Cossacks quiet morning the idea of ​​the work. "Quiet morning" (Story) Literary analysis. Essays by topic

Synopsis of a Literature Lesson

Subject: Yu.P.Kazakov. Quiet morning story. Mutual relations of children, mutual assistance, mutual assistance. The feat of the boy and the joy of his own good deed.

Teacher: A.V. Stepanova, MKOUSOSH No. 38, Tula

Grade: 7

Lesson Objectives:

A) Didactic: to introduce students to the work of Yu.P. Kazakov; follow the thoughts, feelings and actions of the main characters of the story "Quiet Morning"; pay attention to the role of descriptions of nature in revealing the inner world of heroes; improve the skills of analyzing an epic work, compiling the characteristics of heroes, and expressive reading.

B) Developing: develop oral speech, attention, imagination; develop the ability to analyze, compare, compare; to continue the formation of the aesthetic culture of the personality of schoolchildren.

C) Educational: to cultivate respect, sympathy, compassion for a person.

Type of lesson: lesson learning new material

Equipment: computer, screen, projector, speakers, Power Point presentation; table "Characteristics of the hero. Yashka", "Characteristics of the hero. Volodya”, “Landscape as a means of characterization of heroes”.

During the classes.

slide 1

1. Organizing time.
2. Teacher's word.

Today we will get acquainted with the work of Yu.P. Kazakov. This writer rather late began to think about devoting himself to literary work. He graduated from the music school in Moscow. For three years he played in symphony and jazz orchestras. And only at the age of 26, Yuri Kazakov enters the Literary Institute.

slide 2

His very first stories brought success: "Arcturus the Hound Dog", "On the Road", "Blue and Green", "Two in December". His stories are based, as a rule, on a real case. Such is the story "Quiet Morning". This is what we are going to talk about today. Yuri Pavlovich Kazakov is an honest, truthful, sincere writer, not hiding anything disadvantageous for his heroes. He is concerned with moral issues. How should one live? What qualities do you need to have? What underlies human behavior? What is good? What is evil? In the story "Quiet Morning" the writer appears before us as a subtle psychologist, revealing the most hidden corners of his characters. And the reader must decide for himself how good Kazakov's characters are.

1. Work on the topic of the lesson.

1. Setting the task of the lesson.

Teacher: To better understand the nature of the actions of the characters in the story, I suggest you answer the question:what is good and evil?

slide 3

Children: Good - actions that we perform for the benefit of others, even if at the same time we have to sacrifice ourselves; evil is the actions we do to harm others in order to achieve our own goals.

Teacher: Do you think that good and evil exist exclusively in the external world, or does it live in the soul of a person, comes from a person?

Children: Good and evil exist in the human soul.

Teacher: What are the names of the main characters of the story "Quiet Morning". Who was good and who was evil?

Children: children's answers.

Teacher: Can we unambiguously assess a person, unequivocally say whether he is good or evil? Why?

Children: it is impossible, in the soul of a person there is a constant struggle between good and evil, moral “ups” and moral “falls” are also characteristic of a person.

Teacher: So in the story “Quiet Morning”, heroes with the strengths and weaknesses of their souls appear before us.Our task today is to observe the heroes, their actions, to understand the reasons for these actions.During the lesson, you will fill in the tables: the first row characterizes Yashka, the second - Volodya, the third - considers the landscape as a means of characterizing the characters.

1. Analysis of the work.

slide 4

Teacher: briefly describe the main characters of the storyby answering the questions:

1. Where does the boy live?
2. How does he feel in the village?
3. What is the hero's attitude towards fishing?

Children's answers.

Actually in the story there is a clash of two cultures: urban and rural.The world of Yashka is limited by his village, and the world of Volodya by the city. On the pages of the story, a description of the first contact, the contact of seemingly opposite worlds unfolds.

slide 5

Problem statement:So our characters are very different. In this regard, in the process of analyzing the story, I ask you to think about the question: can Yashka and Volodya, who have a different understanding of the world, come to an understanding? Why?

Teacher: The story begins with the awakening of Yashka.What was the boy's mood like?Find words in the text that support this.(p.182 - last paragraph, p.183)

Children: The boy was in a joyful mood. This is confirmed by the following words: he overcame himself, jumped off the porch, trotted merrily, ran, rolled over the fence, whistled.

Group 1 - filling in the table.

Children: The description of a quiet, joyful morning corresponds to the mood of Yashka. Group 3 - filling in the table.

Teacher: Peaceful joyful dawn inspired artists and musicians. Listenan excerpt from the musical work of the composer M. Mussorgsky "Dawn on the Moscow River"to better understand the mood of Yashka.

slide 6

Listening to a piece of music.

What is the composer's morning like? What feelings did you have?

Children's answers.

Teacher: Readmorning conversation between Yashka and Volodya.

Children: reading by roles

Teacher: Do you thinkWhy was there a conflict between the boys? Why did Yashka lose his mood?

Children: Yashka did not receive the expected recognition.

Teacher: Find keywords that characterize state of Yashka (Group 1 - filling in the table - p. 183)

Children: I got angry, answered angrily, looked with disdain, the beauty of the morning was poisoned, contemptuously asked, got bored, sarcastically.

Teacher: And how does Volodya react to the conflict?Find the words that characterize the boy's condition (Group 2 - filling out the table, p. 184)

Children: He kept silent, blushed, answered through his teeth, trembled with resentment with his nostrils, was ready to burst into tears, waited for this morning, suffered, was angry with himself, seemed to himself awkward and pitiful, looked with envy and admiration.

Teacher: And so our heroes go fishing.How do they behave on the road? Read.

Slide 7.

Children: At first the boys walk in silence.

Teacher: How is Yasha doing?

Children: he feels like a master, he is on his own land, he knows about everything that happens here: about the sounds of the village, about the birds, about fishing. Group 1 - filling in the table.

Teacher: When does Volodya get fun?

Slide 8

Children: When the boys talked at the well, and Yashka invited Volodya to catch big fish in the barrel in the evening and burn a fire at night. Volodya felt a little "one of his own", and he began to have fun. He felt the beauty of the morning. Group 2 - filling in the table.

Consider episodes of fishing.

Teacher: Where did the boys go fishing? Finddescription of the pool (p.188, paragraph 5). How does the description of nature change? Why?

Slide 9

Children: read the description of the pool (gloom, it smelled of dampness, black water, willows covered the sky). The state of nature portends future trouble. Group 3 - filling in the table.

Teacher: The guys have chosen a place. Fishing has begun.What does Yashka feel when the first fish breaks from him? How does the author convey Yashka's feelings? (p.190)

Children: Yashka was ashamed. He blamed Volodya for the failures. Group 1 - filling in the table.

Teacher: Have you ever felt like this in your life?

Children's answers.

There are still misunderstandings between the characters. The conflict is no longer external, but internal. Boys don't try to understand each other.

Let's analyze the episode when Volodya starts to sink (pp. 191 - 192).

Teacher: What feelings does Yashka experience, realizing that Volodya is drowning?Find words that show his feelings.

Children: Yashka feels fear, but hopes that everything worked out somehow. Group 1 - filling in the table.

Teacher: Why, without running even 10 steps, Yashka stopped, as if stumbling, feeling that “it’s impossible to run away”?

Children: Yashka realized that Volodya's life depends only on him. Group 1 - filling in the table.

Teacher: What actions does Yashka take and how does it end?

Children: Yashka tries to save Volodya, but a drowning man grabs Yashka and drowns him. Yashka understands that he himself can die, so he pushes Volodya away.

Teacher's comment: The author describes very subtlythe psychology of a drowning person.Volodya did not intentionally drown Yashka. The drowning instinctively grasp at whatever can save them. Therefore, inexperienced rescuers often die along with those they rescue.

Children: read the passage. Nature is still quiet and calm, and in the life of Yashka, an "unprecedented" has just happened. The nature and the inner state of the boy are opposed - antithesis. Group 3 - filling in the table.

Teacher: Yashka is again trying to save Volodya. When Yashka sees a comrade immovable under water, he is still afraid that Volodya will grab him again. But Volodya can no longer do this.How does the story end?

Children's answers.

Teacher: Why is Yashka crying so bitterly and inconsolably?Can we say that tears indicate weakness of character?

Children: Yashka had not yet seriously encountered life, with its severity, unpredictability, he experienced a feeling of fear for Volodya's life, he was horrified at the thought that Volodya could drown, felt sorry for him. This tragic event shocked Yashka, left a mark on both boys. From a feeling of pity and compassion, love for a person, love for one's neighbor, is born. 1.2 groups - filling in the table.

Teacher: The final paragraph says that everyone rejoiced at the new bright day. Why does the story end with these words?

Children: A new day has begun not only in nature, but also in the souls of boys. Yashka not only saved Volodya. He rose to a new moral height, overcoming anger, irritation, fear for his life. Through feelings of pity and compassion, real true love came to Yashka, which alone should reign in the soul of a person. Group 3 - filling in the table.

Slide 10

1. An answer to a problematic question.

Will Yashka and Volodya, who have different ideas about the world, be able to come to an understanding? Why?

Children's answers.

1. Homework.

1 row - characteristic of Yashka.

2nd row - characteristic of Volodya.

3 row - landscape as a means of characterizing the characters.

The task is prepared according to the tables that the groups filled out in the lesson.

slide 11

1. Summing up the lesson. Reflection.

Exercise "Plus - minus - interesting"

1. Putting marks.

Preview:

Characteristics of the hero.

Yashka

Slides captions:

Yuri Pavlovich Kazakov. Quiet morning story. Relationships of children. The feat of the boy and the joy of his own good deed.

GOOD AND EVIL

Brief description of the heroes Where was the hero born? 2. How does the boy feel in the village? 3. How does the hero feel about fishing?

On the way to go fishing "... The guys silently, without looking at each other, walked down the street." Volodya "... looked with frank envy and even admiration at Yashka's bare feet, and at a canvas bag for fish, and at patched trousers and a gray shirt worn especially for fishing."

Volodya became unusually cheerful, and only now did he feel how good it was to leave the house in the morning. How nice and easy it is to breathe, how you want to run along this soft road, rush at full speed, bouncing and squealing with delight!

Isaac Levitan "At the pool" Isaac Levitan "The lake" "...Here, by the water, it was damp, gloomy and cold."

The problematic question Will Yashka and Volodya, who have a different idea of ​​the world, be able to come to an understanding? Why?

"Plus - minus - interesting" What did you like at the lesson that caused positive emotions? What didn’t you like about the lesson, caused dislike, seemed boring? Interesting facts that I learned in the lesson, what else I would like to know on this topic, questions to the teacher

Synopsis of a lesson in literature in grade 8

Subject: “And there was no one to cry out for help…” Yu.P.Kazakov. "Quiet Morning"

Goals:

- education of moral qualities, such as kindness, empathy, courage, love and respect for a person;

- briefly introduce students to the work of Yu.P. Kazakov;

Continue work on the formation of skills to characterize a literary hero, answer questions, argue;

- to stimulate the cognitive activity of students through solving problem situations in working with text.

During the classes.

1. Organizational moment.

The line dividing good and evil runs through every human heart.

A.I. Solzhenitsyn.

2. Teacher's word.

Yuri Kazakov possessed a wonderful gift to speak simply and ingenuously about the important and complex problems of human life, to give his own answers to the eternal questions: why and how should a person live? What is the most important thing in his life? But speaking of serious things, the writer is so skillfully able to captivate us with the dynamic course of events, the conviction of the importance of what is happening, that we do not even notice how unobtrusively the author reveals to us his soul, his idea of ​​the world and man.

Before us is a photograph of the writer. Let's look at this smart and kind face, let's not miss the deep look directed at us, and the posture of a person immersed in thought...
Strokes for the portrait. When the fifteen-year-old Arbat boy Yura Kazakov dreamed of the future, he did not imagine himself a writer. He was drawn to music. Therefore, after graduating from the architectural and construction technical school after school, he enters the famous Gnesinka (Gnessin Music College in Moscow) and receives a specialty in the double bass class. Two years after school Kazakov studied music, but could not find a permanent job, and the passion for literature that began led him in 1953 to the Literary Institute. A.M. Gorky. All years of study and after Y.Kazakov traveled a lot around the country. He went in for mountain climbing, fished, walked a lot, hunted.
The young writer became a hunter in order to win over people.
With a gun and hunting boots, he looked at the fire his own, understandable and close. Such an interlocutor can, without hiding, tell a lot.
And he was a poor shooter. Home “hunt” Kazakova was not for game, but for her future stories.

Kazakov's best stories are always based on some real case or everyday situation, drawn from life and valuable for its authenticity, although, of course, the author does not limit himself to this. Yuri Pavlovich Kazakov he was a very kind and generous person. He treated people tenderly, sometimes embarrassed by his tenderness and hiding it behind mock severity. Kazakov has many stories about children and for children. They attract with sincerity of intonation, fascination, joyful surprise at the miracle of living life. Kazakov in most of his works appears to the reader as a writer whom concerned about the problems of the meaning of life and happiness, moral purity and moral ugliness. What qualities do you need to have to be called a Human? How should one live? What underlies human behavior? All these questions arise in the mind when you read the story "Quiet Morning".

3. Genre of the work. Theme, idea.

a) - In the topic of the lesson, the genre of the work is already defined - a story.

What is a story?

Prove that "Silent Morning" is a story.

b) Plan
1. Early in the morning.

2. Yashka wakes up Volodya.

3. On the way to fishing.

4. Fishing.

5. Volodya is drowning.

6. Saving Volodya.

c) - The analysis of any story begins with the definition of its theme and idea.

What is theme of the story? (Friendship of two boys, mutual assistance, mutual assistance).

3. Work on the epigraph, the topic of the lesson.

How do you understand the meaning of the epigraph? (a person does good or evil, passes through his heart, and it will certainly be reflected in his soul, leave some trace, teach something, develop some qualities: good or bad).

The theme of our lesson is "And there was no one to cry for help ...". Open your notebooks, write down the date and the topic of the lesson.

At home, you read Y. Kazakov's story "Quiet Morning". Based on the topic, epigraph, what do you think we will talk about today? (we will talk about the main characters - Yasha and Volodya; consider and comprehend the act that Yasha did; what they thought, felt; about good and evil, understand the idea of ​​the story).

We will also talk about the work of Y. Kazakov, pay attention to the role of landscape in the work.

The epigraph contains the words “good and evil”, how do you understand the meaning of these words?

(Good - actions we perform for the benefit of others, even if we must sacrifice ourselves; evil - actions we perform to the detriment of others to achieve our own goals).

Tell us what you know about Kazakov? (student presentation, story about Y. Kazakov) 3. Analysis of the story "Quiet morning".

Let's take a look at the main characters in the story.

a) Quiz "Know the hero"

1) “Having sprinkled fresh earth on the worms, he ran down the path, crossed over the wattle fence and made his way back to the barn, where his new friend was sleeping in the hayloft.”
2) “Okay, let ... Let him mock. They still recognize me. I won't let them laugh! Just think, the importance of walking barefoot is great! What imaginations!”

3) "He trembled, touching the cold body, looking at the dead, motionless face, he was in a hurry and felt so tired, so unhappy."

4) “He leaned on his weak hands, got up, as if he was going to run somewhere immediately, but fell down again, again started coughing convulsively, splashing water and writhing on

raw grass."

b) Working with text.

Where does the story begin? (from the description of the morning). This morning promises a beautiful day.

Compare heroes:

how did they wake up

were going fishing

on the way to fishing

while fishing

rescue Volodya.

Find in the text and read how the boys wake up and get ready for fishing.

What traits of their character and behavior are manifested here?

Read the passage, how Yasha reacted to such an awakening of Volodya.

Write down the keywords in the characteristics of the heroes:

Yashka	Volodya
"lark", strong-willed, "overcame himself" dexterous, energetic ("merrily trotted to the barn")rustic, close to nature arrogant, arrogant, bold	clumsy, unorganized, slow urban, reserved, purposeful
snarky, rude, impulsive	modest, reserved
braggart, outgoing	honest
connoisseur of nature, likes to tell tall tales, self-confident knows how to appreciate beauty	inquisitive, more educated than Yashka, not self-confident knows how to appreciate beauty
both of them are kind, cordial, ready to help each other

What language is the author using here? (Metaphor, colloquial vocabulary)

Biting expressions in the literature are called IRONY. AND ronia = ridicule, ridicule.

How does Volodya behave in response to Yasha's causticity? What qualities of character are shown here?
- Can Volodya overcome difficulties on the way to his goal?

(Yes. He was hastily tying his shoelaces...)

Can Volodya be accused of servility? Why?

Reread the dialogue between the guys on the way to go fishing.

How does Yasha's behavior differ from Volodya's?

What else were the guys talking about? (about heard sounds, about octopuses)

How are their characters manifested in these fragments?

(I am a connoisseur of nature, loves to tell tall tales, self-confident

V. - inquisitive, more educated than Yashka, not self-confident)

V)Artistic retelling"Description of the River".

What did the guys see the river when they approached it? “We went to the hillock ...” to the words: “Volodya was ready ...”) - The river is seen equally beautiful by both Volodya and Yasha. Write in the table: they know how to appreciate beauty.

What do the boys talk about while fishing? (on how to fish properly)

Has Yasha always succeeded in fishing? Prove with words from the text.

(I am inclined to attribute my guilt to another, not admitting my mistakes)

Look at the table. Are the guys similar? Can they be considered friends? Why?

G) "Volodya is drowning."

But fate prepared a terrible test for Yasha and Volodya. Selective retellingthis test.“But at this moment the earth ...” to the words: “Volodya’s eyes darkened ...”

In this dramatic situation, Volodya becomes an accidental victim, and Yasha, obeying the natural instinct of self-preservation, first runs away from the scene. Only fear owns the boy in these moments. But another unaccountable feeling makes him return to the disastrous place. What is this feeling?
(Shame for hitting Volodya in the water, mutual assistance, mutual assistance)

How to explain that Yashka, after everything ended happily, there was nothing on

light sweeter than the pale, frightened, suffering face of Volodya?

Change the situation, change the boys places. What would Volodya do if Yasha was drowning?

e) Draw a conclusion-characteristic for both boys.

- Now we can safely say that, despite all the differences between the boys, they are both kind, cordial, ready to help each other. The mutual assistance that Yasha shows changes our attitude towards this hero. It is, indeed, the measure of a person's morality.

What role does the description of nature play in the story? How does nature change? Early morning, fog, silence - the motive of alertness, incomprehensibility, perhaps tragedy and even death sounds; the sun is a motive of light, joy, life; again dead silence, the description of the whirlpool is a danger; the sun is the victory of life over death. At the very beginning of the story, there is no harmony between man and nature. And only at the end of the story is there really a quiet morning: the sun is shining brightly, the earth rejoices in a new bright day, and Yashka and Volodya are very happy, happy that Volodya did not drown ...

5. - What is the story idea?

(The idea is to remain human in any circumstances; the mutual assistance shown by Yashka in relation to Volodya can be considered a measure of human morality.Friendship is known in trouble).

6. - Let's try to look into the future of heroes. Will they become friends? Why are you so

think? (The main thing in life is to remain a Human, in spite of any trials, to be kind, merciful)

7. Reflection.

1) What feelings did you have after reading the story?

Is it possible to unequivocally evaluate a person, whether he is good or evil?

Let's return to the epigraph: “The line separating good and evil passes through every human heart”, you said that there should be more good in a person, now each of you will write on stickers what good is.

Are the questions raised in Y. Kazakov's story modern today? Why?
2) “A hero is one who creates life in spite of death, who conquers death,” M. Gorky argued. Can Yashka be called a hero, and his behavior - heroic?

3) - Yulia Drunina writes about what we should all strive to be in the poem “Daughter's Order”.
You can't live without mistakes,
If the whole century does not vegetate in silence.
Only b, daughter, there were these mistakes
Not from poverty - from the generosity of the soul.
It doesn't matter that you reach for a lot:
It's bad if it doesn't lead to anything.
We are not always on the right track
Let's break through the darkness right now.
But when you break through - do not turn off -
And don't call your mom for help...
I want to be clean and lucky
You were in work and in love.
If someone suddenly deceives bitterly,
It will be difficult, but you will survive.
Worse, if you love by calculation
And put a lie in your heart.
Don't be cruel to the guilty
And you yourself are guilty - confess.
Still, we are people, not machines,
Still, life is hard...

With this poem I would like to end our conversation about morality. And if each of us tries to help another in a difficult situation, then life will become better, and we will all be a little kinder and more merciful.

8. Houses: Write a description of Yasha or Volodya, using the table compiled in the lesson and the textbook material.

Municipal educational institution secondary school No. 5 Analysis of the story by Yu.P. Kazakov "Quiet morning". Prepared by the teacher of Russian language and literature Sudakova S.R. Artist S. A. Vinogradov. Svetly, Kaliningrad region Objectives: -to follow the thoughts, feelings and actions of the protagonist of the story, finding the "points" of his moral "ups" and "downs"; -discover the problem of choosing between good and evil. Tasks: - pay attention to the role of descriptions of nature in revealing the inner world of Yashka and Volodya; - to promote self-expression of the student as a person; - develop love for nature, for the native land; - on the example of a literary work, to give an opportunity to experience a sense of choice between good and evil. Lesson plan: Review test. About the author. Story plan. Unknown words. Scene. Description of nature in the story: a) birds, b) fish, c) vegetation. 7. Demonstration of fishing rod skills. 8. Work on the questions: a) what happened in the barrel? b) Whose fault was the accident? c) characterize the behavior of the characters in an extreme situation, d) what other works have you read with similar life situations, e) about the competition "What to do in a difficult situation?". 9. Drawing up a story about difficult life situations. 10. Drawing up a memo on behavior on the water. 1. 2. 3. 4. 5. 6. 2. His stories have a rare ability to be revealed each time from a new, still unknown side. I. Kuzmichev 3. Plan of the story. 1. Early in the morning. 2. Yashka wakes up Volodya. 3. On the way to fishing. 4. Fishing. 5. Volodya is drowning... 6. Volodya's rescue. 7. Yashka and Volodya on the way home ... E. Chernysheva "Tolya, Vitya and Vova from the village of Kisharino." 4. Unfamiliar words Riga is a barn for drying sheaves and threshing. A mower is a large knife with a thick and wide blade. A log house on a well. Tub. Poleshchansky bocha. Vypozki - worms for bait. Rolls - an open place on the river, where, due to uneven terrain, waves roll over one another. A pool is a deep hole at the bottom of a river or lake. Windmill on the hill - wind turbine, windmill. Hollow - a valley with gentle slopes. Conclusion. The meanings of many words and expressions unfamiliar to us are interpreted in explanatory dictionaries as well-known Russian words. 5. Scene. Question work. 1) What happened in the barrel? 2) Whose fault was the accident? 3) Describe the behavior of the characters in an extreme situation. 4) What other works have you read with similar life situations. Fill in the table according to the characteristics of the heroes. Feelings and experiences of Yasha Isn't it too early? he asked hoarsely, yawned and, swaying, grabbed the ladder with his hand.<…>immediately grabbed<…>, began to quickly, quickly sort through his hands, clinging to his shirt and bag, leaning on him, still squeezing out inhuman, terrible sounds: "Waa ... Waaa." He carefully pulled a large bream out from under his belly, turned<…>his happy broad face, he was about to laugh, but his smile suddenly disappeared, his eyes stared in fright at something behind him.<…>. <…>he was a little ashamed that he had lowered the fish, but, as often happens, he was inclined to attribute his guilt<…>. "I'm also a fisherman! he thought. - He sits upright ... Volodya's feelings and experiences Finally, spurred on by the terrible sounds that he made<…>, <…>he jumped out into the meadow and rushed towards the village, but, without running ten steps, he stopped, as if stumbling, feeling that it was impossible to escape. Then<…>he suddenly frowned, closed his eyes, tears gushed from his eyes, and he roared, roared bitterly, inconsolably, shaking all over, choking and ashamed of his tears.<…>at last he mastered his boots and, trembling and looking before him with an unseeing eye, went out of the barn. He was ready to give up fishing to burst into tears, but he was so looking forward to this morning!<…>got angry: he got up a whole hour earlier, dug up worms, dragged fishing rods ... but he got up today because of this ... scum - he wanted to show him fish places, - and instead of gratitude and admiration - “early”! Feelings and experiences of Yasha Feelings and experiences of Volodya Finally, driven by the terrible sounds that he made<…>, <…>Isn't it early? he asked hoarsely, jumped out into the meadow and rushed to the village, yawned and, swaying, grabbed the ladder with his hand. but before he had run ten paces, he stopped as if he had stumbled, feeling that there was no way to escape.<…>finally mastered the boots and, Then<…>he suddenly grimaced, trembling with resentment and, looking in front, screwed up his eyes, from his eyes a sightless look burst out, tears came out, and he roared, roared bitterly, from the barn. Was he ready to give up inconsolably, shaking all over, fishing? burst into tears, but he waited so breathless and ashamed of his tears. this morning! He carefully pulled out from under<…>immediately grabbed<…>, became the belly of a large bream, turned quickly, quickly sorted out with his hands,<…>his happy broad face, clinging to his shirt and bag, was about to laugh, but his smile, leaning on him, still suddenly disappeared, his eyes, frightened, squeezing out inhuman ones, stared at something behind him<…>. scary sounds: "Waa ... Waaa."<…>got angry: he got up for an hour<…>three meters from the shore he beat, before, he dug up worms, splashed fishing rods on the water with his hands, dragged him ..., and he got up because of ... this, throwing back his white face from the scuttling to the sky - he wanted to show fishy places with bulging eyes, - and now instead of gratitude and choking and dipping into the water, all the admiration - "early"! trying to shout something...<…>it became unusually cheerful, and only now did he feel how good it was to leave the house in the morning. How nice and easy it is to breathe, how you want to run along this soft road, rush at full speed, jumping up and squealing with delight! - How ... how I'm drowning! .. - as if surprised, he said and also began to cry, twitching his thin shoulders, helplessly lowering his head and turning away from his savior. His face, wrinkled after sleep, was senseless and motionless, like that of a blind man, and hay dust was stuffed into his hair, which, apparently, got into his shirt, because, standing already below, next to<…>He kept twitching his thin neck, shrugging his shoulders and scratching his back. - Are you wearing boots? he asked contemptuously and looked at the protruding toe of his bare foot. - Will you wear galoshes? - Yes .. - uttered<…>, that there are forces trying not to cry and wiping his eyes with his pants, - you drown-oh ... drown ..., and I spa-a ... save you ... He sat up on the bed, for a long time goggled at the bluish sweaty windows, at the vaguely whitening stove.<…>the head falls on the pillows, and the eyes are closed, but<…>overcame himself. Stumbling, clinging to benches and chairs, he began to wander around the hut, looking for old trousers and a shirt. - Are you wearing boots? he asked contemptuously and looked at the protruding toe of his bare foot. - Will you wear galoshes? He sat up in bed, staring for a long time at the bluish, sweaty windows, at the dimly whitening stove.<…>the head falls on the pillows, and the eyes are closed, but<…>overcame himself. Stumbling, clinging to benches and chairs, he began to wander around the hut, looking for old trousers and a shirt.<…>he was a little ashamed that he had lowered the fish, but, as often happens, he was inclined to attribute his guilt<…>. "I'm also a fisherman! he thought. - Sitting upside down...<…>it became unusually cheerful, and only now did he feel how good it was to leave the house in the morning. How nice and easy it is to breathe, how you want to run along this soft road, rush at full speed, jumping up and squealing with delight! His face, wrinkled after sleep, was senseless and motionless, like that of a blind man, and hay dust was stuffed into his hair, which, apparently, got into his shirt, because, standing already below, next to<…>He kept twitching his thin neck, shrugging his shoulders and scratching his back. - How ... how I'm drowning! .. - as if surprised, he said and also began to cry, twitching his thin shoulders, helplessly lowering his head and turning away from his savior. Homework: Read chapters from D.S. Likhachev "Native Land" Answer the questions on page 198.

Brief retelling of the work

On this quiet morning, Yashka got up very early, dug up worms and went to wake Volodya, a Muscovite, whom he promised to take on a fishing trip. Volodya irritated Yashka with the question: “Isn’t it too early?” and the way he put on his shoes. On the way they drank clean well water. And it reconciled them.

Yashka tells Volodya about fish, about birds, about octopuses. Finally, they reached the river. Yashka brought Volodya to the pool, where, in his opinion, it was pecking well. The first time the fish fell off Yashkin's hook.

Another time he pulled out a large bream. Volodya ran up to him, leaving his fishing rod. A fishing rod with a clod of earth pulled into the river. Volodya rushed after her, stumbled and fell into the pool. Unable to swim, he choked and began to drown. Yashka was scared. He has already started to run. But, realizing that no one but himself would help Volodya, he returned.

It took a lot of effort for Yashka to pull Volodya out and bring him to his senses. After that, he burst into tears. And he felt very sorry for Volodya. And the sun shone, and a new bright day began.

Characteristics of the main characters:

Yashka is an avid fisherman, grew up in the village, loves and understands his native nature, in a moment of danger he finds the strength to overcome fear and save his comrade.

Volodya is a city boy, he saw how they fish only in the Moscow River, gets lost in a critical situation and almost dies.

Topic: "About the unusual fishing of two boys early on a quiet morning."

Impression about the book: this story is very instructive. In life there can be different tests. It is so important not to be a coward. In an extreme situation, Yashka became the winner, although it cost him considerable mental and physical strength.

Updated: 2017-12-06

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Useful material on the topic

With one push to drive the rook alive
From the smoothed ebb of the sands,
One wave to rise into another life,
Feel the wind from the flowering shores

To interrupt a dreary dream with a single sound,
Get drunk suddenly unknown, dear,
Give life a breath, give sweetness to secret torments,
Someone else instantly feel your own,

Whisper about what the tongue goes numb to,
Strengthen the fight of fearless hearts -


1887

In the poem “With one push to drive a living boat ...” all the main motifs of Fet's lyrics were combined - such as feeling, creativity, love, sound, silence, sleep. Before us is a brief moment when the world opens up before the hero in all its beauty, in all its fullness of feelings. The poem is imbued with harmony, a sense of peace, although it would seem that it entirely consists of a list of actions: drive away, climb, interrupt, give, whisper,enhance.
The size - iambic pentameter with feminine and masculine endings - inscribes the poem in a series of works of love lyrics - a series begun by Pushkin's “I loved you. Love is still, perhaps ... ”, - in which, first of all, the feelings and thoughts of the lyrical hero are clearly highlighted. And indeed, in Fetov's poem there is not a word either about other people or about the outside world - only the state of a person's soul. However, it may seem that there is no lyrical hero as such (in fact, not a single line of this poem contains the words I my etc.), but this is still not the case: it’s just that the hero is in complete harmony with life, nature - his I does not stand out against the background of the entire surrounding world, but “dissolves” in it, accepts it, ready to feel someone else's instantly…. Therefore, all acute experiences, torments recede into the background, and even love is mentioned briefly here - as a feeling that is homogeneous with everything else in this quiet harmonious universe: the hero dreams whisper about that before which the tongue becomes numb ....
The poem is built as a string of phrases similar in syntax, which, due to constant rhythmic repetitions (each odd line is full-stressed, in each even line the stress on the 4th foot is missing) and some repetitive words ( one in the first line, give in the second) is pronounced as if like a spell, forcing some kind of mysterious and at the same time sweet sensation. This spell must finally be resolved by some statement that would discharge the growing feeling throughout the poem and explain its source, - such a statement completes the poem:
That's what the singer only the chosen one owns,
That is his sign and crown!
The last lines are opposed to all the rest in rhythm: in them the first stanza is not iambic, but choreic - pointing particles are pronounced with emphasis Here. This emphasizes the special importance of the final lines for the entire poem. First, they interrupt the enumeration of actions and characterize them as sign and crown of the singer, that is, the poet's favorite work, only possible for him alone. Secondly, these lines transfer the situation described in the poem to eternity: now there is no doubt that all these actions are not the hero’s momentary desires, not the pictures that arise in his imagination, but the eternally existing manifestations of the poetic gift. These lines introduce the theme of creativity into the poem, which allows you to take a fresh look at the entire previous list. If in the first stanza the hero appears as a figure capable of dramatically changing something in the world around him ( one to push the living rook away, one wave to rise into another life), then in the second he is already primarily a contemplative, whose soul is open to the whole world and greedily absorbs all impressions and feelings, dreaming suddenly get drunk on the unknown, dear, to feel someone else's in an instant. Now, in the final lines, another face of the hero appears, which includes the two previous ones: he is a creator, capable of both being filled with impressions from the world around him, and suddenly creating something in this world. (intensify the fight of fearless hearts), destroy (a dreary dream to interrupt with a single sound), move (drive the rook alive).
Thus, we have before us a poem about poetry. Let's try to attribute it to the Russian poetic tradition of talking about creativity. Like all his predecessors, Fet calls poetry a gift that distinguishes the poet from all other people (the singer is named elected, his business sign and crown). However, this is the only thing in which the poem “To drive the living boat with one push ...” echoes the poems of other poets. Fet, as we can see, has neither opposition of the poet to the crowd (as, for example, in Pushkin's sonnet "To the Poet", the poem "The Poet and the Crowd", Lermontov's "Prophet", "Death of the Poet"), nor the "common cause" that unites the poet and the people (as, for example, in Lermontov's Poet). Perhaps Fet's idea of ​​poetry is closest to that which we meet in Zhukovsky and Tyutchev: poetry is a mysterious gift sent down from above (“I aspire to the east with my soul! // Pretty for the first time there // Appeared in splendor over the earth // Overjoyed heaven,” Zhukovsky writes in “The Phenomenon of Poetry in the Form of Lalla Rook”; “She flies from heaven to us - // Heavenly to earthly sons, // With azure clarity in her eyes ...”, - we read from Tyutchev in the poem “Poetry” ). It would seem that Fet continues the line of Zhukovsky and Tyutchev: he writes about poetry as a gift, depicts the moment this gift descends on the poet, while all attention is focused on his feelings at that moment. However, we will not find in Fet the statement that inspiration descends from heaven: the process of creativity, as it appears in the poem “With one push to drive the living boat ...”, is more subject to the poet.
So what is the poem about? About the happiness of creativity, about the poetic gift, which is inextricably linked with other bright feelings in the world of the hero: with the enjoyment of nature, love, the ability to feel life in all its fullness and versatility, to experience each of its manifestations as something personal, to live in harmony with the world .

The analysis of a lyrical work is a very difficult version of the theme of an essay. Your task is not to try to retell poetry in prose, because a lyric poem is not an arrangement of some kind of prose idea, but the embodiment of a special poetic state of the artist, and by analyzing the lyrics, you should also be able to “enter” into such a state. As E. Poltavets writes, “A lyrical poem is an exhalation of anger at the imperfection of the structure of life, at death that took away a dear creature, an exhalation of quiet gratitude to fate for life, for a quiet evening, for the boundless sky. (...) Lyrics are always about something- something very intimately personal - not only when the poet speaks of intimate experiences, but also when civic feelings overwhelm the poet's soul. But the lyrics are sacred not only for the poet, but also for the reader. Therefore, your work should include reflections on your perception of the work, your response to it, and it is preferable to start the composition from this. You can, without being particularly carried away by the theory of verse itself, tell about your understanding of the work and about what caused such an understanding (by what means the author achieves this understanding).

To interpret a work means to get closer to the author's intention. This can be done by following the path of the so-called "slow reading" - from the first verse to the last, considering each poetic line, its content and form, sound, images, the logic of the development of the author's feeling or thought as a step towards unraveling the author's idea.

You can choose another way: to say what immediately caught your eye in the text, what immediately attracted your attention, struck, touched, touched, and through this, as a single link, pull out the entire "chain of meanings" of the work.

The choice of the way to unravel the author's intention is yours.