Literary reading lesson: Description of nature (verbal landscape). Epithet
The ability to correctly express your thoughts largely determines how others will understand you. It is for this reason that Russian is one of the main subjects school curriculum. It begins with penmanship in the first grade and is taught throughout the entire period of study. For many, it is quite problematic to learn to write without errors - this is evidenced by a person’s speech culture, the way he expresses himself and speaks. Some teachers believe that the ability to speak correctly largely determines an individual’s literacy and his ability to express his thoughts. It is for this reason that the educational program is aimed not at memorizing the rules of the Russian language, but at developing the ability to construct one’s reasoning stylistically correctly. For this purpose, the school conducts a large number of works aimed at description. Their examples are quite simple: or, say, about how a child spent his holidays.
Such tasks allow the student to develop the ability to correctly select the right words and, as a result, express themselves competently.
What is a description
A description is any passage of text or saying that reveals the meaning of what was seen or heard. In fact, the same description of nature comes down to the verbal transfer of what he saw onto paper. As a rule, a person encounters this type of text for the first time at school during Russian language lessons. Modern educational programs built in such a way that junior schoolchildren middle school students, namely fifth and sixth grade, write essays that require, for example, a description of flowers or a person. In fact, there is nothing complicated or unusual in such a task, but the child may have certain difficulties due to the fact that he has never described something in a coherent text before.
Types of description
In general, all descriptions can be divided into two large groups: living and nonliving. The first type includes people, animals, plants, nature, in a word, everything that can be considered animate. The second type is also quite common: this includes descriptions of the city, seasons, things, equipment. Despite this division, the methods of storytelling may overlap, since the essays must necessarily contain some literary presentation, which involves the use of means of artistic expression. Of course, this comes with time, and the first essays will not at all look like perfectly written texts. But with the proper level of reading of a child, over time he will learn to use suitable words to describe anything, be it a description of nature or a person.
Description plan
Despite the fact that during lessons the teacher is obliged to give students the plan according to which the description should be made, examples of such work may be different. Let's try to consider a certain universal way of writing such essays. First, you need to highlight for yourself the main points on which the structure of the work will be built, namely the introduction, the main part, conclusion or conclusion.
It is important to note that such works are missing. This is logical, because it is difficult to highlight it if the task is, for example, to describe a city. Each part has its own size. Introduction - short, a couple general proposals, setting the tone for the entire essay. The main part is more detailed; the main points will be here. The conclusion is the general impression of the described object. In the introduction, it should be said about how the object was created - if it is a painting, then by whom and when it was painted, if it is a building, then who is its architect. The main part will be discussed below, and in the conclusion, as a rule, they write about whether they liked or did not like the object and why.
How to Express Your Thoughts
When writing such a work, it is very important how the author will lead the narrative. One of the most successful methods of description is the selection of the most striking details and their detailed analysis. There is another way which is to general overview all available parts. Here it is very important to guess if, for example, the Artist could have made a certain emphasis that needs to be caught. In this case, the description will be vivid. Still very important point is that it is necessary to accurately select expressions so that the reader of the work can clearly imagine the object being described. Of course, such skill is inherent only to talented writers, but with hard work you can achieve good results.
Description at school
The most pressing issue is school descriptions, since this is where the first difficulties are discovered. In general, only certain types of work are used in tasks, after analyzing which you can successfully cope with any task. The second part of the article will be devoted to how to do this. As a rule, description tasks are based on various paintings by famous artists.
Surely artistic description nature is what every student first encounters. There is no need to be afraid of this, because there is a certain plan, following which you can cope with the task without much difficulty. So, there is a task that requires you to complete a description. Let's look at examples below.
Description of the landscape
First, you need to strictly follow the plan presented above. We are interested in the main part, since it causes greatest number questions. There is a rule: when describing any picture, you should move in one direction. What does it mean? It's quite simple. If there is a landscape, then it is necessary to describe objects, for example, from top to bottom or vice versa. This will allow you not to forget a single detail and get a holistic idea of the picture. Further, when moving, you need to select any object and describe its position in the overall composition, not forgetting to use expressions, as this will make the presentation more literary.
Also important is how the author named his painting. From this we can conclude what to look for Special attention. If, for example, he named the painting “Summer,” this means that he should pay attention to all the attributes of this time of year and try to find them on the canvas. In this case, the description of summer will be quite successful. For example, a description of such a painting may briefly look like this: “In the painting by artist N, we see a picturesque landscape captured in a sultry summer time. The sun is at its zenith, so we can conclude that it is noon. The weather is calm, there is no wind, they are not moving. The bright colors on the field emphasize that now is June - the juiciest time," and so on.
Description of people
The second most popular task can be considered the description of various portraits. In essence, it is not much different from any other type, but the principle here is slightly different. If you need to make an example, you can consider it in any work classical literature. A professional author easily “goes through” appearance hero, examining his clothes, face and focusing on some distinctive features, which brings the story to life. This technique will look very advantageous in any work. But it is necessary to have a sense of proportion, namely, not to focus on one detail. The very essence of the description is that for a minimum a short time most accurately convey the main features of the object.
Description of plants
The favorite theme of many artists is the depiction of plants, which is why they often have to face the problem of describing them. Here you should pay attention to the fact that, as a rule, such objects are small in size, so the author of the picture focuses on the details.
The description of flowers can serve as a prime example. If the picture is a still life, then you will have to try to notice all the features that the artist conveyed. Dew drops, broken stamens or petals irregular shape- all these are important details that convey the mood of the picture, and, therefore, they should be reflected in the description. In general, there are no fundamental differences. The only thing you should pay attention to is the paints. The color of a plant can play a rather significant role, so it is necessary to turn to materials that reveal the meaning of color symbols.
Other descriptions
In addition to the notorious pictures, another type of task can be a description of the holidays. Probably everyone wrote about how he spent them, certainly including a description of the summer in his story. Here it is worth paying attention to some general details that are associated with this or that time of year, something that anyone can easily imagine. Then the work will look very advantageous.
Conclusion
Of course, you can give a lot of advice on how to write a description. Examples will not be superfluous, but they may turn out to be very important when writing any work. Its presence in most cases can significantly help, even if a person does not have the information. Borrowing other people's thoughts can dull the writing talent that everyone has. And this, in turn, is fraught with the fact that in high school or during exams it will be difficult for the student to concentrate and correctly express his thoughts. If a child is independently able to complete a description of a particular object, it means that he not only knows how to correctly express his thoughts, but does it confidently and quickly. Undoubtedly, this needs to be learned, and only practice will be useful here. Knowing the Russian language is the duty of every citizen of Russia.
Morning picture summer nature looks quite mesmerizing and attractive to the human eye. The rising sun illuminates everything around with its gentle and warm rays.
Grass, bushes - all this is covered with transparent dew. Sometimes a light and transparent veil of fog hangs over everything. The fresh pre-dawn coolness is combined with rare gusts of the morning breeze. The sky does not yet shine with its usual blue, but is temporarily covered with small white clouds, which will disperse immediately after the sun rises. There is no choir ringing with all the melodies yet bird voices, and only occasionally the purring of early pigeons is heard. There is silence everywhere, there are practically no sounds.
But suddenly the very first people appear from behind the horizon Sun rays, and after a few minutes the sun rises royally into the sky and nature seems to come to life: you can immediately hear the singing of birds, gusts of wind, the clouds disperse and a bright blue sky opens. The picture of morning nature is pleasant to any person and attracts his gaze with its splendor.
Several interesting essays
- The image and characterization of Evgraf Zhivago in Pasternak’s Doctor Zhivago
Doctor Zhivago is a novel written by Boris Pasternak in 1955 (it took him ten years to write). The Soviet authorities did not accept this novel, and Pasternak was subject to persecution, due to which he died early.
- Characteristics and image of Pyotr Grinev from the story The Captain's Daughter by Pushkin, essay 8th grade
Pyotr Grinev is the main and positive hero of the story “ Captain's daughter" He is a young nobleman from a wealthy family. All day long the boy chased pigeons and played with the yard boys.
- What is the role of a mother in a child's life? Final essay grade 11
They often talk about the role of a teacher, coach, friends, but no one even thinks, it seems to me, about the role of a mother... Simply because it is huge! Why discuss it? But no, we must not forget about her.
- The image and characteristics of Peter 1 in the poem The Bronze Horseman by Pushkin essay
The famous work of the writer " Bronze Horseman"sums up the work about the great Russian Tsar. Even the title of the poem shows us that the author paints us an image of the famous reformer in history, Peter the Great.
- Features of the depiction of heroes of Russian literature of the 19th century
Russian literature at all times differed significantly from the work of world writers in its special sensual content, liveliness of forms, rich spectrum artistic images and forms
How to describe nature like the classics?
Written on this topic teaching aids, monographs, articles that provide examples, talk in detail about linguistic means, techniques, and ways of depicting nature in literature, but the authors continue to ask the question. Why? Because in practice it is not so easy to understand, but HOW does it all work?
In my opinion, a “step-by-step” comparison can help, which I will resort to in my article.
I’ll say right away that writers, like artists, can be portrait painters, battle painters, landscape painters, among landscape painters - marine painters, etc. Conditionally, of course.
Perhaps you are good at battle scenes, then you shouldn’t get hung up on landscape descriptions; you can get by with precise and understandable characteristics: “the sky darkened,” “it started to rain,” “sunny morning,” etc. With a few strokes indicate the time of year, time of day, place of action, weather and follow their changes as the story progresses. As a rule, this is enough for the reader to understand what is happening, where and under what circumstances.
If you want the landscape to be not just a background, but a “talking” background, a special character in the work (perhaps the main one) who can play special role and occupy a special place in the plot, then, of course, you need to learn from the classics.
I want to offer you a research game, you will understand the principle and then you can do a step-by-step comparison yourself.
So, before us are three small excerpts from the stories of famous landscape writers - Turgenev, Prishvin, Paustovsky.
The passages have three important things in common:
1. The story is told from the 1st person.
2. The same theme: the autumn morning begins.
3. All or some attributes of autumn: features of light, sky, leaf fall, breeze, birds.
Let's just read them carefully for now. As you read, you can note something special, in your opinion, about each author.
№ 1
I was sitting in a birch grove in the fall, around mid-September. From the very morning there was a light rain, replaced at times by warm sunshine; the weather was changeable. The sky was either covered with loose white clouds, then suddenly cleared in places for a moment, and then, from behind the parted clouds, azure appeared, clear and gentle, like a beautiful eye. I sat and looked around and listened. The leaves rustled slightly above my head; by their noise alone one could find out what time of year it was then. It was not the cheerful, laughing trembling of spring, not the soft whispering, not the long chatter of summer, not the timid and cold babbling of late autumn, but barely audible, drowsy chatter. A weak wind pulled slightly over the tops. The interior of the grove, wet from the rain, was constantly changing, depending on whether the sun was shining or covered by a cloud; She then lit up all over, as if suddenly everything in her smiled: the thin trunks of the not too common birch trees suddenly took on a delicate glow of white silk, the small leaves lying on the ground suddenly dazzled and lit up with red gold, and the beautiful stems of tall curly ferns, already painted in their autumn color , like the color of overripe grapes, they showed through, endlessly getting confused and intersecting before our eyes; then suddenly everything around turned slightly blue again: the bright colors instantly faded, the birches stood all white, without shine, white, like freshly fallen snow, which had not yet been touched by the coldly playing ray winter sun; and stealthily, slyly, began to sow and whisper through the forest the slightest rain. The foliage on the birches was still almost all green, although noticeably paler; only here and there stood one, young, all red or all gold, and you had to see how she flashed brightly in the sun when its rays suddenly broke through, sliding and mottled, through the dense network of thin branches, just washed away by the sparkling rain. Not a single bird was heard: everyone took refuge and fell silent; only occasionally did the mocking voice of a tit ring like a steel bell.
№ 2
Leaf after leaf falls from the linden tree onto the roof, some leaves like a parachute, some like a moth, some like a cog. Meanwhile, little by little the day opens its eyes, and the wind from the roof lifts all the leaves, and they fly to the river somewhere along with migratory birds. Here you stand on the shore, alone, put your palm to your heart, and with your soul, along with the birds and leaves, you fly somewhere. And it feels so sad, and so good, and you whisper quietly: “Fly, fly!”
The day takes so long to wake up that by the time the sun comes out, it’s already lunchtime. We rejoice in good things warm day, but we are no longer waiting for the flying cobweb Indian summer: everyone has scattered, and the cranes are about to fly, and there are geese, rooks - and it’s all over.
№ 3
I woke up to a gray morning. The room was filled with an even yellow light, as if from a kerosene lamp. The light came from below, from the window, and illuminated the log ceiling most brightly.
The strange light - dim and motionless - was unlike the sun. It was shining autumn leaves. During the windy and long night, the garden shed its dry leaves; they lay in noisy heaps on the ground and spread a dim glow. From this radiance, people’s faces seemed tanned, and the pages of the books on the table seemed to be covered with a layer of wax.
This is how autumn began. For me it came immediately this morning. Until then, I hardly noticed it: there was still no smell of rotten leaves in the garden, the water in the lakes did not turn green, and the burning frost did not yet lie on the plank roof in the morning.
Autumn came suddenly. This is how a feeling of happiness comes from the most unnoticeable things - from a distant steamship whistle on the Oka River or from a random smile.
Autumn came by surprise and took over the earth - gardens and rivers, forests and air, fields and birds. Everything immediately became autumn.
Every morning in the garden, as if on an island, they gathered migratory birds. There was a commotion in the branches accompanied by whistling, screaming and croaking. Only during the day was it quiet in the garden: restless birds were flying south.
The leaves have begun to fall. Leaves fell day and night. They either flew obliquely in the wind, or lay vertically in the damp grass. The forests were drizzling with rain of flying leaves. This rain continued for weeks. Only towards the end of September the copses were exposed, and through the thicket of trees the blue distance of the compressed fields became visible.
Surely you noticed interesting comparisons, bright epithets, something else...
Please note that although the descriptions are given in the 1st person, the narrators fulfill the task assigned to them. Let's compare:
This is a good technique, not only to understand from which person you need to write, but also to set the author’s task for the narrator in order to convey the idea.
For some reason, many people believe that in the description of nature there is no special idea, other than the transfer of nature itself, but our example shows that it not only exists, but should be, which distinguishes one text from another.
Epithets, comparisons, etc. are required. It is widely believed that autumn landscape, its colors need to be conveyed by “color” epithets, imitating Pushkin’s “forests dressed in scarlet and gold.”
What about the classics? And this is what they have:
How so? In Paustovsky, colors do not play a special role at all, although color is included in the title. Prishvin doesn’t have them at all. Even in Turgenev, where the hero is a contemplator and must convey all the beauty, color is mentioned only ten times, and out of ten - four times white, two times the color conveys an action, one is expressed as a noun, two are very conventional, and only “red” does not cause any doubts.
At the same time, the reader clearly both feels and “sees” all the colors of autumn.
Each classic has its own technique.
Turgenev loves “end-to-end” indirect and direct comparisons:
● “...from behind the parted clouds, azure appeared, clear and gentle, like a beautiful eye.”
● “...thin trunks of not very frequent birch trees suddenly took on a delicate glow of white silk...”
● “...the beautiful stems of tall curly ferns, already painted in their autumn color, similar to the color of overripe grapes, showed through, endlessly tangling and intersecting before our eyes...”
In Paustovsky, direct comparisons often bring the object closer to the subject, that is, the attribute of autumn to the attributes of human life:
● “The room was filled with an even yellow light, as if from a kerosene lamp.”
● “This radiance made people’s faces seem tanned, and the pages of the books on the table seemed to be covered with a layer of wax.”
However, for Paustovsky it is more important to show the suddenness of what is happening, the unexpected happiness of the autumn space, as a new horizon for man.
Prishvin chooses a certain “center,” “core,” around which the picture of an autumn morning takes shape. In this passage it is “flight.” Words of the same root sound nine times, not being a tautology at all, but drawing, creating a pattern of autumn fast time.
Let's look at other, familiar to everyone, autumn attributes of the classics. You will see that the above techniques are repeated here.
| I.S. Turgenev | MM. Prishvin | K.G. Paustovsky | |
| Leaves | The foliage on the birches was still almost all green, although noticeably paler; only here and there stood one, young, all red or all gold, and you had to see how she flashed brightly in the sun when its rays suddenly broke through, sliding and mottled, through the dense network of thin branches, just washed away by the sparkling rain. | Leaf after leaf falls from the linden tree onto the roof, some leaves like a parachute, some like a moth, some like a cog. | Leaves fell day and night. They either flew obliquely in the wind, or lay vertically in the damp grass. The forests were drizzling with rain of flying leaves. This rain continued for weeks. |
| Birds | Not a single bird was heard: everyone took refuge and fell silent; only occasionally did the mocking voice of a tit ring like a steel bell. | We rejoice at a nice warm day, but we no longer wait for the flying cobwebs of Indian summer: everyone has scattered, and the cranes are about to fly, and there are geese, rooks - and it will all be over. | Tits were scurrying around in the garden. Their scream was like a ringing broken glass. They hung upside down on the branches and looked out the window from under the maple leaves. |
The classics see the same thing that all people see in autumn, they necessarily take this general (even standard) one, but convey it in their own way.
You can, of course, not use the general, but then be prepared for the fact that not all readers will perceive your autumn, if they recognize it at all.
However, if everything was limited to only this, you and I would not recognize the author by style.
Style is made by special features (there may be several of them), which are repeated from story to story, loved by the authors, filled with a special meaning - this is already talent.
For Paustovsky, these are constructions with “not”; you yourself can count how many particles and prefixes “not” are in the text: “The strange light - dim and motionless - was unlike the sun.”
More oxymorons: “burning frost.”
And, of course, contrasts: falling leaves / rain, the arrival of autumn / unexpected happiness, etc.
For Prishvin, this is an internal dialogue, a fusion of nature and man: “... you put your palm to your heart and with your soul you fly somewhere along with the birds and leaves.”
“Talking” details, personifications: “a flying web of summer”, “the day opens its eyes”, a leaf “flies like a parachute”...
Turgenev uses the “matryoshka” technique, when images are layered and create a picture:
1) The foliage is still green… → 2) somewhere it has turned pale… → 3) one of them is an autumn tree… → 4) it is this one that flares up from the ray… etc.
Turgenev also often uses the “shifter” technique unpredictably, but accurately.
Here this is expressed by a comparison: “...the birches stood all white, without shine, white, like freshly fallen snow, which had not yet been touched by the coldly playing ray of the winter sun...”
And here, in an aptly found word: “The foliage on the birches was still almost all green, although it had noticeably turned pale; only here and there stood alone, young, all red or all gold, and you had to see how it flashed brightly in the sun...” - many would say this about a spring birch tree, but here about an autumn one - young, shining.
So, let's summarize:
1. If you need nature only as a background, use a few strokes to indicate the time of year, time of day, place of action, weather conditions and monitor their changes as the story progresses.
2. It is important not only to understand from which person nature should be written, but also to set the author’s task before the narrator in order to convey only his idea.
3. It is important to know the attributes, a general idea of autumn, but to convey them using observation methods, associations, linguistic means, filling the images with your vision and meaning.
4. It helps to choose a “center”, a “core” around which the picture of nature unfolds.
5. Nothing human is alien to anything or anyone—to the landscape either. Do not be afraid of man in describing nature.
6. Look for your chips, don’t forget about them, immediately write down words and phrases that suddenly came to mind while you were walking in the forest.
7. Read, you can’t do without it!
Of course, there are a great many techniques and ways to convey nature in a work. We have only looked at three passages. The ability to see a beautiful comparison, epithet, personification in a book, to appreciate it, to admire it is good, but not enough. It is also important to learn to compare, explore and, on this basis, look for your own. Good luck.
© Almond 2015
Purpose: To get acquainted with the peculiarities of constructing a text - description, namely, a description of nature. Learn to express your own thoughts and feelings. Improve monologue speech skills through an artistic description of nature. Show the dependence of the choice of each content element, each micro-theme and linguistic means on the theme and main idea of the text; to develop the ability to select elements of content and linguistic means of artistic expressiveness to reveal a topic; develop the ability to see beauty in everyday pictures and describe your feelings in words; Development of students’ aesthetic perception of the world, the ability to appreciate beauty in art, poetry, and prose.
Equipment: illustrations of the paintings “Seasons”, musical recording by A.S. Griboyedov “Waltz” No. 2; P.I. Tchaikovsky “October”, “June”. “Explanatory Dictionary” of the Russian language by Ozhegov, textbook.
Epigraph: The sense of nature is innate, and every person has it. ( V. Peskov)
During the classes
Teacher: Nature has always worried writers, poets, artists, composers; it inspired them to new creations. (Poems about nature by A.S. Pushkin and S.A. Yesenin are heard). Announcement of the lesson objective: after today’s lesson, you should have such a consonance of “living words” that every line of your essay “breathes with holy charm ”.
Making an entry in a notebook: number, topic
– What role do you think the description of nature plays in the works of writers and poets? (Children's answers).
- Guys, do you want to learn how to describe nature so that it also excites the reader?
The waltz of A.S. sounds. Griboyedov “Waltz” (No. 2).
– So, have you ever watched the leaves fall in the fall? (answers)
-Have you noticed how a leaf flies when it breaks away from a branch? Have you felt, walking along an alley, through a forest, or a garden, the lightness of rustling leaves?
Appeal to the epigraph. (Parsing, meaning)
But a writer can, looking at nature, cover an entire space or corner, but express it in magical, enchanting words. And in today’s lesson we will try to imbue you with the same feelings and desires that K. Paustovsky experienced when creating a work about autumn nature “Yellow Light”. You and I must determine the topic and main idea text. (Analysis of the text, oral drawing up of a plan, writing in a notebook reference words).
Thus, we have identified small themes (micro-themes) that make up the theme of the story “Yellow Light”.
– Is it possible to omit one of the parts? (for example, “Fire in the forest”…). No. This means that all parts complement the picture of autumn in nature, all of them are subordinated to the disclosure of the theme: “Autumn in nature.” Did you notice when you read the text that you seemed to be in this forest? (Answers)
And this is because K. Paustovsky described nature this way, chose such words and expressions. For example, not just - but multitude, abundance, visible and invisible, these are the words - decorations, coloring. And we need to protect this beauty, it is defenseless.
Screening of Yakovlev’s “Chamomile” sketch.
But let's return to the topic of the lesson. With the help of words, you can prove your statement, convey a chain of sequential events, formulate an idea about some object or phenomenon.
– What three types of speech (writing) did I name? (reasoning, narration, description)
– What type of speech are we working with today? Where is the answer to the question? (description is in the topic of the lesson)
Writing in a notebook: type of speech – description
speech style - (What speech styles do you know? Which speech style do we mainly use when describing?)
art
genre - sketch.
Remember what text styles you know? (answers). What parts does a story consist of?
(1 – beginning; 2 – main part; 3 – ending: – decoding of parts). And when writing an essay, we must of course adhere to this. The beauty of nature, a fairy tale, in scarlet and gold, dressed forests - this is the verbal image of autumn that most people get.
We will add a sound image to the verbal image.
Listen to two excerpts from “The Seasons” by Tchaikovsky(“June” and “October”). We determine which music corresponds to which time of year. Why?
Physical education lesson “Flower”
The flower was sleeping and suddenly woke up (sit down, gradually get up),
I didn't want to sleep anymore.
I shook myself off and looked around (turns right, left),
Soared up and flew (wave hands).
Here is the text. I ask you to find errors, i.e. arrange sentences sequentially (working with a dictionary - defining the meaning of the word “sequentially”).
And here I am in the forest. Winter. The forest stands like a dark wall. The sky above is blue - blue.
Somewhere in the depths of the forest a woodpecker is knocking. The trees are covered with fluffy snow, nice in the forest. Crossbills sit on the trees. The snow shimmers in the sun. (Work with text).
Recording reference words. Let’s remember, before you write, you need to study very well what you are going to write, you need to take a closer look, think about it, ask yourself, choose that single word as a writer would write. And, having written, we must feel nature with all our senses (hearing, touch, vision).
Independent work
Exercise: write down in a notebook words, phrases, sentences about the nature outside the window that reflect your inner state, your perception, your feelings of this time of year (3-4 minutes). Reading several works at the request of the children.
Now read all the words you wrote during the lesson. . These are your reference words that you can use in your essay. Naturally, you must title your essay. Use poetic lines. This will be your homework.
Homework assignment
Write a descriptive essay on general theme. This is a broad topic. Formulate possible narrow topics for sketching.
Let's remember: what is a sketch (this is a picture drawn with words).
I suggest that strong students (or anyone interested, those who understand how to cope with the work) write a sketch essay, the rest - a descriptive essay, a narrative essay including a description. In the next lesson, when analyzing essays, we will have excellent material for determining the type of speech and genre of written work. I wish you success. Summing up the lesson. Grading.
Lesson literary reading
Description of nature (verbal landscape). Epithet.
according to the program "Literary reading"
Learning Objectives:
· get acquainted with the visual means in a lyric poem;
· develop the ability to analyze a lyric poem, understand the poet’s intention, find the author’s techniques for creating a verbal landscape;
· develop the ability to consciously, competently, expressively read a lyric poem.
Time spending : 2nd quarter.
Student age : 3rd grade.
Number of hours: 2 hours.
Textbook material: Grade 3, book 2, p. 50-51.
For creative work, you can use a portrait of the writer, as well as a small curriculum vitae about him.
TEACHER. Reading various works in textbooks and other books, you often came across descriptions of nature. Remember what wonderful authors (writers and poets) are masters of words landscape. Name the authors whose descriptions of nature you remember!
TEACHER. Let's clarify what a verbal landscape is. Express your version to your neighbor too. And then look at how the concept of “verbal landscape” is defined in Dictionary reader at the end of the textbook. Copy this definition into your notebook.
Scenery– a description of nature, i.e. a verbal depiction of any phenomenon of reality by listing its characteristic features.
(IN in this case a more detailed definition of the concept is given than in the textbook “Literary Reading”. You can use it when working with children).
TEACHER. Today we will get acquainted with one of the poems of Ivan Alekseevich Bunin. Meet text of the poem. When you read the work, think about the mood with which the author describes nature.
A note appears on the board: With which mood does the author talk about autumn? Describe author's mood!
Leaf fall
The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Clearances in the sky, like a window.
The forest smells of oak and pine,
Over the summer it dried out from the sun,
And autumn is a quiet widow
Today in an empty clearing,
Among the wide yard,
Air web fabric
They shine like a silver net.
Plays all day today
The last moth in the yard
And, like a white petal,
Freezes on the web,
Warmed by the warmth of the sun;
It's so light all around today,
Such dead silence
In the forest and in the blue heights,
What is possible in this silence
Hear the rustle of a leaf.
TEACHER. Do you think your mood changes often? Find those fragments of the poem in which you wanted change intonation while reading. Highlight these words and expressions in the text.
(Students take pencils and make highlights in the text according to the proposed task.)
*** Fragments of text in which a change of mood occurs are highlighted. They are indicated in the poem itself in blue. This is exactly how the 3rd grade students themselves suggest highlighting the lines.)
A COMMENT. The poet has an amazingly subtle sense of the state autumn nature. It creates a bright, accurate picture of golden autumn. At the beginning (in stanza 1) intonations sound admiration, sincere admiration this picture: there are so many colors here that you can’t take your eyes off!
Starting from stanza 2, the author writes out in detail every touch of autumn. He watches the autumn forest, and what his eyes see is captured in this stanza. The feeling of admiration for nature does not leave him here either. At the end of the stanza the poem sounds more calm, measured, peaceful , since the poet speaks of autumn fully entering its domain.
What is described in stanza 3 happens in the present tense. The hero, who turns out to be an eyewitness to the autumn “events” (you can name them!), enjoys the colors of the transforming forest and the sounds that autumn gives it. In this stanza the notes sound peace, bliss, tranquility .
Finally, stanza 4, which echoes stanza 1, brings the text into a loop. And again the poet with feeling admiration, even awe describes nature, conveys one’s inner state. He is enchanted by the autumn forest, he is numb from the beauty and many bright shades of autumn.
TEACHER. In previous lessons you became acquainted with a new figurative means of language. (Students name the comparison, remember for what purpose the authors use this means to create an image). Find comparisons in this poem. Highlight them in the text. Read the lines you found.
(Students take pencils and make highlights in the text according to the proposed task. Then read out the fragments indicated in the text.)
The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Here and there through the foliage
Clearances in the sky, like a window.
The forest smells of oak and pine,
Over the summer it dried out from the sun,
And autumn is a quiet widow
He enters his colorful mansion.
Today in an empty clearing,
Among the wide yard,
Air web fabric
They shine like a silver net.
Plays all day today
The last moth in the yard
And, like a white petal,
Freezes on the web,
Warmed by the warmth of the sun;
It's so light all around today,
Such dead silence
In the forest and in the blue heights,
What is possible in this silence
Hear the rustle of a leaf.
The forest is like a painted tower,
Lilac, gold, crimson,
Standing above a sunny meadow,
Fascinated by the silence...
A COMMENT. This poem masterfully uses similes to create an overshadowed landscape. Students gradually, step by step, find each comparison and explain: what object is being compared? On what basis is the comparison with another object made? For example: “The forest is like a painted tower...” In this phrase, it is no coincidence that the autumn forest is compared to a tower.
Terem- the upper residential tier of the mansion (ancient Russian large residential buildings), built above the entryway). Terem is the brightest, top part house that could be seen from afar. Therefore, the autumn forest is compared to a tower on the grounds that its beauty catches the eye of a person. The autumn forest at the time of golden autumn, with all its colors, is truly a royal spectacle. They admire and admire it, like a mansion.
Students must explain the nature of the similarity of these objects, and in dialogue clarify what is not entirely clear after the first reading.
TEACHER. Now find the brightest ones in stanza 1 definitions-signs , with the help of which the author describes autumn forest. Highlight them. Be sure to check yourself, consulting with the guys and the teacher.
A note appears on the board: Find in stanza 1 definitions-signs . For what purpose does the poet use them in the poem?
The forest is definitely towering painted,
Lilac, gold, crimson,
Cheerful, colorful wall
Standing above a bright clearing.
A COMMENT. Words painted, lilac, gold, crimson, cheerful, motley- these are the signs that create a vivid image autumn forest. Such definitions give the poem liveliness, emotionality, and expressiveness.
In the student's speech primary school adjectives are actively included, so turning to a new figurative means of language is epithet, highlighting it in the text, the ability to admire an accurate, successfully found word becomes relevant and significant in the development of the emotional-speech sphere of the reader’s personality.
TEACHER. Why do we tower painted? Try to give your answer. (Students offer their versions. Then discuss them.)
Listen to the answer another 3rd grade student gave to this question. Discuss it with the guys in the group! Do you agree with the student's opinion?
(Students discuss the student's answer: provide evidence for their discussions.)
TEACHER. Now explain how you understand the meaning of each definition. To check yourself, consult an explanatory dictionary.
What does "lilac" mean?
What does "crimson" mean?
What does the word "golden" mean?
Which question is answered by all three words: painted, purple, crimson?
(Students explain the meaning of words and answer questions.)
*** Painted - painted with a brush, painting, paints; motley.
Lilac – light purple, lilac; a mixture of colors of pink and blue, bluish, scarlet blue.
Crimson – crimson, red.
TEACHER. In this poem, Ivan Alekseevich Bunin used a special figurative means - artistic definition (epithet). And the students of one third grade came up with a model that reflects the characteristics of an epithet. Are they right? Consider Epithet model and look into Reader's dictionary.
*** Students express their opinions, transform the model, and can create their own. But it’s better to do this first, before showing this model.
TEACHER. You have become acquainted with a new visual medium - epithet. It helps authors create images of nature. Each of you will now, I hope, be able to create your own texts in which you will talk about nature and your relationship to it. What is an epithet? Give your definition. Write it down in your notebook.
An epithet is an artistic, colorful definition that gives the text liveliness, emotionality, and expressiveness.
Visual means are means of language based on special techniques of using words that help the author create images in works.
A lyric poem is a work that depicts the state of mind and the hero’s experiences, acquiring the characteristics of an artistic image.
TEACHER. I think it's time for each of you to try to write creative work! Fill in the blanks in the story. Write down the words that express your (the author's) attitude to the events. Read your essay in class and discuss it with the guys.
A very____________________ story
It’s the third day that it’s ________________ raining outside. It’s as if he __________________, that at night_______________________, and by night_______________ even more. ______________________nonstop.
On the first day, when _____________________umbrellas appeared on the street, from the window it seemed that the street was _____________________. There was _______________ and ______________ mood. And everyone’s faces were such that you would immediately think: “___________________________.” And ___________________rain ___________________. And now on the street___________________, as during_____________________. And ___________________the rain is knocking and________________.
TEACHER. What visual means helped you complement this text? Give examples and explain your point of view.
Additional material for lessons on this topic
TEACHER. You know the wonderful poem about autumn “Falling Leaves”. In it, the author created a bright, unforgettable image of this time of year. I suggest turning to works of other types of art. These are picturesque paintings by artists that represent images of autumn nature. Look at them carefully!
3. Text about the genre of painting
Images in painting
Plein air(translated from French as “open air”) are natural landscapes created directly in nature. Planner allows you to track changes environment V different time days, depending on the weather, light, time of year and find new artistic media expressions various conditions nature.
