We reflect on what we read. Formation of readiness for self-determination in literature lessons

Lesson - reflection

based on the story by V.G. Rasputin

"French lessons"

Lessons... and...

Lesson objectives:

educational: understand why the author describes events from his life; what lessons did the main character learn; determine the idea of the story; determine the characters of the characters in the story;

educational : to cultivate in students a healthy sense of kindness, justice, pride and human dignity; to form spiritual memory and enrich their spiritual experience; instilling respect for the personality and creativity of V. G. Rasputin;

developing : develop the ability to analyze a work of art; develop speech, logical and analytical thinking.

Lesson type : integrated (literature, Russian history, social studies)

Lesson form : lesson - reflection

Form of study work : class lesson

Technical support : multimedia installation (presentation on the biography of V.G. Rasputin with a brief outline of his work; slides for the lesson; songs “On the Road of Goodness”, “Teacher”, fragment of the television film “French Lessons” directed by Evgeny Tashkov).

Lesson characteristics

Skills acquired by students : students learn to think, gain knowledge in group and independent work, and defend their point of view; be able to evaluate the behavior of literary characters and determine their characters and the idea of a work of art; independently determine the purpose of the lesson, search and process information, and formulate conclusions.

The role of the teacher in the lesson : inspirer and helper

Work organization

Uro methods ka: 1.verbal (teacher’s word);

2. reproductive (retelling a passage read, reading episodes, conversation based on content);

Lesson Plan :

1.Organizing moment. Reflection (slide No. 1).

2. Goal setting (slide No. 2).

3. Presentation on the biography and work of V. G. Rasputin.

4. The main part of the lesson. Learning new material:

a) frontal conversation with the class;

b) group performances (writing on the board, watching an excerpt from a film).

5. Summing up the discussion.

6. Compilation of a dictionary of moral concepts (slide No. 3)

7. Checking homework (proverbs or wise sayings of great people about good and evil, courage and betrayal, cowardice)

8. Choosing an epigraph for the topic of the lesson. Slide No. 1

9. The meaning of the dedication and introduction to the story by V.G. Rasputin "French Lessons".

10. Summing up. Reflection. Evaluating student responses.

During the classes.

AT RELEASE THE SONG “DEAR GOOD” (“THE TEACHER”) SOUNDS

Introduction. Slide No. 1

Hello guys! Today we are conducting an unusual lesson: firstly, an extracurricular reading lesson; secondly, this is a lesson-reflection on the story by V.G. Rasputin “French Lessons” (the lesson is dedicated to the author’s 75th anniversary). I hope that the presence of guests will not prevent you from thinking, reasoning, asking questions, arguing, expressing your point of view.

SLIDE No. 1 (statements come out one by one)

“True goodness on the part of the one who creates it has less memory than on the part of the one who accepts it” (V.G. Rasputin).

How do you understand these words?

“...more than 20 years later, I sat down at the table and began to remember what once happened to me, a fifth-grader, a boy from a remote Siberian village. Or rather, I began to write down what was never forgotten, what was constantly asked of me by people. I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both young and adult readers.” (V.G.Rasputin)

How are these statements related to the topic of the lesson?

- The story is related to the author's biography.

2. Goal setting. SLIDE No. 2

Look carefully at the title of the lesson. Can you spot it right away? I advise you not to rush, to think.

Let's decide on the purpose of the lesson . What do you expect from the lesson, what questions would you like answered?

Analyze…

Understand what lessons the main character actually learned...

-evaluate the actions of the characters in the story

Let's look at the slide. Slide No. 2 (lesson objectives)

3 . Where do we start? Maybe something will become clearer if we get acquainted with the biography of Valentin Grigorievich Rasputin (presentation).

4. The main part of the lesson. Learning new material. Analysis of the story.

1.Front conversation with the class.

Which events in the story are autobiographical? What in the story indicates that it is autobiographical?

Narration is in 1st person . The story takes place in 1948, post-war famine. V.G. Rasputin graduated from elementary school in Atalanka at the same time and was forced to move to live alone in a regional center 50 km from home in order to continue his studies.

2. General impression. What thoughts and feelings does the story and its characters evoke?

I liked the story, although it was not easy to read, because... the author talks about difficult times, loneliness, cruelty and hunger. But all this is opposed by the little hero and his teacher, who attract him with the strength of their character, honesty, and nobility.

3. Let's talk about them in more detail (work in groups)

1st group The main character of the story

1. How and why the boy lived in his home and with friends ? Are there any other signs of the difficult post-war time in the text of the story?

He constantly experiencedpangs of hunger (read the passage from the words “In the spring, when it was especially difficult...” to the words “and due to inexperience, we did something wrong there”). This passage evokes a smile at first, and then a bitter feeling. The narrator, already an adult, does not laugh at the children’s strange idea, because they came up with all this to save themselves from hunger. The text contains many episodes that depict the difficult post-war time.Difficult and hungry more than one boy (“The hunger had not gone away that year”, “the collective farmer in those years was happy with any penny”, “we lived without a father, we lived very poorly”, “my mother had three of us, I was the eldest”, “ they didn’t keep a cow,” “we didn’t have any money”; “Aunt Nadya, a loud, tired woman, was hanging around alone with three children”; “the hunger here was not at all like the hunger in the village”; “I was hungry all the time, even in the winter; in a dream I felt convulsive waves rolling through my stomach”; pasta for the boy – “wealth from the mines”; the radio in Lidia Mikhailovna’s room – “an unprecedented miracle.”

2. When and how did the hero begin his independent life? What trials awaited him? What character traits does the boy exhibit? (write them down on the board)

Despite these difficulties, he “studied well,” went to school with pleasure, was “recognized as literate” in the village, wrote for old women and read letters, checked bonds, so the mother decided to send her son to the city to study.

Still a herostarving. In addition, he is faced with the cruelty of the world in which he lives.Lost products confuses the boy. But the hero shows dignity, nobility, and delicacy: “Who was dragging - Aunt Nadya... I didn’t know. I was afraid to even think about it, let alone follow it” (read the entire excerpt)

Another test for the hero -loneliness (read the episode of the meeting with the mother). Our hero came to his senses and ran away, because he felt ashamed of his weakness in front of his mother and his entire village. After all, he was the first from his native village to go further to study, he must live up to his expectations. This episode reveals the pride of the boy’s character, the pride of a man who knows how to overcome his weakness.

3. What techniques does the author use to reveal the character of the hero?

- hero's speech; it is dominated by colloquial, everyday vocabulary (examples: “Aunt Nadya, loud,wrapped up woman,one was bumping around with three children"), but even in an ordinary phrase there are often words that convey a complex range of feelings and experiences.

TEACHER: What does this thing have to do with the lesson? ( shows a post-war bond)

Conclusion:detail is another technique for revealing the character of the hero; “The special poetry of Rasputin’s stories is the ability to find and present a detail that is absolutely piercing and, despite all its improbability, very material and convincing,” writes critic I. Rosenfeld. (Ask at the local history museum and show the childrenbond)

4 .What character qualities did the boy and the teacher show? Make notes on the board.

Writing on the board Hero qualities:honesty, perseverance, courage, courage, perseverance, will, independence

2nd group Hero and boys

1. Why did the hero of the story start playing chica? How do Vadik and the narrator feel about this game?

Vadik and Ptah do not play “chika” out of hunger, like the boy: “Vadim was driven by a sense of greed and his own superiority over his younger ones. He always considered himself smarter, more cunning, and superior to everyone else.” Ptah is Vadik’s shadow, his henchman, has no opinion of his own, but is just as vile. Tishkin is an upstart, fussy, curry favor with the elders and the powerful.

2. Find words that convey the boy’s state at the moment when Vadik and Ptah beat him. Why would they do that?

They don’t like that he is serious, that he is almost an excellent student, that he needs to do his homework. Vadik feels the boy’s superiority and is afraid that other guys who depend on him may also understand this.

Conclusion : During the beating, the boy behavescourageously, stubbornly insists on histhe truth : "Flipped over!" Weak, sick, anemic, he tries not to humiliate himself: “I just tried not to fall, not to fall for anything, even in those minutes it seemed to me a shame.”

3 .What color were the nettles in the clearing? What does this have to do with events? What is this means of expression called?

Gambling for money is a dirty (“dirty”) business, and the boy’s soul is dark. The author uses epithets as one of the means of expression

4.What character qualities did the boy and the teacher show? Complete the notes on the board.

3rd group Boy and Lydia Mikhailovna

1. Read the conversation between Lydia Mikhailovna and the hero of the story after lessons (by role). Pay attention to their portraits. Why do you think the author put these descriptions next to each other? What is this technique called? What is the writer trying to achieve?

This technique is called antithesis (opposition)

2. Why did Lydia Mikhailovna choose the narrator for separate French classes? Is this a coincidence? How does the teacher herself explain this to her student?

In communication with L.M. The boy’s pride, inflexibility, and nobility reappear: he is hungry, but refuses to eat at the teacher’s house; politely but resolutely refuses to accept the pasta parcel. In a duel with an intractable language, the writer shows his hard work, perseverance, desire to learn and overcome difficulties.

TEACHER : A television film was made based on Rasputin's story. I suggest you lookmovie episode and think about the questions: Why did Lidia Mikhailovna decide to play “measures” with her student?How do you evaluate this action? What gave her away during the game?

She wanted to help the boy withstand the test of hunger. She understood that this unusual student would not accept help from her in any other form. He accepted money from her becausethen it was a “fair win”

In my opinion, Lidia Mikhailovna understands her students very subtly, unlike the director, who does not like students and acts only according to instructions, formally. When the boy did not accept the package, she chose a form of play, although she risked it.

4. What character qualities did the boy and the teacher show? Complete the notes on the board.

Qualities of Lydia Mikhailovna : sensitivity, mercy, self-esteem, generosity, responsiveness, honesty, courage, courage

5. Summing up the discussion. Story idea.

TEACHER: Why is the story called “French Lessons”? What moral lessons does Lydia Mikhailovna teach her student?

Unyielding, very openhumanity was the most important, most important thing in the lessons of a distant and refined language. But also– lessons of courage and kindness taught by a young teacher who was not afraid of the formidable director.

Let's return to the topic of the lesson. Complete it (LESSONS IN COURAGE AND KINDNESS) Lidia Mikhailovna Molokova, Rasputin's real teacher, became the prototype of the French teacher.

Rasputin recalled : “She bought my book, recognized me in the author, and recognized herself in the heroine of the story, and wrote to me. Surprisingly, it turns out Lydia Mikhailovna. She doesn’t remember that she sent me a parcel with pasta in a similar way as in the story. I remember this very well and I cannot be mistaken: it was. At first I was amazed: how can he not remember?! How can you forget this?! But, upon reflection, I realized that there is essentially nothing surprising here: true goodness on the part of the one who creates it has less memory than on the part of the one who accepts it. That's how it should be. That’s why it’s good, so as not to seek direct return (I helped you - if you please help me too), but to be selfless and confident in your quiet miraculous power. And if, having left a person, good returns to him after many years from a completely different side, the more it has bypassed people and the wider the circle of its action.”.

6. Read the proverbs or wise sayings of great people you have chosen about good and evil, courage and betrayal, cowardice

There is no more beautiful feeling in the world than the feeling that you have done at least a drop of good to people. (L.N. Tolstoy)

The smarter and kinder a person is, the more he notices goodness in people. (L.N. Tolstoy)

To believe in goodness, you need to start doing it. (L.N. Tolstoy)

He who sows evil reaps repentance. (Saadi)

If you don’t want to know fear, don’t do evil. (Qaboos)

He who piles crime upon crime multiplies his own fear. (Seneca)

The life of evil people is full of worries. (Diderot)

It's so good that kindness

Lives in the world with us.

Without kindness you are an orphan

Without kindness you are a gray stone.

It's not easy to be kind,

Kindness does not depend on height,

Kindness does not depend on color,

Kindness is not a carrot, not a candy.

You just have to, you just have to be kind

And in times of trouble, do not forget each other.

And the earth will spin faster,

If we are kinder to you.

It’s not at all easy to be kind,

Kindness does not depend on height,

Kindness brings people joy

And in return it does not require a reward.

Kindness does not age over the years,

Kindness will warm you from the cold.

If kindness shines like the sun,

Adults and children rejoice.

7. Choosing an epigraph for the topic of the lesson. SLIDE №1

“True goodness on the part of the one who creates it has less memory than on the part of the one who receives it” (V.G. Rasputin)

“I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both young and adult readers.” (V.G.Rasputin)

What words would you choose as an epigraph? Why ? Write it down in your notebook.

8. The significance of the dedication and introduction to the story by V.G. Rasputin “French Lessons” (group No. 4)

Read the dedication and introduction to the story.What is their ideological and compositional significance?

- Introduction expands the scope of the narrative;

Gives it a deeper, more general meaning; we understand that the story is about all the teachers who selflessly and courageously did their job;

The story contains 3 plans: the real world; its reflection in the child’s mind; memories of an adult about his difficult, hungry, but wonderful childhood.

R. S . The story is dedicated to Anastasia Prokopyevna Kopylova, the mother of Rasputin’s comrade, fellow countryman, the wonderful playwright A. Vampilov, who worked all her life as a mathematics teacher in a rural school. Valentin Grigorievich met her when she had already worked at school for many years, and he was struck that in her eyes there was no cruelty characteristic of many teachers. And she was a very wise and kind person.

9. Compilation of a “dictionary of moral concepts.” Slide number 3.

The hero of the story remembered for the rest of his life that the young teacher saved him from hunger and shame.SLIDE No. 3

How do you understand it?

Let's compile a “dictionary of moral concepts”

Look carefully at the words written on the board. Remember from social studies lessons what concept unites them. (SLIDE No. 4)

Spiritual values - moral laws (concepts) by which a person lives.

Spiritual memory is the memory of those people and events that left a deep mark on our moral development, which determined our attitude to the world.

Spiritual experience is an important experience acquired in certain life situations

Teacher: It is the presence or absence of these moral categories that distinguishes a person from an individual. You can become a personality at the age of 15 and not become a personality for the rest of your life. Only spiritual memory makes a person internally beautiful.Which of the characters in the story can be considered a person?

I would like to wish you to become individuals.

10. Summing up the lesson. So, our lesson has come to an end. What new and useful did you learn from it?What does this story teach you?

Together with the writer, empathize with the young hero and his teacher;

Think about good and evil;

The story teaches us to look more closely at those around us, at our loved ones, at ourselves.

TEACHER: Thanks for this to the writer V.G. Rasputin.

11. Homework. Define it yourself. Condition: it must be a short written work: SLIDE No. 5

- essay about favorite teacher

Essay about a man who selflessly does good

Reflections on Rasputin's story (issues that we did not discuss)

A story about a person-personality

12. Reflection .

Continue the phrase: “In today’s lesson I (learned, learned, understood, was surprised, felt)... In today's lesson...

13.Evaluating student answers

- I will ask the group leaders to evaluate the work of their classmates.

THANK YOU FOR THE LESSON! LESSON IS OVER

AT THE END OF THE LESSON SONGS ABOUT TEACHERS ARE SOUNDED

From self-analysis:

Hello guys! Today we are conducting an unusual lesson: firstly, an extracurricular reading lesson (the lesson is dedicated to the author’s 75th birthday); secondly, this is a lesson-reflection on the story by V.G. Rasputin “French Lessons”. I hope that the presence of guests will not prevent you from thinking, reasoning, asking questions, arguing, expressing your point of view, - with these words the teacher of Russian language and literature, “Excellence in Public Education” Valentina Mikhailovna Simendyaeva began the open lesson.

The leitmotif of the lesson was the song “On the Road of Goodness,” which was played during recess. The content of the story is accessible to ninth graders, therefore, in preparation for the lesson, schoolchildren worked in groups and independently prepared a presentation on the biography and work of V.G. Rasputin. During the reflection lesson, students learned to think, gain knowledge in group and independent work, and defend their point of view; evaluate the behavior of literary heroes and determine their characters, the idea of a work of art; independently determine the purpose of the lesson, search and process information, and formulate conclusions.

Life values acquired by students : to be kind and courageous, to enrich your spiritual experience and memory.

The role of the teacher in the lesson : inspirer and helper

Work organization : individual (presentation on the biography and work of V.G. Rasputin); work in groups; frontal work with the class.

Uro methods ka:

1.verbal (teacher’s word);

2. reproductive (retelling what you read, reading episodes, conversation based on content);

3. visual and illustrative (slides of a computer presentation, fragment of a film);

4.partial search (finding episodes when working in pairs, choosing an epigraph for the lesson and homework).

Prepare a story about the history of the creation of the collection “The Last Bow” (textbook, pp. 84-86, part 2).

Draw illustrations for stories (those about which reviews were prepared).

V. P. Astafiev. Collections of stories “The Horse with a Pink Mane”, “The Last Bow”

Extracurricular reading lesson

The teacher organizes an extracurricular reading lesson depending on the capabilities of the library and the preparedness of the class. You can hold an exhibition of children's drawings, listen to children's feedback about the stories they read. The lesson must include excerpts from Astafiev’s works, for example, grandmother Katerina Petrovna’s story about her life, a description of Mitya’s journey to his grandfather for adoption, the boy’s admiration for the beauty of Siberian nature (the story “The Monk in New Pants”).

The purpose of an extracurricular reading lesson is not to provide new knowledge, but to awaken interest in the writer’s work and make children want to read his books. If the teacher decides to independently choose the passages that will be heard in the class, he will be guided in this choice by his own feelings, then he will be able to convey his excitement and interest to the children.

Homework

As homework, you can suggest writing a review on one of the stories by V. P. Astafiev, included in the collections “A Horse with a Pink Mane”, “The Last Bow”. (See Appendix for an example of feedback).

Summing up the results of the third quarter

The third quarter is the longest of the year, and in the fourth, fatigue has a significant effect on both children and teachers. Before the start of the holidays, it is worth dedicating a lesson to discussing the results of the third quarter: the teacher will express his observations about what marks can be given to children based on the results of the year, which of the students need to especially gather their strength in the last two months in order to finish the year with dignity, which ones Particular attention must be paid to aspects of literary development.

If necessary, you can conduct a test on the studied works or listen to expressive reading by heart.

It is very important to create a positive attitude in children, so that they enter the last quarter of the year not with the feeling of a heavy load that they are forced to drag, but with a sense of new discoveries that await them ahead. Of course, this is a super task, but it is necessary to strive for it. And the teacher can only find methods himself, based on his personal characteristics and the characteristics of the class.

Homework

Prepare reviews of recently read books, bring these books to class (or another task depending on the teacher’s plans).

Current reading

Extracurricular reading lesson

Initially, the phrase “extracurricular reading” meant those books that children read independently, in addition to those assigned at school. Nowadays, extracurricular reading mainly refers to those works that are recommended in school textbooks, but are not included in those studied in class.

In recent years, the expression “current reading” has become widespread, that is, the range of books that children choose themselves, regardless of the advice of teachers. The newspaper “Literature” (Publishing House “1 September”) pays a lot of attention to this topic.

In what form to conduct a lesson on actual reading depends on the choice of the teacher and the capabilities and desires of the class. It is important that a trusting atmosphere be created in which children can exchange their reading experiences with each other and with the teacher, the teacher will better understand the inner world of his students, and the children will become more open: after all, we always open up to those who listen with attention to stories about most interesting for us.

If possible, it is better to change the environment and conduct the lesson, for example, in a children's library, where librarians can prepare an exhibition of new books.

Homework

At the discretion of the teacher.

Reserve lesson

Valentin Grigorievich Rasputin

V. G. Rasputin: pages of biography. "French lessons"

In the textbook, before V. G. Rasputin’s story “French Lessons,” his article “Lessons in Kindness” is placed (pp. 108-109, part 2). It is general in nature, and its content becomes clear to children after reading the story. Therefore, we suggest that after a short introductory word from the teacher about the life and work of V. G. Rasputin, we immediately proceed to reading the story, and turn to the article “Lessons of Kindness”, summing up the results of the work on the story.

I. V. G. Rasputin: biography pages

Teacher's word

Valentin Grigorievich Rasputin was born in 1937, four years before the start of the Great Patriotic War.

Rasputin wrote about himself: “I was born three hundred kilometers from Irkutsk, in Ust-Uda, on the Angara. So I am a native Siberian, or, as we say, local. My father was a peasant, worked in the timber industry, served and fought... In a word, he was like everyone else. My mother worked, was a housewife, barely managed her business and family - as far as I remember, she always had enough worries.”

Which writer you know was also born in Siberia?

We will find Baikal, Angara, Irkutsk on the map. Rasputin spent his childhood and youth in these harsh regions. As a child, he lived in the small village of Atalanka on the banks of the Angara. When the construction of the Bratsk hydroelectric power station began, the village was moved to the shore of the Bratsk Sea, and the place where the village was was flooded. Rasputin often recalled his small homeland, which ended up at the bottom of the Bratsk Reservoir. Many years later, Rasputin would write the story “Farewell to Matera,” filled with bitter reflections on the fate of the world, on the collision of the scientific and technological revolution and traditional peasant culture.

In his youth, Rasputin was preparing to become a teacher, but began to collaborate in newspapers, write articles and stories. His essays about young participants in the great construction projects of Siberia were especially famous.

Gradually, the main theme of Rasputin’s works becomes the fate of his native land and the people living on this land. In 1973, Rasputin wrote one of his best stories, “French Lessons.” “I didn’t have to invent anything there,” said Rasputin. - All this happened to me. I didn't have to go far to get the prototype. I needed to return to people the good that they did for me in their time.”

II. "French lessons"

Commented reading

The teacher can begin reading the story, and the students will continue.

Some teaching aids suggest preliminary work to introduce students to the historical and cultural context of the time, to explain some of the facts mentioned on the pages of the story, for example, about the card system of food supply, about state loans obligatory for the population, about the hardships of collective farm labor.

We believe that working with this story will provide an opportunity to activate students’ knowledge and can teach them to “read” the meaning of unclear words from the context. Where necessary, the teacher will help with comments or guiding questions, for example:

“But they especially believed in me when it came to bonds.” How many of you have heard the word bond before? What do you think it means?

A bond is a government loan ticket.

Reflection in the story of the difficulties of the post-war period. Characteristics of a literary hero. Thirst for knowledge, moral fortitude, self-esteem characteristic of a young hero

I. Checking homework

The story “French Lessons” arouses keen interest among children. The conversation can begin by identifying the reader’s perception of the story through expressive reading of the most liked passages. The teacher organizes the work so that students read the passages in the order in which the events of the story occur.

Before moving on to the analysis of the work, be sure to read the final pages of the story with the words “...Kneeling opposite each other, we argued about the score.”

II. Reflection in the story of the difficulties of the post-war period

What time does the story take place? Name the signs of this time in the story.

When and how did the hero’s independent life begin? What trials awaited him? (3rd question of the textbook, p. 147, part 2.)

The hero's independent life began at the age of 11, when he went to the regional center to study in the fifth grade. Dire trials awaited him: hunger and loneliness.

What does the boy’s confession mean: “But the worst thing began when I came home from school”?

The narrator says: the most terrible thing was the longing for his native village, for his native people and spiritual warmth, the longing that fell upon a lonely child after school.

III. Characteristics of a literary hero. Thirst for knowledge, moral fortitude, self-esteem characteristic of a young hero

Heuristic conversation

Why is the hero of the story interesting to you?

In the most difficult circumstances, the hero did not lose his self-esteem; he had a strong character.

How do you understand the word character?

* Character is the totality of a person’s mental and spiritual properties, which are revealed in his behavior.

We often say: strong character, strong character, strong-willed character. If we say that a person is “characterless,” does this mean that he has no character? “Spineless” we call weak-willed people who do not know how to make decisions or carry them out.

What other expressions with the word character do you know? To maintain character - to remain firm, not to give in on anything; a person of character is a person with a strong character.

What kind of person do you think the hero of Rasputin's story was?

How will we know about this?

What techniques can you use to characterize a hero?

Techniques for characterizing a literary hero:

Portrait (Nastya and Mitrasha in the fairy tale “The Pantry of the Sun” by M. M. Prishvin);

A story about actions (Assol and Gray in A. S. Green’s extravaganza “Scarlet Sails”, Matteo Falcone in Prosper Merimee’s short story of the same name);

Speech characterization (Sanka Levontiev in V. P. Astafiev’s story “The Horse with a Pink Mane”).

How do you imagine the hero of the story? Find a portrait of the hero in the text. Highlight the epithets. What role do they play in creating a portrait?

“In front of her, writhing on the desk was a skinny, wild boy with a broken face, unkempt, without a mother and alone, in an old, washed-out jacket on his drooping shoulders, which fit well on his chest, but from which his arms protruded far; in stained light green trousers, altered from his father’s breeches and tucked into teal, with traces of yesterday’s fight.”

Epithets vividly help to imagine the hero.

Why do you think the boy didn’t run away to his mother in the village? What motivated him: a thirst for knowledge or a desire to stand out, fear or a sense of duty?

Why didn’t the hero tell anyone that someone was stealing his bread and potatoes? Why did he “force himself to come to terms with this too”?

This question is difficult for children. The hero’s sense of self-esteem, highly developed, did not allow him to offend a similar feeling in another person. Here you can refer to the epigraph: “The smarter and kinder a person is, the more he notices goodness in people,” wrote L. N. Tolstoy. A person with self-esteem will not insult this feeling in other people.

Why did the hero start playing “chika”?

Which of the guys was the ringleader in the game?

Find Vadik's portrait, compare it with the portrait of the main character.

“They were all about the same age as me, except for one - a tall and strong guy, noticeable for his strength and power, a guy with long red bangs.”

The epithets “tall”, “strong”, which characterize Vadik, are contrasted with the epithets “skinny”, “on sagging shoulders”. The definition of “noticeable for its strength and power” is contrasted with the definitions of “wild” and “lonely.”

Why does Vadik play “chika”? How do Vadik and the main character feel about the game?

Hunger made the boy think about how he could get money. But in the regional center the boy could neither earn nor receive money. His mother helped him as much as she could, and he began to play “chika.” The hero treated the game as the only way he could get money for milk. For him this game was not fun. For Vadik, this game was fun and an opportunity to show his power by commanding the younger boys. For Vadik, the game gave him the pleasure of dominating other people.

Let's complete the 5th task of the textbook (pp. 147-148, part 2): compare the descriptions of the landscape on the day when the hero won the game for the first time and the day when he was beaten.

How are these paintings different? How are they related to the mood and state of the narrator?

The first sketch describes the day the narrator won at chica for the first time. The second sketch corresponds to the story of how Vadik and Ptah beat the main character and kicked him out of the game because he allowed himself to win. Pictures of nature differ from each other. In the first picture we see clear and dry weather, blue sky, friendly sun. In the second, the mood of the narrator is emphasized by black nettles and hard, dry grass. These details help the author convey the mood of the narrator, who is first happy that he has money for milk, and then feels resentment and pain from human injustice.

Let us explain to students that the hero’s state can be characterized not only with the help of a portrait, the transfer of his actions and words, but also with the help of a description of the nature surrounding the hero.

Why did Vadik and Ptah beat the hero?

Vadik and Ptah beat the boy because he played better than them and did not want to humiliate himself in front of the ringleaders of the game. The author writes: “How was I to know that no one has ever been forgiven if he gets ahead in his business? Then do not expect mercy, do not seek intercession, for others he is an upstart, and the one who follows him hates him most.”

What was the hero’s condition after this?

Why, having already climbed the mountain, did the hero shout at the top of his voice: “I’ll turn it over!”? What did he want to prove with this?

Let's end this lesson with this question.

Homework

Prepare answers to questions 7-9 in the textbook (p. 148, part 2). Complete in writing the 3rd task of the rubric “Be attentive to the word” (p. 149, part 2).

Individual task

Bring to class a separate illustrated edition of the story “French Lessons” and prepare a review of the illustrations for the story.

Characteristics of the main character. The teacher’s spiritual generosity, her role in the boy’s life

I. Checking homework

We will discuss the features of the language of the work while checking the written homework.

Hiding is something that is hidden.

Don't get too preoccupied - don't stare.

Inadvertently - by accident.

I won’t let them go so easily - I won’t let them disappear.

Flat - not on the edge.

I’ll soon get the hang of French - I’ll learn it well and develop good pronunciation.

Neschitovo - does not count.

II. Characteristics of the main character. The teacher’s spiritual generosity, her role in the boy’s life

We talk about the questions that students answered while doing their homework.

Read the conversation between Lydia Mikhailovna and the hero of the story after class. Pay attention to their portraits. Why do you think the author put these descriptions next to each other? What is this technique called? What is the writer trying to achieve? (5th question in the textbook.)

The author put side by side the descriptions of Lydia Mikhailovna and her student in order to contrast two worlds that do not know each other, but equally understand what a sense of human dignity is. A boy from a village on the Angara, skinny and wild, does not know at all what city life is like in central Russia and the south of the country. A teacher from a city in the Kuban, neat and beautiful, does not know the difficulties and living conditions of the peasants of the Angara region. This opposition is called antithesis. Using this technique, the writer ensures that the reader understands what great spiritual work the boy and the teacher had to do in order to understand each other.

Why do you think the main character of the story was chosen by Lydia Mikhailovna for separate classes? Is this a coincidence? How does the teacher herself explain this to her student? (8th question in the textbook.)

Lidia Mikhailovna chose the main character of the story for separate lessons, because she understood that he was a talented boy, but his studies could be hampered by a constant feeling of hunger. Communication with regulars in the wasteland can lead him down the wrong path. At first, under the guise of classes, she tried to lure him to her home, tame him and feed him. The teacher herself explains this to the student this way: “You definitely need to study. There are so many well-fed loafers in our school who don’t understand anything and probably never will, but you’re a capable boy, you can’t leave school.”

How did the main character feel when he guessed who sent him the package?

For reading by role, you can highlight the scene when the boy comes to Lydia Mikhailovna with a package (from the words: “When I sideways entered the door with the package...”, pp. 136-137, part 2 of the textbook).

Why did Lidia Mikhailovna decide to play “measures” with her student? How do you evaluate this action? What gave her away during the game? (9th question.)

Lidia Mikhailovna decided to play “measures” with her student because she saw how the boy was starving, but refused to accept direct help. She did everything to help the boy. During the game, she was first betrayed by the fact that she hunched her fingers, playing along with the boy, and then the fact that she took advantage of proof by contradiction: she began to pretend that she was deceiving him, playing along with herself.

When do you think the hero of the story understood the true meaning of the game that the teacher started?

The hero did not immediately understand the true meaning of the game that the teacher came up with: maybe when he received the second parcel, maybe when he became an adult.

III. Literature and other arts

What episodes did the artist choose to illustrate? Which illustration do you think is particularly successful and why?

To create the illustrations given in the textbook, the artist chose two episodes. First (p. 123, part 2): the moment when the narrator approaches the scattered coins and begins to quietly hit them with a puck. The illustration can be called words from the text: “The water will lead to the truth,” I decided. “Anyway, I’ll take them all now.”

The second illustration (p. 142, part 2) depicts an episode of Lydia Mikhailovna playing with a student. It can be called the words of a boy: “But then it will be a game for money,” I timidly reminded.”

Let's listen to students who completed individual assignments.

Let's consider a separate edition of V. Rasputin's story “French Lessons” with illustrations by V. Galdyaev (M.: Soviet Russia, 1981). The drawings in this book are done in watercolor as if drawn with a brown pencil, only in some parts of the drawings there are spots of color. For example, the first illustration depicts, as if in pencil, the houses of the regional center and crooked fences. A cart rides in the distance and a truck climbs up the mountain. In the foreground the only relatively bright spot is a sunflower.

V. Galdyaev portrays the main character as an ordinary boy, thin, with a sharp chin, large ears and unevenly grown hair. We see him in the village hut, in the classroom, at his desk, in front of Lydia Mikhailovna and at her home. The artist conveys the boy’s mood: loneliness in the regional center, joy from drinking milk, embarrassment in front of the teacher and indignation when he returns the box of pasta to her.

V. Galdyaev especially emphasizes the difference between the teacher and the boy: she has short-cropped hair, a neat dress, and a calm face. He has grown hair, old clothes and the face of a lonely, tormented man.

Compared to the textbook drawings, V. Galdyaev’s illustrations are more lively and truthful.

Homework

Make a quotation plan for a story about a hero.

"Lessons in Kindness" Preparation for the essay “The main character of V. G. Rasputin’s story “French Lessons””

Speech development lesson

I. Checking homework

By discussing quotation plans for a story about a hero, compiled by different students, we will help students expand their plans and thereby better prepare for an essay about the main character of a story.

Quotation plan (option)

1) “I went to fifth grade in 1948.”

2) “But as soon as I was left alone, longing immediately fell upon me - longing for home, for the village.”

3) “And finally the day came when I won.”

4) “...I hadn’t gotten along with any of the guys yet.”

5) “...I only needed a ruble, a ruble every day. Having received it, I ran away and bought a jar of milk at the market...”

6) “They beat me in turns, one and two, one and two.”

7) “I’d be patient here, I’d get used to it, but I can’t go home like that.”

8) “To be fair, I must say that in those days I had a very bad time.”

9) “On the fourth day, when, having won a ruble, I was about to leave, they beat me again.”

10) “I went there as if to torture.”

11) “I jumped up and, muttering that I was full and that I didn’t want it, backed away along the wall.”

12) “Looking under the lid, I was stunned: on top, neatly covered with a large white sheet of paper, lay pasta.”

13) “I was no longer that unrequited and helpless boy who was afraid to take a step here, little by little I got used to Lydia Mikhailovna and her apartment.”

14) “Somehow involuntarily and imperceptibly, without expecting it myself, I felt a taste for language and in my free moments, without any prodding, I looked into the dictionary...”

15) “I learned there, I’ll learn here too. This is not French, but I’ll soon get to grips with French.”

16) “Of course, accepting money from Lydia Mikhailovna, I felt awkward, but every time I calmed down that it was an honest win.”

17) “Before, I only saw apples in pictures, but I guessed that these were them.”

Discussing the plan, we will highlight the main qualities of the hero of the story: thirst for knowledge, moral fortitude, self-esteem.

II. "Lessons in Kindness"

Let's read V. G. Rasputin's article “Lessons of Kindness” and answer the questions in the textbook for it (p. 109, part 2).

Spiritual memory, the spiritual experience of a person - “this is the main thing and, as it were, the highest, giving us moral direction in advance, what we take away from the events of our lives and what is of interest not only to us alone.” In life we gain certain experiences and draw conclusions. Some of the conclusions concern what we should do in everyday life. The main conclusions concern how to live in general, what is the meaning of human life, what is good and evil, and how to strive for good. And we build our lives in accordance with these conclusions. This is the spiritual experience and memory of a person.

Who is the story dedicated to?

Let’s read the textbook article “From the history of the creation of the story “French Lessons”” (p. 110, part 2).

Let's reread the first lines of the story (down to the asterisks).

How do you think a person should live so as not to feel guilty before his parents, teachers, or his departed friends?

What is common between the story of V. G. Rasputin and the story of V. P. Astafiev “The Horse with a Pink Mane”?

Rasputin's story "French Lessons" and Astafiev's story "The Horse with a Pink Mane" are united by the fact that both of these stories are autobiographical, the action takes place in Siberia, the main characters are village boys, and there is an adult who shows understanding and kindness towards children.

What do you think is the meaning of this story by V. G. Rasputin “French Lessons”?

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Slide captions:

The topic of the lesson is “Education of feelings” in V. Rasputin’s story “French Lessons” Lesson objectives: to reveal the spiritual world of the hero of the story; n show the originality of Lydia Mikhailovna; o identify the moral problems raised by the writer in the story; determine the meaning of the story's title.

We are so lacking in a good heart and a right soul that the longer our heroes and we live, the better it will be for us. V. G. Rasputin

Vocabulary Theme Plot Portrait Antithesis Epithet Morality

An 11-year-old boy was cut off from his family for the first time by fate. Torn out of his usual surroundings. However, he understands that not only the hopes of his relatives are placed on him, but also in this village: after all, he is called to be a “learned man.” The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down.

How does the boy remember his French teacher? Find a portrait of Lydia Mikhailovna in the text. What is special about it?

Analysis of the episode “Conversation after class” 1. Pay attention to the portraits of the characters. Why did the author put these descriptions next to each other? What technique was used? 2. What epithets help to understand the boy’s state of mind? 3. How does Lydia Mikhailovna’s intonation and the hero’s mood change during a conversation?

“In the middle of winter, after the January holidays, I received a package by mail at school... it contained pasta and three red apples... Previously, I had only seen them in a picture, but I guessed that it was them.”

Is the hero right when he calls his teacher an extraordinary person? .

Lidia Mikhailovna is an unusually kind and sympathetic person. She tried all the usual ways to help her talented student, but he did not want to receive help.

He considered it humiliating for himself, but he did not refuse to win. And then the teacher deliberately, sacrificing her reputation, broke all the school, traditional rules - she began to play with her student for money. The boy needed this to buy milk and survive in the hungry post-war years.

The reader learns from books not life, but feelings. Literature, in my opinion, is, first of all, the education of feelings, and above all kindness, purity, nobility. V. Rasputin

Homework: Answer the question in writing: What did Rasputin’s story “French Lessons” make you think about?

On the topic: methodological developments, presentations and notes

“Education of feelings” in V. Rasputin’s story “French Lessons”.

For the first time, by the will of fate, an eleven-year-old boy is torn away from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but also the entire village are placed on him:...

Literature lesson in 7th grade based on V. Rasputin’s story “French Lessons.” "The spiritual generosity of a teacher. Preparation for an essay"

A conversation with students that reveals the spiritual beauty and generosity of the teacher....

Does the author condemn or justify his hero?
Why is this story interesting to you?
When and how did the hero begin his independent life? What trials awaited him? What does the boy’s confession mean: “But the worst began when I came home from school”?
Why did the hero of the story start playing “chika”? How do Vadik and the narrator feel about this game?

Read the landscape sketches below:
1. “The autumn was warm and dry. Even in October it was so warm that you could walk around in a shirt, rain fell rarely and seemed random, inadvertently brought in from somewhere out of bad weather by a weak tailwind. The sky turned completely blue like summer, but it seemed to become narrower, and the sun set early...”;
2. “For about five minutes I stood and, sobbing, looked at the clearing where the game began again, then I went down the other side of the hill to a hollow covered in black nettles around me, fell onto the hard dry grass and, unable to hold back any longer, began to sob bitterly.”
Remember what events happened in the hero’s life at this time. How and why do these pictures of nature differ from each other? How are they related to the mood and state of the narrator?
Read the conversation between Lydia Mikhailovna and the hero of the story after class. Pay attention to their portraits. Why did the author put these descriptions next to each other? What is this technique called?
“And why me alone? There were any number of kids at school who spoke French no better than me, but they walked freely, did whatever they wanted, and I, like the devil, took the rap for everyone.” Why do you think Lydia Mikhailovna chose the narrator for certain classes? Is this a coincidence? Try to remember how the teacher herself explains this to her student.
Why did Lidia Mikhailovna decide to play “measures” with her student? How do you evaluate this action? What gave her away during the game? Why was the narrator watching the game so closely? What was he afraid of? How did this characterize him?

Be careful with the word

Pay attention to the portraits of the characters in the story:
1. “They were all about the same age as me, except for one - a tall and strong guy, noticeable for his strength and power, a guy with long red bangs”;
2. “In front of her, crouched on the desk was a skinny, wild boy with a broken face, unkempt, without a mother and alone, in an old, washed-out jacket on his drooping shoulders, which fit well on his chest, but from which his arms protruded far; in stained light green trousers, altered from his father’s breeches and tucked into teal, with traces of yesterday’s fight.”
What role do epithets play in the creation of each specific portrait?
Explain the meaning of the following words and expressions: “hiding”, “don’t get caught up”, “inadvertently”, “I won’t let you go so easily”, “flat”, “I’ll soon get to grips with French”, “inconceivably”. Find synonyms for them.

Learning to read expressively

Prepare one of the scenes in the story for expressive reading (or performance in person). Think about what intonations are required to read the lines of each character.

Let's draw conclusions

When did the hero of the story understand the true meaning of the game that the teacher came up with?
Tell us about the hero according to the following rough plan:
1. Why did the boy end up in the regional center?
2. How did he feel in the new place?
3. Why didn't he run away to the village?
4. What kind of relationship did he have with his comrades?
5. Why did he get involved in the game for money?
6. How do you characterize his relationship with the teacher?
Try to create a quotation plan for a story about a hero yourself. Write an essay “Portrait of a Hero.”
Why is the story called “French Lessons”? What is the meaning of this work?

Literature and other arts

Pay attention to the illustrations for the story “French Lessons”. What episodes did the artist choose? Title them.
The story “French Lessons” was illustrated by various artists. If you find various editions of V. Rasputin’s book, you will be able to see how each of the artists depicted the main character. Who do you think reveals his character more accurately and deeply?
A television film was made based on V. Rasputin’s story “French Lessons”. What scenes did you find particularly successful? What impression did the main character make? Is this how you imagine him?

Phonochristomathy. Listening to an actor's reading

V. G. Rasputin. "French lessons"

Did reading the actor help you imagine the characters in the story more clearly?
What character traits of Lidia Mikhailovna and the director became clearer to you after listening to the recording? Why?
Prepare a retelling of the events described in the story on behalf of Lydia Mikhailovna, conveying her experiences, doubts, explanations of the actions with which she tried to help the student.

Lesson 84

Reflection in the story of the difficulties of the post-war period. Characteristics of a literary hero. Thirst for knowledge, moral fortitude, self-esteem characteristic of a young hero

I. Checking homework

Before moving on to the analysis of the work, be sure to read the final pages of the story with the words “...Kneeling opposite each other, we argued about the score.”

II. Reflection in the story of the difficulties of the post-war period

What time does the story take place? Name the signs of this time in the story.

When and how did the hero’s independent life begin? What trials awaited him? (3rd question of the textbook, p. 147, part 2.)

The hero's independent life began at the age of 11, when he went to the regional center to study in the fifth grade. Dire trials awaited him: hunger and loneliness.

What does the boy’s confession mean: “But the worst thing began when I came home from school”?

The narrator says: the most terrible thing was the longing for his native village, for his native people and spiritual warmth, the longing that fell upon a lonely child after school.

III. Characteristics of a literary hero. Thirst for knowledge, moral fortitude, self-esteem characteristic of a young hero

Heuristic conversation

Why is the hero of the story interesting to you?

In the most difficult circumstances, the hero did not lose his self-esteem; he had a strong character.

How do you understand the word character?

* Character - a set of mental and spiritual properties of a person that are revealed in his behavior.

What other expressions with the word character You know? Maintain character - remain firm, do not give in on anything; a man of character - a person of strong character.

What kind of person do you think the hero of Rasputin's story was?

How will we know about this?

What techniques can you use to characterize a hero?

Techniques for characterizing a literary hero:

Portrait (Nastya and Mitrash in the fairy tale “The Pantry of the Sun”);

- a story about actions (Assol and Gray in the extravaganza “Scarlet Sails”, Matteo Falcone in the novel of the same name by Prosper Merimee);

Speech characteristics (Sanka Levontev in the story “The Horse with a Pink Mane”).

How do you imagine the hero of the story? Find a portrait of the hero in the text. Highlight the epithets. What role do they play in creating a portrait?

Epithets vividly help to imagine the hero.

Why do you think the boy didn’t run away to his mother in the village? What motivated him: a thirst for knowledge or a desire to stand out, fear or a sense of duty?

Why didn’t the hero tell anyone that someone was stealing his bread and potatoes? Why did he “force himself to come to terms with this too”?

This question is difficult for children. The hero’s sense of self-esteem, highly developed, did not allow him to offend a similar feeling in another person. Here you can refer to the epigraph: “The smarter and kinder a person is, the more he notices goodness in people,” he wrote. A person with self-esteem will not insult this feeling in other people.

Why did the hero start playing “chika”?

Which of the guys was the ringleader in the game?

Find Vadik's portrait, compare it with the portrait of the main character.

“They were all about the same age as me, except for one - a tall and strong guy, noticeable for his strength and power, a guy with long red bangs.”

Why does Vadik play “chika”? How do Vadik and the main character feel about the game?

Let's complete the 5th task of the textbook (pp. 147-148, part 2): compare the descriptions of the landscape on the day when the hero won the game for the first time and the day when he was beaten.

How are these paintings different? How are they related to the mood and state of the narrator?

Why did Vadik and Ptah beat the hero?

What was the hero’s condition after this?

Why, having already climbed the mountain, did the hero shout at the top of his voice: “I’ll turn it over!”? What did he want to prove with this?

Let's end this lesson with this question.

Homework

Prepare answers to questions 7-9 in the textbook (p. 148, part 2). Complete in writing the 3rd task of the rubric “Be attentive to the word” (p. 149, part 2).

Individual task

Bring to class a separate illustrated edition of the story “French Lessons” and prepare a review of the illustrations for the story.

Lesson 85

Characteristics of the main character.

The teacher’s spiritual generosity, her role in the boy’s life

I. Checking homework

We will discuss the features of the language of the work while checking the written homework.

Pritaika - what is hidden.

Don't get carried away - don't stare.

Inadvertently - accidentally.

I just won’t let go - I won't let them disappear.

Flat - not on the edge.

I’ll soon get to grips with French - I’ll learn well and develop good pronunciation.

Neschitovo - doesn't count.

II. Characteristics of the main character. The teacher’s spiritual generosity, her role in the boy’s life

Conversation

We talk about the questions that students answered while doing their homework.

How did the main character feel when he guessed who sent him the package?

Have you decided to play “measures” with your student? How do you evaluate this action? What gave her away during the game? (9th question.)

When do you think the hero of the story understood the true meaning of the game that the teacher started?

The hero did not immediately understand the true meaning of the game that the teacher came up with: maybe when he received the second parcel, maybe when he became an adult.

III. Literature and other arts

What episodes did the artist choose to illustrate? Which illustration do you think is particularly successful and why?

Let's listen to students who completed individual assignments.

Compared to the textbook drawings, V. Galdyaev’s illustrations are more lively and truthful.

Homework

Make a quotation plan for a story about a hero.

Lesson 86

"Lessons in Kindness" Preparing for an essay

“The main character of the story “French Lessons””

Speech development lesson

I. Checking homework

Quotation plan (option)