1. Luka's appearance in the shelter. (Analysis of the scene of the first act of M. Gorky’s play “At the Lower Depths.”)
2. “Mayakovsky’s poems are always at the forefront of the comic and tragic” (Yu.N. Tynyanov).
3. The main motives and images of A.A.’s poetry Feta.
4. Search Subject life truth in prose by M.A. Sholokhov. (Based on the novels " Quiet Don"or "Virgin Soil Upturned".)
The image of a warrior-worker in the story of M.A. Sholokhov "The Fate of Man".
5. “You need to live not for yourself and not for others, but with everyone and for everyone...” (N. Fedorov). (Based on one or more works of Russian literature of the 19th century.)
Consultation
When starting to work on the first topic, it is important to show the tense atmosphere of the shelter, the fact that disputes are constantly being born in it, and to establish their cause. The purpose of such an analysis of the exposition is to convince the reader: before him is the bottom of life, a world where all human hopes must fade away. The relevance of the first phenomena of the play is undeniable: the intensity of the action is manifested in human clashes. Then we move on to the plot of the play. This is the appearance of the wanderer Luke. Here you need to consider answers to the following questions:
- What strings of the heroes’ souls does the wanderer touch with his unexpected words that sound so humane in the shelter?
- What events and character remarks evoke a response from Luke?
- What “events” are unfolding at this moment?
And finally, the conclusion: at the end of the first act, hope appears among the heroes, a growing feeling in each inhabitant of the bottom of the impossibility of living as they have lived until now, a more active desire to escape from the shackles of the bottom.
Disclosure of the second theme involves identifying the artistic originality of Fet's poetry. He entered Russian literature as a representative of the so-called pure art, following the principle that beauty is the only goal of the artist. Therefore, nature and love were the main themes of his work. We propose to analyze two of Fet’s poems, the most striking examples of his love lyrics - “Whisper, timid breathing...” and “At dawn, don’t wake her up...”. The natural world and human feelings are inextricably linked. Like Tyutchev, Fet animates nature: the poet’s lyrical feeling seems to penetrate into the world around him, spilling out into it. Let us also name such poems as “Evening”, “The spruce covered my path with its sleeve...”, “The rye is ripening over the hot cornfield...”, “There are nights of winter shine and strength...”, “There are still fragrant bliss of spring. .." and others. Each of them is a small masterpiece. You should pay attention to the musicality of Fet’s poetry, achieved by an extraordinary variety of strophic and rhythmic forms, to the philosophical principle, intensifying in late creativity Feta. These are thoughts about the eternal wisdom of nature, about the freedom of creativity, about the futility of human vanity, the limitations of human knowledge.
The third topic is related to the analysis of the lyrics of one of the most complex poets of the 20th century. Mayakovsky is indeed very “different” in his work: a subtle lyricist, the author of the most tender love poems and poems, and an angry, castigating satirist, and the creator of major epic works, and a playwright, and a passionate publicist, and a political agitator, and also an avant-garde artist and film actor - all this is one Mayakovsky. The entire work of Mayakovsky represents a gigantic contradiction. The lyrical hero of this poetry is multidimensional, multifaceted, hence his lyrics “on the edge of the comic and tragic.” This is already noticeable in Mayakovsky’s early lyrics. The imperfection of the world order, the sharp discrepancy between dreams and reality, the depressing vulgarity and lack of spirituality of the surrounding world gave rise to angry rejection in the poet’s soul (“A cloud in my pants”, “Here!”, “You!”, “I’m tired” and others).
Satirical principles develop in poems of a later period (“About rubbish”, “Sitting around”). Mayakovsky ridicules philistine ideas about beauty, grace, poetry (“Marusya got poisoned,” “Two Cultures”), completely subordinating his creativity to the task of rebuilding society - this is both Mayakovsky’s strength and tragedy. Accusatory words are “not spasmodic words stuck together in a lump.” You can finish your essay on Mayakovsky’s lyrics with the words of Marina Tsvetaeva: “Mayakovsky is the first new man of the new world, the first to come. Anyone who didn’t understand this didn’t understand anything about him.”
Let's consider the fourth topic based on the material of M. Sholokhov's novel “Quiet Don”. Let us remember the path of quest of Grigory Melekhov. It was about him that Sholokhov said: “He fought off the whites, did not bother the reds...” But he always honestly tries to figure out what is happening around him. A painful search leads Gregory either into the White Guard ranks or into the Red Army. He feels that both the Reds and the Whites have their own rights, so he rushes between two fires, trying to understand whose side the truth is on. In conclusion of the essay, it should be said that the tragedy of Grigory Melekhov is the tragedy of the Russian Cossacks as a whole. Tracing the tragic life path Gregory, starting with the history of the Melekhov family, one can not only reveal the causes of its troubles and losses, but also come closer to understanding the essence of that historical era.
On the fifth topic, we can suggest turning to the work of L.N. Tolstoy. We see that in many of his works the question is asked: “Who am I? Why am I living? What am I living for?” All of Tolstoy’s favorite heroes are captured by an intense spiritual quest (“The Path of Quest of Prince Andrei”, “The Ideological and Moral Evolution of the Personality of Pierre Bezukhov”, “True and False Beauty” - in the novel “War and Peace”). This topic can also be explored using the material from the novel “Crime and Punishment” by F.M. Dostoevsky (“The collapse of Raskolnikov’s individualistic theory”, Raskolnikov’s tragedy in the novel “Crime and Punishment”, “He did not kill the old woman, but “killed himself” as a person”).
1 option
1.When and where do the events take place in the play “At the Bottom”? Give a description of the shelter.
2. Divide all characters into two groups according to social status.
3.Trace how the play “At the Bottom” develops its first story line. What characters does it capture? Where does it reach its apogee?
4.What unites the lonely inhabitants of the shelter? Can we consider the main conflict of the play only the opposition of the social plane?
5.Where do you think the plot of the play is? What strings of the heroes’ souls does Luke touch with his speeches?
6.Interpret
The parable of the righteous land told by Luke?
Option 2
1. Give a general description of Kostylev and Vasilisa.
2. Do the characters in the play have hope in the exhibition? Prove it.
3.What is a monologue, dialogue, polylogue? What is their role in the play?
4. Restore the event rad of the play. What events take place on stage and what events happen behind the scenes?
5. It is not for nothing that the wanderer bears the name of one of the apostles of Christ. What does he promise, what does he call for? Why does none of the promises benefit the inhabitants of the “bottom”?
6.Under what circumstances does Satin pronounce his monologue about a person? What motivated his rebuke to the Baron? Does Satin condemn or defend Luke in his monologue?
- Maxim Gorky At the bottom Act one A cave-like basement. The ceiling is heavy, with crumbling plaster. Light from the audience. To the right behind the fence is Ash's closet, next to the bunks...
- Characters: Mikhail Ivanov Kostylev, 54 years old, hostel owner. Vasilisa Karpovna, his wife, 26 years old. Natasha, Vasilisa’s sister, 20 years old. Medvedev, their uncle, policeman, 50...
- The work, which appeared in 1902, was innovative in its genre. There is no traditional plot in this socio-philosophical drama; the action develops in the dialogues of the characters. The place of events is a shelter...
- Act 1 Cave-like basement. Everywhere along the walls there are bunks. In the middle of the shelter there is a large table, two benches, a stool, everything is unpainted and dirty. U...
- In 1902, the great Russian writer M. Gorky wrote the play “At the Depths”. In it, the author posed a question that remains relevant to this day - this is...
- The play “At the Bottom” was written in 1902. She has great importance in the works of Maxim Gorky. This work raises philosophical questions about the meaning of life...
- The common good is created by the happiness of everyone. Calio Correct the living conditions of people, and people will become better people to be worthy of these benefits. Fletcher What does a person live for, what is...
- In the play “At the Lower Depths,” written by A. M. Gorky in 1902, the essential features of Gorky’s dramaturgy were revealed with particular vividness. He established a new type in drama...
- M. Gorky's play “At the Depths” is an innovative literary work. As soon as she appeared, she produced a very strong effect. Since then, it has caused controversy more than once -...
- M. Gorky's play “At the Lower Depths” was written a hundred years ago. And all these years it has not ceased to cause controversy. This can be explained by the many problems posed by the author...
- Man - that's the truth! M. Gorky. At the Lower Depths The play “At the Lower Depths” was written by M. Gorky in 1902, on the eve of the first Russian revolution. She gives bright...
- At the center of A. M. Gorky’s play “At the Lower Depths” is not so much human destinies as a clash of ideas, a dispute about man, about the meaning of life. The core of this dispute...
- M. Gorky's play “At the Lower Depths” is rightfully one of the best dramatic works of the writer. This is what he says incredible success her for a long time in...
- Human thoughts and feelings, hopes and dreams, strength and weakness - all this is reflected on the pages of the play “At the Bottom”. Its characters are people of the beginning...
- Throughout his entire work, M. Gorky was interested in man, personality, and the mystery of his spiritual world. Human thoughts and feelings, aspirations and dreams, strength and weakness -...
Criteria and norms for assessing knowledge and skills of students
Norms for assessing students' knowledge, skills and abilities in literature.
1. Evaluation of oral answers. When assessing oral answers, the teacher is guided by the following main criteria within the program of a given class:
· knowledge of the text and understanding of the ideological and artistic content of the studied work;
· ability to explain the relationship of events, characters and actions of heroes;
understanding the role artistic means in revealing the ideological and aesthetic content of the studied work;
· knowledge of theoretical and literary concepts and the ability to use this knowledge when analyzing works studied in class and read independently;
· ability to analyze piece of art in accordance with the leading ideas of the era;
· the ability to master monologue literary speech, logically and consistently answer the question posed, read a literary text fluently, correctly and expressively.
When assessing oral answers based on literature, the following criteria may be used:
Score “5”: the answer reveals solid knowledge and deep understanding of the text of the work being studied; the ability to explain the relationship of events, the character and actions of the characters, the role of artistic means in revealing the ideological and aesthetic content of the work; use text to support your conclusions; reveal the connection between the work and the era; fluent monologue speech.
Score “4”: given for an answer that shows solid knowledge and a fairly deep understanding of the text of the work being studied; for the ability to explain the interconnection of events, the characters and actions of the characters and the role of the main artistic means in revealing the ideological and aesthetic content of the work; the ability to use the text of a work to substantiate one’s conclusions; have good command of monologue literary speech; however, there are 2-3 inaccuracies in the answer.
Score “3”: an answer is assessed that mainly reveals knowledge and understanding of the text of the work being studied, the ability to explain the relationship of basic means in revealing the ideological and artistic content of the work, but insufficient ability to use this knowledge when analyzing the work. There may be several errors in the content of the answer, insufficient fluency in monologue speech, a number of shortcomings in the composition and language of the answer, and a discrepancy between the reading level and the established standards for the given class.
Rating “2”: no answer in essence.
2. Evaluation of essays.
An essay is the main form of testing the ability to correctly and consistently express thoughts and the level of speech preparation of students.
With the help of essays the following are checked:
a) the ability to reveal a topic;
b) the ability to use linguistic means in accordance with the style, topic and purpose of the statement;
c) compliance with language norms and spelling rules. Any essay is assessed with two marks:
The first is given for content and speech design, the second is for literacy, i.e. for compliance with spelling,
Punctuation and language norms.
· correspondence of the student’s work to the topic and main idea; · completeness of the topic; · correctness of factual material;
· sequence of presentation. When assessing the speech format of essays, the following are taken into account:
· variety of vocabulary and grammatical structure of speech; · stylistic unity and expressiveness of speech; · number of speech defects.
Literacy is assessed by the number of errors a student makes - spelling, punctuation and grammar.
Note.
1. When evaluating an essay, it is necessary to take into account the independence, originality of the concept of a student’s essay, and the level of its compositional and verbal design. The presence of an original idea and its good implementation allow you to increase the first mark for an essay by one point.
2. The first mark (for content and speech) cannot be positive if the topic of the statement is not revealed, although according to other indicators it is written satisfactorily.
3. The assessment of an essay is subject to provisions regarding similar and minor errors, as well as corrections made by the student.
3. Evaluation of test work.
When conducting test work on literature, the evaluation criteria are as follows:
“5” - 100%;
“4” - 78 – 85%;
“3” - 55 – 60%;
“2” - less than 45%.
^
Test materials
A. A. Blok. Poetry
Task No. 1.
The poem “Factory” depicts “people”, “people”, “motionless someone”, “black someone” and there is not a single individualized image, not a single living human face.
Why do you think the images in this poem are impersonal?
Task No. 2.
Already in the first two lines of the poem “About valor, about deeds, about glory...” the contrast characteristic of Blok’s poetry appeared: the hero lives on a “sorrowful land,” but his life is inspired by the radiance of love and high aspirations.
Does this contrast help to understand the reason for the life drama of the hero of the poem?
Task No. 3.
In the poem “About valor, about exploits, about glory...” there are many images and symbols. What role do they play in revealing the drama that unfolded in the hero’s fate? What is the meaning of the ring composition “your face in a simple frame in front of me” shone on the table" and the ending "your face, in its simple frame, I removed it from the table with my own hand»?
Task No. 4.
The poem “Stranger” contrasts two worlds: the world of vulgarity and the world of beauty. How is this opposition reflected in the vocabulary of the poem? The words “And every evening...” are repeated twice in that part of the poem where the poet talks about the vulgar world. But these same words “open” the appearance of the Stranger. For what purpose? How do you understand the meaning of the last stanza of this poem? (“You’re right, drunken monster, I know: the truth is in wine”).
Task No. 5.
Some researchers note the similarity of A. Blok’s poem “On railway"with Nekrasov's "Troika". Compare these two poems. What do you think is common, and how do poets’ ideological and artistic approaches to the same topic differ?
Task No. 6.
The time in which the events depicted in the poem “The Twelve” take place is only one evening and night. But the poet writes:
And the blizzard throws dust in their eyes
Days and nights
All the way...
For what purpose does he resort to this “expansion” of the boundaries of time?
Task No. 7.
What symbolic content does the image of a “mangy dog” have in the poem? Why does he keep up with the twelve Red Guards?
Task No. 8.
Literary critic L.K. Dolgopolov believes that the climax of the poem, the main “plot link” is the murder of Katka. Is it correct to assume that it was Katka’s death that main reason changes in the mood of the twelve? What changes does the literary critic have in mind?
Task No. 9.
Which statement about the image of Christ in the poem “The Twelve” do you agree with? Give reasons for your answer.
"Christ speaks of the author's Bolshevik sympathies." ( ^ V. G. Korolenko.)
“The burden of the past was too heavy, the poet was too far from the people. Therefore, he did not find such symbolism for the revolution that would truly objectively convey its essence.” ( L. I. Timofeev.)
“The image of Christ testifies that...Blok, true to himself, did not eliminate from his poem the long-standing primordial anxiety about the fate of the World, about its future.” ( D. E. Maksimov.)
Christ is “both the punisher of a dying world, and the bearer of revolutionary sacrifice, a rebel, a dreamer..., a herald of the future kingdom of freedom.” ( V. G. Bazanov.)
^
A. M. Gorky. The play "At the Bottom"
Task No. 1.
Why in the play “At the Lower Depths” there is no romanticization of tramps, which was inherent early stories Gorky (“Konovalov”, “Chelkash”, etc.)?
Task No. 2.
Liberal criticism responded this way about the first production of the drama “At the Depths”: “The world lives by lies. She alone encourages him. Thanks to Luka Gorky for his lyrical poem!” This explains that they idealized the image of Luka and equated him with Gorky.
Task No. 3.
In the director’s copy of the play “At the Lower Depths,” K. S. Stanislavsky made the following comments about Luka’s behavior: “he glances slyly,” “slyly smiling,” “ingratiatingly, softly,” “slipped in,” “sentimentally lies.” What idea of Luke is reflected in these director's remarks? Do you agree with the interpretation of this image by K. S. Stanislavsky?
Task No. 4.
Appearing at the shelter, Luka says: “I don’t care! I respect swindlers too, in my opinion, not a single flea is bad: all are black, all jump..."
What character trait of Luke is reflected in these words spoken at the beginning of his acquaintance with the inhabitants of the “bottom”?
Task No. 5.
Luke does not address words of consolation to all the overnight shelters. What do you think determines this choice? Why doesn't he try to console Tick?
Task No. 6.
Satin advises Mite: “...don’t do anything! Just burden the earth!..” And Luka, in a conversation with Satin, says:
“You bear life easily! But just now here... the mechanic howled so much... a-a-yay!.. There’s no work, he’s screaming, there’s no... there’s nothing!” How do Luka and Satin feel about the Tick? Is this attitude the same?
Task No. 7.
In Act 2, Luke says: “... A person can do anything... if only he wants to...” Compare this phrase with the words of Satin:
“Only man exists, everything else is the work of his hands and his brain!..” How do you explain the coincidence in the words of Satin and Luke about man?
Task No. 8.
In the drama “At the Bottom” there is not a single call for revolution, but, in the words of artist V. Kachalov, “the audience received the play stormily and enthusiastically, like the play “Burevest Petrel,” which foreshadowed the coming storms and called for storms!” How are revolutionary ideas embodied in the play?
Task No. 9.
Is the drama “At the Bottom” a work of critical realism? Compare this play and Chekhov's comedy " The Cherry Orchard" What is the difference between the humanism of Chekhov and Gorky? Did Chekhov and Gorky answer the same question about what kind of person will be who will change the life of the country?
Task No. 10.
Literary critic N.K. Gay writes about the drama “At the Depths”: “In the finale, neither Satin nor Luka has the right to claim the role of winner in the discussion. The very course of the dramatic action refutes the consolation, the “saving lie” of Luke, but at the same time the inconsistency of Satin is also exposed..., who knows one merciless “truth” that does not help a person to survive, but pushes him to death... Both leading characters suffer defeat in the face of life. .. But the winner is the author and his concept of humanism.”
^
Is the researcher right?
, arguing that Luke in Satine fails “in the face of life”? How do you understand the words “the winner is the author”? What is the essence of his “concept of humanism”?
^
S. A. Yesenin. Lyrics
Task No. 1.
Nature in Yesenin’s poems is inseparable from the experiences of the lyrical hero. Prove this by analyzing the poem “The golden grove dissuaded...”.
Task No. 2.
Some literary scholars call the poem “I don’t regret, I don’t call, I don’t cry...” a bitter complaint about the transience of life, the fleetingness of youth and the inevitability of a person’s rapid “fading.” Do you agree with this assessment?
Task No. 3.
Compare the poem “I don’t regret, I don’t call, I don’t cry...” with Pushkin’s poems “Do I wander along the noisy streets...” and “Again I visited...” What do the moods of the lyrical hero Pushkin and Yesenin have in common?
Task No. 4.
The poem "Song of the Dog" begins and ends with words derived from the word "gold".
In the morning in a rye corner,
Where the golden mats are in a row...;
...The dog's eyes rolled
Gold stars in the snow.
Explain the ideological role of this framing.
Task No. 5.
Yesenin's poetry is close to folk song intonations. The poet often used symbolic images common in folk poetry: willow, willow, viburnum, birch, raven, cuckoo. Find these images in Yesenin’s poems and reveal them symbolic meaning.
Task No. 6.
Yesenin considered Blok his teacher, and Blok in 1918 called S. Yesenin “a man of the same mood.” Compare Blok’s “Russia” with S. Yesenin’s poem “The hewn horns began to sing.” What do their poetry have in common?
^ V.V. Mayakovsky
Task No. 1.
Read the first part of Mayakovsky’s article “How to Make Poems” and compare it with the poem “Conversation with the Financial Inspector about Poetry.” What do they have in common?
Task No. 2.
What thoughts expressed in the “Conversation with the Financial Inspector about Poetry” did Mayakovsky develop and deepen in the introduction to the poem “At the Top of My Voice”?
Task No. 3.
Compare the introduction to Mayakovsky’s poem “A Cloud in Pants” with his poem “Here!” What do they have in common?
Task No. 4.
In the article “Is it possible to become a satirist?” Mayakovsky wrote that the word in satirical work must be "pointed". One of the methods of this “sharpening” is the connection of lexically incompatible words. Find examples of the use of this technique in the poems “About Rubbish”, “Sitting Over”. What satirical effect is achieved by this?
Task No. 5.
In the first part of “Letters to Comrade Kostrov from Paris on the Essence of Love,” Mayakovsky openly expresses his idea of love. What does it consist of in the poet’s understanding? Why does the poet repeat the image of a star in many lines of the second part of this poem? How do you understand his role?
Task No. 6.
The third part of the poem “Cloud in Pants” is full of biblical images, but the poet fills them with a different meaning than in the Holy Scriptures, and he himself lyrical hero called the thirteenth Apostle, that is, the Antichrist. How do you understand this interpretation of the Bible? How were Mayakovsky’s early poems reflecting his views on art, religion, and love?
^
M. A. Sholokhov. "Quiet Don"
Task No. 1.
The novel “Quiet Don” is a multi-volume, multi-event work that covers a huge layer of life and time. What is the main theme of the novel, in your opinion?
Task No. 2.
The outcome of Grigory Melekhov’s life is tragic. But literary critic V. Shcherbina noted: “... this external, although irrefutable truth of the facts does not exhaust the meaning of the novel’s ending.” How do you understand the meaning of the ending of the novel “Quiet Don”?
Task No. 3.
Does Quiet Don meet the requirements of the epic novel genre? Compare it with L. N. Tolstoy’s epic “War and Peace.” Is there anything in common between two novels written 60 years apart?
Task No. 4.
Why was Grigory Melekhov chosen as the main character of the epic novel? What is the meaning of Sholokhov when he speaks of Gregory as a “good Cossack”?
Task No. 5.
What role does landscape play in the epic? Prove that the title of the novel has multiple meanings. Support with examples from the text.
Task No. 6.
Is love a means to “humanize”, make more interesting and closer a novel about revolution and Civil War? What role does the contrast between two heroines - Natalya and Aksinya - play in the novel? On whose side are your sympathies and those of the author? Give reasons for your answer.
Task No. 8.
Literary critic V. Kozhinov believes that Love in the novel is the embodiment of the Revolution. Love changes and transforms both the characters themselves and the lives around them. Do you agree with this point of view?
^
M. A. Bulgakov. Novel "The White Guard"
Task No. 1.
The writer opens the novel with two epigraphs: where did they come from? What do they mean? What is their role in revealing the idea of the novel?
(One of the epigraphs from “ The captain's daughter" of the chapter describing a snowstorm in the steppe: “Well, master,” the coachman shouted, “trouble: a snowstorm!” The image of a snowstorm, a blizzard, foreshadowing the storms of life in the Turbin family and throughout revolutionary Russia. Wind, storm, blizzard are one of the main symbols of revolutionary upheavals (Block “Twelve”, etc.). The second epigraph from the Apocalypse contains the main idea of the novel - the inevitability of responsibility, retribution “in accordance with one’s deeds...” The reference to the most authoritative, ancient source has a symbolic meaning. God in A. Turbina’s dream says: “All of you are the same to me - killed on the battlefield.”)
Task No. 2.
What techniques does Bulgakov use when describing the City? Why does he give it an abstract name?
(By certain signs: Podol, St. Andrew's Descent, Dnieper, Vladimir's cross - we recognize Kyiv. Then why - City? Kyiv in 1918 - the mother of Russian cities, a generalized symbol of the Motherland, which found itself in the center of large-scale historical events. The city is also a symbol of a dying civilization. In the description of the City there are many comparisons, metaphors, personifications “Like a multi-tiered honeycomb the City smoked, made noise and lived,” etc.)
Task No. 3.
The second central image of the novel is the image of the house, which the Turbin family personifies. What do the Rostov (L. Tolstoy) house and the Turbin house have in common?
(Autobiographical: both Tolstoy and Bulgakov “transferred” their own and their loved ones’ traits into these families. An atmosphere of trust and love, simplicity and mutual respect, cultural traditions, music, books, theater). There is a “stranger” in Tolstoy’s house - Berg, Vera’s husband, Bulgakov’s Talberg, Elena’s husband (note the similarity of surnames), patriotism (15-year-old Petya goes to fight the French, 17-year-old Nikolka defends the City.)
Task No. 4.
What is Elena's tragedy? What ideological load does this central image carry?
(Elena is the keeper of the family hearth (after the death of her mother) and the traditions of the Turbins. She radiates light, kindness, love (“red-haired”, “golden”). Her tragedy is betrayal, the flight of her husband. She tries with all her might to preserve the warmth of the family hearth. Outside the window there is shooting, devastation, and in the house there is a white starched tablecloth, a set of fine porcelain, even in winter “sultry roses” in a vase, soft light from a lampshade). It also embodies the religious principle. She prays for the brothers, for the salvation of Alexei after being mortally wounded.)
Task No. 5.
Clearly sympathetic to the Turbins, does Bulgakov justify the white movement? What is his attitude to revolutionary events?
(The son of a priest, a doctor, Bulgakov, like his favorite heroes (the Turbin family), was a real intellectual. Having experienced seven coups and changes of power in Kyiv in 1918-1919, he understood that the revolution brought not only chaos and destruction, but also the end of the old established life. The foundation of life was destroyed - culture, home, family. The mother, dying, said to the children (Turbins): “Live!” And yet, Bulgakov the writer is above the fray: there are no whites. , Reds, landowners and peasants - people are dying! With disgust, he talks about how the commanders (white officers) flee along with the Germans when the “Red” echelon approaches the City, how the Petliurists rob and maraud.)
Task No. 6.
What is the meaning of the novel's epilogue?
(The novel ends with the heroes’ dreams, in which they see hope for the future. And at dawn, a train approaches the City and stops. A man in a Budenovka with a red star stands guard. And Mars shines brightly in the sky again - the personification not of peace, but of new blood. And suddenly the author’s philosophical reflection: “The sword will disappear, but the stars will remain, when the shadow of our bodies and deeds will not remain on the earth...” Everyone knows this “So why don’t we want to turn our gaze to them?” " - sounds like a call for universal reconciliation, for our reason.)
^
I. Shmelev “Summer of the Lord”
Task No. 1.
From whose perspective is the story told in the chapter “Christmas” and in the other chapters? What is the artistic meaning of such a combination of narrative plans?
(The narration is told on behalf of a 6-year-old boy Vanya, the son of a wealthy Zamoskvoretsky contractor. It is believed that a child experiences everything that happens to him much more acutely and directly, and therefore evaluates the world of adults more honestly and sincerely. However, in some chapters, the child narrator the image of the narrator, an adult, shines through (for example, lyrical digression in the chapter. "Apple Spas") In the chapter “Christmas” the first part is built in the form of a story from an adult to a child. Thus, the picture of the world recreated in the work turns out to be more voluminous and accurate: the child’s, direct perception is superimposed on the perception of an experienced adult.)
Task No. 2.
What is the role of the beginning in the chapter “Christmas”? How do you understand the meaning of the phrase: “Frosty Russia, but... warm”?
(“The air is freezing, it’s so cold” - Cold winter and antithesis " warm souls people, the warmth of a human holiday: “Little Christ was born, and even the wolves are good now.”)
Task No. 3.
Why did the second Savior receive the nickname Yablochny among the people? Find examples in the chapter “Apple Spas” synesthesia(combination of different types of sensory perception - smell, touch, hearing, etc.).
(The Second Savior is celebrated on August 6 (19), on the day of the Transfiguration of the Lord. The Gospel says that on this day on Mount Tabor, in the face of his two disciples, Jesus Christ was transformed: his clothes became white, and a radiance began to emanate from his face and hands. Among the people It was from the second Savior that apple picking began: before that it was forbidden to pick and eat garden apples. This chapter is one of the most sensual in the book: it combines vividly. different types sensory perception, created a feeling of the fullness and beauty of life and (“the grasshoppers are cracking sourly”... and from this crackling light comes - golden, hot, and I breathe and breathe this sweet and sticky spirit”, etc.)
Task No. 4.
Why does Vasil Vasilich believe that nowhere are there “such masters, except for drunkards... wow, what masters!” (chapter “Ice House”).
(Vasil Vasilich, despite his addiction to alcohol, never forgets about business. The story of the Ice House reveals another typically national trait of the heroes - their passion, the ability to put their whole soul into the business that fascinates them, “pampering”, as people say “sober “It’s not for nothing that “drunkenness” both in business and in drinking becomes simultaneously positive quality, and the misfortune of many of Shmelev’s heroes.)
Task No. 5.
What is the meaning of the funeral rite in the chapter “Death”? What character traits of the father did his children inherit?
(Gorkin explains to the children the meaning of the “funeral service”: “they are seeing you off on a long journey”, “he went away”, “he went away”. In good words, they should be escorted “there” with a song! Vanya inherited his father’s family traits - kindness, cordiality, and Sonya inherited passion, ardor Sergei Ivanovich. These traits and good memory (“Father taught affection”) he remains in his children even after death.)
Task No. 6.
How do you understand the title of the book “The Summer of the Lord”? What is unusual about its construction?
(Summer is a year in the chronicles. I. Shmelev, through childhood memories, did not reproduce the calendar year, but showed the “face of Holy Rus'”, showed how Rus' lived according to the “saints”, how all the main church holidays were honored and observed before the revolution.)
^
A. Platonov. The story "The Hidden Man"
Task No. 1.
The meaning of the title of A. Platonov's story. What is the meaning of the word "hidden"? What does the expression “hidden man” mean in relation to the hero of the story?
(Intimate - “kept secret, in the depths of the soul, cherished.” The second meaning is “concealed, hidden from someone.” Usually thoughts, dreams, desires are called secret. By calling Foma Pukhov a “secret person,” Platonov immediately points out the unusualness hero, to the unique world hidden in his soul. Foma Pukhov is obsessed with a passion for true knowledge of the world.)
Task No. 2.
What impression does the first sentence of the story make? How does Platonov explain Pukhov’s action? On the antithesis of what philosophical categories is the first phrase of the story based?
(The story begins with the fact that Foma Pukhov was “cutting boiled sausage” at his wife’s coffin.” The author explains this by saying that Foma was hungry. He will remember his wife later and more than once - which means he is not insensitive. Pukhov’s gesture, at first glance blasphemous, is connected before only with the need to live on. But is it worth eating (and therefore living) if death is the only outcome of life? So already on the first page the key antithesis of Plato’s story is indicated: life and death.)
Task No. 3.
What, according to Pukhov, is the advantage of religion over revolution? How can we interpret the expression “misplaced heart”?
(Religion has always been addressed to man, to his soul, inner world, and in communist ideology a person is a cog, a nut. There is no “I” - there is “we”, a common proletarian affair. But this is in Pukhov’s opinion, “people are used to placing their hearts in religion, but in the revolution they did not find such a place...” “It will be difficult for the people in the void: they will heap wood on you from their misplaced heart,” thinks Pukhov. “Misplaced heart” is a sign of philosophical doubt: what is the meaning of a revolution if a person cannot find a place for his heart in it?)
Task No. 4.
Why doesn’t Platonov give a description of the cities Pukhov visited? What is the symbolic meaning of the road in the story?
(The plot in the story does not consist in a clash between the Reds and Whites, not in the confrontation of the hero with hostile forces, but in tense life's quest Foma Pukhov, therefore plot movement is possible only when the hero is on the road. Moreover, despite the accuracy geographical names(Tsaritsyn, Baku, Novorossiysk), the cities do not have specific signs and could well have been replaced by others. The hero is looking not for a place, but for meaning.)
Task No. 5.
What semantic shades of the word “wanderer” are realized in the story? What oddities of the revolution does the author notice?
(Pukhov is a wanderer, he is constantly on the road, often on foot, which gives him the opportunity to think out loud, to feel the ground with his feet. This word is also consonant with the word “strange”. This is exactly how Pukhov seems to those around him. Finally, a wanderer is a person who observes life, events from the outside, with a detached look. This look allows Pukhov to see the strangeness of revolutionary reality itself. For example, when accepting Pukhov to work as a mechanic, the commission checks his knowledge of mechanics and, in addition to questions about the types of engines, asks: “When and why was the eighteenth Brumaire? The absurdity of this question? lies not only in its inappropriateness, but also in the fact that it makes no sense. It is no coincidence that the examiner agrees with Pukhov’s absolutely ridiculous answer.)
Task No. 6.
(The hero feels the fullness and joy of life only in communication with the machine, because the well-functioning parts work in mutual harmony, and with the natural world. “With homely tenderness, he looked at all the accessories of nature and found everything appropriate and living in its essence. This is Thomas’s happiness. The ending of the story remains open: after his experience in the Civil War, Thomas suddenly “saw the luxury of life” again.
-^ Good morning! - he said to the driver.
- “Quite revolutionary,” he testified indifferently. The search is not over, and Pukhov is an eternal wanderer.)
V. Rasputin. The story “Live and Remember”
Task No. 1.
How does Rasputin solve the problem of personal choice and responsibility in the story through the image of Andrei Guskov? Why was the scene of the execution of two deserters included in the story?
(The reasons why Guskov deserted are complex: “had Andrei not fallen out of the general ranks (wound, hospital, proximity to home), he would have fought like everyone else: “he wouldn’t cross others, but he wouldn’t hide behind other people’s backs.” However, the writer consciously puts the hero in a situation of choice, made by his own decision. And Guskov shows selfish traits hidden for the time. He knows very well what desertion threatens him with: for this purpose, the scene of the execution of two deserters is introduced into the story. But the fact of the matter is that once he has made a choice. , the hero determines his fate, paying with his life and the life of his wife for a wrong decision.)
Task No. 2.
Why does Nastena blame herself for her husband’s return? What is the meaning of the dream that both characters had at the same time in the story?
(Nastena, like all Russian peasant women, having entered another family, becomes part of it: she in no way separates herself from her husband’s family. Therefore, Andrei’s guilt is also her fault. This belief is based on ancient ideas about ancestral guilt. When sin one family member cast a curse on the entire family. The dream that Nastya and Andrey had at the same time shows the inseparability of the souls of the spouses.)
Task No. 3.
Why is it important for Andrey whether there has been a funeral in the village since his return?
(He is vaguely aware of his betrayal of those who remained to fight. Each funeral that came after his escape would be a direct accusation: the death share, the bullet, perhaps intended for Andrei, went to another. He himself separated himself from the village community, from the entire people .)
Task No. 4.
Give an interpretation of the images and symbols of V. Rasputin’s story.
(Chapter 10: Nastena, noticing on her chest a shadow from a window frame similar to a large gloomy cross, was frightened - an image predicting the tragedy of the heroine bearing the cross of guilt for her husband. “Mutual dream” is prophetic, predicting Andrei’s choice. The ax that Guskov steals in the bathhouse (association with Raskolnikov’s ax). Lost Nastena stumbles upon a “cemetery of drowned people” (this is exactly how the heroine will die, throwing herself into the waters of the Angara), etc.)
Task No. 5.
How do you understand the ending of the story?
(Nastena is driven like a wild animal. The tragedy of the ending is that in the place of the brutal Andrei, who has lost his human appearance, there is his wife, who, against her will, fell away from people and, as a result, was hunted by them. Death is the only way out for the heroine and her unborn child, a symbol of the innocence of her soul. Merging with nature (water and the sky reflected in it), she finds the desired peace, unlike her husband, who now, without her, will never find peace on earth.)
Task No. 6.
Which of the classic heroines of the 19th century does Nastena resemble and in what ways?
(Sonya Marmeladova from “Crime and Punishment”: hard work, sacrifice, willingness to sympathize and bear someone else’s cross. Katerina A. Ostrovsky from “The Thunderstorm”. The same honesty, thirst for love, unwillingness to live in a lie, even accepted the same death as Katerina.)
Task No. 7.
What is the meaning of the title of the story?
(Multifaceted: in addition to the problem of “human memory”, the call to the reader to “remember yourself”, moral commandments are written, the violation of which leads to personality degradation, spiritual death. Or maybe this is an appeal to the “remnants” of the conscience of Guskov, who is running away into the depths of the taiga: live and remember that you killed your wife and unborn child.)
^ Information sources:
For the teacher:
Egorova N.V., Zolotareva I.V. Lesson studies on literature of the 1st – 2nd half of the 20th century – M., “VAKO” 2006.
Kosivtsova L.I. Literature. Grade 11. Lesson plans – Volgograd, “Teacher” 2009
Ugrovatov P.I. Lesson notes for literature teachers. 11th grade (in 2 hours) – M., “Vlados”
Belskaya L.L. Literary quizzes– M., “Enlightenment” 2009.
Works of writers and poets studied in 11th grade
For students:
Russian literature of the 20th century in 11th grade Textbook for general education educational institutions in 2 parts. Ed. V.V. Agenosova. 5th ed. M.: Bustard 2010
V. P. Zhuravlev “Russian literature of the 20th century.” Reader." 11th grade Enlightenment”, 2006
Means of education:
1. Express preparation for the exam. Literature. 9-11 grade
2. “5 points. Entire course school curriculum in diagrams and tables. Humanitarian sciences"
3. DVDs with film adaptations of works of art studied in 11th grade. (for students)
4. Videos based on works of literature of the 20th century. (Internet)
5. Computer
6. Audio speakers
7. Projector
9. Portraits of Russian writers
Literature. Library of electronic visual aids./
CD-ROM/Drofa LLC, 2004.
Information sources
For the teacher.
Agenosov V.V. Toolkit. Russian literature of the 20th century. 11th grade – M., “Bustard”
"Russian prose" of the 20th century. M., “Bustard”, 2002.
A.B. Galkin "Bustard". 2002,
I.S. Artyukhova “Essays on a free topic for grades 9-11,” M., “Eksmo.”
T.G. Cucina. "Control and testing work on literature", M., "Busturbat",
Textbook in two parts: V.V. Agenosov “Russian literature of the 20th century.” 11th grade,” M. “Bustard”, 2008 N.V. Egoraeva “Lesson developments in Russian literature 2 hours”, M. “Vako”. 2008, A. Barannikov, “Russian literature of the 20th century. 2 hours, M., “Enlightenment” 2000. V.P. Zhuravlev “Russian literature of the 20th century.”
(Workshop)
V. P. Zhuravlev “Russian literature of the 20th century.” Reader." 11th grade Enlightenment", 1998
Poetry of the Silver Age 2 vols. “Bustard”, 2002.
Collection of normative documents. Literature. Federal component of the state standard. Federal baseline plan. Moscow. Bustard. 2006
Methods and forms of training
A modern literature lesson is a lesson with enormous cognitive and educational potential, a lesson that implements the principles of scientificity, historicism in the approach to literary phenomena and, of course, focused on the development of intellectual, emotional and volitional qualities of students, on the formation of their worldview, aesthetic consciousness, tastes and needs.
In this regard, the thoughtfulness of the typology and form of the lesson is of particular importance, because The structure and methodology of the lesson depends on the type and form. But neither in didactics nor in private methods is there currently a single generally accepted classification of lesson types, and there are a number of fundamentally different approaches to justifying the types of literature lessons.
Study Lessons literary work: introductory lessons, lessons in reading and analyzing the work, final, generalizing lessons.
Lessons in the study of history and theory of literature: study of review topics, life and creative path writer, major theoretical and literary concepts, study of literary critical articles
Speech development lessons: teaching types of oral speech, various types writing, essay teaching
Extracurricular reading lessons.
As a result of studying literature at a basic level, the student should
Know\understand:
The figurative nature of verbal art.
Contents of the studied literary works.
Basic facts of the life and work of classic writers of the 19th century.
Basic patterns of the historical and literary process and features of literary movements.
Basic theoretical and literary concepts.
Reproduce the content of a literary work.
Analyze and interpret a work of art using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze an episode (scene) of the studied work, explain its connection with the problems of the work.
Correlate fiction with social life and culture, to reveal the specific historical and universal content of the studied works; identify “cross-cutting themes” and key problems of Russian literature; correlate the work with literary direction era.
Determine the type and genre of the work.
Compare literary works.
Reveal the author's position.
Read the studied works (or their fragments) expressively, observing the norms of literary pronunciation.
Reasonably formulate your attitude to the work you read.
Write reviews of works read and essays of different genres on literary topics.
Intermediate:
oral retelling (detailed, brief, selective, with a change in the narrator's face, artistic) of a chapter, several chapters of a story, novel, prose poem, play, critical article;
expressive reading of the text of a work of art;
memorizing poetic texts;
an oral or written answer to a question;
oral word drawing;
Which poet does not belong to the Silver Age? 1 point
a) K. Balmont c) A. Fet
b) N. Gumilev d) V. Bryusov.
Which writer of the early last century was awarded the Nobel Prize? 1 point
a) I. Severyanin c) A. Chekhov
b) A. Kuprin d) I. Bunin.
What are the real names of A. Bely and I. Severyanin? 1 point What was the name of the circle organized by Bely in 1903? 1 point Under whose influence did the pseudonym of A. Bely appear? 2 points To which poetic movement does A. Bely’s work belong? 1 point To which poetic movement does N. Gumilyov’s work belong? 1 point What was the name of the poetic association created by N. Gumilev?
2points
Who wrote the poem "Creativity"? 3 points Which poet did not belong to symbolism? 1 point
a) V. Bryusov. c) A. Bely
b) K. Balmont. d) I. Severyanin.
11. Which hero of the play “At the Lower Depths” owns the words: “Man – that sounds proud!” 1 point
A) Satin. B) Actor
B) Luka D) Bubnov.
12. From which poem are these lines: 1 point
“What should we do with immortal poems?”
"Garnet bracelet »
1. How did Vera and her family receive the gift of a garnet bracelet? What is its value? What is the symbolic meaning of this detail? – 5 points
2. What does General Anosov say about love? 5 points
4. In whom and how was nobility manifested, in whom and how was spiritual poverty manifested in the face of great and pure love? 10 points
Assignments based on M. Gorky's play “At the Depths”.
1. When and where do the events take place in the play “At the Bottom”? Give a description of the shelter. 5 B
2. What do the lonely inhabitants of the shelter have in common? Can we consider the main conflict of the play only the opposition of the social plane? 10 points
3. Where do you think the plot of the play is? Identify the compositional elements of the play. 10 b
4. What strings of the heroes’ souls does Luke touch with his speeches? 5 points
5. How does Luke console the homeless? How do they feel about his words? 5 points
6. Interpret the parable of the righteous land told by Luke? 10 points
7. Under what circumstances does Satin pronounce his monologue about a person? 10 points
8. What is the philosophical meaning of the play? 10 points
Assignments based on Bunin's story "Mr. from San Francisco"?(for each correct answer - 2 points)
1. In what country does the story “The Mister from San Francisco” take place?
1) in Italy 2) in the United States 3) in Germany 4) in England
2. To which of the listed epic genres does the work “The Mister from San Francisco” belong?
1) short story 2) short story 3) story 4) essay
3. What attracted a respectable audience on board the ship Atlantis?
1) the need to leave one’s country due to social upheaval
2) desire for entertainment and relaxation
3) the need for communication between representatives of the same social class
4) unity around a single idea
4. Behind the description of the life of Atlantis passengers lies the author’s
1) respect for the powers that be
2) indifference to man and humanity
4) mockery of heroes
5. What is the name of the means of expression that the author refers to when describing “Atlantis”: “... the floors... gaped with countless fiery eyes”?
6. What is the name of a means of expression that contains a generalized polysemantic meaning (the ocean, the Atlantis steamship, the silver mustache and gold fillings of the gentleman from San Francisco)?
1) metaphor 2) comparison 3) symbol 4) personification
7. What is the main idea of Bunin’s story “The Gentleman from San Francisco”?
1) a description of the trip of a wealthy American tourist across the Atlantic
2) exposing the revolution in Russia
3) philosophical understanding of human existence
"5 points
"4" points
"3" points