Language and Literature MOU "Secondary School with. Salskoye» Terekhina V. N.
Purpose: 1) Help to reveal the features of the story and the writer's intent.
2) Develop skills in working with reference materials, develop introspection and self-assessment skills.
3) To educate in students an understanding of Leo Tolstoy's thoughts about the moral responsibility of a person for everything that happens around.
Type and type of lesson: Lesson of in-depth work with artistic text. Lesson with elements of modular technology.
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Literature lesson in grade 8 on the topic:The story of L. N. Tolstoy "After the ball." Contrast as a technique that allows you to reveal the idea of the story.
The lesson was developed and conducted within the framework of the district competition "Innovative
educational technologies in the modern lesson" by a Russian teacher
Language and Literature MOU "Secondary School with. Salskoye» Terekhina V. N.
Purpose: 1) Help to reveal the features of the story and the writer's intent.
2) Develop skills in working with reference materials, develop introspection and self-assessment skills.
3) To educate in students an understanding of Leo Tolstoy's thoughts about the moral responsibility of a person for everything that happens around.
Type and type of lesson: Lesson of in-depth work with artistic text.
Lesson with elements of modular technology.
Equipment: 1. Portrait of Leo Tolstoy
2 . Epigraph to the lesson:“... for personal self-improvement it is necessary
first change the conditions in which people live.
L. N. Tolstoy “After the ball»
3. Worksheets.
4 . Textbook of literature, dictionary of literary terms.
5 . On the board are sheets with moral categories -mercy, conscience.
6. On the board - the concept composition .
Lesson plan:
1. Org. moment.
2. Clarification of the level of initial perception of the text. D/Z implementation. Selective reading of miniature essays “What impression did Leo Tolstoy’s story “After the Ball” make on me?”
3. Analysis of the story "After the Ball". Filling out worksheets.
1. Written answers to task No. 1.
2. Observation of linguistic means (work in pairs - No. 2).
A) Write epithets in the description of the ball scene.
B) Write down the epithets in the description of the scene of the punishment of the soldier.
At the same time - one student performs number 3.
3. Discussion of the results of completing assignments:
A) Reading and writing the concept of CONTRAST.
B) Exchange of information in tables and recording of missing materials.
C) Teacher's additions about the contrasts of color and sounds, repetitions, feelings of the hero.
(the dance melodies of the ball - an unpleasant, shrill melody in the morning, Varenka's white dress with a pink belt - black people, the motley, red back of the Tatar; for the hundredth time they walked along the hall in the dance - blows with gauntlets fell and fell; repetition of a direct speech: “Brothers, have mercy "-" Will you smear? Will you? "; feelings of the narrator: enthusiastic tenderness - physical, reaching nausea, melancholy)
4. Self-fulfillment of task No. 4, a conclusion about the behavior of the colonel at the ball and in the morning on the parade ground.
(At the ball, the colonel is kind, joyful, and in the morning, after the ball, he is cruel and merciless.)
5 . Comparison of the images of the colonel and the punished. Filling in the table (work in pairs and exchange of information). Question to the class: What is the description based on?(in contrast)
Colonel | Punishable |
|
Figure | Tall military man in an overcoat and cap | A man stripped to the waist, tied to the guns of two soldiers. His back is something motley, wet, red, unnatural. |
Gait | Walked with a firm trembling gait | Twitching with his whole body, slapping his feet in the melting snow ... he moved towards me, then tipping back - and then the non-commissioned officers who led him by the guns pushed him forward, then fell forward - and then the non-commissioned officers pulled him back. |
Face | Ruddy face and white mustache with sideburns. | Face wrinkled with pain |
general description | A tall stately figure moved with a firm step. | A stumbling, writhing man. |
6. Reading historical background and reasoning on issues (oral):
(this is human)
(everything is necessary according to the law - not a hypocrite, but a Nikolaev campaigner, accustomed to follow orders without reasoning)
(lives according to the laws invented by the serf society)
History reference
Gauntlet punishment
7 . Message about the composition of the story and brief notes:
A) Composition feature -story within a story.
B) The basis of the composition -contrast, opposition.
8 . Reasoning (Oral):
Comparison of the draft and final versions of the ending of the story and orally answer the questions:
(in the final version, the narrator's feeling about the injustice reigning in the world is more pronounced)
(the image of Varenka correlated with her father)
(does not accept her laws and does not want to become like a colonel)
Draft | final version |
10. Generalization. Recording main output output:What is the story idea? (Why did Leo Tolstoy write this story?) What problems does the writer raise in this story?
L. N. Tolstoy in the story not only shows the evil and good inclinations in a person, not only condemns cruelty, but also exposes social injustice that distorts human nature, which has false concepts of duty, honor, dignity, and also reveals the true essence of Nikolaev Russia. The carefree, well-fed, festive life of some, lack of rights, oppression, trampling on the human dignity of others - this is the true "face" of Russian reality. The writer makes us readers think about the problem of human responsibility for everything that happens. (See epigraph)
11. Final control. Test execution.
B) contrast. A) a story within a story A) alienation B) outrage B) excitement | A) suede glove C) "homemade" boots. C) condemnation of despotism |
12. Self-assessment of students.
13. Summing up. Evaluation of student work.
Worksheet for a literature lesson in grade 8 on the topic
The story of L. N. Tolstoy "After the ball."
Contrast as a technique that allows you to reveal the idea of the story.
F.I.
1. Answer in writing:
a) What are the two parts of the story?
1) ________________________ 2) ______________________________
B) How to explain that in the ball scene the hero of the story perceives everything around him with enthusiastic tenderness? _______
2. Write epithets in the description of the scenes of the story:
Epithets in the description of the ball | Epithets in describing the punishment of a soldier |
Famous musicians, …__________ | Harsh, bad music, …________ ____________________________________ |
3. Write out the concept of CONTRAST from the literary dictionary
_______________________________________________________________________________
_______________________________________________________________________________
4. Make a conclusion about the behavior of the colonel at the ball and in the morning on the parade ground, write down the conclusion in the form of a sentence with an opposing union " a" and homogeneous members of the proposal.
_________________________________________________________________________________
5 . Compare the images of the colonel and the punished. Fill in the table:
Colonel | Punishable |
|
Figure | __________________________________ __________________________________ __________________________________ __________________________________ | __________________________________ __________________________________ __________________________________ __________________________________ |
Gait | __________________________________ __________________________________ __________________________________ __________________________________ | __________________________________ __________________________________ __________________________________ __________________________________ |
Face | __________________________________ __________________________________ __________________________________ | __________________________________ __________________________________ __________________________________ |
general description | __________________________________ __________________________________ __________________________________ | __________________________________ __________________________________ __________________________________ |
6. Orally answer the questions:
1) Can the same person be nice and kind in one situation, and cruel and merciless in another?
2) Was the Colonel a two-faced person, a hypocrite?
3) What do you see as the reason for such contradictions in the character of the colonel?
History reference
Gauntlet punishment
- a special military punishment, which differed from the rest in that it was carried out by a group of performers, as a rule, comrades or colleagues of the convict.
The punishment itself consisted in the fact that the executors of punishment lined up in two lines, forming a "street" along which the convict was escorted as many times as was prescribed by the verdict. Each of the performers had a gauntlet (batog) in their hands, with which he struck a blow when the convict passed by.
During the execution, a paramedic doctor had to be present to provide medical assistance, since this punishment often led to the death of the punished. The punishment of 3,000 gauntlets was considered equal to the death penalty. Gauntlets appeared in Russia in the reign of Peter the Great; there is information about the use of Sh. in the army, relating to 1701-1705. They were introduced into the system of punishment by the military regulations of 1716.
7 . Story composition. Listen to the message and briefly write down:
A) Feature of the composition - …………………………………………………………………….
B) The basis of the composition - …………………………………………………………………………...
8 . Orally answer the question:Why didn't Ivan Vasilyevich intervene in what was happening?
Compare the draft and final versions of the ending of the story and orally answer the questions:
A) Why did Tolstoy change the life story of Ivan Vasilyevich?
b) Why did the narrator's love decline?
C) Why did Ivan Vasilievich not enter the military service?
Draft | final version |
“I started seeing her less often. And my love ended in nothing, and I entered the military service as I wanted, and tried to develop in myself such a consciousness of my duty - as I called it - like a colonel, and partly achieved this. And only in my old age did I now understand the full horror of what I saw and what I myself did. | “Well, do you think that I then decided that what I saw was a bad thing? Not at all. “If this was done with such confidence and was recognized by everyone as necessary, then, therefore, they knew something that I did not know,” I thought and tried to find out. But no matter how hard he tried, he couldn't find out. And without knowing it, I could not enter the military service, as I wanted to before, and not only did not serve in the military, but did not serve anywhere and, as you see, was no good. |
9 . While working on the story, Leo Tolstoy thought for a long time about its title. Options appeared: “a story about the ball and through the system”, “Daughter and father”, “Father and daughter”, “And you say ...” and, finally, “After the ball”. Try to penetrate the writer's logic: how does he justify the change in the title of the story? Why do you think you settled on the latter?
10. Write output: What is the story idea? (Why did Leo Tolstoy write this story?)
What issues does the writer raise in this story?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Final control
Complete the test by highlighting the correct answers.
1. What artistic technique underlies the composition of the story "After the Ball"? A) the sequence of events described B) the cyclicity of the events described C) contrast, opposition. 2. What is the type of story composition? A) a story within a story B) first-person narration 3. With what feeling does the narrator describe the scene of the ball? A) alienation B) indignation C) delight 4. With the help of what artistic detail does the author prove the sincerity of the colonel's feelings for his daughter? | A) suede glove B) sparkling eyes and a joyful smile C) "homemade" boots. 5. Why did the colonel, attentive and sensitive during the ball, turn out to be cruel and heartless towards the soldier? B) put on a “mask” of integrity at the ball C) conscientiously, without reasoning, performs his official duties. 6. Determine the main idea of the story. A) the fate of a person depends on the case B) the idea of a person's personal responsibility C) condemnation of despotism |
Self-esteem (underline the correct answer)
1. Did you learn something new at the lesson? NOT REALLY
2. Did your classmates help you in class? NOT REALLY
3. Did you help your classmates in class? NOT REALLY
4. Did you like the lesson? NOT REALLY
(Lesson 2)
Artistic originality of the story "After the ball".
Contrast as the main artistic device of the story.
Goals:
- help students identify the features of the story, the writer's intention;
- introduce the main artistic device of the story (contrast);
- improve the skills of expressive reading of the text;
- develop text analysis skills;
- develop the ability to work in pairs, groups;
Methodical methods: analytical conversation; expressive reading, teacher's comments, work with the table, work in pairs, groups
Equipment: board, laptop, presentation for the lesson, illustrations for the story
Epigraph:
All life changed from one night
or rather morning.
"After the ball".
During the classes
1.Org. moment (checking readiness for the lesson, marking absentees, wishes to be active in the lesson, attentiveness)
2. Repetition of the past, conversation on primary perception
I want to start today's lesson with the characteristics of one famous person, try to guess who he is?
(listen to the end, do not shout, raise your hand)
This person purposefully followed the path of self-improvement .., tried to understand why he and other people act this way and not otherwise, where does love and hate, good and evil come from in a person ... He considered self-improvement, self-education, the desire to be necessary, useful , do good, distinguish it from evil. Observing himself, striving to understand himself, he learned to understand others ... ()
- Why so decided?
What examples from the life of L.N. can you give to prove it?
Yeah, that's right, L.N.T. believed that no one removed responsibility from a person for his thoughts, feelings, desires, actions, .. you don’t have to wait for the conditions for self-education to be created, you need to prepare them now, by personal example, by striving to become better, cleaner, more moral, .. and the moment of intent to remake oneself can come at any moment.
In what work does Lev Nikolayevich present a case that helped the main character decide to start his own upbringing?
(The story "After the ball")
Which hero?
(to Ivan Vasilyevich)
3. Message topics, goals of work
Today we continue the work started in the last lesson on the story “After the Ball”. We must identify the artistic features of the story, get acquainted with the main artistic technique, we will learn to analyze the prose text, read expressively, work in pairs, groups.
(Recording the topic in a notebook)
Open the tutorials p.27, what can you say about the features
story composition? (Story within a story)
How does the story begin? What is unusual about such a start?
(The story begins suddenly, with a replica of the protagonist.
Tolstoy immediately introduces the reader to the problems discussed
ge swarms of story. The conversation is about moral values,
about "... what is necessary for personal improvement
first change the conditions among which people live ... ".
A laconic, sudden beginning puts the reader into action,
gives the impression that we hear the conversation).
What do we learn about Ivan Vasilyevich at the beginning of the story?
What does it matter? (We learn that this is a “respected person”, that he has a “manner of responding to
their own ... thoughts”, this is a thinking person, immersed in his inner world. We also know that Ivan
Vasilevich
- very sincere and truthful speaker. So
Thus, the reader has confidence in the story of Ivan
Vasilyevich.)
What does Ivan Vasilyevich say about his youth? What character does this description remind you of? ("I was very
cheerful and lively fellow, and even rich. From the words of one
from the interlocutors we learn that he was also "handsome". This is
the description is similar to the story about himself of the hero of the story genev "Asya". Both heroes reminisce about their youth,
about events that changed their lives. "Ace" is also talking about
about love, but in the story "After the Ball" love "came to naught"
due to "chance". This case"
- main event of the story
for which it was written).
What are the main events in the story? (There are two main
events: a ball at the provincial leader and a scene of punishment
soldier.)
Briefly describe the essence of these events - 1, then 2 ...
4. Benchmarking
Let's try to compare these 2 events. At home, you filled out the table according to the options, writing out words - epithets, expressions characterizing the state of the main characters, appearance, events according to various criteria: feelings, epithets, color, sounds, various details. We work in pairs for 3 minutes, comparing descriptions, try to draw a conclusion from your observations.
Examination
Table work. Comparison of the columns of tables 1 and 2 options.
Characteristics | At the ball | After the ball |
Feelings | In love, cheerful, lively, admired, did not feel his body, delight, gratitude, enthusiastic tenderness, enthusiastic tender feeling, satisfied, happy, blessed, kind, infinitely happy | Shame, sickening melancholy, is about to vomit with horror, awkward, unpleasant, love has come to naught |
epithets | Graceful, affectionate, cute, radiant, blushing, beautiful, tall, stately, fresh, affectionate, joyful, brilliant. | Cruel, bad music, unpleasant, terrible, wrinkled with suffering, writhing, firm step, frightened, menacingly, viciously, angry |
Colour | White, pink, blush, silver, light | Black, red, colorful, white |
Sounds | Mazurka, waltz, polka, quadrille | Flute, drum, shrill melody, shot, scream, angry voice, sobbed |
Details | white kid glove | Protruding lip, suede glove |
Analysis of the first part(according to the text)
Let's read the key words-epithets from the first part.
“The ball is wonderful, the hall is beautiful, the buffet is magnificent, the musicians are famous; the motif of the mazurka resounds continuously.
Varenka is in a white dress with a pink belt, white kid gloves, and white shoes. She has a radiant, reddened, dimpled face and gentle, sweet eyes, a graceful figure.
Varenka's father is a very handsome, stately, tall and fresh old man. The face is very ruddy, with a white mustache, white whiskers; affectionate joyful smile; sparkling eyes and lips. He was beautifully built, with a broad chest, strong shoulders and long, slender legs. Tall, heavy figure.
Ivan Vasilievich - satisfied, happy, blissful, kind: "At that time I hugged the whole world with my love." For Varenka’s father, “at that time he experienced some kind of enthusiastic tender feeling.”
- Pay attention to the twice repeated words "at that time."
How to explain that in the ball scene the hero of the story perceives everything around him “with enthusiastic tenderness”? (He's in love he is fascinated by the festive atmosphere of the ball, the closeness of love my girls, a feeling of happiness, youth and beauty).
Read the description of the landscape on p. 34-37 textbook. How does this landscape sketch help to understand the state of the hero?
What is the beginning of the second part? Why is the story not divided into chapters? (From the words “When I entered the field ...”. The story is not divided into chapters in order to achieve a greater impression on the reader. The transition occurs suddenly. A mazurka still sounds in the hero’s soul, but “other, tough, bad music” clogs it. )
Analysis of the second part.
Let's read the key words-epithets from the second part.
- “Something big, black; flute and drum sounds; hard, bad music; unpleasant, shrill melody; a blacksmith in a greasy sheepskin coat; something terrible; something motley, wet, red, unnatural; stumbling, writhing person.
The colonel is still the same - with a ruddy face and a white mustache and sideburns.
Determine the role of white in both parts of the story. (The white color in the first part is the color of joy, purity, love. The white color in the second part determines only the mustache of the colonel and the bared teeth of the tortured soldier, contrastingly emphasizes the black and red colors.).
What is the role of the detail - the colonel's suede glove - in the story?
(This detail links the parts of the story. In the first part, the colonel puts on a suede glove when he goes to dance with his daughter. At the same time, he says, smiling: “Everything must be done according to the law.” In the second part, with the same hand in a suede glove, the colonel hits “in the face of a frightened small weak soldier because he did not put his stick on the red back of the Tatar enough." The phrase "Everything must be done according to the law" acquires an ominous meaning: "according to the law" one must beat the delinquent with all his might.)
- What device does Tolstoy use to convey the impression of the endlessly repeated horror of the execution? (Tolstoy uses syntactic means: repetition and parallel structure of the phrase. He conveys the soullessness, duration and horror of what is happening by repeating the same words: “... blows still fell from both sides on a stumbling, writhing person, and they still drums and whistling flute , and still the tall one moved with the same firm step,- the stately figure of a colonel next to the punished. This technique is also present in the first part: it conveys a feeling of infinity of happiness: “I waltzed again and again”, “I chose her again, and for the hundredth time we walked along the hall.” The word "still" is reinforced by the French "epsoge".)
Compare the behavior and appearance of the colonel at the ball and after the ball.
Let's compare the descriptions of the colonel and the person being punished using the table (on the blackboard and in notebooks).
Colonel | Punishable |
Tall military man in an overcoat and cap | A man stripped to the waist, tied to the guns of two soldiers. His back is something motley, wet red, unnatural |
Walked with a firm, trembling gait | Twitching with his whole body, slapping his feet in the melting snow ... he moved towards me, then tipping back - and then the non-commissioned officers who led him by the guns pushed him forward, then he fell forward - and then the non-commissioned officers ... pulled him back |
Ruddy face and white mustache with sideburns | Face wrinkled with pain |
A tall, stately figure moved with a firm step | A stumbling, writhing man |
- What conclusions can be drawn from these observations?
(The episode of the ball and the events after the ball are opposed to each other. The bright, joyful colors of the ball, the carefree fun of young people who are unaware of the existence of another, terrible world, sharply set off the gloomy picture drawn in the second part of the story. The contrasting image of the heroes, their psychological state, the environment in which they operate allows the writer to reveal the essence of their characters and reveal the social contradictions of Russian reality.)
5. Acquaintance with the concept - contrast
Contrast - a sharp contrast. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive technique, a way to have an emotional impact on the reader.
Contrasting - Contrasting, completely opposite.
ANTITHESIS - opposition characters, circumstances images, compositional elements, creating the effect of sharp contrast.
Wider: comparison of opposite concepts, states, any elements of a literary work.
There are antitheses:
Character (in character organization),
Plot (in plot construction),
Composite;
Often used to express antitheses. antonyms - words that are opposite in meaning ("Black and White", "War and Peace", "Crime and Punishment", "Thick and Thin" and etc.).
(Entry in a notebook)
The story was written in 1903. What time period does Tolstoy write about? (About the forties XIX century, about the reign of Nicholas I nicknamed Nikolai Palkin.)
How important is the timing of the story? Why, at an advanced age, did he return to the memories of his youth, putting them at the basis of the plot of the story “After the Ball”?
(Tolstoy refers to the events of seventy-five years ago to show that almost nothing has changed during this time: flagrant arbitrariness and cruelty reign in the army, justice and humanity are violated at every step. Most of all he was worried that "educated" people are convinced that this necessary “for a good, right life.” He exclaims: “What terrible moral crippling must take place in the minds and hearts of such people!”)
Do you think the story “After the Ball” has lost its relevance?
(The words of the hero of the story, Ivan Vasilyevich: “All life changed from one night, or rather, morning.” The main thing in the story is what happened early in the morning, after the ball: the narrator saw how a soldier was being tortured, and the father of his beloved commanded the execution. )
6. Consolidation and generalization
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The spirit of oppression is so widespread in our army that cruelty is a quality that the youngest officers boast of. Soldiers are spotted, beaten every minute, and the soldier does not respect himself, hates his superiors, and the officer does not respect the soldier.
In the 1820s, the Semenov officers, the flower of the youth of that time ... decided not to use corporal punishment in their regiment, and, despite the then strict requirements of front-line service, the regiment continued to be exemplary even without the use of corporal punishment ...
This is how educated Russians looked at corporal punishment 75 years ago. And now 75 years, and in our time, the grandchildren of these people sit as zemstvo chiefs in the presence and calmly discuss questions about whether they should or should not, and how many blows with rods should be given to such and such an adult person, often the father of the family, sometimes grandfather.
The most advanced of these grandchildren in committees and zemstvo meetings draw up statements, addresses and petitions that, in view of hygienic and pedagogical purposes, not all peasants (people of the peasant class), but only those who have not completed their course in public schools, should be flogged .. .
But the main harm of this disgrace is not here yet. The main harm is in the state of mind of those people who establish, allow, prescribe this lawlessness, those who use it as a threat, and all those who live in the conviction that such a violation of all justice and humanity is necessary for a good, right life. What a terrible moral crippling must take place in the minds and hearts of such people, often young people, who, I myself have heard, with an air of thoughtful practical wisdom, say that a peasant cannot be left without flogging and that this is better for a peasant.
It is these people who are most sorry for the brutality into which they have fallen and in which they are stagnating... Shame on you!
1895.
Homework (optional)
(to everyone)
2. (optional)
Homework (optional)
1. Answer 3 test questions (to everyone)
2. (optional)
Make a test on the story "After the ball"
Prepare a coherent story “The Colonel at the ball and after the ball. How to explain the changes in it?
Write an essay-miniature “Why did love for Varenka “vanish?” or "didn't serve anywhere?"
Homework (optional)
1. Answer 3 test questions (to everyone)
2. (optional)
Make a test on the story "After the ball"
Prepare a coherent story “The Colonel at the ball and after the ball. How to explain the changes in it?
Write an essay-miniature “Why did love for Varenka “vanish?” or "didn't serve anywhere?"
Homework (optional)
1. Answer 3 test questions (to everyone)
2. (optional)
Make a test on the story "After the ball"
Prepare a coherent story “The Colonel at the ball and after the ball. How to explain the changes in it?
Write an essay-miniature “Why did love for Varenka “vanish?” or "didn't serve anywhere?"
TEST (continued)
7. Define the idea of the story.
injustice flourishes;
d) condemnation of despotism.
TEST (continued)
7. Define the idea of the story.
a) the fate of a person depends on chance;
b) condemnation of the thoughtless execution of the rules, due to which
injustice flourishes;
c) the idea of a person's personal responsibility;
d) condemnation of despotism.
8. What can be said about the life position of the protagonist?
a) approves the idea of “non-resistance to evil by violence”;
c) the idea of the need to "change living conditions"
for "changing the mind of a person".
9. Mark the statement that appeals to you:
"Tolstoy's Story After the Ball" - The purpose of the lesson: After the ball. Not bad. August 20. Just today I finished fairy tales, and not three, but two. LN Tolstoy "After the ball". 1900s, the time of Nikolai2 (the era contemporary to the author). Today I'm going to Pirogovo. [..]. If we look directly at the past, our present will also be revealed to us. Observation of linguistic means At the ball:
"Leo Tolstoy "After the Ball"" - The mystery of the story's title. The psychological state of the hero. LN Tolstoy The story "After the ball". Compare the draft and final versions of the ending of LN's story. A story within a story. Antithesis. A shame. Episode colors. Let's look at the contradictions in the behavior of the colonel. After the ball. Story. Nicholas I.
"A Lesson After the Ball" - By birth and upbringing, he belonged to the highest landowner nobility in Russia. Let's look at the content of the story. In the story, as a rule, one storyline. Why was the soldier punished? M. Gorky. (History of Russian literature). Lesson objectives: Over two hundred works written by Tolstoy. What university does the hero go to?
"L. Tolstoy "After the Ball"" - From the diary of L.N. Tolstoy. History of the story. After the ball. Text analysis. Creative work. The purpose of the lesson. The roll call of epochs in the story "After the Ball". LN Tolstoy "After the ball". Antithesis. Experiment. N. Ge Portrait of Leo Tolstoy. The street. The author emphasizes the contrast. The role of the contrast of color and sound in L. Tolstoy's story.
"Tolstoy After the ball lesson" - Independent work. L. N. Tolstoy. May 19, 1910 Leo Tolstoy The story "After the ball." The great significance of Tolstoy's personality and creativity in Russian and world literature. Observations on linguistic means. Artist I. Repin. The main technique is opposition, contrast technique. What changes took place in the colonel and Ivan Vasilyevich after the ball?
"Tolstoy After the Ball 1" - Themes. "After the ball". And peace is spiritual meanness” From the diary of Leo Tolstoy. Biography and creativity History Music Dances Artistic means of expression Heroes Love. Life creed. Lev Nikolaevich Tolstoy. Nicholas i. Defense of Sevastopol. Crimean War.
There are 10 presentations in total in the topic
Antithesis in Leo Tolstoy's story "After the Ball"
The purpose of the lesson:
- show how the technique of contrast helps to reveal the idea of the story;
- work on the analysis of artistic means that create pictures of the ball and execution;
- reveal the humanistic pathos of the story “After the Ball”.
Equipment: presentation
During the classes
1. Opening speech of the teacher and setting the goal of the lesson.
In the last lesson, we got acquainted with the story of L.N. Tolstoy “After the Ball”. The writer was worried all his life by the thought of the lack of rights of the Russian soldier. Back in 1855, he worked on a project to reorganize the army, in which he opposed the barbaric punishment - "driving through the ranks." But the story "After the Ball" goes far beyond a protest against the inhuman treatment of soldiers, it raises broad humanistic problems, such as duty, honor, conscience, humanity.
How Leo Tolstoy expresses these problems, with the help of what artistic techniques and means he achieves the expression of these problems, we will talk today.
2. Conversation with students.
How is the story structured?
What two scenes are opposed?
What do we call contrast?
(Contrast - antithesis - opposition. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive technique, a way to have an emotional impact on the reader)
Why is the story, most of which is devoted to the description of the ball, called "After the ball"?
3. Comparative characteristics of the behavior of the characters at the ball and after the ball.
Let's compare the behavior of the characters at the ball and after the ball.
Drawing up a plan for comparative characteristics.
FIRST PART: | SECOND PART: |
Hall of the leader of the nobility; | Description of the street; |
hosts of the ball; | Soldiers; |
Varenka; | Punishable; |
Colonel | Colonel |
Ivan Vasilievich. | Ivan Vasilievich. |
Record plans in a notebook.
4. The word of the teacher.
Guys, let's find the epithets with which L.N. Tolstoy draws pictures in the first and second parts, and write them down in a notebook.
Notes in notebooks.
The ball is wonderful, the hall is beautiful, the buffet is magnificent, the musicians are famous, the motive of the mazurka sounds continuously.
Varenka is in a white dress, white gloves, white shoes. She has “a radiant, flushed, dimpled face and gentle, sweet eyes.”
Varenka's father is handsome, stately, fresh, with a white mustache, white whiskers with sparkling eyes, a joyful smile, a broad chest, strong shoulders and long, slender legs.
Ivan Vasilyevich - satisfied, happy, blessed, kind, looks with enthusiastic tenderness.
How to explain that in the ball scene the hero perceives everything around him “with enthusiastic tenderness”? (Love, lofty feelings, closeness of the beloved, youth, beauty).
In the second part of the story, the colors darken: something big, black.
Key words are written on the blackboard: in a wet spring fog, drays with firewood on a sleigh, horses under glossy arcs with wet heads, a blacksmith in a greasy sheepskin coat, Soldiers in black uniforms, an unpleasant screeching melody, a terrible picture of punishment.
The colonel is still the same - with a ruddy face and a white mustache and sideburns.
Compare the colonel and the punished (entry in notebooks).
COLONEL | PUNISHED |
"A tall military man in an overcoat and cap." | A man stripped to the waist, his back “something unnatural, motley, wet, red.” |
"Walked with a firm, trembling gait." | “Jerking with his whole body, slapping his feet on the melted snow… he moved towards me, then tipping back… then falling forward”… |
"Red face and white mustache and sideburns." | "A face wrinkled with suffering." |
“A tall, stately figure moved with a firm step.” | A stumbling, writhing man. |
The contrast intensifies when the narrator sees a tall, stately colonel hit a short, weak soldier in the face with a strong hand in a suede glove.
What conclusions can be drawn from these observations?
5. Discussion and clarification of the idea of the story.
Why did the colonel, as if he was a loving, attentive father, turn out to be cruel towards the soldiers?
Why does Tolstoy oppose two parts of the story to each other and use contrasting colors in descriptions?
Why did Ivan Vasilievich's love for Varenka fail?
Why did Ivan Vasilyevich refuse public service? Was he right, do you think?
6. Composition-miniature.
“My impressions after reading the story of Leo Tolstoy “After the Ball”.
Homework. Reflect on the question: Why does the author of his hero lead to the parade ground, where the picture of the execution of a soldier unfolds?
The writing
Antithesis is a juxtaposition of opposite images; and more broadly, any juxtaposition of opposing concepts, situations, or any other elements in a literary work. Proverbs are built on such an artistic device, it is also widely used in world literature, for example, the opposition of Don Quixote and Sancho Panza in the novel Don Quixote by M. Cervantes. L. N. Tolstoy resorted to the same technique in one of his later stories - “After the Ball”. The hero, on whose behalf the story is being told, is a person in whose fate the case played a decisive role. Before the turning point that happened in the years of his youth, Ivan Vasilievich was a student at a provincial university and dreamed of joining the military. He was "a very cheerful and lively fellow, and even rich," so "the main pleasure ... were evenings and balls."
Ivan Vasilyevich's imagination was captivated by the charming Varenka B., "tall, slender, graceful and majestic", she had a regal appearance, "which would have frightened her away if not for the affectionate, always cheerful smile at her mouth, and lovely, shining eyes." At the provincial marshal's ball he danced all evening with Varenka and “without wine | was drunk with love." He saw only her "tall, slender figure in a white dress with a pink belt," he saw only "her radiant, flushed, dimpled face and gentle, sweet eyes." Love for Varenka "liberated all the hidden" in the young man's soul "the ability to love." But fate wanted his whole life to “change” after one night, or rather the morning that followed, when he witnessed the scene of the monstrous, inhuman punishment of the fugitive Tatar.
The story, most of which is devoted to the image of a brilliant ball, is not accidentally called “After the Ball”. The monstrous event that played a decisive role in the fate of Ivan Vasilyevich happened precisely after him. But in order to more fully embody his idea, Tolstoy constructed the story as a consistent and contrasting depiction of the scenes of the mazurka and the execution, with many opposing details. Without the episode of torturing a soldier, the picture of the ball, with its gracefulness, beautiful and elegant women, enthusiastic feelings and delicate white and pink colors, would lose all meaning. And the execution scene would not have seemed so terrible to the student if it had not been preceded by a ball. The more festive and brilliant the young man imagined the world around him at the beginning, the more unexpected and tragic his insight turned out to be, showing the world from a completely different, cruel and extremely unsightly side.
During the ball, the young man experienced a special "enthusiastic tender feeling" for the colonel, Varenka's father. He saw in front of him a very handsome, stately, tall and fresh old man with a ruddy face and the same kind, joyful smile as his daughter's. When the father invited Varenka to dance, everyone around looked at them with enthusiastic tenderness. Dancing, the colonel “briskly stamped one foot”, “his figure now quietly and smoothly, now noisily and violently ... moved around the hall”; "he deftly passed two circles"; "Gently, sweetly wrapped his arms around his daughter ...". And the narrator himself, “embracing the whole world with his love,” was afraid of only one thing: “so that something would not spoil” this happiness. And of course, he could not have imagined that this “something” would turn out to be so terrible. In the morning on the square, he saw the father of his beloved girl in a completely different guise: the colonel walked ... with a trembling gait ”; “he drew in air, puffing out his cheeks, and slowly let it out through his protruding lip”; “with a strong hand in a suede glove, he beat a frightened, short, weak soldier in the face because he did not put his stick down enough” on the back of a fugitive Tatar.
The punishment, which was led by the father of the beloved girl, caused a real spiritual crisis in the hero. In these episodes, we are like two different people: one of them evokes sympathy and a kind smile, the other - disgust and disgust. Even brighter is the contrast between the colonel, with his ruddy face and white mustache and sideburns, and the punished, who, "twitching with his whole body, slapping his feet in the melting snow ... under blows falling on him from both sides," moved through the formation of soldiers. “I was so ashamed,” the hero describes the surging feelings, “that, not knowing where to look, as if I had been caught in the most shameful act ... I lowered my eyes ... There was an almost physical longing in my heart, reaching nausea ... that is about to vomit me with all the horror that entered me from this spectacle.
Ivan Vasilievich was never able to find out and understand why all this "was done with such confidence and was recognized by everyone as necessary". “But without knowing it, I could not enter the military service, as I wanted before, and not only did not serve in the military, but did not serve anywhere ...” The hero’s love for Varenka from that day began to wane. As earlier he involuntarily connected Varenka with his father-colonel "in one tender, touching feeling", so now, "when she ... with a smile on her face, thought", Ivan Vasilyevich "now remembered the colonel on the square", and he became embarrassed and unpleasant. He began to see the girl less and less often, until his love for her completely cooled off.
The story described in the story "After the Ball" was not only the author's fiction. The prototype of Varenka B. was Varvara Andreevna Koreysh, the daughter of the military commander in Kazan, Andrei Petrovich Koreysh. Sergei Nikolaevich Tolstoy (brother of L. N. Tolstoy) was in love with this girl, but his romantic feeling faded after he, having cheerfully danced a mazurka with Varenka at the ball, the next morning saw how her father led the execution. This incident became known to Lev Nikolaevich at the same time and made an indelible impression on him. Therefore, after more than fifty years, he used it to show with such artistic skill how the brightest dreams of a young enthusiastic person can be shattered into cruel reality in an instant and completely change their entire subsequent life.
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