Summary of a literature lesson in grade 10 based on F. M. Dostoevsky’s novel “Crime and Punishment”
Lesson - epilogue to the novel by F.M. Dostoevsky
“Crime and Punishment".
(Lesson - reflection, grade 10)
Subject:
Finding faith. (Thinking over the pages of the novel).
Lesson objectives:
· form a personal attitude towards the novel;
· focus on problems that are relevant to today;
· see and understand the moral lessons of F.M. Dostoevsky, the social sound of the novel.
Epigraph for the lesson.
Here the devil fights with God, and the battlefield is the hearts of people.
F.M. Dostoevsky. “The Brothers Karamazov”
Lesson format:
· portrait of F.M. Dostoevsky
· I. Glazunov’s illustrations for F. M. Dostoevsky’s novel “Crime and Punishment.”
I. Announcement of the topic and objectives of the lesson.
II.
Reading the epigraph.
III.
Teacher's opening speech.
So our meeting with F.M.’s novel has come to an end. Dostoevsky “Crime and Punishment”. Deep immersion in the text undoubtedly led you to think about many problems and questions. I hope that even if much of this novel, due to your age, is not fully understood, the thought has already been awakened.
And this is the main thing!
Let's take another look at the cover of the novel “Crime and Punishment” - before us is a courtroom novel with an ethical conflict - crime - sin and punishment - retribution. Already the initial formula - “Crime and Punishment” - inspires us with the idea of the highest law of punishment, the idea of guilt and moral judgment.
Our expectations are not in vain. Indeed, for Dostoevsky and his heroes, the most important thing is “to resolve the idea.” And the court means “highest”: the one that takes place in the sphere of moral ideas.
In the works of the great Russian writer, religious thinker F.M. Dostoevsky reflected the crisis of humanism that deepened in the 20th century. Humanists of the Renaissance (XIV-XVI centuries) advocated for the flourishing of the human personality, all its potential, for emancipation from the shackles of medieval Catholicism,
French enlighteners (18th century) introduced into the ideas of humanism the denial of the divine essence of the world, i.e. atheistic worldview. The human mind was credited with unlimited possibilities. Friedrich Nietzsche (1844-1900) created the doctrine of a superman standing on the other side of good and evil. In his latest books - “The Will to Power”, “Behold the Man” - all sacred things are trampled underfoot, evil is openly glorified. The denial of God gradually leads to the justification of the devilish principle. F.M. Dostoevsky saw the yawning abyss behind these teachings and prophetically reflected it in his works.
Before studying the epilogue of the novel, we have the opportunity to summarize the accumulated observations. All this must be done very briefly.
I.
First training situation
What is the unusualness of the crime committed
R. Raskolnikov?
(L.N. Tolstoy: “Raskolnikov’s crime was not when he stood with an ax, but when he was thinking.” Before us is an ideological murderer, and this idea “is in the air” - a terrible idea about dividing people. A thought is always more terrible acts. The crime of R. Raskolnikov in the “thought” that betrayed his soul to the devil. In other words, the crime is in the incompleteness of faith. And all subsequent events are retribution for this).
II. Second training situation.
Why is R. Raskolnikov, despite the crime committed, perceived as a significant person who evokes sympathy and compassion?
Performance by the boys. 2 groups: Raskolnikov’s lawyers (speech in defense of Raskolnikov), prosecutors (accusation of Raskolnikov)
Sh . Third training situation.
So who is Raskolnikov - a killer or a rescuer? Is it possible to agree with Raskolnikov’s “simple arithmetic”: for the sake of the happiness of the majority, one can destroy the “unnecessary majority”?
(No, a serious mistake was made in constructing the ideology of crime. The cause-and-effect relationship was broken. Raskolnikov - “Fight, proud man,” love your neighbor, for the sake of humanity, kill a person, that is, commit a crime (and if you commit a crime, you also kill yourself yourself) - all this violation of the cause-and-effect relationship makes the theory unviable and destructive for its bearer).
IV. Fourth training situation.
The crime has been committed. What is the punishment?
(It’s clear that it’s not hard labor. But what? Even during my lifetime – hell: “Did I kill the old woman? I killed myself, not the old woman. Here, at once, I killed myself forever.” Consequently, hell is suicide forever; here what threatens Raskolnikov. Having violated the living life in himself, leaving God, subordinating his soul to an idea, Raskolnikov dooms himself to terrible torment - the torment of the gradual dying of the soul. The beginning of hell is in denial, in the triumph of “NO” (no God, no immortality, no virtues). The real world has been lost. Elder Zosima from another novel by Dostoevsky, to the question: “What is hell?” answers: “Suffering because one can no longer love.” This is the naked pride of denial. Yes, God gave man freedom. This is great a gift, but also a great temptation. And where self-will and arbitrariness begin, the spirits of darkness lie in wait for a person. No wonder Raskolnikov commits a crime at 7 pm. “7" is a theological number. The number is a truly holy number: a combination of the number “3”, symbolizing Divine perfection, and the number “4”, the numbers of the world order, their sum is a symbol of the union of man with God. And Raskolnikov at 7 pm, having killed the old woman, broke his union with God.
So, as a result of a terrible experiment on himself, Raskolnikov became convinced that the path of a strong personality, thirsting for and seeking power, allowing himself “blood according to his conscience,” was not for him. Where is the way out?
IV.
Fifth training situation.
Why did an “extraordinary” person come to an “ordinary” person - to Sonya Marmeladova?
(Raskolnikov is looking for a way out. Reading the New Testament is the culmination of the relationship between Raskolnikov and Sonya Marmeladova. Let’s look at Raskolnikov through the parable of the resurrection of Lazarus (the parable itself is voiced by a previously prepared student). Perhaps for the first time, Raskolnikov felt the omnipotence of God’s truth as an earthly law. “Sonya was an inexorable sentence." This is either her road, or his - the road to self-destruction).
In the epilogue we see Raskolnikov in hard labor. How does he appear before us?
VI . Sixth training situation.
(Selective work with text).
Raskolnikov's human nature was too contradictory for the heart to so easily triumph over the mind. But what remained? Here we come to the most important thing in our lesson.
In what ways does truth penetrate the human soul?
There may be three versions of the hero’s fate at the time of the epilogue and the end of the novel.
Group assignments.
Follow the text and justify your conclusion.
Version 1: Has moral transformation already occurred?
Version 2: Is Raskolnikov still on the threshold of a new life?
Version 3: does the hero remain an unrepentant, proud person?
Find arguments to support your version based on observations from the text.
Teacher's word.
Read and studied the novel by F.M. Dostoevsky “Crime and Punishment”. A novel that reveals a terrible world, depicts a man who has nowhere to go, and speaks of inhuman tragedies. But he warns us that there are no reasons that could justify the inhumanity of ideas and actions, because, from the point of view of F.M. Dostoevsky, they lead to a dead end: to indifference, indifference, the resolution of human, moral debt. Dostoevsky consistently refutes the self-will and “Napoleonism” of Raskolnikov. (Let us remember from A.S. Pushkin: “We all look at Napoleons...”).
History has sufficiently shown tyrants and despots who “forcibly” arranged the destinies of nations by destroying hundreds of thousands, millions of innocent “ordinary” people.
So Raskolnikov’s theory leads us to reflect on the most pressing problems of our time:
1. murder is one of the most serious crimes, and very rarely there are reasons that can justify it;
2. debunking permissiveness is a very relevant topic for us today. Fortunately, Raskolnikov has a conscience in his heart, which will become the source of his revival.
What moral lessons does Raskolnikov learn?
(The guys take turns writing them down on the board. You can give an individual task to the student in advance).
1. True humanity is always associated with true conscience.
2. It’s scary when a person has nowhere to go, but no less scary when everything is allowed to him.
3. The right to be human is incompatible with the right to stand above people.
4. It is inhumane when others pay for the “hero’s” crime.
5. Crime always leads to the destruction of the personality of the “overstepper”... and others.
Where is the source of resistance to evil?
(Evil is generated by the surrounding reality, but a person must and must resist it with the power of good, which is concentrated in the heart. It is one’s own heart that can contain “endless sources of life.” But only the pure in heart have such an ability, therefore a new life must begin with purification, with condemnation myself).
And Raskolnikov understands that becoming a human means acquiring those moral guidelines without which it is impossible to live with people, and accepting with one’s heart the norms of human relationships sanctified by religion.
Raskolnikov’s tragic mistake, expressed in his desire
step over generally accepted moral standards in the name of
great goals, lies in wait for many and is fraught with great danger:
a high goal may turn out to be a mirage, and the life given to it
wasted in vain. You need to learn to listen to your own voice
hearts and remember that the desire to drive away doubts and
thereby gaining peace of mind aggravates
misconceptions Doubts are the result of intense thought work,
the most important component of life, liberation from which turns into tragedy. This is the great lesson of F.M. Dostoevsky.
Summing up the lesson.
Homework. Write an essay based on the novel “Crime and Punishment” by F.M. Dostoevsky. “Reflecting on the pages of the novel “Crime and Punishment.”
During the seminar, a table “Raskolnikov’s path of insight” is drawn up on the board. (For background notes, see attached files)
so UNT / Russian literature / Lesson plans for Russian literature grade 10
Lesson 107 HISTORY OF THE CREATION OF THE SOCIO-PSYCHOLOGICAL NOVEL “CRIME AND PUNISHMENT.” PETERSBURG IN THE IMAGE OF F. M. DOSTOEVSKY
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Lesson 107 The history of the creation of the socio-psychological novel “Crime and Punishment.” St. Petersburg as depicted by F. M. Dostoevsky
Goals:
introduce students to the history of the creation of “Crime and Punishment” and reviews of critics about it; form an idea of the genre of the work, features of the composition, plot, and main conflict; by analyzing chapters from part I of the novel, show the unusualness of Dostoevsky’s depiction of the city of St. Petersburg; determine what influence the city had on the heroes of the novel, on their thoughts, feelings, and actions.
During the classes
Epigraph for the lesson:
Don’t you remember, I told you about one confessional novel that I wanted to write after all... My whole heart will pour itself into this novel. I conceived it in hard labor, lying on a bunk, in a difficult moment of sadness...
F. M. Dostoevsky (from a letter to his brother Mikhail on October 9, 1859)
I. Teacher's opening speech
(or a student prepared in advance).
the history of the creation of the novel “Crime and Punishment”
The idea of “Crime and Punishment” was nurtured by the writer for six years! During a trip abroad, Dostoevsky began writing a novel, which at first he wanted to call “The Drunken Ones”, and in the center depict the dramatic story of the Marmeladov family, but the plan changed.
In September 1865, F. M. Dostoevsky outlined the program of his work, its main idea in a letter to the publisher of the Russian Messenger, M. N. Katkov: “This is a psychological report of a crime. The action is modern... A young man, expelled from the university students, a tradesman by birth and living in extreme poverty, due to frivolity, due to unsteadiness in concepts, succumbing to some strange “unfinished” ideas that are floating in the air, he decided to get out of his bad situation at once. He decided to kill one old woman, a titular councilor who gave money for interest! The old woman is stupid, deaf, sick, greedy. “What does she live for?”, “Is she useful to anyone?” etc. - these questions confuse the young man. He decides to kill her, rob her, in order to make his mother, who lived in the district, happy, and to save his sister
... and then be honest all your life... Unsolvable questions arise before the killer, unsuspected and unexpected feelings torment his heart... The laws of truth and human nature have taken their toll
... The criminal himself decides to accept torment
in order to atone for his deed" [2. P. 116].
This is the original intent of the novel. Gradually it “grew”, covering a wider range of problems.
According to most literary scholars, Crime and Punishment (1866) is a socio-psychological novel
, in which the author explores the inner world of an individual hero, as well as the psychology characteristic of different social groups: humiliated and insulted urban people, successful merchants, disadvantaged peasants, small employees.
The writer expresses sharply opposing judgments, mutually exclusive points of view, and pits characters who embody different ideological principles against each other. The basis of the dramatic conflict of the novel is “the internal struggle in the souls of the heroes and the struggle of these heroes, torn by contradictions, among themselves” (Yu. V. Lebedev)
[13].
At the center of Dostoevsky’s work is a crime, an ideological murder. Thus, “Crime and Punishment” is a novel about the “ideological killer” Raskolnikov. The writer traces the “psychological process of crime.”
About the composition of the novel.
Literary scholars note
the two-part
structure of the work.
Part I – preparation and commission of a crime.
Part II - the impact of this crime on Raskolnikov’s soul.
The chapters within each part are arranged according to the degree of intensity of suffering (Yu. V. Lebedev)
[13]. The composition is gradually complicated by new storylines.
Dostoevsky’s book is “a harsh verdict on the social system based on the power of money, on the humiliation of man, a passionate speech in defense of the human person” [9. P. 95]. The search for a way out of the terrible world of profit and calculation into the world of truth is the main idea of the novel.
A. A. Fadeev
about the work of F. M. Dostoevsky: “There are pages of genius in Crime and Punishment. The novel is exactly like that, that’s how it’s structured. With a limited number of characters, it seems that there are thousands and thousands of unfortunate people's destinies - the whole of old Petersburg is visible from this unexpected angle. A lot of “horror” has been intensified, to the point of unnaturalness...”
II. Conversation with students on the topic “Dostoevsky’s Petersburg.”
"Crime and Punishment" is sometimes called a "St. Petersburg novel."
Questions:
1. Tell us about Raskolnikov. Why did the writer give the main character such a surname? (Researchers draw attention to the possibility of a dual interpretation of Raskolnikov’s surname: “One comes from the interpretation of the semantic part as a schism - a bifurcation, the other puts forward the connection of the root with a schism - schismaticism, obsession with one thought, fanaticism and stubbornness" [11. P. 215] .)
2. How do you see the streets of St. Petersburg along which Raskolnikov wandered? (Part I, ch. 1, 2.) (We can highlight the main route of the hero. Raskolnikov left the house - the vicinity of Sennaya Square, visited one of the poorest apartments in the city, in the Marmeladov family; Raskolnikov on K-th Boulevard, then along the bridge , view of the “other” Petersburg, again on Sennaya. The house in which the hero lives; a closet room.)
3. Tell us about the people who met on the path of Rodion Raskolnikov. What impression did they make on you? (Meetings with people leave something pathetic, dirty, ugly.)
4. What else is happening on the streets of the city? (The suicide of a woman on the bridge, the fall of Sonya and the girl whom Raskolnikov saw, Svidrigailov shot himself on the street, the unfortunate Marmeladov was run over by a stroller, beggars, drunken, emaciated faces. A life full of hopeless grief.)
5. Where do Dostoevsky’s heroes live? (Description of Raskolnikov’s closet (Part I, Chapter 1), the room of the old money-lender (Part I, Chapter 3), the passage room of the Marmeladovs (Part II, Chapter 2), Sonya’s home (Part IV, Chapter 4 ).)
6. Read the pages where the landscape is described. What is the role of landscape? What is the meaning of color in Dostoevsky's work?
7. What are your feelings about St. Petersburg as described by Dostoevsky?
8. Which of the writers before Dostoevsky depicted St. Petersburg in their books?
9. How is Dostoevsky’s Petersburg unusual (in contrast to the depiction of the city in the works of Pushkin and Gogol)? (Dostoevsky’s Petersburg is a giant city that amazes with its contrasts (luxurious mansions and palaces, beautiful avenues, dressed up women - and slums, remote courtyards, apartment buildings with closet rooms, where there is cramped space, dirt and stench). Pushkin wrote about the contrasts of St. Petersburg , Gogol, Nekrasov, but in Dostoevsky these contrasts are “especially sharpened.” (Color painting also helps with this. Dostoevsky uses yellow, gray, black (dark) colors, which help to show the poverty and hopelessness of people’s existence.)
In horrifying pictures of poverty, violation of personality, and the unbearable stuffiness of life, we see the image of St. Petersburg, where people are faced with social and material dead ends that give rise to tragedies. There is no way out for the insulted and humiliated. They are suffocating in a huge city. (Marmeladov: “Do you understand, do you understand, dear sir, what it means when there is nowhere else to go?”). Hopelessness is the leitmotif of the novel.)
Homework.
1. Reading a novel. Parts II, III.
2. Individualistic rebellion of Rodion Raskolnikov. (The reasons for the “rebellion,” its implementation, and the hero’s behavior after the crime can be traced in the text.)
lesson plan, 10th grade, Russian literature
Lesson for 10th grade students “The anti-humanistic theory of Raskolnikov”
Literature lesson in 10th grade.
Teacher of the highest category Bogdanova T.G.
Subject
Anti-humanistic theory of Raskolnikov.
Lesson objectives:
1. To ensure
understand
the essence of Raskolnikov’s theory, the reasons for committing a crime, the inconsistency and anti-human essence of the theory; develop the ability to work with the text of a work.
2. Development of thinking, speech, ability to work in a group.
- Education of moral qualities.
Equipment:
TV, VCR, video recording of a film based on Dostoevsky’s novel “Crime and Punishment”
Lesson type: learning new knowledge.
RCMCP strategies used:
a labyrinth of concepts and conclusions, an essay, a letter to the hero.
During the classes.
I. The lesson begins with an introductory speech from the teacher.
Dostoevsky's novel is called Crime and Punishment, and the hero of the novel commits a crime. Can the novel be considered a detective novel? After all, according to the detective genre, the reader does not know who the killer is and follows his search. Or the reader knows who the killer is and follows the actions of the representative of the law. (Students answer that the novel is not quite like a detective story)
Yes, indeed there are elements of such a game in Dostoevsky’s novel. But this is not a detective story, although there are external similarities. Are we following the actions of Porfiry Petrovna? No. What then is the secret? Of course, the reason for the crime committed by Raskolnikov. Solving this mystery is the goal of our lesson. Teacher's communication of lesson objectives.
At home, students were asked to prepare a story about the three days leading up to the crime.
Students talk about how the hero felt these days, about a letter to his mother, about a meeting with Marmeladov, etc.
II.1.Learning a new topic begins with a challenge.
-After all the events that you told about, Raskolnikov kills the old pawnbroker. Why does he kill? I invite students, divided into groups, to complete a labyrinth of concepts and conclusions. (Use arrows to connect the concepts, defining the connection with the words “yes” or “no.”) (see appendix to the lesson)
Presentation of the work of student groups.
2.Comprehension stage.
I'm having a conversation.
-How does Raskolnikov himself explain the reason for his crime?
I invite students to watch footage from the film “Crime and Punishment”, in which Raskolnikov is trying to explain everything to Sonya. Please pay attention to Raskolnikov’s behavior during the story.
“Was Raskolnikov able to explain the reason for the crime to Sonya?” I ask the students after watching the film footage.
The students answer that they couldn’t.
I invite students to listen to how the literary critic D.I. Pisarev explains the reason for the crime.
“Raskolnikov kills for the same reason as “an illiterate wretched man, but not quite like an illiterate wretched man” (words written on the board)
I have questions for students:
-What does it mean to kill like an “ignorant wretch”?
-And how does a “literate wretched man” kill?
Raskolnikov kills as a “literate wretched man,” i.e. guided by something.
I draw your attention to the pages of the novel, where Raskolnikov discusses
“Am I a trembling creature, or do I have the right?” Raskolnikov's theory is based on the inequality of people, on the chosenness of some and the humiliation of others. And the murder of the old woman is intended as a vital test of this theory using a particular example. He commits a crime to test himself, to understand what category of people he belongs to.
We return to the labyrinth. After we have found out the reason for the crime, we make amendments to the labyrinths.
Raskolnikov committed a crime. Can he be considered Napoleon? Finding the answer to this question is the topic of the next lesson.
And today I invite students to understand the essence of the theory created by Raskolnikov.
I ask students a question:
-Maybe Raskolnikov did the right thing by killing, as he says, a useless and unnecessary old woman? Would he have taken the money, provided for his mother, helped Dunya’s Marmeladov family? I invite students to write an essay “Did Raskolnikov act correctly?” They write, exchange in pairs, read several works out loud.
To determine Dostoevsky's attitude toward murder, I suggest students turn to the murder scene. I draw your attention to the description of the old woman.
-What feelings does the old woman evoke? (Disgust, pity)
Let us remember what Sonya says about the old woman when Raskolnikov tries to explain the reason for the murder. (“Is this man a louse?”)
We continue the analysis of the crime scene - the murder of Lizaveta.
—Who does the author compare Lizaveta with? (“With a child,” the students answer.)
Having killed the old woman, Raskolnikov again sheds blood, the blood of a destitute person like himself. One crime leads to another. Raskolnikov still believes in the infallibility of his idea and despises himself for his weakness and mediocrity; Every now and then he calls himself a scoundrel. But at the same time, he suffers from the inability to communicate with his mother and sister, thinking about them as painfully as he thinks about the murder of Lizaveta. And he tries not to think, because if he starts to think, he will certainly have to decide where to classify them according to his theory - to what category of people. According to the logic of his theory, they should be classified as a “lower” category and, therefore, the ax of another Raskolnikov could fall on their heads, and on the heads of Sonya, Polechka, Katerina Ivanovna. Raskolnikov must, according to his theory, give up those for whom he suffers. He must despise, hate, kill those he loves, he cannot survive this. He cannot bear the thought that his theory is similar to the theories of Luzhin and Svidrigailov, he hates them, but has no right to this hatred. “Mother, sister, how I love them! Why do I hate them now? Here his human nature most acutely collided with his inhuman theory.
“It is impossible to resolve blood according to conscience,” the author believes.
And he proves this by Raskolnikov’s moral suffering.
3.Reflection
Write a letter to Raskolnikov. Some letters are read aloud.
III. Homework: prepare a story about how Raskolnikov is punished
Lesson appendix
