Horse with a pink mane presentation for the lesson. Literature presentation "A lesson in moral kindness based on V. Astafyev's story "A Horse with a Pink Mane" (Grade 6). Test based on V.P. Rasputin's story "A Horse with a Pink Mane"

Presentation for the story of V.P. Astafiev "A horse with a pink mane"

Moral problems of the story.

V.P. Astafiev

People like Astafiev are called the conscience of the nation.
He was a very honest, sensitive, irreconcilable person to lies and evil.
The heroes of his books are ordinary people and the nature of Siberia.

People lived very poorly, often lacking the most necessary - food. It was a very difficult time. The country was ruined, weary of the war.
The essentials were missing.
“A horse with a pink mane”, such a romantic, fabulous image, turns out to be just a “carrot horse”.

It was a very difficult time. The country was ruined, weary of the war. People lived very poorly, often lacking the most necessary - food, clothing, what we are accustomed to as a matter of course. “A horse with a pink mane”, such a romantic, fabulous image, turns out to be just a “carrot horse”. We learn about this in the very first lines of the story.

The protagonist of the story, the seven-year-old boy Vitya, encounters a lot of good and bad things in his life, he tries to understand from his mistakes how he should live, so as not to be tormented by remorse. In how he came to this understanding of life,

2. Main character

From whose perspective is the story being told?

In what family does the hero grow up?

Why is “carrot with a horse” such a desirable dream?

(The narration is in the first person. This is the writer's recollection of his own childhood. The events of the story seem to be seen by children's eyes.)
(The little boy, the hero of the story, is an orphan. His mother drowned, nothing is known about his father. The boy grew up without parents, apparently from an early age, because he only remembers his mother when a drunken neighbor begins to feel sorry for him: “Mother Do you even remember?" He is alive with his grandmother, grandfather comes from the "zaimka" from time to time. For a boy, grandfather's visit is a joy. Grandmother is strict, she brings up her grandson in labor. sales.

Why is “carrot with a horse” such a desirable dream?

Children are not spoiled for delicious food, they do not always eat their fill . Neighborhood kids are always hungry. The hero's grandmother “never allowed me to carry pieces of bread. Eat at the table, otherwise it will be bad.”
Gingerbread looks fabulous . “He is white-white, this horse. And his mane is pink, his tail is pink, his eyes are pink, his hooves are also pink.”
Gingerbread and a treat, a pleasure that you want to stretch, and a toy. “You can put a gingerbread under your shirt, run around and hear how the horse kicks its hooves into its bare stomach. Cold with horror - lost! - to grab his shirt and be happy to make sure that he is here, the horse is fire! .. "

3. Moral problems of the story

moral issues associated with the internal spiritual qualities that guide a person, with certain rules of behavior, these are problems from the point of view of their humanity, humanity.
Fiction

all times and peoples

raises questions

justice,

honor and virtue.

The main theme of many of Astafiev's stories is

the theme of growing up, the formation of a person's personality .

The writer showed how an insignificant incident can affect a person’s whole life, change him, experience a sense of remorse

Why, after many years, after many events, the author writes:

“But I still can’t forget my grandmother’s gingerbread - that wondrous a horse with a pink mane…”?

How are the hero and Sanka opposed in the episode of picking berries?
How did the hero become dependent on Sanka?

Is it only the fear of the grandmother that torments the hero? How does he change as he thinks?

The boy was not easily deceived, he understands that he committed "atrocity". His conscience torments him.
“Grandma cheated. Kalachi stole. What will happen?
“What if you wake her up and tell her everything?”
“And why did I do that? Why did he listen to the Levontievskys? Wow, how good it was to live! Walk, run and don't think about anything. And now?"

Conclusion

Grandmother bought a “carrot with a horse”, who deceived her grandson, because she believed in him, understood that he would repent of his “crimes”. Mercy, kindness and forgiveness have done what the most severe punishment would not have done.

D. h. Write a short essay “What did this story make me think about?”

slide 1

Literature of the XX century V.P. Astafiev. The story "A horse with a pink mane" Text by Mikhail Nemilov Design by Yuri Ryabov

slide 2

This work tells about a village orphan boy, to whom his grandmother promised to bring "Gingerbread with a Horse" for picking berries, and his grandmother selling them. All the village boys dreamed about this gingerbread. This gingerbread: “white-white; And his mane is pink, his tail is pink, his eyes are pink, his hooves are also pink. If someone had such a gingerbread, then the rest immediately began to respect, suck up, show honors, so that they would only be allowed to bite off a piece of the gingerbread or at least lick it.

slide 3

One of the boy's friends, Sanka, gave bad advice and encouraged him to do bad things. First, Sanka, on a dare, forced the boy to throw berries out of the half-filled tueska. The boy did just that. Then he advised me to fill the empty tuyesok with grass, and sprinkle berries on top; the boy again followed the advice.

slide 4

For joy, the grandmother did not check the berries, praised for the work and went to bed. The boy couldn't sleep at night. He thought about what would happen to him and decided the next morning to confess everything to his grandmother.

slide 5

The next morning, when the boy woke up, his grandmother was no longer at home (she had left for the city). The little boy was very upset. He went fishing with his friends on the lake. In the evening I saw my grandmother sailing from the other side in a boat. He ran to the house, but when he saw his grandmother walking from the boat, he decided to run away from there. The boy heard his grandmother screaming after him for a long time, but soon the screaming subsided. He ran so long that he himself did not notice how he ended up at the upper end of the village.

slide 6

The boy remembered that it was there that his cousin Kesha lives. Aunt Fenya, Kesha's mother, fed the boy, but did not allow him to stay overnight. His aunt took him to his grandmother. The grandmother cursed and got angry very much, so the boy quickly climbed into the closet. And the grandmother talked with Aunt Fenya for a long time.

Slide 7

The next morning, when he woke up, he found that his grandfather had arrived. The boy was afraid to go out for a long time, but grandfather came in, they talked and grandfather gave the young man confidence. The boy came out of the pantry; Grandma was still angry. He sat down at the table and began to eat the food prepared for him. Grandmother grumbled and cursed for a long time. He did not argue, because he knew that it would be worse. The boy did not hope for any forgiveness or indulgence, But at the very end, the grandmother with the words: “Take it, take it, what are you looking at? You look, but even when you deceive your grandmother ... ”- she handed the horse with a pink mane to her grandson.

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The presentation on the topic "V.P. Astafiev" A horse with a pink mane "describes the main character's friends, the main character's character traits. Photos showing life in the village are used as templates. The images are designed to illustrate the main events in the story.

tie
Characteristics of the main character's friends
Character traits of the main character
climax
denouement
conclusions

Format

pptx (powerpoint)

Number of slides

Nemilov M., Ryabov Yu.

The audience

The words

Abstract

Present

slide 1

Text - Mikhail Nemilov
Design - Yuri Ryabov

slide 2

This work tells about a village orphan boy, to whom his grandmother promised to bring "Gingerbread with a Horse" for picking berries, and his grandmother selling them. All the village boys dreamed about this gingerbread. This gingerbread: “white-white; And his mane is pink, his tail is pink, his eyes are pink, his hooves are also pink. ”If someone had such a gingerbread, then the rest immediately began to respect, suck up, show honors, so that only they were allowed to bite off a piece of the gingerbread or at least lick it .

slide 3

slide 4

slide 5

The next morning, when the boy woke up, his grandmother was no longer at home (she had left for the city). The little boy was very upset. He went fishing with his friends on the lake. In the evening I saw my grandmother sailing from the other side in a boat. He ran to the house, but when he saw his grandmother walking from the boat, he decided to run away from there. The boy heard his grandmother screaming after him for a long time, but soon the scream subsided. He ran so long that he himself did not notice how he ended up at the upper end of the village.

slide 6

The boy remembered that it was there that his cousin Kesha lives. Aunt Fenya, Kesha's mother, fed the boy, but did not allow him to stay overnight. Aunt took him to his grandmother. The grandmother cursed and got angry, so the boy quickly climbed into the pantry. And the grandmother talked with Aunt Fenya for a long time.

Slide 7

The next morning, when he woke up, he found that his grandfather had arrived. The boy was afraid to go out for a long time, but grandfather came in, they talked and grandfather gave the young man confidence. The boy left the pantry; Grandma was still angry. He sat down at the table and began to eat the food prepared for him. Grandmother grumbled and cursed for a long time. He did not argue, because he knew that it would be worse. The boy did not hope for any forgiveness or indulgence, But at the very end, grandmother with the words: “Take it, take it, what are you looking at? You look, but even when you deceive your grandmother ... ”- she handed the horse with a pink mane to her grandson.

Slide 8

*** Astafiev's work is very instructive, because. it describes as bad character traits: deceit, fraud; and good traits: kindness, gullibility, condescension.

Slide 9

End!

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Abstract

Lesson Objectives

Lesson objectives:

Equipment

Methodological techniques

Lesson plan:

3. Vocabulary work. 1 minute.

6. Physical Minute. 1 minute.

9. Testing. 7 min.

10. Homework 1 min.

DURING THE CLASSES

1. The word of the teacher.

2. Frontal survey.

3. Vocabulary work: ridge, tuesok, shanga.

4 . .

5. Dramatization of episodes. Group work.

Fizminutka

7. Work on illustrations.

8. Testing.(Attachment 1)

9. Conclusions. Generalizations. Ratings with comments .

Attachment 1

1. What is the name of the hero's grandmother?

a) Alyosha; b) Misha; c) Kolya.

Literature

4. Stories by V.P. Astafiev.

Lesson Objectives: to deepen the understanding of the ideological and artistic richness of the story, to teach to unravel the author's intention, to navigate the text well.

Lesson objectives:

Learning to analyze the actions of heroes through words, actions (verbs).
Formation in schoolchildren of such moral qualities as honesty, kindness, duty.
Raising a sense of compassion and love for all living things in students, arouse interest in literature lessons.

Equipment: illustrations for the story, tests, a computer with a projector, vocabulary words (uval, tuesok, shanga).

Methodological techniques: conversation on questions, retelling of episodes, expressive reading, text analysis, skits.

Lesson plan:

1. Introductory speech of the teacher. Statement of the purpose and topic of the lesson. 1 minute.

2. Frontal survey to check the assimilation of the content by students. 5 minutes.

3. Vocabulary work. 1 minute.

4. Retelling of episodes using reference - words of verbs. 8 min.

5. Work in groups. Staging of individual episodes. 5 minutes.

6. Physical Minute. 1 minute.

7. Working with text (selective reading). 5 minutes.

8. Work on illustrations. 5 minutes.

9. Testing. 7 min.

10. Homework 1 min.

11. Summing up the lesson. Ratings with comments. 1 minute.

DURING THE CLASSES

1. The word of the teacher.

The main theme of many of Astafiev's stories is the theme of growing up, the formation of a person's personality. The writer shows how one seemingly insignificant incident can affect a person's whole life, which makes a person older, changes him. The case described in the story is just one of those.

The class is divided into two groups, where one group looks for words that characterize the positive qualities of the hero-narrator, and the other group - his negative qualities, verbs, related words are found and confirmed with examples from the text. At the end of the lesson, students make a complete description of the hero-narrator.

2. Frontal survey.

What is the plot of the story?

(The episode, which tells how the grandmother sent the hero for strawberries and promised him "carrot horse". This is almost a fairy-tale beginning.)

Did the boy's dream come true - to get a "carrot with a horse"? (Yes, it did. It was a fairy-tale horse: "A white horse with a pink mane rode on pink hooves on pink hooves on a scraped kitchen table, like on a huge land with arable land, meadows and roads")

It seemed like a happy ending to the story. But at what cost did the boy get this horse? Why, many years later, after many events, the author writes: "But I still can't forget my grandmother's gingerbread - that wondrous horse with a pink mane"? Let's try to answer these questions after the author,

How does the hero hope to fulfill his dream? (The hero goes for strawberries together with the Levontievsky children in order to "earn a gingerbread with his labor." Let's pay attention to the inversion "by his labor", which highlights the word. "labor" - the boy understands that nothing gets for nothing)

What important details did you note in the description of the road to the ridge? (Neighborly guys "carried glasses with broken edges, old birch bark tueski, half torn for kindling ... a ladle without a handle." Broken dishes are not only a sign of poverty, but a sign of attitude to things, to work in general. Such people themselves do not like to work , and do not value other people's work. Let's pay attention to what kind of vessel the hero-narrator goes for strawberries: "I took diligently and soon covered the bottom of a neat tueska." In this family, they know the value of labor)

How do the neighbors behave on the road? What verbs help to understand the author's attitude to their behavior?

3. Vocabulary work: ridge, tuesok, shanga.

4 . Retelling the episode using key verbs.

(“Levontief eagles threw dishes at each other, floundered, started to fight twice, cried, teased”; “jumped into someone’s garden”, “spread onion-button” (meaning they picked as much as they could fit in the shirt hem) ; "ate to the green saliva, and left the half-eaten." Action verbs show that these guys behave unreasonably, like small animals: they grab as much as they can snatch, while also fighting)

How are the characters contrasted in the berry picking episode? (The hero of the story works diligently, not even because he wants a gingerbread - he doesn’t know how in another way: “I took diligently.” He recalls the words of his grandmother: “The main thing is to close the bottom of the vessel”, this helps him, urges him: “I began to pick berries more quickly ". The hero does not dare to go to the river until the berries are picked," he did not pick up full dishes. ate" berries. Here again the author uses significant verbs: "got angry", "quit", "guzzle", "roll around", "jumped", "kicked", "howled", "rushed", "fight", "roll" , "crushed")

How did the hero become dependent on Sanka?

5. Dramatization of episodes. Group work.

(Sanka uses a win-win technique - he teases the hero: “Grandmother Petrovna was scared! Eh you!”, And he blurts out about the gingerbread. Sanka “quickly realized something”: “Tell me better - you are afraid of her, and still greedy!” Then the hero and comes across "on a whim": "Do you want to eat all the berries?" It was too late to retreat. It was important for the boy "not to give in, not to be afraid, not to disgrace", not to seem greedy. collected with such difficulty by a boy)

What words convey the hero's inner struggle before he gave up what his grandmother taught him? (These words: “repented,” “I swaggered,” “with a fading voice,” “let down despair,” “waved my hand at weight.” At this point, the hero got carried away - he boasts: “I’ll steal kalach from my grandmother!” He becomes the same as the Levontievsky guys)

How did the guys have fun after that? Retelling of the episode and generalizations after that. (Their entertainments were cruel: they tore apart a fish "for an ugly look", "shot stones at flying birds and knocked out a swift", he died. Having buried the swift, they soon forgot about him, because they found new entertainment: "they ran into the mouth of a cold cave, where lived ... evil spirits")

How do the Levontief guys and the narrator feel about their actions? (Levontievsky doesn’t care about anything: Sanka “neighed”, he gloated: “We’re good! Ha ha! through actions: "I quietly trailed behind the Levontievsky guys" - "they ran in front of me in a crowd and drove a ladle without a handle along the road")

Fizminutka

Why did the hero decide to deceive the grandmother? (Firstly, the "demon" Sanka taught how to deceive his grandmother, and secondly, the hero was already prepared for this deception by all the stupid and bad deeds committed during the day. To these deeds were added more chalk-kis dirty tricks, which he knocked out the hero Sanka - the hero steals rolls to appease the blackmailer and the sneak Sanka, besides, he was afraid of punishment and wanted to avoid trouble)

Is it only the fear of the grandmother that torments the hero? How does he change as he thinks? (The deceit was not easy for the boy: he “even almost burst into tears,” then “prepared for punishment for the villainy he had committed.” That is, he understands that he committed the “villainy.” Therefore, his conscience torments him: “He cheated his grandmother. Kalachi stole. "What if I wake her up and tell her everything?" Even while fishing, the boy thinks: "And why did I do that? Why did I listen to the Levontievskys? Look how good it was to live! Walk, run and don't think about anything. And now?" The boy remembers his grandmother, and his mother, and grandfather, pities himself: "And there is no one to pity me." But when Sanka again begins to teach him how to deceive his grandmother, mimics her, the hero decides: "I won't do that And I will not obey you!" When the boat with the grandmother is shown, shame drives the hero away)

6. Working with text (selective reading).

Find a description of fishing, a description of a summer day: "The day was clear, summer." Let's read it expressively. What is the role of landscape sketching? (At first, the hero simply enjoys the warmth, the smells of herbs, flowers: "rippled cuckoo's tears bowed to the ground", "blue bells dangled from side to side on long crisp stems", "striped gramophone flowers lay." Gradually, his gaze rises up - to birch leaves, aspen, pine forest. He peers into the distance, sees the lace of the bridge, from where grandmother should sail. He internally prepares for a meeting and explanation with her, he is tormented by shame. The world of nature, the beauty and harmony of a summer day contrast with the world of deceit and selfishness, where a boy was involved who did not have the courage not to follow the lead of the "Levontievsky")

What is the denouement of the story? (The denouement is stretched out, the hero’s internal conflict with himself is still not resolved, the realization of guilt drags on painfully. The hero hears the grandmother tell about her and his shame to the grandfather: “Here I fell through the ground with my grandmother and could no longer make out what she was saying she is farther away, because she covered herself with a sheepskin coat, huddled in it in order to die sooner. "The boy feels that his shame is obvious to the whole world, that his grandmother told everyone he met about the deceit, that he not only deceived his grandmother, but is also to blame for the fact that his grandmother unwittingly deceived the buyers of strawberries. Finally, the tension reaches a climax: grandfather took pity on the boy, and the accumulated tears "spouted uncontrollably." Grandfather helped his grandson out of an unbearable situation: "Ask for forgiveness ...")

7. Work on illustrations.

What episode is depicted in the illustration for the story? Let's describe the picture.

Why did the grandmother buy all the same "carrot with a horse" to her grandson who deceived her? (Grandma believed in him, understood that he was tormented and repented of his "crimes." Mercy, kindness and forgiveness did what the most severe punishment would not have done. That's why he writes after many years

8. Testing.(Attachment 1)

9. Conclusions. Generalizations. Ratings with comments . What moral qualities should we cultivate in ourselves?

Attachment 1

Test based on the story of V.P. Rasputin "A horse with a pink mane"

1. What is the name of the hero's grandmother?

a) Mikhailov; b) Nikolaevna; c) Petrovna.

2. What did his best friend blackmail the main character?

a) kalach; b) a bun; c) shanga.

3. What was the name of the hero's brother, whom Aunt Augusta took with her to the forest plot?

a) Alyosha; b) Misha; c) Kolya.

4. What happened to the hero's mother?

a) She drowned b) She was hit by a car.

5. What was the name of the aunt who fed him after the hero escaped from the river from his grandmother?

a) Vasyan; c) Petrovna; c) Fenya.

6. What was the name of the object that the guys took into the forest?

a) a basket b) a bucket; c) tuesok.

Literature

1. Lesson developments in literature 6th grade. (To help the school teacher). V.Ya.Polukhina, V.P.Zhuravlev.
2. Textbook for educational institutions (in two parts) 2008
3. Critical articles from the journal "Literature at School" 2005, No. 6.
4. Stories by V.P. Astafiev.

Slide 1. Topic: A lesson in moral kindness based on the story of V.P. Astafiev "Horse with a pink mane"

Lesson Objectives:

1. Didactic:

acquaintance with the artistic world of V.P. Astafiev

analysis of the story "The horse with a pink mane"

2.Developing:

improve the dialogic and monologue speech of students

expand and enrich the vocabulary of students

improve your writing skills

3.Educational:

educate an attentive reader

cultivate a sense of kindness the desire to remain human in all situations

4.Communicative:

improve the ability to objectively evaluate yourself and your friend.

During the classes.

Slide 2 - What can you tell us about the author of the work? Many of the works are autobiographical. What is an autobiography?The story "A horse with a pink mane" opens up a kind and bright world of folk life, seen by children's eyes, shows a lively and observant children's character.

Our task today is to analyze the content of the story and find out what lessons it brings.

Slide 3. Let's look at the title of the work. Why is the piece called that?

Slide 4. Do you think there are really horses with pink manes? (Yes)

Slide 5,6,7. Guys, why is the gingerbread in the shape of a horse?

( The choice of the shape of the gingerbread is not accidental. The horse is a symbol of rural, peasant life. The horse for the peasant at that time was the breadwinner: it is both a means of transportation, and a plowman, and a carrier of goods, and the protagonist of peasant holidays, and a friend - the peasant takes care of the horse like a person, communicates like with a friend.)

And what give us the color pink? (the color of childhood, purity, naivety, innocence, joy)

Slide 8. What is the keyword in the title? (gingerbread)

Let's make an associative series for the word gingerbread. (students on separate sheets)

Life lessons

Forgiveness

Repentance

Let's read the description of the gingerbread in the text.

Slide 9. What is the basis of the story?

Why did the boy go to the forest? (to earn a gingerbread with his own labor)

With whom did the boy go to the forest?

Slide 10. Let's name the verbs with which the author describes the campaign for strawberries. (Notes in notebooks) how did the Levontievsky children behave?

Slide 11. What dishes did the Levontief children take with them? What does the description of the dishes say? (mismanagement)

What did Vitya use to collect strawberries? (neat little bastard)

Slide 12. We must determine the names of some words for ourselves. Vocabulary work.

Uval-

Tuesok-

Shang-

- What families are the children from?

Who are their parents?

It is no coincidence that we started talking about the families of boys. You agree with me that the life and destiny of a person is largely determined by upbringing.
- How you were brought up in childhood, what you paid attention to, what you were taught, with that you go through life. Growing up, a person can already engage in self-education, but at a young age, the educational environment is WHAT? A family.

Slide 13. How was Vitya brought up? How was Levontius brought up in the family? (discussion: quotes.)

“

Slide 14. Dispute.

If there is a crime, then there is a punishment.

What is punishment? (discussion with parents)

What could be the punishment?

slide 15.Did the boy have a conscience, shame for what he had done?

- And how does grandmother reinforce the moral awakening of CONSCIENCE? (gives GINGERbread).

- What was this gingerbread for the hero of the story? (symbol of conscience). WHAT IS CONSCIENCE? (children's answers)

Slide 16. Did the boy's dream come true?

slide 17.So all the same, what is the Horse with a pink mane in this story? (A toy? A treat? A symbol?)

teacher's word .Yes, this story is about childhood - a wonderful time of knowing the world, the first encounters with life, a time when you were incredibly happy and hopelessly alone. There is an expression: "We all come from childhood." It emphasizes that childhood is very important in the formation of character, in the formation of ideas about the world and people. This time is warmed by the love and care of native people, their endless patience and kindness, and therefore is remembered as a happy time in the life of any person. And if it happened in the harsh, hungry years? But even then it was beautiful, that's why I remember it.

Questionnaires for parents.

Please answer the questions. Mark the necessary with the √ icon.

1. Do you assess your relationship with your son (daughter) as:

a) prosperous

b) disadvantaged

c) hard to answer

2. What problems do you face in raising your growing son (daughter)?

3. Do you often come into conflict with your child?

a) yes b) no c) not sure

4. Why do you have conflicts with your child?

__________________________________________________________________________________________________________________________________________________________

5. Can you apologize to your son (daughter) if you feel that you were wrong?

a) yes b) no c) not sure

What kind of help in solving family problems would you like to receive from the specialists of the educational institution?

Information about _____________________________________________

Individual consultation (from whom) ___________________________

Something else (what exactly) ______________________________________________________________________

In your opinion, what problems does your son (daughter) face?

b) find it difficult to answer _____________________________________________

c) he (she) has no problems ___________________________________________

Thank you for your cooperation.

Dear parents!

The option or options for the selected answers, please underline in pen. Thank you for your cooperation.

Questionnaire

1. How well do you know your child?

Yes
- Not really
- Badly
2. How much attention do you pay to raising your child?

All day long
- 5-6 hours a day
- 1-2 hours per day
3. Do you often praise your child for his progress?
- Is always
- Sometimes
- Never

4. How do you encourage your child?

Rejoice with him in his success
- Try to organize leisure activities together
- just praise
- Buy expensive things, gifts, give money
5. How do you discipline your child?

With all your appearance, you show that you are upset, do not talk to him
- Scold, shout at him, sometimes even call him names
- You are not allowed to watch TV, play computer, etc.
- Punish with hard work
- You are not allowed to walk, chat with friends
- Apply physical force (slap, and sometimes a belt)

Grandmother to her grandson: “I’ll take my berries to the city, I’ll sell yours too and buy you a gingerbread horse.”

“Grandmother never allowed me to carry pieces of bread. Eat at the table, otherwise it will be bad.”

“Grandmother kept money - "reserve" for a rainy day.

“Grandmother reproached Levontiy for idleness, listed the work that he had to do in the house and around the house.

Grandmother to her grandson, who is trying to break into Levonti's house: “There is nothing to look out for pieces. There is nothing to eat these proletarians, they themselves have a louse on a lasso in their pocket.

“A horse with a pink mane rode on pink hooves on the scraped kitchen table, as if on a huge land with arable land, meadows and roads. “Take it, take it, what are you watching?”

“When you give Levontievsky Sanka or Tanya a bite, you need to hold with your fingers the place where you should bite off.

“Some kind of restlessness, a fever, or something, seized not only the Levontievsky house, but also all the neighbors on the day of the payday.

“Zapoloshnaya aunt Vasenya managed to shortchange one ruble, or even three, when she returned the debt.

“Their house stood by itself, in the open, looked at the white light with somehow glazed windows. In the spring, the family dug a little into the ground around the house, erected a fence of poles, twigs, and old boards. But in winter, all this disappeared in the womb of the stove, squatting in the middle of the hut. "Uncle Levonty smoked on a block of wood that depicted a porch."

“Uncle Levonty went around in trousers with one button, and his shirt was without buttons at all.

“They climbed into someone's garden, covered up the butun onion, ate until green saliva, and left the half-eaten.

The fish was torn to pieces for its ugly appearance. They fired stones at flying birds and knocked out a swift.

Sanka teaches deception: “You push grass into the tues, and on top of the berries - and the job is ready.”

A Lesson in Moral Kindness

according to the story of V.P. Astafieva

"Horse with a pink mane"

- Confess what you did

-Hurry to do good

A Lesson in Moral Kindness

according to the story of V.P. Astafieva

"Horse with a pink mane"

- Do not succumb to someone else's influence, you can do a bad deed

- Confess what you did

- Repentance brings relief

-Hurry to do good

- Always be kind

-Love your neighbor as yourself

Certificate

participant

V.P. Astafieva

"Horse with a pink mane"

10.03.2014

Certificate

participant

open lesson on moral kindness by story
V.P. Astafieva

"Horse with a pink mane"

03/10/2014

1. If we punish a child because of our own impatience or bad mood, bouts of anger, then we improve our well-being a little, but from an educational point of view, our behavior not only diverges from the goal, but also harms. The child suffers for a minute, maybe he cries, asks for forgiveness, but this does not fit into his concept of justice, and he does not feel the necessary guilt behind him, there is no relief and no lesson for the future.

2. If for any mistake the child is punished and nothing else, the child will not learn the correct behavior. In addition, he will be afraid of the one who punishes, seek to deceive him in order to avoid punishment.

3. Encouragement and punishment are the main educational means. This means that with their help we achieve a certain educational goal. The purpose of punishment, therefore, is not to drown the sinner, but to save and draw out! The way to do this is forgiveness.

4. Forgiveness is not a reward, but a release from the tension of guilt, an expected or already received punishment. It is essentially reconciliation. Like any liberation, forgiveness gives rise to good feelings for the liberator.

Literature lesson

Moral lessons of growing up and becoming a personality in the story of V.P. Astafiev "Horse with a pink mane".

Andreeva Svetlana Anatolievna

Teacher of Russian language and literature

Lesson summary

Class 6v

Lesson comments: curriculum, lesson from the section "Works of Russian writers of the 20th century."

Lesson type- integrated

The purpose of the lesson: Consider the moral lessons of the story, helping to grow up and become a person.

Lesson objectives:

subject

Determine the theme and main idea of a literary work, developing the ability to compare, analyze the actions of the characters in the story.

Metasubject

Ability to formulate problematic questions and answer them,

considering the moral issues raised in the story;

Personal

1) to form the ability of students to self-development and personal self-determination through the development of oral monologue and dialogic speech, developing communication skills, stage skills and creative abilities;

2) to help students realize their feelings and experiences, the motives of their actions through the behavior of the heroes of a work of art, to bring students to a deeper understanding of the concepts of kindness, honesty, duty, conscience;

Form of organization of student activities- Lesson - reflection.

Equipment: computer, presentation for the lesson, students' drawings, booklets, questionnaire (questionnaire), movie "Boys".

1. Organizational stage.

Greetings. Organization of attention.

Good afternoon friends! I am glad to see you, and I really want to start working with you!

We continue to work on the work of Viktor Petrovich Astafyev "The Horse with a Pink Mane" and try to find out what moral lessons the story carries, as well as understand ourselves, think about our actions.

2. Preparation for work at the main stage.

Formulate the topic and objectives of the lesson together with the students.

Let's start our lesson with an excerpt from the movie "The Boys" Slide 1. (Viewing a fragment of the film).

What are teenagers talking about? (about the dream, about the fact that they can hit a person just like that, they talk about kindness).

Are they consciously talking about it? (yes, because they are already adults and can be responsible for their actions).

Which of the characters in the story are these teenagers like? (on the Levontievsky guys, especially on Sanka).

If we connect this fragment of the film and Astafiev's story, then what are we going to talk about today? (about kindness, about deeds that we sometimes do thoughtlessly).

The main theme of many stories by Viktor Astafiev is the theme of growing up. The writer shows how one seemingly insignificant incident can affect a person's whole life, make him older, change him. And the closest people and simple life rules (lessons) that Viktor Petrovich Astafyev presents us in his story help him understand his mistakes and correct them. Slide 2.

Can we name the topic of the lesson? (actions, rules by which the child grows up, becomes different).

- “Moral lessons of growing up and becoming a personality in the story of V.P. Astafiev "Horse with a pink mane". Slide 2a.

The epigraph to our lesson will be the words of the song from the movie about teenagers "Boys". slide 2b.

“It’s so easy for adults, they know everything in advance.

Well, a teenager, while he is still growing up ... ".

This song will still sound in the lesson, but already from these two lines it is clear that growing up is not easy. Let's turn to the story of Viktor Astafiev.

3. The stage of checking reading comprehension.

Guys, please remind me what event underlies the story "The Horse with a Pink Mane"? ( The story "The Horse with a Pink Mane" is based on the deception of the dearest person, grandmother, and a fair punishment) .

Have you ever been scammed? What does a person feel when they lie? ( Of course, it happened more than once, he experiences pangs of conscience, shame. Even there were similar situations like Vitya).

So, it will become a little closer to you, more understandable.

Why, then, does Astafiev give such a poetic title to his story “The Horse with a Pink Mane”? After all, it was possible to offer another name, for example, "Deception"? ( Grandmother taught a lesson in forgiveness .. She conquers evil with good, therefore the name, as in a fairy tale, is beautiful, kind. (Good triumphs over evil).

Highlight key words in the title of the story. How do you understand the title of the story? ( The name of the story was a fabulous creature, the dream of every village boy - a gingerbread of an unusual shape and color, "a horse with a pink mane." How much joy he could bring to a post-war child! (gingerbread = joy)

Actualization of the subjective experience of students by creating associations.

And what is joy for you, what associations arise?

Booklet work.

Write associations in booklets.

travel

new thing

Games with friends

Communication with nature

holiday

Let's listen to our hero, try to understand the feelings that he experiences, holding this fabulous horse in his hands.

Expressive reading of the passage.

(An expressive reading of the passage “Gingerbread with a horse! This is the dream of all village kids. (...) what will remain of the horse's tail and mane.)

(“the horse kicks with its hooves”, “horse-fire”, “the guys are cuddling”, “chilling with horror” ...)

But in order to deserve this joy, the hero goes through a path of trials.

Reading conversation

So, the hero goes for strawberries together with the Levontievsky guys.

Why? (To “earn a gingerbread with your labor.” (Slide No. 3)

How do the neighbors behave on the road? What verbs in the text help us see this? Read it! (p. 102)

(“Levontief eagles” threw dishes at each other, floundered, started to fight twice, cried, teased”, “jumped into someone’s garden”, “spread onion-batun” (meaning they picked as much as fit in the shirt hem ), “ate to the green saliva, and left the half-eaten.”)

What can we say about the Levontief children? What are they?

(They lack a sense of responsibility, are frivolous, pugnacious and selfish)

Comparative characteristics of the guys.

Find in the text an episode of picking berries. How are the protagonist and the neighbor's children contrasted in it?

(The hero of the story works diligently, not even because he wants a gingerbread - he doesn’t know how otherwise. The hero does not dare to go to the river until the berries are picked. The “Levontievsky” are cunning, lazy, and besides, sneaks, they are united by the habit for leisure.)

(“Guzzle”, “roll around”, “jumped”, “kicked”, “howled”, “roll”, “crushed”)

(Negative actions of children are shown, they do not think about their actions, act aggressively and frivolously.)

How the hero turned out to be dependent on Sanka will help to understand the staging prepared by our guys.

Staged.

(dialogue between Sanka and the hero)

Author: Soon the Levontiev brothers somehow imperceptibly reconciled, stopped calling names and decided to go to the Malaya River to splash. I also wanted to splash, but I did not dare to leave the ridge, because I had not yet collected a full vessel.

Sanka:- Grandmother Petrovna was frightened! Oh you!

Victor:- But my grandmother will buy a gingerbread horse for me!

Sanka:- Maybe a mare? Say it better - you are afraid of her, and even greedy!

Victor:- I?!

Sanka:- You!

Victor:- Greedy?

Sanka:- Greedy!

Victor:- Do you want to eat all the berries?

Sanka:- Weak!

Victor:- Am I weak? Am I weak?

Victor:- Here! Eat with me!

Guys, how does this episode characterize Sanka and Vitya?

(Sanka provokes the hero, calling him "greedy." Vitya chickened out and followed Sanka's lead)

Why couldn't Vitya refuse Sanka, why couldn't he say "no"? (He was frightened, was small, fragile).

Very often you cannot fight back, say “no” in time. Why?

Element of research work.

The results of a sociological survey by students of the 6th grade.

The guys in our class conducted a survey among students in grades 6-11 on the topic “Why can't we say no” and got the following results. (Slide number 5).

As we can see, a large percentage belongs to the items “we strive to avoid conflicts” and “we are afraid of losing friends”.

Why is this happening? The psychologist Moiseeva S.V. will help us figure this out.

Presentation by a psychologist.

Each of us at least once in his life was in such a situation as the hero of the story. How to resist others when they put pressure on you? To do this, we turn to simple rules. (Slides #6-12).

Remember, if you need help in difficult situations, you can always ask for it in the office of a school psychologist. You can also turn to V.P. Astafyev as a mentor and teacher, who in his story teaches us the lessons of the “golden rules of morality”.

Write in booklets first lesson story Astafieva(Slide #13):

"Know how to say" no ", do not succumb to provocations."

Let's get back to the text. How did the guys on Malaya Rechka have fun after that? (page 104)

(They tore the fish to pieces “for its ugly appearance”, “they shot stones at flying birds and knocked down a swift”, he died.)

How do you evaluate such actions?

(Their amusements were cruel.)

Which second lesson we will write down the story in booklets?

"Don't be cruel"(Slide number 14).

How did the hero get sucked into the grievous deceit? Why did he do it?

(Sanka taught how to deceive his grandmother, Vitya was afraid of punishment and wanted to avoid trouble.)

How does Sanka take advantage of the fact that Vitya is afraid of revealing the deception?

(Sanka blackmails the hero, demands to steal rolls from his grandmother.)

Is it only the fear of the grandmother that torments the hero? What does the boy feel? Find proof of this in the text.

(The boy understands that he has committed a "villainy", so his conscience torments him. "He cheated on his grandmother. Kalachi stole it. What will happen?"...) pp. 107 and 109).

But despite this, Vitka again agrees with Sanka's proposal to go fishing.

Creative activity of students.

Role reading.

Find the episode "Fishing" in the text. Let's reread it by roles (pp. 109-110 from the words "From there, from behind the bridge ..." to the words "I fell off the ravine ...")

Continuation of the conversation.

How does Sanka feel about deception? And the main character?

In this episode, Vitya managed to say "no" firmly and confidently, and Sanka falls behind him.

Follow the text how the mood of the hero changed after he returned home from fishing (find sentences and phrases that characterize the state of the main character): (p. 115).

(“But I didn’t want to go home ...”, “it was sad in the pantry”, “it became completely dark and lonely.” The realization of guilt drags on painfully. The boy is left alone with deceit. Vitya feels that his shame is obvious to the whole world, that everyone The grandmother told the stranger about what had happened, that he had not only deceived the grandmother, but was also to blame for the fact that the grandmother unwittingly deceived the strawberry buyers.)

Please note - the denouement of the story is stretched. And this feature of the composition is not accidental. Why do you think the author deliberately drags out the ending of this story?

(Viktor Astafiev shows how hard it is for a person who has committed a bad deed.)

Can you name the episode in which the hero's regret about the perfect deed is most noticeable? (page 115)

(The episode in which the grandmother tells the grandfather about the deception that happened)

The writer says that deceit makes a person unhappy. Let's write down third lesson Viktor Astafiev:

"Be honest."(Slide number 15).

What is the grandfather's role in this whole story?

(Grandfather took pity on the boy, he saw how his grandson was suffering, and advised him to ask for forgiveness from his grandmother)

Let's write down fourth lesson which the writer teaches us:

“Help others in difficult life situations. (Slide number 16).

Why did the grandmother still buy a “carrot with a horse” for her grandson who deceived her?

(Grandma believed in him, understood that he was suffering and repenting of his actions, she loved and pitied the orphan)

Explain the closing words of the story: “How many years have passed since then! How many events have passed! But I still can’t forget my grandmother’s gingerbread - that marvelous horse with a pink mane ”?

(The writer is grateful to his grandmother for her kindness, for her faith in him, for helping him realize his guilt. He justified her trust and grew up as a real person who understands what honesty, duty, conscience and kindness are.)

4. Stage of generalization and systematization of knowledge .

What is the main life lesson the hero learned from the story he told?

(He realized that the grandmother is not only strict, but also kind, loves him. Kindness and forgiveness help people become better).

Let's write down fifth lesson story:

"Be kind, learn to forgive."(Slide number 17)

Pay attention - the story itself, despite the difficult, serious questions that the author raises, is very kind, bright. V. Astafiev writes about heroes with humor, warmth and helps us, readers, to perceive the world as well.

5. Reflective positional discussion.

Remember, in the last lesson we found out that the gingerbread for the hero was a toy and a treat. To this we can add the word "symbol".

What can this gingerbread be called a symbol of? (a symbol of rural life, a symbol of joy, kindness, the formation of Vitya's character).

Make an associative scheme for the word "gingerbread", based on the content of the story, on what we talked about in the lesson. (in booklet)

Life lessons

Joy happiness

forgiveness

repentance

And what does the epithet "pink" bring to the name? ( The color of childhood, purity, naivety, innocence.)

Is the shape of the gingerbread random - "horse"? What is it for? ( The horse is a symbol of rural, peasant life. The horse for the peasant was the breadwinner: it is both a means of transportation, and a plowman, and a carrier of goods, and the protagonist of peasant holidays, and a friend - the peasant takes care of the horse like a person, communicates like a friend.)

Now a song will sound, the words of which served as an epigraph to our lesson. Listen to it and think about how the words of this song relate to the story of V. Astafiev. (Slide number 18).

Sounds like a song from the movie. "Boys"

I called my horse, my horse recognized me.
I took it and rushed along the white road, ringing a clean horseshoe.
My horse will fly like a bird and over the river,
Will play with a scattered mane -
He is like me...
It's so easy for adults, they know everything in advance.
Well, as a teenager, while he is still growing up ...
Just now…
I will not take up the whip, I will feel sorry for the horse,
If he decided to ring a white road with a clean horseshoe.

(The song speaks of a horse as a friend, plays with its mane, rushes along the road, flying like a bird ... ..), in the song the words of the epigraph of the lesson. Adults are wiser and more experienced, it is easier for them in life, and children need to overcome a lot in order to grow up.

Guys, is it hard to grow up?

Indeed, growing up is not easy. Who do you think can help you if you are facing difficulties in life? (parents, teachers, psychologist, friends, books.)

What conclusions did you have after reading the story? What are the life lessons of the story? (you can’t deceive loved ones, you need to be able to forgive, not be cruel, help others in difficult life situations, not succumb to provocations).

Let the life lessons of Victor Astafiev's story "The Horse with a Pink Mane" help you grow up.

The final words of the teacher sound against the background of the melody "Tatyana's Dreams" by Rybnikov from the movie "The dog was walking along the piano." Slide 19.

Yes, this story is about childhood - a wonderful time of knowing the world, the first encounters with life, a time when you were incredibly happy and hopelessly alone. There is an expression: "We all come from childhood." It emphasizes that childhood is very important in the formation of character, in the formation of ideas about the world and people. This time is warmed by the love and care of native people, their endless patience and kindness, which is why it is remembered as a happy time in the life of any person, even if it happened in harsh, hungry years, but even then it was beautiful, and therefore I remember.

6. Stage of information about homework.

Homework: Write an essay-reasoning on the topic "What would I do in Viti's place?" (in booklets).

7. The stage of summing up the results of the training session.

Lesson grades.

8. Stage of reflection .

What would you ask Vitya? (Why did he do this? Was he not ashamed. How did he survive this whole story. Could he do this again.)

What character traits do you have? (hard work, conscience, perseverance ....)

Is it possible to learn something from Vitya?

And in conclusion, I would like to leave you Viti's most secret dream as a keepsake ------------ pink gingerbread, but ... ... ... just not with a horse.

Thank you for the lesson.

Technological map of the lesson.

Lesson stage

Teacher activity

Student activities

Didactic materials and technical means

1. Organizational

2. Preparation for work at the main stage.

Formulate the topic and objectives of the lesson together with the students.

3. Primary test of reading comprehension.

Actualization of the subjective experience of students by creating associations.

Expressive reading of the passage.

A conversation about a reading.

Analysis

a number of episodes

Creative activity of students

Element of research work. The results of the sociological survey.

Presentation by a psychologist.

Creative activity of students. Role reading.

4. Generalization and systematization of knowledge

5. Reflective positional discussion

6. Information about homework

7. Summing up the results of the training session.

8. Reflection. "Letter to myself"

Greeting, visual control of readiness for the lesson.

Reporting the topic and purpose of the lesson in the form of a problematic issue through watching a movie

Discussion of the story on questions.

Organizes work in booklets

Reading control

The formulation of questions that require the mental activity of students.

Organize search activities

Observation

Displays a table of survey results on the screen.

Controls correct reading

Organize discussion and draw conclusions.

Organizes discussion, work in booklets

Gives a qualitative assessment of the work of the class and individual students

Organizes reflection

Greetings

Formulating a theme based on watching a movie.

They reason.

Work in booklets

Follow the reading of classmates

They answer by talking.

The correctness and awareness of the content of individual episodes.

Dramatization of the characters' dialogue.

Analyze the percentage of results.

Listen. Conduct a dialogue with a psychologist.

Listen, follow the reading.

Active brain activity. reasoning

Write associations for the word "gingerbread" in booklets

Diary entries

Summing up themselves. Putting grades in the diary

Reflection implementation.

Watching movie clips.

Presentation.

Textbook, presentation

Textbook, presentation, booklet.

Table, presentation

Presentation, booklets

Diary, booklet