Summary of educational activities in the senior group of the preschool educational institution “Winter Fun” (composing a story based on a picture)
- January 3, 2021
Program content:
- Improve children's ability to write a descriptive story based on a picture.
- Strengthen the ability to present the content of a picture in detail and logically; independently invent events preceding and following those depicted in the picture.
- Practice composing sentences and incorporating them into a coherent statement.
- To develop children's coherent speech in story writing, attention, and memory.
- Develop the ability to listen to the answers of your comrades to the end, without shouting.
Materials and equipment: painting “Winter Fun”, stereo system, DVD with music by A. Vivaldi “Winter”, board, magnets. Preliminary work: conversations with children about winter and winter activities, selection of definitions, selection of synonyms for the word quickly - swiftly, dashingly, at full speed, like an arrow, in an instant, immediately, etc.
GCD move
Educator: Guys, let's guess the riddle and find out what we will talk about. So listen to the riddle.
I dusted the paths, decorated the windows, and gave joy to the children. And I went for a sledding ride. (Winter).
A short conversation on the following questions:
- Guys, what is this riddle about? (About winter).
- What is our winter like? (Severe, white, silver, fluffy, snowy, frosty, cold).
- What happens in winter? (Snow is falling, the wind is howling, rivers are freezing).
Well done guys, you remembered all its signs.
Exercise “Name the action” (with a ball).
Educator: I will say an unfinished sentence, and the one to whom I pass the ball will finish the word I didn’t say.
- In winter there is a snowstorm... (sweeping).
- At night the wind in the pipes... (howls, howls).
- From a snow cloud, snowflakes... (fall, fly, spin).
- There is a hungry wolf in the forest in winter... (howls).
- For the winter, the bear is in a den...... (falls asleep).
- Frost on the cheeks and nose... (stings).
- In winter, the water in the river... (freezes).
- Frost on tree branches... (glitters).
- In winter, snow is all around... (covers).
- Trees in winter... (sleep).
- Grass under the snow in winter... (warming up).
- In winter, insects... (hide).
Well done! You know winter phenomena well. Do you know what winter cannot be without? Let's continue playing.
Game "Third Man".
Educator: Now listen to my winter words, one of the three words will be superfluous, you need to name it, explaining your decision:
1. January, February, winter.
2. Snowballs, sleds, skates.
3. Blizzard, skiing, frost.
4. Snowball, snowman, bullfinch.
Right! What smart people and smart girls! You know everything about winter and winter phenomena. Guys, do you think winter is good or bad?
Suggested children's answers:
- It’s good in winter because there is a lot of snow and you can build a snowman and have snowball fights.
- It’s good in winter, you can sled down the mountain.
- In winter comes the best holiday - New Year, and this is very good.
- It’s bad in winter, when it’s very cold, we don’t go for walks.
- Birds feel bad in winter - they are cold and have nothing to eat.
- In winter it’s nice and fun, we go skiing and play hockey.
For each answer, the teacher draws a circle of snowballs “good”, “bad”.
Educator: Guys, look at the snowballs and draw a conclusion: which snowball is bigger? There are more good things in winter: the kids love to play, have fun, and play sports.
But what games do they like to play? I'll tell you some riddles :
My new friends are both brilliant and light, And they frolic with me on the ice, and are not afraid of the frost. (Skates).
They run forward with their noses in the air. Two stripes follow them. (Skis).
Oh, it's snowing! I'm bringing out my friend horse. I fly down the hill on it, and drag it back. (Sled).
Physical exercise.
- “Winter has finally come, (children spread their arms to the sides)
- The houses have become white (they fold their hands over their heads)
- It's snowing outside (move hands from top to bottom)
- A janitor sweeps the street (imitate)
- We are sledding (squat, arms extended forward)
- We write circles on the skating rink (put our hands behind our backs and spin slowly)
- Skiing deftly, (imitate)
- And we all play snowballs. (They make and throw snowballs)"
It's good in winter - a lot of games and fun. What can you do in winter? (Sledding, skiing, skating, building forts, making snowmen, etc.).
Dynamic pause.
Educator: Now we will play. You (points to half of the group) will be snowflakes, and you (the other half) will be the wind. The game is repeated twice, the subgroups change roles. Snowflakes are spinning, running on tiptoes, the breeze is resting. As soon as I say “the breeze has woken up,” the breeze blows, shhh, and the snowflakes settle.
Didactic ball game “Name it kindly”
(Children catch the ball, give answers to the teacher with a diminutive suffix):
- Snow - snowball
- wind - breeze
- star – asterisk
- winter - winter
- Christmas tree - Christmas tree
- snowflake - snowflake
- sun - sunshine
- snowman - snowman
- star - asterisk.
Educator: Many poets, writers and artists depicted winter in their works. And in our art gallery there is a picture about winter. (The teacher draws the children’s attention to the painting “Winter Fun”).
Educator: In a real art gallery there is a guide who tells all visitors interestingly about the paintings. Do you want to try to become a tour guide, compose and tell a story based on this picture?
Communication by picture:
- What time of year is shown here?
- Why did the children come to the hill, and what happened there?
- What were the children doing? (Children sledding down the mountain, making a snow woman, skiing, playing snowballs).
- How do the guys play in winter? (Fun, joyful, friendly, interesting, fervent).
- At the end of the story, tell me what mood the guys were in and why you decided that way.
– Remember the words that will decorate your story and make it interesting. Do not forget that children can be called differently when telling stories (children - kids, guys, boys and girls, they).
Children's stories based on the picture.
Reflection.
- What did we do today? You did your best today and made up different interesting stories. It seems to me that this story will be interesting for your moms and dads to listen to at home.
As a farewell gift, I want to give you pictures – “Winter Fun” coloring pages. Winter has only white paint, but you can color them with your colored pencils.
Author: Gumerova Rezeda Khalidovna, teacher at MBDOU DS KV “Beryozka”, Novy Urengoy, Tyumen region.
Conversation on the painting by A. K. Savrasov “The Rooks have Arrived”
Topic: Conversation on the painting by A. K. Savrasov “The Rooks have Arrived”
Goals:
-to help children see and feel the soulful beauty of their native Russian nature in the film “The Rooks Have Arrived”;
— learn to establish semantic associations, answer questions independently;
- use common sentences with homogeneous definitions in speech...
Preliminary work
- Acquaintance with poems about spring by F.I. Tyutchev “Spring”, “Spring Waters”, A.N. Pleshcheev “Spring”, I. Tokmakova “Spring”
- Reading the story by E. Shima “Stone, stream, icicle and sun”
- Guessing riddles about spring.
- Repetition of migratory birds - the game "Fly away - arrived."
- Repetition of the spring months - the game "Before - between - for"
Equipment
Reproduction of A.K. Savrasov’s painting “The Rooks Have Arrived”
Lesson plan. Introduction
.
Invitation to the opening day.
I invite you to the opening day. Vernissage is a place in a museum where paintings are shown. Imagine that we are in a large hall of a museum. And I am your guide, I will introduce you to the picture. True, there will be only one picture, but it will be very famous. The teacher opens the picture on the easel.
Silent holistic perception.
This painting is called “The Rooks Have Arrived”, it was painted by Russian artist Alexey Kondratyevich Savrasov. Why is it so famous, why do people come from different cities and even different countries to see it? What is her secret?
Today I will help you reveal its secrets.
A conversation based on a picture, complicated by grammatical tasks.
- Tell us about the birch trees in the foreground. What are they?
What's happening on the birches?
What can you say about the lone rook on the left, near the old gnarled birch tree?
Who is the main character of the picture? Why?
This is the first secret, the rooks discovered spring, early, not bright, still with cold days, remnants of snow.
2. But what happened to the snow, what is it like under the birches, in the fields? You can say about him in lines from poetry: “The snow is no longer the same: It has darkened in the field...”
The artist paints the picture in cold colors, there are no bright greens or bright colors here. And yet there is a beauty of spring in her. Here's the second secret.
3. Let's go deeper into the picture.
Let's walk along the right bank of the river. What's there?
Village. What kind of houses? (high, low). What are houses and barns made of?
(wooden). What is in the middle of the village? High bell tower. What is it built from (stone, white). What to call it in one word?
White stone. What can you see behind it? (End of the village.) What's behind the village? (Field) Tell us about it. Beyond the field you can see a thin strip of forest. This is the horizon line. She merges with the high sky. That's how far we've come. This is the third secret. The picture has depth and height. The bell tower is high, but the sky is even higher. It has a lot of space. The artist divided it in half with the horizon line. One half is everything that grows and stands on the earth, the other half is the sky.
4.Look at the sky in the picture. What is it like?
The sky is covered with clouds. What can they be called? (Cover). However they are tall. What color are they? (white, gray...) In a word - white-gray. But in the left corner of the picture the clouds parted, as if the wind had torn them apart, we can see the edge of what? (blue sky). Such blue skies only happen in spring.
It’s like a window and the artist let in a lot of air smelling like spring. Smells live in the painting. Which? (The smell of melting snow, fresh air, the smell of swollen spring buds, the smell of warm earth) Here is another secret.
5. In spring the air is fresh and fragrant. I want to breathe deeply, enjoy spring, sing, smile, laugh. Even the rooks are happy with her. They scream, make noise... What else can sound in a picture where the sounds of nature live? (The river is noisy, murmurs, the branches are noisy, the wings of rooks are noisy, the wind is noisy) The voices of birds, the noise of nature live in the picture.
This is the new secret we have discovered.
Spring is coming, spring is coming!
We are the messengers of young spring
She sent us ahead!..
And this key will show us what you remember while looking at the painting “The Rooks Have Arrived”
- Didactic exercise “Drawing thoughts on the board”
- Game “Magic Chain” On the shore there were three......
What is the name of the painting you came across?
Who wrote it?
- Graphic dictation. "Key"
These keys will help you discover new secrets of new paintings.
Teaching children storytelling based on a picture, a series of plot paintings.
Painting lessons are important in the system of teaching storytelling.
two types of such classes held in kindergarten
: looking at paintings with a conversation about them and children composing stories based on the paintings.
At the first stage, preschoolers master predominantly dialogical speech: they learn to listen to the teacher’s questions, answer them, and ask; the latter contribute to the development of monologue speech: children acquire the skills of composing a story in which all parts are contextually related to each other, logically and syntactically combined.
In developing the skills to describe pictures and compose narrative stories, specially designed series of didactic pictures of different types are used.
Subject paintings
– they depict one or several objects without any plot interaction between them (furniture, clothing, dishes, animals; “Horse with a foal”, “Cow with a calf” from the series “Domestic Animals” - author S. A. Veretennikova, artist A. Komarov).
Subject paintings
, where objects and characters are in plot interaction with each other.
Subject pictures are conducive to nomenclatural activities related to the listing and description of the qualities and features of the depicted object. The plot picture prompts the child to tell a story related to the interpretation of the action.
A series or set of paintings related by a single plot content
, for example (story in pictures) “Stories in Pictures” by N. Radlov (M., Planet, 1992).
Reproductions of paintings by masters of art are also used.
:
- landscape paintings: A. Savrasov “The Rooks Have Arrived”; I. Levitan “Golden Autumn”, “Spring. Big Water", "March"; K. Yuon “March Sun”; A. Kuindzhi “Birch Grove”; I. Shishkin “Morning in a pine forest”, “Pine forest”, “Forest cutting”; V. Vasnetsov “Alyonushka”; V. Polenov “Autumn in Abramtsevo”, “Golden Autumn”, etc.;
- still life: K. Petrov-Vodkin “Birch cherry in a glass”, “Glass and apple branch”; I. Mashkov “Rowan”, “Still Life with Watermelon”; P. Konchalovsky “Poppies”, “Lilacs at the Window”.
When selecting paintings for storytelling
They are subject to
a number of requirements
:
— the content of the picture should be interesting, understandable, and foster a positive attitude towards the environment;
- the picture must be highly artistic;
— images of characters, animals and other objects must be realistic;
- a conventional formalistic image is not always perceived by children;
— you should pay attention to the accessibility of not only the content, but also the image.
There should be no pictures with an excessive accumulation of details, otherwise children will be distracted from the main thing. Strong reduction and obscuring of objects makes them unrecognizable. Excessive shading, sketchiness, and incompleteness of the drawing should be avoided.
When choosing a painting for a lesson
, the teacher must take into account
that children know
:
1.About the characters of the picture (girl, boy, bun);
2. Their actions (walking, playing, eating);
3.About the place of action (Where? In the forest, at home);
4.About the time of action (When?).
In accordance with the “Kindergarten Education Program,” painting viewing classes are conducted in all age groups
.
But if children of younger and middle age learn to describe pictures
based
on the questions of the teacher
, then
in the senior and preparatory
groups for school the main attention is paid to
independent storytelling
.
One of the techniques that prepares children to tell a story based on a picture is looking at and talking about its content.
Looking at paintings
, according to E.I. Tikheyeva, has
a triple goal
: exercise in observation, development of thinking, imagination, logical judgment and development of the child’s speech.
A preschool child loves to look at pictures and talks about them vividly and interestedly. His desire is great to share his impressions with others about what he sees.
Thus, looking at the picture encourages the child to engage in speech activity.
,
determines the theme and content of stories, their moral orientation.
But a child can tell about the content of a picture only if he understands it. The degree of coherence, accuracy, and completeness of stories largely depends on how correctly the child perceived, comprehended, and experienced what was depicted.
how clear and emotionally significant the plot and images of the picture became for him.
In order for children to better understand the content of the paintings, the teacher conducts a preliminary conversation
, which uses the children’s personal experiences and memories of events similar to those depicted in the picture.
In the process of examination, the vocabulary is activated and refined, dialogical speech develops: the ability to answer questions, justify one’s answers, and ask questions oneself. Consequently, the goal of a conversation based on a picture
is to lead children to the correct perception and understanding of the main content of the picture and at the same time the development of dialogical speech.
Children do not know how to look at pictures, cannot always establish relationships between characters, and sometimes do not understand how objects are depicted. Therefore, it is necessary to teach them to look and see the object or plot in the picture, to develop observation skills. Children are taught to notice details in a picture: background, landscape, weather conditions, to include in their story a description of nature + a literary word (a poem, an excerpt from prose, a riddle, a tongue twister).
So, when looking at the painting “Autumn” from the series “Our Tanya” in the second younger group. The teacher draws attention to the multicolored bouquet of autumn leaves. This causes revival in children, a certain emotional mood, as it is associated with vivid life experiences: they themselves collected yellow leaves and made bouquets from them.
The transition from the introductory conversation to viewing the picture itself should be logically consistent and smooth. The questions “Who do you see in the picture?”, “What is the girl carrying in her hand?” The teacher turns the children's attention to the picture, immediately highlighting the central image in it. Children look with interest at a girl with a bouquet of the same autumn leaves that they themselves recently collected.
Looking at pictures prepares children to write descriptions and stories.
.
By conveying what is depicted in the picture in a story, the child, with the help of the teacher, learns to correlate the word with the visually perceived material
.
He begins to focus on the selection of words
, in practice he learns
how important an exact word designation
is, etc. The great Russian teacher Ushinsky justified the value of a picture by the fact that the image of an object excites the child’s thought and causes the expression of this thought in an “independent word.”
There are several types of children's stories based on the picture.
:
— description of subject paintings;
- description of the plot;
- a story based on a sequential series of plot paintings;
- a narrative story based on a plot picture;
-description of a landscape painting and still life.
In teaching children to tell stories from a picture
It is customary to distinguish
several stages
.
At a younger age
a preparatory stage
is carried out , which aims to enrich the vocabulary, activate children’s speech, teach them to look at the picture and answer the teacher’s questions.
In middle preschool age
Children are taught to compose
descriptive stories based on subject and plot pictures
, first based on questions from the teacher, and then on their own.
Senior preschool age
characterized by increased speech and mental activity of children.
Therefore, a child can independently or with a little help from a teacher compose not only descriptive, but also narrative stories, and come up with the beginning and end of the plot of a picture.
Techniques for teaching children storytelling that can be used when working with paintings
. These include:
- sample storytelling;
— analysis of a sample of storytelling;
- shared storytelling;
— storytelling plan (2-3 questions);
- telling in parts.
Storytelling sample
- this is a short, lively description of the depicted object or a statement of the event, accessible to children for imitation and borrowing.
Sample story
is most widely used in the initial stages of education and is intended for imitation and borrowing by children. The sample tells the child the approximate content, sequence and structure of the monologue, its volume, facilitates the selection of vocabulary, grammatical forms, and methods of intratextual communication. The sample shows an approximate result that children should achieve. In this regard, it should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loud enough. The content of the sample must have educational value.
Analysis of a storytelling sample
. The purpose of this technique is to attract children's attention to the sequence and structure of the story. First, the teacher himself explains how the story begins, what is said later, and what its ending is. Children are gradually involved in analyzing the content and structure of the sample. This technique is aimed at familiarizing children with the construction of different types of monologues; it tells them the plan for future stories.
Shared storytelling
. This technique involves the joint construction of short statements, when the adult begins the phrase and the child finishes it. It is used in younger groups, as well as in working with children for whom a higher level of speech activity is too difficult. If necessary, this technique is used individually (junior group) or with all children (middle group). Shared storytelling can be combined with dramatization of different plots. Gradually, children can be introduced to simple improvisations.
Story plan
– these are 2-3 questions that determine its content and sequence. It is first used together with a model, and then becomes a separate teaching technique. The plan helps to consistently isolate and characterize the details of the content, as well as the selection of facts, description of the characters, place and time of action, and development of the plot. Questions in the form of an outline help you remember and reproduce events in a certain order.
Telling in parts
. Essentially, this is also a type of collective storytelling, in which each of the narrators creates part of the text. For each part, a plan is made, and then 2-3 statements, which are combined at the end by the teacher or a well-narrated child.
The variety of methods and techniques used in working with preschoolers allows the child to develop literate speech and the ability to operate with vocabulary by examining and describing a series of plot pictures used in a preschool institution.
Classes to familiarize children with paintings can be conducted using a variety of techniques. Usually the lesson begins with an introductory conversation, the main methodological technique
-
questions from the teacher
. The teacher’s questions encourage children not only to identify objects and their qualities, but also to explain the phenomena depicted in the plot paintings that are understandable to the child.
After the conversation, the teacher himself talks about what is drawn in the picture. In this case, it is recommended to use works of art, for example, short stories on this topic. It is advisable to introduce gaming techniques. Examination of object pictures must be associated with children’s personal experience; it can be accompanied by examination of a similar toy. After the lesson, the painting remains in the group for several days; work with it continues outside of class. The same picture can be used several times during the year, but at the same time the teacher must set different tasks, gradually complicating them.
It is advisable to combine painting work with other types of activities: music, artistic work, dramatization games, excursions, etc.
Class structure
Junior preschool age.
Target
: teach children to look at a picture, notice the most important thing in it and gradually move them from a simple listing of objects to coherent statements (answers to the teacher’s questions).
1. Preliminary conversation to prepare for the perception of the content of the picture (reliance on the personal experience of children, creating an emotional mood).
2. Looking at the picture.
3. Conversation based on its content. Questions should be clear, concise, consistent, highlight the central image, and help a holistic perception of the picture.
4. The teacher’s story based on the picture. It is possible to read a work of fiction, ask riddles, etc.
Middle preschool age.
Target:
learn to compose descriptive stories based on questions and speech patterns of the teacher.
1. Preliminary conversation to prepare for the perception of the content of the picture (reliance on the personal experience of children, creating an emotional mood).
2. Looking at the picture.
3. Conversation based on its content.
4. The goal is to compose a story based on the picture.
5. Joint storytelling between the teacher and the children: a speech sample (an example of a short and complete statement), the teacher begins, and the child continues the description. By the end of the year, bring children to an independent story.
6. The teacher’s summary story.
Senior preschool age.
Target
: teach children to independently (with a little help from the teacher) compose descriptive and narrative stories, come up with the beginning and end of the plot of the picture.
1. Preliminary conversation.
2. Looking at the picture.
3. Conversation about the main points of the plot.
4. Goal setting for composing a story.
5. Communicate the story plan (or discuss it with the children).
6. Children's stories (at the beginning of the year - a method of joint actions: the teacher begins, the children continue and finish the story, collective compilation of a story: several storytellers) with an assessment of speech activity.
7. The lesson ends with a good example of a story (from the child or teacher).
8. Summary of the lesson (brief formulation of the theme and plot of the story).
In case of difficulties for children, help, instructions from the teacher, and a speech sample before the children’s stories are acceptable.
So, the main methodological techniques: conversation about the key points of the plot, joint speech actions, collective story, speech sample (for example, at the beginning, middle and end of the lesson).
School preparatory group.
Target:
learn to independently invent events that preceded and followed those depicted in the picture. Activate the imagination using the technique of “entering the picture.” Learn to describe events using a series of pictures.
1. Preliminary conversation preparing for the perception of the picture.
2. Looking at the picture.
3. Conversation about the picture (including questions that activate the imagination: what can you hear, feel, being in the scene of the picture, etc.)
4. Target setting for compiling a story according to plan.
5. Drawing up and discussing a story plan with children.
6. Children's stories (collective story).
7. Evaluation of children's stories (completeness of the story, sequence of events presented, use of different intonations, rate of speech, figurative expressions, etc.).
8. At the end of the lesson, children should hear a good speech sample (from the child or teacher).
9. Results of the lesson with a brief statement by the children of the goal, theme of the story, etc.
Note:
1. Higher demands are placed on the stories of children of senior preschool age: accurate presentation of the plot, use of a variety of linguistic means.
2. A story - a model is given in the senior and especially in the preparatory to school groups for general imitation, and not for simple reproduction. But at the same time, depending on the complexity of the task, a speech sample of the entire story or part of it is acceptable at the beginning, middle or end of the lesson. It is possible to use a literary sample.
3. The role of the teacher is changing - he no longer takes a direct part in compiling stories, but only manages the children’s activities, intervening only if necessary.
4. Children of older preschool age must be taught to notice details in a picture: background, landscape, weather conditions, and to include descriptions of nature in their stories.
5. Various grammatical and lexical exercises can be included in conversations on the content of the picture. As a result of such exercises, children's stories will become more colorful and enriched with various descriptions (seasons, weather, characters, etc.).
Before the lesson “teaching storytelling from a picture”
Previous work
is required .
For example, before writing a descriptive story based on the painting “Cat with Kittens.”
1. Observe a live cat with kittens;
2. Invite each child to treat the animals with what they like;
3. Expand knowledge about the characteristics, appearance, habits of different animals (through illustrations, reading fiction);
4. Play board and printed games, for example, “big-little”;
5. Invite each child to compare two toys.
Preparatory work helps to reproduce in the child’s real life those connections and dependencies that he will have to establish in the picture and explain in monologue.
Example lesson
:
Topic: Compiling a descriptive story based on the painting “Cat with Kittens” from the series Pets.
Target
: consolidate the ability to compose a story based on a picture, reflecting what was seen in the picture and using personal experience; learn to correlate the names of animals and their cubs, consolidate words denoting an action; cultivate an interest in animals, a desire to care for them, and talk about them.
Vocabulary work
– white-footed, red, gray.
Progress
:
1. Show the picture, remember the title, come up with a new one.
2. Questions for children: Who is depicted in the picture? What do kittens do? What is the ginger kitten doing? What other kitten do you see? What can you say about him? What is the third kitten doing? Which cat is mom? How does she look at kittens?
3. Sample story from a teacher.
4. Writing stories for children.
5. Evaluation of children's stories by the teacher and children.
6. Game: teacher - cat - mother, children - kittens, children execute commands (physical exercises).
7. The teacher offers to listen to the story, accompanied by a display of toys and illustrations.
8. Analysis of the lesson (questions to the children: What did you learn? What did you understand?)
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A plan of educational activities in the senior group about the history and attractions of my city. Examination and description of I. Shishkin’s painting “Rye” Types of children’s activities: play, communication, perception of fiction, cognitive and research. Program objectives: • To develop love for one’s hometown and interest in its past and present; • To introduce the history of the name of the city, to cultivate a sense of pride for their fellow countrymen; • Enrich and activate the vocabulary; • Teach verbal description of a painting, instill a love of art and native nature. Planned results: • Can talk about his hometown; • Shows interest in art when looking at photographs and reproductions of I. Shishkin’s painting “Rye”; • Share with the teacher and other children various impressions about your small homeland. Materials and equipment: photographs with views of the city; reproduction of I. Shishkin’s painting “Rye”. Methodical techniques I Introductory part 1.1. Reading of the poem “My Land” by the teacher according to I. Vekshegonova Hello guys, before we start our lesson, I want to read you a poem by Ida Vekshegonova, which is called “My Land”. Listen carefully. “My land is poplar - sometimes fluff, sometimes snow, My beloved city, steep bank. Behind the garden there is a gate, the grass is mush. The path, like a thread, is barely noticeable. She walked through to the village and entered my heart without asking forever.” Ida wrote such a wonderful poem about her land. 1.2. Introductory conversation about the small Motherland Guys, we learned about the Motherland, about the country in which we live, and there is such a concept as “small Motherland”. How do you understand what the concept of “small Motherland” is? (This is our birthplace). Absolutely right, “small Motherland” is the place where you and I were born and live, where we saw the light of the sun and began to explore the world around us. This is the region, the region, the city, the district, the street, the house and our kindergarten that you go to, a small piece of our huge country. Our country is Russia. Children, tell me, what is our city like? (Light, good, clean). Yes, and the city would not be like this if there were not such hardworking people, smart, caring leaders who know what adults need for a good life, what you children need for a fun and carefree life. You are still preschoolers, but when you grow up, you will have to do great, good deeds. In the meantime, you need to love your city, and to love means to know it. 1.3. Finger gymnastics And now guys, let’s stretch our fingers with the help of finger gymnastics “Hello”. Prepare your hands, listen and repeat. “Hello, golden sun! Hello, blue sky! Hello, free breeze, Hello, little oak tree! We live in the same region - I greet you all (with the fingers of the right hand, we “greet” the fingers of the left hand in turn, patting them with the tips).” Well done boys! II Main part 2.1. Message of purpose Children, today we will compose a descriptive story based on the painting “Rye” by Ivan Ivanovich Shishkin. 2.2. Conversation about the work of I.I. Shishkina with the introduction of a portrait Children, pay attention to the board, there is a portrait of I.I. on it. Shishkina. This is a great Russian landscape artist, painter. He was born on January 13, 1832, he grew up as a very gifted boy. Ivan Ivanovich loved nature, it was close to his heart. He dreamed of penetrating the deep secrets of Russian nature. He has paintings “Winter”, “Morning in a Pine Forest”, “Rye”. 2.3. Introducing the painting We will take a closer look at the reproduction of the painting by I.I. Shishkina "Rye". Pay attention to this magnificent picture. 2.4. Silent contemplation Let's take a silent walk through the beautiful field and share our impressions with ourselves. 2.5. Looking at the painting How wonderful is this painting? A) Questions for children • What did the artist draw? (Field with rye). • What time is shown in the picture? (Autumn). B) Vocabulary work Children, Shishkin’s painting was made using the landscape technique. Landscape is a genre of fine art in which the main subject of the image is nature. Let's say this new word all together clearly and loudly (LANDSCAPE), okay, and now Oleg (Landscape). Well done! 2.6. The teacher’s story about the painting “Rye” And now I’ll tell you a little about this beautiful painting, and you listen carefully: “The painting reveals a golden field with ripe rye. The weather is calm, and light air clouds glide across the sky. The ears are ready for harvest. In a rich rye field, along a winding road there are mighty pine trees. A shaggy branch of an old pine tree hangs very low over the rye. The picture is filled with a high feeling of love for the native land and its nature.” This is the descriptive story that came out of Ivan Ivanovich Shishkin’s painting “Rye.” 2.7. Drawing up a plan by the teacher - a story • What is shown in the picture? (Golden ripe rye). • What is the weather like in the field? (Calm, sunny weather). • What's next to the winding road? (Mighty Pines). • What is the picture filled with? (Feeling of love for the native land). 2.8. Children writing a story Guys, I described the picture to you, and now you will try to describe the picture yourself. I will choose the one who behaved very well. 2.9. Individual work I will help you if you forget something. 2.10. Procedural assessment by the teacher Thank you Katya for the story, your story turned out to be complete, consistent, there were no pauses. Thank you very much, take your seat. III Final part 3.1. Physical education Now let’s get up and push our chairs back, and I’ll give you a physical education lesson about rain clouds. Repeat after me. “Rain clouds have arrived: rain, rain, rain! (We walk in place and clap our hands.) The raindrops are dancing as if they were alive! Drink, earth, drink! (We walk in place). And the tree, bending over, drinks, drinks (We lean forward). And the relentless rain pours, pours, pours!” (Clap our hands.) Well done, now let's take our seats. 3.2. Conducting the didactic exercise “What grows where?” Children, I suggest you play the game “What grows where?”, you need to sort your crops into different thematic circles: cereals, vegetables, forests. 3.3. Reflection • Children, what did we talk about today? (About the native land and the “small Motherland”). • What kind of picture were they describing? (Picture by Ivan Ivanovich Shishkin, called “Rye”). • What genre is the picture written in? (In the genre of landscape). Well done, you did a great job today, thanks for the lesson!| Next > |
Topic “CHILD SAFETY ON THE STREET”
Contents of the work: acquaintance with the street, transport, zebra crossings, traffic lights, basic rules of behavior on the street.
Cognitive practical activity. Targeted walk down the street
Goal: to clarify children’s ideas about the street, the rules of behavior on it and types of transport.
While walking along the street, the teacher reinforces the children's ideas about the names of the locality and the street they are walking on, and talks about the rules of safe behavior on the street. Informs about the structure of the street: there are houses on both sides, they are separated by a wide road (roadway), along which different cars drive.
On both sides of the roadway there are narrow paths for people (sidewalks). For safety, the roadway is separated from the sidewalk by a curb and a lawn. Children name the transport that is moving (bus, car, minibus, ambulance, trolleybus, tram, truck, etc.). During walks, the teacher develops the ability to see beauty in the environment.
Artistic activity. Construction of “City Street”
Goal: to consolidate children’s ideas about the street.
Material: large construction sets, dolls, cars, fences, trees.
With the help of bars, children lay out wide and narrow paths, clarifying their purpose. Various houses are built from bricks, cubes, and prisms, and the construction is supplemented with details. Together they come up with a name for the street. They use toys to play with the building.
Cognitive practical activity. Introducing ways to cross the street
Goal: to consolidate children’s ideas about the structure of the street and basic traffic rules.
Material: model of a city street with a pedestrian crossing, a set of toys (figurines of people, cars, model of a traffic light).
Q. Guys, we are on the street. Tell me what do you see? (Houses, a wide road with cars on it, a narrow road for people.) What separates the roadway from the pedestrian path. (Border, lawn.) Where are the cars? (On the roadway.
) Is it possible for pedestrians to enter the roadway? Why? (Children's answers.) Can children go outside without adults? (No. It's dangerous.) What if a pedestrian needs to cross to the other side of the street? (Children's answers.
) What do red, yellow, green traffic lights mean? (Children's answers.)
Emphasize that pedestrians have assistants for safety: a pedestrian crossing and a traffic light. The traffic light has three color signals: if it is red, you cannot move; if the yellow signal is on, this means that you need to get ready to move so as not to delay anyone; If the green signal is on, movement is allowed. At the pedestrian crossing, cars stop to let people through.
Game activity. Didactic game “Walk down the street”
Goal: to consolidate children’s ideas about the structure of the street and places for pedestrians to move.
Material: small construction set, dolls, animals, cars, trees, wide and narrow strips of paper.
Progress of the game
Children are invited to build a street from a construction set, name its parts, places for pedestrians and cars to move. Then the children act out various situations of crossing the street.
Game activity. Outdoor game “Colored Cars”
Goal: developing the ability to respond to a signal by changing the direction of movement.
Material: multi-colored rudders and flags.
Progress of the game
Children (cars) are placed along the wall or along the edge of the site, each with their own steering wheel color. The presenter has a set of flags of the same colors as the steering wheels. He raises the flag. Children with the same color steering wheel run around imitating the movement and sound of a car.
When the leader lowers the flag, they stop and go to the garage. Children's attention is drawn to moving carefully and avoiding accidents. To complicate the game, the presenter can raise 1-3 flags at the same time.
Cognitive practical activity. Traffic light monitoring
Goal: to consolidate children’s understanding of how traffic lights work and the rules of behavior on the street.
During the walk, the teacher asks the children to remember the name of the city, their street. Draws attention to the diversity of passenger transport in the city.
When approaching a pedestrian crossing, remind them that traffic lights are installed at intersections and pedestrian crossings. They do this so that cars and pedestrians do not interfere with each other, they know when and who can cross the street, so that it is safe.
The guys look at the traffic light, name the colors of its signals and their meaning. Monitor the movement of cars and pedestrians. Pay attention to the fact that there are many cars and trucks moving along the road, and no one interferes with each other.
This is because drivers follow traffic rules. Pedestrians also obey traffic lights. Children remember that the carriageway of the street is intended for cars, the sidewalk is for people, and they establish the rules: pedestrians can cross the street only at a pedestrian crossing, when the traffic light is green, pedestrians are not allowed to enter the roadway.
The teacher summarizes the rules of behavior on the street: you need to cross the road hand in hand with an adult, you cannot run or play. At the kindergarten site, he organizes the game “Children and the Traffic Light”: when the teacher shows a green circle, the children walk and run around the site, when it is red, the children stop and stand.
Communication. Conversation on the poem “Ball” by S. Marshak
Goal: to consolidate ideas about the rules of behavior on the street.
The teacher reads the poem “Ball” by S. Marshak to the children, then asks questions:
-What is this poem about? (Children's answers.)
— Why did the ball burst? (Rolled out onto the road and fell under the wheels of a car.)
— Is it possible to play with a ball on the street? (Children's answers.)
- Why can’t we play outside? (Is it dangerous.)
