Educational and methodological complex on literature for college students. A set of control and evaluation tools for assessing the results of the UD “Literature” for secondary vocational education Program in literature for secondary education

MINISTRY OF EDUCATION OF THE MOSCOW REGION

State budgetary professional educational

establishment of the Moscow region

"Lyubertsy Technical School"

I APPROVED

Director of the State Budgetary Educational Institution of the Moscow Region

"Lyubertsy Technical School"

O.A. Klubnichkina

"___"________20___

WORKING PROGRAM OF EDUCATIONAL DISCIPLINE

Literature

"General educational cycle"

Basic professional educational program in the specialty

Lyubertsy, 2015

Reviewed

Subject (cycle) commission of general education and natural science cycles

Protocol No.____ “____”_________ 2015

Chairman ___________ E. P. Akinshina

AGREED

Deputy Director for Academic Affairs

O.Yu. Zakharova

"____"_______________2015

AGREED

Deputy Director for Educational and Methodological Work, Chairman of the Methodological Council

V. B. Atrepieva

"___"_______________2015

Compiled by: E.P.Akinshina , teacher of the first qualification category of the State Budgetary Educational Institution of the Moscow Region "Lyubertsy Technical School";

Experts:

Internal expertise

Technical expertise: _______________________________________________

(FULL NAME methodologist, member of the educational council of the educational institution)

_____________________________________________________________________

(full name, position, qualification category, abbreviated name of educational institution)

____________________________________________________________________

External expertise

(full name, position, full name of the secondary vocational education institution and/or higher education institution)

___________________________________________________________________________________________________________

The work program was developed on the basis of the Federal State Standard of Secondary Vocational Education in the following specialties:02.24.01 “Production of aircraft”approved by order of the Ministry of Education and Science of the Russian Federation dated April 21 2014 N 362 (Registered with the Ministry of Justice of Russia on July 17, 2014 N 33128),02.20.04 “Fire safety”approved by order of the Ministry of Education and Science of the Russian Federationdated April 18, 2014 N 354 (Registered with the Ministry of Justice of Russia on May 30, 2014 N 32501).

Page

PASSPORT OF THE ACADEMIC DISCIPLINE PROGRAM

conditions for the implementation of the academic discipline program

Monitoring and evaluation of the results of mastering the academic discipline

Explanatory note

This academic discipline program is focused on the implementation of the federal component of the state educational standard (hereinafter referred to as the Federal State Educational Standard) of secondary (complete) general education “Literature” at a basic level within the framework of the main educational program of secondary vocational education, taking into account the profile of the vocational education received.

development knowledge about the current state of development of literature and methods of literature as a science;

acquaintance with the most important ideas and achievements of Russian literature, which had a decisive influence on the development of world literature and culture;

mastery the ability to apply acquired knowledge to explain the phenomena of the surrounding world, perceive information of literary and general cultural content obtained from the media, Internet resources, special and popular science literature;

development intellectual, creative abilities and critical thinking in the course of conducting simple observations and research, analysis of phenomena, perception and interpretation of literary and general cultural information;

upbringing conviction in the possibility of knowing the laws of social development and using the achievements of Russian literature for the development of civilization and improving the quality of life;

application knowledge of literature in professional activities and everyday life, to ensure life safety; competent use of modern technologies; health protection, environment.

In the State Budgetary Educational Institution of the Moscow Region "Lyubertsy Technical School" 175 hours are allocated for "Literature" in the specialties of secondary vocational education 02.24.01 "Production of aircraft", 02.20.04 "Fire safety", including 117 hours of classroom load in accordance with clarifications on the implementation of the federal state educational standard of secondary (complete) general education within the framework of OPOP secondary vocational education 1.

The basis of this program is content consistent with the requirements of the federal component of the standard of secondary (complete) general education at the basic level.

1 Explanations on the implementation of the federal state educational standard of secondary (complete) general education (specialized training) within the framework of the main professional educational programs of primary vocational or secondary vocational education, formed on the basis of the federal state educational standard of primary vocational and secondary vocational education, approved by the Scientific and Methodological Council Center for Primary, Secondary, Higher and Additional Professional Education of the Federal State Institution "FIRO" (Minutes No. 1 of February 03, 2011).

The program involves differentiating the levels of students’ achievement of their goals. The level of functional literacy can be achieved both in mastering the most common literary concepts and practically useful knowledge when reading works of Russian literature, and in mastering ways to competently express one’s thoughts orally and in writing, and in mastering communication skills with other people. At the familiarization level, such content elements as fundamental ideas and values are mastered, forming the basis of human culture and providing the worldview and worldview of a person included in modern public culture.

The program is designed taking into account the need to conduct classes on speech development, as well as final classes (essays, tests, seminars, etc.). The form of such classes and their topics depend on the goals and objectives set by the teacher, as well as on the level of preparedness of the students. These types of work are closely related to the study of a literary work, ensure the development of imagination, imaginative and logical thinking, and contribute to the development of students’ skills in analyzing and evaluating literary works.

The introduction of different types of classes and research tasks activates the position of the student-reader and develops general creative abilities. In the program, theoretical information is supplemented by demonstrations of presentations, excerpts from program feature films, portraits of writers, etc.

The program contains a thematic plan reflecting the number of hours allocated to the study of “Literature” when students master the specialties 02/24/01 “Aircraft Production”, 02/20/04 “Fire Safety”. The time reserve - 04 hours - is aimed at studying the section “Russian literature of the second half of the 19th century”, the topic “L.N. Tolstoy. Spiritual quests of Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova”, “L.N. Tolstoy. Kutuzov and Napoleon in the novel "War and Peace". Guerrilla warfare." The time reserve - 02 hours - is aimed at studying the section “Literature of the 30s - early 40s. (review)”, topic “Good and evil in M.A. Bulgakov’s novel “The Master and Margarita”.

The program provides for independent extracurricular work (58 hours), including:

work with primary sources (note-taking and abstracting of critical articles and literary texts);

preparation for seminar classes (home preparation, library classes, work with electronic catalogs and Internet information);

compiling bibliographic tables on the writer’s work;

preparation of abstracts;

working with dictionaries, reference books, encyclopedias.

Quality control of mastering the discipline “Literature” is carried out in the process of ongoing control and intermediate certification.

Current control is carried out within the educational time allotted for the discipline, both traditional and innovative methods (performing test papers, student essays, oral responses, reports, abstracts, research papers, essay competitions, literary quizzes, tournaments, tests), as well as border control points. The results of current control are taken into account when summing up the results of the discipline.

Interim certification is carried out in the form of a test, based on the results of studying the discipline, at the end of the academic year, a differentiated test in the discipline is carried out at the expense of the time allotted for its development, and is awarded based on the results of essays, as well as points of midterm control.

The program can be used by other educational institutions of vocational and additional education that implement the educational program of secondary (complete) education.

1.2. The place of the discipline in the structure of the main professional educational program: the discipline is included in the general education cycle and belongs to the basic general education disciplines.

1.3. Goals and objectives of the discipline - requirements for the results of mastering the discipline:

know/understand:

The figurative nature of verbal art;

Basic facts of the life and work of classical writers of the 19th - 20th centuries;

Basic patterns of the historical and literary process and features of literary movements;

Basic theoretical and literary concepts;

As a result of studying the academic discipline “Literature”, the student must be able to:

Reproduce the content of a literary work;

Analyze and interpret a work of art using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze an episode (scene) of the studied work; explain its connection with the problems of the work;

Relate fiction to social life and culture; reveal the specific historical and universal content of the studied literary works; identify “cross-cutting” themes and key problems of Russian literature; correlate works with the literary direction of the era;

Determine the type and genre of the work;

Reasonably formulate your attitude to the work you read;

Write reviews of works read and essays of different genres on literary topics;

Use acquired knowledge and skills in practical activities and everyday life to:

Creating a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;

Participating in dialogue or discussion, assessing their aesthetic significance

Independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance,

Determining your reading range and evaluating literary works;

Determining your reading range in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.

STRUCTURE and CONTENT OF THE ACADEMIC DISCIPLINE

2.1. THEMATIC PLAN

Name of sections and topics

Number of hours

Maximum

Naya

Independent

educational

Job

Mandatory classroom

including:

Total lessons

Lab. and prak. busy

tiy

Section 1. Literature of the 19th century.

Topic 1.1.Introduction.

Topic 1.2. Russian literature of the first half of the 19th century.

Topic 1.3. Russian literature of the second half of the 19th century.

Section 2. Literature of the 20th century.

100

Topic 2.1. Main streams of Russian literature of the 20th century.

Topic 2.2. Russian literature at the turn of the century.

Topic 2.3. Literature of the first half of the 20th century.

Topic 2.4. Literature of the period of the Great Patriotic War and the first post-war years.

Topic 2.5. Literature of the second half of the 20th century.

Topic 2.6. Poetry of our days.

Topic 2.7. Review of the literature of the last decade XX.

Topic 2.8. Foreign literature (review).

Topic 2.9. Differentiated credit.

Total:

176

117

2.2 Thematic plan and content of the academic discipline Literature

Name of sections and topics

Hours volume

Mastery level

Section 1.

Literature of the 19th century.

Topic 1.1

Introduction.

Historical and cultural process and periodization of Russian literature. The originality of Russian literature. Specificity of literature as an art form.

Demonstrations : ( not provided)

Laboratory work: (not provided)

Practical classes: (not provided)

Tests: (not provided)

Topic 1.2

Russian literature of the first half

XIX V.

A.S. Pushkin. Life and creative path. The main themes and motives of the lyrics. Theme of the poet and poetry. Poems “Prophet”, “To the Poet”, etc. Philosophical lyrics. Lyrics of love and friendship. Civil, political and patriotic motives of the lyrics. Development of realism in the works of A.S. Pushkin.

M.Yu. Lermontov. Information from the biography. Characteristics of creativity. Stages of creativity. The main motives of the lyrics. Poems “Poet”, “Prayer”, “Prophet”, “Motherland”, etc. Motives of loneliness. Affirmation of the heroic personality type. Love for the Motherland, people, nature. Poet and society.

N.V.Gogol. Information from the biography. The significance of N.V. Gogol’s work in Russian literature. "Petersburg Tales": "Portrait". Composition. Plot. Heroes. Ideological idea. Motives of personal and social disappointment. Techniques of the comic in the story. Author's position.

Literary theory: 1) Elegy; 2) development of the concept of romanticism; 3) romanticism and realism.

Demos: not provided

Tests: Introductory control (test).

Independent work of students:read "Masquerade"

Topic 1.3.

Russian literature of the second half

XIX century

Russia second halfXIXV. The rise of realism. The role of literature in the life of society. Cultural and historical development of Russia, its reflection in the literary process. Life-affirming and critical realism. Moral quest of heroes. Literary criticism.

2 2

A.N. Ostrovsky is the creator of the Russian national theater. Information from the biography. Drama "Thunderstorm". Socio-cultural novelty of dramaturgy. Novelty of poetics. Types of business people in plays. The nature of the comic. The author's attitude towards the characters.

Drama "Thunderstorm". Ideological and artistic originality. The city of Kalinov and its inhabitants. Katerina's emotional tragedy. The originality of the plan, the power of the tragic outcome. Conflict between the romantic personality and the way of life. Motives of temptations, motives of self-will and freedom in drama. The author's position and his ideal. Symbolism of a thunderstorm.

I.A. Goncharov. Information from the biography. The novel “Oblomov” (review study). Creative history of the novel. Contradictory character. Stolz and Oblomov. Past and future of Russia. The author's solution to the problem of love in the novel.

I.S. Turgenev. Information from the biography. Analysis of the novel "Fathers and Sons". The era and the novel “Fathers and Sons.” The temporary and universal meaning of the title and the main conflict of the novel. Features of the novel's composition.

The problem of generations in the novel “Fathers and Sons.” Bazarov and his parents. The search for a “consciously heroic” nature as a response to the contradictions of eras. Nihilism and its consequences.

Poets of “pure art”. F.I. Tyutchev. Information from the biography. Philosophical and socio-political lyrics. Lyrics of love. A.A.Fet. Information from the biography. Poetry as an expression of ideal and beauty. Poems: F.I. Tyutchev “January 29, 1837”, “Russia cannot be understood with the mind...”, “It is not given to us to predict...”, “K.B.” (I met you - and all the past ...) - philosophy is the basis of the poet’s lyrics. A.A. Fet “Autumn”, “Whisper, timid breathing...”, “At dawn, don’t wake her up...” - a fusion of the external and internal world in his poetry.

N.A. Nekrasov. Information from the biography. Lyrics. Traditions of Russian poetry and innovation. Poems: “Motherland”, “Poet and Citizen”, “The Cry of Children”, “Elegy” (Let changing fashion tell us...). The civic pathos of the lyrics. Folk poetry as a source of originality of Nekrasov’s poetry.

N.S. Leskov. Information from the biography. The story “The Enchanted Wanderer” (review study). Features of the plot of the story. The theme of the road and the depiction of the stages of a person’s spiritual path (the meaning of the protagonist’s wanderings). Folk character concept. The theme of the tragic fate of a talented Russian person. The meaning of the story's title.

M.E. Saltykov-Shchedrin. Information from the biography. Novel “The History of a City” (review study). Originality of typing. Objects of satire and satirical techniques. Hyperbole and grotesque as ways of depicting reality. The role of Saltykov-Shchedrin in the history of Russian literature.

F.M.Dostoevsky. Information from the biography. Novel "Crime and Punishment". The originality of the genre. Representation of Russian reality in the novel. Social and moral-philosophical issues of the novel.

The meaning of Raskolnikov's theory. Social and philosophical origins of his rebellion. Raskolnikov's crime. The theory of “strong personality” and its refutation in the novel. Secrets of the inner world of man: readiness for sin, trampling on high truths and moral values. The dramatic character and fate of Rodion Raskolnikov.

Humiliated and insulted in the novel “Crime and Punishment.” Doubles of R. Raskolnikov. The evolution of the idea of "dualism". Suffering and purification in the novel. Symbolic images in the novel. The role of landscape. The originality of the embodiment of the author's position in the novel.

L.N. Tolstoy. Life and creative path. Spiritual quest of the writer. Epic novel "War and Peace". Genre originality of the novel. Features of the compositional structure of the novel.

Image of the wars of 1805-1807 The Patriotic War of 1812 in the novel “War and Peace.” The symbolic meaning of "war" and "peace". Pictures of the War of 1812. Condemnation of the cruelty of war in the novel.

Spiritual quests of the novel's heroes (Andrei Bolkonsky, Pierre Bezukhov). Female images (N. Rostova, M. Bolkonskaya). Secular society as depicted by Tolstoy. Tolstoy's ideological quest.

Kutuzov and Napoleon in the novel "War and Peace". Guerrilla warfare. Debunking the idea of “Napoleonism”. Patriotism in the writer's understanding.

"People's Thought" and family in the novel "War and Peace". The problem of the people and the individual. The novel combines the ideas of the personal and the universal. The author's ideal of family.

Psychologism of the novel. The global significance of Leo Tolstoy's work. Tolstoy’s artistic principles in the depiction of Russian reality: following the truth, psychologism, “dialectics of the soul.” L.N. Tolstoy and the culture of the 20th century. The global significance of Tolstoy's work.

A.P. Chekhov. Information from the biography. Artistic perfection of stories. Denial of vulgarity, falsehood, lack of spirituality in his stories (“Ionych” - degradation of the human personality). Periodization of Chekhov's creativity. The originality and all-pervasive power of Chekhov's creativity. A new type of story. Heroes of Chekhov's stories.

Play "The Cherry Orchard". Innovation in dramaturgy. Lyricism and gentle humor. Chekhov's dramaturgy. The originality of the genre. Expanding the boundaries of historical time in the play. Symbolism of the play. The role of A.P. Chekhov in world theater drama.

Theory of literature: 1) (not provided); 2) critical realism; 3) the concept of drama; 4) socio-psychological novel; 5) socio-psychological novel; 6) (not provided); 7) (not provided); 8) development of the concept of the nationality of literature, the concept of style; 9) (not provided); 10) development of the concept of satire, the concept of convention in art (grotesque, “Aesopian language”); 11) problems of contradictions in the worldview and creativity of the writer; 12) (not provided); 13) polyphony of novels by F.I. Dostoevsky; 14) the concept of an epic novel; 15) (not provided); 16) (not provided); 17) (not provided); 18) (not provided); 19) (not provided); 20) (not provided); 21) development of the concept of dramaturgy (internal and external action; subtext; the role of the author’s remarks, pauses, roll calls, etc.). The originality of Chekhov the playwright.

Demos: 2) portrait of the writer, excerpts from the film “The Thunderstorm”; 3 ) episodes from the film "The Thunderstorm";4) portrait of the writer, episodes from the film “Oblomov”; 5) portrait of the writer, episodes from the film “Fathers and Sons”; 6)episodes from the film "Fathers and Sons"; 7) portraits of poets; 8) portrait of the writer. 9) portrait of the writer; 10) portrait of the writer; 11) portrait of the writer, episodes from the film “Crime and Punishment”; 12) episodes from the film “Crime and Punishment”; 13) episodes from the film “Crime and Punishment”; 14) portrait of the writer, episodes from the film “War and Peace”; 15) episodes from the film “War and Peace”; 16) episodes from the film “War and Peace”; 17) episodes from the film “War and Peace”; 18) episodes from the film “War and Peace”; 19) episodes from the film “War and Peace”; 20) portrait of the writer; 21)(not provided);

Laboratory work (not provided)

Practical classes (not provided)

Independent work of students: 2) read the drama “The Thunderstorm”; 3) prepare for the test on N.A. Ostrovsky and the drama “The Thunderstorm”; 4) prepare for the test; 5) read the novel “Fathers and Sons”; 6) write a mini-essay on one of the topics of block I (test work); 7) learn by heart F.I. Tyutchev’s poem “K.B.”; A.A. Feta - optional; 8) memorize the poem “Elegy”; 9) write a mini-essay on one of the topics of block II (test work), read “The Enchanted Wanderer”; 10) read “The History of a City”, write a mini-essay on one of the topics of block III (test work). 11) read the novel “Crime and Punishment”; 12) read the novel “Crime and Punishment”; 13) write a mini-essay on one of the topics of block IV (test work); 14) read excerpts from the novel “War and Peace”; 15) read excerpts from the novel “War and Peace”; 16) prepare an abstract on one of the topics: “The Life and Work of Leo Tolstoy”, “Women’s Images in the Novel “War and Peace”; 17) prepare a comparative analysis of the images of commanders Kutuzov and Napoleon (in writing); 18) choose a topic from block V and prepare for the essay (write an essay plan); 19) write a mini-essay on one of the topics of block V (test work); 20) read excerpts from the play “The Cherry Orchard”; 21) complete a report on the topic: “Past, present and future in the play “The Cherry Orchard.”

24h.

Section 1 I.

Literature of the 20th century.

Topic 2.1.

Main streams of Russian literatureXX century.

General characteristics of the cultural and historical process at the turn of the 19th and 20th centuries and its reflection in literature. Soviet literature, literature of Russian abroad, “forbidden literature”. Literary movements (symbolism, acmeism, futurism). The role of art in the life of society.

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: (not provided)

Topic 2.2.

Russian literature at the turn of the century.

I.A.Bunin. Information from the biography. Philosophical lyrics. Master of the short story (“Antonov Apples”, “Dark Alleys”, “Clean Monday”). The crisis of civilization in the story “The Master from San Francisco.” Poems: “Epiphany Night”, “The Last Bumblebee”, “Song”, etc. Realistic and symbolic in prose and poetry. Accuracy of perception of human psychology and the natural world; poeticization of the historical past.

A.I. Kuprin. Information from the biography. Moral and social problems in his stories. The story "Garnet Bracelet". People of civilization and people of nature (story “Olesya”). Condemnation of the vices of modern society. The meaning of the title of the story, the dispute about strong, selfless love, the theme of inequality in the story “Garnet Bracelet”. Symbolic and realistic in Kuprin’s works.

Literary theory: (not provided)

Demonstrations: 1) portrait of the writer, exhibition of books by I.A. Bunin; 2) portrait of the writer, episodes from the film “Garnet Bracelet”.

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: 1) read “Mr. from San Francisco”, memorize a poem (of the student’s choice) of at least 16 lines; 2) write a mini-essay on one of the topics of block VI (test work).

Topic 2.3.

Literature of the first half of the 20th century

Poetry of the Silver Age. Literary movements of poetry, Russian modernism: symbolism, acmeism, futurism. N.S. Gumilyov, M.I. Tsvetaeva. Information from the biography. Test work on the works of poets of the “Silver Age”. Review of Russian poetry of the late 19th and early 20th centuries. The problem of traditions and innovation in literature of the early 20th century; forms of its resolution in the works of realists, symbolists, acmeists, futurists. The origins of Russian symbolism. The influence of Western European philosophy and poetry on the work of Russian symbolists. N.S. Gumilyov - the desire for exotic descriptions and glorification of reality in lyrics. The spiritual height of M.I. Tsvetaeva’s poetry.

M. Gorky. Information from the biography. Early stories (“Old Woman Izergil”, “Chelkash”). Attitude to the October Revolution “Untimely thoughts.” The truth of life in Gorky's stories. Types of characters in the writer's romantic stories. Themes and problems of Gorky's romantic creativity. The author's position and ways of its implementation.

Features of genre and conflict in A.M. Gorky’s play “At the Depths”. Depiction of the truth of life in the play and its philosophical meaning. Heroes of the play.

A dispute about the purpose of man, truth and lies in the drama “At the Bottom.” The author's position and ways of expressing it. Innovation of Gorky the playwright. Gorky and the Moscow Art Theater. Gorky is a novelist.

A.A.Blok. Information from the biography. The image of Russia in poetry (“Russia”, “On the Kulikovo Field”). Poem "Twelve". The nature of social contradictions in the poet’s depiction. The theme of the historical past in Blok's lyrics. The theme of the homeland, anxiety for the fate of Russia. The complexity of Blok's perception of the social nature of the revolution. The plot of the poem and its characters. The struggle of the worlds. The image of a “world fire”, the ambiguity of the ending, the image of Christ in the poem. Composition, vocabulary, rhythm, intonation variety of the poem.

V.V. Mayakovsky. Information from the biography. Poems: “Listen”, “Could you?”, “Anniversary”. Theme of the poet and poetry. The image of a poet - a citizen. Poems “At the top of my voice”, “Cloud in my pants”. Poetic novelty of early lyrics: unusual content, hyperbolicity and plasticity of images, brightness of metaphors, contrasts and contradictions. The theme of the discrepancy between dreams and reality, the imperfection of the world in the poet’s lyrics. Problems of spiritual life. The character and personality of the author in poems about love. Mayakovsky's satire. The guise of philistinism.

Peasant poetry of the 20s. S.A. Yesenin. Information from the biography. The theme of the Motherland in Yesenin’s works. Poems: “Go away, my dear Rus'!”, “Letter to a mother,” “Letter to a woman,” “Russia,” “About valor, about exploits, about glory.” Concern for the fate of the native land of the person living on it in the works of S. Yesenin, N. Klyuev, S. Klychkov. Poeticization of Russian nature, the Russian village, development of the theme of the homeland as an expression of love for Russia. The artistic originality of Yesenin’s work: deep lyricism, unusual imagery, color painting, the principle of landscape painting, the folk song basis of the poems.

M.A. Bulgakov. Information from the biography. History, genre and composition of the novel “The Master and Margarita”. The history of the creation of the novel. Changing the titles of the novel. Originality of the genre (the writer’s appeal to the genre of the myth novel). The novel's versatility. The complex interaction of two novels - a narrative about the life of the Master and the novel he created about Pontius Pilate.

The system of images in the novel “The Master and Margarita”. Master and Margarita. Pontius Pilate and Yeshua Ha-Nozri. Ivan Bezdomny is a poet. The role of names in understanding the ideological and artistic structure of the novel.

Three worlds in the novel "The Master and Margarita". Fantastic and realistic in the novel. A system of internal correspondences within the novel.The three main worlds: the ancient Yershalaim, the eternal otherworldly and the modern Moscow are not only interconnected (the role of the link is played by the world of Satan), the plans are united with each other and the main role of connecting elements is played by images and symbols.

Good and evil in the novel "The Master and Margarita". A novel about man’s responsibility for all the good and evil that happens on earth, for his own choice of life path leading to truth and freedom, about the all-conquering power of love and creativity. Demonology. Secrets of human psychology: the fear of the “powerful of the world” before the truth of life. Woland and his entourage (Hella, Behemoth a werecat and Woland's favorite jester; Azazello - “a demon of the waterless desert, a demon-killer; Koroviev-Fagot – Woland’s subordinate, a devil and a knight; Frida – a participant in Satan’s Great Ball).

Love and fate of the Master in the novel “The Master and Margarita”. Traditions of Russian literature (the works of N. Gogol) in the works of M. Bulgakov. Preparing for an essay. Symbolism of love in the novel: the image of a Finnish knife. Cross-cutting symbols in the novel: the symbolism of moonlight.The connection of the novel with many other works and works (with Nikolai Vasilyevich Gogol, the dramatic poem "Faust" (1808-1832) by the great German poet Johann Wolfgang Goethe (1749-1832), with the poem "Creativity" (1918) by Nikolai Gumilev (1886-1921) ), and etc.). This allowed us to expand the artistic space and interpret the images of the heroes in a new way.

M.A. Sholokhov. Information from the biography. Epic novel "Quiet Don". An epic novel about the fate of the Russian people and Cossacks during the Civil War. The originality of the genre. Features of the composition. The collision of the old and new worlds in the novel. Mastery of psychological analysis. Patriotism and humanism of the novel.

The fate of Grigory Melekhov as a path to searching for the truth of life. Women's destinies in the novel "Quiet Don". The tragedy of a man from the people at a turning point in history, its meaning and significance. Love on the pages of a novel. Multifaceted storytelling. The originality of the writer's artistic style.

N.A. Zabolotsky. Information from the biography. Affirmation of enduring moral values. Poems: “Testament”, “Reading Poems”, “On the Beauty of Human Faces”. The inextricable connection of generations, philosophical depth, artistic uniqueness of the poet’s poems. The originality of the artistic embodiment of the theme of nature in Zabolotsky’s lyrics.

Literary theory: 1) not provided; 2) not provided; 3)) are not provided; 4) development of the concept of drama; 5) development of the concept of artistic imagery (image-symbol), development of the concept of a poem; 6) traditions and innovation in literature, a new system of versification, tonic versification; 7) development of the concept of poetic means of artistic expression; 8) the variety of types of novels in Soviet literature; 9) not provided; 10)) is not provided; 11) not provided; 12) not provided; 13) not provided; 14) development of the concept of the writer’s style; 15) development of the concept of the writer’s style.

Demos: 1) portraits of poets, exhibition of books; 2) portrait of the writer, exhibition of books; 3) episodes from the film “At the Lower Depths”; 4) episodes from the film “At the Lower Depths”; 5) portrait of the poet, exhibition of books; 6) portrait of the poet, exhibition of books; 7) portrait of the poet, exhibition of books; 8) a portrait of the writer, an exhibition of books, episodes from the film “The Master and Margarita”; 9) episodes from the film “The Master and Margarita”; 10) episodes from the film “The Master and Margarita”; 11) episodes from the film “The Master and Margarita”; 12) episodes from the film “The Master and Margarita”; 13) portrait of a writer, exhibition of books; 14) episodes from the film “Quiet Don”; 15) portrait of the poet, exhibition of books.

Laboratory work (not provided)

Practical classes (not provided)

Tests: on the poetry of the “Silver Age”.

Independent work of students: 1) memorize poems by N.S. Gumilyov and M.I. Tsvetaeva (at the student’s choice) of at least 16 lines; 2) not provided; 3) learn by heart Satin’s monologue about man; 4) write a mini-essay on one of the topics of block VII (test work); 5) memorize the poem “Russia” or “About valor, about exploits, about glory”; 6) memorize the poem “Listen”; 7) memorize S.A. Yesenin’s poems (at the student’s choice) of at least 16 lines. Write a mini-essay on one of the topics in block VIII (test work); 8) read the novel “The Master and Margarita”; 9) not provided; 10) not provided; 11) not provided; 12) write a mini-essay on one of the topics of block IX (test work); 13) complete an essay on the topic “Women’s characters and their destinies in the novel “Quiet Don”; 14) write a mini-essay on one of the topics of block X (test work); 15) memorize a poem by N.A. Zabolotsky (at the student’s choice) of at least 16 lines.

Topic 2.4.

Literature of the Great Patriotic War

war and the first post-war years.

The Great Patriotic War in literature. Songs of the war years. S. Soloviev - Gray-haired, V. Lebedev-Kumach, I. Dunaevsky. Literary and artistic figures in defense of the Fatherland. Music by D. Shostakovich and songs of the war years. Cinematography of the heroic era.

Poetry from the war period. K. Simonov, A. Surkov, M. Isakovsky. A lyrical hero in the poems of front-line poets.

"Lieutenant's Prose" (review). B. Vasiliev “And the dawns here are quiet.” Works of the first post-war years. The problem of human existence, good and evil, selfishness and achievement in life, the confrontation between creative and destructive forces. A realistic and romantic depiction of war in prose.

A.A.Akhmatova. Life and creative path. Early lyrics. The tragedy of the people and the poet. Poem "Requiem". Themes of love for the native land, for the Motherland, for Russia. The theme of love for the Motherland and civil courage in the lyrics of the war years. The theme of poetic skill in the work of the poetess. Poem "Requiem". The historical scale and tragedy of the poem. The tragedy of the life and fate of the lyrical heroine and poetess. The originality of Akhmatova's lyrics.

B.L.Pasternak. Information from the biography. Philosophical lyrics. Simplicity and lightness of late lyrics. The novel "Doctor Zhivago" (review). Poems: “Hamlet”, “Definition of Poetry”, “Winter Night”, “February. Get some ink and cry..." and others. Aesthetic searches and experiments in early lyrics. The theme of the path is the leading one in Pasternak’s poetry. Features of poetic perception. The originality of the artistic form of poems.

A.T. Tvardovsky. Information from the biography. Poems about war. Post-war lyrics. Poems: “The whole essence is in one single covenant”, “In memory of the mother”, “I know: it’s not my fault...”, “On the day when the war ended...”, etc. The theme of war and memory in the lyrics of A. Tvardovsky. Affirmation of moral values. Reflections on the past, present and future of the Motherland. The artistic originality of A. Tvardovsky’s creativity.

Literary theory: 1) development of the concept of a writer's style; 2) development of the concept of a writer’s style; 3) development of the concept of the writer’s style; 4) the problem of tradition and innovation in poetry. Poetic mastery; 5)not provided; 6)traditions of Russian classical literature and innovation in poetry.

Demos: 1) research work on the topic “Outstanding works during the Second World War” (presentation display); 2) not provided; 3) episodes from the film “The Dawns Here Are Quiet”; 4) portrait of the poetess, exhibition of books; 5) episodes from the film “Doctor Zhivago”; 6) are not provided.

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: 1)learn by heart a poem by any author about the war (at least 16 lines); 2) learn by heart K. Simonov’s poem “Wait for me”; 3)– complete an essay on the topic “Works of the first post-war years” and prepare its defense; 4) memorize a poem by A.A. Akhmatova (at the student’s choice) of at least 16 lines; 5) memorize a poem by B.L. Pasternak (at the student’s choice) of at least 16 lines; 6) memorize a poem by A.T. Tvardovsky (at the student’s choice) of at least 16 lines.

Topic 2.5.

Literature of the second half of the 20th century.

Literature of the 50-80s of the XX century. New trends in literature. A new understanding of the problem of man in war. Y. Bondarev “Hot Snow”, V. Kondratyev “Sashka”. Changes in the social and cultural life of the country. Topics and problems, traditions and innovations in the works of writers and poets. The nature of heroism and betrayal. The role of works about the Great Patriotic War in the education of patriotic feelings of the younger generation.

Poetry of the 60-80s of the XX century (A. Voznesensky, I. Brodsky, N. Rubtsov, R. Gamzatov and others). Author's song. The significance of the creativity of V. Vysotsky, Yu. Vizbor, B. Akudzhava in the development of the genre of art song. Search for a new poetic language, forms, genre. Development of the traditions of Russian classics in poetry. The theme of the Motherland in the poet’s lyrics, acute pain for its fate. Harmony of man and nature. Yesenin traditions in Rubtsov’s lyrics. The relationship between the national and the universal in Gamzatov’s works. The place of the original song in the historical and cultural process (content, sincerity, attention to the individual).

V. Rasputin. Information from the biography. The fate of a people is in its creativity. V. Rasputin “Farewell to Matera”. The growing role of journalism. Dynamics of moral values over time, anticipation of the danger of loss of historical memory. Journalistic orientation of works of art of the 80s of the XX century. Appeal to the tragic pages of history, reflections on universal human values.

A.I. Solzhenitsyn. Information from the biography. A new approach to depicting the past. Stories “One day in the life of Ivan Denisovich”, “Matryonin’s yard”. The problem of generational responsibility. The writer's reflections on the possible ways of human development in the story. The skill of A. Solzhenitsyn as a psychologist: the depth of characters, historical and philosophical generalization in the writer’s work.

V.M.Shukshin. Information from the biography. "Village Prose". Stories: “Weirdo”, “I’m choosing a village to live in.” A depiction of the life of a Russian village: the depth and integrity of the spiritual world of the Russian person, connected by his life with the land. Artistic features of V. Shukshin's prose.

Literary theory: 1) not provided; 2) not provided; 3)) are not provided; 4)) are not provided; 5) not provided;

Demos: 1) not provided; 2) not provided; 3)) are not provided; 4)) are not provided; 5) not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: 1) ) not provided; 2) complete an essay on the topic “Author’s song” and prepare its defense; 3) read the work, complete an abstract; 4) read the work, complete an abstract; 5) prepare for differentiated testing.

Topic 2.6.

Poetry of our days.

N.M. Rubtsov, N. Zabolotsky B.Sh. Okudzhava, R.G. Gamzatov. Life and work of poets by choice. Poems: “Visions on the Hill”, “Autumn Leaves”. The originality of Rubtsov's artistic world. The world of the Russian village and pictures of native nature as depicted by the poet. Experiencing the loss of ancient life. Anxiety for the present and future of Russia. Yesenin traditions in Rubtsov’s lyrics.

The poem “Cranes”, “In the mountains horsemen quarreled, it happened...”. The soulful sound of the theme of the homeland in Gamzatov’s lyrics. Reception of parallelism. The relationship between the national and the universal in Gamzatov’s works. Poems “Midnight Trolleybus”, “Painters”. Features of “bardic” poetry of the 60s. Arbat as an artistic Universe, the embodiment of the life of ordinary people in Okudzhava’s poetry. Poems by N. Zabolotsky “In this birch grove”, “Don’t let your soul be lazy...”, poems about art,

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: : not provided.

Topic 2.7.

Review of the literature of the last decade.

Main trends of the modern literary process. Postmodernism. Latest publications in magazines, awarded with awards, received public outcry, positive feedback

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: (not provided)

Topic 2.8.

Foreign literature (review).

I.V. Goethe “Faust”, E. Hemingway “The Old Man and the Sea”.

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: (not provided)

Topic 2.9.

Differentiated credit.

Differentiated credit.

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Tests (not provided)

Independent work of students: (not provided)

Total:

117/ (s/r-59, k/r-4)

Within each section, relevant topics are indicated. For each topic, the content of the educational material is described (in didactic units), names of required laboratory work and practical classes (separately for each type), tests, as well as approximate topics of independent work. If coursework (projects) in the discipline is provided, an approximate topic is described. The volume of hours is determined by each position in column 3 (marked with an asterisk *). The level of mastery is indicated opposite the didactic units in column 4 (marked with two asterisks **).

To characterize the level of mastery of educational material, the following designations are used:

1. – familiarization (recognition of previously studied objects, properties);

2. – reproductive (performing activities according to a model, instructions or under guidance)

3. – productive (planning and independent execution of activities, solving problematic problems)

3. Conditions for implementing the discipline program

3.1. Minimum logistics requirements.

The implementation of the discipline program requires the presence of a classroom for Russian language and literature.

Classroom equipment:

seats according to the number of students (30)

teacher's workplace (1)

work board (1)

a set of visual aids for the subject “Literature” (textbooks, dictionaries of various types, supporting notes-posters, stands, cards, test texts, fiction) (1)

Technical training aids:

TV, DVD, DVD discs (software films),

laptop,

audio system,

a set of slides on the topics of the discipline course.

3.2. Information support for training.

List of educational publications, Internet resources, additional literature.

Main sources: Textbooks and study guides

1. Agenosov V.V. and others. Russian literature of the twentieth century. (Parts 1, 2). 11th grade – M., 2012.

2. Russian literature of the 19th century. (Parts 1, 2). 10 grades – M., 2010

3. Russian literature of the 19th century. Workshop textbook (part 1, 2, 3). 11th grade / Ed. Yu.I.Lysy. – M., 2011.

4. Russian literature of the twentieth century. (Parts 1, 2). 11th grade / Ed. V.P. Zhuravleva.

5. Literature (parts 1, 2). 11th grade / Program ed. V.G. Marantzman. – M., 2012.

6.Lebedev Yu.V. Russian literature of the 19th century. (Parts 1, 2). 10 grades – M., 2013.

7.Marantsman V.G. and etc. Literature. Program (part 1, 2). 10 grades – M., 2014.

8. Russian literature of the 19th century. (Parts 1, 2, 3). 10 grades / Program ed. Obernikhina

G.A. – M., 2010.

9.Obernikhina G.A., Antonova A.G., Volnova I.L. and others. Literature. Workshop:

textbook allowance. /Ed. G.A. Obernikhina. – M., 2012.

For teachers:

10. History of Russian literature of the 19th century, 1800–1830. / Ed. V.N. Anoshkina and

CM. Petrova. – M., 2000.

11. History of Russian literature of the 11th–19th centuries. / Ed. IN AND. Korovina,

N.I. Yakushina. – M., 2001.

12. History of Russian literature of the 19th century. / Ed. V.N. Anoshkina, L.D. Gromova. M., 2001.

13.Kozhinov V. Prophet in his Fatherland. – M., 2002.

14.Literary manifestos from symbolism to the present day. – M., 2000.

15. Mikhailov A. Life of V. Mayakovsky. – M., 2003.

16. Mikhailov O. The Life of Bunin. – M., 2002.

17.Musatov V.V. History of Russian literature of the first half of the twentieth century. – M., 2001.

18. Nabokov V. Lectures on Russian literature. – M., 2001.

19. Russian literature of the twentieth century. / Ed. A.G. Andreeva. – M., 2002.

20. Russian literature of the 19th century. (Parts 1, 2, 3). 10 grades / Ed. Ionina G.N. – M., 2001.

21.Smirnova L.N. Russian literature of the late nineteenth – early twentieth centuries. – M., 2001.

22. Sokolov A.G. History of Russian literature of the 19th–20th centuries. – M., 2000.

23.Timina S.I. Russian prose of the late twentieth century. – M., 2001.

24. Literature at school: scientific and methodological journal. Established by the Ministry of Education of the Russian Federation.

Internet resources

25.Electronic resource “Russian Language Cabinet”. Access form: www.slovari.ru

26.Electronic resource “Free virtual electronic library -VVM”.

Access form: www.velib.com

27. Electronic resource “Literary portal - “Russian literature”. Form

access: www.fplib.ru

28. Electronic resource “Electronic version of the newspaper Literature.” Form

4. Monitoring and evaluation of the results of mastering the discipline

Learning outcomes

(mastering a skill, acquiring knowledge)

Forms and methods of monitoring and learning outcomes

Know:

the figurative nature of verbal art;

Test

the content of the studied literary works;

Homework

basic facts of the life and work of classical writers of the 19th century;

Chronological tables

the main patterns of the historical and literary process and features of literary movements;

Glossary of terms

basic theoretical and literary concepts

Glossary of terms

Be able to:

reproduce the content of a literary work;

Retelling, testing

analyze and interpret a work of art using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze an episode (scene) of the studied work; explain its connection with the problems of the work;

Creative work,

research papers

relate fiction to social life and culture; reveal the specific historical and universal content of the studied literary works; identify “cross-cutting” themes and key problems of Russian literature; correlate works with the literary direction of the era;

Research work, design work

determine the type and genre of the work;

Testing

Literary discussion

Expressive poetry reading

formulate your attitude to the work you read in a reasoned manner;

Creative works (essays),

reviews, reviews, essays -

miniatures, essays

write reviews of works read and essays of different genres on literary topics;

Creative works

use acquired knowledge and skills in practical activities and everyday life to create a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;

Creative works

participating in dialogue or discussion;

Literary discussion

independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;

Review of a work read

determining your reading range and evaluating literary works;

Literary discussion

determining your reading range in Russian literature, understanding and evaluating foreign language Russian literature, forming a culture of interethnic relations.

Essay review

Assessment of individual educational achievements based on the results of ongoing monitoring and intermediate certification is carried out in accordance with the universal scale (table).

Percentage of performance (correct answers)

Qualitative assessment of individual educational achievements

Point (mark)

Verbal analogue

90 ÷ 100

Great

80 ÷ 89

Fine

70 ÷ 79

Satisfactorily

less than 70

Not satisfactory

At the stage of intermediate certification, based on the median of qualitative assessments of individual educational achievements, the examination commission determines an integral assessment of the level of training in the academic discipline.

In the process of mastering the discipline, students should develop literary and general competencies:

The student must have literary competencies, including the ability to:

LC 1. Apply literary knowledge in a specific life situation.

LC 2.Use logical thinking in solving assigned problems to achieve set goals.

LC 3. Develop encyclopedic knowledge of the necessary information.

LC 4. Use linguistic knowledge in practical activities.

LC 5. Apply theoretical and literary knowledge.

The technician must have general competencies that include the ability to:

OK 2. Organize your own activities, choose standard methods and ways of performing tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and take responsibility for them.

OK 4. Search and use information necessary for the effective completion of tasks and personal development.

OK 5. Use information and communication technologies in your activities.

OK 6. Work in a team and team, communicate effectively with colleagues, management, and consumers.

OK 7. Take responsibility for the work of team members (subordinates) and for the results of completing tasks.

OK 8. Independently determine personal development tasks, engage in self-education, and consciously plan professional development.

OK 9. Navigate in the face of frequent changes in technology in your activities.

OK 10. Perform military duties, including using acquired knowledge (for young men).

State Department of Education of the Pskov Region
State budgetary professional educational institution of the Pskov region
"Pskov College of Professional Technologies and Service"

I APPROVED
Deputy director for business management
___________T. V. Mikheenko
"___"_____________20___

TRAINING AND METODOLOGY COMPLEX

BY DISCIPLINE

UDB.01 Russian language and literature.
Literature

general education cycle
basic professional educational program
for specialties
02/38/05 “Commodity research and examination of the quality of consumer goods”;
02/38/10 “Economics and Accounting”;
02/19/10 “Technology of catering products” and professions
01/19/17 “Cook, confectioner”

Compiled by: Olga Vladimirovna Nosonova, teacher at GBPOU PO "PKPTiS"

Pskov, 2016

Item No.
Structure
Pages

2
Academic discipline program:
2.1. Introduction
2.2. Educational route
2.3. Contents of the discipline

3
Calendar-thematic plan

2. Academic discipline program

2.1. Introduction

Dear student!

The educational and methodological complex for the discipline Literature was created to help you work in class, when doing homework and preparing for the current and final tests in the discipline.
The teaching materials for the discipline include a theoretical block, assignments for self-study of the topics of the discipline, a list of points of midterm control, as well as questions and assignments for intermediate certification.
When starting to study a new academic discipline, you should carefully study the list of recommended basic and additional literature. Of all sources, you should rely on the literature indicated as the main one.
Having a positive grade for different types of work in the lesson is necessary for admission to differentiated credit in the discipline, therefore, if you are absent from the lesson for a valid or unexcused reason, you will need to find time and complete the missed work.
In the process of studying the discipline, independent extracurricular work is provided, including the implementation of various independent works.
Based on the results of studying the discipline, a differentiated test is carried out.

As a result of mastering the discipline, you should be able to:

Reproduce the content of a literary work;
- analyze and interpret a work of art, using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze an episode (scene) of the studied work, explain its connection with the problems of the work;
- relate fiction to social life and culture; reveal the specific historical and universal content of the studied literary works; identify “cross-cutting” themes and key problems of Russian literature; correlate the work with the literary direction of the era;
- determine the type and genre of the work;
- compare literary works;
- identify the author's position;
- read the studied works (or their fragments) expressively, observing the norms of literary pronunciation;
- formulate your attitude to the work you read in a reasoned manner;
- write reviews of works read and essays of different genres on literary topics;
- use acquired knowledge and skills in practical activities and everyday life for:
creating a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;
participating in dialogue or discussion;
independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;
determining your reading range and evaluating literary works;
determining your reading range in Russian literature, understanding and evaluating foreign language Russian literature, forming a culture of interethnic relations.

As a result of mastering the discipline, you should know:

The figurative nature of verbal art;
- content of the studied literary works;
- basic facts of the life and work of classical writers of the 19th–20th centuries;
- basic patterns of the historical and literary process and features of literary trends;
- basic theoretical and literary concepts.

As a result of mastering the discipline, you should develop general competencies (GC):

Title OK
The result you should get after
studying the content of the discipline (indicators)

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

Clarity and reasoning in explaining the essence and social significance of your future profession, its relevance in the labor market.
Personal interest of the student, creative approach to learning a profession.
The desire for professional self-improvement.

OK 2. . Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality
Timely delivery of all types of work.
Rational distribution of time for solving professional problems.
Independence in detecting mistakes made, timely correction of one’s own activities.
Self-criticism in assessing the organization of one’s own activities.

OK 4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
Reasoning in the selection of information sources.
Sufficient sources of information to perform different types of work.
Independence in searching, analyzing and evaluating information.
Compliance with the requirements for the design of various types of work, compiling a list of references.

OK 5. Use information and communication technologies to improve professional activities.
Optimal inclusion of information and communication technologies in the process of completing tasks.
Accuracy and speed of performing tasks related to information retrieval and communication.
Effectiveness of information search.
Compliance with the requirements for the content and design of electronic presentations when creating and presenting them.

OK 6. Work in a team and team, interact
with management, colleagues and social partners.
Friendliness and constructiveness in communication with colleagues and social partners.
Compliance with the norms and rules of speech etiquette and professional ethics.
Dialogue and tolerance in relationships.
Convincing argumentation during dialogues with colleagues, management, and social partners.
Mastery of effective communication technology (modeling, organization, management, reflection).

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
Correspondence between self-esteem and assessment of professional and personal qualities.
Active and proactive participation in professional competitions, Olympiads, projects, exhibitions. Using diagnostics to plan self-education and advanced training.
Planning and designing your own career and professional growth.

Attention! If you encounter difficulties while studying the discipline, or if you missed classes, then you can come to the teacher for additional classes.

2. 2. Educational route

Specialty/profession 02/38/05 “Commodity research and examination of the quality of consumer goods”, 01/19/17 Cook, confectioner (arrived in 2015)

Semester number

Extracurricular

including

Lesson activities (hour)
Laboratory work (hour)
Practical lessons (hour)
Coursework (hour)

I
1
44
15
30
14
-
16
-

2
93
31
62
31
-
31
-

II
3
38
13
26
12
-
14
-

4
116
38
76
39
-
37
-
Differentiated credit

Total:
291
97
194
96
-
98
-

Profession 01/19/17 Cook, pastry chef (2013 entry)
Well

Semester number
Maximum teaching load (hour)
Extracurricular
(independent) load (hour)
Mandatory classroom teaching load (hour)
including
Interim certification form

Lesson activities (hour)
Laboratory work (hour)
Practical lessons (hour)
Coursework (hour)

I
1
44
15
30
14
-
16
-

2
93
31
62
31
-
31
-

II
3
38
13
26
12
-
14
-

4
-
-
-
-
-
-
-

III
5
116
38
76
37

Differentiated credit

Total:
291
97
194
94
-
100
-

2.3. Contents of the discipline
Brief content of the theoretical material of the program.
Topic 1. Introduction.
Topic 2. Russian literature of the first half of the 19th century.
Topic 2.1. Essay on the life and work of A. S. Pushkin
Topic 2.2. Essay on the life and work of M. Yu. Lermontov
Topic 2.3. Essay on the life and work of N. V. Gogol
Topic 3. Russian literature of the second half of the 19th century.
Topic 3.1. Essay on the life and work of A.N. Ostrovsky.
Topic 3.2. Essay on the life and work of I.A. Goncharova.
Topic 3.3. Essay on the life and work of I.S. Turgenev.
Topic 3.4. Creativity F.I. Tyutcheva.
Topic 3.5. Creativity A.A. Feta.
Topic 3.6. Essay on the life and work of M. E. Saltykov - Shchedrin
Topic 3.7. The personality and fate of the poet N.A. Nekrasova.
Topic 3.8. Essay on the life and work of F.M. Dostoevsky.
Topic 3.9. Life and creative path of L.N. Tolstoy.
Topic 3.10. A.P. Chekhov is a man and a writer.
Topic 4. Prose of the late XIX - early XX centuries.
Topic 4.1. Literature of the late XIX – early XX centuries and its features.
Topic 4.2. I.A. Bunin. Essay on creativity.
Topic 4.3. A.I. Kuprin. Essay on creativity.
Topic 4.4. A.M. Bitter. Life, creativity, personality.
Topic 5. Poetry of the early 20th century.
Topic 5.1. "Silver Age" of Russian poetry.
Topic 5.2. A.A. Block. Essay on creativity.
Topic 5.3. V.V. Mayakovsky. Life, creativity, personality of the poet.
Topic 5.4. S.A. Yesenin. Life, creativity, personality of the poet.
Topic 5.5. Creativity A.A. Akhmatova.
Topic 5. 6. Creativity of M. I. Tsvetaeva.
Topic 6. Literature of the 1920s - 1940s
Topic 6.1. M.A. Bulgakov. Life, creativity, personality. The fate of the writer's works. The story "Heart of a Dog". Novel "The Master and Margarita"
Topic 6.2. M.A. Sholokhov. Life, creativity, personality. A true depiction of the civil war in “Don Stories”, the epic novel “Quiet Don”. "The Fate of Man."
Topic 7. Literature of the Great Patriotic War and the first post-war years.
Topic 7.1. Patriotic motives in the lyrics of N. Tikhonov, A. Surkov, K. Simonov, O. Berggolts and others.
Topic 7. 2. A.T. Tvardovsky. Life, creativity, personality of the poet.
Topic 7. 3. Heroism and romance of war in the stories of L. Sobolev, stories and novels of A. Beck, B. Gorbatov and others.
Topic 7. 4. New understanding of the military theme in the works of Yu. Bondarev, G. Baklanov, V. Bykov, V. Kondratyev and others.

Topic 8. Literature of the 1950s - 1980s.
Topic 8.1. B.L. Parsnip. A brief sketch of life and creativity.
Topic 8. 2. A.I. Solzhenitsyn. The theme is the tragic fate of man in a totalitarian society. Stories “One day in the life of Ivan Denisovich”, “Matrenin’s yard”.
Topic 8.3. Works about the historical fate of the village. Works by V. Shukshin.
Topic 8. 4. Urban prose. To Rasputin. The story "Farewell to Matera".
Topic 8. 5. Moral problems in the works of V. Astafiev.
Topic 8. 6. Poetry of the 60s.
Topic 9. Literature of the 1990s - 2000s
Topic 9.1. Literature of Russian abroad. V. Nabokov. Novel "Mashenka".
Topic 9. 2. Essay on the work of S. Dovlatov. "Suitcase"
Topic 10. Repetition of the studied material. Preparation and conduct of differentiated tests.
Topic 10.1. Repetition of learned material. Preparation and conduct of differentiated tests.

3. Calendar-thematic plan

Lesson number
Name of sections,
topics of training sessions
Type of training session
Material and technical support of the lesson, Internet resources
Homework

I course – 92 hours

Topic 1. Introduction – 2 hours

1-2
Romanticism is a direction of Russian literature of the 1st half of the 19th century.
Lecture

Working with the textbook Russian Literature of the 19th Century. 10 grades Part 1 / V.I. Korovin. – M., 2002 Presentation “Romanticism - a literary movement of the first half of the 19th century.”
Reading a lecture, textbook Part 1. pp. 39-46

Topic 2. Russian literature of the first half of the 19th century – 12 hours

3-4
The life and creative path of A.S. Pushkin. The main themes and motives of the lyrics.
Lecture
Presentations “The Life and Work of A. S. Pushkin”, “The Main Motives of A. S. Pushkin’s Lyrics”. Illustrative material (photos of the poet, illustrations to Pushkin’s lyrical works). Collection of poems
Lecture notes

5-6
Poem "The Bronze Horseman"
Practical lesson
Presentation “The artistic originality of A. S. Pushkin’s poem “The Bronze Horseman””, film “The Bronze Horseman” (1857), text of the poem
Reading a passage from a poem by heart

s/r
Compiling a crossword puzzle based on the works of A. S. Pushkin (2 hours)

7-8
M.Yu. Lermontov. Characteristics of creativity
Lecture
Presentation “The Life and Work of M. Yu. Lermontov”, “The Motif of Loneliness in the Lyrics of M. Yu. Lermontov”. Poems “Prayer”, “To the Poet”, “I go out alone on the road”
Reading by heart

9-10
"Demon" as a romantic poem by M.Yu. Lermontov
Practical lesson

Text of the poem
Expressive reading

s/r
Preparation of the presentation “M. Yu. Lermontov artist" (2 hours)

11-12
The works of N.V. Gogol. The story "Portrait"
Practical lesson
Presentation. Text of the story

Part 1 pp. 266 – 271

13-14

Seminar
Questions for the seminar

Composition

s/r
Compiling a crossword puzzle based on the literary text “Portrait” by N. V. Gogol (1 hour)

Topic 3. Russian literature of the second half of the 19th century – 60 hours

15-16
Review of Russian literature of the second half of the 19th century
Lesson
Portraits of writers of the second half of the 19th century
Learn the lecture

17-18
A.N. Ostrovsky. Essay on life and creativity. The play "The Thunderstorm".
Lesson
Portrait of a playwright. Biography presentation. Film based on the play “The Thunderstorm”. Presentation on the topic.
Page 54-83, select quotation material about Dikiy and Kabanova.

19-20
“Closed” city of Kalinov
Practical lesson
Film “Thunderstorm. Illustrative material (photos of the playwright, illustrations for the play “The Thunderstorm”). Table “The city of Kalinov through the eyes of residents in A. N. Ostrovsky’s play “The Thunderstorm”.”
Essay “Did Katerina have a different path?”

s/r
Abstract of the article by N. Dobrolyubov “A ray of light in the dark kingdom” (2 hours)

s/r
Drawing up a plot plan for A.N. Ostrovsky’s play “Dowry” (1 hour)

21-22
The main stages of the life and work of I.A. Goncharov
Lecture
Presentation “The Life and Work of I. A. Goncharov.” Film "A few days of their life of Oblomov." Roman "Oblomov"
Abstract. Read chapters 1-10.

23-24
The image of the main character in the novel “Oblomov”. The concept of “Oblomovism”
Practical lesson
Presentation “The origins of Oblomovism.” Roman by I. A. Goncharov “Oblomov”. Articles by N. Dobrolyubov, N. Druzhinin
Mini-essay “As I understand what “Oblomovism” is.

25-26
Historical and philosophical meaning of the novel “Oblomov”. Novel test
Practical lesson
Handouts (test papers). Roman by I. A. Goncharov “Oblomov”
Part 2 pp. 43-53

s/r
Development of a test on the creativity of I. A. Goncharov (2 hours)

s/r
Reading and retelling of one of I. A. Goncharov’s novels (students’ choice) (1 hour)

27-28
Stages of the biography and creativity of I.S. Turgenev
Lesson
Presentation “The Life and Work of I. S. Turgenev.” Prose poem “Russian language”
Abstract.
Read chapters 1-5 of the novel

29-30
Ideological dispute between fathers and sons
Practical lesson

s/r
Analysis of the image of a literary hero (based on the novels “Rudin”, “Nest of Nobles” (optional)) (4 hours)

31-32
F.I. Tyutchev. Life and art.

Lesson
Portrait, audio recording. Exhibition of books. Presentation “Philosophical lyrics of F. I. Tyutchev.” Analysis plan for a lyric work
Page 90-110. Poem by heart.

33-34
A.A.Fet. Life and art
Lesson
Portrait. Audio recording. Exhibition of books. Presentation “Main themes of A. A. Fet’s lyrics”
Page 111-129.
Poem by heart.

s/r
Artistic analysis of a lyrical work (4 hours)

35-36
Stages of the biography and creativity of M.E. Saltykov-Shchedrin
Lecture
Presentation “The Life and Work of M. E. Saltykov-Shchedrin.” Text of "The History of a City". Fairy tales.
Reading fairy tales

37-38
Lesson - test on the writer's fairy tales
Test
Questions for text analysis in groups

s/r
Compiling a crossword puzzle based on the fairy tales of M.E. Saltykov-Shchedrin (1 hour)

s/r
Abstract: “The History of a City” - a satirical exposure of the state bureaucratic system in Russia (2 hours)

39-40
ON THE. Nekrasov. Poem “Who Lives Well in Rus'”
Lecture
Portrait. Presentation “The Life and Work of N. A. Nekrasov.” Poem “Who Lives Well in Rus'.” Presentation “Who Lives Well in Rus'”
Page 130-147, read the chapters “Prologue”, “Drunken Night”.

41-42
Images of peasants and landowners in the poem.
Lesson
Text of the poem. Questions for group work on the analysis of Nekrasov’s poem.
Page 147-154, prepared. oral story about Y. Nagy, E. Girin

43-44
Images of people's intercessors in the poem
Practical lesson
Text of the poem. Questions for group work on the analysis of Nekrasov’s poem. Illustrations for the chapter “The Last One”
Composition

s/r
Development of a quiz based on the poem “Who Lives Well in Rus'” (2 hours)

45-46
F.M.Dostoevsky. Novel “Crime and Punishment”
Lecture
Presentation “Life and Creativity” of F. M. Dostoevsky”, “Petersburg of F. M. Dostoevsky”. Text of the novel
Page 155-164, make a biography plan

47-48
In St. Petersburg Dostoevsky. “The Face of This World.”
Lesson

Prepare a story based on the first chapters about Raskolnikov.

49-50
“A Shocked and Unsettled Hero”
Practical lesson
Illustrative material

Complete the table “Marmeladov Family”.

51-52
The resurrection of man in Raskolnikov through love.
Practical lesson
Film "Crime and Punishment"
Preparing for the test

53-54

Test
Handout

s/r
Report on the topic: “Symbolic images in F. M. Dostoevsky’s novel “Crime and Punishment” (2 hours)

s/r
Essay “Little Man” in a Ruthless World” based on the novels of F. M. Dostoevsky (4 hours)

55-56
Pages of the great life of Leo Tolstoy. The novel “War and Peace” is an epic novel
Lecture
Presentation “The Life and Work of L. N. Tolstoy”, “Images of Heroes in L. Tolstoy’s novel “War and Peace””. Text of the novel
Read the first chapters of Leo Tolstoy’s novel “War and Peace”

57-58
True and false patriotism in the novel.
Lesson
Film "War and Peace"
View vol.2 parts 1-3 Mark the material “Search for the meaning of life by P. Bezukhov and A. Bolkonsky.

59-60
Searches for P. Bezukhov and A. Bolkonsky
Practical lesson
Film "War and Peace"
Vol.1 Part 3 Ch.14-17, Part 4 Ch.7, Part 5 Ch.15-18

61-62
Natasha Rostova on the way to happiness
Lesson
Illustrations “Natasha Rostova’s first ball”, presentation “L. N. Tolstoy’s favorite heroine in the novel “War and Peace””
Mini-essay “My attitude towards Natasha Rostova”

63-64
Popular thought in the novel
Practical lesson
Presentation “L. N. Tolstoy’s novel “War and Peace””
Make up a quiz of 6 questions based on the text of the work. Preparation for the test.

65-66

Test
Test work handouts

s/r
Development of the presentation “Depiction of war in “Sevastopol Stories” by L. N. Tolstoy” (1 hour)

s/r
Comparative characteristics of Kutuzov and Napoleon (2 hours)

s/r
Development of the presentation “The theme of home in the novel “War and Peace”” (1 hour)

s/r
Essay “My favorite pages of the novel “War and Peace” (2 hours)

67-68
Essay on the life and work of A.P. Chekhov. The story "Ionych"
Lesson
Presentation “The creative path of A.P. Chekhov.” Texts of stories by A.P. Chekhov. Play "The Cherry Orchard". Film “The Cherry Orchard”
Read the play “The Cherry Orchard”

69-70
Play "The Cherry Orchard". The destruction of the noble nest
Practical lesson
Illustrative material
Page 307-316, prepare a quotation description of Ranevskaya and Gaev

71-72
Symbol of the garden in comedy. The originality of Chekhov's style.
Practical lesson
Text of the play
Preparation for test work

73-74

Test
Questions for testing

s/r
Written analysis of one story by A.P. Chekhov. (1 hour)

Topic 4. Features of the development of literature and other types of art at the beginning of the 20th century – 16 hours

75-76
Russian literature of the early twentieth century.
Lecture
Working with textbooks - Literature (Russian literature of the 20th century). 11th grade Part 1 / Ed. Agenosova. – M., 2008. and Russian literature of the 20th century. Reader for 11th grade. / Comp. A. V. Barannikov. – M., 2009. Table “Features of 20th century literature.” Dictionary of literary terms.
Page 14-20 school days Page 11-14 reading books

77-78
Analysis of the story by I.A. Bunin. "Dark alleys"
Lesson
Presentation “The Life and Work of I. A. Bunin.” Texts of stories by I. Bunin
Read “Garnet Bracelet” by A. Kuprin.

s/r
Make a quiz based on the stories of I. A. Bunin (2 hours)

79-80
A.I. Kuprin. The story “Garnet Bracelet”
Lesson
Presentation “The Life and Work of A. I. Kuprin”, film based on the story “The Duel”
Mini-essay. “Past the greatest love...”

s/r
Essay “Love is patient, love is exalted?” based on the works of I. A. Bunin and A. I. Kuprin (2 hours)

81-82
Essay on the life and work of M. Gorky
Lesson
Album with illustrations “M. Gorky”
Read the lecture notes. Read M. Gorky's story “Old Woman Izergil”

83-84
Romantic works of M. Gorky. The story “Old Woman Izergil”
Lesson
Presentation “The Story of M. Gorky “Old Woman Izergil””, film “The Camp Goes to Heaven”
Read item 1. Plays by M. Gorky “At the Lower Depths”

85-86
“At the Bottom” is a socio-philosophical drama.
Practical lesson
Presentation. Film “At the Depths” (2014) and film “Without the Sun”.
Read plays 2-3. Finish filling out the table according to item 1

87-88
Dispute about the appointment of a person.
Practical lesson
Task cards for the play, presentation
Prepare a story about Luke.

89-90
The question of truth in Gorky’s drama “At the Depths”
Practical lesson
Theater productions
Composition

s/r
Note-taking of M. Gorky’s article “Untimely Thoughts” (1 hour)

s/r
Written answer to the question: “The role of Luke in the drama” (2 hours)

Topic 5. Repetition and generalization of the course – 2 hours

91-92
Test work for 1st year
Test

s/r
Compiling a reading diary for 1 course (2 hours)

II course – 102 hours

Topic 6. Poetry of the early 20th century – 26 hours

93-94
Review of Russian poetry of the early twentieth century
Lecture

Page 7-20

95-96
"Silver Age" of Russian poetry
Lesson
Presentation "Symbolists". Poems by Z. Gippius, D. Merezhkovsky, N. Gumilev, I. Severyanin. Collection of poems by V. Bryusov. Audio recordings of poems by A. Blok, A. Bely and others
Expressive reading of poems. pp. 20-48

s/r
Creative work on the topic: “Literary movements of the poetry of Russian modernism: symbolism, acmeism, futurism” (3 hours)

97-98
Biography of A. Blok. The romantic world of the early Blok
Lesson
Illustrative material, electronic supplement “Literat. direction." (Symbolism), texts of poetic works
Page 74-91. Learn one poem by heart.

99-100
Poem "Twelve"
Lesson
Text of the poem, task cards
Page 91-97, letter. answers on questions

s/r
Development of the presentation “My perception of A. A. Blok” (2 hours)

101-102
S. Yesenin as a national poet. Love lyrics
Lesson
Presentation “The Life and Work of S. A. Yesenin”, collection of poems, d/f “Poetry of a “folk” poet”
Memorize one poem (optional). Read the poem “Anna Snegina”

103-104
Poem by S. Yesenin “Anna Snegina”
Practical lesson
Text of the work
Plan of the biography of V. Mayakovsky pp. 205-206 ridge.

s/r
Comparative analysis of poems about the Motherland by S. Yesenin and A. Blok (2 hours)

105-106
Poetic innovation of V.V. Mayakovsky
Lecture
Album with illustrations “V.V. Mayakovsky"
Page 293-310. One poem by heart.

107-108
Love lyrics by V. Mayakovsky
Lesson
Audio recording of V. Mayakovsky, collections of poems
Read the poem “Cloud in Pants”

109-110
Mayakovsky's poem “Cloud in Pants”
Practical lesson
Text of the poem, questions to the poem
Retelling the poem

s/r
Development of the presentation “Satirical poems by V. Mayakovsky “The Bedbug” and “Bathhouse”” (2 hours)

111-112
A.A. Akhmatova. The main motives of the lyrics
Lesson
Textbook, portrait of the writer, table “Periodization of creativity”
Reading by heart, reading the poem "Requiem"

113-114
“The tragedy of the people or mother and son”?
Practical lesson
Textbook, poem text
Answer the problem question of the lesson

115-116
M.I. Tsvetaeva. Lyrics
Lesson
Presentation “The life and work of the poetess M. I. Tsvetaeva.” Poems
Page 348-367, poem by heart

117-118

Test
Handout

s/r
Compiling a reader's diary on poetry of the early 20th century (4 hours)

Topic 7. Features of the development of literature from the 1920s to the 1940s – 28 hours

119-120
Characteristics of literature of the period of the 20-30s.
Lecture
Presentation “The revolutionary era in the works of writers and poets of the 20s.” Photos of poets. Collections of poems
Preparation for the seminar “Literature of the 20-30s”

s/r
Preparation of reports on literary groups and magazines of the 20s of the 20th century (4 hours)

121-122
Review of works of the 20-30s. A. Fadeev “Destruction”, E. Zamyatin “We”, A. Platonov “Pit”
Seminar
Speakers' reports
Stories by M. Zoshchenko

s/r
Preparation of presentations about the works of writers D. Furmanov, A. Fadeev, B. Pilnyak (optional) (2 hours)

s/r
Make a plan for the work “Iron Stream” by Serafimovich, “Cavalry” by Babel (optional) (2 hours)

s/r
Make a plan for the biography of Averchenko and Teffy (2 hours)

s/r
Reading and retelling of one satirical work of the 30s (2 hours)

123-124
M Zoshchenko. “Laughter is a great thing!”
Practical lesson
Story texts
Page 333-376 ridge.

125-126
M.A. Bulgakov. Life, creativity, personality.
Lesson
Presentation “The Life and Work of M. A. Bulgakov”
Page 445-448

127-128
Bulgakov's satire. "Dog's heart"
Lesson

129-130
Novel "The Master and Margarita"
Lesson
H.f. "Master and Margarita".
Presentation "Bulgakov's Moscow".
M. Bulgakov's novel “The Master and Margarita”.
Illustrations for M. Bulgakov’s novel “The Master and Margarita.”
Page 452-455; image of Woland and his retinue

131-132
Good and evil in M. Bulgakov’s novel “The Master and Margarita”.
Practical lesson
Presentation “The Master and Woland: good and evil in M. Bulgakov’s novel “The Master and Margarita.”
pp. 455-457;
image of Yeshua

133-134
Love and fate of the Master.
Practical lesson
Presentation “Gogolian traditions in M. Bulgakov’s novel “The Master and Margarita”.” Photos of writers (M. Gorky, N.V. Gogol). Cards with tasks based on M. Bulgakov’s novel “The Master and Margarita.”
Essay about M. Bulgakov’s novel “The Master and Margarita” (the image of the Master).

s/r
Write a review of the film “The Master and Margarita” dir. Y. Kara or V. Bortko (student’s choice) (2 hours)

135-136
The life and creative path of M. Sholokhov.
Lecture
Presentations “Life and work of M.A. Sholokhov”, “Russian Cossacks during the Civil War”. H.f. "Quiet Don"
Page 284 crest.

137-138
Moral issues of “Don Stories” by M. Sholokhov.
Practical lesson
Story texts
Read volume 1 “Quiet Don”

139-140
“Quiet Don” is an epic novel about a national tragedy.
Lesson
film "Quiet Don"
Prepare the story “The Melekhov Family”

141-142
The image of Grigory Melekhov in the novel
Lesson
film "Quiet Don"
Prepare reports on female characters in the novel.

143-144
Female images in the novel
Lesson
film "Quiet Don"
Read book 2. Answer the questions.

145-146

Speech development lesson
Essay topics
Composition

s/r
Write an annotation for the film "Quiet Don" dir. S. Ursulyuk, 2015 (2 hours)

Topic 8. Features of the development of literature during the Great Patriotic War and the first post-war years - 12 hours

147-148
Literature of the period of the Great Patriotic War. Leading genres.
Lecture
Presentation “Writers of the front-line generation.” D.f. “Creativity of writers of the front generation: V. Grossman, V. Bykov.”
Read A. Tolstoy “Motherland (pp. 7-12 chrest.)” and L. Leonov “Glory of Russia” (pp. 12-14 chrest.)

149-150
Poetry of the Great Patriotic War
Lecture
Presentation
Audio recordings
One poem by heart (pp. 14-30 chrest.)

151-152
A.T. Tvardovsky. The theme of war and memory in the lyrics.
Practical lesson
Textbook, portrait of a writer, illustrations for works, literary text

Preparation for the seminar

153-154
Creativity of writers of “lieutenant prose”.
Seminar
Presentation “Publicism of the war years.” Photos of wartime writers, speakers' reports
Prepare a brief retelling with elements of analysis of one work of “lieutenant prose”

155-156
Journalism and dramaturgy of the war years
Lecture
Presentation "Military Literature". Photos of writers of the war years. Stories by writers (author and work of the student’s choice).
Abstract

157-158
Seminar on literature about the Great Patriotic War.
Seminar
Reports

s/r
Preparation of the report “Lyrical hero in the poems of front-line poets” (2 hours)

s/r
Preparation of the presentation “Works of the first post-war years (2 hours)

Topic 9. Features of the development of literature of the 1950-1980s – 26 hours

159-160
B.L.Pasternak. The beginning of a creative journey. Lyrics.
Lecture
Presentation of “B. Pasternak’s Lyrics”, audio recordings of B. Pasternak’s poems
Learn a poem (optional). Read “The Fate of Man” by M. Sholokhov

161-162
Literature of the “Thaw”
Lecture
Presentation “The Thaw in Literature 1953-1964”
Prepare a short retelling of “The Fate of Man” by M. Sholokhov

163-164
Analytical conversation on M. Sholokhov’s story “The Fate of Man”
Practical lesson

s/r
Preparation of the report “Search for a new poetic language, form, genre in the poetry of the 60s (2 hours)

165-166
Life and work of A.I. Solzhenitsyn.
Lesson
Presentations “The life and work of the “camp” writers A. Solzhenitsyn, Shalamov.” D.f. "The camp path of A. Solzhenitsyn."
Prepare a short retelling of “One Day...”.

s/r
Preparation of presentations on the works of B. Akhmadullina, E. Vinokurov, R. Rozhdestvensky, A. Voznesensky, E. Evtushenko, B. Okudzhava (at the student’s choice) (2 hours)

167-168
Analysis of the story “One Day in the Life of Ivan Denisovich”
Practical lesson
Presentation “The theme of human dignity in the story by A.I. Solzhenitsyn "One Day in the Life of Ivan Denisovich" Story by A.I. Solzhenitsyn "One Day in the Life of Ivan Denisovich." Illustrations for the story.
Read “Matrenin’s Dvor” by A. Solzhenitsyn” (pp. 373-400 chrest.)

169-170
“Phenomenon” of a common man in A.I. Solzhenitsyn’s story “Matrenin’s Dvor”
Practical lesson
Presentation “The theme of the Motherland in the story of A.I. Solzhenitsyn "Matrenin's Dvor" Story by A.I. Solzhenitsyn "Matrenin's Dvor". A series of tasks for group work
Page 174-181 (cross.)

s/r
Preparation of questions for self-test on the work “One Day in the Life of Ivan Denisovich” (2 hours)

171-172
“Village prose”: origins, problems, heroes
Lecture

Prepare a short retelling of 2-3 stories.

173-174
Stories by V.M. Shukshin.
Lesson
Presentation “Prose of V. Shukshin. Features of stories."
Read V. Rasutin’s story “Farewell to Matera”

s/r
Taking notes on an article about V.M. Shukshin. Information from the biography (from the textbook) (2 hours)

175-176

Practical lesson
Literary text of the story, questions for text analysis
Prepare the story “Daria - the main character of the story”

177-178
V. Nabokov. Novel "Mashenka"
Lesson
Presentation for the lesson
Answer. to questions, pp. 181-199 (chrest.)

s/r
Preparing questions for self-test based on Nabokov’s novel “Mashenka” (2 hours)

179-180
V. P. Astafiev. The story "The King Fish"
Lesson
Artistic text
Retelling the story

181-182
Seminar on the works of poets of the “Thaw” period. (R. Rozhdestvensky, E. Evtushenko, A. Voznesensky, B. Akhmadullina.
Seminar
Audio recordings of poems
Poem by heart pp. 329-361 khrest.

183-184

Test
Handout

s/r
Preparing a presentation about N.M. Rubtsov. Information from the biography (2 hours)

Topic 10. Features of the development of literature in the late 1980s-2000s – 6 hours

185-186
Traditions and innovation in the latest prose of the 80-90s
Lecture
Presentation for the lesson
Abstract

187-188
Essay on the creativity of S. Dovlatov. "Suitcase"
Practical lesson
Presentation for the lesson. Literary texts
Retelling stories

189-190
Literature at the present stage.
Lesson
Presentation "Modern Literature".
Presentation "Prose of the 80-90s of the XX century."
D.f. "Writers of Contemporary Prose".
Illustrations based on the works of modern writers.
Works by T. Tolstoy, L. Petrushevskaya, V. Pelevin and others

Topic 11. Repetition and generalization of the course – 4 hours

191-192
Test work for 2nd year
Test

193-194
Differentiated credit
Test
UMK

s/r
Compiling a reader's diary (4 hours)

Topic 2. Russian literature of the first half of the 19th century

Practical lesson No. 1.
“The Demon” as a romantic poem by M. Yu. Lermontov
Questions for the lesson:

I. The tragedy of a rebellious personality in the poem by M.Yu. Lermontov "Demon".
1. The history of the creation of the poem and its place among other Roma
nic poems.
2. Lermontov’s “Demon”: the essence and contradictions of this image:
a) name the oppositions of the romantic text;
b) correlate the structure of the conflict and its development in the poem with
the poem "Mtsyri"; how the representation is conceptualized in both poems
about freedom?
II. The image of the Demon in musical and visual arts.
1. Poeticization of the image of the Demon in the works of Vrubel. Its originality
artistic interpretation of the image of the Demon.
2. Rubinstein’s “Demon” and the originality of its artistic interpretation.
III. Lermontov's “Demon” in the poetry of the Silver Age. (Individual
tasks)

Tasks:
1. Prepare reports on the editions of the poem “Demon”.
2.Rubinstein’s opera “The Demon” as a stage of innovative interpretation
poem "Demon".
3. Identify the poetics of the romantic in the text of the poem.
4.Vrubel and Lermontov: similarities and differences.

Literature:
1. Glukhov A.I. Epic poetry by M.Yu. Lermontov. – Publishing house
Saratov University, 1982.
2. Dmitrieva N. Mikhail Vrubel. – M., 1984.
3. History of Russian and Soviet music. – M., 1878 (chapter about Rubinstein)
4. Kogan D. Vrubel. – M., 1980.
5. Logunov K.N. Lermontov's creativity. – M., 1990.
6. Suzdalev P. Vrubel and the Demon. – M., 1980.
7. Fokht U.R. Lermontov. The logic of creativity. – M., Nauka, 1975.
8.Marchenko A.M. Lermontov. – M., 2010.
9.M.Yu. Lermontov. Pro and contra: Lermontov’s personality and creativity
assessment of Russian thinkers. – St. Petersburg, 2002.

Practical lesson No. 2.
N. V. Gogol's story “Portrait”
Questions for the lesson:

1. “Petersburg Tales” is a new stage in the development of Russian critical realism.

2. The richness of the themes and issues of the work, the main character of the story. Image of St. Petersburg.
3. Problems of art in the story “Portrait”.
4. Techniques of typification, realistic fiction, hyperbole, grotesque, mastery of artistic detail, speech characteristics of characters.
Literature:
Belinsky V. G. About the Russian story and the stories of Mr. Gogol // Belinsky V. G. Collected works in 9 volumes. – T. 1. Articles, reviews and notes 1834-1836. – M.: Artist. lit., 1976. – 138-185.
Bryusov V.Ya. Hyperbole and fantasy in Gogol. – http://gogol.lit-info.ru/gogol/bio/giperbola-i-fantastika.htm
Zolotussky I. P. Gogol. – M., 1984.
Mashinsky S.I. Gogol’s artistic world. – M., 1971.
Khrapchenko M. B. Nikolai Gogol: Literary path. The greatness of the writer. – M., 1984.
Kuleshov V.I. History of Russian literature of the 19th century: Textbook. – M.: Moscow State University Publishing House, 1997.

Topic 2. Russian literature of the second half of the 19th century

Practical lesson No. 3.
“The Closed City of Kalinov” based on the play “The Thunderstorm” by A. N. Ostrovsky
Questions for the lesson:

1. The place of “The Thunderstorm” in the creative evolution of the writer. History of creation.
2. The originality and organization of dramatic action in the play (system of characters, logic of scenery changes, ending).
3. Problems of drama:
“The Thunderstorm”: the nature of the confrontation between Katerina and Kabanova, the ideals of the heroines.
4. Features of the conflict situation:
“The Thunderstorm”: external and internal conflict in the play; "The Thunderstorm" as a folk drama. Katerina as a national character.
5. Types of merchants, “extra man”, “little man” in drama: traditions and innovation of the playwright.
6. The main character of “The Thunderstorm” in the assessment of Dobrolyubov and Pisarev.

Literature:
History of Russian literature: in 4 volumes. L., 1982. T. 3. The rise of realism.
History of Russian literature of the 19th century. 40-60s / ed. V.N. Anoshkina, L.D. Thunderous. M., 1998.
additional literature
Vishnevskaya I.L. Talent and fans (A.N. Ostrovsky and his plays). M., 1999.
Drama A.N. Ostrovsky “The Thunderstorm” in Russian criticism: collection. articles. / comp., author entry. Articles and comments by I.N. Dry. L., 1990.
Dobrolyubov N.A. Dark Kingdom, A ray of light in a dark kingdom.
Pisarev D.I. Motives of Russian drama.
Zhuravleva A.I., Makeev M.S. Alexander Nikolaevich Ostrovsky. M.: MSU, 1997.
Zhuravleva A.I., Nekrasov V.N. Ostrovsky Theater. M., 1996.
Lakshin V.Ya. Ostrovsky. M., 1982.

Practical lesson No. 4 – 5.
The image of the main character in the novel "Oblomov". The concept of "Oblomovism". Historical and philosophical meaning of the novel.

Questions for the lesson:

1. The history of the creation of the novel. Specifics of the name.
2. The image of Ilya Ilyich Oblomov. Controversy surrounding the main character. What is the difference between Dobrolyubov’s understanding of “Oblomovism” and the content of this artistic image in the novel?
3. The place and function of “Oblomov’s Dream” in the compositional structure of the novel. “Oblomov’s Dream” as a kind of overture, the key to reading the novel.
4. The opposition movement/rest in “Oblomov”: Oblomov’s time and Stolz’s time. How is the author's position revealed in resolving this opposition?
5. Implementation of the plot of “finding paradise.” Olga Ilyinskaya and Agafya Pshenitsyna.

Literature:

3. Geiro L.S. Goncharov’s novel “Oblomov” // Goncharov I.A. Oblomov / Literary monuments”/ – L., 1987. – P. 527-551.
4.Kantor V. Long habit to sleep. Reflections on Goncharov’s novel “Oblomov” // Questions of literature. – 1989. – No. 1. – P. 145-185.
5.Krivolapov V.N. Once again about “Oblomovism” // Russian literature. – 1994. – No. 2. – P.27-48.
6. Likhachev D.S. Moral descriptive time in Goncharov // Likhachev D.S. Poetics of Old Russian Literature - L., 1967. - P. 312-319.
7.Melnik V.I. Philosophical motives in I. Goncharov’s novel “Oblomov” // Russian literature. – 1982. – No. 3. – P.81-100.
8. Nedzvetsky V.A. Novels by I.A. Goncharova. – M., 1996.
9. Otradin M.V. “Oblomov’s Dream” as an artistic whole // Russian literature. – 1992. – No. 1. – P. 3-18.

Practical lesson No. 6.
The ideological dispute between fathers and children in I. S. Turgenev’s novel “Fathers and Sons”
Questions for the lesson:

1. The novel as assessed by critics: Pisarev, Antonovich, Strakhov, etc. The significance of the article by I.S. Turgenev “Hamlet and Don Quixote” for understanding Turgenev’s characterology.
2. Realization of the conflict “Bazarov and others” (Yu.V. Mann):
2.1. Bazarov and two generations of “fathers” (two levels of clashes between the protagonist and the past):
a) cultural and historical level: Bazarov and Pavel Petrovich, Nikolai Petrovich Kirsanov.
b) archaic level: Bazarov and people of the “former time” (Arina Vlasevna and Vasily Ivanovich Bazarov, Timofeich);
2.2. Bazarov and the modern generation (Arkady, Sitnikov, Kukshina).
3. Bazarov and nihilism: how is Bazarov’s nihilistic program revealed and how is it tested?
4. The role of a love conflict in revealing the character of the main character:
4.1. Multiple love lines in the novel.
4.2. Bazarov and Odintsova.
5. What is the philosophical meaning of the title and ending of the novel?

Literature:
1. History of Russian literature: in 4 volumes. L., 1982. Vol. 3. The rise of realism.
2. History of Russian literature of the 19th century. 40-60s / ed. V.N. Anoshkina, L.D. Thunderous. M., 1998.
3. Byaly G.A. Novel by I.S. Turgenev “Fathers and Sons.” – M., 1982.
4.Lebedev Yu.V. Roman I.S. Turgenev "Fathers and Sons". – M., 1982.
5.Lebedev Yu.V. The tragic in the novel by I.S. Turgenev “Fathers and Sons” // Lebedev Yu.V. In the middle of the century. – M., 1988.
6.Markovich V.M. I.S. Turgenev and the Russian realistic novel of the 19th century. – L., 1982.– P. 186-200 (Chapter. Who is Bazarov?)
7.Markovich V.M. Man in the novels of I.S. Turgenev. – L., 1975. (Chapter “Levels of Humanity”)
8. Mann Yu.V. Bazarov and others // New world. – 1968. – No. 10. – P. 235-238. Or: Mann Yu.V. Dialectics of artistic image. – M., 1987. – P. 97-132.

Practical lesson No. 7.
Images of people's intercessors in the poem by N. A. Nekrasov “Who Lives Well in Rus'”

Questions and assignments for the lesson:
For SLT or CLE, write down the definition of “Epic”
Disputes about the arrangement of parts of the poem.
Assignment: read one of the proposed works. Write down the order proposed by the author and his argumentation. In the margins, note the points of other researchers that are disputed in the work you have studied:
Prokshin V.G. Poem by N.A. Nekrasova “Who can live well in Rus'.” - M., 1986, pp. 10-31.
Tverdokhlebov I.Yu. Nekrasov's poem “Who can live well in Rus'?” - M., 1959.
Shamorikova I.V. The location of parts of the poem by N.A. Nekrasova “Who can live well in Rus'.” // Issues of textual criticism. - M., 1957.
Chervyakovsky S.A. Review of the study of the poem “Who Lives Well in Rus'.” //Nekrasovsky collection. T.3, - M;L., 1960.
Evstigneeva L.A. Controversial issues in studying the poem by N.A. Nekrasova “Who can live well in Rus'.” // N.A. Nekrasov and Russian literature, 1821-1971. - M., 1971.
Gruzdev A.I. About the composition of the poem “Who Lives Well in Rus'”: (Order of parts). // Origins of the great poem: Sat. articles. - Yaroslavl, 1962.
3. The plot and compositional structure of the poem.
The image of the people, the originality of their decisions in each of the parts and in the poem as a whole.
The theme of the search for happiness and the theme of national consciousness. Their development in each part and in the poem as a whole.
The place and role of Grisha Dobrosklonov in the plot of the poem.
Literature:
Skatov N.N. “I dedicated the lyre to my people,” pp. 116-160; or Him. Literary essays. P.174-209.
Gruzdev A.I. Nekrasov's poem "Who Lives Well in Rus'." // Russian classical literature: Analysis and analysis. -M., 1969, pp. 281-306.
Prokshin V.G. Poem by N.A. Nekrasova “Who can live well in Rus'.” - M., 1986.
Practical lesson No. 8-9.
F. M. Dostoevsky. Novel "Crime and Punishment"
Questions for the lesson:
What is the final impetus in the formulation of Raskolnikov’s theory (Part 1, Chapter 6)? When and how does Raskolnikov express his theory? What is its essence? What does the hero value most in his theory? (Part 3, Chapter 5.) Why does Dostoevsky include in the novel not Raskolnikov’s article itself, but only conversations about it?
What does Raskolnikov strive for by committing his crime (reveal both public and personal “benefits” of the crime)? Does Raskolnikov succeed in achieving his goals? Why, having planned a crime, does he become a superstitious person? What role do hints at the participation of mysterious forces in Raskolnikov’s fate play in the author’s plan, and what are these forces?
When does Raskolnikov's punishment begin and why? How does it manifest itself? How is the hero’s relationship with himself and with the people around him before and after the crime?
How do Raskolnikov’s theory and his character relate in the novel? How does Raskolnikov evaluate his heartfelt impulses (helping a drunken girl (Part 1, Chapter 4), Marmeladov, Dunya, etc.) and why?
Why does Raskolnikov confess his crime to Sonya (hero’s motivation)? What passage from the Gospel does Sonya read to Rodion and why? What, according to Sonya, is Raskolnikov’s crime? (Part 4, Chapter 4; Part 5, Chapter 4.)
What is unique about Porfiry Petrovich’s strategy and tactics? What does Porfiry Petrovich want from Raskolnikov?
Raskolnikov's dreams, the significance of each of them in revealing the character of the hero and the general structure of the novel.
The compositional principle of “mirror reflection”. What personality traits of Raskolnikov are shared by other characters in the novel? What goals does the author pursue by pointing out such similarities? "Doubles" of Raskolnikov.
Epilogue of the novel. What changes in Raskolnikov’s consciousness does the author show? What does Raskolnikov understand?

Literature:

Vetlovskaya V. E. “The Other World” in Dostoevsky’s novel “Crime and Punishment” // Dostoevsky: Materials and Research. T. 14. St. Petersburg, 1998.
Abeltin E. A., Litvinova V. I. “Crime and Punishment” by F. M. Dostoevsky in the context of modern study of the classics: Textbook. Abakan, 1999. (Electronic publication: http://philology.khsu.ru).
Evnin F.I. Novel “Crime and Punishment” // Dostoevsky’s works. M., 1959.
Kirpotin V. Ya. Disappointment and downfall of Rodion Raskolnikov. M., 1970. P. 80-225, etc.
Chirkov N. M. About Dostoevsky’s style: Issues. Ideal. Images. M., 1967. P. 80-90.
Starikova E.V. Historical roots of Raskolnikov’s crime // Questions of literature. 1971. No. 2.
Voitlovskaya E. A., Rumyantseva E. M. Practical classes in Russian literature of the 19th century. M., 1975. Ch. 4.
Dneprov V. D. Ideas, passions, actions: From the artistic experience of Dostoevsky. L., 1978.
Korman B. O. Studying the text of a work of art: A manual for correspondence students. M., 1972. S. 20-29.
Altman M. S. Dostoevsky: By milestones of names. Saratov, 1975.
Dostoevsky’s novel “Crime and Punishment” in the literary science of the 20th century. Izhevsk, 1993. (Anthology.)
Berdyaev N. A. Dostoevsky’s worldview // Berdyaev N. A. About Russian classics. M., 1990.

Practical lesson No. 10-11.
Spiritual quests of P. Bezukhov and A. Bolkonsky; folk thought in L. N. Tolstoy’s novel “War and Peace”

Questions for the lesson:

Depiction of secular society (especially vol. 1, part 1). The place of Pierre and Andrey in secular society. Pierre and Andrey before the events of 1805
Prince Andrei's disappointment in the idea of personal glory and Pierre's coming to Freemasonry.
Bogucharovsky dispute.
Bolkonsky's way out of the crisis. The story of his relationship with Natasha.
Pierre's disappointment in Freemasonry.

Andrei and Pierre during the events of 1812. Why does Prince Andrei die?
Pierre and Platon Karataev.
What is the main moral and psychological difference between the character of Nikolai Rostov and the character of Pierre and Andrei?
Ideological and compositional meaning of the epilogue.

On which pages of the novel does the image of a struggling people emerge most clearly?
What did such unity of people bring when “the whole people want to rush in”?
Would one regular army, led even by such an experienced commander as Kutuzov, be able to defeat the enemy victoriously?
Military historians claim that no army can maintain victory without the help of the rear for long. Are they right?
Is it possible, when speaking about the patriotism of the Russian people in the war of 1812, to limit ourselves to remembering this high feeling only among the popular class?
French historians argue that Napoleon would undoubtedly have won if the war had been fought “according to the rules” (although they also blame the Russian winter, which “stole the victory from them”). In what ways were the “rules” broken by the Russians?
We say that Tolstoy shows us the people as a hero, as a winner, as a great, powerful, mighty force. Is the concept of “people” really homogeneous in the novel?
What qualities do the author consider the best among people?

Literature:
Kupreyanova E.N. “War and Peace” // History of the Russian novel: In 2 volumes. T.2. M., Leningrad, 1964. pp. 304-318.
Bocharov S. “War and Peace” L.N. Tolstoy // Three masterpieces of Russian classics. M., 1972. S. 74-80, 87-100.
Khrapchenko M.B. Leo Tolstoy as an artist. M., 1978. P. 120-140.
Kurlyandskaya G.B. The moral ideal of heroes L.N. Tolstoy and F.M. Dostoevsky. M., 1988.
Gromov P. About the style of Leo Tolstoy “Dialectics of the soul” in “War and Peace”. L., 1977.
Kamyanov V.I. The poetic world of the epic. About L. Tolstoy’s novel “War and Peace”. M., 1938.
Fein G.N. Leo Tolstoy's novel "War and Peace". Holistic analysis. M., 1966.
Lurie Y.S. On the historical concept of L. Tolstoy // Russian literature. 1989. No. 1. P.26-43.
Dolinina N. G. Through the pages of War and Peace. L., 1989.
Opulskaya L. D. L. N. Tolstoy’s epic novel “War and Peace.” M., 1987.
Khalizev V. E., Kormilov S. I. Roman L. N. Tolstoy “War and Peace”. M., 1983

Practical lesson No. 12-13.
Features of A. P. Chekhov's dramaturgy. Play "The Cherry Orchard"
Questions and tasks:
The system of characters in the play.
Generation of the past. Ranevskaya, Gaev and others. Reflection of noble culture in their images, its assessment.
The current generation. Merchant Lopakhin. What is the internal contradiction of this image?
New Generation. Petya and Anya. Can we say that Chekhov pins his hopes for the future on them?
Features of the conflict and the originality of A.P. Chekhov’s psychologism. Construction of dialogues, remarks. Text and subtext. How do the characters’ images combine their inner world, speech and behavior?
The role of interior and landscape. How do the characters characterize their attitude to things?
The image of the cherry orchard and other symbolic images of the play. Their role in the play.
Genre of the play.
Literature:
Chekhov A.P. Full collection op. and letters: In 30 volumes. T. 12-13. M., 1978.
Skaftymov A.P. On the question of the principles of constructing Chekhov’s plays // Skaftymov A.P. Moral quests of Russian writers. M., 1972.
Skaftymov A.P. On the unity of form and content in “The Cherry Orchard” by A.P. Chekhov // Skaftymov A.P. Moral quests of Russian writers. M., 1972.
Khalizev V. E. A. P. Chekhov’s play “The Cherry Orchard” // Russian classical literature. Reviews and analyses. M., 1969.
Semanova M. L. Dramas and comedies of life. “The Cherry Orchard” // Semanova M. L. Chekhov the artist. M., 1976.
Shah-Azizova T.K. Chekhov and Western European drama of his time. M., 1966.
Shah-Azizova T.K. In Chekhov's creative laboratory. M., 1974.
Shah-Azizova T.K. Chekhov and his time. M., 1977.
Polotskaya E. A. “The Cherry Orchard.” Life in time // Literary works in the movement of eras. M., 1979.
Revyakin A.I. “The Cherry Orchard” by A.P. Chekhov. Manual for teachers. M., 1960.
Malyugin L. Chekhov's dramaturgy and its researchers // Malyugin L. Theater begins with literature. Articles. M., 1967.
Zingerman B.I. Chekhov’s Theater and its global significance. M., 1988.
Paperny Z. Contrary to all the rules of Chekhov's plays and vaudevilles. M., 1982.
Stroeva M. Chekhov and the Art Theater. M., 1955.
Chudakov A.P. Chekhov's poetics. M., 1971.

Topic 3. Russian literature of the early 20th century

Practical lesson No. 14-15.
M. Gorky “At the Lower Depths” is a socio-philosophical drama.
Questions for the lesson:
The play “At the Lower Depths” as a continuation of the “tramp” theme:
a) Social and philosophical issues.
b) Disputes about “truth” and “man” among the characters in “The Bottom.”
c) The position of Luke, Satin and the author. How do they compare and contrast with each other?
d) Disputes about the play in criticism.

Literature:

Volkov. A. A. The artist's path. M. Gorky until October. M.. 1969.
Babayan E. Early Gorky. M., 1973.
Yuzovsky Yu. “At the Bottom” by M. Gorky. M., 1968.
Kostelyanets B. Dispute about man // Neva. 1968. No. 3.
Unknown Gorky. M., 1994.
Gachev G. Logic of things and man. Debate about truth and lies in M. Gorky's play “At the Depths”. M., 1992.
Dolzhenkov P. Only man exists. About M. Gorky’s play “At the Depths” // Literature at school. 1990. No. 5, p. 39-49.
Khodasevich V. A. M. Gorky // Khodasevich V. White Corridor. Omsk, 1989.
Basinsky P. Logic of humanism // Issues of literature. 1991. No. 2.

Topic 4. Poetry of the early 20th century

Practical lesson No. 16.
S. Yesenin’s poem “Anna Snegina” is the final completion of the poet’s artistic search.

Questions for the lesson:
Memorize passages from poems (optional).
Analyze the poems by making notes in your workbook with extracts from the text.
The originality of the genre of “Anna Snegina”. A combination of epic and lyrical plans. Confessional and epistolary forms. Historical events, their assessment by the poet. Peasant Rus' as imagined by Yesenin. The conflict is external and internal in the poem. The fate of heroes. The catastrophic beginning in the poem - what is it connected with?

Literature:
In Yesenin's world. Digest of articles. M., 1986.
Guslyarov E.N., Karpukhin. Yesenin in life: A systematic collection of memoirs of his contemporaries. Kaliningrad. 2000. or
Yesenin in the memoirs of his contemporaries. In 2 vols. M., 1986.
Kiryanov S. The poem “Black Man” in the context of the work of S.A. Yesenin and national culture. Tver, 1999.4.
Russian abroad about Yesenin: memories, essays, essays, reviews. Articles. In 2 vols. M.. 1993.
Shubnikova-Guseva N.I. Poems of Yesenin. From "The Prophet" to "The Black Man". M., 2001.
Prokushev Yu.L. Sergey Yesenin. M., 1986.
Marchenko A. Yesenin’s poetic world. M., 1972.

Practical lesson No. 17
Poem by V. Mayakovsky “Cloud in Pants”

Questions for the lesson:
Show what the polemical nature of the introduction to the poem is. How does the poet picture himself?
On the one hand, Mayakovsky said that his poem was “four shouts down”; on the other hand, the original title of the work “The Thirteenth Apostle” also implied the affirmation of new truths. Try to discover this dichotomy in your further analysis of each chapter.
What is the love drama of the lyrical hero in the first chapter and by what means is it shown (extended metaphors; tragic images of history).
What kind of poetry does the poet not accept and what, in his opinion, should poetry be (chapter two)? What Gorky image does Mayakovsky use when talking about the purpose of the poet?
How does the poet see the modern world and even space in the third chapter?
Functions of biblical images and their reinterpretation in the fourth chapter of the poem.
Analyze the metaphors of the final lines of the poem and show what Mayakovsky’s tragedy was in the pre-revolutionary era.
Literature:
1. V. Mayakovsky. About it.
2. M.G. Pavlovets. V. Mayakovsky // History of Russian literature. XX century. Part 1. /Ed. V.V. Agenosova. – M.: Bustard, 2007. – P.448-451.
3. A. Mikhailov. Mayakovsky - M., 1988 (ZhZL).

Practical lesson No. 18
A. Akhmatova. Poem "Requiem"
Questions for the lesson:
1. Prepare an abstract on the topic: “Disputes about “returned” literature in criticism and literary criticism.”
2. Identify historical, folklore and biblical images in A. Akhmatova’s poem and characterize them.
3. Learn by heart any passage from the poem.
4. The history of the creation and publication of A. Akhmatova’s poem “Requiem”.
5. The image of the lyrical heroine of the poem.
6.The artistic originality of the poem (the role of symbolism, features of the verse of the poem).

Literature:
1. Zhirmunsky V.M. The work of Anna Akhmatova. L., 1973.
2. Pavlovsky A.I. Anna Akhmatova. Essay on creativity. L., 1982.
3. Meetings with the past. Vol. 3. M., 1987.
4. Skatov N. “I am your voice”; Kushner A. Poetic perception
world // Literary newspaper, 1989, July 21.

Literature of the 1920s - 1940s of the XX century

Practical lesson No. 19.
M. Zoshchenko “Laughter is a great thing”
Questions for the lesson:
1. How does humor differ from satire?
2. What is the theme of his works?
3. Where do M. Zoshchenko’s stories take place?
4. Features of M. Zoshchenko’s satire (plot basis of the works, language, style).

Literature:
1. Belaya G.A. Donquixotes of the 20s. M., 1989.
2. Sheshukov S. M. Fierce zealots. From the history of literary struggle of the 20s, M., 1984
3. Buznik V. Russian Soviet prose of the 20s. M., 1975
4. V. Chalmaev, S. Zinin Russian literature of the twentieth century. M., 2003.

Practical lesson No. 20-21.
M. A. Bulgakov “The Master and Margarita”
Questions for the lesson:
1. Creative history of the novel: concept and implementation. “The Master and Margarita” in the context of M. Bulgakov’s work.

2. Multi-dimensionality and multi-worldliness of “The Master and Margarita”. The problem of artistic space-time in the novel.

3. “The Romance of Pilate”: role and place in the structure of Bulgakov’s novel. The problem of the author of "The Romance of Pilate".

4. A novel about the Master: literary Moscow in Bulgakov’s novel. Specifics and grotesque images. The problem of the artist and art in the novel. The fate of the Master.

5. Image of Margarita. The theme of love, choice, sacrifice and happiness in the novel.

6. Moral and philosophical issues of the novel. Bulgakov's Yeshua Ha-Nozri and the Gospel Christ. Yeshua and Pilate.

7. Woland in the multidimensional structure of the novel. The tradition of the image, its role in Bulgakov’s novel. The system of good and evil in The Master and Margarita.

Literature:
1. Boborykin V.G. Michael Bulgakov. M., 1991. P.164-207.

2. Bulgakov Encyclopedia. M., 2000.

3. Zolotussky I. Riddles about two novels // Literary studies, 1991. No. 2.

4. Lakshin V.L. The World of Mikhail Bulgakov // Literary Review, 1989. No. 10.

5. Sokolov B. Bulgakov’s novel “The Master and Margarita”: Essays on creative history. M., 1991.

6. Chudakova M. Creative history of M. Bulgakov’s novel “The Master and Margarita” // Questions of Literature, 1976. No. 1.

Yanovskaya L. The creative path of Mikhail Bulgakov. M., 1983. S. 225-317.

Practical lesson No. 22.
M. A. Sholokhov “Don Stories”
Questions for the lesson:
1. The history of the publication of “Don Stories” by Sholokhov, the problems of the collections “Don Stories” and “Azure Steppe”. Analysis of the stories “Mole”, “Shepherd”, “Food Commissar”, “Alien Blood”.
2. Conversation on pre-given questions regarding the content of the stories.
3. Characters of the characters, features of the psychological portrait of the characters.
4. Artistic depiction of events and characters.
5. The role of images and symbols in stories.

Literature:
1. Biryukov F.G. Artistic discoveries of Sholokhov. – M., 1976.
2. Vasiliev V.V. Sholokhov and Russian diaspora. – M., 2003.
3. Kotovchikhina N.D. Epic prose of M. Sholokhov in the Russian literary process of the twentieth century. – M., 2004.
4. Sholokhov Encyclopedia. – M., 2013.
5. Dictionary of the Sholokhov language / Ed. E.I. Dibrova. – M., 2005.
6. Dibrova E.I. Sholokhov in the fate of the Don Cossacks // Philosophy: problems of history and poetics. – M., 2004.

Literature of the Great Patriotic War and the first post-war

Practical lesson No. 23.
A. T. Tvardovsky. Poem "By Right of Memory"

Questions for the lesson:
Formulate the life and creative principle of A.T. Tvardovsky. Select appropriate quotation material from the poet’s poems (and poems).
Based on these excerpts from the poems of A.T. Tvardovsky formulate the creative principle of the poet.

From your path, yielding nothing,
Without retreating, be yourself.
So manage your destiny,
So that any destiny can find itself in it
And someone's soul was relieved of pain.
(“To the bitter grievances of one’s own person”, 1967-1968)

() And I, whose daily bread is the word,
The foundation of all my foundations
I am strict for such a charter,
To limit the waste of words;

So that the heart feeds them with blood,
So that their living mind closes;
So as not to squander haphazardly,
From capitals capital;

So as not to mix the grains with the chaff,
Dust in your own eyes;
So that any word counts
At the exchange rate of the hard ruble ()
(“A Word about Words”, 1962)

() Say that word to anyone else
There's no way I could ever
Entrust. Even Tolstoy Leo
It is forbidden. If he doesn’t say, let him be his own god.
And I'm only mortal. I am responsible for my own,
During my lifetime I worry about one thing:
About what I know better than anyone in the world,
I want to say. And the way I want.
(“The whole essence is in one single covenant”, 1958)
3. The history of the creation of the poem “By Right of Memory.”

Literature:
Burtin Yu. To you, from another generation: // October. 1987. No. 8. pp. 91-202.
Lakshin V. Without hiding your eyes // Youth. 1989. No. 3. P. 89-91.::::.. "The voice of truthful memory." RLSH. No. 4. 1989.
Mitin G.A. “Put the silent pain into words:.” RLSH. No. 5. 1995. pp. 24-26.
Merkin G.S. Russian literature of the 20th century. Educational book for high school students. // Part II. SCREEN - Moscow. TRUST - OTHERWISE. Smolensk 1995.
Smirnova L.A. Russian literature. Soviet literature (reference materials). A book for high school students. // M.: Enlightenment. 1989. pp. 403-404.
Grishunin A.L. "Rereading the classics." Tvardovsky's creativity (to help teachers, high school students and applicants). // Moscow University Publishing House. 1998.

Literature of the 1950s - 1980s of the XX century

Practical lesson No. 24.
M. Sholokhov “The Fate of Man”

Questions for the lesson:

1. Highlight the main compositional parts of the story.

2. Analyze the landscape at the beginning of the story. What motive predominates in it? Find the poetic techniques that the author uses to create the landscape (metaphors, epithets, comparisons, personifications, antitheses, etc.). What role does it play in realizing the author's vision?

3. Find the portrait characteristics of the main characters and compare them. Highlight the main details of portrait characteristics. What is the writer's portraiture skill?

4. Analyze the main episodes of the story from the point of view of the use of poetic devices (farewell to his wife, scene in the church, son’s funeral, meeting with Vanyushka).

5. Analyze the climactic scene in the development of the story’s plot (the episode with Muller). Find speech devices that contrast the characters.

6. Describe the speech of the main characters (the narrator, Sokolov) and emphasize its individual uniqueness.

6. Analyze the ending of the story. How does it relate to the beginning of the story? Why do we need the image of the author-storyteller? What is the main idea of the story?

Literature:

1. Ermolaev G.S. Mikhail Sholokhov and his work. – St. Petersburg, 2000.

2. Osipov V. Sholokhov. – M., 2005.

3. Semenova S. Russian poetry and prose of the 1920-1930s. – M., 2001.

4. Sholokhov and Russian abroad. Collection. – M., 2003.

5. Sholokhov M.A. Letters. – M., 2003.

6. Sholokhov M.M. About my father. – M., 2004.

7. Larin B.A. M. Sholokhov's story “The Fate of a Man” (Experience in Form Analysis) // Larin B.A. Aesthetics of the word and the language of the writer. - L., 1974.

Practical lesson No. 25-26.
A. I. Solzhenitsyn. "One day in the life of Ivan Denisovich." "Matrenin's Dvor"

Questions for the lesson:
1. Periodization of creativity.
2. The story “One Day in the Life of Ivan Denisovich” as a work of “camp prose.”
3. The story “Matrenin’s yard” and “village prose”.
4. Features of A. Solzhenitsyn’s style.

Literature:
1. Golubkov M. M. Alexander Solzhenitsyn / M. M. Golubkov. M., 1999.
2. Niva Georges. Solzhenitsyn / Georges Nivat. M., 1992.
3. Palamarchuk P. Alexander Solzhenitsyn: Guide / P. Palamarchuk. M., 1991.

Practical lesson No. 28.
V. Rasputin. The story “Farewell to Matera”
Questions for the lesson:

1. The story of the creation of the story. Autobiographical motives as one of the sources of the author's lyricism. Specifics of Rasputin's literary method.
2. The image of the world in the story by V. Rasputin:
A). Features of the artistic space: the island of Matera as a model of the world. The meaning of the title of the story;
b) Features of artistic time. Trace the development of the category of time in the story at different semantic levels (season, time of life of people, etc.). Determine the relationship between the past, present and future in the artistic world of the story.
3. The system of images and symbols in the story, their semantic content and artistic functions (foliage, birch, fog, hut, Master, etc.).
4.Characteristics of the images of the characters and the problems of the story:
A). The image of the old woman Daria as the ethical center of the story;
b). Images of “old people” and their role in revealing the idea of the story (Bogodul, Nastasya, Egor, Katerina, Tunguzka, Sima);
V). The reasons and essence of the dispute between Daria and Andrey. Paul's position.
5. Features of the story's composition. Highlight the main compositional “nodes” of the story. Justify your choice.

Literature:
1. N.Panasev. Valentin Rasputin: Through the pages of creativity. – M., 1990.
2.* Yu.Seleznev. Land or territory: about V. Rasputin’s story “Farewell to Matera” // Seleznev Yu. Feeling and living thought. – M, 1982.
3.* S. Semyonova. V. Rasputin. – M, 1987.

Literature of the 1980s – 2000s of the XX – early XXI centuries

Practical lesson No. 29.
S. Dovlatov. "Suitcase"
Questions for the lesson:
1) The story behind the creation of the collection
2) How was the era of stagnation reflected in “Suitcase”? What are its signs and realities?
3) What is the life and existence of the hero in this society? What are the hero's personality traits? What is the character's attitude?
4) What is the difference between “Seryozha Dovlatov” - the hero of “Suitcase”, and the hero of Trifonov’s “Exchange”?
Literature:

1.Genis A. Dovlatov and the surrounding area. M.: Vagrius, 2004.

2.Aryev A. Story of the narrator // Dovlatov S. Collection. op. In 4 volumes: T.1. St. Petersburg: Azbuka, 2000. P.5-32.

3.Shevchenko E.S. Theatrical code of Dovlatov’s prose // Bulletin of Samara State University. Humanitarian series. 2006. Issue. 10/2 (50). pp. 59-66.

4. Website of S. Dovlatov. URL: http://www.sergeidovlatov.com/

Guidelines for students on extracurricular independent work
Types of independent work
1. Compiling a crossword puzzle based on the works of A. S. Pushkin
2. Drawing up a presentation “M. Yu. Lermontov artist"
3. Compiling a crossword puzzle based on the literary text “Portrait” by N.V. Gogol
4. Abstract of the article by N. Dobrolyubov “A ray of light in the dark kingdom”
5. Drawing up a plot plan for A.N. Ostrovsky’s play “Dowry”
6. Development of a test on the creativity of I. A. Goncharov
7. Reading and retelling of one of I. A. Goncharov’s novels (students’ choice)
8. Analysis of the image of a literary hero (based on the novels “Rudin”, “Nest of Nobles” (optional))
9. Artistic analysis of a lyrical work
10. Compiling a crossword puzzle based on fairy tales by M.E. Saltykov-Shchedrin
11. Abstract: “The History of a City” - a satirical exposure of the state bureaucratic system in Russia
12. Development of a quiz based on the poem “Who Lives Well in Rus'”
13. Report on the topic: “Symbolic images in F. M. Dostoevsky’s novel “Crime and Punishment”
14. Essay “A Little Man” in a Ruthless World” based on the novels of F. M. Dostoevsky
15. Development of the presentation “Depiction of war in “Sevastopol Stories” by L. N. Tolstoy”
16. Comparative characteristics of Kutuzov and Napoleon
17. Development of the presentation “The theme of home in the novel “War and Peace””
18. Essay “My favorite pages of the novel “War and Peace”
19. Written analysis of one story by A.P. Chekhov.
20. Make a quiz based on the stories of I. A. Bunin
21. Essay “Love is patient, love is exalted?” based on the works of I. A. Bunin and A. I. Kuprin
22. Taking notes from M. Gorky’s article “Untimely Thoughts”
23. Written answer to the question: “The role of Luke in the drama”
24. Creative work on the topic: “Literary movements of the poetry of Russian modernism: symbolism, acmeism, futurism”
25. Development of the presentation “My perception of A. A. Blok”
26. Comparative analysis of poems about the Motherland by S. Yesenin and A. Blok
27. Development of the presentation “Satirical poems by V. Mayakovsky “The Bedbug” and “Bathhouse””
28. Compiling a reader's diary
29. Preparation of reports on literary groups and magazines of the 20s of the 20th century
30. Preparation of presentations about the works of writers D. Furmanov, A. Fadeev, B. Pilnyak (optional)
31. Make a plan for the work “Iron Stream” by Serafimovich, “Cavalry” by Babel (optional)
32. Make a plan for the biography of Averchenko and Teffi
33. Reading and retelling of one satirical work of the 30s
34. Write a review of the film “The Master and Margarita” dir. Y. Kara or V. Bortko (student’s choice)
35. Write an annotation for the film “Quiet Don” dir. S. Ursulyuk, 2015
36. Preparation of the report “Lyrical hero in the poems of front-line poets”
37. Preparation of the presentation “Works of the first post-war years”
38. Preparation of the report “Search for a new poetic language, form, genre in the poetry of the 60s
39. Preparation of presentations on the works of B. Akhmadullina, E. Vinokurov, R. Rozhdestvensky, A. Voznesensky, E. Evtushenko, B. Okudzhava (at the student’s choice)
40. Preparation of questions for self-control based on the work “One Day in the Life of Ivan Denisovich”
41. Taking notes on an article about V.M. Shukshin. Information from the biography (from the textbook)
42. Preparing questions for self-control based on Nabokov’s novel “Mashenka”
43. Preparing a presentation about N.M. Rubtsov. Information from the biography
44. Report “Review of works published in recent years in magazines and individual publications”

Forms of independent work control:
- checking essays, creative works;
- evaluation of oral communications and reports;
- conversation based on the literary text read;
- performing practical work;
- analysis of an episode, individual chapters of a literary text;
- participation in the discussion on the problem posed;
- reciting lyrical works by heart.

Studying the biography of the writer.

Studying a biography will help you hear the writer’s voice, understand the uniqueness of his personality, character traits, and explain his views.
One of the tasks of studying the biography of a writer is to show how and what impressions of life and art were embodied in his works of art.
How to prepare a report (message).
Having received the topic of the report (message), you must:
To delve into the formulation, comprehend the topic, determine the boundaries of the future statement, its main idea.
Select and study literature on the topic. You can take notes on the most important fragments of the text, make extracts and quotes on separate cards so that you can use them during the speech.
Make a working draft plan, observing the sequence and logical connection of individual thoughts.
Systematize the collected material in accordance with the plan, finally select the relevant evidence, facts, figures.
Write down the text of the report in full or in summary; beginning, main points, main parts, transitions - “bridges” between thoughts, ending.
Writing a good report and reading it well are not the same thing. When reading a report, it is necessary to use all the riches of Russian speech, intelligence, intonation, rigor, conciseness of thought, conviction, accessibility and emotionality.
Do not complicate your speech with an abundance of complex sentences / with participial and adverbial phrases /, an abundance of scientific terminology. Constantly enrich your active vocabulary, fight speech cliches.
Don’t constantly read the text in front of your audience; sometimes explain this or that concept or phenomenon in your own words. Hearing natural, live speech, the audience’s level of attention immediately rises.
In your hands you can have and use a summary of the report or theses, where there are directions of the main questions, individual formulations, dates, names, quotes, / thoughts are thought out, facts are verified / the logic of presentation is defined.

How to determine the theme, idea, problems of a work of art.
A literary work is created by the author as a conversation with himself and the reader on a certain topic through the language of literary images.
In literary criticism, the following definition of a topic is accepted:
THEME is a life phenomenon that has become the subject of artistic consideration in a work. The range of such life phenomena constitutes the TOPIC of a literary work. All phenomena of the world and human life constitute the artist’s sphere of interests: love, friendship, hatred, betrayal, beauty, ugliness, justice, lawlessness, home, family, happiness, deprivation, despair, loneliness, struggle with the world and oneself, solitude, talent and mediocrity, the joys of life, money, relationships in society, death and birth, secrets and mysteries of the world, etc. and so on. - these are the words that name life phenomena that become themes in art.
The artist’s task is to creatively study a life phenomenon from sides that are interesting to the author, that is, to artistically reveal the topic. Naturally, this can only be done by posing a question (or several questions) to the phenomenon under consideration. This question, which the artist asks, using the figurative means available to him, is the problem of a literary work.
So, a PROBLEM is a question that does not have a clear solution or involves many equivalent solutions. The ambiguity of possible solutions distinguishes a problem from a task. The set of such questions is called PROBLEMATICS.
The more complex the phenomenon that interests the author (that is, the more complex the topic he has chosen), the more questions (problems) it will raise, and the more difficult these questions will be to solve, that is, the deeper and more serious the problems of the literary work will be.
The topic and problem are historically dependent phenomena. Different eras dictate different themes and problems to artists. For example, the author of the ancient Russian poem of the 12th century “The Tale of Igor’s Campaign” was worried about the topic of princely strife, and he asked the questions: how to force the Russian princes to stop caring only about personal gain and to be at enmity with each other, how to unite the disparate forces of the weakening Kyiv state? The 18th century invited Trediakovsky, Lomonosov and Derzhavin to think about scientific and cultural transformations in the state, about what an ideal ruler should be, and raised in literature the problems of civic duty and equality of all citizens, without exception, before the law. Romantic writers were interested in the mysteries of life and death, penetrated into the dark recesses of the human soul, solved the problems of human dependence on fate and unsolved demonic forces, the interaction of a talented and extraordinary person with a soulless and mundane society of ordinary people.
The 19th century, with its focus on the literature of critical realism, turned artists to new themes and forced them to think about new problems:
Through the efforts of Pushkin and Gogol, the “little” man entered literature, and the question arose about his place in society and relationships with “big” people;
The women's issue became the most important, and with it the so-called public "women's issue"; A. Ostrovsky and L. Tolstoy paid a lot of attention to this topic;
the theme of home and family acquired a new meaning, and L. Tolstoy studied the nature of the connection between upbringing and a person’s ability to be happy;
the unsuccessful peasant reform and further social upheavals aroused keen interest in the peasantry, and the theme of peasant life and fate, discovered by Nekrasov, became leading in literature, and with it the question: what will be the fate of the Russian peasantry and all of great Russia?
The tragic events of history and public sentiment brought to life the theme of nihilism and opened up new facets in the theme of individualism, which were further developed by Dostoevsky, Turgenev and Tolstoy in attempts to resolve the questions: how to warn the younger generation from the tragic mistakes of radicalism and aggressive hatred? How to reconcile generations of “fathers” and “sons” in a turbulent and bloody world? How do we understand the relationship between good and evil today and what is meant by both? How can you avoid losing yourself in your quest to be different from others?
Chernyshevsky turns to the topic of public good and asks: “What should be done?” so that a person in Russian society can honestly earn a comfortable life and thereby increase public wealth? How to “equip” Russia for a prosperous life? Etc.
Note! A problem is a question, and it should be formulated primarily in interrogative form, especially if formulating problems is the task of your essay or other work on literature.
Sometimes in art, a real breakthrough is precisely the question posed by the author - a new one, previously unknown to society, but now burning, vitally important. Many works are created to pose a problem.
But the next step is the author’s solution to the question posed. The author’s vision of solving the problems posed is the idea of the work.
So, IDEA (Greek Idea, concept, representation) - in literature: the main idea of a work of art, the method proposed by the author for solving the problems he poses. A set of ideas, a system of author’s thoughts about the world and man, embodied in artistic images, is called the IDEAL CONTENT of a work of art.
Thus, the scheme of semantic relationships between the topic, problem and idea can be represented as follows:
When you interpret a literary work, look for hidden (scientifically speaking, implicit) meanings in it, analyze the thoughts expressed explicitly and subtly by the author, you are precisely studying the ideological content of the work.
In a good text, all sentences are where they should be and work for one purpose: to express the topic and idea (the main idea). The topic is what the text is about. Determining the topic of a text is usually easy. You just need to answer the question “what is this text about?” Let's practice? Glorious autumn! Healthy, vigorous Air invigorates tired forces; The fragile ice on the chilly river lies like melting sugar; Near the forest, as in a soft bed, You can sleep in peace and space! The leaves have not yet had time to fade, They lie yellow and fresh, like a carpet... N. A. Nekrasov. What is the topic of this passage? What is he talking about? There’s nothing to even think about – about autumn. And here’s another: The sky was already breathing autumn, the sun was shining less often, the days were getting shorter, the mysterious canopy of the forests was revealed with a sad noise, fog was falling on the fields, a caravan of noisy geese was stretching to the south: a rather boring time was approaching; November was already in the yard. A.S. Pushkin. What is the theme of this passage? Is it really autumn too? But excuse me, is some other autumn shown here, not at all “glorious”, but one might even say “boring time”? Yes, exactly that. There really aren't that many topics. The number of topics is still limited. But the attitude towards what is being said is limited only by the number of people. And even on such a simple topic as autumn, there were two different opinions. What can we say about more complex and controversial topics! About love, for example, or about friendship. Here everyone will come with their own opinion and want to be listened to. The way the author understands the topic is the idea, or the main idea of the text. Usually the idea is expressed directly, in one of the sentences of the text. And sometimes you need to formulate it yourself.

How to analyze a work (episode of a work).

The “correct” reading of a work of art presupposes a mandatory understanding of its ideological and philosophical content, i.e. themes, problems and ideas that the author contained in his creation. It is important to understand that there is nothing random in a literary text: all the characters, events, plot twists, lyrical digressions and other visual means are interconnected and serve to embody the author’s idea.
To comprehend the ideological and philosophical content of an epic, lyrical or dramatic work, it is necessary to master the techniques of analyzing the text as a whole or its episode.
To make it easier to analyze an episode of a major work or the text of a poem or story, we offer the following algorithms of actions, formatted as plans.

A rough plan for analyzing an episode of an epic work.

The place and role of the episode in the composition of the work.
Episode theme.
Heroes.
Connection with other episodes.
The role of the episode in revealing the main thought (artistic idea) of the work:
- through circumstances,
- conflict,
- descriptions,
- monologue,
- dialogue,
- actions and psychology of heroes.
6. Narration style, writer's style.
7. Key words.
8. Features of the language.
9. Means of artistic expression.
10. Means of creating subtext.
11. Image of the author, author's position.

Sample plan for story analysis.

Time to create a story. The history of its creation.
Features of the genre, as they appear (short story, essay, detective story, parody, parable, essay, condensed story, historical anecdote, travel notes, diary entries, letter, etc.)
The main theme of the story. The meaning of the name.
How does the plot reveal the main ideas of the story?
How do the features of the composition help reveal the author’s intention? Including:
- what is the significance of portrait and landscape sketches (if any) for understanding the meaning of the story;
- what is the significance of the characters’ speech (monologues, dialogues, internal and improperly direct speech) for understanding their characters and relationships;
- how the author’s position in the story is manifested; What is the relationship between author and narrator?
6. What stylistic features of the work (epithets, metaphors, hyperboles, grotesque, irony, comparison, antithesis, etc.) contribute to the realization of the author’s intention?
7. How do the theme and ideas of this story relate to other works by the same author and other writers and poets (continue, develop the theme, pose a new problem, oppose something, etc.)?

A rough plan for analyzing an episode of a dramatic work.

If the boundaries of the episode are determined by the structure of the drama (the phenomenon is separated from other components), give the episode a title.
Describe the event underlying the episode. What place does it occupy during the development of the action (exposition, climax, denouement, episode in the development of the action of the entire work)?
Name the main (or only) participants in the episode and briefly explain: who are they, what is their place in the system of characters (main, main, secondary, off-stage)?
Reveal the features of the beginning and ending of the episode.
Formulate the question, the problem that is the focus of the author’s attention, the characters.
Identify and characterize the theme and controversy underlying the episode.
Describe the characters participating in the episode:
- their attitude to the event;
- to the question (problem);
- to each other;
- speech of the participants in the dialogue;
- author's remarks;
- characteristics of the characters’ behavior, motivation for actions (author’s or reader’s);
- alignment of forces, grouping or regrouping of heroes depending on the course of events in the episode.
8. Characterize the dynamic composition of the episode (its exposition, plot, climax, denouement).
9. Characterize the author’s attitude to the event; correlate it with the culmination and idea of the entire work as a whole; determine the author’s attitude to the problem.
10. Formulate the main idea (author's idea) of the episode.
11. Analyze the plot, figurative and ideological connections of this episode with other episodes of the drama.

A rough plan for analyzing a lyrical (poetic) work.

The work in the context of the poet’s work:
- History of creation;
- the period of creativity to which the work belongs;
-biographical context: the circumstances of the poet’s life that served as the basis for the creation of the work;
- the person to whom the work is dedicated (if known);
- the place of the work occupied in the poet’s work.
2. Which direction does the poet’s work and poem belong to (romanticism, surrealism, symbolism, acmeism, sentimentalism, avant-gardeism, futurism, modernism, etc.)?
3. What type of lyricism does the poem belong to:
- landscape,
- socio-political,
- love/intimate,
- philosophical?
4. Lyrical plot of the work:
- theme and idea;
- development of the lyrical plot (movement of thought or feeling of the lyrical hero);
- conflict.
5. Characteristics of the lyrical hero and the system of artistic images in its relation to the lyrical hero.
6. Genre originality of the work (what genre of lyrics it belongs to, what genre features it has, what, perhaps, is the genre innovation of this work).
7. Artistic media:
a) composition: meter, rhyme, rhythm:
size:
- _ _` / _ _` /_ _` / _ _` / iambic tetrameter (stress on every second syllable);
- `_ _ / `_ _ / `_ _ / 3-foot trochee;
- `_ _ _ dactyl;
- _ `_ _ amphibrachium;
- _ _ _` anapaest.
rhyme:
- aabb steam room;
- cross abab;
- abba ring;
b) word tropes and phrases that are used not in a literal, but in a figurative, figurative meaning:
- epithet artistic definition;
- comparison;
- allegory is an allegorical depiction of an abstract concept/phenomenon through concrete images and objects;
- irony hidden mockery;
- hyperbole - artistic exaggeration;
- litotes is an artistic understatement;
- personification for example: a bush that talks, thinks, feels;
- metaphor is a hidden comparison built on the similarity/contrast of phenomena, in which the words “as” and “as if” are absent;
- parallelism;
c) stylistic figures:
- repeat/refrain;
- a rhetorical question or appeal increases the reader’s attention and does not require an answer;
- antithesis/contrast;
- gradation (for example: light pale barely noticeable);
- inversion - unusual word order in a sentence with a violation of the syntactic structure;
0ћDorN - unfinished silence, an unexpectedly broken sentence in which the thought is not fully expressed, the reader thinks it out himself;
d) poetic phonetics:
- alliteration repetition of identical consonants;
- assonance repetition of vowels;
- anaphora - unity of beginning: repetition of a word or group of words at the beginning of several phrases or stanzas;
- epiphora is the opposite of anaphora: repetition of the same words at the end of several phrases or stanzas;
e) synonyms, antonyms, homonyms, archaisms, neologisms.
8. Statements about this poem by critics, opinions of literary scholars.
9. Personal perception of the work, interpretation, associations and thoughts.

When characterizing the hero of a literary work
The plan will help you:
Determining the hero's place among other characters.
The degree of participation and its role in the conflict (episode).
The presence of prototypes and autobiographical features.
Name analysis.
Portrait. Appearance, as given by the author and in the perception of other characters.
Speech characteristics.
Description of household items, housing, clothing, living conditions, as a means of self-expression of the hero.
Family, upbringing, life history. Occupation.
Character traits. The evolution of personality in the process of plot development.
Actions and motives of behavior in which the hero manifests himself most clearly.
Direct author's description. The attitude of other characters in the work towards the hero.
Comparison with other characters or a literary hero of another author.
Evaluation of a literary character by his contemporaries.
The hero is a product of his era and an exponent of a certain worldview. Definition of the typical and individual in a literary hero.
Your personal attitude towards the character and this type of people in life.
With the help of the presented plan, you will be able to tell the most deeply and accurately about the literary hero of any work. When analyzing, it is not necessary to use all the points of the plan, since the plan is intended for any hero, but not for an individual one. Use only those points that will really help you.
Portrait in literature is one of the means of artistic characterization, which consists in the fact that the writer reveals the typical character of his heroes and expresses his ideological attitude towards them through the image of the heroes’ appearance: their figure, face, clothes, movements, gestures and manners.

How to prepare to write an essay.

During their studies, students often write essays devoted to the analysis of one or more works (lyrical, epic, dramatic), or episodes from these works.
An essay is the most effective type of testing the assimilation of educational material. In the process of creating his own text, the writer analyzes the work, evaluates the events and characters depicted, and expresses his agreement or disagreement with the author’s position. However, when assessing the author's position, you should not rely only on your intuition. First of all, it is important to carefully read the work, the relevant sections in the textbook, critical literature, then the writer’s own opinion will be motivated.
When a work of art has been carefully read, it is necessary to familiarize yourself with the opinions of critics and read the relevant material in the textbook. However, the essay is not written about the entire work, but concerns a specific problem, examines a particular character, a system of characters, etc. From the way the topic of the essay is formulated, the method of proving it also follows.
It is important to be able to see similarities and differences in topics from one work or similar ones in content, and to highlight the range of issues that should be covered in each of them.
All the nuances of the topic should be taken into account when preparing to write a paper and begin to develop an essay plan. A well-thought-out plan by the author helps to achieve clear logic and clarity of the composition of the work.
Essay plan. In order for the plan to be constructed correctly, the author of the work must first of all deeply understand the topic. The plan contributes to the creation of a complete text of the essay, free from such shortcomings as incomplete disclosure of the topic, deviation from it, lack of logic in reasoning, insufficient argumentation, etc.
The first drafts of the plan (the main points that determine the volume and content of the essay) are made in the process of analyzing the topic of the essay and are processed after the finalization of the idea for the future work.
The points of the plan should be formulated stylistically in the same way. Most often, plans use nominative sentences (for example, “Features of poetry during the Great Patriotic War,” etc.), but other syntactic constructions are also possible (“Why do I love Natasha Rostova?” The plan can also be quotative (partially or fully).
According to the structure, there are two types of plan: simple (without subparagraphs) provides a list of only the main sections; complex (with subparagraphs) the presence of sections, each of which includes several subsections. A complex plan consists of three parts, which are designated by Roman numerals. Subsections can be highlighted with Arabic numerals, numbers with a bracket, or letters with a bracket. A complex outline allows you to follow the author’s train of thought and helps you consistently present your reasoning while working on an essay.
Epigraph. The essay may be preceded by an epigraph: an excerpt chosen by the author from a work of art, a journalistic or critical article, a proverb, a saying, an aphorism that emphasizes the main idea of the essay. After the epigraph, you should indicate the author of the quotation and the work from which these lines are given.
Essay structure. As in any text, the essay has three compositional parts (introduction, main part, conclusion). The introduction and conclusion should be proportionate to each other and occupy significantly less volume than the main part.
The introduction outlines the range of problems that will be discussed in the main part. The introduction should arouse the reader's interest in the subject of discussion. Here the author explains his interpretation of the title of the topic (for example, the topic “Bazarov the Nihilist” involves an explanation of the meaning of the word “nihilist”) or focuses on the aspect of the topic that he will consider.
In the main part of the essay, it is important to consistently develop the topic. When characterizing a hero (or work), it is necessary to show generally accepted points of view on this character. If the person writing the essay has his own opinion, then it should be motivated and proven. When arguing with literary scholars, one should not deviate from the text and limit oneself to general phrases; one should present one’s own system of evidence for one’s point of view on the problem.
The most important thoughts are confirmed by quotes, which help to reveal the ideological content of the work and give the work an emotional and colorful character. However, it is important to remember that citation is not an end in itself. You cannot do without quotations in general, especially when it comes to analyzing a literary text, but you should not overload your essay with quotations. It is important to format the quotation correctly, following spelling rules. It is better to present a large quotation in the form of indirect speech, remembering that any distortion of it will lead to factual errors.
In the final part of the essay, they summarize the work on the topic, put forward a general thesis of the main part, and draw conclusions; the writer emphasizes the social role of the work and formulates his attitude towards it. The conclusions should resonate with the problems discussed in the introduction. In conclusion, you can include reviews of the writer (work) by outstanding masters of literature and art, famous public figures, etc.
Drawing conclusions, we can mention the role of the writer, poet, work in the further development of literature. For example, the topic “Citizenship of N.A.’s poetry” Nekrasov" can be concluded with a discussion about a new approach to the theme of the "little man".
The introduction and conclusion should not contain information (even if very valuable) that is not directly related to the topic of the essay. You can’t start every essay with a summary of the writer’s biography! Cliches should be avoided in the text.
The final stage of working on an essay is checking and improving what has been written.

Features of an essay-reasoning.
An argumentative essay always has the goal of convincing the reader (listener) of something, changing or consolidating his opinion on a certain issue (if the opinions of the author and the reader coincide.
Therefore, the basis of reasoning, its core, becomes one main idea that is clearly formulated, understandable and justified from different positions.
We are writing an essay-reasoning on a free topic.
Step one. Clearly and completely formulate the idea you want to prove.
You can check the success of this step as follows. Read the formulation to several people: if they have no questions about your position (objections to the essence of the issue do not count), then the formulation is successful. Now you can move on to writing an argumentative essay.
What parts does an argumentative essay consist of?
The complete essay-reasoning consists of 3 parts. This:
thesis (the thought, judgment, position that you have formulated and which you will prove);
arguments (each of them should serve as a visual, accomplished, and therefore convincing proof of your thought);
conclusion (it essentially repeats the thesis, but takes it to a new level with broad generalizations, forecasts, recommendations, etc.).
An optional, but desirable part of the discussion is a brief introduction, the task of which is to involve the reader in a dialogue, to outline the essence and relevance of the problem.
Example. The topic of the essay-reasoning is “First love”. You can talk about first love endlessly (as well as about other issues), so we immediately take the first step and formulate a thesis.
With the thesis “First love is the most important stage in a person’s life, which will affect all future relationships and the personality itself,” the introduction could be like this: “For teenagers, it becomes the meaning of life, and in adults it causes an indulgent smile. However, parents and acquaintances grin in vain: according to psychologists, the source of our “adult” happiness and unhappiness is hidden in first love.”
Main part: arguments, content of arguments
Argumentation in an argumentative essay should occupy at least 2/3 of the total volume. The optimal number of arguments for a short (school or exam) essay is three.
The best arguments are well-known historical facts (or not so well-known, but which can be easily found in authoritative sources - encyclopedias, reference books, scientific works, etc.). Good evidence will be statistical data and the events discussed. In the practice of school essays, the most powerful argument is a literary work, but not all of it, but that episode, storyline, story of the hero that confirms your idea.
To choose the right arguments, mentally pronounce your thesis each time and ask the question “Why?”
Example. Let's take another thesis related to the theme of “First Love”: “To love is to become better.” Why?
By trying to please another person, we improve. Literary argument. Tatyana Larina, wanting to unravel Onegin's soul, spends her days in his library reading books, eagerly peering at the notes left by Eugene, and reflecting on what she read. Not only does she finally understand what kind of person fate has brought her together, but she herself grows spiritually and intellectually.
Personal experience can also serve as an argument, but remember that such evidence is the least convincing and is best presented as an extension to basic facts, known and authoritative.
Step two. Select arguments that support your idea and arrange them in the following order: “very convincing, fairly convincing, most convincing.”
Conclusion
The conclusion deepens the thesis, contains even if not explicit advice, rules, and offers forecasts.
Example. First love, no matter what age it happens, can turn a person into a tough, ruthless cynic, an incorrigible romantic, and a realist who does not exclude any possibilities for himself.
The first one will be deeply unhappy: he will not be able to love, which means he will remain lonely. The second often moves from the absolute optimism of “love forever” to the same pessimism of “no love.” And only the third is able to find harmony. To ensure that there are more and more people like this, adults, family, and friends should take the feelings of teenagers and children carefully and seriously.

How to prepare for retelling a text.

Retelling is a meaningful reproduction of a literary text in oral speech.
Retelling a text (oral or written) is necessary for the development of speech, the formation and consolidation of the skills of correct sentence construction and spelling. Retelling, if it is not simply addressed to mechanical memory, always evokes the work of thought and emotions, and prepares students for creative independent performances.

Memo for retelling the work according to plan.
1. Make a plan.
2. Read the story in parts.
3. Retell each part.
4. Retell the story according to plan with the book closed.

There are different types of retelling. Let's look at recommendations for preparing for some types of retelling.

DETAILED REPORT
2. Answer the questions after the text that are given in the textbook (if any).
3. Formulate the theme and main idea of the text.
4. Divide the thought into meaningful parts and make a plan.
5. Try to remember the main features of the language of the work and preserve them in the retelling.
6. Read the text again, separating its parts with significant pauses.

SELECTIVE RESTORATION
1. Read the text carefully, find out the meaning of unclear words.
2. Think about the topic of selective retelling, determine its boundaries.
3. Carefully re-read the text, choose what relates to the topic, make the necessary notes and extracts.
4. Determine the main idea of the retelling.
5. Determine what style (artistic, scientific, journalistic...) and type of speech (description, narration, reasoning) you will use.
6. Make an outline of the selected text.
7. Think about how to connect the semantic parts of the selective retelling.

COMPRESSED RESTORATION
1. Read the text, determine its topic and main idea, mark the visual and expressive means.
2. Highlight all its parts in the text.
3. Determine which parts can be excluded or combined. Why?
4. Make a plan for a condensed retelling.
5. In each part, highlight the main thing.
6. Mark what can be combined.
7. Think about how to connect the parts together.
8. State each part concisely.
Instructions for expressive reading of a poem.
Try to understand the content and mood of the poem. 2. Pay attention to punctuation marks. 3. In each line of the poem, identify a key word or phrase for yourself. 4. Think about where and what kind of pause you can take while reading.5. Don't forget to indicate the author and title of the poem. 6. Don’t forget: they listen to both what you read and how you read. 7. If these points are observed, you can say: “What an interesting work! “How well, beautifully you read!”
How to write an annotation or review of a work of art.
Working with a book requires not only the ability to understand the content, to select the essential, the main thing in the ideological and thematic richness of the work, but also the ability to give it a certain assessment, to draw certain conclusions from what is read.
The evaluation of the work is often given in the annotations.
An abstract is a brief summary of the contents of an article, book, monograph, etc. The annotation reveals the most significant of all contents and explains the purpose of the work. The annotation plan includes: 1. Bibliographic description of the book (author, title, etc.) 2. Listing of the main issues raised in the book (brief summary of the content material). 3. The author’s conclusions, his opinion, assessment.

Review of a work read

Author, title, genre of book
- Time and place of action. What is this book about? (do not retell all content!)
- Which places in the book made the strongest impression?
- What is the conflict? How interesting and important did you find it in modern life?
- What problem is posed by the author?
- Which characters did you like and were excited by? Why? Evaluate the actions of the heroes.
- What impression did the author’s language and style make?
- Your reader's opinion, feeling, thoughts about the book. What did reading this book give you?

Adviсe:
Try to reflect the main idea in the title of your review.
Write simply, sincerely, avoid cliches (for example: the book made a lasting impression on me)
The assessment formulated at the beginning of the essay in the form of a thesis is argued (proven) in the main part of the work. You can justify your assessment by your attitude towards the hero, his actions and behavior, judgment about his character, attitude towards life. You can note how interesting the topic raised by the writer in the work is, indicate some features of the plot and composition.
Evidence revealing your thoughts and feelings must be of an emotional and evaluative nature.
Remember! A detailed retelling reduces the value of the work.
At the end, your personal assessment of the book you read is given. Here you can write what the work taught you, what you thought about after reading it. It’s a good idea to end your review with a quote from the book that you especially liked.
When reading a draft of your essay out loud, watch for inappropriate, unjustified repetition of words in your review. Synonyms will help you avoid this. For example: to please - to deeply excite, to make a great (indelible) impression, to be remembered, to attract attention, to be imprinted in memory, to sink into the heart and memory; interesting – fascinating, entertaining, curious; describe – outline, draw, outline; depict, show, talk about, introduce to, introduce into.

An example of a review of V. Kondratiev’s story “Sashka”.
The story “Sashka” by Vyacheslav Kondratyev is dedicated to the Great Patriotic War. Kondratiev knew about the war firsthand - in 1939, from his first year at the institute, he was drafted into the army, served in the railway troops in the Far East, and in December 1941 was sent to the active army. He fought as a platoon commander near Rzhev on the Kalinin Front. In February 1942 he was seriously wounded. After leave due to injury, he again served in the railway troops and in October 1943, near Nevel, received a second serious wound. After the war, Kondratiev visited the places where he fought. There are still traces of battles - helmets, shell casings, shells. Then he decided that it would be almost meanness on his part not to write about those battles. He wrote: “Only I myself can tell about my war.”
One of Kondratiev’s best works on the theme of war is his story “Sashka”. This story differs from all others in that its main theme is not the war itself, as such, but the fate of the common man in this war. Such a person is the main character of the story - a simple soldier named Sashka. The writer does not even mention his last name in order to emphasize that Sashka is a very ordinary person. We first see him when he is getting felt boots for his company commander. This episode reveals an important feature of Sashka’s character - self-sacrifice, because he, in fact, risked his life so that another person could feel good.
Kondratiev also shows many other positive character traits of the main character, subjecting him to a variety of tests. For example, when Sashka captured a German, he promised him: “We don’t shoot prisoners.” But the German was still sentenced to death, then Sashka did everything to convince the battalion commander to cancel the sentence, and the battalion commander canceled it. Later, when Sashka was asked how he dared to disobey the order, he replied that in battle he would have killed a German without a second thought, but he could not shoot a prisoner. In this episode, the author seems to be testing the main character with power over another person, and Sashka passes this test.
On the other hand, Sashka’s personality is revealed in the episode when he explains to Zina that you can’t go to dances or have fun when there is a war going on around you, and there are unburied bodies of soldiers lying around. Here such a trait of his character as humanity and responsibility for the fate of the country is manifested. Sashka also shows himself very well in friendship. For example, when he takes the blame of Lieutenant Volodya, saving him from the tribunal. Sashka understands that he, a simple soldier, for allegedly throwing a bowl at a trustee, will “only” be sent to the front again, and Volodya will also be demoted to the rank and file.
Thus, Vyacheslav Kondratyev in the story “Sashka” shows a wonderful collective image of a Russian soldier. Sashka is brave, smart, savvy, he is faithful to friendship, philanthropic, and believes in victory with all his soul. And no matter what trials fate exposes him to in war, he always comes out of these trials with honor.

How to prepare an abstract (report) according to GOST
An essay, like any document, is written and executed in accordance with certain standards, in Russia GOST. The topic of the essay is usually selected from the general list and agreed upon with the teacher or lecturer. The topic should be interesting to the student or student. When working on an abstract, it is recommended to use at least 45 sources.
Contents and structure of the abstract:
I. It is better to divide the work process into the following stages:
Identify and isolate the problem
Based on primary sources, independently study the problem
Review selected literature
Present the material logically
II. Recommended abstract structure
The introduction sets out the purpose and objectives of the work, the rationale for choosing the topic and its relevance. Volume: 12 pages.
The main part is the author's point of view based on an analysis of the literature on the problem. Volume: 1215 pages.
Conclusion Forms conclusions and proposals. The conclusion should be short and clear, conclusions should follow from the content of the main part. Volume: 13 pages.
Bibliography.
The abstract may contain applications in the form of diagrams, questionnaires, diagrams and other things. Figures and tables are welcome in the abstract design.
III. Preparation of the abstract
Text and its design
Font size 1214 points, Times New Roman, regular; line spacing: 1.52; margin size: left 30 mm, right 10 mm, top 20 mm, bottom 20 mm. Do not put a period at the end of the title. Titles are always in bold. Typically: 1 heading - 16 point font, 2 heading - 14 point font, 3 heading - 14 point font, italics. The distance between chapter or paragraph headings and subsequent text should be three spaces. In order to receive an automatic table of contents after completing the work, you need to enter the chapter titles as “Heading 1”, “Heading 2”, “Heading 3”: The text is printed on one side of the page; footnotes and notes are indicated either in the text itself, or at the bottom of the page1. To prepare footnotes and notes, standard Microsoft Word tools are used:1 Sinkevich A.I. International treaties aimed at resolving citizenship issues. M.: Prospekt, 2000. p. 5556. All pages are numbered starting with the title page; the page number is placed at the top center of the page; There is no page number on the title page. Each new section starts on a new page.
Title page of the abstract

The full name of the educational institution is indicated at the top

In the middle field the name of the abstract topic is indicated without the word “topic” and quotation marks
Below in the center of the heading, the type of work and academic subject are indicated (for example, an abstract on literature).

Even lower, closer to the right edge of the title page, the student’s full name and group are indicated. Even lower is the name and position of the manager and, if there were any, consultants

The lower field indicates the city and year the work was performed (without the word “year”)

Table of contents
The table of contents is placed after the title page, which lists all the headings of the work and indicates the pages from which they begin. The headings in the table of contents must exactly repeat the headings in the text.IY. Making a list of used literature
The list of references must be fresh, sources must be 57 years old; early works can rarely be used, provided they are unique.
Sources are indicated in the following order:
legislative literature, if available;
main and periodic;
Internet sources, if available.
Example of a list of references:
Sinkevich A.I. International treaties aimed at resolving citizenship issues. M.: Prospekt, 2000. p. 5556
Ostapov A.I. Compressors and their design // Internet resource: compresium.ru

Educational and teaching aids for students
For students
Agenosov V.V. and others. Russian language and literature. Literature (advanced level). Grade 11. M., 2014.
Arkhangelsky A.N. and others. Russian language and literature. Literature (advanced level). Grade 10. M., 2014.
Belokurova S.P., Sukhikh I.N. Russian language and literature. Literature (basic level). Grade 10. Workshop / edited by I. N. Sukhikh. M., 2014.
Belokurova S.P., Dorofeeva M.G., Ezhova I.V. et al. Russian language and literature. Literature (basic level). Grade 11. Workshop / ed. I. N. Sukhikh. – M., 2014.
Zinin S. A., Sakharov V. I. Russian language and literature. Literature (basic level). 10th grade: at 2 o'clock. M., 2014.
Zinin S. A., Chalmaev V. A. Russian language and literature. Literature (basic level). 11th grade: at 2 o'clock. M., 2014.
Kurdyumova T.F. and others. Russian language and literature. Literature (basic level) 10th grade / ed. T. F. Kurdyumova. M., 2014.
Kurdyumova T.F. et al. Russian language and literature. Literature (basic level). 11th grade: in 2 hours / ed. T. F. Kurdyumova. M., 2014.
Lanin B.A., Ustinova L.Yu., Shamchikova V.M. Russian language and literature. Literature (basic and advanced levels). 1011 class / ed. B. A. Lanina M., 2014.
Lebedev Yu. V. Russian language and literature. Literature (basic level). 10th grade: at 2 o'clock. M., 2014.
Mikhailov O. N., Shaitanov I. O., Chalmaev V. A. and others. Russian language and literature. Literature (basic level). 11th grade: in 2 hours / ed. V. P. Zhuravleva. M., 2014.
Obernikhina G. A., Antonova A. G., Volnova I. L., etc. Literature: textbook for educational institutions. prof. Education: 2 hours / ed. G. A. Obernikhina. M., 2015.
Obernikhina G. A., Antonova A. G., Volnova I. L. and others. Literature. workshop: textbook. manual / ed. G. A. Obernikhina. M., 2014.
Sukhikh I.N. Russian language and literature. Literature (basic level). 10th grade: at 2 o'clock. M., 2014.
Sukhikh I.N. Russian language and literature. Literature (basic level). 11th grade: at 2 o'clock. M., 2014.
For teachers
Federal Law of December 29. 2012 No. 273-FZ “On education in the Russian Federation”.
Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On approval of the federal state educational standard of secondary (complete) general education.”
Order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1645 “On introducing amendments to the Order of the Ministry of Education and Science of the Russian Federation dated May 17, 2012 No. 413 “On approval of the federal state educational standard of secondary (complete) general education.”
Let profession or specialty of secondary vocational education.”
Belokurova S.P., Sukhikh I.N. Russian language and literature. Russian literature in 10th grade (basic level). Book for teachers / edited by I. N. Sukhikh. M., 2014.
Belokurova S.P., Dorofeeva M.G., Ezhova I.V. et al. Russian language and literature. Literature in 11th grade (basic level). Book for teachers / ed. I. N. Sukhikh. M., 2014.
Burmenskaya G.V., Volodarskaya I.A. et al. Formation of universal educational actions in primary school: from action to thought. System of tasks: a manual for teachers / ed. A. G. Asmolova. M., 2010.
Karnaukh N. L. Our creative works // Literature. 8th grade Additional materials /auth.-comp. G. I. Belenky, O. M. Khrenova. M., 2011.
Karnaukh N. L., Katz E. E. Letter and essay // Literature. 8th grade M., 2012.
Obernikhina G. A., Matsyyaka E. V. Literature. Book for teachers: method. allowance /
edited by G. A. Obernikhina. M., 2014.
Panfilova A.P. Innovative pedagogical technologies. M., 2009.
Potashnik M.M., Levit M.V. How to help a teacher master the Federal State Educational Standard: a manual for teachers, school leaders and educational authorities. M., 2014.
Independent work: methodological recommendations for specialists from primary and secondary vocational education institutions. Kirov, 2011.
Modern Russian literature of the late twentieth and early twenty-first centuries. M., 2011.
Chernyak M. A. Modern Russian literature. M., 2010.

Internet resources
Library dedicated to classical poetry and prose. [Download file to view link]
Library of Alexey Komarov - classic books of Russian fiction. [Download file to view link]
“Vekhi” (library of Russian religious, philosophical and fiction literature). [Download the file to see the link]
"Element" by Masha Shkolnikova represents more than 150 Russian and Soviet poets. This is the largest and most diverse poetry server on RUNET. [Download file to view link]

Silver Age. [Download file to view link]
Russophile – Russian philology. [Download the file to view the link]/
Russian virtual library. [Download file to view link]
Russian poetry of the 60s. [Download file to view link]

Control and evaluation tools for the academic discipline
Russian literature of the first half of the 19th century

Current control

List of points
border control

Topics covered
(indicate the numbers of topics subject to control)
Development
control
form of control

Preparing for a home essay on the topics studied
Topic 2. Works of A. S. Pushkin, M. Yu. Lermontov, N. V. Gogol
Annex 1
Checking the essay.

Control testing based on the novel “Oblomov” by I. A. Goncharov
Topic 3. Creativity of I. A. Goncharov
Appendix 2
Test verification

Test on the works of F. M. Dostoevsky
Topic 3. Works of F. M. Dostoevsky
Appendix 3
Checking the test work.

Test work on the works of L. N. Tolstoy
Topic 3. The works of L. N. Tolstoy
Appendix 4
Conducting and assessing the test

Test work for the course of Russian literature of the 2nd half of the 19th century
Topic 3.
Appendix 5
Testing and assessment

Test work for 1st year
Topic 1-3
Appendix 6
Testing and assessment

Test on poetry of the early 20th century
Topic 6
Appendix 7
Checking the test work.

An essay on the works of M.A. Sholokhov
Topic 7. Creativity of M. A. Sholokhov
Appendix 8
Essay check

Essay “Hearing the horrors of war...” (About the Great Patriotic War)
Topic 8.
Appendix 9
Essay check

Test on literature of the 1950s - 1980s
Topic 9.
Appendix 10
Checking the test work.

Test work for 2nd year
Topic 6- 11
Appendix 11
Testing and assessment

Differentiated credit
Topic 1- 11
Appendix 12
Grading

Annex 1.
Essay on literature of the first half of the 19th century.
1. The theme of the poet and poetry in Pushkin’s lyrics
2. Petersburg story A.S. Pushkin "The Bronze Horseman". Man and history in the poem.
3. Philosophical motives of the lyrics. The theme of the Motherland in the works of M. Yu. Lermontov.
4. “Nevsky Prospekt” by N.V. Gogol. Image of St. Petersburg. (Episode Analysis).
5. The theme of love in the works of A.S. Pushkin.
6. “I look sadly at our generation” (based on the works of M.Yu. Lermontov).

Criteria for evaluation:
"5"
1. The content of the work is fully consistent with the topic, demonstrates excellent knowledge of the text of the literary work and materials used to explore this topic (literary, critical, historical, philosophical, etc.).2. There are no factual errors.3. The content is presented sequentially.4. The work is distinguished by the richness of its vocabulary, the variety of syntactic structures used, and the accuracy of word usage. In general, 1 defect in content and 1-2 speech defects are allowed in the work.

"4"
1. The content of the work is mainly consistent with the topic (there are minor deviations from the topic). 2. The content is mostly reliable, but there are a few factual inaccuracies.3. There are minor violations of the sequence in the presentation of thoughts.4. The lexical and grammatical form of speech is quite diverse.5. The style of work is distinguished by unity and sufficient expressiveness. In general, no more than 2 defects in content and no more than 3-4 speech defects are allowed in the work.

"3"
1. The work contains significant deviations from the topic.
2. The work is reliable in the main, but there are some factual inaccuracies in it.3. One-sidedness or incompleteness in the disclosure of the topic, insufficient citation material and argumentation were discovered.4. There were some violations of the sequence of presentation.5. The vocabulary is poor, the syntactic constructions used are monotonous, and incorrect word usage occurs.6. The style of work is not unified, the speech is not expressive enough. In general, no more than 4 defects in content and 5 speech defects are allowed in the work.

"2"
1. The work does not correspond to the topic.
2. There is a noticeable tendency in the work towards retelling rather than analysis.
3. Ignorance of the literary text and critical material is revealed.4. There are many factual inaccuracies in the text.5. The sequence of presentation of thoughts in all parts of the work is broken, there is no connection between them.6. The vocabulary is extremely poor, the work is written in short, similar sentences with a weakly expressed connection between them, and there are frequent cases of incorrect word usage.7. The stylistic unity of the text is broken. In general, the work contained 6 defects in content and up to 7 speech defects.

Appendix 2.
Test based on the novel by I. A. Goncharov “Oblomov”

Q 1. Determine the type of novel genre to which the work of I.A. belongs. Goncharov "Oblomov".
Q 2. Name an article by N.A. Dobrolyubov dedicated to the novel by I.A. Goncharov "Oblomov".
Q 3. With the help of what artistic device in the first paragraph does the author emphasize the immutability, immobility of the hero’s life (“When he was at home and he was almost always at home, he was still lying, and everyone was always in the same room where we found him, serving his bedroom, office and reception room")?
Q 4. Indicate the term used to describe the interior decoration of premises.
Q 5. Indicate the figurative and expressive means used by I.A. Goncharov when describing Oblomov’s office (“pure taste”, “heavy, ungraceful chairs”, etc.)
Q 6. What is the name in literary criticism for a particularly significant, highlighted element of an artistic image, a detail that helps reveal the character of the hero (“a web filled with dust”, “a newspaper number... last year”)?

Tasks with a detailed answer of limited scope (5-10 sentences) /select one task/
C1. What is “Oblomovism”?
C2. Which of the heroes of Russian classics can be attributed to the Oblomov type?

Appendix 3. Creativity test by F.M. Dostoevsky.

1. In what educational institution did F.M. receive his education? Dostoevsky:
A) at Moscow University
B) at the Higher Military Engineering School
B) at St. Petersburg University
D) at the Tsarskoye Selo Lyceum
2. F.M. Dostoevsky was a native of: A) Omsk B) St. Petersburg C) Moscow D) Tver
3. Indicate the reason for the arrest of F.M. Dostoevsky: A) committing a criminal offense B) an open call for the overthrow of the autocracy C) publication of the novel “Poor People” D) illegal publication of an anti-government magazine, membership in Petrashevsky’s political circle
4. Indicate the main theme of F.M.’s early work. Dostoevsky: A) the theme of serfdom B) the theme of social protest C) the theme of “humiliated and insulted” D) the theme of a strong personality, “superman”
5. At what time of year does the novel “Crime and Punishment” take place:
A) in autumn
B) in winter
B) in the spring
D) in summer
6. Indicate a work that is not written by F.M. Dostoevsky: A) "Netochka Nezvanova" B) "Idiot" C) "Demons" D) "Ordinary History"
7. Which of the following events occurred after Raskolnikov committed a crime: A) a conversation between two officers in a tavern about a useless old money-lender B) a meeting with Semyon Marmeladov C) Raskolnikov receiving a letter from his mother about Dunya’s impending marriage D) meeting Sonya Marmeladova
8. What profession should Raskolnikov have received if he had graduated from the university: A) teacher B) diplomat C) lawyer D) doctor
9. Explain why Raskolnikov makes an attempt on the life of the old pawnbroker: A) he wants to quickly get rich and improve his social position
B) he wants to test his theory: to what category does he belong (to the “Napoleons” or to the “material”) C) he wants to take revenge on the pawnbroker for the humiliating position in which he finds himself D) he wants to get money and help his suffering mother and sister
10. Why, after the murder, Raskolnikov did not use the loot:
A) the hero, having hidden the money, could not later remember the location of the hiding place
B) out of fear of being exposed
C) money was not the purpose of the crime
D) in a hurry I forgot to take the money
11. What is the role of St. Petersburg in the novel “Crime and Punishment”: A) psychological background B) decorative background C) does not play any role D) accomplice in crimes, hero of the novel
12. Which definition of the novel “Crime and Punishment” most matches its character: A) crime novel B) adventure novel C) socio-psychological, philosophical novel D) love novel
13. The image of Sonya Marmeladova is symbolic. He is the embodiment of: A) Christian humility B) pride
C) greed D) rebellion
14. In the novel “Crime and Punishment” you can notice biblical stories, images, and symbolism. Indicate which image is fundamental for understanding the main idea of the novel: A) the murderer and the harlot B) Golgotha C) the cross D) the resurrection of Lazarus
15. It is known that Raskolnikov’s dreams are the embodiment of his real and subconscious life. Which other characters in the novel had dreams and who is Raskolnikov’s psychological double:
A) Svidrigailov
B) Luzhin
B) Razumikhin
D) Marmeladov

16. The symbolism of color plays a big role in the novel “Crime and Punishment.” What color predominates in F.M.’s description of St. Petersburg? Dostoevsky: A) yellow B) green C) black D) gray
17. Which historical figure was Raskolnikov’s idol: A) Napoleon B) Caesar
C) Ivan the Terrible D) Peter I
18. What is the meaning of the title of the novel by F.M. Dostoevsky “Crime and Punishment”: A) not every crime entails punishment B) crime and punishment are opposed C) the inevitability of punishment for the crime committed D) the discrepancy between the punishment and the crime committed
19. Raskolnikov’s first victim was an old money-lender, and the second was:
A) Katerina Ivanovna
B) girl on the boulevard
B) Sonya Marmeladova
D) Lizaveta
20. After committing a crime, Raskolnikov seeks Sonya’s sympathy because: A) she also “transgressed” the norms of human morality B) he has no one else to go to C) she will be able to understand Raskolnikov D) she will not give him away
21. What event in the novel was the beginning of the collapse of Raskolnikov’s “idea”: A) Svidrigailov’s suicide B) conversation with Profiry Petrovich C) second date with Sonya D) meeting with Marmeladov
22. Indicate which conflict is the main one in the novel “Crime and Punishment”: A) ideological (Raskolnikov - Sonya Marmeladova) B) psychological (Raskolnikov - Profiry Petrovich) C) social (Raskolnikov - an old money-lender) D) internal (occurring in the soul of the main character)

Appendix 4. Test work on the works of L. N. Tolstoy
1. The first published work of L. N. Tolstoy was called:
A) “Sevastopol Stories”
B) "Resurrection"
B) "Cossacks"
D) "Childhood"
2. Which of the listed works was not written by L. N. Tolstoy?
A) "Resurrection"
B) “Sevastopol Stories”
C) “My universities”
D) "Youth"
3. Match the titles of the works and their genre:
A) “After the ball”
A) story
B) "Childhood"
B) novel
B) "War and Peace"
B) epic novel
D) "Anna Karenina"
D) story
4. How did L.N. Tolstoy himself define the genre of “War and Peace”?
A) epic
B) novel
B) poem
D) historical chronicle
5. How long does the novel last?
A) 10 years
B) about 7 years
B) 25 years
D) 15 years
6. Name the climax of the novel.
A) Natasha Rostova’s first ball
B) Patriotic War of 1812
B) council in Fili
D) death of Prince Andrei
7. In historical works, Napoleon was often contrasted with Alexander I. Who is opposed to Napoleon in the novel?
A) Alexander I
B) Kutuzov
B) A. Bolkonsky
D) Pierre Bezukhov
8. After what battle did Prince Andrei become disillusioned with his idol, Napoleon?
A) Shengrabenskoe
B) Austerlitz
B) Borodino
9. Combine the name of the heroine and her external description:
A) “a thin, miniature brunette with a soft look, shaded by long eyelashes, a thick black braid that wrapped around her head twice, and a yellowish tint to the skin on her face and especially on her naked, thin, but graceful, muscular arms and neck”
B) “Dark-eyed, with a big mouth, an ugly, but lively girl, with her childish open shoulders that jumped out of her bodice from fast running, with her black curls tumbling back.”
B) “A tall, beautiful lady with a huge braid and very bare white, full shoulders and neck, on which was a double string of large pearls”
A) Natasha
B) Sonya
B) Helen
D) Julie

10. Combine the name of the hero and his external description:
A) “The whole figure was round, the head... the back, the chest, the shoulders, even the arms that he carried, as always about to hug something, were round; a pleasant smile and large, gentle, round eyes,” he “must have been over fifty years old.”
B) “A massive, fat young man with a cropped head, glasses, light trousers in the fashion of that time, a high frill and a brown tailcoat.”
C) “The entire plump, short figure with wide, thick shoulders and an involuntarily protruding belly and chest had that representative, dignified appearance that forty-year-old people living in the hall have.”
A) Napoleon
B) Pierre Bezukhov
B) Platon Karataev
D) Andrey Bolkonsky

11. Read a fragment of the work “War and Peace”: “Malasha timidly and joyfully looked from the stove at the faces, uniforms and crosses of the generals, one after another entering the hut and sitting down in the red corner, on wide benches under the icons.” Name the historical event that Malasha witnessed.
12. What visual and expressive means is the main one in the work “War and Peace”? Give examples of the use of this trope in the title, composition, system of images, etc.
13. Which of the heroes became for Pierre Bezukhov “the strongest and dearest memory and personification of everything Russian, good and round”?

14. Explain the meaning of the title of the work “War and Peace”. Is it possible to talk about the ambiguity of the title?

15. Comment on the words of M. Gorky: “Without knowing Tolstoy, you cannot consider yourself knowing your country, you cannot consider yourself a cultured person.”

Appendix 5.
Test work on literature of the second half of the 19th century
1. Indicate the author and title of the work in which a psychological account of one crime is given?
A) A. N. Ostrovsky “The Thunderstorm” B) L. N. Tolstoy “The Living Corpse”
B) F. M. Dostoevsky “Crime and Punishment” D) N. S. Leskov “Lady Macbeth”
2. Agafya Pshenitsyna is the heroine:
A) the novel by I.S. Turgenev “Fathers and Sons”
B)F. M. Dostoevsky’s novel “Crime and Punishment”
B) I. A. Goncharov’s novel “Oblomov”
D) L.N. Tolstoy’s novel “War and Peace”
3. Which Russian writer was called “Columbus of Zamoskvorechye”?
A) I.S. Turgenev B) L.N. Tolstoy
B) A.N. Ostrovsky D) F.M. Dostoevsky
4. The heroine of Ostrovsky’s play “The Thunderstorm,” Kabanikha, was called:
A) Anna Petrovna B) Katerina Lvovna
B) Marfa Ignatievna D) Anastasia Semyonovna
5. Who is the author of the following lines “You can’t understand Russia with your mind, // You can’t measure it with a common arshin // She has a special personality - // You can only believe in Russia”
A) A.S. Pushkin B) F.I. Tyutchev
B) N.A. Nekrasov D) A.A. Fet
6. Which of the heroes of the novel by F.M. Dostoevsky asked the question “Am I a trembling creature or do I have the right”?
A) Sonya Marmeladova B) R. Raskolnikov
B) Pyotr Luzhin D) Lebezyatnikov
7. In what work of Russian literature does a nihilist hero appear?
A) A. N. Ostrovsky “Forest” B) F. M. Dostoevsky “Crime and Punishment”
B) I.S. Turgenev “Fathers and Sons” D) I.A. Goncharov “Oblomov”
8. In which of the listed works does the action take place against the backdrop of a panorama of the Volga?
A) “The Cherry Orchard” B) “Dead Souls”
B) “Thunderstorm” D) “Gooseberry”
9. Indicate the name of the writer who made a trip to Sakhalin Island.
A) L.N. Tolstoy B) A.P. Chekhov
B) I.A. Goncharov D) M.E. Saltykov-Shchedrin
10. What does L.N. Tolstoy mean by the concept of “people”?
A) all workers who create material values
B) serfs working on the land
C) the totality of representatives of all social groups and classes showing spirituality and patriotism
D) artisans, craftsmen
11.Which character in “War and Peace” owns the statement “The chess is set. The game starts tomorrow"?
A) Prince Andrei B) Napoleon
B) Emperor Alexander 1 D) M.I. Kutuzov
12. What mistakes did Raskolnikov make (F.M. Dostoevsky “Crime and Punishment”) during the murder of the old woman?
A) forgot to close the apartment door B) left his hat at the crime scene
B) forgot to take the crime weapon D) got dirty in blood

13.Indicate which of the heroes of Tolstoy’s novel “War and Peace” goes through the path of quest.
A) Platon Karataev B) Pierre Bezukhov
B) Fedor Dolokhov D) Anatol Kuragin

14.Which Russian poet owns the words “You may not be a poet, but you must be a citizen”?
A) A.S. Pushkin B) F.I. Tyutchev
B) N.A. Nekrasov D) M.Yu. Lermontov

15. What theme is predominant in the work of N.A. Nekrasov?
A) city theme B) love
B) loneliness D) citizenship

16. Indicate what the teacher Belikov taught, a character in the story “The Man in a Case” by A.P. Chekhov.
A) geography B) literature
B) Greek language D) God's law

17. Indicate which of the Russian writers wrote the words that “beauty will save the world.”
A) F.M. Dostoevsky B) I.A. Bunin
B) L.N. Tolstoy D) A.P. Chekhov

19. Raskolnikov’s theory (F.M. Dostoevsky “Crime and Punishment”) is
A) strict scientific justification for dividing people into categories
B) division of people into categories depending on their social affiliation and education
C) dividing people into categories: ordinary and extraordinary

20. The following problem is not raised in the story “Gooseberry” by A.P. Chekhov
A) the relationship between man and nature
B) personality degradation
B) personal responsibility for what is happening in the world
D) Russian intelligentsia

Appendix 6
Test work for 1st year

Option 1

1. What literary movement dominated the literature of the second half of the 19th century? List the main features of this literary movement.

A) Romanticism. B) Classicism. B) Sentimentalism. D) Realism.

2. Match the names of works of art and their authors:

A) “The Bronze Horseman.” B) "Oblomov". B) "Fathers and Sons." D) “You can’t understand Russia with your mind.” D) “I came to you with greetings”
Authors: 1) M.Yu. Lermontov. 2) A.S. Pushkin. 3) I. S. Turgenev. 4) I. I. Goncharov. 5) N. A. Nekrasov. 6) Full name Tyutchev. 7) L.N. Tolstoy. 8) A.A.Fet.

3. Match the title of the work and the genre:

A) Nevsky Prospekt. B) "Thunderstorm". B) “I met you.” D) “Who lives well in Rus'.” D) "War and Peace."

Genres: 1) Story. 2) Story. 3) Poem. 4) Poem. 5) Drama. 6) Comedy. 7) Tragedy. 8) Roman. 9) Epic novel. 10) Epic poem.

4. In what work of Russian literature of the 19th century does a nihilist hero appear?

5. Who is the author of the following works: “First Love”, “Rudin”, “Prose Poems”?
6. What literary hero is said about:
“For him, lying down was not a necessity, like that of a sick person or like a person who wants to sleep, nor an accident, like that of someone who is tired, nor a pleasure, like that of a lazy person; it was his normal state. When he was at home - and he was almost always at home - he kept lying down, and always in one room, which served as his bedroom, office and reception room.”

B Eyes like the sky blue,
Smile, flaxen curls,
Movement, voice, light frame,
But any novel
Take it and you will find it, right,
Her portrait is very cute

In “Ahead of the others, a black-haired, very thin woman ran up to the stroller. A black-eyed girl in a yellow cotton dress, tied with a white handkerchief, from under which strands of disheveled hair were escaping.”

7. Establish a correspondence between the characters in the novel “Crime and Punishment” and the events that happened to them.

A) Raskolnikov. B) Porfiry Petrovich. D) Razumikhin.

Events: 1) throws money at Sonechka; 2) helps the Marmeladov family; 3) reads Raskolnikov’s article; 4) marries Duna.

8. Indicate the artistic device that is used in the following sentence: “Then, like a spider, I hid in my corner.” Create a dictionary entry for this term.

9. List the main characters of M. Gorky’s play “At the Lower Depths”

10. Remember the name of the main character of Chekhov’s story “Ionych”

11. Creative task.
Write a short text on the topic “A work of fiction that I read and left a mark on my soul”

Appendix 7. Test on poetry of the early 20th century

The literature of the early 20th century was called “literature of modernism.” How do you understand what “modernist literature” means?
What was the essence of literature at the beginning of the 20th century?
Name the philosopher of the early 20th century who argued that man belongs to two worlds: the real and the unreal?
What was the name of the Russian philosopher who, by analogy with the Golden Age of Russian literature, called the beginning of the 20th century the “Silver Age” of Russian poetry?
From what class does Yesenin’s family come from?
Russian poetry was experiencing its Renaissance. What does this word mean?
Name the trends known to you at the beginning of the 20th century?
What was the name of D. Merezhkovsky’s lecture, in which he outlined the theoretical foundations of symbolism?
To which movement did the poets belong: V. Bryusov, D. Merezhkovsky, A. Bely?
Who is the author of the cycle of poems “Poems about a Beautiful Lady”?
The main theme of S. Yesenin’s work?
About what work did S. Yesenin write: “This is the best thing I wrote”?
How do you understand V. Mayakovsky’s expression “love is a community”?
List the works of V. Mayakovsky that you know?
What is the name of the married woman who became a muse for V. Mayakovsky and for whom the poet would later write the poem “Lilichka”?
What is the real name of A. Akhmatova?
To which direction of the early 20th century does A. Akhmatova’s work belong?
What is the main problem of A. Akhmatova’s poem “Requiem”?
Whose lines are these? “I ran after him to the gate.”
Why is the work of M. Tsvetaeva associated with a branch of red rowan?

Appendix 8. Preparation for an essay on the works of M. Sholokhov

Essay topics:

“The theme of war and revolution in the novel by M.A. Sholokhov “Quiet Don”.

“Features of the depiction of the landscape in the “Quiet Don” M.A. Sholokhov".

“Images of Cossack women in the novel by M.A. Sholokhov “Quiet Don””;

"Grigory Melekhov in search of the truth."

Stages of topic analysis:

Reading the topic: determining the main words, volume (narrow, broad topic), nature (personal, literary, etc.).

Definition of the thesis, the main idea of the essay.

Selection of arguments, “illustrative” material.

Thinking through the conclusion and introduction.

Appendix 9. Essay “Hearing the horrors of war”

Essay topics:

1. What do I know about the Great Patriotic War?

2. The Great Patriotic War in the life of my family.

3. Does today's generation need to know about the Great Patriotic War?

FEATURES OF LITERATURE DEVELOPMENT AT THE END OF THE 18TH - EARLY 19TH CENTURIES.
The reforms of Peter I contributed to the fact that literature and art began to acquire features of secularism, accessibility, and topicality. During the reign of Catherine II (1762-1796), Russian literature and culture, although still under the influence of European authorities, received an impulse to develop in their own original and inimitable way. The works of Mikhail Vasilyevich Lomonosov, the activities of such Russian thinkers and writers as Feofan Prokopovich, Antioch Kantemir, Vasily Kirillovich Trediakovsky, Alexander Petrovich Sumarokov, Mikhail Matveevich Kheraskov, etc., gradually established in Russian literature and art a common direction for Europe at that time - classicism, whose absolute dominance in Russian culture lasted more than half a century.

Classicism. As an artistic movement, classicism began to take shape in Europe at the end of the 16th century, replacing the aesthetics of the Renaissance. The word classicus in Latin means “exemplary”, so the name of the movement reflects that its aesthetic system is based on following ancient models and the works of classicism themselves are role models.

The theory of classicism is based on the idea of the educational role of art in the life of society. Literature, theater, painting, music - all types of art, as in the ancient world, should serve people and the state, directing their development towards the ideal, contributing to their upbringing and education. The theorists of classicism unequivocally asserted the priority of reason over feeling, therefore, in the system of values of classicism, the highest level is occupied by Homo sapiens, possessing all the best qualities that a thinking person can cultivate in himself. A thinking person cannot develop bad qualities; they will be overcome as contrary to reason. In the works of classicism, an equal sign is placed between the word “stupidity” and the word “vice”; all the troubles of humanity are presented as the result of unreasonableness and lack of education. Stupidity has both funny and tragic consequences, which serve as a demonstration of how not to act, what not to be.

CONTENT
From the authors
PART I RUSSIAN LITERATURE KOHUA XVIII -XIX CENTURIES
FEATURES OF LITERATURE DEVELOPMENT AT THE END OF THE 13th AND BEGINNING OF THE 19TH CENTURIES 6
Alexander Sergeevich Pushkin 33
Mikhail Yurievich Lermontov 67
Nikolai Vasilievich Gogol 89
FEATURES OF THE DEVELOPMENT OF RUSSIAN LITERATURE IN THE SECOND HALF OF THE XIX CENTURY 109
Alexander Nikolaevich Ostrovsky 117
Ivan Aleksandrovich Goncharov 134
Ivan Sergeevich Turgenev 152
Fedor Ivanovich Tyutchev 177
Afanasy Afanasievich Fet 189
Alexey Konstantinovich Tolstoy 200
Nikolay Alekseevich Nekrasov 205
Mikhail Evgrafovich Saltykov-Shchedrin 225
Nikolay Semenovich Leskov 239
Fyodor Mikhailovich Dostoevsky 252
Lev Nikolaevich Tolstoy 290
Anton Pavlovich Chekhov 331
Sample questions and assignments for the final test in the course of Russian literature of the late 18th -19th centuries 356
PART II RUSSIAN LITERATURE OF THE XX CENTURY
FEATURES OF THE DEVELOPMENT OF LITERATURE AND OTHER TYPES OF ART AT THE END OF THE 19TH AND BEGINNING OF THE XX CENTURY 362
Ivan Alekseevich Bunin 378
Alexander Ivanovich Kuprin 396
Alexey Maksimovich Gorky 405
Silver Age of Russian Poetry 423
Works of the poets of the Silver Age 434
Alexander Alexandrovich Block 462
Vladimir Vladimirovich Mayakovsky 485
New Peasant Poetry 508
Sergey Alexandrovich Yesenin 513
FEATURES OF LITERATURE DEVELOPMENT IN THE 1920-1940S 535
Marina Ivanovna Tsvetaeva 549
Anna Andreevna Akhmatova 556
Mikhail Afanasyevich Bulgakov 568
Andrey Platonovich Platonov 578
Mikhail Alexandrovich Sholokhov 584
Boris Leonidovich Pasternak 598
FEATURES OF LITERATURE DEVELOPMENT IN THE 1950-1990s 607
Alexander Isaevich Solzhenitsyn 632
Alexander Trifonovich Tvardovsky 638
Alexander Valentinovich Vampilov 644
FEATURES OF LITERATURE DEVELOPMENT AT THE TURN OF THE XX-XXI CENTURIES 648
Sample questions and assignments for the final test in the course of Russian literature of the 20th century.

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A set of control and evaluation tools for assessing the results of mastering the academic discipline “LITERATURE”
basic professional educational program in the specialties of secondary vocational education 34.02.01 “Nursing”, 33.02.01 “Pharmacy”
basic level of training
The set of educational standards for the academic discipline was developed in accordance with the “Recommendations for the implementation of the educational program of secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs.”

1. Passport for a set of control and evaluation tools.
1.1. Application area.
1.2 Requirements for learning outcomes (knowledge, skills)
1.3. General competencies
2. System of monitoring and evaluation of mastering the discipline program

2.2 Results of mastering the academic discipline, subject to verification
3. Assessment of mastery of the academic discipline
3.1. Forms and methods of assessment
3.2. Control and assessment of mastering the academic discipline by sections, topics
3.3. Typical tasks for assessing mastery of an academic discipline (for current, intermediate certification)
4. Test and assessment materials for the final certification in the academic discipline. Examiner's package.
1. Passport of the set of control and evaluation tools (CAS) of the academic discipline

1.1 Scope of application
Control and assessment tools (CES) are designed to monitor and evaluate the educational achievements of students who have mastered the program of the academic discipline “Literature”.
CBS include control materials for ongoing monitoring and intermediate certification in the form of a differentiated test, final certification in the form of an exam.
CBS are developed based on the provisions:
recommendations for the implementation of the educational program of secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs.
program of the academic discipline "Literature".
As a result of mastering the academic discipline “Literature”, the student must have the requirements provided for by the Federal State Educational Standard in accordance with the “Recommendations for the implementation of the educational program of secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs » skills, knowledge.
The place of the academic discipline in the structure of the main professional educational program: the academic discipline “Literature” is studied as a basic academic subject.

1.2. Requirements for learning outcomes
As a result of studying the academic discipline “Literature”, the student must:
Know/understand
H.1 the figurative nature of verbal art;
H.2 content of the studied literary works;
H.3 basic facts of the life and work of classical writers of the 19th–20th centuries;
H.4 the main patterns of the historical and literary process and features of literary movements; basic theoretical and literary concepts:
H.4.1 basic patterns of the historical and literary process and features of literary movements
H.4.2 basic theoretical and literary concepts.
be able to
U.1 reproduce the content of a literary work;
U.2 analyze and interpret a work of art using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze an episode (scene) of the studied work, explain its connection with the problems of the work;
U.2.1 analyze and interpret a work of art using information on the history and theory of literature (topics, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail)
U.2.2 analyze the episode (scene) of the studied work, explain its connection with the problems of the work;
U.3 relate fiction to social life and culture; reveal the specific historical and universal content of the studied literary works; identify “cross-cutting” themes and key problems of Russian literature; correlate the work with the literary direction of the era;
U.3.1 relate fiction to social life and culture;
U.3.2 reveal the specific historical and universal content of the studied literary works;
U.3.3 identify “cross-cutting” themes and key problems of Russian literature;
U.3.4 correlate the work with the literary direction of the era;
U.3.5. identify the author's position;
U.4 read the studied works (or their fragments) expressively, observing the norms of literary pronunciation;
U.5 formulate your attitude to the work you read in a reasoned manner;
U.6 write reviews of works read and essays of different genres on literary topics;
U.7 use acquired knowledge and skills in practical activities and everyday life for:
U. 7.1 creating a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;
U.7.2 participation in dialogue or discussion;
U.7.3 independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;
U.7.4 determining your reading range and evaluating literary works;
U.7.5 determining your reading range in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.
1.3 General competencies:
OK.1 Understand the essence and social significance of your future profession, show sustained interest in it;
OK.2 Organize your own activities based on the goal and methods of achieving it, determined by the manager;
OK.3 Analyze the work situation, carry out current and final monitoring, assessment and correction of one’s own activities, bear responsibility for the results of one’s work;
OK.4 Search for information necessary to effectively perform professional tasks;
OK.5 Use information and communication technologies in professional activities;
OK.6 Work in a team, communicate effectively with colleagues, management, clients;
OK.7 Take responsibility for the work of team members (subordinates), the result of completing tasks;
OK.8 Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training;
OK.9 To navigate the conditions of frequent changes in technology in professional activities;
OK.10 Perform military duties, including using acquired professional knowledge (for young men)

2. System of monitoring and evaluation of mastering the discipline program
Monitoring and evaluation of the results of mastering the discipline is carried out by the teacher in the process of current and intermediate control using various forms and methods of control.
2.1 Forms of intermediate certification in OBOP when mastering the discipline program

Download the Set of control and evaluation tools for assessing the results of the UD “Literature” for secondary vocational education

PASSPORT OF THE ACADEMIC DISCIPLINE PROGRAM

conditions for the implementation of the academic discipline program

Monitoring and evaluation of the results of mastering the academic discipline

STRUCTURE and CONTENT OF THE ACADEMIC DISCIPLINE