Lesson topic: K. Simonov Major brought the boy on a gun carriage
Goals:
a) Educational: to introduce students to the personal and 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: develop imaginative thinking, develop skills in expressive reading, analysis of a poetic text.
c) Educators: to instill love for the motherland, a sense of patriotism; love for national lyrics, creativity and personality of K. Simonov.
Lesson type: speech development lesson
Lesson method: partial search
Visibility: a portrait of a poet, an album of literature, an electronic presentation.
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 he earned his seniority and continued to work for two more 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, and witnessed the last battles for Berlin. 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 did they take the boy 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"?
gun 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 ...)
- To whom does the author address with the words: "You know this grief by hearsay, // But it broke our hearts"?
- "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.")
- Why does the author write that "your" boy sleeps "at distant lands, in the mountains of the Urals"?
(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?
five). 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
Technological map of the lesson in literature in grade 5
Topic. 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 was passionate about the theme of the Great Patriotic War, who survived the difficult time of repression, who managed to maintain his opinion of 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 reading and analysis skills 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.
| Lesson stage | Teacher activity | Student activities | Forms and methods of work | Formed UUD |
| I. Organizational stage: engaging students in activities The duration of the stage is 1 min. II. Checking homework (updating knowledge) The duration of the stage is 10 minutes. III. Discovery of new knowledge. Purpose: to develop the ability to analyze poetic works. The duration of the stage is 20 minutes. IV. Reflection The purpose of the stage: students' awareness of their learning activities. The duration of the stage is 5 minutes. V. Homework. Purpose of the stage: organization independent work students. | It creates an emotional mood (Good afternoon! I wish you today to receive not only new knowledge, but also positive emotions and a charge of activity for the whole day). Checks readiness for work Which homework was asked? Creates problem situation: You remembered the defense of the Brest Fortress according to the students' presentations. What do you think the next lesson will be about? The teacher completes the story-presentation about K.M.Simonov. The teacher expressively reads the poem "The major brought the boy on a gun carriage." Work on the analysis of the poem according to the plan: What type of literature does this work belong to? (prose, poetry, drama) Name the topic (about what?) Highlight the main idea (idea of the text) Features of text organization (number of stanzas, meter, structure, figurative medium) What struck the narrator and what does he want to say with his poem? Work on expressive reading: the teacher helps to place logical pauses, stresses, supports appropriate intonations. Answer the questions: Why do you think the poem by K.M.Simonov is written in a solemn style, which would be appropriate to write an oath or oath? Tell us about your impressions of the lesson? What works about the Great Patriotic War, where the heroes are children, have you read? What did you learn about the war? 1. Memorize the poem by K.M. Simonov "The Major brought the boy on the gun carriage" or prepare messages, presentations, poems, songs about the Great Patriotic War (all this should relate to the military theme and the families of students). | Teachers greet, tune in to work. Students recite expressively the poem by A.T. Tvardovsky "Tankman's Tale" Students show their presentations on the topic "Brest-fortress-hero" Formulate the topic of the lesson, set the objectives of the lesson. A student prepared in advance shows a presentation about K.M. Simonov (students write information about the poet in a notebook in an arbitrary form). Students listen to expressive reading. Students analyze the poem, read it expressively (in parts and as a whole) Pupils read the poem expressively in stanzas. Students write in a notebook to complete task 2, page 161. Answer questions orally Write down the task in the diary, clarify it. | Individual Individual, frontal Individual | Personal: self-determination. Communicative: planning educational cooperation with the teacher and classmates Cognitive: expressive reading of a poem Regulatory: goal setting; Cognitive: self-selection, goal formulation. Cognitive: extract necessary information from what I heard Personal: self-esteem based on success, adequate understanding. Cognitive: establish the relationship between the amount of acquired knowledge and operational skills Regulatory: Evaluate their work. |
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 main character 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").
Ticket number 19.
1. Tell us about the fate of children in the war. Read by heart a poem by K.M. Simonov “The major brought the boy on a gun carriage ...” or A. T. Tvardovsky “The Story of a Tanker”.
The war unleashed by Germany brought innumerable disasters to tens of millions of people: it took lives, turned into ruins of the city and village. All the people rose to the defense motherland, on defeat of the hated enemy. In battles, soldiers showed miracles of heroism; their mothers, wives and children, replacing the men who had gone to the front, worked selflessly in the rear. The country lived with one thought: “Everything for the front! Everything for the victory!
The theme "Children and War" is special in the literature of that period. In the books of V.P. Kataev “The Son of the Regiment”, K. Simonov “The Son of the Artilleryman”, A. T. Tvardovsky "Tankman's Tale" and others show how children, along with adults, withstood the difficult conditions of the war.
People who have gone through the millstones of the war will never subside the pain of the soul for those who did not return from the battle, burned in the fires, shot, burned in the ovens of fascist concentration camps.
Hero of the poemTvardovsky "Tankman's Tale" - our peer. He is an ordinary boy: playful, curious, restless. The narrator doesn't even know his name. The act that the boy did can be called a feat, because his help to the tankman decided the outcome of the battle and, perhaps, saved his life.
Children in the war, along with adults, performed feats. Therefore, the tanker thanks the boy as an adult, as an equal. The boy perceives his act not as a feat, but as his duty. There were a lot of such nameless heroes among children during the war.
In a poem Simonov "Major brought the boy on a gun carriage" lyrical hero tells not about the battle, but about one meeting on the roads of the war, at its very beginning. One can only imagine what the boy had to endure in the fortress, which was the first to take the blow of the Nazis in June 1941. The gray-haired boy made me remember his son, who was far from the war. But, going into battle, he realizes that he is fighting for all the children.
^ In his poem, the poet says: war should not cripple children's destinies, children's souls, therefore he cannot "come back home" until he fulfills his duty.
Additionally, you can talk about the heroes of independently read works, for example, about the hero of Kataev's story "The Son of the Regiment", or about one of the pioneer heroes.
Indicate by what means the humorous effect is achieved in the works of Sasha Cherny?
First, the humorous effect is created by the title of the work.
The story is called "Prisoner of the Caucasus", and we immediately recall the work of L.N. Tolstoy with the same name. We are waiting for a plot that is somewhat reminiscent of the story of Zhilin and Kostylin, and in the story of Sasha Cherny, the city garden is first described, and then we get to know little girls playing the “prisoner of the Caucasus”. The discrepancy between what we expected and what we read in the story creates a comic effect.
^ Epithets - “A provincial river, And the river was glorious
Metaphor - ... The water shimmered with solar scales, "the mongrel Tuzik is a shaggy gray muff with a tail ...
^ Comparison - "... they took out a long, long light gig, as if a fish was drinking ... went swimming ...".
as if a starling had pecked at her doll, or carried away a donut with poppies through the window.
^ Personification - “The starling ... on a branch carefully bowed his head: a familiar song! Last year I heard...
Thirdly, the main characters of the story are funny - Valya and Katyusha. The girls are saddened by the fate of the main characters of Tolstoy's story they have just read. They perceive the events described in the work as a reality, so they try to come up with a continuation of the fate of Zhilin and Kostylin: “... it hurts, it hurts ... to carve ... nettles” of the Tatars, send Dina the Russian alphabet, the marriage of Zhilin and Dina.
Fourthly, the description of the game of girls who are trying to accurately reproduce the events of the story they love creates a comic effect. But the role of Kostylin, which no one wanted to be, was played by Tuzik, and Dina had a girlfriend, and then the girls decided to be Dina in turn. And the conditions in the “captivity” were such that neither “Zhilin” nor “Kostylin” wanted to leave the pit, and both “Dinas” joined the “prisoners”.
Funny and the ending of the story. Returning home with their mother, the girls cease to be sad about the fate of Zhilin and Kostylin, because they had so much fun when they played the Caucasian captive.
So, the story of Sasha Cherny "Prisoner of the Caucasus" is a humorous work.
Ticket number 20
Tell us about the ballad as a lyrical-epic genre using R. L. Stevenson's ballad "Briar Honey" as an example. Read the passage by heart.
The plot is usually borrowed from folklore. Ballads are often set to music.
2. In Anglo-Scottish folk poetry, the ballad genre developed in the 14th-16th centuries. These ballads were filled with tragedy, mystery, they always had a dramatic dialogue.
Every resident of Scotland is proud of their history, the history of their ancestors, and knows Stevenson's ballad "Heather Honey" very well.
^ 3. Since the ballad is a lyrical epic work, it has a plot.
The plot of the ballad consists of several pictures-episodes:
1) Exposition - 1-6 stanzas
2) Outset - 7 - 10 stanzas.
3) Development of action - 11 -13 -.
d) Climax - 14 - 20.
e) Interchange - 21-23
^ 4. A ballad is a lyric-epic work. Whose feelings does she express?
a) How do the characters feel?
What were the king's feelings?
What feelings possessed the Picts?
What mood is imbued with an introduction about the times of the past and irrevocable? (1-2 stanzas).
(The king is “ruthless to enemies”, “looks sullenly”, “said angrily”, the Picts are “little mead makers”, “poor Picts”, “little people”).
5. Find the features of the ballad in Heather Honey.
(historical plot, tragic episode in the history of the war, heroes - true patriots, an element of mystery - a honey recipe that dies with the heroes; the characters of the characters are revealed in a dramatic dialogue, the emotional sympathy of the author; landscape opening and landscape ending).
2. Follow the literary composition in the story of K. G. Paustovsky "Hare paws".
The composition of a work is its construction. Features of the connection of the elements of the plot: the plot, the development of the action, the climax, the denouement - determine the composition of the work.
For example, the story of Paustovsky "Hare paws" has inverse composition. Events in it do not follow one after another, in order, sequentially. First, we learn about how the grandfather and grandson are trying to cure a sick hare. And then from the story of the grandfather, we learn why the grandfather cares so much about the hare. It turns out that this hare saved his life.
The plot of the action - Climax - Denouement - (give examples from the text of the story).
The story is told from the third person. Another story is included in the composition of the story: the grandfather talks about how he almost killed a hare, and then he saved his life.
Such a construction of the story makes it interesting, a little mysterious, helps us to understand the work correctly.
