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Literature lesson

Theme. Fantasy and reality in the story "Nikita".

Target:

• to reveal the artistic idea of ​​the story, consisting in the approval of the labor principle in human life as a creative force that contributes to the formation of a creative personality;
• to form the skills of independent research work with text, lexical work, work with a textbook and with illustrations, expressive reading; the ability to highlight the main thing in the listened message;
• to form moral and aesthetic ideas in the course of identifying the main idea of ​​the story.

Equipment: texts of the story, presentation, phono-reader, explanatory dictionaries.

DURING THE CLASSES.

І. Organizing time.

Hello my beautiful, creative, smart!I am very glad to meet you. I hope you are in a good mood and our literature lesson will be great. And I would like to start our lesson with one picture, look at it carefully. At first glance, these are rocks that are reflected in the reservoir, but looking more closely and turning on imagination, we will see something more. So the hero of the work, which we will talk about today in the lesson, saw the amazing in the ordinary.

II. Goal setting

Today we will talk about the outstanding writer of the 20th century - Andrei Platonovich Platonov and his story "Nikita". At home, you had to get acquainted with his biography, read the story "Nikita", make a short outline of the story. And what do you think, given the beginning of the lesson, your homework, what will be the purpose of our lesson? What should we do in the lesson?

Remember the biography of Platonov

Analyze the story by episode

Determine what is reality and what is fantasy in the story

Develop speech, etc.

Writing lesson topics in notebooks

III. Homework check (biography of Platonov)

Guys, remember the biography of A.P. I propose Platonov to you in an unusual way. I would like you to introduce yourself as editors of some major literary magazine, and here you are presented with an article about A.P. Platonov for editing. And you must correct all inaccuracies - factual errors

II. Analysis of the content of the story.

Did you like the story? How?

Is everything in Platonov's story real, as in life, or are there episodes that are implausible, fantastic?

Vocabulary work

Fantasy is a polysemantic word.

Acquaintance with a dictionary entry. In what sense do we use the word in the lesson? Can we call the hero of Platonov's story, Nikita, a dreamer?

How do you imagine Nikita? Make an oral portrait of the hero of the story. (according to plan)

5. Implementation of homework. Checking plans.

Possible plan.

1. Mom leaves for work.

2. Nikita “lives” alone.

a) Nikita's "old acquaintances" (flies, spider, sparrow, chickens)
b) "Dweller of the barrel"

c) "Good sun"

d) "Well residents"

e) Old tree stump

f) Table

g) Bathhouse

j) "Unfamiliar, evil faces"

3. The return of the father.

6. Conversation.

What time is shown in the story? The last year of the Second World War

Tell us about the life and fate of Nikita's parents.

How does Nikita perceive the world around him?

Let's take a closer look at what fantasies Nikita has at the sight of certain objects.

7. Research work with text. Find descriptions of the items that Nikita "brings to life".

When about an old tree stump - actor's reading 5.45. with. Up to 6.27 s.

What objects seem to Nikita to be good, what - evil?

Why does the world around Nikita seem hostile to him?

There are people everywhere, only they do not seem to be people.

Such ideas about the world were characteristic of paganism. Let's hear messages about the Earth and the Sun in the representations of the ancient Slavs. (Timerbaeva, Davletova, Shvedchikov).

In ancient times, man was almost completely dependent on the surrounding world of nature and did not separate himself from it.

The Slavs deified and spiritualized nature: believed that everything that surrounds them lives, understands, feels, has its own desires and fights for them.

For a long time, the expressions "it is raining", "the sun is rising", "the blizzard is howling" have remained in our language. Man perceived all nature as powerful, alive, and strove to live with it in complete harmony. The ancient people understood early that the Sun was the main source of life on Earth, it gave warmth and light, and without the Sun, night and winter come to the Earth, and with them - the death of man and nature, that is, life on Earth depends on the Sun. That is why the Sun has been deified among all peoples since ancient times.

The sun god - Dazhdbog - was one of the most revered gods among the Slavs inancient times ... The word "Dazhdbog" consists of the words "give", "god", "wealth". Who gives warmth, he gives good, wealth, Dazhdbog is the god of prosperity in the house. Dazhdbog was the son of Svarog - the god of heaven and heavenly fire, the main god. When the sun went down, he was seen off with sadness and fear. And the place where the Sun rose - the east - was the side of joy, eternal warmth.

The symbol of life and the vernal equinox in Russia is the god Yarilo. Yarilo patronized the flowering of nature, fertility, love, therefore he was always depicted in white clothes and with ears of bread in his hands.

The land among the Slavs has long been especially revered: it was called "God's", "holy", "righteous." The earth is the mother who gives birth to everything necessary for life. The earth was considered the most faithful witness, therefore the Slavs, when swearing to prove the highest truth and fidelity, ate or kissed the earth.

In the popular myth of the Slavs, Mother-Cheese-Earth lay in darkness and cold. When the young god Yarilo turned his bright gaze on her, the Earth woke up and eagerly absorbed the sun's rays, cereals, flowers, dark forests and blue seas, blue rivers and silvery lakes, birds and animals, fish and insects. This is how the ancient Slavs explained the origin of all life on earth. "And everything lived, and everything loved, and everything sang songs of praise to Father Yarila and Mother to the Raw Earth."

10. Working with text.

How does the boy's attitude to objects and phenomena of the surrounding world change?

Expressive reading by students of a fragment of the story from the words "Mother saw Nikita at home ..." to the end of the story.

Why, in Nikita's opinion, did the surrounding objects seem alive to him? Find the phrase in the text that contains the answer to the question.(“You want to make everyone alive, because you have a good heart”).

III. Summing up the lesson.

In what phrase is the main idea of ​​Platonov's story most accurately, succinctly, fully manifested?

(“Let's all work hard, and all the living will be”).

The meaning of the name Nikita is the winner(Greek). What victory did Nikita win in Platonov's story?

Endowed with a rich imagination and a desire to understand the world around him, the hero of Platonov's story makes a truly great discovery: a person will only be eternally alive, immortal, when he creates himself, replaces everything that is born and gifted in himself with labor, creative. This discovery is the victory of a creative person over the dark forces that prevent him from being free and happy.

IV. Homework.

1.Retelling of the biography of S. Ya. Marshak p. 90-91

2. Prepare an expressive reading of a fragment from the dramatic fairy tale "Twelve Months" (p. 91-106)

3. Ind. Tasks:

Prepare a message "Let's remember the poems of our childhood" (K. Yezhova)

Lesson grades

Reflection

Full name _________________________________________

Self-assessment sheet (put down points for each task from 1 to 5)

Summary of a lesson in literature in grade 7.

3. Setting the goals and objectives of the lesson. Motivation for learning activities (slide 1).
Teacher: For many years, fairy tales, epics, proverbs and sayings were passed on to generations from mouth to mouth. Oral folk art was a space from which people drew the experience of their forefathers. At this time, people did not know what a book was.
Questions:
- Do you think the emergence of writing can be called a significant event for people? Why?
- Could the current generation do without books? Why?

4. Assimilation of new knowledge.
Teacher: Written Russian literature originated about a thousand years ago. (slide 2, 3)
Question:
- What do you think is the oldest literature - Russian, German, French or English? (of course, Russian)
Teacher: The appearance of writing in Russia coincides with the adoption of Christianity and dates back to the second half of the 10th century. First, books were translated and rewritten; then there were original, distinctive works - both church and secular.
Question:
- How do secular works differ from church ones?
Teacher: The earliest ancient Russian works were chronicles.
Question:
- What was the name of the first Old Russian chronicle, the author of which was the famous chronicler Nestor? ("The Tale of Bygone Years")
- List the features of the "chronicle" genre.
Viewing the presentation: slides 4-5.
Working with a fragment from the "Tale of Bygone Years" about the benefits of books in the Old Russian language (handout).
Exercise. Translate this passage into modern Russian.
“There is great benefit from the teaching of books: we seem to teach and teach the paths to repentance with books, we gain wisdom and restrain ourselves from the words of books. These rivers, soldering the universe, are the essence of outgoing wisdom; books have more inexhaustible depth. "
Possible translation: There is great benefit from book teaching: because books instruct and teach repentance, we receive wisdom and restraint from bookish words. After all, these are the rivers that feed the Universe, these are the sources of wisdom; for there is immeasurable depth in books.
Questions:
- What is the value of books?
- What is the “immeasurable depth” of books?
Teacher:
- One of the genres that met in the "Tale of Bygone Years" was a lesson. What word do you think the name of the genre originated from? (Lecture is to teach). (slide 6)
Writing in the notebook for the definition of the term.
A student's story about Prince Vladimir Monomakh (slide 7).
Exercise:
- Describe the personality of Vladimir Monomakh. What are some character traits? Slide 8.
Reading a fragment of the "Teachings" by Vladimir Monomakh in a chain (pp. 72-73 textbook).
Questions:
- Has your idea of ​​the Grand Duke changed after reading the passage?
- Why did Vladimir Monomakh write "The Instruction"?
- How do you understand the words "take a letter in your heart"?
Teacher:
- The text of Vladimir Monomakh's "Teachings" clearly shows values ​​that are inherent not only to the prince himself, but also to the entire generation of those years. Starting from these values, which are based on conjugated moral concepts (i.e., concepts with the opposite meaning, for example, false-truth), the prince puts forward a number of moral principles and rules on which future generations should rely.
Question:
- What do you think, Vladimir Monomakh could be considered the ideal of that time, which can and should be guided by? Justify your answer.
Exercise:
Based on the presented moral concepts, find in the text the moral rules corresponding to them (slide 9):
Hard work is laziness;
True False;
Nobility is dishonor;
Pride is pride;
1. Moral concepts: laziness-hard work. Slide 10.
Excerpts from the text:
"... do not be lazy, but work hard ..."
"Do not be lazy in your house ...."
"Going out to war, do not be lazy, do not rely on the governor"
Teacher:
- Why do you think Vladimir twice repeats the order related to hard work?
- What exactly does the prince mean by the concept of "diligence"?
Excerpts from the text: “Observe everything, do not rely on either a tiun or a youth, so that those who come to you will not laugh at your house or your dinner”; "Indulge in neither drink, nor food, nor sleep."
- Do you think the moral concepts of "responsibility" and "hard work" are interconnected?
Teacher:
- In the Brief Psychological Dictionary (L.A. Karpenko), diligence is interpreted as a character trait, which consists in a positive attitude of the individual to the process of labor activity. It manifests itself in activity, initiative, conscientiousness, enthusiasm and satisfaction with the labor process itself.
Question:
- What characteristics of hard work would you add based on the text? (responsibility for the result)
Output:
The prince considers diligence to be one of the main values. Only hardworking people are ready to take responsibility for their lives, strive for self-development and self-education. That is why the text calls for “do not be lazy!” Several times.
2. Moral concepts: truth - lie. Slide 11.
Excerpts from the text: "Beware of lies and drunkenness, from which the soul and body perish";
Questions:
- The prince believes that drunkenness destroys the body, and lies - the soul. Why do you think?
- Try to pick up proverbs in which people comprehend the concepts of "truth" and "lie".
Proverbs:
- In whom there is no good, there is little truth in that.
- The mind is more beautiful than gold, though the sun is brighter.
- A bitter truth is more pleasant than a sweet lie.
- And people live in troubles, but disappear in untruth.
Questions:
- Do you think it is always easy to tell the truth?
- Do you think that a sweet lie or a bitter truth is better?
Output:
In order to speak the truth, you need to have a strong will, which indicates the presence of both mind and soul. The prince calls to beware of neither the enemy nor the traitor, but lies, since it destroys a person from the inside.
3. Moral concepts: pride is pride. Slide 12.
Excerpts from the text: “Have no pride in your heart and mind: everyone is mortal, alive today, and tomorrow in a grave; all that we have is given to us for a short time. "
Question:
- Do you think the prince is talking about pride or pride? Why?
- What is pride? How is it different from pride? (pride is self-esteem, self-respect)
Output:
Vladimir warns his children about the mortal sin - pride. He talks about the mortality of everyone. Mentions that pride penetrates both the mind and the heart of a person.
4. Moral concepts: nobility is dishonor. Slide 13.
Excerpts from the text: "... do not let the adolescents harm either your own or others ..."
"... sing and feed the begging ..."
"... do not forget and serve to the orphan ..."
Questions:
- These phrases show the merciful attitude of the prince towards people. Do you think the concepts of mercy and nobility are related? How is this connection visible?
- Can a noble person be merciless?
Excerpts from the text:
"... do not kill either the right or the guilty, and do not command to kill ..."
"Visit the sick, escort the deceased ..."
"Do not miss a person without greeting him, and say a good word to him ..."
Teacher:
- The first phrase clearly shows the power of justice, which the prince glorifies.
Question:
- Why do you think the prince orders to be merciful even to the "guilty"?
- The last two phrases make it clear how important traditions are for a Russian person. Do you need to keep old traditions today? Why?
Output:
Prince Vladimir strove to raise noble sons capable of ruling justly. According to the prince, a noble person can be truthful, hardworking, just, merciful.
Question:
- Are the listed qualities enough to characterize a noble person?
- How would you interpret nobility, starting from modern conditions?

Exercise: Based on the changes in the modern world, on your personal hierarchy of values, compose a small lesson for future generations.
Reading the resulting versions of the lesson.
5. Reflection:
- Can you call yourself a noble person?
- Did you receive any useful instructions from Prince Vladimir? Which of the precepts would you make as your motto?

6. Homework (slide 14):
Read the Story of Peter and Fevronia of Murom yourself. Think about the question: "Which of the heroes of the story could become your moral ideal?"

Literature lesson summary

for students of grade 10

MAOU gymnasium №12 named after G.R. Derzhavin of the city of Tambov

teacher of Russian language and literature Samarina Svetlana Yurievna

Topic: “Comparative characteristics of the poetry of A.S. Pushkin and F.I. Tyutchev "

The purpose of the lesson:

deepen the concept of the individuality of style, traditions and innovation in poetry, using ICT in a literature lesson

Tasks:

To develop research and intellectual activity, the ability to obtain information, to distinguish the individual author's style of two authors, to solve problems, to benefit from experience;

To teach how to cooperate in a group, make the right decision, eliminate disagreements, fulfilling an agreement;

To cultivate the ability to be responsible, to be involved in a common cause, to adapt in a difficult situation;

Show the unity of content and form using the example of the proposed texts.

To form a culture of behavior, moral and aesthetic literary taste

Equipment: presentation, portraits of poets, information card (for each group), cards for the game "Alice", hourglass, Whatman for syncwine, pictures of nature, epigraph on the blackboard, texts of poems, music

Teacher's word

Today we have an unusual lesson, it will be held in the form of a Batller (in the form of a discussion), although this form of work involves playing together over the Internet using a personal game account manager. We will simplify it a little, you have a personal team card and an individual account on your tables. In this card, you will record the points that you will earn personally by playing in a team, after the lesson we will summarize and I will give marks!

To play, you should split into teams:

1-team that supports the views of A.S. Pushkin and will analyze his lyrics

2- the team that supports Tyutchev's views will analyze his lyrics

3- the team will play the game, let's call them experts, whose mission is to support the discussion by asking leading questions to the teams, analyzing their answers and compiling a table "Comparative characteristics of the poetry of Pushkin and Tyutchev" during the conversation (your tables already have a table template, you just need to fill in!)

Analysis of texts (work in groups)

so let's get started.

1) Philosophical lyrics, what is hidden behind this direction, what the poets A.S. Pushkin and F, M. Tyutchev wanted to tell us about in their poetic masterpieces

For the analysis of the lyrics, I propose to take the poems of Alexander Pushkin "To the Sea" and Tyutchev "How good you are, O night sea ..."

Reading poems (first Pushkinists, then Tyutchevtsy)

Analysis. Pushkin scholars speak, then Tyutchevites, experts write down and ask questions along the way, if they have not heard a reasoned answer.

(Sample questions from experts)

How are poems constructed? What genre do they belong to?

What is characteristic of this genre?

- (The message assumes sincerity, intimacy).

Agree. What visual images appear when reading? What illustration would you draw?

- (Sea. A lyrical hero who stands on the shore. Rocks. Fog, and in the fog subtle images of Byron and Napoleon (at Pushkin). Stars and the moon at Tyutchev)

What else do poems have in common?

What prompts them to think?

- (The sea serves as a source for poets for thought and philosophical reasoning)

What two artistic images appear before us?

- (images of the sea and the poet)

But meanwhile, are these verses so close? Now we will try to answer this question. Let's get started.

Determine the mood of the poems.

- (The lyrical hero of Pushkin says goodbye to the sea, to the south, so the mood is sad. The goodbye motive sounds. Tyutchev's hero feels delight, admiration, quiet joy, but not sadness.)

Let's consider each lyric character separately. What makes poets love, friendly feelings for the sea? What caused delight, admiration?

-(First of all, Pushkin is attracted by freedom: "free element". The element is a free, unbound force. There is a strengthening - free power. The sea is a symbol of freedom. And everything else: beauty, greatness - seems to be relegated to the background, although this is also very important. For Tyutchev, the sea delights with its beauty, its grandeur. But it is difficult to determine what symbol it is, almost impossible. The sea is a mystery for Tyutchev)

Why did Tyutchev take an hour at night to describe it?

- (Probably because at night vision and hearing are sharpened, you can see and hear what you would not notice during the day. This hour expresses the fact that life does not stop, it goes on day and night)

Good. What can you say about a person? About a poet? About a lyrical hero?

- (Pushkin emphasizes the hero's love of freedom)

When it came to visualizations, you mentioned Byron and Napoleon. For what purpose are they included in the poem?

- (The poet thinks, and new heroes are included in this stream. And if we consider them as a map, Pushkin is Russia, Byron is an English poet, Napoleon is France. The border expands, the hero's thought expands)

So whose fate is the lyrical hero thinking about? Is it only about your own?

- (These images reflect the fate of the earth, they speak of the poet's striving for greatness.)

I want to draw your attention to the fact that Byron and Napoleon are romantic heroes. What else does the poet say goodbye to?

With romanticism?

- (Of course. Remember that the poem was written when Pushkin received the order to go into exile in Mikhailovskoye. And it was a completely different life, completely different works.)

And what other feelings does the poet feel when he is on the seashore?

- (He wanted to run away: "How often I wandered along your shores, quiet and foggy, languishing with cherished intent!" But love became the reason for giving up the thought of flight. He wanted to become free like the sea, but it didn't work out)

- We conclude: the lyric hero of Pushkin wants to merge with nature into a single whole, but he cannot.

What can you say about Tyutchev's hero?

Tyutchev's hero is a perceptive, attentive person, subtly feeling the beauty of nature. He is not interested in the fate of the earth.

I agree, but do not rush to the conclusion that Pushkin's thought is broader. I'll ask you a question that might seem primitive:

Where is Tyutchev's lyric hero?

- (By the sea, on the shore)

Is it so? Re-read the last stanza, pay attention to the preposition.

-(The lyrical hero does not observe the seascape from the shore, but is depicted as part of this nature. This is indicated by the preposition "c")

What does he want?

- (He wants to find complete harmony with nature. The lyrical hero disappeared into nature)

We conclude: this is not just a landscape, it is nature itself. What the hell is Tyutchev leading in poetry?

- (This is the cosmism of Tyutchev's lyrics.)

3. You found so much in common and so many differences in the content of the poems. What can you say about their shape? Stanza and rhythm?

The lyric hero of Pushkin is agitated, in anxiety for his future, therefore the lines are shorter than those of Tyutchev; and the rhythm is clearer, faster. Tyutchev's hero experiences quiet joy, calmness, nothing bothers him, therefore the lines are long, and the rhythm is slow.

How is this achieved?

- Pushkin's poem is written in iambic, and Tyutchev's poem in dactyl. The rhyme and the way of rhyming are the same: female and male rhymes alternate, cross rhyme.

Sound writing?

- The authors use assonance and alliteration. Example: in Pushkin, the abundance of the sound "r" is a strong, mighty, loud sound; "Y" - sad, dark. Tyutchev has a lot of the "o" sound, which expresses delight, triumphant space.

Stylistic figures?

- There are many references in the texts (“free element”, “sea”, “ocean” and “night sea”, “the sea drenched with dull radiance”, “you great swell”) and anaphora (“like a mournful murmur of a friend, how his call to farewell hour "," you waited, you called "," another ..., another ... "," how are you ... how are you ... ").

Artistic means?

- The language of the poems is very rich. There are many epithets, metaphors, comparisons. For example, in Pushkin: free elements, proud beauty, mournful murmur, sad noise, solemn beauty, etc. Tyutchev: as if alive, walks and breathes, bathed in radiance, you celebrate, the waves rush, the stars look; there is the oxymoron "dim glow". Both use personification: the sea is depicted as living.

Syntax?

- Pushkin has a lot of exclamation points. They serve to convey delight, anxiety, regret. There are rhetorical questions. The lyrical hero tries to imagine his future. Tyutchev's tone is more even: 1 exclamation point. 1 rhetorical question - the desire to comprehend the secret of the sea. Lots of dots - as if he cannot find words to express his feelings.

Output:

So, using these texts as an example, we have proved that the content and form of the work constitute a single whole. It remains to draw conclusions about the work of two poets: Pushkin and Tyutchev. Experts write down these findings. Read what you got. (table)

2) the teacher's word

Love is a great feeling. It uplifts, inspires a person, makes his life meaningful. Many Russian and foreign poets and writers were at the mercy of this feeling. It can be love for one person, and she went with him through his whole life, through all the troubles and hardships. But this is extremely rare. And sometimes the poet falls in love more than once, but still the feeling of love does not diminish, but, on the contrary, only deepens with age.

So how did Pushkin and Tyutchev express this wonderful feeling in their poetic lines?

reading a love poem and

their analysis

Pushkin-Tyutchev

Many poems represent a kind of "story of feelings", which is accompanied by their free exploration.

Lyrics of love occupies an important place in the work of many poets. Lyrical masterpieces are the poems of Alexander Pushkin "I remember a wonderful moment ...", written in 1825 and F.I.

These poems unites the theme of love... For both poets, love is poetry that takes possession of the entire being of a person, and all his inner forces are set in motion:

I remember a wonderful moment:

You appeared before me

Like a fleeting vision

Like a genius of pure beauty.

Like late autumn sometimes

There are days, there are hours

When suddenly the spring blows

Both poems sound very melodic, written sincerely, sincerely, the words found by the poets are very simple, but they are filled with deep feeling, and make you experience what Pushkin and Tyutchev felt. The poem "I remember a wonderful moment ..." and "I met you - and all the past ..." are permeated with sadness, memories, happiness of a new meeting. The words:

And the same charm in you,

And the same love in my soul! ..

And deity and inspiration,

And life, and tears, and love.

reveal the beauty, the fullness of a person's inner world when he loves.

Artworks similar in poetic plot("Awakening" of the soul of the lyric hero), due to the special and elevation in his image, have identical images ("cute features", "heavenly features"). If the soul of the lyric hero Pushkin was asleep (“the soul was awakened”), then the heart of the lyric hero Tyutchev was dead (“an obsolete heart”). The return of the beloved "awakens" the hero of Pushkin and plunges the hero Tyutchev into a dream ("I look at you, as if in a dream").

Poems are different in the portrayal of heroines. Pushkin deifies, depicts a woman as an ideal("No deity", "heavenly features"), Tyutcheva's heroine has earthly "cute features."

“I remember a wonderful moment ...” A. S. Pushkin is written in a rhymed pentameter iambic, and in Tyutchev’s work “I met you - and all the past” alternates four- and pentameter iambics:

I remember a wonderful moment:

You appeared before me

Like a fleeting vision

Like a genius of pure beauty.

I met you - and everything is old

In an obsolete heart revived;

I remembered the golden time -

And my heart felt so warm ...

Both poems are easy to listen to. Sincerity, deep sonority is largely due to the that the poems are written in iambic with alternating female and male clauses and cross rhymes.

Compositionally works can be divided into three completely equal parts, each of which has an independent semantic content: the memory of a long meeting of poets with young beauties, the reproduction of what was especially remembered in those hours, then a woeful consciousness and the reawakening of deep emotional feelings for them.

The poems are close in the use of expressive epithets ("genius of pure beauty", "cute features", "golden time", "mental completeness"), comparisons ("like late autumn sometimes", "like after centuries of separation", "like a genius of pure beauty "," Like a fleeting vision "), repetitions:

There is more than one memory

Then life spoke again, -

And the same fascination is in us,

And the same love in my soul! ..

And deities and inspiration,

And life, and tears, and love.

All this helps to achieve the emotionality of the works and the accuracy of the verbal designation of objects. The melodiousness, smoothness of tone is achieved in both poems due to assonance (vowels o - a - and - e alternate):

In the languor of hopeless sadness ...

There is more than one recollection ...

Both vowels and consonants are successfully combined, sonorant sounds are often used:

Like late autumn sometimes

There are days, there are hours

When suddenly the spring blows

And something will stir in us ...

In the languor of hopeless sadness,

In the worries of a noisy bustle,

And dreamed of cute features.

The greatest skill of Tyutchev and Pushkin lies in the fact that this amazing selection of sounds is made naturally, as if imperceptibly, the words are chosen not by the sound composition, but by the meaning. It is important for poets to convey the sensations, feelings that they experienced, for what Tyutchev uses the technique of silence, oratorical techniques (rhetorical exclamations):

I look at cute features ...

Those who did not stop in me ...

And the same love in my soul! ..

V poem by Pushkin unlike Tyutchev's poem syntactic hyphens are used, which give it a colloquial intonation:

The years passed. Rebellious gust of storms ...

The forms of the first person verbs and the use of the personal pronoun "I" help to feel the presence of the lyric hero in the image of the author himself:

I met you - and everything is old ...

I remember a wonderful moment ...

Both poems refer to love lyrics, to the genre of lyric works. Key, the central word is the word "love" ("and the same love in my soul", "and life, and tears, and love").

-experts, summarize the above (table)

Thus, a comparative analysis of the poems of Alexander Pushkin "I remember a wonderful moment ..." and FI Tyutchev "I met you - and all the past ..." and graceful in shape.

Output:

F.I. Tyutchev throughout his life he loved several women. I loved them deeply, sublimely, sincerely. The poet's feelings for each lover were genuine. Suffering often accompanied them. But they brought extraordinary depth, passion, and selflessness into the poet's life. There would be no these women, there would be no wonderful poems in which the poet bared his soul, revealed the secret of a beautiful feeling - love.

Reading poems by Pushkin about love, we understand how deeply and devotedly the author is able to love, how ready to sacrifice himself for the sake of his beloved, how love fills his life with meaning and light. She inspires, makes you live and create. In these poems the whole ardent, tender soul of Pushkin was revealed. And therefore, his love poems will forever excite the hearts of people! For Pushkin, love is the strongest feeling, the natural manifestation of human relations. He loves sincerely, tenderly, violently and passionately.

Consolidation and generalization of knowledge

(Ability to be flexible in the face of rapid change!)

Today we have considered only a few poems of poets, but I know for sure that your horizons are great, let's prove it by playing the game "Alias", popular for young people. This is a verbal team game.

Let's choose 1 representative from each team, name the number, the player takes a card from the pile and answers the question that is in each card under this number! The more tasks are solved in a certain period of time, the more points the team earns.

you have to remember synonyms and associations for a variety of words, and more specifically, continue a line from the poems of Pushkin and Tyutchev, the one who remembers more in a minute wins.

(cards with words are laid out, each player in turn answers, 1 person from 3 teams)

Output:

Wonderful! With your answers, you proved that, you know how to quickly find the correct ways to explain words, you know poetry well. These skills will come in handy for successful communication, because it is always pleasant to communicate with an intelligent, creative and creative person.

Reflection (lesson summary)

In order to summarize on this topic, I suggest that you compose a syncwine, where everyone realizes their talents and abilities: intellectual, creative and imaginative. We work in a group, let each group make its own syncwine. I remind you of the compilation rules ( you see them on the screen)

One word is written on the first line - noun... This is the theme of syncwine.

The second line contains two adjectives revealing the theme of sequin.

Third line - three verbs describing actions related to the topic of syncwine.

The fourth line contains the whole phrase - aphorism, with which you need to express your attitude to the topic. Such an aphorism can be a catch phrase, quote, proverb, or a phrase composed by the student himself in context with the topic.

The fifth line includes resume word, which gives a new interpretation of the topic, expresses the personal attitude of the author of the syncwine to the topic.

Poetry

sublime, soulful

hope, wait, believe

I loved you

Genius

Students read their syncwines

Thus, we came to the conclusion that the poetry of Tyutchev and Pushkin is truly brilliant, although they are poets of different eras, and each has its own individuality. But they have one thing in common - this is creativity, genius, inexhaustibility.

Grading

Please hand in your cards, I will give marks on the points that you earned in the lesson.

At the end of our conversation, I would like to say a few parting words to you, think about them, because today you just noticed that poetry works wonders, and happy is the one who knows how to read between the lines!

(against the background of music by I. Krutoy "When I close my eyes ..", the teacher reads a poem)

BE ABLE to appreciate the one who cannot live without you
And don't chase after someone who's happy without you
Do not believe those who do not believe you
Don't wait for those who are in no rush
Ring the bell at your door ...
When trouble breaks your house

FORGET those who are new in life
Forgot who I was yesterday
Whose hastily thrown word
Rinse the time of the wind

LOOK for those who will hear you,
She will recognize in the crowd, call
Who is the thread from above
Fate will firmly advise you

CONFIDENCE those who believe in the call
Bells, not coins
Who measures conscience by your measure
Whose ... YES ... - so YES! ..
A ... NO ... - so NO! ..

HURRY to those who are eager to meet,
Who is waiting for you as a personal holiday ...
With whom once a year lived an evening ...
Nourishes the soul for a whole year ...

KEEP those who are dear to the heart,
Who is not ruled by times
Who even then leads you up the hill
When the top is not visible
How many illuminated by the light
On our life path
God forbid to meet them. And wherein
GIVE ... GOD ... find YOURSELF in yourself ..!

Thank you for the lesson!

Development of a literature lesson in grade 5 “Children are war heroes. The exploits of children in the poems of Russian poets "

Lesson steps / time(min.) Teacher activities Student activities
Greetings. Organizational moment
1 minute. - Hello children! How is your mood? Greet each other. Sit down. We start a literature lesson. Greeting children
Statement of the problem (question, the return to which occurs at the end of the lesson).
1 minute. - I would like to start with an unusual question: what would you, children of the 21st century, want more than anything in the world? What in this life do you consider the most important and most valuable?
We'll come back to this issue at the end of the lesson. Perhaps your answers will change.
student responses
Students' formulation of the topic of the lesson
(watching the film "Children of War" - 3.43 min.)
5 minutes. Epigraph (read by the teacher): SLIDE 1
Is it for death
children are born,
Homeland!
Did you want
our death,
Homeland!
(R. Rozhdestvensky)
- What do you think these verses are about?
- Are such concepts as WAR and CHILDREN compatible? Why?
- I suggest you watch a short video clip and think about the topic of today's lesson.
(watching the film "Children of War")
- So, what is the topic of our lesson?

SLIDE 2.
The topic of the lesson is: "War is not a child's face." The feat of children in the lyrics about the Great Patriotic War.
Children listen
- that children should live happily ever after
- no, incompatible, because children are the future of the country

Students are watching a movie.

Student responses
Topic actualization (associative field).
3 min. Associative field "War".
- So what is war? What do we know about her? Let's try at the level of associations to create an idea of ​​war. Remember what you read, saw, heard and write down your associations in the table: sounds, smells of war, what a person sees and feels at war (work in pairs)

Let's read what we got.
Children fill out the table:
Sounds
war Smells of war A man sees in a war ... A man feels in a war ...
The roar of shells, shots, screams, groans Burn, soot, smoke Death, devastation, enemy, weapons, blood, captivity Pain, hatred, fear ...

Students' formulation of lesson objectives.
1 minute. - What do you think is the purpose of today's lesson? What do you want to know? What to meet?

Today in the lesson we will get acquainted with lyrical works about the exploits of children in the Second World War, we will try to feel what the poets wrote about in their poems. Student responses
Introductory speech of the teacher

4 minutes On May 9, our country will celebrate the 73rd anniversary of the Victory in the Great Patriotic War. ... Our Russia had to participate in many wars, but as terrible, difficult, bloody as the war of 1941-1945. - did not have. It was about the life and death of the entire Soviet people. Therefore, everyone took part in the war. And even children.
- Children met the war at different ages. Someone is very tiny, someone is a teenager. Someone was on the verge of youth. The hero of the poet's poem A. Ioffe says:
SLIDE 3.
I did not recognize him from a book -
The cruel word is war!
By the searchlight of a furious flash
She burst into our childhood.
We didn't play war in those days -
We just breathed war.
(1 verse of the song "Sacred War" sounds)
- Before the war, these were the most ordinary boys and girls. They studied, helped the elders, played, ran and jumped, broke noses and knees. Their names were known only to relatives, classmates and friends.
THE HOUR IS COMING - THEY HAVE SHOWED HOW HUGE A LITTLE CHILDREN'S HEART CAN BECOME WHEN A SACRED LOVE FOR THE MOTHERLAND AND HATE FOR ITS ENEMIES BURNS IN IT.
SLIDE 4.
Boys. Girls. The burden of adversity, calamity, and grief of the war years fell on their fragile shoulders. And they did not bend under this weight, they became stronger in spirit, more courageous, more enduring.
Little heroes of the big war. They fought alongside their elders - fathers, brothers, mothers and sisters. Fought everywhere. At sea, like Borya Kuleshin. In the sky, like Arkasha Kamanin. In a partisan detachment, like Lenya Golikov. In the Brest Fortress, like Valya Zenkina. In the Kerch catacombs, like Volodya Dubinin. Underground, like Volodya Shcherbatsevich.
And young hearts did not flinch for a moment!
Their matured childhood was filled with such trials that, even a very talented writer could think of them, it would be hard to believe. But that was it. It was in the history of our big country, it was in the fates of its little guys - ordinary boys and girls.
SLIDE 5. Many guys became partisans. They took the form of beggars - beggars and walked to villages, cities, begging for alms, and their eyes considered the fascists, their cars, tanks, cisterns, wagons, and all this information was passed on to partisans and underground fighters. Thanks to these data, a lot of guns, trains and manpower were missing from the Nazis at the front.
SLIDE 6. In the chaos of bombing, artillery shelling, bomb explosions and fires, children with tears in their eyes looked plaintively into the faces of adults in the hope of finding their lost parents. Not everyone succeeded, and war orphans wandered around the burning, charred earth until they met military uncles, in whose duffel bags there were crackers and sugar cubes forgotten to taste. And it seemed to them that the eyes of these uncles were attentive and understanding, like their father's. Sometimes they became related. And in the lists of the personnel of the regiments of the Red Army, ships of the Navy and partisan detachments, young participants appeared, later named the sons and daughters of the regiment, where their childhood passed. Consequently, defense of the Motherland became their first science, their first profession. In the units they were also called in their own way: brother, daughter, pupil. At the front, all of them, whenever possible, on a par with adults, did their soldier's work. The Red Army men and commanders protected them as best they could. Although there were no safe places at the forefront. And enemy bullets, fragments of bombs, shells, grenades were not interested in the age of the soldiers and killed everyone, indiscriminately. And the children who live and live - too. SLIDE 7.

Meet the pioneer heroes
5 minutes. SLIDE 8.
- Unfortunately, four young partisans received the title “Hero of the Soviet Union” posthumously.
(during the students' stories, photos of the pioneer Heroes are shown on the slides)
- Unfortunately, they did not live to see Victory. But the memory of these brave and fearless guys remained in the memory of people. Documentary and fiction books are dedicated to them, monuments have been erected in many cities and villages of the country, museums dedicated to these young heroes have been opened.
But children fought not only on the fronts of the war, but also in the rear.

Student messages:
Marat Kazei - partisan of the Second World War, Hero of the USSR, since 1942 a scout of a partisan detachment. Marat was a scout of the headquarters of the partisan brigade. K. K. Rokossovsky. Penetrated into enemy garrisons and delivered valuable information to the command. Using this data, the partisans developed a daring operation and defeated the fascist garrison in the city of Dzerzhinsk ...

I went on reconnaissance, both alone and with a group. Participated in raids. He blew up trains. For the battle in January 1943, when, wounded, he roused his comrades to attack and fought his way through the enemy ring, Marat received a medal "For Courage" and "For Military Merit". Surrounded by fascists, he blew himself up with a grenade.
Lenya Golikov - Hero of the USSR, a young partisan-reconnaissance officer of the 67th partisan detachment of the 4th Leningrad partisan brigade, operating in the temporarily occupied Novgorod and Pskov regions. There was a battle in his life that Lenya fought alone with a fascist general. A grenade thrown by a boy knocked out a car. A Nazi got out of it with a briefcase in his hands and, firing back, rushed to run. Lenya follows him. He pursued the enemy for almost a kilometer and finally killed him. There were very important documents in the portfolio. The partisan headquarters immediately flew them to Moscow.
The 16-year-old partisan died a heroic death in battle.
Valya Kotik - Hero of the USSR, a young participant in the partisan movement in Ukraine during the Great Patriotic War. When the Nazis broke into Shepetivka, Valya Kotik, together with his friends, decided to fight the enemy. The guys collected weapons at the site of the fighting, which the partisans later transported to the detachment in a hay cart.
Having looked closely at the boy, the communists entrusted Vale to be a liaison and intelligence officer in their underground organization. He learned the location of enemy posts, the order of changing the guard. The Nazis planned a punitive operation against the partisans, and Valya, after tracking down the Hitlerite officer who led the punishers, killed him ...
Awarded posthumously.
Zina Portnova was a member of the underground youth organization "Young Avengers", participated in daring operations against the enemy, in sabotage, distributed leaflets, conducted reconnaissance on the instructions of a partisan detachment. It was December 1943. Zina was returning from a mission. In the village of Mostishche, she was betrayed by a traitor. The Nazis seized the young partisan and tortured her. The answer to the enemy was Zina's silence, her contempt and hatred, her determination to fight to the end. During one of the interrogations, choosing the moment, Zina grabbed a pistol from the table and shot point-blank at the Gestapo. The officer who ran into the shot was also killed on the spot. Zina tried to flee, but the Nazis overtook her ... The brave young pioneer was brutally tortured, but until the last minute she remained steadfast, courageous, unbending. And the Motherland posthumously marked her feat with her highest title - the title of Hero of the Soviet Union.
Acquaintance with works about children in war, analysis of poems
13-15 minutes SLIDE 9.
- Years have passed, but the memory of a person again and again returns to those distant events. Why is this happening? Why do we increasingly turn to works that keep the memory of the war and the Great Victory? Today we will try to answer these questions by referring to special works about the war, poems about the exploits of children during the war.
- Which frontline poets who wrote about the war do you already know?
- Name the poems that we have already read?
- How do poets express their love for the Motherland? How did the poets show children in the war?

They wrote and are still writing about the war.

SLIDE 10. Look at the slide: here are just some of the poets from the war.
We will now turn to verses that you may have never heard. (2-3 minutes for each poem)
Read expressively, thoughtfully, sincerely. And after reading, tell according to the plan given to you, how you understood this poem.

SLIDE 11.

An approximate plan of an essay-analysis of a lyric work
A) The title of the poem and its author.
B) Leading theme. (What is the poem about?)
C) The main idea. (What did the poet want to say in the poem?)
D) What picture does he paint in his poem? (Describe. Pay attention to the details of the drawing. What words in the poem do you think are the most important?)
E) Mood, feelings conveyed by the author. How do feelings change from the beginning to the end of a poem?
E) The main images of the poem.
G) Expressive means (epithets, metaphors, comparisons).
H) Own attitude to what you read. What feelings does the poem evoke?
- This poem talks about how ...
- The main idea is that ...
- The main character of the poem is a boy ... (give a characterization: what does the child look like, what he feels)
- After reading the poem, I felt (a) ..., understood (a) ...

1. A. Tvardovsky "A barefoot boy in a garrison cap ..." - the first student reads and analyzes.

2. S. Mikhalkov "Ten-year-old man" (the second student reads and analyzes according to the plan, and also explains the meaning of incomprehensible words.

3. Musa Jalil "They drove their mothers with their children ..." A student reads a poem.

We, of course, did not go into attacks,
And the fascists, alas, were not bombed,
But we also did our bit
In the cause of the glorious victory over them.
Someone then became the son of the regiment,
He did not fight in the last ranks,
And the other, who lost his father,
He took care of the younger brothers and sisters.
A little boy fell asleep at the machine,
I woke up, rubbed my eyes,
And he continued his work ...
Tatiana Shishova

A. Tvardovsky, K. Simonov
- "The Tale of a Tankman" and "The Son of an Artilleryman"
- students' answers

A barefoot boy in a cap ...
A.T. Tvardovsky
A barefoot boy in a garrison cap
With a thin shoulder knot
I made a halt on the road,
To have a snack with dry rations.

A crust of bread, two potatoes -
Everything is stern weight and count.
And, as big, from the palm of the crumb
With great care - into the mouth.

Heading for passing cars
Dusty sides are being carried over.
Looks, the man thought.
- Sonny must be an orphan?

And on the face, in the eyes, it looks like -
Annoyance is a long-standing shadow.
Anyone and everyone is all about the same,
And how are they not too lazy to ask.

Looking seriously into your face,
He also hesitates to open his mouth.
- Well, an orphan. - And immediately: - Uncle,
You'd better let me smoke.

Ten year old
S. Mikhalkov

Criss-cross blue stripes
On the windows of huddled huts.
Native thin birches
They look anxiously at the sunset.
And the dog on the warm ashes
Soiled up to the eyes in ash,
He's looking for someone all day
And he does not find in the village ...
Throwing on an old zipunishko,
In the gardens, without roads,
The boy is in a hurry, in a hurry
By the sun - straight to the east.
No one on a long journey
I didn't wear him warmer,
Nobody hugged at the doorstep
And he did not look after him.
In an unheated, broken bath
Passing the night like an animal,
How long has he with his breath
I couldn't warm my cold hands!
But not once on his cheek
A tear didn’t blaze a trail.
There must be too many at once
Have seen his eyes.
Having seen everything, ready for everything,
Falling up to my chest in snow,
He ran to his fair-headed
A ten year old man.
He knew that somewhere not far away,
It may howl over that mountain,
Him as a friend on a dark evening
The Russian sentry will call out.
And he, huddled against his greatcoat,
Relatives hearing voices
Tells everything they looked at
His non-childish eyes.

They drove their mothers with their children ...
Musa Jalil

They drove their mothers with their children
And they forced to dig a hole, but themselves
They stood, a bunch of savages,
And they laughed in hoarse voices.
Lined up at the edge of the abyss
Powerless women, skinny guys ...
No, this I will not forget the day
I will never forget, forever!
I saw: rivers cried like children,
And mother earth sobbed in rage ...
I heard: a powerful oak fell suddenly,
He fell, letting out a heavy sigh.
The children were suddenly seized with fear, -
They clung to their mothers, clinging to the hem.
And the shot rang out a sharp sound ...
- I, mom, want to live. Don't, mom ...

The final emotional stage of the lesson. Reflection
4 minutes The poets showed in their poems that the words "war" and "childhood" cannot stand side by side, that adults are responsible for the deaths of little girls and boys in the war. And during the Second World War, 13 million children died - the children of the whole world died.
SLIDE 12.
Heroes of the past unfading years
We will not forget them - girls, boys,
Whose young life was given for us.
We write in our hearts like on a banner
Simple and proud names.

Guys, now back to the question that I asked at the beginning of the lesson, I want you to answer it again, but more consciously: what would you like most in life?
And in conclusion, I ask you to compose a syncwine on the topic of today's lesson.
SLIDE 13.
Sinkwine is a small poem built on the principle:
1 line is a keyword.
Line 2 - two adjectives.
3 line - three verbs
4 line - a sentence that reveals the essence of the topic.
Line 5 is a synonym for the keyword.
For example:
War
Merciless, cruel
Destroys, destroys, kills.
War and children are incompatible.
Evil.
Student responses

Students try to compose a syncwine with the keywords: children, peace, victory
Homework
1 minute. - At home, I suggest you complete an unusual task: write a letter to an unknown child, your peer who died in the war. And may this letter never come from today to yesterday, I would like you to find some words of gratitude to those children who gave their lives for you.

Thanks everyone for the tutorial, you did a great job!
Students write down homework and ask questions as needed

Lesson according to the program of A. V. Gulin, A. N. Romanova. The material can be used in an extracurricular reading lesson that expands students' understanding of fables, or after learning about animal tales. Children can get acquainted with Panchatantra, a monument of Sanskrit prose, a collection of instructive stories.

Target audience: for grade 5

The lesson preceding the study of creativity M. Yu. Lermontov in the ninth grade. School 2100 program. Textbook "History of your literature", grade 9, RN Buneev, EV Buneeva, OV Chindilova. The summary of the lesson and the presentation contribute to the awakening of interest in the poet, a contradictory personality, which affected the responses of his contemporaries about him, and was reflected in the dissimilarity of his lifetime portraits.

I offer material for a literature lesson in grade 10 as part of preparation for the final essay. The main goal of the lesson is to arouse high school students' interest in literature and reading on the basis of M. Gelprin's story "The Candle Was Burning". During the analysis of the story, interesting methodological techniques are used. The lesson is built in accordance with the basic requirements of the Federal State Educational Standard. The outline has navigation through the presentation slides. Links to sources of information are indicated. At the beginning of the lesson, at the call stage, the video "Pushkin wrote Yesenin" is used, which must be downloaded from the link and inserted into the presentation yourself.

Target audience: for grade 10

The lesson is designed for grade 7. The lesson is aimed at developing the skills of drawing up the characteristics of a literary hero; text analysis; research work with text; on repetition and consolidation of the ability to work with the text of a work of art.
Problem-search (stimulating and leading to a dialogue) methods, a method of independent work with text, a visual method (presentation) are used.

Target audience: for grade 7

Unfortunately, one lesson is not quite enough to cover the entire cycle. But the analysis of one tragedy will allow students to see that the topics raised by the author are universal, timeless. "Mozart and Salieri" is a work that is still interpreted in different ways. In this play, A.S. Pushkin again turns to the question of the nature of the Artist's work. Having committed a crime, Salieri is doomed to dishonor, because it is important for the author to lead to the idea of ​​imminent retribution for sins. But still, he shows a possible way to save a person.

Target audience: for grade 9

Synopsis and presentation for the lesson: "Native nature in the poems of Russian poets of the 19th century."

In the classroom, students turn to poetic texts, learn to understand the thoughts and feelings of Russian poets who wrote poems about their native nature, develop the ability to use literary terms, analyze poetic text. In the lesson, conditions are created for the formation of artistic taste, emotional perception of the surrounding world through the poetic images of Russian landscape lyrics.

At the stages of the lesson, the following activities are provided: artistic reading of poetry, working with literary terms, working with illustrations, writing poems, composing syncwine.