Compiling a story based on a series of plot paintings. Outline of a lesson on speech development (senior group) on the topic: Examination of the plot painting “Autumn Day” and composing stories based on it
Main general education program MADOU
"Kindergarten No. 3"
Age group: senior.
GCD topic: Consideration plot picture“Autumn Day” and composing stories based on it. Speech development.
Goal: To improve children’s ability to compose narrative stories based on a picture, adhering to a plan.
Tasks:
1. Exercise children in purposefully examining the plot picture;
2.Teach to compose detailed and interesting stories-descriptions based on the picture, encouraging children to make verbal statements, to provide answers - evidence when solving a speech logical problem;
3. To cultivate aesthetic feelings in children.
Types of activities: Communication, gaming.
Forms of organization:
Forms of implementation of children's activities: Conversation, writing a story following the plan.
Equipment: painting “Autumn Day”, stars for encouragement, natural leaves various breeds trees.
Preliminary work:
GCD move.
Organizing time. PI will ask the children to come to the window and from the window we will observe the weather outside with the children. I ask the children questions about the state of the weather, and invite them to remember excerpts from a poem by classical poets about autumn.
Progress of the lesson : I inform you that there will be a very interesting lesson, today I will show you a picture
What would you call this painting?
What season did the artist depict? How can I say this in one sentence?
That's right, the artist depicted an autumn day and called his painting exactly the same - “Autumn Day”. But how did you guess that it’s day in the picture?
It's light outside. The children are returning from school. A grandmother is walking with her grandson.
Why did you decide that it was an autumn day?
The leaves on the trees have turned yellow, red, and falling. The children began to study. There are gifts of autumn on the shelves of the vegetable stall.
What autumn day is it in this picture?
Warm, sunny.
On a warm, sunny day it is especially nice around. How is this shown in the picture?
Blue sky and bright yellow tree crowns. Yellow and blue tones pleasing to the eye and amusing.
I give the children a speech sample of a story based on the picture:
It's a warm autumn day outside. Blue sky and light lace golden foliage delights the eye and beckons to the street.
Slowly, the children return from school. One of the boys was met by his mother. She has a dog on a leash. The boy looked at the dog. He stands near the vegetable stand and waits for his grandmother. Grandma buys vegetables and talks to the seller. Both women smile, enjoying the nice day.
On a fine autumn day it’s hard to sit at home - you’re drawn to the street! Schoolchildren walk slowly. The first grader was met by his mother. She has a dog on a leash. A preschool boy keeps his eyes on the dog. He stands near the vegetable stand, waiting for his grandmother.
Did you like my story?
What did you like about him?
What did you like most about my story?
Now we will learn to talk about it.
We listen to stories based on the picture by 2-3 children; In case of difficulty, I suggest that the children help the storyteller, I suggest to the children words and phrases for expressive description.
We analyze each story with the participation of all the children in the group, I encourage the children.
Then I invite the children to come up with their own title for the painting and encourage them for their creativity and ingenuity.
At the end of the lesson I spend with the children didactic game“Guess which branch these kids are from? "(children look at the leaves from the trees and name this tree). We determine the winners of the game and reward them.
Lesson summary , I encourage children, I stimulate them with stars.
Reflection.
On the topic: methodological developments, presentations and notes
Summary of direct educational activities in the senior group “Looking at the picture and composing stories based on the plot of the picture “Happy Voyage”, using TRIZ elements.” Priority area: communication
Program contentEducational task: Continue to teach children using system analysis look at the picture and understand its content....
STORY FROM A LANDSCAPE PICTURE.
LATE FALL
Implementation of program content in educational areas : « Speech development», « Cognitive development», « Artistic and aesthetic development».
Types of children's activities: communicative, perception fiction and folklore, musical, visual.
Goals : introduce a reproduction of A. Savrasov’s painting “Late Autumn”; learn to describe the objects depicted in the picture, highlighting them characteristic features; develop the ability to differentiate vowel sounds by ear, develop aesthetic feelings; develop the ability to convey your feelings, sensations in statements, ideas about neutral colors(black, white, dark gray, light gray) , use these colors when creating a picture of late autumn; learn to name and distinguish vowel sounds in words, come up with words with a given sound, convey in a drawing the landscape of late autumn, its coloring(lack of bright colors in nature) , use to create an expressive drawing different materials: gouache, colored wax crayons, simple graphite pencil.
Targets preschool education : knows the characteristic signs of each season; amounts to short story and answers to the teacher’s questions about the characteristics of natural phenomena in the fall; defines general mood and the nature of the musical work; retells the content of poems about autumn, using appropriate vocabulary in speech.
Materials and equipment : reproductions of paintings by A. Savrasov; colored wax crayons, simple graphite pencil, watercolor, gouache of different colors.
Content
organized children's activities
1. Organizational moment.
– Listen to the poem by N. Nekrasov:
Late fall,
The rooks have flown away
The forest is exposed
The fields are empty.
– Guys, we all know that now is the time of year - autumn. What is it like? What period of autumn has come?(Late autumn period.) What is she like? late fall, what can you say about her? Do you like late autumn? Why? What autumn do you like?
2. Narration based on the landscape painting “Late Autumn”.
– Do you like weather when it’s cloudy, raining, and the air is clean and fresh? At this time you feel very calm and peaceful. Everyone imagines and feels autumn in their own way. Poets and writers express their attitude to autumn through words, artists use color, composers use sounds to convey the nature of autumn and their attitude towards it.
– Let's listen musical composition the great Russian composer Pyotr Ilyich Tchaikovsky. This song is about parting with the passing summer. It contains regret about the fading nature. Listen to how smoothly the gentle music flows. Let's close our eyes and imagine late autumn to the music. What is the character of the music? How did you feel when you listened? What autumn did you see before your eyes? What kind of music reflects the life of nature? This is how composer P. I. Tchaikovsky saw late autumn.
We listened to the music, imagined autumn, and now look at the illustration of Savrasov’s painting “Late Autumn”. Listen to the poem by I. S. Nikitin “The garden is quiet, the trees have turned black...”.
The garden is quiet, the trees are black...
Ashamed of involuntary nudity,
Bushes hide in the fog.
Rooks empty cradles
The wind sways and it's dead
Grass fallen to the ground.
I. S. Nikitin
– Are the words of the poet I. Nikitin suitable for the painting by A. Savrasov? What colors did the poet I. Nikitin paint autumn in?(Black – “the trees have turned black...”; dead – “dead fallen grass...”.) What colors of late autumn did the artist capture in his landscape?(Gray, dull, cold.) What mood do you think this painting expresses? And what about I. Nikitin’s poem? What helped you hear sadness, sadness, melancholy in the poem?(Music.) Let's mentally transport ourselves there, to this drooping birch tree. How do you feel in this weather, when it’s late autumn - cold, chilly, damp weather. Show your mood in this weather.
Children depict their feelings and emotions using facial expressions.
– Guys, what do you think the poet is talking about in these lines?
The garden is quiet, the trees are black,
Ashamed of involuntary nudity,
Bushes hide in the fog...
– How do you understand the expression“...involuntary nudity”, “empty cradles of rooks” ? What is the author talking about in these lines:"dead drooping grass" ? And look at the sky in the picture? Can we tell if there is wind? How can you see this? What late autumn is in the picture?(Sad, sad.) Listen to another poem by A. Pleshcheev and tell me what kind of autumn you imagined?
Boring picture!Endless clouds
The rain keeps pouring down
Puddles by the porch...
Stunted rowan
Gets wet under the window
Looks at the village
A gray spot.
Why are you visiting early?
Has autumn come to us?
The heart asks for more
Light and warmth!
– What autumn did you imagine?(Boring, dull, rainy.) Do you think late autumn can be called " sad sometimes"? Why? If we go to the window now, what can we see there?(Damp, gray, wet autumn.) Yes, guys, now from our window we can see the colors of late autumn. But this is just a moment - short and fleeting. Now it is there: we see a sad birch tree, and withered grass, and the earth after the rain; and tomorrow all this may not happen - snow will fall, and nature will be covered with a snowy white blanket for many months until the arrival of spring. A. S. Pushkin in his poem said about late autumn like this:
It's a sad time! Ouch charm!
I am pleased with your farewell beauty...
3. Drawing “Late Autumn”.
– We will not be sad about the passing autumn. What is typical for late autumn?(It is raining, sometimes snowing, the leaves have almost fallen off, the trees have darkened, they bend from the strong wind, dark clouds are often moving across the sky.) Tell us what kind of autumn landscape you want to draw. What colors will you use? How to correctly place a drawing on a sheet of paper?
Children follow the example and complete the drawing.
4. Summary of the lesson.
– Consider all the drawings and choose the most expressive and neatest. Explain your choice.
A series of story paintings designed for children to independently compose stories.
Balloon.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers and compose a story independently
1. Answer the questions:
Who lost it and where? balloon?
Who found the ball on the field?
What kind of mouse was he and what was his name?
What was the mouse doing on the field?
What did the mouse do with the ball?
How did the ball game end?
2. Write a story.
Sample story "Balloon".
The girls picked cornflowers in the field and lost a balloon. The little mouse Mitka was running around the field. He was looking for sweet grains of oats, but instead of them he found a balloon in the grass. Mitka began to inflate the balloon. He blew and blew, and the ball became bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the ball and carried him over the field.
House for a caterpillar.
1. Answer the questions:
Who are we going to write a story about?
Tell me, what was the caterpillar like and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar crawl one day? What did you see there?
What did the caterpillar do with the apple?
Why did the caterpillar decide to stay in the apple?
What did the caterpillar make in its new home?
2. Write a story.
Sample story "House for the Caterpillar."
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Once upon a time there lived a young, green caterpillar. Her name was Nastya. She lived well in the summer: she climbed trees, feasted on leaves, and basked in the sun. But the caterpillar didn’t have a house and she dreamed of finding one. Once a caterpillar crawled onto an apple tree. I saw red Big apple and started gnawing on it. The apple was so tasty that the caterpillar did not notice how it had gnawed right through it. The caterpillar Nastya decided to stay and live in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its home. It turned out to be a wonderful house
New Year's preparations.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
What holiday was approaching?
Who do you think bought the Christmas tree and put it in the room?
Tell me what the tree was like.
Who came to decorate the Christmas tree? Come up with names for the children.
How did the children decorate the Christmas tree?
Why did they bring a ladder into the room?
What did the girl attach to the top of the spruce tree?
Where did the children put the toy Santa Claus?
2. Write a story.
Sample story "New Year's Preparations."
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Approaching New Year's celebration. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the Christmas tree. Pavel took out a box of Christmas decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the spruce tree and asked Pavel to bring a ladder. When Pavel installed the ladder near the spruce tree, Lena attached a gold star to the top of the spruce tree. While Lena was admiring the decorated Christmas tree, Pavel ran to the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the tree and ran away from the hall happy. Today parents will take their children to the store to choose new costumes for the New Year's carnival.
Bad walk.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where was the boy walking with his dog?
What did the dog see and where did it run?
Who flew out of the bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after the bee sting?
Tell me how the boy helped his dog?
2. Write a story.
Sample story “A Bad Walk.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Stas and the dog Soyka were walking along the alley of the park. The jay saw a bright flower and ran to smell it. The dog touched the flower with its nose and it swayed. A small bee flew out of the flower. She was collecting sweet nectar. The bee got angry and bit the dog on the nose. The dog's nose was swollen and tears flowed from his eyes. The jay lowered its tail. Stas became worried. He took a bandage out of his bag and covered the dog’s nose with it. The pain has calmed down. The dog licked Stas on the cheek and wagged its tail. The friends hurried home.
How a mouse painted a fence.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with a nickname for the mouse you will talk about in the story.
What did the little mouse decide to do on his day off?
What did the mouse buy in the store?
Tell me what color the paint was in the buckets
What paint did the mouse use to paint the fence?
What color paints did the mouse use to paint flowers and leaves on the fence?
Come up with a continuation of this story.
2. Write a story.
Sample story “How a mouse painted a fence.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
On his day off, the mouse Proshka decided to paint the fence near his house. In the morning, Proshka went to the store and bought three buckets of paint from the store. I opened it and saw: in one bucket there was red paint, in the other - orange, and in the third bucket green paint. The mouse Prosha took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted the leaves with green paint. When the work was done, the mouse's friends came to visit him to look at the new fence.
Duckling and chicken.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year is shown in the pictures?
Where do you think the duckling and the chicken went?
Tell us how your friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chicken swim to the other side?
How did this story end?
2. Write a story.
Sample story "The Duckling and the Chick".
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
On a summer day, Kuzya the duckling and Tsypa the chicken went to visit the turkey. The little turkey lived with his father, a turkey, and his mother, a turkey, on the other side of the river. Kuzya the duckling and Tsypa the chicken approached the river. Kuzya plopped into the water and swam. Chick didn't go into the water. Chickens can't swim. Then Kuzya the duckling grabbed a green water lily leaf and put Tsypa on it. The chicken swam on a leaf, and the duckling pushed him from behind. Soon the friends crossed to the other side and met the turkey.
Good fishing.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and dog.
What did your friends take with them?
Where did the friends go fishing?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the caught fish?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog still go fishing together?
2. Write a story.
Sample story “Good Fishing”.
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
One summer, the cat Timofey and the dog Polkan went fishing. The cat took the bucket, and the dog took the fishing rod. They sat down on the bank of the river and began to fish. The float went under water. Timofey began to shout loudly: “Fish, fish, pull, pull.” Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the fishing rod into the water for the second time, but this time he caught an old boot. Seeing the boot, Timofey decided not to share the fish with Polkan. The cat quickly picked up the bucket and ran home for lunch. And Polkan poured water out of his boot, and there was another fish there. Since then, the dog and cat have not gone fishing together.
Resourceful little mouse.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
Come up with a name for the girl, nicknames for the cat and mouse.
Tell me who lived in the girl’s house.
What did the girl pour into the cat's bowl?
What did the cat do?
Where did the mouse run out from and what did he see in the cat's bowl?
What did the mouse do to drink milk?
What was the cat surprised when she woke up?
Come up with a continuation of this story.
2. Write a story.
Sample story "The Resourceful Mouse".
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
Natasha poured milk into a bowl for the cat Cherry. The cat lapped a little milk, put her ears on the pillow and fell asleep. At this time, the mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed onto a chair and pulled a long pasta out of the box. The mouse Tishka quietly crept up to the bowl, dipped the pasta in the milk and drank it. The cat Cherry heard the noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.
How a crow grew peas.
The adult asks the child to arrange the story pictures in a logical sequence, answer the questions with complete answers, and compose a story independently.
1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel bring home?
Who noticed the cockerel?
What did the crow do to eat the peas?
Why didn't the crow eat all the peas?
How did the bird sow the pea seeds in the ground?
What appeared from the ground after the rain?
When did the pea pods appear on the plants?
Why was the crow happy?
2. Write a story.
Sample story “How a Crow Grew Peas.”
The story is not read to the child, but can be used as an aid in case of difficulties in composing a children's original story.
In early spring, a cockerel walked across a field and carried a heavy bag of peas over his shoulders.
The cockerel noticed the crow. She poked her beak into the bag and tore off the patch. Peas fell out of the bag. The crow began to feast on sweet peas, and when it was full, it decided to grow its own crop. The bird trampled several peas into the ground with its paws. Rain is coming. Very soon young pea shoots appeared from the ground. In mid-summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.
Municipal budget educational institution kindergarten combined type No. 68
Examination of the painting “Late Autumn”. Compilation descriptive story Educational area"Communication"
Developed by: Olga Vasilievna Mezhakova, teacher at MBDOU d/s No. 68, Belgorod
Goals:
- clarify children’s knowledge about the signs of autumn;
- develop skills in writing a short descriptive story using supporting diagrams;
- activate the “autumn” vocabulary: slush, bad weather, bad weather, brown, rusty, red grass, withered leaves;
- develop coherent speech, thinking, attention, imagination;
- form spatial-temporal representations;
- cultivate interest in landscape painting.
Equipment: painting “Late Autumn”, letters “s”, “o”, “n”, numbers “1”, “2”, “3”, recording by P.I. Tchaikovsky “Autumn Day”, supporting diagrams for composing a descriptive story.
Progress of the lesson
Guys, guess the riddle
I bring the harvest
I'm sowing the fields again
I send birds to the south
I undress the trees
But I'm not afraid of pine trees
And Christmas trees... I... (Autumn)
- Guys, should we invite you to visit the words that live in autumn? I will pronounce different words. As soon as you hear the word that lives in autumn, you will have to clap your hands.
- September, drops, blizzard, slush, rain, snowfall, falling leaves, bad weather, swallow, November, snowdrift, dandelion, golden, strawberries, mushrooms, August, October.
- The words you invited will remain in our lesson.
- Autumn has three sons. What kind of sons are these?
- What is the name of the first son of autumn? Release the first sound of this word from your fist - “s”.
- Kolya, find the letter “s”, put it under the number “1”.
- Name the second autumn month as we will write it.
- October.
Sing in your voice the name of the first sound of this word “o”.
- What is the name of the third son of autumn? Release the first sound of this word from your fist “n”.
- Let’s read the word “DREAM”.
- Do you think Mother Osenina would choose this word for herself?
- What happens in nature at the end of autumn?
- In autumn, all nature prepares for sleep, for rest. Some animals will hibernate, they hide in holes and fall asleep, while others will no longer act like that. active image life is like summer. The trees have shed their leaves.
- ABOUT different times years, composers write music. Listen to the work of P.I. Tchaikovsky "Autumn Day".
- What would you like to do with this music?
- Sit, sleep...
- Many artists depict autumn landscapes. What period of autumn did the artist depict in this picture?
- The end of autumn.
- How did you guess?
- The trees are bare, the grass has withered, darkened, turned brown and rusty.
- Look carefully at the picture and tell me its name.
- "Late fall".
- What colors did the artist use in his painting?
- Cold, dark.
- What do you see in the foreground?
- Way to go.
- Which road?
- Wide, long, dirty.
- What do you see on the road?
- There is a wide muddy puddle and small puddles on the road.
-Who did the artist depict next, on the road?
- Further, on the road, the artist depicted schoolchildren. They are going to school.
- Look to the left, who do you see on the left, on the side of the road?
- On the left, on the side of the road there are four crows.
- What is shown to the right of the road?
- To the right, from the road, the picture shows different trees: birches, maples, pine trees.
- What do you see in the distance in the picture?
- Trees, and behind them a village, and behind the village a dense forest.
- I think the artist depicted a clear day. You agree with me?
- No, the picture shows a cloudy, stormy, gloomy day.
- How did you determine this?
- There is no sun, the sky is low, gloomy, gray. Dark rain clouds float across the low sky.
- Only very attentive and vigilant guys can see everything that is in this picture. Take binoculars. What else do you see in the picture?
- In the distance lies a long-tailed, white-sided magpie. A flock of birds is circling high in the sky. A magpie sits on a branch.
- Children, how do birds foreshadow bad weather?
- Crows gather in flocks, fly high and low, croak loudly, and magpies chatter.
- Guys, this picture is not simple, it sounds. Imagine that you and I entered the picture and found ourselves on this hill, or on this road, near the village. Close your eyes and imagine what sounds you heard?
- The cries of birds, the rustling of leaves, the sound of the wind, the cracking of branches.
- Take a deep breath. What kind of air?
- Cold, raw, fresh.
- Now I will wave a magic twig, and you will turn into autumn leaves.
Psycho-gymnastics “Autumn Leaves”
Where are the leaves?
- On the tree.
- How do they hold on to the branch?
- Petiole - as if it were a hand.
- The leaves hold tightly to the twig. The wind has blown... the wind is blowing stronger... strong wind blew...
Leaves are falling, falling -
In our garden the leaves are falling...
Yellow, red leaves
They curl and fly in the wind.
- All the leaves have flown off, the wind has died down. Where are you now? What do you feel?
Someone says that he is lying in a puddle, someone hid under a bench, someone was taken home for a bouquet...
- Would you, little leaves, like to fly to distant countries? The wizard wind blew, picked up the leaves from the ground, they swirled in the air and flew. What do you see from above?
- Land, houses, river.
- The wind died down, you sank to the ground. I will touch you with a magic twig, and you will again turn into children and tell me what the leaves were like and where they grew?
- I was an aspen leaf and grew up on an aspen...
- We are again in our group. Who guessed what we will be doing now? Schemes for composing a story are displayed on the board.
- Compose a story.
- Help me write the first sentence correctly:
Late autumn is coming.
Next, children compose a story in a chain, based on the diagrams.
It was a gloomy, cloudy autumn day.
The sky was dark, gray, gloomy, low.
Dark rain clouds floated across the low sky.
Recently passed heavy rain.
Large puddles and small puddles formed on the road.
In the distance, schoolchildren are walking along a dirt road.
The trees are bare.
The last withered leaves remained on the oaks and maples.
The cold damp wind tears off the leaves of the trees and carries them away
far from the tree.
Wintering birds gather in flocks, fly high and low,
looking for food for themselves.
- Let's finish our story with a poem.
Autumn days
There are big puddles everywhere
The last leaves
The cold wind swirls.
- What other poems do you know about late autumn?
Children read poems:
I. Bunin “Forest, like a painted tower”,
A. Pleshcheeva “Autumn”,
A. Pushkin “The sky was already breathing in autumn”...
