Thematic week “Visiting a fairy tale.” Senior group
MONDAY Conversation “ A fairy tale begins from the beginning, is read to the end, and is not interrupted in the middle”
Goal: teaching the rules of listening to a fairy tale.
Objectives: - clarify and consolidate the understanding of “fairy tale” as a work and as a term; - promote active listening from start to finish without interrupting; - promote the development of logical thinking; - contribute to the development of respect for the narrator, the speaker. Role-playing game: “Book Hospital”
Purpose: teaching to take care of books.
Objectives: - learn to “fix” a “sick” book; — continue to teach how to use scissors correctly and carefully glue; — promote the development of creative abilities; - contribute to the education of accuracy and thrift. Creative activity:
Drawing: “Alyonushka by the Pond” based on the painting by Viktor Mikhailovich Vasnetsov Modeling: “Little Goat”
Theatrical activity:
acting out mini-scenes based on a fairy tale
D/i:
“Which fairy tale is the hero from?”, “Guess the hero”
Art reading:
“ Sister Alyonushka and brother Ivanushka" (magical fairy tale) Reproduction of the painting: "Alyonushka" by Vasnetsov
Work with parents:
"My favorite book of fairy tales": children bring books from home and a mini-library or mini-store is compiled.
TUESDAY Conversation: “Folk tale – magical, about animals, everyday”
Goal: expanding understanding of folk tales. Objectives: - give the concept of “folk”; - to develop knowledge about the division of fairy tales into three types: magical, about animals, everyday; — promote the development of children’s speech activity; — to promote interest in Russian folk art and pride in one’s people.
Excursion to the library.
Role-playing game “In the Library”
Goal: to introduce children to visiting the library Objectives: - to teach them to play the role of a librarian and reader, to conduct a competent dialogue;
- promote the development of artistry and creative activity; — to promote interest in the library as a home where books live. Creative activity:
Drawing: based on the fairy tale “Crane and Heron” Modeling: “Plate and Jug” Application: “Jug Decoration”
Theatrical activity:
acting out mini-scenes based on the fairy tale Goal: development of artistic abilities.
D/i:
“Describe the hero”
Fiction reading:
“The Crane and the Heron” (a fairy tale about animals) Examination of illustrations for the fairy tale.
Conversation: “Book illustration” Purpose: to familiarize yourself with the concept of “illustration” Work with parents:
please take your children to a bookstore.
WEDNESDAY Conversation “Heroes of fairy tales - what are they?”
Goal: expanding children's knowledge about the character of heroes.
Objectives: - learn to name the distinctive features of heroes, naming positive and negative qualities; - learn to describe actions and explain their meaning; – promote speech development and expansion of children’s vocabulary; - promote the development of correct behavior, a sense of compassion for the weak, and a desire to help. Role-playing game: “Bookstore”
Goal: developing children’s social experience through play activities.
Objectives: - teach how to properly conduct dialogue in a store; - learn to play the roles of seller and buyer; — promote the development of creative abilities; — promote a culture of behavior in the store. Creative activity:
Drawing: depiction of negative and positive characters Modeling: “Pot of Porridge” Application: “Golden Scallop Cockerel”
Theatrical activity:
acting out mini-scenes based on a fairy tale Goal: development of artistic abilities.
D/i:
printed board game “Tale by Tale”, “Which hero does the object belong to?”
Literary reading:
“Porridge from an Axe” (everyday fairy tale), “Flourish Hare”, “Cowardly Hare” and “Brave Hare”, etc.
THURSDAY Conversation “Vasnetsov – artist and illustrator of fairy tales”
Goal: introducing children to illustrators. Tasks: - repeat the concept of “illustration”, “illustrator”;
- give the concept of “reproduction”, “picture”; - learn to look at a picture and describe it; — promote the development of children’s speech activity; - promote interest in artistic creativity. Role-playing game: at the request of the children
Goal: development of children's creative activity
Creative activity:
Drawing: based on any of the selected fairy tales Modeling: based on any of the selected fairy tales Application: based on any of the selected fairy tales
Theatrical activity:
acting out mini-scenes based on the fairy tale Goal: development creative and artistic abilities of children.
Fiction reading to choose from:
“The Snow Maiden”, “Ivan Tsarevich and the Gray Wolf”, “Underground Kingdoms”.
Conversation “What do fairy tales teach?”
Goal: generalization and consolidation of acquired knowledge from fairy tales. Objectives: - learn to generalize acquired knowledge;
- promote the development of memory and observation; — to promote the cultivation of love for Russian folk art. Role-playing game: at the request of the children
Goal: development of children's creative activity
Creative activity:
Drawing: plot from a fairy tale to choose from.
Modeling: “Frog” Application: “Swans in the Pond” Theatrical activity:
acting out mini-scenes based on a fairy tale Goal: development of children’s creative and artistic abilities.
D/i:
“guess the riddle”, assemble a picture from puzzles.
Fiction:
“The Frog Princess” Consideration of Vasnetsov’s reproduction.
Throughout preschool age, children love to listen to fairy tales, retell them and write their own. Fairy tales in general contribute to the development of fantasy, imagination, creative thinking, make the child’s world magical, teach kindness and responsiveness, compassion and understanding. Read fairy tales more often! I hope my material will be interesting and useful to all those who work with children.
Source
Long-term plan for the long-term project “A fairy tale is knocking on our door.”
Author: Bondar Svetlana Vladimirovna
Block No. 1 (middle group)
Implementation period: January 2013 – May 2013
Program content:
Forming children's interest in books and theatrical activities by acting out simple performances based on familiar literary concepts. Developing the ability to feel and understand the emotional state of characters, to enter into role-playing interactions with other characters.
Ways of implementation
| Kind of activity; (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | ||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | |||
| Perception of fiction. Fine. Communicative | January | Reading the fairy tale "Turnip". Guessing riddles about vegetables, looking at illustrations, listening to an audio CD, using the “Vegetables on a plate” application. | Joint drawing of a plot from a fairy tale. | Working with parents to replenish the corner with Russian folk tales. consultation “Vegetables are healthy products”; | Creating beautiful drawings in collaboration with parents. |
| Perception of fiction and folklore, Fine Communicative | February | Table theater "Kolobok". Reading a fairy tale, guessing riddles about animals. Creating a book based on a fairy tale. Literary competition. Modeling "Kolobok" | Silhouettes of animals cut out of paper (wolf, hare, fox, etc.) Colorful design of frames for postcards. Learning the kolobok song. | Questioning of parents “A fairy tale in a child’s life.” | Exhibits: Cards made of colored paper, created in collaboration with parents. |
| Perception of fiction. Fine. Communicative | March | Telling the fairy tale “Zhikharka” Plane theater, mnemonic tables. Examination of metal and wooden spoons (How they are similar and how they differ). Explanation of the saying “Small and remote.” | Collaborative drawing of wooden spoons. | Stand “Teach children to understand the meaning of the following proverbs.” | Explain the meaning of proverbs. You don't need a scientist, you need a smart one. Cunning and ingenuity are sisters. You need to use reason where force won't take you. There is no need to be afraid, you need to open your mind. Where there is courage, there is victory. |
| Perception of fiction and folklore, Gaming, Communicative Construction | April | Reading r.s. “Three Bears”, conversation based on a fairy tale, asking riddles. Joint demonstration of the tabletop-planar play “Three Bears” by the teacher and children. Construction “We are building furniture for the three bears” | Didactic game “Remember the tale.” Collect and bring information about bears. | Making attributes for a dramatization of a fairy tale. | A dramatization of a fragment of a plot from a fairy tale. |
| Perception of fiction and folklore, Cognitive and research. Fine Gaming. | May | Fairy tale "Puff". Conversations about the garden, the hedgehog. Looking at illustrations with vegetables. Modeling vegetables. Creating a mnemonic table. Dramatization of an excerpt from a fairy tale. Application “Vegetables in the garden.” (tearing method) | Repeat fruits and vegetables at home. Didactic game “Harvest” | Parent meeting “Our achievements” | Exhibition of sculpted vegetables. in collaboration with parents. |
Block No. 2 (senior group)
Implementation period: October 2013 - June 2014
Program content:
Forming the ability to listen carefully and interestedly to fairy tales, to encourage children to talk about their perception of a specific act of a literary character. Nurturing artistic qualities to reveal the creative potential of children by involving them in various theatrical performances.
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Gaming, Communicative | October | Reading r.n.s. "The Fox and the Goat." The game is a dramatization of a fairy tale. Children telling the fairy tale “The Fox and the Goat” using modeling. | Imagine what the ending of the fairy tale could be. | Parents' meeting "The role of fairy tales in the family." | Tells a fairy tale using modeling. | |
| Perception of fiction and folklore, Gaming, Communicative Fine. | November | Reading r.n.s. "Fox-sister." Showing a fairy tale on a flannelgraph. Drawing up a diagram - a description of the heroes of a fairy tale. D\i “Guess the fairy tale.” Looking at illustrations. Drawing a fox from a stencil with a sponge. | Select pictures for repeat storytelling. | Consultation (moving folder) “Using models when familiarizing yourself with a fairy tale.” | Children participate in the conversation, express their emotions and thoughts about the actions of the main character, and take an active part in productive activities. Exhibition of drawings. | |
| Perception of fiction and folklore, Communicative Fine. | December | Watching the fairy tale “Khavroshechka” on DVD. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. Drawing a plot from a fairy tale. | Come up with a new title for the fairy tale. | Consultation “How to speed up the process of understanding a fairy tale.” | Fairy tale quiz. | |
| Perception of fiction and folklore, Construction "Journey to a Fairy Tale" | January | Dramatization of short passages from folk tales | Making exhibits for the exhibition (embroidery, knitting, souvenir toys, painting, etc.) | Express – exhibition of children's literature “World of Fairy Tales” | Exhibition of crafts made from various materials “My favorite fairy-tale hero” | |
| Perception of fiction and folklore, Communicative | February | Storytelling r.n.s. fairy tales "The Mitten". Tabletop theater show. Remember the fairy tale from the collage. Telling a fairy tale using a mnemonic table. | Make a mitten from fabric. | Working with parents to replenish the group with various types of theater. | Exhibition of mittens. | |
| Perception of fiction and folklore, Gaming, Communicative. | March | Reading the fairy tale "Zimovie". Telling a fairy tale using modeling. Game "Guess the animal by description." Looking at paintings of domestic and wild animals. | Come up with riddles about the heroes of the fairy tale “Zimovya” | Recommendations for parents “What games to offer at home.” | Album design “Heroes of R.N.S. “Zimovye” (co-creation of children and parents) | |
| Perception of fiction and folklore, Communicative Fine. | April | Reading r.n.s. "Swan geese". Children telling the fairy tale “Geese and Swans” using flannelgraph theater. Modeling "Pies". | Draw a plot for a fairy tale. Have a conversation about the rules of behavior at home and on the street. | Consultation for parents “On disobedience of children.” | Thematic lesson “Teach the rules - take care of yourself.” Competition for the best drawing. | |
| Perception of fiction and folklore, Communicative | May | Reading the Ukrainian folk tale "Spikelet". The game is a dramatization of excerpts from a fairy tale. Collective storytelling of the fairy tale “Spikelet” based on a series of paintings. | Invite parents and their child to create a mnemonic diagram for the fairy tale. | Mini-project for parents – “Bedtime Story” (a tale about nature) | Photo exhibition “Spring is Red”. | |
| Perception of fiction and folklore, Communicative | June | Summarizing the lesson “Journey to a fairyland.” Examination of illustrations for fairy tales, conversation on fairy tales, reading fairy tales at the request of children, quiz on fairy tales. Dramatization of individual episodes of fairy tales. | Reading fiction: r.s. “The Fox and the Goat”, “Geese-Swans”, “Spikelet”, “Mitten”, etc. | Parent meeting “Our successes” Stories from parents about the success of their children. | An exhibition of books created in collaboration with parents. | |
Block No. 3 (preparatory group)
Implementation period: October 2014 – May 2015
Program content:
Replenishing children's literary baggage with fairy tales. Improving the ability to independently choose a fairy tale; prepare attributes and scenery for the future performance; distribute roles and responsibilities among themselves. Consolidating the ability to use means of expression (posture, gestures, facial expressions, intonation, movements).
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period; | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Communicative | October | "These wise tales." Conversation about fairy tales. Plastic sketch “Depict the hero of a fairy tale.” Looking at books with fairy tales. | Make your favorite fairy tale character from natural material. | Parents' meeting "Fairy tales as a means of developing moral qualities in a child." | Excursion to the library “Where Fairy Tales Live.” | |
| Perception of fiction and folklore, Gaming. Communicative. | November | Favorite fairy tales of children." Game “Find out a fairy tale from the picture.” Children's retelling of familiar fairy tales. Imitation game “Recognize the hero of a fairy tale.” | Make up your own fairy tale. | Memos for parents with practical advice. | Album “The Wonderful World of Fairy Tales”. | |
| Perception of fiction and folklore. Communicative | December | “Sivka-burka” Reading a fairy tale, conversation about the content. Looking at illustrations. Storytelling episodes using models. Dramatization of an excerpt from a fairy tale. | Come up with your own versions of incidents with the children (draw them in the form of a diagram). | Information in the “Let's play theatre” corner. | Release of the booklet “What a beauty these fairy tales are.” | |
| Perception of fiction and folklore. Communicative Fine. | January | Literary competition based on fairy tales “Puss in Boots”, “Snow Maiden”. Plane theatre, illustrations for a fairy tale, heroes-caps. Draw your favorite character. | Make a crossword puzzle based on fairy tales. | Folder - movement "The role of fairy tales, cartoons, children's programs in raising children." | Report of the literary competition - wall newspaper with photographs. | |
| Perception of fiction and folklore. Communicative Fine. | February | Reading the fairy tale “The Little Humpbacked Horse.” Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table. Modeling “Humpbacked Horse. Conversation, discussion of fairy tale characters. | Discuss with children: “What role do animals play in fairy tales?” | Folder moving “Fairy tale therapy”. | Album “Riddles about fairy-tale heroes.” | |
| Perception of fiction and folklore. Communicative | March | "How good overcomes evil." Illustrations for fairy tales. Recall with your children the heroes of fairy tales who defeated evil forces in fairy tales by looking at the illustrations. Conversation “What helps good heroes defeat evil.” | “Come up with your own version of the victory of good over evil.” | Consultation “Teaching children to retell.” | Fun with parents "Journey into a fairy tale." | |
| Perception of fiction and folklore. Communicative | April | View on DVD fairy tale "The Tale of the Dead Princess and the Seven Knights." Illustrations for the fairy tale, mnemonic table. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. | “Ask your child to tell the fairy tale “The Tale of the Dead Princess and the Seven Knights.” | Seminar - workshop | Exhibition of drawings for the fairy tale “The Tale of the Dead Princess and the Seven Knights”. | |
| Perception of fiction and folklore. Communicative Fine | May | "The Ugly Duckling" - reading a fairy tale. Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table, conversation based on a fairy tale. Application "Swan". (paper mosaic). | Draw your favorite character from a fairy tale | Parent meeting “Results of the Year” with the display of video materials of independent and joint creative activities on a multimedia video projector. | Exhibition of children's works "Swan". | |
| Final activities: Theatricalization of the fairy tale “Zayushkina’s hut”. | ||||||
| Presentation of letters of gratitude to parents for active interaction with preschool educational institutions in the educational activities of the younger generation; | ||||||
| Creation of a film on the implementation of the project “Visiting a Fairy Tale” and posting it on the preschool educational institution website | ||||||
| Portfolio of the project “A fairy tale is knocking on our door.” | ||||||
Block No. 1 (middle group)
Implementation period: January 2013 – May 2013
Program content:
Forming children's interest in books and theatrical activities by acting out simple performances based on familiar literary concepts. Developing the ability to feel and understand the emotional state of characters, to enter into role-playing interactions with other characters.
Ways of implementation
| Kind of activity; (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | ||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | |||
| Perception of fiction. Fine. Communicative | January | Reading the fairy tale "Turnip". Guessing riddles about vegetables, looking at illustrations, listening to an audio CD, using the “Vegetables on a plate” application. | Joint drawing of a plot from a fairy tale. | Working with parents to replenish the corner with Russian folk tales. consultation “Vegetables are healthy products”; | Creating beautiful drawings in collaboration with parents. |
| Perception of fiction and folklore, Fine Communicative | February | Table theater "Kolobok". Reading a fairy tale, guessing riddles about animals. Creating a book based on a fairy tale. Literary competition. Modeling "Kolobok" | Silhouettes of animals cut out of paper (wolf, hare, fox, etc.) Colorful design of frames for postcards. Learning the kolobok song. | Questioning of parents “A fairy tale in a child’s life.” | Exhibits: Cards made of colored paper, created in collaboration with parents. |
| Perception of fiction. Fine. Communicative | March | Telling the fairy tale “Zhikharka” Plane theater, mnemonic tables. Examination of metal and wooden spoons (How they are similar and how they differ). Explanation of the saying “Small and remote.” | Collaborative drawing of wooden spoons. | Stand “Teach children to understand the meaning of the following proverbs.” | Explain the meaning of proverbs. You don't need a scientist, you need a smart one. Cunning and ingenuity are sisters. You need to use reason where force won't take you. There is no need to be afraid, you need to open your mind. Where there is courage, there is victory. |
| Perception of fiction and folklore, Gaming, Communicative Construction | April | Reading r.s. “Three Bears”, conversation based on a fairy tale, asking riddles. Joint demonstration of the tabletop-planar play “Three Bears” by the teacher and children. Construction “We are building furniture for the three bears” | Didactic game “Remember the tale.” Collect and bring information about bears. | Making attributes for a dramatization of a fairy tale. | A dramatization of a fragment of a plot from a fairy tale. |
| Perception of fiction and folklore, Cognitive and research. Fine Gaming. | May | Fairy tale "Puff". Conversations about the garden, the hedgehog. Looking at illustrations with vegetables. Modeling vegetables. Creating a mnemonic table. Dramatization of an excerpt from a fairy tale. Application “Vegetables in the garden.” (tearing method) | Repeat fruits and vegetables at home. Didactic game “Harvest” | Parent meeting “Our achievements” | Exhibition of sculpted vegetables. in collaboration with parents. |
Block No. 2 (senior group)
Implementation period: October 2013 - June 2014
Program content:
Forming the ability to listen carefully and interestedly to fairy tales, to encourage children to talk about their perception of a specific act of a literary character. Nurturing artistic qualities to reveal the creative potential of children by involving them in various theatrical performances.
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Gaming, Communicative | October | Reading r.n.s. "The Fox and the Goat." The game is a dramatization of a fairy tale. Children telling the fairy tale “The Fox and the Goat” using modeling. | Imagine what the ending of the fairy tale could be. | Parents' meeting "The role of fairy tales in the family." | Tells a fairy tale using modeling. | |
| Perception of fiction and folklore, Gaming, Communicative Fine. | November | Reading r.n.s. "Fox-sister." Showing a fairy tale on a flannelgraph. Drawing up a diagram - a description of the heroes of a fairy tale. D\i “Guess the fairy tale.” Looking at illustrations. Drawing a fox from a stencil with a sponge. | Select pictures for repeat storytelling. | Consultation (moving folder) “Using models when familiarizing yourself with a fairy tale.” | Children participate in the conversation, express their emotions and thoughts about the actions of the main character, and take an active part in productive activities. Exhibition of drawings. | |
| Perception of fiction and folklore, Communicative Fine. | December | Watching the fairy tale “Khavroshechka” on DVD. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. Drawing a plot from a fairy tale. | Come up with a new title for the fairy tale. | Consultation “How to speed up the process of understanding a fairy tale.” | Fairy tale quiz. | |
| Perception of fiction and folklore, Construction "Journey to a Fairy Tale" | January | Dramatization of short passages from folk tales | Making exhibits for the exhibition (embroidery, knitting, souvenir toys, painting, etc.) | Express – exhibition of children's literature “World of Fairy Tales” | Exhibition of crafts made from various materials “My favorite fairy-tale hero” | |
| Perception of fiction and folklore, Communicative | February | Storytelling r.n.s. fairy tales "The Mitten". Tabletop theater show. Remember the fairy tale from the collage. Telling a fairy tale using a mnemonic table. | Make a mitten from fabric. | Working with parents to replenish the group with various types of theater. | Exhibition of mittens. | |
| Perception of fiction and folklore, Gaming, Communicative. | March | Reading the fairy tale "Zimovie". Telling a fairy tale using modeling. Game "Guess the animal by description." Looking at paintings of domestic and wild animals. | Come up with riddles about the heroes of the fairy tale “Zimovya” | Recommendations for parents “What games to offer at home.” | Album design “Heroes of R.N.S. “Zimovye” (co-creation of children and parents) | |
| Perception of fiction and folklore, Communicative Fine. | April | Reading r.n.s. "Swan geese". Children telling the fairy tale “Geese and Swans” using flannelgraph theater. Modeling "Pies". | Draw a plot for a fairy tale. Have a conversation about the rules of behavior at home and on the street. | Consultation for parents “On disobedience of children.” | Thematic lesson “Teach the rules - take care of yourself.” Competition for the best drawing. | |
| Perception of fiction and folklore, Communicative | May | Reading the Ukrainian folk tale "Spikelet". The game is a dramatization of excerpts from a fairy tale. Collective storytelling of the fairy tale “Spikelet” based on a series of paintings. | Invite parents and their child to create a mnemonic diagram for the fairy tale. | Mini-project for parents – “Bedtime Story” (a tale about nature) | Photo exhibition “Spring is Red”. | |
| Perception of fiction and folklore, Communicative | June | Summarizing the lesson “Journey to a fairyland.” Examination of illustrations for fairy tales, conversation on fairy tales, reading fairy tales at the request of children, quiz on fairy tales. Dramatization of individual episodes of fairy tales. | Reading fiction: r.s. “The Fox and the Goat”, “Geese-Swans”, “Spikelet”, “Mitten”, etc. | Parent meeting “Our successes” Stories from parents about the success of their children. | An exhibition of books created in collaboration with parents. | |
Block No. 3 (preparatory group)
Implementation period: October 2014 – May 2015
Program content:
Replenishing children's literary baggage with fairy tales. Improving the ability to independently choose a fairy tale; prepare attributes and scenery for the future performance; distribute roles and responsibilities among themselves. Consolidating the ability to use means of expression (posture, gestures, facial expressions, intonation, movements).
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period; | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Communicative | October | "These wise tales." Conversation about fairy tales. Plastic sketch “Depict the hero of a fairy tale.” Looking at books with fairy tales. | Make your favorite fairy tale character from natural material. | Parents' meeting "Fairy tales as a means of developing moral qualities in a child." | Excursion to the library “Where Fairy Tales Live.” | |
| Perception of fiction and folklore, Gaming. Communicative. | November | Favorite fairy tales of children." Game “Find out a fairy tale from the picture.” Children's retelling of familiar fairy tales. Imitation game “Recognize the hero of a fairy tale.” | Make up your own fairy tale. | Memos for parents with practical advice. | Album “The Wonderful World of Fairy Tales”. | |
| Perception of fiction and folklore. Communicative | December | “Sivka-burka” Reading a fairy tale, conversation about the content. Looking at illustrations. Storytelling episodes using models. Dramatization of an excerpt from a fairy tale. | Come up with your own versions of incidents with the children (draw them in the form of a diagram). | Information in the “Let's play theatre” corner. | Release of the booklet “What a beauty these fairy tales are.” | |
| Perception of fiction and folklore. Communicative Fine. | January | Literary competition based on fairy tales “Puss in Boots”, “Snow Maiden”. Plane theatre, illustrations for a fairy tale, heroes-caps. Draw your favorite character. | Make a crossword puzzle based on fairy tales. | Folder - movement "The role of fairy tales, cartoons, children's programs in raising children." | Report of the literary competition - wall newspaper with photographs. | |
| Perception of fiction and folklore. Communicative Fine. | February | Reading the fairy tale “The Little Humpbacked Horse.” Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table. Modeling “Humpbacked Horse. Conversation, discussion of fairy tale characters. | Discuss with children: “What role do animals play in fairy tales?” | Folder moving “Fairy tale therapy”. | Album “Riddles about fairy-tale heroes.” | |
| Perception of fiction and folklore. Communicative | March | "How good overcomes evil." Illustrations for fairy tales. Recall with your children the heroes of fairy tales who defeated evil forces in fairy tales by looking at the illustrations. Conversation “What helps good heroes defeat evil.” | “Come up with your own version of the victory of good over evil.” | Consultation “Teaching children to retell.” | Fun with parents "Journey into a fairy tale." | |
| Perception of fiction and folklore. Communicative | April | View on DVD fairy tale "The Tale of the Dead Princess and the Seven Knights." Illustrations for the fairy tale, mnemonic table. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. | “Ask your child to tell the fairy tale “The Tale of the Dead Princess and the Seven Knights.” | Seminar - workshop | Exhibition of drawings for the fairy tale “The Tale of the Dead Princess and the Seven Knights”. | |
| Perception of fiction and folklore. Communicative Fine | May | "The Ugly Duckling" - reading a fairy tale. Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table, conversation based on a fairy tale. Application "Swan". (paper mosaic). | Draw your favorite character from a fairy tale | Parent meeting “Results of the Year” with the display of video materials of independent and joint creative activities on a multimedia video projector. | Exhibition of children's works "Swan". | |
| Final activities: Theatricalization of the fairy tale “Zayushkina’s hut”. | ||||||
| Presentation of letters of gratitude to parents for active interaction with preschool educational institutions in the educational activities of the younger generation; | ||||||
| Creation of a film on the implementation of the project “Visiting a Fairy Tale” and posting it on the preschool educational institution website | ||||||
| Portfolio of the project “A fairy tale is knocking on our door.” | ||||||
Block No. 1 (middle group)
Implementation period: January 2013 – May 2013
Program content:
Forming children's interest in books and theatrical activities by acting out simple performances based on familiar literary concepts. Developing the ability to feel and understand the emotional state of characters, to enter into role-playing interactions with other characters.
Ways of implementation
| Kind of activity; (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | ||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | |||
| Perception of fiction. Fine. Communicative | January | Reading the fairy tale "Turnip". Guessing riddles about vegetables, looking at illustrations, listening to an audio CD, using the “Vegetables on a plate” application. | Joint drawing of a plot from a fairy tale. | Working with parents to replenish the corner with Russian folk tales. consultation “Vegetables are healthy products”; | Creating beautiful drawings in collaboration with parents. |
| Perception of fiction and folklore, Fine Communicative | February | Table theater "Kolobok". Reading a fairy tale, guessing riddles about animals. Creating a book based on a fairy tale. Literary competition. Modeling "Kolobok" | Silhouettes of animals cut out of paper (wolf, hare, fox, etc.) Colorful design of frames for postcards. Learning the kolobok song. | Questioning of parents “A fairy tale in a child’s life.” | Exhibits: Cards made of colored paper, created in collaboration with parents. |
| Perception of fiction. Fine. Communicative | March | Telling the fairy tale “Zhikharka” Plane theater, mnemonic tables. Examination of metal and wooden spoons (How they are similar and how they differ). Explanation of the saying “Small and remote.” | Collaborative drawing of wooden spoons. | Stand “Teach children to understand the meaning of the following proverbs.” | Explain the meaning of proverbs. You don't need a scientist, you need a smart one. Cunning and ingenuity are sisters. You need to use reason where force won't take you. There is no need to be afraid, you need to open your mind. Where there is courage, there is victory. |
| Perception of fiction and folklore, Gaming, Communicative Construction | April | Reading r.s. “Three Bears”, conversation based on a fairy tale, asking riddles. Joint demonstration of the tabletop-planar play “Three Bears” by the teacher and children. Construction “We are building furniture for the three bears” | Didactic game “Remember the tale.” Collect and bring information about bears. | Making attributes for a dramatization of a fairy tale. | A dramatization of a fragment of a plot from a fairy tale. |
| Perception of fiction and folklore, Cognitive and research. Fine Gaming. | May | Fairy tale "Puff". Conversations about the garden, the hedgehog. Looking at illustrations with vegetables. Modeling vegetables. Creating a mnemonic table. Dramatization of an excerpt from a fairy tale. Application “Vegetables in the garden.” (tearing method) | Repeat fruits and vegetables at home. Didactic game “Harvest” | Parent meeting “Our achievements” | Exhibition of sculpted vegetables. in collaboration with parents. |
Block No. 2 (senior group)
Implementation period: October 2013 - June 2014
Program content:
Forming the ability to listen carefully and interestedly to fairy tales, to encourage children to talk about their perception of a specific act of a literary character. Nurturing artistic qualities to reveal the creative potential of children by involving them in various theatrical performances.
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Gaming, Communicative | October | Reading r.n.s. "The Fox and the Goat." The game is a dramatization of a fairy tale. Children telling the fairy tale “The Fox and the Goat” using modeling. | Imagine what the ending of the fairy tale could be. | Parents' meeting "The role of fairy tales in the family." | Tells a fairy tale using modeling. | |
| Perception of fiction and folklore, Gaming, Communicative Fine. | November | Reading r.n.s. "Fox-sister." Showing a fairy tale on a flannelgraph. Drawing up a diagram - a description of the heroes of a fairy tale. D\i “Guess the fairy tale.” Looking at illustrations. Drawing a fox from a stencil with a sponge. | Select pictures for repeat storytelling. | Consultation (moving folder) “Using models when familiarizing yourself with a fairy tale.” | Children participate in the conversation, express their emotions and thoughts about the actions of the main character, and take an active part in productive activities. Exhibition of drawings. | |
| Perception of fiction and folklore, Communicative Fine. | December | Watching the fairy tale “Khavroshechka” on DVD. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. Drawing a plot from a fairy tale. | Come up with a new title for the fairy tale. | Consultation “How to speed up the process of understanding a fairy tale.” | Fairy tale quiz. | |
| Perception of fiction and folklore, Construction "Journey to a Fairy Tale" | January | Dramatization of short passages from folk tales | Making exhibits for the exhibition (embroidery, knitting, souvenir toys, painting, etc.) | Express – exhibition of children's literature “World of Fairy Tales” | Exhibition of crafts made from various materials “My favorite fairy-tale hero” | |
| Perception of fiction and folklore, Communicative | February | Storytelling r.n.s. fairy tales "The Mitten". Tabletop theater show. Remember the fairy tale from the collage. Telling a fairy tale using a mnemonic table. | Make a mitten from fabric. | Working with parents to replenish the group with various types of theater. | Exhibition of mittens. | |
| Perception of fiction and folklore, Gaming, Communicative. | March | Reading the fairy tale "Zimovie". Telling a fairy tale using modeling. Game "Guess the animal by description." Looking at paintings of domestic and wild animals. | Come up with riddles about the heroes of the fairy tale “Zimovya” | Recommendations for parents “What games to offer at home.” | Album design “Heroes of R.N.S. “Zimovye” (co-creation of children and parents) | |
| Perception of fiction and folklore, Communicative Fine. | April | Reading r.n.s. "Swan geese". Children telling the fairy tale “Geese and Swans” using flannelgraph theater. Modeling "Pies". | Draw a plot for a fairy tale. Have a conversation about the rules of behavior at home and on the street. | Consultation for parents “On disobedience of children.” | Thematic lesson “Teach the rules - take care of yourself.” Competition for the best drawing. | |
| Perception of fiction and folklore, Communicative | May | Reading the Ukrainian folk tale "Spikelet". The game is a dramatization of excerpts from a fairy tale. Collective storytelling of the fairy tale “Spikelet” based on a series of paintings. | Invite parents and their child to create a mnemonic diagram for the fairy tale. | Mini-project for parents – “Bedtime Story” (a tale about nature) | Photo exhibition “Spring is Red”. | |
| Perception of fiction and folklore, Communicative | June | Summarizing the lesson “Journey to a fairyland.” Examination of illustrations for fairy tales, conversation on fairy tales, reading fairy tales at the request of children, quiz on fairy tales. Dramatization of individual episodes of fairy tales. | Reading fiction: r.s. “The Fox and the Goat”, “Geese-Swans”, “Spikelet”, “Mitten”, etc. | Parent meeting “Our successes” Stories from parents about the success of their children. | An exhibition of books created in collaboration with parents. | |
Block No. 3 (preparatory group)
Implementation period: October 2014 – May 2015
Program content:
Replenishing children's literary baggage with fairy tales. Improving the ability to independently choose a fairy tale; prepare attributes and scenery for the future performance; distribute roles and responsibilities among themselves. Consolidating the ability to use means of expression (posture, gestures, facial expressions, intonation, movements).
Ways of implementation
| Kind of activity (FSES BEFORE clause 2.7) | Implementation period; | Implementation form (FSES BEFORE clause 2.11.2) | Result activities | |||
| Interaction between teacher and children | Parent-child interaction | Interaction between teacher and family | ||||
| Perception of fiction and folklore, Communicative | October | "These wise tales." Conversation about fairy tales. Plastic sketch “Depict the hero of a fairy tale.” Looking at books with fairy tales. | Make your favorite fairy tale character from natural material. | Parents' meeting "Fairy tales as a means of developing moral qualities in a child." | Excursion to the library “Where Fairy Tales Live.” | |
| Perception of fiction and folklore, Gaming. Communicative. | November | Favorite fairy tales of children." Game “Find out a fairy tale from the picture.” Children's retelling of familiar fairy tales. Imitation game “Recognize the hero of a fairy tale.” | Make up your own fairy tale. | Memos for parents with practical advice. | Album “The Wonderful World of Fairy Tales”. | |
| Perception of fiction and folklore. Communicative | December | “Sivka-burka” Reading a fairy tale, conversation about the content. Looking at illustrations. Storytelling episodes using models. Dramatization of an excerpt from a fairy tale. | Come up with your own versions of incidents with the children (draw them in the form of a diagram). | Information in the “Let's play theatre” corner. | Release of the booklet “What a beauty these fairy tales are.” | |
| Perception of fiction and folklore. Communicative Fine. | January | Literary competition based on fairy tales “Puss in Boots”, “Snow Maiden”. Plane theatre, illustrations for a fairy tale, heroes-caps. Draw your favorite character. | Make a crossword puzzle based on fairy tales. | Folder - movement "The role of fairy tales, cartoons, children's programs in raising children." | Report of the literary competition - wall newspaper with photographs. | |
| Perception of fiction and folklore. Communicative Fine. | February | Reading the fairy tale “The Little Humpbacked Horse.” Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table. Modeling “Humpbacked Horse. Conversation, discussion of fairy tale characters. | Discuss with children: “What role do animals play in fairy tales?” | Folder moving “Fairy tale therapy”. | Album “Riddles about fairy-tale heroes.” | |
| Perception of fiction and folklore. Communicative | March | "How good overcomes evil." Illustrations for fairy tales. Recall with your children the heroes of fairy tales who defeated evil forces in fairy tales by looking at the illustrations. Conversation “What helps good heroes defeat evil.” | “Come up with your own version of the victory of good over evil.” | Consultation “Teaching children to retell.” | Fun with parents "Journey into a fairy tale." | |
| Perception of fiction and folklore. Communicative | April | View on DVD fairy tale "The Tale of the Dead Princess and the Seven Knights." Illustrations for the fairy tale, mnemonic table. Watching a cartoon, looking at illustrations for a fairy tale and talking about the content. | “Ask your child to tell the fairy tale “The Tale of the Dead Princess and the Seven Knights.” | Seminar - workshop | Exhibition of drawings for the fairy tale “The Tale of the Dead Princess and the Seven Knights”. | |
| Perception of fiction and folklore. Communicative Fine | May | "The Ugly Duckling" - reading a fairy tale. Examination of illustrations for a fairy tale, telling a fairy tale using a mnemonic table, conversation based on a fairy tale. Application "Swan". (paper mosaic). | Draw your favorite character from a fairy tale | Parent meeting “Results of the Year” with the display of video materials of independent and joint creative activities on a multimedia video projector. | Exhibition of children's works "Swan". | |
| Final activities: Theatricalization of the fairy tale “Zayushkina’s hut”. | ||||||
| Presentation of letters of gratitude to parents for active interaction with preschool educational institutions in the educational activities of the younger generation; | ||||||
| Creation of a film on the implementation of the project “Visiting a Fairy Tale” and posting it on the preschool educational institution website | ||||||
| Portfolio of the project “A fairy tale is knocking on our door.” | ||||||
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Calendar planning in the senior group “What a delight these fairy tales are!”
Tatyana Vladimirovna Gorbatovskaya
Calendar planning in the senior group “What a delight these fairy tales are!”
This publication is a continuation of the topic “Journey to the Past. How they lived in Rus'." I would be grateful for interesting comments.
1. Examination of illustrations for familiar fairy tales . Goal: to develop the ability to carefully examine illustrations.
2. Physical exercise “Teremok”. Goal: to develop the ability to move in accordance with the text, to learn words.
4. Structural-model activity “Teremok”. Goal: to recall design techniques, develop collective construction, the ability to negotiate and distribute responsibilities.
5. Telling the fairy tale “The Cockerel and the Bean Seed.” Purpose: to discuss the behavior of the characters, to prepare for the dramatization.
6. Reading p. n. With. "Sivka Burka"
Goal: acquaintance with a new
fairy tale , identifying the features of the construction of a fairy tale , comparing it with “Little Red Riding Hood”
.
8. Examination of the painting “Fox in a Sundress.” Purpose: to consolidate knowledge about Russian costume.
9. Examination of illustrations for the fairy tale “Baba Yaga”. Purpose: to find out how the artist conveyed the state of the characters.
10. D/i “Which fairy tale is the hero ?” Goal: remember with children the names of Russian folk tales .
11. Entertainment “Visiting a fairy tale. ” Goal: develop interest in Russian fairy tales , cultivate love for your homeland.
12. Exercise “Recognize the hero of a fairy tale by description ”
(To develop the ability to name the hero
of a fairy tale according to his characteristic features, descriptions, to cultivate self-control).
13. Exercise “Name the heroes of the fairy tale ”
(Teach children to guess
the fairy tale according to the words of the main character, and then name the rest of the heroes of the fairy tale ).
14. D/i “Who Lives Where”
(consolidating knowledge of Russian folk
tales “Teremok”
and
“Zimovye”
, consolidating the concepts of
“domestic and wild animals”
). It is necessary to place the proposed animals in the house and winter quarters.
15. “Name the fairy tale based on the main character ”
(development of reaction speed, activity, independent thinking, learning to name
a fairy tale by character ). Images of fairy tale , children name in which fairy tales they appear . For example: rooster - “Zhikharka”
,
“Zayushkina’s Hut”
,
“Winter Move”
,
“Cat, Rooster and Fox”
, etc.
16. “Tell a fairy tale using illustrations ”
(encourage children to
retell a familiar fairy tale ; create conditions for creative expression)
Children put the pictures in order and tell the content of the fairy tale .
19. "Color the fairy tale "
(to improve children’s ability to color without going beyond the contours, the development of creativity, fine muscles of the fingers).
22. Guessing riddles from fairy tales .
24. Coloring on the theme “ Fairy Tales ”
.
Examination of illustrations for fairy tales by different artists .
25. “Let's tell a fairy tale ” - develop in children the desire and ability to dramatize their favorite fairy tale , convey the character of the characters, their facial expressions, gestures
26. Didactic game “Find out the fairy tale from the illustrations ”
- consolidate knowledge of the content of
fairy tales , develop memory, imagination, thinking, speech.
27. Speech development Topic: “Journey through Russian folk tales ”
Goals: To clarify and enrich children’s knowledge about oral folk art and the works of Russian writers. Learn to recognize a fairy tale by assignment . Learn to convey the structure of a fairy tale using modeling. Enrich children's vocabulary with expressions of verbal politeness. Exercise your ability to guess fairy tales , riddles, and remember the order in which heroes appear in fairy tales . Practice selecting adjectives with the opposite meaning of a noun.
29. Examination of reproductions of paintings by illustrators.
31. Exhibition of books - fairy tales with colorful illustrations containing magical objects
32. Conversation “These wise Russian fairy tales !”
Information and creative project “What a delight these fairy tales are!” (second junior group) Information and creative project “What a beauty these fairy tales are!” Second junior group Developed by teacher: Yakusheva Tamara Vladimirovna.
Long-term project “What a beauty these fairy tales are...” Type of project: creative, long-term. Project participants: preschool teachers, children, parents. Project duration: September 2016 to May 2017. Relevance:.
Summary of a lesson on speech development in the middle group “What a delight these fairy tales are” Summary of a lesson on speech development in the middle group “What a delight these fairy tales” Purpose: to identify the level of grammatical development.
Literary lotto “What a delight these fairy tales are” To play you need: 6 beautifully decorated envelopes with numbers from 1 to 6, a hexagon cube with numbers from 1 to 6, tokens, books for the winners.
Presentation of the creative project “What a delight these fairy tales are!” Presentation of the creative project “What a delight these fairy tales are!” A fairy tale enters a child’s life from a very early age and accompanies them.
Project “What a beauty these fairy tales are...” (second junior group) Project on the topic “What a beauty these tales are. » Fadeeva V.N. Venue: second junior group. Type of project: short-term – duration:.
Entertainment for children of the second junior group “What a delight, these fairy tales!” Goal: creating a joyful mood, a friendly environment for further communication. Program content: Educational objectives:.
Presentation for the lesson “What a delight these fairy tales are!” What fairy tales teach us Fairy tale - folk wisdom What is a fairy tale? What is the difference between a fairy tale and a short story? Who lives in fairy tales? How it begins.
Creative project “What a beauty these fairy tales are!” Creative project “What a beauty these fairy tales are.” Golyanova Svetlana Valerievna, teacher of the highest qualification category, Kopylova Elena.
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