One of the difficult topics is the analysis of a lyrical work. For the first time, sixth graders encounter the works of I. A. Bunin.
Lesson format: portrait of I. A. Bunin, paintings by I. I. Shishkin “Oaks”; A. I. Kuindzhi “Birch Grove”; B. Shcherbakova “Moscow Region”; N. Romadina “Winter Moon”.
I. A. Bunin. What does this name tell you? When did Bunin live and write? Which work of this author have we already read?
(We remember that I. A. Bunin was a Russian writer, lived 1870 - 1953, belonged to an old noble family. In 1921 he wrote the story “Mowers.” I. A. Bunin lived for more than 30 years abroad, in exile. Separated with his native places, the writer mentally returns to the theme of the Motherland, sadness and melancholy sound in his works).
I address the class with a question: we got acquainted with Bunin’s lyrical work “Falling Leaves” and the prose “Mowers”. How does a lyrical work differ from a prose work?
(In lyrical poetry there is rhythm and rhyme, and most importantly there is mood, impression. This is the main thing in a poem).
Reading a poem is an important stage in a literature lesson. The first impression of a poem read can affect the general mood in the class. I urge the children to listen to the poem “I remember a long winter evening” and, firstly, imagine the picture described in the poem, and secondly, pay attention to the meaning of the words: lamp, dreams.
A lamp is a small vessel with a wick, filled with special oil, which is lit in front of an icon, a shrine.
Dreams– bright dreams, as well as ghostly visions and dreams.
After reading, I ask students a question: what thoughts arose after reading the work? Feelings?
From whose perspective is the story told? In what form is the poem written?
Let's look at individual lines:
I remember - long winter evening...
Forget it that the blizzard is howling...
Remember quiet whisper of the forest...
What do we call the underlined words? (Antonyms). What are antonyms? (Words with opposite lexical meanings).
We come to the conclusion that in these lines words are opposed, but pictures?
(They, it turns out, are also opposed. Winter - summer landscape).
What is this technique called in the literature? (Antithesis is the opposition of images, pictures, words, concepts).
What words in the poem are unclear, which of them did you encounter for the first time?
Winter landscape. What mood is imbued with the lines characterizing the winter landscape? Find metaphors, epithets. What is the role of metaphors and epithets?
(In winter - in the house: the lamp's light is dimly pouring. Dark, gloomy, alarming. The storm is crying, the blizzard is howling. Anxious and restless state of the child from what he sees and hears).
Summer landscape. What mood is imbued with the lines characterizing the summer landscape? Find epithets, metaphors.
(Quiet whisper of the forest, rustling birches, walking slowly and smoothly, golden waves of rye. Summer landscape - light movement, gentle whisper, this makes the soul feel light and joyful, peace and tranquility comes.)
Let's return to the question, what mood does the author create, what do pictures of nature give us? What role does personification serve?
(A person feels like a part of nature, understanding nature drives away fear. Remembering summer, drawing pictures of summer, the child calms down and falls asleep. The landscape conveys the person’s state, his mood).
Let's try to imagine a picture of summer. What colors would you use to depict a summer landscape? Use the text of the poem.
Summer heat - orange, yellow.
Golden waves of rye - golden color, yellow.
The forest is green.
Birch trees are variegated, black and white.
Now let’s imagine a winter landscape. What colors will help you depict winter?
Blue, white, gray - cool tones and colors.
Let's look at paintings by Russian artists and compare them with our answers. We are truly convinced that summer is a lot of light, warmth, and joy. Summer nature gives us the brightest, brightest pictures. Winter is also beautiful, but it is beautiful in its icy sleep, it is like a frozen beauty. It’s nice to look at winter, but it doesn’t warm or caress.
We come to the final part of our lesson. Let's share our impressions and observations. What's your favorite time of year? Why? What time of year will you turn to if you feel anxious in your soul?
Final written work. Students need to complete the sentences.
The poem... is permeated with... mood. The mood changes from...
The poem is divided into... parts. We see colors in it...
The lyrical hero of this poem seems to me...
I would like (not want) to learn this poem.
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Slide captions:
Vocabulary: Twilight - poor lighting, almost darkness. Lamp - oil lamp in front of the icon. Heat - heat Border - border, strip between fields Heard - listened Fanned - surrounded Forget - fall asleep Dreams - bright dreams, dreams.
Ivan Alekseevich Bunin. Bunin was born into an old noble family. The writer spent his childhood on the Butyrki farm in the Yelets district of the Oryol province. “Here, in the deepest silence of the field, in the summer among the grain that approached our very thresholds, and in the winter among the snowdrifts, my childhood passed, full of sad and peculiar poetry,” Bunin later wrote. (1870 - 1953)
In 1933 he became the first Russian writer to be awarded the Nobel Prize. The Nobel Prize is an international prize named after its founder, Swedish chemical engineer Alfred Nobel, and is awarded for outstanding work in various fields. Novel "The Life of Arsenyev". Photograph of a portrait of a Nobel laureate. I. Bunin.
Let's look at individual lines. I remember - a long winter evening... Forget that the blizzard is howling... Remember the quiet whisper of the forest... What do we call the underlined words? Antonyms. What are antonyms? Words with opposite lexical meaning. In these lines, words are contrasted, but what about pictures? Winter - summer landscape. What is this technique called in the literature? Antithesis is the opposition of images, pictures, words, concepts.
Paintings. Winter night, darkness, clouds, long evening, winter light of a lamp - twilight - silence - storm A feeling of fear, anxiety, alertness arises. Verbs: I remember, the storm is pouring, crying. Childhood memories are fresh.
Mom My soul is calm. Protection, care. What does mom want? The child dozed off. A sleep motive appears, associated with rest, oblivion from fear and anxiety. Forget that the blizzard is howling... Forget that you are with me... Transference from reality
Summer is the “whisper of the wind” - it lulls you to sleep; “midday summer heat”, “the noise of birches”, “golden ears of rye” - metaphors The hero is transported to another space, calmly falling asleep. The feeling of anxiety and fear disappears. Verb - listened -. From the present, leaving for the past, an experienced, calmer, more serene time. Dream.
What is this poem about? This poem is about childhood, about sweet memories of my mother. Memories bring peace, evoke pleasant thoughts and feelings. The winter landscape is the anxious and restless state of the child from what he sees and hears. The summer landscape is a light movement, a gentle whisper, this makes your soul feel light and joyful, brings peace and tranquility. contrast
Expressive reading of I. Bunin's poems. Thanks for the work. Thanks for the work.
On the topic: methodological developments, presentations and notes
Abstract and presentation for the literature lesson “The Whims of Mother Winter” (A.S. Pushkin “Winter Morning”).
Development is an integrated lesson in literature, art and music. Children will get acquainted with Pushkin's landscape lyrics, namely the poem "Winter Morning". They will remember what composition is, from...
Summary of a literature lesson in 5th grade. Winter evening in the works of A.S. Pushkin and in music.
The second lesson, conducted during the experiment in order to identify the influence of music on the perception of A.S. Pushkin’s lyrics....
I remember a long winter evening,
Twilight and silence;
The light of the lamp is dimly pouring,
The storm is crying at the window.
“My dear,” my mother whispers, “
If you want to take a nap,
To be cheerful and cheerful
Tomorrow morning to be again, -
Forget that the blizzard is howling,
Forget that you are with me
Remember the quiet whisper of the forest
And the mid-day summer heat;
Remember how the birch trees rustle,
And behind the forest, at the boundary,
Walk slowly and smoothly
Golden waves of rye!
And advice to a friend
I listened trustingly
And, surrounded by dreams,
I started to forget myself.
Together with the quiet sleep merged
Lulling dreams -
Whisper of ripening ears
And the indistinct noise of birches...
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Annotation. The analysis of Bunin’s poem “I remember a long winter evening...” is addressed to the emotional, visual and auditory associations of younger schoolchildren, includes work with the word, artistic images created on its basis, and provides for the development of creative thinking and expressive reading skills.
Bunin’s poem “I remember a long winter evening...”, imbued with the special warmth of a memory dear to the author’s heart,
in a Bunin style, picturesque and restrainedly emotional. It is easily perceived by younger teenagers, complemented by their imagination and
own memories of childhood. Their childhood is not over yet, but its early days are behind them and fifth-graders see it, albeit through
the haze of growing up, but bright enough. All this turns the analysis of the poem into a warm and kind conversation...
Let's preface it with a short introductory word about the author.
Ivan Alekseevich Bunin came from an ancient noble family, from which came famous poets and scientists. Among them is a poetess
Anna Bunina, whom Anna Akhmatova called her great-grandmother, poet Vasily Andreevich Zhukovsky, scientist Pyotr Petrovich Semyonov-Tyan-
Shansky is a geographer, botanist, statesman and public figure.
Once it was a rich and prosperous family, but by the time the future poet and writer was born, it had become impoverished and went bankrupt, but still preserved the traditions of family education and noble culture. And although the Bunins lived in a dilapidated house of an ancient estate, where the roof leaked from every rain, and in winter the house was covered with snow, the poet’s heart retained the warmest memories of this house, where he loved to listen to his mother read and her stories, to dream, looking out the windows at blue twilight, looking at the old wallpaper on the walls, which in the golden light of the setting sun turned into magical paintings...
The poet recalls in the poem “Children’s Room”:
The fir and firs make the upper room darker,
More boring, more ancient. There is something ancient
In their attire. And redder in the evening
Through them the dawn of frosty gilding.
Patterned-light, soft fringe
Their shadow lies on the glowing wallpaper -
And sad, sad twilight in winter
In the abandoned landowner's chambers!
You sit and look out the windows from the corner
And you think about old world life...
Alas! After all, this upper room was
Once upon a time in our nursery!
In winter, twilight came quickly and lasted a long time, often accompanied by the howling of a blizzard. Bunin talks about one of these evenings in
poem “I remember a long winter evening...”:
I remember a long winter evening,
Twilight and silence;
The light of the lamp is dimly pouring,
The storm is crying at the window.
“My dear,” my mother whispers, “
If you want to take a nap,
To be cheerful and cheerful
Tomorrow morning to be again, -
Forget that the blizzard is howling,
Forget that you are with me
Remember the quiet whisper of the forest
And the mid-day summer heat.
Remember how the birches rustle,
And behind the forest, at the boundary,
Walk slowly and smoothly
Golden waves of rye!
And advice to a friend
I listened trustingly
And, surrounded by dreams,
I started to forget myself.
Together with the quiet sleep merged
Lulling dreams -
Whisper of ripening ears
And the indistinct noise of birches...
The poem begins with the word “remember.” What does this first word set us up for?
What should follow it? (We understand that a memory will follow.)
In what tense is the verb used? (In the present.) And what helps us feel the present time? How do you think,
why does the poet use a present tense verb? This makes us understand that the poet’s memory is alive, vivid, that it is experienced and felt as if everything is happening now.
Let's read the poem carefully, try to understand what protects the poet's memory so much, why this memory
remains alive and warm.
After reading the poem, children share their impressions, thoughts and come to the conclusion that the memory is so vivid because
that it is connected with a mother who calmed and lulled her little son on long winter evenings.
What pictures did you see while reading? Describe them.
The guys verbally draw a dim room, illuminated only by the light of a lamp. Here it is necessary to explain what a lamp is, because fifth graders think that it is an ordinary lamp, which naturally impoverishes the perception of the poem. When they learn that a lamp is a lamp lit in front of an icon (of the Savior, the Mother of God or a saint), and not for illumination, the room described
in the poem, acquires special meaning not only for the poet, but also for them, the readers: it becomes more comfortable, more familiar, because the peace of its inhabitants is preserved by the ancestral icon, prayed for, perhaps by more than one generation...
In the room there is a mother and son, restlessly tossing and turning in their crib. The lamp flickers and glows, and small reflections flow from it.
dim light reflecting on the ceiling. The wind outside the window is such that it sways the curtains on the windows and makes the light of the lamp flutter.
Because of this, the image on the icon seems to come to life, and it seems that the Mother of God is also bending over the alarmed child...
What could be bothering the boy, do you think?
He is probably disturbed by the howling of the wind in the chimney, the noise of the blizzard outside the window - he cannot sleep...
How does this winter evening seem to you? Describe it.
This particular evening is frightening: a blizzard sweeps the house, throws lumps of snow at the windows, knocks on the shutters; runs across the roof, moving the old tiles. It seems that the house is like a small island among a snowstorm; even the light in its windows is sometimes not visible behind a dense veil of snow.
What helps us feel the epithet “long”?
It conveys the agonizing anticipation of people. The evening seems endless: the bad weather rages for so long, the wind does not subside for so long and the blizzard does not end... And I really want peace and quiet...
What mood does this evening create? What enhances this mood?
A long blizzard, an angry wind cause melancholy, despondency, anxiety, a feeling of loneliness, abandonment, even some kind of homelessness. The child feels this especially strongly. And the noise outside the window intensifies the fear. What sounds can come into the house from the street?
This could be the rattling of glass, the scratching of branches on them, the howling of the wind, the barking of a dog that is also worried about the storm, the sounds of something falling and maybe even the howl of a hungry wolf...
Find lines in the poem that describe the storm. (The storm is crying at the window)
What feeling does the verb “cry” evoke? (Melancholy, despondency.)
What artistic device does the poet use here? (The personification that animates the storm makes it a living being.)
Imagine what these sounds give birth to in a child’s imagination, in his soul. He probably imagines monsters that surround the house, maybe looking into the windows, stretching out terrible paws - and the boy is scared...
How does his mother try to calm him down? Let's reread her words addressed to her son:
“My dear,” my mother whispers, “
If you want to take a nap,
To be cheerful and cheerful
Tomorrow morning to be again, -
Forget that the blizzard is howling,
Forget that you are with me
Remember the quiet whisper of the forest
And the mid-day summer heat.
Remember how the birches rustle,
And behind the forest, at the boundary,
Walk slowly and smoothly
Golden waves of rye!
What feeling are the mother’s words filled with? What is important to convey in reading?
Fifth graders understand that in reading it is necessary to convey tenderness, the love of a mother for her child. Mom helps her son remember a bright summer day with the whisper of the forest, the cheerful noise of the birches and the golden waves of rye swaying in the wind.
Why does mom whisper these words and not say them?
She tries to calm down and lull the child to sleep, and whispering helps her with this. Let's read these lines again to convey maternal feelings. The children read very well and enjoy it. Let's listen to several people, evaluate their reading, and then ask them to find in the speech
mothers keywords are antonyms. (Forget, remember.)
What should a boy forget? What should I remember? For what?
Mom asks her son to forget about winter, about the howling of the blizzard, about the long winter evening and even about his mother, and remember summer, “the quiet whisper of the forest,” “golden waves of rye.” Pictures of summer will remind you that winter and bad weather do not last forever, that they will definitely be replaced by spring and summer with bright colors and warm sun. You need to forget winter and remember summer in order to calm down and fall asleep.
How are winter and summer, evening and day contrasted in the poem?
Find opposite, contrasting images. (The cry of a storm and the “quiet whisper of the forest”, “twilight”, “dim light” and the “golden waves of rye” pierced by the sun, “long winter evening” and “midday summer heat”)
How do the mother's words affect the boy?
Explain the expression “overwhelmed with dreams, I began to forget myself.”
The child calms down, remembers summer, slowly falls asleep and hears in his sleep “the whisper of ripening ears of corn and the indistinct noise of birches.”
This is how one can explain the expression “swept by dreams, one began to forget oneself.”
Do you think this is the first time the boy has heard his mother’s kind words? Justify.
Probably not, because the poem says:
and familiar advice
I listened trustingly
And, surrounded by dreams,
I started to forget myself.
Apparently, his mother’s quiet, affectionate words worked flawlessly more than once, because the “quiet one” invariably came to the boy.
dream”, with which the “lulling of the wounds” merged...
Now we will invite students to watch a video made on the basis of a poem and works of Russian painting (paintings by I. Shishkin, Y. Klever, V. Vorobyov, K. Kryzhitsky, E. Volkov and other artists) and accompanied by artistic reading.
Children watch it with pleasure and when asked if they liked it, they answer joyfully in the affirmative. Does it help us see and hear the poem?
“It’s as if we ourselves find ourselves in Bunin’s house on a troubling winter evening, at the same time in the open air on a summer day, when there is a lot of sun and light, greenery and flowers... And now let’s imagine what a boy “covered in dreams” might dream about.” What do the ears of corn whisper to him? What are the birch trees making noise about?
Describe the boy's dream.
The wind sways the ripe ears, they whisper to each other, remembering the recent warm rain. The ears are proud of the raindrops that linger on them: they are like diamond orders. An anxious ant is crawling along a spikelet; he wants to take a grain from the spikelet and take it to his anthill. After all, winter will come after summer... But one ant can’t drag away a grain - you have to go for help
Analysis of Bunin’s poem “I remember a long winter evening...”
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