Legislative Assembly of the Chelyabinsk Region. Economics lesson on "taxes" Rules for writing syncwine
Oh, help me come up with syncwine! That is why syncwine, as a teaching method, is becoming increasingly popular and is increasingly used in the educational process. Sinkwine is the analysis and synthesis of information, a play on words. This is poetry that promotes creative self-development and beautiful expression of one's thoughts.
An interesting task If I understand correctly, then life can be connected with the life of the baroness herself - difficult and painful, and love - with love and faith in God. The result is these syncwines. There were a lot of cinquains from both my students and students from other classes. And I see not only Krasnodar :))) But behind each of these syncwines you can feel the character of a child!
I’m surprised when you manage to do everything. Anna Borisovna, some children were so carried away by composing syncwines that they even came up with mathematics. Sinkwine from a pedagogical point of view This is a form of free creativity. A number of methodologists believe that syncwines are useful as a tool for synthesizing complex information, as a snapshot for assessing students’ conceptual and vocabulary knowledge. The traditional cinquain consists of five lines and is based on counting the syllables in each verse: its syllable structure is 2-4-6-8-2, for a total of 22 syllables (haiku has 17, tanka has 31).
The simplicity of constructing syncwine makes it one of the effective methods for developing a preschool child, which allows you to quickly get results. Compiling a syncwine, a short summary based on large amounts of information, is useful for developing the ability to analyze.
Unlike an essay, the task of writing a syncwine is of a purely artificial nature (the educational task only models a life situation, and even then very remotely). Therefore, writing a syncwine can only be useful for a small percentage of students with the appropriate thinking structure.
I really liked your site. The syncwines are interestingly composed, and most importantly the essence itself. Is it possible to create syncwines for the words OCEAN and continent? Don't you have your own brains? Or what kind of brain is this? What the hell is it like to “feel like a creator”??? Sinkwine is a methodological technique that involves composing a poem consisting of 5 lines. Moreover, the writing of each of them is subject to certain principles and rules.
Sinkwine is one of the critical thinking technologies that activates the mental activity of schoolchildren through reading and writing. It is believed that cinquain arose based on the principles of creating eastern poetic forms. Initially, great importance was attached to the number of syllables in each line and the placement of stress.
The first line of a poem is its theme. It is represented by just one word and always a noun. The third line, through the use of verbs or gerunds, describes actions related to the word that is the topic of the syncwine. When writing a syncwine in didactic practice, minor deviations from the basic rules for writing it are allowed.
Options for working with syncwine
The topic chosen for compiling a syncwine should be close and interesting to students. And only after this the teacher announces the topic, stipulating the time allotted for this work. As an example, you can try to compose one general syncwine by writing it on the board. Work in pairs or groups is allowed. Sinkwine as a teaching method is universal. Cinquain is a special poem that is the result of analysis and synthesis of existing or newly received data.
Sinkwine is considered a fast but very powerful reflection tool. Compiling a syncwine is a creative activity and is more often used in the study of humanitarian subjects - literature, history. After familiarizing themselves with the topic “Light”, the teacher invites the children to compose a syncwine. Compiling a syncwine in class takes relatively little time, but at the same time it is an effective way to develop figurative speech, which helps to quickly obtain results.
I really liked this technique (we compiled a syncwine while working on a network project - this was one of the requirements for the project)! But, to be honest, I somehow didn’t think of working with syncwine in class... This is a way of writing original and beautiful poems.
A cinquain is a poem that requires a synthesis of information and material in concise terms. It is advisable, when composing it, to use the words and phrases used in the given syncwine.
Sinkwine- this is one of the methods for enhancing students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This methodological technique is described in the audio lecture of the “Legal Education” project of the Russian Foundation for Legal Reforms.
A cinquain is not an ordinary poem, but a poem written according to certain rules. Each line specifies a set of words that must be reflected in the poem.
Line 1 is the heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.
Line 2 - two adjectives.
Line 3 - three verbs.
Line 4 is a phrase that carries a certain meaning.
Line 5 - summary, conclusion, one word, noun.
For example, a syncwine on the topic “State”, compiled by a 9th grade student in a social studies lesson.
State: (Title)
Independent, legal. (Two adjectives)
Collects taxes, judges, pays pensions. (3 verbs)
The state is us! (Phrase that carries a certain meaning)
Protection. (Summary)
Sinkwine is not a way to test a student’s knowledge; it has a different task, and a more universal one. Sinkwine is a way, at any stage of a lesson, studying a topic, to check what students have at the level of associations.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think?" After analyzing the results obtained, you can correct the student’s ideas about this concept while studying the topic.
Sinkwine is one of the techniques for activating students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This methodological technique is described in the audio lecture of the “Legal Education” project of the Russian Foundation for Legal Reforms. A cinquain is not an ordinary poem, but a poem written according to certain rules. Each line specifies a set of words that must be reflected in the poem. Line 1 is the heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun. Line 2 - two adjectives. Line 3 - three verbs. Line 4 is a phrase that carries a certain meaning. Line 5 - summary, conclusion, one word, noun. For example, a syncwine on the topic “State”, compiled by an 11th grade student in a law lesson. State: (Title) Independent, legal. (Two adjectives) Collects taxes, judges, pays pensions. (3 verbs) The state is us! (Phrase that carries a certain meaning) Protection. (Summary) Sinkwine is not a way to test a student’s knowledge; it has a different task, and a more universal one. Sinkwine is a way, at any stage of a lesson, studying a topic, to check what students have at the level of associations. The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think? “Having analyzed the results obtained, you can correct the student’s ideas about this concept while studying the topic. ...The middle of the lesson. The topic is very difficult to understand. The students are tired. Offer them a syncwine on some section of the topic being studied, and you will find out how students perceive new material. A quick way to change your activity without leaving the topic. The topic has been studied. The quality, depth and strength of knowledge will be shown by a survey and a final control section. And now, at the end of the lesson - cinquain. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.
Epigraph to the lesson:
“The citizen willingly pays taxes, knowing that they are necessary to maintain the homeland that gives him its protection.”
P. – A. Golbach.
Lesson objectives:
educational: familiarizing students with the essence, types and structure of taxes, their functions in modern society;
developing: formation of the basics of tax culture among students, development of their analytical and logical thinking;
educational: formation of an adequate attitude of schoolchildren towards taxes, education of an economically literate citizen responsible for his decisions.
Lesson plan:
- The concept and essence of taxes.
- Tax structure.
- Types of taxes
- Functions of taxes.
Basic concepts: tax, object of taxation, tax base, tax rate, direct and indirect taxes, federal, regional and local taxes.
Lesson equipment: multimedia presentation, a set of words for creating a definition, pictures of a logical series, drawings by students, excerpts from school essays, task cards with exercises, colored tokens.
During the classes
1. Organizational moment.
Students are divided into 3 groups.
2. Preparing students for active and conscious learning of new material.
Introductory word from the teacher. Today in class we will study an economic concept that most people have a negative reaction to. But there are no clearly negative phenomena in the economy. You can find advantages in each. You can tell me the topic of today's lesson yourself if you use the hint. ( Show slide 1). The slide presents statements by famous people who lived at different times. All their statements are devoted to the topic of our lesson today. Keyword missing. What is this concept that we will study today?
Students must identify that the word “taxes” is missing. This word appears on the slide after clicking.
Teacher: The topic of our lesson is “Taxes”.
As you noticed, attitudes towards taxes have always been ambiguous. Even such a knowledgeable person as W. Churchill believed that there are no good taxes. And the American writer O. Holmes called taxes the price for a civilized society. So what are taxes - evil or good? You and I must form our own opinion about this.
3. Stage of assimilation of new knowledge.
Teacher: You have all heard about taxes many times; everyone probably has an idea about this concept. Try to define tax yourself.
Definitions given by students are listened to and summarized.
Teacher: In economics there are many different definitions of the same concept. One of the most widespread and accurate was given at the beginning of the last century in the famous dictionary of Brockhaus and Efron.
Students are asked to create this definition from a set of words.
Definitions made by each group are heard.
Taxes – periodic forced payments from citizens and from their property and income, going to the needs of the state and society and established by law.
Teacher: This is just one definition. If you and I understand the essence of the tax, we can give our own. The main thing is to indicate the main features.
The word “tax” has 5 letters, and it also has 5 main features. Let’s highlight them. Pay attention to the definition on the slide, to the hints that are given on the board (pictures-hints of a logical series from Applications 5), and formulate 5 signs of tax.
Students' answers are listened to, and tax signs are written down in notebooks.
Teacher: Knowing the signs of tax, (continuation of demonstration slide 2), we can now give our definition of this concept, the main thing is that it contains all these signs.
- part of the income of citizens or enterprises;
- is mandatory and compulsory;
- payment is periodic;
- payment to the state;
- the amount and procedure for payment are determined by law.
Teacher, drawing students' attention to the board where pictures are attached - drawings from Appendix 6.
Look at the board. A man's soul, a chimney, a dog's tail, a car, filing a lawsuit...
What do you think all of this has in common?
Students' response: Taxes were paid on all this at different times.
Teacher: In the language of the tax system, all this is objects of taxation. Once upon a time, taxes were paid on both the chimney and the dog’s tail...
Currently taxes are collected in our country (demonstration slide 3):
- from income (profit, wages, income from securities);
- from property, transfer of property;
- from legally significant actions;
- from the import and export of goods abroad.
This is reflected in the law “On the Fundamentals of the Tax System of the Russian Federation,” which was adopted at the end of 1991.
For example, the object of taxation may be a property such as a car. But cars are different. One owner has a Mercedes or even a KamAZ, and the other has a Zaporozhets or Oka. It's not fair if they pay the same taxes. How to get out of this situation?
Student response: Transport tax is paid on the vehicle's power.
Teacher: Indeed, the transport tax is calculated not from the car, but from its power; if the power is different, then the tax will be different.
Tax, as an element of the tax system, has its own structure. It is divided into a base, a quantitative expression of what the tax is calculated from, and a rate, the amount of tax per unit of the tax base.
For example, income tax in Russia. All Russian citizens pay 13 kopecks for every ruble earned. The tax base is the amount of income earned, and the rate is 13%. Or a tax on natural gas production. The basis is not the fact of production itself, but the amount of gas produced, and the rate is 135 rubles. per 1000 cubic meters m.
In order to understand what tax bases and rates are, let’s do exercise No. 1, which provides examples of taxes, both modern and very ancient. ( Annex 1) Each group has its own examples.
Teacher: Now let's remember the story again. (Demonstration slide 4).
“On June 1, 1648, the Salt Riot broke out in Moscow. The angry crowd smashed and plundered “many boyars’ and okolnichi’s, and noble’s, and living rooms.” Many officials were killed, and the tsar’s relative and educator Boris Ivanovich Morozov miraculously escaped reprisals; the tsar, with tears in his eyes, asked the people to spare him.”
Question class y: What was the cause of such dramatic events? What was wrong with the commanding people led by Morozov?
Answer: The reason for the Salt Riot was an increase in the tax on salt.
Teacher: But the increase in this tax led to a reduction in treasury revenues. B.I. Morozov did not take into account the peculiarity of this tax. The fact is that a tax on the purchase of any product is an indirect tax. Payment of such tax can be quite legally avoided. We come to the question of types of taxes. All taxes can be divided into two large groups (demonstration slide 5) – direct and indirect.
How do direct taxes differ from indirect taxes?
Direct taxes are levied on income and property directly from the persons obligated to pay them. The final payer is the one who receives the income, owns the property, etc. For example, when receiving a salary or profit, a person pays income tax or profit tax, respectively. Direct taxes are usually paid by all citizens.
Indirect taxes– These are taxes on goods or activities. The final payer of indirect taxes is the consumer of the goods, but it is not he who contributes them to the treasury, but the seller of the goods or services. The indirect tax will be the value added tax, introduced in 1992. For example, when buying a book, we pay 18% of its cost to the seller of the goods, but he is obliged to return this amount to the treasury as a tax. Not everyone pays indirect taxes, but only consumers of a particular product or service. And if we do not consume this product or use the service, do not conduct any activity, then we will quite legally avoid paying this tax.
The division of taxes into direct and indirect appeared already in ancient times. Take a look at the list of “Main Types of Taxes in the Roman Empire” (exercise 2). (Appendix 2). The Romans had more than 40 main taxes alone, and in total there were more than 170 of them. In this list, you have 2 taxes underlined - 1 direct and 1 indirect. Try to determine which tax is direct and which is indirect.
Students' responses are listened to.
Teacher: In modern Russia there are significantly fewer taxes than in Rome; over the past years of the formation of the tax system, the number of federal taxes has been reduced from 52 to 15. True, there are also regional and local taxes, but they are also few and they are mostly indirect, that is, they do not apply to everyone. That is, we see that there is another tax classification (demonstration slide 6). Taxes are divided into federal, which goes to the state budget; regional, which goes to the regional budgets (for example, the Smolensk region) and local - to the budgets of cities and districts (for example, to the budget of the city of Yartsevo).
In the process of defining the functions of taxes, there is a demonstration slide 7.
Teacher: In the modern world, citizens in no country demand the complete abolition of taxes; they realize that taxes must be paid. Even children understand this. Pay attention to what younger students think about taxes. (Demonstration slide 8)
Here are excerpts from children's essays. (Read the texts on the slide). Where should taxes go according to children? (Answers are listened to).
So, we have come to the end of our lesson. What did you learn today? ( Answers are listened to)
Have you made up your mind about taxes? ( Answers are listened to)
Students are encouraged to express their views on taxes using tokens that are located on the tables. (Demonstration slide 9)
Red token: Taxes must always be paid to comply with the laws of the state.
White token: We need to pay only taxes that are fair from our point of view, and we can avoid those that we don’t like.
Blue token: There is no need to pay taxes at all, since any tax is robbery.
The results of the groups' work are summed up.
Homework: § 28 (textbook “Economics”, I.V. Lipsits), syncwine on the topic “Taxes”.(Examples of syncwines compiled by students using slide 10).
- This is one of the methods for enhancing students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines."
Cinquain is not an unusual poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem.
Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.
Line 2 – two adjectives.
Line 3 – three verbs.
Line 4 is a phrase that carries a certain meaning.
Line 5 – summary, conclusion, one word, noun.
For example, a syncwine on the topic “State”, compiled by an 11th grade student in a law lesson.
State: (Title)
Independent, legal. (Two adjectives)
Collects taxes, judges, pays pensions. (3 verbs)
The state is us! (Phrase that carries a certain meaning)
Protection. (Summary)
Sinkwine- this is not a way to test a student’s knowledge; he has a different task, and a more universal one. Sinkwine is a way to check what students have at the level of associations at any stage of the lesson, studying a topic.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think?" After analyzing the results obtained, you can correct the student’s ideas about this concept while studying the topic.
...The middle of the lesson. The topic is very difficult to understand. The students are tired. Offer them a syncwine on some section of the topic being studied, and you will find out how students perceive new material. A quick way to change your activity without leaving the topic.
The topic has been studied. The quality, depth and strength of knowledge will be shown by a survey and a final control section. And now, at the end of the lesson - cinquain. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.
Sinkwine
Internet
Network, information
Search, communicate, find out
Provides new opportunities for the teacher
Competence
Sinkwine
1. Internet.
2. New, immense.
3. Fascinating, developing, learning.
4. Teacher in the Internet network community.
5. When you burn yourself, light others.
Sinkwine
Information
Efficient, complete
We will master, implement, process, apply
Everything for the teacher's implementation
Development
