WINTER There is no winter without three winters. There will be severe frost if the tit squeaks strongly in the morning. There will be severe frost if the cat is looking for warmth. Snow does not melt on moonlit nights. The wind blows from the west or southwest - warming will come. People say: if it's a bitter winter, it will be hot

People of the older generation cannot even imagine what bizarre pictures are piled up in the heads of children when reading this “rhyme”, no less popular than “A Christmas tree was born in the forest”... Young parents are already accustomed to turning a deaf ear to incomprehensible antiquities, and young grandmothers who say in modern Russian literary, they heard this “smell” from their grandmothers and think that everyone understands the word. The smartest children will look in the dictionary, but they won’t find it there. an obsolete form of the adverbial participle “smell” from the verb “smell”, almost equal in meaning to our usual “feel”. The horse smelled the snow, felt that it was easier to drag a sleigh through the snow than a cart through the autumn mud...

According to F. Hegel’s definition, “...poetic representation<…>puts before our gaze, instead of an abstract essence, its concrete reality,” that is, sensually perceived pictures, those sensory associations and sensations that arise in us during the reading process. When reading, we imagine the appearance, characters and actions of people, specific landscapes, interiors, sounds, winter cold, heat in the desert, the splashing of waves and the singing of birds, and even what we consider fantastic, non-existent, incredible... From all this, that special world is formed , which is called the image of the world, an artistic model of the real world. It is this model that leads us to understand the author’s thought, what Hegel calls essence.

The teacher needs to firmly grasp this truth and make it a familiar reality for students: a literary work necessarily contains an idea that is commensurate with the personality of the author, but one can come to an understanding of this idea only by getting used to all the details of the image of the world that this author created.

Often, clarification of the subject-visual semantic layer leads to an awareness of the deep meaning of the text. Therefore, the first stage of work on a literary work should consist in the greatest possible detail of the object-visual side of the image of the world created by the author. To do this, the meanings of all words, material and connotative, must be explained in detail.

Studying in the second grade a stanza (chapter V, stanza 2) from the novel by A.S. Pushkin’s “Eugene Onegin” usually begins with an explanation of outdated words, so that children have a good idea of ​​what firewood is, what they look like, what a peasant can look like and why he triumphs. But the lesson materials posted on the Internet show that the explanations are not complete enough, creating false ideas in children and, most importantly, not leading to an understanding of the true meaning of the text.

The results are unexpected. A peasant in a bright red sweater of modern thick knitting, a pink sheepskin coat of a driver - these are little things, but they, like noise, prevent you from seeing the true picture and understanding the meaning of the stanza, which the poet created not at all for the number of lines to be paid and not even for the sake of picturesqueness, entertaining the reader of a long novel.

Behind every word there is background knowledge and sensory associations, which were relevant for the poet’s contemporaries and ensured mutual understanding between the author and the reader, but are absent in the minds of today’s children for a number of reasons. But there are also a number of reasons why we cannot help but study, skip such “difficult” texts, just as in the development of an embryo the stage associated with ancient forms of life development cannot be skipped. Therefore, it is necessary to prepare materials for sensory support of the associative background - visual and, possibly, auditory. After all, if the children themselves draw inaccurately, incorrectly, then the teacher will have to correct them, destroying the impression that has already been formed. Images of woodworkers, a peasant from the 19th century. will allow you to achieve the necessary understanding without burdening the lesson with the analysis of irrelevant concepts and words.

About firewood

Drovni - not necessarily for firewood, but these are the simplest sleighs, low, sometimes made of a pair of logs with a deck, in which there is no seat for the rider; when there is no load supporting his back, he rides reclining. On the Internet it is difficult to find suitable pictures so that it can be seen that the peasant updates the path, those. lays a track in fresh snow . Shouldn't we order new pictures from contemporary artists, but only those who are attentive to Pushkin's words?

You can only go very close on a firewood, to get firewood in the nearest forest, to a haystack stored for the winter, to a river, and not along the main road, but directly, through a field or forest, because the firewood practically drags through the snow and it is almost impossible to tip over... horse that's why the peasant horse, that it’s not a heroic horse, but something so-so... And the peasant’s clothes are most likely homespun, the color of unbleached linen...

Having understood all these details, the children will receive a drawing (real or verbal), where the whole picture will be expressed in everyday colors, where the space will be limited by the village, the nearest forest, and the road will look like a track laid in fresh snow. The exclamation that begins the stanza also hints at this: any resident of Russia can imagine himself in the author’s place and remember when he, the reader, could exclaim like that.

Cluster of voiceless consonants Kr e st Yanin, T O LOL e st wow... will help you “hear” the creaking of the runners in the snow. The alliteration in the following line, if appropriate to the teacher's work, will create a background for the contrasting emphasis on the word "path":

N and others Aries yah about new lies path…

One fragment requires verbal updating in class: triumphant, / On the firewood updates the path. The peasant's triumph is obviously connected with the end of autumn work , although modern children often explain it with the joy of the first snow. In other words, only Having completed the journey of one season, the peasant immediately begins a new journey : the poet collides the ideas of the beginning and end of the path, emphasizing the seasonal, natural cyclical nature of the peasant’s life path, the closed trajectory of his movement.

Coachman - truck driver of past centuries

The third and fourth lines, after all the meanings are clarified, will provide the basis for a more vivid picture: fast movement is compared to flight, illustrated (in contrast to the peasant creaking) with a sonorous articulatory-sound image br A building s adult wailing(attention, explain to the children that explosions have nothing to do with it! The furrows just remain, and the snow flies in all directions from the hooves and runners!) ; a daring coachman (not just a coachman!) in a red sash rises above everything around him - and all this creates a completely different sound-color and emotional tone. Coachmen traveled along highways between cities and carried passengers and mail throughout the vast expanse of Russia, fulfilling the role of the modern railway, aviation and truck drivers; In winter, driving off the road into a field or forest was mortally dangerous: if the driver got stuck in the snow with his horse, he could freeze and kill his passenger. Path the coachman in this text, at a moment that is snatched from his life by the gaze of the author and the reader - this path itself is not named in any way, is not fixed and not limited. We do not know where the coachman is coming from or where he is going, but we only know that this is his profession - to drive, to be always on the road. Him too explodes the reins on new snow, but as if in infinity, and a verb-metaphor flies only enhances this impression.

Game of life's journey

The teacher, not understanding the peculiarities of the vocabulary of children of the 21st century, does not consider it necessary to explain the words sled And bug, but in vain. Children can guess from a modern picture, but only approximately. Old, pre-revolutionary pictures depict wooden sled-sleigh, and the dog must be black, because bug- this is not a nickname, but a common noun, metaphorical in origin, the name of a dog, black as a beetle .

Having understood the third picture, children will see that the same triad - man, animal and sleigh - is presented in it in a humorous way, like a children's game. The boy doesn't have his own yet ways, neither cyclical, like that of a peasant, nor infinite, like that of a coachman, he runs without a goal and a specific direction, but he is already playing path .

By comparing all three pictures, children will receive an image of the world contained in a short stanza, as in a fragment of a mirror. In it, three moods, three scales, three spaces are united by white snow, common time, a cross-cutting idea of ​​movement and the symbolic number three.

And here we are forced to turn to another side of artistic imagery - the symbolism of art.

Perpetual motion

The concept of symbol is used in everyday life, in science, and in art; as a result, the symbol is one of the most syncretic and contradictory concepts.

Symbol (from the Greek sýmbolon) - among the ancient Greeks, a conventional material identification mark for members of a certain group of people, a secret society. In art, this is a universal aesthetic category, revealed through comparison with adjacent categories of artistic image and sign. The reader must constantly keep in mind that art is symbolic in principle, and verbal art, thanks to the power of the signifying and representing words, is symbolic to the highest degree.

The rising sun is a conventional symbol of Japan (since the counting of meridians is conventional and sunrise occurs in all countries), but a universal symbol of the beginning; in the same way, the sunset is a universal symbol of the end, the mountain - heights, the wind - freedom.

As a rule, the problem for the reader is precisely the universal symbols that lie behind the most ordinary things and do not attract attention: a house, window, PATH, sleigh, dog, river, blizzard...

The author of one of the dictionaries of symbols, J. Tressider, brings symbolism closer to everyday consciousness: “Symbols are often just images that imitate the shape of the creature or object with which they are associated. Their meanings are sometimes unexpected, but more often they are obvious, since they are based on a certain quality that is inherent in these objects or creatures: a lion - courage, a rock - perseverance."

In our textbook, almost like a folk song, stanza reveals at least three polysemantic and frequently used symbols: path, window and number three. The main meaning of the symbol path is contained in the expression “life path”; on the way we meet Onegin for the first time, then they describe Tatiana’s long journey to Moscow, and also a secret chapter about Onegin’s journey...

ABOUT kno divides and simultaneously connects two spaces - internal, closed (from where mother threatens the yard boy) and external, open, where this boy has already gone...

Finally, the number three contained in the trident of Poseidon, and in the trefoil, and in the Trinity, it is found in almost every fairy tale; it symbolizes completeness and integrity, past, present and future, it is both the formula of the universe and its spiritual beginning.

Three characters, three spaces, three moods, three paths, none of them intersect with the other, and only the AUTHOR sees all three...

In the Slavic cultural tradition, significant and sled as a symbol of death, a funeral rite, but, unlike the first three symbols, it should be left for reflection in a more mature age.

If the teacher manages to convey to the current second-grader, of course, in a form accessible to him, the meaning of the stanza that all of Russia mechanically memorizes in childhood, then the young reader of the novel will perhaps notice what place in it, from the very first lines, is occupied by movement in space and in time, and each character has his own path …

Each person has their own WAY, and isn’t that what the whole novel is about?

Tressider J. Dictionary of symbols. M., 1999. See also: HallJ. Dictionary of plots and symbols in art / Transl. from English M., 1996; Toporov V.N. Myth. Ritual. Symbol. Image: Studies in the field of mythopoetic: Selected. M., 1995. S. 259–367; Adamchik B.B. Dictionary of symbols and signs. Minsk, 2006; Benoise L. Signs, symbols and myths. M., 2005; Guenon R. The kingdom of quantity and the signs of the times. M., 1994; Jean J. Signs and symbols: Encyclopedia. M., 2005; Klimovich K. At the mercy of symbols. M., 2006; Popova N.N. Antique and Christian symbols. M., 2003; Rybakov B.A. Paganism of the ancient Slavs. M., 1997; Foley D. Encyclopedia of signs and symbols. M., 1997; Mythology: Encyclopedia / Comp. T. Zaritskaya. Minsk, 2002; Illustrated Encyclopedia of Symbols / Comp. A. Egazarov. M., 2007; Encyclopedia of symbols, signs, emblems / Comp. V.L. Telitsyn et al. M., 2005.

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Answers and explanations

So, the theme of the poem (what the work is about) is lyrics, the work is dedicated to love and feelings, a description of nature (landscape). maybe philosophy (reasoning about the meaning of being and other categories). and the verse can also be devoted to socially significant problems.
Main idea (what the author wanted to say and what the author wanted to convey)
Motif is a persistent theme, problem, idea of ​​a poem.
Artistic images include individual and general, characteristic and typical. This is a certain image (of a person) in a work with all its advantages, disadvantages and individual character.

What do you want to know?

Summary of the literary reading lesson “A.S. Pushkin "Winter. Peasant, triumphant." Three types of rhyme - three different images"

Lesson objectives. get acquainted with the poem by A. S. Pushkin “Winter. Peasant, triumphant...”, with a special form of rhyme - “Onegin stanza”.

Tasks. consider the types of rhyme (paired, cross, spanning) in the “Onegin stanza”, their combination and content; teach children to see figurative and expressive means in the text, to recreate from them the image created by the author of the work, to understand his thoughts, to feel the mood; teach expressive reading of a poem; develop verbal drawing, enrich and develop students’ sensory experience, expand their vocabulary; to develop the ability to meaningfully, accurately, vividly, figuratively express one’s own thoughts and feelings; instill a love of reading;

1. Organizational moment.

2. Checking homework.

An expressive reading of S. Marshak’s poem “How the winter worked!”

There is an exhibition of children's drawings on the board.

Questions about what you read:

– What can you say about rhymes?

– What mood does each rhyme create?

– Why does the poet use different types of rhymes in one poem?

– Try to formulate the topic of the lesson yourself. (Three types of rhyme - three different images).

3. Updating of basic knowledge.

For some people, creating poetry is their life's work. These people are poets.

A teacher's story about Pushkin's early work.

Grandmother , Maria Alekseevna Hannibal, née Pushkina (1745-1818), was A.S. Pushkin’s first mentor in the Russian language. According to P.I. Bartenev, “... she loved to remember the old days, and from her A.S. Pushkin heard a lot of family legends, which he later treasured so much.”

I love from my Moscow grandmother
I listen to rumors about relatives.
About distant antiquity.
Poor great-grandson of mighty ancestors.
I love seeing their names
In two or three lines by Karamzin.

In the village of Zakharov (or Zakharyin), about which Pushkin retained pleasant memories for a long time, he heard songs, saw round dances and other folk entertainment.

The future poet’s interest in folk art grew stronger thanks to his nanny Arina Rodionovna. Yakovleva Arina Rodionovna (1758 – 1828), serf. In 1799 she received her freedom, but chose to remain in the Pushkin family. She once nursed Pushkin’s mother, and now she nursed all her children. An honest, loyal and very smart woman, she knew countless sayings, proverbs, songs and fairy tales and willingly told them to her pet.

4. Announcement of the topic and purpose of the lesson.

In this lesson we will again plunge into the poetic world of the works of A. S. Pushkin. The life of a poet, like any other person, consists of joys and sorrows, ups and downs, successes and failures. However, it is more difficult for a genius than for everyone else, since he is more observant, he sees what is very close, nearby, which we do not notice in everyday life, and talks about it in his works. The reader’s task, and therefore ours, is to understand everything that stands behind the word.

– Try to formulate the objectives of the lesson yourself. (Learn expressive reading of a poem; develop verbal drawing, enrich and develop vocabulary)

5. Studying new material.

1) Acquaintance with the poem by A. S. Pushkin “Winter. Peasant, triumphant...” (Audio recording)

3) Vocabulary work. All Russian people know this excerpt from the novel “Eugene Onegin”. But the further we move away from the era of Pushkin, the more difficult it is to teach children this poem by heart, and this will be yours homework. Why? Because

that for 14 lines there are at least 8 outdated words, without understanding which it is difficult for us to draw in our imagination the picture captured by the poet. All unclear words must be explained.

Drovni - peasant open sleighs for transporting firewood and cargo. In the famous children's song by R. Kudasheva “A Christmas tree was born in the forest,” we have already encountered this word: “The horse is carrying wood, and in the wood is a little man...”

Reins are furrows, tracks from runners in the snow.

Kibitka - covered carriage, cart.

Coachman - driver, coachman on postal and pit horses.

The beam is a thick wooden clamp that runs along the edges of a cart, cart or goes around the top of the sleigh.

A sheepskin coat is a long-brimmed fur coat (mostly sheepskin, hare).

Sash is a belt, usually wide, made of fabric.

A sled is a small wooden hand sled.

4) Analysis of the poem.

Why is the wagon “daring”?

The carriage moves very quickly, which is why Pushkin wrote “flying”.

To convey the swiftness of the movement, the poet defines the word kibitka with the epithet daring, meaning not the winter carriage itself, but the horse pulling it (metonymic transfer: daring kibitka - daring horse). The words “Blowing up the fluffy reins…” also indicate fast driving.

Who controls the tent?

Who is a coachman? Previously, villages where there were stations were called yams (singular yam), and the stations were called yamskie. From the word pit, the word coachman was formed - a peasant in a pit for transporting mail, cargo, travelers on his horses; At the Yamsk stations, horses were changed for travelers and postmen. The driver's place, as we already know, was in front of the covered wagon, on the beam, and the driver dressed in a sheepskin coat in winter so that in the most severe frost he would not be cold; He was always girded with a red sash (a wide cloth belt), and in the summer the coachman was dressed in a red shirt.

Who is the main participant in the third part?

Who were called courtyards in those days? Not all peasants lived in villages and were engaged in field and other work. Some of them did not plow the land, did not grow or harvest grain, but served in the manor’s house and worked in the master’s yard. They were called courtyards. The yard boy is the son of a serf servant and is himself a small serf.

What is the yard boy doing?

Sledding a dog.

Why is the word “bug” written in small letters?

Zhuchka is not a proper name, not a dog’s name, but only a designation for a mongrel peasant dog, which is why Pushkin writes this word with a small letter.

Do you think his mother will scold him for his first winter pranks? Why?

5) Observation of the rhymes of the poem - “Poetry workshop”. Work in groups.

Exercise. what rhyme does Pushkin use in the first quatrain? In the second? In third? In the final couplet? Compare the content of the picture, feeling and rhythm. Draw a conclusion.

Conclusion. In this poetic passage we have, as we found out, three paintings, the heroes of which are different “horses”. For each picture the poet chose his own rhyme. For the first horse, which “travels along... somehow,” the poet chose cross rhyme, perhaps to emphasize the sluggish monotony of its step. The second horse rushes and flies - and the poet chooses a paired rhyme to convey its energetic running. The third “horse” - the yard boy - does not trudge monotonously, like the first horse, and does not fly, like the second, but runs freely as he wants. To create this picture, the author uses sweeping rhyme to convey freedom of movement. The last couplet is written in a paired rhyme, which gives the stanza an energetic, summing-up character.

Why do you think A.S. Pushkin did not want to write the novel “Eugene Onegin”, an excerpt from which we met today, using only one rhyme?

A novel is a large work about the lives of many people, which means that it describes various events, various experiences, and the fates of different people. The poet did not want to write in one rhyme, since this would make his novel monotonous. Since then, the entire poetic world calls this stanza “Onegin stanza”

How many lines does this stanza, called “Onegin”, contain?

6) Expressive reading of the poem. Several children, if desired, read the poem expressively.

7) Final word from the teacher. In the famous Pushkin passage there are only 14 lines and there are only two epithets for the entire text (fluffy reins, daring wagon). There are no other visual means in it, but this does not make the expressiveness of the poems any weaker. Each word in this passage is significant, has a certain meaning, expresses some emotions, and together the words create imaginative, bright, painted pictures of the Russian winter down to the smallest detail. This is how A.S. Pushkin saw it in the 19th century.

Methodological development for reading (2nd grade) on the topic:
Winter! Pushkin

Preview:

Subject. And Pushkin “Winter. The peasant is triumphant..."

Goals: to create an educational space for students to get acquainted and understand Pushkin’s poem “Winter! The peasant is triumphant...”

Objectives: 1 To develop in children the ability to see figurative and expressive means in a text, to be able to recreate the image created by the author of a work to understand the author’s thoughts, to feel the mood of the work; teach expressive reading of a poem; 2 Develop creative imagination, enrich and develop students’ reading experience, expand their vocabulary; to form the ability to meaningfully express one’s own thoughts and feelings, to develop the ability to classify objects. 3 Foster love for the Motherland and its history.

1. Introduction to the topic. Game “Yes-No” I thought of a word, using questions that can only be answered yes or no, guess it. (technique from TRIZ - pedagogy) The word SANI. -When do you need a SLED? - When you hear the word WINTER, what do you imagine? What are your favorite works about winter? – Would you like to meet another one? – Determine the topic of the lesson.
2. Setting a learning task. - In this lesson we will again plunge into the poetic world of the works of A.S. Pushkin. The authors of works convey all their thoughts, desires, and moods to us through their creations. And our task as readers is to understand everything the author wanted to tell. Today we will get acquainted with a small excerpt from the 5th chapter of A.S. Pushkin’s novel “Eugene Onegin” and try to understand what thoughts, feelings and moods the poet conveys.
3. Learning new material. (Lie down on your desks and close your eyes) Listen to a recording of the poem. What is this work about? What pictures came to mind while listening? (fixation on the board). Did you like the way the actor read this poem? What do you need to be able to do to read like this7 (You need to be able to understand the meaning of the work, its mood.) Would you like to learn how to read poetry expressively? We are already familiar with the algorithm for preparing expressive reading. Let's remember him:

We read poetry and pictures appear before us, only the poet painted them not with paints, but with words. To get a good look at the picture, you need to not just read it, you need to see every word and understand it.

Read the poem to yourself and think if all the words are clear to you.

What words are not clear? Write them down in a notebook (I record them on the board). Let's try to explain their meaning. What will help us with this? What to do if there is no such word in our dictionary? (turn to an adult dictionary or go online) We started the lesson with the word SANY. What it is? And besides a sleigh, what else could you ride in winter before? Just as there are many types of cars now, there were so many means of transportation in winter before, when people used horses for this. Read verse again, maybe it will tell you what else you could ride? WOOD CARRIER SLED Explain what each item looks like.

1. Work in groups. Divide into two groups: those who want to know what a wagon looks like, go to the computer and go online, and the rest go to the dictionary and find a description of the wagon. Checking the work of groups.

Slide 1 Look at the pictures and determine where the firewood is and where the wagon is.

Now that we have found out the meaning of some words, let's read the poem again along the chain and imagine the pictures that the poet painted for us. –Read the first four lines

Describe the first picture - a triumphant peasant rides on a firewood - Why is he triumphant, how to understand. When do we enjoy Winter as much? Prove that this year the peasant is leaving for the first time. Why does Pushkin call a peasant horse a horse? Orally draw this picture (questions for clarification - what kind of snow? The sky? What does the peasant look like?) Read the second four lines.

What is said in the second picture? Does it mention horses? Who's driving the wagon? Why is the wagon so daring, the way it drives? What kind of horses are harnessed to it, do you think? Orally draw this picture (questions for clarification - how the coachman will iron it...)

Slide2 Select from these pictures an image of a horse that can be harnessed to a log. Why?

Read the verse to the end.

What is the third film talking about? Who is the main character of this picture? What is he doing? What kind of bug do you imagine? Do you think his mother will scold him? Have you ever played like this? Tell me. Orally draw this picture (questions for clarification....) At the beginning of the lesson, we tried to draw the pictures that we saw during the first reading. Has your understanding of the work changed?

1. Expressive reading of a poem. At the beginning of the lesson, we wanted to understand what the author wanted to talk about, in order to learn to read expressively and convey to the listener our understanding of the work, we worked according to the algorithm: we worked with the content of the text, now let's decide on the reading task - why we will read this work for the listeners (We liked it, we want others to like it too, I want others to see the paintings too, I want to convey the author’s joyful mood from the arrival of winter and the first snow.)

Well, let everyone choose the means of expression themselves when preparing for expressive reading on their own.

Testing independent work – Expressive reading optional

What tasks did we set for the lesson? What did you achieve in this lesson?

Moiseevskaya basic school, Mozyr district

RUSSIAN POEMS19TH CENTURY POETS ABOUT NATURE. A. S. PUSHKIN.

Yarets Tatyana Antonovna, teacher of Russian language and literature

Section: Russian literature lesson

Autumn" (excerpts), excerpt from the novel "Eugene Onegin". "Winter. Peasant, triumphant..."

Target: continue the previously started acquaintance with the work of A. S. Pushkin ;

learn to perceive Pushkin’s rhythm; promote the development of the ability to see harmony in a work; develop skills in working with a lyrical work, explain the role of metaphors, epithets, personifications; create conditions for nurturing a sense of unity between man and nature.

Equipment: landscape paintings, photographs depicting different seasons, a portrait of A. S. Pushkin.

I. Organizational moment

II. Orientation-motivational stage

Teacher's opening speech

— Guys, our next section is called "Understand the living language of nature." In it we will get acquainted with the works of authors who not only understood the language of nature, but also skillfully and talentedly conveyed it to us. And we will start with lyrical works. You can get acquainted with the work of A.S. Pushkin all your life. And, believe me, there will be no end to your admiration. Alexander Sergeevich loved autumn more than other seasons. At this time, his work was easy, inspiration came to him, poetic lines just fell onto paper.

Today in class we will get acquainted with the poem “Autumn”, or rather, with an excerpt from the poem. This poem was written when the poet was overcome with sadness; there was little fun and joy in his life. But he did not want to succumb to melancholy and sought solace and peace of mind in the beauty and harmony of nature. Reading the poem "Autumn", we feel

the sadness of the lyrical hero. He looks closely, listens, admires. And he leads the reader along, we completely trust him with our feelings and thoughts.

Reading an excerpt from the poem “Autumn” by the teacher

The reading pace is slow and calm.

After reading, the teacher draws the students' attention to a long line, which can be interrupted by a period. By this, the poet seems to show us that we need to read the poem slowly.

1. Checking the perception of the work.

Draw verbally what picture you saw. (October. grove without leaves, cold, etc.)

2. Introduction to artistic media.

The first stanza of the poem seems to be the result of the poet’s many walks around the surrounding area. It must be said that in Pushkin’s poems nature is alive and active. This is achieved through artistic means. Pay attention to the board.

Find examples of these three literary devices in the poem. (For example, epithet: “the last leaves from their naked branches”; metaphor: "The autumn chill has breathed in" personification: “Wakes me up.” sleeping oak groves.")

3. Continue working with the text of the poem.

What is different about the next stanza of the poem? (Rit-mom. Here the poet speaks directly about his feelings, trusts them to the reader, hoping for understanding.)

Determine the mood and character of the hero. (Sincerity, loneliness, gentleness of nature, admiration for autumn.)

The teacher concludes: “In the first line, Pushkin talks about autumn, but calls it “a sad time” and at the same time “the charm of the eyes.” The poet loves contrasts and reveals them in one object, in one phenomenon. At the same time, he notices that the beauty is farewell, the last. He expresses his feelings to her:

I am pleased with your farewell beauty.

I love the lush decay of nature,

Forests dressed in scarlet and gold.

Thus, the life of nature and the life of the human soul merge.

Where does nature live in the poem? (In the soul and memory of a person, in his feelings and experiences.)

Prove that there is harmony between nature and the lyrical hero. (The time of year and the hero’s mood coincide: autumn freshness, its colors and the mood of sadness, love, admiration.)

Working on the poem “Winter. Peasant, triumphant"

A.S. Pushkin wrote several beautiful poems about winter. We will look at an excerpt from the novel “Eugene Onegin,” which you will study in high school.

1. Reading a poem by the teacher.

2: Analysis of the poem.

What pictures alternate in the poem? (Winter. A peasant renews his path through the first snow.)

What mood is the work permeated with? (Joyful, solemn, cheerful, cheerful.)

Determine the rhythm of the poem.

3.Students’ independent work on options.

Option 1: find epithets in the poem. (Fluffy reins, daring wagon.)

Option 2: find metaphors in the poem. (Kibitka let-tit.) Think about how many pictures this poem can be divided into. (At 3:1) “Winter! The peasant is triumphant”, 2) “The daring carriage is flying” 3) “Here is the yard boy running.”)

4. Mutual verification of work.

Summing up the lesson

Each of us has observed similar pictures of nature, but in the poet’s poems they are warmed by love for man, for nature,

cauldrons as something significant, worthy of attention and admiration, that is, elevated, poeticized. The beautiful, harmonious sound of the poems gives them a special, unforgettable beauty. By reading and studying such poems, we learn to understand and love life, nature, man in all the diversity of their ordinary expressions, and this means that we learn to feel humanely.

Assessing students' work in class. Marking

Homework Learn by heart the poem “Autumn” or “Winter. Peasant, triumphant."

Presentation Pushkin “Winter! The peasant is triumphant..."

The presentation will introduce students to the poem “Winter! The peasant is triumphant..." The multimedia resource is accompanied by a document where teachers will find recommendations for the practical use of slides in subject lessons. This development will help make the lesson bright, introduce students to the meaning of outdated words, and will contribute to the development of interest in Pushkin’s work.

The basis of the slide show is illustrations. On the screen, children will see winter landscapes that will help them perceive the spirit of the poem. Some images are presented accompanied by poetic lines, which helps to easily remember the literary work. Some elements of the educational presentation are presented in animation; this technique will attract students to the important content of the lesson.

Sixteen slides have been created to introduce you to the poem. You can use the following sections to teach:

Checking homework;

Vocabulary work (peasant, trot, reins, wagon, coachman, driver);

Items of clothing in the old days (zipun, sash, sheepskin coat);

Listen to Pushkin's poem Winter, a triumphant peasant

Topics of adjacent essays

Picture for the essay analysis of the poem Winter, peasant triumphant

On the firewood he renews the path;
His horse smells the snow,
Trotting along somehow...

This stanza by Pushkin from “Eugene Onegin” is studied in elementary grades as a poem about nature. Amazingly beautiful and picturesque lines about winter, about the first snow.

Pushkin has nothing superfluous, every word is meaningful and meaningful. Winter! The peasant is triumphant. Researchers noticed that Pushkin mentions the word peasant only once in the poem. It's Christmas time - days that are significant for Christians. The peasant and the Christian are not just in harmony. A peasant is a person who bears a cross, a Christian. He is triumphant. Let us remind you that the events refer to January 3rd. In those days, there was a belief that if snow did not fall before January 2, the day of remembrance of Sylvester of Pechersk, then people would face a terrible harvest failure. But snow fell on the 3rd night. Hence the triumph of the peasant, who probably was in despair the day before and begged the Almighty to send snow and protect him from crop shortages.

The snow fell, and the peasant allowed himself to harness the horse to a sleigh (firewood). Maybe he went into the forest to get firewood. There was nowhere to rush, and he allowed his horse to trudge along slowly. The picture of life in the Russian village is reflected in 16 lines of Pushkin.

Winter!.. The peasant, triumphant,
On the firewood he renews the path;
His horse smells the snow,
Trotting along somehow;
Fluffy reins exploding,
The daring carriage flies;
The coachman sits on the beam
In a sheepskin coat and a red sash.
Here is a yard boy running,
Having planted a bug in the sled,
Transforming himself into a horse;
The naughty man has already frozen his finger:
It's both painful and funny to him,
And his mother threatens him through the window...