Lesson topic: 8th grade
F.M. Dostoevsky "Poor people"
Goal: to expand students’ knowledge in the field of Russian literature.
Educational task: to introduce students to Dostoevsky’s work “Poor People”.
Developmental task: developing the ability to analyze a literary work.
The task is educational: moral education.
During the classes:
1.The topic and objectives of the lesson are announced.
2. A minute of poetry.
3. introduction about the writer.
4. Reading and analysis:
Who are the main characters of the work?
What story is described in this work? What is your attitude towards the characters?
What feelings do the characters evoke? Justify. What is this work about?
What can it teach the reader?
5. Basic questions.
What is the author's position in relation to the characters? Why do you think the author abandoned the optimistic ending? Come up with your own version of the ending of the story. Reveal the meaning of the title of the story. Do you think the topic is relevant? little man»?
F. M. Dostoevsky “Poor people”
Summary. Makar Alekseevich Devushkin is a 47-year-old titular councilor who transcribes papers for a small salary in one of the St. Petersburg departments. He had just moved to a new apartment in a permanent building near Fontanka along a long corridor with doors to rooms for residents. The hero himself huddled behind a partition in the common room. His previous housing was far better. However, now the main thing for Devushkin is cheapness, because in the same courtyard he rents a more comfortable and expensive apartment for his distant relative Varvara Alekseevna Dobroselova. A poor official takes under his protection a 17-year-old orphan, for whom there was no one else to stand up for her. Living nearby, they rarely see each other, as Makar is afraid of gossip. However, both need warmth and sympathy, which they draw from daily correspondence with each other. The history of the relationship between Makar and Varenka is revealed in 31 of his and 24 of his letters, written from April 8 to September 30, 184... M.’s first letter is permeated with the happiness of finding heartfelt affection. He spends money on flowers and sweets for his little angel, denying himself food and clothes. Varenka is angry with her patron for being too much.
This is Varenka’s fate. She grew up in the village, but her father lost his position as estate manager and took the family to St. Petersburg. My father worked very hard, got sick and died. The mother suffered the same fate. The widow, Varenka's mother, and her daughter were sheltered by relative Anna Fedorovna, who later sold Varenka to the rich landowner Bykov, who treated the girl cruelly to cover her family expenses. She got sick. Makar looked after her. Whole month she was unconscious.
When she felt better, she was afraid that Bykov would find her. This happened. Bykov said that if Varenka does not marry him, then he will marry a rich merchant’s wife. But Varenka still marries him. Makar is taking this very hard.
Why such an end to the work? Is he fair? How would you finish this piece?
6. Compilation of a five-line poem about the work.
"Poor People"
Touching, exciting.
Raises the problem of the “little man”, does not leave people indifferent, teaches mercy, demands mercy from society.
Sad, tragic, awakening sympathy, demanding justice.
Pain.
7. Results, conclusions, assessments. Finish the sentence: Today was interesting...It was difficult for me...Now I can...
8. D/Z A story about Dostoevsky. Reading by role of the fragment you like. Make a quiz on the work with 5 questions.
Finish reading the work.

Lesson topic: 8th grade
F.M. Dostoevsky "Poor people"
Goal: to expand students’ knowledge in the field of Russian literature.
Educational task: to introduce students to Dostoevsky’s work “Poor People”.
Developmental task: developing the ability to analyze a literary work.
The task is educational: moral education.
During the classes:
1.The topic and objectives of the lesson are announced.
2. A minute of poetry.
3. Introductory word about the writer.
4. Reading and analysis:
Who are the main characters of the work?
What story is described in this work? What is your attitude towards the characters?
What feelings do the characters evoke? Justify. What is this work about?
What can it teach the reader?
5. Basic questions.
What is the author's position in relation to the characters? Why do you think the author abandoned the optimistic ending? Come up with your own version of the ending of the story. Explain the meaning of the title of the story. Do you think the theme of the “little man” is relevant?
F. M. Dostoevsky “Poor people”
Summary. Makar Alekseevich Devushkin is a 47-year-old titular councilor who transcribes papers for a small salary in one of the St. Petersburg departments. He had just moved to a new apartment in a permanent building near Fontanka along a long corridor with doors to rooms for residents. The hero himself huddled behind a partition in the common room. His previous housing was far better. However, now the main thing for Devushkin is cheapness, because in the same courtyard he rents a more comfortable and expensive apartment for his distant relative Varvara Alekseevna Dobroselova. A poor official takes under his protection a 17-year-old orphan, for whom there was no one else to stand up for her. Living nearby, they rarely see each other, as Makar is afraid of gossip. However, both need warmth and sympathy, which they draw from daily correspondence with each other. The history of the relationship between Makar and Varenka is revealed in 31 of his and 24 of his letters, written from April 8 to September 30, 184... M.’s first letter is permeated with the happiness of finding heartfelt affection. He spends money on flowers and sweets for his little angel, denying himself food and clothes. Varenka is angry with her patron for being too much.
This is Varenka’s fate. She grew up in the village, but her father lost his position as estate manager and took the family to St. Petersburg. My father worked very hard, got sick and died. The mother suffered the same fate. The widow, Varenka's mother, and her daughter were sheltered by relative Anna Fedorovna, who later sold Varenka to the rich landowner Bykov, who treated the girl cruelly to cover her family expenses. She got sick. Makar looked after her. She was unconscious for a whole month.
When she felt better, she was afraid that Bykov would find her. This happened. Bykov said that if Varenka does not marry him, then he will marry a rich merchant’s wife. But Varenka still marries him. Makar is taking this very hard.
Why such an end to the work? Is he fair? How would you finish this piece?
6. Compilation of a five-line poem about the work.
"Poor People"
Touching, exciting.
Raises the problem of the “little man”, does not leave people indifferent, teaches mercy, demands mercy from society.
Sad, tragic, awakening sympathy, demanding justice.
Pain.
7. Results, conclusions, assessments. Finish the sentence: Today was interesting...It was difficult for me...Now I can...
8. D/Z A story about Dostoevsky. Reading by role of the fragment you like. Make a quiz on the work with 5 questions.
Finish reading the work.

Publication date: 25.04.2015

Short description: Subject: F.M. Dostoevsky. Novel "Poor People". The originality of the novel genre in letters. Innovative interpretation of the “little man” theme. Lesson objectives: Educational - to continue acquaintance of students with the works of F.M. Dostoevsky; introduce the novel “Poor People”; show about

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Subject: F.M. Dostoevsky. "Poor people." The originality of the novel genre in letters. An innovative interpretation of the “little man” theme.

Continue introducing students to the works of F.M. Dostoevsky; introduce the novel “Poor People”; show the features of the novel genre in letters;

Develop analytical thinking, speech, memory;

Foster a reading culture; the ability to understand other people, compassion and empathy.

Equipment: portrait of F.M. Dostoevsky, presentation, statement by F.M. Dostoevsky.

During the classes

I. Organizational stage.

II. Updating knowledge.

Brainstorming technique.

- "Small man". What kind of person is this?

disenfranchised

unhappy

humiliated

Small man

offended

crushed

destitute

offended

Goal setting.

2. Exchange impressions of the novel you read.

What impression did Fyodor Mikhailovich Dostoevsky's first novel make on you?

What did you like about this novel?

What about it seemed new and unusual to you?

What questions did it raise for you?

Now, please remember the name of the movement in art and literature of the 19th century, which is characterized by “the depiction of a typical personality in typical circumstances”:

a) sentimentalism; b) romanticism; c) realism; d) classicism?

III. Formation of new concepts and methods of action.

1. Student message.

A student who has received a special assignment makes a report about the life and work of F.M. Dostoevsky (presentation).

2. Conversation.

Write on the board:

“Man is a mystery. It needs to be solved, and if you spend your whole life solving it, then don’t say that you wasted time; I am engaged in this mystery because I want to be a man...” F.M. Dostoevsky.

Read the statement written on the board. This phrase embodies the main life and creative principle of the great writer, in other words, his credo.

Now that you have read the novel “Poor People” and become familiar with the great writer’s statement about his artistic credo, try to determine what main topic creativity of this author? Man and his inner world.

This trait will become defining in Dostoevsky and will be called psychologism.

The novel “Poor People” became the writer’s high-profile literary debut. The author depicted a special type of person, discovered at one time by Pushkin and Gogol and indicated in the title of the novel. Sometimes this type is also called a “little man.”

The delight was universal, the unknown young writer became one of the participants in the “natural school,” and his work opened its second almanac, “Petersburg Collection,” published in 1846. Ruler of thoughts V.G. After reading the novel, Belinsky asked its author in excitement: “Do you understand that you wrote this?” “It was the most delightful minute of my life,” F.M. later admitted. Dostoevsky.

Why do you think the novel gained fame even before its publication?

His topic excited readers with the pressing problems of our time.

What type of hero does it depict? Small man.

You're right. This was the reason for the resounding success of F.M.’s first novel. Dostoevsky. This is how V.G. said about it. Belinsky: “Honor and glory to the young poet, whose muse loves people in attics and basements and says about them to the inhabitants of the gilded chambers: “After all, these are also people, your brothers!”

2. Research. Group work.

Prove or challenge this thesis: “The theme of the “little man” was developed through suffering in Russian literature of the first half of the 19th century.”

Students give examples from the works of A.S. Pushkina, N.V. Gogol dedicated to this topic. Speech by a speaker from each group. Assessment.

What features of tradition and innovation are present in Devushkin’s image?

What is the meaning of the title?

Vocabulary work

An epistolary novel or a novel in letters is a type of novel that is a cycle of letters from one or more characters. The letters express the emotional experiences of the characters and reflect their internal evolution. The genre arose in the 17th century, but became popular in the literature of the 18th century, especially in the works of sentimentalist writers. In the literature of romanticism, the development of the genre continued. The epistolary novel still exists today.

How do genre features convey ideological content?

What are the main features of the image of Makar Devushkin?

Determine the degree of innovation of the writer in depicting the “little man”.

Famous literary critic M.M. Bakhtin, in his work “Problems of Dostoevsky’s Poetics,” wrote about the writer’s innovation in depicting the “little man”: “In Gogol’s world, the author of “Poor People” made a “Copernican revolution,” making the subject of the image not the hero’s reality, but his self-awareness as a second-order reality "

IV. Application. Formation of skills and abilities.

1. Work in groups.

1 group. Living conditions of the novel's heroes. Make a syncwine.
Conclusion: the heroes of the novel have poor, miserable living conditions.
2nd group. The people our heroes meet.
Assignment: Tell about the characters whose destinies are described in letters by the heroes of the novel. Make a syncwine.
Conclusion: there is poverty all around, driving people to death. These people evoke pity in Varenka and Devushkin.
3rd group. Description of St. Petersburg. Scenery.
Assignment: find a description of nature, St. Petersburg, pay attention to what colors Dostoevsky uses. Make a syncwine.
Conclusion: the description of the landscape of St. Petersburg is built on contrasts. These descriptions help to understand the inner world of the characters.
4th group. The image of Makar Devushkin and Varvara. Make a syncwine.
A speaker from each group speaks. Assessment.

Tell me, are there “little people” in our lives?

Dostoevsky's view of the "little man" is that he depicted the awakening human personality, a protest against the depersonalization of man. Dostoevsky is a psychological writer.

2. Test on the novel “Poor People” by F. Dostoevsky (individual)

1. Dostoevsky continues traditions in developing the theme of the “little man”

A) Turgenev and Pushkin; B) Pushkin and Lermontov;

B) Pushkin and Gogol; d) Radishchev and Tolstoy; d) Karamzin and Gogol.

2. Dostoevsky’s “godfather” in literature, having highly praised his novel “Poor People,” became:

A) V. Belinsky B) N. Gogol C) A. Pushkin d) L. Tolstoy e) N Chernyshevsky.

3. Name Dostoevsky’s first work.

A) “White Nights” b) “Crime and Punishment” c) “Poor People” d) “Demons” e) “Notes from the Underground”

4. Indicate the form of writing the novel “Poor People”

5. Makar Devushkin

A) 18 years old b) 24 years old c) 35 years old d) 40 years old e) 47 years old

6. About whom Devushkin writes: “So gray and small; walks around in such a greasy dress that it’s painful to watch... his knees are shaking, his hands are trembling... He has a family - a wife and three children”?

A) Emelyan Ivanovich b) Gorshkov. C) Pokrovsky d) Bykov d) Ratazyaev.

A) " Queen of Spades"Pushkin b) "Tales of Belkin" by Pushkin c) "The Inspector General" by Gogol d) " Poor Lisa» Karamzin d) ′′ Minor ′′ by Fonvizin.

8. Who do we learn about from Varenka’s letter: “Here he announced to me that he was looking for my hand, that he considered it his duty to return my honor, that he was rich, that he would take me after the wedding to his steppe village”?

A) About Emelyan Ivanovich b) About Pokrovsky C) About Gorshkov d) About Bykov e) About Ratazyaev.

9. Name the novel by F. Dostoevsky.

A) “Resurrection” b) “Anna Karenina” c) “Fathers and Sons” d) “Crime and Punishment” e) “Oblomov”.

Self-test. Answers: 1. c 2. a 3. c 4. c 5. d 6. b 7. b 8.d 9. d

Formative assessment of lesson activities by an evaluator

Full name of students

Participates in the distribution of responsibilities in the group and fulfills his responsibilities

Offers ideas

Actively participates in group discussions (develops, summarizes proposed ideas, information)

Helps group members

Listens carefully and asks questions

Able to conduct a discussion (politely objects, seeks agreement on issues that have caused controversy)

Works in a group, focusing on the assigned learning task

Total score

V. Lesson summary. Reflection stage.

The guys in a circle speak in one sentence, choosing the beginning of a phrase from the reflective screen on the board:

1. today I learned... 2. it was interesting... 3. it was difficult... 4. I completed assignments...

5. I realized that... 6. Now I can... 7. I felt that... 8. I acquired...

9. I learned... 10. I succeeded... 11. I was able... 12. I’ll try...

13. I was surprised... 14. he gave me a lesson for life... 15. I wanted...

VI. Homework information stage.

Creative task.

1. Write a letter to a friend with your impressions of “Poor People” and the characters of the novel.

2. Create an essay “My Favorite Letter in Poor People.”

3. In what life situation did I feel like a “little person”?

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Sections: Literature

Class: 9

Lesson objectives:

• improve the literary skills of high school students;
• develop skills in analyzing literary texts;
• develop the research culture of ninth-graders;
• to cultivate respect for the human person;
• instill reader interest in the writer’s work.

Lesson objectives:

• organize activities to compile thematic features of a literary type;
• highlight the features of Dostoevsky’s innovation in the depiction of the “little man”;
• improve the vision of the relationship between the figurative system and genre features works;
• ensure the implementation of group partial search tasks based on comparison of different interpretations literary text.

Progress of lessons

Lesson 1

1. Organizational moment.

2. Provoking interest. Slide 2 (Appendix 1) .

“Man is a mystery. It needs to be solved, and if you spend your whole life solving it, then don’t say that you wasted time; I am engaged in this mystery because I want to be a man...”

F. M. Dostoevsky.

3. Teacher's introduction .

You have read the novel “Poor People” and become acquainted with the statement of the great writer about his artistic credo. What is the main theme of this author’s work?

Man and his inner world.

This trait will become defining in Dostoevsky and will be called psychologism. This property of the writer’s prose appeared under the influence of the young critic Valerian. Maykov, with whom the aspiring author was a member of the circles of the Beketov brothers, M.V. Petrashevsky, S.F. Durov. Maikov puts forward as the main task modern literature psychologism, the study of human nature. Slide 3

“Both Gogol and Dostoevsky depict actual circumstances. But Gogol is primarily a social poet; Mr. Dostoevsky is primarily psychological. For one, the individual is important as a representative of a certain society or a certain circle; for another, society itself is interesting for its influence on the personality of the individual.”

What is the name of the movement in art and literature of the 19th century, which is characterized by “the depiction of a typical personality in typical circumstances”:

a) sentimentalism;

b) romanticism;

c) realism;

d) classicism?

The novel “Poor People” was the writer’s high-profile literary debut. The author was interested in a special type of person, discovered in his time by Pushkin and Gogol. This interest is indicated in the title. The delight was universal, the unknown young writer became one of the participants in the “natural school,” and his work opened its second almanac, “Petersburg Collection,” published in 1846. The ruler of thoughts V. G. Belinsky, after reading the novel, asked its author in excitement (Slide 4): “Do you understand that you wrote this?” - “It was the most delightful moment in my life.” F. M. Dostoevsky.

Why do you think the novel gained fame even before its publication?

His topic excited readers with the pressing problems of our time.

Read the “diary pages” with your comments about the work.

4. Discussion by students of the emotional perception of the novel.

What type of hero worries the writer in the novel?

Small man.

Slide 5: “Honor and glory to the young poet, whose muse loves people in attics and basements and says about them to the inhabitants of the gilded chambers: “After all, these are people too, your brothers!”

V. G. Belinsky.

Teacher's word:

The theme of the “little man” was developed through suffering in Russian literature of the first half of the 19th century. Prove or dispute this thesis.

(Students give examples of works by A. S. Pushkin and N. V. Gogol devoted to this topic.)

5. Goal setting

What is the meaning of the title?

What new did Dostoevsky introduce to the topic?

What features of tradition and innovation are present in Devushkin’s image?

How do genre features convey ideological content?

You have correctly defined our path of work on studying the novel. Here are our tasks:

How does the title of the novel, together with the declaration of a familiar theme, reveal a new aspect in its sound?

What thematic features does the image of Makar Devushkin include?

Determine the degree of innovation of the writer in depicting the “little man”.

To work effectively, we will split into groups. You are given 25 minutes to complete the task and discuss the results of your observations in the next lesson.

Group 1 Genre and style features of the work.

Group 2. Makar Devushkin and his “predecessors”

Group 3. “Doubles” of the main character in the novel.

Group 4. The relationship between tradition and innovation in “Poor People”.

(The class is divided into groups to solve problems collectively.)

6. Independent work in groups

Lesson 2

1. Collective dialogue.

Students write down the results of intermediate stages. Questions are grouped according to the unity of the educational task, but the discussion proceeds in the logic of solving the central problem “Little man: type or personality?” (In the notes, the question is followed by the number of the group giving the answer.)

Compare the diagrams of the figurative systems of “Station Warden”, “Overcoat”, “Bela”, “Poor People”, which you compiled at home as an advanced task. Why does the figurative system of Dostoevsky’s novel about the “little man” grow so colossally? - 2nd group.

In accordance with the genre of the novel chosen by the author.

Think about the meaning of the titles of the works and compare them - group 2.

The title "Station Master" refers to social status Main character. “The Bronze Horseman” is a symbol of the state’s indifference to the fate of the “little man,” ignoring his hopes and suppressing his personality. “The Overcoat” is an object of Bashmachkin’s worship, of finding the meaning of existence, a way of self-affirmation.

Why is the title of Dostoevsky's novel formulated in plural? - 3rd group

Which word in the title is logical stressed? - 4th group.

Dostoevsky focuses on the word “people,” showing not only the poverty of the characters, but also their dreams, plans for changing their lives, caring for their neighbors, and a sense of dignity.

Name Makar’s “doubles” in the novel and read the episodes of the work that prove that we have “little people” - group 3. The students name the official Gorshkov, Pyotr Pokrovsky, Zakhar Prokofievich, Emelyan Ivanovich, Teresa. Key episodes are read out to prove the correctness of judgments - group 3.

Find in Devushkin’s reasoning references to literary heroes who are related to him by belonging to the “little man” type - group 2.

"Now I " Stationmaster“I read it here in your book; because I’ll tell you, little mother, it happens that you live, but you don’t know that there’s a book right next to you, where your whole life is laid out as if on your fingers... After all, I feel the same thing, just like that, just like in the book, and I myself was sometimes in the same situations as, roughly speaking, this Samson Vyrin, poor fellow. And how many Samsonov Vyrins walk among us, such wretches of heart! . I saw it myself - it’s all living near me; Here's Teresa - why go far! - at least our poor official, - after all, he may be the same Samson Vyrin, only he has a different last name, Gorshkov”...

Analyze the form of the narrative in “The Station Agent”, “The Bronze Horseman”, “The Overcoat”, “Bela”. Do we hear the speech of “little people” in these works? - 2 and 4 groups.

In “The Overcoat” and “The Bronze Horseman” the narration is entrusted to the author, in “The Station Agent” the narrator talks about the events, Maxim Maksimych himself sets out the story of the relationship between Bela and Pechorin. In “The Overcoat” we not only do not hear the hero’s monologues - the author openly states: “You need to know that Akaki Akakievich expressed himself mostly in prepositions, adverbs, and, finally, particles that absolutely do not have any meaning. If the matter was very difficult, then he even had the habit of not finishing the sentences at all...” In “The Station Agent,” the hero is entrusted with telling about his misadventures, but the reader learns this story from the narrator. From Vyrin’s lips come memories of Duna. Evgeny in “The Bronze Horseman”, in the form of an inappropriately direct speech, dreams of future happiness with Parasha. Maxim Maksimych is a wonderful storyteller who understands the natural world and the feelings of people. But this is not a psychologist yet. That is why the author will “entrust” the portrait of the “strange man” Pechorin to a traveling officer.

What qualities of Devushkin the narrator are revealed by the epistolary form - group 1.

Firstly, Devushkin speaks himself, then we see the painful process of the hero’s personal growth in the struggle to find his own “style”; finally, the letters show that Makar’s circle of concerns is not limited to himself and Varenka. A hero helps his neighbor.

Presentation of slide 7 with a letter from Dostoevsky to his brother, Mikhail Mikhailovich.

Compare the writer’s letter to his brother and Devushkin’s messages. Why did the author of the novel not accept Belinsky’s reproaches for his inability to “overcome obstacles from language and form”?

- Dostoevsky’s “immature” manner is an innovative technique, an attempt to speak the “tongue-tied language” of the “little man” and affirm his merits.

Demonstration of slides 8,9, 10 with quotes from Bakhtin, Vinogradov, Dostoevsky about the innovation of the style of “Poor People”:

M. M. Bakhtin. Problems of Dostoevsky's poetics.

“For the first time in Dostoevsky, a petty official speaks so much and with such tonal vibrations.”

V. V. Vinogradov.

“They don’t understand how you can write in such a style. They are used to seeing the writer’s face in everything, but I didn’t show mine. And they have no idea that Devushkin is speaking, not me, and that Devushkin cannot say otherwise. They find the novel drawn out, but there is not a superfluous word in it.”

F. M. Dostoevsky.

Re-read Makar’s letters and prove that his dreams and thoughts make the personality of the titular adviser spiritually richer than the characters of his predecessors in the gallery of “little people”

2nd group.

(Letters of April 12 (pp. 17 - 18), June 22 (pp. 59 - 60), September 5 (pp. 121 - 122) - sensitivity to the suffering of others;

June 12 (p. 55) “They introduced me into the proverb...” - lack of humility in comparison with Bashmachkin, indignation at ridicule;

Why does Dostoevsky repeat the episode from “The Overcoat” (reception at a significant person), but changes its outcome? Why does Gorshkov die after a happy court verdict?

Makar’s letters show us that he possesses some of the traditional thematic features of the “little man” (after the answers of group 4, slide 11 with conclusions appears on the board as a generalization):

1. Low, poor, subordinate social status

2. Suffering from the consciousness of one’s weaknesses and mistakes.

3. Underdevelopment of personality.

4. The severity of life experiences.

5. Awareness of oneself as a “little person” and the desire to assert one’s right to life.

But Dostoevsky’s innovation in developing the theme is enormous: (12 slide)

His hero is surrounded by “doubles”.

He is not isolated from communication with people: the world of the “little man” is growing.

Devushkin not only calls for sympathy, but also actively helps his neighbor.

The dreams of Dostoevsky's hero are not limited to the comforts of everyday life: he dreams of love and literary success.

The characters in the novel do not stand the test of happiness.

Read Makar's last letter. What sensations does it evoke?

Tragic due to the despair of Varenka’s departure and comic when lamenting the end of the formation of the “syllable”.

What quality of Dostoevsky's prose does this indicate?

About psychologism; the subtext and understatement reflect the tragic situation.

Demonstration of 3 slides with a statement by V. Maykov.

Anikin states: “In depicting “poor people,” Dostoevsky began rather with the denial of the “little man”: the Devushkins (Prokharchins, Golyadkins, etc.) disfigured by poverty are shown as caricatures, a sense of protest drives the writer, and he shows that “this is how to live it’s impossible”, how the heroes of his early works live. And this, let us remind you, is a completely different direction than the affirmation of the “little man” theme. - Do you agree with the point of view of the literary critic?

2. Summing up the lesson.

Dostoevsky considered his creative credo to be the need “with complete realism to discover the man in man.” He succeeded. “The humiliated and insulted” will be full-fledged heroes of all the writer’s prose, but they will become the main characters in “The Double” (1846), “Mister Prokharchin” (1846), “Polzunkov”, “Novel in Nine Letters” (1847). It turns out that “Poor People” is not the only work of the epistolary genre by Dostoevsky. Homework will also give you a chance to practice writing.

3. Homework (13 slide).

1. - In her last message to Makar, Varenka writes: “I will write to you, my friend, I promise, but only God knows what can happen...”. Write Varenka's message, following the author's style if possible.

2. Write a letter to a friend with your impressions of “Poor People” and the characters of the novel.

3. Create an essay “My Favorite Letter in Poor People”

4. Conduct a linguistic analysis of one of the letters in the novel

5. Create an argument “The role of appeals in understanding the feelings of heroes”

Literature:

1. Pushkin A. S. Dramatic works. Prose. /Enter. article by G. Volkov. - M., Artist. lit., 1982, p.
2. 217 - 226.
3. Gogol N.V. Petersburg stories. Afterword S. Bocharova - M., “Sov. Russia”, 1978, p. 133 - 170.
4. Lermontov M. Yu. Works in 2 volumes, volume 1. - M., Pravda, 1990, p. 456 - 488
5. Dostoevsky F. M. Poor people. White Nights. Humiliated and insulted / Approx. N. Budanova, E. Semenov, G. Friendler. - M., Pravda, 1987, p. 3 - 114.
6. Bakhtin N. M. Problems of Dostoevsky’s poetics. - M. 1979
7. Anikin A. A. The theme of the “little man” in Russian classics // in the book. : Petrenko L.P., Anikin A.A, Galkin A.B. Topics of Russian classics. Textbook - M.: Prometheus, 2000, p. 96 - 120
8. Yakushin N. Great Russian writer. // in the book. : F. N. Dostoevsky. Izb. essays / ed. count : G. Belenky, P. Nikolaev; M., Artist. lit. , 1990, p. 3 - 23
9. Literature: Reference. school /Scient. development and comp. N. G. Bykova - M., Philologist - society “Word”, 1995, p.
10. 38 - 42

Class: 10

Kutuzov A. G., Kiselev A. K., Romanicheva E. S. How to enter the world of literature. 9th grade : Method. Allowance/Under.

• ed. A. G. Kutuzova. - 2nd ed. , stereotype. - M.: Bustard, 2001, p. 90 - 91.
• Target: introduce students to the life and work of F.M. Dostovevsky; develop
• monologue speech

students; continue work to cultivate interest in Russian literature.

Equipment:

• exhibition, portrait, presentation, media projector, computer.
• Write on the board:
• “The new Gogol has appeared!” (N.A. Nekrasov) “...Let’s just say that this is an extraordinary and original talent, which immediately, even with his first work, sharply separated himself from the entire crowd of our writers...” (V.G. Belinsky)“In the works of Mr. Dostoevsky we find one

common feature

, more or less noticeable in everything he wrote: this is pain about a person...” (N.A. Dobrolyubov) Epigraph: Every person should be a person and treat others as person to person.

Lesson number in topic: 1.

Lesson type– introductory.

Form of conduct

– literary living room with theatrical elements.

During the classes Teacher's opening remarks: Dostoevsky is read by the whole world, the impression of his novels is enormous and ambiguous. Dostoevsky is complex and contradictory. He is the greatest realist writer, expert on life, humanist, passionate denouncer

social evil

, lies and hypocrisy. Throughout his adult life, the writer was concerned about the fate of his people and humanity.

He has always stood apart in Russian literature, remaining not entirely understood and appreciated.

Dostoevsky is rightly called “the most difficult classic in the world.” To understand this writer, you need to know the logic of his thinking, the structure of his concepts and terms. Much of Dostoevsky’s work is “not like people’s.” He strove for isolated originality.

Where did this genius come from, from what roots?

Fyodor Mikhailovich Dostoevsky was born on October 30, 1821 in the family of a doctor at the Mariinsky Hospital for the Poor, in Moscow, on Bozhedomka. The family lived in a wing at the hospital. It was an imposing palace-type building, but the interior decoration of the official apartment of the collegiate adviser, the staff physician, was very modest.

The family eventually grew to 9 people, but huddled in two rooms with a front and separate kitchen.

Was the family poor? After all, poverty is the main motive of all stories about Dostoevsky’s childhood. Judge for yourself: the father rose to the rank of personal nobility, had a private practice, supported servants: a nanny, two maids, a cook, a coachman, and a footman. At the birth of children, nurses were hired and four horses were kept.

The writer's mother came from a wealthy merchant family of the Nechaevs, had many brothers and sisters who later helped raise their children: Mikhail, Fyodor, Varvara, Andrey, Vera, Lyubov, Nikolai, Alexandra. Lyuba died in infancy, the rest of the children, except Mikhail and Fyodor, lived an ordinary life, not even realizing how brilliant Fyodor was.

2nd student:

Family relationships were built on complete submission to the will and whims of the husband and father.

Mikhail Andreevich Dostoevsky, the writer’s father, according to all recollections, was a hot-tempered, suspicious and obstinate hoarder. He counted the rags behind the washerwoman, became furious when he didn’t count the silver spoon in the cupboard; He constantly tormented his wife with nagging, jealousy, and suspicion.

The writer's mother, who died in February 1837, was completely different: cheerful, sociable, economical, quick-witted, all like merchants.

The correspondence of the Dostoevsky spouses has survived to this day. She does not shine with literacy, but she is all permeated with some kind of gingerbread, sugary tenderness.

And this could not pass without a trace for Dostoevsky. For a writer, the issue of family relationships is a matter of enormous importance: all of his novels are built on the fate of the family, on showing the collapse of his contemporary family.

Teacher: What is the influence of the family on the writer himself? How was he brought up, what was he accustomed to in childhood and youth?

3rd student:

Researchers of Dostoevsky’s life and work note that the future writer’s home education was conducted correctly and systematically: he knew French and German languages, his father even taught him Latin.

IN early childhood Dostoevsky, like Pushkin, had his own “nanny” Alena Frolovna. She told the boy about the fabulous firebird, about the exploits of Alyosha Popovich, about Bluebeard. Then independent reading began. The writer was especially struck by the book “104 Sacred Stories of the Old and New Testaments.” All literary novelties were in his field of vision: the then famous Russian historical novels “Yuri Miloslavsky” by Zagoskin; “Ice House” by Lazhechnikov; “Sagittarius” by Masalsky; “The Kholmsky Family” by Begichev.

But in first place were Pushkin and Gogol. Pushkin's death struck Dostoevsky as a personal grief, because he loved everything about the poet, especially his love of life and humanism.

Most of all, Dostoevsky was attracted to “Songs of the Western Slavs”. He perfectly read Pushkin's poems and prose in his quiet, soulful voice, enchanting listeners with the melody of the verse. F.M. Dostoevsky, one might say, “worshiped” the depth and grace of “Eugene Onegin”

Teacher: If not for the illness and death of “mama,” Fyodor and Mikhail Dostoevsky would have declared mourning for Pushkin in the family. Thoughts about his beloved writer ran through Dostoevsky’s entire difficult life. Therefore, the writer considered the opportunity to speak at the opening of the monument to A.S. Pushkin in Moscow a great joy and a great honor, and thought about what PUSHKIN was for Russia and the world.

4th student: Monument to sculptor A.M. Opekushina was opened on June 6, 1880 in Moscow on the edge of Tverskoy Boulevard. And on June 8, in the hall of the noble assembly, Fyodor Mikhailovich gave his speech. Excited and somehow stooping, he climbed up to the pulpit and began to read somehow slowly and hesitantly. But gradually his voice became stronger, the inspired elation of thoughts seemed to make him taller, straighten his shoulders, and light up his dark eyes with fire.

Dostoevsky spoke about three periods of Pushkin’s work, between which, however, “there are no firm boundaries,” and, the writer noted, the last period of Pushkin’s work is universal. The writer believed that among the world's literary geniuses there was not a single one who had such the ability of worldwide responsiveness as our Pushkin. But the main meaning of the speech was to call everyone to unity and brotherhood. Fyodor Mikhailovich ended his speech with the words: “I am only talking about the brotherhood of people and that the Russian heart is, perhaps, most destined of all peoples for universal, but all-human fraternal unity, I see traces of it in our history, in our gifted people , in the artistic genius of Pushkin.”

5th student: But the great service to Russia by the artist’s pen especially struck him in Gogol. With the advent of Gogol, a miracle happened in literature: the writer spoke about Russian life in such close, heartfelt words, made him look at himself in a new way, so that life seemed like an unexplored abyss.

Teacher: But a person’s childhood is not endless; there comes a time when he must leave his father’s house in order to get a profession and create his own home, his own family. The time has come for Dostoevsky too.

6th student:

At first, brothers Fedor and Mikhail studied at the first-class Moscow boarding school of Leonty Chershak, which they later remembered with gratitude, because The boarding school was distinguished by strict discipline, a rich curriculum, and educated teachers. Education at the boarding school awakened independent thought among students. But nothing specifically literary is visible in Dostoevsky yet. After finishing the boarding school, he entered the main engineering school in St. Petersburg. Apparently, this choice was made at the behest of the father, who wanted his children to be securely provided for, and graduating from college would give them an officer rank. The school was dominated by steps, topography, fortification, and exact sciences, and here Dostoevsky had his first attack of epilepsy. At school, the writer lived some kind of inner life, intense, hidden from others. He was distinguished by his religiosity. He was unsociable and had few friends.

All this internal work could not go unclaimed. By 1845, Dostoevsky had completely re-read Schiller, became interested in Balzac, and here he saw the main concept of his work: realism, the diversity of the elements of life. In the eyes of the writer, this united Balzac, Pushkin and Gogol.

7th student:

In 1845, Dostoevsky entered Russian literature, not timidly, like a new student, but boldly, weightily, having said his new, word. It was the novel “Poor People”. Immediately after the publication of the novel, Dostoevsky was talked about as the greatest writer of the natural school. At this time, literature was experiencing a period of remarkable prosperity.

Everything in the first novel was in the spirit of the “natural school”: the title, the characters, and the pathos of defending human rights. According to Belinsky, this was the first attempt at a social novel in Russian literature. And indeed, the sociality of the novel appeared in sharpening the issue of class inequality, in showing the outcasts of society. full of inner dignity and spiritual delicacy. This is exactly what Makar Devushkin and Varenka Dobroselova are like. They do not dream of any benefactors, or of any saviors, but live on their own. But reality bursts into their narrow little world and breaks everything, they are forced to part.

It is amazing that Dostoevsky wrote his first novel in the epistolary genre. This form in literature was considered aristocratic and refined. And suddenly Dostoevsky “wasted” this form on outlining inner world“a simple official and a fallen maiden.” But, in essence, Dostoevsky continued the tradition of high and pure feelings. But, from the point of view of ingrained morality and “decency”. this world of poor heroes seemed challenging. And Dostoevsky continued this same line in the story “White Nights”.

8th student:

Pain about a person... For Dostoevsky’s creativity, for his humanism, it is difficult to find a more accurate and capacious formula. “White Nights” is a sentimental novel from the memories of a dreamer. Let's start with the word “dreamer,” as the hero himself calls himself. What is he hiding from? From other people, from their curious glances. For him there is always a divide: the dreamer and the rest.

But what does the addition “sentimental novel” mean? This is not just a novel, but a sentimental one, i.e. covered in the poetry of heartfelt feeling, blurring the contours real events. And here we turn to the words of the title itself - “White Nights”.

Please note that the entire action of the novel takes place at night. It doesn’t even have the usual division into chapters, but there are nights: night one, night two... 4 nights in total. The night scenery is spare and laconic: only the canal embankment where the dreamer and Nastenka met; the bench they were sitting on. At the beginning, both heroes are equal, equal in their misfortune, loneliness, and poverty. It turns out that misfortune brings them closer together. And happiness—happiness, her meeting with her lover—separates. It turns out that even what he experienced during these White Nights was not his. The dreamer realized that even this very tenderness of hers, her care, her love, were nothing more than the joy of a speedy meeting with another, the desire to tie their happiness.” Such is Dostoevsky’s comprehensive humanism: the writer is filled with “pain for every person - poor, unfortunate, forgotten - and forces us, the readers, to share this pain.”

But Dostoevsky did not limit himself to just one sentimental direction. Over the course of 3 years, he created, following “Poor People” and “White Nights,” 6 works. Among them are “Netochka Nezvanova”, “Double”, “Mistress”. In these works, either the “environment” dominates the individual, or attempts to rebel the individual for his rights are traced, or the heroes are obsessed with some idea. Actually, this marked the end of the first stage of Dostoevsky’s literary creativity. And the reason for this or the reason was the socio-political activity of the writer. The new ideology - socialism - attracted the writer by preaching a better future for humanity, preaching equality, the emancipation of women, and criticism of bourgeois civilization.

Where did this genius come from, from what roots?

It was the ideology of socialism that brought Fyodor Mikhailovich to various circles and political societies, but from September 1848 he chose the circle of Mikhail Vasilyevich Petrashevsky and regularly attended his “Fridays”. The “Petrashevtsy” were the ideological heirs of the Decembrists, but the society no longer consisted of only nobles, there were also commoners. The “Petrashevites” were arrested without even starting to act, but only after forming a “conspiracy of ideas.”

But Dostoevsky, by his convictions, was never a revolutionary; the truths of the Gospel prevail in his consciousness, and he accepted socialism as a branch of Christianity. Petrashevsky’s “Fridays” led Dostoevsky to his arrest and sentence to death. But then, along with others, the writer was pardoned and received 4 years of hard labor and settlement in Siberia. The verdict was announced on December 22, 1849, and on January 23, 1850, Dostoevsky was transported to Omsk, a convict prison. In the book “Notes from a Dead House,” he described in detail the life of convicts. Being in hard labor, and then serving as a private, made certain changes in the writer’s worldview. In 1858, Dostoevsky, who had risen to the rank of ensign, resigned “due to illness.” A year earlier, he had been restored to civil rights and his hereditary nobility was returned to him.

Although in some ways Dostoevsky abandoned his previous ideas, he remained faithful to one main idea - the idea of ​​​​the truth of life. In the 2nd half of the 19th century, the genre of the novel began to dominate in Russian literature. Dostoevsky, a novelist, along with Tolstoy, occupied one of the first places in Russian literature. In his novels he showed limitlessly rich life material. He touched upon such aspects of public and social life that other novelists passed by. And the power of Dostoevsky’s talent was manifested in the depiction of the restless personality of his time, in the criticism of the disorder of modern society.

In the 60-70s of the 19th century, the writer created “his great novels”: “Crime and Punishment”, “Idiot”, “Demons”, “Teenager”, “The Brothers Karamazov”.

2nd student:

Dostoevsky's path to the novel “Crime and Punishment” was long. It was conceived back in the early 50s. The painful and painful year of 1864 provides the writer with abundant material for his planned work. After the death of his brother, Fyodor Mikhailovich finds himself in dire need, and the threat of debt prison hangs over him. All year the writer was forced to turn to St. Petersburg moneylenders. Not sparing his health, he sat at work until 6 o’clock in the morning, trying to save the brainchild he and his brother shared – the magazine “Epoch”. Dostoevsky still cannot escape poverty and brings the amount of his debt to 25 thousand rubles. He stops fighting for the magazine and returns to his main business - writing.

The main version of the novel took shape by the autumn of 1865. But it grew, became larger and more complex. It seems that work on the novel is about to be completed successfully, and suddenly in the fall of 1866 Dostoevsky again finds himself in extremely difficult circumstances: he is forced, simultaneously with work on “Crime and Punishment,” to work hard on another novel, “The Gambler.” The fact is that, according to the contract with the publisher Stellovsky, he had to present a new novel by November 1. Therefore, only in November 1866 Dostoevsky dictated the last, sixth, part of the novel and the epilogue “Crime and Punishment”, which were published in the December issue of the magazine “Russian Messenger”. And only in March 1867 the novel “Crime and Punishment” was published as a separate edition.

The release of the novel was preceded by many difficulties: financial, psychological, and moral quests did not leave the writer. But the main problem was the lack of time to write another work under an enslaving contract. And at this most difficult time for the writer, fate, in the person of Miliukov and professor of shorthand Olkhovsky, presented Fyodor Mikhailovich with probably the most generous gift - an acquaintance with the main person of his entire life, both literary and human. We bring to your attention a small fragment telling this touching story (see. Annex 1).

Two more novels were published after Crime and Punishment: The Teenager and The Idiot. And all these years, in the soul and in the thoughts of the writer, the idea of ​​a new novel, a novel-dulogy, combining the past and the future, has been maturing.

3rd student: “The Brothers Karamazov” is the last, final, greatest novel of Dostoevsky. It is based on dramatic intrigue - the murder of a person who is the focus of passions. Killing out of hatred and revenge, because of money, because of jealousy. A purely everyday basis gives naturalness to the intrigue, completeness and persuasiveness to the motivations.

“The Brothers Karamazov” is Dostoevsky’s most complex and most understandable novel in terms of plot. The family principle, usually found in the writer’s novels and found itself on the periphery, is here the basis of the narrative. The action develops rapidly, all roles are designated at once. The novel is organic, clear, the national Russian element dominates in all its cells.

Scenes of people's suffering taken from life were a new development in artistic storytelling. The plot is based on the story of the retired lieutenant Ilyinsky, a “parricide from the nobility”, who was imprisoned in the Omsk prison. Ilyinsky was convicted erroneously; the murderer was his younger brother, who wanted to receive the inheritance alone. The novel relies on much of what the author observed in life or specifically found out. Dostoevsky sometimes wrote in the heat of personal experiences: his three-year-old son Alyosha died, and he named one of the heroes of the novel Alyosha.

In “The Brothers Karamazov” the question of the meaning of existence is raised. This problem was discussed by all the characters in the novel. The writer comes to the conclusion that not a single government system existing in the world protects the rights of every person. Salvation lies only in the renewal of man himself. Elder Zosima said: “If they are brothers, there will be brotherhood.” This is an expression of the writer’s basic life principle. In Dostoevsky’s teaching, of course, there is a lot that is controversial and incorrect, but the general conclusion is that the meaning of life is to know why to live.

And we must live, according to Dostoevsky, so that there is peace between people, in the name of their prosperity and improvement. The brothers themselves from the Karamazov family split in different directions. But the principle of “brotherhood” remained and was bequeathed by the writer to the future.

I think it’s time to sum up our acquaintance with the writer and his work. Each of you, preparing for the lesson, recognized some facet of this great and controversial personality. At home you will write a miniature essay “Dostoevsky as I see him.”

I also remind you that you received group assignments in advance for the novel “Crime and Punishment”:

• 1st group -Petersburg Pushkin
• Group 2 - Petersburg Gogol
• Group 3 - Dostoevsky's Petersburg.

Thank you everyone, I look forward to seeing you at the next lesson.

P.S. Each teacher creates a presentation in accordance with his/her tasks; for me it served as illustrative material for students’ presentations; it included portraits of F.M. Dostoevsky by various authors, various photographs, illustrations for the writer’s works, and fragments of films.