Artistic and visual arts (8-11 years old)

List of works sent to the All-Russian stage by nomination

Artistic and visual arts (12-14 years old)

List of works sent to the All-Russian stage by nomination

Artistic and visual arts (15-18 years old)

List of works sent to the All-Russian stage by nomination

Artistic and visual creativity (The youngest contestant)

List of works sent to the All-Russian stage by nomination

Decorative and applied arts (8-11 years old)

List of works sent to the All-Russian stage by nomination

Decorative and applied arts (12-14 years old)

List of works sent to the All-Russian stage by nomination

Decorative and applied arts (15-18 years old)

List of works sent to the All-Russian stage by nomination

Decorative and applied arts (The youngest participant)

Artistic and visual creativity (drawing)

List of works, in the nomination "For participation"

Decorative and applied art (craft)

Modenova Svetlana Alexandrovna
Subject: Russian language
Class: 4
Subject: A soft sign after feminine nouns hissing at the end.
Pedagogical technology:
What UUD is the lesson aimed at forming:

personal
UUD
Regulatory
UUD
cognitive
UUD
Communicative
UUD

Job Fragments
1. reflection of educational actions.
1. learning the rules.
2. drawing up an algorithm.
3. find mistakes.
4. definition of the purpose and objectives of the lesson.
1. distribution of words in two columns
2. vocabulary and logical exercises
3. multi-level independent work on punched cards
1. telling the rule to a neighbor.
2. work in pairs.
3. mutual check.

Lesson objectives:
To acquaint students with the spelling of a soft sign at the end of 3rd declension nouns;
Develop attention and thinking, speech, phonemic hearing;
To cultivate respect for the native language, a culture of communication, respect for each other's opinions when working in pairs;
Materials for the lesson: cards with words, a card with an algorithm, cards for working in pairs, individual punched cards, stars of different colors.

During the classes
1.Org. moment
Now check it out buddy
Are you ready to start the lesson?
Is everything in place?
Is everything all right?
Pens, books and notebooks?
Is everyone seated correctly?
Is everyone watching closely?
Everyone wants to receive
Only evaluation.5!
2. Calligraphy
I'll lay the notebook down
I hold my hand correctly
I follow the landing
I am friends with purity
I'll write great!
- Guess which letter we will repeat today in a minute of calligraphy:
This letter is a tricky sign
Don't say it at all.
It doesn't pronounce
But the word often asks (b).
letter letter.
3. Repetition of the studied about b
What is the role of b in words? Give examples.
- Work in pairs. Come up with and write down 3 words each with a dividing b and b - an indicator of softness.
4. Creation of a problem situation. Statement of the learning task
- Read the words on the board: daughter, pencil, wilderness, siskin, doctor, youth, shower, night, help, ball.
- What can you say about these words? (nouns)
- What do the words sound like? (a hiss is heard at the end)
- Why is b written in the spelling of the word daughter, but not b in the word doctor?
- So what's the problem?
- Formulate the topic of the lesson (b at the end of the noun after hissing)
- Formulate a learning task (learn to write nouns with and without b at the end after hissing)
- Where can I find this information? (In the textbook)
- Of course, the textbook will help us answer this question, but it seems to me that we can answer this question on our own.
- What are your assumptions? (The spelling b may depend on the gender) Let's try to prove it with our words.
- What is the similarity of these words? (noun, n.f., singular)
- What is the difference? (different gender)
- Write the words in 2 columns by gender.
daughter
pencil

wilderness
siskin

the youth
doctor

night
shower

help
ball

What did you notice?
5. Physical Minute
We worked hard - you need to rest without a doubt
Together we quickly get up - we will perform the movements.
-Guys, I will name the names of entities. feminine and masculine with a hissing at the end. If this name is a noun. feminine - clap above your head, and if masculine - squat.
Hut, mouse, sword, cloak, thing, silence, hedgehog, oven, rook, rye, knife, comrade, lie.
6. Work on the topic of the lesson. Working out the mode of action. Building an algorithm for solving a spelling problem
A) Work with the textbook.
-Read the rule in the textbook. Are our assumptions correct? Tell the neighbor the rule.
B) Drawing up an algorithm.
1. Is it a noun?
2. Is there a hissing sound at the end of a word?
3. I determine the genus.
4. Is the word in its initial form?
5. Feminine - b I write, masculine - I don't write.
-Check according to the algorithm whether b is written in the words sword and bitterness.
C) Vocabulary and logical exercises.
- Replace with one word, write down the words in accordance with the spelling rule b, determine the gender, underline the spelling.
There is written and oral
It happens on the banks of the river or the sea
Hits from underground
The truth is better than
Soup with beets
Eats firewood in winter and sleeps in summer
Hiding under the floor, afraid of the cat
- Mutual verification.
7. Consolidation of acquired knowledge
a) Work in pairs.
- Now in pairs you will complete the task that I have prepared for you so that you can check how you learned to write words with a new spelling. You need to find the mistakes made in the words.
raincoat
help
bream

ray
ball
rook

mouse
ruff
night

garage
swift
siskin

Check with. R. (children explain their choice)
B) Independent work on punched cards. (Level at the choice of students)
1 level.
Write down the story, replacing them. noun plural im. noun singular.
On the shore, my comrades and I set up huts. The nights were starry. In the morning, the rays of the sun illuminated the clearing. We threw in our rods. Ruffs and breams caught.
2nd level.
Write down words that are close in meaning. Specify genus.
Chills- Appeal-
Team-Competition-
Force-
- Evaluate yourself on what mark you have worked today.
10. The result of the lesson. Reflection
- We've done a good job! Did you like the lesson? Remember the learning task we set for ourselves. Were we able to complete it? What did we do for this? What tasks did you enjoy doing? What tasks were difficult? Evaluate yourself on what mark you have worked today.
-In conclusion, I would like to tell you that science is not for you at night, darkness, and the light of knowledge illuminates your path, let's use the stars that are in your envelopes (they are of different colors). Choose the appropriate star:
yellow - if it was interesting and easy in the lesson;
pink - if sometimes there were difficulties;
blue - if you do not understand the topic of the lesson;
- Look how many yellow stars. I am very glad that this lesson was interesting and useful for you. Thank you for your work!