"Perspective" is an educational and methodological complex (UMC) for primary grades of general education institutions, which is an integral information and educational environment that implements uniform ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).
Textbooks for studying the subject area “Fundamentals of Religious Cultures and Secular Ethics” (ORKSE) in 4th grade (can be used as part of the “School of Russia” and “Perspective” textbook systems):
ORKSE. Fundamentals of Orthodox culture. Kuraev A.V.
- ORKSE. Fundamentals of Islamic culture. Authors: Latyshina D.I., Murtazin M.F.
- ORKSE. Fundamentals of Jewish culture. Authors: Chlenov M.A., Mindrina G.A., Glotser A.V.
- ORKSE. Fundamentals of Buddhist culture. Chimitdorzhiev V.L.
- ORKSE. Foundations of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.
- ORKSE. Fundamentals of secular ethics. Shemshurina A.I.
Studying foreign languages using the following teaching materials from the Prosveshchenie publishing house:
Mikhailova Marina Alexandrovna
Job title: primary school teacher
Educational institution: MBOU secondary school No. 5
Locality: Chernushka city, Perm region
Name of material: article
Subject: Working with technological maps of UMK "Perspective"
Publication date: 18.12.2015
Chapter: elementary education
Working with technological maps of the educational complex “Perspective” “If we teach today the way we taught yesterday, we will steal tomorrow from the children.” John Dewey. A teacher is an extraordinary profession. By teaching our subject and teaching others, we spend our entire lives learning ourselves. However, “education does not lie in the amount of knowledge, but in the full understanding and skillful application of what you know.” We will talk about the use of innovative methodological tools and technological map. This is especially true after the introduction of the second generation Federal State Educational Standard on September 1, 2011, in which the requirements for educational outcomes presuppose the conscious activity of schoolchildren to achieve learning to learn.
Routing
for me it is both planning and a lesson outline with a comprehensive system of all stages of the educational process, including various educational tasks, with verified goal setting, and with clearly defined planned results, both for students and for the teacher - ALL “in one bottle” . So, let's start from the very beginning. Why do I use TK? In 2010, we began to work using the new textbooks of the educational complex “Perspective”. These are new textbooks created in accordance with the requirements of the new standard. In addition to textbooks, the publishing house “Prosveshcheniye” released methodological recommendations that described what a child should know to study a particular topic, but did not say how to convey it to him. There were no lesson notes, which we were accustomed to, working according to the old standards. That is, we had to figure it out ourselves. And here TC came to the rescue
developed and tested by the best teachers of St. Petersburg. Now let's move on to the structure of the technological map. Technological maps have been issued for all subjects. (slide 2) It consists of a section, topic, goals, main content of the topic, terms and concepts that children must learn. Next comes the planned result, which includes: personal skills, meta-subject skills, subject skills. (slide 3) The organization of the educational space is well described. Then there are the stages of work. In each TC (slide 4), in stage 1, the student is given the opportunity to begin studying the topic with
self-determination
(
motivation, identifying needs and setting goals for one’s activity). (page 5) Stage 2 -
educational and cognitive
activity
stage
development
material through completing educational tasks. Moreover, the tasks are selected for “knowledge”, “understanding” and “skill”.
Educational and cognitive
activity
assumes strict logical following (transition) from the task to
"knowledge"
to the assignment for
"understanding"
and only after that to the task on
"skill".
I think it’s fortunate that “skill” tasks are offered in abundance; this allows the teacher to vary the work and choose more relevant types of tasks for his class. And finally, the most interesting, the most creative and therefore the most difficult (slide 6) stage 3
-
intellectual-
transformative activity.
A lesson or more can be devoted to it, at the discretion of the teacher. This task involves individual work, but also allows activity in pairs or groups, followed by an oral presentation of the result of the activity either by one student or a group of schoolchildren. All educational material on the topic is also divided into several
blocks. (slide 7) In each block, goals are written down, what skills should be developed and the necessary diagnostic and control tasks to monitor the effectiveness of the educational process. A well-thought-out system of intermediate control effectively prepares students for the final test and intellectual and transformative activities. After several content blocks there is a separate independent block (slide 8)
control and diagnostics
. It clearly states the goals and indicates the planned results, which helps to track the students’ actually achieved skills. This block always comes before stage 3. The final stage is stage 4 (slide 9), reflective activity. This stage includes self-analysis and self-assessment of the student and the teacher himself.
What should a teacher pay attention to when starting work with
technological map?
Within the content blocks of the TC there is no clear boundary of the end of the lesson, there are no instructions for the teacher how many hours are spent on each block of educational and cognitive activity. This was done intentionally so that each teacher could independently determine the number of hours and the number of tasks depending on the level of preparedness of the class or the degree of complexity of the educational task. When working according to the TC, it is important to remember: the teacher designs the learning activities of students so that each lesson ends with a small diagnosis (by diagnosis we do not mean only a learning task, but also a public or individual presentation of intermediate results: who did what without errors, who did it themselves, who needed help, who didn’t do it, how satisfied they were with the result of the activity, etc.). Advantages of the technological map for teachers: (slide 10)
the use of ready-made developments on topics frees the teacher from unproductive routine work; time is freed up for the teacher’s creativity; implement the planned results of the Federal State Educational Standards; systematically form students' learning skills; comprehend and design the sequence of work on mastering the topic from the goal to the final result; diagnose the achievement of the planned results by students at each stage of mastering the topic
Transcript
1 UMK Perspective / RUSSIAN LANGUAGE \ Technological map Topic Goals Main content of the topic Main members of a sentence Activate and systematize knowledge about the main and minor members of a sentence Continue work on developing spelling vigilance Strengthen the ability to find the main members of a sentence Form children's understanding of the model of a sentence Teach to use the algorithm for parsing a sentence Updating knowledge about the offer. Main members of a sentence Common, non-common sentence Compilation of a sentence according to this scheme Planned results Personal skills Recognize one’s own motives for learning activities and the personal meaning of learning Meta-subject skills: Cognitive skills: Reveal the meaning of the concepts “main members of a sentence”, “minor members of a sentence” Parse sentences by members, using an algorithm Use acquired knowledge to compose a sentence Regulatory skills: Perform an educational task in accordance with the goal and algorithm. Correlate educational activities Communication skills: Formulate a statement using terms and concepts within the framework of educational dialogue and in project activities Subject skills Read and compose sentence models; Indicate the main (graphically) and minor members of a sentence; Using questions, establish the connection between words in a sentence; Compose and write sentences; Technology for conducting a lesson
2 Lesson technology Teacher’s activities Student’s activities Organizational moment - Yes Introducing the Kid’s tasks Motivation for learning activities Creating a problem situation Identifying the cause of the difficulty and setting a goal Good afternoon guys! Are you ready for the lesson? At the beginning of the lesson we will play vocabulary words. Working with an M/Media projector. slides 1.3. 4,5,6-10 Guess and write down the vocabulary words, highlighting the spelling Sing your songs There is a loud chirping on the roof.. A beautiful maiden sits in a dungeon, and a scythe is on the street () She is friends with people, she guards the house. What words were written down? How to check these words? Working with slides Slide 12,13. Guess the word and a minute of penmanship. What do these words have in common? Select it. What did you notice? This means that the sentence also has main members. What are they called? Working on a proposal Slide 11 Read the proposal. A magpie flies to an old tree. What do we know about the words in a sentence? How can you determine the connection between words? What sentence is this based on the purpose of the statement? Why? Nightingales Magpie, Carrot, Dog, Hare Dictionary words, to check the spelling of these words you need to go to spelling dictionaries. Students identify the root in these words. The word has a main part - the root. Students read the sentence in chorus. The words in the sentence are related to each other. For questions Declarative sentence, we read the sentence in a quiet voice, it is reported about something. Copy the sentence and explain the spelling Correctly. How many words are there in a sentence? Magpie - letter combination - oro-, test word flies - fly, to the tree - trees - test word 5 words
3 Solving a problem situation Working with a textbook Read the sentence without the first word (2,3,5) What conclusion can you draw? Do you guys agree? What will we talk about in class? Formulate the topic of the lesson Read the sentence in chorus Who is the sentence talking about? Ask a question about the word forty What is the name of the main member of a sentence that answers the question Who? What? What does it say about the magpie? Ask a question about the word flies What is the name of the main member of the sentence that answers the question what does it do? what will he do? Let's read the grammatical basis of the sentence. How do we emphasize the subject? How do we emphasize the predicate? What conclusion can be drawn? PHYSICAL MINUTE musical Working with the textbook Page 88 exercise 144 Read the sentences by inserting the missing letters. In a sentence, words are connected to each other. In every sentence there are main members of the sentence Yes About the main members of the sentence About forty Who? Subject Flies What does it do? Predicate Magpie flies One line Two lines Reading slide 11 conclusion Subject and predicate are the main members of the sentence They are the main idea, together we call them the grammatical basis of the sentence
4 Commented letter from the exercise The forest (what?) has already dropped (what has it done?) its leaves. The real days (What?) of late autumn have arrived (what have they done?). There is (what is it doing?) silence all around (what?). Only occasionally will a heavy, ripe acorn (what?) fall to the ground (what?). The crimson sun (what?) quietly disappeared (what did it do?) behind the forest. Night fell (what?) Night fell (what?). Bright stars poured out (what did they do?) in the sky. (What?) Independent work in notebooks. We write out the subject and predicate, that is, the grammatical basis of the sentence and emphasize the main members of the sentence. Les dropped. The days have come and there is silence. Making sentences based on pictures Exercise 146. Look at two pictures and make sentences with these words. Observe how the sentence is built. Compare the participants in the purchases in the pictures and the questions for them. What similarities and differences did you notice? Today Vanya bought a computer at the store. In the summer, a man bought a horse at the market. The participants are different, but the questions are the same. Questions help to correctly construct a sentence with different content.
5 Consolidation of the topic Reflection Independent work Use the cards to make sentences and find the grammatical basis of the sentence or the main members of the sentence When? Who? What did you do? Where? Vanya, sunbathing on the beach in the summer. Olya swam in the lake yesterday. Mom cooked borscht today. Kolya was walking in the forest in the fall. What are these proposals? How to correctly find the main members in a sentence? What should you consider? What do these proposals have in common? From word to word in these sentences you can pose the same questions Working with slides 23,24 Read the sentences and find the main terms Fluffy snowflakes fall (what are they doing?) to the ground. It’s crunching (what’s it doing?) outside the window on a frosty day. Slides 19,21. Showing and reinforcing the topic What did we learn in the lesson? Independent work study Work in pairs These sentences on different topics are built according to the same model (scheme), because the same questions can be asked of the members of these sentences. Conclusion: in order to correctly find the main members of a sentence, you need to take into account what the word calls and what question it answers. The subject is this. The predicate is.
6 Test Indicate the sentences in which the highlighted word answers the question what? 1) Varya sewed a dress. 2) Serezha has no awl. 3) The saw is well sharpened. 4) The cat drank milk. Testing Mark where the main members of the sentence were correctly identified 1) Lilacs bloomed in the garden. 2) Dad bought his son a new pencil case 3) A car is rushing along the road 4) In the spring, loose snow turns black Underline the main parts of the sentence The birds are preparing to fly away List of used literature: Textbook for 3rd grade Russian language L F Klimanova, T V Babushkina 2013 UMK Perspective Methodological manual for teachers edited by L F Klimanova 2009 Links to Internet sources, tests for 3rd grade, book of exercises for beginning grade 2013
Russian language lesson in 3rd grade. Teacher: Abramova Tatyana Viktorovna, MBOU Secondary School 95 Lesson topic: “The grammatical basis of a sentence. Subject and predicate". Lesson type: discovery of new knowledge Goals and objectives
Lesson summary on the subject Russian language, grade 2 of the educational complex “School of Russia” Topic: Correlation of words, names, questions to which they answer, with parts of speech. Goal: To develop the ability to recognize independent
Teacher: Alla Anatolyevna Serdyukova Subject: Russian language, 2nd grade (“School of Russia”) Lesson 13. Section “Sentence” Topic: “What are the main members of a sentence?” Date: September 19, 2018 Objectives:
Spelling of unstressed vowels at the root of a word. 2nd grade Author: Stroeva L.V., primary school teacher Educational program: “Russian School”. Subject: Russian language. Lesson type: consolidation of knowledge,
MBOU "Zmievskaya secondary school" Summary of a Russian language lesson in grade 2 "B" on the topic: "Subject and predicate - the main members of a sentence" Primary school teacher: Maltseva G.A. 2017
Bolkhovitina Olga Sergeevna primary school teacher Lesson summary Class: 3 “G” class Lesson: Russian language Topic: “Minor member of a sentence: definition” Purpose of the lesson: to introduce students to new
Subject: Russian language Russian language lesson in 3rd grade Topic: Changing nouns by case (declension) UMK “Perspective” Textbook authors: Klimanova L.F., Babushkina T.V. Grade: 3 Lesson goal: formation
Yakovleva Irina Nikolaevna Municipal budgetary educational institution “Secondary school 25”, Biysk, Altai Territory LESSON SUMMARY OF LITERARY READING, 2nd GRADE, educational complex "PRIMARY"
Technological map of the lesson. UMK "Perspective". L. F. Klimanova “Russian language”. Topic: “Adjective.” Class 2. Lesson type: combined. Goal: to develop the ability to change adjectives
Technological map of a lesson in the academic subject “Russian language” in the 4th grade on the topic: “Syntactic means of language. Collocation, sentence” teacher: Losyakova S.V. Lesson type: Authors of teaching materials: Lesson objectives:
Technological map of the Russian language lesson in the 3rd grade in the general education system “School 2100” Teacher: Olga Polikarpovna Smirnova, primary school teacher MOBU Lyceum Topic: Common and uncommon
Topic: Letters O, A in the roots KAS-, -KOS- Lesson type: combined Objectives: Final product: technological map of lesson 1. Personal: promote the formation of sustainable motivation for independent and
TECHNOLOGICAL MAP OF THE LESSON Teacher: Luchkova Tatyana Petrovna Subject: Russian language Class: 3 Authors of the educational complex: “Perspective” Klimanova L. F. Russian language. 3rd grade. Textbook for educational institutions with
Lesson notes on the Russian language. 3rd grade. Prepared by primary school teacher E.V. Gribkova. GBOU Romanov School Lesson topic: “The root of the word. Similar words. The concept of alternating consonant sounds
Full name: Biushova Natalya Sergeevna LESSON PLAN on the topic “Main members of a sentence” Place of work: Municipal budgetary educational institution “Secondary school 21” in Engels
Methodological association of primary school teachers GBOU Secondary School 1280 Methodological development of the Russian language lesson in grade 2 “A” “Main and secondary members of a sentence”
Technological map of the Russian language lesson Lesson topic Teacher, class Purpose of the teacher's activity Type of lesson Planned educational results Methods and forms of teaching Educational resources Equipment,
Russian language lesson, 2nd grade (UMK “Elementary school of the 21st century”) Topic: Spelling paired consonants at the root of a word Purpose: To develop skills in checking the spelling of paired voiced and voiceless consonants at the root of a word
Technological map of the lesson Subject: Russian language 3rd grade Teacher: Iglina I.I. Date: 11/25/2016 Lesson topic: “Root” Section: “Composition of a word” Lesson objectives Interdisciplinary connections Planned results
Russian language lesson in 3rd grade. (UMK “Elementary school XXI century”) Topic: “Learning to designate the sound s after the sound ts. Lesson objectives: Educational: observation of ways to designate the sound [s] after [ts] in various
MBOU Secondary School 11 Sergiev Posad Technological map of the Russian language lesson in the 3-D class of primary school teacher Tatyana Vladimirovna Sergeeva Topic of the lesson. “How to find the root in a word?” The date of the. October 21, 2015
Technological map of the lesson Full name Mamaikina I.A. Date: 11/24/2016 Subject: Russian language Class: 2 B Lesson type: learning new knowledge. Topic: Voiced and voiceless consonants. Their designation on the letter. Target:
Shakhverdi Oksana Borisovna Municipal budgetary educational institution “Secondary school 1” of the Khabarovsk Territory, Sovetskaya Gavan DEVELOPMENT OF A LESSON “VERB CONJUGATION” Objectives:
Technological map of the lesson Teacher: Mozhaeva T.P., teacher beginning. classes of the 1st qualification category Subject: Russian language Class: 4 Lesson type: generalization and consolidation of knowledge Topic: “Case endings of names
Dash between subject and predicate Teacher: Zhernova N.V. Subject: Russian language 2. Class: 5 3. Author of the teaching materials: G. G. Granik, N. A. Borisenko 4. Lesson topic: Dash between subject and predicate in the absence of a connective .
01/22. Material from paragraph 53. Know what questions the subject and predicate answer. Complete exercise 424, p. 154 (title the text, copy it, insert missing letters and select test words, indicate
Technological map for the Russian language lesson in 2nd grade on the topic: “Words with unstressed vowels at the root of the word” (UMK “Perspective”) Lesson type: discovery of new knowledge Developed by: Sopenko O.L. primary teacher
TECHNOLOGICAL MAP OF A RUSSIAN LANGUAGE LESSON Grade 5 Topic: Secondary members of a sentence. Definition. Lesson type. A lesson in discovering new knowledge. Goals: Meta-subject: transform information (text into
Technological map of the lesson The topic of the section is Hissing consonant sounds. Letter combinations ZHI-SHI, CHA-SCHA, CHU-SCHU, CHK, CHN, SHCHN. p/n Parameter Description 1. Academic subject, class Russian language. 2nd grade. 2. Topic of the lesson/lesson
Lesson topic: “Complex words from two roots with the letter of a connecting vowel” Stages of the lesson Teacher’s activities Students’ activities UUD Stage 1. Motivation (self-determination) for educational activities Goal:
LESSON PLAN Topic: The concept of double consonants. Grade 3 Lesson topic: The concept of double consonants from the “Word” section. Purpose of the lesson: to introduce the concept of double consonants
Subject: Russian language UMK: System of L.V. Zankova Textbook: Polyakova A.G. Nomination problem lesson using ICT Lesson type discovery of new knowledge. Topic: Three declensions of nouns. Purpose: Formation
Technological map of the Russian language lesson Teacher: Khairullina Olga Petrovna Class: 2 Topic Goals Planned results “Generalization of the material studied. Consolidation of spellings studied in the first half of the year"
Mathematics lesson in 2nd grade (UMK “School of Russia”) Lesson topic: Letter expressions. Didactic goal: creating conditions for students to master ideas about letter expressions. Objectives: 1) Contribute
Municipal educational budgetary institution Education Center Russian language lesson in grade 3B Complex words Developed by Anastasia Aleksandrovna Krivonosenko, primary school teacher in Zeya,
Ledeneva Svetlana Nikolaevna, teacher of Russian language and literature MKOU "Kastorenskaya secondary school 1" Kastorensky district of the Kursk region Summary of the Russian language lesson in grade 5 "A" in the context of the implementation of the Federal State Educational Standard
Open lesson summary. Technological map of the lesson Primary school teacher Pyatnitsyna Svetlana Yuryevna Academic subject: Russian language Class: 2 Date: April 16, 2015 Author and name of the educational complex:
Municipal budgetary educational institution “Secondary school 2 named after. M.F. Kostyushev" Emanzhelinsky municipal district, Chelyabinsk region Russian language lesson in 4th "B" grade
Municipal budgetary educational institution - secondary school 7 Open lesson in the Russian language Lesson topic: Spelling the endings of adjectives. Prepared by: teacher
MBOU for children of preschool and primary school age "Progymnasium 8, Shebekino, Belgorod Region" RUSSIAN LANGUAGE LESSON IN 2nd GRADE ON THE TOPIC EXERCISE IN SPELLING PAIRED CONSONANTS AT THE END OF A WORD
Grade: 2nd grade Study topic: The word and its lexical meaning. Teacher: Oksana Aleksandrovna Galak Date: 09/30/2015 Lesson type Didactic goal Planned results Technological map
Technological map of the Russian language lesson on the topic: “Gender of nouns” UMK “School of Russia”. teacher of the first qualification category 02/12/2016 N.V. Zavyalova Lesson type Subject Class Goal Problem
Topic: Spelling particles not with verbs. Educational: expand children’s knowledge about functional parts of speech, deepen students’ knowledge about the verb as a part of speech (lexical meaning of the verb, positive
Russian language lesson on the topic “Words with double consonants” 2 B grade MBOU Secondary School 41. Teacher: Bazeeva I.N. Purpose of the lesson: to consolidate the ability to detect double consonants in words. Tasks: 1) know the origin
Technological map of the Russian language lesson in the 3rd grade of primary school teacher MBOU Secondary School 3 Lyubov Aziasovna Barskova UMK: “Russian School” Subject: Russian language Textbook: “Russian language” V.P. Kanakina, V.G. Goretsky
Technological map of the lesson Subject: Russian language class: 3 Teacher: Koryakova Anastasia Aleksandrovna Topic of the lesson Place of the lesson on the topic (in the section/chapter) Analysis of the verb as 6 lesson from the 7th part of speech Type of lesson
Russian language 3rd grade Trukhacheva Natalya Nikolaevna Topic. Unpronounceable consonants at the root of words. Lesson type: lesson on presenting new knowledge. Didactic goal of the lesson: organize joint activities
- Guys, I want to start the lesson with riddles, I offer them listen and guess:
sounds
Black, crooked,
Mute from birth.
They will stand in a row -
They'll start talking right away.
He is not visible
Can't take it in your hands
But you can hear
Have you guessed what the topic of our lesson is?
Right! And in order to remember everything we know about sounds and letters, I propose to play the game “Believe it or not.” On the board you will see 6 statements to which you need to answer “yes” if you agree with the statement and “no” if you disagree. Everyone has a table with statement numbers on their desk. Complete the second row in this table.
Game “Believe it or not” Reception "Do you believe"
1.The Russian alphabet has 32 letters. NO
2. We pronounce and hear sounds, and write and see letters. YES
3. The vowel sound consists only of the voice. YES
4. A consonant sound consists of noise or noise and voice. YES
5. A consonant sound forms a syllable. NO
6.When pronouncing a consonant sound, air flows freely, without obstacles. NO
Work withCD.
Listen to the explanation of Ivan Ivanovich Samovarov. Working in pairs, fill out the table “How to distinguish a vowel from a consonant.”
But before we get started, let's remember the rules of pairing.
(Slide 6).
(Slide 7), checking the table.
| How to distinguish
|
|
| Vowel sounds | Consonants |
| Sound consists of noise or noise and voice. |
|
| When pronouncing a sound, air flows freely, without obstacles. | When pronouncing a sound, a stream of air in the mouth encounters an obstacle (lips, teeth, tongue). |
| A vowel sound forms a syllable. | A consonant sound forms a syllable only together with a vowel sound. |
Now let's reflect all our knowledge in clusters. There are two clusters on the board: “Sounds” and “Letters”. Try to fill it out yourself; reference words will help you.
Reception "Cluster"
Sounds
They form...
... sound
... sound
... sound
deaf
... sound
drums
vowels
... sound
We pronounce and...
Reception "Cube"
The class is divided into 6 groups. By rolling the die, each group receives one of the tasks, the numbers of which are written on the sides of the die.
1. Slide number 9. Fill in the missing letters in the alphabet.
2. Slide number 10. Find the vowels. Circle it.
3. Slide number 11. Find pairs of words that differ in one sound.
kit pack
Xhosa house
Morse cat
cancer smoke
goat poppy
wheelbarrow pile
4. Slide No. 12 Indicate the number of syllables in a word
5. Slide number 13 Indicate the number of syllables, letters and sounds
6. Slide number 14 Match the diagrams to the words
Slide number 15
Work on a tape of letters
How many letters are in the Russian alphabet?
How does a sound differ from a letter?
How to distinguish a vowel sound from a consonant?
What are the letters that represent vowel sounds?
What vowels can represent two sounds?
Which vowels indicate a soft consonant?
Which consonants always indicate a soft consonant sound?
Which consonants always indicate a hard consonant sound?
Which letters do not represent a sound?
Slide number 16
Independent work.
Write the following sentence in your notebook:The hedgehog has sharp spines.
1. Write out all the vowels from the sentence.
2. Write down a word with 3 syllables.
3. Find the word for the diagram in the sentence
Write it down, divide it into syllables, put stress on ite.
Determine how many letters and how many sounds.
4. Do a self-assessment.
Valuation activities
Complete the sentence:
- In today's lesson I learned...
After the lesson I wanted...
Today I managed...
Slide number 17 I wish you success!
Yulia Vasilievna Karmakova
Technological map of educational complex "Perspective". 1st half of the year. Russian language lesson for 3rd grade
Section Parts of Speech (87 hours)
Subject Adjective (17 hours)
The purpose of the topic is to form an idea of the fickle characteristics of a name. adjective: gender, number, case.
Enter:
Algorithm for parsing an adjective as a part of speech.
Teach to use acquired knowledge and skills in practical activities.
terms and concepts Updating knowledge about adjective: meaning of part of speech, change by numbers. Studying the gender and case forms of the adjective, mastering the rules for writing the ending of the adjective. Mastering the morphological analysis of an adjective as a part of speech.
Singular and plural, adjective, case, ending, features of the adjective, gender, declension.
Planned result
Personal skills:
manifest:
Interest in studying the topic;
Desire to help Vanya;
Creative attitude to composing and writing a congratulatory speech;
Awareness of success when studying a topic.
Meta-subject skills
Cognitive skills:
Determine the role of the adjective in the text and justify your opinion;
Use the acquired knowledge when composing the text of a congratulatory speech.
Regulatory skills:
Carry out a learning activity using a rule, algorithm;
Carry out self-checking and mutual checking of the educational task;
Correlate the goal and received the result of the activity and evaluate it.
Communication skills:
Use speech to regulate your actions within the educational dialogue;
Exercise mutual control, come to a common opinion when working in pairs or groups;
Coordinate your opinion with your partner to make a common decision within the educational dialogue;
Subject Skills:
tell:
Algorithm for parsing an adjective as a part of speech;
Rule for writing the ending of an adjective;
Algorithm for determining the non-constant characteristics of an adjective;
Declinate an adjective with a noun;
Identify errors in the morphological analysis of an adjective, make corrections and highlight the ending graphically;
write:
Text of the congratulatory speech using adjectives.
TECHNOLOGY FOR STUDYING THE TOPIC
Organization of educational space
Interdisciplinary connections Resources Form of work
Literary reading
Subject: « Pictures of native nature» .
The world
Subject: “Fertile land and plants in folk art”.
Information material
Textbook, part No. 2, printed workbook, part No. 2, teaching aid for teachers.
Demo material
Set of visual aids "Adjective".
Interactive material
Cards with individual tasks.
CD « Lessons from Cyril and Methodius» . Lesson 10"Adjective. Spelling adjective endings".
Frontal.
Other forms of work:
Individual -
Steam room -
Group -
Stage I. Self-determination in educational activities
Activity goals
Situational task
Planned result
Motivate students to study the topic.
Stimulate an emotional and value-based attitude towards Vanya’s problem.
Vanya wrote the text of a future congratulatory speech for classmates, classmates in connection with the end of the school year and showed But not:
class
Anya read it and said that the congratulations were good, but not very joyful, so it should be "color". Vanya was puzzled: how and why to colorize an oral presentation.
Guys, why does Anya think the performance is joyless? Is it possible to make the text of Vanya’s speech festive?
The schoolchildren expressed different versions, but the discussion showed that they do not yet have certain knowledge and skills to convincingly present their judgment.
Do you have a desire to learn how to compose the text of a congratulatory speech with which you can please classmates? Personal skills:
Show interest in studying the topic;
A desire to help Vanya compose the text of a congratulatory speech.
Stage II. Educational and cognitive activity
Objectives of the activity Learning tasks
on "knowledge"(W, on "understanding"(P, on "skill" (U) Planned result
Block A. Adjective
Goals:
Update knowledge about the adjective and its role in the text.
Update the ability to identify adjectives in text.
Teach
Write adjectives in groups according to their meaning;
Write antonym adjectives, synonymous adjectives;
Write the text, supplementing it with adjectives, using words to choose from;
Write the text by inserting the missing spellings;
Carry out self-examination and mutual assessment of the educational task;
Exercise 1 (3)
State the meaning of the expression "adjective".
Name the member of the sentence that is expressed by an adjective.
Task 2 (P)
Is it true that an adjective is a functional part of speech? Justify your opinion.
Can an adjective be a predicate in a sentence? Justify your opinion.
Task 3 (U) with self-test
Copy the text and identify adjectives, highlighting them graphically.
Blue, clean
Snowdrop flower:
And next to it is draughty,
The last snowball. A. Maikov
Task 4 (U) Textbook, p. 97, No. 172, with mutual verification
Read the groups of adjectives by meaning, copy them, supplementing each of them with your own example.
Task 5 (U) Textbook, p. 98, No. 174, with mutual verification
Sort and write the adjectives in the appropriate groups:
- size:, … ;
- form:, …;
- temperature:, …;
- material:, …;
- location:, … .
Task 6 (U) Textbook, p. 104, No. 186, with mutual verification
Read the text by N. Nosov, copy the highlighted sentence, supplementing the description of Dunno with words to choose from.
Task 7 (U) Textbook, p. 104, No. 186, with mutual assessment
Read the text of each proverb, identify the adjective, select an antonym for it and add it to the text of the proverb so that happened complete statement.
Task 8 (U) Textbook, p. 106, No. 189, with mutual verification
Read the text, complete and write two adjective synonyms for each phrase, using words to choose from.
Task 9 (U) Workbook, p. 84, No. 137, with mutual verification
Form an adjective from each noun using these suffixes and write.
Task 10 (U) Textbook, p. 107, No. 191, with mutual assessment
Read the text, identify the adjectives, put a question from a noun to each, write phrases, highlighting the ending graphically. For example: in Africa (Which) distant.
Task 11 (U) with mutual assessment
Read the text of the fairy tale, copy it down, inserting the missing spellings, underlining the names adjectives:
The elder brother let go of the shot - it fell into the boyar's courtyard, right opposite the d...vitch's mansion. The middle brother, the half...body, let the page into the merchant's courtyard and stopped at the red porch, and on that porch stood the soul-d...vitsa, the merchant's...daughter. The younger brother let me in and ended up in a dirty place where the l...did.
Task 12 (U) with mutual assessment
Write down only those adjectives that can be used with a noun "rest".
Sweet, rich, summer, sour, blue, fabulous, lush, magnificent, bitter, beautiful, excellent, rubbery, biscuit, funny, fresh, stupid, calm, stale, delicious, wonderful, big, checkered, airy, berry, soft, delicious, long-awaited, excellent.
Diagnostic tasks
1. Textbook, p. 107, No. 190
Distribute and write adjectives into four groups according to meaning:
- quality: ….
- speed: ….
- size: ….
2. Textbook, p. 103, No. 185,
Read the adjectives, identify the antonyms and write down each pair.
3. Copy the poetic text of N. Nekrasov, highlight the names graphically adjectives:
Warmed by the warm sun, merry making noise
Pine forests.
Cognitive skills:
"adjective", and use in the active dictionary;
Determine the role of the adjective in the text and justify your opinion.
Regulatory skills:
Perform self-test and peer-assessment of the educational task.
Communication skills:
Use speech to regulate your actions within the educational dialogue.
Subject Skills:
Talk about an adjective.
Identify the adjective in the text and highlight it graphically.
Write:
Adjectives in the appropriate group by meaning;
Antonymous adjectives, synonymous adjectives;
Text, supplementing it with adjectives, using words to choose from;
Text, inserting missing spellings.
Block B. Changing adjective names by gender, number and case
Goals:
Update knowledge about the concept "adjective", "singular and plural", "genus", "case".
Enter:
Rule for checking the ending of an adjective;
Algorithm for determining gender, number and case of an adjective.
Teach:
Identify the inconsistent features of an adjective and justify your opinion;
Distinguish between case questions of an adjective and a noun and justify your opinion;
Explain the spelling rule for the ending of an adjective, the algorithm for determining the unstable characteristics of an adjective name;
Restore and indicate with numbers the correct order of actions to determine the case of an adjective, using an algorithm;
Identify and indicate the inconstant characteristics of an adjective and highlight the ending graphically;
Decline and write an adjective with a noun;
Write the text by inserting the missing adjective endings;
Write a noun that matches the meaning of an adjective or an adjective that matches the meaning of a noun;
Carry out mutual verification and adjustment of the educational task;
Exercise 1 (3)
State the meaning of the expression "adjective".
Give the meaning of the word "genus", "case".
State the meaning of the expression "singular", "plural".
Teacher's message
IN Russian language adjectives change according to gender, number and case.
For example.
M. r. (Which) clean;
J. b. (which) clean;
Wed. R. (which) clean;
Mn. h. (which) clean;
Adjective in the form m.r. units ch. I. p. has an ending
Oh, oh, oh. For example, a bow (Which) blue, white, blue.
To correctly write the ending of an adjective, you can use a hint word "Which", because in this question, in any number, gender and case, the vowel is stressed (does not apply to the form of m. r. unit. h. I. p.). For example, tape (which) white, blue, ribbon (which one) white, blue, ribbons (Which) white, blue.
Task 2 (3)
Name the forms of changing adjectives.
Name the ending of an adjective that has a singular. h.m.r. I. p.
Explain the rule for checking the ending of an adjective.
Task 3 (P)
Is it possible to say that the gender form of an adjective is a constant feature? Justify your opinion.
Is it true that an adjective is changed by case using the same questions as a noun? Justify your opinion.
Is it possible to check the spelling of the ending of any adjective using a question? Justify your opinion.
Task 4 (U) with mutual verification
Compose and write the adjective phrase with the noun given in brackets.
Determine the gender and number of each word and highlight the ending graphically.
Spring… (stream, foliage, days, sun).
Task 5 (U) Textbook, p. 108, No. 193 with mutual verification
Read the words in the columns, compose and write phrases, determining the gender of the adjective and highlighting the ending graphically.
Task 6 (U) Textbook, p. 109, No. 195
Read the sentences, put each adjective into the correct form, agreeing with the noun, determine the gender, and highlight the ending graphically.
Task 7 (U) Textbook, p. 110, No. 196, with mutual verification
Read the text of each riddle, write down the phrase of the adjective with the noun, highlighting the ending graphically, according to sample: in a shell (Which) nutty.
Task 8 (U) Textbook, p. 110, No. 197, with mutual verification
Read the adjectives, choose a noun for each and write each phrase, highlighting the ending graphically.
Task 9 (U) with mutual verification
Select and write an adjective that suits its meaning, determine its number, and highlight the ending graphically.
In the spring... the rivers will overflow. Starlings will arrive. The buds on the willow will bloom.
Task 10 (U) Textbook, p. 114, No. 205, with mutual verification
Decline the phrase "foreign land", "distant land" and write, highlighting graphically the ending of each word.
I. p. (What) Earth (which) alien, distant
Task 11 (U) Textbook, p. 118, No. 212, with mutual verification
Write phrases by inserting the missing ending into each adjective, defining it according to the question. Graphically highlight the ending in each question and adjective.
Sample: morning (which) early.
Teacher's message
Inconstant signs of an adjective (gender, number and case) are the same as those of the noun on which it depends.
Algorithm for determining non-constant features
adjective
To determine the gender, number and case of an adjective, necessary:
1. Determine the noun on which the adjective depends.
2. Determine the gender, number, case of the noun on which the adjective depends.
3. Formulate the definition of non-permanent features of an adjective in writing, using an abbreviated form of notation.
For example: Rose bowed her wonderful head.
head (units, w.r., v.p.) wonderful (units, w.r., v.p.)
Task 12 (3)
Task 13 (P)
Is it true that the tense, number and case of an adjective can be determined from the noun? Justify your opinion.
Is it possible to say that the gender, number and case of an adjective are determined by any noun in a sentence? Justify your opinion.
Task 14 (U) Textbook, p. 115, No. 207, with mutual verification
Restore the procedure for determining the case of an adjective, denoting them with a number.
Task 15 (U) Textbook, p. 119, No. 215, with mutual verification
Copy the text, inserting the missing endings of each adjective, determine and indicate the number, case and, where possible, gender of the adjective. Diagnostic tasks
1. Write down adjectives from the proposed words, graphically highlighting the ending in each word:
Timid, courage, appropriate, freedom, pollute, wet, meets, idle, think.
2. Decline the phrase "pure water", graphically highlight the ending in each word.
3. Choose an adjective that suits its meaning and write it in each sentence.
In the meadow... grass and... flowers. Here is a grasshopper jumping. A bumblebee is buzzing above...the porridge.
Identify and indicate the inconstant features of each adjective, highlighting the ending graphically.
Cognitive skills:
Identify the inconsistent features of an adjective and justify your opinion;
Determine the forms of changing the ending of an adjective and justify your opinion;
Distinguish between case questions of an adjective and a noun and justify your opinion.
Regulatory skills:
Carry out mutual checking and correction of the educational task.
Communication skills:
Carry out mutual control, come to a common opinion within the framework of educational dialogue.
Subject Skills:
Explain the spelling rule for the ending of an adjective, the algorithm for determining the unstable characteristics of an adjective name.
Restore and indicate with numbers the correct order of actions to determine the case of an adjective, using an algorithm;
Determine and indicate the number, case and, where possible, gender of the adjective and highlight the ending graphically.
Write:
Collocations using words to choose from;
Declension of an adjective with a noun;
Text, inserting missing adjective endings;
A noun that matches the meaning of an adjective or an adjective that matches the meaning of a noun.
Block B. Analysis of the adjective as a part of speech
Update knowledge:
about the concept "adjective", "signs of an adjective".
Update the ability to parse a noun as a part of speech using an algorithm.
Enter:
Algorithm for parsing an adjective as a part of speech.
Teach:
Determine the gender of the adjective and justify your opinion;
Identify and correct errors in the morphological analysis of the adjective;
Carry out a learning activity using an algorithm;
Exercise 1 (3)
State the meaning of the expression "adjective".
Name the inconstant features of an adjective.
Explain the algorithm for determining the non-constant features of an adjective.
Task 2 (P)
Is it possible to say that the adjective is modified only by numbers? Justify your opinion.
Task 3 (U) with mutual verification
Identify and write the number, case of each adjective and, where possible, gender, using sample:
On thin ice, friendly spring, delicate snowdrops, curly birch, in a clear sky, gentle breeze, warm sun, white clouds.
Sample: kidneys (which) odorous - plural h., I. p.
Teacher's message
Algorithm for parsing an adjective as a part of speech.
To parse an adjective, necessary:
1. Identify the adjective in the text.
2. Identify the signs adjective:
3. Determine the role of the adjective in the sentence.
For example. The sun warms the first snowdrop.
first – adj., singular h., m.r., V.p., minor member.
Task 4 (3) with mutual verification
Explain the algorithm for parsing an adjective as a part of speech.
Task 5 (P) with mutual verification
Is it possible to determine the gender of an adjective in a phrase? "black thawed patches"? Justify your opinion.
Task 6 (U) Workbook, p. 90, No. 148 with mutual verification
Read the analysis of the adjective as a part of speech, identify errors, correct them.
Task 7 (U) with mutual verification
Read the proverb, write down each adjective and parse it as a part of speech using algorithm:
If you are going on a long journey, take a good companion with you. Diagnostic tasks
1. Copy the poetic text of F. Tyutchev, inserting the missing spellings, underline the main members in each sentence.
The azure of the sky... cm... seems,
N...h...n...washed by the g...zoy.
And it’s dewy between the mountains...
The valley is bright... p... l... soy.
2. Write out the adjectives from this text and parse each as a part of speech.
3. Identify errors in parsing an adjective as a part of speech and enter corrections:
A stream sings in a deep ravine.
in deep – adj., g. r., D. p.
in the deep –….
(in deep - adj., singular, w. r., p. p.)
Cognitive skills:
Reveal the meaning of the concept "signs of an adjective" and use it in the active dictionary.
Determine the gender of the adjective and justify your opinion.
Regulatory skills:
Carry out a learning activity using an algorithm.
Communication skills:
Coordinate your opinion with your partner to make a common decision within the framework of an educational dialogue.
Subject Skills:
Explain the algorithm for parsing an adjective as a part of speech;
Parse an adjective as a part of speech using an algorithm;
Identify and correct errors in the morphological analysis of the adjective.
Block G. Diagnostics of the quality of mastering the topic
Target: establish the degree of mastery of the topic, and exactly:
Identify parts of speech;
Parse an adjective as a part of speech;
Plan your actions in accordance with the goal;
Test tasks
Sunny rain
I was wandering through the forest. The day was sunny and hot. Suddenly a blue cloud came running. A frequent rain began to fall. The bright sun continued to shine. Raindrops fell on the ground, green grass and tree leaves. The sun's rays played in the raindrops.
(According to G. Skrebitsky)
Grammar tasks:
1. Indicate the parts of speech in the sixth sentence.
2. Write out from the text one phrase each with a masculine, feminine and neuter adjective and indicate the inconsistent characteristics.
3. Write out the adjective from the seventh sentence and analyze it as a part of speech. Regulatory skills:
Plan your actions in accordance with the goal;
Carry out a self-test of the educational task.
Subject Skills:
Write the text following the rules for writing a letter;
Identify parts of speech;
Identify and write down adjectives of various kinds;
Parse an adjective as a part of speech.
Stage III. Intellectual - transformative activity
Activity goals Options for tasks Planned result
Goals:
Stimulate a creative attitude towards writing a congratulatory text for a speech.
Teach:
Use acquired knowledge to complete a variant of a situational task;
To navigate different options for completing a task;
Compose and write a congratulatory speech text using adjectives;
Plan your action in accordance with the educational task;
Use language adequately to present results.
Stage of intellectual and transformative activity includes:
Selecting a task option (informative, improvisational, heuristic);
Choosing a method of activity (individual or collective);
Self-organization for implementation tasks:
Activity planning;
Completing the task;
Presentation of performance results.
Informative option
Compose the text of your congratulatory speech so that it is festive and brings joy classmates. To do this, use reference words.
“Guys, accept... congratulations on finishing third class! We have successfully completed this….path. I wish you...vacations,...weather,...rest. Let there be a lot of sun in the summer, .... discoveries, .... meetings. When traveling, collect... impressions, stock up... health."
Words to choose: strong, interesting, fascinating, educational, cordial, kind, sincere, good, clear, cloudless, sunny, gloomy, cloudy, pleasant, difficult, easy, long, thorny, wooden, laborious, educational, wonderful, joyful, happy, unforgettable , magical, beautiful, deep, blue, soft, memorable, bright.
Improvisational option
Make changes to the text of Vanya’s speech so that it is festive and pleases classmates. To do this, use the acquired knowledge and skills of the topic studied.
“Guys, congratulations on finishing the third class! We have successfully traveled this path. I wish you holidays, weather, relaxation. Let there be a lot of sun, discoveries, and meetings in the summer. When traveling, collect impressions and stock up on health.”
Personal skills:
Show creativity in writing a congratulatory speech text.
Cognitive skills:
Use acquired knowledge when performing a situational task.
Regulatory skills:
Become familiar with different ways of completing a task;
Carry out the learning activity in accordance with the plan.
Communication skills:
Use language adequately to present results.
Subject Skills:
Compose and write a congratulatory speech text using adjectives.
Stage IV. Reflective activity
Purpose of the activity Self-analysis and self-esteem of the student Result of the activity
Teach schoolchildren:
Correlate received result with the set goal;
Evaluate the results of educational activities.
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