The role of teacher Lidia Mikhailovna in the life of a boy in Rasputin's story "French Lessons" received the best answer
Answer from Sergey Radostev[guru]
Source: http://www.litra.ru/composition/work/woid/00030301189601580136/
Answer from All Grozny[newbie]
thank you very much Sergey Radostev
Answer from Yoveta Timoshenkova[newbie]
what game did a teacher come up with to help a starving student?
Answer from Ilyas gabd[newbie]
In Valentin Rasputin's story, a French teacher committed an unusual act towards her student, who lived far from home. He went to fifth grade in '48. He lived poorly, he did not have enough money for food. Most of all, he needed milk, as he was dizzy due to anemia. To earn money for milk, he began to play for money with high school students who beat him for winnings.
The student went to school willingly. He was good in all subjects except French. Because of the pronunciation. The student had to go to the teacher’s home every day French Lydia Mikhailovna. She felt sorry for the hungry boy. And she tried to feed him at her place after class. But he was proud and refused to eat, so he went there as if it were torture. Then the teacher made another attempt to help the boy. One day, when he came to study, the teacher invited him to play wall games for money. He agreed. But later he noticed that the teacher was playing along with him. The game was losing its meaning. One day, attracted by a knock, the director came to find out what was going on and found the teacher and student playing for money. After this incident, Lydia Mikhailovna left.
I consider this act noble and selfless, because the teacher different ways tried to help capable boy and so that no one would touch him, she left school.
….And in the middle of the January holidays, the boy received a package. It contained pasta and three red apples. The boy guessed that it was from Lydia Mikhailovna.
Answer from I I I[newbie]
The teacher, one of the heroes of the story “French Lessons” by V. Rasputin, was named Lidia Mikhailovna. She taught a foreign language, but was always ready to help in other matters.
She was neat and smart, beautiful in clothes and appearance. She always smelled of perfume and emanated something special and fabulous, beyond anyone’s control.
The main character of the story. her student had nothing to eat. He came to the regional center from afar. parcels were rarely delivered to him. Due to lack of money, he began to gamble for money. Lydia Mikhailovna, having learned about this, clumsily tried to feed him after class. French at her house, but nothing worked out for her. then she began to play wall with him - a game for money. She did it because of his need. So at least he could somehow earn his own food. The director found out about their game. Lidia Mikhailovna was fired from school.
The teacher did this because of the kindness of her character, because of her ability to empathize. she could not close her eyes to his misfortune. Besides, she felt responsible for him, like classroom teacher. Lydia Mikhailovna helped him. as best I could.
The teacher did the wrong thing, but she did it with good intentions. I think that we can forgive her for this act by paying attention to what she did for the boy. From the point of view of school rules, her action was wrong, but I do not blame her, but admire her spiritual qualities.
Utkina Elena Alexandrovna
teacher of Russian language and literature,
Municipal educational institution "Basinskaya OOSH" Astrakhan region Limansky district village. Bass
[email protected]
Moral problems of the story by V.G. Rasputin "French Lessons". The role of teacher Lidia Mikhailovna in the boy’s life
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 problems raised by the writer in the story;
- show the teacher’s originality;
- cultivate a sense of respect for the older generation, moral qualities in the students.
Methodological techniques: conversation on questions, vocabulary work, student messages, presentation demonstration, game moment, listening to music, stills from the film "French Lessons" (presentation), expressive reading of a poem.
Good heart and correct
We are so lacking in soul that the more
our heroes and we will live the better
it will be for us.
V.G. Rasputin
The reader learns from books not life, but
feelings. Literature, in my opinion, -
This is primarily the education of feelings. And before
all kindness, purity, nobility.
V.G. Rasputin
During the classes
- Organizing time.
- Teacher's word.
In the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today we are conducting a final lesson on studying his story. During the lesson we will discuss several aspects of this story: we will talk about the state of mind of the main character, then we will talk about “ an extraordinary man” - to a French teacher, and we’ll end the conversation with a discussion of the main, moral problems posed by the author in the story. And about the life of V.G. We learn about Rasputin from a short press conference presented by journalists, researchers and readers.
(listening to the verse of the song “Where does childhood go”)
- Word to the members of the press conference (role play element).
The lesson includes electronic educational resources, V in this case The presentation is shown on the screen.
Journalist: Now we have listened to an excerpt from the song. Tell me, how did childhood affect the work of V.G. Rasputin?
Researcher: V. Rasputin wrote in 1974 in the Irkutsk newspaper: “I am sure that what makes a person a writer is his childhood, his ability to early age to see and feel what then gives him the right to take up the pen. Education, books, life experience This gift is nurtured and strengthened 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 region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language.
Teacher: Guys, tell us about V. Rasputin’s childhood years.
Reader: V.G. Rasputin was born on March 15, 1937 in Irkutsk region in the village of Ust-Urda, located on the banks of the Angara. His childhood partially coincided with the war: the future writer entered the first grade of Atalan Primary School in 1944. And although there were no battles here, life was difficult, sometimes half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took books. Then they came, returned what they had read and took new ones,” the author recalled.
After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which included fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone.
Journalist: Yes, Rasputin’s childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why?
Researcher: It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? - then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was primarily a moral assessment.
Journalist: Who was this story (“French Lessons”) dedicated to and what place does it occupy in the writer’s childhood?
Researcher: 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 warms even with a slight touch.”
This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Several 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, and met with him several times.
- A brief report on the main themes in the works of V.G. Rasputin (presentation).
- Conversation on issues.
Teacher: Before discussing the problems posed by the writer in the story, let us remember its key points. Readers, I am turning to you. You can use a quote plan made at home.
- Why did the boy, the hero of the story, end up in the regional center? (“In order to study further.... I had to equip myself in the regional center”) (Slide 2,3).
- What were the successes of the hero of the story at school? (slide 4) (A's were achieved in all subjects except French).
- What was it like? state of mind boy? (“I felt so bad, bitter and hateful! - worse than any illness.”) (slide 5)
- What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market).
- How was the hero’s relationship with the guys around him? (“They beat me in turns... there was no one that day... a person more unhappy than me”). (slide 6)
- What was the boy’s attitude towards the teacher? (“I was scared and lost... She seemed to me like an extraordinary person”), (slide 7)
Conclusion: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family; he understands that the hopes of not only his relatives and the entire village are placed on him: after all, according to the unanimous opinion of the villagers, he is called to be “ learned man" The hero makes every effort, overcoming hunger and homesickness, so as not to let his fellow 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 kind of teacher does the main character remember? 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...”) (slide 7)
- What feelings did the boy evoke in Lydia Mikhailovna? (She treated him with understanding and sympathy, appreciated his determination. In this regard, the teacher began to study with the hero additionally, hoping to feed him at home); (slide 8)
- Why did Lidia Mikhailovna decide to send a parcel to the boy and why did this idea fail? (She wanted to help him, but filled the parcel with “city” products and thereby gave herself away. Pride did not allow the boy to accept the gift); (slide 8)
- Did the teacher manage to find a way to help the boy without hurting his pride? (She offered to play “wall” for money); (slide 9)
- Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job). (Slide 10)
Conclusion: Lidia Mikhailovna takes a risky step, playing with her students for money, from human compassion: the boy is extremely exhausted and refuses help. In addition, she recognized remarkable abilities in her student and is ready to help them develop in any way.
Teacher:
- The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion).
How do you feel about Lidia Mikhailovna’s action? (children's opinion).
Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in explanatory dictionary S. Ozhegova. (The expression is written on the board).
Teacher's word. By playing for money with her student, Lidia Mikhailovna, from a pedagogical point of view, committed an immoral act. “But what is behind this action?” - asks the author. Seeing that her student was hungry, post-war years malnourished, she tried to help him: under the guise additional classes she invited her home to feed her, and sent her a package 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.
Kindness- this is what attracts all readers to the heroes of the story.
What qualities should a teacher have, in your opinion? Marked on the board as positive traits, and negative. What moral qualities attract you most?
- understanding;
- philanthropy;
- responsiveness;
- humanity;
- kindness;
- justice;
- honesty;
- compassion.
You have indicated all the qualities inherent in every teacher. Many songs, stories, and poems are dedicated to teachers. Our student will now read one.
I want to leave it as a souvenir of myself
These are the lines dedicated to you:
You are that comrade, my muse,
My blood brother and even mother
It's easy to walk through life with you:
You taught me to write
Love yourself and believe in miracles,
Be kinder to others
Take care of best friend,
Don't be offended by people.
All these truths are simple
I got to know you the same way,
And I want to say: “Teacher!
You are the best on earth"
Conclusion: The French teacher showed by her example that there is kindness, responsiveness, and love in the world. These are spiritual values. Let's look at the preface to the story. It expresses the thoughts of an adult, his spiritual memory. He called “French Lessons” “lessons in kindness.” V.G. Rasputin talks about the “laws of kindness”: true goodness does not require reward, does not seek direct return, it is selfless. Good has the ability to spread, to be transmitted from person to person. I hope that kindness and compassion play a big role in a person’s life and that you will always be kind, ready to help each other at any moment.
- Summarizing. Student assessment.
- D/z. Write a mini-essay on one of the topics “Teacher XXI”, “My favorite teacher”. At the request (and opportunity) of students, they are given the task of preparing a review Internet resources on this topic.
Yarina Elena Revoldovna 1 year ago
Moral issues story by V.G. Rasputin "French Lessons". The role of teacher Lidia Mikhailovna in the life of a boy. 8th grade
Moral issues of the storyV.G. Rasputin "French Lessons". The role of teacher Lidia Mikhailovna in the life of a boy. 8th grade
- 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 problems raised by the writer in the story;
- show the teacher’s originality;
- to cultivate a sense of respect for the older generation and moral qualities in students.
conversation on questions, vocabulary work, student messages, group work, presentation demonstration, game moment, fragment of the film "French Lessons". The reader learns from books not life, but feelings. Literature, in my opinion, is, first of all, the education of feelings. And above all kindness, purity, nobility. V.G. Rasputin
During the classes:
1. Organizational moment. 2. The teacher’s word. Teacher: At the last lesson we got acquainted with the work of the wonderful Russian writer V.G. Rasputin and his story “French Lessons”. Today, during the lesson, we will discuss several aspects of this story: we will try to reveal the state of mind of the main character, 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. (Record the date, topic of the lesson, epigraph) About the facts of the biography and creativity of V.G. We will learn about Rasputin from a short press conference presented by journalists, researchers and readers, in the role of which you yourself will play. I ask the researcher and reader to come here, the guys who were given individual assignments: 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 the questions you prepared at home. 3. Word to the members of the press conference (role-play element). 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 what makes a person a writer is his childhood, the ability at an early age to see and feel what then gives him the right to take up the pen. Education, books, life experience nurture 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 region have become literary heroes. Truly, as V. Hugo said, “the principles laid down in a person’s childhood are like letters carved on the bark of a young tree, growing, unfolding with him, constituting an integral part of him.” And these beginnings, in relation to V. Rasputin, are unthinkable without the influence of Siberia itself - the taiga, the Angara, without his native village, of which he was a part and which for the first time made him think about the relationships between people; without pure, unclouded folk language. 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. His childhood partially coincided with the war: the future writer entered the first grade of Atalan Primary School in 1944. And although there were no battles here, life was difficult, sometimes half-starved. Here, in Atalanka, having learned to read, Rasputin fell in love with books forever. The elementary school library was very small - only two shelves of books. “I began my acquaintance with books with theft. One summer, my friend and I often went to the library. They took out the glass, entered the room and took the books. Then they came, returned what they had read and took new ones,” the author recalled. After finishing 4th grade in Atalanka, Rasputin wanted to continue his studies. But the school, which offered fifth and subsequent grades, was located 50 km from their home village. It was necessary to move there to live, and alone. Teacher: Yes, Rasputin’s childhood was difficult. Not everyone who studies well knows how to evaluate their own and others’ actions, but for Valentin Grigorievich, studying became moral work. Why? Researcher: It was difficult to study: he had to overcome hunger (his mother gave him bread and potatoes once a week, but there was always not enough of them). Rasputin did everything only in good faith. “What could I do? – then I came here, I had no other business here... I would hardly have dared to go to school if I had left at least one lesson unlearned,” the writer recalled. His knowledge was assessed only as excellent, except perhaps for French (pronunciation was not given). This was, first and foremost, a moral assessment. Journalist: Question for the reader. Who was this story (“French Lessons”) dedicated to 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 childhood life; it, according to the writer, “was one of those that warm even with a slight touch.” This story is autobiographical. Lydia Mikhailovna is named after herself. (This is Molokova L.M.). Several 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, and met with him several times. Teacher: Thanks to our participants in the press conference. You can take your seats in the classroom. 4. Conversation on questions. 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 at one time will fall on the soul of both young and adult readers.” Today we will learn morality. Learn from Rasputin by the example of his main character. Working with the text of the story, in every line, in every phrase we will look for that main idea which the author wanted to express in his work. He hopes that they life lessons, which fate has prepared for him, will help everyone understand themselves, think about their future. - What does the title of the story “French Lessons” mean? (About school, lessons, peers) -Who is the introduction addressed to? (reading of the introduction by the teacher) (To oneself, the reader, teachers) - On whose behalf is the story being told? Why? (In the first person. The author outlined his biography - autobiography) - Who is the main character of the story? (11-year-old boy, 5th grade student. The author does not mention his first or last name.) - When and where do the actions described in the story take place? (3 years after the end of the V.O. war in 1948 in the distant Siberian village) - Name the signs of difficult times. (The story describes the difficult post-war time: the rationing system of food supply, hunger, government loans obligatory for the population, the hardships of collective farm labor. The setting is Siberia, the writer’s homeland, 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 poorly...” 5. Work in groups We will know how carefully you read the first part of the story after working on the crossword puzzle. You came across all the words that are answers to the crossword puzzle in 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 potatoes for villagers in the spring 4. Valuable paper for which it is used. the owner receives a profit every year 5. The name of the driver 6. The center of the administrative district 8. The main food product of the family of the main character of the story. given to the hero in the village. - Why did the boy, the hero of the story, end up in the regional center? Find passages in the work and read them. (“To study further.... So, at the age of eleven, my independent life» p.133; “And my mother, in spite of all misfortunes...are waiting for me, my dear, in a new place” p.134). -What kind of tests are these? (Separation from home, from mother, homesickness, constant hunger, lack of friends, suffering from loneliness) -Can every child withstand this? -Why doesn’t our hero complain to adults? Why doesn’t he keep track of who steals his food? Find the answer in the text. (“Who was dragging - Aunt Nadya... if she hears the truth” pp. 135-136; The boy is endowed with a sense of 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 a 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: remain silent, resign himself, or upset his mother. Bitter thoughts about his mother and his responsibility to her force the hero to grow up early.) - Guys, in what meaning is the word lesson used here? Let's look up the meaning of this word in the explanatory dictionary. Working with the Explanatory Dictionary:Lesson 1. A teaching hour dedicated to something. subject. 2.Transfer Something instructive from which to draw conclusions for the future. 6. Consolidation of what has been learned:-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 the children should be grateful to her for this.”
Why didn't our hero go home? - What were the successes of the hero of the story at school? (in all subjects, except French, they got straight A's). -Why did he always prepare for lessons? (“I didn’t yet know how to take carelessly what was entrusted to me” p. 134) - What was the boy’s state of mind? (“I felt so bad, so bitter and hateful! – worse than any illness” p. 135) - What made the boy play “chika” for money? (I was sick and used this money to buy a jar of milk at the market). - How do Vadik and the narrator feel about this game? -Need forced the hero to play gambling. He had no other opportunity to earn money. He did not wait for anyone's mercy or handouts. Let’s write down Rasputin’s second lesson: “Be independent and proud. Take care of yourself, don’t rely on others” (slide number 5) -Find the passage on p. 141, which begins with the words: “Not to the warehouse! – Vadik announced.” Let's read it role-by-role. (Narrator, Vadik, Ptah) (before the words “...which was spinning right there.”) -Why did our hero have to “put up with it”? -Let’s write down the third lesson: “Don’t get excited, give in to those to whom you can’t prove anything anyway.” (slide number 6) -Continue reading further by role (until the end of this part of the story). - Why are Vadik and Ptah beating the boy? How does the hero behave during the beating? - Let's write down the fourth lesson of Rasputin: “Be principled. Don’t grovel” (slide No. 7) 7. Work in groups:- And now I propose to check how carefully you read this part story. Each group (row) receives a task: to recognize the hero of the work from the description. Exercise. Based on the description, recognize the hero of the work and write down his name. 1. “...a tall and strong guy with long red bangs, noticeable for his strength and power.” 2. “A fussy boy with blinking eyes who loved to raise his hand in class.” 3. “Big-headed, buzz cut, stocky guy, nicknamed...” Student answers: 1. Vadik. 2. Tishkin. 3. Bird. 8. Continuation of the conversation:-Why, after the beating, does our hero return to Vadik’s company? -How did you learn about gambling at school? (“And what happened?” she asked...” p. 143) -What was our hero so afraid of? (“For playing for money, we could have been kicked out of school in no time.”) -Would the director be able to “squeeze a tear” out of him? -Why did the boy trust Lydia Mikhailovna and tell the whole truth? (“She sat in front of me, all neat, smart and beautiful...” p.145) Conclusion: So, guys, from your answers we understood that the prototype of the main character of the story is V.G. himself. Rasputin. All the events that happened to the hero took place in the writer’s life. For the first time, due to circumstances, the eleven-year-old hero is torn away from his family, he understands that the hopes of not only his relatives and the entire village are placed 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 fellow 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 kind of teacher does the main character remember? Find in the text a description of the portrait of Lydia Mikhailovna; what is special about it? (reading the description “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, and appreciated his determination.) Now let’s watch a short excerpt from the film “French Lessons,” filmed at the Mosfilm studio in 1978. (Watching an excerpt from the film, episode “The Parcel”) Why did Lidia Mikhailovna decide to tutor the boy at home? (The teacher began to teach 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 wall games for money) Is the hero right in considering the teacher an extraordinary person? (Lidiya Mikhailovna is endowed with the ability to compassion and kindness, for which she suffered, losing her job) Conclusion: Lydia 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 recognized remarkable abilities in her student and is ready to help them develop in any way. - How do you feel about Lydia Mikhailovna’s action? (children's opinion). - Today we talked a lot about morality. What is “morality”? Let's find the meaning of this in S. Ozhegov's explanatory dictionary. (The expression is written on the board). The 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 action? "- asks the author. 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 him, and sent him a parcel, as if from his 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 about learning foreign language fifth grader, but also about the value moral lessons, presented to the child by the teacher.) -What main lesson taught by the teacher? -We write down the fifth lesson: “Be kind and sympathetic, love people” (slide No. 8) Teacher: - The epigraph for the lesson is written on the board: “Reader...”. What feelings does the story “French Lessons” bring up? (Kindness and compassion). Kindness is what attracts all readers to the heroes of the story. Conclusion: The French teacher showed by her example that there is kindness, responsiveness, and love in the world. These are spiritual values. Let's look at the preface to the story. It expresses the thoughts of an adult, his spiritual memory. He called “French Lessons” “lessons in kindness.” V.G. Rasputin talks about the “laws of kindness”: true goodness does not require reward, does not seek direct return, it is selfless. Good has the ability to spread, to be transmitted from person to person. Kindness and compassion play a big role in a person's life, and I hope that you will always be kind, ready to help each other at any moment. Summarizing. Student assessment.
D/z.answer the questions
Technological lesson map
Subject: literature
Class: 6
Topic: “The role of the teacher in a child’s life” (based on the story by V.G. Rasputin “French Lessons”)
Developed by: teacher of Russian language and literature, MBOU “Secondary School No. 2” Ganina A.Zh.
Lesson type: lesson of generalization and systematization of knowledge.
Goal: developing educational and cognitive interest in working with the text of a work; revealing the writer’s thoughts through searching for the necessary information to complete educational tasks based on joint activities; reveal the beauty of the young teacher’s character and her role in the boy’s life; show the role of the works of V.G. Rasputin in the acquisition of spiritual and moral experience by his readers.
Planned results:
Meta-subject UUD (Universal educational activities)
regulatory:
- formulate answers to questions on the topic based on supporting (key and question) words
educational:
-collect, isolate and structure information essential for solving a problem, under the guidance of a teacher
-formulate new knowledge through joint group efforts
personal:
-express your attitude towards the characters of the story, their actions, reflect on your attitude towards the content of the topic
communicative:
- formulate your thoughts into oral speech; justify the expressed judgment; negotiate and come to a common opinion in joint activities
Methods and forms of training: frontal (conversation, work with text), individual (expressive reading, retelling), group (practical work).
Stage tasks
Teacher activities
Student activities
Formed UUD and subject actions
I. Motivational-but-target stage
Time 10 min.
Evoke an emotional mood and cognitive interest to the topic;
Organize independent topic formulation and goal setting
1.Creates a positive emotional mood for learning activities.
Young readers, hello!
How did you feel when you went to school today?
There are those among you who go to school every morning with joy, because they believe that discoveries, true friends and wise mentors - teachers await them here! And there are those who go to school with little desire, because they think that the teachers are too strict with them.
I think that by the end of our lesson today there will be much more of you.
And it will help us with this wise writer, our contemporary Valentin Grigorievich Rasputin and his story “French Lessons”.
In the previous lesson we talked about the hero of the story, your peer. That he found himself in a very difficult situation.
– Recall the events that preceded the boy coming to school
– Why didn’t he study at his village school?
-Why did the hero have to grow up immediately?
– How did it happen that he started playing for money?
2. Asks problematic questions: “What should a real teacher be like in order to remain in the memory of his students? 3. Draws the children’s attention to the epigraph of the lesson (words by V.G. Rasputin), asks them to comment on it
4. Offers to formulate the purpose of the lesson
On life path Each of us has meetings with teachers. Of course, they play a certain role in our lives. Songs and poems have been written about teachers. Rasputin also dedicated his work to the teacher. In the last lesson we talked about the boy - the hero of the work. What will we talk about today, since we are talking about teachers? What will be the topic of our lesson? State the purpose of our lesson. What should a real teacher be like?
1. Get ready for learning activities
Suggested answers:
Every morning I go to school with joy, good mood.
I don’t want to go to school, it’s boring, the teachers are strict.
2. They put forward their assumptions and voice them.
(In the village where his family lived there was only Primary School. To study further, it was necessary to move to the regional center)
(It was hard to bear the hunger. The homesickness turned out to be terrible)
(At first he had a desire to show dexterity. After practicing, he realized that he could win money and spend it on milk)
They put forward their assumptions and voice them.
4.Formulate the topic of the lesson and the purpose of their own activities.
Personal UUD:
show interest in new content, realizing the incompleteness of your knowledge
Cognitive UUD:
formulate an information request
Regulatory management control: define goals educational activities
II. Knowledge construction stage (searching for a solution to a problem/learning task)
Time 10 min.
Organize meaningful perception of information
1. Gives tasks for work, coordinates the actions of students.
Expressive reading of a fragment (textbook from 99-100. from the words “In the morning I looked at myself in the mirror with fear” and to the words “After lessons you will stay..”)
Questions for conversation:
What kind of teacher did you see in this episode?
How do you assess Tishkin’s behavior? It's a friend?
What consequences was the boy most afraid of, and why?
What kind of conversation with the school principal did the boy picture in his imagination? Are his ideas about the director and his educational methods objective?
Expressive reading of a fragment (textbook pp. 101-103, from the words “After lessons, freezing with fear. I was waiting for Lydia Mikhailovna” to the words “I easily promised”).
Questions for conversation:
What character traits were revealed in Lydia Mikhailovna during a conversation with the boy? - What thoughts and feelings did the boy experience?
What comments did he make on behalf of the teacher about himself and his appearance?
How did this conversation end for both?
2. Retelling “The Parcel Story”
Questions for conversation:
Why did the teacher decide to send the package, what were her intentions, what does this mean?
Why did the teacher’s plan fail?
2. Organizes the exchange of information
1. Read the text, look for answers to questions, highlight the necessary information, underline keywords
2. Answer the teacher’s questions, listen to the answers of their comrades
3. Answer the teacher’s questions and draw conclusions
Lydia Mikhailovna behaved like a wise and kind teacher.
Tishkin behaved like a traitor, a coward.
This is hardly a friend. The boy was most afraid of being expelled from school and returning to the village in shame.
The boy painted in his imagination a picture of a ruler and an angry director pacing back and forth. The views are objective because they are based on real cases from school life.
Attentive attitude to the student. straightforwardness. concern for the fate of the pupil.
The boy felt a sense of shame and despair, but did not show cowardice, but spoke straightforwardly about playing for money.
Cognitive UUD:
extract the necessary information from the text read, structure knowledge
Communicative UUD:
engage in dialogue, express your thoughts with sufficient completeness and accuracy
Subject UUD:
use it reasonably in your speech literary terms
III. Practical stage.
Time 15 min.
Ensure meaningful assimilation and consolidation of knowledge
1. Work in groups. (based on the episode “The Measuring Game”)
1st group - answer the question: “Why did Lidia Mikhailovna decide to play with her student?”
Group 2 – answer the question: “What character traits of the teacher and student are revealed in this episode? Do you consider this episode to be key, why?
Group 3 – answer the question: “Did the teacher commit a pedagogical crime? Is the school principal right?
We already know how this story ends. The director is formally right: Lidia Mikhailovna committed a kind of pedagogical crime by involving a student in a game for money. Let's remember once again why she did this?
And this justifies her. She sacrifices herself for the sake of her student. And this is no longer a crime - but a feat. Do you agree with this? Have your say.
Why didn’t the director want to understand this?
But Rasputin, talking about the director, mentions that he fought. For what?
2. Asks questions of a general nature.
Since Rasputin describes part of his life, do you think the main character’s teacher, Lidia Mikhailovna, fictional character?
Indeed, Lydia Mikhailovna has a prototype.
Lidiya Mikhailovna Molokova is Valentin Grigorievich’s French teacher. She is named after herself in the work. When the story was published in 1973, she immediately recognized herself in it, found Valentin Grigorievich and met with him several times. She passed away in 2011.
This is how Rasputin says about her: “Lidia Mikhailovna, as in the story, always aroused both surprise and awe in me... She seemed to me an exalted, almost unearthly being... Still very young, a recent student, she did not think about that she educates us by her example, but the actions that came naturally to her became the most important lessons for us. Lessons...of kindness.”Lidiya Mikhailovna was fired. She left for her homeland. - What did she say to the boy when saying goodbye? - What do you think she saw as her fault?
Why did Lidia Mikhailovna send the boy a second parcel?
What role did Lydia Mikhailovna play in the boy’s life?
Each group considers the answer to its question and chooses a speaker.
Formulate answers. (one student per group)
Sample student answers.
1. Lidia Mikhailovna decided to play with her student because she didn’t know how else to help, because the boy refused dinner and the parcel. The teacher did not want the boy to play in the street and come to school beaten.
2. We consider this episode to be key, since the author most clearly shows the character traits of the teacher, the spontaneity “she herself was not far from that time.”
From a formal point of view, Lidia Mikhailovna’s act is criminal - to involve her student in a game for money, but if you know the motives of her action, then a completely opposite opinion is formed about this.
(To save from hunger, shame, beatings, playing for money on the street.)
They express their opinions.
(A mentally callous person)
(Perhaps so that we do not judge this person harshly. After all, the war could have made him like this)
(Most likely, Lydia Mikhailovna is not a completely fictional character. Perhaps she has a prototype, a prototype.)
“It’s my fault...” Lidia Mikhailovna saw her guilt in the fact that she was fired, because she own initiative started a game for money with a student.
(Since the narrator has never seen apples).
French teacher Lidia Mikhailovna was a kind and generous person. She helped children in difficult situations life situations, helped as much as she could.
Having learned that her student was playing for money, she did not insult or slander him, but tried to figure out what made the boy do this. Realizing that the child lived alone, and even on pennies, Lidia Mikhailovna began to help him in every possible way. She invited him to her home to study French. But after some time, the teacher invited the boy to play “wall,” which surprised him very much. The boy felt comfortable and cozy surrounded by Lydia Mikhailovna; she became his support in his difficult life.
When the director found out about playing for money, which was prohibited at that time, he fired the teacher, but Lydia Mikhailovna behaved courageously and nobly, taking all the blame on herself and giving the boy the opportunity to study further. The teacher went to her homeland in Kuban. And in winter she sent the boy a parcel with red apples, which the child had only seen in pictures. I consider this act of the teacher to be very noble and kind. She helped the child get comfortable in this cruel and harsh world.
Lidia Mikhailovna played a huge role in the life of the boy who came to the city to study. She managed not only to instill in him a love for her subject and a thirst for learning everything new, but also made every effort to help the boy survive in the hungry post-war years. Having learned that a constant feeling of hunger prompted him to play for money, the teacher did not scold him and drag him to the director, but began to act differently: she collected a package for the boy, and then even decided to play “the wall” with him in order to win fairly With a penny he was able to buy milk for himself. I was delighted by the dedication, sensitivity and kindness of Lydia Mikhailovna, who sacrificed her reputation and a profitable place of work for the sake of the student’s life. I am sure that the boy was able to appreciate the teacher’s action and draw the correct conclusion regarding what is the highest life values and what we should strive for.
Cognitive UUD:
Analyze, draw conclusions
Communicative UUD:
express your thoughts with sufficient completeness and accuracy, adequately reflect your feelings and thoughts in a speech statement
IV. Homework
Time 4 min.
consolidation of knowledge
Gives the task to write an essay “A teacher in my life”, “Letter to the school principal”, “A good teacher. What is he like?”, “My favorite teacher”
Writing an essay-reasoning
Cognitive UUD:
compose texts of various genres,
Personal UUD:
express your attitude towards the characters in the story
V. Reflective-evaluative stage
Time 6 min.
Understanding the process and result of the activity
1. Offers to evaluate the fact of achieving the goal of the lesson: whether all questions have been answered.
So, guys, having analyzed the story “French Lessons”, we can conclude that Lydia Mikhailovna opened the boy new world, showed a different life, where people can trust each other, support and help, share grief, relieve loneliness. The boy recognized “red apples”, which he had never dreamed of. Now he has learned that he is not alone, that there is kindness, responsiveness, and love in the world. These are spiritual values.
“French lessons” turn out to be “lessons of kindness” - Rasputin in his story talks about the “laws of kindness”: true goodness does not require reward, does not seek direct return, it is selfless; goodness has the ability to spread, be transmitted from person to person and return to the one from whom it came.
1. Assess the degree of achievement of the goal, determine the range of new issues.
Regulatory UUD:
recognize the need for continued action
Communicative UUD:
adequately display your feelings and thoughts in a speech statement