Long-term planning for theatrical activities in group No. 5 "Polyanka".

September

Children greet each other on behalf of any fictional or fabulous

character (fox, hare, wolf), put on (optional) costumes and tell

who did they look like. The teacher helps them to portray the selected characters through

Etude "Consolation".

The boy accidentally broke the girl's toy, she is crying, the rest of the guys should calm the girl down, console her. The performer of the role of the girl is “crying”. Children surround her, and everyone offers their own version of consolation (gives a new toy, tries to repair a broken one, etc.).

(Theater on the hand - glove) The game "Little Red Riding Hood". (Ch. Perrot)

Develop the ability to analyze the actions of fairy-tale characters. Improve figurative performance skills

Fairy tale dramatization.

Rain game

Teaching children the ability to coordinate their actions with other children; development of the imagination.

Children are given the opportunity to imagine and depict how raindrops are knocking on the roof, the road. Show how children splash in puddles, clap their hands and have fun after the rain. Further, the teacher explains that in the game, instead of rain, music will sound, reminiscent of the murmur of water, the ringing of droplets. When the music plays, all the children splash in puddles (made of cardboard or imaginary). As soon as the music ends, it means that a "thunderstorm" is approaching - everyone gathers together under a roof (umbrella). Children are invited to portray a "thunderstorm" (tapping movements with fists, clapping their hands). At the moment when the children depict a thunderstorm, the teacher says:

Thunder is everywhere, thunder is roaring

Lightning shines in the sky!

The storm has ended, and we again,

Let's have fun playing!

October

The game "Puss in Boots"

(Theater on the hand - finger)

Develop the ability to coordinate actions with other children.

Fairy tale dramatization.

Etude "Baba Yaga"

Develop transmission skills emotional condition through facial expressions and gestures.

Baba Yaga caught Alyonushka, told her to light the stove, so that later she could eat Alyonushka, and she herself

fell asleep. I woke up, but Alyonushka wasn’t there - she ran away. Baba Yaga was angry that she was left without dinner,

running around the hut, stamping his feet, waving his fists.

Funny compositions

Encourage children to write fairy tales; learn to get into the role; develop the creativity and imagination of children; learn to work together, together, together.

Mini - dramatization of the fable by I. A. Krylov "Swan, cancer and pike" (the fable is learned with children in advance)

Develop the ability to coordinate actions with other children. Improve figurative performance skills

Children choose their own equipment. Those who chose the masks of heroes are the artists, those who chose the tickets for the performance are the spectators. Children role-play the fable.

November

"Say a kind word about a friend"

Formation in children of a benevolent attitude towards each other.

The teacher collects the children in a round dance with the words:

In a round dance. In a round dance

The people have gathered here!

One, two, three - you start!

Following this, the teacher picks up an inflatable heart and affectionately turns to the next standing child. For example: - Sonechka, good morning!

The teacher specifies which affectionate and kind words we can pronounce

turning to his friends (Hello, how glad I am to see you; what beautiful hair you have; you have a smart shirt, etc.) After that, the children again go in a circle with a song. The teacher sends a heart

the next child, who must, in turn, affectionately turn to the next standing baby.

Etude "Focus"

Develop the ability to convey an emotional state through facial expressions and gestures

The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it.

him, and when he opened the suitcase, the cat was not there... A dog jumped out of the suitcase.

Fairy tale "Teremok"

Fairy tale dramatization.

Music carousel.

Improve the ability to expressively move to music, feeling its rhythm or smoothness of sound

Children come up with movements and dance to the music.

December

"Where we've been, we won't say"

Promoting the development of a sense of truth and belief in fiction; training in concerted action.

The children choose the driver who leaves the door, and the remaining guys, together with the teacher, agree on who or what they will portray. Then they invite the driver, who enters with the words: "Tell me where you were, what you did." The children answer: “Where we were, we will not say, but what we did, we will show! (if action). Whom we saw, we will show (if it is an animal), etc. during the game, the teacher helps to find the most characteristic features of animals or objects and convey them expressively.

Etude "New doll"

Develop the ability to convey an emotional state through facial expressions and gestures.

The girl was given a new doll. She is happy, jumping merrily, spinning, playing with the doll.

(Theater on the hand - mittens) The game "Snow Gingerbread Man". (Tale in a new way)

Teach children to act expressively in accordance with musical accompaniment. Expand vocabulary and develop memory.

Dramatization of a fairy tale with the help of a teacher

Mobile game "Brave Mice"

Development of expressiveness of gestures and facial expressions.

First, the children listen to the poem:

The mice came out once

See what time it is.

One two three four -

The mice pulled the weights.

Suddenly there was a terrible sound...

The mice ran away.

The teacher invites the children to turn into mice and expressively depict them using gestures and facial expressions.

January

Etude "Bears"

Develop the ability to convey an emotional state through facial expressions and gestures.

The cubs lie in the den. blew strong wind, snuck into the lair. The bears are cold.

They huddled into balls - they are warming themselves. It became hot, the cubs turned around and growled

Fairy tale "Mitten"

Teach children to recognize characters by their characteristic features.

To improve the ability of children to convey the images of the heroes of a fairy tale.

Form friendly relationships.

Dramatization of a fairy tale.

in the clearing

Work out the expressiveness of facial expressions, gestures, voices and movements with individual heroes of the fairy tale; encourage children to act in an imaginary situation.

Scene in the meadow. New Year's ball.

February

"Speaker"

The development of attention, observation.

One child describes one of the children, the rest guess by signs.

The game is repeated several times. Leaders change.

Etude "Home Alone"

Develop the ability to convey an emotional state through facial expressions and gestures.

The raccoon mom went out to get food, the baby raccoon was left alone in the hole. It's dark around, you can hear

different rustles. Little raccoon

scary - what if someone attacks him, and his mother does not have time to come to the rescue?

Fairy tale "Geese-swans"

To improve the ability of children to convey the images of the heroes of a fairy tale.

Fairy tale dramatization.

funny transformations

Learn to skillfully use facial expressions, pantomime.

Draw different animals.

March

"Picture a Hero"

Development of expressiveness of movements, gestures, facial expressions, voice.

The host suggests depicting fairy-tale characters, recalling that each of them has its own characteristics, by which it is easy to recognize them:

Fox, fox-fox,

The coat is very good!

Red tail, cunning eyes,

I love chickens - yes, yes!

Petya, Petya-cockerel!

Gilded comb!

When you see the dawn

You scream: "Ku-ka-re-ku!"

The bunnies went out for a walk

They began to jump and play.

Clumsy, clumsy

A bear walks through the forest.

If asked. What does he like,

He will say: “I would like to eat honey!”

Children portray different characters.

"Picture the taste of an apple"

The teacher invites children to imitate how they bite an apple, depicting

facial expressions, what they think it tastes like. Moreover, the adult starts first, and the children guess (sour, sweet, bitter, tasty, etc.). The teacher aims the children at the fact that each apple may seem to taste different, and facial expressions will depend on this.

"Mirror"

Learn to show and reflect signs of spring with the help of facial expressions and pantomime.

Children show and reflect signs of spring with the help of facial expressions and pantomimics, having previously broken up into pairs. One child in a pair shows the movements, the second repeats the movements, as in a mirror.

natural world

Encourage motor improvisation; improve the ability to convey the image through music and dance movements.

Learning the Water Lily Dance

April

"Cunning Little Animal"

Development of attention, observation, speed of reaction, memory.

The teacher invites the children to imagine that they are all different animals, and sit in

cages in the zoo. One of the children is chosen to be a visitor to the zoo. He will stand in the center and make various movements and gestures. "Beasts"

imitate the visitor, exactly repeating his gestures and movements. "Visitor" is chosen using a rhyme:

Above the rays, above the water

Torrential rain poured down.

And then a yoke hung in the sky.

Children are pleased with the golden rainbow.

“Visitors during the game change several times.

Etude "Deaf grandmother"

The child is talking to a deaf grandmother (the role of the grandmother is played by the teacher), who, it turns out, is looking for him. He already understood that it was necessary to talk with his grandmother with the help of his hands, since she did not hear anything. Grandmother asks: "Where is Sasha?" (gives the name of any child), “Whose books are these?”, “Whose toys?”, “Where is mom?” etc. the child responds with gestures.

"Birches" (pantomime)

To learn to show and reflect a birch with the help of pantomime at different times of the year.

Children depict trees at different times of the year, following the words of the teacher:

Summer: "Birches talk to each other, rustling leaves, waving twigs."

Autumn: “Leaves fly around, a strong, gusty wind blows more often, which shakes the trees from side to side.”

Winter: "Twigs tremble with cold, snow bends them to the ground."

Spring: “The snow melts, the branches rise up. Swollen buds burst and tender leaves appear from them.

"Fear has big eyes"

Develop creative independence in the transfer of the image. Develop the skills of independent organization of theatrical activities

Fairy tale dramatization.

May

word intonation game

Development of attention, observation, imagination of children.

Children are invited to pronounce familiar words with different intonation: “hello” - joyfully, affably, casually, gloomily; "Goodbye" - with regret, with chagrin or hope for an early meeting; "thank you" - confidently, gently, impatiently, offended; "I'm sorry" - reluctantly, with remorse.

Etude " delicious candy»

The development of expressiveness of facial expressions, imagination.

The teacher has an imaginary bag of sweets in his hands. He hands it to the children one by one. They take one candy at a time, thank them with a gesture, unfold the wrapper and take the candy in their mouth, showing with facial expressions and gestures what they taste like.

"Funny Clowns"

Development of expressiveness of gestures, movements, facial expressions

Depict different clowns cheerful and sad.

"Mirror"

Learn to show and reflect signs of summer with the help of facial expressions and pantomime.

Children show and reflect signs of summer with the help of facial expressions and pantomimics, having previously broken up into pairs. One child in a pair shows the movements, the second repeats the movements, as in a mirror.

Advanced planning for theatrical activities

Target: develop intonation expressiveness of speech. Develop the ability to perceive artistic image literary work and creatively reproduce it in skits, theatrical performances.

Tasks:

1. To develop in children intonation expressiveness of speech.
2. Develop the ability to feel the nature of a literary work.
3. To develop in children the expressiveness of gestures, facial expressions.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.
5. To develop the ability to evaluate the actions of heroes, situations, to feel humor.
6. To develop the ability of children to take part in dramatizations based on the plots of familiar works of art.
7. Encourage initiative and creativity.
8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.
9. Cultivate kindness towards each other.

Month		Subject
		Conversation "What is theater"		To give children an idea about the theater, to introduce the types of theaters. To form a steady interest in various theatrical genres.
		Conversation-dialogue "Theatrical professions"		Activate cognitive interest in theatrical professions. To introduce children to professions: actor, director, artist, composer. Cultivate the desire to learn new things.
		The game is improvisation. Mini - scene "The Old Man - Lesovichok"		Encourage active participation in theatrical games; evoke positive emotions in children; develop creative imagination; develop intonation expressiveness of speech
		Telling the tale "Turnip" with children (Finger Theatre)		Recall with children the characters of the fairy tale and their actions; develop interest in the game; to consolidate the ability of children to use various means of expression in the transfer of images of the heroes of a fairy tale.
October		Screening of the "Repka" table theater	Encourage children to stage familiar works; develop fine motor skills of fingers; develop intonation expressiveness of speech;
		Funny pantomime. "Silent dialogue", "Riddles without words"	Develop pantomime skills and creative imagination; to form communication skills and improvisation skills; teach children to pronounce given phrases intonation and expressively; develop fantasy and imagination
		Quiz game "Recognize the fairy tale from the illustrations."	To consolidate the knowledge of preschoolers about fairy tales.
		Russian storytelling folk tale"Gingerbread Man" with the use of mask theater	Continue to teach children to listen to a fairy tale, the story of which is accompanied by a tabletop theater show. Continue to teach children to follow the development of the action and answer questions about the content of the tale. Encourage children to take part in telling a fairy tale, agreeing on individual words, phrases. Promote intonation expressiveness of speech. To develop attention, memory, the ability to empathize with the heroes of a fairy tale. Raise interest in Russian folk tales, the desire to listen to them.
		Tell the verses with your hands.	Encourage children to improvise.
		Games for the development of expressive facial expressions (45)	Learn to use expressive facial expressions to create a vivid image.
		Riddles about fairy tales and fairy tale characters	Clarify children's ideas about riddles, consolidate knowledge about characteristics fairy tale characters; to cultivate love, respect for fairy tales and fairy-tale characters, to cultivate perseverance.
		Telling the tale "Teremok" showing on flannelgraph	establish interpersonal contacts; creation of a favorable microclimate in the group; work out the intonational expressiveness of speech, develop the dialogic form of speech; arouse children's interest in theatrical; develop the ability to imitate the voices and characteristic movements of animals; to cultivate the ability to listen to fairy tales, to follow the development of the action.
December		"Happy Account" Let's laugh game. Role-playing the poem "Who thinks?" (21-22)	Develop intonation expressiveness of speech, monologue speech; develop improvisation skills; encourage participation in theatrical games;
		Acting out a poem by B. Zakhoder: “The pussy is crying ...”, I. Zhukov “Pussy” (18-19)	Develop pantomimic abilities, love for animals.
		Rhythmoplasty. Etudes: "The Chanterelle overhears", "Baba Yaga"	To develop imagination, imaginative thinking, the ability to convey in free improvisations the character and mood of the heroes of fairy tales
		Reading and telling the fairy tale "Three Bears" (Table Theater)	To teach children to understand the beauty and power of the Russian language, to teach them to use figurative expressions, to speak beautifully and correctly; to form the ability to clearly, clearly and consistently answer the questions posed; develop creativity, memory, imagination; continue to improve the dialogic and monologue forms of speech.
January		Culture and technique of speech. Work on short sentences.	Practice clear pronunciation of consonants at the end of a word; whistling and hissing sounds
		Rhythmoplasty. Sketches: "The Chanterelle overhears", "Baba Yaga".	To develop the ability to convey in free improvisation the character and mood of the heroes of fairy tales
		Reading the fairy tale "Little Red Riding Hood"	To acquaint children with a fairy tale; to teach to comprehend the idea of ​​a fairy tale, to evaluate the nature of the characters; enrich the vocabulary of children; exercise in the ability to answer the question; to encourage an attempt to express their point of view in response to the question posed by the teacher; to cultivate a culture of speech communication: to participate in a conversation, listening to children, to clarify their answers.
		Shadow theater "Little Red Riding Hood"	Continue to develop interest in theatrical art
February		Theater basics. culture. Photo of the auditorium, concepts: "stage", "curtain", "backstage", "parterre", "balcony" (multimedia presentation)	To acquaint children with the device of the theater, auditorium and stage
		Theatrical game. The game "What we are doing, we will not say, but we will show", "Birthday	Learn to act in concert; be able to navigate in space; develop fantasy
		One, two, three, four, five - do you want to play? Theatrical warm-up game. Competition for the best dramatization of the fairy tale "Ryaba the Hen".	Develop fantasy, creativity in the process of inventing a dialogue for a fairy tale; to intensify the use of the concepts of "facial expressions", "gesture" in the speech of children.
		Table theatre. (Conical "Three Little Pigs")	Activate and develop a clear intonation-expressive speech, enrich vocabulary; to cultivate interest in the theater, the ability to work in a team.
March		Spring, spring is red!Performance in Russian folk costumes. Performance of ditties. Movement simulation game	To give ideas about Russian folklore, to instill a love for folk art; develop imagination and memory; develop the ability to communicate emotionally and expressively; develop the ability to work with imaginary objects
		Theatrical game. The game "The same thing in different ways", "Transformation of an object", "Around the world trip"	Continue to develop the imagination, fantasy of children; develop the ability to justify one's behavior
		Rhythmoplasty. Exercise "Rhythmic Etude", dance improvisation	Develop a sense of rhythm
		Theater Day. Entertainment "In the world of fairy tales"	Develop literary speech children, to draw attention to expressive means (figurative words and expressions, epithets, comparisons), the ability to feel the beauty and magic of a fairy tale; exercise in the ability to find and explain the main differences between literary genres: a fairy tale and other works; introduce children to elementary generally accepted norms and rules of relationships with peers and adults; develop the ability to use expressive images of fairy tale characters
		"Let's play with our fingers."Playing out familiar fairy tales with the help of finger theater by children.	Acquaintance with the finger theater; mastering the skills of owning this type of theatrical activity; develop fine motor skills of hands in combination with speech; development of a sense of rhythm and coordination of movements; to develop the ability of children to act out fairy tales with the help of a finger theater.
		"Dunno in the theater". Conversation-game: "Let's help Dunno to behave correctly in the theater." Game, problem situations. Exercise "Wind". Psycho-gymnastics "Take and pass." Acting out a mini-scene: “The Fox” by I. Petrov.	To give children an idea of ​​the culture of behavior in the theater, through solving problem situations.
April		Culture of speech and technology. Exercise "I want to sleep", "Joke", tongue twisters. Pronunciation of individual phrases with different intonation	Improve the ability to use different intonations
		Dramatization of the fairy tale "The Wolf and the Goats" (Dolls Bi-ba-bo)	Learn to get used to the artistic image; interact with a partner.
		Our entertainment»	Teaching kids how to make short stories from personal experience and tell them expressively.
		"Theatrical alphabet".Conversation with children about theatrical concepts - stage, curtain, performance, applause, screenwriter, understudy, etc. Speech exercise “Who follows whom” M. Kartushin. Exercise "We are sad", "We have fun." Role-playing of poems by A. Tetivkin: “Like a river along a river”.	Acquaintance with theatrical terms; activate the children's vocabulary: stage, curtain, performance, applause, screenwriter, understudy, etc.; continue to acquaint children with the concepts of “facial expressions”, “gesture”; develop the ability to convey an emotional state through the creation of images.
		"Bees, birds flew." Exercise "Fly, butterfly!" speech game"Like grandmother Natasha." The Gawker game. Fantasy Dance "Grasshopper Disco"	Introduce children to spring signs; anwser the questions complete sentences; create favorable conditions for improvisation of children; development creativity.
May		Ultimate entertainment. Solving the crossword: "Theatrical professions." Exercise "Magic dream".	Improve the dialogic form of speech; evoke a joyful mood in children, creating a friendly atmosphere; fix the name of theatrical professions; develop attention, memory, imagination.

Card file of theatrical games for

1. Game: "Merry Old Man-Forester"

Target: learn to use different intonations.

The teacher reads a poem, the Old Man-Lesovichok pronounces his words in the text with different intonation, the children repeat.

Educator: There lived an old man of small stature in the forest

And the old man laughed extremely simply:

Old Man-Lesovichok:

Ha-ha-ha yeah he-he-he

Hee hee hee yeah boo-boo-boo

Boo-boo-buda be-be-be,

Ding, ding, ding, ding, ding, ding!

Educator:

Once, when he saw a spider, he was terribly frightened,

But, clutching his sides, he laughed out loud:

Old Man-Lesovichok:

Hee hee hee yeah ha ha ha

Ho-ho-ho-ho-ho-ho-ho-ho-ho!

fb-go-go-boo-boo-boo."

Educator:

And when he saw the dragonfly, he was terribly angry,

But from laughter, he fell on the grass:

Old Man-Lesovichok:

Gee-gee-gee yes goo-goo-goo,

fb-ro-ro yes bang-bang-bang!

Oh guys, I can't!

Oh guys, ah-ah-ah!

(D.Harms) The game is played several times.

1. Movement simulation game

The teacher addresses the children:

Do you remember how children walk?

Little feet walked along the path. Big feet walked along the path.

(Children walk first with small steps, then with large - giant steps.)

- How does the Old Man-Lesovichok walk?

How does the princess walk?

How does the bun roll?

how Gray wolf prowling through the forest?

How does a hare, with ears flattened, run away from him?

1. "Silent dialogue" for the development of articulation

Educator: Imagine that your mother is in the store, and you are waiting for her on the street, by the window. She tells you something, you do not hear her, but you try to guess.

(First, the teacher takes on the role of mother, and the children guess. Then the children are invited to play the role of mother.)

1. "Mysteries Without Words"

Target:

The teacher calls the children:

I sit next to the bench

I will sit with you.

I'll tell you riddles

Who is smarter - I'll see.

The teacher, together with the first subgroup of children, sit on the modules and look at illustrations for riddles without words. Children choose pictures that they can think of without saying a word. The second subgroup at this time is located in another part of the hall.

Children of the first subgroup without words, with the help of facial expressions and gestures, depict, for example: wind, sea, stream, teapot (if difficult, then: a cat, barking dog, mouse, etc.). Children of the second subgroup guess. Then the second subgroup guesses, and the first one guesses.

1. “Let's play. - guess.(ABoseva)

Target:

Parsley calls the children: What do you know, guys,

About my riddle poems?

Where there is a clue, there is an end.

Who will tell - well done!

Children are seated in a semicircle near Petrushka. Parsley guesses and shows riddles with pantomime.

Importantly, a crocodile walked around the yard with a sharp beak,

He shook his head all day, muttering something loudly.

Only this, right, was no crocodile,

And turkeys true friend. Guess who? (Turkey.)

(The recorder turns on. Children, pretending to be a turkey, walk around the hall, raising their legs high, pressing their hands to their bodies, making sounds - woo, woo, woo, Shaking their heads, chatting at this time with their tongue in their mouths.)

Yes, turkey. Frankly, brothers, it was hard to guess!

A miracle happened to the turkey - it turned into a camel!

He began to bark and growl, to knock on the ground with his tail.

I'm confused, however, is he a camel or...? (Dog.)

(The recorder turns on, the children pretend to be a dog: they bark, growl, run on all fours and “wag their tail.”)

They don’t zone her with Mongrel, and she doesn’t sleep under the bench,

And she looks out the window and meows How ... (Cat.)

(To the musical accompaniment, children portray cats: they move smoothly on all fours, meow, purr, “wash themselves” with their paws, hiss and snort, show “claws”.)

That's right, mrno guessed, as if they had seen her somewhere!

And now let's go to the forest with you for mushrooms.

(children sit on an imaginary car and, uttering various sounds, imitate the movement on the car.)

Trrr, they're here! Look, guys, there are chanterelles, there are mushrooms,

Well, these are poisonous in the clearing ... (Toadstools.)

(children disperse around the hall ("forest") and collect "mushrooms" (dummy).)

Stop. stop! What have I told you! What mushrooms? After all, it's winter outside! Do mushrooms grow in the forest in winter? What grows in the forest in winter? (Snowdrifts.)

1. Game "Mirror"

Target: develop monologue speech.

Parsley makes a riddle:

And shines and shines

It doesn't flatter anyone.

And tell the truth to anyone -

Everything as it is will show him!

What is this? (Mirror.)

The group (hall) is brought large mirror. Each of the team comes to the mirror, and, looking into it, the first one praises himself, admires himself, the second talks about what he does not like about himself. Then the members of the other team do the same. Petrushka and the jury evaluate this competition.

7. Game "Phone"

Target: develop fantasy, dialogical speech.

Parsley for a riddle:

I will turn the magic circle -

And my friend will hear me.

What is this? (Telephone.)

Petrushka invites two people from each team, especially those who like to talk on the phone. For each couple, a situation and a topic for conversation are proposed. A pair is made up of members of opposite teams.

1. Happy birthday and ask for a visit.

2. Invite a person who does not like to go to the theater to the performance.

3. They bought you new toys, and your friend wants to play with them.

4. You have been offended, and a friend comforts you.

5. Your friend (girlfriend) took away his favorite toy, and now he apologizes.

6. You have a name day

1. Game: "Pantomime"

Children of one team use pantomime to show an object (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, crane, butterfly, book). The children of the other team guess.

1. Game: "How the soup was cooked" to imitate movements

Target: develop imagination and pantomime skills.

With my right hand I peel the potatoes, peeling off the skin little by little.

I hold the potatoes with my left hand, turn the potatoes and carefully wash them.

With a knife I will run along its middle, cut the potatoes into two

halves.

I hold a knife with my right hand and chop the potatoes into pieces.

Well, now I light the burner, pour potatoes from the plate into the pan.

I’ll wash the carrots and onions cleanly, shake off the water from my hard-working hands.

Finely chop the onions and carrots, collect them in a handful, it turns out deftly.

Wash a handful of rice with warm water, pour the left rice into the pan

hand.

With my right hand I will take a ladle, mix the cereal and potatoes.

I will take the lid with my left hand, I will close the pan tightly with a lid.

Soup is brewing, bubbling and boiling. Smells so delicious! Saucepan

puffs.

Well, the soup is ready. Treat each other!(Russian folk plush is included). Children and adults use imaginary ladles to pour soup-stew into imaginary plates and “eat”.

Refreshed? And now everyone will wash their plate.

Children open an imaginary tap, wash dishes, spoons, turn off the water, dry their hands.

1. Game-pantomime "Snowdrift"

Target: develop expressiveness of facial expressions and gestures.

Children imitate movements in the text.

Snowdrift in the meadow. Big big. But the sun has warmed up. The snowdrift quietly began to settle under the rays of the warm sun. And small streams slowly flowed from the snowdrift. They are still sleepy and weak. But then the sun warmed even more, and the streams woke up and quickly, quickly ran around the pebbles, bushes, trees. Soon they united, and now it makes noise in the forest rough River. The river runs, taking with it last year's leaves and branches. And soon the river flowed into the lake and disappeared.

Why did the river disappear into the lake?

1. Game-pantomime "Bears"

Target: develop pantomime skills

But look, a mountain of old deadwood. Oh, it's a den! And bear cubs sleep in it. But the sun warmed up, melted the snow. Droplets of water seeped into the lair. Water got on the nose, ears, paws of the cubs.

The cubs stretched, snorted, opened their eyes and began to get out of the den. Parting the branches with their paws, they climbed out into the clearing. The rays of the sun blind the eyes. The cubs cover their eyes with their paws and growl in displeasure. But soon my eyes got used to it. The cubs looked around, sniffed Fresh air and quietly dispersed across the clearing. How many interesting things are here! Further improvisation is possible.

Spring: Come to me! Listen to what the sparrows chirp about in the spring!

1. Game "Choose a rhyme"

Target: develop a sense of rhyme.

The wizard sets the rhymes in turn:

A bump - a barrel, a line, a daughter, a point ...

Potato - matryoshka, cloudberry, cat ...

The stove is a sword, flow, lie down ...

Frog - wah, girlfriend, mug ...

Bunny - finger, boy ...

Mouse - silence, reeds, rustling ...

A cat is a midge, a flea, a bowl ...

Hook - knot, tank, silence, piglet ...

Snowflake - fluff, spring ...

1. Pantomime game "Nose, wash yourself!"(based on a poem by E. Moshkovskaya)

Target: develop initiative pantomime skills.

The magician pronounces the words of the poem, the children imitate the movements.

Faucet, open! Nose, wash up! Sheika, wash yourself well!

Wash at once, both eyes! Wash, wash, bathe!

Wash your ears, wash your neck! Dirt, wash away, dirt, wash away!

1. Role-playing of the poem "Grasshopper" by A. Apukhtin.

Target: encourage active participation in the play.

Leading: A grasshopper jumped out of the grass onto a bump.

The grasshopper tapped with a ringing hammer.

Grasshopper: Hammer thump thump! Who bends the blade of grass?

A beetle climbs, a beetle climbs, groans and groans!

Beetle: Oh, grasshopper, help me out, even though it’s embarrassing to ask!

I do not know where and how the horseshoe burst.

I can't live without a horseshoe, that's how corns are baked.

No work, no walking, even scream in pain!

Grasshopper: It's not a problem! Raise your leg!

Hammer here and there! Get a horseshoe, beetle!

(A mosquito appears.)

Mosquito: I, the mosquito, am the most unfortunate of all, just lost my mind!

I broke, as if it were a sin, a sharp needle!

Grasshopper: Don't let the one who sucks someone else's blood ask me!

Get out of my forge as soon as possible!

(The mosquito flies away. The centipede appears.)

Centipede: Oh, grasshopper, help! The leg cracked a little.

I was left without a leg, what a disaster!

Grasshopper: A leg is a leg, but which one?

Centipede: Seems like a fortieth.

Host: Knock, knock, knock, knock! This is the work of good hands.

Whole leg again.

Centipede: No more limping

All together: The hammer plays again, the anvil sings!

The grasshopper helps everyone, quickly gives help!

If possible, both subgroups of children need to act out the scene. After the dramatization, it is necessary to discuss what happened, what needs to be worked on.

1. Finger game (L.P. Savina) "Brothers"

Target: develop fine motor skills of the fingers.

Two brothers went for a walk together.

And behind them are two more brothers.

Well, the elder one did not walk, he called them very loudly.

He sat them at the table, fed them delicious porridge.

Put your palm on the table. Connect straight fingers. Push two pairs of fingers alternately to the sides: first the little finger and the ring finger, then the middle and index fingers. With your thumb, “call” the brothers and “feed” them with porridge.

Guys, which one of you likes porridge? What kind of porridge do you like? What kind of porridge do you dislike? (Children's answers.)

1. Playing out the situation “I don’t want semolina!”

Target: learn to pronounce phrases expressively intonation.

Children are divided into pairs. One of them will be moms or dads, others will be children. Mom or dad should insist that the child eat semolina (hercules, buckwheat ...), giving various reasons. And the child can not stand this dish. Have the children try acting out the two conversations. In one case, the child is naughty, which annoys the parents. In another case, the child speaks so politely and softly that the parents give in to him.

The same situation can be played out with other characters, for example: a sparrow and sparrows, but with the condition that they should communicate only by chirping; cat and kitten - meowing; frog and frog - croaking.

1. Pantomime "Morning Toilet"

Target: develop imagination, expressiveness of gestures.

The teacher says, the children do

Imagine that you are lying in bed. But you need to get up, stretch, yawn, scratch your head. How you don't want to get up! But rise!

Let's go to the bathroom. Brush your teeth, wash your face, comb your hair, put on clothes. Go have breakfast. Fu, again porridge! But you need to eat. eat

without pleasure, but they give you candy. Hooray! You unfold it and place it on your cheek. Yes, but where is the fan? That's right, throw it in the bucket. And run outside!

1. Playing out a poem by B. Zakhoder: “The pussy is crying ...”

Target: develop pantomimic abilities, love for animals.

Crying pussy in the hallway:

She has great grief -

Evil people poor pussy

Do not let them steal sausages.

Imagine that you are a pussycat who wants to take a sausage off the table. You spin around the table, rub your back against its leg, stand on your hind legs and inhale a pleasant smell with pleasure. But then the hostess came out of the kitchen. You reach for the sausage with your paw, and here it is in your paws. But here comes the hostess. Kitty throws the sausage and hides under the sofa.

Children are divided into pairs: hostess and pussy. Each couple offers their own version of the situation.

The teacher offers to remake the poem a little. The words "She has a great grief" read in the first person: "I have a great grief."

Children play this situation also in pairs.

Guys, do you feel sorry for the pussy? Let's take pity on her. Imagine that your left hand is a cat, and you stroke it with your right:

Kitty, kitty, kitty! -

Yulia called the kitten.

Don't rush home, wait! -

And stroked her hand. (L.P.Savina)

Kisonka calmed down and went into the yard. And in the yard she saw two crows who were having a lively conversation with each other.

The teacher invites the children to imagine themselves in the role of crows and act out a conversation. One of the crows tells how she had fun at her friend's birthday, what a wonderful cake it was, how they sang songs loudly, danced. The second crow listens and is very sorry that he did not get to this holiday. Crows communicate by cawing.

In the second situation, one of the crows tells about a terrible incident that happened to her. In the yard, where she was pecking at a crust of bread, an angry boy appeared and almost caught her. The second crow sympathizes with her friend and rejoices that she was able to fly away in time.

1. Role-playing of I. Zhukov's poem "Pussy"

Hostess: Hello, Kitty, how are you? Why did you leave us?

Pussy: I can't live with you

There is no place to put the tail.

Walk, yawn

Step on your tail!

At first, this poem is learned in free time, outside of class. Then, in the lesson, the children, acting out the situation in pairs, can improvise intonations. For example, the teacher sets the task: the Mistress is glad that she found Kitty, or, conversely, Kitty treats her with disdain.

Kitty is offended by the Mistress or angry and very glad that she left the house.

Relationships of characters can be different. Each pair of children presents their own variation.

Hey, my kitties, go, I'll treat you with milk. A piece of sausage ladies. I'll stroke the back.

Children, portraying Kitty, “lick milk” from an imaginary bowl, chew an imaginary sausage, bend their backs and purr. Movements of children - improvisation.

1. Tell poems with your hands

Target: encourage children to improvise.

The teacher reads a poem, the children imitate movements in the text:

The cat plays the button accordion

The pussy is the one on the drum

Well, Bunny on the pipe

You are in a hurry to play.

If you help,

We will play together. (L.P. Savina.)

Children imitate playing various musical instruments. It is possible to use a Russian dance record.

1. Game "Let's laugh"

Target: develop improvisation skills and monologue speech.

The teacher invites the children to remember any favorite song. Sing it, and then laugh the melody of the song without words. First, the teacher plays: he “laughs” the song, and the children guess what the song is. Then each of the children “laughs” the melody of their song, all the rest guess.

The teacher gathers the children in a circle on a copra and offers to say the phrase “Soon, soon New Year What will he bring us? with different intonations. To begin with, it is specified with what intonations this phrase can be pronounced (thoughtfully, confidently, with a feeling of displeasure, with regret, with joy, with the expectation of magic, etc.).

The child pronounces a phrase, then explains why this particular intonation was chosen.

1. Role-playing the poem "Who thinks?" M. Karim

Target: develop intonation expressiveness of speech.

Picture theater is used. Pictures-characters children draw at home with their parents. The text of the poem is learned at home. Children are divided into two subgroups: one is the audience, the other is the actors, then they change. This dramatization can be shown at leisure to parents or children of other groups, or you can just play.

Rooster: I'm smarter than everyone!

Host: A rooster crowed.

Ferret: Think!

Host: The ferret grumbles.

Ferret: And I can do up to four!

Beetle: I'm up to six!

Host: The beetle exclaimed.

Spider: I'm up to eight!

Host: The spider whispered. Here crawled a centipede.

Centipede: I seem to be a little smarter

Beetle and even a spider -

I count to forty.

Oh, horror!

Host: I'm terrified.

Uh: After all, I'm not stupid,

But why

I don't have arms or legs

Student: I have a pencil.

Whatever you want, you can ask him.

Multiply with one foot, add,

1. Tell poems using facial expressions and gestures.

"The milk ran away"(M. Borovitskaya)

Target: develop pantomime skills in children

Warmed up - and back:

Rolled down the stairs, flew along the street,

Along the street it started up, Up the stairs it puffed

Flowed across the square, And crawled into the pan,

Guard bypassed, Puffing hard.

It slipped under the bench, Then the hostess arrived in time:

Wet three old women, Boiled?

Treated two kittens, Boiled!

All children participate in pantomime. Before starting, you can remember and ask the children if they saw milk “running away” from the pan. The poem is read several times, movements and facial expressions are specified. Children can be divided into subgroups: spectators and actors. Then the children change.

The teacher gathers the children around him and offers to remember the fairy tale "Gingerbread Man". Some scenes from the fairy tale can be played. And then the children are offered the following option for playing out: sing all the roles in fairy tales. Moreover, the melodies are invented by the actors themselves. This task is difficult, so at first the teacher sings along with the children. You can use hats-masks and theatrical costumes.

1. Game: "My Imagination".

Target: develop improvisation skills, fantasy, creative imagination.

In my Imagination, in my Imagination Fantasy reigns there in all its omnipotence; There all dreams come true, and our sorrows Now turn into funny adventures; The teacher takes out the masks "Cancer" and "Frog" from the magic bag. Role-playing mini-sienki "Rabbit Cancer".

Presenter: He lived near the river under a snag An old hermit crab. He was a sleepyhead, a white hand, a loafer and a loafer. He called the frog to him:

Cancer: Be my dressmaker

A seamstress, a dishwasher, a laundress, a cook.

Leading: And the white-breasted frog Raku answers:

Frog: I don't want to be a maid to a stupid lazybones!

Children play a mini-sketch several times various groups. And then it is proposed to come up with and play out the continuation of the dialogue. The game includes the teacher and parents.

Educator: I will wave my magic wand, and you will no longer be able to speak, but will only move.

(Text sounds, children imitate movements.)

As soon as we came to the forest, mosquitoes appeared.

Suddenly we see: near the bush, the chick has fallen out of the nest.

Quietly we take the chick and carry it back to the nest.

We go to the clearing, we find a lot of berries.

Strawberries are so fragrant that you are not too lazy to bend over.

A red fox looks out from behind a bush

We will outwit the fox, we will run on toes.

We became lumberjacks, we took axes in our hands.

And making a wave with his hands, hard on the log - BANG!

In the swamp, two girlfriends, two green frogs

Washed early in the morning, rubbed with a towel,

They slapped their paws, they clapped their paws.

Paws together, paws apart, paws straight, paws sideways,

Paws here and paws there, what a noise and what a din!

(A cheerful dance melody turns on. Children dance randomly.)

The teacher reads the poem:

It's not hard to get into my Imagination,

It's extremely conveniently located!

And only those who are completely devoid of imagination -

Alas, he does not know how to enter her location!

1. Game: Tongue Gymnastics

Target: teach expressiveness of speech.

Educator: There was NOISE!

Ate NOISE: Children: Khrum, Khrum, Khrum!

Educator: Ate soup: Children: Slurp, squelch, squelch!

Educator: I slept like this: Children: Snoring, snoring, snoring!

Educator: There was a NOISE: Children: Boom, boom, boom!

(Children not only pronounce "!; but also imitate movements.)

1. Game: "Imagine" 2

Target: develop imagination, pantomime skills. nurture partnerships in the game.

The teacher invites the children to remember any poem, for example:

As two black grouse flew in our meadow,

Worth a cup of cottage cheese. They pecked, they flew away.

Tasks

Imagine:

1. You have been offended to tears, and you tell us your offense with the words of this poem.

2. You have a joyful event, you were presented with a long-awaited toy. Describe your experience in the words of the poem. (Children, finding the right intonation, using facial expressions, gestures, text, try to convey state of mind person in a given situation. They can come up with or recall life situations on their own.)

3. The alarm clock rang. You woke up, stretched, opened your eyes, looking for slippers on the floor. Found, put on and went to the bathroom. Suddenly you find that you can't walk. There is a stone in your slipper. Oh how it hurts!

4. You are walking in the forest. There is snow all around, boots on your feet, and suddenly something sharp sticks into your heel ... This is a button!

5. You are sleeping sweetly, and suddenly your mother wakes you up and says that you overslept. Everyone dressed quickly and ran to the kindergarten. On the way, you find yourself wearing your little sister's shoes. They are terribly small for you. But there is no time to return. You barely made it to the garden...

Are your legs very sore? Sit down and rest. You can do a foot massage.

1. Pantomime game "The hare had a garden"(V.Stepanov.)

Target: develop pantomime skills.

The teacher reads, the children imitate movements.

The bunny had a garden, the bunny is happy to go.

Rovnenkie two beds. But first, everything will dig up,

There he played snowballs in winter, And then he will level everything,

Well, in the summer - hide and seek. Seeds sow cleverly

And in the spring in the garden And he will go to plant carrots.

A hole is a seed, a hole is a seed,

And you look, in the garden again

Peas and carrots will grow.

And how autumn will come,

Harvest your own.

And just like that, the story ends here!

Develop facial expressions and plastic abilities of children;

Develop children's creative thinking, imagination, fantasy.

1. Game: "Let's agree on something that the author did not invent"

Goals: develop dialogical and monologue speech of children;

Cultivate communication skills;

The teacher invites the children to remember the fairy tale of K.I. Chukovsky "Fly-Tsokotuha".

The educator starts:

Fly, Fly-Tsokotuha,

Children in chorus pronounce the words of a fairy tale:

Gilded belly.

The fly went across the field,

The fly found the money ...

Let's imagine the situation in which the Fly found itself.

Children optionally play a mini-sketch, inventing words. There can be a lot of variations. For example:

Oh, look, I found the money, what happiness. I'll go to the market and buy... no, a samovar is better! I'll invite my friends, we'll have a party...

Or:

What is it? Money? I wonder who might have dropped it here? Maybe the bear was walking along the road to the market and dropped it? Or maybe a hare or a fox. Well, it does not matter. I won't give money to anyone! This money is mine because I found it. What should I buy?

1. Finger games:

Goals: develop fine motor skills of hands in combination with speech;

The teacher makes a riddle:

Who is fluffy and with a mustache lives nearby with us? (Dog and cat.)

Dog: The dog has a sharp nose, a neck, and a tail. Right palm on the edge, on yourself, thumb up. Index, middle and nameless - together. The little finger alternately goes down and up

Cat: The cat has ears on the top of its head to better hear the mouse in the hole. The middle and ring fingers rest against the thumb. The index and little fingers are raised up.

1. Playing with an imaginary object

Purpose: to form the skills of working with imaginary objects;

Promote humane treatment of animals.

Children in a circle. The teacher folds his palms in front of him: Guys, look, I have a small kitten in my hands. He is very weak and helpless. I will give each of you to hold him, and you stroke him, caress him, only carefully and say kind words to him.

The teacher passes an imaginary kitten. Leading questions help children find the right words and movement.

1. The game "Bees in the hive"

Goals: develop logical and associative thinking;

To teach children intonation expressively pronounce phrases; .

Mystery:

What kind of house, tell me, Who lives in that house,

Every inhabitant flies in it? Saving sweet honey? (Bees and beehive.)

How do bees fly and buzz?

(Children, pressing their elbows to their bodies, wave their hands like wings, and with sound J-J-J move around the group.)

Children build a "hive" from a large designer (material at hand) and gather in it. Flat paper flowers are laid out on the floor. The teacher reads to music.

The bees flew into the field, the bees sat on the flowers,

They buzzed, buzzed, I am a bee and you are a bee.

Children move around the group around the flowers. They sit down near flowers and "collect" nectar. They return to the hive.

Guys, what kind of forest dweller loves honey and often climbs to the bees in the hive? (Bear.)

1. Pronunciation of the dialogue with different intonations

Child: The bear found honey in the forest ...

Bear: Little honey, a lot of bees!

The dialogue is spoken by all the children. The teacher helps to find the right intonation.

1. Pantomime game "Anthill"

Target to teach to identify oneself with a given character, to encourage self-selection of a role:

Mystery:

In the forest near the stump there is bustle, running around.

The working people are busy all day, -

He wants to build a city for himself.

Who are these builders? What kind of house are they building? (Ants are building an anthill.)

Imagine that you are walking through a forest. The sun is hot, it’s far from home, your legs are tired, and you decide to take a rest. And here is the stump!

They sat on a stump, stretched out their legs, closed their eyes, and rested.

And suddenly... what is it? Someone is crawling on your legs... Oh, those are ants! You sat on a stump-anthill! Quickly shake off the ants and carefully, so as not to suppress them, jump to the side ...

The game is played several times collectively and individually at will.

1. Transformation games.

Target: to teach future artists expressiveness, revive fantasy and imagination, improve figurative performing skills. Develop creative independence in the transfer of the image.

Muscle tension and relaxation games

"Wooden and rag dolls"

When depicting wooden dolls, the muscles of the legs, the body, and the arms lowered along the body are tensed. Sharp turns of the whole body are made to the right and left, the neck, arms, and shoulders remain immobile; feet firmly and motionless on the floor.

Imitating rag dolls, it is necessary to relieve excessive tension in the shoulders and body; hands hang passively.

In this position, you need to turn the body with short jerks to the right, then to the left; at the same time, the arms take off and wrap around the body, the head turns, the legs also turn, although the feet remain in place. Movements are performed several times in a row, then in one form, then in another.

"Flower"

Stretch up, straining the entire body to the fingertips (“the flower meets the sun”). Then successively drop the hands (“the sun hid, the head of the flower drooped”), bend the arms at the elbows (“the stalk broke”), releasing the muscles of the back, neck and shoulders from tension, allow the body, head and arms to passively “fall” forward and slightly bend knees ("withered flower").

"Ropes"

Lean forward slightly, raising your arms to the sides and then dropping them. Hanging, they passively sway until they stop. You should not actively swing your arms after a fall. You can suggest a game image: drop your hands like ropes.

« Shake water off handkerchiefs

Bend your arms at the elbows, hands hanging down with your palm down. By moving the forearm several times in a row, drop them down passively. Before this movement, it is useful to clench the hands into fists in order to more clearly feel the difference in the tense and relaxed state of the muscles.

"Dunno"

Raise your shoulders as high as possible, then let them drop freely to their normal position (drop them).

"Airplane Wings and a Soft Pillow"

Raise your arms to the sides, straightening all the joints to the limit, strain all the muscles from the shoulder to the ends of the fingers (depicting the wings of an airplane). Then, without lowering your arms, ease the tension, allowing your shoulders to drop slightly, and your elbows, hands, and fingers to bend passively. Hands seem to lie on a soft pillow.

"Mill"

Free circular movement of the arms, describing large circles forward and up. Flying movement: after a quick, energetic push, the arms and shoulders are freed from any tension, describing a circle, falling freely. The movement is performed continuously, several times in a row, at a fairly fast pace (hands fly as if “not their own”). It is necessary to ensure that there are no clamps in the shoulders, in which the correct circular movement is immediately violated and angularity appears.

"Pendulum"

Shifting body weight from heels to toes and vice versa. Hands are lowered down and pressed to the body. The weight of the body is transferred slowly forward to the front of the foot and toes; heels do not separate from the floor; the whole body leans forward slightly, while the body does not bend. Then the weight of the body is also transferred to the heels. Socks do not separate from the floor. Transferring the weight of the body is also possible in another way: from one foot to the other from side to side. The movement is carried out on legs apart, the right and left hands are pressed to the body. Swinging from foot to foot is slow, without leaving the floor.

"Engines"

Circular movements of the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous unhurried circular movement of the shoulders up-back - down-forward. Elbows are not retracted from the body. The amplitude in all directions should be maximum. When the shoulders are tilted back, the tension increases, the elbows come together, the head leans back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders starts up and back, and not forward, i.e. expanding rather than narrowing the chest.

"The cat puts out its claws"

Gradual straightening and bending of the fingers and hands. Bend your arms at the elbows, palms down, clench your hands into fists and bend them up. Gradually, with an effort, straighten all the fingers up and spread them to the limit to the sides (“the cat releases its claws”). Then, without stopping, bend the hands down, at the same time squeezing the fingers into a fist (“the cat hid her claws”), and finally return to the starting position. The movement is repeated several times non-stop and smoothly, but with great tension. Later, the movement of the whole arm should be included in the exercise - either by bending it at the elbows and bringing the hand to the shoulders, or by straightening the entire arm (“the cat rakes with its paws”).

"Giants and Gnomes"

Putting your hands on your belt, stand with your heels together, moving your socks to the sides. Slowly rise to the toes, continuing to keep the heels together. After a short pause, lower yourself onto the entire foot, without transferring the weight to the heels.

1. Games for the development of expressiveness and imagination

Target: to teach children to control their bodies, freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.

"The fox is listening"

Chanterelle stands at the window of the hut in which Kotik and Cockerel live and eavesdrops on what they are talking about.

Pose: put the leg forward, the body of the body also slightly tilt forward.

Expressive movements: tilt your head to the side (listen, substituting your ear), look in the other direction, half open your mouth.

"Grasshopper"

The girl was walking in the garden and suddenly saw a big green grasshopper. She began to sneak up on him. She only stretched out her hands to cover him with her palms, and he jumped - and now he is chirping in a completely different place.

Expressive movements: stretch the neck forward, look closely, tilt the body slightly forward, step on the fingers.

« Tasty candy"

The girl is holding an imaginary box of chocolates. She hands it to the children one by one. They take one candy each and thank the girl, then unfold the papers and put the candy in their mouths. You can see from the childish faces that the food is delicious.

Facial expressions: chewing movements, smile.

"New Doll"

The girl was given a new doll. She is happy, jumps merrily, spins, shows everyone the desired gift, presses her to her and spins again.

"After the rain "

Hot Summer. It just rained. Children carefully step, walk around an imaginary puddle, trying not to get their feet wet. Then, having played pranks, they jump through the puddles so hard that the sprays fly in all directions. They have a lot of fun.

"Flower")

A warm ray of sun fell on the ground and warmed the seed. A sprout sprouted from it. From a sprout grew beautiful flower. A flower basks in the sun, exposes each petal to heat and light, turning its head after the sun.

Expressive movements: squat down, lower your head and arms; raise your head, straighten your body, raise your arms to the sides, then up - the flower has blossomed; tilt your head back slightly, slowly turn it after the sun.

Facial expressions: eyes half-closed, smile, facial muscles relaxed.

"Dance of the Rose"

To a beautiful melody (recording, own melody) perform a dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for him.

Suddenly the music stops. It's a rush north wind"froze" a beautiful rose. The child freezes in any position invented by him.

"Along the coast"

A swan floats along the bank,

Waving a white wing

Shakes water off the wing.

A young man walks along the bank,

A young man is walking up the bank,

Above the bank carries the head,

Taps with his boot

Yes, it taps on the heels.

1. "Guess Who We Are"

The leader is selected. He is informed that in his absence the children will turn into animals (season, weather, or some object). The host leaves the room, the players agree and invite the host.

With movements, children show what or who they have become (elephants, hares, rainy weather, artists, builders, woodcutters, etc.). The host guesses - guessing, disenchants the children.

1. "Who am I"

An adult or a child depicts something or someone with a gesture, facial expressions, sound: a train, a car, a kettle, a tree, a dog, a good wizard, Muhu-Tsokotukha, a samovar. Children are asked to guess the pictured object. After the correct answer, you should ask how the child guessed and recognized what was depicted.

1. Game: "At the mirror." Role gymnastics at the mirror.

Target: to improve figurative performing skills. Develop creative independence in the transfer of the image.

1) Frowning like:

a) king

b) a child whose toy was taken away,

c) a person hiding a smile.

2) Smile like:

a) polite Japanese

b) a dog to its owner,

c) mother to baby

d) mother's baby

d) a cat in the sun.

3) Sit like:

a) a bee on a flower,

b) punished Pinocchio,

c) an angry dog

d) the monkey that portrayed you,

d) horse rider

e) the bride at the wedding.

"Playing with a handkerchief". Invite the child to depict with the help of a handkerchief, movements, facial expressions: a) a butterfly,

b) a fox

c) a princess

d) a wizard

d) grandmother

e) a magician

g) a patient with toothache.

1. Game: "Pantomimes"

Target : to teach children the elements of the art of pantomime, to develop the expressiveness of facial expressions. To improve the performing skills of children in creating an expressive image.

1. We dress for the street. We undress.

2. A lot of snow - we will trample the path.

3. Wash the dishes. We wipe.

4. Mom and dad are going to the theater.

5. How a snowflake falls.

6. How silence walks.

7. How a sunbeam jumps.

8. Fry potatoes: pick, wash, peel, cut, fry, eat.

9. We eat cabbage soup, we got a tasty bone.

10. Fishing: gathering, hiking, getting worms, throwing a fishing rod, fishing.

11. We make a fire: we collect different branches, chop wood chips, light it, put firewood on it. Put out.

12. We make snowballs.

13. Bloomed like flowers. Withered.

14. The wolf sneaks after the hare. Didn't catch.

15. Horse: beats with its hoof, shakes its mane, gallops (trot, gallop), has arrived.

16. Kitten in the sun: squinting, basking.

17. A bee on a flower.

18. Offended puppy.

19. A monkey depicting you,

20. Piglet in a puddle.

21. Rider on a horse.

22. Bride at the wedding. Groom.

23. A butterfly flutters from flower to flower.

24. Tooth hurts.

25. Princess capricious, majestic.

26. Grandmother is old, lame.

27. Cold: feet, hands, body freeze.

28. We catch a grasshopper. Nothing succeeded.

29. Icicle.

under our roof

White nail hanging (hands raised up).

The sun will rise -

The nail will fall (relaxed hands fall -

yut down, sit down).

30. A warm beam fell to the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew out of it. He basks in the sun, exposes each petal to heat, turning his head towards the sun.

31. Ashamed: eyebrows raised up and drawn together, shoulders raised.

32. I don't know.

33. The ugly duckling, everyone is chasing him (head down, shoulders pulled back).

34. I am a terrible hyena, I am an angry hyena.

From anger on my lips Always foam boils.

35. Fry the fried eggs. Eat.

36. "We are in the forest." Sounds "Sweet dream" P.I. Tchaikovsky. All children choose an image for themselves on a given topic, come up with a plot and embody it in movements. The music stopped and the children stopped, the adult asks questions to the children.

Who are you? - Bug. - What are you doing? - I'm sleeping. Etc.

1. Games-etudes:

Target: develop children's imagination. Teach children to express various emotions and reproduce individual character traits.

1. Imagine early morning. Yesterday you were given a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn't allow it. You are offended (lips "puffed out"). But this is mom - they forgave, smiled (teeth closed).

2. Imagine yourself as a dog in a booth. Serious dog. Yeah, someone is coming, we need to warn (growl).

3. We take a snowflake in our hand and say good words to it. We speak quickly until it melts.

4. I am a sweet worker,

All day in the garden

I eat strawberries, I eat raspberries

To eat for the whole winter ...

Ahead of watermelons - here! ..

Where can I get a second belly?

5. I'm walking on tiptoes -

I won't wake my mom.

6. Ah, what sparkling ice, And the penguin is walking on the ice.

7. The boy strokes the kitten, which closes its eyes in pleasure, purrs, rubs its head against the boy's hands.

8. The child has an imaginary bag (box) with sweets in his hands. He treats his comrades who take and thank him. They unwrap candy wrappers, put sweets in their mouths, and chew. Tasty.

9 Greedy Dog

Firewood brought,

applied water,

kneaded the dough,

baked pies,

Hid in a corner

And I ate it myself.

Gum, gum, gum!

10. Mom angrily scolds her son for getting his feet wet in a puddle.

11. The janitor grumbles, sweeping last year's garbage from the melted snow.

12. Spring snowman, whose head was baked by the spring sun; frightened, feels weak and unwell.

13. Cow carefully chewing the first spring grass. Relax, enjoy.

:and 14. The hare had a house like a house

Under a bushy bush

And he was pleased with the scythe:

There is a roof over your head! - ""

And autumn has come

The bush dropped its leaves,

The rain poured like a bucket,

The hare got his coat wet. -

A hare freezes under a bush:

This house is useless!

15. Wool to scratch - the hand hurts,

Writing a letter - the hand hurts,

To carry water - the hand hurts,

Cooking porridge - the hand hurts,

And the porridge is ready - the hand is healthy.

16. The fence is lonely

The nettle burned.

Maybe offended by someone?

I came closer

And she, the evil one,

Burnt my hand.

17. Balloon inflated two girlfriends

They took from each other.

All scratched up! The ball burst

And two girlfriends looked -

No toys, sat down and cried ...

18. What is a creak? What's the crunch? What is this bush?

How to be without a crunch, If I am a cabbage.

(Hands are extended to the sides with palms up, shoulders are raised, mouth is open, eyebrows and eyelids are raised.)

19. Let's admire a little,

How softly a cat steps.

Barely audible: top-top-top

Tail down: op-op-op.

But, raising his fluffy tail,

The cat can be fast too.

Courageously rushes up,

And then again walks importantly.

1. GAMES - poetry.

Target: to teach children to beat a literary text, to support the desire to independently search for means of expression to create an image using movement, facial expressions, posture, gesture.

"Airplane"

Shall we play airplane? (Yes.)

You are all wings, I am a pilot.

Received instruction -

Let's start piloting. (They line up one after the other.)

In the snow we fly and a blizzard, (Uuuuuu!)

We see someone's shore. (A-ah-ah-ah!)

Ry-ry-ry - the engine growls,

We fly above the mountains.

Here we all go down

To our runway!

Well, our flight is over.

Goodbye, plane.

"We wash ourselves"

faucet open,

wash your nose,

Don't be afraid of water!

Wash the forehead

Wash cheeks,

chin,

Wash the temples

One ear, second ear

Let's wipe it dry!

Oh, how clean we have become!

And now it's time to walk

Let's go to the forest to play

And on what we will go, you must say. (Airplane, tram, bus, bicycle.) (And they go.)

Stop!

Tires burst, friends.

We will pump the pump,

Inflate the tires with air.

Wow! Pumped up.

"Cat and Mouse"

This pen is a mouse,

This pen is a cat,

Play cat and mouse

We can do a little.

The mouse scratches with its paws,

The mouse gnaws at the crust.

The cat hears it

And sneaks to the Mouse.

Mouse, grabbing a cat,

Runs into a hole.

The cat is sitting and waiting:

“Why doesn’t the Mouse come?”

"Bear"

clubfoot,

Winter sleeps in a lair,

Guess and answer

Who is this sleeping? (Bear.)

Here he is Mishenka-bear,

He walks through the forest.

Finds honey in hollows

And he puts it in his mouth.

licks paw,

Sweet clubfoot.

And the bees are flying

The bear is driven away.

And the bees sting Mishka:

"Don't eat our honey, thief!"

Walking along the forest road

Bear in his den

Lies down, falls asleep

And the bees remember...

"Sounding day»

(to the motive "Oh you, canopy")

Toptygin took the double bass:

“Come on, everyone start dancing!

There is nothing to grumble and get angry,

Let's have fun!"

Here is the wolf in the meadow

Played the drum:

"Have fun, so be it!

I won't howl anymore!"

Miracles, miracles! At the piano Fox

Fox pianist - red soloist!

The old badger blew out the mouthpiece:

“What is the pipe

Excellent sound!”

Boredom escapes from this sound!

The drums knock yes knock

Hares on the lawn

Hedgehog-grandfather and Hedgehog-grandson

They took balalaikas ....

Picked up by Squirrels

Fashion plates.

Jing-ding! Shit!

A very busy day!

42. IMAGINATION Games

Target:improve the imagination, perception in children, learn to look for expressive means to create a vivid image.

1. Guys, imagine that you are artists. Hands are brushes. We dipped them in blue paint and draw the sky, listening to the music.

And now - in yellow paint, draw the sun. A circle. And now - rays, expressive eyes.

Now let's draw a clearing. What color is ours? (Green.) Drawing.

We inhale the smell through the nose: what does it smell like? (Flowers.) And what kind? (Daisies.) We draw.

Listen: the wind rustles with branches of a tree - what kind? (Birches.) We draw.

So, we are in the forest, in the clearing.

Imagine that you are flowers.

Early morning, the sun came out. The flower is still sleeping, but now it is rising, moving the leaves - these are fingers. Let's listen. Do you hear? The stream is running.

2. And now let's breathe correctly: put the right hand on the stomach, and the left hand on the belt. The belly is balloon. Slow inhalation - exhalation - "the thread at the ball smoothly unfolds."

Inhale - right hand forward, into a fist. They opened the cam, and there was a small feather. Exhale - they blew on it, it flew away.

Frightened by the sudden crackling of branches - a quick breath. And it turns out, nothing terrible. Slow exhalation - freedom.

Inhale, and ride the elevator: 1st floor, 2nd, 3rd, 4th, 5th, 6th - that's it, we've arrived. Have you all arrived? Who stopped on what floor? Now we're going down.

3. Music sounds with a clear rhythm.

"Let's go to the orchard" (walking around the hall). "Inhale the aroma of apples." “We are trying to get apples on a tree” (first raise the left hand up, then the right). “We are trying to get apples again” (we jump in place, hands take turns up).

"How do you get apples?" (half squats, arms to the sides - down).

“We need to substitute a ladder and climb on it” (we imitate climbing a ladder).

“We pick apples and put them in a bucket” (we imitate picking apples).

“We rest” (we go down and sit down, closing our eyes, on the carpet).

43. Game: "Ringing hands".

Target:

Draw the attention of children to the nature of the claps, depending on the music and images. To teach the ability to clap softly and loudly, on a grand scale and holding hands close to one another., to convey the rhythmic pattern of music, to fill the movement with emotional meaning.

1. "Bells".

Active clapping over the head. The movement is bright, with a large scope of slightly bent at the elbows and relaxed arms.

2. Bells».

Small claps with straight fingers of one hand on the palm of the other. The movement is light, not loud. The arms can be bent at the elbows, straightened or raised to the sides up (to the right or left). Variants of "bells" are possible, sounding near the right ear or near the left

3. "Plate".

Sliding pops. One hand swings from top to bottom, the other from bottom to top.

4. "I catch mosquitoes."

Light ringing claps with straight palms to the right and left of the body, above and below - with arms bent at the elbows.

5. "Tambourine".

Clap the palm of one hand against the motionless open palm of the other.

Claps can be loud or quiet, depending on the dynamics of the musical image.

6. "Pillow".

Claps are performed with free, relaxed, soft hands in front of the body and behind it.

7. "Turntables".

Based on the turns of the hands from the body and back. The arms are bent at the elbows and fixed in a static position, only the hands work, the impact force of the palm on the palm is small. The movement is playful.

44. Iry for the development of smooth hand movements

1. "Breeze".

Cross movements of the arms above the head. Shoulder, forearm, hand are involved in the work.

2. Ribbons».

Alternate plastic movements of the right and left hands up and down in front of the chest.

3. "Wave".

Smooth movement up and down with one hand. It can be laid aside or pulled forward. The “wave” is formed due to the plastic movements of the shoulder, forearm, and hand. The "wave" can flow smoothly from one hand to the other.

4. "Wings"».

Smooth swinging movements with arms spread apart. It should be remembered that when raising the arms, the hands are lowered, and when lowering the arms, the elbows are slightly bent, the hands are expressively raised up.

5. "Singing hands."

From the position of "hands to the sides" with a gentle movement

the brushes are directed towards each other, as if collecting elastic air in front of them. With the same plastic movements, the arms are again spread apart. The body at the same time helps the expressiveness of the movement, slightly leaning forward and leaning back.

44. Games for the DEVELOPMENT of PLASTIC EXPRESSION

Target:to consolidate expressive techniques for creating a game image. make sure that the children themselves notice the differences in the performance of their friends and strive to find their movements, facial expressions.

1. Invite the children to walk through the pebbles through the stream on behalf of any character (fairy tale, story, cartoon) of their choice.

2. Invite the child to sneak up on a sleeping animal (hare, bear, wolf) on behalf of any character.

3. Offer to catch a butterfly or a fly on behalf of various characters.

4. Depict a walk of a family of three bears, but in such a way that all three bears behave and act differently.

Note. The tasks above show the path that can be searched

45. Games for the development of expressive facial expressions.

Target:learn to use expressive facial expressions to create a vivid image.

1. Salted tea.

2. Eat a lemon.

3. Angry grandfather.

4. The light bulb went out, lit up.

5. Dirty paper.

6. Warm-cold.

7. Angry at the fighter.

8. Met a good friend.

9. Offended.

10. Surprised.

11. Were afraid of the bully.

12. We know how to dissemble (wink).

13. Show how a cat begs for sausage (dog).

14. I feel sad.

15. Get a gift.

16. Two monkeys: one grimaces - the other copies the first.

17. Don't be angry!

18. The camel decided that he was a giraffe,

And he walks with his head up.

He makes everyone laugh

And he, a camel, spits on everyone.

19. Met a hedgehog goby

And licked him in the barrel.

And licking his barrel,

Pricked his tongue.

And the prickly hedgehog laughs:

- Don't put anything in your mouth!

20. Be careful.

21. Joy.

22. Delight.

23. I brush my teeth.

46. Game: "Musical dialogue"

Target:encourage children to compose their answer by improvising a melody. Given texts:

1. Two chickens under a rope flap their wings awkwardly:

- Oh, what a big worm! No way to get it!

(Suggested answer: "It's not a worm.")

2. The dog sits by the well And does not approach:

- A bucket hangs on a chain ... Maybe it bites ?.

(Suggested answer: “They draw water from the well with a bucket.”)

3. Chickens walk along the paths, Kvokhchut in the alley:

- Do buns grow out of crumbs?

(Suggested answer: "On the contrary, crumbs come from buns.")

4. A haystack colt Grabbed some grass:

- I have not seen so far Such big and tasty mountains.

(Suggested answer: "It's a haystack, not a mountain.")

5. A kitten climbed onto the fence, He became tall to heaven. He meowed: “Oh, friends! Look - I've grown!"

(Suggested answer: "No, I didn't.")

6. The puppy sits at the booth,

Sitting for the second day.

He can never understand

Where does the sun go to sleep?

(Suggested answer: "Over the mountain", etc.)

7. A calf walks through the forest,

In red spots on the sides.

- Why is there no milk in the green grass?

(Children answer.)

47. Game: "Song creativity"

1. In the meadow, in the meadow

Three bears lived

Three bears lived

They loved to eat raspberries.

How to find raspberries -

Sing the song right away.

Papa Misha sang low

: "La la la la".

Mom gently sang a song:

"La la la la".

A Mishutka-bear cub

Loudly sang a song

Yes, I ate raspberries:

"La la la la!"

2. Sing your first and last name, address, mother's name, etc.

3. Sing the dialogue: “Olya, where are you?” - "I'm here". (With cheerful and affectionate intonations.)

48. Game: "Musical improvisation"

1. Take the sticks in your hands, Help the Bears to sing, And the forest melody

You rhythmically tap.

2. Repeat the rhythm on the glockenspiel, xylophone, etc. Come up with your own.

3. Draw a sad and cheerful rain on the xylophone.

49. Games for the development of plasticity.

Target:to develop motor ability, motor skills of different parts of the body, coordination of movements, the ability to perform movements in the text.

1. Two floods, Two swoops,

Hedgehogs, hedgehogs (rotations with brushes)

Forged, forged (fist to fist)

Scissors, scissors (crossing arms).

Running in place

Running in place

Bunnies, bunnies (jumping).

Come on, together

Come on, together (spring),

Girls-boys.

2. You need to do sports

(“stretch” the back, shoulders back):

Exercise every day.

We will start now without delay.

And stomp your feet together

And clap your hands loudly -

We perform the correct movements.

Left-to-Right turns

We're doing glory.

Let's all be healthy and strong!

And now - jumping in place,

Come on, together, come on, together -

We must be the most beautiful!

3. Once upon a time there were a grandfather and a woman

In the meadow by the river

And loved very, very much

On sour cream koloboks.

Although the grandmother has little strength (forward bends with the movement of the hands),

Grandma kneaded the dough.

Came out smooth

Came out smooth

Not salty

And not sweet

Very round

Very tasty,:

even eat it

We are sad.

The gray mouse ran

I saw the bell.

Oh! How does it smell

Kolobochek (sniff)

Give

At least a piece!

From a bun

Little sense-

Rides stupid

Anywhere.

Need to take

Our kolobok

Under the lock (showing with hands).

4. (Tilts left and right, hands slide over the body.)

I repeat in the morning (back and forth bends, arms

on the belt):

My spine is

Flexible, straight

When I sleep, (arms "shelf")

I stand, I sit (hands on my knees),

I follow the spine (lock with the wrists, hands

wind up alternately through each shoulder behind the back).

I protect the spine (stroke with the palm of one hand

on the stomach, with the back of the other hand "- on the back)

And run away from disease.

5. The deer has a big house (arms crossed over the head,)

He looks out his window.

Bunny running across the field

There is a knock on his door.

Hurry, deer, open the door,

There is an evil hunter in the forest (depict holding a gun).

Bunny, bunny, run in (manim), give me a paw.

6. A goat walked through the forest, through the forest, through the forest,

Found myself a princess, princess, princess

Come on, goat, let's jump, jump, jump,

And kicking legs, kicking, kicking,

And clap your hands, clap, clap,

And with our feet we stomp, we stomp, we stomp.

Let's shake our heads... And let's start over.

7. I play the violin:

Tir-li-li yes tir-li-li

Bunnies jump on the lawn

Tili-li yes tili-li.

And now on the drum:

Tram-there-there, tram-there-there.

The rabbits ran away in fear

Through the bushes, through the bushes.

8. I'm jumping, jumping, jumping

And I twist the rope.

You, rope, spin,

Learn Russian dance.

9. Like ours at the gate

Janitor sweeps the street

Janitor sweeps the street

He will pick up all the specks.

The goat went out for a walk

He began to jump and jump.

The goat knocks its feet

Like a goat, he screams: “Be-e!”

I knock with heels (picker),

I teach Russian dance (fraction)

. My Russian dance is wonderful!

I'll sit, I'll sit, I'll sit

And I'll jump like a ball.

I won't get tired of squatting

I want to become a dancer.

10. Skiing is fun

And we'll all go through the snow.

We raise our legs high in the snowdrifts,

And it's very easy on the ice,

We walk a little.

We are trees and bushes

Let's go around the snake

And to the fluffy tree

We will come soon.

12. Goose bought himself an accordion,

But I'm a little sloppy.

The harmonica sang widely

Hissed like a goose.

13. There are eight pairs on the floor -

The flies were dancing

Saw a spider

They fell into a faint.

14. Our tongues are tired,

But the necks rested

. Come on, neck, turn around,

Come on, neck, frolic

Hello everyone in the world:

Moms, dads, kids!

We shake our heads deftly:

Oh, oh, let's shake our heads.

15. Children walked through the forest,

Watching nature

Looked up at the sun

And their rays warmed.

Butterflies flew and flapped their wings.

Let's clap together]

One, two, three, four, five!

We need to collect a bouquet.

One - sat down, two - sat down,

Lilies of the valley sang in their hands.

Right ringing - ding-dong,

Left - ding-dong!

A bee sat on the nose, look what it is!

We lifted the leaves

Berries were collected in the palms (imitation of movements).

16. I'm walking, I'm walking, raising my legs,

I have new boots on my feet.

I raise my legs high,

To show everyone new boots.

Ah ah ah! Look, what a puddle!

Ah ah ah! Look, the puddle is big

I'll jump high, high, high.

I'm not afraid, I'm not afraid, I'll jump over the puddle.

50. Game: "Zverorobika"(music by B. Savelyev, lyrics by A. Khait)

The cat sat down on the window And began to wash her ears with her paw. After observing her a little, we can repeat her movements.

Chorus: One, two, three - come on, repeat! One, two, three - come on, repeat! Three, four, five - repeat again! Three, four, five - repeat again!

A snake crawls along a forest path, Like a ribbon, glides along the ground, And we can depict such a movement with our Hand.

Chorus.

A heron stands in the swamp all day

And catches frogs with its beak.

It's not hard to stand like that

For us, for trained guys.

Chorus.

Lives in the world a lot

But, man, you're a friend of nature

And he must know the habits of all animals.

Chorus.

51. A game: . "Soldiers" (finger game training)

The palms are closed. Little fingers are children (they speak in a thin voice).

Unnamed fingers- Mom (speaking in a normal voice).

Middle fingers - dad (he speaks in a low voice).

Index fingers - soldiers (speak in bass).

Crossed thumbs - the threshold of the hut.

Night. Everyone is sleeping in the hut. There is a knock.

Soldiers. Knock Knock! Index fingers tap-

whine about each other.

Children. Who's there? Little fingers tap each other

friend.

Soldiers. Two soldiers. Index fingers tap-

Come to spend the night! whine about each other.

Children. Let's ask mom. Little fingers tap each other

Mum! friend.

Mum. What, kids? Unnamed fingers tapping-

yut about each other.

Come to spend the night! friend.

Mum. Ask dad! The unnamed fingers tap each other.

Children. Dad! Little fingers tap each other

friend.

Dad. What, kids? Middle fingers tapping

about each other.

Children. Two soldiers. Little fingers tap each other

Came to sleep, friend.

Dad. Let me in! Middle fingers tapping

about each other.

Children. Come in! Little fingers tap each other

friend.

Soldiers. Ah, index fingers "beach-

What grace, jester," making the cross

What allowed to spend the night! movement.

Let's go in!

Turn the closed palms with your fingers to the chest, then follows a quick turn of the hands 180 "so that they touch back sides palms. Hands are extended forward.

Angelica Lyovochkina
A long-term development plan for the management of a theatrical game based on the fairy tale "Gingerbread Man"

A long-term development plan for the management of the game - dramatization

By fairy tale« Kolobok»

Tasks development and education:

- development of skills in theatrical and gaming activities

- development expressiveness of speech

- development pantomime skills

- development creative abilities, development ability to team up.

Day of the week Direction leadership(methodological techniques) The content of the work

Monday Acquaintance with the literary text and images of characters

Reading fairy tales

Target: introduce children to the content fairy tales develop speech, the creative abilities of children to transform into a transformable image, using various means of expression, emotional expressive reading fairy tales« Kolobok»

Target: help children understand the content fairy tales

To form interest in games - dramatizations

Develop dialogic speech, to form the ability to clearly and distinctly pronounce words, develop intonation expression. Help children understand content fairy tales, help to remember it, activate speech, form the ability for dialogic speech, develop ability to follow up fairy tale characters. Questions:

What did grandpa ask grandma to do? (bake kolobok)

who met with kolobok first? (bunny - runaway)

Who else has met kolobok? (grey wolf, fox, bear)

What said the bunny. when I met kolobok? (bun, bun, I will eat you)

What answered bun? (don't eat me. I'll sing you a song)

How the Chanterelle outwitted Kolobok? 9 pretended to be old, that she could not hear well).

Tuesday Audio recording

Target: remind content fairy tales; draw the attention of children to the expressiveness of speech when voicing each Character Kids let's listen fairy tale« Kolobok»

Hear what he says Kolobok. but like a Bunny, etc ...

Examination of illustrations and proposal "Put it in order"

Target: to make you feel the relationship between the content of the literary text and the drawings to it - Guys, let's look at the drawings. pictures to fairy tale.

Questions: - What is drawn? Who is drawn?, What Kolobok? etc…

Let's put the pictures in order.

Wednesday Fairy tale retelling with illustrations.

Target: learn to follow teacher's story, add a word, complete phrases. - Guys, I'm going to tell a tale and you will help me, okay?

Once upon a time there lived a grandfather and (grandmother)

Grandfather asked to bake grandmother (Kolobok)

-Kolobok got cold, studied and (rolled)

Rolling - rolling Kolobok, and towards him (Bunny)

The bunny says Kolobok, Kolobok I love you (eat)

Thursday 1.6Display fairy tales on flannelgraph.

Target: help children remember fairy tale, cause a desire to reproduce the dialogues between fairy-tale characters - Guys, now I'll show you fairy tale. and you will help me. Show fairy tales. Questions for children move: - I forgot, what about Bunny said? Etc…

Friday 1.7 puppet show theater.

Target: to learn to follow the plot of the performance, to involve in the game, to evoke an emotional response

Show of heroes fairy tales.

Look who's in my box?

Attentive examination of dolls by children and discussion (who is this, what is he like? Etc ...

Show fairy tales.

Analysis fairy tales. (guys did you like it) story? Who was in fairy tale? (transfer characters)

And what did they do? etc

Monday 1.8Display theatrical presentations by children of the older group.

Target: to make children want to play themselves fairy tale. -Guys, guests came to us, children from the older group, they prepared a performance for you. Now they will show you fairy tale« Kolobok» .

Monday, Tuesday 2. Development of skills in theatrical gaming activities.

2.1 The development of pantomime.

2.1.1 Game-dramatization.

Target: to form expressiveness of movements. Develop the ability to convey movements characteristic of a given character. -Guys, now we will learn how to move fairy-tale heroes.

Walk clubfoot like a bear.

Run easily, on toes like a fox. Jump like a bunny. Show how grandma sculpts kolobok.

Wednesday, Thursday 2.1.2 Assignments for movements.

Target: to consolidate the ability to perform movements of a certain character. Guys, let's fix how the Bear will pass, etc ...

Friday 2.1.3 Riddle game "Guess who's coming?"

Target: fix the characteristic way of movement of each character. Guys, now we are with you let's play: i will move like a hero fairy tales and you guess who I'm portraying.

And now you guess. Who will you portray, and we will all guess.

Monday 2.2 Development expressiveness of speech.

2.2.1 Game - onomatopoeia.

Target: learn to reproduce sounds characteristic of this character. - Roar like a bear

Think about how the fox speaks?

Tuesday Game - exercise.

Wednesday 2.2.3 Game - training exercise on development intonation expression.

Target: learn to master intonation, change it. Offer to pronounce individual words and sentences with different intonation (question, request, surprise, etc.)

Thursday 2.2.4 Exercise game "Speak for a Hero"

Target: to learn to control the timbre coloration, the rate of speech and the power of the voice. Say like a bear (rough, slow)

Say like a wolf (rough but abrupt)

Friday 2.2.5 Riddle game "Guess who said?»

Monday 3.1.1 Game-movement exercise “Walk like…

Target character.

3.1.1 Game-exercise on movements "Pass like ...

Target: to consolidate the ability of children to perform specific movements character. - Guys, now we will play in game: I give you a task, who should pass for which hero, and you portray this hero. Whoever performs the movement correctly, I will give this hero to play.

Tuesday 3.1.2 Game-exercise "Speak for the hero"

Target: to teach intonation expressiveness, to control timbre coloring and speech tempo. = Guys, now we will play with you. I show you a hero fairy tales and you speak for him. (after pronouncing the hero’s line, I give the toy to the child to play)

Wednesday 3.2 Development fine art.

3.2.1 draw kolobok.

Target: promote development creative abilities. - Guys, let's paint with you kolobok.

Thursday 3.2.2 Make an application of the house of grandfather and grandmother. -Guys, now I will give you geometric shapes. (triangle, square, etc.) and you try to glue the house of grandparents.

Friday 3.2.3 Let's build a track for kolobok.

Target: learn to build a track for kolobok. -Guys, what do you think, which path did you roll on? bun?

Monday 3.3 Musical creativity.

3.3.1 Musical didactic game "Guess who's coming?"

Target: continue to teach children to hear high and low sounds. -Kids, I will knock out certain sounds for you, and you will guess which of the characters fairy tales« Kolobok» it could be.

Tuesday 3.3.2 Singing a song to fairy tale.

Target: develop creativity, learning "stack" hero's dialogue to music. -Guys, let's sing the words of our heroes fairy tales.

Wednesday 3.3.3 Coming up with music for each character.

Target: learn to convey the nature of movements, speech, mood of each character through playing musical instruments. -Kids who want to come up with music for our heroes (using musical tools: tambourine, rattle drum, etc. e). And I will help you.

Thursday 3.3.4 Inventing dances for the characters.

Target: to consolidate the ability of children to imitate the movements of animals. -Guys, let's come up with a dance for each hero.

Friday 3.3.5 Come up with a song and a dance about kolobok

Target: to create a joyful mood in children, to attach to theatrical activities. = Guys, let's sing a song about kolobok and dance.

I gingerbread man(clap hands)

I left my grandmother (dance)

The development of a collective game.

Stage 1 - definition fairy tales(the teacher unobtrusively offers to play in fairy tale)

Target: set up children to act out fairy tales. = Guys, do you want to play fairy tale?

Let's play fairy tale« Kolobok» .

Stage 2 - clarification of children's ideas about the plot fairy tales.

Target: help children remember fairy tale. -Guys, let's look at the illustrations for fairy tale and remember its content.

Stage 3 - designing the environment in which they will operate characters.

Target: involve children in joint design gaming environment. -Guys, let's arrange a place for the game (instructing the children to whom to bring what - a poster with the image kolobok and t. e)

Stage 4 - children are invited to remember all characters, together with the teacher, choose costumes, toys, attributes necessary for the game. Target: foster a sense of mutual assistance; develop the ability to select the necessary costumes.

Guys, let's prepare the necessary attributes for the game.

Stage 5 - the choice of performers. -Children are encouraged to remember the characteristic features characters. Children who wish to play a certain role are invited to try themselves in this role. ( "Pass like", "Tell me how") Children demonstrate their abilities.

Stage 6 - the choice of musicians. - Guys, let's choose musical instruments that are suitable for a specific character. Children who wish are invited to play on them.

Stage 7 - the choice of who will speak the words of the author - Guys, the words of the author will be spoken by the one who knows well fairy tale.

Stage 8 - playing fairy tales Help the children along the way.

9 stage - analysis showing fairy tales.

Target: to find out what happened, what were the mistakes (reasons, prospects for working with children, individual work with difficult children). -Guys, did you like our story?

How did Masha portray a bunny?

How did Sasha portray the wolf?

We will still play fairy tale?

Encouragement, praise.

Individual work with children who find it difficult.

Target: help get rid of feelings of shyness, instill confidence. - Guys, let's have some more exercise. You will do much better next time. (Those techniques that were not used in the summary of the lesson are taken).

Stage 10 - show fairy tales« Kolobok» at the parent meeting.

One of the points of the Federal State Educational Standard preschool education speaks of the need to involve children in activities that contribute to the development of creative potential, speech, thinking and social and communication skills, artistic and aesthetic education of children. One of these types is theatrical activity in preparatory group kindergarten.

The value of theatrical activities in the development of a preschooler

Theatrical games are especially popular with children of the preparatory group. This is the age when the child is already beginning to realize his role in society and seeks to understand how to behave in society, learns to take responsibility for actions, to fulfill duties.

Important! One of the tasks of the educator in organizing activities is to provide evidence-based and systems approach.

For this, thematic planning of theatrical activities is drawn up. To plan the topics of classes, the educator should consider:

• requirements of the Federal State Educational Standard for preschool education;
• age characteristics of children;
• educational and developmental opportunities for this type of activity;
• features of the introduction of theatrical games in the educational process.

Functions of theatrical activities

The possibilities of theatricalization in the development of the child are quite wide:

• acquaintance with the surrounding reality through sound, color, artistic images;
• development of analytical and logical thinking;
• improvement of speech skills;
• vocabulary replenishment;
• development emotional sphere child;
• development of acting skills.

Features of the organization of theatrical activities in the preparatory group

Preschoolers of the older group are interested in theater not only as a game, but also as an art form. Thematic planning of theatrical activities for this group should be compiled taking into account the following features:

1. Children of the preparatory group are already familiar with the rules of conduct in public places, so they can be freely taken on excursions to the theater, to stage performances.
2. Children are interested in theory theatrical art. Classes can include stories about the history of the theater, about famous actors, about theatrical traditions and professions.
3. Preschoolers will cope not only with the acting role, but also with the duties of the director. In this case, the actors will be puppets. Moreover, dolls can be made with children in the classroom, as shown in this video: Theatrical activities in kindergarten
4. It will not always be interesting for children to work on ready-made stories, which means that you need to help them master the profession of a screenwriter. Preschoolers will be happy to come up with their own stories, give dolls roles, characters.

Important! The main nature of theatricalization in the preparatory group should be aimed at giving children more freedom, the opportunity to show initiative, creative imagination.

Features of planning theatrical activities in accordance with the Federal State Educational Standard

Theatricalization as creativity can be included in:

• educational activities;
• in the content of the variable and optional parts of education;
• in independent and joint activities with parents.

Based on the educational and developmental potential of theatrical activities, the following goals are distinguished in working with children:

• development of creative thinking;
• activation of cognitive interest;
• development of general knowledge, skills and abilities;
• development of the ability to play roles, play skits;
• involvement of parents in theatrical production.

Program content in thematic planning classes should approximately correspond to the sample:

Timing	Subject	Program content
September	Introductory lesson	Acquaintance with the theater as an art form
	Theatrical professions	Acquaintance with theatrical professions, replenishment of vocabulary.
	Role-playing games	Acquaintance with the culture of behavior in the theater.
	Staging familiar fairy tales (at the choice of the teacher)	The development of cognitive interest, acting skills.
October	Theater types	Replenishment of the lexicon, acquaintance with the types of theater
	rhythm	Developing the ability to stay on stage, move around the stage.
	Reading fairy tales by roles (at the choice of the teacher)	The development of speech skills, diction, the ability to imitate animals.
	Preparing for the dramatization	Preparation of children's requisites, expansion of vocabulary.
December	Speech technique	Work on speech, diction.
		Work on facial expressions, gestures, conveying the character of the hero.
	Fairy tale dramatization (at the teacher's choice)
	New Year's staging	Awakening a keen interest in theatricality
January	Christmas dramatization	Getting to know the holiday, developing creative skills through playing on stage.
	Christmas time
	Emotions	Work on expressing different emotions. Transfer of the emotional state of the character of the scene.
	Pets	Introduction to animal stories. Work on the transfer of the image, the character of the hero of a fairy tale.
February	Forest animals
	Friendship	Work on the concepts of "friendship", "mutual support", the development of the emotional sphere.
	Staged according to plan	Participation in the staging of the work. The manifestation of acting and declamatory abilities,
March	March 8	Participation in a concert for mothers. Demonstration of the ability to perform on stage, play, read expressively.
	Puppet show	Introduction to puppet theatre. Working with the ability to control puppets.
	puppet characters	Giving each doll a name, character. Work on vocabulary emotional background and diction.
	Preparation for staging	Learning words, working on speech, intonation, diction.
April May	puppet show	Demonstration performance with puppets as actors.
	Fairy tale dramatizations	Demonstration of acquired skills during the year, development of cognitive interest and creativity.

Long-term planning of theatrical activities in accordance with the Federal State Educational Standard should be carried out taking into account the didactic and developmental possibilities of this type of activity. Details on the preparation of educational documents can be obtained from the employees of Arbor Prime, which develops such projects.

(senior group)

Explanatory note

Theatrical and game activity is of great importance for the comprehensive education of children: it develops artistic taste, creative and declamatory abilities, forms a sense of collectivism, and develops memory.

Time for this activity is allocated outside of class: in the afternoon, in a group or for a walk in warm time year (April to October).

Theatrical games include:

actions of children with puppet characters(plot and figurative toys), finger, bibao, planar figures, puppet puppets;

immediate role actions;

literary activity(manifested in the form of dialogues and monologues on behalf of the characters of literary works, using the words of the author);

visual activity- has the character of spatial and pictorial, design: children create hand-drawn or applique decorations, character costumes;

musical - performing familiar songs on behalf of the characters, staging them, dancing, singing, etc.

Theatrical games are planned daily as independent play activities. Work on familiarization with theatrical and gaming activities begins from the younger preschool age (playing out familiar fairy tales with the help of a teacher, folk songs ok, nursery rhymes, small entertaining scenes) and continues in middle and senior preschool age (creation of mini-etudes, imitation games, elements of logorhythmics, finger and articulatory gymnastics, theatrical productions, mini-performances). All this is a good remedy increasing the emotional tone of kids, developing their sociability, striving to take an active part in common undertakings.

The organization of theatrical games is certainly associated with work on the expressiveness of speech. The teacher teaches children to control the power of the voice, timbre, tempo of speech corresponding to the character, teaches onomatopoeia, clear diction. After learning the text, the teacher begins to work with the children on the movements; teaches them to convey character by means of movement literary hero(the fox is cunning, walks on tiptoe, looks into everyone's eyes, turns its head in different directions, wants to please everyone).

For theatrical productions and mini-performances, simple attributes, elements of costumes, scenery are needed. They must comply with the requirements of protecting the life and health of children. The production of simple attributes is carried out in the art classes and in free time.

Goals and objectives

In his work in theater studio"Merry booth" I made an attempt to take a new approach to the organization, content and methods of work. I pay special attention interaction with family. Therefore, the tasks of the social and personal and artistic and aesthetic development of children in theatrical activities are presented in two directions: for the teacher and parents.

In a preschool educational institution

Target: creating conditions for the development of a child's interest in theatrical activities and the desire to perform together with a group of peers.

Tasks:

Encourage improvisation using the means of expression available to each child (facial expressions, gestures, movements, etc.). Help in the creation of expressive means.

To help ensure that the child's knowledge of life, his desires and interests are naturally woven into the content of theatrical activity.

Learn to coordinate your actions with the actions of a partner (listen without interrupting; speak, referring to a partner).

Perform movements and actions in accordance with the logic of the actions of the characters and taking into account the location of the action.

Cause a desire to pronounce small monologues and extended dialogues (in accordance with the plot of the dramatization).

To acquaint children with the history of the theater. Give an overview of the different types puppet theaters: finger, table, stencil, bibabo, life-size puppets, puppet theater and shadow theater.

In family

Target: creation of conditions for maintaining the interest of the child in theatrical activities.

Tasks :

Discuss with the child before the performance the features of the role that he will play, and after the performance - the result. Celebrate achievements and identify ways to improve.

Offer to play your favorite role at home, help to play your favorite fairy tales, poems, etc.

Gradually develop in the child an understanding of theatrical art, a specific “theatrical perception”, based on the communication of a “living artist” and a “living spectator”.

As far as possible, organize visits to theaters or watch videos of theatrical performances, try to attend children's performances.

Tell the child about your own impressions received as a result of watching performances, films, etc.

Tell friends in the presence of the child about his achievements.

Work plan for the year

September

Target : give an idea about different types of puppet theaters: finger, table, bibabo, life-size puppets. To acquaint the children with the rules of conduct in the theater and the profession of an actor who controls puppets. Expand students' vocabulary.

Develop memory, thinking, speech. Raise interest and respect for the profession of an actor.

October

Target : get acquainted with Russian folklore. Learn to invent and play with new stories using characters and objects known to children from Russian folk tales. Develop speech and imagination. Raise interest in folk tales, sayings, nursery rhymes, proverbs.

November

Target: introduce you to the basics of acting. Learn to portray the emotional state of the character, using expressive movements and intonation. Learn about tempo and rhythm. Learn clearly, pronounce words and sentences with different intonation (question, request, surprise, sadness, fear, etc.). To develop the plasticity of movement, speech, logical thinking, imagination. Raise interest in theatrical activities.

December

Target : to teach children to behave correctly on stage, to use attributes, costume elements in creating an image. Develop intonation expressiveness of speech and plasticity of movements. To cultivate love for the theater, respect for the profession of an actor.

January

Target : continue acquaintance with folk traditions, holidays, folklore, games. Give an idea about the Russian farce theater and its characters (Petrushka, Marfusha, Doctor, Dog, etc.) Introduce children to the concept of "monologue". Describe the types of monologues. Exercise in the ability to distinguish between description and narration. Pin general idea about the sequence of presentation, construction of statements-descriptions. Teach children to follow this sequence, name the object of speech in the description. Develop the skills of monologue and dialogic speech. Raise interest in the traditions and rituals of our country.

February

Target : teach children to get used to created image, to accompany the actions with replicas of the characters. Develop logical thinking, memory, skills expressive reading. Expand vocabulary. Raise interest in the history of our country.

March

Target : maintain an active desire to actively participate in the holidays. Improve your ability to improvise. Develop creative imagination, visual memory, attention. To form the ability to observe generally accepted norms in relations between people. Raise love and respect for mothers and grandmothers.

April

Target : continue to get acquainted with the basics of acting. Learn to convey the mood of the character with intonation and gestures. Develop diction and skills of monologue and dialogic speech. Cultivate love and careful attitude to native nature.

May

Purpose: to teach to select expressive means (attributes, elements of a costume and make-up), use facial expressions, plasticity of movements, intonation, helping to create an image. Learn to interact with your partner. Develop visual memory, attention, diction. Raise interest in different professions.

Perspective plan of the theater studio

September

№ n\n	the date	Subject	Theory	Practice	Other types work
		in the world of theater. Toy theater. Pictures on flannelgraph.	Conversation about types of theaters (Drama Theatre, Puppet Theatre, Musical Theatre, Academic Theatre).	Lesson "Visiting brownie Kuzi." Exercises: Respiratory "Blow out the candle"; For relaxation "Heavy vase"; Articulatory "The Tale of a Merry Tongue". Game "Snail". Speech minute. Playing out the sketches "Acquaintance", "Meeting with a friend", "In the theater".	Review of illustrations and photographs. Acquaintance with the rules of conduct in the theater.
		Table toy theater.	Ways to use a variety of toys - factory and homemade.	Dating games. Game "Who is it?" An exercise " affectionate name”, “Lift”, “Deep breathing”. Speech technique. Breathing exercise"Syllabic Chains". Speech minute. Playing on the poem "Masha is having lunch" (S. Kaputikyan), "The grimy girl" (A. Barto).	Making toys from natural or other material. Reading poetry. Excursion to the kindergarten laundry. Drawing "The Art of Gzhel Masters".
№ n\n	the date	Subject	Theory	Practice	Other types work
		Desktop picture theatre.	Features of the manufacture of characters and decorations (double-sided with a support).	Features of managing a picture-character. Movement simulation: running, jumping, walking. Exercise: Butterfly flutter, Journey to the magical forest. Speech technique. Breathing exercise "Syllabic chains". Speech minute. Distribution of roles with the help of riddles. Staging the fairy tale "Merry Frogs", "Teremok".	Making decorations. Viewing the filmstrip "Teremok" (artist E. Cherkasov).
		Theater of toys or pictures on the table.	Traffic Laws. The dependence of traffic on the street of transport and people on the operation of the traffic light.	Lesson "How to behave on the street." The game "Traveling around the city", "Engine". Speech technique. Breathing exercise "Syllabic chains". Speech minute: "Playing out sounds [y], [and]". Exercise "Oh, what a great fellow I am!", "Pump and wheel", "Airplane". Staged "Accident on the road".	Acquaintance with various types transport. Riddles about transport. Conversation about the rules of the road. Production of vehicles and traffic lights using the application. Exhibition of children's works on the theme "Our city". Acquaintance with O. Bekarev's poem "The ABC of Security". Filmstrip viewing.

October

№ n\n	the date	Subject	Theory	Practice	Other types work
		Folklore.	A conversation about the origins of Russian folklore.	Lesson "Grandma's chest". The game "Ladushki-crackers", "Finger-boy", "Forty-white-sided". The game "Dunno", "Brave Mice". Game "Compose a riddle". Speech technique. Breathing exercise "Syllabic chains". Speech minute: ("Petya-cockerel", "At dawn", etc.). Dramatization of nursery rhymes, songs, fairy tales "Ryaba the Hen". Theatrical fairy tale "About the Fox - a red beauty."	Examination of illustrations, paintings. Examination of Russian folk costume and antiques. Filmstrip viewing. Reading Russian folk tales, epics, nursery rhymes, pestles. Making a character cockerel on a stick.
		Stencil theater.	Nursery rhymes, tongue twisters, proverbs, songs, lullabies. Using stencils to make characters.	Lesson "Grandma's songs". Making characters using stencils. Exercise "Through glass", "Giraffe", "Flower". Speech technique. Breathing exercise "Syllabic chains". Speech minute: ("Wind", "In the yard", etc.). The production of "How the animals prepared for winter", "Meeting of friends", "Three kittens".	Talk about safety when working with scissors. Learning nursery rhymes, songs. Reading Russian folk tales. The game "Zhmurki". Playing folk instruments.
№ n\n	the date	Subject	Theory	Practice	Other types work
		Stencil theater.	A conversation about fairy tales.. Types of fairy tales (magic, everyday, about animals).	Lesson "A fairy tale is a lie, but there is a hint in it." The development of speech "Unfinished fairy tale". Speech technique: articulation exercise "Smile", "Swing", "Shovel - needle". Breathing exercise "Syllabic chains". Speech minute. ("Who is longer?", "Bird"). Setting a fairy tale resin barrel"And" Chanterelle with a rolling pin.	Reading the Ukrainian fairy tale "Pitch Barrel". Production of characters and scenery for the fairy tales "Pitch barrel", "Fox with a rolling pin".
		Shadow play.	Features of the shadow theater show: with the help of flat characters and a bright light source. Image of characters with fingers.	Lesson "In the realm of light and shadow." Speech technique. Breathing exercise "Syllabic chains". Speech minute: ("Three kittens") Etudes: "Playing the sound [f]", "Squirrel", "Where we were." Dramatization by V. Suteev “Who said meow!”	A talk about electricity. Safety precautions when working with electrical appliances. Making plane characters from black paper. Acquaintance with the work of V. Suteev “Who said meow!” Mobile game "Day - night".

November

№ n\n	the date	Subject	Theory	Practice	Other types work
		All professions are needed, all professions are important. A conversation about the profession of an actor.	A conversation about professions.	Lesson "Who to be?" Speech technique. Breathing exercise "Syllabic chains". Speech minute: Articulation exercise "Painter", "Swing", "Clock"; Respiratory "Syllabic chains with sound [f]". Etude "In the store", "At the post office", "In the cafe", "Telephone conversation". Staged by S. Mikhalkov “What do you have?”	Excursion to the store, to the post office. Reading excerpts from B. Zhitkov's book "What I saw." Application "Dress for Katya".
		Finger Theatre.	Methods for making a finger theater.	Lesson "At the grandmother in the village." Character making. Exercises: Finger gymnastics "Trees", "Lanterns", "Bridge"; Speech technique. Breathing exercise "Syllabic chains". Setting the fairy tale "Turnip". Staging of the fairy tale "Masha and the cat Vasily".	Solving riddles. Talk about pets and their habits. Learning chimes, nursery rhymes, songs. Reading fairy tales "Gingerbread Man", "Turnip", "Wolf and seven kids", "Chernet-sister", etc. Creation of characters and scenery.

№ n\n	the date	Subject	Theory	Practice	Other types work
		Finger Theatre.	Tales about animals.	Lesson "On the edge of the forest." Speech technique. Breathing exercise "Syllabic chains". Speech minute: "Warm and cold wind." Finger gymnastics "Palm - cam - rib". Etudes "Bear in the forest", " Sly Fox"," Cowardly hare. Staging the fairy tale by D. Kharms "The Fox and the Hare".	Talk about wild animals of our region and their habits. Acquaintance with animals listed in the Red Book. E. Charushina "Foxes", M. Prishvin "Hedgehog", V. Bianchi "Dancing Fox". Examining illustrations. Application "How birds prepare for winter."
		Dramatization games with fingers.	Ways to control the characters of the finger theater.	Lesson "Autumn chores". Speech technique. Breathing exercise "Syllabic chains". Speech minute: “Leaf fall”, “Who is more accurate”, etc. Finger gymnastics "Top-top". Didactic game "Enemies and friends". Attention games. Statement of the fairy tale "Zayushkina's hut".	Talk about preparing animals for winter. Making characters and attributes. Preparation of an exhibition of drawings on the theme: "Autumn in the forest." Reading stories and fairy tales about animals: G. Snegirev "About deer", Paustovsky "Hare paws".

December

№ n\n	the date	Subject	Theory	Practice	Other types work
			Acquaintance with the technique of controlling the bibabo doll. Creation of mini-etudes.	Lesson "Petrushka is visiting." Speech technique. Breathing exercise "Syllabic chains". Finger gymnastics: “Finger-boy”, “Chiki-chiki-chikalochki”. Etude "Introduction", "Greeting", "Handshake". Pantomimes "Cooking porridge", "Watering the flowers". Performance with bibabo dolls "Under the fungus".	Examining the device of dolls. Reading fairy tales and stories about animals: G. Snegirev "Bear". Learning poems. Listening musical fairy tales(disk). Drawing "Snowflake", "Christmas Tree" Application "Snowman".
		Dramatization games with bibabo dolls.	Winter talk. Acquaintance with the scenario of the fairy tale "Mitten".	Lesson "Zimushka-winter". Speech technique. Breathing exercise "Syllabic chains". Speech minute: “Say a pure tongue”, “Snowstorm”, “Lanterns”. Etudes "Snowflakes", "What is winter sad about?" Pantomimes "We make a snowman", "We go skiing". Work on the text of the fairy tale, distribution of roles. Dramatization of the etude "Grandfather and the dog Zhuchka".	Drawing competition "Snow, snow, snowball ..". Reading literary works and fairy tales. Walk in the winter park. Listening to musical works "The Seasons" (P.I. Tchaikovsky) Acquaintance with the fairy tale "Mitten". Drawing "Winter Forest". Modeling "How do animals live in the winter forest?"

№ n\n	the date	Subject	Theory	Practice	Other types work
		The plastic movement of the characters.	Speech intonations of characters (tempo of speech, loudness, emotionality).	Lesson "Fairytale heroes". Speech technique. Breathing exercise "Syllabic chains". An exercise in holding a doll on a hand without a screen (tempo, rhythm of movements, smoothness - sharpness). Etudes "Mouse-norushka", "Frog-frog", "Running Bunny".	Reading the text of a fairy tale. Attribute production. Listening to music. Viewing the filmstrip "Mitten" (artist E. Cherkasov). Drawing "Frosty patterns". Conversation about wintering and migratory birds. Application "Fairytale bird".
		Technique of interaction of several puppets behind a screen. Character dialogues.	Teaching the technique of interaction of several puppets behind a screen on a short literary fragment. Using dialogues.	Lesson "Fairy-tale characters in the theater." Speech technique. Breathing exercise "Syllabic chains". Etudes "Fox-sister", "Top-gray barrel", "Bear". Dialogues of the Mouse, the Frog and the Hare. Dramatization of the fairy tale "Mitten".	Repetition of the text of a fairy tale. Listening to the musical themes that characterize each character. Poster making. Modeling "Sculp the hero of a fairy tale." Construction of the "Hare-boast". Drawing "Masks and crowns for the New Year's holiday."

January

№ n\n	the date	Subject	Theory	Practice	Other types work
		Folk holidays. Russian farce theater.	Acquaintance with folk holidays ("Epiphany fortune-telling", "Christmas time").	Folklore holiday "Christmas". Speech technique. Breathing exercise "Syllabic chains". Speech minute. Learning and playing ditties, teasers, riddles, carols.	Making masks for the holiday. Reading and learning carols, folk songs. Drawing "Snowfall".
		"Visiting a fairy tale."	A conversation about the fairy-tale heroes of Russian folklore. Acquaintance with Baba Yaga, Kikimora, Leshim. Heroes are positive and negative.	Lesson "Musical theatrical game" "Grandma Yozhka". Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause (learning New Year's songs). Games: "Water", "Where the bell rings", "Merry tambourine".	Making elements of the costume of the heroes of a fairy tale. Reading Russian folk tales: “The Fox and the Jug”, “The Little Fox and the Gray Wolf”. Work on the fairy tale "Geese-swans". Drawing competition "Visiting a fairy tale"

№ n\n	the date	Subject	Theory	Practice	Other types work
		Dramatization with elements of improvisation.	Acting out a theme, plot without prior preparation.	Lesson "In the land of toys." Speech technique. Breathing exercise "Syllabic chains". Speech minute. The development of facial expressions and plasticity of movements: “At the mirror”, “Depict the mood”, “Toys”. Game Guess who I am.	Drawing competition "My favorite toy" Reading poems: A. Barto "Toys". Reading small texts with different types of monologue: descriptive (“My favorite toy”, narrative “Memories of summer”). Design "Truck".
		Reading or telling a fairy tale with elements of dramatization. Monologue-description.	The use of facial expressions, intonation in the image characteristic features image.	Lesson "Folk games". Speech technique. Breathing exercise "Syllabic chains". Breathing exercises (“Listen to your breath”, “ Balloon", "Wind"). Speech minute. Speech and motor gymnastics. The game "Know me!", "Relive the object." Mobile game "Sparrows and a cat".	Reading the Lithuanian folk tale "Why the cat washes after eating." Listening to the musical recordings of the songs of V. Vitlia "Kittens and the Cat", T. Lomova "Bird". Modeling "Kitty". Application "Rug for a Kitten".

February

№ n\n	the date	Subject	Theory	Practice	Other types work
		Theatrical games. Monologue-narrative.	Talk about the rights and obligations of the child.	Lesson "Mosaic of justice, or what it means to be a fair person." Speech technique. Breathing exercise "Syllabic chains". Speech minute. The game "Find by description". Work on the fairy tale "The Magic Wand".	Reading poems and stories of moral content "How the rabbit got lost", "The Tale of the Dwarves". Examining illustrations. Reading a fairy tale Suteev "The Magic Wand".
			A conversation about your actions and the actions of your comrades, comparing them with the actions of characters in literary works.	"Know Yourself" session. Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause. Mini-etudes "Bears", "Cunning Fox". Work on the fairy tale "Two Greedy Bears".	Acquaintance with the fairy tale "Two greedy bear cubs".

№ n\n	the date	Subject	Theory	Practice	Other types work
		Our army is dear.	A conversation about the different types of troops, the courage and bravery of our defenders.	Lesson "Russian soldier - rich in mind and strength." Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause (learning songs about the army). The Guess Game. Improvisation games. Story scenes. Role-playing game "At the battle post".	Examination of illustrations depicting soldiers of different branches of the military. Solving riddles. Reading excerpts from poems and stories about the army (S. Baruzdin "A soldier was walking along the street", A. Gaidar "Campaign", A. Mityaev "Our dear army"). Design "Gifts for dads and grandfathers."
		Preparing for the holiday "Naval Soul".	Conversation about emergencies. Acquaintance with professions: firefighter, policeman, lifeguard. Meeting interesting people.	Lesson "Bogatyr fun". Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause (learning the dance "Apple"). Work on the fairy tale "Porridge from an ax." Preparation of numbers, theatrical productions for the holiday.	Reading a poem by S. Mikhalkov "Uncle Styopa". Selection of masks and attributes for a fairy tale. Drawing "Our army is dear." Application "Steamboat".

March

№ n\n	the date	Subject	Theory	Practice	Other types work
		"Hello Spring!"	Spring talk. Folk omens.	Didactic game "An extraordinary journey through the seasons - all year round." Speech technique. Breathing exercise "Syllabic chains". Speech minute. Staged mini performances.	Drawing "Portrait of a beloved mother." Application "Most beautiful flowers- mom. Learning poems about spring.
		Matinee "Mom's Day!"	A conversation about the importance of a mother in a child's life. Reading poems about mother.	Lesson "Mother's hands". Making up a story based on a series of pictures. Speech technique. Breathing exercise "Syllabic chains". Speech minute. The game "Find by description". Work on the story of V. Oseeva "Cookies".	Design "Flowers for Mom" ​​(from stripes). Application "Birch branch in a vase".

№ n\n	the date	Subject	Theory	Practice	Other types work
		"Cleanliness is the key to health!"	Conversation about the work of K.I. Chukovsky.	Speech technique. Breathing exercise "Syllabic chains". Speech minute (patter). Vocabulary work. Mini-etudes "Samovar", "Cup", "Copper basin". Work on the work of Chukovsky "Fedorino grief".	Showing of the filmstrip "Fedorino's grief" (artist V. Dmitruk). Acquaintance with the work of K.I. Chukovsky "Fedorino grief". Character making. Modeling "Festive service".
		Creativity K.I. Chukovsky. Expressive reading of the educator with elements of dramatization of children.	A conversation about ways to express the state of a character with the help of facial expressions, voice, intonation.	Lesson "Telephone (based on a poem by K. Chukovsky)". Speech technique. Breathing exercise "Syllabic chains". Speech minute. Work on the work of K. Chukovsky "Telephone".	Preparation of attributes and masks for characters. Solving riddles. Drawing "Napkin for grandmother."

April

№ n\n	the date	Subject	Theory	Practice	Other types work
		Stage movement and plasticity. puppet puppets.	Acquaintance with the technique of controlling puppets - puppets. Creation of mini-etudes.	Lesson "Composing a fairy tale." Speech technique. Breathing exercise "Syllabic chains". Speech minute: "Patters", "Pure tongues". Exercise in the conduct of the puppet (tempo, rhythm of movements, smoothness - sharpness). Relaxation exercise "Talking through the glass." Etudes "Dance of the little bee". Improvisation "Continue the tale."	Listening to music. Drawing "Grass-ant", "April, April, drops are ringing in the yard." Reading stories about insects. Excursion to the spring park. Didactic game "Seasons".
		puppet puppets. Small folklore forms. Compilation of stories according to the proverb.	Ways to control puppets - puppets. Children's ideas about genre features. Figurative meaning of figurative words and phrases.	Lesson "In a big matter, even a little help is expensive." Speech technique. Breathing exercise "Syllabic chains". Speech minute: "Quiet - loud", "Shout - be silent." Practicing puppet skills. Etudes "Ku-ka-re-ku!", "Sunflower". Playing up Russian folk songs: "Gilded spinning wheel", "Song of the plowman", "In the blacksmith". Musical riddle “Show how the cockerel walks” (V. Agafonnikov “Not a rider, but with spurs”). Work on the fairy tale "Cunning Cockerel".	Talk about migratory and domestic birds. Filmstrip "The Cockerel and the Beanstalk" Examining illustrations. Application "Cockerel on a perch". Production of scenery and attributes.

№ n\n	the date	Subject	Theory	Practice	Other types work
		Creativity S.Ya. Marshak.	Acquaintance with the works of S.Ya. Marshak.	Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause (learning songs). The Guess Game. Musical riddle “Show how inaudibly, softly the cat moves” (V. Agafonnikov “All the Hairy”). Improvisation games. Dramatization of the poem "Mustachioed - Striped".	Reading poems by S.Ya. Marshak. Solving riddles. Drawing "Mustachioed - striped" (based on a poem by S. Marshak).
		Creativity S.Ya. Marshak. Improvisation, dramatization using bibabo dolls.	Humor, mischievous joke in the works of S.Ya. Marshak.	Speech technique. Breathing exercise "Syllabic chains". Speech minute. Musical pause (learning a lullaby). Work on the fairy tale by S. Marshak "The Tale of the Silly Mouse".	Acquaintance with the fairy tale "The Tale of the Silly Mouse". Selection of masks and attributes for a fairy tale. Modeling "Vase for spring flowers".

№ n\n	the date	Subject	Theory	Practice	Other types work
		"Who to be?"	Familiarization of children with various professions.	Lesson "City of Masters". Speech technique. Breathing exercise "Syllabic chains". Speech minute. Role-playing game "Cook". Reading the poem by V. Mayakovsky "Who to be?"	Viewing the filmstrip "All works are good, choose to taste." Solving riddles. Excursion to the kitchen of the kindergarten. Drawing competition "All professions are important." Reading the poem by V. Mayakovsky "Who to be?" Cooking spring salad, table setting. Repetition of rules of conduct at the table.
		Thematic lesson "Victory Day!"	Talk about war and peace.	Lesson "Zimushka-winter". Speech technique. Breathing exercise "Syllabic chains". Speech minute: “Say a pure tongue”, “Asterisks”. Pantomimes "Airplane", "Ship Captain".	Reading poems about victory, peace, spring. Looking at pictures and illustrations. Listening to the songs of the war years. Application "Salute".

№ n\n	the date	Subject	Theory	Practice	Other types work
		Spring in nature.	Conversation about spring (generalizing). Clarify and systematize knowledge about the characteristic signs of spring (the day increases, the sun warms more, snow melts, grass grows, bushes turn green, flowers bloom, insects appear, birds return).	Lesson "At the Sun's Away". Speech technique. Breathing exercise "Syllabic chains". Speech minute: "Speech intonations of characters." Finger gymnastics: “Finger-boy”, “Birds have arrived”. Etude "Dragonfly", "In the Nest". Pantomimes "Planting potatoes", "Watering flowers". Acquaintance with the Slovak fairy tale "The sun is visiting." Performance with bibabo dolls "Visiting the sun".	Drawing "What did we see in the forest?" Listening to the sounds of the forest.
		Visit for the summer. Final lesson.	A conversation about the varieties of director's games: table games (toy theater, picture theater), poster games (stand-book, flannelgraph, shadow theater); dramatization games (finger theatre, bibabo puppets, puppets), music games, improvisation games, etc.	Working on the script game program"Visiting Summer" Preparation of musical numbers. Dramatization of poems about summer. Preparation of the best dramatizations of fairy tales and poems, theatrical games, dramatization games (at the choice of children). Concert for parents and children of younger groups of kindergarten.	Exhibition of drawings "It's good that it's summer again!" Preparation and production of the necessary attributes, masks and decorations. Application "Dragonfly in the meadow."