Life lessons of the hero of the story, French lessons. French lessons: essay on a story

Public lesson on literature based on the story by V.G. Rasputin “French Lessons” 8th grade.

Literature lesson in 8th grade
Boyarkina Elena Gennadievna,
teacher of Russian language and literature
MBOU secondary school named after S.M. Kirov, Karachev, Bryansk region

Lessons in kindness. Moral issues story
V.G. Rasputin "French Lessons".
The role of teacher Lidia Mikhailovna in the boy’s life

The purpose of the lesson:
reveal the spiritual world of the hero of the story;
show the autobiographical nature of the story “French Lessons”;
designate moral problems, raised by the writer in the story;
show the teacher’s originality;
cultivate a sense of respect for the older generation, moral qualities in the students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov (meanings of the words “lesson”, “morality”); computer, projector.

Methodical techniques: conversation on issues vocabulary work, student reports, group work, presentation demonstration, game moment, fragment of the film "French Lessons".
The reader learns from books not life, but
feelings. Literature, in my opinion, -
This is primarily the education of feelings. And before
all kindness, purity, nobility.
V.G. Rasputin

During the classes

1. Organizational moment.
2. The teacher's word.
(slide number 1)
Teacher: In the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today during the lesson we will discuss several aspects of this story: we will try to reveal state of mind main character, we will discuss the main moral problems raised by the author in the story, we will talk about the “extraordinary person” - the French teacher, who played an important role in the boy’s life.
(Record the date, lesson topic, epigraph)
About the facts of the biography and creativity of V.G. We will learn about Rasputin from a short press conference presented by journalists, researchers and readers, in the role of which you yourself will play. I ask the researcher and reader to come here, the guys who were given individual assignments: prepare reports about V. Rasputin’s childhood, about what childhood impressions were reflected in his works, about the history of the creation of the story “French Lessons”. And now you will act as journalists and ask the guys the questions you prepared at home.

3. Word to the members of the press conference (role-play element).
The lesson includes electronic educational resources; in this case, a presentation is shown on the screen.

Journalist: I have a question for the researcher of V.G. Rasputin’s work. Tell me how childhood affected the work of V.G. Rasputin?

Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that what makes a person a writer is his childhood, the ability at an early age to see and feel what then gives him the right to take up the pen. Education, books, life experience nurture and strengthen this gift in the future, but it should be born in childhood.” Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without his native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language.

Journalist: Question for the reader. Tell us about V. Rasputin’s childhood years.

Reader: V.G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: in the first grade of Atalan primary school the future writer left in 1944. And although there were no battles here, life was difficult, sometimes half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took books. Then they came, returned what they had read and took new ones,” the author recalled.
After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which included fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone.

Teacher: Yes, Rasputin's childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why?

Researcher: It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? – then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was primarily a moral assessment.

Journalist: Question for the reader. To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?

Reader: The story “French Lessons” is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of childhood life; it, according to the writer, “was one of those that warm even with a slight touch.”
This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Several years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, and met with him several times.

Teacher: Thanks to our press conference participants. You can take your seats in the classroom.

4. Conversation on issues.
(slide No. 3)

Teacher: In the preface to the story “French Lessons,” V.G. Rasputin noted: “I wrote this story in the hope that the lessons taught to me at one time will fall on the soul of both young and adult readers.” Today we will learn morality. Learn from Rasputin by the example of his main character. Working with the text of the story, in every line, in every phrase we will look for that main idea which the author wanted to express in his work. He hopes that they life lessons, which fate has prepared for him, will help everyone understand themselves, think about their future.
- What does the title of the story “French Lessons” mean? (About school, lessons, peers)
-Who is the introduction addressed to? (reading of the introduction by the teacher) (To yourself, the reader, teachers)
- From whose perspective is the story being told? Why? (In the first person. The author outlined his biography - autobiography)
- Who is the main character of the story? (11-year-old boy, 5th grade student. The author does not mention his first or last name.)
- When and where do the actions described in the story take place? (3 years after the end of the Great Patriotic War in 1948 in a distant Siberian village)
- Name the signs of difficult times.
(The story describes the difficult post-war times: the rationing system of food supply, famine, government loans obligatory for the population, the hardships of collective farm labor. The setting is Siberia, the writer’s homeland, a remote Siberian village, in which there are not even gardens, because in winter the trees freeze .)
-How did the boy live in parental home? Find the answer in the text. (p. 134 “We lived without a father, we lived very poorly...”

5. Group work
We will know how carefully you read the first part of the story after working on the crossword puzzle. All the words that are answers to the crossword puzzle were found in the fragment of the story we examined. Each group (row) receives a crossword puzzle and fills it out.

Questions:
1. A truck with a carrying capacity of one and a half tons.
2. Cereal for baking bread.
3. Addition to villagers’ potatoes in spring.
4. A security on which its owner receives a profit annually.
5. Driver's name.
6. Peasant settlement.
7. Center of the administrative district.
8. The main food product of the family of the protagonist of the story.
9. Nickname given to the hero in the village.

Why did the boy, the hero of the story, end up in the regional center? Find passages in the work and read them. (“To study further.... So, at the age of eleven, my independent life began” p. 133; “And my mother, in spite of all misfortunes ... are waiting for me, my dear, in a new place” p. 134).
-What kind of tests are these? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness)
-Can any child withstand this?
-Why doesn’t our hero complain to adults? Why doesn’t he keep track of who steals his food? Find the answer in the text. (“Who was dragging – Aunt Nadya... if she hears the truth” p. 135-136; The boy is endowed with self-esteem. He cannot offend another person with suspicion.)
-Find the passage on p. 135 “The mother who arrived at the end of September...” Read it and answer the questions: was it easy for the mother to teach her son in the regional center? Was the son grateful to his mother? (Life teaches the hero cruel lessons and confronts him with the need to choose: remain silent, resign himself, or upset his mother. Bitter thoughts about his mother and his responsibility to her force the hero to grow up early.)
- Guys, in what meaning is the word lesson used here? Let's look up the meaning of this word in the explanatory dictionary.

Working with the Explanatory Dictionary.
Lesson 1. A teaching hour dedicated to something. subject. 2.Transfer Something instructive from which to draw a conclusion for the future.

6. Consolidation of what has been learned
-Let’s write down the first lesson of Rasputin’s story in a notebook: “A real mother takes care of her children all her life, and children should be grateful to her for this.” (slide No. 4)
-Why didn’t our hero go home?
- What were the successes of the hero of the story at school? (in all subjects, except French, they got straight A's).
-Why did he always prepare for lessons? (“I didn’t yet know how to handle what was entrusted to me carelessly” p.134)
- What was the boy’s state of mind? (“I felt so bad, so bitter and hateful! – worse than any illness” p.135)
- What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market).
- How do Vadik and the narrator feel about this game?
-Need forced the hero to play gambling. He had no other opportunity to earn money. He did not wait for anyone's mercy or handouts. Let’s write down Rasputin’s second lesson: “Be independent and proud. Take care of yourself, don’t rely on others” (slide No. 5)
-Find the passage on p. 141 that begins with the words: “Not to the warehouse! – Vadik announced.” Let's read it role-by-role. (Narrator, Vadik, Ptah) (before the words “... which was spinning right there.”)
-Why did our hero have to “come to terms”?
-Let’s write down the third lesson: “Don’t get excited, give in to those to whom you can’t prove anything anyway.” (slide No. 6)
-Continue reading further by role (until the end of this part of the story).
- Why are Vadik and Ptah beating the boy? How does the hero behave during the beating?
- Let’s write down Rasputin’s fourth lesson: “Be principled. Don’t grovel” (slide No. 7)

7. Work in groups
- And now I propose to check how carefully you have read this part of the story. Each group (row) receives a task: to recognize the hero of the work from the description.
Exercise. Based on the description, recognize the hero of the work and write down his name.
1. “...a tall and strong guy with long red bangs, noticeable for his strength and power.”
2. “A fussy boy with blinking eyes who loved to raise his hand in class.”
3. “Big-headed, crew-cut, stocky guy, nicknamed...”
Student answers:
1. Vadik.
2. Tishkin.
3. Bird.

8. Continue the conversation
-Why, after the beating, does our hero return to Vadik’s company?
-How did you learn about gambling at school? (“And what happened?” she asked...” p.143)
-What was our hero so afraid of? (“For playing for money, we could have been kicked out of school in no time.”)
-Would the director be able to “squeeze a tear” out of him?
-Why did the boy trust Lydia Mikhailovna and tell the whole truth? (“She sat in front of me, all neat, smart and beautiful...” p.145)

Vyv od: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family, he understands that the hopes of not only his relatives and the entire village are placed on him: after all, according to the unanimous opinion of the villagers, he is called to be a “learned man.” The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down. And now, turning to the image of the French teacher, let’s analyze what role Lydia Mikhailovna played in the boy’s life.
What kind of teacher does the main character remember? Find in the text a description of the portrait of Lydia Mikhailovna; What is special about it? (reading the description of “Lydia Mikhailovna was then...”; “There was no cruelty in her face...” p. 149)
What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, and appreciated his determination.)

Now let's watch a short excerpt from the film "French Lessons", filmed at the Mosfilm studio in 1978.
(Watching an excerpt from the film, episode “The Package”)
Why did Lidia Mikhailovna decide to study with the boy at home? (The teacher began to teach the hero additionally, hoping to feed him at home).
Why did Lidia Mikhailovna decide to send a parcel to the boy and why did this idea fail? (She wanted to help him, but she filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the gift)
Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play "wall" for money)
Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job)
Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she recognized remarkable abilities in her student and is ready to help them develop in any way.
- How do you feel about Lydia Mikhailovna’s action? (children's opinion).
- Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in S. Ozhegov's explanatory dictionary. (The expression is written on the board).

Teacher's word. By playing for money with her student, Lidia Mikhailovna, from a pedagogical point of view, committed an immoral act. “But what is behind this action?” – asks the author. Seeing that her student was malnourished in the hungry post-war years, she tried to help him: under the guise of additional classes, she invited him home to feed him, and sent him a parcel, as if from his mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.
- Why is the story called “French Lessons”? (The title “French Lessons” speaks not only about learning foreign language fifth grader, but also about the value moral lessons, presented to the child by the teacher.)
-What is the main lesson the teacher taught?
-We write down the fifth lesson: “Be kind and sympathetic, love people” (slide number 8)

Teacher:
- The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion).
Kindness is what attracts all readers to the heroes of the story.

Conclusion: The French teacher showed by her example that there is kindness, responsiveness, and love in the world. These are spiritual values. Let's look at the preface to the story. It expresses the thoughts of an adult, his spiritual memory. He called “French Lessons” “lessons in kindness.” V.G. Rasputin talks about the “laws of kindness”: true good does not require reward, does not seek direct return, it is selfless. Good has the ability to spread, to be transmitted from person to person. Kindness and compassion play a big role in a person's life, and I hope that you will always be kind, ready to help each other at any moment.

Summarizing. Student assessment.
D/z. Write an essay-reasoning “What moral lesson did Rasputin teach me?” (slide No. 8)

Life lessons in the story of V. G. Rasputin

"French lessons"

Lesson objectives: educational:

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

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

developing:

1) develop the ability to analyze text work of art.

2) learn to concisely present a narrative text

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

4) continue work on developing the speech culture of schoolchildren, work on students’ expressive reading

educational:

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

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

Equipment: computer, multimedia projector, book exhibition,

notes on the board, task cards.

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

using computer technology.

Lesson form: lesson - reflection

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

2) reproductive (retelling what was read, conversation based on the story)

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

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

5) research ( creative works– student essays).

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

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

will fall on the soul like a little one,

as well as the adult reader.

V. G. Rasputin

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

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

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

In every paragraph, in every story,

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

Here lies the most important idea.

It doesn't always open right away.

Line by line, phrase by phrase -

Just think about it, just look closely -

The most important idea will be revealed.

(S. Bondarenko).

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

3. Studying new material.

introduction teachers.

1) Introduction to the topic and objectives of the lesson.

Guys, it was no coincidence that I started our lesson by reading this poem. It perfectly reflects the topic and goals of our lesson. And the topic sounds like this: “Life lessons in the story by V. G. Rasputin “French Lessons” (slide), (record date and lesson topics).

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

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

2) Getting to know the epigraph.

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

3) Introducing the types of work in the lesson.

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

2. Conversation on issues.

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

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

Work in a creative group of “literary scholars” (with explanatory dictionary) (slide).

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

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

Morality is the rules that determine behavior and qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

3) Guys, in what works did you come across these concepts, consider the ethics of relationships between children, and talk about morality?

(This is a fairy tale - true story by M. M. Prishvin “Pantry of the Sun”, stories by Yu. M. Nagibin “My first friend, my priceless friend”, V. P. Astafiev “Horse with pink mane”, D. Zheleznikova “Scarecrow”, “Crank from 6 b”, Y. Yakovleva “Knight Vasya” and others).

4. Implementation of homework.

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

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

2). Work in a creative group of “bibliographers”.

And now the guys from the creative group of “bibliographers” are starting to work, who will introduce us to the life and work of the writer V. G. Rasputin ( short messages about the life and work of V. Rasputin) (slide ).

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

2). In 1965 in Chita, at a meeting of young writers of Siberia and the Far East, Rasputin’s stories were highly praised and were published as a separate book in Krasnoyarsk under the title “A Man from This World.” The writer's first great success came with the story “Money for Maria” (1967). Rasputin’s other works also received wide public recognition: the stories “The Last Term” (1970), “Live and Remember” (1974), “Farewell to Matera” (1976). For the story “Live and Remember,” V. Rasputin was awarded the USSR State Prize (1977 ).

3). Teacher's word.

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

5. Creative history"French Lessons" story.

Teacher's word (slide).

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

Discussion of articles by V. Rasputin“Lessons of kindness” and “From the history of the creation of the story “French Lessons” (slide).

Guys at home, you have read V. Rasputin’s article “Lessons of Kindness,” which tells the story of the creation of this story and reveals some facts about the writer’s biography.

Conversation based on the text of the article.

1) What made Rasputin write the story?

2) How does this characterize the writer himself?

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

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

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

(reading by a student from the creative group of “literary scholars” of the writer’s memoirs “From the history of the creation of the story “French Lessons.”)

6. Conversation on the story “French Lessons” (slide).

1) What does the title of the story say?

(About school, lessons, peers).

2) Who is the introduction addressed to? (reading the introduction). (To yourself and the reader, teachers).

Teacher reading the first paragraph of the story.

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

4) Who is the main character of the story?

(11-year-old boy, 5th grade student. The author does not mention his first or last name).

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

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

6) Name the signs of difficult times.

(The story describes the difficult post-war period: the rationing system of food supply, famine, government loans obligatory for the population, the hardships of collective farm labor. The setting is Siberia, the writer’s homeland, a remote Siberian village in which there are not even gardens, since the trees freeze out in winter).

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

8) What kind of tests are these? (didn’t go well with French: reading on pp. 122 – 123 “I studied well here too” to the words “It was all in vain”).

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

10) The hero was not doing well with French, he really missed his mother, was homesick, but there were other problems (hunger, food theft: read on page 124 from the words “But I lost weight not only because of homesickness” to the words “It won’t make things easier for the mother if she hears the truth”).

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

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

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

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

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

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

14) Guys, in what meaning is the word lesson used here? Let's look up the meaning of this word in the explanatory dictionary (“literary scholars”).

Working with the Explanatory Dictionary:

Lesson 1. academic hour devoted to some subject 2.trans. something instructive from which we can draw conclusions for the future.

7. Consolidation of what has been learned.

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

15) How does the fragment with missing food characterize the boy?

16) Why didn’t our hero go home?

17) How did the boy study? Why did he always prepare for his lessons?

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

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

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

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

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

20) Describe the players in “chiku” (Tishkin, Ptah, Vadik).

(work in the creative group of “actors” (slide): reading by role of the dialogue on page 125 from the words “Once, back in September” to the words “Here again! - I was offended)

21) What game was it? Why did our hero have to “come to terms”?

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

Let’s write down Rasputin’s third lesson: “Don’t get excited, give in to those to whom you can’t prove anything anyway.” (slide).

22) Why do Vadik and Ptah beat the boy? How does the boy behave during the beating?

(Let's read the passage on page 132 from the words: “First, again from behind, Ptah hit me” to the words on page 133 “I’ll turn it over - at - st!”).

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

23). Why did the boy trust the teacher with his secret? Can any teacher be trusted?

(reading passages on page 136 from the words “She was sitting in front of me” to the words “And why, in the end, did I have to deceive?”).

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

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

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

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

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

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

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

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

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

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

Work in groups using cards.

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

1). Sasha was walking home from school. He sees a blind man walking down the street and feeling the sidewalk with a stick. I approached an intersection and stopped. “He’s waiting out the movement,” Sasha guessed and went his way. What would you do in his place?

2). Arriving at school, you noticed that your neighbor at your desk was in a bad mood. Your actions.

3). While leaving school, you noticed how several high school students were beating up your friend, extorting money. What actions will you take?

8. Generalization of the material:

Guys, why is the story called “French Lessons”?

What was the main lesson the teacher taught?

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

Conclusion:

“French Lessons” - lessons of life, courage, kindness.

The writer talks about the courage of a boy who retained the purity of his soul, the inviolability of his moral laws, fearlessly and courageously, like a soldier, bearing his duties and his bruises. The boy is attracted by his clarity, integrity, and fearlessness of soul. Joining the boy’s difficult fate, we empathize with him, think about good and evil, and experience “good feelings.”

Reading the poem "Kindness".

It's not easy to be kind

Kindness does not depend on height,

Kindness does not depend on color,

Kindness is not a carrot, not a candy.

You just have to, you just have to be kind

And in times of trouble, do not forget each other.

And the earth will spin faster,

If we are kinder to you.

It’s not at all easy to be kind,

Kindness does not depend on height,

Kindness brings people joy

And in return it does not require a reward.

Kindness does not age over the years,

Kindness will warm you from the cold.

If kindness shines like the sun,

Adults and children rejoice.

9. Lesson summary.

10. Homework:

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

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

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Slide captions:

I wrote this story in the hope that the lessons taught to me at one time will fall on the soul of both young and adult readers. V.G.Rasputin
Ethics is a set of norms of behavior. Morality is the rules that determine human behavior in society. Humanism is philanthropy. Lesson – 1. A teaching hour devoted to any subject. 2. transfer Something instructive from which we can draw conclusions for the future.
First lesson:
A real mother takes care of her children all her life, and children should be grateful to her for this.
Lesson two:
Be independent and proud. Take care of yourself, don't rely on others.
Lesson three:
Don’t get excited, give in to those to whom you can’t prove anything anyway.
Lesson four:
Be principled. Do not flatter.
LIDIA MIKHAILOVNA – THE MAIN HEROINE OF THE STORY
Lesson five:
Be kind and sympathetic, love people.
“When someone does a good deed for another, rejoice: two people become happy at once.” Proverb

Valentin Rasputin famous writer. He wrote many instructive works. One of them is the work “French Lessons” filled with kindness.

Rasputin wrote a story about a poor boy and a kind teacher who was ready to help. In the work, the author concluded several lessons of kindness, examples of morality and simply good people.

The poor fifth-grader was betrayed by his so-called friends immediately after his several victories in a children's game. He received a couple of blows from the older boy in the group. The next day, coming in with bruises on his face, he was afraid that the French teacher would find out everything and scold him. She really found out that the boy did not have enough money for food, and that he was forced to gamble for money. But the boy received only understanding and support from the teacher in his direction. This was the first lesson of kindness.

Lydia Mikhailovna tried to help the student in every way. She sent parcels of food, invited him to her house and treated him to dinner, but the boy did not accept her help. Being quite modest, the boy did not consider it right to accept “handouts”. The next lesson of kindness is that you need to be able to accept help if you really need it. But no matter how the teacher tried to feed the student, he did not agree and returned everything back.

Taking a risk, Lidia Mikhailovna offered a fifth-grader a game for money. She gave in to him so that he could win money and buy milk. One day the director caught them in the office playing another game and the teacher calmly admitted everything. Soon she returned to her hometown, but did not forget about the boy, just as he did not forget about her. The woman sent the boy a huge parcel containing pasta and apples, which the child had only seen in pictures.

The boy remembered his French teacher and class teacher for the rest of his life. Lidia Mikhailovna's kindness towards him became priceless for the boy. The teacher became the embodiment of a humane person. The work "French Lessons" proves the kindness of some people and gives hope that humane people still exist. The main idea of the story: you need to help others when they need it and believe that they will help you and will not leave you alone in difficult times.

Several interesting essays

Teremok - analysis of a fairy tale
By genre orientation the work is for children folk tale about animals. The characters of the fairy tale are animals in the form of traditional characters Russian folk tales
Heroes of the work Gorky's Childhood
The main characters in this work are representatives of the Kashirin family, whose images are shown so different that it is sometimes difficult to imagine that they all live in the same house.

Without nouns we would live in a different world. We could not communicate and had difficulty understanding each other. They couldn’t explain where to go, what to bring or serve. You don't usually think about it

Analysis of Chernyshevsky's novel What to do?
Literary critic, revolutionary and journalist during his imprisonment in Peter and Paul Fortress wrote the novel “What to do?”. It took three months to create the piece.
The image and characteristics of the Countess in Pushkin's Queen of Spades essay
One of the main characters of the work is Countess Anna Fedotovna Tomskaya, who is presented by the author as an eighty-year-old old woman

All works of Valentin Rasputin are connected with the destinies of his fellow countrymen, their sorrows, hopes, joys and experiences. His heroes are characterized by honesty, kindness, and perseverance in achieving goals. Another story by Valentin Rasputin, French Lessons, is a vivid example of human kindness, understanding and responsiveness. For this work, we will write a summary, having examined the portrait of the hero, and supporting our thoughts with arguments from literature.

French essay lessons

Rasputin's story French Lessons is not just a work about a school teacher, it is real example lessons of kindness that each of us should follow. This work of Rasputin is biographical, where the author shows the role of the wise teacher in his life.

From the work we learn about the fate of a teenager whose mother sends him to study in the regional center. In the cold and hungry post-war years, a mother has to give everything she can to educate her son. Everything would be fine, but only the aunt was stealing from her nephew, eating his food. The boy had to starve, and in order to somehow survive, he plays for money with school boys.

Portrait of a hero

At the time of the story, the main character of French Lessons was about eleven years old. The boy had to go to old clothes, from which he has already grown, and live from hand to mouth. Shy, silent, but at the same time, observant and capable, the child tries with all his might to achieve his goals. Due to anemia, he has to drink milk, but there is always not enough money for it. Realizing that his mother already lives from hand to mouth, he does not ask her for money, but decides to earn money by playing on his own.

Being an honest boy by nature, he could not remain silent when he saw the cheating in the game, for which he was constantly beaten. This is what the teacher noticed. Having figured everything out, she decides to help the child, but the boy refuses to eat. He's too proud. And Lydia Mikhailovna uses a trick and invites him home under the pretext of improving his knowledge of the French language. Neither a parcel of food nor Lidia Mikhailovna’s attempts to feed a hungry child during French lessons change the situation. The boy refuses help, and the teacher has to resort to a trick, inviting the student to play with her for money. Thus, the boy was able to earn some money and buy milk for himself. This lasted until the school principal caught them doing this activity. For her act, the teacher was fired, after which Lydia leaves for her homeland and even there does not forget about her ward, sending him a parcel with large apples, which the boy had previously only seen in pictures.

Using the example of a teacher, Valentin Rasputin showed selflessness, dedication, and a desire to help people in difficult times. Lessons of kindness helped the student survive in difficult times, and not lose himself and his human qualities.

Arguments from literature

However, French lessons are not the only example of kindness and how the teacher influenced the future fate of his students. This issue has been raised by many writers, and to prove this we will give other arguments from the literature.

So in Aitmanov’s work The First Teacher we see a teacher who saves an orphan and sends the girl to study in the city. In the future, the heroine becomes a doctor of science, and the school she built will be named after her first teacher.

Life lessons in the story of V. G. Rasputin

"French lessons"

Lesson objectives: educational:

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

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

developing:

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

2) learn to concisely present a narrative text

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

4) continue work on developing the speech culture of schoolchildren, work on students’ expressive reading

educational:

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

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

Equipment: computer, multimedia projector, book exhibition,

notes on the board, task cards.

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

using computer technology.

Lesson form: lesson - reflection

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

2) reproductive (retelling what was read, conversation based on the story)

3) visually - illustrative (computer presentation slides, book exhibition, dramatization, artistic reading for children).

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

5) research (creative works - student essays).

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

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

will fall on the soul like a little one,

as well as the adult reader.

V. G. Rasputin

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

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

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

In every paragraph, in every story,

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

Here lies the most important idea.

It doesn't always open right away.

Line by line, phrase by phrase -

Just think about it, just look closely -

The most important idea will be revealed.

(S. Bondarenko).

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

3. Studying new material.

Teacher's opening speech.

1) Introduction to the topic and objectives of the lesson.

2) Getting to know the epigraph.

3) Introducing the types of work in the lesson.

2. Conversation on issues.

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

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

Work in a creative group of “literary scholars” (with an explanatory dictionary) (slide).

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

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

Morality is the rules that determine behavior and qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

3) Guys, in what works did you come across these concepts, consider the ethics of relationships between children, and talk about morality?

(This is a fairy tale - true story by M. M. Prishvin “Pantry of the Sun”, stories by Yu. M. Nagibin “My First Friend, My Priceless Friend”, V.P. Astafiev “Horse with a Pink Mane”, D. Zheleznikov “Scarecrow”, “Eccentric from 6b”, Y. Yakovleva “Knight Vasya” and others).

4. Implementation of homework.

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

Guys, today we continue the conversation about these concepts. The work of V. G. Rasputin attracts readers because, next to the everyday, everyday things, the writer’s works always contain spiritual values, moral laws, unique characters, and the complex, sometimes contradictory inner world of the heroes. The author's thoughts about life, about man, about nature not only help the young reader discover inexhaustible reserves of goodness and beauty in himself and in the world around him, but also warn: the life of man and nature is fragile, it must be protected. Today we will try to discover such inclinations of courage, kindness and beauty not only in the hero of V. Rasputin’s story, but also in ourselves.

2). Work in a creative group of “bibliographers”.

And now the guys from the creative group of “bibliographers” are starting to work, who will introduce us to the life and work of the writer V. G. Rasputin (brief reports about the life and work of V. Rasputin) (slide).

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

3). Teacher's word.

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

5. Creative history of the story “French Lessons”.

Teacher's word (slide).

Discussion of articles by V. Rasputin “Lessons of Kindness” and “From the history of the creation of the story “French Lessons” (slide).

Guys at home, you have read V. Rasputin’s article “Lessons of Kindness,” which tells the story of the creation of this story and reveals some facts about the writer’s biography.

Conversation based on the text of the article.

1) What made Rasputin write the story?

2) How does this characterize the writer himself?

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

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

(reading by a student from the creative group of “literary scholars” of the writer’s memoirs “From the history of the creation of the story “French Lessons.”)

6. Conversation on the story “French Lessons”(slide).

1) What does the title of the story say?

(About school, lessons, peers).

2) Who is the introduction addressed to? (reading the introduction). (To yourself and the reader, teachers).

Teacher reading the first paragraph of the story.

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

4) Who is the main character of the story?

(11-year-old boy, 5th grade student. The author does not mention his first or last name).

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

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

6) Name the signs of difficult times.

8) What kind of tests are these? (didn’t go well with French: reading on pp. 122 – 123 “I studied well here too” to the words “It was all in vain”).

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

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

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

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

14) Guys, in what meaning is the word lesson used here? Let's look up the meaning of this word in the explanatory dictionary (“literary scholars”).

Working with the Explanatory Dictionary:

Lesson 1. academic hour devoted to some subject 2.trans. something instructive from which we can draw conclusions for the future.

7. Consolidation of what has been learned.

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

15) How does the fragment with missing food characterize the boy?

16) Why didn’t our hero go home?

17) How did the boy study? Why did he always prepare for his lessons?

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

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

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

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