The plan is a summary of direct educational activities with preschoolers in the senior group.
The plan is a summary of direct educational activities with preschoolers in the senior group.
Topic :
“Bewitched by the Enchantress of Winter, the forest stands...”
Integration of educational areas
: “Communication”, “Artistic creativity”, “Music”, “Reading fiction”, “Cognition”, “Physical education”.
Objectives:
· develop children’s ability to compose a descriptive story of the winter forest, activate comparisons and metaphors in children’s speech.
("Communication"); · develop speech breathing. ("Communication"); · develop clear diction through tongue twisters (“Communication”); · develop children’s ability to analyze the sound composition of the word “forest”. ("Communication"); · enrich children’s vocabulary with words: “fringe”, “tremble”, “flare up”, “dazzling”. ("Communication"); · cause the manifestation of positive emotions when listening to a piece of music. ("Music"); · develop imaginative perception, aesthetic feelings by looking at reproductions of paintings of a winter forest (“Artistic Creativity”) · develop creative abilities through images of a winter forest. (“Artistic creativity”). · introduce children to Fyodor Tyutchev’s poem “The Enchantress in Winter...”, activate the sensory perception of the artistic word, promote the figurative perception of the poem, reveal the author’s attitude to nature, cultivate a sense of beauty and interest in the artistic word. (“Reading fiction”) · form ideas about ordinal counting up to 7. (“Cognition. FEMP”); · develop the ability to compare trees by height. (“Cognition. FEMP”); · cultivate in children the ability to listen to each other without interrupting. (“Socialization”) · develop motor activity and fine motor skills through playful motor tasks (“Physical Education”). Methods and techniques:
Practical: game exercise “Blow on a snowflake”;
dynamic pause “I’m not afraid of frost”, creative task “Illustration for a book” (children’s depiction of a winter landscape); finger game “Walk”; didactic games “What different trees are in winter”, “Which tree is taller”; dynamic pause “In December.” Visual: demonstration of reproductions of paintings with a winter landscape, examination of children's drawings; design of the group “Winter Forest”. Verbal: game exercise “Magic words”; children's stories for a book about the winter forest; conversation; reading a work of art by F. Tyutchev; didactic game “Find the lost sound.” Materials and equipment:
multimedia projector, screen, PC, text of F. Tyutchev’s poem, voice recorder, Demonstration: slides (reproductions of winter landscapes);
subject pictures of various trees of different heights in winter. Handout: reproductions of paintings by Levitan and Shishkin according to the number of children; paper snowflakes for each child; tinted sheets of paper, glasses of water, brushes of different sizes, gouache, watercolors, colored pencils, wax crayons, fabric napkins, pictures of various trees in winter of different heights according to the number of children. Forms of organizing joint activities
| Children's activities | Forms and methods of organizing joint activities |
| Motor | 1. Dynamic pause “In December”, “I’m not afraid of frost” Purpose: · develop children’s motor activity · develop the ability to combine words with movement 2. Finger game “Walk” Purpose: develop fine motor skills |
| Productive | Creative task “Illustration for a book” (children’s drawings). Goal: to develop creativity through the image of a winter forest. |
| Cognitive and research | 1. Didactic game “Which tree is taller.” Goal: develop the ability to compare trees by height. 2. Didactic game “What different trees are in winter” Purpose: to form ideas about ordinal counting up to 7. |
| Communicative | 1. Game – journey “Into the winter forest”. Goal: to develop children’s ability to compose a descriptive story of a winter forest, to activate comparisons and metaphors in children’s speech. 2. Compiling stories for the book “Bewitched by the invisible, the forest slumbers under the fairy tale of sleep.” Goal: to develop coherent speech, enrich children’s vocabulary with words: “fringe”, “tremble”, “flare up”, “dazzling”. 3. Game exercise “Blow on a snowflake” Purpose: to develop speech breathing. 4. Game exercise “Magic words” Goal: to develop clear diction through tongue twisters. 5. Game “Sound Lost” Purpose: to develop children’s ability to analyze the sound composition of the word “forest”. 6. Conversation about the forest in winter. Goal: · develop coherent speech · develop the ability to answer a question in a complete sentence. |
| Musical and artistic | Examination of slides with reproductions of paintings by I.I. Levitan “Forest in winter”, I.I. Shishkin “Winter in the Forest” and other landscapes to the music “In the Winter Forest”. Goal: · develop imaginative perception, aesthetic feelings by looking at reproductions of paintings of a winter forest · develop creative abilities through images of a winter forest. · cause the manifestation of positive emotions when listening to a piece of music |
| Reading (comprehension) | Reading Fyodor Tyutchev’s poem “In the Enchantress in Winter...” Purpose: to activate the sensory perception of the literary word, to promote the figurative perception of the poem, to reveal the author’s attitude to nature, to cultivate a sense of beauty and interest in words. |
Logic of educational activities
| № | Activities of the teacher | Pupils' activities | Expected results |
| 1. 1 | Travel game “Into the winter forest” | Compiling a descriptive story of a winter forest, using comparisons and metaphors in speech. | Increased experience in writing a descriptive story |
| 2. | Show slides with reproductions of paintings by I.I. Levitan “Forest in Winter”, I. I. Shishkin “Winter in the Forest” and other winter forest landscapes to the music “In the Winter Forest.” | Examination of slides with reproductions of paintings by I.I. Levitan “Forest in Winter”, I. I. Shishkin “Winter in the Forest” and other winter forest landscapes to the music “In the Winter Forest”. | Conditions have been created for the development of imaginative perception, aesthetic feelings, and the manifestation of positive emotions when listening to a piece of music. |
| 3. | Reading the poem by F. Tyutchev “In the Enchantress in Winter...”. Bewitched by the Enchantress of Winter, the forest stands - And under the snowy fringe, motionless, mute, it glitters with a wonderful life. And he stands, bewitched, - Neither dead nor alive - Enchanted by a magical dream, All entangled, all shackled With a light downy chain... Does the winter sun place its scythe ray on him - Nothing in him will tremble, He will all flare up and sparkle with Dazzling beauty. | Listening to F. Tyutchev’s poem “In the Enchantress’s Winter...” | Conditions have been created for activating the sensory perception of the artistic word, the figurative perception of the poem, for cultivating a sense of beauty and interest in the word. The vocabulary has been replenished with the words “fringe”, “flutter”, “flare”, “dazzling” |
| 4. | Conversation about the forest in winter: · What feelings come over you? · What colors are used to depict the forest in winter? · What sounds did you hear? · What smells did you smell? | Complete answers to the teacher’s questions using words in speech | Conditions have been created for the development of coherent speech in children |
| 5. | Game exercise “Blow on a snowflake” | Blow on a paper snowflake so that it flies off the sheet of paper. | Conditions have been created for the development of speech breathing and directed air flow |
| 6. | Helps children compose stories for the book “Enchanted by the invisible, the forest slumbers under the fairy tale of sleep.” | Make up stories on a winter theme. | Conditions have been created for the development of coherent speech. |
| 7. | Dynamic pause “In December.” | White - white (Hands raised up, stretched) In December - in December (Turns of the body left and right, arms to the sides) Christmas trees - Christmas trees (Hands raised up, stretched) In the yard - in the yard (Twists of the body left and right, hands on belt) Spins - spins And sings - and sings (Spinning in place) Festive - festive Round dance - round dance. (Clap your hands) Slippery - slippery In December - December (Imitation of sliding with your feet) Hills - hills In the yard - in the yard. (Squats) Voiced - sonorous In December - in December (Arm swings) Songs - songs In the yard - in the yard. (Jumping in place) Spinning and spinning And singing and singing (Spinning in place) Festive - festive Round dance - round dance. (Clap your hands) | Conditions have been created to satisfy children's basic need for movement and relieve static tension |
| 8. | Game exercise “Magic words” (tongue twister) | They pronounce tongue twisters with a gradual acceleration of the tempo of speech: On a winter morning, from the frost, the birch trees ring at dawn. Frost lay on the branches of the spruce tree, the needles turned white overnight. | Conditions have been created for the development of clear diction |
| 9. | Didactic game “Find the lost sound” (sound analysis of words). | Carry out a sound analysis of the word “Forest” - “assemble” the word from individual letters E L S - determine the number of syllables - quantitative and qualitative sound analysis of the word FOREST | Conditions have been created for the development of phonemic hearing and sound-syllable analysis of words |
| 10. | Creative task “Illustration for a book” | Drawing a landscape on the theme “Winter Forest”. | Conditions have been created for the development of creative abilities |
| 11. | Finger game "Walk". | One-two-three-four-five (we straighten our fingers clenched into a fist one by one), We went into the yard for a walk (we use our index and middle fingers to depict a “little man” and walk). We made a snow woman (we imitate making a snowball), We fed the birds with crumbs (we put our fingers together in a pinch), You and I rode down the hill (we run the index finger of one hand along the palm of the other), And we also rolled in the snow (we turn our palms first with the outer side, then with the inner side) . Everyone came home covered in snow! (we shake off our hands) We ate soup (we pretend to bring a spoon to our mouth), we went to bed (we put folded palms to our cheeks) | Conditions have been created for the development of fine motor skills and coordination of hand movements. |
| 12. | Didactic game “What different trees are in winter” | Counting trees up to seven (based on object pictures) | Conditions have been created for FEMP (ordinal counting within 7) |
| 13. | Didactic game “Which tree is taller” | Comparison of the height of various trees in winter (birch is lower than pine, but higher than spruce, etc.) using subject pictures. | Conditions have been created for developing the ability to compare objects (trees) by height. |
| 14. | Dynamic pause “I’m not afraid of frost.” | I am not afraid of frost, I will become close friends with it. The frost will come to me, touch my hand, touch my nose, So I must not yawn, Jump, run and jump! (Perform appropriate movements) | Conditions have been created to satisfy children's basic need for movement and relieve static tension |
| 15. | Reflection: · What did you read the poem about? · What is the name of our book? · What game did we play? · What was shown in the drawings? · What did you find magical in the winter forest? | Children answer questions with complete answers and talk about their mood after class. Tell them what they liked most about the lesson. |
GCD summary for the senior group “Give a piece of goodness”
Summary of GCD for the senior group. The purpose of using ICT in NNOD : the formation of cognitive interests and cognitive actions of the child in various types of activities, supporting the motivational line throughout the entire NNOD, enhancing the cognitive activity of children, concentrating the attention of preschoolers
The goal of NNOD is to develop in a child the desire and ability to think creatively, analyze the world around him, studying himself from the position of goodness, justice, and love.
Objectives of the priority educational area:
Social and communicative development:
- continue familiarization with the polar concepts of “good” and “evil”;
- to form a conscious attitude towards social norms of behavior;
- develop emotional responsiveness, empathy, goodwill, desire for charity, readiness for humane actions.
Educational objectives in the integration of educational areas:
Artistic and aesthetic development:
- promote the development of creative thinking through creating a drawing according to your own design;
- improve the ability to complete the work started.
Cognitive development:
- improve cognitive activity;
- to form the concept of “charity” in children;
- develop the ability to observe, isolate, compare, analyze.
Speech development:
- develop coherent, grammatically correct speech;
- intensify the use of the new word “charity” in speech.
Physical development:
- develop fine motor skills of the hands;
- achieve a positive emotional state.
Preliminary work: reading fairy tales, discussing cartoons watched at home; conversations about stories on moral topics, looking at illustrations with various situations, playing out situations.
Planned results : the child has a positive attitude towards the world. The child actively interacts with peers and adults; able to empathize with failures and rejoice in the successes of others. Has primary value ideas about “what is good and what is bad”, strives to do good; Shows respect for elders and care for younger ones. The child has a fairly good command of oral speech, can express his thoughts, use speech to express his thoughts, feelings and desires, construct a speech statement in a communication situation. Shows interest in productive activities, developed fine motor skills, masters basic movements, can control and manage his movements.
Prerequisites for UUD : communication – listening skills, ability to participate in joint activities in a subgroup, ability to answer questions.
Regulatory – the willingness to choose an occupation according to one’s own design.
Cognitive – the ability to work from illustrations, the ability to establish cause-and-effect relationships.
Personal – the ability to correlate actions and events with accepted principles and moral standards; developing the ability to help.
Equipment for the teacher : projector, laptop, visual aid “Lessons of Kindness”, audio recordings of songs (“Smile”, “If you are kind”), video recording “On the Path of Kindness”.
Equipment for children: landscape sheet, colored pencils, cards for the game “You can - you can’t”, chips
| Activities of the teacher | Children's activities |
Introductory part (duration 5 minutes) | |
| Purpose: to attract children's attention, organizing them for educational activities | Target: inclusion in educational activities, determining the reasons for using affectionate words in speech |
| Guys, good morning! Our every day begins with the words “Good morning!”, “Hello” Why do we say these words? | Children's answers |
| Saying these words, we wish our loved ones and acquaintances a good mood, good health, so that we have a good and kind whole day. When we are in a good mood, we smile, it seems to us that we can do anything, we even want to share our good mood with passers-by. And the good returns, passes from one person to another. It is very nice to say kind words to others. Let us also greet each other and exchange kind words. Greeting "Magic Ball" | Children sitting on the carpet in a circle pass a ball of thread and say a kind word to their neighbor |
Main part (20 minutes) | |
| Goal: to instill in children the need to do kind deeds towards their loved ones, acquaintances and strangers, and animals. Form a conscious attitude towards social norms of behavior. Enrichment and activation of the vocabulary “Charity: “good” (good), “create” (do) - do good. Develop fine motor skills. | Goal: Take part in the discussion. Show off your ability to make gifts according to your own ideas. Completing grouping tasks. |
| Game-dramatization “A good word heals, but a bad word cripples” Guys, did you know that with the help of words you can create miracles? A word can make a person laugh, upset, or offend. When a person is upset or offended, it is very difficult for him to cope with a bad mood, but a kind word can console him. Let's remember Agnia Barto's poem: Our Tanya is crying loudly, She dropped a ball into the river. Hush, Tanya, don't cry. The ball will not drown in the river. | Children listen to the teacher's words |
| The teacher reads the poem and shows it with gestures and facial expressions. – Do you think Tanya will stop crying? Why? | Children's answers |
| Of course, the words addressed to Tanya should help her, comfort her. What other good deeds can children do? | Children's answers |
| What can you call adults, children, fairy tale and cartoon characters who come to the aid of others? | Children's answers |
| Children, do you know what the word “charity” means? | Children's guesses |
| “Charity” consists of two words “good” and “create”. “Good” means “good”, and “create” means “to do.” So the word “Charity” means “to do good.” – And now I want to check whether you can distinguish good deeds from bad ones. | Children listen to the teacher's words |
| Game "You can - you can't." You need to divide into 4 teams. Each team needs to distribute the chips among the cards. Green chips mean good deeds, and red chips mean bad deeds. | Children are divided into 4 teams. Each team selects and distributes chips onto cards. The quiet melody “If you are kind” sounds |
| – Now let’s check how you completed the task. | Children explain the actions drawn on the cards. |
| Well done. Right. When a person does a good deed, provides voluntary help, it means he is engaged in charity. Voluntary help means that you will help just like that, that is, for free, at your own request. Nowadays, charity concerts . | Children listen to the teacher's words |
| Slide 1. Concert | Familiarization with the slide |
| People collect money for the construction of schools, churches, cathedrals, and for the treatment of seriously ill people. | Children listen to the teacher's words |
| Slide 2.Collecting money (People put money in a special container) | Familiarization with the slide |
| Guys, we are lucky, we have parents who take care of us, relatives, and friends. When we get sick, they always come to the rescue, treat us, and console us. And there are children who have no loved ones, no one helps them. And it is for them that such charity events are held. Charity games are held in which famous actors and artists take part, donating their winnings to hospitals and orphanages. Some people collect things to help people who do not have enough money to buy clothes and toys. | Children listen to the teacher's words |
| Slide No. 3 Collecting things | Familiarization with the slide |
| You and I can also do charity work. To do this you need to do good deeds. We can help people in difficult situations, share with others, be kind and attentive to others. If you fed a homeless kitten, or, for example, adopted a puppy, then you did a good deed towards them. | Children listen to the teacher's words |
| Slide No. 4 A child feeds a homeless kitten | Familiarization with the slide |
| If you defended a person who was being offended, then you also did a good deed. | Children listen to the teacher's words |
| Slide No. 5 A boy protects a girl from a bully | Familiarization with the slide |
| If you gave a toy to a child who lives without parents, then you are doing charity. | Children listen to the teacher's words |
| Slide No. 6 “A boy carries toys to an orphanage” | Familiarization with the slide |
| Good deeds bring people joy. And today you and I can do a good deed - we will give our kids drawings, which means we will make them happy. But first we'll warm up a little. | Children listen to the teacher's words |
| Finger gymnastics «Kindness» If your fingers are sad, they want kindness . (press fingers tightly to palm) | Children performing gymnastics |
| If your fingers cry, it means someone offended them. (shaking hands) We will spare our fingers - We will warm you with our kindness . (“wash” our hands, breathe on them) We will press our palms to ourselves , (Press your palms to your chest) Let's start stroking gently. (Stroke the palm with the other palm) Let your palms hug , Let them play a little. (Cross your fingers, press your palms together, the fingers of both hands tap quickly and lightly) Each finger needs to be taken and hugged tightly. (We hold each finger in a fist) | Children performing gymnastics |
| Let's remember the proverbs about kindness and start making gifts. - A kind person teaches goodness. “A good word heals, but a bad word cripples.” | Children say proverbs about goodness. |
| More proverbs: - Good always triumphs over evil. - A good century will not be forgotten – Life is given for good deeds. - The world is not without good people. | Children listen to the teacher's words |
| And now I suggest you draw gifts for children in the younger group. Everyone can draw something that will bring joy to our kids. | Children complete the task. The song "Smile" is playing |
Final part (reflection, duration 5 minutes) | |
| Children, what is important for you to learn today? Where can you apply this? | Children's answers |
| You and I can also do good deeds, help other people, say kind and polite words - this will make everyone better, the world will be kinder. Please, I'm telling you this in confidence. Be kind - and don't expect candy for it. Be kind - without the game and during the game. If you can, please be kind. | Children listen to the teacher's words |
| Video song “Dear Goodness”. | Children watch and listen to a video song |
