Gerasim's farewell to mumu description. Why did Gerasim drown Mumu? Psychological analysis of the work by I.S.

The tragic story “Mumu” by Ivan Turgenev is one of the examples of classical literature, which vividly describes the whole tragedy and lawlessness of the existence of serfs in Russia. Cruelty and touching affection are closely intertwined in the plot of this story, describing the realities of life of serfs and the unlimited power of their owners - landowners - over them. Schoolchildren write entire essays on the topic “Why Gerasim drowned Mumu,” trying to find an answer and justification for the cruel act of the main character.

Turgenev's story "Mumu". What did the author write about?

Heroes of the story:

The central character of the story is a deaf-mute serf janitor Gerasim who has nothing in life: neither home, nor loved ones. The only thing that brightened up his monotonous, hard life was his love for the washerwoman Tatyana.
Laundress Tatiana- a quiet and downtrodden creature, aware and accepting of its lack of rights.
The mistress of Gerasim and Tatiana is domineering and capricious lady, whose cruel whims had to be fulfilled immediately. She does not consider serfs to be people, and her cruel attitude towards Tatyana, whom she forcibly orders to marry the alcoholic Kapiton, is an example of this.
Mu Mu - little mongrel, saved by the main character of the story from imminent death and who was his only close and devoted being.

One day, Gerasim accidentally saves a drowning puppy. He gives the dog the nickname Mumu and keeps it for himself. Why is he doing this? Touching care and tenderness, which the main character showed towards Mumu, can only be compared with the care of a mother for her own child. Having no relatives or friends, Gerasim finds a kindred soul who understands him in this little devoted dog.

This is a very unusual behavior of the main character - during the times of serfdom, the attitude towards animals was exclusively consumerist. Dogs were not particularly loved by their owners and were intended only to guard the yard.

For a selfish lady who thought only about herself, only her own peace was important. Therefore, hearing Mumu barking at night, she orders to get rid of the dog. The animal is kidnapped and taken away, but the devoted dog gnaws through the bonds and returns to its beloved owner. And when the lady discovers Mumu in the yard for the second time, she orders the unfortunate animal to be drowned.

Of course, the lady’s order could be carried out by any of the courtyard servants, but Gerasim himself volunteers to deal with Mumu.

So why did Gerasim drown Mumu instead of taking some action to save his dear dog? Why didn’t he release her, thereby saving her life? The answer to this question lies in the very essence of cruel serfdom.

Why did Gerasim drown Mumu?

Gerasim was a serf from birth. A powerless position seemed natural to him. The thought that he can make decisions about his fate on his own, doesn't even occur to him. At first, at the whim of the lady, he was taken from the village to the estate. The next loss of the main character of the story was the washerwoman Tatyana, whose unrequited deep love for whom was the meaning of his life.

When Gerasim decided to drown Mumu, he already understood that his attachment to this little dog made him addicted to feelings. Each loss in the life of the main character caused him unbearable suffering, and he did not want to experience this pain anymore. So why did he personally decide to take the life of the dog to which he was so touchingly attached? Why did he submit to the will of the eccentric old woman, without even making an attempt to somehow save the creature dear to him?

Birth and life as a serf also played a role. Having been raised as a serf, our hero psychologically realized and accepted the lady’s unlimited power over himself and his life. He understood that disobeying the order could lead to more severe punishment for both Mumu and Gerasim himself. And, fearing the suffering of himself and his only close being, he decided to carry out the cruel order himself, choosing for this the easiest, in Gerasim’s opinion, method of killing the dog.

Eventually Gerasim lost everything that was dear to him in life. And the only independent act that the main character does in despair is to go to the village.

The author writes at the end of the story that Gerasim never had dogs again and lived his life as a male dog. He understood that feelings of love and affection make him vulnerable, and no longer wanted to get close to anyone, to let anyone into my soul and heart. And he saw the only salvation from the seemingly inevitable losses in solitude.

Perhaps in this way the main character tried to protect himself from mental pain and suffering when losing creatures dear to him.

Tatiana, laundress

Tatyana, a young woman of twenty-eight years old, was the lady’s laundress. She was assigned to wash only delicate linen. She had no relatives except her uncles who lived in the village, and everyone humiliated her and overloaded her with work. Turgenev writes:
“She was of a very meek disposition, or, better said, intimidated; she felt complete indifference to herself, and was mortally afraid of others; I thought only about how to finish my work on time, never spoke to anyone and trembled at the mere name of the lady.”
We read an excerpt from Nekrasov’s poem “Frost, Red Nose,” dedicated to a Russian woman. According to Nekrasov, a woman is truly beautiful when her beauty is combined with a sense of pride and self-respect. Since childhood, Tatyana was forced to work for two people, she had no pride, no self-confidence, and therefore her beauty soon “jumped off” her.
Gerasim was mute from birth, but he was not unresponsive, he had a sense of self-esteem. Tatyana was unresponsive, she never spoke to anyone, she was mute as a person. Gerasim wanted to help someone, protect someone, and saw that Tatyana needed protection. He gave her gifts and protected her from the ridicule of the servants.
She got married on the orders of the lady, who was not interested in whether Tatyana loved Kapiton. The butler forced Tatiana to pretend to be drunk. Gerasim didn’t like drunks and pushed Tatyana straight towards Kapiton. A year after the wedding, Kapiton drank himself to death, and he and his wife were sent to the village. Tatyana kissed Gerasim goodbye in a Christian way. This was the only person in her life who pitied her and cared about her.

III. Gerasim and Mumu
We learn to draw up a plan and highlight the boundaries of episodes. The teacher continues an expressive reading of the story (it should be presented in full in class), stopping at the right places to indicate the boundaries of the episode, asking students to suggest options for the title of the episode.

Example of a story plan
1. An unexpected find.
From the words: “All this happened in the spring...” (p. 222).
2. “Nice little dog of the Spanish breed.”
From the words: “No mother cares for her child like that...” (p. 224).
3. Mumu and the lady.
From the words: “So another year passed” (p. 225).
4. The lady's order.
From the words: “Until the evening the lady was not in a good mood...” (p. 228).
5. Mumu returns.
From the words: “However, his concern was in vain...” (p. 230).
6. Night disturbance.
From the words: “Gerasim had already guessed before...” (p. 231).
In this lesson, we end the reading with the words: “...Gerasim lay, all pale, on his bed and tightly squeezed Mumu’s mouth.”
Let us draw the students' attention to the fact that Gerasim was not afraid to go in search of the dog, although this was a violation of the order: the servants could not leave the house and leave work without special orders from the owner.

Homework
Finish the plan.
Write down the names and positions of all the servants from the entire text of the story.

Lesson 45
"Numerous mongrels." The siege of Gerasim's closet. Farewell to Mumu. Return of Gerasim to the village

I.Checking homework
After the articulatory warm-up, we check the homework: students read the last points of the plan.
7. Siege of Gerasim’s closet.
8. Farewell to Mumu.
9. Return to homeland.

II. "Numerous mongrels"
The task of writing out the names and positions of all the servants from the text of the story will encourage the student to re-read the story and will help in the conversation in class to more fully reveal the main idea of the story. Writing down the names and positions of the servants on the board under the dictation of the students, we will invite the children to check and supplement the entries in their notebooks, pay attention to the spelling of rare names and words, and ask the students questions that will help characterize the heroes.

Gallery of courtyards

1. Janitor Gerasim.
2. Laundress Tatiana.
3. Shoemaker Kapiton Klimov.
4. Butler Gavrila Andreich.
5. Ustinya Fedorovna, wife of the butler Gavrila.
6. Footman Stepan.
Lackey- 1) servant; 2) servile henchman, sycophant.
7. Khariton, doctor for the lady.
8. Bartender Uncle Tail.
9. Postilion Antipka.
Postilion- a coachman sitting on the front horse when pulling a team in a train, i.e., single file.
10. Coachman Potap.
11. Gardener Eroshka.
12. Lyubov Lyubimovna, senior companion of the lady.
Companion- a woman who was hired in manor houses for entertainment, accompanying ladies or girls somewhere.
13. A companion in case of insomnia.
14. Livers.
hanger-on- a poor woman living out of mercy in a rich house.
15. Castellan.
Castellan- maid in charge of storing and issuing linen.
16. Saddler.
Saddler- a master who makes belt harness and some other leather products.
17. Seamstresses, carpenters, tailors, laundresses, seamstresses.
-Who can we especially highlight among the courtyard people?
We talked about Tatyana and Kapiton in detail in the previous lesson. Let us once again highlight Gavrila and the footman Stepan: the first is thinking about how to fulfill the lady’s orders, while maintaining his own benefit and not losing his position, the second simply thoughtlessly carries out the lady’s orders and the butler’s orders.
- Which of the servants makes readers smile and laugh?
Let us pay attention to a seemingly secondary image: this is the bartender Uncle Tail, “to whom everyone respectfully turned for advice, although all they heard from him was that: this is how it is, yes: yes, yes, yes.” He is called to the council when they decide how to marry Tatiana and Kapiton. When it was necessary to take Mumu away from Gerasim, the barman looked out of the window “and gave orders, that is, he just threw up his hands.” When Gerasim opened the door, Uncle Khvost locked the window, when Gerasim slammed the door, Uncle Khvost unlocked the window. At the end of the story, Uncle Khvost reasons with Gavrila, telling him: “Well!” In Russian there is a word for henchman. It is not for nothing that Turgenev gives this hero the nickname “Uncle Tail.” By this he emphasizes that the barman does not have his own opinion, his actions completely depend on the command of those who are above him.
- What are the main qualities that unite almost all of these people?
Lack of self-esteem, cowardice, laziness, desire to curry favor, fear of punishment - all these are traits that are born in a person through relations of lordship and slavery. A slave who has come to terms with his position as a person without feelings and will loses his self-esteem, respect for himself and for people. Slavery deprives the slave of the capacity for compassion.

III. The siege of Gerasim's closet. Farewell to Mumu. Return of Gerasim to the village
In the fourth lesson on studying the story “Mumu” we come to the most important episode of the story - an episode that can conventionally be called “The Siege of Gerasim’s Closet”. The dynamic, richly intonated climactic episode should be read by the teacher without comment.
Then we note the manner of behavior that the lady chose (“...she sometimes liked to pretend to be a downtrodden and lonely sufferer...”) and other details with which the author characterizes the characters:
- Gavrila’s cowardice (“...Gavrila stepped forward, holding his cap with his hand, although there was no wind...”) and his attempts not to lose his authority (“Look, brother,” he said, “don’t be mischievous with me!”) ;
- participation in Uncle Tail’s “operation”;
- Stepan’s helpfulness (“And Stepan climbed up, took a stick, stuck his coat inside and began to dangle the stick in the hole, saying: “Come out, come out!””).
Let’s read the paragraph again: “Gerasim stood motionless on the threshold...”, we emphasize the development of the opposition: in the first year of his life in the city, Gerasim treated the servants as his own - now he, a giant in a “red peasant shirt”, is at the top of the stairs, and he is contrasted with “little people in German caftans.”
Word German literally means dumb: originally on Russian soil this was the name given to all foreigners who could not speak Russian. The mute Gerasim actually has his own voice, has a sense of self-worth, while people who are born able to speak suffer from mental muteness.
Let’s note Stepan’s remark: “...he will do it if he promised. That's how he is... If he promises, it's certain. He's not like our brother. What's true is true. Yes".
The teacher reads episodes of Gerasim’s farewell to Mumu and Gerasim’s return to the village.
- Which expressions were not entirely clear to you?
Let us explain what the expression “brought such an extraordinary bream to my veins” means and the words given in the footnotes.
Stanovaya vein- middle of the back.
Offer (give) bream- swipe.
The main question that arises in the minds of the children is: why didn’t Gerasim go to the village with Mumu? It is difficult for children to understand that for several centuries the peasants belonged to the masters and most people considered this order natural. Gerasim drowns his beloved dog, wanting to show that he is a faithful servant and does not leave the master's will. From the text of the story it is clear that Gerasim’s desire to return to the village suddenly matures under the influence of pictures of nature that he saw when he rowed against the current far beyond Moscow.
So, when Gerasim went to drown Mumu, he did not yet think of leaving the city, from the lady and her “little people” to the village where he once felt free. Farewell to his only beloved being broke the shackles of internal slavery, Gerasim “ran to his closet, quickly put some belongings in an old blanket, tied it in a knot, threw it on his shoulder, and that was it.”

IV.Expressive reading of an excerpt from a story
We are working on reading an excerpt from the words: “Meanwhile, at that very time...” (p. 240) (p. 241).
It is not easy to convey when reading the poetry of the description of a summer night (from the words: “The summer night has just arrived...”): a long sentence, in which the light and dark parts of the sky are contrasted, is replaced by two short ones, as if setting the tone, and then Turgenev uses the sentence - a period of one hundred and three words. Let us mark the necessary pauses in this sentence, highlight the words on which the logical stress falls, and read it in such a way as to convey the melodiousness of Turgenev’s syllable.

Homework
Prepare an expressive reading of an excerpt from a story from the words: “And meanwhile, at that very time...” (p. 240)- to the words: “...there are already thirty-five miles between Moscow and him...” (p. 241).

Lesson 46
Gerasim's spiritual and moral qualities are strength, dignity, compassion, generosity, and hard work. The hero's protest against the relations of lordship and slavery

Speech development lesson

An essay on the story “Mumu” is the first essay on a literary work. When determining the topic of an essay, you should not focus on the question of prototypes of literary heroes and pose the question: “Why did Turgenev change the ending of the real story?” 10 , leading us away from the text of a work of art. We believe that this formulation of the question shifts the focus of attention from observing the words and thoughts of the author into the area of interpretation, accessible only to qualified literary scholars. Without proper qualifications, discussions about such problems will turn into idle speculation. The process of literary creativity and the problem of the relationship between characters and their prototypes is a special problem of literary criticism that does not allow profanation.

Preparing for an essay
Let’s define the topic of the essay as follows: “Gerasim is the main character of I. S. Turgenev’s story “Mumu.” Let's combine a literature lesson with a Russian language lesson. In the first lesson we will prepare for the essay and start writing, in the second lesson we will finish the work.
Together with the students, we will try to think through the logic of presentation, drawing up and writing down a complex plan.

Example of a complex essay plan
I. Introduction. What impression did Gerasim make on me?
II. Main part. Gerasim is the main character of the story “Mumu”.
1. Who is Gerasim?
2. What does it look like?
3. What actions does he perform?
4. What qualities of Gerasim’s character are manifested in these actions?
5. How is Gerasim different from the rest of the courtyards?
III. Conclusion. What is Gerasim protesting against by leaving for the village?
Having written the plan on the board and in notebooks, we will discuss each point of the plan. When working on the question: “What does Gerasim look like?” - You can refer to the illustrations given in the textbook.
Let's discuss the qualities of character that Gerasim displays, and write down on the board and in notebooks the words denoting these qualities, and do vocabulary work with them.
Strength, hard work, accuracy, reliability, responsibility, ability to keep one's word, honesty in actions, self-esteem, ability to love, compassion, generosity, sensitivity.
Turgenev wanted to show us that serfdom gives rise to the type of man who is a lackey, a henchman, a hanger-on, who has no self-esteem. Gerasim protests not just against the lady’s order to drown Mumu, but against such relations in which people lose their best qualities, against the relations of lordship and slavery.
With the publication of his story, Turgenev achieved that many noble readers, who also had serfs, thought about their right to own living people and began to relate to the people differently.

Homework
At the discretion of the teacher: if the essay was written in class (in lessons, including a Russian language lesson), then you can ask those who did not answer orally to expressively read the passage “And meanwhile at that very time...”; If children have just started writing an essay in class, they will be asked to finish it at home.

Lesson 47
Analysis of essays. Work on mistakes. Summing up the half year

Speech development lesson. Final lesson

An essay based on the story “Mumu” by I. S. Turgenev is the first experience of writing an essay based on a literary work. The formation of the ability, in the terminology of psycholinguists, to generate texts - reflections on a given topic - largely depends on it. The teacher will take the analysis of students’ essays on the story “Mumu” very seriously. The analysis will be friendly and encourage students to work on themselves.
Working on errors in the classroom often comes down to only working on spelling errors, which stems from the teacher's desire to simplify his task. We will choose a path that will be more in line with the interests of the students. Let's analyze successful and unsuccessful cases of constructing an essay, and note the successfully cited examples. Let us remind you that the transition to disclosing a new point of the plan is marked with a new paragraph.
Let us single out groups of factual, stylistic, speech and grammatical errors in separate cases. From the texts of school essays, we will write out several examples that require literary editing, and select the optimal option for constructing sentences.
It is important that such work is carried out systematically. This will encourage students to be more responsible when working with words.
Spelling errors can be worked on during a Russian language lesson.
Having finished analyzing the essays, the teacher will summarize the class’s work over the course of the semester.

Lesson 48
Reserve lesson

AFANASY AFANASIEVICH FET

1 HOUR

Lesson 49
A. A. Fet. “Wonderful picture...”: picturesqueness, lightness of the sound of the poem. “Spring Rain”: the dynamics of the poem, the effect of presence. “The sheets trembled, flying around...”: a metaphor poem. Pages of the biography of A. A. Fet

The textbook on literature for grade 5, revised in 2006, unlike the previous edition, includes three poems by A. A. Fet, and in a section providing for monographic study adapted for fifth graders.
We offer teachers a scheme for working with these poems, which they can use both as a framework and as an impetus for their own search.
It is advisable that the teacher make in advance photocopies of two poems printed on one sheet of paper: “A Wonderful Picture...” and “Spring Rain” in order to distribute them to children for detailed work with the texts.

I.Articulation warm-up
We learn and collectively pronounce a new tongue twister, repeat tongue twisters learned earlier.

II. “Wonderful picture...”: picturesqueness, lightness of the sound of the poem
Having written Fet's name on the board and in our workbooks, we do not open the textbook. Let's start the lesson with an association sketch.

Working with associations
- Write down three words in your notebooks: winter, night, full moon. What do you imagine when you combine these three images into one? To help your imagination, you can close your eyes for half a minute and try to imagine this picture.
- So, winter, night, full moon. Briefly describe the picture you have in your mind (in three to four sentences).
About three minutes are allotted for the association sketch. After this, the children read their sketches, which the teacher tactfully comments on. Activating the images of the Russian winter that have sunk into the soul will help children perceive Fet’s poem.

- Now let's open the textbook and read a short - only eight lines - poem by Fet.
If the teacher has prepared photocopies of the texts, they should be distributed at this moment. In this case, the textbook is not needed yet.
The teacher reads the poem, preferably twice, so that the children have time to feel the text. Then you can compare the association sketches of the children and the picture drawn by Fet.
When analyzing, the teacher can rely on questions for the text given in the textbook (p. 246).
- How did the “wonderful picture” drawn by Fet make you feel?
“A Wonderful Picture” evokes a feeling of thoughtfulness, slight sadness and involvement in the harsh beauty of winter Russian nature.
- Take a closer look at the text of the poem. What features did you notice?
Before asking children specific questions and giving clear assignments, we invite them to look at the text on their own. You can move on based on their observations.
- How many sentences are there in the poem?
- Which sentence is before us: simple or complex? Let's analyze it by composition. Are there verbs in the sentence?
We emphasize grammatical basics directly in the text (if photocopies are in front of the children).
The entire poem is one complex sentence in which we see no verbs at all. In the first part the subject is expressed by a pronoun You, predicate - short adjective dear. In the second part, homogeneous subjects (in denominative sentences) - plain, moon, light, snow, run, but there are no verbs at all. Because of this, it seems to us as if we are seeing a frozen, frozen picture drawn by an artist on a canvas. The whole picture captured by the poet is perceived as a single whole, it seems as if it does not change before our eyes, it is constant.
- What elements of the landscape does the poet describe?
The poet conveys the majesty, breadth and spaciousness of Russian winter fields, doing this through the selection of the most significant elements of the landscape. We do not see small details, everything is large and important in the painted picture: above the white, snow-covered plain there is a full moon. Thanks to the brightness of the moon, even the night sky seems high, light pours from it, making the snow sparkle. Just as the moon is lonely in the sky, so on the plain, far away, we see only lonely sleighs.
- Find epithets in the poem. How can they be characterized?
The epithets that Fet uses are very simple: plain white, moon full, heaven high, sled distant, run lonely. At the same time, we understand that these epithets are the only correct ones in this case, when every word is significant, and together they describe a picture that was familiar to every Russian person during Fet’s life.
- Determine the meter in which the poem is written and the type of rhyme.
The poem is written in trochaic trimeter; This is the meter most often used in folk songs. Each line contains two, three and rarely four words. The cross rhyme of the quatrains is easy to understand, the rhymes are rich.
- Let's pay attention to the sound recording. What does the sound [r] sound like in the first quatrain? Is this sound used in the second stanza? How does the author use the sound [s]?
What makes the sound particularly light is the fact that in the second stanza there are no sounds [р], [р’]. There are few of them in the first stanza either. But in the second stanza the sound [s] is often used, which in these verses conveys the feeling of light. Thus, with the help of meter, rhyme, rich rhyme and alliteration, the poet achieves lightness of verse.
- In the last line the poet talks about the lonely running of the sleigh. Does the picture of a winter moonlit night evoke a feeling of loneliness? Why?
If the teacher managed to find the right intonation when reading the poem aloud, then the children will say that the feeling of loneliness does not arise: on the contrary, a feeling of unity and even merging with nature is born, the perception of the “wonderful picture” as infinitely dear and close to the truly Russian soul.
Let's invite several children to read this poem, and some of them will be able to recite it by heart.
- We had a winter picture before us, and now let’s try to transport ourselves to a spring day.

III. “Spring Rain”: the dynamics of the poem, the effect of presence
Expressive reading and analysis of a poem
The teacher reads the poem, then several students read the poem two or three times.
- Select and write down words that describe the mood evoked by the poem: sadness, joy; major, minor; everyday life, festivity; brightness, dullness.
- The poem “Wonderful picture...” is really like a picture in a frame. Does the poem “Spring Rain” resemble the painting?
You can make a film based on this poem, distributing what the poet describes into frames. Let's try to do this collectively. (Children number the “frames” in the text of the photocopy.)
1. Window, outside the window there is light.
2. A ray of sun breaks through the clouds (overall plan).
3. Sparrow bathes in the sand (close-up).
4. A rain cloud is approaching, from which rain is pouring, streams are visible (overall plan).
5. In the distance, illuminated by the sun, stands a grove, which has already passed the rain (overall plan). The expression “in golden dust” makes us show this edge closer, show drops on the leaves of the trees (close-up).
6. Glass with two drops splashed on it (close-up).
7. Linden trees are swinging (close-up). The sound of raindrops.
- Underline the verbs in the text. Which of them seem most expressive to you?
Almost every line opens up a new picture for us. The poet alternates between close-up and general plans in front of us, thanks to bright, dynamic verbs (shimmers, flutters, moves, splashes, pulls, drums), we feel movement, see changes in nature.
- What sensations does the poet awaken in the reader and listener?
The poet saturates the picture with smells (“The linden trees smell of fragrant honey”), colors (“the sun shines,” “in golden dust”), sounds (drops “splashed into the glass,” rain “drums” on the leaves). The poem is filled with a feeling of movement and life. The poet listens to sounds, smells smells, looks carefully and lovingly at the world. Thanks to his poems, spring rain is perceived as a miracle; we see it as if for the first time in our lives. The poet does not even call the natural phenomenon rain, but calls it something, and the last lines create the feeling of an unsolved mystery.
For the next lesson, we will invite the children to draw illustrations for poems on album sheets: for “A Wonderful Picture...” - one illustration, for “Spring Rain” - seven (according to the number of frames we described). We will distribute the tasks so that two or three children draw on the same topic. In the next lesson, children will present their drawings; arranged in sequence, they will help you remember the poem by heart.
If there is time left, we will read the last of the poems given in the textbook.

IV. “The sheets trembled, flying around...”: metaphor poem
Students can read the poem independently, then two or three students will present their own versions of the sound of this text.
- Flying leaves, clouds, a storm - these are signs of late autumn that everyone understands. If this is so, if the poet describes a specific storm, clouds and leaves, then what kind of small bird is he talking about?
Let's lead the children to understand that the poet is using the description of autumn to create a metaphor; the entire poem is built on this hidden comparison (you will need to remember the concept metaphor). Fet's autumn storm is not only a manifestation of the elements, but also a symbol of the complexities of the human world, the storms that occur in public life. “Warm nest” and “sweet bird” are a person’s home, a family where the female owner maintains love, affection and kindness. Fet writes about how important it is to keep the warmth of the home, how important it is that a person can always find rest in a “warm nest.” This is the meaning of the opposition in the poem by A. A. Fet.

V. Pages of the biography of A. A. Fet
Children read and retell the textbook text (p. 245). Let's pay special attention to the last paragraph:
“More than anything else, Fet valued beauty in nature, in people’s relationships, in the movement of the human heart. Fet taught Russian poetry to express the most subtle, subtle experiences, for which it is as if words had not been invented, but only intonations, sounds brought from somewhere by the wind, barely distinguishable outlines. But Fet’s merit lies in the fact that he was able to express all these impressions in words.”
The most difficult of these three sentences will be the second, we will ask the children to comment on it, explain what the words mean: “Fet taught Russian poetry...”

Homework
Prepare an expressive memorization of the poems “A Wonderful Picture...” and “Spring Rain” (or one of them, at the teacher’s discretion, depending on the level of literary development of the class).
Draw illustrations for these poems.

The purpose of the lesson: working on the image of Gerasim, show his ability to take care of a weak creature - Mumu; comprehend the changes in the soul of the main character, the ability to protest against injustice; to show the ugliness of social relations based on the personal dependence of man on man, to reveal the tragedy of the fate of the serfs.

Tasks:

educational: teach comparison of textual information and artistic image, develop skills of expressive reading, artistic retelling, lexical work,
developing: to develop the ability to evaluate the hero’s actions through emotional perception;
develop students’ logical thinking through problematic questions; develop students’ ability to correlate an action with the artistic image of the hero; teach skills in research and working with text, develop students’ oral speech, and develop the ability to generalize what they have learned. educational:

to cultivate a feeling of empathy for the hero, to form a feeling of compassion; formation of communicative competence. Personal UUD

: formation of a respectful attitude towards other opinions; development of thinking, attention, phonemic hearing; development of independence and personal responsibility for the results of one’s activities, goodwill.

Meta-subject results: regulatory UUD: formulate independently
topic and objectives of the lesson; have the ability to set goals.
communicative UUD: to develop the ability to argue one’s assumption, to convince and to yield; develop the ability to negotiate and find a common solution; master monologue and dialogic forms of speech; listen and hear others.

Methods: problem-search (stimulating and leading to dialogue), method of independent work with text, visual method (presentation).

Techniques: dialogue, commented reading, expressive reading, frontal questioning, artistic retelling, syncwine.

Means of education: computer, projector, presentation, textbook, excerpt from the animated film “Mumu” directed by Valentin Karaev.

Lesson type: combined

Forms of student work: individual, frontal.

Technical equipment: computer, multimedia projector

During the classes

No mother has ever cared for her child like this.
how Gerasim looked after his pet.
I.S. Turgenev “Mumu”

1. The teacher's word.

Hello. Check if you are all ready for the lesson. Have a seat.

Today we have a special lesson. Guests came to us. Give them your smiles, your active work. Let's start the lesson. I wish that today’s lesson brings you only the joy of discovery.

2. Motivational and organizational stage. (see Appendix 1).

Slide 1. On the slide you see the topic of the lesson “Gerasim and Mumu. Moral transformation of Gerasim”

Think about what will be discussed in class today? (And that’s all? Today we will talk about the feelings of a deaf-mute hero)

Highlight the keyword in the lesson title (transformation).

Let's determine the goals and objectives of the lesson (Today in class, while working on the image of Gerasim, we will try to comprehend the changes in the soul of the main character. To do this, we will do different types of work)

What do you think, what do I expect from you? (that you will actively work in class, reflect, compare, and show all your skills).

3. The teacher's word.

Often, I. Turgenev’s story “Mumu” remains in the memory of readers as a terrible story about a drowned dog, causing a puzzling question: “Why didn’t Gerasim go to the village with her?” (question written on the board)

We will try to answer this question during the lesson. And for this we will try to understand the actions of Gerasim, to understand the human relationships that took place during the time of Turgenev.

4. Repetition of previously studied material.

Let's remember how others treated Gerasim? (they were afraid, they didn’t like)

Did Gerasim love anyone? (Tatiana)

Why did he love her? (kind, defenseless, meek, has something in common with Gerasim)

It would seem that Gerasim has found his happiness. But what happened? (The lady marries Tatyana to Kapiton)

Should he have fought for his happiness?

Why didn’t Gerasim leave his lady? (he is a serf, he doesn’t decide anything himself, he has a sense of duty, he is honest, responsible, he has a slave spirit in him from birth, this uncomplaining giant)

Conclusion: After Gerasim’s love is taken away, he is again left alone, fences himself off from people, becomes gloomy and gloomy. But he did not harbor any grudge against Tatiana and Kapiton.

5. Studying a new topic. Gerasim and Mumu.

Soon Gerasim's life took a sharp turn.

What was it? (Gerasim found Mumu).

How did this happen? Let's remember this episode (Checking homework - the student retells the episode of how Gerasim found Mumu) - p. 33

What role did Mumu play in the life of Gerasima? (New joyful worries dispersed gloomy thoughts, and Gerasim “was very pleased with his fate.” The hero feels the need to take care of someone, to feel that he is needed. Mumu brought a feeling of joy and happiness to Gerasim).

How did the hero care for his pet? There is a sentence in the text that talks about this. Find and read it expressively.

Can any of you say what artistic medium Turgenev uses? (comparison)

What does he use it for? (show the power of Gerasim’s love for the dog Mumu)

Explain the meaning of these words: “Not a single mother cared for her child as much as Gerasim cared for his pet” (protected all the best for her).

Conclusion: Life for the main character was filled with new content - care for a dear creature.

But the happiness of Gerasim and Mumu did not last long.

What happened? A misfortune happened - the dog disappeared.

How did Mumu disappear? Remind us of this... (retelling of the episode about Mumu’s disappearance - student’s home retelling, p. 39)

Why did Mumu disappear? Let's try to figure it out.

Monologue of a student in the role of a lady.

(Please tell me what kind of dog was barking in our yard all night? It didn’t let me sleep! I don’t know if it was the dumb one or someone else, but it didn’t let me sleep. Yes, I’m surprised why there’s such an abyss of dogs! I wish know. After all, we have a yard dog? Well, what else do we need to have a dog for? Only the elder is not in the house. And why did the mute have a dog in my yard? I went to the window, and she was lying in the front garden, she had brought some kind of abomination, she was gnawing - and I had roses planted there... So that she wouldn’t be here today... Do you hear, today!)

Why and how did the lady’s attitude towards the dog change?

– Why did the lady decide to remove the dog at any cost? How did she bother her? (Disobedience) (The lady, knowing how attached Gerasim is to Mumu, gives a cruel order, she did not care how Gerasim would feel. After all, he was an ordinary serf for her, which means she could do whatever she wanted with him and his fate) .

The teacher’s word: Despite the fact that the lady’s outward attitude towards Gerasim remained the same, she planned evil, not thinking that she would cause Gerasim unbearable pain.

This kind of human behavior is called hypocrisy.

Lexical work

Hypocrisy is a negative moral quality when elevated motives and humane goals are attributed to obviously immoral actions. Hypocrisy is the opposite of honesty, directness, and sincerity.

Which other hero is a hypocrite towards others? (servant, servant)

Teacher's word

We see that in the story only Gerasim is a sincere, honest person.

Think about how this person lives among hypocrites?

What gives rise to insincerity and hypocritical attitudes between people? (serfdom)

Under serfdom, in order to survive, you need to be a hypocrite.

Is Gerasim a cruel person?

How do you evaluate Gerasim’s decision to carry out the lady’s order himself - to remove Mumu? (This decision was not easy for him. He could not allow someone to mock his beloved being, so that she would die slowly and painfully. Notice how painful their separation was.

No exit. Gerasim loved Mumu very much, and the fact that he decided to take her life says about the hero’s enormous willpower. If she is destined to die, then he would rather do it himself. Only a free, independent person can make such a decision)

Remember the scene of farewell between Gerasim and Mumu. The author describes in great detail and carefully all the actions of the characters and their movements. Why? (This is a very difficult farewell, farewell to a close, dear being. Could a cruel person say goodbye like that. No, only a strong person can say goodbye like that)

When do you think he decided to leave the lady and all those who surrounded him? ( Since Gerasim is deaf and dumb, he has a heightened sense of attention and observation. Probably, this decision came to a head when Tatiana was taken away from him, and then when he said goodbye to Mumu in the tavern. He had everything except love. What happened to Gerasim forever deprived him of the opportunity to be happy, forever cut him off from people. He prefers to live as a bob and never gets another dog. This mental trauma remained with him for the rest of his life.)

Let's see fragment of the cartoon “Mumu” (“Gerasim’s departure”) (see Appendix 2, viewing from 16 minutes)

How does the fragment you heard make you feel?

What helps convey these feelings? (music)

What are the sounds of a bell associated with? (the decision is ripe)

How many times does the bell ring? (3 times)

Where else do we encounter triple repetitions? (in a fairy tale)

After the third blow, when the door opens, Gerasim’s face expresses different feelings - he is free, he is a person. The decision to leave the lady is a strong decision.

And if he could speak, what do you think he would say to the lady? (I am free!)

Yes, the scene of Gerasim’s departure does not leave any of us indifferent.

Let's return to the question: “Why didn’t the hero leave the lady with the dog?” (at that time there was no decision to leave, but Mumu had already been drowned)

Who does Turgenev compare Gerasim to in the final part of the story? (with a lion, p.48, comparison)

Read this description clearly.

Why with a lion? ( The lion is a symbol of courage and renewal, a free animal, he is a child of nature, just like Gerasim, he feels happy only in the lap of nature)

By leaving for the village he protests against the actions of the lady. He can no longer accept the situation he finds himself in.)

Let's return to the topic of the lesson.

Which Gerasim do you like better: at the beginning of the story or at the end? Why?

Conclusion: Today we talked about how Gerasim’s lonely and joyless life in the lady’s house was brightened up by happy months of communication with a true, faithful and sensitive friend - a dog. It seemed that the soul of the mute hero had thawed, and we saw him as a sensitive, gentle and caring person. But Turgenev makes us feel that Gerasim’s happiness is short-lived, because while serfdom is alive, a person remains dependent, but the moment comes when a person finds the strength to free himself from this dependence and becomes spiritually free. And love helps a person to transform - love for life.

Reflection.

Please, everyone stand at your desks and answer my last question, but without words, only with movements.

If you were bored, uninterested, then raise your hands up.

If you felt great, clap your hands.

If you gained new knowledge during the lesson, then sit down.

Homework: The assignment is printed on pieces of paper:

I am intentionally giving you this homework assignment so that you can understand what kind of transformation happened to Gerasim (because this is very important)

1. Sinkwine “Transfiguration”

Task of choice

2.Write a miniature essay: “What would I do in Gerasim’s place?”

3. Essay-reflection “If Gerasim could speak, what would he say to the lady?”

I.Checking homework
After the articulatory warm-up, we check the homework: students read the last points of the plan.
7. Siege of Gerasim’s closet.
8. Farewell to Mumu.
9. Return to homeland.

Gallery of courtyards

Spiritual and moral qualities of Gerasim - strength, dignity, compassion, generosity, hard work. The hero's protest against the relations of lordship and slavery

Speech development lesson

An essay on the story “Mumu” is the first essay on a literary work. When determining the topic of an essay, you should not focus on the question of the prototypes of literary heroes and pose the question: “Why did Turgenev change the ending of the real story?”, which takes us away from the text of the work of art. We believe that this formulation of the question shifts the focus of attention from observing the words and thoughts of the author into the area of interpretation, accessible only to qualified literary scholars. Without proper qualifications, discussions about such problems will turn into idle speculation. The process of literary creativity and the problem of the relationship between characters and their prototypes is a special problem of literary criticism that does not allow profanation.
Preparing for an essay
Let’s define the topic of the essay as follows: “Gerasim is the main character of I. S. Turgenev’s story “Mumu.” Let's combine a literature lesson with a Russian language lesson. In the first lesson we will prepare for the essay and start writing, in the second lesson we will finish the work.
Together with the students, we will try to think through the logic of presentation, drawing up and writing down a complex plan.
Example of a complex essay plan
I. Introduction. What impression did Gerasim make on me?
II. Main part. Gerasim is the main character of the story “Mumu”.
1. Who is Gerasim?
2. What does it look like?
3. What actions does he perform?
4. What qualities of Gerasim’s character are manifested in these actions?
5. How is Gerasim different from the rest of the courtyards?
III. Conclusion. What is Gerasim protesting against by leaving for the village?
Having written the plan on the board and in notebooks, we will discuss each point of the plan. When working on the question: “What does Gerasim look like?” - You can refer to the illustrations given in the textbook.
Let's discuss the qualities of character that Gerasim displays, and write down on the board and in notebooks the words denoting these qualities, and do vocabulary work with them.
Strength, hard work, accuracy, reliability, responsibility, ability to keep one's word, honesty in actions, self-esteem, ability to love, compassion, generosity, sensitivity.
Turgenev wanted to show us that serfdom gives rise to the type of man who is a lackey, a henchman, a hanger-on, who has no self-esteem. Gerasim protests not just against the lady’s order to drown Mumu, but against such relations in which people lose their best qualities, against the relations of lordship and slavery.
With the publication of his story, Turgenev achieved that many noble readers, who also had serfs, thought about their right to own living people and began to relate to the people differently.
Homework
At the discretion of the teacher: if the essay was written in class (in lessons, including a Russian language lesson), then you can ask those who did not answer orally to expressively read the passage “And meanwhile at that very time...”; If children have just started writing an essay in class, they will be asked to finish it at home.

Literature lesson test notes.

Subject:

Target: help students understand how immense the grief of the main character is and how great the feeling of joy is only at the thought of the opportunity to commit an independent act; find out what is Gerasim’s superiority over serfs like him; consider whether the independent act of the serf is a step towards getting rid of violence.

Tasks:

Educational:

carry out an analysis of episodes with which you can analyze the image of the main character and secondary characters;

trace the changes that have occurred in the main character;

arouse in the children sincere interest and admiration for the figure of the main character.

Educational:

cultivate a caring attitude towards moral categories (kindness, compassion, empathy);

cultivate a sense of empathy and spiritual subtlety;

cultivate a careful attitude to the word;

education of the moral qualities of an individual using the example of the qualities of the main character of the story;

Educational:

develop the ability to analyze literary text;

develop the emotional sphere of students;

develop expressive reading skills;

develop students' oral speech;

Lesson type: lesson - conversation

List of used literature:

Literature. 5 grades Textbook for general education. Institutions. At 2 p.m. Part 2 / Auto-composition. V.Ya. Korovin and others – 4th ed. – M.: Education, 2003. – 271 p.

Eremina O.A. Lesson planning in literature. 5th grade: Methodological manual for the textbook-reader by Korovina V.Ya. and others. “Literature. 5th grade.” / O.A. Eremina. – M.: Publishing house “Exam”, 2003. – 320 p.

Literature. 5th grade: lesson plans based on the textbook by V.Ya. Korovina and others / author-comp. I.V. Karaseva. – 2nd ed., stereotype. – Volgograd: Teacher, 2008. – 136 p.

During the classes:

Lesson stage

Teacher activities

Student activity

Notes

I . Organizing time

Method: teacher's word

Reception: introductory word

Hello guys. Sit down.

Today we will summarize the study

story by I. S. Turgenev “Mumu”.

Method: teacher's word

Reception: leading word

Open your workbooks, write down the date, type of work and topic of today's lesson.

Method: hearing

Reception: global, non-evaluative, non-reflective

Sample notebook entries:

March 2

Classwork

The siege of Gerasim's closet. Farewell to Mumu. Return of Gerasim to the village.

Write the date, type of work, topic of the lesson on the board

II. Homemade

exercise

Method: teacher's word

Reception: leading word

Open your diaries and write down your homework. Your homework will be to answer the question: “Who do you feel more sorry for: Mumu or Gerasim?” Write it down in your notebook. We pass it on to the next lesson.

Method: hearing

Reception

Write down the house on the board. task, question.

III . Repetition of learned material

Method: teacher's word

Reception: leading word

Now let's repeat what we talked about in the last lesson.

Method: conversation

Reception: reproductive conversation

So let's remember the main characters

works. Name them.

Who can we especially highlight among the courtyards?

The appearance of which of the servants makes the reader smile or laugh?

Vocabulary work:

Uncle Tail - "Henchman".

He has no opinion of his own; his actions depend entirely on the command of those above him.

What are the main qualities that unite almost all of these people?

Method: teacher's word

Reception: general word

All these are traits that are born in a person through the relationship between a lord and a slave. A slave who has come to terms with his position as a person without feelings and will loses his self-esteem, respect for himself and for people. Slavery deprives the slave of the capacity for compassion.

Method: hearing

Reception: detailed, non-evaluative, unreflective

Student's oral response:

Gerasim, Barynya, Mumu

Tatiana. Gerasim fell in love with her.

A young woman of twenty-eight years old, she was a laundress for a lady. Tatyana had no pride, no self-confidence.

Kapiton Klimov. Tatiana married him. He calls himself a wretched man. In marriage he sees only pleasure for himself and does not feel responsible for Tatyana.

Gavrila. The lady's chief butler, "the person in charge." In conversations with the lady he constantly speaks in –s, although when talking with other servants he does not use –s.

Lackey Stepan In comparison with Gavrila, Gavrila thinks about how to fulfill the lady’s orders, while maintaining his own benefit and not losing his position, Stepan simply mindlessly follows the lady’s orders and the butler’s orders.

Bartender Uncle Tail. He is called to the council when they decide how to marry Tatiana and Kapiton. When it was necessary to take Mumu away from Gerasim, the barman looked out of the window and “made orders, that is, he just threw up his hands.”

Lack of self-esteem, cowardice, laziness, desire to curry favor, fear of punishment.

IV . Learning new material. Working with the episode “The Siege of Gerasim’s Closet”

Method: teacher's word

Reception: leading word

So, let’s start analyzing the episode “The Siege of Gerasim’s Closet.” After reading, you will need to answer the following questions:

What is the lady's behavior?

Gavrila's behavior?

Participation in Uncle Tail's "operation"?

Stepan's behavior?

Method: reading

Reception:

Method: conversation

Reception: reproductive conversation

So, let us note the lady’s behavior.

Let's find in the text a description of Gavrila's behavior (his cowardice and attempts not to lose his authority)

Let's note the participation of Uncle Tail.

What is Stepan's behavior? Let's note his helpfulness.

Method: teacher's word

Reception: leading word

Let’s read the paragraph from the words “Gerasim stood motionless on the threshold...”. What has changed in Gerasim’s attitude towards the rest of the courtyard?

Method: teacher's word

Reception: leading word

So, let's note the development of the opposition between Gerasim and the rest of the servants.

Vocabulary work:

Let's pay attention to the phrase “in German caftans.”

German - mute, originally on Russian soil this was the name given to all foreigners who cannot speak Russian.

Method: teacher's word

Reception: reporting word

Method: hearing

Reception: detailed, non-evaluative, unreflective

...she sometimes liked to pretend to be a downtrodden and lonely sufferer...

...Gavrila stepped forward, holding his cap with his hand, although there was no wind..., ...look, brother, don’t be naughty with me!...

...Uncle Tail opened the window... Uncle Tail closed the window...

...And Stepan climbed up... saying: “Come out, come out!”...

Expressive spoken reading

Verbal answer:

In the first year of his life in the city, Gerasim treated the servants as if they were his own - now he is a “giant in a red shirt”, at the top of the stairs, and he is opposed to “little people in German caftans”

An expressive reading of the episode from the words “The next morning the lady woke up quite late...” to the words “... Uncle Tail locked the window.”

Reading an excerpt from the words: “Gerasim stood motionless on the road...” to the words “... Gavrila took a step forward.”

V . Working with the episode of Gerasim's farewell to Mumu. Return of Gerasim to the village.

Method: reading

Reception: expressive spoken reading

Method: conversation

Reception: reproductive conversation

Why did Gerasim himself go to drown Mumu?

Was it painful for Gerasim to say goodbye to Mumu?

What happened to Gerasim after he drowned Mumu?

Why didn’t Gerasim go to the village with Mumu? Why did he drown her anyway?

Method: teacher's word

Reception: general word

So, when Gerasim went to drown Mumu, he did not yet think of leaving the city, from the lady and her little people to the village, where he once felt free. Farewell to the only being broke the shackles of inner slavery.

Verbal answer:

He didn't want mean and pathetic people with feelings of hatred to kill his dog.

Gerasim was in pain.

He went to the village

For several centuries, peasants belonged to the masters and most people considered this order natural. Gerasim drowns his beloved dog, wanting to show that he is a faithful servant and does not leave the master's will.