The fate of a strong man in the piece The Queen of Spades. Lesson-research with elements of discussion based on the story of Alexander Pushkin “The Queen of Spades. Public advocacy and correction of hypotheses
A lesson in grade 8 is aimed at acquaintance with the work, at identifying the philosophical and moral problems of the story, as well as improving the skills of analyzing the work.
Equipment: text of the story, musical recording of fragments of the opera by P.I. Tchaikovsky " The Queen of Spades», Audio recording of the story by the actor.
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Topic: A.S. Pushkin "The Queen of Spades"
The problem of man and fate. Moral issues works.
The purpose of the lesson : 1) acquaintance with the work;
2) identify philosophically - moral issues works,
3) to form the ability to give a well-grounded assessment of the heroes and events of the work,
4) improve the skills of analyzing the work
Equipment: the text of the story, musical recording of fragments of the opera "The Queen of Spades" by PI Tchaikovsky, audio recording of the story by the actors.
During the classes
I. Organizational moment.
(writing on the board)
Problem - a difficult question to be solved.
Fate - several meanings:
- coincidence of circumstances beyond the control of a person, the course of life events;
- share, fate;
- the future, what will happen will happen.
A difficult problem that needs to be resolved in choosing one's own destiny.
II. Conversation with the class on the work:
Teacher's word:
Teacher's word:
In the summer of 1828, Pushkin decided to write a story about a gambler. Card games were not just popular fun, they were perceived as a kind of image of the world. Everything in life is like a game. In the card game, chance plays a big role. This is the power of the card game. The heroes of The Queen of Spades played the card game Shtoss, which was popular in those years. The rules of the game are extremely simple.
From the deck of cards scattered on the table, the ponters choose the one on which they bet. Another deck is in the hands of the banker. He throws cards left and right. If the chosen card falls to the right, the banker wins, if to the left - the ponter.
artistic detail - a detail of a landscape, portrait, interior or psychological characteristics of a hero, highlighted by the writer among all other details in order to emphasize its special pictorial, expressive or symbolic meaning. One detail can replace a whole range of details. The detail focuses the reader's attention on what seems to the writer to be the most important or characteristic in nature, in a person or in the objective world around him.
in the author's description, a portrait of a contradictory person is given; the ideal of life, Hermann's only goal in life is the desire to get rich. This is what will allow him, Hermann believes, to gain independence and peace. And while he follows his formula "... calculation, moderation and diligence ... this is what will triple, size my capital and give me peace and independence."
The story "The Queen of Spades" was written in 1833, in the autumn of Boldin, it has long been recognized as a masterpiece of Pushkin's creativity.
As Pushkin himself said, "the plot of the story is based on real events." This is a typical Petersburg story from the life of the high society society of the Pushkin era.
Based on the story, the composer Pyotr Ivanovich Tchaikovsky wrote an opera of the same name, his best work in the operatic genre.
The opera was created and staged on stage in 1890.
We will begin our work on the work with the title of the story.
Conversation with the class about:
- Guys, the story was written about 200 years ago, but it still arouses the interest of readers. Was it interesting for you to read or not?
- What is the secret of this attraction? (Children say that there is mystery, unusualness, fantasy and mysticism.
- The Queen of Spades - what is it or who is it? (Pushkin gives the answer in the epigraph itself. The Queen of Spades is a secret ill will).
What kind of secret ill will and who to whom - we will find out later.
4 . Who is the main character of the story?
(The main characters- Hermann, Lisaveta Ivanovna, old woman. The central character is Hermann).
Teacher : Let's turn to the topic of our lesson:the problem of man and fate.
What is the problem?
What is destiny? Answer written on the board read it out
The story contains a lot of interesting, mysterious, even mystical, but we will consider this work from this point of view: a person and his fate.
Teacher
“I think that he is responsible for at least 3 atrocities,” Tomsky casually drops about Herman, at a ball with Lizaveta Ivanovna.
5. What 3 atrocities did Hermann commit?
(Children - Hermann's first villainy: deceived Lizaveta Ivanovna - arouses frank sympathy.)
6. Who is Lizaveta Ivanovna? (a group of students is working, having received individual homework in advance)
Children talk about Lizaveta Ivanovna, then work on the text of Chapter 2: Reading from the words “Indeed, Lizaveta Ivanovna was a miserable creature ... and beyond.
Teacher: Z Read the most important thing, in your opinion, in Pushkin's description of Lizaveta Ivanovna, which would reflect her position in the old woman's house.
- no one noticed her
- was looking forward to the deliverer. (write in a notebook)
7. What prompted her to respond to Herman's advances?
(A dream to get rid of the old woman).
- How does German appear to Lizaveta Ivanovna in the first meeting?
“Once - it happened two days after the evening described at the beginning of this story ...
to words "A week later, she smiled at him."
- What artistic detail characterizes Hermann most clearly? How did Lizaveta Ivanovna see him?
(Black eyes , fixing his eyes, gazes met).
- How did Herman manage to achieve a secret date in just 3 weeks?
(an unthinkable act in the 19th century, daring, bold)
(I wrote letters).
9. What is the appeal of his letters? Why did Lisaveta Ivanovna “revel in them” and began to answer them?
10. Why did he write these letters?
(Penetration into the house for the sake of the cherished secret - the secret of 3 cards).
11. Did you manage to German to fall in love with Lizaveta Ivanovna for that a short time that he wrote letters to her?
(Undoubtedly, he kisses her on the head, he honestly admits what he came for, does not want to deceive).
Teacher
12 Find chapter 3, when Herman came and waited for the old woman before the words "Time passed." - sentence: “Herman opened it ...- why are there ellipses?
(He wanted to go to Lizaveta Ivanovna, but did not go)
Listening to audio recording. Reflections of Lisaveta Ivanovna.
13. Tell Scene of Lizaveta Ivanovna's explanation with Hermann. Until the words "You are a monster!"
14 ... What prevented Hermann from surrendering completely to his feelings?
(Money is what his soul craved).
15. With what feeling did the poor girl say goodbye to Hermann? (artistic detail - cold unrequited hand)
II. 2 Hermann's sacrifice. Who do you think is the second victim?
(The old woman-countess).
16 Maybe it's time to get to know this villain better?
Who is Hermann? (2 group of students works, who received an individual assignment in advance)
Children: retelling of chapter II. (Life, features, attitude of the author to him.).
17. What does he say about himself: what are hisworn out landmarks?
Calculation, moderation, accuracy,secretive and ambitious, did not allow the slightest whim. (write in a notebook)
Teacher: He comes secretly to the old woman's house to find out the secret of 3 cards in order to get rich.
Teacher: Let's listenMonologue of Hermann V chapter
"For whom do you keep your secret ..."Listen to audio recording
Teacher: Pay attention to the words:
“I am ready to take your sin upon my soul. Tell me only your secret "...
18 What's going on with the Countess? (she is dying)
So, 2 Herman's victim is an old countess.
Before we find out who the 3rd victim of Herman is,
remember what motivated Herman in his actions? (thirst for money)
He had strong passions and fiery imagination.
Strong passions and fiery imagination played a cruel joke with him.
20 ... Who is the 3rd victim of Herman?
(Himself). This was homework, read what you prepared at home.
(Children read out what happened to Herman)
Teacher:
Let's see again
What qualities were inherent in Hermann?
Life landmarks.
Calculation, moderation, accuracy, strong passions, fiery imagination.
It is fiery imaginationmade him cross out the life guidelines by which he had lived before.
Teacher : Herman's decisiveness, his severity, greed, thirst for enrichment gradually overshadow all other human feelings in his soul. No doubt, no remorse, no remorse.
A person with the soul of Mephistopheles turns into a mental patient. He invades people's lives. He found himselfa treacherous man.
Selfishness and fiery imagination lead to a tragic ending.
Teacher What is the ending ?.
To whom and by whom is the secret ill will expressed in the story?
(If this is the lady of spades in the face, the image of an old woman, then the old woman forgave him, however, on condition).
So who is causing the secret ill will and to whom?
(Maybe Herman shows secret hostility towards everyone and is severely punished for this).
Teacher:
Now let's get back to the topic of our lesson?
In whose hands is the fate of man?
Pushkin's work captured the ruthlessness of Destiny towards Herman, towards a person who acts immorally and cruelly towards other people.
Man and fate - it seems that these two things are completely incompatible. However, if a person is entrusted to his fate, it will never let him down. But nevertheless, blindly trusting all her pranks is also probably not worth it. She can play like a toy with a person, and then everything in his life will go awry. Therefore, fate is often treated as a fatal inevitability.
But fate or fate played a cruel joke with this person. Hermann played out his move: once he won, the other - he lost.
In the story, fate does not so much help as it destroys a person and, most importantly, his soul. But all the same, Hermann submits to this magical power.
But fate, as if laughing, begins its game. And a person, obeying it, "goes" over the heads of people to achieve the goal.
He takes upon himself the unspoken right to decide the fate of other people. Only now it is not clear who gives him such a right. And in this case, a person puts himself on a par with fate. After all, it turns out that the fate of Lizaveta Ivanovna is the actions and deeds of Hermann. And we are completely unknown what fate the girl would have had if it had not been for the intervention of a young man.
Homework: Think
Is 1 victim of Herman - Lizaveta Ivanovna - free from calculation? Or
Is it possible to meet in our days such Hermann looking for their lucky card? How do you feel about such people?
Anokhina Yulia Viktorovna.
Literature
8th grade.
Literature textbook in 2 parts.
V.Ya. Korovina
V.P. Zhuravlev
V. I. Korovin
Moscow "Education" 2007
Base
Lesson topic: extracurricular reading... A.S. Pushkin "The Queen of Spades". The problem of man and fate. The system of character images in the story.
1 hour.
Lesson Objectives:
Personal
perfection spiritual and moral qualities, respect for Russian literature;
improving the ability to solve cognitive tasks using various sources of information.
Metasubject
develop the ability to understand the problem, put forward a hypothesis;
develop the ability to select material for argumentation own position, formulate conclusions;
develop the ability to work with different sources of information.
Subject
develop the ability to understand the connection between literary works and the era of their writing, to identify the timeless inherent in the work moral values and their modern sound;
develop the ability to analyze literary work, determine its belonging to one of the literary families and genres;
develop the ability to understand and formulate the theme and idea of the work, the moral pathos of the work;
develop the ability to characterize heroes, compare the heroes of one or more works;
consolidation of the ability to determine the elements of the plot of the work, the role of the figurative and expressive means of the language;
consolidation of the ability to understand the author's position and formulate his position in relation to it;
consolidating the skill of answering questions about the text read, conducting a dialogue
consolidation of the ability to write an essay related to the problems of the studied work.
During the classes
I awakened good feelings with my lyre ...
A. Pushkin
1. Statement of the hypothesis.
We have recently analyzed the novel by A.S. Pushkin " Captain's daughter”. What moral concepts did the poet think about with the help of the plot of the work?
(honor, dignity, loyalty in friendship and love, the ability to thank, generosity)
The topic of today's lesson is “Moral problems in the story of A.S. Pushkin's "The Queen of Spades". What moral categories does the author think about in this work? How do these works have something in common?
2. Historical background the story "The Queen of Spades"
The story "The Queen of Spades" was written in 1833, i.e. three years earlier than The Captain's Daughter. The story has a background.
Prehistory of the story "The Queen of Spades" (student's story)
A) A curious incident that became known to Pushkin gave impetus to the plot of The Queen of Spades. The poet told his friend Nashchokin that the main plot of the story was not fictional. The young prince Golitsyn told him how he once lost a lot at cards. I had to bow to my grandmother Natalya Petrovna Golitsyna, a haughty and domineering person (Pushkin was familiar with her), and ask her for money. She gave no money. But she graciously conveyed the supposedly magical secret of three winning cards, told to her by the well-known Count Saint-Germain at one time. The grandson bet on these cards and won back.
What did Pushkin change in the story he heard from Prince Golitsyn? What new characters did you introduce? Why does Pushkin, in contrast to Golitsyn's anecdote, the main character- not Russian by origin, the old woman and Hermann are not relatives, why was the image of Lisa introduced? And the ending of Pushkin's story does not at all resemble the rosy end of Golitsyn's card adventure - the hero goes crazy.
B) A prepared student talks about the time when the story was written (1833)Annex 1
Who is on the throne? What is the social atmosphere? What are young people of that time interested in?
3. Card games . Appendix 2
A prepared student's story about card games popular in the 30s of the 19th century.
Card terms. Appendix 3
Dictionary work. Appendix 4
4. Analysis of the story
Hermann's image
F.M. Dostoevsky, a writer of the mid-19th century, said: “We are pygmies before Pushkin, there is no such genius between us! What a beauty, what a power in his imagination! I recently reread his The Queen of Spades. Here's a fantasy! With a subtle analysis, he traced all the movements of Hermann, all his torments, all his hopes and, finally, a terrible, sudden defeat. "
Let us and we try to analyze the image of Hermann and try to understand why his fate ended this way.
Table 1. Hermann's character (homework). Appendix 5
What conclusions can be drawn from the table?
(Hermann's behavior is completely opposite to his state of mind. He sealed his feelings and emotions with strict frames of the correct, in his opinion, behavior. Outer shell Hermann will not be able to restrain for a long time those raging internal forces that he is trying to pacify. By keeping his emotions out of the way, Hermann brings closer the tragedy of inconsistencies that will inevitably break out.)
Why does Hermann need money?
(“... convinced of the need to strengthen his independence,” with the help of money he wants to achieve “peace and independence.” This is the way up, a means of moving out of the unknown. And this is evidence of pride.)
What is the purpose of Hermann's life?
("Peace and independence")
Pride - excessive pride, arrogance, arrogance, selfishness. In Orthodoxy, pride is one of the eight sinful passions.
Are Hermann's Claims of Wealth Fair?
(Hermann keenly feels his social inferiority and, at the same time, internally superiority over the carefree lifebringers from among the aristocratic youth.)
How can Hermann get rich?
Table 2. Ways of acquiring wealth (homework).Appendix 5
Which way is more difficult?
Which path seems to Hermann the most promising?
What does Hermann play with in his life?
(with fate)
An interesting question is: why did Pushkin make his hero a German? The writer felt the first steps of the disease that had just begun to penetrate into Russia at the beginning of the 19th century, but Europe already lives on it - the thirst for momentary enrichment, the power of money in a world where some values are being replaced by others. The theme of The Queen of Spades is the destructive power of the gold rush.
The composition of the story
(In the second chapter, Lizaveta Ivanovna asks Tomsky if Narumov is an engineer, since for a week she has seen an unknown engineer under the windows of the house. It was Hermann.)
The reader sees the same episode from two points of view - Lizaveta Ivanovna and Hermann. The heroine perceives Hermann as a possible lover:
(“His black eyes sparkled from under his hat,” Lisaveta Ivanovna, noticing Hermann, “got into the carriage with inexplicable trepidation.”) In the same second chapter, thinking about an anecdote with three cards, choosing on which path he can achieve peace and independence, Hermann approaches, without noticing it, to the countess's house. And then Hermann “trembled”. Returning home, he has a dream. Writers often use this technique to reveal the true essence of characters, their goals, interests, and the future.
What dream does Hermann have? What is the role of this dream in the plot?
As Pushkin writes, "an unknown force seemed to attract" Hermann to the countess's house. When the hero saw Lizaveta Ivanovna in the window, "this minute decided his fate."
How do you understand this?
(Hermann decided to use the girl's feelings to get into the countess's house.)
So Hermann is breaking what moral law?
(You can't use a person's feelings. You can't use a person like a toy. It's dishonorable, dishonorable.)
In this sense, it is worth paying attention to the epigraph to the second chapter. What role does he play?
(Between love and money, Hermann chooses the latter.)
The image of Lizaveta Ivanovna
Why, from your point of view, was the image of Lizaveta Ivanovna introduced into the plot of the story?
(This is how the theme of love enters the story, and it collides with the motive of money, games.)
In the story, the reader sees two interiors: the old countess and her pupils. Compare how they differ?
(In the description of the countess's room, the author names the items of her dress: a jar of blush, a box of hairpins, a cap with ribbons and many other things. Time has left its mark on everything: faded damask chairs and sofas, with gilding gone, fans and various ladies' toys invented at the end of the last century. The abundance of ladies' trinkets testifies to social life, to the desire to follow me, to make me respect myself. The interior reveals to the reader the essence of the countess: on the one hand, a rich society lady, on the other hand, a proud old woman who is out of date.)
The images of the Countess and Lizaveta Ivanovna are compared in the story according to the principle of antithesis. What conclusion can be drawn when comparing these images?
(Comparison of the interiors of the heroines' rooms speaks of a deep social abyss between the countess and Lizaveta Ivanovna: “How many times, leaving quietly a boring and lush living room, she went to cry in her poor room ...” Screens in the girl's room are covered with wallpaper - in the countess's quarters the walls are upholstered Chinese wallpaper; Liza has a painted bed and a tallow candle - in the countess's chambers there are damask sofas and armchairs, a golden lamp.)
Table 3. The character of Lizaveta Ivanovna (homework).Appendix 5
What do the images of Lizaveta Ivanovna and Hermann have in common?
(The heroes are united by the discrepancy between ambitions and social origin. They understand that they deserve a better existence, that they have many things that give a person respect and power. But such people had to make their own way in life. But the desire to realize their desires to achieve success leads heroes to the line of the crime of the moral law.Hermann uses the feelings of Lizaveta Ivanovna to achieve wealth, which, in his opinion, will make him successful in life, that is, he will achieve "peace and independence", and Lizaveta Ivanovna comes to understand that she became “the blind helper of the robber, the murderer of her benefactor.”)
The images of Hermann and Lizaveta Ivanovna are related by mystery, mysticism, passion. They live by dreams, ideals. Both of them are tempted by another, better life.
What role did the image of St. Petersburg play in this, in which the events of the story take place?
(St. Petersburg becomes more than once a hero in Russian classics. Often mystical events and tragedies take place in this city. The motive of madness is associated with the image of St. Petersburg.)
If for Herman Lizaveta Ivanovna is the way to the house of the old countess and a way of acquiring wealth, then for Lizaveta Ivanovna Hermann can also become a way to find freedom, independence and peace.
In the epilogue, the reader learns that a poor relative is being brought up in the house of Lizaveta Ivanovna. Why do you think Pushkin mentions this detail?
The motive of the game.
English theologian and historian of the 17th century. Thomas Fuller once remarked: "He who leaves everything to chance turns his life into a lottery." And then life resembles a game of life. What is a game?
Write an associative series
(fun, serenity, lottery, winning, losing, chance ...)
Choose the significant one from this range.
To achieve wealth through a card game, Hermann is involved in a love game. He wants to become the lover of the old countess, he makes an innocent girl a toy in his hands. And here we are not talking about real feeling. And where there is no real feeling, no real life.
Is the idea supplanting the living life of Hermann? How about this at the beginning of the fourth chapter?
The images with which Tomsk compares Hermann - Mephistopheles and Napoleon are not accidental either.
(Hermann offers the countess, in exchange for the secret of three cards, to take her sin on her soul. And this is Mephistopheles' motive. After all, it is the spirit of darkness that tempts a person.)
And Lizaveta Ivanovna herself notices the resemblance between Hermann and Napoleon. At what point? Why is it important to pay attention to these details?
In a conversation with Liza about Hermann, Tomsky says that “on his conscience at least three atrocities”. What do you think?
(Countess, Lisa, Hermann himself. After all, he himself deprives himself of real life and in the end goes mad.)
Climax
What episode in the story can be called the culmination?
(playing in Chekalinsky's house)
Why is this scene a duel? With whom or with what was this fight?
With Chekalinsky, the old countess, with fate, with yourself?
Honor and ambition.
In the same 1833, when Pushkin wrote the story "The Queen of Spades", he created the poem "The Bronze Horseman", in which Eugene, the hero of the work, "came home", pondered for a long time.
What was he thinking? About,
That he was poor, that he was
He had to deliver himself
And independence and honor ...
What word is also present in the story "The Queen of Spades"? (independence)
But the word honor is absent in "The Queen of Spades", but there is the word "ambition". ("He was secretive and ambitious")
Honor (according to the dictionary of V.I. Dahl) is the inner moral dignity of a person, valor, honesty, nobility of soul and a clear conscience. Slide 26
Ambition or ambition (according to the dictionary of V.I. Dahl) - a sense of honor, pride; pride, arrogance, arrogance, the demand for external signs of respect, honor.
Find synonyms for ambition. (vanity, desire for fame)
What desire do we call vain? (in vain)
In what work of Pushkin does the concept of honor become key and is included in the epigraph? ("Captain's daughter")
5. Final
The number three becomes the key in the story. When is it mentioned?
How did Hermann want to achieve “peace and independence”?
(calculation, moderation and hard work)
But the hero abandons these categories and chooses cards, luck and crosses the line of morality, begins to live without honor. He makes his moral choice. And at the end, the queen of spades and punishment awaited him.
Why did Pushkin change the original name “Blank Shot” to the current one?
(The image of the queen of spades is not only the name of the card in the deck, but also retribution for the rejection of moral categories, of honor, for betraying oneself.
6. Results
What moral concepts does Pushkin think about in the story "The Queen of Spades"?
This problem is eternal, because a person is always waiting for a temptation, everyone will have to make their choice sooner or later.
7. Reflection.
Continue sentences:
1. I realized that ...
2. I didn't know that ...
8. Homework
Mini-compositions -
What is our life? The game?
Games not played.
Who is Hermann: culprit or victim?
DURING THE CLASSES
Entry-motivation
Our previous lesson was devoted to the story "The Queen of Spades" by Alexander Pushkin. Why was the gambling card game perceived as a social model? (The fight between two opponents: in a card game it is a ponter and a banker, but in life it is a person and fate, an event, some unknown factor. The player makes decisions without actually having any information about the opponent. Thus, the ponter does not play with a different person, but with a dummy figure in the hands of fate. The thought of fate, of chance, of luck, of a person's connection with them ensures a win.)
Lesson topic."Man and Destiny" (based on the novel "The Queen of Spades" by Alexander Pushkin). We ask questions about the topic, we try to raise the central problematic question.
Problem pushing
Students ask questions about the topic, look for the difference between the concepts of “question” and “problem”, determine what problem is hidden in the topic of the lesson-research. As a result of a short discussion, students come to the formulation of a problem: "What does a person's life depend on?"
Problem analysis
Students read the problematic question and underline in it those words that will help to find a solution to the problem (“what”, “depends on”, “life”). Go to the choice of hypotheses.
Putting hypotheses
Students find out what a hypothesis is and what it should be based on. After a preliminary discussion, hypotheses are put forward. Students choose the assumption that they consider to be a solution to the problem raised.
Confirmation or refutation of hypotheses
Students work on the hypotheses put forward, think over the facts that confirm them.
Public advocacy and correction of hypotheses
Own opinions are presented, questions are asked, adjustments are made.
Character
Hermann's nature is contradictory; prudence and passion are at the same time inherent in him. On the one hand, he, setting the goal of his life to enrichment (“... money is what his soul craved for), relies on“ calculation, moderation and diligence ”(“ I didn’t touch on interest, he lived on one salary, not allowing himself the slightest whim ”); on the other hand, “strong passions and fiery imagination” are also traits of his nature (“In his soul he is a player”), which is why he sits for hours at the card table, watching the game. Two fixed obsessions took possession of him: the desire for enrichment and the mystery of the three cards.
Hermann is ready to achieve his goal by any means. No wonder Tomsky says about him: "He has the profile of Napoleon, and the soul of Mephistopheles." Having accidentally learned about the secret of the three cards, he decides by any means to find out from the countess, deceiving Lizaveta Ivanovna, penetrates into the old woman's bedroom and becomes the cause of her death. Going to the funeral, he does not feel remorse. Hermann fears "that the dead old woman might have a harmful effect on his life."
Hermann starts the card game, because he calculated everything: “mystical three, seven, ace” must surely bring him a win. But at the last moment, apparently, the passionate side of nature let him down - and he turned off.
Free choice
Hermann's goal in life is enrichment. The hero is faced with a moral choice: he can achieve the goal "by calculation, moderation and diligence" or big win into cards. He chooses the quick and easy way - the game. When the countess reveals the secret to Hermann, she again confronts the hero with a choice: he must marry Lisa, he must bet one of three cards once a day, after winning he must never play cards again, that is, overcome his passion. Hermann again makes a choice in his favor: he is not going to fulfill the conditions of the countess, he is thinking about how to dispose of the winnings.
Hermann turned off, because he throws people out of his life, like playing cards, because he never gave up his interests. By making his choice, he develops the worst side of his nature, so his madness is a consequence of his choice, which develops his immorality.
Happening
Fate is the course of life events that do not depend on a person. A chance is something that appears unexpectedly. Chance plays a huge role in The Queen of Spades at the ideological level. A lot of accidents happen to Hermann: by chance he learns about three cards, by chance he gets to the house of an old woman, as if by chance he gets the Queen of Spades. Fate tests the protagonist by sending him accidents. The last accident (a queen of spades instead of an ace) becomes a regularity, since it is a punishment for an immoral choice.
The character, moral choice and fate of a person turn out to be interconnected. What is the dominant feature among these components?
The dominant feature is the person's choice.
What role does chance play on the compositional and plot level?
Chance is at the heart of composition and plot.
Composition
The card game is like a social model. The fight between two opponents: ponter-banker, man-chance.
Plot
Life and the world develop according to their own laws. Bursting into life, chance revives it, plays a decisive role for one person, but the world continues to live by its own rules. Hermann loses and goes mad, and the card game continues quietly; chance determines the plot.
General conclusion
What does a person's life depend on in the story "The Queen of Spades"? A person's life is influenced by his nature, moral choice, fate. They are all interconnected, but the dominant choice is still a person's choice. A "lifestyle" is able to "develop, enhance or stifle natural human qualities."
Homework. Compare the poem of Alexander Pushkin " Bronze Horseman"And" Nevsky Prospect "N. V. Gogol.
Reflection(possible in writing).
Have you ever wondered what role chance plays in a person's life?
How did you solve it for yourself?
Are you satisfied with the course of the discussion, your participation in it?
Abstract of a literature lesson in grade 8
based on the story of A.S. Pushkin's "The Queen of Spades"
Topic: "This person has at least three evil deeds in his soul."
Epigraphs for the lesson:
-I am not able to sacrifice the necessary
the hope of acquiring the surplus.
-I am ready to take your sin on my soul.
- ... he has the profile of Napoleon, and his soul
Mephistopheles.
Goals:
- Educational: Analyze the image of the main character of the story, consolidate the experience of analyzing the episode. Developing: language analysis of text fragments. Educational: the theory of selfishness and calculation is destructive, an immoral person always bears punishment.
Analysis of the text on the issues:
Did you like the story of A.S. Pushkin?
C Is it up-to-date, in your opinion?
Did you know that the plot of the story (complex, philosophical, symbolic) is based on a curious incident (anecdote)?
A curious case (anecdote) that became known to Pushkin / Pushkin told his friend Nashchokin that the main plot of The Queen of Spades was not fictional. The young prince Golitsyn told him how he once lost a lot at cards. I had to bow to my grandmother Natalya Petrovna Golitsyna, a haughty and domineering person (Pushkin was familiar with her), and ask her for money. She gave no money. But she graciously conveyed the supposedly magical secret of three winning cards, told to her by the well-known Count Saint-Germain at one time. The grandson bet on these cards and won back.
In the boastful story, Pushkin caught the plot, or rather, the grain of the plot.
What is the hero of the story about the words that I made in the topic of the lesson?(about Hermann)
What are the key words in the topic?(soul, villainy)
What questions do you think we should answer in order to expand the topic?
(What kind of man is Hermann? What kind of character is he? What is going on in his soul? And what atrocities are we talking about?) Well done! That is, we must trace all the movements of Hermann's soul, all his torments, all his hopes and, finally, a terrible, sudden defeat.
Now let's turn to the text.
In what setting do we first see Hermann?What does he say about himself that others? (Answers of children. We read: "The game interests me strongly, - said Hermann, - but I am not able to sacrifice the necessary in the hope of acquiring the superfluous."EPIGRAPH 1. LIFE CREDIT OF HERMANN. (open) Tomsky about him: "Hermann is German: he is calculating, that's all!" The author about the hero: “... did not allow himself the slightest whim. However, he was secretive and ambitious ... he had strong passions and fiery imagination, but firmness saved him from the ordinary delusions of youth ... "
Let's write out the keywords, characterizing the nature of the hero: prudent, secretive, ambitious, strong passions, fiery imagination, firmness... Let us draw the attention of the students that Hermann, speaking about himself, already then calls these cards, they are hidden in the verbs MORNING, UMERIT, DELIVER QUIET AND INDEPENDENCE.
What kind of person appears before us?(Whole or complex, maybe they will pick up another word) Conclusion: We have before us a psychological portrait of a person who is in many ways contradictory: passion and restraint, fiery imagination and secrecy are combined in him.
What Tomsky tells the story of his grandmother, and how does Hermann react to her?(About three cards, "fairy tale")
In dreams, the subconscious in a person is often revealed. Read Hermann's dream. What conclusion do we draw about the hero? Where does he see the meaning of life? ( C part in wealth, selfish person, mercantile).
What is our hero ready for for the sake of enrichment?
(To become the lover of an old woman, to take on someone else's sin, to kill). Second epigraph (open). Please comment on it. (A man without moral principles, ready to sell his soul to the devil).
To whom does Tomsky compare Hermann at the ball? Third epigraph (open). Comment on these words.
Is it by chance that these three quotes I offered you as an epigraph to our lesson?(The whole essence of Hermann's personality is very succinctly revealed in them).
14.
Who is Lisa?
What role does his relationship with Lisa play in revealing Hermann's inner world?
(The students' answer consists of a retelling-analysis of episodes related to the relationship between Lisa and Hermann. The students conclude that Hermann is playing with love. He has calculations everywhere, even in relationships with a girl. Love is a moral category - it is used as a means of achieving material values. Lisa - the key that helps Hermann to enter the old woman's house)
15. Did the Countess reveal her secret? How does Hermann behave while waiting for and during the meeting?(Perhaps referring to the analysis of the episode (nature). Does he feel remorse after the death of the Countess?
16. What is the ending of the story? Did Hermann manage to enrich himself?
17. What is Hermann punished for? Turning back to the topic of the lesson, what three atrocities are we talking about?(The involuntary murder of an old woman, the murder of faith in love, the murder of the soul).
Output:
18. What moral lesson can we learn from the story?
(An immoral person always receives a well-deserved punishment. Gambling destructive. Do not challenge fate.)
Homework (by options):
1. Analyze epigraphs, what is their role in the text?
2. Write in a notebook all quotations containing numbers.
3. Compare the paintings of St. Petersburg by Hermann and the Countess (interior, lifestyle).
Lesson materials:
Payment
Moderation
Hard work
PEAK LADY -
secret ill will
Elizabeth – from the Hebrew "worshiping God"
3 atrocities:
- murder of faith in love (LISA)
- murder (involuntary) of an old woman
- killing the soul (HERMANN)
Napoleon – the embodiment of the desire for power.
Mephistopheles - tempter, seducer, devil. Ambition- seeking external honor, respect, honor, honors, external and low motivation.(V.I.DAL)HONESTY MAN- passionate about ranks, distinctions, glory, praise and therefore acting not on moral convictions. (V.I.DAL)
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