1. Introductory conversation
M. Matusovsky's song “Where does the Motherland begin?” is played. Against the background of this melody, the teacher asks the children:
What is the Motherland? (Children's statements)
Are your statements true? Let's turn to the Explanatory Dictionary (Students work with Ozhegov's Explanatory Dictionary, read out the lexical meaning of the word Homeland. )
So, guys, the topic of our lesson is “Homeland can be different, but everyone has the same one.” How do you understand these words? (Children’s statements, teacher’s generalization). Then the children select synonyms for the word Motherland.
(As the children answer, the teacher attaches cards with synonyms to the board:Motherland, Fatherland, Fatherland.)
And you guys, where is your homeland? (Children read excerpts from essays about the Motherland that they wrote at home) (see Appendices).
I am sure that you love your Motherland. Are you ready to defend your country from the enemy in times of trial? Sacrifice your life for her? This is a very difficult question, probably not everyone is ready to answer it. But do you all know people who “spared neither their strength nor their lives” for the sake of their Motherland? (Yes, this is A. Nevsky, D. Donskoy, heroes of the Great Patriotic War...) What are such people called? (patriots).
The author of the work that we will study in class, Kondraty Fedorovich Ryleev, can also be called a patriot. A contemporary of Pushkin, he lived a short life - 31 years. This is a young, brilliant officer who himself was a hero, a defender of the Russian land. Decembrist poet. He took part in the uprising, the purpose of which was to alleviate the lot of the common man, the peasant. The uprising was suppressed. Ryleev and other Decembrists were arrested and sentenced to death. Ryleev died, but his works live to this day, and the heroes of these works are brave, courageous people. Today we will meet one of these heroes - Ivan Susanin.
2.Work on new material.
What have you heard about this man? Is this a fictional character or a real one? (the teacher briefly outlines the situation in Rus' during that historical period).
Why did the author call his work a thought?Name the cognate verb for the word thought and choose synonyms for it. (Thought - think, reflect, reason, think).
Our task in the lesson is to answer the question: why did the poet choose the genre of doom for his work, what does he make his readers think about?
(The text of the Duma is difficult to organize, so we recommend that the teacher read it.)
What impression did the thought make on you?
What feelings and experiences did it evoke?
What moment of the story seemed the most tense?
3. Vocabulary and lexical work.
Read the text to yourself, get ready to read it out loud. Find unknown words and expressions. Try to understand their meaning from the context by reading it again. ( In vain - in vain; wilds -impassable place in the forest; thought - thought Sarmatians, Poles, enemies; Moskal, Zhupan etc.)
4.Secondary reading and analysis of the Duma.
Where does thought begin?
What do the words mean: “the enemies cried out with their hearts”?
Find and read the lines where the Poles reproach Susanin. What?
In what words does the Poles’ confidence in their victory sound?
Who does Susanin talk to at night? What mood, what feelings are imbued with the words of the main character? And who does Susanin protect? Where does he lead the enemy? How do we see the hero of the Duma here? For what purpose is he behaving this way? Read the description of the forest, which the Poles following Susanin enter the next day. Why do we understand that they cannot find a way back? Read what Susanin says, stopping in the middle of nowhere.
How, with what feeling do Susanin’s last words sound? What words do you think express the main idea of the Duma? State it in your own words.
5. Fastening.
Working on the hero's image, drawing up characteristics.
The characterization of the hero begins. To do this, it is necessary to consider Susanin from different angles. The class is divided into groups.
Group 1 works on the hero’s appearance using illustrations. Prove with text.
Group 2 evaluates Susanin’s actions before his death. (He received the Poles as guests, pretended to be a hospitable person, their supporter; like a true Christian, he prays all night, but asks for help not for himself, but for the king; says goodbye to his son, but remains adamant in his decision.) Provide evidence in the text.
Group 3 determines the role of nature in the work. Why does the author introduce a description of the winter forest? (Nature helps Susanin. She was alert, prepared to meet the enemy. The trees are afraid of unnecessary movements, animals and birds hid. The enemies sensed danger.) Proof in text is required.
Group 4 is working on the character of the hero. (Ivan Susanin went to his death consciously, deliberately. When leaving home, he knew that he would not return. Susanin is an intelligent, brave, courageous, selfless, strong-willed hero. He passionately loves his Motherland, the Tsar.) Read in the text.
Can Susanin’s act be called a feat?
(discussion in progress, work with the Explanatory Dictionary.)
What is a feat? (in Ozhegov’s dictionary the word feat-
This is a heroic, selfless act; the meaning of concepts is revealedheroic, selfless.)The children come to the conclusion that Susanin really accomplished a feat.
M.I. Glinka wrote an opera, which he dedicated to the national hero. Listen to Ivan Susanin's aria. Try to imagine Susanin and his feelings before his death. (I. Susanin’s aria from M. Glinka’s opera “Ivan Susanin” sounds)
How did the music make you feel? (Anxiety, grief, readiness for heroism.)
Was our hero scared? (Ivan Susanin understood that the Poles would reveal his plan. He calls his last minutes of life “a bitter hour,” “a terrible hour.” But he is confident in his choice.)
Why did Ryleev choose the doom genre for his work? (In his work, Ryleev reflected on the fate of the people, thought about the Fatherland. The author glorifies a simple peasant, a real national hero who accomplished a feat in the name of Russia.)
How many of you know people who have accomplished other feats? How do we remember and honor the memory of these heroes?
What qualities would you take from Ivan Susanin that you lack, what character traits do you still have to work on?
The lesson ends with a summary and an explanation of homework.
In the Duma, Ryleev interprets the poet Derzhavin from a civil-patriotic perspective: he appears in the Duma as a citizen, a defender of “the people’s goods, persecuted everywhere by defense.” By extremely successfully introducing quotes from Derzhavin into his work, Ryleev makes the poet a hero-citizen. Derzhavin “does not know low fear,” “he looks at death with contempt,” and his creative task is to kindle “valor in young hearts with righteous verse.” The most famous among Ryleev’s thoughts are “The Death of Ermak” and “Ivan Susanin”.
Duma "Death of Ermak" turned into a folk song. It captivates with the integrity of the mighty image of the hero Ermak, the menacingly raging nature, the tragic plot and its dynamic composition. The epithets in this Duma are emphatically emotional and hyperbolic: “loud glory”, “roaring storm”, “violent life”, “formidable squad”, “powerful hand”, “boiling Irtysh”. The legendary Ivan Susanin acquired historical concreteness from Ryleev as a collective image of the peasantry, the working people, embraced by love for the fatherland. Susanin dies here not as a loyal subject of the monarch, but as a faithful son of his fatherland. In a sacrificial feat for the sake of preserving the king, he envisions the salvation of his homeland, its tranquility, the end of civil strife and intervention. His prayer for the king is the prayer of a citizen, not a slave.
Heartfeltly and solemnly he says: “They thought you found a traitor in me: They are not and will not be on Russian land!” The highest achievement of Ryleev’s political evolution is the poem “Voinarovsky”. This work, which resurrected episodes of Mazepa’s treasonous policy, was prepared by the entire literary practice of Ryleev, and its plot was outlined in the thoughts “Volynsky”, “Natalia Dolgorukova”, “Menshikov in Berezovo”, especially in the tragedy “Mazepa”, the plans of which the poet sketched out in 1822. The main theme of the poem is the struggle for the national independence of Ukraine. The poet portrays his hero Voinarovsky as a brave tyrant-hater, accustomed from childhood to “honoring Brutus,” the soul of a “truly free” and noble “defender of Rome.” This is an ardent patriot, ready to make any sacrifice for the sake of his homeland. In response to Mazepa’s direct question about his readiness, if necessary, not to feel sorry for himself for Ukraine, he exclaims without hesitation:
- ... to my dear country I will give the children to my beloved wife; I'll leave the honor to myself.
For Ryleev’s contemporaries, these words sounded like an oath of allegiance to the homeland and a call to civic sacrifice. In Ryleev’s creative heritage there is a small group of works that occupy a special place. These are propaganda songs in content, folk songs written by Ryleev together with his friend, Decembrist A. Bestuzhev. They were based on song motifs that were popular in those years, which should have ensured their wide distribution. Of these songs, one is especially interesting, which is a reworking of a romance from the late 18th - early 19th centuries. This is a romance about a lover who yearns for his sweetheart on a strange side (“Ah! I’m bored on a strange side”). The authors of the remake rethought these words, and the more popular the romance was, the more acutely its change was perceived: it’s boring not only on the foreign side, but also on the native side (“Oh, I feel sick...”). The popular innocent love song was filled with completely new content. In it one can clearly hear the spontaneous indignation of the enslaved peasantry, their hatred of the enslavers-bars and the tsar. Ryleev called himself not a poet, but a citizen, but he was a true poet of civic courage and heroism.
He created a style of rebellious oratorical pathos, tribune-heroic preaching and revolutionary appeal. Pushkin, recognizing Ryleev’s enormous capabilities, wrote to A. A. Bestuzhev in March 1825: “He is a poet at heart” - and demanded that the creator of “Voinarovsky” write “yes, more, more!” (13, p. 70). Pushkin was not formally a member of the Decembrist society, but he became one of the first and most prominent propagandists of the ideas of Decembrism. A brave singer of free thought, he recognized himself as a poet-citizen, an exponent of national aspirations and rightfully wrote:
- And my incorruptible voice Was the echo of the Russian people.
(“To N. Ya. Pluskova”)
Sections: Primary School
Subject: K.F. Ryleev “Ivan Susanin” (excerpt).
Goals and objectives of the lesson:
- Recall the events of the early 17th century. (The topic “Time of Troubles” is studied in grade 4 on the world around us)
- Determine the elements of composition and their role in creating the emotional and semantic content of the work.
- Enrich students' vocabulary.
- Development of the ability to read literary text by role.
Equipment:
- for presentation: computer, projector, screen;
- presentation ( Application );
- Dictionary.
- textbook “Literary reading” (author E.E. Kats) 4th grade, part 2
DURING THE CLASSES
1. Organizational moment(1 min)
2. Report the topic of the lesson(1 min)
– What topic are we studying? (About the past of the Motherland)
– Today we will get acquainted with the work of K.F. Ryleev “Ivan Susanin”.
4. Updating the acquired knowledge(7-10 min)
– Kondraty Fedorovich Ryleev was born on September 18, 1795-1826 in the St. Petersburg province in the family of an army officer, a poor landowner. He was educated in the cadet corps in St. Petersburg. Kondraty Fedorovich (1795-1826) - Decembrist poet. All his work is imbued with high ideals, a feeling of love and admiration for the people. Ryleev's life was short, but eventful with various events. In his youth, he participated in the war of liberation with Napoleon, and in 1823 he joined the secret Northern Society.
One of the most active participants in the December uprising. In 1825, he actively participated in the uprising on Senate Square against the Tsar.
The uprising was suppressed. Nicholas 1 regarded Ryleev’s activities as dangerous. On July 13, 1826, Kondraty Fedorovich and 5 other Decembrists were executed.
An important place in Ryleev’s work is occupied by poems called “DUMA”. In Ukrainian folk poetry, DUMA was the name given to folk songs about historical events and folk heroes.
According to the author's plan, the Dumas should give the reader an idea of Russian history and its heroes. The poet's ideas about social duty and the purpose of man were reflected in his thoughts.
Each thought of Ryleev is dedicated to a famous historical hero and is most often called by his name.
Ivan Susanin... Do you know this name? What do you know about this person? (Children answer.)
– Today we will take you back to the beginning of the 17th century. What happened in Rus' during this period of time? (Fight with the Poles)
Rus' then went through difficult times. The Polish invaders ruled Moscow as if they were at home. In 1613, 16-year-old Tsar Mikhail Romanov was elected to the Russian throne. The Poles, fearing that this would disrupt their plans to seize Russia, decide to destroy the Tsar. The young king is hiding in Kostroma. The Russian people could not put up with the arbitrariness of the Polish invaders. It was necessary to unite and rise to the defense of Rus' and the Tsar.
-Who started gathering the militia? (Kuzma Minin)
– Who was elected governor? (Pozharsky)
Minin showed himself in this battle. He, at the head of mounted warriors, crossed the Moscow River and dealt an unexpected blow to the enemy. Then the main militia forces under the command of Pozharsky entered the battle. The Poles wavered and ran. Moscow was liberated.
– In the Duma “Ivan Susanin” Ryleev tells us exactly about the events of the beginning of the 17th century. What an act did Ivan Susanin commit that a thought was written in his honor. Before we start reading, as always, according to tradition, there is a vocabulary warm-up lesson.
4. Vocabulary warm-up(4-5 min.)
– Explain the meaning of the phrases. What dictionary will help us explain the meaning of phrases? (Dictionary of set phrases, dictionary of phraseological units)
– What words are called antonyms? (Words with opposite meanings)
– Which dictionary will help us in case of difficulty? (Dictionary of antonyms)
5. Psychophysical pause(1-2 min.)
6. Working with text(10-15 min.)
- Preparatory work.
– Who read this work at home? Raise your hand.
– What impression did Ryleev’s thought “Ivan Susanin” make on you? (Children share their impressions.)
– Now let’s read the Duma.
- Reading a work by children.
- Determination of emotional and semantic content in the description of nature.
– Where did Susanin lead his enemies? Let's read the description of the forest.
– What feelings did the poet convey in this description? (An alarming state is created, but it is changeable - the sun “will flash brightly”, “will hide”, “will shine dimly”. The tension is also increased by those standing “without moving both the oak and the birch”. The description of the forest conveys a gloomy state: “ever more deafening and the forest becomes wilder,” its branches bent “sullenly to the very ground,” and everything is “dead and dull.” A feeling of hopelessness and inevitable death covers people.)
- Expanding vocabulary. Children work in pairs and read out the meanings of words.
– We came across different words in the text. Explain the meaning of the words “Fatherland” and “just cause.” What will help us? (Dictionary)
- Expressive reading.
–
What is the work full of? (Dialogues) Why do you think?
– Who conducts a dialogue and with whom. How will we read? (Dialogue with your son - gently, lovingly, strictly. With enemies - calmly, confidently.)
– Let’s read the work by role. (Author, enemy, Susanin, son)
7. Lesson summary(3-5 min.)
– What work did we get acquainted with today? (Duma “Ivan Susanin”)
– Can Ivan Susanin be called a Russian hero? Why? (Yes. Risking his life, he led his enemies into the forest to their death and notified the king of the danger.)
– Who is the author of the literary work? What did you find out about him?
– For what purpose was the author of the thought “Ivan Susanin” written?
8. Homework(1 min.)
Page 37, questions No. 1, 5
“Ivan Susanin” is a thought that describes the incredible heroism and self-sacrifice of an ordinary Russian peasant, who, with his valuable life, preserved the existence of not only the future tsar, but also the independence of the Russian people.
Historical basis of the Duma and heroic beginning
The Duma, like all literary historical genres of that period, is based on a real event. It's the beginning of the Time of Troubles, 17th century. The Polish authorities, having learned that a new Russian tsar had been elected at the Zemsky Sobor, hastened to send their army to the Kostroma region, where young Mikhail Romanov was at that time.
The goal of the Poles was to kill the Tsar and place their Tsarevich Vladislav on the Russian throne, and thus turn Russia into a province of Poland. The Polish army needed a guide who could show them the location of the monastery in which Mikhail was hiding and asked a resident of a nearby village, Ivan Susanin, to help.
However, a simple peasant quickly exposed the Poles' intentions and led them into a deep forest. While Ivan Susanin tricked the Poles away from the monastery, his relative was able to warn the tsar of the impending danger.
Naturally, the Polish army, realizing that Ivan had deceived them, immediately killed the peasant. Heroism of Susanin is that he understood the inevitability of his death, and, despite this, he was not afraid to commit a bold act.
Susanin as the personification of the Russian national character
Ryleev's Duma is filled with all-conquering love for his Motherland. The simple peasant, following the example of his fathers, who heroically fought against external expansion, realized the significance of his mission for the entire Russian people.
Despite the difficult life of the peasantry of that period, Ivan Susanin does not defend his interests, but defends his state, which had previously doomed him to a miserable existence.
However, duty to one's Fatherland dulls the sense of injustice and possible revenge. Moreover, Susanin does not even realize that he is committing a heroic act.
He even accepts death with humility, not because he does not have the opportunity to escape, but because he does not see for himself, as a faithful son of his state, any other way out than to lay down his life on the altar of his freedom. So in the final part of the thought, he says that he is not afraid of death, since he dies in the name of the life of his king.
Looking at the main character, we bow our heads before how calmly, without visible anxiety or excitement, he goes to his death. The psychology of Ivan Susanin is the worldview of all peasants of the 17th century: invincible faith in a worthy king, hatred of foreign invaders, as well as a strong and calm love for the homeland.
The famous poet A.S. Pushkin did not perceive thoughts as a genre; he always said that, despite the historical description inherent in them, they are devoid of patriotic content.
However, he recognized “Ivan Susanin” as a work in which every line is filled with national Russian consciousness. The patriotism inherent in the Duma inspired the most brilliant Russian composer M. I. Glinka to create an opera of the same name.
At the end of 1612, young Mikhail Fedorovich Romanov, the last branch of the Rurik dynasty, was hiding in the Kostroma region. At that time, Moscow was occupied by the Poles: these newcomers wanted to establish Tsarevich Vladislav, the son of King Sigismund III, on the Russian throne. One detachment penetrated the Kostroma borders and decided to capture Mikhail. Not far from his refuge, enemies captured Ivan Susanin, a resident of the village of Domnina, and demanded that he secretly lead them to the home of the future crowned prince of Russia. As a faithful son of the fatherland, Susanin wanted to die rather than save his life by betrayal. He led the Poles in the opposite direction and informed Mikhail of the danger: those with him managed to take him away. The irritated Poles killed Ivan Susanin.
Upon the accession of Mikhail Fedorovich to the throne (in 1613), Susanin’s descendants were given a charter for a plot of land near the village of Domnina; it was confirmed by subsequent sovereigns. According to these data, in one thousand eight hundred and twenty-two, Kondraty Fedorovich Ryleev wrote the thought “Ivan Susanin”. The Duma shows the fearlessness of the people and Susanin’s dying confession, an open challenge to the enemy, proud to posterity.
You thought you found a traitor in me:
They are not and will not be on Russian soil!
In it, everyone loves their homeland from infancy
And he will not destroy his soul by betrayal.
He who is Russian at heart is cheerful and courageous
And joyfully dies for a just cause!
As a rule, the images of heroes are determined by one quality that especially stands out. These are the heroes of many thoughts of Kondraty Fedorovich Ryleev. So, for example, Susanin has such a quality as love for his homeland. Duma “Ivan Susanin is one of the most remarkable creations of the poet. Everything here is concrete and largely historical. The action begins with a lively and colorful dialogue between the tired and frozen Polish nobles and the Russian peasant Susanin:
“I have never seen such a damned night,
The falcon's eyes were blinded by the snow...
My zhupan - at least squeeze it out, there’s not a dry thread!”
When he entered, the young Sarmatian grumbled.
“The fault is ours, master! We are wet and frozen! Hurry!
don’t force us to take up sabers!”
The further description of the simple decoration of the village hut, the conversation between Susanin and his son, and the concise description of the dawn are quite realistic. The morning landscape painted by Ryleev, in its simplicity and concreteness, is one of the most remarkable in Russian poetry of the 20s.
Susanin leads them...
The morning has come
And the sun shone through the branches in the forest:
Sometimes it disappears quickly, sometimes it flashes brightly,
It will light up dimly, then disappear again.
The oak and birch trees stand and do not move;
Only the snow underfoot creaks from the frost,
Only temporarily the raven flutters and makes a noise,
And the woodpecker is hollowing out a hollow willow.
The Sarmatians walk one after another in silence;
Farther and farther away their gray-haired counselor.
The sun is already shining high from the sky:
The forest is becoming wilder and wilder!
There are no dazzling lightning, no continuously thundering thunder, or other attributes of landscape props in this “Duma”. Ryleev, undoubtedly, is helped in his narration by the leisurely and smooth meter he chose, which is not found anywhere else in his tetrameter amphibrach.
Ryleev achieved his greatest success here in creating a central image, that is, in that area that had always been the most difficult for him. The image of Susanin still amazes with the simplicity of its heroism. His words before his death are sincere and devoid of external effects:
I am not afraid of execution or death:
Without flinching, I will die for the Tsar and for Rus'!
This speech vividly conveys the psychology of a simple Russian peasant of the 17th century. with his faith in the “good king”, with his hatred of the invaders, with his calm, deep and firm love for his land.
It is significant that Pushkin, who argued that in the “Dumas” there is “nothing national, Russian... nothing except names,” stipulated: “I exclude “Ivan Susanin,” the first Duma, according to which I began to suspect true talent in you.” This “Duma” fell in love with M.I. Glinka and inspired him to create the most brilliant Russian opera “Ivan Susanin”.
