Analysis of “The Wonderful Doctor” Kuprin. Methodological development of a literature lesson: “Is there a miracle in A.I. Kuprin’s story “The Wonderful Doctor”? Make a plan for the story The Wonderful Doctor

Sections: Literature

Class: 5

Form of delivery: lesson - reflection.

Lesson objectives:

Development of semantic reading skills: extracting information from what is read, its interpretation; analysis of the content and some artistic features of the text; independent assessment of the heroes’ actions; determining the author's attitude to the characters and events of the story; understanding the author's intent.
Organization of spiritual communication, the content and meaning of which is the independent discovery by students of the moral laws of human society, the formation of a system of their spiritual and moral values, and the expansion of social experience.
Development of the emotional sphere and empathy culture of fifth-graders.

Methodological goal: lesson design taking into account the requirements of the Federal State Educational Standard LLC.

Means of implementing the methodological goal: joint goal setting, planning activities in the lesson; independent assessment activities on a criteria-based basis; techniques for working with text information: identifying key words, main episodes of the story, interpreting the content of the text read; raising questions of an ethical and moral nature, problem analysis of the story, role-playing reading, retelling; method of spiritual contact, reflective-analytical tasks (formulation of the main thoughts of the lesson, the “bright spot” technique), the “epigraph” technique, individual and group creative tasks, polylogue.

Formable universal learning activities

Cognitive UUD: independent selection and formulation of cognitive goals, semantic reading, search and selection of necessary information, conscious construction of a speech utterance, establishment of cause and effect relationships, argumentation.
Regulatory UUD: goal setting, planning, control of activities during the training session.
Personal UUD: value-semantic orientation, the relationship of actions and events with ethical principles and moral standards accepted in society; motivation for the process and results of activities.
Communication UUD: the ability to listen and hear, accept someone else’s point of view, formulate and argue one’s own opinion, the ability to work in a group.

Lesson equipment: portrait of A.I. Kuprin, multimedia presentation, exhibition of drawings “Our Vernissage”, self-assessment sheets.

Preliminary preparation for the lesson :

Read the story by A.I. Kuprin “Wonderful Doctor”.
Draw illustrations for the story and prepare their defense.
Find the lexical meaning of the word “mercy” in the explanatory dictionary.
Highlight the main episodes of the story and title them (group creative task).
Write a letter from Elizaveta Ivanovna to Savely Petrovich, the former owner of the head of the family (individual creative task).
Prepare an artistic retelling of the episode “In the dungeon of the Mertsalovs” (individual assignment).
Prepare a role-based reading of the episode “Mertsalov’s meeting with a stranger in the park” (group task).
Prepare a report about Nikolai Ivanovich Pirogov using various sources of information (individual task).

Progress of the training session

I. Motivational and installation stage

1. Introductory speech by the teacher.

Words can cry and laugh,
Command, pray and conjure,
And, like a heart, it bleeds,
And breathe the cold indifferently.
A call to become, and a response, and a call
The word is capable of changing its mode.
And they curse and swear by word,
They admonish, vilify, bless
Y. Kozlovsky

Today, the remarkable writer of the early twentieth century, Alexander Ivanovich Kuprin, addresses us with words of parting words and blessings for active good.

Announcing the topic of the lesson.

Today's lesson is a lesson in thoughtful reading. A thoughtful person is one who delves deeply into something. What will we delve deep into today?

2. Joint goal setting. Try to formulate the objectives of the lesson.

Formulating lesson objectives for students:

Understand the content of what you read, understand the author’s intent;

Evaluate the actions of the heroes;

Learn to formulate and argue your opinion;

Develop oral speech;

Participate in collective discussion of issues and problems;

Present the results of individual and group work.

3. Acquaintance with the plan for the upcoming work.

We will work on the content of the story “The Wonderful Doctor” according to plan

Lesson Plan

Let's meet the writer A.I. Kuprin
We are watching. We analyze. We are thinking
We formulate the main ideas of the lesson. Drawing conclusions
We evaluate our learning activities in class
Determination of criteria for self-assessment of activities (Annex 1).

II. Organizational and activity stage

“Good talent...” Meeting the writer.

Here is an excerpt from an article about the work of A.I. Kuprina. Read it, highlighting the key words that define the features of A.I. Kuprin as a person and writer (Appendix 2).

We are watching. We analyze. We are thinking.

Our lesson today is reflection. A.S. Pushkin stated: “Reading is nothing; meaningful reading – something; Reading that is meaningful and felt is perfection.” I invite you to reflect on the pages of the story you read. When understanding the content, be careful with the words. A book is often compared to a road. So, good luck!

Conversation on the content of what was read

Why do you think the story was called “The Wonderful Doctor”?

(The doctor, who unexpectedly appeared in the life of the poor Mertsalov family, radically changed its fate, saved it from inevitable death, gave it the opportunity to get back on its feet and take a worthy place in society).

Find synonyms for the word “wonderful”.

(wonderful, extraordinary, wonderful, amazing, magnificent).

Think about why the author chose the word “wonderful” from the rich synonymic range? What meaning does this word carry?

(The word “wonderful” is a derivative of the word “miracle”, i.e. magic. A miracle is the fulfillment of innermost desires, salvation, deliverance from troubles. This is what happens to the Mertsalov family, the heroes of this story).

Is the epithet “wonderful” chosen by the author related to the time period of the story? When does it happen?

(The events of the story take place on Christmas Eve, that is, on the eve of Christmas. Christmas for Christians is associated with the expectation of happiness, joy, and magic. The coming of Christ into the world is a great miracle that turned people’s lives upside down).

Do you love these amazing holidays, New Year and Christmas? How do you feel when they approach?

(Joyful anticipation of a surprise, gift, surprise, miracle).

How does the author convey the atmosphere of a festive evening? Find in the text a description of streets and shop windows.

(“... through the foggy windows of some house they saw a Christmas tree, which from a distance seemed like a huge cluster of bright, shining spots, sometimes they even heard the sounds of a cheerful polka...", “the festive excitement of the crowd”, “the laughing faces of elegant ladies. ..”).

But these Christmas trees are not lit for two boys standing in front of a grocery store window. Grisha and Volodya cast a “lovingly greedy look” at her, but the boys cannot hope for gifts.

Identification of the main episodes of the story (presentation of the group’s work):

In front of a grocery store window
In the dungeon of the Mertsalovs
Meeting in the garden
The doctor brought light and hope to the house
Changes in the life of the Mertsalov family

Artistic retelling of the episode “In the dungeon of the Mertsalovs” (individual assignment)
How does the author show the poverty and grief of the family? Pay attention to the “talking” details.

(The yard, which served as a natural cesspool for all residents; smoky walls, weeping from dampness; the constant smell of poverty; the cry of an infant; hearts clenched by acute, childish suffering; Grisha’s coat made from an old cotton robe; Mertsalov’s summer coat and felt hat) .

How did the family get into trouble?
What do you think was said in the letter to the former owner of the head of the Mertsalov family?
Presentation of an individual creative assignment “Letter from Elizaveta Ivanovna to Savely Petrovich.”
“He didn’t say a single word to his wife, she didn’t ask him a single question.” Why are husband and wife silent?

(“They understood each other by the despair they read in each other’s eyes”).

“In this terrible fateful year, misfortune after misfortune persistently and mercilessly rained down on Mertsalov and his family.” Could something like this happen today?

(Yes, and in our time people have to face many problems: unemployment, illness, lack of livelihood. These trials can be so difficult that sometimes even the strongest person gives up).

“Having gone out into the street, he walked aimlessly forward... He already wanted... to fulfill his terrible intention...”. Suicide is a terrible sin. Why does this thought occur to the head of the family?

(Mertsalov feels powerless. All his attempts to help his family, to get out of their plight end in failure. The family’s meager savings were spent on his treatment. He is alive, but the child is dead, little Mashutka is on the verge of death. Mertsalov is tormented by his conscience: “... run away without looking back, so as not to see the silent despair of a hungry family”).

What stopped him?

(The appearance of an unknown old man in the alley prevented the terrible intention from being fulfilled).

Do you think it was a coincidence that a wonderful old man appeared in a deserted evening garden?
Find a description of a snow-covered garden, embraced by evening peace. What artistic means convey the expectation of something special?

(“The trees, wrapped in their white vestments, dozed in motionless grandeur.” Comparing the snow cover of trees with vestments sets one in a high, solemn mood. The author uses epithets and personifications: “deep silence and great calm that guarded the garden”).

Role-playing reading of the episode “Mertsalov’s meeting with a stranger in the park” (group task).
Why did Mertsalov, at first becoming embittered, then open up to the stranger?

(No one had previously paid attention to the man tormented by grief, he was driven away and lectured, and the stranger asks about the trouble, is ready to help: “Tell me everything in order and as briefly as possible. Maybe together we will come up with something for you”) .

What followed?

(Without hesitation, the old man begins to act: “Ten minutes later, Mertsalov and the doctor were already entering the basement”).

Here it is, a real miracle, a miracle of a chance meeting! A man-made miracle, whose name is active compassion and participation. An “ordinary” miracle, natural for every conscientious person.
What changed in the poor family's house when the doctor arrived?
Expressive reading of the passage by the teacher to the words: “God grant that the coming year treats you a little more leniently than this one, and most importantly, never lose heart.”
Why do you think the “wonderful doctor” refused to give his name?

(This is a selfless and modest person; it is not for nothing that the adult Grigory Emelyanovich calls him a saint. Having done a good deed, he does not expect any gratitude for it).

How does the life of the Mertsalovs change further?

(“From then on, it was as if an angel of grace descended into our family”).

Did this holy man just perform a miracle? What does the word “holy” mean?

(Spiritually and morally pure, his active compassion had miraculous power).

The surname of the “wonderful doctor” is Pirogov. Nikolai Ivanovich Pirogov - famous surgeon, professor of medicine (1810 - 1881).

This is a selfless, selfless person who has devoted his entire life to saving people.

Message about Pirogov (individual task).

“Our opening day” (creative tasks: defense of illustrations for a story).

III. Control and adjustment stage

1. What does the word “mercy” mean?

(Willingness to help someone out of compassion).

2. Formulate the main ideas of the lesson using statements by Russian writers on the topic “Goodness and Mercy.” Which statements do you think are consistent with the main ideas of the lesson?

“Do good, no matter who. The good you have done will not be lost even if you forget about it.” (L.N. Tolstoy)
“Have compassion for each other. Have regrets and you will be happy.” (E.L. Schwartz)
“In all cases it is better to hope than to despair.” (I. Goethe)
“Be kind to each other. From evil comes evil.” (A.S. Green)

IV. Reflective-evaluative stage

Poem by V. Sergeev as a “bright spot” technique:

Hurry up to become more tolerant and kinder
And hurry to learn how to give,
So that later at the locked doors,
When the feast is over, you won’t find yourself.

Don't let your souls freeze! Believe in miracles!

Remember that anyone can perform a miracle if they are attentive to people and merciful.

Final creative work (homework).

Write an essay on one of the topics:

Is it possible to agree with the words of Grigory Mertsalov that “... that great, powerful and sacred thing that lived and burned in the wonderful doctor during his lifetime faded away irrevocably”?
In today’s life, is it necessary to follow Pirogov’s advice: “... the main thing is to never lose heart”?
What miracles should people believe in?

Methodological development of a literature lesson: “Is there a miracle in A.I. Kuprin’s story “The Wonderful Doctor.”

Form conducting: lesson - reflection.

Lesson objectives:

Development of semantic reading skills: extracting information from what is read, its interpretation; analysis of the content and some artistic features of the text; independent assessment of the heroes’ actions; determining the author's attitude to the characters and events of the story; understanding the author's intent.

Organization of spiritual communication, the content and meaning of which is the independent discovery by students of the moral laws of human society, the formation of a system of their spiritual and moral values, and the expansion of social experience.

Development of the emotional sphere and empathy culture of students.

Methodological goal: lesson design taking into account the requirements of the Federal State Educational Standard LLC.

Formable universal learning activities

Cognitive UUD: independent selection and formulation of cognitive goals, semantic reading, search and selection of necessary information, conscious construction of a speech utterance, establishment of cause and effect relationships, argumentation.

Regulatory UUD: goal setting, planning, control of activities during the training session.

Personal UUD: value-semantic orientation, the relationship of actions and events with ethical principles and moral standards accepted in society; motivation for the process and results of activities.

Communication UUD: the ability to listen and hear, accept someone else’s point of view, formulate and argue one’s own opinion, the ability to work in a group.

Lesson type: Textual Study Lesson.

Form of work: group

Methods and techniques: “Associative bush”, “brainstorming”, two-part tables, reading with stops, “Thick” and “thin” questions, “Sinquain”

During the classes: Guys, we are already familiar with the works of A.I. Kuprin. Today we will meet again with a wonderful writer. I think this is not the last meeting with this wonderful man.

A.I. Kuprin, guys, lived in a different time from us, knew a completely different world, much of which is irretrievably gone. But the feelings that worried his heroes also worry us today. And this is the key to Kuprin’s popularity among readers.

But before we listen to the story, look at the portrait of A.I. Kuprina. (Slide 2) How do you see a writer? (Children's answers). Look at this amazingly kind, simple, tired face. Restraint, silence and even some severity are seen in the gaze, but at the same time undisguised kindness.

He openly defended the weak, sang holy love, selfless friendship, he taught to be better, more beautiful, more noble even in the most difficult everyday circumstances.

Challenge stage (motivation)

On the desk:

Truly great is the man who has great mercy.

(Thomas a Kempis)
2. Mercy is never excessive... (Francis Bacon)

3. True mercy is the desire to benefit other people without thinking about reward.(Confucius)

What theme unites all the aphorisms? ( mercy)

Find synonyms for this word. ( kindness, compassion, sympathy)

Do I understand correctly that selfless help is also a manifestation of mercy?

Tell me, what profession do people show mercy every day? (doctor, doctor)

Reception "Associative Bush"(approximate version)

helps saves

wonderful doctorreliable(write on the board)

experienced heals

soul body

What images and associations do you have when you hear the word “doctor”? Describe this word using nouns, verbs, adjectives.

At home you read A.I. Kuprin’s story “The Wonderful Doctor.” Guys, what do you think this story is about?

(- This is probably a story about a doctor who performed a miracle: he cured a hopelessly ill man..

-Maybe this is a story about a doctor with a kind soul who selflessly helped all people.)

- Can you explain why this hero is not at the beginning of the story?

Lesson topic: Let’s find the interpretation of the words in S.I. Ozhegov’s dictionary:

What connects these two concepts - “mercy” and “miraculous”?

These are the questions we will try to answer in today's lesson. - Formulate the topic of the lesson (Is there a miracle in A.I. Kuprin’s story “The Wonderful Doctor”).

SLIDE 5-6

Today's lesson is a lesson in thoughtful reading. A thoughtful person is one who delves deeply into something. What will we delve deep into today?

2. Joint goal setting. Try to formulate the objectives of the lesson.

Formulating lesson objectives for students : SLIDE 7

Understand the content of what you read, understand the author’s intent;

Evaluate the actions of the heroes;

Learn to formulate and argue your opinion;

Develop oral speech;

Participate in collective discussion of issues and problems;

Present the results of individual and group work.

3. Acquaintance with the plan for the upcoming work.

We will work on the content of the story “The Wonderful Doctor” according to plan:

We are watching. We analyze. We are thinking

We formulate the main ideas of the lesson. Drawing conclusions

We evaluate our learning activities in class

Determination of criteria for self-assessment of activities (Annex 1).

II. Organizational and activity stage

I invite you to reflect on the pages of the story you read. When understanding the content, be careful with the words. A book is often compared to a road. So, good luck!

-What should we learn, learn and understand in our lesson? (consider how the concepts of kindness and mercy are shown in the story; find a problem in the text, analyze the story, characterize the main characters, cultivate a kind attitude towards people, etc.)

So we set the goals and objectives of our lesson.

We will work in groups.

Preparation for text comprehension.

Which of the characters did you like the most?

What epithet is included in the title of the story? How do you understand the meaning of the word wonderful ?

Now tell me the meaning of this word.

Today, while analyzing the story, you and I will have to find the answer to very important questions:

Why is the story called "The Wonderful Doctor"?

What miracle is the story talking about?Is there a miracle in the story? (Problematic question)

Updating knowledge

- The narration of the story is unusual.

How many narrators are there in this work? ( Two: the one with whom this story happened - Grigory Emelyanovich Mertsalov and the author, who conveys what he heard from another.)

This form of text construction (composition) is called “a story within a story.” (Slide 6)

Text analysis (WORK IN GROUPS)

- Where does this story begin? (The following story is not the fruit of idle fiction). Pay attention to the meaning of the word “fiction.” - How do you understand the meaning of what was said?

1st group:

1. Read the description of the deli window. Why do you think she attracted the boys' attention? ( It becomes clear: such a showcase for boys is a window into another life, joyful and wonderful, where everything is unusual, beautiful, calm and satisfying. The boys were very hungry. No wonder they cast a “lovingly greedy glance” at the display window.)

2. What time does the story take place? (Before New Year or Christmas).

________________________________________________________________

Now think about your mood before the holiday. What feelings do you experience as New Year and Christmas approaches? ( Joyful anticipation of a gift, surprise, surprise, miracle). (Slide 7)

But does this always happen? Does everyone see the smiles of their friends, feel love and happiness? After all, in life, next to prosperity and joy, there is grief, need and loneliness. So in our story, the heroes are initially in complete despair, despite the approaching holiday.

So, for Grisha and Volodya, the holiday atmosphere is left behind, what's ahead? (There are vacant lots...for more than a year now...) - read and comment. (Slide 8)

Group 2:

1. Can Grisha and Volodya hope for surprises and gifts during these holidays? Why did you decide so? ( No, they can't. A description of the wretched place where they live helps to understand this).

2. Where do the children live? Find interior details. Read it. Describe the interior of the house.

__________

Holiday atmosphere:

Gastronomic exhibition,

Dungeon,

Shining Christmas trees

Dampness of the walls,

Merry polka,

The terrible smell of kerosene fumes

Wonderful shops

Children's dirty laundry,

Festive crowd cheer

Laughing faces of elegant ladies.

_________________________________________________________________

Group 3:(Reading by role of dialogue with mother)

1. Find the dialogue in the text. Read expressively (mother, Grisha, Volodya)

2. What do you think the letter said? (Please help the family).

3. Could the doorman have given the letter to its intended destination? Why didn't he do this? (Obviously, the doorman is a cruel and evil person...)

_____________________________________________________________

Can we agree with the statement of the modern scientist Ilya Shevelev, who said the following: (Slide 9)

“The harder life is, the more callous some people become, and the more merciful others become?”

Which character could you apply these words to right now? (To the doorman).

How do you understand what the word “mercy” means? Find synonyms for it. (This is kindness, willingness to help someone).

_________________________________________________________________

Group 4:

1. Why did such a tragic situation arise in the Mertsalov family?

2. What was the Mertsalov family doing on the pre-holiday day? (The family was desperately struggling with poverty. The whole day was busy trying to squeeze out from somewhere at least a few kopecks for Mashutka’s medicine.)

3. What other attempts have been made to correct the current situation? (beg for money)

__________________________________________________________

Why is the Mertsalov family not getting help? (People have no time for them, everyone is busy with pre-holiday chores).

- Let's sum up the first results of our work.

So, a tragic, hopeless situation developed in the Mertsalov family; none of the people to whom they turned showed any mercy - readiness to help.

What problem do you see in this story? Discuss in your group. What is wrong? Why is it hard for them?

Problem: Poverty of the Mertsalov family. (Discuss in groups).

Problematic question: How to help the Mertsalov family? (Brought out in groups).

Solutions:

Have pity, sympathize

Offer money

Give the boys clothes

Offer to move to another apartment

Give my father a job.

Urgently buy medicine for Mashutka

Best option:(this is a complete answer to the problematic question) - discuss it in your group. (To help the Mertsalov family, you need to give his father a job, urgently buy medicine for Mashutka, advise him to move to another apartment; offer money to buy clothes for the boys).

Conclusion: if we do this, then everything will be fine in the Mertsalov family.

Which literary device using Kuprin again? ( antithesis: Kuprin contrasts the silence and tranquility of nature with Mertsalov’s tormented soul.)

What does he think about in the midst of deep silence and great calm? ( I also wanted the same silence).

And in this solemn silence, on the eve of Christmas, it was as if an angel had descended from heaven. Who was this angel? (Slide 11)

Find a portrait of a stranger. What definitions does Kuprin choose to characterize the doctor? ( Soft, affectionate, intelligent, serious face, extraordinary, calm, inspiring confidence).

How does Mertsalov behave?

Why didn’t the stranger leave, but listened to Mertsalov and wanted to help?
Group work
You have a card with different answer options, discuss. Which answer is closer to you? What is your point of view?

A) The stranger was a doctor, he was interested in working with sick people;
B) When he was studying, he simply took the Hippocratic oath and therefore had to help sick people;
C) The stranger felt compassion for those who really felt bad, not only physically, but also mentally.

What happened after the meeting in the park? ( The doctor urgently goes to the Mertsalovs!)

And here miracles begin! We continue reading from the words “And just like recently...” to the words “Having finished this lesson...”

(Under the guidance of the “wonderful doctor,” everything changes like in a fairy tale, the family returns to life. And the doctor acts so quickly that before the Mertsalovs have time to come to their senses, he quickly gets dressed and disappears.)

– What surprise awaits the Mertsalovs after the doctor disappears?

– How do the Mertsalovs find out the name of the “wonderful doctor”? (Pharmacy label on the medicine). Who was this wonderful doctor?

– Why didn’t the doctor identify himself? (Modesty, help from the heart, and not for gratitude).

– Who was given the task to work in the “Information Bureau”? Please give us information about Nikolai Ivanovich Pirogov. (Slide 12)

Pirogov Nikolay Ivanovich(1810-1881) - great Russian doctor, founder of military field surgery. Professor at the Medical-Surgical Academy in St. Petersburg. Pirogov's research brought Russian surgery to one of the first places in Europe. He was the first to use anesthesia during surgery, introduced a fixed plaster cast into practice...

Nikolai Ivanovich twice took part in hostilities, where he provided assistance to the wounded. He considered the life principle “to live not only for oneself” to be the basis of mercy. He contributed to the organization of the sisters of mercy movement in Russia. This movement later became known as the Red Cross Society.

“I love Russia, I love the honor of the Motherland, not rank,” he wrote. He treated everyone: including Emperor Alexander, when a terrorist shot him during a walk. But most of all, countless patients, mostly poor people, were waiting in his waiting room. They came to him in droves. He helped them as best he could. To write a prescription for a poor man and not give him money for the prescription was ridiculous. And he simply gave money to the poor. The charitable activities of Pirogov, a doctor, left a mark in fiction. Kuprin's story "The Wonderful Doctor" is a tribute to the humanity, kindness and nobility of Pirogov.

Let's return to Kuprin's story.

How did the life of the Mertsalov family change after meeting the wonderful doctor? (Mashutka recovered, her father found a job, two boys were placed in a gymnasium at public expense. Grisha grew up and became a major banker, but he always sympathized and helped the poor).(Slide 13)

This is truly a “wonderful” doctor. From what words can we conclude that a MIRACLE happened? (“From now on..”)

So, finishing the lesson, let's return to its beginning. Why is the story not just called? “Doctor” and “Wonderful Doctor”? (It heals not only the body, but also the soul).

What miracle is the story talking about? Is there a miracle in the story? (About the miracle of a chance meeting. About a miracle that any person with a sensitive heart can perform, about a miracle of mercy...) Answer to the question posed at the beginning of the lesson.

Group work

Now let’s get acquainted with the wise words of various great people. Such statements are called aphorisms:

1. “Sometimes we dream of things that are impossible in life, and life presents us with things that we never dreamed of.” ( I. Shevelev)

2. “Do not calm down in case of success, do not despair in case of trouble.” ( Seneca)

3. “In all cases it is better to hope than to despair.” (I. Goethe)

4. “When you do good, you yourself experience a joyful feeling.” ( M. Montaigne)

5. “None of us has the right to pass by suffering for which we, in fact, are not responsible, and not prevent it.” (A. Schweitzer)

6. “Behind the door of a happy person there should be someone with a hammer, constantly knocking and reminding that there are unhappy people and that after a short period of happiness, misfortune comes.” (A. Chekhov)

Discuss them in groups. Which one do you think most accurately reflects the main idea of Kuprin's story?

- What does Kuprin’s story teach? -What does the story make you think about?

Can we say with certainty that the story relevant, modern today?

Answers: Yes, there are many people who need someone's help.

Teacher: Many charitable foundations. For example, the “Kind Heart” foundation of the newspaper “Arguments and Facts” helps sick children. It has existed since 2003. Head of the program "AiF. Kind heart" - Margarita Shirokova. This fund provides financial assistance to sick people. There is a fund gift a life“One of the founders of this charitable foundation is our compatriot Chulpan Khamatova. They support children with cancer.

Look at the screen. Here are the logos of just a few charities. This means that there is still Goodness, Sympathy, Compassion, Mercy on Earth. And the main thing is to never lose heart, fight against circumstances and, at the first opportunity, extend a hand to someone who needs help.

Result: So, the miracle of helping a person without expecting gratitude should become an “ordinary miracle”, natural for every person. People like Dr. Pirogov exist in our real lives, which means there is hope for help and support from others. And the main thing is to never lose heart, fight against circumstances and lend a helping hand to those in need.

Reflection I'll give it to you now leaves in the shape of a heart - kind, selfless. Write on it your good deed, the good deed that you have done in your life. It is not necessary to sign, because good deeds are done from the heart.

IV. Reflective-evaluative stage

Remember that anyone can perform a miracle if they are attentive to people and merciful.

Homework :

Draw illustrations for the story and prepare their defense.

Highlight the main episodes of the story and title them.

Prepare a role-based reading of the episode “Mertsalov’s meeting with a stranger in the park” (group task).

The story “The Wonderful Doctor” by Kuprin was written in 1897 and, according to the author, is based on real events. Literary critics note signs of a Christmas story in the work.

Main characters

Mertsalov Emelyan- father of the family. He worked as a house manager, but after illness he lost his job, and his family was left without means of subsistence.

Professor Pirogov- a doctor whom Mertsalov met in a public garden helped Mertsalov’s family. The real prototype of the hero is the great Russian physician N.I. Pirogov.

Other characters

Elizaveta Ivanovna- Mertsalov's wife.

Grisha (Gregory)- Mertsalov’s eldest son, he is 10 years old.

Volodya- Mertsalov’s youngest son.

Mashutka- daughter of Mertsalov, “a girl of seven years old.”

Kyiv, “about thirty years ago.” Twenty degree frost. Two boys, the Mertsalovs Volodya and Grisha, stood “for more than five minutes” looking at the window of a grocery store. In the morning they themselves ate only empty cabbage soup. Sighing, the guys hurriedly ran home.

Their mother sent them to the city on an errand - to ask for money from the master for whom their father had previously served. However, the master's doorman drove the boys away.

The Mertsalov family, suffering from poverty, lived for more than a year in the basement of a dilapidated, rickety house. The youngest daughter Mashutka was very ill, and the exhausted mother, Elizaveta Ivanovna, was torn between the girl and the infant.

“In this terrible, fateful year, misfortune after misfortune persistently and mercilessly rained down on Mertsalov and his family.” First, Mertsalov himself fell ill with typhoid fever. While he was undergoing treatment, he was fired from his job. The children started getting sick. Their youngest daughter died three months ago. And so, in order to find money for Mashutka’s medicine, Mertsalov ran around the city “begging and humiliating himself.” But everyone found reasons to refuse or simply kicked me out.

Returning home, Mertsalov finds out that the master did not help in any way, and soon leaves again, explaining that he will at least try to ask for alms. “He was overcome by an uncontrollable desire to run anywhere, to run without looking back, so as not to see the silent despair of a hungry family.” Sitting down on a bench in a public garden, Mertsalov, in despair, was already thinking about suicide, but noticed an old man walking along the alley. The stranger sat down next to Mertsalov and began to tell him that he had bought gifts for the guys he knew, but decided to go into the garden on the way. Suddenly, Mertsalov was overcome by a “tide of desperate anger.” He started waving his arms and shouting that his children were dying of hunger while the stranger was talking about gifts.

The old man did not get angry, but asked to tell everything in more detail. “There was something in the stranger’s extraordinary face<…>calm and inspiring confidence." After listening to Mertsalov, the old man explained that he was a doctor and asked to be taken to the sick girl.

The doctor examined Mashutka and ordered that firewood be brought and the stove lit. After writing out the prescription, the stranger quickly left. Running out into the corridor, Mertsalov asked the name of the benefactor, but he replied that the man should not invent nonsense and return home. A pleasant surprise was the money that the doctor would leave under the tea saucer along with the prescription. While purchasing the medicine, Mertsalov learned the name of the doctor; it was indicated on the pharmacy label: Professor Pirogov.

The narrator heard this story from Grishka himself, who now “occupies a large, responsible post in one of the banks.” Each time, talking about this incident, Gregory adds: “From then on, it was as if a beneficent angel descended into our family.” His father found a job, Mashutka recovered, and his brothers began studying at the gymnasium. Since then they have seen the doctor only once - “when he was transported dead to his own estate Vishnyu.”

Conclusion

In “The Wonderful Doctor,” the personality of the doctor, a “holy man” who saves the entire Mertsalov family from starvation, comes to the fore. Pirogov’s words: “never lose heart” become the key idea of the story.

The proposed retelling of “The Wonderful Doctor” will be useful for schoolchildren in preparing for literature lessons and tests.

Story test

Check your memorization of the summary content with the test:

Retelling rating

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Literature lesson plan for 6th grade

Teacher of Russian language

And literature

MAOU "Secondary School No. 6"

G. Kogalyma

Yurichka Marina Yurievna

Subject

Lesson type: mastering new knowledge.

Planned learning outcomes:

Subject:

Cognitive sphere:have knowledge about the life and work of Kuprin; know the characters of the work, the genre features of the Christmas story; distinguish between the image of the narrator and the author in the work; identify artistically significant figurative and expressive means of language in the text; be able to create a verbal portrait based on acquired knowledge;

Value-orientation sphere: to form one’s own attitude towards Kuprin’s story “The Wonderful Doctor”, its problems”; to become familiar with the spiritual and moral values of Russian literature; evaluate classmates’ expressive reading; analyze forms of expression of the author's position;

Communication sphere:stories, oral answers to questions using quotations;

Aesthetic sphere: determine the artistic function of visual and expressive means of language in a work.

Personal: realize the personal meaning of the teaching; show readiness for self-development.

Metasubject: (criteria for the formation/assessment of components of universal learning activities - UUD)

Cognitive: navigate through reference literature; answer the teacher’s questions and draw conclusions; find the necessary information in the textbook,

Regulatory : master the ability to understand the educational objectives of the lesson, evaluate their achievements in the lesson;

Communication: have the ability to pronounce a monologue and conduct a dialogue. work individually in a group; formulate and defend your opinion; show respect for another person, his opinion, and civic position.

Equipment: textbook “Literature. 6th grade” edited by V.Ya. Korovina, portraits of A.I. Kuprin and N.I. Pirogov, illustrations for the story “The Wonderful Doctor,” multimedia projector, computer.

Man learns goodness from man

Ch. Aitmatov

Stage	Teacher activities	Student activities
Organizational (1 min)
Purpose: to prepare students for work in the lesson.	The teacher greets the class. Presents the topic of the lesson.	Interact with the teacher.
Setting the goals and objectives of the lesson. Motivating students' learning activities (2 min)
Goal: development of motivation for educational activities.	Helps to formulate the purpose of the lesson. Students create a lesson plan	Formulate the goals and objectives of the lesson, draw up a lesson plan
Updating knowledge (5 min + 2 min)
Goal: by reproducing previously acquired knowledge, prepare the ground for the active assimilation of new material, i.e. make previous knowledge relevant at the moment	Checking homework	Work in pairs and answer questions
Primary assimilation of new knowledge (3 min)
Goal: ensuring the perception of comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study.	Asking questions	Message, answer questions
Initial comprehension check (6 min)
Goal: to establish the correctness and awareness of mastering new educational material.	Asking questions	Work in a group and answer questions
PHYSICAL MINUTE (1 min)
Primary consolidation (10 min)
Goal: ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation.	Helps identify signs	Message, fill out the table in groups
Control of assimilation, discussion of mistakes made and their correction (5 min)
Goal: identifying the quality and level of mastery of knowledge and methods of action, ensuring their correction.	Corrects answers if necessary	Read out the answers
Information about homework, instructions on how to complete it (1 min)
Purpose: to ensure an understanding of the purpose, content and methods of completing homework.	Explains how to do homework	Select homework level
Reflection (summarizing the lesson) (5 min)
Goal: mobilizing students to reflect on their behavior, mastering the principles of self-regulation and cooperation.	Evaluates class work	Evaluate their work. The Pyaterochka method

A.I. Kuprin. "The Wonderful Doctor" as a Christmas story

The topic of the lesson is hidden on the board under the leaves.

1. Organizational stage (slide 1) (1 min)

The lesson begins.

It will be useful for the guys.

Try to understand everything

Learn to reveal secrets,

Give us complete answers

And don't yawn in class.

The bell has rung for us

Everyone calmly entered the classroom,

Everyone stood up at their desks beautifully,

Greeted politely

They sat down quietly, with their backs straight.

Let's all sigh with a smile

And let's begin our lesson.

(slide 2) Guys, the topic of our lesson is hidden in the next puzzle. Try to figure it out.

(slide 3 after showing the topic of the lesson)

2. Setting the goals and objectives of the lesson. (2 minutes)

Guys, what do you think is the purpose of our lesson?

The purpose of the lesson is to conduct a moral assessment of the characters, to find out which story is called a Christmas story.(Click on the target when announced)

Lesson objectives: 1. Evaluate the heroes.

2. Identify the features of a Christmas story.

(Click on tasks when announced)

Now let's draw up a plan for our work. What do we need to do to achieve our goal?

Remember the story. Retell the main points using illustrations. Follow the movement of the plot.
Tell about the doctor and his prototype.
Conduct a moral assessment of the heroes.
Identify the features of a Christmas story.

Guys, today in class you will need to evaluate not only yourself, but also your classmate. Find your assessment sheets on your desk, which you will fill out during the lesson. They list the types of work you will do and which you will need to evaluate.

3. Updating knowledge (5 min)

Well done! Now we are ready to go. And according to our work plan. What are we going to do now?

Blitz survey.

What impression did A.I.’s story make on you? Kuprina?

What idea do you think is dear to the author in this story?(Sensitive, attentive attitude of one person to another, timely help, mercy.)

Composition (story within a story). How do you explain it?

Who are they, the heroes of the story “The Wonderful Doctor”?

In what situation do we first meet the brothers Grisha and Volodya?(“The brothers stood at the window of a grocery store, in 12-degree frost, and laughed... In fact, they were hungry and carried a letter on behalf of their mother.”)

What words in the description of the home help to understand the family's plight? Find it in the text.

Do any of you know the “smell of poverty”?(We read about this in V. Korolenko’s “Children of the Underground.”)

- Which character is more sympathetic? Why? How did the family end up in such a dire situation? How do family members get out of the situation, how do they treat each other?

Place the events of the story in the correct sequence. Put numbers 1-6 (Work in pairs)(2 minutes)

Subsequence	Event
	... my brother and I managed to get admitted to the gymnasium at public expense.
	The older boy suddenly began to anxiously rummage through the deep pockets of his robe.
	I heard this story from the lips of... the same Grishka, who on the Christmas Eve I described shed tears into a smoky cast iron pot with empty borscht.
	As the boys walked, the streets became less crowded and darker.
	The boys were slurping borscht, sitting in the same places. Frightened by the long absence of their father and the immobility of their mother, they cried, smearing tears over their faces with dirty fists and pouring them abundantly into the smoky cast iron.
	Two boys, standing in front of the huge solid glass window of a grocery store, began to laugh uncontrollably, pushing each other in the side with their elbows, but involuntarily dancing from the cruel cold.

Amazing! Well done!

Primary assimilation of new knowledge. (slide 5) (3 min)

Who is this Doctor Pirogov? (report about Pirogov)

What did Dr. Pirogov do for Russian medicine? (great contribution to surgery)

Do you think Pirogov’s life was an example of serving people? (Yes)

Why has the ability to serve people always been considered the highest human value?

Initial check of understanding (slide 6) (6 min)

Look up the meaning of the word "wonderful" in the dictionary. (on slide)

What miracle did the doctor perform?

Guys, why do you think the story is called “The Wonderful Doctor”?

Give a moral assessment of the actions of the doctor and other characters in the story.

To do this, divide into groups and fill out the table. 2 minutes to complete the task.

Read out your answers.

6. PHYSICAL MINUTE – slide 7 ( 1 min)

7. Primary consolidation

Guys, what is the main idea of the story? (Don’t be discouraged, don’t lose heart, remain human in any situation)

Listen to the message and identify the main features of a Christmas story. (listen to the message, identify signs) – 5 min(8 slide)

Well done! Now find the table on your desks and fill it in with examples of characteristics of a Christmas story. - 5 minutes.

8. Control of assimilation, discussion of mistakes made and their correction (5 min) – slide 9

Read out your answers. (group work)

Signs of a Christmas Story	Examples
Three-level organization of story space	Mertsalovs' basement (hell); Festive city (land); Mertsalov the father finds a job (paradise)
Material crisis of heroes	Mertsalov loses his job due to illness, Children start to get sick Mertsalov cannot find a new job Mertsalov is preparing for suicide
Miracle	Mertsalov's meeting with the doctor in the winter garden
A bright and joyful ending to the story	Mashutka recovers, Mertsalov finds a job, Grisha and Volodya enter the gymnasium. Grigory Mertsalov holds a post at the bank
Social themes of the story	Don’t be discouraged, don’t lose heart, remain human in any situation

Answer the question: “Why is the story called a Christmas story?”

9. Information about homework, instructions on how to complete it (1 min) slide 10

10. Reflection (summarizing the lesson) (5 min) 11 slide

Reflection technique “Pyaterochka”

Guys, get some clean sheets on your desks. Trace the outline of your palm. In each finger, write down your opinion about the lesson.

The thumb is important and interesting to me.

Index finger – it was difficult for me.

The middle finger was not enough for me.

Ring finger – I didn’t like it.

Pinky - my suggestions.

Three minutes to complete.

Now read the resulting drawings.

12 slide

The lesson is over and the plan is completed.

Thank you guys very much.

For working hard and together,

And the knowledge definitely came in handy for you