UMK L. F. Klimanova
Subject: Folk tales. Y. Moritz “A fairy tale goes through the forest...”
Goals: introduce students to the genre of folk tales; develop memory, coherent speech, expressive and conscious reading skills, the ability to find the main idea of a fairy tale; instill an interest in reading.
Planned results: students must distinguish between small genres of oral folk art; find consonant endings in texts, as well as words that help to introduce the hero of a work of oral folk art.
Equipment: cards (text for speech warm-up, tasks).
During the classes
II. Examination homework
Working with riddles on p. 24-25.
Can there be different answers to the riddle “No windows, no doors - a room full of people”: watermelon, cucumber, pumpkin, sunflower, zucchini, eggplant?
— Distribute the riddles among thematic groups: animals, garden, book and letter. Complete each group with riddles you knew before.
III. Speech warm-up
Fairy tales have been known for a long time.
Don't believe anyone who says
That this is fiction and nonsense,
Don't even listen to him.
Rather, read fairy tales
Remember them better
And learn the ancient wisdom -
They will teach you everything.
We know fairy tales by heart,
After all, we’ve been reading them since childhood,
But something new, my friend,
Now we will find out about them.
Read slowly (also: with acceleration; sad, cheerful).
Read expressively.
IV. Introduction to the topic of the lesson
— Do you like fairy tales? How would you explain: what is a fairy tale? (Children's statements.)
Material for teachers
The very first creator of fairy tales was the people. People lived hard: they plowed arable land, sowed, harrowed, reaped, threshed, cut wood, spun, weaved, fished and hoped for a better life. And in fairy tales they depicted the same thing. Fiction inspired confidence in victory over forces hostile to man. Fairy tales do not know irreparable troubles and misfortunes. Fairy tales taught us to be firm in troubles; they advised us not to put up with evil, but to fight it.
Fairy tales are different. There are magical ones - they must contain miracles and magical objects. There are fairy tales about animals - in them animals can talk, visit each other and even study at school. There are everyday fairy tales - they describe the life of ordinary people: a poor man or a clever soldier. A fairy tale always teaches people something and contains a wise thought.
Today we begin the study of Russian folk tales.
V. Work on the topic of the lesson
(Reading Yu. Koval’s article “Fairy Tales” on p. 28.)
What did A.S. Pushkin say about the fairy tale?
—What does a fairy tale teach? (Distinguish good from evil, good from bad.)
VI. Physical education minute
(To the teacher’s chant, children do exercises to correct inhalation and exhalation, imitating smelling flowers.)
Flowers
We will smell the flowers
Unusual beauty.
Smell the aster, smell the poppy,
Smell mallow, purslane,
Smell a rose, a lily,
Sweet chrysanthemum.
And violets and peonies.
We are champions of smell.
VII. Consolidation of what has been learned
1. Working with illustrations
- Look at the illustration on p. 29. What fairy tales do you remember? What do they teach?
2. Teacher’s story about Yu. Moritz
Today we will get acquainted with a poem by Yunna Moritz about fairy tales.
Material for teachers
Yunna Petrovna Moritz is a Russian poetess. Born on June 2, 1937 in Kyiv. Her father worked as a transport engineer, her mother gave lessons French and mathematicians, worked in the arts, as a nurse in a hospital, and even as a woodcutter.
In the year Yunna was born, her father was arrested following a denunciation, and a few months later he was found innocent. He returned, but quickly began to go blind.
The war found the family in Kyiv. A four-year-old girl began to write poetry “out of fear” in a world where bombs were falling, a trainload of refugees was burning, and where the basement where ice cream used to be stored became home. Tuberculosis dulled the constant feeling of hunger, but awakened the imagination. A stutter and a strong tic prevented the girl from walking kindergarten, removed her from her peers.
At the age of 6-7, Yunna went to the hospital, read poetry to the wounded, wrote letters to the front, and embroidered pouches. The usual activities for children of those years became something like the first lessons in poetic literature.
Later, this time was reflected in a number of poems: “The Walls Are Crying” (1975), “Lemongrass, Cabbageweed, Whitefish...” (1977), “After the War” (1980), “Wonderful Moment” (1986), “On a Moonlit Night in January..." (1986), "Quiet street of childhood..." (1988), etc.
In 1954, Yunna graduated from school in Kyiv and entered the correspondence department of the Faculty of Philology. She always studied well: both at school (gold medalist) and at the philological department of Kyiv University. In 1955 she entered the full-time poetry department of the M. Gorky Literary Institute and graduated in 1961.
In the summer and autumn of 1956, she sailed around the Arctic on the icebreaker “Sedov” and visited wintering grounds, including Cape Zhelaniya, on Novaya Zemlya. Winterers, pilots, sailors, their way of life, work, and the laws of the Arctic community greatly influenced her personality.
In 1961, Moritz's first book, Cape Desire, was published. The second book, “The Vine,” was published in Moscow only 9 years later, in 1970, because the poetess was blacklisted for the poem “In Memory of Titian Tabidze,” written in 1962.
Her poems for children were published in 1963 in the magazine “Youth”, where on this occasion a column “For younger brothers and sisters” appeared. In Y. Moritz’s work for children, joy dominates—sometimes festively ringing, sometimes muted and lyrical.
3. Poem “A fairy tale goes through the forest...”
(The teacher reads the poem on pp. 30-31.)
Explain how you understand the expressions “A fairy tale goes through the forest”, “A fairy tale comes out of the river”, “Fairy tales run in a crowd”.
Which fairy tale heroes are depicted on p. 30-31?
Read the poem yourself. Determine what mood the author conveys in the poem.
What words should we highlight when reading?
Let's read together slowly and determine where we will make short pauses and where we will make long ones.
Let's read the poem expressively.
4. Quiz “Heroes of Fairy Tales”
1. He is both a fool and a prince; carries out the tasks of kings, helps young princesses out of trouble. (Ivan.)
2. Lives in Russian fairy tales, indescribable beauty. It brings a lot of grief and misfortune to Tsarevich Ivan, and her feathers are very much valued by the kings. (Firebird.)
3. He will go out into the field, hug his pockmarked cow, lie on her neck and tell her how hard it is for her to live... (Little little havroshka.)
4. Lives in the forest, all living things obey him. And whoever gets into the forest will be spun, deceived, and not let out back. (Leshy.)
5. Hanging on chains, asking for a drink. And his death is in an egg, an egg in a duck, a duck in a hare, a hare in a casket, a casket on an oak tree, an oak tree on an island, and the island is unknown where. (Koschei.)
6. He caught a pike, rode a stove, and married the king’s daughter. (Emelya.)
7. She is the most cunning in Russian fairy tales. She wrapped everyone around her finger: the hare, the wolf, the bear, and the old man and woman. (Fox.)
8. The fox deceived him, and the prince took him into his service. (Wolf.)
VIII. Reflection
Select and continue any sentence.
In today's lesson I learned...
In this lesson I would praise myself for...
After the lesson I wanted...
Today I managed...
IX. Summing up the lesson
What have you learned about fairy tales?
What kind of fairy tales are there?
What very important things they teach us folk tales? Homework
Learn the poem by J. Moritz (p. 30-31).
Natalia Samsonova
Organization of full-fledged speech activity of children in the speech therapy group through the implementation of non-traditional forms
Appendix to the experiment "Organization of full-fledged speech activity of children in a speech therapy group through the implementation of non-traditional forms of speech work"
Communication situations
"Why do they say that?"
Target: learn children understand the meaning of figurative expressions, find semantic inaccuracies and errors in their use.
The teacher asks the children to guess puzzles:
What kind of tree stands -
There is no wind, but the leaf is shaking?
(Aspen)
Nobody's scared
And everything is shaking.
(Aspen)
Next, the teacher asks children have they ever encountered something so interesting? expression: “Trembling like an aspen leaf”. Invites you to remember when they say this, think and explain why this is so They say: not maple, not birch, but aspen.
The teacher fails children to conclusion: when you come across interesting expressions in books or in the speech of others, you should try to think not only about what they mean, but also why they say that. This is necessary in order to use these expressions correctly in the future. The teacher tells the children the story of Dunno, who went to the school of cheerful little men: “In class, everyone learned to make sentences. Dunno learned the fastest. When he read the sentences that he himself had come up with, the merry little men laughed for a long time.”
The teacher invites the children to listen to the sentences that Dunno came up with and explain why everyone laughed and how it was necessary say:
1) Masha lay in bed tirelessly all day long.
2) When Katya saw what a gift they brought her, she even pouted her lips with joy.
3) Oh, lion, you are so brave! You have such a hare soul!
4) The old man and his daddy rushed along the path, and Sasha wandered into the sandbox.
“Who lost what?”
Target: develop speech creative abilities children: the ability to change the plot of a fairy tale depending on changing conditions.
The teacher names objects that fairy-tale characters accidentally dropped. Children need to name who the object belongs to, what fairy tale this hero is from, how the plot of the fairy tale would change if fairy tale hero lost this item. For example, "glass slipper", "pomelo", "walking boots", "self-assembled tablecloth", "feather", "Golden Key", "talking mirror", "The Scarlet Flower", "arrow", "silver saucer and pouring apple".
"Comic questions".
Target: activate speech activity of children, educate attentive and careful attitude by the way.
The teacher asks humorous questions, and the children give reasoned answers, that is, they give an answer and explain why they think so.
Questions:
1. Who were the thirty-three heroes of Uncle Chernomor?
2. What kind of family relationships were Koschey the Immortal and Baba Yaga?
3. How old is Koshchei the Immortal?
4. How tall was Little Thumb?
5. What metal was the steadfast tin soldier made of?
6. Who was sitting on the golden porch?
7. Who has a long braid?
8. What position did Ivan from the fairy tale hold? "Ivan Tsarevich and the Grey Wolf"?
9. In which climatic conditions lived the Snow Queen?
10. Who had a ruddy side?
11. How many robbers opposed Ali Baba?
12. What kind of cap did Little Red Riding Hood wear?
13. What was the Snow Maiden made of?
14. What kind of shoes did Puss in Boots wear?
15. Who was the priest Balda?
"Tricky Questions".
Target: development of logical thinking, activation of speech.
1. The teacher asks the children "cunning" questions:
When the goat turns seven years old, what will happen next? (The eighth will go.) Why does the horse gallop? (On the way to.) Mickey the dog was born kittens: three white ones and one black one. How many kittens did Mickey have? (A dog cannot give birth to kittens.
What do crocodiles eat at the North Pole? (Crocodiles do not live at the North Pole.) What color is the bun's hair? (The bun has no hair.) Who's louder hums: rooster or cow? (The rooster does not moo.) How to catch a tiger in a cage? (There are no checkered tigers.) Answers children accepted only with justification.
2 Gymnastics for the mind: The teacher invites the children to answer, is it true? whether:
The cat likes Grapes and vinaigrette for lunch.
Answer, is it true?
Grab with your paw, click with your teeth.
The predator is the tiger and the predator is the wolf.
Answer, is it true?
The dog Barbos cackled and laid an egg in the nest.
Answer, is it true?
Even though the snail is small,
The whole house was taken away.
Answer, is it true?
The teacher invites the children to come up with and ask questions themselves. "cunning" question. If children cannot answer "cunning" question, then the child who asked it himself gives a reasoned answer.
"Relatives".
1. There are two sets of object pictures on the table. The child takes out a picture from one set, for example, a hedgehog.
One by one, the children take out pictures from the second set and find something in common with the first, that is, with a hedgehog, in the next scheme: “The Christmas tree is a relative of the hedgehog, because.” or “A ball of thread is a relative of a hedgehog, because.”
2. Working with a reference word “What can’t happen without?”
Children are given a reference word, and from the three offered they
must choose one without which, in their opinion, the reference word cannot exist, For example: bread - baker, car, bag; loaf - seller, flour, dough; baker - man, oven, robe.
"Club of Fairy Tales".
Target: cultivate attention, flexibility of thinking, form the ability to adequately defend one’s point of view.
The teacher reads:
A fairy tale goes through the forest -
Leads the tale by the hand,
A fairy tale comes out of the river!
From the tram! From the gate.
To be kind again Defeated the evil one!
To kind To evil Become good Convinced.
“Once upon a time there was a grandfather and a woman. And they had a chicken, Ryaba. Once a chicken laid an egg - not an ordinary one, but a golden one. ( "Chicken Ryaba") The woman put it on the window to cool. And the fox ate it ( "Kolobok")
Grandfather pulls and pulls, but he can’t pull it out. Baba pulls and pulls, but she can’t pull it out. "Turnip") The grandfather is crying, the woman is crying. But tears won't help my grief. Grandfather speaks: “I’ll go to the city to the fair, and you stay at home, take care of your brother!”("Swan geese") A day passes, two passes. Baba took the pie and a pot of butter and walked along the long road. ( "Little Red Riding Hood") How long or how long did she walk, she saw a hut on chicken legs, about one window, turning around itself. ( "Princess Frog") She and asks:
Who, who lives in the little house? Who, who lives in a low place?
I, Volchok - a gray barrel.
Let me live with you.
Pull the string and the door will open! ( "Teremok", "Little Red Riding Hood".)
She entered the hut: tattered fur coat, angry, hungry eyes. ( "Straw bull - tar barrel".) The wolf got scared and asks:
Grandma, grandma! Why do you have such long teeth?
This is to eat you quickly! ( "Little Red Riding Hood".)
Don't eat me, I'll sing you a song. ( "Kolobok".)
I am a cheerful gray wolf, I know a lot about piglets! ( "Three piglets")
Then the grandfather returned from the fair. They rejoiced and began to live, live and make good things! ( "Swan geese".)
Grandmother sewed Little Red Riding Hood not a hat at all, but... What?
“Grandmother sewed Little Red Riding Hood not a cap at all, but a red cloak with a hood for riding. After all, there is nothing surprising in the fact that you wear a hat everywhere. But if a girl does not want to part with her riding cloak, in which she should ride a horse, she gives a serious reason to nickname her “Little red riding coat!”
The slipper lost by Cinderella was not crystal at all, but... Which?
“The slipper that Cinderella lost was not crystal at all, but leather. In the old days, shoes in European countries made either of wood (cheap shoes - peasants wore them), or of leather (expensive shoes). Cinderella's ball slipper was leather. The leather shoe could be worn on both the right and left foot. Therefore, it is unknown which leg the beauty lost when she ran away from the palace. The skin is known to stretch a little. This is what prompted Cinderella’s sisters to demand help putting the slipper on their big feet.”
"Toothed Comb".
Target: continue familiarization with ambiguous words; learn to navigate in words, stable expressions, understand the meaning of phraseological units.
The teacher makes a wish for the children puzzles:
Frequent, toothy,
He grabbed the curly forelock.
(Scallop)
I walk, I wander not through the forests,
And by the mustache, by the hair,
And my teeth are longer,
Than wolves and bears.
(Scallop)
The teacher summarizes: the answer to these two riddles is the same - it’s a comb, that is, something used to comb one’s hair, and asks: “What other scallop do you know? (At the rooster. At the mountain. At the wave. At the roof.) The comb used for combing is said to have teeth. Show me his teeth. Who or what has teeth?” (Answers children.)
The teacher invites the children to guess another riddle:
She ate, ate oak, oak.
Broke a tooth, tooth.
(Saw)
Then he asks: “What do you use to rake hay? (With a rake.) This means that the child, the saw, and the rake have a tooth. Children, have you ever heard of this? proverb: "Keep your mouth shut"? What does it mean?" (Be silent, don’t say too much.)
At the end, you can ask how children understand the expression "An eye for an eye a tooth for a tooth", proverb "My tongue is my enemy".
"Forest St. John's Beast".
Target: cultivate attention, flexibility of thinking, develop imagination.
1. The teacher invites children into the forest, invites them to choose a means of transportation. In an imaginary forest on a green clearing, children sit in a circle (or semicircle). An adult reads the text, children help him and perform appropriate movements.
Good forest, old forest! Full of fabulous wonders!
And the funny bunnies - the long-eared guys -
We are going for a walk now and inviting you with us!
Jump and jump, jump and jump, Across the field and beyond the woods.
Birds, butterflies, little animals, a spider on a cobweb and a grasshopper on a blade of grass are waiting for us at the edge of the forest. A gray wolf walked through the forest, Gray wolf teeth click!
He sneaks behind the bushes, snapping his teeth menacingly. Mouse, mouse,
Gray coat.
Children imitate walking.
They jump like bunnies.
Depict any animal, insect or bird.
They depict how a wolf sneaks.
They imitate a mouse carrying a seed into a hole.
The mouse walks quietly
The grain is carried into the hole! Here is a frog jumping along the path, legs outstretched, through the swamp, hopping, hopping, hopping, under the bridge and in silence.
And the bear was following the mouse, and how he began roar:
Ooh! Oooh.
I'm waddling!
Birds in nests
woke up, smiled, perked up:
Tick-tweet, hello everyone, We are flying higher than everyone else!
2. Collaborative creativity activity: making a monocollage "In the forest".
Target: learn children coordinate your actions with peers, cultivate interest in joint activities, desire to help a friend.
Benefits: illustration of a forest landscape on a dense basis, old books, magazines, object pictures, glue, scissors, felt-tip pens.
“If only, if only.”
Target: learn children construct a logically complete statement, transform, take the place of another, see the situation through his eyes.
1. The adult invites the children to finish the sentence he started. It is built according to the scheme “If I were (A) (to).»
For example: “If I were a fruit, it would be a green and tasteless tangerine so that no one would eat me.”
Options:
If I were (A) grasshopper, then., that.
If I were (A) music, then I would...
Object pictures are laid out on the table (image down). According to the order, the child takes any picture, opens it and, as if reincarnated in the object or object depicted in the picture, talks about himself according to the scheme “If I were (A) someone (something), then I would., because (to).»
Listen and draw."
Target: learn children communicate freely during the process performing a joint drawing.
Materials: paper, markers.
The teacher names a word, for example "pen", which has several meanings. It is explained to the children that they must draw this word in all its diversity. While working, children should be able to comment on their drawings and communicate freely.
Drawing objects with the word is done in a similar way. "leg" (on another sheet of paper).
The result of the work for each word is carried out in form of conversation-dialogue(initiative statements are encouraged children) .
"Blurred Letter".
Target: cultivate a desire to actively participate in joint speech activity, practice writing common sentences.
The teacher tells the children that the bear cub Mishutka came to them for help. Children who want to help the bear sit around the table.
An adult speaks: “The little bear received a letter from his brother. I started reading and saw that the rain had blurred some of the words. We need to help him read the letter. Here it: “Hello, Mishutka. I'm writing to you from the zoo. “Once I didn’t listen to my mother and got so far that. I wandered through the forest for a long time and. Coming out into a clearing, I fell. I fell into a hole because. It was so deep there that. If I had ladder, then. I roared in the pit for so long that. The hunters came and. Now I live in. We have a playground for. There are a lot of young animals on the playground. We play with. They look after us. They love us because. Soon a trainer will come to us from. I hope to get into. What a great thing to be able to do. Wait for the next letter from. Goodbye, Toptygin."
When reading a letter, the teacher uses intonation to encourage children complete the sentence, and he writes "blurry" words.
The little bear thanks children for their help, takes "restored" letter, but does not leave, and sits sad at the table. The teacher asks Mishutka what else the children can do to help him. The little bear whispers his request into the adult’s ear, which he voices: “Children, Mishutka is very worried about his brother, because he has never been to the zoo. He doesn’t know who lives there and how he lives, what the homes of the zoo’s inhabitants look like, or what they eat. Let's tell our guest about the zoo."
Children take turns talking about their visit to the zoo and what interesting things they saw there.
"We make up rhymes".
Target: activate speech activity of children, develop them "linguistic abilities", practice using difficult words forms genitive plural of nouns (boots, stockings, socks, slippers, mittens).
Material: subject pictures (boots, stockings, socks, slippers, mittens, two magpies, puppies, titmice).
1. The teacher reads an English folk song to the children translated by S. Ya. Marshak.
I give you my word of honor:
Yesterday at half past five
I met two pigs
Without hats and boots,
I give you my word of honor!
Teacher. Did you like the poem? Do pigs wear boots? Or maybe pigs wear mittens? Together you and I can also make up funny jokes about different birds and animals. I'll start, and you continue. To help, I will show hint pictures.
We give you our word of honor:
Yesterday at half past five
We saw two
Without. (boot) And. (stocking).
And no puppies. (socks,
And titmice
Without. (slippers) And. (mitten).
Without. (boot) And. (stocking)
We met. (fourty).
No socks. (puppies,
Without slippers and mittens. (titmouse).
We made some funny jokes!
2. Object pictures are laid out on the table (image down). Anyone from children takes any picture, turns it over, and all the children together come up with a rhyme for the word in the picture.
"Riddles with rhymes".
Target: learn children solve riddles, choosing a rhyming clue word, rhyme the words yourself.
The teacher reads riddles to the children, the children guess them, and determine which word in the riddle the clue word rhymes with. They come up with their own rhyme for the clue words.
Who sings songs there, Shaggy, oh, big,
And he gnaws all the nuts, in his den in winter,
It flies from spruce to pine, in summer it chews berries,
The fluffy tail takes wild honey from bees.
just flickering? Can roar menacingly
The clubfooted beast will gnaw the shell finely. (bear).
And he will swallow the nut. (squirrel).
It meandered through the snow - Harmless and unforgiving,
She covered her tracks, Only out of fear is he prickly.
And the cheat disappeared. Don’t scare him, don’t touch him,
in the thicket of the forest. And it won't stab. (hedgehog).
Hunter keep up
couldn't for. (fox).
Carries any grain
In the hole, in your little capsule.
In winter, when there is no sun,
The grain will feed you. (mouse).
What's that squeak? What's that crunch?
What kind of bush is this?
How can there be no crunch?
If I. (cabbage!
And in cloudy weather
The sun is shining in the garden.
It grows in villages and in villages
Miracle sun. (sunflower).
Makes everyone around you cry
Although he is not a fighter, eh. (onion).
Will rise at dawn
Sings in the yard
There is a comb on the head,
Who is this?
(Cockerel)
Cunning cheat
red head,
The fluffy tail is beautiful!
And her name is. (fox).
Stone shell -
And in a shirt. (turtle).
Near the forest on the edge, Decorating the dark forest,
Do the rings warm you well?
"Me-me-me-me", - they answer (sheep).
Round and smooth
Take a bite - it's sweet.
Settled firmly in the garden bed. (turnip).
We fry it in oil, stew it and "in uniform" cook. When I grow up a little, I will dig myself.
(potatoes).
From threshold to threshold Will lead us all. (road).
In summer and in the swamp you you will find.
Green frog -
(Frog)
And they don’t swim in the sea,
And they don't have bristles,
But they are still called Marine. (pigs).
Vereschunya, white-sided,
And her name is. (magpie).
I'm growing in a red cap Among the roots of aspen trees.
You'll recognize me a mile away, my name is. (boletus).
There is a palace on the pole,
There is a singer in the palace,
And his name is. (starling).
The motley one grew up,
like Parsley,
Poisonous. (fly agaric).
All the migratory birds are worse,
Cleans the arable land from worms,
Jump back and forth across the arable land.
And it's called a bird. (rook).
"How people relax".
Target: learn children reason, make assumptions, defend your point of view with dignity, and respect the opinions of others.
1. The teacher conducts a quick survey among children on the topic“What is rest?”
Issues for discussion: “What is rest?”; “Why does a person need rest?”; “What is “vacation” and "holidays"?
2. Considered together with children situations: “How does a person rest? (adult and child) during the day, 24 hours?”; “Why do we call Saturday and Sunday days of rest?”; “Why do schoolchildren need vacations?”; “What do adults do during vacation?”; “What recreational places are there in the city?”; “How can you relax in nature?”
Fairy tales. "A Tale Walks Through the Forest" |
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Teacher's goals | Create conditions for familiarization with the genre of folk tales; promote the development of speech, reading skills, and the ability to relate illustrations to text |
Lesson type | Setting and solving educational problems |
Planned | Subject (amount of mastery and level of competence): will learn to: characterize the heroes of a fairy tale, correlate the qualities of the heroes of a fairy tale with their actions, name Russian folk tales and their heroes; will have the opportunity to learn: tell a fairy tale using an illustration, according to a plan; correlate the proverb and the fairy tale text, the drawing and the plot of the fairy tale; come up with your own fairy tale stories. Meta-subject: cognitive: identify and generally record groups of essential features of objects in order to solve specific problems; regulatory: perform educational actions in a materialized, vocal and mental form, use speech to regulate their actions; communicative: they ask questions necessary for organizing their own activities and cooperation with a partner. Personal: accept and master social role student; realize the motivation to educational activities |
methods and forms | Forms: frontal, individual, collective. Methods: verbal, visual, practical |
Educational | http://sweetsdetki.ru/index.php/kabinet-poezii-detskie-stixi/12-emma-moshkovskaya.html |
Equipment | Interactive whiteboard (screen), computer, projector |
organizational structure (scenario) of the lesson
Stages | Educational | Teacher activities | Activity |
organizing interaction | Developed skills (universal educational actions) | Intermediate control |
I. Motivation (self- definition) to educational activities | Emotional, psychological and motivational preparation of students to master the material being studied | Greets students, checks the readiness of the classroom and equipment; emotionally prepares for learning activities. Just imagine for a moment How would we live without books? What would a student do? If there were no books, If everything disappeared at once, What was written for children: From magical good fairy tales Until the funny stories... You wanted to relieve boredom Find the answer to the question. He reached out for the book, But it’s not on the shelf! No, you can't imagine For such a moment to arise, And you could have been left | The teachers are listening. Take part in a dialogue with the teacher. Demonstrate readiness for the lesson | Frontal, individual | Personal: have positive motivation Communicative: plan educational cooperation with the teacher and peers | Oral responses, teacher observations |
II. Updating knowledge | Speech warm-up | On the desk: Tsarap-Tsarapych got into the throat E. Moshkovskaya – Read the poem slowly (with acceleration; sad, happy). – Read expressively | Complete tasks | Frontal, individual | Cognitive: carry out semantic reading. Regulatory: accept and maintain the goals and objectives of educational activities | Oral answers, teacher observations, completed assignments |
III. Staging educational task | – Do you like fairy tales? How would you explain what a fairy tale is? – The very first creator of fairy tales was the people. Fairy tales are different. A fairy tale always teaches people something and contains a wise thought. – Today we begin the study of Russian folk tales | Answer questions. Listen carefully | Frontal, individual | Regulatory: accept and maintain the goals and objectives of educational activities. Communicative: able to listen to the interlocutor |
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IV. Work on the topic of the lesson | 1. Reading the article Yu. Kovalya "Fairy tales" | – What did you say about the fairy tale? – What does a fairy tale teach? | Read the article independently. Answer questions and draw conclusions | Individual, frontal | Cognitive: extract the necessary information from the textbook. Regulatory: guided by the textbook; control learning activities, notice mistakes made |
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V. Consolidation of knowledge and methods of action | 1. Work 2. Teacher's story 3. Poem “A fairy tale goes through the forest...”. 4. Quiz “What fairy tale is this from?” | – Look at the illustration on p. 29. What fairy tales do you remember? What do they teach? See resource material. A poem is performed by an actor (audio application). – Explain how you understand the expressions “A fairy tale is walking through the forest,” “A fairy tale comes out of the river,” “Fairy tales run in a crowd.” – Which fairy tale heroes are depicted on p. thirty- – Read the poem yourself. – What words should we highlight when reading? – Let’s read together slowly and determine where we will make short pauses and where we will make long ones. - Read it expressively. See resource material | Answer questions. They listen carefully. Listen to a poem. Answer questions. They read on their own. Complete the task. They read expressively. Answer quiz questions | Frontal, individual. Collective | Cognitive: carry out comparison, generalization, search for necessary information, conscious and voluntary construction of a speech utterance, construction of a logical chain of reasoning, proof. Regulatory: exercise control, correction, assessment, volitional self-regulation in a situation of difficulty. Communicative: express their thoughts with sufficient completeness and accuracy, adequately use speech means to solve communication problems; formulate and justify their opinions and positions | Verbal responses |
VI. Lesson summary. Reflection | Summarizing the information received during the lesson. Closing conversation. Grading | – What did you learn about fairy tales? – What kind of fairy tales are there? – What very important things do people teach us? | Answer questions | Frontal, individual | Cognitive: navigate the knowledge system. Personal: show interest in the subject, strive to acquire new knowledge. Regulatory: evaluate their own activities in the lesson | Verbal responses |
Homework | Homework instructions | Learn the poem by J. Moritz (p. 30– | Ask clarifying questions | Frontal, individual | Regulatory: accept and maintain the learning task |
Resource material
Teacher's story about Yu. Moritz
Yunna Petrovna Moritz was born on June 2, 1937 in the city of Kyiv. In 1954 she graduated from school. Her first poems were published that same year. In 1955 she entered the Literary Institute. in Moscow. Soon her first collection of poems, “Conversation about Happiness,” was published, and in the year of graduation, in 1961, her second collection, “Cape of Zhelaniya,” was published, after the name of the cape on Novaya Zemlya, inspired by a trip to the Arctic on the icebreaker “Sedov.” "in the fall of 1956.
Yunna Moritz is the author of collections of poems “The Vine” (1970), “A Harsh Thread” (1974), “In the Light of Life” (1977), “The Third Eye” (1980), “Favorites” (1982), “Blue Fire” ( 1985), “In the Lair of Gulos” (1990), “Face” (2000), “Thus” (2000), “According to the law - hello to the postman!” (2005), as well as books of poems for children - “ A big secret for a small company" (1987), "Bouquet of cats" (1997)), etc.
The poetess's poems have been translated into all European languages, as well as Japanese, Chinese, and Turkish. She herself did a lot of translations: from Georgian, Estonian, etc.
Some poetry collections are decorated with drawings by the author himself (“Face”, “Thus”). Yunna Moritz also embodied her thoughts in graphics and painting, “which are not illustrations, these are poetry, in such a language” (Yu. Moritz).
In Yunna Petrovna Moritz two different poets coexist: part of her work is dedicated to a children's audience. She began writing poems for children in 1963, after she was blacklisted because of the poem “In Memory of Titian Tabidze.” Her books were not published for 9 years, and she began writing for the best audience - children. And she found herself in worthy company - Kharms, Marshak, Moshkovskaya, Sapgir. The books “A Big Secret for a Small Company”, “A Dog Can Bite”, “A Bouquet of Cats” are known and loved by adults and children. Yunna Petrovna herself says that adults read books to children and only then do children begin to read poetry themselves. Therefore, she writes poems for children that would be interesting to both adults and herself.
She easily and beautifully plays with words, thus developing the child’s imagination: “Here comes a big fight, It’s snowing, there’s a dog, I’m going, the clock is going, The king’s mustache is coming!”, showing that the word “go” can be interpreted in different ways , that, in addition to the literal meaning, this verb also has a figurative meaning. Moritz generally loves verbal reversals: “laughing dance,” “rabbit on rabbit skates, little king on king skates,” “riding an elephant cat.” “Once a Horse sat in a galosh and said: I am a Galosh.” She talks to children in their language. Moritz’s poems are kind and funny, it’s not for nothing that songs have been written for many of them, and cartoons have been made based on some of them: “The Rubber Hedgehog”, “A Big Secret for a Small Company”, “Favorite Pony”.
In 2004, the poetess’s large, beautiful book “Move Your Ears” was published, with an inscription on its cover that the poetess herself came up with: “For children from 5 to 500 years old.” This is Yunna Petrovna’s favorite audience, for whom, according to her, she always writes, even in her dreams.
Songs written by Sergei Nikitin based on poems by Yunna Moritz gained particular popularity. Many children come to concerts with their parents to “whistle the hole in the right side”, sing “When We Were Young”, “A Big Secret for a Small Company”, etc. And when you see how selflessly the whole audience, of all ages, sings you understand that in this moment children and parents are in the same age category - from 5 to 500 years, the same one for which Yunna Petrovna Moritz most likes to write.
In 1995, Moritz was elected academician Russian Academy natural sciences. She is an award winner. – “For the civil courage of a writer”, “Triumph” award (Russia), “ Golden Rose"(Italy), prize of the International Moscow Book Fair in the category "Book of the Year" - "Poetry 2005", prize named after. A. Delviga - 2006
Quiz “What fairy tale is this from?”
1. An arrow flew and hit the swamp, 3. The little goats opened the door
And in that swamp someone caught her. And everyone disappeared somewhere.
Who, having said goodbye to his green skin, (“The wolf and the seven kids.”)
Did you instantly become beautiful and comely?
(“The Frog Princess.”) 4. She sat down under the window with the yarn
Wait for the owners, and looked
2. There is neither a river nor a pond, everything is for an apple. It
Where to drink water, There is plenty of fresh juice.
Very tasty water, so fresh and so fragrant,
In the hole from the hoof. So rosy and golden.
(“Sister Alyonushka and brother Ivanushka.”) (“The Tale of the Dead
the princess and the seven heroes.")
Natalia Tikhonenko
Target: Teach children to invent fairy tale according to reference pictures. Develop coherent speech, creative thinking, attention, determination and perseverance in finding solutions to emerging problems. Educate preschoolers communication skills and abilities, confidence when communicating with strangers; interest in creativity.
Tasks:
1. To develop the ability to observe logical sequence when compiling fairy tales.
2. Introduce the phantogram method and its values words: chest, miracles.
3. Improve skills in dialogue and phrase formation.
4. Strengthen children’s ability to form possessive adjectives.
Preliminary work: reading fairy tales
Material and equipment: screen,
Multimedia projector, laptop, tape recorder; 2 easels; chest, pot, wooden spoon, vessel, bell, mirror, ball with knots, soft modules, pipe, animal tracks, illustration fairy tale"Little Red Riding Hood", magic wand, picture of a miracle animal.
Organizing time
Etude "Friendship".
Let's hold hands, shake them lightly, look tenderly into each other's eyes, smile at each other.
Main part
Guys, what do you love most in the world? (children's answers)
And more than anything in the world I love miracles... What are miracles? (children's answers). That's right, miracles are magic, mystery. Do you want to find yourself in a wonderful place with me? Fairyland(children's answers). And we will take a good mood, smiles and imagination with us on the road. Look I have old grandma's chest Do you know what a chest is (children's answers). A chest is a large box with a hinged lid and a lock for storing things.
Let's take a look at it. Look, there lies in it old recipe: how to cook fairy tales and interesting stories.
Well, let's start doing some magic? Pour boiled water into the pot and add a thousand smiles. Everyone smiled together! One grimace for poignancy, pour in laughter, from hee-hee to ha-ha! Mix carefully, add a little imagination and... (magical music sounds)
A fairy tale goes through the forest -
Leads the tale by the hand,
Coming out of the river fairy tale!
From the tram! Out of the gate!
To, to, again,
Good has defeated evil!
To good, to evil
He taught me to become good.
The first task from grandma's chest.
To sleep in fairyland, you need to find the correct answer to the magic mirror question.
1. What did the month of April give to your stepdaughter? (ring, dress, car, house).
2. What is the name of the girl with blue hair? (Barbie, Malvina, Cindy, Alyonushka).
3. Name Snow White's little friends. (snowflakes, gnomes, trolls, birds).
4. Which flower did the Beast love most? (Scarlet flower, tulip, bell, chamomile).
5. What kind of transport did Emelya use? (on a sleigh, in a carriage, on a broom, on a stove).
6. Who did the wolf turn to to change his voice? (to the doctor, to the blacksmith, to the nightingale, to the thrush).
7. Who destroyed the tower? (elephant, bear, rhinoceros, hippopotamus).
8. Where should a bear not sit? (on a bench, on a log, on a stump, on a swing).
Well done guys, you answered the mirror’s questions, and now let’s go. (Children walk, stepping over imaginary trees, walking along a narrow road, etc.). Let's see what lies in our way (takes the ball on which the knots are tied).
And in a ball fairy tales,
They came to us without fear,
just like people
just unnamed for now.
And so that they are not confused, do not offend
Guess them guys
You have to guess the fairy tale,
Nodule untie.
Task 2. "Clew fairy tales» .
Educator tells a fairy tale, the children guess it and untie the knot. On the screen
Once upon a time there lived Grandfather and Baba, and they had a chicken, Ryaba. Once the Hen laid an egg - not an ordinary one, but a golden one. (Chicken Ryaba). The woman put it on the window to cool. And the fox ate it. (Kolobok). Grandfather pulls and pulls, but he can’t pull it out. Baba pulls and pulls, but she can’t pull it out. (Turnip). Grandfather is crying, Baba is crying. But tears won't help my grief. Grandfather speaks: “I’ll go to the city to the fair, and you stay at home, take care of your brother!” (Swan geese). Baba took a pie and a pot of butter and walked along the long path. (Little Red Riding Hood). How long or short did I walk, I saw teremok:
She asks:
Who, who lives in the little house? Who, who lives in a low place?
She entered the hut: And asks: “Grandma, grandma, why do you have such long teeth?”
This is to eat you quickly.
Don't eat me, I'll sing you a song. (Kolobok).
Then the grandfather returned from the fair. They rejoiced and began to live - to live well and make good things.
Children approach the easel on which there is a picture from fairy tales"Little Red Riding Hood"
Task 3. " The fairy tale needs to be remade.
Who is this? (children's answers). What is the name of fairy tale? Who wrote it? What happened to Little Red Riding Hood?
- You know the fairy tale. What would happen if mom asked Little Red Riding Hood not to go, but to run to her grandmother? As if a fairy tale has developed? (children's answers). Little Red Riding Hood would run through the forest. She had no time to stop. If only she had time tell the wolf: "Hello"- and would have rushed past him like a rocket.
What would happen if mom said Should Little Red Riding Hood go to grandma slowly, like a turtle? (children's answers). This means that Little Red Riding Hood would walk slowly. I stopped to talk to everyone. And in the forest she stopped near every bush, but the wolf had already passed through the forest a long time ago, and they had not met. Again it turns out different fairy tale.
Fikultminutka.
We are were like a fairy tale,
Everything about her has changed dramatically. The children walk in place.
We stomped our feet Stomp
We clapped our hands.
Will be in fairy tale remember us. Clap in palms.
We bent down at once. Forward lean
Two rose up Straighten up
Everyone smiled. Smile
And again they stomped, stomped
And they clapped their hands
Well done guys
What daredevils!
Look what I found, it’s a magic pipe, it will help us compose a magic fairy tale. (Children sit on stumps near the screen. There are pictures on the screen).
Task 4. Creative productive speech activity"Let's compose a magical fairy tale» according to reference pictures. Images: girl. Brother, geese - swans, Baba Yaga, helicopter, invisible hat.
You are given pictures, using the pictures we must compose a new one fairy tale.
Turned out great fairy tale. Let's move on, magical footprints will show us the way.
(children follow the tracks and meet a magical beast). Let's look at what animals it consists of. Head (whose, tail, etc. whatever you think, what to call it.
Task 5. Game "Good or bad" (NZ)
Children look at the animal and answer questions "Fine", "Badly". Our animal has horns. Why is this good? But it’s bad, etc.
(bell rings)
The magic bell reminds us that it is time to return home, and a magic wand will help us with this.
One two Three.
Wand bring us back home.
Final part:
What did you like most about Fairyland? (children's answers). And we will give all the magical things that we have encountered in this country grandma's chest to get into her fairy tales, good conquered evil.
