Children's New Year jokes for KVN. Scenario - New Year's KVN at a school for junior grades

Problems of gifted children

Gifted children are unusually sensitive, they react more sharply to mistreatment or to a monotonous environment than their peers with average abilities.

Leta Hollingworth has made major contributions to the understanding of the adaptive challenges facing intellectually gifted people. Educators and parents need to take these issues into account when designing programs for gifted children. Let's consider the main ones:

Dislike for school. This attitude often arises because the curriculum is boring and uninteresting for a gifted person. Behavioral problems in gifted children may occur because the curriculum does not match their abilities.

Gaming interests. Gifted children like challenging games and those that their peers of average abilities are interested in are uninteresting. As a result, the gifted child finds himself isolated and withdraws into himself.

Conformity. Gifted children, rejecting standard requirements, are thus not inclined to conformism, especially if these standards run counter to their interests or seem meaningless.

Dive into philosophical problems. It is common for gifted children to think about such phenomena as death, the afterlife, religious beliefs and philosophical problems, in much to a greater extent than for the average child.

Discrepancy between physical, intellectual and social development. Gifted children often prefer to socialize and play with older children. Because of this, it is sometimes difficult for them to become leaders, since they are inferior to the last in physical development.

This list was continued by other researchers. Whitmore, studying the reasons for the vulnerability of gifted children, cited the following factors.

The pursuit of excellence. Gifted children are characterized by an internal need for perfection. They do not rest until they reach the highest level. This property manifests itself very early.

Feeling of dissatisfaction. This attitude towards themselves is associated with the characteristic desire of gifted children to achieve perfection in everything they do. They are very critical of their own achievements and are often dissatisfied, hence the feeling of their own inadequacy and low self-esteem.

Unrealistic goals. Gifted children often set high goals for themselves. Not being able to achieve them, they begin to worry. On the other hand, the desire for excellence is the force that leads to high achievements.

Hypersensitivity. Because gifted children are more receptive to sensory stimuli and have a better understanding of relationships and connections, they tend to be critical not only of themselves, but also of those around them. A gifted child is more vulnerable; he often perceives words or non-verbal signals as manifestations of rejection of himself by others. As a result, such a child is often considered hyperactive and distractible, since he constantly reacts to various kinds of stimuli and stimuli.

Need for adult attention. Due to their natural curiosity and desire for knowledge, gifted children often monopolize the attention of teachers, parents and other adults. This causes friction in relationships with other children who are irritated by the desire for such attention.

Intolerance. Gifted children often show insufficient tolerance towards children who are lower than them in the rankings. intellectual development. They may alienate others with remarks that convey contempt or impatience.

Whole line psychological research and special observations show that gifted children, in general, are much more prosperous than other children: they do not experience problems in learning, communicate better with peers, and adapt more quickly to a new environment. Their deep-rooted interests and inclinations, developed since childhood, serve as a good basis for successful personal and professional self-determination. True, these children may also have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potential.

The most common problems are:

Communications, social behavior

Dyslexia - poor speech development

Emotional development

Dysynchronization of development

Physical development

Self-regulation

Lack of creativity

Difficulty in vocational guidance

Disadaptation.

So, numerous studies show that only a small percentage of gifted children successfully realize their potential. Most of these children subsequently (as adults) fail to achieve results in one activity or another that exceed average level. Moreover, the discrepancy between achievements and expectations formed in childhood often leads to severe psychological trauma, disturbances in social adaptation and, as a result, to the marginalization of a formerly gifted child.

Among the reasons that complicate the realization of the potential capabilities of a gifted child are a lack of perseverance, readiness to overcome difficulties, and the ability to do regular “routine” work, which inevitably forms an essential part of any professional activity. IN school years these children do not gain such experience because learning usually comes very easily to them. Often those around them involuntarily direct them towards avoiding efforts that are considered as the lot of the “incapable”. Lack of effort often becomes the object of social recognition, as evidence high abilities. Thus, the child is not only “too lazy” to make an effort, but he also considers it humiliating (proving a lack of ability).

The breadth of interests characteristic of gifted children also has its own reverse side. It is fraught with a decrease in concentration on significant tasks, “dispersion of forces,” and a lack of arbitrariness and purposefulness. For other gifted children, the opposite danger exists: excessive concentration on a favorite type of activity, a sharp narrowing of the variety of tasks to be solved and, consequently, an impoverishment of the child’s experience, one-sidedness of his development.

Numerous studies show the cognitive advantages of gifted children, and they also show that children with unusually high IQ combine the traits of social attractiveness, physical and psychological health, and effective leadership and maintain them into adulthood.

However, there are also contrary statements that describe extreme difficulties for both young and older prodigies in social interactions, when their unusual abilities and behavior cause ridicule, bewilderment, and sometimes outright mockery and humiliation.

According to K. Jung, “a gifted person is, from a biological point of view, a deviation from the average measure.” And this cannot but give rise to some wariness in society as a whole, in most schools, and among peers.

Often in scientific literature we're talking about about the special difficulties of the gifted, which partly coincide, partly differ from the difficulties of their peers in terms of severity and importance, and partly are specific, distinguishing this particular group of gifted schoolchildren. These difficulties mainly affect the psychosocial (or socio-psychological) sphere.

Let's consider the difficulties in communication between gifted teenagers and parents, teachers and peers. Family relationships are extremely important for a child’s development. Family relationships are traditionally quite difficult in early youth. A gifted child in a family is its pride. It is parents who are most often the first to notice a child’s giftedness.

The diversity of interests in gifted children may be caused by the characteristics of their home environment, training and upbringing.

It is necessary to identify the talent of such children as early as possible, to more accurately identify talent in early childhood and let it develop. Those who raise gifted children need to take a closer look at their own reaction to the child. Parents need to ask themselves, “What do I see and value in my child, and how can I show it to him?” Then the system of parental assessments in which the child sees himself will more accurately and more fully reflect the gifted child in all his versatility.

However, not all parents are proud of their child, they resist classifying their children as gifted, they do not want the child to stand out, to be a “black sheep.” Many parents say: “I don’t want my child to be gifted, I’d rather have him be normal.” happy child- like everyone else”, “- The main thing is that the children are “normal!” .

This attitude of parents can have an undesirable effect on a gifted child. The child’s special talents will not disappear, because for the child these abilities are normal, they are an integral part of him. Then the child has to figure out for himself all the social consequences and complexities of his extraordinary abilities.

Some gifted children, even before colliding with other children at school, have already learned to behave like everyone else and not show their talents, to falsify their own “I”.

In other families, on the contrary, children’s extraordinary abilities are accepted as a ready-made gift that they rush to use, enjoy, and which promises further joys. Here they admire the child’s successes, the unusualness of his abilities, and they willingly show him off to acquaintances and strangers. This fuels children’s vanity, which can lead to a lack of self-criticism and difficulties in communicating with peers. In the future, this can result in considerable grief, and even sorrow, for a growing person.

So, this judgment allows us to distinguish two extremes: one is ignoring, and sometimes even suppressing high level educational and creative activity, another artificially accelerating development, making excessive demands and even interfering with educational process, which in itself provokes conflicts.

Then, in the pursuit of achievements, the value of the child himself is lost. Excessive demands can provoke the development of a feeling of guilt before parents for the fact that real achievements do not always correspond (in the opinion of parents) to capabilities; fear of not meeting the expectations of parents, especially mothers.

This is especially pronounced in relation to gifted girls. High sensitivity to social expectations, high developed ability to social adaptation and a tendency to self-abasement force them to build life plans based on the expressed or hidden expectations of others without taking into account their interests, abilities, desires.

However, a number of studies indicate that relationships in gifted families are more prosperous than those of their peers; the percentage of single-parent and dysfunctional families is lower. The relationship between parents and children is quite adequate. The low level of conflict in gifted relationships in the family is explained by several factors. As a rule, these are families where the parents themselves have a good education where education is a value, where a lot of attention is paid to the development of children, the child is supported both in intellectual activity and in solving problems in interaction with others.

An important point to avoid difficulties in family relationships is, as a rule, the good academic performance of gifted children, passion for work and the absence of a tendency to antisocial manifestations (taking drugs, alcohol, smoking).

Parents of gifted children, first of all, have the task of helping their mental growth in accordance with their unusual abilities, enriching the set of games, providing a sufficient social circle, including the child in a variety of feasible activities. But you should avoid putting your baby in too strict a framework or imposing on him something for which he does not have his own urges.

How to make it clear to a child that he is loved and appreciated for who he is, and not for some special talent? We must learn to appreciate such good qualities as: generosity, willingness to help, patience, responsibility, reliability, focus, sense of humor. Parents should promote the development of such qualities and the development of individuality.

The development of the personality of gifted children causes concern for both parents and teachers. The process of education and training can not only help prevent undesirable phenomena in the development of the affective sphere, but also perform corrective functions.

In general, the process of training and education of gifted schoolchildren requires the organization of all environment. Educational activities should be built for the purpose comprehensive development the child, and not just his cognitive abilities. Only in the case of such pedagogical support can the dignity of the child be respected, since only in this case the gifted child is not an object, but a subject pedagogical process, and they don’t instill anything in him, but only accompany his growth, providing more or less full-fledged pedagogical support.

Experts are of the opinion that learning programs for gifted children should be qualitatively different from programs designed for children with average abilities. In such programs Special attention should be given to the development of children's creative abilities, intellectual initiative, critical thinking, social adaptation, social responsibility and qualities of selfless leadership.

One of the forms of education and training of gifted children can be role-playing games. The most valuable and attractive qualities role playing game are flexibility, plasticity, thanks to which opportunities are created for the participation of children of very different mental development and physical capabilities. By playing the role of another and at the same time expressing their own feelings, children learn to empathize and be imbued with the feelings of those they portray.

In this regard, the teacher’s task is not only to encourage the initiative of gifted children, but also to teach them the skills of cooperation and communication, without which it is impossible to achieve positive results in group classes.

Relationships with teachers are characterized by ambiguity and often depend on the personality of the teacher himself and on whether teachers understand the uniqueness of gifted students and have experience working with them. There is no doubt that with his special, “strange” vision of the world, a gifted student creates some kind of unconscious threat to a not very confident teacher.

Gifted children may have conflicts with those teachers who deeply know their subject and make high demands on students whose subject does not belong to the “sphere of interest” of the gifted child. In the literature, it is customary to talk about disharmony in the development of the gifted, when interest and success in one area give rise to neglect and reluctance to engage in another.

However, over time, the severity of the problem is removed, and teachers who are fans of their subject become the most respected. Therefore, special attention must be paid to the professional training of specialists in working with gifted children.

When working with gifted children, it should be remembered that no matter how gifted a child is, he needs to be taught. It is important to teach a child to be persevering, to teach him to work and make decisions independently, to cultivate patience and unobtrusiveness.

Talented children know what kindness, justice and mercy are, but in practice they cannot put these wonderful ideas into practice. Gifted children are very critical of themselves and sometimes have an unfavorable self-image. It is necessary to help them gain a realistic idea of ​​themselves; here they need the help of a specialist.

The pedagogical process should be built in a mode of pedagogical support, focused on preserving the personality of a gifted child and supporting his giftedness by providing the child with:

The right to acquire one’s own educational experience;

The right to be the subject of one's own activities. That is, buy your own life experience, simply to provide the right to be and become “yourself.”

As for relationships with peers, according to a number of studies, it is this area that is the most conflicting for gifted people, who note a lack of interest in those who study with them, consider their classmates less intelligent, more childish, talk about their lack of communication skills and difficulties in communication.

An important point for the emergence of difficulties in communication is the lack of tolerance of gifted children towards classmates, the inability to be friendly towards those who are lower in intellectual development, which leads to disappointment and hatred, manifested in communication with them.

Peers also treat gifted children differently. Comparative ease of absorption educational material, self-confidence - “the feeling of being in control of the situation” attract others to them. However, how extremely high intelligence, and the personality traits of the gifted give rise to some wariness and even distance from their peers - they are proud of the gifted, but “keep their distance.”

Such children often seek isolation from their peers in their favorite activities. Which leads to the fact that a gifted child begins to strive to be “like everyone else” and avoids revealing himself as the most knowledgeable or, even more so, the most diligent. Not only because some classmates are aggressive, but also because he himself wants to be with others, in companies.

Gifted with early age they need help in mastering communication skills, in learning the spirit of cooperation and collectivism, they must learn to be friends, share victories and defeats with other children: all this will be useful to them in the socially complex atmosphere of a comprehensive school.

Researchers believe this state of affairs is a consequence of the lack of equal communication, which could develop the ability to freely enter into various kinds of contacts, coordinate one’s actions, thoughts, feelings with the actions, thoughts, feelings of others, foresee cause-and-effect relationships in social interactions, and which reduces cognitive egocentrism in social relations, contributes to the formation of social sensitivity." The lack of equal communication is also associated with the difficulty of finding like-minded friends. So, the difficulties of self-regulation of the gifted largely depend on the position of the social environment, which leads to difficulties in communication, which are largely associated with the personality characteristics of the gifted And the role of these features is so great that, on the one hand, they can serve as “indicators” of giftedness, which presuppose the presence of giftedness, on the other hand, they can act as unique barriers to the self-realization of children with increased capabilities.

Taking into account the above, all forms of work with gifted children should fully take into account the personal characteristics of the gifted person and focus on effective assistance in solving his problems.

Numerous studies have identified the problems facing gifted children. These include:

Dislike for school;

Hypersensitivity;

Need for adult attention;

Intolerance.

It was also found that such children may have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potential. The most common problems are: communication, social behavior, dyslexia - poor speech development, emotional development, dissynchronization of development, self-regulation, etc.

It should be noted that the attitude of gifted children towards their unusual, outstanding peers is largely determined by the non-standard nature of their manifestations. They are forced, becoming less independent, to slow down their curiosity and impulses to creative expressions. They acutely perceive social injustice, and also set high demands on themselves and others, and respond keenly to truth, justice, harmony and nature.

New Year's Eve at your school the game will take place"Club of the Cheerful and Resourceful"? The audience and the jury will enjoy mini-scenes based on fairy tales, cartoons, issues of the humorous magazine "Yeralash" and New Year jokes for KVN at school, which play out various situations in the classroom.

To stage such miniatures, you don’t have to learn the texts by heart, the main thing is to convey the essence of what this or that character is saying.

How to organize KVN at school for the New Year?

In the first school scene New Year's KVN involves Baba Yaga and her daughter. For this production you will need original props - costumes and wigs for fairy-tale characters.

The girl cries and Baba Yaga asks her what happened. The daughter replies that she wants to play the role of the Snow Maiden on New Year's party, but she was told that she was not beautiful enough for this.

- Or maybe the role would suit you? Snow Queen? - Baba Yaga is interested.
“Just think: her outfit is several kilograms of icicles, and her crown is made of a broken mirror.” This is a direct threat to my health!

“Okay, let’s make a Snow Maiden out of you,” Baba Yaga agrees. First things first, devilish to you suitable hairstyle will build Keep in mind that he is natural materials works - snags yes fir cones, instead of varnish - resin.

Baba Yaga's daughter:
- What a deal! But I also need a suitable outfit.
Baba Yaga:
- You, daughter, will have everything in the first category: Cinderella’s dress, glass slippers...

Daughter:
- What are you talking about, mama, this is the century before last! I need a killer kit: Leather Jacket, ripped jeans, bandana with rhinestones and Adidas sneakers.
Baba Yaga:
- Okay, daughter! Everything will be top class!
I'll conjure some new clothes
For my daughter's party.
Cracks, pex, fax!…

At the end of this skit at the school KVN about Baba Yaga, her daughter appears before the audience in a new outfit and declares:
– What can I say, you see for yourself: beauty is a terrible power!

What other New Year's jokes are suitable for KVN at school?

Your performance in various competitions, be it “Greeting”, “ Homework"or "Captains Competition" will diversify comic skits For school KVN- for example, these:

• This year, for the first time, my parents let me celebrate the New Year with friends. But after my mother found a shopping list in my jeans pocket for... festive table, for some reason he and dad decided to join us.
• There is a superstition in our class that if you lean out the window on New Year’s Eve and... memorize all the tickets, you will definitely pass the exam.
• A good half of Russian teachers write comments in their diaries, and the bad half also call their parents to school on the eve of the holiday.
• School is a place where teachers demand knowledge from students in all subjects, while they themselves know only one.
• Also in kindergarten we were given a sentence: 11 years of school regime with confiscation of toys.

Funny miniatures for KVN for 2019 New Year can be staged with the participation of Father Frost and the Snow Maiden. Once they invited the children to visit and began to ask them questions about the materials of the school curriculum.

***
Father Frost:
– What are dense forests?
Pupil:
– These are the kind of forests in which it’s good to snooze!

***
Snow Maiden:
– Who can name five wild animals?
The student raises his hand.
- A lion, a lioness and... three lion cubs.

***
A letter arrived in the mail from a boy to Santa Claus:
– Grandfather Frost, send me a warm hat, mittens and socks for the New Year.
The postal workers took pity on the boy and bought him mittens and socks, but there wasn’t enough money for a hat: you yourself know that salaries at the post office are small. An answer comes from the boy:
- Thank you, Grandfather Frost, for the mittens and socks, and it seems that the evil women at the post office stole my hat.

***
A boy writes a letter to Santa Claus:
"Hello Dedushka Moroz! I received the Chinese firecrackers that you sent me last time, and I really liked them. This New Year I would like to ask you to give me two fingers for right hand and an eye!”

***
On New Year's Eve, Pinocchio approaches Papa Carlo and asks to give him a toy animal. Dad Carlo thought and thought and made a toy. He gave it to Pinocchio and heard that he was crying.
- What's happened? – asks Papa Carlo.
“I just wanted a toy - a dog or a cat,” answers Pinocchio, “and this toothy beaver looks at me strangely!”

Other jokes for New Year's school KVN

***
– Now you will hear phrases that you will not hear on New Year’s Eve...
“Mom, dad, stay at home, let's spend the New Year together”; “Girls, go, drink what you want and as much as you want, and my father and I will sit here together.”

***
Santa Claus doesn't exist. He lives to the fullest.

***
An emergency at school: at a New Year's celebration, a boy in a cucumber costume was bitten by a physical education teacher.

***
Seven-year-old Petya almost believed in Santa Claus, but dad laughed and his beard came off.

***
A boy from an elite kindergarten is learning a New Year's rhyme:
– Hello, Grandfather Frost, cotton wool beard!
Give a BMW X-5 for the New Year!

***
A children's search engine called Woogl was presented at a Tambov school for the New Year. If you want to know a lot - Vugl!

For the New Year, you can also act out scenes for KVN, the action of which takes place in school during lessons.

***
At school, children write an essay on the topic “What would I ask Santa Claus for the New Year?”
Vovochka:
– Dear Grandfather Frost! Make sure we are no longer forced to write these stupid essays!

***
During a math exam, the teacher carefully observes the students and from time to time kicks out of the class those who have cheat sheets.
The director looks into the classroom:
- How's the exam going? I think there are a lot of cheaters here!
Teacher:
- No, the lovers have already gone home. Only professionals remain here.

***
Teacher:
– Petrov, why do you look at your watch every minute?
Petrov:
“Because I’m terribly worried that a stupid call might interrupt this amazingly interesting lesson at a completely inopportune time.”

***
Teacher:
- Children, draw a square with a side of twelve centimeters!
Petrov:
- Marya Ivanovna, what kind of square is this - with one side?!

***
Teacher:
- You, Sidorov, interesting essay, but why isn't it finished?
Sidorov:
– Because my father was urgently called to work!

***
Teacher:
- And now I will prove to you the Pythagorean theorem.
Petya with back desk:
- Is it worth it, Ivan Ivanovich? We already believe you!

***
Teacher:
– Why is European time ahead of American time?
Petushkov holds out his hand:
– Because America was discovered later!

***
The teacher says to the student:
– Let your grandfather come to school tomorrow!
– Do you mean father?
- No, let your grandfather come. I want to show him what gross mistakes his son makes in your homework.

The last scene of the New Year's KVN takes place during the school break.

Two high school girls are talking:
“You know, just thinking about him makes my heart race, my hands shake, my legs give way, I can’t even speak.”
- And what is his name?
- Unified State Exam!

For these smaller productions, you won't need elaborate sets. For example, if a scene is being played out in the classroom, all you need to do is hang up the board and set up a desk. If the action takes place during recess, a corridor window is suitable as a decoration.

Help the children who take part in productions show their acting talents - and jokes for KVN at school for the New Year 2019 will not let your viewers get bored!

New Year's KVN for high school students.

New Year's KVN script for high school students.

New Year's KVN for teams of grades 10-11 can become a bright show if the organizers make some efforts.

The script contains options for performances for both teams, texts for all competitions, words and remarks from the presenters. It is assumed that children can improvise, add their own words, cues that are relevant and recognizable in a particular educational group, and play out other situations. But even if this doesn’t happen, don’t worry! After all, the way the guys play the roles offered to them will already contain elements of improvisation.

Decoration and costumes. Children play themselves, so there is no need to make any special costumes, except for the costumes of Father Frost and the Snow Maiden. A student playing the role of a Teacher or Director will be able to simply hang a sign on their chest with the teacher's name or the inscription "Director". In general, costumes should be made as primitive as possible - one or two details are enough to create a recognizable image. For example, the Director - hats, the caretaker - a blue robe, glasses and bills, Santa Claus - a red cap and a fluffy beard. But the costumes of Father Frost and the Snow Maiden should be as natural and bright as possible.

Appearance of commands. You can, of course, make emblems with the names of the teams, but they will not be visible from the audience. Therefore, it is better to make one copy and immediately give it to the jury for use during grading. To make it clear from the audience where each team is, it is better to attach their names to the back of the stage, and each team will always stand next to its name.

Props: a frame for a TV cut out of cardboard, balls, a bow and arrows, a large candy, textbooks (3 pieces), a large shoe, slippers, galoshes, black cars cut out of cardboard, a head of cabbage, Christmas tree beads.

Musical arrangement:

Phonograms of songs:

- "Song of the Dressed Up" Bremen Town Musicians"(from the film "The Bremen Town Musicians");

- “One day the world will bend under us” (group “Time Machine”);

- “They are sleeping tired toys"(words by Z. Petrova, music by A. Ostrovsky);

- “Black Boomer” (Serega);

- “White Roses” (group “Tender May”).

Fans can be offered the following chants:

We'll support you guys

Our tenth grade will win!

Even if you burst

Even if it cracks,

And "Bang-bang"

At the first place!

Our team is great!

Our team is strength!

Love for your team

United us all!

We want anyone

Say without unnecessary phrases,

What's the best today

Eleventh grade!

In winter, and in summer, and in cold, and in heat,

“Generation Pi” - we are always with you!

Adults know this

Children know this:

Our generation"

The best in the world!!!

For greater entertainment, fans can be given sultans, pipes, and flags.

Music is playing. The presenters take the stage.

Presenter. Attention, attention, the New Year's meeting of the Club of the Cheerful and Resourceful is declared open!

Leading. We invite teams to the stage!

Presenter. 11th grade team called "Generation Pi".

Leading. And a 10th grade team called “Bang-bang!”

Solemn music sounds. Teams enter the stage and line up at an angle on both sides of the stage.

Presenter. Our competition today will be judged by a jury consisting of: (Introduces the jury members.)

Leading. The winners will receive a reward - a New Year's pie.

Presenter. So, we are announcing the first competition - “Greeting”.

Leading. According to the terms of this competition, the team must introduce itself and explain the name.

Presenter. We invite the “Bang-bang” team to the stage.

10th grade performance

Musical intro (melody “Songs of the Bremen Town Musicians in Disguise”).

A chair is brought to the edge of the stage. The captain sits on a chair with a notepad and pen. A student comes to the middle of the stage holding a poster with the text: “Recruitment for the KVN team.” Showing the poster, she moves to the edge of the stage and stands next to the captain.

Captain. It's a bad day today. Not a single marksman!

Pupil. Write down anyone already! Otherwise we won’t get a team!

Captain. Next!

A student dressed as a medieval man-at-arms walks into the middle of the stage. He leads by the hand a Kid in short pants with a huge balloon in hand.

Captain. Can you shoot?

Latnik. Yes, yes, a little. Sometimes I get it. Through time.

Captain. Well, show what you can do.

The kid moves to the opposite edge of the stage and lifts the ball above his head. The man-at-arms takes the bow from his back, inserts an arrow and shoots the arrow at the ball. The baby pierces the ball with a needle. There is a loud bang.

Captain. Yes, no questions asked. We're signing you up for our team!

The armored man takes the Kid by the hand and stands in the middle of the stage.

Pupil. Next!

A student comes in dressed as a punk.

Punk. Hey, bro, do you have a cigarette? Give me a cigarette!

Captain. Yes, I don't smoke. Maybe some candy for you? (Takes candy out of his pocket.)

Punk. Good, give me some candy!

Pupil. So! Write this down too!

Captain. For what?

Pupil. Did he take the candy from you?

Captain. Shot!

Pupil. Got it?

Captain. Got it!

Pupil. Congratulations to you on our team of marksmen! (Shakes the punk's hand.)

Punk stands next to Latnik. Two students come onto the stage and twirl flirtatiously.

Yoke 1. Hello, are you recording here in KVN?

Captain. You are not suitable for us.

Pupil. We only hire sharpshooters!

Coquette 2. And we know how we can shoot!

Captain. Well, shoot.

Coquette 1(nudges her friend with her elbow). Come on!

The two of them look intently at the team captain. He falls off his chair.

Coquette 1. Oops, it seems they overdid it!

Captain(rising from the floor). Girls, we didn’t agree that you had to shoot to kill!

Pupil. So, let's take both! (Fans the captain with a poster.)

Latnik. Yes, beauty is a terrible force!

The coquettes stand next to the Latnik and the Kid.

The captain approaches the team members.

Captain(looks at the team members and grabs his head). Who did we recruit? After all, in KVN it is not beauty that is needed, but wit. There you have to defeat your opponent on the spot with a joke!

Pupil. Come on, we'll fight it somehow!

Latnik. We'll hit someone, that's for sure!

Baby. At least once!

Captain. Why is this one here?

Baby. And I will fend off blows.

Captain. Okay, let's take you to the role of a punching bag, and who will joke?

Pupil. What, they threw it out again?

Joker. Threw it away. Biology.

All. For what?

Joker. And I asked what is the difference between Father Frost and the Snow Maiden.

All. And she?

Joker. And she said that I was vulgar and had only nasty things on my mind.

Yoke 1. What are you doing with chemistry?

Joker. Yes, as always, for nothing! He brought a can of laughing gas and everyone laughed!

Coquette 2. Math ace?

Joker. Well, he said that I only know one triangle - a love triangle!

Captain. Listen, we just desperately need you!

Joker. For what?

Pupil. To the KVN team!

Joker(rubs hands). Good!

Captain. Only... (Looks around and leans towards Shutni-KU) Between us. So how is Santa Claus different from the Snow Maiden?

Joker. So Santa Claus has a clasp on the right side, and Snow Maiden has a clasp on the left!

Captain. Ah-ah-ah!

A song is performed to the tune of “The Song of the Bremen Town Musicians in Disguise.”

To be honest, we are not supermen,

We only make jokes in KVN.

Maybe sometimes we shoot wide.

But sick of shooting, but sick of shooting,

But they are terminally ill from shooting.

We are ka, we are ve, we are enshchiki,

The fans will recognize us

We are just KVN people,

Entertainers, skirmishers.

We shoot straight, sometimes we are sweets,

And we can make a caustic joke.

And if a coquette shoots her eyes,

Now immediately on the spot, then immediately on the spot,

Then they’ll kill you right away!

We are ka, we are ve, we are enshchiki,

The fans will recognize us

We are just kaveens,

Entertainers, skirmishers.

Leading. Thanks to the "Bang Bang" team. We listen and watch the greeting of the “Generation Pi” team.

11th grade performance

All team members take the stage.

Student 1. Oh, what kind of name is this? What is "pi"?

Student 2. Well, if "pi" means beer, I'm all for it!

Student 3. And I'm against it! I don't drink beer!

Student 4. Well, then "pi" is Pepsi.

Student 5. The generation that chooses Pepsi!

All. Her!

Student 6. I don’t drink Pepsi either, it has so many calories!

Student 7. And then the Pepsi generation is our mothers and fathers!

Student 8. Oh, I came up with an idea! "Pi" is a piercing!

Student 9. This is already something! But not everyone has it!

Student 10. For example, I only have 4 additional holes!

Student 1. And I have 14!

Competition 5. “Snowballs”
You have to hit a paper snowball into a bucket from a distance of 3 meters.

Competition 6. “Sledding”
Tie a piece of cardboard to a string and place it on it balloon. Run, dragging this improvised “sleigh” behind you so that the ball does not fly off the cardboard.

Competition 7. “Snowflakes”
You need to blow on a flying feather, which will symbolize the first snowflakes falling to the ground. Within 30 seconds the feather should not fall to the ground.

Student 1
Light fluffy
Snowflake white,
How clean
How brave.
Dear stormy
Easy to carry
Not to the azure heights -
Begs to go to earth.
Student 2
Wonderful azure
She left
Myself into the unknown
The country has been overthrown.
In the shining rays
Skillfully glides
Among the melting flakes
Preserved white.

Student 3
Under the blowing wind
Shakes, flutters,
On him, cherishing,
Lightly swinging.
His swing
She's consoled
With his snowstorms
Spinning wildly.

Student 4
But here it ends
The road is long,
touches the earth
Crystal star.
Fluffy lying
Snowflake is brave.
How clean
How white!
(K. D. Balmont)

Competition 8. “March drops”
You need to pour the water out of the spoon as slowly as possible. The last one wins. By completing this task, you will imitate the March drops. Scoop up a spoonful of water, lift the spoon and turn slowly. It is advisable that at least 10 drops fall from the spoon.

Competition 9. “Paper Boats” Fold a boat from a sheet of paper in a few seconds. Performing a dance to a soundtrack.

Competition 10. “Chafer Bugs”
We have to transport walnut shells. Tie a thread one and a half meters long to the shell. Wind the thread onto the spool, that is, drag the “beetle” along the drawn line. The winner is the one who crawls faster and does not move from the line

Competition 11. “Apple picking”
The apples are suspended on threads from a fishing line stretched across the entire class. Take a bite from an apple without using your hands.
New Year's round dance at the Christmas tree.

Competition 12. “Cockerels”
Stand on one leg, put your hands behind your back. Standing on one leg, try to push your opponent out of the circle.

Competition 13. “Write a poem”
Notes with rhymes are placed in inflated balloons.
Bear - cone
Snowball - fluff
Bag - friend
Christmas tree - needle
Toys - crackers
Student - snowman
Frogs are girlfriends
Carrot - skill

Competition 14. “Newspaper”
New Year's newspapers are evaluated. Children read out funny New Year's stories or jokes.

Competition 15. “The stars are us”
Modern songs are performed to the soundtrack.

Competition 16. “New Life”
Come up with 10 uses:
a) an empty Coca-Cola can;
b) a holey sock;
d) a burnt out light bulb.
The children sing to the tune “They teach at school.”
25 children study with us 25 children!
25 guys - this is our class!

Team "Nif-Nif" (rap)
We can hardly hear you in class
We answer or remain silent.
But among themselves (2 times)
We speak very loudly.
We play with a pencil,
We pick in the ear with a pen,
And we sit and draw -
In general, we live, and do not yearn.
We have boys
We have girls
25 guys - our class is mischievous.
25 guys are singing and dancing here now.

Team "Naf-Naf" (rap)
The teacher doesn't scold us
He tells us: “Well done.”
That's when the end comes
Mom and Dad will find out everything
That we are like colorful chicks,
We always sit and read
We write something and count,
Why, we don’t know ourselves.
Well done!
25 guys in a class is not easy.
25 children said loudly: “School is our second home.”

Team "Nuf-Nuf" (rap)
A change is coming
All the boys are on the carpet,
Someone wanted to climb the wall,
But he rolled down the wall.
Who jumps cheerfully under the desk,
Someone is looking for their pencil case.
But this simply means:
The fourth grade went wild.
25 guys in a mischievous class,
25 guys said loudly:
“We live very fun and friendly at school!”

Together
Soon, soon, very soon
There will be a New Year holiday!
We hope it will
Everything is the other way around for us.
We will learn lessons,
Don't chat in class.
And we believe it's great
We will know all the subjects.
25 guys live happily
25 guys are singing to you now.

Presenter We finished the game, But the holiday continues. The results of the game are summed up.
Student 1
Came to us again today
Christmas tree and winter holiday.
This holiday is New Year's
We waited impatiently.

Student 2
A dense forest, a blizzard field
The winter holiday is coming to us.
So let's say it together:
“Hello, hello, New Year!”

Student 3
Congratulations to all girlfriends,
Congratulations to all friends.
And with all our hearts we wish
We wish you the brightest days.

Student 4
Everyone who hears us
Everyone who knows us
We wish you a Happy New Year!
We wish you happiness and good luck,
Good health to boot.

Student 5
Holidays, joyful, cheerful,
But don't forget about school.
Study for four - five,
Help mom around the house.

Student 6
We wish that every home
It was rich in peace and warmth.

Presenter. Our New Year's KVN at school is over. And now we invite everyone to the New Year's cafe.