Goals:

• based on what they read, learn to highlight the character traits of the main characters,
• analyze the actions of children, their behavior in nature;
• repeat the theory of literature (portrait, epithet, personification);
• develop thinking, oral speech, replenish vocabulary.

Equipment: illustrations for the work, a portrait of M. Prishvin, children's drawings.

Lesson type: consolidation of the material.

During the classes.

I. Organizational moment.

II. Motivation of educational activity, announcement of the topic, objectives of the lesson.

III. Work on the content of the work.

1. Literary dictation.

1. In what year was the fairy tale written? (In 1945)
2. Who is Antipych? (Forester)
3. What was the name of the wolf in the work? (Gray landowner)
4. In a popular way, some excellently pleasant place in the forest. (Palestinian)
5. A swampy place in a swamp, it's like a hole in the ice. (Elan)
6. The name of the swamp, near which the children lived. (Fornication)
7. Names of the main characters. (Nastya, Mitrasha)
8. Who saved the boy from death in the swamp? (Dog Grass)
9. On whose behalf is the story of the “Pantry of the Sun” being conducted? (Scouts of swamp riches)
10. The author of the work. (Mikhail Prishvin)

2. Checking homework ( Read the plan made at home.

3. Frontal conversation with elements of selective reading of the text and retelling.

• From the very beginning of the work, we get acquainted with the main characters Nastya and Mitrasha. The narrator draws portraits of children for us. What is a portrait in a literary work? ( Description of the appearance of the hero: his face, figures, clothes).
• Find the portrait of Nastya in the text.
• Read the portrait of Mitrasha.
• Knowing some ways of expressing the author's attitude, it is necessary first of all to dwell on those epithets and comparisons with which children are characterized. What is an epithet? ( An artistic definition of an object or phenomenon that helps to vividly imagine the object, to feel the author's attitude towards it).
• Note that the author calls Nastya not a “chicken”, but a “chicken”, this expresses his tenderness for the girl. It is precisely the large number of diminutive suffixes that helps to understand the author's attitude towards his characters. She compares freckles with gold coins, her hair is cast in gold, not her nose, but her nose, she is all smiling, like a cheerful sun. The brother also enjoys no less sympathy. What does the writer emphasize most about his appearance? ( Strength, perseverance, perseverance).
• It is impossible not to notice the “direct” assessments of the narrator, in which he expresses his sympathy for the children, is proud of them, rejoices in their successes.

"They were very nice..."
“... however, the poor kids got a lot of care ...”
“But very soon smart and friendly guys learned everything themselves ...”
“And what smart little kids they were!”
“There was not a single house where they would live and work as amicably as our favorites”

Prove with words from the text that Nastya and Mitrasha are diligent, efficient, and economical. They love and remember their parents.

“Just like the dead mother…”
"Mitrasha learned from his father..."
“He (Mitrasha) well, paternally wrapped footcloths around his feet ...”
“Why do you need a towel?” Mitrasha asked.

But how? - answered Nastya. “Don’t you remember how mom used to pick mushrooms?”

“- You remember this,” Mitrasha said to his sister, as his father told us about cranberries ... "

Read the beginning of the passage "Spruce and Pine" ...

The writer endows natural phenomena in this work with signs of living beings.

What is the name of such an image in literature? (Incarnation).

How exactly do the evil forces of nature interfere with children, try to intimidate them, leave the forest?

(The trees growled, howled, groaned).

And vice versa, how kind nature calms children, helps them:

(Belous grass showed the direction of the elani bypass)

How do children behave in the forest?

“It was very quiet in nature and the children, who were cold, were quiet before that ...”
“With bated breath, the children sat on the cold stone, waiting for the first rays of the sun to come to them.”
"The motionless sat on the stone."

Let's dwell on the episode "Dispute of children about the road", find out how each of them behaves.
- How do brother and sister behave when left alone with nature?
- Why does Mitrasha become a prisoner of the swamp?
- Let's read the "mysterious" words of the wise forester Antipych.

“... You guys, dressed and shod, go ...”

What did the forester say?

"If you don't know the ford, don't go into the water."

How do you understand these words?
- Mitrasha directly climbed into the Blind Elan, ignoring two things. What?

(Nastya's warning and white-bearded grass).

Seeing Grass and feeling the hope of salvation, Mitrasha no longer repeated the mistake, but acted carefully, deliberately. Prove it with words from the text.

“... And the little man stopped a big heart in himself. He froze in the exact calculation of the movement ... "

Let's go back to the road that Nastya walked on. She chose the right path: it was not by chance that she found the cranberry Palestinian. What does Prishvin make us think about, depicting the path of Nastya? Find the passage "Forest Berries", and it will become clear to us that Prishvin selects "affectionate words" to convey an affectionate attitude towards nature.

How does Nastya behave among such wealth?

(She's greedy)

The writer does not like such greed, he shows a giant elk and says that he, such a hulk, has enough aspen crust and marsh shamrock petals.

“Where does a person, with his power, get greed even for the sour cranberry?” - Prishvin asks reproachfully.

What made the girl realize her act? ( Encounter with a snake)

What did Nastya imagine?

... as if she was there, on the stump ...

The girl is deeply worried about what happened and further actions ... ( I gave the whole healing berry to sick children).

The paths of discoverers and masters are necessary and useful to people, but strength and beauty are fully manifested only when, on the chosen path, he follows the highest duty - to be useful to others. Departure from this makes the person himself unhappy, first of all.

Nastya screamed, Mitrasha heard her cry and answered her, but why didn’t the girl hear anything? ( A gust of wind carried the cry to the other side).

Tell us what happened when Mitrasha got out of the Blind Elani. ( Killed the wolf).

How did the neighbors behave when they heard the roar of hungry cattle?

What surprised everyone?

What is now called the "man in the pouch"? ( hero).

Now it remains to say who the narrators are. Read.

IV. Conclusion.

So what is a pantry of the sun? ( This is not only the Fornication swamp with its reserves of combustible peat, it is all nature and man - the "wise master".)

Combining the life of people and nature, Prishvin expresses his main idea: A person must be reasonable in his relationship with nature, understand it, love and protect it. ( This is an epigraph to the lesson, we write it in a notebook).

V. Homework:

1. Think about why the “Pantry of the Sun” is called a true story?
2. Retell close to the text one of the descriptions of nature.
3. Draw illustrations “At a lying stone”, “Spruce and pine in the Fornication swamp”.

The story of Mikhail Mikhailovich Prishvin "The pantry of the sun" tells about orphans, how they coped with difficulties, how they learned to live without parents.

The author describes the main characters very carefully. The girl, Nastya, the eldest in the family, seems to the reader to be responsible and very hardworking. She has freckles on her face, blonde hair, is fragile and very smart. She always yielded to her brother, tried to do the best and helped him in everything. The author calls her a golden hen with high legs. In my opinion, Mikhail Mikhailovich gave such a nickname to Nastya for a reason. Throughout the story, he writes about her with respect. Nastya got up before sunrise, drove a herd of cows to pasture and, not going to bed, did all the household chores until nightfall.

Mitrasha, the brother of the main character, is described by the author as "a little man in a bag." He learned a certain craft from his father and was engaged in men's household chores. Mitrasha sold or exchanged the result of his craft. So the orphans lived, arranging their life.

The author of the story very accurately divides household chores among the children. Left alone, without parents, Nastya and Mitrasha do household chores together. "Golden hen with high legs and a man in a bag" are engaged in women's and men's household chores, respectively. Such a division of labor between children gives them, in my opinion, the cohesion and friendship that should be between relatives.

One day, the children decide to go for cranberries. In the forest, they diverge on different paths. Mitrasha falls into a swamp and cannot get out for a long time, and Nastya, carried away by picking cranberries, forgets about her brother. The forester's dog named Travka helps children find each other.

Mikhail Prishvin called his story "The Pantry of the Sun" because there is a lot of peat in the forest swamps. During World War II, this fuel was very valuable, and remains valuable to this day.

In my opinion, the author of the story very accurately conveyed the whole atmosphere that should be between children who were left without parents. Prishvin showed brotherly and sisterly love. Nastya and Mitrasha have always been together, lived in peace. After all, they were left alone in the whole world, and they have no one dearer than each other. The author clearly shows in his work what can happen if brother and sister do not get along with each other.

After reading the story "Pantry of the Sun", each reader will ask himself: how do I feel about my sister or my brother? After all, a person has no one dearer than a sister or brother. They should always be together and help each other. And to better understand how to treat a loved one, you should read this story.

Analysis Pantry of the sun - where is the truth and where is the fairy tale

The work was written in 1945, so its plot and the characters of the story correspond to that difficult time for the country.

The plot is simple. A boy and a girl live in a Russian village. They live alone, because they are orphans - their father died in the war, and their mother died of an illness. The girl is 12 years old, the boy is 10 years old. They have a house, they have pets: a cow, sheep, chickens.

Starting to read the story, you immediately understand that it is fiction. It cannot be that the guys in the village did not have relatives. It cannot be that the children of the deceased Red Army soldier were not placed in an orphanage. And how, at that age, did they manage the household, which even an adult could not do?

Further events develop like this. The usual village business: the children went to the forest to pick berries (cranberries). The girl, of course, with a basket, and the boy, according to the current terminology - "cool", takes a gun and a compass with him. Well, the compass is understandable - a toy, but the gun is taller than a ten-year-old boy. How will he carry it? But the author comes up with an excuse: a lonely and hungry wolf lives in the forest. Here, for protection from the wolf, a gun was taken with them.

I should note that the fairy tale is also in the title of the story: "The pantry of the sun." This, according to the author's idea, is the name of the swamp. But the Russians never heated stoves with peat. We had enough firewood. And such a name would never have been given to the swamp. They were far from the scientific idea that peat, coal and oil are a concentrate of solar energy.

Let's go, then, the boy and the girl into the forest and, of course, quarreled (as in a fairy tale - do not drink water - you will become a kid). The brother did not listen to his sister: he did not follow the path, but the compass. He reached the swamp and fell into the swamp there. Thank God he had a gun with him! He grabbed a gun and did not drown.

And then a stray dog ​​(man's friend) came to the rescue and pulled him out of the swamp. And then he shot the bad wolf. Then, the sister, having collected cranberries, found him, and they returned home. And in the village everyone was already alarmed: where did the children go? This is such a semi-fairy story.

The story is beautifully written, but what does it teach us? Maybe live together, love dogs and kill wolves. Or - do not go, the children are alone in the forest: wolves live there.

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Features of students' perception of M. Prishvin's story "Pantry of the Sun"

Observing the features of the perception of the story by students, we can conclude that when reading independently, students are aware of the plot outline of the story, perceive individual descriptions of nature. The most important point - the cause of the children's quarrel - does not lead them to reflection; the students limit themselves to reproducing the dispute about which road Nastya and Mitrasha should take to the Blind Elan. Without the help of a teacher, it is difficult for schoolchildren to reveal the author's attitude to nature and people; they do not have a desire to reveal the meaning of the title of the fairy tale.

But one should not rush to conclusions about the nature of the direct perception of Prishvin's fairy tales by the students, because the absence of a verbal report may indicate a lack of conscious perception or experience of aesthetic perception, and not about the limited perception of a particular literary work, especially such a complex philosophical work as is the "Pantry of the sun" M.M. Prishvin.

In connection with the above, there is an assumption that schoolchildren's drawings, which they will begin to create before studying the text in class, can become an additional means of identifying the perception of the moral and aesthetic potential of the "Pantry of the Sun". In the practice of language teachers, drawings based on the text of works of art are created by students in the process of analysis in the lesson or after this work. This small experiment has a limited purpose: to reveal layers of students' perceptions that are not fixed in a verbal account of what they have read. The results were interesting.

Let's try to analyze the figurative perception of the text "Pantry of the Sun" by sixth graders on the basis of their paintings. The methodology for testing the experimental method of studying artistic perception was as follows. Students of the VI "B" class of the Don Real Gymnasium in Rostov-on-Don, who read Prishvin's fairy tale-tale, were given the task to create drawings, choosing any topic, episode, description for this. Let us arrange the received children's drawings in accordance with the sequence of events of the "Pantry of the Sun" and similar stages of subsequent textual work, which should help to make adjustments to the traditional method of analyzing Prishvin's story. The drawings created by the students are different in execution and in the degree of independence, but they convince of a fairly differentiated and deep perception of the text. The choice of themes is also interesting.

The portrait of Nastya was presented by the girls of the class. The students embodied in him what Prishvin revealed in the image of the “golden hen”. The overall joyful impression of the portrait of a girl is enhanced by a combination of bright colors and golden hair. Nastya is as if illuminated by the rays of the sun. The drawings of two other students reveal the great attention of the students to the working life of Nastya and Mitrasha, to their simple household, which suggests the need to pay due attention to this issue in the lessons of work on the text. Students depict a village courtyard, a house, buildings, Mitrasha driving out cattle, Nastya grazing a goat against a green meadow.

Schoolchildren caught not only the writer’s special interest in the importance of solar energy in creating peat wealth, but also a special “sunshineness” in the depiction of children, that unique coloring of Prishvin’s fairy tales, which was not felt in their statements in conversations with the teacher preceding the study of the “Pantry of the Sun ".

In the drawing of one of the best students of the class, we see fused trees and two different roads along which the heroes of the story will go: clearly visible, where Nastya points, and almost invisible, overgrown with grass, where Mitrasha's hand is turned. The drawing does not feel independence, but pleases attention to the character of Mitrasha, to his stubbornness, perseverance.

Three drawings are connected with the history of the forester Antipych and the dog Travka. Two drawings reveal the sixth-graders' perception of the final events of the story.

Children's drawings reveal new aspects of the perception of a work of art. In combination with the data of preliminary oral conversations, these pictorial experiences convince us that the students consciously reacted to the images, theme, and idea of ​​the work. Schoolchildren were receptive to the ideological concept and artistic style of the author, to his vision of man and nature. It should be noted that conducting this small experiment does not contradict the very nature of Prishvin's artistic talent. The writer said that he often had two desires: to photograph what he saw and write about it. A vivid example is the photograph of the writer “Spruce and Pine in the Fornication Swamp”, which inspired him with one of the significant images of the “Pantry of the Sun”. Work with artistic photographs occupied a special place in Prishvin's creative life, as evidenced by his numerous expressive photographs, which are given in the writer's collected works.

The conducted experiment helps to make adjustments to the work with students at all stages of studying the fairy tale “The Pantry of the Sun”. First of all, it is necessary to increase attention to the development of figurative perception and aesthetic sense of students, to increase the emotional orientation of the lessons. More attention will be required to work with those chapters that reveal the role of labor in the lives of children, the originality of their characters and life positions, to implement these tasks, creative questions and tasks should be considered, attention should be paid to the speech activity of students and the moral potential of lessons. It should not be forgotten that interest in various aspects of the work, which cannot be overlooked in the drawings of students, was revealed in the conditions of artistic and aesthetic activity, and not contemplation.

In addition to the four lessons of the program, many of them had an extra-curricular reading lesson that preceded the main lessons. This contributed to the familiarization of students with the world of Prishvin's works of art, his unique images, helped to understand the writer's active love for man and nature, to realize the imagery and significance of the word in a literary work.

The same purpose is served by a short introductory speech of the teacher to the study of fairy tales, in which the main themes of his works should be touched upon.

Mikhail Mikhailovich Prishvin (1873-1954) was an agronomist, ethnographer, hunter, traveler, and writer.

Prishvin's passion for travel is associated with the desire to discover the unknown, the "unprecedented". Already the titles of the writer’s early works: “In the land of fearless birds” (“Behind the magic bun” (1907) - show his desire to comprehend the life of man and nature, to combine dream and reality. After 1922, M. M. Prishvin lives in the Moscow region (Zagorsk, Pereslavl-Zalessky, Zvenigorod) During the years of the Great Patriotic War, Prishvin lived in the village of Usolye not far from Pereslavl-Zalessky.In Usolye, he met children orphaned during the war, who ran the household themselves and were very loved by their fellow villagers.

Nastya and Mitrasha become the main characters of the story written by M.M. Prishvin in 1945.; he gives it a name and defines the genre: a fairy tale. In it, the writer sums up his thoughts about the roads that a person chooses, about the life of nature. We will try to bring students closer to the images of nature captured by the writer in his photographs; for this purpose, we use the Collected Works of M.M. Prishvin 1957. In addition, in the lesson we use frames from a filmstrip about Prishvin.

Let us take a closer look at what attracted the writer, and we will see harmony in his attitude to nature and man, the desire to see in the life of nature that which is related to the human world. Fancy-shaped snow-covered trees are associated with the idea of ​​a night watchman or a mother's kiss. He shoots a forest lake and gives the photo the name "Forest Mirror".

After the teacher's introductory remarks, we begin work on the text, analyze episodes and descriptions, think about the reasons for the characters' actions, and make observations on the writer's artistic word. Various options are possible: reading the story in full or with small cuts (subsequent analysis) or reading in parts with an accompanying analysis of the text. As homework, the following are possible: retell any of the ten chapters of the fairy tale, preserving the style of the author, write a summary of individual fragments of the text (“Working life of children”, “Nastya and Mitrasha’s quarrel”, “History of the dog Grass”, “Wolf Gray Landowner” “Two roads to the Fornication swamp”), prepare an expressive reading of one of the descriptions of nature.

Taking into account the peculiarities of the initial perception of the "Pantry of the Sun" by sixth graders, we will focus on the questions and tasks that are offered for homework, for analytical conversation, for generalizations at the end of each of the four lessons.

• 1. Reproduce a description of the appearance of Nastya and Mitrasha, determine the author's attitude towards children.
• 2. Tell about the life of the guys, about the role of labor in their destiny.
• 3. Prepare a retelling of the events in the Fornication Swamp on behalf of Nastya and Mitrasha (optional).
• 4 Why did the children quarrel? What features of the characters of the young heroes were the cause of their quarrel?
• 5. Why did Mitrasha get into trouble? What mistake did Nastya make?

b. Tell the story of Travka the dog. How did Travka divide all people in her mind?

• 7. What is the significance of the nature paintings in the "Pantry of the Sun"? What is the meaning of the image of the sun in the fairy tale-were? Why does the author use personification?
• 8. Explain the meaning of the title of the work and the subtitle "fairy tale - a true story."

Such questions and tasks orient the class towards understanding the integrity of the work and its main components. At the first lessons, the analysis is built mainly based on the reproducing activity of students (1st - 3rd tasks). Next, one should develop figurative thinking, attention to the moral problems of the work, cultivate a sense of the word (questions and tasks 4-6th). The last (8th) question is designed to generalize the observation of the peculiarities of the author's intention and the genre of the work.

With students, we begin the analysis of the work with a description and characteristics of the main characters, because this is where the author starts. During the lesson, it is especially important to determine the direction of analysis, the angle of view that will formulate the assessment of the work, gives integrity to both perception and analysis of the literary text. Students repeat the opening lines of the story. We decide that it is not by chance that the whole story is being told on behalf of geologists and hunters. At the end of the "Pantry of the Sun" it is said: "We are the scouts of the swamp riches." But not only about peat riches we are talking, not only peat gives the sun its warmth. Prishvin writes about the richness of human souls, about "wonderful equality" in friendship, about the struggle between good and evil in the human world, in the human soul, in the natural world.

In the description of Nastya's appearance, the repetition of the word "golden" is striking. It was this feature of her that was conveyed in children's drawings. Nastya is 12 years old, freckles are scattered all over her face, like golden coins, her hair “shines with gold”, she herself was “like a golden hen”. Next, the students talk. that in the description of Mitrasha, who was two years younger than his sister, the author emphasizes strength and stubbornness, hence his nickname: “The little man in the bag” (so, smiling, his teachers at school called him). He, too, was "all in golden freckles." We seem to immediately feel the reflection of the sun's rays on the faces of children. The theme of the sun, human warmth literally from the first pages of the "Pantry of the Sun". The sixth-graders unquestionably caught this motif during their independent reading, although they failed to mention it in the preliminary conversation. But in the drawings, this was reflected in the choice of a bright yellow color and in the image of the sun.

Further, we draw the students' attention to the fact that in every word the author's love for children is visible, and not only the author's. Both the storytellers and the neighbors loved the children orphaned during the war and tried to help them. Prishvin emphasizes the importance of friendship in the life of Nastya and Mitrasha: “There was not a single house where they lived and worked as well as our favorites lived.” In their friendship there was "excellent equality", "their friendship overcame everything." Acquaintance with the fate of a brother and sister, their common friendly work around the house and household should become a moral lesson for students, a lesson in labor education. It is advisable to devote a significant part of the first lesson to this issue.

Next, we talk about the life of Nastya and Mitrasha. The children note that they didn’t learn everything right away, that they were left with a peasant economy and great concern for it after their parents. “But did our children cope with such a misfortune during the difficult years of the Patriotic War!” the author exclaims. “If it was possible,” we read further, “they joined the public work. Their noses could be seen on collective farm fields, in meadows, in the barnyard, at meetings, in anti-tank ditches: such perky noses. So, the guys learned everything, especially since in many ways they imitated their father and mother. We note that the guys participated in all common works and affairs. Respect for family traditions, the desire to do good not only to oneself, but to others (Mitrasha made wooden utensils for neighbors) - everything is connected naturally with one another and reveals the spiritual wealth of a brother and sister. It is no coincidence that out of 11 drawings created by students of the 820th Moscow school, 2 are dedicated to the working days of a brother and sister.

The first two tasks will require the guys to carefully consider the first chapter of the "Pantry of the Sun" in detail. Further, there is no need for such a detailed analysis, since the students "entered" the artistic world of the work, learned the initial positions of the author. The next group of questions and tasks covers the main events and descriptions of the story. We start with a task that helps the development of observation, the creation of positive motivation in relation to the analysis of the text itself, the awakening of the creative principles of the individual. Prepare a retelling of the events in the Fornication Swamp on behalf of Nastya and on behalf of Mitrasha (optional). Differentiated tasks, in addition, increase interest in class work, introduce an element of comparative analysis and bring closer to solving a number of complex issues related to understanding the author's position and the characters' characters.

The retellings of students, as a rule, are distinguished by a pronounced personal attitude, analytical character. The teacher helps comment on the most significant points. It is especially important to connect the events and characters of the "Pantry of the Sun" in the course of adjusting the retellings. Recall that M.A. Rybnikova considered "the unity of the event line with the line of characterization" one of the foundations of the school analysis of a literary work. In general, the retelling of events from different points of view helps sixth-graders to understand the deep intention of the writer behind the outward simplicity of the plot. The main thing is that reflections on the actions of the heroes become a kind of moral lessons for students, help them think about the reasons for their own actions, instill a sense of responsibility for friendship, work, teach them to understand the causes of disputes and disagreements between people and distinguish the true from the false, superficial.

Let's move on to the children's quarrel at the Lying Stone, as in a mirror, reflected in the state of nature. Here a cloud appeared in the sky, “like a cold blue arrow, and the rising sun crossed itself in half.” Then "a second cool blue arrow crossed the sun." And finally, when the brother and sister went their separate ways, the raven still kicked the scythe, and “the gray cloud moved in tightly and covered the whole sun with its life-giving rays.” In this part of the conversation with students, we expand our understanding of personification and its role in a work of art.

We return again to pondering the deep causes of the quarrel of children, which will teach schoolchildren thoughtful reading and analysis, as well as understanding the moral potential of the "Pantry of the Sun". So, what features of the character of the young heroes were the cause of their quarrel? Thinking together about the answer leads students to understand the difference in the life positions of brother and sister. Mitrasha seeks to discover the new, the unknown. He wants to go where "no one has gone before." Nastya masters the human experience and wants to go where "where all people go." The children did not know that “the big path and the small one, skirting the Blind spruce, both converged on the Dry River and there, beyond the Dry, no longer diverging, in the end they led to the big Pereslavl road.”

Mitrasha chooses a direct path, "his own path." Let's tell the class that the theme of one's path, "the path", is one of the central themes of M.M. Prishvin's work. One of the heroes of the "Ship's Bowl" says that "every person on the path to the truth has his own path." Each person, according to the writer, must come with something of his own, conquered by himself, on the common high road of life. Nastya and Mitrasha did not know that both roads converge in one place. They didn’t know anything else either: that Nastya’s faith in human experience should have been combined with Mitrasha’s dream of the unknown.

This conclusion leads students to prepare an answer to the 5th question: “Why did Mitrasha get into trouble? What mistake did Nastya make?

Schoolchildren conclude that Mitrasha would not have gotten into trouble if he had not gone off the “human path”, if he had not forgotten the advice of the old forester Antipych: “If you don’t know the ford, don’t go into the water.” Mitrasha walked along the path, along which "the same person walked, like him, which means that he himself, Mitrasha, could boldly walk along it." But Mitrasha decided to shorten the road, "left the beaten human path and climbed straight into the Blind spruce tree." But Nastya also warned him of the danger, and "the white-bearded grass showed the direction of the detour of the yelani." As soon as Mitrasha, as it were, neglected the experience of people and went straight, leaving aside the white-bearded grass - "the constant companion of the human path", he immediately found himself in danger. At first, he did not feel her, therefore the elan was called Blind, "that it was impossible to recognize her by her appearance." And when the boy sensed danger and stopped, in an instant he sank knee-deep. I tried to rush - more, and more, and more. And he plunged to the very chest, so that he could only hold on to the gun laid flat on the swamp. And it was here that “magpies, smart for every filthy deed, realized the complete impotence of a little man immersed in a swamp.”

The episode where the moose and Nastya meet turned out to be entertaining for the students. It is especially striking that the moose does not take Nastya for a person: "She has the habits of ordinary animals." And only the meeting with the hissing snake brought Nastya to her senses: “Nastya imagined that she herself had remained there, on the stump, and now she came out of the snake’s skin and stands, not understanding where she is.” It is advisable in this part of the conversation to turn to the final part of the story. Only when Nastya gave the entire healing berry to the evacuated Leningrad children did they understand how much she suffered because of her greed.

After studying the "Pantry of the Sun" M.M. Prishvin, the teacher can offer the class various tasks: home compositions of various types, the creation of pictorial drawings with the subsequent design of an exhibition in the literature room, a reading competition, an excursion into nature, etc.

At all stages of the study of the work (introductory and orientation classes, analysis lessons, generalization of material in the final classes), attention to the author’s intention, to his concept of time and man, to the embodiment of this concept in the system of images, in the structure of works. The world of the writer’s ideas, his aesthetic principles are not immediately revealed to the student reader, however, the lack of purposeful joint activity of the teacher and students in this direction gives rise to an inferior, fragmented perception, when students do not combine the meaning of individual scenes and episodes into a single picture, do not feel the meaningful function of the composition and genre, think means of poetic expression out of touch with the very essence of the work.

"The pantry of the sun" is a fairy tale. Quite real children go on a very real journey - for cranberries. But they have to face the animated forces of nature - both benevolent and hostile (wolf Gray landowner).

Prishvin is a great connoisseur and lover of nature. He poetically describes the awakening of spring nature, the voices of birds and animals, merging into a single magical choir.

Nature is also a character in the fairy tale.

Prishvin is very attentive to children. With gentle humor and great love, he describes two independent peasant children who can cope with a large household. Prishvin, in the images of a brother and sister, affirms peasant thoroughness, love of work, practical intelligence and the ability to deal with difficulties.

Brother and sister are not at all ideal, correct and obedient children. They argue over who is the boss. Mitrasha, in order to prove his case, goes along a narrow path - and almost dies in a swamp.

Nastya is a greedy girl: being carried away by harvesting an unprecedented harvest of cranberries, she almost forgot about her brother. But experienced trials make children smarter and kinder. Nastya gives all the collected berries to the children evacuated from besieged Leningrad.

The name "Pantry of the Sun" is an ambiguous image. "Pantry of the sun" is not only peat, which can be used as a source of energy. This is all the reserved northern nature, this is the good heart of the people.

Subject:

« THE MORAL ESSENCE OF THE RELATIONSHIP OF NASTA AND MITRASH »

Lesson type: combined

Goals:

• based on what they read, learn to highlight the character traits of the main characters,
• analyze the actions of children, their behavior in nature;
• develop thinking, oral speech, replenish vocabulary.

Tasks:

Educational. Analyze the episodes of this work; reveal the features of the genre, the characters of the characters, the writer's intention - to show the unity of man and nature.

Developing. Improve expressive reading skills; develop speech, creative abilities of students.

Educational. Cultivate a friendly attitude towards each other, respect for nature.

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1. Synopsis of a literature lesson on the topic "Analysis of the work of M. Prishvin" Pantry of the Sun "for grade 6

Subject: The moral essence of the relationship between Nastya and Mitrasha

Lesson type: combined

Goals:

1. based on what they read, learn to highlight the character traits of the main characters,
2. analyze the actions of children, their behavior in nature;
3. develop thinking, oral speech, replenish vocabulary.

Tasks:

Teaching: - to analyze the episodes of this work; reveal the features of the genre, the characters of the characters, the writer's intention - to show the unity of man and nature.

Developing: - improve the skills of expressive reading; develop speech, creative abilities of students.

Educational: to cultivate a benevolent attitude towards each other, respect for nature.

Equipment: portrait of M. Prishvin, projector, crosswords.

During the classes.

Man must be reasonable in his relationship with nature, understand it, love and protect it.

M. Prishvin

I. Organizational moment.

Hello guys! Let's smile to each other, and let our day be filled with smiles and joys.

II. Motivation of educational activity, announcement of the topic, objectives of the lesson.

Today in the lesson we will analyze the episodes of M.M. Prishvin's story "The pantry of the sun." Write down the date and the topic of the lesson "The moral essence of the relationship between Nastya and Mitrasha." And for starters, we recall the peculiarity of Prishvin's work, around what did he build his work? (Nature and man, there is a relationship)

III. Work on the content of the work.

1. Literary duel.

Your goal is to answer my questions quickly and correctly.

1. In what year was the fairy tale written? (In 1945)
2. Who is Antipych? (Forester)
3. What was the name of the wolf in the work? (Gray landowner)
4. In a popular way, some excellently pleasant place in the forest. (Palestinian)
5. A marshy place in a swamp, it's the same as a hole in the ice. (Elan)
6. The name of the swamp, near which the children lived. (Fornication)
7. Names of the main characters. (Nastya, Mitrasha)
8. Who saved the boy from death in the swamp? (Dog Grass)
9. On whose behalf is the story of the “Pantry of the Sun” being conducted? (Scouts of swamp riches)
10. The author of the work. (Mikhail Prishvin)

2. Frontal conversation with elements of selective reading of the text and retelling.

1) What do you see the main characters of the fairy tale were? Let's try to make a cluster about the internal features of Mitrasha and Nastya.

3) Why does he call them "Golden Hen" and "man-in-a-pouch"?

(The affectionate nickname “golden hen” gives Nastya’s description a fabulous charm. The effect is enhanced by diminutive suffixes in the words: “hen”, “legs”, “coins”, “nose”, “clean”, “freckles”. Mitrasha is described differently. The main thing in his description is masculine, strong-willed qualities... The nickname "Man-in-a-pouch" means that Mitrasha, although not big yet, already has the qualities of a "man".)

(Children had no time to play and have fun. The care of a large household, “about all living beings” fell on their shoulders. The author both admires and is proud of them: “But did our children cope with such a misfortune during the difficult years of World War II!”)

(The author compares the children with the actions of their parents. Nastya, “like the deceased mother”, “got up far before the sun”, “driven out her beloved herd”, stoked the stove, cooked dinner, “took care of the house until night” Mitrasha “learned from his father "make wooden utensils," he is responsible for all the men's household and public affairs. He attends all meetings, tries to understand public concerns.")

Let's read a short dialogue at the beginning of the story. (p. 121 from the words “Very good ....” to the words “... or plant potatoes.”)

6) How does this dialogue help to understand the characters of the brother and sister?

(Children imitate the behavior of their parents. Mitrasha recalls “how his father instructed his mother” and tries to teach Nastya. Nastya behaves like a deceased mother: she does not argue with Mitrasha, she smiles, he “begins to get angry and brag.” Nastya teases at first, then affectionately strokes his brother on the back of the head. A small skirmish ends in reconciliation and friendly work.)

Let's read the dialogue in roles in the episode "Nastya and Mitrasha are going for cranberries." (p. 123 “Nastya, starting to gather, ... where sweet cranberries grow”).

7) What role does this dialogue play in the further narrative?

(Nastya inattentively listened to her brother when he talked about the “Palestinian woman” in the forest. She has her own, feminine, household concerns, she makes sure that they are fed on the road. Mitrasha has already decided that he will go look for a Palestinian woman. He is a man, researcher, looking for new ways... Thus, the conflict of the narrative is outlined.)

8) What event is the plot of the story?

(An argument, and then a quarrel between the guys, which almost led to tragedy. Reasonable Nastya tried to convince her brother to go along a wide, dense path, but Mitrasha became stubborn and went “on his own, along his own path.” At this point, Nastya got angry, and it turned out that the guys went different ways.)

10) What role does nature play in the development of events?

Teacher comment:

The fornication swamp seems to be an unsettling, dangerous, scary place. Nature itself here frightens not only man, but also the beast. Let's pay attention to how the fox's anxiety and fear are shown: the diminutive suffixes in its description make it small and defenseless.

Here, a dog and a wolf are contrasted - friend and enemy of man: “a feral dog ... howled from longing for a man, and a wolf howled from unbelievable malice towards him.” It was here, in this bad place, that Nastya and Mitrasha, the cranberry hunters, came.

Nature portends evil. Another signal of the approaching discord between brother and sister is a cloud that "like a cold blue arrow ... crossed the rising sun in half."

Anxiety is added by the wind, because of which the “pine groaned”, and the “spruce growled”.

11) What is the meaning of the parable about the fate of the pine and spruce?

(Two trees doomed to live together are described as living beings. Large trees should have grown independently, separately from each other. They grew together, but they are separated, do not help each other, wanting to assert themselves at the expense of the other. The meaning of the parable is that that people should help each other, support each other.

CONCLUSION: So, we examined the relationship of the characters, the author's attitude towards the children, dialogues that help to reveal the characters of the characters, the composition of the work, the role of nature in the development of events.

III. Pupils voluntarily retell the episodes, complementing each other.

1 episode - "Mitrasha in Trouble".

How does nature warn the boy of danger?

(“The ground under my feet has become like a hammock suspended under a muddy abyss” - the anxiety is already there. Old Christmas trees scare Mitrasha, block his way.)

(The author likes Mitrasha’s courage when he walks through a terrible forest, his ingenuity when he guesses how to shorten the road. The author worries, worries about the boy, sympathizes with him as if he wants to warn him from danger. The author wholeheartedly cheers for Mitrasha, describing his helplessness” .

Episode 2 - "The Adventures of Nastya in the Forest."

Why did Nastya forget about her brother? How does the author feel about Nastya?

(Nastya came across a Palestinian woman sprinkled with red cranberries and forgot about everything in the world. The author asks: “Where does a person, with his power, get greed even for a sour cranberry?” He does not seem to condemn Nastya, but is only surprised. The author's attitude to children is also expressed through the attitude of animals towards them.)

How do animals react to the appearance of children in the forest?

(Black grouse Kosach does not notice them, “before they were quiet.”)

IV. Group work. Staging of the episode “Quarrel between Nastya and Mitrasha”

(Narrator, Nastya, Mitrasha, crow).

Questions to the class:

1. How could it happen that such friendly guys not only quarreled, but also left each other? After all, they knew that the ruthless Gray landowner was wandering in the forest, that there was a fatal place in the swamp?

Questions to the class:

1. Why did Grass not immediately respond to the call of Mitrasha? p.65

2. What, besides sharpness, courage, patience, helped Mitrasha escape?

4. Why did the almost feral Grass obey the man and come to his aid?

5. What truth did Antipych whisper to both dogs and people?

IV. Conclusion.

So what is a pantry of the sun? (This is not only the Fornication swamp with its reserves of combustible peat, it is all nature and man - the "wise master".)

Combining the life of people and nature, Prishvin expresses his main idea: A person must be reasonable in his relationship with nature, understand it, love and protect it.(This is an epigraph to the lesson, we write it in a notebook).

Now back to the cluster. Have there been any changes? Are there any differences in their character? And the similarities?

Now we are divided into 2 teams: on my left is the Mitrashi team, and on the right is Nastenka

So, attention to the screen.

V. Homework:

1. Think about why the “Pantry of the Sun” is called a true story?
2. Fairy tale and true story in the work of Prishvin(exploring the text, identify elements of the fairy tale and were)

3. Solve the crossword.