A literature lesson based on the story by V. Astafiev “The Photograph in which I am not”; methodological development in literature (8th grade) on the topic. V.P. Astafiev. The story “The photograph in which I am not present” Cinquain content in the photograph in which I am not present
Literature lesson in 8th grade
Project technology within the framework of student-centered learning
Subject: The theme of memory in the story by V.P. Astafiev “Photograph in which I am not”
Target: show the enduring significance of memory as a moral value.
Tasks:
Educational -conduct a detailed analysis of the literary text, based on tasks and questions, to reveal the originality of the story; contribute to the formation of the need to read fiction carefully and thoughtfully.
Developmental – teach children to express their attitude to what they read, draw their own conclusions, build reasoning on moral and ethical topics; Rto develop cognitive independent search activity, critical and creative thinking, communication skills of students, group work skills, oral monologue speech.Educational – contribute to the process of spiritual development, acquisition of moral values, referring to historical memory, human memory, to cultivate citizenship, pride in the place where you live and study,
Technologies: problematic issue, development of critical thinking, design.
Methods : partially search, verbal, visual.
Forms of work: individual, group, pair
Metasubject connections - history and literature.
Lesson type - lesson of new knowledge
During the classes
Organizational stage.
Sit down, guys. Today we have guests at our lesson. I hope you will please me and them with your active work.
Motivating students, determining the topic of the lesson.
-Read an excerpt from a poem by the poet Berlin.
(slide 1)
Distant years, instant pictures,
Like a magnet, they catch your eye
Magic old photographs ,
What's on us from past they look.
In our sections memory revived ,
In memory of fathers and mothers -
A gift that preserved grains of life ,
Like a fossil in amber. (A. Berlin)
It seems to me that these words can be a good start to our lesson.
Find the key words in the poem (vintage photographs, past, revived memory, gift, grains of life)
What does the poet consider important?
So what are we going to talk about? (memories, photographs)
Formulate the topic of the lesson. (The theme of memory in the story...) The word memory is very important in today's lesson.
What could be the main question of the lesson? (What is the meaning of memory? Does it help us live NOW or does it hinder us? Can life be complete without it?)
Stage Activation of learning experience. Preparing students to perceive and interpret the story.
At home you read the story by V.P. Astafiev "Photograph in which I am not"
Clusters
What do you think is the key word in the title of the story? (photo)
You have cluster circuits on your tables. Write this keyword in the top rectangle. And in the ovals, write down those concepts and associations that the word “photography” evokes in you.
(Work in groups).
Examination( the student completes the cluster on the board) Associations: memory, childhood, history, family, etc.)
So, photography is, first of all, memory. Let's turn to memory. I asked you to bring photographs from family albums. Among them we see many old, yellowed photographs. Tell us about them. (4 people Ilyin M., Chepikova I., Lesnoy V., Melnikova M.)
(Students comment on their photos).
But in this photo, my grandfather, Petr Ivanovich Shkadov, during the war he was a partisan in Yugoslavia.
What feelings did you experience looking at these photographs?
Why do we store photographs? (because this is a memory of people dear to us, of loved ones. Photos help us remember our ancestors, our roots, our childhood, the happiest events of our lives, the life of our family.
Conversation revealing the reader's perception
Let's turn to the story itself.
What impression did he make on you?
What is this story about? What seemed unusual?
Why do you think the story is named this way? (The title is associated with both the plot and the theme and idea of the story)
(The writer talks about an ordinary incident that happened to a village boy, and leads us into a big and serious conversation about historical memory, about human memory)
Stage 4 Perception of new material.
Analysis of the story.
At what time does the story take place? (30s, 20th century, Siberia, the writer’s native place)
What do we learn from the story about the life of a Siberian village in the 30s? (The life of the village is difficult, full of hardships, people live very poorly, houses are heated by stoves, food is also prepared in them, there was not a single store in the village before the teachers arrived, the school also appeared only after the arrival of the teacher and teacher.)
Vocabulary work
You came across unfamiliar words while reading. Some of them are explained in footnotes and some are not. Remember or guess what the words mean.(2-3 slides) (half shawl, small scarf; shvorok - short firewood for heating the stove, tues - a round box made of birch bark, usually round)
Slide 4
How do you understand the meaning of the expressions:
a howler boy, a housekeeper, walking along a horse-drawn horse, whooping wildly, whipping him with a rod, nagging at his feet, human gaze...?
What are these words called, what is their role in the text? (colloquial, dialect)
Conclusion: These words and expressions help convey the time reflected in the story, the flavor of the era.
What is special about the composition of the story? How is it built? (in the form of memories of childhood, events of the past)
From whom is the story told? (1) On behalf of the narrator, who is also the hero and the author. It is difficult for us to draw a line between them.
Can the story be called autobiographical? (yes, there are a lot of details from Astafiev’s biography, the name Vitka, and the characters, and the location, etc.)
Working with a brief dictionary of literary terms.
What's happenedliterary autobiography? (An attempt to return to one’s own childhood, to resurrect and comprehend the most significant periods of life.)
- What event is the beginning of the action?(arrival of photographer)
- Why did his arrival excite the residents, the school, and the students? (they rarely came to the village, this was an event, the photos were carefully kept)
Why does the entire village decide where to lodge a photographer for the night? (everyone wanted to please him so that he could photograph well, they were used to showing concern)
How did schoolchildren prepare for the upcoming photography event? (Vitka and Sanka wanted to be in the front row...)
- Name the characters in the story. (Vitya, grandmother, teachers, Sanka)
And now I will give the floor to group 1.
Presentation of projects.
1 group
The theme of our project is "The image of a grandmother in the story of V. Astafiev" A photograph in which I am not"
The entire story “The Last Bow” is imbued with the idea of a little hero discovering the world, which begins with the most important thing - with the discovery of his small homeland. He lives in a village during a difficult time for the country and studies at school.
Physical education minute.
Close your eyes for a minute and try to mentally travel back several decades, imagine the school of the 30s.
-Let's listen to group 2
The theme of the project is “School and students of the 30s”
The hero feels emotional affection for many people who accompanied his childhood. One of them was a teacher.
- We invite the 3rd group
Students present a project on the topic “The image of a teacher in V.P. Astafiev’s story “The Photograph in which I am not”
-How do you understand the phrase: “They disappeared in the memory of the people”? Lines from the final part of the story: “You can forget the teacher’s last name, it’s important that the word “teacher” remains! And every person who dreams of becoming a teacher, let him live to receive such honor as our teachers, in order to dissolve in the memory of the people with whom and for whom they lived, in order to become a part of it and forever remain in the hearts of even such careless and disobedient people like me and Sanka."
- What traits of the teacher from the story of Astafiev, who lived and worked almost 70 years ago, would you like to see and see in your teachers (share opinions).
- Let's turn to the main character of the story.
Defense of the project by students of group 4 on the topic “Image of the main character”
Conclusion.
Let's read the final part of the story. "School photography is alive..."
Why don’t these photographs make the narrator laugh?( because “village photography is a unique chronicle of the people, their wall history.” History is not only wars, coups, crises; history is made up of the stories and destinies of people. The writer cherishes the time of his childhood, which has become history. Photography is part of history.)
So, finishing work on the story, let's think about what moral values Astafiev and you and I find in his story.
What moral lesson does the story told by the writer convey? What should a person do to remain in memory? Why is this story interesting and useful to our contemporaries?
-So, what is Astafiev’s story about? About how to be kind
–About human memory,
–About the ability to remain grateful to our past, to ordinary Russian people,
– About the Great Patriotic War, which Astafiev does not directly talk about, but it is invisibly present in the story,
–About love for one's native land.
- Let's return to the main question of the lesson
Does memory help us live NOW or does it hinder us? Can life be complete without her?
This is what Astafiev said about the meaning of memory. (slide 5)
Read the statements of other poets and writers. (on pieces of paper)
Tsvetaeva, Likhachev about memory.
5. Final stage
Reflection.
Now let's summarize everything that was said in the lesson and write syncwines. You have reminders on the tables.
Sinkwine (from the English “way of thought”)
Rules for writing syncwine:
(students write syncwines and read them out)
Compose and record a syncwine on the topic “Memory.”
Memory.
Historical, moral.
Lives, returns, amazes.
The past does not pass without a trace.
Photo.
Let's summarize our work (slide 6 Reflection)
Complete the sentence:
Today in class I discovered..., felt..., learned..., understood..., thought..., experienced... etc.
Project evaluation
-Give a self-assessment of your work in the group. (At the end of the lesson, fill out the assessment sheet)
9. Homework. (slide 7)
To choose from:
1. Come up with a plot for the story" "The photograph in which I am."
2. Write an essay “Photography Tells.”
Lesson summary
Today's lesson ends and goes into the past, and so that this moment remains in our memory, I want to invite us all to take a photo. And someday your children, interested in this photograph, will ask you about it, and perhaps many years later you will experience that familiarization with the past and memory that you experienced today in class. We'll call this photo "Photo of Me."
In the box - a stack of old photographs
no dates, names. The thread of events breaks.
The box hides many secrets.
Who? Where? When? But there is no one to ask.
How can our children learn to remember?
be able to stop your running for a moment,
thinking, where is their source and roots?
After all, later there will be no one to ask.
Group 1
Group 4
Group 2
Group 3
Examples of syncwines
Memory.
Good, reliable.
Saves, reproduces, recreates.
Happy is he who possesses it.
Health.
Memory.
Sad, depressing.
Stops, worries, oppresses.
It's not easy living with her.
Memory.
Memory.
Bright, joyful.
Helps, is present, lives.
A good person cannot be forgotten.
Joy.
.
Rules for writing syncwine:
One word. A noun that denotes the thing being talked about.
Two words. Adjectives describing the characteristics of the selected item.
Three words. Verbs that describe actions or actions performed by an object.
A phrase of three or four words. Expresses a personal attitude to the subject.
One word is synonymous with the first. Characterizes the essence of a subject or object.
Rules for writing syncwine:
One word. A noun that denotes the thing being talked about.
Two words. Adjectives describing the characteristics of the selected item.
Three words. Verbs that describe actions or actions performed by an object.
A phrase of three or four words. Expresses a personal attitude to the subject.
One word is synonymous with the first. Characterizes the essence of a subject or object.
Rules for writing syncwine:
One word. A noun that denotes the thing being talked about.
Two words. Adjectives describing the characteristics of the selected item.
Three words. Verbs that describe actions or actions performed by an object.
A phrase of three or four words. Expresses a personal attitude to the subject.
One word is synonymous with the first. Characterizes the essence of a subject or object.
Rules for writing syncwine:
One word. A noun that denotes the thing being talked about.
Two words. Adjectives describing the characteristics of the selected item.
Three words. Verbs that describe actions or actions performed by an object.
A phrase of three or four words. Expresses a personal attitude to the subject.
One word is synonymous with the first. Characterizes the essence of a subject or object.
Cluster
Cluster
This lesson aims to recall the pages of the life and work of V.P. Astafiev, analyze the content of the story, and identify the main idea. Find out the role of photographs in human life. Promote the formation of critical thinking, the development of attention and memory. Improve special skills - highlight characteristic cause-and-effect relationships in the text, interpret individual facts and details
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Literature lesson based on a story
V.P. Astafieva “Photograph in which I am not”
Subject: V.P. Astafiev. Memory lessons in the story “The Photograph I’m Not in”
Lesson objectives: Recall the pages of the life and work of V.P. Astafiev, analyze the content of the story, identify the main idea. Find out the role of photographs in human life. Promote the formation of critical thinking, the development of attention and memory. Improve special skills - highlight characteristic cause-and-effect relationships in the text, interpret individual facts and details.
Tasks:
o educational:
- reveal the life and biographical origins of V.P.’s creativity. Astafieva;
- improve skills in analyzing a work of art;
- evoke thoughts about what you read, emotions, and emotional response.
developing:
- develop the ability to switch levels of thinking;
- develop critical thinking through working with various sources of information;
- develop the ability to work in a group (competencies: intellectual, social)
educational:
- cultivate the ability to listen carefully and hear, respect other opinions;
- cultivate citizenship through a literary work;
- contribute to the moral development of students’ personality.
Lesson equipment: computer (presentation, media projector), book “Last Bow”, stand “Old Photos”, cards for group work,handouts: clusters, syncwines.
Distant years, instant pictures,
like a magnet, they catch your eye
the magic of old photographs,
that they are looking at us from the past.
In the slices of our memory, revived,
in memory of fathers and mothers -
a gift that preserved grains of life,
like a fossil in amber. (A. Berlin)
During the classes:
- Org moment. Greetings.
Hello guys. Do you know what an iceberg is? (this is a floating mountain of ice that has broken off from a glacier, most of which is hidden under water.)
Here is a literary work, like an iceberg: a small part lies on the surface, clear, understandable, but the large part is hidden from us, and we must learn to see it. And this requires careful, thoughtful reading, work of the mind and heart. After all, reading a work means entering the world of the writer, living life with him and his characters. In this lesson we will learn to discover the deep meaning and those feelings that are hidden from the inattentive reader, remembering “each of the words has its own soul.”
- Call stage:
Time moves forward uncontrollably, leaving events and destinies behind. But the memory of the past lives in people, without it a person’s life cannot be complete. Fiction also reminds us of this. In the story of the writer Chingiz Aitmatov “And the day lasts longer than a century” there is a legend about Mankurt, a man who lost his memory. And along with his memory, he loses his human appearance, loses his morality, and becomes the killer of his own mother.
Literature makes us think that the word “memory” should be sacred.
The past does not pass without a trace, it returns to us through memories, objects, works of art, photographs.
A writer is only a writer when he disturbs the reader and makes him think. Viktor Petrovich Astafiev is exactly such a writer. How did he live? What did you value? What did you hope for? What did you believe in? Who is Viktor Petrovich Astafiev for us?
This is a writer. Personality. Human. Citizen.
1. Answers by groups.
Let us recall the basic facts from the life of the writer. Each group takes turns naming one important biographical event.(Work in groups)
2. Find out the work and characters of Astafiev(teamwork)
When a writer leaves us sooner or later, his life continues on the pages of books and in the memory of readers. You have already become acquainted with the works of Astafiev. Let's remember them. I will read passages. Whoever guesses faster what work we are talking about, name the hero and the main event:
1) " True, he understood that streams could flow not only into the Yenisei, but also into some other lake, but he did not want to think about it. The river that he had been looking for for so long must lead him to the Yenisei, otherwise... he will become weak and disappear.”(“Vasyutkino Lake”, Vasyutka got lost in the taiga, discovered the lake)
2) " When you give Levontyev’s Sanka or Tanka a bite, you must hold with your fingers the place where you are supposed to bite, and hold it tightly, otherwise Tanka or Sanka will bite so hard that the horse’s tail and mane will remain.”(“A horse with a pink mane,” the hero deceived his grandmother - he stuffed herbs instead of berries, but his grandmother forgave him and bought him a gingerbread horse)
What unites these stories by Astafiev with the story “The Photograph in which I am not”, which we will work on today? (The action takes place in a village, the main character is a boy who undergoes a moral test, this test makes him more mature, more serious, and helps him learn the lesson of life).
The story “The Last Bow” is dedicated to childhood memories. One of the chapters of “The Last Bow” is the story “The Photograph in which I am not.”
Please read Astafiev’s own words about memory: “My memory, memory, what are you doing to me?! My memory, create a miracle once again, remove anxiety from the soul, the dull oppression of fatigue... And resurrect - do you hear? “Resurrect the boy in me, let me calm down and cleanse myself around him...”
The purpose of our lesson:find out how the theme of memory is revealed in the story “The Photograph in which I am not”, what and why the memory of the hero of the story Viktor Potylitsyn preserved, what a person should do in order to be preserved in memory.
3. Clusters
What words do you associate with the word “memory”?
You have cluster circuits on your tables. Write this keyword in the top rectangle. And in the ovals, write down those concepts and associations that the word “memory” evokes in you.(Work in groups).
You and I are not able to return time; not a single moment of our life is repeated. But memory allows you to go back at least in thoughts. And photography is memory, personal memory.
- Stage of understanding the content.
1. Work in groups, completing group assignments
Task 1 group.
Write a coherent story about the hero’s grandmother, including quotes, your observations, and conclusions.
1. How does the grandmother treat her grandson and how does this characterize her?
2. Pay attention to the grandmother’s speech, rich in folk expressions, colloquial, colloquial words. Give examples. For what purpose does the author exactly reproduce the grandmother’s speech without replacing it with correct literary speech?
3. How does grandma’s love for flowers and decorating winter windows characterize her?
4. How does the protagonist’s grandmother resemble Alyosha Peshkov’s grandmother from M. Gorky’s story “Childhood”?
Start your story with the words: “The main thing that the writer draws in close-up is human characters...”.
At the end, conclude: “The story in which the story is included is called “The Last Bow.” Many years later, the author bows deeply to his grandmother because...”
Task 2 group.
Write a coherent story about the teacher at Ovsyanskaya Primary School, including quotes, your observations, and conclusions.
1. Pay attention to the teacher’s appearance. What can you tell about a person by the expression of his eyes, details of his appearance?
2. How do teachers characterize his actions and attitude towards people:
a) care about school;
b) attitude towards children and villagers;
c) the case with the snake.
3. What is the attitude towards the teacher in the village, give examples. Why?
Start your story with the words: “In the memories of distant childhood, one of the main places is occupied by the teacher...”
At the end, draw a conclusion: “The hero’s grateful memory preserved the image of the teacher because...”.
Task for group 3.
Compose a coherent story about the school of the 30s and the students, including quotes, your observations, and conclusions.
1. Describe the school where the hero studied. What details did you pay attention to? What feelings did you experience?
2. Re-read the description of the school photo. How do you imagine the students of “Ovsyanskaya Primary School”? What does this photo make you think about?
3. Pay attention to one of the school students, Sanka. Describe him.
Start your story with the words: “The writer, with strokes and details, restores the past years...”.
At the end, conclude: “The yellowed school photograph is dear to the author because...”
Task 4 group.
Write a coherent story about the main character, including quotes, your observations and conclusions.
1. How do you imagine the main character? Describe it by analyzing the following episodes of the story:
a) the arrival of a photographer;
b) illness;
c) observing a flower;
d) attitude towards school photography.
2. Choose definitions. What is he like, the hero of the story?
Start your story with the words: “Remembering his distant childhood, the author talks about human characters, human relationships, and from these memories we can judge the narrator himself...”.
At the end of the story, draw a conclusion: “The story about distant childhood found a response in the hearts of readers because...”
2. Group performance.
3. Analysis of the last part of the story.
What high moral values that have determined the lives of more than one generation does the narrator find when looking into the distant years of his childhood? (Love, mutual respect, caring for each other, responsibility for one’s actions)
Reading the final part of the story “School photography is still alive...”
What is special about the construction of this part of the story?
It is built on the antithesis: war - peaceful life, photography - a chronicle of life. The author first recalls photographs of the war period - the First World War. Then he talks about funny photographs where the aunt is shot with a hat, the uncle with a leather helmet pulled down over his eyes. They are funny, but the writer doesn't want to laugh. He's not funny.
The whole life of the village is in these photographs, including those who died in the war. Funny photos related to the tragedy of life.
What moral lesson does the story told by the writer convey? What should a person do to remain in memory? Why is this story interesting and useful to our contemporaries?
Conclusion: the author argues that history is not only about wars, coups, and epoch-making events. The history of a country, its fate is made up of the stories and destinies of individual people. Photography is the memory of a person and the memory of a people, a portrait of an era.
Finishing the conversation about Astafiev’s story, I would like to read a quote from T. Shatskaya’s review of the book “The Last Bow”: “If you feel easy and carefree at some time, do not take up Viktor Astafiev’s books, if you find it difficult, find him: he knows how to help smart, unobtrusive, heartfelt.”
IV. Reflection stage.
1.Sinquain
Now let's summarize everything that was said in the lesson and write syncwines. There are leaves on the tables.
Sinkwine (from the English “way of thought”)
Rules for writing syncwine:
- One word. A noun that denotes the thing being talked about.
- Two words. Adjectives describing the characteristics of the selected item.
- Three words. Verbs that describe actions or actions performed by an object.
- A phrase of three or four words. Expresses a personal attitude to the subject.
- One word is synonymous with the first. Characterizes the essence of a subject or object.
(students write syncwines and read them out)
2. Finish the sentence:
Today in class I discovered..., felt..., learned..., understood..., thought..., experienced..., became involved..., etc.
V. Homework:
Look through your family's photo albums.
What events are depicted in your family photographs? What story can an old photograph tell? If you don't know the history of your family photos, ask your loved ones to tell you because photography is our memory.
Make a presentation “Photos tell about the family”
"Photo where I'm not in"
The work “Photograph in which I am not present” was written by Viktor Pavlovich Astafiev. In it he talks about his childhood, about himself, about the life of his native village.
The main character of the story is the boy Vitya. He is an orphan and lives with his grandparents in the village of Ovsyanka in Siberia. His great-grandfather, like many of his fellow villagers, was dispossessed and now there is a school on his family estate. Local men made the desks themselves, and the teacher and his wife were able to raise money for pencils and notebooks. This gave the children the opportunity to learn. In pre-war times, life in the village was very difficult, but the villagers lived as one family, helping each other.
And now an important event is planned in the village: a photographer arrives who will photograph the school students. The guys discussed for a long time who would sit where in the photo. And they decided that the excellent students would sit in front. Vitya and his friend Sanka realized that their place was in the back row, they “sulked” and went to the curb. There they sledded for a long time, got wet and frozen. And at night the reckoning came: Vitya’s legs hurt badly, and rheumatism worsened from hypothermia. And on a significant day for schoolchildren, the boy could not get to his feet. Sanya, in order to support her friend, also refuses to be photographed. Vitya was ill for a long time, the teacher had to bring the photograph home to him. The boy was very happy and looked at her for a long time. And the grandmother spent a long time telling the neighbors what a respected person came to see them.
Main thought
The story “The Photograph I’m Not in” is a short memoir from the author’s life, where he says:
- about the harsh everyday life of the village in pre-war times;
- about help and mutual assistance of residents;
- about empathy and true friendship;
- about respect for teachers.
It makes us think about the soul, about human values and how precious memory is. The author, already an adult, often looks at the yellowed photograph with a smile and remembers his childhood, his teacher, his classmates. Many of them did not return from the war, but the photo keeps their memory. Photography is our memory, our history.
Class: 8
Presentation for the lesson
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Lesson topic:
“And the soul will not forget everyone’s loved ones...” (based on the story by V.P. Astafiev “The Photograph in which I am not”).
- deepening students' knowledge about the personal and creative biography of V.P. Astafieva;
- developing text analysis skills;
- development of expressive reading skills;
- education of citizenship through a literary work.
Methodical techniques:
- teacher's story;
- expressive reading;
- conversation on issues;
- elements of text analysis.
Slides 1-2.
Equipment: portrait of V. Astafiev, computer, multimedia, presentation, music.
During the classes
1. Organizational moment.
How many yellow photographs are there in Rus'?
In such a simple and careful frame!
And suddenly he opened up to me and amazed me
The orphan meaning of family photos:
Fire, enmity
The earth is full - full,
And the soul will not forget everyone’s loved ones...
Nikolay Rubtsov
2. Updating knowledge.
What did we talk about in the previous lesson? (About the biography of V. Astafiev and his book “The Last Bow,” which deserves to take its place on the “golden shelf” of Russian literature.
Which chapter stories from the writer’s book are you already familiar with? (“Horse with a pink mane”, “Vasyutkino Lake”).
What are these works about? (About how little heroes grow up, how their character is formed).
3. Conversation between the teacher and students on the content of V.P. Astafiev’s story “The Photograph in which I am not.”
Teacher. In the story by V.P. Astafiev “The Last Bow” tells how a boy learns about the world, his small homeland, how he realizes that he loves it, how he becomes an individual. This story is also about elders, about those people who prepared the boy for a difficult adult life.
“The Last Bow” is a conversation about childhood and about those people who warmed this childhood with the warmth of their hearts and the caress of their working hands, planting the seed of life-giving quests in his soul.”
Slides 4-5.
One of the chapters of “The Last Bow” is the story “The Photograph in which I am not.” This is an episode from the life of the main character - Viktor Potylitsyn.
What is the plot of the story? (Photographer arrives. Vitka had a cold in his feet and couldn’t take a photo).
Find the main idea of the story. (Last sentence of the text).
Explain the meaning of this phrase. (History is not only wars, coups, crises; history is made up of the stories and destinies of people. A writer cherishes the time of his childhood, which has become history. Photography is part of history. Memory is also capable of capturing an era, creating its portrait. And a writer has memory, memories become part of the work of art).
What time does the story take place? (30s of the 20th century, Siberia - the writer’s native place).
How is the Russian village living these years?
Why do you think the arrival of the photographer excited the school and the students? What did it even mean to be photographed back then? (They rarely came to the villages. It was a whole event, there were enough conversations for a long time. The photos were carefully kept).
Why does the entire village decide where to lodge a photographer for the night?
1) I wanted to please everyone;
2) human care - this is typical for village residents.
Why are Vitka and Sanka behaving badly? (They are not the best students, but they are offended. Essentially, photography should unite everyone). Why did you get into a fight? Why “lost”?
Reading a passage: from the words “The whole long winter evening...” to “Then we went...”.
Why weren't Vitka and Sanka in the photo? (Vitka has a cold in his feet. Sanka is a friend). Answer: page 225.
There is another hero in the story who is given a lot of space. This is Vitka’s grandmother, who is treating the boy so that he can take a photo.
What associations do you have with the word “grandmother”? Let's write them down on the board and in notebooks: kindness, care, old age, neatness, wisdom, knowledge of medicinal herbs, wrinkles, scarf, glasses, prayer, gray hair, tired hands, mittens, socks - knitting, fairy tales, pies, affectionate, fair.
And now let’s correlate our associations with the artistic image of Katerina Petrovna’s grandmother: is this how Astafiev portrayed his heroine? (Combines many qualities, keeper of folk wisdom, family, protector of children).
Reading passages:
1) p. 223 from “So I knew it!..” to “They turned blue, as if on ice...”;
2) page 224 from “Grandma didn’t hit anymore...”
What's special about grandma's speech? (Dialects, popular expressions, signs, proverbs).
Teacher. (Write it in your notebook).
What other memories does Victor have with his grandmother?
Treatment: rubbed sore legs, gave her decoctions, steamed in a bathhouse;
Windows in the house, page 226 from “Country window...” to “Grandma’s windows...”;
Slides 9-10.
Flowers in the house, page 228 from “After they caught fire...” to the end of the paragraph;
Grandmother’s attitude towards people: towards the teacher (she took the hat, coat; put the samovar; everything that was in the house was on the table).
Is Vitka a good grandmother?
Let's remember, for what purpose does a photographer come to the village? (Take a photo of the school students).
Who was the initiator of this event? (Teachers).
Tell us about Victor's teachers.
Why did the teachers care not only about the school, but also about the villagers? (Mutual respect).
Reading: page 231 from “Respect for our teacher...” to “...people at the party...”
“I brought you a photograph,” the teacher said.
One of the important traits in a teacher’s character is respect for a student who is sick and misses an important event.
What detail in the teacher’s portrait does the author particularly highlight? (“a little sad and therefore unusually kind eyes”).
Conclusion: the life of a teacher and teacher is a kind of feat: they arrived in a remote Siberian village. City dwellers, young, children, no conditions, but they do not give up.
Reading: page 235 from “Years have passed…” to the end of the paragraph.
Grandmother Katerina Petrovna, teachers Evgeniy Nikolaevich and Evgenia Nikolaevna... These are people who disappeared into the memory of Vitya Potylitsyn. Living next to such people, how should Vitya grow up, in your opinion?
We know that he is an orphan, the closest person to him is his grandmother.
What kind of person does the hero of the story become? Support your evidence with an example from the text. (Responsive, inquisitive).
Why are there no terrible pictures of orphanhood and difficult life? The author's goal: to show the formation of the hero's character. All the best in us grows in the world of childhood, where kindness, love, mercy, and respect reign. And Vitya is like flowers coming to life in spring, he is also drawn to the sun, light, warmth.
What was the significance for Vitka of a photograph in which he was not? (School comrades who died in the war are depicted. The photograph awakened the memory of events that helped him become a better person, more mature).
What feelings does he experience when looking at the photograph? (Photography brings back to memory dear pictures from the distant past: events, people, native places).
Why doesn't he laugh?
Reading: page 235 “I look, sometimes I smile...”
Let’s read the last paragraph: “Village photography is a unique chronicle of our people, its wall history.”
How do you understand these words? (The story deserves attention and respect.) And our hero learned to be attentive and respectful.
Summarizing.
1. So what is V.P. Astafiev’s story “The Photograph in Which I’m Not in” about?
About how to be kind
About human memory,
About the ability to remain grateful to our past, to ordinary Russian people,
About the Great Patriotic War, which Astafiev does not directly talk about, but it is invisibly present in the story,
About love for one's native land.
2. What is Astafiev’s hero like?
Noble. Remembers goodness, appreciates love and care. This is a conscientious person who does not forgive himself for past mistakes. The memory of the past, the history of the people, which is made up of the memory of every person, is dear to him. Victor Astafiev and poet Nikolai Rubtsov understood the hidden meaning contained in each photograph: “And the soul will not forget everyone’s loved ones...”
Portrait of V. Astafiev.
Slides 17-18.
3. Summing up the lesson.
4. House task:
a) bring a photo from a family album;
b) prepare a story about her using the memo.
Literature
G.A. Golikova. Lesson based on the story by V.P. Astafieva “Photograph in which I am not present.” Literature at school, 2005, 5.
METHODOLOGICAL DEVELOPMENT OF A LITERATURE LESSON IN 8TH GRADE
Dudareva Svetlana Nikolaevna,
teacher of Russian language and literature
MBOU "Verkhnederevenskaya Secondary School"
Lesson topic: V. P. Astafiev. Problems of the story “Photograph in which I am not”
Lesson objectives: deepen students' knowledge about the personal and creative biography of V.P. Astafieva; discuss the content and identify problems in the story“Photo where I’m not in”;improve skills in analyzing a work of art;
develop critical thinking through working with various sources of information;
cultivate the ability to listen carefully and hear, respect other opinions; contribute to the moral development of students’ personality.
During the classes:
Org moment.
Hello those who are in a good mood today. Hello those who like to spend time communicating with friends and sharing their thoughts. Hello those who love literature.
II . Call stage:
Writer and time... These two concepts are closely intertwined. A writer is only a writer when he knows how to express his time, when he has a responsive heart, when he disturbs the reader and makes him think. Viktor Petrovich Astafiev is exactly such a writer. How did he live? What did he proclaim? What did you condemn? Where did you call?
Who is Viktor Petrovich Astafiev for us? This is a writer. Personality. Human. A citizen who has lived his life equal to his century.
1. Answer in a circle.
Let us recall the basic facts from the life of the writer. Each group takes turns naming one important biographical event.(Work in groups)
2. Find out the work and characters of Astafiev (teamwork)
When a writer leaves us sooner or later, his life continues on the pages of books and in the memory of readers. You have already become acquainted with the works of Astafiev. Let's remember them. I will read passages. Whoever guesses faster what work we are talking about, name the hero and the main event:
1) “Taiga, our nurse, doesn’t like flimsy people!” - he remembered the words of his father and grandfather. And he began to remember everything that he had been taught, that he knew from the stories of fishermen and hunters. First things first, you need to light a fire. It’s good that I grabbed matches from home.” (“Vasyutkino Lake”, Vasyutka got lost in the taiga, discovered the lake)
2) “My grandmother returned from the neighbors and told me that the Levontiev children were going to the strawberry harvest, and told me to go with them.
- You'll get some trouble. I’ll take my berries to the city, I’ll sell yours too and buy you gingerbread.” (“A horse with a pink mane,” the hero deceived his grandmother - he stuffed herbs instead of berries, but his grandmother forgave him and bought him a gingerbread horse)
What unites these stories by Astafiev with the story “The Photograph in which I am not”, which we will work on today? (The action takes place in the village, the main character is a boy who undergoes a moral test that makes him more mature, more serious, and learns a life lesson).
The story “The Photograph in Which I’m Not in” is a component chapter from the large autobiographical work of Viktor Petrovich Astafiev, “The Last Bow.”(see exhibition of Astafiev’s books)
“My memory, my memory, what are you doing to me?!
My memory, create a miracle once again, remove anxiety from the soul, the dull oppression of fatigue... And resurrect - do you hear? “Resurrect the boy in me, let me calm down and cleanse myself around him.”
- The purpose of our lesson: find out what problems are revealed in the story “The Photograph in which I am not”, what and why the memory of the hero of the story Viktor Potylitsyn has been preserved, what a person should do in order to be preserved in memory, and we will also learn to think critically and try to look at the events of the story from different points of view.
3. Clusters
What do you think is the key word in the title of the story? (photo)
You have cluster circuits on your tables. Write this keyword in the top rectangle. And in the ovals, write down those concepts and associations that the word “photography” evokes in you.(Work in groups).
You and I are not able to return time; not a single moment of our life is repeated. And photography allows you to go back at least in your thoughts. Photography is memory, personal memory.
Stage of understanding the content.
We are convinced that the plot of the story is very simple; the event underlying it cannot be called bright or unusual. This means that the plot in the work is of secondary importance. Then what is the most important thing in the story?
What discoveries did you make after reading this story?
The photographer's arrival in the village was a big event
(life in his native land was excited: for the first time a photographer came from the city to school, even classes were interrupted; an important guest - the whole village was thinking about where to lodge him, what to wear: “I prepared him a shirt, and dried his coat, fixed it up...” , - grandmother Katerina lamented; Sanka was given a padded jacket by Uncle Levonty “on the occasion of taking photographs”)
-I was amazed by the attitude of the residents towards the teacher.
(They were loved and revered: “Teachers are respected for their politeness, for the fact that they greet everyone in a row, without distinguishing between the poor and the rich; for the fact that at any time of the day or night you can come to the teacher and ask them to write the necessary paper; you can complain about anyone; the teachers were the ringleaders in the village club, they taught the youth games and dances...")
Why did the main character remember his teacher?
(the teacher was a very attentive, kind, intelligent person, he knew a lot, he was always ready to help his fellow villagers; he took the initiative, agreed with the city photographer, brought him to the village; and when the photograph was ready, he brought it to the main character, it depicted the main character's classmates)
Analyze the episode with the snake. For what purpose does Astafiev bring this story?
(in the scene with the snake we see that the teacher is ready to sacrifice his life for the sake of his students, he is capable of a feat: “polite, shy, but always ready to rush forward and defend his students, help them in trouble, make people’s lives easier and better”)
-How do you imagine this photograph?
- Why did Sanka refuse to go be photographed?
(he felt guilty that Vitya got sick and couldn’t go to school, so he decided to show solidarity: “We’re not living for the last day in the world!” Sanka said gravely. (And it seemed to me, not so much me as Sanka convinced himself). - We’re still filming!.. Nice! Let's go to the city and ride a horse, and maybe we'll take pictures in a car!)
Why was this photograph, but which was not of the main character, so dear to him and his grandmother?
(this small piece of paper was dear to the main character, as a memory of his native land, school, classmates - his small homeland...
What features of the recent history of our people does V.P. Astafiev restore in people’s memory? Find signs by which you can determine the time of events in the story.
Can we say that the events of the Second World War are invisibly present in the story?
- Conclusion: we see that Astafiev seems to be restoring features of the past that are very dear to him as memories of childhood, school, classmates, and his native village. Photography is part of history. Memory is also capable of capturing an era, creating its portrait. Therefore, we can talk about historical and folk memory embodied in the story.
- What events and actions of the hero can you call negative? - Why did it happen? – What negative experience did the hero of the story have?
- Conclusion: the absence of a hero in a photograph is a punishment for bad behavior. The boy realized that everyone must be responsible for their actions.
What positive, good events in the story can you note? What positive life experiences did the boy have?
-Conclusion: this photograph is a moral lesson for him, the acquisition of spiritual wealth. The events around her helped him change, become better, more mature, more responsible.
All the best in us grows in the world of childhood, where kindness, love, mercy, and respect reign. And Vitya is like flowers coming to life in spring, he is also drawn to the sun, light, and warmth.
What feelings and emotions did the characters’ actions evoke in you in the scenes: “The Arrival of the Photographer,” “Treating the Boy,” “The Incident of the Snake”?
- What feelings does the hero experience when looking at the photograph?
Conclusion: human concern is typical for village residents; they worry, worry about where to place the photographer.
Grandmother Katerina Petrovna is capable of making sacrifices for the sake of her loved ones; wise, kind, decent. Therefore, this warm image was imprinted in the author’s memory.
Universal respect for teachers. These are people who simply loved and did not demand anything in return.
The story is called “The Photograph in which I am not.” What could be the plot of a story entitled “The Photograph of Me”? What would be his main idea?
4.Work on the language of the work.
Vocabulary work: the brightness and colorfulness of Astafiev’s language.
What is characteristic of the language of the story? How do you explain this phenomenon?
(colloquial words and folk speech are used to convey the Siberian flavor).
– As in other works by Astafiev, in this story he has “tasty” language. He vividly and colorfully describes the life of the village, using dialectal and outdated words, and this makes the speech of the narrator and characters sound more convincing and expressive.
Define the following words that you came across in the text of the story:
wire rod is...
kut is...
Magarych is...
a shot is...
Sarana is...
talina is...
Tues is...
Uval is...
fling is...
5. Reading the final part of the story “School photography is still alive...”
Why, despite its sometimes absurdity and far-fetched poses, does the old photograph not make the narrator laugh? What feelings does it evoke? Why was this photograph, which did not include the main character, so dear to him and his grandmother?
(This small piece of paper was dear to the main character, as a memory of his native land, school, classmates - his small homeland...
“That school photo is still alive. It turned yellow and broke off at the corners. But I recognize all the guys by it... Funny photo. But I never laugh at village photographs. I can't laugh. Village photography is a unique chronicle of our people, its wall history."
- What moral lesson does the story told by the writer convey? What should a person do to remain in memory? Why is this story interesting and useful to our contemporaries?
-Conclusion: the author argues that history is not only about wars, coups, and epoch-making events. The history of a country, its fate is made up of the stories and destinies of individual people. Photography is the memory of a person and the memory of a people, a portrait of an era.
6. Reflection stage.
1.Sinquain
Now let's summarize everything that was said in the lesson and write syncwines. There are small leaves on the tables. Compose and record a syncwine on the topic “Memory.”
Sinkwine (from the English “way of thought”)
Rules for writing syncwine:
One word. A noun that denotes the thing being talked about.
Two words. Adjectives describing the characteristics of the selected item.
Three words. Verbs that describe actions or actions performed by an object.
A phrase of three or four words. Expresses a personal attitude to the subject.
One word is synonymous with the first. Characterizes the essence of a subject or object.
(students write syncwines and read them out)
Memory.
Historical, moral.
Lives, returns, amazes.
The past does not pass without a trace.
Photo.
2. Emblem of achievements
I ask you to summarize the results of our lesson yourself, fill out the “Coat of Arms of Achievements” (see sheets): what you managed to understand today, what was useful, what may be useful to you in the future.
(students fill out and voice their “Coats of Arms of Achievement”)
COAT OF ARMS OF ACHIEVEMENTS
This is what I achieved (la)
I already knew about this before:
This was helpful:
This might be useful to me:
7.Homework
I would like to end today’s conversation with the words of F.M. Dostoevsky: "They tell you a lot about your upbringing, but some wonderful, bright memory preserved from childhood, perhaps the best memory... can serve as your salvation.”
- Look through your family's photo albums.
What events are depicted in your family photographs? What story can an old photograph tell? If you don't know the history of your family photos, ask your mom, dad, grandma, grandpa to tell you, because photography is our memory.
To choose from:
1. Write an essay about how you understand the phrase that ends the story: “Village photography is a unique chronicle of our people, its wall history.”
2.Make a presentation “Photos tell about themselves”
COAT OF ARMS OF ACHIEVEMENTS
This is what I achieved (la)
I realized this today:
I already knew about this before:
This was helpful:
This might be useful to me:
COAT OF ARMS OF ACHIEVEMENTS
This is what I achieved (la)
I realized this today:
I already knew about this before:
This was helpful:
This might be useful to me:
COAT OF ARMS OF ACHIEVEMENTS
This is what I achieved (la)
I realized this today:
I already knew about this before:
This was helpful:
This might be useful to me: