home→Obstetrics→ How cheerful the roar of the first storms is analysis. Analysis of the poem by F.I. Tyutchev "How cheerful the roar of summer storms"

How cheerful the roar of the first storms is analysis. Analysis of the poem by F.I. Tyutchev "How cheerful the roar of summer storms"

You need to read the verse “How cheerful the roar of summer storms” by Tyutchev Fedor Ivanovich is necessary not just as landscape lyrics, but as a homecoming hymn from a poet who spent most of his life abroad. This work was written in 1851 and is a discovery of Russian nature, which the author, as it were, will feel anew. It is very easy to teach it in class - each line is filled with joy and love in the land that the poet left for so long. The summer thunderstorm described in a work that is read in a literature lesson is not a riot of elements. She is like a young maiden who loves to play pranks, but pure and easy.

And the text of Tyutchev’s poem “How cheerful the roar of summer storms” is filled with the pure joy of life - it is dedicated to his last muse, Elena Denisyeva, who conquered the poet as easily as a thunderstorm bends giant trees. Read online in full, this work gives an idea of how deep the feelings of the recognized master of poetry were: they made him unhappy later, but for now, disturbing forebodings are hidden behind passion and poetic metaphors. This is a pure chanting of the last love, which made the middle-aged poet again admire the radiant and pure youth.

How cheerful is the roar of summer storms,
When, picking up the flying dust,
Thunderstorm, surging cloud,
Confused sky azure
And recklessly crazy
Suddenly he will run into the oak forest,
And the whole oak forest will tremble
Loud and noisy!

As under an invisible heel,
Forest giants bend;
Their peaks murmur anxiously,
As if conferring among themselves,
And through sudden anxiety
Silently heard the bird whistle,
And here and there the first yellow leaf,
Spinning, flies on the road ...

How cheerful is the roar of summer storms,

When, picking up the flying dust,

Thunderstorm, surging cloud,

Confused sky azure

And recklessly crazy

Suddenly he will run into the oak forest,

And the whole oak forest will tremble

Loud and noisy!

As under an invisible heel,

Forest giants bend;

Their peaks murmur anxiously,

As if conferring among themselves,

And through sudden anxiety

Silently heard the bird whistle,

And here and there the first yellow leaf,

Spinning, flies on the road ...

Other editions and variants

3 Thundercloud

Autograph - RGALI. F. 505. Op. 1. Unit ridge 29. L. 3;

Ed. 1900. S. 187.

11 Anxiously [whistling] their peaks

Autograph - RGALI. F. 505. Op. 1. Unit ridge 29. L. 3.

COMMENTS:

Autographs (2) - RGALI. F. 505. Op. 1. Unit ridge 29. L. 3; Tyutch album. - Birileva.

List - Tyutcheva's Album (p. 128).

First publication - Modern. 1854. Vol. XLIV. S. 32. Included in the Ed. 1854, p. 65; Ed. 1868, p. 107; Ed. SPb., 1886. S. 176; Ed. 1900. S. 187.

Printed autographed from Tyutch album. - Birileva.

The 11th line in the RGALI autograph has been corrected. Initially, it read: "Their peaks whistle anxiously." The poet replaces the verb "whistle" with "murmur" ("Their peaks grumble anxiously"). The amendment testifies to Tyutchev's desire to spiritualize the image. In autograph Tyutch album. - Birileva(later) amendment taken into account. The autographs present a variant of the 3rd line: RGALI - “Thunderstorm by a surging cloud”, Tyutch album. - Birileva- "Thunderstorm, surging cloud." The use of different syntactic constructions changes the semantic shades of the image: in the first autograph, a thunderstorm appears in the form of a cloud, in the second, a thunderstorm is an independent phenomenon, one of the signs of which is a dark cloud bearing rain.

Before Ed. 1900 was published without division into stanzas and with a version of the 3rd line autographed from Tyutch album. - Birileva("Thunderstorm, surging cloud"). AT Ed. 1900 the stanzas are highlighted and the 3rd line is presented in the version of the RGALI autograph (“Thunderstorm by a surging cloud”).

Dated 1851 based on a list in Album Tyutcheva.

L. N. Tolstoy marked the poem with the letter “K!” (The beauty!) ( THOSE. S. 146).

V. F. Savodnik quoted a poem as proof of the idea that “When depicting nature, Tyutchev usually focuses his attention on one chosen moment, and thanks to such concentration, his landscapes acquire the character of a special completeness, and the abundance of accurately grasped details gives them vivid clarity” ( Gardener. S. 170). “This yellow leaf, “spinning”, flying onto the road,” wrote the researcher, “is a masterful final touch that completes the whole picture and gives it a bright vitality” (ibid., p. 171) ( A. Sh.).

From Russian literature of the XX century

IVAN ALEKSEEVICH BUNIN

1 hour

Lesson 59
I. A. Bunin: biography pages. The story "Mowers" as a poetic remembrance of the Motherland

I.Examination homework
After the articulatory warm-up, we listen to an expressive recitation of poems about nature by heart. We collectively evaluate student performance.

II. I. A. Bunin: biography pages
Let's move on to the second part of the textbook (further pages will be indicated according to the second part).

Reading and retelling the article
The textbook contains a short biographical article about Bunin. (p. 3-4). It can be supplemented with information that will help to understand the essay "Mowers" more fully, to reveal the concept of "typical Russian character".
After reading and retelling the article, the teacher will complete the idea of Bunin's fate. Let's read the epigraph together.
The epigraph reports that Bunin is a Nobel laureate.
Bunin first became known as a poet: he created beautiful poems dedicated to Russian nature. Then he became famous as a prose writer: he wrote about landowners and peasants, about the fate of the Russian countryside.
In 1917 (we will write down the date), great events took place in Russia that changed the whole life of the country: first, Tsar Nicholas II abdicated the throne, the February Revolution took place, when power passed into the hands of the bourgeoisie. Then, after the October Revolution, the Bolsheviks took power. The Bolsheviks considered the nobles class enemies, fought against those who wanted to return the old order. Life in the country has changed radically. The old way was destroyed.
- How old was Bunin when the October Revolution took place?
Bunin was forced to emigrate to Europe. He settled in France and lived there until the end of his days. He yearned for Russia, but did not want to return to his homeland: he felt, understood that the former Russia no longer exists and never will. As a writer, he tried in his works to preserve the Motherland as he remembered it, so that readers could touch the light that Bunin himself experienced and feel the feelings that the beauty of his native land gave rise to in the writer.

III. The story "Mowers" as a poetic remembrance of the Motherland
- "Mowers" is an unusual story for us. There is no plot in it, there are no clearly described characters who perform some actions. "Mowers" are the writer's thoughts about the fate of the Motherland, these are memories intertwined with poetic reflections. Sometimes this work is like an ordinary story, sometimes like a poem, sometimes like a description of a beautiful picture. A story was created in France when the writer yearned for the abandoned Russia: “It was a long time ago, it was infinitely long ago, because the life that we all lived at that time will not return forever.”
Try to tune in and listen to this work, feeling the melody of the lines and imagine in your mind the landscapes and people that Bunin tells about.
The text "Kostsov" is read by the teacher. It is important to prepare well so that long sentences, periods sound coherent, bright, whole. Children are often not carried away by this work - they do not understand well what it is about, the more artistic the teacher's reading should be.
Further, two types of work are possible: teaching expressive reading or examining and describing the paintings of A. Plastov "Haymaking" (see the flyleaf of the 2nd part of the textbook) or G. Myasoedov "The Passionate Time (Mowers)" (p. 7).

Teaching expressive reading
For this type of work, we select an excerpt from the words: “We walked along the high road ...” - to the words: “And the birch forest accepted and picked up their song as freely and freely as they sang” (1-4th paragraphs, excluding the 2nd paragraph).
The problem that a teacher may encounter when reading this passage to children in less prepared classes is that the students do not feel the boundaries of the sentences and, accordingly, incorrectly distribute their breath and choose intonations, distorting the sound of the sentences intended by the author.
For optimal performance, print the text of the passage on a separate sheet in large (preferably 12th or 14th) font size at one and a half intervals so that children can put signs of logical stress, pauses, speeding up the tempo of speech, signs of increasing and decreasing intonation in the text. Then make the required number of copies according to the number of students.
After the first reading of the text by the students, we collectively work on directing the text. The teacher reads each sentence, places the necessary signs together with the students, then each sentence is read, correctly intoned, by two or three students, then together with the teacher - collective reading.
After completing the study of each sentence of the passage, we read the full text. Such attention to one text helps children to turn more sensitively to new works of art, teaches them to capture the stylistic features of different authors and listen to the music of words.
Based on the results of the work, the teacher can mark several active students.

Homework
Expressively read an excerpt from the story "Mowers" (at the discretion of the teacher).

VLADIMIR GALAKTIONOVICH KOROLENKO

5 O'CLOCK

Lesson 60
V. G. Korolenko: the childhood of the writer, the beginning of literary activity. "In Bad Society"

I. V. G. Korolenko: the childhood of the writer, the beginning of literary activity
The program, edited by V. Ya. Korovina, refers to the work of V. G. Korolenko only once, in the 5th grade. With this in mind, we offer the teacher to tell in detail, but at a level accessible to fifth graders, about this wonderful writer and person. 1 .

teacher's word
In our life we meet a lot of people who act “like everyone else”, “as is customary”. There are other people - there are very few of them, and meetings with them are precious - people who act as the voice of conscience tells them, never deviating from their moral principles. By the example of such people, we learn how to live. Such an amazing person, the "moral genius" of Russian literature was Vladimir Galaktionovich Korolenko.
Korolenko was born in 1853 in Zhytomyr in Ukraine (let us explain that Ukraine at that time was part of Russia). His father, a county judge, was known for his crystal honesty. Mother was very impressionable and religious. Korolenko knew Russian, Polish and Ukrainian, visited Orthodox and Catholic churches. His father died when Vladimir was only thirteen years old, and the family was left without a livelihood. Soon the family moved to the city of Rovno, where Korolenko began to study at a real gymnasium (there was no other, classical, gymnasium in Rovno).
In those times in Russian Empire there were two types of gymnasiums: real and classical. In the classical gymnasium, ancient languages were studied - ancient Greek and Latin, and in order to enter the university it was necessary to take exams in these languages. After a real gymnasium, it was impossible to enter the university: a graduate could only count on receiving real, as they said then, education: engineering, agricultural.
Korolenko graduated from high school with a silver medal and came to St. Petersburg to study. Financial difficulties interfered with studies: I had to earn money by odd jobs. Korolenko colored botanical atlases, proofread and translated. In 1874, Korolenko moved to Moscow, which was not then the capital, and entered the forest department of the Petrovsky Academy (now the Agricultural Academy named after K. A. Timiryazev).
Tough police orders were established at the academy: after the Paris Commune of 1871, workers and socialist parties arose all over the world, the First International, the International Association of Workers, was operating, and the tsarist government was afraid that communist ideas from Western Europe would penetrate into Russia. Special people reported on everything that was being done at the academy, whose students traditionally went on internships abroad.
The students were unhappy with the police order at the academy. Korolenko attended meetings of revolutionary youth in Moscow. In 1876, on behalf of 79 students, he filed a collective petition for the abolition of the police order at the academy and was sent into exile for a year in the Vologda province. A year later, Korolenko again became a student and was again expelled. Then Korolenko began working as a proofreader in a newspaper, where the first note of the future writer was published.
The tsarist government considered Korolenko "a dangerous agitator and revolutionary", and in 1879 Korolenko was arrested on false suspicion and exiled to the Vyatka province. There he made friends with the peasants and six months later he was sent to a new place - "for rapprochement with the peasant population and for generally harmful influence."
Korolenko wrote his first serious work - the essay "Wonderful" - on the way to another exile in the Vyshnevolotsk political prison. In 1881 Emperor Alexander II was killed. All the inhabitants of Russia had to take an oath of allegiance to the new emperor - Alexander III. It was a formal procedure, but Korolenko was a man who could not go against his conscience in anything, and refused to swear allegiance to the new emperor. He wrote: “I personally experienced and saw so much untruth from the existing system that I can’t give a promise of loyalty to the autocracy.” For this, he was sent to the most difficult and long exile - to Yakutia, to the settlement of Amga. It was there, in distant Yakutia, that Korolenko became a real writer, and it was there that he created the story “In Bad Society” (for many years it was published under the title “Children of the Underground”).
Returning to Central Russia, Korolenko quickly became a famous writer, collaborated with many magazines and newspapers, then he himself became the creator of the Russian Wealth magazine. Until the end of his life, Korolenko remains a defender of justice, in his works always speaking on the side of those who are unhappy. This loyalty to the truth and the voice of one's conscience contained the uniqueness of Korolenko's personality, whose steadfastness and courage surprised his contemporaries and can serve as an example for you and me.

II. "In Bad Society"
Expressive reading
We will strive to ensure that the text of the story is heard as often as possible in the lesson. In the 5th grade, when the range of reading interests of children is just being formed, the perception of a work and interest in the work of its creator depend on how emotional and personally motivated the first acquaintance with the work was. We believe that acquaintance with most of the works included in the curriculum should begin in the classroom with an emotional upsurge. Good teacher reading will captivate children and encourage them to further active reading of software and other works.
Reading the first three chapters of the work takes (depending on the pace of reading) 25-30 minutes. With the help of intonation, the teacher will be able to convey Vasya's rejection of the scene of expulsion of unwanted people from the castle, the complexity of Vasya's relationship with his father. The scene of Vasya's first acquaintance with Valek and Marusya in the chapel, which is the beginning of the work, will interest the children and encourage them to read the story to the end at home.

Lesson 61
Tale. The plot and composition of the story "In Bad Society"

I. Story. The plot and composition of the story "In Bad Society"
Starting the lesson, ask the children about their impressions of the story. After listening to the children's statements, ask:
- Do you think the work we read is a story or a story? Why?
Read the definition of the story in the textbook (p. 48) and write it down in your notebook. Then we compare the story with the short story and the novel.

The story is one of the types of epic work.

Types of epic works

Story- small form: one storyline, one main character.
Tale- medium form: two or three storylines, two or three main characters.
Novel- large form: several storylines, a large number of heroes.
- Why can we call the work of V. G. Korolenko “In Bad Society” a story? How many main characters does it have? Name them.
- What is the plot?
Plot is a series of events underlying the work.
- How do you understand what a storyline is?
Story line- a series of events that occur with one hero.
- How many storylines can be identified in Korolenko's work?
The answer to this question will be quite difficult for children. Let's single out the life line of Vasya (we note the problem of Vasya's relationship with his father) and the life line of the Tyburtsy family. The intersection of these lines leads to a change in Vasya's life and in the life of this family.

Planning
For further work, we need a good knowledge of the content, so we propose to draw up a complex plan for the story, highlighting the boundaries of the episodes. In the course of the work, the teacher will comment on places that are incomprehensible to the students, find out what problems turned out to be relevant for the children.

Plan option
I. Ruins.(Exposure.)
1. Death of mother.
2. Prince-town.
3. Castle on the island.
4. The expulsion of residents from the castle.
5. A new refuge for exiles.
6. Tyburtsy Drab.
7. Children of Tyburtsy.
II. Me and my father.(Exposure.)
1. Vasya's life after the death of his mother.
2. The attitude of the father to the son.
3. The boy's double grief. "Horror of Loneliness"
4. Experiences of the father.
5. Vasya and his sister Sonya.
6. Vasya explores the life of the city.
III. I am making a new acquaintance.(Tie.)
1. Start of the tour.
2. Study of the chapel.
3. Flight of the boys.
4. Mysterious whisper.
5. The appearance of a boy and a girl.
6. First conversation.
7. Acquaintance.
8. New friends escort Vasya home.
9. Return home. Conversation with a fugitive.
IV. The acquaintance continues.(Development of action.)
1. Gifts for Valek and Sonya.
2. Comparison of Marusya and Sonya.
3. Vasya's attempt to arrange a game.
4. Talk about a gray stone.
5. Conversation between Valek and Vasya about Tyburtsia and Vasya's father.
6. A new look at the father.
V. Among the gray stones.(Development of action.)
1. Meeting Vasya with Valek in the city.
2. Waiting at the cemetery.
3. Descent into the dungeon. Marusya.
4. Conversation with Valek about theft and poverty.
5. Vasya's new feelings.
VI. Pan Tyburtsy appears on the stage.(Development of action.)
1. Vasya comes to visit friends again.
2. A game of hide and seek.
3. Tyburtsy catches and questions Vasya.
4. Tyburtsy orders Vasya to be silent about what he saw.
5. Meat for lunch.
6. Vasya's meeting with his father in the garden. First lie.
VII. In autumn.(Development of action.)
1. Marusya's disease.
2. The arrival of old Janusz to his father.
3. Reflections of Tyburtsy about the judge and the law.
VIII. Doll.(Climax. Decoupling.)
1. Sonya doll.
2. Marusya seemed to come to life.
3. Vasya's fears and troubles.
4. An attempt to take the doll from Marusya.
5. Father's order not to leave the house.
6. Father's questions about the doll.
7. Appearance of Tyburtius. The return of the doll.
8. Reconciliation between father and son.
9. Money for Tyburtsy.
10. Farewell to Marusya.
Conclusion.(Epilogue.)
1. Disappearance of Tyburtsy and Valek.
2. Marusina's grave.

II. The image of a gray, sleepy city. Vasya's relationship with his father
Conversation
- On whose behalf is the story being told?
Vasya is the son of a judge. The judge is perhaps the only representative of the law in a small town, a "town", located in the south-west of the Russian Empire.
How does the author describe the town in which the story takes place? Find epithets in this description. What image does the author create?
“Sleepy, moldy ponds”, “gray fences”, “sleepy, sunken huts” - all this creates an image of a town living a shallow life, in which there are no vivid feelings and events.
- What prompted old Janusz to drive some of the residents out of the castle? Whom did they dislike?
“But Janusz and the old witches, screaming and cursing, drove them from everywhere, threatening them with pokers and sticks, and a silent watchman stood aside, also with a heavy club in his hands.” Budochnik is a policeman, which means that the expulsion was carried out with the knowledge and under the auspices of the police.
- How did Vasya's relationship with his father develop?
Let's be careful when discussing this issue: many students in families have problems, and you need to be attentive to the feelings of children so as not to injure them. Let's pay attention to Vasya's desire to get closer to his father, to his father's deep grief after the death of his beloved wife.
Vasya's mother died when he was six years old. Since that time, the boy felt constant loneliness. The father loved the mother too much when she was alive, and did not notice the boy because of his happiness. After the death of his wife, the grief of the man was so deep that he withdrew into himself. Vasya felt grief because his mother had died; the horror of loneliness deepened because the father turned away from his son "with annoyance and pain." Everyone considered Vasya a tramp and a worthless boy, and his father also got used to this idea.
- Why did the boy start wandering?
The hero "did not meet greetings and affection" at home, but not only this made him leave the house in the mornings: he lived in a thirst for knowledge, communication, goodness. He could not reconcile himself with the musty life of the town: “It always seemed to me that somewhere out there, in this big and unknown light, behind the old fence of the garden, I would find something; it seemed that I had to do something and could do something, but I just didn’t know what it was.

III. Characteristics of the hero
At the end of the lesson, the teacher will divide the class into several groups and explain how to do homework (compose a story about the hero), suggest a story plan:
1. What does the hero look like?
2. What family is he from? From what society?
3. What actions does he perform?
4. What qualities of the hero are shown in these actions?

Homework
Write stories about the characters in the story.
1) about Vasya;
2) about Valek;
3) about Marus (compare with Sonya);
4) about Tyburtsia.

Lesson 62
The life of children from prosperous and disadvantaged families. Vasya, Valek, Marusya, Tyburtsy. Vasya's path to truth and goodness

I.Articulation warm-up
In this lesson, the children will talk a lot, so we stimulate their attention and prepare them for performances by learning a new tongue twister.

II. The life of children from prosperous and disadvantaged families. Vasya, Valek, Marusya, Tyburtsy. Vasya's path to truth and goodness
Seminar
At the lesson, we talk about the main characters of the story, listen to the stories of the students prepared at home about the heroes of the story: Vasya, Valek, Marus, Tyburtsia. We ask students to confirm their statements with quotes, retell the relevant episodes of the story. After the speech of one person, others who prepared the same topic supplement his answer. We draw conclusions, briefly write them down on the board and in notebooks. We examine the illustrations, determine which episodes the artist depicted.
- Why is the story called "In Bad Society"? Who in the story says this expression?
The story is called "In Bad Society" because it tells about the son of a judge who makes friends with poor children. It is not the boy himself who calls Pan Tyburtsy's company "bad company", but old Janusz, who was once one of the count's petty servants.
The story is told on behalf of Vasya, so there is no direct description of Vasya in the story. Vasya was a brave boy, honest, kind, he knew how to keep his word. In the year this story took place, he was seven or eight years old.
Valek was about nine years old. He was larger than Vasya, “thin and thin, like a reed. He was dressed in a dirty shirt, his hands were in the pockets of his tight and short pants. Dark curly hair ruffled over black thoughtful eyes. Valek behaved respectably and inspired Vasya with respect "with his manners of an adult."
Marusya, Valek's sister, was a thin little girl of four. “It was a pale, tiny creature, resembling a flower that grew without the rays of the sun,” writes Korolenko in the chapter “The Acquaintance Continues.” - Despite her four years, she still walked poorly, stepping uncertainly with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on a thin neck, like the head of a field bell ... "
Vasya compared Marusya with his sister Sonya, who was also four years old: “... my Sonya was round, like a donut, and elastic, like a ball. She ran so briskly when she used to play out, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids. Sonya grew up in prosperity, she was looked after by a maid. Marusya grew up in poverty and was often hungry. Her brother Valek looked after her.
- What did friendship with Valek and Marusya bring to Vasya?
After meeting Valek and Marusya, Vasya felt the joy of a new friendship. He liked to talk with Valek and bring gifts to Marusa. But at night, his heart sank from the pain of regret, when the boy thought about the gray stone that sucks life out of Marusya.
Vasya fell in love with Valek and Marusya, missed them when he could not come to them on the mountain. Not seeing friends was a great deprivation for him.
- What bitter discovery did Vasya make when he became friends with Valek?
When Valek told Vasya bluntly that they were beggars and they had to steal in order not to die of hunger, Vasya went home and wept bitterly from a feeling of deep grief. His love for his friends did not diminish, but was mixed with "a sharp jet of regret, reaching the point of heartache."
- How did Vasya meet Tyburtsy?
At first, Vasya was afraid of Tyburtsy, but after promising not to tell anyone about his new acquaintance, Vasya saw another person in Tyburtsy: “He gave orders, like the owner and head of the family, returning from work and giving orders to the household.” Vasya felt like a member of a poor but friendly family and stopped being afraid of Tyburtsy.
- How and when did Vasya's opinion about his father change?
Let's read the conversation between Valek and Vasya with the students (chapter four), Tyburtsy's statement about the judge (chapter seven).
The boy thought that his father did not love him, and considered him not good. The words of Valek and Tyburtsy that the judge is the best person in the city made Vasya take a fresh look at his father.
- How did Vasya's character change during his friendship with Valek and Marusya?
Vasya's character and his attitude to life after meeting with Valek and Marusya have changed a lot. Vasya learned to be patient. When Marusya could not run and play, Vasya patiently sat next to her and brought her flowers. The character of the boy showed compassion and the ability to alleviate the pain of others. He felt the depth of social differences and realized that people sometimes do bad things (like stealing) out of necessity. Vasya saw the complexity of life, began to think about the concepts of justice, loyalty and human love.

Tyburtsy Drab

Tyburtsiy Drab was an unusual person in the small town of Knyazhie-Veno. From where he came to the town, no one knew. In the first chapter, the author describes in detail the “appearance of Pan Tyburtsy”: “He was tall, his large features were rudely expressive. Short, slightly reddish hair stuck out; a low forehead, a somewhat protruding lower jaw, and a strong mobility of the face resembled something of a monkey; but the eyes that flashed from under the overhanging eyebrows looked stubbornly and gloomily, and sharp insight, energy and intelligence shone in them, along with slyness. The boy felt a constant deep sadness in the soul of this man.
Tyburtsy told Vasya that he had “a certain clash with the law a long time ago ... that is, you understand, an unexpected quarrel ... oh, fellow, it was a very big quarrel!” We can conclude that Tyburtsiy inadvertently broke the law and now he and his children (his wife apparently died) are outlaws, without documents, without the right to reside and without means of subsistence. He feels like “an old toothless beast in his last lair”, does not have the opportunity and means to start a new life, although it is clear that he is an educated person and he does not like the way he lives.
Tyburtius and his children find shelter in an old castle on the island, but Janusz, a former servant of the count, together with other servants and descendants of servants, drives out strangers from his "family nest". The exiles settle in the dungeons of the old chapel in the cemetery. To feed themselves, they engage in petty theft in the city.
Despite the fact that he has to steal, Tyburtius keenly feels injustice. He respects Vasya's father, who does not make a difference between rich and poor and does not sell his conscience for money. Tyburtsy respects the friendship that began between Vasya, Valek and Marusya, and at a critical moment comes to Vasya's aid. He finds the right words to convince the judge of the purity of Vasya's intentions. With the help of this person, the father looks at his son in a new way and begins to understand him.
Tyburtsy understands that the judge, as a representative of the law, will have to arrest him when he finds out where he is hiding. In order not to put the judge in a false position, Tyburtsy and Valek disappear from the town after the death of Marusya.

Literature and fine arts
Korolenko's story "In Bad Society" was illustrated by the artist G. Fitingof. He depicted an episode of the first meeting between Valek and Vasya in the chapel (p. 23 of the textbook). The following phrase by Korolenko fits this illustration: “Coming right up, she grabbed hold of him tightly and, clinging to him, looked at me with a surprised and somewhat frightened look.”
In the second illustration (p. 41) we see Vasya, who is sick to Marusa, bringing a doll, a little girl under a blanket, the dark vaults of the dungeon and a candle, which is in a bottle on some box. Vasya sits on the side and shows the doll to Marusa.
On the last illustration (p. 43) we see Vasya in the judge's office. Father sits in an armchair, gloomy, with a heavy, motionless look. A portrait of the mother hangs on the wall. Vasya frowned and prepared to defend his secret.
Fitingof's drawings correspond well to the content of the story. The artist, with the help of a drawing, conveyed to us what the writer said with the help of words.

Homework
Complete written task 12 (p. 48 of the textbook): explain using the selection of synonyms and interpretation of the meaning of the listed words and expressions.

Individual task
Prepare an expressive reading of the chapter "Doll" and "Conclusion".

Lesson 63
The chapter "Doll" is the climax of the story. Simplicity and expressiveness of the language of the story.
Preparation for writing

Speech development lesson

I.Articulation warm-up
Children will have to read aloud, so be sure to repeat one or two tongue twisters.

II. Chapter "Doll" - the climax of the story
Expressive reading
The chapter "Doll" and "Conclusion" children must read aloud in the lesson. Before we start reading, let's find out:
- What role does old Janusz play in the development of the plot?
- What did Janusz say to Vasya's father when they met in the garden? Why did the father send Janusz away?
- When Vasya was carrying the doll to Marusya, old Janusz saw him. What were the consequences of this meeting?
The chapter is read by a teacher or a pre-prepared student.

Conversation
- How does Vasya appear before us in the episode with the doll?
In the episode with the doll, Vasya appeared before us as a person full of kindness and compassion. He sacrificed his peace and well-being, incurring suspicion so that his little girlfriend could enjoy a toy - for the first and last time in her life. Tyburtsy saw this kindness of the boy and himself came to the judge's house at a moment when Vasya was especially ill. He could not betray his comrades, and Tyburtius, as a man of insight, felt this. Vasya sacrificed his peace for the sake of Marusya, and Tyburtsy also sacrificed his refuge on the mountain, although he understood that Vasya's father was a judge: "He has eyes and a heart only as long as the law sleeps on his shelves ..."
- How do you understand the words of Tyburtsy addressed to Vasya: “Maybe it’s good that your path ran through ours”?
Tyburtsy meant that it is important when a child from a wealthy family learns from childhood that not everyone lives well, that there is poverty and grief, learns to sympathize with these people and pity them.
- What do you think Tyburtsiy said to Vasya's father? How has the relationship between father and son changed?
The students will make assumptions about Tyburtsiy's conversation with the judge. Let's compare the phrases:
"He quickly came up to me and put a heavy hand on my shoulder."
"Let go of the boy," Tyburtsiy repeated, and his broad palm lovingly stroked my bowed head.
“I again felt someone’s hand on my head and shuddered. It was my father's hand gently stroking my hair.
With the help of the selfless act of Tyburtius, the judge saw not the image of a tramp son, to which he was accustomed, but the true soul of his child:
“I looked up at my father questioningly. Now another person stood in front of me, but in this particular person I found something dear, which I had searched in vain for before. He looked at me with his usual pensive look, but now there was a hint of surprise and, as it were, a question in this look. It seemed that the storm that had just swept over both of us had dispelled the heavy fog that hung over the soul of my father. And my father only now began to recognize in me the familiar features of his own son.
- Why did Vasya and Sonya come to Marusya's grave?
Vasya and Sonya came to the grave of Marusya, because for them the image of Marusya became a symbol of love and human suffering. Maybe they made vows to always remember about little Marusa, about human grief and help this grief wherever it occurs, to change the world for the better with their deeds.

III. Simplicity and expressiveness of the language of the story
Was it difficult for you to read this story?
The students say that the story is written in simple language, mostly as if the boy really tells what he saw. But behind this narration on behalf of Vasya, we hear the voice of a kind and wise adult. The language of the story is simple and at the same time expressive.

vocabulary work
Checking homework (12th task, p. 48) Let's pay attention to whether the students used dictionaries in preparation for the lesson.
Expression wild tree in the field says that the boy grew up without supervision.
Korolenko, describing the town, speaks of gray fences, wastelands with heaps of rubbish. The fences are gray because they are wooden and unpainted.
asylum- this is a place where you can hide, find salvation from something.
huddle- fit in a small space, have a shelter in a cramped room.
Shelter- a word of high style, means a dwelling, a shelter.
Descendant- a person in relation to his ancestors. Korolenko writes about the "descendants of the servants of the count's family", that is, about the children and grandchildren of those who once served the count.
Expression bad reputation They use it when they want to say that a lot of bad things are being said about someone or something. Korolenko writes: "The mountain, riddled with graves, was notorious."
stern face- sullen, angry face.
strife- disagreements, quarrels, enmity.
sullen man- a gloomy, unfriendly person.
Tolerate reproaches means to get used to the fact that you express their disapproval. Vasya got used to the reproaches, that is, he got used to and stopped paying attention to accusations that he was a vagabond.
gray stone- it's limestone. Korolenko uses this expression when he wants to say that Marusya is being killed by poverty and a joyless life.
Ghosts of the old castle- these are former county employees and their descendants, who have lost the meaning of existence and live like ghosts.
bad society- a society of people committing reprehensible, immoral actions from the point of view of the prevailing morality. In the title of the story, this expression is used, since, from the point of view of respectable inhabitants, the society of beggars was bad, inconsistent with Vasya's status as the son of a judge. But the actions of Tyburtsy and Valek were deeply moral.

IV.Preparation for writing
Theme of the essay: "Vasya's path to truth and goodness."
A similar theme of the essay - "Vasina's road to truth and goodness" - is offered by the group of authors: O. B. Belomestnykh, M. S. Korneeva, I. V. Zolotareva 2 . They write:
“When thinking about a topic, we discuss every word.
Vasina- it means that we will be interested in the fate of this particular hero. What is interesting about this character? It is he who is shown in movement - internal movement.
Road- it is necessary to trace the stages of this movement, its direction.
To truth and goodness- the changes that happened to Vasya turned him towards people, turned him from a tramp into a kind and compassionate person.
This quote well shows the importance of working with the formulation of the topic of the essay, but even for the sake of a clearer designation of the topic, one cannot say that Vasya turned from a vagabond into a kind person, thereby arguing that, being a vagabond, he was neither kind nor compassionate. It would be correct if we say that during his friendship with disadvantaged children, Vasya was able to realize that vague “something” he was striving for and show the best human qualities. Already at the very beginning of the story, we see in Vasya a desire to understand his father, love for his younger sister, compassion for people who are driven out of the castle, attention and love for nature (“I liked meeting the awakening of nature”), courage (the first climbed into the chapel), nobility (did not fight with Valek when he saw Marusya), loyalty to his word.
The authors of the cited manual highlight the idea of the essay in this way: "... friendship with disadvantaged children helped Vasya's best inclinations, kindness, returned good relations with his father." To say “returned good relations with his father” means to assert that these relations used to be, then, through Vasya’s fault, they changed and only friendship with the children of the dungeon returned him good relations with his father. We read the text of the story: “He loved her too much when she was alive, not noticing me because of his happiness. Now I was shielded from him by heavy grief. It would be correct to say that the story of Tyburtsy changed the father's attitude towards his own son.
Denote essay idea so: Vasya's friendship with Valek and Marusya helped Vasya's best qualities to manifest, played a major role in choosing a life position.

Essay plan

Depending on the level of the class, the students will independently or collectively draw up and discuss an essay plan. The teacher may suggest questions to guide the development of the plan:
- What do we learn about Vasya at the beginning of the story? Who is he, what does he look like, where does he live?
- What actions does he perform, what qualities does he show:
1) at the time of meeting Valek and Marusya;
2) during friendship with children;
3) during a critical conversation with the father?
- What role did Vasya's friendship with disadvantaged children play in the fate of the boy?
Let's make a list of human qualities that Vasya shows: love for relatives, desire to understand people, attention and love for nature, courage, nobility, loyalty to one’s word, honesty, compassion, kindness, mercy.

Homework
Prepare for an essay (or write an essay at home).

Lesson 64
Vasya's path to truth and goodness

Speech development lesson

The teacher, depending on the resources of time and the level of the class, will determine whether the essay will be class (which is preferable) or homemade. If the essay is given at home, then we will devote the speech development lesson to detailed work on errors and teaching children how to edit their own texts, paying special attention to various categories of errors: factual, lexical, stylistic, speech. As a rule, most punctuation errors occur where there are speech errors. Working on the ability to express your thoughts correctly is a good prevention of punctuation errors.

Homework
The task will be formulated depending on the content of the lesson.

SERGEY ALEKSANDROVICH ESENIN

2 hours

The revised textbook, in contrast to the previous edition, includes three poems by S. A. Yesenin, two of which are given in a section that provides for a monographic study adapted for fifth graders, and one is given on the back of the textbook.
For the organization of the lesson described below, it is desirable that the teacher make photocopies of the poem "I left my dear home ..." and distribute them to the children for detailed work with the text.

Lesson 65
Features of the poetry of Sergei Yesenin. Biography pages.
Poems "I left my dear home ...", "Low house with blue shutters ..."

I.Articulation warm-up
We learn and collectively pronounce one of the tongue twisters, which can set you up for bright, imaginative thinking, for example:
Al lal,
white diamond,
Green emerald.
lal- ruby (precious stone of scarlet color).

II. Features of the poetry of Sergei Yesenin. Bio pages
teacher's word
Russian literature knows many poetic names. We have talented, famous, outstanding poets, and there are great ones. What makes great poets stand out? As a rule, it is impossible not to recognize their poems, it is impossible to confuse them with the poems of other poets.
Every great poet is said to have his own voice. Pushkin's voice is sonorous and full-blooded, Lermontov's voice is imbued with a stellar feeling of the mystery of the world, Nekrasov's voice sounds like a folk song, Blok surrounds us with a premonition of mystery.
Today we will read poems by Sergei Yesenin. Listen to a few poems and try to understand what feature unites them.

mini concert

The teacher reads to the children (preferably by heart) several poems by Yesenin (not included in the textbook). The goal is to make children feel musicality, melodiousness, sincerity, lyricism Yesenin lines. This will work out best if the teacher himself loves Yesenin's poems, knows them by heart and puts his soul into reading. In this case, the teacher will be able to breathe love for the wonderful Russian poet into the hearts of children.
Many of Yesenin's poems are familiar to children from primary school. Well, if they can remember them. It is difficult to list these poems, since now in elementary school there are several different educational kits that include different texts.
Children name the features of Yesenin's poems, write them down together on the board and in notebooks.
We collectively read the introductory article of the textbook with the children (p. 49-50). The teacher will make the necessary comments. It is good if there is an opportunity to show illustrative material related to Yesenin's childhood. You can refer to the reference material of the textbook, which contains the essay "The Village of Konstantinovo" (p. 289-291) with a photograph of Yesenin's parents' house.
The fourth paragraph begins with the words: "After leaving school, the poet went to Moscow." Let's write down the date of the move with the children: 1912.

III. "I left my home..."
Text analysis
- Read the poem "I left my dear home ..." to yourself, get ready to read it aloud. Consider pauses, logical stresses, intonation.
We will give the students three minutes to independently get acquainted with the poem. Then several people present their vision of this text, after reading, explaining the features of their interpretation. The teacher will help the students to understand it with the help of questions, for example:
- Why did you put the logical stress on this word? Why did you make these pauses? How do you explain your intonations, what did you want to express with them?
Now let's take a closer look at this poem. First, pay attention to the date of its creation: 1918. How old was Yesenin this year? How many years have passed since he left home?
In 1918, Yesenin was 23 years old. 6 years have passed since he left Konstantinov.
- What events took place in Russia during this time?
It will be difficult for children to answer this question: they still do not know the history of our country well. We will write a few dates and talk about the significance of the events that took place.
1914- the beginning of the First World War. Yesenin is drafted into the army, works as an orderly in a military hospital train.
1917- renunciation of the power of the Russian tsar, two revolutions: February and October.
1918- international intervention, an attempt to capture the territories of Russia by the troops of the countries participating in the First World War.
- What do you think, what trace could these events leave in the soul of the poet?
Let's help the children understand that thoughts about their native Ryazan land gave Yesenin strength, nourished him with energy. In the storm of events that captured the young poet, his small homeland began to be perceived by him as a fabulous land, where everything remained the same, where his father and mother were waiting for him.
After that, read the poem line by line - with a pencil.

Do you think there is a difference in the meaning of adjectives native and dear! Why is the poet as epithet by the way house uses adjective dear!
Native- adjective stylistically neutral, not colored emotionally. Epithet dear reflects a feeling of tenderness and intimacy, is used in colloquial speech.
- The poet writes that he "left Russia." Does this mean that he left Russia? What Russia does the poet have in mind?
In 1918 the poet did not leave Russia. Russia for him is the ancient Ryazan land. (By the way, Ryazan is mentioned in the annals before Moscow, under 1095.)
- Why does the poet call Russia blue? What image emerges from this epithet?
The image of blue skies over the expanse of fields.

What do we imagine when we read these lines?
It seems to us that we see an aged woman who sadly remembers her son, looking at the stars above the birches. Mother's sadness glimmers like a lamp, which looks like three stars over a pond. We have a complex metaphor.

bright, festive metaphor: the reflection of the moon in the water of the pond is compared to a golden frog (like a princess frog), which "spread out on still water."
- Why is the water called still?
There is no wind, the water is still.

The poet compares his father's gray beard with apple blossom. This is very unusual comparison, which helps us to imagine both spring and a father waiting for his son in the village.
Draw the children's attention to sound recording in the second stanza: it uses the sound [r] only three times and one - [k]. But sonorous sounds sound very often: [l] and [l ’] in total - nine times, [n] - five times. This feature creates softness, flexibility, melodiousness of sounding. Read the stanza aloud to be sure.
In contrast, in the third stanza there is a sharp increase in rigidity with the help of [p]:

Here we can draw the attention of children to the rich male rhymes at cross rhyming. All lines end in stressed syllables, and this creates a feeling of sonority and completeness, firmness and clarity of sound.
- What season do we see when reading the first and second stanzas?
Blooming apple trees, the reflection of the moon in the quiet water of the pond, birch forest, blue skies - we are faced with a picture of the end of spring - the beginning of summer.
- How do you understand the line: "Long to sing and ring the blizzard"? Why does the poet create before us the image of a blizzard?
Here we will have to recall the poem by A. A. Fet “The sheets trembled, flying around ...”, where the image of a restless world is created with the help of lines.

Description of the presentation on individual slides:

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Presentation author: Pechkazova Svetlana Petrovna, teacher of Russian language and literature, MBOU "Lyceum No. 1" r.p.

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to check the level of knowledge of F.I. Tyutchev’s creativity, the degree of understanding of the poem “How cheerful the roar of summer storms”, its themes, ideas, features of the visual and expressive means of poetic language Purpose:

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Fyodor Ivanovich Tyutchev does not have many works that can be attributed to landscape lyrics. A philosopher and politician, he usually put deep meaning into his poems and filled them with special romance. Nevertheless, from time to time the poet nevertheless paid attention to the world around him and created amazingly beautiful sketches that could compete with many eminent poets. Tyutchev spent a significant part of his life abroad, and returning to his homeland was a significant event for him in all respects. Returning to Russia, the poet rediscovered the beauty of Russian nature and in 1851 wrote a poem "How cheerful the roar of summer storms ...". The history of the creation of the poem

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F.I. Tyutchev "How cheerful the roar of summer storms" How cheerful the roar of summer storms, When, throwing up flying ashes, A thunderstorm, surging in a cloud, Will confuse the azure sky And recklessly, madly Suddenly it will run into the oak forest, And the whole oak forest will tremble Broad-leaved and noisy! As under an invisible heel, Forest giants bend; Their peaks murmur anxiously, As if conferring among themselves, - And through the sudden anxiety, a bird's whistle is incessantly heard, And here and there the first yellow leaf, Spinning, flies onto the road ...

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What pictures appear before the inner eye while reading the poem? F.I. Tyutchev "How cheerful the roar of summer storms" What mood is imbued with Tyutchev's poem?

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What figurative and expressive means of language does the poet use in this poem? F.I.Tyutchev “How cheerful the roar of summer storms” EPITHETS OF METAPHOR COMPARISON dust flying azure sky under the invisible fifth forest giants through the sudden anxiety of the oars the roar of summer storms a thunderstorm ... the oak forest will come trembling the giants will murmur the peaks of the storm, surging in a cloud as if under an invisible heel, forest bent giants grumble anxiously ... peaks, as if conferring among themselves

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Before us is only a storm - the threshold of a thunderstorm, when the wind blows, thunder rolls, but the first drops of rain have not yet fallen. The approach of a thunderstorm, which literally in a matter of minutes will “confuse the azure sky”, is felt long before it starts. Nature seems to be preparing for the arrival of this unusual guest, who "recklessly, madly suddenly runs into the oak forest." A summer thunderstorm appears to the author as a young girl who loves to play pranks and brings joy with her appearance, giving a feeling of lightness and purity. There is nothing formidable or intimidating in her, this is how a person behaves, possessing a cheerful disposition and that childish spontaneity that disappears with age. F.I. Tyutchev "How cheerful the roar of summer storms"

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In this work, the author enjoys nature before the onset of a formidable storm. But, despite the formidability of the picture presented, the attitude of the poet himself to this event in nature is positive. The tone of the poem is set by a positively colored word - "joyful", which conveys the author's attitude to what is happening. For the most vivid presentation of the event of the upcoming storm, the poem uses metaphors and epithets that reinforce this image. F.I. Tyutchev "How cheerful the roar of summer storms"

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To convey the colors of an impending thunderstorm, Tyutchev uses the following colors: (sky) azure, yellow (leaf). It is the representation of the yellow leaf that gives the understanding that the season described in this poem is late summer. The approach of autumn is evidenced by the sounds with which the author fills nature in this poem: the roar of oars, trembles noisily, grumbles anxiously, as if conferring, a bird whistle is incessantly heard. In order to more vividly convey what is happening and help the reader hear the sounds of nature, the author uses alliteration and assonance of sounds. So, thanks to the sounds R, G, we hear thunder, the sound Ш conveys the noise of an oak forest. F.I. Tyutchev "How cheerful the roar of summer storms"

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In describing nature, the poet always shows her living existence, comparable to the human soul. In his poems, he tries to capture the soul of nature, understand and explain it. Admiring the beauty of nature, the lyric poet conveys the charm in lively colorful paintings, draws the diversity of nature, noticing its unique feature. Tyutchev loves nature and very subtly feels her condition, and he strives to convey everything that happens most accurately in his poems. F.I. Tyutchev "How cheerful the roar of summer storms"

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Fyodor Ivanovich Tyutchev is a great Russian lyricist, poet-thinker, diplomat, conservative publicist.

In the 1920s, Yu. N. Tynyanov put forward the theory that Tyutchev and Pushkin belong to such different areas of Russian literature that this difference excludes even the recognition of one poet by another. Later, this version was disputed, and it was substantiated (including documented) that Pushkin quite consciously placed Tyutchev’s poems in Sovremennik, insisted before censorship on replacing the excluded stanzas of the poem “Not what you think, nature ...” with rows of dots, considering it was wrong not to designate the discarded lines in any way, and on the whole he was very sympathetic to Tyutchev's work.

Nevertheless, the poetic imagery of Tyutchev and Pushkin actually has serious differences. N.V. Koroleva formulates the difference as follows: “Pushkin draws a person living an ebullient, real, sometimes even everyday life, Tyutchev is a person outside everyday life, sometimes even outside reality, listening to the instant ringing of an aeolian harp, absorbing the beauty of nature and bowing to her, yearning before the “deaf groanings of time” ”

One of the first serious researchers of Tyutchev, L. V. Pumpyansky, considers the most characteristic feature of Tyutchev's poetics to be the so-called. "Doublets" - images repeating from poem to poem, varying similar themes "with the preservation of all its main distinctive features."

How merry is the roar of summer storms...