The theme of the work is black chicken and underground inhabitants. A. Pogorelsky "Black Chicken, or Underground Inhabitants." Moral lessons of a fairy tale. Who turned out to be Chernushka in the underworld

Literature lesson notes
in 5th grade
A. Pogorelsky "Black Chicken, or Underground Inhabitants." Moral lessons of a fairy tale

prepared

teacher of Russian language and literature

Esina Elena Evgenievna

The purpose of the lesson isformation of moral qualities of students through analysis of the actions of the main character of A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants”

The objectives of the lesson are:

Arouse students' interest in the personality of A. Pogorelsky;

Review students' knowledge about the fairy tale;

Development monologue speech

Continue to develop the ability to determine the main idea of a work, draw conclusions by observing the actions of the heroes of a literary fairy tale;

Equally important for this period of schoolchildren’s development are developmental goals - to develop mental operations (synthesis, analysis, generalization);

Develop critical thinking to form your own point of view.

In this case, all this contributes to achieving the main goal (educational).

According to the program, this lesson is extracurricular reading.

The content of this fairy tale clearly suggests identifying and comprehending its moralizing meaning, so I set the main goal of this lessoneducational purpose :

To form positively significant personality qualities (hard work, honesty, communication skills) using the example of Pogorelsky’s fairy tale and a discussion of the actions and actions of the boy Alyosha.

Educational purpose

1. Analysis of A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants”

2. Compilation of a literary description of the main character Alyosha. Understanding the moralizing plot.

Developmental goal :

Development of critical thinking, development of mental operations: synthesis, analysis, generalization.

I prepared this lesson within the framework of the technology Development of critical thinking based on reading.

The structure of lessons within this technology is as follows:

Reproduction and reproduction of knowledge (I know this) in this lesson, this part was implemented through a blitz survey, I made sure that the children knew the content of the fairy tale and mastered the literary material.

part of this technology involves increasing knowledge (what I learned or discovered new things). Children learned to classify the character traits of a literary hero, chose positive qualities, triedmotivate choice.At the same time, they formed their life position, or point of view

The technique “Work in groups” was used to consolidate the material.

As a result of the lesson, we had to build a table: logically semantic modeling.

To conduct this lesson, the appropriate type was chosen - generalization and systematization of knowledge.

The structure of the lesson and its content are built within the frameworktechnologies "Development of Critical Thinking"

During the lesson a combination was usedteaching methods

reproductive

explanatory - illustrative

understanding knowledge at a new level

partially - search

Some lessons within this technology always involve reflection.

(The children made wishes on the grains, remembering the consequences)

Equipment: board, presentation (Annex 1 ) , group tasks (Appendix 2 ) test tasks (Appendix 3 ), epigraphs:

The fairy tale is a lie, but there is a hint in it!

A lesson to good fellows. (A. Pushkin)

The mind was not given to you so that you

they used him for evil... (A. Pogorelsky)

question on the board: What lesson did you learn from A. Pogorelsky’s fairy tale “The Black Hen, or the Underground Inhabitants”?

Hemp seeds are tempting, aren't they? But is it good?

Preliminary task : read a fairy tale, prepare your favorite episode with an illustration for retelling (optional), prepare a reading based on the roles of the episode, repeat information about the fairy tale as a genre of oral folk art.

During the classes

Psychological attitude to work: “Everything is in your hands.” Good afternoon

Parable. “Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he thinks: “If the living one says, I will kill her; if the dead one says, I will release her.” The sage, after thinking, replied: “Everything is in your hands.” Guys, really, everything is in your hands, we will work so that everyone is interested and everyone learns a lot of new things. Sit down.

Teacher's opening speech.

You already know a lot about fairy tales. This is a whole world: vast, mysterious.

Today we will talk about an unusual fairy tale: “The Black Hen, or the Underground Inhabitants.” It was written by the wonderful writer Antony Pogorelsky in 1829. Count how many years ago? (186 years ago). Yes, about two hundred years have passed since then, but the fairy tale is modern and relevant. Why do you think? (teaches goodness, honesty). So what are we going to talk about when analyzing the fairy tale? (about moral concepts).

3.Write down the topic of the lesson and epigraphs in a notebook.

Open your notebooks, write down the date and topic: Anatoly Pogorelsky “Black Chicken, or Underground Inhabitants.” Moral lessons of a fairy tale.

4.Working with a portrait of the writer.

And now, Guys, let's look at the portrait of the writer. What can you say about this person? What was he like? (kind, honest, purposeful)

Look at this kind, purposeful look. So deep, piercing. He was a truly kind, honest, educated man.

Let's remember what we know about the writer.

Antony Pogorelsky is a pseudonym taken by Alexey Alekseevich Perovsky, the most educated man of the 18th century.

He was the uncle and teacher of the future poet, playwright, writerAlexei Konstantinovich Tolstoy. In 2 years, Alexey Alekseevich graduated from Moscow University and was a participant in the Patriotic War of 1812. Was familiar with Alexander Sergeevich Pushkin.

When the writer arrived from Germany to St. Petersburg, he settled on his Pogorelitsy estate, where he wrote the fairy tale “The Black Hen” for his nephew Alyosha.

Teacher's word: Thank you.

Lev Nikolaevich Tolstoy loved to reread this fairy tale to his children. I think that you also read this fairy tale with great pleasure.

Remember: A fairy tale is a lie, but there is a hint in it! A lesson to good fellows.

These words spoken by Alexander Sergeevich Pushkin are known to everyone. How do you understand this statement? (Although a fairy tale is a fictional story, it contains some kind of moralizing meaning, some kind of lesson for us).

So we will try to understand the hint contained in the fairy tale of Anthony Pogorelsky.

Updating knowledge.

Do you think the story you read can be called a fairy tale?

Prove that this is a fairy tale?

(there is a fairytale beginning “once upon a time”

magic number “3” – three dreams

magic item - hemp seed

wonderful transformations

the chicken is talking to Alyosha.

- How is this magical story different from a magical folk tale? Our fairy tale has an author, but our folk tale does not.

- This is the first literary fairy tale. Are there any other differences?

(Reflects real details of that time, exact geography, location. Name, age of the boy, Alyosha was 10 years old)

Quiz

Checking your homework: retelling your favorite episode, illustrations.

Vocabulary work. Immersion in an era

Petersburg. 1829 We found ourselves on Vasilyevsky Island, in the first line, in front of us is a two-story building.

We read the beginning, preserving the fabulous, ancient style:“Forty years ago, in St. Petersburg on Vasilyevsky Island, in the First Line, there lived the owner of a men’s boarding house...”

Let's explain:

Saint Petersburg.

Vasilyevsky Island.

Line.

Boarding house.

Saint Petersburg . Peter I, having defeated the Swedes in 1702, decided to found a new fortress in the Neva delta. The day when construction of the bastions of the new fortress began - May 13 (27), 1703 - is generally considered the day of the founding of St. Petersburg.

Vasilyevsky Island , the largest island (1050 hectares) in the Neva delta, historical district of St. Petersburg.

Line - the name of each side of the street on Vasilyevsky Island.-Isaakievskaya Square - considered one of the most famous and magnificentareas centerSaint - St. Petersburg .

–in front of you is the Admiralty - the first building on the left bank of the Neva inSaint - St. Petersburg

-horse guards arena, which built on Konnogvardeysky Boulevard, it was intended for horse riding exercises for soldiers of the Konnogvardeysky Regiment in the autumn and winter seasons.

Pension (French pension, from Latin pensio - payment). In the Russian Empire and some foreign countries, a closed educational institution with a dormitory and full student support.)

So what is this building on the screen? (pension)

Guys, let's find a description of the boarding house,

“The house, which you now - as I already told you - will not find, was about two

floors, covered with Dutch tiles. The porch along which one entered it was wooden and overlooked the street. From the vestibule a rather steep staircase led to the upper housing, which consisted of eight or nine rooms, in which the keeper of the boarding house lived on one side, and classrooms on the other. The dormitories, or children’s bedrooms, were located on the lower floor, on the right side of the entryway, and on the left lived two old Dutch women, each of whom was over a hundred years old and who saw Peter the Great with their own eyes and even spoke to him.”

What unfamiliar words did you come across?

(dormitories, vestibule)

Let's find out what it is. (We ask the children or read on the slide.

Dormitory - bedrooms,canopy – entrance hall, corridor).

These words, guys, have fallen out of our use and are calledoutdated words orarchaisms.

Let's write down these terms in a notebook.

Now we have become acquainted with the description of Old Petersburg.

Do you think there could be such a detailed description in a folk tale? If not, why not? (Such a description could not exist, since all the events took place in an unspecified place in a folk tale - everything is fictitious, and this fairy tale is literary)

Our journey through the fairy tale continues, and here he is, our main character of the fairy tale, the boy Alyosha, your age. Let's read his description:

(“...in that boarding school there was one boy named Alyosha, who was then no more than 9 or 10 years old. Alyosha was a smart, cute boy, he studied well, and everyone loved and caressed him. However, despite this, he was often bored happened in the boarding school, and sometimes even sad... The days of study passed quickly and pleasantly for him, but when Saturday came and all his comrades hurried home to their relatives, then Alyosha bitterly felt his loneliness. On Sundays and holidays he was left alone all day, and then his only consolation was reading books. Alyosha already knew by heart the deeds of the most glorious knights. His favorite pastime on long winter evenings, on Sundays and other holidays was to mentally transport himself to ancient, long-past centuries... Another pastime of Alyosha was to feed the chickens ", who lived near the fence. Among the chickens, he especially loved the black crested one, named Chernushka. Chernushka was more affectionate to him than the others; she even sometimes allowed herself to be stroked, and therefore Alyosha brought the best pieces to her")

So, what was Alyosha like at the beginning of the fairy tale? Why are other guys friends with him?

Smart, cute, Affectionate, Sociable, Modest, Shy

Loves to learn new things

Merciful

Why didn’t Alyosha like the cook? What caused him horror and disgust? (she was the reason that from time to time the number of his chickens decreased, and one day he saw his favorite cockerel in the kitchen with its throat cut. He realized with bitterness that he was unable to help his friends, and this is why he developed an aversion to the cook.)

8. Work in groups.

Guys, you have received group assignments, the answers to which must be presented in the form of a coherent statement.

3) What wish of Alyosha was granted by the king of the underground inhabitants?(so that he always knows the lesson. without teaching it)

2nd group. Alyosha and Chernushka.

What did the Black Hen ask Alyosha when he visited the Underworld? What does it mean to be modest? (work with a dictionary)

S.I. Ozhegov. Modest - restrained in revealing one's merits and merits, not boastful.

D.N. Ushakov. Modest - one who does not strive to show his qualities, merits, merits, devoid of arrogance and arrogance.

2) Why was it the minister who suffered because of Alyosha’s betrayal? (The one who loves always suffers. After Alyosha’s betrayal, he is chained, since the underground inhabitants paid because of Alyosha, who was brought to them by the minister - the Black Chicken).

3 group

1) How does Alyosha feel for the first time after the king’s gift? (Alyosha was internally ashamed of the praise: he was ashamed that he was being held up as an example to his comrades, when he did not deserve it at all.

2) How does Alyosha behave in the following days? (His pride reached the point that he accepted, without blushing, the praise that was showered on him. He began to think a lot about himself, put on airs in front of other boys and imagined that he was much better and smarter than all of them.)

4th group. Betrayal.

5 group. Alyosha's character.

1) Find in the text of the fairy tale what the author writes about Alyosha’s character. (Alyosha was a smart, cute boy, he studied well, and everyone loved and caressed him.)

2) Does Alyosha’s character change? (Alyosha became a terrible naughty boy. Having no need to repeat the lessons that were assigned to him, he engaged in pranks while other children were preparing for classes, and this idleness spoiled his temper even more.)

9. Generalization. Analytical conversation.

The groups performed the tasks very well. Well done.

So, Alyosha received the magic grain, and his life changed, and he himself changed. Let's characterize Alyosha before and after receiving the grain.On the board there are words that characterize Alyosha. Arrange these words in two columns.Before receiving the grain and after receiving the grain.

Kind

Cruel

Affectionate

Communicative

Bold

Curious

Modest

Naughty

Shy

Stubborn

Proud

Conclusion: He had nothing to do. Idleness spoiled Alyosha; from idleness Alyosha began to play pranks, be rude, and misbehave.Work makes a person better. What is your work? (study) and to study well...need...? Work hard and don’t wait for hemp seeds to be given to you.

Why don’t Alyosha’s successes bring him joy?

Alyosha forgot about the most important thing : everything in the world is given to a person by labor. Knowledge acquired through labor cannot be taken away from a person. Alyosha doesn’t bother at all, doesn’t make any effort to know. That’s why grades don’t bring him pleasure.Only what is earned through hard work, honestly, can please and bring happiness.

Guys, our journey through the fairy tale is coming to an end, and what is the ending of any fairy tale? (–good conquers evil!)

Have we ever encountered such evil in any fairy tale? (No. We have not yet read about such evil: after all, in fairy tales it is, as a rule, personified: Baba Yaga, Koschey the Immortal, Serpent Gorynych and the like.)

Has the boy tried to fight this evil? (Certainly)

How? (Sometimes Alyosha still felt ashamed, his conscience tormented him. This means that in his soul there was a struggle between virtue and vices.)

– But why couldn't he improve? (page 139)

- what a moral lesson Alyosha learned, and with him we, the readers. What does this fairy tale teach? Let's listen to the ending of the fairy tale. (Page 143 (Next day …)

(Good won, Alyosha punished himself: he suffered for several days. From this torment, his health was undermined, and when one day Chernushka came to him in a dream again and a farewell scene took place between them, Alyosha fainted and lay unconscious for several days with severe fever. After Alyosha recovered, he again tried to be obedient, kind, modest and diligent. This means that good won, wonin the shower Alyosha.)

Conclusion: good defeated evil, Alyosha became his former obedient boy.

Why did the writer choose this ending? (Antony Pogorelsky showed us that we need to be responsible for all our actions, and gives us reason to reflect on the words of the teacher:SHOW TO EPIGRAPH: You were not given a mind to use it for evil)

A person must be noble, must be able to forgive. Only what you earn through your own labor can bring joy and happiness. The mind is not for evil.

Summing up the lesson.

Explain the meaning of the quote

11.Homework

Essay – reasoning “Do I want to receive a hemp seed as a gift? »

References

Pogorelsky A. Black chicken, or underground inhabitants. M.: Rosman. 1999. pp. 45-90.

http://www.opeterburge.ru/

Application

Text knowledge test.

Now we will check how much you know the content of the fairy tale. Everyone has a test. Choose the correct one from the options provided. You only have 1 minute to complete.

Let's check. Joint Check (Slide)

From the given options, choose the correct answer and underline it.

1. In what city was the boarding school where Alyosha studied?

a) Moscow

b) St. Petersburg

c) Tver

2. What was the greatest consolation for Alyosha on Sundays and holidays, when he was left alone?

a) reading books

b) walk around the yard

c) sleep

3. What did the cook have to give to save the chicken?

a) silver coins

b) gem

c) gold coin (Imperial)

4. Who was the chicken Chernushka in the Underground City?

a) king

b) minister

c) groom

5. What did Alyosha receive as a gift from the king?

a) rare book

b) hemp seed

c) coins

6. How many times did the chicken Chernushka come to Alyosha at night?

a) twice

b) four times ( Let's remember these plots: 1- acquaintance, 2- acquaintance with underground inhabitants. 3- Chernushka returns the lost seed, 4-farewell scene)

c) six times

If you have no errors, put “5”

If 1 error is “4”

If 2 errors - “3”

Hand in the papers only to those who received 6 points.

1 group. Alyosha in the Underground City.

1) What did Alyosha see in the underworld? (Find the description in the fairy tale, p. 135)

3) What wish of Alyosha was granted by the king of the underground inhabitants?

2 group. Alyosha and Chernushka.

1.What did the Black Hen ask Alyosha when he visited the Underworld? What does it mean to be modest? (work with a dictionary)

2) Why was it the minister who suffered because of Alyosha’s betrayal?

3 group

Alyosha's life after the king's gift.

1) How does Alyosha feel the first time after the king’s gift?

2) How does Alyosha behave in the following days?

4th group. Betrayal.

Reading by roles. Pages 144-146 – author, teacher, Alyosha

5 group. Alyosha's character.

1) Find in the text of the fairy tale what the author writes about Alyosha’s character.

2) Does Alyosha’s character change?

Student self-esteem ____________________________

“Vices usually enter through the door and exit through a crack.”

“...if you want to improve, you must constantly watch yourself strictly.”

“...to correct yourself, you need to start by putting aside pride and excessive arrogance.”

“Your mind was not given to you so that you could use it for evil.”

“The more natural abilities and gifts you have, the more modest and obedient you should be.”

“Do not attribute to yourself what does not belong to you, thank fate for the fact that it has brought you benefits against other children, but do not think that you are better than them.”

The fairy tale “The Black Hen, or the Underground Inhabitants” was written by Antonio Pogorelsky in 1829. It is known that it was created for the writer’s nephew, Alexei Konstantinovich Tolstoy, the future famous Russian wordsmith. It all started when little Alyosha told his uncle how he enjoyed playing with the chicken in the boarding house yard. This simple incident turned into a fairy tale that has been popular for more than 100 years.

A. Pogorelsky gave the work the subtitle “A Magic Tale for Children.” In fact, a story in literary criticism means a medium-sized work with several plot lines. The analyzed work is more like a story in length, and there is only one storyline in it - the life and adventures of Alyosha. We can conclude that the word “story” is used here as a synonym for the word “story”. The genre of the work is a fairy tale. It contains both real and fantastic events and characters, the events are designed to “educate” the reader.

In A. Pogorelsky's fairy tale, it is not difficult to consider dual worlds - a feature characteristic of romanticism. Events unfold before the reader in a boarding house (real world) and in the underground kingdom (fantasy). During the war, A. Pogorelsky served with Hoffmann, hence the trend of romanticism in his work.

The theme of the analyzed work is the adventures of a boy in a boarding house and a dungeon. The author wants to show how important it is to keep the word you gave, he claims that only those fruits that you get yourself are tasty. A. Pogorelsky also proves that one cannot consider oneself better than others, since fate is unpredictable.

At the beginning of the fairy tale “The Black Hen, or Underground Inhabitants,” the author takes the reader to St. Petersburg. The description of the city and the boarding house in which the events take place takes up several paragraphs. This allows you to completely immerse yourself in the atmosphere of what is happening. Gradually he introduces the heroes of the fairy tale. In the center of the plot is Alyosha, the main one can be called the chicken minister. A secondary role is played by the teacher, cook, and Dutch grandmothers. There are also composite images in the fairy tale - the inhabitants of the dungeon and the students of the boarding school.

The plot of the work develops in two worlds, but all its elements are located in a logical chain. The exhibition is an introduction to Alyosha and the boarders. The plot - Alyosha begins to be “friends” with Chernushka and saves the bird. Development of events - traveling with the minister to the dungeon, studying with hemp seeds. The climax points are the loss of a hemp seed and Alyosha’s punishment, a conversation with the minister after the “betrayal.” Denouement - Alyosha is corrected, but everything that happened seems to him like a vague dream.

Using the technique of “two worlds,” A. Pogorelsky raises many problems in the fairy tale. He talks about kindness when Alyosha saves Chernushka. The writer speaks with irony about the importance of recognition by superiors for people (the director's reception at the boarding school), and speaks with the same irony about wealth (jewels in the underworld).

A. Pogorelsky's fairy tale is an example of an original presentation of eternal problems, so it is worth reading not only for children, but also for adults.

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Lesson objectives:

Reveal the ideological content of the tale through text analysis.
Development of monologue and dialogic speech of students.
Development of students’ mental activity: ability to analyze, synthesize, generalize.
Developing the ability to compare different types of art.
Development of expressive text reading skills.
Formation of moral orientations to recognize true and false values.
Identifying the relevance of the work for modern schoolchildren.
Creating psychological and pedagogical conditions for the personal growth of each student.

Methods and techniques: verbal, visual and illustrative, problematic.

Equipment:

Computer.
Projector.
Presentation “Moral lessons of life. Analysis of the fairy tale “The Black Hen, or the Underground Inhabitants.”
Animated film “Black Hen”.
Exhibition of drawings by students based on A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants.”

During the classes

1. Organizational moment. Checking the class's readiness for the lesson.

2. Main part.

Brief biographical information about A. Pogorelsky.

Literary quiz.

Analysis of the fairy tale by A. Pogorelsky “The Black Hen, or Underground Inhabitants.”

Teacher's word:

1. Setting goals and objectives for students.

2. For correct answers in the lesson and additions, students will receive tokens, according to the number of which they will receive grades at the end of the lesson. A score of “5” is given for collecting 6 or more tokens, a score of “4” is given for collecting 5 tokens.

3. A story about a writer (slide 2-12)

A carriage rides through the cold streets of winter St. Petersburg. Her passenger - a gray-haired man with surprisingly kind and somehow childish eyes - was deep in thought. He thinks about the boy he is going to visit. This is his nephew, little Alyosha.

The crew stops, and the passenger with a slightly sad, but boyishly brave face thinks about how lonely his little friend is, whom his parents sent to a boarding school and rarely even visit. Only his uncle often goes to see Alyosha, because he is very attached to the boy and because he well remembers his loneliness in the same boarding house many years ago.

Who is this man?

This is Alexey Alekseevich Perovsky. The son of a nobleman, the rich and powerful Count Alexei Kirillovich Razumovsky, who owned the village of Perovo near Moscow and the village of Pogoreltsy, Sosnitsky district, Chernigov province, 53 thousand serfs. The count himself was the grandson of the registered Cossack Gregory Rozum, the son of the last Ukrainian hetman, an influential nobleman of Catherine the Great and the most prominent Russian freemason.

The son of such a man could have been a prince, but Alexei was illegitimate. Although, being in the position of pupils in their father’s house, the Perovskys received an excellent education. There is evidence that Count Alexei Kirillovich was especially favored by the eldest, Alexei. But he was a hot-tempered man, capable of terrible outbursts of anger. And in one of these evil moments, he sent his son to a closed boarding school.

How alone Alyosha was in the cold government rooms! He was very sad and then one day he decided to run away from the boarding house. The memory of the escape remained for the rest of his life with a limp: Alyosha fell from the fence and injured his leg.

Then Alyosha grew up. In August 1805, Alexey entered Moscow University and graduated in October 1807 with the degree of Doctor of Philosophy and Literary Sciences.

In the same year, 1807, his literary debut took place: he translated N.M. Karamzin’s story “Poor Liza” into German and published his translation with a dedication to his father.

For two years, he led the life of a diligent official: he served in the Senate, traveled with audits in Russian provinces, and then, settling in Moscow, he became a good friend of V.A. Zhukovsky, P.A. Vyazemsky, V.L. Pushkin, I.A. Krylov and other writers of the “friendly artel” and one of the founders of the “Society of Lovers of Russian Literature”. He was friends with Alexander Sergeevich Pushkin, who greatly appreciated his kind soul.

The year 1812 came, and Anthony Pogorelsky fought against Napoleon as the headquarters captain of the Third Ukrainian Regiment; even his lameness did not prevent him from being a brave military officer.

He returned to St. Petersburg in 1816 and changed his military uniform to that of an official - a court councilor. However, soon circumstances developed in such a way that he was in his care with a sister and a one-and-a-half-month-old nephew, whom he took to his hereditary Little Russian estate Pogoreltsy.

Here, while engaged in gardening, supplying ship timber to the Nikolaev shipyards, serving as a trustee of the Kharkov educational district and - most of all - raising his nephew Alyosha, Perovsky composed the first fantastic stories in Russia.

First, in 1825, in the St. Petersburg magazine "News of Literature" he published - under the pseudonym "Antony Pogorelsky" - "Lafertov's Poppy Tree". Three years later, the book "The Double, or My Evenings in Little Russia", the fairy tale "The Black Hen, or the Underground residents”, and then the novel “Monastery” will be added to the creative baggage.

The writer's literary heritage is small, but even it has barely been studied. His archive disappeared almost without a trace, carelessly left by the writer to the will of fate and chance. In the last years of his life, having completely abandoned literary activity, indifferent to literary fame, Pogorelsky cared little about him. According to legend, the manager of his estate, a passionate gourmet, squandered his patron’s papers on his favorite food - cutlets in papillottes. ( Papillot - a paper tube placed on the legs of chickens, turkeys, game, as well as on the bones of chops when frying them. (Modern explanatory dictionary of the Russian language by Efremova))

Pogorelsky wrote several books for adults, but one of his books was especially important for him - this is his fairy tale “The Black Hen”. He wrote it for his nephew. Little Alyosha told Pogorelsky how, while walking in the boarding house yard, he made friends with a chicken, how he saved it from the cook, who wanted to make broth. And then, under the pen of Pogorelsky, this real incident turned into a fairy tale, kind and wise.

In the summer of 1836, A.A. Perovsky went to Nice for treatment of “chest disease” (coronary heart disease) and died in Warsaw on the way there. His sister Anna and nephew Alexey were with him.

Perovsky’s nephew, the same one to whom the fairy tale “The Black Hen, or the Underground Inhabitants” is dedicated, grew up and became a wonderful and famous writer himself. This is Alexey Konstantinovich Tolstoy.

4. Literary quiz (slide 13-33)


What is the real name and surname of the writer Antony Pogorelsky?	Alexey Alekseevich Perovsky
What sights are mentioned at the beginning of Antony Pogorelsky’s story “The Black Hen, or the Underground Inhabitants”?	St. Isaac's Square, Peter the Great Monument, Admiralty, Horse Guards Manege
What was Alyosha’s only consolation on Sundays and holidays?	Reading books
Name the cook who was supposed to destroy Chernushka	Trinushka
What were the names of boys' bedrooms in the 19th century?	Dormitory
During the celebratory dinner in honor of the director, many delicious dishes were served for dessert, including bergamots. What it is?	Pear variety
Why did Alyosha's first attempt to get into the underground kingdom end in failure?	Alyosha woke up the knights
“Then she cackled in a strange voice, and suddenly, out of nowhere, small candles appeared in silver chandeliers...” What are “chandeliers”?	Candlesticks
What animals were in the royal menagerie?	Big rats, moles, ferrets
What were the paths in the underground kingdom strewn with?	Different stones: diamonds, yachts, emeralds and amethysts
“The trees also seemed extremely beautiful to Alyosha, although at the same time very strange. They were of different colors: red, green, brown, white, blue and purple. When it looked at them with attention, I saw that it was...”	It was a different kind of moss

5. Analysis of A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants.” Conversation with students (Slides 34-41)

– Tell us about Alyosha’s life in the boarding school (verbal drawing or retelling of the text)

– Watch a fragment of the animated film and try to determine whether there is a difference in the depiction of the rescue of Chernushka by Antony Pogorelsky and the creators of the cartoon.

(The difference is that Antony Pogorelsky in the fairy tale shows how Alyosha asks the cook Trinushka not to cut the chicken. In the cartoon, the rescue scene is presented differently: a kite suddenly swoops in, Alyosha boldly rushes at it with a stick and beats Chernushka off).

– Why do you think Chernushka decided to tell Alyosha her secret?

(Alyosha was a kind boy. Chernushka wanted to thank the boy for saving her life. Chernushka probably wanted to make Alyosha’s life more interesting and educational).

– Watch a fragment of an animated film. What interesting trees grew in the fairy garden?

(There were trees whose fruits could make a person wise; on another tree the seeds of kindness ripened; a tree of health grew).

– Watch a fragment of an animated film. What changed in Alyosha himself, around him, when he received a hemp seed?

(“With trepidation, he approached the teacher, opened his mouth, not yet knowing what to say, and - unmistakably, without stopping, he said what was asked. For several weeks, the teachers could not praise Alyosha enough. He knew all the lessons, without exception, perfectly, all the translations from one language to another were without errors, so they could not be surprised at his extraordinary successes. He began to think a lot, put on airs in front of other boys and imagined that he was much better and smarter than all of them. Alyosha’s character completely deteriorated from this: from being kind, sweet and a modest boy, he became proud and disobedient. Alyosha became a terrible naughty man. Having no need to repeat the lessons that were assigned to him, he was engaged in pranks at a time when other children were preparing for classes, and this idleness spoiled his character even more. Then, when he was a kind and modest child, everyone loved him, and if he happened to be punished, then everyone felt sorry for him, and this served him as a consolation. But now no one paid attention to him: everyone looked at him with contempt and did not They didn’t say a word to him.” Page 75-80)

- Why didn’t praise for excellent answers give Alyosha pleasure at first?

(“An inner voice told him that he did not deserve this praise, because this lesson did not cost him any work. Alyosha was internally ashamed of these praises: he was ashamed that they set him up as an example to his comrades, when he did not deserve it at all. Conscience she often reproached him for this, and an inner voice told him: “Alyosha, don’t be proud! Don’t attribute to yourself what doesn’t belong to you; thank fate for the fact that it brought you benefits against other children, but don’t think that you are better them. If you don’t correct yourself, then no one will love you, and then you, with all your learning, will be the most unfortunate child!” Pages 75-76)

– What advice does Chernushka give to Alyosha before the boy completely loses himself?

(“Do not think that it is so easy to recover from vices when they have taken over us. Vices usually enter through the door and exit through a crack, and therefore, if you want to improve, you must constantly and strictly watch yourself.” Page 81 )

– Do Chernushka’s advice coincide with the teacher’s conclusions?

(Yes. Both Chernushka and the teacher agree that idleness corrupts a person, work is a condition for a person’s moral beauty. “The more abilities and gifts you have by nature, the more modest and obedient you should be. That’s not why God gave you mind so that you may use it for evil." Page 84)

- Why did Alyosha betray Chernushka?

(He was afraid of punishment). Watching a fragment of an animated film.

– The fairy tale ends tragically. The inhabitants of the underground kingdom have left, Alyosha is punished for betrayal. Watch a fragment of an animated film. Does Chernushka believe that Alyosha will improve?

(Yes. Only a believer can say this: “I forgive you; I can’t forget that you saved my life, and I still love you... You can only console me in my misfortune: try to improve and be again the same kind boy as you were before." pp. 86-88)

- Has Alyosha recovered?

(Yes. He “tried to be obedient, kind, modest and diligent. Everyone loved him again and began to caress him, and he became an example for his comrades.” Page 88)

- Conclusions. Writing in a notebook.

The book reminds us of the main thing: we are all pure and noble at heart, but we must cultivate the Good within ourselves. To be able to be grateful, responsible, to earn the love and respect of others - all this requires effort. Otherwise, there is no other way, and trouble may threaten not only us, but also those whom we love and who trust us. A real Miracle can only happen once, and you have to be worthy of it...

Moral Lessons in Life

You cannot put yourself above other people, even if you know and can do a lot.

We must develop modesty, hard work, diligence, a sense of duty, honesty, respect for people, and kindness.

You have to be strict with yourself.

6. Psychological and pedagogical situation (students work on pieces of paper in class).

Guys, imagine that you are in the fairy-tale world of the underworld. And the king offers you a reward for saving Chernushka. You already know what Alyosha asked. What would you ask?

Student answers:

I would ask for a grain of health, because health is the most important thing. (3 persons).

I would ask that there never be winter.

I would ask Chernushka to be honest, not to lie to other people, to study well.

7. Students work with illustrations. Tell what episode of the fairy tale is depicted in the picture. Why was this particular fragment chosen?

8. Homework. At students' choice. (Slide 42)

1. Fill out the table “True and false values of life”

(The task should be completed approximately as follows:

2. Write your own version of the continuation of the fairy tale “What could have happened next?

–...A few years later, Alyosha’s parents came for him. For his exemplary behavior, his parents took him on a trip to different countries. Of course, no one told the parents anything about this story. Then Alyosha grew up, entered a famous university, and studied with excellent marks. His parents were happy for him. (Koval Oksana).

9. Assessing student work.

Literature:

Children's fairy tale magazine “Read It”, article “Author of “The Black Hen” Antony Pogorelsky (1787-1836). 2000. http://www.cofe.ru
Korop V. Anthony Pogorelsky (1787-1836). http://www.malpertuis.ru/pogorelsky_bio.htm
Malaya S. Anthony Pogorelsky. http://www.pogorelskiy.org.ru
Pogorelsky A. Black chicken, or underground inhabitants. M.: Rosman. 1999. pp. 45-90.

Biography of A. Pogorelsky. Moral lessons of life. Analysis of the fairy tale by A. Pogorelsky - page No. 1/2

Topic: Biography of A. Pogorelsky. Moral lessons of life. Analysis of A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants.”

Lesson objectives:

Reveal the ideological content of the tale through text analysis.
Development of monologue and dialogic speech of students.
Development of students’ mental activity: ability to analyze, synthesize, generalize.
Developing the ability to compare different types of art.
Development of expressive text reading skills.
Formation of moral orientations to recognize true and false values.
Identifying the relevance of the work for modern schoolchildren.
Creating psychological and pedagogical conditions for the personal growth of each student.

Methods and techniques: verbal, visual-illustrative, problematic.

Equipment:

Computer.
Presentation “Moral lessons of life. Analysis of the fairy tale “The Black Hen, or the Underground Inhabitants.”
Exhibition of drawings by students based on A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants.”

During the classes

1. Organizational moment. Checking class readinessto the lesson.

2. Main part.

3. A story about a writer

Who is this man?

Then Alyosha grew up. In August 1805, Alexey entered Moscow University and graduated in October 1807 with the degree of Doctor of Philosophy and Literary Sciences.

In the same year, 1807, his literary debut took place: he translated N.M. Karamzin’s story “Poor Liza” into German and published his translation with a dedication to his father.

In the summer of 1836, A.A. Perovsky went to Nice for treatment of “chest disease” (coronary heart disease) and died in Warsaw on the way there. His sister Anna and nephew Alexey were with him.

4. Literary quiz

Question	Answer
What is the real name and surname of the writer Antony Pogorelsky?	Alexey Alekseevich Perovsky
What sights are mentioned at the beginning of Antony Pogorelsky’s story “The Black Hen, or the Underground Inhabitants”?	St. Isaac's Square, Peter the Great Monument, Admiralty, Horse Guards Manege
What was Alyosha’s only consolation on Sundays and holidays?	Reading books
Name the cook who was supposed to destroy Chernushka	Trinushka
What were the names of boys' bedrooms in the 19th century?	Dormitory
During the celebratory dinner in honor of the director, many delicious dishes were served for dessert, including bergamots. What it is?	Pear variety
Why did Alyosha's first attempt to get into the underground kingdom end in failure?	Alyosha woke up the knights
“Then she cackled in a strange voice, and suddenly, out of nowhere, small candles appeared in silver chandeliers...” What are “chandeliers”?	Candlesticks
What animals were in the royal menagerie?	Big rats, moles, ferrets
What were the paths in the underground kingdom strewn with?	Different stones: diamonds, yachts, emeralds and amethysts
“The trees also seemed extremely beautiful to Alyosha, although at the same time very strange. They were of different colors: red, green, brown, white, blue and purple. When it looked at them with attention, I saw that it was...”	It was a different kind of moss

5. Analysis of A. Pogorelsky’s fairy tale “The Black Hen, or Underground Inhabitants.” Conversation with students

– Tell us about Alyosha’s life in the boarding school (verbal drawing or retelling of the text)

– Watch a fragment of the animated film and try to determine whether there is a difference in the depiction of the rescue of Chernushka by Antony Pogorelsky and the creators of the cartoon.

– Why do you think Chernushka decided to tell Alyosha her secret?

(Alyosha was a kind boy. Chernushka wanted to thank the boy for saving her life. Chernushka probably wanted to make Alyosha’s life more interesting and educational).

– Watch a fragment of an animated film. What interesting trees grew in the fairy garden?

(There were trees whose fruits could make a person wise; on another tree the seeds of kindness ripened; a tree of health grew).

– Watch a fragment of an animated film. What changed in Alyosha himself, around him, when he received a hemp seed?

- Why didn’t praise for excellent answers give Alyosha pleasure at first?

– What advice does Chernushka give to Alyosha before the boy completely loses himself?

– Do Chernushka’s advice coincide with the teacher’s conclusions?

- Why did Alyosha betray Chernushka?

(He was afraid of punishment). Watching a fragment of an animated film.

- Has Alyosha recovered?

(Yes. He “tried to be obedient, kind, modest and diligent. Everyone loved him again and began to caress him, and he became an example for his comrades.” Page 88)

- Conclusions. Writing in a notebook.

Moral Lessons in Life

You cannot put yourself above other people, even if you know and can do a lot.
We must develop modesty, hard work, diligence, a sense of duty, honesty, respect for people, and kindness.
You have to be strict with yourself.

6. Psychological and pedagogical situation (students work on pieces of paper in class).

Guys, imagine that you are in the fairy-tale world of the underworld. And the king offers you a reward for saving Chernushka. You already know what Alyosha asked. What would you ask?

Student answers:

Happiness.

I would ask for a grain of health, because health is the most important thing. (3 persons).

I would ask that there never be winter.

I would ask Chernushka to be honest, not to lie to other people, to study well.

7. Students work with illustrations. Tell what episode of the fairy tale is depicted in the picture. Why was this particular fragment chosen?

8. Homework. At students' choice. (Slide 42)

1. Fill out the table “True and false values of life”

(The task should be completed approximately as follows:

2. Write your own version of the continuation of the fairy tale “What could have happened next?

– Alyosha became a sweet, modest boy. And then one day the garden appeared again, the underground inhabitants returned. Having learned about this, Alyosha immediately ran to look for Chernushka. He found her. He was so happy that he even cried and said: “I thought I would never see you!” To which Chernushka replied: “Well, I’m back, don’t cry!” This is how this instructive story about the boy Alyosha ended. ...A few years later, Alyosha’s parents came for him. For his exemplary behavior, his parents took him on a trip to different countries. Of course, no one told the parents anything about this story. Then Alyosha grew up, entered a famous university, and studied with excellent marks. His parents were happy for him.

Assessing student work.

Russian language lesson. 5th grade. Topic: "Parsing a complex sentence"
Goals and objectives:

Introduce the procedure for parsing a complex sentence.
Repeat and systematize knowledge on the topic “Simple and complex sentences.”
Development of creative thinking and speech of students.
Cultivating a love for foreign literature.

Methods:

explanation;
practical: sentence construction, analysis.

To discover new material, a problem-search method is used, the assimilation of knowledge, the development of skills and abilities is carried out in the process of partial search and research activities. Game elements are used.

Forms of training The lessons are both individual and group.

Control over knowledge acquisition carried out frontally.

A person-centered approach is used.

This is an integrated lesson related to literature.

DURING THE CLASSES

1. Organizational moment (welcome speech)

Well, check it out, my friend,

Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Just a "five" rating.

2. Updating knowledge

– What is a proposal? What branch of the science of language studies sentences?

– What sentences are there based on the purpose of the statement? (Declarative, incentive, interrogative)
– What sentences do you know by intonation? (Exclamation, non-exclamation)
– How to distinguish a simple sentence from a complex one? (According to the number of grammatical stems)
– What is the grammatical basis of a sentence? (Main members of the sentence: subject and predicate)
– What proposals are there for the number of main members? (One-piece, two-piece)
– What proposals do you know regarding the presence of secondary members? (Common and Uncommon)
– How can sentences be complicated? (Addresses, homogeneous members of the sentence)
– Let’s write down the sentence and do a syntactic analysis.

Suddenly one of them swam close to our boat. (Narrative, non-exclamatory, simple, two-part, common, uncomplicated.)

3. Communicate the topic and objectives of the lesson

4. Discovery of new knowledge

– Today our lesson is unusual, since you and I will work on the work Daniel Defoe "Robinson Crusoe".

1 task: Now I will read sentences from this work, and you must listen and clap once if the sentence is simple, two clap if the sentence is complex.

(Simple)

(Complicated)
(Simple)
(Simple)
(Complicated)
(Simple)
7. I swim very well, but I didn’t have the strength to immediately emerge from this abyss to catch my breath, and I almost suffocated. (Complicated)
(Complicated)
(Simple)
(Simple)

Task 2 “Researchers”: Using the proposed diagrams, find and write out complex sentences from the work “Robinson Crusoe”.

1) [– =], [– =]. 2) (When – =), [– =]. 3)[= –], and [– =].

Physical education minute:

Now we will have a physical education session with you. Since today we are studying material related to syntax and punctuation, the warm-up will be related to knowledge of the terminology that we use.

Rules of the game . The teachers get up from their seats, hands on their belts. The teacher names various terms: prefix, grammatical basis, word stem, phrase, noun, circumstance, comma, part of speech, sentence.

Students' task: if terms refer to syntax and punctuation, make a slant right, if to other sections of the language – to the left.

Task 3 – work in groups. Let’s try to come up with a plan for parsing a complex sentence ourselves. You can open your textbook and remember the analysis of a simple sentence.
Here is a short excerpt from the work "Robinson Crusoe". Your task is to read the text, write down one complex sentence and, using the scheme for parsing a simple sentence, derive a plan for parsing a complex one.

But the most difficult thing was yet to come: I could not board the ship. He stood in a shallow place, so that he almost entirely protruded from the water, and there was nothing to grab onto. I swam around it for a long time and suddenly noticed a ship’s rope (I’m surprised it didn’t immediately catch my eye!). The rope hung from the hatch, and its end was so high above the water that I managed to catch it with the greatest difficulty. I climbed the rope to the cockpit. The underwater part of the ship was breached and the hold was filled with water. The ship stood on a hard sandbank, its stern rose strongly, and its bow almost touched the water. Thus, water did not get into the stern, and none of the things that were there got wet. I hurried there, because first of all I wanted to find out which things had spoiled and which had survived.

(Speech by representatives of the groups with the analysis project. Discussion, results.)

Scheme for parsing a complex sentence:

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Indicate the type of sentence based on emotional coloring (exclamatory or non-exclamatory).
3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries.
4. Determine the means of connecting simple sentences into complex ones (conjunctive or non-conjunctive).
5. Punctuation marks.
6. Create a proposal outline.

5. Reflection

– How do you evaluate your work? Tell me according to the diagram:

6. Homework

Learn how to parse a complex sentence. Extract one complex sentence from Daniel Defoe’s work “Robinson Crusoe” and make a syntactic analysis of the sentence and make a phonetic analysis of the word "Robinson".

1. Two savages ran somewhere and half an hour later they brought two large pieces of dried meat and two bags of grain of some kind of cereal growing in those places.

2. The kindness of the savages touched us, we thanked them with signs, since we could not offer them any gifts in return.

3. They rushed as fast as they could straight to the sea.

4. When I sold him most of my property and landed on the shores of Brazil, I had two hundred and twenty gold pieces in my pocket.

5. On the twelfth day of our voyage we crossed the equator and were under seven degrees twenty-two minutes north latitude, when a furious squall suddenly hit us.
6. The captain's assistant rushed to the boat and, with the help of the sailors, threw it over the side.

8. The wave picked me up, dragged me towards the ground, broke and flowed away, leaving me half dead, as I had swallowed water.
9. I took a breath and came to my senses a little.

10. I stood for two or three seconds, took a deep breath and, with the last of my strength, rushed to run to the shore.

1. Two savages ran somewhere and half an hour later they brought two large pieces of dried meat and two bags of grain of some kind of cereal growing in those places.
2. The kindness of the savages touched us, we thanked them with signs, since we could not offer them any gifts in return.
3. They rushed as fast as they could straight to the sea.

4. When I sold him most of my property and landed on the shores of Brazil, I had two hundred and twenty gold pieces in my pocket.

5. On the twelfth day of our voyage we crossed the equator and were under seven degrees twenty-two minutes north latitude, when a furious squall suddenly hit us.

6. The captain's assistant rushed to the boat and, with the help of the sailors, threw it over the side.

7. I swim very well, but I didn’t have the strength to immediately emerge from this abyss to catch my breath, and I almost suffocated.

8. The wave picked me up, dragged me towards the ground, broke and flowed away, leaving me half dead, as I had swallowed water.

9. I took a breath and came to my senses a little.

10. I stood for two or three seconds, took a deep breath and, with the last of my strength, rushed to run to the shore.

Russian language lesson notes inVclass on the topic

“Punctuation marks in sentences with direct speech”

Combined lesson.

Lesson Objectives: work on expanding students’ vocabulary (take words of speech etiquette); remember the features and purpose of direct speech; continue to learn to recognize sentences with direct speech in oral and written speech and differentiate between direct speech and the words of the author; learn to pronounce such sentences with the correct intonation, and correctly use punctuation marks in writing; work on constructing proposals and drawing up diagrams.

Equipment: table for grade 5 “Sentence patterns with direct speech.”

Progress.

I. Organizational moment.

II. Setting lesson goals by the teacher. Record the date, title of the topic.

We continue to talk about sentences with direct speech, learn to distinguish between direct speech and the words of the author in them, and correctly distinguish direct speech in oral and written speech.

III. Work to expand students' vocabulary with subsequent transition to the main material of the lesson.

Remember, guys, the words of speech etiquette that you already knew from grades 3-4. (Hello, goodbye.) Let’s get acquainted with two other “polite” words that are necessary when communicating and are used almost every minute. These are the words “thank you” and “thank you.” (I open the recording on the board. Students write down words with interpretation and examples in a dictionary, listen to the teacher’s message.)

Thank you is an expression of gratitude.

Once upon a time it was a constant combination of two words in speech: “God save (you),” and pronounced as a wish filled with gratitude. These words gradually merged, and the final “g” also died away.

Instead of saying “thank you” you can say

Thank you (you, you)

Let's imagine what this word might have meant about 100 years ago. “Good” - “something good”, “I give” - “to give”, i.e. something good, probably words spoken from the heart, I give you in return for something.

You can thank whom and what: parents, school

1) for what: for the book, for help;

2) on behalf of someone or something: on behalf of the team;

3) as: from the heart, heartily.
VI. Basic lesson material.

Task N1.

Come up with and write down a sentence with direct speech, using one of the words (“thank you,” “thank you.”)

(The best proposal is written on the board and in notebooks, and its diagram is drawn up.)

Define direct speech, explain the placement of punctuation marks in this case.

Verbally rewrite the sentence so that direct speech appears after the author’s words. Write the sentence diagram on the board.

2. Random check of homework (exercise N 231)

Guys, you had a task similar to the first one at your home. Do you have any questions about doing it? Let's check the exercise selectively.

Name the verbs of speech that you came across. (asks, asked, thanked, said, etc.)

You also try to avoid repetition in your speech by using different verbs.

Which sentence (of the new ones) corresponds to the scheme:
Name only the appeals. Define appeal.

- And now we will continue to work on developing punctuation skills, i.e., placing punctuation marks in sentences with direct speech. Remember that direct speech can consist of several sentences.

3. Complicated copying from the board.

(The teacher first reads the text himself based on the parable of L. Tolstoy, asks questions to understand the idea of the text.

Then one student goes to the board to place punctuation marks with colored chalk and insert the missing spellings, everyone else works in their notebooks.)

The old man squeezed the apple trees. They told him: Why do you need these apple trees? It's a long time to wait for fruit from these apple trees, and you can't eat an apple from them.

The old man replied: I don’t eat, others eat, they’ll tell me thank you.

4. Selective dictation.

Assignment: write down the numbers of only those sentences in which direct speech comes before the words of the author. (2, 4)

(The teacher checks how the task was completed and asks a question about understanding the idea of the text.)

And now the task gets more complicated. When re-reading the text, show the diagrams corresponding to the sentences on the table (1 student is called to the board.)

5. Work on constructing sentences.

Oral task: transform sentences into sentences with direct speech.

The teacher asked those on duty to come early.

A fifth-grader asked a friend if he knew what time it was.

V. Summing up the lesson.
VI. Homework: ex. No. 233 perform orally (on the use of words of speech etiquette); ex. No. 232 must be completed in writing.

Literature lesson in 5th grade on the topic “M.Yu. Lermontov “Borodino”. Defenders of the Motherland in the image of M.Yu. Lermontov.

LESSON OBJECTIVES:

To introduce M.Yu. Lermontov’s childhood and youth, the conditions in which his character was formed.
Introduce the content and composition of the poem “Borodino”.
Give the initial concept of words: monologue, dialogue, idea and theme of the work.
Show the reflection of the theme “Patriotic War of 1812” in various types of art (literature, fine arts).
To cultivate love and respect for the great past of Russia.
Education of patriotic feelings based on the work.

EQUIPMENT:

Exhibition of books by M.Yu. Lermontov “Borodino” (various publications).
Reproductions of paintings by Russian artists, united by the common theme “Battle of Borodino”. The heroic feat of the Russian people in the War of 1812.

VOCABULARY WORK:

bivouac - a camp for troops in a field for overnight or rest.
get to the buckshot - start firing at the enemy with buckshot.
Buckshot is an artillery shell.
dragoon - a soldier or cavalry officer.
Ulan - a soldier or officer of the light cavalry. A feature of the uniform of this type of troops was the “ulanka” - a headdress with a square top.
shako is a high military headdress.
carriage - a machine on which a cannon is mounted.
redoubt - a field fortification surrounded by a rampart.

TYPES OF WORK FOR TEACHERS AND STUDENTS:

Explanation of difficult words.
Analysis of the illustrations and reproductions used.
Oral word drawing.

Observing the narrator's speech (combination of high and colloquial vocabulary, richness and variety of intonations).

PROGRESS OF LESSONS

1. CLASS ORGANIZATION.
2. SETTING A GOALS FOR STUDENTS:

Today in the lesson we will talk about the great Russian poet of the 19th century M.Yu. Lermontov, about his work “Borodino” and what served as the impetus for writing this poem.

3. INTRODUCTION TO THE FACTS FROM THE POET’S LIFE.

Student message. (During the course of the story, the teacher shows portraits of Lermontov and his relatives).

1st student:

M.Yu. Lermontov was born in Moscow, in the family of retired captain Yuri Lermontov. The childhood of the future poet was sad. He vaguely remembered the tender hands of his mother, who died when the child was not yet three years old. His childhood was spent among hilly fields and birch groves - on his grandmother's Penza estate, in Tarkhany. After the death of her mother, Elizaveta Alekseevna Arsenyeva took up raising her grandson. Little Misha rarely saw his father - his grandmother did not like his son-in-law.

I am the son of suffering. My father

There was no peace in the end.
My mother died in tears.
I was the only one left from them.

Elizaveta Alekseevna was a wonderful grandmother. She paid great attention to the upbringing and education of her grandson. He began studying poetry as a child. He wrote his first poem “Circassians” at the age of 14. In 1828, Lermontov was enrolled in the 4th grade of the Moscow Boarding School. He finishes fifth and sixth grades as one of the best. In 1830 he entered Moscow University, where he studied for two years. But military service attracts him, and he enters the St. Petersburg School of Guards Ensigns and Cavalry Junkers. Two years later, by the highest order, Lermontov was transferred from cadets to cornets of the Life Guards Hussar Regiment.

On January 17, 1837, a duel between A.S. Pushkin and Dantes took place. The death of the poet shocked Lermontov. He responded to the irreparable loss with the poem “The Death of a Poet.” Already on February 18, Lermontov was arrested for this poem, and a month later he was sent into exile in the Caucasus for a year, but after some time the exile was repeated. The poet never returned from the Caucasus; in 1841 he was killed in a duel.

2nd student:

Nature generously endowed Lermontov with many talents. He was a wonderful artist. A large number of his paintings dedicated to the Caucasus have been preserved. He was one of the first artists to paint the Caucasus. It is known that during his stay in the Grodno regiment alone, Lermontov completed 12 paintings on Caucasian themes. (On the desks there are reproductions of the paintings “View of the Cross Mountain from the gorge near Kobi”, and “Georgian Military Road near Mtskheta”, which are examined by the students).

3rd student:

Lermontov loved and felt music subtly; he believed that it could express innermost feelings more accurately and deeply than words. He played the violin and piano well. He easily solved complex mathematical problems, played excellent chess, was an excellent storyteller, and spoke several foreign languages. Everything came easy to him. And yet, he improved his genius poetic gift through hard work: he dreamed of entering literature with poems worthy of taking a place next to Pushkin’s. And he achieved this, although he lived only 27 years.

Teacher:

- During his short life, Lermontov created many wonderful works that made his name one of the first in Russian literature. Among his most famous poems is “Borodino”.

4. HISTORICAL BACKGROUND.

Before talking about this poem, let's plunge into the historical events that are described in it.

So, the beginning of the 19th century, or rather 1812. What is this year famous for? Why did he go down in history? (Students' answers)

Let's answer this question in more detail. Napoleon invaded Russia without declaring war. Russian troops were divided into three armies. Napoleon decided to take advantage of this and defeat them, holding each one individually in a vice. The Russians planned to lure the French army into a trap and destroy it. But neither the French nor the Russian plans were destined to come true.

General Kutuzov becomes the head of the Russian army. His first order was “Retreat!” 125 km. From Moscow, near the village of Borodino, Kutuzov decided to give the French a general battle, which began on August 26. The Battle of Borodino is one of the greatest battles in history, the most important moment during the Patriotic War of 1812. In this battle, the patriotic upsurge of the Russian army and the entire Russian people was manifested with the greatest strength. Borodino is the great defeat of Napoleon, the beginning of his decline and the death of his “invincible” army, which by that time had captured almost all of Western Europe. The partisan movement acquired enormous proportions in Russia. The retreating French troops were attacked by partisans, who destroyed their enemies and took them prisoner. In the painting by V.V. Vereshchagin “Don’t hesitate to come!” depicts an ambush of partisans waiting for a retreating enemy column. Please note that partisans are simple peasants united against a common enemy. These people were armed with pitchforks and axes. But despite this, they were very determined.

In another painting by the same artist, which is called “On the High Road. Retreat, flight...”, we see how pitiful the remnants of the French army retreating from Russia were approaching the border. Russian troops and partisans energetically finished off enemy units. The entire French retreat route was littered with corpses, charging boxes, cannons, and carts. Napoleon, surrounded by guards, walked part of the road, but on the night of December 6, 1812, he abandoned his army and secretly left for France.

And let's look at one more picture. This is a painting by I. I. Pryanishnikov “In 1812”. It is dedicated to the actions of partisan detachments. Here the artist emphasized the greatness of the feat of the Russian people, who expelled the invader from their native land. Please note that the pitiful and ragged “conquerors”, in women’s fur coats and shawls, sadly wander across the snowy field. They are escorted by peasants with pitchforks and axes. The peasants are calm and confident; they are fulfilling a sacred duty - clearing the land of enemies. This picture shows that not only men, but also women rose to defend their Fatherland.

From history we know that the Russian army left Moscow, but this does not mean defeat, it is a kind of cunning. From a military point of view, the defense of Moscow was impossible. Only M.I. Kutuzov understood this. In A.D. Kivshenko’s painting “The Military Council in Fili in 1812” we see a hut in which the decision was made to leave Moscow. The artist faithfully reproduces the situation of the Council. Look how resolutely Kutuzov defends his point of view; some officers look at him in bewilderment, others condescendingly, and others indignantly. But Kutuzov proved he was right, and Moscow went to the French. Entering the city, Napoleon's army saw that almost the entire population had left the city after the army, and therefore the French did not find food or horses here.

Now you and I know about the historical events that formed the basis of Lermontov’s work “Borodino”. The events of 1812 were important in the formation of Lermontov’s national identity. He grew up and was brought up in an atmosphere of “sacred legends” about the Patriotic War of 1812. From childhood, he absorbed stories about the Patriotic War both from his relatives and from the Tarkhanov men, among whom there were many participants in the great Battle of Borodino. The poet’s father, Yuri Petrovich, an army officer, was in the militia in 1812 and probably told his son about the great military epic. And the grandmother proudly told her grandson about her brothers Dmitry and Afanasy Stolypin, who glorified themselves in the Battle of Borodino. As a result of this, Lermontov could not be indifferent and in honor of the 25th anniversary of the Patriotic War of 1812, he created his wonderful poem “Borodino”.

5. WORK ON THE CONTENT OF THE POEM.

Remember from history how many years did soldiers serve in the army in the 19th century? ( 25 years).

- Let's see how the poem is structured?

(The first and second stanzas of the poem are a dialogue. A young recruit soldier asks a question to an old soldier).

That’s right, it’s now 1837, he’s serving for the last year, and therefore began his service exactly in 1812. What follows is the story of this soldier. Look at the painting by P. E. Zabolotsky “The Old Soldier”. This is exactly how the artist saw this soldier. What can you say about this soldier? What is he like?

What question worries the young soldier? (He is concerned about the events of the Battle of Borodino, but at the same time he does not understand why Moscow was surrendered)

It is not easy to hear a hidden reproach to a veteran. Where does the soldier begin his answer? How are these words related to the subsequent story? (He speaks proudly about glorious people - heroes, participants in the Battle of Borodino and compares them with the “today’s tribe”). To confirm his answer, he turns to pictures of the past.

The young soldier is confident that the surrender of Moscow is not a consequence of the defeat of the Russian army. What words express this? (“after all, it was not for nothing”, “after all, there were combat fights, but they say there were more”)

The second stanza contains the veteran's response. Now this is a monologue. The old soldier is immersed in memories. How can this be reflected intonation? ? (Speech becomes slow)

What is the main idea of this stanza?

What is the third stanza of the poem about? (The course of the Patriotic War is briefly outlined and a historically accurate description of the mood of the Russian army during the retreat is given).

The fourth stanza begins with the words: “And then they found a large field.” Where is it? ( This is the Borodino field, near the village of Borodino)

What does the phrase “There are places to roam in the wild” depict? (the breadth of the Russian soul and the power of the Russian army).

“I hammered the shell into the cannon tightly...” - for the first time the soldier-narrator mentions himself. Until these words and beyond, he does not separate himself from the masses.

Whom did the young soldier serve, judging by his words? (Artilleryman).

Which guys were taken into the artillery? (Short, stocky, strong). That's right, it's very hard work.

In the seventh stanza, Lermontov draws two camps on the eve of the main battle - Russian and French. Let's compare them: the French are jubilant, because... they were accustomed to easy victories and considered themselves already winners. And in the Russian army camp there is silence. The soldiers are concentrated, serious, busy preparing for the upcoming battle. In this stanza, the adjectives “open bivouac”, “beaten shako”, etc. play a big role.

But the next stanza, here you can already feel the movement of the camp awakening and preparing for battle. Because perfect verbs are used here. Notice how fondly the veteran soldier remembers his commander. How do you understand the words: “I was born with a grip”? (This is a dexterous, smart, daring person).

Just one expression reveals the strength of the commander’s influence on the soldiers, who respond to the call of their “father” commander with a vow to die near Moscow, defending the approaches to the heart of the Motherland. Find lines in the text that confirm this .

And we promised to die
And they kept the oath of allegiance
We are in the Borodino battle.

And so the battle began. How is the dynamism of the battle reflected? (The author uses a large number of verbs). Let's list them. What else adds to the impression of dynamism? (photographic listing of objects and actions)

How is the ferocity of the battle conveyed, in what expressions? (“a mountain of bloody bodies”, “the fighters’ hand is tired of stabbing”; a heap of images created by the enumeration (“horses and people mixed in a heap”), the sounds of guns).

What intonation do you think we should read this with? (Increasing voice, pumping intonation)

Pay attention to the exclamatory sentences with which the narrator interrupts his message. Read them: “Well, it was a day!”, “You will never see such battles,” “The enemy experienced a lot that day, what Russian daring combat means, our hand-to-hand combat!”

On the one hand, it creates the impression of a dialogue, and on the other, it shows that Borodin’s participant is reliving the battle. (Look at the illustrations for the poem.) The story ends with words depicting the mood of the army after the battle, its confidence in the victory and its readiness to resume the battle. What words express this?

Were everyone ready

Start a new fight tomorrow morning
And stand until the end.

How do you understand the expression “stand to the end”? In the last lines of this stanza the intonation changes again. We seem to hear the heavy sigh of a veteran. Pause. Hanging his head, the old soldier sadly says: “Then we began to count our wounds and count our comrades.”

The text of the last stanza makes us see how the narrator’s back straightens, his head rises, and in a firm voice, with full responsibility for his words, cheerfully, strongly, he says: “Yes, there were people in our time, a mighty dashing tribe.”

6. SUMMARY.

What feeling is imbued with this poem?

(Love for your comrades, love for the Motherland. Fight in the name of the Motherland, Russia. You cannot retreat, it is better to die. Pride in the Russian army).

Why did they retreat from Moscow? (This was done in the name of saving Russia)

Let's think about what is the theme and idea of this poem? To do this, let’s remember what a theme is? (this is what the writer talks about - events, facts, life phenomena) So the theme of the poem is the Battle of Borodino.

An idea is an assessment of events, facts, life phenomena that the author describes.

The idea of the poem is ardent patriotism, love for the Motherland.

What words contain the idea? (“Yes, there were people in our time”)

7. HOMEWORK.

Make a quotation plan for the poem and write it down in table form:

Summary of a Russian language lesson in 5th grade

Subject:

“Repetition and generalization on the topic “Syntax.” Preparation for the control dictation."

Goals: repeat the basic theoretical concepts and check the meaningfulness of their assimilation;

repeat punctuation in sentences with homogeneous members, between the subject and

predicate, in direct speech, types of complex sentences and punctuation marks in them;

learn to comprehend a coherent text, determine its topic and idea, work with a dictionary,

Expand words knowledge,

learn to construct your own statements;

repeat the studied verb spellings, tested and alternating vowels;

broaden the horizons of students.

Lesson type: review lesson.

Equipment: Handout.

During the classes.

I. Repetition and updating of existing knowledge.

1. Individual tasks:

A)Using a dictionary, determine the meaning of the words “masterpiece”, “palette”, “fury”.

B)Insert letters, place punctuation marks, explain spelling and punctuation,

draw up a proposal outline. ( On the desk )

Life is a gift and it is (not) deserved by those who (don’t) appreciate it.

IN)Insert letters, make a diagram, arrange signs, explain them. ( On the desk )

Dear Jonesy, this sheet is Berman's masterpiece, he wrote it that night(?) when he sl..tel

last page.

2. Terminological dictation.

Define the term by definition and write it down.

A) A branch of linguistics that studies phrases and sentences and their construction. (syntax)

B) A complex sentence, the parts of which are connected only by intonation. (non-union)

B) A set of rules on the use of punctuation marks. (punctuation)

D) A sentence that has minor clause members. (common)

D) a proposal that consists only of the main members of the P. (unextended)

E) What is the name of the secondary member of the sentence that answers the questions of indirect cases. (addition)

G) What is the name of the secondary member of a sentence that answers the questions which, whose, which. (definition)

H) What is the name of the secondary member of a sentence that answers the questions how, when, where, why. (circumstance).

Read the terms. Find spellings in words.

II. Work with text.

Today in class we will work on the text of O'Henry's short story "The Last Leaf".

O.Henry - pseudonym of William Sidney Porter, American writer, author of many

humorous stories, collections and other works. "Kings and Cabbage"

"Heart of the West".

Novella* is a story with an unusual and strict plot and composition.

1. Spelling and punctuation work.

Insert letters and punctuation marks and explain them.

(sentences are projected on the board)

Sue and Jonesy are young artists, they settled on the outskirts of the city. In the fall, Jonesy became seriously ill and soon lost hope of recovery. Sue see(?) the leaves on the ivy? When the last leaf falls, I will die, she told her friend.

2. Independent work with handouts.

Copy, add punctuation.

Sue looked out the window and saw a dull yard and a brick wall. An old ivy(?) grew near the wall and the cold breath of the autumn tore off the last leaves from it.

Read the sentences with punctuation marks.
Why is there no comma before the conjunction “and” in the 1st sentence, but there is a comma in the 2nd sentence?
Create proposal outlines.
How to determine whether a comma is needed before the conjunction “and”.

3. Working with sentence diagrams.

Copy sentences by matching patterns to sentences and using punctuation.

1) "P!" - A.

2) , .

3) , ().

4) [ = , but = ].

5) A: “P!”

A) An old artist lived there; he was considered a loser(?) in the i(s, ss)ku(s, ss)tv.

B) What nonsense are you saying(?) (spoken, said, indignant) Sue.

C) He was still going to write a masterpiece* but he didn’t even start it.

D) He exclaimed. What stupidity it is to die because leaves fall from a damned tree.

4. Constructing proposals.

Collect a proposal, draw its diagram.

(material printed or projected on the board)

It was windy, torrential, at night, raining, harsh, (not) raging.*

(At night it was pouring rain and a sharp wind was raging.)

Almost, bravely, but, turned yellow, he held on to the branch.

(He almost turned yellow, but bravely stayed on the branch.)

5. Graphic dictation.

Without writing down the sentences, make diagrams of them. (1 person on the board)

1) With the onset of darkness, the wind rose again, and the rain was constantly knocking on the windows.

3) The ivy leaf remained in place, and Jonesy looked at it.

4) Then she said to her friend: “I’m a bad girl, it’s a sin to wish myself dead.”

5) “This last sheet showed me this,” she added after a while.

7) That same day, Sue went to Jonesy’s bed, hugged her friend and cried.

Why do you think Sue cried?

She told Jonesy that Mr. Berman (that was the artist's name) died in the hospital today from pneumonia. He was only sick for 2 days.
6. Syntactic analysis of the sentence.

As darkness fell, the wind rose again, and the rain beat continuously on the windows. The ivy leaf remained in place, and Jonesy looked at it.

Write down the phrases.

III. Summarizing.

1. Conversation.

Read all the sentences. Can they be called text?
Determine the style of this text.
What sentence should end this story?
What does the 1st sentence, the statement of Leonardo da Vinci, have to do with the text?

2. Constructing your own statement.

Read some sentence.

Conclusion: “The most important law of creativity is the law of love.”

IV. Homework.

Do the exercises in the textbook.

LESSON PLAN
« The act of the mute Gerasim: challenge or humility?

The ending of I.S. Turgenev’s story “Mumu” »

The purpose of the lesson: Continue to develop the ability to work with text and draw conclusions.
Lesson Objectives: developing the ability to think critically, analyze, evaluate what you read in order to prepare for retelling and writing an essay; continuation of work on developing the ability to express one’s thoughts in a value judgment, using various artistic means in accordance with a specific communicative speech situation, to build a monologue evidentiary statement; the formation of moral and ethical assessment and empathy, as an understanding of the feelings of other people and empathy for them, as well as a keen interest in what is being studied.
Generalization and systematization of knowledge
Frontal, group, individual.
PC, multimedia projector.
STRUCTURE AND PROGRESS OF THE LESSON

Table 1.

	Lesson steps:	Name of EORs used (indicating the serial number from Table 2)	Teacher activities (indicating actions with ESM, for example demonstration)	Student activity	Time(per minute)
1.	Organizational moment		Emotional mood		1
	Updating knowledge		Mini-quiz based on the story “Mumu” by I.S. Turgenev (presentation demonstration)	Answers	4
2.	Goal setting and motivation	(№2)	Today we are completing our study of I.S. Turgenev’s story “Mumu”, and we must understand the motives for Gerasim’s action. Our further attitude towards the work as a whole depends on whether we can do this correctly. Look at the illustration in the textbook. (illustration demonstration) What did the artist depict? What episode of the story is depicted here? What do you think Gerasim is thinking about?	Answers	4
3.	Primary perception of the final scene		How did you feel while reading the ending of the story? When did you feel especially sad?	Statements	4
4.	Independent work		Re-read the scene of Mumu's death and the ending of the story silently, trying to understand the state of mind of the main character.	Reading the text silently	5
5.	Analysis of a piece of work		Why did Gerasim drown Mumu after all? Why didn't he just take her to the village? What does Gerasim’s willful return to the village mean? Read how the author describes his state of mind. What attempts had he made previously to save Mumu? What was the impetus for Gerasim to leave for the village? What feelings did he experience at that moment? How did you feel after finishing reading?	Evidence-based statements	5
6.	Determining the main idea and theme of the work		Think about why the author wanted to write such a story? Versions.	Promotion of versions Work in pairs	6
7.	physical education minute				2
8.	Preparing for the retelling		Look at the end of the text again. Find words that reflect the hero's emotional state. Which part of speech contains the most words in the text? (watch video clip)	Viewing reading. Selective reading. Definition of the most common words.	4
9.	Retelling the text		Adjustment and control	Retelling the ending of the story according to one of the plan options. Work in groups. Self-control role.	5
10.	Reflection		What do you think, what idea did I.S. Turgenev want to convey to us? Where could he get the plot for his story? How did you evaluate Gerasim’s act: as a challenge to society or as humility in the face of the inevitable?	Assumptions, conclusions	3
11.	Homework		Try changing the ending of the story and come up with your own ending.	Write an essay “Mumu did not drown”	2

Lesson plan for the Russian language (grade 5)

Russian writer, one of the greatest prose writers first half of the 19th century.
Name "Anton Pogorelsky" - pseudonym
Nickname - a fictitious name used by a person in life instead of his real one.
Real name - Alexey Alekseevich Perovsky .
I took my nickname from my name Pogoreltsy estate .

nephew Alyosha .

After the war, he took up literary creativity on his Pogoreltsy estate. There he was educated nephew Alyosha, future famous poet, writer and playwright Alexei Konstantinovich Tolstoy, for whom I wrote a fairy tale "Black chicken, or underground inhabitants" .
After the war, he took up literary creativity on his Pogoreltsy estate. There he was educated nephew Alyosha, future famous poet, writer and playwright Alexei Konstantinovich Tolstoy, for whom I wrote a fairy tale "Black chicken, or underground inhabitants" .

Vocabulary work

Pension

Dormitory

Bookles

Toupee

Vacations

Salop

Imperial

Tailcoat

Tile

Bekesha

– boarding school

– bedrooms

– curled hair rings, ringlets

– old hairstyle (fluffed topknot on the head)

– vacation time

– topper

– gold coin

– a type of frock coat cut in half at the front and long narrow tails at the back

– fired clay tiles for wall cladding, ovens, usually covered on the front side with glaze, tiles

– men's outerwear with fur, waist and gathers

Let's think!

How would you determine the exact genre of this work? Why?
Give more examples of this genre.
Remind me how a literary fairy tale differs from a folk fairy tale?

Main features of folklore and literary fairy tales

Folklore tale

Literary fairy tale

Orality, collectivity,

anonymity

Traditional images-characters (masks-types) are used

Characterized by figurativeness (description of the place, appearance of the characters, their characters)

National ideals are reflected, the personality of a particular narrator is erased

Where and when does the story take place?
Read the description of the place and time.

Why was Alyosha left alone in the boarding house?

What was his consolation in his lonely hours?

Which chicken did Alyosha love the most?

How did Alyosha save Chernushka?

What was Alyosha afraid of at night?

How did Chernushka cope with the knights?

Where did the chicken take the boy?

Who turned out to be Chernushka in the underworld?

The main character of the fairy tale.

Who is the main character of the fairy tale? Find its description .
How did they know Alyosha at the boarding school, why did they love him?

Smart
Nice one
Well-read
Romantic
Dreamer
Believes in magic
Feels his loneliness acutely

What episodes are shown in the illustrations? What happened up to this point? And what after?

Let's think!

Do you think visiting the underworld is a real event?

How is Alyosha behaving? What's the point first sleep ?
Can we bear some lesson from this?

What happened up to this point? And what after?

What episodes are shown in the illustrations? What happened up to this point? And what after?

How does Alyosha feel when he has the magic seed? Find the description in the text .
Do you like him at this moment? Why?
Have you ever experienced such a feeling?

Divide the qualities into 2 groups: “Before receiving the grain” and “After receiving the grain”

2.Cruel

3. Affectionate

4. Stubborn

5.Sociable

6. Proud

8.Cocky

9. Curious

10. Shy

11.Naughty

12.Modest

Before receiving the grain

1 .Kind

3 .Affectionate

5 .Communicative

9 .Curious

10. Shy

12. Modest

After receiving the grain

2. Cruel

4. Stubborn

6. Proud

7. Proud

8. Bold

11. Naughty

What episode is shown in the illustration? What happened up to this point? And what after?

Vices usually enter through the door and exit through a crack.

Whose words are these?

What does Chernushka mean by this?
What theme of the entire fairy tale can you identify?
What is the idea of the work?

We were not given intelligence so that we could use it for evil.

Conclusion.

Subject: Educating yourself (Educating Human in itself)
Idea: All people are initially pure and kind, but they begin to “spoil” when they receive everything for nothing. People must cultivate goodness in themselves , honesty, responsibility and being grateful. If we don't value what we have, then we lose it.