What gave Troekurov great weight in the provinces? Roman A. S
Vladimir Dubrovsky's protest against lawlessness and injustice. Peasant revolt.
The purpose of the lesson: reveal the originality of V. Dubrovsky’s protest against injustice and lawlessness; find out the reasons for Vladimir Dubrovsky’s protest, form own attitude to the novel by A.S. Pushkin’s “Dubrovsky”, to the author’s position, to the heroes of the work.
Pedagogical objectives of the lesson: contribute to the formation of an idea about A.S. Pushkin as a prose writer, author of the novel "Dubrovsky", master artistic word; create conditions for familiarization with the problems of the work, with a variety of storylines novel.Lesson type : setting and solving educational problems
Planned learning outcomes: For Federal State Educational Standards: Subject: have skills various types retellings, understand the role of figurative and expressive linguistic means in building artistic images literary workPersonal: realize the personal meaning of the teaching; show readiness for self-development.Metasubject : educational: navigate the textbook, the text work of art, answer the teacher’s questions, be able to generalize, draw conclusions; be able to find the necessary information in a textbook, in the text of a novelRegulatory: organize your workplace; acquire the ability to understand learning objectives lesson, evaluate your achievements in the lesson.Communicative: demonstrate a willingness to engage in dialogue; participate in collective discussion.Methods and forms of training : frontal (conversation), individual, work in pairs, work in groups, distribution dictation, blitz survey, Comparative characteristics heroes, unfinished sentence, working with a diagram, problematic issue.
Equipment: portrait of A.S. Pushkin, the epigraph of the lesson is written on the board; presentationfor the lesson, cards for the work of each group.
I .Organizing time.
II .Examination homework A short story about the relationship between K.P. Troekurov and A.G. Dubrovsky.(Comparative characteristics)
II .Introduction to the topic 1. Guys, have you ever encountered people who act not according to their conscience, unfairly? 2. How do you understand what justice and injustice are? Teacher: So, in life situations you must always act according to your conscience, so as not to tarnish your honor.
Working with a dictionary
Honor – 1. Worthy of respect and pride moral qualities. 2. A person’s good, unblemished reputation, good name.
Dishonor - desecration of honor, insult.
3. What do you guys think, what will we talk about today?
IV . Lesson topic message. “Protest of Vladimir Dubrovsky against lawlessness and injustice. Peasant revolt"
Epigraph of the lesson “For conscience and for honor, even one’s head can be cut off” (Russian proverb)
Teacher: Today in the lesson we will analyze the actions of Vladimir, whether he is the heir to his father’s attitude to honor, who protests against lawlessness and injustice, we will create a chain of events that will reveal the character of the hero, his actions, we will answer the problematic question: are the families of Dubrovsky and Troekurova?
V . Learning new material
1. Problematic question “Are families similar?
Kirila Petrovich Troekurov
Andrey Gavrilovich Dubrovsky
Distributive dictation (Distribute by description columns)
1….. did not understand each other. “He is wayward with his daughter. He loves her madly: he caters to her whims, but at the same time he is harsh and cruel. She is used to hiding her thoughts and feelings from him.” Father and daughter do not know or understand each other, there is no harmony in this family.
2. This family has shrines that they protect; understand and love each other.
3. In the house ..... there is a portrait of his wife ......, the letters that were written by her during the Turkish campaign are kept. The memory of love is sacredly preserved here.
4. “……I read and forgot everything in the world, plunging my soul into the world of family happiness.” With a feeling of deep tenderness, he recalls his childhood: “I loved family life, managed to enjoy its quiet joys”
5. "……. Although he married for love, having become a widow, he was comforted too quickly.”
6. “... he has a bad time with his own people, but if he gets strangers, he will not only rip off their skin, but also their meat...”
7. “Don’t give us away, and we’ll stand for you”
Kirila Petrovich Troekurov
Andrey Gavrilovich Dubrovsky
1,5,6
2,3,4,7
Conclusion: The destinies are similar, but the families are different. Andrei could not even imagine that someone stranger would walk around the house past the portrait of his mother, where he spent his childhood, where he experienced quiet family joys happy life, so he resorts to decisive action.Mutual check (Work in pairs) Slide No. 5
2. Blitz survey
1. What did Troyekurov want to achieve by taking Kistenevka from Dubrovsky? (break Andrei Grigorievich’s pride)
2. Did he succeed? 3. Why was his celebration poisoned? (He did not expect such an outcome - Dubrovsky’s madness)
4. What do we learn about the condition of Kirila Petrovich from the fourth chapter? (His conscience grumbled, he was not selfish, victory did not please him.)
5. Why, when describing the quarrel between landowners, does A. Pushkin pay so much attention to K. Troekurov? (an unbalanced nature, power-hungry, quick-tempered, but also quick-witted. BUT: Dubrovsky is proud, he could never forgive his offender.)
6
How did Troekurov take the news of taking possession of the estate? (Troekurov was embarrassed: “He was not selfish by nature, the desire for revenge led him too far, his conscience grumbled. He knew the state of his opponent, old comrade his youth, and victory did not please his heart.”) 7. What opposite feelings did Troekurov experience? (“Satisfied revenge and lust for power drowned out to some extent nobler feelings, but the latter finally triumphed.”) 8. Why was the reconciliation of former friends impossible?
(The remorse that Troekurov experienced came too late.)
3.Episode analysis
I group Read description autumn landscape and answer questions . Compose TEXT. Present your work to the class. 1. What kind of life did Andrei lead in St. Petersburg? (Vladimir “was brought to St. Petersburg in the eighth year of his age,” “he was brought up in the cadet corps and was released as a cornet into the guard; his father did not spare anything for his decent maintenance, and the young man received from home more than I should have expected.") 2. What does autumn symbolize in this episode? What role does the landscape play here? (Nature reflects state of mind hero. A cold day, half-naked trees, branches that scratch his face, a stream carrying away a few faded leaves - everything speaks of the hero’s loneliness 3. How do you think the death of his father and the falling autumn leaves symbolize the end of life in this episode? 4. What feelings does Vladimir experience? (loneliness, a feeling of spiritual impassability, life is passing...)
Find the epithets in this episode. How do they reveal the hero's condition? (Epithets are written on yellow pieces of paper that are hung on the tree of KNOWLEDGE)CONCLUSION: The death of his father and the news from his nanny forced Vladimir to grow up. He behaves decisively and independently.After the death of his father, Vladimir Dubrovsky felt spiritual grief. Pushkin writes that Vladimir’s face was scary, that he could neither cry nor pray. The author does not directly name the feelings that the young man experienced, but we can assume that he became embittered, that he felt a sense of wounded pride and a desire to avenge his father’s death. Christianity commands to forgive your enemies, but Vladimir Dubrovsky did not want to forgive Troekurov and therefore could not pray.
Slide No. 6,7II group Fire scene. Retell the scene of the fire and answer the questions. Write a TEXT of your speech and present the group’s work to the class1. How did Dubrovsky’s peasants behave when the judicial officials came to take away the estate? (They tried to start a riot.) 2. How does Dubrovsky behave? (Vladimir stops the peasants, promises to ask for mercy from the sovereign.) 3. How does this characterize him? (Dubrovsky acts nobly, saving peasants from punishment, and officials from reprisals.) 4. What feelings does Dubrovsky experience in his father’s house, where judicial officials are in charge? What is he deciding to do? (He is worried that he will have to leave native home to the one who is responsible for the death of his father, to the one who ruined his family. Vladimir decides to burn the house down.)
Teacher's word . Judicial officials, representatives of the law, who came to “take possession” of Troekurov, behave defiantly. They allow shameless statements addressed to Dubrovsky, threaten his peasants, because they feel the strength and power behind them, backed up by Troekurov’s money. The anger and indignation of the peasants grows gradually, but the peasants experience particular indignation when an official insults Dubrovsky himself, the master and the rightful owner of the estate , and convinces the peasants that their master is Troekurov. First, a voice from the crowd answers the officials, then a murmur rises in the crowd, it intensifies and turns into the most terrible screams. The crowd begins to move.
- Find and read the remark of the “voice from the crowd”, the police officer’s response to it and the objection of the same voice. Why was the police officer so indignant at the peasant’s words?
Why doesn’t Vladimir Dubrovsky give angry peasants the opportunity to deal with officials? (4th question in the textbook.) (Vladimir Dubrovsky does not allow angry peasants to deal with officials, because he does not want to become a toy in the hands of a crowd of peasants, does not want to become an accomplice in the massacre and hopes for the justice of the tsar . Taking responsibility for others is an Act of a Personality, not a young man living off his father’s money.)
III
group Attitude of peasants towards Vladimir. The motives for the behavior of Vladimir, the leader of the robbers?
Write a TEXT of your speech and present the group’s work to the class
1..Why did the courtyard peasants leave for Dubrovsky? (Firstly, they were devoted to their master, and secondly, they understood perfectly well that Troekurov would deal with themThe peasants joined Dubrovsky because they were outraged that they were going to be commanded and controlled not by natural nobles (whose right to own land and people they considered unshakable), but by clerks, people of ignoble origin. Archip-blacksmith says:“...have you heard of the matter, the clerks are planning to own us, the clerks are driving our masters out of the lord’s courtyard...” The peasants perceived the insult inflicted on their master as their own insult.)
2. What is the idea about the leader of the robbers in the area? (That he is a brave, intelligent and generous man.) 3. Why did the robbers not touch Troekurov’s house? (Troekurov thought that his house was not being touched because of the fear that he instilled in everyone in district. But we understand that he is mistaken. This is how Pushkin wanted to intrigue the reader.) 4. What circumstances forced Dubrovsky to become a robber? (He was driven by a feeling of revenge, a desire to avenge injustice and cruelty, because he lost everything: his home, his position in society, condition.)
VI Let's consider the diagram that is in front of you: The values of the Dubrovskys - the lawlessness of Troekurov and company?
Teacher: Vladimir protests against lawlessness and injustice, but at the same time he himself becomes a robber committing lynching. The author is clearly on the hero's side. A. Pushkin shows Dubrovsky as a noble, honest man who defends justice. The idea of the work is that the main human values are justice, honor and loyalty this word. We will talk about this at next lesson. Today let's try to answer the problematic question: 1.Does the hero deserve respect? 2. Will the hero refuse revenge? What factors will influence this decision? What can change his mind?
VII. Reflection of activity
Continue the sentence
“Reading Pushkin...”
“My sympathies are with this hero, because...”
“It’s hard to come to terms with the fact that...”
IX. Homework
Prepare a retelling of the episode “Lunch in Pokrovsky” from the perspective of one of the characters
Answer in writing question No. 1 (chapter VII) page 139
SCHEME. The values of the Dubrovskys – the lawlessness of Troekurov and company?
Protests against lawlessness, arbitrariness,
injustice. Trying to change his destiny
Father died
Vladimir's condition after his father's death
Son of an old nobleman
Preserves human dignity. Terrible and honest “robber”
Lost
Kistenevka
Burned the estate:
SACRED FAMILY
Forces yourself to be respected.
Modest and courageous Deforge
The attitude of the peasants towards Vladimir, and therefore the people
Does the hero deserve respect?
Will the hero give up revenge? What factors will influence this decision?
I. Vladimir Dubrovsky’s protest against lawlessness and injustice. Peasant revolt
Conversation
We talk about questions from the textbook for the chapters that were assigned to be read at home (p., part 1).
If Chapter III was read and commented on in the previous lesson, we begin the discussion on the questions from Chapter IV. It is important that students master working with text and learn to support their thoughts with quotes.
— How did Troekurov take the news of taking possession of the estate?
Troekurov was embarrassed: “He was not selfish by nature, the desire for revenge lured him too far, his conscience grumbled. He knew the state of his opponent, the old comrade of his youth, and victory did not bring joy to his heart.”
— What opposite feelings did Troekurov experience?“Satisfied revenge and lust for power drowned out to some extent nobler feelings, but the latter finally triumphed.”
— Why was the reconciliation of former friends impossible?
The repentance that Troekurov experienced came too late.
Chapter V
After the death of his father, Vladimir Dubrovsky felt spiritual grief. Pushkin writes that Vladimir’s face was scary, that he could neither cry nor pray. The author does not directly name the feelings that the young man experienced, but we can assume that he became embittered, that he felt a sense of wounded pride and a desire to avenge his father’s death. Christianity commands to forgive your enemies, but Vladimir Dubrovsky did not want to forgive Troekurov and therefore could not pray.
— Find and read the episode in which the feelings of Vladimir Dubrovsky are revealed. What technique does the author use to describe the hero’s state?
Pushkin conveys Dubrovsky’s experiences by describing the thicket where he went after the funeral. Vladimir walked through the thicket, not making out the road, “...boughs constantly touched and scratched him, his legs constantly got stuck in the swamp, he did not notice anything.”
Just as Dubrovsky could not make out the roads in the thicket, so he could not make out his confused feelings: “...thoughts, one darker than the other, were cramped in his soul... He strongly felt his loneliness.”
— In the passage describing Vladimir in the thicket of the forest, find epithets. How do they help the reader understand the character's condition?(From the words: “At last he reached...” to “He felt his loneliness strongly.”)
— How do the judicial officials who came to “take possession” of Troekurov behave?(2nd question in the textbook.)
Judicial officials, representatives of the law, who came to “take possession” of Troekurov, behave defiantly. They allow shameless statements about Dubrovsky, threaten his peasants, because they feel the strength and power behind them, backed up by Troekurov’s money.
The anger and indignation of the peasants grows gradually, but the peasants experience particular indignation when the official insults Dubrovsky himself, the master and legal owner of the estate, and inspires the peasants that their master is Troekurov. First, a voice from the crowd answers the officials, then a murmur rises in the crowd, it intensifies and turns into the most terrible screams. The crowd begins to move.
- Find and read the remark of the “voice from the crowd”, the police officer’s response to it and the objection of the same voice. Why was the police officer so indignant at the peasant’s words?
— Why doesn’t Vladimir Dubrovsky give angry peasants the opportunity to deal with officials?(4th textbook question.)
Vladimir Dubrovsky does not allow angry peasants to deal with officials, because he does not want to become a toy in the hands of a crowd of peasants, does not want to become an accomplice in the massacre and hopes for the justice of the tsar.
Chapter VI
Vladimir Dubrovsky came to the decision to burn down the “sad house” after he saw the portrait of his mother in a new way, read her letters to his father, where she talked about her little son, and heard the voices of clerks who demanded one thing or another with their presence and by behavior desecrating the bright memory of Dubrovsky’s father and mother. Let's help schoolchildren see the antithesis in the second paragraph of the chapter: the “world of family happiness” into which Dubrovsky plunged while reading his mother’s letters is contrasted with the reality in which Vladimir Dubrovsky sees his father’s honor trampled upon and defiant behavior clerks
— What prompted the peasants to join Dubrovsky?(2nd question in the textbook.)
The peasants joined Dubrovsky because they were outraged that they were going to be commanded and controlled not by natural nobles (whose right to own land and people they considered unshakable), but by clerks, people of ignoble origin. The archipelago blacksmith says: “...have you heard of the matter, the clerks are planning to own us, the clerks are driving our masters out of the lord’s courtyard...” The peasants perceived the insult inflicted on their master as their own insult.
- Why does the blacksmith Arkhip destroy clerks, but at the risk of death? own life saves a cat?(3rd question in the textbook.)
The 3rd question is quite complicated. The blacksmith Arkhip destroys the clerks, but at the risk of his life saves a cat from the roof of a burning barn. He says to the children who are laughing at the pitiful animal: “You are not afraid of God: God’s creation is perishing, and you are foolishly rejoicing...” Arkhip perceives the cat as God’s creature, saving which will be a matter pleasing to God, but he does not perceive clerks as people, worthy of salvation: in his understanding, they violated the law established by God and the king. By helping Troekurov carry out an unjust trial, they violated God's commandments: they helped one person steal property from another, they lied and broke the oath by which they were obliged to tell the truth.
Let's pay attention to speech characteristics Arkhip the blacksmith in his conversation with Egorovna:
“Arkhipushka,” Yegorovna told him, “save them, the damned, God will reward you.”
“Why not,” answered the blacksmith.”
-Where have we heard these words before?
Let us conclude that in the scene with the clerks (Chapter V) the “voice from the crowd” belonged to the blacksmith.
Let's look at the illustration by D. A. Shmarinov “Fire in the Dubrovsky estate” (p. 93 of the textbook).
—
Make up an oral story based on this drawing.
In the illustration by D. A. Shmarinov “Fire in Dubrovsky’s estate,” the young gentleman Vladimir Andreevich Dubrovsky is depicted in the center of the picture. It was as if he had just brought a splinter to the hay, which flared up brightly; “The flames shot up and lit up the whole house.” Dubrovsky took off his cap, saying goodbye to his home, and looks at the fire. To his left stands, leaning on his hand, the nanny Orina Egorovna Buzyreva, in a white scarf and apron, with her head sadly bowed. Behind her we recognize the figures of the Dubrovsky serfs: this is the coachman Anton with black hair and beard, the fair-haired Grisha, Yegorovna’s son, and - behind the figure of Anton - the blacksmith Arkhip, who locked the clerks, but at the risk of his life saved a cat from the roof of a burning barn .
On the left we see the flames of the fire. The flames are reaching towards Dubrovsky. There are horses standing in the background, above a group of people, sparks from the fire flying towards the black sky.
Dubrovsky's entire figure expresses pride and a sense of inner dignity. The figures of the serfs express a gloomy determination to follow their proud master: “... we will die, we will not leave you, we will go with you.”
Pushkin's novel "Dubrovsky" gives us an example of senseless enmity between people, which leads to death and destroys destinies. General Troekurov has a lot of arrogance and ambition, everyone in the area respects and fears him (or just pretends to be). He considers himself entitled to administer justice. The novel was received ambiguously by critics, but became one of the most popular works writer among the reading public.
Conflict between neighbors
Troekurov leads a wide lordly life, receives many guests, comes up with entertainment. Essentially, he despises everyone except his old comrade, Dubrovsky. The great weakness of the general, his dogs and kennels. One day, Troekurov's hound insulted Dubrovsky; the neighbor asked the general for an explanation, but he ignored his request. These circumstances gave rise to a number of misunderstandings, as a result of which Dubrovsky went home, and Troekurov harbored a grudge against him and decided to take revenge.
Revenge
Troekurov took a number of illegal and unfounded measures that ruined Dubrovsky and launched a chain of disastrous events:
- bribed officials;
- falsified ownership documents for Dubrovsky's estate;
- sued Dubrovsky for it family estate, thus dishonoring him, depriving his children of sources of income;
- caused the death of his old comrade, who, unable to withstand the shock, died;
- did not apologize to his comrade’s son, did not repent, took everything for granted.
Thus, the general's revenge was a success. He satisfied his ambitions and pride. Troekurov did not take into account that the old man had a son who rebelled against injustice. Young Dubrovsky created a detachment of peasants and united them against the general, in a fit of anger he burned his an old house together with corrupt officials. Under the guise of a French teacher, he settled in the estate of his enemy and studied the life of the general well. Dubrovsky is in love with Troekurov’s daughter, he opens up to her, the young people plan a plan to escape from the general’s house. The plans were upset due to a combination of circumstances, Maria’s father forced her into marriage, and Dubrovsky fled abroad.
Chapter IWhat gave Troekurov “ heavy weight in the provinces"?
"Wealth, noble family and connections" gave Troekurov "great weight in the provinces."
How do you understand the expression great weight in the provinces?
How can one explain Troekurov’s rudeness and willfulness? (2nd question in the textbook).
“The neighbors were happy to cater to his slightest whims; provincial officials trembled at his name; Kirila Petrovich accepted signs of servility as a proper tribute...” Troyekurov’s rudeness and willfulness can be explained by his great wealth and unlimited power over people. We can say that he treated his guests the same way as he treated his serfs. He believed that he could buy everything and humiliated people's dignity.
Choose a quote that matches the drawing by B. M. Kustodiev (p. 68 of the textbook).
What method of revenge did Troekurov choose?
What was Kirila Petrovich’s main law?
It is important that students, answering this question, find the most expressive phrase that characterizes Troekurov: “This is the power to take away property without any right.”
How did Shabashkin act on Troekurov’s instructions?
Let us conclude that for the assessor, the assistant judge, who was the representative of the law, money became the main law of life.
Chapter II
District court officials greeted Dubrovsky and Troekurov differently. Nobody paid attention to Dubrovsky. When Kirila Petrovich arrived, the clerks “stood up and put feathers behind their ears. The members greeted him with an expression of deep servility, and pulled out a chair for him out of respect for his rank, age and stature.”
The picture of the trial evokes a feeling of annoyance, pity for Dubrovsky, indignation against the triumph of Troekurov and protest against the servility and servility of the judges. Pushkin emphasizes the unnaturalness of this trial with such details: the assessor addresses Troekurov with a low bow, and Dubrovsky is simply presented with a paper; At the same time, Troekurov is sitting in a chair, and Dubrovsky is standing, leaning against the wall.
“Dubrovsky’s sudden madness had a strong effect” on Troekurov’s imagination and “poisoned his triumph” because he did not get to see how Dubrovsky was humiliated. He went crazy, but his pride and honor were not broken.
I. Father and son
Commented reading
Vladimir Dubrovsky led a life in St. Petersburg, in his opinion, decent for a guards officer. His father sent him money, leaving almost nothing for himself, and Dubrovsky, a wasteful and ambitious young man, “allowed himself to luxurious whims, played cards and went into debt, not caring about the future.” He hoped for his father and that he could find himself a rich bride.
Dubrovsky received the news of his father’s illness “with extraordinary excitement.” He was horrified by his father’s situation, and he “reproached himself for criminal negligence.” Dubrovsky's character showed love for his family and a willingness to come to the aid of his father.
The dialogue between Vladimir Dubrovsky and the coachman Anton can be read by role.
The servants and peasants did not like and were afraid of Troekurov. The coachman Anton told Dubrovsky that Troekurov “has a bad time for his own people, but if he gets strangers, he will not only skin them, but also tear off their meat.”
Dubrovsky is a person who has self-esteem, and such a person will not humiliate the dignity of another. Dubrovsky was fair to his serfs, and they did not want another master.
Reading the description of Pokrovsky and Kistenevka, we ask:
How did Dubrovsky Sr. meet his son?
Homework
Prepare a retelling of the episode “Fire in the Dubrovsky estate.”
Individual task
Prepare an expressive reading of Chapter VIII.
Lesson 23
Vladimir Dubrovsky's protest against lawlessness and injustice.
Peasant revolt
I. Vladimir Dubrovsky’s protest against lawlessness and injustice. Peasant revolt
Conversation
We talk about questions from the textbook for the chapters that were assigned to be read at home (pp. 146-147, part 1).
If Chapter III was read and commented on in the previous lesson, we begin the discussion on the questions from Chapter IV. It is important that students master working with text and learn to support their thoughts with quotes.
How did Troekurov take the news of taking possession of the estate?
Troekurov was embarrassed: “He was not selfish by nature, the desire for revenge lured him too far, his conscience grumbled. He knew the state of his opponent, the old comrade of his youth, and victory did not bring joy to his heart.”
What opposite feelings did Troekurov experience? “Satisfied revenge and lust for power drowned out to some extent nobler feelings, but the latter finally triumphed.”
Why was the reconciliation of former friends impossible?
The repentance that Troekurov experienced came too late.
Chapter V
After the death of his father, Vladimir Dubrovsky felt spiritual grief. Pushkin writes that Vladimir’s face was scary, that he could neither cry nor pray. The author does not directly name the feelings that the young man experienced, but we can assume that he became embittered, that he felt a sense of wounded pride and a desire to avenge his father’s death. Christianity commands to forgive your enemies, but Vladimir Dubrovsky did not want to forgive Troekurov and therefore could not pray.
Find and read the episode in which the feelings of Vladimir Dubrovsky are revealed. What technique does the author use to describe the hero’s state?
Pushkin conveys Dubrovsky’s experiences by describing the thicket where he went after the funeral. Vladimir walked through the thicket, not making out the road, “...boughs constantly touched and scratched him, his legs constantly got stuck in the swamp, he did not notice anything.”
Just as Dubrovsky could not make out the roads in the thicket, so he could not make out his confused feelings: “...thoughts, one darker than the other, were cramped in his soul... He strongly felt his loneliness.”
In the passage describing Vladimir in the thicket of the forest, find epithets. How do they help the reader understand the character's condition? (From the words: “At last he reached...” to “He felt his loneliness strongly.”)
How do the judicial officials who came to “take possession” of Troekurov behave? (2nd textbook question.)
Judicial officials, representatives of the law, who came to “take possession” of Troekurov, behave defiantly. They allow shameless statements about Dubrovsky, threaten his peasants, because they feel the strength and power behind them, backed up by Troekurov’s money.
The anger and indignation of the peasants grows gradually, but the peasants experience particular indignation when the official insults Dubrovsky himself, the master and legal owner of the estate, and inspires the peasants that their master is Troekurov. First, a voice from the crowd answers the officials, then a murmur rises in the crowd, it intensifies and turns into the most terrible screams. The crowd begins to move.
Why doesn’t Vladimir Dubrovsky give angry peasants the opportunity to deal with officials? (4th textbook question.)
Vladimir Dubrovsky does not allow angry peasants to deal with officials, because he does not want to become a toy in the hands of a crowd of peasants, does not want to become an accomplice in the massacre and hopes for the justice of the tsar.
Chapter VI
Vladimir Dubrovsky came to the decision to burn down the “sad house” after he saw the portrait of his mother in a new way, read her letters to his father, where she talked about her little son, and heard the voices of clerks who demanded one thing or another with their presence and by behavior desecrating the bright memory of Dubrovsky’s father and mother. Let us help schoolchildren see the antithesis in the second paragraph of the chapter: the “world of family happiness” into which Dubrovsky plunged while reading letters from his mother is contrasted with the reality in which Vladimir Dubrovsky sees his father’s trampled honor and the defiant behavior of his clerks.
What prompted the peasants to join Dubrovsky? (2nd question in the textbook.)
The peasants joined Dubrovsky because they were outraged that they were going to be commanded and controlled not by natural nobles (whose right to own land and people they considered unshakable), but by clerks, people of ignoble origin. The archipelago blacksmith says: “...have you heard of the matter, the clerks are planning to own us, the clerks are driving our masters out of the lord’s courtyard...” The peasants perceived the insult inflicted on their master as their own insult.
Why does the blacksmith Arkhip destroy the clerks, but save the cat at the risk of his own life? (3rd question in the textbook.)
Question 3 is quite difficult for sixth graders. The blacksmith Arkhip destroys the clerks, but at the risk of his life saves a cat from the roof of a burning barn. He says to the children who are laughing at the pitiful animal: “You are not afraid of God: God’s creation is perishing, and you are foolishly rejoicing...” Arkhip perceives the cat as God’s creature, saving which will be a matter pleasing to God, but he does not perceive clerks as people, worthy of salvation: in his understanding, they violated the law established by God and the king. By helping Troekurov carry out an unjust trial, they violated God's commandments: they helped one person steal property from another, they lied and broke the oath by which they were obliged to tell the truth.
Let us pay attention to the speech characteristics of Arkhip the blacksmith in his conversation with Egorovna:
“Arkhipushka,” Yegorovna told him, “save them, the damned, God will reward you.”
“Why not,” answered the blacksmith.”
Where have we heard these words before?
Let us conclude that in the scene with the clerks (Chapter V) the “voice from the crowd” belonged to the blacksmith.
Let's look at the illustration by D. A. Shmarinov “Fire in the Dubrovsky estate” (p. 93 of the textbook).
Make up an oral story based on this drawing.
In the illustration by D. A. Shmarinov “Fire in Dubrovsky’s estate,” the young gentleman Vladimir Andreevich Dubrovsky is depicted in the center of the picture. It was as if he had just brought a splinter to the hay, which flared up brightly; “The flames shot up and lit up the whole house.” Dubrovsky took off his cap, saying goodbye to his home, and looks at the fire. To his left stands, leaning on his hand, the nanny Orina Egorovna Buzyreva, in a white scarf and apron, with her head sadly bowed. Behind her we recognize the figures of the Dubrovsky serfs: this is the coachman Anton with black hair and beard, the fair-haired Grisha, Yegorovna’s son, and - behind the figure of Anton - the blacksmith Arkhip, who locked the clerks, but at the risk of his life saved a cat from the roof of a burning barn .
On the left we see the flames of the fire. The flames are reaching towards Dubrovsky. There are horses standing in the background, above a group of people, sparks from the fire flying towards the black sky.
Dubrovsky's entire figure expresses pride and a sense of inner dignity. The figures of the serfs express a gloomy determination to follow their proud master: “... we will die, we will not leave you, we will go with you.”
II.Commented reading
Chapter VII
Students read Chapter VII.
Commenting on the chapter, let's say that Vladimir Dubrovsky was forced to become a robber by the death of his father and lack of livelihood, but main reason is that he, knowing the greed and corruption of officials, lost hope in fair decision trial and did not even hope to find protection from the tsar, because this required money, and Dubrovsky did not have it.
Chapter VIII
The student who performed individual assignment, reads expressively Chapter VIII or the episode “Deforge in the bear’s room” (with the words: “In Kirila Petrovich’s yard...”).
What qualities did Deforge show in the bear room?
What fact made an indelible impression on Marya Kirilovna? How did Marya Kirilovna’s attitude towards Deforge change?
Homework
Prepare an expressive reading of chapters IX-XI. Answer the textbook questions for the relevant chapters (pp. 147-148).
Lesson 24
The surrounding nobility visiting Troekurov. The owner's despotism
disrespect for the human person. Cowardice, servility,
greed of Anton Pafnutich Spitsyn. Composition
I. The surrounding nobility visiting Troekurov. Despotism of the owner, disrespect for the human person
Chapter IX
We start the lesson with expressive reading Chapter IX. Then we talk about the following questions:
How does Spitsyn explain his lateness?
What action does Spitsyn consider to be an action “in accordance with conscience and justice”? What really motivated Anton Pafnutich?
How does the owner behave during lunch? Pay attention to his dialogue with the police officer.
What qualities does Troekurov exhibit during lunch?
Let's help schoolchildren answer that Troekurov treats his guests rudely and despotically, mocks them, humiliates their human dignity (“We know you; where should you spend money, you live like a pig at home...”).
“The police officer got cold feet, bowed, smiled, stuttered and finally said:
Let's try, Your Excellency?
Compare the stories of Spitsyn and Globova. What characterization does each of them give to Dubrovsky?
Anton Pafnutich Spitsyn in his story says about Dubrovsky: “He’s no slouch, he won’t let anyone down, and he’ll probably take two skins off me.”
Anna Savishna Globova does not give a direct characterization of Dubrovsky, but retells the words of the visiting general: “... Dubrovsky attacks not just anyone, but famous rich people, but even here he shares with them, and does not rob outright, and no one accuses him of murder. ..” Globova says: “I guessed who His Excellency was, I had no need to talk to him.” But in the words of the landowner one can feel some sympathy and respect for the man who exposed the clerk’s tricks and thus returned her money.
The author introduces the stories of Spitsyn and Globova into the narrative in order to show the idea that the surrounding landowners have about Dubrovsky, to express the conflicting feelings of people towards the reluctant robber, and to more fully present to readers the appearance of the main character. The author uses antithesis to show the cowardice of Anton Pafnutich and the dignified behavior of Anna Savishna.
What did Troekurov say when the police officer read Dubrovsky’s signs? Why did Troekurov come to this conclusion?
What qualities did Dubrovsky show during the festive dinner in Pokrovsky? Why didn’t any of the guests guess that Deforge was Dubrovsky?
None of Troekurov’s guests guessed that Deforge was Dubrovsky, because no one could even expect that Troekurov’s enemy would appear at his home in the role of a French teacher. Dubrovsky did not give himself away in any way. He did not react to stories about himself and spoke only to Sasha and only to French. No one even suspected that he knew Russian.
II. Cowardice, servility, greed of Anton Pafnutich Spitsyn
Chapter X
What did Troekurov do when some guests wanted to go home?
How did the character of the evening change after Troekurov left?
Why did Spitsyn decide to spend the night with Deforge? Pupils read Chapter X expressively (from the words “Having come to the outbuilding...” to the end).
What qualities of character does Anton Pafnutich show?
III. Composition
Chapter XI
How did Dubrovsky become Deforge?
We invite students to briefly answer this question.
Dubrovsky at the post station met with a Frenchman who was traveling to Troekurov to serve as a teacher for little Sasha. Dubrovsky offered the Frenchman money to give him all the documents and immediately leave for France. The Frenchman agreed. So Dubrovsky became Deforge.
During his stay at Troekurov's estate, Dubrovsky showed restraint, composure, acting qualities, nobility and the ability to control himself.
Why did A. S. Pushkin break the sequence of presentation?
Pushkin disrupted the sequence of events so that the reader felt like a guest at a dinner who listened to conversations about Dubrovsky and did not know that he was sitting next to him; so that the reader experiences the same surprise as Anton Pafnutich, whose precious bag is taken away. Pushkin wanted to create mystery, intrigue, and he succeeded.
Homework
Make a (written) plan for the main events of Chapters VIII-XI. Read Chapter XII.
Lesson 25
Composition. Plot. Romantic story love of Vladimir and Masha
I. Composition. Plot
Let's ask the student to write on the board the plan of events of Chapters VIII-XI compiled at home.
Plan of main events of chapters VIII-XI
1) A French teacher arrived in Pokrovskoye.
2) Conversation between Kirila Petrovich and the Frenchman.
3) “Noble amusements of a Russian master.”
4) Deforge kills the bear.
5) “...The guests began to arrive.”
6) Festive lunch in Pokrovsky.
7) Stories by Spitsyn and Globova.
8) Signs of Dubrovsky.
9) End of the holiday.
10) Anton Pafnutich goes to bed in Dubrovsky’s room.
11) Deforge-Dubrovsky robs Spitsyn.
12) The French teacher is waiting for the horses in the caretaker’s house.
13) Dubrovsky buys documents from the Frenchman.
14) Dubrovsky comes to Troekurov with the Frenchman’s papers and becomes Sasha’s teacher.
15) Morning departure of the robbed Spitsyn.
Working collectively, to the right of the notes we use numbers (colored pencil or green pen) to indicate the true course of events.
We have restored the plot of the work.
* Plot - sequence and connection of events in a work of art.
Pushkin breaks the temporal sequence of events in order to create mystery, intrigue, and arouse the intense interest of readers.
We read the article in the textbook “Composition” (pp. 149-150). Let's write down the definition of composition.
* Composition - This is the construction of a work of art, the arrangement and interrelation of all its parts, images, episodes.
II. Romantic love story of Vladimir and Masha
Why did Dubrovsky look for an opportunity to live in Troekurov’s house and abandon plans for revenge?
Remember how Masha treated Deforge at first. Why?
What event made her change her attitude towards the teacher?
How did she feel when she received the note from Deforge?
How did Masha think through her behavior on a date? Was she able to behave the way she wanted?
Find Dubrovsky’s words explaining the refusal to take revenge.
“I realized that the house where you live is sacred, that not a single creature connected with you by blood ties is subject to my curse. I gave up revenge as if it were madness.”
What promise did Marya Kirilovna give to Dubrovsky?
Sixth graders may not immediately understand what a promise not to reject devotion means. Let's tell them about what's going on medieval Europe there was a tradition of knightly serving one's lady, demanding nothing from her other than that the lady accept the devotion of her knight. Dubrovsky understands that Marya Kirilovna cannot become his wife. He only wants to serve her and asks that she not reject his help. This is the kind of love we now call romantic.
Why was Dubrovsky forced to flee Pokrovsky?
How did Troekurov part with his guests?
Let us ask the students to remember how Troekurov ordered the gates to be locked so that guests could not go home on the day of the temple holiday in Pokrovskoye. Let's compare this act with how Troekurov at eleven o'clock, being out of sorts, sent the guests home. Let us draw a conclusion about Troekurov’s despotism and tyranny.
Homework
Lesson 26
Image of the Russian nobility. Troekurov and the prince
Vereisky. The fate of Marya Kirilovna and Dubrovsky
I. Image of the Russian nobility. Troekurov and Prince Vereisky. The fate of Marya Kirilovna
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1 Summary of a literature lesson in 6th grade. Lesson topic: “Romantic love story of Vladimir Dubrovsky and Masha Troekurova. Plot. Composition. Preparing for an essay." Lesson objectives: to expand students’ understanding of historical era 19th century; consider the love story of the heroes; develop ideas about the composition and plot of the work; teach how to select material for an essay and characterize characters. Type: combined lesson. Type: formation of new knowledge. Lesson plan. 1. Organization moment (1 min.). 2. Checking homework (15 min.). 3. Work on the topic of the lesson (20 min.). 4. Summing up the lesson (2 min.). 5. Home. ass with commentary on it (2 min.). During the classes. 1. Organization moment. Write down the topic of the lesson in your notebook. 2. Checking homework Vladimir Dubrovsky’s protest against lawlessness and injustice. Peasant revolt Conversation How did Troyekurov take the news of taking possession of the estate? Troekurov was embarrassed: “He was not selfish by nature, the desire for revenge lured him too far, his conscience grumbled. He knew the state of his opponent, the old comrade of his youth, and victory did not bring joy to his heart.” What opposite feelings did Troekurov experience? “Satisfied revenge and lust for power drowned out to some extent nobler feelings, but the latter finally triumphed.” Why was the reconciliation of former friends impossible? The repentance that Troekurov experienced came too late. Chapter V After the death of his father, Vladimir Dubrovsky felt spiritual grief. Pushkin writes that Vladimir’s face was scary, that he could neither cry nor pray. The author does not directly name the feelings that the young man experienced, but we can assume that he became embittered, that he felt a sense of wounded pride and a desire to avenge his father’s death. Christianity commands to forgive your enemies, but Vladimir Dubrovsky did not want to forgive Troekurov and therefore could not pray. Find and read the episode in which the feelings of Vladimir Dubrovsky are revealed. What technique does the author use to describe the hero’s state? Pushkin conveys Dubrovsky’s experiences by describing the thicket where he went after the funeral. Vladimir walked through the thicket, not making out the road, “...boughs constantly touched and scratched him, his legs constantly got stuck in the swamp, he did not notice anything.” Just as Dubrovsky could not make out the roads in the thicket, so he could not make out his confused feelings: “...thoughts, one darker than the other, were cramped in his soul... He strongly felt his loneliness.” In the passage describing Vladimir in the thicket of the forest, find the epithets. How do they help the reader understand the character's condition? (From the words: “He finally reached...” to “He felt his loneliness strongly.”) How do the judicial officials who came to “take possession” of Troekurov behave? Judicial officials, representatives of the law, who came to “take possession” of Troekurov, behave defiantly. They allow shameless statements about Dubrovsky, threaten his peasants, because they feel the strength and power behind them, backed up by Troekurov’s money. The anger and indignation of the peasants grows gradually, but the peasants experience particular indignation when the official insults Dubrovsky himself, the master and legal owner of the estate, and inspires the peasants that their master is Troekurov. First, the officials are answered by a voice from
2 crowds, then a murmur rises in the crowd, it intensifies and turns into the most terrible screams. The crowd begins to move. Find and read the remark of the “voice from the crowd”, the police officer’s response to it and the objection of the same voice. Why was the police officer so indignant at the peasant’s words? Why doesn’t Vladimir Dubrovsky give angry peasants the opportunity to deal with officials? Vladimir Dubrovsky does not allow angry peasants to deal with officials, because he does not want to become a toy in the hands of a crowd of peasants, does not want to become an accomplice in the massacre and hopes for the justice of the tsar. Chapter VI Vladimir Dubrovsky came to the decision to burn the “sad house” after he saw the portrait of his mother in a new way, read her letters to his father, where she talked about her little son, and heard the voices of clerks who demanded one thing or another, by their presence and behavior, desecrating the bright memory of Dubrovsky’s father and mother. Let us help schoolchildren see the antithesis in the second paragraph of the chapter: the “world of family happiness” into which Dubrovsky plunged while reading letters from his mother is contrasted with the reality in which Vladimir Dubrovsky sees his father’s trampled honor and the defiant behavior of his clerks. What prompted the peasants to join Dubrovsky? The peasants joined Dubrovsky because they were outraged that they were going to be commanded and controlled not by natural nobles (whose right to own land and people they considered unshakable), but by clerks, people of ignoble origin. The archipelago blacksmith says: “...have you heard of the matter, the clerks are planning to own us, the clerks are driving our masters out of the lord’s courtyard...” The peasants perceived the insult inflicted on their master as their own insult. Why does the blacksmith Arkhip destroy the clerks, but save the cat at the risk of his own life? The blacksmith Arkhip destroys the clerks, but at the risk of his life saves a cat from the roof of a burning barn. He says to the children who are laughing at the pitiful animal: “You are not afraid of God: God’s creation is perishing, and you are foolishly rejoicing...” Arkhip perceives the cat as God’s creature, saving which will be a matter pleasing to God, but he does not perceive clerks as people, worthy of salvation: in his understanding, they violated the law established by God and the king. By helping Troekurov carry out an unjust trial, they violated God's commandments: they helped one person steal property from another, they lied and broke the oath by which they were obliged to tell the truth. Let us pay attention to the speech characteristics of Arkhip the blacksmith in his conversation with Egorovna: “Arkhipushka, Egorovna told him, save them, the damned, God will reward you. Why not, answered the blacksmith.” Where have we heard these words before? Let's look at the illustration by D. A. Shmarinov “Fire in the Dubrovsky estate” (p. 96 of the textbook). Make up an oral story based on this drawing. In the illustration by D. A. Shmarinov “Fire in Dubrovsky’s estate,” the young gentleman Vladimir Andreevich Dubrovsky is depicted in the center of the picture. It was as if he had just brought a splinter to the hay, which flared up brightly; “The flames shot up and lit up the whole house.” Dubrovsky took off his cap, saying goodbye to his home, and looks at the fire. To his left stands, leaning on his hand, the nanny Orina Egorovna Buzyreva, in a white scarf and apron, with her head sadly bowed. Behind her we recognize the figures of the Dubrovsky serfs: this is the coachman Anton with black hair and beard, the fair-haired Grisha, Yegorovna’s son, and behind the figure of Anton the blacksmith Arkhip, who locked the clerks, but at the risk of his life saved a cat from the roof of a burning barn. On the left we see the flames of the fire. The flames are reaching towards Dubrovsky. There are horses standing in the background, above a group of people, sparks from the fire flying towards the black sky. Dubrovsky's entire figure expresses pride and a sense of inner dignity. The figures of the serfs express a gloomy determination to follow their proud master: “... we will die, we will not leave you, we will go with you.” Conclusion: Vladimir Dubrovsky was forced to become a robber by the death of his father and lack of means of subsistence, but the main reason is that, knowing the greed and corruption of officials, he lost hope of a fair court decision and did not even hope to find protection from the tsar, because this requires there was money, but Dubrovsky didn’t have it. 3. Work on the topic of the lesson. Preparing for an essay.
3 1. Plot. Composition. Novel. * Plot is the sequence and connection of events in a work of fiction. (p. 156). - Why does the author violate the temporal sequence of events, i.e. the sequence of presentation of the plot? Pushkin breaks the temporal sequence of events in order to create mystery, intrigue, and arouse the intense interest of readers. We read the article in the textbook “Composition” (p. 155). Let's write down the definition of composition. * Composition is the construction of a work of art, the arrangement and interrelation of all its parts, images, episodes. Let's tell the students that in the next lesson they will finish studying the first novel, which is included in school curriculum. Let's read the definition of a novel in the textbook (p. 156) and write it down in our notebook. * Roman is great narrative work, characterized by diversity characters and the branching of the plot. Indeed, the novel “Dubrovsky” depicts rich and poor nobles, judicial officials, police officers and stationmaster, yard peasants, blacksmith, coachman, nanny and others. The novel shows two generations of life of the nobles (Troekurovs, Dubrovskys) and peasant families(Orina Buzyreva and Grishka), various significant events in a person’s life are described: wedding, death; There is love story and detective intrigue. Roman raises important problem: how can a person live in a world where injustice and lawlessness reign? Troekurov lived in the era of serfdom and by birth belonged to the noble landowners who owned hundreds of serfs. The consciousness of his power over the people around him, impunity, servility, the flattery of others, the habit of considering himself superior to other people and not taking into account anyone but himself, idleness, the ability to fulfill all his whims and caprices made him an egoist and a tyrant. 2. Romantic love story of Vladimir and Masha. Why did Dubrovsky look for an opportunity to live in Troekurov’s house and abandon plans for revenge? Remember how Masha treated Deforge at first. Why? What event made her change her attitude towards the teacher? How did she feel when she received the note from Deforge? How did Masha think through her behavior on a date? Was she able to behave the way she wanted? Find Dubrovsky’s words explaining the refusal to take revenge. “I realized that the house where you live is sacred, that not a single creature connected with you by blood ties is subject to my curse. I gave up revenge as if it were madness.” What promise did Marya Kirilovna give to Dubrovsky? Sixth graders may not immediately understand what a promise not to reject devotion means. Let's tell them that in medieval Europe there was a tradition of knightly serving one's lady, without demanding anything from her other than that the lady accept the devotion of her knight. Dubrovsky understands that Marya Kirilovna cannot become his wife. He only wants to serve her and asks that she not reject his help. We now call this kind of love romantic. Why was Dubrovsky forced to flee Pokrovsky? How did Troekurov part with his guests? Let us ask the students to remember how Troekurov ordered the gates to be locked so that guests could not go home on the day of the temple holiday in Pokrovskoye. Let's compare this act with how Troekurov at eleven o'clock, being out of sorts, sent the guests home. Let us draw a conclusion about Troekurov’s despotism and tyranny. Rough plan essays. 1. Introduction. The time reflected in the novel. 2. Troekurov and A. Dubrovsky. 3.Protection problem human dignity 4. Who is to blame for the fact that Dubrovsky became a robber? 4. Summing up the lesson. 5. Home. ass with commentary on it. D.Z.: with (retelling), prepare for the essay.
4 Summary of a literature lesson in 6th grade. Topic: “R.r. Class essay “Protection of the human personality in the novel “Dubrovsky.” Goals:. Lesson plan. 1. Organization moment (1 min.). 2. Writing a draft essay (20 min.). 3. Writing an essay in white paper (15 min.). 4. Summing up the lesson (2 min.). 5. Home. ass with commentary on it (2 min.). During the classes. 1. Organization moment. Write down the title of the essay and plan in a notebook. 2. Writing a draft essay. The teacher provides individual consultations to students. 3. Writing an essay in a white paper. Students independently rewrite the essay in a notebook. 4. Summing up the lesson. The teacher collects literature notebooks. 5. Home. ass with commentary on it. D.Z.: prepare for the final test on the creativity of A.S. Pushkin.
5 Protection of the human personality in A.S. Pushkin’s novel “Dubrovsky” At all times, there were people who resigned themselves to the force and inevitability of circumstances and were ready to accept fate as it is with their heads bowed. But at all times there have been people who were ready to fight for their happiness, people who did not want to tolerate injustice, people who had nothing to lose. We can meet such people on the pages of A.S. Pushkin’s novel “Dubrovsky”. This work is deep and interesting. It impressed me with its idea, plot twists, sad ending, and characters. Kirilla Petrovich Troekurov, Vladimir Dubrovsky, Masha Troekurov are all strong and extraordinary personalities. But the difference between them is that Troekurov was by nature a good person, he had good friendly relations with the poor landowner Dubrovsky, he was characterized by human impulses, but at the same time he was a despot and a tyrant. Troyekurov is a typical serf-owner, in whom a sense of his own superiority and permissiveness, depravity and ignorance is developed to the limit. Whereas Dubrovsky and Masha are noble, sincere, pure and honest in nature. The main problem The novel is the problem of protecting human dignity. But, one way or another, she is connected with all the characters in the work. First of all, this problem concerns the Dubrovsky family, which Troekurov deprived not only of the family estate, but also encroached on their noble honor and dignity. Andrei Gavrilovich was confident that he was right, cared little about the court case that Troekurov started against him, and therefore could not defend his rights. Andrei Gavrilovich Dubrovsky could not stand it unequal fight with a stronger opponent and died. Then Dubrovsky Jr. had to defend his own honor. By chance he became the head peasant movement, to “administer your judgment.” But from the very beginning he did not agree with the methods of struggle against the landowners. His pure and sincere nature did not allow him to become a real cruel and merciless thug. He was fair and merciful, so Vladimir did not lead the peasants for long. The peasant revolt was spontaneous, their actions were often contradictory, so they submitted to Dubrovsky’s order, stopped the armed uprising and dispersed. “Terrible visits, fires and robberies have stopped. The roads have become clear." But why doesn’t Vladimir touch the property of his offender, the richest landowner in Troekurov’s district? As it turned out, Dubrovsky fell in love with Kirill Petrovich’s daughter, Masha, and for her sake forgave his blood enemy. Masha also fell in love with Vladimir. But these heroes could not be together. Kirill Petrovich forcibly married his daughter to the old Count Vereisky. Vladimir did not have time to save his beloved from a marriage with an unloved person. With such a plot twist, a sad ending, it seems to me that A.S. Pushkin shows that people in Russia are defenseless against evil and injustice. Neither the law nor society can protect him. He can only rely on his own strength. Therefore, I understand Vladimir Dubrovsky, who became a robber. What else could he do? Finding no protection from the law, he also decided to live by the unwritten rules of force and cruelty. But his noble, pure and sincere nature still limited the hero in this, making him a “noble robber.”
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27 Sep 2013. Download; To get the code. Masha Troekurova and Vladimir Dubrovsky (chapters XI XVI).. Topics of essays based on the novel “Dubrovsky”. 1147112995 abstract download business plan for an enterprise essay on the topic I
An essay on the topic of whether Pontius Pilate had a choice. The theme of choice in the novel by M.A. Bulgakova The Master and Margarita Roman N.A. It was a story about Pontius Pilate, the all-powerful procurator. In his own. Not only was he awarded
Class: 5 V.Ya.Korovina. Moscow: “Enlightenment”, 2007. Textbook: “Literature. 5th grade.” In 2 hours/ed. V.Ya.Korovina. Authors and compilers: 1. Introduction (1 hour) 2. Oral folk art(6 hours) 3. Old Russian
En: Dubrovsky's essay with a plan for 6th grade. 388361699 Oct 29, 2004... Zhenya Yaroshenko We present an essay by 6th grade student Evgenia Yaroshenko on the topic: Dubrovsky - a robber or a victim?. 2. Essay
ANALYSIS OF THE EPISODE “Sonya and Raskolnikov read the Gospel” from the novel by F.M. Dostoevsky “Crime and Punishment” (part 4, chapter IV) Introduction. 1. What is the theme of the novel? (Briefly say what the novel is about, without retelling
Author: O.I. GIZATULINA, teacher of Russian language and literature, Gulistan, Uzbekistan In this lesson we will get acquainted with the work of M. Gorky “The Old Woman Izergil”, which dates back to the period of his early work.
Essay on literature Topic of work: “Anna Karenina and Emma Bovary comparative analysis female images» Completed by: Sokolskaya Irina Pavlovna, 11th grade student of the State Budgetary Educational Institution Secondary School “OTs” in the village of Lopatino Supervisor: Anishchenko
LITERATURE Calendar-thematic plan Grade 7 Name of sections and topics Total hours Date Note INTRODUCTION (hours) Genres and genres fiction FOLKLORE (5 hours) 2 Genres of folklore. 3 Getting to know each other
Municipal educational institution "Secondary school 2 of Michurinsk" Literature lesson in the 6th grade on the topic: " Moral Lessons V. Rasputin (based on the story “French Lessons”).”
Somova Olga Vyacheslavovna St. Petersburg, private educational institution “St. Petersburg Gymnasium “Alma Mater”, department of full-time and correspondence distance learning, teacher of Russian language and literature Job features
GOU TsPMSS “Personality” teacher-speech therapist Dyagileva E.A Development of coherent speech junior schoolchildren with ONR and ZPR. Coherent speech is not just a sequence of interconnected thoughts that are expressed in precise
Abstract to the work program Class: 5 This work program has been compiled for students in grades 6 of general education institutions based on an approximate program of the main general education(a basic level of)
An essay on the topic of fighting for a person in the tragedy Faust The tragedy Faust by Johann Wolfgang Goethe: summary It should bring joy and fun to a person, and this is best done, Brother Valentin.
Archpriest Vladimir Vorobyov Word at the funeral service of Vitaly Vladimirovich Lukin July 11, 2014 1/5 As we farewell the departed, we sing the prokeimenon: “Blessed is the path to which the soul goes today,” “Blessed is the path that you have chosen and accepted.”
Essay on the topic of whether it is necessary to save The Cherry Orchard essay, Choose! Lopakhin, a wealthy merchant, helps many people try to save Ranevskaya’s cherry orchard. But to do this, all the trees need to be cut down! Cherry Theme
L.N. Tolstoy 1829 1910 Story “After the Ball” (1903). Contrast as the basis of the composition of the story by L.N. Tolstoy The writer was worried all his life by the thought of the lack of rights of the Russian soldier. But the story After the Ball goes far
Abstract to the work program on literature Class: 5 Level of study educational material: basic teaching materials, textbook: Working programm compiled in accordance with the mandatory minimum literary content
Zakirova Regina Konstantinovna, teacher primary classes Lesson topic: Essay based on the painting by F. P. Reshetnikov “Deuce Again.” Lesson objectives: Educational: To develop essay writing skills, formation
An essay on the topic of the rights or guilt of schismatics. But the fact that a person cannot help but sin, and therefore is guilty before God, is more or less self-evident. would he be able to portray Raskolnikov so convincingly?
Essay on the topic Taras Bulba and his sons, grade 7. The story of Taras Bulba, written by the famous literary figure Taras knew and understood that he and his comrades were entrusted with a great mission.
Becoming One Flesh: God's Plan for the Family. Leave father and mother 4B / 8 Presenters: Abel Voloshin, Alexander. Music/Program Announcement Hello! Welcome to the program " Family life" Thank you,
Class hour. We are all different, but we have more in common. Author: Alekseeva Irina Viktorovna, history and social studies teacher This class hour is built in the form of a dialogue. At first class hour the guys sit down
Essay reflection my understanding of human happiness Essays Essays by Tolstoy War and Peace essays based on the work. L. N. Tolstoy, Natasha Rostova won my heart, entered my life True
Topic 59. E. Schwartz “The Naked King”. old tale on new way Today in the lesson you will get acquainted with the wonderful storyteller of the 20th century Evgeny Lvovich Schwartz and his fairy tale play “The Naked King”. This
Special child in modern literature(based on the story “Blue Rain” by R. Elf) Concept: A special child is an organic part modern society Objectives: Educational: learn to characterize the heroes of fiction
An open lesson in the 7th grade on the topic “The spiritual beauty of the heroes of V.P. Astafiev’s story “The Photograph in which I am not”” using problem-based learning technologies. Conducted by A.A. Shtanchaeva - Russian teacher
Intro: Over the past few Sundays, we've looked at four important pre-engagement questions: 1. Are you a growing Christian? 2. Are you biblical about permission?
A.S. Pushkin. "The Tale of dead princess and about the seven heroes." The origins of the birth of the fairy tale plot. In the evening I listen to fairy tales and thereby compensate for the shortcomings of my upbringing. What a delight these tales are! Each one is
An essay on the topic of whether Russia needs bazaars. An essay on the topic of Evgeniy Bazarov. new hero or tragic, I mean his thoughts about poetry, art, nature and love. Last words
Routing literature lesson “The Tale of A. S. Pushkin “The Young Lady - Peasant Woman” Leikina L.S., teacher of literature and Russian language of the first qualification category, MBOU Secondary School 26 Subject, class Teacher
Prosecutors of two eras: Andrei Vyshinsky and Roman Rudenko ... industry and facilitate the restoration of capitalism in the USSR "... On July 31, 1938, the investigator even had to draw up a report regarding his behavior,...
Thematic planning lessons on speech development in grades 7-11 at GBOU SKOSHI 65 Grade 7 The ability to participate in a conversation, responding to previous statements and supplementing information with new facts. Usage
What does Tolstoy value in people in the novel War and Peace essay The great Russian writer Lev Nikolaevich Tolstoy is considered to be This type of work is considered War and Peace, known throughout the world. value
OGBOU "Education Center for Children with Special Educational Needs in Smolensk" Science Week 2017 The relationship between good and evil in A. Green's story " Scarlet Sails» Prepared by: Victoria Nikulina, 8th grade
Class: 5 V.Ya.Korovina. Moscow: “Enlightenment”, 2010. Textbook: “Literature. 5th grade.” In 2 hours/ed. V.Ya.Korovina. Authors and compilers: V.P. Polukhina, V.Ya. Korovina, V.P. Zhuravlev, V.I. Korovin. M.: “Enlightenment”,
An essay on the captain's daughter on the topic of love on the pages of Pushkin's story An essay on the work The Captain's Daughter by Pushkin: Pugachev as a leader For the first time on the pages of the story, Pugachev appears in
Essay on the topic I am a man free society I work myself, and for some reason I have to give part of it to the state? Why? We propose to analyze this topic in the form of an essay on social studies - freedom, task C9. Free