1. Organizational moment.

2. Introductory conversation.

3. Orientation in the task.

4. Work planning.

5. Practical work.

6. Report on the work done.

7. Evaluation of the quality of the work performed.

8. Summing up the lesson.

1. Organizing time. This is the shortest part of the lesson. At this stage, the teacher checks the readiness of students and monitors the correct arrangement of materials and tools on the desks. The teacher reminds the students that the tools are placed on the right, as they are taken in the right hand during work, and materials and tools are placed on the left, because it is more convenient to take them with the left hand. The board on which the working operations are performed is in front of the student, glue, a brush, a trash box are in the middle of the top of the table. The teacher checks the order at the workplace with the help of foremen. During the lesson, it is necessary to remind students that tools and materials should always be placed in the designated place.

2. Introductory conversation. The main purpose of the introductory conversation is to mobilize the attention of students, to interest them in the upcoming work, to arouse in them a lively, emotional attitude to the manufacture of the product.

The formation of a positive attitude towards the upcoming work is of great importance, as interested students work more independently, more accurately, they show more activity and initiative in their work. In addition, interest in classes reduces fatigue, has a significant impact on the formation of practical skills, and ensures more effective remedial work at subsequent stages.

The interest of students at the beginning of the lesson is achieved by various means. First of all, the teacher informs the topic of the lesson, talks about the content of the upcoming work, introduces the children to the object of work. The teacher needs to show the aesthetic beauty of the product proposed for manufacturing, its practical value, usefulness for children. In accordance with the topic of the lesson, toys, paintings, illustrations from books, magazines and other visual material are shown, excerpts from fairy tales, poems are read, riddles are made. In the lower grades, the teacher arouses interest in work, using elements of the game and entertainment.

In the process of introductory conversation, cognitive information is also repeated. If the teacher intends to introduce students to new technical information, then the moment of providing cognitive information can be singled out as a separate stage of the lesson. The curriculum defines the amount of cognitive material that must be mastered by students over a period of three years of labor training. This is information about the properties, application and purpose of paper, cardboard, textile material, plasticine, natural material, as well as information about tools and rules for safe work with them. Cognitive information can be reported in the form of a short story with a mandatory demonstration of visual material (collections of threads, fabrics, paper, product samples, etc.). You can conduct small laboratory work, during which students learn about the properties of materials, or organize a didactic game.

3. Task orientation. This stage of the lesson precedes the practical activities of students, since most mentally
retarded children without the help of a teacher cannot independently, all
externally examine the sample of the product. Children's ability to navigate
the task greatly contributes to the successful independent production of crafts. Orientation in the task involves the analysis of a sample, a natural object, a toy, a drawing.
As a result, students should have a clear image of the manufactured item.

When conducting corrective work with students in the lower grades of a special school in labor lessons, the teacher has to pay great attention to developing their ability to perform work according to the model. Despite the fact that the sample is in front of them, the students do not correlate individual operations and the work as a whole with it, making gross errors and inaccuracies that would not exist when comparing the operations performed with the structural features of the sample. For the successful implementation of labor activity, the child must understand the task and imagine the result of labor. Orientation in the task includes an analysis of the object and the conditions necessary for its manufacture.

When analyzing a sample, follow the sequence:

1) determine the object and its purpose;

2) list the main details of the object and determine their number;

3) consider the spatial arrangement of parts;

4) determine the size, shape, color, material and method of connecting parts.

Sample analysis can be carried out by repeating actions after the teacher; on his leading questions; with the partial help of a teacher, independently. The production of each subsequent object involves the involvement of past experience in the work. When orienting in the task, this is expressed in establishing the similarity of the demonstrated sample with previously manufactured objects in shape, material, and size.

4. Work planning. In order for children to be able to independently complete tasks, it is necessary to teach them to plan their work. This involves the assimilation by schoolchildren of the sequence
the manufacture of products, the method of performing a particular operation, the definition of tools and devices necessary
while executing it.

Working according to the plan is a sign of meaningful and independent completion of the task.

Teaching children to plan should be done in a sequence that would help them realize the need to adhere to the drawn up step-by-step work plan. It is advisable at the beginning of training to use a technique in which the teacher explains the implementation of each operation, alternating the demonstration of techniques with verbal instructions. In the future, students should be required to determine the nearest operation based on the subject-operational map on the questions of the teacher. The teacher shows the first operation himself or asks the students where it is better to start work. After the children (with the help of the teacher) complete the indicated stage, they are asked to name the next stage of work (“What will you do next?”). A small time interval between a word and an action will help to consolidate what was said in the memory of children, to create a connection between the speech and practical components of labor activity.

At the next steps, students learn to draw up a whole work plan on the questions of the teacher. It must be emphasized that leading questions should be aimed at clarifying operations and the main points of activity. In some cases, some points of the plan are analyzed in more detail. For example, marking a rectangular part along a ruler causes difficulties for children. In order for students to follow the sequence of this technique when making the next object, the teacher asks them to tell in what order the markup should be done, with what tools. The plan is repeated by the students or written on the board.

Gradually, students are brought to an independent determination of the order of work on products.

Great help in teaching children planning will be provided to the teacher by the use of subject and graphic maps, which are drawn up on a product from any material. This manual provides examples of subject maps made of paper. Cards can be used already in the first class.

In the lessons of manual labor, a subject map is mainly used, reflecting the main operations. In a certain sequence, samples of one product are attached to it in varying degrees of readiness.

Mentally retarded students will not be able to use visual aids if they are not taught to do so. Therefore, the teacher at the right time in the lesson should draw the attention of the children to the map, seeking an accurate and complete answer to the question. For example, when asking a student to name the next operation, the teacher asks them to find the required sample on the map and then answer.

As a visual aid when drawing up a plan for teacher questions, you can also use cards with records of individual points of the plan. Instead of an answer, the student hangs the desired plan card on the board. This technique can be used in the independent preparation of a work plan on the product.

5. Practical work. Most of the time of the labor lesson is devoted to doing crafts. In general, students manage to produce one piece of software per lesson.

Thoughtful organization and conduct of the previous stages of the lesson greatly contribute to the successful completion of the task.

Pupils of the 1st grade perform the product according to the instructions of the teacher, showing the methods of work. In grades II-III, the teacher gradually reduces assistance and leads the students to more independent work. He makes sure that when performing the task, the students adhere to the plan and correctly perform the appropriate work methods, comply with sanitary and hygienic requirements and safety regulations, using stabbing and cutting tools.

After explaining the task and the corresponding instructions for starting work, students begin to perform products. However, the process of work activity of schoolchildren is led by the teacher: he constantly draws the attention of children to the sample, to the subject map, and offers to compare his product with the sample, encourages, activates and stimulates the activity of students.

Implementing an individual approach, the teacher asks leading questions, gives advice and recommendations, monitors the correct implementation of the product manufacturing sequence.

6. Progress report. A verbal report helps students better understand and remember the procedure, makes it easier for them to draw up a work plan for a similar product, and contributes to the development of children's speech. The order of making some crafts may change in the course of practical activities.

In the future, a verbal report will help the student to realize the path he has chosen to complete the task.

Teaching a verbal report on practical work should start from the first grade. At the first stages of learning at the end of the work, the teacher asks the children questions about what they did in the lesson and from what material. Gradually, the teacher leads the students to write a more detailed report, requiring a mention of each operation. Questions might be: “What did you do in class? From what materials? How did you get started? What operation was performed next? etc. In the future, students report partly with the help of the teacher and independently. The teacher makes sure that the report corresponds to the order of the actions performed. In the stories of children, the actions, materials and order of work should be correctly named.

7. Evaluation of the quality of the work performed. Mentally retarded students evaluate the results of their work quite inadequately. Often, the assessment given by the teacher causes a negative reaction in them. In this regard, a very important task arises - to cultivate the right attitude towards the quality of the finished product. This correction should start from the first lesson.

The teacher asks to answer whether the student likes or dislikes his work, how it was done, without requiring explanation, evaluation. In the future, children should be asked to evaluate the quality of the craft, indicate its advantages and disadvantages, and try to explain the reasons for the shortcomings. The standard in the assessment is most often the sample. Students compare their product with a sample, the teacher helps them to objectively consider their crafts.

The guys need to be involved in discussing the quality of not only their own products, but also the work of their comrades. The mark for the work is set by the teacher, taking into account the correctness of the manufacture of crafts, the accuracy of execution, the degree of effort applied. It must be remembered that the assessment of work should be approached individually, taking into account the intellectual and labor capabilities of each individual student.

8. Summing up the lesson. As a rule, this is the final part of the lesson, when the teacher notes the work of the whole class, singles out well-worked children, pays attention to the order in the workplace and cleanliness in the classroom, together with the students selects the best products for the exhibition, determines the prospects for further activities.

It must be emphasized that the proposed structure of the lesson is not the only possible one. The variability of lessons depends on their tasks, the period of study. Separate stages of the lesson can be replaced, rearranged in accordance with the didactic goals and content of the lesson. The system of questions, exercises, selection of visual aids should be subordinated to the tasks of this lesson.

An approximate list of questions for oral control / self-control of the assimilation of lecture material:

1. What is the structure of the labor lesson in special schools?

2. What role does the introductory conversation play in the lesson?

3. What is the importance of the participation of children themselves in the analysis of a product sample?

4. What techniques are used in teaching schoolchildren to plan future work?

5. What is the role of the teacher in organizing the practical work of students in the classroom?

6. Why is it necessary to conduct a verbal report of students on the work done?

7. What role does the correct assessment of the quality of the finished product play?

Lecture 7. The role of the teacher in the organization of correctional and educational work at the lessons of labor training.

Plan:

1. Function of the teacher.

2. Professional and personal qualities of an oligophrenopedagogue teacher.

A phorism “The origins of the creative abilities and talents of children at their fingertips. From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. In other words: the more skill in the child's palm, the smarter the child. Sukhomlinsky V.A.

The main task of teaching manual labor is the formation of applied skills and abilities necessary in household and professional activities. Manual labor must be used to correct the shortcomings of cognitive activity, primarily observation, imagination, speech, and spatial orientation. The teacher's attention is aimed at educating students' ability to purposefully and systematically observe, represent an image of a future product, based on the characteristics of the material, navigate on a limited plane (sheet of paper, table surface) and in the surrounding space. Manual labor in the lower grades is aimed at solving general and special problems, at preparing students for vocational training.

Table of the relationship between the implementation of practical work in the lessons of manual labor in the primary level and vocational labor profiles in high school. Paper and cardboard work House cleaning Fabric work Wire work Plastic work Cardboard bookbinding Service work Sewing Plumbing Plastering and painting

Tasks and organization of manual labor lessons in the lower grades of a special (correctional) school of the VIII type

Labor training of students with intellectual disabilities is the main link in the general system of educational and correctional-educational work in a special (correctional) school of the VIII type. This is due to the great importance of labor training in the social adaptation of schoolchildren with intellectual disabilities.

Teaching manual labor in the lower grades of a special (correctional) school is aimed at solving the following tasks: educating the positive qualities of the student's personality (industriousness, perseverance, ability to work in a team, and others); respect for working people; communication of elementary knowledge about the types of labor, the formation of labor qualities, the development of independence in labor, the inculcation of interest in labor.

Along with these tasks, manual labor classes in a special (correctional) school solve special tasks aimed at correcting the mental activity of schoolchildren. Correctional work is expressed in the formation of skills: navigate the task (analyze the object, working conditions); pre-plan the progress of work on the product, establish a logical sequence for the manufacture of crafts, determine the methods of work and the tools needed to perform them; control their work (determine the correctness of actions and results, evaluate the quality of finished products).

In the process of labor training, the correction of deficiencies in cognitive activity is carried out: observation, imagination, speech, spatial orientation, as well as deficiencies in physical development, especially fine motor skills of the hands.

V.A. Sukhomlinsky wrote that the origins of the abilities and talents of children are at their fingertips. From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. Making toys, crafts is painstaking, amazing and very pleasant work. In order for children to be willing to do it, it is necessary to develop their imagination, good feelings, and with the mastery of skills, dexterity in work will also come.

The complexity of labor education in a special (correctional) school of the VIII type is associated with the lack of general labor skills and abilities in children, such as orientation in a task, work planning, control and evaluation of their own activities, as well as the inability to perform a labor task when working conditions change. This reduces the independence of mentally retarded students, which is especially evident in the lower grades. Students with intellectual disabilities often start work without a preliminary analysis of the product, do not plan the course of its manufacture, cannot determine the sequence of actions, choose the most effective ways to complete the task. As a result, their actions are inadequate to the goal facing them. They experience great difficulty in completing the task, they are not able to determine what tools they will need. Independently, without special training, younger students with intellectual disabilities in their activities cannot be guided by visual instructions: samples, drawings, drawings, technological maps. Almost all students of the special (correctional) school of the VIII type have impaired coordination of hand movements to one degree or another, which has a negative impact on the implementation of practical actions, as well as on control and regulation (accuracy, strength, rhythm, tempo, etc.) during the formation motor work skills. Motor labor skills are automated slowly in such children, their use in new conditions is difficult. And the more the task is changed, the more difficult it is for mentally retarded students to use the formed motor skill. This indicates the insufficient development of the intellectual components of labor activity and violations of the motor sphere.

In the process of teaching manual labor, the correction of defects in the mental and physical development of younger schoolchildren consists in the formation of their intellectual labor skills, in the development of accuracy, dexterity, and coordination of fine hand movements. A significant place in the process of teaching manual labor to younger schoolchildren with intellectual problems should be given to the development of imaginative thinking, imagination, elementary creative abilities to form their ability to adapt to changing working conditions and at the same time introduce elements of variation into a standard situation, show creative activity in work. .

Correction of deficiencies in mental development is achieved mainly by pedagogical means. L.S. Vygotsky stated that in all children, including the mentally retarded, complex types of mental activity are formed on the basis of learning. The development of a mentally retarded child, like that of a normal child, is accomplished through the development of higher mental functions. The main condition for both the general development and the development of individual abilities of students is training. Schoolchildren with intellectual disabilities need a special organization of the educational process to obtain the greatest effect in their development. Labor education in the lower grades of a special (correctional) school of the VIII type, as an academic subject, contains great opportunities for correcting the shortcomings of the cognitive activity and motor sphere of students with intellectual problems. Labor training in the lower grades includes the study of the properties of materials that can be easily processed manually, the formation of a system of labor operations and practical actions necessary for the manufacture of the simplest products from paper, cardboard, fabric, natural material, familiarity with the necessary tools. As a result of pedagogical work, students with intellectual problems form generalized educational and labor skills that reflect the level of independence of schoolchildren in the performance of new educational and educational and labor tasks.

A.N. Graborov argued that in the process of manual labor, each movement of the child gives a clear, tangible, visually assessable result. The labor process constantly puts him in a new position from which he must find a way out. So, gradually and consistently, the ability to navigate, to choose the most convenient and requiring less physical effort path is developed. Working, completing the task, the child develops self-confidence, reveals his own personality.

In the process of labor training, the task of developing the positive qualities of a person is also solved: purposefulness, the ability to bring the work begun to the end, independence, a sense of collectivism, etc. The very conditions of labor training contribute to the development of positive personal qualities. Work in training workshops, and then in industrial practice, is gradually becoming a means of meeting the needs of schoolchildren with intellectual problems. However, effective personal development is possible only when the labor process is specially organized to solve educational and pedagogical problems.

A favorable emotional mood of students in manual labor lessons, the joy of communication in labor, the pleasure experienced in the process of creating work are very important for overall development. The creation of a friendly atmosphere, close motivation of activity, the widespread use of gaming teaching methods, didactic games is an important incentive in the education of diligence.

The formation of practical skills contributes to the moral formation of the personality, serves as the foundation of its moral development. Labor training and education of mentally retarded schoolchildren should form the need to work, develop a sense of responsibility for the work performed and a positive attitude towards work.

According to A.A. Kornienko, many students with intellectual disabilities gradually develop a positive attitude towards labor training. However, it is not sufficiently conscious, passive and unstable.

The first group included students with an indifferent attitude to work. Their motives are vague. With an indifferent attitude to labor activity, they constantly need its stimulation and activation.

The second group is students with a direct relationship to work. . They do not realize the social significance of labor activity. The motives of these children are associated primarily with interest in specific tasks or individual processes.

In the third group of schoolchildren, the attitude to work is characterized by the presence of elements of mediation. They have a constancy in the choice of preferred types of work, a partial manifestation of social motivation.

The fourth group included students whose social motives for labor activity are quite clearly expressed. They treat labor training consciously as professional training.

When organizing work activities, you need to consider:

• 1. Age - psychological and individual abilities of children.
• 2. Classes in manual labor should provide for the complication of technical and constructive skills in order to give the classes a developmental character.
• 3. In manual labor classes, it is necessary to prepare children for subsequent work activities.
• 4. All works made by children should not only be interesting in content, but also find a specific application for them.

In the process of labor training, the majority of mentally retarded schoolchildren develop stable social motives for labor activity. However, for some students, the negative attitude towards work cannot be changed until the graduation classes. They are not ready for independent labor activity and do not adapt well in labor collectives after graduation. In this regard, teachers are faced with the task of forming among schoolchildren such an attitude to work that would not depend either on its nature or on the personality characteristics of a teenager. The student must be aware that work is an inalienable

The system of labor training in a special (correctional) school of the VIII type includes five stages:

• 1. Initial labor training (I-III classes).
• 2. General technical labor training (IV class).
• 3. Vocational training (grades V-VIII).
• 4. Professional specialization (IX class).
• 5. Industrial training (X class).

Each of these stages solves general and specific tasks of vocational training.

The first stage of labor training is carried out in grades I-III. At this stage, students form the initial work experience . The specific tasks of this stage include: the study of the individual labor opportunities of schoolchildren and the formation of their readiness for activity in the workshops of vocational training. In the learning process, the dynamics of individual labor abilities is determined, and on this basis a preliminary conclusion is made about the possibility of further labor training in a workshop of a particular profile. Here, a number of organizational skills and abilities are formed, without which successful labor activity is impossible at the next stage of training in a training workshop equipped with machines, technical means, and devices that pose a certain danger if handled ineptly.

The second stage of labor training is carried out in the fourth grade on the basis of training workshops. At this stage, the formation of new organizational skills and behavioral skills necessary for working in the workshop (the procedure for using machine tools, tools, etc.) takes place, and a final conclusion is made about the labor opportunities of each child, his professional orientation. The material collected by the teacher when studying the individual labor opportunities of children in grades I-IV makes it possible to more likely predict the success of subsequent training in the chosen profession.

The third stage is the stage of vocational training for schoolchildren with intellectual problems. From grades V to VIII, adolescents are trained in a specific labor specialty, which is selected depending on their labor, intellectual and individual capabilities, as well as on the material base of the educational institution and the demand for this specialty in a particular area. These can be professions: a seamstress, a nurse, a florist, a locksmith, a shoemaker, a turner, a carpenter, etc. At this stage of labor training, the formation and improvement of professional knowledge, skills and abilities takes place.

The fourth stage - the stage of specialization of labor training - is carried out in the ninth grade. The main objective of this stage is to master the skills and abilities characteristic of the work of employees of a particular enterprise. At the end of grade IX, students take a qualifying exam, according to the results of which they are assigned a certain labor category.

The fifth stage of labor training in a special (correctional) school of the VIII type is industrial training . It is organized on the basis of specific enterprises. At this stage, the adaptation of students with intellectual problems to work in the conditions of a particular production team, the assimilation of the requirements for quality and labor productivity established at the enterprise is carried out.

Thus, labor training, like other academic disciplines in a special (correctional) school of the VIII type, solves the problems of the comprehensive development of the personality of students with intellectual disabilities. It makes a significant contribution to the physical, mental, aesthetic and moral development of children. Teaching manual labor in the lower grades of a special (correctional) school is aimed at solving the following tasks: educating the positive qualities of the student's personality (industriousness, perseverance, ability to work in a team, and others); respect for working people; communication of elementary knowledge about the types of labor, the formation of labor qualities, the development of independence in labor, the inculcation of interest in labor. Based on the foregoing, labor training in the lower grades must be considered as a propaedeutic (preliminary training) period of preparing mentally retarded students to master the skills of professional labor. Mentally retarded schoolchildren in manual labor lessons must master the level of general educational and labor knowledge and skills that they need for further social and labor adaptation.

1.1. Correction-developing tasks of labor training

Labor training of students with intellectual problems is the main link in the general system of educational and correctional-educational work in a special (correctional) school of the VIII type. This is due to the great importance of labor training in the social adaptation of schoolchildren with intellectual disabilities. The ability to work independently in production conditions, to be a member of the labor collective is one of the determining conditions for the successful social adaptation of people with intellectual disabilities.

Labor training in a special (correctional) school of the VIII type aims to train manual workers who are able to independently and professionally perform simple types of work at manufacturing enterprises. In this regard, the main tasks of labor education and I in a special (correctional) school of the VIII type are:

§ formation of knowledge, skills and abilities necessary for mastering a certain labor specialty;

§ correction of shortcomings of psychophysical development in the process of educational and labor activity;

§ formation of the need to work and positive motivation for labor activity.

The complexity of labor training in a special school is associated with the lack of general labor skills and abilities in children, such as task orientation, work planning, control and evaluation of their own activities, as well as the inability to perform a labor task when working conditions change. This reduces the independence of mentally retarded students, which is especially evident in the lower grades. Students with intellectual disabilities often start work without a preliminary analysis of the product, do not plan the course of its manufacture, cannot determine the sequence of actions, choose the most effective ways to complete the task. As a result, their actions are inadequate to the goal facing them. They experience great difficulty in completing the task, they are not able to determine what tools they will need. Independently, without special training, students with intellectual disabilities in their activities cannot be guided by visual instructions: samples, drawings, drawings, technological maps. Almost all students of the special (correctional) school of the VIII type have impaired coordination of hand movements to one degree or another, which has a negative impact on the implementation of practical actions, as well as on control and regulation (accuracy, strength, rhythm, tempo, etc.) during the formation motor work skills. Motor labor skills are automated slowly in such children, their use in new conditions is difficult. And the more the task is changed, the more difficult it is for mentally retarded students to use the formed motor skill. This indicates the insufficient development of the intellectual components of labor activity and violations of the motor sphere.

Abstract of a labor training lesson in the 3rd grade of a correctional boarding school VIII kind.

Teacher: Busygina Zhanna Mikhailovna

Topic: "Making a greeting card for May 9"

Target: teach children how to make a greeting card by May 9

Tasks:

Repeat the rules for safe work with scissors and glue; teach children to plan their work; think over the composition of the application; teach beautiful color combinations; economical use of materials;

Correction of visual perception based on a specially selected exercise;

Cultivate accuracy, love for work; responsibility for the quality of work performed; respect for elders, interest in the past of their country.

Materials and tools:

Colored paper, colored cardboard, scissors, glue, scrap box, templates

Equipment:

Product sample, blackboard, instruction card, technological card, Victory Day presentation.

Lesson type : learning new material

Methods and techniques : verbal, visual, practical.

Lesson plan:

Organizational moment (emotionally positive attitude),

Checking the workplace

Knowledge update

Statement of the topic and purpose of the lesson

Posting new material

Repetition of the safety rule

Explanation of the course of practical work

Fizminutka

Practical work

Exhibition of works

Lesson summary

Grades, homework.

1. Organizational moment.

The bell has already rung

Lesson starts

Everyone sat quietly at their desks

Everyone looked at me

So, today the guys have come to visit us, to see what we have learned.

To make the work boil

Get everything ready for business

Let's glue, craft

Everything should be ok

Oilcloth must be laid

Scissors, glue paper

Put it in place quickly.

Guys, in what mood did you come to the lesson? Choose a picture (cloud or sun) that matches your mood, show me. I'm glad you're in a good mood, good luck!

2. Checking the workplace

Let's check the readiness for the lesson. Take an oilcloth and cover the desk so as not to get it dirty with glue. On the desks in your folders you have scissors, glue, colored paper, templates. Check if everything is in place?

3. Updating knowledge

Guys, let's remember what tools and materials we use with you in labor lessons (plasticine, paper, brushes, glue, pencil, scissors, needles, threads, leaves, stack, cone, acorn)

a) (Open board) Game "Lotto"

The board shows the materials used in labor lessons, and next to it are pictures of tools. We need to find tools that match the given material.

b) The game "Find the extra"

Look at the pictures of the tools and tell me which items are superfluous?

4. Statement of the topic and purpose of the lesson.

Today in the lesson we will work with paper. What types of paper do you know? (wrapping, wallpaper, color, newspaper, printed)

Reading a poem by a teacher

May holiday-

Victory Day

The whole country celebrates.

Our grandfathers put on

Military orders.

The road calls them in the morning

To the solemn parade

And thoughtfully from the threshold

Grandmothers are watching after them.

What holiday is the poem talking about? (Victory Day holiday)

And who knows why this holiday is called Victory Day? (Because the war is over)

Presentation "Victory Day"

5.Messaging new material

Today we will make a greeting card for May 9th.

Look, this is what card we will make today at the lesson

Product Sample Analysis

What shape is the postcard?

What do you see on the postcard?

Can you guess what these flowers are called?

What color are the flowers?

Are these flowers painted or pasted on colored paper?

So this is not a drawing, but what?

What is a postcard? (colored paper application)

What tools and materials do we need to work?

I brought you a real carnation, let's see how it looks? (She has petals that fit snugly together, and the edges are jagged, stem, calyx, leaves)

6. Repetition of the rules for working with scissors and glue

Don't mess with scissors

In vain do not twist them in your hands

And holding the sharp edge

Don't tell a friend

Just finished work

Scissors need care

You must close them.

And put in place.

T.B. - When cutting paper, do not point the scissors towards yourself or a friend;

- Do not make sudden movements while working

- Keep order in the workplace

- Be careful with glue

7. Explanation of the course of practical work

What do we need to make a postcard? (cardboard, colored paper, glue, scissors)

Routing

Take a landscape sheet, fold it in half, ironing the fold - the base of the postcard is ready.

We take a petal template in the shape of a circle, circle it 3 times on red paper, cut out 3 circles, fold it in half with each other, make cuts.

Circle the cup template once on green paper, cut it out

Circle the leaflet template 2 times, but be careful, the leaves should look in opposite directions

The stem blank is on your table

We compose a composition

Gently glue

8. Physical Minute

Fly fly petal

Through the west to the east

Through the north, through the south,

Come back making a circle.

Just touch the ground

To be in my opinion led.

Let's "command" that today everything turns out neatly and beautifully.

9. Practical work

And now let's get to work, do not forget to use the instruction card, watch your posture while working.

(The task is performed to the music of the war years)

Exhibition of works

Reflection

If you are happy with your work, hang it under the smiling emoji, if not, under the sad one.

10. Summary of the lesson

What did we do in class today? For which holiday did we make postcards? Who are we making cards for?

11. Ratings. Homework

Stick the words of congratulations on your postcard and give it to veterans.

Here is the end of the lesson

We need to clean everything up on time.

You collect the scraps - put them directly in the urn

Wipe the oilcloth with a rag, then fold it and put it away.