Poetic devices that come from myths. What personality traits of the visitor are revealed in the above fragment? Which works of Russian literature depict characters who are hypocrites in order to achieve their goals? (Unified State Examination in Literature)
Most of A. K. Tolstoy’s epic is a monologue by Ilya Muromets. Why do the stanzas that make up Ilya’s monologue contain mostly exclamatory sentences? What does the poet achieve by this? Read the monologue of Ilya Muromets and find oppositions (antitheses) in it. How they stress life position hero?
The monologue is a detailed statement on behalf of Ilya Muromets. His speech is enclosed in quotation marks and preceded by the words of the author. Exclamatory sentences convey the emotional state of the hero, who is offended because Prince Vladimir forgot one of his best heroes, did not invite him to the feast, and forgot about his past merits. Ilya's speech is built on numerous figurative antitheses: the wealth and luxury of the princely court - Ilya's unpretentiousness in life; young heroes - old Ilya; service with the prince is the freedom that the hero strives for; stuffy life in Kiev - open spaces of nature.
Ilya is accustomed to freedom and space and does not regret leaving the service of the prince - this is the hero’s life position.
Re-read the stanzas framing the hero’s monologue. How does the author characterize the mood and experiences of the hero in them?
At first the hero is angry, angry, but, on reflection, comes to the conclusion that will and freedom are more valuable, and, his face brightening, he inhales with pleasure the smells of nature, the air of freedom, wild will and continues on his way.
Turgenev noted that “Tolstoy’s humane nature shines through and breathes in everything he wrote.” Turning to the ancient past, the poet sought in it the ideal of a harmonious personality. What qualities of Ilya Muromets did the poet sing in his poem?
The poet glorifies in the epic hero wisdom, inner restraint, combined with heroic power and strength.
Tolstoy combined thoughts about the “beauty of our history” with thoughts about the “beauty of our language,” widely relying on the folk poetic style in his epics and ballads. What elements of the epic style did the poet use in the poem “Ilya Muromets”?
The poem uses melodious epic verse, measured speech, appeals characteristic of epics, and constant epithets (heroic horse).
In the Russian epic “The Quarrel of Ilya Muromets with Prince Vladimir,” Ilya, “angry” and “irritated” by the fact that the capital Prince Vladimir forgot to call him as the “best hero” “to an honorable feast,” began to shoot from a bow at the “gilded poppies,” who “fell to the damp earth.” By basing his poem on the epic conflict between the Russian hero and Prince Vladimir, Tolstoy softened it in many ways. How does Ilya Muromets appear in this conflict?
Ilya in A.K. Tolstoy’s poem appears wiser and more restrained, he does not give vent to anger, does not splash out destructive force, but comes to the conclusion that, having lost his service, he gains much more - freedom.
Comparing folk epics about Ilya Muromets and Tolstoy’s poem, you can trace the fate of the hero in its development. Try to create such a life story.
Ilya Muromets lay on the stove until he was 33 years old, and heroic strength awakened in him only due to the need to stand up for Mother Earth. Kaliki passersby hand Ilya the sword of the Russian hero Svyatogor. Since then, Ilya Muromets has defended Russia, selflessly served his homeland and people. He won victories over the Nightingale the Robber, the filthy Idol, Kalin the Tsar along with his countless army and accomplished many more glorious feats.
8. The presented fragment of N.V. Gogol’s poem “Dead Souls” reveals some of Chichikov’s personality traits. So, for example, you can notice that Pavel Ivanovich is an “opportunist” by nature. He immediately becomes “one of the people” in any society, because on an intuitive level he knows what words need to be said and what actions need to be performed in order to achieve the desired result (“He said something very flattering to the police chief about the city guards, and in a conversation with the vice-president, the governor and the chairman of the chamber... he even said “your excellency” twice by mistake... The consequence of this was that the governor extended him an invitation to come to him..."). In society, Chichikov does not manifest himself as a colorful personality; in public, he is a kind of “substance” that changes its form depending on the desires of others. So, according to the author, Pavel Ivanovich is “not handsome, but not bad-looking, neither too thick, nor too thin,” he is something in between, what his interlocutor prefers more at a given period of time.
In conversations he says “in some way commonplaces, with noticeable modesty.” But Chichikov resorts to this style of communication not only because of the desire to establish himself as a restrained and tactful person, but also because of the fear of not guessing the position of the interlocutor. Indeed, in this case, Pavel Ivanovich would have to enter into debates with him, and this could have a bad effect on his reputation. Also an important aspect of revealing the character traits of the hero is his portrait. Thus, Gogol draws the reader’s attention to the neatness of the protagonist, emphasizing his passion for a fashionable, good suit and external cleanliness (“... he ordered him to wash himself and rubbed both cheeks with soap for an extremely long time... then he found himself in a lingonberry-colored tailcoat with a sparkle.
"). Showing Chichikov’s neatness and his inner “uncleanliness,” the writer contrasts inner world external character. This contrast allows the reader to see everything negative traits, which only exist in this character, and understand that he is just a dishonest businessman obsessed with his idea.
9. Chichikov in Gogol’s poem “Dead Souls” appears to the reader as a hypocritical person who, for his own benefit, is ready to please high-ranking officials in everything. But the hero of Nikolai Vasilyevich’s work is not the only example of duplicity in Russian literature. Thus, in Griboyedov’s comedy “Woe from Wit” Molchalin, following his father’s behest (“- My father bequeathed to me: / First, to please all people without exception; / The owner, where I happen to live, / The boss, with whom I will serve, / The servant him, who cleans dresses, / The doorman, the janitor, to avoid evil...”), is cunning and hypocritical in order to gain Famusov’s favor. Also, for Chichikov, his father’s instruction is the work of his whole life (“Look... please teachers and bosses most of all... Don’t treat or treat anyone, but behave better so that you are treated, and most of all, take care and save a penny: this thing more reliable than anything else..."). Like Molchalin, Chichikov is ready to please those people who are not pleasant to him and even disgusting, but on whom his well-being depends. It is impossible not to mention Khlestakov from Gogol’s comedy “The Inspector General”. The lies and hypocrisy of this character reach the point of absurdity (“With Pushkin on friendly foot...”, “However, there are many of my works: “The Marriage of Figaro”, “Robert the Devil”, “Norma” ...). From the very beginning, he misleads all the residents of the city and appears to be a completely different person for his own good. Like Chichikov, Khlestakov has a great weakness for money, he takes large amounts and takes bribes from officials, knowing that he will have time to leave before the whole truth is revealed.
Updated: 2018-03-21
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Useful material on the topic
- Most of the epic by A.K. Tolstoy is a monologue by Ilya Muromets. Why do the stanzas that make up Ilya’s monologue contain mainly exclamatory sentences? What does the poet achieve by this? Read the monologue of Ilya Muromets and find oppositions (antitheses) in it. How do they emphasize the hero’s life position?
- Re-read the stanzas framing the hero’s monologue. How does the author characterize the mood and experiences of the hero in them?
- Turgenev noted that “Tolstogo’s humane nature shines through and breathes in everything he wrote.” Turning to the ancient past, the poet sought in it the ideal of a harmonious personality. What qualities of Ilya Muromets did the poet sing in his poem?
- Tolstoy combined thoughts about the “beauty of our history” with thoughts about the “beauty of our language,” widely relying on the folk poetic style in his epics and ballads. What elements of the bylin style did the poet use in the poem “Ilya Muromets”?
- In the Russian epic “The Quarrel of Ilya Muromets with Prince Vladimir,” Ilya, “angry” and “irritated” by the fact that the capital prince Vladimir forgot to call him as the “best hero” “to an honorable feast,” began to shoot from a bow at “his mother.” gilded forgings,” which “fell to the damp ground.” By basing his poem on the epic conflict between the Russian hero and Prince Vladimir, Tolstoy softened it in many ways. How does Ilya Muromets appear in this conflict?
- By comparing folk epics about Ilya Muromets and Tolstoy’s poem, one can trace the fate of the hero in its development. Try to create such a biography.
The monologue is a detailed statement on behalf of Ilya Muromets. His speech is enclosed in quotation marks and preceded by the words of the author. Exclamatory sentences convey the emotional state of the hero, who is offended because Prince Vladimir forgot one of his best heroes, did not invite him to the feast, and forgot about his past services. Ilya’s speech is built on numerous figurative antitheses: the wealth and luxury of the princely court - Ilya’s unpretentiousness in life; young rich people - old Ilya; service with the prince is the freedom that the hero strives for; The soulful life in Kyiv is the expanses of nature.
Ilya is accustomed to freedom and space and does not regret leaving the service of the prince - this is the hero’s life position.
At first the hero is angry, angry, but, on reflection, comes to the conclusion that will and freedom are more valuable, and, his face brightening, he inhales with pleasure the smells of nature, the air of freedom, wild will, and continues on his way.
The poet glorifies in the epic hero wisdom, inner restraint, combined with heroic power and strength.
The poem uses melodious epic verse, measured speech, appeals characteristic of epics, and constant epithets (heroic horse).
Ilya in A.K. Tolstoy’s poem appears wiser and more restrained, he does not give vent to anger, does not splash out destructive force, but comes to the conclusion that, having lost his service, he gains much more - freedom. Material from the site
Ilya Muromets lay on the stove until he was 33 years old, and heroic strength awakened in him only in connection with the need to stand up for Mother Earth. Kaliki passersby hand Ilya the sword of the Russian hero Svyatogor. Since then, Ilya Muromets has defended Rus', selflessly served his homeland and people. He won victories over the Nightingale the Robber, the filthy Idol, Kalin the Tsar along with his countless army and accomplished many more glorious feats.
Goals:
1. Introduce the epic “Ilya Muromets and the Nightingale the Robber”, its features (melody, repetitions, stable epithets); identify character traits epic hero Ilya Muromets, artistic idea epics, features of the poetics of epics.
2. Develop thinking, imagination, memory, observation, ability to compare and analyze; to develop the skills of expressive reading, communication skills, lexical work, independent research work with text, work with terms.
3. Raise attentive, thoughtful readers, book lovers. Bring up moral qualities personality, patriotism.
During the classes:
I. Organizational stage
II. Update
Conversation.
What is called an epic? What did people call their songs?
How does an epic differ from a fairy tale?
What types of epics do you know? Describe them.
Remember what you know about space and time in the epic.
What new did you learn about the epic world? What features does he have?
What does the term “epic time of epics” mean?
In what ways is the individualization of images of heroes created?
Tell us about the heroes of the younger epic group.
III. Formation of new knowledge and ways of acting
1. Teacher's lecture. Work with text.
“Ilya Muromets and the Nightingale the Robber” is one of the most widespread epics, recorded in large number options. In the cycle about Ilya Muromets, he occupies central place. The special significance of the content of the epic is determined by the fact that it glorifies one of the main military exploits hero and describes his entry into the Kyiv heroic ranks, and also reveals the main heroic qualities of Ilya Muromets. Student's message about Ilya Muromets.
(Ilya Muromets.
A number of younger heroes begin with their main representative, the protector of the Russian land, the “old Cossack” Ilya Muromets. Compared to other heroes, a huge amount of literature is devoted to him, but despite this, the question about him also remains far from clear.
Ilya Muromets (full epic name- Ilya Muromets son of Ivan) - one of the main characters of Old Russian epic epic, a hero who embodies the people's ideal of a hero-warrior, people's defender.
Ilya Muromets appears in the Kiev cycle of epics: “Ilya Muromets and the Nightingale the Robber”, “Ilya Muromets and the Poganous Idol”, “The Quarrel of Ilya Muromets with Prince Vladimir”, “The Battle of Ilya Muromets with Zhidovin”. Most historians believe that the birthplace of Ilya Muromets is the village of Karacharovo near Murom (Most epics about Ilya Muromets begin with the words: “Is it from the same city of Muromlya, From that nun village and Karachaev ...".
Ilya is distinguished by enormous strength, which other younger heroes do not possess, but this strength is not quantitative, but qualitative, and physical strength is accompanied by moral strength: calmness, fortitude, simplicity, silverlessness, fatherly care, restraint, complacency, modesty, independence of character. With time religious side began to gain the upper hand in his characterization, so that he finally became a saint.)
(Time reflected in the epic.
Between North-Eastern Russia and the Dnieper region there were impenetrable forests. The entire Suzdal region was called “zalesie” in Kyiv. Only in the middle of the 12th century was a road built through the forest wilds, called the path “through the Vyatichi”. Before this, we had to go around the forest region, heading to the upper reaches of the Volga, and from there to the Dnieper, and along it to Kyiv. However, even after the direct road was laid, many preferred the previous roundabout route. The direct road to the south was turbulent, it was robbed and killed, but it is this road through the dense and dangerous forest that Ilya Muromets chooses for his trip to Kyiv.
This episode gives the right to date the epic to the second half of the 12th - first decades of the 13th century, when a direct road to Kyiv already existed, although it remained dangerous.)
2. Expressive reading of epics
From the words “Yes, he went to the glorious city of Chernigov” to the words “I am not going to Chernigov as a commander.”
Why did Ilya Muromets refuse to be a governor in Chernigov?
(Ilya places his patriotic duty above all other concerns and strives to free the Russian land from all evil spirits).
3. Expressive reading of a fragment of the epic from the words “Show me the straight path” to the words “Ah, a roundabout path - a whole thousand.”
Why did the roundabout path “close up and wall up”?
(The road going through the Bryn forests makes you remember real forests on the Bryni River in the Kaluga Territory. The forest was dense and difficult to navigate. This is the real road “through Vyatichi”, which connected the northeastern lands with the south of Rus').
4. Expressive reading of the epic from the words “He unleashed a good horse and a heroic one” to the words “On the direct path to the capital Kiev-grad.”
(Nightingale the Robber.
The legend of the Nightingale was found in one of the handwritten collections of the 17th century.
In ancient times, where now stands Nizhny Novgorod, there lived a noble, strong Mordvin named Starling. He was a friend and comrade to another, equally noble, equally strong Mordvin - Nightingale, the same one who was related to Ilya Muromets.
It is likely that the Nightingale the Robber was a real man. Most likely, it was a prince who lived on an island in the territory of the present village of Zazimye, Brovary district, Kyiv region. The village is located 10-15 km from Kyiv, on the banks of the Desna. In ancient times, the road to Kyiv from Ostra along the Desna and land passed by the village. And actually from all of northern Rus'. It is possible that this prince took tribute from travelers. In its turn, to the prince of Kyiv He clearly wanted a monopoly, and he sent the army of Ilya Muromets to sort it out).
5. Conversation.
How is Prince Vladimir depicted in the epic? Find words in the text that describe the appearance of the prince.
(Prince Vladimir.
The epic prince Vladimir is passive and almost never leaves his palace. His characterization constantly includes an indication of his weakness as a ruler and moral instability. The epic prince has practically no real power - he can only count on heroes (that is, ideal power), in the absence of which he is simply helpless).
Find episodes in the text where injustice and Vladimir’s moral instability are manifested.
6. Expressive reading of the episode from the words “Here is Prince Vladimir and Stolnokievsky // He quickly went to the dining room with his gorenka...” to the words “He brought it to the Nightingale the Robber.”
How does Ilya behave in the princely chambers?
(Ilya Muromets is often called the “old Cossack”: in these words, which could have been attached to the hero no earlier than the end of the 16th century - early XVII century, the idea of Ilya Muromets as a free man, a Cossack ataman, possessing power independent of the princely, tsarist, or khan power was refracted in a unique way.
Ilya Muromets is the “chief” in the row Kyiv heroes- a peasant by origin. Calm native land for him it is above all, his courage knows no limits, but it is completely devoid of anything ostentatious or vain.
Most feats (victory over the Nightingale the Robber, the Idol, reprisal against the robbers, the sorceress, etc.) he performs according to own initiative. He heads heroic outpost, guarding the approaches to Kyiv. Like other heroes, he carries out princely assignments from time to time. Ilya Muromets is the pillar of Kyiv's security. The enemies know that in his absence Kyiv is defenseless).
7. Expressive reading of the final passage of the epic.
What impression did the epic make on you?
What feelings did the heroes of the epic evoke in you?
Why did people sing about the exploits of Ilya Muromets?
IV. Application. Formation of skills and methods of activity.
1. Drawing up a plan for the epic
Rough plan
I. Departure of Ilya Muromets to Kyiv.
II. The battle of Chernigov with the “great strongwoman”.
1. Siege of the city of Chernigov by enemy force.
2. Victory over the enemy.
3. Refusal of the voivodeship and continuation of the dangerous path.
III. Meeting with Nightingale the Robber on a straight path.
1. The whistle and cry of the Nightingale the Robber.
2. Ilya Muromets defeats Nightingale.
IV. Arrival in Kyiv.
1. Ilya Muromets in the princely chambers.
2. Prince Vladimir accuses the hero of lying.
3. Answer from Ilya Muromets.
4. The nightingale scares the prince.
V. Reprisal against the robber.
2. Lexical work.
Which hero do the epithets refer to: portly, kind, glorious? How do they characterize him?
3. Vocabulary work.
Road - a flooring made of logs or brushwood for driving through a swamp.
Rawhide belts are durable belts made from untreated animal skin.
Druzhina - princely army in Ancient Rus'.
The road was blocked - littered with fallen trees.
The gnarled birch is tilted and crooked.
The princely chambers are large, rich rooms.
Tyn – fence.
Kaftan - men's outerwear.
To be full - food, food.
Belly - life, prosperity.
It’s enough for you to make your fathers and mothers cry—to make them shed tears and make them sad.
4. Research with text
What techniques of folk poetic speech are found in the epic “Ilya Muromets and the Nightingale the Robber”?
Copy examples of techniques (2-3) from the text of the epic.
Option 1 - hyperboles
Option 2 - parallelisms, comparisons
Option 3 - constant epithets, words with diminutive suffixes.
Place emphasis in the epic lines from the words “Is it from the city of Murom” to the words “Ay black-black, like a black crow.” Is it the same on every line? On which syllable in order from the beginning does the first stress fall and on which syllable from the end does the last stress fall?
(The stress usually falls on the third syllable from the beginning, and the last syllable on the third syllable from the end.)
V. Generalization.
What is the theme of the epic?
What is the idea of the epic?
How does the epic differ from other works of oral folk art?
VI. Homework
1. Answer questions No. 1 – 9 on page 64
2. Read the epic “Volga and Mikula” (cross. pp. 16 – 20)
VII. Reflection
Continue the sentence:
In class I learned......
It remains unclear.....
It was interesting…..
I would like to know….
Lesson 1
Myths
After reading an article about a myth, we invite children to highlight in each paragraph a sentence or fragment of a sentence that expresses main idea. For example: " Ancient man endowed all objects and phenomena of the world with a soul.”
“Ancient man sought help from the mighty forces of nature.”
“...people began to create legends - myths...”, etc.
The highlighted sentences can be written down, thus creating an outline for the article. I would like the teacher to show the students collections of myths of different peoples.
In the same lesson we read an article about the Sumerians (p. 5). The teacher can provide additional information about this people, taken from Samuel Kramer’s book “Sumerians. The first civilization on Earth." – M.: Tsentrpoligraf, 2002.
“Sumer, the land that the classical era called Babylonia, occupied the southern part of Mesopotamia and geographically roughly coincided with modern Iraq, stretching from Baghdad in the north to the Persian Gulf in the south. The territory of Sumer occupied about 10 thousand square miles, slightly larger than the state of Massachusetts. The climate here is extremely hot and dry, and the soils are naturally parched, eroded and infertile. This is a river plain, and therefore it is devoid of minerals and poor in stone. The swamps were overgrown with powerful reeds, but there were no forests and, accordingly, no wood here. This is what this land was like, “which the Lord denied” (displeasing to God), hopeless and, it would seem, doomed to poverty and desolation. But the people who inhabited it and were known by the third millennium BC. e. like the Sumerians, was endowed with an extraordinary creative intellect and an enterprising, determined spirit. Despite the natural deficiencies of the land, they turned Sumer into a veritable Garden of Eden and created what was probably the first advanced civilization in human history. The land of Sumer witnessed the birth of more than one important feature modern civilization. Whether a philosopher or a teacher, a historian or a poet, a jurist or a reformer, statesman or a politician, an architect or a sculptor - each of our contemporaries will most likely find his prototype and colleague in ancient Sumer.”
At home, students read the Sumerian myth about the god Ninurta - “The Exploits of the God Ninurta” (p. 5–7), reflect on the questions on p. 7.
Lesson 2
"The exploits of the god Ninurta"
After reading the myth about Ninurta, we find out what difficulties Ninurta faced in the fight against the dragon (question No. 1, p. 7).
You can ask the question: “In what works of Russian folklore is there a dragon that brings suffering to people? Who defeated him and how? In pairs, students reflect on question number 2: “What helped the god Ninurta win?”
The answer to this question may include the idea of compassion for to exhausted people, about the feeling of shame for showing weakness.
It is advisable to tell the children how closely the story of the horror that befell the earth after the death of Asag is connected: “There was no fresh water left on the earth... The fields were not irrigated” (from the book “Sumerians...”), with that practical activities which was led by the Sumerians.
“The Sumerians had a special technical inventive talent. Already the most ancient settlers came to the idea of irrigation, which gave them the opportunity to collect and channel the silt-rich waters of the Tigris and Euphrates through canals in order to irrigate and fertilize fields and gardens. To make up for the lack of minerals and stone, they learned to burn river clay, the supply of which was practically inexhaustible, and turn it into pots, dishes and jugs. Instead of wood, they used cut and dried gigantic swamp reed, which grew here in abundance, knitted it into sheaves or wove mats, and also
Using clay, they built huts and pens for livestock. Later, the Sumerians invented a mold for molding and firing bricks from inexhaustible river clay, and the problem building material was decided. Here such useful tools, crafts and technical means as a potter's wheel, wheel, plow, sailing ship, arch, vault, dome, copper and bronze casting, needle sewing, riveting and soldering, stone sculpture, engraving and inlay appeared. The Sumerians invented a system of writing on clay that was adopted and used throughout the Middle East for nearly two thousand years.”
We conclude the lesson by reflecting on question No. 3. It's about not only about courage, about a sense of responsibility, about the ability to think about people and the desire to help them. We should dwell on the attention of the ancient Sumerians to the relationship between son and mother: the mother’s pride in her brave and wise son, the son’s love, gratitude for support, etc. If we have time, we enter the world ancient greek myths. Read the introductory article on p. 8. Find out which ones greek gods and the heroes may be known to children.
At home, students read the myth “Narcissus and the Echo” and reflect on the questions on p. eleven.
Lesson 3
"Narcissus and Echo"
After reading the myth, reflect on the questions on p. eleven.
When asked about the qualities endowed with the nymph Echo, children talk about her tragic love. We explain the meaning of the word “tragic” - full of suffering, deep feelings.
Children explain what natural phenomena reminiscent of the story of the nymph Echo.
Then we find out how and why Narcissus was punished. We talk about his narcissism and indifference to others. Special attention Let us turn to the meaning of punishment: The narcissist experiences the suffering to which he doomed others.
Working in pairs, children express the main idea of this myth. Selfishness, love only for oneself, preference for one’s own interests over the interests of others not only torments other people, but also makes the egoist himself unhappy.
Students remember folklore and literary heroes, who are similar to Narcissus, talk about their fate. At home, students are preparing for an extracurricular reading lesson. Complete the tasks placed in the section " extracurricular reading"(p. 11).
Lesson 4
extracurricular reading
In this lesson, children show books that contain what they have read. greek myths. They retell the plots of their favorite myths and compare the heroes. Students reflect on the question: “Is there in destinies mythological heroes something close to us today?
You can teach a lesson on the myth of King Midas, printed in the section “ Reading room" Students retell the content of the myth, read out their favorite fragments of the text, and answer questions (p. 20).
Lesson 5
Slavic myths
In the process of reading the article “Slavic myths” (p. 12), we make semantic pauses, which we fill with children’s stories based on their own reading and life experience.
Having learned that the Slavs attached special meaning number three, students remember fairy tales in which phenomena and events are repeated three times (question No. 1, p. 15). After reading the section about Baba Yaga, the guys name the fairy tales in which she appears, and tell what qualities Baba Yaga is endowed with in these works (question No. 2, p. 15).
Reading the section about Lada ends with the search for the answer to question No. 3 (p. 15).
Reflection on question No. 4 completes the reading of the sections devoted to Perun, the Serpent Gorynych, and Koshchei.
Children can remember not only folk, but also original literary works.
At home, students can draw mythological characters, come up with a fairy tale in which they will act, make a list of folklore and literary works in which the characters act Slavic myths, find songs in which they also appear.
Lesson 6
Lesson 7
Folk tales
While reading an article about folk tales, students identify the main ideas noted at home. Then we reflect on the questions on p. 22. After this, we move on to a vocabulary warm-up that precedes the Russian folk tale “Vasilisa the Beautiful.”
Children select synonyms for the proposed words. They turn to the dictionary only after independent attempts solve the problem. In the second task, students continue the series of definitions for the word forest. Characteristics can relate to the species of trees, the size of the forest, the mood it evokes, the time of year in which we see it, the sounds that fill the forest, etc.
Then we begin to read the fairy tale “Vasilisa the Beautiful.”
At home, students read a fragment of a fairy tale on p. 23–29, divide it into parts and title them. Select lines of text to caption the illustrations on p. 25 and 27.
Lesson 8
"Vasilisa the Beautiful"
(Russian folktale)
We discuss the plan for part of a fairy tale read at home.
1. Gift from mother.
2. The appearance of the stepmother and daughters in Vasilisa’s house.
3. Father's departure. Bullying of stepmother's daughters.
4. Vasilisa hit the road.
5. Meeting with Baba Yaga.
6. First task.
7. Second task.
8. Advice from Chernavka.
The plan is written on the board and in notebooks.
At home, the children finish reading the fairy tale and sign the illustrations on p. 31, 32.
Make a plan for this part of the fairy tale.
Lesson 9
"Vasilisa the Beautiful"
Students retell the first part of the fairy tale according to the plan drawn up in the previous lesson.
Let's read the story to the end. Baba Yaga's conversation with a cat, a dog, and a birch tree can be read by role.
Children read the captions to the illustrations on p. 31, 32.
Then we discuss and write down the plan for the part of the story we read.
Let's think about question No. 1 on p. 34. Schoolchildren explain the meaning of the word “bright” in the sentence: “They lived well, lightly, and grief came to them.” “Light” in this context means joyful, calm, good.
At home, fourth-graders prepare answers to questions No. 2–6, and answer question No. 4 in writing. Questions 7a or 76 are completed as desired.
Lesson 10
"Vasilisa the Beautiful"
Students read their favorite parts of the story and explain their choice. Then they show what “came” from the myths in the fairy tale “Vasilisa the Beautiful”.
After this, they tell how the technique of triple repetition is used in this work.
Children read out expressions and combinations of words written in notebooks that are also used in other Russian folk tales (question No. 4, p. 34) - “white hands”, “dark-dark”, “Baba Yaga - bone leg”, “morning the evenings are wiser”, “apparently invisible”, “smells of the Russian spirit”, “black night, thick forest”, “evil wind”, “ kind word”, “in a certain kingdom”, “once upon a time”, “let’s eat”, “neither to say in a fairy tale, nor to describe with a pen.”
Children must name the corresponding human qualities and the actions in which they are manifested.
“Good,” the guys say, “is the mother’s love for Vasilisa: she made sure that her daughter would not disappear even after her death.”
“Goodness is her modesty and hard work. Vasilisa wove wonderful fabric and sewed a wonderful shirt.”
“Goodness is the fact that Vasilisa knows how to speak politely and kindly to people and animals.”
“Evil is cruelty, injustice of the stepmother and her daughters in relation to Vasilisa.”
“The cruel one brings one evil to everyone Baba Yaga. But the good that Vasilisa’s mother left defeated Baba Yaga.”
Reflection on question No. 7a (p. 34) encourages the student, firstly, to do work in the library; secondly, having found illustrations by different artists for a fairy tale, understand that the perception of one work by different readers (and illustrators are primarily readers) can be different; thirdly, analyze your own attitude to the found illustrations and explain it reasonably.
Task 76 encourages students to connect literary impressions with their visual embodiment. Students can draw several scenes from the cartoon they are designing and accompany them with recorded remarks from the characters.
At home, children read the fairy tale “The Resourceful Soldier.”
Those who wish to join in the information search, prepare a story about Peter I. The teacher can recommend a nursery historical encyclopedia or another source accessible to children.
Lesson 11
"The Resourceful Soldier"
(Russian folktale)
In the next group of fairy tales of different peoples - “The Resourceful Soldier”, “The Man and the Tsar”, “The Tailor and the Tsar”, “Kola-Fish” - the problem of relations between the ruler and common man. What determines the attitude of the people towards the characters of this fairy tale is one of the central tasks that the teacher solves when working on them.
Let's start with vocabulary warm-up. All three phrases: “simple solution”, “simple person”, “simple dress” - refer to different sides human life, unites general concept- ordinary, understandable.
The lesson can begin with the stories of the students who prepared information about Peter I. The children talk about what they found especially interesting about the great Russian emperor. You can listen to this message later, before reflecting on question No. 3 (p. 37).
We read a fairy tale. The dialogue between the king and the soldier can be read by role.
After reading the tale, please tell us briefly about the soldier’s actions.
Student's story fourth grade:
“The soldier was sitting in a drinking establishment. A man sat down next to him. He turned out to be his fellow countryman. The soldier wanted to treat him, and since he had no money, he pawned his broadsword.
The next day, during the inspection, he put a wooden splinter into its sheath. Peter 1, who was conducting the inspection, ordered the soldier to take out his broadsword and chop it down. The soldier loudly asked God to turn the broadsword into a wooden one. Then he pulled out his torch and hit the king.”
Let's turn to question No. 2. Children combine words into semantic groups: 1) savvy, resourceful, inventive; 2) cunning, resourceful. Let's find out what the semantic difference is between these groups of words.
The guys decide which of them can be used to characterize the soldier (question No. 2). Students can find other words to describe this character.
Fourth graders named the following words: “courageous”, “sociable”, “decisive”. And they justify the conclusions drawn. Let's move on to question number 3:
“What did you learn about Peter I from the fairy tale “The Resourceful Soldier”? What qualities of the king are revealed in the words: “Well, well done! I love these. Sit in the guardhouse for three days, and then go to navigation school.”
Students talk about Peter's cunning, his ability to find mutual language with ordinary people, about the ability to punish and forgive, about justice, about the fact that the king values resourceful people. The people who composed the fairy tale treat Peter I with sympathy and respect.
After this, we move on to comparing the soldiers described in two folk tales: “Porridge from an Ax” and “The Resourceful Soldier.”
The heroes of these fairy tales are like siblings. Students give reasons for the conclusions drawn from comparing these characters.
The people have always treated the defenders of the fatherland with sympathy and sincere sympathy - the soldiers who for a long time had to serve for 25 years.
At home, schoolchildren read the fairy tale “The Peasant and the Tsar” and reflect on questions No. 1, 2 (p. 37).
Lesson 12
"The Man and the Tsar"
(Russian folktale)
After vocabulary warm-up, we read a fairy tale, possibly reading by role.
Question: what was the man like before he went to the king to tell a fairy tale? Children describe him financial situation, Lifestyle, appearance, read out the corresponding fragments of text on p. 38, 39.
Question: “Why did the man go to the king to tell a fairy tale?” The students say that the man did not intend to marry the king’s daughter. “He just wanted to eat. After all, he was hungry all the time.” The guys think about question No. 2 in pairs.
Here is an example of a statement from students whose opinions did not coincide when working in pairs.
“The man concluded his story with a story about the chest, of course, in order to get rich, he wanted to receive some income from the king, to profit from something, perhaps the man was greedy.” “It's not about greed. He simply overheard the king’s conversation with his courtiers, found out that they wanted to deceive him, and decided to teach them a lesson. Of course, he won in this case.”
The children find words and expressions found in other folk tales (“once upon a time,” “to tell fairy tales,” “I overlooked my eyes,” etc.), explain the meaning of the saying “What is written with a pen cannot be cut out with an ax,” and talk about how how it relates to the content of this work.
Then we proceed to compare the kings described in the fairy tales “The Resourceful Soldier” and “The Peasant and the Tsar” (question No. 5, p. 41).
The answer can be based on the plan proposed in the textbook. Speaking about the attitude of the creators of fairy tales to these heroes, students note the following:
“Peter I is smart, businesslike, he is not indifferent to people; the people who wrote the tale about this king respect him, they like him”;
“The king from the fairy tale “The Man and the Tsar” is lazy, a slacker, he does not know how to entertain himself. This king does not care about people, he is also a swindler. Those who composed this fairy tale laugh at him and do not respect him.”
At home, children read the Armenian fairy tale “The Tailor and the Tsar” and prepare to answer questions No. 1, 2 (p. 46). Those who wish turn to information search: prepare a story about Armenia.
Lesson 13
"The Tailor and the Tsar"
(Armenian folk tale)
After vocabulary warm-up, we listen to children’s messages about Armenia, or the teacher himself gives detailed information.
We read the fairy tale “The Tailor and the Tsar.” The boys read the dialogue between the king and the tailor by role. To the first question: “Why did the king come up with the blanket test?” - the children answer: “He wanted to get free slaves.” Students confirm their answer with a fragment of text (p. 43).
Question: “Why did the tailor decide to participate in the task?” Working in pairs, students find the answer in the text of the fairy tale (p. 43).
Reflecting on the third question: “How did the writers of the tale express their attitude towards the king in individual words, in the description of the palace, in the speech of the king?” – children look through the text and underline with a pencil the right words: “the king is greedy and cruel” (p. 42), a rumor about the king’s atrocities (p. 43), a palace decoration depicting a dragon (p. 44), words hurled at the tailor (p. 44–45).
After this, the children determine their attitude towards the king and justify it.
Reflecting on question No. 4 (p. 46), students explain the meaning of the saying “When caught in a trap, a fox bites off its own paw” and explain how its meaning is revealed in a fairy tale.
Suggested answers:
“In the wild, if a fox gets caught in a trap, it actually bites off its paw to get away from the hunter.
If such a saying applies to a person, then it means that he is forced to do something very unpleasant for himself”;
“In the fairy tale, this saying refers to the king. He does a terribly unpleasant thing for himself - he releases the people whom he made his slaves. It hurts him as much as chewing off a fox's paw. But he needs to remain a king who will be respected, just as a fox needs to remain free.”
Students find other sayings in the text of the fairy tale and explain their meaning (“The donkey boasted of becoming a horse, but his ears got in the way”; “A smart man laughs last of all”; “Whoever cheated today will not be believed tomorrow”).
The lesson ends with task No. 5 (p. 46), comparing the tailor from the Armenian fairy tale with the peasant - the hero of the Russian fairy tale “The Peasant and the Tsar” according to the proposed plan (p. 46).
Homework can have two options.
First option
We invite you to read the Indian fairy tale “The Skillful Carpet Maker” (“Reading Room”, pp. 61–64), compare the old tailor (the fairy tale “The Tailor and the Tsar”) and the carpet maker, and highlight the words that contain the main idea of the fairy tale “The Skillful Carpet Maker.”
Second option
Students read the Italian fairy tale “Cola the Fish” (pp. 47–52), divide it into semantic parts, and title them. Those who wish to conduct an information search - look for information about Italian city Messina.
Lesson 14
"Cola-Fish"
(Italian folk tale)
If the children did the first option homework, then the lesson begins with a comparison of the old tailor (“The Tailor and the Tsar”) with the carpet maker (“The Skillful Carpet Maker”).
The similarity between these heroes is that they are both simple hardworking people who do not strive for wealth. You should read the words that express the main idea of the Indian fairy tale: “Indeed, the people say: “Only through labor can a person achieve the fulfillment of his desires.”
Then we start reading the Italian fairy tale “Cola the Fish”.
Second option.
The lesson begins with a vocabulary warm-up. Then the students, who have read the Italian fairy tale “Cola the Fish” at home, talk about the impression it made and retell the particularly memorable fragments.
After that we read a fairy tale. Children divide it into semantic parts and title them.
Variant of the plan created by children:
1. Cola's childhood.
2. Mother's words.
3. Kola's life at sea.
4. Meeting with the king.
5. Execution of the order.
6. The fate of Messina.
We turn to the beginning of the tale, reflect on question No. 2 (p. 53), determine the narrator’s attitude towards Kol’s mother.
The schoolchildren find the answer in the words of the text, which they read aloud: “She didn’t wish anything bad for her son, she just screamed in her hearts, like many mothers when their children make them angry.”
Of course, the mother did not want harm to her son. But “a word is not a sparrow; if it flies out, you won’t catch it.” The teacher can say this Russian proverb. Talk to the guys about careful attention to the spoken word.
Question: “How does the narrator feel about his mother? How do you feel about her?
We turn again to the text: “The poor mother... fell ill with grief and died” - this is what the narrator says about her.
At home, children reread the fairy tale, reflect on questions No. 3, 4 (p. 53), and prepare a story about the inhabitants of Messina (question No. 5).
Lessons 15–16
"Cola-Fish"
You can start the lesson by reading particularly memorable fragments of the fairy tale. Students explain why they were selected. After this, we move on to question No. 3 (p. 53): “What was the king like who wanted to meet Cola?” The concepts that children use to define the qualities of a king are written on the board. Each characteristic is discussed and justified.
The guys call it “self-confidence”, “arrogance”, “cruelty”, “ruthlessness”, “stubbornness”, “stupidity”.
We propose to tell the story of what happened in Messina on behalf of the king. We must pay attention to the intonation and vocabulary of the king, which expresses his attitude towards people and his assessment of himself.
Possible beginnings of answers: “I was told that some boy had become like a fish. I ordered him to be brought to me..."; “I am the king of Messina. When I found out that a fish man had appeared in my domain, I wanted to see him..."
It is logical to further reflect on Kol’s personality. Children determine the qualities of the fish man revealed in the fairy tale. They talk about his childish frivolity, love for his mother and ordinary people, readiness to sacrifice one’s life for them.
We listen to a story about the inhabitants of Messina according to the plan proposed in the textbook (p. 53, task No. 5). We highlight words that, in the children’s opinion, express especially important thoughts.
For example: “...they tried to meet joy together, they did not share grief with anyone” (p. 48), “after all, the most dear to everyone is the region where he was born and lived his whole life” (p. 52).
At home, students reflect on the section “Extracurricular Reading” (p. 53).
Lesson 17
extracurricular reading
We turn to the results of extracurricular reading.
Children present collections of fairy tales they brought to class, created by different peoples. Explain why they chose a particular book. They tell you who designed it and show your favorite illustrations. The children reproduce the plots of two fairy tales they have chosen, created by different peoples. They draw a conclusion about what is considered good and what is evil by representatives of different nations.
At home, fourth-graders recall Russian folk tales that they have studied or read independently, which talk about people who defended their people from villains - invaders, fantastic monsters. Prepare a story about the heroes of these works.
TOPIC: "Epics"
Lesson 18
“How Ilya from Murom became a hero”
You can start the lesson with the children remembering the plots folk tales about defenders of the homeland from enemies. Give characteristics to the heroes of these works. We can talk about this at the end of the lesson.
We read the article “Epics” (pp. 65–66).
Questions: “What did you find particularly interesting in this article?”; “Define the features of the epic in the words of the article.”
Schoolchildren highlight the following fragments: in the epics “fiction and reality are intertwined historical events"; “Epic stories told about the life and exploits of heroic heroes.”
After the vocabulary warm-up, we begin reading the epic “How Ilya from Murom became a hero,” and finish reading until we say goodbye to the Kaliki passers-by (pp. 66–68).
Children answer next questions in the words of the text: “What did Ilya feel, what did he think about, sitting on the stove for 30 years? Why did the wanderers send Elijah several times to fetch water? Why did the wanderers give Ilya heroic strength?” (question No. 1, p. 71)
At home, students finish reading the epic and reflect on questions No. 2, 3, 4 (p. 71)
Lesson 19
We reread the first part of the epic by role (Ilya, wanderers, narrator). The children talk about the deeds of Elijah after he received great power. After that, we finish reading the epic.
Then the guys determine the main idea of this work using the words of the epic. Children read the following lines: “Defend our Russian land not for gold, not for self-interest, but for honor, for heroic glory”; “I will serve Rus' with my native faith and truth, protect the Russian land from enemy enemies”; “...I bless you for good deeds, but for bad deeds... there is no blessing.”
The work on the epic story of the children about the heroes of folk tales similar to Ilya is being completed. If there is time left, the teacher begins reading the epic “Ilya Muromets and the Nightingale the Robber.”
At home, the students read the epic before Ilya’s arrival in Kyiv, preparing for expressive reading works, reflect on questions No. 1, 2 (p. 81).
Lesson 20
We start with a vocabulary warm-up.
The series of words continues:
The force is powerful, evil, invincible, cruel...
The road is straight, curved, long, short, wide, narrow, rocky, paved...
Explain the meaning of the word “soft”.
Select synonyms and antonyms for it. In addition to the antonyms proposed in the textbook - “hard”, “hard”, one should add “severe”, “sharp”.
The guys read a fragment of the epic, which ends with the words: “He took him across the glorious open field.”
They read the epic slowly, taking a short pause at the end of each line. We pay attention to the peculiarities of the pronunciation of individual words in a work created by the people.
After this, we turn to task No. 1 (p. 81). Students explain the meaning of the words: “the forces are caught up in black and black.” What picture do you imagine when reading these words?
Response options received: “...there are so many enemies that white light can’t be seen, everything seems black”, “the eyes darkened with horror, the black clothes of the enemies covered the entire earth to the horizon.”
Then we read the description of this force given in the epic.
Having defeated this force, Ilya refuses the offer of grateful townspeople to become the governor of Chernigov. The teacher asks: “Why didn’t Ilya Muromets accept this offer?”
Response options received:
“Ilya Muromets defeated his enemies not because he wanted power in Chernigov”; “Ilya wanted to free Rus' from enemies, and not sit as a governor in one city,” etc.
Let's move on to question No. 2 (p. 81).
Students read the residents’ story about the “straight path” and answer the question why Ilya went along this road.
Response options received:
“He wanted to free people from the Nightingale the Robber”; “Ilya decided to prove to Nightingale that he is not the strongest,” etc.
If the children brought full text epics, then they can read a fragment about the family of Nightingale the Robber. This passage can be read by the teacher.
We ask questions: “Why didn’t Nightingale allow his family to fight Ilya, but ordered them to invite him to visit? What qualities of Elijah were revealed in this fragment?”
Responses received:
“The Nightingale realized that it was impossible to defeat Ilya Muromets. He probably wanted to be treated to something, to be persuaded to let the Nightingale go”; “Ilya is an incorruptible person, he has a goal.”
At home, the children finish reading the epic and reflect on questions No. 3, 4, 5 (p. 82). Those who wish to learn a fragment of the epic by heart.
Lesson 21
"Ilya Muromets and Nightingale the Robber"
You can start the lesson with the question: “What events happened in the life of Ilya Muromets after he left his native village of Karacharov. What qualities of Ilya were revealed during his trip to Kyiv?”
Let's read the epic to the end.
We ask students to tell us how Ilya behaved when he arrived at the princely court and entered the white stone chambers. Then answer the question: “What qualities of the hero were revealed in his behavior?”
It should be noted that Ilya
puts the horse “in the middle of the yard”, and does not leave it outside the gate and does not tie it modestly in the corner. He enters the dining room, throwing the door wide open (“he swung the door on his heel”), there is no timidity in his behavior.
We turn to question No. 3 (p. 82).
In the words of the prince addressed to Ilya after the hero informed him about his journey to Kyiv, there is distrust and disgusting contempt: “A peasant hillbilly.”
One may ask what meaning the prince puts into these words.
For example, it emphasizes ignorance, low origin, primitiveness of Ilya. Further, he reproaches him for boasting and deceit.
We conclude the lesson by comparing the Nightingale’s attitude towards Ilya and Prince Vladimir. Let’s think about question number 4: “How does Vladimir’s behavior change after he saw the Nightingale in his yard?” Vladimir recognizes Ilya's superiority. He obeys the words of Muromets: he himself goes to get green wine for Nightingale the Robber. The people say that the prince’s arrogance has disappeared, and when the Nightingale whistles, Vladimir will begin to “cover himself with a fur coat.”
At home, students reread the epic and complete task No. 8 (p. 82), draw up a plan for the epic and prepare a retelling of one of the parts using the epic speech.
Lesson 22
"Ilya Muromets and Nightingale the Robber"
You can start the lesson by reading fragments of the epic, learned by heart.
The names of the parts into which the children divided the epic are written on the board. These names can be expressed in your own words or in the form of quotes.
Plan option:
1. “...A good fellow was leaving the city from Murom.”
2. “...He drove up to the glorious city of Chernigov.”
3. “He beat... all the great power.”
4. “The peasants... the Chernigov people call him a commander in Chernigov.”
5. “The straight path is blocked.”
6. “He took the straight path.”
7. “He shot that Nightingale the Robber.”
8. “He arrived in the glorious capital city of Kyiv.”
9. “Then Vladimir the Prince began to question the young man.”
10. “Ilya said...: “... whistle halfway like a falcon.”
11. “Ilya Muromets cut down the Nightingale “let the wild head.”
You can increase or decrease the number of parts.
Children choose one of the sections of the plan and retell the corresponding part of the epic using epic vocabulary.
After this, we turn to the questions and tasks contained in section No. 7 (No. 82). You can divide the class into groups, each of which prepares an answer to one of the questions.
The first group of students finds definitions (constant epithets) that are “attached” to the words indicated in section No. 7a:
onion - explosive;
bowstring – silk;
the road is straight;
horse - kind;
Kyiv is a capital city.
The second group finds repeated descriptions in the text.
The third group finds exaggeration and hyperbole in the epic: this is both the characteristic of black power in the city of Chernigov and the power of the Nightingale the Robber’s whistle. With the terms " permanent epithet", "hyperbole" can be introduced to students. But children are not required to remember and use them.
At home, schoolchildren read A.K. Tolstoy’s poem “Ilya Muromets”, an article about the poet’s life (p. 83) and reflect on questions (p. 85).
Lesson 23
Lesson 24
Lesson 25
extracurricular reading
Students should be reminded that events take place in Kievan Rus, which united Slavic peoples, before the invasion of the Tatar-Mongols. To the question: “Why did the heroes gather at the outpost?” - they answer with the words of the text: “For three years the heroes have been standing at the outpost, not allowing either foot or horse to enter Kyiv.” We learn that at the outpost all those traveling to Rus' must “beat the ataman with their foreheads, pay taxes to the captain.”
The guys talk about the individual qualities of the heroes standing at the outpost and explain why Ilya Muromets sent Dobrynya to battle. Answering question No. 2: “What qualities of Ilya showed up during the battle?” - the guys should note their understanding of their comrades, courage, connection with native nature(land), generosity.
The conversation ends with student statements about how the enemy’s attitude towards Ilya Muromets has changed.
It all starts with contempt, a feeling of superiority, and ends, probably (since these states are not described in the epic), with surprise, admiration and gratitude. After this, we turn to the reproduction of the painting “Bogatyrs” by V. M. Vasnetsov. The conversation is conducted on the questions on p. 87.
The heroes are depicted against the backdrop of endless expanses: hills covered with forests, steppes spreading behind them. Heavy clouds float across the sky, there is no bright sunlight. Anxiety and internal tension felt in nature. In a state of tension and internal anxiety there are heroes.
Children should talk about the poses, gestures, and facial expressions of the heroes. What matters is how much they talk about the characteristics of their character and internal state.
Dobrynya, sitting on a white horse, his horse with a flowing mane and tail, is already ready for action, half took his sword out of its sheath, and pressed his red helmet to his chest.
You can tell the children that the artist gave Dobrynya a resemblance to his own appearance. Ilya peers quite intensely into the distance, he is still resting, his leg has been taken out of the stirrup, the rider and horse are not alarmed yet. Alyosha Popovich, the most cunning of the heroes, seems relaxed, his shoulders are lowered, but his hands are tightly gripping his bow, his eyes are carefully peering in the same direction. And his horse seems to be looking at the grass, but at the same time, internal tension is felt in him.
At home, students select books in which fairy tales by A. S. Pushkin are printed, prepare a retelling of the content and read their favorite fragments by heart or from the text.
Lesson 26
Lesson 27
A. S. Pushkin “The Tale of Tsar Saltan...”
Children convey the content of the first part, including their favorite fragments of text in their story.
