Technological map of the lesson in literature in grade 5

Subject. The feat of the fighters of the fortress-hero of Brest. K.M.Simonov. "The major brought the boy on a gun carriage."

The purpose of the teacher's activity:

Tell about the writer, poet of the Soviet period, a person who is passionate about the theme of the Great Patriotic War who survived in a difficult time of repression, who managed to maintain an opinion about himself as a decent person;

To focus the attention of students on the image of the heroic past of Russia in the work of K.M. Simonov;

Improve the skills of expressive reading and the ability to analyze a lyrical work.

Subject:

The ability to master the skills of analyzing a poetic work (to be able to determine the theme, idea, meaning of the title, find means artistic expressiveness, understand their role in the poem, the peculiarity of sound design, rhyme, determine the mood with which the poem is imbued).

Metasubject:

Personal:

Know about the fighters of the hero-fortress of Brest, facts from the life of the poet.

Regulatory:

Understand and maintain the learning task;

Plan (in cooperation with the teacher and classmates or independently) the necessary actions, operations; act according to plan.

Cognitive:

Analyze the text of the poem in detail poetic size;

Create a small sketch (memories of the war).

Communicative:

Build small monologue statements, carry out joint activities in pairs and in working groups, taking into account specific educational and cognitive tasks.

Lesson type:

Reading and studying the work.

The image of the Great Patriotic War in the poem by K. M. Simonov "The major brought the boy on a gun carriage ..."

The theme of the Great Patriotic War occupies a special place in the work of many writers. After all, they

knew about the war firsthand. So, Konstantin Mikhailovich Simonov was a front-line journalist, so in his works he tells us the bitter truth about the war.

In the poem "The Major brought the boy on a carriage ...", referring to the reader, Simonov says:

You know this grief by hearsay

It broke our hearts.

Who has seen this boy?

He won't be able to come home.

It is important for the author to convey to us the pain and grief of people during the war, to show their feat. His poems evoke in our hearts not only compassion, sympathy for these people, but also great pride in their victory.

... Tied to a shield so as not to fall,

Clutching a sleeping toy to your chest,

The gray-haired boy was sleeping on the gun carriage.

Simonov very accurately and truthfully, without extra words depicts what he saw in the war:

The major brought the boy on a carriage.

Mother died. The son did not say goodbye to her.

The poem is narrated from the point of view of the author. His words reflect grief that "broke hearts" and an incredible desire for victory:

I must see with the same eyes

With which I cried there, in the dust,

How that boy will return with us And kiss a handful of his land.

We understand that Simonov speaks on behalf of all the participants in the war who courageously fought for their Motherland, performed feats and gave their lives, doing their duty.

Simonov hates this war, because what could be worse than the suffering and pain of an innocent boy, from whom she took away her mother, home, and childhood:

Now my home is not where it used to be

St. Petersburg State Public Health Institution "Children's Sanatorium" Beryozka "

School

Open literature lesson in grade 5

Lesson topic: Children and war. K.M. Simonov "Major brought the boy on a gun carriage". A.T. Tvardovsky "Tankman's Tale"

Lesson type: combined

Core technologies:student-centered

Education, computer

Technology

Russian teacher and

References: Sinitsyna T.I.

2014-2015 academic year

Literature lesson in the 5th grade.

Lesson topic: Children and war. K.M. Simonov "Major brought the boy on a gun carriage". A.T. Tvardovsky "Tankman's Tale"

Target:

1) Show that war and children are an acutely tragic and heroic theme of works about the Great Patriotic War.

2) Teach expressive reading, develop analysis skills, reinforce the concept of "ballad";

3) To develop in students a sense historical memory, understanding the meaning of war for our people, to show the incompatibility of the joy of childhood and the grief of war.

Visibility: video clip "Children of War" and song by Tamara Gverdtsiteli; presentation for the lesson, phono-chrestomathy grade 5

Activities:teacher's story, listening to a recording, oral word drawing, looking at illustrations, conversation,

Epigraphs for the lesson:Happy, happy, irretrievable time of childhood. L.N. Tolstoy

The dawn rose above the earth, the dawn rose.
The gray plague broke in, broke into our house.
Fascism mercilessly marched across the planet.
People froze in misfortune, children became silent.
Iraida Mordovina

During the classes

1. Setting the goal and objectives of the lesson:Watch the video "Children of War". Tamara Gverdtsiteli.

So, you have watched a short video. How would you define its theme? (Children and war).

That's right, today in the lesson we will talk about children during the Great Patriotic War. Our task is to find out, to feel how the poets conveyed this topic, what thoughts and feelings arouse the works about the Great Patriotic War, how the artists reflected this time in their works.

Recording the topic of the lesson in the waybill.

What were they like, children of war? Heroes?

Hero is a special word. You won't get it for everyone. They were the most ordinary boys.

Here is a front-line letter addressed to the mother:

“I want to hug you, kiss my sweet mother.

I know that every day you worry about me. I carried an elderly soldier from the battlefield. He died in my arms and called his mother and with these words he died.

2. Preparation for perception:

What associations do these two evoke in you? keywords: CHILDREN AND WAR (recordingassociations in the waybill).(Sl.1. presentation)

Let's pay attention to the epigraphs: (Sl.2. presentation)

We read, we think, why are they, so different, placed side by side?

(Childhood is the best time, joyful, when everyone loves you, the world is full of colors, and war is grief and death, you have to fight for life, children and war are incompatible.)

The song "Holy War" sounds (1 verse) ". (Sl. 3. presentation)

What is the name of the war in the song? (sacred, folk, there is a mortal battle)

Why did the whole people rise up to fight against fascism? What did fascism bring to our country? Consider the illustration of the painting by A.A. Plastov "Fascist has flown".

What did you see? What happened?

(Russian autumn, cows roam, a dog howls after a flying plane, and in the foreground lies a murdered shepherd boy.)

What did you feel when you looked at this picture?

(pain, pity, compassion for the dead)

What is terrible war, according to the artist?

(brings suffering, death, and the most defenseless - children - suffer the most).

(Is it supposed to be such a CHILDHOOD?!)

3. New material

During the war years, many poets and writers were at the front, they saw grief, suffering, death. Agniya Barto, Margarita Aliger, Samuil Marshak, Konstantin Simonov devoted many poems about the war, about love for the motherland to children, they wrote about the incompatibility of war and childhood, showed the inhumanity of fascism. The poet K. Simonov devoted his poem “The Major brought the boy on a gun carriage” to the difficult topic “Children and War”.

1) Performance of a prepared student:(Sk.4. presentations)

- Konstantin Simonovwas born in Petrograd (now St. Petersburg), but spent all his childhood in distant military towns, since his stepfather was a military man, and the family often moved. He never saw his own father: he went missing at the front in the First world war. Mom taught him to love literature and poetry. Simonov finished school, received a working specialty as a turner, but began to write poetry, publish them in newspapers and magazines, then studied at the Literary Institute. During the Great Patriotic War, he was a correspondent at the front, soldiers rewrote his poems, learned by heart: “Wait for me, and I will return”, “Motherland”, “Do you remember, Alyosha, the roads of the Smolensk region” and others. After the war, Simonov wrote novels, plays, memoirs. Dying, Konstantin Mikhailovich asked to fulfill his last will: to stay with those who died in the first days of the war. The ashes of Simonov, at his request, were scattered over a field not far from Bobruisk.

Entry in the itinerary:facts from the life of K. Simonov.

The events of the war provided extensive material for poems. Their heroes were young participants in the war. One of them is dedicated to the heroes of the Brest Fortress.

2) B prepared student presentation:Listen to some historical references,write it down on your travel listone sentencewhat kind of city is Brest. (Sk.5-6. presentations)

- Brest Fortresswas on the border Soviet Union, from the first day of the war, the garrison, together with the inhabitants, was surrounded by the enemy, but did not surrender, but continued to fight, there was not enough ammunition, food, people died, but did not give up. Few managed to escape. There were also children among the soldiers.

Listening to an audio recording of K. Simonov's poem "The Major brought the boy on a gun carriage." Reads a well-deserved art. A. Simanovsky. Pay attention to how the actor tries to convey the tragedy of the situation, the state of mind of the hero with his voice. (Sk.6. presentation)

3) Analysis of the work

Guys, you listened to the poem. What impression did the poem leave? (Children share their impressions. The teacher does not comment on the words of the students.)

(open textbooks p.148)

What is the theme of this work (what is it about)?

What moment of the war (offensive or retreat) is described in the poem?

(many died, like the boy's mother, difficult military roads, a wounded father; the boy, gray-haired with grief, who saw death, was sleeping, tied to an artillery weapon machine."Grey-haired boy")

What does the expression mean: "... The gray-haired boy was sleeping on a gun carriage"? (Sk.7. presentations)

(The boy's mother died under fire, the boy turned gray with grief. The wounded father tied the boy to a shield so that he would not fall. Waking up, the boy waved his hand to the troops that were marching from the depths of Russia to the front.)

(The expression "... The gray-haired boy slept on the carriage" means that the boy, who turned gray from grief, slept on the carriage, that is, on the machine tool of an artillery gun.)

Entry to the itinerary: gun carriage - machine tool for artillery pieces. (Sk.8. presentations)

How old is the boy? Why, in your opinion, "For ten years in this and that world// These ten days will be credited to Him"?

(The boy is ten years old, but during the ten days of the war he experienced great grief, which sometimes even an adult cannot endure: the death of his mother, shelling, evacuation from hometown, wounded father. The boy seemed to have been "in the next world", because he had already seen death and suffering. Ten days of the horror of war experienced by a child will be remembered by subsequent generations as a feat.)

(He addresses those who were not at the front, knows the war from the words of others, and those who participated in the battles saw the retreat, a feeling of compassion penetrated deep into the soul, they dream of returning their homeland, to see how the child will return home.)

- "Who once saw this boy, // He will not be able to come home until the end." What do these lines mean? How does the following quatrain reveal the author's thought?

(This is not forgotten. No matter how many peaceful years pass, this episode of the war will constantly remind of the past.)

Please note that the lyrical hero seems to be addressing someone: "You say that there are others, "Your boy is sleeping." To whom? After all, there is no interlocutor?

(U lyrical hero also has a son, who is now evacuated to the Urals with his mother. The narrator, looking at the boy, remembered the house, the family. In his words - the pain of separation, the hope of meeting and at the same time a stern determination to fulfill his military duty to the end.)

(The child of the beloved woman addressed by the poet is safe, in evacuation (Most of the inhabitants of Central Russia were evacuated to the Urals and Siberia during the war.), While millions of other children suffer every day from the war approaching their homes. Author believes that he will remain alive, return to his beloved.

But what if he doesn't come back? ( READ OUT ) if the son grows up and “the date will come” for him, the time will come to “go on such days”, that is, to the front, the poet asks his beloved to remember him when she says goodbye to her son. With these words, he seems to say: we, men, are soldiers, and our duty is to protect our country, i.e. children and their mothers, from enemies.)

The story of the lyrical hero echoes the story of the boy and his father, a story in the forminternal monologue(write the definition on the waybill).

Read the definition of a ballad, prove that this poem is a ballad. (p. 279)

(is based historical event, we feel the feelings of the author, we hear his excited speech, the plot is sharp, tense, but instead of a medieval knight, a young participant in the war is a boy.)

Why did Simonov tell this story? (Sk.9. presentation)

The poem by K. Simonov is a monologue of a male warrior, his bitter reflections. It consists of two parts - a description of the picture seen during the retreat and a direct appeal to the beloved woman. The poem makes a strong emotional impression. It was precisely such heartfelt verses that the Russian people needed during the difficult months of retreat: they ignited hearts and called to fight the enemy. The author showed the cruelty of war, the unity of generations in accomplishing a feat, showed that both children and adults experience suffering and deprivation in war.

4) The story of a prepared student.(W.10 Presentation) A.T. Tvardovsky "Tankman's Tale"

Tvardovsky was born in 1910 in the family of a blacksmith, a well-read man. Mother came from the nobility. From early childhood I got acquainted with Russian classics

The treasured book was a volume of Nekrasov.

In 1930 he entered the Smolensk Institute. During the war of 1941-45. was a war correspondent, writes poems about the war, wrote the poem "Vasily Terkin"

5) Reading by heart the poem "Tankman's Tale" by the student(Sk.11 Presentations)

6) Analysis of the poem

Can this poem be called a ballad?

How does Tvardovsky characterize the boy?

Why exactly such a boy could become a participant in such an event?

Can the boy's act be called heroic?

How did the narrator thank the boy?

How do you understand the lines:

A) Everything is now as if awake ...

B) Troubled, from those who are the leaders of children

C) And he nails - do not look out of the towers ...

D) And this gun, along with the calculation,

We sank into loose, greasy black soil.

We know... and we don't know about the war. We know because we read about it, watch movies. But we don’t know, because we don’t realize that our happiness is more than paid for by the blood of those who in 1941 were even less than 17 years old.

4. Sincwine. (W.12-13 Presentations)

Make a cinquain on the topic of the lesson in the waybills.

(Children are familiar with the concept of cinquain, the teacher helps to decide on the topics.)

(Sk. 13 Presentations)

5. The results of the lesson.

O. Fokina's poem "Snowdrops" is read by the teacher. (W.14 Presentation)

Mother, father did not remember at all.

He remembered fires, crowds of refugees,

The dead who are not buried.

I remembered the gallows there, on the square ...

When needed, he knew how, although he was not a thief

Drag from under the nose of a horse

A sack filled with barley.

And a car flying wildly

Could catch up and tightly cling

On a hard side to carry away to porridge

A handful of wheat under the shirt.

The boy grew up far from being a sissy,

From childhood, knowing only losses,

Hated whiners and "polite"

AT good good did not believe at all.

And not for fun, but deliberately

Burned himself, grimly clenching his teeth,

He made the sun a torturer,

Pointing at the body through a magnifying glass.

He knew how all his buddies were shaggy,

Cutting into blood with a fragment of a can,

The heels will be flattened in the fall

Ice - much more painful than glass.

Arrived with cuts and scrapes.

The grandmother was crying, bending over him.

And the boy only shuddered chilly,

He shrank into a stone, but did not cry.

The boy grew up far from being a sissy,

But what you will not meet in the kingdom of sleep!

And once he dreamed of snowdrops,

Blue bells with ringing.

As if he ran towards them with snowdrifts,

Drawn by the power of the unknown,

Some special leaves

Smell, joyfully familiar.

As if mocking the boy,

He beat, scratched, burned his wild rose,

And they threw pine cones in the face,

As if the boy was a robber.

And he fell exhausted into the snow,

No longer able to defend

A snowdrop with blue eyes

As if, as if alive, the boy understood.

Stalk shaking over the snowdrifts,

Himself came to the boy close, close

With leaves, like daddy's hands, kind,

Honey, are your legs tired?

Are you full? Are your shirts clean?

Mum!

And the snowdrops melted.

Dad!

No bells, no leaves.

Only the wind slammed the shutter somewhere,

Only the grandmother groaned anxiously.

... since that night it has become completely at home

It is impossible to keep the boy.

Following the April winds

Ran out of town alone

He dug up the snow in the forest with his hands,

Each examining the bump.

He was looking for snowdrops, of course,

Blue bells ringing

To experience love and tenderness

Waking up, as in a wonderful sleepy kingdom.

The sun smiled more and more

Streams flowed from under the palms.

And when there is no snow left -

There are no such flowers - the boy understood.

The life of the boy seemed bitter,

And the boy felt sorry for himself.

Tears rolled down like peas

On the boy's bread - a pine finger.

All! He no longer believes in miracles

He will leave sweet captivity!

His loss is too great

To find a replacement for her.

Only all the same on the sunny edge

He, sighing, picked a bouquet of flowers,

To hide under the pillow at home

Blue, unpretentious - these.

A handful of flowers, probably nameless,

He plucked thoughtlessly and carelessly.

Why would the boy have their names?

Not under the snow means not snowdrops

So they don't ring, they don't smell,

The boy will not be stroked with leaves.

He did not know how the houses would gasp in unison,

Looking at him, frustrated.

He did not know that at home, like crazy,

Throw it right up to the ceiling

That he will be forgiven all, all his faults,

Where he was, what he did, they will not ask.

Our dear, beloved, our stubborn! -

Two overcoats are thrown on chairs ...

The war is over - they're back!

But this inescapable caress

The boy does not want to be in debt.

He will give flowers - not without fear.

God, snowdrops...

Sonny!

Homework(one of your choice): (Sk.14 Presentations)

3) What do you know about the exploits of children during the Great Patriotic War?

4) Draw a picture,

6) "Brest Fortress in artistic images» - pick up paintings by artists about the defenders of the Brest Fortress.

WAYBILL 5th grade student(s) ________________________________________________

Theme of the lesson: ________________________________________________________

Write down your associations on this topic

CHILDREN-WAR

1. Write down 2-3 memorable facts from the biography of K. Simonov.

1. Vocabulary work:

Brest -

Carriage -

Internal monologue– artistic technique: speech reproduction actor addressed to oneself or others, but not spoken aloud.

3. Underline the words that answer the question: h Why did Simonov tell this story?

The poem by K. Simonov is a monologue of a male warrior, his bitter reflections. It consists of two parts - a description of the picture seen during the retreat and a direct appeal to the beloved woman. The poem makes a strong emotional impression. It was precisely such heartfelt verses that the Russian people needed during the difficult months of retreat: they ignited hearts and called to fight the enemy.The author showed the cruelty of war, the unity of generations in accomplishing a feat, showed that both children and adults experience suffering and deprivation in war.

4. Make a cinquain topic of the lesson and write it down.

5. Homework (one of your choice):

1) Prepare an expressive recitation by heart of the poem by K. M. Simonov "The major brought the boy on a gun carriage ...".

2) Write an essay "Trace of the war in my family."

3) What do you know about the exploits of children during the Great Patriotic War?- Written response or presentation.

4) Draw a picture,make a photo collage on the topic under study.

5) An essay based on the painting by Y. Neprintsev “Rest after the battle”.

6) "Brest Fortress in artistic images" - pick up paintings by artists about the defenders of the Brest Fortress.

Work with text.

Reading in parts with analysis and vocabulary work.

What is this poem about? ( The fate of CHILDREN during the Great Patriotic War. ). We have determined the theme of the poem.

Any work has its own special structure. This is called composition.

How many parts can this poem be divided into? (The poem can be divided into two parts: the first is a story about a meeting with a boy; the second is an appeal to a person, a reader who was not at the front (a woman)).

A) Expressive reading and analysis of the first part.

Who the protagonist poems? ("The gray-haired boy").

How old is the boy? (10 years). And why gray? (At what age are people gray-haired: in old age, they lived a lot, experienced. (The boy is ten years old, but during the ten days of the war he experienced great grief - the death of his mother. Sometimes an adult can not endure this grief, but here he practically faced your peer).

Does the boy have a name? (We do not find the name in the poem. The author shows by this that there were many such children).

From the poem we find out where the boy is from? ("From the fortress, from Brest") ( 18 slide)

- Brest Fortress? Have you heard of her? The Brest Fortress is the fortress that was the first to take the blow of the fascist army. It was on this fortress, which was defended by a small garrison, that on June 22, 1941, the first blow of the fascist troops fell. For almost a month, being surrounded, he held the defense. The fighters did not have enough ammunition, food, water, but not one of them raised his hands and did not surrender to the enemy.
The poet-narrator was struck by the picture he saw during the retreat of the troops from Brest.

- An unfamiliar word was found in the text: gun carriage, what does it mean?(19 slide)(Entry in a notebook: a gun carriage is an artillery machine. The wounded father tied the boy to the shield so that he would not fall.)

B) Expressive reading and analysis of the second part.

- How do you understand the words: "You say that there are others, // That I was there and it's time for me to go home..."

(The author probably remembers his wife, who persuades him not to go on dangerous missions, tells him that he has already seen a real war, that there are other correspondents who have not yet gone to the front, and it can be arranged to stay at home so that they sent not him, but others ...)

(The author of the poem refers to a person who was not at the front (to a woman), knows about the war hearsay and cannot feel with all his heart the tragedy of war. For the soldiers who retreated from the western border, a feeling of compassion penetrated deep into the soul).

- "Who once saw this boy, // He will not be able to come home until the end". What do these lines mean? How does the following quatrain reveal the author's thought?

(Until the war is over, until our entire land is liberated from the Nazis, the soldiers cannot feel calm, they cannot "to come home ... to the end": they are constantly aware of the fact that at this time someone is suffering where the fighting is going on). The author wants to say that he will participate in the fight against enemies until the Nazis are driven out of our land. He wants to see how the child, returning home with them after the victory, "kisses a handful of his own land.")

- What does Konstantin Simonov call the home of the soldiers who encountered this boy? (The home of the soldiers during the Second World War were those places that needed to be protected from German soldiers.)

What is the main idea of ​​the second part? (In the second part, the author turns to his wife and informs her that the war will not end while people suffer, while children are deprived of their parents and homeland. Anyone who encounters this boy will not be able to turn around and go home. The soldier will return home only then , when "that boy will return with us and kiss a handful of his land").

Goals:

a) Educational.

b) Educational

in ) Educators. AT

Download:

Preview:

Development of a literature lesson based on the poem by K. Simonov "The major brought the boy on a gun carriage"

Goals:

a) Educational. Introduce students to personal creative biography K.Simonova; to teach to understand the lyrical images drawn by the poet; the formation of such concepts as “origins of poetry”, metaphor, epithet, comparison.

b) Developing (cognitive). Develop figurative thinking, develop the skills of expressive reading, analysis of a poetic text.

in ) Educators. ATnurture love for the motherland, a sense of patriotism; love for national lyrics, creativity and personality of K. Simonov.

During the classes

1) Organizational moment.

2) Actualization of knowledge.(music sounds, military chronicles are on the screen) The word of the teacher.

War is the most tragic event in people's lives. It brings with it pain and loss, cruelty and destruction, the suffering of many people, and especially children.
Wars have always brought grief, death, destruction. And the Great Patriotic War of 1941-1945 was especially tragic for the Soviet people. And, it is no coincidence that it is called the Great, since it raised the entire Soviet people to fight the Nazis, who treacherously attacked the USSR.
Each person during the war years tried with his work at the front and in the rear to bring Victory closer. A big role in the fight against fascist invaders war correspondents also played. They raised the fighting spirit of the fighters with their articles, essays, etc. and gave hope to those behind the front lines. One of these correspondents during the war years was Konstantin Mikhailovich Simonov.
Konstantin (Kirill) Simonov was born on November 15 (28), 1915 in Petrograd. He never saw his father: he went missing at the front in the First World War. The boy was raised by his stepfather, who taught tactics in military schools, and then became the commander of the Red Army. Konstantin's childhood passed in military camps and commander's dormitories. The family was not rich, so the boy had to go to the factory school (FZU) after finishing seven classes and work as a metal turner, first in Saratov, and then in Moscow, where the family moved in 1931. So heearnedwork experience and continued to work for another two years after he entered the Literary Institute. A. M. Gorky.
In 1938 Konstantin Simonov graduated from the Literary Institute. By this time, he had already prepared several large works - in 1936, Simonov's first poems were published in the magazines Young Guard and October.
In the same 1938, Simonov was admitted to the Union of Writers of the USSR, entered the graduate school of the IFLI (Institute of History, Philosophy, Literature), published the poem "Pavel Cherny".
During the Second World War, he worked as a war correspondent.
As a war correspondent, he visited all fronts, passed through the lands of Romania, Bulgaria, Yugoslavia, Poland and Germany, witnessed the last battles forBerlin. The theme of war, life and death has firmly entered the work of K. M. Simonov.
Dying, Konstantin Mikhailovich asked to fulfill his last will: to stay with those who died in the first days of the war. The ashes of Simonov, at his request, were scattered over a field not far from Bobruisk.

In the struggle for victory during the war years, children took an active part along with adults.
Before the war, they were the most ordinary boys and girls. They studied, helped the elders, played, ran, jumped, broke their noses and knees. Their names were known only to relatives, classmates and friends. The time has come - they showed how huge a small heart can become when a sacred love for the Motherland and hatred for its enemies flare up in it. Boys. Girls. On their fragile shoulders lay the weight of adversity, disasters, grief of the war years. And they did not bend under the weight ... Little heroes of a great war.

(Valya Kotik, Lenya Golikov, Arkady Kamanin, Lusya Gerasimenko, Valya Zenkina, Marat Kazei, Valery Volkov, Yuta Bondarovskaya, Vasya Korobko, etc.)

Unusually difficult, unbearable was the life of children in these terrible years, but they continued to live, on a par with adults enduring the hardships of the burden that fell to their lot. They fought next to the elders - fathers, brothers. Fought everywhere. At sea, like Borya Kule. In the sky, like Arkasha Kamanin. In a partisan detachment, like Lenya Golikov. In the Brest Fortress, like Valya Zenkina. In the Kerch catacombs, like Volodya Dubinin. Next to them were adults who were worried about the fate of the children. Simonov writes about this.

3). Expressive reading by the teacher of the poem by K. Simonov "The major brought the boy on a gun carriage:"

4). Analysis of the work

What impression did it make on you? - What is the theme of this work (what is it about)?

What moment of the war (offensive or retreat) is described in the poem?

Where was the boy taken from? (From Brest)

Brest is a fortress that was the first to take the blow of the fascist army.

What picture is the narrator paying particular attention to?

("The gray-haired boy")

What does the expression mean: "... The gray-haired boy was sleeping on a gun carriage"?

Carriage - machine tool for artillery pieces.

Why is the boy gray? - How old is the boy? Why, in your opinion, ": For ten years in the next and this world// These ten days will be credited to Him"?

How do you understand the words: "You say that there are others, // That I was there and it's time for me to go home ..."

(The author probably recalls a woman who persuades her beloved not to go on dangerous business trips, tells him that he has already seen a real war, that there are other correspondents who have not yet gone to the front, and it can be arranged to stay at home so that they sent not him, but others ...)

- "Who once saw this boy, // He will not be able to come home until the end." What do these lines mean? How does the following quatrain reveal the author's thought?

(Until the war is over, until our entire land is liberated from the Nazis, the soldiers cannot feel calm, they cannot "come home ... to the end": they constantly remember that at this time someone is suffering there, where the fights are.

The author wants to say that he will participate in the fight against enemies until the Nazis are driven out of our land. He wants to see how the child will be returned to his homeland, how he will return to his city and "kiss a handful of his land.")

(Most of the inhabitants of Central Russia were evacuated to the Urals and Siberia during the war.)

About what, whose boy is the author talking about in the last two stanzas?

What did Simonov want to say with this poem? Why did he tell this story?

5). Expressive reading of the poem.

6). Final conversation. Reflection.

- What do you think of the Great Patriotic War?

Why are there poems in war? What was the role of poetry during the Great Patriotic War?

Is it possible to poeticize a feat?

– What new did you learn about the poetry of the war years?

7). Homework

Prepare an expressive recitation by heart of the poem by K. M. Simonov "The major brought the boy on a gun carriage ...".