A sense of humor is one of the valuable human qualities. II

Fazil Iskander. "The Thirteenth Labor of Hercules"

I. Fazil Iskander and his children's stories

The topic of our lesson “Children’s images in the story “The Thirteenth Labor of Hercules”, and you will see that the main means of creating them is humor.
Reading the story “The Thirteenth Labor of Hercules” aloud takes about forty minutes.
Fazil Iskander was born in 1929 in Sukhumi. In Soviet times, the city of Sukhumi was the capital of Abkhazia, which was part of Georgia and, accordingly, part of the USSR. The future writer spent his childhood in a mountain village near Sukhumi.

- How old was Iskander when the Great Patriotic War began?
Fazil Iskander graduated from Sukhumi school with a gold medal and came to study in Moscow. He studied at the M. Gorky Literary Institute, and then worked as a journalist in Bryansk and Kursk. In 1956, Iskander returned to his hometown and continued writing stories. He created many works about children and for children. These are stories about the boy Chick: “Chick’s Day,” “Chick’s Night and Day,” “Retribution,” “Tea Party and Love of the Sea,” “Chick on the Hunt,” “Chick’s Feat,” “Chick’s Defense.” We advise children to read them - preferably after familiarizing themselves with the story given in the textbook.

II. "The Thirteenth Labor of Hercules"

Analysis of literary text.

– Before us is the story of F. Iskander “The Thirteenth Labor of Hercules”

1. Conversation with students:

Where do the events of the story take place?(School for boys.)

When does the story take place?

(During the Great Patriotic War.")

What details determined this?(The boy’s name is Adolf, he calls himself Alik, his diseases are typhus, malaria...)

What can you say about the heroes of the work?

(They are 5th grade students.)

Task 1. Work in rows.

First row draw up a quotation plan and draw a conclusion based on the image of Shurik Avdeenko.

Second row will do the same work in the image of Sakharov.

Third row in the image of Adolf Komarov.

This story is understandable to children; the reading technique of sixth-graders is already quite high, so the story can be read aloud by students. Reading the story takes about forty minutes. The teacher will have the opportunity to see how successfully students navigate an unfamiliar text, choosing the appropriate intonation.
Let's read the title of the story. Let's remember the material we studied at the beginning of the year.
- Who is Hercules? How many feats did he perform? What feats are these?
- If, without reading the story, you try to imagine its content by its title, what will you draw in your imagination?
Let us additionally explain that before the war, schools were male and female, that is, boys studied separately from girls.
Homework
Make a quotation plan for a story about one of the characters (according to options):
1) Excellent student Sakharov.
2) Shurik Avdeenko.
3) Alik Komarov.

Lesson 89

Characteristics of the hero of the work. The teacher's influence on the formation of children's character. A sense of humor as one of the valuable human qualities

I. Characteristics of the hero of the work
Checking homework
Using quotation plans drawn up at home, we will invite two students to talk about the comrades of the main character of F. Iskander’s story “The Thirteenth Labor of Hercules.” The third student will write the plan on the board.
The author talks about several of the main character's classmates. These are Sakharov, Shurik Avdeenko and Alik Komarov.
Sakharov - excellent student. Even while laughing, he tries not to stop being an excellent student. The narrator says about him this way:
“Correct,” he nods his head at me with such disgusting confidence on his smart, conscientious face that I immediately hated him for his well-being.”
Shurik Avdeenko studies poorly. When the teacher laughs at him, calling him a “black swan,” Avdeenko “sits, furiously bending over his notebook, showing the powerful efforts of mind and will thrown into solving the problem.” He has a sullen, tanned face and is long and gangly. Shurik is not even happy when he finally gets the injection. The narrator calls him "the darkest man of our class."
Most afraid of injections Alik Komarov. Alik's name is actually Adolf, but the war began, the boy began to be teased, and he wrote “Alik” on a notebook. He is a "quiet and modest student." The narrator says about him: “He sat over his open notebook, neat, thin and quiet, and because his hands were lying on a blotter, he seemed even quieter. He had this stupid habit of keeping his hands on the blotter, which I couldn’t wean him off.” While Alik is receiving the injection, freckles appear on his face. He is red-haired, and the narrator thinks that the boy would probably have been teased as a red-head if there had not been a real red-haired person in the class.
Each character in this story is remembered for a long time, because the authorhighlights the main, main features of the hero’s appearance and character , and puts emphasis on them, emphasizing them several timesAvdeenko's gloominess , Sakharov's well-being AndAlik's modesty and invisibility.
- How do you imagineMain character?
The main character of the story isThis is the narrator himself, so there is no portrait of him in the text. Students can imagine his appearance themselves and talk about the hero’s character traits and hobbies.

Showing powerful efforts of mind and will;

He stood at the board with a furious and gloomy face;

The long, gangly, darkest person in the class.

Black Swan (comparison)

Intelligent, conscientious person;

While laughing, he did not stop being an excellent student; (irony)

– Neat, thin and quiet;

The habit of keeping your hands on the blotter;

He was considered a capable C student;

Hair blonde;

Freckles.

He was rarely scolded, but even less often praised.

Adolf became Alik.

Conclusion: Each hero of the story is remembered for a long time, because the author highlights the main, main features of the hero’s appearance and character, and puts emphasis on them, emphasizing severalonce Avdeenko's gloominess , Sakharov’s well-being and Alik’s modesty and invisibility.
II. The teacher's influence on the formation of children's character. A sense of humor as one of the valuable human qualities

To make us laugh, the writer uses specialtechniques, which are calledartistic means:

One of these means in the story “The Thirteenth Labor of Hercules” is"irony".

We will find information about the meaning of this word“In the dictionary of literary terms” p.254 .

Physical education minute:

We've done a good job, now let's rest a little and laugh together.

After all, laughter is the best medicine.

1. I wanted to throw off the director’s hat, everyone was pretty tired of her. He always wore the same hat, both winter and summer, as evergreen as a magnolia.

2. The Prince of Wales is a late student. There was no way the prince could appear in our class. He has nothing to do here, because the princes mainly engage in deer hunting. And if he gets tired of hunting for his deer, and he wants to visit some school, then he will definitely be taken to the first school, which is near the Power Plant. Because she is exemplary.

Did you recognize these lines?

Let's return to our text.

Guys, on whose behalf is the story being told?(First person)

First person narration creates verisimilitude because it is about oneselfthe person tells it himself.

1. Why did you get intofunny situation hero of the story? (Didn't complete homework)

– To whichthe hero had to resort to tricks to avoid being ridiculed ? ( The doctor and the nurse are stalling for time)

– Was the hero able to escape punishment?(No.)

Let's try to verify this by referring to the text:

Let's read the episode role-by-role on page 189.
2. The class is waiting for retribution, let's trace the state of the hero:

A small trap slammed shut.

My heart slammed into my back.

Execution

From horror and disgust.

The bell is a funeral bell.

Which trope helps to more clearly describe the hero’s state?

This trope -metaphor.

Again we turn to our assistant dictionary.

Looked at me and waited

Waited for me to fail

He wanted me to fail as slowly and interestingly as possible.

Holding back giggles

Laughed

Laughed

Pay attention to the underlined words.

What did you notice? Each time the laughter becomes stronger.

Conclusion: The laughter increases, and the main character's condition worsens. His conscience is tormenting him.

– What lesson did the hero learn?

You will answer this question after listening to the recording.

For a conversation, the teacher can use questions 3 and 4 of the textbook (pp. 184-185, part 2)

- What feeling did the image of Kharlampy Diogenovich leave you with? Is it by chance that the author gives him such a middle name?

The image of Kharlampy Diogenovich evokes mixed feelings.On the one side It's unpleasant when a teacher makes fun of students.

On the other side , it is important that there is discipline in the lesson.Wit, when it does not offend another person, commands respect.
The author gives the teacher a middle name“Diogenovich” to emphasize that the teacher, like the Greek philosopher Diogenes, approached life calmly and philosophically.
- Why does the hero speak with gratitude about the teacher?
The hero speaks with gratitude about the teacher, because with his help he learned to treat himself and people critically, with irony and humor.
- How do you understand the words:“With laughter, of course, he tempered our crafty children’s souls and taught us to treat ourselves with a sufficient sense of humor”?
The author says thatKharlampy Diogenovich taught students to see their own shortcomings and mistakes, but not to run away or hide from them, but to courageously work on themselves.
- What's happenedhumor ?
If students find it difficult to answer this question on their own, we will tell them that they can contact“A brief dictionary of literary terms” (p. 314, part 2 of the textbook).
- Can I call Iskander’s storyhumorous?
- What causeslaughter readers?
Students will notecomical episode , surprise as a technique for creating a humorous situation,hyperbole , for example, when describing Alik Komarov’s fear of an injection.
Iskander's story is written from the perspective of a boy who sees the world as if through the prism of a naive child's consciousness.

This is expressed especially clearly in the following phrases: “The class is laughing. And although we do not know who the Prince of Wales is, we understand that he cannot possibly appear in our class. He simply has nothing to do here, because princes are mainly engaged in deer hunting”; “Look what you wanted!” I thought about this young man, realizing that no one is allowed to correct Greek mythology. Some other mythology that is lying around, perhaps, can be corrected, but not Greek, because everything has been corrected there a long time ago and there cannot be any mistakes.”

This does not need to be explained to students, but it would be good for young readers to note thatthat laughter is caused not only by the comicality of the situation, but also by unexpected, unusual expressions, figures of speech , with the help of which the author wants to convey the train of thought of his hero.
You can invite students to answer question 7 of the textbook (p. 185, part 2):
- Findhumorous episodes and think howthe writer manages to evoke laughter.
Episodes that describe,

how the principal wanted to move the stadium because it was making students nervous;

how Kharlampy Diogenovich met a late student;

as Avdeenko called a “black swan” .

There is a lot in the storyfunny expressions, For example: "...in fact, he was most afraid of our head teacher. It was a demonic woman...”; “He simply has nothing to do here, because princes mainly engage in deer hunting”; “It seemed that the executioner’s preparations went faster”; “He did not immediately take the dagger, but first thrust it into the straw that covered the Hut of the Pre-Revolutionary Poor Man.”

The writer manages to make you laughunexpected plot twists and unexpected, unusual phrases applied to ordinary people or phenomena.

( I thought that if we hadn’t torn the class sign off our door the other day, maybe the doctor wouldn’t have come in and nothing would have happened. I vaguely began to guess about the connection that exists between things and events.

The ringing, like a funeral bell, cut through the laughter of the class.

Since then, I began to take my homework more seriously and never went to the football players with unsolved problems. To each his own. I got what I deserved.)

Student answers.

( The hero has stopped cheating and is doing his homework.)

– ImportantThe teacher played a role in the moral development of children mathematicians Kharlampiy Diogenovich.

Let's characterize the image of a teacher in a few words.

Write down an associative series. (mathematician, executioner, wise, Greek, Pythagoras)

– pay attention toName teachers.

– Why a herowith thanks talking about the teacher?

(The hero speaks with gratitude about the teacher, because With its help, I learned to treat myself and people critically, with irony and humor ).

– Whichthe author puts meaning into the title of his story ?

Hercules performed twelve labors, but there was no thirteenth.The title tells us that the hero committed an act that cannot be called a feat . (Find quotes from the text)

1. Reflection.

At the beginning of the lesson it was giventask to formulate epigraph.

Whichwords or quotes you can offer?(With laughter, of course, he tempered our crafty children’s souls and taught us to treat ourselves with a sufficient sense of humor.)

– Whichmoral lessons you learned for yourself during our dialogue?( Approach life with humor. After all, humor makes many complex things easier to look at. Humor brings joy and distracts us from problems)

Self-esteem.

Homework.

– To learn more about the work of F. Iskander, read the story “Grandfather”. It also touches on the problems of the moral development of a teenager.

III. Independent work
When finishing work on a story, you can offer students a little independent work - answer (at the student’s choice) one of two questions:
- What is the main idea of ​​this story?
- What meaning did the author put into the title of his story?

Try to formulate your answers in one or two sentences.
The main idea of ​​this work is that laughter allows a person to see his hidden character traits from the outside, admit his own mistakes and not make them again.
Hercules performed twelve labors, but there was no thirteenth labor. The title of the story tells us that the hero committed an act that is not a feat.

Homework
The teacher can offer students a choice of task I or II under the heading “For independent work” (p. 185, part 2 of the textbook). When choosing a task, the teacher will take into account the state of the sixth graders, who not so long ago wrote an essay based on the story of V. G. Rasputin, and will give the task to write an essay only if necessary

(for an example of an essay, see the Appendix).

Transitivity/intransitivity of the verb

Transitivity -the ability of a verb to control a noun with the meaning of an object in a v. p. without a preposition( read books ).
When deniedthe shape of the V. p. changes toR. p. (don't read books ); Transitive verbs also include verbs that attachR.p., combining the meaning of object and quantity (drink water )..

TOintransitive other verbs include (lie , as well as verbs likewant : in designI want ice cream infinitive missing:I want to eat ice cream .

A grammatical feature of transitive verbs is the presence of passive voice forms -The book is being read by me , the book I'm reading .

Refundability/non-refundability

Refundable are called verbs with a word-forming suffix -Xia : learn, laugh . Most of them are formed from verbs without-xia ( prepare ® prepare ), but there are also reflexive verbs that do not have this correspondence (fear, be proud, be lazy, hope, like, laugh, doubt and etc.).

The Thirteenth Labor of Hercules

Thinking about what we read

1. How do you imagine the narrator?

2. Tell us about his comrades. Why is each of them interesting?

3. What feeling did teacher Kharlampy Diogenovich leave you with? Is it by chance that the author gives him such a middle name? Why does the hero speak about him with gratitude?

4. How do you understand the words “With laughter, of course, he tempered our crafty children’s souls and taught us to treat ourselves with a sufficient sense of humor”? Do you know how to treat yourself and your own actions with a sense of humor?

5. What do you think is the main idea of ​​this work? Try to formulate your thought in one or two sentences.

7. Find humorous episodes and think about how the writer manages to evoke laughter.

Creative task

1. Write an essay about how you imagine the narrator to be, according to the proposed plan:

a) Who is the narrator?
b) How does he treat his classmates?
c) Why did Kharlampy Diogenovich compare him with Hercules?
d) How does the hero himself evaluate his actions?
e) What is the author’s attitude towards it?

2. Remember a funny incident from your life. Talk about it in a way that makes your listeners laugh. Write down the most interesting stories and place them in a classroom wall newspaper or handwritten journal.

For a conversation, the teacher can use questions 3 and 4 of the textbook (pp. 184-185, part 2).

What feeling did the image of Kharlampy Diogenovich leave you with? Is it by chance that the author gives him such a middle name?

The image of Kharlampy Diogenovich evokes mixed feelings. On the one hand, it is unpleasant when a teacher makes fun of students. On the other hand, it is important that there is discipline in the lesson. Wit, when it does not offend another person, commands respect.

Why does the hero speak with gratitude about the teacher?

The hero speaks with gratitude about the teacher, because with his help he learned to treat himself and people critically, with irony and humor.

How do you understand the words: “With laughter, of course, he tempered our crafty children’s souls and taught us to treat ourselves with a sufficient sense of humor”?

What's happened humor?

If students find it difficult to answer this question on their own, we will tell them that they can turn to the “Concise Dictionary of Literary Terms” (p. 314, part 2 of the textbook).

Can Iskander's story be called humorous?

What makes readers laugh?

Students will note the comic nature of the episode, surprise as a technique for creating a humorous situation, hyperbole, for example, when describing Alik Komarov’s fear of an injection.

Iskander's story is written from the perspective of a boy who sees the world as if through the prism of a naive child's consciousness. This is expressed especially clearly in the following phrases: “The class is laughing. And although we do not know who the Prince of Wales is, we understand that he cannot possibly appear in our class. He simply has nothing to do here, because princes are mainly engaged in deer hunting”; “Look what you wanted!” I thought about this young man, realizing that no one is allowed to correct Greek mythology. Some other mythology that is lying around, perhaps, can be corrected, but not Greek, because everything has been corrected there a long time ago and there cannot be any mistakes.”

Students do not need to explain this, but it will be good if young readers note that laughter is caused not only by the comicality of the situation, but also by unexpected, unusual expressions, turns of speech, with the help of which the author wants to convey the train of thought of his hero.

You can invite students to answer question 7 of the textbook (p. 185, part 2):

Look for humorous episodes and think about how the writer manages to make you laugh.

The episodes that describe how the principal wanted to move the stadium because it made the students nervous could be called humorous; how Kharlampy Diogenovich met a late student; as Avdeenko called a “black swan”. There are many funny expressions in the story, for example: “... in fact, he was most afraid of our head teacher. It was a demonic woman...”; “He simply has nothing to do here, because princes mainly engage in deer hunting”; “It seemed that the executioner’s preparations went faster”; “He did not immediately take the dagger, but first thrust it into the straw that covered the Hut of the Pre-Revolutionary Poor Man.”

The writer manages to evoke laughter with unexpected plot twists and unexpected, unusual phrases applied to ordinary people or phenomena.

III. Independent work

When finishing work on a story, you can offer students a little independent work - answer (at the student’s choice) one of two questions:

What is the main idea of ​​this story?

Try to formulate your answers in one or two sentences.

The main idea of ​​this work is that laughter allows a person to see his hidden character traits from the outside, admit his own mistakes and not make them again.

Hercules performed twelve labors, but there was no thirteenth labor. The title of the story tells us that the hero committed an act that is not a feat.

Homework

The teacher can offer students a choice of task I or II under the heading “For independent work” (p. 185, part 2 of the textbook). When choosing a task, the teacher will take into account the state of the sixth graders, who recently wrote an essay based on the story of V. G. Rasputin, and will give the task to write an essay only if necessary (for an example of an essay, see the Appendix).

1. How do you imagine the narrator?

I imagine the narrator as a lively, mischievous fifth grader who loves football. This fifth grader lives in Georgia.

2. Tell us about his comrades. Why is each of them interesting?

The author talks about several of the main character's classmates. These are Sakharov, Shurik Avdeenko and Alik Komarov.
Sakharov is an excellent student. Even while laughing, he tries not to stop being an excellent student. The narrator speaks about him like this: “Correct,” he nods his head at me with such disgusting confidence on his smart, conscientious face that I immediately hated him for his well-being.”
Shurik Avdeenko is a poor student. When the teacher laughs at him, calling him a “black swan,” Avdeenko “sits, furiously bending over his notebook, showing the powerful efforts of mind and will thrown into solving the problem.” He has a sullen, tanned face and is long and gangly. Shurik is not even happy when he finally gets the injection. The narrator calls him "the darkest man of our class."
Alik Komarov is most afraid of injections. Alik's name is actually Adolf, but the war began, the boy began to be teased, and he wrote “Alik” on a notebook. He is a "quiet and modest student." The narrator says about him: “He sat over his open notebook, neat, thin and quiet, and because his hands were lying on a blotter, he seemed even quieter. He had this stupid habit of keeping his hands on the blotter, which I couldn’t wean him off.” While Alik is receiving the injection, freckles appear on his face. He is red-haired, and the narrator thinks that the boy would probably have been teased as a red-head if there had not been a real red-haired person in the class.
Each hero of this story is remembered for a long time, because the author highlights the main, basic features of the hero’s appearance and character, and places emphasis on them, emphasizing several times Avdeenko’s gloominess, Sakharov’s well-being and Alik’s modesty and invisibility.

3. What feeling did teacher Kharlampy Diogenovich leave you with? Is it by chance that the author gives him such a middle name? Why does the hero speak about him with gratitude?

The image of Kharlampy Diogenovich caused mixed feelings. On the one hand, it is unpleasant when a teacher makes fun of students. On the other hand, it is important that there is discipline in the lesson. Wit, when it does not offend another person, commands respect.
The author gives the teacher the middle name “Diogenovich” to emphasize. that the teacher, like the Greek philosopher Diogenes, approached life calmly and philosophically. The hero speaks with gratitude about the teacher, because with his help he learned to treat himself and people with irony and humor.

4. How do you understand the words “With laughter, of course, he tempered our crafty children’s souls and taught us to treat ourselves with a sufficient sense of humor”?

5. What do you think is the main idea of ​​this work? Try in one or two sentences
formulate your thought.

The main idea of ​​this work is that laughter allows a person to see his hidden character traits from the outside, admit his own mistakes and not make them again.

Hercules performed twelve labors. There was no thirteenth labor. The title of the story tells us that the hero committed an act that is in no way a feat.

7. Find humorous episodes and think about how the writer manages to evoke laughter.

The episodes that describe how the principal wanted to move the stadium because it made the students nervous could be called humorous; how Kharlampy Diogenovich greeted a late student; as Avdeenko called it a “black swan”. There are many funny expressions in the story, for example: “... in fact, he was most afraid of our head teacher. It was a demonic woman...”; “He simply has nothing to do here, because princes mainly engage in deer hunting”; “It seemed that the executioner’s preparations went faster”; “He did not immediately take the dagger, but first thrust it into the straw that covered the Hut of the Pre-Revolutionary Poor Man.”
The writer manages to evoke laughter with unexpected plot twists and unexpected, unusual phrases applied to ordinary people or phenomena.