Short-term plan for the Russian language and literature "V. Rasputin's story" French lessons ". Rasputin, analysis of the work French lessons, plan" French lessons "detailed plan

10.12.2020

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Retelling plan

1. The boy leaves his native village for the regional center to continue his education.
2. Difficult life of a hero in the city.
3. Fedka, the owner's son, introduces him to the guys who play for money.
4. The boy learns to play chiku, starts winning and buys milk with the money he won.
5. The hero is beaten by dishonestly playing guys.
6. Tishkin tells the teacher that the boy is playing for money.
7. Lydia Mikhailovna begins to study French with him individually.
8. The boy receives a parcel of pasta.
9. The hero of the story is making progress in French.
10. Lydia Mikhailovna teaches him to play "measurements".
11. The boy wins again the money for which he buys milk.
12. The headmaster learns about the game.
13. Lydia Mikhailovna leaves. A package with pasta and apples.

Retelling

In the hungry post-war years, the hero comes from the village to the regional center to continue his studies. He enters the fifth grade, lives with his mother's acquaintances, suffers from malnutrition, loneliness and homesickness. In order to somehow feed himself, the hero begins to play "chiku" with local boys and quickly realizes that this game is dishonest. But he has no way out, he himself plays fairly and wins only a ruble each time - for milk. He is not forgiven for fair play: the hero is meanly and cruelly beaten.

At school, you have to explain the consequences of the fight - a broken face. The hero does not tell the truth, but he also lies awkwardly - this reflects his natural honesty. The boy is threatened with expulsion from school, and he is afraid not so much of punishment as of shame, afraid of appearing to be an unreliable person. His teacher helps him out: she realized that the boy was simply starving, and decided to help him. She began by taking additional lessons in French with him.

The author uses the method of antithesis (opposition). An intelligent, beautiful, well-dressed woman, who is not spoiled even by slightly squinting eyes, "was not a teacher of any arithmetic, nor of history, but of the mysterious French language, from which something special, fabulous, beyond the control of anyone and everyone, also emanated." Whom does she see in front of her? “A skinny, wild boy with a broken face, unkempt without a mother and lonely, in an old, washed jacket on sagging shoulders, which was just right on his chest, but from which his hands were far out, in altered from his father's breeches, hovered on the desk in front of her.” Yes, the student and the teacher are not alike, but they have something that unites them. Lidia Mikhailovna says: “Sometimes it’s useful to forget that you are a teacher, otherwise you will become such a beak and beak that living people will become bored with you. For a teacher, perhaps the most important thing is not to take himself seriously, to understand that he can teach very little. "

It quickly became clear to Lydia Mikhailovna that the student would not accept direct help, and then she herself decided to play with him for money - in "measuring", imperceptibly playing along, succumbing. Thanks to the money he won, he could buy milk again. In addition, the teacher aroused the boy's interest in French - he began to make significant progress.

Once Lydia Mikhailovna and the boy were caught by the headmaster of the school playing in the game. It was useless to explain anything to him. Three days later, Lydia Mikhailovna left the regional center and sent a parcel to the boy for the New Year: pasta and apples. He realized that he was not alone, that there were kind, sympathetic people in the world.

Analysis of the work

Valentin Rasputin became known to a wide range of readers as a "village" writer. He is primarily interested not in the innovations of our life, but in that ancient, primordially Russian, deep, that is leaving our life.

But besides this, he also portrayed the hardships that fell on the shoulders of the peasants, which could not but be reflected in children's lives. In the story "French Lessons" Rasputin describes the difficult, half-starved life of a village boy. His mother tries her best to educate him. At the age of eleven, he begins an independent life. And although he is a very good student, hunger remains his constant companion. He was terribly thin, so that even his mother was afraid of him. He perfectly understands that it is not easy for her, so he hides the hardships of his life from her, tries not to upset her with complaints. He knows perfectly well the value of money, the price of each package to his mother. Such a small, not yet psychologically strong man, nevertheless, has a hard inner core that does not allow him to break under the blows of fate. He proudly and steadfastly endures hunger, rejects the help of the teacher Lydia Mikhailovna. He also tolerates humiliation from the Chica players. This game at one point becomes his only hope for survival. But the cruelty of his peers forces him to leave the field of play.

Lidia Mikhailovna helps him out. French lessons are transferred from school to her home. And here the teacher herself invites the boy to play. She perfectly understands that the little proud man will never accept her gifts. Therefore, she gives him the opportunity to honestly earn them, win. It is with this thought that he calms himself down, taking money. Young, but already wise and quick-witted, she first plays along with the boy, and then, realizing how offending him, she begins to cheat right in front of his eyes. This convinces him of the honesty of the money he earned. “I immediately completely forgot that only yesterday Lidia Mikhailovna tried to play along with me, and only made sure that she did not deceive me. Well well! Lydia Mikhailovna, called ".

Thus, French lessons will become lessons of kindness, generosity, although not appreciated, not understood. The ending of the work is sad. Lydia Mikhailovna was dismissed and left for her homeland. But even there she does not forget about her student, sends him a parcel with pasta, and at the bottom, as the boy guesses, are three apples. Sadness slips into the final lines: the boy had seen them before only in the picture.

Rasputin thinks about the fate of children who took on their fragile shoulders the heavy burden of the era of coups, wars and revolutions. But, nevertheless, there is kindness in the world that can overcome all difficulties. Belief in the bright ideal of kindness is a characteristic feature of Rasputin's works.

Plan

1. A village boy arrives at school. She studies well.

2. Because of his poor existence and constant hunger, he begins to gamble. For luck in the game, he is beaten.

3. The teacher Lidia Mikhailovna makes him study additional French.

4. At her house, they start gambling. The boy again has funds for food.

V.G. Rasputin. "French lessons".

The spiritual subtlety of the teacher. Her role in the boy's life

The purpose of the lesson: analyzing the text, show the students the teacher's soulfulness and sensitivity; to reveal the moral laws by which the heroes of V.G. Rasputin live; to identify the author's position and the point of view of students on the problems raised by the author in the work; to form the ability to analyze a work of art, to develop communication skills and abilities of students, to continue work on the development of the speech of students; to foster a sense of respect for the older generation, moral qualities in students.

Equipment: portrait of the writer performed by I. Glazunov, interactive equipment, presentation, video clips from the film "French Lessons" (director E. Tashkov), recordings of songs, handouts (mini-dictionaries with the interpretation of the words "prototype", "kindness", "conscience" , "Morality", "humanism", "lesson"; syncwine sample).

The smarter and kinder a person is, the more he notices goodness in people.

L.N. Tolstoy

During the classes

I. Organizational moment.

Hello those who go to school every morning with joy, because they believe that discoveries await them here, loyal friends and wise mentors - teachers!

Hello, and those who go to school not with a great desire, because they think that teachers are too strict with them.

I think that by the end of our today's lesson, there will be many more of the first of you.

And the wise writer, our contemporary Valentin Grigorievich Rasputin and his story "French Lessons" will help us in this.

II. Announcement of the topic and purpose of the lesson.

(Slide number 1: four key terms "PROTOTYPE", "TEACHER", "ACT", "KIND").

1. Question to students.

Please tell me, by the proposed keywords, can you determine what will be discussed today in the lesson?

(Students try to formulate the topic of the lesson using the suggested keywords).

2. Writing in a notebook the date and topic of the lesson.

(Slide number 2: topic of the lesson; slide number 3: portrait of V.G. Rasputin and the epigraph to the lesson).

Musical accompaniment of the teacher's words - the song "Teacher's Waltz".

3. Word of the teacher.

Today in the lesson we will try to reveal the spiritual values, moral laws by which the heroes of Rasputin live in the story "French Lessons", to identify the author's position and your points of view, we will continue to learn to analyze a work of art and work on the culture of speech.

V. Rasputin's work invariably attracts readers, because next to the ordinary there are always spiritual values, moral laws, unique characters, author's reflections about life, about man, about nature, which help us discover in ourselves and in the world around us inexhaustible reserves of goodness and beauty ... As an epigraph to our lesson, we will take the statement of Leo Tolstoy "The smarter and kinder a person is, the more he notices goodness in people", which expresses the essence of the lesson.

III. Work on the topic of the lesson.

1. Question to students.

What do you think a real teacher should be?

(Checking homework. Essay-miniature: "What should be a real teacher").

2. The word of the teacher.

We will definitely return to this issue at the end of our lesson, having previously analyzed the image of the teacher in the work of V.G. Rasputin's "French Lessons". Perhaps something will change in your judgment.

Today we are divided into 4 groups, each of which received its tasks on cards. And within the group, you already independently decided who prepared what questions.

(The teacher introduces the groups and briefly comments on the assignments given to them in advance).

1 group "Theorists": the prototype of the teacher's image and vocabulary work (the meanings of the words "prototype", "kindness", "conscience", "deed", "morality", "lesson" had to be written out and provided with handouts to the whole class).

Group 2 "Researchers": worked on the image of the teacher in the work on the following episodes:

Portrait of a teacher;

Classes with Lydia Mikhailovna (staging an episode);

Package (demonstration of a video clip from the movie "French Lessons");

Money game.

3 group "Moralists": tried to solve the moral issues raised by the author in the work.(Questions are provided by the teacher in advance).

4 group "Artists": created a slideshow about their high school years and had to continue the sentence:"From my point of view, the lesson is ..."(using different meanings of this word)

The story of V.G. Rasputin's autobiographical. He dedicated it to his teacher. Before we listen to the message of the first group of students about the history of the creation of the story, I would like to find out from you what the concept of "prototype" is.

(Student responses using dictionaries created by group # 1).

3. Message from a student of group No. 1 “PROTOTYPE Lidia Mikhailovna”.

(Slide number 4: photo by LM Molokova. Musical accompaniment of the song "Teachers have no time to grow old").

See Appendix to lesson # 1.

4. Questions to students of group number 2:

Describe the teacher's appearance in the work?

(Students read the teacher's description.)

(Slide number 5: portrait of the teacher - still from the movie "French Lessons")

What feelings does the description of the portrait of Lydia Mikhailovna evoke in you?
What feelings did Lydia Mikhailovna evoke in the hero?
What burdens the hero, who was painfully awaiting a conversation with Lydia Mikhailovna after the fight?

(Students should note that the portrait of the teacher is given through the perception of the protagonist: “She was sitting in front of me, all neat, smart and beautiful, beautiful in clothes, and in her feminine youth, which I vaguely felt, I could smell perfume from her , which I took for the very breath ... "" Lydia Mikhailovna was then, probably, about 25 years old or so; I remember well her correct and therefore not too lively face with narrowed eyes to hide the braid in them ... "The key words will be phrases: "squinting attentive eyes", "beautiful", "carefully examined the class", which speak of the teacher's caring attitude to her work. She spoke a little, correctly, asked questions, as she always tried to understand the situation. The teacher is shown to be unusual, intelligent. Her image is a little elevated by the author).

5. The word of the teacher.

There was only an elementary school in the village, and the hero went to the regional center to get further education, it was hard to endure hunger, the homesickness was terrible, the boy starts playing for money, after practicing, he realizes that he can win money and spend it on milk.

Lydia Mikhailovna is trying to find out the reasons for what happened with a joke, realizes that the boy is deceiving her and decides, after lessons, to find out the reasons for what happened.

How does she do it, let's see!

(Slide number 6: Still from the movie "French Lessons")

6. Dramatization of an episode from the work "Conversation of Lydia Mikhailovna with the main character after the fight"

(Dramatization of the episode performed by students of group No. 2).

7. Questions to students of group number 2.

Why does Lydia Mikhailovna begin to study with the boy? Was it only because of his failures in French?
How does Lydia Mikhailovna try to help the main character?

(At first, the hero was wary of the teacher, since he did not assume that there could be a trusting relationship between the teacher and the student. Then he realized that Lydia Mikhailovna wanted to help him. The teacher singled out the hero among other students for his ability, inclination and interest in learning , she saw the boy's self-sufficiency and self-esteem, which developed early in him. “How many well-fed loafers in our school who do not understand anything ... and you are a capable boy, you cannot leave school.” She was looking for different ways, how to help a boy out without hurting his self-esteem).

8. Demonstration of the video clip "Sending".

(Stills from the movie "French Lessons")

9. Questions to students.

Why did the teacher fail with the parcel?
Why does the hero refuse to send? Do you think he is doing the right thing?
Expand the position of the teacher who did not sign the package for her student, and the position of the hero who refused the gift he received.
Did the teacher manage to find a way to help the boy without infringing on his pride?

(Slide number 8. Game of the protagonist and the teacher).

Why does Lydia Mikhailovna start playing with the boy for money?
How is the nature of their relationship gradually changing? Whom does the main character find in the person of Lydia Mikhailovna?

(The teacher offered to play for money out of compassion for the boy, and when the director came, she behaved strictly, without losing her self-esteem. This makes her akin to the main character of the story).

How does the game end?
How does the teacher behave during the arrival of the principal?
How do you understand the words of the author: “Why do we, just like before our parents, feel our guilt before our teachers every time? And not for what it was at school - no. And for what happened to us after?
What feeling is the writer talking about? (Answers of students of group No. 3).
what is “CONSCIENCE”?
what are the meanings of the words "ACT" and "HUMANISTIC"(Answers of students of group number 1)
What is the humanistic significance of Lydia Mikhailovna's act? (Answers of students of group No. 3).
How can you explain the words of the writer: "I wrote this story in the hope that the lessons taught to me in due time will fall on the soul of both a small and an adult reader"?(Answers of students of group number 3).
What lessons do you think the hero has learned? Are French lessons only? (Answers of students of group No. 4).

10. The word of the teacher.

Our group number 4 tried to find all the meanings of the concept "LESSON" and translate them into a sentence: "From my point of view, the lesson is ..." Let's listen to what they did.

11. Students reading received sentences.

(Sample answers:

training hours in the schedule;
sprouts of kindness in a person;
experience of communicating with a teacher;
conclusions, life observations;
changes, spiritual growth of a person;
the results of events, thoughts, experiences, actions).

12. The word of the teacher.

We come to the conclusion that the spiritual experience of a person, which is acquired throughout his life, is important for a writer.

What is the interpretation of this word "LESSON" in the dictionary?(Answers of students of group number 1).

The boy received lessons of goodness and courage, not only studied French additionally, but also received life lessons: he learned to forgive insults, gained the experience of experiencing loneliness. He realized that true good does not require a reward, it is disinterested, good has the ability to spread, be transmitted from person to person andreturn to whomever came from. He learned a lesson in selfless kindness, caring and courage. Lydia Mikhailovna opened a new world for the boy, where people can trust each other, support and help, share sorrow and joy, and get rid of loneliness. He learned that there is kindness, compassion and love in the world. These are spiritual values. French lessons turn out to be kindness lessons.

What does the concept of "KINDNESS" mean in the dictionary?(Answers of students of group number 1)

I invite you to express your thoughts on kindness in writing syncwine.

So, "KINDER" ...

13. Compilation of syncwines by students to the concept of "KINDNESS".

(Musical accompaniment of students' work - Song of Kindness).

(Slide number 9. Syncwine sample).

(Using the handout - syncwine sample -see Appendix to lesson number 2).

14. Presentation of pupils syncwines.

15. Word of the teacher.

What, in your opinion, should be a real teacher?(Student responses)

(Slide number 10: with the last frame from the film - a parcel with apples and pasta; accompanied by the words of V. Sukhomlinsky)

"Kindness, readiness to defend the weak and defenseless is, first of all, courage, fearlessness of the soul" (V. Sukhomlinsky)

A real teacher is one who helps his students to become human beings, just human beings. A real teacher is one who is remembered all his life. True goodness does not require a reward, does not seek direct bestowal, it is selfless. Good has the ability to spread, be transmitted from person to person and return to the one from whom it came.

The end of the story suggests that even after parting, the connection between people is not broken, kindness does not disappear:

16. Reading an excerpt from the work to the pre-prepared students of group No. 4.

(Musical accompaniment - the song "Farewell Waltz").

(“In the middle of winter, already after the January holidays, a parcel arrived at school by mail. When I opened it, taking the ax out from under the stairs again, there were pasta tubes in neat, dense rows. And below in a thick cotton wrap I found three red apples. Earlier I saw apples only in pictures, but I guessed that it was them. ")

17. Showing the students of group 4 a slide show about their school life and reciting poems about teachers.

(Slideshow of photos about school life in grade 6 - A, music accompaniment with songs about school).

See the Appendix to Lesson # 3 (Poems about Teachers).

Lesson summary.

Questions to students.

What made V. Rasputin write this story?
What did the teacher show by her example?
What is spiritual memory, the spiritual experience of humanity?
Does a writer pass on his spiritual experience to readers? Which?

(Student Assessment).

Homework.

Prepare a miniature essay "A Teacher in My Life".

Appendix to lesson number 1

Lydia Mikhailovna's prototype

The heroine of the famous story "French Lessons" by Valentin Rasputin lives in Nizhny Novgorod, her name is Lydia Mikhailovna Molokova.

By chance, schoolgirl Lydia Danilova ended up in Siberia with her parents during the war. Accidentally entered the department of French at the Irkutsk Pedagogical Institute. She was going to the university for the historic one, but she was embarrassed ... the walls of the future alma mater: the high, gloomy arches of the former building of the theological seminary seemed to press on the young girl. The applicant took the documents and went to the pedagogical. There were only places left in the French group ...

She happened to be in a regional school, in the remote village of Ust-Uda. It was the worst place one could get by assignment. And for some reason it went to a student with an excellent diploma. “For insolence,” explains the heroine herself.

In the sponsored eighth grade, the young teacher at first did not make a serious impression. The guys got naughty

Valya Rasputin studied in a parallel class. More serious disciples gathered there. The class teacher, mathematics teacher Vera Andreevna Kirilenko, apparently, did not give them a chance. “In fact, Rasputin, first of all, wrote his teacher from Vera Andreevna,” Lidia Mikhailovna believes. - "Beautiful, a little squinting eyes" - it's all about her. Discreet, neat, with good taste. They said she was one of the former front-line soldiers. " But for some reason Vera Andreevna disappeared from all the biographies of the writer.

Having worked the allotted three years, Vera Andreevna left Ust-Uda for the Kuban. And Lydia Mikhailovna had to shoulder the class leadership in the united ninth grade. Then Lydia Mikhailovna got married, lived in Irkutsk, raised two daughters. Soon her husband died, and she moved toSaransk, closer to mom. Lidia Molokova worked at Saransk State University for forty years. There were also business trips abroad: at first she worked as a Russian teacher in Cambodia, then she taught the language at a military school in Algeria. And then there was another business trip to France, during which Lydia Mikhailovna learned that she had become a book heroine.

And the work is dedicated to another teacher who gave her children her whole life, the mother of playwright Alexander Vampilov Anastasia Prokopyevna Kopylova.

Appendix to lesson number 2

Syncwine sample

First line	One noun	friendship
Second line	Two adjectives	Sincere, sincere.
Third line	Two verbs or action descriptions	Help, understand.
Fourth line	A phrase that shows a personal attitude to the topic	Real friends are few.
Fifth line	Synonym for the noun from the first line	Understanding

Appendix to lesson number 3

Poems about teachers

№ 1. Do you remember was around
A sea of colors and sounds.

From my mother's warm hands
The teacher took your hand.
He introduced you to first grade
Solemn and respectful.
Your hand and now
In your teacher's hand.
Book pages turn yellow
Changing the name of the river
But you are his student:
Then, now and forever!(K. Ibryaev)

№ 2. Teacher, the days of his life, as one,

You dedicate to the school family.

You are everyone who came to study with you,

You call them your children.

Favorite teacher, dear person.

Be the happiest in the world

Though sometimes it is difficult for you

Your naughty children.

You have rewarded us with friendship and knowledge.

Please accept our gratitude!

We remember how you brought us into people

From timid, funny first graders.

But children grow up, from the school bench

They walk the roads of life

And your lessons are remembered,

And they keep you in your heart.(M. Sadovsky)

No. 3. There are many of them -

Snub-nosed, dissimilar,

Flying into the school in a crowd.

And it's not easy with them. But still

Anyone is dear to his soul.

He led them

On the ladder of knowledge

He taught the country to value

And see through the far distances

And be friends with a clever book ...

Let someone become a builder

And someone is the master of the rivers,

But my heart believes:

will deliver

Five is tomorrow's century.

And, becoming adults, through the years

The guys will kindly remember

And his severity and care, -

Not an easy teaching job.(B. Gaikovich)

# 4. In class

Cold hands crumpled up my apron,

All has turned pale, the darling is trembling.

Grandmother will be sad: granddaughter

Suddenly - one!

The teacher looks as if he doesn't believe

These tears in the drooping gaze

Valentin Grigorievich Rasputin The smarter and kinder a person is, the more he notices goodness in people. L.N. Tolstoy

PROTOTYPE Lidia Mikhailovna Molokova

LIDIA MIKHAILOVNA The image of the teacher V.G. Rasputin "French Lessons"

FRENCH LESSONS

GAME Illustration for the story by V.G. Rasputin "French Lessons"

Creation of syncwine First line One noun Friendship Second line Two adjectives Sincere, sincere. Third line Two verbs or action descriptions Help, understand. The fourth line A phrase showing a personal attitude to the topic. There are few real friends. Fifth line Synonym for the noun from the first line Mutual understanding

Kindness, readiness to defend the weak and defenseless is, first of all, courage and fearlessness of the soul. V. Sukhomlinsky

Rasputin's story "French Lessons" is studied in the 6th grade at literature lessons. The heroes of the story are close to modern children with a variety of characters and a desire for justice. In "French Lessons", it is advisable to analyze the work by reading the biography of the author. In our article you can find out what the work teaches, familiarize yourself with a detailed analysis of the French Lessons plan. This will greatly facilitate the work in the lesson when analyzing the work, and you will also need to parse the story to write creative and test works.

Brief analysis

Year of writing – 1973.

History of creation- the story was first published in 1973 in the newspaper "Soviet Youth"

Theme- human kindness, indifference, the importance of a teacher in a child's life, the problem of moral choice.

Composition- traditional for the genre of the story. Has all the components from the exposure to the epilogue.

genre- story.

Direction- country prose.

History of creation

The short story "French Lessons", which takes place in the late forties, was written in 1973. Published in the same year in the Komsomol newspaper of Irkutsk “Soviet Youth”. The work is dedicated to the mother of a close friend of the writer Alexander Vampilov, teacher Kopylova Anastasia Prokopyevna.

According to the author himself, the story is deeply autobiographical, it was childhood impressions that formed the basis of the story. After graduating from a four-year school in his native village, the future writer was forced to move to the regional center of Ust-Uda to continue his studies in high school. It was a difficult period for the little boy: life with strangers, a half-starved existence, the inability to dress and eat as expected, the rejection of the village boy by his classmates. Everything that is described in the story can be considered real events, because this is the path that the future writer Valentin Rasputin traveled. He believed that childhood is the most important period in the formation of talent; it is in childhood that a person becomes an artist, writer or musician. It is there that he draws his inspiration for the rest of his life.

In the life of little Vali, there was the same Lydia Mikhailovna (this is the real name of the teacher), who helped the boy, tried to brighten up his difficult existence, sent parcels and played “parry”. After the story came out, she found her former student and the long-awaited meeting took place, with particular warmth he recalled the conversation that had taken place with Lydia Mikhailovna in adulthood. She forgot many things that the writer remembered from childhood, he kept them in his memory for many years, thanks to which a wonderful story appeared.

Theme

The piece rises the topic of human indifference, kindness and help to those in need. Problem moral choice and special “morality”, which is not accepted by society, but has a downside - light and disinterested.

The young teacher, who was able to consider the boy's misfortune, his deplorable situation, became a guardian angel for a certain period of his life. Only she considered the diligence and ability of the boy to study behind poverty. The French lessons she gave him at home became life lessons for both the boy and the youngest woman. She missed her homeland very much, prosperity and comfort did not give a feeling of joy, and “returning to a serene childhood” saved her from everyday life and homesickness.

The money that the main character of the story received in a fair game allowed him to buy milk and bread, to provide himself with the most necessary things. In addition, he did not have to participate in street games, where boys from envy and impotence beat him for his superiority and skill in the game. The theme of "French Lessons" Rasputin outlined from the first lines of the work, when he mentioned the feeling of guilt before the teachers. Main thought the story is that helping others, we help ourselves. Helping the boy, succumbing, cunning, risking her job and reputation, Lydia Mikhailovna realized what she herself lacked to feel happy. The meaning of life is to help, be needed and not depend on the opinions of others. Literary criticism emphasizes the value of Rasputin's work for all age groups.

Composition

The story has a composition traditional for its genre. The narration is in the first person, which makes the perception very realistic and allows you to introduce a lot of emotional, subjective details.

Culminating in there is a scene where the director of the school, not reaching the teacher's room, comes to her and sees the teacher and the student playing for money. It is noteworthy that the idea of the story is presented by the author in the philosophical phrase of the first sentence. It also follows from it problematic story: the feeling of guilt before parents and teachers - where does it come from?

The conclusion suggests itself: they put all the best in us, they believed in us, but could we live up to their expectations? The story ends abruptly, the last thing we learn is a package from the Kuban, which came to the boy-storyteller from a former teacher. He sees real apples for the first time in the hungry year of 1948. Even from a distance, this magical woman manages to bring joy and celebration to the life of a little man.

main characters

genre

The genre of the story in which Valentin Rasputin clothed his narration is ideal for depicting true life events. The realism of the story, its small form, the ability to plunge into memories and reveal the inner world of the characters by various means - all this turned the work into a small masterpiece - deep, touching and truthful.

The historical features of the time were also reflected in the story through the eyes of a little boy: hunger, devastation, the impoverishment of the village, the well-fed life of city dwellers. The direction of village prose, to which the work belongs, was widespread in the 60s-80s of the 20th century. Its essence was as follows: it revealed the peculiarities of village life, emphasized its originality, poeticized and in some way idealized the village. Also, the prose of this direction was characterized by a display of the devastation and impoverishment of the village, its decline and anxiety for the future of the village.

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Analysis rating

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Retelling plan

Retelling