A good, useful lesson cannot be taught without preparation. That's why it's so important to think through his move in advance. The Federal State Standard for Basic General Education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to create a lesson plan.

What is a lesson summary?

Every competent teacher, before teaching a lesson, draws up a lesson plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a summary is the information that has just been listened to in writing. In the teaching world, everything is different. The outline (or in other words, the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information collected together about what the lesson is about, how it is structured, what meaning it carries, what its purpose is, and how this goal is achieved.

Why do you need to create a lesson plan?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, and practice it, then the process of assimilation will go much faster and better.

Often, lesson notes are required to be presented to the head teacher, because this is a direct reflection of how the teacher works, how the teaching methodology corresponds to school requirements and the curriculum. The teacher's strengths, as well as his methodological errors and shortcomings, are clearly visible from the notes.

Primary requirements

It is difficult to come up with general requirements that all lesson plans must meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The Russian language lesson plan will be fundamentally different from the lesson plan, for example, on the world around us. Therefore, there is no single unification in pedagogy. But there are several general requirements for what a lesson plan should look like:

What else is worth paying attention to?

As a rule, when creating a lesson plan, a teacher needs to think through every little detail. Up to how much time will be spent on implementing each of the points of the plan. It is necessary to write down all the remarks said by the teacher and give the expected answers of the students to them. All the questions that the teacher is going to ask should also be clearly stated. It would be a good idea to separately indicate what equipment you are supposed to work with during the lesson. If some kind of handouts are used during the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson notes in printed and electronic form. The summary should end with a summary and homework.

How to properly prepare an outline?

The teacher can draw up a plan for himself in any form. This could be simple notes, individual lines, sentences, or a detailed script. Some diagrammatically depict the necessary information. If you need to submit your notes for review by your superiors, the most common form is in the form of a table. It is very convenient and visual.

An example of drawing up a short outline

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to a new part of speech.

Main goals:

• develop speech skills and abilities;
• practice the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

During the classes:

• Organizing time;
• checking homework;
• explanation of new material (reading the rules, working with them, doing exercises to consolidate the material);
• repetition of studied material;
• summing up the lesson, assessing students' knowledge;
• homework.

Please note that all points of the lesson must be described in detail by the teacher, down to each remark. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. This way, the situation will not arise that the lesson is coming to an end, and only half of what the teacher planned has been done.

Not all notes will be the same. The age of the students is very important when we talk about lesson plans. 6th grade, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes down important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For grade 2, this option will be ineffective. For children, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another summary.

English lesson plan, 7th grade

Subject: repetition of the grammatical material covered.

Lesson type: combined.

The purpose of the lesson: consolidate acquired skills on the topic of translating sentences from direct speech to indirect speech.

Main goals:

• develop communication skills;
• develop the ability to work in a team;
• develop the ability to highlight the main thing in the studied material.

Equipment: blackboard, chalk, presentation, tape recorder.

During the classes:

• Organizing time;
• phonetic warm-up;
• lexical warm-up;
• repetition of the material covered (exercises, independent work, team work);
• checking homework;
• summing up the lesson;
• homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be carried out at the beginning of the lesson, in the middle, or even at the end of the lesson. The main thing for a teacher is not to be afraid to experiment, invent and bring something new into each lesson, so that the lesson is interesting and special for the children. So that they look forward to it. Depending on which type is chosen, the lesson plan will depend. 7th grade (unlike, for example, younger schoolchildren) allows you to structure a lesson in a non-standard way. Repetition of what has been learned can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a specific class, a specific group of students (you need to take into account both age and overall performance in the class).

Summing up

So, let's summarize all of the above. Step-by-step instructions for drawing up a lesson plan will look like this:

1. Subject/class.
2. Kind of a lesson.
3. Topic of the lesson.
4. Target.
5. Main goals.
6. Equipment.
7. During the classes:

• organizational moment, warm-up, etc. (we begin to describe in detail the speech of the teacher and students);
• checking homework;
• introduction of new material, its development;
• consolidation of what has been learned, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the notes are not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it’s not a matter of experience or the ability to experiment on the spot. Nobody bothers you to bring something new or special to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the notes). But in any case, a lesson plan must be present. You got 8th grade, 3rd or 11th - it doesn’t matter! The class is active or passive, grasps it “on the fly” or requires long explanations - it doesn’t matter! Make it a rule - make a plan before each lesson. It definitely won’t be superfluous.

Municipal state educational institution

Malinovskaya basic secondary school

Literature lesson notes
in 5th grade

“A.A. Fet. A word about the poet.

Poem "Spring Rain"

prepared

literature teacher

Kuzina Ekaterina Alexandrovna

With. Robin
2013-2014 academic year

Literature lesson in 5th grade on the topic:A.A. Fet. A word about the poet. Poem “Spring Rain” (using technology for developing critical thinking through reading and writing).

Lesson type : a lesson in “discovering” new knowledge.

Activity goal:developing in students the skills to implement new methods of action.

Lesson objectives:

Ι. Educational:analyze Fet’s poem “Spring Rain”, develop the ability to analyze the text of a work of art; develop the ability to draw conclusions; form an idea of ​​the artistic images of a work based on a comparison of verbal and graphic images (illustrations, drawings, clusters); enrich your vocabulary.

ΙI. Educational: develop students' oral speech; skills of analyzing poetic text; develop the ability to generalize what has been learned.

ΙII. Educational:cultivate a sensitive attitude to the artistic word; the ability to see the unusual in the ordinary.

Personal UUD : formation of a respectful attitude towards other opinions; development of thinking, attention, phonemic hearing; development of independence and personal responsibility for the results of one’s activities, goodwill.

Meta-subject results:

• regulatory UUD:formulate independentlytopic and objectives of the lesson; have the ability to set goals.
• cognitive UUD:to develop the ability to realize the importance of reading for further learning, to understand the purpose of reading; state the content of the text read.
• communicative UUD:develop the ability to argue your proposal, persuade and yield; develop the ability to negotiate and find a common solution; master monologue and dialogic forms of speech; listen and hear others.

Methods: problem-search (stimulating and leading to dialogue), method of independent work with text, visual method (presentation).

Techniques: dialogue, commented expressive reading, cluster construction, compilation of the ZUH table, frontal survey, syncwine.

During the classes

1. Org moment.
2. Getting ready to work.

Look at the root - Kozma Prutkov

Reflection on words, identifying their essence.

Why do you think we start the literature lesson with this statement by Kozma Prutkov?

Students' answers.

3. Invitation to the rain.

And now I want to invite you to the rain. What do you think this invitation means?

Student answers

I’m not inviting you alone, but together with a famous person. Here is his portrait.

(a portrait of Fet appears on the slide)

They say it’s good to think about something while listening to the sound of rain. Listening to the rain, try to guess what kind of person he is, what he does, what qualities he is endowed with.

A recording of the sound of rain is playing,

Students' answers to the question posed are written on the board.

So, you were almost right in characterizing the person, the famous Russian poet AA Fet.

Why do you think Fet and I were in the rain?

Student answers.

Look, the lesson has already begun, but we still have not determined the topic of our lesson and its goals.

Answers and guesses from students about the topic of the lesson (written on the board).

The teacher summarizes the lesson, the topic of the lesson is written down in notebooks and displayed on a slide.

Determining the objectives of the lesson (students write on the board).

Getting to know Fet's biography (teacher's story)

Students fill out the first half of the chart indicating what they know about A.A. Fete.

Students are given 2-3 minutes to work, then they listen to recordings.

Afanasy Fet was born in 1820 in the very center of Russia - in the Oryol region. He remembered his father as stern, stingy with affection. The poet's mother was a timid, submissive woman. Deprived of parental warmth, little Afanasy spent entire hours with the servants. He especially loved to visit the girls' room. In the evenings, the servants sat down at the spinning wheel, and there was no end to stories and fairy tales: about the Firebird, about the merman...

When the boy grew up, under the guidance of his mother, who was German by birth, he learned to read and write German. And when I began to read in Russian, I became passionately interested in the poetry of A. S. Pushkin.

School life began for Fet at the age of 14. He was sent to the boarding house of the German Krummer. What distinguished him from other schoolchildren was his restless gift for poetry.

In the winter of 1837, Fet’s father unexpectedly arrived at the boarding school and took the boy to Moscow to prepare for entering the university. When the time came for the exams, Fet passed them brilliantly. He was accepted into the Faculty of Law, but soon transferred to the verbal department of the Faculty of Philosophy. But even here he seeks solitude and writes poetry in his treasured notebook.

In his second year, when the notebook was thoroughly replenished with poetry, Fet decided to present it to an experienced poetry connoisseur. He handed over a notebook with poems to the famous historian M. P. Pogodin, with whom the wonderful writer N. V. Gogol lived at that time. A week later, M.P. Pogodin returned the poems to Fet with the words: “Gogol said that this is an undoubted talent.” And at the end of 1840, Fet’s first collection of poems was published, which he published with money borrowed. On the title page there were only the first letters of the author’s first and last name - A.F.

Soon many magazines began to publish Fet's poems. He gained many fans among poetry connoisseurs.

Students build a ZUH table and fill it out.

The poem “Spring Rain” was written by the poet in 1818.

And now I invite you to think about the question: what associations do you have with the word rain (work in pairs, each pair offers their own original association). Construction of the RAIN cluster (based on student associations).

Let's listen to Fet's poem.

Reading a poem (recording.) Students mark the words they do not understand.

Analysis and explanation of words (after reading)

Construction of a rain cluster according to FET.

What do the clusters of our perception of rain and Feta have in common and how do they differ? Why?

Students' answers (we explain that Fet perceives rain differently than we do, because he is a poet; to express his perception, the author uses means of linguistic expressiveness).

Work in pairs.

Filling out the table. Students indicate the means of expression and give an example from the text.

Checking work in pairs to fill out the table.

We suggest finishing the lesson with RAIN syncwine

At the end of the lesson, the teacher, with the help of the students, sums up the work, compares the goals set at the beginning of the lesson and what they came to.

Impression of the work, filling out the evaluation sheet.

Homework

If a student wants to receive

- “3-4”, then prepares an expressive reading of the poem “Spring Rain”;

- “4-5”, then prepares to read the poem by heart;

- “5”, then he composes his poem about the rain.

List of used literature

1. V.Ya. Korovina Literature 5th grade Ch-2Ivanov B.A., Petrov V.I. Literature. 10-11 grade. Part 2.- M.: LLC “Education”, 2006.

2. Grigoriev M.I. Analysis of a poetic text - M.: “Uchenik”, 2003.

Materials used and Internet resources

1. Video cassette “Culture of Russia. Silver Age", 2006
2. Ivanov I.S. “Great Russia”, CD, 2007
3. Song “Russia” (lyrics by I. Morkovkin, music by A. Zaikina)
4. http://sitename.ru

Preview:

Date of________

Plan - summary of a literature lesson in 5th grade

Subject: A.S. Pushkin "The Tale of the Princess and the Seven Knights"

Goals and objectives:

1. To teach thoughtful reading of a fairy tale; work on the language of a work of art;
2. To develop creative abilities in children, the ability to evaluate the hero, to connect with the life of two worlds and their own world.
3. Moral education: trace what human pride, envy and selfishness lead to, what difficulties the heroes overcome and how love helps them.

Equipment: portrait of A.S. Pushkin, illustrations.

During the classes.

1. Org moment.
2. Control and preparatory stage

1. Warm-up: - What is the date of birth of A.S. Pushkin

What was the name of the educational institution where the poet studied?

Why do they say about Pushkin “Great poet, storyteller, prose writer”?

Zhukovsky’s “The Tale of the Sleeping Princess”, and Pushkin’s?

2. Formulation lesson topics and goals.

3. Proverbs and sayings.

Today in class we continue to study fairy tales. I think you can easily determine which characters and in which situations these proverbs apply:1. Where happiness is born, there envy breeds. 2. He who is envious of someone else's happiness dries up. 3. There is no sweetness and white light when there is no dear one. 4. You can’t order your heart. 5. Death to the evil, but eternal memory to the good.For a dear friend and an earring.

Without a sweetheart, the world is disgusting.

1. Work on the topic.

1. Selective reading and analysis of the fairy tale by questions.

What did we learn about the queen's character at the beginning of the tale?

Tell the truth, young lady

There really was a queen:

Tall, slender, white,

Has she always been like this?

And I took it with my mind and with everything;

But proud, brittle,

Willful and jealous.

I joked with him kindly

And, showing off, she said:

“My light, mirror! Tell,

Tell me the whole truth:

Am I the sweetest in the world,

All rosy and white?”

And the mirror answered her:

“You, of course, no doubt;

You, queen, are the sweetest of all,

All blush and whiter.”

What feelings did the queen experience when the magic mirror spoke of her beauty and superiority?

The queen laughs

And shrug your shoulders

And wink your eyes,

And click your fingers,

And spin around, arms akimbo,

Looking proudly in the mirror.

What is pride and selfishness?

In posture, in gaze.

What does the fact that the queen was good-natured and cheerful only with a mirror indicate?

When the queen found out about the beauty of the princess?

Getting ready for a bachelorette party

Here is the queen, dressing up

In front of your mirror,

I exchanged words with him:

“Am I, tell me, the cutest of all,

All rosy and white?”

What's the answer to the mirror?

“You are beautiful, no doubt;

But the princess is the sweetest of all,

All blush and whiter.”

How the queen has changedafter learning about the beauty of the princess?

As the queen jumps away,

Yes, as soon as he waves his hand,

Yes, it will slam on the mirror,

It'll stomp like a heel!..

How speech has changed queen, having learned about the beauty of the princess?

“Oh, you vile glass!

You're lying to me to spite me.

How can she compete with me?

I'll calm the stupidity in her.

Look how much she has grown!

Yes. The queen's soul was filled with black envy. What is she asking the mirror about again?

But tell me: how can she

Be nicer to me in everything?

Admit it: I am more beautiful than everyone else.

Go around our entire kingdom,

Even the whole world; I have no equal.

Is not it?" Mirror in response:

“But the princess is still sweeter,

Everything is more rosy and white.”

- What did the queen do to get rid of her rival?

Full of black envy

Throwing the mirror under the bench,

She called Chernavka to her place

And punishes her

To his hay girl,

News to the princess in the depths of the forest

And, tying her up, alive

Leave it there under the pine tree

To be devoured by the wolves.

Find Pushkin's commentary

Can the devil deal with an angry woman?

There is no point in arguing. With the princess

Here Chernavka went into the forest

And brought me to such a distance,

What did the princess guess?

And I was scared to death

- What saved the princess the first time?

Chernavka's love, her kind heart.

Kindness saves the princess’s life, but kindness destroys her. What I mean? (Help Chernitsa).

Let's find a description of the princess's meeting with the disguised queen and read it.

...beggar blueberry

Walks around the yard with a stick

Driving the dog away. “Wait.

Grandma, wait a little, -

She shouts to her through the window, -

I'll threaten the dog myself

And I’ll demolish something for you.”

1. Meeting of points of view: ***It turns out that the proverb is right: If you don’t want to harm yourself, don’t do good to people.

***You should always do good...

You are right, there is no good without a silver lining. Who knows, maybe Prince Elisha would not have found his bride if everything had not happened exactly like this.

1. Dramatization of Elisha's address to the Sun:

“Our sunshine! You walk

All year round in the sky, you drive

Winter with warm spring,

You see us all below you.

Al will you refuse me an answer?

Haven't you seen anywhere in the world

Are you young princess?

1. Dramatization of Elisha's address to the Moon

“A month, a month, my friend,

Gilded horn!

You rise in deep darkness,

Chubby, bright-eyed,

And, loving your custom,

The stars are looking at you.

Al will you refuse me an answer?

Have you seen anywhere in the world

Are you young princess?

1. Dramatization of Elisha's address to the Wind.

“Wind, wind! You are powerful

You are chasing flocks of clouds,

You disturb the blue sea

Everywhere you blow in the open air,

You're not afraid of anyone

Except God alone.

Al will you refuse me an answer?

Have you seen anywhere in the world

Are you young princess?

However, the fairy tale would not be such if it were not for the elements of magic. What I'm talking about? (About a magic mirror that could speak. About an apple that put the princess to sleep. About the wind, the moon and the sun, which spoke with human voices. About the miraculous awakening of the princess).

Who told Elisha the way?

I am her fiancé.” - “Wait,”

The wild wind answers,

There behind the quiet river

There is a high mountain

There is a deep hole in it;

In that hole, in the sad darkness,

The crystal coffin is rocking

On chains between pillars.

No trace of anyone to be seen

Around that empty space;

Your bride is in that coffin.”

1. Reading the scene of the princess awakening from sleep.

Before him, in the sad darkness,

The crystal coffin is rocking,

And in the crystal coffin

The princess sleeps in eternal sleep.

And about the coffin of the dear bride

He hit with all his might.

The coffin broke. Virgo suddenly

Alive. Looks around

With amazed eyes;

And, swinging over the chains,

Sighing, she said:

“How long have I been sleeping!”

1. Remember the proverb: Rust eats up iron, but the envious person dies from envy. How do you understand its meaning? How did Pushkin reveal the meaning of the proverb?

At home idle at that time

The evil stepmother sat

In front of your mirror

And talked to him,

Saying: “Am I the cutest of all,

All rosy and white?”

And I heard in response:

“You are beautiful, there are no words,

But the princess is still sweeter,

Everything is redder and whiter.”

The evil stepmother jumped up,

Breaking a mirror on the floor

I ran straight to the door

And I met the princess.

Then sadness took over her,

And the queen died.

1. Generalization. Summarizing.

A fairy tale is a lie, but there is a hint in it, a lesson for good fellows. What lesson should be learned from this tale?

What do pride, envy and excessive self-admiration lead to?

Who would you rather not be in? What is needed for this?

Thank you for preparing for the lesson and actively working in class.

Preview:

Teacher: Kuzina E.A..

Lesson topic: “Ivan the peasant son and the miracle Yudo.”A magical heroic tale of heroic content.

Class: 5

Subject: literature

Lesson type: combined

Lesson objectives: 1. Formation of the ability to consciously perceive and understand folklore text; identify characteristic artistic techniques in a fairy tale. On this basis, determine the genre variety of the fairy tale.

2. Formulate the educational task of the lesson, understand and plan together with the teacher activities to study the topic of the lesson; define concepts, create generalizations, establish cause-and-effect relationships, build logical reasoning, inference and draw conclusions, answer teacher questions, participate in a collective discussion of a fairy tale.

3 . Education of high moral principles using the example of the main character Ivan, a peasant son.

During the classes

Lesson steps	Teacher activities	Student activities	Formed UUD
Organizational moment.	Greets students. Checks readiness for the lesson. Creates an emotional mood.	Respond to the teacher's greeting. Determine their readiness for the lesson. join the rhythm of the lesson.	Forming a respectful attitude towards another person and his opinion.
Updating knowledge and skills.	Asks students to answer the questions: What is a fairy tale? Name the types of folk tales. What are the artistic features of fairy tales? What fairy tale did you come across at home? Did you like her? Determine what type of fairy tales it belongs to? Prove it.	Answer the teacher's questions. Express a personal attitude to what they read.	Formation of the ability to define concepts (M.), master the terminology on the topic. Formulate your own attitude to what you read. (P). Formation of text research skills based not only on information, but also on genre, composition and means of expression (P).
Formulating the educational purpose of the lesson.	Creates conditions for a problematic situation in the technology of problematic (leading) dialogue. Draws parallels with previously studied material. Leading dialogue: What fairy tale did we meet earlier? How does the fairy tale “Ivan the Peasant Son and the Miracle Yudo” differ from the fairy tale “The Frog Princess” and other fairy tales? How do you explain the title of the fairy tale? Why are we talking about only one hero and a miracle? Why is this tale called heroic and heroic?	Enter into dialogue with the teacher. They make assumptions.	Formation of the ability to plan ways to achieve a goal (M).
Search for a solution (discovery of new knowledge).	1. Asks to find the meaning of the word “hero” in the explanatory dictionary, organizes a conversation: What does the word hero mean? heroic? How many meanings does the word hero have? Who in the fairy tale will we call the hero in the 2nd meaning? Why? What news saddened the inhabitants of a certain state? Which of the brothers is going to defend their native land at the very beginning of the fairy tale? Find the episode in the text. They drove and drove and arrived at some village. What picture did the brothers see? How do brothers behave on the other side? What decision is made? Who was the most organized? 2. Organizes work in groups. Episode analysis. 1 gr. Read how the appearance of the miracle of 6, 9, 12 heads is described. Prepare a detailed answer to the question: what features of Ivan the Peasant Son are revealed before the battle, during the battle, and after it? 2g. How do older brothers behave? Why are such assistants needed? 3gr. How is the enemy of the Russian land shown? Why does the fairy tale portray Ivan’s enemy as so scary and strong? What kind of hero should be who defeats such an enemy? 4g. How does Ivan, the peasant son, appear in the last episodes of the fairy tale? How did he manage to save the lives of his brothers?	Search for words in the dictionary, determine their meanings. Answer the teacher's questions. Search and selection of information. Selective reading. Selective retelling. In groups, they cooperate in their efforts to complete the task (searching for an episode, reading, highlighting the main information, summarizing what they read). Group report (Speech by 1 student from each group).	Formation of the ability to seek help from educational literature (TO). Formation of a value attitude towards the events occurring in a fairy tale (L). Formation of communicative competence in communication with peers (work in a group)-L. Formation of the ability to characterize the heroes of a fairy tale (P) Formation of the ability to establish cause-and-effect relationships (M). Formulate and express your point of view on the events and actions of the characters (K).
Summing up the lesson. Reflection. Grade.	1. Organizes a conversation: Why is this tale called heroic? What is the tale about? What does it glorify? 2. Organizes independent work: Game "Interview with a literary hero." If you had to meet Ivan the Peasant Son in real life, what would you like to ask him, knowing about his feat? What would he answer you? (or compiling a syncwine: 1. Ivan... 2. Two adjectives 3. Three verbs 4. 4-word phrase 5. 1 word or phrase).	They generalize and draw conclusions. Evaluating results using a ladder.	Formation of the ability to create generalizations (M.) Formation of the ability to control one’s activities in the process of achieving results (M.)
Homework.	Explains the essence of homework. Page 37, c. 7.	Make an entry in the diary.

Preview:

Literature lesson

Subject: Our four-legged friends. Stories by K.G. Paustovsky

Before the lesson, the children received advanced homework 2 weeks in advance: read the stories of K.G. Paustovsky “Badger Nose”, “The Last Devil”, Thief Cat”, “Rubber Boat”, draw pictures for the stories, individual task - the history of writing these stories.

Planned results (in accordance with Federal State Educational Standards)

Personal results:

Formation of the foundations of ecological culture, a sense of the unity of nature and man,

Dialogue with nature, respect for nature,

Development of the desire to protect the weaker, representatives of the animal world,

Subject results:

The ability to answer questions based on the text read, create oral monologues,

Knowledge of literary terms “personification”, “epithet”.

Meta-subject results:

Formation of skills to perceive, analyze, critically evaluate and interpret what is read, to understand the artistic picture of life reflected in a literary work, at the level of not only emotional perception, but also intellectual comprehension.

Activities:

Selective reading

Artistic retelling,

Conversation,

Creation of illustrations, discussion,

Book exhibition, commentary.

Approximate course of the lesson:

1. Teacher: Everyone probably has a four-legged friend. Recently we read Turgenev’s story “Mumu” ​​about the touching friendship of a deaf-mute janitor and the dog Mumu.

What other books about animals have you read?

Suggested answers:

Students: Stories by Seton-Thomson, Troepolsky’s novel “White Bim, Black Ear,” works by Zhitkov, J. London and others.

2. The teacher draws attention to the exhibition of books, lists them and dwells on some in detail.

3. The teacher’s word about the writer K.G. Paustovsky.

Writing on the board: A person can truly be happy when he understands and protects nature.

4. Discussion of children's drawings: Who is depicted? What story is the illustration based on? By what details did you determine? What episode is depicted?

5. A word to the student about the history of the creation of stories (ahead of the individual task).

6. Working with story texts:

"Badger Nose"

“The boy was the first to hear the snorting of the beast..”

How do we see this little badger? Prove that the author not only feels sorry for the animal, but also treats it with sympathy.

Suggested answer:

The nose is compared to the heel (diminutive suffix).

Read how a badger is treated. What technique does the author use?

Suggested answer: Personification.

Why is the story called “Badger’s Nose” rather than “Badger”?

Teacher: Which of Paustovsky’s stories is the funniest?

"The Last Devil"

What can you say about the narrator and his friend?

Suggested answer: Fearless.

Prove it.

Suggested answer: Let's go see the devil.

What other epithets can be used when talking about the narrator and his friend?

Suggested answer: Curious, inquisitive.

Why did your grandfather get the nickname “10 percent”? Confirm with text.

How did grandfather describe the devil? Find it in the text.

What are those sounds?

What the hell was that? (Reading text by students)

How did the pelican end up in Meshchera?

Why is the story called “The Last Devil”?

Suggested answer: This was the last fear, the last devil for the residents.

"Cat Thief"

Teacher: Raise your hand, who has a cat at home?

What do we learn about the thief cat from the text of the story?

(Selective reading of the text).

Why did he steal?

How did a village boy lure the cat out?

(Fictional retelling of the episode).

What did the cat need to become a faithful watchman?

How do we see a cat?

(Selective reading of the text).

What does this story teach us?

Suggested answer: Treat animals with care, do not leave them hungry, take care of them.

"Rubber Boat"

What was the narrator’s opinion about the puppy, do you agree with the author?

Prove your position, agreement or disagreement with the author.

Teacher reading an episode about how scared the little puppy was.

7. Lesson summary: What do these Paustovsky stories teach us?

D/s: Write down the answer to the question “What do these Paustovsky stories teach us?” in a few sentences.

Bibliography:

1. Aleksanyan E.A. Konstantin Paustovsky is a short story writer. – M., 1969
2. Levitsky L. Konstantin Paustovsky - M., 1963
3. Zolotukhina Zh.G. The musicality of K.G.'s prose Paustovsky // Literature at school. -2012 - No. 6

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For the moral deed of the teacher. Materials of participants in the All-Russian competition of works in the field of pedagogy, education and work with children and youth./ comp. I.V. Averina, Archpriest I.Grudanov, Yu.G. Deryabina, N.Ya. Rybina (download)

Innovative and project activities in the field of spiritual and moral education of children and youth in the regions of the Central Federal District.

Collection of materials from the winners of the III Interregional competition "The best educational institution for the formation of a system of spiritual and moral development and education of children and youth "Star of Bethlehem" / compiled by T.N. Glazkova, S.V. Kondratyuk, N.Ya. Rybina (download) Axiological foundations of spiritual and moral education in the context of the implementation of the Federal State Educational Standard.

Collection of materials from participants of the interregional conference / comp. G.A. Shesherina, I.V. Averina, Yu.G. Deryabina, N.Ya. Rybina (download) Collection of materials winners IIInterregional competition “The best educational institution for the formation of a system of spiritual and moral development and education of children and youth “Star of Bethlehem”"

Organizational and methodological support for activities in the field of spiritual and moral education of children and youth in the regions of the Central Federal District" / compiled by: Glazkova T.N., Kondratyuk S.V., Rybina N.Ya (download) Collection of materials from winners II" Interregional competition “The best educational institution for the formation of a system of spiritual and moral development and education of children and youth “Star of Bethlehem” Innovation and design

activities in the field of spiritual and moral education of children and youth of the regions of the Central Federal District" / compiled by: Glazkova T.N., Kondratyuk S.V., Rybina N.Ya. (download) Manual “Methodological recommendations for conducting lessons and extracurricular activities,

dedicated to Orthodox Book Day" Creative collaboration between a boarding school and a local history museum in the spiritual and moral education of schoolchildren ( from work experience

TOGBOU "Morshansk comprehensive boarding school of basic education")

Using the capabilities of the historical and local history museum in nurturing the spirituality of the younger generation (from the experience of TOGBOU "Morshansk comprehensive boarding school of basic education") Collection of materials " Best experience in spiritual and moral education of boarding schools " (compiled by: Glazkova T.N., Kondratyuk S.V., TOGBU "Interregional Center for the Revival of Spiritual and Moral Heritage "Transfiguration")

Formation of a system of spiritual and moral development and education of children and youth in boarding educational institutions: methodological recommendations (edited by S.V. Kondratyuk, TOGBU "Interregional Center for the Revival of Spiritual and Moral Heritage "Transfiguration") " (compiled by: Glazkova T.N., Kondratyuk S.V., TOGBU "Interregional Center for the Revival of Spiritual and Moral Heritage "Transfiguration")

Methodological recommendations for the formation of a system of spiritual and moral development and education of children in educational institutions, taking into account the positive experience of the winning institutions of the interregional competition "Best educational institution for the formation of a system of spiritual and moral development and education of children and youth "Star of Bethlehem" " (compiled by: Glazkova T.N., Kondratyuk S.V., TOGBU "Interregional Center for the Revival of Spiritual and Moral Heritage "Transfiguration")

Collections of materials " Spiritual and moral education in educational institutions of the regions of the Central Federal District" " (compiled by: Glazkova T.N., Kondratyuk S.V., TOGBU "Interregional Center for the Revival of Spiritual and Moral Heritage "Transfiguration")

Presentation "Holy places of Jerusalem"

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Lesson presentation "Orthodox church" Author: L.N. Kumitskaya, primary school teacher at Nikiforovskaya Secondary School. Download presentation

Program "World Studies" for 5th grade

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Spiritual and moral development and education of the personality of a citizen of Russia

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Program for spiritual and moral development and education of students at the level of primary general education

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Methodological development of educational activities for children of different age groups of family type"Maslenitsa holiday"

Authors: educators G.N. Kuznetsova, M.V. Rodionova

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Municipal educational institution Kuzmino-Gatievskaya secondary school, Tambov district

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Class hour “Ancient Russian icon as an original phenomenon of artistic culture”

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Lesson outline "Bible and Gospel" Municipal educational institution secondary school No. 1, Kirsanov Download inrtf Lesson "Bible and Gospel" Authors: O.Yu. Chetvertkova, T.V. Zolotova, E.F. Popova, L.G. Tarasova Michurinsk Download inrtf Presentation Lesson "Golden Rule of Ethics" Michurinsk Download inrtf Presentation
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Lesson plan - "alpha" and "omega" of the teacher's activities. A detailed, detailed plan will help conduct the lesson as effectively as possible, save time and allow you to quickly achieve your goals. A clearly structured lesson structure helps the teacher keep students’ attention throughout the lesson.

Stage 1. Lesson topic

The topic of the lesson is always indicated in the teacher’s annual lesson plan. But in some cases clarification is required. For example, the topic “Biography of A. Pushkin” in 5th grade will differ in volume and coverage of material from the same topic in 9th grade. Therefore, when formulating a topic, clarify the volume of material in advance.

Stage II. Lesson Objectives

Modern methods do not require the division of goals into teaching, educational and developmental. But it is more convenient for young teachers to use the old, proven method and clearly distinguish the objectives of the lesson into three positions:

Educational goals. These could be goals such as:

Give an idea about...;

Summarize and systematize knowledge about....;

Introduce students to (concept, rule, facts, law, etc.)

Develop skills (for example, analysis of lyrical text).

Educational:

To instill in students a sense of patriotism, humanity, hard work, respect for elders, aesthetic taste, ethical standards, and discipline.

Developmental. Here are goals that will help develop students’ memory, imagination, thinking, cognitive skills, will, independence, and communication. If the lesson provides for group work, then you can indicate that the main developmental goal will be to teach how to work in a team, express and defend your point of view, and develop communication skills.

Stage III. Planned tasks

This indicates the minimum knowledge and skills that students should acquire during the lesson. The planned tasks should be compared with the requirements for the knowledge and skills of students, which are designated by the Ministry of Education for each grade and for each subject.

Stage IV. Type and form of the lesson

They may not be indicated in the plan, but each time you should clarify for yourself whether this will be an explanation lesson, a conversation lesson, or whether you are aiming to teach a non-standard lesson.
For convenience, we provide examples of the most common types and forms of lessons.

Types and forms of lessons

1. Lesson on introducing new material.

Forms: conversation, problem lesson, lecture.

2. Lesson to consolidate what has been learned.

Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, briefing, performance, etc.

3. A lesson in applying new knowledge and skills in practice.

Forms: the same as for consolidation lessons. You can also conduct research lessons, laboratories, creative workshops, competitions, testing, excursions, etc.

4. Lesson of generalization and systematization of knowledge.

The form is chosen freely, at the request of the teacher.

5. Test lesson.

Forms: both traditional tests, tests, dictations, essays, and more creative types: seminars, briefings or consultations.

6. Integrated lessons. The forms are free, since 2 or more subjects are involved in one lesson.

Stage V. Equipment

This lists everything the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handout materials.

Stage VI. During the classes

1. Organizational moment- a mandatory stage of all lessons. Helps to concentrate students' attention, determine their composure and readiness for the lesson.

2. Checking homework. Experienced teachers practice checking homework every day. This helps not only to check how well the previous topic has been mastered, but also to remind the class of the main points of previous lessons.

Exceptions are control lessons.

3. Updating students’ knowledge on the topic. This stage is not mandatory, but is very popular in teaching methods. Actualization helps students tune in to the perception of the topic and identify the range of issues that will be discussed in the lesson. In addition, actualization makes it possible to set a practical goal for the lesson.

For example, listening to P. Tchaikovsky’s composition “The Seasons” activates imagination and prepares students for the fact that we will talk about the seasons.

4. Announcement of the topic and objectives of the lesson. The teacher can define the topics and goals of the lesson himself. Or you can lead students to this during a preliminary conversation, creating a cluster or mini-test.

5. The main part of the lesson.

This part of the lesson will vary depending on the type and form of the lesson. But the principle of construction is the same: from simple to complex, from general to specific.

6. Summing up. This step is optional. Many teachers replace this stage with reflection. It is important for the teacher to understand what students have learned, what questions remain unclear, and what problems remain unresolved.

7. Grading. This step is self-explanatory. There is only a clarification. Grades can be given by the teacher himself, analyzing and evaluating the work of students in the lesson. Recently, self-assessment or a cumulative points system have become more practiced. In this case, students evaluate their own work.

8. Homework.

Traditionally, this stage is left until the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if homework is assigned, for example, writing an essay, an essay, or doing a laboratory test. In this case, the teacher draws attention in advance to the fact that the points developed in class will be important when doing homework.

Modern methodology recommends, in addition to the mandatory task, to offer students options at a more complex level or aimed at developing creative abilities. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report or presentation.

Recommendations: Remember that every lesson should contain a “zest”. This could be an interesting fact, a non-standard task, an unusual form of presenting material, an intriguing epigraph - something that will contribute to the interest of students.

Topic: “Udmurtia on the map of Russia”

Planned results of studying the topic:

Personal:

The foundations of a person’s civic identity are laid in the form of the awareness “I am a citizen of Russia”: a sense of involvement in what is happening and conscious responsibility for the general well-being, pride in the Motherland, people and history.

Manifestation of an emotionally positive attitude and cognitive interest in the native country, its culture, history, traditions

U a respectful attitude towards the native land, one’s family, history, culture, nature of Udmurtia, its modern life. Understanding the cultural and historical value of traditions reflected in the objective world

Creating a basis for self-awareness of ethnicity. Demonstration of readiness to follow basic moral standards (attitude towards people, objective and adequate assessment of oneself and one’s capabilities),organize health-saving activities

The foundations have been laid forformation of an internal position at the level of understanding the need for learning, expressed in the predominance of educational and cognitive motives; expansion of the motivational basis of educational activities.

Metasubject:

1. Mastering the ability to accept and maintain the goals and objectives of creative project activities, search for and select effective means of its implementation.

2. Formation of the ability to monitor and evaluate educational activities in accordance with the task

3. Mastering ways to solve problems of a creative and search nature, active and productive use of speech means and means of information and communication technologies (ICT) to solve communicative and cognitive problems

4.The ability to take into account different opinions and interests, present and argue one’s own position; carry out adequate differentiated self-assessment based on the criterion of successful implementation of the social role of a “good student”

5. The ability to make the necessary adjustments to an action after its completion based on its assessment and taking into account the nature of the mistakes made

Subject:

find on the map of Russia Udmurtia, location of Izhevsk

call based on a map of the “neighbors” of the republic, nearby large cities of Russia

determine location of cities in Udmurtia on the map of the republic

highlight features of nature: relief, weather (changes by season), the most common minerals (oil, clay, sand, peat), bodies of water (rivers, ponds, swamps, springs), plants and animals of natural communities.

Lesson plan

1. Value-semantic content of the concepts: Motherland, Fatherland, Fatherland.

1.1 Compose a word using the code:3a 1b 6c 5c 2a 7b 8a 4c.

(Citizens)

1.2. Explain or find in the Explanatory Dictionary the meaning of the word

(Citizens are people who live in a given state, enjoy its protection and have certain rights and responsibilities).

1.3. What does the word that is “hidden” in the fillword mean? (Russia)

What does this word mean?

How do you understand the meaning of the word “country”?

What other word can replace the word “country”?

Why are words interesting?state, country?(These words are close in meaning.)

1.4.We are part of the people, residents of a huge and rich country. We are citizens of Russia, Russians. The city in which we live is part of a large country, and the children, that is, you, are residents of Russia, citizens of the country.

Who is a citizen?

(This is a resident of a country who recognizes its laws (rules of behavior), loves his country, is proud of it, tries to make it strong and rich. The student is a small resident of a big country, its future.)

1.5. Listening to Ushinsky’s story “Our Fatherland” (you can give the task to a student who reads well, you can give the text on the presentation frame):

Our fatherland, our homeland is Mother Russia. We call Russia Fatherland because our fathers and grandfathers lived in it from time immemorial.
We call it our homeland because we were born in it, they speak our native language in it, and everything in it is native to us; and as a mother - because she fed us with her bread, gave us drink with her waters, taught us her language, like a mother she protects and protects us from all enemies...
There are many in the world, and besides Russia, all sorts of good states and lands, but a person has one natural mother - he has one homeland.
(K. Ushinsky)

Please note, guys: we can use the word “state” to describe any country. What do we call the word “Motherland”?

(The Motherland is the place where we were born, where we live now, where our relatives and friends live, and we are all citizens of one great country. Our state is the Russian Federation, and our Motherland is Russia.)

What does the writer call our Motherland? (Fatherland)

Why do we call Russia fatherland?

What word do you think the word “fatherland” comes from?
-Why does the writer compare the Motherland with his mother?

1.6. Finding words in a letter segment:

KLMNSTUDMURTIAKLRUSSIATRPIZHEVSKROSHEN

Tasks for working with students:

1. Comparison of words, finding common features and different methods of grouping (Udmurtia, Russia, Izhevsk)

2.What word will unite all these words into a common concept? (Motherland)

3.Why can we find different spellings of the word “Motherland” and “homeland”.

Homeland can be large or small. Which Motherland is called big?

What is a small homeland?

1.7. Discuss in pairs or in a group and get ready to answer the questions:

Can each of us be called a citizen of Russia if we live in Udmurtia?

What civil rights do you have?

What are your responsibilities as a Russian citizen?

2. Udmurtia on the map of Russia

2.1.Collective guessing of the riddle:

There are seas - you can’t swim,
There are roads - you can’t go,
There is land - you can’t plow.
What is this? (Map)

2.2.Working with maps of Russia and Udmurtia

Location of the territory of Udmurtia on the map of Russia(frame 2 of the presentation) Located inside the Eurasian continent far from the seas and oceans in the east of the Russian Plain, between the Kama and Vyatka rivers. The population is about 1.6 million people. Representatives of more than a hundred nationalities live peacefully in the Republic of Udmurtia. The main part are Russians, Udmurts and Tatars.

- “neighbors” of the republic(frame 3 of the presentation)

Udmurtia borders in the south with Tatarstan and Bashkortostan, in the north and west with the Kirov region, and in the east with the Perm Territory.

- nearby major cities and rivers nearby(frame 4 of the presentation) The largest rivers of the republic are the Kama and Vyatka. The length of the rivers of the republic is approximately 30 thousand km, and their number exceeds 7000. It is thanks to such a large number of rivers and springs that Udmurtia is called the “Spring Land”.

- finding the place of Izhevsk on the map of Russia(frames 5, 6)

The capital of the republic isIzhevsk citywith a population of 650 thousand people. It is here that more than half of all industrial products of Udmurtia are produced. The history of the city dates back to 1760, when Count P.I. Shuvalov built an ironworks on the Izh River, and the settlement that formed here was named Izhevsk Plant. In 1918, the village received city status.

Districts of Udmurtia (show on the map, but for now focus on their number:

There are 5 cities of republican subordination in the Udmurt Republic:Izhevsk, Votkinsk, Glazov, Mozhga, Sarapuland 25 municipal districts:Alnashsky, Balezinsky, Vavozhsky, Votkinsk, Glazovsky, Grakhovsky, Debossky, Zavyalovsky, Igrinsky, Kambarsky, Karakulinsky, Kezsky, Kiznersky, Kiyasovsky, Krasnogorsky, Malopurginsky, Mozhginsky, Sarapulsky, Seltinsky, Syumsinsky, Uvinsky, Sharkansky, Yukamensky, Yakshur-Bodinsky, Yarsky.)

Geographically, Udmurtia is part of the Western Cis-Urals, but its relief bears little resemblance to the mountainous Urals, since there are no high mountains on its territory. Five hills (Verkhnekamsk, Krasnogorsk, Tylovaisk, Mozhginsk, Sarapul) have the highest elevations - 250-300 m above sea level. The highest point is located in the northeast of the republic in the Kez district near the village of Luchenki - 331 m above sea level. In the west of Udmurtia there is the vast Kilmez Lowland, which occupies the territory through which the Vala and Kilmez rivers flow. Significant areas are at altitudes from 100 to 300 m. And only along the rivers of the southern half of the republic are strips with elevations of less than 100 m. The lowest point (52 m absolute height) is located in the southwest, south of the village of Krymskaya Sludka

2.4.Weather features in the republic (frames 14, 15)

The climate of Udmurtia is temperate continental with cold snowy winters, warm summers and well-defined transition seasons (spring and autumn). The coldest month in Udmurtia is January. The average January temperature is -15. Sometimes frosts can reach -35 - 40. July is considered the warmest month. The average July temperature is 18 - 19, but rises to 37 - 38. Transitional seasons are distinguished by the complexity of the temperature regime and atmospheric circulation. During these periods, sudden changes in air temperature during the day, returns of heat and cold, and frosts are possible. Udmurtia is not deprived of moisture. Here, 500 - 600 mm of precipitation falls annually. The first snow usually falls in October, permanent snow cover forms in mid-November and remains for 160 - 180 days. Its thickness reaches 50 - 60 cm. The formation of fog, snowstorms, dew and frost is possible.

2.5.minerals (frames 16-19)

Udmurtia is rich in mineral resources. Deposits of oil, nitrogen gas, hard and brown coal, peat, mineral waters and brines enriched with bromine and iodine have been discovered in its depths. Ore occurrences of iron, copper and manganese are noted here and there. Deposits of building materials (sand, clay, sand-gravel mixture, limestone) are found everywhere.

Frame 16 : Find out the mineral (clay) from the clues

Frame 17: Find out the mineral (oil) from the clues.

Find large oil fields on the map of Udmurtia.

Frame 18: Find out the mineral from the clues

Frame 19: description and name of the mineral Name_______________________________________________________________ (peat)

Description_____________________________________________________________________

Is used for ________________________________________

(increasing soil fertility)

3.Physical minute.

Instructions:

if what I say is correct, you stand; if it is not correct, you squat: (it is possible to conduct it in the form of a graphic dictation, then students put a “plus” or “minus” sign)

There are 25 districts on the map of Udmurtia +

UR is located in the center of the eastern part of the Russian Plain +

Kazakhstan is located closest to the borders of the SD -

Kirov is a large city in the Urals

Selecting answer options

(clap your hands when you hear the correct answer):

1. The plain on which the territory of Udmurtia is located is called:

Eastern European

Privolzhskaya

West Siberian

Udmurt

Russian

2 . Large areas of land with a flat or almost flat surface are called:

Hills

ravines

Plains

Mountains

Reservoirs

4.Work in groups on task cards:

Exercise 1.

Write the missing words into the text.

My motherland _____________________.

Place of my birth ________________________________
My hometown _________________________________________.

In my native land there live people of such nationalities

Task 2.

Read the text. Fill in the missing information about your region.

The main city of our _____________republic is called ______________ It is located in the ________________________zone to _________________from Moscow. (in the direction)
Our city is located on the _____________ river.

Task 3. “Say a word”:

The Udmurt Republic is famous for its production......

The most common minerals….(oil, clay, sand, peat),

In the north of the Urals the river originates...

Changes in nature according to the seasons are called...... (weather)

Rivers, ponds, swamps are called in one word........ (reservoirs)

Task 4: Underline the names of minerals that are mined in Udmurtia:

Peat, oil, natural gas, gold, limestone, clay, sand, coal, brown coal, iron, copper, gravel, manganese ore,

healing mud, mineral waters,

5.Checking the correctness of the completed task during the presentation of the group’s work. Reflection:

What disagreements arose during the tasks?

(task 1 - not everyone can have the same place of birth, the name of their hometown).

How can they be overcome correctly? (in case of discrepancy, everyone will name the answer to the question)

Who can be praised and for what?

5.2. Discussion of possible options and methods of action for performing individual and group creative project work “My Udmurtia”

(individual or group work of your own choice):

a) Literary works with the word “Udmurtia” (poems, stories)

b) a collection of statements by people (great people, acquaintances, relatives, friends) about Udmurtia

c) Myths, legends, proverbs, sayings of the peoples of Udmurtia about their native land (creating a situation of difficulty when completing a task to stimulate cognitive interest and search for literature in home, school, city libraries, the Internet)

d) creating questions or tests to test knowledge on the topic “Udmurtia on the map of Russia”

e) Select pictures or drawings with which you can compose the word “Udmurtia” using the first letters of the names of objects.

6. Summary of the lesson. Generalization.

When you grow up, you will be able to do a lot of good, useful and beautiful things to make Russia even stronger and more beautiful. All of you are future defenders of the Fatherland, our great Motherland, which, as a sign of love and respect, is called differently.
Let's remember what K.D. called our Motherland. Ushinsky.
(Fatherland. Motherland. Mother)

Homeland can be large or small. Which Motherland is called big?

What is the name of our small homeland?

Show on the map of Russia Udmurtia, location of Izhevsk

Show on the map and name the “neighbors” of the republic, nearby large cities of Russia (check by frame 21)

Show on the map the location of cities in Udmurtia(frame 22)

List the remembered names of surface relief forms of the Udmurt Republic

What word refers to changes in nature according to the seasons? (weather)

What can you tell us about the weather in Udmurtia?

Name the coldest and hottest months.

Name the most common minerals (oil, clay, sand, peat).

What types of reservoirs can be seen on the map of the republic?

(rivers, ponds, swamps, springs)