Comments on the story in bad company Korolenko. Summary of a lesson in literature on the topic "Analysis of an episode from the story B

The Russian writer Vladimir Korolenko was distinguished by his courage in judgment and his objective view of society. Criticism of social inequality and other ills of society often led the writer to exile. However, the repressions did not stifle the clearly expressed opinion of the author in his works.

On the contrary, while experiencing personal adversity, the writer became more decisive and his voice sounded more convincing. So, while in exile, Korolenko writes the tragic story “In a Bad Society.”

Theme of the story: a story about the life of a little boy who finds himself in a “bad society.” For the main character from a wealthy family, his new acquaintances, children from the slums, were considered bad company. Thus, the author raises the topic of social inequality in society. The main character is not yet spoiled by the prejudices of society and does not understand why his new friends are a bad society.

The idea of the story: to show the tragedy of the division of society into lower and upper classes.

The main character of the story is a boy named , who is not yet 10 years old. He is brought up in a wealthy family. The hero's father is a respected judge in the city. Everyone knows him as a fair and incorruptible citizen. After his wife died, he abandoned raising his son. The drama in the family greatly influenced Vasya. No longer feeling his father's attention, the boy began to walk more on the street and there he met beggar children - Valk and Marusya. They lived in the slums and were raised by their foster father.

According to society, these children were bad company for Vasya. But the hero himself sincerely became attached to his new friends and wanted to help them. In reality, it was difficult, so the boy often cries at home from helplessness.

The lives of his friends were very different from his own life. When Valek steals a bun for his hungry sister, Vasya initially condemns his friend’s action, because it is theft. But then he sincerely feels sorry for them, because he realizes that poor children are forced to do this just to survive.

Having met Marusya, Vasya enters a world full of injustice and pain. The hero suddenly realizes that society is not homogeneous, that there are people of different kinds. But he does not accept this, and naively believes that he can help his friends. Vasya cannot change their lives, but he tries to give at least a little joy. For example, he takes one of his sister's dolls and gives it to the sick person. For the sister this doll meant little, but for the poor girl it became a treasure. The main character, for the sake of his friends, decides to do things that he was previously afraid to even think about.

The theme of the story is extremely complex and relevant at all times since the beginning of civilization. Many sociologists have tried to study the problem of social inequality and the degree to which status influences a person. Vladimir Korolenko showed this topic through children's perception. Yes, the story is utopian in many ways, since it is difficult to imagine a child who talks philosophically about an adult problem in society. And yet, the story is recommended for study in school, so that children think about important things. After all, at a young age, a general picture of the world is formed, which is why it is so important that it is not distorted.

Reading the works of Vladimir Korolenok, readers think about the problems of society. In the story “In Bad Society” there are few joyful lines, more pain, which should evoke sympathy among people.

Schoolchildren already have to write an essay based on Korolenko’s story “In a Bad Society” in the fifth grade. This work reveals themes of friendship, mutual respect, and betrayal. It makes us think about many important values in our lives.

“Bad Society” by Viktor Galaktionovich Korolenko is a very deep story in its content. The main character is a boy named Vasya. He was left without a mother early. They and their younger sister are raised by their father. But it’s not easy for the guys - dad is still having a hard time with his mother’s death. Only the youngest Sonya gets attention; she is very similar to her mother, so her father sat her on his lap and hugged her for a long time. Vasya was deprived of his father’s affection, and therefore was often left to his own devices.

One day, while walking, a boy and his friends came across an abandoned crypt near an old chapel. Out of curiosity, they decided to see who lived there. An essay based on Korolenko’s story “In Bad Society” should include an analysis of this episode.

This dungeon was inhabited by poor people. Vasya saw a boy with whom he almost got into a fight. His friends abandoned him long ago, running away out of fear. But the guys were able to find a common language and became friends.

It turned out that the new comrade’s name is Valek. And he, like Vasya, has a younger sister. But she is very sick, and the conditions of her miserable life do not allow her to get better. Their father is Tyburtsy Drab, the leader of the “bad” society. No one knows about his past, but it can be assumed that he used to be a fairly successful person, as he is very educated.

Everyone is afraid of Tyburtsiy, they even call him a sorcerer. He forbids the children to communicate, but still they do not stop being friends.

Little Marusya becomes even more ill. Vasya brings her Sonya’s doll. The girl dies, but before her death she is glad that she has such a beautiful toy.

Tyburtsy goes to Vasya’s father and thanks him for his son. After this, Vasya and dad find a good relationship. In an essay based on Korolenko’s story “In a Bad Society,” it is necessary to include quotations in order to more fully convey the meaning of the work.

Main character

How did we see Vasya? A very brave, kind, sympathetic boy. He was not afraid of the poverty of his new friends and continued to communicate with them. Due to his age, he did not even think about Valk’s social status. He was very surprised when he heard from the lips of his new comrade that they were beggars.

After all, Vasya’s father is a respected man, a judge. The boy did not know what it was like to look for food. A nanny looked after him carefully, and dinner was always ready on the table. But this circumstance did not stop the main character: he began to carry apples to Valka and Marusya. He does not undertake to judge his new friend for theft, because he commits a crime for the sake of his sister, getting her food.

The episode with the doll given to Marusya is one of the most powerful in the story written by V. G. Korolenko. “Bad” society does not frighten a child; he makes friends sincerely, truly, despite the poverty of his new friends.

Valek and Marusya

You can sympathize with these guys: they lived in a crypt, getting food by stealing. They didn’t see their mother’s affection, and their father was strict with them. But at the same time, the children tell Vasya that he is good and loves them very much.

Valk is nine years old, he is so thin that he looks like a reed. But at the same time, the child behaves like an adult, since a difficult life has taught him independence. In addition, the responsibility for his little sister Marusya fell on his children's shoulders.

The author does not indicate what this girl’s illness is. He only says that the stone is drawing all the strength out of her. Marusya is only four years old, but she has no chance of recovery, since her father does not have money, medicine or other opportunities to cure the child. In an essay based on Korolenko’s story “In a Bad Society,” you must definitely include a description of the home of these guys. This will help reveal the characters' characters more deeply.

The girl, who has seen so little in her tiny life, dies. But before her death, a gift awaited her: Vasya, seeing how much Marusya was suffering, took a beautiful doll from his sister and gave it to the girl. She had never seen such interesting toys, and therefore was very happy about the gift. But nevertheless, the disease took over, and Marusya dies.

Key points of the work

In fifth grade, children will read the story “In Bad Society” by Korolenko. The outline of the work will help the student write a decent essay.

Interest in the ruins.
Vasya and his relationship with his dad.
A chance acquaintance with a boy.
A friendship began.
Gray stone.
Vasya's appearance in the dungeon.
Acquaintance of Tyburtsy with Vasya.
An unexpected gift.
Death of Marusya.
Conversation between Tyburtsy and the judge.
Reconciliation between Vasya and his father.

These are the main points of the work “In Bad Society” by Korolenko. The plan may contain more points.

Conclusion

The story will touch the souls of not only fifth-grade students, but also those adults who read it. The true friendship of guys from different walks of life will not leave anyone indifferent. Thanks to his new friends, Vasya changed his attitude towards his own father, and also discovered the most positive character traits in himself. For example, responsiveness and kindness.

The story teaches understanding, love, kindness. The theme of loneliness is revealed very well in it. Every child realizes how important it is to have a home, loving parents and true friends.

Analysis of the chapter “Doll”. Lesson of kindness and mercy

Target:

create conditions for the perception of the chapter of the story “The Doll” by V. G. Korolenko “In a Bad Society”, understanding the changes that occur in the consciousness of the main character under the influence of life circumstances;

contribute to understanding the concepts of “humanism”, “mercy”

teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children; improve the skill of expressive reading, the ability to express one’s thoughts orally and in writing;
develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;

3.develop the ability to empathize; improve communication culture.

Equipment:

textbook ed. V.Ya. Korovina;

handouts (crosswords), cards
projector

A lesson in the integrated application of knowledge and methods of activity.

Problematic text analysis.

Organizational stage

2 min

Logical UUD:

independently creating ways to solve problems

creative and exploratory nature, updating knowledge

Regulatory control systems: goal setting, control

Cognitive UUD: information search

Communication UUD:

Cognitive UUD:

universal UUD

summing up a concept, deriving consequences

10 min

Personal UUD : moral and ethical orientation

Cognitive UUD

(Logical universal actions):

analysis of objects in order to identify features (essential,

unimportant);

selection of bases and criteria for comparison

Logical UUD: analysis, synthesis, building cause-and-effect relationships

Communicative UUD:

expressing thoughts, listening to your interlocutor, working in a team

7 min

Personal UUD:

Moral and ethical orientation, assessment

digestible content (based on social and

personal values), providing personal

moral choice.

10 min

Regulatory UUD: goal setting

Logical universal actions:

selection of bases and criteria for comparison, seriation,

Cognitive UUD:

search and selection of information, structuring knowledge, semantic reading

Communicative UUD:

expressing thoughts, listening to your interlocutor, working in a team

Communicative UUD:

expressing thoughts

L personal UUD: moral and ethical orientation

5 min

Regulatory UUD

Grade (highlighting and awareness by students of what has already been learned and

what else needs to be learned, awareness of the quality and level of learning)

Cognitive UUD

The action of posing and solving problems

Analysis of the chapter “Doll”. A lesson in kindness and mercy.

…it’s better to have a piece of a human heart in your chest instead of a cold stone.

V. Korolenko

1.Teacher's word

Indirect motivation (“Look at your desk – is everything ready for the lesson?”).

Please smile at each other.

2.Checking homework.

Solve the crossword puzzle based on the content of the story in pairs. Having solved it, you will read vertically the key word encrypted in it, which is the topic of the lesson and which clearly characterizes Vasya’s attitude towards rejected children.

Students read the keyword humanism.

So did you solve the crossword puzzle?

Guys, what do you think we will talk about today? (about humanism in the story)

Let's look up the definition of the word "humanism" in the dictionary.

Humanism - humanity, humanity, love for humanity, respect for human dignity.

Goal setting.

- What does it mean to love a person?

And the question should be answered on the basis of what?

Choose synonyms for this word (slide)

Sympathy.

Compassion.

Kindness.

What words did these words originally come from?

(find a word pair:

feel - sympathize,

suffer - sympathize)

How do you understand the meaning of the word

" suffer"? (to experience pain)

Which of the characters in Korolenko’s story suffers?

(Marusya, Vlek, Tyburtsy)

Write your answer in your notebook in a complete sentence.

What is the difference between words in a word-formation chain? What does the prefix co- mean?

(together)

Which of the heroes of the story has compassion and to whom? (Vasya)

Why did you decide this? What episodes shows this from?

Write it down in your notebook.

Another synonym for kindness

Slide

A kind person takes someone else's illness to heart.

A kind word reaches the heart.

Pity comes with tears, and kindness comes with calluses.

Everyone is busy - he wants good for himself

Choose a proverb about goodness that fits the theme of our story and write it in your notebook (on your own)

Check with explanation

Guys, there is another synonym: mercy

Read the definition that Tolstoy gave to this word? Do you agree with him?

Sweet heart

Charity consists not so much in material benefits as in spiritual support. Spiritual support consists, first of all, in non-judgment of one's neighbor and respect for his human dignity.

L.N. Tolstoy

What do the concepts have in common? (they are united by the fact that these are human feelings based on love for a person)

Physical education minute.

The class raises its hands - this is “ONE”.

The head turned - it was “TWO”.

Hands down, look forward - this is “THREE”.

Arms to the sides wider - turned to “FOUR”.

Pressing them to your shoulders with force is “FIVE.”

All the guys sit down quietly - this is “SIX”.

3. Updating knowledge (work in pairs)

Comparative characteristics of heroines.

Let's remember our two heroines: Marusya and Sonya.

Marusya

Sonya

What does Marusya look like? And Sonya? Highlight your keywords.

In order to better understand our heroines, let's turn to the next chapter.

4. Analysis of the chapter “Doll”

I brought my daughter's favorite toy. Why?

What is the doll a symbol of? (message from Ksenia Safronova)

What new do we learn about the girls from the chapter “Doll”?

(Marusya felt worse again. She looked at all our tricks in order to keep her busy with indifference with her large, darkened and motionless eyes, and we had not heard her laugh for a long time. I began to carry my toys into the dungeon, but they only entertained the girl for a short time.)

Read the passage.

How did Sonya’s position differ from Marusya’s?

What toys could surround Sonya?

Sonya had a large doll, with a brightly painted face and luxurious flaxen hair, a gift from her late mother. I had great hopes for this doll, and therefore, calling my sister to a side alley in the garden, I asked her to give it to me for a while. I asked her so convincingly about this, so vividly described to her the poor sick girl who never had her own toys, that Sonya, who at first only hugged the doll to herself, gave it to me and promised to play with other toys for two or three days. without mentioning anything about the doll.

Why didn't Marusya have toys?

Highlight key words-epithets in the doll description.

What impression did the doll make on Marusya? How did she play with the doll?

The effect of this elegant earthenware young lady on our patient exceeded all my expectations. Marusya, who had faded like a flower in autumn, seemed to suddenly come to life again. She hugged me so tightly, laughed so loudly, talking with her new friend... The little doll performed almost a miracle: Marusya, who had not left her bed for a long time, began to walk, leading her blond daughter behind her, and at times she even ran, as before slapping the floor with weak legs.

How did Vasya pay for his actions?

Why, despite the troubles that Vasya nevertheless foresaw, did he bring Marusya’s doll? Any similarities with Sonya?

(he had compassion for Marusya, felt sorry for her)

Compare your observations with the words of the epigraph: “... it is better to have a piece of a human heart in your chest instead of a cold stone.” (V. G. Korolenko.)

5. Drawing up a table.

In the last lesson we filled out a table about the “gray stone”. What is the opposite of gray stone? What concepts are associated with the concept of “human heart”. Fill out the second column of the table. Slide

Conclusion . If all people lived according to the laws of the human heart, and acted as their conscience tells them, then there would be no “gray stones” “sucking the life” out of people living in slums.

6. Reflection.

So what does it mean to love a person? (sacrifice something for him, sympathize, sympathize)(to feel sorry for a person, to help him in difficult circumstances, to support, to sympathize)

Guys, I asked you to bring you your favorite toys. Show them to me.

Look: our Sonya has a lot of toys, but Marusya doesn’t have them. Who can give Marusa their favorite toy?

7.Evaluation

Each student is asked to fill out a card and mark themselves.

2.Were you active in class?

3.What new did you learn in the lesson?

9.Homework.

1st option - retell the chapter “Doll” from the perspective of any hero: Marusya, Sonya, Vasya

2 var. – miniature essay “Which of the heroes do I sympathize with”

3 options - draw an illustration

Write down the topic and epigraph in your notebook.

Work in pairs

Working with a dictionary

Write down the keyword and synonyms for it in a notebook.

Write down the answer to the question

Choose a proverb

Key words in the description of the appearance of two girls are written down in a notebook

analyze a fragment of text and write down epithets in a notebook

Answer questions, work with text

Fill out the table

From Slavic mythology

So the Slavs had a “Grace” doll

The Slavs made the doll and gave it as a gift with the words: “Don’t be sad, don’t be discouraged, don’t give up.” Doll for the blues; wishes for prosperity, well-being, satiety and healthy children -. This doll is made for well-being and people ask it for as many benefits as they need. “The Giver of Good” never gives up on doing good deeds; she helps us understand what is good for us and see it for ourselves in a changing world.

In Japan, they celebrate Girls' Day, or the Doll Festival (Hina Matsuri). In houses where there are girls, exhibitions of richly dressed dolls are organized, they are decorated with peach flowers.

It is believed that the holiday of dolls arose from an ancient custom, when on this day people cut out figures from paper, wrote their age on them and drowned them in a river or stream. It was believed that in this way a person could free himself from everything bad that had accumulated in him over the year. In ancient times, a shaman performed a ritual of transferring evil and misfortune from a child to a doll, which was then thrown into the nearest river, while they prayed that the dolls would accept all the troubles that could befall the girls. Now this custom is a thing of the past, and the festival of dolls has become one of the most beautiful holidays of the year.

1. The feeling that Vasya experiences when looking at Marusya. (Sadness.)

2. Position of Vasya’s father. (Judge.)

3. The most beautiful building in Knyazh-gorodok. (Jail.)

4.What brightened up the last days of dying Marusya? (Doll.)

5. The place where Vasya met Valek and Marusya. (Chapel.)

6. The feeling that Vasya experiences in his home. (Loneliness.)

7. The place where Valek and Marusya lived. (Dungeon.)

8.The tree that grew in front of the entrance to the dungeon. (Bird cherry.)

1. The feeling that Vasya experiences when looking at Marusya. (Sadness.)

2. Position of Vasya’s father. (Judge.)

3. The most beautiful building in Knyazh-gorodok. (Jail.)

4.What brightened up the last days of dying Marusya? (Doll.)

5. The place where Vasya met Valek and Marusya. (Chapel.)

6. The feeling that Vasya experiences in his home. (Loneliness.)

7. The place where Valek and Marusya lived. (Dungeon.)

8.The tree that grew in front of the entrance to the dungeon. (Bird cherry.)

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

Tasks for "3":
1. Name the heroes of the story “Children of the Dungeon.”
2. What do others think about Vasya, and what is he really like?
3. How did Vasya meet his future friends?
4. Why did Valek and Marusya rejoice at every visit of Vasya?
Why did the children's friendship grow and become stronger?
5. Who is Tyburtsy Drab? What impression did you have of him?
Tasks for "4":
1. What detail in Valek’s portrait particularly attracted Vasya?
2. Highlight a description of Marusya’s appearance in chapters 4-5. What epithets, evaluative words, comparisons does the author use in them?
3. What does Vasya experience when he learns that his new friends are beggars and thieves?
4. How does the story with the doll characterize Vasya?
5..Why can’t Valek and Marusya be called “bad company” for Vasya?
6. What changes occurred in Vasya’s mind under the influence of meeting new friends?
Tasks for "5":
1. Why did Vasya, watching Marusya, involuntarily begin to compare her with his sister Sonya?
2. What impression did the dungeon environment make on Vasya?
3. Why didn’t Vasya understand the meaning of Valek’s mysterious words: “The gray stone sucked the life out of her?”
How do you understand the words about the “gray stones” that “sucked the life” out of Marusya? Write down the words that you associate with this concept?
4. What moral lessons does Vasya receive? Write down the words that you associate with the concept of “human heart.” Compare your observations with the words of the epigraph.
5. How do you understand the words of Mr. Tyburtsy: “It’s good that your road ran through ours”? Prove with text that Vasya’s life has changed.

Marusya

It was a pale, tiny creature, reminiscent of a flower that grew without the rays of the sun. Despite her four years, she still walked poorly, walking unsteadily with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on the thin neck, like the head of a field bell; her eyes sometimes looked so unchildishly sad, and her smile reminded me so much of my mother in recent days, when she used to sit opposite the open window and the wind moved her blond hair, that I myself felt sad, and tears came to my eyes.

Sonya

...my Sonya was as round as a donut and as elastic as a ball. She ran so briskly when she got excited, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids.

What does Marusya look like? And Sonya? Highlight your keywords.

What are the differences in the characteristics of the two girls?

Highlight the key epithet in the image of Marusya?

Why was Marusya sad?

Who else was sad? Why do you think?

Marusya

Sonya

What does Marusya look like? And Sonya? Highlight your keywords.

What are the differences in the characteristics of the two girls?

Highlight the key epithet in the image of Marusya?

Why was Marusya sad?

Who else was sad? Why do you think?

Sonya

"In bad company." Lessons based on the story by V. Korolenko

I'M GOING TO CLASS

Olga ERYOMINA

5th grade

Lessons based on the story “In Bad Society” by V. Korolenko

Lesson 1. V.G. Korolenko: the writer’s childhood, the beginning of literary activity. "In Bad Society"

I. Program edited by V.Ya. Korovina turns to the work of V.G. Korolenko only once: in the 5th grade. With this in mind, we invite the teacher to talk in detail, but at a level accessible to fifth graders, about this wonderful writer and person.

Teacher's word.(Article materials used: Guskov S.N..: Russian writers. XX century // Biobibliographical dictionary. M.: Education, 1998. Part I. pp. 665–670.)

In our lives we meet many people who act “like everyone else,” “as is customary.” There are other people - there are very few of them, and meetings with them are precious - meetings with people who act as the voice of their conscience tells them, never deviating from their moral principles. From the example of the lives of such people, we learn how to live. Such an amazing person, the “moral genius” of Russian literature, was Vladimir Galaktionovich Korolenko.

Korolenko was born in 1853 in Zhitomir. His father, a district judge, was known for his crystal honesty. Mother was very impressionable and religious. Korolenko knew Russian, Polish and Ukrainian languages, visited Orthodox and Catholic churches. His father died when Vladimir was only thirteen years old, and the family was left without a livelihood. Soon the family moved to the city of Rivne, where Korolenko began studying at a real gymnasium (there was no other gymnasium in Rivne).

In those days in the Russian Empire there were two types of gymnasiums: real and classical. In the classical gymnasium they studied ancient languages - ancient Greek and Latin - and to enter the university it was necessary to pass exams in these languages. After a real gymnasium, it was impossible to enter a university: a graduate could only count on receiving a “real” education: engineering, agricultural.

Korolenko graduated from high school with a silver medal and came to St. Petersburg to study. Material difficulties prevented this: I had to earn money through odd jobs. Korolenko colored botanical atlases, read proofs and translated. In 1874, Korolenko moved to Moscow, which was not the capital at that time, and entered the forestry department of the Petrovsky Academy (now the Agricultural Academy named after K.A. Timiryazev).

Strict police procedures were established at the academy: after the Paris Commune of 1871, workers and socialist parties arose all over the world, the First International - the International Workers' Association - operated, and the tsarist government was afraid that communist ideas from Western Europe would penetrate into Russia. Special people reported on everything that was happening at the academy, whose students traditionally went on internships abroad.

The students were dissatisfied with the police procedures at the academy. Korolenko attended meetings of revolutionary-minded youth in Moscow. In 1876, he submitted a collective petition on behalf of seventy-nine students to abolish police regulations at the academy and was sent into exile in the Vologda province for a year. A year later, Korolenko became a student again and was expelled again. Then Korolenko began working as a proofreader in a newspaper, where the first note of the future writer was published.

The tsarist government considered Korolenko a “dangerous agitator and revolutionary,” and in 1879 Korolenko was arrested on false suspicion and deported to the Vyatka province. There he made friends with the peasants and six months later he was expelled to a new place - “for getting closer to the peasant population and for having generally harmful influence.”

Korolenko wrote his first serious work - the essay “Wonderful” - on the way to another exile in the Vyshnevolotsk political prison.

In 1881, Emperor Alexander II was assassinated. All residents of Russia were required to take an oath of allegiance to the new Emperor Alexander III. It was a formal procedure, but Korolenko was a man who could not go against his conscience in anything, and refused to swear allegiance to the new emperor. He wrote: “I have personally experienced and seen so much untruth from the existing system that I cannot give a promise of allegiance to the autocracy.” For this he was sent to the most difficult and lengthy exile - to Yakutia, to the settlement of Amga. It was there, in distant Yakutia, that Korolenko became a real writer, and it was there that he created the story “In a Bad Society.”

Returning to Central Russia, Korolenko quickly became a famous writer, collaborated with many magazines and newspapers, then himself became a co-publisher of the magazine “Russian Wealth”. Until the end of his life, Korolenko remained a defender of justice, always speaking in his works on the side of those who are unhappy. This fidelity to the truth and the voice of his conscience was the uniqueness of Korolenko’s personality, whose perseverance and courage surprised his contemporaries and can serve as an example for you and me.

II. "In bad company." We will strive to ensure that the text of the story is heard as often as possible in class. In the 5th grade, when children’s range of reading interests is just forming, the perception of a work and interest in the work of its creator depend on how emotional and personally motivated the first acquaintance with the work was. We believe that familiarity with most of the works included in the curriculum in the 5th grade should begin in class with an emotional upsurge. Good reading by a teacher will captivate children and encourage them to further actively read software and other works.

Reading the first three chapters of the work takes (depending on the pace of reading) 25–30 minutes. With the help of intonation, the teacher will be able to convey Vasya’s rejection of the scene of the expulsion of unwanted people from the castle, the complexity of Vasya’s relationship with his father. The scene of Vasya’s first acquaintance with Valek and Marusya in the chapel, which is the beginning of the work, will interest children and encourage them to read the story to the end at home.

Lesson 2. Plot and composition of the story “In Bad Society”

I. Starting the lesson, we will ask the children about their impressions of the story. After listening to the children's statements, we ask:

Do you think the work we read is a story or a story? Why?

Let's read the definition of the story (p. 42 of the textbook) and write it down in our notebook.

A story is one of the types of epic work.

The story is a small form: one storyline, one main character.

The story is a medium form: two or three plot lines, two or three main characters.

A novel is a large form: several plot lines, a large number of heroes.

Why can we call “In Bad Society” a story? How many main characters are there in this work? Name them.

What is a plot?

Let's remember that plot- this is a series of events that form the basis of the work.

How do you understand what a “storyline” is?

Storyline- a series of events happening to one hero.

How many storylines can be identified in Korolenko’s work?

The answer to this question will be quite difficult for children. Let's highlight Vasya's life line(let’s note the problem of Vasya’s relationship with his father) and life line of the Tyburtsia family. The intersection of these lines leads to changes in Vasya’s life and in the life of this family.

For further work, we will need a good knowledge of the content of the story, so we propose to draw up a complex outline of the story, highlighting the boundaries of the episodes. During the work, the teacher will comment on places that are incomprehensible to the students and find out what problems turned out to be relevant for the children.

II. An image of a gray, sleepy city. Vasya's relationship with his father.

Conversation

On whose behalf is the story being told?

Vasya is the son of a judge. A judge is perhaps the only representative of the law in a small town, a “shtetl,” located in the southwest of the Russian Empire.

“Sleepy, moldy ponds”, “gray fences”, “blind-sighted huts sunk into the ground” - all this creates the image of a town living a small life in which there are no bright feelings and events.

What prompted old Janusz to drive some of the residents out of the castle? Who disliked them?

“But Janusz and the old witches, screaming and cursing, drove them from everywhere, threatening them with pokers and sticks, and a silent watchman stood aside, also with a heavy club in his hands.” The guard is a policeman, which means that the expulsion was carried out with the knowledge and under the auspices of the police.

How was Vasya’s relationship with his father?

Let us be careful when discussing this issue: many students do not have well-being in their families, and we need to be attentive to the feelings of children so as not to traumatize them. Let us pay attention to Vasya’s desire to get closer to his father, to his father’s deep grief after the death of his beloved wife.

Vasya's mother died when he was six years old. From that time on, the boy felt constant loneliness. The father loved his mother too much when she was alive and did not notice the boy because of his happiness. After the death of his wife, the man's grief was so deep that he withdrew into himself. Vasya felt grief that his mother died; the horror of loneliness deepened, because the father turned away from his son “with annoyance and pain.” Everyone considered Vasya a tramp and a worthless boy, and his father also got used to this idea.

Why did the boy start wandering?

The hero “did not find greetings and affection” at home, but not only this forced him to leave the house in the morning: a thirst for knowledge, communication, and goodness lived in him. He could not come to terms with the musty life of the town: “It seemed to me that somewhere out there, in this big and unknown world, behind the old garden fence, I would find something; it seemed like I had to do something and could do something, but I just didn’t know what.”

III. Characteristics of the hero.

At the end of the lesson, the teacher will divide the class into several groups and explain how to do their homework: write a story about a hero.

What does the hero look like?

What family is he from? From what society?

What actions does he perform?

What qualities of the hero are manifested in these actions?

Homework. Make up stories about Vasya; about Valek; about Marus (compare with Sonya); about Tyburtsia.

Lesson 3. Life of children from prosperous and disadvantaged families. Vasya, Valek, Marusya, Tyburtsy. Vasya's path to truth and goodness

During the lesson we talk about the main characters of the story, listen to students’ stories prepared at home about the heroes of the story: Vasya, Valek, Marus, Tyburtsia. We ask students to support their statements with quotes and retell the relevant episodes of the story. After one person speaks, others who have prepared the same topic complement his answer. We draw conclusions and briefly write them down on the board and in notebooks. We look at the illustrations and determine which episodes the artist depicted.

Why is the story called “In Bad Society”? Who in the story says this expression?

The story is called "In Bad Society" because it tells the story of a judge's son who befriends beggar children. It is not the boy himself who calls Pan Tyburtsiy’s company “bad society,” but old Janusz, who was once one of the minor count employees.

The story is told on behalf of Vasya, so there is no direct description of Vasya in the story. Vasya was a brave boy, honest, kind, he knew how to keep his word. The year this story happened, he was seven or eight years old.

Valek was about nine years old. He was larger than Vasya, “thin and thin, like a reed. He was dressed in a dirty shirt, his hands were in the pockets of his tight and short pants. Dark curly hair fluttered over black, thoughtful eyes.” Valek behaved respectably and inspired Vasya’s respect “with his manners of an adult.”

Marusya, Valek's sister, was a thin little girl of four years old. “It was a pale, tiny creature, reminiscent of a flower that grew without the rays of the sun,” writes Korolenko in the chapter “The Acquaintance Continues.” - Despite her four years, she still walked poorly, walking unsteadily with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on a thin neck, like the head of a field bell...”

Vasya compared Marusya with his sister Sonya, who was also four years old: “...my Sonya was round, like a donut, and elastic, like a ball. She ran so briskly when she got excited, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids.” Sonya grew up in prosperity and was looked after by a maid. Marusya grew up in poverty and was often hungry. Brother Valek looked after her.

What did Vasya’s friendship with Valek and Marusya bring?

After meeting Valek and Marusya, Vasya felt joy from a new friendship. He liked to talk with Valek and bring gifts to Marusa. But at night his heart sank with pain of regret when the boy thought about the gray stone that was sucking the life out of Marusya.

Vasya fell in love with Valek and Marusya, missed them when he could not come to their mountain. Not seeing his friends became a great deprivation for him.

What bitter discovery did Vasya make when he became friends with Valek?

When Valek told Vasya directly that they were beggars and had to steal in order not to die of hunger, Vasya went home and cried bitterly from a feeling of deep grief. His love for his friends did not decrease, but it was mixed with “a sharp stream of regret that reached the point of heartache.”

How did Vasya meet Tyburtsy?

At first Vasya was afraid of Tyburtsiy, but after promising not to tell anyone about what he saw, Vasya saw a new person in Tyburtsiy: “He gave orders like the owner and head of the family, returning from work and giving orders to the household.” Vasya felt like a member of a poor but friendly family and stopped being afraid of Tyburtsy.

How and when did Vasya’s opinion change from his father?

Let's read with the students the conversation between Valek and Vasya (chapter four), Tyburtsy's statement about the judge (chapter seven).

The boy believed that his father did not love him and considered him bad. The words of Valek and Tyburtsy that the judge is the best person in the city made Vasya look at his father in a new way.

How did Vasya’s character change during his friendship with Valek and Marusya?

Vasya’s character and his attitude to life changed a lot after meeting Valek and Marusya. Vasya learned to be patient. When Marusya could not run and play, Vasya patiently sat next to her and brought flowers. The boy's character showed compassion and the ability to soften the pain of others. He felt the depth of social differences and realized that people do not always do bad things (like stealing) because they want to. Vasya saw the complexity of life and began to think about the concepts of justice, fidelity and human love.

Tyburtsy Drab was an unusual person in the small town of Knyazhye-Veno. No one knew where he came to the town from. In the first chapter, the author describes in detail “the appearance of Pan Tyburtsy”: “He was tall, his large facial features were roughly expressive. Short, slightly reddish hair stuck out apart; the low forehead, the lower jaw somewhat protruding forward and the strong mobility of the face resembled something like a monkey; but the eyes, sparkling from under the overhanging eyebrows, looked persistently and gloomily, and in them, along with slyness, sharp insight, energy and intelligence shone.” The boy felt a constant deep sadness in the soul of this man.

Tyburtsy told Vasya that once upon a time he had “some kind of clash with the law... that is, you know, an unexpected quarrel... oh, boy, it was a very big quarrel!” We can conclude that Tyburtsy unintentionally violated the law, and now he and his children (his wife, apparently died) found themselves outside the law, without documents, without the right of residence and without means of subsistence. He feels like “an old toothless beast in his last den”, he does not have the opportunity and means to start a new life, although it is clear that he is an educated man and he does not like such a life.

Tyburcy and his children find shelter in an old castle on the island, but Janusz, a former servant of the count, together with other servants and descendants of servants, drives strangers out of their “family nest.” The exiles settle in the dungeons of the old chapel in the cemetery. To feed themselves, they engage in petty theft in the city.

Despite the fact that he has to steal, Tyburtsy acutely feels injustice. He respects Father Vasya, who does not make a difference between the poor and the rich and does not sell his conscience for money. Tyburtsy respects the friendship that began between Vasya, Valek and Marusya, and at a critical moment he comes to Vasya’s aid. He finds the right words to convince the judge of the purity of Vasya’s intentions. With the help of this man, the father looks at his son in a new way and begins to understand him.

Tyburtsy understands that the judge, as a representative of the law, will have to arrest him when he finds out where he is hiding. In order not to put the judge in a false position, Tyburtsy and Valek disappear from the town after Marusya’s death.

Korolenko’s story “In Bad Society” was illustrated by the artist G. Fitingof. Let's look at his illustrations with the children. Did the artist manage to convey the special atmosphere of the events of the story?

Homework. Complete task 12 in writing (p. 42): explain the listed words and expressions using the selection of synonyms and interpretation of the meaning.

Individual task. Prepare an expressive reading of the chapters “Doll” and “Conclusion”.

Lesson 4. Chapter “Doll” is the culmination of the story. Simplicity and expressiveness of the story's language. Preparing for an essay (Speech development lesson)

I. Chapter “Doll” is the culmination of the story.

The chapters “Doll” and “Conclusion” must be read aloud in class. Before we start reading, let's find out:

What role does old Janusz play in the development of the plot?

What did Janusz say to Vasya’s father when they met in the garden? Why did the father send Janusz away?

When Vasya was carrying the doll to Marusya, old Janusz saw him. What consequences did this meeting entail?

The chapter is read by a teacher or a previously prepared student.

Conversation

How does Vasya appear to us in the episode with the doll?

In the episode with the doll, Vasya appeared before us as a person full of kindness and compassion. He sacrificed his peace and well-being, brought upon himself suspicion so that his little friend could enjoy the toy - for the first and last time in her life. Tyburtsy saw this boy’s kindness and himself came to the judge’s house at the moment when Vasya was feeling especially bad. He could not betray his comrades, and Tyburtsy, as a perceptive man, felt this. Vasya sacrificed his peace for the sake of Marusya, and Tyburtsy also sacrificed his secretive life on the mountain, although he understood that Vasya’s father was a judge: “He has eyes and a heart only as long as the law sleeps on its shelves...”

How do you understand the words of Tyburtsy addressed to Vasya: “Maybe it’s good that your road ran through ours”?

If a child from a wealthy family learns from childhood that not everyone lives well, that there is poverty and grief, then he will learn to sympathize with these people and feel sorry for them.

What do you think Tyburtsy said to Vasya’s father? How has the father's attitude towards his son changed?

Students will make assumptions about Tyburtsy’s conversation with the judge. Let's compare the phrases:

“He quickly came up to me and put a heavy hand on my shoulder”;

“Let the boy go,” Tiburtsy repeated, and his wide palm lovingly stroked my bowed head”;

“I again felt someone’s hand on my head and shuddered. It was my father’s hand, gently stroking my hair.”

With the help of Tyburtsy’s selfless act, the judge saw not the image of the tramp-son to which he was accustomed, but the true soul of his child:

“I looked up questioningly at my father. Now another person stood in front of me, but in this particular person I found something familiar that I had searched in vain for in him before. He looked at me with his usual thoughtful gaze, but now in this gaze there was a hint of surprise and, as it were, a question. It seemed as if the storm that had just swept over both of us had dissipated the heavy fog hanging over my father’s soul. And my father only now began to recognize in me the familiar features of his own son.”

Why did Vasya and Sonya come to Marusya’s grave?

Vasya and Sonya came to Marusya’s grave, because for them the image of Marusya became a symbol of love and human suffering. Maybe they made a vow to always remember little Marusa, about human grief and help this grief wherever it occurs, through their deeds to change the world for the better.

II. Simplicity and expressiveness of the story's language.

The students say that the story is written in simple language, mostly as if the boy was actually talking about what he saw. But behind this narration on behalf of Vasya we hear the voice of a kind and wise adult. The language of the story is simple and at the same time expressive.

When checking the completion of homework (task 12, p. 42), let’s pay attention to whether the students used dictionaries in preparation for the lesson.

The expression “wild tree in the field” suggests that the boy grew up unattended.

Korolenko, describing the town, speaks of “gray fences, vacant lots with heaps of all kinds of rubbish.” The fences are gray because they are wooden and unpainted. At the same time, this word also has a figurative meaning and creates a special mood.

Asylum- this is a place where you can hide, find salvation from something.

Word huddle means to fit into a small space, to have shelter in a cramped room.

Shelter- a word of high style, means home, shelter.

Descendant- a person in relation to his ancestors. Korolenko writes about “the descendants of the servants of the count’s family,” that is, about the children and grandchildren of those who once served the count.

Expression “notoriety” used when they want to say that a lot of bad things are being said about someone or something. Korolenko writes: “The mountain, pitted with graves, enjoyed a bad reputation.”

Stern face- gloomy, angry face.

Discord- disagreements, quarrels, enmity.

gloomy man- a gloomy, unfriendly person.

Tolerate reproaches means getting used to people expressing their disapproval or accusations at you. Vasya got used to the reproaches, that is, he got used to it and stopped paying attention to the accusations that he was a tramp.

“Gray Stone”- this is limestone. Korolenko uses this expression when he wants to say that Marusya is killed by poverty and a joyless life.

“Ghosts of the Old Castle”- these are former count employees and their descendants who have lost the meaning of existence and live like ghosts.

“Bad Society”- a society of people who commit reprehensible, immoral actions from the point of view of prevailing morality.

III. Preparing for an essay.

The topic of the essay: “Vasya’s path to truth and goodness.”

A similar theme for the essay - “Vasya’s road to truth and goodness” - is proposed by the team of authors: O.B. Belomestnykh, M.S. Korneeva, I.V. Zolotareva ( Belomestnykh O.B., Korneeva M.S., Zolotareva I.V. Lesson developments in literature. 5th grade. M.: VAKO, 2002. pp. 321–322).

They write:

“When thinking about a topic, we discuss every word.

Vasina- this means that we will be interested in the fate of this particular hero. What is interesting about this hero? It is he who is shown in movement - internal movement.

Road- it is necessary to trace the stages of this movement, its direction.

To truth and goodness“The changes that happened to Vasya turned him towards people, turning him from a tramp into a kind and compassionate person.”

This quote shows well the importance of working with the formulation of the topic of the essay, but even for the sake of a more clear designation of the topic, one cannot say that Vasya turned from a tramp into a kind person, thereby arguing that, being a tramp, he was neither kind nor compassionate. It would be correct if we say that during his friendship with disadvantaged children, Vasya was able to realize that unclear “something” that he was striving for and show the best human qualities. Already at the very beginning of the story, we see in Vasya a desire to understand his father, love for his younger sister, compassion for people who are kicked out of the castle, attention and love for nature (“I liked meeting the awakening of nature”), courage (the first one climbed into the chapel), nobility (he didn’t fight with Valek when he saw Marusya), loyalty to his word.

The authors of the cited manual highlight the idea of the essay as follows: “...friendship with disadvantaged children helped Vasya’s best inclinations, kindness to emerge, and restored good relations with his father.” To say “returned good relations with his father” means to assert that these relations existed before, then through Vasya’s fault they changed, and only friendship with the children of the dungeon returned him to good relations with his father. We read the text of the story: “He loved her too much when she was alive, not noticing me because of his happiness. Now I was blocked from him by severe grief.” It would be correct to say that Tyburtius’ story changed the father’s attitude towards his own son.

Let's denote essay idea So: Vasya’s friendship with Valek and Marusya helped Vasya’s best qualities to emerge and played a major role in choosing his life position.

Essay plan

Depending on the class level, students will independently or collectively draw up and discuss an essay plan. The teacher can suggest questions to guide the development of the plan:

What do we learn about Vasya at the beginning of the story? Who is he, what does he look like, where does he live?

What actions does he perform, what qualities does he display at the time of his acquaintance with Valek and Marusya; during friendships with children; during a critical conversation with your father?

What role did Vasya’s friendship with disadvantaged children play in his fate?

Let's make a list of human qualities that Vasya displays: love for family, desire to understand people, attention and love for nature, courage, nobility, loyalty to one’s word, honesty, compassion, kindness, mercy.

The teacher, depending on time resources and class level, will determine whether the essay will be in class or at home. If the essay is assigned at home, then the speech development lesson will be devoted to detailed work on errors and teaching children to edit their own texts, paying special attention to various categories of errors: factual, lexical, stylistic, speech. As a rule, most errors in punctuation occur where there are speech errors. Working on the ability to express your thoughts correctly is a good prevention of punctuation errors.

The material in this lesson helps develop skills in analyzing literary texts; perception of artistic paintings by famous artists dedicated to literary works; develops the ability to empathize and improve communication culture.

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"Korolenko V.G."

Open lesson

“Bad society” and “dark personalities” in V. G. Korolenko’s story “Children of the Dungeon”

Lesson objectives:
– teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children; improve the skill of expressive reading, the ability to express one’s thoughts orally and in writing;
– develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;
– develop the ability to empathize; improve communication culture.

Lesson type:

Technology: elements of developmental education using information and computer technologies.

Lesson type: lesson - research with elements of discussion.

Equipment: computer, projector.

Didactic materials for the lesson: presentation.

Lesson progress

I. Organizational moment.

II. Teacher's word.

Guys, today in class we must find out what “bad society” and “dark personalities” are in V.G. Korolenko’s story “Children of the Dungeon”. But first, let’s check whether you know the content of the story well.

Exercise. Mark the numbers of the correct sentences (Slide 3).

(+ ) The prison was the best architectural decoration of the city.

(–) The castle became disgusting to the boy, as it had an ominous appearance.

(+ ) Vasya and his father were separated by the death of Vasya’s mother.

(–) Vasya and Valek first met in the grove.

(–) Valek refused to go to visit Vasya because he was afraid of the judge.

(+ ) Marusya was very different from Sonya.

(+) Valek was the first to explain to Vasya that his father is a good man.

(–) When Marusya was hungry, Valek asked Vasya for food for her

(+) Meat was a rare food for Valek and Marusya.

(+) Marusya fell ill in the fall.

(–) Vasya secretly took the doll from Sonya.

(+) Father understood Vasya after he learned the truth from Tyburtsy.

Now let’s get acquainted with the details of the writer’s biography. Let's start our acquaintance with the work on the portrait of V. G. Korolenko by artist I. E. Repin (Slide 5).

Look carefully at the portrait and try to suggest what the person depicted in it was like, what kind of life he lived. (The artist depicted the pensive, penetrating, slightly sad eyes of the writer, wrinkles on his face, a gray beard, tired hands lying on the armrests. All this suggests that his life was not easy; he, apparently, has seen a lot in his lifetime. He seems strict and kind.)

The soundtrack of the song from the movie “Generals of the Sand Pit” is played.

– Why do you think the conversation about Korolenko’s story “Children of the Dungeon” is preceded by such a song?

(The children remember the extraordinary personality of Tyburtsy, thrown out into the street by life, Valek and Marusya, living among the “gray stones”, and also talk about the outcasts, the starving, about their forced kinship. This is what Korolenko’s story is about and this is what the song is about.)

– What exactly did this story make you think about? What was the bitterest and saddest thing about it for you? Why?

(A story about Marusya’s illness and death, Vasya’s loneliness in his home, about his longing for a loved one, about the need to love and be loved.)

Teacher: The theme of the disadvantaged and unfortunate worried not only writers, but also many Russian artists, so works of literature and fine art often resonate with each other, complementing each other.

III. View the slideshow “Dark Personalities” from “Bad Society”(Slides 6–13). The slides are shown against the background of organ music by A. Vivaldi “Adagio”.

These are paintings by Russian artists of the 19th century: V.G. Perov “Sleeping Children”, “Savoyar”, F.S. Zhuravlev “Beggar Children”, P.P. Chistyakov “Beggar Children”, F.A. Bronnikov “Old Beggar” ” and others. After viewing the slide show, students answer the teacher's questions:

1. What is the consonance between the paintings of Russian artists in Korolenko’s story?
(The bare beaten feet of sleeping children, Savoyard’s broken shoes, bundles in the hands of beggars, the sad eyes of grandfather Vasily, puddles and cold rain in the painting by V.P. Yakobi, the unhappy faces of little beggars in the canvases of Chistyakov and Zhuravlev.)

2. People like those we saw on the canvases of Russian artists in the city of Knyazhye-Veno, where the events of the story take place, are called “bad society” and “dark personalities.” What is this “bad society”? Who belongs to it? These are “unfortunate dark personalities,” frightened, pitiful,” in rags, barely covering their thin bodies, left without shelter and a piece of bread, tramps and thieves, beggars and bottomless - those who had no place in the dusty small town where the prison is “ the best architectural decoration.” What attitude do these people evoke among the townspeople?
(The townspeople despise and fear these tramps, treat them with “hostile anxiety”; at night they go out into the streets and knock on the fences with sticks, letting the outcasts know that the townsfolk are on guard and will not allow them to steal anything or hide near human habitation The city knew that people were wandering along its streets in the stormy darkness of a rainy night, hungry and cold, shivering and wet, realizing that cruel feelings must be born in the hearts of these people, the city was on its guard and sent its threats towards these feelings.”)

3. Where do these “dark personalities” live? Why?
(Their refuge became an abandoned castle on the island and a dilapidated chapel “among the decayed crosses and collapsed graves” since “the unfortunate exiles did not find their rut in the city.” Only here, among the ruins, could they find shelter, because only “the old castle was welcoming received and covered the temporarily impoverished scribe and lonely old women and rootless vagabonds.”)

4. Find descriptions of the old castle and chapel. How do they feel? Describe how you imagine them.
(There are “legends and stories about the castle, one more terrible than the other.” Even on clear sunny days, it causes “attacks of panic horror in children - the black hollows of the long-broken windows looked so scary, a mysterious rustling went through the empty halls; pebbles and plaster, coming off, fell down, awakening a resounding echo...” “And on stormy autumn nights, when the giant poplars swayed and hummed from the wind blowing from behind the ponds, horror spread from the old castle and reigned over the entire city.” the roof collapsed, the walls crumbled, and instead of a loud, high-pitched copper bell, the owls began to sing their ominous songs in it at night.”)

IV. Work on illustrations by V. Gluzdov “Old Castle” and V. Kostitsyn “Majestic Decrepit Building”(Slide 16).

1. Guys, based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.
(Gluzdov’s illustration is designed in sparse gray-green tones. It seems that we see a gloomy autumn sky, falling low over a dilapidated castle. The sun peeks through the fog, from which comes a feeling of pain rather than joy. Three huge crows bring sadness, hopelessness, alarm. The old castle in Kostitsyn’s illustration seems to emerge from the darkness of the night. Gloomy, gloomy, lonely, it produces a frightening and mysterious impression at the same time. This is exactly the kind of building that can be the habitat of “dark personalities.”)

(He always “looked with fear ... at that majestic decrepit building,” but when the boy saw how “pathetic ragamuffins” were expelled from there, the castle became disgusting to him.) (Slide 17.)

3. Guys, let’s imagine that the walls of the gloomy castle and chapel were able to speak. What could they tell us about the events that took place here, about those who lived there? Will this story sound with sympathy or hostility?
(The walls could tell about the poor people who huddled among them, about their need, suffering, illness; about how they were expelled even from this miserable shelter. This story could sound like with sympathy. This is indicated in the story by the words: “Old the castle cordially received and sheltered everyone...", and with hostility: "All these poor people tormented the insides of the decrepit building, breaking off the ceilings and floors...".)

4. Who calls society “bad”, and the people who represent it “dark personalities”? From whose point of view is it “bad”?
(“The townspeople call him “bad” because ragamuffins pose a threat to their well-being and peace.)

5. Is there really anything bad in him and how is this manifested? (Yes, there is. “... These poor people, completely deprived of all means of living since the time of expulsion from the castle, formed a friendly community and were engaged in... petty theft in the city and the surrounding area.” They are thieves. Taking someone else’s is a sin, a crime.)
– But what pushes the poor to it? (Need, hunger, rejection, it is impossible to earn money by honest work.)

V. Analysis of Chapter V. Valek and Vasya's conversation about rolls.

1. Why can’t Vasya, who firmly knows that “stealing is wrong,” not condemn his new friends and call them “bad”?
(Vasya’s regret for Valek and Marusya intensified and became aggravated, but the attachment did not disappear. The conviction that “it’s not good to steal” remained. But when his imagination painted the animated face of Marusya, licking her greasy fingers, Vasya rejoiced at her joy and Valek’s joy.)

2. Now let’s look at the illustration by V. Gluzdov “Tyburtsy with children” (slide 18). What's at the center of the illustration?
(A piece of roast, on which Tyburtsy’s thoughtful gaze is fixed.)

3. What is his expression?
(It is sad, because Tyburtsy also knows that “stealing is not good,” but cannot calmly look at the hunger of his children, so he commits a crime. Looking at the children devouring the roast, he sadly thinks about their fate: “I am a beggar, and he a beggar. I ... and he will steal” The prospect is bleak and inevitable.)

4. How did the artist depict Valek and Marusya?
(The children eat greedily, licking their fingers. It is clear that “a meat dish is an unprecedented luxury for them...).

5. In the foreground of the illustration is Vasya. Why did the artist depict him turning away from the “feast” and with his head bowed?
(Vasya is ashamed of the bad inclinations of his friends, for the stolen food, but he cannot help but sympathize with their misfortune, their life, because they are beggars, they have no home, but Vasya knew that contempt was connected with all this. He felt how From the depths of his soul all the bitterness of contempt rises in him, but he instinctively defended his attachment to this bitter admixture.)

6. Why, despite everything, was he unable to cheat on Valek and Marusa?
(Vasya has a kind, sympathetic heart. He watched with suffering the expulsion of “dark personalities” from the castle; and he himself, deprived of love and affection, is able to appreciate and understand the loneliness of the tramps. Having given his heart to the little beggars, sharing their troubles and worries, he has matured.)

VI. Lesson summary.

VII. Reflection(Slide 19).

Each student is asked to fill out a card and mark themselves.

Are you satisfied with how the lesson went?

Did you manage to gain new knowledge?

Were you active in class?

Did you manage to show your knowledge?

VIII. Homework (Slide 20). Three options for written assignments (optional):

The story of the old chapel walls.

The story of the old castle walls.

The story of the old castle.

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"Korolenko V.G."

Open lesson “Bad society” and “dark personalities” in V. G. Korolenko’s story “Children of the Dungeon” Teacher of Russian language and literature Agnaeva Svetlana Georgievna SOMSH No. 44

Vladimir Galaktionovich Korolenko

1853 – 1921

… through all of Korolenko’s works - large and small... there is faith in man, faith in immortality, the invincible and victorious nobility of his nature and mind.

A. Platonov

The prison was the best architectural decoration of the city.

The castle became disgusting to the boy, as it had an ominous appearance.
Vasya and his father were separated by the death of Vasya’s mother.
Vasya and Valek met for the first time in the grove.
Valek refused to go to visit Vasya because he was afraid of the judge.
Marusya was very different from Sonya.
Valek was the first to explain to Vasya that his father is a good man.
When Marusya was hungry, Valek asked Vasya for food for her.
Meat was a rare food for Valek and Marusya.
Marusya fell ill in the fall.
Vasya secretly took the doll from Sonya.
Father understood Vasya after he learned the truth from Tyburtsy.

Goals and objectives:

To teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children;

To analyze the cause-and-effect relationships of the child’s world of feelings, the nature of his relationships with adults and the surrounding reality based on the story by V.G. Korolenko “Children of the Dungeon”;

Develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;

Develop the ability to empathize; improve communication culture.

I.R. Repin. Portrait of the writer V.G. Korolenko. 1902

V. Perov. Sleeping children. 1870

F.S. Zhuravlev. Children are beggars. 1860s

V.P. Jacobi. Autumn.

P.P. Chistyakov. Poor children.

V. G. Perov. Savoyard.

N.V. Nevreev. Grandfather Vasily.

F. Bronnikov. Old beggar.

Group work

I group - Based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.

II group - What feelings did the castle and chapel evoke in Vasya?

III group -

2.What is in the center of the illustration?

Based on the description of the old castle and chapel, draw verbal illustrations and compare them with the illustrations of V. Gluzdov and V. Kostitsyn.

V. Kostitsyn."A stately, decrepit building." 1984

V. Gluzdov. Old castle. 1977