What lesson does the story give French lessons. Analysis "French Lessons" Rasputin. The problem of awakening conscience

Class: 6

Actual stuff:

V. G. Rasputin "French Lessons".
"French Lessons" 1978 director Yevgeny Tashkov

Task of the lesson: develop the skill of analysis artwork, motives for the behavior of the main characters as part of universal educational activities:
1) personal - moral and ethical assessment of the content being learned, providing a personal moral choice based on social and personal values;
2) cognitive - extracting the necessary information from the provided material; building a logical chain of reasoning; establishing causal relationships;
3) communicative - taking into account the position of other people, the ability to listen and enter into a dialogue, express their point of view on events, actions.

Planned results:

subject: analyze a work of art from the point of view of the ideological content and moral issues, express their own attitude to the work, characters, answer questions about the read text, enter into a dialogue, create oral monologues.

Metasubject: understand the problem, select arguments to support their own position, formulate conclusions.

Lesson type: generalization and systematization of knowledge.

Technology: development of critical thinking.

Lesson form: reflection lesson.

DURING THE CLASSES

Literature, in my opinion, is, first of all, the education of feelings, and, above all, kindness, purity, nobility.

V.G. Rasputin

Orgmoment

human kindness- the most amazing phenomenon in the world. Try to convey your mood with a smile. I see you are in a good, businesslike mood, so let's get to work.
- Guys, real kindness ... What is it like? (Answers guys: not looking for rewards, disinterested)
- Guys, today we will turn to the best story by V. G. Rasputin "French Lessons". You have workbooks on your desks, in which we will work. Our lesson is called "French Lessons" - life lessons.
- Read the epigraph to the lesson. Do you agree with the writer's words? (Answers guys).
- Did you like the story?
Let's take a look at the title of the story. Why lessons? What associations does this word evoke in you? Write association words in your workbook. (school, subject, knowledge, education).

Stage I: challenge

- Look carefully at the epigraph and the title of our lesson and think about what we have to figure out? (We formulate the purpose of the lesson)

Who? To whom? For what?

Stage II: comprehension

Who do you think is the main character of the story? Maybe there are several?
Let's read the quotes from the story, determine to whom they refer:

"In order to study further ... I had to equip myself in the district center."
“But as soon as I was left alone, melancholy immediately piled up ...”.
“There wasn’t a person more unfortunate than me that day.”
"I needed a ruble ... for bread."
"I went there as though I was being tortured."
Did you recognize the hero from the story? What do these quotes indicate?
(Children name the character traits of the hero)
What time is shown in the story? (1948)
- It was the post-war period. What do you know about him?
(The war brought a lot of grief, deprived children of their childhood, destroyed cities and villages, famine).
- Turn over the page of your workbook, select from the column those qualities of the boy that he possesses, and underline them.

(We read out the qualities of the hero).

- Who plays an important role in the fate of the boy?

Let's read the description of Lydia Mikhailovna:

“She sat in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine young pore ... Her eyes squinted and looked as if past, but by that time we had already learned to recognize where they were looking ... Lydia Mikhailovna was then probably twenty-five years or so; I remember well her correct and therefore not too lively face with narrowed eyes, a tight smile that rarely opens to the end, and completely black, short-cropped hair. But with all this, one could not see cruelty in her face ... but there was some kind of cautious, cunning, bewilderment, relating to herself and as if saying: I wonder how I ended up here and what I'm doing here?
- Underline in this passage the expressions that characterize Lydia Mikhailovna.
- What character traits of the teacher did you see? (Kindness, outward modesty, inconspicuousness, neat - fill out the table).
This story is autobiographical. Rasputin dedicated it to Anastasia Prokopyevna Kopylova. In 1973, Rasputin wrote one of his best short stories, French Lessons. “There I didn’t have to invent anything. All this happened to me. The prototype did not have to go far. I needed to return to people the good that they once did for me.
In the image of Lidia Mikhailovna, the author expressed his ideal of a teacher. The personality of the teacher is best revealed in relation to his students.

Watching Episode #1

Let's see excerpt No. 1 from the film based on the story of V. G. Rasputin "French Lessons".
- What did you notice in the image of Lidia Mikhailovna, what kind of teacher is she?
- Did you see the character as the director created him? Is that how you imagined him?

Let's read an excerpt:

“At first, for a long time I could not get used to Lidia Mikhailovna’s voice, it confused me ... it was somehow small and light, so I had to listen to it ... Her voice began to have a lulling effect on me ..”
“Lydia Mikhailovna ... was interested in us more than other teachers, and it was difficult to hide anything from her. She had a habit of carefully examining almost every one of us."
- What character traits did we see in the image of Lidia Mikhailovna? Underline the most important thing in the text that characterizes the teacher. (Child care, motherhood, mindfulness).
- How main character related to the teacher?
- Why did Lidia Mikhailovna choose the main character to study French? (feed the baby).
– Choose from the column those qualities that Lidia Mikhailovna possesses and underline them.

(The guys read out the qualities of Lydia Mikhailovna).

Trap reception

- Why didn't you emphasize the interest in gambling?
- We all know what act a teacher does to help a child - he decides on a forbidden game. Gambling, for the money of a teacher with a student, has always been considered an immoral act.

View episode #2

Why does Lidia Mikhailovna decide on a forbidden game? Did she have a choice not to play? (The teacher set a goal - to help the child by any means, so that the boy could buy milk and bread for himself).
- Why did Lidia Mikhailovna not explain her act to the director?

Let's read the end of the story:

“And I never saw her again.
In the middle of winter, after the January holidays, a parcel arrived at school by mail. When I opened it, taking out the ax again from under the stairs, there were tubes of pasta in neat, dense rows. And below, in a thick cotton wrapper, I found three red apples.
Before, I only saw apples in pictures, but I guessed that they were.
What do you think the apples in this story symbolize? (A symbol of spiritual generosity. The boy learned that he was not alone, that there is kindness, responsiveness, love in the world).
– The hero of the story, despite his eleven years, felt the lessons of life. Who taught life lessons, to whom and why?
- What are the lessons of life?

Guys answers:

1. Separation from loved ones and loneliness.
2. Hunger.
3. Unfair fight.
4. Difficulties with French.
5. Parting with a teacher who became a friend.

- What is the main lesson taught by Lidia Mikhailovna?
- What feelings does the story "French Lessons" bring up? (Kindness, unselfishness, sincere generosity, unselfishness).
How can you describe these feelings in one word? (Moral).

Morality is the rules of behavior, the qualities necessary for a person in society.
"French Lessons" - lessons of life, courage, kindness.
Kindness, love, sympathy, mercy, attention are the spiritual values of mankind. People who have these qualities are people with spiritual beauty.
A person receives spiritual beauty from others. So the hero of the story remembered that the young teacher saved him from hunger and shame.

III stage: reflection

Filling the Soul Tree

On the Tree of the Soul, you need to grow only beautiful fruits (we fill the tree with those qualities that a person needs).

Continue suggestions:

I learned (learned)...
I've been thinking about...
I discovered (discovered) for myself ...
What do I want to learn?

Homework

1. Draw the cover of the book by V. G. Rasputin "French Lessons".
2. Write a message "I advise you to read" French Lessons ".

Composition

History of creation

“I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel everything that then gives him the right to take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood,” wrote Valentin Grigorievich Rasputin in 1974 in the Irkutsk newspaper “Soviet Youth”. In 1973, one of Rasputin's best stories "French Lessons" was published. The writer himself singles it out among his works: “I didn’t have to invent anything there. Everything happened to me. I didn't have to go far for the prototype. I needed to return to people the good that they once did for me.

Rasputin's story "French Lessons" is dedicated to Anastasia Prokopievna Kopylova, the mother of his friend, the famous playwright Alexander Vampilov, who worked at school all her life. The story was based on the memory of a child's life, it, according to the writer, "was one of those that warm even with a slight touch to them."

The story is autobiographical. Lidia Mikhailovna is named in the work by her own name (her last name is Molokova). In 1997, the writer, in an interview with a correspondent for the Literature at School magazine, spoke about meetings with her: “Recently she was visiting me, and we long and desperately remembered our school, and the Angarsk village of Ust-Uda almost half a century ago, and much of that difficult and happy time."

gender, genre, creative method

The work "French Lessons" is written in the genre of the story. The heyday of the Russian Soviet short story falls on the twenties (Babel, Ivanov, Zoshchenko) and then the sixties and seventies (Kazakov, Shukshin, etc.). More quickly than other prose genres, the story reacts to changes in public life, as it is written faster.

The story can be considered the oldest and the first of the literary genres. Brief retelling events - an incident on a hunt, a duel with an enemy, and the like - is already an oral story. Unlike other kinds and forms of art, conditional in its essence, the story is inherent in humanity, having arisen simultaneously with speech and being not only the transmission of information, but also a means of social memory. The story is the original form of the literary organization of language. A story is considered to be a completed prose work of up to forty-five pages. This is an approximate value - two author's sheets. Such a thing is read "in one breath."

Rasputin's story "French Lessons" is a realistic work written in the first person. It can be fully considered an autobiographical story.

Subject

“It’s strange: why do we, just like before our parents, every time feel guilty before our teachers? And not for what happened at school, no, but for what happened to us later. So the writer begins his story "French Lessons". Thus, he defines the main themes of the work: the relationship between the teacher and the student, the image of life illuminated by the spiritual and moral sense, the formation of a hero, his acquisition of spiritual experience in communication with Lidia Mikhailovna. French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.

Playing for money a teacher with her student, from the point of view of pedagogy, is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) is malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages, as if from her mother. But the boy refuses. The teacher offers to play for money and, of course, "loses" so that the boy can buy milk for these pennies. And she is happy that she succeeds in this deception.

The idea of the story lies in the words of Rasputin: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is primarily the education of feelings. And above all, kindness, purity, nobility. These words are directly related to the story "French Lessons".

Main heroes

The main characters of the story are an eleven-year-old boy and French teacher Lidia Mikhailovna.

Lidia Mikhailovna was no more than twenty-five years old and "there was no cruelty in her face." She treated the boy with understanding and sympathy, appreciated his determination. She saw remarkable learning abilities in her student and is ready to help them develop in any way. Lidia Mikhailovna is endowed with an extraordinary ability for compassion and kindness, for which she suffered, having lost her job.

The boy impresses with his determination, desire to learn and go out into the world under any circumstances. The story about the boy can be presented in the form citation plan:

1. "In order to study further ... and I had to equip myself in the district center."
2. “I studied well here ... in all subjects, except French, I kept fives.”
3. “I felt so bad, so bitter and disgusted! - worse than any disease.
4. "Having received it (ruble), ... I bought a jar of milk at the market."
5. "They took turns beating me ... that day there was no person more unfortunate than me."
6. "I was frightened and lost ... she seemed to me an extraordinary person, not like everyone else."

Plot and composition

“I went to the fifth grade in forty-eight. It would be more correct to say, I went: in our village there was only Primary School, therefore, in order to study further, I had to equip myself from home fifty kilometers away to the regional center. For the first time, an eleven-year-old boy, by the will of circumstances, is cut off from his family, torn from his usual environment. However little hero understands that the hopes of not only relatives, but of the whole village are laid on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a "learned man." The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down.

With special understanding, a young teacher approached the boy. She began to additionally study French with the hero, hoping to feed him at home. Pride did not allow the boy to accept help from a stranger. The idea of Lidia Mikhailovna with the parcel was not crowned with success. The teacher filled it with "urban" products and thereby gave herself away. In search of a way to help the boy, the teacher invites him to play for money in the "wall".

The climax of the story comes after the teacher began to play with the boy in the wall. The paradox of the situation sharpens the story to the limit. The teacher could not help but know that at that time such a relationship between a teacher and a student could lead not only to dismissal from work, but also to criminal liability. The boy did not fully understand this. But when the trouble did happen, he began to understand the behavior of the teacher more deeply. And this led him to realize some aspects of the life of that time.

The ending of the story is almost melodramatic. Parcel with Antonov apples, which he, a resident of Siberia, has never tried, seems to echo the first, unsuccessful package with urban food - pasta. More and more strokes are preparing this finale, which turned out to be not at all unexpected. In the story, the heart of an incredulous village boy opens before the purity of a young teacher. The story is surprisingly modern. It contains the great courage of a little woman, the insight of a closed, ignorant child, and the lessons of humanity.

Artistic originality

With wise humor, kindness, humanity, and most importantly, with complete psychological accuracy, the writer describes the relationship between a hungry student and a young teacher. The narration flows slowly, with everyday details, but the rhythm imperceptibly captures it.

The language of the story is simple and at the same time expressive. The writer skillfully used phraseological turns, achieving expressiveness and figurativeness of the work. Phraseologisms in the story "French Lessons" for the most part express one concept and are characterized by a certain meaning, which is often equal to the meaning of the word:

“I studied here and it’s good. What was left for me? Then I came here, I didn’t have anything else to do here, and I didn’t know how to treat everything that was entrusted to me in a slipshod way” (lazily).

“At school, I had not seen a bird before, but, looking ahead, I’ll say that in the third quarter, he suddenly, like snow on his head, fell on our class” (unexpectedly).

“Hungry and knowing that my grub would not last long, no matter how much I saved it, I ate to satiety, to pain in my stomach, and then after a day or two I again planted my teeth on the shelf” (starve).

“But there was no point in locking myself up, Tishkin managed to sell me with giblets” (betray).

One of the features of the language of the story is the presence of regional words and obsolete vocabulary, characteristic of the time of the story. For example:

To rent - to rent an apartment.
A lorry is a truck with a carrying capacity of 1.5 tons.
Tearoom - a kind of public dining room, where tea and snacks are offered to visitors.
Toss - to sip.
Naked boiling water is clean, without impurities.
Vyakat - to chat, to speak.
To bale - to hit lightly.
Khlyuzda is a rogue, a deceiver, a cheater.
Prytika - what is hidden.

The meaning of the work

The work of V. Rasputin invariably attracts readers, because next to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, complex, sometimes contradictory, inner world heroes. The author's thoughts about life, about man, about nature help us to discover in ourselves and in the world around us inexhaustible reserves of goodness and beauty.

In difficult times, the main character of the story had to learn. The post-war years were a kind of test not only for adults, but also for children, because both good and bad in childhood are perceived much brighter and sharper. But difficulties temper character, so the main character often shows such qualities as willpower, pride, sense of proportion, endurance, determination.

Many years later, Rasputin will again turn to the events of bygone years. “Now that a fairly large part of my life has been lived, I want to comprehend and understand how correctly and usefully I spent it. I have many friends who are always ready to help, I have something to remember. Now I understand that my closest friend is my former teacher, a French teacher. Yes, decades later, I remember her as a true friend, the only person who understood me during my school years. And even years later, when we met with her, she showed me a gesture of attention, sending apples and pasta, as before. And whoever I am, no matter what depends on me, she will always treat me only as a student, because for her I was, am and will always remain a student. Now I remember how then she, taking the blame on herself, left the school, and said goodbye to me: “Study well and don’t blame yourself for anything!” By this she taught me a lesson and showed me how a real a kind person. After all, it is not for nothing that they say: a school teacher is a teacher of life.

Life lessons in the story of V. G. Rasputin

"French lessons"

Lesson objectives: educational:

1) to introduce the life and work of the writer V. G. Rasputin and his story "French Lessons".

2) analyze the problems of the story and find out what lessons it brings; reveal the spiritual values, moral laws by which the heroes of V. Rasputin live.

developing:

1) to form the ability to analyze the text of a work of art.

2) learn to succinctly state the narrative text

3) develop communication skills and stage skills of students, their Creative skills.

4) to continue work on the development of the culture of speech of schoolchildren, work on expressive reading students

educational:

1) bring students to a deeper understanding of the concepts of kindness, humanism, responsiveness, nobility, courage, selflessness.

2) to educate in students these qualities of character and ethical standards of behavior and relationships.

Equipment: computer, multimedia projector, book exhibition,

writing on the board, cards with tasks.

Lesson type: integrated (Russian language, literature, music, history),

using computer technology.

Lesson form: lesson - reflection

Lesson methods: 1) verbal (the teacher's word, children's messages).

2) reproductive (retelling what was read, talking about the story)

3) clearly - illustrative (slides computer presentation, book exhibition, staging, artistic reading children).

4) partially - search (finding episodes in the text).

5) research ( creative work students' essays).

6) practical (reading text, working with a dictionary, tasks on cards).

I wrote this story in the hope that the lessons taught to me at the time

lie on the soul like a small one,

as well as the adult reader.

V. G. Rasputin

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

Teacher: I propose to start our literature lesson today by reading a poem, because it reflects the theme and goals of our lesson.

So, pay attention to the screen and read, observing the intonation, expressively the poem by S. Bondarenko.

In every paragraph, in every story,

In a fairy tale and a song, even in a phrase -

There is the main idea.

It doesn't always open right away.

Line by line, phrase by phrase

You just think, just look -

The main idea will be revealed.

(S. Bondarenko).

What is this poem about? (Each statement has main idea).

3. Learning new material.

introduction teachers.

1) Acquaintance with the topic and objectives of the lesson.

Guys, it was not by chance that I started our lesson by reading this poem. It perfectly reflects the theme and goals of our lesson. And the theme sounds like this: “Life lessons in the story of V. G. Rasputin “French Lessons” ( slide), (recording the date and topic of the lesson).

And the goals of our lesson are as follows: we must not only get acquainted with the life and work of the writer Rasputin, his story “French Lessons”, but also find out what lessons he brings; reveal the spiritual values, moral laws by which Rasputin's heroes live, in order to cultivate such qualities of character as kindness, humanism, responsiveness, nobility, courage, ethical standards of behavior and relationships.

This means, guys, that today we will learn to live. Learn from V. Rasputin on the example of his main character. Working with the text of the story, we will look in every line, in every phrase for the main idea that the author wanted to express in his work.

2) Acquaintance with the epigraph.

The writer hopes that the life lessons that fate has prepared for him will help each of us understand ourselves, think about our future. Write down the words of V. G. Rasputin, which will become the epigraph to our lesson (slide),(notebook entry).

3) Acquaintance with the types of work in the lesson.

Guys, today in the lesson I suggest you work as "literary critics", "bibliographers", "actors". To do this, you must be divided into three groups. Each group on the table has its own emblem: “bibliographers” - a quill pen with an inkwell, “literary critics” - an emblem depicting a book, “actors” - an emblem with a mask in hand, symbolizing the theater.

2. Conversation on questions.

1) Guys, today we will talk about ethics, morality, mercy, humanism.

Let's remember the meaning of these words, because they are already familiar to you (students explain the meaning of the words).

Work in the creative group of "literary critics" (with explanatory dictionary) (slide).

2) And now let's look into the explanatory dictionary and find the meaning of these words.

(Ethics - 1) the philosophical doctrine of morality, its development, norms and role in society. 2) a set of norms of behavior.

Morality - the rules that determine the behavior, qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

3) Guys, on the example of what works did you meet these concepts, considered the ethics of children's relationships, talked about morality?

(This is a fairy tale - a true story by M. M. Prishvin “The pantry of the sun”, stories by Yu. M. Nagibin “My first friend, my priceless friend”, V. P. Astafiev “A horse with a pink mane”, D. Zheleznikov “Scarecrow”, "The Eccentric from 6b", Yu. Yakovleva "Knight Vasya" and others).

4. Implementation of homework.

1). The word of the teacher on the topic of the lesson.

Guys, today we continue to talk about these concepts. The work of V. G. Rasputin attracts readers, because next to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, a complex, sometimes contradictory inner world of heroes. The author's thoughts about life, about man, about nature not only help the young reader to discover in himself and in the world around him inexhaustible reserves of goodness and beauty, but also warn: the life of man and nature is fragile, you need to protect it. These are the inclinations of courage, kindness and beauty that we will try to discover today not only in the hero of V. Rasputin's story, but also in ourselves.

2). Work in the creative group of "bibliographers".

And now the guys from the creative group of "bibliographers" are starting to work, who will acquaint us with the life and work of the writer V. G. Rasputin ( brief messages about the life and work of V. Rasputin) (slide).

1). Valentin Grigoryevich Rasputin was born on March 15, 1937 in the village of Ust-Uda, Irkutsk Region. The writer had a difficult childhood. It coincided with the years of V.O. and difficult post-war years. After graduating from the philological department of Irkutsk University in 1959, he worked for several years as a journalist in the youth newspapers of Irkutsk and Krasnoyarsk, traveled a lot to construction sites, and often visited villages. The first story "I forgot to ask Leshka" was written in the anthology "Angara" in 1961 (slide).

2). In 1965, in Chita, at a meeting of young writers of Siberia and the Far East, Rasputin's stories were highly appreciated and were published as a separate book in Krasnoyarsk called "A Man from This World." The novel "Money for Mary" (1967) brought the first great success to the writer. Rasputin's other works also received wide public recognition: the novels "Deadline" (1970), "Live and Remember" (1974), "Farewell to Mother" (1976). For the story "Live and Remember" V. Rasputin was awarded the State Prize of the USSR (1977 ).

3). Teacher's word.

"For his great contribution to the development domestic literature» the famous Russian writer Valentin Rasputin, recognized as a classic during his lifetime, was awarded the Order of Merit for the Fatherland, 4th degree. The Decree on the award was signed by the President of Russia V. Putin on March 7, 2007 (slide).

5. Creative history of the story French lessons.

teacher's word (slide).

In 1973 V. Rasputin writes one of his best stories - "French Lessons". “I didn’t have to invent anything there,” Rasputin said. - All this happened to me. The prototype did not have to go far. I needed to return to people the good that they once did for me.

Discussion of V. Rasputin's articles "Lessons of kindness" and "From the history of the creation of the story "French Lessons" (slide).

Guys at home, you read V. Rasputin's article "Lessons of Kindness", which tells about the history of the creation of this story and reveals some facts about the writer's biography.

Conversation on the text of the article.

1) What made Rasputin write the story?

2) How does this characterize the writer himself?

3) What is the spiritual memory and spiritual experience of a person?

4) Why in the "French Lessons" V. G. Rasputin talks about his teacher Lidia Mikhailovna, and the dedication is addressed to another person - Anastasia Prokopyevna? Who is Anastasia Prokopyevna? (slide).

(Dedicated to the mother of the talented playwright Alexander Vampilov A.P. Kopylova. Rasputin and Vampilov were friends in their youth).

(reading by a student from the creative group of "literary critics" of the writer's memoirs "From the history of the creation of the story "French Lessons".)

6. Conversation on the story "French Lessons"(slide).

1) What is the title of the story about?

(About school, lessons, peers).

2) To whom is the introduction addressed? (reading the introduction). (To myself and the reader, teachers).

The teacher reads the first paragraph of the story.

3) On whose behalf is the story being told? Why?

4) Who is the main character of the story?

(An 11-year-old boy, a student of the 5th grade. The author does not give his name or surname).

5) When and where do the actions described in the story take place?

(Three years after graduating from V.O. in 1948 in a distant Siberian village).

6) What are the signs of a difficult time.

(The story describes the difficult post-war period: a rationing system for food supply, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the writer's birthplace, a remote Siberian village, in which there are not even gardens, as in winter the trees freeze).

7) How did the boy live in his parents' house? At what age did the hero start independent life? Find passages in the work and read them out (reading on pages 121 - 122 from the words “So, at the age of 11, my independent life began” to the words “I didn’t understand properly what was ahead of me, what trials awaited me, my dear, in a new location").

8) What are these tests? (didn’t get along with French: reading on pp. 122 - 123 “I studied and it’s good here” to the words “Everything was in vain”).

9) What other tests? (sickness for home: reading on p. 123 from the words “But the worst began when I came home from school” to the words “I only wanted one thing, dreamed of one thing - home and home”).

10) The hero did not get along well with French, he missed his mother very much, he was homesick, but there were other problems (hunger, food theft: reading on page 124 from the words “But I lost weight not only because of homesickness” to the words “It will not be easier for a mother if she hears the truth”).

11) Not only constant hunger, suffering from loneliness, separation from home, from his mother, but also an acute experience of injustice, the bitterness of deceit was experienced by the hero. Can any child handle this?

12) Why doesn't our hero complain to adults?

Why doesn't he keep track of who steals from him?

(reading on p. 123 from the words “I lost a lot of weight: my mother, who arrived at the end of September, was scared for me” to the words “I came to my senses and ran away”).

13) Was it easy for the mother to teach her son in the district center? Was the son grateful to his mother?

(Life presents the hero with cruel lessons and confronts him with the need to choose: to remain silent, reconcile or upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early).

14) Guys, in what sense is the word lesson used here. Let's look at the meaning of this word in the explanatory dictionary ("literary critics").

Working with the Explanatory Dictionary:

Lesson 1. study hour devoted to some subject 2.peren. something instructive, from which a conclusion can be drawn for the future.

7. Consolidation of what has been learned.

Let's write down the first lesson of Rasputin's story in a notebook: "A real mother takes care of her children all her life, and children should be grateful to her for this." (slide).

15) How does the fragment with the loss of food characterize the boy?

16) Why didn't our hero go home?

17) How did the boy study? Why was he always preparing for lessons?

18) What attracts you in a boy, in his character? (Thirst for knowledge, willpower, honesty, kindness, nobility, selflessness, perseverance in achieving the goal) (slide).

Work in the creative group of "literary critics" (work with an explanatory dictionary, finding out the meanings of words: nobility - high morality, combined with selflessness and honesty; selflessness - sacrificing one's own interests for the sake of others) (slide).

19) Why did the boy get involved in the game for money?

(Necessity forced the hero to gamble. He had no other opportunity to earn money. He did not wait for someone's mercy or handouts).

Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, don't rely on others." (slide).

20) Describe the players in "chika" (Tishkin, Ptaha, Vadik).

(work in the creative group of "actors" (slide): reading by dialogue roles on page 125 from “Once, back in September” to “Here we go again! - offended me)

21) What game was it? Why did our hero have to "reconcile"?

(“actors”: reading on page 130 from the words “Not to the warehouse!” Vadik announced” to the words “It was pointless to insist on one’s own: if a fight starts, no one, not a single soul will intercede, not even Tishkin, who was spinning right there) .

Let's write down Rasputin's third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide).

22) Why are Vadik and Ptakha beating the boy? How does the boy behave during the beating?

(Let's read the passage on p. 132 from the words: "First, again from behind, I was hit by Ptah" to the words on p. 133 "I'll turn it over - at - st!").

Let's write down Rasputin's fourth lesson: “Be principled. Don't cringe." (slide).

23). Why did the boy confide his secret to the teacher? Can any teacher be trusted?

(reading passages on p. 136 from “She sat in front of me” to “And why, after all, should I have been lying?”).

24). Lidia Mikhailovna decided to study French with the boy at home? Why?

(She wants to protect the boy from playing with the guys).

25). How does the image of Lydia Mikhailovna appear on the pages of the story? ( slide).

(The young teacher is a person of great soul. She managed to see real human pride and childish courage in the boy. She proved to the boy: you are not alone in this world, with your hunger, bruises, abrasions, they will help you. And she helped. She had a gift empathy. She saved the boy with her kindness. The teacher taught her student lessons of kindness and courage).

Let's write down Rasputin's fifth lesson: "Be kind and sympathetic, love people." (slide).

Guys, how do you understand the meaning of statements (slide):

“The smarter and kinder a person is, the more he notices goodness in people” (L. N. Tolstoy).

“When someone does a good deed for another, rejoice: two people at once became happy” (K. Pepper).

“Kindness is a language that the dumb can speak and the deaf can hear.” (K. Bowie).

Guys, how will you answer the question: what is kindness (reading mini-essays to students).

Work in groups on cards.

And now I offer you guys tasks with different situations. Each of the three groups receives a card: "your behavior in the current situation."

1). Sasha was walking home from school. He sees - a blind man is walking along the street and touching the pavement with a stick. He came to an intersection and stopped. “He is waiting for the movement,” Sasha guessed and went on his way. What would you do in his place?

2). Arriving at school, you noticed that the neighbor on the desk Bad mood. Your actions.

3). When leaving school, you noticed how several high school students, extorting money, beat your friend. What action will you take?

8. Generalization of the material:

Guys, why is the story called "French Lessons"?

What is the main lesson taught by the teacher?

What lessons did V. Rasputin teach us? What is interesting about his story? (reference to the epigraph).

"French Lessons" - lessons of life, courage, kindness.

The writer tells about the courage of a boy who preserved the purity of his soul, the inviolability of his moral laws, carrying fearlessly and bravely, like a soldier, his duties and his bruises. The boy attracts with clarity, integrity, fearlessness of the soul. Joining the difficult fate of the boy, we empathize with him, reflect on good and evil, experience “good feelings”.

Reading the poem "Kindness".

It's not easy to be kind

Kindness does not depend on growth,

Kindness does not depend on color,

Kindness is not a gingerbread, not a candy.

You just need to be kind

And in trouble do not forget each other.

And the earth will spin faster

If we are kinder to you.

Being kind is not at all easy,

Kindness does not depend on growth,

Kindness makes people happy

And in return does not require a reward.

Kindness never gets old

Kindness will warm you from the cold.

If kindness shines like the sun

Adults and children rejoice.

9. The results of the lesson.

10. Homework:

Guys, I think you will be interested to know how the fate of the heroes of the story will develop further: the boy and his teacher. Read the story to the end. Write a mini-essay about whether you have met in your life people like the heroes of Rasputin, courageous, honest, kind. Tell about them.

I say the lesson is over, but I hope you continue it in your soul, in your heart!

Mubarakshina Gulnara Rashitovna

MBOU "Gatchina Gymnasium named after I. K.D. Ushinsky

Literature lesson in grade 8

Subject: "Life Lessons in Storytelling"

V. G. Rasputin "French lessons"

Target:as a result of the analysis of the work, to convey to the student the idea that a person forms his own personality, to instill in students feelings of kindness, mercy, conscience, decency, dignity.

Teacher: Kaplina L.V.

Gatchina

2018

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

Teacher: I propose to start our literature lesson today by reading a poem, because it reflects the theme and goals of our lesson.

So, pay attention to the screen and read, observing the intonation, expressively the poem by S. Bondarenko (slide ).

In every paragraph, in every story,

In a fairy tale and a song, even in a phrase -

There is the main idea.

It doesn't always open right away.

Line by line, phrase by phrase

You just think, just look -

The main idea will be revealed.

(S. Bondarenko).

What is this poem about? (Each statement has a main idea).

3. Learning new material.

And the goals of our lesson are:we must find out what lessons the story of V. G. Rasputin "French Lessons" carries and reveal the spiritual values, moral laws by which Rasputin's heroes live in order to cultivate such qualities of character as kindness, humanism, responsiveness, nobility, courage, ethical standards of behavior and relationships.

This means, guys, that today we will learn to live. Learn from V. Rasputin on the example of his main character.

Working with the text of the story, we are in every line, in every phrase we will look for that main idea that the author wanted to express in his work.

The fundamental question we need to answer is:

"Where are the limits of goodness?"

2) Acquaintance with the epigraph.

The writer hopes that those life lessons that fate has prepared for himwill help each of us to understand ourselves, to think about our future. Write down the words of V. G. Rasputin, which will become the epigraph to our lesson(slide), (notebook entry ).

Guys, what is the meaning of the word lesson here. Let's look at the meaning of this word in the explanatory dictionary ("literary critics").

Working with the Explanatory Dictionary :

Lesson 1. study hour devoted to some subject 2.peren. something instructive, from which a conclusion can be drawn for the future.

2. Conversation on questions.

1) Guys, today we will talk about ethics, morality, mercy, humanism.

Let's remember the meaning of these words,

Work in the creative group of "literary critics" (with an explanatory dictionary) (slide).

2) And now let's look into the explanatory dictionary and find the meaning of these words.

( Ethics - 1) the philosophical doctrine of morality, its development, norms and role in society. 2) a set of norms of behavior.

Moral - the rules that determine the behavior, qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

Kindness - human quality, reflecting the dignity of the soul.

Children find the lexical meaning of this word in the dictionary:

1. Everything is positive, good, useful.

2. Responsiveness, sympathy, the desire to do good.

Therefore, in terms of the number of lexical meanings, it is multi-valued, in origin it is native Russian. Dobro is a letter in the Old Russian alphabet.

3) Guys, on the example of what works did you meet these concepts, considered the ethics of children's relationships, talked about morality?

(This is a fairy tale - a true story by M. M. Prishvin “The pantry of the sun”, stories by Yu. M. Nagibin “My first friend, my priceless friend”, V. P. Astafiev “A horse with a pink mane”, D. Zheleznikov “Scarecrow”, "Weird of 6 b ”, Yu. Yakovleva “Knight Vasya”, K. Paustovsky “Warm bread”, “Hare paws” and others).

4. Implementation of homework.

1). The word of the teacher on the topic of the lesson.

Today we continue talking about these concepts. Creativity V.G. Rasputin attracts readers becausenext to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, a complex, sometimes contradictory inner world of heroes.

2). Work in the creative group of "bibliographers".

The work is started by the guys from the creative group of "bibliographers" who will introduce usWith creative history French Lessons story.

6. Conversation on the story "French Lessons" (slide).

The author's thoughts about life, about man, about nature not only help the young reader discover in yourself and in the world around you inexhaustible reserves of goodness and beauty but they also warn: human life and nature is fragile, it must be protected.

These are the inclinations of courage, kindness and beauty that we will try to discover today not only in the hero of V. Rasputin's story, but also in ourselves.

Let's get back to the content of the story.

At home, you prepared questions on the content of the story in groups.

Word to the first group of literary critics.

1) What is the title of the story about? From whose perspective is the story being told? Why?

(About school, lessons, peers).

4) Who is the main character of the story?

(An 11-year-old boy, a student of the 5th grade. The author does not give his name or surname).

5) When and where do the actions described in the story take place?

(Three years after graduating from V.O. in 1948 in a distant Siberian village).

6) What are the signs of a difficult time.

7) How did the boy live in his parents' house? At what age did the hero begin an independent life? Find passages in the work and read them out (reading on pages 121 - 122 from the words “So, at the age of 11, my independent life began” to the words “I didn’t understand properly what was ahead of me, what trials awaited me, my dear, in a new location").

8) What are these tests? (didn’t get along with French: reading on pp. 117 - 118 “I studied and it’s good here” to the words “Everything was in vain”).

9) What other tests? (sickness for home: reading on p. 118 from the words. “But the worst began when I came home from school” to the words “I only wanted one thing, dreamed of one thing - home and home”).

10) The hero did not get along well with French, he missed his mother very much, he was homesick, but there were other problems (hunger, food theft: reading on page 118 from the words “But I lost weight not only because of homesickness” to the words “It will not be easier for a mother if she hears the truth”).

11) Not only constant hunger, suffering from loneliness, separation from home, from mother, but also an acute experience of injustice, the bitterness of deceit was experienced by the hero. Can any child handle this?

12) Why doesn't our hero complain to adults?

Why doesn't he keep track of who steals from him?

(reading on p. 118 from the words “I lost a lot of weight: my mother, who arrived at the end of September, was scared for me” to the words “I came to my senses and ran away”).

13) Was it easy for the mother to teach her son in the district center? Was the son grateful to his mother?

- What is the first lesson Rasputin gives us? (Serebrov)

Let's write down the first lesson of Rasputin's story in a notebook: "A real mother takes care of her children all her life, and children should be grateful to her for this." (slide).

15) How does the fragment with the loss of food characterize the boy?

Why didn't our hero go home?

How did the boy study? Why was he always preparing for lessons?

18) What attracts you in a boy, in his character? (Thirst for knowledge, willpower, honesty, kindness, nobility, selflessness, perseverance in achieving the goal)(slide).

Work in the creative group of "literary critics" (work with an explanatory dictionary , finding out the meanings of words:nobility - high morality, combined with selflessness and honesty;dedication - sacrificing one's own interests for the sake of others)(slide).

- Why did the boy get involved in the game for money?

(Necessity forced the hero to gamble. He had no other opportunity to earn money. He did not wait for someone's mercy or handouts).

- And here is the second lesson. Formulate it. (Haltunen)

Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, don't rely on others." (slide).

- Describe the players in "chiku" (Tishkin, Ptakha, Vadik).

In detail, we got acquainted with the episode "The Game of Chica" in the previous lesson. Let's remember

why did our hero have to "reconcile"?What lesson does Rasputin give us? (Orlovskaya)

Let's write down Rasputin's third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide).

("Watching movie: "Not to the warehouse! Vadik announced.

22) Why are Vadik and Ptakha beating the boy? How does the boy behave during the beating?

(For the fact that he constantly won, he tried to play fair. But gambling cannot be fair) (Makeev)

- What did the hero experience after the fight? Let's read page 129.

The hero later recalls: “How was I to know…” p.127

- How is this lesson different from the previous one? ( Temir)

Let's write down Rasputin's fourth lesson: “Be principled. Don't cringe." (slide).

- _Name the main character traits of the hero (slide).

Guys, how do you understand the meaning of statements (slide):

“The smarter and kinder a person is, the more he notices goodness in people” (L. N. Tolstoy).

(These kind, sympathetic people include, first of all, the boy’s teacher Lidia Mikhailovna. Assessing what Lidia Mikhailovna did for him, Rasputin writes “... goodness must be disinterested and confident in its quiet miraculous POWER”

Why did the boy confide his secret to the teacher? Can any teacher be trusted? (Korobova D.)

Lidia Mikhailovna decided to study French with the boy at home? Why?

(She wants to protect the boy from playing with the guys).

Scene Game in the wall. (Nikonorenkova, Makeev, Yakovlev)

- How does the image of Lydia Mikhailovna appear on the pages of the story? ( slide) . (Lisa)

And what do you think the fifth lesson will be like? (Yakovlev)

Let's write down Rasputin's fifth lesson: "Be kind and sympathetic, love people." (slide).

- Guys, how do you answer the question: what is kindness, where are the boundaries of kindness? (reading mini-essays to students).

Reading the poem "Kindness". (Alice)

It's not easy to be kind

Kindness does not depend on growth,

Kindness does not depend on color,

Kindness is not a gingerbread, not a candy.

You just need to be kind

And in trouble do not forget each other.

And the earth will spin faster

If we are kinder to you.

Being kind is not at all easy,

Kindness does not depend on growth,

Kindness makes people happy

And in return does not require a reward.

Kindness never gets old

Kindness will warm you from the cold.

If kindness shines like the sun

Adults and children rejoice.

8. Generalization of the material:

- Guys, why is the story called "French Lessons"?

What is the main lesson taught by the teacher?

What lessons did V. Rasputin teach us? What is interesting about his story? (reference to the epigraph).

(French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)

Teacher:What have these lessons taught you? (Participation, understanding of people around, sensitivity, dedication and purposefulness)

"French Lessons" - lessons of life, courage, kindness.

The writer tells about the courage of a boy who has preserved the purity of his soul, the inviolability of his moral laws, bearing fearlessly and bravely, like a soldier, his duties and his bruises. The boy attracts with clarity, integrity, fearlessness of the soul. Joining the difficult fate of the boy, we empathize with him, reflect on good and evil, experience “good feelings”.

The non-standard act of the teacher remains incomprehensible to everyone who learns about it. "It is a crime. Corruption. Seduction ... "- says the enraged director, having learned that the French teacher is playing "wall" with his student. Can you prove to him that for an anemic boy this is the only way to get money for bread and life-saving milk?!

It doesn't matter that the teacher had to leave the school. It is much more important that she left a bright, unforgettable mark in the soul of the student, faith in herself and in people, helped him in bitter moments of loneliness and homesickness, supported him in the hungry post-war period. The image of the teacher remained forever in the soul of a modest, patient, kind and purposeful boy and, probably, helped him more than once in achieving his bright and lofty goals.

Severe lessons were presented to the hero of Rasputin by city life. But she also taught him a lot: he learned that goodness goes along with evil, goodness and light come with the ugly. And the main thing, in my opinion, is that life gave him a meeting with such a kind, wise, understanding teacher as the “Frenchwoman” Lidia Mikhailovna. I think that this meeting influenced the whole subsequent adult life of the hero.

French lessons" - one of the best works of Valentin Rasputin. It would seem how far from us are the difficult, hungry post-war years and the events described in the story. But why do we try on the actions of his heroes today? Every day we meet people who need our help, but often we are not ready to do good. Maybe there is not enough strength to cross the social canons, maybe because we live by inertia, not wanting to look at life with different eyes ...
The heroine of the story "French Lessons" - a young teacher of French - Lidia Mikhailovna will only see how difficult it is for her talented but half-starved student to live far from home and family. Having tried all the open ways to help him, she decides, according to the school principal, to commit a "crime" - she dares to play with the boy in the "wall" for money. Otherwise, accepting help for a child seems humiliating. What did this act of hers mean in those days? What did this mean for the teacher herself? How did that boy assess the motives for her actions? Many years later, the hero recalls this, having experienced a lot and gradually realizing for himself the meaning of these "lessons" - the lessons of humanity, kindness and compassion.
Few people know that, despite the fictitiousness of events, the prototype of the image main character existed. Lidia Mikhailovna Molokova in those post-war times taught French at the school where the future writer Valentin Rasputin studied.

Teacher: Kindness is what attracts in the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.

You have worked hard today, showing respect, sensitivity, mutual assistance to each other - in a word, kindness. And I'm glad you now understand what that word means.

Tomorrow, March 15, Russian Soviet writer Valentin Grigoryevich Rasputin celebrates his 76th birthday. Today and in the near future in many Russian schools, and above all in Siberia, in the Baikal region, students will talk about the writer's work. Slide)

Video

Teacher:V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is primarily the education of feelings. And above all, kindness, purity, nobility.

9. The results of the lesson.

10. Homework:

Write a mini-essay about whether you have met in your life people like the heroes of Rasputin, courageous, honest, kind. Tell about them.

I say the lesson is over, but I hope you continue it in your soul, in your heart!

FOURTH STAGE.
1. Creation of syncwine.
Teacher:
-Our hero really experienced a lot in his life. The main thing is that he remained a man, acquired the spiritual experience of independence. He searched and found a way out of the most difficult situations, did not lose his good attitude towards people, learned to appreciate the friendship not only of his peers, but also of adults. At the end of the lesson, I propose to express my thoughts about love, friendship, purity of soul, life, fate ... in writing a syncwine.
Purity
Naive, childish.
To endure, to believe, to wait
The world will change for the better.
Life.

Kindness.
Sincere, sincere.
Teaches, instructs, directs.
Humane people there should be a lot.
Kindness is the meaning of life.

I want to end the lesson with a short poem:
How good that kindness
Lives in the world with us.
Without kindness, you are an orphan
Without kindness, you are a gray stone.