
Introductory conversation with students:
What is "civil war"?
When did this event take place in the modern history of our country?
What other wars can you call civil?
What are the dates of these events?
Which of the heroes of the civil war of the early 20th century do you know?
How would you answer the question "Who won the civil war?"
Study of the topic "Civil War" by modular technology. Work instruction. The work of students on technological maps.
Instruction card for the lesson
Work execution plan.
1. The concept of "civil war." (3 minutes).
The task.
Using the syncwine trick, try to formulate the definition of “civil war”.
1. Write down the very concept of "civil war".
2. Write down 2 adjectives, signs of this phenomenon.
3. Write down 3 verbs, actions associated with the concept.
4. Make a sentence, using the words written above, that reveals the essence of the concept.
5. Write down the noun-synonym for the given concept.
Compare your definition with a dictionary. Checking the completed work (1 min.).
2. When did the civil war start? (3 min.)
Information: there is no single point of view among historians on the issue of the beginning and end of the civil war. Get acquainted with the views of historians on the problem (textbook by A. Levandovsky, paragraph 36, p. 142) and fill in the diagram:
The beginning of the war The end of the war
Checking work.
3. The peculiarity of the civil war (2 min.).
The task.
Remember what intervention is. Remember: the peculiarity of the civil war in Russia was its close intertwining with the intervention of the Entente powers.
What were the goals of the interventionists? Refer to textbook, page 142.
4. Causes of the Civil War. (3 min.).
1) Inconsistency between the goals of transforming society and the methods of achieving them;
2) Confiscation of landowners' lands;
3) Nationalization of industry, liquidation commodity-money relations;
4) Creation of a one-party political system, the establishment of the dictatorship of the Bolsheviks.
Write these reasons in a notebook.
Physical minute.
5. The periodization of the civil war. The main events of the civil war. (20 minutes.).
In the period of front-line civil war and intervention, four stages are quite clearly distinguished:
1.end of May 1918 - November 1918
4.spring - November 1920
Remember this periodization.
Independent work.
"The main events of the civil war 1918-1920."
Periods
Fill in the table based on the textbook material (paragraph 36) and the reference diagrams (supplied).
Checking work. Summing up (2 min).
3Problem-based learning refers to such an organization. training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them. The conditions for the success of problem-based learning are: problematization of educational material (children are surprised at first, and then, out of their inherent curiosity, they try to solve the problem); child's activity (knowledge should be assimilated with appetite); life parallels; relevance.
Technology system problem lesson Techniques for creating problem situations: 1. Lead students to a contradiction and offer to independently find a way to resolve. 2. Present multiple points of view on the same issue. 3. Statement of a problematic problem with insufficient data, with conflicting data, with a limited time to solve. teacher student Organizes the search for a solution Directs students to solve it Creates a problem situation Forms his attitude to the problem Gains new knowledge and ways of working with the material Subject of his learning
Topics of interactive lessons in the program of the course "Perpetrators of the Cold War" (discussion). Could the Cold War have been avoided? (dispute). “Social preconditions for large-scale changes, the search for a new path during the period of“ perestroika ”. "Why and how did the Soviet Union, from a superpower, one of the world leaders, come to the collapse of the state?"
Problem lesson on the topic: “Who is to blame for the outbreak of the Cold War? Lesson objectives: 1. Define your position towards the perpetrators of the outbreak of the Cold War on the basis of the documents presented. 2. To develop the skills of students to work with various sources of information, to critically analyze them, to draw reasoned conclusions. 3. To educate students in their awareness of themselves as a particle of a single world space, the desire for tolerance, the ability to compromise when solving problem situations.
Critical thinking methodology Stage 1 Challenge stage Stage 2 Comprehension a) the leitmotif of the lesson - an excerpt from the speech of W. Churchill in Fulton on March 5, 1946. (push for the "cold war"); b) three points of view of historians on this problem; c) the conclusion by students from the leitmotif of the problem of the lesson; d) drawing up an individual and collective "basket of ideas", in which the associations of students on the given problem are gathered. a) a short review by the teacher of the historical situation after World War II; b) the work of the design bureau for modeling the material in the supporting outline; c) individual works of gifted students: modeling their own version of the OK, compiling a terminological dictionary based on the compiled "baskets of ideas"; d) an interactive game "Analysts"; e) mini-debates on the problem?
"Cold War" is a state of economic, ideological and "paramilitary" confrontation between two systems (socialism and capitalism). Reasons 1. The USSR after the Victory sought to surround itself with a belt of friendly states. 2. The United States sought to draw countries into the sphere of its economic influence. 3. Anxiety of the USA and England about the further expansion of the spheres of influence of the USSR. Creation of the Department of Internal Affairs 1955 The split of Germany into two states of the FRG and the GDR (1949) The creation of the Soviet atomic bomb 1949 Plan of atomic bombing of the USSR Creation of NATO 1949 Image of the enemy March 5, 1946 - Churchill's speech in Fulton - a call to fight against the expansion of communism March 1947 - "Truman Doctrine" ... camp
Group 1 - facts of US guilt: April 1945 - Truman changes his course towards the USSR for a tougher one. 2. Demand for the return of pre-war rulers to Poland, Czechoslovakia, Yugoslavia. 3. Plan "Unthinkable". 4. Churchill's speech at Fulton. 5. "Truman Doctrine". 6. Creation of NATO. 7. "Marshall Plan". Group 2 - facts of the guilt of the USSR: 1. Zhdanov's thesis about the existence of 2 irreconcilable camps in the world. 2. Establishment of regimes of "people's democracy" - "Plan of active defense of the territory of the Soviet Union" 4. CMEA - Cominformburo. 6. Creation of the atomic bomb. Interactive game "Analysts"
Problematic issues 1) What are the reasons socio-economic and the political crisis of the USSR? 2) What were the political leaders' motives for choosing this path? 3) Why did the USSR leadership fail to find an effective response to the challenges of the time? 4) What was the reason and what was the manifestation of the weakness of the Soviet state?
Perestroika cross-web Expected results Perestroika reforms Actual results 1. Production of industrial robots and industrial complexes. 2. State acceptance. 3.Company to combat drunkenness and alcoholism. 4.Comprehensive improvement of socialism. Accelerating socio-economic development - April 1985 1. The budget is undermined. 2. Unplanned expenses for the elimination of accidents. 3.Reduction of foreign exchange costs. 4. Financial and economic crisis. The beginning of the development of the sphere of private initiative. Restructuring: Individual Law labor activity - autumn 1986 Resolution of the Council of Ministers of May 15, 1986. "On measures to strengthen the fight against unearned income." 1. Economic independence of enterprises and cost accounting. 2. The law of foreign economic relations. 3. The right to choose a leader. State Enterprise (Association) Law - 1987 1.Prices are not free. 2. Withdrawal from free sale of most of the manufactured products. Creation of cooperatives Cooperation Law - May 1988 1. The split of labor collectives. 2. Money emission 3. Transfer of goods and money abroad. 1.5 forms of land management: state farms, collective farms, agricultural complexes, cooperatives, farms. 2. Dissolution of Gosagroprom. 3. The curtailment of the struggle with personal subsidiary plots. Restructuring of the agricultural sector -1989 1 The crisis in agriculture.
1.Democratization of the party, management systems, publicity. 2. Alternative elections. 3. The sovereignty of the Soviets. 4. Combination of the posts of the chairmen of the Councils and the first secretaries. 5. Congress of People's Deputies - the highest body of state power. Supreme Council 6. Cancellation of Article 6 of the Constitution - the right of the CPSU to a leading role in society. 7.Establishment of the post of the President of the USSR. 8. Creation of the cabinet of ministers. Political reform - January 1987 Resolution "On democratization". Law "On Amendments and Additions to the Constitution of the USSR". Law "On the Election of People's Deputies of the USSR". Criticism of the Soviet system, the policy of the Communist Party, the country's leadership. Struggle for the abolition of Article 6 of the Constitution. Council of the Union Council of Nationalities
Sinkwine "War"
Scary cruel
Shoot kill suffer
In the balance of death
Librarian: Yes, guys, war is grief, it's pain. What is the impact of war on the fate of children? What character traits do they acquire? Many books have been written about the children of war. You read these works and understand: this should not be! Not in the past, not in the present, not in the future! We do not live for war. Literature may not have the power to change the world. Still, books about children in war can touch someone's heart and add at least a drop of kindness and attention to our lives. (Slide with books about the war) And, most importantly, to convey not only the memory of the Great Patriotic Warbut also an awareness of the value of a peaceful life. Many of you enjoy reading books about military events and not only read, but also make drawings about the heroes of these works.
(Exhibition of drawings, exhibition of books, talking about books, children take them from the exhibition.)
Librarian: Glorious military deeds will forever remain in the grateful memory of the people young heroes... Those who bravely fought a fierce enemy on the battlefields, in partisan detachments and in the underground. Those who contributed to the coming victory and to whom today's peers owe a happy, peaceful life. We know! Remember! We are proud! They deserve the right to everything. Except oblivion.
To present them all posthumously to the order,
those who said firmly as one:
We can give our lives for our Motherland,
- and we will not give up the Motherland for life!
Librarian: Our country has always strived and is striving for peace with all states. The children of Russia want to be friends with all the children of the earth. And what is the world? Let's build a syncwine for the word "peace".
Sinkwine "Peace"
Iridescent Brittle
Smile to love to guard
May there always be sunshine
Librarian: War is a common grief, and everyone has their own peace. Today the world is restless, armed conflicts, hot spots, local wars - they are called differently, but they bring people terrible grief, destroy families, make children orphans, invalids, cripple souls, make them unhappy. Therefore, the world must be protected.
Poem
1. Children are called differently -
There are a lot of us on the planet!
There is Nastya, Vova and Alena,
There are millions of children everywhere!
2. Children are called differently,
For us - all the best in the world.
We need bright toys:
And Pinocchio and Petrushka!
3. We need books, songs, dances
And fascinating fairy tales!
Cartoons, games and candy
And free tickets to the circus!
4. We want to grow up as doctors,
By artists and violinists.
Teachers and artists
Both pilots and tankers!
5. We want to live under a peaceful sky,
And rejoice and be friends!
We want everywhere on the planet
Children did not know war at all!
6. Sunny bunny sports
On the grass and on the sand.
I drank some water in the stream
And sat on his hand!
Bunny jumps around the planet
And it becomes light.
White, black, yellow children
Gives affection and warmth.
Leisya, song! Leisya amicably!
Help to be friends!
All the guys really need
Live in the world!
The song is playing "Children and war are incompatible"
Librarian: Victory Day is a wonderful, bright holiday of the world. Let's try to save our amazing planet from a new disaster. Let the black clouds of war never again obscure the sun over our Motherland. May the words never be spoken again "children of war".
Syncwines
Homeland.
Big, small.
Forgives, endures, observes
He does not spoil his children, but brings up.
Mother.
Russia,
Holy, bright.
You give birth, you baptize, you reward.
The world cannot be imagined without you.
Personal.
Army
Mighty, popular,
Meets, pacifies, forgives.
A mother who is expecting a son from the army is worthy of respect.
Protector.
Enemy
Merciless, insatiable
Watch out, hit, come back.
You treat the enemy better than he treats you.
Opposite.
Friend
Reliable, loyal.
Will help, give, keep silent.
Only a friend can be entrusted with something that you cannot entrust to yourself.
Only.
Kindness,
Limitless, generous.
Attracts, dissolves, heals.
Many know how to do good, and not many know how to receive it.
Unconditionality.
A family.
Friendly, unique.
He will take care, believe, understand.
The family is something that you have created yourself.
Future.
House.
Warm, dear.
Waits, meets, holds.
Losing your home, you lose your soul.
Calming down.
Door.
New, modern.
Swings open, lets in, lets out.
Do you know what it's like to be a door?
Expectation.
Steps.
First, second.
They creak, groan, sag.
You don't always notice that you are walking up the stairs.
Rise.
Cat.
Proud, playful.
Leaves, returns, surprised.
May be grateful, but not obligated.
Neighbor.
Dog
Funny, fluffy.
Runs, smiles, rejoices.
Her heart is always open to man.
Hope.
Wood
Many-armed, many-eyed.
It blooms, bears fruit, and shares.
It is better not to cut down one tree than to plant two.
Soul.
Birch tree
She is white-faced, long-legged.
Soars, worries, breathes.
Ask for forgiveness from the birch.
Okolitsa.
Spring
Young, loud,
Gives birth, builds, seeks.
Doesn't always meet expectations.
Youth.
Summer
Honey, multi-colored.
Bites, burns, caresses.
There is no limit to your generosity.
Vacation.
Autumn.
Redhead, changeable.
Hastens, gives, is sad.
The smell of mushroom rain cannot be compared to anything.
Expectation.
Winter
Majestic, cold.
She came, subdued, changed.
Everyone has their own attitude to winter.
Queen.
Stars
Bright, cold.
They flash, admire, open.
The stars never fall, they go away.
Shine.
Sky.
High, unattainable.
Silent, watching, beckoning.
Praying, people turn to heaven.
Vera.
Clouds.
Lightweight, whimsical.
They strive, they float, they melt.
Who has not dreamed of touching them with their hands.
Height.
The mountains.
Such as ...
They amaze, fill, remind.
Better than mountains can only be mountains.
Greatness.
Sea
Endless, indomitable.
Delights, fascinates, takes away.
Let's argue about the intelligence of the sea.
Element.
River
Current, unhurried.
Leads, hides, reveals.
Knows what the meaning of life is.
Source.
Field.
Unmown, wild.
Blossoms, sings, rages.
No one can stop the wind in an open field.
Liberty.
Road
Inevitable, long
Calls, holds, teaches.
Everyone must go through it to the end.
Track.
Umbrella
Wet, clumsy.
Lost, breaks, bends.
The umbrella gives the illusion of protection.
Accessory.
Teacher.
Strict, kind.
Speaks, listens, understands.
His heart is limitless.
Unselfishness.
School
Noisy, troublesome.
Opens, lifts, believes.
This is a world where good triumphs over evil.
Future.