Epigraph for 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:

1. The concept and essence of taxes.
2. Tax structure.
3. Types of taxes
4. 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.

Lesson progress

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' answer: 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. ( Appendix 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 u: 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).

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. (Resume)
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.

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 the development of 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 syncwine arose based on the principles of creating oriental 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 lessons... 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.

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 tasty 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 elementary 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 various 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, inhuman.

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 this?

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 and so on are used. 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 not necessary. For example, if you think the main disadvantage of books is that they are made using a lot of paper, 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 of these “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.

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.