Last name, first name, patronymic of the teacher, academic degree, academic title, position held; contact information; scientific school and scientific interests of the teacher. “Don’t leave a fire in the forest, you will save both the squirrel and the fox. Prerequisites and postrequisites of the educational discipline

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

Personal
UUD
Regulatory
UUD
Cognitive
UUD
Communicative
UUD

Mission fragments
1. reflection of educational actions.
1.learning the rules.
2. drawing up an algorithm.
3. find errors.
4. defining the purpose and objectives of the lesson.
1.distribution of words in two columns
2.vocabulary and logic exercises
3.multi-level independent work on punched cards
1.telling the rule to a neighbor.
2. work in pairs.
3. mutual verification.

Lesson objectives:
Introduce students to spelling soft sign there are 3 declensions at the end of nouns;
Develop attention and thinking, speech, phonemic hearing;
Cultivate respect for native language, culture of communication, respect for each other’s opinions when working in pairs;
Materials for the lesson: cards with words, a card with an algorithm, cards for working in pairs, individual punched cards, stars of different colors.

Lesson progress
1.Org. moment
Now check it out, my friend,
Are you ready to start the lesson?
Is everything in place?
Is everything all right?
Pens, books and notebooks?
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Just a rating of 5!
2. Calligraphy
I’ll put the notebook on an angle,
I hold my hand correctly
I'm watching the landing
I'm friends with cleanliness
I'll write great!
- Guess which letter we will repeat today during the penmanship minute:
This letter is a tricky sign,
There is no way to say it.
It's not pronounced
But the word is often asked (b).
Letter letters.
3.Repetition of what has been learned about b
-What is the role of b in words? Give examples.
- Work in pairs. Come up with and write down 3 words each with a separating b and b - an indicator of softness.
4. Creation problematic situation. Setting a learning task
- Read the words on the board: daughter, pencil, wilderness, siskin, doctor, youth, shower, night, help, ball.
- What can you say about these words? (nouns)
- What do the sounds of words have in common? (a hissing sound is heard at the end)
- Why is the spelling of the word daughter spelled b, but not spelled b in the word doctor?
- So what's the problem?
- Formulate the topic of the lesson (b at the end of nouns after sibilants)
- Formulate a learning task (learn to write nouns with and without b at the end after sibilants)
- Where can I find out this information? (In the textbook)
- Of course, the textbook will help us answer this question, but it seems to me that we can answer this question on our own.
- What are your assumptions? (the spelling of b may depend on the gender) Let's try to prove this using our words.
- What are the similarities between these words? (noun, n.f., singular)
-What is the difference? (different gender)
- Write the words in 2 columns by gender.
daughter
pencil

wilderness
siskin

youth
doctor

night
shower

help
ball

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

ray
ball
rook

mouse
ruff
night

garage
haircut
siskin

Checking with. r. (children explain their choice)
B) Independent work on punched cards (level of choice of students)
Level 1.
Write down the story, replacing it with it. noun plural them. noun singular.
My comrades and I set up huts on the shore. The nights were starry. In the morning, the rays of the sun illuminated the clearing. We cast our fishing rods. We caught ruffs and bream.
Level 2.
Write down words that are similar in meaning. Please indicate gender.
Chills - Calling -
Team - Competition -
Strength-
-Assess yourself, what level of work you have done today.
10. Lesson summary. Reflection
- We did a good job! Did you like the lesson? Remember what educational task we set for ourselves. Were we able to complete it? What did we do for this? What tasks did you enjoy doing? What tasks caused difficulties? Rate yourself, what level of work you have done today.
-In conclusion, I would like to tell you, so that science is not night, darkness for you, and the light of knowledge illuminates your path, let’s use the stars that are in your envelopes (they are of different colors). Select the appropriate star:
yellow – if the lesson was interesting and easy;
pink - if sometimes there were difficulties;
blue - if you don’t understand the topic of the lesson;
- Look how much yellow stars. I am very glad that this lesson was interesting and useful for you. Thanks for the work!

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