Skripko Elena Valerievna
Job title: teacher of Russian language and literature
Educational institution: MAOU secondary school No. 17
Locality: Krasnodar city
Name of material: Open lesson on literature
Subject:"What the heart says..." based on the work by V.G. Rasputin "French Lessons"
Publication date: 23.03.2017
Chapter: secondary education
Topic: “What the heart says...” Moral issues of the story by V.G.
Rasputin "French Lessons".
Form: open lesson on literature at 6 a
Reveal spiritual values, moral laws by which they live
heroes of V. Rasputin;
Develop the ability to analyze a work of art,
communication skills of students, continue to work on development
students' speech culture;
To develop in students the ability to imagine the writer’s point of view and
own judgments, contribute to the development of ethical standards
student relationships;
Correct social behavior when working in groups, memory,
attention, logical thinking.
Lesson type: combined.
During the classes.
Class organization.
Teacher's opening speech.
Grigorievich
Rasputin. Here is an exhibition of the writer's books. (On the stand are works by V.G.
Rasputin: “Farewell to Matera”, “Live and Remember”, “Last Bow”,
“Money for Maria” and others).
The writer is interested in those moments of human life when
the need to perform an act that is not so significant for the life of another
person, how much for
yourself, for the most important thing in yourself - for the soul. Works
Rasputin is consonant with the words of the 18th century French writer Joseph Joubert:
“The mind can tell you what to avoid, but only the heart says
what should be done." This statement will become the epigraph for the lesson (Slide 1)
dedicated to the study of V. G. Rasputin’s story “French Lessons”.
We open the notebooks and write down the epigraph in the notebook. How do you understand
words of a French writer?
Children's answers.
Our task for the lesson is based on the example of the story “French Lessons”
find out what, according to Rasputin, should be avoided in life and what
need to do it.
Topic: “What the heart says...“We write it down in a notebook.
Let's start the lesson by checking your homework. You were divided into groups.
First group task: talk about the writer’s childhood. (Klepach, Gvaramadze)
Irkutsk region in the village of Ust-Urda, located on the shore
Hangars. Childhood coincided with the war: the future writer went to first grade
in 1944. And although there were no battles here, life was difficult, at times
After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school
which was the fifth and subsequent grades, was 50 km from home
villages. I had to leave home, and alone. I had to study
difficult: hunger (his mother took the opportunity to give him bread and potatoes once a week,
but there were always not enough of them), poverty, loneliness. However, he only studied at
Great. “What could I do? - then I came here, I have other things to do
wasn't here... I would hardly have dared to go to school if I had stayed with me
unlearned at least one lesson,” the writer recalled.
Question for the class: what helped Rasputin get an education and enter the
people? (his perseverance, determination)
The second group prepared a message about the hero’s life in the regional center according to plan:
Why did the boy, the hero of the story, end up in the regional center?
What were the hero's successes at school?
What was the boy's state of mind?
Oleg Dmitriev wrote a poem about a boy, but
there were thousands of them at that time (Slide 4)
He sits silently rubbing his plate with a piece of bread.
But he won’t give you a piece of bread, he won’t lie
And now the plate glows, sparkles with whiteness.
It’s like a miracle mirror from a fairy tale
One more movement of the crust and it will float out from the bottom
Cold, hungry, last war
The semi-basement vault will float up like a gentle plate
And a boy with his palm outstretched forward
Getting closer, more unbearable in the treasured ring there
Huge eyes scream on a narrow face
Forget it, it’s a different time and the fairy tale is not the same
But still the plate is clean, the plate is empty.
Can this poem be correlated with the author’s biography and with our
Conclusion: So, guys, from your answers we understand that the prototype of the main
The hero of the story is V.G. himself. Rasputin. All the events that happened
with the hero, were in the life of the writer. The eleven-year-old hero, for the first time, willingly
circumstances is cut off from his family, he understands that he is entrusted
the hopes of his relatives and the entire village: after all, according to unanimous opinion, he
villagers, called to be a “learned man.” The hero makes every effort
overcoming hunger and homesickness so as not to let down his fellow countrymen.
How did the hero’s relationship with the guys around him develop?? (answers
students)
Society has long viewed gambling as immoral
class. How do you understand the meaning of the word immoral? How are you
Why is gambling an immoral activity? What emotions does it evoke?
a person who lost at cards or roulette? Does it make you feel this way?
hero of Rasputin's story? What is the opposite feeling called?
immorality? (moral)
What is morality? How do you understand the meaning of the word? (Slide 5)
Find the definition in the dictionary and compare it with yours.
A hero commits a moral or immoral act while playing
"chiku"? (Rasputin offers us a different view of gambling. For
The boy's game is the only possible way to survive. Hungry and
the village boy, constantly homesick, only earned himself
ruble for milk. There was nothing immoral in his behavior,
bad. He did not offend anyone and did not take money by force, and indeed wealth
is this one ruble?)
The third group worked with the question: to whom is the story “Lessons” dedicated?
French"? (Slide 6)
Group 3 message. The story “French Lessons” is dedicated to Anastasia
Prokofievna Kopylova, mother of V. G. Rasputin’s friend and famous
playwright Alexander Vampilov, who worked at the school all her life.
The story is based on memories of childhood life. Lidia Mikhailovna -
Valentin Grigorievich's French teacher, his class
supervisor. She is named after herself in the work. This is Molokova
L.M.. Several years ago she lived in Saransk, taught in Mordovian
university. When this story was published in 1973, she immediately recognized
herself in it, found Valentin Grigorievich, met several times with
him. Lidia Mikhailovna is still alive today, she lives in Moscow.
Question for the class: why do you think the author dedicated the story to his (Slide
teacher? What role did Lydia Mikhailovna play in the boy’s life??
To answer this question, let us turn to the text of the work.
What kind of teacher does the main character remember?? Find in the text
description
portrait of Lydia Mikhailovna; What is special about it? (reading
descriptions of “Lydia Mikhailovna was then...”; “There was no sign in her face
cruelty...")
What feelings did the boy evoke in Lydia Mikhailovna? (She belonged to
with understanding and sympathy, and appreciated his determination. Due to
this is what the teacher began to do with the hero additionally, hoping
feed him at home)
Why did Lidia Mikhailovna decide to send a parcel to the boy and why
the idea failed? (She wanted to help him, but filled the package
“urban” products and gave itself away. Pride did not allow the boy
accept the gift)
Did the teacher manage to find a way to help the boy without hurting him?
pride?(She offered to play wall games for money).
Why did the main character consider it extremely indecent and immoral?
accept money from Lidia Mikhailovna in the form of a “handout”, but calmly
did you feel about “chicka” and playing “measures” with her? (The main character thought
money won is honestly earned, and money received without
any effort on his part hurt his pride. Lidia Mikhailovna
easily revealed the reason for refusing the gift. And I chose a different way
How do you feel about this act of the teacher?
Is her decision to gamble with her own student moral?
(There was no other way to help the main character - he had dinner
did not sit down, did not accept gifts or money, but give him work for those
at times it would be even more immoral.)
Would it be moral to turn a blind eye to his hunger? Is it moral?
would there be a professional position of neutrality? (No, because
First of all, it would be inhumane. Let her not raise in
He had high morals and did not care about his moral education. Before
In all, Lidia Mikhailovna took care of his physical condition,
so that he can at least study normally without constantly thinking about hunger).
Teacher's conclusion. Playing for money with her student, Lidia Mikhailovna, with
from a pedagogical point of view, she committed an immoral act. "But what
hungry, post-war years, he was malnourished, she tried to help him: under
kind of additional activities, she invited her home to feed her,
sent a parcel as if from her mother. But the boy refused everything. AND
The teacher decides to play with the student for money, playing along with him. She
she resorts to deception, but is happy because she succeeds. It's better than
moral callousness and professional neutrality.
How did the school principal react to the game with the student? What did he accuse Lydia of?
Mikhailovna?
Formally, he is right. But behind this lies immorality and lack of
love of humanity, understanding of the difficulties of the life of a child cut off from
home
“The mind can tell you what to avoid, but only the heart says
what should be done." How does this statement relate to the work of V.
G. Rasputin “French Lessons”?
"Plasticine hero reception"
Now, using plasticine, mold something that characterizes the teacher as
person.
– what do you think is better to be kind or better to be strict?
Does a modern teacher need a sense of humor? (For what)
Protecting your crafts.
V. Reflection stage.
– Why do you think this story was created?
The outcome of the struggle between good and evil can only be decided by a good person who
will lend a helping hand, show mercy and love, such a person
turned out to be a young teacher.
Man is a mystery. It needs to be solved. And if you solve it all
life, then don’t say you wasted your time, you’re dealing with this mystery,
it means you want to be human.
Good is the greatest secret on earth, remember this.
Why, Rasputin will answer this question for you. (slide 8)
Teacher's conclusion. A person's most formidable judge is himself. Guided by
with our life principles, ethical standards, we are all our own
actions are mostly unconsciously subjected to detailed analysis and
assessment, reproaching and blaming yourself for the wrong step. And it is precisely this reproach of conscience
much more painful than the condemnation of society, it is the quiet vile voice,
whispering: “Oh, how bad you did... you shouldn’t have...”
makes accusations much more terrible than the most cruel
sentence
surrounding people. And you won’t make excuses to him. Because
Morality at all times is assessed by the same criterion:
how humane the act was. And Lydia Mikhailovna has nothing
make excuses. She acted according to her conscience, as her heart wanted.
Homework. Write a mini-essay on the topic: “How should
to be a teacher to remain in the memory of the student"
Reflection. What did today's lesson teach me? What did I understand in the lesson? What
made me think during class?
Autobiography of Fomichev, Zozulya, Negovor
Formation of communicative and speech skills
students in literature lessons
Russian language teacher and
literature
MBOU Secondary School No. 70, Kirov
Beresneva Zinaida Viktorovna
The paper presents material on organizing students’ speech activity when working on V.G. Rasputin’s story “French Lessons,” which includes a description of the algorithm for lessons on the topic “Formation of an attitude to a problem.”
All lessons are aimed at developing communicative competence, within which the main skill is aimed at creating a text as a product of speech activity.
The lessons I have proposed for the development of speech based on the story by V.G. Rasputin “French Lessons” using the model I have chosen “Formation of an attitude towards a problem” give reason to believe that in the process of working on the text of a work of art, communicative speech skills are formed, which can be combined into several groups:
1 group- skills related to text construction, awareness of its structure, for example.
Divide the text into logically complete parts;
Make a plan for the finished text, that is, determine the main idea of each part and express it in one sentence, as well as plan your own speech statements;
Compose the introductory and concluding parts of your speech statement and highlight them in the finished text;
Rearrange the text in accordance with other speech tasks.
2nd group- skills related to language means:
Use the phonetic, lexical and synthetic richness of the language;
Select linguistic means in accordance with a certain type of text (narration, description, reasoning);
Select linguistic means in accordance with a specific speech style
3 group includes skills related to the text as a whole, with all its sides:
Improve your own text;
Predict possible difficulties when solving a speech problem and outline ways and means to overcome them;
Predict several variants of speech statements on the same topic or in accordance with the same main idea;
Organize individual (independent) work in accordance with the proposed sample (model, algorithm);
Organize pair and group work to solve speech problems.
4 group includes skills related to understanding speech utterances (text):
Understand the topic of the text and determine its boundaries;
Guess the meaning of unfamiliar words from the context;
Select and organize material according to topic or main idea;
The ability to predict the content of the text: topic, purpose, further continuation of the text using keywords, title;
Understand the main idea of the text and express it in your own speech;
Form questions about the creation of the text and in connection with it, etc.
5 group skills related to text interpretation , that is, with the reader’s creative desire to interpret the meaning of the text:
The ability to formulate your attitude to what you read.
The model I have chosen, “Formation of an attitude to a problem: the right of everyone to “have their own opinion,” is applicable when working on the texts of works of art studied from grades 5 to 11, as well as when preparing for the Unified State Exam (writing an essay) when completing task No. 25 - express your attitude to the problem.
I decided to build the model in the following sequence.
After reading an article for the lesson in V.G. Rasputin’s textbook “Lessons of Kindness,” the children had to formulate the author’s opinion. Students in the lesson talk about what a kind person is, what it means to be able to do good in the author’s understanding. They conclude that Rasputin does good with his memories by talking about the teacher in his story.The author encourages students to think.
2) Student Reflections
What is a good person?
Polite even when spoken to rudely.
He knows how to help anyone, even those who are unpleasant to him.
Understanding other people.
Patient with their shortcomings. Accepting them as they are.
Attentive, responsive, merciful towards others.
Friendly. A kind person always has a smile on his face.
Always able to help in difficult times.
A selfless person.
Brightening up the world with his smile, attention and care.
What does it mean to be able to do good?
Before doing good, you need to think carefully about the consequences of your action for yourself and others.
Only a spiritually rich person can do good. He will do it quietly, while receiving spiritual pleasure.
To do good, you need to be a sincere person, be able to forgive.
When doing good to others, you need to realize that good comes to those who do good deeds.
A person should not ask for something in return for kindness.
He must do good completely unselfishly, otherwise it will not be called good.
You need to do good only with your soul. At the same time, you get pleasant pleasure.
You need to do good in such a way that those to whom you do it really feel better and they would say a simple word “thank you.”
When helping other people, you need to show special attention and care without reaping any benefits.
If a person has done good, there is no need to shout about it to the whole world.
It is better to quietly rejoice for the happiness of another person whom you helped.
Good can be done when you want to do it with desire.
Good must be done sincerely, with all your heart.
Answering the questions posed, students come to the conclusion that the hero of the story, Lydia Mikhailovna, does good, which is not forgotten by the student.
The problematic question arises about whether she really did a good deed by deciding to play “wall” with the student for “money.”
Students join in the discussion.
3) The opinions of the characters in the story about the action.
Boy's opinion
Directors
Lidia Mikhailovna
Students begin working on a text that they have read in advance.
Answering the questions asked
Do I agree with the teacher’s opinion about my action?
Do I agree with the director’s opinion about Lydia Mikhailovna’s action?
The act of Lydia Mikhailovna.
"For against"
Students are discussing.
A boy about the actions of Lydia Mikhailovna
The hero of the story “French Lessons” was surprised that the teacher was playing with him “for money.” The student, in my opinion, did not understand that the teacher was cheating.
The boy was ashamed to accept help from the teacher, even when he won, he felt awkward, but every time he calmed down that it was a fair win.
It seemed to the boy that the game gave Lydia Mikhailovna pleasure, since he saw how cheerful she was, laughing, and bothering him.
Do I agree with Lydia Mikhailovna’s opinion about the committed act?
After everything that happened, Lydia Mikhailovna said about her action: “It’s a stupid incident. It's my fault."
I do not agree that Lydia Mikhailovna is to blame.
The teacher had no other way to help the poor boy. She decided to offer him a game for money. What's wrong with that? The boy used the money he honestly won (so he believed) to buy milk. Nobody except the teacher helped him.
Lidia Mikhailovna did the right thing. She had no reason to blame herself.
I agree that Lydia Mikhailovna’s act was indeed, as she put it, “stupid.”
She didn’t need to play for money with her student. Moreover, she lived alone in the house, and behind the wall was the director’s apartment.
Why shouldn't Lydia Mikhailovna help the boy in a different way?
It was possible to give the money to the boy’s mother and warn her in advance so that she would not let her son know about help. The boy would accept money from his own mother.
Lidia Mikhailovna correctly assessed her action. He is truly thoughtless.
Would it be better if the boy starved or walked around with bruises all the time? The words spoken by the teacher were not thought out. Most likely, she said it in the heat of the moment.
Do I agree with the director's opinion?
The school director, Vasily Andreevich, considered Lydia Mikhailovna’s act “a crime, corruption, seduction.”
I do not agree with this opinion.
Firstly, Lydia Mikhailovna could not have committed a crime. She just wanted to help the boy.
Secondly, Lydia Mikhailovna selflessly helped the boy, without thinking about herself.
The kind, caring teacher did so much for her student. Is this a crime?
The director was wrong when he fired Lydia Mikhailovna from her job.
I agree with the director's opinion. Lydia Mikhailovna committed a crime. It is incorrect for a teacher to gamble with a student.
I do not agree with the director's opinion. Lidia Mikhailovna did the right thing. The teacher was worried about the boy, but the school principal did not understand this. The teacher had no other choice.
I agree with the opinion of the school principal. The teacher violated school rules. She knew the consequences of her action. She should not have played with the student for money. This is not a way out.
I do not agree with the director's opinion.
The young teacher showed attention to the boy and helped him survive in the difficult post-war years. And in what way? It doesn't matter.
Thanks to Lydia Mikhailovna, the boy did not starve and continued his studies at school.
Lesson 2
4) Opinion of the readership: parents, grandmother, classmates.
Having received homework for the lesson, students express opinions about the teacher’s actions.
- Does mom (dad, grandmother) agree with Lydia Mikhailovna’s action?
Parents' opinions about Lydia Mikhailovna's actions.
My mother believes that Lidia Mikhailovna acted absolutely correctly and pedagogically. Lidia Mikhailovna, without compromising the boy’s dignity, respecting his pride, found a way to help him so that he would not starve.
And the fact that she did not forget the child even when she was fired suggests that she is a deeply humane, responsible and selfless person. My mother admires the teacher.
Dad believes that Lydia Mikhailovna was wrong in that she brought up in her student a soft money-grubbing, addiction to gambling. Lydia Mikhailovna needed to find another way out of this situation.
The grandmother believes that Lydia Mikhailovna, on the one hand, did the right thing, but on the other hand, she made a mistake by playing with the student for money.
Mom believes that Lydia Mikhailovna “brightened up” the schoolboy’s childhood, saved him from the dubious company of teenagers, and helped him survive in those difficult post-war years.
Lidia Mikhailovna, according to my mother, turned out to be a very brave woman. For the sake of the child, she agreed to play “wall” with him for money, knowing that she could be fired for this. This is a real deed!
My grandmother approves of Lydia Mikhailovna’s action. The teacher defended the interests of the child and his health, albeit not using a pedagogical method.
My mother agrees with Lydia Mikhailovna’s action. The action was very ethical. The teacher felt that she could not help this child in any other way.
My grandmother believes that Lydia Mikhailovna did the right thing. She tried every way to help the boy, but to no avail. Then Lidia Mikhailovna decided to gamble, thereby helping the boy survive. She did a brave thing.
My dad thinks that Lydia Mikhailovna acted nobly, but wrongly.
You cannot play for money with an underage student. It was necessary to find another way to help the boy.
My mother thinks that Lidia Mikhailovna could turn to the school principal for help. Perhaps together they could come up with another way to help the child.
Opinions of classmates
- Do I agree with Lydia Mikhailovna’s action?
Do I agree with Lydia Mikhailovna’s action?
I agree with Lydia Mikhailovna’s action. Firstly, in the area where the boy came for the sole purpose of getting an education, he had neither relatives nor friends. How could a teacher not help a capable, lonely boy? Secondly, Lydia Mikhailovna needed to distract the student from playing “chika” with teenagers who beat him more than once.
Thirdly, who, besides her, could help the child? The teacher was sure that the boy used the money he won from her to buy milk.
From my point of view, French teacher Lidia Mikhailovna did the right thing by agreeing to play “wall” for money with her student.
It seems to me that Lydia Mikhailovna acted nobly. She played with the student not for fun, but thereby helped him.
The boy lived poorly. He didn't have enough money for food. Most of the time he went hungry. That's why the teacher played with him for money, so that, having won it, he could buy milk.
When Lydia Mikhailovna sat him down at the table to eat, he refused, he did not take the parcel from her. So the teacher came up with a game for money.
While playing “the wall” with the student, Lidia Mikhailovna was sure that he would no longer go to play “chiku” with dubious teenagers. Now the boy was under supervision. This means that Lidia Mikhailovna did, in my opinion, do the right thing.
Lidia Mikhailovna did nothing wrong. She helped her student as best she could. Since the boy refused her open help, she cheated. Is it possible to punish for this?
I do not consider Lydia Mikhailovna’s act a crime. She did good, each time helping the boy get out of a difficult situation, relieving him of hunger. She was sure that the boy bought milk with the money he won. For him, gaming was his only source of income. Lydia Mikhailovna did a good deed.
Lesson 3
Students reveal their attitude to Lidia Mikhailovna’s action after receiving homework:
- Explain the meaning of proverbs about good deeds, based on the actions of Lydia Mikhailovna.
A good deed is “done” boldly.
A good deed has lived for two centuries.
A good deed will not go without reward.
A good beginning is not without end.
A good deed is done with courage
I liked the proverb. Reading it, you immediately remember Lydia Mikhailovna. The teacher, when she helped the boy by playing wall games with him for money, did not think at all about the consequences of her action. And she was fired from her job because of this. In those difficult times, it seems to me that work was not easy to find.
The teacher did not think about herself, about her fate. It was important for her to help the boy who was starving. Lidia Mikhailovna did more than just a kind deed. I think she also did a brave thing. And only a courageous person can do this.
A good deed will not go unrewarded
No matter how you do good, no matter what it is, in any case you will not be left without a reward for the good you have done.
V.G. Rasputin dedicated his story to the teacher. He remembered for the rest of his life the good she did for him.
A good beginning has no end
Lydia Mikhailovna, having done good deeds, remained punished. Therefore, I believe that good things do not always have a good ending.
Maybe it should have been done differently?
A good deed lives for two centuries
Lydia Mikhailovna, having done a good deed, was quietly happy for the boy, without shouting about it to the whole world. The student remembered his teacher’s action for a long time. I think the lesson of kindness taught by the teacher will remain in the boy’s memory, and he will tell others about it. Good deeds are never forgotten.
Good deeds always remain in the memory of any person. The main character of the story forever remembered the kindness of Lydia Mikhailovna. Such selfless help is never forgotten. The kindness of Lydia Mikhailovna prompted an adult to dedicate his work to her. The lessons of kindness described in the story will remain in the souls of readers and will live for centuries.
A good beginning has no end
This proverb applies to the actions of Lydia Mikhailovna, the main character of V. G. Rasputin’s story “French Lessons.” The teacher does a number of good deeds. She begins her good deeds by the following act: she does not talk about the boy’s game for money, fearing that he will be kicked out of school. The next time, Lidia Mikhailovna, having invited the boy to her home, works with them and offers them dinner. Then the teacher sends the boy a parcel with pasta and hematogen. But only when the boy does not accept these good deeds does she decide to play with them with the money with which the boy buys milk for himself. When Lidia Mikhailovna was fired from her job and she left for Kuban, the boy again received a parcel from his teacher.
There is no end to Lydia Mikhailovna’s good deeds.
In the same lesson, students talk about what a modern teacher would do in Lydia Mikhailovna’s place.
What could a modern teacher do if he were in Lydia Mikhailovna’s place?
A modern teacher might act differently depending on his character.
A kind teacher would always lend a helping hand to a student who was “starving.” Perhaps he would have acted the same as Lydia Mikhailovna, without thinking about the consequences of his action.
A teacher who thinks about being fired would never do such a thing.
It seems to me that a modern teacher would not have responded as well as Lydia Mikhailovna did.
Now that life has become better, such kindness no longer exists.
A modern teacher would scold the student, inform the parents, or, at best, have a heart-to-heart talk. But the teacher would not have done such an act. He would value his profession and authority.
It seems to me that a modern teacher would not play a game of chance with a student for fear of losing his job.
A modern teacher would speak kindly to a student. Convinced me that gambling is dangerous and wrong. Help me find another way to make money.
A modern teacher, having learned about a boy playing “chika” with teenagers for money, would immediately take him to the director. And rightly so! You cannot gamble for money.
A modern teacher would engage a boy in interesting class activities so that he would forget about his problems. The teacher would have found another way to help the boy who had nothing to eat.
The model I have chosen for working on the text of V. G. Rasputin’s story “French Lessons” is effective, since in the process of working on the text of a work of art, students express their opinions, independently comprehending the work. By listening to other people's opinions, they learn about themselves. Thus, students gain experience in various activities (individual and collective), experience of cognition and self-knowledge. While working on this model, students develop the ability to participate in dialogue and discussion.
By discussing the problems posed in the story, students go beyond the school curriculum. Due to lack of time and fear of saying something unnecessary, teachers avoid the serious and important issue of the connection between literature and life. Working according to this model, schoolchildren express their opinions, learn to create a coherent text (oral and written), relying not only on the text of a work of art, but also on facts from life.
In literature lessons, the teacher must form in students a holistic understanding of the world, prepare them for life, and develop communication and speech skills. And literature lessons built on this model help with this.
Literature
1 . Arkhipova E.V. Fundamentals of methods for developing students' speech. M.2004
2 . Ippolitova I. A. Text in the system of studying the Russian language at school: materials for a special course. M. 1992
3. Kobeleva E.A. The main components of the formation of communicative competence of schoolchildren in the context of modern language policy. Kirov. 2007
4. The concept of modernization of Russian education for the period until 2010. M. 2002
5. Korovina V.Ya., Zhuravlev V.P., Korovin V.I. Literature. 6th grade. Textbook for general education institutions in 2 partsM.: Education, 2012
V. Rasputin Article “Lessons of Kindness”
The story “French Lessons”
6. Anikina V. Russian folklore Moscow. “Fiction”, 1985
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Lidia Mikhailovna is a young French teacher and the class teacher of the main character of the story. After the director witnesses a teacher and a student playing for money, Lydia Mikhailovna has to leave school. Of course, one can agree with the director’s opinion that the teacher’s act is “...a crime. Molestation. Seduction. And more, more...” But if you know that the teacher decided to do this not for fun, but to save the child’s life, then her action looks completely different. He has a desire to help the hungry
the student to survive in the truest sense of the word. The desire to help a very capable student not to sink to the bottom, not to descend into the life of a thief, but, on the contrary, to help him discover his abilities.
The modest, poorly dressed, very capable boy aroused the sympathy of the teacher. And having learned that he is half-starved, the young woman tries to help the boy. She tries in every possible way to help him, even sends him a package. And only when the student refuses everything, the teacher decides to go to extremes - she tries to let the student earn money himself.
The basis of the act, in my opinion, is mercy. You can talk about it endlessly, or you can take it and help a specific person, as the teacher did. And the result of her action is obvious - the main character turned out to be a good person, grateful to his teacher.
Glossary:
– why Lidia Mikhailovna decided to play measuring with her student
– essay on the topic French lessons
– Why did Lidia Mikhailovna decide to play measuring games?
– review of French lessons Rasputin
- an essay on the topic of how I feel about Lydia Mikhailovna’s action
Other works on this topic:
- Hello, dear Lidiya Mikhailovna. Today I received your parcel and I want to thank you very much. Just don't worry - everything is fine with me...
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- I read V. G. Rasputin’s work “French Lessons”, the main character of which is an ordinary eleven-year-old boy. This boy was born in a village, into a poor family. He has...
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Subject: “Education of feelings” in the story by V.G. Rasputin "French Lessons"
Target: reveal the spiritual world of the hero of the story; note the role of play in human life; show the teacher’s originality; identify the moral issues raised by the writer in the story.
During the classes
Teacher: Today in class we will discuss three aspects of the story “French Lessons”. First of all, let's dwell on the image of the main character, his state of mind; further we will talk about an “extraordinary person” - a French teacher; Let's conclude our conversation about the story by discussing its main problems.
The main character in the story
Teacher: I suggest starting the conversation with a story about the hero. I would like to draw your attention to questions that will help you talk about the hero.
Why did the boy end up in the regional center? (Tonya)
What were the successes of the hero of the story in the regional center? (Tanya)
What was the hero’s state of mind? (Styopa)
What made the boy play chica for money? (Raphael)
How was the hero’s relationship with the guys around him? (Lesha)
What was the boy's attitude towards the teacher? (Anya)
Sample answers:
“I studied well here too... in all subjects except French, I got straight A’s.”
“I felt so bad, so bitter and hateful! “worse than any disease.”
How do you understand the word “hateful”? Why does he compare his condition to an illness?
“Having received it (the ruble) ... I bought a jar of milk at the market.”
The hero was not only alone in this regional center, he was tormented by hunger. Now imagine these two feelings together! The year was 1948. There is hunger in the village, there is poverty all around, but despite this, he is sent food “quite often.” How? "About once a week."
“They beat me in turns... there was no one that day... a person more unhappy than me.”
“I was scared and lost... she seemed to me like an extraordinary person, not like everyone else.”
Teacher: Throughout the entire story, we see a game, and not just a game, but a post-war game.
What's special about it?
Why didn't the children play, for example, in war?
Why did they play for money?
What do you think is a game and what does it mean in the life of every person?
A game– an expression of the essence of human relationships. In the game, a person reveals himself, sometimes unexpectedly and almost always reveals himself.
How did the hero of the story show himself in the game?
Why doesn't the hero have a name? After all, throughout the entire story we don’t hear him, no one calls him by name?
(Probably this fifth-grader boy was Valentin Grigorievich Rasputin himself, who told us about his childhood in the story “French Lessons”)
Teacher: I have to agree with you. Listen to what V.G. himself wrote. Rasputin about the story: “...More than 20 years later, I sat down at the table and began to remember what once happened to me, a fifth-grader boy from a remote Siberian village. Or rather, I began to write down what was never forgotten, what people constantly asked me to do. I wrote this story in the hope that the lessons taught to me at one time will be felt by both the little and the adult writer.”
Conclusions: For the first time, due to circumstances, an eleven-year-old boy is torn away from his family, torn from his usual environment. However, the little hero understands that the hopes of not only his relatives, but also the entire village are placed on him: after all, according to the unanimous opinion of his fellow villagers, he is called to be a “learned man.” The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow countrymen down.
Lidia Mikhailovna - “an extraordinary person”
Teacher:How does the boy remember his French teacher? Read the description of the portrait of Lydia Mikhailovna. What is particularly noteworthy about it?
(“Lidiya Mikhailovna was probably twenty-five years old or so at that time...” and further in the text: “There was no cruelty in her face.”)
Teacher:What feelings did the boy evoke in Lydia Mikhailovna?
(Lydia Mikhailovna treated the boy with understanding and sympathy, she appreciated his determination. In this regard, the teacher began to additionally teach the hero French, hoping to feed him at home.)
Teacher:Why didn't he sit down to eat with her? Do you understand his behavior?
Teacher:Why didn’t she succeed with the parcel idea?
(The teacher filled the parcel with “urban” products and thereby gave herself away. Pride did not allow the boy to accept the “parcel”)
Teacher:Did the teacher manage to find a way to help the boy without hurting his pride?
(She invited him to play wall games for money.)
Teacher: Why did Lidia Mikhailovna send the second parcel?
(The parcel was a confirmation of Lydia Mikhailovna’s good feelings for the boy and her confidence in her rightness.)
Teacher: Is the hero right in considering the teacher an extraordinary person?
(Lidiya Mikhailovna is endowed with an extraordinary capacity for compassion and kindness, for which she suffered, losing her job.)
Conclusions: Lidia Mikhailovna takes a risky step, playing with a student 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.
"Education of feelings" in the story
Teacher:V.G. Rasputin once said: “The reader learns from books not life, but feelings. Literature, in my opinion, is, first of all, the education of feelings. And above all kindness, purity, nobility.”
What are feelings?
(Feelings - emotions, “movements (excitement) of the soul"
In everyday life we talk about feelings of hunger, thirst, pain; pleasant and unpleasant; fatigue, illness and health; joy and sadness, love and hate; horror, shame, fear, delight, compassion, i.e. Almost all feelings are connected with the human soul.)
Teacher:What feelings does the story “French Lessons” bring up?
(Kindness, compassion)
Teacher:The writer educates feelings through the image of a teacher, although her game with a student for money is perceived very ambiguously. How can you evaluate Lydia Mikhailovna’s action? Have your say.
(On the one hand, this is not pedagogical; on the other hand, playing for money with the student was the only way to help him.)
Teacher:Why is the story called “French Lessons”?
(French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)
Teacher:What did you learn from these lessons?
(Participation, understanding of the people around you, sensitivity, dedication and determination.)
Conclusions: From a pedagogical point of view, a teacher playing for money with her student is an immoral act. But what is behind this action? - asks the writer. Seeing that the schoolboy (during the hungry post-war years) was malnourished, the French teacher, under the guise of additional classes, invites him to her home and tries to feed him. She sends him packages as if from her mother. But the boy refuses everything. The teacher offers to play for money and, naturally, “loses” so that the boy can buy milk for himself with these pennies. And she is happy that she succeeds in this deception.
Kindness is what attracts the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.
Teacher:At the end of our lesson today, I suggest you open the “Museum of the Hero” of the story “French Lessons”.
Teacher:What items would you place in a museum?
Pasta (they talk about the boy’s pride, self-esteem, which did not allow him to accept the parcel), a half-liter jar of milk (for the sake of it he had to gamble for money), notebooks (emphasize the hero’s abilities in learning), coins (testing the hero with a game), apples (the teacher’s kind attitude towards him), potatoes, bread (the hero’s menu, the hunger that he had to overcome).
Conclusions: All these items help us better understand the character traits of the hero and speak about his difficult fate in post-war Russia.
Teacher: Our lesson has come to an end, and I would like to tell you that a person’s personality is formed in childhood, it is in childhood that its formation occurs, and everything that a person absorbed in his childhood determines his future destiny. If you and I look at the life of V.G. Rasputin, who had a hard time as a child: he knows firsthand what hunger and longing for family are, but he was able to become a world-famous writer who was recognized during his lifetime (although many writers and poets gain fame and are valued after death). How did he do it?
Firstly, he is a purposeful person, he knows what he wants from life.
Secondly, of course, the lessons that he received in childhood, the lessons not only of French, but the lessons of kindness, mercy, compassion, empathy, the lessons of “education of feelings” - all this determined his destiny as a writer.
We present to your attention a poem by another famous poet Mark Sergeev, called “Life asked me”
I would like this poem to prompt you to the appropriate thoughts.
"What do you want?" - life of me
asked.
And I answered her: “I want everything:
heights that are not easy, like kindness,
forests that surround you like doubts,
roads that sometimes lead to nowhere,
palms that, when meeting, give
heart".
To summarize, I would like to ask: What did the story “French Lessons” become for you? What did you think about in our lesson today?
Homework: Essay-reasoning “What do you want?” - life asked me.
Lidia Mikhailovna is a young French teacher and the class teacher of the main character of the story. After the director witnesses a teacher and a student playing for money, Lydia Mikhailovna has to leave school. Of course, one can agree with the director’s opinion that the teacher’s action is “... a crime. Molestation. Seduction. And again, again...” But if you know that the teacher decided to do this not for fun, but to save the child’s life, then her action looks completely different. He has a desire to help a hungry student survive in the truest sense of the word. The desire to help a very capable student not to sink to the bottom, not to descend into the life of a thief, but, on the contrary, to help him discover his abilities.
The modest, poorly dressed, very capable boy aroused the sympathy of the teacher. And having learned that he is half-starved, the young woman tries to help the boy. She tries in every possible way to help him, even sends him a package. And only when the student refuses everything, the teacher decides to go to extremes - she tries to let the student earn money himself.
The basis of the act, in my opinion, is mercy. You can talk about it endlessly, or you can take it and help a specific person, as the teacher did. And the result of her action is obvious - the main character turned out to be a good person, grateful to his teacher.
Essay on the topic: WHAT IS THE BASE OF LYDIA MIKHAILOVNA’S ACTION (V. G. Rasputin. “French Lessons”)
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- why Lidia Mikhailovna decided to play measuring with her student
- essay on the topic French lessons
- Why did Lidia Mikhailovna decide to play measuring games?
- review French lessons Rasputin
- essay on the topic of how I feel about Lydia Mikhailovna’s action