Moral problems of the story horse with pink. Analysis "Horse with a pink mane" Astafiev. A two-part diary can be filled in something like this

Lesson topic: Moral problems of the story "Horse with a pink mane."

Preliminary homework by group:

Group 1: make a quotation plan for the story "How Vitka was brought up";

Group 2: make a quotation plan for the story "How the children were raised in the Levontius family"

During the classes:

I. Organizational moment. Polylogue.

- Let's talk?

- Let's talk!

Do you know what?

- About different things and about other things, about what is good and not very good. Let's talk?

- Let's talk! It will be interesting for us!

II.Call.

1. Problematic issues.

Do you know what morality is? (children's answers)

Let's clarify lexical meaning the words "morality". Let's take a look at the Ozhegov Explanatory Dictionary.

2. Work of students with a dictionary.

MORALITY - Internal, spiritual qualities that guide a person, ethical standards; rules of conduct determined by these qualities.

What are moral values? (spiritual qualities of a person, ideals)

3. Exchange of information in pairs. Students formulating lesson goals.

Reception "Basket of ideas"

Now you will work in pairs. Discuss with your neighbor and write on pieces of paper the moral values ​​you know. (1 minute)

What did you do?

(Each couple names their examples in turn. The teacher draws a trashcan icon on the board and writes down moral values ​​in it. The list may be as follows: justice, mercy, honor, conscience, trust in people, love, kindness, self-esteem, etc. )

Look at how long we have got a list. Choose from the list only those values ​​that are mentioned in the story "A horse with a pink mane." (((honesty, kindness, the concept of duty, etc.)

What do you think our conversation will be about today? (students formulate lesson objectives)

III.Comprehension.

1. Homework check. Completing a two-part diary by group.

Guys, you have read V. Astafiev's story "A Horse with a Pink Mane." Tell us about the heroes of this story. How old are they? What families? Who are their parents? It was not by chance that we started talking about the families of boys. Do you agree with me that upbringing largely determines the life and fate of a person? How you were brought up in childhood, what you paid attention to, what you taught, so you go through life.

At home, you worked in groups. The first group made a quotation plan "How Vitka was brought up", and the second - "How children were brought up in the Levontiev family." You will now continue to work in groups and complete your two-part journal. The first column is your quotes, and the second is your comments, interpretation to them: how does the quote you write down characterize the hero? Share your guesses. Pay attention to the sheets that are on your tables - "Rules for working in groups."

Checking the work of groups.

A two-part diary can be completed something like this:

How Vitka was brought up

How children were raised in the Levontia family

!!! No discussion

Summarize what has been said.

Pay attention, guys, to the fact that the description of the life and life of the hero and the Levontiev family is contrasted. What is the name of this contrasting technique and why is it used by the author?

(Children make their own conclusions. They can be approximately as follows: Viti's family lived better than the Levontievs. They always had a piece of bread for a rainy day, money. The hut was neat, cozy and warm, clean. The author uses the method of opposition - the antithesis to enhance the expressiveness of speech, to convey thoughts and feelings. The description of the family explains the character of the characters, describes the time, place, circumstances of the action.)

What can be said about the moral values ​​of each family?

Did you amicably sort out the tasks?

Did everyone actively participate in the discussion?

Did you listen to each other's opinions?

What was difficult?

2. Chamomile of questions ("Bloom's Chamomile").

Target: discuss the content of the story.

Chamomile is drawn by the teacher and attached to the board. The questions are numbered and written on the petals. The students take turns going to the blackboard, tearing off the petal, reading the question and trying to answer it. If the student does not know the answer, he asks his classmates to help him.

Simple question:

How did the hero get involved in the deception?

Clarifying questions:

How did the hero's mood change after he returned home and the next day?

That is, you say that Vitya regretted his deed. What episode is this most felt in? (the night before going to town) Find the description in the text.

Interpretation questions:

Why did the grandmother buy her grandson a gingerbread with a horse? (the grandmother believed in him, understood that he was tormented and repentant. Mercy, kindness and forgiveness did what the most cruel punishment would not do.)

Why are lessons of kindness considered to be the most powerful lessons? (because they are remembered for a lifetime. A few years later, the author writes: “But I still can't forget my grandmother's gingerbread - that wonderful horse with a pink mane.”)

Creative questions:

If you had the opportunity to meet with Vitya after a complete deception, what advice would you give him?

Evaluation questions:

Have you ever cheated? How did you feel about it?

Practical questions:

What would you do if you were the hero of the story?

We draw conclusions:

What life lessons did Vitya learn from this story?

Is there anything you can learn from Viti?

IV.Reflection. Reception "RAFT". Individual work

Vitya never asked for forgiveness from his grandmother. The matter did not go further than tears and internal repentance. And a person should be able to take responsibility for his actions. I suggest you do it for him.

Role - Vitya

Audience - grandmother

F - letter, dialogue, note (children choose on their own)

Topic - Forgiveness, explanation of the situation: why the hero did this.

(We read the letters in the reading chair, highlight the summary points, discuss the difference in the presentation of the same facts.)

What can be called a gingerbread horse symbol? (a symbol of kindness, forgiveness, love, understanding)

What do you think this story is about? (about childhood, about true love, about forgiveness)

We will also touch on the topic of kindness in the following lessons when studying the story "Lessons in French". Now evaluate your work in the lesson.

The guys in a circle speak in one sentence, choosing the beginning reflective screen phrases On the desk:

today I found out ... it was interesting ... it was difficult ... I was completing tasks ... I realized that ...

now I can ... felt that ... I acquired ... I learned ... I succeeded ...

I could ... I will try ... I was surprised ... rock gave me something to live ... I wanted ...

Class : 6

Item: literature

Textbook: Literature. 6th grade. Textbook-reader for educational institutions. In 2 hours / Author-compiler: V. Ya. Korovina. - Moscow: Education, 2015

Lesson topic : "V.P. Astafiev “A horse with a pink mane”. Moral problems of the story: honesty, kindness, the concept of duty»

Lesson objectives: to deepen the understanding of the ideological and artistic richness of the story, to teach to unravel the author's intention, to navigate well in the text

Planned results:

cognitive UUD: search and selection of the necessary information, conscious and arbitrary construction of a speech utterance in oral form, free orientation and perception of the text artwork, semantic reading;

personal UUD : self-determination, moral and ethical orientation, the ability to self-assess their actions, deeds;

regulatory ECDs: goal-setting, planning, self-regulation, highlighting and awareness by students of what has already been learned and what else needs to be learned;

communicative UUD: planningeducational cooperation with the teacher and peers, adherence to the rules of speech behavior, the ability to express and substantiate their point of view.

Means of education: computer, projector, textbook.

Literature:

Literature. 6th grade. Textbook-reader for educational institutions. In 2 hours / Author-compiler: V. Ya. Korovina.

Interdisciplinary connections: lexical work, work with dictionaries

Internet resources:

Literary names ( )

2 -

During the classes.

You have to live according to your conscience.

V.P. Astafiev

Formed UUD

Teacher activity

Students' activities

Organization of the beginning of the lesson

personal: attention, respect for peers;

communicative: planning educational cooperation with a teacher, peers;

regulatory: mobilization of strength and energy.

Psychological attitude children to the lesson.

Teacher: Guys, we work in groups. Mutual respect, the ability to hear each other will be very useful to us today. So let's smile at each other.

Self-

definition

Motivation to learning activities

personal:

self-determination, establishing a connection between the goal of the teaching and its motive.

communicative UUD: planning educational cooperation with a teacher, peers, the ability to express thoughts with sufficient completeness

Listen to the parable. Think about what she teaches.

The Parable of the Pencil

Before putting the pencil in the box, the pencil master put it aside. “There are 5 things you need to know,” he said to the pencil, “before I send you out into the world. Always remember them and never forget, and then you will become the best pencil you can be.

First: You can do many great things, but only if you let Someone hold you in their hand.

Second: You will experience painful sharpening from time to time, but it will be necessary to become the best pencil.

Third: You will be able to correct the mistakes you make.

Fourth: Your most important part will always be within you.

And fifth: Whatever surface you are used on, you should always leave your mark. Regardless of your condition, you must continue to write. "

Pencil understood and promised to remember this; he was placed in a box and sent out into the world.

Do we need the rules of life?

What should a person be?

How do we call these rules? (moral)

Emotional attitude to the problems of the lesson. Revealing the main content of the lesson

Comparison of the meaning of the parable with the life of a person:

The master gives the setting-rules how to live, how to be.

Kind, honest responsible

Knowledge update

Goal setting (goal setting)

Organization of activities for the perception of the story

Fizminutka

Discovery of new knowledge by learners

Self-control

Knowledge update

Reflection of activity

(lesson summary)

Homework

cognitive UUD: search and selection of the necessary information, conscious and arbitrary construction of a speech utterance in oral form, semantic reading, extraction of the necessary information from the text, transformation of the text in order to identify general laws; analysis, ability to prove;

communicative UUD: the ability to express thoughts with sufficient completeness in accordance with the tasks and conditions of communication, planning educational cooperation with a teacher, peers.

personal: moral choice;

regulatory ECDs: , planning, goal setting, reflection, self-regulation;

cognitive: self-selection and formulation of a cognitive goal

personal: self-determination, motivation for activity;

regulatory:

relationship of concepts;

cognitive: deliberate and arbitrary construction of a speech utterance in oral form

Change of activity, compilation of new working groups

communicative: the ability to cooperate in a group;

personal : acceptance of all team members, the ability to quickly change roles

cognitive : structuring knowledge, choosing the most effective ways solving problems;

communicative: proactive cooperation in the search and collection of information in groups.

brain teaser: establishment of cause-effect relationships, representation of chains of objects and phenomena;

cognitive: independent creation of algorithms of activity in solving problems of a creative and search nature.

personal : life self-determination, moral and aesthetic orientation

brain teaser: hypothesis and their justification (proof)

cognitive: independent selection and formulation of their thoughts;

brain teaser: building a logical chain of reasoning;

communicative: the ability to express your thoughts with sufficient completeness

personal:

Evaluate the result of educational activities.

regulatory:

To correlate the obtained result with the set goal.

personal: striving for speech self-improvement;

regulatory: self-regulation.

Discuss in groups and form a cluster of answers about honesty

"kindness"

"duty". Use explanatory dictionaries.

Read the epigraph. Why do you think these words are taken as the basis of our lesson?

What are the main tasks of the lesson before us?

Frontal work with the class on questions:

By what moral laws does the family of the hero of the story live? (reading excerpts from home essays)

Can we call these principles ETERNAL VALUES? Why?

What moral laws does Uncle Levontius's family violate?

What, in your opinion, are the reasons for the behavior of the "Levont'ev" children?

How the hero of the story imagines conceptshonesty and duty ?

When did the hero's soul break with "eternal values"?

What are strawberries?

What colors are there in the strawberry bush?

For each group, sets are prepared: rectangles of three colors. You take the color you like. Go for new jobs. Now you are in a new line-up, so shake hands, smile at each other. And we continue to work

Group work. Analysis of the episode "Picking strawberries" from the words "Everyone stopped squeaking, scattered along the ridge ..." to the words "It's all the same now."

Tasks for groups (in order to complete them faster, it is better to distribute and work on individual tasks, then answer):

Group 1 ... Analyze the narrative portion of the episode. What events are portrayed in it? How are they interconnected with the actions and views of the heroes? What actions of the heroes convey their moral essence?

Group 2 ... Find the descriptions in the episode (description of the first strawberry, portrait of Sanka, description of the state of the hero-narrator). Comment on the epithets that strawberries are endowed with. Whose eyes do you see what is described: the author or the hero? Substantiate your opinion. What feeling does Sanka's portrait evoke? Whose eyes is his portrait seen? Prove your position. How is Sanka's appearance related to his character? What words describe the state of the hero at the moment of eating berries by the Levontievs? What details of his state of mind have been highlighted by the author? What verbs, epithets, metaphors are used for this?

Group 3 ... Analyze the dialogue between the hero and Sanka. What is his conflict? How does the characters characterize their speech? How does the character's intonation change? How do they convey the dynamics of his inner state? Analyze the words of the author present in the dialogue. How do they characterize the heroes?

Was the grandmother right when she gave the horse to the guilty grandson?

What lesson did grandmother teach the boy?

Remember the parable of the pencils? The master talked about the lessons of life. And what moral lessons did the hero learn from what happened to him? Which of these lessons would you like to take for yourself? Write one lesson at a time on the colored pieces of paper - the bricks you have chosen for yourself.

Now let's build a house out of these bricks, where the Laws of Morality will be the foundation and walls.

Read the thoughts of your comrades, remember, write down. Read aloud which ones you think are the most important?

At home, think about what it takes to make these moral laws work in your life?

Group work, presentation - answer to a question

Group work on assignment. The discussion of the results. Submission of responses according to plan

Questions for clarification. Review of the answers of comrades.

A Lesson in Punishment by Kindness

Concise lesson summary

Building a house out of bricks

They examine, read the notes of other guys, choose the ones they like.

Voiced them.

V. Astafiev's story "A Horse with a Pink Mane" - the writer's memories of childhood, conveyed with the help of artistic words. It seems that an adult is observing himself from the side. He not only talks about the actions of the tomboy-boy, but also analyzes them, pushing the reader to serious conclusions. Pupils are learning The Horse with a Pink Mane in 6th grade. We offer a brief analysis of the work, which will help to qualitatively prepare not only for the lessons, but also for the exam.

Brief analysis

Year of writing - 1963.

History of creation- The analyzed story is a part of the autobiographical story "The Last Bow". In it the author reproduced the events that are forever engraved in his memory: the death of his mother, life with his grandmother, friendship with the neighbor's boy Sanka.

Theme- Two main themes can be distinguished in the work: Vitka's deception and the spiritual formation of a person.

Composition- The composition of the work is simple, however, there is a peculiarity: the sequence of plot elements is slightly disrupted. The story begins with a plot, and then the exposition, development of events, climax and denouement follow. The landscapes and portraits in the work are laconic, but they help to give expressiveness to memories.

genre- Story.

Direction- Realism.

History of creation

The history of the creation of the work is closely connected with the life of V. Astafiev. It displays the writer's childhood memories. It is known that Viktor Petrovich lost his mother at the age of seven. The woman turned over in the boat and drowned. The boy's father married a second time, and sent his son to an orphanage.

The closest after the death of his mother was the grandmother of Potylitsyna Ekaterina Petrovna. She lived in the village. Her neighbor was Uncle Levontius - the head a large family... Vitya was friends with his neighbor's son Sanka. Comrades loved to fish, swim in the river, together they often got into funny stories. One of them appeared in the story.

The work was written in 1963. In fact, The Horse with the Pink Mane is part of the autobiographical story “The Last Bow” by V. Astafiev.

Theme

In The Horse with the Pink Mane, the analysis should begin with a description of the main themes and the system of images.

Childhood motive very common in world literature. V. Astafiev develops it in such a way as to reveal two topics: the adventures of the boy Viti and the children of the neighborhood and the spiritual formation of the personality. These themes of "Horse with a Pink Mane" are closely intertwined and define problematics of the work.

The Horse with a Pink Mane begins with a short conversation between grandmother and grandson. The grandmother asks the boy to collect a basket of strawberries, promising for this a gingerbread - a horse with a golden mane. Several paragraphs are devoted to the description of the delicacy. In them V. Astafiev plunges into his childhood concerns and dreams.

Grandmother and grandson Vitya - the main characters of the work... The gallery of images is gradually being supplemented. The reader learns about the family members of the grandmother's neighbor Levontius: his wife Vasya, children Sanka and Tanka. They all play a secondary role. Episodic images - Vitka's grandfather and mother.

Central story event- collection of strawberries. V. Astafiev tells how the main character, together with his friends, picked berries. Levontius' children ate more than they worked. Vitya, on the other hand, collected a strawberry tuesca, but they ate part of his "catch", and scattered part of it. Vitka was frightened: what grandmother would say. She was a kind woman, but strict. Sanka advised his friend to deceive her: pour earth and herbs into the basket, and put berries on top. So the guys did.

The grandmother discovered the deception only in the market. She was angry with her grandson, but brought him a gingerbread. An episode describing the return of the grandmother from the market attracts attention. The boy noticed how the woman threatened him from the boat with her fist. The sight of the boat in the middle of the river reminded the boy of the death of his mother, who had drowned in the Yenisei.

The boy was ashamed of his act, he did not know what to do. Grandfather came to the rescue. He advised me to ask my grandmother for forgiveness. Vitya did just that. At the end, an adult man appears in front of us, who confesses that his grandparents are dead, his "life is on the verge of sunset", but his memory is preserved by "a marvelous horse with a pink mane." The final part of the work is the key to interpretation of the name story. The pink horse is a symbol of memory of people dear to the heart, it can also be interpreted as conscience.

The work reveals such moral issues: relations between representatives of different generations, deception, conscience, friendship.

The described events, the system of images allowed the author to realize idea that deception is always revealed, it is important to be able to live with a clear conscience.

The main idea of ​​the work: you need to be able to tell the truth, to act according to your conscience. This is what the author teaches the reader.

Composition

The characteristic of the composition is an obligatory item of the "Horse with a pink mane" plan. The work does not differ in a complex semantic or formal organization, however, there is a peculiarity: the sequence of plot elements is slightly disrupted.

The story begins with a plot - the request of the grandmother. This is followed by an exposition - the acquaintances of the Vitka and Levontiya family; development of events - collecting strawberries, an attempt to deceive grandmother; culmination - the experiences of the protagonist, whether the grandmother will notice the deception or not; denouement - the grandmother scolds her grandson, and then Vitka, on the advice of his grandfather, puts up with her. Features of the development of the plot are associated with the fact that the analyzed work is part of the story.

The landscapes and portraits in the story are laconic, but they help to give expressiveness to memories. Meaning"Horse with a Pink Mane" is concentrated in the sincere recognition of an adult.

main characters

genre

The genre of V. Astafiev's work is a story, as evidenced by the following features: a small volume, a small number of main characters, attention is focused on one event. The direction of V. Astafiev's work "Horse with a Pink Mane" is realism, since the story is based on real events.

Product test

Analysis rating

Average rating: 4.3. Total ratings received: 530.

Astafiev's story "A Horse with a Pink Mane" tells about an episode from the boy's childhood. The story makes you smile at the trick of the protagonist and at the same time appreciate the wonderful lesson that the grandmother taught her grandson. A little boy goes to pick strawberries, and his grandmother promises him a gingerbread horse with a pink mane for this. For a hard, half-starved time, such a gift is simply great. But the boy falls under the influence of his friends, who eat their berries and are reproached for "greed".
But for the fact that the berries were never picked, there will be severe punishment from the grandmother. And the boy decides to cheat - he picks up herbs in the cupboard, and closes it with berries from above. The boy wants to confess to his grandmother in the morning, but does not have time. And she leaves for the city to sell berries there. The boy is afraid of exposure, and after his grandmother returns, he does not even want to go home.
But then you still have to return. How ashamed he is to hear an angry grandmother who has already told everyone around about his fraud! The boy asks for forgiveness and receives the same gingerbread horse with a pink mane from his grandmother. Grandma taught her grandson good lesson and said: “Take it, take it, what are you looking at? You look, but even when you deceive your grandmother ... "And indeed, the author says:" How many years have passed since then! How many events have passed! but I still can't forget my grandmother's gingerbread - that wonderful horse with a pink mane. "
In his story, the author talks about the responsibility of a person for his actions, about lies and the courage to admit that he is wrong. Every person, even a small child, is responsible for their actions and words. The little hero of the story promised his grandmother to pick berries, which means he had to fulfill his promise. The main character the story simply does not realize the full need to keep his word with his grandmother. And the fear of punishment makes him decide to cheat. But this deception hurts into the boy's heart. He understands that everyone around him has the right to condemn him. He not only did not keep his word given to his grandmother, but also made her blush because of his deception.
In order for the child to remember this story properly, the grandmother gives him a horse with a pink mane. The child is already ashamed, and then there's this wonderful gingerbread horse. Of course, after that, the boy is unlikely to deceive not only his grandmother, but also anyone else.

Sections: Literature

Class: 6

Lesson objectives: to deepen the understanding of the ideological and artistic richness of the story, to teach to unravel the author's intention, to navigate well in the text.

Lesson Objectives:

1. Learning to analyze the actions of heroes through words, actions (verbs).
2. Formation of such moral qualities in schoolchildren as honesty, kindness, duty.
3. Fostering a feeling of compassion and love for all living things in students, arouse interest in literature lessons.

Equipment: illustrations for the story, tests, a computer with a projector, vocabulary words (uval, tuyesok, shanga).

Methodological techniques: conversation on issues, retelling of episodes, expressive reading, text analysis, scenes.

Lesson plan:

1. introduction teachers. Communication of the purpose and topic of the lesson. 1 minute.

2. Frontal survey to check the assimilation of the content by students. 5 minutes.

3. Vocabulary work. 1 minute.

4. Retelling of episodes using the basic words of verbs. 8 minutes

5. Work in groups. Staging of individual episodes. 5 minutes.

6. Physical minutes. 1 minute.

7. Working with text (selective reading). 5 minutes.

8. Work on illustrations. 5 minutes.

9. Testing. 7 minutes

10. Homework 1 min.

11. Summing up the lesson. Ratings with commentary. 1 minute.

DURING THE CLASSES

1. Word of the teacher.

The main theme of many of Astafiev's stories is the theme of growing up, the formation of a person's personality. The writer shows how one seemingly insignificant incident can affect a person's whole life, which makes a person older, changes him. The case described in the story is one of those.

The class is divided into two groups, where one group looks for words that characterize the positive qualities of the hero-storyteller, and the other group - his negative qualities, verbs, accompanying words are found and confirmed by examples from the text. At the end of the lesson, students complete a characterization of the storyteller.

2. Frontal poll.

What is the plot of the story?

(An episode which tells how the grandmother sent the hero for strawberries and promised him a “gingerbread by horse.” This is almost a fabulous beginning.)

Did the boy's dream come true - to get the “gingerbread by horse”? (Yes, it did. It was a fabulous horse: “A white horse with a pink mane galloped across a scrapped kitchen table, like on a huge land with arable land, meadows and roads, on pink hooves”)

It would seem like a happy ending to the story. But at what cost did the boy get this horse? Why, many years later, after many events, the author writes: “But I still can't forget my grandmother's gingerbread - that wonderful horse with a pink mane”? Let's try to answer these questions following the author,

How does the hero hope to fulfill his dream? (The hero goes for strawberries together with Levont'ev's children in order to “earn a carrot by his labor.” Let's pay attention to the inversion by “his labor”, which emphasizes the word. “Labor” - the boy understands that nothing gets for nothing)

What kind important details did you mark in the description of the road to the ridge? (The neighbors' children “carried glasses with broken edges, old birch bark tea glasses, half torn for kindling for kindling ... a ladle without a handle.” Broken dishes are not only a sign of poverty, but a sign of an attitude towards things, towards work in general. Such people themselves do not like to work , and do not value the work of others. Let us pay attention to what vessel the hero-narrator goes after the strawberries: “I took it diligently and soon covered the bottom of a neat little tuyesk.” In this family they know the value of labor)

How do the neighboring guys behave on the road? What verbs help to understand the author's attitude to their behavior?

3. Vocabulary work: uval, tuyesok, shanga.

4. Retelling an episode using key words-verbs.

(“The Levontiev eagles threw dishes at each other, floundered, two times they started to fight, cried, teased”; “they jumped into someone’s garden”, “they put on a baton-onion” (that means they picked as much as fit in the shirt's hem) ; “Ate to green saliva, and threw the half-eaten.” Action verbs show that these guys behave unreasonably, like little animals: they grab as much as they can snatch, while also fighting)

How are the heroes opposed in the berry picking episode? (The hero of the story works diligently, not even because he wants a carrot - he does not know how to do it differently: “I took it diligently.” He recalls the words of his grandmother: “The main thing is to close the bottom of the vessel,” this helps him, urges him on: “I began to pick berries sooner "The hero does not dare to go to the river until the berries have been picked," he has not collected a full dish. " ate "berries. Here again the author uses meaningful verbs:" angry "," threw "," eat "," wallow "," jumped "," kicked "," howled "," rushed "," fight "," ride " , "Crushed")

How did the hero become dependent on Sanka?

5. Dramatization of episodes. Group work.

(Sanka uses a win-win trick - he teases the hero: "Grandmother Petrovna was scared! Oh, you!" he comes across “in the end”: “Do you want to eat all the berries?” It was too late to retreat. It was important for the boy “not to pass up, not to be cowardly, not to embarrass himself,” not to seem greedy. collected with such difficulty by a boy)

What words convey the hero's inner struggle before he gave up what his grandmother taught? (These words: “repented”, “I swagged,” “in a dying voice,” “put on despair,” “waved his hand.” At this point, the hero got carried away - he boasts: “I’ll steal a roll from my grandmother!” becomes the same as Levont'ev's guys)

How did the guys have fun after that? Retelling the episode and generalizations thereafter. (Their entertainment was cruel: they tore a fish to pieces “for its ugly appearance,” “they shot stones at flying birds and knocked down a swift,” he died. lived ... evil spirits ")

How do Levontiev's guys and the narrator treat their mortars? (Levontievsky doesn’t care at all: Sanka “laughed”, he gloated: “It’s good for us! Ha-ha! through actions: “I quietly followed the Levontiev guys” - “they ran ahead of me in a crowd and drove a bucket without a handle along the road”)

Fizminutka

Why did the hero decide to deceive his grandmother? (Firstly, the "demon" Sanka taught how to deceive grandmother, and secondly, the hero was already prepared for this deception by all the stupid and bad deeds committed during the day. Sanka - the hero steals rolls to appease the blackmailer and sneak Sanka. In addition, he was afraid of punishment and wanted to avoid trouble)

Is it only the fear of grandmother that torments the hero? How does he change in the course of his thinking? (The boy was not easily given the deception: he “even almost burst into tears,” then “prepared for punishment for the atrocity he had done.” That is, he understands that he has committed “villainy.” Therefore, his conscience torments him: “He cheated grandmother. Kalachi stole it. will be? ”“ What if you wake her up and tell her everything? ”Even while fishing, the boy thinks:“ Why did I do this? now? ”The boy remembers both his grandmother, his mother, and his grandfather, regrets himself:“ And there is no one to pity me. ”But when Sanka again begins to teach him how to deceive his grandmother, imitates her, the hero decides:“ I will not do this ! And I will not obey you! ”When the boat with the grandmother is shown, shame drives the hero away)

6. Working with text (selective reading).

Find a description of fishing, a description of a summer day: “The day was clear, summer”. Let's read it expressively. What is the role of a live sketch? (At first, the hero simply enjoys the warmth, the smells of herbs, flowers: “speckled cuckoo's tears were bent to the ground”, “blue bells dangled from side to side on long crunchy stems”, “there were striped gramophone flowers.” Gradually his gaze rises up to birch leaves, aspen, pine forest. He peers into the distance, sees the lace of the bridge, from where the grandmother should sail. He internally prepares to meet and explain with her, he is tormented by shame. The world of nature, beauty and harmony of a summer day contrast with the world of deception and selfishness, where a boy was involved who did not have the courage not to follow the lead of the "Levontievskys")

What is the denouement of the story? (The denouement is stretched, the inner conflict of the hero with himself is still not resolved, the awareness of guilt is agonizingly stretching. The hero hears his grandmother talking about his and his grandfather's shame: “Then I fell through the ground with my grandmother and could no longer make out what I was saying she farther, because he covered himself with a sheepskin coat, hid in it to die sooner. ”The boy feels that his shame is evident to the whole world, that his grandmother told everyone he met about the deception, that he not only deceived grandmother, but is also to blame for the fact that grandmother Finally, the tension reaches its climax: the grandfather felt sorry for the boy, and the accumulated tears “gushed uncontrollably.” Grandfather helped his grandson out of the intolerable situation: “Ask forgiveness ...”)

7. Work on illustrations.

What episode is captured in the illustration for the story? Let's describe the picture.

Why did the grandmother buy the “horse gingerbread” for her grandson who deceived her? (Grandmother believed in him, understood that he was tormented and repented of his “atrocities.” Mercy, kindness and forgiveness did what the most severe punishment would not do. Therefore, he writes after many years

8. Testing. (Annex 1)

9. Conclusions. Generalizations. Ratings with commentary . What moral qualities should we cultivate in ourselves?

Annex 1

Test based on the story of V.P. Rasputin "Horse with a pink mane"

1. What is the name of the hero's grandmother?

a) Mikhailova; b) Nikolaevna; c) Petrovna.

2. What did his best friend ask for by blackmailing the protagonist?

a) kalach; b) a roll; c) shanga.

3. What was the name of the hero's brother whom Augusta's aunt took with her to the forest site?

a) Alyosha; b) Misha; c) Kolya.

4. What happened to the hero's mother?

a) She drowned; b) She was hit by a car.

5. What was the name of the aunt who, after the hero escaped from the river from his grandmother, fed him?

a) Vasyana; c) Petrovna; c) Fenya.

6. What was the name of the item that the guys took to the forest?

a) basket; b) a bucket; c) tuesok.

Literature

1. Lesson development on literature 6th grade. (To help school teacher). V.Ya. Polukhina, V.P. Zhuravlev.

2. Textbook for educational institutions (in two parts) 2008

3. Critical articles from the magazine "Literature at school" 2005, No. 6.

4. The stories of V.P. Astafiev.