Childhood bitter unspeakably strange life. Autobiographical works of Russian literature

The work of M. Gorky is connected with his personal life experience. The eventful life of Alexei Maksimovich Peshkov, the future writer Maxim Gorky, was reflected in the autobiographical trilogy "Childhood", "In People", "My Universities".

The story "Childhood" is of great value for studying the life path of the future writer, for understanding the process of his spiritual development. The liveliness and authenticity of the depicted is achieved by the fact that the pictures, characters, events bear the stamp of children's perception.

The history of the formation and growth of the human personality is shown in it against the backdrop of Russian reality in the 70s and 80s of the 19th century. The author wrote: "... and I'm not talking about myself, but about that close, stuffy circle of terrible impressions in which ... a simple Russian person lived." At the same time, the story is imbued with the idea of ​​the spiritual strength of the people, of the "good - human", which is inherent in it. Therefore, the characterization of those characters in the story that Alyosha encounters, as well as the analysis of pictures of the life of the townspeople, should become an important part of the lesson. At each lesson, students should also pay attention to the psychology of Alyosha, show how his strength matures in constant communication with real people from the people and in the fight against the inertia, cruelty of people disfigured by craving for property.

The autobiographical nature of "Childhood" enhances its educational value, and the skillful use of its emotional impact on children depends on the teacher.

At the first lesson, it is necessary to read the first chapter of the work with students, then move on to a conversation about the main issue of the story - the struggle of “good - human” with the world of inertia and money-grubbing. The feeling of the beauty of the world that opens up while sailing on a steamer along the Volga is combined with a sharp sense of hostile forces in it. Already here the beginning of Alyosha's conflict with the old world is given.

We offer the main range of questions and tasks that should be covered in the lesson: what pictures open before us in the first chapter? What characters are they associated with? Through whose eyes do we look at everything that happens in the story? What and how did Gorky tell about the Volga, its banks and cities? Who opens up a beautiful world for a boy?

What place did grandmother take in Alyosha's life? Answer with the words of the story.

Describe Alyosha's first impression of meeting his grandfather. How does grandfather talk to people? What feeling did he evoke in Alyosha? How is it stated in the text? Read the description of the Kashirins' house. Find epithets and comparisons in this description and determine their role.

In conclusion, the teacher says that in this house, among the people Alyosha did not like, the boy's difficult childhood will flow.

At home, students read the second chapter and answer the questions suggested in the textbook.

The second lesson is devoted to revealing the "lead abominations" of Russian life in the story and understanding the character of grandfather Kashirin.

Almost exhaustive material for elucidating these issues is provided by the second chapter, which draws horrifying pictures of drunken cruelty, mischief, mockery of the weak, family fights over property that pervert human souls.

We begin work on the topic with a discussion of the question: what struck Alyosha in the Kashirins' house? It is necessary to dwell in more detail on the author's description of the situation in the grandfather's house (the first three paragraphs of the second chapter), to find the words and expressions that most accurately characterize it. Then, using specific examples, show the “mutual enmity of everyone with everyone”, which poisoned both adults and children. The following episodes will be in the focus of students' attention: a quarrel between uncles, a scene with a thimble, spanking children, Sasha's denunciation of Alyosha.

The morals in the grandfather's house are most fully conveyed in the quarrel scene (it is read). We draw the attention of schoolchildren to how the author conveys the bestial appearance of the fighting brothers, how grandmother and grandfather behave during a quarrel, and how this characterizes each of them. Although the grandfather is also possessed by the spirit of money-grubbing, at the same time he is pathetic, because he is unable to stop his sons. A bright spot against the gloomy background of a cruel life stands out a grandmother who is trying to bring peace to this house.

Grandfather and grandmother's conversations about the need to divide property will show students that the main reason for the enmity in the Kashirin family was the craving for property, which gives rise to merciless cruelty. The teacher should explain to the students that the enmity of the brothers was exacerbated by the precarious position of small enterprises in the era of the development of capitalism.

What especially struck Alyosha in the Kashirin family? Attention is drawn to the attitude in this house towards women and children. The scene of punishment is analyzed, which is important not only for depicting cruelty, on the one hand, and humility, on the other. It is also interesting because it shows how cruelty, in turn, gives rise to such no less terrible and vile qualities as hypocrisy and betrayal. Having adapted to the world of violence and lies, Sasha became an informer and sycophant of Uncle Jacob, slavishly submissive and weak-willed - the son of Uncle Mikhail. We find out: what did Gorky say about the children of Yakov and Mikhail? What epithets and comparisons most vividly convey their character? How does Sasha Yakov make students feel? In what episodes does he most fully manifest himself?

Who is the most sympathetic character and why? An analysis of the episode with the thimble will show what place Grigory occupies in the Kashirins' house, that his fate is the typical fate of a worker in Tsarist Russia. A former companion of his grandfather, who devoted his whole life to the Kashirins, now, half-blind and sick, he endures bullying even from children.

A natural continuation of the conversation on this topic will be the discussion of the question: who was the main culprit of that "abundant cruelty" of life in the Kashirins' house? So students move on to the analysis of the image of Kashirin. They should be brought to an understanding of the complexity and inconsistency of the image of a grandfather, the guardian of possessive principles, the victim of his own greed and greed, to show why cruelty and greed have become the predominant features of his character.

After listening to the opinion of the students about how they felt when they first met their grandfather, we proceed to the analysis of episodes in which his character is especially clearly manifested. We find out his manner of talking with people, we look for imperative intonations characteristic of grandfather's speech in the first and second chapters.

Students think over the answers to the questions: how is Kashirin's appearance depicted? What is the difference between a grandfather and his sons, Jacob and Mikhail? How is the portrait characteristic of the grandfather confirmed by his actions and judgments about people? Why did Alyosha have "special attention, cautious curiosity" towards his grandfather?

Having comprehended the features of the character of the grandfather, we read and analyze further his story about his past; pay attention to what and how the grandfather tells. To understand the content of his story, the following questions can be asked:

What were your grandfather's childhood and youth like? What pictures are drawn to Alyosha in the grandfather's story about his youth? Compare these pictures with the description of the Volga in the works of Nekrasov N.A. and in the painting by Repin I.E. "Barge Haulers on the Volga". The richness of intonation, the melodiousness and figurativeness of speech, its closeness to folklore give a complete picture of the folk basis of the grandfather's character, the richness of his imagination, and craving for beauty.

How did Alyosha see his grandfather in this conversation? It turns out that grandfather can be both affectionate and cordial, he knows how to tell interesting stories. Alyosha and his appearance seem different (compare with the original portrait). The boy realized that his grandfather advanced thanks to his mind.

What embittered grandfather? The analysis of the reasons should be considered in more detail. Having drunk the bitter cup of the burlak to the bottom, having experienced humiliation and beatings, the grandfather finally made his way into the people, became the owner. But the cruel morality of capitalism, the pursuit of a penny, the constant fear of losing the dye house gave rise in him to the spirit of the owner, anger, distrust of people. Kashirin gradually lost all the best that was in him from the people, opposing himself to working people. It is advisable to read separate lines from the thirteenth chapter, telling about the future fate of the grandfather, when he, having gone bankrupt, loses the remnants of his human appearance.

At home, students prepare an expressive reading of their grandfather's story about their past, read the third and fourth chapters and answer questions from the textbook.

In the third lesson, the teacher will begin work on the second theme of the story - "bright, healthy and creative" in Russian life. The focus is on the history of the formation of Alyosha's character and the image of the Gypsy.

At the beginning of the lesson, we find out what the third chapter says about the cruel customs in the Kashirins' house (evil "jokes" of the uncles with the grandfather's former companion, their attitude towards the Gypsy). It is desirable that students express their attitude towards their uncles, give an assessment of Grigory's behavior: is he right, so patiently enduring all insults? Summing up the conversation on the first topic, you can ask the students: what kind of author's feeling is permeated with the pages of the story that tell about life and customs in the Kashirins' house?

Working on the main theme of the story - the formation of the character of Alyosha Peshkov, it is necessary to help students understand why Alyosha felt like a "stranger" among the "stupid tribe". Alyosha got into the Kashirins' house when he was four years old, but the impressions of a different life already lived in him. He remembered a close-knit family, father Maxim Savvateevich, an intelligent, cheerful and talented person, at first he was proud of his mother, who was not like the people around her. For the rest of his life, Alyosha remembered the “first days of saturation with beauty” while sailing on a steamer.

How was the first impression of the Kashirin family reflected in the sensitive soul and big heart of the boy? We single out those lines that say that Alyosha did not like everything: both adults and children, and even “grandmother somehow faded”, painful thoughts evoked in him the words of his mother, whom he “prevents from leaving home , where she cannot live. "Dense, motley, inexpressibly strange life" in the Kashirin family is perceived by Alyosha as "a harsh tale, well told by a kind, painfully truthful genius." Behind the epithets and comparisons that the author conveys the state of mind of the boy, one can guess a subtle, poetic nature, a man of good feelings who does not put up with evil.

How has Alyosha changed during the days of "ill health"? - The teacher will help the children to better understand the changes that have taken place in Alyosha with the help of narrower questions: how does Gorky convey the state of Alyosha? What new things did the boy have in relation to people?

We reveal the changes that have taken place in Alyosha on the material of the seventh chapter. Students will tell how Alyosha is infuriated by the cruelty of street fun, how he is ashamed in front of the blind master Grigory because his grandfather does not feed him.

Another source that strengthened Alyosha on his path was communication with real people from the people. A significant role in Alyosha's moral maturation belongs to Gypsy, with whose image the second theme of the story is connected - the image of how "through ... a layer ... of bestial rubbish, bright, healthy and creative sprouts." Gypsy embodies wonderful human qualities: extraordinary kindness and humanity, diligence, deep inner decency, talent, craving for the best.

The image of the Gypsy does not cause any particular difficulties for students.

The teacher will give direction to the work with the following questions:

What did Alyosha learn about Gypsy's past from his grandmother's stories? Describe his portrait. What place did Tsyganok occupy in his grandfather's house? How did those around him treat him? What characteristics did his grandfather and grandmother give him? How do you understand the expression "golden hands"? In what episodes is the giftedness, talent of the Gypsy shown? Tell about his amusements and expressively read the dance scene (an analysis of this episode can be carried out while watching a movie clip). How does Alyosha see the dancing Gypsy? Find comparisons in the description and determine their role. Did the artist B. A. Dekhterev manage to convey the character of the Gypsy in his drawing? Why did Alyosha fall in love with Gypsy "and was surprised to the point of dumbness"? What influence did Tsyganok have on Alyosha?

In conclusion, we find out (or report) how Tsyganok died, whether his death was accidental.

You can invite students at the end of the lesson to independently draw up a plan for the image of the Gypsy.

At home, students read the fourth chapter and receive individual tasks to collect material for the image of a grandmother.

The fourth lesson is entirely devoted to the analysis of the image of the grandmother. A person of great natural intelligence, bright artistic talent and sensitive heartfelt responsiveness, Akulina Ivanovna inspired her grandson with love for the world and people, opened her eyes to the beauty of nature, made him akin to folk art. According to the high order of her soul, she remained for Gorky all her life, in his words, "a friend, closest to her heart ... the most understandable and dear person"; her disinterested love for the world enriched Alyosha, "saturating him with strong strength for a difficult life." Initially, Gorky even intended to name the story "Grandma".

Students will find material for observing the image in the first - fourth and seventh chapters. The forms of work can be different: a conversation on questions or a teacher's story.

Direct independent work of students on these chapters is also possible, when the student himself understands the meaning of the text and its artistic side, and then informs the class about his observations. In the latter case, specific tasks are needed that can be individualized: the first row prepares observations on the first chapter, the second - on the second, third and seventh chapters, the focus of the third row is the fourth chapter.

Questions and tasks for the first chapter can be as follows:

Describe the portrait of your grandmother. What means of figurative language did Gorky use when creating this portrait? What epithets prevail in this case? Name them. What is the grandmother's talent? How does the grandmother’s conversation with Alyosha and an excerpt from her fairy tale confirm Gorky’s words about the peculiarities of her speech? What words did the writer express his gratitude to his grandmother? For expressive reading, one can recommend a portrait of a grandmother and her conversation with her grandson.

Grandmother's sense of beauty makes her irreconcilable to everything ugly. The writer revealed this side of her character in the second, third and seventh chapters. Akulina Ivanovna is shown in them against the backdrop of the gloomy life of the Kashirin family. Let's ask students the following questions:

What role did grandma play in the home? In what episodes are her kindness, the desire to introduce a spirit of peace into relations between people? (Pay attention to the form of grandmother's address to different people). How does the conversation with Alyosha about master Gregory characterize her (chapter seven)? What is grandma's prayer? How is Akulina Ivanovna shown on festive evenings? How does she appear to Alyosha during the dance, and how did the artist capture her in the drawing? (Read this episode expressively, name words that convey the beauty of grandmother's movements and the richness of her creative powers).

In the fourth chapter, the grandmother is shown at the moment of danger (it is advisable to read the entire chapter in class). We recommend the following questions to prepare for the message:

Why was Alyosha so struck by her grandmother during the fire? What verbs convey the speed of her movements? How does she organize fire fighting? What is interesting about the episode with the horse Sharap? What lines from the story can be signed under the drawing by Dekhterev B.A.? How did the grandfather assess the strength of the grandmother? What lines from N. A. Nekrasov’s poem “Frost, Red Nose” are remembered when reading these pages?

Summing up, let's say about the grandmother's extraordinary humanity, her love for people, her ability to do good to people in an evil environment, her faith in the victory of justice. In the image of his grandmother, Gorky embodied all the best that was characteristic of ordinary Russian people. At the same time, the wisdom of the grandmother is the wisdom of the patriarchal people, it expresses their humility, forgiveness. Grandmother comes to terms even with the cruelty that she herself had to experience more than once from her grandfather, finding justification for outbursts of his anger.

Will complete the work on the image drawing up a plan.

At home, students read the story to the end and prepare answers to questions from the textbook.

At the last lesson, the role of the lodger Good Deed in Alyosha's life is clarified and the writer's faith in the creative forces of the people and its future is discussed (chapters five, eight, twelfth, thirteen).

The lesson begins with a conversation about what people and events influenced Alyosha's character. It should be briefly repeated what impressions Peshkov made from life in the Kashirins' house, what his grandfather taught (additional material is given in the fifth chapter), what influence Tsyganok and grandmother had on the boy. It is important that students understand how Alyosha's unconscious protest against violence develops into conscious resistance to the injustice and cruelty that he observed around him, and what role in the growth of this feeling belongs to those wonderful people with whom his fate confronted.

Alyosha owes his inner growth and spiritual enrichment to the guest, nicknamed the Good Deed, who conquered the boy with his directness and truthfulness.

We listen to students' answers to the textbook questions and deepen them with the help of the following questions:

Who do you think the Good Deed is? (A passage is read that speaks of his mysterious and incomprehensible activities). Why did Alyosha make friends with Good Deed and what did he value in this friendship? Students are invited to give examples of friendly conversations between the lodger and Alyosha and read out the most vivid dialogues. What does Alyosha have in common with a Good Deed? What was it about the grown-ups' attitude to him that evoked Alyosha's particular indignation? How does Alyosha express his protest against injustice? Is he random? Explain how you understand the words: "Thus ended my friendship with the first person from an endless series of strangers in my native country - her best people."

These were the first lessons of the harsh life received by Alyosha in the Kashirins' house. Of undoubted interest will be the question: are there any features in Alyosha that allow us to believe that a person with a big heart can grow out of this boy?

Ordinary Russian people, smart, kind, interesting, talented, strengthened in Alyosha the noble and bright features of his personality: truthfulness and courage, kindness and sensitivity, the desire for knowledge, will and diligence (the thirteenth chapter), which were further developed during wanderings " in people ”(we consider the final drawing to the story).

It should be said about the educational significance of Alyosha's life path. The teacher can give examples of the difficult childhood of many people in pre-revolutionary Russia, when only thanks to their great will and energy they were able to defeat the surrounding evil and enter the wide road of life.

In conclusion, we read the twelfth chapter, which expresses the main idea of ​​the story, and discuss the question: what does the story teach us?

At home, students select material for the topic "Alyosha in the Kashirin family."

The task of the next lesson, a lesson in the development of speech , - bring students' knowledge on this topic into a strict system, that is, draw up a plan, highlight the most important thing in each paragraph, work out the transitions from one point of the plan to another, repeat quoting techniques (one of the forms is plan points), think over a short introduction and conclusion to the topic .

Sample Plan

I. Alyosha Peshkov - the central character of A. M. Gorky's story "Childhood".

II. The harsh school of Alyosha's life.

1. House of "mutual enmity of all with all."
2. A stranger among the "stupid tribe".
3. Alyosha's protest against the "lead abominations of Russian life."
4. What gave Alyosha friendship with the Gypsy.
5. A friend for life is a grandmother.
6. The role of the tenant Good Deed in the spiritual maturation of Alyosha.
7. "Strong strength for a difficult life."

III. What I like about Alyosha.

One or two students' stories should be listened to in class.

Students write essays at home.

Literature

1. Gorky M. "Childhood". Moscow, Enlightenment 1982
2. Weinberg I. Pages of a big life. Moscow, 1980
3. Gorky at school. Collection of articles edited by Golubkov V.V. Moscow, 1960
4. Dubinskaya M.S., Novoselskaya L.S. Russian literature in grades 6-7. Kyiv, 1977
5. Korovina V.Ya. Literature in grade 7: Methodological advice. The book for the teacher. Moscow, Education, 1995
6. Snezhevskaya M.A., Shevchenko P.A., Kurdyumova T.F. etc. Methodological guide to the textbook - anthology "Native Literature". 6th grade. Moscow, Education, 1986

The works are written "in the first person" (for example, the trilogy "Childhood", "Adolescence", "Youth"; Turgenev's story "First Love"; novels-chronicles "Family Chronicle" and "Childhood of Bagrov the Grandson"; novel "The Life of Arsenyev "; M. Gorky's stories from the collection "In Russia" and his trilogy "Childhood", "In People", "My Universities"; - Mikhailovsky "Childhood of the Theme"; "Summer of the Lord"; "Nikita's Childhood"; "Asya", "First Love", "Spring Waters").

In autobiographical works, the main thing is always the author himself, and all the events described are transmitted directly through his perception. And yet these books are primarily works of art, and the information given in them cannot be taken as the real story of the author's life.

Let us turn to the works, and -Mikhailovsky. What unites them?

All the characters in the stories are children.

The authors took the image of pictures of the spiritual growth of a small person as the basis of the plot. Narrating the past of their hero not in chronological order, but drawing pictures of the most powerful impressions left in the mind of the child, the artists of the word show how a real person of that time perceived these events, what he thought about, how he felt the world. The author lets readers feel the "living breath" of history.

The main thing for writers is not the events of the era, but their refraction in the soul of a growing person; the psychology of the characters, their attitude to life, the difficult finding of oneself.

All writers claim in their works that the basis of a child's life is the love that he needs from others and that he is ready to generously give to people, including those close to him.

The lessons of childhood are comprehended by the heroes all their lives. They remain with him as landmarks that live in their conscience.

The plot and composition of the works are based on the life-affirming worldview of the authors, which they convey to their heroes.

All works have tremendous moral power, which is necessary today for a growing person as an antidote against the lack of spirituality, violence, cruelty that has swept our society.

What is depicted in the works is seen, as it were, both through the eyes of a child, the main character, who is in the thick of things, and through the eyes of a wise person who evaluates everything from the standpoint of great life experience.

What distinguishes these autobiographical works?

In the works of and - Mikhailovsky, the authors talk not only about the childhood of the heroes, but also about how their independent life develops.

And they open the children's impressions of their heroes to the reader.

The life of little heroes is formed and covered by writers in different ways.

Gorky's work differs from other stories of an autobiographical nature in that the child is in a different social environment. Childhood, depicted by Gorky, is far from a wonderful period of life. Gorky's artistic task was to show the "lead abominations of life" of the entire social stratum to which he belonged. On the one hand, it was important for the writer to show the “close, stuffy circle of terrible impressions” in which Alyosha lived in the Kashirin family. On the other hand, to tell about the enormous influence on Alyosha of those "beautiful souls" with whom he met in his grandfather's house and in the world around him and who inspired "hope for a rebirth ... to a bright, human life."

The hero of "Childhood" peers into this life, into the people around him, tries to understand the origins of evil and hostility, reaches for the light, defends his convictions and moral principles.

The story "My Universities" has a strong journalistic beginning, which helps the reader to better understand Gorky's personality, his thoughts, feelings. The main lesson of this story is the writer's idea that a person is created by his resistance to the environment.

The childhood of the characters of other writers is warmed by the caress and love of relatives. The light and warmth of family life, the poetry of a happy childhood are carefully recreated by the authors of the works.

But sharp social motives immediately arise: the unattractive sides of the landlord and aristocratic-secular life are drawn clearly and without embellishment.

“Childhood” and “Adolescence” is a story about Nikolenka Irteniev, whose thoughts, feelings and mistakes are depicted by the writer with complete and sincere sympathy.

Nikolenka Irteniev, the hero of the work, is a boy with a sensitive soul. He longs for harmony among all people and strives to help them. He perceives the events of life more acutely, sees what others do not notice. The child does not think about himself, suffers, seeing human injustice. The boy puts the most difficult life questions in front of him. What is love in human life? What is good? What is evil? What is suffering, and is it possible to live life without suffering? What is happiness (and unhappiness)? What is death? What is God? And in the end: what is life, why live?

A distinctive feature of Nikolenka's character is the desire for introspection, a strict judgment of his thoughts, motives and actions. He blames, punishes himself not only for unworthy deeds, but even words and thoughts. But this is the torment of a sensitive child's conscience.

A different picture in the story of the youth of the hero. He retained his former aspirations and noble spiritual qualities. But he was brought up in the false prejudices of an aristocratic society, from which he is freed only by the end of the story, and then only after going through doubts and serious reflections and meeting other people - not aristocrats.

Youth is a tale of mistakes and rebirth.

Books about childhood and youth were created even before Tolstoy. But Tolstoy was the first to introduce into the history of the formation of the human personality the theme of acute internal struggle, moral self-control, revealing the "dialectics of the soul" of the hero.

Tyoma Kartashev ("Tyoma's Childhood") lives in a family where the father is a retired general, gives a very definite direction to the upbringing of children. Tyoma's actions, his pranks become the subject of the closest attention of the father, who resists the "sentimental" upbringing of his son, "producing" a "nasty slobber" out of him. However, Tyoma's mother, a smart and finely educated woman, has a different view on raising her own son. In her opinion, any educational measures should not destroy the child's human dignity, turn him into a "fouled beast", intimidated by the threat of corporal punishment.

The bad memory of executions for misconduct will remain with Tyoma for many years. So, after almost twenty years, accidentally finding himself in his own home, he recalls the place where he was flogged, and his own feeling for his father, "hostile, never reconciled."

- Mikhailovsky leads his hero, a kind, impressionable, hot boy, through all the crucibles of life. More than once, his hero falls, like a bug, "into a stinking well." (The image of the Beetle and the well is repeatedly repeated in the tetralogy as a symbol of the dead-end state of the heroes.) However, the hero is able to be reborn. The plot and composition of the family chronicle are built as a search for a way out of crises.

“My compass is my honor. You can worship two things - genius and kindness, ”says Kartashev to his friend. The fulcrum in life for the hero will be work, in which the talents, spiritual and physical strength of the hero will be revealed.

There are no incidents in "The Childhood Years of Bagrov - Grandson". This is the story of a peaceful, eventless childhood, surprising only with the extraordinary sensitivity of the child, which is facilitated by an unusually sympathetic upbringing. The special power of the book lies in the depiction of a beautiful family: “The family allows a person of any era to stay more stable in society ... limiting the animal in a person,” A. Platonov wrote. He also emphasized that the family in the image of Aksakov brings up a sense of homeland and patriotism.

Serezha Bagrov had a normal childhood, fanned by parental love, tenderness and care. However, he sometimes noticed a lack of harmony between father and mother due to the fact that, on the one hand, there was exactingness, and on the other, an inability to satisfy subtle demands. Seryozha noted with surprise that his beloved mother was indifferent to nature, arrogant towards the peasants. All this overshadowed the life of the boy, who understood that the share of the blame lies with her.

The story of I. Shmelev "Summer of the Lord" is based on the impressions of childhood and the reflection of the world of the child's soul. Home, father, people, Russia - all this is given through children's perception.

In the plot, the boy is assigned a middle position, a kind of center between his father, seething with business and worries, and the calm, balanced Gorkin, whom the pilgrims take for a father. And the novelty of each chapter is in the world of Beauty that opens to the eyes of a child.

The image of Beauty in the story is many-sided. These are, of course, pictures of nature. Light, joy - this motive in the perception of nature by a boy sounds constantly. The landscape is like a realm of light. Nature spiritualizes the life of a child, connects it with invisible threads with the eternal and beautiful.

With the image of Heaven enters the narrative and the thought of God. The most poetic pages of the story are the pages depicting Orthodox holidays and religious rites. They show the beauty of spiritual communication: “Everyone was connected with me, and I was connected with everyone,” the boy thinks happily.

The whole story is like a filial bow and a monument to the father, created in the word. Very busy, the father always finds time for his son, for the house, for people.

One of his contemporaries writes about him: "... Great is the power of talent, but even stronger, deeper and more irresistible is the tragedy and truth of a shocked and passionately loving soul ... No one else has been given such a gift to hear and guess someone else's suffering, like him."

"Childhood of Nikita". Unlike other works, in Tolstoy's story each chapter is a complete story about some event in Nikita's life and even has its own title.

From childhood, A. Tolstoy fell in love with the magical Russian nature, learned the rich, figurative folk speech, treated the people with respect, and endowed Nikita with all these qualities.

Poetry is poured into everything that surrounds this boy - gentle, observant and very serious. In the most ordinary events of Nikita's life, the author finds an inexplicable charm. He seeks to poeticize the world around him and infects others with this desire.

In this work, told with a playful smile, the big world and deep feelings of adults and children are revealed.

As can be seen from the analysis of the works, the life of some heroes develops serenely and calmly in a happy family (Seryozha Bagrov, Nikita).

Other characters play pranks, suffer, fall in love, suffer, lose their parents, fight, pose difficult philosophical questions, over which a thinking person struggles from birth to death.

SEPARATE CIRCUMSTANCES EXPRESSED BY A SINGLE GERDIC PARTICIPLE AND A GENERAL TERMS. EXAMPLES FROM A.M. GORKY'S STORY "CHILDHOOD".

This material is helpful for students.

• Grade 8 (in the process of studying the topic - OFFERS WITH SPECIAL CIRCUMSTANCES)

• Grade 9 (to prepare for the GIA)

• Grade 11 (to prepare for the exam)

In the course of preparing for the USE and GIA, it is useful not only to solve tests, but also to consider the finished material - sentences with highlighted syntactic constructions.

Read the theory.

THEORY

1. Circumstance - a minor member of the proposal, which

denotes a place, time, reason, mode of action, etc. and answers the questions where? Where? where? When? Why? How? in spite of what? and etc.

It is expressed by adverbs, nouns with prepositions, participles, participles.

2. Isolated circumstances - circumstances that are pronounced in oral speech with a special intonation and are distinguished by commas in writing.

3. Distinguish!

gerund How Part of speech answers the questions doing what? having done what?

Circumstance How minor part of the sentence expressed by a single gerund and participle turnover, answers the question How?

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Read excerpts from fiction.

The gerund participle, which is part of a separate circumstance, is highlighted in large bold type.

The verb from which a question is asked to a separate circumstance is highlighted in large print.

Using theory, try to prove that the highlighted syntactic construction is not a separate definition, not a separate object, but a separate CIRCUMSTANCE, expressed by a single gerund or participle.

The more you look at ready-made examples, the more correctly and quickly you will orient yourself in search of SEPARATE CIRCUMSTANCES, which means you will save time for other tasks on the GIA and the Unified State Examination.

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In order to make the content of the fragments more understandable, we advise you to read the information about the main characters of A.M. Gorky's story "Childhood".

THE MAIN CHARACTERS OF A.M. GORKY'S STORY "CHILDHOOD"

Alyosha Peshkov is the central character of the story.

Vasily Vasilyevich Kashirin - grandfather of Alyosha Peshkov, owner of a dyeing workshop

Akulina Ivanovna is the grandmother of Alyosha Peshkov.

Varvara is the mother of Alyosha Peshkov.

Uncles Mikhail and Yakov, aunt Natalya

Alyosha's cousins: Sasha uncle Yakov and Sasha uncle Mikhail

Grigory Ivanovich is a master in the dyeing establishment of grandfather Kashirin.

Ivan Tsyganok is a foundling, a worker in the workshop of grandfather Kashirin.

Good Deed - guest.

Resident - tenant, tenant. To lodge - to occupy housing in someone else's house, apartment.

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Chapter 1

At the grave - I, my grandmother, a wet alarm clock and two angry men with shovels. Warm rain showers everyone, fine as beads.
- Bury, - SAID the watchman, GOING Away.
Grandma CRYING HIDING his face in the end of the headscarf.

perching on knots and chests, I LOOK out the window, convex and round, like a horse's eye; muddy, foamy water flows endlessly behind the wet glass. Sometimes she JUMPING UP licks the glass. I involuntarily jump to the floor.
- Do not be afraid, - SAYS the grandmother and, Lifting me lightly with soft hands, again puts on nodes.

Above us buzzed, howled. I already knew that it was a steamer, and I was not afraid, but the sailor hastily lowered me to the floor and Rushed out, TALKING:
- We must run!
And I also wanted to run away. I went out the door. It was empty in the semi-dark narrow crack. Not far from the door, the copper on the steps of the stairs gleamed. LOOKING UP, I SAW people with knapsacks and knots in their hands. It was clear that everyone was leaving the ship, which meant that I also had to leave.

She [grandmother] SAID, somehow especially singing words, and they were easily strengthened in my memory, like flowers, just as gentle, bright, juicy. When she smiled, her pupils, dark as cherries, DIFFERENT, FLASHING with an inexpressibly pleasant light, the smile cheerfully exposed white, strong teeth, and, despite the many wrinkles in the dark skin of the cheeks, the whole face seemed young and bright ... All of it was dark, but glowed from the inside - through the eyes - with an unquenchable, cheerful and warm light. She was stooped, almost hunchbacked, very plump, but she moved easily and dexterously, like a big cat - she was soft, just like this affectionate animal.

Before her, it was as if I had been sleeping, hidden in the dark, but she appeared, woke me up, brought me to the light, tied everything around me into a continuous thread, wove everything into multi-colored lace and immediately became a friend for life, closest to my heart, the most understandable and dear person, it is her unselfish love for the world that ENRICHED me, SATURATED with strong strength for a difficult life.

Forty years ago steamships sailed slowly; we drove to Nizhny for a very long time, and I remember well those first days of saturation with beauty.
Good weather has set in; from morning to evening I am with my grandmother on deck ... SLOWLY, lazily and loudly thumping with plates on the grayish-blue water, STRETCHES upstream a light-red steamer, with a barge in a long tow ... The sun imperceptibly floats over the Volga; every hour around everything is new, everything changes; green mountains - like lush folds on the rich clothes of the earth; cities and villages stand along the banks, as if gingerbread from afar; a golden autumn leaf floats on the water.

You look how good it is! - grandmother SAYS every minute, GOING FROM SIDE TO SIDE, and everything is shining, and her eyes are joyfully widened.
Often she LOOKING AT THE SHORE, FORGET about me: standing at the side, folded hands on chest, SMILES and SILENT, and there are tears in his eyes. I tug at her dark, floral-heeled skirt.
- Ash? she will startle. - And I seemed to doze off and see a dream.
- What are you crying about?
- This, my dear, from joy and from old age, - she SAYS, SMILING. - I'm already old, for the sixth decade of summer-spring my spread-gone.

And ... he begins to tell me some outlandish stories about good robbers, about holy people, about all beasts and evil spirits.
Tales she SAYS quietly, mysteriously, BENDING to my face, LOOKING into my eyes with dilated pupils, just pouring strength into my heart lifting me up. He speaks, sings exactly, and the further, the more fluently the words sound. It is indescribably pleasant to listen to her. I listen and ask:
- More!

I remember my grandmother's childhood joy at the sight of the Lower. PULLING BY THE ARM, she PUSHED me to the side and shouted:
- Look, look, how good! Here he is, Father Nizhny! Here it is, gods! Churches, look at you, they seem to be flying!

Grandfather and mother walked ahead of everyone. He was tall under her arm, walked small and fast, and she, LOOKING DOWN at him, as if floating through the air.

Chapter 2

Now, RELIEVING THE PAST I myself sometimes find it difficult to BELIEVE that everything was exactly as it was, and I want to dispute and reject many things - the dark life of the "stupid tribe" is too abundant in cruelty.
But the truth is above pity, and after all, I am not talking about myself, but about that close, stuffy circle of terrible impressions in which he lived - and still lives - a simple Russian person.

Soon after arrival, in the kitchen, during dinner, a quarrel broke out: the uncles suddenly jumped to their feet and, leaning over the table, STARTED HOOLING and GROWING at grandfather, plaintively SHAKING teeth and SHAKING like dogs, and grandfather, KNOCKING the spoon on the table, Blushed all over and loudly - like a rooster - shouted:
- I'll let you in the world!
Painfully twisted face Grandma SAID:
- Give them everything, father, - it will be calmer for you, give it back!
- Tsits, sweater! - shouted grandfather, SHINING eyes, and it was strange that, being so small, he could scream so deafeningly.

I'm still at the beginning of the fight Frightened JUMPED onto the stove and from there, in terrible amazement, watched how the grandmother washes away the blood from the bruised face of Uncle Yakov with water from the copper washstand; he wept and stamped his feet, and she spoke in a heavy voice:
- Cursed, wild tribe, come to your senses!
Grandfather, PULLING the tattered shirt over his shoulder SHOUTING at her:
- What, the witch, gave birth to beasts?
When Uncle Yakov left, my grandmother PUSHED into the corner, amazing WOYA:
- Holy Mother of God, restore the mind to my children!

A few days after his arrival, he made me learn prayers. All the other children were older and were already learning to read and write from the deacon of the Assumption Church; its golden heads were visible from the windows of the house.
I was taught by the quiet, shy Aunt Natalya, a woman with a baby face and eyes so transparent that I thought you could see through them everything behind her head.
I loved to look into her eyes for a long time, WITHOUT LEAVING, WITHOUT FLASHING; she screwed up her eyes, turned her head, and asked softly, almost in a whisper:
- Well, please say: "Our Father, who art..."
And if I asked: "What is it - how is it?" - she, shyly looking back, ADVISED:
- Don't ask, it's worse! Just say after me: "Our Father..." Well?

I knew the noisy story with the thimble. In the evening, from tea to dinner, the uncles and the craftsman sewed pieces of dyed fabric into one "thing" and fastened cardboard labels to it. WANTING to play a joke on the half-blind Gregory, uncle Mikhail TOLD his nine-year-old nephew to HEAT the master's thimble on the fire of a candle. Sasha clamped the thimble with tongs to remove carbon deposits from the candles, heated it up strongly and, imperceptibly putting Gregory under the arm, HID behind the stove, but just at that moment grandfather came, sat down to work and put his finger into a red-hot thimble.
I remember when I ran into the kitchen at the noise, grandfather, CLUTCHING by the ear with burned fingers, funny JUMPING and SCREAMING:
- Whose business, basurman?

Thin, dark, with bulging, crustacean eyes, Sasha Yakovov spoke hastily, quietly, choking on words, and always looked back mysteriously, exactly GOING TO run somewhere, hide ... He was unpleasant to me. I much more liked Sasha Mikhailov, the inconspicuous bumpkin, a quiet boy, with sad eyes and a good smile, very similar to his meek mother.

It was good with him to SILENT-SIT at the window, HOLDING HIM closely, and SILENT for an hour, LOOKING, as in the red evening sky around the golden bulbs of the Assumption Church they curl - black jackdaws rush about, soar high up, fall down and, suddenly COVERING the fading sky with a black net, DISAPPEAR somewhere, LEAVING a void. When you look at this, you don’t want to talk about anything and pleasant boredom fills your chest.

And Uncle Yakov's Sasha could talk about everything a lot and solidly, like an adult. LEARNING that I wished to take up the trade of a dyer, he ADVISED me to take a white festive tablecloth from the closet and dye it blue.
- White is always easier to paint, I know! he said very seriously.
I pulled out a heavy tablecloth, ran out into the yard with it, but when I lowered its edge into a vat of "cube", a Gypsy flew at me from somewhere, tore the tablecloth and, SPRING IT OUT with wide paws, Shouted to my brother, who was watching my work from the passage:
- Call your grandmother soon!
AND, ominously shaking black, shaggy head, SAID to me:
- Well, you will get it for it!

Somehow suddenly just jumping from the ceiling Grandpa APPEARED, sat down on the bed, felt my head with a hand as cold as ice:
- Hello, sir ... Yes, you answer, do not be angry! .. Well, or what? ..
I really wanted to kick him, but it hurt to move. He seemed even redder than before; his head shook uneasily; bright eyes searched for something on the wall. PULLING out of the pocket of a gingerbread goat, two sugar cones, an apple and a branch of blue raisins, he PUT it all on the pillow, to my nose.
- Here, you see, I brought you a present!
BENDING UP, KISSED me on the forehead; then spoke...
- I'll take you then, brother. Got very excited; you bit me, scratched me, well, and I got angry too! However, it does not matter that you have endured too much - it will count! You know: when your own, native beats - this is not an insult, but science! Do not give to someone else, but nothing to your own! Do you think they didn't beat me? They beat me, Olyosha, so much that you won't even see it in a nightmare. They offended me so much that, go ahead, the Lord God himself looked - wept! And what happened? An orphan, a poor mother's son, I've reached my place - I've been made a foreman of the shop, the head of the people.
leaning against me with a dry, folding body, he STARTED TALKING about his childhood days in strong and heavy words, stacking them one with the other easily and deftly.

His green eyes flared brightly, and, cheerfully bristling golden hair, THINKING YOUR HIGH VOICE, he BLOWED in my face:

You arrived by steamer, the steam carried you, and in my youth I myself, with my strength, pulled barges against the Volga. Barge - on the water, I'm on the bank, barefoot, on a sharp stone, on scree, and so on from sunrise to night! The sun will heat up the back of the head, the head, like cast iron, boils, and you, BENDING into three deaths, - the bones creak, - GO AND GO, and you can’t see the way, then your eyes flooded, and your soul is crying, and a tear is rolling, - eh-ma, Olesha, shut up! ..

He spoke and - quickly, like a cloud, ROS in front of me, TURNING from a small, dry old man into a man of fabulous strength- he alone leads a huge gray barge against the river ...

More often than others, my grandmother visited me; she slept on the same bed with me; but the most vivid impression of these days was given to me by Tsyganok ...

Look, he said, PICKING UP YOUR SLEEVE, SHOWING ME BARE ARM, up to the elbow in red scars - how it blew! Yes, it was even worse, it healed a lot!

Do you hear: how grandfather went into a rage, and I see that he will lock you up, so I began to substitute this hand, I waited - the rod would break, grandfather would go after another, and you would be dragged away by a woman or mother! Well, the rod did not break, it is flexible, soaked! And yet you got less - see how much? I, brother, swindler! ..

He LAUGHED a silky, caressing laugh, again LOOKING AT the swollen hand, and, laughing, SAID:

I felt so sorry for you, my throat is intercepting, I can smell it! Trouble! And he whips...

Snorting like a horse, shaking your head, he STARTED SAYING something about my grandfather, immediately close to me, childishly simple.

I told him that I loved him very much, - he simply answered memorably:

So after all, I love you too, - for that I took the pain, for love! Ali I would become for another for whom? I don't care...

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to be continued

Lesson topic– research: "Lead abominations of Russian life" in M. Gorky's story "Childhood".

The purpose of the lesson: to explore the significance of childhood in the formation of the moral character of a person; contribute to the education of the qualities of a spiritual and moral personality, the formation of a humanistic worldview.

Learning tasks: collect and systematize the necessary material in the image of Alyosha Peshkov and his entourage, determine the ideological orientation and problems of the story, teach to understand the author's position, express their own opinion, make decisions in non-standard situations.

Development tasks: develop the skills of working with a literary text, the ability to generalize, compare, formulate a conclusion; contribute to the improvement of the oral speech of students, the development of figurative and analytical thinking, creative abilities, reading culture of schoolchildren.

Educational tasks: education of sympathy, compassion, determination, courage, perseverance in overcoming life's difficulties.

Lesson equipment:

the text of the autobiographical novel by A.M. Gorky "Childhood"

portrait of A.M. Gorky; illustrations, multimedia presentation.

During the classes.

1. Teacher's word.

Many well-known writers also devoted their works to the theme of childhood.

Name the books about childhood that you have read.

L.N. Tolstoy "Childhood"

I.A. Bunin "Numbers"

V.P. Astafiev "Horse with a pink mane"

V. G. Rasputin “French Lessons”, etc.

In 1868, in Nizhny Novgorod, a boy was born into the family of a cabinetmaker, who was destined to become the great writer Alexei Maksimovich Gorky. About the difficult fate of this man, about his difficult childhood, you read the story, which is called “Childhood”. In 1913, in the middle of his career, Alexey Maksimovich decided to comprehend the individual stages of his life, then the chapters from the autobiographical story “Childhood” appeared in print. The author of the story invites you to reflect on the actions of the heroes of the work. Perhaps, after our reflections for yourself, you will learn useful lessons.

2 .Formulation of the topic of the lesson and goals.(formulated with children)

"Lead abominations of Russian life" in M. Gorky's story "Childhood"

To explore the significance of childhood in the formation of a person's moral character.

3 .Vocabulary.

Lead abominations — about the unsavory aspects of life.

An epithet is a word or expression in a literary text that carries especially expressive properties. Epithet construction: adjective + noun.

Comparison is a technique based on comparing a phenomenon or concept with another phenomenon or concept in order to highlight some particularly important feature.

Conflict is a fight between the characters in a work of art or between characters and the environment, the hero and circumstances.

Vices - 1) immoral character traits 2) actions that are contrary to generally accepted morality.

Cluster - elements with similar characteristics, collected in one group.

4. Checking for knowledge of the text. The following questions and tasks can be included in the quiz: Who and for what reason shouted: “I will let you go around the world! ..”? How do you understand this expression? Whom did grandfather look askance at and say: “What a sycophant!”? Who uttered the following words: “Give them everything, father, you will be calmer, give it back!”? Who is it about “Clutching his ear with burned fingers, jumping funny, shouting - whose business is it, infidels”? Who is it about “A quiet boy, with sad eyes and a good smile, very similar to his meek mother”? Who, screaming terribly, yelled thinly and disgustingly: “I won’t-y ... After all, I said about the tablecloth ...”? List the household members of the Kashirin family.

5 . Analysis of the story by A.M. Gorky "Childhood".

And now turn to the story“Childhood” and find out what life trials befell Alyosha Peshkov and how they influenced the formation of his character.

TOWhat events take place in Alyosha's life after the death of his father?

The first meeting with the "stupid tribe".What is she like?

Describe Alyosha's first impression of meeting his grandfather. How does grandfather talk to people? What feeling did he evoke in Alyosha? How is it stated in the text?

Read the description of the Kashirins' house. Find epithets and comparisons in this description and determine their role.

RTell us about Alyosha's first impressions of staying at Kashirina's houseX(Quarrel between uncles and grandfather. Prove it with text.Describe the essence of the conflict. What does the author draw the reader's attention to?

The author conveys the bestial appearance of the fighting brothers, shows how the grandfather behaves during a quarrel and how this characterizes each of the participants in the quarrel. Although the grandfather is also possessed by the spirit of money-grubbing, at the same time he is pathetic, because he is unable to stop his sons.

History with a thimble.

Spanking children.

Sasha's denunciation of Alyosha.

What human vices does Gorky show in these episodes?

Students answer the questions posed using the text of the work and come to the conclusion that Alyosha ended up in a family where relatives were at enmity over inheritance, mocked the blind Gregory, and used physical punishment. It is difficult for a boy to live in such conditions, where he observes horrifying pictures of drunken cruelty, mischief, mockery of the weak, family fights over property that pervert human souls.

Attitude towards women and children?

The scene of punishment is analyzed, which is important not only for depicting cruelty, on the one hand, and humility, on the other. It is also interesting because it shows how cruelty, in turn, gives rise to such no less terrible and vile qualities as hypocrisy and betrayal. Having adapted to the world of violence and lies, Sasha became an informer and sycophant of Uncle Yakov, a slavishly submissive and weak-willed son of Uncle Mikhail.

What did Gorky say about the children of Yakov and Mikhail? What epithets and comparisons most vividly convey their character? How does Sasha Yakov make students feel? In what episodes does he most fully manifest himself?

What were your grandfather's childhood and youth like? What pictures are drawn to Alyosha in the grandfather's story about his youth?(Painting by I. Repin "Barge haulers on the Volga")

What embittered grandfather?

The analysis of the reasons should be considered in more detail. Having drunk the bitter cup of the burlak to the bottom, having experienced humiliation and beatings, the grandfather finally made his way into the people, became the owner. But the cruel morality of capitalism, the pursuit of a penny, the constant fear of losing the dye house gave rise in him to the spirit of the owner, anger, distrust of people. Kashirin gradually lost all the best that was in him from the people, opposing himself to the people of labor. (It is advisable to read out individual lines from the thirteenth chapter, telling about the future fate of the grandfather, when he, having gone bankrupt, loses the remnants of his human appearance.)

AttitudeToGypsy?

Why Alyosha felt like a "stranger" among the "stupid tribe"?

Alyosha got into the Kashirins' house when he was four years old, but the impressions of a different life already lived in him. He remembered a close-knit family, father Maxim Savvateevich, an intelligent, cheerful and talented person, at first he was proud of his mother, who was not like the people around her. For the rest of his life, Alyosha remembered the “first days of saturation with beauty” while sailing on a steamer. "Dense, motley, inexpressibly strange life" in the Kashirin family is perceived by Alyosha as "a harsh tale, well told by a kind, but painfully truthful genius."

How does Alyosha feel aboutam I to the street fun of the boys?

Students will tell how Alyosha is driven to rage the cruelty of street fun, how he is ashamed in front of the blind master Grigory because his grandfather does not feed him.

The life of the "stupid tribe"

(Property division)

"Hot mistmutual enmity of allwith everyone"

(Fight between uncles, quarrel between grandfather and sons)

"A Stuffy Circle of Eerie Impressions"

(Spanking children, story with a thimble)

Lack of respect for people

(Story fromGypsy)

The brutality of the street

“In the Kashirin family, Alyosha felt like a stranger”

"Lead abominations" of life

We talked about the "lead abominations" of life, which were a heavy burden on the soul of an impressionable child living “as if in a deep dark hole”.

Is it necessary to talk about this, about these ugly people, cruel scenes, rudeness?

The author answers this question as follows:“Remembering these leaden abominations of wild Russian life, I ask myself for minutes: is it worth talking about this? And, with renewed confidence, I answer myself - it's worth it; for this is a tenacious, vile truth, it has not died to this day. This is the truth that needs to be known to the root, in order to root it out of memory, from the soul of a person, from our whole life, heavy and shameful.

What do you think about this?

How is the problem of education solved in A.M. Gorky "Childhood"

It is impossible to protect a teenager from the negative aspects of life, from difficulties, from mistakes. A child raised in greenhouse conditions will not be ready for life. Difficulties harden a teenager, contribute to the formation of important personal qualities.

Ppredict the future of Alyosha: will he be able to adapt in society?

What is in his character for this?

Alyosha's character has all the important personal qualities necessary for life. The author believes that his hero, having gone through difficult trials, gained life experience, learned moral lessons for himself. He will not only be able to successfully adapt in society, but will also bring people "a new, bright, life-affirming beginning."

6. Getting ready for the GIA in literature

Quarrel between uncles and grandfather.

Describe the essence of the conflict that arose in this episode. What properties of nature manifested themselves in each of the characters?

Typical scenes of Kashirin's life.

Family fight over property.

The bestial appearance of fighting brothers.

Possessed by the spirit of acquisitiveness (passion for acquisition, greed for money).

Characteristics of each of the participants in the quarrel.

Homework:

The answer to the question.

Comment on the cluster.