Literature lesson.
Lesson topic: "Education of feelings" in V. Rasputin's story "French Lessons".
Goals: 1. Open the spiritual world of the hero of the story;
2. Show the originality of the teacher;
3. Designate the moral problems raised by the writer in
work.
4. The meaning of the title of the story.
Tasks: 1. Fragmentary reconstruction of the plot (work with questions and
quotation plan of the story about the hero);
2. Work with the text of the work ( keywords, details,
3.Characteristics of literary heroes.
4. Compilation of syncwine.
Board layout:
| writer Kindness Compassion life lesson Topic Plot Problem | Epigraph to the lesson: We lack a good heart and a right soul so much that the more our heroes and we live, the better it will be for us. V. G. Rasputin. Questions for the lesson : 1. What did the boy remember the French teacher? 2. What feelings did the boy evoke in Lydia Mikhailovna? 3. Is the hero right, considering the teacher an extraordinary person? 4. What feelings does the story bring up? | Answer in writing the question: What makes you think about the story of V. G. Rasputin "French Lessons"? |
During the classes:
I. Organizational moment.
Greetings.
Goals and objectives of the lesson.
II. Teacher's word:
In the previous lesson, guys, we got acquainted with V. Rasputin's story "French Lessons", analyzed the episodes that help us reveal the characters of the characters, understand them internal state.
Today in the lesson we will discuss 3 aspects of the story. First of all, let's dwell on the image of the main character, his state of mind.
III. Before we start talking about the topic of our lesson, let's remember
the plot of the story "French Lessons" and draw a conclusion about the main character.
There are sheets on the desks on which questions are given for the story about the hero and a quotation plan. The task of the guys is to correctly match (draw lines) questions and quotes, and then comment. The work is done in pairs.
| Questions about the hero's story | Quotation plan for a story about a hero |
| 1. Why did the boy end up in the district center? 2. What were the successes of the hero of the story at school? 3. What was the state of mind of the hero? 4. What made the boy play "chika" for money? 5. How did the hero's relationship develop with the guys around him? 6. What was the attitude of the boy towards the teacher? | “I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else.” “I studied and it’s good here ... in all subjects, except for French, I kept fives.” “Having received it (the ruble), ... I bought a jar of milk.” “I felt so bad, so bitter and disgusted! “Worse than any disease.” "They took turns beating me ... there was no person more unfortunate than me that day." |
Conclusion about the life and state of mind of the boy:
For the first time, an eleven-year-old boy, by the will of fate, is cut off from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but the whole village are placed on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness,
so as not to let down fellow countrymen.
IV. Conversation with the class
What was the boy's memory of the French teacher? (question on the blackboard) Read the description of the portrait of Lydia Mikhailovna. What is special about it?
(“Lidiya Mikhailovna was then probably twenty-five years old or so ...” and further in the text: “There was no cruelty in her face.”)
What feelings did the boy evoke in Lydia Mikhailovna?
(She treated him with understanding and sympathy; Appreciated his aspiration. She decided to work with the boy in order to feed a capable student).
Why did the idea with the parcel fail?
(The teacher filled the parcel with "city" products and thereby gave herself away. Pride did not allow the boy to accept the gift).
Did the teacher manage to find a way to help the boy without hurting his pride? ( She offered to play for money in the "wall").
Why did Lidia Mikhailovna send the second parcel?
(She is disinterested, kind. This act confirms the good feelings of Lidia Mikhailovna).
Is the hero right, considering the teacher an extraordinary person? (question on the board)
(Lidia Mikhailovna is endowed with an extraordinary ability to
compassion and kindness, for which she suffered, losing her job.)
The conclusions that the guys make in the image of Lidia Mikhailovna.
The teacher takes a risky step, playing with the student for money. But she does so out of human compassion: the boy is exhausted, and refuses help. In addition, Lidia Mikhailovna considered remarkable abilities in the student and is ready to help the child believe in herself by any means.
V. Sinkwain (five lines)
First line- the topic of a sequence, contains one word (usually a noun or pronoun), which denotes the object or subject that will be discussed.
Second line- two words (most often adjectives or participles), they give a description of the signs and properties of the object or object selected in the syncwine.
Third line- formed by three verbs or gerunds describing the characteristic actions of the object.
Fourth line- a phrase of several words expressing the personal attitude of the author of the syncwine to the described object or object.
Fifth line- one word-summary characterizing the essence of the subject or object.
(reference)
Assignment to students:
Compose a cinquain about Lydia Mikhailovna.
VI. Let's continue with the class.
Teacher: V. G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is primarily the education of feelings, and above all, kindness, purity, nobility.”
What feelings does the story "French Lessons" bring up?
(kindness, compassion)
How can you evaluate the act of Lydia Mikhailovna, who played for money with a student? Express your opinion.
(On the one hand, this is non-pedagogical,
on the other hand, gambling was
the only way to help
boy)
Why is the story called "French Lessons"?
(Communication with Lydia Mikhailovna
became life lessons for the hero,
educating the senses.)
What did you guys learn in class?
VII. Pay attention to the epigraph to the lesson. Read, do
output. How does the epigraph relate to the topic of the lesson?
(Lydia Mikhailovna has a big kind heart.
Even though she got fired, she stayed
MAN. unselfishness, simplicity,
compassion, spiritual beauty - these are the qualities
the character of the teacher who is for the boy
became a role model.)
VIII. Homework. (Written on the board)
IX. Evaluation of student work.
Appendix
Sinkwain: the image of Lydia Mikhailovna.
Lidia Mikhailovna
kind, wise
Teaches, plays, empathizes
Wasn't like everyone else
Unselfishness
An open lesson in literature based on the story of V.G. Rasputin "French Lessons" Grade 8.
Literature lesson in grade 8Boyarkina Elena Gennadievna,
teachers of Russian language and literature
MBOU secondary school named after S.M. Kirov, Karachev, Bryansk region
Kindness lessons. Moral issues of the story
V.G. Rasputin "French Lessons".
The role of the teacher Lidia Mikhailovna in the life of a boy
The purpose of the lesson:
reveal the spiritual world of the hero of the story;
show the autobiographical nature of the story "French Lessons";
identify the moral issues raised by the writer in the story;
show the originality of the teacher;
to cultivate a sense of respect for the older generation, moral qualities in the students.
Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov (meanings of the words "lesson", "morality"); computer, projector.
Methodical methods: conversation on questions vocabulary work, student messages, group work, presentation demonstration, game moment, a fragment of the film "French Lessons".
The reader learns from books not of life, but
feelings. Literature, in my opinion, -
it is first of all the education of the senses. And before
all kindness, purity, nobility.
V.G. Rasputin
During the classes
1. Organizational moment.
2. The word of the teacher.
(slide number 1)
Teacher: In the last lesson, we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story "French Lessons". Today, in the course of the lesson, we have to discuss several aspects of this story: we will try to reveal the state of mind of the protagonist, we will discuss the main moral problems raised by the author in the story, we will talk about an “extraordinary person” - a French teacher who played an important role in the boy’s life.
(Recording the date, topic of the lesson, epigraph)
About the facts of the biography and creativity of V.G. Rasputin we learn from a small press conference presented by journalists, researchers and readers, in the role of which you yourself will act. I ask the researcher and reader to come here, the guys who were given individual tasks in the previous lesson: to prepare reports about V. Rasputin's childhood, about what childhood impressions were reflected in his works, about the history of the creation of the story "French Lessons". And now you will act as journalists and ask the guys questions prepared by you at home.
3. Word to the members of the press conference (an element of a role-playing game).
The course of the lesson includes electronic educational resources, in this case, a presentation is shown on the screen.
Journalist: I have a question for the researcher of V. G. Rasputin's work. Tell me how childhood affected the work of V.G. Rasputin?
Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that a person’s childhood makes him a writer, his ability to early age to see and feel what then gives him the right to take up the pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood. Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk Territory have become literary heroes. Truly, as V. Hugo said, “the beginnings laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, forming an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without the native village, of which he was a part and which for the first time made me think about the relationship between people; without a pure, uncomplicated vernacular.
Journalist: Question to the reader. Tell us about V. Rasputin's childhood years.
Reader: V. G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: in the first class of the Atalan elementary school the future writer went in 1944. And although there were no battles here, life was difficult, at times half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with the book forever. The elementary school library was very small, only two shelves of books. “I started my acquaintance with books with theft. A friend and I often went to the library one summer. They took out the glass, climbed into the room and took the books. Then they came, returned what they had read and took new ones, ”the author recalled.
After graduating from the 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which had the fifth and subsequent classes, was located 50 km from his native village. It was necessary to move there to live, and alone.
Teacher: Yes, Rasputin's childhood was difficult. Not everyone who studies well is able to evaluate the actions of their own and others, but for Valentin Grigorievich, study has become a moral work. Why?
Researcher: It was difficult to study: it was necessary to overcome hunger (his mother gave him bread and potatoes once a week, but they were always in short supply). Rasputin did everything only conscientiously. “What was left for me? - then I came here, I had no other business here .... I would hardly have dared to go to school if I had not learned at least one lesson, ”the writer recalled. His knowledge was assessed only as excellent, except perhaps French (pronunciation was not given). This was primarily a moral assessment.
Journalist: Question to the reader. To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?
Reader: The story "French Lessons" is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of a child's life, it, according to the writer, "was one of those that warm even with a slight touch to them."
This story is autobiographical. Lidia Mikhailovna is named after her. (This is Molokova L.M.). A few years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, met him several times.
Teacher: Thanks to our press conference attendees. You may take your seats in the class.
4. Conversation on questions.
(slide number 3)
Teacher: In the preface to the story “French Lessons”, V. G. Rasputin noted: “I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both a small and an adult reader.” Today we will study morality. Learn from Rasputin on the example of his main character. Working with the text of the story, in every line, in every phrase we will look for that main idea that the author wanted to express in his work. He hopes that those life lessons, which fate has prepared for him, will help everyone understand themselves, think about their future.
- What does the title of the story “French Lessons” say? (About school, lessons, peers)
To whom is the introduction addressed? (reading the introduction by the teacher) (To myself, to the reader, to the teachers)
- From whose perspective is the story being told? Why? (In the first person. The author outlined his biography - autobiography)
- Who is the main character of the story? (An 11-year-old boy, a 5th grade student. The author does not give his name or surname.)
When and where do the events described in the story take place? (3 years after the end of the V.O. war in 1948 in a distant Siberian village)
- Name the signs of a difficult time.
(The story describes the difficult post-war period: a rationing system for food supply, hunger, obligatory for the population government loans, hardships of collective farm labor. The scene is Siberia, the birthplace of the writer, a remote Siberian village, in which there are not even gardens, because. trees freeze in winter.
How was the boy's life? parental home? Find the answer in the text. (p. 134 “We lived without a father, we lived very badly ...”
5. Group work
About how carefully you read the first part of the story, we will know after working on the crossword puzzle. All the words that are the answers to the crossword puzzle you met in the fragment of the story we examined. Each group (row) receives a crossword puzzle and fills it out.
Questions:
1. A truck with a carrying capacity of one and a half tons.
2. Cereal for baking bread.
3. Addition to the potatoes of the villagers in the spring.
4. A security on which its owner makes an annual profit.
5. Driver's name.
6. Peasant settlement.
7. Center of the administrative region.
8. The staple food of the family of the protagonist of the story.
9. Nickname, given to the hero in the village.
Why did the boy, the hero of the story, end up in the district center? Find passages in the work and read them. (“In order to study further .... So, at the age of eleven, my independent life began" p. 133; “And my mother, in spite of all misfortunes ... they are waiting for me, my dear, in a new place" p. 134).
-What are these tests? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness)
- Can any child handle this?
Why doesn't our hero complain to adults? Why doesn't he keep track of who steals food from him? Find the answer in the text. (“Who dragged - Aunt Nadia Li ... if she hears the truth” p. 135-136; The boy is endowed with a sense of his own dignity. He cannot offend another person with suspicion.)
-Find the passage on p.135 “The mother who arrived at the end of September…” Read it and answer the questions: was it easy for the mother to teach her son in the regional center? Was the son grateful to his mother? (Life presents the hero with cruel lessons and confronts him with the need to choose: to remain silent, reconcile or upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early.)
- Guys, in what sense is the word lesson used here. Let's look at the meaning of this word in the explanatory dictionary.
Working with the Explanatory Dictionary.
Lesson 1. An hour of study dedicated to some subject. 2. Transfer. Something instructive, from which to draw a conclusion for the future.
6. Consolidation of the studied
-Let's write in the notebook the first lesson of Rasputin's story: “ real mother she takes care of her children all her life, and the children should be grateful to her for that.” (slide number 4)
Why didn't our hero go home?
- What were the successes of the hero of the story at school? (in all subjects, except French, fives were kept).
Why does he always prepare for lessons? (“To relate carelessly to what was assigned to me, I still did not know how” p. 134)
What was the boy's state of mind? (“I felt so bad, so bitter and sick! - worse than any illness” p. 135)
- What made the boy play "chika" for money? (I was sick, I bought a jar of milk at the market with this money).
- How do Vadik and the narrator feel about this game?
-Necessity forced the hero to play gambling. He had no other opportunity to earn. He did not wait for someone's mercy or handouts. Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, do not rely on others ”(slide number 5)
-Find the passage on p.141 that begins with the words: “Not to the warehouse! Vadik announced. Let's read it by role. (Narrator, Vadik, Ptakha) (before the words "... which was spinning right there.")
-Why did our hero have to "reconcile"?
-Write down the third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide number 6)
- Continue reading by roles further (until the end of this part of the story).
- Why do Vadik and Ptakha beat the boy? How does the hero behave during the beating?
- Let's write down the fourth lesson of Rasputin: “Be principled. Do not grovel" (slide number 7)
7. Group work
- And now I propose to check how carefully you read this part of the story. Each group (row) receives a task: to find out the hero of the work from the description.
The task. From the description, find out the hero of the work and write down his name.
1. "... a tall and strong guy with a long red bang, noticeable for his strength and power."
2. "A fussy, blinking-eyed boy who liked to raise his hand in class."
3. "Big-headed, short-haired, stocky guy, nicknamed ..."
Student responses:
1. Vadik.
2. Tishkin.
3. Bird.
8. Continuing the conversation
- Why does our hero return to Vadik's company after the beating?
How did you learn about gambling at school? (“And what happened? – she asked…” p.143)
What was our hero so afraid of? (“Playing for money with us could have been kicked out of school in no time.”)
- Could the director "squeeze a tear" out of him?
Why did the boy trust Lydia Mikhailovna and tell the whole truth? (“She was sitting in front of me, all neat, smart and beautiful…” p.145)
Pin
od: So, guys, from your answers, we realized that V.G. himself is the prototype of the main character of the story. Rasputin. All the events that happened to the hero were in the life of the writer. For the first time, the eleven-year-old hero is torn away from his family by the will of circumstances, he understands that the hopes of not only relatives and the whole village are pinned on him: after all, according to the unanimous opinion of the villagers, he is called to be " learned man". The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down. And now, turning to the image of the French teacher, let's analyze what role Lydia Mikhailovna played in the boy's life.
What was the main character's memory of the teacher? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna was then….”; “There was no cruelty in her face…” p.149)
What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his purposefulness.)
And now let's see a short excerpt from the film "French Lessons", filmed at the Mosfilm studio in 1978.
(Watching an excerpt from the film, episode "The Package")
Why did Lidia Mikhailovna decide to study with the boy at home? (The teacher began to study with the hero additionally, hoping to feed him at home).
Why did Lidia Mikhailovna decide to send a parcel to the boy, and why did this idea fail? (She wanted to help him, but she filled the parcel with "city" products and thereby gave herself away. Pride did not allow the boy to accept the gift)
Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play for money in the "wall")
Is the hero right, considering the teacher an extraordinary person? (Lydia Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job)
Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered remarkable abilities in her student and is ready to help them develop in any way.
- How do you feel about the act of Lydia Mikhailovna? (children's opinion).
- Today we talked a lot about morality. What is "morality"? Let's find the value of this in explanatory dictionary S. Ozhegova. (The expression is written on the blackboard).
Teacher's word. Playing for money with her student, Lidia Mikhailovna, from the point of view of pedagogy, committed an immoral act. “But what is behind this act?” the author asks. Seeing that her student is hungry, post-war years malnourished, she tried to help him: under the guise of additional classes, she invited him home to feed him, sent a parcel, as if from her mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.
- Why is the story called "French Lessons"? (The title "French Lessons" says more than just learning foreign language fifth grader, but also about the value of the moral lessons given to the child by the teacher.)
What was the main lesson taught by the teacher?
-We write down the fifth lesson: “Be kind and sympathetic, love people” (slide number 8)
Teacher:
- An epigraph to the lesson is written on the board: "Reader ...". And what feelings does the story "French Lessons" bring up? (Kindness and compassion).
Kindness is what attracts all readers in the heroes of the story.
Output: The French teacher showed by her example that there is kindness, responsiveness, love in the world. These are spiritual values. Let's look at the introduction to the story. It expresses the thoughts of an adult, his spiritual memory. He called "French Lessons" "lessons of kindness." V.G. Rasputin speaks of the "laws of kindness": true goodness does not require a reward, does not seek direct returns, it is disinterested. Good has the ability to spread, to be transmitted from person to person. Kindness and compassion play a big role in human life, and I hope that you will always be kind, ready to help each other at any moment.
Summarizing. Student assessment.
D / s. Write an essay-reasoning “What moral lesson did Rasputin teach me?” (slide number 8)
Utkina Elena Alexandrovna
teacher of Russian language and literature,
MOU "Basinskaya OOSH" Astrakhan region Limansky district with. bass
[email protected]
Moral problems of the story by V.G. Rasputin "French Lessons". The role of the teacher Lidia Mikhailovna in the life of a boy
The purpose of the lesson:
- reveal the spiritual world of the hero of the story;
- show the autobiographical nature of the story "French Lessons";
- identify the moral issues raised by the writer in the story;
- show the originality of the teacher;
- to cultivate a sense of respect for the older generation, moral qualities in students.
Methodological techniques: conversation on questions, vocabulary work, student messages, presentation demonstration, gaming moment, listening to music, stills from the film "French Lessons" (presentation) expressive reading of a poem.
Good heart and right
the soul is so lacking for us that the more
our heroes and we will live the better
will be for us.
V.G. Rasputin
The reader learns from books not of life, but
feelings. Literature, in my opinion, -
it is first of all the education of the senses. And before
all kindness, purity, nobility.
V.G. Rasputin
During the classes
- Organizing time.
- Teacher's word.
In the last lesson, we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story "French Lessons". Today we are conducting a final lesson on the study of his story. During the lesson, we will discuss several aspects of this story: we will talk about the state of mind of the protagonist, then we will talk about an “extraordinary person” - a French teacher, and finish the conversation with a discussion of the main, moral, problems posed by the author in the story. And about the life of V.G. Rasputin we learn from a small press conference presented by journalists, researchers and readers.
(listening to the verse of the song "Where does childhood go")
- Word to the members of the press conference (element of role-playing game).
Included in the lesson electronic educational resources, in this case, a presentation is shown on the screen.
Journalist: Now we have listened to an excerpt from the song. Tell me, how did childhood affect the work of V.G. Rasputin?
Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that a person’s childhood makes him a writer, the ability at an early age to see and feel what then gives him the right to take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood. Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk Territory have become literary heroes. Truly, as V. Hugo said, “the beginnings laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, forming an integral part of him.” And these beginnings, in relation to V. Rasputin, are inconceivable without the influence of Siberia itself - the taiga, the Angara, without the native village, of which he was a part and which for the first time made one think about the relationship between people; without a pure, uncomplicated vernacular.
Teacher: Guys, tell us about V. Rasputin's childhood.
Reader: V. G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: the future writer went to the first grade of the Atalan elementary school in 1944. And although there were no battles here, life was difficult, at times half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with the book forever. The elementary school library was very small - only two shelves of books. “I started my acquaintance with books with theft. A friend and I often went to the library one summer. They took out the glass, climbed into the room and took the books. Then they came, returned what they had read and took new ones, ”the author recalled.
After graduating from the 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which had the fifth and subsequent classes, was located 50 km from his native village. It was necessary to move there to live, and alone.
Journalist: Yes, Rasputin's childhood was difficult. Not everyone who studies well is able to evaluate the actions of their own and others, but for Valentin Grigorievich, study has become a moral work. Why?
Researcher: It was difficult to study: you had to overcome hunger (his mother gave him bread and potatoes once a week, but there was never enough of them). Rasputin did everything only conscientiously. “What was left for me? - then I came here, I had no other business here .... I would hardly have dared to go to school if I had not learned at least one lesson, ”the writer recalled. His knowledge was assessed only as excellent, except perhaps French (pronunciation was not given). This was primarily a moral assessment.
Journalist: To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?
Researcher: The story "French Lessons" is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story was based on the memory of a child's life, it, according to the writer, "was one of those that warm even with a slight touch to them."
This story is autobiographical. Lidia Mikhailovna is named after her. (This is Molokova L.M.). A few years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, met him several times.
- A brief report on the main themes in the work of V.G. Rasputin (presentation).
- Questions session.
Teacher: Before discussing the problems posed by the writer in the story, let us recall its key points. Readers, I appeal to you. You can use a quote plan made at home.
- Why did the boy, the hero of the story, end up in the district center? (“In order to study further .... I had to equip myself in the district center”). (Slide 2.3).
- What were the successes of the hero of the story at school? (slide 4) (in all subjects, except French, fives were kept).
What was the boy's state of mind? (“It was so bad for me, bitter and disgusting! - worse than any illness.”) (slide 5)
- What made the boy play "chika" for money? (I was sick, I bought a jar of milk at the market with this money).
- How did the relationship of the hero develop with the guys around him? (“They took turns beating me ... there was no one that day ... a person more unfortunate than me”). (slide 6)
- What was the attitude of the boy to the teacher? (“I was scared and lost .... She seemed to me an extraordinary person”), (slide 7)
Output: So, guys, from your answers, we realized that V.G. himself is the prototype of the main character of the story. Rasputin. All the events that happened to the hero were in the life of the writer. For the first time, the eleven-year-old hero is torn away from his family by the will of circumstances, he understands that the hopes of not only relatives and the whole village are pinned on him: after all, according to the unanimous opinion of the villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down. And now, turning to the image of the French teacher, let's analyze what role Lydia Mikhailovna played in the boy's life.
- What was the main character's memory of the teacher? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna then it was ....”; “There was no cruelty in her face ...”) (slide 7)
- What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination. In this regard, the teacher began to study with the hero additionally, hoping to feed him at home); (slide 8)
- Why did Lidia Mikhailovna decide to send a parcel to the boy, and why did this idea fail? (She wanted to help him, but filled the parcel with "city" products and thereby gave herself away. Pride did not allow the boy to accept the gift); (slide 8)
- Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play for money in the "wall"); (slide 9)
- Is the hero right, considering the teacher an extraordinary person? (Lydia Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job). (slide 10)
Output: Lidia Mikhailovna takes a risky step, playing with the students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered outstanding abilities in her student and is ready to help them develop in any way.
Teacher:
- An epigraph to the lesson is written on the board: "Reader ...". And what feelings does the story "French Lessons" bring up? (Kindness and compassion).
How do you feel about the act of Lydia Mikhailovna? (children's opinion).
Today we talked a lot about morality. What is "morality"? Let's find the meaning of this in the explanatory dictionary of S. Ozhegov. (The expression is written on the blackboard).
Teacher's word. Playing for money with her student, Lidia Mikhailovna, from the point of view of pedagogy, committed an immoral act. “But what is behind this act?” - asks the author. Seeing that her student was malnourished in the hungry, post-war years, she tried to help him: under the guise of additional classes, she invited him home to feed her, sent a parcel, as if from her mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.
Kindness- that's what attracts all readers in the heroes of the story.
What qualities should a teacher have in your opinion? marked on the board as positive traits, as well as negative ones. What moral qualities attract you the most?
- understanding;
- philanthropy;
- responsiveness;
- humanity;
- kindness;
- Justice;
- honesty;
- compassion.
You have indicated all the qualities inherent in every teacher. Many songs, stories, poems are devoted to teachers. Our student will read one now.
I want to leave a memory of myself
Here are the lines dedicated to you:
You are that comrade, my muse,
My blood brother and even mother
It's easy to walk with you through life:
You taught me how to write
Love yourself and believe in miracles
Be kind to others
Take care of best friend,
Don't be offended by people.
All these truths are simple
I knew with you on a par,
And I want to say: “Master!
You are the best on earth"
Output: The French teacher showed by her example that there is kindness, responsiveness, love in the world. These are spiritual values. Let's look at the introduction to the story. It expresses the thoughts of an adult, his spiritual memory. He called "French Lessons" "lessons of kindness." V.G. Rasputin speaks of the "laws of kindness": true goodness does not require a reward, does not seek direct returns, it is disinterested. Good has the ability to spread, to be transmitted from person to person. I hope that kindness and compassion play a big role in a person's life and that you will always be kind, ready to help each other at any moment.
- Summarizing. Student assessment.
- D / s. Write a mini-essay on one of the topics "Teacher XXI", "My favorite teacher". At the request (and opportunity) of the students, the task is given to prepare a review Internet resources on this topic.
"EDUCATION OF SENSES" IN THE STORY "LESSONS OF FRENCH"
Objectives: to reveal the spiritual world of the hero of the story; show the originality of the teacher; identify the moral issues raised by the writer in the story.
A good heart and a right soul are so lacking for us,
that the more our heroes and we live, the better it will be for us.
V. G. Rasputin
During the classes
Conversation
Teacher. Before discussing the problems posed by the writer in the story "French Lessons", let's recall the key moments of its content.
(Students fragmentarily recreate the plot of the story, retelling the episode of the work prepared at home.)
Teacher. Today in the lesson we have to discuss three aspects of the story "French Lessons". First of all, let's dwell on the image of the main character, his state of mind; further we will talk about an “extraordinary person” - a French teacher; Let's finish our talk about the story by discussing its main problems.
Main character in the story
As homework, students prepared questions and a quotation plan for the story about the main character. During the discussion, options for the system of questions and the citation plan appear on the board.
Questions about the hero's story
1. Why did the boy end up in the district center?
2. What were the successes of the hero of the story at school?
3. What was the state of mind of the hero?
4. What made the boy play "chika" for money?
5. How did the relationship of the hero develop with the guys around him?
6. What was the boy's attitude towards the teacher?
Quotation plan for a story about a hero
2. “I studied well here ... in all subjects, except French, I kept fives.”
3. “I felt so bad, so bitter and disgusted! - worse than any disease.
4. "Having received it (ruble), ... I bought a jar of milk at the market."
5. "They took turns beating me ... there was no one that day ... a person more unfortunate than me."
6. "I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else."
Conclusions. For the first time, an eleven-year-old boy, by the will of circumstances, is cut off from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but the whole village are pinned on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down.
Lidia Mikhailovna - "an extraordinary person"
Teacher. What did the boy remember the French teacher? Read the description of the portrait of Lydia Mikhailovna. What is especially noted in it?
(“Lidiya Mikhailovna was then probably twenty-five or so…” and further in the text: “There was no cruelty in her face.”)
Teacher. What feelings did the boy evoke in Lydia Mikhailovna?
(Lydia Mikhailovna treated the boy with understanding and sympathy, she blamed his purposefulness. In this regard, the teacher began to additionally study French with the hero, hoping to feed him at home.)
Teacher. Why did the idea with the parcel fail?
(The teacher filled the package with "city" products and thereby gave herself away. Pride did not allow the boy to accept the "package".)
Teacher. Did the teacher manage to find a way to help the boy without hurting his pride?
(She suggested that he play for money in the "wall".)
Teacher. Why did Lidia Mikhailovna send the second parcel?
(The dispatch was a confirmation of Lidia Mikhailovna's good feelings for the boy and her confidence in her rightness.) Teacher. Is the hero right, considering the teacher an extraordinary person?
(Lydia Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, having lost her job.)
Conclusions. Lidia Mikhailovna takes a risky step, playing with a student for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered remarkable abilities in her student and is ready to help them develop in any way.
"Education of the senses" in the story.
Teacher. V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is primarily the education of feelings. And above all, kindness, purity, nobility. What feelings does the story "French Lessons" bring up?
(Kindness, compassion.)
Teacher. The writer conducts the upbringing of feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate the act of Lydia Mikhailovna? Express your opinion.
(On the one hand, this is non-pedagogical, on the other hand, gambling with a student for money was the only way to help him.)
Teacher. Why is the story called "French Lessons"?
(French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)
Teacher. What have you learned in these lessons?
(Participation, understanding of the people around, sensitivity, dedication and purposefulness.)
Conclusions. Playing for money a teacher with her student, from the point of view of pedagogy, is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the teacher French under the guise of extra classes invites him to her home and tries to feed him. She sends him packages, as if from her mother. But the boy refuses everything. The teacher offers to play for money and, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.
Kindness is what attracts in the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.
Homework
Write an essay-miniature on the topic: "What made me think about the story of V. G. Rasputin "French Lessons"".
Open lesson on literature "Education of feelings" based on the story of V.G. Rasputin "French Lessons". Moral fortitude of the hero.
Target:
1. reveal the spiritual world of the hero of the story.
2. show the unusualness (i.e., dissimilarity) of the teacher.
3. identify the moral issues raised by the writer in the story.
On the screen, the epigraph words: “The smarter and kinder a person is, the more he notices goodness in people” L.N. Tolstoy. (- How do you understand this statement?)
The words are written on the board: Sympathy, kindness, spiritual values, spiritual memory,
compassion, sensitivity, dedication, purposefulness. (Try to explain these words). (-Kindness- responsiveness, the desire to do good to others.
Morality - internal, spiritual qualities that guide a person.
Mercy - willingness to help someone or forgive someone out of compassion).
(Rasputin writes about the spiritual memory and spiritual experience of a person, which give direction to his whole life. The grateful memory of the writer made the good deeds of his teacher the property of readers.)
During the classes.
Teacher: Guys, we continue our acquaintance with Rasputin's story "French Lessons". (Informs the topic and purpose of the lesson: "Education of feelings; moral stamina of the hero.") Before discussing the problems posed by the writer in the story "French Lessons", let's recall the important points of its content.
Students retell. At home you had to pick up proverbs, sayings on the topic "Kindness", let's listen to them. (Read proverbs).
And also it was necessary to draw up a quotation plan for the story. Let's check if everything worked out right.
Pupils read their versions of the quotation plan. (We edit the quotation plan).
Sample plan.
Quote plan:
1. Description of the boy ("But as soon as I was left alone, melancholy immediately piled up ...")
2. Fight ("There was not and could not be in the whole wide world a person more unfortunate than me")
3 Beaten up again. (“But most of all, hunger drove me on. I needed a ruble - no longer for milk, but for bread.”)
4. Classes in French. ("I went there as if to torture.")
5. The game of "frost." ("Well, let's play for real, Lidia Mikhailovna, if you want.")
6. Lidia Mikhailovna left. (“I used to see apples only in pictures, but I guessed that they were”)
Guys, for today's lesson, you tried to convey your vision of events in the story using drawings. What can you say about the arrangement of the drawings? The children's drawings are placed in a chaotic order, it is necessary to restore the chain of events.
Conclusions: An eleven-year-old boy was separated from his family for the first time by force of circumstances. little hero he understands that he must justify the hopes not only of his relatives, but of the whole village: after all, according to the unanimous opinion of his fellow villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down.
(film fragment)
Now we will talk about the "extraordinary person" - a French teacher.
What kind of French teacher do you see? Read the description of the portrait of Lydia Mikhailovna. What features are defining?
How does Lidia Mikhailovna feel about the boy? (Lydia Mikhailovna treated the boy with understanding and sympathy, she appreciated his determination. In this regard, the teacher began to additionally study with the hero, hoping to feed him at home).
Why did the idea with the parcel fail? (the teacher filled the package with “city” products and thereby gave herself away. Pride did not allow the boy to accept the “package”)
(film fragment)
Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play for money in the "wall").
Why did Lidia Mikhailovna send the second parcel? (the parcel was a confirmation of Lidia Mikhailovna's good feelings for the boy and confidence in her rightness).
Is the hero right, considering the teacher an extraordinary person? (Lydia Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, having lost her job).
Conclusion: Lidia Mikhailovna takes a risky step, playing with a student for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered remarkable abilities in her student and is ready to help them develop in any way.
V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is first of all the education of feelings. And above all, kindness, purity, nobility.
What feelings does the story "French Lessons" bring up? (kindness, compassion)
(film fragment)
The writer conducts the upbringing of feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate the act of Lydia Mikhailovna? Express your opinion. (On the one hand, this is non-pedagogical, on the other hand, playing with a student for money was the only way to help the boy).
Why is the story called "French Lessons"? (French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)
What have you learned in these lessons? (Participation, understanding of the people around, sensitivity, dedication and purposefulness.). Clarify the meaning of these words with the help of an explanatory dictionary.
Output. Playing for money between a teacher and a student, from the point of view of pedagogy, is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) is malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages, as if from her mother. But the boy refuses everything. The teacher offers to play for money and, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.
Kindness is what attracts in the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.
And in conclusion, let's compose a syncwine. Theme "Lydia Mikhailovna". (General work is being carried out. Summing up after compiling the syncwine).
Homework: Write in a notebook the most vivid details that reveal the spiritual world of the protagonist (his thoughts, feelings, experiences, manifestation of character), title this work “The mental world of the protagonist.” Sinkwine "Volodya".
