M. M. Prishvin entered literature not only as a talented writer, but also as an ethnographer, geographer, and cosmographer. However, his works were not in demand in Soviet society. Ideal for the literature of that time were works full of high civil and revolutionary pathos, saturated with the socialist slogans of those years. Prishvin’s work was considered an attempt to escape from real life, from solving pressing problems about building a bright future. Prishvin's discovery as a talented word artist took place only in recent decades. Today he is one of the most unsolved writers.
The nature of his native land had a huge influence on all his work. The future writer was born on the Khrushchevo estate. It was here that he learned to listen and hear the sounds of nature, its sometimes quiet and sometimes loud speech. Prishvin was very gifted with hearing “for the whistling of birds, the breathing of grass and the murmuring of animals.” He tried his best to convey the voice of nature, to translate it into human language. We are amazed at this ability of his while reading the story “The Pantry of the Sun.”
The plot of this work is quite simple. This is a story about the life and adventures of two little children who were left orphans in the difficult post-war years. But Prishvin wraps his characters in such a poetic shell that everything that happens becomes like a fairy tale. This is exactly the genre Prishvin chooses for his work - a fairy tale. The concept of “fairy tale” will become central in Prishvin’s work in the 20-50s. For the writer, this concept was a form of artistic storytelling in which he could freely embody his ideals and depict the immutable laws of nature. In “Pantry of the Sun” he creates the image of an ideal village where everyone lives peacefully, amicably, okay. And the small family - brother Mitrasha and sister Nastya - are everyone's favorites, they are two little suns.
“Nastya was like a Golden Hen on high legs. Her hair, neither dark nor light, shimmered with gold, the freckles all over her face were large, like gold coins... Only one nose was clean and looked up. Mitrasha was two years younger than his sister. He was a stubborn and strong boy. “A little man in a bag,” the teachers at school called him smiling among themselves. “The little man in the bag,” like Nastya, was covered in golden freckles, and his nose, clean, like his sister’s, looked up.” The author lovingly describes his characters and gives them cute names. And this, too, is partly reminiscent of a fairy tale. And so our little heroes set off on a long journey to a Palestinian woman, whom they know about from their father’s stories. This is reminiscent of the saying: “go there, I don’t know where.” Children find themselves in a huge fairyland, where every bush, every bird has the ability to speak and think. The author places us in the wonderful world of nature, while he tries with all his might to show the kinship of man with this natural world: “poor birds and little animals, how they all suffered, trying to pronounce some common, one beautiful word! And even children, as simple as Nastya and Mitrasha, understood their effort. They all wanted to say just one beautiful word. You can see how the bird sings on the branch, and every feather trembles with effort. But still, they cannot say words like we do, and they have to sing, shout, and tap.
Tek-tek! - a huge bird, a capercaillie, taps barely audibly in a dark forest.
Shvark-shwark! - a wild drake flew in the air over the river.
Crack-crack! - wild mallard duck on the lake.
Gu-gu-gu... - a beautiful bullfinch bird on a birch tree.”
The author appears here as a person with a keen ear, capable of hearing and understanding the wonderful language of birds, plants and animals. Prishvin uses a wide variety of means of artistic expression. But the most important technique with the help of which the heroes of the natural world come to life on the pages of the work is personification. In the fairy tale, not only animals, but also birds and even trees had the ability to think. These are raven and crow talking, and cranes announcing the coming of the sun and its sunset, and the groan of fused pine and spruce.
Nature is not inactive, it actively comes to the aid of man. The old women-fir-trees also warn Mitrash about the trouble; they try in vain to block his path to the destructive fir-tree. And the black raven scares him with its cry. What can we say about the smart, quick-witted and devoted dog Travka!
Thus, the main theme in were - the theme of the unity of man and nature. In his works, Prishvin “condenses goodness,” he embodies his ideals and thereby calls on readers to goodness.
Sections: Literature
Goals:
Equipment: illustrations for the work, portrait of M. Prishvin, drawings of children.
Lesson type: consolidation of material.
During the classes.
I. Organizational moment.
II. Motivation for learning activities, announcement of the topic, lesson goals.
III. Work on the content of the work.
1. Literary dictation.
1. In what year was the fairy tale written? (In 1945)
2. Who is Antipych? (Forester)
3. What was the name of the wolf in the work? (Gray landowner)
4. In popular words, some extremely pleasant place in the forest. (Palestinian)
5. A swampy place in a swamp is like a hole in the ice. (Elan)
6. The name of the swamp near which the children lived. (Bludovo)
7. Names of the main characters. (Nastya, Mitrasha)
8. Who saved the boy from death in the swamp? (Dog Grass)
9. On whose behalf is the story of “The Pantry of the Sun” told? (Scouts of swamp wealth)
10. Author of the work. (Mikhail Prishvin)
2. Checking homework ( Read the house plan drawn up).
3. Frontal conversation with elements of selective text reading and retelling.
“They were very nice...”
“...however, the poor children received a lot of care...”
“But very soon the smart and friendly guys learned everything themselves...”
“And what smart kids they were!”
“There was not a single house where they lived and worked as friendly as our favorites”
Prove with words from the text that Nastya and Mitrasha are distinguished by their hard work, efficiency, and thriftiness. They love and remember their parents.
“Just like my late mother...”
“Mitrasha learned from his father...”
“He (Mitrash) wrapped footcloths around his feet well, like a father...”
“Why do you need a towel?” asked Mitrash.
“But what about?” Nastya answered. “Don’t you remember how mom went mushroom picking?”
“You remember this,” Mitrasha said to his sister, as our father told us about cranberries...”
Read the beginning of the passage “Spruce and Pine”...
The writer endows natural phenomena in this work with signs of living beings.
What is this image called in literature? (Personification).
How exactly do the evil forces of nature interfere with children, try to intimidate them, and try to leave the forest?
(The trees growled, howled, groaned).
And vice versa, how kind nature calms children and helps them:
(The white grass showed the direction to go around the elani)
How do children behave in the forest?
“It was very quiet in nature and the children, frozen, were so quiet...”
“With bated breath, the children sat on a cold stone, waiting for the first rays of the sun to come to them.”
"The motionless sat on a stone."
Let’s dwell on the episode “Children’s Dispute about the Road” and find out how each of them behaves.
- How do brother and sister behave when left alone with nature?
- Why does Mitrasha become a prisoner of the swamp?
- Let's read the “mysterious” words of the wise forester Antipych.
“...You guys walk around, dressed and with shoes...”
What didn’t the forester say?
“If you don’t know the ford, don’t go into the water.”
How do you understand these words?
- Mitrasha went straight into the Blind Elan, ignoring two things. Which ones?
(Warning from Nastya and the white grass).
Having seen Grass and feeling hope for salvation, Mitrasha no longer repeated the mistake, but acted carefully and deliberately. Prove this with words from the text.
“...And the little man stopped his big heart. He froze in precise calculation of the movement...”
Let's return to the road along which Nastya walked. She chose the right road: it was no coincidence that she was the one who found the cranberry Palestine. What does Prishvin make us think about when depicting Nastya’s path? Find the passage “Wild Berries”, and it will become clear to us that Prishvin selects “affectionate words” to convey an affectionate attitude towards nature.
How does Nastya behave among such wealth?
(She's overcome by greed)
The writer doesn’t like such greed; he shows a giant elk and says that such a giant moose is enough for aspen bark and the petals of a swamp shamrock.
“Where does a person, given his power, get greed even for the sour berry cranberry?” - Prishvin asks reproachfully.
What made the girl realize her action? ( Meeting with a snake)
What did Nastya imagine?
...as if it were her there, on the stump...
The girl is deeply worried about what happened and what she will do next...( gave all the healing berries to sick children).
The paths of discoverers and masters are necessary and useful to people, but strength and beauty are fully manifested only when on the chosen path one follows the highest duty - to be useful to others. Deviation from this makes the person himself unhappy first of all.
Nastya screamed, Mitrasha heard her scream and answered her, but why didn’t the girl hear anything? ( A gust of wind carried the cry to the other side).
Tell us what happened when Mitrasha got out of Blind Elani. ( Killed the wolf).
How did the neighbors behave when they heard the roar of hungry cattle?
Why was everyone surprised?
What do they now call the “little guy in a bag”? ( Hero).
Now it remains to say who the storytellers are. Read it.
IV. Conclusion.
So what is the sun's pantry? ( This is not only the Bludovo swamp with its reserves of flammable peat, it is all nature and man - a “wise master.”)
Connecting the lives of people and nature, Prishvin expresses his main idea: Man must be reasonable in his relations with nature, understand it, love and protect it. ( This is the epigraph for the lesson, we write it down in a notebook).
V. Homework:
1. Think about why “The Pantry of the Sun” is called a fairy tale?
2. Retell one of the descriptions of nature close to the text.
3. Draw illustrations “At the lying stone”, “Spruce and pine on the Bludov swamp”.
It is clear that Prishvin plays fairy-tale motifs in an interesting way; for example, the reader has no doubt that the events are actually happening, although there are many fairy-tale characters in the story. Even Nastya is compared to the Golden Hen, and Mitrash is called “A Little Man in a Bag”.
The story “The Pantry of the Sun,” which we are analyzing, tells about the adventures of children who were left orphans. These children find themselves in such difficult life circumstances that adults would have a hard time too. Children have to become adults early and solve “adult” problems. What qualities do they display in such conditions? Nastya, for example, is very economical, Mitrasha is a skilled craftsman, he can even make dishes out of wood.
The author's attitude towards his characters is clearly visible. He calls them “our favorites.” It is clear that Mitrasha and Nastya have misunderstandings and squabbles from time to time, but the brother tries to show that he is now the main one in the house. However, all these quarrels are cute because the brother and sister generally love each other. The image of the main characters is well revealed in the situation when the children decide to go pick cranberries. This point is very important when analyzing “The Pantry of the Sun”. How thoroughly and seriously they approach their preparations! The brother talks about the “Palestinian woman,” remembering his father’s story. He hopes to find a “Palestinian” so he can get more sweet cranberries. As a result, an unnecessary argument breaks out between the guys, and everyone goes into the forest on their own.
Nature plays a key role in Prishvin’s fairy tale “The Pantry of the Sun”. Prishvin not only skillfully described nature, but also “revitalized” it, presenting it as an independent character with his own life. Nature even expresses its attitude towards what happens to children in a special way and influences their lives. After Mitrash quarreled with Nastya and they separated, the wind began to howl angrily and shake the trees with groans, and the sun disappeared. Thus, it became clear that the heroes must prepare for trials.
The author created the image of the old man Antipych in a fabulous way - it is not known how old he is, it is only clear that he is very old. In his speech, Antipych speaks in riddles every now and then, and besides, he understands the language of his dog Travka and can explain himself to her. Antipych told Travka the main secret of life, which lies in the ability to love and be loved, and such mutual love should exist between living beings, especially if one of them needs help. It is no coincidence that we are talking about living beings, which include not only people. For example, when old Antipych died, it became a misfortune primarily for Travka, who eventually began to consider our main character Mitrasha as “little Antipych.” This happened after a dog rescued a boy from a swamp.
Of course, when analyzing the fairy tale “The Pantry of the Sun” by Prishvin, it is necessary to note what was the reason for the trials of Mitrasha and Nastya. Mitrasha relied on himself, forgetting folk wisdom. He headed into the swamp itself, which almost killed him. And Nastya was overcome by greed, who collected cranberries for herself, going further and further. When the girl realized that she had climbed too far, she screamed. But her cry was caused by fear for her brother, and Mitrash caught her voice. Nastya herself realized that she was wrong and reproaches herself.
The dog Travka did not immediately begin to perceive Mitrasha as his new owner. Only when the hero called out to his dog savior did she accept his power. Finding himself in great danger, Mitrasha showed adult qualities, strength and courage, and Grass felt it. In addition, a seasoned predator who stood in the way of Mitrashi was killed by a man, and this is another manifestation of strength and courage.
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Subject:
« THE MORAL ESSENCE OF THE RELATIONSHIP OF NASTYA AND MITRASHA »
Lesson type: combined
Goals:
Tasks:
Educational. Analyze the episodes of this work; reveal the features of the genre, the characters of the characters, the writer’s intention - to show the unity of man and nature.
Developmental. Improve expressive reading skills; develop speech and creative abilities of students.
Educational. Cultivate a friendly attitude towards each other, a caring attitude towards nature.
Subject: The moral essence of the relationship between Nastya and Mitrasha
Lesson type: combined
Goals:
Tasks:
Educational: - analyze episodes of this work; reveal the features of the genre, the characters of the characters, the writer’s intention - to show the unity of man and nature.
Developmental: - improve expressive reading skills; develop speech and creative abilities of students.
Educational: cultivate a friendly attitude towards each other, respect for nature.
Equipment: portrait of M. Prishvin, projector, crosswords.
During the classes.
A person must be reasonable in his relationship with nature, understand it, love and protect it.
M. Prishvin
I. Organizational moment.
Hello guys! Let's smile at each other and let our day be filled with smiles and joys.
II. Motivation for learning activities, announcement of the topic, lesson goals.
Today in class we will analyze episodes from M.M. Prishvin’s story “The Pantry of the Sun.” Write down the date and topic of the lesson “The moral essence of the relationship between Nastya and Mitrasha.” To begin with, we will remember the peculiarity of Prishvin’s work, what did he build his work around? (Nature and man, there is a relationship)
III. Work on the content of the work.
Your goal is to quickly and correctly answer the questions I asked.
1. In what year was the fairy tale written? (In 1945)
2. Who is Antipych? (Forester)
3. What was the name of the wolf in the work? (Gray landowner)
4. In popular words, some extremely pleasant place in the forest. (Palestinian)
5. A swampy place in a swamp is like a hole in the ice. (Elan)
6. The name of the swamp near which the children lived. (Bludovo)
7. Names of the main characters. (Nastya, Mitrasha)
8. Who saved the boy from death in the swamp? (Dog Grass)
9. On whose behalf is the story of “The Pantry of the Sun” told? (Scouts of swamp wealth)
10. Author of the work. (Mikhail Prishvin)
2. Frontal conversation with elements of selective text reading and retelling.
1) How do you see the main characters of the fairy tale? Let's try to make a cluster about the internal traits of Mitrasha and Nastya.
3) Why does he call them “Golden Hen” and “little man in a bag”?
(The affectionate nickname “golden hen” gives Nastya’s description a fairy-tale charm. The effect is enhanced by diminutive suffixes in the words: “chicken”, “legs”, “coins”, “nose”, “clean”, “freckles”. Mitrash is described differently. The main thing in his description is his masculine, strong-willed qualities. The nickname “Little Man in a Bag” means that Mitrasha, although still small, already has the qualities of a “peasant.”)
(The children had no time to play and have fun. Caring for a large household, “about all living beings” fell on their shoulders. The author both admires and is proud of them: “But did our children cope with such a misfortune during the difficult years of the Patriotic War!”)
(The author compares the children with the actions of their parents. Nastya, “like her late mother,” “would get up far before the sun,” “drive out her beloved flock,” light the stove, cook dinner, “busy about the house until nightfall.” Mitrash “learned from his father “make wooden utensils, “all the men’s household and social affairs rest on him. He attends all meetings, tries to understand public concerns.”)
Let’s read a short dialogue at the beginning of the story. (p. 121 from the words “Very good...” to the words “... or plant potatoes.”)
6) How does this dialogue help to understand the characters of the brother and sister?
(Children imitate the behavior of their parents. Mitrasha remembers “how his father taught his mother” and tries to teach Nastya. Nastya behaves like her late mother: she does not argue with Mitrasha, smiles, he “begins to get angry and swagger.” Nastya first teases, then affectionately strokes his brother on the back of the head. The little squabble ends in reconciliation and friendly work.)
Let's read the role-by-role dialogue in the episode “Nastya and Mitrash are going for cranberries.” (p. 123 “Nastya, starting to get ready, ... where sweet cranberries grow”).
7) What role does this dialogue play in the subsequent narrative?
(Nastya inattentively listened to her brother when he talked about the “Palestinian” in the forest. She has her own, female, household concerns, she makes sure that they are well-fed on the road. Mitrasha has already decided that he will go look for the Palestinian. He is a man, researcher, looking for new ways. This is how the conflict of the narrative is outlined.)
8)What event is the plot of the story?
(An argument, and then a quarrel between the guys, which almost led to tragedy. Reasonable Nastya tried to convince her brother to follow a wide, dense path, but Mitrasha became stubborn and went “on his own, along his own path.” At this point Nastya got angry, and so It turned out that the guys went different ways.)
10) What role does nature play in the development of events?
Teacher's comment:
The fornication swamp seems to be an alarming, dangerous, scary place. Nature itself here frightens not only humans, but also animals. Let's pay attention to how the fox's anxiety and fear are shown: diminutive suffixes in its description make it small and defenseless.
Here a dog and a wolf are contrasted - a friend and an enemy of a person: “a feral dog... howled with longing for a man, and the wolf howled with unparalleled anger towards him.” It was here, in this bad place, that Nastya and Mitrasha, cranberry hunters, came.
Nature foretells evil. Another signal of an approaching discord between brother and sister is a cloud that “like a cold blue arrow... crossed the rising sun in half.”
The wind adds to the anxiety, because of which “the pine groaned” and “the spruce growled.”
11) What is the meaning of the parable about the fate of the pine and spruce?
(Two trees, doomed to live together, are described as living beings. Large trees should have grown independently, separately from each other. They grew together, but they are separated, do not help each other, wanting to assert themselves at the expense of the other. The meaning of the parable is that people should help each other, support each other.
CONCLUSION: So, we examined the relationships of the heroes, the author’s attitude towards the children, dialogues that help reveal the characters’ characters, the composition of the work, the role of nature in the development of events.
III. Pupils retell episodes at will, complementing each other.
Episode 1 - “Mitrasha in Trouble.”
How does nature warn the boy about danger?
(“The ground under your feet has become like a hammock suspended under a muddy abyss” - there is already anxiety in this. The old Christmas trees scare Mitrash, blocking his path.)
(The author likes Mitrasha’s courage when he walks through a scary forest, his ingenuity when he figures out how to shorten the road. The author is worried, worries about the boy, sympathizes with him, as if he wants to warn him from danger. The author wholeheartedly roots for Mitrasha, describing his helplessness.” .
Episode 2 - “Nastya’s Adventures in the Forest.”
Why did Nastya forget about her brother? How does the author feel about Nastya?
(Nastya came across a Palestinian woman sprinkled with red cranberries, and forgot about everything in the world. The author asks: “Where does a person, given his power, get greed even for the sour berry cranberry?” He doesn’t seem to condemn Nastya, but is only surprised. Author’s attitude towards children is also expressed through the attitude of animals towards them.)
How do animals react to the appearance of children in the forest?
(Teterev Kosach does not notice them, “they were so quiet.”)
IV. Group work. Dramatization of the episode “Quarrel between Nastya and Mitrasha”
(Narrator, Nastya, Mitrasha, crow).
Questions for the class:
1. How could it happen that such friendly guys not only quarreled, but also left each other? After all, they knew that the ruthless Gray landowner was wandering in the forest, that there was a disastrous place in the swamp?
Questions for the class:
1. Why didn’t Grass immediately respond to Mitrasha’s call? p.65
2. What, besides sharpness, courage, and patience, helped Mitrasha escape?
4. Why did the almost wild Grass listen to the man and come to his aid?
5.What truth did Antipych whisper to both dogs and people?
IV. Conclusion.
So what is the sun's pantry? (This is not only the Bludovo swamp with its reserves of flammable peat, it is all nature and man - a “wise master.”)
Connecting the lives of people and nature, Prishvin expresses his main idea: Man must be reasonable in his relations with nature, understand it, love and protect it.(This is the epigraph for the lesson, we write it down in a notebook).
Now let's return to the cluster. Have there been any changes? Are there differences in their personalities? What about the similarities?
Now we are divided into 2 teams: on my left is the team “Mitrash”, and on the right is “Nastenka”
So, pay attention to the screen.
V. Homework:
1. Think about why “The Pantry of the Sun” is called a fairy tale?
2.
Fairy tale and reality in the work of Prishvin(by examining the text, identify the elements of the fairy tale and were)
3. Solve the crossword puzzle.
Lesson objectives:
Using the example of the text of a work of art, establish that the nobility and wisdom of nature are inseparable from human life.
Find out the meaning of the main philosophical problem: “truth is the truth of the eternal harsh struggle of people for love.”
Using the example of the text of a work of art, show its symbolism.
Determine and formulate the main idea of the work.
Lesson type. Lesson analysis of a literary work. The form is a heuristic conversation.
Lesson equipment:
Computer presentation “Fairy tale by M.M. Prishvin “Pantry of the Sun”
P.I. Tchaikovsky “Seasons” (“April”);
During the classes
I. Organizational moment.
II. Goal setting.
Slide 1. Guys, today in class we have serious work to do. You and I had the honor of familiarizing ourselves with M.M. Prishvin’s will, which he left to us, the readers, in his work. Listen to an excerpt from it:
Slide 2. “The content of our ordinary fairy tale is the struggle of a human hero with a representative of evil (Ivan Tsarevich with the Serpent Gorynych). And at the end of the struggle there must certainly be victory, and a fairy tale in this sense is an expression of the universal faith in the victory of good over evil. With this faith I walked my long literary path, with this faith I hope to finish it and pass it on to you, my young friends and comrades.”
What did the writer hope to leave us as a legacy?
^ I believe in the victory of good over evil.
What helps the good principle to triumph over the evil?
Friendship, support, help from friends, love.
Did Prishvin manage to fulfill his desire - to convey this faith to us through his fairy tale “The Pantry of the Sun”?
^ It was a success, good defeated evil there, everything ended well.
But in his, Prishvin’s, fairy tale there is neither the Serpent Gorynych nor the brave Ivan Tsarevich. How can we understand that good has won? To understand this, I invite you today to become more than just readers. You and I will turn into researchers and lawyers. Our task is to summarize all the conclusions of the previous analysis and find in the work a hidden testament to us, readers and descendants.
For this we will have to work hard. The researcher's task is to find this hidden will. The lawyer’s task is to formulate it and monitor its implementation.
Slide 3. A hint for us will be the words of the writer, taken as an epigraph: “After all, my friends, I write about nature, but I myself only think about people.”
Slide 4. You and I read the work, figured out its structure and talked about its characters. Today we will subject all of them to a strict analysis in order to understand which of them represents good and which is evil, whether the victory of the good principle over the evil took place, and what is the meaning of this victory. This should bring us closer to solving Prishvin’s mystery.
^III. Analysis of the work.
1. - Who were they, the heroes of Prishvin’s fairy tale?
Nastya, Mitrasha, their parents, Antipych, the dog Grass, elk, snake, black grouse, pine and spruce, wolf, Gray landowner, bunny...
Slide 5. - Why did we include plants and animals in this list?
All of them are participants in events, characters in a fairy tale. Many have been given names.
Personification. Slide 6.
In what genre of works do plants and animals act alongside people?
^ In a fairy tale.
What in a work makes it true?
An indication of a specific place of action, of historical time. Slide 7.
So, nature in a fairy tale was not the background, but the protagonist, the hero of the work. Let's see how it manifests itself in relation to people, how it helps and how, perhaps, it harms them. To do this, together with Nastya and Mitrasha, we will go into the forest for the sweet and sour cranberry. And the music of P.I. Tchaikovsky, illustrations, as well as the artistic description of nature by M. Prishvin will help us see the April forest. Slide 8. (The play “April” is played; against the background of music, children read excerpts from “The Pantry of the Sun”, describing nature).
In his story, Prishvin shows not only the harmony and joy of nature, but also its struggle for life. In which episodes is this visible?
^ History of spruce and pine, fox hunting for hare.
Slide 9. - What do you guys think, why is the quarrel between Nastya and Mitrasha preceded by a story about a pine tree and a spruce tree?
Nature is inseparable from human life. She is wise. There is an inextricable, close connection between everything that exists in the world. This is exactly what M. Prishvin wanted to tell us. Nature warns children.
What other episodes confirm this idea of the author?
^ The quarrel between the children is preceded by a quarrel between the black grouse and the raven. Gray gloom blocks the sun from people.
How do these characters feel towards people? What origin do they represent?
Now let's get back to the children. Where did the quarrel between them start?
^ At the Lying Stone.
Do you remember in what other works the heroes stop near a large stone?
In fairy tales. It is written on the stone: if you go to the right, you will find happiness, if you go to the left, you will find death.
2. - That's right. Near such a stone, fairy-tale and epic heroes face the problem of choosing a path. The same problem faced our heroes.
Slide 10. - Which path did Nastya take?
The girl walked along the wide, beaten path where all people walk.
How does this characterize a girl?
^ She is prudent, careful, does not want to take risks.
How does a Palestinian girl behave and who witnesses this?
Once in Palestine, Nastya completely forgot about her brother. The girl crawled and picked cranberries without raising her head. She was overcome by greed. She even forgot about herself. This was witnessed by a moose and a snake.
Slide 11. - Why does Prishvin compare Nastya with a moose?
Elk is a huge animal. He is content with little: he collects moss, tree bark, and twigs. The little girl Nastya wanted to collect as many cranberries as possible. She was overcome by greed. The author uses the technique of contrast to emphasize the insignificance of human greed.
What else do we see in Palestine?
^ There was a stump on the Palestinian woman, and a snake was lying on it.
Let's compare Nastya's behavior and the lifestyle of this old stump.
Nastya collects cranberries for herself, and the stump collects spring warmth to give it to others. Taking the antithesis.
Do you think it’s a coincidence that a snake ends up on the stump?
^ No. Nastya herself looks like a snake, like an animal. She saw herself in the snake. She felt ashamed.
Who helps the girl realize that she is a human being?
Elk, stump. In a word, nature. At first the elk does not pay attention to the girl, then he looks with contempt, and the stump sets an example of generosity. But when nothing helped, nature confronted Nastya with the snake, as if with her own reflection.
In this episode we observe how nature helps a person remain worthy of his title. Slide 12. Let's determine the characteristics of these characters: do they represent a good or evil beginning?
3. - Now let's see what Mitrash does? Which path did he take? Slide 13.
Along a narrow path.
What made Mitrasha take an uncharted path? How does the author draw the boy?
Mitrash wanted to find a wonderful Palestinian woman at all costs. Prishvin paints the boy as a brave, fearless, experienced forester. He is not afraid of the unknown. But at the same time he is stubborn and self-confident.
M. Prishvin calls him a “little man.” He admires the boy, his courage, determination, knowledge and ability to use a compass. And at the same time, he regrets his stubbornness, which led Mitrash to Blind Yelan.
Who and what accompanies Mitrasha on his way to Blind Elani? Determine the place of these characters in our table.
A raven waiting for profit, but at the same time warning of danger; old Christmas trees that look like evil witches, but block the path to the swamp; white grass, indicating the human path.
Slide 14. - Why did Mitrash end up in Blind Yelan?
He did not see the signs of nature and relied on himself alone, showed stubbornness, and did not take into account the experience of another person.
Who saves the boy from the swamp?
^ The boy is saved by Travka. Slide 15.
4. - Remember everything we know about Grass. What principle does it represent: good or evil?
It was Antipych's dog. The grass is devoted to man, he is its owner and friend.
What does the writer’s expression mean: “Now Grass needed, like any wild animal, to live for itself”?
Left alone, the dog now belonged to itself. For herself, she chased hares and looked for food for herself. For a long time, Travka lived for Antipych, went hunting with him, and served him faithfully. Antipych died, but the dog continues to live and hunt for the old man. Having crushed the hare, Grass patiently waited for the hunter to come and take the prey.
What two groups did Grass divide all people into?
^ Grass divided people into 2 categories: Antipych and Antipych’s enemy.
On what basis does she divide people into two groups? What is important for Grass in a person?
Kindness, care, generosity are important. The one in whom Travka sees these qualities is Antipychi. The rest are Antipych's enemies.
Who are the “Enemies of Antipych”, according to Travka?
^ These are evil, selfish people.
Did the dog immediately recognize Mitrash as Antipych?
No, not right away. Only after hearing his name did the dog stop doubting who was in front of her. She also saw a twinkle in the boy’s eyes, but before that they were dull and dead.
Why does the dog crawl towards Mitrasha with stops?
^ Grass felt the insincerity in the boy’s words,
I suspected something not entirely pure in Antipych’s words.
Why, having doubts, did she not run away, but continued to crawl?
^ Grass hoped that it was Antipych, she needed to find a new owner, to serve someone.
What does Grass represent in the fairy tale? What is it a symbol of?
Grass is a symbol of fidelity, devotion and care.
5. Slide 16. - Guys, look at the illustrations of different artists for the fairy tale, which depict Antipych and Travka. Slide 17. Now look at the portrait of M.M. Prishvin. What can you say about these two people?
^They are very similar. Antipych looks like Prishvin.
Do you think Antipych only looks like Mikhail Mikhailovich Prishvin in appearance? (you can remember the age of the writer during the years of his work on the work).
^ Not only. Prishvin is as wise as Antipych.
Can we assume that, like Antipych, Mikhail Mikhailovich Prishvin knows some truth that is still hidden from us?
Now we have come to the solution. Having understood Antipych’s truth, we will be able to find out Prishvin’s truth, and therefore decipher his will, left in the work. So, researchers, take stock. Name us the heroes who personify goodness in a fairy tale.
^ Nastya, Mitrasha, their parents, Antipych, neighbors, geologists, Grass, elk, stump, white grass, sun.
Tell me, which of the heroes shows both good qualities and not so good?
^ Nastya, Mitrasha, spruce and pine, Raven and Voronika, old fir trees.
Who in the fairy tale is the bearer of the evil principle, its personification?
Wolf Gray Landowner, snake, Blind Elan.
Please tell me, is the evil principle in a fairy tale always intended to harm people?
^ No. The raven is a symbol of misfortune and at the same time wisdom; it warns children with its cry, but they do not understand this warning. And Christmas trees too.
What conclusion can we draw about nature?
What conclusion can we draw about the people in the story? Does everyone listen to, appreciate and understand nature?
No. Antipych understood nature, Travka understands it. But Nastya and Mitrash are not there. A group of geologists, including the narrator, also did not immediately learn to appreciate and understand nature. Antipych helped them. Conclusion: not all people know how to appreciate and understand nature. Slide 18.
6. Slide 19. - Why does the image of Antipych appear against the background of nature?
Nature is purity, harmony, beauty. Antipych’s soul is just as pure. He knows nature and cares about it.
Tell me, is Antipych alive or dead?
Why do people go to him for advice?
Antipych knows a lot, he has a lot of life experience, he is the keeper of the “truth”.
What kind of truth is this? How did the narrator define it at the end of the story? (p. 147, ch. 11)
^ He promised to “whisper” this truth to the dog before his death. This is “the truth of the eternal harsh struggle of people for love.”
Slide 20. - Look - “severe struggle.” Fight against what? What can get in the way of love?
^ Against evil, indifference, selfishness.
What does love mean in Antipych’s understanding? How does it manifest itself?
To love means to show concern for others: about people, about nature.
We analyzed the images of all the characters in the work. Which of them will have to learn the truth of Antipych?
^ Nastya and Mitrash.
Remember what negative qualities manifested themselves in them at the Bludov Swamp?
Stubbornness, self-confidence, selfishness, greed.
Can these qualities help a person love?
What do our heroes have to do to comprehend the truth of Antipych?
Conquer these qualities in yourself.
So, the conclusion is this: Slide 21: in order to comprehend the truth of the “eternal, harsh struggle of people for love,” you need to learn to love. To love means to show concern for others: about people, about nature. Only a person who retains the best human qualities can truly love. To do this, you need to fight bad qualities in your soul: greed, selfishness. This struggle is harsh and difficult.
Did Antipych manage to whisper this truth to Travka?
^Yes. Weed loves people, helps them.
Why is the wolf Gray Landowner doomed to death?
The wolf is evil, he thinks only about himself, the wolf does not know how to sympathize, he does not love anyone. He finds no support from nature.
What does Antipych call people to when he tells them about the truth?
^ Encourages you to look for it yourself.
What prevented our heroes from understanding nature and its signs?
Stubbornness, self-confidence, greed. They forgot about each other during the quarrel.
7. - Antipych is an ordinary person who once lived and died. He is kind and wise, his memory lives on, and this memory helps the living! And in the natural world there is such a character who also personifies goodness, makes everything around beautiful, warms and helps all living things. What is this?
^ This is the sun.
Guys, think about whether Antipych’s truth and the meaning, the essence of the sun have anything in common?
Antipych taught us to love and care for each other. The sun also takes care of everyone, warms everyone and shines for everyone.
Slide 22. - Look at the sun! It shines equally on everyone: on the pantry (natural wealth), and on plants, and on good people, on pine and spruce, on evil people, on animals, on each of us together and separately - it shines equally. “...the hot sun was the mother of every blade of grass, every flower, every marsh bush and berry. The sun gave its warmth to all of them.”
- What is the “pantry of the sun”?
^ The pantry of the sun is the Bludovo swamp, which stores reserves of peat and fuel.
Are these places only rich in minerals from the Bludov swamp?
No. The wonderful Palestinian country is rich in cranberries. Nature is also a storehouse of the sun, because... she was born by the sun and lives thanks to its warmth. The people we met in the story are kind, wise, generous, and hardworking. This is also the wealth of the earth.
What is man like to nature? What place does he occupy in it?
^ Man is the pinnacle of nature, he occupies the main place. All nature is submissive to man, she recognizes his supremacy and strength.
^ Carefully, carefully. Man must protect nature.
The Sun's Pantry was originally called Man's Friend. Why do you think M.M. Did Prishvin abandon this name?
If Prishvin had called the work “Man’s Friend,” then the entire emphasis would have been placed on the image of the dog that saved the boy. But the main idea of the story is that nature is a huge storehouse, and man must learn to use natural resources wisely, without greed, and not lose the best human qualities. The name “Pantry of the Sun” fits this idea well. Slide 23.
The fairy tale has a symbolic name. “The Pantry of the Sun” is the wealth of the earth, people, and nature. Let's put all the conclusions made by researchers today together Slide 24:
Nature helps people, teaches them how to live.
Nature helps a person remain worthy of his title.
But not all people know how to appreciate and understand nature.
To comprehend the truth of the “eternal, harsh struggle of people for love,” you need to learn to love. To love means to show concern for others: about people, about nature. Only a person who retains the best human qualities can truly love. To love, you need to fight bad qualities in your soul: greed, selfishness. This struggle is harsh and difficult.
^ Nature is a huge storehouse, and man must learn to use natural resources wisely, without greed, and not lose the best human qualities.
Remember the epigraph of our lesson - “After all, my friends, I write about nature, but I myself only think about people.” Based on this, dear lawyers, please formulate the text of Prishvin’s will, which he left in his work to us, his readers.
“Nature is a huge storehouse, and man must learn to use its riches wisely. Learn to love, appreciate and understand nature. To do this, you need to preserve the best human qualities in yourself and fight the bad ones.”
IV. Slide 25: Homework.
Based on the conclusions made today, write a miniature essay on one of the suggested topics:
What was Mitrasha right and what was wrong?
“If you don’t know the ford, don’t go into the water.”
For which I am grateful to M.M. Prishvin.
Bibliography:
Timrot A. Prishvin in the Moscow region. - M., 1973.
Motyashov I. Mikhail Prishvin // Children's literature. - 1968.
Kachurin M. G. Organization of research activities of students. - M., 1988.
Marantsman V.G., Chirkovskaya T.V. Problem-based study of a literary work at school. M., 1977.
V e r b i c k i y A. A. Contextual learning and the formation of a new educational paradigm. Zhukovsky: MIM LINK, 2000.
