Literature Curriculum

for grade 8 "The Secret World of Text"»

Section I. Explanatory note

One of the urgent tasks of the modern school is the formation of a developed personality with a high level of linguistic culture, the necessary component of which is speech and reading culture, which involves the formation of students' skills in the literary analysis of a literary text, the development of aesthetic, intellectual, creative potential, the improvement of reading culture . Comprehension of a work of art is a discovery every time. For all its complexity, this process is quite fascinating, because it allows you to immerse yourself in the world of text - beautiful and mysterious, filled with a special meaning, intense searches, familiarization with creativity. Therefore, it is necessary to teach schoolchildren the most complete analysis of a literary text and maintain their interest in this type of activity. These important knowledge, skills and abilities are necessary for students in preparation for the final exams in high school. The course "The Secret World of the Text" is aimed at systematizing and expanding knowledge, skills and abilities in the field of literary criticism, mastering various types of analysis, based on theoretical information. The training course considers the text as a speech work and is focused on improving the linguistic, linguistic, communicative and cultural competence of eighth graders in the field of speech science. It is subject-oriented and gives students the opportunity to master the methods and techniques of literary text analysis, to test their abilities in this area. The course "The Secret World of Text" deepens and expands students' knowledge of literature and is built on the basis of knowledge of literary theory, taking into account the skills gained in literature lessons from grades 5 to 7. This course is intended for 8th grade elementary school students. . The issues addressed in this course are closely related to the compulsory content of education in literature. Therefore, this course will contribute to the improvement and development of important literary knowledge and skills provided by the school curriculum, will help students assess their abilities in literature and more consciously choose the profile of further education. At the same time, the course implies the assimilation of theoretical literary concepts in combination with the practical activities of students (when analyzing works of art).

There is a contradiction between the content of the curriculum in the subject (standard) and the allotted time for mastering this content, which is allocated by the curriculum. The lack of time for the formation of practical skills with the help of in-depth theoretical information is compensated in the classroom of this course. The relevance of the course program lies in the fact that the analysis of the text of a work of art is offered as a process of slow reading, sensitive listening to the word, its ambiguity, capacity, versatility, and also contributes to the development of the emotional and intellectual sphere of students' thinking.

The content of the program involves reading and studying a work of art as a work of art of the word, as a cultural phenomenon. This is a kind of analysis algorithm, a sequence of analytical actions that contributes to the advancement towards understanding the depth of the meaning of the work and the richness of the form.

The purpose of the course is to create conditions for the formation of a student's personality, capable of thinking independently, fully perceiving and evaluating a literary work, analyzing it with the involvement of basic literary concepts and the necessary information on the history of literature.

To achieve this goal, the following tasks are supposed to be solved :

generalize, expand and deepen students' knowledge about the text and its most important features; about the expressive means of the language and its stylistic resources;

to promote the formation of students' understanding of the text, to develop the skills of analyzing a work of art;

create an information space about different approaches to text analysis;

to develop the ability of students to consider the word not only in its direct meaning, but also to see the artistic meaning in the structure of the text;

develop oral and written speech, associative thinking, imagination and creativity of students;

to educate a reader who understands the writer's intention expressed in a work of art, his manner, style, outlook and attitude.

The work program of the training course includes five sections: section "Explanatory note"; section II "Course content"; section III "Thematic planning", Section IV "Lesson - thematic plan"; section V "Educational and educational-methodical support".

The content material underlying the program is small epic and lyrical works of literature of the 18th-20th centuries. in its best, classical examples, intended for compulsory study and independent reading by students. The system of classes based on work with genuine works of art is designed to teach students to realize the inseparability of form and content, to feel the nuances of a literary work, to form the ability to interpret it and build a speech statement in oral and written form. In the course of literary research, students should learn to identify the means of expressiveness of artistic speech and determine their role in the embodiment of the author's intention, in solving the ideological and aesthetic task of the author. Through the word as a symbolic unit, eighth graders learn to comprehend the deep meaning of the work, to perceive the spiritual experience of mankind. In the process of implementing this program, students will master the ability to perceive a work of art in the unity of form and content, determine the expressive function of the word, comprehend the images and pictures of the world created by the artists of the word.

To implement the program and objectives of the course, it is important to use a variety of communicative and creative forms and teaching methods, designated as a creative workshop, a poetic seminar, a creative laboratory, a creative workshop, a heuristic conversation, a lesson-seminar, a lesson-lecture, a lesson-research, a lesson-conference, a lesson -workshop, etc. These forms of work allow you to activate the activity of students. The nature and volume of work is determined depending on the characteristics of the text, the stage of training and the level of preparedness of students. Various forms of organization of education make it possible to ensure the most complete realization of the interests and educational needs of schoolchildren.

Requirements for the level of preparation of students

As a result of studying the course, students should:

know different types of text analysis;

know the methodology for collecting materials for analysis;

know the history of the creation of the proposed works, their place in the work of the authors; the main features of a literary text and the principles of its organization;

to know the individual characteristics of the artistic world of individual poets and writers.

Students should be able to:

isolate the artistic means of expressiveness of the language and understand their role in a work of art;

analyze and interpret poetic and prose text in oral and written form, give it a personal assessment;

create their own speech statements in oral and written form, containing a literary analysis of literary texts;

own the culture of oral and written speech, the skills of scientific research;

perform tasks of a creative nature;

work individually and in a group;

carry out linguistic analysis of the text;

create tests according to a given specification;

create independent creative works on a given and free topic

Forms, methods of monitoring the level of students' achievements:

preparation and defense of projects, reports, abstracts;

conducting seminars, research, experiments;

holding creative workshops, workshops, laboratories;

independent analysis of works and episodes;

conferences;

correspondence excursions;

lectures, heuristic conversations;

student presentations;

testing;

reading competition.

The ultimate goal of the course is to instill love and sensitivity to the artistic word, to teach to think independently, creatively. The final reporting form of this course will be the presentation of your own projects on a free topic with your own commentary. The best students will be awarded diplomas and thanks. A traditional school mark is not expected in this course. The recommended list of literature can be used by both teachers and students, and become the subject of independent study.

The work on the theme of the course "The Secret World of the Text" assumes the following expected result: the study of theoretical material will lead to the elimination of gaps in this area; mastering the necessary theoretical knowledge will lead to ensuring a high level of literary training of students, to mastering the skills to apply the acquired knowledge in practice: the ability to deeply analyze a work of art, using information on literary theory, the ability to independently form their own opinion about the phenomena of artistic culture.

The proposed Secret World of Text course is 34 hours per year (one hour per week during the academic year). The program indicates the approximate distribution of study time on the topics of the course, in the classroom, for objective reasons, it is possible to vary the material: deepening into certain issues, reducing some topics.

Section II.Content of the curriculum

8th grade

Introduction to the course (2 hours)

Text as a sign system. The concept of context: the author's context and the reader's.

Theory of Literary Analysis (3 hours)

The concept of literary analysis. Types of analysis: holistic, structural, level, problematic. Theoretical foundations of holistic analysis. Problem analysis. The concept of a problematic issue and a problematic situation.

Interpretation - interpretation, clarification of meaning. The difference between interpretation and analysis.

Language of a work of art (14 hours)

Language spoken, literary, poetic . The concept of poetic language.

Poetic phonetics. Sound recording. Onomatopoeia. Alliteration. Assonance. Euphony.

Trails. Types of tropes: allegory, litote, metaphor, metonymy, personification, synecdoche, comparison, paraphrase, epithet. Tropes as a means of artistic representation. Epithets in historical songs.

poetic syntax. The role of intonation. Syntactic figures: rhetorical questions, appeals, exclamations. Ellipsis. Antithesis. Inversion. gradation. Oxymoron. Syntactic repetitions: anaphora, epiphora.

Texts. K. Balmont “Evening. Seaside. Sighs of the wind”, V. Mayakovsky “An extraordinary adventure that happened with V. Mayakovsky in the summer at the dacha”, “Stepan Razin on the Volga”, “Pugachev in prison”, “Pugachev executed”, E.A. Baratynsky "Waterfall", "A wonderful city will sometimes merge ...", G.R. Derzhavin "Bullfinch", M.Yu. Lermontov "The Beggar", A.S. Pushkin “I remember a wonderful moment ...”, A. A. Fet “On the railway”, A. Blok “On the railway”.

Character in a literary work (5 hours)

Man as the main object of all art; literary hero, character, hero, protagonist. Ways to create a character's character: name, portrait, speech, actions, behavior, thoughts, feelings, relationship with others, the author's attitude towards the hero, the hero's place in the figurative system of the work.

Texts. N.M. Karamzin "Natalia, boyar daughter", D.I. Fonvizin "Undergrowth". A. de Saint - Exupery "The Little Prince".

The Function of a Detail in a Work of Art (3h)

Detail as the smallest and indivisible unit of the objective world of a work. The role of the detail in the disclosure of the image. “When we read, we must notice and cherish the details. The moonlight of generalizations is a good thing, but only after all the sunny details of the book have been lovingly collected” (V. Nabokov).

Text. A.S. Pushkin "The Queen of Spades"

Symbolism in a work of art (3 hours)

A symbol is an object image that carries an allegorical meaning. The ambiguity of a symbol. Name symbolism. Color symbol. Number.

Texts. M.Yu. Lermontov "The Captured Knight", "Neighbour". M. Gorky "Song of the Falcon".

The role of an episode in a work of art (3 hours)

The episode is the main structural element in the system of the work. Types of connection between episodes: causal, causal, temporal. Analysis of the episode: its boundaries, time, place of action, system of characters, location of the episode in the context of the work, identification of the point of view, evaluative position from which the narration is being conducted.

Texts. M. Gorky "Old Woman Izergil », A. S. Pushkin "The Captain's Daughter".

Generalization of the studied (1 hour)

Section III.Thematic course planning

		Total hours
	Introduction to the course
	Theory of literary analysis
	The language of the work of art
	character in a literary work
	The function of a detail in a work of art
	Symbolism in a work of art
	The role of the episode in a work of fiction
	Generalization of the studied

ChapterIV. Lesson - thematic plan of the course

lesson number	Name of sections and topics	Total hours	Forms and methods of teaching	Forms of control
Topic number 1. Introduction to the course -2 hours.
	Text as a sign system.		The word of the teacher about the goals, objectives of the course. Lecture - conversation	Abstract. Group reflection
			Lecture - conversation
Topic No. 2. Theory of literary analysis- 3 o'clock
	The concept of literary analysis. Types of analysis: holistic, structural, level, problematic.		Teacher's lecture, note-taking	Report on the topic "Types of analysis"
	Theoretical foundations of holistic analysis. Problem analysis.		Lecture - conversation	Formulation of questions on the topic
	Interpretation. The difference between interpretation and analysis.		Conversation. Practical lesson	Creative task. Interpretation of a favorite poem
Topic number 3. The language of a work of art - 14 hours.
	Types of language. The concept of poetic language. Sound recording. Onomatopoeia.		Lecture - conversation	Independent work. A selection of poetic texts
	"An extraordinary adventure that happened with V. Mayakovsky in the summer at the dacha." The sound side of the verse. Strengthening the semantic function of words.		Creative Lab	Written analysis of the sound structure of the poem by V. Mayakovsky
	Sound means of expression. Alliteration. Assonance. Euphony.		Conversation. Student messages. Dictionary work	Expressive reading of poetic texts. Reading competition.
	Sound writing in K. Balmont's poem “Evening. Seaside. Sighs of the wind."		Poetic workshop	Written analysis of the poem
	Trails. Types of paths and connections between them.			Group presentations Compilation of a literary dictionary
	Epithet as a means of lively expressive speech.		Lesson-study	Working with poetry test
	Epithets in historical songs. "Stepan Razin on the Volga", "Pugachev in prison", "Pugachev executed".		Lesson-practice	Student messages
	Favorite epithets in the poems of M.Yu. Lermontov, A.S. Pushkin.		creative workshop	Creative work of students
	Analysis of poems by E.A. Baratynsky “Waterfall”, “Wonderful city sometimes merges…” G.R. Derzhavin "Bullfinch".		Poetic workshop	Choice of poem analysis
	Poetic syntax. Intonation. Features of poetic intonation.
	Figures of speech as a stylistic device.		Lecture - conversation	Test control
	Anaphora and epiphora in a poetic text.		Lesson experiment	Observation of the poetic text
	The role of expressive means of language in the poems of A. Fet, A. Blok "On the railway".		Lesson-practice	Analysis of poems
	Diagnostics of the assimilation of what has been studied on the topic "Paths and stylistic figures".		Testing	Report on the topic
Topic number 4. Character in a literary work - 5 hours.
	Man as the main object of all art. Character definition. Ways to create a character.		Lecture - conversation	Group reflection
	The characters of the heroes of the story N.M. Karamzin "Natalya, the boyar's daughter".		Heuristic conversation	Work with text. Characteristics of the heroine of the story
	Heroes of the comedy Fonvizin. Speaking surnames and names.		Lesson-study	Project - presentation "Speaking surnames and names of the heroes of the play"
	The hero of the fairy tale A. de Saint - Exupery "The Little Prince".		Lesson-study, creative laboratory	Presentation - characteristic of the Little Prince
Topic No. 5. The function of a detail in a work of art - 3 hours.
	A detail is a small and indivisible unit of the objective world of a work.		Lecture - conversation	Student messages
	The role of detail in a work of art.		Creative Lab	Independent work. Working with texts
	The role of three cards in the story of A.S. Pushkin "The Queen of Spades".		Lesson-study	Individual tasks
Topic No. 6. Symbolism in a work of art - 3 hours.
	The concept of a symbol. The ambiguity of a symbol. Name symbolism. Color symbol. Number.			Student reports
	The symbolic image of the prison in the lyrics of M.Yu. Lermontov. Analysis of the Poems "The Captured Knight", "The Neighbor".		Poetic workshop	Student messages. Analysis of poems
	M. Gorky "Song of the Falcon". The symbolic and allegorical meaning of "Songs ...".		Heuristic conversation	Text analysis, expressive reading of a passage by heart
Topic No. 7. The role of an episode in a work of art - 3 hours.
	The episode is the main structural element of the work.		Lecture - conversation	Group reflection
	Analysis of episodes from A.S. Pushkin "The Captain's Daughter"		Workshop	Individual work of students on any episode of the story
	M. Gorky "Old Woman Izergil". Comparative - comparative analysis of two legends.		Lesson-study	Analysis of the episode "Izergil's story about his life"
Topic number 8. Generalization of knowledge -1 hour.
	Credit work.		Creative laboratory.	Accounting work. Projects, student presentations
	Final Reader's Conference.		Lesson conference	Individual and group performances of students

Chapter V. Educational and methodological support

Teaching and teaching aids:

Albetkova R.I. From word to literature. - Journal "Russian literature", No. 4, 2002.

Ginzbugg L.Ya. About a literary hero. - L., 1979.

Girshman. M. Analysis of the poetic works of A. S. Pushkin, M. Yu. Lermontov, F. I. Tyutchev. - M., 1981.

Golub I.B. Sources of expressiveness of artistic speech. - Journal "Russian speech", No. 2, 1980.

Gorbushin O.Yu. On the linguistic analysis of the poetic text in the lesson. - Journal "Russian Language at School", No. 3, 1991.

Gorbanevsky M.V. In the world of names and titles. – M.. 1988.

Gorshkov A.I. Russian literature. Textbook 10-11 class. - M., 1996.

Grigoryeva A.D., Ivanova N.N. The language of poetry of the XIX-XX centuries. - M.: Nauka, 1985.

Gukovsky G.A. The study of a literary work at school.- M.-L., 1966

Dobin E.O. art of detail. - L., 1975.

Ivanov V.V. etc. Once again about the traditional poetic symbolism. - Journal "Russian Language at School", No. 4.5, 1977.

Koganovich S.L. Technology of teaching the analysis of a poetic text. - Journal "Russian literature", No. 1, 2003.

Kulnevich S. V., Lakotsenina T. P. A completely unusual lesson. - Voronezh. Teacher, 2001.

Larin B.A. Aesthetics of the word and the language of the writer. L., 1974.

Lotman Yu.M. The structure of the artistic text. - M.: Art, 1970.

Lotman Yu.M. Analysis of the poetic text. M., 1972.

Lvova S.I. Literature lessons. 5-9 grade. - M.: Bustard, 2000.

Maymin E. A. Experiences of literary analysis. - M., Education, 1972.

Marantsman V.G. Interpretation of a work of art. - Journal "Literature at School", No. 8, 1998.

Novikov L.A. Artistic text and its analysis. M., 1988.

Pashchuk N.M. Learning to analyze a poetic text. - Journal "Russian literature", No. 2, 1999.

Semyonov Y. Trop. - Journal "Literary Study", No. 1, 1987.

Solganik G.Ya. Text style. - M., 2002.

Shansky N.M. Artistic text under a linguistic microscope.-M., 1986.

Shansky N.M., Bobrova T.A. Again in the world of words. - M., 2001.

Shtilman S.L. Living Water of Interpretation.- Journal "Russian Literature", No. 5, 2002.

Epshtein M. O. On the meaning of a detail in the structure of an image. - Journal "Questions of Literature", No. 1, 1984.

Internet resources

http://www.gramota.ru/

http://www.ipmce.su/~lib/osn_prav.html.

http://slovnik.hgsa.ru/

http://www.slovari.ru

http://www.edu.ru

http://www.profile-edu.ru

1. Psychological and pedagogical aspects of the development of children's giftedness
2. Features of revealing talent in the field of literature
3. Organization of work on the development of talent in additional education of children
4. The history of the development of the subject and various events in it
5. Where can this area be developed in Moscow
6. Successes, achievements, problems of the Olympiad movement in literature in Moscow
7. Features of the regulatory framework. Review of Literature and Internet Resources

1. Diagnosis of philological talent
2. The specifics of preparing tasks for the school and municipal stages. The choice of the level of tasks for the student. Creative tasks
3. The specifics of preparing tasks for the remote and intramural stages of the Moscow Philological Olympiad
4. Working with textbooks, encyclopedias, articles by researchers
5. Working with electronic resources: digital libraries, National Corpus of the Russian Language

1. Working with the terminology base in preparation for the Olympiads
2. Poetic dimensions
3. Meter and meaning
4. Learning to analyze the text: quatrain
5. Learning to analyze text: monostych
6. Learning to analyze text: couplet
7. Learning to analyze the text: unusual strophic forms and solid forms (sonnet, ballad)
8. Genre and "genre memory". From classicism to modernism
9. Stylistics: "high" and "low" in a poetic text
10. Types of pathos. Comic and tragic
11. Types of composition of a prose work. plot and composition. Plot and plot
12. Performing an analytical task: a reminder on the analysis of a poetic text
13. Composition of the work. Work style. Tips for Performing Complex Text Analysis

Explanatory note

The proposed course "Theory of Literature" ("Secrets of Literature") is intended for specialized education of students in grades 10-11. The course is aimed at systematizing and expanding knowledge, skills and abilities in the field of literary criticism, mastering various types of analysis, based on theoretical information.

This program is designed for 70 hours, i.е. for two years of study - grades 10-11. It indicates the approximate distribution of study time by topic, however, variation of the material is possible in the classroom.

The course program consists of the main theoretical and literary concepts included in the standard of secondary (complete) general education in literature.

The program not only continues, but also deepens the study of literary theory. At the same time, the course implies the assimilation of theoretical literary concepts in combination with the practical activities of students (when analyzing works of art). As an object of analysis, literary works intended for compulsory study, and additional literature on the subject, which has methodological significance (at the choice of the teacher and students), are offered. So, the course "Theory of Literature" ("Secrets of Literature") is based on the principle of scientific, consistent, systematic presentation of the material, the connection between theory and practice.

This program helps students to acquire additional philological knowledge in the course of literature, allows them to practically receive an elementary philological education. The knowledge, skills and abilities that the future graduate will master will be in demand in society.

The topic of the course is relevant. There is a contradiction between the content of the curriculum in the subject (standard) and the time to master this content, which is allocated by the curriculum. The lack of time for the formation of practical skills with the help of in-depth theoretical information is compensated in the classroom of this course.

The purpose of the course "Theory of Literature" ("Secrets of Literature") is to create conditions for:

In-depth study of theoretical concepts;

Formation of the internal need of the individual to improve the reader's experience through mastering the techniques of literary analysis;

Development and improvement of the psychological qualities of the student's personality: curiosity, perseverance, independence in acquiring knowledge.

To achieve the goals set, it is proposed to solve the following tasks:

To form a scientific worldview;

Systematize previously studied and acquired knowledge, skills and abilities and form the ability to apply theoretical knowledge in practice;

To develop the creative abilities of students;

Develop the skills and abilities of self-control and self-organization.

To achieve the set goals, it is important to use the best methods and teaching methods for the course of specialized training: research, problem-search, method of stimulating and motivating educational activities, the method of independent work. This results in a variety of forms of work: a heuristic conversation, a seminar lesson, a lecture lesson, a research lesson, a conference lesson, a consultation lesson, a practical lesson, etc. These forms of work allow you to activate the activity of students.

The proposed course provides for the following types of independent work: analyzes of lyrical, prose and dramatic works, analysis of an episode, work with reference literature, compilation of a literary dictionary, writing an essay, creating a web page about a favorite writer or literary work, etc.

Work on the theme of the course "Theory of Literature" ("Secrets of Literature") assumes the following expected result: the study of the course will lead to the elimination of gaps in this area; mastering the necessary theoretical knowledge will lead to ensuring a high level of literary criticism of students, to mastering the skills to apply the acquired knowledge in practice, namely: the ability to deeply analyze a work of art, using information on literary theory, the ability to independently form their own opinion about the phenomena of artistic culture.

The final reporting form of this course will be the presentation of your own projects or works with your own commentary.

Success in the course will be judged by pass/fail criteria.

The content of the program is determined by the desire of students to broaden their horizons in the field of literature, expand and deepen theoretical knowledge on the subject, without which the practical process of thinking about a work of art is impossible, as well as the desire to effectively prepare and successfully pass the exam at the end of secondary (complete) general education school.

In the first section of the program "Fiction as a kind of art" questions of a general nature are considered: what is the specificity of literature as a kind of art, what is literature in general and what is its difference from other types of art, what does literary criticism do, what is the originality of Russian critics.

(Critical articles: A.V. Druzhinin "Oblomov", a novel by I.A. Goncharov" and N.A. Dobrolyubov "What is Oblomovism?"; N.A. Dobrolyubov "A Ray of Light in the "Dark Kingdom" and D.I. Motives of Russian drama"; M. Antonovich "Asmodeus of our time" and D. I. Pisarev "Bazarov").

The next section develops the concept of an image in general (a reflection in the mind of a picture of reality) and the concept of an artistic image (the result of cognition of reality, thoughts and feelings that arose in the process of the writer's creative activity). Since the image presupposes, first of all, the creation of a certain human character, then an acquaintance with the latter follows. It follows that character is a set of basic features that determine the individual characteristics of the hero, as well as the highest form of character, a great artistic generalization - type.

In the process of practical activities in this section, students, following an approximate plan for characterizing the hero of a literary work, develop the ability to give a complete, holistic description of a particular character (See Appendix 1).

(Texts: N.V. Gogol "Dead Souls"; I.A. Goncharov "Oblomov").

The third section of the program is devoted to explaining what a work of art is, what is form and content, and hence their unity. The interpretation of these concepts by different schools is given.

In the "Theme. Idea" section, these two terms are distinguished, and their plurality is also mentioned. The concept of conflict and problematics is also given here ( Texts: L. Tolstoy "War and Peace"; E. Zamyatin "We"; A. Akhmatova. Poetry); similarities and differences between the plot and the plot, about the implementation of the plot in the plot ( Texts: A.I. Herzen "The Thieving Magpie"; A.I. Ostrovsky "Dowry"). A significant role is given to the construction of the work, composition, its influence on the idea of ​​the work. The stages of the development of the action (exposition, plot, development of the action, climax, denouement, epilogue) and the main ways of depicting ( Texts: M.Yu.Lermontov "A Hero of Our Time"; LN Tolstoy "After the ball"; I.S. Turgenev "Rudin"; I.A. Bunin "The Gentleman from San Francisco"; M G. "Old Woman Izergil"; M.A. Bulgakov "The Master and Margarita").

A large place is given to the concept of the author's personality, the features of the author's position, how the author's attitude to the hero is manifested, what is the author's digression ( Texts: A.S. Pushkin "Eugene Onegin"; I.S. Turgenev "Fathers and Sons"; A.P. Chekhov. stories; V.Rasputin. stories).

In the section "Analysis of a prose work" we will talk about the diversity of the work, which gives us great opportunities to choose an aspect in the analysis. A work of art can be analyzed from different points of view: to study the creative history, to consider the relationship between life material and artistic plot, to find out the meaning of the title and epigraph in connection with the general idea, to consider the system of images, the originality of the composition as a whole or the features of some compositional principles, the originality of the plot, etc. Attention is also paid to the role of the episode in a work of art: the structure of the episode as part of the whole in the context of the whole work, the connection with other episodes, the meaningful function of the episode. Types of connections between episodes: causal, causal, temporal.

On the example of the traditional plans for the analysis of a prose work and the analysis of an episode that exist in the school curriculum, a significant place is given to practical work. (See Appendix 2, 3).

(Texts: F.M. Dostoevsky "Crime and Punishment"; M. Gorky. stories; M.A. Sholokhov "Quiet Don"; B. Pasternak "Doctor Zhivago"; A.I. Solzhenitsyn. stories.)

In the section "Literary genera" the distinctive features of genera are studied: the subject of the image, the volume of the image, the way of narration, the way of compositional connections, the way of depicting time, the way of organizing the plot.

The section "Genres of Literature" introduces students to the features of each genre:

1. epic: the principle of narration, features of poetics, varieties of the genre ( Text: A.I. Kuprin "Garnet bracelet");

2. lyrics: content, object and subject of the image, etc., varieties of the genre ( Texts: A.A. Fet "Whisper, timid breathing:"; K. Balmont "Evening. Seashore. Sighs of the wind").

3. drama: the origin of the genre, its properties, content, the difference between drama and epic and lyric poetry, varieties of the genre, the classical scheme of drama (M. Gorky "At the Bottom").

The eighth section of the program "Peculiarities of the language of a work of art" considers the properties of the language of fiction, language as

the main means by which the artist achieves the individualization of the image of life and the main task of language: the creation of an image. The latter entails the use and selection by the artist of figurative and expressive means. Using the texts of works of art, students work on the role in the text of the following tropes: metaphor, metonymy, personification, comparison, epithet, etc. Also find out the role of the intonation of syntax in the work.

(Texts: I.A. Bunin "Antonov apples"; A. Platonov "Markun").

In the section "Features of the poetic language" the attention of students is focused on the general features of poetic speech, on the existing systems of versification (musical-speech, syllabic, syllabic-tonic, tonic), on the size of the verse (disyllabic - trochaic, iambic; trisyllabic - dactyl, amphibrach, anapaest). In the same section, there is an acquaintance with such types of verse as white verse, free verse. The role of rhyme, its intonational and semantic meaning, methods of rhyming, work with such terms as stanza, foot, caesura, anacrusis, sponde, pyrrhic are shown.

(Texts: Poetry of F. Tyutchev, A. Fet, A. Blok, A. Akhmatova, M. Tsvetaeva, V. Mayakovsky.).

The section "Analysis of a lyrical work" involves the work of students according to the traditional plan for analyzing a lyrical work (See Appendix 4). A significant place in this section is given to the repetition of types of tropes, sound means of expression, syntactic means of expression, and poetic vocabulary.

Particular attention is paid to the image of the lyrical hero as a generalizing concept, while the emphasis is on the fact that the lyrical hero should in no way be obscured from us by the living, individual content of the poet as a person.

(Texts: Poetry of N. Gumilyov, S. Yesenin, M. Tsvetaeva, O. Mandelstam, A. Akhmatova, B. Pasternak).

The following section, "Analysis of a Dramatic Work", discusses various ways of analysis, more precisely, aspects of analysis. This is, for example, an analysis of the grouping of characters, since the grouping of characters often reveals the essence of a dramatic conflict most clearly; this is an analysis of the development of the action, since in the drama the action is the basis of the plot and composition, the action in the play expresses the pathos of the playwright.

The practical work of students is built around an exemplary traditional analysis of a dramatic work. (See Appendix 5).

(Texts: A.P. Chekhov "The Cherry Orchard"; A. V. Vampilov "Date"; V.S. Rozov "Good afternoon").

The section "Historical and literary process. Literary trends" is devoted mainly to the characteristics of trends and their representatives. The literary trend is a unity of the main ideological and artistic features, found in a certain historical period in the work of a number of writers who are close to each other in their ideology and life experience, in their artistic method.

The final section is a generalization of the theoretical and literary concepts obtained in the form of a presentation of creative works and projects by students.

Educational and thematic plan

№	Section name and topic	Total hours	Lesson form	Result control form
1.	Fiction as an art form Fiction as a subject The value of fiction in the development of society and human life Literary theory Literary criticism	4	Lesson-lecture, heuristic conversation	Group reflection
2.	Artistic image Imaging system, imaging tools Type. literary character. The hero of a literary work. Character. The concept of a prototype. Artistic Time and Artistic Space	6	Lesson-lecture, lesson-consultation, lesson-practice	Taking notes, working with text, written analysis
3.	Work of fiction	3	Lecture-conversation	note-taking
4.	Subject. Idea. Plurality of ideas and themes of the work Story and plot	7	Lecture-dialogue, lesson-seminar, lesson-workshop	Work with text, individual lesson
5.	Analysis of a prose work Analysis plan for a prose work Analysis of an episode of a work of art	7	Creative workshop	Written analysis
6.	Literary genera	4	Lesson-seminar	Test
7.	Genres of literature Epic genres Lyric genres Drama genres	5	Lesson-seminar	Report
8.	Artistic speech. Features of the language of a work of art Types of organization of a work of art Figurative and expressive means in a work of art	5	Lesson-study, creative laboratory	Compiling a dictionary, performing a test, an individual task
9.	Features of poetic language Intonation. Rhythm. Systems of versification Verse sizes Foot. Rhyme. Stanza.	5	Creative laboratory, practical lesson	Compilation of a dictionary, group task,
10.	Analysis of a lyrical work Lyric work analysis plan Poetic vocabulary Syntactic figures Lyrical hero	7	Literary living room, workshop lesson	Compilation of a dictionary, analysis of a poem
11.	Analysis of a dramatic work Dramatic work analysis plan	3	Workshop Lesson	Oral analysis
12.	Historical and literary process. Literary directions Ancient literature Literature of the Middle Ages and the Renaissance Classicism Sentimentalism Romanticism Symbolism Futurism Modernism. Postmodernism.	11	Lesson-lecture, lesson-conference	abstract
13.	Literature and its role in the spiritual life of man. The skill of the writer and reader	3	Creative workshop, reader's conference	Presentation of own projects, writing of own work, creation of a web page about a literary work

Is it possible to complete the school curriculum in two days? A new educational project on literature starts in Moscow

Text: Natalia Lebedeva
A photo:

Advanced Classic

December 3 a new educational project on literature starts in Moscow "YES TO READING". In 14 hours (two days of 7 hours each), the first students of the new express course will be able to remember or discover for the first time the main works from the school curriculum.

– We will not have complex literary theories and in-depth analysis of works based on knowledge of all the details of the text,— says the author of the project Evgenia Vovchenko. — Vice versa,

we will go through all the main works very quickly and concisely. Our task is to provide maximum information in a short time.

And to make it not only informative, but fun and interesting, we have provided a large number of interactive activities - all kinds of discussions, games and competitions. Listeners will share their personal experience, imagine themselves in the place of heroes, transfer events to the present. Different formats and ways of serving will not let you get bored.

The authors of the project describe their audience as follows: adults who have graduated from school and college, read books from time to time, but do not have deep knowledge of literature.

Not everyone was lucky at school with a literature teacher, and it is impossible to fill literary gaps on their own, and there is not enough time.

– Today, all kinds of lectures are very popular, but they usually give a lot of deep information that is not always clear to an unprepared person and requires a serious literary background, Evgenia explains. — You come there and feel like a not very educated person, and this is not always pleasant, especially for an adult. And so I want to talk with someone about the book, discuss, draw parallels with real life. This is what we will be doing in our express courses, especially since the “entertainment + education” format is in great demand today.

The lecturers of the course will be well-known literary scholars: (Chairman of the Guild of Literature), Artem Novichenkov(writer, literary critic, teacher of literature at school No. 2009), Egor Sartakov (senior lecturer at the Faculty of Journalism of Moscow State University), (teacher of literature at the Gymnasium No. 1514), Yanina Soldatkina(Professor of the Department of Russian Literature, Institute of Philology, Moscow Pedagogical State University).

According to Evgenia, none of them doubt the success of the new project, and they consider their participation in it as a kind of challenge. It is one thing to speak to a trained audience, and quite another to interest in your subject those who remember little or have not even read at all.

The first course will be devoted to six main works from the school curriculum in literature,

as the organizers say, from to .

And in the plans - separate courses on foreign literature, modern Russian literature, literature from around the world.

- You don't need to prepare for classes.- immediately warns Evgenia Vovchenko. — Come with the knowledge and experience you have. Our task is to make “high” literature accessible to everyone. Anyone can master, the main thing is the right motivation and the right people nearby.

The school curriculum in literature complies with the "Mandatory minimum content of basic educational programs", includes a basic component of literary education, and ensures the implementation of state standards.
This program is a continuation of the program for elementary school "Reading and Primary Literary Education" (authors R.N. Buneev, E.V. Buneeva) and together with it constitutes a description of the continuous course "Reading and Literature" (grades 1-11) .
In general, the program is focused on the “Concept for the Modernization of Russian Education”, adopted by the Government of the Russian Federation, recognizing the spiritual and moral value of literature as a priority for a student - a future citizen of his country, who loves his people, language and culture and respects the traditions and culture of other peoples. The main distinguishing feature of the program is that the study of literature as an aesthetic and national-historical phenomenon is seen not so much as the goal of teaching, but as a means of harmonious development of the individual.
From here the purpose of literary education in primary, secondary and high school is defined as the education of a competent reader, a person who has a strong habit of reading and the need for it as a means of knowing the world and himself, a person with a high level of language culture, a culture of feelings and thinking.
The competence of the reader assumes:
- the ability to fully perceive literary works in the context of the spiritual values ​​of national and world artistic culture;
- readiness for independent communication with a work of art, for a dialogue with the author through the text;
- mastering the system of knowledge, skills and abilities in the subject; development of speech, intellectual and creative abilities;
- mastering through the subject of literature ideas about the world that contribute to the successful social adaptation of students.
In accordance with the goal set, literary education is understood as the development of literature in the process of creative reading activity.
The purpose of literary education determines its tasks:
1. Maintain the interest in reading that developed in elementary school, form the spiritual and intellectual need to read.
2. To ensure the general and literary development of the student, a deep understanding of works of art of various levels of complexity.
3. Preserve and enrich the experience of a variety of reader experiences, develop the emotional culture of the student reader.
4. Provide comprehension of literature as a verbal art form, teach to acquire and systematize knowledge about literature, writers, and their works.
5. To ensure the development of basic aesthetic and literary-theoretical concepts as conditions for the full perception, interpretation of a literary text.
6. To develop the aesthetic taste of students as the basis of independent reading activity, as a guideline for moral choice.
7. Develop functional literacy (the ability of students to freely use reading and writing skills to obtain textual information, the ability to use various types of reading).
8. Develop a sense of language, skills of coherent speech, speech culture.
In the program for grades 5–8, works “for textual study” and “for review study” are distinguished. This approach allows, while maintaining a large "author's circle"*, to avoid overloading students, to use in practice the personally oriented minimax principle (with the maximum proposed by the authors, the student must master a certain minimum). When recommending approaches to the study, the significance of a particular work for revealing the main idea of ​​the section, the course as a whole, its artistic and aesthetic value for students of this age were taken into account. It is assumed that works “for textual study” are considered in many ways, in different aspects (content, literary criticism, cultural studies, etc.). Works "for review study" are read and discussed primarily in terms of content in accordance with the needs and abilities of students. It is important that the text, read from a certain point of view, can later be analyzed from a different position.

* Works for textual and survey study within one section are combined according to the degree of study (for the convenience of the teacher's work with the program). Such a division of texts sometimes violates the logic of constructing a topic, a section in educational books. The teacher needs to focus on the sequence of texts in educational books.

In the case of offering a number of works of equal complexity and volume “for review study”, the teacher has the right to choose the text in accordance with the abilities and interests of the students, their own reading preferences. If the work is not included in the "Mandatory minimum of the content of basic educational programs", the teacher also has the right to independently determine the nature of work with the text (textual study or review). At the same time, it is unacceptable to consider all texts that are not included in the "Mandatory minimum content of basic educational programs" only in the review.
This program also provides for the organization of independent home (out-of-class) reading of students. Recommendations for home reading are given in textbooks. The main feature of independent reading is that students in grades 5–8 read new works by the authors of this section, other chapters of texts studied in a review*, which allows them to implement the principle of a holistic perception of a work of art. In addition, works by other authors, united by a common theme, genre, problem, are also offered for home independent reading. When working with works for home reading, the choice of the author, the volume of reading remains with the students. Texts taken out for home reading are optional for each student to read, and their discussion in the classroom is possible. This program does not provide for special hours for extracurricular reading lessons, since the program and textbooks offer a sufficient amount of works that are not included in the mandatory minimum and ensure the expansion of the reader's horizons of students. At the same time, the teacher has the right to allocate hours for extracurricular reading lessons (at the rate of one lesson after studying the works of a certain section).

Structure and content of the program

The program is designed in accordance with the structure of the secondary school: grades 1–4, grades 5–9, grades 10–11. The content of the program at the basic and senior levels of education is determined by the range of interests of students, the general aesthetic value of a work of art, and educational standards in literature. Orientation of program sections for grades 5–8 First of all, the age-related reading interests and opportunities of students explain its significant update compared to the current programs.
The basis for the selection of texts for reading and comprehension, the following general criteria:
– compliance with the high spiritual and aesthetic standards of humanitarian education;
- the emotional value of the work;
- reliance on the reading experience of students, on the achievements of the previous stage of literary development.
Also, when selecting texts, one of the following was taken into account criteria:
– national pedagogical tradition of referring to this work;
- the ability of the work to appeal to the life experience of students;
- psychological and intellectual capabilities, interests and problems of students of a certain age group.
The following stages of literary education of schoolchildren:
5th-6th grades- a gradual transition from literary reading to the comprehension of literature as an art form, which ensures the continuity of the system of literary education in primary and secondary schools. Students read adventure, fantasy, detective, mystical, historical literature, works about their peers, animals, nature, get an idea of ​​literary types and genres. Main learning goals: 1) the formation of a personal attitude to what is read; 2) comprehension of literature as a verbal form of art on the material of works that take into account the interests of students of this age group.
7th-8th grades- the period of development of the reading culture of students: their life and artistic experience expands and deepens; acquaintance with the diversity of the life content of literature and the biographies of writers contributes to the comprehension of the content of literature and the forms of its display, affects the development of the individual, and contributes to the emotional perception of a work of art, which is studied as a verbal art form. The circle of reading is changing: in the center of the program are works of moral and ethical themes that raise issues relevant to the teenager. Information on the theory of literature is being studied, explaining to students how a person can be depicted in fiction. Main educational goals: 1) development of the ability to interpret a literary text based on the personal perception of the work; 2) understanding the specifics of a work of literature as a verbal art form.
9th grade- Completion of literary education according to the concentric system; essays on the history of native literature, the study of creative biographies of individual writers. Elective courses (special courses, courses of students' choice) are provided, which makes it possible to put into practice the idea of ​​pre-profile education. Main educational goals: 1) the formation of emotional and valuable experience in the development of fiction; 2) awareness of the aesthetic value of a literary text and its place in the history of Russian literature.
10th-11th grades- multi-level specialized study of literature in historical and literary (general education course in accordance with the "Mandatory minimum content of basic educational programs", profile course) and functional aspects (elective courses). Main educational goals: 1) comprehension of the writer's artistic world, the moral and aesthetic value of his works; 2) the inclusion of a literary text in the historical and literary process.

In the program and the textbooks implementing it, the texts Russian writers different eras side by side with texts foreign writers, which makes it possible to show the place of Russian literature in the global spiritual space, to identify the general patterns of development of the literary process. In addition, significant changes taking place in society today require adequate reflection in the content of literary education. Removal of ideological evaluative clichés, presentation of various, sometimes opposing positions - such an approach to the selection of the content of the program contributes to the formation of a competent reader who is aware of the diversity of life positions, able to understand a different point of view, ready to adapt to modern, constantly changing reality. All this allows you to make the study of literature motivated, and learning problematic. With the same purpose in the textbooks of the 5th-8th cells. introduced "through" characters, author's texts; in the textbooks of the 7th-11th grade. the material is presented in a problematic way.
The titles of the textbooks reflect the content dominant, focused on the cognitive, personal interests of schoolchildren of a certain age:
5th grade- "Step beyond the horizon";
6th grade- "A year after childhood";
7th grade- "The way to the station" I ";
8th grade- "House without walls";
9th grade- "History of your literature."

As the basis for structuring the course, the basic theoretical and literary concepts are traditionally distinguished:

Class	Basic concepts	Structure-forming principle
5	genre	genre-thematic
6	genera and genres	thematic, genre-generic
7	character - hero	genre-generic, thematic
8	literary hero - image - literary process	problem-thematic
9	era - writer - work - reader	chronological
10–11	basic level problem – artwork – reader	problem-thematic
10–11	humanitarian profile process - author - work - writer's artistic world - literary process	chronological historical and literary

Theoretical and literary concepts are included in the annotations to the topics at the stage of initial acquaintance with them. The dynamics of their further study is determined in accordance with the capabilities of students and the artistic objectives of the works in question. We draw the attention of teachers: theoretical and literary concepts are considered as a tool that contributes to the comprehension of a work of art, which does not imply their systematic study. The work on the theory of literature is the basis of the Notebooks on Literature. Basic information is introduced before the beginning of the study of the systematic course (grades 9–11).
The program highlights the section "Development of students' speech", indicates the main content of the work on the development of speech in each class. The line of speech development of students is simultaneously implemented in the entire Educational system "School 2100" (courses of the Russian language, literature, rhetoric).
The task of developing speech in the course of the Russian language is to master all types of speech activity based on the studied language material; in the course of rhetoric - teaching effective and efficient communication and mastering speech genres; in the course of literature - learning to perceive someone else's statement, transcribing the author's text and compiling one's own in oral and written form.
In the program of each class in the "Development of Speech" section, the types of work are indicated in four lines: 1) transcription of the author's text; 2) reader's interpretation of a literary text (in oral and written form); 3) oral detailed statements and essays on literary and moral and ethical topics; 4) written creative works in different genres.
In accordance with the "Requirements for the level of training of graduates", the program is focused on the development by students of the following skills:
- to see the moral and aesthetic value of a work of art;
- to determine the ethical, moral-philosophical, socio-historical problems of the work;
- to perceive works of various levels of complexity at the semantic and emotional level;
– to perceive and characterize the work as an artistic whole, taking into account its specificity;
- give an interpretation of the studied work on the basis of personal perception;
- use information on the history and theory of literature in the interpretation and evaluation of the studied work of art;
– to understand the relationship of the studied work with the time of its writing (5–8th grade), correlate it with literary trends (8–11th grade), correlate the historical and literary process with social life and culture (9–11th grade class);
- expressively read works of art (from sight and by heart);
- competently build detailed reasoned statements of various forms and genres, own all types of retellings;
- perform written works of a different nature, write essays of different genres;
- work with the reference apparatus of the book, various sources of information.
The proposed program can be used both in general education schools and in specialized schools, schools with in-depth study of literature. The program makes it possible to implement the idea of ​​profile education: for high school, general education courses (for non-core classes - 2 hours per week) and advanced levels (for the humanitarian profile - 3-5 hours per week) are offered. 5th grade (102 hours)

Introduction (2 hours)
Literature as the art of the word. Reading and Literature. book and reader. New textbook and its heroes.
Theory of Literature. Literature as an art form.

Part I. What is breathtaking

The impact of a work of art on the emotions and imagination of the reader.
N.S. Gumilev. A poem from the cycle "Captains" (1 hour).
Section 1. Life according to the laws of honor (10 hours).
The world of adventure literature. Heroes living by the laws of honor. What makes the book and its characters immortal.
for textual study.
J. Verne"Children of Captain Grant" (chapters). Selflessness and courage of the heroes of J. Verne.
For review study.
A. Dumas"Three Musketeers" (chapters). The laws of honor by which the heroes of Dumas live.
N.G. Dolinina"Honor and dignity".
Theory of Literature. The concept of adventure literature. Essay as a genre of literature. The concept of a literary hero. The portrait of the hero.
Section 2. Ciphers and treasures (9 hours).
"Laws" of adventure literature.
for textual study.
R.-L. Stevenson"Treasure Island" (chapters). Features of the development of action in adventure literature. The variety of human characters in the novel.
For review study.
E. By"Golden Beetle" (abbreviated).
A.N. Rybakov"Dirk" (chapters). The dynamics of the development of events in an adventure story.
Theory of Literature. Distinctive features of the works of adventure literature. Story, composition.
Section 3. Extreme situations (6 hours).
Heroes and circumstances in life and literature. Moral lessons of adventure literature.
for textual study.
J. London"Love of Life" (abbreviated). Man in single combat with fate.
B.S. Zhitkov"Mechanic of Salerno". Man's responsibility for his actions.
Theory of Literature. Story genre.
Section 4. How we become adults (10 hours).
Thematic and genre diversity of adventure literature. The pathos of liberty and love of freedom in fiction. Big events and small heroes in literature.
for textual study.
V.P. Kataev“The lonely sail turns white” (chapters). The growing up of heroes, the path from adventure games to a harsh life.
M.Yu. Lermontov"Sail". The motive of freedom in the poem M.Yu. Lermontov and stories M. Twain, V. Kataeva.
For review study.
M. Twain"The Adventures of Huckleberry Finn" (chapters).
Theory of Literature. The author and his characters. Writer, author, storyteller.
Section 5. The truth of history and fiction (6 hours).
Historical truth and author's fiction in literature.
for textual study.
A.S. Pushkin"The Song of the Prophetic Oleg". The legend and its interpretation in a work of art.
M.Yu. Lermontov"Borodino". Arrangement of historical fact in artistic narrative.
For review study.
V.A. Kaverin"Two Captains" (chapters). The truth of history and fiction in an adventure novel.
Theory of Literature. The role of fiction in the world of fiction. Legend as a folklore and literary genre. Invention and author's intent. Monologue and dialogue.
Section 6. Romance of the unknown (3 hours).
A dream of beauty and the unknown. Dream and adventure in literature.
for textual study.
Poems about the beautiful and the unknown: A. Blok"Do you remember, in our sleepy bay ...", N. Gumilyov"Giraffe", V. Mayakovsky"Could you?" M. Svetlov"I've never been to a tavern in my life..." D. Samoilov"Story", V. Berestov"For some reason, in childhood ...".
Theory of Literature. Ways to create artistic expressiveness in poetry. Rhyme and rhythm as signs of poetic speech.

Part II. What can you see with your eyes closed

Fantastic literature and its reader. "Laws" of fantastic literature.
Section 1. The world "lost" in us (2 hours).
Science and fantasy in literature. The concept of fantasy literature. Science fiction.
For review study.
A. Conan Doyle"The Lost World" as a work of science fiction.
Theory of Literature. Fantasy. Science fiction.
Section 2. Science and non-science fiction (8 hours).
Fiction as a means of expressing the author's intention. Fantastic worlds in literature. Features of fantasy literature.
Moral problems in fantasy literature. The role of fiction in the world of fiction. Thematic and genre diversity of fantastic literature. Real and fantastic in a work of art.
for textual study.
A. Belyaev"Professor Dowell's Head" (chapters). Responsibility of scientists to humanity.
N.V. Gogol"Portrait". Realistic fantasy as a way of artistic representation.
For review study.
R. Bradbury"And Thunder Rang" (abbreviated). The consequences of human actions for the future.
Theory of Literature. Distinctive features of fantasy literature. The role of artistic detail in the text.
Section 3. Fairy tale and fantasy (7 hours).
Fabulous and fantastic in a work of art. Fantastic in a fairy tale. Relationship between literature and folklore.
for textual study.
A.S. Pushkin"The Tale of the Dead Princess and the Seven Bogatyrs". Explicit and implicit fantasy in a magical literary tale.
For review study.
A.S. Pushkin"Ruslan and Ludmila". World of wonders in the poem. Unlike a fairy tale. Theory of Literature. The poem as a literary genre.

Part III. In the labyrinth of events (4 hours)

Detective literature and its reader. Genre diversity of the detective. "Laws" of detective literature.
For review study.
E. By"Murder in the Rue Morgue" (abridged) as a classic detective story.
A. Conan Doyle "The Hunchback". The hero and the second hero in the detective story.
Theory of Literature. The concept of a detective. Features of the plot and composition in the detective story.

Part IV. Me and others (14 hours)

The World of Childhood in Literature. The humanistic nature of works about children. Moral lessons of literature.
for textual study.
V.G. Korolenko"In Bad Society" (abbreviated). Lessons of kindness and justice in the story. The fate of the heroes of the story. Means of creating characters of heroes.
MM. Prishvin"Pantry of the sun". Fairy tale. The role of landscape in a work of art.
For review study.
L.A. Kassil"Konduit and Shvambrania" (chapters).
G. Belykh, L. Panteleev"The Republic of Shkid" (chapters).
Fictional country of childhood. The problem of character formation in stories.
V. Rasputin"Mom's gone somewhere." The theme of childhood loneliness.
Poems about children: D. Samoilov"From childhood", N. Zabolotsky"Ugly girl."
Theory of Literature. Story and story. Autobiographical work. Means of creating the character of the hero (portrait, speech characteristics, author's assessment, etc.) Fairy tale and true story. Poems and prose.

Part V. Can't we live without them, or can they live without us? (11 h)

Ethical problems of the relationship between man and nature in literature.
Heroes are animals, their place in fiction. Humanistic pathos of works about animals. Moral lessons of literature about "our smaller brothers".
for textual study.
A.P. Chekhov"Kashtanka"
A.I. Kuprin"Yu-yu" (abbreviated).
For review study.
E. Seton-Thompson"Chink".
J. Durrell"Hounds of Bafut" (excerpt).
K. Capek From a cat's point of view.
Poems about animals: S. Yesenin"Song of the Dog" I. Bunin"Snake", N. Zabolotsky"Horse Face" V. Inber"Setter Jack" B. Zakhoder"In memory of my dog." Theory of Literature. Animation writer. The language of a work of art. Reader's interpretation of a work of art. Poetic intonation, the concept of poetic meter.
Generalization (1 hour).
The world of your reading interests.
The development of speech.
1) Detailed, concise, selective retelling of the text.
2) Review of the book read. An essay is a reflection on a book, a literary hero.
3) An essay-story about a literary hero, a comparative description of two heroes.
4) Writing - imitation, writing a detective story, writing in the form of an essay.
Reading and studying works - 94 hours.
Speech development - 8 hours.

6th grade (102 hours)

Introduction (1 hour).
Becoming a reader. Fiction and non-fiction literature. The role of fiction in human life.
Section 1. Flying over dreams ... (18 hours).
The place of mysticism in the world of fiction. Genre diversity of mystical literature. Mysticism as a way of artistic reflection of reality. Heroes of mystical literature. Ways of depicting a person in epic and dramatic works.
for textual study.
V.A. Zhukovsky. Ballads "Svetlana", "Forest King". An epic beginning in a ballad.
A.S. Pushkin"Demons". Mysticism as a reflection of the inner world of the author.
N.V. Gogol"Christmas Eve". Mysticism and reality in the story.
M. Maeterlinck"Blue Bird" (abbreviated). True and false in human life. Heroes' search for happiness.
For review study.
A.S. Pushkin"The Drowned Man", "Songs of the Western Slavs" ("Ghoul", "Horse").
A.P. Chekhov"Terrible Night"
The origins of the mystical in literature. P. Merimee"Venus of Ill" (abbreviated).
Guy de Maupassant"Orlya" (abbreviated).
Philosophical meaning of the short story and story. Theory of Literature. Mystic. Hoax. Symbol. Sleep as an artistic technique. Translation and processing of a work of art. Ballad, novella. Types of Literature. Epic (narration) in verse and prose. Drama as a literary genre. Epigraph, its semantic load.
Section 2. Tales for adults (12 hours).
"Eternal" themes in fiction and different forms of their implementation. The role of fairy tales in the life of the reader. The place of fairy tales in the world of fiction. Moral values ​​in fairy tales for adults.
for textual study.
V. Gauf"Little Muck". A fairy tale for children and adults and its "non-childish questions". The construction of a fairy tale (“a story within a story”).
T.-A. Hoffman The Nutcracker and the Mouse King. Moral lessons of fairy tales.
G.-H. Andersen"The little Mermaid". A tale of selflessness, love and suffering.
For review study.
N.D. Teleshov"White Heron". Appointment of a person and his responsibility to the future.
A.N. Tolstoy"Mermaid". Reflections on the destructive power of love.
M.Yu. Lermontov"Mermaid". Rhythm and sound writing in a poem.
V.V. Veresaev"Competition". Reflections on human beauty.
Theory of Literature.
Types of Literature. The life of a fairy tale in epic and lyrics. Literary tale. Artistic detail in a literary fairy tale. Compositional technique "story within a story".
Section 3. Traces in time (7 p.m.).
Myth. Heroic epic of different peoples. Myth, folklore and literature. Epic heroes.
for textual study.
Epics "Ilya Muromets and the Nightingale the Robber", "Volga and Mikula Selyaninovich". Heroes and the language of the Russian epic epic.
For review study.
Legends and myths of Ancient Greece. Myths about Hercules.
Homer"Odysseus at the Cyclopes". Life of myths in literature.
G. Longfellow"Song of Hiawatha" (excerpts). The grandeur of an ancient legend. The skill of the author longfellow) and translator ( I. Bunin).
Epos of different peoples.
From the Bashkir folk epic "Ural-batyr".
From the Abkhaz legends about Narts.
From the Kyrgyz epic Manas.
From the Yakut epic "Olonkho".
From the Karelian-Finnish epic "Kalevala".
The embodiment in myths and the heroic epic of the moral ideals of the people.
Theory of Literature.
Heroic epic, myth, epic. The difference between myth and fairy tale. Hero-bogatyr. Techniques for creating a heroic character in the epic. The role of the artistic word in the epic work. Hyperbola.
Section 4. Discovering the world around (26 hours).
The diversity of the real and artistic worlds. Eternal themes in literature. Literature as a way of knowing life.
for textual study.
A.S. Pushkin"Tales of Belkin" ("Shot"), "Dubrovsky".
I.S. Turgenev Mumu, Biryuk.
L.N. Tolstoy Sevastopol in the month of December. Analysis of the author's own experiences in the story.
K.G. Paustovsky"The old man in the station canteen."
The multifaceted image of a person in epic works. The author and his characters.
For review study.
M. Lermontov"Dream", K. Simonov"Wait for me", S. Gudzenko"Before Attack" B. Okudzhava"Goodbye boys..." M. Petrovs"April 1942", B. Slutsky"Horses in the Ocean" Reflections on the value of human life.
A. Green"Fourteen Feet". Image of a person in a story.
O.Henry"Last page". Heroes O'Henry. Reflection on the appointment of the artist and art in general.
Theory of Literature.
Short story, short story, story as epic genres. The skill of the writer, the role of artistic detail in the narrative.
Section 5. Laughing through tears ... (15 hours).
The author's view of the world and its reflection in fiction. Ridiculous in life and literature. instructive literature. Comic genres.
for textual study.
I.A. Krylov. Fables: "The Crow and the Fox", "The Cuckoo and the Rooster", "The Wolf and the Lamb", "Demyan's Ear", "The Rooster and the Pearly Grain", "Trishkin's Caftan". Allegorical meaning of fables.
M.E. Saltykov-Shchedrin"The Tale of How One Man Feeded Two Generals." The skill of parable. The object of the writer's satire.
A.P. Chekhov"Horse name", "Death of an official", "Thick and thin", "Chameleon". Funny and sad in the stories of A.P. Chekhov.
For review study.
Aesop. Fables.
ON THE. taffy"Mitenka", "Reassessment of values".
I. Ilf, E. Petrov"Football Lovers"
R. Burns. Epigrams and Epitaphs.
Jerome K. Jerome"Three in a boat, not counting the dog" (chapters).
Theory of Literature.
Fable as a literary genre. Allegory, Aesopian language, morality, moralizing, personification. Humor and satire, as a means of expressing the author's attitude to the depicted, techniques for creating a comic.
Section 6. Verses from the cherished notebook (8 hours).
Reflection of the world of human feelings in a lyrical text.

S. Yesenin"Where are you, where are you, father's house...", M. Tsvetaeva"Houses of old Moscow", A. Akhmatova"Flowers and inanimate things...", I. Bunin"First matinee, silver frost...", I. Brodsky"The wind left the forest...", B. Pasternak"No one will be in the house ...", etc. at the choice of the teacher and students.
Theory of Literature.
Types of Literature. Lyrics. Lyric poem. Features of the organization of poetic speech (rhyme, rhythm, size, stanza). Poetic anthology. Metaphor, comparison, sound writing, epithet, personification.
Generalization (1 hour).
The world of your literature.
The development of speech.
1) Detailed, concise, selective retelling of the text.
2) Annotation of the book read. Writing is thinking about a book.
3) An essay about a literary hero, a comparative description of two heroes.
4) Composition-imitation. Writing fairy tales, ballads, fables, epics, etc. (optional).
Reading and studying works - 96 hours.
Speech development - 6 hours.

7th grade (68 hours)

Introduction (1 hour).
The image of a person as the most important moral and aesthetic problem of fiction. Literary hero and reader.
Section 1. Me and my childhood (15 hours).
Autobiographical and memoir literature. The personality of the author, its reflection in literature. Traditions of autobiographical literature.
for textual study.
A.I. Herzen"The Past and Thoughts" (chapters). The role of adolescence in the formation of the author's personality. "The Past and Thoughts" as an example of memoir literature.
L.N. Tolstoy"Childhood", "Boyhood" (chapters). The inner world of a hero. Work on oneself, moral formation of the personality.
M. Gorky"Childhood" (chapters). Autobiographical narration. The history of the child's soul in the story of M. Gorky.
S. Yesenin"Mother's Letter"
For review study.
M.I. Tsvetaeva"Father and His Museum" (excerpts from "Memoirs"). Features of memoir literature.
Sh. Bronte"Jen Eyre" (chapters). Autobiographical beginning in the novel. Fictional memoirs.
Lyric confession. Childhood Memories: I. Bunin"Childhood", K. Simonov"Thirteen years...", A. Tarkovsky"White Day", M. Tsvetaeva"On Saturday", S. Yesenin"My way".
Theory of Literature.
Artistic autobiographical literature. memoir literature. Objective and subjective in literature. The author and his hero. The concept of literary tradition.
Section 2. Me and me ... (16 hours).
Moral problems of fiction. The hero of a work of art, his character, actions. Techniques for creating character in epic, drama, lyrics.
for textual study.
A.S. Pushkin"Captain's daughter". The formation of Grinev's character. "Mozart and Salieri". "Genius and villainy" in a small tragedy. Characters of Mozart, Salieri.
A. Green"Scarlet Sails" (abbreviated). Belief in beauty and a dream of happiness. Creating a miracle for a loved one.
V.F. Tendryakov"Bread for the dog" Torments of human conscience.
For review study.
A.S. Pushkin"A gift in vain, a random gift ...". Philosophical reflections on the destiny of man.
V.G. Korolenko"The Blind Musician" (chapters). True blindness and spiritual insight of the hero.
L.A. Kassil"Early Sunrise" (chapters). Spiritual development of the hero.
K.G. Paustovsky"The Life of Alexander Grin" (fragment).
Sue Townsend"The Diaries of Adrian Mole" (excerpts). Vulnerable soul of a teenager, his dreams and their realization in life.
A. Frank"Death" (excerpts). Spiritual development of a person in the terrible years of the war.
"Blue Grass: The Diary of a Fifteen-Year-Old Drug Addict".
Poems: N. Ogarev"Blues", Y. Levitansky"Dialogue at the Christmas tree", B. Okudzhava"Song about night Moscow", A. Makarevich"As long as the candle burns." The motive of loneliness in the lyrics.
Theory of Literature.
The concepts of "literary hero", "character". Hero in an epic. Speech and deed as a means of creating the character of a hero in an epic and dramatic work. Plot, conflict, problem. The diary as a literary form.
Section 3. Me and others (12 hours).
Moral foundations of the character of a literary hero. The author and his hero, the expression of the author's position in a literary text.
for textual study.
V.M. Shukshin“Strong man”, “The word about the “small motherland”. Heroes of Shukshin as a reflection of the author's system of moral values. The writer's interest in man.
A.G. Aleksin"Mad Evdokia" (abbreviated).
The relationship between the individual and the team, teacher and students. Education of the "talent of humanity".
V.G. Rasputin"French lessons". The problem of awakening conscience and the problem of memory in the story.
O.Henry"Gifts of the Magi". The beauty of the soul of heroes. Moral values ​​in the life of the characters in the story.
For review study.
VK. Zheleznikov"Scarecrow" (chapters).
Poems about the meaning of life, about finding one's place in the world: A. Pushkin"If life deceives you..." R. Kipling"Commandment", N. Zabolotsky"On the beauty of human faces", A. Yashin"Hurry to do good deeds" B. Okudzhava"Farewell to the Christmas Tree"
Theory of Literature.
Essay as an epic genre. The role of the title in a work of art. Ways of expressing the author's position and evaluation of the hero.
Section 4. Me and the world: eternal and transitory (18 hours).
Heroes and circumstances. The act of the hero as a manifestation of character. The moral cost of an act. Eternal values ​​in life and literature.
for textual study.
M.A. Sholokhov"Destiny of Man". The fate of an ordinary person in a difficult wartime. The moral "core" of A. Sokolov's character. Features of the composition of the story.
Yu.D. Levitansky"So what if I was there..." The impact of war on a person - on his life and inner world.
Ch.T. Aitmatov"The First Teacher" (abbreviated). The feat of teacher Duishen. The moral beauty of the character of the hero.
K.G. Paustovsky"Meshcherskaya side" (chapters). Unselfish love for ordinary land.
For textual and survey study.
Poems about the eternal and the transient: A.S. Pushkin"Winter morning", Y. Levitansky"Leaves are falling..." V. Vysotsky"I dont like", A. Voznesensky"Saga", G. Shpalikov"People are lost only once ...".
Sonnets W. Shakespeare, poems about love: A.S. Pushkin"You and You", "On the hills of Georgia", "I remember a wonderful moment", "Confession", M.Yu. Lermontov“Like heaven, your eyes shine ...”, “Why”, “From under the mysterious cold half-mask”, A.K. Tolstoy"In the midst of a noisy ball ...", F.I. Tyutchev"I met you...", A. Akhmatova"Song", M. Tsvetaeva“Like the right and left hand...”, “Finally met...”, V. Bagritsky"Do you remember the dacha..." M. Petrovs"Make me a date..." M. Svetlov“All jewelry stores are yours...”, D. Samoilov"The names of winters", "And everyone he loved ..., V. Vysotsky"The Ballad of Love".
Theory of Literature.
Composition. Compositional techniques "story within a story", "story with a frame". The concept of the author's style.
Comparison, contrast, metaphor as a means of artistic representation. Lyrical hero and author of a lyrical work. Genres of lyric poetry.
Generalization (1 hour).
The development of speech.
1) Creative retelling.
2) Review.
3) An essay is a characteristic of a literary hero. Essay on a moral and ethical theme.
4) Writing in the form of a diary, an interview. An autobiographical essay. Writing-stylization.

Speech development - 5 hours.

8th grade (68 hours)

Introduction (1 hour).
The main subject of knowledge in literature. Man as the main object of the image in literature. Artistic image and figurativeness in literature. Figurative reflection of life in art. The connection of the artistic image with the development of the literary process.
I. Man of the crowd - a man in the crowd (15 hours).
The artist's realistic view of the world. Society and personality, social relations as an object of art. Subjectivity of the author and reader in the assessment of a literary hero.
for textual study.
N.V. Gogol"Overcoat" (abbreviated). Protest against social inequality and injustice. Typical character of Bashmachkin.
"Inspector". The system of images in comedy. Mastery of the satirical depiction of reality.
J.-B. Molière"The tradesman in the nobility". Image of Jourdain. The life position of the hero. Author's methods of creating an image.
M.A. Bulgakov"Dog's heart". The problem of the moral consciousness of the individual. The destructive power of militant ignorance.
Theory of Literature.
Type of literary hero, typical character, artistic image, "little man" in literature. Humor, irony, satire, sarcasm as a means of expressing the author's position and as a way to create the character of the hero. Comedy as a dramatic genre.
II. Thinking man... (10 hours).
The eternal search for the meaning of life by literary heroes. Ideal and reality in literature. for textual study.
W. Shakespeare"Hamlet". Thinking Heroes. Dreams and their collapse.
Comprehension by the hero of the frailty and transience of human life.
A.P. Chekhov"Gooseberry". The responsibility of the hero for the choice of life philosophy.
For review study.
T.N. thick Okkervil River. The clash of the fictional world of the hero with real life.
Theory of Literature. Tragedy as a dramatic genre. dramatic conflict. The story as an epic genre.
III. Feeling Man... (10 hours).
The world of feelings of a literary hero. The depth of human feelings and ways of expressing them in literature.
for textual study.
N.M. Karamzin"Poor Lisa". Depiction of the feelings of the characters in the story. Deep penetration into the human soul.
I.S. Turgenev"Poems in prose" as a lyrical confession of the author. "Russian language". Love for the motherland, a way of expressing it in a poem.
Poems about the motherland: F. Tyutchev"You can't understand Russia with your mind..." A. Blok"Russia", E. Evtushenko"White snows are falling" A. Galich"When I'll come back...". The theme of the Fatherland in the lyrics. Motherland in the value system of heroes.
For review study.
F. Sagan"Hello, sadness" (chapters). The complexity and inconsistency of the inner world of the characters. The need to be sensitive to the feelings of others.
S.D. Dovlatov"Ours" (abbreviated). Hero and Circumstances. The development of the inner world of the hero. The problem of man's relationship to his homeland. The theme of emigration. The fate of people and countries.
Theory of Literature. Psychologism as a way of depicting the inner world of heroes. Prose poetry as a genre.
IV. Acting man... (26 hours).
The ideals of freedom and justice in literature. Fighting heroes. Heroic character. Subjective and objective beginnings in the image of heroes. Feat as a moral category.
for textual study.
M.Yu. Lermontov"A song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov." Heroes-personalities in the "Song ...". Kalashnikov and Kiribeevich. Kalashnikov's struggle for family honor and justice. Subjective and objective in the depiction of historical characters.
"Mtsyri". The romantic hero of the poem. Contrasting dreams and reality. The image of Mtsyra in the poem.
N.V. Gogol"Taras Bulba" (abbreviated). The free world of the Zaporizhian Sich in the image of Gogol. Ostap and Andrey. Reception of contrast in the image of heroes. The heroic character of Taras Bulba.
ON THE. Nekrasov"Frost, Red Nose", "Russian Women" (abbreviated). Selflessness of heroines of poems. The act of the hero as a way to create character.
L.N. Tolstoy"Prisoner of the Caucasus". The passive hero and the acting hero: Kostylin and Zhilin. Modern reading of the story.
For review study.
M. Cervantes Don Quixote (chapters). Don Quixote is a fighter against injustice or a parody of a knight.
K.F. Ryleev Ivan Susanin. National Russian character, heroic beginning in the Duma.
B. Vasiliev"Tomorrow there was a war" (chapters). The struggle of heroes for justice and human dignity. Thirst for personal achievement.
J. Aldridge"The Last Inch" (abbreviated). Overcoming the hero's own fear and impotence.
Theory of Literature.
Heroic character in literature. Reception of contrast as a way to create character. Ways to create the character of a literary hero (generalization). The combination of the subjective and the objective as the basis for creating an artistic image.
V. Big "little man" (5 hours).
Man as the main value in the world and in literature. Humanistic character of fiction.
for textual study.
M. Gorky"The Simplon Tunnel" (from Tales of Italy). The great power of a small man.
E. Hemingway"The Old Man and the Sea" (abridged). philosophical meaning of the story. The strength of the character of the old man.
For review study.
V. Shalamov Major Pugachev's Last Fight. The hero's fight for his human self.
Theory of Literature. The development of the fairy tale genre in literature. Variety of types of literary characters. Hero - character - image (correlation of concepts).
Generalization (1 hour).
The development of speech.
1) Presentation based on literary and artistic texts.
2) Reader's diary. Extracts from the book.
3) Composition-characterization of the image of the hero. The composition is a generalizing characteristic of a group of heroes.
4) Composing a poem in prose. The essay is a monologue of a literary hero. Debating essay. Comparison of different editions, translations of the same work.
Reading and studying works - 63 hours.
Speech development - 5 hours.

9th grade (102 hours)

In the 9th grade, it is supposed to study a short course in the history of Russian literature.
A schoolchild who has mastered the program of grades 5-8 has a sufficient level of erudition (knowledge of texts, names of authors, an idea of ​​writers' biographies and destinies, about the main topics of Russian and world literature) and skills (skills) for working with texts and near-text information in order to be prepared to take a course in the history of their literature.
The program is based on the chronological principle (literature is studied in the system of historically established stages, which are distinguished by modern literary criticism).
Within the framework of the general chronology, topics for monographic study are named (a closer interest in the biography of the writer, in a certain text and its place in the literary process is possible) and texts that are studied in full.
The course is aimed at forming a holistic vision of the history of the development of literature from antiquity to the present. The program ensures the completion of the basic literary education, assuming that in the future it is possible to deepen education (for specialized humanities classes) and expand it (for general education and specialized non-humanities classes).
The program continues the philosophical and humanistic line of selection of content, laid down in grades 5-8. Course objective- to give not only a general idea of ​​the history of Russian literature, but also to show the connection of the hero of Russian literature with the peculiarities of the historical development of Russia, the change in social and ideological trends, literary trends, the originality of the creative individuality of writers.
The course highlights separate thematic blocks that help students to fix the stages of development of literature. To this end, the educational material is constructed as essays on the history of Russian literature. There is a constant appeal to the reading experience of schoolchildren, parallels are drawn between literary works of different eras.
The material is distributed between the primary and secondary schools as follows: in the 9th grade, in order to prevent overload of students, works of the 18th century are read and studied in full. and the 1st half of the 19th century. Literature of the middle/end of the 19th century. and XX century. is studied in full in grades 10–11. The program for grades 9-11 does not include a section on "Theory of Literature", the analysis of works is carried out on a theoretical and literary basis, formed in grades 5-8. At the same time, a literary approach is carried out in spreads to the topics. In general, the program is built on a concentric basis and provides a holistic view of the history of Russian literature at each level of education, the difference between them lies primarily not in the circle of authors, but in the works of art recommended for reading and studying.
The program includes works of foreign literature in accordance with the "Mandatory minimum ...". The main part of works of foreign literature is read in grades 5–8. However, the authors believe that in order to implement the idea of ​​pre-profile education, the study of Russian literature should be accompanied by parallel special courses on foreign literature, world artistic culture, etc. (at the choice of the educational institution).
The program is designed for 3 hours per week for a 9-year basic school and suggests the possibility of allocating additional hours for studying literature at the pre-profile level.

Introduction (1 hour).
The role of fiction in the spiritual life of man. Growing up of the personality and its reader's interests, tastes, predilections.

Journey to the origins.
Old Russian Literature (4 hours)

The beginning of Russian literature: time, authorship, texts, genres (on the example of fragments from The Tale of Bygone Years, Teachings of Vladimir Monomakh). Seven centuries of ancient Russian literature. General features of ancient Russian literature. Spirituality of ancient Russian literature. The life of ancient Russian genres in fiction.
"The Word about the destruction of the Russian land" as an example of a monument of ancient Russian literature.
"The Tale of Igor's Campaign": the history of the discovery, the historical basis and issues. Composition and main storylines. Figurative system "Words ...". Translations of "Words...". D.S. Likhachev and I.P. Eremin on the poetics of ancient Russian literature.

Age of Reason and Enlightenment
18th century literature (13 h)

From Ancient Russia to Russia of Peter I. Main Stages in the Development of Literature in the 16th–17th Centuries. Moral and spiritual searches of the literature of this period. The origin of humanistic ideals in the literature of the Middle Ages.
Peter's era. On the way to classicism of the XVIII century. The history of the emergence of classicism. Classicism in Russian literature.
M.V. Lomonosov.
Genius Lomonosov. Lomonosov is a philologist and poet. "Ode on the day of accession to the throne of Empress Elisaveta Petrovna 1747". Ode as a genre of classicism.
The role of Lomonosov in the formation of the Russian literary language. The theory of three styles.
G.R. Derzhavin.
The audacity of the poetic thought of G.R. Derzhavin. The variety of poetic themes in Derzhavin's work: "To the rulers and judges", "Monument", "The river of times in its striving".
DI. Fonvizin.
DI. Fonvizin - "satyr bold ruler." Fonvizin's comedy "Undergrowth" as a work of classicism. The ideas of enlightenment in comedy, the ideals of Fonvizin.
N.M. Karamzin.
The fate of Karamzin - historian, writer, public figure.
"Poor Lisa" as a work of sentimentalism (a generalization of what was previously read). Universal and eternal in the story. Lyricism and poetry of language.
"History of the Russian State" (fragment). "Respect for the past" in the historical chronicle of Karamzin.

The Formation of Self-Consciousness in Russian Literature
Writers of the early 19th century: diversity of personalities (44 hours)

Romanticism in the early 19th century
The emergence of romanticism. Features of romanticism as a literary movement. genres of romantic literature. romantic hero.
D. Schiller"Glove".
J.-G. Byron"You ended the path of life ...".
Two different romantic attitudes.
Romantic duality in Russian poetry of the early 19th century.
V.A. Zhukovsky and K.N. Batyushkov.
Creative fates of Zhukovsky and Batyushkov.
Elegy "Sea". "The Unspeakable" as Zhukovsky's Poetic Manifesto. Zhukovsky - translator. The originality of Zhukovsky's ballads.
Two I of the lyrical hero Batyushkov.
The place of Zhukovsky and Batyushkov in Russian poetry of the early 19th century
A.S. Griboyedov.
The personality and fate of Griboyedov in the assessment of contemporaries.
The history of the creation of "Woe from Wit".
Key comedy scenes. Comic and satirical beginnings in the play. Antithesis as the basis for the construction of comedy. The tragic loneliness of Chatsky. Features of the poetic language of comedy. Stage life "Woe from Wit". The birth of Russian realism. Comedy as assessed by writers (I.A. Goncharov, A.S. Pushkin) and critics (V.G. Belinsky). Article by I.A. Goncharov "A million torments".
A.S. Pushkin.
Pages of Pushkin's biography. Pushkin and his contemporaries. The origins of Pushkin's work. The main themes of the lyrics. Pushkin about the lyceum brotherhood in the poem "October 19" (1825). The theme of freedom in the poet's lyrics ("To Chaadaev", "To the sea", "Anchar". The theme of the poet and poetry "Prophet", "I erected a monument to myself not made by hands"). Love lyrics by Pushkin (“K ***”, “On the hills of Georgia lies the darkness of the night ...”, “I loved you, love still, perhaps ...”, “Madonna”, etc.). The humanism of the poet, the life-affirming pathos of poetry. The path from romanticism to realism.
The search for a modern hero. The novel "Eugene Onegin". Pushkin's era in the novel. Pushkin's moral ideal in the novel. Spiritual searches of the hero. The complexity of Onegin's relationship with the outside world. The integrity of Tatyana's character. Genre features of the novel in verse. The development of the concept of realism. The author on the pages of the novel. The embodiment in the novel of the social and aesthetic ideals of the poet.
Evaluation of creativity of Pushkin V.G. Belinsky.
M.Yu. Lermontov.
The fate of the poet Lyrical hero of Lermontov, his inconsistency. The main motives of the lyrics. The pathos of disobedience, liberty, rebellion ("Prophet"). The poet's reflections on life, love, creativity ("Three palm trees", "Prayer", "Both boring and sad", "Duma", "Prophet", "No, I do not love you so passionately ...", "Motherland "). The novel "A Hero of Our Time". Meaning of the title of the novel. Features of the composition, its role in revealing the character of Pechorin and the ideological content of the novel. The problem of the hero in the novel. Personality and society, "self-knowledge" of the hero Lermontov. Psychologism. Pechorin and other heroes of the novel. Artistic features of the novel, its diversity. Realistic and romantic beginnings in the novel. Evaluation of the novel by Russian criticism.
N.V. Gogol.
Review of Gogol's work. Poem "Dead Souls" The idea of ​​the poem. History of creation. Genre, plot, characters (I volume). "Living Russia" in the poem. Gogol's humanistic ideal. The problem of the Russian national character in the poem. Ways to create typical characters in a poem. The peculiarity of the language. Gogol's poetics: the art of detail, irony, the unity of the satirical and the lyrical. Evaluation of the poem by Russian criticism.

Artistic peaks of literature of the middle of the XIX century (16 hours)

Features of the literary process of the 40-60s of the XIX century.
A.N. Ostrovsky.
Great Russian playwright. The world of the merchant class in Ostrovsky's comedies. The play "Own people - let's settle!". Duplicity and metamorphoses of comedy heroes. Features of the composition of comedy. Stage fate of the play. Russian criticism of the meaning of Ostrovsky's comedies (N.A. Dobrolyubov, V.G. Avseenko).
Poetry of the middle and second half of the 19th century: F.I. Tyutchev, A.A. Fet. ON THE. Nekrasov, A.K. Tolstoy, A.N. Pleshcheev, Ya.P. Polonsky, A.V. Koltsov, I.S. Nikitin.
Moral and philosophical searches in poetry.
Landscape and love lyrics by F.I. Tyutchev and A.A. Feta - two views of the world (poems "Spring waters", "There are in the initial autumn", "Autumn evening", "The earth still looks sad ...", "Last love" by Tyutchev and "This morning, this joy ... ”, “Learn from them - from the oak, from the birch ...”, “I came to you with greetings ...”, “Do not wake her at dawn ...”, “Still fragrant bliss ...” Feta). Poetics A.A. Feta, F.I. Tyutchev.
ON THE. Nekrasov.
Music Nekrasov. Citizenship of the poet's lyrics (poems "Uncompressed lane", "Railway", "Reflections at the front door", etc.). The accusatory pathos of poetry. The originality of Nekrasov's style: a combination of civic pathos and penetrating lyricism.
I.S. Turgenev.
Review of I.S. Turgenev. Generalization of the previously read: a high assessment of the spiritual and moral qualities of a Russian person in the cycle of stories "Notes of a Hunter" and the story "Mumu".
L.N. Tolstoy.
Tolstoy about Tolstoy. Writer's diaries about his personality and fate. "Dialectics of the soul" of Tolstoy's heroes, their spiritual quest. The main criteria of Tolstoy in evaluating a person (on the example of the trilogy "Childhood", "Boyhood", "Youth" and "Sevastopol Stories" - a generalization of the previously read).
F.M. Dostoevsky.
The contradictory nature of Dostoevsky's personality. Artistic world of Dostoevsky. The story of the poor people. Man and circumstances in the image of Dostoevsky. Features of the language of the story. The theme of "Humiliated and Insulted" in the works of Dostoevsky.

Literature of the Last Decades of the Golden Age (5 hours)

Features of the literary process of the late XIX century. General idea of ​​the artistic prose of the 80s. (G.I. Uspensky, V.N. Garshin, D.N. Mamin-Sibiryak, N.S. Leskov).
A.P. Chekhov.
Chekhov's life: the creation of himself. Review of Chekhov's creativity. Funny and sad in Chekhov's stories (generalization of previously read). "Little Trilogy" The story "The Man in the Case" is a reflection on human freedom and independence. The laconicism of the narrative, the art of detail, the role of the landscape in the story.
Generalization.
The Golden Age of Russian Literature. Russian classical literature of the 19th century.

Pages of Literature of the 20th century (7 p.m.)

Features of the literary process of the early twentieth century.
Humanistic traditions of 19th century literature. in the prose of the early twentieth century.
A.I. Kuprin. Humanistic traditions in the writer's work (generalization of what was previously read).
I.A. Bunin.
The creative fate of Bunin. Love for Russia, spiritual connection with the motherland in the work of Bunin. Poems "Dense green spruce forest near the road ...", "Word", "And flowers, and bumblebees, and grass, and ears", "Motherland". Lyrical hero of Bunin.
M. Gorky.
Traditions of Russian autobiographical prose in the story "Childhood" (a generalization of the previously read). The romantic ideal of the writer ("Song of the Petrel").
Traditions and innovation in poetry of the early twentieth century. A.A. Blok, V.V. Mayakovsky, S.A. Yesenin. Poets about themselves and their time (artistic autobiographies). Features of the attitude and creative manner of each of the poets (on the example of poems A.A. Blok“Oh, I want to live insanely ...”, “Twilight, spring twilight ...”; S.A. Yesenin“You are my fallen maple”, “Golden grove dissuaded ...”; V.V. Mayakovsky“Do you understand ...” (an excerpt from the tragedy “Vladimir Mayakovsky”) and previously read poems).
Poets about poets V.V. Mayakovsky"Sergey Yesenin" M.I. Tsvetaeva"Poems to Blok", A.A. Akhmatova Mayakovsky in 1913.)
Poetic understanding of reality in the lyrics of the twentieth century.
Great poets of Russia A.A. Akhmatova and M.I. Tsvetaeva. Fate. Peculiarities of attitude and creative manner of poetesses (on the example of poems A.A. Akhmatova“Confusion”, “Alexander Blok”, “I had a voice ...”, “I see a faded flag over the customs ...”; M.I. Tsvetaeva“To my poems written so early...”, “On the ruins of our happiness...” (an excerpt from “The Poem of the Mountain”) and previously read poems).
A.T. Tvardovsky.
Poet about time and about himself (autobiography). History of the poem "Vasily Terkin" (chapters). Traditions and innovation in Tvardovsky's poetry.
The search for a new hero in the prose of the twentieth century.
Generalization of previously read works (heroes M.A. Bulgakov, M.A. Sholokhov, V.P. Shalamova, Ch.T. Aitmatova, V.F. Tendryakova, V.M. Shukshina, V.G. Rasputin, B.L. Vasiliev).
A.P. Platonov.
Strange heroes of Platonov's stories, the meaning of their existence. Morality as the basis of the characters' characters. Yushka's story. The language of the era in the story.
From the literature of the second half of the 20th century (review and generalization of what was read earlier). Searches and problems. The variety of poetic talents (A.A. Voznesensky, E.A. Evtushenko, B.Sh. Okudzhava, N.M. Rubtsov, etc.). The originality of Russian prose, the main development trends (F.A. Abramov, Ch.T. Aitmatov, V.P. Astafiev, V.I. Belov, F.A. Iskander, Yu.P. Kazakov, V.L. Kondratiev, E. I. Nosov, V. G. Rasputin, A. I. Solzhenitsyn, V. F. Tendryakov, V. T. Shalamov, V. M. Shukshin, V. Makanin, T. N. Tolstaya, L. Petrushevskaya and etc.).
A.I. Solzhenitsyn.
Solzhenitsyn is a public figure, publicist, and writer. “Brief biography” (based on the book “A calf butted with an oak tree”). The story "Matryona yard". The writer's idea of ​​the Russian national character.

Generalization.
The development of speech.
1) Artistic retelling of the text. Synopsis of the written source. Abstracts. Reconstruction of the text on the support.
2) Interpretation of a lyric poem. Lyric analysis. Linguistic analysis of the poetic text. Expressive reading of fiction. Annotation of the book read.
3) Report on a historical and literary topic. Compilation of the speech characteristics of the hero of a dramatic work. Oral discussion. Extended answer to the question. An essay is a discussion on a literary topic.
4) Stylization of prosaic and poetic texts. Writing is a journey. Writing in the epistolary genre. Artistic autobiography. A short biography in a journalistic style.
Reading and studying works - 95 hours.
Speech development - 7 hours.

10th-11th grades

the main task Literature programs for senior students - to provide variability and differentiation of literary education, which cannot be achieved with a single program for the graduating classes. Modern high school has classes of different levels: general education, profile (non-humanitarian), in-depth study of the subject (humanities and philology). It is obvious that the mechanical reduction of the educational material of the program for in-depth study does not allow the teacher to be productively engaged in the literary education of students in specialized non-humanitarian and general education classes in practice.
The teacher is offered two programs to choose from, the first is focused on mastering the educational standard(basic level) and can be used in general education and specialized non-humanitarian classes; the second program involves an in-depth study of literature (profile humanitarian and philological level).
The difference between the programs is significant.
At the heart of the program basic level lies the problem-thematic principle. Works for reading and studying are combined into blocks in terms of their significance for solving one or another universal, aesthetic, moral problem, for revealing a certain “eternal” literary theme. The program is unconventional in structure and content. In addition to the works from the "Mandatory Minimum...", which ensures the preparation of high school students for the final certification, it includes additional texts by Russian and foreign writers. We draw the teacher's attention to the variability of the program: a short list of books is offered for each topic, the text for reading and studying from among those not included in the "Mandatory minimum ..." the student determines independently. This approach allows students who have not chosen a humanitarian line of education to remain interested in literature, ensures the development of a work of art as a kind of textbook of life, a source of spiritual memory of mankind. All this requires the teacher to take new approaches to the lesson of literature in high school. The program is designed for 2 hours per week.
Program for in-depth study of literature(profile level) is a chronological systematic course on a historical and literary basis, which enables students to continue their education in the humanities.
The focus of students is not only a specific artistic text, but also the artistic world of the writer, the literary process. The emphasis in the program is on the study of a literary text using knowledge of the history and theory of literature, based on literary criticism. In the program of the profile level, the circle of writers has been significantly expanded, which will allow students to make generalizations on literary material, to compare works of art from different eras. When implementing a program of in-depth study of literature, the teacher independently determines the depth and path of analysis of a particular work, taking into account both the place of the work in the literary process and the work of the writer, and the opportunities and needs of students.
The program is designed for 3-5 hours of study per week and involves the support of various elective courses (at the suggestion of the school and the choice of students). We draw the teacher's attention to the need to develop an elective course on foreign literature in accordance with the circle of authors defined by the standard, and an elective course on the literature of the peoples of Russia, in which the national-regional component will be implemented. As an example of building an elective course, we offer an elective course "Learning to work with a book and text" in the appendix to this program.

PROGRAM
for general education and specialized
non-humanitarian classes (basic level)
10th-11th grades (136 hours)*

* The total number of teaching hours for the 10th and 11th grades is indicated.

The Problem of Continuity in the Literature of the 19th–20th Centuries
Golden and Silver Age of Russian Literature. Aesthetic and moral values ​​of the XIX century. Their rethinking and transformation in the XX century. The tragedy of the fate of Russian literature of the 19th century in the 20th century.
Attitude towards Pushkin's work as a reflection of the aesthetic and philosophical concept of the writer. "Fight against Pushkin" by nihilists and futurists. Attitude to the classics as a means of ideological propaganda. Reading the classics from a new angle.

Literature**:

** In the list, texts from the “Required minimum ...” are highlighted (underlined), they are read by all students. In addition, students read at least one non-Required Minimum... from each topic of their choice.
Texts in italics are subject to study, but are not included in the "Requirements for the level of preparation of students."

A.S. Pushkin. Philosophical lyrics (“The daylight went out ...”, “Elegy”, “Imitation of the Koran”, “Desert sower of freedom ...”, “Again I visited ...”).
F. Dostoevsky. Essay "Pushkin".
A. Blok. About literature. About the appointment of the poet.
A. Lunacharsky. Alexander Sergeevich Pushkin.
D. Merezhkovsky. Eternal companions. Pushkin.
M. Tsvetaeva. My Pushkin.
O. Mandelstam. On the nature of the word.
N. Berdyaev. About Russian classics.
R. Rozanov. Return to Pushkin.
M. Zoshchenko. Stories "Retribution", "Pushkin".
E. Zamyatin. I'm afraid.
A. Terts. Walks with Pushkin.
The integrity of Russian literature. General features of Russian literature of the XIX - XX centuries. The concept of literary tradition. Eternal themes, traditional problems. "Through" images (Don Juan, Don Quixote, Hamlet, etc.) and types of literary heroes (Bashmachkin, Khlestakov, Onegin, Pechorin, etc.). The place of Russian literature in the world literary process: its originality and general tendencies.
Literature:
A.S. Pushkin. Stone guest.
Molière. Don Juan.
Man and History in Russian Literature. Interest in history in Russian literature. History as a subject of the image. Various ways of artistic depiction of the historical past. The question of the role of personality in history. The fate of man in certain historical circumstances.
Literature:
A.S. Pushkin."Bronze Horseman".*

L.N. Tolstoy. War and Peace.
M.E. Saltykov-Shchedrin. History of one city.
S. Yesenin. Poems about peasant Russia and the Soviet Motherland.
A. Tolstoy. Peter the First.
M. Sholokhov. Don stories. Quiet Don.
V. Grossman. Life and destiny.
V. Shalamov. Kolyma stories.
K. Vorobyov. It's us, Lord!
The people and the intelligentsia in Russian literature. The origins of the problem. A look at the problem A. Radishchev.
Literature:
F.M. Dostoevsky. Notes from the House of the Dead.
A. Blok. The people and the intelligentsia.
M. Bulgakov. Dog's heart.
B. Pasternak. Doctor Zhivago.
Heroes of time in Russian literature. Heroes A.S. Griboedova, A.S. Pushkin, M.Yu. Lermontova, N.V. Gogol. "Superfluous" and "strange" heroes of Russian literature. Hero and his time. Lyrical hero of his time.
Literature:
N.V. Gogol. "Nose".
I.S. Turgenev. Fathers and Sons.
ON THE. Nekrasov. Russian women.
A.P. Chekhov. Student, Lady with a dog, Cherry Orchard.
Ilf and Petrov. Twelve Chairs.
V.V. Nabokov. Luzhin's defense.
A. Akhmatova.“The song of the last meeting”, “She squeezed her hands ...”, “I don’t need odic rati ...”, “I had a voice ...”, “Native land” and etc.
M.I. Tsvetaeva.“Who is created from stone...”, “Longing for the motherland. For a long time..." and etc.
O.E. Mandelstam."Notre Dame", "Insomnia. Homer. Tight sails ... ". "For explosive valor...", "I returned to my city..." and etc.
The theme of love in world literature. "Through" plots in world literature.
Literature:
"Tristan and Isolde".
W. Shakespeare. Romeo and Juliet. Sonnets.
M.Yu. Lermontov.“How often, surrounded by a motley crowd ...”, “Prayer” and etc.
A.A. Fet.“Whisper, timid breathing...”, “This morning, this joy...”, “The night shone...”, “It’s still May night...” and etc.
F.I. Tyutchev."Oh, how deadly we love ...". "K.B.", "We are not given to predict ...".
A.K. Tolstoy. "In the midst of a noisy ball..." and etc.
I.A. Bunin. Dark alleys. (Clean Monday).
A.I. Kuprin. Garnet bracelet.
V. Mayakovsky. About it.
R. Gamzatov. Lyrics.
Sh. Baudelaire. Lyrics.
The theme of the "little man" in Russian literature. Favorite topic of Russian literature. Traditions A.S. Pushkin, N.V. Gogol, F.M. Dostoevsky in the disclosure of the topic.
Literature:
F.M. Dostoevsky. Humiliated and insulted.
A.P. Chekhov. Ward №6. Man in a case.
F. Sologub. Small demon.
L.N. Andreev. The story of the seven hanged men.
I.A. Bunin. Gentleman from San Francisco.
A.P. Platonov. Stories.
A. Akhmatova. Requiem.
A.I. Solzhenitsyn. One day of Ivan Denisovich.
E.I. Zamyatin. We.
The problem of individualism. The theme of "superman" in world literature. Philosophical and aesthetic views of F. Nietzsche. individuality and individualism. Theories of the "superman" in history and literature. Byronic motifs in the works of A.S. Pushkin, M.Yu. Lermontov.
Literature:
J.G. Byron. Childe Harold's Pilgrimage.
F.M. Dostoevsky. Crime and Punishment.
M. Gorky. Old Isergil.
A. Camus. Plague.
J.-P. Sartre. Death in the soul.
The theme of the loss of a person in a hostile world. Hamlets and Don Quixotes are the tragic heroes of world literature. The human essence of lone heroes, their vulnerability to evil. The Motif of Loneliness in Russian Literature of the Beginning of the 19th Century.
Literature:
W. Shakespeare. Hamlet.
Cervantes. Don Quixote.
F.I. Tyutchev."Silentium", "Nature-sphinx", "Russia cannot be understood with the mind ...".
A.N. Ostrovsky. Thunderstorm.
A. Blok."Stranger", "Russia", "Night, street, lantern ...", "In a restaurant", "On the railway" etc. Poem "Twelve".
V. Mayakovsky.“Nate!”, “Could you?”, “Listen!”, “Violin and a little nervously” and etc. "A cloud in pants".
K. Balmont. Lyrics.
V. Vysotsky."Hamlet" and etc.
B. Pasternak. Hamlet. "February. Get ink and cry! ..”, “In everything I want to reach ...” and etc.
J.D. Salinger. The Catcher in the Rye.
G.-G. Marquez. One hundred years of solitude.
Russian village theme. The image of the city (Petersburg by N.V. Gogol, F.M. Dostoevsky) and the image of the village in Russian literature. The village as the embodiment of the moral ideal in Russian prose and poetry.
Literature: I.S. Turgenev. Hunter's Notes.
I.A. Bunin. Village. Lyrics.
F. Abramov. Pelagia.
N. Rubtsov. Lyrics.
A. Zhigulin. Lyrics.
The theme of the Motherland in Russian literature. Traditions of citizenship and patriotism in Russian literature.
Literature:
ON THE. Nekrasov."On the road". "Elegy" and etc.
S. Yesenin. Poems about peasant Russia and the Soviet Motherland: "Goy you, Russia, my dear ..", "Soviet Russia", "The feather grass is sleeping ..." and etc.
IN AND. Belov. Habitual business.
V.G. Rasputin. Deadline.
Yu.V. Trifonov. Waterfront house.
V.P. Astafiev. king fish
E. Yevtushenko. Lyrics.
The search for a moral core as the basis of human existence. Spirituality and morality of Russian literature, its humanistic origin. Heroes are carriers of the Russian national character. The desire for moral self-improvement, the dialectics of the souls of heroes. The concept of spiritual death.
Literature:
I.A. Goncharov. Oblomov.
L.N. Tolstoy. War and Peace*.
N.S. Leskov. Lefty.
A.P. Chekhov. Ionych.
M. Gorky. At the bottom.
V.M. Shukshin. Stories.
V. Tendryakov. night after release.
A.V. Vampilov."Farewell in July"
A.T. Tvardovsky.“The whole point is in one single covenant...”, “I know: no fault of mine...” and etc.
B.Sh. Okudzhava. Lyrics.
O. Balzac. Gobsek.

*Repeated reference to some of the texts from the "Mandatory Minimum..." is assumed.

The theme of the way-road in Russian literature. Ways-roads in folklore. The motive of the path and traditions of spiritual literature. The way as the movement of the human soul. Journeys of the Heroes of Russian Literature and Their Spiritual Path. The theme of the path in the work of A.S. Pushkin, M.Yu. Lermontova, N.V. Gogol.
Literature:
ON THE. Nekrasov. Who in Russia live well.
A.P. Chekhov. Sakhalin island.
A.T. Tvardovsky. House by the road.
The theme of the fate of the artist. The image of the poet-prophet in the work of A.S. Pushkin, M.Yu. Lermontova, N.V. Gogol. The tragic fate of the artist.
Literature:
ON THE. Nekrasov. Poet and citizen. “Yesterday at six o'clock...”, “Oh Muse! I am at the door of the coffin ... ".
M. Bulgakov. The Master and Margarita.
B. Pasternak. Doctor Zhivago.
K. Paustovsky. Golden Rose.
V. Kataev. Grass of oblivion.
V.Ya. Bryusov. Lyrics.
S. Dovlatov. Our.
V. Vysotsky. Lyrics.
Writers of the late XX century and Russian classics. Classics as a material for a literary game with the reader. Associative links with the classics in modern literature.
Literature:
Y. Polyakov. Goat in milk.
D.S. Samoilov. Lyrics. ("Pestel, the poet and Anna" and etc.).
Ven. Erofeev. Moscow - Petushki.
T. Tolstaya. Stories.
T. Kibirov. Poems.
Dialogue between 19th and 20th century literatures (connections Pushkin - Mayakovsky, Nekrasov - Mayakovsky, Gogol - Bulgakov, L. Tolstoy - Sholokhov, etc.). Russian classical literature as a key to solving many moral, ethical, aesthetic, psychological, philosophical and other problems of our time. The main lessons of Russian classics, its modernity. Eternal spiritual guidelines and moral coordinates of Russian classics.
The role of "mass literature", fiction in the life of modern man.
Literature:
P. Weil, A. Genis. Native speech.
B. Sarnov. Look who's coming...
The development of speech.
As a result of mastering the program, graduates should be able to:
own monologue and dialogic forms of oral and written speech;
retell the key scenes and episodes of the studied works (to characterize the image-character, the main problem, compositional features, etc.);
analyze the episode (scene) of the studied work, establish its role in the work;
draw up a plan, abstracts of articles on a literary and journalistic topic;
write essays in different genres on a literary theme (about heroes, problems, artistic originality of literary works); written analysis of the episode, poem; review of the studied work; essay on a free topic.

PROGRAM
for specialized humanitarian
and philological classes
10th grade

Old Russian literature of the late X-XVII centuries.(review).
The beginning of Russian literature: time, authorship, texts, main genres. The life of one of the genres through the ages (at the choice of the teacher).
1. Literature and folklore: correlation, influence.
The main features of the emerging literature: anonymity; utility; applied character, literary etiquette; predominantly handwritten nature of literature.
2. Literature of Kievan Rus XI - early XII century.
The adoption of Christianity as an impetus for the development of literature.
Translation Literature. Genre diversity.
original monuments. Chronicle as a special genre.
"The Tale of Bygone Years".
"Teaching Vl. Monomakh" is the first autobiography in Russian literature.
3. XII-XVI centuries.
The era of feudal fragmentation.
"The Tale of Igor's Campaign" is a unique combination of epic and lyrical beginnings, one of the greatest monuments of the Christian Middle Ages.
"A word about the destruction of the Russian land".
The genre of the word in ancient Russian literature.
4. XVI-XVII centuries.
The transition from medieval writing to modern literature. Domostroy is the first printed book in Russia.
The rebirth of the genre of life into the biography of a private person.
"The Life of Archpriest Avvakum" is a life-autobiography.
Theory of Literature. The development of the genres of ancient Russian literature (chronicle, teaching, word, life).
Literature of the 18th century (review)
First half of the 18th century. Russian enlightenment as a stage in the formation of self-consciousness.
Russian classicism, difference from Western classicism ( HELL. Kantemir, V.K. Trediakovsky.).
The predominance of high genres, their features: epic poem, tragedy, solemn ode. Neighborhood of "high", "low" and "medium" genres (odes M.V. Lomonosov, satire A. Cantemira, fables A. Sumarokova, comedy I. Princess).
Second half of the 18th century.
DI. Fonvizin"Undergrowth". The transition from criticism of morals to social denunciation. Personalized characters. The first "truly social comedy" (Gogol).
A combination of moral satire and civic pathos, a mixture of high and low styles in creativity G.R. Derzhavin("Ode to Felitsa", "Vision of Murza", "Waterfall"). Lyrical beginning in poetry G.R. Derzhavin(“Snigir”, “Evgeny, Zvanskaya life”), an element of autobiography, an appeal to the simple joys of life.
Reform of the literary language.
A.N. Radishchev"Journey from Petersburg to Moscow". A combination of sentimentalism (in the choice of genre) and realism (in the choice of content).
Theory of Literature. Classicism, sentimentalism as literary trends (deepening of concepts). The connection of the zhan system with the literary movement.
Individual-author's style as a concept.

XIX century. First half

Controversy between "archaists" and "innovators" (Karamzinists) about the "old" and "new style": the struggle between the "Conversation of lovers of the Russian word" and "Arzamas".
V.A. Zhukovsky and K.N. Batyushkov as the founders of elegiac poetry. Dissatisfaction with the present, the desire for harmony in the inner world of man.
Peculiarities of Russian Romanticism. Attraction to mystical-romantic fiction, folklore motifs, motifs of different times and peoples (ballads V.A. Zhukovsky).
elegiac poetry ( A.A. Delvig, N.M. Yazykov, E.A. Baratynsky).
Civil poetry ("Free society of lovers of literature, sciences and arts"). Decembrist poets ( K.F. Ryleev, V.K. Kuchelbeker, A.A. Bestuzhev-Marlinsky, F.I. Glinka) and their program (adoption of ideal forms of morality and behavior).
Attraction to the traditions of "enlightenment classicism" and the transition to the romantic image of the hero (rethinking the code of Byronism). K.F. Ryleev.
I.A. Krylov. A fable free from the conventions of classicism, "common sense" coming "from life".
A.S. Griboyedov. "Woe from Wit" - a combination of classicism and realism: psychological and everyday concreteness. The topicality of the content (the conflict of the era: an advanced nobleman-intellectual and a conservative lordly bureaucratic environment). The value of the comedy "Woe from Wit" for the formation of the Russian literary language.
A.S. Pushkin. Pushkin's personality The main stages of life and creative path. The general humanistic sound of his poetry. Lyceum, post-lyceum and "southern" lyrics. Byronic rebellion ("Prisoner of the Caucasus") and its overcoming ("Gypsies"). Features of realistic style in the lyrics of the 20s.
Historicism of thinking ("Boris Godunov" *: the relationship between "the fate of man" and "the fate of the people").

* Texts in italics that are subject to study, but are not included in the "Requirements for the level of preparation of students."

"Eugene Onegin": the formation of Pushkin's realism (the fate of a contemporary, combined with the richness of pictures of Russian life). The poetics of the novel.
Philosophical lyrics. (“The light of the day went out ...”, “The desert sower of freedom”, “Imitation of the Koran”, “Elegy”, etc.). Poem "The Bronze Horseman"**.

** The program underlined texts included in the "Required minimum content ..." and intended for mandatory reading and study.

Dramaturgy ("Little Tragedies" - "Mozart and Salieri").
Prose ("Tales of Belkin", "The Captain's Daughter").
Pushkin's attitude: the unity of world history and culture.
N.V. Gogol. Essay on the life and work of the writer. The world of fantasy, the grotesque on the pages of Gogol's books. A special line in the development of Russian literature. A romantic dream of a beautiful and just world ("Evenings on a Farm near Dikanka"). Humanistic pathos of prose and drama in 1832-1841. ( "Nevsky Prospect", "Overcoat", "Inspector"). "Little Man" in the image of Gogol. The "new hero" of the era in the poem "Dead Souls". The unity of the satirical and lyrical began as a way of expressing the author's position. The reality of social life in the poem. Gogol's controversy with V.G. Belinsky. "Selected places from correspondence with friends." The originality of the writer's artistic manner, the humanistic and civic pathos of creativity.
M.Yu. Lermontov. The personality of the poet. Essay on life and creativity. The influence of the era on the nature of Lermontov's lyrics. Fatal impracticability of the ideal, introspection, intensity of experience (lyrics “Prayer”, “I go out alone on the road ...”, “How often surrounded by a motley crowd ...” and others, the poems "Demon", "Mtsyri", the play "Masquerade"). Realistic tendencies in prose ("A Hero of Our Time": a drama of an active personality, "an extra person").
Aesthetics V.G. Belinsky and the formation of Russian criticism (principles of critical evaluation of literary activity; substantiation of the realistic essence of art, historicism).
Natural school as a kind of Russian realism of the 40-50s of the XIX century. Connection with the work of N.V. Gogol, the development of his artistic principles. Journal "Domestic Notes" and its authors (D.V. Grigorovich, V.I. Dal, I.I. Panaev and others).
Theory of Literature. Romanticism as a literary trend (deepening of the concept). Romantic "two worlds".
Realism as a literary trend (deepening of the concept). Artistic principles of realism (humanism, nationality, historicism, objectivity, etc.). Realism and naturalism. Genres of realistic literature (novel, essay, poem, drama).
Enlightenment satire as a literary form.
Literary criticism as a phenomenon at the intersection of art literature and literary criticism.

XIX century. Second half

50-60s. The content of the new era (the fall of serfdom, a series of reforms, the development of the capitalist economy, the process of the formation of civil society, the emergence of commoners). The crisis of Russian society, the emergence of the populist movement. Revitalization of journalistic activity and journal controversy. Magazine "Contemporary". The Making of Fiction: A "Physiological Sketch" and Prose N.V. Uspensky, N.G. Pomyalovsky. The crisis of Russian society and the state of literature. Criticism of society: G.I. Uspensky"Morals of Rasteryaeva Street".
A.N. Ostrovsky. The development of Russian drama. "Plays of life" - "Thunderstorm", "Forest". Dramatic conflict in Ostrovsky's plays. "Thunderstorm" in the assessment of criticism. ( ON THE. Dobrolyubov "A Ray of Light in the Dark Kingdom", A.A. Grigoriev "After Ostrovsky's Thunderstorm. Letters to I.S. Turgenev".)
The theme of human obsession ("Dowry", "Each sage is quite simple"). The variety of human characters in the plays of A.N. Ostrovsky.
N.S. Leskov. Works from folk life (introduction to the sphere of artistic representation of new layers - the life of the clergy, the bourgeoisie, the Russian provinces, etc.); interest in the unusual, paradoxical, curiously anecdotal, various forms of narration (“Lefty”, “Dumb Artist”, "The Enchanted Wanderer").
I.A. Goncharov. Essay on the life and work of the writer. The theme of spiritual death in the novel "Oblomov". The novel "Oblomov" is a canonical novel of the 60s. The place of the novel in the trilogy. Image system. Typical characters of Goncharov's heroes: "an extra person" - a business person. The dual nature of the characters. Women's characters and destinies. Literary criticism about the novel and its protagonist (N.A. Dobrolyubov “What is Oblomovism”, A.V. Druzhinin “Oblomov”, a novel by Goncharov). Essays "Frigate "Pallada"".
I.S. Turgenev. Essay on the life and work of the writer. Hunter's Notes. The development of the genre of the novel in the work of I.S. Turgenev. The novels "Rudin", "Nest of Nobles", "Fathers and Sons" (review). Novel "Fathers and Sons" about a new hero. Narrator and hero. A new kind of hero. Artistic features of the novel. The psychologism of the novel by I.S. Turgenev. Literary criticism about the novel and its protagonist. Ambiguous perception of the novel and the image of Bazarov by Russian literary criticism (D.I. Pisarev, A.I. Herzen).
Cycle "Poems in prose".
N.G. Chernyshevsky. "What to do?" - a novel about "new people". The system of images in the novel, features of the composition. The form of reflection in the novel of Chernyshevsky's social ideals (elements of utopia).
Ways of development of poetry in the 2nd half of the 19th century.
The pathos of democracy and citizenship in Russian poetry and the lyrics of "pure art" (Poets of Iskra, A.A. Fet, F.I. Tyutchev, Ya.P. Polonsky, A.N. Maykov, A.K. Tolstoy).
The complexity and inconsistency of the lyrical hero A.A. Feta . The fusion of the outer and inner worlds in his poetry. The theme of love and nature in the work of Fet ( “This morning, this joy ...”, “May night ...”, “The night shone ...”, “Whisper, timid breathing ...” and etc.). Philosophical motives in poetry F.I. Tyutchev. (“Silentium”, “Nature is a sphinx...”, “Not what you think, nature”, “Oh, how deadly we love...”, “We are not given to predict...” and etc.).
The penetrating nature of the lyrics A.K. Tolstoy. The theme of the motherland, its history in the work of the poet.
ON THE. Nekrasov. Essay on the life and work of the poet. Civic motifs of Nekrasov's lyrics ( "On the Road", "Poet and Citizen","Elegy", etc.). Traditions of folk songwriting. Artistic originality of poetry (lyricism, emotion, sincerity of feelings, revealing pathos). The poems "Pedlars", "Frost Red Nose": folk life in "big literature", the merger of the author's world with the world of heroes "from the people".
Poem "Who in Russia to live well"- folk epic, the combination of innovation with the traditions of epic, song, fairy-tale poetics; elements of legend, utopia, parable. The duality of the modern image of the people, the forms of behavior characteristic of folk psychology and their contrasts: patience and protest; dispute about the meaning of life; response dynamics.
M.E. Saltykov-Shchedrin. Essay on life and creativity. The influence of personal fate on the work of the writer. "Fairy tales". Artistic originality of Saltykov-Shchedrin's satire. "History of a City"- a satirical history of Russia. Types of mayors. The originality of the genre of the work. Protest against lawlessness, obedience of the people.
F.M. Dostoevsky. Dostoevsky as an artist and thinker. Essay on the life and work of the writer. early prose. An innovative form of the novel "The Humiliated and Insulted" (a synthesis of motives and techniques of philosophical, psychological, social and "tabloid" prose). Novels "Demons", "Idiot" (review).
"Crime and Punishment": the image of the hero and his "ideological" relationship with the world. The system of images in the novel. The versatility of the socio-psychological coloring in the novel. Polyphony, dialogism of Dostoevsky's novel. The novel in the assessment of Russian criticism ( N.N. Strakhov "Crime and Punishment").
L.N. Tolstoy. The personality of the writer. Literary and social activities. Ideological searches and their reflection in the writer's work. "Sevastopol stories".
"War and Peace": the art of "dialectic of the soul", the connection between private life and the fate of peoples, real historical events and the spiritual quest of fictional characters. Reflection of the philosophical concept of Tolstoy in the novel.
"Anna Karenina". Interest in the spiritual problems of the individual, the tragedy of the situation of discord with others. A love story against the backdrop of the life of Russian society, interest in "biology" in man, natural and spiritual, fundamental novelty of poetics.
Strengthening the social principle in the realism of L.N. Tolstoy (on the example of the novel "Resurrection").
80-90s of the XIX century. The band of political reaction. Refusal of public consciousness from revolutionary populist illusions. The evolution of populist literature towards the annalistic objectivity of the depiction of folk life ( D.N. Mamin-Sibiryak, N.G. Garin-Mikhailovsky).
Prose V.M. Garshina ("Red Flower") and V.G. Korolenko (poetization of tragic heroism, allegorism, monologism). Types of people "from the people" and the intelligentsia environment - "Wonderful". An objective artistic study of life and the poetry of hopes and aspirations for the future in Makar's Dream.
A.P. Chekhov. Essay on life and creativity. Early humorous stories: laconism of language, capacity of artistic detail.
Stories and stories about Russian society: coverage of all layers and sections of the social structure of Russian society - from peasants, landowners ("Men", "In the ravine") to various layers of the intelligentsia ( "Jumper", "Student", "Ionych", trilogy - "The Man in the Case", "Gooseberries", "About Love", "Ward No. 6", "House with Mezzanine", "Lady with a Dog"). New forms of combining the objective and the subjective, the essential and the secondary, the characteristic and the accidental.
Dramaturgy: "Three sisters", "The Cherry Orchard". New structure of dramatic action. Rejection of the evaluation hierarchy. Lyricism and psychologism of Chekhov's plays.
Theory of Literature. The development of genres of realistic literature (novel, short story, fairy tale, prose poem, poem).
Psychologism, dialogism, polyphony, lyricism as ways of depicting the inner world of heroes.
The development of drama as a literary genre. dramatic conflict.

Appendix

PROGRAM OPTION
elective course "Learning to work with a book and text"*
(8th–9th grades)

* The program was prepared jointly with O.V. Chindilova.

The content of the school component of the curriculum in the conditions of pre-profile training determines, as a rule, the specifics of a particular educational institution. However, in modern conditions it seems generally significant to single out such interdisciplinary course which is designed to provide mastering the ways of reading activity by students. To teach a student to work independently with a book, gain knowledge, find information of any level in the text (factual, subtext, conceptual) and use it - this is goal this course.
Students, who have been studying according to our continuous course from the 1st grade, master the methods of reading activity already in elementary school. In accordance with our program "Reading and Primary Literary Education" (1-4), which is recommended by the Ministry of Defense of the Russian Federation, within 4 years, students form the correct type of reading activity in accordance with a certain technology (ed. Professor N.N. Svetlovskaya ). Its essence is that they learn to independently master a literary work before reading, during reading and after reading: to guess the content of the text by the author's name, title, illustration and keywords, to independently read the text to themselves in the "slow reading" mode and " dialogue with the author” (ask the author questions while reading, look for answers to them, conduct self-control), analyze the text at an accessible level, formulate the main idea, independently divide the text into parts, draw up a plan, retell, etc. etc. Thus, the elective course "Learning to work with a book and text" for those "our" students who choose it, will support and deepen all these reading skills.
The importance of mastering rational ways of reading and working with a book for the successful education of modern schoolchildren and their further socialization is obvious. However, practice shows that only a small part of students can read and work with the book meaningfully. A high level of reading culture implies the formation of the following cognitive skills:
1) highlight the main thing in the text;
2) use "folded" records (notes, theses, summaries, etc.);
3) highlight the links between phenomena in the text;
4) use reference literature;
5) to involve additional sources in the process of reading;
6) formulate hypotheses during reading, outline ways to test them;
7) perform analysis, synthesis, generalization on the material of the studied text.
The formation of a functionally literate reader involves purposeful training in the skills of working with educational and fiction literature. Obviously, this course can be offered to both students of the basic and senior levels of education (depending on the possibilities of the curriculum and the educational program of the school). The number of hours and the practical content of the course should also be determined by the educational institution itself. Each topic of the program can be considered on various artistic texts, which the teacher chooses at his own discretion. At the same time, the authors offer certain texts as recommendations, they are indicated in brackets.
Topics of classes.
On the way to the book.
Search for a book in the library. Systematic and alphabetical catalogues. Bibliography. File cabinets. Completing book requirements.
Getting started with the book. book apparatus.
Imprint of the book, its reference apparatus. Preface and afterword. Notes, comments, index of names, lists of abbreviations, lists of references, etc. Purpose of the annotation, its structure, content. (Grade 8 - on the material of the educational reader "A House without Walls", Grade 9 - on the material of the textbook "The History of Your Literature".)
book device.
Cover. Cover types. Dust jacket. Title page. Endpaper assignment. The role of the frontispiece and illustrations in the book. Types of printed works. Printed material. (8th grade - different editions of Shakespeare's tragedies, 9th grade - different editions of "The Tale of Igor's Campaign").
Work with the book before reading.
Title and subtitle. Dedication.
Title. Header analysis. Types of headings: heading-topic, heading-main idea, heading-symbol, heading-genre. Title and authorship. Title and content of the book. Ways of formulating headings. (Grade 8 is the name of the educational reader “House without Walls”, Grade 9 is the name of the textbook “The History of Your Literature”; the titles of the works included in these textbooks.)
Epigraph. The role of the epigraph in artistic and scientific text. Epigraph and main idea. Direct and allegorical expression of the main idea in the epigraph. Understanding the epigraph before and after reading. Epigraphs are evaluative, emotional, problematic. (8th grade - A.S. Pushkin "The Captain's Daughter", 9th grade - A.S. Pushkin "Eugene Onegin", etc.)
Sources for the search for epigraphs, the selection of an epigraph.
Reader's work. Asking questions while reading.
Finding direct and hidden questions in the text. Content prediction. Highlighting incomprehensible text. Statement of questions.
Building a chain of questions as a way to comprehend the text.
Classification of questions by direction. Questions external (to someone) and internal (to oneself). Evaluative, generalizing, causal questions, etc. (8th grade - N.V. Gogol "The Overcoat", 9th grade - N.V. Gogol "Dead Souls", etc.).
The work of the reader after reading. Understanding the text.
Types of text information. Reader installation. Blocking understanding. Factual information. Subtext and concept, direct and allegorical ways of expressing them. Multi-stage understanding of the text. Role in the process of comprehending the reader's imagination. Imagination, recreative and creative. Notes and notes while reading. (8th grade - A.P. Chekhov "Gooseberry", 9th grade - A.P. Chekhov "The Man in a Case", etc.).
Processing of text information.
Plan. Dividing the text into semantic parts and paragraphs. Types of plans. Detailing. Plan as a support for text reproduction. (8th grade - L.N. Tolstoy "Prisoner of the Caucasus", (9th grade - L.N. Tolstoy "After the Ball", etc.).
Abstracts. Highlighting significant information in the text. Substantiation and evidence are the main requirements for the formulated theses. Simple and complex theses. Thematic entry. Main theses (main conclusions). Thesis presentation of the scientific text. (9th grade - Yu.N. Tynyanov "The plot" Woe from Wit ", etc.).
Abstract. Appointment of the abstract. Types of abstracts: plan-compendium, textual abstract, free abstract, thematic abstract. Text reduction techniques. Chronological summary as a special kind of records. A reference summary as an opportunity to reflect information in a diagram. Signs, symbols, conditional abbreviations. Use of graphics and color to classify material by level of significance. (9th grade - V.G. Belinsky "Works of Alexander Pushkin", etc.).
Citation. Citation methods. Types of quotations. Proper use of quotation material from the point of view of one's own statement. (9th grade - V.G. Belinsky "Poems of M. Lermontov", etc.).
Extracts. Highlighting the most significant in the text. Working with cards. Registration of records. Symbols, system of abbreviations. (9th grade - I.A. Goncharov "A Million of Torments", etc.).

On the way to your own text.

Abstract. Structure, features, purpose. The sequence of work on the abstract, the design of the work (list of references, applications).
Retelling. Types of retelling. Productive detailed retelling. Drawing up a plan in the course of reading, highlighting key (key) words, understanding the text and the structure of the text. Selective retelling. Selection of text material, its systematization according to the plan. Short (concise) retelling. Its difference from the theses. The sequence of work on a brief retelling. The grammatical arrangement of the text. Creative retelling. The problem of transition from the transmission of the author's text to his own statement. Work with a notebook when compiling a written retelling, another text.
Text editing. Methods for editing draft material. Elementary proofreading signs and designations. Styling. Compositional, logical errors and ways to eliminate them. Working with dictionaries.

Literature Program Grades 5-11*

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