Ready-made lesson notes school 2100. Based on the didactic game "Compare numbers"

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

Lesson 1 (paragraph 1.1)

Option 1

Based on didactic game"Border guards"

Main subject goal: teach how to combine objects into groups by color, learn how to divide collections of objects into groups by color.

teacher: Guys, today is your first day of school and your first math lesson. It starts 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" in his hands. This "passport" will show who can settle in this country.

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

Sveta becomes a border guard of this country. She has a pear in her “passport”. What is another name for a pear? (Fruit). Who will live in this country? (Everyone who can be called the word "fruit").

Alyosha becomes a border guard of this country. He has a cucumber in his "passport". What is another name for a cucumber? (Vegetable). Who will live in this country? (Everyone who can be called the word "vegetable").

All other guys are residents of these countries. Now I will give out “passports” to each group of 2-3 people (The teacher gives out one “passport” for each group). With these passports, you will be able to understand which country you are residents of and go to your country. Border guards must ensure that no one confuses the countries. "Residents" do not have the right to quarrel with each other and with the "border guard". If you cannot reach an agreement, you should contact the teacher for help.

The teacher distributes split lotto cards to groups of students of 2-4 people in each group. Children examine them, discuss which country they should go to and complete the task given by the teacher. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, 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 into any "country".

teacher: (Addresses 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.)

(Addresses those who were able to participate in the general game). Let's help the guys. Maybe we should open up for them new country? 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 closer look at the "passports" of our guys. Maybe the stool, toys and dresses too general difference, sign? (Yes! They are all the same color - red!!!) What shall we call their country? (Country of red items).

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

4. Game by new rules.

teacher: (Addresses those who remained within the former "boundaries") Guys, do you want 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). And what? How? (Countries with color names). Open up. How will you get into groups? (By color.) Get ready, and I'll take a look.

After the children gather in groups by color, you can give them new “passports” - cards of the desired color. At the same time, it is better to hand over old “passports”.

5. Training exercises.

teacher: What have we learned to do today? (Break 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. At the same time, children can do this of their own free will and mutual sympathy, and the teacher, after observing the work of children, can make adjustments and transplant them in their own way.)

There are already open books and workbooks on the tables. Find the right page in the textbook, the topmost task. What did Vova Kolesnikov do? (“I planted” “flowers” on “flower beds” according to color). We also have “flower beds” in our notebooks. 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: on the development of fine motor skills of the hand - it is required to circle the “umbrellas” and shade them. This individual work. It is performed under the guidance of a teacher, as usual work in copybooks.

Homework:

Lesson 2 (paragraph 1.2)

Option 1

Based on the didactic game "New Settlers"

Main subject goal: to teach how to combine objects into groups by shape, to learn how to divide collections of objects into groups by shape.

1. Play by familiar rules.

teacher: Guys, today the lesson will start with a game. The game is called Newcomers. I laid out "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.

The children look at their cards, discuss which “apartment” they should go to in order to fulfill the rules of the game. The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, 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 images of squares (having no color). With these cards, they cannot get into any of the "apartments".

teacher: (Addresses 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.

teacher: (Addresses those who were able to participate in the general game): Let's help the guys. Maybe we should create a new “apartment” for them? But what will it be called?

How did we settle into our "apartments"? (All the "inhabitants" of the "apartment" had a common name, a difference). Let's take a closer 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. Game by new rules.

teacher (Addresses those who remained in the former "borders") : Guys, do you want to continue the game? And what needs to be done for this? (Open new "apartments"). And what? How? ("apartments" with the name geometric shapes). What figures do you know? (Children name the figures they know. The teacher distributes cards.) Break into groups.

5. Training exercises.

teacher: What have we learned to do today? (Break into groups according to form, form groups according to form).

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

After the task is completed, one pair from each row comes out and "protects" the result of their work. The guys of 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, tact, clarity of statements of children in each team.

After that, tasks No. 2 and No. 3 from the textbook are also performed in pairs.

Here, once again, we discuss what we learned to do in this lesson.

The mandatory tasks for all include only one more task in the workbook (No. 2). This is an individual work. This task can be either individual or in pairs.

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 on their own. It may well be, and even desirable, that different pairs or individual children do 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 "Clean up the mess"

Main subject goal: teach how to combine objects into groups by size, learn how to break collections of objects into groups by size.

1. Play by familiar rules.

teacher: Guys, today we need to put things in order, carefully arrange geometric shapes in boxes; they are on your desks. We will need these figures every time we line up rows according to the given rules. Alena and Seryozha, get a box (or package). Each box has a figure on it. In each box you need to put such figures that are depicted on it. Each couple takes their figure and puts it in the right box, and Alena and Seryozha make sure that only the right pieces get into the box.

On each table lies one geometric figure: either a quadrilateral or a triangle. They are all the same color, even better if they are simply cut out of white paper. At the same time, these are the most different triangles(rectangular, obtuse-angled, acute-angled) and a variety of quadrilaterals (rhombuses, squares, trapezoids, etc.). All pairs have small figures, and two pairs have large ones (triangle and quadrilateral). So big that they can't fit in boxes.

Children examine their figures, discuss which box they should put them in, and independently complete the task of the teacher.

The teacher intervenes only if he is asked for help, or if the situation really, in the opinion of the teacher, becomes critical and requires his intervention.

2. Difficulty in the game.

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

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

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

teacher: Guys, what to do? I have only one big box, and the figures of the guys are different. What should I draw on this box, or how should I sign it so that I can later remember what figures are here? (We come up with our own designation for large figures).

Or maybe we don't need so many small boxes? Maybe make one box for all the little shapes? What should I draw on this box, or how should I sign it so that I can later remember what figures are here? (We come up with our own designation for small figures).

4. Game by new rules.

teacher: Put things in order according to the new rules. On what basis do we now have figures laid out? (By size, big and small)

5. Training exercises.

teacher: 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. Find the right page in the textbook, the topmost task. How did Vova break the figures into groups? Discuss this in pairs and give an answer.

Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.

The mandatory tasks for all include only one more task in the workbook (No. 2). This task can be either individual or in pairs.

Homework: open the textbook at home and tell the 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 clean up"

Main subject goal: clarify terms - size parameters.

1. Play by familiar rules.

Teacher: Guys, you have strips of paper on your desks: big and small. Vasya and Petya - get a box (or package). Each pair takes their paper strip and puts it in the right box, and Vasya and Petya make sure that only the right strip gets into the box. The boxes are labeled small and large. This is done as agreed in the last lesson.

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

Children examine their strips, discuss which box they should put them in and complete the task of the teacher.

2. Difficulty in the game.

teacher: (Stands nearby and watches the stripes being laid out. Agrees when the long strips are placed in the box with large items, and the short ones in the box with small items. As soon as a wide strip appears, he stops the game and draws everyone's attention to this strip.) What make? What box to put in? (It is not clear which strips are considered large and which are small).

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

teacher: Guys, how is it? On what basis did we all lay out our stripes? (By length: long ones in a box with the designation of large objects, and short ones in a box with the designation of small ones). But after all, these strips are small in length, and large in width? What did we do wrong? (We did not agree on which strips should be considered large and which - 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: one can be in length, and one can be in width.

4. Game by new rules.

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

5. Training exercises.

teacher: What have we learned to do today? (It’s more accurate to agree when we lay out objects into large and small ones).

Let's go to the tables. There are already open books. Find the left page in the textbook, the topmost task. Which tree in Petya's drawing is the largest, and which is the smallest? Discuss this in pairs and give 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 comes out and "protects" the result of their work. The guys of 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 issue of clarifying the size parameter, then the teacher simply directs this discussion. If not, then he brings the children to the discussion, leading them to the idea that it is possible to choose the largest tree by height, then it is a pine, or by thickness, then it is an oak.

Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.

The mandatory tasks for all include only one more task in the workbook (any). 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 on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.

Homework: open the textbook at home and tell the 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 subject goal: teach children to establish order relations based on a segment of a natural series of numbers.

1. Play by familiar rules.

teacher (Divides the class into three or four teams. At the same time, the number of children in 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 put you in a certain order. After that, I will clap my hands, and you run away. Clap again, you must line up in the same order. The team that can restore order after running will win.

2. Difficulty in the game.

teacher. After the run, the children line up in rows, and the question is 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 the discussion. If some team made a mistake, then we discuss the question of how it was possible to avoid the mistake.

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

teacher: Guys, come on, I will distribute number cards to each team, and each team will have the same color. Sort the cards and line up in order. Agree on who is first on your team, who is second ...

4. Game by new rules.

teacher: Let's play again, only now you will look for your place using a number card. Again, everyone scatters, and then they gather.

5. Training exercises.

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

Let's go to the tables. There are already open books. Find the left page in the textbook, the topmost task. Describe the order in which children go to school. Discuss this in pairs and give an answer.

Complete the second task from the top on the same page. Confer in pairs and tell with the help of numerical cards in what order the guys returned from school.

Select a task of your choice. Let one row take the topmost task on the right page, the other row the bottommost, and the third one in the middle. The teacher explains to each row his task and gives time to complete.

Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.

The mandatory tasks for all include only one more task in the workbook (any). 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 the children on their own. It may well be, and even desirable, that different pairs or individual children do different tasks and then tell the class what they did and how.

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

Lesson 8 (paragraph 2.2)

Option 1

Main subject goal:

1. Play by familiar rules.

teacher: Let's break into three teams (no more than 10 people in the group). Each team - form pairs. The condition is this: in each pair there must be one boy and one girl. (The teacher divides the 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 pair up, and some weren't.

teacher (To everyone) : What happened? Why weren't all teams able to pair up?

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

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

4. Game by new rules.

teacher: Teams, get each card of two colors, and find out, without counting them, whether you have equal 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. Find the right page in the textbook, the topmost task. How to find out if the birds are equally or not equally in the picture? Discuss this in pairs and give an answer.

Here, once again, we discuss what we learned to do in this lesson. Compare with the text in the orange frame.

Only one more task belongs to the tasks that are mandatory for all: No. 6 on p.17. It is performed in rows: one row examines Katya's drawing, the other - Petya, the third - Vova.

Homework: Open the textbook at home and tell the 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 subject goal: teach children to compare the number of objects in groups.

1. Play by familiar rules.

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

2. Difficulty in the game.

Teacher: Say, without counting the guys, which team has more boys than girls. (Children make guesses)

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

Teacher: We line up again in pairs (in the team where the guys are not equally divided). We note who did not get a pair. And now can you 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. Game by new rules.

Teacher: Teams, get each card of two colors, and find out, without counting them, which color has more cards and which has fewer. What new have you learned?

5. Training exercises.

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

The same goes for tasks #2 and #3. 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.

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

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Lesson 1
Introductory lesson.
Calendar and calendar holidays.
Introduction to prescriptions
(“Primer”, pp. 2–5, Copybook No. 1, cover, p. 1)

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

Equipment: cardboard box, on which is pasted the same as on the cover of the textbook, drawing, cubes (size 10 10 cm or 15  15 cm, white), tape recording “Death Tips”, soundtrack of the song “Azbuka”, costumes for artists, illustrations: a tree without leaves, snowflakes, leaves (green on one side, yellow, red on the other), butterflies, flowers; The State Emblem of the Russian Federation, the State Flag of the Russian Federation, calendar holidays (textbook, p. 5).

During the classes

I. Organizational moment.

Teacher. We have many famous

Different days on the calendar

But there is one the most,

The very first in September.

The cheerful bell rang:

Hello school time!

And walks together to school

This morning, kids.

II. Introduction to the subject.

(Pupils of grades 5–6 help in preparing and conducting the lesson. They act as a Primer, letters. Each of the artists has corresponding costumes. “Letters” hold cubes on which letters are written.)

Student 1. Hello guys!

In a big and bright school

The door is open for everyone.

You all came to study

You are students now.

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

(Children's answers.)

- Correctly. I see you all want to be students.

- Let's get acquainted. At my command, each of you will say your name out loud.

- Why was it not clear who was called?(Children's answers.)

If you want to say

Either get out or get up

You have to hold your hand.

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

- Amazing. Did everyone remember?

The school has rules that will help you study well.

“Now lean over to your desk and listen to her advice.

(A tape recording of “Death Councils” sounds.)

Wake up early in the morning

Wash well

In order not to yawn at school,

Do not peck at the desk with your nose.

Train yourself to be in order

Don't play hide and seek with things

Treasure every book

Keep your briefcase clean.

Dress neatly

To be pleasant to look at

Don't giggle in class

Don't move the chair back and forth.

Don't tease, don't be arrogant

Try to help everyone at school

Do not frown in vain, be bold -

And you will find friends.

Tell everyone about school

Cherish the honor of the school

To get a five.

That's all my advice

They are wiser and easier.

You, my friend, do not forget them.

Good luck!

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

And now guys

Hear riddles!

I drew on paper

Streams, forests, ravines.

Because I drew

I became smaller.

(Pencil.)

In this narrow box

You will find pencils

Pens, eraser, paper clips, buttons -

Anything for the soul.

(Pencil case.)

Walked across the field

She drove with her beak.

Left her mark -

I put a point.

(Pen.)

colorful sisters

Were bored without water.

Aunt is long, thin

Carries water to them, sighing.

(Paints and brush.)

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

Feel free to write on me

You can also draw.

What is me?

(Notebook.)

He's very, very famous.

Filled with books in winter

And in the summer it is empty and sleeps soundly.

He's just in the room.

But only autumn comes,

He takes me by the hand.

And again in the rain and blizzard

Walking with me is my...

(Briefcase).

I know everyone, I teach everyone.

I just keep silent.

To befriend me

Need to learn to read.

(Primer.)

Let's play the game "What shall we take to school?".

Put your hands on your elbows. I will name some subject, if you take it to school - clap your hands, if not - do not clap.

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

(ABC book enters.)

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

Primer. My friends came with me today - letters. Meet.(Letters enter.)

The letter "U".

Convenient letter!

It's convenient in her

What is possible with a letter

Hang up your coat.

The letter "B".

This letter

Visible in the distance

Beautiful, twisted.

Like a pretzel baked

Waiting for visitors.

The letter "R".

I'm still trembling with fear! -

The log exclaimed:

- It looks like a letter to an ax!

Break for sure!

The letter "b".

The letter "R" turned upside down -

Turned around with a soft sign.

The 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".

Branch on the tree

bowed low,

And suddenly in the letter K

She has turned.

Primer. I'll take these letters

And from them I will make a word ...

Here it is and everything is ready!

(The word "Primer" is formed.)

- Guys, help,

Read the word correctly.

(Children read the word.)

– Well done, many of you know the letters.

I only introduced you to some letters. You will meet them on the pages of your first book. Each letter is looking forward to meeting you.

I. If you want to know a lot,

Achieve a lot

We must learn.

Chorus:

ABC, ABC

Everyone needs

Books will help us

II. We need to write letters

Neatly in line

Gotta remember them

No errors, exactly.

Chorus.

III. Books can tell

About everything in the world.

Adults and children.

Chorus.

Teacher. Look at the cover of the Primer.

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

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

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

Thirty-three native sisters,

written beauties,

Everyone lives in one box

And they are famous everywhere.

They always rush to you

Glorious sisters -

All the guys are asked

Befriend them.

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

(Primer and Letters leave.)

Physical education minute

We became students

We follow the regime ourselves:

In the morning when we woke up

Smiled, stretched.

For health, mood

We do exercises:

Hands up, hands down

Raised on toes.

Then sat down, then bent down

And, of course, they smiled.

And then we washed

They dressed carefully.

Breakfast was not in a hurry

To school, striving for knowledge.

 Textbook work.

Teacher:

– Look at page 2. What do you see on the cubes?(Drawings.)

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 that each word begins with.

– Say the letters or read the words on page 3.

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

annual bush

Dropping a leaf every day

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

(Calendar.)

– Turn to page 4 in your textbook.

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

Four leaves were torn off the calendar. Guess what they show.

You can guess the riddle:

Every year they come to visit us:

One gray-haired, the other young,

The third jumps, and the fourth cries.

(Seasons.)

What seasons are shown on the calendar sheets?

Tell me what you know about each season.

- Now let's play. Guess what time of the year they are talking about, and show the corresponding picture in the textbook with your finger.

(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 hare gray

Turned into a white bunny

The bear stopped crying

The bear went into hibernation in the forest.

Who's to say, who knows

When does it happen?

(In winter.)

beauty walks,

Lightly touches the ground.

Goes to the field, to the river,

And on the snow, and on the flower.

(Spring.)

The sun bakes

linden blossoms,

Butterflies fly

When does it happen?

(Summer.)

If the leaves on the trees turn yellow,

If the birds have flown 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 (continued).

(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? Which of you was born in winter? In the spring? In summer? In autumn?

- How many months in a year? Name them in order.

The game "Word is a magnet".

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

- Name the words that apply to each season:

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

Spring (sheets attached);

summer (flowers, butterflies are attached);

autumn (leaves yellow and orange).

 Work with the textbook (p. 5).

- Name the holidays that you see on the leaves of the calendar.

What holiday do we celebrate the very first 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, June 12, Russia celebrates Independence Day. Look at the calendar sheet. 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.

How many states on earth, so many flags exist. Each state has its own flag. All of them are different: one-color and multi-color, with stripes and patterns, with stars and crosses. Each flag has its own history, its own destiny.

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

What color is the middle band?(Blue is loyalty and honesty.)

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

- Where should the State flag of Russia be located? How should one treat the State Flag of our Motherland?

 Work in Recipe.

- Carefully consider the Flag of the Russian Federation and also color the flag in the Copybook.

Which pencil will you take first? Second? Third?

 Work with the textbook.

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

The game "Take your place."(It is carried out 2-3 times.)

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

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

Physical education minute

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

(Tapping fingers on desk.)

Only who will understand it - cap-cap!

I don't understand, neither you, drip-cap!

But the flowers will understand, cap-cap!

And autumn foliage, drip-cap!

Yellowed grass, drip-drip!

 Work in Recipe.

- Look at the drawing in copybook. Match it with the illustration in the textbook.(The same holiday is depicted.)

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

Where and when did you see such clothes?

– Can it be called modern?(No, the guys here are in Russian national costumes.)

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

We only have to color the bouquet.

We make bouquets of flowers,

picking flower after flower,

And fragrant fresh summer

Together with them comes to our house.

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

Astra with straight petals

Since ancient times, called the "star".

That's what you would call it yourself,

In it, the petals scattered in rays

From the core, completely golden.

Asters are beautiful, look like stars, come in different shades.

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

What flower are you talking about? What is it compared to?

On the porch of our school

Guard a fresh flower bed

The gladiolus stood guard.

(It's Latin for sword.)

Why is this flower compared to a sword?(The leaves are shaped like a sword.)

- Color in your bouquets of gladioli.

Autumn pictures are getting cold,

The garden has been crumbling for a long time,

But in the proud beauty of dahlias

Some stand without bowing.

- Color the dahlias.

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

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

III. Summary of the lesson.

Teacher. I congratulate you: you have become schoolchildren. What will you tell your moms, dads, grandparents today? What did you do in class? What did you especially like?(An audio recording of the song “What they teach at school” sounds.)

Preview:

Lesson 1

introductory lesson.

introduction to the textbook
"Russian language. first lessons"

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

During the classes

I. Organizational moment.

II. Introduction to the textbook.

1. Child enters dressed as a Russian language textbook.

Child. Hello guys! Did 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 voluminous toys on the table, reads a poem.

cat, dragon, bunny

Hurry on call right on time

A small modest mouse

The monkey is called to a lesson:

"Don't be lazy, my friend -

Learning is always useful!

monkey (class student in a suit).And I just want to learn everything. To time - and it's ready! No need to go to school every day, learn lessons!

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

In the process of 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 of human society. There is no chaos (disorder) in it, everything in it obeys laws, grammatical rules of spelling and pronunciation. Russian language is ours native language. We communicate on it, we think. And manuals will help us to study it: the textbook "Russian language (first lessons)" and " Workbook in Russian" for the first grade.

2. Teacher. Take a textbook, look at the cover, read the names of the authors. They sent us an audio mail.

A tape recording of the text of the authors' appeal to first-graders is turned on (p. 2 of the textbook).

Read the contents 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 minute

Conducted by a monkey.

I call you all to the roof,

Get up quietly.

(Children get up.)

Raise your hands to the sides

Get up on your toes urgently

Higher, higher... Get down

Bow down, smile

Now please sit down

And study hard!

III. Introduction to the workbook.

1. Completion of the task.

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

Letters are icons, like fighters on a parade,

In strict order built in a row.

Everyone stands in the appointed place,

And everything is called...(alphabet.)

2. Conversation.

What is another name for the alphabet?(ABC.)

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

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

3. Self-test.

A finished sample of the work is posted on the board.

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

4. Requirements for keeping a notebook.

- Open your notebook to p. 2. On the top line, we will write the date the work was completed (number), on the second line - where the work is done (classroom or homework).

5. Write the date in a notebook.

6. Spelling work with unchecked spellings - the terms of the lesson.

1) Uncomplicated cheating with tasks.

- Write off words and phrases from the board, place the stress, find “erroneous” places and underline them:

Russian language, nauka uchebn and k, author.

2) Verification. After completing the task of the textbook, the students explain the spelling, and the teacher emphasizes and underlines the spelling on the board.

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

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

1. Talk about sounds.

– Thousands different sounds surround a person: the rustling of leaves, the howling of the wind, the babbling of a brook, the singing of birds ... As soon as we wake up in the morning, we hear the clock ticking, water splashing, a kettle puffing, crockery rattling.

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 (the rustling of tires, the creak of snow, the sound of rain)?

There are verbal and non-verbal sounds. speech sounds add up in a certain order, become words that have a certain meaning, meaning.

What are the groups of speech sounds?(vowels and consonants.)

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

- How many consonants?(36.)

Name all voiceless, voiced, hard and soft consonants.

Table work is possible.

Physical education minute

The wind gently shakes the maple,

To the right, to the left tilts!

One - slope

And two - tilt,

The maple rustled with leaves.

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

When doing work on p. 4 of the textbook, the teacher introduces students to 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. Summary of the lesson.

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

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 live in the realm of what we hear, letters live in the realm of what we see. The one who writes translates sounds from the audible world into the visible world, as if putting clothes on the sounds in the form of letters. The one who reads does the opposite: he translates visible signs into sounding words.

2. - Consider the little people diagrams on p. 4 textbooks. Dress them up so that they represent 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 the letters that represent vowels with one line, and the letters that represent consonants with two lines.

Preview:

Thematic planning* (see note) (40 h)

lesson number	Lesson topic	Qty hours	textbook pages

	Section I. "Jump, play ..."
	Introduction to a new book to read. First lesson in respect. A. Barto "I grew up." I. Akim "My horse". S. Cherny "About a girl who found her Mishka"		3–15
	V. Dragunsky "Childhood Friend". V. Berestov "About the car"		16–23
	A. Barto "In the morning on the lawn", "Doll". S. Marshak "Circus Big Top".		24–30
	E. Uspensky "Crocodile Gena and his friends"		30–35
	The second lesson of politeness. "How to Give Gifts" I. Demyanov "Jump rope". A. Barto "Kids in the yard ..."		36–40
	E. Charushin "Nikita the hunter"		41–43
	The third lesson of politeness. "How to play." Yu Moritz "Jump-play". A. Barto "Word Game". I. Tokmakova "Plim", "Ding-dong. Ding dong. S. Marshak "Here's a little plush elephant ..."		44–52
8–9	E. Uspensky "Amazing thing." N. Nosov "The Adventures of Dunno and His Friends"		52–58
	E. Uspensky "Crocodile Gena and his friends"		59–64
	Generalization for the section "Jump, play ...". extracurricular reading

Continuation of the table.


	Section II. "Our house"
	G. Tsyferov "What do we have in the yard?"		67–73
	V. Dragunsky "My sister Xenia"		74–83
	A. Barto "Two sisters look at their brother." I. Akim "My brother Misha". A. Barto "Separation". G. Graubin "Window". A. Barto "Loneliness"		84–92
	E. Moshkovskaya "The Difficult Way". The fourth lesson of politeness. "Rules of Hygiene". I. Demyanov "Vanya's hands! ..", "Dirty hands did not wash ..."		93–96
	Extracurricular reading. Competition for the best recitation of poems
	M. Korshunov "House in Cheryomushki"		97–103
	B. Zakhoder "Two and three". M. Zoshchenko "Stupid story"		104–109
	V. Biryukov "Why I got up early." O. Grigoriev "Renovation". Extracurricular reading. Generalization under the section "Our house"
	Section III. "Kids about animals"
	B. Zakhoder "Shaggy alphabet"		113–125
	M. Prishvin "Bear"		126–130
	G. Graubin "By the stream", "Restless mice". S. Cherny "Elephant, elephant ..."		131–133
	The fifth lesson of politeness. "How to behave on a visit to nature. E. Charushin "Tomka's dreams"		134–137
	S. Mikhalkov "Puppy"		138–141
	Y. Koval "Dick and blueberries". A. Shibaev "Without dinner"		142–145

The end of the table.


	M. Korshunov "Drawing from life", "House in Cheryomushki"	146–151
	D. Kharms "Amazing Cat". I. Tokmakova "Kittens"	152–156
	The sixth lesson of politeness. "How to keep pets". J. Moritz "Crow"	157–160
	V. Veresaev "Brother". Section Summary	161–162
	Section IV. "Little Discoveries"
30– 31	G. Graubin "Dream", "Shishkopad". T. Zolotukhina "Puddles-onlookers". V. Biryukov "September". V. Peskov "Leaves fall from maples." I. Tokmakova "Fog", "Autumn"	165–172
	N. Sladkov "Why is November piebald?". E. Blaginina "Fly away, flew away"	173–176
33– 34	T. Zolotukhina "Snowstorm". I. Tokmakova "Bear", "Where the snow is being taken in cars." N. Sladkov "Songs under the ice"	177–181
	Extracurricular reading. N. Sladkov "Hats off!", "Flight of Flowers". I. Tokmakova "Spring". V. Lapin "Morning"	182–188
	G. Novitskaya "Umbrella". S. Marshak "Rain". A. Chutkovskaya "Night rain on the Christmas tree ..."	189–190
	K. Paustovsky "Inlet grass"	191–193
	M. Prishvin "Birch bark tube". A. Alexandrov "Forest rustles"	194–196
		197–199
	Yu. Moritz "What's over what" S. Kozlov, G. Tsyferov. From "Where the Sun Lives"	200–203

Preview:

Lesson 1
Item properties

Goals: get acquainted with the properties of objects (color, shape, size, etc.), learn to use them to distinguish objects in various aggregates; develop speech, mental operations, creative abilities.

Equipment: subject drawings.

During the classes

I. Organizational beginning.

The long-awaited call is given -

The lesson starts.

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

1. Properties of objects (analysis and synthesis).

* - Guess the 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 take a bite - sweet.

- What is it? (Apple.)

What signs helped you solve the riddle?(Taste, color, size.)

Round side, yellow side.

Sits on the garden bed.

Rooted firmly into the ground.

What is this? (Turnip.)

- Name the features that characterize this object.(Shape, color.)

Name the features that are common to these objects.(Items are edible; round.)

2. Table, row, column.(Operations of comparison and generalization.)

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

How are the items arranged?(In a row, that is, line by line→ three rows, or one under the other, in columns→ three columns.)

- Name the objects of the 1st line. What color are they?(Green.)

* The following lines are parsed similarly.

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

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

- Name the objects of the same color as the ball.

Show each orange object.

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

Name the objects of the same color.

Try to figure out what we are going to talk about in class today.(About objects, their properties and signs.)

P h i s c u l t m i n t k a

Charger

We do it every morning

Charging (walking in place).

We like to do it in order:

Have fun walking (walking),

Hands up (hands up)

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

Jump and jump(5-6 jumps).

III. Primary fastening.

Work on the textbook - t e t ra d i.

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

What do all the items in each row have in common?

- Name the objects of the same color as the cucumber.

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

Name all the objects that are orange.

- Circle all items yellow color one line.

What other colors do you know? Name.

What is the difference between the objects in the 1st line?(The shape, 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 does it show?

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

What color are the circles shown here?

Name how many circles of each color.

– How many non-red circles?

- How many are not blue and not green?

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

How many big circles? And the little ones?

3. Rhythmic count.

* A game.

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

Count 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 form.

What do the items in each row have in common?

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

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

Think of the object yourself and explain how to find it.

P a l ch i k o v a i g y m a n a s t i k a

Fingers do exercises to be less tired.

And then they will write an element in a notebook.

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

5. Exercises to develop writing skills.

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

– Is there any rule (regularity) for completing the task?

– Continue each line to the end, keeping the pattern.

IV. Outcome.

What did we talk about in class today?

– What did you learn new?

Preview:

Introduction

The proposed manual is a detailed development of lessons in fine arts and artistic work in the 1st grade 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 of L. N. Nemenskaya.

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

The connection of art with human life, the role of art in its daily existence, in the life of society, the importance of art in the development of each child is the main semantic core of the program.

In the lessons of this program, the game dramaturgy 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 students used in the design of school interiors.

Presented lesson designs start with organizational moment- checking readiness for the lesson, which for first-graders is a prerequisite for successful activity throughout the lesson. Introduction to new theme must be accompanied by some literary works: fairy tales, poems, riddles and music, which captivates children and increases interest in the subject. During the stage of working with a textbook, children learn to look at illustrations for children's books, paintings by famous artists, children's work, 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 doing independent work there is a discussion of drawings, panels, three-dimensional products, where students express their opinions, share their impressions, learn to evaluate from the standpoint of the artistic and aesthetic value of 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 developments will assist in familiarizing children with various artistic materials and tools: watercolor, 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 get acquainted with the visual technique under the guidance of the Image Master; from the twelfth to the nineteenth lesson - the Master of Decoration helps students master the means visual activity, from the twentieth to twenty-seventh lesson, together with the Master of Construction, children master the skills of designing, from the twenty-eighth to thirty-third lesson, students learn about the joint work of brothers-masters, as a result of which syncretic works of art appear.

We hope that the materials of the manual will help teachers of fine arts in preparing for the 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 characters.

During the classes

I. Organizational moment.

- The topic of our today's lesson is "How a person decorates himself." You will learn about the different types of jewelry and their role in a person's life, and then portray your loved one yourself. fairy tale hero and design decorations for it.

III. Introduction to the topic of the lesson.

1. Introductory conversation.

– A Jewelry Master is an artist who creates jewelry for a person. He learns from nature and fantasizes a lot. You and I, together with him, over the course of several lessons, mastered the art of decorating flowers, butterfly wings, fins and scales of fish, bird feathers, talked about ornaments created by man.

- Guys, what do you think, does a person have jewelry? Which?

- All jewelry of a person tells something about its owner. Think about what jewelry can say.(About the character of a person, about his hobbies, etc.)

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

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

- Remember if fairy-tale characters have jewelry.

- Look at the fairy tale characters in the illustrations. Who is it? What's amazing about their outfits?

- Can we recognize Puss in Boots by his characteristic decorations? Name them.(Boots with spurs, a hat with a feather, beautiful elegant clothes.)

– What can you say about the Snow Queen, her jewelry? Listen to an excerpt from the story.

“The snowflakes kept growing and finally turned into big white hens. Suddenly they scattered to the sides, the big sledge stopped, and the man sitting in it stood up. It was a tall, slender, dazzling 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 thinnest white tulle, woven, it seemed, from millions of snow stars. She was made of dazzling sparkling ice, and yet alive! Her eyes shone like stars, but there was neither warmth nor peace in them.

– Can jewelry descriptions snow queen talk about her character? Describe her.(Unapproachable, domineering, evil.)

– Remember Gerda from the same fairy tale. When she was looking for Kai, she visited one kingdom, where she was greeted kindly. Listen to an excerpt from the story.

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

They gave her shoes, and a muff, and a wonderful dress, a carriage of pure gold drove up to the gates, with coats of arms shining like stars.

- What decorations did you give Gerda? Why did she ask for other clothes? How does this behavior characterize her?

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

– Is it possible to recognize the heroines by their jewelry and tell about them?

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

The decorations of the Snow Maiden are different from the decorations of the Snow Queen, and the decorations of the evil sorceress are not similar to the decorations of the good fairy. This is noticeable in their form. There is more calmness and kindness in smooth forms, while sharp forms seem evil and prickly.

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

– Light and bright colors are more cheerful, they have more sunlight, and bright colors surrounded by dark ones (black, gray, brown) seem unsettling.

- Guess from which fairy tale these lines are:

On the porch sits his old woman

In an expensive sable shower jacket,

Brocade on the top of the kichka.

Pearls weighed down the neck,

On the hands of gold rings,

On her feet are red boots.

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

Tilly, Tilly.

Bunnies jump on the lawn

Tilly, Tilly.

And now on the drum

Tram-pam-pam,

Tram-pam-pam.

Bunnies fled in fear

Through the bushes, through the bushes.

Children pretend to play the violin, the drum, jump.

IV. Pedagogical drawing "Dunno".

- I wanted to draw Dunno.

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

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

Then I start coloring. I use gouache paints.

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

VI. Summary of the lesson.

1. Exhibition of students' works and their discussion.

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

- Well done, everyone got good drawings.

2. Generalization.

(How a person decorates himself.)

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

3. Cleaning the workplace.

Preview:

Lesson 16
bird decorations

Goals: develop a decorative feeling when considering the color and texture of the material, when combining materials; to continue acquaintance with a variety of jewelry in nature and forms of jewelry; 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 diversified paper; scissors; glue; illustrations depicting birds; photographs depicting various elegant birds; musical accompaniment; poems, riddles

During the classes

I. Organizational moment.

1. Greeting.

- Be careful, continue the riddle poem in unison:

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. Message about 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!

Jays, starlings and tits will perform,

Joyfully the morning forest will resound.

Trill, chirp and whistle -

Clap together feathered artists!

- What is this poem about?

Has your mood changed since reading it?

- Look at the birds.

The teacher shows illustrations or photographs depicting beautiful, elegant birds and names them.

– What can you say about appearance birds? Describe them. What are they?

2. Work on the textbook.

- Open your textbook to p. 56. Admire these birds! Tell us what feathers, tufts, ponytails 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 are sitting in the nest(Turn the body

And they look out into the street. right and left.)

They want to take a walk(Children wave their hands,

And quietly all fly. like wings.)

IV. Job instruction.

- Application of a fabulous bird from colored paper can be done using stickers, as shown on p. 57 textbooks. I suggest you make a bird either according to a model or according to your own design.

To work, you need colored paper, scissors, glue.

Work sequence:

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

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

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

- What shape is 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 torso and inside. It is not necessary to glue the entire oval, but only part of it. This technique allows you to create volume.

6) Now glue the head, wings.

7) Decorate the bird, stick a crest, a beautiful tail. To do this, use the strips that have already been cut out. Do not glue the strips completely, but only part of them. The edges of the strips can be made wavy.

8) Gently glue the paws.

V. Practical creative activity of students.

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

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

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

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

- Invent your own fabulous bird and make a voluminous application.

– Do not forget that the parts are not glued completely, the glue is applied only to a certain part of the part.

- Cut out colored strips can be bent and run along them with the edges of the scissors, then they will be wavy, curved. You can use serpentine. This will give your bird a voluminous, fluffy look. Choose paper of different colors 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 students' readiness for the lesson.

II. Message about the topic and purpose of the lesson.

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

III. Introduction to the topic of the lesson.

1. Introductory conversation.

- All the objects that surround us can be considered as buildings. They have 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, Pinocchio's head look like?

Let's take a look at the animals. What parts do they consist of? What shape do they resemble?

- Guess the riddles:

Long trunk, mouth with fangs, You look - caress,

Legs seem to be pillars, Teasing - bites.

Like a mountain, it is huge.(Dog.)

Did you find out who it is?

(Elephant.)

– Consider these animals on the pages of our textbook.

2. Work on the textbook.

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

– For the manufacture of applications, several parts from various geometric shapes were required at once.

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

He's tall and spotty

With a long, long neck

And he eats leaves,

Tree leaves.(Giraffe.)

– Today, with the help of the Image, Decoration and Construction masters, we will make an appliqué giraffe from various geometric shapes, or maybe someone wants to make an appliqué of another little animal. This is welcome.

Now we all stand together

We will rest on a halt ...

Turn left, turn right!

Bend over and bow!

Paws up and paws to the side!

And on the spot jump and jump!

And now we're running,

Well done my bunnies!

IV. Application instructions.

- Listen to the poem:

I got it for a giraffe

Thirty-three huge scarves

To tie his throat

So that it does not freeze in the cold.

And the giraffe said, “Look!

I still need thirty-three."

Why did the giraffe say that?

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

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

What does a giraffe have on their neck?(Mane.)

- And how to do it, who guessed?

- Take a workpiece - a rectangle Brown. Cut the paper with "noodles"(shows).

- Roll up the strips. It turned out a voluminous mane of a giraffe. Glue it, and then the neck to hide excess paper.

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

What color is a giraffe?(Spotted.)

- It can be finished or pasted details from different shapes. Do the same for the eyes and nose. What shapes are they?(Triangle, circles.)

Make an application on colored cardboard.

V. Creative practical activity of students.

VI. Summary of the lesson.

1. Exhibition of student work.

2. Generalization.

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

Output. To perform any construction of the image, you need to prepare a few simple geometric shapes.

3. Cleaning the workplace.

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