Literature lesson: A.S. Pushkin. Poem "Poltava". Images of the poem
Lessons
15–16 A. S. Pushkin.
poem "Poltava". images of the poem Tsel and:
show the poet’s interest in the historical past of the country, in the activities of commanders dictated by necessity; determine the author’s attitude towards the characters and the purpose of the poet; to note attention to the fate of the little man” and sincere sympathy for him; develop attention, oral speech, imagination.
Methodical techniques: analytical conversation, reading works.
Progress of lessons
I. Organizational moment.
II. Checking homework.
A student's story about G. R. Derzhavin, reading the poet's poems.
III. Studying a new topic.
1. Introductory speech by the teacher.
Alexander Sergeevich Pushkin (1799–1837)
“Every age has its own Pushkin,” wrote S. Ya. Marshak. We get used to the miracle of A. S. Pushkin’s poetry, if not from childhood, then from elementary school. The seventh grade will open another page for us, introduce us to the circle of thoughts and experiences of the young poet, and introduce us to Pushkin the lyceum student.
2. A story by a prepared student (individual homework) About Pushkin the Lyceum student, accompanied by an analysis of the painting by I. E. Repin and a showing of photographs of the Tsarskoye Selo park.
Teacher. It was then, at the Lyceum, that Pushkin realized that Freedom would become his muse. The theme of the Motherland, its fate, the historical past of Russia, the desire to resurrect the past century, will again and again force the poet to turn to the study of “the affairs of bygone days.”
3. Work on the poem “Poltava”.
1) Pushkin showed particular interest in the life and work of Peter I, who was his favorite hero. Having become king (1696), Peter set himself the task of strengthening Russia's military power and increasing its role in the international arena. As a result of the Azov campaigns (1695–1696), Azov was occupied, Russia reached the shores of the Sea of Azov (before these campaigns, it had access only to the White Sea, which froze for six months).
For connections with the West, access to the Baltic Sea was necessary. To do this, it was necessary to return those captured by Sweden at the beginning of the 17th century. land. In the long Northern War (1700–1721), Russia achieved victory.
But the Swedish king Charles XII, who for a long time won victories over weak, unprepared enemy troops, could not come to terms with this.
In 1709 he invaded Russia from the west. The battle took place near Poltava.
2) Examination of reproductions.
Textbook, p. 77. “Battle of Poltava.” The poem "Poltava" describes this battle.
3) Reading an excerpt from the poem, talking about the issues.
– What pictures appear before us when we read the words and expressions: “The east is burning with a new dawn”, “Crimson smoke rises in circles to the heavens”, “arrows scattered”, the field “fatal”, “happiness... to serve... begins to us”? (The east is slightly illuminated, the cannons are already roaring. Dark red smoke, thick, not blown away by the wind, rises to the heavens. The regiments have rallied their ranks, individual shooters have camouflaged themselves in the bushes. Cannonballs are splashing on the ground, bullets are whistling, the soldiers are ready for a bayonet attack "looming" cold bayonets." The Swedes are rushing forward. The battlefield is a “fateful” field (fate is fate). The fate of the soldiers and the country depends on victory on the field or defeat.
But Russian soldiers hold back the enemy’s onslaught and push back the enemy “Leaving...”, “Schlippenbach surrenders.” The God of War (war, Mars) is on the side of the Russians.)
– Explain: “Like a plowman, the battle is resting”? ( there is a lull before the battle, they are preparing for the main battle, like a plowman resting before starting hard and necessary work (plowing), the plowman is a toiler and the warrior is a toiler. There is a regrouping of forces, the battle music is silent, the guns are silent “hungry roar” - the demand for victims .)
– How does the author depict the beginning of a general battle? (“They came together in the smoke”, “under the red-hot hail” - bullets, cannonballs; the wall of those advancing and repelling the attack falls, the next wall closes bayonets - enters hand-to-hand combat, “flying” cavalry - fast movement, sabers ringing, cutting, “throwing a pile bodies on a pile" - new dead on the already dead. Hot cannonballs splash into the dead, hiss in the blood. The cruelty of the battle and its swiftness are enhanced by the use of verbs - “pricks, chops, cuts”, and then only nouns - “fight”, “clicks” , “rattle”, “thunder”, “stomp”, “neigh”, “moan”.)
– What lines, what comparison further emphasize the cruelty of the battle? (Swords become dull, fallen, swarmed by locusts.)
– How do we see Peter I, Charles XII? How does the author relate to them? (The author is in love with his hero, Peter I. Peter is excited before the battle. The epithet “terrible” rhymes with “beautiful”, terrible - unusual, formidable for the enemy. Verbs convey excitement - “rushes”, “rushed”, “rushed after” . His eyes are shining, his face is terrible, “he is all like God’s thunderstorm” - a comparison, he is ready to throw thunder and lightning, his movements are impetuous. The regiments are glad to see their commander. Even a faithful horse is proud of its rider.
Karl, the night before, inspecting the Russian camp from afar, came across a Cossack patrol. He killed one Cossack, another seriously wounded him in the leg. Therefore, he is “pale”, “motionless” in a “rocking chair... carried by faithful servants.” “With a weak wave of the hand” - an uncertain, weak movement of the hand, it seemed that he did not understand what was happening, he had no strength, the pain did not give him the opportunity to do what he needed - to inspire his troops.)
– How do you understand “In his tent he (Peter) treats... the leaders of strangers...”? (Peter feels pride in the strength of Russian weapons, the courage of a soldier. To defeat Charles XII and his soldiers (“the Swedes are rushing through the fire of the trenches”) is a great honor. Peter is generous to the defeated Swedish generals, who, winning, taught him to fight!)
Conclusion. A.S. Pushkin is not a supporter of wars: he knew what troubles they bring to the country and people. But he welcomed the victory of Peter I at Poltava, because the fate of Russia and its role in the world depended on it. The poet glorifies the Russian soldier, his commander Peter, and his associates.
Homework:
learn by heart an excerpt from the poem “Poltava” by A. S. Pushkin.
Literature. 7th grade (1 part) Bronze Horseman
| Bronze Horseman (Excerpt) On the shore of desert waves He stood, full of great thoughts, and looked into the distance. The River rushed wide before him; the poor boat strove along it alone. Along the mossy, swampy banks there were black huts here and there, a shelter for a wretched Chukhon; And the forest, unknown to the rays In the fog of the hidden sun, made noise all around. And he thought: From now on we will threaten the Swede. Here the city will be founded to spite the arrogant neighbor. Here we are destined by nature to cut a window into Europe, to stand with a firm foot by the sea. Here on the new waves All the flags will visit us, And we will lock them in the open air. A hundred years have passed, and the young city, full of beauty and wonder, From the darkness of the forests, from the swamps of cronyism, Ascended magnificently, proudly; Where before the Finnish fisherman, Nature's sad stepson, Alone on the low shores, Threw His old net into unknown waters; now there, along the busy banks, slender communities crowd with palaces and towers; ships in crowds from all over the world rush to rich piers; The Neva is dressed in granite; Bridges hung over the waters; The islands were covered with Her dark green gardens, And before the younger capital Old Moscow faded, Like a Porphyry-bearing widow before the new queen. I love you, Peter’s creation, I love your strict, slender appearance, the sovereign flow of the Neva, its granite shoreline, your cast-iron pattern of fences, your brooding nights, transparent twilight, moonless shine, when I write in my room, read without a lamp, and the sleeping communities are clear Deserted streets, and the Admiralty needle is bright... Questions and tasks
Literature and painting "Bronze Horseman". Monument to Peter I in St. Petersburg. Sculpt. M. Falcone
Notes 1 Find stories about how Pushkin himself read his works (in the second part of the textbook, in the section “Work on your own”).
|
Presentation for a literature lesson on the topic “The Bronze Horseman”, grade 7
A little information.
When preparing for a lesson, each teacher builds his own plan or changes someone else’s depending on the level of development of the children in his class. I was faced with the following problem: “mechanical” reading, learning by heart (the children in the class are always of different levels), so before analyzing the introduction I teach something like this in a commented reading lesson. And at the very next stage we analyze the introduction from the point of view of expressive means, compare sculptural, literary, musical works, work on the question: why is a bronze monument called “copper”, etc.
Sample plan for lesson 1:
- Problematic question (The first lines are read. Why doesn’t the author name the person who will be discussed and highlight “he” in italics? Slide 2.
- Monument. Slide 3. (What does the sculptor emphasize?)
- First reading of the passage. Question: about what, about whom? What do you imagine?
- Vocabulary work (can be done in groups or with self-test)
- Reading the passage 2 times according to the presentation with comments and analysis of the content.
- Determining the theme and idea. Read the presentation together 3 times.
- Reflection (what we learned, what we would like to know more)
- Homework: expressive reading by heart. And, based on reflection, individual assignments.
Material for the lesson
- To slide 3.
... The author of the monument is the French sculptor Etienne-Maurice Falconet. He lived in St. Petersburg for 12 years, studied documents related to the life and activities of Peter the Great. His plan: Peter, transforming the country and Russia, overcoming difficulties, striving for progress. The snake symbolizes hostile forces that hinder transformation. For the pedestal, a stone was found near the Gulf of Finland. The locals called it “Thunder Stone” (supposedly lightning struck it and split the stone). The thunder stone weighed about 1,500 tons. We spent 2 years transporting it to the place where the monument was installed. (interesting information about the monument, Thunder Stone on Wikipedia). After 50 years A.S. Pushkin wrote the St. Petersburg story “The Bronze Horseman” about Peter I. After its publication, the monument began to be called the Bronze Horseman.
- To slides 6-12.
During the Northern War with the Swedes, the Russian army led by Peter 1 recaptured the Swedish fortress of Nyenschanz in battle. In order to consolidate his position in this territory, Peter gave the order to found a city not far from the fortress.
Peter independently began to explore the nearby territories in order to find a more suitable place - it had to be near the sea and be suitable for life. His search led him to Hare Island. Soon the first fortifications rose in this place.
According to Peter's plan, St. Petersburg was conceived as a port city (this made it possible to conduct trade), which also influenced the choice of its location.
The exact year of the founding of St. Petersburg is May 16 (27), 1703. It was on this day that the Peter and Paul Fortress was founded on Hare Island. The location of the fortress made it possible to exercise complete control over the sea and ships approaching the shore and, if necessary, open fire on them. The fortress itself was surrounded by water, which made it difficult to storm and made it a reliable and safe place.
- To slide 13-17
. The new city is developing very quickly - soon after the construction of the fortress, work is being carried out on several nearby islands. From the very beginning, Peter conceived St. Petersburg as a new capital and a “Window to Europe”, so the city is deliberately built up in the manner of European capitals.
Peter wants to build the city as quickly as possible, so labor conscription was introduced. Many people die during the construction of the city, as working conditions are very poor. The harsh climate and swamps on which St. Petersburg stands play a role in this.
Without waiting for the construction to be completed, Peter moved the capital from Moscow to St. Petersburg. All the most important government bodies are now located here.
1712-1918 – St. Petersburg is the capital of Russia.
- To slide 18-21.
St. Petersburg in the introduction of the story “The Bronze Horseman”, written in 1833, is the capital of a European state, brilliant, rich, magnificent. Pushkin sings the anthem to the capital of the Russian state and expresses his love for it. In this work, the author refers to the image of the city’s founder, Peter I, who appears here as a real person. The grandeur of the image of Peter and the city gives rise to the solemnity of the intonation of the first lines; love for the city - the lyricism of the latter.
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Source: https://www.litra.ru/composition/get/coid/
https://historykratko.com/osnovanie-sankt-petersburga
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so UNT / Russian literature / Lesson plans for Russian literature 7th grade
Lesson 17 EXCERPT FROM A. S. PUSHKIN’S POEM “THE BRONZE HORSEMAN”
02.02.2012 34347 2694
Lesson 17 Excerpt from A. S. Pushkin’s poem “The Bronze Horseman”
Goals:
introduce the introduction to the poem “The Bronze Horseman”; improve the skills of analyzing a work of art, show the sovereignty, statehood of the images of St. Petersburg and Peter I; cultivate patriotism.
During the classes
I. Organizational moment.
II. Studying a new topic.
1. Introductory speech by the teacher.
A. S. Pushkin, like his poets and predecessors, the desire to resurrect the past century in all its truth led to the study of “long past” centuries.
In the last lesson we talked about the poem “Poltava”, and today we will continue the topic and read an excerpt from the poem “The Bronze Horseman”.
2. Conversation.
– Why did Peter and Russia need access to the Baltic Sea? (Connection with the West, trade, exchange of cultural values.)
– How many years did the war last, which helped to return those captured in the 17th century? lands along the shores of the Baltic Sea? (From 1700 to 1721)
Russia achieved victory.
But the conquered lands were deserted, the banks of the Neva River were swampy and lifeless; the gloomy forest rustled in the fog. The dwellings of the northern inhabitants were rare and squalid.
3. Analysis of an excerpt from the poem “The Bronze Horseman”.
– What decision did Peter I make? (Build a city.)
– What city are we talking about?
4. Work according to the textbook. Reading the passage (p. 77, Part I).
5. Conversation on issues.
– How does the author describe the places where they decided to build a city?
– How do you understand “Cut a window to Europe?” (Going to sea to communicate with Europe.)
– What role should the city on the Neva play? (The city is necessary for the Swedes to feel the strength and power of the winner; the fortress-city will inspire confidence in safety. Sea ships, on the masts of which the flags of all countries will fly, will be guests of the city and the country.)
– What epithets does the author choose when describing the city? (“Lush, proud. Palaces and parks have been built. Ships are rushing to the banks of the Neva, dressed in granite. The beauty of Moscow has faded before the splendor of St. Petersburg, like the former queen, who became a widow, lost in beauty to the new queen.)
– Why does Pushkin love St. Petersburg? (For the severity of slender buildings, for the countless bridges with cast-iron fences, for the northern lights that illuminate his room, where he reads without a candle, without a lamp. He admires the sleeping masses of houses on deserted streets and the slow, majestic and powerful flow of the Neva.)
– What is the intonation of each stanza?
– What are the feelings? (I stanza - sadness, thoughtfulness, sadness, born of a dull landscape; II stanza - confidence, determination; III stanza - pride and admiration; IV stanza - love.)
Conclusion. Pushkin admired the splendor of the city, of which Russia is still proud. But do we remember that during wars and construction, millions of unknown lives were laid at his “feet”?
III. Summing up the lesson.
– Did you like the passage?
– What literary devices allowed the poet to glorify the city of Petrov and the future of Russia?
Homework:
orally draw an illustration that would reproduce one of the described events of the Battle of Poltava (for those who can draw, create an illustration); expressively read a passage from the poem “The Bronze Horseman.”
Individual task: complete task 2, p. 80 in the textbook (On monuments to Peter I).
See the downloadable file for the full text of the material.
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