Summary of a lesson on literature for grade 7 on the topic “M.Yu. Lermontov. Poem "Mtsyri"

Facts from Lermontov’s biography related to the Caucasus and the writing of the poem “Mtsyri”

The idea for the poem had been nurtured by Lermontov since 1831, when he, a seventeen-year-old youth, decided to start writing the story of his peer - a “17-year-old monk” who lived in a monastery from infancy, but his “passionate soul languishes” in captivity. Since 1830, the young poet had already written a poem with a similar plot, “Confession,” the hero of which is a Spaniard imprisoned in a monastery prison for an atrocity he did not commit.

The plan was influenced by trips to the Caucasus, fascination with its nature, familiarization with the culture, customs and folklore of mountain peoples, which Lermontov learned from childhood. The sickly 6-year-old Mishus was taken to the Caucasian mineral springs by his grandmother Elizaveta Alekseevna Arsenyeva, staying at her sister’s estate near Vladikavkaz. In 1829, Mikhail wrote poems such as “Georgian Song”, “Circassian Woman”, etc. in memory of his stay in the Caucasus. The theme of the Caucasus became one of the leading ones in Lermontov’s work.

In the poem “Caucasus,” the sixteen-year-old poet wrote about the indelible childhood impressions that the “southern mountains,” seen at least once, “to remember them forever,” are as attractive as “the song of the fatherland.” Emphasizing his feelings, Lermontov repeats three times in the poem: “I love the Caucasus.” Then the poet could not imagine that he would have to come to the Caucasus twice more, but not of his own free will, but as an exile, and take part in hostilities.

In 1837, for the accusatory essay “The Death of a Poet,” Lermontov was exiled to the Nizhny Novgorod regiment, located near Tiflis in Georgia. The journey to his place of service among the mountains along the Georgian Military Road, covered in local legends, struck his imagination. Despite his position as an exile, Lermontov perceived the Caucasus as a space of absolute freedom; it helped him to reveal his creative potential as a poet and artist. The colorful Caucasian nature as a symbol of majestic harmony is captured by the poet in his paintings. The magnificent panoramas of the Caucasus in the poet’s paintings and drawings are similar to the illustrations for the poem “Mtsyri”. Lermontov depicted himself in the Caucasian service dressed in Circassian style, as befits officers of the Nizhny Novgorod regiment: with a saber, in a shaggy cloak thrown over his uniform. This self-portrait of a man in military uniform with a childish expression on his face and sad eyes conveys the poet’s state of mind at that time.

The exile of 1837 was short-lived, but it was a significant period in the poet’s life. In the Caucasus, Lermontov acquired new acquaintances with people who differed sharply from representatives of St. Petersburg secular society. The poet wrote to his friend Raevsky: “There are a lot of good guys here.” But he didn’t name names, because he couldn’t openly name people as disliked by the authorities as himself. Lermontov became close first of all with the Decembrists exiled to the Caucasus, and became especially close friends with the Decembrist poet Alexander Odoevsky, who, after 10 years of hard labor, served as an ordinary soldier in the same regiment with Lermontov.

Lermontov was interested in the ethnic uniqueness of the Caucasus, in which various cultural and religious traditions coexisted. He saw, on the one hand, the backwardness, savagery, cruelty, and treachery of the warring clans, and on the other, the love of freedom, pride, and respectful attitude of the mountaineers towards their traditions. Lermontov enthusiastically studied the tales and traditions of the mountain peoples. One of them was an ancient song about a young man and a tiger, later reflected in the poem as a duel between the hero and the leopard.

According to the recollections of the poet’s relatives, in the former old capital of Georgia, Mtskheta, in the ancient monastery of Jvari (VII century), Lermontov, during a chance conversation with a monk, learned about his tragic fate. He was a Chechen who was captured as a child during a military operation. Returning to his residence in Tiflis, General Ermolov, commander-in-chief of the Caucasian Corps, took him with him. But the boy fell ill on the way, and he was left in a Georgian monastery. There he grew up, received Orthodox baptism, but it was difficult for him to get used to monastic life. He made several attempts to escape, and as a result of one escape he became seriously ill and almost died. Miraculously surviving, he came to terms with his hermit’s fate. This story impressed Lermontov; it touched on the topic of the fate of a slave, which was interesting to him, reflected in his works, such as “Confession”. Using fragments from early poems, Lermontov begins to write a poem called “Beri” (in Georgian “monk”). Now Georgia has become the setting for his poem.

There was another similar story, but with a different ending, connected with the name of General Ermolov, in whose family, under tragic circumstances, a pupil, a Chechen boy, appeared. He was found wounded by a three-year-old child near the body of his murdered mother after a battle in a Chechen village that was ravaged and burned in retaliation for the predatory raids of its inhabitants. The general took the rescued boy to his relative’s family, and he himself became his godfather. The boy received the name Peter Zakharov. Noticing the child’s ability to draw, Ermolov hired teachers for him, and then paid for his education at the Academy of Arts. Pyotr Zakharov-Chechen became the first Chechen artist and academician. Among his talented works are portraits of his patron Alexei Petrovich Ermolov and Mikhail Yuryevich Lermontov, whom the writer A. Muravyov introduced him to. Peter died at the age of 30 in 1846 from consumption, having outlived Lermontov by five years.

Having completed the poem, Lermontov put the date “August 5, 1839” in the manuscript. Later he replaced the name with “Mtsyri” (“novice”) and the epigraph: “Everyone has his own fatherland.” In such an epigraph the censorship could see a condemnation of the government's colonial policy in the Caucasus. The poem was included in the book “Poems of M. Lermontov” in 1840. In the same year, Lermontov, exiled again to the Caucasus for a “bloodless” duel with the French attache, stopped in Moscow along the way. Having learned about this, Gogol invited him to his name day, where the poet read an excerpt from a new poem, which was received enthusiastically. Leaving his homeland forever, Lermontov wrote, addressing Russia with farewell: “Perhaps behind the wall of the Caucasus I will hide from your pashas...”.

Lermontov had many kunaks among the Caucasian highlanders, i.e. friends with whom he has developed respectful relationships. He himself was perceived not only as a combat officer and an honest, fearless opponent. Respect for Lermontov increased when they learned that he wrote poetry. There was a legend that the mountaineers were forbidden to kill Lermontov because he was an “ashug”, i.e. poet, “through whose lips God speaks.” His unpublished texts were circulated in lists, were read by heart, and were quite well known. The often retold poem “Valerik” about a terrible bloody battle expresses thoughts about the meaninglessness of the war and about the attitude towards the mountaineers, for whom the poet did not hate. Before the battle and after, they were not his enemies, but in battle he fulfilled his duty as an officer, faithful to the oath, protecting his comrades. An interesting episode in the text is when the Chechen Kunak, who found himself in the circle of Russian officers after the battle, does not agree with their opinion. He has his own, wiser point of view, which is closer to the author.

One of the Caucasian poems was “Mtsyri”, Lermontov’s innermost creation, expressing his “alter ego”. Belinsky considered “Mtsyri” the embodiment of the “ideal of a poet”, a reflection “in poetry of the shadow of his personality.” Painful loneliness and a selfless thirst for spiritual freedom were reflected in the nature of his hero.

Self-portrait of Lermontov

Lesson on the topic “Studying the poem by M.Yu. Lermontov "Mtsyri"

Literature

"General information about use"

KUCHUMOVA Irina Viktorovna, Literature, 8th grade, Municipal Educational Institution “Vilvenskaya Secondary School”

Literature program for secondary schools. Textbook “Literature. 8th grade.”V. Korovina.

Section M. Yu. Lermontov. Poem "Mtsyri".

“Used psychological and pedagogical author’s techniques”:

1. Students themselves choose the first educational goal (the beginning of an individual educational trajectory) - one of three modules (see Fig. 1). It is necessary to complete all three modules in any order; within the module, students select and complete three educational products in any order (see Figure No. 2).

   Students are informed about the progress of work, forms and deadlines for intermediate and final control on this topic.

   Students themselves choose information sources from among those offered: textbook, reference books, digital resource centers, Internet

   Read also:  Lesson summary in 5th grade on the topic “Geographical map”

3. The studied fundamental laws and concepts of the academic subject, general subject educational skills, skills and methods of activity

: literary analysis of the work: theme, plot, artistic means, the main idea that the author wanted to say. Description of the characters: appearance, character, etc. Introduction to genres. Emotional perception of literary text. Development of the need for independent reading of fiction.

Fig#1

MODULE No. 1 “Plot lines of M.Yu. Lermontov’s poem “Mtsyri”.

Fig No. 2 MODULE No. 1 “Plot lines of M.Yu. Lermontov’s poem “Mtsyri”.

The learning products of the module can be selected in any order, but all must be completed.

Educational product No. 1 . "Storyline - Mtsyri in the monastery."

Educational product No. 2 . “Storyline – Mtsyri is free”

Educational product No. 3 . “Storyline – Mtsyri’s dying will”

MODULE No. 2 “The image of Mtsyri in the poem.”

The learning products of the module can be selected in any order, but all must be completed.

Educational product No. 1 “Heroic fortitude is a defining feature of Mtsyri’s image”

Educational product No. 2. “Mtsyri is a freedom-loving person”

1. Build a cluster with the keyword “freedom”

CLUSTER

.Cluster (English: cluster-bunch) is a way of graphically organizing material that makes it possible to visualize the mental processes that occur when immersed in a particular text. A cluster is a reflection of a nonlinear form of thinking. Sometimes this method is called “visual brainstorming.” The sequence of actions when building a cluster is simple and logical:

In the middle of a blank sheet of paper, write a keyword or thesis that is the “heart” of the text.

Around “throw” words or sentences expressing ideas, facts, images suitable for a given topic (“planet” and its “satellites”).

Connect these words or sentences with straight lines to the “heart” of the text. Each of the “satellites,” in turn, will also have “satellites,” and new logical connections are established.

The result is a bunch.

2. What is freedom? What has freedom given us now?

Educational product No. 3. “Evaluation of the image of Mtsyri by V. G. Belinsky.”

MODULE No. 3 “Modern reading of M.Yu. Lermontov’s poem “Mtsyri”

»

Educational product No. 1. “The modern sound
of M.Yu. Lermontov’s poem “Mtsyri
”

Educational product No. 2. "The image of the Caucasus in the poem."

Educational product No. 3. “My understanding of the image of Mtsyri.”

Draw an association drawing “My understanding of the image of Mtsyri.” Comment on the chosen color, individual details and the image as a whole.

Self-control “Retell the poem using the most beautiful poetic lines without disturbing the plot of the poem”

The main idea of ​​the poem “Mtsyri”, compositional features

Image of Mtsyri. The freedom-loving and rebellious spirit of the hero. The meaning of life of monks and Mtsyri

In total, Lermontov created about 30 poems, some remained unfinished, the ideas and motives of some poems were finally implemented in others. During the poet's lifetime, only three were published, including the poem "Mtsyri". In this lyric-epic genre, Lermontov in his youth had a tendency to imitate the poems of Byron, Pushkin and other authors. Over time, the genre of the poem in Lermontov's work undergoes a significant evolution. The poems of the last years of his life represent unique examples of this genre, differing significantly in style and narration. Lermontov tried his hand at various poetic genre versions, the diversity of which was manifested in the uniqueness of “The Demon”, “Song about the Merchant Kalashnikov”, “Mtsyri”.

The poem “Mtsyri” reveals the theme of “natural man,” which is associated with the teachings of the French thinker Jean-Jacques Rousseau. Many romantic writers were attracted to a world far from civilization, as a prototype of human childhood, where a person is deprived of social problems. However, this educational idea is shown by Lermontov in the plot of the poem “Mtsyri” as unattainable and tragic. A hero from a natural environment is brought up in a world that lives according to the laws of civilization. He strives for his native natural elements in order to experience the fullness of life, lost by the people of civilization, whose inner world is distorted by social conditions. He flees to a related but unknown world, enjoying which he dies.

The poem displays the characteristic features of romanticism: the contradiction between ideal and reality, the tragic exclusivity of the hero’s personality, his desire for personal freedom. But Mtsyri, like other romantic heroes, has no mysterious past, no love drama.

The epigraph “Tasting, I tasted little honey, and now I’m dying” is the semantic key to revealing the content of the poem. This expression is taken from the Old Testament story about King Saul and his son, who violated the prohibition not to eat food until the end of the day. The young man, having tasted the honey, humbly awaited execution. But the crowd stood up for the condemned man, saving the king from “madness.” By “honey” Lermontov means freedom, which is prohibited.

The poem is a passionate confession of the hero, in which the concepts of freedom and Motherland merge into a single symbol, for the sake of which he is ready to renounce eternal peace and paradise. The poem begins with a laconic epic narrative, which gives the background to the plot. Although there is not a single proper name in the poem, it is clear who we are talking about. In a mountain monastery overlooking the confluence of the Kura and Aragvi rivers, similar in location to the Jvari monastery, on one of the gravestones there is an inscription about some king handing over “Russia his people.” This is a reference to the Georgian ruler Irakli II, who, saving the fragmented country from the claims of its southern neighbors: Turkey and Persia, turned to Catherine II with a request for a protectorate. Thus began the annexation of Georgia to the Russian Empire. But in the North Caucasus, numerous Mohammedan peoples opposed the presence of Russian troops, which led to a protracted war. The second stanza mentions a “Russian general” passing by the monastery “from the mountains to Tiflis.” This is the Russian governor in the Caucasus - Alexey Ermolov. The captive boy was given to the monks, one of whom came out and saved him from death. The child of the Muslim faith was subsequently baptized and was preparing to become a monk. Nobody calls him by name, he is simply “mtsyri” - a monastery servant.

Thanks to Lermontov, “Mtsyri” became a proper name. This word in Georgian meant a person fulfilling obedience, ready to take monastic vows. Mtsyri is a “child with a soul” whose destiny is determined: he is a “monk by fate.” He is “silent and lonely,” avoiding everyone, languishing in a “vague longing” for his native place and family. Having entered the monastery as a six-year-old child, he remained a stranger to the monks and could not humbly share their prayers. During a midnight thunderstorm, when the brethren were crowded together praying at the altar, he ran away. After three days of searching, he was found unconscious in the steppe. The young man is strong in spirit, but weak in body, he is like a “flower raised in prison”, scorched by the rays of a short free life. After escaping, Mtsyri again found himself in the monastery, but he would no longer be able to languish in captivity after experiencing “three blissful days” in freedom. Mtsyri, expressing his last will, asks to be moved to the garden, to two white acacia trees, from where the heads of the mountains are visible Caucasus, who, like a “friend or brother”, will sing “about a dear country” with a cool breeze. Dying with thoughts of his Motherland, Mtsyri promises not to curse anyone. The peculiarities of the composition of the poem are its isolation: the action began in the monastery and ended there. Where the hero runs from, there, by the will of fate, he gets lost and returns. This isolation embodies a hopeless, fatal space, the impossibility of leaving its boundaries.

Of the 26 chapters, 24 are devoted to the confessional monologue of the main character, in which his spiritual world is revealed in memories of his homeland, the enjoyment of freedom and contemplation of the beauty of nature. The young man's stories about a night thunderstorm, a meeting with a young Georgian woman, a battle with a leopard, a dream in the steppe are imbued with passionate and touching sincerity. The culminating episode is the duel between Mtsyri and the leopard. This mortal combat, reminiscent of an embrace, is dual in essence: they are intertwined “like a pair of snakes,” clinging together “tighter than two friends.” In this juxtaposition there is a kinship in the natural wild energy of the two creatures. There is another subtle but important plot detail. When the wounded, exhausted Mtsyri falls into a state of “death delirium,” it seems to him that he is lying at the bottom, surrounded by fish. One of them, with golden scales, sings a soothing song, enticing you to stay in the waters full of “coldness and peace.” If in a battle with a leopard Mtsyri is ready to accept death like a warrior, then to the exhausted young man the fish sings a song of death, as peaceful as a dream. The fish's "sisters" are similar to his monastery brothers. This is how the meaning of the life of monks is conveyed, who strive, having abandoned the joys of earthly existence, to solitude and self-denial for the sake of serving God. Episodes of battle and sleep echo the motif of the tragic doom of the hero.

The image of Mtsyri is multifaceted: he is both a “natural person” and a rebel who does not accept an alien environment. He is an integral nature, without doubts or hesitations in his impulse towards freedom. His rebellious spirit is permeated by the desire to live in a “wonderful world of anxiety and battles,” which is contrasted with “life in captivity” among “stuffy cells and prayers,” a world that does not know the state of naturalness. The hero’s confrontation is expressed in figurative antitheses: for him, freedom is three days in the bosom of the virgin nature of the Caucasus, captivity is the rest of his life within the monastery walls.

Summary of a lesson on literature for grade 7 on the topic “M.Yu. Lermontov. Poem "Mtsyri"

Subject . M.Yu. Lermontov. Poem "Mtsyri". The history of creation, theme and idea of ​​the work. The meaning of the epigraph. Composition 7th grade

Goals:

Educational:

introduce students to the history of the creation of the poem “Mtsyri”, identify the structural features of the work.

Educational:

develop emotional sensitivity, skills of expressive reading of a lyric poem, continue to work on improving the ability to construct a monologue statement, compare, and draw your own conclusions.

Educators:

cultivate interest in the poet’s work.

Lesson type:

combined with the use of SMART technologies.

Equipment:

portrait of M.Yu. Lermontov by artist P. Zabolotsky, presentation for a SMART board, fragment of the video film “M.Yu. Lermontov “Mtsyri” (attached to the presentation), romance “Sail” (attached to the presentation), illustrations for the poem “Mtsyri”, interactive exercises, technological lesson map, textbook “Literature” (Russian and foreign) for grades 5-9 of general education institutions with Russian as the language of instruction (with modifications) / Compiled by: O. Isaeva, Zh. Klimenko, O. Korninko, A. Melnik, V. Khrabrova , V.Mukhin, I.Danilova, 2015

During the classes

1. Organizational moment.

2. Motivation for learning activities.

— Which poet’s work did we start studying in the previous lesson?

The poet's childhood was overshadowed by the early death of his mother and separation from his father. His grandmother raised him. He lived a short life, but managed to write many beautiful poems. Some of them inspired composers to create romances and operas.

— Take a closer look at the image of Lermontov, painted by the artist P. Zabolotsky in 1837. Slide number 1

— What did the artist try to convey in the portrait of the poet? (the artist tried diligently to convey the expression of the poet’s eyes). - Why? (The eyes are the mirror of the soul. They help convey the inner world of a person.).

3. Updating previously studied material.

— A feeling of loneliness accompanied Lermontov constantly, and he conveys this feeling in many of his works. - Which of them do you remember? Which ones do you know by heart? (reading 1 poem, viewing illustrations for them, you can suggest listening to the romance “Sail”). Slide number 2 – photo association

— Which poem reflects Mikhail Yuryevich’s passionate love for the Caucasus, delight and admiration for its unique beauty and grandeur? (“Caucasus”, in the previous lesson a fragment of the video film “M.Yu. Lermontov “Mtsyri” was shown, time: 00 - 1.40). We read this poem in the last lesson. We will remember this country today. Slide number 3 – Lermontov the artist

(you can in addition watch a fragment of the video film “M.Yu. Lermontov “Mtsyri”, time: 3.12 – 4.20).

— What works on historical topics have you read? (“Borodino”, “Song about the merchant Kalashnikov.”) Slide number 4

— Why did the poet turn to historical events and historical figures?

(He is interested in the eternal problems of honor and dignity, power and people, personal will and traditional morality. In the past, he tried to find ideals to show how the current generation was being crushed.)

4. The teacher's word.

Lermontov's generation found itself in an era of timelessness. In his works, Lermontov reflects on the fate of his contemporaries, on disappointment and the aimlessness of life. Hence his craving for romanticizing the past, for depicting strong, proud, courageous people.

One of them is the hero of the poem “Mtsyri”, which we are beginning to study.

5. Reporting the topic of the lesson (writing the topic of the lesson and epigraph on the board), formulating the goal. Slide number 5

I lived little and lived in captivity. Such two lives in one, But only one full of anxiety, I would exchange if I could. M.Yu. Lermontov “Mtsyri” Slide No. 6

6. Formation of knowledge and skills.

A ) Individual task

(
student message
). The history of the creation of the poem (in addition, you can demonstrate a fragment of the video film “M.Yu. Lermontov”: time 1.40 - 3.12).

B) Working with the text of the poem. Viewing a video fragment

“M.Yu. Lermontov “Mtsyri” (excerpt from the poem, time: 4.20 – 16.05).

B) Heuristic conversation

based on the poem read and the fragment listened to.

The goal is to identify students’ attitude to Lermontov’s work.

– What would you say is the main mood of the poem? – Which scenes in the poem are most memorable? – How do you imagine the main character?

Working with a portrait of Mtsyri
Slide No. 7

– How does it make you feel? Did they change during the process of reading and listening to the fragment? – The genre of “Mtsyri” is a poem. Remember the definition of a poem.

A poem
is a lyric-epic work that has a storyline and expresses the feelings of the lyrical hero (the author’s experiences). Slide number 8

The poem "Mtsyri" is a romantic poem.

Theory of literature
Slide No. 8
Romanticism
is a literary movement that appeared in Western Europe (England, Germany, France) and flourished in European and Russian literature in the 19th century.
Romanticism is characterized by the following features:
Slide No. 9 (curtain)

*The hero is a loner who dreams of freedom, opposed to everyone, and cannot find happiness in real life.

*An exceptional hero in exceptional circumstances (in captivity, in an unfamiliar environment, in the lap of nature, in the mountains, etc.).

*A special romantic dual world is characteristic: the world in the hero’s soul and the real world are opposed and in contradiction with each other.

We will try to prove that “Mtsyri” is a romantic work.

(Mtsyri is lonely, has a bright character, strives for freedom, the society of monks does not understand him. In addition, he finds himself in an unusual setting, the action takes place against the backdrop of bright nature.)

So, we have proven to you that the poem “Mtsyri” is a romantic work. Slide number 10

We noted the main thing: 1) a romantic hero; 2) romantic plot; 3) romantic landscape.

The poem was written in 1838 under the influence of real events (reference to the Caucasus), as well as under the influence of romantic literature and Georgian folk poetry.

D) Test work.

– It is impossible to find out the features of the poem without knowledge of literary terminology. Therefore, let’s do a little test work (interactive exercise “Match the correspondence”) Slide No. 11

On the SMART board you need to establish correspondence between literary terms and their meanings.

– The idea of ​​the work is revealed by the epigraph. Slide number 5

– Let’s re-read the epigraph to the poem. It is taken from the biblical legend of the Israeli king Saul and his son Jonathan. Let's get to know this legend.

D) Individual task.

(student message “The Legend of King Saul”).

- What do you think, with what intonation - humility or protest - did Jonathan pronounce these words when answering Saul? – Initially, Lermontov wanted to choose the French saying “There is only one homeland” as the epigraph to the poem. – Why do you think the poet abandoned such an epigraph and turned to the Bible? (“When I tasted it, I tasted little honey, and now I’m dying”)?

E) Creation of a problematic situation.
Slide No. 12 (curtains)

– How is the epigraph related to the theme of the work?

Theme “Mtsyri”

- an image of a strong, brave, rebellious man, taken prisoner, who grew up in the dark walls of a monastery, suffering from oppressive living conditions and who, at the cost of risking his own life, decided to break free at the very moment when it was most dangerous:

And at one hour of the night, a terrible hour. When the thunderstorm frightened you, When, crowded at the altar, you lay prostrate on the ground, I ran away.

The theme of the poem echoes the theme of the biblical legend and poses the questions: is a person free to manage himself, his life, does he have the right to independence?

– Define the idea.

Idea

- fight for freedom. 3 days of real life in freedom are better than many years of imprisonment within the walls of a monastery. Where a person does not live fully, but exists. For the hero, death is better than life in a monastery.

G) Heuristic conversation

.
Working with the textbook.
The plot and composition of the poem.

– The poem has 26 small chapters. Why did Lermontov need another 24 chapters, when all the events of the young man’s life were already told in the first two chapters? (Reveal the difficult experiences of the hero when he was free.) - What did Mtsyri see when he was free? (6th chapter.) - What did he do after breaking out of the monastery? (Chapter 8.) - What did the hero learn about himself in three blissful days? That he is a man, what he was created for, why he lives. -What is the plot of the poem? – In the poem, such a sequence in the presentation of the plot is not maintained. Let's determine how the poem is structured.

(The composition is very original: after a short introduction depicting the view of an abandoned monastery, the short 2nd chapter tells the life of the hero, his confession to the monk. Thus, the author spoke about the life of the hero in 2 chapters, and wrote about the three days spent in freedom an entire poem. And this is understandable, since three days of freedom gave the hero as many impressions as he had not received in many years of monastic life.)

Conclusion:

thus the composition is framed.

– Why do you think the story is given to the hero?

(In the center of the poem is the image of a young man placed in unusual conditions. Monastic existence is poor in external events, it does not bring joy to a person, but it cannot destroy his aspirations and impulses. The author pays main attention to these aspirations, to the inner world of the hero, and external the circumstances of his life only help to reveal his character. His monologue allows one to penetrate into the innermost thoughts and feelings of the hero, although the young man at first declares that the story is only about what he saw and what he did, and not what he experienced (“can the soul be told? - he turns to the monk).

H) Lexical work.

– Determine the lexical meaning of the word “confession.” Slide number 13

The word “confession” has the following meaning:

1. repentance of sins before the priest; frank confession of something; 2. communicating your thoughts and views.

– In what meaning do you think this word is used in the poem?

7. Consolidation of knowledge and skills.

A) Group work

(in pairs)

– The composition of the monologue-confession makes it possible to gradually reveal the hero’s inner world. Review the text, draw up a composition diagram (interactive exercise “Composition line”) Slide number 14

B) Analytical conversation.

(Chapters 3, 4, 5 - Mtsyri talks about his life in the monastery and reveals what was not known to the monks. Outwardly submissive, “a child at heart, a monk at heart,” he was obsessed with a fiery passion for freedom, a youthful thirst for life with all its joys and sorrows. Behind these dreams and aspirations one can discern the circumstances and reasons that brought him to life. The image of a gloomy monastery with stuffy cells, inhuman laws and an atmosphere where all natural aspirations are suppressed appears. Slide No. 15

Chapters 6, 7 - Mtsyri tells what he saw “in the wild.” The wonderful world he discovered is sharply contrasted with the gloomy appearance of the monastery. The young man is so carried away by the memories of his eternal living pictures that he seems to forget about himself and says almost nothing about his feelings. The pictures he remembers and the words he paints reveal his fiery nature, integral in his aspirations. Slide number 16

From chapter 8, Mtsyri talks about the external events of his three-day wandering, about everything that happened to him in freedom, and about everything that he felt and experienced during these days of his unique life. Now the sequence of events is not disrupted, we move step by step with the hero, vividly imagine the world around him and follow Mtsyri’s every spiritual movement. Slide number 17

Chapters 25–26 – Mtsyri’s farewell and his will. Unable to return to his homeland, Mtsyri is ready to die. But before his death, he refuses to acknowledge the monastic existence. His last thoughts are about his homeland, freedom, life. Slide number 18

8. Reflection.

A) Digital dictation
Slide No. 19

Do you agree that:

1. The Caucasus was chosen as the setting for the poem, since the nature of the Caucasus is akin to the nature of the main character? Yes – 1 No -0

2. The plot of the poem consists of the external motives of the hero’s behavior. Yes – 1 No – 0

3. The events of Mtsyri’s three-day wanderings are shown only through communication with nature. Yes – 1 No – 0

– What figure did you get? (100) So, you have 100% mastered the topic of the lesson today.

B) Exercise “Unfinished sentences”:

* To what extent and in what ways was the lesson useful for you?

*Are you satisfied with how the lesson went?

* Which lesson task did you like the most?

9. Organizing homework: Slide 20

1. Prepare a retelling of “Mtsyri’s life in the monastery. The character and dreams of a young novice.”
2. Reveal the meaning of the word Liberty

   according to the dictionary.

3. Answer the questions: What is the purpose of Mtsyri’s escape? (Write quotes in a notebook.) Find landscape sketches. Determine their meaning. Note the artistic techniques used by Lermontov when depicting his hero. Which episodes of Mtsyri’s three-day wanderings do you consider especially important? Why?
4. Learn the passage by heart.
5. Virtual excursion (optional): Lermontov Museum-Reserve “Tarkhany”, State Museum-Reserve of M.Yu. Lermontov (personal website of the teacher, page “Virtual Museums” - https://sites.google.com/site/mirosha125/v -mire-literatury/virtualnye-muzei)
6. For the curious: additional information about the life and work of M.Yu. Lermontov on the teacher’s personal website (page “To the 200th anniversary of M.Yu. Lermontov”)

Images of the monastery and Caucasian nature, their role in the work. The meaning of an open ending

The routine and colorless life in the monastery, which Mtsyri calls his prison, is contrasted with the free world of nature. In a short wandering, Mtsyri discovered the essence of his unclear grief for his native place in the cleared memories of his infant life in his father’s house, father, and sisters. In communication with nature, which has become for him the embodiment of the Motherland, Mtsyri feels its harmony, beauty, depth and mystery, feels like a part of it. This is emphasized by comparisons of it with a mountain “chamois”; it is also “shy and wild”, with a reed that is “weak and flexible”. He himself compared himself to a “beast alien to people,” from whom he hid in the mountains, “like a snake.”

Nature in the poem “Mtsyri” is present as an independent character; it is not just a picturesque background or colorful decoration of the hero’s journey. Nature helps to reveal Mtsyri’s character, because we see it through his eyes. The richness and diversity of the landscapes of the “gray, unshakable Caucasus” in Mtsyri’s story emphasize the asceticism and boredom of monastic life. Important for understanding the image of Mtsyri is his behavior during a thunderstorm. When the monks “lay prostrate at the altar” in prayer, because for them the thunderstorm was a manifestation of “God’s wrath,” the runaway young novice felt like a brother of the storm, looked “through the eyes of a cloud,” “caught lightning” with his hand, his “stormy heart” was filled with a feeling of “friendship.” short, but lively” with the elements.

Jvari

A dreamy young man sees nature as a temple, compares “mountain ranges” with altars, he feels “sleepy flowers” ​​breathing at dawn. He listens to the sounds of nature, likens the noise of a mountain stream to the eternal argument of a hundred of his angry voices with a “stubborn pile of stones,” hears a jackal crying like a “child.” Crouching to the ground, he listens to “magical, strange voices” talking “about the secrets of heaven and earth.” Mtsyri, hearing the call of nature, feels within himself the unbridled animal power of the spirit. That is why, despite the weakness of his body, he defeats a powerful opponent - the leopard - in a fair fight.

It is no coincidence that Mtsyri saw an “evil spirit”, cast down from heaven, on the steps of the rocks, walking down into an underground abyss. Everything in nature is permeated with a rebellious spirit. This “evil spirit” mentions the mighty giant Amirani, one of the heroes of the Georgian epic, who, like Prometheus, who gave people fire and secret knowledge, was chained to a rock for fighting against God.

Nature in the poem appears in two images; in this duality lies the basis of Lermontov’s philosophical perception of nature in relation to man. It can be presented in the form of a harmonious and majestic “God’s garden”, where dew is traces of “heavenly tears” on rainbow plants. Or maybe in the form of a scary night dense “dark forest”, in which darkness with “a million black eyes” looks out from behind every bush. The mountains that were a landmark are not visible in the forest; Mtsyri got lost and returned to the monastery against his will. Nature can be friendly or hostile. But she showed Mtsyri the world of true life.

Philosophical problems of the poem “Mtsyri”

The poem “Mtsyri” is a philosophical work about the meaning of human life, its value, which is presented to the poet as a free and active existence that allows one to preserve human dignity. The hero of "Mtsyri", despite the tragic rushing in circles in search of ways to an unattainable goal, is close in spirit to the poet himself with his heroic impulse, readiness to die for a breath of freedom. This poem is not only about a freedom-loving highlander dying in a foreign land. It is about the destinies of many of Lermontov's contemporaries, the best progressive people of their time. Society during the years of the reactionary rule of Nicholas I after the suppression of the Decembrist uprising was at a “dead point”, not knowing which path to choose. And although the hero of the poem did not achieve his goal, without seeing the beautiful Motherland he dreamed of, he is ready to give his life to find it, and not vegetate in inaction.