Project work on literature 7. Creative project on literature on the topic “My favorite literary hero” (composing syncwines) project on literature (7th grade) on the topic

In this section, students are offered topics for research papers on literature for grade 7, distributed by writers and poets studied in this school class.

Belyaev Alexander Romanovich
Geographical knowledge in A. Belyaev’s novel “The Island of Lost Ships.”
Cinematographic techniques in A. Belyaev’s novel “The Island of Lost Ships.”

Bulat Okudzhava
Poeticization of everyday life in the works of B. Okudzhava.
Songs by B. Okudzhava about the Great Patriotic War.

Gogol Nikolay Vasilievich
The life of the Zaporozhye Cossacks as depicted by Gogol (based on the story “Taras Bulba”).
The free world of the Zaporozhye Sich in Gogol’s work “Taras Bulba”.
Gogol is a verbal cook.
The image of St. Petersburg in “Petersburg Tales” by N.V. Gogol.
The story "Taras Bulba" in cinema.

Jules Verne
Biological knowledge of the heroes of J. Verne’s novel “The Fifteen-Year-Old Captain” and modern science.
Latin "catchphrases" in J. Verne's novel "The Fifteen-Year-Old Captain".
Terminological vocabulary in J. Verne's novel "The Fifteen-Year-Old Captain".

Pushkin, Alexander Sergeyevich
Ancient images in the poetry of A.S. Pushkin.
The biblical legend of the prodigal son and its transformation in the story by A.S. Pushkin "Station Warden".
The motive of the game in the story by A.S. Pushkin’s “The Young Lady-Peasant Woman” and in the film adaptation of the same name by A. Sakharov.
“The Parable of the Prodigal Son” in “The Station Agent” by A.S. Pushkin.
Family theme in the works of A.S. Pushkin on the example of the novel “Dubrovsky” and the story “The Young Lady-Peasant Woman”.
Servants and gentlemen (based on the works of A.S. Pushkin and N.V. Gogol).
From the comic poems of A.S. Pushkin ("Count Nulin", "House in Kolomna") to the comic poems of M.Yu. Lermontov (“Sashka”, Treasurer”, “Fairy Tale for Children”).

Saltykov-Shchedrin Mikhail Evgrafovich
Fables by Krylov and fairy tales by Saltykov-Shchedrin.
Biblical quotes in fairy tales by M.E. Saltykov-Shchedrin (any work).
The comic and its forms in fairy tales by M.E. Saltykov-Shchedrin.
Problematics and poetics of Saltykov-Shchedrin's fairy tale (any work).

Tolstoy Lev Nikolaevich
The image of shame in the presentation of the Russian language and on the pages of the trilogy by L.N. Tolstoy “Childhood. Adolescence. Youth".
L. Tolstoy's story "Alyosha the Pot" and Platonov's story "Yushka".

Turgenev Ivan Sergeevich
“Mumu” ​​and “Biryuk” by I.S. Turgenev.
Themes and motives of "Poems in Prose" by I.S. Turgenev.
Themes of prose poems by I.S. Turgenev.

Chekhov Anton Pavlovich
The names of the heroes of Greek mythology in the early stories of A.P. Chekhov.
Techniques for creating the comic in the early stories of A.P. Chekhov.
Stories “for children” in the early works of A.P. Chekhov.
Laconism of prose: functions of verbal vocabulary in a literary text (using the example of A.P. Chekhov’s story “The Death of an Official”).

Additional interesting topics

General topics for research papers on grade 7 literature:
Analysis of Cossack proverbs and sayings of the 19th – 20th centuries. – beginning of the XXI century (comparative analysis by category)
Analysis of the poem by A.T. Tvardovsky "I was killed near Rzhev..."
Ancient images in the poetry of F.M. Tyutcheva.
Life and customs of the Zaporozhye Sich.
The educational process in the fairy tales of G.Kh. Andersen.
Speaking surnames in the works of writers.
Old Russian "The Tale of Peter and Fevronia" and its cinematic interpretations.
Is the writer deservedly forgotten...
The names of ancient heroes in the everyday life of a modern schoolchild.
What riddles do modern schoolchildren know?
What literary prizes exist today?
Lyrical intonations in the works of O. Henry.
Literary places of St. Petersburg.
Literary communities on the Internet.
The image of rain in the works of modern poets
The image of a mermaid in romantic literature of the 19th century.
The image of the Snow Maiden in Russian folklore and literature.
Images of plants and flowers in literature.
Experience in interpreting a ballad (a work not from the school curriculum).
Monuments to literary heroes.
Patriotic sound of works of Russian folklore.
Letters of heroes and their role in the plots of Pushkin’s works.
Richard the Lionheart in A. Lindgren's story and historical legend.
Russian writers - Nobel Prize laureates
The symbolism of the apple in Russian literature as the beautiful past of the native country.
Words-symbols in Japanese poetry.
Film script
The plot of the epic "Volga and Mikula Selyaninovich" in works of painting.
The plot of the epic "Sadko" in works of art.
Lyrics of modern songs - poetry and anti-poetry
The theme of the Caucasus in Pushkin's lyrics.
Traditions of the Christmas (Yuletide) story in the work of F.M. Dostoevsky's "The Boy at Christ's Christmas Tree."
A reading portrait of my peer.
The language of heroes in the stories of M.M. Zoshchenko.
Linguistic means of creating humor in works...

• 7th grade students completed:

• Andreeva Lyubov,

• Afanasyeva Kristina,

• Chikina Elena.

• Head: literature teacher

• Davydova M.A.

Epigraph

• While we feel someone else's pain,

• As long as compassion lives in us,

• While we dream and rage,

• There is an excuse in our life.

Tasks literature project:

• with the help of fiction, to orient participants in the educational process towards the priority of humane relationships with others;

• to form ideas about the value of another person and knowledge about ways to show mercy;

• teach children to selflessly take care of close and distant people in need of help, the ability to empathize with them in misfortune and rejoice in well-being;

• to foster responsibility “for those who have been tamed”;

• to form in students an idea of ​​mercy as the greatest value of culture and spiritual development of a person;

• to form sensitivity to the feelings of other people, the need to express feelings of compassion, pity, philanthropy, intolerance to manifestations of humiliation and insult.

Introduction

Songs and epics, fairy tales and stories, stories and novels of Russian writers teach us kindness, mercy and compassion. And how many proverbs and sayings have been created! “Remember good and forget evil,” “A good deed lives for two centuries,” “While you live, you do good, only the path of good is the salvation of the soul,” says popular wisdom. So what is mercy? And why today does a person sometimes bring more evil to another person than good? Probably because kindness is a state of mind when a person is able to come to the aid of others, give good advice, and sometimes just feel sorry. Not everyone is able to feel someone else's grief as their own, to sacrifice something for people, and without this there is no mercy or compassion. A kind person attracts people to himself like a magnet; he gives a piece of his heart, his warmth to the people around him. That is why each of us needs a lot of love, justice, sensitivity, so that we have something to give to others. Yes, life is harsh. Many human qualities of Some were tested. During these trials, some became lost among vices and evil. But the main thing is that among the vulgarity, dirt and debauchery, Some were able to preserve, perhaps, the most important human quality - mercy.

Lexical meaning of words according to Ozhegov’s Explanatory Dictionary:

• Sympathy - a responsive, sympathetic attitude towards the experiences of others.

• Compassion - pity, sympathy caused by the misfortune of another person.

Lexical meaning of words according to Ushakov’s dictionary:

All forms of the word "mercy" and its derivatives - MERCY, merciful, be merciful, merciful, merciful, merciful, alms, mercy - are marked "obsolete.", which means an obsolete word, rarely used in modern language, probably more often all in connection with history. This "outdated" mark is divided into two types - "book obsolete." and "colloquially outdated." The first type means an obsolete word, used only in bookish: literary, scientific or church languages. The second type means an obsolete word that once existed in a living spoken non-literary language, but is now obsolete and unused or little used.

As for the word “humanity,” all word forms of the word humanus, translated from ancient Latin as the word “human,” are marked “bookish.” This means that the words HUMANISM, HUMANIST, HUMANISTIC, HUMANITARIAN, HUMANITY, HUMANE are the lot of scribes: writers, publicists and scientists, philosophers or historians. This means that the words “humanism”, “humanist”, “humanity” or “humane” are rarely used in living spoken language.

According to Ushakov's dictionary:

• But we should be encouraged by the existence in Russian of an equivalent to the word “humanism.”

• This is "humanity". "HUMANITY, humanity, plural no, f.r. Abstract noun - to humane, - humanity, human attitude towards others... HUMANE, humane, humane; humane, humane, humane. Humane, worthy of a person, responsive, attentive to someone else's personality. Human act. Human attitude..."

There is also the word “good” in the Russian language, as a source of both “humanity” and “mercy”. This inspires optimism, since in Ushakov’s dictionary these fundamental ethical concepts are not labeled “bookish” or “outdated.” It is written there: “GOOD, good, plural, no, cf. The positive principle in morality, the opposite of evil. People strive for truth, goodness and beauty.”

According to Dahl's dictionary:

• GOOD -- In the spiritual meaning, “good, what is honest and useful, everything that the duty of a person, a citizen, a family man requires of us; the opposite of bad and evil.”

• Do good, don't be afraid of anyone.

• There is no harm in good things.

• Good is not repaid with evil.

Vocabulary work on dictionaries of synonyms and antonyms:

• Sympathy - compassion

• Synonyms:

• Mercy, kindness, humanism.

• Antonyms:

• Indifference, cruelty, lack of spirituality, indifference, vanity, selfishness, ruthlessness

Works studied on the topic in the 7th grade: M. Gorky “Childhood”. L. Andreev “Biter”. V. Mayakovsky “Good attitude towards horses” F. Abramov “What do horses cry about.” A. Platonov “Yushka”. E. Nosov “Doll”.

Aphorisms

• “Goodness in itself does not appear and convinces us only if its beauty illuminates...” M. Prishvin.

• “Virtue is nothing more than spiritual beauty.” F. Chesgerfield.

• “Compassion is grief for someone else’s misfortune, envy is grief for someone else’s happiness.” Plutarch.

• “Help, share the trouble - and yours will not be so pressed.”

• “Without compassion and mercy it is impossible to live in peace.” Siegfried Lenz.

Aphorisms

• “The more worthy a person is, the more creatures he sympathizes with.” “Mercy...can never be too much.” F. Bacon.

• “Sympathy is an unimportant charity.” “Charity adorns the strong” (Indian saying).

God's commandments:

• God's mercy is the basis for our mercy:

• Charity is a sign of wisdom from above: James 3:17 « But the wisdom that comes from above is first pure, then peaceful, modest, obedient, full of mercy and good fruits, impartial and unhypocritical».

• Charity is a sign of true love (Agape): 1 Corinthians 13:4-7 « Love is patient is merciful, love does not envy, love does not exalt itself, is not proud, does not act outrageously, does not seek its own, is not irritated, does not think evil, does not rejoice in unrighteousness, but rejoices with the truth; covers everything, believes everything, hopes everything, endures everything».

• Charity is the fruit of the Holy Spirit: Galatians 5:22-23 « The fruit of the Spirit is love, joy, peace, long-suffering, kindness, mercy, faith, meekness, self-control».

• We are not born merciful, but we can become so if we allow the Lord God to do the work in us of transforming our character. Therefore the Word of God calls us:

• “He who remembers good will never do evil.”

From the Gospel of Matthew:

• "Love your neighbor..."

• “Blessed are you when they revile you and persecute you and slander you in every way unjustly because of Me; Rejoice and be glad, for your reward is great in heaven: so they persecuted the prophets who were before you.”

• “Be careful: do not do your alms in front of people so that they can see you, otherwise you will have no reward from your Father in heaven...”

Social survey conducted by students. Topic: “Are empathy and compassion necessary today?” Preliminary work: -written permission from parents to conduct a social survey; - permission from the school administration to conduct a survey Work progress: 28 adults and 20 children were interviewed “Result:

• "Yes":

• “Adults-28.

• Children-18.

Miniature essays (excerpts)

• From the essay by Elena Chikina:

“During his life, Yushka didn’t even have a name. Everyone offended him: both adults and children. He was considered an inferior being, and he believed that this was how people expressed their love for him. When he died, people became even more bitter. And now enmity and hatred settled in their homes - there was no one to take out their anger on. His love for people, for nature, had no boundaries.” I call people like Yushka: “People with a big heart.”

From the work of Afanasyeva K.

From the work of Andreeva L.

The closest person to Alyosha was his grandmother, whose dark eyes, “smiling, shed a soul-warming light on everyone.” The slogan of her whole life was the words: “Lord, Lord! Everything is so good! No, look how good everything is!” It was as if I was sleeping before her, hidden in the dark, but she appeared, woke me up, brought me into the light, said everything around me in a continuous thread, wove everything into multi-colored lace and immediately became a friend for life, the closest to my heart, the most understandable and a dear person - it was her selfless love for the world that enriched me, filling me with strong strength for a difficult life.” One of the most memorable characters in M. Gorky’s story “Childhood” is Gypsy.

Alyosha learned that Tsyganok tried to ease his pain during the spanking by placing his hand under the whip. The gypsy simply answered the boy that he mistook the pain “for love,” and this ability for self-sacrifice in a world where everyone thinks only about themselves struck Alyosha. The gypsy occupied a special place in the house. He was a foundling, his grandmother raised him like a son. He was loved for his cheerful disposition, golden hands and good-natured character. The gypsy, fulfilling the vow of another person who committed a mortal sin, took the main burden upon himself and died, betrayed by this man.

Illustrations for book covers

Compassion for animals is so closely connected with kindness of character that we can say with confidence: “Whoever is cruel to animals CANNOT BE A KIND PERSON.” A. SCHOPENHAUER

• "Nipper"

"Nipper"

• "Nipper"

We must be able to forgive

• Alexey Neskorodov

• You can’t forbid living beautifully. And with God’s help, perhaps you will win somewhere, in something. I know: God will help you!

• He will help you to love, to be kind, honest and fearless, to give goodness throughout the whole earth and to live in harmony in our world!

• I know there is a lot that you would like to see. I know: there is good and evil, There are those who can be offended!

• There are those who offended you, You can blame the whole world. Believe me: everyone needs to live lovingly. Believe me: you need to be able to forgive!

SITUATIONS

• Do you think it is necessary to sacrifice oneself to help other people?

• You found a kitten, but your parents won't let you take it home. If you are kind, what will you do without breaking the rules set by your parents?

• Is it possible to sacrifice some people to help others?

• Is it necessary to show mercy to “fallen” people: homeless people, drunkards, drug addicts...?

• “Don’t forget the most wretched, but as far as you can, feed and give to the orphan, and justify the widow yourself, and do not let the strong destroy a person.”

• Vladimir Monomakh.

Call:

• Sections: Russian language , Literature, Computer science

  General approaches to project structuring:

  1. You should always start by choosing the topic of the project, its type, and the number of participants.
  2. Next, you need to think through possible options for problems that are important to study within the framework of the intended topic. The problems themselves are put forward by students at the suggestion of the teacher (leading questions, situations that help identify problems, a video series with the same purpose, etc.). A brainstorming session followed by a group discussion is appropriate here.
  3. Distribution of tasks into groups, discussion of possible research methods, information search, creative solutions.
  4. Independent work of project participants on their individual or group research and creative tasks.
  5. Intermediate discussions of the obtained data in groups (in lessons or in classes in a scientific society, in group work in a library, media library, etc.).
  6. Project protection, opposition.
  7. Collective discussion, examination, assessment results.

  I'll tell you how I worked on the project.
  In the 7th grade in literature (T.F. Kurdyumova’s program) there is a whole series of works related to humor and satire, and, starting to study them, children ask the question: “What is the difference between a satirical work and a humorous one?” We take this question as fundamental. Thus, the theme and main question of the project are suggested by the children themselves, because The topic of the project is always something that interests the children.

  I teach literature in two 7th grades, so the project participants are 7B and 7B (the age group has been decided).

  Next, we formulate didactic goals for ourselves: the formation of competence in the field of independent cognitive activity, the skills of independent work with large amounts of information, the ability to see a problem and outline ways to solve it, the formation of critical thinking, and skills of working in groups.

  We set methodological tasks: to teach how to use Microsoft PowerPoint to present results (computer science), to teach how to briefly express one’s thoughts orally and in writing (Russian language, literature), to introduce them to the work of satirical writers and humorists, to improve the ability to analyze the text of a work of art.

  Students independently formulate problems (topics) of individual research within the framework of the stated project. We brainstorm using the method of leading questions. Time: during the 1st lesson, 10 minutes.

  And here are the topics that were formulated: “What is humor?”, “What is satire?”, “In the works of which writers are there humorous and satirical works?”, “Can A.P. Chekhov be called a humorist?”, “Is there satire in the works of A.S. Pushkin and M.Yu. Lermontov?”, “What did N.V. Gogol laugh at?”, “Techniques of satire in the works of Saltykov-Shchedrin”, “What funny did Saltykov-Shchedrin find in the life of provincial Vyatka?”, “Humor and satire around us”, “What do others know about humor and satire?” etc. Students in each class choose their own topics, and interest groups are formed.

  Next, we put forward hypotheses for solving problems; students formulate them (each group puts forward its own hypotheses). Hypotheses arise as possible solutions to problems. They are then tested through research. For example, there is a research problem “What is humor?”, the hypothesis could be the following reflection: “Humor is a good laugh.” Or the research problem “What did Gogol laugh at?”, the hypothesis was the following judgment: “Gogol laughed at the stupidity of officials.” The topic of the study is “Humor and satire around us,” the hypothesis is “Humor is a funny joke, and satire is an evil prank on a friend.” Time: in the 1st lesson, 20 minutes.

  We come up with a creative name for the project based on the discussion of individual research topics. The choice of name is influenced not only by the academic subject, but also by the age of the project participants. Here’s what we got: “There are no jokes in satire”, “Satire is a rude ridicule of the vices of society”, “Different things!”, “Satire is just evil humor”, “Adult jokes”. Time: 1st lesson, 10 minutes.

  We discuss the students’ work plan individually or in a group. Students think through ways to conduct their research: surveys, abstracts on the writer’s work, creating presentations, collecting information in the M.E. Saltykov-Shchedrin Museum, library, selecting portraits of writers, illustrations for works, working with dictionaries, audio recordings, as well as processing the collected information, and how the research results will be presented.

  How to find sources of information on a research topic? In the school (city) library, on the Internet or in a multimedia encyclopedia? For example, books (which?), interviews (with whom?), surveys (who?), websites (which?), multimedia publications (which?), video clips (where to get them and how to comply with copyright?). Purpose: to set the direction of information search. When discussing information sources, it is necessary to particularly focus on the reliability of information sources. Time: consultations outside of school hours.

  Independent work of students in groups, discussion of each task in the group. Planning stages of independent work, for example, on the topic “What different things!”:

  1. Questioning of different age groups. (Responsible – Katya Araslanova, assisting – Masha Polekarenkova)
  2. Analysis of results. (Answer: Katya Sentyabova)
  3. Making a presentation on the topic. (Answer: Katya Arslanova and Katya Sentyabova).

  Time: 1 lesson or consultation after lesson, because we need to work with each group.

  Independent work of groups. We worked on the project throughout the third school period (our school has five school periods).

  The role of the teacher is to advise, help, and direct students’ activities in the methodologically necessary direction.

  The final stage: defense of the results and conclusions obtained.

  Each group has up to 4 minutes to present their results. Next are answers to questions from those present. Evaluation criteria are developed (usually we use a five-point system, since it is more familiar to children): all students receive assessment sheets. Students not only evaluate, but also answer questions, offering their options for future projects, posing the following problematic questions. Here is an example table.

  Criteria for evaluating student projects. Questionnaire.	Ratings. Answers.
  1. Rate the presentation: interesting material beautiful design logical presentation of material presentation submission
  2. Evaluate students’ oral performances: clear, understandable speech correct supply of material expressiveness, emotionality
  3. Rate the publication: design selection of articles
  4. Did you like this form of work?
  5. Suggest a topic for the project that would interest you:
  6. Your questions about the project:
  7. Summarize your assessment

  Groups evaluate the work of each participant. The teacher evaluates the work of the groups as a whole. The performance of each person acts here as the foundation for new research on the topics of the project.

  You can also use fewer questions (depending on the level of preparedness of the class), for example:

  • list the three most strengths of the presentation;
  • list two points that require improvement;
  • make your proposals for improving the project (if any)
  • draw a final conclusion and give an overall score for the performance

  This academic year (2006-2007) we continued to work on projects. The children were interested in the personality of A.K. Tolstoy. All project stages were followed (described above). The result was various works: a presentation, a booklet, reports, a musical selection of romances based on poems by A.K. Tolstoy. I offer you the development of the lesson.

  Lesson project on the creativity of A.K. Tolstoy was preparing during the second training interval. (Only lesson steps are given and objectives, equipment and preparation are omitted to save space.)

  A.K.TOLSTOY

  “He was an absolutely amazing person (and a poet, of course)!”

  1st stage. We select synonyms for the word amazing(we start from a quote from I. Bunin)

  Therefore, today we will talk about an exceptional, amazing, unusual person. What surprised you about him? This will be the fundamental question of our lesson. Let's start our conversation with a portrait of A.K. Tolstoy. How did he impress his contemporaries? Kalugina Ulyana tells. (A brief retelling of her text)

  Portrait

  From Karl Bryullov’s painting, a handsome, serene young man with a delicate complexion and a slender, athletic figure looks at us. Most contemporaries remember the young A.K. Tolstoy this way: “...A handsome young man with blond hair and blush all over his cheek. Tenderness and delicacy permeated his figure so much that he looked like a red maiden” (V.A. Insarov)
  But the “red maiden” throws a two-pound weight across a one-story house, drives a nail into the wall with her finger, easily unbends a horseshoe and ties a poker in a knot...
  The external portrait turns out to be ambiguous - we are too accustomed to equate strength and rudeness, and “delicate hero” sounds almost like an oxymoron. But we will not find such a contradiction in the moral character of Alexei Konstantinovich - everyone who knew this amazing man was so unanimous.

  2nd stage. Reading statements about Tolstoy’s moral character (prepared by a group of students, only the most interesting statements were selected, in the opinion of the children):

  “He is a big-hearted man! And the fact that he was an inventor and a dreamer is not bad at all. The poet must yearn for the unrealizable. Without this, he is not a poet,” said S. Yesenin.

  “I have never seen such a clear and bright soul, such a responsive and tender heart, such a high moral ideal eternally inherent in a person as Tolstoy,” said Prince Meshchersky.

  And here are the words of I.S. Turgenev: “Everyone who knew him knows well what kind of soul he was, honest, truthful, accessible to all kind feelings, ready to make sacrifices, devoted to the point of tenderness, invariably faithful and direct.”

  Or we also read from Turgenev: “Tolstoy’s humane nature shines through and breathes in everything he wrote.”

  Of course, the impressions of contemporaries are only an outside view, and no one will write a true biography of a person’s soul except himself. Let us trust Tolstoy to create his own portrait - let it be a self-portrait, painted with life and creativity.

  First, let's take a look at the family gallery: an aristocrat by blood and spirit, Alexey Konstantinovich owes a lot to his ancestors.

  3rd stage. I suggest you get acquainted with another result of the project – the Presentation.

  4th stage. Let's look again at the portrait of A.K. Tolstoy. In the portrait we can also consider the features of a court official, because From childhood, Tolstoy was well acquainted with the future Emperor Alexander 11. And this acquaintance, plus the efforts of his mother and her brothers (Lev and Vasily Perovsky) led to rapid career growth.

  Career

  His rise through the ranks was rapid: at the age of 19 he became a collegiate registrar; at 22 – provincial secretary; at 24 - collegiate secretary, at 25 - titular councilor; in 26 chambers; at 28 – collegiate assessor; at 29 – court councilor; at 34 - master of ceremonies of the court, state councilor; at 39 - lieutenant colonel, aide-de-camp to the emperor.
  This successful career began in childhood, when Tolstoy became a playmate of the future heir to the throne, Alexander II, and after that, all his life he was under the close attention of the imperial family.
  But Tolstoy was not a careerist, receiving gifts from fate and the court that he did not ask for and did not want, he was burdened by service: “I do not live in my environment, I do not do what I want, there is complete discord in me” “I was born an artist... ”(from the speech of 8th grade student Bogdan Konakov).

  And in 1861 he received his long-awaited resignation, a necessity that he had to prove to the emperor: “Sir,... service, whatever it may be, is deeply contrary to my nature; I know that everyone should bring benefit to their fatherland, but there are different ways to bring benefit. The path shown to me for this by Providence is my literary talent.” The petition was accepted and the “tired slave” returned to the “distant abode of labor and pure bliss,” where he wrote many famous works (this is the Krasny Rog estate). And he devotes himself to creativity.

  So we will turn to his work. But first, let's see how you were able to absorb what was amazing about his life.

  5th stage. Quiz

  1. Why can A.K. Tolstoy be called a “delicate hero”?

  2. In what year did the Tolstoy and Perovsky lines intersect?

  3. How old was Tolstoy when he started writing poetry?

  4. To which of the famous Russian poets did Tolstoy’s uncle show his nephew’s poems? What were the reviews?

  5. Tolstoy quickly climbed the career ladder. What contributed to this?

  This stage helps to check what students remember from previous performances, provides an opportunity to take a little break and tune in to the creative side of the work.

  6th stage. Creation. Alexei Tolstoy always “went against the grain,” not sharing other people’s opinions, but having his own. If he criticizes something, he does it from the position of an honest and courageous person, and not because it is fashionable.

  Just look at the hoax invented by him and his Zhemchuzhnikov brothers! But many believed in her! And this is amazing!

  Let's turn to the work of Misha Balyberdin, who will introduce us to Kozma Prutkov.

  Kozma Prutkov

  In the early 50s, Kozma Prutkov was “born”. This is not a simple pseudonym, but a satirical mask of a stupid and narcissistic bureaucrat of the Nicholas era created by Tolstoy and his cousins ​​Alexei and Vladimir Zhemchuzhnikov. On his behalf they wrote poems, fables, epigrams, parodies, plays, aphorisms, historical anecdotes, ridiculing the phenomena of the surrounding reality.

  Many contemporaries “took the bait”, taking seriously the work of Kozma Prutkov, for example, the thoughtful aphorism “Watch!” was taken very seriously.

  Prutkov's works corresponded to a number of mischievous pranks. They told, for example, how one of Prutkov’s “guardians” visited the wing of the main St. Petersburg architects at night in the uniform of the adjutant, informing them that the dome of St. Isaac’s Cathedral had collapsed, and, ordering on behalf of the sovereign to appear in the palace in the morning, and how irritated he was, Nicholas I learned about this. Another time, one of them in the theater deliberately stepped on the foot of a high-ranking official and then came to him on every reception day to apologize until he kicked him out. And there were many more similar stories about Tolstoy and the Zhemchuzhnikovs.

  7th stage. Tolstoy is a fighter by nature and does not accept cold calm, which, according to his brother, Lev Nikolaevich, is “spiritual meanness.” The poet must fight the imperfections of the world. And Tolstoy is a poet.

  8th stage. What makes him unique as a poet? At this stage, children read poems expressively, show drawings for poems, and talk about what they liked about the works of A.K. Tolstoy. Here we are talking about the musicality of his poems (an approximate story prepared by an 8th grade student Evgeniy Lysykh).

  Music and A.K. Tolstoy

  Tolstoy's lyrics turned out to be useful material for musical processing. More than half of all his lyrical poems are set to music, many more than once.

  More than a hundred works by A.K. Tolstoy became romances. Composers wrote music to Tolstoy's poems: P. I. Tchaikovsky, S. V. Rachmaninov, Ts. , M.P. Mussorgsky, M.A. Balakirev, F. Liszt and many other composers.

  Pyotr Ilyich Tchaikovsky spoke about his work as follows: “Tolstoy is an inexhaustible source for texts to music; this is one of the poets I like.” He wrote a romance based on the poem “In the midst of a noisy ball, by chance...”, dedicated to Tolstoy’s future wife Sofya Andreevna Miller.

  Two eras were of particular interest to Tolstoy, the historian: the pre-Tatar period (Kievan Rus) and the Moscow period (the reign of Ivan the Terrible). If he loved the first and dreamed of it as a “golden age,” then he hated the second, since it was in him that two terrible traits of the Russian people manifested themselves - despotism and slavery.

  The ballad that we will read, “Vasily Shibanov,” is dedicated to the second period.

  I suggest you familiarize yourself with the work of 8th grade student Yulia Sheshina - a booklet in which we tried to collect the most important material. (Cm. Appendix No. 2 )

  10th stage. Presentation of the booklet.

  11th stage. Well, you and I learned a lot of interesting and unusual things about this poet. Everyone probably remembered what seemed closest to him, what was most surprising about this person. I suggest you take the pink pieces of paper that lie in front of you and write only one phrase, answering the main question: What was surprising about this person for you personally? And attach this piece of paper to the board.

  Homework

  1. Check out the booklet.
  2. Make up questions for the author of the booklet.
  3. Read the ballad “Vasily Shibanov”.

  Thus, work on projects continues. In the second lesson (evaluation), we use the table, evaluate the students’ work and put forward new questions that interest us:

  • A.K. Tolstoy wrote the novel “Prince Silver” - why alone?
  • Why is the theme of the novel connected with an unloved era?
  • What interested the writer?

  Film by 8I grade students "Yesenin and Lydia Kashina"

  On the eve of the 120th anniversary of the birth of S. A. Yesenin, the guys and I visited the village of Konstantinovo in the Ryazan region, visited the poet’s house, the house of Lydia Kashina, the literary museum, and looked around the surrounding area. Of course, we shot a video and decided to use it to create a short biographical note on the topic: “Yesenin and Lydia Kashina.” You can get acquainted with the result of our work

  Film by 10th grade students "Karabikha"

  Project of 10th grade students in the form of a correspondence excursion "Karabikha"

  One summer I visited Karabikha, filmed a video and took photos there, but the guys wrote the excursion script and edited the film. The disadvantage of children's work is that they cannot recite. There is something to work on.

  Work of 11th grade student Karina Galynskaya

  This is a collective work of guys from different years

  Below is an example of the design of a linguistic fairy tale in the form of a clip. The guys composed a fairy tale, then Dasha Stepanova drew the frames, scanned them, then recorded the sound and superimposed pictures on the sound. The film is ready! Of course, the topic is already simple, we need something more difficult.

  Not with verbs. Linguistic tale

  Vladimir Krasno Solnyshko. Design work by K. Shesternenkova and A. Litvinenko.

  "The Fate of Priest Konstantin Golubev"

  Documentary film "Fyodor Nedosekin"

  This design work participated in the city competition "Step into the future. Elektrostal - 2010". We wanted to talk about a man we learned about from his grandson, Konstantin Vasilyevich Vladychensky. Our film tells about the priest of the Bogorodsk region, Father Sergius Vladychensky. He was repressed, like many clergy in the 30s. We told about his fate, told to us by his grandson, in this film. The authors of the project are Ekaterina Simagina, Nina Korenkova, Ksenia Klinshova. Students from grade 11M and K.V. Vladychensky helped in dubbing the film.

  Documentary film from the cycle "Priests of the Bogorodsk Region" "Father Sergius Vladychensky"

  In 2009, we celebrated the 210th anniversary of the birth of A.S. Pushkin. The city hosted a competition of mini-projects “As long as Pushkin lasts in Russia, snowstorms will not blow out the candle.” I invite you to get acquainted with the winning project - the video clip “In Memory of Pushkin”. 7M class students Tatyana Krasotenko, Kira Sudakova and Ekaterina Kuznetsova worked on the project.