I. Andronnikov. “Why am I so hurt and so sad...” And gloomily You hid your thoughts, And came out to us with a grin on your lips. A poet immortal and always young." The poet's childhood. Arakcheev. Loneliness is socially conditioned, generated by a dark and suffocating era, early orphanhood. “No, it’s not you that I love so passionately.” “Leave your unnecessary worries.” “When the yellowing field is agitated.” About nature. About the homeland. Goal: to understand the origins of Lermontov’s creativity. “Don’t trust yourself...” Philosophical poems. “I love my fatherland, but strange love…».
“V.A. Zhukovsky ballad Svetlana” - Vasily Andreevich Zhukovsky. V.A. Zhukovsky ballad “Svetlana”. Characteristic features of the ballad genre. The presence of a plot basis, a plot. Moralistic conclusion. Intense dramatic, mysterious or fantastic plot. The symbolic nature of space and time. Exposition Commencement Development of action Climax Resolution. Literature lesson in 9th grade Author: teacher of Russian language and literature Kirpitneva L.B. A.S. Pushkin. Often (but not necessarily) the presence of folklore origins.
“Gogol Dead Souls Lesson” - Story. A.P. Chekhov. Tale. Let's test your knowledge. Svetly, 2009. Chapter? Literature lesson for 9th grade. A.S. Pushkin. Lesson plan. Working with a table. Novel. Travel notes.
“Dante Alighieri” - Love... Life and creativity. Last years. Dante Alighieri. Target. Birth. @ OU Secondary School No. 23, Rybinsk city, Yaroslavl region, 2007. What was the name of the love of Alighieri's life? Years of the life of Dante Alighieri... Creativity. Studies. In what year was Dante sentenced to exile from the country and death penalty? Born in May or June 1265 in Florence. A harsh sentence. World fame.
“S.P. Sysoy” - I remember everything that my mother said, And I simply cannot live otherwise. S. Sysoy. "The dearest of all are the native lands." With firm faith in the victory of their beloved country, the soldiers marched forward against the enemy. "My prayers and my love." You are a gift from fate to me, The fragrance of tender roses. “About love, fate and eternity, “The Fatherland remembers by name.” Study the principles of analysis and interpretation of a poetic text.
“Tyutchev and Fet” - What other feelings are expressed in the poem? What kind of personality does each poet appear to be? “What a night!” 9th grade. What are the features poetic language each poem? Consider the theme, idea, composition, movement of poetic thought in the works. Before us are two landscape sketches. Let's note the time of writing. Reading poems. What feelings arise after reading the poem? Benchmarking poems " Summer evening"F.I. Tyutchev and "What a Night" by A.A. Fet.
Goals (for the teacher):
1. Create conditions for identifying, through analytical reading, the features of the ballad as a lyric-epic genre;
2. Teach children to use metalanguage when analyzing text;
3. Continue working on expressive reading techniques;
Goals (for children):
1. Through analytical reading, understand what a ballad is as a lyrical genre;
2. Master the features and types of ballads;
3. Repeat theoretical and literary concepts: epic, lyrics, epigraph, score and others;
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Literature lesson in 6th grade on the topic “Ballad as a lyric-epic genre and its features.”
Goals (for the teacher):
- To create conditions for identifying, through analytical reading, the features of the ballad as a lyric-epic genre;
- Teach children to use metalanguage when analyzing text;
- Continue working on expressive reading techniques;
- Develop learning independence, active reading position;
Goals (for children):
- Through analytical reading, understand what a ballad is as a lyrical genre;
- Master the features and types of ballads;
- Review theoretical and literary concepts: epic, lyrics, epigraph, score and others;
During the classes.
- Goal setting.
Teacher's word:
Dear guys! Today in the lesson we will get acquainted with an amazing, unique and very interesting genre in literature called the ballad.
What is known? (Nothing). The more interesting the conversation will be.
So, let's see what goals we have to achieve today?
II. Pre-communicative.
Working with an epigraph.
Pay attention to the board, these are the epigraphs I prepared for the lesson today.
(Student reads) Treasured legends from dark antiquity...
M.Yu. Lermontov.
And fatal passions are everywhere...
A.S. Pushkin.
What is an epigraph? What is it for? How do these epigraphs help us understand the ballad?
What can we say about this genre, relying only on the epigraph, without knowing anything about the ballad?
(Ancient genre; emotional.)
Teacher's word
The term “ballad” itself is very ancient, and it arose along with the first lyrical works V tough times Middle Ages. Translated, this term meant “dance song.” Ballads were created by folk storytellers based on legends and myths, works of ancient authors, and true events.
Which epigraph reflects what you just heard? (First)
And second? (Mystery)
Well, today you have to solve this riddle yourself.
III. Communicative.
Conversation
Read the topic carefully. Do you think it will be easy for us to start a conversation?
Are all terms clear? Find those words (words) that may be at least somehow understandable or familiar to you? (Lyroepic)
What familiar words does the entire term consist of?
lyro epic
What does this remind you of?
(two literary genders)
lyrics epic
(emotions, feelings) (plot, hero)
Is it possible now, knowing the meaning of the two words, to say what lyroepic means? Work in pairs to independently formulate the concept.
Who's ready to draw a conclusion? (Answers of some students with additions and corrections from other children)
The first result.
So: Lyric-epic genres are works that combine the characteristics of lyricism (emotionality) and epic (plot content).
Let's open the notebooks, write down the topic, vocabulary: lyric-epic genres.
Students write down the definition on their own, 2 people again voice it out for control, then check themselves against the teacher’s note that appears on the board or on the computer.
Let's move on. Now I will read you the folk lyrical ballad “The Raven Flies to the Raven...” After reading, we will discuss the work together, highlight the features, but now (during my reading) your task is to arrange the score of the ballad.
Let's remember what needs to be done for this, what should we remember?
b) logical stresses;
c) pauses, absence of pauses;
d) punctuation marks.
Revealing perception.
Liked?
What emotions did the poem evoke? What feelings and associations did you have? What one word would you use to describe this work? (Sadness, pity.)
Are all the words clear?
Vocabulary work on slide. Children read.
Rakita - a tree or shrub of the willow family, usually growing along the banks of rivers.
Visit
1. Visit someone you haven’t seen for a long time, about whom you don’t know anything for a long time. For example: to visit relatives.
2. Find out by rumors.
For example: Check on a friend’s arrival?
In what sense is the word “to visit” used here?
Pay attention to what style this word belongs to (colloquial)
Let's remember this, then we'll come back to it.
What did we see in this ballad from the epic and from the lyrics (emotions in perception)
Is there a plot (event)? Which?
What is the ballad about? (The hero is killed.)
How do we know about this?
(Raven to crow in dialogue.)
What is dialogue?
What place does dialogue occupy in a ballad?
How many quatrains are there in the work?
How many of them are allocated for dialogue?
So what do you think is the meaning of dialogue?
Students draw conclusions:
In the dialogue we learn about the event, it is the basis of the plot, from it
we find out what happened to the heroes.
Let’s draw a conclusion (Dialogue is the basis of a ballad; the plot develops in it)
Indeed, guys, the dialogue in a ballad is the basis of the plot! The plot, in essence, seems to be replaced by dialogue, which develops it. That is why characteristic feature we recognize the ballad.
6) - So, the main event is known.
Who knows about this event? (Filly, falcon, mistress)
Nothing bothers you?
A strange series of witnesses, it seems to me?
Why do I have this feeling?
Re-read the last quatrain! (The hostess knows.)
Where? Who are we waiting for then?
Discussion. Who disagrees, who thinks differently?
Who does he sympathize with? Is he judging someone?
How does he convey his emotions to us?
What means artistic expression He
Does he use it? For what purpose? (Anaphora, syntactic parallelism, inversion, dialogue (and here is the word colloquial style)).
What is the idea of the work?
Discussion. Conclusion.
Idea:
The idea is, guys, that in life there is tragedy at every turn.
What is the tragedy of heroes?
A). A murder has been committed, a person has been killed. People have broken the law of God “thou shalt not kill.”
B). The owner is probably to blame, but her tragedy also lies in the fact that she, having succumbed to her passions, is forced to do this, otherwise she will not be able to be with her beloved!
IN). The tragedy is that both sides are right (and the mistress has the right to happiness, and the one who married her has the right to life, and sometimes there is no way out).
But let's return to our features.
Can you name another feature of the ballad?
Remember what made you discuss this so heatedly? small piece(obscurity, mystery)
Can we say that we fully understand everything? Did you understand the events?
What is this connected with? (with a secret)
So Indeed, in a ballad there is always a certain secret, therefore the plot is structured as a revelation, recognition of a certain secret, which, even if it remains outside the work, always intrigues the reader, keeps him in suspense, makes him worry, worry, think.
And this is another feature of the ballad.
Did you guys know that the ballad as a genre has several varieties.
Where and when did we already talk about the variety of the genre? (story, short story, 5th grade)
Remember what genre varieties you know? (Love, humorous, fantasy, adventure, historical, social, everyday, etc.)
Now let's find out what types of genres a ballad has.
Performance by trained children.
After reading the work proposed by the teacher, analyzing the title, plot, and actions of the characters, we came to the conclusion that the ballad comes in the following types:
Heroic
Historical
Love
Magic
Comic
And this is the 4th feature of the ballad. I didn’t make a reservation about which ones are 1st, 2nd and 3rd.
Who remembers? Let's summarizeLet's check your attention.
Formulate all the features of the ballad!
Who is more attentive? And who will add, argue, clarify?
So, write down all 4 features in your notebook.
A). The features of epic and lyricism are combined.
B). Dialogue is the basis of a ballad; it develops the plot.
IN). Mystery is the basis of the plot.
G). There are different types.
Write everything down in your notebook and check it on the slide..
III.Post-communicative
Concluding our conversation, let's return to the epigraphs. Do you now think which of them most accurately reflects your idea of a ballad? (Second; both)
Now let’s read it expressively, remember the score, our entire conversation.
What type of reading is better to choose? (By roles.)
How many readers will be needed? (Three.)
Which passage is the most difficult? What you need to remember when reading it.
Are there anyone interested?
Reading by roles.
Happened? Who managed to better convey the drama of the situation in their reading? What advice would you give to readers?
Reflection.
Well, let's summarize the lesson. What were they talking about? What new did you learn? Have we achieved the objectives of our lesson? Have you found out everything? Or maybe you still have questions for me? Maybe something is unclear?
(What is a ballad?)
Homework.
Of course, I did this on purpose, precisely because I am confident after today. In this lesson you can define the term ballad yourself.
This will be your homework.
a) Open your diaries and write them down!
The term “ballad” comes from a Provençal word and means “dance song.” Ballads arose in the Middle Ages. By origin, ballads are associated with traditions, folk legends, and combine the features of a story and a song. Many ballads about folk hero named Robin Hood existed in England in the 14th-15th centuries.
The ballad is one of the main genres in the poetry of sentimentalism and romanticism. The world in ballads appears mysterious and enigmatic. They feature bright heroes with clearly defined characters.
Creator of the genre literary ballad became Robert Burns (1759-1796). The basis of his poetry was oral folk art.
There is always a person at the center of literary ballads, but poets of the 19th century centuries who chose this genre knew that human strength does not always provide the opportunity to answer all questions, to become the absolute master of one’s destiny. Therefore, often literary ballads are a plot poem about fate, for example, the ballad “The Forest King” by the German poet Johann Wolfgang Goethe.
The Russian ballad tradition was created by Vasily Andreevich Zhukovsky, who wrote both original ballads ("Svetlana", "Aeolian Harp", "Achilles" and others), and translated Burger, Schiller, Goethe, Uhland, Southey, Walter Scott. In total, Zhukovsky wrote more than 40 ballads.
Alexander Sergeevich Pushkin created such ballads as “The Song of the Prophetic Oleg”, “The Groom”, “The Drowned Man”, “A Raven Flies to a Raven”, “Once Upon a Time There Was a Poor Knight...”. His cycle of “Songs of the Western Slavs” can also be classified as a ballad genre.
Mikhail Yuryevich Lermontov has some ballads. This is the "Airship" from Seydlitz, "The Sea Princess".
Alexey Konstantinovich Tolstoy also used the ballad genre in his work. He calls his ballads on themes from his native antiquity epics ("Alyosha Popovich", "Ilya Muromets", "Sadko" and others).
Entire sections of their poems were called ballads, using this term more freely by A.A. Fet, K.K. Sluchevsky, V.Ya. Bryusov. In his “Experiments,” Bryusov, speaking about the ballad, points to only two of his ballads of the traditional lyric-epic type: “The Abduction of Bertha” and “Divination.”
A number of comic ballad parodies were left by Vl. Soloviev (“The Mysterious Sexton”, “ Autumn Walk Knight Ralph" and others).
The events of the turbulent 20th century once again brought to life the genre of literary ballads. E. Bagritsky's ballad "Watermelon", although it does not tell the story of the turbulent events of the revolution, was born precisely of the revolution, the romance of that time.
Features of the ballad as a genre:
presence of a plot (there is a climax, beginning and denouement)
combination of the real and the fantastic
romantic (unusual) landscape
mystery motive
the plot can be replaced by dialogue
brevity
combination of lyrical and epic principles
Ballad: history and features of the genre
Ballad- lyric-epic poetic work with a pronounced plot of a historical or everyday nature, which often uses themes and characters from myths.
The term “ballad” comes from a Provençal word and means “dance song.” Ballads arose in the Middle Ages. By origin, ballads are associated with traditions, folk legends, and combine the features of a story and a song. Many ballads about a folk hero named Robin Hood existed in England in the 14th and 15th centuries.
The ballad is one of the main genres in the poetry of sentimentalism and romanticism. The world in ballads appears mysterious and enigmatic. They feature bright heroes with clearly defined characters.
The creator of the literary ballad genre was Robert Burns (1759-1796). The basis of his poetry was oral folk art.
A person is always at the center of literary ballads, but the poets of the 19th century who chose this genre knew that human powers do not always provide the opportunity to answer all questions and become the absolute master of one’s destiny. Therefore, often literary ballads are a plot poem about fate, for example, the ballad “The Forest King” by the German poet Johann Wolfgang Goethe.
The Russian ballad tradition was created by Vasily Andreevich Zhukovsky, who wrote both original ballads ("Svetlana", "Aeolian Harp", "Achilles" and others), and translated Burger, Schiller, Goethe, Uhland, Southey, Walter Scott. In total, Zhukovsky wrote more than 40 ballads.
Alexander Sergeevich Pushkin created such ballads as "Song of prophetic Oleg", "Groom", "Drowned Man", "Raven flies to raven", "Once upon a time there lived a poor knight..." His cycle of "Songs of the Western Slavs" can also be classified as a ballad genre.
Mikhail Yuryevich Lermontov has some ballads. This is the "Airship" from Seydlitz, "The Sea Princess".
Alexey Konstantinovich Tolstoy also used the ballad genre in his work. He calls his ballads on themes from his native antiquity epics ("Alyosha Popovich", "Ilya Muromets", "Sadko" and others).
Entire sections of their poems were called ballads, using this term more freely by A.A. Fet, K.K. Sluchevsky, V.Ya. Bryusov. In his “Experiments,” Bryusov, speaking about the ballad, points to only two of his ballads of the traditional lyric-epic type: “The Abduction of Bertha” and “Divination.”
A number of comic ballad parodies were left by Vl. Soloviev (“The Mysterious Sexton”, “The Autumn Walk of Knight Ralph” and others)
The events of the turbulent 20th century once again brought to life the genre of literary ballads. E. Bagritsky's ballad "Watermelon", although it does not tell the story of the turbulent events of the revolution, was born precisely of the revolution, the romance of that time.
Features of the ballad as a genre:
presence of a plot (there is a climax, beginning and denouement)
combination of the real and the fantastic
romantic (unusual) landscape
mystery motive
the plot can be replaced by dialogue
brevity
combination of lyrical and epic principles