Development of an ethical conversation with younger students. Practical material for ethical conversations with younger students. Sunday School Data

Churepkina Valentina Petrovna
Conversation on the moral education of younger students "Calm-comfort with a word"

Conversation on the moral education of younger students "Calm - comfort with a word"

Target:

the formation of ideas about good and evil, to show the beauty of good deeds;

the assimilation of certain norms, concepts that students must understand.

Tasks:

introduce students to words of comfort;

to cultivate the ability to empathize with failure, grief, misfortune;

to teach to share the joys and sorrows of others;

to teach children to be kind, to explain, using the example of literary works, what meaning people put in the concept of "good";

to teach to feel and understand the emotional state of the hero, to engage in role-playing interaction;

to inspire the need for a benevolent and careful attitude towards others;

ensure the activity of children in the process of the conversation itself.

Material:dictionary Ozhegov; on the board are attached models of "Heart with a pocket" and "Tree of kindness"; leaflets different shapes; the pencils; glue.

Board writing: To console - to calm down with something joyful, to alleviate someone's grief, suffering. Explanatory dictionary of Ozhegov.

Teacher:

Hello guys. I am very glad to see you. Today I invited you to a gathering. Come in, have a seat.

Let's light a candle. How nice, cozy, quiet. Look at the flame of the candle, Stretch your palms towards it.

What do you feel? (children's answers)

Is it nice to look at the light? And what is your mood now? (children's answers)

And once you good mood, let's say polite, magic words to each other.

Children pass each other a bell.

Teacher:

Kind words help us persuade, make laugh, encourage, convince. In general - to calm, comfort a person. How do you guys understand the words "calm - comfort"?

Teacher:

- Let's find out the exact meaning of the word "comfort." If we look into the explanatory dictionary of S.I. Ozhegov, we will find an explanation. (Working with a dictionary.)

comfort- to calm down with something joyful, to alleviate someone's grief, suffering.

Teacher:

Every person in life has troubles, sorrows. What words can calm, comfort a person?

Do you find words to comfort you easily?

Have you comforted anyone today?

Teacher:

There are times when consolation with words is inappropriate. How to show empathy in such a situation?

Sample responses from children: hug, kiss, stroke, make a gentle gesture, etc.

Teacher:

Also, it seems to me, the main words of sympathy are: "You can count on me, no matter what happens." Usually, after such words, each person calms down a little, because he has someone to rely on.

Listen to the poem "Lizard"

Sitting lizard on a log

And weep bitterly.

- Please tell me you

And what does all this mean?

He sadly replies:

“I was warming myself on a log,

And next to me suddenly

The angry boy sat down.

He grabbed me by the tail

And the tail came off.

For the rest of my life

I left without a tail!

I'm clumsy and funny

I appear in the eyes of my friends.

And every day I lose weight

And I'm getting sad...

Do not cry, do not suffer, my friend!

Only twenty days will pass

And the tail will grow back

And it will get longer.

And you will walk again

On the logs in the forest,

Wag your tail with might and main

And climb the pine tree! (Denis Larionov)

Teacher:

In different life situations, completely different words of consolation may be important. Now imagine that you are comforting, comforting cartoon characters.

1. Uncle Fyodor left with the Cat for Prostokvashino, and the boy's parents were upset.

Don't worry dear, everything will be fine. Your boy is independent, he will not be lost. Get bored - will return.

2. Leopold the cat was very upset after another invasion of mice.

Do not worry, dear Leopold! Everything happens.

3. Do you remember. How did Winnie the Pooh overeat while visiting Rabbit and ruin his house?

Don't worry, dear Rabbit. I know you will build a house even better than before.

4. The wolf ended up in the hospital after chasing a hare.

Don't worry, desperate wolf! You won't be in the hospital for long.

The task: Choose for every situation a suitable proverb. You can start with her. Insert in the middle, etc. Say comfort in a way that calms the upset.

Proverbs for selection:

1. Grief does not matter - with whom it was not.

2. There is no bad without good.

3. One problem is not a problem.

4. This trouble for trouble, if only there were no more.

5. Our cakes were also eaten by cats.

6. And it’s not great at home - a cockroach fell off the stove.

Invite the children to listen to a poem by Dushan Rodovich translated by L. Yakhnin "Friends"

If someone is crying nearby.

If tears are pouring down,

Come up to him

And ask "why?"

This, children, must be done -

It's bad to cry alone.

Diagnostics of moral motivation.

Instruction:

"I'll read you a question. You need to choose one of the three answers given to it."

Question:

1. If someone is crying, then I am.

o Trying to help him.

o Think about what could have happened.

o I don't pay attention.

Question: How will you comfort the crying? What do you say? Think of comforting words.

The task: connect with an arrow the name of the hero who consoles other fairy-tale heroes who find themselves in difficult life situations, in these words:

Do not cry, grandfather, do not cry, woman, I will lay another testicle for you,

Not gold - simple. 1. Princess Frog

Do not grieve, Ivan Tsarevich, Go to bed better, Morning is wiser than evening. 2. Hen-Ryaba

Do not be sad, go with God!

Good! The old woman will be queen. 3. Carlson

It's all nonsense, the matter of life! 4. Gold fish

Prompt: 1. Hen-Ryaba. 2. The Frog Princess. 3. Goldfish. 4. Carlson.

Question: What words are highlighted? Why?

Invite the children to listen to an excerpt from the fairy tale "Alice's Adventures in Wonderland" by the English author Lewis Carroll.

"Alice's Adventures in Wonderland"

During Alice's journey through Wonderland, she became very small. Alice wanted to get the golden key lying on the table, trying to climb the table leg, but all was unsuccessful: the leg was very slippery. Finally, completely exhausted, the poor girl sat down on the floor and cried: “Well, stop crying! This won't help! she said sternly to herself after a while. - I advise you to stop! It won't make any sense anyway!"

Teacher:

Have you guys ever had to comfort yourself? Give examples.

Ask strict life:

- Which way to go?

Where in the world white

Leave in the morning?

- Follow the sun

Let this path be unknown.

Go my friend always

Dear good.

There are a lot of words in the Russian language with which you can calm those who are close to you and need comfort in difficult times. These are amazing, one might say magic words.

The task: remember them and write down on your leaves the magic words, words of consolation and place them on the “Tree of Kindness”.

Children write words of consolation on pieces of paper and place them on the “Tree of Kindness”.

Sample words: don’t worry, don’t be upset, don’t worry, don’t worry, don’t grieve, don’t get upset, don’t worry, calm down, don’t be nervous, you will succeed, you will cope with everything, etc.

Teacher:

Be kind, give good

And happiness will return to you.

The great Russian writer L. N. Tolstoy said: “To believe in good, one must start doing it.” But in order to do good, one must first of all possess it. Each person has their own path to kindness. It is not given to us from birth, it is not inherited. It is necessary to try hard, day after day, to cultivate it in yourself - Kindness.

Teacher (draws the attention of the children to the blackboard):

- Look at the huge heart on the board. This is our heart, ready to love and help each other. It is not simple. In this heart-pocket, you now put your “palm” with your wishes. (Read at will.)

Summing up the conversation:

Invite the children to choose the beginning of a phrase from the reflective screen on the board and speak in one sentence:

Today I found out...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed…

I have been doing assignments...

I was surprised...

The conversation gave me life...

I wanted…

Teacher:

Guys, remember, small good deeds done from the heart bring joy to people. Hurry to do good!

The formation of moral qualities today takes place in difficult conditions and depends on many factors. At the same time, a deep general cultural basis is necessary for communication - a moral culture, which is a condition for a meaningful and fruitful life, the mental health of an individual. What should be the culture of man, in a nutshell not to say. This is a whole program of education of society. It all starts from childhood, when a mother smiles at a child. Next is the school, where the future of society depends on the teacher.

Despite the fact that the rules of decency are not always uniform, sometimes conditional and relative, their observance is necessary, as this prevents misunderstandings between people and makes communication more pleasant. Among the rules of courtesy there are obligatory, observed in the interests of society, and optional, which everyone can observe at their own discretion, in accordance with their tact and taste.

Rules of conduct must be observed meaningfully, depending on the situation, place and time.

Purpose of ethical conversations- to help schoolchildren in mastering general moral norms and norms of behavior, in accordance with which they should build their behavior in a particular situation, evaluate the experience of their own and their comrades, communicate without conflict and be able to accept a different opinion from their own. Moral norms are a kind of regulator of behavior. Ethical conversations, of course, do not exclude the discussion of individual issues in connection with the various actions of children and their attitude towards each other and towards adults.

Both the teacher and the children are preparing for an ethical conversation. The teacher thinks over the questions for the conversation, invites the children to read something or remember from what they read, recall a case they know about relationships between people, and evaluate various behavioral situations. Naturally, if the atmosphere of the conversation is relaxed, and the children will freely express their opinions, although they may turn out to be contradictory. Let the erroneous opinion be discussed, you should not only condemn the child for the mistake, you need to lead him and other children to the correct conclusion. But in no case should the teacher present the children with a ready-made conclusion. It is very important that children learn to think independently, compare various facts that characterize the relationships between people and events, see their inconsistency and give a correct assessment, linking it with ethical norms. If the children are not able to draw a conclusion on their own, the teacher can resort to illustrations, examples that will help formulate a moral rule. The moral norm, developed in experience, passed through the emotional sphere and meaningful in conversation, and not just presented ready-made, becomes the regulator of children's relations in their practical activities.

In the course of conversations about personal responsibility, goodwill, honesty, and fairness, it is important to formulate specific rules with children that govern their relationship with each other and with adults.

These rules can be placed in a class:

Keep your word and promise.

Do not promise without considering whether you can fulfill what you promise to another person, group, team.

If you promised and then realized that you could not fulfill the promise, immediately tell honestly about it.

If you have not learned to keep your word, fulfill promises and duties entrusted to you, start small, but be sure to bring the matter to the end.

Don't shift your blame onto someone else.

Don't be indifferent to people.

Do not be afraid to offer your help to others, first of all help people who are in trouble, the weak, the sick, the elderly.

Get to know some of the "not" more closely.

"Not" (A. Markusha)

1. Do not rush to be the first to sit at the table.

2. Don't talk while eating.

3. Remember to close your mouth when you chew.

4. Don't champ.

5. Don't be the first to run out the door.

6. Do not interrupt the speaker.

8. Don't wave your arms.

9. Don't point fingers at anyone.

10. Do not mimic the speaker.

11. Do not sit down before the elder without his permission.

12. Do not extend your hand first, wait until the elder greets you.

13. Do not forget to take off your hat when entering the house.

14. Do not repeat "I" too often.

15. Do not pretend in a trolleybus or tram that you do not notice an elderly person standing.

16. Do not interfere in someone else's conversation without saying "I'm sorry."

17. Do not forget to apologize if you accidentally pushed someone.

18. Do not sneeze into space, sneeze into a handkerchief or cover your mouth with your palms when sneezing.

19. Don't keep your hands in your pockets.

20. Do not comb your hair anywhere, for this there is a corridor, a lobby, a toilet room.

21. Don't do things that other people might worry about.

22. Do not pronounce words whose exact meaning you do not know.

23. Do not consider yourself the center of the Universe, this will always help you choose the right tone in communicating with others.

Explanatory note

The need for moral education in schools, starting from primary school, is based on the need of society for a morally mature person who is able to follow the norms and rules of communication accepted in society, to bear moral responsibility for their actions and deeds. The moral maturation of younger schoolchildren is connected, first of all, with the fact that the ideas of goodness and justice, communication problems are the most interesting for children of this age.

The relevance and social significance of this course lies in the fact that it is designed to help a growing person in comprehending the norms of human relations and, on their basis, seek the path of self-education, self-development. The course involves active involvement in the creative process of students, parents, teachers.

Introducing children to the spiritual riches of mankind will contribute to the formation of a harmonious, creative personality of the future person, capable of empathy, recognition of good and evil, a benevolent attitude towards everything around, mastering one's emotions and feelings, understanding the greatness of human life and the ability to find one's place in it.

Basic goals:

To form moral guidelines in children when building activities, communication and relationships, the foundations of worldview and self-education;

To give children an idea of ​​the norms and rules of relations with peers, relatives and friends and just people around them;

To reveal the moral essence of these relations through the prism of their own perception.

Tasks:

• personality development with qualities well-mannered person- kindness, honesty, thrift, accuracy, diligence, responsibility;
• expansion of knowledge about the norms and rules of relations with peers, relatives and friends and just surrounding people;
• education of respect for people, traditions;
• mastering the norms and rules of behavior at school, on the street, in public places.

General characteristics of the course.

Moral development of the student's personality as a priority goal elementary school involves the organization of the moral education of younger schoolchildren as in the process of studying academic subjects (“ Literary reading», « The world"), as well as extracurricular activities schoolchildren in uniformhours of communication "Ethical conversations».

The principle of humanism underlies the selection of the content of moral education, methods of its implementation in the educational process. It is aimed primarily at the development of moral consciousness, as the basis of moral behavior, its motivation, emotional responsiveness; to develop the ability to make moral choices.

For this, various methods of working with children are used:

personally oriented, when the content becomes relevant for each child;

stimulating, when freedom of expression is maintained through dialogue, which contributes to looseness, awakening children's interest in moral problems and the creation of public opinion;

Educational moral consciousness;

activating, awakening Creative skills personality, his emotional sphere.

The content of the course is focused on gaming, creative forms, project activities, work with folklore and fiction. This allows in a vivid form to bring to the child's consciousness ideas about the inner world of a person: his experiences, motives that accompany the choice of action and are the engines of actions. All this in real life hidden from the attention of the child, and the use of a work of art will allow the teacher to use the emotional-figurative form of folk works and fiction for children in order to develop personally significant behavior.

Forms and activities.

• game;
• cognitive;
• local history;
• plot - role-playing games;
• watching cartoons;
• visiting exhibition halls and museums;
• contests;
• visiting libraries;
• holidays.
• socially useful deeds

Program implementation.

The program is designedfor students of the 3rd general education class and designed for one year of study. Classes are held once a week. Duration of classes 40 min. The total amount of study time - 34 hours a year.

Value orientations of the content of the subject.

The content of the program reveals the rules of moral behavior and the internal mechanism that determines their essence (the need to follow the rules based on the understanding of their necessity; the motivation of behavior, deed, i.e. desire, desire to do good to people and not cause harm, inconvenience, trouble). The development of the moral consciousness of a younger student goes from class to class in the following logic:

1 class. Developing the ability to see the moral situation. Awareness of moral rules as a guideline for an act: situation - behavior - rule; from rule to behavior. Evaluation of moral deeds.

Grade 2 Internal acceptance of the rules and norms of moral behavior. Striving to meet the standards. The transition from social control (teacher, parents, children) to self-control. Formation in children of understanding that their moral maturation comes from an act to moral qualities based on rules.

Grade 3 Acquaintance with the inner essence of a moral act - a motive. Third-graders are brought to an understanding of responsibility for the choice of behavior, familiarization with the moral qualities of a person, which are formed on the basis of behavior according to moral standards.

4th grade. Systematization, generalization of work on understanding the motives of behavior, personality traits, moral choice. The norm as a stimulus for moral behavior and a support for the inhibition of undesirable (immoral) actions.

Personal, meta-subject and subject results of mastering the course.

In the process of mastering the course materials, the student gains knowledge about the nature of relationships with other people, which becomes a prerequisite for cultivating a benevolent and caring attitude towards people, emotional responsiveness, empathy, sympathy, tolerance, and the formation of the moral consciousness of a younger student. Getting acquainted with the moral content of proverbs about kindness, work, teaching, younger students begin to realize basic humanistic values, the nature of relations between people, the need for careful attitude to people and objects of their labor. Discussion of fairy tales, their staging; discussion of works fiction- all this is aimed at educating the students' initial ethical ideas (the concepts of good and evil, the meaning of "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception. The system of questions and tasks, which is of a diagnostic and training nature, allows solving problems of self-assessment and self-examination, repeating, clarifying and forming initial moral ideas, introducing moral concepts (for example, “What is a good deed?”, “What

did the hero make a moral choice?”, “What can you advise in this situation? How to change it?”, “Does it happen in real life?”).

To master metasubject results(comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishment of analogies and cause-and-effect relationships) the course materials contain exercises that contribute to the activation of students' intellectual activity. They propose to establish the conformity of actions with moral rules; compare, compare the characters, their behavior; classify the material on various grounds (identify groups of proverbs on the topic - about kindness, diligence, attitude to learning); compare illustrations with text to determine the emotional state of the characters.

In order to formation of communicative UUD(conducting a dialogue, recognizing the possibility of the existence of different points of view and the right of everyone to have their own; expressing one's opinion and arguing one's point of view; respectful perception of other points of view) in the materials for classes there are tasks that form them. So, collective discussions are organized with students, questions of an “open” type are offered, for example: “Why? .. How? ..”, which help children express their point of view, listen to the opinion of classmates, i.e. work collectively or in groups, pairs, as well as tasks with a choice of answers, alternative solution and others. Using fiction and working in the library helps students learn how to use various search methods.

information in the library, the Internet. The subject matter of this rubric allows students to learn how to work in the library space in order to solve information and communication problems. As a result, students will be able to navigate in the school library, find the necessary information on moral topics with the help of

various directories.

School etiquette (the concept of the basic rules of behavior at school).

- Rules of conduct at school, in the classroom, at recess, in the dining room. Coming inschool without delay, the correct organization of work in the classroom, educational cooperation.

School breaks as a time for outdoor activities, games.

Behavior in the dining room, rules of conduct at the table.

Reproduce rules of conduct in a particular life situation.

Evaluate their own behavior and the behavior of others (at the lesson, at recess).

Rules of communication (relationships with other people).

courtesy rules, elementary representations about good and bad deeds. Acquaintance with the image of these actions with the help of works of art, fairy tales, films; by analyzing life situations close to children (school staff, families). Active development in speech and behavioral practice of "polite" words, their meanings

in establishing good relationships with others.

Kind, tolerant attitude towards a peer, friend, junior; kind and polite relations in the family, the manifestation of elementary respect for parents, relatives (specific life situations). Practical acquaintance with the rules of collective games that allow you to play together, without conflicts. Ways out of conflict situation(overcoming quarrels, fights,

admission of guilt).

The moral content of the situation (literary, life), their evaluation.

Universal learning activities

Use words of politeness in speech.

Participate in the dialogue:express their opinions on the topic under discussion, analyze the statements of the interlocutors, add their statements.

speculateabout the consequences of bad deeds (in real life, the heroes of works).

Create according to the illustration, a verbal portrait of the hero (positive, negative), describe plot picture (series).

Evaluate adequately the situation and prevent conflicts.

self-formulaterules of the collective game, work.

About diligence.

The importance of work in people's lives. Teaching as the main work and duty of the student, types of work of children at school and at home (initial representations). Diligence and diligence in learning and work. Hard work is the main value of a person. Elements of work culture. Encouraging student assessment own attitude to work. Ways of caring for things created by the labor of other people.

Ways and means of overcoming laziness, inability to work (getting rid of disorganization, indiscipline).

Analysis and evaluation of their actions during the preparation of lessons, work, duty.

Universal learning activities __

Conduct day timing, analyze your daily routine correct it.

Evaluate their actions in the preparation of homework, labor, duty.

Appearance culture.

The culture of appearance as cleanliness, neatness, accuracy in a person.

The rules of neatness and their importance for health, respect for others, and one's own well-being.

Evaluation of the appearance of a person, the criteria for such an assessment: accuracy, neatness, convenience, appropriateness of the situation.

Universal learning activities

Reproduce basic requirements for the appearance of a person in

practical and real life situations.

Evaluate appearance person.

Extracurricular etiquette.

Polite attitude towards people as a need of an educated person. Features of polite behavior in different life situations (on the street, in transport, during walks): give way to the young and the elderly, for the inconvenience, trouble must be apologized.

Rules of courtesy in communicating with the immediate environment: greet first, kindly answer questions; call adults “you”, say “thank you” and “please”, etc.

Rules of conduct in public places (in a store, library, theater, etc.): do not interfere with other people, observe the queue, clearly and loudly express an appeal, a request.

Universal learning activities

Use friendly tone of voice.

Evaluate the nature of communication (tone, intonation, vocabulary), behavior in public places.

Topics of classes.

Section 1. Ethics of communication (7 hours)

Topic 1. What does it mean to be educated?

Talk about politeness. A smile will make everyone brighter.

Topic 2. It's more fun for kind people to live in this world.

Journey to Volkov's fairy tale "The Wizard of the Emerald City". Talk about kindness and courage. Drawing competition about the journey of friends to Goodwin.

Theme 3. Doing good is to amuse yourself.

Correspondence trip to the exhibition hall. Exhibition of drawings about kindness.

Topic 4. Think of others.

A conversation about goodness, about good deeds. Disclosure of the rule "Always act as you would like to be treated towards you." Help veterans, orphans.

Topic 5. A gift to the team.

Surprise lesson, communication lesson.

Topic 6. Business is time, fun is an hour.

Explanation of the proverb: "Cause - time, fun - hour." Making a badge is a courtesy. Group work

Theme 7. What you don’t like in another, don’t do it yourself.

Exhibition of badges for the courtesy school. Talk about goodwill and equality in relationships. Learning the magic rule: “What you don’t like in another, don’t do it yourself.”

Section 2. Etiquette (8 hours)

Topic 8. According to the rules of etiquette.

Conversation: "What is etiquette?" Journey through the labyrinth of etiquette rules. Solving problems on the culture of behavior. Explanation of the proverb: "Respecting a person, you respect yourself."

Topic 9. Invitation to the table.

Journey to the Land of Etiquette. Practice at the table. Playing scenes where characters fairy-tale heroes. Game "Concert for birthdays".

Topic 10. Here is the school, the house where we live.

Analysis of etiquette situations in the form of "Exam". Formulation of rules of etiquette.

Topic 11. Here is the store where we are going.

Familiarity with the rules of etiquette in the store. Playing out situations.

Topic 12. Roads, transport, walking path.

Traffic light game. Practical lesson according to the rules traffic. Acquaintance with the rules of etiquette in transport.

Topic 13 - 14. Forest, river, meadow, where you can relax.

Journey to the forest clearing. Acquaintance with the rules of conduct in the forest, in the meadow, on the river.

Topic 15. Visiting Vezha.

New Year's celebration.

Section 3. Ethics of relations with others (9 hours)

Topic 16. Give joy to another.

Game program "Round dance around the Christmas tree." Making a proposal "Give another joy." Conversation on the topic: "To whom and how can we give joy."

Topic 17. What determines the mood.

Conversation "What determines the mood." Familiarity with the rules of creating a good mood.

Topic 18. Watch of memory.

Informative conversation. Participation in a concert for veterans. Making greeting cards.

Topic 19. My home is my family.

Discussion on the topic: "What kind of house should be built for the gnome Pykh and the Old Man - the forest man."

Topic 20. A person becomes prettier in work.

Practical lesson: "Our common home"

Topic 21. All the sun's children in the world.

Journey to the clearing to the Old Man - the forest man and the dwarf Pukh. Tale of S. Marshak "Twelve months".

Topic 22. Congratulations to our mothers.

Holiday activity. Concert for mothers. Exhibition of drawings and crafts.

Topic 23. With adults and peers.

Photo gallery "My best friend". Conversation "Who can I call mine best friend". Tips-proverbs about good. Good advice to a friend.

Topic 24. Appreciate the trust of others.

Final lesson on the topic "Ethics of relations with others." A letter to the gnome Pykh and the Old Man - the forest man.

Ethics of relations in a team (8 hours)

Topic 25. It's great that we are all here today.

Conversation "How did you spend your holidays?" Collective color painting of mood. Talk about how you can improve your mood. Song true friend.

A game. Conversation with a magic mirror: “My light, mirror, tell me, but report the whole truth. What will the guys in the class advise me?

Topic 27. General and special for boys and girls.

Collection of advice for boys and girls. Drawing up requirements for the class team. The choice of those responsible for the implementation of these tips.

Topic 28. Would someone talk to me.

Journey to Grandfather Etiquette. Practical work to compose your conversation.

Topic 29. Journey through the spring forest.

Excursion to the park, forest, during which the rules of behavior in the forest are developed.

Topic 30. Gift to the team.

Collective activity, during which each child must prove himself. Giving your skills, knowledge, talents, thoughts to the team.

Topic 31. Making a newspaper.

Conversation about the work on the course "Ethical Grammar" for the year. Children express their impressions and wishes by receiving a "scroll", which, after reading, are placed in a newspaper. Newspaper layout.

Topic 32. Kindness is like the sun.

Games. Songs. Picking up petals.

Topic 33. Friendship is a wonderful word.

The importance of true friends in life. Friendship rules. Exercises-trainings. Situation analysis.

Topic 34. “To give joy to people, you must be kind and polite”

The final lesson is a holiday.

Calendar - thematic planning

Planned learning outcomes for students

extracurricular activities programs

As a result of passing the program of extracurricular activities, it is expected to achieve the following results:

First level of results- students should be aware of the moral norms and rules of moral behavior, including the ethical norms of relationships in the family, between generations, carriers of different beliefs, representatives of various social groups.

To form a positive attitude of students to the lessons of ethical grammar and to the ethical norms of relationships with others.

Second level of results- obtaining by students the experience of experiencing and a positive attitude towards the basic values ​​of society.

To achieve this level of results, it is necessary to:

1. To cultivate the relationship of students at the class level, that is, a friendly pro-social environment in which each child receives practical confirmation of the acquired knowledge and begins to appreciate it.
2. Students should gain experience interacting with peers, older and younger children, adults in accordance with generally accepted moral standards.

Third level of results- students gaining experience of independent social activity, feeling like a citizen, a social figure, a free person.

To achieve it, you need:

• to form the skill of interaction of students with representatives of various social subjects, including outside educational institution, in an open public environment.

With the transition from one level of results to another, educational effects increase significantly:

• at the first level, education is close to learning, while the subject of education as a teaching is not so much scientific knowledge as knowledge of values;
• at the third level are created the necessary conditions for the participation of students in morally oriented socially significant activities.

The transition from one level of educational results to another must be consistent and constant.

As a result of the implementation of this program, the following can be achievededucational results:

• initial ideas about moral norms and rules of moral behavior;
• moral and ethical experience of interaction with peers, older and younger children, adults in accordance with generally accepted moral standards;
• indifference to the life problems of other people, sympathy for a person in a difficult situation;
• the ability to emotionally respond to negative manifestations in the children's society and society as a whole, to analyze the moral side of one's actions and the actions of other people;
• respectful attitude to parents, to elders, caring attitude to younger ones;
• knowledge of the traditions of their family and educational institution, respect for them.

List of literature for the teacher:

1. Belopolskaya N.A. and others. “ABC of Mood: Developing Emotional-Communicative Game”.
2. Bogdanova O.S. The content and methodology of ethical conversations with younger students. Moscow, "Enlightenment", 1982.
3. Boguslovskaya N.E., Kupina N.A. Cheerful etiquette. - Yekaterinburg: "ARD LTD", 1998.
4. Buylova L.N. “Modern pedagogical technologies in additional education children." M.: TsRSDOD, 2000.
5. Gorbunova N.A. Cool watch. Volgograd, "AST teacher", 2004
6. Kosacheva I.P. Moral development of the younger schoolchild in the process of education and upbringing. - M.: publishing house "ARKTI", 2005. - 62p.
7. Kostyleva O.G., Lukina I.G. Learn to be polite. – M.: Chistye prudy, 2006.
8. Kulnevich S.V., Lakotsenina T.P. "Modern Lesson". Part 1. Scientific and practical. settlement for teachers, methodologists. Rostov-on-Don: Teacher Publishing House, 2006
9. Kulnevich S.V., Lakotsenina T.P. “Not an ordinary lesson at all.” Prakt. settlement for teachers. Rostov-on-Don: Teacher Publishing House, 2001.
10. Likhacheva L. Etiquette lessons in stories, pictures and problems. Yekaterinburg, Middle Ural publishing house, 1996.
11. Maksimova T.N. Cool clock 1st class Moscow "Vako", 2009
12. Malkova Y. "Smart Reader". Series “Through the game to perfection”. M.: “List”, 1999.
13. Ozhegov S.I. Dictionary of the Russian language. - M .: "Russian language", 1986.
14. Pakhomova O.A. Good tales. Ethics for kids. - M .: Book lover, 2006. -88s.
15. Russian folk tales by Afanasiev. - L .: Lenizdat, 1983.
16. Fairy Tale as a Source of Children's Creativity. A guide for educators preschool. M.: Humanit. ed. VLADOS, 2001.
17. Simanovsky A.E. "Development of creative thinking of children". A popular guide for parents and educators. Yaroslavl: Gringo, 1996.
18. Smirnov N.A. A guide for teachers and parents of primary school students "Ethics and etiquette of younger students." Moscow, "School Press", 2002.
19. Sukhomlinsky V.A. Reader on ethics. - M .: Pedagogy, 1990.
20. Shemshurina A.I. Ethical grammar in elementary grades. To help the teacher. Part 1 - 2. - M .: School-Press, 1999.
21. Shorygina T.A. Conversations about ethics with children 5-8 years old. – M.: TC Sphere, 2010.
22. Encyclopedia of etiquette. - St. Petersburg: Mim-Express, 1996.
23. Etiquette from A to Z for adults and children. M., AST Publishing House, 1998.
24. I know the world. Children's encyclopedia. Etiquette at all times. M., Publishers: "Astrel", "Olimp", "AST", 2000.

List of literature for students:

1. Andreev F. V. The Golden Book of Etiquette. Moscow "Veche" 2004
2. Barto A.L. In the theatre.
3. Volkov A. M. The Wizard of the Emerald City / Art. M. Svetlanov. – T.: Ukituvchi. 1989.
4. Lindgren A. Malysh and Carlson: Per. from Swedish. L.Z. Lungina / Intro. Art. L.Z. Lungina; ill. R.V. Davydov. – M.: Pravda, 1985.
5. Likhachev L. Etiquette lessons in stories, pictures and puzzles. Yekaterinburg, Middle Ural publishing house, 1996.
6. Marshak S.Ya. Here's how scattered.
7. Mayakovsky V.V. What is good and what is bad.
8. Miln A.A. Winnie the Pooh and all-all-all: Per. from Swedish. L.Z. Lungina / Intro. Art. L.Z. Lungina; ill. R.V. Davydov. – M.: Pravda, 1985.
9. Nekrasov A.S. The Adventures of Captain Vrungel: A Tale. Stories: For Wednesdays. school Age/Art. A. Momunaliev. – F.: Adabiyat, 1990. I know the world. Children's encyclopedia. Etiquette at all times. M., Publishers: "Astrel", "Olimp", "AST", 2000.
10. Oseeva V.A. Magic word
11. Pyatak S.V. Growing cultural: for children 4-5 years old: at 2 o'clock - M .: Eksmo, 2010
12. Russian folk tale. Fox and Crane
13. Sorokina G.I., Safonova I.V. and others. "Children's rhetoric in stories, poems, drawings." Moscow "Enlightenment" 2000.
14. Titkova T.V. How to receive guests. - Publishing group AST., 2004. Yagodinsky V.N. How to behave practical course cultural behaviour). Moscow. 1991.
15. Tolstoy L.N. Wolf and dog.
16. Chukovsky K. I. Fedorino grief.
17. Chukovsky K.I. Moidodyr.
18. Chukovsky K.I. Phone.
19. Chukovsky K.I. Stolen sun.
20. Shalaeva G.P. How to behave? - Publishing group AST., 2010.
21. Shalaeva G.P. How to behave at a party. - Publishing group AST., 2010.
22. Shalaeva G.P. How to behave at home. - Publishing group AST., 2010.
23. Shalaeva G.P. How to behave at school. - Publishing group AST., 2010.

To help class teacher: an approximate topic for writing a plan for VR by sections

To help the class teacher: an approximate topic for writing a plan for VR in sections

Educational goals and objectives:
1. the formation and rallying of the class team;
2. fostering a benevolent attitude towards comrades and respect for elders;
3. fostering love for school and school traditions;
4. instill a sense of responsibility in learning; skills of culture of behavior, responsiveness and mutual assistance;
5. to teach to bring the work begun to the end, to study and work conscientiously;
6. not allow any case of violation of discipline either on the premises of the school or on its territory;
7. control the rules of behavior of students at school, in the classroom;
8. cultivate love for the native land, respect for nature;

Topics of conversation cool watch):

1. Knowledge Day.
2. Organizational hour. School mode.
3. Conversation on the rules of the road. Safety Month. (conversations seasonally)
4. What is a team? Friendship and fellowship.
5. Ecology and man. Ecology of the planet.
6. In the world of interesting things. (on the pages of newspapers and magazines).
7. Behavior in public places. Place and time for games.
8. Professions. Types of labor.
9. What do the symbols of the Republic of Crimea, in which I live, mean.
10. Everything should be perfect in a person!
11. Rules of conduct during the holidays (seasonally).
12. Business time, fun hour!
13. About honesty and the ability to keep one's word.
14. My class is my family.
15. Houseplants. Clean air in the classroom. Order and cleanliness.
16. Respect your elders! Be attentive to the younger ones!
17. The book is your best friend!
18. Conversation on the rules of conduct for students in the school premises and on the school grounds.
19. Our Motherland is an independent Ukraine!
20. Coat of arms and flag of Ukraine. country attributes.
21. Who are the deputies? Members of our region.
22. Nature conservation is your responsibility.
23. Your rights and obligations.
24. How to behave in public places.
25. I and those who are nearby. Ethical discussion.
26. Friendship, help, mutual assistance.
27. Conversation "Home Alone", about the behavior of a child at home.
28. City streets.
29. Workshop of Santa Claus. The beauty of the environment. Ethical talk
30. Ethical grammar about kindness, responsiveness and modesty
31. Defenders of the Fatherland.
32. Lovely women. International Women's Day.
33. Be neat, neat!
34. Our hobbies (technology, music, design).
35. Day of laughter.
36. Cosmonautics Day.
37. Culture of behavior at a party, at home and on the street.
38. About honesty and the ability to keep one's word.
39. Culture of our language. Can you speak?
40. Victory Day. "Life is given to bold deeds."
41. Pictures of native nature.
42. "Dad, mom, I'm a readable family."
43. “A dull time, eyes charm” Competition of readers.
44. "This interesting world animals."
45. From the life of wonderful people.
46. ​​"Sport, health, beauty are our best friends."
47. Famous countrymen. Poets and writers about the Crimea.
48. About the dangers of nicotine and alcohol.
49. Where is Santa Claus from?
50. In the world there is not only necessary, but also beautiful.
51. Operation "Live, book!".
52. Entertaining mathematics.
53. Army of Ukraine. History and modernity.
54. Commonwealth of peoples.
55. Where do fairy tales take us? Actions of heroes (moral education).
56. Music in our life.
57. Theater. What is it like?
58. Art in our life.
59. There are thousands of roads in the world. Which way should we go?
60. "We keep our books and notebooks in order."
61. "What is good and what is bad?".
62. "About labor, about people of labor."
63. "It's not enough to want, you need to be able."
64. Page by page fairy tales. Quiz.
65. My city, my district, my street.
66. Save time!
67. "The miracle of the earth is bread."
68. "Let's play, think, answer"
69. Birth of a book. Talk about book publishing.
70. Conversation about thrift.
71. Learn to learn!
72. School of politeness.
73. "Green Pharmacy".

School events:

1. Knowledge Day. Peace lesson. "Know how to live in peace and harmony"
2. Day of the elderly. "Pass the good around."
3. Teacher's Day. Take part in the exhibition of bouquets - autumn flower arrangements.
4. Autumn ball.
5. Month of traffic safety.
6. competition of readers "Multinational Crimea".
7. competition "Is it easy to become a star."
8. Week of health.
9. "Know, love, take care of nature."
10. Welcome Miss Math!
11. Local history quiz. The streets of the city are named after them.
12. Weeks of Pushkin, Shevchenko.
13. Tournament of knights.
14. “We can’t live without women.”
15. "Your own director."
16. "Lucky!"
17. "Hello, we are looking for talent!"
18. Feast of the Primer.
19. "Eaglet" Sports game.

Working with parents:

1. Parent meetings.
2. Meetings of the genus. committee.
3. Involve parents in conducting conversations, excursions. Visiting the circus, theaters, museums.
4. Conduct conversations with parents:
- healthy lifestyle life at home and school;
- your child and his organization of classes, daily routine;
- the progress and behavior of your child;
- help parents in teaching children, their homework;

5. Involve parents in the design of the classroom, making visual
Benefits.
6. Individual conversations with parents about the behavior and progress of the child.
7. Joint action of family and school.
8. Visiting students at home for the purpose of surveying housing conditions, conducting conversations with the child and parents about academic performance at home.
9. Providing methodological assistance to parents.
10. Involving parents in conducting conversations, organizing class hours (about professions).
11. Conversation "Education in the family."
12. Conversation "Teaching a child to be kind."
13. Conversation "Guide to home reading."
14. Conversation "Everything should be beautiful in a person."
15. Conversation about the culture of the child's behavior.
16. Hold open parent meetings.

Educational activities:

1. Visiting students of the library.
2. Conducting conversations on self-government in the classroom.
3. Holding competitions, olympiads, exhibitions within the class.
4. Excursions to nature.
5. Libraries and friendship with them.
6. Visiting the circus, theater, museum.
7. Preparation for festive events.
8. Creation of wall newspapers.
9. Holding events dedicated to aesthetic and ethical education. Quizzes.
10. Good manners.
11. Holding contests: "Journey on the map", "Treasure! Treasure! Treasure!”, “In the world of stars”, “Ah, come on girls!”, “Ah, come on guys!”.
12. Mutual assistance among students.
13. Labor landing
14. Green landing.
15. "Humorina". Day of laughter.

Individual work with students:

1. Provide learning assistance to weak students.
2. To develop the activity of passive children, to bring up discipline, responsibility for the task assigned, for their actions.
3. Monitor the appearance of students.
4. Develop rules of cultural behavior.
5. Conduct individual conversations on moral and ethical topics.
6. Instill in children a sense of beauty.
7. Visiting students at home.
8. Individual conversations separately with boys (about the need for fights), separately with girls (about neatness and cleanliness).
9. Being late for lessons.
10.

The work of children's self-government:

1. School duty.
2. Class duty.
3. Care for indoor plants.
4. Cleaning the classroom.
5. Work orderlies.
6. Fasting frugality tutorials.
7. Fasting frugality of school supplies.
8. Conducting search work.
9. Cleaning of school sites.

Individual work with students:

1. Neatness, neatness in clothes.
2. How to properly prepare your workplace.
3. How do you carry out your duties?
4. Be kind and considerate towards your comrades.
5. Your daily routine.
6. Diseases of dirty hands.
7. Your appearance.
8. Culture of behavior during the break.
9. Respect your time and the time of others.
10. The book is your best friend.
11. Patience and work will grind everything.
12. Business time, fun - an hour.
13. Games at school during breaks and on the street.
14. Appreciate a minute in the lesson.
15. The class is a single family.
16. Measure seven times, cut once.
17. Respect your elders!
18. Take care of nature!
19. Fulfillment of one's duties.

Health protection:

1. Watch your posture.
2. Safety of pedestrian traffic during icy conditions.
3. Health protection (seasonally).
4. How to maintain good vision.
5. The danger of playing with fire.
6. Condition of the air. Cotton gauze bandages.
7. Personal hygiene.
8. Everyone's health is everyone's wealth!
9. Rules of conduct in extreme situations.
10. Clothes, shoes - a part that makes up the guarantee of health.
11. Diseases of dirty hands.
12. Cleanliness and order in the classroom is the key to the health of all.
13.
14. Injury and its prevention.
15. Poisonous mushrooms and plants.
16. The correct daily routine is the key to your health.
17. Proper nutrition.
18. Colds. Prevention.
19. What is a healthy lifestyle?
20. Chemical preparations. Medication handling.
21. Microorganisms. Raw water, unwashed vegetables and fruits.
22. Caution: cutting and piercing objects!
23. Sports in our life.
24. Healthy teeth. Oral care.

Alena Makeikina
Conversation for younger students "Your appearance"

Goals:

To instill in children the desire to dress appropriately; introduce the history of the costume, the manufacture of clothing;

Develop aesthetic taste;

Cultivate neatness, cleanliness, neatness.

Equipment:

Children have dolls with various models of clothes, cards with tasks.

Event progress

I. Opening remarks

Listen to an excerpt from a fairy tale and say what character it is about. speech: “The poor stepdaughter was forced to do the dirtiest and hardest work in home: she cleaned boilers and pans, washed the stairs, cleaned the rooms of her stepmother and her daughters. She slept in the attic, under the very roof, on a prickly straw bedding. In the evening, after finishing work, she would hide in a corner near the fireplace and sit there on a box of ashes.

Who is that girl?

Why was she called that?

- "And yet Cinderella in her old dress, stained with ashes, was a hundred times nicer than her sisters, dressed in velvet and silk."

Guys, there is even proverb: "They are greeted by clothes, they are escorted by mind".

How would you explain this proverb?

P. Announcement of the theme of the event

Today we will talk with you about what and how to wear so that your appearance emphasized that that you are educated, beautiful, neat. After all, remember that in beautiful dress and glass shoes, Cinderella was recognized as the first beauty. “Everything was immediately quiet. The violins are silent. Both the musicians and the guests involuntarily looked at the unfamiliar beauty, who arrived at the ball later than everyone else. "Oh, how good she is!" whispered the gentleman to the gentleman and the lady to the lady. The ladies of the court were busy only examining her dress and headdress, so that tomorrow they could order something similar for themselves, if only they could find the same skilled craftsmen and the same beautiful fabric.

III. A conversation about the history of the dress

And now I invite you to listen to information from which you will learn a little about the history of the costume.

*** For a long time, great attention has been paid to clothing. But earlier society was clearly divided into rich and poor. Poor people could not afford to have many dresses and suits.

*** but a wealthy society shone with the beauty of fabrics and styles. Luxury and idleness made it possible to wear such clothes. On holidays, all kinds of decorations: rings, bracelets, necklaces precious stones. The dresses themselves were also embroidered. After all, bright light allowed these stones to shimmer with all colors - this only emphasized the style of the dress. And the dress was sewn specifically for a single order. Yes, and fabrics were brought from abroad so that no one else had such a dress. Children were also dressed magnificently and elegantly.

*** and only when they entered the gymnasium, the children had to wear uniforms - all the same. This disciplined, made the student think that he was the same as everyone around.

*** a c schools for the children of workers and peasants, the children were dressed in what their parents could dress them in, and most often it was one thing in a family for several children.

*** in the Soviet school there was also a single school uniform.

Now we live with you in a democratic society and we have the opportunity to show ourselves as a person even in clothes. After all, what kind of person are you, he says your appearance.

IV. A game "Character"

Let's play a game "Character": I show the drawing, and you external mind you try to define and tell about the character of this person.

V. Purpose of clothing

Tell me, guys, what keeps you warm in the cold? Maybe a hat

coat, boots?

Clothing is designed to keep a person warm. Therefore, it must correspond to the season of the year, the climate. Used for winter clothes wool fabrics which retain heat well. Summer clothes are sewn from light light fabrics - they reflect the sun's rays. And if you dress lightly in cold weather, and vice versa in summer, this will lead to hypothermia or overheating and the person will get sick.

In the house you should have different clothes. Also, clothes should be comfortable, light and clean. Everyday clothes should be different from festive clothes, clothes for walking - from the one in which you go to school. I want to hear from you, what do you know about fashion and how to dress? (children's answers)

VI. A game "Dress the Doll" and card work

And now for the girls. Dress up your doll so that she went:

To the theatre;

IN school;

On a hiking trip;

Play with girlfriends on the street;

For a friend's birthday

I could help my mother in the kitchen.

Task for boys: complete the task on the cards, choose from the proposed types of clothing the one that is suitable for the proposed place.

Card example: « School» - sport suit, jeans, open dress, blouse, sundress, suit, shorts, dirty T-shirt, ball gown, skirt.

VII. Conversation"Where Things Come From"

Do you know where things come from? Clothes are sewn from fabrics - cotton, woolen or synthetic. This fabric is made on looms. The fabric goes to the cutter. From cutter to seamstress.

Shoes are also made of leather. artificial materials. The ability to sew any thing is always useful in life. And you can learn this right now - with clothes for dolls.

VIII. Reading a literary text

And now let's talk about who dresses properly and has comfortable beautiful clothes, but looks bad. Let's read a poem "Masha-confused" and try to answer question: Why do people look sloppy.

Students read the text and talk about the need to be careful, take care of their clothes.

The same work is carried out according to the text of the poem by Difshitz "Slut".

He doesn't need a sidewalk

Unbuttoning the collar

Through ditches and puddles

He walks straight ahead.

He does not want to carry a briefcase,

Drags him along the ground

Slipped the belt on the left side

A tuft is torn out of the trouser leg

I confess I don't understand

What did he do? Where he was?

How spots appeared on the forehead

Purple ink.

Why is there clay on the trousers

Why is the cap pancake

And the collar is open.

Who is this student?

Do you think that beautiful clothes always help to look.

Can you now answer me what and how you should wear in order to external the view could tell what

you are a person, so that you become interesting and pleasant for others.