Literary clubs. School literary club: program, description, topics

Literary circles, societies, and salons played a major role in the social and cultural life of Russia for many decades.

The first circles appeared in the mid-18th century. So, in the 30-40s of the 18th century. there was a circle created by students of the Land Noble Corps military educational institution, where studies in the humanities and interest in literature were strongly encouraged.

The emergence of the first literary salons, primarily the salon of I.I. Shuvalov, dates back to this time. Shuvalov began his career as a favorite of the aging Empress Elizabeth and became famous for his selflessness and honesty, as well as enlightenment. He was the patron of M.V. Lomonosov, the founder of Moscow University and the Academy of Arts. Retiring from government affairs after the death of his patroness in 1761, he devoted most of his time to travel, reading, and art. The flower of Russian literature of that time gathered in Shuvalov’s house. Regulars of his salon were translators, philologists, poets: G.R. Derzhavin, I. Dmitriev, I. Bogdanovich.

In the 18th century the circles did not limit their activities only to literary conversations. In most cases, their members sought to organize one, and sometimes several journals. So, in the 60s of the 18th century. in Moscow, on the initiative of the poet M.M. Kheraskov, a circle of students of Moscow University was created, which, starting in 1760, published the magazine “Useful Amusement”, and then “Free Hours”, and in the 70s “Evenings”. Among the members of the circle are D.I. Fonvizin, I.F. Bogdanovich and others.

1770-1780s - a time of active public life associated with the reforms carried out by Catherine II, as a result of which nobles and city residents received the right to self-government and various benefits. All this contributed, in particular, to the rise of culture, which manifested itself, in particular, in the emergence of several literary societies: the Free Meeting of Lovers of the Russian Language (1771), the Meeting of Students of the Moscow University Noble Boarding School (1787).

In 1779, at Moscow University, on the initiative of the Masonic organization, to which the outstanding educators N.I. Novikov and I.G. Shvarts belonged, a Friendly Scientific Society was created, whose task was to help fathers in raising children and for this purpose engaged in translations and publications of books . In 1784, a printing company was organized under the society, under the authority of N.I. Novikov. Thanks to the Friendly Scientific Society and its printing house, many Russian books were published in the second half of the 18th century. in Russia.

Great influence on the literary life of the late 18th century. provided by the salons of G.R. Derzhavin and N.A. Lvov.

At the beginning of the 19th century. the role of literary circles and salons is becoming increasingly significant. Early 19th century a time of heated and heated debate about the ways of development of Russian literature and the Russian language. At this time, defenders of the ancient “archaic” language clashed: A.S. Shishkov, A.A. Shakhovskoy, and supporters of language renewal, which was associated primarily with the name of N.M. Karamzin. Various literary trends are developing rapidly. In Russian literature of the early 19th century. classicism, sentimentalism and emerging romanticism coexist. The interest of enlightened youth in political issues is increasing, and awareness of the need for political and socio-economic reforms, especially the abolition of serfdom, is emerging. All these problems, both aesthetic and political, affected the activities of the circles of the early 19th century.

One of the first literary circles of the beginning of the century was the Friendly Literary Society, founded in Moscow by a group of friends, graduates of the Moscow University boarding school, young writers brothers Andrei and Alexander Turgenev, V.A. Zhukovsky and others. Back in 1797, Andrei Turgenev created and headed a literary club at the boarding school a circle that became a literary society in 1801. Its members were repeatedly published in the magazine of the University boarding house “Morning Dawn”. Meetings of participants usually took place in the house of the poet, translator and journalist A.F. Voeikov. Members of the Friendly Literary Society set themselves the task of strengthening the national principle in literature and, although to some extent they supported Karamzin’s innovation in the field of language, they considered it wrong to follow foreign models, which, in their opinion, Karamzin sinned with. Subsequently, the positions of the members of the Friendly Literary Society and the Karamzinists became closer.

Since 1801, the literary association “Friendly Society of Lovers of the Fine” has been operating in St. Petersburg, later renamed the Free Society of Lovers of Literature, Sciences and Arts. Its founder was the writer and teacher I.M. Born. The society included writers (V.V. Popugaev, I.P. Pnin, A.Kh. Vostokov, D.I. Yazykov, A.E. Izmailov), sculptors, artists, priests, archaeologists, historians. The literary preferences of the society members were extremely diverse. At first they were influenced by the ideas of A.N. Radishchev (the society included the writer’s two sons) and gravitated toward classicist literature. Later, the views of the participants in the Free Society changed greatly, which did not prevent it from existing, albeit with long breaks, until 1825.

At the beginning of the 19th century. there were other circles and salons that influenced the development of literature of that time. The most significant associations of the first quarter of the century were the “Conversation of Lovers of the Russian Word” (1811–1816) and “Arzamas” (1815–1818), societies that represented opposite trends in Russian literature and were constantly in a state of intense rivalry. The creator and soul of the “Conversation” was the philologist and writer A.S. Shishkov, the leader of the literary movement that was defined by Yu.N. Tynyanov as “archaists.” Back in 1803, Shishkov, in his “Discourse on the old and new syllable of the Russian language,” criticized Karamzin’s language reform and proposed his own, which involved maintaining a sharper line between book and spoken language, refusing to use foreign words and introducing literary language a large amount of archaic and folk vocabulary. Shishkov’s views were also shared by other members of the “Conversation”, writers of the older generation - poets G.R. Derzhavin, I.A. Krylov, playwright A.A. Shakhovskoy, translator Iliad N.I. Gnedich, and later their young followers, to whom A.S. Griboyedov and V.K. Kuchelbecker belonged.

Supporters of Karamzin, who introduced an easy, colloquial language into literature and was not afraid to Russify many foreign words, united in the famous literary society "Arzamas". The society arose as a response to the appearance of a comedy by one of the members of “Conversation” A.A. Shakhovsky Lipetsk waters or a lesson for coquettes, where V.A. Zhukovsky was ridiculed under the guise of the poet Fialkin. “Arzamas” received its name from a humorous work by one of Karamzin’s friends, D.N.Bludov, D.N.Bludov Vision in an Arzamas tavern, published by the Society of Learned People. Among the Arzamas residents there were both long-time supporters of Karamzin and his former opponents, former members Friendly Literary Society. Among them were many poets classified by Yu.N. Tynyanov as belonging to the camp of “innovators”: V.A. Zhukovsky, K.N. Batyushkov, P.A. Vyazemsky, A.S. Pushkin, V.L. Pushkin. "Arzamas" had its own developed ritual. Each of its members received a humorous nickname. Thus, Zhukovsky was called Svetlana, in honor of his famous ballad, Alexander Turgenev received the nickname Aeolian Harp because of the constant rumbling in his stomach, Pushkin was called Cricket. At meetings of society members, they always ate roast goose, since it was believed that the city of Arzamas was famous for these birds. During the meetings, ironic and sometimes serious essays directed against the members of the “Conversation” were read, and humorous minutes were always kept.

Many members of literary circles of the first quarter of the 19th century. brought closer not only friendly relations and literary views, but also socio-political views. This was especially evident in the literary associations of the late 10s and early 20s, the most significant of which turned out to be associated with the Decembrist movement. Thus, the St. Petersburg circle “Green Lamp” (1819–1820) was founded by a member of the Welfare Union S.P. Trubetskoy, close to the Decembrist society by Ya.N. Tolstoy and a great connoisseur and lover of theater and literature N.V. Vsevolozhsky. Members of the “Green Lamp” were many writers of that time, including A.S. Pushkin and A.A. Delvig. Discussions of literary works and theatrical premieres at Green Lamp meetings were interspersed with reading journalistic articles and political discussions.

Many Decembrists (F.N. Glinka, K.F. Ryleev, A.A. Bestuzhev, V.K. Kuchelbecker) were members of the Free Society of Lovers of Russian Literature, founded in 1811 at Moscow University.

By the mid-1820s, the social situation in Russia had changed greatly. Alexander I abandoned the ideas of reform that he had nurtured for two decades. The domestic policy of the state has become much stricter. Persecution of liberal professors and journalists began, and the situation at universities became tougher. As a result, the situation of literary societies that pursued any socio-political goals turned out to be difficult. The largest literary association of the mid-20s was the Society of Philosophy, founded in 1823 by graduates of Moscow University to study literature and philosophy. At the origins of the circle were the writer and musicologist V.F. Odoevsky, the poet and philosopher D.V. Venevitinov, the future Slavophile, at that time a young graduate of Moscow University I.V. Kireevsky, young scientists who in the future were destined to become university professors S.P. Shevyrev and M.P. Pogodin. Meetings of the wise men took place in Venevitinov’s house. Members of society seriously studied Western philosophy, studied the works of Spinoza, Kant, Fichte, but they were especially influenced by the German philosopher F. Schelling, whose ideas made a huge impression on the generation of the 20s and 30s, in particular on the formative ideology of the Slavophiles. The fact that the circle was called the “Society of Philosophy”, and not philosophy, speaks of the interest of its members in national culture and philosophy. V.F. Odoevsky, together with V.K. Kuchelbecker, published the almanac “Mnemosyne” in 1824-1825, where many wise men were published. Since among the members of the society there were many employees of the archives of the Ministry of Foreign Affairs, they received the nickname “archive youths,” which, obviously, should have hinted not only at the nature of their service, but also at their focus on abstract, philosophical problems being. However, the philosophical interests of members of society still aroused suspicion among the authorities. After the Decembrist uprising, V.F. Odoevsky proposed dissolving the society, fearing persecution, since many wise men were close to the Decembrists.

The era that came after the suppression of the Decembrist uprising was not very favorable for the emergence of large literary societies. But friendly circles or salons became practically the only possible manifestations of social life in a situation where literature and journalism were under strict control of censorship and the police. In the 30s of the 19th century. there were many interesting literary circles, created mainly by students or graduates of Moscow University, which was located far from the more official, bureaucratic St. Petersburg. Likewise, in the 1830s, intense literary and artistic life was in full swing in numerous Moscow and St. Petersburg salons, at evenings, “Fridays,” “Saturdays,” etc.

Among the literary circles of the 1930s, Stankevich's circle occupied a prominent place. It was a literary and philosophical association that formed in 1831 around the personality of Nikolai Vladimirovich Stankevich, a student and then a graduate of Moscow University. Stankevich wrote philosophical and poetic works, but all members of the circle later agreed that greatest influence They were influenced not so much by the works of their leader as by his very personality, surprisingly charming and interesting. Stankevich had the ability to awaken the work of thought and at the same time pacify and bring together the most irreconcilable opponents. His circle included people who were later destined to take completely different paths. Future Slavophiles K.S. Aksakov and Yu.F. Samarin, future Westerners V.P. Botkin and T.N. Granovsky, V.G. Belinsky and M.A. Bakunin met here. Here friends studied philosophy, history, and literature. The role of Stankevich’s circle in the dissemination of the ideas of Schelling and Hegel in Russia was enormous. In 1839, the seriously ill Stankevich went abroad for treatment, from where he never returned, and the circle disintegrated.

Another well-known association of the 1830s was the circle of Herzen and Ogarev, which, in addition to them, included their friends at Moscow University. Unlike Stankevich’s circle, Herzen, Ogarev and their entourage were much more interested in political issues. German classical philosophy seemed too abstract and vague to them; they were more inspired by the ideals of the Great French Revolution and the socialist teachings of utopian philosophers, especially Saint-Simon. It is not surprising that Herzen and Ogarev attracted more attention from the authorities. In 1834, on absurd charges, the circle was dispersed, its leaders were arrested and sent into exile.

The circle that arose in the early 30s at Moscow University was the “Society of Number 11”, which rallied around the young V.G. Belinsky and received its name from the number of the room that the future critic occupied in the university boarding house. The members of the circle did not limit themselves to discussing literary novelties and theatrical premieres; they studied philosophical works and discussed European political events. The works of its members were often read at the society's meetings. Belinsky introduced his drama to his friends here Dmitry Kalinin. This caused great discontent among the authorities, which led to his expulsion from the university.

The inability to freely express one’s thoughts even in a friendly circle hindered the activities of literary circles and societies, so most of such associations in the 1830s and 1840s turned out to be short-lived.

Literary salons turned out to be more stable due to the naturalness of salon communication for society in the first half of the 19th century. A secular salon is a meeting place for a wide variety of people. Often the salon was a place of empty talk and not very meaningful pastime. But in the public life of the first half of the 19th century. salons played a significant role, where they gathered prominent figures culture and art and had serious and deep conversations. Such centers of literary and artistic life were the salons of the President of the Academy of Arts A.N. Olenin, Zinaida Volkonskaya, E.A. Karamzina, the widow of the historian. Contemporaries in their numerous memoirs emphasized not only the cordiality of the hosts, but also their aversion to meaningless secular activities, in particular, the fundamental refusal card game, which was then an indispensable component of an aristocratic evening. Here they listened to music, talked about literature and philosophy, poets read their poems (like Pushkin from Zinaida Volkonskaya). It is characteristic that, unlike circles, many literary salons existed for decades. The composition of the guests could partially, and sometimes even almost completely, change, but the overall focus remained unchanged.

In the 1840-1850s, the most interesting literary salons were those where Slavophiles met. If most Westerners did not accept salon forms of communication, then for the noble intellectuals who formed the backbone of the Slavophile movement, regular meetings in salons were absolutely natural. The Moscow houses of Aksakov, Khomyakov and other Slavophile leaders were famous for their feasts and hospitality. Any meeting here turned out to be not just a fun party, but a literary or philosophical meeting. Slavophiles grouped around several literary magazines, and the editors of these publications turned out to be original circles that united like-minded people. The most significant of the Slavophile magazines is “Moskvityanin”. “Moskvityanin” was published by M.P. Pogodin from 1841 to 1856, but it became an exponent of Slavophile ideas only in 1850, from the moment the so-called “young editors” came here, trying to inspire new life into a publication that was losing its popularity. At the center of the young editorial staff were A.N. Ostrovsky, then still a young, aspiring playwright, who became famous for his play Our people we will be numbered and poet and critic Apollo Grigoriev.

In the middle of the century, literary circles began to increasingly acquire a political character. Thus, the society that met on Fridays at Butashevich-Petrashevsky’s mostly consisted of writers and journalists (among its members were F.M. Dostoevsky, M.E. Saltykov-Shchedrin). However, the center of interests of the Petrashevites was not so much literary as socio-political problems; they read and discussed the works of socialist thinkers, primarily Charles Fourier. Thoughts were also expressed here about the need to propagate revolutionary ideas. Literary and social life were strongly intertwined. After the defeat of the Petrashevites, one of the accusations brought against members of the society (in particular, F.M. Dostoevsky) was the reading and distribution of Belinsky’s letter to Gogol.

The reforms of the 1860s radically changed the situation in the country, increasing opportunities for free expression of thoughts, and at the same time led to a great upsurge of social movements, both liberal and revolutionary. The very form of literary circles turns out to not really meet the needs of the time, when the meaning of “pure art” was denied by the majority of critics and writers. Numerous student circles most often pursue revolutionary rather than literary goals. To some extent, the role of circles is taken on by the editorial offices of magazines. Yes, definitely important factor public life was the editorial office of Sovremennik.

Late 19th and early 20th centuries. time to search for new paths in art. It is no coincidence that many literary circles and associations arose in this era. In the 80-90s, one of the meeting places for St. Petersburg writers was Ya.P. Polonsky's Fridays - weekly meetings of writers and musicians that took place in the house of the poet and his wife - the famous sculptor Josephine Polonskaya. After Polonsky’s death in 1898, Fridays began to take place at the home of another poet, K.K. Sluchevsky. Despite Sluchevsky’s advanced age, not only his peers appeared here, but also poets of the younger generation, who considered the poetic quest of the owner of the house close to their own aesthetic goals. It is known that N.S. Gumilyov, who treated this writer with great respect, attended Sluchevsky’s Fridays.

At the beginning of the 20th century. characterized not only by new trends in art, but also by the revival of the tradition of literary circles and associations. This was facilitated by the turbulent era, which promised political freedoms, and the desire of a new generation of writers to unite for a better understanding of their ideas, and the “decadent” lifestyle of the beginning of the century, in which life itself turned into an exquisite work of art. So, starting from 1901, religious and philosophical meetings were held in the St. Petersburg apartment of Z. Gippius and D. Merezhkovsky, which later took shape as the Religious and Philosophical Society. The purpose of these meetings, as is clear from their name, was to resolve not literary, but spiritual issues; first of all, the search for a new Christianity, the dialogue between secular intelligentsia and church leaders, they contributed big influence and on the writers who visited them, and were reflected in the work of Gippius and Merezhkovsky themselves, especially in the famous trilogy of D. Merezhkovsky Christ and Antichrist.

Huge influence on literary, philosophical and social life The beginning of the century was influenced by the “Wednesdays” of the symbolist poet Vyacheslav Ivanov, who settled in 1905 on Tavricheskaya Street in St. Petersburg in a house, part of which was called the “tower”. Russian intellectuals gathered here for several years: A. Blok, Andrei Bely, Fyodor Sollogub, Mikhail Kuzmin and many others. Ivanov's Wednesdays were not just literary evenings - here they read poetry, discussed philosophical and historical works, and organized spiritualistic seances. It was assumed that evenings at the “tower” should create new relationships between people and form a special way of life for writers, artists and musicians.

The editorial offices of the early-century magazines “Libra” and “Apollo” became unique literary associations where meetings of writers, artists, and critics took place. However, other literary movements also needed their associations. So, in 1911 N.S. Gumilyov, who had previously attended both Ivanov’s environment and the meetings of the editors of “Vesi,” created the “Workshop of Poets,” which included authors who were constrained by the framework of symbolist aesthetics. This is how a new literary movement took shape: Acmeism.

In 1914, in Moscow, in the apartment of literary critic E.F. Nikitina, a circle began to gather, which was called the “Nikitin Subbotniks” and lasted until 1933. The circle included writers, philologists, artists belonging to a wide variety of movements, professors and graduates of Moscow University.

The Revolution of 1917, the Civil War, and the emigration of many cultural figures put an end to the existence of most literary circles.

Nikitenko A.V. Notes and diary, vol.1. St. Petersburg, 1893
Gershenzon M. Griboedovskaya Moscow. 1914
Aronson M., Reiser S. Literary clubs and salons. St. Petersburg, AP, 2001

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Literary clubs at school are of two types: literary and creative, they unite schoolchildren of different ages.

Students in grades 5–7 get acquainted with extra-curricular works during club classes. For example, many of them are attracted to fairy tales. You can devote classes to fairy tales of Russian writers - V. A. Zhukovsky, V. F. Odoevsky, P. P. Ershov, V. I. Dahl and others. During classes, the head of the circle reads the text of a work of art, he or one of the participants talks about the author and the work itself, they listen to recordings of readings by masters of artistic expression, music, and look at illustrations.

In the literary club for high school students, they also listen to recordings of performers - readers and music, and get acquainted with paintings and illustrations related to the topic of the classes. But the main form of work is the report of one of the participants or several co-speakers. The children get acquainted with the basics of literary theory, the principles of literary analysis, and the facts of the history of literature.

Club members review new books, articles from literary magazines and newspapers. This material provides rich soil for reports and debates. Meetings with writers and critics are very exciting and useful.

In literary circle classes, students get acquainted with the works of writers not included in the school curriculum, for example, the poetry of N. A. Zabolotsky, Y. V. Smelyakov, M. A. Svetlov, the prose of K. A. Fedin, K. G. Paustovsky, F. A. Abramova. The lesson program may include classic folk literary works (“The Knight in the Tiger’s Skin” by Sh. Rustaveli, the epic “David of Sasun”, the works of A. Navoi, poems by J. Rainis, etc.), as well as works by foreign writers (“Song of My Sid ", "The Song of Roland").

When preparing reports on writers, use the biographies published in the “Lives of Remarkable People” series. If the topic of the circle’s activities is the work of the classics of pre-revolutionary Russia, then literary portraits of writers written by M. Gorky, V. A. Gilyarovsky, A. Altaev, K. G. Paustovsky and others will be an excellent tool. A lot of interesting information will give literary stories by I. L. Andronikov, stories about the books of N. P. Smirnov-Sokolsky.

Literary club may set as its task the analysis of a single literary genre in a certain period, for example: “Poetry of the Decembrist era” or “Short story genre during the Great Patriotic War.” Works of the same genre from different eras can be studied, for example, short stories by M. Cervantes, P. Merimee, O. Henry, A. P. Chekhov and other writers or comedies by Lope de Vega, W. Shakespeare, J. B. Moliere, A. N. Ostrovsky, B. Shaw.

One of the interesting topics is the problem of literary translation. It is possible to show that the work of writers-translators is art by comparing different translations the same poems, for example, Hamlet’s monologue “To be or not to be” by M. L. Lozinsky, A. L. Radlov, B. L. Pasternak. A comparison of the adaptations of “The Lay of Igor’s Campaign” by V. A. Zhukovsky, L. A. Mey, A. N. Maykov, N. A. Zabolotsky will be very striking on the topic of literary translation.

The task of the literary and creative circle is to develop imaginative thinking, artistic taste, and understanding of literature. Participants not only listen and discuss their works. Poems, stories, essays, works of any genre are only the starting point for further work, a mandatory element of which is literary study. Club members get acquainted with the basics of literary theory (literary movements, genres, content and form of works of art, theories of verse, types of versification in particular). Without this knowledge, the young author risks mistaking something that has long existed in literature as original. Familiarity with the creative laboratory of writers, with the process of creating works from drafts to various “white” versions, protects against this self-deception. In the course of studying this process, it will become clear how the author worked on composition, language, image-character, detail. In the course of observing the process of creating poetry and prose, the importance of the moral (ethical) principle for artistic creativity will also be revealed.

The school circle organizes radio broadcasts, satirical leaflets, and its participants are active figures in wall printing and school evenings.

The paper discusses issues related to the effective use of such forms of extracurricular activities as a literary circle. Relevance of the work This is explained by the fact that, as part of the implementation of new educational standards, working with students in a literary circle opens up great opportunities for both the teacher and his students. Properly organized work of a modern circle involves the use of a huge number of modern methods and techniques aimed at developing and improving the system of universal educational activities for students. This undoubtedly enriches the student’s knowledge and contributes to his self-development and self-improvement.

I. Literary circle and modern technologies

Guiding literary creativity plays a huge role in the moral and ideological education of schoolchildren. It is in literary creativity that a person determines his attitude to life, his place in it. Literary creativity is always a form of communication, therefore, in the process of it, collectivism, citizenship, and responsibility develop. The organization of a literary circle, as a rule, has the goal of not only helping students to better understand the school curriculum, but also expanding the children’s reading range, their knowledge of literature and art.
“The goal of the literary and creative circle is to expand the life experience of schoolchildren, involve them in a creative environment that suits their interests, develop general creative potential and special literary and creative abilities. Children who show an aptitude for literary creativity in any genre are accepted into the literary and creative circle. The purpose of the circle is not to train professional writers, but qualified leadership and a creative environment contribute to the effective development of schoolchildren with pronounced literary and creative talent.”
As part of the implementation of new federal educational standards, work in a literary circle will greatly help the teacher in the formation and expansion of a system of universal educational activities for students. Recently, exceptionally broad opportunities for interdisciplinary connections have opened up for literary circles. These are literary-historical and historical-literary, literary-critical circles, extracurricular activities to study the relationship of literature with other forms of art. For example, a literary local history club. Within the framework of this circle, the connection between the main subject and history, local history, and geography can be traced. The activity here is educational in nature: it is aimed at expanding ideas not only about the fiction of the region, but about its culture, art, folklore, music (for example, literary and musical compositions).
In literary-historical or historical-literary circles they study the work of a single writer or the literature of a certain historical period. In the literary critical circle, children learn to critically comprehend the texts they read; as part of the lesson, a discussion of the most interesting new literature over the past year can be planned.
An in-depth study of literary theory by schoolchildren will be facilitated by classes in a circle on any one literary theoretical topic (For example: “Development of Russian versification”, “Features of Russian romanticism”, “Individual style of L.N. Tolstov”, “Genre and stylistic diversity of modern poetry” ").
As part of classes at a literary circle, a huge number of modern methods and techniques can be used.

1. Heuristic conversation communicative directionality). “One of the verbal teaching methods. From the point of view of the level and nature of students’ cognitive activity, conversation is one of the partially search methods of teaching. Heuristic conversation gets its name from the Greek. heuristic – “I search, I open.” The essence of a heuristic conversation is that the master, by asking students certain questions and joint logical reasoning with them, leads them to certain conclusions that constitute the essence of the phenomena, processes, rules, etc. under consideration. Collective conversation creates an atmosphere of general interest, which significantly degree contributes to comprehension and systematization of students’ knowledge and experience, has a positive effect on the development of students’ thinking, especially creative thinking.”

2. Statement and discussion of problematic issues(block development regulatory actions). Includes actions that ensure that students organize their learning activities: 1. goal setting (setting a task based on the correlation of what is already known and learned by the student and what is still unknown); 2. planning - determining the sequence of actions; 3. forecasting - anticipation of the result and level of assimilation; 4. reflection – returning to the goal of the lesson, analyzing what has been achieved, analyzing one’s own results and impressions of the lesson.

3. Individual and collective research activities(development of a block of universal educational activities educational directionality). “The work of the literary circle is aimed at maximizing the development of students’ amateur performances. Therefore, the main form of classes is the preparation of reports by members of the circle with the help of the leader, their discussion (it is advisable to prepare both co-speakers and opponents in advance). Includes the preparation of presentations and speeches (reports) on a given topic. Aimed at stimulating research abilities, clarifying and developing theoretical knowledge

4. Collective and individual creative work, creative workshops(block personal and communication universal educational actions).
Oral work aimed at completing a specific task, using knowledge and skills in other school subjects. “In workshop technology, the main thing is not to communicate and master information, but to convey methods of work. Effectiveness is expressed in students’ mastery of creative skills, in the formation of a personality capable of self-improvement and self-development. The workshop is an original way of organizing the activities of students as part of small group(7-15 students) with the participation of a master teacher who initiates the exploratory, creative nature of the students’ activities.” A significant place in the work of the circle is occupied by mass work: preparation of reader conferences and debates, management of literary departments, publication of newspapers, etc.

5. Expressive reading, analysis of poems, identification of themes and issues, etc.(block subject universal educational actions, is determined by the content of the academic discipline - literature). Expansion of theoretical knowledge in literature. During class, either at the end or the beginning, it is helpful to spend a few minutes giving students feedback on books they have recently read, which helps develop an aesthetic appreciation for literary texts. As part of this work, it is possible to use critical thinking technologies. For example, compiling a “bank of ideas”, syncwine. Writing a syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly.
Thus, classes in literature clubs undoubtedly contribute to self-education, ideological and aesthetic education and self-expression of students. But success largely depends on the activities of the teacher. “In literature classes, it is especially important to create an atmosphere of trust: only in such an atmosphere is creative self-disclosure possible. The exclusive role here belongs to the teacher. If he chooses the right position, children will not only be active in class, but will also become excellent assistants in literature lessons.”

II. An example of the lesson “Poems about native nature within the framework of the Literary Local History club”

Lesson structure:

Section 1. Planned educational results.

Subject:

Literature:

As a result of the lesson, students will be able to:

• read works of art (poems or prose) expressively;
• formulate the main idea of ​​the works;
• note the features of landscape poetry;
• improve the skills of analyzing a literary work, the ability to systematize artistic phenomena united by one theme;
• find funds artistic expression, which the poet/writer uses to create images (on a given topic).

Interdisciplinary:

• expand understanding of geography (rivers of the Volgograd region);
• refresh your memory of some points on the history of the region (Battle of Stalingrad).

Metasubject:

Cognitive:

• find reliable information from additional literature, in World Wide Web Internet;
• master semantic reading - independently read conceptual information in a literary text, analyze and summarize the information provided;
• compare objects (works of art on the same topic);
• establish cause-and-effect relationships;
• provide information to different forms(in the form of presentation, photography, oral presentation).

Regulatory:

• define goals, highlight problematic situation or a problematic issue in educational and practical activities;
• choose the means to achieve the goal in the group;
• work according to the algorithm (route sheet);
• assess the degree to which the goal of the lesson has been achieved;
• improve the ability to attract knowledge from various areas to solve the problem.

Communicative:

• express your opinion (in dialogue, polylogue), justifying it with documentary and literary and artistic information;
• organize work in a group (distribute the roles of group members, determine the tasks of each team member, ask questions, develop a team strategy for successfully achieving the goal);
• find a compromise when completing a task in a group;
• use ICT to achieve your goals.

Personal:

• develop careful attitude to nature;
• recognize yourself as a patriot of your small homeland;
• realize the integrity of the world through the aesthetic perception of artistic texts and the beauty of the nature of the native land;
• develop a respectful, friendly, tolerant attitude towards each other.

II. Organizational structure classes

Designed for two hours as part of the work program “Literary Local History of Volgograd”. It is assumed that the lesson will be three or three after the students understand the tasks of literary local history. Extracurricular preparation: before the start of the lesson, the children are invited to independently read several works of writers and poets of the Volgograd region, prepare presentations

1. Updating knowledge. (Heuristic conversation)

Greetings.

Teacher: I would like to start today's lesson by reading you a poem.

Reading a poem by heart by the teacher:

Nina Shcherbakova

I love the Volga steppe
gold:
Fields, fields, fields - beyond the horizon,
And the morning lark rings
I love,
and the evening twilight is thick.

And the poplar by the road is lonely,
He's somehow special
strict,
Like dust
from all the steppe roads
The leaf weighs heavily
And the wind burns cruelly.

I love chamomile
in a simple outfit.
She is both in the heat and in the dry winds
blooms.
Any time of day suits you
This chamomile
With the sun in your eyes.

I love cornflowers
in steppe ravines -
They are the blue of heaven,
And next to them
breathe more freely -
The earth is happy for them and the soul is happy for them
glad.

From the heart they flow into the world
simple words:
And he has a song
season,
When the fields, fields are beyond the horizon,
When the Trans-Volga steppe -
gold.

- Guys, what can you say about this poem? What is its theme? What can you learn about the author by reading this poem? What influences the mood of the lyrical heroine?

Student answers. It is expected that they will say that the author was born on the territory of the Volgograd region, and that the main theme is the beauty of the nature of the Volga region.

Teacher: Well done. I would like to read you quotes. “Life, history, nature, culture, way of life, and customs of the region become a source of inspiration for the writer. Great works of art are inseparable from both the era and the area that gave birth to them and left an indelible imprint on them,” notes N.A. Milonov. “Literary local history,” according to N. Travushkin, “is the same history of literature, but distinguished by a special selection and grouping of material. In literary local history, various works devoted to the life and work of the famous writer in connection with the history and life of this region have developed and are fruitfully developing.” Guys, how do you understand these lines?

Students' reflections.

2. Goal setting stage

Teacher: In the last lesson, we talked about what goals and objectives literary local history has. Let's call them again.

Students' response. That's right, well done. This means that we can say that one of the tasks of literary local history can be called the study of the works of local authors. You prepared reports and presentations about Volgograd poets and writers. What do you think we will do in class today?

Student answers. Students, based on the above, conclude that the purpose of the lesson is to identify the main themes in the works of poets and writers of the Volgograd region, in particular to talk about poems about nature.

3. Creating a problematic situation

Teacher: Guys, today we will try to answer the question of how the area where they grew up can influence the work of writers and poets. And we will do this using the example of the work of Volgograd authors. Tell me, what authors have you read? (Students' answers.)

Exercise: Creation of a bank of ideas: “Main themes and ideas in the works of Volgograd poets”

Teacher: Let's create a “Bank of Ideas”. Each of you will now receive an empty diagram ( Annex 1 ). As our lesson progresses, you can independently expand your knowledge by recording your ideas in our “bank”. I will also take note of your suggestions. Tell me, what themes can you name in the works you read?

Students' answers. The teacher records them on the board/slide or poster. Among the main ones will be the theme of a small homeland, nature, and possibly the Battle of Stalingrad. As classes progress, the “bank of ideas” is supplemented, i.e. Each topic is accompanied by a “subtopic”, or problem ( Annex 1 )

Teacher: I suggest we talk about each topic step by step. Let's listen to a musical composition.

Any musical composition about the river of the Volgograd region sounds (for example, V. Vysotsky “Like the Mother Volga”)

Teacher: Guys, did you like the song? What river is it about? What other rivers do you know in the Volgograd region? What is their economic importance?

Student answers. Children briefly talk about rivers and their significance. It is expected that children name the most famous rivers - Volga, Don, Medveditsa, Khoper.

Teacher: As you know, poets and writers have always glorified the beauty of nature in their works. Listen to a poem about the Don River, author of which is A.S. Pushkin (reading a poem by heart by the teacher).

Shining among the wide fields,
There it is pouring!.. Hello, Don!
From your distant sons
I brought you a bow.
Like an illustrious brother,
The rivers know the quiet Don;
From Araks and Euphrates
I brought you a bow.
Having rested from the evil pursuit,
Feeling my homeland,
The Don horses are already drinking
Arpachai stream.
Prepare, dear Don,
For dashing riders
The juice is boiling, sparkling
Your vineyards.

Teacher: How does this poem make you feel? Why do you think poets turn to this topic?

Students' answers. The teacher complements and explains that most often writers and poets depict in their works nature and those regions that are especially dear to them. And, of course, first of all, these are the places where they were born. This is how the image of a small homeland appears in the lyrics.

Task 2. Analysis of poems about nature.

Teacher: Now let's divide into groups. Each group will receive a “Route Sheet” with a task. Let's begin our journey! (Example route sheet in Appendix 2, the teacher chooses the works himself).

4. Planning stage

Students study the route sheet, discuss the work plan, and distribute their roles in the team.

5. Stage of discovery of new knowledge

Teacher: What image of nature is created in these poems?

Students' response: The image of the native river.

Next, students analyze literary texts, based on the questions proposed in the route sheets (each team thinks in turn). The guys can choose one answerer, or answer in turn the questions posed on the route sheet. While the children answer, the rivers in question are shown on the screen.

Teacher: Guys, look how beautiful and diverse the poems that we analyzed are! How many means of artistic expression poets use to convey the beauty of rivers and convey feelings of admiration for nature! Let's also try to express our feelings about the rivers we are talking about and do this with the help of syncwine (critical thinking technology)

Students remember what a syncwine is, and each team offers their own versions of a syncwine about rivers.

Teacher: Guys, what other images, besides rivers, do poets of the Volgograd region paint in their poems? Don't forget to replenish your idea bank!

The children read expressively and recite by heart various poems about the nature of Volgograd poets.
Next, a conclusion is drawn on the topic, there is a smooth transition to the next lesson, because the guys emphasize that the theme of nature is not the only one in the works of Volgograd authors. Homework could be to prepare reports on Boris Ekimov, Tatyana Bryksina and other Volgograd writers.

III. Conclusion

Thus, within the framework of a lesson in a literary circle, many learning skills can be developed in students, both personal and communicative. As part of classes at a literary circle, a huge number of modern methods and techniques can be used.

Bibliography:

1. Eremina O.A. Literary club at school. 5-6 grades / O.A. Eremina. – M.: Education, 2012, p.143
2. Lakotsepina, T.P. Modern lesson. Part 6 (integrated lessons) / T.P. Lakotsepina. – M.: Uchitel Publishing House, 2008.
3. Milonov, N.A. Literary local history / N.A. Milonov. – M.: Education, 1975. – P. 10.
4. Development of children’s creative abilities in associations of young journalists and literary and creative associations / comp. IN. Tanuilova. – Rostov-on-Don, 2002, 105 p.
5. Travushkin, N. From life to images. Some questions of literary local history // Volga. – 1966. – No. 5. – P. 163.
6. http://osvarke.info/229-yevristicheskaya-beseda.html. Information site for masters and teachers of special disciplines.

Literary societies and circles that arose at the beginning of the 19th century make it possible to see deep, internal processes that often do not come to the surface. literary life, but nevertheless very significant in the overall progressive development of Russian literary and social thought.

The earliest of such associations is the “Friendly Literary Society,” which arose in January 1801, shortly before the well-known events of March 11 (the assassination of Paul I by a group of conspirators from among his inner circle).

Under the conditions of a despotic regime, the organization of such a circle revealed the desire of the younger generation for socially useful activities. A member of the “Friendly Literary Society” A.F. Merzlyakov wrote: “This spirit, quick and charitable, produced quite a few private scientific literary collections, in which young people, united by acquaintance or friendship, composed, translated, analyzed their translations and works, and so "improved themselves in this way on the difficult path of literature and taste."

5 These meetings were based on close friendship and commonality of literary inclinations. The society, chamber in form, however, did not limit its activities to the solution of narrowly understood aesthetic problems.

It is not by chance that the “Friendly Literary Society” arose in Moscow, which at the beginning of the 19th century. was the focus of the best literary forces of that era. Karamzin lived here, and the members of the society themselves belonged to those literary circles that concentrated around the venerable writer.

Gravity towards Karamzinism becomes the starting position for the majority of its members. Growing out of a student circle consisting of students of Moscow University and the University Noble Boarding School (Andrei and Alexander Turgenev, A. Voeikov, A. Kaisarov, S. Rodzianka, V. A. Zhukovsky), it included in its ranks the university teacher A.F. Merzlyakova.

The rest were just beginning their literary career. However, in their person a new generation of writers declared themselves, not satisfied with the general direction of contemporary literary development and looking for new forms of introducing writing to the urgent needs of Russian reality early XIX V.

The social situation that developed during these years required a more decisive invasion of literature into various spheres of Russian life. The most radical members of society (Andrei Turgenev, A. Kaisarov) undergo a rapid evolution, reconsidering their attitude towards Karamzinism, which gave serious grounds to modern researchers to regard their position as one of the early ways of forming the Decembrist ideology in Russia.

Others remain faithful to the principles of Karamzinism (this is the position of Zhukovsky and Alexander Turgenev). However, the participants in the society were characterized primarily not by differences, but by common aspirations: a passionate interest in the fate of Russia and its culture, hostility to inertia and social stagnation, a desire to contribute as much as possible to the development of education, the idea of ​​civic and patriotic service to the homeland.

This is how the concept of “friendly community” is revealed and concretized, which formed the basis of this association, consisting of young enthusiasts, ardent champions of justice, haters of tyranny and serfdom, filled with sympathy for the poor.

The society's meetings are characterized by an informal, relaxed tone and an atmosphere of heated debate, anticipating the organizational forms of Arzamas, the main core of which was the participants of the Friendly Literary Society.

The “Free Society of Lovers of Literature, Science and the Arts”, which arose in St. Petersburg on July 15, 1801 and lasted much longer than the “Friendly Society,” began its activities as a friendly circle of like-minded young writers.

It was brought to life by the same social atmosphere, fed by the same enthusiasm and pursued similar, although not identical, goals. First called the “Friendly Society of Lovers of the Fine” and soon renamed, it united people of various origins who were interested not only in literature, but also in other types of art: painting, sculpture.

Over time, the society included sculptors (I. I. Terebenev and I. I. Galberg), artists (A. I. Ivanov and others), as well as representatives of various branches of scientific knowledge: archeology, history and even medicine (A. I. Ermolaev, I. O. Timkovsky, D. I. Yazykov, etc.).

The “free society” is characterized by the diversity of its social composition: it includes in its ranks people from among petty officials, the clergy, and even from the merchant class. A Kazan merchant was, for example, the poet G. P. Kamenev, the author of “Gromvala” (1804). People of unknown origin were the poets and publicists I.M. Born and V.V. Popugaev, representatives of the most radical part of the “Free Society”.

From illegitimate children of the nobility came I.P. Pnin and A.Kh. Vostokov, who from childhood experienced the hardships of this not-so-small social stratum, deprived of inheritance rights and forced to make their way in life on their own.

It is not for nothing that Pnin, an “illegitimate” son not recognized by his father, Field Marshal N.V. Repnin, wrote such an exciting document as the treatise “The Cry of Innocence Rejected by the Laws” (1802), which is “a remarkable criticism of family and marriage in terms of the power of civil feeling in contemporary noble society."

Political radicalism, increased social activity, and democratism of social sympathies determine the “special face” of the “Free Society of Lovers of Literature, Science and the Arts” in the 1800s. Unlike the “Friendly Literary Society,” its participants strive to publicly declare their existence, seek official recognition and attention from the authorities.

Thus, both well-known treatises by I. Pnin (“The Cry of Innocence” and “An Experience on Enlightenment in Relation to Russia”) were presented to Alexander I and earned the “highest approval.” The author, of course, did not seek awards, but practical, real results, hoping, with the help of the authorities, to implement a broad program for the development of education and social reforms in Russia.

In an effort to contribute to the fulfillment of this task, the “Free Society” received official approval in 1803, and at the same time the right to organize open meetings and publish its works. Members of the society published the almanac “Scroll of the Muses” (1802-1803), began publishing a magazine called “Periodic publication of the Free Society of Lovers of Literature, Sciences and Arts” (published in 1804, although only its only issue), and actively collaborated in other periodical publications of the early 19th century.

The intense activity of the society attracted the progressive forces of the artistic and literary world of St. Petersburg and Moscow. In 1804-1805 its members were K. N. Batyushkov, A. F. Merzlyakov, S. S. Bobrov, N. I. Gnedich and others.

The first period of the society's activity (1801-1807), which not coincidentally coincided with the era of liberal trends, had the greatest historical and literary significance. Late 1800s it is experiencing a crisis caused by the death (1809) of one of the most active members of society - I. P. Pnin (who brought the spirit of broad social initiative to his work), as well as an intense internal struggle, which ended in the victory of the right, “well-intentioned” wing of society (D. I. Yazykov, A. E. Izmailov, etc.).

The arrival of new members-Karamzinists (D.N. Bludov, V.L. Pushkin and especially D.V. Dashkov, who became the president of the society in 1811) brings some revival to its activities. They sought to give society a militant, offensive character, to turn it against their literary opponents - the “Slavophiles”-Shishkovists.

These efforts encountered stubborn resistance from conservative members of the Society, adherents of the “high style” of Russian classicism.

“Strengthened and revitalized by new members, the society decided to publish a monthly literary magazine in 1812,” testifies N. Grech. — After heated and persistent debates, they decided to call it “St. Petersburg Bulletin.”

At first, things went pretty well!.. But from the third book, disagreements and discord began. The “Vestnik” was directed directly against the Slavophiles: some members who were for some reason connected with Shishkov’s party did not like this. Others were oppressed by the superiority of the mind and talents of one of the members.

They made it so that he had to leave society.” It's about about Dashkov, who spoke at one of the meetings with a caustic “eulogy” to Count Khvostov, as mediocre as he was a prolific poet-conspirator. With the departure of Dashkov, the “Free Society” gradually faded away, and in 1812 it completely ceased its activities, in order to resume it only in 1816 with a significantly updated composition and headed by a new president, A.E. Izmailov.

During this last period, around the society (nicknamed among writers Izmailovsky, after its president, or Mikhailovsky, after the place of its meetings), small writers were grouped, collaborating in the magazine “Blagomarnenny” published by it. According to V.N. Orlov, during these years it did not have any significant impact on the literary movement and remained “on the periphery of the ‘big’ literary life.”

Joining the society of poets of the lyceum circle makes him an exponent of new trends in the literary process, already characteristic of the poetry of the 1820s. The clarifications that are given in connection with the last stage of the work of this society in V. G. Bazanov’s book “The Scientific Republic” seem significant.

The researcher rightly notes that in the Mikhailovsky (Izmailovsky) Society in the second half of the 1810s. included not only “third-rate writers”, but also future Decembrists who were looking for forms and ways of actively influencing the social and literary movement of their time.

The creation of the first associations of Decembrist writers was preceded by the period of future members of secret societies joining some literary societies of the 1810s.

“The Decembrists take into account previous traditions and strive to subordinate previously created literary societies to their influence,” the researcher emphasizes, recalling that members of the Izmailovsky Society were K. F. Ryleev, A. A. Bestuzhev, V. K. Kuchelbecker, A. F. Raevsky (brother of V.F. Raevsky), O.M. Somov and other prominent Decembrist writers.

Secret political organizations(“Union of Salvation” and then “Union of Welfare”) first focused on the “Free Society of Literature, Sciences and Arts,” gradually subordinating other literary associations of the first quarter of the 19th century to their influence.

History of Russian literature: in 4 volumes / Edited by N.I. Prutskov and others - L., 1980-1983.

municipal general education state-financed organization

"Basic comprehensive school No. 5"

WORKING PROGRAMM

academic subject, course

literary circle

_____________________

(name of subject, course)

201 7

EXPLANATORY NOTE

Working programm extracurricular activities “Literary Club” was developed on the basis of the Federal State Educational Standard general education, Concepts of spiritual and moral development and personality education of a citizen of Russia, Model work program “Literary circle”, author O. A. Eremina (Manual for teachers educational institutions. Moscow: Publishing House "Prosveshchenie", 2012.)

The practice of organizing literary circle classes at school not only helps to better understand the school curriculum, but also expands the reading range of children, since works that are not included in the school curriculum are considered. This is especially true these days, when reading in many families has been replaced by television and computer games. Tasks are offered that involve children in independent creative and exploratory research.

The proposed course is designed for extracurricular work with children in grades 5-7, but can also be used in institutions of additional education.

Purpose of extracurricular activities- transformation of the development process

intellectual and creative potential of the child’s personality by improving his literary abilities in the process of self-development.

Course objectives:

Develop the cognitive needs of schoolchildren;

Activate Creative skills;

Teach children the special knowledge necessary to carry out

independent research;

To form and develop in children important theoretical knowledge;

To form ideas about research learning as the leading method of educational activity.

Relevanceof this program is that its content reflects the basic principles of constructing literary education for children of secondary school age.

Children's age: 11-14 years.

Implementation deadlines: The program lasts 3 years.

The work program is designed for 102 hours in accordance with the calendar training schedule. Changes have been made: visiting an exhibition of illustrations of literary works - 1 hour; visiting a performance literary work- 2 hours, watching a feature film - 1 hour.

general characteristics extracurricular activities

Creative and cognitive aspects of activity are mandatory components of any type of activity. The total subject of creative and cognitive activity is all of reality, its product is knowledge. In the case of a collective subject, this is scientific knowledge as a whole; for an individual - individual knowledge, obtained, as a rule, by mastering the foundations of scientific knowledge accumulated by humanity. The main criterion for identifying this side of extracurricular activities as an independent direction is the fact that without modeling reality, without transferring to subsequent generations and multiplying knowledge, no activity is possible, because it is based on information processes of obtaining, storing, transforming and using information.

The program will help students to better master the school curriculum, expand their reading range, teach them to listen carefully to each other, and allow them to establish mutual understanding between children. The program involves training schoolchildren who are interested in studying literature. The program provides for a consistent expansion of knowledge about literature.

Distinctive features of the program: the program is personality-oriented, activity-based and developmental in nature and consists of three main blocks: subject-activity, functional literacy block and personal growth block.

The program is implemented based on the following principles:

The principle of the development of thought formation, in which the entire system of ideas about literature is based on images that arise when reading literary works;

The principle of developing partnership interactions between students and the teacher and among themselves;

The principle of development of coactivity, which regulates the use of methods for developing student activity strategies aimed at verbal creativity.

The course is structured in stages. Every year, students learn new things, building on existing knowledge. Knowledge gradually expands, deepens, systematizes, and becomes generalized.

The proposed literary circle program includes three relatively independent subprograms:

Literary skills training;

Independent reading of literary works, their analysis, research practice;

Monitoring of literary and research activities.

Literary skills training .

During this training, students must acquire special knowledge, skills and abilities literary analysis, namely:

See problems;

Ask questions;

Make hypotheses;

Define concepts;

Classify;

Observe;

Conduct experiments;

Draw conclusions and conclusions;

Structure the material;

Prepare texts of your own messages;

Explain, prove and defend your ideas.

Independent activity students

The main content of the work is for students to conduct independent research and complete creative project. Classes within this subprogram are structured in such a way that the child’s degree of independence gradually increases.

Monitoring of literary activities

This part of the program is as important as the previous two. Monitoring includes activities necessary to manage the process of solving literary teaching problems. The child must know that the results of his work are interesting to others, and he will definitely be heard. He needs to master the practice of presenting the results of his own research and master the ability to argue for his own judgments.

The main form of completing tasks is independent work students. Also provided teamwork: discussion of solutions found independently, joint research of the problem.

Description of the place of extracurricular activities in the curriculum

The work program is designed for 102 hours in accordance with the calendar training schedule. Classes are held once a week during after school hours. The duration of the lesson is 40 minutes.

Forms and mode of operation :

Heuristic conversation;

Individual, group and collective research

activity;

Expressive reading;

Creative workshops;

Articulation warm-ups;

Discussion of problematic issues;

Competitions;

Mini-concerts;

Word drawing;

Publication of the school “Literary Newspaper” (or almanac)

Work is carried out in the afternoon. Most of the time is spent

for practical work, educational material is given through visual,

practical training in a form that is accessible and interesting to students.

The main form of completing assignments is independent work of students. Collective work is also provided: discussion of solutions found independently, joint research of the problem, exhibitions, conferences.

Planned results of extracurricular activities

The planned results of students mastering the extracurricular activity program are the following: students will develop personal, meta-subject (regulatory, cognitive, communicative) and subject-specific universal learning activities.

Personal results is the formation of the following universal learning actions (UAL):

Explain from the perspective of universal moral values ​​why specific actions can be assessed as good or bad.

In the given situations, make a choice about what action to take.

Positive attitude towards literary activity;

A broad motivational basis for literary activity, including social, educational, cognitive and external motives;

Interest in new content and new ways of knowing;

The student will have the opportunity to form:

The student’s internal position at the level of understanding the need for literary activity, expressed in the predominance of cognitive motives and the preference for a social method of assessing activity;

Expressed cognitive motivation;

Sustained interest in new ways of knowing;

Adequate understanding of the reasons for the success/failure of literary activity;

Moral consciousness, the ability to solve moral problems based on

taking into account the positions of partners in communication, sustainable adherence to moral standards and ethical requirements in behavior.

Meta-subject results is the formation of the following UUD:

Regulatory UUD:

Learns to work according to the plan proposed by the teacher.

Learn to distinguish a correctly completed task from an incorrect one.

Learn together with the teacher and other students to give an emotional assessment of the class’s activities in the classroom.

Cognitive UUD :

To navigate your knowledge system: distinguish new things from what you already know with the help of a teacher.

Make a preliminary selection of information sources: navigate the literature.

Gain new knowledge: find answers to questions using literature, your life experience and information received in class.

Process the information received: draw conclusions as a result of joint work in pairs and groups.

Process the information received: compare and group objects and their images.

Communicative UUD :

Communicate your position to others: formalize your thoughts verbally and writing(at the level of a sentence or small text).

Listen and understand the speech of others.

Learn to perform different roles in a group (leader, performer, critic).

Show respect and willingness to comply with jointly established agreements and rules (both with peers and with adults).

Subject results is the formation of the following

skills:

Evaluate the actions of characters in literary works.

Distinguish between literary types and genres, types of verbal creativity.

Create your own texts.

Give examples from literary works.

Analyze literary texts.

Create individual, group and collective projects based on literary works.

Contents of the extracurricular activities program

Folklore.

Deities of Slavic paganism. Slavic mythology. Myth theory.

"Veles's book". Dating with the Mythological Dictionary.

Children's folklore. Lullabies, nursery rhymes, jokes, chants, teasers, counting rhymes, sentences, tongue twisters. Heuristic conversation.

Features of children's folklore. Imaginativeness of children's folklore.

Word creation. Mentoring. Tales. Changelings.

Word creation. The rhythm of fables.

Tales about animals, magic, everyday tales.

Fairytale intonation. "Chatterbox" is a Russian folk tale. Painting by V.M. Maksimov "Grandmother's Tales".

Fairytale intonation.

French fairy tale "The Fox and the Partridge". Comparison with the fable of I.A.

Krylov "The Crow and the Fox".

Norwegian cycle of fairy tales about the fox Mikkel and the bear Bamse. Comparison with the Russian folk tale "The Man and the Bear".

Fairy tales. Travel as an important element of the plot of a fairy tale. “Feather of Finist Yasna-Falcon.”

Fairy tale heroes.

Features of a fairy tale.

Symbolism of a fairy tale. What is a symbol? Symbolism of Russian folk tales.

Fairy tales are a reflection of the spirit of the people.

Practical work: verbal drawing, learn a joke, counting rhyme

or a nursery rhyme, compose your own upside-down fable, read a fairy tale

out loud with fairy-tale intonation, creating illustrations for a fairy tale

“The Feather of Finist Yasna-Falcon”, viewing of the cartoon “Lullabies”

peace."

A.S. Pushkin . "Ruslan and Ludmila". The history of the creation of the poem. Plot

and the heroes of “Ruslan and Lyudmila”. Features of the plot of the poem “Ruslan and

Lyudmila." Heroes of the poem: Ruslan, Lyudmila, Farlaf, Ratmir, Chernomor,

Naina, head.

Practical work: quiz on the poem “Ruslan and Lyudmila”, viewing

feature film "Ruslan and Lyudmila".

M.Yu. Lermontov. Fairy tale "Ashik-Kerib".

Practical work: expressive reading. School graduation

"Literary newspaper".

Dwarfs and elves in fairy tales and legends Western Europe. "Thomas -

rhymer." Scottish legend.

Practical work: reader's conference. Visit the exhibition

illustrations of literary works

J. R. R. Tolkien. The story-fairy tale “The Hobbit, or There and Back Again.”

Travels with Bilbo Baggins.

Practical work: reading a story-fairy tale

P.P. Bazhov . Collection of tales “The Malachite Box”. Tale

"Tanya the craftswoman." Secrets of the Malachite Box.

Practical work:Reading a story. Quiz.

B.V. Shergin . Pomeranian childhood in the story “Murmansk plovers” Loyalty to friendship in the story “Misha Laskin”

Practical work: expressive reading of a story

Sat-Ok. The fate of the writer. "Mysterious Footprints" "Mysterious

footprints". Books about Indians

Practical work: expressive reading, book review

V.P. Krapivin. Fantastic story "I'm going to meet my brother."

The team and "Caravelle". "Building our world."

Practical work:illustration for the story, my own composition

stories. Attending a performance based on a literary work.

Theory of verse. Poetry: rhyme, types of rhyme. Poetry: verse dimensions.

"Goose feather".

Practical work:writing your own couplet, quatrain

Publication of the school “Literary Newspaper”. What to read in summer? Class-

contest.

6th grade

What is a miracle? F.G. Lorca "How the snail went"

travel and who she met along the way"

Introduction to the book by A.S. Green "Scarlet Sails"

L. V. Soloviev “The Beast Called the Cat” (excerpt from “The Tale of

Khoja Nasreddin")

V. P. Krapivin . Fantastic story “Shot from the Monitor”

The feat of Galien Tucca. Exit to the Road.

“Where does the road lead?” Creative workshop.

Afanasy Nikitin. "Walking beyond the three seas." Amazing India.

“The Life of Archpriest Avvakum, written by himself.” Miracles,

seen by the archpriest.

Children's life in different eras . A. N. Tolstoy “Peter the Great”

(excerpts).

One Hundred Years Later: The Life of Noble Children . A. S. Pushkin

“The Captain's Daughter” (excerpt).

The life of peasant children. N. A. Nekrasov. Poems,

dedicated to Russian children. Express concert.

K. M. Stanyukovich "Maximka"

A. P. Chekhov "Vanka."

V. A. Oseeva "Dinka", "Dinka says goodbye to childhood."

"Children and Epochs". Readers' conference.

Creative workshop.

Yu. V. Drunina "Zinka."

Children and war . Presentation of projects.

Jack London "How they hanged Cultus George."

V. K. Arsenyev "Dersu Uzala."

I. A. Efremov "White Horn".

7th grade

A.A. Bestuzhev "Evening at the bivouac"

O.M.Somov "Mermaid"

A.S. Pushkin "Gypsies". Reading laboratory

N.V.Gogol "Portrait"

S.T. Aksakov "Essay on a Winter Day"

F.M.Dostoevsky "The Boy at Christ's Christmas Tree"

A. Pogorelsky "The Magician's Visitor" Reading laboratory

M.A. Bulgakov "Red Crown"

D.B. Kedrin "Pyramid"

A.P.Platonov "Ivan the Great"

F.A. Abramov "Skillful fingers"

A.I.Kuprin "Executioner"

M.A. Sholokhov "Foal"

G.N. Troepolsky "White Bim Black Ear". View film

V.A. Soloukhin "Magic wand"

V.P.Astafiev "Kuzyaka"

Thematic planning with identification of main types

extracurricular activities

5th grade

№ p/p	Program section	Number of hours	Main types extracurricular activities students	Scheduled date Friday	Actual date
	Folklore
	Reading jokes Counting rhymes, nursery rhymes.		word drawing, memorization, composition, creation of illustrations Creative retelling Reading competition	2.09	2.09
	word drawing, learning jokes, counting rhymes or nursery rhymes,			9.09	9.09
	Writing your own fables- shapeshifter			16.09	16.09
	Introduction to the work “Finist’s Feather” Jasna Sokola"			23.09 30.09	23.09 30.09
	Reading fairy tales out loud fabulous intonation.			7.10	7.10
	Creation of illustrations to the magical fairy tale "Finist's Feather" Jasna Sokola.		Exhibition of drawings Word drawing	14.10	14.10
	Watching a cartoon "Lullabies of the World."			21.10	21.10
	A.S. Pushkin Poem Quiz "Ruslan and Ludmila"		Quiz Watching a movie	28.10	28.10
10.	View artistic film "Ruslan and Lyudmila."			11.11	11.11
11. 12.	M.Yu Lermontov Fairy tale "Ashik-Kerib"		Expressive reading, school graduation "Literary newspapers."	18.11 25.11	18.11 25.11
13. 14.	Dwarves and elves in fairy tales and legends Western Europe		Reader's conference	2.12 9.12
15. 16.	J. Tolkien "The Hobbit, or There and Back Again"		Reading a story-fairy tale, word drawing	16.12 23.12
17. 18. 19.	P.P. Bazhov "Malachite Box"		Reading a story. Quiz.	13.01 20.01 27.01
20. 21.	B.V. Shergin Stories		Expressive reading story	3.02 10.02
22. 23.	Sat-Ok The story “Mysterious Traces”		Expressive reading, book review	17.02 24.02
24. 25. 26.	V.P. Krapivin		Illustration for stories, essay own story	3.03 10.03 17.03
27. 28.	Visit performance based on literary work		Visit performance based on literary work	24.03 7.04
29. 30. 31. 32.	Verse theory		Composition own couplets, quatrains Lesson-competition.	14.04 21.04 28.04 5.05
33. 34.	School "Literary newspaper"		School graduation "Literary newspapers".	12.05 19.05
	Just an hour.

6th grade

№ p/p	Program section	Number of hours	Main types extracurricular activities students	Scheduled date	date in fact
	F.G. Lorca “How the snail went traveling and who she met on the way"		Game "Association" reading and discussion of the ballad	8.09	8.09
	A. S. Green "Scarlet Sails"		Game "Visiting" mnemosynes", view movie "Scarlet Sails"	15.09 22.09	15.09 22.09
	L. V. Solovyov "The Beast Called Cat" (excerpt from		Game "Visiting" mnemosynes", reading, retelling	29.09 6.10	29.09 6.10
8. 9.	V.P. Krapivin The story "I'm going to meet my brother"		Reading and retelling individual chapters	13.10 20.10 27.10 10.11	13.10 20.10 27.09 10.11
10. 11.	Old Russian literature “The Life of Archpriest Avvakum, written by himself.” A.N.		Heuristic conversation, reading Old Russian text, oral history	17.11 24.11	17.11 24.11
12. 13. 14. 15.	Creative workshop		School graduation literary newspaper	1.12 8.12 15.12 22.12
16. 17. 18.	Reading competition		Express concert	12.01 19.01 26.01
19. 20. 21. 22. 23. 24. 25. 26. 27.	Children's life in different eras: K. M. Stanyukovich “Maximka”. A.P. Chekhov “Vanka”. V. A. Oseeva “Dinka”, “Dinka says goodbye to childhood.” Yu. V. Drunin “Zinka”. Jack London "How Cultus George was Hanged" The hero is a teenager in T. White’s “Candle in the Wind” S. Aksakov “Childhood years of Bagrov - grandson” Heroes of I. Turgenev’s story “Bezhin Meadow”		Reader's conference	2.02 9.02 16.02 2.03 9.03 16.03 23.03 6.04 13.04
28. 29.	Children and war		Presentation of projects	20.04 27.04
30. 31. 32. 33. 34.	Adventures and Fantastic V. P. Krapivin. Fantastic story “Shot from the Monitor”		Reading, retelling	4.05 11.05 18.05 25.05 25.05
	Just an hour

7th grade

№ p/p	program section	number of hours	types of extracurricular activities of students	date plan	date fact
	A.A. Bestuzhev “Evening at the bivouac”		drawing up a thesis plan expressive reading
	O.M. Somov “Mermaid”		expressing impressions of what you read
	A.S. Pushkin “Gypsies”. Reading laboratory		characteristics of the conflict
	N.V. Gogol “Portrait”	2	characteristics of the construction features of the work
	S.T. Aksakov “Essay on a winter day”		analysis of visual and expressive means
	F. M. Dostoevsky “The Boy at Christ’s Christmas Tree”		determining the artistic role of the interior in the short story
	A. Pogorelsky “Visitor to the Magician”. Reading laboratory		character characteristics
	M.A. Bulgakov “Red Crown”		characterization of the essence of tragedy in the short story
	D.B. Kedrin “Pyramid”		characteristics of the heroic and humanistic in the characters of the heroes
	A.P. Platonov “Ivan the Great”		character assessment
	F.A. Abramov “Golden Hands”
	A.I. Kuprin “Executioner”
	M.A. Sholokhov “Foal”		definition of the type of conventions
	G.N. Troepolsky. "White Bim Black Ear". View film
	V.A. Soloukhin “Magic Wand”		determining the meaning of the title of a work
	V.P.Astafiev “Kuzyaka” Literary newspaper
	total hours

Description of the material and technical equipment of extracurricular activities

Special support (equipment):

Works of fiction;

Literary encyclopedias, reference books, dictionaries;

Illustrations for works;

Digital library

Technical equipment:

Computer, multimedia projector, exposure screen.

Name of training equipment

1 Printed products

Russian folk tales

Tales of the peoples of the world

Children's folklore

Mythological dictionary

A.S. Pushkin. Poem "Ruslan and Lyudmila"

M.Yu. Lermontov. Fairy tale "Ashik-Kerib"

Legends of Western Europe

J.R.R. Tolkien "The Hobbit, or There and Back Again"

P.P. Bazhov “Malachite Box”

B.V. Shergin. Stories

Sat-Ok. The story “Mysterious Traces”

V.P. Krapivin. The story "I'm going to meet my brother"

F.G. Lorca “How the snail went to travel and who

she met on the way"

A.S. Green "Scarlet Sails"

L. V. Solovyov “The Beast Called Cat” (excerpt from

"Tales of Khoja Nasreddin")

V. P. Krapivin. Fantastic story "Shot with

monitor"

Afanasy Nikitin. "Walking beyond the three seas."

- “The Life of Archpriest Avvakum, written by himself.” A.N.

Tolstoy “Peter the Great” (excerpts).

A. S. Pushkin “The Captain's Daughter” (excerpt).

K. M. Stanyukovich “Maximka”.

A.P. Chekhov “Vanka”.

V. A. Oseeva “Dinka”, “Dinka says goodbye to childhood.”

Yu. V. Drunin “Zinka”.

Jack London "How Cultus George was Hanged"

V. K. Arsenyev “Dersu Uzala”.

I. A. Efremov “White Horn”.

A. A. Bestuzhev “Evening at the bivouac”

O. M. Somov “Mermaid”

A. S. Pushkin “Gypsies”. Reading laboratory

N. V. Gogol “Portrait”

S. T. Aksakov “Essay on a winter day”

F. M. Dostoevsky “The Boy at Christ’s Christmas Tree”

A. Pogorelsky “Visitor to the Magician”. Reading laboratory

M. A. Bulgakov “Red Crown”

D. B. Kedrin “Pyramid”

A.P. Platonov "Ivan the Great"

F. A. Abramov “Golden Hands”

A. I. Kuprin “Executioner”

M. A. Sholokhov “Foal”

G. N. Troepolsky “White Bim Black Ear.” View film

V. A. Soloukhin “Magic Wand”

V. P. Astafiev “Kuzyaka”

Visual aids

1. Reproductions of Russian folk tales, fairy tales of the peoples of the world, works of art A.S. Pushkin, M.Yu., Lermontov, P. Bazhova.

2. Films and cartoons

Cartoon “Lullabies of the World”

The film "Ruslan and Lyudmila", "The Captain's Daughter", "Scarlet

sails", "White Bim Black Ear"

Cartoon "Mistress of the Copper Mountain"

Bibliography

1. Eremina O.A. Literary club at school. Grades 5-6: a guide for

teachers of general education institutions.-M.: Education, 2012-140 p.

2. Sample programs of extracurricular activities. Primary and basic

education / ed. V.A. Gorsky - M.: Education, 2011.

3.Federal state educational standard main

general education / Ministry of Education and Science Ros. Federation. - M.:

Enlightenment, 2011.

4. Grigoriev D.V. Extracurricular activities of schoolchildren. Methodical

designer: a manual for teachers.-M.: Education, 2011.-223p.