Analysis "French Lessons" Rasputin. French lessons: essay on the story What are the life lessons in the story French lessons

Synopsis of a lesson in literature, grade 6

"French Lessons" - life lessons

(according to the story of V. G. Rasputin "French Lessons")

Target: to show the spiritual generosity of the teacher and her role in the boy's life.

Tasks:

a) educational: reveal the techniques for creating the image of a hero in a work of art;

b) developing: improve the skills of analytical reading, episode analysis;

c) educational: promote mutual understanding between teachers and students, foster respect for the teaching profession.

Lesson type: combined with the use of ICT.

Methodical methods: analytical conversation, expressive reading, reading by roles, watching a video clip.

I. Organizational moment (greeting students)

Guys, today we have a regular lesson? (Today we have guests, teachers from schools in our district, but we will work with you as usual, answer, analyze, express our thoughts. Agreed?)

Let's talk? - Let's talk.

Do you know about what? - About what?

About different things. About what is good and not so good. Let's talk? Let's talk, we'll be interested!

II. Work on the topic of the lesson "French Lessons" - life lessons.

Teacher: Guys, how do you understand the word "lessons", "lesson"? Please continue the lesson - this is ... (1) conclusions, life observations, something instructive 2) study hours in the schedule 3) study work, task for the student)

Teacher: What do you think the lesson will be about? (about the school, about the lessons, about the teacher, about the heroes of Rasputin's story, about what lesson the protagonist of the story learned)

Teacher: Right. Today we will once again turn to the story of V. G. Rasputin "French Lessons". We will talk about the heroes of this work, think about the meaning of the story, about such concepts as kindness, honesty, nobility, humanity. Let's try to understand what life lessons the hero has learned from the situations he finds himself in; what lessons have we learned; Let's think about what a teacher should be. On the example of the heroes of the story, we will learn how to do the right thing in life, to distinguish between true and false.

Rasputin wrote this: (1 slide)

“I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both the young and adult reader.”

The writer hopes that the life lessons that fate has prepared for him will help each of us understand ourselves, think about our future.

Teacher: First, let's check if you all know the content of the story well.

(questions on the content of the story, student answers NOT REALLY):

The story takes place in 1948 (yes)

The independent life of the heroes began at the age of 11 (yes)

In all subjects, the main character studied at "five" (no)

The main character was homesick, relatives, village (yes)

Parcel with pasta was sent to the hero by mom (no)

The principal of the school found out about the game of chica (no)

Lydia Mikhailovna played with her student in zameryashki (yes)

2 slide Independent life of the hero

Teacher: Please listen to the quotes from the story. Determine who they are. What are these quotes about?

“In order to study further, I had to equip myself in the district center” (the main character goes to study in the district center, since there was only an elementary school in his village, he studied well, and everyone in the village told him to study further)

“We lived without a father, we lived very badly” (there were three children in the family, raised by one mother, there was not enough food, there was no money, they were starving, these were difficult post-war years)

“As soon as I was left alone, homesickness immediately piled up”, “I felt so bad, so bitter and sick” (the main character missed his home, relatives, village. He was not used to living with strangers, after school he came to he was overcome by a wild homesickness)

“I was constantly malnourished”, “a good half of my bread disappeared somewhere” (The boy was starving, there was not enough food: bread, potatoes, set by his mother Uncle Vanya, someone stole these products from him ”

Teacher: Of course, you all recognized the main character of the story of an eleven-year-old boy from these quotes. Let's listen to the story of the independent life of the hero on his behalf.

(Story on behalf of the hero of the story)

Teacher: And now let's see an episode from the movie (director E. Tashkov "French Lessons", episode mother's arrival)

Why did the main character "come to his senses"? Why, despite the hunger, the wild homesickness, did not run away to the village? What did the hero understand while living in the regional center? (1 life lesson: perseverance, willpower, knows how to overcome the first life difficulties, responsibility for one's actions, desire to learn, learn to live independently)

slide 3

Teacher: Look at the slide. What part of the story is shown? (game of chica)

Why did the main character of the story start playing chica? (made hunger, hunger made the hero think about how to get money. His mother helped him, but there was no money on the collective farm. Playing chika is the only way to make money. The boy bought milk with this money, 1 ruble per liter, he had to drink milk, because he was ill with anemia, he was dizzy)

Lesson from this situation: be independent, take care of yourself.

How did the game of chica end for the main character? (He began to win, he played better than Vadik and Ptakhi. They don’t forgive him for this. The boy is severely beaten by three of them. They attack him from behind. The next morning he had a bruise on his face, an abrasion on his cheek, his nose was swollen)

Teacher: The protagonist faces a difficult situation while communicating with the guys who live by the laws of the street. In these laws there is no place for honesty, goodness, justice, they are ruled by force, power.

What lessons does the hero receive in this company? (on the one hand, these are lessons of meanness, anger, envy, cruelty. The main character enters the fight, although he understands, yield to those to whom you can’t prove anything; on the other hand, the boy shows his pride, honesty, he stubbornly repeats: he turned it over. He ready to defend his case.During a fight, the main thing for him is not to fall, it's a shame)

The main character remains honest, unshakable, proud to the end. He shows the ability to stay on top in any, even the most adverse circumstances. This quality is called self-esteem.

(Vocabulary: self-esteem)

slide 4 The role of Lydia Mikhailovna in the life of a boy

Teacher: Coming into conflict with Vadik, the hero puts himself in a difficult position: he loses his source of money, he can be expelled from school for playing. Who comes to the aid of the boy? Who will play an important role in the fate of the protagonist?

Look at the slide (in the role of Lidia Mikhailovna - Tashkova T.)

(Working with the textbook: expressive reading of the description of the appearance of Lydia Mikhailovna)

How does the hero see Lydia Mikhailovna?

Listen to quotes about Lydia Mikhailovna. What character traits are shown in these quotes?

“Lydia Mikhailovna was interested in us more than other teachers, it was difficult to hide anything from her”

“She came in, greeted, carefully examined almost each of us, making supposedly playful, but obligatory remarks”

Write in a notebook, fill out the table: 1st column - Lidia Mikhailovna's character traits, 2nd column - what kind of teacher are you waiting for? (After recording - discussion)

Lidia Mikhailovna

The teacher I choose

Why did Lidia Mikhailovna choose a boy to study French? Is it by chance? (L.M. understood that the main character was a talented boy, but his studies could be hindered by a constant feeling of hunger. She realized that the boy was starving, that it was very difficult for him to live in a strange family. Communication with Vadik, Ptakha could lead the boy on the wrong path She is trying to feed him, so she invites him to classes at her home)

Textbook reading:“You definitely need to study. How many well-fed loafers we have in school ... you can’t leave school ”

Lidia Mikhailovna realized that it was difficult for the boy, he was starving, she saw him beaten, she found out that he was gambling. Seeing her student beaten for the second time, she decided to help him at all costs.

To understand a person, to take on some of his pain is one of the best qualities of a person.

slide 5“Be able to feel a person next to you, be able to read his soul, see in his eyes joy, misfortune, misfortune, grief” V.A. Sukhomlinsky

How else is Lidia Mikhailovna trying to help the boy? (sends a package of pasta)

How did Lidia Mikhailovna manage to help the main character?

(Reading the episode "The Freeze Game" by role)

Discussion of this episode:

Can a teacher play for money with her student? With t.sp. pedagogical science, this act is immoral. And the director of the school, having learned about this, calls Lidia Mikhailovna's act "a crime, corruption, seduction", she is dismissed from school. Do you condemn Lydia Mikhailovna?

What is behind the teacher's behavior?

How can you call the act of Lydia Mikhailovna?

Teacher: Lidia Mikhailovna’s act, her French lessons are lessons of kindness, courage, true humanity, sincere generosity, sensitivity: “be kind, sympathetic, love people” - this is what her act says.

V. G. Rasputin wrote about this years later: “A very young, recent student, she did not think that she was educating us by her own example, but the actions that were self-evident for her became the most important lessons. Kindness lessons.

I would like each of you to express your opinion about Lydia Mikhailovna by writing a cinquain.

Compilation of syncwine.

(Example: Lidia Mikhailovna

Kind, smart

Teaches, helps, worries

Lidia Mikhailovna loves children

Sensitivity (kindness, a real person, a ray of kindness)

Teacher: This story is dedicated to Anastasia Prokopievna Kopylova, the mother of the famous playwright Alexander Vampilov, with whom Rasputin was friends.

“It seems to me,” wrote V. G. Rasputin, “that a person’s profession can be recognized by his face. By some very tired, stern look, I often guessed the teachers. He guessed and thought that his work was drying up the teacher, that it was very difficult for him to maintain a lively interest in children, spiritual softness and warmth. The story, the heroine of which was Lidia Mikhailovna, I dedicated to Anastasia Prokopyevna. Looking into the face of this amazing woman, ageless, kind and wise, more than once I remembered my teacher and knew that the children were fine with both of them.

That other teacher was called L.M. Molokova slide 6

(Vocabulary: prototype)

In 1951, she, a young graduate of the Irkutsk Institute of Foreign Languages, came to distant Ust-Uda. She got a desperate class. And skipped, and hooligans - everything was. Lidia Mikhailovna organized a drama circle, and the "robbers" soon changed.

Valya Rasputin was not a class leader, but he was respected for his fairness and courage.

It was bad then, as everywhere in the post-war years, starving. The children were dressed in all sorts of things: old hats, jerseys worn by others, ichigi on their feet.

In an interview with the Trud newspaper, Molokova L.M. she said that Valya Rasputin was one of her many students who had a very difficult life, but she did not play “chika” and “zameryashki” with them.

Interestingly, after Transbaikalia, this woman lived in Saransk, taught French at the Mordovian University. Then she worked in Cambodia, and in Algeria, and in France. She taught Russian to those who spoke French.

In Paris, in one of the bookstores, Lidia Mikhailovna bought a book by her former student, recognized herself in the main character. She herself found V. Rasputin, and they corresponded for a long time. True, Lidia Mikhailovna refused to recognize herself as the only prototype of the heroine, she claimed that this was a collective image. Moreover, she did not remember how she sent a parcel with pasta. Rasputin wondered how it could be forgotten? But I realized that

Slide 7“True goodness on the part of the one who does it has less memory than on the part of the one who receives it”

Teacher: So, the story of V. G. Rasputin "French Lessons" is read.

What feelings does it instill in us? (kindness, selflessness, sensitivity, patience, love)

Kindness, love, sympathy are the spiritual values ​​of a person. People who have these qualities are people with spiritual beauty. A person receives spiritual beauty from others. So, the hero of the story remembered that the young teacher saved him from hunger and shame. The boy realized that he was not alone, that there was kindness, love, responsiveness in the world.

It's good when people remember you for the good that you did for them, isn't it?

III .Reflection ( Filling the Soul Tree) On the Soul Tree grow only beautiful fruits (we fill the tree, write on the leaves those qualities that a person needs in life, attach it to the board).

(Reading a poem to the guests of the lesson, teachers, while the children fill out the sheets)

Slide 8 « You can forget the name of the teacher, it is important that the word "TEACHER" remains (V. Astafiev)

Teacher, the days of your life, as one,

You dedicate to the school family.

You are all who came to study to you,

You call your children.

Beloved teacher, dear person.

Be the happiest in the world

Even though it's hard sometimes to get you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our thanks!

We remember how you led us into people

From timid, funny first-graders.

But the children grow up, from the school bench

Walking the paths of life

And your lessons are remembered,

And keep you in your heart.

M. Sadovsky "Native man"

4.Slide 9

Summing up the lesson. Estimates. Homework: Composition “I want to talk about ... (optional: about the main character - a boy; Lydia Mikhailovna)”

An open lesson in literature based on the story of V.G. Rasputin "French Lessons" Grade 8.

Kindness lessons. Moral issues of the story
V.G. Rasputin "French Lessons".
The role of the teacher Lidia Mikhailovna in the life of a boy

The purpose of the lesson:
reveal the spiritual world of the hero of the story;
show the autobiographical nature of the story "French Lessons";
identify the moral issues raised by the writer in the story;
show the originality of the teacher;
to cultivate a sense of respect for the older generation, moral qualities in students.

Equipment: portrait and photographs of V. Rasputin; book exhibition; explanatory dictionary edited by Ozhegov (meanings of the words "lesson", "morality"); computer, projector.

Methodical methods: conversation on questions, vocabulary work, student reports, group work, presentation demonstration, game moment, fragment of the film "French Lessons".
The reader learns from books not of life, but
feelings. Literature, in my opinion, -
it is first of all the education of the senses. And before
all kindness, purity, nobility.
V.G. Rasputin

During the classes

1. Organizational moment.
2. The word of the teacher.
(slide number 1)
Teacher: In the last lesson, we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story "French Lessons". Today, in the course of the lesson, we have to discuss several aspects of this story: we will try to reveal the state of mind of the protagonist, we will discuss the main moral problems raised by the author in the story, we will talk about an “extraordinary person” - a French teacher who played an important role in the boy’s life.
(Recording the date, topic of the lesson, epigraph)
About the facts of the biography and creativity of V.G. Rasputin we learn from a small press conference presented by journalists, researchers and readers, in the role of which you yourself will act. I ask the researcher and reader to come here, the guys who were given individual tasks in the previous lesson: to prepare reports about V. Rasputin's childhood, about what childhood impressions were reflected in his works, about the history of the creation of the story "French Lessons". And now you will act as journalists and ask the guys questions prepared by you at home.

3. Word to the members of the press conference (an element of a role-playing game).
The course of the lesson includes electronic educational resources, in this case, a presentation is shown on the screen.

Journalist: I have a question for the researcher of V. G. Rasputin's work. Tell me how childhood affected the work of V.G. Rasputin?

Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that a person’s writer is made by his childhood, the ability at an early age to see and feel what then gives him the right to take up a pen. Education, books, life experience educate and strengthen this gift in the future, but it should be born in childhood. Nature, which became close to the writer in childhood, comes to life again on the pages of his works and speaks to us in a unique, Rasputin language. The people of the Irkutsk Territory have become literary heroes. Truly, as V. Hugo said, “the beginnings laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, forming an integral part of him.” And these beginnings, in relation to V. Rasputin, are inconceivable without the influence of Siberia itself - the taiga, the Angara, without the native village, of which he was a part and which for the first time made me think about the relationship between people; without a pure, uncomplicated vernacular.

Journalist: Question to the reader. Tell us about V. Rasputin's childhood years.

Reader: V. G. Rasputin was born on March 15, 1937 in the Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. Childhood partially coincided with the war: the future writer went to the first grade of the Atalan elementary school in 1944. And although there were no battles here, life was difficult, at times half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with the book forever. The elementary school library was very small, only two shelves of books. “I started my acquaintance with books with theft. A friend and I often went to the library one summer. They took out the glass, climbed into the room and took the books. Then they came, returned what they had read and took new ones, ”the author recalled.
After graduating from the 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which had the fifth and subsequent classes, was located 50 km from his native village. It was necessary to move there to live, and alone.

Teacher: Yes, Rasputin's childhood was difficult. Not everyone who studies well is able to evaluate the actions of their own and others, but for Valentin Grigorievich, study has become a moral work. Why?

Researcher: It was difficult to study: it was necessary to overcome hunger (his mother gave him bread and potatoes once a week, but they were always in short supply). Rasputin did everything only conscientiously. “What was left for me? - then I came here, I had no other business here .... I would hardly have dared to go to school if I had not learned at least one lesson, ”the writer recalled. His knowledge was assessed only as excellent, except perhaps French (pronunciation was not given). This was primarily a moral assessment.

Journalist: Question to the reader. To whom was this story (“French Lessons”) dedicated and what place does it occupy in the writer’s childhood?

Reader: The story "French Lessons" is dedicated to Anastasia Prokofievna Kopylova, the mother of his friend and famous playwright Alexander Vampilov, who worked at school all her life. The story was based on a memory of a child's life, it, according to the writer, "was one of those that warm even with a slight touch to them."
This story is autobiographical. Lidia Mikhailovna is named after her. (This is Molokova L.M.). A few years ago she lived in Saransk and taught at Mordovian University. When this story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich, met him several times.

Teacher: Thanks to our press conference attendees. You may take your seats in the class.

4. Conversation on questions.
(slide number 3)

Teacher: In the preface to the story “French Lessons”, V. G. Rasputin noted: “I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both the small and adult reader.” Today we will study morality. Learn from Rasputin on the example of his main character. Working with the text of the story, we will look in every line, in every phrase for the main idea that the author wanted to express in his work. He hopes that those life lessons that fate has prepared for him will help everyone understand themselves, think about their future.
- What does the title of the story “French Lessons” say? (About school, lessons, peers)
To whom is the introduction addressed? (reading the introduction by the teacher) (To myself, to the reader, to the teachers)
- From whose perspective is the story being told? Why? (In the first person. The author outlined his biography - autobiography)
- Who is the main character of the story? (An 11-year-old boy, a 5th grade student. The author does not give his name or surname.)
When and where do the events described in the story take place? (3 years after the end of the V.O. war in 1948 in a distant Siberian village)
- Name the signs of a difficult time.
(The story describes the difficult post-war period: a rationing system for supplying food, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the writer’s birthplace, a remote Siberian village in which there are not even gardens, because in winter the trees freeze .)
- How did the boy live in his parents' house? Find the answer in the text. (p. 134 “We lived without a father, we lived very badly ...”

5. Group work
About how carefully you read the first part of the story, we will know after working on the crossword puzzle. All the words that are the answers to the crossword puzzle you met in the fragment of the story we examined. Each group (row) receives a crossword puzzle and fills it out.

Questions:
1. A truck with a carrying capacity of one and a half tons.
2. Cereal for baking bread.
3. Addition to the potatoes of the villagers in the spring.
4. A security on which its owner makes an annual profit.
5. Driver's name.
6. Peasant settlement.
7. Center of the administrative region.
8. The staple food of the family of the protagonist of the story.
9. A nickname given to a hero in the village.

Why did the boy, the hero of the story, end up in the district center? Find passages in the work and read them. (“In order to study further .... So, at the age of eleven, my independent life began" p. 133; “And my mother, in spite of all misfortunes ... they are waiting for me, my dear, in a new place" p. 134).
-What are these tests? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness)
- Can any child handle this?
Why doesn't our hero complain to adults? Why doesn't he keep track of who steals food from him? Find the answer in the text. (“Who dragged - Aunt Nadia Li ... if she hears the truth” p. 135-136; The boy is endowed with self-esteem. He cannot offend another person with suspicion.)
-Find the passage on p.135 “The mother who arrived at the end of September…” Read it and answer the questions: was it easy for the mother to teach her son in the regional center? Was the son grateful to his mother? (Life presents the hero with cruel lessons and confronts him with the need to choose: to remain silent, reconcile or upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early.)
- Guys, in what sense is the word lesson used here. Let's look at the meaning of this word in the explanatory dictionary.

Working with the Explanatory Dictionary.
Lesson 1. An hour of study dedicated to some subject. 2. Transfer. Something instructive, from which to draw a conclusion for the future.

6. Consolidation of the studied
-Let's write in the notebook the first lesson of Rasputin's story: "A real mother takes care of her children all her life, and the children should be grateful to her for this." (slide number 4)
Why didn't our hero go home?
- What were the successes of the hero of the story at school? (in all subjects, except French, fives were kept).
Why does he always prepare for lessons? (“To relate carelessly to what was assigned to me, I still did not know how” p. 134)
What was the boy's state of mind? (“I felt so bad, so bitter and sick! - worse than any illness” p. 135)
- What made the boy play "chika" for money? (I was sick, I bought a jar of milk at the market with this money).
- How do Vadik and the narrator feel about this game?
-Need forced the hero to gamble. He had no other opportunity to earn. He did not wait for someone's mercy or handouts. Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, do not rely on others ”(slide number 5)
-Find the passage on p.141 that begins with the words: “Not to the warehouse! Vadik announced. Let's read it by role. (Narrator, Vadik, Ptakha) (before the words "... which was spinning right there.")
-Why did our hero have to "reconcile"?
-Write down the third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide number 6)
- Continue reading by roles further (until the end of this part of the story).
- Why do Vadik and Ptakha beat the boy? How does the hero behave during the beating?
- Let's write down the fourth lesson of Rasputin: “Be principled. Do not grovel" (slide number 7)

7. Group work
- And now I propose to check how carefully you read this part of the story. Each group (row) receives a task: to find out the hero of the work from the description.
Exercise. From the description, find out the hero of the work and write down his name.
1. "... a tall and strong guy with a long red bang, noticeable for his strength and power."
2. "A fussy, blinking-eyed boy who liked to raise his hand in class."
3. "Big-headed, short-cut, stocky guy, nicknamed ..."
Student responses:
1. Vadik.
2. Tishkin.
3. Bird.

8. Continuing the conversation
- Why does our hero return to Vadik's company after the beating?
How did you learn about gambling at school? (“And what happened? – she asked…” p.143)
What was our hero so afraid of? (“Playing for money with us could have been kicked out of school in no time.”)
- Could the director "squeeze a tear" out of him?
Why did the boy trust Lydia Mikhailovna and tell the whole truth? (“She was sitting in front of me, all neat, smart and beautiful…” p.145)

Pin od: So, guys, from your answers, we realized that V.G. himself is the prototype of the main character of the story. Rasputin. All the events that happened to the hero were in the life of the writer. For the first time, the eleven-year-old hero is torn away from his family by the will of circumstances, he understands that the hopes of not only his relatives and the whole village are pinned on him: after all, according to the unanimous opinion of the villagers, he is called to be a “learned man”. The hero makes every effort, overcoming hunger and homesickness, so as not to let his countrymen down. And now, turning to the image of the French teacher, let's analyze what role Lydia Mikhailovna played in the boy's life.
What was the main character's memory of the teacher? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description of “Lydia Mikhailovna was then….”; “There was no cruelty in her face…” p.149)
What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his purposefulness.)

And now let's see a short excerpt from the film "French Lessons", filmed at the Mosfilm studio in 1978.
(Viewing an excerpt from the film, episode "The Package")
Why did Lidia Mikhailovna decide to study with the boy at home? (The teacher began to study with the hero additionally, hoping to feed him at home).
Why did Lidia Mikhailovna decide to send a parcel to the boy, and why did this idea fail? (She wanted to help him, but she filled the parcel with "city" products and thereby gave herself away. Pride did not allow the boy to accept the gift)
Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play for money in the "wall")
Is the hero right, considering the teacher an extraordinary person? (Lydia Mikhailovna is endowed with the ability for compassion and kindness, for which she suffered, having lost her job)
Conclusion: Lidia Mikhailovna takes a risky step, playing with students for money, out of human compassion: the boy is extremely exhausted, and refuses help. In addition, she considered remarkable abilities in her student and is ready to help them develop in any way.
- How do you feel about the act of Lydia Mikhailovna? (children's opinion).
- Today we talked a lot about morality. What is "morality"? Let's find the meaning of this in the explanatory dictionary of S. Ozhegov. (The expression is written on the blackboard).

Teacher's word. Playing for money with her student, Lidia Mikhailovna, from the point of view of pedagogy, committed an immoral act. “But what is behind this act?” the author asks. Seeing that her student was malnourished in the hungry, post-war years, she tried to help him: under the guise of additional classes, she invited him home to feed her, sent a parcel, as if from her mother. But the boy refused everything. And the teacher decides to play with the student for money, playing along with him. She cheats, but is happy because she succeeds.
- Why is the story called "French Lessons"? (The title "French Lessons" speaks not only of teaching a foreign language to a fifth grader, but also of the value of the moral lessons presented to the child by the teacher.)
What was the main lesson taught by the teacher?
-We write down the fifth lesson: “Be kind and sympathetic, love people” (slide number 8)

Teacher:
- An epigraph to the lesson is written on the board: "Reader ...". And what feelings does the story "French Lessons" bring up? (Kindness and compassion).
Kindness is what attracts all readers in the heroes of the story.

Conclusion: The French teacher showed by her example that there is kindness, responsiveness, love in the world. These are spiritual values. Let's look at the introduction to the story. It expresses the thoughts of an adult, his spiritual memory. He called "French Lessons" "lessons of kindness." V.G. Rasputin speaks of the "laws of kindness": true goodness does not require a reward, does not seek direct returns, it is disinterested. Good has the ability to spread, to be transmitted from person to person. Kindness and compassion play a big role in human life, and I hope that you will always be kind, ready to help each other at any moment.

Summarizing. Student assessment.
D / s. Write an essay-reasoning “What moral lesson did Rasputin teach me?” (slide number 8)

Valentin Rasputin belongs to the galaxy of the most talented contemporary writers. His work is so multifaceted that every reader, regardless of age, will find in him something especially important for himself.

His heroes are characterized by such qualities as justice, mercy, kindness, self-sacrifice, sincerity and honesty. The author continues to inherit the humanistic traditions of twentieth-century literature in his work.

One of the works in which eternal human values ​​and virtues are proclaimed is the story French Lessons.

The history of the creation of the story "French Lessons"

The story is based on the autobiographical story of the author. The prototype of the image of Lidia Mikhailovna is the teacher V. Rasputina, who occupied a very important place in his life.

According to Rasputin, it is precisely such a woman who has the power to change what is beyond the control of an ordinary person. It was the teacher who helped the author to set the right life priorities and understand what is good and what is evil.

In the story "French Lessons" we see an ordinary rural boy and his teacher. The child has purity and a good soul, but difficult living conditions, eternal poverty, hunger, pushes him onto the wrong path. In order to earn authority among the boyish company, the child begins to play “chika” with them so that they will quickly accept him.

But still, this does not help, and the boy is forced to endure constant humiliation and even assault from the older guys. This situation was noticed in time by the French teacher, Lydia Mikhailovna. She is trying to find out from the child what prompted him to play for money.

The boy, who is not accustomed to a kind attitude and ordinary human participation, begins to tell the teacher that he plays in order to have friends and earn money for his food, because because of the poverty of his parents he is constantly starving.

The problem of awakening conscience

Lidia Mikhailovna sincerely wants to help him and, under the pretext of studying French, invites him to her home. The teacher always tried to feed the child, but pride and self-esteem did not allow him to accept food.

Lidia Mikhailovna nevertheless found a way to help the boy, she offered him to play the already known game for money. The teacher often succumbed, thus providing her student with money for a hearty lunch every day.

Helping the boy, the teacher cunningly took him away from the dubious company, and also did not go against his principles. The heroine of Lydia Mikhailovna is that ray of good that disadvantaged people so need. She did not remain indifferent to the misfortune of the little man, but willingly began to help him, risking losing her job.

The author in his story, as is characteristic of him, glorifies human kindness and noble impulses. After all, both the boy and the teacher were honest people, with a humanistic value system. The story also sharply raises the topic of social insecurity of young children who are forced to earn money on their own for the most necessary food.

MBOU "Gatchina Gymnasium named after I. K.D. Ushinsky

Literature lesson in grade 8

Subject: "Life Lessons in Storytelling"

V. G. Rasputin "French lessons"

Target:as a result of the analysis of the work, to convey to the student the idea that a person forms his own personality, to instill in students feelings of kindness, mercy, conscience, decency, dignity.

Teacher: Kaplina L.V.

Gatchina

2018

During the classes

1. Organizational moment.

Hello guys, sit down.

2. Speech warm-up.

Teacher: I propose to start our literature lesson today by reading a poem, because it reflects the theme and goals of our lesson.

So, pay attention to the screen and read, observing the intonation, expressively the poem by S. Bondarenko (slide ).

In every paragraph, in every story,

In a fairy tale and a song, even in a phrase -

There is the main idea.

It doesn't always open right away.

Line by line, phrase by phrase

You just think, just look -

The main idea will be revealed.

(S. Bondarenko).

What is this poem about? (Each statement has a main idea).

3. Learning new material.

Guys, it was not by chance that I started our lesson by reading this poem. It perfectly reflects the theme and goals of our lesson. And the theme sounds like this: “Life lessons in the story of V. G. Rasputin “French Lessons”( slide) , (record date and lesson topics).

And the goals of our lesson are:we must find out what lessons the story of V. G. Rasputin "French Lessons" carries and reveal the spiritual values, moral laws by which Rasputin's heroes live in order to cultivate such qualities of character as kindness, humanism, responsiveness, nobility, courage, ethical standards of behavior and relationships.

This means, guys, that today we will learn to live. Learn from V. Rasputin on the example of his main character.

Working with the text of the story, we are in every line, in every phrase we will look for that main idea that the author wanted to express in his work.

The fundamental question we need to answer is:

"Where are the limits of goodness?"

2) Acquaintance with the epigraph.

The writer hopes that those life lessons that fate has prepared for himwill help each of us to understand ourselves, to think about our future. Write down the words of V. G. Rasputin, which will become the epigraph to our lesson(slide), (notebook entry ).

Guys, what is the meaning of the word lesson here. Let's look at the meaning of this word in the explanatory dictionary ("literary critics").

Working with the Explanatory Dictionary :

Lesson 1. study hour devoted to some subject 2.peren. something instructive, from which a conclusion can be drawn for the future.

2. Conversation on questions.

1) Guys, today we will talk about ethics, morality, mercy, humanism.

Let's remember the meaning of these words,

Work in the creative group of "literary critics" (with an explanatory dictionary) (slide).

2) And now let's look into the explanatory dictionary and find the meaning of these words.

( Ethics - 1) the philosophical doctrine of morality, its development, norms and role in society. 2) a set of norms of behavior.

Moral - the rules that determine the behavior, qualities necessary for a person in society.

Humanism - humanity in relation to people, philanthropy).

Kindness - human quality, reflecting the dignity of the soul.

Children find the lexical meaning of this word in the dictionary:

1. Everything is positive, good, useful.

2. Responsiveness, sympathy, the desire to do good.

Therefore, in terms of the number of lexical meanings, it is multi-valued, in origin it is native Russian. Dobro is a letter in the Old Russian alphabet.

3) Guys, on the example of what works did you meet these concepts, considered the ethics of children's relationships, talked about morality?

(This is a fairy tale - a true story by M. M. Prishvin “The pantry of the sun”, stories by Yu. M. Nagibin “My first friend, my priceless friend”, V. P. Astafiev “A horse with a pink mane”, D. Zheleznikov “Scarecrow”, "Weird of 6 b ”, Yu. Yakovleva “Knight Vasya”, K. Paustovsky “Warm bread”, “Hare paws” and others).

4. Implementation of homework.

1). The word of the teacher on the topic of the lesson.

Today we continue talking about these concepts. Creativity V.G. Rasputin attracts readers becausenext to the ordinary, everyday in the works of the writer there are always spiritual values, moral laws, unique characters, a complex, sometimes contradictory inner world of heroes.

2). Work in the creative group of "bibliographers".

The work is started by the guys from the creative group of "bibliographers" who will introduce uswith the creative history of the story "French Lessons".

In 1973 V. Rasputin writes one of his best stories - "French Lessons". “I didn’t have to invent anything there,” Rasputin said. - All this happened to me. The prototype did not have to go far. I needed to return to people the good that they once did for me.

6. Conversation on the story "French Lessons" (slide).

The author's thoughts about life, about man, about nature not only help the young reader discover in yourself and in the world around you inexhaustible reserves of goodness and beauty but they also warn: human life and nature is fragile, it must be protected.

These are the inclinations of courage, kindness and beauty that we will try to discover today not only in the hero of V. Rasputin's story, but also in ourselves.

Let's get back to the content of the story.

At home, you prepared questions on the content of the story in groups.

Word to the first group of literary critics.

1) What is the title of the story about? From whose perspective is the story being told? Why?

(About school, lessons, peers).

4) Who is the main character of the story?

(An 11-year-old boy, a student of the 5th grade. The author does not give his name or surname).

5) When and where do the actions described in the story take place?

(Three years after graduating from V.O. in 1948 in a distant Siberian village).

6) What are the signs of a difficult time.

(The story describes the difficult post-war period: a rationing system for food supply, famine, compulsory state loans for the population, the hardships of collective farm labor. The scene is Siberia, the writer's birthplace, a remote Siberian village, in which there are not even gardens, as in winter the trees freeze).

7) How did the boy live in his parents' house? At what age did the hero begin an independent life? Find passages in the work and read them out (reading on pages 121 - 122 from the words “So, at the age of 11, my independent life began” to the words “I didn’t understand properly what was ahead of me, what trials awaited me, my dear, in a new location").

8) What are these tests? (didn’t get along with French: reading on pp. 117 - 118 “I studied and it’s good here” to the words “Everything was in vain”).

9) What other tests? (sickness for home: reading on p. 118 from the words. “But the worst began when I came home from school” to the words “I only wanted one thing, dreamed of one thing - home and home”).

10) The hero did not get along well with French, he missed his mother very much, he was homesick, but there were other problems (hunger, food theft: reading on page 118 from the words “But I lost weight not only because of homesickness” to the words “It will not be easier for a mother if she hears the truth”).

11) Not only constant hunger, suffering from loneliness, separation from home, from mother, but also an acute experience of injustice, the bitterness of deceit was experienced by the hero. Can any child handle this?

12) Why doesn't our hero complain to adults?

Why doesn't he keep track of who steals from him?

(reading on p. 118 from the words “I lost a lot of weight: my mother, who arrived at the end of September, was scared for me” to the words “I came to my senses and ran away”).

13) Was it easy for the mother to teach her son in the district center? Was the son grateful to his mother?

(Life presents the hero with cruel lessons and confronts him with the need to choose: to remain silent, reconcile or upset his mother. Bitter thoughts about his mother and his responsibility to her make the hero grow up early).

- What is the first lesson Rasputin gives us? (Serebrov)

Let's write down the first lesson of Rasputin's story in a notebook: "A real mother takes care of her children all her life, and children should be grateful to her for this." (slide).

15) How does the fragment with the loss of food characterize the boy?

Why didn't our hero go home?

How did the boy study? Why was he always preparing for lessons?

18) What attracts you in a boy, in his character? (Thirst for knowledge, willpower, honesty, kindness, nobility, selflessness, perseverance in achieving the goal)(slide).

Work in the creative group of "literary critics" (work with an explanatory dictionary , finding out the meanings of words:nobility - high morality, combined with selflessness and honesty;dedication - sacrificing one's own interests for the sake of others)(slide).

- Why did the boy get involved in the game for money?

(Necessity forced the hero to gamble. He had no other opportunity to earn money. He did not wait for someone's mercy or handouts).

- And here is the second lesson. Formulate it. (Haltunen)

Let's write down Rasputin's second lesson: “Be independent, proud. Take care of yourself, don't rely on others." (slide).

- Describe the players in "chiku" (Tishkin, Ptakha, Vadik).

In detail, we got acquainted with the episode "The Game of Chica" in the previous lesson. Let's remember

why did our hero have to "reconcile"?What lesson does Rasputin give us? (Orlovskaya)

Let's write down Rasputin's third lesson: "Don't get excited, yield to those to whom you can't prove anything anyway." (slide).

("Watching movie: "Not to the warehouse! Vadik announced.

22) Why are Vadik and Ptakha beating the boy? How does the boy behave during the beating?

(For the fact that he constantly won, he tried to play fair. But gambling cannot be fair) (Makeev)

- What did the hero experience after the fight? Let's read page 129.

The hero later recalls: “How was I to know…” p.127

- How is this lesson different from the previous one? ( Temir)

Let's write down Rasputin's fourth lesson: “Be principled. Don't cringe." (slide).

- _Name the main character traits of the hero (slide).

Guys, how do you understand the meaning of statements (slide):

“The smarter and kinder a person is, the more he notices goodness in people” (L. N. Tolstoy).

(These kind, sympathetic people include, first of all, the boy’s teacher Lidia Mikhailovna. Assessing what Lidia Mikhailovna did for him, Rasputin writes “... goodness must be disinterested and confident in its quiet miraculous POWER”

Why did the boy confide his secret to the teacher? Can any teacher be trusted? (Korobova D.)

Lidia Mikhailovna decided to study French with the boy at home? Why?

(She wants to protect the boy from playing with the guys).

Scene Game in the wall. (Nikonorenkova, Makeev, Yakovlev)

- How does the image of Lydia Mikhailovna appear on the pages of the story? ( slide) . (Lisa)

(The young teacher is a man of great soul. She managed to see real human pride and childish courage in the boy. She proved to the boy: you are not alone in this world, with your hunger, bruises, abrasions, they will help you. And she helped. She had a gift empathy. She saved the boy with her kindness. The teacher taught her student lessons of kindness and courage).

And what do you think the fifth lesson will be like? (Yakovlev)

Let's write down Rasputin's fifth lesson: "Be kind and sympathetic, love people." (slide).

- Guys, how do you answer the question: what is kindness, where are the boundaries of kindness? (reading mini-essays to students).

Reading the poem "Kindness". (Alice)

It's not easy to be kind

Kindness does not depend on growth,

Kindness does not depend on color,

Kindness is not a gingerbread, not a candy.

You just need to be kind

And in trouble do not forget each other.

And the earth will spin faster

If we are kinder to you.

Being kind is not at all easy,

Kindness does not depend on growth,

Kindness makes people happy

And in return does not require a reward.

Kindness never gets old

Kindness will warm you from the cold.

If kindness shines like the sun

Adults and children rejoice.

8. Generalization of the material:

- Guys, why is the story called "French Lessons"?

What is the main lesson taught by the teacher?

What lessons did V. Rasputin teach us? What is interesting about his story? (reference to the epigraph).

(French lessons, communication with Lydia Mikhailovna became life lessons for the hero, education of feelings.)

Teacher:What have these lessons taught you? (Participation, understanding of people around, sensitivity, dedication and purposefulness)

"French Lessons" - lessons of life, courage, kindness.

The writer tells about the courage of a boy who has preserved the purity of his soul, the inviolability of his moral laws, bearing fearlessly and bravely, like a soldier, his duties and his bruises. The boy attracts with clarity, integrity, fearlessness of the soul. Joining the difficult fate of the boy, we empathize with him, reflect on good and evil, experience “good feelings”.

The non-standard act of the teacher remains incomprehensible to everyone who learns about it. "It is a crime. Corruption. Seduction ... "- says the enraged director, having learned that the French teacher is playing "wall" with his student. Can you prove to him that for an anemic boy this is the only way to get money for bread and life-saving milk?!

It doesn't matter that the teacher had to leave the school. It is much more important that she left a bright, unforgettable mark in the soul of the student, faith in herself and in people, helped him in bitter moments of loneliness and homesickness, supported him in the hungry post-war period. The image of the teacher remained forever in the soul of a modest, patient, kind and purposeful boy and, probably, helped him more than once in achieving his bright and lofty goals.

Severe lessons were presented to the hero of Rasputin by city life. But she also taught him a lot: he learned that goodness goes along with evil, goodness and light come with the ugly. And the main thing, in my opinion, is that life gave him a meeting with such a kind, wise, understanding teacher as the “Frenchwoman” Lidia Mikhailovna. I think that this meeting influenced the whole subsequent adult life of the hero.

French lessons" - one of the best works of Valentin Rasputin. It would seem how far from us are the difficult, hungry post-war years and the events described in the story. But why do we try on the actions of his heroes today? Every day we meet people who need our help, but often we are not ready to do good. Maybe there is not enough strength to cross the social canons, maybe because we live by inertia, not wanting to look at life with different eyes ...
The heroine of the story "French Lessons" - a young teacher of French - Lidia Mikhailovna will only see how difficult it is for her talented but half-starved student to live far from home and family. Having tried all the open ways to help him, she decides, according to the school principal, to commit a "crime" - she dares to play with the boy in the "wall" for money. Otherwise, accepting help for a child seems humiliating. What did this act of hers mean in those days? What did this mean for the teacher herself? How did that boy assess the motives for her actions? Many years later, the hero recalls this, having experienced a lot and gradually realizing for himself the meaning of these "lessons" - the lessons of humanity, kindness and compassion.
Few people know that, despite the fictitiousness of events, the prototype of the image of the main character existed. Lidia Mikhailovna Molokova in those post-war times taught French at the school where the future writer Valentin Rasputin studied.

Teacher: Kindness is what attracts in the heroes of the story. The hero discovers kindness and participation, understanding among the people around him.

You have worked hard today, showing respect, sensitivity, mutual assistance to each other - in a word, kindness. And I'm glad you now understand what that word means.

Tomorrow, March 15, Russian Soviet writer Valentin Grigoryevich Rasputin celebrates his 76th birthday. Today and in the near future in many Russian schools, and above all in Siberia, in the Baikal region, students will talk about the writer's work. Slide)

Video

Teacher:V.G. Rasputin once said: “The reader learns from books not about life, but about feelings. Literature, in my opinion, is primarily the education of feelings. And above all, kindness, purity, nobility.

9. The results of the lesson.

10. Homework:

Write a mini-essay about whether you have met in your life people like the heroes of Rasputin, courageous, honest, kind. Tell about them.

I say the lesson is over, but I hope you continue it in your soul, in your heart!

FOURTH STAGE.
1. Creation of syncwine.
Teacher:
-Our hero really experienced a lot in his life. The main thing is that he remained a man, acquired the spiritual experience of independence. He searched and found a way out of the most difficult situations, did not lose his good attitude towards people, learned to appreciate the friendship not only of his peers, but also of adults. At the end of the lesson, I propose to express my thoughts about love, friendship, purity of soul, life, fate ... in writing a syncwine.
Purity
Naive, childish.
To endure, to believe, to wait
The world will change for the better.
Life.

Kindness.
Sincere, sincere.
Teaches, instructs, directs.
There should be many humane people.
Kindness is the meaning of life.

I want to end the lesson with a short poem:
How good that kindness
Lives in the world with us.
Without kindness, you are an orphan
Without kindness, you are a gray stone.

All the works of Valentin Rasputin are connected with the fate of fellow countrymen, their sorrows, hopes, joys and experiences. His heroes are characterized by honesty, kindness, perseverance in achieving goals. Another story by Valentin Rasputin, French Lessons, is a vivid example of human kindness, understanding and responsiveness. For this work, we will write the final one, having examined the portrait of the hero, and reinforcing our thoughts with arguments from the literature.

French essay lessons

Rasputin's story French Lessons is not just a work about a school teacher, it is a real example of the lessons of kindness that each of us should follow. This work of Rasputin is biographical, where the author shows the role of a wise teacher in his life.

From the work we learn about the fate of a teenager whom his mother sends to study in the regional center. In the cold and hungry post-war years, the mother has to give her last in order to teach her son. Everything would be fine, but only the aunt robbed her nephew, eating his products. The boy had to starve, and in order to somehow survive, he plays for money with school boys.

Hero portrait

At the time of the story, the protagonist of French Lessons was about eleven years old. The boy had to walk in old clothes, from which he had already grown, and live from hand to mouth. A shy, silent, but at the same time, an observant and capable child is trying with all his might to achieve his goals. Due to anemia, he has to drink milk, but there is always not enough money for it. Realizing that his mother is already living from hand to mouth, he does not ask her for money, but decides to earn money by playing on his own.

Being an honest boy by nature, he could not remain silent when he saw the cheating in the game, for which he was constantly beaten. This is what the teacher noticed. Having figured everything out, she decides to help the child, but the boy refuses to eat. He's too proud. And Lidia Mikhailovna goes to the trick, and invites him home under the pretext of improving his knowledge of the French language. Neither the parcel with food, nor Lydia Mikhailovna's attempts to feed a hungry child during French lessons, do not change the situation. The boy refuses to help, and the teacher has to go to the trick, offering the student to play with her for money. In this way the boy was able to earn some money and buy milk for himself. This lasted until the director of the school found them doing this. For her act, the teacher was fired, after which Lydia leaves for her homeland and even there does not forget about her ward, sending him a parcel with large apples, which the boy had only seen in pictures before.

Using the example of a teacher, Valentin Rasputin showed selflessness, selflessness, and a desire to help people in difficult times. The lessons of kindness helped the student to survive in difficult times, and not to lose himself and his human qualities.

Arguments from literature

However, French lessons are not the only example of kindness and how the teacher influenced the future fate of his students. This issue has been raised by many writers, and as proof of this, we will cite other arguments from the literature.

So in the work of Aitmanov's First Teacher, we see a teacher who saves an orphan and sends the girl to study in the city. In the future, the heroine becomes a doctor of science, and the school she built will be named after her first teacher.