Evgeny Nosov white goose read the full story. Presentation: “White Goose” - (Nosov E.)

At the edge of the forest, a motley herd was scattered, the cows were noisily picking off the lush grass, their muzzles were splashed with dew up to their eyes.

All my matches are out, and I am looking for the shepherd with my eyes. On the other side of the clearing, through the foliage of the old willow tree, smoke breaks through. It has a bitter-spicy brown aroma: apparently, the shepherds threw bird cherry branches into the fire to ward off mosquitoes.

I walk through the dewy grass straight into the white smoke. The grass is getting higher. I lift up the cuffs of my fishing boots. Water squelches underfoot and brittle calamus crunches. Only the top of the old tree is now visible ahead.

Now I’m getting out of the swampy thickets. I'm looking for the place where the shepherds built a fire. No! And suddenly I stop in amazement: under the spreading willow, entangled in its weeping leaves, the bird cherry is smoking in a white cloud!

Just yesterday I passed by this edge. The forest around was dark, and against its smooth green background every passing butterfly could be seen far away. So, the bird cherry blossomed today at dawn!

I throw off my backpack and eagerly break the white branches. The bird cherry pulls them away, splashes dew in the face, but gives itself up willingly: the branches break easily, with a juicy crunch. Apparently, she herself doesn’t want to just bloom and crumble without anyone noticing.

That’s how strangely man is constructed! First he breaks the bird cherry, and then he thinks about what to do with it. I don't need her. At home there is a large bush growing under the window, and now it has also blossomed at dawn.

But you shouldn’t throw flowers under a tree!

And suddenly a decision comes: I’ll give the bird cherry to the first person I meet! This thought occupies: who will get caught on the road? What kind of person?

The path winds through a dense thicket, stretches along a clearing, and runs across a clearing. To the right and left, warmed by the sun, the forest is increasingly smoking, enveloping itself in a bitter-spicy cinnamon aroma.

A thatched roof emerges between the thinning trees. I go down to the shallow stream that runs along the edge of the vegetable gardens. Having tucked up the hem of her long skirt, the old woman rinses her linen on a millstone. Water flows thinly and lightly through the flat stone, cutting into two twisting streams on bare feet.

The old woman straightens up and looks blindly in my direction.

For some reason I feel sorry for giving away the bouquet: I dreamed of meeting a girl!

I straighten the tattered branches and timidly hand them to the old woman.

Here's a spring gift for you, mother!

The old woman looks at me in fear. In blue and yellow thin hands there is a wet children's shirt.

Take it! Take it! - I encourage. - It just bloomed.

Finally the old woman understood. In her dull, faded green eyes, like squeezed grapes, I catch a barely noticeable sparkle of joy - that feminine joy that once would have made her cheeks turn pink in embarrassment and lower her eyes.

Thank you, darling,” she says. “Only for me, the old one, why is this?” Give it to someone younger!

The old woman leans over to the stream and begins to splash the flat of her shirt on the water.

I stomp around hesitantly. Then I wade to the other side and get out onto the road.

Only now, on a nearby slope, I notice two figures bending over some open boxes. A checkered shirt and a colorful dress are visible far away on the silver carpet of young wormwood. I climb up the hill and now clearly see sketchbooks with pieces of cardboard pinned on them. A guy and a girl are enthusiastically writing sketches. I silently approach them from behind.

Please put out the paint! - the guy turns to his companion. You can’t write so brightly.

Well what can I do! - the girl lowers her brush in confusion. - The wind dries the paper. I don't have time to blur it out.

She paints in watercolors. She is wearing a light sundress with a wide rollout, a slightly pink neck in the sun, and a funny child's braid. With one hand the girl holds a glass jar of water. She had just blurred the sky, and the water in the jar turned a deep turquoise.

You feel good! - she is offended. - You fiddle with the brush as much as you want. Oil is not water.

The guy, squatting and looking over the edge of the lid at the distant forest, leisurely practices the underpainting. Nearby, a bottle of lemonade and a torn packet of cookies gleam in the wormwood.

At the rustle of a canvas jacket, the girl turns around sharply. She peers at me like a frightened young teal, then turns her gaze to the bird cherry, and her dark eyes warm with admiration.

Can I have one twig? - she can’t resist.

Take the whole bouquet.

What do you! - she flushes, not taking her eyes off the bird cherry tree. - I only need one twig.

I silently place the bouquet next to her sketchbook.

Thank you! - she whispers. - But why is it all?.. Take it home...

I explain lamely.

“Thank you,” she repeats joyfully, takes a bouquet from the ground and buries her face in the stuffy panicles of flowers.

Sergey, look how lovely it is! I wish I could write!

Sergei reluctantly looks up from his sketchbook and frowns at me, then at the bird cherry tree. And I rejoice at the opportunity to stand next to youth. I want to talk, help deal with unruly paints, even run to the swamp and scoop up a jar of fresh water for watercolors.

And I say:

Why don't you go into the forest? There are such amazing places for sketches!

The girl quickly glances at her companion, and a blush of embarrassment appears on her untanned neck.

And suddenly I understand this flash and feel embarrassed myself. I understand why they stopped at this open hillside covered with wormwood, why they painted some kind of nondescript landscape - the sky, the road and the forest in the background, the same forest where the bird cherry blossomed today at dawn.

These are their first sketches, and maybe their first walk!

And I also understand that it’s time for me to leave.

But I stand behind them, painfully searching for words, looking for at least some reason to linger, and that only makes me feel more acutely that I am superfluous here.

Sergei, with his head buried, silently and intently rubs the paints on the palette. He didn’t put a single stroke in front of me. She tries to write, but the colors fall on the paper unruly, falsely: and the sky dims, and the silhouette from the distant forest becomes like a stage set.

I adjust the fishing rods on my shoulder and quietly leave. Along the way, I pick off young shoots of wormwood and put them in my bosom. I love these inconspicuous silver stems - faithful companions of long and difficult roads. I love it, perhaps, more than bird cherry. If life had a clearly defined smell, it would most likely have the unsettling and earthy scent of wormwood.

I turn around and see that Sergei and his young girlfriend are looking after me.

COLOVEY Tatyana Grigorievna ©

MONUMENT TO THE WHITE GOOSE

LESSON ON THE STORY “THE WHITE GOOSE” BY EVGENY NOSOV

VCLASS

Evgeny Nosov's story “The White Goose” has a strong emotional impact. At first, it evokes a smile, infects the author with a joyful attitude, and we enjoy watching the character and habits of the White Goose, the main character of the work; then suddenly, along with the terrible elements, anxiety for all living things that find themselves in its power enters the heart, and then the soul is filled with sadness and a cleansing light that arises from admiration for the paternal feat of the mighty selfless bird. If a bird is capable of such self-sacrifice, then what should be the crown of creation - man?.. And you think about this when reading “The White Goose”.

Small in volume, the story amazes with its depth of thought, refinement of style, expressiveness of artistic means with the help of which the image of the White Goose is created. The word in the story is so prominent and capacious that its analysis does not require any additional means that enhance the emotional impact or stimulate the mental activity of students.

The main character of the work is a goose, a bird familiar to children, but the writer gives us the opportunity to see the unusual and sublime in the familiar and ordinary.

Let's introduce students to the story with a short introductory conversation.

What do you know about geese? What is the character of these birds?

Children call them important and proud, they know the aggressive nature of these domestic birds, many had to flee from them, and some tried their painful pinches.

Do you know any works involving geese?

The guys remember the ancient legend “How the Geese Saved Rome”, folk tales “Geese-Swans”, “Ivasik-Telesik”, a song about two cheerful geese, Selma Lagerlöf’s fairy tale “Nils’s Wonderful Journey with Wild Geese”.

What do geese look like there?

Geese appear before us as vigilant, cautious, wise, sometimes aggressive, dangerous, and sometimes cheerful and perky.

It turns out that geese are quite popular characters in literary works. And today we will get acquainted with another work written by Evgeny Nosov - the story “The White Goose”.

The writer was born in the village, his childhood was spent among river backwaters, meadows, fields and oak forests. He spent a lot of time in the forest and on the river, learned to see and hear nature, penetrated into its mysteries and secrets, memorized the names of herbs and trees... Love for all living things is invariably felt in all his works: and in his paintings (Nosov was also artist), and in novels and short stories. In The White Goose, the writer described what he saw one day while fishing.

Next, the story is read aloud. Since there are quite a lot of words unfamiliar to fifth-graders (kuliga, privada, reach, armada, wake formation, cockade), we will write their meanings on the board in advance and pay attention to them while reading.

After reading, ask students:

Did you like the story? Why? How did it make you feel and why?

Children really like Nosov’s story for its fullness of life: it contains both humor and sadness, the funny alternates with the dramatic, the pictures of nature are bright and juicy, especially the description of the elements; The image of the main character, the White Goose, is convincing and expressive. The author also attracts with his charm - a kind and wise man who lives in harmony with the natural world, not elevating himself above it, but feeling himself a part of it... The story awakens good feelings in fifth-graders: they feel sorry for the goose and the dead goslings, with excitement and They reflect with admiration on the feat of the White Goose, rejoice that his children remained alive and see a big world sparkling with all the colors.

Who is the author's focus? (The white goose is “the most important bird in the whole swarm.”)

Why does Nosov write the words “White Goose” with a capital letter - after all, this is not a proper name?

Probably out of respect for the bird, which stands out from the rest both in appearance and habits.

How does the story emphasize the uniqueness of the White Goose?

Its plumage is always dazzlingly white, because the goose masterfully walks even in the dirt: “Before moving its paw, the goose raised it to its snow-white jacket, collected the membranes, just as one folds a fan, and, holding it like that for a while, slowly lowered its paw into the mud . So he managed to walk along the most paved road without dirtying a single feather.” The goose "never ran." “He always held his long neck high and motionless, as if he was carrying a glass of water on his head.” From the flapping of his “one and a half meter wings,” ripples ran through the water “and the coastal reeds rustled,” and from the cackling “in the meadows of the milkmaids, thinly

the milk pans rang subtly.” “The best geese of the village were staring at the White Goose.” Everywhere and everywhere he behaved like a master:

“He completely owned the shallows, which had no equal in the abundance of mud, duckweed, shells and tadpoles. The cleanest, sun-baked beaches are his. The lushest parts of the meadow are also his.” The goose also treated the man “with a consciousness of his power”, driving him away from the reach, eating his worms from a jar and stealing his kukans with fish.

The goose fights with the man for possession of the reach, and when the man places fishing rods there, the White Goose “in a wake formation leads his entire goose armada directly to the fishing rods, and even lingers and hits the float that turns up.” He fights with a neighboring flock, and after them “plucked feathers float down the river for a long time.” The goose “with a threatening hiss” attacks the man and his bicycle, fights with his owner Styopka, chases the calf, “plucking out shreds of red wool from his thighs,” and the big calf is afraid of him.

The writer is ready to award the White Goose the title of admiral, because “everything about him was admiral: his bearing, his gait, and the tone in which he spoke with other village geese.” Its dazzling plumage reminds the author of the admiral’s “snow-white tunic,” and his huge, bright orange-colored “beak with some kind of bump or horn on the bridge of his nose” reminds him of the badge on a naval cap. Nosov speaks of the admiral's rank, since the goose is a waterfowl, and his white "tunic" is like the ceremonial uniform of the highest commander of the navy. Therefore, it is easy to associate military vocabulary with this character.

Tell me which episodes from the life of the White Goose can be associated with the words “maneuvers”, “attack”, “defense”. Why?

Maneuvers are the movement of troops (or fleet) in a theater of military operations with the aim of striking the enemy. The actions of the White Goose in relation to a person can be compared with maneuvers. To win the reach from him, he either leads his goose army “straight to the fishing rods,” or “then the whole company starts swimming just off the opposite shore. And swimming with cackling, with flapping of wings, with chasing and hiding under water.” Other times, a goose gets into fights with a neighboring flock, after which “there’s nothing to think about biting.”

An attack is a swift attack on an enemy. And the White Goose attacks either the author of the story (“Noticing me, the goose bent its neck to the grass and moved towards me with a threatening hiss”), then the “speckled red bull” that wandered into the meadow where the White Goose was walking with the goslings, then the neighboring flock.

How are these attacks caused?

In some cases, this is the self-affirmation of the White Goose and his power in the district. In others, it protects goslings from possible danger. Then the attack is at the same time the defense necessary to repel the enemy. It’s not for nothing that one of the well-known military expressions says: “The best way to defend is to attack.” But in the episode with the elements, the White Goose has to not attack, but hold a real defense: “The White Goose sat with its neck stretched high. The hail hit him on the head, the goose shuddered and covered his eyes. When a particularly large hailstone hit the crown of his head, he would bend his neck and shake his head. Then he straightened up again and looked at the cloud, carefully tilting his head to the side. A dozen goslings quietly swarmed under his widely spread wings.”

Compare the behavior of the White Goose during raging storms with the behavior of other geese. How is its exclusivity confirmed in this situation?

At first, like the White Goose, they “spread their wings and lay down in the grass,” covering the goslings. But when the hail turned from ice peas “into pieces of hastily rolled ice the size of a quarter of sawn sugar,” “the geese could not stand it and ran” to the water, forgetting about their broods and following the instinct of self-preservation, they “fell from the cliff into the water and hid under the bushes willow..." Their actions are similar to the panicked flight of troops from a terrible and powerful enemy. As a result, the goslings, abandoned by their parents, “almost all died.” And only the White Goose, like a real admiral, did not abandon his sinking ship with defenseless and helpless chicks: he remained in place, at his post, realizing that flight threatened his children with death. So here too he confirmed his exclusivity.

Does his behavior surprise us or are we already somehow prepared for this? Can we say that the goose accomplished a feat? Why?

Of course, the behavior of the White Goose delights us, but it is not a complete surprise: after all, we saw earlier how he cared about the safety of his goslings, trying to prevent any possibility of trouble. It is enough to remember how he greeted the appearance of a man with fishing rods on a bicycle in the meadow, and how he chased away a red bull from there. Styopka says: “He doesn’t give anyone access. Closer to a hundred

does not allow steps. He has goslings now, so he’s angry.”

We can confidently say that the White Goose accomplished a feat because he sacrificed his life protecting the goslings. Surely he was as scared as the other geese, but he did not move from his place, because he remembered the helpless and foolish chicks and that he was their father: “He lay with his mighty wings spread and his neck stretched out across the grass. The gray unblinking eye looked after the flying cloud. A trickle of blood ran down the beak from a small nostril.” The author convinces: the goose is not only “the most important bird in the whole swarm” and “admiral”, but also a father-hero.

How does the end of the story make you feel? Does it leave him feeling hopeless? Why?

We, of course, feel sorry for the White Goose - a mighty, strong and courageous bird, which with its feat can serve as an example not only to its brothers, but also to man. We are sad with the author about the dead goose. But there is no feeling of hopelessness from his heroic death, because “all twelve fluffy dandelions” remained alive. And one of the goslings “with a dark ribbon on his back” stubbornly climbs onto the wing of his dead father. Finally he “climbed onto his father’s back and froze. He had never climbed this high.

A wonderful world opened up before him, full of sparkling grass and sun.”

This is how Evgeniy Nosov saw this complex, diverse and beautiful world.

How does the author appear to us? What is his relationship to nature?

The author seems to us a kind and wise person. He loves all living things and looks at the world around him with interest and love. He perfectly knows the surroundings of the village where he lives: meadows, reaches, sandbanks, forest glades. He knows “the cleanest, sun-baked sandy beaches” and river backwaters where fish are found. He knows “the best geese of the village”, lovingly calls the goslings “dandelions”, and talks with a smile about the red bull, frightened by the White Goose.

The author says that he and the goose have a “long-standing dispute” (that is, a dispute, rivalry), but it is possiblecan we say that they are enemies? Do we have any reason to say that Nosov admires the goose and is not offended by it?

The writer does not feel a hostile feeling towards the bird, despite the fact that the goose often interferes with his fishing, eats his worms and steals his kukans with fish: he understands that he acts according to his own bird laws and rules. The author does not drive him away, does not try to hit him (as people often do in relation to our smaller brothers who interfere), even when the goose attacks him. He only “quarrels” with the goose, trying to raise the “boisterous dad” when he has become too noisy.

The author admires the poise and importance of the bird, its gait, neatness, and habits. When he sees it among the fresh spring grasses, he openly admires it: “Forgetting about enmity, I admired the bird. He stood, bathed in sunshine, at the edge of the meadow, right above the river. The tight feathers fit together so well that it seemed as if the goose had been carved from a block of refined sugar. The sun's rays shine through the feathers, burrowing into their depths, just as they shine through a lump of sugar.”

Nosov draws the appearance and character of the White Goose using comparisons. Some of them are direct, some are subtextual. They are not named, but are implied; at the suggestion of the writer, our imagination suggests them to us. (Children are shown cards with the words written on them:admiral, white hummock, lump of refined sugar, mountain, peak, monument.)

Which ones do you think are direct and which are subtextual? (Direct -admiral, lump of refined sugar, white hummock, the rest are subtextual.)

Find those parts of the text where these very subtextual comparisons are hidden.

The first thought about the monument and the subtextual comparison of the goose with it arises when the author admires the bird and it seems to him as if the goose was “carved from a block of refined sugar.” The second time this comparison comes to mind is when we read about the paternal feat of the goose and his death: at the moment of testing, he is motionless and steadfast in the face of death, as if petrified, becoming an unshakable fortress for his goslings... Doesn’t this feat deserve a monument? .

To the author of the story, a dead goose in a meadow darkened after a sudden rain appears to be a white, unmelting hummock. But for the gosling he saved, this is not a hummock, but a mountain, a peak that he is trying to climb. And when he succeeds, he sees the huge world given to him by his father. This is how the bump turns into a peak. And this is not only a tangible and visible peak for the little gosling, it is also the peak of courage, courage and love for everyone around him, and for humans too. The goose did not disgrace the honor of his snow-white admiral's uniform: he behaved like a real warrior. This is how the subtextual concept of “uniform honor” arises.

Direct and implied comparisons are certainly related. One thing suggests another, forcing not only our imagination to work, but also our mind.

Let us think about what direct comparison the subtextual comparison with the monument is closest to. Why did you decide so?

The subtextual comparison with the monument is closest to the direct comparison of the goose with the admiral. After all, monuments are often erected to warriors and heroes. And if at first Nosov calls the goose an admiral with a smile, then the smile is replaced by admiration when he talks about the goose, as if carved from a block of refined sugar, and the feat of the White Goose makes him bow his head before the courage and love of his father. And it no longer seems impossible to have a monument to a beautiful bird, and not only beautiful, but also heroic. Thus, a subtextual comparison helps us evaluate the White Goose’s act, his self-sacrifice, and see his peak in life.

What direct comparison is closest to the comparison with a peak, a mountain? What semantic meaning does this direct comparison acquire due to the subtext?

The closest comparison is to a bump. In the big world of nature, in the face of the elements, a goose is just a “bump,” but the point is not in the visible size or size, but in what stands behind this size. And behind it is neither more nor less, but the whole life of the White Goose, his selfless and courageous heart. And in the eyes of the rescued goslings and the person who witnessed the tragic events, the hummock grows to the size of a mountain, a peak. Here, too, as in the previous case, the author’s assessment of the White Goose’s feat is heard.

Thus, subtextual comparisons lead us to think about the height of love revealed to us by the White Goose.

We have already said that the goose accomplished a feat, and feats are often immortalized in monuments. And since the author himself gave us the idea of ​​a monument to the White Goose, we will try to create a project for such a monument.

Let's think about where this monument will stand and why, from what material and why it will be carved, how the goose will be depicted (here the illustrations in the story can tell you something), what idea the monument will express, whether there will be some kind of inscription on it , and if so, which one. These questions are written down in notebooks, and at home, students in small creative groups of 5-6 people or individually prepare a project for their monument to the White Goose and its defense (the defense can use expressive reading of fragments of the story, elements of dramatization, drawings, “live” compositions).

The next lesson is dedicated to the competition of these projects. To evaluate creative works, it is worth creating a special jury consisting of high school students, a fine arts teacher and a literature teacher. Moreover, the assessment should be detailed and justified so that children can see their successes and failures. However, it is important not to clip their wings, so any find or idea must be encouraged.

Fifth graders are very interested in this work and are willing to do it.

Before starting the defense, you can tell the children about existing animal monuments.

Here is some sample material for such a story.

There are many monuments to animals in the world that have become famous or distinguished themselves in some way. Most of these monuments

supplied to dogs. The monument to St. Bernard Barry, who saved forty people in the Alps, is widely known. Barry was a professional rescuer who found people trapped in snow. In New York, in Central Park, there is a monument to the leader sled dog Bolto, who, as part of a sled team, delivered anti-diphtheria serum to the city of Nome in Alaska on a hurricane night in 1925, which helped prevent a diphtheria epidemic. The monument to the dog of the Russian scientist I.P. Pavlov even stands in two places: in St. Petersburg, in the garden of the Institute of Experimental Medicine, and in Sukhumi on the territory of the Institute of Experimental Pathology. This is how people honor the memory of a dog who served for science. And there is also a monument to a toad in front of the Pasteur Institute as a tribute to laboratory animals. A monument to the fire butterfly has been erected in Australia. So the farmers thanked her for the destruction of prickly pear cacti, which had taken over the entire continent and almost killed livestock (the cows ate the cacti and were poisoned). The swallow monument was erected by residents of the city of Greensville in gratitude for the destruction of mosquitoes (one swallow eats up to 1000 mosquitoes a day). And by the way, this monument is very useful for swallows: it is a twenty-meter tower, hung with houses for birds.

So we will try to perpetuate the memory of the selfless White Goose.

I will cite one of the works: “The monument to the White Goose will stand on the high bank of the river, since the river is his favorite domain. Here he is a real admiral of his goose flotilla, which unquestioningly obeys the commander in chief.

The monument is carved from marble, because this stone best conveys the dazzling snow-white plumage of the goose - its spotless “admiral’s jacket”.

Small in size, it will fit on a high pedestal in the form of a gray granite cube. Granite will symbolize the fortitude and courage of the father goose, who did not flinch before the terrible elements.

A white goose has spread its huge wings, from under which small goslings peek out. The goose's head is raised to the sky, as if he is peering into a dark cloud that threatens the death of his children.

On the pedestal there is a large inscription: “Rescued!” And a little lower, smaller: “This goose should be given the rank of admiral.”

Everything around the monument is covered in golden dandelion flowers. Larks sing above it and dragonflies fly. Children love to come here. Girls usually weave a wreath of dandelions and put it on the head of a marble goose, and then he seems like a hero from ancient times, crowned with a victor's wreath. And he is truly a winner - a conqueror of fear and death... And love gave him the strength and courage for this victory.

This monument will express the idea of ​​love and courage.”

If birds were given military ranks, this goose should be given an admiral. Everything about him was admiral: his bearing, his gait, and the tone in which he spoke with other village geese.

He walked importantly, thinking about every step. He always held his long neck high and motionless, as if he was carrying a glass of water on his head.

In a word, the White Goose was the most important person in the village. Due to his high position, he lived carefree and at ease. The best geese of the village were staring at him; he owned the best sandbanks.

But the most important thing is that the reach on which I set up the bait was also considered by the White Goose to be his own. Because of this stretch, we have a long-standing dispute with him. He simply didn't acknowledge me. Then he leads his goose armada in a wake formation directly towards the fishing rods. Then the whole company will start swimming just at the opposite shore.

Many times he ate worms from a can and stole kukans with fish. He did it not like a thief, but with the same sedate leisureliness. Obviously, the White Goose believed that everything in this world existed only for him alone and, probably, would have been very surprised if he had learned that he himself belonged to the village boy Stepka, who, if he wanted, would chop off the White Goose’s head, and Stepkina Mother will cook cabbage soup with fresh cabbage from it.

One spring, when I came to my favorite place to fish, the White Goose was already there. Seeing me, he hissed, spread his wings and moved towards me. Styopka ran up and explained that the goose now has goslings, so he rushes at everyone.

-Where is their mother? - I asked Styopka.

- They are orphans. The car ran over the goose.

Only now did I see that the dandelions, among which the White Goose stood, had come to life and were huddled together and were frightenedly pulling their yellow heads out of the grass.

Once, when I was on my bait, I did not notice how a cloud crawled from behind the forest, then a whirlwind came; Immediately everything around began to rustle, and the cloud broke through and fell in a cold slanting downpour. The geese, spreading their wings, flew into the grass. Broods hid underneath them. Suddenly something hit the visor of my cap, and a white pea rolled down to my feet.

The geese froze in the grass, calling to each other anxiously.

The white goose sat with its neck stretched high. The hail hit him on the head, the goose shuddered and covered his eyes. When a particularly large hailstone hit the crown of his head, he shook his head and straightened up again.

The cloud raged with increasing force. The geese could not stand it and ran, while the hail drummed loudly on their bent backs. Here and there the plaintive calling squeak of goslings was heard. And it was no longer round peas that rolled down to my feet, but pieces of hastily rolled ice.

The cloud disappeared as suddenly as it had appeared. Under the sun's rays, the white, powdery meadow darkened before our eyes and thawed. The mutilated goslings were entangled in the fallen wet grass, as if in nets. Almost all of them died.

The meadow, warmed by the sun, turned green again. And only in the middle of it the white mound did not melt. I came closer. It was the White Goose. He lay with his mighty wings spread and his neck stretched out across the grass. The gray unblinking eye looked after the flying cloud. A trickle of blood ran down the beak from a small nostril.

All twelve fluffy “dandelions”, safe and sound, pushing and crushing each other, poured out from under the wing of the White Goose. Squeaking merrily, they scattered across the grass, picking up the surviving hailstones. A wonderful world opened up before them, full of sparkling grass and sun.

Class: 4

During the classes

1. Organizational moment.

Whatever awaits you in life, children,
There is a lot of grief and evil in life,
There are temptations from insidious networks
And the burning darkness of repentance,
There is a longing of impossible desires,
Hopeless, joyless work
For ten happy minutes.
Still, do not weaken your soul,
When the time comes for testing, -
Humanity is alive alone
All around goodness...

Teacher's word:

– One of the most important and, unfortunately, scarce human qualities today is kindness . To be kind means to be responsive, to have a feeling of compassion for all living things.

You can learn goodness in different ways: from the life examples of the people who surround you, from the worthy actions of literary and book heroes.

But today in the lesson, not only people will be role models. We will learn goodness from nature. Back in the 18th century, the German poet Johann Seime said: “Get more closely acquainted with pure nature, and you will soon become acquainted with virtue. From communion with nature you will take away as much light as you need and as much courage as you want.”

Therefore, the main character and mentor in the lesson will be a representative of the animal world - the White Goose, the hero of the novel of the same name by E. I. Nosov.

Now a word has been heard that is unfamiliar to you: short story . We will definitely find out a little later what kind of literary term this is and the lexical meaning of other words that are not clear from the text.

Sometimes a person lacks earthly language to express feelings and a deeper understanding of reality. And that’s when “ a more eloquent language is music ” (P. I. Tchaikovsky). It is she who will help me teach today’s lesson, and you will appreciate our hero more clearly and deeply: his character, his pranks, his feat. “ After all, without music life would be incomplete, deaf, poor …” (D. Shostakovich).

Now let’s see what the origins of the writer’s talent are, where he gets such a talent to write about the kindest things, to touch the strings of the soul. I want to tell you about Evgeny Ivanovich Nosov.

2. Acquaintance with the biography of the writer.

Evgeniy Ivanovich was born in 1925 near Kursk in the village of Tolmachevo. The father of the future writer was a craftsman - he worked as a mechanic, a hammer hammer in a forge shop, and a boilermaker. His grandfather was also a blacksmith in his time. From here, from family traditions, Evgeny Ivanovich came to have the deepest respect for work, “the ability to see through everyday life the beautiful side ... of any craft.”

As a boy, Evgeniy Ivanovich loved to go out at night with his grandfather. Horses, dewy grass, a fire, a chilly pre-dawn. Merging with nature greatly inspired the future writer.

It should be added that Zhenya was a romantic by nature: he played games that he invented himself, was interested in ships, and read books about travel and adventure. As a child, he climbed onto his father’s lap and watched with admiration as he cut out funny figures of horses and dogs from paper with scissors. The boy asked to carve a Budenovo man, a tractor or an airplane, but his father’s skills were not enough for these “orders.” And now five-year-old Zhenya himself begins to peer intently into the world around him, trying to reproduce and “hold” everything that amazes him with the help of scissors and then a pencil. Already as a teenager, he redrew a great many color images of animals and birds into a family album.

Evgeniy Ivanovich retained and developed this pictorial perception in himself. “In fact, when I describe something, I certainly ask myself: “How can this be painted with paints?” Therefore, in any story, the living colors of the vast world shine in many subtle shades.

Evgeniy Ivanovich was 18 years old when he went to the front as an artilleryman. Witness of many major battles. He was awarded many awards: “For courage” and “For victory over Germany.” May 1945 - wounded, hospital. Evgeny Ivanovich experienced the troubles and hardships of the war. He realized that life is given only once: you need to love it, love people, love all living things and do good.

He was twenty years old when he left the hospital with disability benefits. E.I. thinks to continue his studies, because before the war he completed the eighth grade. But when he entered the ninth-graders now, after the hospital, in a faded tunic, gleaming with medals and orders, the guys stood up in unison, mistaking him for a new teacher...

I had to leave school, especially since I had to earn a living. Nosov leaves for Kazakhstan, begins working in one of the local newspapers - first as a graphic designer (his former hobby came in handy), then as a literary employee. This work became the final school in which Evgeniy Ivanovich’s mastery developed.

In his works, E. I. Nosov equally deeply perceives the beauty of nature and the beauty of the human soul. He never acted as a children's writer. However, many of his stories are, of course, accessible, and most importantly, necessary for you, those who are preparing to enter adulthood.

3. Vocabulary work.

A list of words from the text is offered on the board and their lexical meaning is clarified.

Novella – a literary genre in the center of which is an important event, an incident that reveals the character of the hero, with a sharp, exciting plot and an unexpected ending.

(For comparison, we can also give a definition of the concept “story”.)

Story - literary genre; it describes one or more events, an incident from the life of the hero, with a calm unfolding of the plot.

Shoal - a shoal extending from the shore.

Plyos – wide expanse of water between the islands.

Armada – about a large navy (for example: naval armada, air armada).

A dozen - quantity 12. Used in a humorous form about the number 13 (devil's dozen).

Privada – food for baiting animals and birds.

Wake- a wave stream remaining behind a moving ship. Wake formation (from the text) - a formation of goslings swimming one after another.

4. Work on the content of the text.

Before us is a narrative text, which means it can be divided into three parts.

(With the help of the children, work is underway to title parts of the text. It roughly looks like this:

1. Wayward White Goose.
2. Disaster.
3. Life goes on.

Other options are possible.)

A). Analysis of the first part of the work.

- Guys, what do you think is the significance of this part? ( Getting to know the hero, his character traits are revealed. )

– Who did the hero of the novel appear to us? Who does the author compare him to? (With the admiral. )

- So, our hero is “admiral”. Is it so? Prove it to me with text.

(Bearing, gait, tone, walked importantly, never ran, even if a dog came after him, held his neck high and motionless, elastic one and a half meter wings, ringing voice, did not recognize anyone.

A beautiful bird: snow-white tight feathers like a block of refined sugar, a snow-white jacket, a beak the color of an orange peel, the best geese stared at it.)

– Yes, the author chooses the word, it is really picturesque. Before us are “living colors of a huge world,” “an amazing world.” What music filled your soul when they talked about the goose - the admiral? ( Solemn, gentle, etc. .)

– Of course, everyone has their own music, their own vision of the hero. I suggest you listen to the music in which I saw the White Goose. ( Guys listening to music .)

– Now let’s read the beginning of the text to this music, so that the White Goose appears brighter for us and for our guests. ( Continue reading up to page 233 “...But most importantly...” )

– Guys, what kind of relationship does the author have with our hero? ( They explain with quotes from the text up to page 234 “...Obviously, the White Goose believed...” )

– And until what moment do you have such an opinion about him? And is there an excuse for him? ( Styopka, the owner of the goose, brings to our consciousness that all this was done by the goose - the father, the head of a large family, who has twelve orphan goslings, their mother died.)

B). Analysis of the second part of the novella.

– A new character, a new hero appears in the work. This cloud is a predator that “devours everything in its path.” What means of expressive speech does the author use to make the presentation vivid?

(Comparisons: heavy wall; like a bag; molten lead.
Personifications: grew, devoured, rose, raged... )

– Now let’s reproduce what happened, the whole picture of the storm’s growth. ( Verbs are written on the board to help picture the disaster..)

– So, verbs helped us feel the increasing tension in nature.

– How did the supporting characters behave? ( Bustle . Answers are supported by quotations from the text.)

– How did our main character behave throughout the storm? ( Page 236 “...The white goose sat with its neck stretched high...” )

- Look - the admiral goose is in front of us again; he is courageous, he is a hero! Why didn't the goose run to escape? ( He could not abandon his children, he is responsible for the fate of twelve “dandelions,” as Evgeniy Ivanovich affectionately calls the goslings.)

IN). Analysis of the third part of the novella.

(To the music, the teacher reads the third part of page 236.)

“... The cloud rushed by as suddenly as it came. The hail streaked my back for the last time, danced along the coastal shallows, and now a village had already opened up on the other side, and the rays of the emerging sun were shining into the wet district, into the willows and meadows.

I pulled off my cloak.

Under the sun's rays, the white, powdery meadow darkened and thawed before our eyes. The path was covered with puddles. The mutilated goslings were entangled in the fallen wet grass, as if in nets. Almost all of them died before reaching the water.

The meadow, warmed by the sun, turned green again. And only in the middle of it the white mound did not melt. I came closer. It was the White Goose.

He lay with his mighty wings spread and his neck stretched out across the grass. The gray unblinking eye looked after the flying cloud. A trickle of blood flowed down the beak from a small nostril.

All twelve fluffy “dandelions”, safe and sound, pushing and crushing each other, poured out. Squeaking merrily, they scattered across the grass, picking up the surviving hailstones. One gosling with a dark ribbon on its back, clumsily rearranging its wide crooked legs, tried to climb onto the gander’s wing. But every time, unable to resist, he fell head over heels into the grass.

The baby got angry, impatiently moved his paws and, untangling himself from the blades of grass, stubbornly climbed onto the wing. Finally, the gosling climbed onto his father's back and froze. He had never climbed this high.

A wonderful world opened before him, full of sparkling grass and sun.”

– What feelings filled your hearts when reading this episode? ( Pain, sadness, sadness... )

– Was it worth going to death? ( Yes. To save twelve lives. )

– Why did I call this part “Life Goes On”? ( The stupid gosling, who climbed onto his father's back, resembles his father with his character traits, assertiveness, confidence, diligence, and willpower.)

– And again the goose looks like an admiral. He is beautiful even in death, he courageously accepted death and now lay, “spreading his mighty wings wide.” The author is proud of his hero. He tells us about the greatness of love, about the beauty of feat, and therefore does not hide his admiration.)

5. Conclusion, impressions of the novel.

– What is the main idea of ​​the novella? ( Love for all living things .)

– What feelings did you have after reading it? ( Children's answers .)

– One of the means of expressiveness of speech is phraseological units that decorate it and make it figurative. You know that some of them arose from human observations of social and natural phenomena, others are associated with mythology and real historical events, others came from fairy tales, riddles, songs, and literary works.

Now we will recall several phraseological units related to the habits of animals, their character, and way of life. I will say the beginning of the catchphrase, and you will say the ending.

– Now remember what can be connected with fish? ( Dumb like a fish .)

- With a magpie? ( Chatty as a magpie .)

- Let's come up with a phraseological unit associated with the hero of our lesson. And let this phrase truly become a catchphrase. And the one who is compared to the White Goose will be given great honor. ( Bold, courageous, fearless, courageous, loving, noble, wayward, etc. like the White Goose .)

– I thank everyone for the lesson and hope that it will not pass without a trace. After all, the whole work, like all life, is built on love and kindness. And let's try with our actions to refute the saying said back in the 10th century BC by the Greek philosopher Heraclitus: “Animals, living with us, become tame, and people, communicating with each other, become wild.”

6. Homework.

1. You can come up with your own ending, with a less tragic ending.
2. Write reviews about what you read.
3. Find and read works where the main characters are animals, whose actions can serve as an example for us.

Statements

“White Goose” - (Nosov E.)

If birds were given military ranks, then this goose should be given an admiral. Everything about him was admiral: his bearing, his gait, and the tone in which he spoke with other village geese.

He walked importantly, thinking about every step.

When the goose on the shallows rose to its full height and flapped its elastic one and a half meter wings, gray ripples ran across the water and the coastal reeds rustled.

This spring, as soon as the country roads became windy, I packed up my bike and rode off to open the fishing season. As I drove along the village, the White Goose, noticing me, bent its neck and moved towards me with a threatening hiss. I barely had time to fence myself off with my bike.

Here's a dog! - said a village boy who came running. - Other geese are like geese, but this one... Doesn’t give anyone a pass. He has goslings now, so he is angry.

Where is their mother? - I asked.

The car ran over the goose. The goose continued to hiss.

You are a frivolous bird! And also dad! There is nothing to say, you are raising a generation...

While quarreling with the goose, I didn’t even notice how a cloud had crawled in from behind the forest. It grew, rose like a gray-gray heavy wall, without gaps, without cracks, and slowly and inevitably devoured the blue of the sky.

The geese stopped nibbling the grass and raised their heads.

I barely had time to throw my cloak over myself when the cloud broke through and fell in a cold, slanting downpour. The geese, spreading their wings, lay down in the grass. Broods hid underneath them.

Suddenly something hit the visor of my cap harshly, and a white pea rolled down to my feet.

I looked out from under my cloak. Gray hairs of hail trailed across the meadow.

The white goose sat with its neck stretched high. The hail hit him on the head, the goose shuddered and covered his eyes. When a particularly large hailstone hit the crown of his head, he would bend his neck and shake his head.

The cloud raged with increasing force. It seemed that, like a bag, it had burst open all over, from edge to edge. On the path, white ice peas bounced, bounced, and collided in an uncontrollable dance.

The geese couldn't stand it and ran. Here and there, in the grass mixed with hail, the tousled heads of goslings flashed, and their plaintive calling squeak was heard. Sometimes the squeak suddenly stopped, and the yellow “dandelion”, cut by the hail, drooped into the grass.

And the geese kept running, bending to the ground, falling in heavy blocks from the cliff into the water and huddling under the willow bushes. Following them, small pebbles were poured into the river by the kids - the few who managed to run.

It was no longer round peas that rolled down to my feet, but pieces of hastily rolled ice that cut me painfully on the back.

The cloud rushed by as suddenly as it had come. The meadow, warmed by the sun, turned green again. The mutilated goslings were entangled in the fallen wet grass, as if in nets. Almost all of them died before reaching the water.

In the middle of the meadow the white hummock had not melted. I came closer. It was the White Goose. He lay with his mighty wings spread and his neck stretched out across the grass. A trickle of blood ran down the beak from a small nostril.

All twelve fluffy “dandelions”, safe and sound, pushing and crushing each other, poured out. (449 words) (According to E. I. Nosov)
Retell the text in detail.

Come up with your own title for this story and justify it.

Retell the text concisely.

Answer the question: “What thoughts and feelings does this story evoke in you?”