Improvisation fairy tale “The Cockerel and the Bean Seed”. Publication by a teacher on the topic Theme of the week: “Goodbye sad time” (Late autumn generalization)
Elena Birichevskaya
Game-situation " Autumn- good witch" Age 4–5 years
Autumn is a good sorceress.
Progress of the game.
The teacher comes dressed as Autumn with an armful of leaves and sings a song.
Autumn:
Autumn is a magician
Autumn is a good sorceress,
I painted everything around.
Colorful, cheerful
The shore, forest and meadow became.
Ding-ding, don-dong,
A drop of chimes can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
The sun appears in the sky
Because of clouds here and there.
The autumn rain begins
Drumming on the bushes.
Ding-ding, don-dong,
A drop of chimes can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
Afterwards, the teacher invites the children for a walk in the meadow. Children walk along the paths to the Russian folk melody “And I’m in the Meadow.” The bell is ringing.
On the lawn, Autumn shows the children her “art workshop” - painted forest(scenery, photographs).
Autumn. I am an artist. Here is my art studio. I painted all the canvases using paints. Do you know what colors there are in autumn? (Children answer.) What are they for? That's right, it should be beautiful. I wave my brush - and in an instant the forest is golden. I’ll wave another brush and the meadow will turn greener than before.
Autumn the artist
Autumn uses different colors,
Wave your brush and you’ll find yourself in a fairy tale:
Yellow maples stand motionless
Green spruce trees lined up in a row
Here the aspen shimmers and trembles,
There will hide, blushing, a rowan -
Everything is subject to her and everything is within her power,
Autumn draws so that the world becomes beautiful.
Autumn invites children to dance. Children take autumn leaves and dance.
Round dance with leaves
Autumn leaves are flying in the park,
Autumn has arrived and the leaves have begun to fall.
We will collect leaves with you,
We will decorate our group.
La-la-la-la, la-la-la-la, autumn invited me to the ball,
La-la-la-la, la-la-la-la, autumn has gifted children.
Autumn invites all children to try themselves as artists. To the music, the children paint their canvases with imaginary colors, and then tell who painted what.
Publications on the topic:
Finally, the Sorceress Autumn came to us and transformed our entire nature, we always never cease to admire her beauty. I dressed all the trees.
Hello dear colleagues! Here comes mine favorite time year - Autumn. I would like to present to your attention our little creativity.
Lesson summary “Sorceress nature” (middle age) Goal: to create conditions for studying the impact of human activity on nature. Objectives: Educational: - to form the initial system.
Game educational situation for speech development in the senior group “Autumn” Integration of educational areas: “Social and communicative”, “ Speech development", "Artistic and Aesthetic". Purpose: Summarize.
Summary of drawing lesson “Sorceress Autumn”
Lesson summary “Sorceress Autumn” Municipal budget preschool educational institution“Kindergarten No. 12 “Smile” in the city of Safonovo, Smolensk region (MBDOU d/s no.
GCD “Sorceress-Autumn” for the middle group The purpose of the educational activity is to develop children's knowledge about autumn changes in nature, creating conditions for the formation of friendly relationships in a joint.
FOR PARENTS OF MIDDLE GROUP
ABOUT THE SYSTEM OF DEVELOPMENTAL EDUCATION BASED ON THE STUDY OF SEASONAL AUTUMN CHANGES IN NATURE IN ACCORDANCE WITH THE REQUIREMENTS OF THE FEDERAL GENERAL EDUCATIONAL EDUCATION FOR THE SAMPLE GENERAL EDUCATION PROGRAM OF PRESCHOOL EDUCATION “FROM BIRTH TO SCHOOL”
The leading goals of an exemplary general education program preschool education“From birth to school”, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva are:
-Creation favorable conditions for a full-fledged life for a preschool child,
-formation of the foundations of the basic culture of the individual,
Comprehensive development of mental and physiological qualities in accordance with age and individual characteristics,
-preparing the child for life in modern society.
These goals are realized in the process various types children's organized educational activities. According to the principle of integration of an integrated approach, children's development is carried out in all five complementary educational areas in the organization of all types of children's activities: play, communication, elementary labor, motor, cognitive-research, visual, constructive-model, musical, perception fiction and folklore.
When drawing up comprehensive thematic planning of the content of organized educational activities, all areas were covered ( educational areas), ensuring the development of the child:
“Speech development”;
“Social and communicative development”;
“Artistic and aesthetic development”;
"Physical development"
Average preschool age very important in a child's life. This is a vibrant period of discovery, surprise, and curiosity. The potential of preschool children grows and takes on new forms, the desire to learn coincides with intellectual capabilities, which means favorable time for development and preparation for schooling.
AUTUMN in the middle group is fertile material for development, cognition, thinking, the formation of the child’s basic ideas about nature, complete picture peace.
It all starts with observation: what has changed in the fall in nature on our site, at home in the garden, vegetable garden, on the street, on the way home? Purpose of observation: to expand children’s ideas about autumn; develop the ability to establish the simplest connections between the phenomena of living and inanimate nature (it got colder - butterflies disappeared, flowers faded, etc.); lead seasonal observations, bring up careful attitude to nature; to form elementary ecological ideas.
The program provides an integrated approach to learning and integration of activities: if we study vegetables or fruits, the child should know about them all-shape, color, place of growth, method and purpose of cultivation, poems and riddles about vegetables, songs and dances associated with them, be able to draw, sculpt from plasticine, recognize by touch and even taste, make crafts and applications.
When studying seasonal changes in live and inanimate nature, children are also an example individual representatives flora and fauna learn everything and convey their attitude in the form of crafts, drawings, stories and sayings.
What else will children learn in the fall? What should those parents do if their child was often sick and did not attend kindergarten in October? The mother can invite the child to play, engage in educational and research activities - guessing riddles about mushrooms; conversation about wild animals in the forest, how they prepare for winter, how they spend the winter, game exercises“Find the differences”, “Compare the tapes”, come up with a fairy tale on behalf of the animals “Which weather is better?”
Elementary labor activity: games “Take the peas from the beans”, “Help grandfather collect the potatoes.”
Cognitive and research: game “Find the same piece of paper as I show you”; game situation “Travel to autumn forest", find the largest leaf, the smallest, etc.,.
Musical game-situation “Which weather is better?” "Autumn is a good witch"
Perception of fiction and folklore. Reading and memorizing poems about autumn, the fairy tale “Tops and Roots.”
Agricultural crafts, labor. Goals: expand ideas about agricultural professions; expand knowledge about vegetables and fruits (local, exotic). Materials for visual arts, onions for planting, attributes for games
Fine. Modeling “Apples and Berries” (“Peaches and Apricots”), modeling “Cucumber and Beetroot”
Communicative. The game “Choose a word” develops the child’s speech by forming new words: sheet birch - birch, maple leaf – maple, jam or juice from plums – plum, from apples – apple
Cognitive and research. Game-situation “Bake bread”, “cook compote or jam”, compose and guess riddles about vegetables and fruits.
Behavior in nature. “Socio-communicative development”, “Cognitive development”, “Physical development”, “Speech development” Goals: expand understanding of the rules safe behavior in nature.
The autumn matinee summarizes children’s knowledge, sums it up, and also continues to introduce children to the festive culture, fosters a desire to take part in holidays, and forms a sense of belonging to the events that take place in kindergarten, gives an idea of the signs and phenomena of nature in autumn, evokes in children a feeling of joy from the beauty of the autumn landscape, a festive mood, a desire to sing songs about autumn, and dance to cheerful music.
Based on the training material on the topic “Autumn”, the following target guidelines of the Federal State Educational Standard for Education are implemented: “inquisitive, active”, “emotionally responsive”, “mastered the means of communication and ways of interacting with adults and peers”, “physically developed, mastered basic cultural and hygienic skills” , “having primary ideas about oneself, the natural and social world", "able to make independent decisions, relying on their knowledge and skills in various types activities”, “has mastered the basic cultural methods of activity; shows initiative and independence in different types activities; masters, shows interest in participating in outdoor games and physical exercise; has a positive attitude towards the world; developed large and fine motor skills; makes attempts to independently examine objects using familiar and new methods, while actively using all senses.
Dear parents! November in our region is still fully suitable for completing the formation of children’s knowledge and ideas about autumn in nature. JUST IN NOVEMBER THE Migration of BIRDS TO WARM CLIMATES FOR WINTERING WILL START. If a child was sick, or for some other reason did not receive the necessary skills, knowledge and ideas, let's not waste time and fill in the gaps. On the way home, talk to the children, watch, make riddles, read books, draw, sculpt, ENJOY AUTUMN!
Shulzhenko N.V.
Roles: presenter (teacher), cockerel, hen, mistress, cow, owner, blacksmith (children).
Leading. Once upon a time there lived a cockerel and a hen. They went out onto the grass and walked around. (Children playing a cockerel and a hen go on stage and perform the necessary movements.) The cockerel crows...
Cockerel. Ku-ka-re-ku!
Leading. And the chicken responds to him...
Hen. Co-co-co.
Leading. The cockerel was hasty and restless. The chicken tells him...
Hen. Petya, take your time.
Leading. But the cockerel does everything in his own way: he’s in a hurry. One day a hen brought bean seeds and offered a cockerel...
Hen. Eat, Petya, bean grains.
Cockerel. Thank you, ku-ka-re-ku!
Leading. The cockerel hurried and choked on a bean seed. He started coughing loudly...
Cockerel. Cough, cough.
Leading. The chicken got scared, ran to the mistress, and asked her for butter to lubricate the cockerel’s neck.
(The cockerel sits on a stump, and the girl, the owner, comes out.)
Hen. Oh, hostess, give me some butter quickly. A cockerel choked on a bean seed.
Leading. The hostess asks...
Mistress. Why do you need butter?
Hen. I will lubricate the cockerel's neck with butter.
Mistress. I don't have butter. Run to the cow, she will give milk, and then I’ll whip up some butter.
Leading. The chicken ran into the stall, found a cow there and told her...
Hen. Little cow, my dear, give me some milk quickly.
Cow. Why do you need milk?
Hen. The housewife will make butter from the milk. We will lubricate the cockerel's neck: he choked on a bean seed.
Leading. The cow answers the chicken...
Cow. Go quickly to the owner, let him bring me fresh grass.
Leading. The chicken ran to the owner and said...
Hen. Master, master! Give the cow some fresh grass, she will give me milk.
Mistress. Why do you need milk?
Hen. The housewife will make butter from the milk.
Leading. Let's lubricate the cockerel's neck with butter: he choked on a bean grain.
Master. Run quickly to the blacksmith for a scythe.
Leading. The chicken ran to the blacksmith and said...
Hen. Blacksmith, blacksmith, quickly give the owner a good scythe.
Blacksmith. Why do you need good braid?
Hen. The owner mows fresh grass for the cow.
Leading. The cow will give milk, the housewife will whip butter, we will lubricate the cockerel's neck: he choked on a bean grain. The blacksmith gave the chicken a new braid. (The blacksmith gives the scythe.) The owner cut the fresh grass. (The owner is “cutting the grass.”) The cow ate and gave milk. (The cow chews grass.) The hostess knocked down the butter. (The housewife “churns the butter.”) The hen brought butter and greased the cockerel’s neck. (The hen lubricates the neck of the cockerel.) Then bean seed- once! - and it slipped through! The hen and the cockerel were delighted and began to scream...
Cockerel. Ku-ka-re-ku!
Hen. Ko-ko-ko!
Leading. That's how this fairy tale ended.
(All the characters come out and bow, and the audience clap their hands.)
The teacher asks the children if they liked the home theater. Then he offers to warm up a little by playing a fairy tale.
Warm-up game “Hens and cockerels”.
Birder.
I love my chicks
Hens and cockerels.
Here they go to the yard,
The song is merrily sung.
Chickens.
Ko-ko-ko, with cockerels
We're going after the worms.
(They walk around the yard and flap their wings.)
Cockerels(imitate searching for food).
Ku-ka-re-ku don't yawn,
Rake the earth deftly!
Birder. Cockerels, respond!
Cockerels. Cuckoo, we're here!
Birder. Chickens, respond!
Chickens. Co-co-co, we're here!
Birder.
She brought grains in a trough,
Come, come,
I always have for you
Have your favorite food.
(Hands over an imaginary trough.)
Chickens.
Ko-ko-ko, you always have
Have your favorite food.
(They peck at the grain.)
Cockerels.
You always have a ku-ka-re-ku
Have your favorite food.
(They peck at the grain.)
Game-situation “Autumn – the Good Witch”
Program content. Develop creative imagination; introduce to beauty, art, creativity; develop the ability to act in an imaginary plan.
Materials. Decorations for the day of decorating a room to look like an autumn lawn; Autumn costume; paper autumn leaves.
Progress of the game
The teacher comes dressed as Autumn with an armful of leaves and hums a song.
Autumn.
Autumn is a magician
Autumn is a good sorceress,
I painted everything around.
Colorful, cheerful
The shore, forest and meadow became.
Ding-ding, don-dong,
Drops of chime can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
The sun appears in the sky
Because of clouds here and there.
The autumn rain begins
Drumming on the bushes.
Ding-ding, don-dong,
Drops of chime can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
Then the teacher invites the children to autumn walk across the meadow. To the Russian folk melody “And I’m in the meadow” (fast part), the children set off “on a droshky”. The bell is ringing.
On the lawn, Autumn shows the children her “art workshop” - a painted forest (scenery, reproductions of paintings, photographs).
Autumn. I am an artist. Here is my art studio. I painted all the canvases using paints. Do you know what colors there are in autumn? (Children's answers.) What are they for? It's right to decorate the world. I wave my brush and instantly the forest is golden. I’ll wave another brush and the meadow will turn greener than before. I also have brown paints: for... (the children continue the phrase: “for trees, for old foliage”); there are red colors for autumn berries... (for rowan, viburnum, hawthorn, rose hip).
Autumn is an artist
Autumn uses different colors,
Wave your brush and you’ll find yourself in a fairy tale:
Yellow maples stand motionless
Green spruce trees lined up in a row.
Here the aspen shimmers and trembles,
There will hide, blushing, a mountain ash -
Everything is subject to her and everything is within her power,
Autumn draws so that the world becomes beautiful.
Autumn invites children to dance. Children take autumn leaves and dance.
Round dance with leaves
Autumn leaves are flying in the park,
Autumn has arrived and the leaves have begun to fall.
We will collect leaves with you,
We will decorate our group.
La-la-la-la, la-la-la-la, autumn invited me to the ball,
Here's an autumn leaf swaying,
And, after circling, he lay down on the bench.
The leaves in the garden rustle underfoot,
Autumn makes preschool children happy.
La-la-la-la, la-la-la-la, autumn invited me to the ball.
La-la-la-la, la-la-la-la, autumn has gifted children.
Autumn invites all children to try themselves as artists. To the accompaniment of calm music, children paint their canvases with imaginary colors, and then tell who painted what.
November
Game-situation “On the pond”
Program content. Involve children in game situation; practice expressive voice intonation; express emotions through movement.
Materials. Duck toy.
Connections with other activities and activities. Familiarization with the environment, speech development.
Progress of the game
The teacher introduces the children to a toy duck who loves to swim in the pond. The teacher talks with the children about the duck: isn’t it cold for her to go to the pond, is the duck afraid of snow. Children come up to the duck and feel sorry for it, calling it affectionately. The duck addresses the children as her ducklings and asks them to go to the pond with her. A warm-up game is being played based on the poems of 3. Alexandrova “Ducks - Little White Breasts”.
Comprehensive thematic planning of educational activities
Comprehensive thematic planning of educational activities
(average preschool age from 4 to 5 years)
Topic Goal, objectives of ECD (direct educational activities), section of the program Educational area Types of children's activities in accordance with educational areas Forms of work “Farewell to the sad time” (Late autumn generalization)
Target:
Summarize and systematize children’s ideas about autumn phenomena in nature.
FEMP (formation of elementary
mathematical representations)
T.: “Autumn has come to us” Purpose: To consolidate children’s knowledge about the signs of autumn, fruits and vegetables; consolidate knowledge of geometric shapes: circle, oval. Develop attention.
The world around us: nature
T.: : Late autumn. C: consolidate children’s knowledge and ideas about autumn. Continue to introduce children to the characteristic signs of late autumn. Develop the ability to establish basic cause-and-effect relationships. Foster interest and respect for nature.
The world around us: society
T.:
Speech development
T: "Autumn"
C:
developing knowledge about the signs of autumn; know the signs of autumn, who and how prepares for winter, be able to distinguish vegetables and fruits; develop speech and cognitive activity; cultivate love for the world around us.
Cognizer
noe
development
Cognitive and research
Consideration
illustrations of late and early autumn. Goal: improving children's knowledge about the characteristic signs of early and late autumn.
Conversation
: “Signs of autumn.” Goal: To consolidate knowledge about autumn.
Observation
for the connection of phenomena in nature. Goal: continue to develop the ability to establish cause and effect relationships in nature.
Conversation on the topic
: “Why is November called “blacktrope?”
Life Safety Guide “Beware of ice
!” - reinforce the rules of safe behavior on the street.
Game situation
“Autumn is lost” - bring children to understand the need for autumn.
Looking at the illustration
“Late Autumn” - teach how to find interesting information.
Game-situation
“Which weather is better?” - teach to respond emotionally to verbal and musical images, feel shades of mood, talk about the content of a fairy tale.
Determining the weather by signs
- learn to independently determine the weather and show its influence on flora and fauna.
Application
"Asters with an autumn twig in the water."
C:
teach children to cut out leaves for a twig from a rectangle, carefully stick on applique elements: enrich children’s knowledge about autumn, its signs and signs, changes in living and inanimate nature
Modeling
T: Tennis rackets C: improve the ability to sculpt the shapes of familiar objects in various ways, develop a sense of shape, the ability to connect shapes with each other + introduce the sport of tennis.
Drawing
T.: “Goodbye sad time» Goal: to convey in the drawing color combinations characteristic of late autumn, to consolidate skills in working with colored pencils\to develop the ability to see changes in the surrounding nature under different weather conditions.
Musical activities (No. 1)
T
: Theme: "Autumn"
Target:
Strengthen the ability to move in accordance with music, practice distinguishing sounds by pitch, develop dance and playful creativity
.
No. 2 T:
"Farewell to Autumn"
Target:
Strengthen children's ideas about late autumn. Develop musical responsiveness to music, develop coordination of movements, develop a sense of rhythm,
Speech
development
Social
communication
tive
development
Communicative, playful Perception of fiction and folklore
Gaming
Game Self-service and basic household work Verbal game “Autumn has a lot of troubles” - Summarize and systematize children’s ideas about autumn phenomena in nature. D/i “Pick a sign.” Purpose: to practice selecting adjectives. "Autumn is flying away." A story on the theme of E. Trutneva’s poem “Autumn.” Exercise “Sad Autumn” - develop the ability to depict emotions with facial expressions. Consideration of the thematic album “Late Autumn” - develop attention and curiosity. Reading A. Pushkin’s poem “The sky was already breathing in autumn” - Summarize and systematize children’s ideas about autumn phenomena in nature. Reading the poem by A. Blinov “The Last Leaf” Reading the story by O. Grigorieva “Waiting for Winter” (set of illustrations). Getting acquainted with folk signs, proverbs, sayings about autumn - consolidate knowledge about the features of late autumn. Reading and discussion of O. Grigorieva’s story “Waiting for Winter.” (set of illustrations). Game-situation " Autumn is good sorceress" Objectives: to develop creative imagination. The plot-role-playing game “Hike in the Forest” - to consolidate children’s ability to play together, the ability to distribute roles in the game. Psycho-gymnastics “Walk in the autumn forest” Goal: to be able to focus attention on internal sensations; muscle tension or relaxation; emotionally color your actions; attitude towards actions.
develop vocal and singing abilities. Motor activity
№1
T: “To warmer climes!” Program content: Teach children to take the correct starting position for throwing a ball at a horizontal target; improve your throwing technique. Develop the eye, improve coordination of movements. Strengthen children's ability to maintain balance when walking on a gymnastic bench sideways, sideways, and stepping over objects. Form correct posture. To form the moral and volitional qualities of children.
No. 2 T: “Multi-colored leaves”
Program content: Teach children to perform a running high jump. Improve the technique of throwing the ball with both hands and catching it after the rebound. Develop coordination of movements and physical qualities of children. Cultivate courage.
Art
aesthetically
th development
Physical
development
Constructive Visual activity Musical Motor Play, Labor assignment “Order in the group” - to cultivate the desire to help your friends and adults. Conversation: “People’s work in the fall” Goal: To expand children’s knowledge about what concerns people have in the fall. Develop the ability to neatly fold clothes in a locker. Strengthen the ability to thoroughly wash your hands with soap after visiting the toilet and before eating, wipe dry with a towel, removing it from the hook and unfolding it. Compliance with the rules of behavior in the toilet and washroom. Building game “Forest Walk” - learn to build a building depending on the size of the toy. Making a collage “Late Autumn” - exercise your ability to cut along the contour and carefully paste it onto the base. Drawing using stencils, strokes, templates - develop accuracy of movements, coordination, orientation on the sheet; cultivate perseverance and attentiveness. Examining reproductions of autumn landscapes by famous artists - develop observation skills. Creative workshop - Art exhibition of drawings goal: develop memory; children independently draw the gifts of autumn that they remember.
Listening to music: "Seasons"
P.I. Tchaikovsky.
Goal: formation of the foundations of children's musical culture. Outdoor games: “Seasons”, “Winter quarters of animals”, “The sea is agitated”
communicative Goal: to develop coordination of movements, orientation in space. P.I. “In the forest in autumn” - be able to listen carefully; act in accordance with the rules; run in different directions; without bumping into each other. Final lesson: Collective work “Goodbye sad time”
Current page: 6 (book has 13 pages total) [available reading passage: 9 pages]
Game-situation “Which weather is better?”
Program content. Teach children to emotionally and motorly respond to verbal and musical images; feel shades of mood and express this feeling in words; listen carefully to the tale and follow the development of the plot; talk about the content of the fairy tale and show it in a picture theater (in a tabletop theater).
Materials. Umbrella, pictures for the fairy tale “Which weather is better?”
Music, speech development, familiarization with the environment.
Progress of the game
The teacher takes the children to the window and talks with them about the weather (cold day or warm; gloomy or sunny; windy or quiet). Then he offers to play " different weather": music will help you guess the mood of the weather in the game. Children sit “in houses” (behind chairs) and, listening to music, guess the weather outside. The teacher includes musical excerpts at his own discretion. These may be the following works: D. Kabalevsky “ Sad rain"; E. Grieg “Dance of the Elves”; R. Schumann “Winter”; Russian folk melody “Oh you, canopy” and others. Children improvise a given musical image: jump over puddles, hide under an umbrella, run across the lawn, take shelter from the wind, and walk calmly. The teacher can add a verbal image to the musical image.
In the rain
It's raining, raining again early in the morning.
Wet meadows - rain, rain.
The clouds are hanging - drip, drip,
The sound of the tram is sad—knock, yes.
Under the sun
The birds sang merrily above,
You can hear a bell somewhere in the distance.
The chime of trams, the clatter of wheels,
The wind brought us a song about the sun.
Windy
A strong wind blew
As if he wanted to sweep away everything.
The maples and willows swayed,
And birch and rowan trees
Bent down to the ground
The grasses lay low.
The violent wind got wild,
He hid behind a hillock,
And then he shot up:
- Get out of the way, watch out!
Under the umbrella
We hid under an umbrella
I don't care about puddles
Let's go home slowly
Let's sing a song.
The rain is not scary for you and me,
Walk more cheerfully
If the umbrella is over your head,
So don't be sad.
The teacher offers to show the children a fairy tale on flannel using pictures (you can approach the work differently: first tell the fairy tale, and then invite the children to show it on flannel themselves).
Fairy tale on flannelograph “Which weather is better?”
One evening, when all the inhabitants of the forest were sleeping, the wolf cub climbed out of the hole and looked around. There was no one visible around, only the owls hooted and the trees creaked: creaking, creaking. The moon shone so brightly that the wolf cub clearly distinguished both the tall pine tree, on which squirrels often played, and the raspberry bushes, which the bear loved so much. The wolf cub did not want to sleep, he saw the forest for the first time at night, admired the moon and exclaimed: “What wonderful weather! It’s light!” Suddenly someone brushed past him in the grass, and he heard: “There’s nothing wonderful here! Everything is in sight. Can't hide!" That's what she said gray mouse and disappeared into the bushes.
The wolf cub looked around and walked forward. Suddenly he felt something dripping from above. It started to rain. At first, the wolf cub liked to hear the rain drumming on the leaves of the trees: “Tram-taram, tarararam!” The little wolf sang along to the song of the rain: “Tram-taram, tarararam!” But then the rain stopped, the wolf cub’s fur became wet, and he felt cold. He reached the swamp. “What disgusting weather! Brr!” - he said and immediately heard: “Kwa, kwa!” Kwa, qua! Croaking grace! It was the frogs screaming, rejoicing in the rain. They sat wet and happy, with their slippery backs exposed. The rain did not let up. The little wolf thought: “Is it really possible to rejoice in the rain?” And he ran to his hole.
It was warm in the hole. In the corner, the wolf cubs - his brothers and sisters - were snoring peacefully, the father wolf and mother wolf were sleeping. The wolf cub warmed up and quickly fell asleep. When he woke up, it was already morning, but the rain had not stopped yet, he continued to drum wildly. This did not bother the wolf cub; on the contrary, the rain calmed him down, so that he dozed off. As he fell asleep, the wolf cub thought: “How strange, but at first I thought that rainy weather the worst." At this time, the mother wolf woke up and said: “Sleep, baby, any weather is good if you are warm.”
The teacher asks the children if they liked the fairy tale. In the future, you can invite children to role-play the fairy tale or show it in a tabletop theater.
Game-situation “Bake bread”
Program content. Encourage children to take on roles using means of expression facial expressions and voice intonation; promote the development of performing skills (diction, articulation).
Materials. Loaf ( real bread), table setting for tea, attributes for a Russian hut, a mouse cap.
Connections with other activities and activities. Speech development, familiarization with the environment, music.
Progress of the game
A teacher in Russian folk costume greets children with a loaf of bread. The room is decorated like a Russian hut.
Arina (teacher). Hello, dear guests, I am Arina, I ask you to come to my hut. Come in, sit on the benches, try my loaf. It is lush and rosy, made from new flour, a new harvest. The harvest was good: rye and wheat, barley and oats, buckwheat and kernels. Everyone got a job: the workers sowed grain, grew crops, weeded, collected ears of corn, threshed, ground flour, baked bread. Let's show how the workers were going to work.
Children "go out into the field."
Warm-up game for voice “In the field”.
1st employee. Ay ay! I'm walking across the field, I'm walking!
2nd employee. Ay ay! I'm walking across the field, I'm walking!
3rd employee.
Get ready, get ready,
Stock up on boxes!
4th employee.
The boxes are stained,
Millet with the top is full.
Arina. Let's show how the workers worked.
The children and the teacher stage a song.
A game with the movement “We got up early to sow millet.”
We got up early to winnow the millet,
They began to sow millet thickly. (Imitate the north.)
Eh, the work is hard
Eh, caring is not easy.
Sprouts appeared
The flowers bloomed. (They shake their arms up.)
Eh, green-green,
Eh, the whole field is blooming.
The spikelets were then weeded,
They collected and ground. (Imitate the collection of spikelets.)
Eh, the work is hard.
Eh, caring is not easy.
We grinded - we weren’t tired,
The fragrant bread was baked. (They bake bread.)
Eh, good job
Oh, my soul sings! (Bow at the waist.)
Arina. In winter, grain was stored in barns so that fresh bread could always be baked. How the mouse suddenly got into the habit of running around on the grain and ate all the grain. Let's teach the mouse a lesson so that it forgets its way to the barn.
Trap game "There's a mouse in the barn."
Children choose who will pretend to be a mouse, divide into two groups and sing, standing one group opposite the other.
1st group.
There's a mouse in the barn,
I ate all the grain.
2nd group.
What kind of attack is this?
Is this the case?
1st group.
And we'll catch her
Let's set a mousetrap.
2nd group.
And it will slam behind her
The mousetrap is clever.
Mouse.
And I'll run into the hole,
And I’ll take care of the grain.
Children join hands and make collars. A mouse runs through the gate and workers try to catch it. If the mouse runs away, the game continues until the cheat is caught.
Arina. So we taught the mouse a lesson and saved the grain. (To children.) Workers, did you work? (They worked.) Workers, did you try? (We tried.) And all workers are entitled to gratitude for their efforts. Here's some bread for your work. (Treats the guys with a loaf of bread.)
We treat all guests
A rich, delicious loaf.
It's on a golden platter.
We sat down at the table
Pour tea into cups,
Hit the loaf!
Game-situation “Our home theater”
Program content. Involve children in improvisation; learn to enter an imaginary situation, set up a place for creative play.
Materials. Bob (toy), elements of costumes of a chicken, a cockerel, a cow, a housewife, a master, a blacksmith; scenery for the tale of the cockerel and the bean seed.
Connections with other activities and activities.
Progress of the game
The teacher brings theater tickets and invites the children to go to the theater.
Note. Children can visit a theater located in a special theater studio (room), but a performance in a regular group room can be no less interesting if you think about the location and equipment in advance. So, teachers can separate part of the room with an easily retractable curtain, tape or carpet on the floor - a place for a stage; prepare in advance in a corner, and then quickly arrange simple decorations at the right moment; Place costume elements (or theater puppets) next to them. Most effective means to develop creative abilities there will be so-called “home performances”, which are performed not in public, but “for oneself”, that is, improvisationally, in a game.
The teacher takes out a toy bean and asks the children to guess which fairy tale they will watch. Children recall a familiar Russian folk tale about a cockerel and a bean seed. The teacher begins the fairy tale, involving the children in dramatization: the roles are not rehearsed beforehand, but are distributed (so that the children put on elements of the costumes) and played improvisationally, that is, directly during the telling of the fairy tale by the presenter (teacher): children go on stage and give their lines . The teacher prepares the children for the fact that the theater will be at home - they will perform the play for themselves.
Improvisation fairy tale “The Cockerel and the Bean Seed”.
Roles: presenter (teacher), cockerel, hen, mistress, cow, owner, blacksmith (children).
Leading. Once upon a time there lived a cockerel and a hen. They went out onto the grass and walked around. (Children playing a cockerel and a hen go on stage and perform the necessary movements.) The cockerel crows...
Cockerel. Ku-ka-re-ku!
Leading. And the chicken responds to him...
Hen. Co-co-co.
Leading. The cockerel was hasty and restless. The chicken tells him...
Hen. Petya, take your time.
Leading. But the cockerel does everything in his own way: he’s in a hurry. One day a hen brought bean seeds and offered a cockerel...
Hen. Eat, Petya, bean grains.
Cockerel. Thank you, ku-ka-re-ku!
Leading. The cockerel hurried and choked on a bean seed. He started coughing loudly...
Cockerel. Cough, cough.
Leading. The chicken got scared, ran to the mistress, and asked her for butter to lubricate the cockerel’s neck.
(The cockerel sits on a stump, and the girl, the owner, comes out.)
Hen. Oh, hostess, give me some butter quickly. A cockerel choked on a bean seed.
Leading. The hostess asks...
Mistress. Why do you need butter?
Hen. I will lubricate the cockerel's neck with butter.
Mistress. I don't have butter. Run to the cow, she will give milk, and then I’ll whip up some butter.
Leading. The chicken ran into the stall, found a cow there and told her...
Hen. Little cow, my dear, give me some milk quickly.
Cow. Why do you need milk?
Hen. The housewife will make butter from the milk. We will lubricate the cockerel's neck: he choked on a bean seed.
Leading. The cow answers the chicken...
Cow. Go quickly to the owner, let him bring me fresh grass.
Leading. The chicken ran to the owner and said...
Hen. Master, master! Give the cow some fresh grass, she will give me milk.
Mistress. Why do you need milk?
Hen. The housewife will make butter from the milk.
Leading. Let's lubricate the cockerel's neck with butter: he choked on a bean grain.
Master. Run quickly to the blacksmith for a scythe.
Leading. The chicken ran to the blacksmith and said...
Hen. Blacksmith, blacksmith, quickly give the owner a good scythe.
Blacksmith. Why do you need a good braid?
Hen. The owner mows fresh grass for the cow.
Leading. The cow will give milk, the housewife will whip butter, we will lubricate the cockerel's neck: he choked on a bean grain. The blacksmith gave the chicken a new braid. (The blacksmith gives the scythe.) The owner cut the fresh grass. (The owner is “cutting the grass.”) The cow ate and gave milk. (The cow chews grass.) The hostess knocked down the butter. (The housewife “churns the butter.”) The hen brought butter and greased the cockerel’s neck. (The hen lubricates the neck of the cockerel.) Then a bean seed - one! - and it slipped through! The hen and the cockerel were delighted and began to scream...
Cockerel. Ku-ka-re-ku!
Hen. Ko-ko-ko!
Leading. That's how this fairy tale ended.
(All the characters come out and bow, and the audience clap their hands.)
The teacher asks the children if they liked the home theater. Then he offers to warm up a little by playing a fairy tale.
Warm-up game “Hens and cockerels”.
Birder.
I love my chicks
Hens and cockerels.
Here they go to the yard,
The song is merrily sung.
Chickens.
Ko-ko-ko, with cockerels
We're going after the worms.
(They walk around the yard and flap their wings.)
Cockerels(imitate searching for food).
Ku-ka-re-ku don't yawn,
Rake the earth deftly!
Birder. Cockerels, respond!
Cockerels. Cuckoo, we're here!
Birder. Chickens, respond!
Chickens. Co-co-co, we're here!
Birder.
She brought grains in a trough,
Come, come,
I always have for you
Have your favorite food.
(Hands over an imaginary trough.)
Chickens.
Ko-ko-ko, you always have
Have your favorite food.
(They peck at the grain.)
Cockerels.
You always have a ku-ka-re-ku
Have your favorite food.
(They peck at the grain.)
Game-situation “Autumn – the Good Witch”
Program content. Develop creative imagination; introduce to beauty, art, creativity; develop the ability to act in an imaginary plan.
Materials. Decorations for the day of decorating a room to look like an autumn lawn; Autumn costume; paper autumn leaves.
Connections with other activities and activities.
Progress of the game
The teacher comes dressed as Autumn with an armful of leaves and hums a song.
Autumn.
Autumn is a magician
Autumn is a good sorceress,
I painted everything around.
Colorful, cheerful
The shore, forest and meadow became.
Ding-ding, don-dong,
A drop of chimes can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
The sun appears in the sky
Because of clouds here and there.
The autumn rain begins
Drumming on the bushes.
Ding-ding, don-dong,
A drop of chimes can be heard.
Don-dong, ding-ding,
The sky has darkened blue.
Then the teacher invites the children for an autumn walk through the meadow. To the Russian folk melody “And I’m in the meadow” (fast part), the children set off “on a droshky”. The bell is ringing.
On the lawn, Autumn shows the children her “art workshop” - a painted forest (scenery, reproductions of paintings, photographs).
Autumn. I am an artist. Here is my art studio. I painted all the canvases using paints. Do you know what colors there are in autumn? (Children's answers.) What are they for? It's right to decorate the world. I wave my brush and instantly the forest is golden. I’ll wave another brush and the meadow will turn greener than before. I also have brown paints: for... (the children continue the phrase: “for trees, for old foliage”); there are red colors for autumn berries... (for rowan, viburnum, hawthorn, rose hip).
Autumn is an artist
Autumn uses different colors,
Wave your brush and you’ll find yourself in a fairy tale:
Yellow maples stand motionless
Green spruce trees lined up in a row.
Here the aspen shimmers and trembles,
There will hide, blushing, a mountain ash -
Everything is subject to her and everything is within her power,
Autumn draws so that the world becomes beautiful.
Autumn invites children to dance. Children take autumn leaves and dance.
Round dance with leaves
Autumn leaves are flying in the park,
Autumn has arrived and the leaves have begun to fall.
We will collect leaves with you,
We will decorate our group.
La-la-la-la, la-la-la-la, autumn invited me to the ball,Here's an autumn leaf swaying,
And, after circling, he lay down on the bench.
The leaves in the garden rustle underfoot,
Autumn makes preschool children happy.
La-la-la-la, la-la-la-la, autumn invited me to the ball.
La-la-la-la, la-la-la-la, autumn has gifted children.
Autumn invites all children to try themselves as artists. To the accompaniment of calm music, children paint their canvases with imaginary colors, and then tell who painted what.
Game-situation “On the pond”
Program content. Involve children in a playful situation; practice expressive voice intonation; express emotions through movement.
Materials. Duck toy.
Connections with other activities and activities. Familiarization with the environment, speech development.
Progress of the game
The teacher introduces the children to a toy duck who loves to swim in the pond. The teacher talks with the children about the duck: isn’t it cold for her to go to the pond, is the duck afraid of snow. Children come up to the duck and feel sorry for it, calling it affectionately. The duck addresses the children as her ducklings and asks them to go to the pond with her. A warm-up game is being played based on the poems of 3. Alexandrova “Ducks - Little White Breasts”.
Warm-up game “Ducks - little white breasts”.
The ducks went out into the snow,
On a high bank.
Little gray ducks,
White breasts.
Barefoot in the cold
Ducks walk in a school.
Oh, what ducks
White breasts. (Children ducks walk, flapping their wings on their sides.)
Here they are at the old pond
They waddle.
Shibche, shibche, ducks,
White breasts. (They run waddle.)
For duck's sake
My favorite pond is covered in ice.
- What should we do, ducks?
White breasts? (They stop and shrug their shoulders, turning from side to side.)
The ducks shouted: “Quack!
We're wasting our time!
Come on, let's dance, ducks,
Little white breasts."
The round dance began to spin,
Thin ice broke.
The ducks dived into the pond,
White breasts. (They walk in a round dance.)
The old pond came to life again,
There are boats sailing there.
These are our ducks
White breasts. (“They float” on the water with their wings folded.)
The teacher in the role of the owner of the ducks asks the ducks to go home. A study is carried out on expressive intonation. Ducklings must express their emotions using one voice intonation (“quack-quack”).
Sketch for intonation expressiveness “The Hostess and the Ducks.”
Mistress(affectionately). And now, ducklings, it’s time to go to the barn and sleep!
Ducklings(grumpily). Quack-quack-quack!
Mistress(takes the rod). Don't grumble! So I'll ask you!
Ducklings(angrily). Quack-quack-quack!
Mistress(strictly). March to the barn! (He drives the ducklings into the barn - onto chairs; then he approaches the barn and listens.) How are my ducklings doing?
Ducklings(complainingly). Quack-quack-quack!
Mistress(affectionately). I'll feel sorry for my ducklings. Ducklings, come out! (Opens an imaginary barn door and lets the ducklings out.) Well, what do you want, ducklings?
Ducklings(pleadingly). Quack-quack-quack!
Mistress. Are you asking for forgiveness?
Ducklings(nod heads). Quack-quack-quack!
Mistress. I forgive you for your disobedience. Drink fresh water.
After the sketch, the teacher asks the children what kind of ducklings they were, how they behaved, when and in what voice they answered the owner. Children use their voices to reproduce the intonation of ducklings in different situations, then imitate their movements.
Game-situation “Shall we play at the theater?”
Program content. Introduce children to the world of theater; give an idea about theatrical professions, about the life of the theater; involve creativity and play in the situation; encourage choice of role; learn to take on an imaginary role; learn to play in a table theater.
Materials. Decorations and toys for the fairy tale “What weather is better?”; materials for posters and tickets.
Connections with other activities and activities. Role-playing game, music.
Progress of the game
The teacher tells the children how she recently went to the theater.
Teacher's story “How I was at the theater”
Just recently I visited the theater. I liked it so much that I really want to talk about it. Even on the way to the theater you can see a poster inviting everyone to watch the performance. It indicates the name of the play and which actors are playing today.
There is a holiday in the theater. There is a lot of light, music is playing, beautiful halls, smartly dressed people. Everyone stands and waits for the bell to ring so they can get into the auditorium. Spectators take the seats indicated on their tickets. The curtain on the stage is closed, so no one knows what will happen there. The lights go down, the music plays, the curtain opens, the actors come out, and the performance begins.
When I watched the performance, I realized how many people are trying to make the performance interesting. People of various professions work in the theater: scriptwriters, directors, actors, decorators, artists, make-up artists, costume designers, musicians. The theater also has cashiers, ticket takers, cloakroom attendants, and bar attendants. What do you think these people are doing?
After the story, the teacher engages the children in a conversation about how people from various theatrical professions help the audience in the theater and participate in the preparation of the performance.
Next, the teacher invites the children to play theater. In accordance with their desires, the guys receive the roles of theater workers. The place where the theater will be is determined, and everyone presents their role. The rest of the children (and the teacher) are spectators.
Poster poster
I have posters in my hand,
I'll post them everywhere.
Come, our performance -
A sight for sore eyes, simply a miracle!
Cashier
I'm selling tickets in the morning,
And there are no more tickets.
There are tickets only for Wednesday,
To "Firebird" - on Saturday.
In the evening, after work,
I have a ticket for Kolobok.
Buy, come,
While away the evening!
Wardrobekeeper
I will serve everyone today,
I'll please everyone today:
Your fur coat is on a hook,
Get a number.
Don't think, my dear,
Your sheepskin coat won't get wrinkled!
Usher
I'm checking the tickets
I don't let you in without a ticket.
Your place is on the mezzanine,
You don't even need binoculars
And you have a place in the stalls,
Hurry up and sit in a chair.
Bartender
Sandwiches and candies,
Tangerines and biscuits
Can I offer you
After all, it’s so nice during intermission
Drink aromatic coffee.
What else can I treat you to?
Children prepare an impromptu poster (large postcard, poster, etc.), tickets (candy wrappers). Then they act out improvisational scenes: how people go to the theater, look at the posters, choose which performance to go to, buy tickets and go to the foyer, undress, eat at the buffet, and enter the auditorium.
Next, children who want to show the tabletop puppet show according to the familiar fairy tale “Which weather is better?” (see situation game of the same name, p. 61). After the performance there is a discussion about the following: sample questions: What did the wolf cub see and hear at night? Why can some people like a quiet moonlit evening, but others don’t? Is rain good or bad? What did the wolf cub's mother say when he went to bed?
Note. A performance based on a familiar fairy tale can be performed without the participation of an adult; in this case, children choose a leader from among their peers. Dialogues are invented by the children during the performance.
Game-situation “Premiere coming soon!”
Program content. To introduce children to the art of theater, to encourage them to enter into creative groups(actors, directors, decorators, make-up artists, musicians); involve in a game based on the familiar fairy tale “Turnip”, learn to respond to a cue in a timely manner and enter into a role, interact with partners on stage.
Materials. Scenery and costumes for the fairy tale “Turnip”.
Connections with other activities and activities. Fiction, music, speech development.
Progress of the game
The teacher invites the children to continue the conversation about the theater and prepare the performance according to all the rules: with costumes, music and scenery. Distributes children (at their request) into artistic and production groups: actors, directors, artists, decorators, make-up artists, musicians, costume designers. Each group takes on a task. So, the actors will learn the roles; directors will teach actors how to play a play; musicians - play along musical instruments; costume designers - search and (or) make costumes; artists and decorators - decorate the stage; make-up artists - do the actors' make-up. For performance on stage, the teacher and children choose well famous fairy tale, for example, "Turnip". First, children remember the fairy tale, retelling it together with the teacher. Then they discuss what characters will be in it. Then they decide what the characters will wear, how to arrange the stage, what decorations can be drawn. This is how the material for work is formed.
Heroes: turnip, grandfather, grandmother, granddaughter, bug, cat, mouse.
Decorations: a vegetable garden drawn on a sheet of paper, a ready-made fake house and a well.
Costumes: an apron and scarf for the grandmother, a hat and caftan for the grandfather, a scarf for the granddaughter, a hat for Zhuchka, a hat for the cat, a hat for the mouse.
Music: musicians choose their favorite Russian folk melody (audio recording), which they will play along with on children's musical instruments during the performance (usually at the beginning and end).
Children, under the guidance of an adult, prepare working material and the scene. Musical recordings are selected, costumers dress the actors, make-up artists make “mustaches” for the children playing the roles of animals. The scenery is installed on the stage, the orchestra takes its place, the actors go backstage, and the performance begins.
Russian folk tale"Turnip" in the children's drama theater.
Leading. Grandfather planted a turnip. (Music. Grandfather comes out and plants a turnip.) The turnip has grown very, very big. (The child playing the role of a turnip gradually rises from his squatting position to his full height.) The grandfather began to drag the turnip. He pulls and pulls, but he can’t pull it out.
Grandfather. I’m already pulling and pulling on the turnip, but I can’t pull it out.
Leading. The grandfather began to call the grandmother for help.
Grandfather. Grandma, grandma, go help me drag the turnip.
Grandma. I'm coming, grandfather.
Leading. Grandma for grandfather, grandfather for turnip. They pull and pull, but they can’t pull it out.
Grandfather and Grandmother
Leading. The grandmother called her granddaughter.
Grandma. Granddaughter, granddaughter, go and help pull the turnip.
Granddaughter. I'm coming, woman, I'm coming, grandfather.
Leading. Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip. They pull and pull, but they can’t pull it out.
Grandfather, grandmother and granddaughter. We're pulling and pulling, but we can't pull it out.
Leading. The granddaughter called to Zhuchka.
Granddaughter. Zhuchka, Zhuchka, come and help pull the turnip.
Bug. Woof, I'm coming.
Leading. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip. They pull and pull, but they can’t pull it out.
Grandfather, grandmother, granddaughter and Bug. We're pulling and pulling, but we can't pull it out.
Leading. Bug called the cat Masha.
Bug. Mashka, Mashka, go help pull the turnip.
Cat Masha. Meow, I'm coming, I'll help.
Leading. Masha for the bug, Zhuchka for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip. They pull and pull, but they can’t pull it out.
Grandfather, grandmother, granddaughter, Bug and cat. We're pulling and pulling, but we can't pull it out.
Leading. Masha clicked the mouse.
Cat Masha. Mouse, mouse, go and help pull the turnip.
Mouse. Pee-wee, I'm coming.
Leading. Grandfather for grandmother, grandmother for granddaughter, granddaughter for Bug, Bug for cat, cat for mouse. Pull-pull, pull-pull...
All heroes. Raz! - and pulled out a turnip!
Cheerful music is playing. The heroes bow.
After the performance, the children exchange their impressions.
Game-situation " Polite neighbors»
Program content. Teach children to analyze an artistic and figurative situation, draw moral conclusions; make adjustments to the content of the skit, change storyline; express your ideas.
Materials. Scenery and costumes of the characters for the scene “How the Fox Greeted the Guests.”
Connections with other activities and activities. Fiction, speech development.
Progress of the game
The teacher reads a Russian folk nursery rhyme.
On the edge,
On the barn
Two crows are sitting
Both look apart:
They quarreled over a dead beetle!
The teacher explains to the children that crows are neighbors, they often meet, and sometimes quarrel. He talks with the guys about how easy it is to be neighbors and how to get along with people. Offers to watch a skit performed by older children (or adults).
Scene “How the fox greeted guests.”
Roles: fox, turkey, turkey, bear, she-bear.
Mistress Fox.
I have a free evening
I will invite guests to a meeting,
I'll bake some pies
Let me fry pancakes.
I'll wash all the dishes
I'll wipe the dust everywhere with a rag.
Let them come into the house
At least three of us, at least four of us!
(Music sounds. The hostess is preparing for the meeting: cleaning the house, preparing dinner.)
Turkey(going to visit with his turkey).
We're on this Sunday
Received an invitation:
Our neighbor invites us
Take tea with her,
Sit on the sofa
Watch TV.
To visit the hostess,
Dine with her
We must get ready on time.
Turkey.
We'll be out the door soon!
I haven't combed my hair yet.
Turkey. We have two minutes left!
(A couple of turkeys leave the house.)
Bear(going to visit with his bear).
I would sleep better at home.
There is no desire!
I don't want to go visit
I don't want to gnaw bones!
It would be better if they gave me raspberries
A whole basket with the top!
Ursa.
You, Potapych, don’t dream,
Call us a taxi.
(The bear couple leaves by taxi.)
Mistress Fox(greets guests).
I'm so glad to see you, friends,
What can’t be said!
Why are you standing at the door?
Come on in, come on in!
I have set the table for you a long time ago!
Turkey. We are glad, everything is so nice here!
Turkey.
My wife and I are Indian
Let's sing ditties for you:
Turkey and turkey(sing loudly).
Like under a hill, under a mountain
The foxes were running in a crowd...
Mistress Fox(angrily).
That's it, dear turkey,
I don't like ditties.
Bear.
I am a talented bear
I can sing and roar:
“Ry-y-y-y! Ry-y-y-y!”
Mistress Fox(indignantly).
My ears are tired
I can't listen to this!
Better turn on the music
Dance, start dancing.
(The guests dance. The bear steps on the fox’s paw.)
Mistress Fox.
Oh, how clubbed the guests are,
They crushed the fox's paws!
Turkey. It's time for us, mistress!
Mistress Fox.
Let's walk until the morning!
If you're in a hurry to get home,
I don't argue - leave.
Bear.
Good for you - however,
We need to get our paws off.
(The guests say goodbye and leave.)
Mistress Fox.
Come visit again
The day after tomorrow, at half past six!
(The fox sits down to rest.)
I lost the whole day
They drank, ate - everything is not enough for them!
The fox needs to rest -
It's not easy to welcome guests!
The teacher asks the children if they liked the story about the fox. Then he asks questions about the content of the fairy tale: how did the fox greet the guests? How did the guests behave? Why didn't the fox like the guests?
The teacher invites the children to “correct” the content of this story and retell it in their own way, so that the neighbors are polite and kind.