Summary of a fairy tale lesson in the Russian language in grade 3 with disabilities of type VII “The journey of scholars to the kingdom of Chastirechinsk in a hot air balloon”

The traditional lesson consisted of clearly distinguishable stages:

Organizing time;
repetition and checking of homework;
learning new material;
consolidation of what has been learned in the lesson;
explanation of homework;
student assessment.

The structure of the lessons could differ somewhat depending on the type of lesson: the beginning of studying a new topic, a practical lesson, a lesson in monitoring knowledge, etc. The role of the teacher was to transfer knowledge to the student and control the assimilation of knowledge, skills and abilities (KUN).

A traditional lesson is not capable of meeting the challenges facing modern education. The Federal State Educational Standard requires a new lesson structure based on a systemic activity approach. Students should not receive ready-made knowledge, they should obtain it on their own, performing universal learning activities. These are the actions that the teacher should teach them.

Lesson structure according to Federal State Educational Standards

Lesson steps	Summary, student actions	Teacher's actions
Motivation for educational activities	Creating a favorable lesson atmosphere and focus on work	Sets students up for success
Updating knowledge	Repetition of what has been covered, completion of tasks. Peer review and evaluation Then students receive a task for which their existing skills are not sufficient	Consults
Goal setting, problem statement	In joint work, the causes of the difficulty are identified and the problem is clarified. Students independently formulate the topic and purpose	Leads students to defining the boundaries of knowledge and ignorance, understanding the topic, goals and objectives of the lesson.
Finding ways to solve the problem	Planning ways to achieve the intended goal. Carrying out training activities according to plan. Individual or group work to solve practical problems	Consults
Solution	Perform a task that at first turned out to be too difficult to solve	Consults
Correction	They check the solution, determine whether everyone has completed the task, and formulate difficulties	Helps, advises, advises
Independent work using acquired knowledge	Performing exercises on a new topic, self-test according to the standard	Consults
Systematization of knowledge	Work to identify the connection between the topic studied in class and previously studied material, connections with life	Consults, guides
Homework explanation	Students should have the opportunity to choose homework according to their preferences. It is necessary to have tasks of different difficulty levels	Explains, offers tasks to choose from
Assessment	Students independently evaluate their work (self-assessment, mutual assessment of classmates’ work results)	Consults, substantiates assessments
Reflection on learning activities	Students name the topic of the lesson, its stages, list the types of activities at each stage, and determine the subject content. Share opinions about their work in class	Thanks students for the lesson

Structure of different types of lessons

Lessons on the Federal State Educational Standard are based on a system-activity approach. Such lessons can be divided into the following types:

lessons of introduction (“discovery”) of new knowledge (ONZ);
reflection lessons;
lessons of general methodological orientation;
lessons of developmental control.

The structure of a lesson according to the Federal State Educational Standard may differ slightly. For example, in EHS lessons there may be no stage of checking homework completion. There will be no learning of new material during reflection lessons. All stages are most fully traced in lessons with a general methodological orientation.

What are the requirements for a lesson plan for the Federal State Educational Standard?

The content of the lesson depends on many factors: subject, age group of students, type of lesson, etc. However, the basic principles of lesson notes are general. In connection with the transition of Russian schools to the Federal State Standard of Basic General Education (FSES), the system-activity approach has become the methodological basis of educational standards of the new generation. The educational process should be structured in such a way as to ensure that students achieve personal, cognitive and general cultural results, as well as develop their learning skills. All this requires the teacher to competently structure the lesson. The basic requirements for drawing up lesson notes are formulated in the Letter of the Ministry of Education and Science of the Russian Federation dated November 29, 2010 N 03-339 “On the methodology for assessing the level of qualifications of teaching staff”:

methods, goals, objectives of the lesson must correspond to the age of the students and the topic of the lesson;
goals and objectives must be achievable and clearly formulated;
presence of motivation to study the topic;
the course of the lesson should contribute to the completion of assigned tasks and achievement of goals.

Thus, defining a list of goals and ways to achieve them is the cornerstone in the process of compiling lesson notes.

The structure of a lesson on “discovering” new knowledge according to the Federal State Educational Standard

Motivation for educational activities . The student must consciously enter into learning activities. To do this, the teacher must create conditions when the student understands the requirements for him in the lesson, feels the desire to get involved in the work and believes that he is capable of learning activities.
Updating knowledge . Students are prepared for proper independent implementation of a trial learning activity. While completing assignments, students record their difficulties.
Identifying the location and cause of the difficulty . Under the guidance of the teacher, students restore the order of the actions taken and determine the specific location of the difficulty. By comparing their actions with the method (algorithm) used, students determine the cause of the difficulty - specific knowledge and skills that do not yet exist to solve the problem. It is very important to say all actions out loud.
Building a project to solve a problem . Students think about and discuss their future learning activities: set a goal (eliminating a difficulty), determine the topic of the lesson, choose a method, build a plan to achieve the goal and select means. The teacher leads through suggestive or stimulating dialogue or through investigative methods. The choice of a specific method depends primarily on the degree of preparedness of the class.
Project implementation . By discussing the various options proposed by students, the optimal course of action is selected and used to solve the original problem that caused the difficulty. At the same time, the teacher must quietly lead the students to the correct method. After solving the problem, students note that they have overcome a previously encountered difficulty and express the idea that this method is suitable for solving similar problems.
Primary consolidation . Students solve standard tasks on a new method of action, saying the solution algorithm out loud. In this case, work can be carried out frontally, in groups or in pairs.
Independent work with self-test according to the standard . Students are already independently completing tasks of a new type and checking the correctness of the solution themselves, comparing it with the standard. After this, the results are discussed. It is advisable to create a situation of success for every child.
Inclusion in the knowledge system and repetition . It is determined when new knowledge can be applied and how it may be useful in the future. Tasks are given where the developed method of action is provided as an intermediate step.
Reflection on learning activities in the classroom . Students remind themselves of new content learned in class. Self-analysis and self-assessment of students’ educational activities are organized. Conclusions are drawn about the achievement of the goal set at the beginning of the lesson.

Structure of developmental control lessons

This type of lessons can be compared to traditional lessons, when tests are carried out first, and in the next lesson, mistakes are worked on. The fundamental difference is that in these lessons the emphasis is on self-control, on the development of self-analysis in students. In such lessons, students continue to develop their control and assessment abilities. They are carried out after studying a large block of material and take two hours, so they are more often used in teaching subjects such as mathematics, Russian, and physics.

Developmental control lessons consist of the following stages.

1 lesson	Motivation for control and corrective actions	It is required that students prepare for the test, understand its necessity, and feel confident.
1 lesson	Update and trial action	Knowledge on the topic is being updated. Control work is being carried out. Then a self-test is carried out against the standard. Students check their work and grade themselves, but do not correct mistakes.
In the interval between two lessons, the teacher himself checks the work and gives grades for them.
Lesson 2	Localization of difficulties	Students identify their mistakes and difficulties.
	Goal setting and construction of a plan for correcting identified difficulties	Students must choose individual goals for themselves and determine means and ways to solve difficulties.
	Project implementation	Students work on a draft. For those who have made the same mistakes, work in groups is possible.
	Summary of Difficulties	The difficulties, the chosen ways to resolve them, and the solution algorithm must be discussed. Explain why they chose this particular path.
	Independent work with checking against the standard	Students work independently on those tasks for which difficulties arise. They check the sample and answer the question whether the difficulties have been resolved, whether the errors have been corrected.
	Inclusion in the knowledge system	To consolidate the acquired knowledge, tasks similar to the previous ones are performed, but more creative.
	Reflection	Students analyze their work in class. If necessary, homework is given.

Detailed lesson plan on technology

Melnik Elena Vladimirovna technology teacher

EXTENDED LESSON PLAN ON TECHNOLOGY IN ACCORDANCE WITH GEF »

As part of the modernization of the Russian education system, the goals and content of education have changed, new means and technologies of teaching have appeared, but the main form of teaching students remains the lesson.

The modern Federal State Educational Standard of NEO has imposed new requirements for the structure and content of a new lesson, as well as for the achievement of planned learning results. In this regard, the teacher experiences certain difficulties in preparing for the lesson, because... there are no ready-made teaching materials, a lack of voluminous tests, or teaching materials are not suitable for the given teaching materials.

All of the above is due to the fact that new requirements led the teacher to develop his own project based on didactic principles aimed at developing the cognitive and creative activity of students. Aim at the formation of theoretical and practical ideas about the educational field of the subject of technology, at mastering practical techniques and work skills.

The subject “Technology” is aimed at developing the student’s self-awareness as a creative person, individuality, and developing a sustainable desire for creative self-realization. With a certain set of educational tasks, the student consistently develops an emotional and value-based attitude towards conscientious creative work as one of the main advantages of a person; awareness of the harmonious connection between the world of things and the natural world and human responsibility for maintaining this harmony; understanding of the value of cultural traditions reflected in objects of the material world, their commonality and diversity, interest in their study. Thus, through involvement in creative creative activity, the child develops an awareness of his work as part of universal human culture, and the foundations of moral self-awareness are laid.

The formation of cognitive learning activities in a technology course is carried out on the basis of the integration of intellectual and subject-related practical activities, which allows the child to most consciously assimilate complex information of an abstract nature and use it to solve a variety of educational and search-creative tasks.

This technology lesson topic is of great importance in the content of education. Module. “Creation of products from textile and ornamental materials.” Section “Technologies of creative and experimental activities”

solves various problems of mastering creative skills.
In the sociocultural aspect, students become familiar with the characteristics of various types of fabrics, with the features of use and application in various types of industry. In the educational aspect, an important role is played by the development of interest in work, natural beauty, the cultivation of curiosity, generosity, and the development of the ability to communicate. In terms of the educational aspect, creative skills are formed on the topic of Research and creative activity. Creative project in the section “Household Technologies”:
technical skills (modelling, design), skills of various types of graphic literacy, ability to read a drawing, ability to express one’s attitude towards the heritage of ancestral culture, ability to understand diagrams, ability to conduct an etiquette dialogue, describe a technical model, communicate the purpose of the product, express an attitude towards various types of arts and crafts, improve graphics skills, and the ability to describe the sequence of manufacturing the product.

Main part.

Target

: development and practical implementation of methodological material for a technology lesson in grade 5 on the topic:
Research and creative activity. Creative project for the section “Household Technologies”
Section “Technologies for creative and experimental activities”

Module “Creation of products from textile and ornamental materials” in accordance with the requirements of the Federal State Educational Standard of NOO.

Tasks

Study the requirements of the Federal State Educational Standard for Educational Education and modern methodological recommendations for organizing a lesson;

Develop didactic material for the lesson.

Cyclogram

1. Organizational moment

2. Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3. Primary assimilation of new knowledge

4. Initial check of understanding.

5. Physical education minute

6. Primary consolidation

7. Reflection (summarizing the lesson) Marking

8. Information about homework, instructions on how to complete it..

Methods used:

communicative method, method of communicative tasks, Technology for the development of critical thinking.

Resources:

Technology: 5th grade teaching aid / N.V. Sinitsa, P.S. Samorodsky. -2nd edition, revised.- M.: Ventana-Graf, 2014.-192 p.

Technology: 5th grade: textbook for students of general education institutions. Federal State Educational Standard./ N.V. Sinitsa, P.S. Samorodsky, V.D. Simonenko, O.V. Yakovenko. – 4th ed., revised. - M.: Ventana-Graf, 2020, - 208 p.: ill. ISBN 978-5-360-04383-6

Technology: 5th grade workbook for students of general education organizations / N.V. Sinitsa, P.S. Samorodsky. - M.: Ventana-Graf, 2014.-96 p.: ill.

UUD formed in the lesson

The priority goal of school education is to develop students’ ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements.

Achieving this goal becomes possible thanks to the formation of a system of universal learning activities (UAL).

As part of the main types of universal educational activities, four blocks can be distinguished: personal, regulatory, cognitive and communicative.

The leading role in the formation of UUD is played by the teacher. Selection of content, development of a specific set of the most effective educational tasks (within each subject area), determination of planned results - all this requires a competent approach from the teacher.

Each academic subject, depending on the subject content and the correct organization of students’ educational activities, reveals certain opportunities for the formation of universal educational actions.

The capabilities of the “Technology” subject, on par with “Physics” and “Chemistry,” allow much more than other subjects. With appropriate content and methodological content, this subject can become the basis for the formation of a system of universal educational activities. In it, all elements of educational activity are quite visual and, therefore, more understandable for children.

The subject "Technology" has a practice-oriented orientation. Its content not only gives the child an idea of the technological process, but also shows how to use this knowledge in various areas of educational and extracurricular activities (when searching for information, mastering new knowledge, performing practical tasks).

Practical activities in technology lessons are a means of the child’s overall development, the formation of socially significant personal qualities, as well as the formation of a system of special technological and universal educational activities.

To form personal universal educational actions, I use the following types of tasks:

• participation in projects;

• creative tasks;

• visual, motor, verbal perception of music;

• mental reproduction of a picture, situation, video;

• self-assessment of an event or incident;

• self-assessment sheets.

The subject “Technology” has a clear practice-oriented focus and contributes to the formation of regulatory control systems through “acquiring self-service skills; mastering technological techniques for manual processing of materials; mastering safety rules.”

To form communicative uuds I use:

-organization of mutual verification of assignments

-discussions between participants about their methods of action

- educational games, competitions

-work in groups.

In order for the development of communicative learning activities to take place, work in a group should always end with the reflective activity of students. To show students how they worked in a group and what the level of their communication is, not only the result, but also the process of work is analyzed with them.

To form cognitive skills, I use:

- not only the use of visual models (diagrams, drawings, plans), but also learning to independently build diagrams, models, tables, etc.

- tasks on independently finding and extracting the necessary information from textbooks and other additional literature.

- carry out classifications, comparisons of personal work with others.

Expected results

The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and stored in close connection with the active actions of the students themselves. The quality of knowledge acquisition is determined by the variety and nature of the types of universal actions.

Creative student projects are an integral part of modern education. Students' creative work can be assessed using a competency-based approach.

Work is assessed using assessment sheets, which present the planned results of students' activities.

Personal results:

- feel the need for creative activity and the implementation of one’s own plans.

- be able to perform self-assessment based on the criterion of success of educational activities

Having assessed the work in points, we translate them into levels of formation of educational activities, which is especially important in extracurricular activities, where we do not give marks, but must evaluate the achievements of each child.

Assessment option

10-13 b – low level of development of UUD; rating "3"

14-17 b – average level of development of UUD; rating "4"

18-21 b – high level of development of UUD; rating "5"

This assessment tool can be used by the teacher during the creative work of children, closely monitoring their actions. You can also offer an assessment sheet to students for self-assessment of their work, thereby we solve one of the main tasks of student-centered learning. By evaluating his work according to given criteria, the student can avoid some mistakes and thereby get a better result. He can draw his own conclusions about what worked in his work and what didn’t. And in the next work, students will already take into account their mistakes.

Creative work is carried out throughout the entire period of technology training, which becomes more complex from year to year. If we evaluate work in this way, we can judge the achievements of each child. Compare the results of each student in different periods of study and identify his personal growth.

Having assessed the work in points, we translate them into levels of formation of educational activities, which is especially important in extracurricular activities, where marks are not given, but there is a need to evaluate the achievements of each child.

2. Place and role in the subject course

70 hours per year are allocated to study technology. (35 academic weeks). This topic -2 hours

, a connection is made with the previous material section
“Technologies of creative and experimental activities” ,
and the subsequent material
“ Research and creative activities ”
. The level of studying and mastering the material is (primary) learning new material.

Class:

5 (second generation Federal State Educational Standard)

Lesson topic:

Product creation planning.
Items on “native life in the style of Oyat ceramics”
Basic textbook:

Goals:

Formation and development of students’ creative abilities in the field of “Construction materials”.

Tasks:

Educational:

To familiarize students with the classification of ceramic tableware and the technology of its manufacture, types of ceramic tableware, origin and their classification.

Developmental

: to develop cognitive interests, independence in the study of hand-made household items and the study of their properties.

Educational

: to cultivate neatness, neatness, hard work and aesthetic taste, curiosity, cognitive needs

Visual material - Demonstration:

collections of earthenware, collections of ceramic dishes, household items made of wood.

Forms of student work:

group, in pairs, independent work.

Methods used in the lesson:

communicative method, method of communicative tasks, Technology for the development of critical thinking.

Planned educational results:

Personal:

interest in the subject-research activities proposed in the textbook will be formed, the rules for safe work with clay and scissors will be formed, and they will have the opportunity to develop the ability to understand the meaning of subject-related practical activities in life.

Subject:

learn to observe hygienic standards for using tools; recognize and name technological techniques for manual processing of materials; understand the information presented in the textbook in various forms

Metasubject:

educational –

will learn to construct messages orally, carry out practical activities presented in the textbook; will have the opportunity to learn how to extract information from messages of different types (including texts) in accordance with the educational task;

communicative

– learn to ask questions that are appropriate to a given situation, allowing you to evaluate it in the process of communication, accept the help of an adult and classmates; will have the opportunity to learn to evaluate a partner’s actions and relate them to their point of view;

regulatory -

will learn to accept and maintain a learning task, work with technological maps, and navigate the pages of a textbook; will have the opportunity to learn to control and evaluate their actions in collaboration with the teacher and classmates

Lesson type

: combined

Equipment:

textbook, workbook, collection of “pottery”, “ceramics”, samples of pottery., a set of sample vases for each desktop, envelopes with cards, cards for reflection, computer, multimedia projector, presentation, video for physical education.

Lesson design algorithm from the point of view of the requirements of the new Federal State Educational Standards

In accordance with the new standards, we, teachers, need to strengthen the child’s motivation to understand the world around him, show him that a lesson is not about gaining knowledge abstract from life, but, on the contrary, about searching for useful information and the skills to apply it in real life.

The fundamental difference between the modern approach to education is the orientation of standards towards the results of mastering basic educational programs.

When modeling a modern lesson, I adhered to the following rules:

Specifically determine the topic, goals, type of lesson and its place in the curriculum.

Select educational material (determine its content, volume, establish connections with previously studied, select a system of exercises, additional material for differentiated work).

Select the most effective methods and techniques of teaching in a given class, various activities of students and teachers at all stages of the lesson.

Determine the forms of control over the educational activities of schoolchildren.

Think over the optimal pace of the lesson, that is, calculate the time for each stage.

Consider a form for summarizing the lesson.

Think over the content, volume and form of homework.

A modern lesson is based on the use of technical means using both traditional and innovative pedagogical technologies. Using modern technologies, working in modeling technology, students develop the ability to independently obtain new knowledge, collect the necessary information, draw conclusions, inferences, i.e. skills and abilities of independence and self-development are developed.

A new type of methodological product that ensures high-quality teaching of academic subjects at school and the achievement of the planned results of mastering basic educational programs in accordance with the Federal State Educational Standard of LLC is a technological lesson map. Its use allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal educational actions) of students.

4. TECHNOLOGICAL MAP OF THE LESSON

Goals of the teacher's activities	To familiarize yourself with the production and classification of ceramic and Oyat tableware with objects of folk life, broaden your horizons; learn to identify the type of folk art and craft trends, types of household utensils and utensils, and conduct simple research; develop the ability to plan your work, intelligence, logical thinking, attention; cultivate accuracy and work culture, independence in performing work.
Lesson type	Combined
Methods and forms of training	Explanatory and illustrative; individual, frontal
Basic concepts and terms	Construction materials (Wood, birch bark, clay, metals: cast iron, aluminum, glass, porcelain, plastic), Oyat ceramics, stamped ornaments, relief horn painting, white and black engobe painting. Ornament - (from Latin ornamentum - decoration) - pattern, Origami - the art of folding paper figures
Educational Resources	Technology: 5th grade teaching aid / N.V. Sinitsa, P.S. Samorodsky. -2nd edition, revised.- M.: Ventana-Graf, 2014.-192 p. Technology: 5th grade: textbook for students of general education institutions. Federal State Educational Standard./ N.V. Sinitsa, P.S. Samorodsky, V.D. Simonenko, O.V. Yakovenko. – 4th ed., revised. - M.: Ventana-Graf, 2020, - 208 p.: ill. ISBN 978-5-360-04383-6 Technology: 5th grade workbook for students of general education organizations / N.V. Sinitsa, P.S. Samorodsky. - M.: Ventana-Graf, 2014.-96 p.: ill.
Visual demonstration material	Textbook, collection of pottery, samples of painting patterns, paints, paper, multimedia presentation
Logistics support	Projector, computer, interactive whiteboard, speakers. Clay, paper, paints, hand needles, scissors, glue, cardboard
Planned educational results	Personal: interest in the subject-based research activities proposed in the textbook will be formed, the rules for safe work with a needle and scissors will be formed, and they will have the opportunity to develop the ability to understand the meaning of subject-related practical activities in life. Subject: learn to observe hygienic standards for using tools; recognize and name technological techniques for manual processing of materials; understand the information presented in the textbook in various forms Metasubject: educational – will learn to construct messages orally, carry out practical activities presented in the textbook; will have the opportunity to learn how to extract information from messages of different types (including texts) in accordance with the educational task; communicative – learn to ask questions that are appropriate to a given situation, allowing you to evaluate it in the process of communication, accept the help of an adult and classmates; will have the opportunity to learn to evaluate a partner’s actions and relate them to their point of view; regulatory - will learn to accept and maintain a learning task, work with technological maps, and navigate the pages of a textbook; will have the opportunity to learn to control and evaluate their actions in collaboration with the teacher and classmates

Organizational structure of the lesson

Lesson steps	Educational and developmental components, tasks and exercises	Teacher activities	Student activities	Forms of organizing interaction in the lesson	Universal learning activities	Intermediate-fine control
1. Organizational moment (1-2 min)	Organization of self-determination of students for activities in the lesson	Greets students. Checks readiness for the lesson. Marks those who are absent.	They perceive by ear and visually control their readiness for the lesson.	Frontal	Personal: self-organization. Regulatory: the ability to regulate one’s actions, predict activities in the lesson	Verbal responses
2. Setting a learning task (4-5 min)	Emotional, psychological and motivational preparation of students to master the material being studied	In elementary school you were introduced to the types of crafts. Gained an understanding of ceramic and earthenware and their properties. Leads students to the goal of the lesson: “to expand knowledge about the types of painting of pottery” and sets the following tasks: 1. learn to make patterns of Oyat craft; 2. learn to work with clay 3. learn to determine color strength	Teachers listen Talking to the teacher	Frontal	Personal: have motivation for learning activities, show interest, attention, and surprise. Regulatory: accept and maintain the learning task	Verbal responses
3. Mastering new material (15 min + 5 min)	Verbal and illustrative story “The History of Oyat Craft.” Working with the textbook (p. 82). View a multimedia presentation	Tells about the birthplace of the craft and the history of the development of the Oyat craft, the characteristics of pottery and its origin (textbook, p. 82) with a multimedia presentation	They work with the textbook, analyze the information in the textbook and on presentation slides. Examine samples. Share their impressions	Frontal	Communicative: exchange opinions, know how to listen to the teacher, construct understandable speech statements, ask questions Regulatory: are able to accept and retain the educational task of the lesson, orient themselves in the textbook Personal: show interest in educational material; be respectful of other people's work	Verbal responses
	Research assignment	— Divide the paper into geometric shapes. Using origami techniques, make a jug out of brown paper. — Draw a conclusion about the need for symmetry and proportions when making a product. Observes, advises, manages activities, answers questions from students, helps those who have difficulty completing tasks. Formulates a conclusion in collaboration with students	Conduct research, in collaboration with the teacher and classmates, find solutions to the educational problem; conclude	Individual or pair	Cognitive: are able to identify the features of the material during its consideration; formulate conclusions Regulatory: are able to control and evaluate their actions in collaboration with the teacher and classmates; transform a practical task into a cognitive one	Verbal responses
	Verbal and illustrative story “Types of ornaments and drawing techniques.” Working with the textbook (p. 82). View a multimedia presentation	Talks about the meanings of the pattern and the elements of the pattern, finishing production, methods of applying linear patterns (textbook, p. 82) with a multimedia presentation	They work with cards, analyze information in the textbook, on presentation slides. Examine samples. Share their impressions	Communicative: are able to construct a clear monologue statement; coordinate your actions with your partner; actively listen to classmates and teachers Cognitive: are able to describe an object: convey its external characteristics using expressive means of language; identify the characteristics of different fibers in the process of examining them, draw conclusions Regulatory: Accept and save the learning task
	Physical education minute (5 min)	Conducts a physical exercise minute	Doing exercises	Frontal	Personal: have a positive attitude towards physical activity
4.Independent work with verification against the standard. (8 min + 24 min + 5 min)	Workplace organization Laboratory work Laboratory work	Checks the organization of the workplace Decoration of the jug in the style of Oyat painting. Monitors the correctness of work methods, the volume and quality of the completed task, compliance with safety standards during work, helps students who experience difficulties in the process of work Making a circular pattern. Monitors the correctness of work methods, the volume and quality of the completed task, compliance with safety standards during work, helps students who experience difficulties in the process of work	Organize a workplace Complete the task Complete the task	Individual Individual Individual	Cognitive: know how to organize a creative space, prepare a workplace Regulatory: navigate the textbook, determine the sequence of intermediate goals, taking into account the final result; draw up a plan and sequence of actions. Personal: focused on fruitful work in the lesson, compliance with the rules of conduct for students in the lesson
	Laboratory work	Comparative analysis of product color fastness Monitors the correctness of work methods, the volume and quality of the completed task, compliance with safety standards during work, helps students who experience difficulties in the process	Complete the task	Individually	Cognitive: know how to organize a creative space, prepare a workplace Regulatory: navigate the textbook, determine the sequence of intermediate goals, taking into account the final result; draw up a plan and sequence of actions. Personal: focused on fruitful work in the lesson, compliance with the rules of conduct for students in the lesson
5. Reflection on activity (lesson summary 9 min -11 min + 5 min)	Summarizing the information received during the lesson, evaluating the results of work	In the process of analyzing the work, the teacher organizes a conversation on the following questions: 1) What is the process of making pottery from clay called? 2) Where is the birthplace of Oyat craft? 3) 1List the types of kitchen utensils. 4) Name the colors that are used to paint Oyat dishes.	Review the results of laboratory work and evaluate them	Frontal	Personal: focused on respectful attitude towards the work of classmates Regulatory: evaluate their work, are able to adequately perceive information from a teacher or friend containing evaluative feedback on laboratory tests performed Communicative: are able to express their opinions and argue their point of view	Evaluating students for their work in the lesson. Verbal responses
Homework. Cleaning workplaces (5 min)	Explains the task §14 page 82	Teachers listen	Individual

Self-analysis of the lesson.

Class – 5.

Subject - Technology.

Teacher: Melnik Elena Vladimirovna

MBOU secondary school No. 1 s.p. “Village Pivan”, Komsomolsky district, Khabarovsk Territory

Lesson topic:

Product creation planning.
Folk life objects in the style of Oyat ceramics »
UMC:

P. S. Samorodsky, N.V. Sinitsina., V.D. Simonenko, V.N. Pravdyuk; edited by V. D. Simonenko. - M.: Ventana-Graf, 2020.

Lesson type – combined

Goals and objectives of the lesson.

Goals and objectives are clearly formed in accordance with the requirements of the Federal State Educational Standard. Reflect the formation of universal educational actions. Throughout the lesson, the implementation of the set goals and the achievement of the planned results were monitored. Students formulate the purpose and objectives of the lesson independently.

The purpose of the lesson is personally significant for students and is socially oriented.

Lesson organization.

The stages of the lesson are highlighted according to type and have logical transitions, which are carried out using problematic questions and tasks. All stages are maintained in time. They have a certain result at the end of their implementation. There was a change in types of activities, tasks of varying complexity and difficulty, and types of tasks to reduce students' fatigue and activate their knowledge. The teacher is fluent in ICT technologies. At the beginning of the lesson, in accordance with the topic, a presentation on this topic was presented, accompanied by pictures. Motivation was at a high level. Students themselves had the opportunity to make changes to the lesson plan. Students were given the opportunity to develop self-control and self-analysis skills. Students are provided with the use of reference diagrams and algorithms: unfamiliar household items made of various materials were visually presented to the students. This form of work made it possible to clearly help children learn new material. During practical work, students presented samples on the board with which the children performed laboratory work. At the end of the lesson, the teacher summed up the students’ self-assessments in the form of smile symbols that corresponded to the mood, which clearly presented the overall picture of reflection on the results of the lesson.

Compliance with Federal State Educational Standards requirements

. The lesson was focused on new educational results. The activities of the teacher and students are aimed at the formation of universal educational actions. The lesson used elements of a variety of educational technologies: problem-based learning, differentiated learning, active learning, game learning, information technology

Lesson content.

The content of the lesson meets didactic requirements, is adequate to the goals, objectives, has a scientific basis, corresponds to the program, age and individual characteristics and capabilities of students. The lesson examines the connection between theory and practice, the use of students’ life experiences in order to develop their independent cognitive activity. There was integration of educational material (interdisciplinary and intradisciplinary). During the lesson, various visual materials were used, taking into account the specific perception of school-age children. Information and communication tools were used throughout the lesson. In addition to textbooks and notebooks, students used various types of information sources.

Lesson methodology.

The teacher posed problematic questions and created problematic situations to activate students in the lesson. The methods used are adequate to the tasks, their combination optimally stimulates the independent cognitive activity of students, because The individual and age characteristics of the children were taken into account. Along with reproductive methods, productive methods were justifiably used. The teacher creatively used various forms of educational activities (individual, group). Students' independence in choosing presentation forms. The students' business and creative activity was evident during the lesson. The volume of productive activity in the lesson was higher than reproductive activity. The main type of activity is independent activity of children. During the lesson, the teacher used methods of cognition (observation, comparison, search for information), thereby creating conditions for the development of cognitive learning tools. A variety of means, methods, forms, and teaching techniques were used expediently in accordance with the topic and aimed at developing learning skills and independent cognitive activity. Health-saving technologies were used during the lesson: listening to a song, physical education to music, singing a song, which allowed children to change the type of activity to reduce fatigue and activate knowledge.

Psychological foundations of the lesson.

The teacher took into account the individual and age characteristics of the children. During the lesson, there was an alternation of material of varying degrees of difficulty and complexity, and a change in types of activities. The presence of psychological pauses and relaxation. Conflict-free, comfortable environment. There was close cooperation and partnership between the teacher and students. The arrangement of furniture in the classroom contributed to the quality of group work among students.

Lesson results

. The set goals and planned results were achieved. Students were observed to advance in the formation of universal learning actions and knowledge in the subject.

Conclusion from the lesson.

The lesson meets the modern requirements of the Federal State Educational Standard, is full of various forms and methods of work that contribute to the development of personal, subject, meta-subject universal educational activities and the achievement of planned results.