{"id":234,"date":"2022-09-24T11:51:45","date_gmt":"2022-09-24T09:51:45","guid":{"rendered":"https:\/\/indi.unipo.sk\/?page_id=234"},"modified":"2022-09-24T11:57:07","modified_gmt":"2022-09-24T09:57:07","slug":"priatelstvo-vernost-odpustenie","status":"publish","type":"page","link":"https:\/\/indi.unipo.sk\/?page_id=234","title":{"rendered":"Priate\u013estvo, vernos\u0165, odpustenie"},"content":{"rendered":"
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Priate\u013estvo, vernos\u0165, odpustenie<\/b><\/i><\/span><\/p>\n

Integrovan\u00fd vyu\u010dovac\u00ed projekt<\/b>
\n(vznikol ako \u0161tudentsk\u00fd projekt na \u0161t\u00e1tnu sk\u00fa\u0161ku v r. 2010)<\/i><\/p>\n

(integr\u00e1cia jazykovej, slohovej a liter\u00e1rnej zlo\u017eky)<\/b><\/i><\/p>\n

Autorka: Mgr. Jana Kov\u00e1\u010dov\u00e1<\/b><\/i><\/p>\n\n\n\n\n\n\n
\u00a0<\/b><\/td>\n<\/tr>\n
\u00a0Ro\u010dn\u00edk: tret\u00ed<\/b><\/td>\n<\/tr>\n
\u00a0Komunika\u010dn\u00e1 t\u00e9ma: Priate\u013estvo, vernos\u0165, odpustenie<\/b><\/td>\n<\/tr>\n
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\u00a0U\u010divo:<\/b><\/td>\njazyk<\/b>\u00a0\u2013 pr\u00eddavn\u00e9 men\u00e1<\/td>\n<\/tr>\n
<\/td>\nkomunik\u00e1cia a sloh<\/b>\u00a0\u2013 ospravedlnenie<\/td>\n<\/tr>\n
<\/td>\n\u010d\u00edtanie a liter\u00e1rna v\u00fdchova<\/b>\u00a0\u2013 charakteristika post\u00e1v, dialogizovan\u00e9 \u010d\u00edtanie<\/td>\n<\/tr>\n
\u00a0Ciele:
\n<\/b><\/td>\n		jazyk<\/b>\u00a0\u2013 Pozna\u0165 pr\u00eddavn\u00e9 men\u00e1 ako slov\u00e1 ozna\u010duj\u00face vlastnosti os\u00f4b, zvierat a vec\u00ed prostredn\u00edctvom ot\u00e1zok: Ak\u00fd? Ak\u00e1? Ak\u00e9? Pozorova\u0165 v\u00fdznamov\u00fd vz\u0165ah protikladnosti.<\/td>\n<\/tr>\n
\u00a0<\/b><\/td>\nkomunik\u00e1cia a sloh\u00a0<\/b>\u2013 Nacvi\u010di\u0165 konverza\u010dn\u00fd ritu\u00e1l \u2013 ospravedlnenie.<\/td>\n<\/tr>\n
\u00a0<\/b><\/td>\n\u010d\u00edtanie a liter\u00e1rna v\u00fdchova\u00a0<\/b>\u2013 Hodnoti\u0165 postavy liter\u00e1rneho diela, ur\u010di\u0165 ich charakteristick\u00e9 vlastnosti a vz\u00e1jomn\u00fd vz\u0165ah. Ur\u010di\u0165 hlavn\u00fa my\u0161lienku liter\u00e1rneho diela primerane veku die\u0165a\u0165a. Precvi\u010di\u0165 dialogizovan\u00e9 \u010d\u00edtanie.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
U\u010debn\u00e9 pom\u00f4cky a didaktick\u00e1 technika:<\/b>
\nrozmno\u017een\u00e9 texty pre deti, rozpr\u00e1vka Star\u00fd Bodr\u00edk a vlk, karti\u010dky s charakteristick\u00fdmi vlastnos\u0165ami<\/td>\n<\/tr>\n
<\/td>\n<\/tr>\n
\u00a0<\/b><\/td>\n<\/tr>\n
Metodick\u00fd postup:<\/b><\/td>\n<\/tr>\n
<\/td>\n<\/tr>\n
V projekte sa uplat\u0148uj\u00fa f\u00e1zy r\u00e1mca E \u2013 U \u2013 R (evok\u00e1cia \u2013 uvedomovanie si v\u00fdznamu \u2013 reflexia), ktor\u00e9 s\u00fa graficky spracovan\u00e9 v troch odli\u0161n\u00fdch farebn\u00fdch poliach.<\/td>\n<\/tr>\n
\u00a0<\/b><\/td>\n<\/tr>\n
\n\n\n\n\n\n\n\n
E<\/b><\/td>\n<\/td>\n<\/td>\nEvok\u00e1cia<\/td>\n<\/tr>\n
U<\/b><\/td>\n<\/td>\n<\/td>\nUvedomovanie si v\u00fdznamu<\/td>\n<\/tr>\n
R<\/b><\/td>\n<\/td>\n<\/td>\nReflexia<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
\u00a0<\/b><\/td>\n<\/tr>\n
\n\n\n\n\n\n
F\u00e1zy projektu<\/b><\/span><\/td>\nOpis aktiv\u00edt a ich zd\u00f4vodnenie<\/b><\/td>\nPou\u017eit\u00e9 met\u00f3dy<\/b><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
<\/td>\n<\/tr>\n
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n1.
\nZhlukovanie<\/b>
\nDeti nap\u00ed\u0161u v\u0161etky vo\u013en\u00e9 asoci\u00e1cie, ktor\u00e9 sa im vybavia pri slove priate\u013e. Pre\u010do ste nap\u00edsali pr\u00e1ve tieto slov\u00e1?<\/td>\n		zhlukovanie<\/b>
\n(aktivizovanie poznatkov a sk\u00fasenost\u00ed \u017eiakov)<\/span><\/td>\n<\/tr>\n
EVOK\u00c1CIA<\/b><\/span><\/td>\n2.
\nMotiva\u010dn\u00fd rozhovor<\/b>
\nJe priate\u013estvo v \u017eivote \u010dloveka d\u00f4le\u017eit\u00e9?
\n\u010co pre v\u00e1s znamen\u00e1 priate\u013estvo?
\nO kom sa hovor\u00ed, \u017ee je najlep\u0161\u00edm priate\u013eom \u010dloveka?
\nM\u00e1te doma ps\u00edka? Ako sa o\u0148 star\u00e1te? \u010co pre v\u00e1s znamen\u00e1\u010co je v priate\u013estve najd\u00f4le\u017eitej\u0161ie?<\/td>\n		motiva\u010dn\u00fd rozhovor<\/b>
\n(vzbudenie z\u00e1ujmu, aktivizovanie vedomost\u00ed)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n3.
\nMotiva\u010dn\u00e9 \u010d\u00edtanie u\u010dite\u013eom<\/b>
\nKultivovan\u00fd estetick\u00fd prejav u\u010dite\u013ea.Vysvetlenie nezn\u00e1mych slov.<\/td>\n		motiva\u010dn\u00e9 \u010d\u00edtanie<\/b>
\n(vzbudenie z\u00e1ujmu, aktivizovanie vedomost\u00ed)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n4.
\n\u010c\u00edtanie textu \u017eiakmi<\/b>
\nRozpr\u00e1vku si po \u010dastiach pre\u010d\u00edtame e\u0161te raz.<\/td>\n		\u0161tafetov\u00e9 \u010d\u00edtanie<\/b><\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n5.
\nReprodukcia pre\u010d\u00edtanej rozpr\u00e1vky<\/b>
\nSk\u00faste samostatne prerozpr\u00e1va\u0165 obsah rozpr\u00e1vky.
\nO \u010dom bola? Ak\u00e9 postavy v nej vystupovali?
\n\u010co sa v\u00e1m v rozpr\u00e1vke p\u00e1\u010dilo, nep\u00e1\u010dilo?<\/td>\n		podrobn\u00e1 reprodukcia<\/b>
\n(pochopenie obsahov\u00fdch s\u00favislost\u00ed)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n6.
\nRozhovor<\/b>
\nDeti, boli ste u\u017e niekedy na ko\u0161iari?
\n\u010co je to ko\u0161iar?
\nAko to vyzer\u00e1 na ko\u0161iari?
\nNa ko\u0161iari, kde \u017eil Bodr\u00edk,
\nsa cez de\u0148 ovce p\u00e1sli vo\u013ene na l\u00fake.
\nV noci ich Bodr\u00edk musel zatv\u00e1ra\u0165 do ohrady.
\nAle ba\u010da nemal len jednu ohradu, ale dve.
\nV\u0161etky ovce vyzerali \u00faplne rovnako,
\nale Bodr\u00edk ich vedel rozl\u00ed\u0161i\u0165. Viete pod\u013ea \u010doho?
\nSk\u00faste uh\u00e1dnu\u0165.
\nPod\u013ea ich charakteristick\u00fdch vlastnost\u00ed.
\nKa\u017ed\u00e1 ovca mala svoju charakteristick\u00fa vlastnos\u0165,
\nktor\u00fa Bodr\u00edk u\u017e ve\u013emi dobre poznal.
\nVedel, \u017ee na ovce s dobr\u00fdmi vlastnos\u0165ami nemus\u00ed
\nd\u00e1va\u0165 a\u017e tak\u00fd ve\u013ek\u00fd pozor ako na ovce
\nso zl\u00fdmi vlastnos\u0165ami.<\/td>\n		indukt\u00edvny rozhovor<\/b>
\n(vyvodenie pojmu charakteristick\u00e1 vlastnos\u0165, delenie na pozit\u00edvne a negat\u00edvne vlastnosti)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n7.
\nMorfologick\u00e9 cvi\u010denie<\/b>
\nPredstavte si teraz, \u017ee ste sa stali
\nBodr\u00edkom. Roztrie\u010fte ovce do ohr\u00e1d
\npod\u013ea ich dobr\u00fdch a zl\u00fdch vlastnost\u00ed.
\nAko naz\u00fdvame slov\u00e1, ktor\u00e9 vyjadruj\u00fa vlastnosti oviec?
\n(Deti u\u017e poznaj\u00fa pojem pr\u00eddavn\u00e9 men\u00e1.)
\nAk\u00fdmi ot\u00e1zkami sa na ne p\u00fdtame?
\nVyjadruj\u00fa tieto slov\u00e1 len vlastnosti zvierat?<\/td>\n		morfologick\u00e9 cvi\u010denie<\/b>
\n(u\u010debn\u00e1 pom\u00f4cka \u2013 karti\u010dky s obr\u00e1zkami oviec a n\u00e1zvom vlastnosti; triedenie pod\u013ea v\u00fdznamovej protikladnosti)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n8.
\nPantomimick\u00e9 zn\u00e1zornenie pocitov<\/b>
\na) V\u0161etky ovce ste u\u017e roztriedili, urobili ste v\u0161etko,
\n\u010do bolo vo va\u0161ich sil\u00e1ch, a ba\u010da v\u00e1s vyhod\u00ed na smetisko.
\nSte hladn\u00ed, sm\u00e4dn\u00ed, vysilen\u00ed. Ako sa c\u00edtite?
\nSk\u00faste tento pocit vyjadri\u0165 bez slov
\niba pohybom tela.b) A teraz si predstavte, \u017ee ste sa stali mlad\u00fdm ps\u00edkom,
\nktor\u00e9mu dal ba\u010da jes\u0165, pi\u0165 a e\u0161te ho aj pohladkal.
\nAko sa c\u00edtite? Sk\u00faste tento pocit vyjadri\u0165 bez slov
\niba pohybom tela.Kedy ste sa c\u00edtili pr\u00edjemnej\u0161ie?<\/td>\n		pantom\u00edma<\/b>
\n(vyvolanie pocitov, ktor\u00e9 kore\u0161ponduj\u00fa s pre\u017e\u00edvan\u00edm liter\u00e1rnej postavy)<\/span><\/td>\n<\/tr>\n
UVEDOMOVANIE SI V\u00ddZNAMU<\/b><\/span><\/td>\n9.
\nAkrostich<\/b>
\nSk\u00faste teraz vyjadri\u0165 vlastnosti Bodr\u00edka slovami.
\nNa ka\u017ed\u00e9 p\u00edsmeno slova Bodr\u00edk nap\u00ed\u0161te v\u00fdsti\u017en\u00e9
\npr\u00eddavne meno, ktor\u00e9 ho charakterizuje.B \u2013 bystr\u00fd
\nO \u2013 odv\u00e1\u017eny
\nD \u2013 dobr\u00fd
\nR \u2013 rozv\u00e1\u017eny
\nI \u2013 inteligentn\u00fd
\nK \u2013 kamar\u00e1tskyZ t\u00fdchto \u0161iestich vlastnost\u00ed vytvorte jednu, ktor\u00e1 bude odr\u00e1\u017ea\u0165 spr\u00e1vanie Bodr\u00edka (napr. VERN\u00dd, PRIATE\u013dSK\u00dd, DOBR\u00dd). Keby ste stretli Bodr\u00edka na ulici, vedeli by ste ur\u010di\u0165 tieto jeho charakteristick\u00e9 vlastnosti? S\u00fa tieto vlastnosti Bodr\u00edka vidite\u013en\u00e9 navonok? Na z\u00e1klade \u010doho ste ich vedeli nap\u00edsa\u0165? Charakteristick\u00e9 vlastnosti Bodr\u00edka sa prejavili na z\u00e1klade jeho spr\u00e1vania a konania v rozpr\u00e1vke.<\/td>\n		technika \u0161trukt\u00farovan\u00e9ho p\u00edsania<\/b><\/span><\/p>\n

(uvedomenie si toho, \u017ee charakteristick\u00e9 vlastnosti vypl\u00fdvaj\u00fa z konania postavy)<\/td>\n<\/tr>\n

\u00a0<\/b><\/span><\/td>\n10.
\nT- sch\u00e9ma<\/b>
\n\u010co si mysl\u00edte o tvrden\u00ed:
\n\u201eSo star\u00fdm psom len na smetisko.\u201c
\nBol ba\u010dov \u010din spr\u00e1vny?
\nNa vyjadrenie n\u00e1zorov pou\u017eijeme sch\u00e9mu:\"k1\"<\/td>\n		T-sch\u00e9ma (hodnotenie konania liter\u00e1rnej postavy)<\/b><\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n11.
\n\u00dastne dialogick\u00e9 textov\u00e9 cvi\u010denie<\/b>
\na) Ke\u010f si ba\u010da uvedomil svoju chybu,
\nBodr\u00edka privolal, pohladkal a nachoval.
\nAle na \u010do zabudol?
\n\u010co by ste urobili vy v takejto situ\u00e1ci\u00ed? (Ospravedlnenie)b) My u\u017e vieme, \u017ee vhodn\u00fdmi slovami povedan\u00fdmi
\nv pravej chv\u00edli a na spr\u00e1vnom mieste sa d\u00e1 v\u0161etko vyrie\u0161i\u0165.
\nKe\u010f si uvedom\u00edme svoju chybu, mus\u00edme sa druhej osobe ospravedlni\u0165.c) Vo dvojici predve\u010fte, ako by mal pod\u013ea v\u00e1s vyzera\u0165
\nrozhovor ba\u010du a Bodr\u00edka v takejto situ\u00e1cii.<\/td>\n		konverza\u010dn\u00fd ritu\u00e1l<\/b>
\n(ospravedlnenie)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n12.
\nDialogizovan\u00e9 \u010d\u00edtanie<\/b>
\na) Okrem Bodr\u00edka a ba\u010du, ak\u00e1 postava e\u0161te vystupovala
\nv rozpr\u00e1vke? (vlk) Ak\u00e9 mala charakteristick\u00e9 vlastnosti?b) Pre\u010d\u00edtajte vo dvojici rozhovor vlka a Bodr\u00edka.
\nNezabudnite, \u017ee mus\u00edte hovori\u0165 tak, ako by sa rozpr\u00e1val
\nBodr\u00edk s vlkom. Ak\u00fd m\u00e1 hlas Bodr\u00edk? (odv\u00e1\u017eny, siln\u00fd, duniv\u00fd…)
\nAk\u00fd je hlas vlka? (z\u00e1kern\u00fd, chrap\u013eav\u00fd…)B:<\/b>\u00a0\u201e\u010co\u017ee ty tu chce\u0161?\u201c
\nV:<\/b>\u00a0\u201eNu\u017e, \u010do chcem! Ovcu chcem!\u201c
\nB:<\/b>\u00a0\u201eCho\u010f, oplan! Ja ti ovcu ned\u00e1m!\u201c
\nV:<\/b>\u00a0\u201eNo len mi ju daj! Kus tebe, kus mne.
\nPekne do spolku. Jednako \u0165a gazda nechov\u00e1.\u201c
\nB:<\/b>\u00a0\u201eS vlkom spolky \u2013 \u010dert berie ovce i volky!\u201c
\nV:<\/b>\u00a0\u201eKe\u010f mi ned\u00e1\u0161 ovcu, tak sa chystaj na pot\u00fd\u010dku!
\n\u010ci vie\u0161, \u010do je to?\u201c
\nB:<\/b>\u00a0\u201eA ve\u010f, ke\u010f tak chce\u0161, hotuj sa aj ty!
\nLen \u010do si odbav\u00edm postrie\u017eku okolo ko\u0161iara,
\nhne\u010f za r\u00e1na sa ti postav\u00edm v hore pod dubom.
\nTam sa budeme pot\u00fdka\u0165, rozumie\u0161?\u201c<\/td>\n		dialogizovan\u00e9 \u010d\u00edtanie<\/b>
\n(na z\u00e1klade empatie stv\u00e1rni\u0165 hlas liter\u00e1rnej postavy)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\nc) Ktor\u00e1 z dvoj\u00edc pre\u010d\u00edtala rozhovor vlka a Bodr\u00edka najlep\u0161ie? Kto pod\u013ea v\u00e1s najviac vystihol postavu vlka, Bodr\u00edka?<\/td>\nhodnotenie \u017eiakmi<\/b><\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n13.
\nRozhovor<\/b>
\nV \u00favode vyu\u010dovacej hodiny sme hovorili o priate\u013estve. Ak\u00fdch priate\u013eov mal Bodr\u00edk? Ak\u00e9 mali vlastnosti? Ak\u00fdch priate\u013eov mal vlk? Ak\u00e9 mali vlastnosti? Keby ste si mali vybra\u0165, chceli by ste za priate\u013eov medve\u010fa a l\u00ed\u0161ku alebo svi\u0148u a koc\u00fara? Pre\u010do?<\/td>\n		rozhovor<\/b>
\n(charakteristika ved\u013eaj\u0161\u00edch post\u00e1v)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n14.
\nPriate\u013estvo<\/b>
\nDeti, k \u010domu by ste prirovnali priate\u013estvo? U\u010dite\u013e d\u00e1 de\u0165om priestor na vyjadrenie vlastn\u00fdch n\u00e1zorov. U\u010dite\u013e vyzve deti, aby vytvorili tesn\u00fd kruh a chytili sa skr\u00ed\u017emo vzadu za ruky. Deti, d\u00f4verujete si navz\u00e1jom? Pevne sa chy\u0165te. Preneste v\u00e1hu tela dozadu, oprite sa o ruky svojich spolu\u017eiakov. Vediem deti k tomu, aby sa pevne dr\u017eali, aby sa kruh nerozpojil. Sk\u00faste na z\u00e1klade kruhu poveda\u0165, \u010do je najd\u00f4le\u017eitej\u0161ie v priate\u013estve.<\/td>\n		rozhovor
\npohybov\u00e1 hra<\/b><\/span><\/span><\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n15.
\nCinquain\u00a0<\/b>(p\u00e4\u0165ver\u0161\u00edk)
\nV\u00fdsti\u017ene op\u00ed\u0161te Bodr\u00edka na z\u00e1klade pocitu, ktor\u00fd vo v\u00e1s jeho postava vyvolala pomocou p\u00e4\u0165ver\u0161\u00edka.
\nNapr.:
\n\"k1\"<\/td>\n		cinquain<\/b>
\n(zhrn\u00fa\u0165 charakteristick\u00e9 vlastnosti hlavn\u00e9ho hrdinu)<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n16.
\n\u010co by sa stalo, keby…?<\/b>
\nDeti spont\u00e1nne odpovedaj\u00fa na ot\u00e1zky:
\n\u010co by sa stalo, keby Bodr\u00edk ostal na smetisku?
\n\u010co by sa stalo, keby mal Bodr\u00edk in\u00e9 charakteristick\u00e9 vlastnosti?
\n\u010co by sa stalo, keby Bodr\u00edk ba\u010dovi neodpustil?
\n\u010co by sa stalo, keby si ba\u010da Bodr\u00edka naozaj v\u00e1\u017eil?
\n\u010co by sa stalo, keby mal ba\u010da in\u00e9 charakteristick\u00e9 vlastnosti?
\n\u010co by sa stalo, keby si Bodr\u00edk neprizval na s\u00faboj priate\u013eov?
\n\u010co by sa stalo, keby vlk neukradol ovcu?<\/td>\n		riaden\u00fd rozhovor<\/b>
\n<\/span><\/td>\n<\/tr>\n
\u00a0<\/b><\/span><\/td>\n17.
\nDeform\u00e1cia \u017e\u00e1nru<\/b>Z predch\u00e1dzaj\u00facej aktivity si vyberieme predposledn\u00fa mo\u017enos\u0165 (\u010co by sa stalo, keby si Bodr\u00edk neprizval na s\u00faboj priate\u013eov?). Sk\u00faste vo dvojiciach pod\u013ea nej vytvori\u0165 \u010do najviac origin\u00e1lny z\u00e1ver pr\u00edbehu.<\/td>\n		kompozi\u010dno-\u0161tyliza\u010dn\u00e9 textov\u00e9 cvi\u010denie<\/b>
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Pozn.: Dominantnou zlo\u017ekou projektu je \u010d\u00edtanie a liter\u00e1rna v\u00fdchova. Hlavn\u00fdm cie\u013eom projektu je vc\u00edtenie sa do konania a pre\u017e\u00edvania liter\u00e1rnych post\u00e1v a charakterizovanie ich vlastnost\u00ed. Vo f\u00e1ze evok\u00e1cie z\u00e1rove\u0148 doch\u00e1dza k medzipredmetovej integr\u00e1cii s environment\u00e1lnou v\u00fdchovou (Starostlivos\u0165 o zvierat\u00e1). Vo f\u00e1ze uvedomovania si v\u00fdznamu \u017eiaci odha\u013euj\u00fa podstatn\u00e9 a charakteristick\u00e9 znaky liter\u00e1rnych post\u00e1v a navz\u00e1jom odli\u0161uj\u00fa ich kladn\u00e9 a z\u00e1porn\u00e9 vlastnosti. V liter\u00e1rnych cvi\u010deniach z\u00e1rove\u0148 doch\u00e1dza k medzizlo\u017ekovej integr\u00e1cii s jazykov\u00fdm u\u010divom (pr\u00eddavn\u00e9 men\u00e1) a slohov\u00fdm u\u010divom (ospravedlnenie). Deti ch\u00e1pu, \u017ee na z\u00e1klade pr\u00eddavn\u00fdch mien dok\u00e1\u017eu vyjadri\u0165 charakteristick\u00e9 vlastnosti liter\u00e1rnej postavy. Z\u00e1rove\u0148 text obsahuje v\u00fdchovn\u00fd mot\u00edv \u2013 starostlivos\u0165 o zvierat\u00e1 a ospravedlnenie. Deti hodnotia konanie liter\u00e1rnych post\u00e1v a vyjadruj\u00fa svoj vlastn\u00fd n\u00e1zor, rozv\u00edjaj\u00fa kritick\u00e9 myslenie.<\/td>\n<\/tr>\n
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Pr\u00edloha<\/td>\n<\/tr>\n
R\u00c1ZUSOV\u00c1-MART\u00c1KOV\u00c1, M.: Star\u00fd Bodr\u00edk a vlk. In: \u010eUR\u00cd\u010cKOV\u00c1, M.: Zlat\u00e1 br\u00e1na. Bratislava: Mlad\u00e9 let\u00e1, 1997, s. 17 \u2013 21. ISBN 80-06-00777-2.<\/td>\n<\/tr>\n
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<\/div>\n","protected":false},"excerpt":{"rendered":"

Priate\u013estvo, vernos\u0165, odpustenie Integrovan\u00fd vyu\u010dovac\u00ed projekt (vznikol ako \u0161tudentsk\u00fd projekt na \u0161t\u00e1tnu sk\u00fa\u0161ku v r. 2010) (integr\u00e1cia jazykovej, slohovej a liter\u00e1rnej zlo\u017eky) Autorka: Mgr. Jana<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":63,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-234","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/pages\/234","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=234"}],"version-history":[{"count":5,"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/pages\/234\/revisions"}],"predecessor-version":[{"id":246,"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/pages\/234\/revisions\/246"}],"up":[{"embeddable":true,"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=\/wp\/v2\/pages\/63"}],"wp:attachment":[{"href":"https:\/\/indi.unipo.sk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=234"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}