Analysis of a fragment of Kuprin's work The Golden Rooster. Topic: Story A
Summary of a literature lesson in 5th grade.
Compiled by: Klimova Alexandra Vladimirovna.
Topic: A.I. Kuprin’s story “The Golden Rooster”. Theme, features of creating an image.
UMK: Literature: textbook for 5th grade of general education institutions: in 2 hours / author's compilation. G.S.Merkin. – M.: LLC “Russian Word - Textbook”, 2012. (Federal State Educational Standard. Innovative school).
Lesson type: artistic perception of the work and in-depth work with the text.
Goals:
Identification of the artistic idea of the story, the role of artistic and visual means in the story;
Formation of skills in expressive reading, retelling, lexical work, working with a textbook;
Education of moral and aesthetic ideas of students during the analysis of the story.
Activities:
Expressive reading;
Lexical work;
Working with the textbook;
Creating illustrations for what you read;
I. Org. moment.
II. Work on A.I. Kuprin’s story “The Golden Rooster”
1. The teacher's word.
At the end of 1919, Kuprin was forced to leave his homeland. In mid-1920, the writer settled in France. A long, eighteen-year period of his life in a foreign land began.
In his works written abroad, A.I. Kuprin pays a lot of attention to nature. Admiring the French landscape, the writer recalls the features of his native Russian nature.
All of Kuprin’s works of this period are characterized by one feature: the writer lovingly notes the features of the past, infinitely dear to his heart and clearly idealized by him.
In 1923, his new works “Fate” and “Golden Rooster” appeared.
The past of Russia, memories of Russian people, morals and customs, nature and legends telling about human beauty and nobility - this is what Kuprin devotes all the strength of his talent.
The short story-poem “The Golden Rooster” is noteworthy. In it, the writer glorifies nature, the sun and the singing of sun-worshipping roosters with such joy that you are literally amazed at his inexhaustible love for life.
2.Working with the textbook. Reading the history of the creation of the story “The Golden Rooster”.
Conversation on questions:
What mood is imbued with A.I. Kuprin’s story “The Golden Rooster”?
Which episodes of the story did you find most striking?
(discussion in groups.)
Where do the events described in the story take place?
(1-2 students answer)
3. The teacher's word.
The chapter “Suburb” of the book of memoirs of the writer’s daughter “Kuprin is my father” tells about this period of his life.
“Since his arrival in Paris, my father dreamed of buying a house away from the noisy city. Silence and nature were necessary for him. My father really wanted to restore the Gatchina way of life - to dig into the soil.
The cottage was rented in Sèvres-Ville d'Avray. Like Gatchina, it was close to the railway and half an hour’s drive from the city. But that’s where the similarities with Gatchina ended.
A stone two-story house with a narrow sloping garden. In the spring it looked attractive: lilacs and lush rhododendrons were blooming, and the south side of the house was entwined with creeping tea roses. Inside, the dacha was furnished in bourgeois French taste, with many figurines, gallant lithographs, gilded cupids and glass covers, under which the wedding crown of the owners of the house and wax bouquets were kept.
The alien situation, the alien land and the alien plants on it began to cause my father a bitter longing for distant Russia.
Nothing was nice to him. Even the smells of earth and flowers. He said that lilacs smell like kerosene. Very soon he stopped digging in the flower beds and beds.”
4. Working with the text of the story.
Find lines in the story that express the feelings of a writer living far from his homeland.
5. Expressive reading of a fragment of a story.
Expressive reading of a fragment of the story from the words “I know the power and shrillness of the rooster’s cry...” to the words “... the victorious cry of the rooster.”
6. The teacher's word.
This episode reflected the memories of A.I. Kuprin about flying in a hot air balloon together with I. Utochkin, an athlete and one of the Russian aeronauts and pilots, editor of Odessa News I.M. Kheifets and correspondent of the newspaper “Russian Word” I.A. Gorelik. In an hour and a half flight over Odessa, they reached an altitude of 1250 meters and landed outside the city. The writer described his impressions of the flight in the essay “Above the Ground.”
7. Expressive reading of a fragment of a story.
An expressive reading of a fragment of the story from the words “I then woke up before dawn ...” to the words “... from which every particle of air seemed to tremble.”
8. Analysis of a read fragment of text.
What word heard in this episode conveys the impression experienced by the narrator when he saw the picture of awakening nature?
How is the sense of miracle conveyed in the passage?
The nature around is wonderful and spiritual. Epithets, comparisons, personifications, metaphors create a picture filled with life.
Write down epithets, personifications and metaphors from this passage.
What does the narrator compare the crowing of roosters to?
Expressive reading from the words “And now, in this shameful hour...” to the words “... with the shining gaze of his radiant eyes.”
How is the special sound of a rooster's crow conveyed in the story? What musical terms are heard in the text?
9. Lexical work.
Determine the meaning of the words: pianissimo, fugue, cohort, legion.
Triumphant Caesar. Triumph in Rome is the ceremonial entry into the capital of a victorious commander and his troops. Triumph was considered the highest award for a military leader, which could only be awarded to the commander-in-chief. The triumphant rode standing on a round gilded chariot drawn by four horses. The musicians walked behind. The triumphant man was surrounded by children and other relatives, behind them stood a slave holding a golden wreath over his head. His assistants moved next; soldiers in full attire, with all the awards they had. Triumphants had the right to wear triumphal attire on holidays.
What is the meaning of comparing the rooster to the Roman triumphant?
The Rooster is the bird of Glory, meaning superiority, courage, vigilance, dawn. Two fighting roosters mean the battle of life.
Read expressively a fragment of the story that conveys the symbolic meaning of the image of the rooster, from the words “I listened to this wonderful music with excitement ...” to the words “... in the sacred impatience of my fiery-faced god.”
What colors is the sunrise in the story?
Expressive reading of the fragment from the words “Now there is a golden fire ...” to the words “... from ashes, smoke and hot coals.”
Student message about the phoenix.
Lexical work.
Explain the meaning of the word selfless.
What is the mood in the passage? What meaning does the phrase take on: “And now I no longer understand - are the sun’s rays ringing with golden trumpets, or is the cock’s anthem shining like the sun’s rays?”?
Expressive reading from the words “All day long I was under the impression of this charming and powerful music ...” to the end of the story.
Why does the narrator call the Longchamp rooster “you” and himself “a weak, pitiful person, nothing more”?
It is common for a person to feel his imperfection in the face of an ideally beautiful nature, full of grandeur and harmony.
Referring to the textbook. Reading the article “In the world of artistic expression by A.I. Kuprin.”
Write out phrases from the text of the article that convey the features of A.I. Kuprin’s language. Which of them did you note in the story “The Golden Rooster”?
III. Lesson summary. Reflection.
In the narrator’s memories of the distant past, the author’s voice is heard, grieving in separation from his homeland; in the enthusiastic description of the beauty of nature and the welcoming song of the roosters, the author’s admiration for the greatness and harmony of the world is felt.
IV. Homework:
Make an oral review-impression of what you heard or saw in the amazing world of nature.
Quotation plan for the story “THE GOLDEN COCK”. 1. “This miracle happened.” 2. “I didn’t suddenly realize that it was the roosters crowing.” 3. “I know the power and shrillness of a cock’s crow.” 4. “What a strange, what an extraordinary morning!” 5. “The great golden rooster floats into the sky in his fiery solitude.” 6. “All day long I was under the impression of this enchanting and powerful music.” 7. “The Golden Rooster was immediately enthusiastically received by literary critics.”
Answers on questions. 1. What delighted the narrator in the cock choir, what did he hear in it? 1. What delighted the narrator in the cock choir, what did he hear in it? Answer 1. The last earthly sounds I heard as I ascended in a silent flight in a hot air balloon were always whistles. The last earthly sounds I heard as I ascended in a silent flight in a hot air balloon were always the whistles of street boys, but even longer came the victorious cry rooster street boys, but even longer could be heard the victorious crow of a rooster.
2. P PP Does Kuprin convey the special sound of rooster crow? How is this done in the story? Yes. For example: “What human orchestra would not seem pitiful in comparison with this magical and powerful choir, where the individual knees of a cock’s crow could no longer be heard, but a major chord flowed loudly against the background of purple and gold do! »
Where was A.I. born? Kuprin?
A) in Orel B) in Narovchat c) in St. Petersburg
2. Where did the boy begin to study at the age of six?
A) in an orphanage b) in the St. Petersburg gymnasium c) at home
3. Where else did he study?________________________________________________________________
4. At what age did A.I. Kuprin start writing poetry?
A) from 10 years old b) from 13 years old c) from 6 years old
5. What are the parents' names? ______________________________________________________________
6. Name the genre of the work by A.I. Kuprin "Golden Rooster" ?___________________________
7. What miracle happened one day?
A) starling song b) blackbird whistling c) roosters crowing
A) with an orchestra b) with a nightingale singing c) with a choir
9. What beautiful bird is mentioned in this work?
A) Phoenix b) Firebird c) Hawk
10. Why does the main character of the work admire the simple crowing of a rooster so much? How do you think?
Answers: 1. In Narovchat. 2. In an orphanage
Verification work. A.I. Kuprin “Golden Rooster”, 5th grade.
Where was A.I. born? Kuprin?
A) in Orel B) in Narovchat c) in St. Petersburg
2. Where did the boy begin to study at the age of six?
A) in an orphanage b) in the St. Petersburg gymnasium c) at home
3. Where else did he study?________________________________________________________________
4. At what age did A.I. Kuprin start writing poetry?
A) from 10 years old b) from 13 years old c) from 6 years old
5. What are the parents' names? ______________________________________________________________
6. Name the genre of the work by A.I. Kuprin "Golden Rooster" ?___________________________
7. What miracle happened one day?
A) starling song b) blackbird whistling c) roosters crowing
A) with an orchestra b) with a nightingale singing c) with a choir
9. What beautiful bird is mentioned in this work?
A) Phoenix b) Firebird c) Hawk
10. Why does the main character of the work admire the simple crowing of a rooster so much? How do you think?
Korshakova A.G.,
teacher of Russian language
and literature
MBOU "Mezenskaya Secondary School"
Lesson-workshop based on the story of A.I. Kuprin "Rooster"
Identification of the artistic idea of the story, the role of artistic and visual means in the story using the workshop.
Formation of skills of expressive reading, retelling, lexical work, work in groups;
Education of moral and aesthetic ideas of students during the analysis of the story.
During the classes.
1.Introduction .
A) We enter the world as if through the doors of a workshop. We can make it better, more beautiful, because every person has the ability to be creative. Creative inspiration to all of us!
B) Organizational moment (repetition of rules, definition of roles)
2. Inductor
Morning... What words does this word attract? Morning words! Catch it!
3.Reading the beginning of the text (student)
What questions do you think need thinking?
(answers to questions on the first part of the text, compiled by students at home)
How do you think this text should end?
4. Break
...I didn’t suddenly realize that they were singing... (tape recording of “The Cry of the Rooster”)
Choose associations.
Self-construction, socio-construction.
5. Reading of the rest of the text by the teacher. (The name of the story is not told to students)
Express your impressions in one word. (Chain work)
Presentation: 1-7 slides
7. Restore the sequence of micro-topics of the text (work in groups). Joint verification using a presentation and discussion of the results of the work.
Slide 8 - Plan
Awakening of man and nature.
(Incomprehensible sounds).
Amazing discovery
a) the magical choir of the rooster tribe
b) (wonderful fugue)
4. What happened to the roosters today?
5. (Great Golden Rooster).
6. Meeting with the Loshan rooster
7. (But isn’t it also allowed for me?)
Self-construction, socio-construction
8. Work in groups.
Let's outline a route for further work. Which words are most often repeated in this text and are key?
(rooster, music, color, miracle, sun)
Slide 9 – commandments 6, 1
Assignment to a group of musicians:
Write out from the text the words included in the thematic group “Music”
Explain the interpretation of unfamiliar words (slide 9 - see hyperlink - presentation “Musical Dictionary” prepared by students at home)
Indicate the location of these terms in the text. For what purpose does the author use them?
What visual and expressive means does the author use to characterize the sound spectrum of dawn? What do they help you understand in the text?
Assignment to a group of artists:
Write out the words from the text that are included in the thematic group “Color”, making a color palette of the text on the board.
Indicate their location in the text. For what purpose does the author use them in each case?
What figurative and expressive means does the author use to characterize the color palette of the text?
Group assignment
Write out from the text the words included in the thematic group “Miracle”.
Find out the origin of this word in the etymological dictionary. What miracle is Kuprin talking about?
What emotions do you associate with the word “miracle”? What emotions does the hero of the text experience? Write an emotional series of text on the board. How is it related to the content of the text?
Explain the meaning of the word "ecstasy"
9. Group performance. (Thematic groups of words are written by students on the board)
Mark with a “+” sign the sentences containing information already known to you from A.I. Kuprin’s story.
- What did you find interesting in the article that helped you understand A.I. Kuprin’s story?
What words, phrases, phrases in the text of the story convey the fusion of music and color?
10 slide – organ
11. Inductor .
Gold, purple, pink, major, wonderful, hymn, choir, delight, joy, old, elderly, young...
What word are the associations selected for? (holiday)
12.Work with the “Dictionary of Poetic Images” N. Pavlovich
Who creates a miracle, turning an ordinary dawn into a holiday? Who does Kuprin call a miracle worker?
(man, tribe of roosters, Loshansky rooster, Sun-Rooster)
Introduction to the dictionary (teacher's story showing some pages of the electronic version of the dictionary).
Man lives in two linguistic worlds. The first is a world in which accuracy and unambiguity of statements are valued. A deputy in the Duma, a buyer in a store - they all must make sure that their statements are understood unambiguously. The second language world is a world of unusual meanings - poetic images, jokes, hints, making up words, children's words. This is a poetic world. In it, the dissimilar often becomes similar. None of us belongs to just one of these worlds. Both of them are equally important to us. The dictionary of images facilitates the reader’s path to the second world – the poetic one. Why do this? It is known that some people love poetry, others are indifferent to it. But you can only love what is understandable. To receive joy from poetry, to enjoy its wonders, it is necessary to understand poetic language.
Familiarize yourself with a few pages of the dictionary. What poetic images or lines that you found resonate with Kuprin’s story? Find their matches in the story. (The groups are given photocopied pages of the dictionary)
Make a group of poetic images
(Self-construction. Socio-construction)
1) Rooster - ... warrior, knight, knight, hero, sentry
Pevun, singer
Magician
God, god
Trumpet of Jericho, fanfare
Herald of new life
2) Rooster crow - anthem
Divine service, gospel
Fire, bonfire
(Rooster is a trumpeter
sun worshiper
Roosters crowing - fugue
doxology)
And if you had to compose a series of poetic images for the word “sun” based on the text, what would the dictionary entry look like?
(The sun is a rooster
musician, organist,
What poetic images are repeated in the resulting groups? (groups should be written on the board)
For what purpose does Kuprin introduce the image of the Phoenix bird into the story?
Slide 11 – mythological background, meaning of the image
What images from Slavic myths and folk tales could be included in a dictionary entry? Explain your choice.
Slide 12 – Yarila, Godspeed, Firebird
Why and to whom do the earthly roosters and the Sun-Rooster sing a hymn?
Slide 13 - commandments 2, 9
In what parts of the text did you feel the presence of the author?
How does the story end? How did you see the author here?
Slide 14 – “A.I. Kuprin is an artist whose soul is close to the joyful slogan: “Long live...!” (V. Lvov-Rogachevsky)
What title would you choose for the story? (answers in a chain)
14. Musical illustration
Many composers in their work also sang a hymn to the sun. In Russian operas “The Snow Maiden” by N.A. Rimsky-Korsakov, “Ivan Susanin” by M.I. Glinka, “Prince Igor”, A.P. Borodin and others, the choirs “Glory” are heard, in which the image of the sun is central. There is also instrumental music that depicts the dawn...
Listen to 3 music excerpts. Which of the passages you listened to could, in your opinion, become a musical illustration for Kuprin’s story? Give reasons for your answer. Write a miniature essay.
(S.S. Prokofiev Piano Concerto No. 1; A.N. Scriabin “Divine Poem”, “Poem of Ecstasy”; E. Grieg “Morning”; M.P. Mussorgsky “Dawn on the Moscow River” from the opera “Khovanshchina”, etc.)
(performance optional)
15. Reflection
The rooster crows (see slide 15)
1. Today I realized...
2. I felt...,
3. Today I was surprised...
4. Today it was (interesting, uninteresting)…, because…
5. Today it was...(difficult, easy, etc.) for me to work in a group because...
6. I realized the most important thing for myself when... (listened, read, watched, compared, selected, etc.)...
5th grade
Subject. The story of A.I. Kuprin “The Golden Rooster”. Theme, features of creating an image.
Target:
identify the artistic idea of the story, the role of artistic and visual means in the story;
develop skills in expressive reading, retelling, lexical work, and working with a textbook;
to educate students’ moral and aesthetic ideas during the analysis of the story.
Equipment: story texts.
DURING THE CLASSES.
I. Organizing time.
II. Analysis of the content of A.I. Kuprin’s story “The Golden Rooster”.
1. Report the topic of the lesson, setting goals and objectives.
2. The teacher's word.
At the end of 1919, Kuprin was forced to leave his homeland. In mid-1920, the writer settled in France. A long, eighteen-year period of his life in a foreign land began.
It is noteworthy that in works written abroad, the writer pays a lot of attention to nature. Admiring the French landscape, Kuprin, however, recalls the features of his native Russian nature.
All of Kuprin’s works of this period are characterized by one feature: the writer lovingly notes the features of the past, infinitely dear to his heart and clearly idealized by him.
In 1923, his new works “Fate” and “Golden Rooster” appeared.
The past of Russia, memories of Russian people, morals and customs, nature and legends telling about human beauty and nobility - this is what Kuprin gives the strength of his talent to.
The short story-poem “The Golden Rooster” is noteworthy. In it, the writer glorifies nature, the sun and the singing of sun-worshipping roosters with such joy that you are literally amazed at his inexhaustible love for life.
3. Referring to the textbook. Reading the history of the creation of the story “The Golden Rooster”.
What mood is imbued with A.I. Kuprin’s story “The Golden Rooster”?
Which episodes of the story did you find most striking?
Where do the events described in the story take place?
4. The teacher's word.
The chapter “Suburb” in the book of memoirs by the daughter of the writer K.A. Kuprin “Kuprin is my father” tells about this period of his life.
“Since his arrival in Paris, my father dreamed of buying a house away from the noisy city. He needs silence and nature. My father really wanted to restore the Gatchina way of life - to dig into the soil.
The dacha was rented in Sèvres-Ville, Avre. Like Gatchina, it was close to the railway and half an hour’s drive from the city. But that’s where the similarities with Gatchina ended.
A stone two-story house with a narrow sloping garden. In the spring it looked attractive: lilacs and lush rhododendrons were blooming, and the south side of the house was entwined with creeping tea roses. Inside, the dacha was furnished in bourgeois French taste, with many figurines, gilded cupids and glass covers, under which the wedding crown of the owners of the house and wax bouquets were kept.
The alien situation, the alien land and the alien plants on it began to cause my father a bitter longing for distant Russia.
Nothing was nice to him. Even the smells of earth and flowers. He said that lilacs smell like kerosene. Very soon he stopped digging in the flower beds and beds.”
5. Working with text.
Find lines in the story that express the feelings of a writer living far from his homeland.
Expressive reading of a fragment of the story from the words “I know the power and shrillness of the rooster’s cry...” to the words “... the victorious cry of the rooster.”
6. The teacher's word.
This episode reflected A.I. Kuprin’s memories of flying in a hot air balloon with S.I. Utochkin, an athlete and one of the first aeronauts and pilots, editor of Odessa News I.M. Heifetz and correspondent of the newspaper Russkoe Slovo I.A.Gorelik. In an hour and a half flight over Odessa, they reached an altitude of 1250 meters and landed outside the city. The writer described his impressions of the flight in the essay “Above the Ground.”
7. Working with the textbook.
7.1. An expressive reading of a fragment of the story from the words “I then woke up before dawn ...” to the words “... from which every particle of air seemed to tremble.”
What word, heard in this episode, conveys the impression experienced by the narrator when he saw the picture of awakening nature?
How is the sense of miracle conveyed in the passage? (The nature around is wonderful and spiritual. Epithets, comparisons, personifications, metaphors create a picture filled with life).
7.2. Research work with text.
Write down epithets, personifications and metaphors from this passage.
What does the narrator compare the crowing of roosters to?
7.3. Expressive reading from the words “And now, in this shameful hour...” to the words “... with the shining gaze of his radiant eyes.”
How is the sound of a rooster crowing conveyed in the story? What musical terms are heard in the text?
7.4. Lexical work.
Determine the meaning of the words “pianissimo”, “fugue”, cohort”, “legion”.
Pianissimo - h extremely quiet sound, one of the shades of dynamics in music.
Fugue - a musical form that is the highest achievement of polyphonic music. In a fugue there are several voices, each of which, in accordance with strict rules, repeats, in basic or modified form, a theme - a short melody that runs through the entire fugue.
Cohort - one of the units of the Roman legion from the time of Marius, who strengthened the legion to 6,000 people and divided it into 10 cohorts.
Legion - the main organizational unit in the army of Ancient Rome. The legion consisted of 5 thousand infantry and several hundred horsemen.
7.5. Teacher's word.
Triumphant Caesar. Triumph in Rome is the ceremonial entry into the capital of a victorious commander and his troops. Triumph was considered the highest award for a military leader, which could only be awarded to the commander-in-chief. The triumphant rode standing on a round gilded chariot drawn by four horses. The musicians walked behind. The triumphant man was surrounded by children and other relatives, behind them stood a slave holding a golden wreath above his head. His assistants moved next; soldiers in full attire, with all the awards they had. Triumphants had the right to wear triumphal attire on holidays.
What is the meaning of comparing the rooster to the Roman triumphant?
The Rooster is the bird of Glory, meaning superiority, courage, vigilance, dawn. Two fighting roosters mean the battle of life. Read expressively a fragment of the story that conveys the symbolic meaning of the image of the rooster, from the words “I heard this wonderful music with excitement ...” to the words “... in the sacred impatience of my fiery-faced god.”
What colors is the sunrise in the story?
7.6. Expressive reading of the fragment from the words “Now there is a golden fire ...” to the words “... from ashes, smoke and hot coals.”
8. Message from a prepared student about the Phoenix bird.
The Phoenix is a mythological bird that has the ability to burn itself and then be reborn. Known in the mythologies of different cultures, it is often associated with the solar cult. The phoenix was believed to have an eagle-like appearance with bright red or golden-red plumage. Anticipating death, he burns himself in his own nest, and a chick emerges from the ashes. According to other versions of the myth, the Phoenix itself is reborn from the ashes. It was generally believed that the Phoenix was the only, unique individual of its species. Phoenix is a symbol of eternal renewal.
In the Christian world, the Phoenix means the triumph of eternal life, resurrection, faith, constancy; it is a symbol of Christ. In early Christianity, the Phoenix is constantly found on funeral slabs: here its meaning is victory over death, resurrection from the dead. In Rus', the Phoenix had analogues: the Firebird and the Finist.
9.Working with text.
9.1. Lexical work.
Explain the meaning of the word “selfless.”
What is the mood in the passage? What meaning does the phrase take on: “And now I don’t understand - are the sun’s rays ringing with golden trumpets, or is the cock’s anthem shining like the sun’s rays?”?
9.2. Expressive reading of the passage from the words “All day long I was under the impression of this charming and powerful music ...” to the end of the story.
Why does the narrator call the Longchamp rooster “you” and himself “a weak, pitiful person, nothing more”? (It is human nature to feel one’s imperfection in the face of an ideally beautiful nature, full of grandeur and harmony).
10.Referring to the textbook. Reading the article “In the world of artistic expression by A.I. Kuprin.”
III. Summing up the lesson.
What is the author's position in the story? In which episodes does it sound most clearly? (In the narrator’s memories of the distant past, the voice of the author is heard, mourning the separation from his homeland; in the enthusiastic description of the beauty of nature and the welcoming song of the roosters, the author’s admiration for the greatness and harmony of the world is felt).
IV. Checking homework.
Quotation plans.
“This miracle happened.”
“I didn’t suddenly realize that it was the roosters crowing.”
“I know the power and shrillness of a cock’s crow.”
“What a strange, what an extraordinary morning!”
“The great golden rooster floats into the sky in his fiery solitude.”
“The whole day I was under the influence of this enchanting and powerful music.”
Retelling the work from a third person.
V. Homework.
Ind. tasks:
Prepare a report on some facts about the pedigree of the Beketov and Blok families;
Prepare an exhibition of photographs of A.A. Blok’s family members.
