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lessons and presentations, guidelines for conducting lessons; ...
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FSES Education system " School 2100" Dear colleagues! ...
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training session.

Lesson 1
Introductory lesson.
Calendar and calendar holidays.
Acquaintance with prescriptions
("Primer", p. 2-5, Recipe No. 1, cover, p. 1)

Target: acquaintance with the first book "Primer", with the Records.

Equipment: a cardboard box on which is glued the same as on the cover of the textbook, a drawing, cubes (size 10 10 cm or 15  15 cm, white), tape recording "School Desk Tips", soundtrack for the song "ABC", costumes for artists, illustrations: a tree without leaves, snowflakes, leaves (green on one side, yellow and red on the other), butterflies, flowers; State emblem of the Russian Federation, State flag of the Russian Federation, calendar holidays (textbook, p. 5).

During the classes

I. Organizational moment.

Teacher. We have many glorious

Different days on the calendar

But one is the best,

The very first in September.

The bell rang merry:

Hello school time!

And walks together to school

This morning kids.

II. Acquaintance with the subject.

(Students of grades 5-6 help in preparing and conducting the lesson. They act as an ABC, letters. Each of the artists has corresponding costumes. The “letters” are holding cubes with letters written on them.)

Student 1. Hello guys!

In a large and bright school

The door is open for everyone.

You all came to learn

You are school children now.

Teacher. Tell me, why do you need to go to school?

(Answers of children.)

- Right. I see you all want to be disciples.

- Let's get acquainted. At my command, each of you will loudly call your name.

- Why was it not clear who's name?(Answers of children.)

If you want to say

Or get out, or get up,

You have to hold your hand like that.

(The teacher accompanies the reading of the poem with the appropriate movement.)

- Wonderful. Remember everything?

The school has rules to help you learn well.

- Now, lean over to your desk and listen to her advice.

(The tape recording "School Desk Tips" is played.)

Wake up early in the morning

Wash yourself well

In order not to yawn at school,

Do not peck at the desk with your nose.

Accustom yourself to order

Don't play hide and seek with things

Treasure every book

Keep your briefcase clean.

Dress neatly

So that it was pleasant to look

Don't giggle in class

Don't move the chair back and forth.

Do not tease, do not be arrogant

Try to help everyone at school

Don't frown in vain, be brave -

And you will find yourself friends.

Tell everyone about the school

Treasure the honor of the school,

To get a five.

That's all my advice,

They are not wiser and simpler.

You, my friend, do not forget them.

Good luck!

- Do you know well what to put in a portfolio? Let's check.

Now guys

Hear the riddles!

I drew on paper

Streams, forests, ravines.

Because I painted

I became smaller.

(Pencil.)

In this narrow box

You will find pencils

Pens, eraser, paper clips, buttons -

Anything for the soul.

(Pencil case.)

I walked across the field

She drove with her beak.

I left my mark -

I put a point.

(Pen.)

Colorful sisters

We are bored without water.

Aunt is long, thin

Carries water to them, sighing.

(Paints and a brush.)

Now I'm in a cage, then in a ruler,

Manage to write on me,

You can draw.

What am I?

(Notebook.)

He's very, very famous

Stuffed with books in winter,

And in summer he is empty and fast asleep.

He just lies in the room.

But only autumn comes

He takes me by the hand.

And again in the rain and blizzard

With me walks my ...

(Briefcase).

I know everyone, I teach everyone.

Only I myself am always silent.

To make friends with me

We must learn to read and write.

(Primer.)

- Let's play the game "What will we take to school?"

Place your hands on your elbows. I will name any subject, if you take it to school - clap your hands, if not - don't clap.

(The teacher names the items, the game is played.)

(The ABC-book enters.)

Primer. Hello first graders! I am your first tutorial. Read my name.(Primer.)

Primer. Today my friends have come with me - letters. Meet.(Letters enter.)

The letter "U".

Convenient letter!

It is convenient in her that

What can you letter

Hang up your coat.

The letter "B".

This letter

Visible in the distance

Beautiful, twisted.

As if a pretzel was baked

Waiting for the newcomers.

The letter "R".

- I still tremble with fear! -

The log exclaimed:

- The letter looks like an ax!

Will split by all means!

The letter "b".

The letter "R" turned over -

She turned around with a soft sign.

Letters "A", "B" (capital).

A and B are like two sisters,

Like little birds

On the line they sit,

They look in all directions.

The letter "K".

Twig on the tree

I bowed low

And suddenly in the letter K

She turned.

Primer. I'll take these letters

And I will make a word out of them ...

Now you're done!

(The word "ABC book" is formed.)

- Children, help,

Read the word correctly.

(Children read the word.)

- Well done, many of you know the letters.

I only introduced you to a few letters. You will find them on the pages of your first book. Each letter looks forward to meeting you.

I. If you want to know a lot,

To achieve a lot

You have to learn.

Chorus:

ABC, ABC

Everyone needs

Books will help us

II. We need to write letters to us

Neatly in line

You need to memorize them

No mistakes - for sure.

Chorus.

III. Books can tell

About everything in the world.

Adults and children.

Chorus.

Teacher. Consider the cover of the Primer.

(Children note that the cover looks like a box of cubes.)

- That's right, only these cubes are drawn.

Primer and Letters. It's time to say goodbye. We have prepared a gift for you.(A large box of cubes is brought in.)Want to know what's in the box?

Thirty-three sisters

Written beauties

Everyone lives in the same box

And everywhere they are famous.

They always rush to you,

Glorious sisters, -

They ask all the guys very much

Make friends with them.

- The box contains cubes with letters, but these cubes are not simple. The letter that you will learn in the lesson will appear only when you become friends with it.

(ABC and Letters go away.)

Physical education

We became disciples

We observe the regime ourselves:

In the morning, when we woke up,

They smiled and stretched.

For health, mood

We do the exercises:

Hands up, hands down

They went up on tiptoes.

They sat down, then bent down

And, of course, they smiled.

And then we washed

They dressed neatly.

We had breakfast slowly

To school, striving for knowledge.

 Work according to the textbook.

Teacher:

- Consider page 2. What do you see on the cubes?(Pictures.)

- Why are there no letters?(You need to get to know them.)

- Name what you see on each cube. If you can, name the letter each word begins with.

- Name the letters or read the words on page 3.

- We will learn to speak and talk about what we see on the blocks and pictures in the textbook. Want to know what we're going to talk about right now? Then guess the riddle:

Annual bush

Every day he drops a leaf

A year will pass - the whole leaf will fall off.

(The calendar.)

- Open the tutorial page 4.

- What is a calendar? Where did you see him? What is it for? How many of you used the calendar? When?

- Four leaves of the calendar were torn off. Guess what is depicted on them.

You can ask a riddle:

Every year they come to visit us:

One gray-haired, the other young,

The third is jumping, and the fourth is crying.

(Seasons.)

- What seasons are depicted on the calendar sheets?

- Tell us what you know about each season.

- Now let's play. Guess what time of year it is talking about, and point your finger at the corresponding picture in the textbook.

(Reading children can write the season or the first letter of the word in the pictures.)

The cold has come

The water turned into ice.

Long-eared bunny gray

Turned into a white hare

The bear stopped roaring

A bear fell into hibernation.

Who will say, who knows

When does this happen?

(In winter.)

A beauty is walking

Touching the ground easily.

Goes to the field, to the river,

And on a snowball, and a flower.

(Spring.)

The sun is baking

Linden blossoms

Butterflies fly

When does this happen?

(Summer.)

If the leaves on the trees turn yellow,

If birds flew to a distant land,

If the sky is gloomy, if the rain is pouring -

What is our name for this time of year?

(Autumn.)

 Work on the textbook (continuation).

(Children note that the pictures are not in order.)

- Connect the pictures in order with a pencil: winter, spring, summer, autumn.

- What winter months do you know? How many are there? Which one of you was born in winter? In the spring? Summer? Autumn?

- How many months in a year? Please name them in order.

Game "Word is a magnet".

(On the board: a mock tree without leaves.)

- Name the words that relate to each season:

winter (for each word named by the children (for example: winter - skates, snow, New Year, etc.), a snowflake is attached to the tree);

Spring (leaves are attached);

summer (flowers, butterflies are attached);

autumn (yellow and orange leaves).

 Working with the textbook (p. 5).

- What are the holidays that you see on the leaves of the calendar?

- What is the very first holiday of the year?(New Year.)

- When is this holiday?(In winter.)

- Name other winter holidays.(February 23 - Defender of the Fatherland Day.)

- Find on the leaves of the calendar the holidays that we celebrate in the spring.(March 8 - International Women's Day, May 9 - Victory Day.)

- In the summer, on June 12, the Independence Day of Russia is celebrated. Consider a piece of a calendar. What do you see on it?(Coat of arms and flag.)

- The coat of arms and the flag are the symbols of our state.

- What is depicted on the State Emblem of the Russian Federation?

 Teacher's story.

There are as many flags as there are states on earth. Each state has its own flag. They are all different: one-color and multi-colored, with stripes and patterns, with stars and with crosses. Each flag has its own history, its own destiny.

- Let's take a look at the National Flag of Russia. What color is the top stripe?(White means nobility, perfection.)

- What color is the middle stripe?(Blue stands for loyalty and honesty.)

- What color is the bottom stripe?(Red symbolizes courage, courage, boldness.)

- Where should the state flag of Russia be located? How should we treat the national flag of our Motherland?

 Work in Recipe.

- Take a close look at the Flag of the Russian Federation and color the flag in the Recipe in the same way.

- Which pencil will you take first? Second? Third?

 Working with the tutorial.

- We have one sheet of the calendar left. What holiday did the artist paint?(Knowledge Day - September 1st.)

Take your place game.(Held 2-3 times.)

- Now you will arrange the holidays in order, as they are on the calendar.

(Children receive "calendar sheets" similar to those in the textbook on page 5. At the teacher's command, children stand one after another, observing the order of holidays in the calendar.)

Physical education

The rain sings a song: drip-drip ...

(tapping fingers on the desk.)

Only who will understand it - drop-drop!

I don't understand, nor you, drop-drop!

But they will understand the flowers, drop-drop!

And autumn foliage, drop-drop!

Yellowed grass, drop-drop!

 Work in Recipe.

- Consider the drawing in the Recipe. Relate it to the illustration in the textbook.(Shown is the same holiday.)

- How can you color children's clothes?(Brightly.)

- Where and when did you see such clothes?

- Can you call it modern?(No, there are guys in Russian national costumes.)

- Color the guys' clothes. What pencils will you take to color the leaves? Why? What trees did these leaves fall from?(From maple, birch, oak.)

- We only have to paint the bouquet.

We make bouquets of flowers,

Picking up flower by flower

And fragrant fresh summer

Together with them comes to our house.

(The teacher shows fresh flowers from bouquets brought by the children.)

Aster with straight petals

Since ancient times it has been called a "star".

So you would call it yourself,

In it, the petals scattered rays

From the core, completely golden.

Asters are beautiful, star-like, and come in different shades.

- Find asters in the bouquet and color them in different colors: white, pink, and so on.

- What flower are they talking about? What is it compared to?

By the porch of our school

Keep a fresh flowerbed

A gladiolus stood guard.

(In Latin it is "sword".)

- Why is this flower compared to a sword?(The leaves resemble the shape of a sword.)

- Color gladioli in your bouquets.

Autumn pictures freeze

The garden has been crumbling for a long time,

But in the proud beauty of the dahlias

Some, not bending over, stand.

- Color the dahlias.

- Where can you see all these flowers?(In our bouquets.)

(Children who can write, below in the Recipe, under the picture, write down: "September 1". Children who cannot write "add" another favorite flower to the bouquet.)

III. Lesson summary.

Teacher. I congratulate you: you have become schoolchildren. What will you tell your mothers, fathers, grandmothers, grandfathers today? What did you do in class? What did you particularly like?(An audio recording of the song “What they teach at school” is played.)

Preview:

Lesson 1

introductory lesson.

familiarity with the textbook
"Russian language. first lessons "

Goals: to familiarize children with the content of the textbook for the first grade; develop an interest in the Russian language; foster respect for the native language.

During the classes

I. Organizational moment.

II. Acquaintance with the textbook.

1. A child enters in a suit of a Russian textbook.

Child. Hello guys! Do you recognize me? I am your new textbook "Russian language". Look how beautiful and bright I am. And I did not come to you alone. I have funny toys with me.

Teacher puts bulky toys on the table, reads a poem.

Cat, dragon, hare

They rush to the call just in time,

And a little modest mouse

Calls the monkey for a lesson:

“You shouldn't be lazy, my friend -

Study will always come in handy! "

Monkey (a class student in a suit).And I immediately want to learn everything. So once - and you're done! No need to go to school every day, learn lessons!

Russian language. I am a complex and serious science. I cannot be studied in one day. For example, how do you understand the word "language"?

In the course of the conversation, students come to the conclusion that language is an organ of speech, science, part of a bell, shoes. It is possible to make suggestions for each value.

Teacher. Language is one of the most complex phenomena in human society. There is no chaos (disorder) in it, everything in it obeys laws, grammatical rules of spelling and pronunciation. Russian is our native language. We communicate and think on it. And the following manuals will help us to study it: the textbook "Russian language (first lessons)" and "Workbook on the Russian language" for the first grade.

2. Teacher. Pick up a textbook, look at the cover, read the authors' last names. They sent us an audio letter.

Turns on the tape recording of the text of the authors' appeal to the first graders (p. 2 of the textbook).

- Read the content of the textbook and name the topics that we will study in the first grade.

Children read the content at the end of the textbook (9 topics - 9 students).

Physical education

Conducted by a monkey.

I call you all to the roof

Come up inaudibly.

(The children get up.)

Raise your hands to the sides,

Everyone needs to get up on their socks urgently

Higher, higher ... Get down,

Bow down, smile

Now please sit down

And study hard!

III. Acquaintance with the Workbook.

1. Completion of the task.

- Complete the poem and find this phenomenon in the notebook on p. one.

Letters are badges, like soldiers on a parade,

Lined up in strict order.

Everyone stands in the appointed place,

And everything is called ...(alphabet.)

2. Conversation.

- How else to name the alphabet?(ABC.)

- Let's read in chorus the names of the letters in the alphabet.

- Help the monkey find letters in the alphabet that correspond to its printed ones, underline them.

3. Self-test.

A ready-made sample of work performance is posted on the board.

- What are the names of the letters underlined by you? And not underlined?

4. Requirements for keeping a notebook.

- Open the notebook on p. 2. On the top line, we will write the date of completion of the work (number), on the second line - where the work is done (class or homework).

5. Writing the date in a notebook.

6. Spelling with unverifiable spellings - lesson terms.

1) Uncomplicated cheating with tasks.

- Copy words and phrases from the blackboard, place stress, find "dangerous" places and underline them:

English language

2) Verification. After completing the textbook assignment, the students explain the spelling, and the teacher emphasizes and underlines the spelling on the chalkboard.

IV. Reading the topic of the lesson written on the board (in the textbook on page 3).

V. Repetition of what has been learned about sounds and letters.

1. Conversation about sounds.

- Thousands of different sounds surround a person: the rustle of foliage, the howling of the wind, the murmur of a brook, the singing of birds ... As soon as we wake up in the morning, we hear the clock ticking, the water splashing, the kettle puffing, the dishes clattering.

We leave the house - and again we are surrounded by sounds. "Good morning!" - we hear from neighbors.

- How do the sounds in the words "Good morning" differ from the stream of other sounds (rustling of tires, squeak of snow, noise of rain)?

- There are speech and non-speech sounds. Speech sounds are added in a certain order, become words that have a certain meaning, meaning.

- What groups are the sounds of speech divided into?(Vowels and consonants.)

- How many vowels? Name them.(6: [a], [o], [s], [u], [y], [e].)

- How many consonants?(36.)

- Name all voiceless, voiced, hard and soft consonants.

Work according to the table is possible.

Physical education

The wind quietly shakes the maple,

Tilts to the right, to the left!

Times - tilt

And two is a slope,

The maple rustled with the foliage.

2. Training exercises.

1) Exercise 1, p. 3.

2) Exercise 2, p. 3-4.

When performing the first exercises, the teacher pays attention to the wording of the assignment for the exercises. The child must learn to work with the Russian language textbook; read and understand the assignment, complete it accurately and consistently, test yourself. The text of the assignment for the exercise is a new type of text for children (educational text), which they have to learn to read and understand. Therefore, they perform the exercises "step by step", collectively with the teacher.

When performing work on p. 4 textbooks, the teacher acquaints students with the "Explanatory Dictionary of the Russian Language" by N. M. Neusypova and draws attention to the fact that in the textbook they will often come across articles from the "Explanatory Dictionary".

Vi. Lesson summary.

1. - We repeated that there are 42 sounds (phonemes) in the Russian language, and 33 letters. This means that written speech cannot absolutely copy oral speech.

- What is the difference between letters and sounds?(We pronounce and hear sounds, but we see and write letters.)

- Sounds and letters live in different realms: sounds - in the realm of what we hear, letters - in the realm of what we see. The one who writes, translates sounds from the world of the audible into the world of the visible, as if putting clothes on the sounds in the form of signs-letters. The one who reads acts the other way around: translates visible signs into sounding words.

2. - Consider the little man diagrams on p. 4 tutorials. Dress them so that they represent the sounds of vowels, voiced and voiceless consonants.

3. - Remember what happened when consonants and vowels quarreled (A. Shibaev "Always together".)

- How did the letters decide to live? Find the answer (on page 1 in your notebook).

- Underline letters that represent vowels with one stroke and letters that represent consonants with two strokes.

Preview:

Thematic planning* (see note) (40 h)

Continuation of table.

The end of the table.

Preview:

Lesson 1
Item properties

Goals: to get acquainted with the properties of objects (color, shape, size, etc.), to teach how to distinguish objects with their help in various aggregates; develop speech, mental operations, creativity.

Equipment: subject drawings.

During the classes

I. Organizational principle.

The long-awaited call is given -

The lesson begins.

II. Updating basic knowledge. Formulation of the problem. Opening a new one.

1. Properties of objects (analysis and synthesis).

* - Guess riddles.

Himself scarlet, sugar,

And the caftan is green, velvet.

- What is it? (Watermelon.)

- By what signs did you guess?(Color, shape.)

You touch it - smoothly

And if you take a bite, it's sweet.

- What is it? (Apple.)

- What signs helped you to guess the riddle?(Taste, color, size.)

Round side, yellow side.

A bun is sitting on the garden bed.

Grown into the ground firmly.

What is this? (Turnip.)

- Name the signs that characterize this subject.(Shape, color.)

- Name the signs that are common to these items.(Items are edible; round.)

2. Table, row, column.(Comparison and generalization operations.)

* 9 items are displayed on the magnetic board in the form of a table.

- How are the items located?(In a row, that is, line by line→ three rows, or one below the other, column by column→ three columns.)

- Name the items on the 1st line. What color are they?(Green.)

* The following lines are parsed similarly.

- What is the difference between items line by line?(They differ in color.)

- What can you say about items by columns?(In the 1st column - fruits, in the 2nd - toys, in the 3rd - school supplies.)

- Name the items of the same color as the balloon.

- Show each orange item.

- What is the item in the 2nd row in the 3rd column?(Ruler.)

- Name the items of the same color.

- Try to determine what we will talk about today in the lesson.(About objects, their properties and attributes.)

F i z k u l t m and n u t k a

Charger

Every day in the morning we do

Charging (walking in place).

We really like to do in order:

Have fun walking (walking)

Raise your hands (hands up)

Squat and stand up(squats 4-6 times),

Jump and jump(5-6 jumps).

III. Primary anchoring.

Work about t and about uch ebn and to u - te r and d.

1. Comparison of objects(Table 1, p. 1) by color.

- What do all the objects of each line have in common?

- Name the items that are the same color as the cucumber.

- What item is in the 2nd column and 3rd row? What colour is he?

- Name all items orange.

- Draw one line around all the yellow items.

- What other colors do you know? Name.

- How do objects differ from each other in the 1st line?(The form, the material from which they are made, their purpose.)

- What do the items in each column have in common?

2. Exercise in counting objects, comparing them.

* - Consider carefully the line below the table.

- What is depicted on it?

- What unites them?(These are geometric shapes.)

- What color are the circles depicted here?

- Name how many circles of each color.

- How many not red circles?

- How many not blue and green?

- What else, besides color, distinguishes them from each other?(The size.)

- How many circles are large? And the little ones?

3. Rhythmic counting.

* The game.

- Now we will play with you. We'll see if you can count.

Counting in 2 : clap your hands (one), touch each other with your palms (two), clap your hands (three), etc. In this case, the count is made aloud.

4. Comparison of items(Table 2, p. 1) in shape.

- What do the objects of each line have in common?

- Name objects from the environment that are the same in shape as a ball.

- I conceived the subject. It is in the 1st row and 4th column. What subject am I thinking? Etc.

- Think of the item yourself and explain how to find it.

P a l h and k o v a i g i m n a s t i k a

Fingers exercise to reduce fatigue.

And then they will write an element in a notebook.

Children stretch their arms forward, clench their fists, and then open them. This is repeated several times.

5. Exercises to develop writing skills.

* - Consider carefully the task "on the cells".

- Is there any rule (pattern) for completing the task?

- Continue each line to the end, keeping the pattern consistent.

IV. Bottom line.

- What did we talk about today in the lesson?

- What new have you learned?

Preview:

Introduction

The proposed manual is a detailed development of lessons on fine arts and artistic labor in grade 1 according to the program developed under the guidance of the People's Artist of Russia, Academician of the Russian Academy of Education B.M. Nemensky, and is focused on working with the textbook L.N. Nemenskaya.

The Visual Arts and Artistic Work program is a holistic, integrated course that includes all major art forms: painting, graphics, sculpture, architecture and design, folk and decorative arts, entertainment and screen arts. The systematizing method is the identification of three main types of artistic activity - graphic, decorative, constructive.

The connection between art and human life, the role of art in his everyday life, in the life of society, the importance of art in the development of every child is the main semantic core of the program.

In the lessons of this program, the game drama of the topic being studied is introduced, connections with music, literature, history, and labor are traced. In order to gain experience in creative communication, collective tasks are introduced into the program. It is very important that the collective artistic creativity of students is used in the design of school interiors.

The presented lesson designs begin with an organizational moment - checking the readiness for the lesson, which for first graders is a prerequisite for successful activities throughout the lesson. An introduction to a new topic is necessarily accompanied by some literary works: fairy tales, poems, riddles and music, which captivates children and increases their interest in the subject. During the stage of working with the textbook, children learn to consider illustrations for children's books, paintings by famous artists, children's works, which leads to the development of observation, creative imagination. Children learn to see something special in an ordinary object, to analyze, to compare.

Individual work alternates with the collective creative activity of students. After completing independent work, a discussion of drawings, panels, volumetric products is held, where students express their opinions, share their impressions, learn to evaluate from the standpoint of the artistic and aesthetic value of the works.

The tasks that are offered to children in the lesson can be modified, supplemented at the discretion of the teacher and the choice of students.

Lesson development will help in familiarizing children with various art materials and tools: watercolors, gouache, colored pencils, felt-tip pens, crayons, plasticine, colored paper; brushes, scissors, stacks.

From the first to the tenth lesson, with the help of games, fairy tales, children are introduced to the visual technique under the guidance of the Master of the Image; from the twelfth to the nineteenth lesson - the Master of Decoration helps the students to master the means of visual activity, from the twentieth to the twenty-seventh lesson, together with the Master of Construction, the children master the skills of construction, from the twenty-eighth to the thirty-third lesson, the students learn about the joint work of the brothers-masters, as a result of which syncretic works of art.

We hope that the materials in this manual will help art teachers prepare for their lessons.

Preview:

Lesson 18
how a person decorates himself

Goals: to acquaint with how and with what a person adorns himself; give an idea of ​​how jewelry can tell about its owner; discuss the role of jewelry in human life; develop creative imagination.

Equipment: gouache, brushes; colored paper; illustrations with characters from famous fairy tales; fragments of fairy tales describing the appearance of the heroes.

During the classes

I. Organizational moment.

- The topic of our today's lesson is "How a person decorates himself." You will learn about various types of jewelry and their role in human life, and then you yourself will depict your favorite fairy-tale hero and come up with an ornament for him.

III. Introduction to the topic of the lesson.

1. Introductory conversation.

- Jewelry Master is an artist who creates jewelry for a person. He learns from nature and fantasizes a lot. Over the course of several lessons, you and I have mastered the art of decorating flowers, butterfly wings, fish fins and scales, bird feathers, and talked about man-made ornaments.

- Guys, do you think a person has jewelry? Which?

- All ornaments of a person tell something about their owner. Think about what jewelry can tell.(About the character of a person, about his hobbies, etc.)

- Right. It turns out that jewelry is also needed in order to tell others who you are.

- What kind of jewelry do you have?(Badges, key chains, bows, elements of clothing: fasteners, the presence of beautiful large and small buttons.)

- Remember if fairy-tale heroes have decorations.

- Look at the fairytale characters in the illustrations. Who is this? What is amazing about their outfits?

“Can we recognize Puss in Boots by his adornments?” Name them.(Boots with spurs, a hat with a feather, pretty smart clothes.)

- What can you say about the Snow Queen, her jewelry? Listen to an excerpt from a fairy tale.

“The snowflakes kept growing and finally turned into big white chickens. Suddenly they scattered to the sides, the large sleigh stopped, and the man sitting in them stood up. She was a tall, slender, dazzlingly white woman - the Snow Queen, and her fur coat and hat were made of snow. All this looked as if she was wrapped in the finest white tulle, woven, it seemed, from millions of snow stars. She was of dazzling glittering ice, and yet alive! Her eyes shone like stars, but there was neither warmth nor peace in them. "

- Can the descriptions of the Snow Queen's jewelry tell about her character? Describe it.(Inaccessible, domineering, evil.)

- Remember Gerda from the same fairy tale. When she was looking for Kai, she visited one kingdom, where she was greeted good-naturedly. Listen to an excerpt from a fairy tale.

“The next day they dressed her from head to toe in silk and velvet and allowed her to remain in the palace as long as she wished. The girl could live and live happily here, but she only stayed for a few days and began to ask to be given a cart with a horse and a pair of shoes - she again wanted to look for her brother.

She was given shoes, a muff, and a wonderful dress, a carriage of pure gold drove up to the gate, with coats of arms shining like stars. "

- What jewelry was presented to Gerda? Why did she ask for other clothes? How does this act characterize her?

- What can you tell us about the jewelry of Cinderella, Malvina, Snegurochka?

- Is it possible to recognize the heroines by their decorations and talk about them?

- Women's jewelry emphasizes the beauty and tenderness of the heroines, while men's jewelry emphasizes courage and bravery. Decorations can be simple, modest and solemn.

Decorations of the Snow Maiden are different from those of the Snow Queen, and the decorations of the evil witch are not like those of the good fairy. This is also noticeable in their shape. There is more calmness and kindness in flowing forms, while sharp forms seem evil and prickly.

The teacher shows the children drawn shapes and colors of various decorations.

- Light and bright colors are more cheerful, they have more sunshine, and bright colors surrounded by dark ones (black, gray, brown) seem disturbing.

- Guess which fairy tale these lines are from:

His old woman is sitting on the porch

In an expensive sable jacket,

Brocade kitsch on the top.

The pearls were cut down on the neck,

There are golden rings on our hands,

Red boots on my feet.

The old man did not recognize his old woman,

How greedy and arrogant she has become.

- How do the described decorations characterize this heroine?

I play the violin

Tili, tili.

Bunnies are jumping on the lawn

Tili, tili.

Now on the drum

Tram-pam-pam,

Tram-pam-pam.

The bunnies scattered in fear

Through the bushes, through the bushes.

Children depict playing the violin, the drum, jumping.

IV. Pedagogical drawing "Dunno".

- I wanted to draw Dunno.

I outline the height, mark with lines the location of the head, torso, legs, arms. I do the drawing with a pencil.

Now I draw clothes, elements of decoration: a hat with a tassel, a nice tie, a magic wand in my hands.

Then I start painting. I will use gouache paints.

- Now try to portray your favorite fairytale hero and his decorations yourself. Think about the shape and color of the decorations. For coloring use gouache, brushes, colored paper.

Vi. Lesson summary.

1. Exhibition of students' works and their discussion.

- What characters did you draw? Why did they "put" on them these particular decorations?

- Well done, everyone got good drawings.

2. Generalization.

(How a person adorns himself.)

- What did you learn in the lesson?(Decorate your favorite fairy tale characters.)

3. Cleaning of the workplace.

Preview:

Lesson 16
bird decoration

Goals: develop a decorative feeling when considering the color and texture of the material, when combining materials; continue acquaintance with the variety of decorations in nature and forms of decorations; develop creative imagination and aesthetic taste when decorating with bird patterns, initial skills in volumetric work with paper of different textures.

Equipment: multi-colored and multi-textured paper; scissors; glue; illustrations depicting birds; photographs depicting various elegant birds; musical accompaniment; poems, riddles.

During the classes

I. Organizational moment.

1. Greetings.

- Be careful, continue the riddle poem in chorus:

Who walks with a bag of books

In the morning to school? .. (Student.)

The long-awaited call is given -

Begins ... (Lesson!)

- Well done, everyone was attentive, which means they are already ready for the lesson.

2. Checking the readiness of students for the lesson.

II. Communication of the topic and purpose of the lesson.

- Today in the lesson you will decorate birds using different types of colored paper. And the Master of Decoration will help us.

III. Introduction to the topic of the lesson.

1. Introductory conversation.

- Yes, birds can be called artists, because they arrange bird concerts in the forest.

- Listen to the poem "Feathered Artists":

The bird concert starts at seven.

Everyone is allowed to listen to it!

Jays, starlings and tits will perform

Joyfully the morning forest will resound.

Trill, chirp and whistle -

Clap in unison to the feathered artists!

- What is this poem about?

- Has your mood changed after reading it?

- Consider the birds.

The teacher shows pictures or photographs of beautiful, ornate birds and names them.

- What can you say about the appearance of the birds? Describe them. What are they?

2. Work on the textbook.

- Open the tutorial on p. 56. Admire these birds! Tell us what feathers, tufts, tails they have.

- Have you seen beautiful birds? How can you confirm?

- Pay attention to the shape of the tuft, tail, to their color.

- Let's characterize what materials the birds are made of.

The birds in the nest are sitting(Turning the torso

And they look at the street. left and right.)

They want to take a walk(Children are waving their hands

And they all fly quietly. like wings.)

IV. Work instruction.

- The application of a fairy bird made of colored paper can be done using stickers, as shown on p. 57 textbooks. I suggest you make a bird either according to a sample or according to your own design.

For work, you will need colored paper, scissors, glue.

Sequence of work:

1) Cut thin strips of paper of different colors: yellow, red, orange, brown.

2) Take a sheet of colored paper on which the applique will be located.

3) First, stick a brown strip of paper - this will be a twig for our bird. Glue the leaves that you cut out of green paper to the twig. We do not glue the leaf completely, but only from one edge. This will create the dimension of our applique.

- What is the shape of the bird's body, head, wings?

4) Draw the outline of the bird with a pencil.

5) Cut out several small ovals of different colors, then glue them along the contour of the body and inside. It is not necessary to glue the entire oval, but only a part of it. This technique allows you to create volume.

6) Now glue the head, wings.

7) Decorate the bird, glue on a tuft, a beautiful ponytail. To do this, use the strips that have already been cut. Do not glue the strips completely, but only part of them. The edges of the stripes can be wavy.

8) Gently glue the feet.

V. Practical creative activity of students.

- Is it possible to determine its character by the side of the birds, what do you think?

(Yes, you can. For example, important, fast, funny, nimble, slow.)

- What do you think, what is the character of the birds drawn on p. 56? Why?

- Prepare a variety of paper, glue, scissors for work.

- Create your own fairytale bird and make a volumetric applique.

- Do not forget that the parts do not adhere completely, the glue is applied only to a certain part of the part.

- Cut out colored strips can be bent and held along them with the edges of scissors, then they will be wavy, curved. You can use serpentine. This will give your bird a voluminous look, splendor. Choose paper of different color and quality.

Equipment: colored paper, scissors, glue; blanks of cut out colored rectangles, circles, ovals, triangles; cardboard; illustrations with images of animals, riddles.

During the classes

I. Organizational moment.

Checking the readiness of students for the lesson.

II. Communication of the topic and purpose of the lesson.

- Today in the lesson you will learn that all objects have their own shape, their own structure, learn how to make an applique from geometric shapes.

III. Introduction to the topic of the lesson.

1. Introductory conversation.

- All objects that surround us can be considered as buildings. They come in various shapes and colors.

- Consider illustrations of animals, children's toys, etc. Can they be perceived as a building?

- What shape does the pyramid, ball, pencil box, nose, torso, head of Buratino look like?

- Let's look at the animals. What parts are they made of? What shape do they resemble?

- Guess riddles:

Long trunk, mouth with fangs, you look - caresses,

Legs seem to be pillars, Teasing - bites.

It is huge like a mountain.(Dog.)

Did you find out who it is? ..

(Elephant.)

- Consider these animals in the pages of our textbook.

2. Work on the textbook.

- Open with. 84 textbooks. Consider the animals. These paper appliques were also made by first graders. What geometric shapes are they made of?(Elephant: square, ovals, triangles; dog: triangles, rectangles.)

- To make the appliqués, it took several parts at once from various geometric shapes.

- Guess the riddle and you will find out who we will depict in our application:

He's tall and spotted

With a long, long neck

And he feeds on leaves,

Leaves of trees.(Giraffe.)

- Today, with the help of the Image, Decoration and Construction wizards, we will make an applique for a giraffe from various geometric shapes, or maybe someone wants to make an applique for another animal. This is encouraged.

We will all stand together now,

We will rest at the halt ...

Turn left, right!

Lean over and bow!

Feet up and feet to the side!

And on the spot, jump and jump!

And now we're skipping

Well done, my bunnies!

IV. Instructions for the implementation of the application.

- Listen to the poem:

I got it for a giraffe

Thirty-three huge scarves

So that he tied his throat,

So that it does not freeze in the cold.

And the giraffe said: “Look!

I also need thirty-three. "

- Why did the giraffe say so?

- Look at the picture. What are the shapes of a giraffe?(Oval, rectangle, triangle.)

- You alternately glue the parts - blanks: legs, body.
(They are prepared in advance.)

- What is on the giraffe's neck?(Mane.)

- And how to make it, who guessed?

- Take the blank - a brown rectangle. Cut the paper with "noodles"(shows).

- Twist the strips. The result is a voluminous mane for a giraffe. Stick it on, and then on the neck to hide the excess paper.

- Then we glue the head, ears, small horns.

- What is the color of the giraffe?(Spotted.)

- It can be painted or pasted on parts from different shapes. Let's do the same with the eyes and nose. What shapes are they made of?(Triangle, circles.)

Perform the application on colored cardboard.

V. Creative practical activity of students.

Vi. Lesson summary.

1. Exhibition of works by students.

2. Generalization.

- What new did you learn in the lesson?(Applique technique from geometric shapes.)

Conclusion. To perform any construction of the image, it is necessary to prepare several simple geometric shapes.

3. Cleaning of the workplace.

Municipal educational institution

secondary school №34

Murmansk

Summaries of Russian language lessons
under the "School 2100" program

prepared

primary school teacher

Vera Andreevna Pritvorova

Murmansk

2011

Explanatory note I offer a selection of Russian language lessons on the educational program "School 2100", developed by me in accordance with the requirements for lessons of introducing new knowledge. In the development of the lessons, the works of children's writers, studied within the program or familiar to children from extracurricular reading, were used.

STRUCTURE OF THE NEW KNOWLEDGE INTRODUCTION LESSON

Updating students' knowledge. Statement of the educational problem.

Students complete a review task. The list of tasks includes a problematic task that motivates the study of a new topic.

“

Primary anchoring.

.

Repetition problem solving.

Proposed tasks for repetition, non-standard, logical, entertaining tasks. When solving these problems, the material studied earlier is worked out and consolidated, mental operations, ingenuity, and interest in the subject develop. At the same stage of the lesson, the anticipatory preparation of children for the study of concepts that will be introduced later is carried out. Here you can individually modify and correct mistakes made by children in independent work.

Russian language

2nd grade

Topic: “Observation of the words-signs. Development of the ability to pose questions to them. "

Goals:

to acquaint students with the semantic meaning of the words answering the questions which? which? which? which? and their role in our speech;

to learn to put questions to words;

to teach to notice in the subject its various signs and to name them correctly;

to enrich the speech of students with words denoting signs of objects.

Updating students' knowledge.

Vocabulary work.

By the signs that I will name, guess the objects. Write it down in 2 columns.

Who? What?

Slender, tall, white-barreled ( Birch)

Big, angry, shaggy, biting (dog)

Long-tailed, talkative, white-sided ( magpie)

Forest, fragrant (raspberries)

Complete the columns with vocabulary words, one each.

What do the words that answer the questions mean? who? or

what?(thing)

"Discovery" of new knowledge by children.

When you guessed these items, what helped you? (Signs

these items)

The topic of the lesson is "Signs of objects."

The objects that surround us have their own characteristics. Name

signs of the following items: notebook, textbook, chalk, pen.

Textbook work: exercise 65

Write it on a line separated by commas.

Checking (written on the board)

P Primary fastening.

Group work.

1 row 2 row 3 row

watermelon mouse 1c ... the dress 2c ... apples

…….. ………. ……… ………

What question can be asked from the name of the subject to its

a sign?

Write down the question and choose the words-signs.

Examination.

Think about the role of words in Russian

signs? (Make speech more accurate, understandable)

For example, bring me some water (which one?)

Text on chalkboard.

Winter has come. Standing ... frosts. Asleep ... the forest. Under …

snow hid ... Christmas trees. ... bound ... the river. ... residents

have long been prepared for ... winter.

What is missing in the text? (feature words)

Sign words "color" the text, help better

imagine a picture painted with words.

Write down the story, insert words that are appropriate for the meaning-

signs.

Repetition .

Work on the card.

Remember "The Tale of the Fisherman and the Fish" by A.S. Pushkin and

Fill in the words, the signs of which are named here.

Gold ... Broken ...

Blue ... Grumpy ...

High ... Diligent ...

Marine ... Terrible ...

Lesson summary

Topic: “Observation of words denoting action. Development the ability to pose questions to these words. "

Goals:

familiarization with the words that answer the question, what is he doing?

learn to reveal the lexical meaning of verbs;

observe the use of verbs in speech for the accurate expression of thoughts.

Organizing time. Calligraphy.

At the beginning of the lesson, the teacher draws the children's attention to a picture of an owl.- You see a bird on the board - "Wise Owl". So today is a lesson in the discovery of new knowledge.- How will you work in the lesson? (Carefully, actively, observe, compare, draw conclusions).- Many tasks will be related to the theme "Winter". And a minute of calligraphy too. Let's call the task “Patterns on Ice”.

Updating students' knowledge.

Dictionary work (based on the painting "Winter Fun").- Consider the picture, try to see and write down vocabulary words in 2 groups: who? and what? The teacher has these words written on the board and closed: skates guys frost girl coat boy weather skate - What do all words have in common? (indicate a subject)- What word is superfluous? Why?- Maybe it denotes a sign?-The objective of the lesson: to get acquainted with a new group of words and learn:

What questions do these words answer?

What do they mean?

What are these words for in speech?

The guys are skating.Misha drove down the mountain.Kolya and Vanya turned over.Ruslan will go on a sled.

The words guys, Misha, Kolya, Vanya, Ruslan denote objects.- And what do the words mean, ride, moved out, overturned, will go? - Try to ask questions from objects to their actions.

Thus, we have answered the first two questions.

Generalization. Words that answer the question what does? ... indicate the action of an object.

F / minute

The game

Find a suitable word-subject:

Whistling, howling, blowing ... (wind)

Drizzling, pouring, whipping ... (rain)

Walking, running, racing ... (man)

Conclusion: action words make our speech more precise, more understandable.

IV. Primary anchoring.

Exercise 85 (entry with commentary)

V. Independent work with a test in the classroom.

A student reads an excerpt from K. Chukovsky's poem "Confusion":

Kittens meowed: And ducklings followed them:“We’re tired of meowing! “We don’t want to quack anymore!We want like pigs, We want like frogs,Grunt!" Croak!"

Teacher: - And what happened next, do you remember:

The pigs meowedThe ducks croakedThe kitties grunted the hens quacked.

We will now correct this confusion and select the necessary action words.

Cats chirped Birds hummed Horses quack The flies were laughing Frogs croak The ducklings purred Piglets grunt

VI... Repetition Students receive cards by option. On the card is a poem.Assignment: insert suitable action words. Option 1. Option 2. Parting. Puppy. All I ………… for mom: I knocked off my feet today -For her ……… .gamma, I have …… a puppy.For her ………. To the doctor, Two hours of it… .., Mathematics ………. Two hours of it ... .., All the boys go to the river…. , For lessons not …… I am alone …… on the beach, And I don’t have dinner ……. ... For her after an illness This morning is very early Not …. even in the river. …… a puppy from the couch, For her, I…. hands, Became the rooms ... .., … some carrots…. ……. , ……, (A. Barto "Parting") All ……. (S. Mikhalkov "Puppy") Vii. Lesson summary. Russian language Educational program "School 2100" 2nd grade

Topic : "Root. Single-root words».

Goals:

clarification of the concepts of "root", "one-root

observation of the lexical meaning of the same root words;

development of the ability to select one-root words;

enrichment of the vocabulary of children;

education of communicative qualities.

Knowledge update.

Dictionary work on the topic "Trees" (birch, aspen, mountain ash).

Cheers in the spring, cools in the summer, nourishes in the fall, Warms in winter.

Alena is standing - a green shawl, Thin waist, white sundress.

In haymaking - bitter, And in the cold - sweet. What kind of berry?

What kind of tree stands - There is no wind, and the leaf is trembling.

What do these words have in common? How can you call it in one word? What do these words mean? (objects, plants, trees).

– Consider the drawings on the board.

Fig. 2 is also a tree, but a family tree.

Grandma, grandfather, dad, mom, a child - people dear to each other, relatives. - Why are people called relatives? (They belong to the same genus, have common ancestors, or, as they say, have common roots).

Fig. 3 - word tree. (Root - garden, branches - kindergarten, garden etc.)

Student:

Somehow many years ago We have planted a strange garden. There was no fruit garden - He was only a word. This word is the word root It began to grow soon And it has borne fruit for us - There are many new words. Here are seedlings from the garden.

Let's try to plant roots and grow trees.

Independent work.

1c. run 2c. move

Examination.

What part of these words is common (the same)? Conclusion: - The common part of related words is called the root. - How do we call these words? (single root)

"Discovery" of new knowledge by children.

What else grows in the forest besides trees?- What do we like to collect in the forest? (mushrooms)

Exercise 347 (oral) - Read the assignment. Formulation of the problem : - What words are called cognate?- Let's read the conclusion.

F / minute. If I say a couple of related words, you clap your hands. If I can name a couple of words that are not related, you stomp. A forest is a forester, a river is a raft, a wall is a nail, a cat is a cat, a garden is a garden one, a house is a home, a dinner is a table, a house is smoke, a field is a pole.

Primary anchoring.

- Listen to a story called "Stranger". Listen carefully and try to identify who the stranger is.

Stranger. Relatives gathered at Voda. The submariner talks with Voditsa. A diver with a Waterfall basking in the sun. The driver is playing an accordion. The Algae Water Strider played out. Water jumps over pebbles on one leg. Even SA Vodyanoy came. All are waiting for the old woman. Wise Water came out, looked at the guests, immediately noticed the stranger. She told him to go away to her family. A stranger went and got disgusted. Where can he find relatives?

Who turned out to be a stranger among the relatives of Water?- Why did the guests not immediately notice the stranger?- Will you help him find his relatives? (drive, wind up, groovy).

Conclusion : - Single-root words have a common part and are close in meaning.

Independent work with classroom testing.

Examination ... Name the extra words. On what basis are you do you think they are superfluous?

Repetition.

Text on chalkboard. Insert the missing words so that they are all of the same root.

Fluffy ones fell to the ground ...... made children happy. The boys built ... a fortress and played .... The girls sculpted….

(Snowflakes, snow, snowy, snowballs, snowman).

Lesson summary.

What words are called cognate?

Russian language Educational program "School 2100" Grade 3

Topic: "Diminutive forms of male and female names In russian language".

Goals:

repeat the concept of "suffix" and its meaning in the formation of new words;

introduce new suffixes and their role in diminutive forms of names;

develop the ability to form nouns using suffixes;

enrich the vocabulary of students;

Dictionary work.

Today is a holiday - Valentine's Day. This holiday is more6 centuries. Love is a powerful feeling. It is able to defeat hatred and anger, quarrels and resentments. May those you love love you.- Open the dictionary. Find words that match today's holiday. Write them down. ( Holiday, festive, feeling).

– What feelings do we show to our relatives, loved ones, to friends? ( Attention, kindness, affection, sympathy).

– Let's write in a notebook:

“Discovery "of new knowledge by children.

People, when communicating, call each other by their first names. They do it in different ways. Respectfully: by name, patronymic. Just by name. And, of course, kindly. What is their affectionate name? Children name, the teacher writes down some words on the blackboard, paying attention to the suffixes. Igor - Igorёk, Nadya - Nadenka, Lena - Lenochka, etc.

The purpose of our lesson: to understand what suffixes can form diminutive forms of male and female names?

Problematic question.

With the help of the suffix -к- nouns with diminutive meanings are also formed (fish-fish, hand-pen ...)- Let's see what meaning the names of people with the suffix -k- have. Sveta - Svetka, Seryozha - Seryozha. - Is this a diminutive form of names? (No)

Solving the problematic issue. - Let's execute exercise. 271.

Conclusion. - What is the meaning of nouns with the suffix -к-? (shade of disdain) - Is it good to use the forms of male and female names in speech? with the suffix -к-?

Primary anchoring ... (Exercises in the formation of diminutive forms of female and male names)

Sentences are written on the board.Assignment: write down sentences, putting words in brackets in diminutive form. (Masha) went with her friends into the forest and got lost. (Denis) threw the porridge into the street and hit one citizen on the hat. The little goat is running after its sister (Alena).

Independent work with verification in the classroom.

“Hush, (Tanya), don't cry: The ball will not drown in the river ”.

2c. "And the first grader (Kolya)" Let in a notebook Calls Smirnova (Galya) - Troechki Say that he writes with sticks But eyes And not a bit tired. " (Zoya)! ... "

“(Lida) came forward, Lida takes the jump rope. "

Lesson summary.

What suffixes are used to form diminutive forms of names?

Russian language Educational program "School 2100" 4th grade

Topic : "Spelling of unstressed case endings of nouns."

Goals:

improving knowledge about the noun as a part of speech: lexical meaning, declension;

teach to analyze the material being studied and draw conclusions;

create an algorithm for checking an unstressed vowel in the ending;

repeat previously learned spelling;

develop spelling vigilance, attention, memory, logical thinking.

Updating students' knowledge.

Vocabulary work.

What do these words have in common? / nouns with double consonants / - What word is superfluous? / illustration - 1 declension / - What do we know about nouns?

On the desk... The car drove along the street Pushkin, and then on squares

"Discovery" of new knowledge by children.

– I invite 6 assistants to the board. / Students verbally inflect nouns Fox ( first 6 people ), horse ( other 6 people), steppe(next 6 people) /.

What are the endings? /drums/- Can these words become helper words for defining an unstressed ending?- What rule do we know where the spelling of unstressed vowels is checked by stress? / about the spelling of an unstressed vowel at the root of the word /- How do you need to act in order to write the unstressed ending correctly? /

– Let's compose an algorithm.

I put in n.f... and I define declination.

Helper word

– Let's get back to our proposal. Can you now determine which ending to write?

Primary anchoring... / Writing in notebooks and on the board with comments /.

Independent work with a check in the classroom.

1c. Let's wash, splash, 2 v. Once upon a time there was a Clean Fly. Swim, dive, somersault Fly was swimming all the time. In a tub, in a trough., In a lohan., She bathed on Sunday In the river, in the stream., In the ocean., In an excellent strawberry And in the bath., And in the bath. ... boiled. ... / K. Chukovsky "Moidodyr" / Monday- In cherry liqueur., Tuesday in tomato gravy., Wednesday - In lemon jelly. On Thursday - In jelly and resin. On Friday - In curdled milk., In compote., And in semolina porridge .. / B. Zakhoder "Clean fly /

V... Lesson summary.

We learned to identify unstressed case endings of names nouns. - We use the algorithm. - What knowledge do we need? / be able to: put nouns in the initial form; determine declination; learn by heart the words-helpers /.

List of used literature

Series "School Library" A. Barto "Where does the hero live?" - M .: Detgiz, 1959.

Interlocutors: Book. for students / Compiled by V.A. Levin / - M .: Education, 1995.

Series "My first books" Chukovsky K.I. Confusion. - M .: Children's literature, 1990.

Collected works in 3 volumes. Volume 1. S.V. Mikhalkov. Poems and fairy tales. - M .: Children's literature, 1970.

School 2100. WE are from "SCHOOL -2100". 2nd class "School 2100". Educational system "School 2100". OS "School 2100". Russian language lesson grade 3 (School 2100). FSES in the educational system "School 2100". The main educational program "School 2100". Mathematics OS "School 2100" (grade 3). EMC of the Educational system "School 2100".

We study according to the School 2100 program. Russian language 3rd grade OS "School 2100". Implementation of the Federal State Educational Standard in the educational system "School 2100". Literary reading lesson under the "School 2100" program in grade 2. Productive reading in the OS "School 2100". Russian language lesson in the 4th grade according to the educational complex "School - 2100". Russian language lesson in the 1st grade according to the "School 2100" program.

Implementation of the Federal State Educational Standard and the achievement of a new educational result through the introduction of a complex of technologies of the activity type of the Educational System "School 2100" into the mass practice of primary and secondary schools. LITERATURE LESSON in the 7th grade according to the program "School 2100". Educational area "Cognition" in the program "Kindergarten 2100".

Shuryshkarsky family-type boarding school. Family values ​​of the "School 2100" program. Implementation of the federal state educational standard for educational institutions through the OS "School 2100". The connection of words in the sentence 2 class of the educational complex "School 2100". Implementation of the comprehensive educational program "School 2100". The main features of work according to the "School 2100" system in the 5th grade. Implementation of the educational system "School 2100" in school practice.

Extracurricular reading lesson in grade 4 "Modern eccentrics" OS "School 2100". The system for assessing the educational achievements of students OS "SCHOOL 2100". Provision of personal results of education by means of the educational complex "School 2100". Teaching the Computer Science course within the educational program "School 2100".

First lessons of mathematics 1-4, 7-9 in a playful way

Lesson 1 (paragraph 1.1)

Option 1

Based on the didactic game "Border Guards"

Main objective: teach how to combine objects into groups by color, learn how to split sets of objects into groups by color.

Educator: Guys, today is your first day of school and your first math lesson. It will start with a game. The game is called "Border Guards". I laid out the borders on the floor. Inside each of them is a magical land. Now I will appoint a border guard for each country and give him a "passport". This "passport" will show who can settle in this country.

Misha becomes the border guard of this country. He has a strawberry in his "passport". What else can you call strawberries? (Berry). Who will live in this country? (Everyone who can be called the word "berry").

Sveta becomes the border guard of this country. She has a pear in her "passport". What else can you call a pear? (Fruit). Who will live in this country? (Anyone who can be called the word "fruit").

Alyosha becomes the border guard of this country. He has a cucumber in his "passport". What else can you call a cucumber? (Vegetable). Who will live in this country? (Anyone who can be called the word "vegetable").

All the other guys are residents of these countries. Now I will distribute "passports" to each group of 2-3 people (the teacher issues one "passport" for each group). With these passports, you can understand which country you are from and go to your country. Border guards must make sure that no one confuses countries. "Residents" have no right to quarrel with each other and with the "border guard". If it is not possible to agree, you should seek help from the teacher.

The teacher distributes split lotto cards to groups of students of 2-4 people in each group. Children consider them, discuss which country they should go to and carry out the task given by the teacher. The teacher intervenes only if they turn to him for help, or if the situation really, in the teacher's opinion, becomes critical and requires his intervention.

2. Difficulty in the game.

All groups found their country, and only 2-3 did not. It turns out that their "passports" depict a stool, a toy hare and a dress. With these "passports" they are not allowed to enter any "country".

Educator: (To those who could not participate in the general game) Guys, what happened? (We also want to play, but we are not allowed anywhere). Why? (Our "passports" are not suitable for any country).

(Appeals to those who were able to participate in the general game). Let's help the guys. Maybe we should open a new country for them? But what will it be called?

How did we settle in our countries? (All the "inhabitants" of the country had a common name, a difference). Let's take a close look at the "passports" of our guys. Maybe stools, toys and dresses also have a common difference, a sign? (Yes! They are all the same color - red !!!) How do we call their country? (Country of red objects).

We are opening a new "country". We put on its border a border guard with a "passport" - a red card.

4. Play by new rules.

Educator: (Appeals to those who remained within the former "boundaries") Guys, would you like to continue the game? And what needs to be done for this? (Anyone who is red can move to a new "country"). And what about the rest? (Open new countries). Which ones? How? (Countries with the name of the colors). Open up. How will you get together in groups? (By color.) Get together, and I'll take a look.

After the children gather in color groups, you can give them new "passports" - cards of the desired color. In this case, it is better to hand over old "passports".

5. Training exercises.

Educator: What have we learned to do today? (Divide into groups by color, form groups by color).

Let's break into pairs and go to the tables. (It is in this lesson that children are divided into stable pairs. In this case, children can do this of their own free will and mutual sympathy, and the teacher, after observing the children’s work, can make adjustments and transplant them in his own way.)

Opened books and workbooks are already on the tables. Find the right page in the tutorial, the topmost assignment. What did Vova Kolesnikov do? ("Seated" "flowers" on the "flower beds" by color). We also have "flower beds" in our notebook. Find them. Agree with each other (each couple sitting next to each other) and make the "flowers" in the "flower beds" the same.

Only one more task in the workbook (No. 1) is mandatory for everyone: for the development of fine motor skills of the hand - you need to circle the "umbrellas" and shade them. This is an individual work. It is performed under the guidance of a teacher, like a regular work in writing.

Homework:

Lesson 2 (paragraph 1.2)

Option 1

Based on the didactic game "Novosely"

Main objective: to teach how to combine objects into groups according to their shape, to learn how to split sets of objects into groups according to their shape.

1. Play according to familiar rules.

Educator: Guys, today the lesson will start with the game. The game is called "New Settlers". I laid out the "borders" on the floor. Inside each of them there is an "apartment" and there is a card that shows who can live in this "apartment". Near each apartment there is a controller who decides whether the “tenants” have found their “apartment” correctly. You also have similar cards on each desk. Each couple takes their card and decides which "apartment" they live in.

Children look at their cards, discuss which "apartment" they should go to in order to comply with the rules of the game. The teacher intervenes only if they turn to him for help, or if the situation really, in the teacher's opinion, becomes critical and requires his intervention.

2. Difficulty in the game.

All couples found their apartment, and only 2 couples did not. It turns out that most of the guys have red, blue or green cards, and these two pairs have squares (without color). With these cards, they cannot get into any of the "apartments".

Educator: (To those who could not participate in the general game) Guys, what happened? (We also want to play, but we are not allowed anywhere). Why? (Our cards are not suitable for any apartment).

3. "Discovery" of the new. Formulation of new rules of the game.

Educator: (Appeals to those who were able to participate in the common game): Let's help the guys. Maybe we should create a new "apartment" for them? But what will it be called?

How did we move into our "apartments"? (All the "residents" of the "apartment" had a common name, a difference). Let's take a close look at the cards of our guys. Maybe they also have a common difference, a sign? (Yes! They are all squares !!!) How do we call them "apartment"? ("Apartment" squares).

We are opening a new "apartment".

4. Play by new rules.

Educator (Appeals to those who remained within the former "borders") : Do you guys want to keep playing? And what needs to be done for this? (Open new "apartments"). Which ones? How? ("Apartments" with the names of geometric shapes). What figures do you know? (Children name figures they know. The teacher distributes cards.) Divide into groups.

5. Training exercises.

Educator: What have we learned to do today? (Divide into groups according to the form, form groups according to the form).

Let's go to our tables. There are already open books lying there. Find the left page in the tutorial, the topmost assignment. How did the figures settle in the "house" -table? Discuss this in pairs and give an answer on what basis the figures were settled on the floors, and on what basis - along the entrances.

After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

After that, tasks # 2 and # 3 from the textbook are also performed in pairs.

Here again it is discussed what we learned to do in this lesson.

Only one more task in the workbook (№2) belongs to the obligatory tasks for all. This is an individual work. This task can be either individual or pair.

All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework:

Lesson 3 (paragraph 1.3)

Option 1

Based on the didactic game "Put things in order"

Main objective: teach how to combine objects into groups by size, learn how to split sets of objects into groups by size.

1. Play according to familiar rules.

Educator: Guys, today we need to put things in order, neatly arrange geometric shapes in the boxes; they are on your desks. We will need these figures every time we line up the rows according to the given rules. Alena and Seryozha, get one box (or package). Each box has a figure. In each box, you must put the figures that are depicted on it. Each pair takes its own piece and takes it to the correct box, while Alena and Seryozha make sure that only the necessary pieces fall into the box.

There is one geometric figure on each table: either a quadrilateral or a triangle. They are all the same color, even better if they are just cut out of white paper. Moreover, these are a variety of triangles (rectangular, obtuse, acute-angled) and a variety of quadrangles (rhombuses, squares, trapezoids, etc.). All couples have small figures, and two couples have large ones (triangle and quadrilateral). So large that they cannot be put into boxes.

Children examine their figures, discuss in which box they should put them and independently carry out the teacher's task.

The teacher intervenes only if they turn to him for help, or if the situation really, in the teacher's opinion, becomes critical and requires his intervention.

2. Difficulty in the game.

All pairs have placed their pieces in the boxes, and only 2 pairs have not. Even if they try to place their figures on top of the box, the teacher draws the children’s attention to the fact that this cannot be done, the figure is much larger.

Educator: (to everyone) What happened? (These pieces cannot be put into these boxes.) Why? "The figures are big for these boxes."

3. "Discovery" of the new. Formulation of new rules of the game.

Educator: Guys, what to do? I have only one big box, and the guys have different shapes. What should I depict on this box, or how should I sign it so that I can later remember what figures lie here? (Coming up with our own designation for large figures).

Or maybe we don't need so many small boxes? Maybe we can make one box for all the small figures? What should I depict on this box, or how should I sign it so that I can later remember what figures lie here? (Coming up with the designation for the small figures).

4. Play by new rules.

Educator: Put things in order according to the new rules. On what basis are the figures now decomposed? (By size, large and small)

5. Training exercises.

Educator: What have we learned to do today? Divide objects into groups by size, form groups by size).

Let's go to the tables. There are already open books lying there. Find the right page in the tutorial, the topmost assignment. How did Vova split the pieces into groups? Discuss this in pairs and provide an answer.

After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

Here again it is discussed what we learned to do in this lesson. Compare with the text in the orange frame.

Only one more task in the workbook (№2) belongs to the obligatory tasks for all. This task can be either individual or pair.

All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework: open a textbook at home and tell parents what tasks are on this page and how they were performed in the lesson.

Lesson 4 (paragraph 1.4)

Option 1

Based on the didactic game "Help your friends to put things in order"

Main objective: clarify terms - size options.

1. Play according to familiar rules.

Teacher: Guys, you have strips of paper on your desks: big and small... Vasya and Petya - get one box (or package). Each pair takes their own paper strip and takes it to the correct box, while Vasya and Petya make sure that only the necessary strip gets into the box. Small and large markings on boxes. This is done as agreed in the last lesson.

There is one strip on each table: either short or long. They are all the same color and the same width, except for two or three. Moreover, all the short strips are approximately the same length (small), and all the long ones are much longer. All pairs have very narrow stripes, and two pairs have short but wide... Much wider than the rest.

Children examine their strips, discuss which box they should put them in, and complete the teacher's assignment.

2. Difficulty in the game.

Educator: (He stands nearby and watches the unfolding of the stripes. It agrees when long strips are put into the box with the designation of large objects, and the short ones - into the box with the designation of small ones. As soon as a wide strip appears, he stops the game and draws general attention to this strip.) That make? What box should I put in? (It is not clear which stripes are considered large and which are small.)

3. "Discovery" of the new. Formulation of new rules of the game.

Educator: Guys, how is that? On what basis did we all lay out our strips? (In length: long in a box with the designation of large items, and short - in a box with the designation of small items). But after all, these stripes are small in length, but large in width? What did we do wrong? (We did not agree on which strips should be considered large and which should be considered small). Really! Sometimes the words "big" and "small" are not enough. We need to clarify what size we mean.

Our strips can be laid out according to two criteria: it can be in length, or it can be in width.

4. Play by new rules.

Educator: Put things in order according to the new rules. Name the sign by which we will lay out the strips, and lay them out.

5. Training exercises.

Educator: What have we learned to do today? (More precisely, to negotiate when we lay out items into large and small).

Let's go to the tables. There are already open books lying there. Find the left page in the tutorial, the topmost assignment. Which tree in Petya's drawing is the largest, and which is the smallest? Discuss this in pairs and provide an answer.

The teacher does not interfere in the discussion until the very end, until the results of the assignment are summed up. After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

If the guys themselves come out to discuss the question of whether it is necessary to clarify the size parameter, then the teacher simply directs this discussion. If not, then it brings the children to the discussion, leading them to the idea that the largest tree can be chosen by its height, then it is pine, but it can be by its thickness, then it is an oak.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

Here again it is discussed what we learned to do in this lesson. Compare with the text in the orange frame.

Only one more task in the workbook (any) is mandatory for all tasks. All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework: open a textbook at home and tell parents what tasks are on this page and how they were performed in the lesson.

Lesson 7 (paragraph 2.1)

Option 1

Based on the didactic game "Order"

Main objective: teach children to establish order relationships based on a segment of natural numbers.

1. Play according to familiar rules.

Educator (Divides the class into three or four teams. At the same time, the number of children in the teams should not be the same, and no team should have more than 10 people): Guys, let's move a little. I will divide you into three (four) groups and arrange in a certain order. After that, I clap my hands, and you run away. Clap again, you have to line up in the same order. The winner is the team that, after running, can restore order.

2. Difficulty in the game.

Educator. After the run, the children line up in rows, and the question is discussed whether they lined up correctly. To check the correctness of the assignment, the teacher writes down the order of the children in the team in advance and announces the entire list at the time of discussion. If some team made a mistake, then we discuss the question of how the mistake could have been avoided.

3. "Discovery" of the new. Formulation of new rules of the game.

Educator: Guys, come on, I'll give each team number cards, and each team will have them of the same color. Sort out the cards and line up in order. Agree who is the first in your team, who is the second ...

4. Play by new rules.

Educator: Let's play again, only now you will be looking for your place with the help of a number card. Again, everyone scatters, and then gathers.

5. Training exercises.

Educator: What have we learned to do today? (Establish order by assigning each player a place in a row using numbers).

Let's go to the tables. There are already open books lying there. Find the left page in the tutorial, the topmost assignment. Tell us in what order the children go to school. Discuss this in pairs and provide an answer.

Complete the second task from the top on the same page. Have a meeting in pairs and use number cards to tell in what order the children returned from school.

Select the job you want. Let some row take the topmost task on the right page, another row - the bottommost, and the third - in the middle. The teacher explains to each row his task and gives time to complete.

After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

Here again it is discussed what we learned to do in this lesson. Compare with the text in the orange frame.

Only one more task in the workbook (any) is mandatory for all tasks. All other tasks in the workbook are not mandatory, they are performed if there is time left in the lesson, at the request and choice of children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework: Open a textbook at home and tell parents what tasks are on this page and how they were performed in the lesson.

Lesson 8 (paragraph 2.2)

Option 1

Main objective:

1. Play according to familiar rules.

Educator: Let's split into three teams (no more than 10 people per group). Each team - form pairs. The condition is this: each pair must have one boy and one girl. (The teacher divides children into teams so that in some teams there are equal numbers of girls and boys, and in some not equally).

2. Difficulty in the game.

Some teams were able to split into pairs, and some did not.

Educator (Addressing everyone) : What happened? Why weren't all the teams able to pair up?

3. "Discovery" of the new. Formulation of new rules of the game.

We count separately the girls and separately the boys in the team where the guys are equally divided. Now can you tell me why other teams didn't manage to pair up? (Girls and boys are not equally divided.) So, if it is possible to split a group of boys and girls into pairs, then the boys and girls are equally divided, and if the pairs do not work out, then not equally?

4. Play by new rules.

Educator: Teams, get each card in two colors, and find out, without counting them, whether you have equal numbers of cards of each color, or not equally. What new have you learned?

5. Training exercises.

Teacher: Let's go to the tables. There are already open books lying there. Find the right page in the tutorial, the topmost assignment. How do you know if the number of birds in the picture is equal or not? Discuss this in pairs and provide an answer.

After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

Here again it is discussed what we learned to do in this lesson. Compare with the text in the orange frame.

There is only one more task that is mandatory for all: No. 6 on page 17. It is performed in rows: one row examines Katya's drawing, the other - Petit, the third - Vova.

All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework: Open a textbook at home and tell parents what tasks are on this page and how they were performed in the lesson.

Lesson 9 (paragraph 2.3)

Option 1

Based on the didactic game "Compare numbers"

Main objective: teach children to compare the number of objects in groups.

1. Play according to familiar rules.

Teacher: Let's split into three teams (no more than 10 people in each group). Each group should form pairs. The condition is this: each pair must have one boy and one girl. (The teacher divides children into groups so that in some groups there are equal numbers of girls and boys, and in some not equally).

2. Difficulty in the game.

Teacher: Without counting the guys, tell me which team has more boys than girls. (Children make guesses)

3. "Discovery" of the new. Formulation of new rules of the game.

Teacher: Again we line up in pairs (in the team where the guys are not equally divided). We note who did not get a pair. And now you can say how, without counting, you can immediately find out who is more and who is less? (Children make guesses)

Now let's check ourselves by counting the guys.

4. Play by new rules.

Teacher: Teams, get each card in two colors, and find out, without counting them, which color is more and which is less. What new have you learned?

5. Training exercises.

Teacher: Let's go to the tables. There are already open books lying there. Find the left page in the tutorial, the topmost assignment. The teacher reproduces this task aloud and asks the children to discuss it in pairs and tell what needs to be done. After that, 2-3 pairs are called, the task is discussed, it is finally specified, what and how we will do. We do it.

After the task is completed, one pair from each row go out and "defend" the result of their work. The guys in each row are thought of as one team, so they can supplement and correct the work of “their” pair.

At the end of the discussion, the work of each row is assessed not only from the point of view of the correctness of the task, but also from the point of view of the expressed desire to achieve a team result, tactfulness, and clarity of statements by children in each team.

The tasks # 2 and # 3 are also performed. Task number 4 is performed in rows (each row has its own drawing).

After discussing the results of the work, it is once again discussed what they learned to do in this lesson. Compare with the text in the orange frame.

All other tasks are not mandatory, they are performed if there is time left in the lesson, at the request and choice of the children independently. At the same time, it may well be, and even desirable, for different couples or individual children to complete different tasks, and then tell the class what they did and how.

Homework: Open a textbook at home and tell parents what tasks are on this page and how they were performed in the lesson.

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