Summary of an integrated lesson on cognitive development
"How bread is grown"
Educator: Barankova Valentina Leonidovna
Give an idea that bread is the main human food product. To form in children ideas about the interaction of people of different professions in the process of growing crops, about the order of labor processes of farmers. Introduce a variety of baked goods. Develop the ability to read poetry clearly and expressively. Activate vocabulary.
Strengthen children's skills in sculpting from salt dough.
Develop children's ability to emotionally perform songs and dances.
Bring up careful attitude to bread, respect for working people (grain growers, bakers).
Vocabulary work: lush, fragrant, burnt, loaf, plow, black soil, grain growers, bakers, cornfield, bakery.
Equipment: baked goods, ears of wheat, salt dough, cookie cutters, blindfold, CD player, CD with recorded songs.
Previous work: reading by K. Paustovsky “Warm Bread”, A. Remizov “Bread Voice”, Ukrainian folk tale“Spikelet”, memorizing proverbs about bread, conversation “The Earth is the Nurse”, looking at illustrations depicting agricultural equipment, memorizing poems and songs: “Golden Grain” by Y. Chichkov, “My Russian Niva” by E. Antipina.
Guys, I suggest you solve the riddle and you will find out what we will talk about today.
Guess easily and quickly:
Soft, lush and fragrant,
He's black, he's white,
And sometimes it’s burnt.
It's a bad lunch without him
There is nothing more delicious in the world.
(children solve the riddle - bread)
Yes, today we will talk about bread. What words in the riddle helped you guess that it was bread?
(soft, fluffy, fragrant, black, white, burnt)
Bread is one of the most amazing products of human labor. Not a single feast is complete without bread. He always and everywhere enjoys honor and respect. A guest in Rus' was always greeted with bread and salt. They even made up proverbs about bread. Do you know proverbs about bread?
(children name proverbs about bread)
Lunch is bad if there is no bread.
Bread is the head of everything.
Rye bread - dear father.
Bread is our wealth.
A loaf of bread does not fall from the sky.
And in Rus' they also said: If there is bread, there will be song.
(Children sing the song “Golden Grain” by Yu Chichkov.)
But the grains did not immediately become the bread that is on the table. People have worked long and hard on the earth.
(Child reads a poem)
It doesn't fall to us from the sky
Doesn't appear suddenly
So that an ear of bread grows
It takes the work of dozens of hands.
Thousands of people work to grow and harvest crops. Now let’s listen to how bread comes to our table.
(children read poetry)
Behind the forests, behind the meadows
Thunder is heard in the field,
These are tractors with plows
Light black soil is plowed.
Why do they plow the land?
(so that it is soft, loose)
What happens next?
To wide valleys
New cars came out:
Look out the open window -
Seeders sow grain.
Let's remember how grains of wheat were sown before?
(they were sown by hand).
When they sowed, what were the sentences?
Niva is golden, good honey.
Bring us some bread
Stem to the sky.
Wheat grains were sown. A lot of work has been put into this grain; only the sun, the wind, and the water know. So the wheat is growing and heading in the field.
(girls dance with spikelets).
So the spikelets have swelled and are ripe. Grain growers have new worries. What should we do next?
(The grain must be removed and ground)
The farmers sowed grain in the spring,
He matured and stood up like a golden wall.
And the country hears:
It's time to clean up!
For bread you need combines and tractors.
Boys perform the exercise “Grain farmers thresh grain.”
Grain growers work from morning to night. Lines of trucks stretch from the combines. Grain is being transported to the elevator. The grain is stored there. Who can tell me what happens next to the grain?
(It is ground into flour at a mill, and bread is baked from flour at a bakery).
Now I want to know what can be baked from flour?
(rolls, pies, bread, bagels, cookies...)
We'll go to the bakery now.
(children go to the table on which there are baked goods)
Do you like to eat baked goods? Now we'll see if you can recognize them by taste?
The game “Find out the taste” is being played.
(children with eyes closed taste baked goods)
Would you like to become a baker? I suggest you make bagels, cookies, loaves, loaves of bread.
(children come to the tables where the dough and cookie molds are prepared and, together with the teacher, make salt dough)
You see, guys, how much work it takes to get bread and bakery products. Thanks to the grain growers for this.
Honor and honor to you, grain growers
For your wonderful harvest,
For what you gave to the Motherland
Fragrant keravai bread.
(children sing the song “My Russian Niva.” E. Antipina.)
Children, what is the tastiest thing in the world? How should you handle bread? What if you didn’t finish a piece of bread?
(must be given to animals, birds. You cannot throw bread on the ground).
Is it with cucumbers or potatoes?
You have to eat the bread down to the crumbs,
Because there is a lot of strength
The one who grows the bread spends.
Bread for people
Peace for children
Let the friendly feast begin.
Now is the time to shout to everyone
Bread - a friendly “Hurray”!
(Children treat themselves to baked goods
...purchase with wing...- whirlwind, blizzard; from revel - circle, twist, whirl (about the wind, weather), and take out - blow.
Make a fuss- blow.
Butt- the part of the ax opposite the blade, forming an eye for the ax handle.
Slaughterhouses- snow blown by the wind to a building or into a ravine, as well as the snowdrift itself.
Earthly secrets
Daughter-in-law- the same as daughter-in-law, son’s wife.
Big woman- here: main, senior.
...At Androniev's...- This refers to the Moscow monastery, founded in the second half of the 14th century by the disciple of Sergius of Radonezh, Venerable. Andronik; named after its founder. Remizov himself, a Muscovite by birth, went to the Androniyev Monastery on pilgrimage as a child. Memories of this were reflected in many of the writer’s works and became an indispensable attribute of the autobiographical hero (see, for example, the story “Pilgrim” from “Posolon”, the novel “Pond”, the memoir book “With Trimmed Eyes”),
Sokolinki- i.e. Sokolniki.
Handwritten sources: “Gol-stone” (fragment) - autograph - RNL. F.634. Unit hr. 6. L. 1; TsRK AK. Cor. 12. Folder 11.
Source text: Sadovnikov. No. 73 About a witch.
...she stole a month more than once, and spoiled people- The usual accusations against witches.
Manuscript sources. “Bee” - autograph with author’s edits<1912>- RNB. F. 634. Unit. xp 6. L. 1–2; and also: No. 2 as part of the layout of the unrealized edition of the collection “The Bread Voice and Other Tales” (IRLI F 172 Item 573).
Source texts: Sadovnikov. No. 74 in. About bees, No. 116 a. About pharmazons.
Pchelyak- i.e. bee breeder, beekeeper. In “Tales of Witchcraft” (chapter “Bee Business”), I. P. Sakharov notes: “Bee business in villages is considered the most mysterious, important and, moreover, not accessible occupation for everyone. Wealthy, economic people, who have up to a hundred or more hives, are always, according to popular rumor, in friendly relations with by evil spirits. The opinions of the villagers about beekeeping are so varied that some choose St. saints, others doom the water grandfather. Beekeepers, adherents of this last opinion, are called in the villages witches, grandfathers, healers.<…>Sorcerers think that bees originally formed in swamps, under the hand of the water grandfather.<…>Healers believe that all the bees initially swarmed from a horse that was beaten by a watery grandfather and thrown into a swamp” (quoted from: Tales of the Russian People, collected by I.P. Sakharov. M, 1990. P. 98, 99). In source text No. 74, the bee is directly called a sorcerer; here it is especially emphasized: “And it’s a well-known fact that if someone has such an abyss of bees, it’s not without reason” (P. 245). The episode with the frog swelling to the size of a bull was borrowed by Remizov from the second source text (No. 116 a). In the first one there is simply a huge frog, and the bee himself is less bloodthirsty here * he offers the horse breeder just to eat the honey that the frog regurgitated. IN folklore tradition the horse and the bee are firmly connected to each other and correspond to the middle of the world tree.
Barn floor- a place where they place bread in sheaves and where it is threshed, a covered threshing floor.
Source text: Sadovnikov. No. 72 e. About the dead.
Bogeyman- flammable sulfur; burning tar, heat and stench.
...as the rooster crowed, they fell through the ground...- This reflects the general mythological idea of the rooster as a symbol of light, the sun, with the rise of which, under the influence of its cleansing power, all evil spirits and undead are forced to leave the earth
Urvina(ditch) - generally something that is dug with a spade, a hole, a ready grave
Source text: Sadovnikov. No. 70. About zucchini kikimora.
Kikimora - mythological creature living in the house and harming people; sits invisible behind the stove during the day, and plays pranks at night; comes from children who died unbaptized and infants killed by their mothers.
...to the south...- in a lively, open place, marketplace or noisy bazaar.
...wine drying and powdering- i.e., decrease (from drying out) and dilution (from scattering).
Tax office- in charge of farming, including the rental of taverns with wine and vodka, since the sale of the latter was in pre-revolutionary Russia in a monopoly by the state.
Half-stof- a quadrangular glass bottle with a short neck containing a certain measure of liquid, the volume of which varied in one era or another.
Tackle- i.e., to confirm the correctness of one’s words (from takat)\ perhaps here it is also used in the meaning of “to flatter.”
Distanon- the head of a district (sometimes of a certain area in general) or the caretaker of a section of a road or river (from a distance)
...in the forehead on the damper- This is the name of the large arched opening in the Russian stove, leading to its mouth, which, after the stove is heated, is closed with a damper
Attorney- here: inspector, tax inspector
Lesson notes in kindergarten for older preschoolers. Topic: Reading a fairy tale by K. Paustovsky “ Warm bread»
Developmental task: Develop speech, thinking, memory of children.Learning task: Introduce children to literary fairy tale K. Paustovsky. Make it clear that a wise fairy tale helps to internalize highly moral values in human behavior and once again see what rude and cruel behavior leads to.
Educational task: Develop the ability to listen to each other and not interrupt.
Health-saving task: Formation correct behavior in a team
Material: Portrait of K. Paustovsky, illustrations.
Progress of the lesson
Introductory partMusic is playing. "The road of goodness."
Educator: I am very glad to see you. Listening to a song. Did you like the song? What mood did this song make you feel? I want today's lesson to take place in good mood that this music created.
Main part
Teacher: Guys, guess the riddle
At first he grew up in freedom in the field.
In the summer it bloomed and spiked,
And when they threshed,
He suddenly turned into grain.
From grain to flour and dough,
I took a place in the store.
Guess easily and quickly:
Soft, fluffy and fragrant.
He's black, he's white,
And sometimes it’s burnt.
One of the gifts grown by man is bread. Today I would like to introduce you to a wise tale which K. Paustovsky wrote “Warm Bread”, and let’s try to figure out what its wisdom is together...
In this tale you will hear the word: cavalry - a branch of the army in which a riding horse was used for combat operations or movement.
A bit is a bit attached to a harness that is placed in the horse's mouth.
Kartuz - men's headdress
Reading the fairy tale “Warm Bread” by K. Paustovsky
Questions about the content of the fairy tale.
- Where does the fairy tale take place? (in Berezhki)
- Who left the horse in the village? (cavalrymen)
-Who took the wounded horse? (miller Pankrat)
- What nickname did Filka have? (Well you)
- What did Filka do with a piece of bread after he hit the horse? (threw it into the snow)
- What happened in nature after that? (blizzard, severe frost)
- What unusual happened in this village 100 years ago? (freezing)
- Why did frost come to the village? (A soldier walked through the village and asked for bread. Angry man threw moldy bread onto the ground to the soldier.)
- What, according to the grandmother, caused such frost? (out of anger)
-Where did Grandma send Filka in search of advice? (to Pankrat)
- What did Filka come up with? (to continue to break the ice on the river)
- Who witnessed the conversation? (magpie)
- What role did the magpie play in saving people? (called the warm wind)
- How did the reconciliation between Filka and the horse happen? What did Filka bring to the wounded horse? (a loaf of fresh bread)
- What did the horse do after he ate the bread? (put his head on Filka’s shoulder)
- Why was the magpie angry? (nobody listened to her)
- What does the fairy tale “Warm Bread” teach us (to become kinder, you cannot be rude and cruel)
This work tells us how good deeds help to melt a “chilled heart” and defeat “human malice.”
Final part Summary
Verbal (conversation)
The teacher shows a drawing of a heart, one half of which is blue and the other half is red. What was Filka’s heart like at the beginning of the fairy tale and then? What does a fairy tale teach about what a person should be?
Coloring hearts
Technological map of educational activities
(taking into account the systematically active approach of SDP according to A.N. Leontiev)
Type of activityCommunicative group Preparatory
Topic: Reading and discussion of A. Remizov’s fairy tale “The Voice of Bread.”
Target: Creating conditions for developing interest in fiction.
Tasks:
1. To acquaint children with the ability to retell a text, determine the nature of the characters, and convey individual episodes in person when retelling. Help to understand the actions of the heroes.
2. Organization of activities to develop children's initiative,formation of knowledge about the work of A. Remizov.To educate a reader capable of feeling compassion and empathy for the characters in the book.
3. Organize reflective activities of students.
Materials: Fairy tale by A. Remizov “The Bread Voice”.
Preliminary work:
Health-saving technologies:physical education lesson “Mill”
Leaning forward
Hands to the sides.
The wind blows, howls,
Our mill is turning.
One, two, three, four -
She spun and spun.
(Lean forward, arms to the sides, right hand touch the floor, left hand back to the side; change of hand position)
Stages (subsequence) activities | Actions, activities of the teacher | Actions, activities of children, The implementation of which will lead to the achievement of planned results |
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Introduction to the situation. Objective: to motivate children to participate in activities | Want to hear what it's about? | Listen carefully and watch a cartoon excerpt. They reason. |
Creation problematic situation(goal setting) | Listen to the teacher and answer the questions asked. |
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Motivation for activity | What do we need for this? | They reason and answer questions. They make assumptions. |
Designing a solution to a problem situation | In Rus', bread has always been treated with reverence, with respect, as something sacred. They wrote poems and sang songs about bread. Many Russian customs are associated with bread: the most dear guests are greeted with bread and salt.
Reading a fairy tale. Then I repeat its ending: “And from then on it went in Rus' - the voice of bread is heard the longest.” I ask the children to explain what kind of bready voice this is. I ask them if they have heard of people or organizations that help others. I’m telling you that Russians always rush to help those who are in trouble: they donate blood if someone has had an accident; collecting items for those affected by the flood; building houses for fire victims... “And if a child with a “bread-like voice” grows up in a family, he will not forget to call his grandmother, congratulate his neighbors on the holiday, help his mother with the housework, or feed the ducks on the pond.” Now let's rest a little. | Listen to the story and answer the questions asked. Do physical exercises. |
Performing an action | I remind the children that they already know how to count the words in a sentence and name them in order. And today we will play. First I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence. At the same time, you need to say the following phrase: “Olesya Yuryevna, count the words in my sentence and name them.” Do you remember? I offer for analysis a sentence from A. Fet’s poem “A dry leaf falls, the wind gets angry at night” and find out what the name of this work is. Children name the number of words. Then the child, whom the teacher pointed to, says the first word, and all the children say: “One!” etc. After this, one of the children (optional) pronounces his sentence, and the teacher analyzes it. For analysis, you should select sentences without conjunctions and prepositions. And the children offer the teacher phrases that contain different parts of speech. In this case, the adult must count all the words. For example, the teacher analyzes the sentence “The kitten hid under the closet” as follows: “There are four words in the sentence: kitten, hid, under (this is an independent word), closet.” | Children answer the questions posed. |
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Reflection, analysis of performance results | Guys, where do you think the bread on the table came from? (We listen to the children's answers). Would you like to know more about this? How can you and I find out what we don’t know yet? (ask adults, from books, search on the Internet, visit the bread museum...) | Individual statements from children. |
Expected results | own orally, the ability to express one’s thoughts. Introduction to the concept of a museum and its purpose. |
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Target. Introduce children to A. Remizov’s fairy tale “The Voice of Bread”, find out whether they agree with the ending of the work. Improve children's ability to reproduce the sequence of words in a sentence.
Progress of the lesson
The teacher reads a fairy tale. Then he repeats its ending: “And from then on it went on in Rus' - the grainy voice of everyone is heard the longest.” The teacher asks the children to explain what kind of bready voice this is. Asks preschoolers if they have heard about people or organizations that help others.
The teacher talks about how Russians always rush to help those who are in trouble: they donate blood if someone has an accident; collecting items for those affected by the flood; building houses for fire victims...
“And if a child with a “bread-like voice” grows up in a family, he will not forget to call his grandmother, congratulate his neighbors on the holiday, help his mother with the housework, and feed the ducks on the pond,” the teacher concludes this part of the lesson.
The teacher reminds the children that they already know how to count words in a sentence and name them in order.
“Today we’ll play,” says the teacher. - First, I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence. At the same time, you need to say the following phrase: “Valentina Viktorovna, count the words in my sentence and name them.” Do you remember?
The teacher offers for analysis a sentence from A. Fet’s poem “A dry leaf falls, the wind gets angry at night” and finds out the name of this work.
Children name the number of words. Then the child, whom the teacher pointed to, says the first word, and all the children say: “One!” etc.
After this, one of the children (optional) pronounces his sentence, and the teacher analyzes it.
For analysis, you should select sentences without conjunctions and prepositions. And the children offer the teacher phrases that contain different parts of speech. In this case, the adult must count all the words. For example, the teacher analyzes the sentence “The kitten hid under the closet” as follows: “There are four words in the sentence: kitten, hid, under (this is an independent word), closet.”
If there is time left, the game continues.
Lesson 7. In a forest clearing
Target. Develop imagination and creativity children, activate speech.
Progress of the lesson
The teacher reminds the children that last year they already learned to create a picture about the life of animals in a forest clearing.
“Today we will also compose the picture “In a forest clearing,” says the teacher. - While one of you is working at the board, you will create your own pictures on sheets of paper so that later you can talk about your clearing, its inhabitants and their relationships. There is no need to carefully draw out the details of the picture - you don’t have time for that. If only you could find out for yourself who and what you drew.”
The children get to work. Then the child who worked at the board talks about his painting. Children and the teacher, if necessary, ask clarifying questions.
The teacher calls the second child. While he works, 1-2 children talk about their paintings.
If there is time left, the teacher can invite the children to play the game “I’m up to... Guess what?” For example: “This is located in a forest clearing,” explains the teacher. Children ask clarifying questions and, in the end, find the answer (for example, honey fungus).
Lesson 8. Fables-reversals
Target. To introduce children to folk and original fables, to make them want to come up with their own fables.
Progress of the lesson
The teacher asks the children if they remember what fables are. Reminds me that fables are also called shapeshifters. He listens to the children’s answers and clarifies whether they like these works.
Then he reads fables:
A village was driving
Past the man
Suddenly from under the dog
The gates are barking.
Snatched the cart
Horse from under the whip
And let's bludgeon
Her gate.
It's like a bear flying through the sky.
The bear is flying
He turns his head.
And he’s carrying a cow,
Black-and-white, white-tailed.
And the cow is mooing
Yes, he's twirling his tail!
Know the bear shouts:
- Let's go right
Let's go left
And now let's get straight to it!
The old lady said:
- I’ll open the buffet
And a poodle bone
I'll give it to you for lunch.
Suitable for the buffet
He looks at the shelf
And the poodle on the platter
Sitting in the buffet...
S. Marshak, “Poodle”
One, two, three, four, five,
I start repeating:
Children select a word that has a suitable meaning, and the teacher names a word that is completely out of place here.
Baked in the oven
Bud.
And he wears it in his buttonhole
Loaf...
Next, the teacher invites the children to practice composing fables. The teacher invites the children to answer the questions: who? What? Which? what does it do? where does he live? The teacher listens to the answers and writes down words that clearly do not correspond in meaning. For example: a strawberry hedgehog is dancing in a plate. Chocolate puppy waters the cloud. And so on.
November
Lesson 1. It’s so bright all around today!
Target. Introduce children to poems about autumn, introducing them to poetic speech.
Progress of the lesson
"It's coming last month autumn - November, - the teacher begins the lesson. - You and I admired bright colors early autumn. At the beginning of autumn it was warm and comfortable. Sometimes butterflies even flew and made us happy. And poems about early autumn are unusually expressive.”
The teacher reads an excerpt from I. Bunin’s poem “Falling Leaves”:
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue,
Here and there through the foliage
Clearances in the sky, that window...
“Autumn is coming into its own, nature and weather are changing,” the teacher continues the conversation and reads the poems by A. Pushkin “Autumn” and A. Pleshcheev “A Boring Picture.”
The teacher ends the lesson by reading A. Pushkin’s poem “The sky was already breathing in autumn...”. After reading the work, he asks the children which lines they remember.
“Today we had a day of poetry, and you and I bathed in the rays of the beautiful, sonorous, figurative Russian language. Isn't that right? – the teacher sums up the lesson.
Lesson 2. Autumn motifs
Target. Teach children to look at pictures in books and explain why they liked this or that illustration.
Preliminary work. The day before, the teacher draws the children's attention to a small exhibition of books on the theme of autumn. Asks you to remember or bookmark the pictures you like.
Progress of the lesson
The teacher asks the children whether they liked looking at the pictures in the books.
“I even see bookmarks in books,” the teacher notes. – I am glad that you, future schoolchildren, are responsible for fulfilling my requests and tasks. And being able to look at drawings is a very necessary and not at all easy task. So, whose bookmarks are in this book?
The teacher invites the child to his table, and he explains his choice. If there is more than one bookmark on this page, a second child comes to the table and complements his friend’s answer.
The teacher listens to everyone. Notes children's observation skills. As the child’s story progresses, the teacher monitors his speech and prompts the right words, helps to construct sentences correctly.
The teacher says that he also liked many of the drawings that the children liked, such as the illustration from the book “Autumn Poems.”
“I also noticed the colors in this drawing,” says the teacher, “a rose bush that has become half golden, a lilac haze (blue) between the trees, a barely noticeable yellowish path near a harvested field, where two careful crows are collecting fallen grains.”
