Moral lessons in the story of solzhenitsyn matrenin dvor. The composition "The moral problems of the story A

A. I. Solzhenitsyn's story "Matrenin's Dvor" (1959) had an autobiographical basis. What the writer saw in a Russian village after his release was typical, and therefore especially painful. The plight of the village, which experienced the terrible years of collectivization, which fed the country during the war, which raised the destroyed economy after the hard years, so truthfully did not appear on the pages of works. Working on a collective farm for workdays instead of money, lack of pension and any gratitude ("The state is minute. Today, you see, it gave, and tomorrow it will take away") - all this is the reality of peasant life, which had to be loudly declared. The original title was - "A village is not worth a righteous man", the final version was proposed by AT Tvardovsky.

The plot basis of the story and its problems. In the center of the story is a simple Russian peasant woman who has drunk to the brim with the troubles of her country, her small homeland. But no life difficulties can change this spiritual person, make him callous and heartless. Matryona could not refuse anyone, she helped everyone. The loss of six children did not harden the heroine: she gave all her mother's love and care to her adopted daughter Kira. Matryona's life itself is a moral lesson, she did not fit into the traditional village scheme: “I didn’t chase after the purchase ... I didn’t get out to buy things and then take care of them more than my life. Not chasing outfits. Behind clothes that embellish

Freaks and villains. Not understood and abandoned even by her husband, burying six children, but not having a sociable disposition, a stranger to sisters, sister-in-law, funny, foolishly working for others for free - she did not save up property to death ... "

Solzhenitsyn's story is written in realistic traditions. And there is no unnecessary embellishment in it. The righteous image of the main character, for whom home is a spiritual category, is contrasted with ordinary people who strive not to miss their own and do not notice how their cruelty hurts. “Matryona did not sleep for two nights. It was not easy for her to decide. It was not a pity for the upper room itself, which stood idle, no matter how much Matryona had ever spared neither work nor her good. And this room was still bequeathed to Kira. But it was terrible for her to start breaking the roof under which she had lived for forty years. Even me, a guest, was hurt that they would start to tear off the boards and turn the logs at home. And for Matryona it was the end of her whole life. " The tragic end of the story is symbolic: when the upper room is dismantled, Matryona dies. And life quickly takes its toll - Thaddeus, brother-in-law

Matryona, "overcoming weakness and aches, revived and rejuvenated": he began to dismantle the barn and the fence, left without a mistress.

The inner light of the soul of such people illuminates the life of those around them. That is why the author says at the end of the story: “We all lived next to her and did not understand that she is the same righteous person, without whom, according to the proverb, the village is not worth it. Not a city. Not all our land. "

A. I. Solzhenitsyn's story "Matrenin's Dvor" (1959) had an autobiographical basis. What the writer saw in a Russian village after his release was typical, and therefore especially painful. The plight of the village, which experienced the terrible years of collectivization, which fed the country during the war, which raised the destroyed economy after the hard years, so truthfully did not appear in the pages of works. Working on a collective farm for workdays instead of money, lack of pension and any gratitude ("The state is minute. Today, you see, it gave, and tomorrow it will take away") - all this is the reality of peasant life, which had to be loudly declared ... The original title was - "A village is not worth a righteous man", the final version was proposed by AT Tvardovsky.

In the center of the narrative is a simple Russian peasant woman, who has drunk to the brim with the troubles of her country, her small homeland. But no life difficulties can change this spiritual person, make him callous and heartless. Matryona could not refuse anyone, she helped everyone. The loss of six children did not harden the heroine: she gave all her mother's love and care to her adopted daughter Kira. Matryona's life itself is a moral lesson; she didn’t fit into the traditional village scheme: “I didn’t chase after the purchase ... I didn’t get out to buy things and then don’t talk about them more than my life. Not chasing outfits. For clothes that embellish freaks and villains. Not understood and abandoned even by her husband, who buried six children, but did not like her sociable, alien to her sisters, sister-in-law, funny, foolishly working for others for free - she did not save up property to death ... " Material from the site

Solzhenitsyn's story is written in realistic traditions. And there is no unnecessary embellishment in it. The righteous image of the protagonist, for whom home is a spiritual category, is contrasted with ordinary people who strive not to miss their own and do not notice how cruelty hurts them. “Matryona did not sleep for two nights. It was not easy for her to decide. It was not a pity for the upper room itself, which stood idle, no matter how much she ever spared neither work nor her good. And this room was still bequeathed to Kira. But it was terrifying for her to start breaking the roof, under which she lived for forty years. Even me, a guest, was hurt that they would start to tear off the boards and turn the logs at home. And for Matryona it was the end of her whole life. " The tragic end of the story is symbolic: when the upper room is dismantled, Matrena dies. And life quickly takes its toll - Thaddeus, brother-in-law

Matryona, "overcoming weakness and aches, revived and looked young": he began to dismantle the barn and the fence, which were left without a host.

The inner light of the soul of such people illuminates the life of those around them. That is why the author says at the end of the story: “We all lived next to her and did not understand that she is the very righteous person without whom, according to the proverb, the village is not worth it. Not a city. Not all our land. "

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Sections: Literature

Lesson objectives:

address the most important moral problems, on the solution of which the formation of a person and a citizen depends;

an incentive to wonder if this is how we live.

prove that Solzhenitsyn's stories are reflections on our contemporary, about his life, about his moral position, about negative phenomena in our society;

to expand students' knowledge of works of modern literature;

pay attention to the fate of the main character of the story;

foster honesty.

Equipment:

A portrait of the writer, an exhibition of his books, a tape recorder, an audio recording of the song by A. Morozov and A. Perechnoi “Raspberry Ringing”, a computer.

A type lesson: combined.

Lesson form: classroom-lesson, lesson-reflection.

A place holding lesson: computer class.

Preliminary preparation of students:

All to read the story of A. Solzhenitsyn "Matryonin Dvor",
1 student prepares a message on the topic "Who can be considered a moral person?"
2 the student searches in the dictionary for the lexical meaning of words: conscience, greed, righteous, meaning of life,
3 the student selects epigraphs for the lesson, draws up the board.
4 a student reads Solzhenitsyn's article “Living Not by Lies!”

Board design: writing a theme, epigraphs.

Conscience is a mysterious property of the human soul that prevents it from becoming cattle. (F. Iskander.)

Those people always have good faces, who are in harmony with their consciences. (A.I.Solzhenitsyn)

Solzhenitsyn, more than any other writer, answers the question of who we are today, through the question: what is happening to us. (S. Zalygin)

During the classes

I. Organizational moment

II. The song of A. Morozov and A. Perechnoi “Raspberry ringing” sounds. Introductory speech of the teacher against the background of music

Alexander Isaevich Solzhenitsyn's literary debut took place in the early 60s, when Novy Mir published the story “One Day in the Life of Ivan Denisovich” (1962, No. 11), the stories “An Accident at the Krechetovka Station”, “Matryonin Dvor” (1963, No. 1). The unusualness of Solzhenitsyn's literary fate is that he made his debut at a respectable age - in 1962 he was 44 years old - and immediately declared himself as a mature, independent master. “I have not read anything like this. Nice, clean, great talent. Not a drop of falsehood ... ”This is the very first impression of AT Tvardovsky.

Solzhenitsyn's entry into literature was perceived as a “literary miracle,” which evoked a strong emotional response from many readers.

A writer is always judged by his best works. Among the stories of Solzhenitsyn, published in the 60s, “Matryonin's Dvor” was always put in first place. He was called a "brilliant", "truly brilliant" work. “The story is talented,” “the story is true,” the criticism noted. His story about the fate of a simple peasant woman is full of deep sympathy, compassion, humanity. Each episode "hurts the soul in its own way, hurts in its own way, delights in its own way"

III. Formulating the topic of the lesson with the students

Teacher's word.

The story "Matrenin's yard" is one of the most interesting works of Solzhenitsyn. As the author himself noted, this story is "completely autobiographical and authentic." The prototype of the main character is Solzhenitsyn's acquaintance, the Vladimir peasant woman Matryona Vasilyevna Zakharova, with whom the writer lived. The narration is in the first person - Ignatic. How to interpret the image of the main character, a simple rural toiler Matryona? On the one hand, she can be viewed as a victim of the power and greed of people, on the other, she cannot be called pathetic and unhappy. This woman went through severe trials, but she retained in her soul the Christian fire of love for people, remained faithful to the biblical laws of morality, saved her conscience unblemished. So who is she, Matryona, - a victim or a saint? We will try to answer this question. Through the tragic event - the death of the heroine - the author comes to a deep understanding of her personality. The main part of our work will be devoted to the tragic fate of Matryona.

IV. Checking individual student work

1. Message of the 1st student on the topic "Who can be considered a moral person?"

After the message in the students' notebooks, the following entry appears:

1.Dignified (Respecting yourself, respect others)

2. Having an increased sense of responsibility for what is happening around.

3. Who knows how to work spiritually not for the sake of money alone.

4. With a clear understanding of good and evil, one who resists evil.

5. Not indifferent to someone else's misfortune and suffering.

6. Reflecting on his own and someone else's life, anxiously looking for answers to "painful" questions.

2. Message of the 2nd student: the lexical meaning of the words conscience, greed, righteous, meaning of life.

Conscience is the concept of moral consciousness, inner conviction in understanding what is good and evil, moral responsibility for one's social behavior.

Teacher: Does the definition of conscience coincide with the statement of F. Iskander given in the epigraph to the lesson?

Selfishness is a negative moral quality that characterizes the behavior and motives of a person who considers and directs all his actions and relationships with others from the point of view of personal material gain.

A righteous person is a person who does not sin in anything against the rules of morality. (Dictionary of the Russian language "S. I. Ozhegov 1987)

Meaning life - moral and worldview ideas, through which a person correlates himself and his actions with the highest values

V. Analysis of the story on issues that help to clarify the moral laws by which the main character of the story lived

Draw a verbal portrait of Matryona. Pay attention to the photograph of Matryona taken by Solzhenitsyn. Do your ideas about Matryona coincide with this image of her in the photo?

- Find artistic details important for understanding the main character -

How does Matryona perceive her fate? Does she hold a grudge, anger at people?

(“But her forehead did not remain dark for long ...” Matryona knows how to forgive, knows how to be reconciled with her heart, not harboring enmity for insult. For her, the normal state is not anger and belligerence, but kindness and humility.)

How does Matryona appear in the system of other images of the story?

(The world of Talnovites is a world of anger, indifference, greed, envy, self-interest, selfishness, mentally blind people, lies, insincerity. These qualities corrode the human soul, separate people. Solzhenitsyn, answering the question of what all the troubles of the country are from now, said - from a lie.)

What are the reasons for Matryona's death?

Is Alexander Isaevich right when he calls his heroine a righteous man?

Let's look at the definition of this word in the dictionary.

But Matryona steals peat. Does this agree with the concepts of morality?

(Solzhenitsyn makes it clear: the people are forced to do this. The social atmosphere in which Matryona finds herself is immoral. She had to bring peat in order to survive. The religious philosopher Rozanov wrote: "The righteous are the greatest of those who have sinned and wept over their sins ...")

What is the position of the author in this story? (Student's message on the article "Live not by lies!" (The author expresses his attitude to Matryona and the events in different ways: here is the author's hidden characteristic, and the system of images and “colors” of the narrative. And the story is a kind of author's repentance, bitter repentance for the moral blindness of everyone around him, including himself ...

Vi. Summing up student reflections

How do you understand the meaning of the original and final titles of the story?

(“There is no village without a righteous man” - here the main word is “righteous”, which allows Solzhenitsyn to shift the emphasis towards moral, inner personality traits, and lead the reader to think about eternal Christian values.)

The village is a symbol of moral life.

Matryona - (lat.) - mother. The heroine bears a saving principle in herself. She is not a money-grubber, not an accumulator.

Let's open the New Testament. “Do not lay up for yourselves treasures on the earth, where moths and rust destroy, and where thieves break in and steal. … For where your treasure is, there your heart will also be ”(Matthew 6: 19-21).

Matryona dies - the world of spirituality, kindness, mercy is crumbling. And there is no one to protect the courtyard, no one even thinks that with Matryona's departure something valuable and important, not amenable to division and primitive everyday assessment, is leaving this life.

Conclusion: Of course, you all want a different fate. Dreams may or may not come true, happiness may not come true, success may come and not come, but a person must go his own way, no matter how successful or unsuccessful it may be, retaining both courage and conscience and humanity, and nobility, cannot be killed that high that is inherent in it by nature itself. It is precisely the striving for the people's truth that Solzhenitsyn's prose is strong.

Vii. Reflection syncwine method

Guys, remember what we did in the lesson and write it down in sequence

VIII. Outcome lesson

Let's return to S. Zalygin's statement and answer the question: "Who are we, and what is happening to us?"

(If Russia rests only on selfless old women, what will happen to her next? Hence the absurd and tragic end of the story. Thaddeus did not want to wait for Matryona's death and decided to take the inheritance for the young during her lifetime. Thus, he unwittingly provoked her death. On people like Matryona, the whole village and the whole Russian land still rests.)

IX. The task on house

Recall the image of Nekrasovskaya Matryona Timofeevna and compare it with the heroine of Solzhenitsyn.

Literature

Arkhipov D.N. and other Notes of lessons for the teacher of literature. 11th grade. M .: Vlados, 2003.

Vasilenko E. Soul and destiny of a person in the story “Matryonin's yard” // Literature. 2003. No. 23.

Volkov S. Is the village worth it without a righteous man // Literature. 1996. No. 21.

T.V. Gordienko Features of the language and style of A.I. Solzhenitsyn's "Matryonin's yard" // Russian literature. 1997. No. 3.

Dunaev M.M.Vera in the Crucible of Doubt. Orthodoxy and Russian literature of the 17th 55th-20th centuries. M., 2002.S. 916-917.

Zhigalova M.P. Russian literature of the XX century in high school. Minsk, 2003.

Karpov I.P., Starygina N.N. Open lesson in literature. Russian literature of the XX century. S. 361-383.

Loktionova N. There is no village without a righteous person // Literature at school. 1994. No. 3. S. 33-37.

Maksidonova L.G. Russian literature of the XX century. Second half. 11th grade // Lecture notes for a literature teacher. M., 2002.

Nyankovsky M.A. Literature lessons in the 11th grade. Detailed planning.

Niva J. Solzhenitsyn. M .: Fiction, 1992.

Popova E.V. There are unshakable rock values. Spiritual values \u200b\u200bin Russian philosophy and literature // Literature at school. 2003. No. 7. P. 22.

Potolkov Yu. Farewell to Matryona // Literature. 1998. No. 28.

Semenyuk A.G. Fate sacrificed ... // Russian language and literature in secondary educational institutions of the Ukrainian SSR. 1991. No. 2. S. 37-39.

Simakova L.A. The soul is not subject to ... // Russian language and literature in secondary educational institutions of the Ukrainian SSR. 1991. No. 2. S. 35-37.

Chalmaev V. A. A. Solzhenitsyn. Life and art. M .: Education, 1994.S. 84-87.

Designing an educational dialogue on the example of a literature lesson on the topic "Moral lessons of the work of A. I. Solzhenitsyn" Matrenin Dvor "

1. To teach children a complex analysis of a work of art on the example of the story of AISolzhenitsyn "Matrenin's yard".

2. Arouse an emotional response to the work, show its journalistic nature, appeal to the reader by designing an educational dialogue in the classroom.

3. To reveal in the story the eternal values \u200b\u200bof Russian spiritual culture: righteousness, humanity, humility.

Vocabulary work: kondova, home, righteous, help.

Lesson materials:

1. Story by A.I.Solzhenitsyn "Matrenin's yard"

2. Explanatory dictionary of S. Ozhegov.

Techniques and methods:

1. The method of creative reading

2. Analysis of a work of art

3. Learning dialogue

Those people have good faces

who lives in harmony with conscience.

A.I. Solzhenitsyn

During the classes

1. Organizational moment

2. Introduction by the teacher

“Solzhenitsyn was the criterion of our life, he was our Homer. The entire biography of Alexander Isaevich speaks of his extraordinary courage. Having gone through the camps and terrible trials, he did not lose hope and faith in a better life for Russia. Until the end, he retained his clarity of mind and, despite a serious illness, until the last minute continued to think, compose and write about "how best to equip Russia," - the famous director Yuri Lyubimov said about Solzhenitsyn.

In the last lesson, we got acquainted with the biography of Alexander Isayevich Solzhenitsyn, with the difficulties and trials that befell him. Almost all of his works are a reflection of his own life. The story "Matrenin's yard", written in 1959, was no exception. After rehabilitation in 1957, Solzhenitsyn worked for some time as a physics teacher in the Vladimir region, lived in the village of Miltsevo with a peasant woman Matryona Vasilyevna Zakharova. But the story "Matrenin's Dvor" goes beyond ordinary memories. In it, the author touches upon serious moral problems. What lessons can we learn from this work, today we have to figure it out (recording the topic of the lesson; everything discussed in the lesson is recorded on the board in the form of a diagram)

3. Introductory conversation

* What is the theme of the story? (the life of the Russian peasant woman Matryona Vasilievna)

* Let's analyze her image. In the last lesson, you were tasked with examining this character in detail. Let's see what you get.

4. Working with text (dialogue)

1) To get to know a person better, you need to turn to the objects that surround him. Therefore, to begin with, consider the house and yard of Matryona.

* Describe the heroine's home

* Did the narrator annoy the mice, cockroaches, Matryona's bad cooking? Why? (no, because they have life, no lies)

* How do you feel about reading this passage? (all living things - ficuses (replaced people) - scared, they stand in a crowd ...)

* What means of expression does the author use when describing Matryona's hut? (impersonation - about ficuses)

* Why did the narrator stop here? (looking for a perfect Russia)

* What is “condo”? (according to Ozhegov - condovaya-primordial, retaining the old customs, foundations)

* Why did Matryona's hut appear to the narrator exactly like this? What did he find here? (silence, peace, warmth)

* Exactly what the narrator lacked for many years. What is "home"? What, first of all, is the concept of home associated with? (housing, family, loved ones)

* What was Matryona's home? (her life)

* What is taken out of the hut first of all after Matryona's death? (ficus - non-living became a hut)

* Let's conclude: how does Matryona's house appear to us? (alive, warm, warming the soul)

2) And what was Matryona herself like? Let's talk about her life.

* Describe Matryona's face. What were her eyes like? (pale blue, look innocent, radiant smile)

* What image does it look like? (the faces of the saints on the icon)

* What was the job for her? (the meaning of life, she saw reassurance in her, this is a means to return a good mood)

* Faith? (the pagan is superstition, the narrator did not see her praying or being baptized, but there was a holy corner in the hut: Nikolai the Pleasant means faith is genuine, then genuine, because she did not show off, she did everything with God)

* Did she keep the Christian commandments? (they are, first of all, in her actions, thoughts)

* Let's conclude: what words will be key in describing Matryona? (appearance is a saint, work is the meaning of life, true faith)

3) What do we know about the past of our heroine? Her love life?

* Raising Kira?

* What did her first love mean to her (when she remembered her cheeks turned pink, as if she were younger)

* Matryona had to experience a lot in her life. Was she embittered? Why? (forgiven everyone)

* Let's conclude: Has the past changed Matryona? Did she blame anyone for her misfortunes? (the past could not change Matryona, embitter her, she did not blame anyone for her misfortunes)

4) The story ends tragically. Consider the events surrounding her death.

* What portents of this tragedy are referred to in the work? (fear of trains, this year was left without holy water, the cat was gone)

* What was the room like when it was taken apart? (for a living creature - verbs: disassembled by the ribs, screeched, crackled)

* How does nature react to Matryona's death? (blizzard, suddenly thaw, streams, and the mice went mad)

* Tell us about Matryona's funeral. Was everyone sincere about this? (immediately after Matryona's death, her friend Masha asks for her things, crying as if ordered is not sincere; crying is like a dialogue between relatives - they justify themselves; Matryona is not needed; Thaddeus thought only of himself - the room)

* How was the funeral? Did they resemble the remembrance of Matryona's soul? (no, everything is according to plan - observance of the rite: after the jelly - "Eternal memory", no sincere feelings)

* What did the sisters do? (they took everything, blamed Matryona for their own death)

* Remember the threat of Thaddeus when he returned from Hungarian captivity. Can we say that his threat came true?

* What can you call Matryona's death? (by checking people)

* Make a conclusion: did Matryona's death change the attitude of other people towards her? Why?

5) So, Matryona is dying. But the narrator says that after her death, she revealed herself even more to him, thanks to neighbors and relatives. Why? (Efim did not love her, cheated on her; she is unscrupulous, stupid (she worked for free), trusting; did not want to make a profit)

* Why did they talk about her like that, because she helped them all her life? (this is an insult because there is no one to plow the vegetable garden now)

* What conclusion did the narrator draw for himself? (Matryona did not need any household, no outfits, because only freaks and villains adorn themselves)

* What did Matryona possess that everyone else did not have? (inner beauty)

* Let's turn to the words of the epigraph: Those people always have good faces, who live in harmony with their conscience. What did the author mean when he called Matryona's face good? (there is an inner light in it, it is warm from it)

* Let's read the last words of the story. What does the author call Matryona? ("We all lived next to her and did not understand that she is the same righteous person, without whom, according to the proverb, the village does not stand. Neither the city. Not all our land")

* Who is called a righteous man? (1. For believers: a person who lives a righteous life has no sins (about Matryona - fewer sins than a cat, she strangled mice); 2. A person who does not sin in anything against morality, morality)

* Was Matryona like that?

* Why did people not understand it? (everyone thought only of themselves, but caring for their neighbor did not interest them)

* What would become of the earth if there were no people like Matryona? (the earth would die)

5. Summing up

* What moral lessons can we learn from the story about Matryona? (1. A person must walk the path destined by fate, preserving in himself all the highest that is inherent in him by nature. 2. By her way of life, Matryona proved that anyone who exists in this world can be honest and righteous if he lives righteous idea and strong in spirit. 3. Do not think only about your own happiness, you need to help other people.)

* Here I have a question that we have already discussed, but we have not come to a common opinion: should a person helping another person expect help from him in return? (no)

* Why? (help should be disinterested, not demanding anything in return, then it will be real)

* Ozhegov gives such an explanation of the word "help" - helping someone in something, participating in something that brings relief. Is it the only relief that the one who was helped will receive? And what kind of relief will the one who helped get?

* Does the person who was helped always get relief? (No. If he feels like he has to repay you, he won't get relief)

* How relevant are the issues raised in this story?

* The anger of people caused by the unsettledness of their lives, at times, has no boundaries. People blame everyone but themselves for their misfortunes. Are they right? Why?

* Christian commandments say: you need to help your neighbor. The neighbor is the one who needs our help at this moment. Helping everyone, Matryona thought about keeping these commandments? (no, that was her way of life)

* So, today in the lesson, after analyzing Solzhenitsyn's story, we received advice for ourselves for the future. I think they will help you in your life.

* 6.D / s: write a mini-essay "Are there righteous people in our time?"

EXPERIMENTAL STUDY OF THE LEARNING PROCESS IN THE LITERATURE LESSONS WHEN DESIGNING A TRAINING DIALOGUE

Topic: Collective design of educational dialogue in literature lessons

Purpose: organization and use of educational dialogue in literature lessons to enhance the educational and cognitive activities of schoolchildren.

Object of research: the use of educational dialogue.

Subjects: students of the 5th grade of the Municipal educational institution "St. George's Secondary School".

by time - short-term (2 weeks),

according to the terms of the organization - natural,

for ultimate goals - ascertaining and formative.

I. The ascertaining stage is the establishment of the initial level.

Methods: talking with the teacher, observing students, questioning.

1. Preliminary conversation with the teacher.

* to find out the peculiarities of the contingent of students in this class;

* determine the level of education of children in the class;

* to get acquainted with the methods, techniques and forms of the teacher's work, used in literature lessons in this class.

Conversation progress:

1. What is the peculiarity of the contingent of students in this class?

* Number of boys and girls?

* What is the social status of their families?

* How long has the student collective been in this composition?

(There are 3 boys and 3 girls in the class. In this composition, the student collective has existed since the 1st grade. Their parents are residents of rural areas, working in the agricultural sector.)

2. What is the progress of students in literature?

(The percentage of students' progress in literature is 100%, and the percentage of the quality of knowledge is 66%)

3. What is the level of technique and reading pace of students? (When reading, students make many mistakes - incorrect reading of the endings of words, incorrect placement of stress, non-observance of intonation. The reading rate is low - about 70 words per minute)

4. How developed is the students' speech? (students answer with incomplete sentences, when formulating the answer, the teacher's help is required; it is difficult to compose a coherent statement).

5. To what extent are general educational abilities and skills of students formed:

* Ability to highlight the main thing? (this skill is partially formed - they do not know how to perform a concise retelling of the text, they hardly make a plan);

* ability to compare? (partially formed - only opposite concepts can be compared and briefly);

* Ability to analyze and draw conclusions? (not formed).

6. What is the motivation of children to learn? (low motivation - there is low activity of schoolchildren in the classroom, frequent failure to do homework).

7. What types of lessons prevail in the teacher's activities? (combined).

8. What methods, techniques and forms of work does the teacher use when studying works of art? (main: frontal survey of students, selective reading, expressive reading, retelling of the text; the main method of work is reproductive, sometimes differentiation is used).

During the conversation with the teacher, it was found out that

* the contingent of this class is made up of children from families working in the agricultural sector, the student body has been constant for the last 4 years;

* According to the results of the second quarter, the level of performance in the classroom is 100%, and the percentage of the quality of knowledge is 66%, which does not quite objectively reflect the situation in the classroom: the reading pace is low (70 words per minute), the students' speech is not sufficiently developed, general educational skills formed in part, which is explained by the low motivation of children for educational work.

It can be assumed that the situation in the classroom is partly due to the fact that the teacher conducts lessons of the same type, while using reproductive teaching methods that do not promote the activation of educational and cognitive activity, increase the motivation of students to learn and their development.

2. Results of observation of students in the lesson.

Students in the classroom are inactive, often distracted, it is difficult for a teacher to involve them in learning activities. Perhaps this is due to the rare change of activities in the lesson. Most of the training sessions are devoted to reading works.

Children read slowly, with mistakes. They answer in monosyllables, only to leading questions of the teacher, which reflect only the content side of the work.

So, the observation results are as follows:

3. Analysis of software and methodological support of the educational process

Literature in this class is taught according to the program of T.F. Kurdyumova for educational institutions, a textbook reader of the same author is used (M .: Bustard). The program involves the study of literature in the amount of 102 hours (3 times a week), but at school this subject is taught 2 times a week (68 hours a year) - in accordance with the approved curriculum.

Thematic planning (21.02.2011-19.03.2011)

4. Questioning of students

At the first stage of the experiment, a survey of students was conducted, the purpose of which was to determine the desire and readiness of students to participate in the educational dialogue in the classroom.

1. Do you like literature lessons?

in. Sometimes

2. If you like, what attracts you to them?

b. Acquaintance with new works, with new heroes

in. _______________________________________________________

3. If you don't like it, then why?

in. ______________________________________________________

5. Should your opinion during the discussion completely coincide with the opinion of the teacher and classmates?

6. What do you want to learn in literature lessons?

_____________________________________________________________

Results of the survey

So, almost all students have a desire to communicate in the process of studying works of fiction in literature lessons, to discuss what they have read. This is due, first of all, to the age characteristics of the fifth-graders, whose leading activity is communication. Thus, there is a willingness to participate in the educational dialogue.

II. Formative stage - introduction into the educational process.

1. Mechanism for introducing innovations.

1. Revealing the life experience of students and reliance on it when studying the topic.

2. Checking the primary perception of the read by means of questions on the content of the work.

3. Identifying the problem of interest to students and considering it in the context of life values \u200b\u200bthat are significant for children.

4. Creation of a situation of choice by the teacher when discussing the work, the introduction of the question "How would you act in this situation."

5. Fulfillment of anticipatory tasks (drawings for the read work, drawing up a characterization of the hero, drawing up a comparative characterization of the characters), followed by their discussion in class at the lesson.

6. Comparison of works of the same genre by different writers.

2. Method of recording results

1.21.02.2011

5th grade 11 years old.

Lesson topic: Heroic past of Russia. Leo Tolstoy "Petya Rostov". Meet the hero

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time
Goal setting	Communication of the topic and purpose of the lesson	Writing the topic of the lesson in a notebook
Preparing students to master the material. Updating students' knowledge	Conversation on questions	* Today in the lesson we will continue our acquaintance with the works of Leo Tolstoy. What do you know about this writer? * What works of his are you familiar with? * What did he write about? * Tolstoy wrote about what he knew well. In 1852, Tolstoy himself took part in the hostilities in the Caucasus, and later took part in the Crimean War in the defense of Sevastopol. But today we will talk about another page in Russian history. This is the Patriotic War of 1812. What do you know about her? * What events of this war do you know about? What generals do you know? * Tolstoy dedicated his largest work to the events of that time, the epic novel War and Peace. In it, along with historical characters (Alexander 1, Kutuzov, Bagration), there are also fictional ones. One of them is Petya Rostov, a fifteen-year-old boy who went to war - the main character of the fragment that we will read today. * What is a snippet? * The fragment, printed in the textbook, is connected with Petya's stay in a partisan detachment. Who are the partisans? * The partisan movement during the war of 1812 played a decisive role in the liberation of Russia from French troops.	Answer questions
Assimilation of new knowledge. Working with terms.	Vocabulary work	Reading and explaining the meaning of unfamiliar words: * Burka - a long, dense cloak made of thin felt with goat hair; * Papakha - high fur hat; * Kaftan - men's long-brimmed outerwear; * Esaul - officer rank in the Cossack troops; * Orderly - an officer for assignments under the commander.	Reading, writing in a notebook
Working with the text of the work	Reading and analyzing an episode	Reading and checking the primary reading perception: * How did Petya get to the partisans? * Why was he in a hurry to get into the partisan detachment? * Read Petya's description and determine what character traits he has. * Why did Petya want to stay in the unit?	Read and analyze the text, answering the teacher's questions
Summarizing	Reflection. Revealing the attitude of students to what they read.		Answering the teacher's question
Homework information	2. (individual) Prepare a story about Vincent Boss.	Homework recording

2.26.02.2011

5th grade 11 years old.

Lesson topic: Petya Rostov in a partisan detachment

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Review of the material from the previous lesson		Conversation based on the materials of the previous lesson: * In the last lesson, we began our acquaintance with a fragment from the novel by Leo Tolstoy "War and Peace" "Petya Rostov". How do you imagine it? * Do you like it and why?	Participating in a conversation
Goal setting	Declaring the topic and objectives of the lesson	Writing the topic of the lesson in a notebook
Homework check	Presentation of a leading task; Generalization, posing a problematic question	Updating students' knowledge: * What word can describe the attitude of the partisans towards Vincent? * But does everyone treat him like that? * Today, during the lesson, we will have to answer the question: what should be the attitude towards captured soldiers of the enemy army.	Implementation of homework: a student's story about Vincent Boss
Episode analysis "Dispute between Denisov and Dolokhov about the wounded"	Dialogue, analysis, comparison, conclusion, discussion of the problem and its solution	* Remember the dialogue between Denisov and Dolokhov. Where does the conversation about prisoners begin? * What does Denisov think about the attitude towards prisoners? * What is its main argument? * How does this position characterize Denisov? * What is Dolokhov's point of view? * His reasons? * How does this characterize Dolokhov? * Whose side is Petya on in this situation? * Whose side are you on? Why?	Answer questions, participate in dialogue, compare, express their opinion
Analysis of the episode "Dolokhov and Petya in intelligence"	Dialogue, analysis, comparison, conclusion	Conversation on the materials of the fragment: * How did Petya prove himself in the combat mission? * What are the key words that evaluate Petya's behavior? * How did Dolokhov prove himself? * Name the words that characterize it. * What delighted Petya in Dolokhov? * Why did Dolokhov kiss the boy?	Answering questions, comparing, expressing their opinion, searching for keywords
Summarizing	Continuation of the dialogue, generalization, reflection, creating a situation of choice, answering a problem question	* Why do you think we took these episodes for analysis? * Let's conclude: what kind of person is Dolokhov? * Remember his statement about Russian prisoners of war. Why do you think he says that? * Answer the problematic question of the lesson: What do you think should be the attitude towards prisoners and how does this attitude characterize a person? * Petya is 15 years old. He's the same age as you. What would you do if you were in his place?	Answers to questions, statements of students (there may be two points of view: in order not to be disclosed, this is his opinion about prisoners in general)
Homework information	Homework announcement: 1. A written statement about which point of view about Dolokhov's attitude towards prisoners is correct, in your opinion	Homework recording

3. 28.02.2011

5th grade 11 years old.

Lesson topic: The first battle and death of Petit

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Homework check	Dialogue, discussion	* What point of view about Dolokhov's attitude towards prisoners is correct, in your opinion, why	Voicing your point of view
Goal setting Updating students' knowledge	Announcement of the topic and objectives of the lesson and an introduction: * Petya died absurdly, tragically, by accident. Did he love life? * Let's take a closer look at the episodes "The Night Before the Battle" and "The First Battle of Petit" and try to answer the question: how a person is influenced by life circumstances	Writing the topic of the lesson in a notebook, the answer to the question
Episode analysis "The night before the battle"	Dialogue, analysis, selective reading of the text, discussion of the problem	Analysis of the episode "Night before the battle": * What does Petya call his condition? Why? * How does this characterize Petya? * Read the description of the landscape. How does it complement the big picture? * What kind of music does Petya hear? * Describe Petya's inner world? * Each of us has his own attitude to life. Tell us, what is your attitude? * Each person and all people together, their thoughts, dreams, the nature around them, things are the whole world. And what is the relationship with the world is the war?	Engaging in dialogue, reading excerpts, expressing your own opinion
Analysis of the episode "The first battle and death of Petya"	Dialogue, analysis, comparison, discussion of the problem Actualization of the problem	Analysis of the episode "The first battle and death of Petya": * Describe Petya's standing during the battle? * Why did Denisov stop him? * Do you think Petya perceived the war as a tragedy, murder, or as a game? Explain? * Compare the reaction of Denisov and Dolokhov to the death of Petya. * Who do you think is stronger: the weeping Denisov or the dispassionate Dolokhov? * Are tears a sign of weakness? Explain. * It turns out that war is a kind of test of a person for humanity. * Let's answer the question posed at the beginning of the discussion: how do life circumstances affect a person?	Participation in a conversation, expressing your own opinion, answering a problem question
Summarizing	Generalization. Conclusion. Reflection.	* Make a conclusion: is it possible to unambiguously evaluate a person? * A person who retains human qualities even in the most cruel situation is worthy of sincere admiration and imitation. To which of the heroes of the passage can this statement be attributed? * Who can be called a real hero?
Homework information	Homework announcement: (individually) Prepare a message about the poets of the Silver Age Anna Akhmatova, Ivan Bunin.	Homework recording

4. 05.03.2011

5th grade 11 years old.

Lesson topic: Literature of the 20th century. The connection of centuries in poetry of the 20th century

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Updating students' knowledge	Teacher's word (story) with conversation elements	Introduction by the teacher: * Each time is characterized by its own events, its own names. In the last lesson, we finished the study of the fragment "Petya Rostov". Who is the author of this work? * What famous writers whose works you know is associated with the 19th century? * This century was called "golden", and Pushkin is called "the sun of Russian poetry." Why do you think? * The beginning of the 20th century also got its name - the Silver Age. Why do you think? * This time was glorified by such poets and writers as Anna Akhmatova, Konstantin Balmont, Ivan Bunin, Marina Tsvetaeva and many others. In their works, the connection between the 19th century and the 20th century was realized. In them we see both wonderful traditions of the Golden Age and new trends of the 20th century.	Listen, answer questions
Goal setting	Declaring the topic and objectives of the lesson	Writing the topic of the lesson in a notebook
Checking individual homework	Implementation of homework: a message about Anna Akhmatova, Ivan Bunin, hearing.
Working with the materials of the textbook-reader: Analysis of the poem "In Tsarskoe Selo"	Dialogue, partial meaningful analysis of the poetic text, comparison, posing a problematic question	Reading of poems "Monument to the young man Pushkin Rozhdestvensky," In Tsarskoe Selo "by A. Akhmatova," May 26 "by I. Bunin. Conversation with students: * Who are all these poems dedicated to? * During the lesson, we have to answer the question: what influenced the features of the image of Pushkin in the poems of the poets of the Silver Age? * The genius of Pushkin was recognized at all times, and the poets of the Silver Age were no exception. They admired Pushkin's genius and considered his work a model. What works of the poet do you know? * Let's get acquainted in more detail with how the poets of the 20th century imagined Pushkin. "In Tsarskoe Selo": * Akhmatova has a lot to do with Tsarskoye Selo: she lived here and studied at the Tsarskoye Selo Lyceum. Who else studied here? * What in the poem indicates this? Read it. * How do you understand the last 2 lines? * Much is connected with studying at the Lyceum with Pushkin: both his recognition as a poet, and the acquisition of real, true friends. Do you have such a place? * Tell us about it. * How is Pushkin depicted in Akhmatova's poem? Why?	Answer questions, analyze the text of poems
		* What intonation is inherent in the poem? Why? * It is also associated with the name of Pushkin, but why is it called that? * This is the poet's birthday. With what does Bunin compare the poet? * What keywords indicate this? * With what feeling do all Russians pronounce the name of Pushkin? * Why do you think Pushkin is depicted in this way in Bunin's poem?	Answer questions, analyze poems
Analysis of the poem "Monument to the young man Pushkin"	Continuation of the dialogue, partial content analysis of the poetic text, comparison, discussion of the problem	"Monument to the young man Pushkin": * This poem is based on the story of how the monument to Pushkin was saved during the Great Patriotic War. By what signs do we understand that we are talking about Pushkin? * How do you think the author is feeling? * The image of Pushkin in Rozhdestvensky's poem differs from previous ideas about the poet, why? Why does it depend? * Compare the three poems by intonation. What do they resemble? (memory, solemn penalty, history) * Let's answer the question posed at the beginning of the lesson: what influenced the features of the image of Pushkin in the poems of the poets of the Silver Age? * Yes, all poems are different, but what unites them? (love for a poet)	Answer questions, analyze poems, answer a problematic question
Summarizing	Generalization. Reflection.	* What features attracted the attention of poets of the early 20th century to the personality of Pushkin? * What did you learn new in the lesson? * What interested you in Pushkin's personality?	Answering questions, expressing your own point of view
Homework information	Homework announcement: 1. Poem by heart to choose from.	Homework recording

5. 07.03.2011.

5th grade 11 years old.

Lesson topic: Literary tales of the 20th century. KG Paustovsky "Warm bread". Traits of a folk tale in the work

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Homework check	* What influenced the choice of the poem?	Recite verses by heart
Updating students' knowledge.		Introduction by the teacher: * Tell me, what kind of literature are the works that we studied in the last lesson? * What else do you know? * Name the epic genres	Answering teacher questions
Goal setting	Declaring the topic and objectives of the lesson	Writing the topic of the lesson in a notebook
Presentation of new material		* What is a fairy tale? * Fairy tales are of two types: those tales composed by the people are called folk tales, and those composed by writers are called literary tales. * What folk tales do you know? * What literary tales have you read? * At home, you got acquainted with the fairy tale "Warm bread". What kind of fairy tales does it belong to? * Now we will determine how carefully you read it.	Answer questions, write down the definitions of "folk tale", "literary tale" in a notebook
Text knowledge test	Control, mutual control	Quiz on the content of the tale: Option 1: * What color was the wounded horse? * Who took the horse? * What nickname did Filka have? * What did Filka do with a piece of bread after he hit the horse? * What happened in nature after that? * How many years ago was the frost like this? * Why, according to the grandmother, there was such a frost? Option 2: * Where did grandma send Filka in search of advice? * What did Pankrat advise Filka? * How much time did Pankrat give Filka? * Who witnessed the conversation between Filka and Pankrat? * What did Filka come up with? * What did people do to save themselves? * What role did forty people play in saving people? * What did Filka carry to the wounded horse? * What did the horse do after eating the bread? * Why was the magpie angry?	Work at the blackboard of two students (answer questions in writing), the rest check their answers, correct, supplement
Summing up the game	dialogue, analysis, posing a problematic question	Summing up the results of the game and posing a problematic question: who is responsible for everything that happens in life? * Why did the villagers consider it their duty to feed the horse? * How does the nickname of the boy, Filka, characterize? * What was the cruelty of Filkin's act? * Does Paustovsky express his attitude to what happened with the help of a landscape (an image of a snowstorm that has begun)? What is it like? * How to understand the grandmother's words about “cooling the heart”? * Why did Filka go to Pankrat for advice? * Why was Filka so sure that the village guys would support him? * What do you think saved people? * Why was everyone happy about the reconciliation of the horse and Filka? * Why is the tale called that?	Answer teacher's questions, express their opinion
Working in groups on cards with assignments	Partial search, text analysis, comparison, discussion of the problem	Distributes cards to students in groups. Task for 1 group: What do you think is real in a fairy tale and what is fabulous? Can this work really be considered a fairy tale? Task for group 2: The tale speaks of saving the villagers from death. Watch how the cold started and then the thaw replaced it. What in the image of frost and thaw is clearly from a fairy tale, and what is from the image of wildlife? Task for group 3: How did the grandmother explain the beginning of the frost? What did Filka understand while listening to this story?	Discuss questions in groups, analyze, compare, express
Summarizing	Continuation of the dialogue, reflection, problematic question	* So what is before us: a fairy tale or a realistic work? * True: the features of the fabulous and the realistic are intertwined in this work * Answer the question posed at the beginning of the lesson: Who is responsible for everything that happens in life? * What would you do if you were in Filka's place?	Answer the teacher's questions, make a conclusion, express their own point of view
Homework information	Homework announcement: 1. Write an essay "What a fairy tale makes you think about." 2. Draw Filka's portrait.	Write down homework

6.12.03.2011

5th grade 11 years old.

Lesson topic: KG Paustovsky "Warm bread". Filka's fate.

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Homework check # 1	Exhibition of students' works, discussion, comparison, selection of the best work	* What fragment of the tale does Filka's image refer to? * How was it determined? * Compare with other works * Who did the best?
Goal setting	Inviting students to determine for themselves what the topic of the lesson is and what goals should be achieved	Determine the topic and objectives of the lesson
Work based on textbook materials	Dialogue, analysis, characterization	* Why can we say that Filka is the main character of the fairy tale? * How do you assess Filka's act when he hit the horse? * How did Filka listen to grandma's story? Can you guess what he was thinking at this time? * Why do you think he, in spite of his doubts, decided to go to Pankrat for advice? * What changes are taking place in Filka?	Answer the teacher's questions, analyze, make up the characteristics of Filka
Homework check # 2	Presentation of personal experiences of students	They read home compositions "What a fairy tale makes you think about", discuss
Summarizing	Reflection, answer to a problematic question	* Let's answer the question asked at the beginning of the lesson: Can a bad person change and become good in real life? * Give examples? * What do you need to do to become a good person?	Express their own opinion, share personal experience, answer a problematic question
Homework information		Write down homework

7.14.03.2011

5th grade 11 years old.

Lesson topic: A. Platonov "The Magic Ring". The plot and heroes of the fairy tale

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Goal setting	Declaring the topic and objectives of the lesson	Writing the topic of the lesson in a notebook
Work with text	Drawing up a plan, comparing plots of fairy tales	Work with text. Planning: 1. Life of Semyon and his mother before purchasing the ring. 1. Semyon helps out a dog, a cat, a snake. 2. Semyon and the Serpent-king, a magic ring. 3. Matchmaking and marriage of Semyon. 4. Asp takes the ring. 5. The dog and the cat get the ring and save the Seeds. 6. Good triumphs. * Compare the plots of A. Platonov's fairy tale and the folk tale and draw a conclusion: what is common in them, how they differ. * At the end of the lesson, we must answer the question: are changes in the fairy tale made by A. Platonov necessary?	Draw up and write down a plan, based on knowledge of the text of the fairy tale, compare
Dialogue, work with a literary term, drawing up analytical questions to the content of the points of the plan	* When a writer works on a work, he does not just write a plot, he comes up with characters. What does he think about first of all? * Idea is the main idea of \u200b\u200bthe text. This is what the author wanted to say with his work. * To determine the idea of \u200b\u200ba fairy tale, we will compose analytical questions along the course of the plot, and then we will answer them. Analytical questions: 1. Why did Semyon help everyone in such a life? 2. What role does the number 3 play? 3. Why did Semyon get the ring? 5. Why did Aspid not manage to deceive Semyon, but managed to deceive the princess? 6. Why do animals help Semyon? How do they relate to each other? 7. Why can we say that good triumphs in this tale? * What is the idea behind the fairy tale "The Magic Ring"?	Answer questions, write down the concept of an idea in a notebook, compose analytical questions and answer them
Learning how to compare episodes of two works	Dialogue, juxtaposing episodes, answering a problematic question	* Let us take in A. Platonov's tale the scene of Aspid's seduction of Semyon and the tsar's daughter and the flight of the tsar's daughter in a folk tale. * What do these episodes have in common? * Why does Platonov introduce the serpent Aspis as a hero? * What do we learn new about Semyon's character thanks to this episode? * In which fairy tale is the image of Semyon spelled out in more detail, in detail? * Let's answer the question asked at the beginning of the lesson: Why is Platonov making changes to the fairy tale?	Compare the content of episodes, answer questions
Independent work in pairs	Matching episodes (paired work), expressive reading of fragments	* Let's split into pairs and compare the episodes about how the cat and the dog swim across the sea (both in Platonov's tale and in a folk tale) * What's the difference? * Why does the situation in Platonov's fairy tale look funny? * Why does Platonov make his characters so similar to people?	Work in pairs, compare episodes, draw conclusions, read expressively
Summarizing	Continuation of the dialogue, reflection	* As in any fairy tale, in the fairy tale "The Magic Ring" good triumphs over evil. What do you think brings the hero of the fairy tale victory? * So what qualities do you need to have to achieve this? * Do you have these qualities, do you always act in accordance with your conscience? * What would you like to change in your character?	Answering questions, referring to personal experience

8.19.03.2011

5th grade 11 years old.

Lesson topic: Lesson of imagination and creativity. Is it easy to create fairy tales

Lesson stage	Applied methods	Teacher activities	Children's activities
Organizing time	Greets students. Checks readiness for the lesson.	Greet the teachers. Get ready for work.
Updating students' knowledge	Conversation, posing a problematic question	* Over the course of several lessons, we got acquainted with literary tales. Let's remember their difference from the folk. * What do you think is easier to come up with: a story or a fairy tale? * Why is the work of a writer-storyteller as honorable and difficult as the work of a writer working in other genres? * Remember what A.S. Pushkin said in "The Tale of the Golden Cockerel" about the importance of fairy tales in human life. * Today in the lesson we ourselves will play the role of storytellers and try to create a fairy tale. And at the end of the lesson we will answer the question: is it easy to create fairy tales?	Answering teacher questions
Goal setting	Declaring the topic and objectives of the lesson	Writing the topic of the lesson in a notebook
Creative work in groups	Dialogue within the group (student-student)	Task for groups: * Come up with an ending for the tale. "Once Kolya went into the forest for mushrooms. Kolya met a squirrel in the forest - she waved her bushy tail and galloped along the branches of the trees. He also got a hare, but only a cowardly hare immediately hid in the bushes - he got scared. Kolya collected a lot of mushrooms. So he walked through the forest, walked and wandered into a completely unfamiliar place. At first the boy was a little scared, but then he remembered that he was very brave (otherwise how could he go to the forest alone?) and began to look around. Kolya looks around to understand where he is, and suddenly he sees ... "	Participation in the dialogue, discussion in groups of options for the ending of the tale, drawing up the ending.
Group performance	Storytelling, discussion	* Read the resulting tale * Determine what type it belongs to (magic, about animals, household) * Have you got a folk or literary tale? * Remember the words of Pushkin and tell me what must be in a fairy tale? * What is the idea behind your tale? What does she teach?	Reading a composed tale, discussion of its content by members of other groups, determining the best version of the tale
Summarizing	Conversation, reflection	* Let's answer the question asked at the beginning of the lesson: Is it easy to create fairy tales? * What do you think, for a fairy tale to be not only interesting, but also useful for children of your age, what should be in it? * What advice can she give readers? * What fairy tale you read did you like the most and its advice was useful to you in life?	Answers to teacher's questions, presentation of personal experience

After the end of the two-week experiment in the 5th grade, the following indicators are observed in the checked parameters

As can be seen from the table, there is a positive trend. If we present the indicators in the form of a diagram, then the situation looks like this:

Motivation level:

Speech development:

before experiment after experiment

Ability to highlight the main thing:

before experiment after experiment

Ability to compare:

before experiment after experiment

Ability to analyze and draw conclusions:

before experiment after experiment

Name: Ignatieva Elena Konstantinovna

Place of work: MOU "Zonal Secondary School"

Position: teacher

russian language and literature

Higher education; BSPU, 1990

by profession: teacher of the Russian language

and literature

Work experience: 21 years

Theme: "Live not by lies." The problem of the moral choice of the hero in the story of A. Solzhenitsyn "Matryonin Dvor")

Justification for the choice of topic.

Russian literature has always been a fusion of linguistic and spiritual wealth. The time has come for deeper assessments of Solzhenitsyn's work, a revision of many clearly outdated cliches. It's time to admit that the main theme of this writer is not criticism of socialism and communism, not cursing the Gulag, but the struggle between good and evil - the eternal theme of world art.

Lesson objectives:

continue acquaintance with the facts of the biography of the writer;

teach the analysis of the story read;

develop holistic analysis skills;

foster interest in moral and universal human values;

address the most important moral problems, on the solution of which the formation of a person and a citizen depends;

the urge to think if this is how we live;

prepare students for writing a home essay-review on this work;

Tasks:

prove that Solzhenitsyn's stories are reflections on our contemporary, about his life, about his moral position, about negative phenomena in our society;

foster honesty.

Equipment:

portrait of A.I. Solzhenitsyn, an exhibition of his works; photograph of Matryona Vasilyevna Zakharova;

dictionary of literary terms (A.B. Esina),

explanatory dictionaries S.I. Ozhegov, V.I. Dahl.

Internet resources

A type lesson: combined.

Lesson form: classroom-lesson, lesson-reflection.

A place holding lesson: computer class.

Preliminary preparation of students:

2. Topics for individual messages:

a) "The life and work of a writer"

c) “The history of writing the story“ Matrenin's yard ”(1959)

Board decoration:portrait of A.I.Solzhenitsyn, recording of the theme, epigraphs.

Epigraphs for the lesson

1. Conscience is a mysterious property of the human soul that prevents it from becoming cattle. (F. Iskander.)

2. Those people always have good faces, who are in harmony with their consciences. (A.I.Solzhenitsyn)

3. Solzhenitsyn, more than any other writer, answers the question of who we are today, through the question: what is happening to us. (S. Zalygin)

4. Solzhenitsyn is a hard-to-reach example of the fact that a writer is responsible before today, as before eternity. (Vladimir Sokolov)

5.Under my soles, my whole life is the land of the Fatherland, only its pain I hear, only I write about it. (A.I.Solzhenitsyn)

During the classes

1. Organizational moment. The purpose of the lesson: to reveal the main idea and philosophical meaning of the story.

Read the lesson epigraphs and write down the one you like best in your notebook.

2. Introduction by the teacher

The works of many writers and poets of the twentieth century are imbued with pain about Russia, which has gone through many “historical turning points”. The interrelation of social and moral problems, and in particular the influence of social conditions on the development of national consciousness and character, can be traced in the work of A. Blok, A. Kuprin, M. Tsvetaeva, A. Akhmatova, F. Shukshin, V. Astafiev, V. Rasputin.

The truth about the life of Russia and its people, the truth about the life of the Russian countryside breaks through inexorably to the hearts of readers in the works of A.I. Solzhenitsyn. The fate of the author himself is the “book of life” of his country, compatriots.

Researchers believe that modern "village prose" begins with the story of AISolzhenitsyn "Matrenin's yard".

For many years our country lived under a totalitarian regime. Totalitarianism is a state system that exercises absolute control over all areas of social life. The Stalinist and Hitlerite regimes are the prototypes of this system. (Political science. Encyclopedic dictionary. Publishing house "Big-N")

And people perceived this as a common occurrence, since they were taught to exist in a command-administrative system from early childhood. And only in recent decades has it become clear that dark spots in the history of our people cannot be hidden. The name of Alexander Isaevich Solzhenitsyn, a writer, publicist, citizen, laureate of the Nobel Prize in literature, returned from literary oblivion in the recent past, is on the lips of all Russians, his works are read and re-read, filmed, discussed in the classroom. History cannot be rewritten. And you need to know her. And the writer A.I. Solzhenitsyn.

- Today in our lesson, a lesson-reflection, we will talk not only about the work of Alexander Solzhenitsyn, but also about Russia, about the Russian people, about the Russian people. We will talk about the meaning of human life, about the meaning of our life with you.

Question: "How to live on earth?" sooner or later rises in front of every person. Do I need to think about "how to live on earth?" Isn't it all the same - who lives how?

We will try to find one of the answers to the question “how to live on earth?” By Alexander Solzhenitsyn, because a real writer thinks about life, understands life and people deeper.

3. A short message about the writer and his work, prepared by the student (presentation)

The life and work of the writer

The future writer was born in Kislovodsk on December 11, 1918. He spent his childhood in Rostov-on-Don. There he graduated from school, in 1936 he entered the Physics and Mathematics Faculty of Rostov University. In parallel with his studies at the university, Solzhenitsyn entered the correspondence department of the Moscow Institute of History, Philosophy and Literature, successfully completing it in 1941.

On October 8, 1941 he was mobilized and during the war years passed from Orel to East Prussia, receiving the rank of captain. In 1945, three months before the victory, he was arrested by military counterintelligence for free statements in private correspondence addressed to V.I. Lenin and I.V. Stalin. Sentenced under Article 58 to eight years in the camps. The release of the writer from the camp and the beginning of life in the “eternal exile settlement” coincide with the death of Stalin in 1953. In 1956 Solzhenitsyn was rehabilitated. From 1957 to 1964 he lives in Ryazan and works as a school teacher.

In 1962 the story “One Day of Ivan Denisovich” was published in the magazine “Novy Mir”.

In 1963, the stories "Matrenin's Dvor", "An Incident at the Kochetovka Station" and "For the Good of Business" were published. In 1968, Cancer Ward and In the First Circle were published, which brought the writer worldwide fame (in 1968-1988, his works were published only in the West). In 1970, the writer was awarded the Nobel Prize in Literature for “the ethical strength with which he follows the traditions of Russian literature. At the same time, a propaganda campaign against Solzhenitsyn was launched in the USSR. In 1974, in connection with the publication in Paris of the first volume of The Gulag Archipelago, Solzhenitsyn was arrested, imprisoned in the Lefortovo prison, stripped of his Soviet citizenship and forcibly exiled to the West.

In exile, the writer lived in Frankfurt am Main, Zurich, then the USA. In the 1970s-1990s, works were published that did not see the light of day at home ("Letter to the Leaders of the Soviet Union", "Prussian Nights", "Butting a Calf with an Oak"), the epic "The Red Wheel", "The Gulag Archipelago", collections of prose and journalism.

Changes in the social and political situation in the USSR during the perestroika era led to the cancellation in 1989. the decision to expel Solzhenitsyn from the Writers' Union. In 1994 he returned to his homeland, where he continued his active creative and social activities.

Teacher's word:

The song of A. Morozov and A. Perechnoi “Raspberry ringing” sounds. Introductory speech of the teacher on the background of music

Solzhenitsyn's entry into literature was perceived as a “literary miracle” that evoked a strong emotional response from many readers.

4 story writing history

Autobiographical basis. (Individual task)

The story "Matrenin's Dvor" was written in 1959 and published in 1964. This is Solzhenitsyn's story about the situation in which he found himself after returning from the camp. He “wanted to get lost in the interior of Russia”, to find “a quiet corner of Russia, far from the railways”. After rehabilitation in 1957, Solzhenitsyn lived in the village of Maltsevo, Kurlovsky District, Vladimir Region, with a peasant woman, Matryona Vasilyevna Zakharova.

The former prisoner could only be hired for hard work, he also wanted to teach.

Initially, the author titled his work "A village is not worth a righteous man." It is known that in 1963, in order to avoid friction with the censorship, the publisher A.T. Tvardovsky changed the name - the idea of \u200b\u200brighteousness referred to Christianity and was not welcomed in the early 60s of the 20th century.

The story is a kind of stage in the comprehension by the writer of the phenomenon of the “common man”, the bearer of mass consciousness. The narrator, a former convict who became a school teacher, is imbued with the difficult fate of his landlady. She appears as a model of gentleness and modesty, and this despite the fact that her whole life is tragic.

Teacher's word.

The story "Matrenin's yard" is one of the most interesting works of Solzhenitsyn. How to interpret the image of the main character, a simple rural toiler Matryona? On the one hand, she can be viewed as a victim of the power and greed of people, on the other, she cannot be called pathetic and unhappy. This woman went through severe trials, but she retained in her soul the Christian fire of love for people, remained faithful to the biblical laws of morality, saved her conscience unblemished. So who is she, Matryona, - a victim or a saint? We will try to answer this question. Through the tragic event - the death of the heroine - the author comes to a deep understanding of her personality. The main part of our work will be devoted to the tragic fate of Matryona.

- The path of a writer concerned about the truth, which Solzhenitsyn chose, required not only fearlessness - it was also the most difficult creative path.

The story “Matrenin's Dvor”, which, as it were, continues Leskov's stories about the Russian righteous, turned out to have a great destiny.

After the message in the students' notebooks, the following entry appears:

1.Dignified (Respecting yourself, respect others)

2. Having an increased sense of responsibility for what is happening around.

3. Who knows how to work spiritually not for the sake of money alone.

4. With a clear understanding of good and evil, one who resists evil.

5. Not indifferent to someone else's misfortune and suffering.

6. Reflecting on his own and someone else's life, anxiously looking for answers to "painful" questions.

- Let's find in dictionaries the lexical meaning of words: conscience, greed, righteous man, meaning of life.

Conscience- the concept of moral consciousness, inner conviction in understanding what is good and evil, moral responsibility for their social behavior.

Teacher: Does the definition of conscience coincide with the statement of F. Iskander given in the epigraph to the lesson?

Selfishness - a negative moral quality that characterizes the behavior and motives of a person who considers and directs all his actions and relationships with others from the point of view of personal material benefit.

Righteous - a person who does not sin in anything against the rules of morality. (Dictionary of the Russian language ”S. I. Ozhegov 1987)

Meaning life - moral and worldview ideas, through which a person correlates himself and his actions with the highest values

Teacher

- Solzhenitsyn's keen-sighted, attentive gaze, who, in the most unfavorable circumstances, is able to notice precious glimpses of kindness, disinterestedness, and self-sacrifice in the soul of a Russian person, helps to find peace of mind, trust in oneself and one's neighbor. Such is the heroine of the story, Matryona Vasilievna Grigorieva.

6. Working with the text of the work (analysis of the prologue and 1 chapter)

1 part - acquaintance with Matryona Vasilyevna Grigorieva.

Part 2 - Matryona's story about herself, about her past, memories of youth, of love.

Part 3 - death, after death.

We learn about Matryona Vasilyevna from the story of the hero - the narrator, the only person who understood and accepted Matryona. The narrator is close to the author, but not equal to him.

- What do we learn about him from the prologue?

- Remember the circumstances under which the first acquaintance of readers with Matryona takes place?

(Matryona is not one of the “applicants” who can let a guest into her house; the thought of going to Matryona comes to the woman who is leading Ignatich through the village, last of all: “Well, maybe we’ll go to Matryona… But it’s not like that dressing room, she lives in a run-down ... "Not like everyone else's, and Matryona's house - her whole life is also, as it were, marked with the seal of" strangeness. "

- Does Matryona want to get such a “profitable” guest?

Confirm your answer with a quote from the text.

Yes, for the inhabitants of the village she is a useless hostess who does not have the opportunity to well receive a guest in her neglected house, the hero-narrator suddenly feels that this life is internally close to him -and remains to live with Matryona.

- How is a typical day at Matryona's?

- What story of Matryona's “kolotnaya zhytenka” did the author-narrator tell us?

(She had to sip a lot of grief and injustice in her lifetime: broken love, the death of six children, the loss of her husband in the war, hellish, not every peasant's feasible work in the village, a serious illness-illness, a bitter resentment against the collective farm, which squeezed all her strength out of her , and then wrote off as unnecessary, leaving without a pension and support.)

- Was Matryona angry at this world, so cruel to her?

Support your answer with examples from the text.

(But - an amazing thing! - Matryona was not angry with this world, she retained a good mood, a feeling of joy and pity for others, as before a radiant smile enlightens her face.)

- What was her sure way to regain her good mood?

“I noticed that she had a sure way to regain her good mood - work. "

- How does Matryona feel about work?

Matryona's attitude to work is not like everyone else: for her, this concept is synonymous with joy, rest, medicine for all ailments.

- How do people around her use her work?

She unselfishly helps her neighbors, sincerely admiring the size of someone else's potatoes.

“Matryona was angry with someone invisible, ”but she did not hold any grudge against the collective farm. Moreover, according to the very first decree, she went to help the collective farm, without receiving, as before, anything for the work.

Everyone is so confident in her consent, so accustomed to using her work that they do not ask to come, but simply state the fact: “Comrade Grigorieva! It will be necessary to help the collective farm! I'll have to go to take out the manure tomorrow! And take your pitchfork! ”,“ Tomorrow, Matryona, you’ll come to help me. We will dig up the potatoes. ”

Work was never a burden for her, “Matryona never spared neither work nor her good”. And everyone around Matrenin shamelessly used disinterestedness.

- And what is selflessness?

Selfless - alien to selfish interests. Self-interest is a benefit, material benefit.

- How do the people around her relate to Matryona?

Relatives almost did not appear in her house, fearing, apparently, that Matryona would ask them for help. All in unison condemned Matryona that she was funny and stupid, working for others for free. The sister-in-law, who recognized Matryona's simplicity and cordiality, spoke of this "with contemptuous regret." Everyone mercilessly used Matryona's kindness and innocence - and amicably condemned her for this.

- Were there moments of joy in Matryona's life?

– What does Solzhenitsyn represent in Part 1 of the story?

– Here one can hear not only the condemning authority, but also the sorrowful, compassionate voice of the writer. (Referring to the epigraph) I hear pain.

– If in the first part of the story the whole story about Matryona is given through the perception of the narrator, then in the second - the heroine herself talks about herself, about her past, recalls youth, love. This part is very closely related to the final, third.

Conclusion: Matryona Vasilievna, besides her kindness and conscience, did not accumulate other riches. She is used to living according to the laws of humanity, respect and honesty.

7. Analysis of Chapter 2

- Read the beginning of Chapter 2 and answer the question: what kind of relationship developed between Matryona and the narrator?

(The narrator and Matryona live in the present, do not disturb each other's past, do not ask about it.)

— Find and read the description of Thaddeus' appearance?

– Why are they so different - Thaddeus and Matryona?

There is no explicit antithesis in the story, but we notice how in the trials of life, the true human essence of each of the heroes manifests itself in different ways.

- What destroys this silence, the usual structure of their relationship?

- What does the author focus on? What “speaking” epithet characterizes this hero?

(Solzhenitsyn masterly describes the character's appearance with a single adjective “black” - he used it 6 times in a row! And each time it is perceived as a new exquisite epithet.)

Conclusion: The arrival of Thaddeus destroys this silence, familiarity, stability of the present, the past suddenly reminds of itself.

Hot, unforgotten, it turns out that it did not disappear, it just lurked before the deadline. And the time has come. The past unexpectedly illuminated Matryona's whole life with a new, tragic light. Before us appears another, not yet familiar to us Matryona. She seems to be changing even purely outwardly: “I leaned back - and for the first time I saw Matryona in a completely new way ...” It was on this evening that Matryona fully reveals herself to Ignatiich.

8. Staging the episode "Story of the Past"

Talking about her past, Matryona, as it were, relives these events.

“So that evening Matryona opened up to me in full. And as it happens, the connection and the meaning of her life, barely becoming visible to me, - in the same days, began to move ”.

- What changed Matryona's usual lifestyle?

- Why is it hard for Matryona to decide to give the bequeathed upper room to her pupil during her lifetime?

- Why doesn't she “sleep two nights” thinking about the room? Does she feel sorry for the room? Confirm your answer with a quote from the text.

Matryona does not feel sorry for the room itself; Breaking down the house is perceived by her as breaking her whole life.

- Why does the reader believe her?

- Why does he feel that the events will really end tragically?

(Remember the mysterious beginning of the story - about trains slowing down for some unknown reason at one of the railway crossings; Matryona's fear of the train; the loss of holy water (a bad omen!) On the Epiphany; the disappearance of a bent-legged cat.)

- Why Matryona rushes after the sleigh?

- What did our friend Masha tell us about the last minutes of Matryona's life, about the tragedy that happened at the move?

Teacher

- So Matryona is gone. “A loved one was killed,” the hero-narrator does not hide his grief.

- Let's follow the behavior of the people gathered at Matryona's funeral.

- Which of them sincerely experiences Matryona's death, the bitterness of her loss?

Conclusion: There are very few people who really sincerely experience Matryona's death - a close friend, the “second” Matryona and Kira's pupil.

All the rest only depict grief, behind the text of their lamentations and laments, there is a clear desire to get the most profitable part of the inheritance. Thaddeus does not come to the funeral at all - he is busy saving the room. And it turned out that Matryona was leaving life, never understood by anyone, not humanly mourned by anyone.

Teacher

- The author admits that he, who became related to Matryona, does not pursue any selfish interests, nevertheless, he did not fully understand her. And only death revealed before him the majestic and tragic image of Matryona.

He bows his head to a man of great disinterested soul, but absolutely unrequited, defenseless, crushed by the entire dominant system. With the departure of Matryona, something valuable and important passes away ...

9. Expressive reading of the ending of the story

- How do you guys understand these words? Do you agree with them?

- What is the meaning of the word "righteous"?

Righteous Is a person with a clear conscience and soul. (V. Dal “Explanatory Dictionary of the Living Great Russian Language”.)

Righteous - living righteously; walking in everything according to the law of God, sinless. (S. Ozhegov "Explanatory Dictionary of the Russian Language".)

Righteous

For believers: a person who lives a righteous life has no sins.

A person who does not sin against morality in anything.

Teacher

Solzhenitsyn helped for us to see a great soul in a simple Russian woman, to see a righteous woman.

- Try, guys, to draw a verbal portrait of Matryona?

Nevertheless, by the end of the story, the reader imagines the appearance of the heroine.

Many times Aleksandr Isaevich tried to photograph Matryona as relaxed and smiling, but nothing worked. “Seeing the cold gaze of the lens on herself, Matryona took on an expression that was either taut, or heightenedly severe. Once I captured her smiling at something, looking out the window at the street. "

This photograph has been preserved. Looking at her, you experience some kind of disturbing sense of recognition. This simple, kind, Russian face, familiar, it seems, to the last line. This is exactly what Matryona from the story could be, with an awkward, as if inept, smile, wise, calm eyes, with a kind of surprisingly naturalness, authenticity that lights up on her face - or face? - the light coming from somewhere from the depths, from the soul.

“Those people always have good faces, who are in harmony with their consciences. "

You can't say better than Solzhenitsyn. And this, probably, is the main mystery of her face - in it Conscience.

Matryona, the only one in the village, lives in her own world: she arranges her life with work, honesty, kindness and patience, preserving their soul and inner freedom.

In a popular way, wise, judicious, able to value goodness and beauty, Matryona managed to resist evil and violence, preserving her “court”.

- What do you think, guys, is the meaning of the title of the story "Matrenin's yard"?

Conclusion: Matryona's yard is Matryona's world - the special world of the righteous. The world of spirituality, kindness, mercy, about which F.M. Dostoevsky and L.N. Tolstoy.

- Does this world collapse with the death of Matryona?

- Who will be able to protect “Matrenin Dvor”?

(This question is difficult, it once again brings us back to rethinking our conversation about the meaning of life.)

- What do you guys think, are such righteous people needed in our life?

- Is righteousness possible in our life and do you know people who can be called righteous?

Teacher's word

- Now, when mutual hatred, anger, alienation have reached appalling proportions, the very idea that such people are possible in our turbulent time will seem absurd to some.

Nevertheless, it is so. And I will never agree with the assertion that Russian people have morally degenerated over the past decades and have completely lost their once inherent spiritual originality.

I disagree, first of all, because I am convinced that no most terrible upheavals can completely destroy the spirituality of the people in such a short historical period, disfigure, distort - yes, but not destroy.

And besides, if this were so, then would strange people, blessed, righteous people, not crushed, not broken either by the system or by ideology, have survived in our literature?

Conclusion: The life and destiny of each of them are real life lessons for us - lessons of goodness, conscience and humanity.

Let's listen to a wonderful poem by Bulat Okudzhava (read by a student.)

In our life, beautiful and strange,
and short as the stroke of a pen,
to think about the smoking fresh wound, really, it's time.
Think and take a closer look
reflect, while alive,
what is there in the twilight of the heart,
in his blackest pantry.
Let them say that your deeds are bad
but it's time to learn, it's time
do not beg for pathetic crumbs
mercy, truth, kindness.
But before the face of a harsh era,
which is also right in its own way,
do not squeeze out the pitiful crumbs,
but create
roll up your sleeves.

Teacher

- Indeed, goodness requires hourly, daily patient labor of the soul, goodness.

Matryona, the heroine of Solzhenitsyn, does not pursue any personal goals, does not expect any rewards or gratitude, but does good out of her inner need, because she cannot do otherwise. She kind of radiates the pure light of good.

Kindness is created by man in man and man in himself.

And do you know what thought I came to? Rather, I saw this thought in my own experience, in the fates of other people: good is a special, not yet studied type of energy that does not disappear from the world, but accumulates ...

Every good deed, word, desire is immortal ...

Living a life of righteousness is both simple and difficult.

The song "We do not live long" performed by A. Kalyanov sounds.

10. Summing up the students' reflections

- How do you understand the meaning of the original and final titles of the story?

Village-a symbol of moral life.

Matryona -(lat.) - mother. The heroine carries a saving principle in herself. She is not a money-grubber, not an accumulator.

Conclusion: Of course, you all want a different fate. Dreams may or may not come true, happiness may not come true, success may come and not come, but a person must go his own way, no matter how successful or unsuccessful it may be, retaining both courage and conscience and humanity, and nobility, do not kill that high that is inherent in it by nature itself. It is precisely the striving for the people's truth that Solzhenitsyn's prose is strong.

11. Reflection by the syncwine method

Guys, remember what we did in the lesson and write it down in sequence

12. Lesson summary

Let's return to S. Zalygin's statement and answer the question: "Who are we, and what is happening to us?"

(If Russia rests only on selfless old women, what will happen to her next? Hence the absurd and tragic end of the story. Thaddeus did not want to wait for Matryona's death and decided to take the inheritance for the young during her lifetime. Thus, he unwittingly provoked her death. On such as Matryona, the whole village and the entire Russian land still rests.)

13. Homework:

1. Answer the question in writing:

“What made me think about the story of A. I. Solzhenitsyn "Matrenin's yard"?

2.Composition on one of the topics (at the choice of students):

1. The image of the righteous man in the story of AI Solzhenitsyn "Matrenin's yard"
2. Moral lessons of Solzhenitsyn.
3. What is the tragedy of the life of the Russian peasant woman Matryona Vasilievna Grigorieva?

Literature:

1.Arkhipov D.N. and other Notes of lessons for the teacher of literature. 11th grade. M .: Vlados, 2003.

2. Vasilenko E. Soul and destiny of man in the story “Matryonin's yard” // Literature. 2003. No. 23.

3. Volkov S. Is the village worthless without a righteous man // Literature. 1996. No. 21.

4.Gordienko T.V. Features of the language and style of A.I. Solzhenitsyn's "Matryonin's yard" // Russian literature. 1997. No. 3.

5. Dunaev M. M. Faith in the crucible of doubt. Orthodoxy and Russian literature of the 17th 55th-20th centuries. M., 2002.S. 916-917.

6. Zhigalova M.P. Russian literature of the XX century in high school. Minsk, 2003.

7.Lanin B.A. Prose of the Russian emigration (third wave). - M .: New school, 1997.

8. Eremina T.Ya. Literature workshops. SPB .: “Parity”, 2004. Maltsev Yu.I. A. Bunin. - Frankfurt am Main - Moscow: Seeding. - 1994.

9.Reshetovskaya N.A. Alexander Solzhenitsyn and reading Russia. M. 1990.

10. Solzhenitsyn A.I. Small collection op. In 7 volumes, M. 1991.

11.Niva Georges. Solzhenitsyn. M., 1992.

12. Chalmaev V. Alexander Solzhenitsyn. Life and Work), Moscow, 1994.

13. Magazine "Literature at school" No. 11, 2004, p. 26 "Righteous ..."

14. Karpov I.P., Starygina N.N. Open lesson in literature. Russian literature of the XX century. S. 361-383.

MOU "Zonal secondary school" Ignatieva E.K. Page15

Moral lessons in the story of solzhenitsyn matrenin dvor. The composition "The moral problems of the story A

During the classes

I. Organizational moment

II. The song of A. Morozov and A. Perechnoi “Raspberry ringing” sounds. Introductory speech of the teacher against the background of music

III. Formulating the topic of the lesson with the students

IV. Checking individual student work

V. Analysis of the story on issues that help to clarify the moral laws by which the main character of the story lived

Vi. Summing up student reflections

Vii. Reflection syncwine method

VIII. Outcome lesson

IX. The task on house

Designing an educational dialogue on the example of a literature lesson on the topic "Moral lessons of the work of A. I. Solzhenitsyn" Matrenin Dvor "

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