Organization of a role-playing game using a technological map. Kindergarten teachers, school teachers and educators

Organizing a role-playing game using a technological map

Natalia Konkina

Organizing a role-playing game using a technological map

.In November last year, our kindergarten hosted a methodological association of educators dedicated to innovative methods of working with preschoolers.

At this event, I gave a presentation based on my work experience on the topic “Using a technological map to organize a role-playing game .” During preparation, I found a lot of material on the site and express my deep gratitude to my colleagues.

So, the report.

play still remain relevant . After all, play, as we know, is the leading activity of a child.

Let's consider a role-playing game .

The pedagogical value of the plot-role-playing game lies in the fact that during the game , in addition to the relationships dictated by the plot , the role taken or the rules, another kind of relationship arises - no longer conditional, but real, actual relationships between children.

In the game, it becomes clear: how the child feels about the successes or failures of his play partners, whether he enters into conflicts with other participants in the game , whether he knows how to restrain immediate impulses, whether he is ready to help a friend , whether he is attentive to other participants in the game , how accurate he is in fulfilling the role, etc. d.

Doctor of Pedagogical Sciences Alexander Vladimirovich Zaporozhets in this regard wrote that children's play is “a genuine social practice of a child, this is his real life in a team in which social qualities and moral consciousness of a child’s personality are formed.”

What do we have now? Unfortunately, we are faced with the primitivization of children's games. The main reason for this situation is the simple non-interference of adults. Moreover, some do this simply because they do not consider it necessary to observe children’s play at all - they play and play for themselves, the main thing is that there are no fights and quarrels; while others take a completely principled position, sincerely believing that children’s play should not be interfered with. In the end, we have what we have.

Leaving the right to choose a game to the child , the teacher needs to try to see the immediate prospects and correctly predict the development of children’s play activities. In accordance with program objectives, individual characteristics and interests of each child.

The main methods of pedagogical guidance of children's role-playing games are the method of dialogue, the creation of problem situations, direct and indirect influences on the game and the players.

In addition to these methods, in my practice I began to use technological maps of plot-role-playing games . This is what I want to share with you.

What is a technological map ? .

The explanatory dictionary gives this definition.

TECHNOLOGICAL CARD - a form of technological documentation in which the entire process of processing a product is recorded, operations and their components, materials, production equipment, tools, technological modes , time required for manufacturing the product, qualifications of workers, etc. are indicated.

There are technological maps of dishes , products, processes, lessons.

And we will look at the technological map of the game - a sequence of actions that is depicted graphically (i.e. in the form of diagrams or drawings, since children (the majority)

They don’t know how to read yet.

The technological map offers a new approach to organizing a story game by modeling it. Based on the developed model, the teacher helps children remember episodes, actions of game , and the content of relationships.

These technological maps were developed based on the method of comprehensive support for amateur games, which was proposed by teachers S. L. Novoselova and E. V. Zvorygina and first published back in 1979. During development, special attention was paid to ensuring that the tasks of not only the full education of children in all five complementary educational areas were solved, but also the tasks associated with the progressive development and complication of the play activities of the pupils themselves.

But how can children decipher the technological map ? They can if they took part in its compilation (that is, this is the easiest way to understand - do it step by step with them)

Together with the children, we compiled a technological map that will help organize any role-playing game . It is universal for any age and any subject . Many thanks to Svetlana Mozhanova - it was in her material that I saw this.

Any game has its own rules. This card shows the basic rules: "Call your friends"

,
“Assign roles”
,
“Choose the necessary items”
,
“Play”
,
“Clean up the toys”
.
I want to share with you my experience of creating a technological map for the game “Flight into Space”
.

We all know that when organizing a role-playing game , we must give children maximum information on the topic of the plot .

It is necessary to enrich in every possible way the direct and indirect experience of children, their ideas about the objective world and social relationships in various areas of reality. Moreover, this knowledge should not only be “encyclopedic”

, as practical, effective in nature, it must be
“living”
knowledge, such experience that the child could put into practice.

Therefore, we watched cartoons and presentations about space

including at home (parents were instructed to watch the cartoon “The Secret of the Third Planet”

, talked, looked at illustrations in books, atlases

played board games , built space objects from construction sets

Productive activity was no exception: they created a model of outer space from plasticine:

Colored pictures on a space theme to create the album “Deep Space”

Drawing space objects using stencils

Let's return to the technological map .

While composing it, the children and I came up with game stories , which I wrote down. Then together we turned these stories into graphic drawings, i.e., we modeled situations.

Together with children and parents, they prepared attributes for the game that would give the child the opportunity to show imagination, creative imagination, and resourcefulness.

And now I suggest you look at the photo report of the role-playing game “Flight into Space”

, which was carried out using
a technological map . children's interest in learning a new game plot that will involve everyone. The technological map of our game is in the very first photo, under the title.
Delivery of the rocket to the cosmodrome

Installing the rocket at the launch position

The Space Center is always in touch.

Physical training classes for astronauts under the guidance of a trainer

Pre-flight medical examination

Farewell to family...

Ready to start!

Have a good flight! Good luck!

At the initial stages of mastering the game, it is better to use technological maps with a ready-made (pre-invented) plot , depicted schematically on one sheet. And with the enrichment of the gaming experience, technological maps can be compiled by the children themselves from individual fragment cards .

. At the request of the children, the storylines can be changed by complicating the plot and the number of roles.

Dear friends! I invite you to see what plots for the game the children and I have depicted graphically. From such plots a technological map is then compiled .

And I suggest you title cards

Match the picture with the action

This is only a small part of the possible plots . We will definitely continue creating and playing them.

Thus, the use of a technological map of a role-playing game awakens and maintains children’s interest in the game, and also promotes the manifestation of independence and initiative.

Technological map of didactic games on environmental education for older preschoolers

2. Tops and roots Teach children to make a whole from parts. Game task: composing a whole plant. Pictures of vegetables (tops and roots of plants) Children are divided into two groups (vegetables are on the table) the children of the first group take a top for themselves, and the second - a root. When they hear the signal, they quickly find a pair of tops and spines. 3. Life in seeds Introduce the variety of vegetable seeds (seeds of peppers, tomatoes, cucumbers, beans, beans, peas) and the stages of plant development. Game task: choose the right set of cards, arrange the stages of development in order, talk about the life and development of the plant. Vegetable seeds, cards depicting the stages of development of vegetable crops. The teacher gives each child a seed and invites him to select cards depicting the stages of development of this vegetable crop. Children select and arrange cards in the correct sequence and talk about their plant. The winner is the one who told and did everything well and correctly. 4. What grows where? Strengthen children’s ability to classify plants according to their place of growth; develop mindfulness. Game task: fill the playing field. Playing fields - meadow, forest, pond, swamp. Cards depicting plants growing in these ecosystems Children choose playing fields. The presenter shuffles the cards and, taking out one at a time, names the plant. Children playing take away those cards that correspond to their playing field. The one who fills the playing field faster wins. 5. Guess what's in the bag? Teach children to describe objects perceived by touch. Game task: guess vegetables and fruits based on their characteristic features. Vegetables and fruits of characteristic shape and varying density: onions, beets, tomatoes, plums, apples, pears, etc. Children must take an object out of the bag, but do not immediately pull it out, but after feeling it, first name its characteristic features. The one who guesses the most items wins. 6. What do we take in the basket? To consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the garden, in the forest. To form an idea of the role of people in preserving nature and to distinguish fruits according to the place where they are grown. Game task: each child must bring fruits that grow in one place. Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets. Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children (fruits) disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children (baskets) must pick up fruits in both hands. 7. Edible - inedible. To consolidate knowledge about edible and inedible mushrooms. Basket, subject pictures with images of edible and inedible mushrooms. On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in a basket 8. Zoological dominoes Consolidate knowledge about wild and domestic animals; cultivate intelligence and attention. Cards with images of wild and domestic animals. The cards depict wild and domestic animals. Four people play. The cards are arranged face down. Children are asked to count out 6 cards. You can only place the same card next to each other. If the required card is not available, the move is skipped. The winner is the one who was left without a card. 9. Find by description Strengthen the idea of the features of the appearance of plants, teach children to independently describe the plant. Game task: find a plant based on the listed characteristics Cards with pictures of plants. The presenter names the characteristic features of a particular plant without naming it. Children look for his image among the cards. The winner is the one who quickly and correctly finds or names the answer. 10. Guess and tell Develop cognitive interest in living nature, observation skills, teach children to draw basic conclusions. Game task: to solve “who could have left their traces.” For play on the kindergarten site, a strip of soil or sand, free from vegetation, is prepared. The players inspect the strip and determine “who could have left their traces.” These can be not only animal tracks, but also leaves, twigs, and plant seeds. The teacher leads the children to a conclusion about how these objects could have gotten here. For example: how did the cones get here if there is no Christmas tree or pine tree nearby? Who could scatter rowan berries on the path? The seeds of what plants and where did the wind bring them from? 11. Young artists Clarify the features of the appearance of plants, learn to convey their attitude to what is depicted. Game task: draw a portrait of a plant. Easel, paints The game is played while walking. The “artist” accepts an order to draw a “portrait” of a particular plant and tries to accurately convey the features of its appearance. At the end of the work, an exhibition of children's drawings is organized. 12. House for leaves Consolidate children’s knowledge about the structure of trees and shrubs, guess the names of trees and shrubs by their trunks, fruits, and directions of branches. Game task: to dress up the trees and shrubs in our forest in spring attire; to correctly select the leaves for the trees and shrubs. A picture depicting a forest in the spring, with a set of various spring leaves for the trees and shrubs that are in the picture. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. 13. Third dish (plants) To consolidate knowledge about the diversity of plants. The teacher tells the children: “You already know that plants can be cultivated and wild. Now I will name the plants mixed: wild and cultivated. Anyone who hears a mistake must clap their hands. For example, birch, poplar, apple tree; apple tree, plum tree, oak tree, etc. 14. Flower shop. Strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets. Petals, color pictures. Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape. Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower he is talking about. Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers 15. In spring, summer, autumn. Clarify children's knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence. Ball Children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant. 16. Guess the insect Reinforce children's knowledge about insects. The teacher thinks of a word, but says only the first syllable. For example: the beginning of the word ko... Children select words (mosquito). Whoever guessed first gets a chip. The child with the most 17 chips wins. Choose the one you want. Strengthen knowledge about nature. Develop thinking and cognitive activity. Game task: select as many items as possible. Subject pictures. Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property. For example, “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc. The one who collects the most subject pictures wins. 18. Guessing game To develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries. Pictures for each child with images of berries. Book of riddles. On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up a picture of the answer. 19. Fourth wheel. Strengthen children's knowledge about insects. The teacher names four words, the children must name the extra word: 1) hare, hedgehog, fox, bumblebee; 2) wagtail, spider, starling, magpie; 3) butterfly, dragonfly, raccoon, bee; 4) grasshopper, ladybug, sparrow, May beetle; 5) bee, dragonfly, raccoon, bee; 6) grasshopper, ladybug, sparrow, mosquito; 7) cockroach, fly, bee, cockchafer; dragonfly, grasshopper, bee, ladybug; 9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow. The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee... bee... cockroach). Vocabulary: anthill, green, flutters, honey evasive, hardworking, red back, passive, annoying, beehive, shaggy, ringing, river, chirping, cobweb, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “ jumping champion", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration. 20. Flies, swims, runs. Strengthen knowledge about living nature objects. The teacher names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; When the word “sparrow” is used, the flight of a bird is depicted. 21. Fold the animal. Strengthen children's knowledge about pets. Learn to describe using the most typical features. Pictures with images of different animals, each in two copies. One copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model. 22. Animals, birds, fish. Strengthen the ability to classify animals, birds, fish. Ball Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird? "The neighbor accepts the item and quickly answers (the name of any bird). Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted. They also play by naming fish and animals (you cannot name the same bird, fish, or animal). 23. Winter supplies Consolidate children’s knowledge about forest inhabitants and their way of life. Develop the ability to correctly differentiate the food of animals. Images of forest animals, various food products and forest gifts, cut-out pictures depicting winter products and gifts. The teacher offers to help the forest dwellers prepare for winter. You need to think about where you can arrange a food warehouse for the winter, and choose from the food offered only what the animal likes. For each task completed, the child receives a card. The winner is the one who quickly and correctly helped the animal and was able to collect more cards. 24. What time of year? Learn to perceive poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main signs of the seasons. Learn to name the seasons and corresponding months. The teacher reads a poem, and the children must highlight the signs of the season. 25. Good - bad Consolidate knowledge about the rules of behavior in nature. The teacher shows the children schematic rules of behavior in nature. Children should talk as much as possible about what is shown in the pictures, what they can and cannot do, and why. 26. Nature and man Consolidate and systematize children’s knowledge of what is created by man and what nature gives to man Game task: You can answer only after you have caught the ball. The person who names the object throws the ball to another participant. Ball The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans. "What is made by man"? asks the teacher and throws the ball. “What is created by nature”? asks the teacher and throws the ball. Children catch the ball and answer the question. Those who cannot remember miss their turn. 27. Game with a ball “Who needs what” To consolidate children’s knowledge about natural objects. Develop auditory attention, thinking, and intelligence. Ball Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc. Option 2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans. 28. Where are the snowflakes? Reinforce knowledge about the different states of water. Develop memory and cognitive activity. Cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc. 1. Children dance in a circle around cards laid out in a circle. The cards depict different states of water: river waterfall, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc. While moving in a circle, the words are said: Summer has come. The sun shone brighter. It's getting hotter, where should we look for a snowflake? With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words: Finally, winter has come: Cold, blizzard, cold. Go out for a walk. Where should we look for a snowflake? The desired pictures are selected again and the choice is explained.

Technological map of the lesson.

PP Methods of speech development (retraining)

Familiarize yourself with the general wording of the task for the demo exam

Exercise. Development and implementation of an integrated lesson on speech development (expressive reading) with a subgroup of children including a didactic game on ICT equipment.

Goal: demonstration of the ability to develop and conduct a fragment of a lesson on speech development (expressive reading) with a subgroup of children including a didactic game on ICT equipment.

Description of the object: integration of speech development of preschool children with play activities.

Time limit for preparing the task: 2 hours 30 minutes

Time limit for submitting a task: 15 minutes

Exercise:

1. Look at the book.

2. Read it in order to familiarize yourself with the content of the literary work.

3. Conduct an analysis of a literary work.

4. Decide on the choice of reading an excerpt of a literary work, or reading the entire work.

5. Practice expressive reading of a literary work.

6. Determine the goal, objectives and expected results for an integrated lesson on speech development including a didactic game using ICT equipment.

7. Develop a technological map for an integrated lesson on speech development including a didactic game using ICT equipment.

8. Think over the introductory part, including an abstract of the book.

9. Develop a conversation with children (volunteers) on the content of the literary work.

10. Think over methods and techniques aimed at solving the goals and objectives of the integrated lesson.

11. Select ICT equipment in accordance with the age of the children and the content of the literary work.

12. Develop a didactic game using ICT equipment in accordance with the content of the literary work, goals and objectives.

13. To think over and model a developmental, educational space for conducting an integrated lesson on speech development with the inclusion of a didactic game using ICT equipment.

14. Comply with safety regulations and sanitary standards.

15. Provide the commission with a technological map of an integrated lesson on speech development including a didactic game using ICT equipment before demonstrating the task.

Expected Result:

1. Prepared technological map, including the purpose and objectives of the lesson, corresponding to the age group.

2. Demonstration of a fragment of a lesson with volunteers in the appropriate age group.

2. Analyze the technological maps of classes on speech development (Appendix 1, 2) according to the following criteria:

1. Correspondence of the goals and objectives to the topic and content of the lesson

2. Planned results are correlated with the objectives and content of the lesson

3. Completeness of the planned dictionary work

4. Appropriateness of preparatory work carried out before class

5. Compliance of the lesson structure with modern requirements

6. Availability of tasks of the stages and their correspondence to the content of the work

7. The presence of children’s motivation for activity

8. Creating a problematic situation

9. Relevance of methods, forms, techniques of work

10. The appropriateness of using a didactic game on interactive equipment, its compliance with solving additional problems

11. The presence of an integrative nature of the lesson

12. Effectiveness of reflection

Get acquainted with the topics of the classes and make technological maps for them according to the sample (Appendix 3).

1. Russian folk tale “The Wolf and the Little Goats”, junior group

2. Russian folk tale “Three Bears”, junior group

3. Russian folk tale “The Cockerel and the Bean Seed”, middle group

4. Russian folk tale “Winter quarters of animals”, middle group

5. V.I. Dahl “The War of Mushrooms and Berries”, middle group

6. K.I. Chukovsky “Aibolit”, middle group

7. V.V. Mayakovsky “What is good and what is bad?”, middle group

8. V.V. Bianki "Owl", senior group

9. V. Danko “Confusion”, senior group

10. M. Gorky “Sparrow”, preparatory group for school

11. K.I. Chukovsky “Cockroach”, preparatory group for school

12. M.M. Prishvin “Lisichkin Bread”, preparatory group for school

Annex 1

Technological map of the lesson.

Educational area: speech development, cognitive development

Topic of the lesson: M. M. Prishvin “Fox Bread”

Age group: pre-school group (6-7 years old)

The goal of the teacher: familiarization with the content of M. P. Prishvin’s work “Fox Bread”, development of children’s speech.

Tasks:

Educational:

systematize children’s knowledge about the gifts of the forest: mushrooms and berries that are found in the work;
introduce M. P. Prishvin’s work “Fox Bread”;
clarify ideas about wild berries, birds (grouse, hazel grouse), plants.

Educational:

develop the ability to make a reasoned conclusion.

Educational:

cultivate curiosity;
develop the ability to participate in a conversation without interrupting each other.

Additional tasks:

Gaming:

· successfully complete the tasks of the didactic game “Determine the sequence of the story from the pictures”, gaining the maximum number of points and win

Didactic:

consolidate children's ideas about the gifts of the forest: mushrooms, berries, resin

Vocabulary work: trophies, stunned, tar, copula, chanterelle bread.

Planned results of the lesson: understand the content of the literary work, know the gifts of the forest that the author brought (white, red, black mushrooms; forest berries: bloody boneberry, blue blueberry, red lingonberry; wonderful forest herbs: cuckoo tears, valerian, Peter's cross, hare cabbage ; resin), listen to each other during a conversation, make a conclusion why black bread seemed tastier than homemade white bread, determine the sequence of events in a didactic game.

Preparatory work: vocabulary work with children, development of a didactic game, preparation of tokens, coloring books.

Materials and equipment: reader; laptop, interactive whiteboard, projector, interactive game “Determine the sequence of the story from the pictures,” tokens, coloring book.

№	Stages, duration.	Stage tasks	Activities of a teacher	Suggested activities for children	Methods, forms and techniques	Planned results
1.	Organizational and motivational stage.	Gather children's attention and motivate them for upcoming activities	Let's go, friends, to a miracle fairy tale - you and me. There is a magic screen here, There are countless fairy tales here! -Let's sit down correctly, our backs are straight. -Guys, tell me, do you like to travel? Do you want to go on an unusual journey through the works today? -What do you think needs to be done to visit the work? And to go visit the works, we need to put on magic shoes that will guide us to our works. -Now let’s knock our heels and say the magic words: “We all need to get into a fairy tale!” — You and I came to visit the story “Fox Bread.” Pay attention to the board, this is the cover of the book that we will read today. -Who do you think is its author? The author is Mikhail Mikhailovich Prishvin, a Russian writer who wrote about nature in most of his works. Look, on the board you can see a portrait of Mikhail Mikhailovich. -Tell me, do you know the story “Fox Bread?” The story is about a hunter and a girl Zina. One day a hunter returned from the forest and proudly began to lay out his trophies on the table. Trophies are weapons and loot. A girl named Zina became interested in the prey and became curious about where everything came from. The man told the girl about forest birds, medicinal herbs, and berries. And then Zina saw a piece of black bread and asked the hunter where he got the bread from.	Children's answer options. Children's answers Children put on magic shoes Children click their heels and say to the music: “We need to get into a fairy tale.” Listen to the teacher Look at the board Answers: Mikhail Prishvin Look at the portrait Possible answers Listen attentively to the teacher	Conversation. Leading questions Surprise moment Conversation Visual demonstration Explanation Leading questions Visual demonstration Leading questions Retelling of a fairy tale by a teacher	Children are ready for joint activities with the teacher. They listen carefully and answer the teacher’s questions.
2.	Main stage.
2.1.	Problem formulation stage	Statement of the problem in a form they can understand	Let’s read what the hunter brought to Zina and what he answered her, and after reading we’ll answer the question “Why does the girl eat black bread with pleasure?”	Listen to the teacher	Creating a problem situation	Prepare to listen to a fairy tale
2.2.	Stage of material perception.	-reproduce the events described in the work - evaluate the actions of the characters, listen to each other during the conversation	In the story we will encounter unfamiliar words. How do you understand the word tar? That's right, it's pine or spruce resin. What does stunned mean? That's right, it means I was surprised by surprise. What is the word “copula”? That's right, it means slow, not agile. -How do you understand the word “grouse-like”? That's right, it means the same as the hazel grouse. -Now let’s sit down correctly, our backs are straight, we listen carefully, so that we can later characterize the characters and answer questions. -Reads the work - What kind of bird is this? - Zinochka asked. “Terenty,” I answered. And he told her about the black grouse: how it lives in the forest, how it mutters in the spring, how it pecks at birch buds, collects berries in the swamps in the fall, and warms itself from the wind under the snow in winter. He also told her about the hazel grouse, showed her that it was gray, with a tuft, and whistled into the pipe in the hazel grouse style and let her whistle. I also poured a lot of porcini mushrooms, both red and black, onto the table. I also had in my pocket a bloody boneberry, and a blue blueberry, and a red lingonberry. I also brought with me a fragrant lump of pine resin, gave it to the girl to smell and said that trees are treated with this resin. - Who treats them there? - Zinochka asked. “They are treating themselves,” I answered. “Sometimes a hunter comes and wants to rest, he’ll stick an ax into a tree and hang his bag on the ax, and lie down under the tree.” He'll sleep and rest. He takes an ax out of the tree, puts on a bag, and leaves. And from the wound from the wood ax this fragrant resin will run and heal the wound. Also, especially for Zinochka, I brought various wonderful herbs, one leaf at a time, a root at a time, a flower at a time: cuckoo’s tears, valerian, Peter’s cross, hare’s cabbage. And just under the hare cabbage I had a piece of black bread: it always happens to me that when I don’t take bread into the forest, I’m hungry, but if I take it, I forget to eat it and bring it back. And Zinochka, when she saw black bread under my hare cabbage, was stunned: “Where did this bread come from in the forest?” - What's surprising here? After all, there is cabbage there! - Hare... - And the bread is chanterelle bread. Taste it. She tasted it carefully and started eating: “Good chanterelle bread!” And she ate all my black bread clean. And so it went with us: Zinochka, such a copula, often won’t even take white bread, but when I bring fox bread from the forest, she will always eat it all and praise: “Fox bread is much better than ours!” Talks with children about the following questions: - “What characters were in the story?” - “What did the author bring from the forest? - “What surprised Zinochka?” - “How are trees treated with resin?” It’s true that when the resin runs over the wound, it closes it. - “Why did she choose bread out of all the gifts?” Yes, she chose bread because she was surprised that it was found in the forest - “Guys, how did the author characterize Zinochka?” That's right, Zinochka, a small but very curious girl who really liked the author's stories and who is described by him as a hoarder. But Zinochka was attracted by everything unusual, everything connected with the forest and its inhabitants, which is why she liked fox bread so much. “What kind of hunter is your character?” That’s right, the hunter knows and loves the forest, shares his knowledge and experience. -Guys, if Zina had been told that this was simple bread and not chanterelle bread, would she have tried it? That’s right, she wouldn’t eat it, because unusual things seem much more attractive to us if there is some interesting story associated with them. -What does this story teach us? Yes, guys, the story teaches that even the simplest food seems to be many times tastier if a story or some kind of story is associated with its appearance. Then the food becomes fabulously tasty. -Well done, guys, you correctly understood the meaning of the story. - Guys, the hunter probably does exercises every day, let’s do some exercises with you: We stomp stomp with our feet, We clap clap with our hands! We are eyes blink-wink, We are shoulders chick-chick. One here, two there, turn around. They lined up again, as if they were going to a parade. One - two, one - two It's time for us to get busy! -Let's stand in front of the board	Listen to the teacher Answers: resin Answers: surprised Answers: slow Answers: like a hazel grouse They sit down beautifully, their backs are straight Listen attentively to the work Listen attentively to the teacher Answers: Zina and the hunter Answers: gifts of the forest: mushrooms, berries Answers: she was surprised that there was bread in the forest Answers : resin closes the wound in the trees Variants of children's answers Answers: a little girl, curious, she liked the author's stories Answers: kind, loves the forest Variants of children's answers Listen to the teacher Variants of children's answers Listen to the teacher Listen to the teacher Stomp their feet Clap their hands Blink their eyes Raise and release their shoulders Turn around themselves Stand in front of the board	Vocabulary work Leading questions Teacher reading a fairy tale Conversation on what was read Supplement Supplement Praise	Children know the content of the literary work, what gifts the author brought from the forest (white, red, black mushrooms; forest berries: bloody drupes, blue blueberries, red lingonberries; wonderful forest herbs: cuckoo tears, valerian, Peter's cross, hare cabbage; resin),
2.3.	The stage of practical problem solving.	To consolidate children's ideas about the gifts of the forest indicated in the work	-I have an interesting game for you. But before we start playing, let's remember the rules of working with the board? That’s right, you can’t look at the beam of the projector, you need to work with dry hands and a special marker, you need to stand on the right side. Didactic game on ICT “Determine the sequence of the fable from the pictures.” -You, in turn, need to reconstruct the plot of the fable by pronouncing the actions and for the correct answer you will receive a token. Using the dice we will now determine whose move will be first. Whoever gets the highest number on the die will be the first to start. To determine who will be the first to spin the cube, a little rhyme will help us: The month has emerged from the fog, He took the donut out of his pocket: - I’ll feed the kids, And you, my friend, will drive! And now we will go to the board and complete the tasks of the game to restore the sequence of actions of the story “Fox Bread”. Task No. 1. - Guys, our eyes are tired, let's do a warm-up for our eyes. Repeat the movements after me: Eyes to the right, eyes to the left, And we will draw in a circle. Quickly - quickly blink and rub a little. Look at the tip of your nose and look at each other. Circle, square and triangle Repeat three times . -We've had a rest, sit down on the chairs. Our backs are straight, we sit beautifully - Now let's remember how surprised Zina was at the gift. And to remember, let's read the story again. Let’s sit correctly, our backs are straight, we listen carefully to answer the question Repeated and selective reading of the work: And Zinochka, when she saw black bread under my hare cabbage, was stunned: “Where did this bread come from in the forest?” - What's surprising here? After all, there is cabbage there! - Hare... - And the bread is chanterelle bread. Taste it. She tasted it carefully and started eating: “Good chanterelle bread!” -So, how surprised was Zina? That's right, she asked where bread could come from in the forest - Guys, as a child, my mother read books to me, and I knew that we were all attracted by mystery, that everything mysterious seemed unusually attractive and tempting to us. -Listen to the sentence and try to finish it. Don't forget that we are sitting beautifully. She tasted it carefully and started eating: Good chanterelle bread! Well done, let’s try further: And so it went with us: Zinochka, such a copula, often won’t even take white bread, but when I bring fox bread from the forest, he will always eat it all and praise him: - That’s right , you listened carefully to the story and finished offers.	Listen to the teacher Children's answers: do not look at the beam of the projector, work only with dry hands and a marker, you need to stand on the right side of the board Listen to the teacher Approach the board, click on the cube and complete the task Eyes move to the right, left, around Blink Rub their eyes Look at the nose, then on top of each other Repeat the circle, square and triangle Children sit down on the chairs Listen to the teacher Sit correctly, their backs are straight and prepare to listen to the story Listen to the story Possible answers Listen attentively to the teacher Listen to the sentence Answers: good chanterelle bread Answers: chanterelle bread is much better than ours! Listen to the teacher	Conversation Explanation Gymnastics for the eyes Repeated and selective reading Leading questions Expressing your attitude Praise Praise	Children’s ideas about the gifts of the forest indicated in the work are consolidated using a didactic game
3.	The final stage.	- Conduct reflection on the results of the lesson	- Guys, did you like the story “Fox Bread”? -Why do you think black bread tasted better than homemade white bread? Yes, that’s right, because he was not like everyone else, and Zina was attracted to everything unusual -What task did you perform in the didactic game? -Do you think you did it? Well done guys, now draw on a piece of paper the character you liked the most. And then you can show it to your parents at home and tell this story	Answer options Answer options Listen to the teacher Answers: restored the sequence of the story Answers: yes	Conversation Guiding questions Supplement Praise	An answer was received to the problematic question: “Why does a girl eat black bread with pleasure?”

Appendix 2