Anatoly Zhigulin was born on January 1, 1930 in the village. Podgornoye Voronezh region. The father of the future poet, Vladimir, came from a peasant background and was a postal worker. For a long time he suffered from an open form of consumption.
Therefore, the main concerns for the three children lay on the shoulders of the mother, an educated woman who loved poetry. She often read poetry to children. And she sang songs to them. Mother was the great-granddaughter of the Decembrist poet Vladimir Fedoseevich Raevsky, a participant in the Patriotic War of 1812, who belonged to the radical wing Ryleeva.
In my grandfather’s house, where the Zhigulin family moved in 1937, the library of the Raevsky family survived, including family albums of several generations. The house, along with the library, burned down during the bombing of Voronezh in 1942, but the whole family survived. Voronezh and the region were in the front zone for 8 months, the family was separated, and therefore Anatoly, who did not participate in the war due to his childhood, drank the full cup of hunger and deprivation of the war and life in a dilapidated city in the post-war period. Later topic hometown, childhood and war will clearly sound in Zhigulin’s work.
The boy grew up in conditions of growing Stalinist terror. The other, Rostov, branch of the Raevsky family was either exterminated in the years civil war, or died in the dungeons of the check. Therefore, his parents were afraid to tell him that on his mother’s side he came from an ancient and freedom-loving noble family. However, the inquisitive boy leafed through library volumes and family albums, from which he learned about the glorious deeds of his ancestors. Like a relay race, the boy took the words of his great-great-grandfather in a letter from Siberia to his daughter, that he was passing his business into her hands and through her into the hands of posterity and demanded to remember the torment of people oppressed by slavery, and about “... Who chained them with an iron hand , And branded him with slavery and shame.” The poet later dedicated his heartfelt words not only to his parents, but also to his family tree in the poem.
Stolniks and governors... General... And the Decembrist In his hard years - The path is both terrible and thorny
Already in retrospect, Zhigulin perceived his fate as a natural continuation of the fate of the Raevskys. And in a new round of history, the events repeat themselves:
And it was easy for me with sharp pain to live in earthly fate. My mother's side is Raevsky. This swan is above me.
In high school, Tolya begins to write poetry, so far it is mostly written in verse school essays. But gradually his lines gained strength, and in the spring of 1949 the first publication appeared in the Voronezh newspaper. Tolya Zhigulin is 19 years old and is going to enter the Forestry Institute. Why to the forestry department? It was a difficult post-war time, there were two younger ones in the family: a brother and a sister, and it was necessary to learn a profession at home. In addition, the young man, an excellent student, loved both technology and nature.
In the winter of 1946, a group of Voronezh high school students made a ski trip across the Voronezh region to the home village of one of the participants in the trip, Yuri Kiselev. Among the participants in the campaign was Boris Batuev, the son of the second secretary of the Voronezh regional party committee. The collective farmers, swollen from hunger, shocked the extraordinary young man. The difference between deafening propaganda and real life. This prompted Boris to study the history of the revolution in depth. Boris shared what he read with his closest friends. Under the influence of Boris, they came to the conclusion that Stalin had distorted Leninism, and that it was necessary to begin the struggle to restore the Leninist image of the party, and exclusively by peaceful means.
Thus, the Communist Youth Party was created in 1947, where Tolya joined as a member of the bureau in 1948. Soon the well-conspiracy organization numbered about 60 people. Involvement in the organization was carried out according to a multi-stage scheme, however, despite this, in September 1949, when members of the CPM turned from schoolchildren into students, arrests began. The investigation lasted 9 months and was accompanied by severe beatings and many hours of sleepless interrogations. Careful secrecy made it possible to protect half of the movement participants from arrest, but the rest received full punishment. In June 1950, by decision of the Special Meeting, Zhigulin was sentenced to 10 years in maximum security camps. Staying in prison during the preliminary investigation, life in the Taishet camp and in Kolyma are described in detail in Zhigulin’s well-known story “Black Stones” and in his numerous poems.
It is rightly noted in one of the articles dedicated to the poet that the theme of the Gulag, the theme of captivity, is the foundation on which all of Zhigulin’s work is built.
It should be noted that the leading members of the CPM turned out to be incomparably higher in their level than the majority of the country's population in understanding what was happening. In 1962, when Zhigulin brought Al. Tvardovsky your poem, Tvardovsky expressed doubts about the accuracy of the fact that schoolchildren could call Stalin “the living god on earth” and decided to fight the Stalinist regime.
Perhaps tremulously, but clearly I also knew in that distant darkness that they worshiped in vain the Living God on earth. Guilt! She was, of course. We were strong because of that guilt. It was easier for us, the guilty ones, than for those taken simply without guilt.
Such was the pressure of totalitarian power, the Stalinist dictatorship inspired such horror that people living in Soviet reality (even Tvardovsky!) It was difficult to imagine that anyone could rebel against this government.
Other future glorious poets of Russia, Boris Chichibabin And Naum Korzhavin, also received their “sentence”, and they received it not for participation in the anti-Stalin circle, but only for poetry. However, the theme of Stalin’s camps found a worthy and complete poetic reflection only in the work of Anatoly Zhigulin, “the last singer of the Kolyma camps,” as one of the critics put it.
In 1954, Zhigulin managed to be released under an amnesty, and in 1956, complete rehabilitation began. In 1960, he graduated from the Forestry Engineering Institute, but a year before that, the first, thin book of his poems [“Lights of My City”] was published in Voronezh in 1959, and in 1963 the first Moscow book of poems, “Rails,” was published. In the same year, Zhigulin entered the Higher Literary Courses. From that time on, Zhigulin lived in Moscow and led the life of a professional writer. In 1964, a book of Zhigulin’s poems was published in Voronezh with a circulation of only 3 thousand, which evoked an enthusiastic response from the press. Boris Slutsky in the magazine “Yunost” he wrote that “A book of wonderful poems was published in Voronezh. It was written by Anatoly Zhigulin.” He spoke even more expressively about this book in the magazine “ New world" famous literary critic V. Lakshin: “This book will fall into your hands only by luck - it was published by a local publishing house with a circulation of only three thousand copies. It's a pity! Opening it, you would hear a voice full of dignity and calm concentration.”
An important milestone in the poet’s life was his acquaintance in 1961 with Tvardovsky. It should be noted big influence on Zhigulin’s poetry along with creativity Koltsova, Klyueva And Yesenina creativity Tvardovsky.
In some even later poems of the poet one can still discern the influence Yesenina. Here, for example, are lines from a poem “The temple was white through the black trees...”:
Summer, summer! Youth and strength. And a tear of resin on a pine tree. Thank God, everything happened once. And it remains a memory in me.
Zhigulin was by nature a very kind person. This is how he remained, despite all his horrors. camp life. And then he had a hard time. Coming out of captivity, to some extent he turned out to be a broken man, and several times he ended up in a psychiatric hospital. And this was also reflected in his piercingly sincere poetry:
I can’t and don’t mean anything. It was as if something inside me snapped. From fate I receive in addition a Mental Hospital - To my Kolyma.
Life in the camps not only left a deep mark on his life, but also on his poetic work. So much so that some of his poems repeat to the smallest detail the experience of his camp misadventures.
All his life Zhigulin returned to the theme of the camp, considering it his duty to talk about what he saw and experienced. Even in stagnant times, he rejected compromises here.
A rebel and a fair man, Zhigulin is a subtle lyricist of the Yesenin sense. Amazing him love poetry, with its quiet melancholy charm. It’s not for nothing that so many beautiful songs have been created based on his poems.
Here is a poem dedicated to my wife:
*** Irina She is the only one who will understand me. Friends have long been in the grave. We have long since left all the hardships, we have outlived our lives, we have fallen out of love... And I have been given the destiny to tell the world about them. Write poetry, go crazy over the sorrowful lyre. Write for years in a row And believe the good fairy tale, That manuscripts don’t burn And the colors don’t fade... My faithful friend is my wife. Believe it or not, I need her before death, And even after death. She will forgive my sins, dispel the pain of doubt and save the drafts of My poems. (1980)
© Ellan Pasika, Melbourne (from the article “Righteous of the Word”)
ZHIGULIN, Anatoly Vladimirovich (b. 1.I.1930, Voronezh) - Russian Soviet poet. Member Communist Party since 1963. Graduated from the Voronezh Forestry Institute (1960). Published since 1949. Zhigulin’s early lyrics (collections “Rails”, 1963; “Memory”, 1964; “Polar Flowers”, 1966) were determined by harsh life experiences: work in logging and mines of the Far North. Zhigulin writes about people who maintain dignity in difficult conditions. Since the mid-60s, the closeness of Zhigulin’s poetry to traditions has been revealed I. A. Bunina, S. A. Yesenina And A. T. Tvardovsky. The hallmarks of his style are clarity, restrained intonation, often tinged with light sadness. The main genre is a short lyric poem, a philosophical landscape, mainly autumn. The main artistic collision - the comparison of “indifferent” and eternal nature and the transient life of man, permeated with anxiety and pain - expresses the tension in the psychological life of a contemporary who feels an organic connection with nature and the world.
Works: Lights of my city, Voronezh, 1959; Transparent days, M., 1970; Pre-autumn light, M., 1972; Wormwood Wind, M., 1975; Poems, M., 1976; Burning birch bark, M., 1977.
Lit.: Abramov A., Businesslike, honestly, seriously, “New World”, 1963, No. 10; Slutsky B., A book was published in Voronezh..., “Youth”, 1965, No. 4; Anninsky L., Test of truth, “Our Contemporary”, 1970, No. 3; Golubkov D., Soul is a winner, “Mol. Guard", 1971, No. 7; Mikhailov Al., About the Motherland, about Russia, “Moscow”, 1971, No. 8; Mikhailov O., Strict measure, “Our Contemporary”, 1971, No. 10; Marchenko A., The gift of “long” memory, “Lit. newspaper", 1974, March 6; Lazarev V., Sense of the way. Notes on the poetry of A. Zhigulin, “Our Contemporary”, 1978, No. 2.
L. A. Anninsky
Brief Literary Encyclopedia: In 9 volumes - Vol. 9. - M.: Soviet Encyclopedia, 1978
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Lesson type: setting a learning task
The purpose of the teacher's activity: create conditions for familiarization with the basic information of the biography and creativity of A.V. Zhigulina; promote the development of skills to compare poems by different poets; search for the main idea; teach expressive reading of poems; cultivate patriotism, a sense of pride for one’s Motherland; develop memory, thinking, speech.
Planned educational results:
Metasubject: educational: the ability to analyze lyrical text, find supporting words, see pictures of the Motherland. Regulatory: formulate learning task lesson, accept it, retain it throughout the lesson, read it in accordance with the purpose of reading (fluently, expressively). Communicative: find the necessary information through conversation with adults, educational books, dictionaries; understanding the rules of interaction in a couple.
Personal: they value and respect a poet who expresses his feelings for the Motherland through artistic expression.
Methods and forms of teaching: verbal, visual, practical; frontal, individual.
Educational resources: Ushakov D.N. Explanatory dictionary of the Russian language M., “LadKom” - 2013; audio supplement to the textbook, handouts.
Equipment: interactive board(screen), computer, projector; presentation.
Lesson script
I. Motivation (self-determination) for educational activities.
(Slide 2). The bright sun is shining on you, it looks at you and stretches its rays to your cheeks. Smile back at him, and you will immediately feel warmer and more cheerful! Now imagine that your palms are a small mirror, look into it, smile at yourself - you see how cute and smart you are! Look at each other, smile, and your mood during the lesson will be cheerful and upbeat, you will want to learn new things, because it is so interesting!
II. Updating basic knowledge.
1. Check homework.
– What work did we get acquainted with in the last lesson? ( With the work of S. Drozhzhin “Motherland”)
– Read S. Drozhzhin’s poem “To the Motherland.”
2. Individual work using cards.
– Make up proverbs from these parts of sentences. Explain their meaning.
3. Speech warm-up, breathing exercises.
- "Candle" - take a deep breath through your nose, stop and exhale slowly through your mouth, blowing on an imaginary candle flame.
- “Put out the candle” - take a deep breath, then an intense, intermittent exhalation (fu-fu-fu).
- “Punctured tire” - inhale through the nose and exhale slowly to the sound “s”.
- “Annoying mosquito” - a long exhalation on the sound “z” with a clap at the end.
III. Lesson topic message. Determining lesson objectives.
(Slide 3). “Mass Graves”
Look carefully at the slide. What do you think the lesson is about? (Students make guesses.)
(Slide 4). Open the textbook on p. 138. Read the topic of the lesson. Define the lesson objectives using supporting words.
- We'll get to know...
- We will find out......
- We will remember....
- We will be able......
- We can reflect...
– Yes, today in class we will learn how to read correctly and consciously, navigate the text and express our point of view; Let's get acquainted with the biography of A.V. Zhigulin and his work “Oh, Motherland!..”
IV. Preparation for the perception of the work. Acquaintance with the biography of A.V. Zhigulina.
On January 1, 1930, Anatoly Vladimirovich Zhigulin was born in Voronezh, into a peasant family. In the summer of 1942 the Great Patriotic War came to Voronezh. The future poet and his younger brother had to wander homeless for several months front line, live in villages and forests. The poet later wrote about these months in his autobiography:
(Slide 6. Students read the author’s words) “I didn’t just see the war. I survived it. My heart ached with living pain. I saw enemies not in movies, but alive. They shot at me. This is also experience, also fate... During these wanderings, the love for the land, for nature, for the countryside, which arose in childhood, grew stronger in me.
I learned, saw and accepted in my heart many customs and concepts dear to me, pictures of middle, steppe Russia.”
In 1949 The young poet's poems appeared in Voronezh newspapers. But soon after this he was falsely convicted as an “enemy of the people.” And from 1949 to 1954 he was imprisoned in Siberia - he built railway, worked in gold and uranium mines. In 1954 Zhigulin was released under an amnesty, and in 1956 he was completely rehabilitated. In 1960 he graduated from the Voronezh Forestry Institute. In 1959, the first thin book of Zhigulin’s poems, “Lights of My City,” was published, then the collection “The Bonfire-Man” (1961), and in 1963 the first Moscow book of poems, “Rails,” was published. In the same year, Zhigulin entered the Higher Literary Courses and moved to Moscow, becoming a professional writer.
The image of Russia is one of the main ones in the poetry of A.V. Zhigulina. He, together with such poets as V.N. Sokolov, N.M. Rubtsov, helped preserve the traditional image of Holy Rus' in the minds of his contemporaries and expressed feelings of bitterness caused by the loss of many spiritual values.
(Slide 7). In the early 90s. A.V. Zhigulin created a cycle of 12 poems, “The Troubled Time of Russia,” which reflected the main themes of Zhigulin’s work: responsibility to great-grandfathers for the integrity of the Fatherland, memory of the “Kolyma convoy,” timeless love, defense of historical truth. The poems of the cycle are united by the poet’s piercing pain and sorrow - he painted a picture of the destruction of his homeland.
V. Work on the content of the poem by A.V. Zhigulina “Oh, Motherland!..”
Initial reading of the poem. Organizes listening to text from an audio application, having previously completed the target setting.
– Now you will listen to the text performed by Bolshoi Theater artist Diomid Vinogradov . (Slide 8).
Working with an explanatory dictionary.
– Explain the meaning of the words written on the board. Check your answers in a dictionary.
Trembling - excited, expressing trepidation.
A country road is a dirt road between small settlements.
A coppice is a small forest separated by clearings from other forest areas.
Stubble is the straw left on the root after the harvest.
– What is this poem about? (About the Motherland, and what is very dear to him
- How can you title it?
– What feeling arose while reading: joy, delight, regret, sadness?
– Find words - antonyms.
Physical education minute(Slide 9).
Along the path, along the path
We gallop on our right leg,
And along the same path
We jump on the right leg.
Let's run along the path,
Let's run to the lawn
On the lawn, on the lawn
We'll jump like bunnies.
Stop. Let's rest a little
And we'll walk home.
VI. Repeated reading and analysis of the work.
Organizes repeated, selective reading and discussion of the content of the work.
- Read the first quatrain. What's the main thing here? What thought? (Declaration of love for the motherland)
– Re-read the second quatrain. What is Zhigulin talking about here? ( He lists everything that is dear to him, that he puts into the meaning of “homeland”)
- Read the third quatrain. What is the meaning of these words? (Explains why the author loves his birthplace)
– What does the poet mention in the line: “And a low hill with a star...”? (Slide 10. Your name is unknown, your feat is immortal)
– Explain why the poet cares about the grave? (This is the eternal good memory of the people who defended their homeland from enemies. They must be remembered. After all, thanks to their courage we live, and history moves on)
– What words contain the main idea of the poem? Why? (In you alone there is consolation, //And my healing.” These lines are imbued with a feeling of unity, integrity of nature, folk history and man).
Analysis of linguistic means.
– How does the poet manage to emphasize that he loves his homeland without loud words? (Epithets: white-trunked groves, blue smoke, empty distance, a rusty cross, a low hill, a dim shine.
Comparison: “grievances and forgiveness will burn like old stubble.”)
Working with cards.
Works in pairs. Hands out cards with tasks: 1 - 2, 3 - 4.
* – card for strong students.
– Remember the previously studied works of S. A. Yesenin and try to restore the poet’s poem, inserting epithets that, in your opinion, are suitable.
And the birch tree stands
IN sleepy silence
And the snowflakes are burning
IN gold fire.
Bird cherry ( fragrant)
Standing hanging.
And the greens (golden)
It's burning in the sun.
*Dawn lit up red
In the sky dark blue
The stripe appeared clear
In its splendor gold.
Blue sky, colored arc
Quiet ( steppe) the banks are running
Smoke is pouring out (raspberry) villages
The wedding of crows covered the palisade.
– Compare Yesenin’s epithets with the epithets of A.V. Zhigulina. (The epithets of A.V. Zhigulin in the poem “Oh, Motherland!” Are dim, faded. But in S.A. Yesenin they are filled with amazing colors)
– Think about why A.V. has such lackluster definitions. Zhigulin and bright ones - from S.A. Yesenin? (Slide 11. S.A. Yesenin is a Ryazan poet. A poet of a region rich in palette and lush nature. A.V. Zhigulin is a Voronezh poet. The nature of this region is rich in the fruits of the earth, and not in the colors of nature. Therefore, the epithets are “faint,” as the poet himself writes).
Independent work.
– Read the text yourself, “to yourself”
– Mark the places where you need to take short pauses.
– Read the poem in pairs, addressing each other.
VII. Homework.
VIII. Reflection. Lesson summary. Evaluates the results of completing assignments in the lesson, including the results of reading. Organizes a summation of the lesson for students. Offers students to evaluate their work in class by filling out a self-assessment table. Conducts a discussion on issues.
– (Slide 12. Music sounds quietly). What poem were you introduced to in class?
– Did you like the work? How did it make you feel?
- What did you remember? What have you learned?
Conducts the “Decorate the Cake” exercise.
- I am satisfied with my work in class - the color red.
- I worked well in class, but I can do even better - the color green.
- The work didn’t work out, I’m dissatisfied with myself - the color blue.
Literary reading lesson on the topic “A. V. Zhigulin “Oh, Motherland!”
Goals:
Introduce the life and work of A.V. Zhigulin;
Teach expressive reading of poems;
To foster patriotism and a sense of pride for one’s Motherland.
Equipment: an exhibition of Zhigulin’s books, a portrait of the poet, an audio supplement to the textbook, a multimedia projector, a slide show presentation, cards with poems by other poets.
During the classes
Organizing time
Emotional mood for the lesson
Imagine that your palm is a mirror, look at it and smile. Now say hello to each other and smile, and let's try to maintain this joyful feeling throughout the lesson.
Listening to the song “Hello, Motherland”, determining the topic and goals of the lesson.
White birds over White Russia
The joy of meetings, parting with sadness
Bright faces, native wrinkles
The paths of your childhood are not forgotten
The sky is like the sea, the lakes are like the sky
In cold weather we feel warm from the smell of bread
Chorus:
Hello, my sweet sunshine
Hello, you are my joyful morning
Hello, light-winged cloud
Hello, my dear homeland
II. Work on the topic of the lesson
1. Work in groups using cards “Analysis of poems by different poets”:
b) convey the meaning of the work;
c) answer the question “Is it possible to include them in our section, why?
2. Acquaintance with the autobiography of A.V. Zhigulin (presentation)
A.V. Zhigulin was born on January 1, 1930 in Voronezh in peasant family. My father worked as a postal worker and suffered from an open form of consumption. Therefore, the mother took care of the children (besides Anatoly, there were two more in the family - a younger brother and sister). She loved poetry and often read poems to children). Voronezh and the region were in the front zone for 8 months and Anatoly, who did not participate in the war due to his childhood, drank the full cup of hunger and deprivation of the war and life in a dilapidated city in the post-war period. Later, the theme of his hometown, childhood and war will clearly sound in Zhigulin’s work.
III. Physical education minute
IV. Continuation of work on the topic of the lesson. Working on the poem “Oh, Motherland!”
Listening to an audio recording of a poem. (The teacher uses an audio supplement for the textbook)
What feelings did you experience when you listened to the poem?
What feelings does the poet experience? (tenderness, love for the Motherland)
Vocabulary work:
"Proselki" - a dirt road between small villages
"Pereleski" - a small sparse forest separated by clearings
"Stubble" - a field where grains were harvested
“I catch with my trembling gaze” - the poet looks with excitement at the picture that is spread out in front of him.
Analysis of the poem by A.V. Zhigulina
What do you think it means to “Love without memory”? (to love very much).
Tell me what he loves? (Rustle of the white-trunked grove)
What white-trunk grove are we talking about? (birch)
Why a rusty cross? (The church is old, abandoned)
What hill with a star is mentioned in the poem? (about a soldier's grave)
List again in your own words what is especially dear to the author.
Why will grievances and forgiveness pass? (because he is in his homeland)
What does the poet see in his homeland? (Comfort and Healing) Why?
Close your eyes. I’ll read the lines now, and you tell me, to whom would you dedicate these lines?
In you alone there is consolation
And my healing...
(Image of a mother. Mom loves her child, protects and protects him from all troubles and misfortunes).
Where does the poet find consolation, strength and energy to live and create? (In the homeland, like in the mother)
Let us remember the proverbs where the words “Motherland” and “mother” appear side by side.
Motherland - know how to stand up for it.
V. Work in groups “Test of the pen” (the beginning of the poem is given on the pieces of paper, the children compose a continuation)
I'll take a pencil and draw......
VI. Reflection
You all know that the symbol of Russia is the white-trunked birch. I also prepared such birch. Only there are no foliage on it. Each of you has 2 leaves - green and yellow. If you are satisfied with your work in class and you are in a good mood, then attach a green leaf to the tree, and if you think that not everything was successful and your mood is not very good, then the leaf should be yellow. Ask…
I will also attach my piece of paper with you.
Lesson topic: A.V. Zhigulin “Oh, Motherland!”
Goal: to introduce the life and work of A.V. Zhigulina.
Lesson objectives:
1. Develop the ability to penetrate into the meaning of what you read, generalize and highlight the main thing.
2. Develop the ability to respond emotionally to what you read and hear, develop memory, speech, and thinking.
3. Foster a sense of pride in one’s homeland and love for one’s native land.
Equipment: textbook, blank sheets of paper for each student
Lesson type: combined
Teaching methods: verbal
During the classes.
I. Organizing time.
II. State the topic and purpose of the lesson.
Which section did we start studying? (Motherland)
Today our lesson is a journey through the pages of an oral journal called “Motherland”.
Let's draw the structure FINK-WRIGHT-ROUND-ROBIN
Think, write down, discuss as a team.
Listen to the question and think about how you would answer it:
You have small pieces of paper on the tables, take them and write down the answer to my question on them.
Discuss with your team. That is, each of you pronounces the answer to this question. Participant number 3 will start, we work clockwise.
Is there anyone on the team who disagrees with the participants’ answers?
Let's discuss: What do we call the word Motherland?
Answers table No. participant under No.
Thank you! Well done!
III. Checking homework
We open the first page of our magazine, it is called “Origins ».
(I write the name on the board)
Teacher's story:
Word homeland came from ancient word pod which denotes a group of people united by blood. Each of us is a descendant of some ancient ancient family. And the word itself genus denotes the most ancient god of the Slavs, Rod. Main city The Russian tribe was called Roden (Kinfolk). It was dedicated to the god Rod.
There are many words associated with the word Motherland, read the word on the board and explain what it means. From place to chain.
On the desk
Po baby - means to produce offspring. A woman will give birth, an animal will give birth (a dog, a cat, a fox...), the soil will give birth, the earth will give birth.
Parents - father and mother to whom children are born.
Rodich - relative, member of the clan.
Relatives - relatives.
Pedigree - a list of generations of one kind. People are proud of their ancestry and study it.
Motherland - this is both the fatherland, the country, and the place of birth of a person.
People - nation, nationality, inhabitants of the country. There are many more words with roots -genus-: nationality, give birth, relatives, emerging, spring, etc.
Children reading by heart a poem by S.D. Drozhzhin "Rodina" (part at the beginning of the lesson, part at the end of the lesson or during breaks)
The next page of our magazine “Folk Wisdom about the Motherland”
There are parts of proverbs on the board (I read), connect them and explain the meaning.
Motherland is a mother, 3 like a nightingale without a song.
A man without a homeland, 1 in a dream.
In a foreign land, your native land 2 know how to stand up for it.
Well done! Thank you!
IV. Learning new material.
Work with text according to the textbook Literary reading.
The next page of our magazine “Lyrical”.
1.- Let's see how famous poets glorify their homeland in their poems.
Poem by A.V. The teacher reads Zhigulina.
Oh, Motherland! In a dim glow
I catch with my trembling gaze
Your woods, woods -
Everything I absolutely love:
And the rustle of the white-trunked grove,
And the blue smoke in the distance is empty,
And a rusty cross over the bell tower,
And a low hill with a star...
My grievances and forgiveness
They will burn like old stubble.
In you alone there is consolation,
And my healing.
Anatoly Vladimirovich Zhigulina was born on January 1, 1930 in Voronezh into a serf family. After WWII, he entered the Voronezh Polytechnic Institute, since the time was not calm, we spoke in the surrounding area. The world about this time. He was arrested and sent to Siberia to build a railway. The main theme of his work was works about the Motherland.
2. Independent reading of the poem by children.
Read the poem to yourself and get ready to read it out loud.
(reading the poem out loud in parts, silently, out loud)
Read the first stanza
How did you figure this out?
What do you think it means " Love without memory"? (to love very much).
Let's draw a conclusion. What is said in the first stanza of this poem? (About love for the Motherland).
We read the second stanza. Is it possible to immediately say what is said in the second stanza?
Tell me what he loves? ( The rustle of the white-trunked grove)
What white-trunk grove are we talking about? ( birch)
What does the word say? rustle What did the author want to show with this word? ( the weather is calm and calm, the leaves seem to be talking, whispering to each other)
Read the second line. What kind of smoke are we talking about? (about fog)
Why rusty cross? (The church is old, abandoned)
Read the fourth line. What hill with a star is mentioned in the poem? (about a soldier's grave)
Read the third stanza. What words do you not understand? (stubble)
Stubble is...straw left standing in the field....
How do you understand the first two lines of this stanza?
And why resentment and forgiveness will they pass? (because he is in his homeland)
What does the poet see in his homeland? (Comfort and Healing) Why?
Read the first and last sentences of this poem.
(The words appear on the board: Homeland, healing, consolation.)
Physical education break.
Expressive reading poems by children p.138 to themselves, out loud.
Guys, which corner of Russia do you consider your small homeland?
Listen to the poem:
What do we call Motherland?
What do we call Motherland?
The house where you and I grow up,
And birch trees by the road,
Which way we are walking.
What do we call Motherland?
Sun in the blue sky
And fragrant, golden bread
At the festive table.
What do we call Motherland?
The land where you and I live,
And ruby stars -
Stars of the world above the Kremlin.
And many poems have been written about our Motherland.
The next village is “Historical” (or “Local history”)
Listen to a short piece about Aksubaevo.
Aksubaevo is located on the banks of the Malaya Sulcha River. It received the status of an urban-type settlement due to its large population. Mostly Russians live here. Tatars, Chuvashs. There are landmarks, famous people. The local history museum, which preserves the history of Aksubaevo for us and which you visited yesterday.
Would you like to change your place of residence, leave your village? Why?
What do you value in the village, what do you consider valuable?
How can you help your native village to make it even more beautiful?
VI.Lesson summary.
What did we talk about in class today?
For every person, their homeland is something special. What does your homeland mean to you?
Homework.
Continue the sentence in writing: “The homeland for me is ....” We make a note in the notebook. P.138 can be read expressively; if desired, you can recite it by heart.
I would like to finish our lesson with a poem by E. Sinitsyn.
Take care of Russia -
There is no other Russia.
Take care of her peace and quiet,
This is the sky and the sun
This bread is on the table
And the dear window
In a forgotten village...
Take care of Russia -
We can't live without her.
Take care of her
To be her forever.
With our truth and strength,
With all our destiny
Take care of Russia -
There is no other Russia.
Well done! Thanks to all!!
A.V. Zhigulin in the poem "Oh, Motherland!" turns to Rodita, whom he loves. He believes that in her alone he will find "both comfort and healing." "ABOUT
bids and forgiveness"
will pass because he is in his homeland.
The image of Russia is one of the main ones in Zhigulin’s poetry. And this poem helps us understand the traditional image of Russia, to feel real strength and the beauty of nature.
He shows the Motherland as something sacred, and makes us understand this with words "And a rusty cross over the bell tower, And a low mound with a star..."
For the poet, the homeland is associated with the church and a deceased comrade.
The meaning of the poem"Oh, Motherland!" lies in the poet’s great love for the Motherland. Reading this poem, readers themselves become imbued with love for the Motherland. The author considers his homeland to be the meaning of his life, as well as the source of vital energy.
Boris Slutsky's poem "Horses in the Ocean" talks about horses being transported on a ship during the war. An accident occurred, a mine pierced the bottom of the ship. People boarded boats and rafts, but there was not enough room for the horses, so they floated away. The author says: “The ocean seemed like a river to them. But the edge of the river was not visible.”. The horses, exhausted, drowned, leaving a reproach for those who abandoned them in the ocean.
The poem evokes in readers a feeling of pity, anxiety, tears involuntarily well up in their eyes, we feel sorry for the horses.
The meaning of this poem: It is necessary to treat animals humanely and have a sense of compassion. Remember! "We are responsible for those we have tamed!"
The horses suffer too, they deserved a better fate. The author feels sorry for them "
Redheads who have not seen the land."
He seems to us to be an impressionable person (this poem is written about real events that shocked Slutsky), who sincerely loves animals.