Download lesson plans on literature. Lesson plan for an open lesson on Russian literature on the topic “In the wonderful world of Russian literature of the 19th century”
Option 2
1. What is “Adamism”?
2. Name the literary association headed by N. S. Gumilyov.
3. Which of the poets did not belong to Acmeism:
a) A. A. Akhmatova c) O. E. Mandelstam
b) K. D. Balmont d) G. Ivanov.
4. Who wrote the declaration “Some trends in modern Russian poetry”?
5. What is the meaning of the title of N. S. Gumilev’s cycle “Captains”?
6. In the article “Overcoming Symbolism,” literary critic V. M. Zhirmunsky writes about N. S. Gumilyov: “To express his mood, he creates an objective world visual images, intense and bright, he introduces a narrative element into his poems and gives them a semi-epic character - a ballad form." Give examples from Gumilyov's works that confirm this point of view.
7. Whose exploits does S. Gorodetsky write about?
Name, find out, tear off the covers
And idle secrets, and old darkness -
Here is the first feat. New feat -
Sing praises to the living earth.
Test on the early lyrics of A. A. Akhmatova
Option I
1. Name real name and the place of birth of A. A. Akhmatova.
2. To which poetic movement of the early twentieth century does A. Akhmatova’s work belong?
a) futurism c) acmeism
b) symbolism d) modernism
3. Show your understanding of the meaning of detail in A. Akhmatova’s lyrics by analyzing the following lines as an example:
I'm on right hand put it on
The glove from the left hand...
In this gray, casual dress
In worn out heels...
4. What compositional features poems by A. Akhmatova allow us to call them “short stories” or “small stories”?
5. Explain the meaning of the term “polyphonism” in relation to the poetry of A. Akhmatova. In which work by A. Akhmatova does polyphonism become the main structural element?
Option II
1. What is the name of the first collection of poems by A. Akhmatova, and in what year was it published?
a) “Romantic Flowers” a) 1911
b) “Evening” b) 1912
c) “Rosary beads” c) 1914
2. How do you understand the definition of “femininity” in relation to the poetry of A. Akhmatova?
3. Give some examples of transmission states of mind through an object of the material world or a psychological gesture in the lyrics of A. Akhmatova.
4. What are the similarities and differences between A. Akhmatova’s lyrical heroines? Is it possible to say that in A. Akhmatova’s lyrics there is only one female image of the poetess herself?
5. Is it possible to agree with the statement that A. Akhmatova’s lyrics can replace reading a novel? What brings A. Akhmatova’s lyrics closer to the novel form?
Exercise 1
Which literary movement did S. Yesenin belong to at one time?
1. Symbolism 3. Imagism
2. Futurism 4. Acmeism
Task 2
Determine the artistic means of expression that Yesenin used in in this example to create an image of nature:
White birch
Below my window
Covered with snow
Exactly silver.
1. Epithet 3. Comparison
2. Metaphor 4. Metaphorical comparison
Task 3
Define artistic media expressiveness used by Yesenin to create the image:
1. “Dawn with the hand of dewy coolness / Knocks down the apples of dawn.”
2. “Xin sometimes dozes, then sighs.”
3. “Like earrings, a girl’s laughter will ring”
4. “The poplars are dying loudly”
a) personification c) metaphorical comparisons
b) sound writing d) metaphors.
Task 4
In which poem did Yesenin give the option? biblical history With prodigal son?
1. “Soviet Rus'” 3. “Sorokoust”
2. “The golden grove dissuaded me...” 4. “Letter to mother”
Task 5
Which work of Yesenin are these lines from?
We're all in these loved for years,
But that means
They loved us too.
1. “To Kachalov’s Dog” 3. “Letter to a Woman”
2. “Anna Snegina” 4. “Persian motives”
Task 6
Is it true that the image of the “black man” from poem of the same name is the second “I” of the lyrical hero?
1. yes
2. no.
Exercise 1
To which literary movement did Mayakovsky belong?
1. Futurism
2. Acmeism
3. Egofuturism
Task 2
What technique does Mayakovsky use in the following example: “Mushroom. / Rob./ Coffin. / Rude"?
1. Metaphor
2. Assonance
3. Comparison
4. Epithet
Task 3
The poem that loudly announced the birth of the poetry of the revolution was Mayakovsky’s poem:
1. "Left March"
2. "Jubilee"
3. “Sitting Over”
Task 4
About which of his poems did Mayakovsky say: “Four screams of four parts”?
1. "Left March"
2. "V. I. Lenin"
3. “Okay!”
4. "Cloud in Pants"
Task 5
Mayakovsky often uses the grotesque in his poetry. Grotesque is:
1. Artistic technique deliberate distortion of something, a bizarre combination of the fantastic with the life-like.
2. One of the tropes, artistic exaggeration.
3. One of the types of comic, caustic, evil, mocking ridicule.
Task 6
Mayakovsky said about the purpose of the poet and poetry
1. In the poem “Letter to Tatyana Yakovleva”
2. In the introduction to the poem “At the top of my voice”
3. In the poem “About Rubbish”
4. In the poem “Good!”
Test on the works of M. Gorky
Exercise 1
The founder of which direction in literature was A. M. Gorky?
1. Romanticism
Task 2
The hero of which Gorky story is Loiko Zobar?
1. “Old Woman Izergil”
2. “Makar Chudra”
3. "Chelkash"
Task 3
What work of Gorky is not characterized by the “story within a story” composition?
1. “Makar Chudra”
2. “Old Woman Izergil”
3. "Chelkash"
Task 4
Which character in the play “At the Lower Depths” owns the phrase: “Man, that sounds proud!”?
1. Satin
2. Luke
3. To the actor
Task 5
Which of the characters in the play “At the Lower Depths” expresses the author’s position?
1. Bubnov
2. Satin
3. Tick
4. Luke
Task 6
Which characters in the play “At the Lower Depths” own the words:
1. “Noise is not a hindrance to death”
2. “When work is a duty, life is slavery”
3. “Not a single flea is bad: all are black, all jump.”
4. “If you don’t like it, don’t listen, and don’t bother lying.”
Exercise 1
Which direction does it belong to? early work Blok?
1. Futurism 2. Acmeism 3. Symbolism
Task 2
Find the correspondence between A. Blok’s poems and the main motives of his lyrics.
1. The motive of gloomy disappointment.
2. The motive for the appointment of a poet and poetry
3. Motive " scary world»
4. Motherland motive
a) “Factory” c) “Autumn Will”
b) “To the Muse” d) “I am old at heart
Task 3
To what stage of creativity (“trilogy of incarnation”) did Blok classify the cycle “Poems about a Beautiful Lady”?
1. Thesis 2. Antithesis 3. Synthesis
Task 4
From which work by Blok are these lines:
In the blue twilight White dress
A carved man flashes behind the bars.
1. “The Stranger” 2. “In the Restaurant” 3. “The Nightingale Garden”
Task 5
The cycle of poems “On the Kulikovo Field” is a work of:
1. On a historical topic.
2. About modernity.
3. O unbreakable connection past, present and future.
Task 6
What melody is not heard in Blok’s poem “The Twelve”?
1. March 3. Ditty
2. Tango 4. Romance
Task 7
What techniques does he use? Block in the following examples?
1. “Spring and pernicious spirit.”
2. “And blue, bottomless eyes / Bloom on the far shore.”
3. “How long should the mother push? // How long will the kite circle?
a) metaphor b) anaphora c) oxymoron
Assignments on prose and poetry of the Silver Age
Card 1
1. Determine modernist movement By characteristic features: a movement that considered the goal of art to be an intuitive comprehension of world unity; Art was seen as the unifying principle of such unity. Characterized by “secret writing of the ineffable,” understatement, and replacement of the image.
2. What is the culmination in the development of the lyrical-philosophical conflict in the story “Old Woman Izergil”?
3. In whose work the image of the heroine was created, which turned into Blok’s “ Beautiful Lady»?
4. What image in the poem “Russia” expresses the peculiarity of the lyrical hero’s feelings for his homeland?
5. What means artistic expression used in the poem “I don’t regret, I don’t call, I don’t cry...” by S. Yesenin to create musicality?
6. The genre of the work “Soviet Rus'” by S. Yesenin.
7. The specificity of the metaphor “poetry is a weapon” in the introduction to the poem “At the top of my voice” by V. Mayakovsky.
8. What sign of feeling becomes the basis for the metaphor that gives the name to the story “ Sunstroke"I. Bunin?
Card 2
1. Define the modernist movement based on its characteristic features: the movement that proclaimed the “inherent value” of life phenomena, the cult of art as craftsmanship; rejection of mystical nebula; creating a visible, concrete image.
2. Who is included in the " Main Headquarters» Aristide Sledgehammer in the story “Former People” by M. Gorky?
3. The size of the poem “A girl sang in the church choir...” by A. Blok.
4. Name musical genre, the rhythms of which in the poem “The Twelve” convey the mood of the time.
5. What trait is in the image? new Russia is the antithesis of her “golden” past in Yesenin’s lyrics?
6. What place does Labutya occupy in the figurative system of the poem “Anna Snegina”?
7. An innovative feature in the dramatic conflict of V. V. Mayakovsky’s plays “The Bedbug” and “Bathhouse”.
8. The place of “two Abruzzese highlanders” in the figurative system of the story “The Gentleman from San Francisco” by I. Bunin.
Card 3
1. Define the modernist movement by its characteristic features: a movement that denied the artistic and moral heritage, preached the destruction of the forms and conventions of art for the sake of merging it with the accelerated life process.
2. What place in the plot does the episode of crossing the river on ice occupy in the story “Ice drift”?
3. What type of allegory is used to create the image of the “enchanted distance” in the poem “Stranger” by A. Blok?
4. What “wonderful battle” “again” begins over Russia during Blok’s time in the cycle “On the Kulikovo Field”?
5. Thanks to what images are socio-historical and lyrical-philosophical plans intertwined in the plot of the poem “Anna Snegina” by S. Yesenin?
6. What is the ideological basis for the similarity of images of the homeland in the poetry of A. A. Blok and S. A. Yesenin?
7. Where was the hero of the poem “I Love” by V. Mayakovsky taught to “love”?
8. What works served as the basis for the award to I. A. Bunin Nobel Prize?
Card 4
1. To which direction did the poets belong:
a) V. Bryusov, D. Merezhkovsky, K. Balmont, A. Bely.
b) D. Burliuk, V. Kamensky, V. Khlebnikov.
c) N. Gumilev, A. Akhmatova, O. Mandelstam.
2. What works first brought Gorky fame?
3. A reminiscence from which work of N.V. Gogol is used to create the image of the homeland in the poems of A. A Blok?
4. What is the main antithesis contained in the image of the heroine of A. Blok’s “Carmen” cycle?
5. What determines the ring nature of the composition of the poem “Anna Snegina” by S. Yesenin?
6. What extended metaphor in the poem “Letter to a Woman” by S. Yesenin conveys the hero’s perception of the movement of life in “the thick of storms and blizzards”?
7. The genre of the poem is “The Sitting Ones.”
8. The main means of artistic expression when creating images in the stories of I. A. Bunin.
Card 5
1. Which of the poets belonged to the “ego-futurists”?
a) I. Severyanin
b) V. Khlebnikov
c) Z. Gippius
Which poets were inspired by the philosophy of V. S. Solovyov?
a) Futurists
b) Acmeists
c) Symbolists
Which group did the poets A. Bely, Vyach belong to? Ivanov?
a) “Senior Symbolists”
b) “Younger Symbolists”
2. What are the genre features of the play “At the Lower Depths” by M. Gorky?
3. Which beginning (epic or lyrical) prevails in genre specifics poem "The Twelve"?
4. The lyrical basis for accepting life in the poem “Oh, spring without end and without edge...” by A. Blok?
5. How does the narrator in the poem “Anna Snegina” by S. Yesenin learn about the fate of Pron Ogloblin?
6. What type of trope is used to create the image of “ears - horses” in the poem “I the last poet villages..."?
7. What type of trope was used to create the image of the “sun” in the poem “An Extraordinary Adventure that V. Mayakovsky had in the Summer at the Dacha”?
8. Does the story “The Gentleman from San Francisco” by I. Bunin end with a conclusion? storyline central character? What is the meaning of such a compositional solution?
Cards for holding test work
I . Assignments on the works of E. Zamyatin (story “We”)
Exercise 1
“Zamiatin’s novel is entirely imbued with genuine fear of socialism, which from an ideal becomes a practical, everyday problem. A novel about the future, a fantasy novel. But this is not a utopia, it is an artistic pamphlet about the present and at the same time an attempt to forecast the future... The novel makes a difficult and terrible impression. Write an artistic parody and depict communism in the vice of some super-barracks under a huge glass cover This is not new: this is how opponents of socialism have practiced since ancient times - a difficult and inglorious path.<...>Zamyatin wrote a pamphlet related not to communism, but to the state<...>reactionary<...>socialism.
From an artistic point of view, the novel is beautiful. Zamyatin reached here full maturity- so much the worse, because all this went to serve an evil cause.<...>Zamyatin is on a very dangerous and inglorious path.”
A. Voronsky. Literary silhouettes.
Evgeny Zamyatin. 1922.
Re-read entries 1-3 in the novel “We”. Please note that the hero’s diary is addressed to people of a different, “lower” civilization. D-503 enthusiastically reports the benefits of a society of universal mechanized equality.
1. Is it possible to agree with the critic A. Voronsky that Zamyatin’s book is a satirical pamphlet? What social order is being criticized? (Pamphlet - a satirical work of an artistic and journalistic nature, the author of which in a sharp form ridicules the contemporary social system or its individual features.)
2. Is the hero’s reasoning about the “ancient” state fair: “The state (humanity) forbade killing one to death and did not forbid killing millions by half...”, etc.? Why does D-503 believe that the One State has truly achieved the highest degree of humanity?
3. Why for D-503 “Schedule railways" - "the greatest of the monuments that have reached us ancient literature"? Can these words and other similar arguments be considered irony? At whom and what is Zamyatin ironizing here: at his hero, who shares the ideology of the State, at himself An ideal state?
Task 2
Read the following excerpt from an article by a literary scholar:
“The utopia that Shawl, Thomas More, Fourier, Chernyshevsky, Marx, Lenin kept talking about has finally come true. Literature responded to this with the flourishing of the dystopian genre, which arose earlier in the course of polemics with the programs of the utopians in such texts as Gulliver’s Travels to Laputa and the Land of the Guinghnms, “The Legend of the Grand Inquisitor,” “Notes from the Underground” (Dostoevsky), etc. New heyday genre was a reaction to the policies of totalitarian socialism and to totalitarian claims modern state in general, especially in the context of technological progress. Dystopia is imbued with disappointment in the idea of a society built on the rationalistic denial of God, free will, the inconsistency of human nature, etc., but which undertakes to ensure universal harmony. This installation was molded into a whole complex of typical schemes, images and positions.”
A. K Zholkovsky. Zamyatin, Orwell and Khvorobiev:
about dreams of a new type. 1994
1. When and why did dystopia emerge as a genre? What caused its occurrence?
2. What phenomena of social order do the authors of dystopias oppose?
3. Is the novel “We” a “dystopian city” or a “dystopian garden”? Where is Zamyatin's book directed - to the past or the future?
Task 3
Read an excerpt from the work of a literary critic:
“The problem of the “new world” as a problem of gaining<...>“The Blessed Country” was staged by almost all of Zamyatin’s contemporaries. Utopia in those years was not just one of the genres - poetry and prose, manifestos of literary groups, reflections of philosophers and publicists were imbued with utopianism. Literature and society dreamed of the future, hastening the passage of time. But during these same years, alarming doubts arose about a person’s right to interfere in the natural course of development of life, to subordinate its whimsical course to some speculative idea. It is no coincidence that the “builders of human welfare” appeared in such different writers, who have little in common with each other, as Bulgakov (“ Fatal eggs», « dog's heart"), L. Leonov ("The Thief"), M. Slonimsky ("Mashi on Emeri"), B. Pilnyak ("Okhlamony" in "Mahogany"), A. Platonov ("Chevengur"), in the tragic , comic" ironic lighting. Zamyatin was among the first who, having brought the possible results of a heroic action to the point of absurdity, saw its tragic side.”
E. B. Skorospelova. Return. 1990
Re-read entry 27.
1. Find phrases in the text that describe the feelings of the hero who first got behind the Green Wall. How does the hero’s feeling of delight differ from what he experiences in the United State?
2. Is it possible to agree that the country of Mefi is the ideal of the “natural course of development of life”, opposed to the mechanized state?
Task 4
Try to find in the novel “We” the features of life, behavior, and thinking of the inhabitants of the United State, similar to those proclaimed by the ideologist of Proletkult, poet A. Gastev. Is it possible, based on the similarities seen, to say that Zamyatin is resorting to parody to expose the idea of mechanized equality?
Gradually expanding, normalization trends are being introduced into<...>social creativity, food, apartments and, finally, even in intimate life right down to the aesthetic, mental and sexual demands of the proletariat.<...>It is this feature that gives proletarian psychology an amazing anonymity, which makes it possible to qualify an individual proletarian unit as A. B. S. or as 325,075 and 0, etc. In the future, this tendency imperceptibly creates the impossibility of individual thinking, transforming itself into the objective psychology of an entire class with systems of psychological switching on, switching off, and closures. The manifestations of this mechanized collectivism are only alien to our personalities, so anonymous that the movement of these collective-complexes approaches the movement of things in which it is as if there is no longer a human individual face, but there are even, normalized steps, there are faces without expression, a soul devoid of lyrics, measured not by screaming, not by laughter, but by a pressure gauge and a taximeter. We are moving towards an unprecedentedly objective demonstration of things, mechanized crowds and stunning open grandeur, knowing nothing intimate or lyrical.”
A. Gastev. On the trends of proletarian culture. 1919
Task 5
1. Re-read the main character’s reasoning about the advantages of the society in which he lives over “ancient societies” in entries 3, 4, 20. Find other places in the novel that characterize the social structure of the United State. Try to identify its main features.
2. To what extent did Zamyatin’s prophecies and warnings come true? Which societies most fully embodied the features of the United State? Can we say that the features of the social order depicted in the novel can be seen today? Is it possible to assume that Zamyatin’s dystopia is yet to come true in the future?
3. How fair can one consider the remark of D. Orwell (author of the dystopia “1984”) about Zamyatin’s goal?
“It is quite likely, however, that Zamyatin did not even think of choosing the Soviet regime as the main target of his satire. He wrote while Lenin was still alive and could not have meant Stalin’s dictatorship, and conditions in Russia in 1923 were clearly not such that anyone would rebel, believing that life was becoming too calm and comfortable. Zamyatin’s goal, apparently, is not to depict a specific country, but to show what machine civilization threatens us with.<...>This is an exploration of the essence of the Machine - the genie that man thoughtlessly let out of the bottle and cannot put back."
D. Orwell. Review of E. Zamyatin’s novel “We”. 1946
Task 6
2. Trace the change in the image of the main character D-503 throughout the novel. How does his attitude to what is happening in the United State change? Why and how does duality and internal contradiction arise? Is it overcome by the end of the novel? How?
3. Describe the characters with whom the fate of D-503 intersects. What stable features of appearance does the author of each of them give - O-90,I-330, R-13? Why does the author constantly use in describing characters geometric figures and lines?
4. Read typical example descriptions of appearanceI-330 (entry 10): “And I saw a strange combination: dark eyebrows raised high at the discs - a mocking sharp triangle, pointing up - two deep wrinkles, from the nose to the corners of the mouth. “And these two triangles somehow contradicted one another, putting this unpleasant, irritating X all over the face - like a cross: a face crossed out with a cross.” Do the figures of a triangle and a cross have some meaning for revealing the character and fate of the heroine? What is this meaning? Find geometric “details” in the appearance of other characters.
Task 7
“The most acute drama is given to the novel by the confrontation between the individual and the state supersystem.<...>The existence of the One State is harmed by every living human movement. Ideally, the system strives to replace people with robots.
Four impulses bring D-503 out of a state of conformist hibernation: innate emotionality (“drop hot blood"), inadvertently set in motion by EG's excessive self-praise. The second force is art. D listens to Scriabin's music performedI-330 and for the first time feels a “slow, sweet pain”, feels the burn of a “wild, rushing, scorching sun” in his blood. Third push - visit ancient house, which awakens primordial memory (“D felt caught in a wild whirlwind ancient life»). <...>He experiences rejection from the usual climate of the EG, the emergence of another person within himself, “new and alien”, as a disease.<...>The fourth and final moment that completes D’s “state” fall from grace is when he experiences a feeling of overwhelming shock from his proximity to I-330. This is not at all the feeling that he experienced “on pink coupons” on a “sexy day”.
V. Akimov. Man and a single state. 1989
1. Is it possible to see already in the first chapters the future conflict of the hero with the State? What character traits of D-503 increase the severity of the conflict?
2. How does the hero’s love story end? Can the hero's fate be called tragic? What is the essence of his tragedy?
Task 8
“The writer’s prose and especially the novel “We” are truly filled with both many associations and reminiscences from Dostoevsky; it contains a dialogue with his ideas, the development of his images and plot devices. The dystopian narrative, as in “Crime and Punishment”, “Demons”, comes with ever-increasing tension, unexpected “suddenly” and sharp turns events. The chronicler-narrator, like Raskolnikov, goes through a split personality and a crime against the “numbered” community, then a crisis (punishment) and, finally, a kind of “resurrection” that returns him to the fold of the United State. A couple of the main female faces (O andI-330) is connected, as often in Dostoevsky, by the antithesis of the meek, humble, on the one hand, and the predatory, demonic, on the other.”
V. A. Nedzvetsky. Benefit and benefactor
in the novel by E. I. Zamyatin “We”
Confirm or refute the literary critic’s reasoning. Compare the “crime” before society of Raskolnikov and the hero D-503. What are their similarities and differences?
Task 9
Critics writing about the novel noted the variety of similarities between the novel and the books of the great utopians of the past, with the works of Pushkin, Gogol, Saltykov-Shchedrin, Chernyshevsky, Dostoevsky, Andrei Bely.
List with which works of which authors the plot of the story “We” has something in common. The answer must be detailed.
I I . Questions about the works of A. Platonov (the story “The Pit”)
1. Identify the main characters of the story and describe them.
2. Analysis of the symbols of the work.
3. Write out examples of inconsistency language from the text. How can you explain them?
4. Analyze Voshchev’s “life plans” and his conclusions about the construction of the pit.
5. What is the search for the “meaning of life”, “truth” for each hero?
6. Prove that the scenes when the characters are left alone with themselves work big role in the composition of the work.
7. Why did the girl Nastya they found become so dear to the diggers? Prove that the image of the girl occupies special place in the story.
8. Why is she dying? How does Platonov depict the death of a child?
9. Why was the “pit” dug for happiness, but it turned out to be a grave for a child?
10. At the beginning of the story it talks about construction near the city, and then about events in the village. Doesn't this violate the integrity of the work? Prove your point.
What is the meaning of the title of Platonov's story?
Answers
Creativity test by I. A. Bunin and A. I. Kuprin
Option I
1 - g;
2 - General Anosov, " Garnet bracelet»;
3 - Mr. from San Francisco.
Option II
1 - b
2 - Olesya, "Olesya"
3 - Olya Meshcherskaya, “ Easy breath»
Test on creativity of A. Akhmatova
Option I
1 - Gorenko; Big Fountain (near Odessa).
2 - in
Option II
1 - b, b
Test on the works of S. A. Yesenin
13; 2 - 4; 3: 1 - A, 2 - D, 3 - B, 4 - B; 4 - 4; 5 - 2; 6 - 1.
Test on the works of V. V. Mayakovsky
1 - 1; 2 - 2; 3 - 1; 4 - 4; 5 - 1; 6 - 2.
Test on the works of A. M. Gorky
1 - 3; 2 - 2; 3 - 3; 4 - 1; 5 - 2;
6: 1 - Bubnov, 2 - Satin, 3 - Luka, 4 - Baron.
Test on the works of A. A. Blok
13; 2: 1 - G, 2 - B, 3 - A, 4 - B; 3 - 1; 4 - 3; 5 - 3; 6 - 2;
7: 1 - B, 2 - A, 3 - B.
Literature
Buslakova T.P. Russian literature of the twentieth century: Textbook. minimum for an applicant. M., 2001.
Ivanchenko N.P. Preparation for the literature exam: Lessons on repeating Russian classics in 11th grade. M., 2001.
Karpov I. P., Starygina N. N. Open lesson on literature: Plans, notes, materials: A manual for teachers. 3rd ed. M., 2001.
Kuchina T. G., Ledenev A. V. Testing and testing works on literature. 11th grade: Method. allowance. M., 2002.
Literary dictionary: Textbook. aid for applicants to universities / Comp. and scientific ed. B. S. Bugrov, M. M. Golubkov. 3rd ed., revised. M., 2001.
Moscow regional competitions for schoolchildren in literature: Collection. 9-11 grades / Comp. L. V. Todorov. M., 2002.
Ogloblina N. N. Literature tests. 5-11 grades M., 2001.
Poetry of the Silver Age at school: A book for teachers / Author's compilation. E. M. Boldyreva, A. V. Ledenev. M., 2001.
Rogover E. S. Russian literature of the twentieth century: To help school graduates and applicants: Tutorial, St. Petersburg, 2002.
Russian literature XIX-XX centuries: In 2 volumes. T.2: Russian literature of the twentieth century: Literary dictionary: Textbook. manual for applicants to universities / Comp. and scientific ed. B. S. Bugrov, M. M. Golubkov. 3rd ed., revised. M., 2001.
Russian literature of the twentieth century: 11th grade: Workshop: Textbook. manual for general education students. institutions / A. A. Kunarev, A. S. Karpov, O. N. Mikhailov, etc.; Comp. E. P. Pronina. M., 2000.
Russian literature of the twentieth century: Textbook. for general education institutions / Ed. Yu. I. Lysy. M., 2000.
Semenov A. N., Semenova V. V. Russian literature of the twentieth century in questions and answers: In 2 parts. Moscow, 2001.
Tropkina L.A. et al. Literature. 11th grade: Lesson notes on the works of L. Andreev, M. Gorky, A. Blok, writers of “Satyricon”. - Volgograd, 2003.
Khodasevich V. F. Necropolis. St. Petersburg, 2001.
Shrom N.I. Newest Russian literature. 1987-1999: Textbook. Riga, 2000.
- Lesson 1. Introduction
Old Russian literature
- Lesson 2. Old Russian literature. Review
- Lessons 3, 4. “The Tale of Igor’s Campaign” – greatest monument ancient Russian literature
- Lesson 5. Traditions of “The Tale of Igor’s Campaign” in literature
Russian literature of the 18th century
- Lesson 6. Literature of the 18th century ( general review). Classicism in Russian and world art
- Lessons 7, 8. “Peter the Great of Russian Literature” ( V.G. Belinsky ). Creativity M.V. Lomonosov
- Lessons 9, 10. Creativity G.R. Derzhavina
- Lesson 11. Sentimentalism. N.M. Karamzin - writer and historian
- Lessons 12, 13. Tale by N.M. Karamzin “Poor Liza”
- Lesson 14. Final lesson on the topic “Russian literature XVIII century"
Russian literature of the 19th century
- Lesson 15. The Golden Age of Russian Literature. From classicism and sentimentalism to romanticism
- Lesson 16. “Literary Columbus of Rus'” ( V.G. Belinsky ). Essay on the life and work of V.A. Zhukovsky
- Lesson 17. Ballad V.A. Zhukovsky "Svetlana"
- Lessons 18, 19. Romantic lyrics early XIX century. Protection literary newspapers
- Lesson 20. A.S. Griboedov: personality and fate
- Lesson 21. Comedy A.S. Griboyedov “Woe from Wit”: genre, plot, characters
- Lesson 22. “The present century and the past century.” Features of conflict in comedy
- Lesson 23. Analysis of the ball scene (based on the third act of the comedy)
- Lesson 24. The meaning of the title of the comedy by A.S. Griboyedov "Woe from Wit"
- Lesson 25. Criticism of comedy by A.S. Griboyedov "Woe from Wit"
- Lessons 26, 27. Preparation for an essay on the comedy by A.S. Griboyedov "Woe from Wit"
- Lesson 28. A.S. Pushkin: life and fate
- Lesson 29. Friendship and friends in the lyrics of A.S. Pushkin
- Lesson 30. Pushkin’s freedom-loving lyrics
- Lesson 31. Love lyrics by A.S. Pushkin. Addressees of love lyrics
- Lesson 32. The theme of the poet and poetry in the lyrics of A.S. Pushkin
- Lesson 33. Philosophical lyrics by A.S. Pushkin
- Lesson 34. Learning to analyze lyrical work(using the example of A.S. Pushkin’s poem “On the hills of Georgia lies the darkness of the night...”)
- Lesson 35. Lesson-concert “Poets of the 20th century about Pushkin”
- Lesson 36. Tragedy of A.S. Pushkin "Mozart and Salieri"
- Lesson 37. Roman A.S. Pushkin "Eugene Onegin". History of creation. Features of the genre. Onegin stanza
- Lesson 38 Composition of the novel by A.S. Pushkin "Eugene Onegin"
- Lessons 39–41. The system of images of the novel by A.S. Pushkin "Eugene Onegin"
- Lesson 42. Artistic perfection novel by A.S. Pushkin "Eugene Onegin"
- Lesson 43. The novel “Eugene Onegin” in criticism. Preparing for an essay based on the novel by A.S. Pushkin "Eugene Onegin"
- Lessons 44, 45. Essay based on the novel by A.S. Pushkin "Eugene Onegin"
- Lesson 46. M.Yu. Lermontov: personality, fate, era. Two poetic world: Pushkin and Lermontov
- Lesson 47 Lyrical hero poetry M.Yu. Lermontov
- Lesson 48. The image of Russia in the lyrics of M.Yu. Lermontov. Analysis of the poem "Motherland"
- Lessons 49, 50. The tragic pathos of M.Yu.’s lyrics. Lermontov
- Lesson 51. The fate of the generation of the 1830s in the lyrics of M.Yu. Lermontov. Preparing for an essay
- Lesson 52. Essay on the topic “The fate of a generation in the poems of M.Yu. Lermontov “Borodino” and “Duma”
- Lesson 53. Roman M.Yu. Lermontov "Hero of Our Time". The concept and composition of the novel
- Lessons 54–56. The system of images in the novel by M.Yu. Lermontov "Hero of Our Time"
- Lesson 57. Analysis of the story “Fatalist”
- Lesson 58. Artistic perfection of the novel “A Hero of Our Time”
- Lesson 59. Criticism of the novel “A Hero of Our Time.” Preparing for an essay
- Lesson 60. Essay analysis. Creativity test M.Yu. Lermontov
- Lesson 61. N.V. Gogol. Review of life and work
- Lesson 62. Poem by N.V. Gogol " Dead Souls": storycreation, features of the genre and composition, the meaning of the name
- Lessons 63–65. The system of images of the poem by N.V. Gogol's "Dead Souls"
- Lesson 66. The image of Chichikov in the poem by N.V. Gogol's "Dead Souls"
- Lesson 67. The image of Russia in the poem by N.V. Gogol's "Dead Souls"
- Lesson 68. Preparing for an essay based on the poem by N.V. Gogol's "Dead Souls"
- Lesson 69. Essay analysis. Creativity test N.V. Gogol
- Lesson 70. F.M. Dostoevsky. The main stages of life and creativity. Novel “White Nights”: features of the genre
- Lesson 71. F.M. Dostoevsky. Artistic originality novel "White Nights"
- Lesson 72. Petersburg by Dostoevsky
Russian literature of the 20th century
- Lesson 73. Paths of Russian literature of the twentieth century
- Lessons 74, 75. Artistic excellence Chekhov the narrator. The main themes and ideas of the stories “Death of an Official” and “Melancholy”
- Lessons 76, 77. I.A. Bunin "Dark Alleys"
- Lesson 78. Poetry of the Silver Age (review)
- Lessons 79, 80. Personality and creativity of A.A. Blok
- Lessons 81, 82. Fate and creativity of S.A. Yesenina
- Lessons 83, 84. V.V. Mayakovsky: lyrics, innovation
- Lessons 85, 86. Problems of the story by M.A. Bulgakov "Heart of a Dog"
- Lesson 87 creative portrait M.I. Tsvetaeva
- Lesson 88. Review of the works of A.A. Akhmatova
- Lesson 89. Man and nature in poetry by N.A. Zabolotsky
- Lesson 90. M.A.'s story Sholokhov "The Fate of Man"
- Lesson 91. Lyrics by B.L. Pasternak
- Lesson 92. Lyrics by A.T. Tvardovsky
- Lesson 93. Story by A.I. Solzhenitsyn " Matrenin Dvor»
- Lessons 94, 95. Romances and songs based on words by Russian writers of the 19th–20th centuries
From foreign literature
- Lesson 96. Guy Valerius Catullus, Quintus Horace Flaccus, Dante Alighieri. Creativity Review
- Lessons 97, 98. William Shakespeare. Tragedy "Hamlet"
- Lesson 99. I.V. Goethe. Tragedy "Faust"
- Lessons 100, 101. Testing knowledge
- Lesson 102. Final
Lesson developments according to the program edited by T.F. Kurdyumova
- Thematic planning educational material
- Lesson 1. Introduction
Old Russian literature. Russian literature of the 18th century
- Lessons 2–4. The wealth of genres of ancient Russian literature. "The Tale of Igor's Campaign"
- Lessons 5, 6. Russian literature of the 18th century as literature of the era of classicism
- Lessons 7, 8. M.V. Lomonosov. The theory of "three calms". Glorification of the Motherland, science, enlightenment and peace in the works of the poet
- Lessons 9, 10. G.R. Derzhavin. Innovation of Derzhavin the poet. Themes, ideological pathos, methods of expressing the author’s position
- Lesson 11. Creative work on the topic “Classicism”
- Lessons 12, 13. N.M. Karamzin is a writer and historian. "Poor Lisa." Plot. Statement universal human values. Innovation in the field of language
Russian literature of the 19th century
- Lessons 14–16. The Golden Age of Russian Poetry. Richness of content and mastery of form. Prose and drama in the era of the golden age of poetry. Russian romanticism
- Lessons 17–24. A.S. Griboyedov. Comedy "Woe from Wit". Artistic excellence of comedy
- Lessons 25, 26. V.A. Zhukovsky. Life and art. Ballads of the poet. Heroes and plot of the ballad “Svetlana”
- Lessons 27–36. A.S. Pushkin. Creative path. Boldino autumn of 1830. Lyrics of love, friendship; theme of the poet and poetry. Mastery of verse. "Eugene Onegin" - a novel in verse
- Lessons 37–46. M.Yu. Lermontov. Lyrics. Theme of freedom and loneliness. The drama of love. "Hero of our time". Pechorin's inconsistency of character and talent
- Lessons 47–52. N.V. Gogol. The role of Gogol in the fate of Russian literature. Poem "Dead Souls"
- Lesson 53. F.I. Tyutchev. The main motives of the lyrics
- Lesson 54. A.A. Fet. Love and nature in the poet's lyrics
Foreign literature
- Lesson 55. Dante Alighieri. " The Divine Comedy" - "encyclopedia of the era"
- Lessons 56, 57. William Shakespeare. The spiritual life of man in the tragedy "Hamlet"
19th century literature
- Lesson 58. N.A. Nekrasov. The theme of people's suffering in the poet's lyrics. The role of the poet in society
- Lessons 59–61. Tale by I.S. Turgenev "First Love"
- Lessons 62–64. Dialectics of the soul in the story by L.N. Tolstoy "Youth"
- Lessons 65, 66. Story by A.P. Chekhov's "Man in a Case"
Literature of the 20th century
- Lesson 67. Russian literature of the twentieth century
- Lessons 68, 69. I.A. Bunin - poet and prose writer
- Lessons 70, 71. Maxim Gorky. Autobiographical trilogy. "My Universities"
- Lesson 72. Poetry of the Silver Age ( review )
- Lessons 73, 74. Personality and creativity of A.A. Blok
- Lesson 75. Review of the works of A.A. Akhmatova
- Lessons 76, 77. Fate and creativity of S.A. Yesenina
- Lessons 78, 79. Poetic innovation by V.V. Mayakovsky
- Lessons 80, 81. Problems of the story by M.A. Bulgakov "Heart of a Dog"
- Lesson 82. M.A.'s story Sholokhov "The Fate of Man"
- Lesson 83. Poem by A.T. Tvardovsky "Vasily Terkin"
- Lesson 84. Story by A.I. Solzhenitsyn "What a pity"
- Lesson 85. Writers of Russian diaspora about the Motherland
Russian literature of the 60–90s of the XX century
- Lesson 86. Story by V.M. Shukshin "Vanka Teplyashin"
- Lesson 87. Narration by V.P. Astafiev "Tsar Fish"
- Lesson 88. Tale by V.G. Rasputin "Money for Maria"
- Lessons 89, 90. The meaning of the title of the play by A.V. Vampilov "Elder Son"
- Lessons 91, 92. Pages of poetry of the second half of the twentieth century
- Lessons 93, 94. Essay on literature of the second half of the twentieth century
Literature of the peoples of Russia
- Lessons 95, 96. Poetry by G. Tukay, M. Karim, K. Kuliev, R. Gamzatov
Foreign literature
- Lessons 97, 98. I.V. Goethe "Faust"
- Lessons 99, 100. Knowledge control
- Lessons 101, 102. Final
Lesson topic: "IN amazing world Russian literature of the 19th century."
Lesson objectives:
EDUCATIONAL: repetition, generalization and systematization of what has been learned; knowledge controlaboutteachingYuin the section “Works of Russian writers of the 19th century”.
EDUCATIONAL: to introduce Russian classical literature.
DEVELOPMENTAL: to develop self-control skills; develop skills: think logically; argue and prove; analyze and draw conclusions; apply the acquired knowledge in a non-standard situation.
Lesson type
: a lesson in generalizing and systematizing knowledge, skills and abilities.Lesson type
: “Lesson is a game” (Non-standard lesson)Forms of training:
collective, individual.
Teaching methods
: verbal, partially search.Equipment:
with slides, task cards, checklist, crossword puzzle, props, tape recording with excerpts from works, illustrations, books with works by I.S. Turgenev, I.A. Bunina, A.P. Chekhov.
moment.1 min.
2. introduction 1 min.
3. Statement of the topic and purpose of the lesson 2 min
4. Game “In the wonderful world of Russian literature of the 19th century.”
4.1. 1st qualifying round “Do you know writers and poets of the 19th century and their works?”
6min+2min.
16 points
Additional task 2 min. for 1 b.
4.2. Game “Guess the word”. 2 minutes
4.3. Literary pause. 4min.
4.4. 2nd qualifying round. Crossword “Find out literary hero”.
8min. + 2min. 10 points
additional task 5 min 1b.
physical minute 5 min.
4.5. Game “Guess the word”. Slide 31.
3 min.
4.6. 3rd qualifying round “Do you know the illustrations for the works? ”
Slide 33.
8 points 6 min. + 2 min.
additional task 3 min 1b
4.7. Game “Guess the word”. 2 min.
4.8. Literary pause.
8min.
4.9. The final round of the game “Guess the word”.
3 min
5. Final word teachers.3min.
6. Summing up
Exercise : How can you call an outstanding, generally recognized writer or poet who is an example in literature?Slide 48.This means that all the works that we studied in class can be called classical literature.Slide 49
But new meetings await you with Russian writers and poets of the 20th century, with their interesting works and heroes. And I am sure that these meetings will bring you discoveries and pleasure. After all, the world of literature is so amazing and wonderful.
Students count points.
Giving grades to students according to the criteria.
Awarding the finalist winner.
Write a mini-essay “I want to say “thank you” ...” (Which writer or poet of the 19th century and for what?). Apply for work.Slide 51.
Getting ready for the lesson
They listen carefully.
Control: the surnames, first names and patronymics of writers and poets are read out: 1.A. S. Pushkin, 2.M. Yu. Lermontov, 3.N. V. Gogol, 4.I. S. Turgenev, 5.A. N. Nekrasov, 6.M. E. Saltykov-Shchedrin, 7.L. N. Tolstoy, 8.A. P. Chekhov.Slide 8.
Control: A. S. Pushkin - “ Captain's daughter»,
M. Yu. Lermontov - “Hero of Our Time”, N. V. Gogol - “Dead Souls”, I. S. Turgenev - “Bezhin Meadow”, A. N. Nekrasov - “Russian Women”, M. E. Saltykov -Shchedrin - “Wild Landowner”, L.N. Tolstoy - “Childhood”, A.P. Chekhov “Chameleon”.Slide 10.
I.S. Turgenev
L.N. Tolstoy
A.P.Chekhov
Control : the name of this author is Ivan Alekseevich Bunin.Slide 13.
Expressive reading memorize poems
I. A. Bunina"Evening" . Slide 16.
(video)
Control: The crossword puzzle contains the key word “Hero”.
Names of literary heroes:1.Onegin2. Fedya
3. Grinev
4.Pechorin
5. Andriy.Slide 23.
Right answers: Ochumelov, general, Taras Bulba, wild landowner, faithful Trezor
(Taras Bulba, Ostap).
Control: The name of this princess is Maria Volkonskaya.Slide 32.
Control: The titles of the works are read out.Slide 38.
Control: the titles of the works are read out.Slide 42.
Control: The authors of the illustration are Kukryniksy.Slide 45.
Control: The answer is classic.Slide 50.
Interest, curiosity about the topic of the lesson: readiness for the lesson.
attentiveness
Deepening knowledge.
health saving
Ability to see results
your work.
Objectivity of assessment
1. At his name, “the thought of a national Russian poet immediately dawns on me.” This is the Russian sun classical literature. Born into a well-born but poor noble family. One of the ancestors who makes up the pride of the family is Ibrahim Hannibal, “the Blackamoor of Peter the Great.” The famous nanny Arina Rodionovna played a special role in his life.” From the age of twelve he studied at the Tsarskoye Selo Lyceum, where he first showed his poetic talent.
2.C early age he knew the bitterness of parting, having lost his mother in infancy, he could not communicate with his father. He was raised by loving grandmother on his estate Tarkhany. As a child he showed numerous talents: musical, visual, poetic. A great patriot who dreams of freedom and happiness for his people. A brave warrior, masterly with weapons, and a dashing rider. His life was instantaneous, dazzling and short, like lightning. The poetic heritage amazes with the depth of philosophical reflection and tragic attitude .
3. He grew up in a rich landowner family, where everything was “in charge” of Mother Varvara Petrovna, a capricious and cruel serf-woman. From childhood he carried out a burning hatred of serfdom and any violence against a person, because he repeatedly witnessed moral and physical abuse of powerless people, and he himself was often “flogged mercilessly.” He dedicated his work to the struggle for the freedom of the human person and the abolition of serfdom.
4.Born into the family of a poor army officer. He received his father's main inheritance - a soldier's chest with books. He lived “out of mercy” in the family of a Tver landowner and studied with his children, surpassing them in erudition and talent. He tried his hand at drama, but became famous thanks to the “unpopular genre” of fables. Author of more than two hundred fables. During his lifetime his name becomes
5. The works of this writer are imbued with sparkling humor and true nationality. Born in Ukraine in the Poltava province, he went through a harsh school of life, conquered St. Petersburg with stories “translated from the words of Rudy Panka.” Approval by A.S. Pushkin finally convinced him that his calling was literature. An avid theatergoer and a wonderful actor, he also showed his talent in drama.
Lesson according to the program of A.V. Gulin, A.N. Romanova. The material can be used in an extracurricular reading lesson that expands students' understanding of fables, or after studying fairy tales about animals. Children can get acquainted with Panchatantra, a monument of Sanskrit prose, a collection of instructive stories.
The target audience: for 5th grade
A lesson preceding the study of the works of M. Yu. Lermontov in the ninth grade. Program "School 2100". Textbook “The History of Your Literature”, 9th grade, R. N. Buneev, E. V. Buneeva, O. V. Chindilova. The lesson notes and presentation help to awaken interest in the poet, a controversial personality, which affected the reviews of his contemporaries about him and was reflected in the dissimilarity of his lifetime portraits.
I offer material for a literature lesson in 10th grade as part of preparation for the final essay. the main objective lesson - using the material from M. Gelprin’s story “The Candle Was Burning” to awaken high school students’ interest in literature and reading. During the analysis of the story, interesting methodological techniques are used. The lesson is structured in accordance with the basic requirements of the Federal State Educational Standard. The outline includes navigation through the presentation slides. Links to sources of information are provided. At the beginning of the lesson, at the challenge stage, a video “Pushkin wrote Yesenin” is used, which must be downloaded from the link and inserted into the presentation yourself.
Target audience: for 10th grade
The lesson is designed for 7th grade. The lesson is aimed at developing the skills of writing a characterization of a literary hero; text analysis; research work with text; to repeat and consolidate the ability to work with the text of a work of art.
Problem-search (stimulating and leading to dialogue) methods, the method of independent work with text, and a visual method (presentation) are used.
Target audience: for 7th grade
Unfortunately, one lesson is not quite enough to cover the entire cycle. But an analysis of one tragedy will allow students to see that the themes raised by the author are universal and timeless. "Mozart and Salieri" is a work that is still interpreted in different ways. In this play A.S. Pushkin again addresses the question of the nature of the Artist’s creativity. Having committed a crime, Salieri is doomed to disgrace, because it is important for the author to bring to mind the inevitable retribution for his sins. But still he shows a possible way of saving a person.
Target audience: for 9th grade
Summary and presentation for the lesson: “Native nature in poems by Russian poets of the 19th century.”
During the lesson, students turn to poetic texts, learn to understand the thoughts and feelings of Russian poets who wrote poems about native nature, develop the ability to use literary terms and analyze poetic text. During the lesson, conditions are created for the formation of artistic taste, emotional perception the surrounding world through poetic images of Russian landscape lyrics.
The following activities are provided at the lesson stages: artistic reading poetic works, working with literary terms, working with illustrations, writing poems, composing syncwine.
Zolotareva I. V., Egorova N. V. Universal lesson developments in literature. 9th grade. 4th ed., revised. and additional - M.: VAKO, 2007. - 416 p. - (To help the school teacher).SECTION I
Thematic planning of educational material…………………………………………………………………………………6
OLD RUSSIAN LITERATURE
RUSSIAN LITERATURE OF THE 18TH CENTURY
Lesson 1. Introductory…………………………………………………………………………………………………………… 8
Lessons 2-3. “The Tale of Igor’s Campaign” is the greatest monument of Old Russian literature…………… 9
Information for teachers. The meaning of "The Tale of Igor's Campaign" The image of the Russian land in “The Lay...”……… 10
Information for teachers. Composition “Words about Igor’s Campaign”……………………………………………14
Lesson 4. Literature of the 18th century (general overview) Classicism in Russian and world art…………… 16
Lessons 5-6. A play from the era of classicism. J.-B. Moliere “The Bourgeois among the Nobility”………………………… 19
Lesson 17."Golden Age" of Russian Literature. From classicism and sentimentalism to romanticism……… 50
Lesson 18. Romantic lyrics of the beginning of the century. "Literary Columbus of Rus'"
(V. G. Belinsky). Essay on the life and work of V. A. Zhukovsky……………………………… 52
Information for teachers. The creative path of V. A. Zhukovsky. Elegies and ballads of Zhukovsky……………54
Lesson 19. Romantic lyrics of the early nineteenth century. K. N. Batyushkov,
N. M. Yazykov, E. A. Baratynsky, K. F. Ryleev, D. V. Davydov,
P. A. Vyazemsky (optional). Protection of literary newspapers…………………………………… 56
Lesson 20. Analysis training lyric poem. Workshop………………………………………………………57
Lesson 21. Griboedov: personality and fate………………………………………………………………………………… 58
Information for teachers. The creative path of A. S. Griboyedov (1795/94/90-1829)………………………… 60
Lesson 22. Comedy "Woe from Wit". Meet the heroes. Reading and analysis of Act I…………………… 62
Lesson 23. Act II of the comedy. Training in monologue analysis…………………………………………………………… 64
Lesson 24. Act III comedies. Analysis of the ball scene……………………………………………………… 65
Lesson 25. Act IV of the comedy. The meaning of the title of the comedy "Woe from Wit".
The problem of genre. Innovation and tradition in comedy………………………………………………………68
Lessons 26-27. Seminar lesson.
Young generation in comedy. Moral ideal Griboedova…………………………… 71
Information for teachers……………………………………………………………………………………… 76
Option for lessons 21-27 on the comedy “Woe from Wit”……………………………………………………………… 79
Lesson 1. A. S. Griboyedov. Personality and destiny. “Woe from Wit” and its creator……………………………79
Lesson 2. Artistic perfection comedy. Characters, initial plot motives………… 83
Lesson 3.“The present century and the past century.” Moral conflict in comedy……………………… 85
Lesson 4. Chatsky in a duel with “society”………………………………………………………………………………86
Lesson 5. The meaning of the name of the comedy………………………………………………………………………………… 88
Lesson 6. Final lesson…………………………………………………………………………………89
Lesson 28 I. A. Goncharov. "A million torments." Learning to take notes……………………………91
Lesson 29 Lecture. A. S. Pushkin: life and fate……………………………………………………………………………… 91
Petersburg period (June 1817 - early May 1820). Southern period
(September 1826 - early September 1830). Boldino autumn (1830).
Creativity of the 1830s (1831-1836)…………………………………………………………… 94
Lesson 30. Friendship and friends in the lyrics of A. S. Pushkin……………………………………………………………… 99
Information for teachers...……………………………………………………………………………………102
Lesson option 30. Traveling to Pushkin's places…………………………………………………………………… 104
Lesson 31 Freedom-loving lyrics of A. S. Pushkin………………………………………………………… 108
Information for teachers. Analysis of the poem “In the depths of the Siberian ores...”.
Analysis of the poem "Anchar"………………………………………………………………… 111
Lesson 32. Love lyrics by A. S. Pushkin. Addressees of A. S. Pushkin’s lyrics……………………………114
Analysis of the poem "Anchar"……………………………………………………………………………… 117
Lesson option 32. Ideal in love lyrics A. S. Pushkin……………………………………………………… 118
Lesson 33 The theme of the poet and poetry in the lyrics of A. S. Pushkin……………………………………………………… 123
Information for teachers. Analysis of the poem “I erected a monument to myself, not made by hands”………...125
Lesson 34 Images of nature in the lyrics of A. S. Pushkin. Seminar lesson…………………………… 129
Information for teachers………………………………………………………………………………………133
Lesson 35. Learning to analyze a lyric poem.
My favorite poem Pushkin: perception, interpretation, evaluation………………… 133
Lesson 36. Lesson-concert in Poets of the 20th century about Pushkin"………………………………………………………137
Lesson 37"Eugene Onegin". History of creation.
Literary controversy surrounding the novel. Perception of the novel by contemporaries.
The concept and composition of the novel…………………………………………………………………………………138
Information for teachers. Composition "Eugene Onegin"…………………………………………………139
Lesson 38 The system of images of the novel “Eugene Onegin”. Plot. “Onegin” stanza……………………142
Information for teachers………………………………………………………………………………………146
Lesson 39. M. Yu. Lermontov: personality, fate, era. Two poetic worlds (Lermontov and Pushkin)… 147
Lesson 40. The lyrical hero of the poetry of M. Yu. Lermontov. Themes of Lermontov's lyrics. Lecture…………150
Lesson 41 The image of Russia in the lyrics of M. Yu. Lermontov. Analysis of the poem “Motherland”………………… 155
Lesson 42. Man and nature in the lyrics of M. Yu. Lermontov…………………………………………………………………… 156
Information for teachers………………………………………………………………………………………160
Lesson 43 Preparing for a class essay. Fate of a generation
1830s in the lyrics of M. Yu. Lermontov……………………………………………………… 161
Lesson 44 A great educational essay.
The ideological relationship between M. Yu. Lermontov’s poems “Borodino” and “Duma”…………… 164
Lesson 45."Hero of our time". Content overview. Pechorin - “portrait of a generation”………………164
Information for teachers. "Hero of our time" in criticism.
The originality of the plot and composition of the novel…………………………………………………… 166
Lesson 46. The Age of Lermontov in the Novel………………………………………………………………………………………168
Lesson 47 Training in episode analysis (based on the chapter “Taman”)……………………………………………………………………....... 169
Information for teachers. The theme of fate and chance in the novel “A Hero of Our Time”…………………… 170
Lesson 48 Summary on the works of M. Yu. Lermontov…………………………………………………………… 172
Lesson 49 N.V. Gogol: pages of life. First creative successes……………………………………172
Lessons 50-51. Cycle "Petersburg Tales". Seminar lesson…………………………………..173
Lessons 101-102. William Shakespeare. “Hamlet”……………………………………………………………... 245
RAZLEL II
EDITED BY T. F. KURDYUMOVA
Thematic planning of educational material………………………………………………………………………………246
Lesson 75. Review of the works of I. A. Bunin……………………………………………………………………………………… 251
Lesson 76. M. Gorky. Short review life and early
writer's creativity. Autobiographical trilogy. “My Universities”………………… 253
Lesson 77 Elements of journalism in M. Gorky’s story “My Universities”…………………………255
Lesson 78 Essay based on M. Gorky’s story “My Universities”………………………………………………………… 256
Lesson 79 Comedy by M. A. Bulgakov “Dead Souls”
based on the poem by N.V. Gogol. Chichikov and his entourage as depicted by Bulgakov…………………256
Lesson 80. Artistic Features comedy by M. A. Bulgakov “Dead Souls”……………………… 258
Lessons 81-82. M. A. Bulgakova “Dead Souls”……………………………………………………………………………… 258
Lesson 83. Poetry of the Silver Age (review)………………………………………………………………………………… 259
Lesson 84. Personality and creativity of Alexander Blok. Women's images in the poet’s lyrics………………………264
Lesson 85. The theme of the homeland in the works of A. A. Blok……………………………………………………………………………… 270
Lesson 86. A word about Yesenin and his fate. The image of the homeland in the poet’s lyrics…………………………………… 272
Information for teachers. S. A. Yesenin “About myself”. 2. Life and creativity
S. A. Yesenina (according to A. Kozlovsky). 3. The image of Russia in the lyrics of S. A. Yesenin………………… 274
Lesson 87. The theme of love in Yesenin’s lyrics…………………………………………………………………………………276
Lesson 88 Poetic innovation of V. V. Mayakovsky. Early lyrics, love poems………………… 278
Lesson 89 Satire of V. V. Mayakovsky………………………………………………………………………………………… 280
Lessons 90-91. Essay on the works of Blok, Yesenin, Mayakovsky………………………………… 282
Lesson 92. Review of the work of A. A. Akhmatova…………………………………………………………………………………282
Lesson 95. Russian literature of the 60-90s of the twentieth century. The story of V. M. Shukshin “Vanka Teplyashin”... 286
Lesson 96. Moral issues narratives in the stories of V. P. Astafiev “The Tsar Fish”………… 288
Lesson 97. Moral problems in V. G. Rasputin’s story “Money for Maria”…………………… 290
Lesson 98. The meaning of the title of A. V. Vampilov’s play “The Eldest Son”……………………………………………………… 292
FROM FOREIGN LITERATURE
Lessons 99-100. William Shakespeare. “Hamlet”………………………………………………………………294
TESTS
Test 1. Old Russian literature and classicism………………………………………………………298
Test 2. Comedy by A. S. Griboedov “Woe from Wit”……………………………………………………………… 302
Test 3. Works of A. S. Pushkin………………………………………………………………………………………304
Test 4. Creativity of M. Yu. Lermontov……………………………………………………………………………………… 308
Test 5.“Dead Souls” by N.V. Gogol……………………………………………………………………………………… 312
Test 6. Works of I. A. Bunin, M. Gorky, M. A. Bulgakov…………………………………………………………… 314
Test 7. Poetry of the Silver Age……………………………………………………………………………………………… 316
Test 8. Creativity of M. A. Sholokhov and A. T. Tvardovsky……………………………………………………………319
Test 9. Russian literature of the 60s-90s of the twentieth century……………………………………………………………… 321
Test 10. According to the 9th grade program………………………………………………………………………………322
From the authors
Proposed 4th edition lesson developments on literature completely revised and supplemented with new materials. The main tasks during processing were:
Universalization of the manual, related to the specifics of teaching literature in the 9th grade (for many students this is the final stage of schooling, so it is necessary to provide an overview of all leading trends and literary works).
The possibility of using the manual by almost all teachers in schools with in-depth study of literature, justified by the similarity of literature programs for grade 9.
Involving non-traditional teaching methods and additional materials for in-depth study of literature.
The manual is designed for literature teachers working using the following textbooks for grade 9:
Textbook by V. Ya. Korovina, I. S. Zbarsky and V. I. Korovin (M.: Prosveshchenie) according to the literary education program for grades 5-11 by the authors V. Ya. Korovin, V. P. Zhuravlev, I. S. Zbarsky, V. P. Polukhina, V. I. Korovin.
Textbook and program by T. F. Kurdyumova (M.: Bustard).
Textbook and program of literary education edited by G. P. Belenky and Yu. I. Lyssy (M.: Mnemosyne).
The manual will help both novice literature teachers and experienced teachers in their work. The teacher can build his own lesson, completely reproducing the manual script or using it partially. We hope that the proposed lesson plans will be rethought by teachers and individualized with a creative attitude to their work and a love of literature.
SECTION I
LESSON DEVELOPMENTS ACCORDING TO THE PROGRAM
EDITED BY V. Y. KOROVINA
THEMATIC PLANNING
TRAINING MATERIAL
Introduction (1 hour)
Literature and its role in the spiritual life of man. Masterpieces of native literature. Literature as the art of words.
Old Russian literature (2 hours)
Conversation about ancient Russian literature. Richness and variety of genres.
"The Tale of Igor's Campaign." Artistic features of the work.
Russian literature of the 18th century (13 hours)
Characteristics of Russian literature XVIII V. (1 hour)
The civic pathos of Russian classicism. Review and study of one of the monographic topics (chosen by the teacher and students).
The era of classicism in foreign literature. J.-B. Moliere (2 hours)
Play by J.-B. Moliere " Tradesman in the nobility" The 17th century is the heyday of classicism in the art of France. A satire on the nobility and the ignorant bourgeois. Features of classicism in comedy.
D. I. Fonvizin (3 hours)
A word about the writer. " Minor"(scenes). The satirical nature of the comedy. The problem of educating a true citizen. The main canons of classicism.
M. V. Lomonosov (2 hours)
A word about the poet. “Evening reflection...”, “Ode on the day of accession... of Elizabeth Petrovna, 1747.” Scientist, poet, Russian reformer literary language. Glorification of the Motherland, peace, science and education.
G. R. Derzhavin (2 hours)
A word about the poet. "To rulers and judges." Denouncing injustice.
N. M. Karamzin (2 hours)
A word about the writer. " Poor Lisa" Affirmation of universal human values in the story. Sentimentalism. Morality and immorality. The writer's attention to inner world heroines.
Artistic and thematic originality Russian literature of the 18th century. (1 hour)
Systematization of the studied material. Compilation of the final table “Russian literature of the 17th century.” Test or creative task.
Russian literature of the 19th century centuries (57 hours)
Poetry, prose, drama of the 19th century. “Golden Age” of Russian Literature (4 hours)
A. S. Griboyedov (8 hours)
A word about the playwright. “Woe from Wit” is a picture of morals, a gallery of living types and a sharp satire. Accurate aphoristic language. Features of comedy composition. Criticism about comedy ( I. A. Goncharov. "A Million Torments").
A. S. Pushkin (10 hours)
The life and creative path of the poet. " Eugene Onegin" "Eugene Onegin" is a novel in verse. Images of the main characters. The concept of realism. Lyrics. Spirituality, purity, feeling of love. Friendship and friends in Pushkin's lyrics.
M. Yu. Lermontov (10 hours)
A word about the poet. " Hero of our time" - first psychological novel in Russian literature, a novel about extraordinary personality. The main motives of the lyrics. Pathos of freedom, feelings of loneliness, themes of love, poet and poetry.
N.V. Gogol (6 hours)
A word about the writer. " Overcoat" Image " little man" in literature. Petersburg as a symbol of eternal hellish cold. The role of fiction in a work of art. " Dead Souls" The meaning of the title of the poem. System of images. Development of concepts about the image-symbol, literary type, and satire.
N. A. Nekrasov, F. I. Tyutchev, A. A. Fet (3 hours)
Diversity of talents. The emotional wealth of Russian poetry. Review including a number of works. Enrichment of concepts about types (genres) of lyrical works.
I. S. Turgenev (4 hours)
A word about the writer. " First love» - psychological character conflict in the story. Composition, plot features. System of images. "Turgenev's" girl in the story. The image of the hero-narrator, the lyricism of the story. The role of landscape.
A. N. Ostrovsky (3 hours)
A word about the writer. " Poverty is not a vice" Features of the plot. The victory of love is the resurrection of patriarchy, the embodiment of truth, grace, beauty. Comedy as a genre of drama (development).
F. M. Dostoevsky (3 hours)
A word about the writer. " White Nights" The type of “St. Petersburg dreamer” - greedy for life and at the same time gentle, kind, unhappy, prone to unrealistic fantasies. “Sentimentality” in the understanding of Dostoevsky.
L. N. Tolstoy (4 hours)
A word about the writer. " Youth» - autobiographical trilogy. The hero’s spiritual conflict with the world around him and his own shortcomings. Features of L. Tolstoy’s poetics: psychologism (“dialectics of the soul”), purity of moral feeling, internal monologue as a form of revealing the hero’s psychology.
A. P. Chekhov (2 hours)
A word about the writer. " Anna's neck" Features of the story's plot. Two-dimensionality of the image system. The theme of arranged marriage. True and false values heroes of the story. Genre features story (development).