It is impossible to summarize the work “In Bad Society” in a few simple sentences.

And why all? Because this work, which looks like a story, in essence “pulls” on a full-fledged story.

On the pages of Vladimir Galaktionovich Korolenko’s masterpiece, the reader will meet more than a dozen heroes and follow their fate, rich in twists and turns, over the course of a couple of months.

“In a Bad Society” by V. G. Korolenko - the history of creation

Many schoolchildren are interested in the question, how many pages are there in a work? The volume is small, only 70 pages.

Vladimir Galaktionovich Korolenko (1853-1921)

Vladimir Korolenko wrote the text “In Bad Society” while in exile in Yakutia (1881 – 1884). The writer finalized the book already in St. Petersburg, in 1885, while in a pre-trial detention center.

The opus, the genre of which was defined as a story, was published in the same year in the magazine “Russian Thought”.

The story was reprinted many times, and after several years it was changed and released under the title “Children of the Dungeon.” Today, the story, the meaning of the title and the theme of which - the hard life of the poor and disadvantaged - is recognized as the pinnacle of the writer’s work.

The main characters and their characteristics

The main character of the work is the boy Vasily. The child lives with his father in the South-Western region, in the town of Knyazhye-Veno.

The city, which was mainly inhabited by Poles and Jews, is described by the author so naturalistically that it is easy to recognize it as exactly the end of the 19th century.

The boy's mother died when the boy was only six. The father is bogged down with work. His profession is a judge, he is a respected and rich man. Immersed in work from grief, the father did not spoil the child with attention and care.

The boy could freely leave the house unaccompanied, so he often walked aimlessly around the city, keen on discovering its secrets and mysteries.

One of the city's mysteries is an old castle on a hill among ponds. Once this majestic structure was the residence of a real count, but now it is abandoned and gave shelter only to a group of beggars.

A conflict flares up between the inhabitants of the ruins; some of the beggars are thrown onto the street. The “winners” remain to live in the castle. This is old Janusz, who once served the count, a group of Catholics and several other former servants.

Expelled from the count's residence, the poor fellows "moved" to a basement not far from the abandoned chapel.

The head of this group of beggars calls himself Pan Tyburtsy. Pan is a mysterious and ambiguous person. Almost nothing is known about his past.

Some of his fellow sufferers consider him a wizard, others - an exiled impoverished nobleman.

Tyburtsy sheltered two orphans, Valka and his sister Marusya. Vasya meets both groups of beggars. Janusz invites the boy to visit, but the child is more interested in Marusya and Valk.

The old intelligent servant Janusz, with whom Vasya nevertheless maintains a relationship, reproaches the boy for his friendship with “bad society,” which he considers the second group of beggars to be.

Vasily thinks a lot about his unfortunate father, remembers his mother, and reflects on how he became close to his sister Sonya after the death of his parent.

Vasya and his friends head to the chapel to see Marusya and Valk. The children begin to be afraid of the mysterious place and run away in all directions without reaching it. Vasily enters an abandoned building alone and meets with Valk and Marusya. The orphans are glad to see the guest and invite him to come more often, but keep the meetings secret from the strict Master Tyburtsy, who is their adoptive father.

The main character comes to new friends as often as he can. At some point, Vasya notices that Marusya is feeling worse and worse. The girl's adoptive father is sure that her life is being sucked away by the gray stone. This is understandable; life in damp dungeons is unsafe for children.

Vasily sees how Valek is forced to steal a bun to bring it to his hungry, sick sister. The main character condemns the homeless boy for his wrong action, but his pity is stronger than his sense of justice.

The child is very sorry for Marusya, who is stricken with illness. Arriving home, Vasya cries.

Vasily completely accidentally encounters Pan Tyburtsy. The boy is a little scared, but the man and the child very quickly find a common language and become friends. The old servant Janusz from the castle complains to the judge about “bad society.”

Chapters 8 - 9

Marusya's health is deteriorating. Vasily often visits new friends.

In order to somehow please the sick girl, Vasya asks his sister to give him the doll. She gives it away without asking her father’s permission. Upon discovering the loss, the parent becomes angry.

Vasily cannot take the toy from the sick girl; she is delirious, clutching the doll to herself as a symbol of last hope. Vasya's father locks him at home.

After some time, the story with the doll ends. The toy is brought to Vasya’s house by... Pan Tyburtsy. The man says that Marusya gave her soul to God and tells Vasily’s father about the friendship of their children. Dad lets Vasya say goodbye to Marusya.

Tyburtsy and Valek leave the town. A little later, almost all the other tramps disappear. Vasya and his family come to his friend’s grave. Having matured, Vasily and Sonya pronounce vows over Marusya’s grave and leave their hometown.

Analysis of the work “In Bad Society”

Students study this powerful, lyrical and very sad classic in fifth grade, but the story can be just as interesting and useful for adults.

Korolenko incredibly reliably described such a rare phenomenon as true, strong, absolutely selfless friendship. Quotes from the story of Vasya and the “children of the dungeon” will not leave anyone indifferent.

Conclusion

After finishing reading a book, schoolchildren and students often write reviews or leave short notes in the reading diary. It is worth noting the following main idea: at the end of the story, the main character Vasily began to have a completely different attitude not only towards his father, but also towards himself.

Having drawn conclusions from everything that happened, the boy learned to sympathize with the grief of others, to be loving, understanding and responsive.

"In bad company." Lessons based on the story by V. Korolenko

I'M GOING TO CLASS

Olga ERYOMINA

5th grade

Lessons based on the story “In Bad Society” by V. Korolenko

Lesson 1. V.G. Korolenko: the writer’s childhood, the beginning of literary activity. "In Bad Society"

I. Program edited by V.Ya. Korovina turns to the work of V.G. Korolenko only once: in the 5th grade. With this in mind, we invite the teacher to talk in detail, but at a level accessible to fifth graders, about this wonderful writer and person.

Teacher's word.(Materials from the article used: Guskov S.N..: Russian writers. XX century // Biobibliographical dictionary. M.: Education, 1998. Part I. pp. 665–670.)

In our lives we meet many people who act “like everyone else,” “as is customary.” There are other people - there are very few of them, and meetings with them are precious - meetings with people who act as the voice of their conscience tells them, never deviating from their moral principles. From the example of the lives of such people, we learn how to live. Such an amazing person, the “moral genius” of Russian literature, was Vladimir Galaktionovich Korolenko.

Korolenko was born in 1853 in Zhitomir. His father, a district judge, was known for his crystal honesty. Mother was very impressionable and religious. Korolenko knew Russian, Polish and Ukrainian languages, visited Orthodox and Catholic churches. His father died when Vladimir was only thirteen years old, and the family was left without a livelihood. Soon the family moved to the city of Rivne, where Korolenko began studying at a real gymnasium (there was no other gymnasium in Rivne).

In those days in the Russian Empire there were two types of gymnasiums: real and classical. In the classical gymnasium they studied ancient languages ​​- ancient Greek and Latin - and to enter the university it was necessary to pass exams in these languages. After a real gymnasium, it was impossible to enter a university: a graduate could only count on receiving a “real” education: engineering, agricultural.

Korolenko graduated from high school with a silver medal and came to St. Petersburg to study. Material difficulties prevented this: I had to earn money through odd jobs. Korolenko colored botanical atlases, read proofs and translated. In 1874, Korolenko moved to Moscow, which was not the capital at that time, and entered the forestry department of the Petrovsky Academy (now the Agricultural Academy named after K.A. Timiryazev).

Strict police procedures were established at the academy: after the Paris Commune of 1871, workers and socialist parties arose all over the world, the First International - the International Workers' Association - operated, and the tsarist government was afraid that communist ideas from Western Europe would penetrate into Russia. Special people reported on everything that was happening at the academy, whose students traditionally went on internships abroad.

The students were dissatisfied with the police procedures at the academy. Korolenko attended meetings of revolutionary-minded youth in Moscow. In 1876, he submitted a collective petition on behalf of seventy-nine students to abolish police regulations at the academy and was sent into exile in the Vologda province for a year. A year later, Korolenko became a student again and was expelled again. Then Korolenko began working as a proofreader in a newspaper, where the first note of the future writer was published.

The tsarist government considered Korolenko a “dangerous agitator and revolutionary,” and in 1879 Korolenko was arrested on false suspicion and deported to the Vyatka province. There he made friends with the peasants and six months later he was expelled to a new place - “for getting closer to the peasant population and for having generally harmful influence.”

Korolenko wrote his first serious work - the essay “Wonderful” - on the way to another exile in the Vyshnevolotsk political prison.

In 1881, Emperor Alexander II was assassinated. All residents of Russia were required to take an oath of allegiance to the new Emperor Alexander III. It was a formal procedure, but Korolenko was a man who could not go against his conscience in anything, and refused to swear allegiance to the new emperor. He wrote: “I have personally experienced and seen so much untruth from the existing system that I cannot give a promise of allegiance to the autocracy.” For this he was sent to the most difficult and lengthy exile - to Yakutia, to the settlement of Amga. It was there, in distant Yakutia, that Korolenko became a real writer, and it was there that he created the story “In a Bad Society.”

Returning to Central Russia, Korolenko quickly became a famous writer, collaborated with many magazines and newspapers, then himself became a co-publisher of the magazine “Russian Wealth”. Until the end of his life, Korolenko remained a defender of justice, always speaking in his works on the side of those who are unhappy. This fidelity to the truth and the voice of his conscience was the uniqueness of Korolenko’s personality, whose perseverance and courage surprised his contemporaries and can serve as an example for you and me.

II. "In bad company." We will strive to ensure that the text of the story is heard as often as possible in class. In the 5th grade, when children’s range of reading interests is just forming, the perception of a work and interest in the work of its creator depend on how emotional and personally motivated the first acquaintance with the work was. We believe that familiarity with most of the works included in the curriculum in the 5th grade should begin in class with an emotional upsurge. Good reading by a teacher will captivate children and encourage them to further actively read software and other works.

Reading the first three chapters of the work takes (depending on the pace of reading) 25–30 minutes. With the help of intonation, the teacher will be able to convey Vasya’s rejection of the scene of the expulsion of unwanted people from the castle, the complexity of Vasya’s relationship with his father. The scene of Vasya’s first acquaintance with Valek and Marusya in the chapel, which is the beginning of the work, will interest children and encourage them to read the story to the end at home.

Lesson 2. Plot and composition of the story “In Bad Society”

I. Starting the lesson, we will ask the children about their impressions of the story. After listening to the children's statements, we ask:

Do you think the work we read is a story or a story? Why?

Let's read the definition of the story (p. 42 of the textbook) and write it down in our notebook.

A story is one of the types of epic work.

The story is a small form: one storyline, one main character.

The story is a medium form: two or three plot lines, two or three main characters.

A novel is a large form: several plot lines, a large number of characters.

Why can we call “In Bad Society” a story? How many main characters are there in this work? Name them.

What is a plot?

Let's remember that plot- this is a series of events that form the basis of the work.

How do you understand what a “storyline” is?

Story line- a series of events happening to one hero.

How many storylines can be identified in Korolenko’s work?

The answer to this question will be quite difficult for children. Let's highlight Vasya's life line(let’s note the problem of Vasya’s relationship with his father) and life line of the Tyburtsia family. The intersection of these lines leads to changes in Vasya’s life and in the life of this family.

For further work, we will need a good knowledge of the content of the story, so we propose to draw up a complex outline of the story, highlighting the boundaries of the episodes. During the work, the teacher will comment on places that are incomprehensible to the students and find out what problems turned out to be relevant for the children.

II. An image of a gray, sleepy city. Vasya's relationship with his father.

Conversation

On whose behalf is the story being told?

Vasya is the son of a judge. A judge is perhaps the only representative of the law in a small town, a “shtetl,” located in the southwest of the Russian Empire.

“Sleepy, moldy ponds”, “gray fences”, “blind-sighted huts sunk into the ground” - all this creates the image of a town living a small life in which there are no bright feelings and events.

What prompted old Janusz to drive some of the residents out of the castle? Who disliked them?

“But Janusz and the old witches, screaming and cursing, drove them from everywhere, threatening them with pokers and sticks, and a silent watchman stood to the side, also with a heavy club in his hands.” The guard is a policeman, which means that the expulsion was carried out with the knowledge and under the auspices of the police.

How was Vasya’s relationship with his father?

Let us be careful when discussing this issue: many students do not have well-being in their families, and we need to be attentive to the feelings of children so as not to traumatize them. Let us pay attention to Vasya’s desire to get closer to his father, to his father’s deep grief after the death of his beloved wife.

Vasya's mother died when he was six years old. From that time on, the boy felt constant loneliness. The father loved his mother too much when she was alive and did not notice the boy because of his happiness. After the death of his wife, the man's grief was so deep that he withdrew into himself. Vasya felt grief that his mother died; the horror of loneliness deepened, because the father turned away from his son “with annoyance and pain.” Everyone considered Vasya a tramp and a worthless boy, and his father also got used to this idea.

Why did the boy start wandering?

The hero “did not find greetings and affection” at home, but not only this forced him to leave the house in the morning: a thirst for knowledge, communication, and goodness lived in him. He could not come to terms with the musty life of the town: “It seemed to me that somewhere out there, in this big and unknown world, behind the old garden fence, I would find something; it seemed like I had to do something and could do something, but I just didn’t know what.”

III. Characteristics of the hero.

At the end of the lesson, the teacher will divide the class into several groups and explain how to do their homework: write a story about a hero.

What does the hero look like?

What family is he from? From what society?

What actions does he perform?

What qualities of the hero are manifested in these actions?

Homework. Make up stories about Vasya; about Valek; about Marus (compare with Sonya); about Tyburtsia.

Lesson 3. Life of children from prosperous and disadvantaged families. Vasya, Valek, Marusya, Tyburtsy. Vasya's path to truth and goodness

During the lesson we talk about the main characters of the story, listen to students’ stories prepared at home about the heroes of the story: Vasya, Valek, Marus, Tyburtsia. We ask students to support their statements with quotes and retell the relevant episodes of the story. After one person speaks, others who have prepared the same topic complement his answer. We draw conclusions and briefly write them down on the board and in notebooks. We look at the illustrations and determine which episodes the artist depicted.

Why is the story called “In Bad Society”? Who in the story says this expression?

The story is called "In Bad Society" because it tells the story of a judge's son who befriends beggar children. It is not the boy himself who calls Pan Tyburtsiy’s company “bad society,” but old Janusz, who was once one of the minor count employees.

The story is told on behalf of Vasya, so there is no direct description of Vasya in the story. Vasya was a brave boy, honest, kind, he knew how to keep his word. The year this story happened, he was seven or eight years old.

Valek was about nine years old. He was larger than Vasya, “thin and thin, like a reed. He was dressed in a dirty shirt, his hands were in the pockets of his tight and short pants. Dark curly hair fluttered over black, thoughtful eyes.” Valek behaved respectably and inspired Vasya’s respect “with his manners of an adult.”

Marusya, Valek's sister, was a thin little girl of four years old. “It was a pale, tiny creature, reminiscent of a flower that grew without the rays of the sun,” writes Korolenko in the chapter “The Acquaintance Continues.” - Despite her four years, she still walked poorly, walking unsteadily with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on a thin neck, like the head of a field bell...”

Vasya compared Marusya with his sister Sonya, who was also four years old: “...my Sonya was round, like a donut, and elastic, like a ball. She ran so briskly when she got excited, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids.” Sonya grew up in prosperity and was looked after by a maid. Marusya grew up in poverty and was often hungry. Brother Valek looked after her.

What did Vasya’s friendship with Valek and Marusya bring?

After meeting Valek and Marusya, Vasya felt joy from a new friendship. He liked to talk with Valek and bring gifts to Marusa. But at night his heart sank with pain of regret when the boy thought about the gray stone that was sucking the life out of Marusya.

Vasya fell in love with Valek and Marusya, missed them when he could not come to their mountain. Not seeing his friends became a great deprivation for him.

What bitter discovery did Vasya make when he became friends with Valek?

When Valek told Vasya directly that they were beggars and had to steal in order not to die of hunger, Vasya went home and cried bitterly from a feeling of deep grief. His love for his friends did not decrease, but it was mixed with “a sharp stream of regret that reached the point of heartache.”

How did Vasya meet Tyburtsy?

At first Vasya was afraid of Tyburtsiy, but after promising not to tell anyone about what he saw, Vasya saw a new person in Tyburtsiy: “He gave orders like the owner and head of the family, returning from work and giving orders to the household.” Vasya felt like a member of a poor but friendly family and stopped being afraid of Tyburtsy.

How and when did Vasya’s opinion change from his father?

Let's read with the students the conversation between Valek and Vasya (chapter four), Tyburtsy's statement about the judge (chapter seven).

The boy believed that his father did not love him and considered him bad. The words of Valek and Tyburtsy that the judge is the best person in the city made Vasya look at his father in a new way.

How did Vasya’s character change during his friendship with Valek and Marusya?

Vasya’s character and his attitude towards life changed a lot after meeting Valek and Marusya. Vasya learned to be patient. When Marusya could not run and play, Vasya patiently sat next to her and brought flowers. The boy's character showed compassion and the ability to soften the pain of others. He felt the depth of social differences and realized that people do not always do bad things (like stealing) because they want to. Vasya saw the complexity of life and began to think about the concepts of justice, fidelity and human love.

Tyburtsy Drab was an unusual person in the small town of Knyazhye-Veno. No one knew where he came to the town from. In the first chapter, the author describes in detail “the appearance of Pan Tyburtsy”: “He was tall, his large facial features were roughly expressive. Short, slightly reddish hair stuck out apart; the low forehead, the lower jaw somewhat protruding forward and the strong mobility of the face resembled something like a monkey; but the eyes, sparkling from under the overhanging eyebrows, looked persistently and gloomily, and in them, along with slyness, sharp insight, energy and intelligence shone.” The boy felt a constant deep sadness in the soul of this man.

Tyburtsy told Vasya that once upon a time he had “some kind of clash with the law... that is, you know, an unexpected quarrel... oh, boy, it was a very big quarrel!” We can conclude that Tyburtsy unintentionally violated the law, and now he and his children (his wife, apparently died) found themselves outside the law, without documents, without the right of residence and without means of subsistence. He feels like “an old toothless beast in his last den”, he does not have the opportunity and means to start a new life, although it is clear that he is an educated man and he does not like such a life.

Tyburcy and his children find shelter in an old castle on the island, but Janusz, a former servant of the count, together with other servants and descendants of servants, drives strangers out of their “family nest.” The exiles settle in the dungeons of the old chapel in the cemetery. To feed themselves, they engage in petty theft in the city.

Despite the fact that he has to steal, Tyburtsy acutely feels injustice. He respects Vasya's father, who does not make a difference between the poor and the rich and does not sell his conscience for money. Tyburtsy respects the friendship that began between Vasya, Valek and Marusya, and at a critical moment he comes to Vasya’s aid. He finds the right words to convince the judge of the purity of Vasya’s intentions. With the help of this man, the father looks at his son in a new way and begins to understand him.

Tyburtsy understands that the judge, as a representative of the law, will have to arrest him when he finds out where he is hiding. In order not to put the judge in a false position, Tyburtsy and Valek disappear from the town after Marusya’s death.

Korolenko’s story “In Bad Society” was illustrated by the artist G. Fitingof. Let's look at his illustrations with the children. Did the artist manage to convey the special atmosphere of the events of the story?

Homework. Complete task 12 in writing (p. 42): explain the listed words and expressions using the selection of synonyms and interpretation of the meaning.

Individual task. Prepare an expressive reading of the chapters “Doll” and “Conclusion”.

Lesson 4. Chapter “Doll” is the culmination of the story. Simplicity and expressiveness of the story's language. Preparing for an essay (Speech development lesson)

I. Chapter “Doll” is the culmination of the story.

The chapters “Doll” and “Conclusion” must be read aloud in class. Before we start reading, let's find out:

What role does old Janusz play in the development of the plot?

What did Janusz say to Vasya’s father when they met in the garden? Why did the father send Janusz away?

When Vasya was carrying the doll to Marusya, old Janusz saw him. What consequences did this meeting entail?

The chapter is read by a teacher or a previously prepared student.

Conversation

How does Vasya appear to us in the episode with the doll?

In the episode with the doll, Vasya appeared before us as a person full of kindness and compassion. He sacrificed his peace and well-being, brought upon himself suspicion so that his little friend could enjoy the toy - for the first and last time in her life. Tyburtsy saw this boy’s kindness and himself came to the judge’s house at the moment when Vasya was feeling especially bad. He could not betray his comrades, and Tyburtsy, as a perceptive man, felt this. Vasya sacrificed his peace for the sake of Marusya, and Tyburtsy also sacrificed his secretive life on the mountain, although he understood that Vasya’s father was a judge: “He has eyes and a heart only as long as the law sleeps on its shelves...”

How do you understand the words of Tyburtsy addressed to Vasya: “Maybe it’s good that your road ran through ours”?

If a child from a wealthy family learns from childhood that not everyone lives well, that there is poverty and grief, then he will learn to sympathize with these people and feel sorry for them.

What do you think Tyburtsy said to Vasya’s father? How has the father's attitude towards his son changed?

Students will make assumptions about Tyburtsy’s conversation with the judge. Let's compare the phrases:

“He quickly came up to me and put a heavy hand on my shoulder”;

“Let the boy go,” Tiburtsy repeated, and his wide palm lovingly stroked my bowed head”;

“I again felt someone’s hand on my head and shuddered. It was my father’s hand, gently stroking my hair.”

With the help of Tyburtsy’s selfless act, the judge saw not the image of the tramp-son to which he was accustomed, but the true soul of his child:

“I looked up questioningly at my father. Now another person stood in front of me, but in this particular person I found something familiar that I had searched in vain for in him before. He looked at me with his usual thoughtful gaze, but now in this gaze there was a hint of surprise and, as it were, a question. It seemed as if the storm that had just swept over both of us had dissipated the heavy fog hanging over my father’s soul. And my father only now began to recognize in me the familiar features of his own son.”

Why did Vasya and Sonya come to Marusya’s grave?

Vasya and Sonya came to Marusya’s grave, because for them the image of Marusya became a symbol of love and human suffering. Maybe they made a vow to always remember little Marusa, about human grief and help this grief wherever it occurs, by their deeds to change the world for the better.

II. Simplicity and expressiveness of the story's language.

The students say that the story is written in simple language, mostly as if the boy was actually talking about what he saw. But behind this narration on behalf of Vasya we hear the voice of a kind and wise adult. The language of the story is simple and at the same time expressive.

When checking the completion of homework (task 12, p. 42), let’s pay attention to whether the students used dictionaries in preparation for the lesson.

The expression “wild tree in the field” suggests that the boy grew up unattended.

Korolenko, describing the town, speaks of “gray fences, vacant lots with heaps of all kinds of rubbish.” The fences are gray because they are wooden and unpainted. At the same time, this word also has a figurative meaning and creates a special mood.

Asylum- this is a place where you can hide, find salvation from something.

Word huddle means to fit into a small space, to have shelter in a cramped room.

Shelter- a word of high style, means home, shelter.

Descendant- a person in relation to his ancestors. Korolenko writes about “the descendants of the servants of the count’s family,” that is, about the children and grandchildren of those who once served the count.

Expression "bad reputation" used when they want to say that a lot of bad things are being said about someone or something. Korolenko writes: “The mountain, pitted with graves, enjoyed a bad reputation.”

Stern face- gloomy, angry face.

Discord- disagreements, quarrels, enmity.

gloomy man- a gloomy, unfriendly person.

Tolerate reproaches means getting used to people expressing their disapproval or accusations at you. Vasya got used to the reproaches, that is, he got used to it and stopped paying attention to the accusations that he was a tramp.

“Gray Stone”- this is limestone. Korolenko uses this expression when he wants to say that Marusya is killed by poverty and a joyless life.

“Ghosts of the Old Castle”- these are former count employees and their descendants who have lost the meaning of existence and live like ghosts.

“Bad Society”- a society of people who commit reprehensible, immoral actions from the point of view of prevailing morality.

III. Preparing for an essay.

The topic of the essay: “Vasya’s path to truth and goodness.”

A similar theme for the essay - “Vasya’s road to truth and goodness” - is proposed by the team of authors: O.B. Belomestnykh, M.S. Korneeva, I.V. Zolotareva ( Belomestnykh O.B., Korneeva M.S., Zolotareva I.V. Lesson developments in literature. 5th grade. M.: VAKO, 2002. pp. 321–322).

They write:

“When thinking about a topic, we discuss every word.

Vasina- this means that we will be interested in the fate of this particular hero. What is interesting about this hero? It is he who is shown in movement - internal movement.

Road- it is necessary to trace the stages of this movement, its direction.

To truth and goodness“The changes that happened to Vasya turned him towards people, turning him from a tramp into a kind and compassionate person.”

This quote shows well the importance of working with the formulation of the topic of the essay, but even for the sake of a more clear designation of the topic, one cannot say that Vasya turned from a tramp into a kind person, thereby arguing that, being a tramp, he was neither kind nor compassionate. It would be correct if we say that during his friendship with disadvantaged children, Vasya was able to realize that unclear “something” that he was striving for and show the best human qualities. Already at the very beginning of the story, we see in Vasya a desire to understand his father, love for his younger sister, compassion for people who are kicked out of the castle, attention and love for nature (“I liked meeting the awakening of nature”), courage (the first one climbed into the chapel), nobility (he didn’t fight with Valek when he saw Marusya), loyalty to his word.

The authors of the cited manual highlight the idea of ​​the essay as follows: “... friendship with disadvantaged children helped Vasya’s best inclinations, kindness to manifest itself, and restored good relations with his father.” To say “returned good relations with his father” means to assert that these relations existed before, then through Vasya’s fault they changed, and only friendship with the children of the dungeon returned him to good relations with his father. We read the text of the story: “He loved her too much when she was alive, not noticing me because of his happiness. Now I was blocked from him by severe grief.” It would be correct to say that Tyburtius’ story changed the father’s attitude towards his own son.

Let's denote essay idea So: Vasya’s friendship with Valek and Marusya helped Vasya’s best qualities to emerge and played a major role in choosing his life position.

Essay plan

Depending on the class level, students will independently or collectively draw up and discuss an essay plan. The teacher can suggest questions to guide the development of the plan:

What do we learn about Vasya at the beginning of the story? Who is he, what does he look like, where does he live?

What actions does he perform, what qualities does he display when he meets Valek and Marusya; during friendships with children; during a critical conversation with your father?

What role did Vasya’s friendship with disadvantaged children play in his fate?

Let's make a list of human qualities that Vasya displays: love for family, desire to understand people, attention and love for nature, courage, nobility, loyalty to one’s word, honesty, compassion, kindness, mercy.

The teacher, depending on time resources and class level, will determine whether the essay will be in class or at home. If the essay is assigned at home, then the speech development lesson will be devoted to detailed work on errors and teaching children to edit their own texts, paying special attention to various categories of errors: factual, lexical, stylistic, speech. As a rule, most errors in punctuation occur where there are speech errors. Working on the ability to express your thoughts correctly is a good prevention of punctuation errors.

The material in this lesson helps develop skills in analyzing a literary text; perception of artistic paintings by famous artists dedicated to literary works; develops the ability to empathize and improve communication culture.

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"Korolenko V.G."

Public lesson

“Bad society” and “dark personalities” in V. G. Korolenko’s story “Children of the Dungeon”

Lesson objectives:
– teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children; improve the skill of expressive reading, the ability to express one’s thoughts orally and in writing;
– develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;
– develop the ability to empathize; improve communication culture.

Lesson type:

Technology: elements of developmental education using information and computer technologies.

Lesson type: lesson - research with elements of discussion.

Equipment: computer, projector.

Didactic materials for the lesson: presentation.

During the classes

I. Organizational moment.

II. Teacher's word.

Guys, today in class we must find out what “bad society” and “dark personalities” are in V.G. Korolenko’s story “Children of the Dungeon”. But first, let’s check whether you know the content of the story well.

Exercise. Mark the numbers of the correct sentences (Slide 3).

(+ ) The prison was the best architectural decoration of the city.

(–) The castle became disgusting to the boy, as it had an ominous appearance.

(+ ) Vasya and his father were separated by the death of Vasya’s mother.

(–) Vasya and Valek first met in the grove.

(–) Valek refused to go to visit Vasya because he was afraid of the judge.

(+ ) Marusya was very different from Sonya.

(+) Valek was the first to explain to Vasya that his father is a good man.

(–) When Marusya was hungry, Valek asked Vasya for food for her

(+) Meat was a rare food for Valek and Marusya.

(+) Marusya fell ill in the fall.

(–) Vasya secretly took the doll from Sonya.

(+) Father understood Vasya after he learned the truth from Tyburtsy.

Now let’s get acquainted with the details of the writer’s biography. Let's start our acquaintance with the work on the portrait of V. G. Korolenko by artist I. E. Repin (Slide 5).

Look carefully at the portrait and try to suggest what the person depicted on it was like, what kind of life he lived. (The artist depicted the pensive, penetrating, slightly sad eyes of the writer, wrinkles on his face, a gray beard, tired hands lying on the armrests. All this suggests that his life was not easy; he, apparently, has seen a lot in his lifetime. He seems strict and kind.)

The soundtrack of the song from the movie “Generals of the Sand Pit” is played.

– Why do you think the conversation about Korolenko’s story “Children of the Dungeon” is preceded by such a song?

(The children remember the extraordinary personality of Tyburtsy, thrown out into the street by life, Valek and Marusya, living among the “gray stones,” and also talk about the outcasts, the starving, about their forced kinship. This is what Korolenko’s story is about and this is what the song is about.)

– What exactly did this story make you think about? What was the bitterest and saddest thing about it for you? Why?

(A story about Marusya’s illness and death, Vasya’s loneliness in his home, about his longing for a loved one, about the need to love and be loved.)

Teacher: The theme of the disadvantaged and unfortunate worried not only writers, but also many Russian artists, so works of literature and fine art often resonate with each other, complementing each other.

III. View the slideshow “Dark Personalities” from “Bad Society”(Slides 6–13). The slides are shown against the background of organ music by A. Vivaldi “Adagio”.

These are paintings by Russian artists of the 19th century: V.G. Perov “Sleeping Children”, “Savoyar”, F.S. Zhuravlev “Beggar Children”, P.P. Chistyakov “Beggar Children”, F.A. Bronnikov “Old Beggar” " and others. After viewing the slide show, students answer the teacher's questions:

1. What is the consonance between the paintings of Russian artists in Korolenko’s story?
(The bare beaten feet of sleeping children, the broken shoes of Savoyard, bundles in the hands of beggars, the sad eyes of grandfather Vasily, puddles and cold rain in the painting by V.P. Yakobi, the unhappy faces of little beggars in the canvases of Chistyakov and Zhuravlev.)

2. People like those we saw on the canvases of Russian artists in the city of Knyazhye-Veno, where the events of the story take place, are called “bad society” and “dark personalities.” What is this “bad society”? Who belongs to it? These are “unfortunate dark personalities,” frightened, pitiful,” in rags, barely covering their thin bodies, left without shelter and a piece of bread, tramps and thieves, beggars and bottomless - those who had no place in the dusty small town where the prison is “ the best architectural decoration.” What attitude do these people evoke among the townspeople?
(The townspeople despise and fear these tramps, treat them with “hostile anxiety”; at night they go out into the streets and knock on the fences with sticks, letting the outcasts know that the townsfolk are on guard and will not allow them to steal anything or hide near human habitation The city knew that people were wandering along its streets in the stormy darkness of a rainy night, hungry and cold, shivering and wet, realizing that cruel feelings must be born in the hearts of these people, the city became wary and sent its threats towards these feelings.”)

3. Where do these “dark personalities” live? Why?
(Their refuge became an abandoned castle on the island and a dilapidated chapel “among the decayed crosses and collapsed graves” since “the unfortunate exiles did not find their rut in the city.” Only here, among the ruins, could they find shelter, because only “the old castle was welcoming received and covered the temporarily impoverished scribe and lonely old women and rootless vagabonds.”)

4. Find descriptions of the old castle and chapel. How do they feel? Describe how you imagine them.
(There are “legends and stories about the castle, each more terrible than the other.” Even on clear sunny days, it causes “attacks of panic horror” in children - the black hollows of the long-broken windows looked so scary, a mysterious rustling went through the empty halls; pebbles and plaster, coming off, fell down, awakening a resounding echo...” “And on stormy autumn nights, when the giant poplars swayed and hummed from the wind that came from behind the ponds, horror spread from the old castle and reigned over the entire city.” “At the chapel “here and there the roof collapsed, the walls crumbled, and instead of a booming, high-pitched copper bell, owls began to sing their ominous songs in it at night.”)

IV. Work on illustrations by V. Gluzdov “Old Castle” and V. Kostitsyn “Majestic Decrepit Building”(Slide 16).

1. Guys, based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.
(Gluzdov’s illustration is designed in sparse gray-green tones. It seems that we see a gloomy autumn sky, falling low over a dilapidated castle. The sun peeks through the fog, from which comes a feeling of pain rather than joy. Three huge crows bring sadness, hopelessness, anxiety. The old castle in Kostitsyn’s illustration seems to be protruding from the darkness of the night. Gloomy, gloomy, lonely, it produces a frightening and mysterious impression at the same time. It is precisely this kind of building that can be the habitat of “dark personalities.”)

(He always “looked with fear... at that majestic decrepit building,” but when the boy saw how the “pathetic ragamuffins” were expelled from there, the castle became disgusting to him.) (Slide 17.)

3. Guys, let’s imagine that the walls of the gloomy castle and chapel were able to speak. What could they tell us about the events that took place here, about those who lived there? Will this story sound with sympathy or hostility?
(The walls could tell about the poor people who huddled among them, about their need, suffering, illness; about how they were expelled even from this miserable shelter. This story could sound like with sympathy. This is indicated in the story by the words: “Old the castle cordially received and sheltered everyone...”, and with hostility: “All these poor people tormented the insides of the decrepit building, breaking off the ceilings and floors...”.)

4. Who calls society “bad”, and the people who represent it “dark personalities”? From whose point of view is it “bad”?
(“The townspeople call him “bad” because ragamuffins pose a threat to their well-being and peace.)

5. Is there really anything bad in him and how is this manifested? (Yes, there is. “... These poor people, completely deprived of all means of living since the time of expulsion from the castle, formed a friendly community and were engaged in ... petty theft in the city and the surrounding area.” They are thieves. Taking someone else’s is a sin, a crime.)
– But what pushes the poor to it? (Need, hunger, rejection, it is impossible to earn money by honest work.)

V. Analysis of Chapter V. Valek and Vasya's conversation about rolls.

1. Why can’t Vasya, who firmly knows that “stealing is wrong,” not condemn his new friends and call them “bad”?
(Vasya’s regret for Valek and Marusya intensified and became aggravated, but the attachment did not disappear. The conviction that “it’s not good to steal” remained. But when his imagination painted the animated face of Marusya, licking her greasy fingers, Vasya rejoiced at her joy and Valek’s joy.)

2. Now let’s look at the illustration by V. Gluzdov “Tyburtsy with children” (slide 18). What's at the center of the illustration?
(A piece of roast, on which Tyburtsy’s thoughtful gaze is fixed.)

3. What is his expression?
(It is sad, because Tyburtsy also knows that “stealing is not good,” but cannot calmly look at the hunger of his children, so he commits a crime. Looking at the children devouring the roast, he sadly thinks about their fate: “I am a beggar, and he beggar. I..., and he will steal” The prospect is bleak and inevitable.)

4. How did the artist depict Valek and Marusya?
(The children eat greedily, licking their fingers. It is clear that “a meat dish is an unprecedented luxury for them...).

5. In the foreground of the illustration is Vasya. Why did the artist depict him turning away from the “feast” and with his head bowed?
(Vasya is ashamed of the bad inclinations of his friends, for the stolen food, but he cannot help but sympathize with their misfortune, their life, because they are beggars, they have no home, but Vasya knew that contempt was connected with all this. He felt how From the depths of his soul all the bitterness of contempt rises in him, but he instinctively defended his attachment to this bitter admixture.)

6. Why, in spite of everything, was he unable to cheat on Valek and Marusa?
(Vasya has a kind, sympathetic heart. He watched with suffering the expulsion of “dark personalities” from the castle; and he himself, deprived of love and affection, is able to appreciate and understand the loneliness of the tramps. Having given his heart to the little beggars, sharing their troubles and worries, he has matured.)

VI. Lesson summary.

VII. Reflection(Slide 19).

Each student is asked to fill out a card and mark themselves.

Are you satisfied with how the lesson went?

Did you manage to gain new knowledge?

Were you active in class?

Did you manage to show your knowledge?

VIII. Homework (Slide 20). Three options for written assignments (optional):

The story of the old chapel walls.

The story of the old castle walls.

The story of the old castle.

View presentation content
"Korolenko V.G."

Public lesson “Bad society” and “dark personalities” in V. G. Korolenko’s story “Children of the Dungeon” Teacher of Russian language and literature Agnaeva Svetlana Georgievna SOMSH No. 44

Vladimir Galaktionovich Korolenko

1853 – 1921

… through all of Korolenko’s works - large and small... there is faith in man, faith in immortality, the invincible and victorious nobility of his nature and mind.

A. Platonov

• The prison was the best architectural decoration of the city.

• The castle became disgusting to the boy, as it had an ominous appearance.
• Vasya and his father were separated by the death of Vasya’s mother.
• Vasya and Valek met for the first time in the grove.
• Valek refused to go to visit Vasya because he was afraid of the judge.
• Marusya was very different from Sonya.
• Valek was the first to explain to Vasya that his father is a good man.
• When Marusya was hungry, Valek asked Vasya for food for her.
• Meat was a rare food for Valek and Marusya.
• Marusya fell ill in the fall.
• Vasya secretly took the doll from Sonya.
• Father understood Vasya after he learned the truth from Tyburtsy.

Goals and objectives:

To teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children;

To analyze the cause-and-effect relationships of the child’s world of feelings, the nature of his relationships with adults and the surrounding reality based on the story by V.G. Korolenko “Children of the Dungeon”;

Develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;

Develop the ability to empathize; improve communication culture.

I.R. Repin. Portrait of the writer V.G. Korolenko. 1902

V. Perov. Sleeping children. 1870

F.S. Zhuravlev. Children are beggars. 1860s

V.P. Jacobi. Autumn.

P.P. Chistyakov. Poor children.

V. G. Perov. Savoyard.

N.V. Nevreev. Grandfather Vasily.

F. Bronnikov. Old beggar.

Group work

I group - Based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.

II group - What feelings did the castle and chapel evoke in Vasya?

III group -

2.What is in the center of the illustration?

Based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.

V. Kostitsyn."A stately, decrepit building." 1984

V. Gluzdov. Old lock. 1977

1.Look at the illustration by V. Gluzdov “Tyburtsy with children.”

2.What is in the center of the illustration?

3. How did the artist depict Valek and Marusya?

4. Why did the artist depict Vasya turning away from the “feast” and with his head bowed?

V. Gluzdov. Tyburtsy with children

Reflection

1. Are you satisfied with how the lesson went?

2.Did you manage to gain new knowledge?

3.Were you active in class?

4.Did you manage to show your knowledge?

• The story of the old chapel walls.
• The story of the old castle walls.
• The story of the old castle.

Thank you children for the lesson !

Reading is not always fun. The book sometimes upsets you, makes you think and change your outlook on life. Therefore, the choice of fiction plays a significant role in the development of a teenager’s personality. It is extremely important to instill in a child the ability to be compassionate and empathize with others. Vladimir Korolenko dedicated “In Bad Society” to this extremely important topic. An essay based on this story will reveal the true meaning of words such as compassion and mercy.

about the author

Before we begin to analyze the work, it is worth saying a few words about the writer Vladimir Korolenko. He was born in the middle of the 19th century, and since he lost his father quite early, he experienced poverty and severe hardships firsthand. A difficult childhood formed a special worldview. Korolenko reacted with pain to injustice, of which there is a monstrous amount in this world. He reflected his experiences in works of art, most of which are dedicated to children. One of them was called “In Bad Society” by Korolenko. This work, however, has another name - “Children of the Dungeon.”

Children of the outcasts

This story is dedicated to the restless life of the poor. Social inequality is an issue that has been addressed by great writers and thinkers. This topic is quite complex and controversial. But innocent children suffer from the inequality established by adults. So it was, is and, perhaps, will be for many centuries. Only compassion can soften cruelty - a feeling to which Korolenko dedicated “In Bad Society.” An essay on this topic should begin with a definition of this important moral category.

What is compassion?

What is the idea of ​​Korolenko’s work “In Bad Society”? An essay on the story about the children of the dungeon can begin with an interpretation of the ambiguous word “compassion.” As already mentioned, this topic was considered by the classics of Russian and foreign literature. It is worth remembering the words of the Austrian writer who believed that there are two types of compassion. One is a sentimental and cowardly feeling. The other is true. The first is nothing more than the desire to protect oneself from the sight of someone else’s misfortune. The second encourages action. A person who knows how to truly sympathize is able to do everything that is humanly possible, and even beyond it.

The hero of Korolenko’s story “In a Bad Society,” despite his very young age, shows pure, selfless feelings. Vasya knows how to truly sympathize. The boy from Korolenko’s sentimental story “In Bad Society” performs unusually mature and noble deeds.

Essay “Marusya and Sonya - two childhoods”

There are two little heroines in the story. They never meet. What do they have in common? Age and absence of mother. The comparison of these two girls plays an important role in the overall analysis of this work.

The first is Sonya, Vasya’s sister. She lives in a comfortable house, she has a caring nanny and a loving father. The second is Marusya, a girl who lives in a cold, uncomfortable dungeon. She is also not deprived of her father's love. In addition, she has a brother who is ready to do anything (and more often Valek goes to theft) in order to feed his sister. But the townspeople treat Marusya’s family with contempt. It is similar to the life of those who are destined to be outcasts not only in decent society, but even among the same beggars as they themselves are. However, this fate escapes the girl, since she dies very early.

Sonya's fate is completely different. Her father is a respected man in the city. And therefore, those around her treat Sonya herself with warm sympathy. Young readers should learn an important moral idea from these two images. It lies in the fact that various social prejudices present in any society give rise to cruelty. And it’s especially scary when children suffer from it.

About friendship

After reading Korolenko’s story “In Bad Society,” the essay “My Friend Vasya” is a standard creative task. Children write about how they see true friendship and cite the kind boy Vasya as an example. But in the image of this little hero, what is important is not so much his warm feelings for Valk and Marusa, as his desire to help and support representatives of the outcast sections of society. After all, even before meeting the children from the dungeon, the “owner” of the abandoned castle favorably invites Vasya to visit, but he refuses. He is more drawn to those who have been rejected, to those whose existence evokes pity and compassion. This, perhaps, is the main idea of ​​Korolenko’s story “In Bad Society.” Children often write essays about Vasya after reading the work.

Essay about Vasya

But if you are going to devote a creative task to such a lofty topic as friendship, it is necessary to first outline the contents of the chapter in which the significant acquaintance is depicted.

Vasya, the son of the city judge, decided one day to go on a short excursion with the neighboring boys. The destination of the journey was an abandoned chapel. All other objects in the city have been examined for a long time and more than once. And only she remained an unknown structure. This old gloomy building evoked horror even more than curiosity. But what was Vasya’s surprise when it turned out that someone lived in this half-destroyed building! The boy was the only one who knew about it. He didn't say anything to his friends.

Valek and Marusya

The children of Tyburtsiy, the leader of the lower strata of the urban population, lived in the chapel. Vasya almost immediately became friends with Valk and Marusya. He helped these children, did everything in his power. And most of all, the brother and sister needed the most necessary for human existence - food. Later, Vasya realized that Valek was a thief, and although this discovery was extremely unpleasant for the judge’s son, he tried to be understanding of his new friend’s lifestyle. And after the boy realized that stealing for these people is the only way to survive, he completely realized that he had no right to condemn them. This is how the relationships of children from different social worlds are depicted in Korolenko’s work “In a Bad Society.”

Essay “My Favorite Hero”

One of the most touching and sad chapters in this story is the one that talks about the last days of Marusya’s life. Perhaps, the events that preceded the girl’s death should be described in detail and analyzed when writing an essay about the character of Korolenko’s work - a young hero, but able to sympathize in a way that not every adult can.

When the warm days passed, Marusya began to feel worse and worse. And Vasya thought that the only saving grace for her could be a large bright doll. This expensive toy belonged to Sonya and was a gift from her late mother. Having begged a doll from his sister for a while, Vasya took it to the dying girl. And even when his father found out about the loss, the boy did not reveal the secret of where his friends lived. He was unjustly punished, but kept his word once given to Tyburtius.

Marusya died. Tyburtsy came to the judge’s house, returned the doll and spoke about Vasya’s kindness and mercy. For many years the judge was ashamed in front of his son for the cold attitude he showed towards him. The father also felt guilty that Vasya did not find understanding and love in his home, among close relatives, but found them in the shelter of strangers and distant people from “bad society.”

The Russian writer Vladimir Korolenko was distinguished by his courage in judgment and his objective view of society. Criticism of social inequality and other ills of society often led the writer to exile. However, the repressions did not stifle the clearly expressed opinion of the author in his works.

On the contrary, while experiencing personal adversity, the writer became more decisive and his voice sounded more convincing. So, while in exile, Korolenko writes the tragic story “In a Bad Society.”

Theme of the story: a story about the life of a little boy who finds himself in a “bad society.” For the main character from a wealthy family, his new acquaintances, children from the slums, were considered bad company. Thus, the author raises the topic of social inequality in society. The main character is not yet spoiled by the prejudices of society and does not understand why his new friends are a bad society.

The idea of ​​the story: to show the tragedy of the division of society into lower and upper classes.

The main character of the story is a boy named , who is not yet 10 years old. He is brought up in a wealthy family. The hero's father is a respected judge in the city. Everyone knows him as a fair and incorruptible citizen. After his wife died, he abandoned raising his son. The drama in the family greatly influenced Vasya. No longer feeling his father's attention, the boy began to walk more on the street and there he met beggar children - Valk and Marusya. They lived in the slums and were raised by their foster father.

According to society, these children were bad company for Vasya. But the hero himself sincerely became attached to his new friends and wanted to help them. In reality, it was difficult, so the boy often cries at home from helplessness.

The lives of his friends were very different from his own life. When Valek steals a bun for his hungry sister, Vasya initially condemns his friend’s action, because it is theft. But then he sincerely feels sorry for them, because he realizes that poor children are forced to do this just to survive.

Having met Marusya, Vasya enters a world full of injustice and pain. The hero suddenly realizes that society is not homogeneous, that there are people of different kinds. But he does not accept this, and naively believes that he can help his friends. Vasya cannot change their lives, but he tries to give at least a little joy. For example, he takes one of his sister's dolls and gives it to the sick person. For the sister this doll meant little, but for the poor girl it became a treasure. The main character, for the sake of his friends, decides to do things that he was previously afraid to even think about.

The theme of the story is extremely complex and relevant at all times since the beginning of civilization. Many sociologists have tried to study the problem of social inequality and the degree to which status influences a person. Vladimir Korolenko showed this topic through children's perception. Yes, the story is utopian in many ways, since it is difficult to imagine a child who talks philosophically about an adult problem in society. And yet, the story is recommended for study in school, so that children think about important things. After all, at a young age, a general picture of the world is formed, which is why it is so important that it is not distorted.

Reading the works of Vladimir Korolenok, readers think about the problems of society. In the story “In Bad Society” there are few joyful lines, there is more pain, which should evoke sympathy among people.