“Lesson schemes for the Federal State Educational Standard.”
Lesson of new knowledge
(lesson-research)
Lesson Objectives:
from the point of view of UUD -
to develop the ability to research: discovering the necessary educational skills for constructing a new concept (or deriving a rule), for formalizing new knowledge;
in terms of subject skills
– to develop the ability to identify the essential features of a linguistic concept, generalize them and formulate a definition of the concept.
| Structural component of the lesson | Characteristics of educational activities |
| 1 . | The teacher organizes a problem situation in which the knowledge and skills of previous lessons necessary for a new topic are restored and a goal is set (“to solve the problem”) for the lesson. |
| 2. Checking homework ( | Based on home exercises, knowledge on the topic of the lesson is updated. When checking, the task is modified (versified) in order to check not only the completion, but also the meaningfulness of the completed task (see lesson script below) |
| 3. Preparing to study a new topic ( | In a conversation, from the topic of the lesson, students, under the guidance of the teacher, deduce the purpose of the educational activity for this lesson, for which already known concepts are restored (spoken out loud). |
| 4.Observing the facts of language ( | a) read a text selected by the teacher (or other didactic material), it is advisable to select it from the literary work that is studied in the literature lesson; b) word forms are identified that carry essential features of the concept or rule being studied; c) the characteristics of the concept being studied are graphically presented; d) the characteristics are compared and it is determined which of them are essential for the topic being studied (categories, concepts or rules). |
| 5.Generalization of structural and semantic features of a concept/rule ( | a) a conclusion is formulated from observations; b) read the definition of a concept or rule in a textbook; c) the received and book definitions (their formulations) are compared, analyzed and clarified. |
| 6.Application of a concept (or rule) to new language material ( | a) exercises are performed to identify word forms based on certain essential features (first orally, then in writing); b) with identification in parallel units that bear this characteristic are graphically designed; c) essential features are recorded and a generalizing scheme is derived; d) a scheme of actions is derived - an algorithm for applying a concept or rule. |
| 7. Lesson summary ( | a) actions are restored to determine the essential features of the concept/rule (reflection on the progress of the lesson); b) the acquired knowledge is formalized: first the definition of the concept (or rules) then the algorithm of actions , i.e. language analysis of a specific unit (phonetic, morphemic, morphological, syntactic or stylistic - depending on the topic of the lesson, i.e. language analysis is “born” as a way of studying language) |
| 6. Homework assignment ( | Students are invited to formulate what skills they will practice at home, and then independently choose the appropriate exercise to consolidate the skills acquired in the lesson (find and define the language units or categories studied). |
A lesson in applying a new concept
Goals:
from the point of view of UUD -
to form the ability to apply acquired knowledge and the ability to use it: to realize the need to train the acquired skills to highlight the essential features of a concept;
in terms of subject skills
– to develop the ability to use the definition of a concept as a tool, the ability to use an algorithm of educational actions with a new concept
.
| Structural component of the lesson | Characteristics of educational activities |
| 1.Organizational moment ( | Organization of a problem situation to determine the purpose of this lesson, in which the course of the previous lesson is briefly restored. |
| 2.Preparing to Apply a Concept or Rule ( | Conversation on homework: a modified check of what has been done (selective written task on cards for students with varying degrees of mastery). |
| 3.Inclusion of a new concept into the system of previously studied ones ( | Working with the exercise: independent identification of word forms - carriers of a new concept in a new text. Students schematize, compare the structural and semantic features of a concept with the features of already studied concepts, and find out its role in speech. |
| 4. Text analysis ( | Independent application of the action algorithm (grammatical analysis). Partial teacher supervision is permitted. The essential features of the concept/rule being studied are clarified to deepen the understanding of the text. |
| 5. Lesson summary ( | Formulated the role of the concept in the organization of the text. Language parsing skills are consolidated, its algorithm is derived and a name (term) is given. |
| 6. Homework assignment ( | An exercise is proposed to construct your own text using the studied language units. Students formulate the task: “When performing the exercise, I will train the ability to do ... (names the type of analysis) analysis, find ... (names the concept that was reinforced in the lesson), determine its role in another context.” |
Lesson on incorporating a new concept into a system of mastered concepts
(lesson-communication)
Goals:
from the point of view of UUD -
to develop the ability to generalize and apply research methods;
be aware of your communicative role in the lesson ( author
,
addressee
,
critic
,
organizer of communication
).
in terms of subject skills
– to develop the ability to systematize acquired knowledge and skills on a topic, to develop the ability to establish the place of a concept (or rule) in the system of studied language concepts
| Structural component of the lesson | Characteristics of educational activities |
| 1. Organizational moment (target: set a goal for the lesson yourself) | A problem conversation is organized to determine the place of the concept and its meaning for the language system, from which the students set goals for this lesson. |
| 2. Preparation for generalization of the learned rules and application of the algorithm ( goal: repeat the definition of the concept and the algorithm for its derivation) | Homework is checked using various techniques: independent analysis of selectively taken sentences (reading your own texts, their analysis, group work on examination, mutual spelling check). |
| 3. Identification of all studied concepts and rules on this topic (goal: to find out the genus-specific relationships of the concepts of the topic being studied) | Concepts of similar kind and type related to the topic being studied are identified, their formulations are repeated, their definitions are correlated with the topic of the lesson, and a unified algorithm of actions is derived for applying all the concepts of the topic. |
| 4. Generalization of knowledge about the concept/rule ( goal: to determine its classification bases) | Tables or other classification schemes of similar concepts are compiled, and the place of the studied concept in this system of relations is determined (using a table or based on a classification scheme). |
| 5. Independent work (goal: to check the level of knowledge and skills on the topic) | Individual written work is given, which the teacher checks after the lesson by collecting the notebooks. |
| 6. Lesson summary (goal: to develop the ability to generalize and formulate a definition) | The formulations of all related concepts on the topic studied and the algorithm of actions using essential features are repeated. |
| 7. Homework (goal: to train the written skill of using the learned concept) | Mini-essay using word forms that carry the concept (or rule). Students formulate a learning task: “We will train the ability to use ... (name the concept being studied) in a text that we will write ourselves.” |
Lesson-lecture
This type of lesson is justified only in high school, when it is necessary to convey a large amount of information at a high theoretical level on a specific language topic.
Goals:
from the point of view of UUD -
to develop the ability to listen, take notes by ear, i.e. independently highlight the main thing and structure the material;
in terms of subject skills
– to develop the ability to identify language concepts that correspond to the topic of the lesson, and to systematize new material.
| Structural component of the lesson | Characteristics of educational activities |
| 1. Organizational moment (goal: motivation for listening) | A situation of motivation is created, students set the goal of learning to listen, highlight the main thing in the lecturer’s speech and write briefly. |
| 2. Giving a lecture (goal: to develop the ability to perceive information by ear) | The teacher presents the material in parts: the message of information is divided into parts, each semantic part must be completed with a conclusion, which is written down (first under dictation, then the share of management in taking notes on the lecture decreases, until complete independence). The lecture must be accompanied by visual aids. |
| 3. Lesson summary (goal: checking mastery of lecture content) | A brief oral conversation to diagnose the learned message, from which the teacher finds out how accurately the content of the lecture has been outlined. |
| 4. Homework (goal: training the ability to work with notes) | Studying the notes, restoring the content of the lecture from the notes. |
Lesson-seminar
The teacher prepares for such a lesson in advance together with the students: the class is divided into subgroups, each of which is given a separate task. Preparation takes at least two weeks. Children must independently find additional material (besides what is given in the textbook) and compile a bibliography. The teacher helps prepare the material. The seminar lesson provides the skill of co-organizing educational activities, subordinating one’s own interests and actions to group ones, and introduces elements of educational and research work. The subgroup is given a single rating.
Goals:
from the point of view of UUD -
to form the ability of educational and research activities: a) to highlight the main thing in the information flow for the relevant purposes; b) develop self-control skills; c) create an algorithm for preparing for team work to solve assigned problems; d) train oral speech skills.
in terms of subject skills
– to form readiness to: a) select material on a language topic; b) bring into the system the studied material on the topic; c) draw up a report (oral and written versions) to report on group work; d) give an oral presentation
| Structural component of the lesson | Characteristics of educational activities |
| 1. Organizational moment (goal: determine the purpose and structure of the lesson) | The purpose of the seminar, the plan for discussing reports in class, and the order of group presentations in accordance with the topic are discussed with students. |
| 2. Teacher’s opening speech (goal: to set the stage for communication) | Generalized information on the topic is provided, criteria for evaluating reports, reviewers from other groups, and conditions for summing up the results of the seminar are determined. |
| 3. Student reports (goal: to develop oratory skills and the ability to perceive oral speech) | A report is made from each group, a brief recording of the report is made by student-listeners, after each there is a conversation: questions to clarify what was heard, additions to what was said, evaluation of the speech component (clarity, emotionality of presentation, correctness, purity of the speaker’s speech). |
| 4. Discussion of reports (goal: develop and form communication skills) | For each report, a reviewer from another group speaks (impromptu), and the content of the report is discussed according to certain criteria (compliance with the topic, completeness of its disclosure, clarity, accuracy, correctness, etc.). |
| 5. Lesson summary (goal: to develop the skills of constructive criticism) | Final word from the teacher: summing up, analysis of the preparation of each group, assessment of each speaker and reviewer, and also notes the active participation of each group in the discussion and individual students. |
| Homework assignment not given. | |
Lesson - workshop
(training lesson)
Goals:
from the point of view of UUD -
develop the ability to identify the type of task, select (create) an appropriate algorithm for its implementation;
from the point of view of subject knowledge
– develop writing skills: improve spelling, punctuation, linguistic, speech skills.
| Structural component of the lesson | Characteristics of educational activities |
| 1. Step (goal: set a goal - to train specific skills ) | Motivation for training activities is created: the topic being studied is discussed and the skills that are necessary for its successful development are listed, and a goal for the lesson is set. |
| 2.Checking homework (goal: organize a frontal survey to determine the level of skills on the topic ) | Six people are called to the board (as far as the board allows), the rest are given tasks individually (punch cards, cards, etc.): from homework according to a certain scheme (which the teacher thinks through in advance in preparation for a given lesson, so as not to duplicate assignments) spellings/punctuations or word forms related to the topic are written out. After ten minutes, the written work is collected, then the whole class checks the completed assignments at the board. The grade is given to everyone (those who answered at the board - immediately, for written work - after checking, it is announced at the next lesson) |
| 3. Spelling vigilance training (goal: to develop the ability to identify spellings and punctograms by ear ) | Dictation exercises are given: - the given spellings (punctuations) are determined orally by ear, cards with the correct spelling are shown; - written ones are accompanied by dictation (vocabulary dictation, selective recording on assignment, punched cards, tests, etc.). |
| 4. Training in grammar, spelling, punctuation (goal: to consolidate the skill of finding and recognizing given categories, spellings, etc. ) | Exercises are performed related to determining the identifying features of grammatical concepts, their categories, spellings and punctograms: commented writing, selective copying (with omission of letters, punctuation marks), distribution of spellings, etc. by type, compilation of tables, generalized reference materials, etc., work with diagrams (come up with instructions, compose words, sentences based on a model). |
| 5. Training of speech skills (goal: to consolidate the skill of finding and using the concepts being studied in the text ) | Creative assignments offered — to analyze a passage of text in order to detect studied concepts (categories) or spellings/punctuations, - to compose your own mini-texts with studied concepts or spellings/punctuations. |
| 6. Control dictation (target: self-test of maturity skills) | A coherent text with concepts or spellings/punctuations studied on the topic is selected and dictated to students to consolidate and apply the acquired knowledge in practice. |
| 7. Homework (goal: learn to identify a language task) | Compose your own dictations or exercises on the topic studied. |
Dictation lesson
Goals:
from the point of view of UUD -
to develop listening ability: learn to listen, comprehend the text from the position of a “scribe” (writing after the dictator);
from the point of view of subject knowledge
– to develop the ability to highlight syntagms, identify error-prone places, write a dictation for self-testing of mastery of spelling and punctuation rules on specific topics.
This type of lesson is aimed at children mastering all the necessary educational actions when writing control dictations. To teach a child to translate spoken speech into written speech, it is necessary to understand that this activity consists of a number of skills that are formed gradually and separately from each other. For example, when the consciousness is in the mood to write, i.e. To depict graphically those words that it holds in the “mind”, it is not able to hear anything. Such skills include
- the ability to keep in mind the boundaries of a whole text, individual sentences and small syntagmas,
- the ability to hear “traps”, i.e. dangerous places for errors - spelling and punctuation,
- the ability to identify and check these error-prone places - spelling patterns and punctograms (remember the necessary rule),
- remember the graphic representation of the necessary letters (capitals, small letters, design of sentences and paragraphs),
- exercise self-control over writing.
The clarity of the teacher’s actions during the educational dictation
– the key to student success. When preparing at home for this type of lesson, the teacher should divide the sentences into syntagms that are convenient for dictation (the number of words included in a syntagm for one-time reading is determined by the age and individual characteristics of the students in a particular class). From lesson to lesson, syntagmas, as well as the saturation of their error-prone places, should be increased gradually. For the rules you have just learned, it is allowed to use “cheat sheets”: dictionaries, tables, reference materials made by students independently.
An educational dictation is usually accompanied by completing grammatical tasks on the topic.
| Structural component of the lesson | Characteristics of educational activities |
| 1. Organizational moment (goal: to give instructions for the translation of oral speech into written speech ) | Psychological orientation towards independent work: a situation is created in which children clearly define the range of their actions and can explain what they will do while working as a “scribe” (see Chapter 3, §3). |
| 2. Dictation (goal: to teach you to act correctly during dictation, remember the boundaries of a sentence) | 1. The text of the dictation is read in full, slowly, expressively, and clearly. 2. The entire sentence is read. Students are warned to listen to the entire sentence (“to the point”). 3. The teacher dictates using syntagmas, a segment of the sentence is pronounced once (without repeating). |
| 3. Self-test (goal: teach to see mistakes ) | The teacher dictates the text slowly, sentence by sentence, making sufficient pauses between them, giving the children the opportunity to check what they have written. |
| 4. Completing grammar tasks (goal: consolidate knowledge on the topic studied ) | For a grammar task, usually related to the topic being studied, language units are selected from the dictation text (according to options) and language analysis skills (full or partial) are tested. |
| 5. Summary (goal: teach self-control ) | Self-test of the control task and checking of the written dictation. |
Test lessons
(lesson of self-control)
Goals:
from the point of view of UUD -
to form the ability of reflection: to train the ability to self-organize, to use algorithms for educational actions of self-control;
from the point of view of subject knowledge
– to develop the ability to control oneself, independently test acquired knowledge and skills on the studied topics of a specific linguistic section of the Russian language course.
| Control dictation | is held four times a year, i.e. at the end of every quarter | the structure corresponds to the educational dictation |
| dictation with grammar task | after dictation, language analysis of words from the dictation text is performed according to options (full or partial) | |
| independent work | Variants of exercises are given for all the concepts and rules on the topic studied | |
| test lesson | It takes time to prepare for the test (the list of questions is distributed at least three days in advance). Testing can be organized in writing (test tasks) or orally, individually or in groups. Groups are formed based on the teacher’s control over the assimilation of the material: current recording of students’ assimilation of knowledge and skills makes it possible for the teacher to combine students of the same level of knowledge to answer questions. As an option, you can invite students to independently prepare a list of questions for the test. Each group prepares a list for the other group. The more varied the form of testing, as experience shows, the more effective the lesson. We should not forget that testing is a form of control not only of student knowledge and skills, but also of the teacher’s professionalism. | |
| testing lessons | The final type of lesson that arose in connection with the need to prepare for the State Exam and the Unified State Exam | |
Lesson on analyzing written work
(reflection lesson)
Goals:
from the point of view of UUD -
to develop the ability for self-control: the ability to determine a goal, select appropriate rules, find examples for them, use reflection to restore action algorithms;
from the point of view of subject knowledge
– develop the ability to find and correct grammatical, spelling and punctuation errors (in connection with a specific language topic).
| Structural component of the lesson | Characteristics of educational activities |
| Organizational moment (goal: installation for self-examination ) | Psychological setting: a situation is created in which children determine the goal - learn to correct mistakes in written work – and the circle of your actions. |
| Demonstration of correction actions (goal: to teach to recognize erroneous spellings ) | Collective work: the teacher presents typical errors, shows how to make corrections (writing on the board), students determine the range of rules that should be followed in a particular case. |
| Independent work (goal: to train the ability to find errors, put them under rules and correct them ) | Students correct their own specific errors identified by the teacher in their written work: - grammatical, making morphemic and morphological analyzes of a word with an error, selecting similar word forms for example; — spelling/punctuation, formulating the identifying features of the spelling / punctogram and giving your own examples of this rule. |
| Mutual checking of work on errors (goal: to consolidate checking skills ) | Students who have no or minimal errors help the teacher check and advise classmates who have a large number of incorrect spellings. |
| Lesson summary (goal: to determine the individual picture of these skills) | Discussion of the results of checking work on errors in a dictation or test task. Drawing up (or filling out) an individual error card for each student. Monitoring the dynamics of knowledge and skills in the Russian language. |
11
The structure of writing GCD taking into account the Federal State Educational Standard
Sinarik Mkrtchyan
The structure of writing GCD taking into account the Federal State Educational Standard
The structure of writing GCD taking into account the Federal State Educational Standard
To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”.
The distinctive features of GCD are primarily
-forms of its organization
- in changing the position of the teacher in relation to children
-updating the structure of the GCD.
Initially, you need to think about the motivation with which GCD begins.
Motivation can be different - practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, then after which the children will want to do “this.”
And so the structure of GCD
Introductory part.
1) Creation of a game situation (problem situation, target setting, any motivation that stimulates children’s activity in finding a solution to it.
MAIN PART
2) designing solutions to a problem situation, performing actions. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves obtain knowledge through research, search, and discovery.
FINAL PART,
3)Analysis of performance results, reflection. Summarizing.
Introductory part of GCD
, features of work on creating play motivation at different age stages.
Younger age
- you tell the children that something happened to some game characters, you turn to the children with a question, you agree
If they provide the required assistance, you gradually offer your children your
options for getting out of this situation...
Middle group
– you can bring a character because at this age children have already mastered roles or children take on a role and act in it. To do this, the teacher invites the children to play. Then, together with the children acting in the role, first a game task is set (we need to do something, and then a learning task (we will learn how to do it).
The older group - the main thing is not the characters, but the plots, plot structures (there is no character himself, but there is a letter, an SMS, a call). Plots can be long (travel in a time machine). During the GCD may
Use small paraphernalia, established roles, changing
Roles.
In the preparatory group
— the need to create gaming motivation remains, but problematic situations can already be added here.
A problematic situation is a planned, specially conceived means by the teacher aimed at awakening children’s interest in the topic under discussion. In other words, a problematic situation is a situation in which a child wants to solve difficult problems, but he lacks data and must look for it himself.
You can also use games with rules as motivation; children make sure the rules are followed. The game used is a competition with the goal of winning. Give every child the opportunity to visit the world
situations of winning and losing.
MAIN PART
Having outlined a task for joint implementation (children choose a goal or several goals for themselves, the adult, as an equal participant, offers all possible ways to implement it. In the process of activity itself, he gradually “sets” the developmental content, offers his idea or his result for children’s criticism; shows interest as a result of others; is included in the mutual assessment and interpretation of the actions of the participants; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems.
Do not evaluate children's answers - accept any. During the activity, V-l always asks the children “Why, why are you doing this, so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself: “What exactly is wrong, you can send a smarter child to help.
FINAL PART
Results and reflection, up to 5 minutes.
First of all, this part is characterized by an “open end”; Each child works at his own pace and decides for himself whether he has completed the research or work or not. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: that is, what he wanted to do - what happened.
Don’t ask your children: did you like it or not? We need to ask “why did you do this? To understand whether the child has realized the goal. Or “Why did you need this? “Could you ever need this?”
Find someone to praise for something, not only for the result, but also for the activity in the process of work. The assessment must be differentiated.
When organizing educational activities, the professional position of the teacher is to respect any statement of the child regarding the content of the topic under discussion. We need to think in advance about how to discuss children’s versions, not in a harsh, evaluative form
