Topics of electives in literature. Opportunities for elective classes in literature

Explanatory note.

Due to the fact that modern society needs literate, creatively thinking people, and humanities subjects allow the individual to develop, a comprehensive study of literature is necessary, the result of which in the 11th grade will be a unified state exam.

Purpose of this course

Provide comprehensive preparation for students to successfully pass the Unified State Exam

Course Objectives

• Review basic literary terms
• Prepare students to write creative work

The course has a practical orientation, since most of the time is devoted to working with control and measuring materials.

The course is based on the 2010 literature codifier and specification.

The course involves work in grades 10-11 and is designed for 72 hours, but can only be offered to grade 11 and is compressed to 36 hours.

The result of the training must be the successful completion of the Unified State Exam in Literature.

During the learning process, students will acquire the following knowledge and skills:

• perception and analysis of a literary text in its genre and generic specifics;
• highlighting the semantic parts of a literary text;
• identifying and formulating the theme, idea, problem of the work.

Students should be able to:

• characterize the features of the plot, composition, the role of visual and expressive means in the work;
• compare literary facts and phenomena;
• highlight the author's position in the work;
• express your attitude to what you read in the form of a written statement on a literary topic.

Fiction as the art of words.

Define literature.

Oral folk art and literature.

Genres of oral folk art.

Artistic image. Artistic time and space.

Artistic fiction. Fantastic.

Historical and literary process.

Literary movements and trends: classicism, sentimentalism, romanticism, realism, modernism (symbolism, acmeism, futurism). Postmodernism.

Literary genera.

Epic, lyric, drama.

Genres of literature.

Novel, epic novel, story, story, essay, parable; poem, ballad; lyric poem, elegy, message, epigram, ode, sonnet; comedy, tragedy, drama. Song.

Terminology

Author's position. Subject. Idea. Issues. Plot. Composition. Stages of action development: exposition, plot, climax, denouement, epilogue. Lyrical digression. Conflict. Author-narrator. Author's image. Character. Character. Type. Lyrical hero. System of images. Portrait, landscape. "Eternal themes" and "eternal images" in literature. Pathos. Fable.

Speech characteristics of the hero.

Dialogue, monologue; inner speech. Tale

Detail.

Symbol. Subtext.

Psychologism.

Nationality. Historicism.

Tragic and comic.

Satire, humor, irony, sarcasm. Grotesque.

The language of a work of art.

Fine and expressive means in a work of art: comparison, epithet, metaphor, metonymy. Hyperbola. Allegory. Sound design: alliteration, assonance.

Style.

Prose and poetry.

Versification systems. Poetic meters: trochee, iambic, dactyl, amphibrachium, anapest. Rhythm. Rhyme. Stanza. Dolnik. Accent verse. Blank verse. Vers libre.

Literary criticism.

From ancient Russian literature

"The Tale of Igor's Campaign."

From 18th century literature

DI. Fonvizin. The play "The Minor". G.R. Derzhavin. Poem "Monument".

From the literature of the first half of the 19th century

V.A. Zhukovsky. Poem "Sea". Ballad "Svetlana".

A.S. Griboyedov. The play "Woe from Wit".

A.S. Pushkin. Poems: “Village”, “Prisoner”, “In the depths of the Siberian ores...”, “Poet”, “To Chaadaev”, “Song of the prophetic Oleg”, “To the sea”, “Nanny”, “To *** ""I remember a wonderful moment..."), "October 19" ("The forest drops its crimson attire..."), "Prophet",

“Winter Road”, “Anchar”, “The darkness of the night lies on the hills of Georgia...”, “I loved you: love still, perhaps...”, “Winter morning”, “Demons”, “Conversation between a bookseller and a poet”, “Cloud ", "I erected a monument to myself not made by hands...", "The daylight has gone out...", "Desolate sower of freedom...", "Imitations of the Koran" IX. "And the tired traveler grumbled at God...") "Elegy", ("Mad years of faded fun..."), "...I visited again...".

The story "The Captain's Daughter". Poem "The Bronze Horseman". Novel "Eugene Onegin".

M.Yu. Lermontov. Poems: “No, I’m not Byron, I’m different...”, “Clouds”, “Beggar”, “From under the mysterious, cold half-mask...”, “Sail”, “Death of a Poet”, “Borodino”, “When the yellowing one worries Niva...", "Duma", "Poet" ("My dagger shines with a golden finish..."), "Three Palms", "Prayer" ("In a difficult moment of life..."), "Both boring and sad", "No, It’s not you that I love so passionately...", "Motherland", "Dream" ("In the midday heat in the valley of Dagestan..."), "Prophet", "How often, surrounded by a motley crowd...", "Valerik", "I go out I’m alone on the road...”

"Song about the merchant Kalashnikov." Poem "Mtsyri". Novel "Hero of Our Time".

N.V. Gogol. The play "The Inspector General". The story "The Overcoat". Poem "Dead Souls".

From the literature of the second half of the 19th century

A.N. Ostrovsky. The play "The Thunderstorm".

I.S. Turgenev. Novel "Fathers and Sons".

F.I. Tyutchev. Poems: “Noon”, “There is melodiousness in the sea waves...”, “The kite rose from the clearing...”, “There is in the original autumn...”, “Silentium!”, “Not what you think, nature...”, “You can’t understand Russia with your mind...”, “Oh, how murderously we love...”, “It is not given to us to predict...”, “K. B." (“I met you - and all the past ...”), “Nature is a sphinx. And the more true it is...”

A.A. Fet. Poems: “The dawn bids farewell to the earth...”, “With one push to drive away a living boat...”, “Evening”, “Learn from them - from the oak, from the birch...”, “This morning, this joy...”, “Whisper, timid breathing...", "The night was shining. The garden was full of moonlight. They were lying...", "It was still a May night."

I.A. Goncharov. Novel "Oblomov".

ON THE. Nekrasov. Poems: “Troika”, “I don’t like your irony...”, “Railroad”, “On the road”, “Yesterday, at six o’clock...”, “You and I are stupid people...”, “Poet and Citizen”, “Elegy” (“Let changing fashion tell us...”), “O Muse! I’m at the door of the coffin...” Poem “Who Lives Well in Rus'.”

M.E. Saltykov-Shchedrin. Fairy tales: “The Tale of How One Man Fed Two Generals”, “The Wild Landowner”, “The Wise Minnow”. "The Story of a City"

L.N. Tolstoy. Epic novel "War and Peace".

F.M. Dostoevsky. Novel "Crime and Punishment".

N.S. Leskov

From the literature of the late 19th – early 20th centuries

A.P. Chekhov. Stories: “Student”, “Ionych”, “Man in a Case”, “Lady with a Dog”, “Death of an Official”, “Chameleon”. Play "The Cherry Orchard".

I.A. Bunin. Stories: “Mr. from San Francisco”, “Clean Monday”.

From the literature of the first half of the 20th century

M. Gorky. The story "Old Woman Izergil". The play "At the Bottom".

A.A. Block. Poems: “Stranger”, “Russia”, “Night, street, lantern, pharmacy...”, “In a restaurant”, “The river spreads out. Flows, lazily sad..." (from the cycle "On the Kulikovo Field"), "On the Railway", "I Enter Dark Temples...", "Factory", "Rus", "About Valor, about Deeds, about Glory ...”, “Oh, I want to live crazy...”. Poem "Twelve".

V.V. Mayakovsky. Poems: “Could you?”, “Listen!”, “Violin and a little nervously”, “Lilichka!”, “Anniversary”, “Sat over”, “Here!”, “Good attitude towards horses”, “An extraordinary adventure , who was with Vladimir Mayakovsky in the summer at the dacha”, “Giveaway sale”, “Letter to Tatyana Yakovleva”. Poem "Cloud in Pants."

S.A. Yesenin. Poems: “Go you, Rus', my dear!..”, “Do not wander, do not crush in the crimson bushes...”, “Now we are leaving little by little...”, “Letter to the mother,” “The feather grass is sleeping. Dear plain...", "You are my Shagane, Shagane...", "I do not regret, I do not call, I do not cry...", "Soviet Russia", "The road was thinking about the red evening...", "The hewn horns began to sing...", "Rus" , “Pushkin”, “I am walking through the valley. On the back of the head is a cap...", "A low house with blue shutters...".

M.I. Tsvetaeva. Poems: “To my poems, written so early...”, “Poems to Blok” (“Your name is a bird in the hand...”), “Who is created from stone, who is created from clay...”, “Longing for the homeland! A long time ago...”, “Books in red binding”, “To Grandma”, “Seven hills - like seven bells!..” (from the series “Poems about Moscow”).

O.E. Mandelstam. Poems: “Notre Dame”, “Insomnia. Homer. Tight sails...", "For the explosive valor of the coming centuries...", "I returned to my city, familiar to tears...".

A.A. Akhmatova. Poems: “Song of the Last Meeting”, “I clenched my hands under a dark veil...”, “I have no need for odic hosts...”, “I had a voice. He called comfortingly...", Native Land", "Tear-stained autumn, like a widow...", "Seaside Sonnet", "Before spring there are days like this...", "I am not with those who abandoned the earth..." , “Poems about St. Petersburg”, “Courage”. Poem "Requiem".

M.A. Sholokhov. Novel "Quiet Don". The story “The Fate of Man.”

M.A. Bulgakov. Novel "The White Guard" Novel "The Master and Margarita"

A.T. Tvardovsky. Poems: “The whole essence is in one single covenant...”,

“In memory of my mother”, “I know, it’s not my fault...”. The poem “Vasily Terkin” (chapters “Crossing”, “Two Fighters”, “Duel”, “Death and the Warrior”).

B.L. Parsnip. Poems: “February. Get some ink and cry!..”

“The Definition of Poetry”, “In everything I want to reach...”, “Hamlet”, “Winter Night”, “There will be no one in the house...”, “It’s snowing”, “About these poems”, “Loving others is hard cross...", "Pines", "Rime", "July". Novel "Doctor Zhivago"

A.P. Platonov

A.I. Solzhenitsyn. The story "Matrenin's yard". The story “One Day in the Life of Ivan Denisovich.”

From the literature of the second half of the twentieth century

Prose of the second half of the 20th century. F.A.Abramov, Ch.T.Aitmatov, V.P.Astafiev, V.I.Belov, A.G.Bitov, V.V.Bykov, V.S.Grossman, S.D. Dovlatov, V.L.Kondratiev, V.P.Nekrasov, E.I.Nosov, V.G.Rasputin, V.F.Tendryakov, Yu.V.Trifonov.

Poetry of the second half of the 20th century. B.A.Akhmadulina, I.A.Brodsky, A.A.Voznesensky, V.S.Vysotsky, E.A.Evtushenko, N.A.Zabolotsky, Yu.P.Kuznetsov, L.N.Martynov, B. Sh. Okudzhava, N.M. Rubtsov, D.S. Samoilov, B.A. Slutsky, V.N. Sokolov, V.A. Soloukhin, A.A. Tarkovsky

Drama of the second half of the twentieth century.

A.N.Arbuzov, A.V.Vampilov, A.M.Volodin, V.S.Rozov, M.M.Roshchin

Thematic planning

Optional study of literature begins in high school, when the interests of schoolchildren have already been determined and their ability for independent intellectual activity has increased. Elective classes serve as a supplement to the main literature course; they are needed to deepen students’ knowledge, develop their interests and abilities . Optional classes in literature contribute to the professional orientation of future workers in the field of literature, librarians, and journalists.

Goals and objectives of electives - deepening knowledge of literature, developing student independence, expanding cultural horizons, developing reading competence in schoolchildren.

Elective classes shape students' interest in literature, develop the need for self-education and independent replenishment of knowledge in the field of literature and culture.

The educational goals of elective classes in literature allow us to draw a conclusion about the general and specific in the study of literature in lessons and elective classes. Common to the main and elective courses are the goals of studying literature at school, the main tasks of literary education, as well as the form of organizing the educational process, which in one or another combination would not be used in literature lessons or in extracurricular activities.

At the same time, the most important specific features of the elective study of literature are the student’s free choice of literature as a subject of study and the targeted development of students’ literary interests and abilities based on a deeper interpretation of the creativity of writers and the literary process than in the main course, assimilation of additional theoretical and historical literary knowledge. knowledge and development of stable complex skills that ensure the adequacy, depth and conceptuality of artistic perception, analysis and evaluation of literary and artistic facts and phenomena. Here, the main purpose of electives is especially clearly demonstrated - improving the results of studying literature in the main program, direct and feedback connections between the lesson and the elective, transferring the knowledge and skills of students to a new situation, consolidating and deepening them on new material.

In a sense, elective classes occupy an intermediate position between the main lessons in the classroom and a variety of extracurricular work on literature. Unlike extracurricular activities, electives have a strictly educational focus, provide a system of knowledge defined by the curriculum, etc. At the same time, some forms of extracurricular work are used in electives - elements of games and competitions, entertaining techniques, quizzes, exhibitions, literary compositions, and a different, freer class environment compared to lessons.

Students enroll in the elective on a voluntary basis, the elective group (15-20 people) is maintained throughout the academic year, classes are scheduled (once a week), a log of classes is kept, the work of the participants is not assessed with points, as in a lesson (the assessment is the recognition of the prepared report, gratitude from the teacher and classmates, the satisfaction of the student himself, the joy of independent discovery...)

Elective classes require a high level of creative independence of schoolchildren. Here, the research method can be applied more widely than in lessons.

Just like in class, elective classes focus on artistic production. Analysis of the text, comparison of its editions, study of the creative history of the work, the life of the work in cinema and on stage - these kinds of questions are discussed in class.

Experience shows that extracurricular activities are more successful if

a) they are conducted in a freer organizational style than a lesson;

b) various technical teaching aids are used, in particular, to record oral statements and discuss them,

c) essays, messages, articles prepared by participants in the elective are used for the publication of newsletters, wall newspapers, handwritten magazines, for school radio broadcasts, i.e. the results of the work of the participants in the elective become the property of other students.

Forms of extracurricular activities can be very diverse: conversations, debates, conferences, practical classes, competitions, seminars, lectures, listening and discussing reports, messages, abstracts, writing texts, correspondence excursions, working on a journalistic or critical article, etc.

The variety of methods and forms of work is a necessary quality, the second (along with the content of education) source of development of the cognitive interests of schoolchildren.

With a relatively small optional group (10-15 people), the opportunity to participate in conversation the vast majority of schoolchildren. The use of a heuristic method in conversation, problem-solving tasks, and the organization of students’ search activities increases the cognitive activity of schoolchildren and the effectiveness of learning.

Can be used by teacher (and students) lectures containing new material. To make listening to the lecture active, students are offered tasks: make a plan, theses, lecture notes, prepare answers to questions, etc.

Practical lessons As a rule, they are of a training nature. Here the principles and methods of analyzing a literary work, techniques for working with a critical article, scientific text, memoirs, etc. are enriched and improved.

Seminars – a form of classes that provides the greatest independence for students when working on literary texts, scientific and critical literature. The seminars create favorable conditions for the exchange of opinions and discussion. The main elements of seminar work are abstracts, student reports, discussions of reports, and detailed conversations on individual problems. For the seminar, the consultation of the teacher is of great importance, both for the elective students and for one specific student.

In elective classes, frontal, group, and individual exercises are used equally. forms of work .

Individual consultation is of great importance. For example, at the first consultation, the teacher helps the student determine the subject and boundaries of the topic of the report, and recommends literature. At the second consultation, the teacher helps the student develop a “concept” for the report. On the third, the teacher gets acquainted with the text of the report, corrects it, etc.

When using group work (in a group of 3–5 people), the teacher gives each group a task, and the students discuss it, nominate a speaker, distribute responsibilities, etc. assignments to the group should be problematic in nature (include a cognitive difficulty, encourage the active use of knowledge and skills). All groups can receive the same tasks, and then the prerequisites for discussion arise; or receive different tasks within the framework of a common topic, and then each group contributes its own information to the disclosure of the topic. The group may be given a long-term research assignment that requires selecting information from various sources. (For example, prepare a presentation of works about the Great Patriotic War).

For group assignments, literary compositions, reviews of current literature, exhibitions, quizzes, etc. are prepared.

Typical tasks elective classes may include:

Working with a chronological table;

Expressive reading of text;

Commenting on text;

Analytical conversation on the text;

Writing texts;

Use of visual aids and the Internet.

All forms of the educational process require a gradual but intensive increase in the share of independent work of students. This requires serious, thoughtful preparation on the part of the teacher.

During elective classes, it is important to pay more attention to the development of expressive reading skills (reading by faces, reading with elements of dramatization, elements of directing, performing at concerts). The project method can work effectively.

The work of elective classes is planned in accordance with the needs of society, with the age characteristics of students, their interests and the interests of the head of the elective, the availability of material and opportunities to make these classes interesting, meaningful and exciting.

For example, you can organize the following electives:

In 9th grade: “A.S. Pushkin – a man and a poet”, “Fiction in Russian culture”, “Literature in cinema and theater”, “Literature and painting”, “Literature and music”.

In 10th grade - “Romanticism in literature”, “Realism in literature”, “Cultural life of Russia in the second half of the 19th century.”

in 11th grade: ""Silver Age of Russian Poetry"", ""Literature of the Russian Abroad"", ""Symbolism in World Culture"", ""Postmodernism in Literature and Culture"", ""Modernism in World Literature of the 20th Century" ", "The stage life of literary works", "Postmodernism in literature", etc.

Let's give an example of an elective program.

Elective program “Literature of Russian Abroad. The first wave of emigration"

Target elective classes - to expand students’ knowledge about the literature of Russian emigration (works of the first wave of emigration), to form the student’s reading personality.

Questions for self-control.

1. What are the goals of extracurricular work in literature?

2. How to study the reading interests of schoolchildren?

3. What needs to be done to develop a reading culture among schoolchildren?

4. How to organize extracurricular reading lessons?

5. What are the specific objectives of studying literature in different grades?

6. What are the forms of extracurricular work in literature?

7. What must be taken into account when developing a creative personality?

8. What are the methodological techniques for developing students’ literary creativity?

9. What are the conditions and operating principles of literary clubs?

10. How to organize the work of extracurricular activities?

11. How are elective classes and a lesson related and how do they differ?

12. What forms and types of work are advisable to use in electives?

Test tasks.

1. Extracurricular work in literature should be aimed at

a) improving the quality of students’ knowledge,

b) solving the problem of schoolchildren’s employment,

c) formation of reading interests of students.

2. The main principle of organizing extracurricular work is

a) voluntariness,

b) attracting a large number of participants,

c) creating educational situations.

3. A personal approach to a literary work must be developed in students

c) in grades 5-6,

b) in 7th grade,

c) in grades 10-11.

4. An important principle for the development of literary creativity among schoolchildren is

a) accessibility,

b) scientific,

c) historicism.

5. Optional classes in literature are organized for

a) all students,

b) for strong students,

c) for lagging students.

Creative tasks.

1. Write a plan-program of extracurricular work in literature for the academic year for one class (class, type of work, topics - at your discretion).

2. Write a program for the “Literary and Artistic Living Room” for high school students on the topic “The Silver Age of Russian Poetry as a Cultural Phenomenon.”

3. Name the types of extracurricular activities and tasks that can arouse students’ interest in reading works of fiction (indicating the age of the students).

Organization of an elective in literature in grade 11 “Miniature in Russian literature of the second half of the twentieth century”

Elective as an integral part of literary education for schoolchildren

1. Objectives and specifics of the elective

One of the most important means of moral and aesthetic education of schoolchildren is literature lessons. The goals of literary education at school can be defined as follows:

educational:

education and formation of aesthetic taste as a condition for initiation into the comprehension of artistic culture;

education of the civil and moral ideal as a universal human value;

educational:

formation and development of creative, i.e. aesthetic reading skills, leading to the formation of reader independence;

formation and development of skills of competent and fluent oral and written speech.

The structure, content, and methodology of the literature course for all classes are subordinated to these goals.

Elective classes in literature are one of the three components of the process of literary education of schoolchildren; they interact with the main course, with extracurricular work and occupy an intermediate position between them.

Until now, however, there is no unity among methodologists and literature teachers in their views on the goals and objectives of elective classes in literature. You can often hear the opinion that these classes should not have an educational, scientifically systematic character, but should be closer to free readings, circle (studio, club) type conversations with optional content and educational tasks not fixed by the programs, have as few common with literature lessons. Meanwhile, as school practice shows, for an in-depth study of literature, the other side of the problem is highly relevant - the commonality of the processes of literary education in all its organizational forms, first of all, the unity of elective classes with the literature lesson.

Common to the main and elective courses are the goals of studying literature at school, the main tasks of literary education, upbringing and development, and the very structure of the academic subject. It is safe to say that there are no special methods and techniques of elective teaching, as well as forms of organizing the educational process, which in one or another combination would not be used in literature lessons and in extracurricular activities. Specific features of optional study of literature are:

students' free choice of literature as a subject of study;

targeted development of students’ literary interests and abilities based on a deeper interpretation of writers’ creativity and the literary process;

mastering additional theoretical, historical and literary knowledge;

development of stable complex skills that ensure the adequacy, depth and conceptuality of artistic perception, analysis and evaluation of literary and artistic facts and phenomena.

The main purpose of the electives is clearly demonstrated here - improving the results of studying literature in the main program, direct and feedback connections between the lesson and the elective, transferring the knowledge and skills of students to a new situation, consolidating and deepening them on new material.

Unlike extracurricular activities, electives have a strictly educational focus, provide a system of knowledge defined by the curriculum, etc. At the same time, some forms of extracurricular work are used in electives - elements of games and competitions, entertaining techniques, quizzes, exhibitions, literary compositions, and a different, more free, lesson environment compared to the lesson.

2. Organization of electives in high school

One or another elective course is chosen by students at the beginning of the year. (Usually there are several electives to choose from in different subjects and on different topics). The study group is formed from 15 - 25 people and remains throughout the study of this course. The minimum number of hours allocated to an elective is 18, classes are conducted according to a schedule, one hour per week or two hours per two weeks, and a class log is kept. The work of participants in elective classes is assessed somewhat differently than in the classroom: the five-point system is usually not used, but the recognition of the prepared report or message is worthy of repeating it in a wider audience, the approval and gratitude of the teacher and comrades, the satisfaction of the student himself, the joy of independent , even a modest discovery - all this encourages you to think, search, and perform relatively complex tasks.

Working with a relatively small number of interested students, the teacher, to a greater extent than in a lesson, can implement a differentiated and individual approach, select tasks depending on the inclinations and abilities of the students. Elective classes presuppose a high level of creative independence for schoolchildren, since their interests have basically already been determined and their ability for independent intellectual activity is rapidly increasing. Most schoolchildren have a noticeable desire to win the attention and respect of comrades and adults. Elective classes provide ample opportunities for this. In a relatively small group, each member can actively participate in almost every lesson, and there are also incentives that emphasize the social value of cognitive work. Thanks to this, it acquires significant importance for instilling hard work and social activity in schoolchildren.

The student’s desire to study an issue that interests him must be supported, therefore, as a topic for an elective, it is necessary to choose not a private, but an issue that is essential for aesthetic development, which unites all classes of the course with a general and meaningful thought. At the same time, the nature of the problem must be correlated with the level and capabilities of schoolchildren’s reading perception, with the range of issues that primarily interest them (2; 114). It is interest that stimulates the student’s cognitive ability. It, in turn, is supported by posing a problematic question. It is best if it is stated in the topic of the lesson. The discussion will become the starting point for the student for further research, to clarify the essence of the problem. Modern didactics considers the research method as the highest in the system of methods. But the nature of the work depends not only on the formulation of the task, but on the student’s approach to the work: he relies on information obtained by science, uses some methods of scientific analysis to solve problems that are new to him. In this work, fresh observations are possible that are also of interest to science: “a work of art is inexhaustible, it lives and changes in the minds of new generations of readers and can never be fully explained. But in a school environment, the most real and socially significant is that new thing that is born in the very process of enthusiastic study of literature: creative aspiration, reading activity, scientific inquisitiveness of schoolchildren” (2,11).

As a result of the elective, students develop qualities that help them study literature in the classroom and facilitate communication with art outside of school (quoted from Albetkova R.I.):

the ability to grasp the basic emotional tone of a literary text and the dynamics of the author’s feelings;

the ability to justify the change in emotional motives in reading by the content of a literary work;

the ability to see what is being read in the imagination, to imagine images of the text;

the ability to connect images, thoughts, feelings that fill the text with one’s own personal experience, with what has been experienced in reality;

the ability to correlate the nature of reading with the style of the writer;

the ability to identify the interpretation of a literary text, to hear and understand the concept of what is read behind the intonations;

3. Forms of the educational process in elective classes

The educational process in elective classes includes all main types of classroom activities and some forms of extracurricular activities. Speaking about the educational process, we mean by it a system of organizing teaching and educational activities, which is based on the organic unity and interconnection of teaching and learning; the educational process is aimed at achieving the goals of training and education; it includes all forms of compulsory academic activities and extracurricular activities of students (10, 99).

The main forms of the educational process in elective classes usually include conversation, lecture, practical lesson and seminar. (This means that in elective classes, basically the same teaching methods are used as in class work when studying the main course of literature).

The conversation requires significant educational time to carry out, and with a relatively small composition of the optional group (10-15 people), the opportunity opens up for the majority of students to participate in the conversation, while creating an atmosphere of direct communication between the teacher and students. Conversation in elective classes has a universal character; it is fragmentarily included in the lecture and becomes a type of practical and seminar exercise. The use of a heuristic method, problem-based tasks, and the organization of students’ search activities during the conversation increases the cognitive activity of students and the effectiveness of learning.

The teacher's lecture serves as an introduction and conclusion to the topic, contains new, mainly generalizing material, highlights fundamental theoretical and methodological problems, and sets out the foundations of the knowledge system on the relevant topic. Perceiving a lecture requires students to have sustained voluntary attention. The willingness and ability to listen to and take notes on a lecture are the subject of special educational interventions on the part of the teacher (including in the form of tasks to draw up a plan, theses and notes of the teacher’s lecture and one’s own).

Practical classes, as a rule, are of a training nature; they contribute to the development of complex literary skills of students based on repetition and generalization of theoretical and literary knowledge; Schoolchildren perform a lot of independent work of relatively small volume and specific content, mainly during the lessons themselves. Here the principles and methods of analyzing a literary work as a whole and its individual aspects, techniques for working with literary texts, critical articles, scientific texts, memoirs are enriched and improved, and bibliographic skills and abilities are developed.

Seminars are a form of training that provides the greatest independence for students when working on literary texts, scientific and critical literature; Seminars create favorable conditions for the exchange of opinions and discussion. The main elements of seminar work are abstracts, student reports, discussions of reports, an extensive conversation on individual problems put forward by the speakers or proposed by the leader, and the teacher’s introductory and concluding remarks on general problems of the seminar. In addition, for a seminar or debate, such a form of training as consultation is of great importance for all elective students and especially for the speakers.

All forms of the educational process in elective classes require a gradual but intensive increase in the share of independent work of students. This entails the individualization of learning and further enhances the teacher’s leadership role, because methodological support for students’ effective independent work requires serious, thoughtful preparation on the part of the teacher. For conversation and debate, the teacher prepares topics and questions, he develops assignments and exercises for practical work, topics and plans for seminars. However, it is not enough to distribute topics among students and give them general instructions. It is necessary to develop the individual skills of schoolchildren, as well as familiarize them with bibliography on the topic. So, for example, when starting to study the miniatures of individual authors, in the elective developed by us, the teacher, for the purpose of scientific and bibliographic information, must conduct a visual acquaintance of students with various editions of miniatures, scientific research into the work of these writers. It is advisable to preface the introductory lecture or conversation with a reader’s questionnaire that reveals the reading range of eleventh-graders in the field of modern literature, their literary interests and preferences, and the degree of familiarity with current literary periodicals. Based on the personal data, the teacher will be able to give basic guidelines for getting acquainted with modern literature and the work of writers, whose miniatures will be further studied, as well as show students modern literary magazines, characterize them, show publications such as “UFO”, “Book Review”, “Znamya” , “Literary Life”, “Questions of Literature”, etc.

In order for students to master the skills of independent work with critical and scientific sources, the teacher conducts a general consultation, during which he introduces students to the elements of bibliographic work (catalogs, reference books, rules of citation, references, etc.), demonstrates working materials (the teacher himself or students past years): collections of literature on the issue, card indexes of extracts, notes, theses and versions of the report, the report itself with a selection of quotes. Here, students’ knowledge about the main distinguishing features of an annotation, a summary of theses, a report, and an abstract is updated and systematized. Schoolchildren become familiar with the basic requirements for a report (abstract): compliance with the topic, its deep disclosure, the presence of a presentation plan (including dividing the text into parts - chapters, paragraphs, paragraphs); highlighting the main thoughts, formulating the main provisions (preferably an appendix of theses), stylistically and grammatically correct formatting of the text, correct formatting of quotations and references; application of a list of used fiction and critical literature.

The teacher cannot fully rely on the student’s independence when preparing his first message, report, essay, and even the second or third time, if the topic is quite complex, the student needs the teacher’s help. Therefore, individual consultations have a very important educational value. At the first of them, the teacher helps the speaker determine the subject and boundaries of the topic, recommends literature (or gives the student the necessary books and indicates the necessary fragments). At the second consultation, after the student has read and taken notes on the material, the teacher helps to develop a “concept” for the report, identify a range of problems, and draw up a plan. At the third consultation, the teacher gets acquainted with the text of the report and acts as its editor; This consultation is no longer mandatory for experienced presenters.

In practical classes and seminars, it is possible to widely use group work, in which all participants in the classes are divided into groups of 3-5 people. Each group receives a task, prepares it together, discusses the results of the work and nominates a speaker or distributes messages on individual issues among themselves; other members of the group complement the speakers. Tasks for group work should be of a problematic nature, i.e. contain a cognitive difficulty, encourage the active use of knowledge and skills, and form the basis for collective activity and exchange of opinions. All groups can receive the same tasks, and then the prerequisites for discussion arise; or receive different tasks within the framework of a common topic, and then each group contributes its share of information to the disclosure of this topic. The teacher observes the work of the groups, in cases of difficulties helps to develop a plan for their actions, asks leading questions if necessary, and after the presentations of the group representatives makes conclusions.

We also include group work in elective classes when small groups of students carry out long-term research (in the educational sense) tasks that cannot be completed on the basis of one or two generalizing works, but require the selection of information from different and numerous sources. Group assignments include the preparation of literary compositions, reviews of current literature and periodicals, exhibitions, quizzes, literary bulletins and other similar works, which are then demonstrated in extracurricular and in-class activities, school evenings, etc.

Working with a chronological table. From topic to topic, the volume of explanations for dates, events, names, titles increases;

Expressive reading of text. When studying dramatic works, reading by faces, reading with elements of staging, and directing are introduced; when studying prose genres - literary montage; final lessons on topics include concert performances and competitions for the best performer;

Municipal budgetary educational institution

"Zhdanovskaya basic secondary school"

Deputy Director for HR

_____________/Spiridonova O.A./

"_____"__________20___

"I affirm"

Director of MBOU "Zhdanovskaya secondary school"

_____________/ Astashenkova Yu.V../

"_____"__________20___

Working programm

elective course

"Extracurricular reading"

6th grade

2016/2017 academic year

PROGRAM COMPILER

Astashenkova Yu.V.

EXPLANATORY NOTE

Students become interested in lessons (i.e. extracurricular reading) because

the books proposed for discussion are not included in the mandatory list for study;

The atmosphere in extracurricular reading classes is relaxed, there is a lot of arguing, here you can express your point of view and give reasons for it, you can propose a book for discussion, illustrate it, participate in the dramatization of individual episodes, etc.;

the success of extracurricular reading classes depends on the skill of the teacher, the richness of his methodological palette, on how much it will be possible to make these classes bright, unsmooth, giving scope for sincerity of judgment without fear of getting a “D” even for an obviously absurd opinion about a book or hero;

the success of these classes depends on how well they are designed aesthetically, how the world of music and painting will complement and manifest the word, whether the classes will be successful in compositional and logical terms

Extracurricular reading lessons at all stages of education carry one idea - instilling interest in books and reading, therefore it is more advisable to conduct single-topic classes. This allows you to make the program material interesting, since the topics of classes in different classes overlap. In addition, it is necessary to introduce classes on studying the works of writers of the Arkhangelsk region. The literature of the Russian North is the work of writers who were born and raised here; these are also the works of writers who lived, visited, and traveled here.

The purpose of the elective classes: to ensure the full literary development of schoolchildren through:

forming a habit in children, and then the need to independently and meaningfully choose and read books according to all the rules;

in-depth acquaintance of students with children's and youth literature;

raising thoughtful people. creative readers, feelings of patriotism, love and respect for the literature and culture of the Russian North, the people and traditions of the northern region;

development of emotional perception of a literary text, imaginative and analytical thinking, creative imagination and understanding of the author’s position, the need for independent reading of works of art

development of moral and aesthetic values, spiritual culture of students, culture of feelings and communication.

Objectives of the elective course:

Introduce books of classical and modern children's and youth literature, works of art on all topics of children's reading.

Encourage children to read independently.

Create a learning situation so that students can exchange messages about the books they independently found and read.

To develop the ability to recognize one’s thoughts and feelings and express one’s judgments with evidence.

To develop students’ skills in using reading knowledge, skills and abilities in a school-wide aspect.

Cultivate the habit of turning to books as a source of knowledge.

To instill in children an interest in learning as a means of successful learning at the secondary level of school.

The number of hours of classes for this elective is 1 hour per week in 6th grade. There are 34 teaching hours per year.

Organizational and methodological structure of an extracurricular reading lesson:

1. Solving problems on orientation in books. Supplementing, expanding, clarifying the reading experience of children by the teacher and deepening the reading horizons.

2. The teacher reads works or excerpts from works aloud.

3. Conversation-reasoning about what you read, analysis of a work of art, characterization of the characters.

4. Independent acquaintance of students with the new book to be read.

5. Students read the named work to themselves.

Description of the values ​​of the elective course.

The main objectives of the Federal component of the second generation state standard are:

Development of the student’s personality, his creative abilities, interest in learning;

Formation of the desire and ability to learn;

Nurturing moral and aesthetic feelings, an emotional and value-based positive attitude towards oneself and the world around us;

Mastering a system of knowledge, skills, and implementation experience

This elective broadens the linguistic horizons of students, contributes to the formation of a culture of communication, promotes the overall speech development of students, and influences the formation of general educational skills, the level of mastery of which largely determines the success of all subsequent education.

Requirements for the level of student preparation

As a result of studying this elective course, the student should know:

basic facts of the life and creative path of writers;

basic theoretical and literary concepts;

work with a book

determine whether a work of art belongs to one of the literary types and genres;

express your attitude to what you read;

master various types of retelling;

construct oral and written statements in connection with the studied work;

participate in a dialogue on the works you read, understand other people’s points of view and defend your own with reason.

Personal results 6th grade graduates formed by studying the elective “Extracurricular Reading” are:

– improving the spiritual and moral qualities of the individual, cultivating a sense of love for the multinational Fatherland, respect for Russian literature and the cultures of other peoples;

– use of various sources of information (dictionaries, encyclopedias, Internet resources, etc.) to solve cognitive and communicative problems.

Meta-subject results studying the elective “Extracurricular Reading”, the following should appear:

– the ability to understand a problem, put forward a hypothesis, structure material, select arguments to confirm one’s own position, highlight cause-and-effect relationships in oral and written statements, and formulate conclusions;

– the ability to independently organize one’s own activities, evaluate them, and determine the area of ​​one’s interests;

– the ability to work with different sources of information, find it, analyze it at the level of one’s development, and use it in independent activities.

Subject results 6th grade students are as follows:

1) in the cognitive sphere:

– understanding the connection between literary works and the era of their writing, identifying the timeless, enduring moral values ​​embedded in them and their modern meaning;

– the ability to analyze a literary work, determine its belonging to one of the literary genres and genres, understand and formulate a theme, idea, characterize its heroes, compare the heroes of one or more works;

– identification of plot elements, composition, visual and expressive means of language in a work, understanding their role in revealing the ideological and artistic content of the work;

– mastery of elementary literary terminology when analyzing a literary work;

2) in the value-orientation sphere:

– familiarization with the spiritual and moral values ​​of Russian literature and culture, comparing them with the spiritual and moral values ​​of other peoples;

– formation of one’s own attitude towards works of Russian literature, their assessment;

3) in the communication sphere:

– listening comprehension of literary works of different genres, meaningful reading and adequate perception;

– the ability to retell prose works or passages thereof using figurative means of the Russian language and quotations from the text, answer questions about the text heard or read, create oral monologues of various types; ability to conduct dialogue;

– writing summaries and essays on topics related to the subject matter of the studied works, classroom and home creative work, abstracts on literary and general cultural topics;

4) in the aesthetic sphere:

– understanding the figurative nature of literature as a phenomenon of verbal art; aesthetic perception of works of literature; formation of aesthetic taste;

– understanding of the Russian word in its aesthetic function, the role of figurative and expressive means of language in the creation of artistic images of literary works.

CONTENT OF THE OPTIONAL COURSE “Extracurricular Reading” IN 6TH GRADE

1. Oral folk art

2. I.A. Krylov. Fables

3. A.S. Pushkin “Belkin’s Tales”, novel “Dubrovsky”

5. M.Yu. Lermontov. Poems

6. N.V. Gogol “The Night Before Christmas”, “Mirgorod”

7.A.V. Koltsov. Poems

8. F.A. Abramov “The swans flew by”

9. N.S. Leskov “Man on the Clock”

10. A.S. Green “Scarlet Sails”

11. L.N.Andreev “Angel”

12. K.M. Stanyukovich “Maximka”

13.M.M.Prishvin “Sea”

14. A.A. Likhanov “The Last Cold”

15. K. G. Paustovsky “Dishesive Sparrow”, “Steel Ring”

17. O. Henry “Leader of the Redskins”

18. J. London “Love of life”

19.E. Seton-Thomson “Snap”

20. Poems about the Second World War

Calendar and thematic planning

elective "Extracurricular reading"

Children's folklore. Puzzles

World of fables I.A. Krylova

Aesop's Fables

The theme of the road in the lyrics of A.S. Pushkin

A.S. Pushkin

A.S. Pushkin "Belkin's Tale" problems, heroes

Autumn in music and poetry

Autumn in music and poetry

I.S. Turgenev "Notes of a Hunter"

I.S. Turgenev "Notes of a Hunter"

A.S. Pushkin “Dubrovsky” (video viewing)

Expressive reading of poems by M.Yu. Lermontov “The Lonely Sail Whitens”, “Airship”

Expressive reading of the epic works of N.V. Gogol (“Evenings on a farm near Dikanka”)

Expressive reading of the epic works of N.V. Gogol (“Mirgorod”)

Expressive reading of poems by A.V. Koltsov “Forest”, “Song”.

F.A. Abramov. Life and art

F.A. Abramov “The swans flew by”

N.S. Leskov “Man on the Clock”

Fabulous extravaganza A.S. Green "Scarlet Sails"

L.N.Andreev “Angel”

K.M. Stanyukovich “Maximka” (video viewing, comparative analysis)

M.M. Prishvin “Sea”

Meeting the writer A.A. Likhanov

A.A. Likhanov "The Last Cold"

K. G. Paustovsky “Dishesive Sparrow”, “Steel Ring”

Y.P.Kazakov “Arcturus – the hound dog”

Y.P.Kazakov “Arcturus – the hound dog”

O. Henry "Leader of the Redskins"

Humor and irony in the work of O. Henry

E. Seton-Thomson "Snap"

J. London: biography and creativity

J. London “Love of life”

Poems dedicated to the Second World War

Poems dedicated to the Second World War

Educational, methodological and logistical support

Textbook for general education. Organizations at 2 o'clock. V.P. Polotukhina, V.Ya. Korovina, V.P. Zhuravlev, V.I. Korovin; under re. V.Ya. Korovina. - 5th ed. - M.: Education, 2015.

Lesson developments in literature, grade 6 N.V. Belyaev, Moscow “Enlightenment”, 2016

Literature workbook, grade 6, R.G. Akhmadulina in 2 parts, Moscow “Enlightenment”, 2015

Portraits of Russian and foreign poets and writers

Handouts on course topics

Reproductions of paintings by artists

PC, multimedia projector

Internet resources

Library book collection

Anna SHIPKOVA,
p. Khasan,
Primorsky Krai

"Folklore"

Literature Elective Program

Explanatory note

“The Russian people have created a huge oral literature: wise proverbs and cunning riddles, funny and sad ritual songs, solemn epics, heroic, magical, everyday and funny tales. It is vain to think that this literature was only the fruit of popular leisure. She was the dignity and intelligence of the people. She established and strengthened his moral character, was his historical memory, the festive clothes of his soul and filled with deep content his entire measured life, flowing according to the customs and rituals associated with his work, nature, and the veneration of his fathers and grandfathers.” This is how the Russian writer A.N. expressed his attitude towards oral folk art. Tolstoy.

Oral folk art is the starting point on a wonderful journey into the world of artistic expression. This is the beginning of all beginnings. It is from folklore that we comprehend the spiritual culture of our previous generations. Students get acquainted with works of oral folk art during literature lessons. They know the main genres of folklore and examined works of folk art. Taking this into account, work on the elective “Oral Folk Art” should be carried out with the following goals:

1. Expand students’ understanding of the genres of oral folk art.
2. Show the originality and originality of folklore works, the richness and colorfulness of the folk language.
3. Show the influence of works of oral folk art on Russian literature.

The elective program is designed for students in grades 8–10. Based on the age characteristics of schoolchildren, elective work for 8th grade students will be more emotional, and more scientific for 10th grade students. In this regard, the teacher can set himself an additional task - to reveal the creative potential of students, to allow them to show their full capabilities.

During elective classes, the teacher can use the following types of work:

Expressive reading of text;

Commenting on text;

Comparative text analysis;

Folklore holidays;

Theatrical presentation of the text;

Illustration;

Correspondence excursions and press conferences with folklore characters.

Elective classes should be conducted with the involvement of works of other types of art: music, painting, applied art, cinema.

Distribution of hours by topic:

• Introduction (1 hour),
• children's folklore (2 hours),
• riddles (1 hour),
• proverbs and sayings (1 hour),
• folk tales (3 hours),
• folk theater (1 hour),
• epics (4 hours),
• superstitious stories (1 hour),
• stories and legends (1 hour),
• Bazhov's tales (1 hour),
• song and ritual creativity (8 hours),
• folk conspiracies (1 hour),
• folklore and Russian literature (4 hours),
• joke (1 hour),
• folklore holidays (3 hours),
• final lesson (1 hour).

Approximate distribution of hours by week:

1st week. Introductory lesson. What is folklore?

2nd week. Children's folklore (lullabies, jokes, motleys, nursery rhymes, counting rhymes, teasers, chants and sentences).

3rd week. Lullaby song in the works of Russian poets (Maikov. “Sleep, my child, fall asleep...”; L. Mei. “Bayu-bayushki-baiu...”; V. Bryusov. “Sleep, my boy...”; M. Lermontov. “Sleep, my beautiful baby...” and others).

4th week. Puzzles. “Should I tell you a riddle?” (Accuracy, expressiveness of riddles, theme.)

5th week. Proverbs and sayings. “The old proverb never goes unnoticed.” Conciseness, accuracy, imagery of proverbs and sayings, their themes, reflection of people's experience. IN AND. Dahl and his book “Proverbs of the Russian People”.

6th week. Folk tales. “What a delight these tales are...” Folk storytellers. Fairy tales. Social and everyday tales. Boring tales.

Week 7 Fairy tale characters (Baba Yaga, giant, wolf, grief, Firebird, Serpent Gorynych, Ivan the hero, -fool, -prince, Koschey the Immortal and others).

Week 8. The influence of the Russian fairy tale on the work of Russian authors (Zhukovsky, Pushkin, Lermontov, Ershov, Gorky, Platonov and others).

Week 9 Folklore theatre. Folk drama. Rayok. Showcase. Themes and characters of the folk farce. Petrushka Theater. Nativity scenes. Bear fun (“Petrushka”, “Petrushka in St. Petersburg”, “The Lady and the Doctor”, “Tsar Herod”, Nizhny Novgorod fair districts and others).

Week 10 The fair is a folk festival. (Folklore holiday.)

Week 11 Epics. “Rus' is heroic.” Origins, storytellers and collectors. The artistic world of epics. Senior heroes. Volkh Vseslavovich. Svyatogor.

Week 12."Three heroes". The main characters of the Russian epic are Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich.

Week 13. Social and everyday epics: “Nightingale Budimirovich”, “Ivan the Gostiny Son”, “Stavr Godinovich”.

Week 14. Epics in painting (Vasnetsov, N. Vorobyov, I. Shchukin, K. Vasiliev and others).

Week 15. Superstitious stories. (Treasures and treasure hunters. Werewolves and spellbound ones. Witches and witches. Mermen and mermaids. Household spirits.)

Week 16 Traditions and legends. Heroes of traditions and legends (Ivan the Terrible, Ermak, Kudeyar, Peter I, Suvorov, Kutuzov). “Ivan the Terrible in Novgorod”, “Ermak near Kazan”, “Treasures of Kudeyar and the Robbers”, “Peter I is at war with the Swedish king”, “Tsar-Worker” and others.

Week 17 The influence of folklore on the work of P. Bazhov. The fairy tale basis of the “Malachite Box”. Glorification of the Master. Mistress of Copper Mountain.

Week 18. Folklore holiday "Epiphany Evening". (Girls' get-togethers.)

Week 19. Song creativity of the Russian people. Artel labor songs and choruses. Calendar songs. Comic and dance songs.

Week 20 Rebellious, bandit and prison songs and laments about recruits and soldiers.

Week 21. Historical songs (“Fist fight of brothers - Kalashnichkov with Kostryuk”, “Avdotya Ryazanochka”, “The anger of Ivan the Terrible on his son”, “The Duma of Stepan Razin”, “Campaign of Stepan Razin to Yaik”, “Under the glorious city near Poltava”, “Ravaged” path-path").

Week 22. Lyrical love and family songs (“Not in the far, far away”, “On the pavement street”, “How I’ll go when I’m young”, “A pretty girl was walking in the kindergarten”, “Ah, if only there weren’t frosts on the flowers”).

Week 23. Lyrics of a Russian wedding. (Wedding songs, magnification and lamentations, imagery of lyrical wedding songs. Wedding addresses.)

Week 24. Ditties, clumsiness, fables, suffering. Theme, modernity, the language of ditties.

Week 25. Folklore festival “Hello, Maslenitsa!”

Week 26. Cruel romance (origin, plot, artistic originality, romance of cruel romance, cruel romance in Soviet times).

Week 27. Folk lyrical songs of literary origin (F. Merzlyakov. “Among the Flat Valley”; K.F. Ryleev. “The Storm Roared”; F. Glinka. “Here the Daring Troika is Rushing” and others).

Week 28. Folk conspiracies.

Week 29. The influence of oral folk art on poetry of the 19th century (first half). A.S. Pushkin, M.Yu. Lermontov, A.A. Delvig, A.V. Koltsov, A.K. Tolstoy.

30th week. Traditions of oral folk art in Nekrasov’s poetry.

31st week. Traditions of oral folk art in the prose of Russian writers (A.K. Tolstoy. “Meeting after Three Hundred Years”; A.A. Bestuzhev-Marlinsky. “Terrible Fortune-Telling”; A. Pogorelsky. “Lafertov’s Poppy Tree”; M. Zagoskin. “Evening”) on Khoper").

32nd week. Traditions and innovation in the depiction of folklore characters in the works of Gogol and Bulgakov (“Evenings on a farm near Dikanka”, “The Master and Margarita”).

Week 33. Anecdotes (origin, theme, characters, topicality of anecdotes).

34th week.“A step to wisdom” (final lesson).