METHODOLOGICAL GUIDELINES
TEXTBOOKS,
ANALYSIS OF SCHOOL PROGRAMS,
IN A MODERN SECONDARY SCHOOL
Lecture
1. Literature is a basic academic discipline that shapes the spiritual image and moral guidelines of the younger generation. Literature as a school subject teaches literature as an art and a science at the same time.
In developing the methodology for teaching literature, “developmental education” is taken as the basis. In constructing programs, preference is given to the idea of concentric construction.
Already in grades 1-4, the teacher strives to educate a reader capable of personal perception, sensitive to the word of the author. Various tasks, including creative ones, are aimed at developing the cognitive and emotional sphere of younger schoolchildren.
At the secondary level (grades 5-9), literature is an independent subject. There are 2 levels: 5-7 and 8-9 grades. In grades 5-7, a literary work is studied as a result of the writer’s creativity, as a result of an aesthetic understanding of life. A culture of speech, a culture of thinking and communication are fostered, emotional responsiveness, the ability to experience and empathize are formed. In grades 8-9, the material on literary theory is complicated, large works of art are given, this creates readiness to study the course in grades 10-11. The programs for grades 5-9 are structured according to a chronological principle in combination with genre and thematic principles.
The material for grades 10-11 is built on a historical and literary basis.
The development of reading activity is one of the most important tasks of the school. Existence of various programs and teaching aids if available state standard literary education helps to establish the content of the subject “literature”, its core, which is preserved with a variety of teaching options. It includes a description of the levels of literary development of schoolchildren at the end of basic (9-year) and secondary (11-year) schools and the means by which these levels can be achieved.
2. Checking homework.
Reading the purposes of studying literature at the level of basic general education, written out from the Federal component of the state standard of general education in literature.
Comments are provided by students.
3. Homework
Provide an analysis of literature programs, textbooks, teaching aids.
Laboratory lesson No. 1
Analysis of school literature programs
Program Analysis Questions
- What are the goals, objectives, and concept of the program?
- What are the principles of structuring the program (chronological, historical-literary, linear, concentric, thematic, genre, linear-stepped)?
- What are the principles for selecting literary works (studying exemplary authors, including second- and third-tier literature, artistic indicators, etc.), theoretical and critical material?
- What are the principles of studying literary works?
- Monographic and review topics in the program.
- What are the functions of the program sections (literary theory, extracurricular reading, etc.)?
- To what extent does the program contribute to the formation of students’ knowledge, skills, reading and literary-creative abilities, the implementation of intra-subject and inter-subject connections, the choice of methods for mastering text, the study of issues of literary theory, speech development, etc.
- Program apparatus: explanatory note to the program, explanatory notes for each class, annotations to topics, lists for extracurricular reading, thematic planning, questionnaires for pedagogical diagnostics, tests, lists for memorization, lists of textbooks and manuals, a list of the main types of oral and written work, a list of general requirements for students of a particular age, etc.).
- Systematicity of the program.
- Compliance of the program with the requirements of the standard.
Practical task
Get acquainted with school literature programs; perform an analysis of one of the programs;
Literature
- School programs in literature.
- General educational standard for basic and complete general education in literature (Literature (Supplement to the newspaper "September 1", No. 7/2004) (compare with previous standards).
Literature program ed. G. I. BELENKY
- 5 – 7 grades
- 8 – 9 grades
- 10 – 11 grades
This allows students to develop a holistic view of the development of Russian literature by the end of basic school, using available material, which is facilitated by the 8-9th grade program, structured as a kind of completion of the course of previous classes and a prologue to the study of literature on a historical and chronological basis at the senior level.
5 – 7 grades The main educational tasks are to expand and deepen the life and artistic experience of students, introduce them into the artistic world of the work, raising the perception of schoolchildren from naive-realistic to artistic-aesthetic. In other words, to form the reading culture of students. By getting acquainted with the diversity of the life content of literature and the forms of its display, realizing the conflicts depicted by the writer, life situations, the originality of the characters of literary heroes, students form the level of erudition and literary development that will become the basis for independent reading and continued education in subsequent grades. Programs 5-7 grades. are built on a concentric principle and on a chronological basis (each time from the literature of oral folk art, from the literature of past centuries to our time). However, this does not exclude other principles for combining the works being studied: for example, in grade 5, the chronological principle is combined with the genre and problem-thematic ones.
8 – 9 grades constitute the final link of the secondary stage of education, unified in their goals and objectives: enriching schoolchildren with new life and aesthetic experiences, they, as it were, sum up what students have learned and thought about in previous years, and at the same time prepare them for future meetings with literature - independently or as part of high school. Program 8-9 grades. is built according to a concentric-chronological principle - from antiquity to the present day.
Chronological structure of courses for grades 8-9:
- biographical information about writers;
- generalization (in 9th grade) of what is known about their creativity from previous years of study;
- clarification in some cases of the social and literary significance of the works being studied;
- complication of analyzes and discussed moral and ethical problems;
- creating prerequisites for studying the course on a historical and chronological basis in high school.
When studying literary theory Special attention focuses on the issues of imagery in fiction, the structure of a work of art (8th grade) and the personal nature of artistic creativity, in particular the ways of expressing the author's consciousness.
Works of foreign literature are proposed to be studied in parallel with the native one, establishing temporal and problem-thematic connections. (This applies to both the 5-7 grade concentration and the 8-9 grade concentration.) For example, Pushkin’s “Dubrovsky” and Stendhal’s “Vanina Vanini” are close in romantic pathos, in comparable situations.
Brief annotations are given to the main topics and sections of the program. Their purpose is the teacher’s general orientation in the material, allowing him to plan its study and outline the scope of upcoming work; The annotations also include theoretical and literary concepts.
Literature program ed. T. F. KURDYUMOVA
for secondary schools
This program has been distributed in Russian schools since 1994.
Achieving this goal, according to the compilers, can contribute to the formation of a humanistic worldview, aesthetic culture and creative response to the environment, and will provide real assistance to the reader in understanding the world around him.
This program provides for both the formation of analytical skills and skills related to the development of the reconstructive imagination and creative activity of the student himself.
(The model of the course structure of each of the secondary classes is the literary process in its sequence from antiquity to the present day.)
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Features of the program ed. Kurdyumova has a small number of foreign works.
Each topic in the program includes a list of works to study, a brief annotation, and those theoretical concepts that must be worked out.
The program is equipped with educational textbooks (for middle classes). At the beginning of each section there is a very brief theoretical article that prepares for the perception of texts and provides the necessary information on the biography of a particular author and on the theory of literature. In these textbooks, in addition to introductory articles to each section, texts, questions and illustrations, we also find brief dictionaries of literary terms.
Literature program ed. A. G. KUTUZOVA
for secondary schools and humanities classes
Created in 1995. The content and structure of the program is based on the concept of literary education based on creative activity. The goal of literary education is the formation of a reader capable of fully perceiving literary works in the context of the spiritual culture of humanity and prepared for independent communication with the art of words.
The means of achieving the goals and objectives of literary education is the formation of the conceptual apparatus, emotional and intellectual spheres of thinking of the young reader, therefore a special place in the program is given to literary theory.
Basic theoretical and literary concepts are at the same time the structure-forming principles of the program. In each class, a leading theoretical and literary problem is identified - a basic concept.
The system of studying literary theory proposed in the program, according to the authors of the program, is aimed at developing reading qualifications. The derivation of basic theoretical and literary concepts as structural ones is mandatory: they are the ones who provide LITERARY EDUCATION.
The program determines the practical orientation of training in each class:
- 5 grades – transition from literary reading to the study of literature (educational goal – teaching aesthetic analysis);
- 6 – 9 grades – study of literature as the art of words (educational goal – interpretation of texts);
- 10 – 11 grades – the study of literature in historical-cultural and historical-functional aspects (the educational goal is to master the artistic world of the writer in the historical-cultural aspect).
9th grade occupies a special place in literary education: it integrates the knowledge and skills acquired earlier and prepares for the study of a historical and literary course. Therefore, the program includes 9 grades. The top works of Russian and world literature are included.
The program widely presents works of world literature, which is due to the concept of literary education, the genre range of literature is expanded, since the formal and substantive specificity of native literature can only be understood against a broad cultural background.
A significant place in the program is occupied by the sections “Myths” and “Folklore”, without which it is impossible to see the genesis of cultural and mental traditions. A cross-cutting course “Spiritual Literature” has been introduced, representing one of the most important border areas of the art of speech.
Considering literary education as the unity of three components: creativity - co-creation - knowledge and skill, the program’s compilers offer a system of communicative and creative work, designated as “Creative Workshop”, “Creative Workshop”, “Creative Assignment”, etc.
In the middle grades, literary material is arranged according to a chronological and genre-thematic principle, in the senior grades - according to a chronological one.
The program is equipped with textbooks “In the World of Literature”.
Literature program ed. V. G. MARANTSMAN
for secondary school
Authors: A.V. Belova, L. L. Gordienko, O. A. Dmitrienko, M. G. Dorofeeva, N. A. Kolkova, I. B. Kostina, V. G. Marantsman, M. A. Mirzoyan, Yu. Yu. Porinets, T. V. Ryzhova, N. M. Svirina, N. P. Terentyeva, S. V. Fedorov, I. L. Sholpo, S. F. Shchukina.
The authors of this program see the goal of school education in the fact that the school, as a social institution, is designed to help bridge the distance between the biological age of the child and the historical experience of mankind. The school should allow a person to “catch up” with humanity. If you try to literally build humanities courses on direct repetition historical development and the path of scientific knowledge, it is impossible to accomplish this task, because the periods of child development do not directly repeat the eras of human development.
The school should educate a creator, and not a specialist in some narrow field who does not have sufficient information about the world.
The unifying principle of the lessons of the humanitarian cycle is creativity. Students’ literary creativity sharpens their interest in the writer’s work and allows them to realize analytically obtained ideas about the styles and genres of verbal art. The general goal of the humanities subjects is to develop in the student the ability to distinguish the real from the imaginary in art, life, science, to form criteria of high and low in a person’s consciousness and behavior, his value orientations.
This program identifies four stages of a student’s attitude towards art (here, increased attention is paid to taking into account age and psychological characteristics):
- Primary school is characterized by an attitude towards art as magical game which allows you to see the unfamiliar in the familiar. Art is a way of free, associative discovery of the world.
- Naive realism (5th - 6th grade). Students at this age are quite objective in relation to the meaning of events, the idea of a work of art, but they lack attention to form, interest in the author’s point of view on what is depicted, and this makes it difficult to logically argue impressions.
- It's time for moral self-deepening (grades 7 - 9). The attitude towards a work of art becomes personal and subjective. A teenager's focus on himself often prevents him from seeing the objective meaning of a work. The author's idea is overshadowed by his own personal problems, where moral categories come to the fore. The rapid growth of creative imagination at this age leads to a “flying away” from the text and its arbitrary interpretation.
- The era of knowledge of connections, awareness of causes and consequences. At this age, there is a noticeable shift in the student’s interests towards the common world. I and the WORLD are the central problem. Schoolchildren's horizon of vision of life is expanding: not only moral, but also social and aesthetic problems now occupy them; a need arises to understand the holistic picture of the world, its historical development, to see the law behind the fact.
The authors of the program consider the goal of literary education not only intellectual development, but also the emotional appropriation of the humanistic potential of art and science, the processing of aesthetic and psychological mechanisms human communication with art, science, people.
In order to achieve the objectives of the humanitarian cycle, education must not only be based on age-specific attitudes toward art, language, and history, which largely determine the composition of the program, but also resist the restrictive age characteristics of the student.
The authors explain the need to create a new program in literature by modern educational tasks related to social development society. This program is based on the following principles:
- The correspondence of the literary material to the age interests of the student, the problems of age, which determines the attitude towards the subject.
- Orientation of the content of the program and the nature of work on literature towards the development of the student, relying on the leading type of activity at each stage.
- Highlighting in the program the main eras of the historical development of art, which contributes to the formation of a holistic worldview, a systematic view of the world.
- Orientation of the program to the social needs of the time, the social psychology of the generation.
Here are the tasks of teaching literature in each class that are highlighted in the program:
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The program has a special section - “Literary Creativity”, which offers to master in aesthetic action the experience of introducing students to classical texts and, mastering different styles, to plastically convey their own impressions of life and art. For example, when studying the topic “M. Yu. Lermontov. “Borodino”, “Two Giants””, students are invited to practice sound writing: “The Sound of Rain”, “The Creak of Snow”, etc. Literary creativity can include elements of artistic activity related to other types of art.
The most important criteria for literary development that determine the objectives of the school literature course:
- The student’s level of reading, the direction of the reader’s interests.
- Love of reading, constant need for a book. Social and moral issues of works of art that are relevant for the student, the ability to identify moral and ideological problems in the text.
- The volume of historical and literary knowledge and the ability to apply it in the analysis of a literary text, to determine its value in the general flow of literature.
- Levels of development of different aspects of reader perception: emotional responsiveness, activity and objectivity of the reader’s imagination, comprehension of the content of a work at different levels, comprehension of artistic form at the level of detail and composition.
- Skills related to the analysis of a work of art (find an emotional leitmotif; trace the development of the plot, conflict, change of feelings in different types of literature; justify the word-image and determine the stylistic coloring of the narrative, etc.).
- Abilities and skills related to the literary and creative activities of students:
- The ability to justify the feelings that arose while reading and to find in one’s own life experience an analogue of the situation of the work;
- The ability to see the situation of the action and mentally draw a portrait of the character;
- The ability to convey the dynamics of the feelings of the hero and the author in expressive reading;
- The ability to evaluate the performance of actors in a separate scene, compare an episode of an epic work with its film adaptation or illustration;
- Ability to write a film script and prepare a dramatization based on a fragment of a literary text. Etc.
In accordance with the criteria for literary development highlighted in the program, the forms of questioning and taking into account the knowledge and skills of students should be changed. For example, in grades 5-6, the reading qualities of students can be demonstrated in the analysis of a separate work, revealing its theme, idea, plot, composition. The literary and creative abilities of students are manifested in essays such as describing an episode based on life impressions. And in 9-11, the main type of testing becomes essays on historical literary theme; literary and creative abilities are tested by writing essays such as dialogue, writing a story-sketch, lyric poem, reviews.
The reading range of students is determined by conducting quizzes, reading conferences, and studying reading diaries.
Extracurricular reading creates the necessary prerequisites for studying literature in the classroom. This, according to the authors of the program, is not the background, but the basis of literary development. Interest in studying literature cannot arise outside of broad reading experience, so extracurricular reading lessons in the program often precede literature lessons.
The theory of literature is combined in the program with the specific study of artistic phenomena. From microelements of the text (paths) to mastering the structure of a work of art (5-6 grades) - genera and genres, observations of the micro- and macrostructure of a work of art (7-8 grades) - the connection between literature and other types of art (9 grades) - the problem of genre and artistic individuality (10th grade) - accessible historical poetics (11th grade).
The principles for arranging literary material are different: genre-thematic (5, 7, 8, 9 grades), chronological (6, 10-11 grades).
The program is provided with textbooks. In middle grades these are textbooks. Sections dedicated to the work of writers include the following:
- Information about the life and work of the writer.
- One or more of the most important works (or excerpts from them).
- Questions and assignments (including creative ones) based on the text included in the anthology or recommended for independent reading.
- "Literary Theory". A theory that connects the learner with the text in some way. For example, in the topic "A.P. Chekhov" in the 6th grade, this section includes the article "The author's attitude towards heroes in epic and dramatic works", where, using the example of the play "Wedding" and the story "Wedding with the General", differences in methods of expression are revealed author's position in different types of literature.
Starting from grade 9, texts of works are not included in the textbook.
Each textbook opens with an article on a problem of the same name, which is common to a particular class. For example, in 6th grade. this is "Man and His Action", in 7th grade. - "In search of the meaning of life." Introductory articles allow students to direct their perception of literature (both as a subject and as texts) in the right direction.
In textbooks for high school, a section has been added: “How to write an essay?”, With its help, preparation for the literature exam is carried out. These sections include samples different types analyses, with elements of training analysis.
Project “Increasing the interest of schoolchildren in reading literature.”
In the modern world, less and less attention has been paid to reading literature. This is due to the development of new technologies. Children are keen on playing computer games and watching television programs. Sometimes these devices take up all the children’s free time. Science has proven that such hobbies have a negative impact on the health and quality of life of children, since sometimes there is no distinction between the real and the virtual. This project is aimed at promoting and popularizing reading among schoolchildren, at attracting interest in literature, at developing children’s understanding that reading is exciting, educational, and curious.
At the time of reading, children discover a lot for themselves: they learn to recognize good and evil, learn the norms and rules of behavior in a given situation, form their reading taste, learn moral and aesthetic perception, i.e. recognize the beauty and lessons of artistic expression. Reading literature is the most important irreplaceable and constant source of information, a source of knowledge, wisdom, and experience of previous generations.
How many sacraments does the book contain? It awakens our imagination to life, transports us in space and time, in it we find a wise interlocutor, and there is an opportunity to plunge into the world of dreams. It is reading that allows us to become literate, acquire the appearance of an educated person, develop intelligence, develop memory, thinking, speech, and imagination.
Objective of the project: Develop a system of activities to increase schoolchildren’s interest in reading literature.
Explorer Steps:
Stage 1. We conduct a survey of schoolchildren.
At this stage, a school forum “Books in our lives” is being organized, where we discuss issues related to literary works, what books children are reading now, what literature interests schoolchildren. Options for questions for the forum: 1. What books have you read? Lately Did you like it the most? Why. 2. Which authors’ works would you recommend your peers read? 3. How much time a day does it take you to read literature? 4. What can you tell us about modern literature in the region where you live? 5. When and what discoveries did you make regarding reading literature?
Subsequent steps are based on the analysis of the conducted research.
Let us note that based on the results of the survey conducted by the researcher, the following conclusions were made: many children openly answer that they do not like to read literature; in their preferences between reading literature and computer games, children more often choose the latter; many schoolchildren find it difficult to name writers and poets of their region; Some of the children surveyed visit libraries occasionally.
These findings confirmed the problems previously identified by the author and strengthened the conviction in the necessity and importance of the work being done.
Stage 2. We are organizing a series of events aimed at demonstrating the fascinating sides of reading.
Event plan:
Competitive game program “Through the pages of literary works.” Here, each class must think up a competition or game on a given topic and conduct it among schoolchildren.
Literary brain-ring (between classes).
School-wide conference “Modern schoolchild and literature”. Everyone who wishes to participate in the conference prepares a report. The rest of the participants ask questions and express their own opinions. At a conference, interactive techniques can be used to keep all participants active.
Ball of Literary Heroes. You need to come dressed as your favorite literary character and prepare a creative presentation.
Expedition to the planet of literature. Each class must prepare its own expedition (optional: literary work or author).
Various competitions: Competition of your own poem. Competition for the most interesting story. Essay competition “I am an extraordinary hero.” “Reader of the Month” competition.
A series of excursions: city libraries, printing houses, literary museums, bookstores. Visiting theaters and cinemas.
Meetings with interesting people: modern poets and writers of our region.
Presentations, exhibitions of literature, which are organized by the children themselves in their classes, there may also be exhibitions of drawings based on the pages of the works they read, competitions, game programs.
Stage 3. After a series of events, testing of the participating children is carried out in order to find out the children’s feedback, both about the events themselves and about their own preferences in literature.
Expected results of the project: The implementation of the project will increase the number of children who read, increase interest in reading among most of them, and create an understanding among younger schoolchildren of the importance of reading in education for every person.
SURVEY OF SCHOOLCHILDREN in grades 5-9 to conduct
analysis of the “Project to increase schoolchildren’s interest in reading literature.”
FULL NAME. School number, class________________________________________________________________
1. How do you feel about the literature lesson?________________________________________________
_________________
2. How many times a day do you read, how much time does it take you?_______________________
__________________________________________________________________
3.What book are you reading now?_______________________________________________________
4.Do you share your impressions after reading the book? ___________________________
______________________________________________________________________________
5.What literary character do you imagine yourself as? _______________________________
______________________________________________________________________
7.What writers and poets of the Krasnodar region do you know?
___________________________________________________________________________
8. Do you visit libraries in our city? ___________________________________________
_____________________________________________________________
9. Do you visit theaters in our region and how often? _____________________________________
_________________________________________________________________________
10.Which literary character would you like to play in a movie and why? _________________________________
___________________________________________________________________________
11. Do you like to write essays, poems, stories?_______________________
______________________________________________________________________
12.What interesting book would you recommend me to read?___________________________
______________________________________________________________________________
The school curriculum in literature complies with the “Mandatory minimum content of basic educational programs”, includes a basic component of literary education, and ensures compliance with state standards.
This program is a continuation of the program for elementary school “Reading and Primary Literary Education” (authors R.N. Buneev, E.V. Buneeva) and together with it constitutes a description of the continuous course “Reading and Literature” (grades 1–11) .
In general, the program is focused on the “Concept of modernization of Russian education” adopted by the Government of the Russian Federation, which recognizes the priority spiritual and moral value of literature for a schoolchild - a future citizen of his country who loves his people, language and culture and respects the traditions and culture of other peoples. The main distinctive feature of the program is that the study of literature as an aesthetic and national-historical phenomenon is considered not so much as the goal of teaching, but as a means of harmonious personal development.
From here purpose of literary education in primary, secondary and high school it is defined as the education of a literate, competent reader, a person who has a strong habit of reading and a need for it as a means of understanding the world and himself, a person with a high level of linguistic culture, culture of feelings and thinking.
Reader competence presupposes:
– the ability to fully perceive literary works in the context of the spiritual values of national and world artistic culture;
– readiness for independent communication with a work of art, for dialogue with the author through text;
– mastery of the system of knowledge, skills and abilities in the subject; development of speech, intellectual and creative abilities;
– mastering, through the subject of literature, ideas about the world that contribute to the successful social adaptation of students.
In accordance with the stated goal, literary education is understood as the mastery of literature in the process of creative reading activity.
The purpose of literary education determines it tasks:
1. Maintain the interest in reading that has developed in primary school, to form a spiritual and intellectual need to read.
2. To ensure the general and literary development of the student, a deep understanding of works of art of various levels of complexity.
3. Preserve and enrich the experience of various reading experiences, develop the emotional culture of the student reader.
4. Provide understanding of literature as a verbal art form, teach to acquire and systematize knowledge about literature, writers, and their works.
5. Ensure the development of basic aesthetic and theoretical-literary concepts as conditions for full perception and interpretation of a literary text.
6. To develop the aesthetic taste of students as the basis of independent reading activity, as a guideline for moral choice.
7. Develop functional literacy (students’ ability to freely use reading and writing skills to obtain text information, the ability to use various types of reading).
8. Develop a sense of language, skills of coherent speech, speech culture.
The program for grades 5–8 distinguishes between works “for textual study” and “for review study.” This approach allows, while maintaining a large “circle of authors”*, to avoid overloading students, to use in practice the personally oriented principle of minimax (with the maximum proposed by the authors, the student is required to master a certain minimum). When recommending approaches to study, the significance of a particular work for revealing the main idea of the section, the course as a whole, and its artistic and aesthetic value for students of a given age were taken into account. It is assumed that works “for textual study” are considered multifaceted, in different aspects (content, literary, cultural, etc.). Works “for review study” are read and discussed primarily in the content aspect in accordance with the needs and capabilities of students. It is important that a text read from a certain angle can later be analyzed from a different position.
* Works for textual and review study within one section are combined according to the degree of study (for the convenience of the teacher working with the program). Such division of texts sometimes violates the logic of constructing a topic or section in educational books. The teacher needs to focus on the sequence of texts in educational books.
If a number of works of equal complexity and volume are offered “for review study,” the teacher has the right to choose the text in accordance with the capabilities and interests of the students and their own reading preferences. If a work is not included in the “Mandatory Minimum Content of Basic Educational Programs,” the teacher also has the right to independently determine the nature of work with the text (textual study or review). At the same time, it is unacceptable to consider all texts that are not included in the “Mandatory minimum content of basic educational programs” only in a review.
This program also provides for the organization of independent home (extracurricular) reading for students. Recommendations for home reading are given in textbooks. The main feature of independent reading is that students in grades 5–8 read new works by the authors of this section, other chapters of texts studied in review*, which allows them to realize the principle of a holistic perception of a work of art. In addition, works by other authors, united by a common theme, genre, or problem, are also offered for home independent reading. When working with works for home reading, the choice of author and amount of reading remains with the students. Texts submitted for home reading are not required for each student to read; they can be discussed in class. This program does not provide special hours for extracurricular reading lessons, since the program and textbooks offer a sufficient amount of works that are not included in the mandatory minimum and ensure the expansion of students' reading horizons. At the same time, the teacher has the right to allocate hours for extracurricular reading lessons (at the rate of one lesson after studying the works of a certain section).
The program is designed in accordance with the structure of the secondary school: grades 1–4, grades 5–9, grades 10–11. The content of the program at the basic and senior levels of education is determined by the range of interests of students, the general aesthetic value of a work of art, and educational standards in literature. Orientation of program sections for grades 5–8. First of all, the age-related reading interests and abilities of students explain its significant update in comparison with the current programs.
The basis for selecting texts for reading and comprehension the following are provided: general criteria:
– compliance with high spiritual and aesthetic standards of humanitarian education;
– emotional value of the work;
– reliance on students’ reading experience, on the achievements of the previous stage of literary development.
Also, when selecting texts, one of the following was taken into account: criteria:
– national pedagogical tradition of addressing this work;
– the ability of the work to appeal to the life experience of students;
– psychological and intellectual capabilities, interests and problems of students of a certain age group.
The following stand out: stages of literary education for schoolchildren:
5th–6th grades– a gradual transition from literary reading to comprehension of literature as an art form, which ensures the continuity of the literary education system in primary and secondary schools. Students read adventure, fantasy, detective, mystical, historical literature, works about their peers, animals, nature, and get an idea of literary types and genres. Basic learning goals: 1) formation of a personal attitude towards what is read; 2) understanding literature as a verbal art form based on works that take into account the interests of students of this age group.
7th–8th grades– the period of development of students’ reading culture: their life and artistic experience expands and deepens; acquaintance with the diversity of the life content of literature and the biographies of writers contributes to the comprehension of the content of literature and the forms of its display, affects the development of the individual, and contributes to the emotional perception of a work of art, which is studied as a verbal form of art. The range of reading is changing: the center of the program is works on moral and ethical topics that raise problems that are relevant to teenagers. Information on literary theory is studied, explaining to students how a person can be portrayed in fiction. Main educational goals: 1) development of the ability to interpret a literary text based on personal perception of the work; 2) understanding the specifics of a work of literature as a verbal form of art.
9th grade– completion of literary education according to the concentric system; essays on the history of native literature, the study of creative biographies of individual writers. Elective courses are provided (special courses, courses of students' choice), which makes it possible to put into practice the idea of pre-profile training. Main educational goals: 1) formation of emotional and value experience in mastering fiction; 2) awareness of the aesthetic value of a literary text and its place in the history of Russian literature.
10th–11th grades– multi-level specialized study of literature in historical and literary (general education course in accordance with the “Mandatory minimum content of basic educational programs”, specialized course) and functional aspects (elective courses). Main educational goals: 1) comprehension of the artistic world of the writer, the moral and aesthetic value of his works; 2) inclusion of a literary text in the historical and literary process.
In the program and textbooks implementing it, the texts Russian writers from different eras are adjacent to texts foreign writers, which makes it possible to show the place of Russian literature in the global spiritual space, to identify general patterns of development of the literary process. In addition, the significant changes taking place in society today require adequate reflection in the content of literary education. Removing ideological evaluative clichés, presenting different, sometimes opposing positions - this approach to selecting the content of the program contributes to the formation of a literate reader who is aware of the diversity of life positions, able to understand a different point of view, ready to adapt to modern, constantly changing reality. All this makes it possible to make the study of literature motivated and learning problematic. For the same purpose, textbooks for grades 5–8. “cross-cutting” characters and author’s texts were introduced; in textbooks for grades 7–11. The material is presented problematically.
The titles of the textbooks reflect the dominant content, focused on the cognitive, personal interests of schoolchildren of a certain age:
5th grade– “Step beyond the horizon”;
6th grade– “The year after childhood”;
7th grade– “The path to station “Ya”;
8th grade– “House without walls”;
9th grade- “The history of your literature.”
Basic theoretical and literary concepts are traditionally identified as the basis for structuring the course:
| Class | Basic Concepts | Structure-forming principle |
| 5 | genre | genre-thematic |
| 6 | genera and genres | thematic, genre-generic |
| 7 | character - hero | genre-generic, thematic |
| 8 | literary hero – image – literary process | problem-thematic |
| 9 | era – writer – work – reader | chronological |
| 10–11 | basic level problem – work of art – reader | problem-thematic |
| 10–11 | humanitarian profile process – author – work – artistic world of the writer – literary process | chronological historical-literary |
Theoretical and literary concepts are included in the annotations to the topics at the stage of initial acquaintance with them. The dynamics of their further study are determined in accordance with the capabilities of the students and the artistic goals of the works in question. We draw the attention of teachers: theoretical and literary concepts are considered as a tool that facilitates the comprehension of a work of art, which does not imply their systematic study. Work on literary theory forms the basis of Notebooks on Literature. Basic information is introduced before the start of the systematic course (grades 9–11).
The program highlights the section “Speech Development of Students” and outlines the main content of work on speech development in each class. The line of speech development of students is simultaneously implemented throughout the entire Educational System “School 2100” (courses of the Russian language, literature, rhetoric).
The goal of speech development in the Russian language course is mastery of all types of speech activity based on the language material being studied; in the course of rhetoric - training in effective and efficient communication and mastering speech genres; in the literature course - learning to perceive someone else's statement, transcribe the author's text and compose your own in oral and written form.
In the program of each class, in the section “Speech Development,” the types of work are indicated along four lines: 1) transcription of the author’s text; 2) reader interpretation of a literary text (oral and written); 3) oral detailed statements and essays on literary, moral and ethical topics; 4) written creative works in different genres.
In accordance with the “Requirements for the level of graduate training,” the program is focused on students mastering the following skills:
– see the moral and aesthetic value of a work of art;
– determine the ethical, moral-philosophical, socio-historical issues of the work;
– perceive works of varying levels of complexity on a semantic and emotional level;
– perceive and characterize the work as an artistic whole, taking into account its specificity;
– give an interpretation of the studied work based on personal perception;
– use information on the history and theory of literature when interpreting and evaluating the studied work of art;
– understand the connection of the studied work with the time of its writing (grades 5–8), correlate it with literary trends (grades 8–11), correlate the historical and literary process with social life and culture (grades 9–11). cl.);
– read literary works expressively (from sight and by heart);
– competently construct detailed, reasoned statements of various forms and genres, master all types of retellings;
– perform written work of various types, write essays of different genres;
– work with the book’s reference apparatus and various sources of information.
The proposed program can be used both in secondary schools and in specialized schools, schools with in-depth study of literature. The program allows you to implement the idea of specialized education: for high school, general education courses are offered (for non-core classes - 2 hours per week) and advanced level (for the humanities - 3-5 hours per week). 5th grade (102 hours)
Introduction (2 hours)
Literature as the art of words. Reading and literature. Book and reader. New textbook and its heroes.
Theory of literature. Literature as a form of art.
The impact of a work of art on the emotions and imagination of the reader.
N.S. Gumilev. Poem from the series “Captains” (1 hour).
Section 1. Life according to the laws of honor (10 hours).
The world of adventure literature. Heroes living by the laws of honor. What makes a book and its characters immortal.
For textual study.
J. Verne"Captain Grant's Children" (chapters). The dedication and courage of J. Verne's heroes.
For review study.
A. Dumas"The Three Musketeers" (chapters). The laws of honor by which Dumas' heroes live.
N.G. Dolinina"Honor and dignity".
Theory of literature. The concept of adventure literature. Essay as a genre of literature. The concept of a literary hero. Portrait description of the hero.
Section 2. Ciphers and treasures (9 hours).
"Laws" of adventure literature.
For textual study.
R.-L. Stevenson"Treasure Island" (chapters). Features of the development of action in adventure literature. The variety of human characters in the novel.
For review study.
E. Po"Golden Bug" (abbreviated).
A.N. Rybakov"Dagger" (chapters). Dynamics of events in an adventure story.
Theory of literature. Distinctive features of works of adventure literature. Plot, composition.
Section 3. Extreme situations(6 hours).
Heroes and circumstances in life and literature. Moral lessons of adventure literature.
For textual study.
J. London“Love of Life” (abbreviated). A man is in combat with fate.
B.S. Zhitkov"Mechanic of Salerno." A person's responsibility for his actions.
Theory of literature. Genre of the story.
Section 4. How we become adults (10 hours).
Thematic and genre diversity of adventure literature. The pathos of freedom and love of freedom in fiction. Big events and small heroes in literature.
For textual study.
V.P. Kataev“The Lonely Sail Whitens” (chapters). Growing up of heroes, the path from adventure games to harsh life.
M.Yu. Lermontov"Sail". The motive of freedom in the poem M.Yu. Lermontov and stories M. Twain, V. Kataeva.
For review study.
M. Twain"The Adventures of Huckleberry Finn" (chapters).
Theory of literature. The author and his heroes. Writer, author, storyteller.
Section 5. Truth of history and fiction (6 hours).
Historical truth and author's fiction in literature.
For textual study.
A.S. Pushkin"Song about the prophetic Oleg." Legend and its interpretation in a work of art.
M.Yu. Lermontov"Borodino". Translation of historical fact into artistic narration.
For review study.
V.A. Kaverin"Two Captains" (chapters). Truth of history and fiction in an adventure novel.
Theory of literature. The role of fiction in the world of fiction. Legend as a folklore and literary genre. Fiction and author's intention. Monologue and dialogue.
Section 6. Romance of the unknown (3 hours).
A dream of beauty and the unknown. Dream and adventure in literature.
For textual study.
Poems about the beautiful and the unknown: A. Blok“Do you remember, in our sleepy bay...” N. Gumilev"Giraffe", V. Mayakovsky"Could you?" M. Svetlov“I’ve never been to a tavern in my life...” D. Samoilov"Fairy tale", V. Berestov“For some reason in childhood...”
Theory of literature. Methods of creating artistic expression in poetry. Rhyme and rhythm as signs of poetic speech.
Fantastic literature and its reader. "Laws" of fantastic literature.
Section 1. The world “lost” in us (2 hours).
Science and fantasy in literature. The concept of fantastic literature. Science fiction.
For review study.
A. Conan Doyle"The Lost World" as a work of science fiction.
Theory of literature. Fantastic. Science fiction.
Section 2. Scientific and “non-scientific” fiction (8 hours).
Fiction as a means of expressing the author's intention. Fantastic worlds in literature. Features of fantastic literature.
Moral problems in science fiction literature. The role of fiction in the world of fiction. Thematic and genre diversity of fantastic literature. Real and fantastic in a work of art.
For textual study.
A. Belyaev"The Head of Professor Dowell" (chapters). Responsibility of scientists to humanity.
N.V. Gogol"Portrait". Realistic fiction as a method of artistic representation.
For review study.
R. Bradbury“And the thunder struck” (abbreviated). The consequences of a person's actions for the future.
Theory of literature. Distinctive features of fantastic literature. The role of artistic detail in the text.
Section 3. Fairy tale and fantasy (7 hours).
Fabulous and fantastic in a work of art. Fantastic in a fairy tale. The connection between literature and folklore.
For textual study.
A.S. Pushkin"The Tale of the Dead Princess and the Seven Knights." Explicit and implicit fantasy in a magical literary fairy tale.
For review study.
A.S. Pushkin"Ruslan and Ludmila". The world of wonders in the poem. Difference from a fairy tale. Theory of literature. Poem as a literary genre.
Detective literature and its reader. Genre diversity of the detective story. “Laws” of detective literature.
For review study.
E. Po"Murder in the Rue Morgue" (abridged) as a classic detective story.
A. Conan Doyle "The Hunchback". The hero and the second hero in the detective story.
Theory of literature. The concept of a detective. Features of plot and composition in a detective story.
The world of childhood in literature. The humanistic nature of works about children. Moral lessons of literature.
For textual study.
V.G. Korolenko“In a bad society” (abbreviated). Lessons of goodness and justice in the story. The fate of the heroes of the story. Tools for creating characters.
MM. Prishvin"Pantry of the sun." A fairy tale. The role of landscape in a work of art.
For review study.
L.A. Kassil“Conduit and Schwambrania” (chapters).
G. Belykh, L. Panteleev"Republic of Shkid" (chapters).
An imaginary country of childhood. The problem of character development in stories.
V. Rasputin“Mom has gone somewhere.” The theme of childhood loneliness.
Poems about children: D. Samoilov"From childhood", N. Zabolotsky"Ugly girl."
Theory of literature. Tale and story. Autobiographical work. Means of creating a hero’s character (portrait, speech characteristics, author’s assessment, etc.) Fairy tales and true stories. Poetry and prose.
Ethical problems of the relationship between man and nature in literature.
Heroes are animals, their place in fiction. Humanistic pathos of works about animals. Moral lessons from literature about “our little brothers.”
For textual study.
A.P. Chekhov"Kashtanka"
A.I. Kuprin"Yu-yu" (abbreviated).
For review study.
E. Seton-Thompson"Chink."
J. Durrell“Hounds of Bafut” (excerpt).
K. Chapek"From a cat's point of view."
Poems about animals: S. Yesenin"Song of the Dog" I. Bunin"Snake", N. Zabolotsky"Horse Face" V. Inber"Setter Jack" B. Zakhoder"In memory of my dog." Theory of literature. Animal writer. The language of a work of art. Reader's interpretation of a work of art. Poetic intonation, the concept of poetic meter.
Generalization (1 hour).
The world of your reading interests.
Speech development.
1) Detailed, condensed, selective retelling of the text.
2) Review of the book you read. An essay is a reflection on a book, a literary character.
3) An essay – a story about a literary hero, a comparative description of two heroes.
4) Essay - imitation, writing a detective story, writing in the form of an essay.
Reading and studying works – 94 hours.
Speech development – 8 hours.
Introduction (1 hour).
Becoming a reader. Literature, fiction and non-fiction. The role of fiction in human life.
Section 1. Flying over dreams... (18 hours).
The place of mysticism in the world of fiction. Genre diversity of mystical literature. Mysticism as a way of artistic reflection of reality. Heroes of mystical literature. Methods of depicting a person in epic and dramatic works.
For textual study.
V.A. Zhukovsky. Ballads “Svetlana”, “Forest Tsar”. An epic start to a ballad.
A.S. Pushkin"Demons." Mysticism as a reflection of the author's inner world.
N.V. Gogol"Christmas Eve". Mysticism and reality in the story.
M. Maeterlinck"Blue Bird" (abbreviated). True and false in human life. The heroes' search for happiness.
For review study.
A.S. Pushkin“The Drowned Man”, “Songs of the Western Slavs” (“Ghoul”, “Horse”).
A.P. Chekhov"Terrible night."
The origins of the mystical in literature. P. Merimee“Venus of Illa” (abbreviated).
Guy de Maupassant"Orlya" (abbreviated).
Philosophical meaning short stories and stories. Theory of literature. Mystic. Hoax. Symbol. Dream as an artistic device. Translation and processing of a work of art. Ballad, short story. Types of literature. Epic (narration) in verse and prose. Drama as a literary genre. Epigraph, its semantic load.
Section 2. Fairy tales for adults (12 hours).
“Eternal” themes in fiction and different forms of their implementation. The role of fairy tales in the life of the reader. The place of fairy tales in the world of fiction. Moral values in fairy tales for adults.
For textual study.
V. Gauf"Little Muck". A fairy tale for children and adults and its “non-childish questions.” Construction of a fairy tale (“story within a story”).
T.-A. Hoffman"The Nutcracker and the Mouse King." Moral lessons of a fairy tale.
G.-H. Andersen"Mermaid". A tale of dedication, love and suffering.
For review study.
N.D. Teleshov"White Heron". The purpose of a person and his responsibility to the future.
A.N. Tolstoy"Mermaid". Reflections on the destructive power of love.
M.Yu. Lermontov"Mermaid". Rhythm and sound design in a poem.
V.V. Veresaev"Competition". Reflections on human beauty.
Theory of literature.
Types of literature. The life of a fairy tale in epic and lyric poetry. Literary fairy tale. An artistic detail in a literary fairy tale. Compositional technique “story within a story.”
Section 3. Traces in time (19 hours).
Myth. Heroic epic of different nations. Myth, folklore and literature. Heroes of the epic.
For textual study.
Epics “Ilya Muromets and the Nightingale the Robber”, “Volga and Mikula Selyaninovich”. Heroes and language of the Russian epic epic.
For review study.
Legends and myths Ancient Greece. Myths about Hercules.
Homer"Odysseus among the Cyclops." The life of myths in literature.
G. Longfellow"The Song of Hiawatha" (excerpts). The greatness of an ancient legend. Author's skill ( Longfellow) and translator ( I. Bunin).
Epic of different nations.
From the Bashkir folk epic “Ural Batyr”.
From Abkhazian legends about the Narts.
From the Kyrgyz epic "Manas".
From the Yakut epic "Olonkho".
From the Karelian-Finnish epic “Kalevala”.
The embodiment of the moral ideals of the people in myths and heroic epics.
Theory of literature.
Heroic epic, myth, epic. The difference between a myth and a fairy tale. Hero-hero. Techniques for creating a heroic character in an epic. The role of the literary word in an epic work. Hyperbola.
Section 4. Discovering the world around (26 hours).
The diversity of the real and artistic worlds. Eternal themes in literature. Literature as a way of understanding life.
For textual study.
A.S. Pushkin"Belkin's Tales" ("Shot"), "Dubrovsky".
I.S. Turgenev“Mumu”, “Biryuk”.
L.N. Tolstoy"Sevastopol in December." Analysis of the author's own experiences in the story.
K.G. Paustovsky"The Old Man in the Station Buffet."
Multifaceted portrayal of man in epic works. The author and his heroes.
For review study.
M. Lermontov"Dream", K. Simonov"Wait for me", S. Gudzenko"Before the attack" B. Okudzhava"Goodbye boys..." M. Petrovykh"April 1942" B. Slutsky"Horses in the Ocean." Reflections on the value of human life.
A. Green"Fourteen feet." Portrayal of a person in a story.
O.Henry"Last page". O'Henry's Heroes. Reflection on the purpose of the artist and art in general.
Theory of literature.
Short story, short story, tale as epic genres. The skill of the writer, the role of artistic detail in the narrative.
Section 5. Laughing through tears... (15 hours).
The author's view of the world and its reflection in fiction. Funny things in life and literature. Instructive literature. Comic genres.
For textual study.
I.A. Krylov. Fables: “The Crow and the Fox”, “The Cuckoo and the Rooster”, “The Wolf and the Lamb”, “Demyan’s Ear”, “The Rooster and the Grain of Pearl”, “Trishkin Kaftan”. Allegorical meaning of fables.
M.E. Saltykov-Shchedrin“The story of how one man fed two generals.” The skill of allegory. The object of the writer's satire.
A.P. Chekhov“Horse Name”, “Death of an Official”, “Thick and Thin”, “Chameleon”. Funny and sad in the stories of A.P. Chekhov.
For review study.
Aesop. Fables.
ON THE. Teffi“Mitenka”, “Revaluation of Values”.
I. Ilf, E. Petrov"Football Fans"
R. Burns. Epigrams and epitaphs.
Jerome K. Jerome“Three in a boat, not counting the dog” (chapters).
Theory of literature.
Fable as a literary genre. Allegory, Aesopian language, morality, moral teaching, personification. Humor and satire, as a means of expressing the author's attitude towards the depicted, techniques for creating the comic.
Section 6. Poems from the treasured notebook (8 hours).
Reflection of the world of human feelings in the lyrical text.
S. Yesenin“Where are you, where are you, father’s house...” M. Tsvetaeva"Houses of Old Moscow" A. Akhmatova"Flowers and inanimate things...", I. Bunin“First matinee, silver frost...” I. Brodsky"The wind left the forest..." B. Pasternak“There will be no one in the house...”, etc. at the choice of the teacher and students.
Theory of literature.
Types of literature. Lyrics. Lyric poem. Features of the organization of poetic speech (rhyme, rhythm, meter, stanza). Poetry anthology. Metaphor, comparison, sound notation, epithet, personification.
Generalization (1 hour).
The world of your literature.
Speech development.
1) Detailed, condensed, selective retelling of the text.
2) Abstract of the book you read. Essay-reflection on the book.
3) An essay about a literary hero, a comparative description of two heroes.
4) Essay-imitation. Writing a fairy tale, ballad, fable, epic, etc. (optional).
Reading and studying works – 96 hours.
Speech development – 6 hours.
Introduction (1 hour).
The depiction of a person as the most important moral and aesthetic problem of fiction. Literary hero and reader.
Section 1. Me and my childhood (15 hours).
Autobiographical and memoir literature. The personality of the author, its reflection in literature. Traditions of autobiographical literature.
For textual study.
A.I. Herzen“The past and thoughts” (chapters). The role of adolescence in the development of the author’s personality. “The Past and Thoughts” as an example of memoir literature.
L.N. Tolstoy“Childhood”, “Adolescence” (chapters). The inner world of the hero. Work on oneself, moral development of personality.
M. Gorky“Childhood” (chapters). Autobiographical narrative. The story of a child's soul in M. Gorky's story.
S. Yesenin"Letter to Mother."
For review study.
M.I. Tsvetaeva“Father and His Museum” (excerpts from “Memoirs”). Features of memoir literature.
S. Bronte"Jane Eyre" (chapters). Autobiographical beginning in the novel. Fictional memoir.
Lyrical confession. Poems-memories of childhood: I. Bunin"Childhood", K. Simonov"Thirteen years...", A. Tarkovsky"White Day", M. Tsvetaeva"On Saturday", S. Yesenin"My way".
Theory of literature.
Autobiographical fiction. Memoir literature. Objective and subjective in literature. The author and his hero. The concept of literary tradition.
Section 2. Me and I... (16 hours).
Moral problems of fiction. The hero of a work of art, his character, actions. Techniques for creating character in epic, drama, and lyric poetry.
For textual study.
A.S. Pushkin"Captain's daughter". The formation of Grinev's character. "Mozart and Salieri". “Genius and villainy” in a small tragedy. Characters of Mozart, Salieri.
A. Green“Scarlet Sails” (abbreviated). Faith in beauty and the dream of happiness. Creating a miracle for a loved one.
V.F. Tendryakov"Bread for the dog." Torments of human conscience.
For review study.
A.S. Pushkin“A vain gift, an accidental gift...” Philosophical reflections on the purpose of man.
V.G. Korolenko“The Blind Musician” (chapters). True blindness and spiritual insight of the hero.
L.A. Kassil"Early Sunrise" (chapters). Spiritual formation of a hero.
K.G. Paustovsky“The Life of Alexander Green” (fragment).
Sue Townsend"The Diaries of Adrian Mole" (excerpts). The vulnerable soul of a teenager, his dreams and their implementation in life.
A. Frank“Destruction” (excerpts). Spiritual formation of man in terrible years war.
"Blue Grass: The Diary of a Fifteen-Year-Old Drug Addict."
Poetry: N. Ogarev"Blues", Yu. Levitansky"Dialogue at the New Year's tree" B. Okudzhava"Song about night Moscow" A. Makarevich"As long as the candle burns." The motive of loneliness in the lyrics.
Theory of literature.
The concepts of “literary hero”, “character”. Hero in an epic story. Speech and action as a means of creating the character of a hero in an epic and dramatic work. Plot, conflict, problem. Diary as a literary form.
Section 3. Me and others (12 hours).
Moral foundations of the character of a literary hero. The author and his hero, the expression of the author's position in a literary text.
For textual study.
V.M. Shukshin“Strong man”, “A word about the “small homeland”. Shukshin's characters as a reflection of the author's system of moral values. The writer's interest in the person.
A.G. Aleksin“Mad Evdokia” (abbreviated).
Relationships between the individual and the team, teacher and students. Nurturing the “talent of humanity.”
V.G. Rasputin"French lessons". The problem of awakening conscience and the problem of memory in the story.
O.Henry"Gifts of the Magi." The beauty of the heroes' souls. Moral values in the lives of the characters in the story.
For review study.
VC. Zheleznikov"Scarecrow" (chapters).
Poems about the meaning of life, about finding your place in the world: A. Pushkin"If life deceives you..." R. Kipling"Commandment", N. Zabolotsky"On the beauty of human faces" A. Yashin"Hurry to do good deeds" B. Okudzhava"Farewell to the New Year's tree."
Theory of literature.
Essay as an epic genre. The role of the title in a work of art. Ways to express the author's position and evaluate the hero.
Section 4. Me and the world: eternal and transitory (18 hours).
Heroes and circumstances. The hero's action is a manifestation of character. The moral price of an action. Eternal values in life and literature.
For textual study.
M.A. Sholokhov"The Fate of Man." The fate of an ordinary person in difficult war times. The moral “core” of A. Sokolov’s character. Features of the story composition.
Yu.D. Levitansky“So what if I was there...” The influence of war on a person - on his life and inner world.
C.T. Aitmatov"The First Teacher" (abbreviated). The feat of teacher Duishen. The moral beauty of the hero's character.
K.G. Paustovsky“Meshchera side” (chapters). Selfless love for ordinary land.
For textual and survey study.
Poems about the eternal and the transitory: A.S. Pushkin « Winter morning», Yu. Levitansky"Leaves are falling..." V. Vysotsky"I do not like", A. Voznesensky"Saga", G. Shpalikov“People are only lost once...”
Sonnets W. Shakespeare, poems about love: A.S. Pushkin“You and You”, “On the Hills of Georgia”, “I Remember wonderful moment", "Confession", M.Yu. Lermontov“Like the heavens, your gaze shines...”, “Why,” “From under the mysterious cold half-mask,” A.K. Tolstoy"Among the noisy ball..." F.I. Tyutchev"I met you...", A. Akhmatova"Song" M. Tsvetaeva“Like the right and left hand...”, “Finally met...”, V. Bagritsky"Do you remember the dacha..." M. Petrovykh“Make an appointment with me...” M. Svetlov“All jewelry stores are yours...” D. Samoilov“Names of winters”, “And everyone I loved..., V. Vysotsky"Ballad of Love"
Theory of literature.
Composition. Compositional techniques: “story within a story”, “story with a frame”. The concept of the author's style.
Comparison, contrast, metaphor as means of artistic representation. Lyrical hero and author of a lyrical work. Genres of lyric poetry.
Generalization (1 hour).
Speech development.
1) Creative retelling.
2) Review.
3) Essay-characteristic of a literary hero. Essay on a moral and ethical topic.
4) Essay in the form of a diary, interview. An essay of an autobiographical nature. Essay-stylization.
Speech development – 5 hours.
Introduction (1 hour).
The main subject of knowledge in literature. Man as the main object of depiction in literature. Artistic image and imagery in literature. Figurative reflection of life in art. The connection between the artistic image and the development of the literary process.
I. Man of the crowd - man in the crowd (15 hours).
The artist's realistic view of the world. Society and personality, social relations as an object of art. Subjectivity of the author and reader in assessing a literary hero.
For textual study.
N.V. Gogol"Overcoat" (abbreviated). Protest against social inequality and injustice. Typical character of Bashmachkin.
"Inspector". System of images in comedy. The skill of satirical depiction of reality.
J.-B. Moliere"A tradesman among the nobility." Image of Jourdain. The hero's life position. Author's techniques for creating an image.
M.A. Bulgakov"Dog's heart". The problem of moral consciousness of the individual. Destructive force militant ignorance.
Theory of literature.
Type of literary hero, typical character, artistic image, “little man” in literature. Humor, irony, satire, sarcasm as a means of expressing the author's position and as a way of creating the character of the hero. Comedy as a dramatic genre.
II. A reflective person... (10 hours).
The eternal search for the meaning of life by literary heroes. Ideal and reality in literature. For textual study.
W. Shakespeare"Hamlet". Thinking heroes. Dreams and their destruction.
The hero’s understanding of the frailty and transience of human life.
A.P. Chekhov"Gooseberry". The hero's responsibility for choosing a life philosophy.
For review study.
T.N. Fat"River Okkervil". The collision of the hero's fictional world with real life.
Theory of literature. Tragedy as a dramatic genre. Dramatic conflict. The story as an epic genre.
III. A person who feels... (10 hours).
The world of feelings of a literary hero. The depth of human feelings and ways of expressing them in literature.
For textual study.
N.M. Karamzin « Poor Lisa" Depiction of the feelings of the characters in the story. Deep penetration into the human soul.
I.S. Turgenev“Poems in prose” as a lyrical confession of the author. "Russian language". Love for the homeland, the way of expressing it in a poem.
Poems about the homeland: F. Tyutchev“You can’t understand Russia with your mind...” A. Blok"Russia", E. Yevtushenko"White snow is falling" A. Galich"When I'll come back...". The theme of the Fatherland in the lyrics. Homeland in the heroes’ value system.
For review study.
F. Sagan“Hello, sadness” (chapters). The complexity and inconsistency of the characters' inner world. The need to be considerate of the feelings of others.
S.D. Dovlatov“Ours” (abbreviated). Hero and circumstances. Development of the hero's inner world. The problem of a person's relationship to his homeland. The theme of emigration. The fate of people and the country.
Theory of literature. Psychologism as a way of depicting the inner world of heroes. Prose poem as a genre.
IV. An active person... (26 hours).
Ideals of freedom and justice in literature. Hero fighters. Heroic character. Subjective and objective principles in the depiction of heroes. Feat as a moral category.
For textual study.
M.Yu. Lermontov“A song about Tsar Ivan Vasilyevich, a young oprichnik and the daring merchant Kalashnikov.” Heroes-personalities in “Song...”. Kalashnikov and Kiribeevich. Kalashnikov's fight for family honor and justice. Subjective and objective in the depiction of historical characters.
"Mtsyri". The romantic hero of the poem. The contrast between dreams and reality. The image of Mtsyri in the poem.
N.V. Gogol"Taras Bulba" (abbreviated). The free world of the Zaporozhye Sich as depicted by Gogol. Ostap and Andrey. The technique of contrast in the depiction of heroes. The heroic character of Taras Bulba.
ON THE. Nekrasov“Frost, Red Nose”, “Russian Women” (abbreviated). Selflessness of the heroines of the poems. The hero's action as a way to create character.
L.N. Tolstoy"Prisoner of the Caucasus". Passive hero and active hero: Kostylin and Zhilin. Modern reading of the story.
For review study.
M. Cervantes"Don Quixote" (chapters). Don Quixote is a fighter against injustice or a parody of a knight.
K.F. Ryleev"Ivan Susanin". National Russian character, heroic beginning in the Duma.
B. Vasiliev“Tomorrow there was war” (chapters). The struggle of heroes for justice and human dignity. Thirst for personal achievement.
J. Aldridge"The Last Inch" (abbreviated). The hero's overcoming of his own fear and powerlessness.
Theory of literature.
Heroic character in literature. The use of contrast as a way to create character. Methods of creating the character of a literary hero (generalization). The combination of subjective and objective as the basis for creating an artistic image.
V. Big “little man” (5 hours).
Man as the main value in the world and in literature. Humanistic character of fiction.
For textual study.
M. Gorky"Simplon Tunnel" (from Tales of Italy). Great power of a small man.
E. Hemingway"The Old Man and the Sea" (abridged). Philosophical meaning of the story. The strength of an old man's character.
For review study.
V. Shalamov"The last battle of Major Pugachev." The hero's fight for his human self.
Theory of literature. Development of the fairy tale genre in literature. Variety of types of literary heroes. Hero – character – image (correlation of concepts).
Generalization (1 hour).
Speech development.
1) Presentation based on literary and artistic texts.
2) Reader's diary. Extracts from the book.
3) An essay characterizing the image of the hero. The essay is a general description of a group of heroes.
4) Writing a poem in prose. Essay-monologue of a literary hero. An essay of a discussion nature. Comparison of different editions and translations of the same work.
Reading and studying works – 63 hours.
Speech development – 5 hours.
In 9th grade it is expected to study short course history of Russian literature.
A student who has mastered the 5th–8th grade program has a sufficient level of reading (knowledge of texts, names of authors, an idea of writers’ biographies and destinies, the main themes of Russian and world literature) and the ability (skills) to work with texts and near-textual information to be prepared to study a course in the history of your literature.
The program is based on a chronological principle (literature is studied in a system of historically established stages, which are distinguished by modern literary criticism).
Within the framework of a general chronology, topics for monographic study are named (a closer interest in the biography of the writer, a specific text and its place in the literary process is possible) and texts that are studied in full.
The course is aimed at developing a holistic vision of the history of the development of literature from antiquity to modern times. The program ensures the completion of basic literary education, suggesting that in the future it is possible to deepen education (for specialized humanitarian classes) and expand it (for general education and specialized non-humanitarian classes).
The program continues the philosophical and humanistic line of content selection established in grades 5–8. Course Objective– to give not only a general idea of the history of Russian literature, but also to show the connection of the hero of Russian literature with the peculiarities of the historical development of Russia, the change in social and ideological trends, literary trends, and the originality of the creative individuality of writers.
The course highlights separate thematic blocks that help students record the stages of literature development. For this purpose, the educational material is structured as essays on the history of Russian literature. There is a constant appeal to the reading experience of schoolchildren, parallels are drawn between literary works of different eras.
The material is distributed between the basic and high schools as follows: in the 9th grade, in order to prevent overload of students, works of the 18th century are read and studied in full. and the 1st half of the 19th century. Literature of the mid/late 19th century. and XX century is studied in full in grades 10–11. The program for grades 9–11 does not include a section “Theory of Literature”; the analysis of works is carried out on a theoretical and literary basis formed in grades 5–8. At the same time, in the turns to the topics, a literary approach is taken. In general, the program is built on a concentric basis and provides a holistic view of the history of Russian literature at each level of education; the difference between them lies primarily not in the range of authors, but in the works of art recommended for reading and study.
The program includes works of foreign literature in accordance with the “Mandatory Minimum...”. The bulk of works of foreign literature are read in grades 5–8. However, the authors believe that in order to implement the idea of pre-profile training, the study of Russian literature must be accompanied by parallel special courses on foreign literature, world artistic culture etc. (at the choice of the educational institution).
The program is designed for 3 hours per week for a 9-year basic school and assumes the possibility of allocating additional hours for studying literature at the pre-profile level.
Introduction (1 hour).
The role of fiction in human spiritual life. The maturation of the individual and her reading interests, tastes, and preferences.
Old Russian literature (4 hours)
The beginning of Russian literature: time, authorship, texts, genres (using the example of fragments from “The Tale of Bygone Years”, “Teachings of Vladimir Monomakh”). Seven centuries of ancient Russian literature. General features of Old Russian literature. Spirituality of Old Russian Literature. The life of ancient Russian genres in fiction.
“The Tale of the Destruction of the Russian Land” as an example of a monument of ancient Russian literature.
“The Tale of Igor’s Campaign”: history of discovery, historical background and problems. Composition and main storylines. The figurative system “Words...”. Translations of “Words...” D.S. Likhachev and I.P. Eremin on the poetics of ancient Russian literature.
Literature of the 18th century (13 hours)
From Ancient Rus' to the Russia of Peter I. The main stages of the development of literature in the 16th–17th centuries. Moral and spiritual quests of literature of this period. The emergence of humanistic ideals in the literature of the Middle Ages.
Peter's era. On the way to classicism of the 18th century. The history of the emergence of classicism. Classicism in Russian literature.
M.V. Lomonosov.
The genius of Lomonosov. Lomonosov is a philologist and poet. “Ode on the day of the accession to the throne of Empress Elizabeth Petrovna 1747.” Ode as a genre of classicism.
The role of Lomonosov in the formation of the Russian literary language. The theory of three styles.
G.R. Derzhavin.
The audacity of G.R.'s poetic thought Derzhavina. The variety of poetic themes in Derzhavin’s works: “To Rulers and Judges”, “Monument”, “The River of Times in its Aspiration”.
DI. Fonvizin.
DI. Fonvizin - “the brave ruler of satire.” Fonvizin’s comedy “The Minor” as a work of classicism. Ideas of enlightenment in comedy, ideals of Fonvizin.
N.M. Karamzin.
The fate of Karamzin - historian, writer, public figure.
“Poor Liza” as a work of sentimentalism (a generalization of what was previously read). The universal and eternal in the story. Lyricism and poetry of language.
“History of the Russian State” (fragment). “Respect for the past” in the historical chronicle of Karamzin.
Writers of the early 19th century: diversity of personalities (44 hours)
Romanticism of the early 19th century.
The emergence of romanticism. Features of romanticism as a literary movement. Genres of romantic literature. Romantic hero.
D. Schiller"Glove".
J.-G. Byron“You have ended your life...”
Two different romantic worldviews.
Romantic dual worlds in Russian poetry of the early 19th century.
V.A. Zhukovsky and K.N. Batyushkov.
Creative destinies of Zhukovsky and Batyushkov.
Elegy "Sea". “The Inexpressible” as Zhukovsky’s poetic manifesto. Zhukovsky is a translator. The originality of Zhukovsky's ballads.
Two Me lyrical hero Batyushkova.
The place of Zhukovsky and Batyushkov in Russian poetry of the early 19th century.
A.S. Griboyedov.
The personality and fate of Griboedov as assessed by his contemporaries.
The history of the creation of "Woe from Wit".
Key comedy scenes. Comic and satirical beginnings in the play. Antithesis as the basis for constructing comedy. The tragic loneliness of Chatsky. Features of the poetic language of comedy. Stage life "Woe from Wit". The birth of Russian realism. Comedy as assessed by writers (I.A. Goncharov, A.S. Pushkin) and critics (V.G. Belinsky). Article by I.A. Goncharov "A Million Torments".
A.S. Pushkin.
Pages of Pushkin's biography. Pushkin and his contemporaries. The origins of Pushkin's creativity. The main themes of the lyrics. Pushkin about the lyceum brotherhood in the poem “October 19” (1825). The theme of freedom in the poet’s lyrics (“To Chaadaev”, “To the Sea”, “Anchar”. The theme of the poet and poetry “Prophet”, “I erected a monument to myself not made by hands”). Pushkin's love lyrics (“K***”, “On the hills of Georgia lies the darkness of the night...”, “I loved you, love is still possible...”, “Madonna”, etc.). The humanism of the poet, the life-affirming pathos of poetry. The path from romanticism to realism.
Search for a modern hero. Novel "Eugene Onegin". Pushkin's era in the novel. Pushkin's moral ideal in the novel. Spiritual quest of the hero. The complexity of Onegin's relationship with the outside world. The integrity of Tatiana's character. Genre features of the novel in verse. Development of the concept of realism. The author on the pages of the novel. The embodiment of the poet's social and aesthetic ideals in the novel.
Evaluation of Pushkin's creativity V.G. Belinsky.
M.Yu. Lermontov.
The fate of the poet. Lermontov's lyrical hero, his inconsistency. The main motives of the lyrics. The pathos of disobedience, freedom, rebellion (“The Prophet”). The poet’s reflections on life, love, creativity (“Three Palms”, “Prayer”, “Both Bored and Sad”, “Duma”, “Prophet”, “No, it’s not you I love so passionately ...”, “Motherland”) "). Novel "Hero of Our Time". The meaning of the novel's title. Features of the composition, its role in revealing Pechorin’s character and the ideological content of the novel. The problem of the hero in the novel. Personality and society, “self-knowledge” of Lermontov’s hero. Psychologism. Pechorin and other heroes of the novel. Artistic features of the novel, its diversity. Realistic and romantic principles in the novel. Evaluation of the novel by Russian criticism.
N.V. Gogol.
Review of Gogol's work. Poem " Dead Souls" The idea of the poem. History of creation. Genre, plot, characters (Volume I). "Living Rus'" in the poem. Gogol's humanistic ideal. The problem of Russian national character in the poem. Methods of creating typical characters in a poem. The originality of the language. Gogol's poetics: the art of detail, irony, the unity of the satirical and lyrical. Evaluation of the poem by Russian criticism.
Features of the literary process of the 40–60s of the 19th century.
A.N. Ostrovsky.
Great Russian playwright. The world of merchants in Ostrovsky's comedies. The play “Our people - we will be numbered!” Duplicity and metamorphoses of comedy heroes. Features of comedy composition. Stage fate of the play. Russian criticism on the significance of Ostrovsky's comedies (N.A. Dobrolyubov, V.G. Avseenko).
Poetry of the middle and second half of the 19th century:
F.I. Tyutchev, A.A. Fet. ON THE. Nekrasov, A.K. Tolstoy, A.N. Pleshcheev, Ya.P. Polonsky, A.V. Koltsov, I.S. Nikitin.
Moral and philosophical quests in poetry.
Landscape and love lyrics by F.I. Tyutchev and A.A. Feta - two views of the world (poems “Spring Waters”, “There Is in the Initial Autumn”, “Autumn Evening”, “The Earth Still Looks Sad...”, Tyutchev’s “Last Love” and “This Morning, This Joy... ", "Learn from them - from the oak, from the birch...", "I came to you with greetings...", "Don't wake her up at dawn...", "More fragrant bliss of spring..." Feta). Poetics A.A. Feta, F.I. Tyutcheva.
ON THE. Nekrasov.
Muse of Nekrasov. The citizenship of the poet’s lyrics (poems “Uncompressed Lane”, “Railroad”, “Reflections at the Front Entrance”, etc.). Accusatory pathos of poetry. The uniqueness of Nekrasov’s style: a combination of civic pathos and soulful lyricism.
I.S. Turgenev.
Review of the works of I.S. Turgenev. Generalization of previously read: high assessment of the spiritual and moral qualities of the Russian person in the cycle of stories “Notes of a Hunter” and the story “Mumu”.
L.N. Tolstoy.
Tolstoy about Tolstoy. Diaries of a writer about his personality and fate. “Dialectics of the soul” of Tolstoy’s heroes, their spiritual quests. Tolstoy’s main criteria in assessing a person (using the example of the trilogy “Childhood”, “Adolescence”, “Youth” and “Sevastopol Stories” - a generalization of what was previously read).
F.M. Dostoevsky.
The inconsistency of Dostoevsky's personality. The artistic world of Dostoevsky. The story "Poor People". Man and circumstances as depicted by Dostoevsky. Features of the story's language. The theme of “Humiliated and Insulted” in the works of Dostoevsky.
Features of the literary process of the late 19th century. General idea of artistic prose of the 80s. (G.I. Uspensky, V.N. Garshin, D.N. Mamin-Sibiryak, N.S. Leskov).
A.P. Chekhov.
Chekhov's life: the creation of himself. Review of Chekhov's work. Funny and sad in Chekhov's stories (generalization of previously read). "Little trilogy" The story “The Man in the Case” is a reflection on human freedom and independence. The laconicism of the narrative, the art of detail, the role of the landscape in the story.
Generalization.
The Golden Age of Russian Literature. Russian classical literature of the 19th century.
Features of the literary process of the early twentieth century.
Humanistic traditions of literature of the 19th century. in prose of the early twentieth century.
A.I. Kuprin.
Humanistic traditions in the writer’s work (summarizing what was previously read).
I.A. Bunin.
The creative fate of Bunin. Love for Russia, spiritual connection with the homeland in Bunin’s works. Poems “Dense green spruce forest by the road...”, “The Word”, “And flowers, and bumblebees, and grass, and ears of corn”, “Motherland”. Bunin's lyrical hero.
M. Gorky.
Traditions of Russian autobiographical prose in the story “Childhood” (summarizing what was previously read). The romantic ideal of the writer (“Song of the Petrel”).
Traditions and innovation in poetry of the early twentieth century. A.A. Blok, V.V. Mayakovsky, S.A. Yesenin.
Poets about themselves and their time (fictional autobiographies). Features of the attitude and creative manner of each of the poets (using the example of poems A.A. Blok“Oh, I want to live madly...”, “Twilight, spring twilight...”; S.A. Yesenina“You are my fallen maple,” “The golden grove dissuaded you...”; V.V. Mayakovsky“Do you understand...” (excerpt from the tragedy “Vladimir Mayakovsky”) and previously read poems).
Poets about poets ( V.V. Mayakovsky"To Sergei Yesenin" M.I. Tsvetaeva"Poems to Blok" A.A. Akhmatova"Mayakovsky in 1913".)
Poetic understanding of reality in the lyrics of the twentieth century.
Great poetesses of Russia A.A. Akhmatova and M.I. Tsvetaeva.
Fates. Peculiarities of the worldview and creative manner of poetesses (using the example of poems A.A. Akhmatova“Confusion”, “Alexander Blok”, “I heard a voice...”, “I see a faded flag over the customs...”; M.I. Tsvetaeva“To my poems, written so early...”, “On the ruins of our happiness...” (excerpt from “The Poem of the Mountain”) and previously read poems).
A.T. Tvardovsky.
A poet about time and himself (autobiography). History of the poem “Vasily Terkin” (chapters). Traditions and innovation in Tvardovsky’s poetry.
Search for a new hero in the prose of the twentieth century.
Generalization of previously read works (heroes M.A. Bulgakova, M.A. Sholokhova, V.P. Shalamova, Ch.T. Aitmatova, V.F. Tendryakova, V.M. Shukshina, V.G. Rasputina, B.L. Vasilyeva).
A.P. Platonov.
Strange heroes of Platonov's stories, the meaning of their existence. Morality as the basis of the characters' characters. The story "Yushka". The language of the era in the story.
From the literature of the second half of the 20th century (review and synthesis of previously read).
Searches and problems. Variety of poetic talents (A.A. Voznesensky, E.A. Evtushenko, B.Sh. Okudzhava, N.M. Rubtsov, etc.). The originality of Russian prose, the main development trends (F.A. Abramov, Ch.T. Aitmatov, V.P. Astafiev, V.I. Belov, F.A. Iskander, Yu.P. Kazakov, V.L. Kondratyev, E. I. Nosov, V. G. Rasputin, A. I. Solzhenitsyn, V. F. Tendryakov, V. T. Shalamov, V. M. Shukshin, V. Makanin, T. N. Tolstaya, L. Petrushevskaya and etc.).
A.I. Solzhenitsyn.
Solzhenitsyn is a public figure, publicist, writer. “A short biography” (based on the book “The Calf Butted an Oak Tree”). The story "Matrenin's yard". The writer's idea of the Russian national character.
Generalization.
Speech development.
1) Artistic retelling of the text. Summary of a written source. Theses. Recreating text from a support.
2) Interpretation of a lyric poem. Analysis of a lyric poem. Linguistic analysis poetic text. Expressive reading of fiction. Abstract of a book read.
3) Report on a historical and literary topic. Compilation of speech characteristics of the hero of a dramatic work. Oral reasoning. A detailed answer to the question. Essay-discussion on a literary topic.
4) Stylization of prose and poetic texts. Essay is a journey. An essay in the epistolary genre. Artistic autobiography. A short biography in a journalistic style.
Reading and studying works – 95 hours.
Speech development – 7 hours.
the main task literature programs for senior students - to ensure variability and differentiation of literary education, which cannot be achieved with a single program for graduate classes. A modern high school has classes at different levels: general education, specialized (non-humanities), in-depth study of the subject (humanities and philology). It is obvious that the mechanical reduction of the educational material of the program for in-depth study does not allow the teacher in practice to productively engage in literary education of students in specialized non-humanitarian and general education classes.
The teacher is offered two programs to choose from, the first is focused on mastering the educational standard(basic level) and can be used in general education and specialized non-humanitarian classes; the second program involves an in-depth study of literature (specialized humanitarian and philological level).
The difference between the programs is significant.
At the heart of the program basic level lies the problem-thematic principle. Works for reading and study are combined into blocks from the position of their significance for solving one or another universal, aesthetic, moral problem, for revealing a certain “eternal” literary theme. The program is unconventional in structure and content. In addition to works from the “Mandatory Minimum...”, which ensures the preparation of high school students for the final certification, it includes additional texts by Russian and foreign writers. We draw the teacher's attention to the variability of the program: a short list of books is offered for each topic; the student determines the text for reading and studying from among those not included in the “Required Minimum...”. This approach allows students who have not chosen a humanitarian line of education to maintain interest in literature and ensures the development of a work of art as a kind of textbook for life, a source of spiritual memory of humanity. All this requires teachers to take new approaches to literature lessons in high school. The program lasts 2 hours per week.
Program for in-depth study of literature(profile level) is a chronological systematic course on a historical and literary basis, which gives students the opportunity to continue their education in the humanities.
The focus of students’ attention is not only on a specific literary text, but also on the artistic world of the writer and the literary process. The emphasis in the program is on the study of literary text using knowledge of the history and theory of literature, based on literary criticism. In the profile-level program, the range of writers has been significantly expanded, which will allow students to make generalizations on literary material and compare works of art from different eras. When implementing a program of in-depth study of literature, the teacher independently determines the depth and path of analysis of a particular work, taking into account both the place of the work in the literary process and the writer’s work, and the capabilities and needs of the students.
The program is designed for 3–5 study hours per week and is supported by various elective courses (at the offer of the school and the choice of the students). We draw the teacher's attention to the need to develop an elective course on foreign literature in accordance with the range of authors defined by the standard, and an elective course on the literature of the peoples of Russia, in which a national-regional component will be implemented. As an example of constructing an elective course, we offer in the appendix to this program the elective course “Learning to work with books and text.”
for general education and specialized
non-humanitarian classes (basic level)
Grades 10–11 (136 hours)*
* The total number of teaching hours for 10th and 11th grades is indicated.
The problem of continuity in literature of the 19th–20th centuries
Golden and silver Age Russian literature. Aesthetic and moral values of the 19th century. Their rethinking and transformation in the 20th century. The tragic fate of Russian literature of the 19th century in the 20th century.
Attitude to Pushkin’s work as a reflection of the writer’s aesthetic and philosophical concept. “The fight against Pushkin” of nihilists and futurists. Attitude to the classics as a means of ideological propaganda. Reading classics from a new angle.
Literature**:
** In the list, texts from the “Mandatory Minimum...” are highlighted (underlined), and all students read them. In addition, students read at least one work that is not included in the “Mandatory Minimum...” from each topic of their choice.
Italics indicate texts that are subject to study, but are not included in the “Requirements for the level of student preparation.”
A.S. Pushkin. Philosophical lyrics (“The daylight has gone out...”, “Elegy”, “Imitation of the Koran”, “Desert sower of freedom...”, “I visited again...”).
F. Dostoevsky. Essay "Pushkin".
A. Blok. About literature. About the purpose of the poet.
A. Lunacharsky. Alexander Sergeevich Pushkin.
D. Merezhkovsky. Eternal companions. Pushkin.
M. Tsvetaeva. My Pushkin.
O. Mandelstam. About the nature of the word.
N. Berdyaev. About Russian classics.
R. Rozanov. Return to Pushkin.
M. Zoshchenko. Stories “Retribution”, “Pushkin”.
E. Zamyatin. I'm afraid.
A. Tertz. Walks with Pushkin.
The integrity of Russian literature.
Common features Russian literature of the 19th – 20th centuries. The concept of literary tradition. Eternal themes, traditional problems. “Throughout” images (Don Juan, Don Quixote, Hamlet, etc.) and types of literary heroes (Bashmachkin, Khlestakov, Onegin, Pechorin, etc.). The place of Russian literature in the world literary process: its originality and general trends.
Literature:
A.S. Pushkin. Stone guest.
Moliere. Don Juan.
Man and history in Russian literature.
Interest in history in Russian literature. History as a subject of image. Various ways artistic depiction of the historical past. The question of the role of personality in history. The fate of a person in certain historical circumstances.
Literature:
A.S. Pushkin."Bronze Horseman".*
L.N. Tolstoy. War and Peace.
M.E. Saltykov-Shchedrin.
The story of one city.
S. Yesenin.
Poems about peasant Rus' and the Soviet Motherland.
A. Tolstoy. Peter the First.
M. Sholokhov.
Don stories. Quiet Don.
V. Grossman. Life and destiny.
V. Shalamov. Kolyma stories.
K. Vorobyov. This is us, Lord!
The people and the intelligentsia in Russian literature.
Origins of the problem. A look at the problem of A. Radishchev.
Literature:
F.M. Dostoevsky. Notes from a dead house.
A. Blok. People and intelligentsia.
M. Bulgakov. Dog's heart.
B. Pasternak.
Doctor Zhivago.
Heroes of time in Russian literature.
Heroes A.S. Griboyedova, A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol. “Extra” and “strange” heroes of Russian literature. The hero and his time. The lyrical hero of his time.
Literature:
N.V. Gogol. "Nose".
I.S. Turgenev. Fathers and Sons.
ON THE. Nekrasov. Russian women.
A.P. Chekhov.
Student, Lady with a Dog, Cherry Orchard.
Ilf and Petrov. The twelve Chairs.
V.V. Nabokov. Luzhin's defense.
A. Akhmatova.“Song of the last meeting”, “Clenched my hands...”, “I have no need for odic hosts...”, “I had a voice...”, “Native land” and etc.
M.I. Tsvetaeva.“Who is made of stone...”, “Homesickness. For a long time..." and etc.
O.E. Mandelstam.“Notre Dame”, “Insomnia. Homer. Tight sails..." “For explosive valor...”, “I returned to my city...” and etc.
The theme of love in world literature.
“Cross-cutting” plots in world literature.
Literature:
"Tristan and Isolde".
V. Shakespeare. Romeo and Juliet. Sonnets.
M.Yu. Lermontov.“How often, surrounded by a motley crowd...”, “Prayer” and etc.
A.A. Fet.“Whisper, timid breathing...”, “This morning, this joy...”, “The night shone...”, “It was still a May night...” and etc.
F.I. Tyutchev.“Oh, how murderously we love...” “K.B.”, “It is not possible for us to predict...”.
A.K. Tolstoy. "Among the noisy ball..."
and etc.
I.A. Bunin.
Dark alleys. (Clean Monday).
A.I. Kuprin. Garnet bracelet.
V. Mayakovsky. About it.
R. Gamzatov. Lyrics.
C. Baudelaire.
Lyrics.
The theme of the “little man” in Russian literature.
Favorite topic of Russian literature. Traditions of A.S. Pushkina, N.V. Gogol, F.M. Dostoevsky in revealing the topic.
Literature:
F.M. Dostoevsky. Humiliated and insulted.
A.P. Chekhov.
Ward №6. Man in a case.
F. Sologub. Little demon.
L.N. Andreev. The Story of the Seven Hanged Men.
I.A. Bunin. Mister from San Francisco.
A.P. Platonov.
Stories.
A. Akhmatova. Requiem.
A.I. Solzhenitsyn. One day of Ivan Denisovich.
E.I. Zamyatin. We.
The problem of individualism. The theme of “superman” in world literature.
Philosophical and aesthetic views of F. Nietzsche. Individuality and individualism. Theories of the “superman” in history and literature. Byronic motifs in the works of A.S. Pushkina, M.Yu. Lermontov.
Literature:
J.G. Byron. Childe Harold's Pilgrimage.
F.M. Dostoevsky. Crime and Punishment.
M. Gorky.
Old Isergil.
A. Camus.
Plague.
J.-P. Sartre. Death in the soul.
The theme of a person’s loss in a world hostile to him.
Hamlets and Don Quixotes are tragic heroes of world literature. The human essence of lone heroes, their vulnerability to evil. The motive of loneliness in Russian literature of the early 19th century.
Literature:
V. Shakespeare. Hamlet.
Cervantes. Don Quixote.
F.I. Tyutchev.“Silentium”, “Sphinx Nature”, “Russia cannot be understood with the mind...”.
A.N. Ostrovsky. Storm.
A. Blok.“Stranger”, “Russia”, “Night, street, lantern...”, “In a restaurant”, “On the railway” etc. Poem "Twelve".
V. Mayakovsky.“Here!”, “Could you?”, “Listen!”, “Violin and a little nervously” and etc. "A cloud in pants".
K. Balmont.
Lyrics.
V. Vysotsky."Hamlet" and etc.
B. Pasternak. Hamlet. "February. Get some ink and cry!..”, “I want to achieve everything...” and etc.
J.D. Salinger.
Catcher in the rye.
G.-G. Marquez. One Hundred Years of Solitude.
Russian village theme.
The image of the city (St. Petersburg by N.V. Gogol, F.M. Dostoevsky) and the image of the village in Russian literature. The village as the embodiment of a moral ideal in Russian prose and poetry.
Literature: I.S. Turgenev. Notes of a hunter.
I.A. Bunin.
Village. Lyrics.
F. Abramov. Pelagia.
N. Rubtsov. Lyrics.
A. Zhigulin. Lyrics.
The theme of the Motherland in Russian literature.
Traditions of citizenship and patriotism in Russian literature.
Literature:
ON THE. Nekrasov."On the road". "Elegy" and etc.
S. Yesenin.
Poems about peasant Rus' and the Soviet Motherland: “Go away, Rus', my dear...”, “Soviet Rus'”, “The feather grass is sleeping...” and etc.
IN AND. Belov. It's a common thing.
V.G. Rasputin. Deadline.
Yu.V. Trifonov. House on the embankment.
V.P. Astafiev. King fish
E. Yevtushenko. Lyrics.
The search for a moral core as the basis of human existence.
Spirituality and morality of Russian literature, its humanistic beginning. Heroes are bearers of the Russian national character. The desire for moral self-improvement, the dialectic of the heroes’ souls. The concept of spiritual death.
Literature:
I.A. Goncharov. Oblomov.
L.N. Tolstoy. War and Peace*.
N.S. Leskov.
Lefty.
A.P. Chekhov. Ionych.
M. Gorky. At the bottom.
V.M. Shukshin. Stories.
V. Tendryakov. The night after graduation.
A.V. Vampilov."Farewell in July."
A.T. Tvardovsky.“The whole point is in one single covenant...”, “I know: it’s not my fault...” and etc.
B.Sh. Okudzhava. Lyrics.
O. Balzac. Gobsek.
* Repeated reference to some texts from the “Mandatory Minimum...” is assumed.
The theme of the road in Russian literature.
Ways and roads in folklore. The motive of the path and traditions of spiritual literature. The path is like the movement of the human soul. Travels of heroes of Russian literature and their spiritual path. The theme of the path in the works of A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol.
Literature:
ON THE. Nekrasov. Who lives well in Rus'?
A.P. Chekhov. Sakhalin island.
A.T. Tvardovsky. House by the road.
The theme of the artist's fate.
The image of the poet-prophet in the works of A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol. The tragic fate of the artist.
Literature:
ON THE. Nekrasov. Poet and citizen. “Yesterday at six o’clock...”, “Oh Muse! I’m at the door of the coffin...”
M. Bulgakov. Master and Margarita.
B. Pasternak. Doctor Zhivago.
K. Paustovsky. Golden Rose.
V. Kataev. Oblivion grass.
V.Ya. Bryusov. Lyrics.
S. Dovlatov. Our.
V. Vysotsky. Lyrics.
Writers of the late 20th century and Russian classics.
Classics as material for literary play with the reader. Associative connections with the classics in modern literature.
Literature:
Yu. Polyakov. Baby goat in milk.
D.S. Samoilov. Lyrics. (“Pestel, the poet and Anna” and etc.).
Ven. Erofeev. Moscow – Petushki.
T. Tolstaya. Stories.
T. Kibirov. Poetry.
Dialogue literature of the 19th century and 20th centuries
(connections Pushkin - Mayakovsky, Nekrasov - Mayakovsky, Gogol - Bulgakov, L. Tolstoy - Sholokhov, etc.). Russian classical literature as the key to solving many moral, ethical, aesthetic, psychological, philosophical and other problems of our time. The main lessons of Russian classics, its modernity. Eternal spiritual guidelines and moral coordinates of Russian classics.
The role of “mass literature”, fiction in the life of modern man.
Literature:
P. Weil, A. Genis. Native speech.
B. Sarnov. Look who came...
Speech development.
As a result of mastering the program, graduates should be able to:
master monologue and dialogic forms of oral and written speech;
retell key scenes and episodes of the studied works (to characterize the image-character, the main problem, compositional features, etc.);
analyze an episode (scene) of the studied work, establish its role in the work;
draw up a plan, abstracts of articles on literary and journalistic topics;
write essays in different genres on a literary topic (about characters, issues, artistic originality of literary works); written analysis of an episode, poem; review of the studied work; essay on a free topic.
for specialized humanitarian
and philological classes
10th grade
Old Russian literature of the late X-XVII centuries.(review).
The beginning of Russian literature: time, authorship, texts, main genres. Life of one of the genres through the centuries (teacher's choice).
1. Literature and folklore: relationship, influence.
The main features of the emerging literature: anonymity; utility; applied character, literary etiquette; predominantly handwritten nature of literature.
2. Literature of Kievan Rus XI - early XII centuries.
The adoption of Christianity as an impetus for the development of literature.
Translated literature. Genre diversity.
Original monuments. Chronicle as a special genre.
"The Tale of Bygone Years."
“Teaching of Vl. Monomakh" is the first autobiography in Russian literature.
3. XII–XVI centuries.
The era of feudal fragmentation.
“The Tale of Igor’s Host” is a unique combination of epic and lyrical principles, one of the greatest monuments of the Christian Middle Ages.
"The Word about the destruction of the Russian land."
Genre of the word in ancient Russian literature.
4. XVI–XVII centuries.
The transition from medieval writing to modern literature. “Domostroy” is the first printed book in Rus'.
Rebirth of the genre of hagiography into the biography of a private person.
“The Life of Archpriest Avvakum” is a life-autobiography.
Theory of literature. Development of genres of ancient Russian literature (chronicle, teaching, word, life).
18th century literature (review)
First half of the 18th century. Russian enlightenment as a stage in the formation of self-awareness.
Russian classicism, difference from Western classicism ( HELL. Kantemir, V.K. Trediakovsky.).
The predominance of high genres, their features: epic poem, tragedy, solemn ode. The neighborhood of “high”, “low” and “middle” genres (odes M.V. Lomonosov, satire A. Cantemira, fables A. Sumarokova, comedy Ya. Princess).
Second half of the 18th century.
DI. Fonvizin"Undergrown." The transition from criticism of morals to social denunciation. Individualized character characters. The first “truly social comedy” (Gogol).
A combination of satire of morals and civil pathos, a mixture of high and low styles in creativity G.R. Derzhavina(“Ode to Felitsa”, “Vision of Murza”, “Waterfall”). Lyrical beginning in poetry G.R. Derzhavina(“Snigir”, “Evgeniy, Zvanskaya life”), an element of autobiography, an appeal to the simple joys of life.
Literary language reform.
A.N. Radishchev"Journey from St. Petersburg to Moscow". A combination of sentimentalism (in the choice of genre) and realism (in the choice of content).
Theory of literature. Classicism, sentimentalism as literary trends (deepening concepts). The connection between the jan system and the literary direction.
Individual author's style as a concept.
The controversy between “archaists” and “innovators” (Karamzinists) regarding the “old” and “new style”: the struggle between “Conversation of Lovers of the Russian Word” and “Arzamas”.
V.A. Zhukovsky And K.N. Batyushkov as the founders of elegiac poetry. Dissatisfaction with the present, the desire for harmony in the inner world of a person.
The originality of Russian romanticism. Attraction to mystical-romantic fiction, folklore motifs, motifs of different times and peoples (ballads V.A. Zhukovsky).
Elegiac poetry ( A.A. Delvig, N.M. Yazykov, E.A. Baratynsky).
Civil poetry (“Free Society of Lovers of Literature, Sciences and Arts”). Decembrist poets ( K.F. Ryleev, V.K. Kuchelbecker, A.A. Bestuzhev-Marlinsky, F.I. Glinka) and their program (affirmation of ideal forms of morality and behavior).
Gravitation towards the traditions of “enlightenment classicism” and the transition to the romantic image of the hero (rethinking the code of Byronism). K.F. Ryleev.
I.A. Krylov. A fable, free from the conventions of classicism, “common sense” coming “from life”.
A.S. Griboyedov.
“Woe from Wit” is a combination of classicism and realism: psychological and everyday concreteness. The topicality of the content (the conflict of the era: the advanced nobleman-intellectual and the conservative lordly-bureaucratic environment). The significance of the comedy “Woe from Wit” for the formation of the Russian literary language.
A.S. Pushkin.
Pushkin's personality. The main stages of life and creative path. The general humanistic sound of his poetry. Lyceum, post-lyceum and “southern” lyrics. Byronic rebellion (“Prisoner of the Caucasus”) and its overcoming (“Gypsies”). Features of the realistic style in the lyrics of the 20s.
Historicism of thinking (“Boris Godunov”*: the relationship between “human destiny” and “national destiny”).
* Texts in italics are those that are subject to study, but are not included in the “Requirements for the level of student preparation.”
“Eugene Onegin”: the formation of Pushkin’s realism (the fate of a contemporary, combined with the richness of pictures of Russian life). Poetics of the novel.
Philosophical lyrics. (“The star of day has gone out...”, “Desert sower of freedom”, “Imitation of the Koran”, “Elegy”, etc.). Poem "The Bronze Horseman"**.
** The program highlights texts that are included in the “Mandatory minimum content...” and intended for mandatory reading and study.
Dramaturgy (“Little tragedies” – “Mozart and Salieri”).
Prose (“Belkin’s Tales”, “The Captain’s Daughter”).
Pushkin’s worldview: the unity of world history and culture.
N.V. Gogol.
Essay on the life and work of the writer. The world of fantasy, the grotesque on the pages of Gogol's books. A special line in the development of Russian literature. A romantic dream of a beautiful and fair world (“Evenings on a farm near Dikanka”). Humanistic pathos of prose and drama of 1832 - 1841. ( "Nevsky Avenue", “The Overcoat”, “The Inspector General”). "Little Man" as depicted by Gogol. "New hero" of the era in the poem "Dead Souls". The unity of the satirical and lyrical principles as a way of expressing the author’s position. Reality public life in the poem. Gogol's polemic with V.G. Belinsky. “Selected passages from correspondence with friends.” The originality of the writer’s artistic style, the humanistic and civic pathos of creativity.
M.Yu. Lermontov.
The personality of the poet. Essay on life and creativity. The influence of the era on the nature of Lermontov's lyrics. Fatal impossibility of the ideal, introspection, intensity of experience (lyrics “Prayer”, “I go out alone on the road...”, “How often surrounded by a motley crowd...” and others, poems “Demon”, “Mtsyri”, play “Masquerade”). Realistic tendencies in prose (“Hero of our time”: the drama of an active personality, “an extra person”).
Aesthetics V.G. Belinsky and the formation of Russian criticism (principles of critical assessment literary activity; justification of the realistic essence of art, historicism).
Natural school as a variety of Russian realism of the 40–50s of the 19th century. Connection with the work of N.V. Gogol, the development of his artistic principles. Journal "Domestic Notes" and its authors (D.V. Grigorovich, V.I. Dal, I.I. Panaev, etc.).
Theory of literature. Romanticism as a literary movement (deepening the concept). Romantic "two worlds".
Realism as a literary direction (deepening the concept). Artistic principles of realism (humanism, nationality, historicism, objectivity, etc.). Realism and naturalism. Genres of realistic literature (novel, essay, poem, drama).
Educational satire as a literary form.
Literary criticism as a phenomenon at the intersection of artistic literature and literary criticism.
50–60s.
Content new era(the fall of serfdom, a series of reforms, the development of a capitalist economy, the process of formation of civil society, the emergence of commoners). The crisis of Russian society, the emergence of the populist movement. Revitalization of journalistic activity and journal polemics. Magazine "Contemporary". The formation of fiction: “physiological essay” and prose N.V. Uspensky, N.G. Pomyalovsky. The crisis of Russian society and the state of literature. Criticism of society: G.I. Uspensky"Morals of Rasteryaeva Street."
A.N. Ostrovsky.
Development of Russian drama. "Plays of Life" - "Storm", "Forest". Dramatic conflict in Ostrovsky's plays. "Thunderstorm" in the assessment of criticism. ( ON THE. Dobrolyubov “A Ray of Light in the Dark Kingdom”, A.A. Grigoriev “After Ostrovsky’s “The Thunderstorm”. Letters to I.S. Turgenev.")
The theme of human obsession (“Dowry”, “Enough Simplicity for Every Wise Man”). The diversity of human characters in the plays of A.N. Ostrovsky.
N.S. Leskov.
Works from folk life (introduction to the sphere of artistic depiction of new layers - the life of the clergy, the philistinism, the Russian province, etc.); interest in the unusual, paradoxical, curious and anecdotal, various forms of skaz (“Lefty”, “Stupid Artist”, "The Enchanted Wanderer").
I.A. Goncharov.
Essay on the life and work of the writer. The theme of spiritual death in the novel "Oblomov". The novel “Oblomov” is a canonical novel of the 60s. The novel's place in the trilogy. System of images. Typical characters of Goncharov's heroes: “an extra person” - a business person. The dual nature of heroes. Women's characters and destinies. Literary criticism about the novel and its main character (N.A. Dobrolyubov “What is Oblomovism”, A.V. Druzhinin “Oblomov”, novel by Goncharov). Essays on "Frigate "Pallada"".
I.S. Turgenev.
Essay on the life and work of the writer. "Notes of a Hunter." Development of the novel genre in the works of I.S. Turgenev. Novels “Rudin”, “Nest of Nobles”, “Fathers and Sons” (review). Novel "Fathers and Sons"– about a new hero. Narrator and hero. A new type of hero. Artistic features of the novel. Psychologism of the novel by I.S. Turgenev. Literary criticism about the novel and its main character. Ambiguous perception of the novel and the image of Bazarov by Russian literary criticism (D.I. Pisarev, A.I. Herzen).
Cycle "Poems in Prose".
N.G. Chernyshevsky.
"What to do?" - a novel about “new people”. The system of images in the novel, features of the composition. The form of reflection in the novel of Chernyshevsky’s social ideals (elements of utopia).
Paths of development of poetry in the 2nd half of the 19th century.
The pathos of democracy and citizenship in Russian poetry and the lyrics of “pure art” (Poets of Iskra, A.A. Fet, F.I. Tyutchev, Ya.P. Polonsky, A.N. Maikov, A.K. Tolstoy).
The complexity and inconsistency of the lyrical hero A.A. Feta
. The merging of the external and internal world in his poetry. The theme of love and nature in the works of Fet ( “This morning, this joy...”, “May night...”, “The night shone...”, “Whisper, timid breathing...” and etc.). Philosophical motives in poetry F.I. Tyutcheva. (“Silentium”, “Sphinx Nature...”, “Not what you think, nature”, “Oh, how murderously we love...”, “It is not given to us to predict...” and etc.).
The soulful nature of the lyrics A.K. Tolstoy. The theme of the homeland, its history in the poet’s work.
ON THE. Nekrasov.
Essay on the life and work of the poet. Civil motives of Nekrasov's lyrics ( “On the Road”, “Poet and Citizen”,"Elegy", etc.). Traditions of folk song creativity. The artistic originality of poetry (lyricism, emotion, sincerity of feelings, accusatory pathos). Poems “Peddlers”, “Red Nose Frost”: folk life in “great literature”, merging the world of the author with the world of heroes “from the people”.
Poem “Who lives well in Rus'”– folk epic, a combination of innovation with the traditions of epic, song, and fairy-tale poetics; elements of legend, utopia, parable. The duality of the modern appearance of the people, forms of behavior characteristic of folk psychology and their contrasts: patience and protest; dispute about the meaning of life; dynamics of searching for an answer.
M.E. Saltykov-Shchedrin.
Essay on life and creativity. The influence of personal fate on a writer’s creativity. "Fairy tales". The artistic originality of Saltykov-Shchedrin's satire. "The Story of a City"– satirical history of Russia. Types of mayors. The originality of the genre of the work. Protest against the lack of rights and submission of the people.
F.M. Dostoevsky.
Dostoevsky as an artist and thinker. Essay on the life and work of the writer. Early prose. The innovative form of the novel “Humiliated and Insulted” (synthesis of motives and techniques of philosophical, psychological, social and “tabloid” prose). Novels “Demons”, “Idiot” (review).
"Crime and Punishment": the image of the hero and his “ideological” relationship with the world. System of images in the novel. The diversity of socio-psychological coloring in the novel. Polyphony, dialogism of Dostoevsky's novel. The novel in the assessment of Russian criticism ( N.N. Strakhov "Crime and Punishment").
L.N. Tolstoy.
Writer's personality. Literary and social activity. Ideological quests and their reflection in the writer’s work. "Sevastopol Stories".
"War and Peace": the art of “dialectics of the soul”, the connection between private life and the fate of peoples, real historical events and spiritual quests of fictional characters. Reflection of Tolstoy's philosophical concept in the novel.
"Anna Karenina". Interest in the spiritual problems of the individual, the tragedy of the situation of discord with others. A love story against the backdrop of the life of Russian society, interest in “biology” in man, the natural and the spiritual, the fundamental novelty of poetics.
Strengthening the social principle in the realism of L.N. Tolstoy (using the example of the novel “Resurrection”).
80–90s of the XIX century.
A period of political reaction. Refusal of public consciousness from revolutionary populist illusions. The evolution of populist literature towards chronicle objectivity in depicting people's life ( D.N. Mamin-Sibiryak, N.G. Garin-Mikhailovsky).
Prose V.M. Garshina
("Red Flower") and V.G. Korolenko
(poeticization of tragic heroism, allegorism, monologism). Types of people “from the people” and the intelligentsia – “Wonderful”. An objective artistic study of life and poetry of hope and aspiration for the future in “Makar’s Dream.”
A.P. Chekhov.
Essay on life and creativity. Early humorous stories: laconism of language, capacity of artistic detail.
Stories and tales about Russian society: covering all layers and cross-sections social structure Russian society- from peasants, landowners (“Muzhiki”, “In the Ravine”) to various layers of the intelligentsia ( "Jumping", "Student", "Ionych", trilogy – "Man in a Case", “Gooseberry”, “About the forehead”, “Ward No. 6”, “House with mezzanine”, “Lady with a dog”). New forms of combining the objective and the subjective, the essential and the secondary, the characteristic and the accidental.
Dramaturgy: "Three sisters", "The Cherry Orchard". New structure of dramatic action. Refusal of the evaluative hierarchy. Lyricism and psychologism of Chekhov's plays.
Theory of literature. Development of genres of realistic literature (novel, short story, fairy tale, prose poem, poem).
Psychologism, dialogism, polyphony, lyricism as ways of depicting the inner world of heroes.
Development of drama as a literary genre. Dramatic conflict.
Application
PROGRAM OPTIONelective course “Learning to work with books and texts”*
(8th–9th grades)
* The program was prepared jointly with O.V. Chindilova.
Filling the school component curriculum in the conditions of pre-vocational training, it is determined, as a rule, by the specifics of a particular educational institution. However, in modern conditions it seems generally significant to highlight such interdisciplinary course, which is designed to provide students' mastery of methods of reading activity. Teaching a student to work independently with a book, obtain knowledge, find information at any level in the text (factual, subtextual, conceptual) and use it - this is target of this course.
Students who follow our continuous course from the 1st grade master the methods of reading activity already in elementary school. In accordance with our program “Reading and Primary Literary Education” (1–4), which is recommended by the Ministry of Defense of the Russian Federation, over the course of 4 years students develop correct type reading activity in accordance with a certain technology (author professor N.N. Svetlovskaya). Its essence is that they learn to independently master a literary work before reading, during reading and after reading: to guess the content of the text by the author’s name, title, illustration and keywords, to independently read the text to themselves in the “slow reading” mode and “ dialogue with the author" (ask questions to the author while reading, look for answers to them, conduct self-control), analyze the text at an accessible level, formulate the main idea, independently divide the text into parts, draw up a plan, retell, etc. and so on. Thus, the elective course “Learning to work with books and texts” for those “our” students who choose it will maintain and deepen all these reading skills.
The importance of mastering rational methods of reading and working with a book for successful learning modern schoolchildren and their further socialization is obvious. However, practice shows that only a small part of students can read and work with a book meaningfully. A high level of reading culture presupposes the formation of the following cognitive skills:
1) highlight the main thing in the text;
2) use “collapsed” notes (notes, theses, abstracts, etc.);
3) highlight connections between phenomena in the text;
4) use reference literature;
5) involve additional sources in the reading process;
6) formulate hypotheses during reading and outline ways to test them;
7) carry out analysis, synthesis, generalization based on the material of the text being studied.
The formation of a functionally literate reader involves targeted training in the skills of working with educational and fiction. Obviously, this course can be offered to both basic and senior students (depending on the capabilities of the curriculum and educational program schools). The number of hours and practical content of the course must also be determined by the educational institution independently. Each topic of the program can be discussed at different literary texts, which the teacher chooses at his own discretion. At the same time, the authors offer certain texts as recommendations; they are indicated in brackets.
Subject of classes.
On the way to the book.
Searching for a book in the library. Systematic and alphabetical catalogues. Bibliography. Card indexes. Filling out book requirements.
Getting started with the book. Book apparatus.
Imprint of the book, its reference apparatus. Preface and afterword. Notes, comments, index of names, lists of abbreviations, lists of references, etc. Purpose of the annotation, its structure, content. (8th grade – based on the educational textbook “House Without Walls”, 9th grade – based on the textbook “The History of Your Literature.”)
Book structure.
Cover. Types of covers. Dust jacket. Title page. Purpose of the endpaper. The role of the frontispiece and illustrations in the book. Types of printed works. Printed material. (8th grade – various editions of Shakespeare’s tragedies, 9th grade – various editions of “The Tale of Igor’s Campaign”).
Working with a book before reading.
Title and subtitle. Dedication.
Title. Header analysis. Types of headings: title-topic, title-main idea, title-character, title-genre. Title and author's position. Title and contents of the book. Ways to formulate headings. (8th grade – the name of the educational anthology “House without Walls”, 9th grade – the name of the textbook “The History of Your Literature”; names of the works included in these textbooks.)
Epigraph. The role of the epigraph in literary and scientific texts. Epigraph and main idea. Direct and allegorical expression of the main idea in the epigraph. Understanding the epigraph before and after reading. Epigraphs are evaluative, emotional, problematic. (8th grade – A.S. Pushkin “The Captain’s Daughter”, 9th grade – A.S. Pushkin “Eugene Onegin”, etc.)
Sources for searching for epigraphs, epigraph selection.
Reader's work. Asking questions while reading.
Finding direct and hidden questions in the text. Content forecasting. Highlighting the incomprehensible in the text. Asking questions.
Building a chain of questions as a way to comprehend the text.
Classification of questions by focus. Questions external (to someone) and internal (to yourself). Questions are evaluative, generalizing, cause-and-effect, etc. (8th grade – N.V. Gogol “The Overcoat”, 9th grade – N.V. Gogol “Dead Souls”, etc.).
Reader's work after reading. Understanding the text.
Types of text information. Reader's attitude. Blocking understanding. Factual information. Subtext and concept, direct and allegorical ways of expressing them. Multi-stage understanding of the text. The role of the reader's imagination in the process of comprehension. Imagination, reconstruction and creativity. Notes and notes while reading. (8th grade - A.P. Chekhov “Gooseberry”, 9th grade - A.P. Chekhov “Man in a Case”, etc.).
Processing of text information.
Plan. Dividing the text into semantic parts and paragraphs. Types of plans. Detailing. The plan as a support for reproducing the text. (8th grade – L.N. Tolstoy “Prisoner of the Caucasus”, (9th grade – L.N. Tolstoy “After the Ball”, etc.).
Theses. Highlighting essential information in the text. Justification and evidence are the main requirements for the theses formulated. Simple and complex theses. Thematic entry. Main theses (main conclusions). Thesis statement of a scientific text. (9th grade - Yu.N. Tynyanov “The plot of “Woe from Wit”, etc.).
Abstract. Purpose of the abstract. Types of notes: outline outline, textual outline, free outline, thematic outline. Techniques for shortening text. Chronological notes as a special type of records. A supporting summary as an opportunity to reflect information in a diagram. Signs, symbols, abbreviations. Using graphics and color to classify material by level of significance. (9th grade - V.G. Belinsky “Works of Alexander Pushkin”, etc.).
Citation. Methods of citation. Types of quotations. Correct use of quotation material from the point of view of your own statement. (9th grade - V.G. Belinsky “Poems by M. Lermontov”, etc.).
Extracts. Highlighting the most significant points in the text. Working with cards. Making records. Symbols, system of abbreviations. (9th grade - I.A. Goncharov “A Million Torments”, etc.).
On the way to your own text.
Abstract. Structure, features, purpose. Sequence of work on the abstract, design of the work (list of references, appendices).
Retelling. Types of retelling. Productive detailed retelling. Drawing up a plan as you read, highlighting key words, understanding the text and the structure of the text. Selective retelling. Selection of text material, its systematization according to plan. Brief (compressed) retelling. Its difference from theses. Sequence of work on a short retelling. Grammar text formatting. Creative retelling. The problem of transition from the transmission of the author's text to one's own statement. Working with a notebook when composing a written retelling or other text.
Editing text. Techniques for editing rough material. Elementary proofreading signs and notations. Styling. Compositional, logical errors and ways to eliminate them. Working with dictionaries.
Literature program for grades 5–11*
Liked? Please thank us! It's free for you, and it's a big help to us! Add our website to your social network:On this page you will find answers to some literary reading tasks for grade 2 (the “Planet of Knowledge” program).
What kind of silence is there? Continue the series of definitions:
silence alarming, sad, sorrowful, lonely, depressing, piercing
List the objects you know made from birch bark. Box, casket, picture, basket, souvenirs (dishes, samovar).
Come up with and write comparisons:
leaves flew from the trees like birds feathers
the black highway ran into the distance, twisting like a snake, a thread, a spiral
a rainbow stretched over the ground like an arc, a rocker, a colored ribbon
the grasshopper chirped in the grass, like a cricket, an alarm clock, a magpie
the flowers looked at the sun, as if they were saying thank you to him, smiling, declaring their love
Continue the sentences:
Autumn leaves flew in the wind, like birds flying south, feathers
Clouds floated across the blue sky like ships on the sea
Streams of rain flowed down the window glass like streams, a waterfall, tears running down the face, narrow rivers
M. Prishvin wrote: “I hear the autumn leaves whispering.” Write down what they might have whispered.
We are flying away from mom in the fall.
How sad it is that autumn has come.
Winter is coming soon.
Name the flowers that can be found in the forest at the beginning of autumn. Oregano, forest geranium, St. John's wort, tricolor violet, ozhika.
Write what the flowers “told” you.
About how clearly the sun shines.
How nice it is in the summer.
Come out for a walk.
Look how beautiful we are.
What a pity that autumn has come.
K. G. Paustovsky “Farewell to Summer”
1. Write what feelings K. Paustovsky’s story “Farewell to Summer” aroused in you. Sad, sad, I wanted summer back.
3. Write a story about what you saw one autumn day when you left the house. The proposed questions can become a story outline.
Today is September 20th. In the morning I went out for a walk in the yard. The weather was bad. It was drizzling. The sky was overcast with gray clouds. The ground was damp, strewn with fallen leaves.
My friend Vova came up to me. He, like me, was sad that summer was over.
4. Look at the illustration for the story by K. G. Paustovsky “Farewell to Summer” on page 18. Write down lines from the story that can be a signature to it.
It's the saddest time in the village. The last birds hid under the eaves.
Write the names of fairy tales you know, in which plants and animals help people. “The Tale of the Fisherman and the Fish” (goldfish), “Little Khavroshechka” (cow), “Po pike command"(pike), "Geese-swans" (apple tree).
Tom Thumb
1. Divide this fairy tale into parts. Label them and write down the names of these parts.
A little boy about the size of a finger helps the priest.
The little boy was sold.
Wolf and little boy.
2. Compose and write down a little fairy tale about a puppy or chick.
The puppy was running in the yard. A chick was flying above him. At the same time, the puppy and chick saw a crust of bread. Before the puppy had time to grab the crust of bread, the chick deftly grabbed the crust from under his nose in its beak and flew up to the roof of the house. Small, but the chick is smart! But the puppy still didn’t worry, he ran after the chick onto the roof. Even grief is not enough for him.
Write the names of the ones you know folk tales about lazy people. “At the behest of the pike” (Emelya), “A Tale of Laziness” (Soviet cartoon), “Morozko” (Marfushenka Dushenka), “Cinderella” (stepmother of Cinderella and her daughter).
Cuckoo (Nenets folk tale)
Write how the children felt when they ran after the cuckoo that their mother had turned into.
Fear, anxiety, sadness, sadness, pain, remorse.
Three daughters (Tatar folk tale)
1. Write what the mothers were like in the fairy tales “Cuckoo” and “Three Daughters”.
“Cuckoo” is patient, hardworking, kind, caring.
“Three Sisters” - caring, hard-working.
2. Draw an illustration for a fairy tale, which can be called “The Punishment of the Sisters.”
Draw a turtle and a spider.
Apart is bad, together is good (Mordovian folk tale)
1. Write what each brother did.
The carpenter built, the blacksmith forged metal, the plowman sowed grain.
How friendship is tested (Lezgin folk tale)
1. Write down the words of Alisker’s mother that seem most important to you.
If you meet a man older than you, call him father. If you meet someone equal in age, call him brother...
2. Write what kind of friend you would like to have?
Loyal, not greedy, kind, responsible, sympathetic.
Come up with a short story (story) in which the words of the proverb “live and learn” can be used.
My friend Vova caught a cold and stayed at home and didn’t go to school. But I really wanted to play with him and came to visit him. The next day I had a fever, a cough, and a sore throat. You can't communicate with people who have a cold. You can get infected. Live and learn.
Write the names of fairy tales about the heroes of which you can say: “a friend is more valuable than money”, “a good brotherhood is better than wealth.”
"Crocodile Gena and his friends", "Winnie the Pooh and everything, everything, everything."
Workbook No. 2
Brothers Grimm "The Brave Tailor"
Write what qualities the tailor discovered during his travels.
Boastfulness, arrogance, self-confidence, ingenuity.
H.-K. Andersen "Ole-Lukoje"
sleep sweetly - sleep soundly, have good dreams
sleep dead asleep- sleep in such a way that you won’t wake him up
2. If you have read other Andersen fairy tales, write their names.
“Flint”, “Little Klaus and Big Klaus”, “The Little Match Girl”, “The Snow Queen”, “Thumbelina”, “Wild Swans”.
3. Name your favorite character from Andersen’s work.
Thumbelina, soldier (from "Flint"), Little Mermaid, tin soldier.
Brothers Grimm "Little Men"
1. Explain the meaning of the expressions:
clear conscience - when there is nothing to hide;
a wealthy person is a rich person.
2. a) Write your fairy-tale answer to the question: “Why did little people appear in the tailor’s house?”
To help the tailor sew boots.
b) Write the names of literary works and films about little people.
“Tom Thumb”, “Snow White and the Seven Dwarfs”, “Gulliver in the Land of Lilliputians”, “Little Mook”.
c) Draw your loved one little man- a hero of a literary work or film.
We draw a boy the size of a finger.
(estimates: 11
, average: 4,64
out of 5)
Software for writers
yWriter5
yWriter is a very convenient text editor, a program that was created specifically for writers. Allows you to divide a work into separate chapters, chapters into scenes, add characters and comments to them. The program is great for structuring large volumes of texts. In addition, your work is automatically saved and words counted in chapters and scenes.
But the best news, perhaps, is support for the Russian language in the yWriter program. In order to enable the Russian language, select Localise -> Choose language on the top panel. If “Russian” is indicated by marvelous hieroglyphs, select COBECTb`s translate(ru).
You can download yWriter5 we have :
"A fresh look"
“Fresh Look” is a Russian-language software for checking your texts. The program can find words that sound the same, which helps ensure that there are no tautologies and makes your work smooth and readable. Language and style are the highlights that distinguish works from others. “Fresh Look” helps to find those flaws that a writer may miss after repeated proofreading.
The program is free, has a simple and intuitive interface, which allows you to get started right away. The only drawback is that checking one document takes a lot of time. Otherwise, the check is very high quality, suspicious words are highlighted in different colors.
There is also an online version of this program - http://quittance.ru/tautology.php
You can download "Fresh Look" we have :
yEdit2
This program is simpler, it takes on the functions of an ordinary notepad. But! yEdit2 has the ability to limit the number of characters, which is very convenient for writing articles or texts for competitions.
You can download yEdit2 we have :
CELTX
CELTX is a whole field for the activities of writers and screenwriters. The program performs approximately the same functions as yWriter, but allows you to work not only with text information, but also with graphics, audio and video objects. There will be no limits to your imagination here. You can add illustrations that will visually depict the characters in your story, or insert an atmospheric musical composition that you associate with a certain fragment of the work. The only disadvantage of CELTX is that it is difficult to understand for those who are used to working with text editors such as MS Word.
RHYMES
RHYMES is a program for selecting rhymes. Works on the basis of many dictionaries. Easy to use, in addition to finding rhymes, it can select synonyms and antonyms for a given word.
XMind
XMind is a planning service that is suitable not only for writers, but also for scientists and developers. The program helps in drawing up so-called mental maps, which will help to visually depict an idea and bring it to life step by step. As you work on the work, you will add new elements and build entire connection diagrams. The resulting document can be exported to any convenient format - text or graphic.
I hope this article helped you choose writing software for myself. On the site you can also find out about. I wish you creative success and inspiration!
