• to bring to the consciousness of students the lessons of morality and tolerance inherent in the ideological content of the work;
• make everyone think about responsibility for their deeds and actions.

Equipment:

• the text of the story "Winter Oak";
• portrait of Y. Nagibin;
• drawing of a winter oak - on a blackboard.

Vocabulary work: on the blackboard - word tolerance and its lexical meaning.

During the classes

I. Introductory speech of the teacher.

The writer Nagibin passed away in 1994, but his wonderful books are with us. How long? Time will tell. But one thing is obvious - they are interesting to us, we read them with pleasure. And an example of this is the story "Winter Oak", which will be discussed today. You read this work at home, but now let's try to understand its ideological content.

II. Work with text.

Teacher activity	Student activities
1. Formulate the theme of the story.	Sample answers from students. I think that the main theme is the relationship between teacher and student, which changes during the course of the story.
2. How does the conflict begin?	Savushkin was late for a Russian lesson. This next student's lateness infuriates the young teacher. She decides to talk to Savushkin's mother.
3. What does the author tell us about Anna Vasilievna?	She's 24. She has been working for only two years, but has already gained fame as an experienced teacher. She is known, appreciated, respected. Anna Vasilievna herself is a good person, but she is a little self-confident.
4. Read the passage. “Lesson in studying the noun” He is interrupted by the late Savushkin. He then gives an unsuccessful, according to the teacher, example of a noun - "winter oak".	Reasoning about the teacher's irritation, the guys come to the conclusion that the conflict that had begun could be easily extinguished by asking the boy to tell about his example. Why exactly "winter oak"?
5. Referring to the lexical meaning "tolerance" written on the board. We read its meaning, discuss the importance of tolerance in our life.
6. We find in the text, as Nagibin conveyed the state of the boy at this moment. These words contained "a happy secret that an overflowing heart could not keep."	If Anna Vasilievna had listened! How, probably, it would be interesting to tell Savushkin about the winter oak! Everyone would run to look at him! Even an excursion to the forest could be organized, and then an essay could be written. But this is what a really experienced teacher would do. But Anna Vasilievna just decided to complain about Savushkin to his mother.
7. We read the dialogue between the teacher and the student.	Savushkin himself is going to accompany the teacher to his home. And chooses the familiar path
8. A lesson that the author of the story teaches very subtly to his heroes and to us, the readers.	"How difficult it is to find out the truth in the most trifling matter!"
III. Feature of the composition the story is that it is easily divided into two parts.
1. Find the sentence with which the second part begins and analyze it.	"As soon as they stepped into the forest and the spruce paws heavily laden with snow closed behind them, they were immediately transported to another, enchanted world of peace ..." There are no sounds in the enchanted world; there is an amazing stream with warm springs. There are amazing footprints in the white snow. Pupils say that now Savushkin reveals to his teacher the wonderful world of winter nature and patiently explains its secrets.
2. Time in this world moves at an unusual speed. At the same time, it seems to blur the feeling of time itself. It just doesn't exist! What is there? The beauty of the surrounding nature, which wraps up, makes you forget.	Now Anna Vasilievna, fascinated by the winter forest, forgot that she had to hurry to the student's mother. She is all in the power of the charm of nature.
3. The main surprise that the author is preparing is a winter oak. We read the description of the road to it, paying attention to the artistic means of description (epithets, metaphors, personifications).	Reading the description of the oak, we draw attention to its drawing made by a group of students. We listen to the artists telling what exactly they wanted to convey.
4.How did Savushkin talk about this tree in the Russian lesson?	"Just an oak - what! Winter oak - that's a noun!"
1. What feelings did Anna Vasilievn experience at the sight of this fabulous tree?	she "timidly stepped" towards him, and the "guardian of the forest" quietly swung a branch towards her.
2. Secrets of oak roots.	We read.
5. Oak is like the guardian of the forest, the owner. And man is the guardian of nature. Only kind, caring owners will nature give its riches and secrets. That is why Anna Vasilievna saw at this moment in her student "a wonderful and mysterious person." So, like him, to keep the peace on earth, to protect all living things.
	We read the teacher's inner monologue, in which she painfully says: "Is it possible to more clearly recognize your powerlessness?" The students conclude that Anna Vasilievna will now definitely change, she will not be condescending, as before, but truly attentive, kind, sensitive. She will definitely be a very good teacher! This day made Anna Vasilievna wiser and, as it were, older. Telling Savushkin that "the shortcut is not yet the most sure", that now he will have to walk on the highway, she draws conclusions for herself. Anna Vasilievna realized that early on she considered herself an experienced teacher, that “perhaps she didn’t take one step on the path for which a whole human life is not enough. And where does it lie, this path? Finding it is not easy and not easy” ... Students discuss their understanding of these words of Nagibin, give examples from life.

IV. Lesson conclusion follows from the reasoning of the teacher and students about the deep meaning of this little story, which is equally interesting for adults and children. They talk about how the meaning of the title of the story "Winter Oak" is understood. The theme of the story is again formulated, which turns out to be much broader than the simple relationship between teacher and student.

The snow that fell during the night covered the narrow path leading from Uvarovka to the school, and only from a weak intermittent shadow on the dazzling snow cover its direction was guessed. The teacher carefully put her foot in a small, fur-trimmed boot, ready to jerk her back if the snow deceived.

It was only half a kilometer to school, and the teacher only threw a short fur coat over her shoulders, and tied her head with a light woolen scarf. The frost was strong, and besides, the wind also flew in and, tearing off the young snow from the crust, showered it from head to toe. But the twenty-four-year-old teacher loved it all. I liked that the frost bites my nose and cheeks, that the wind, blowing under the fur coat, chills the body coldly. Turning away from the wind, she saw behind her a frequent trail of her pointed boots, similar to the trail of some animal, and she liked that too.

A fresh January day filled with light awakened joyful thoughts about life, about myself. It was only two years since she came here from a student’s bench, and has already acquired the fame of a skillful, experienced teacher of the Russian language. And in Uvarovka, and in Kuzminki, and in Cherny Yar, and in the peat town, and at the stud farm - everywhere she is known, appreciated and called respectfully - Anna Vasilievna.

A man was walking towards him across the field. "What if he doesn't want to give way?" Thought Anna Vasilyevna with cheerful dismay. But to herself, she knew that there was no person in the neighborhood who would not give way to the Uvarov teacher.

They drew level. It was Frolov, a bus driver from the stud farm.

- Good morning, Anna Vasilievna! - Frolov raised the Kubanka over his strong, well-cropped head.

- Let it be for you! Put it on now, it's so cold!

Frolov himself probably wanted to put on the Kubanka as soon as possible, but now he deliberately hesitated, wanting to show that he didn't care about the frost.

- How does my Lesha not spoil? Frolov asked respectfully.

- Of course he does. All normal kids play around. If only it did not cross the boundaries, - Anna Vasilievna answered with the consciousness of her pedagogical experience.

Frolov chuckled:

- Leshka is meek, all like a father!

He stepped aside and, falling down to his knees in the snow, became as tall as a fifth grader. Anna Vasilievna nodded condescendingly to him and went her own way ...

A two-story school building with wide windows painted with frost stood beside the highway behind a low fence, the snow to the very highway was browned by the reflection of its red walls. The school was set up on the road away from Uvarovka, because children from all over the neighborhood studied there ... And now on both sides of the highway, hoods and kerchiefs, jacket and hats, earflaps and headscarves were streaming down the highway from both sides.

- Hello, Anna Vasilievna! - sounded every second, now ringing and clear, now dull and barely audible from under the scarves and shawls wound up to the eyes.

Anna Vasilievna's first lesson was in the fifth "A". Ksche did not stop the piercing bell, announcing the beginning of classes, as Anna Vasilievna entered the classroom. The guys got up together, greeted and sat down in their places. Silence did not come immediately. The lids of the desks were clapping, the benches creaked, someone sighed noisily, apparently saying goodbye to the serene mood of the morning.

- Today we will continue to analyze the parts of speech ...

Anna Vasilievna remembered how worried she was

before the lesson last year and, like a schoolgirl on an exam, she repeated to herself: "A noun is a part of speech ... a noun is a part of speech ..." And I also remembered how she was tormented by a funny fear: what if they still do not understand ? ..

Anna Vasilievna smiled at the memory, straightened the hairpin in the heavy bun of hair and in an even, calm voice, feeling her calm, like warmth throughout her body, began:

- A noun is a part of speech that denotes an object. A subject in grammar is everything that one can ask about, who it is or what it is ...

In the half-open door stood a small figure in worn-out felt boots, on which, melting, frosty sparks extinguished. The face, round, fired by frost, burned as if it had been rubbed with beets, and its eyebrows were gray with frost.

- Are you late again, Savushkin? - Like most young teachers, Anna Vasilievna liked to be strict, but now her question sounded almost plaintive.

Taking the teacher's words for permission to enter the classroom, Savushkin quickly slipped into his seat. Anna Vasilievna saw how the boy put the oilcloth bag into the desk, asked a neighbor something without turning his head - probably: what does she explain?

Anna Vasilievna was saddened by Savushkin's lateness, like an annoying awkward thing that ruined a well-started day. The geography teacher, a small, dry old woman who looked like a night butterfly, also complained to her that Savushkin was late. In general, she often complained - either about the noise in the classroom, or about the absent-mindedness of the students. "The first lessons are so hard!" - the old woman sighed. “Yes, for those who do not know how to keep students, they do not know how to make their lesson interesting,” Anna Vasilievna thought self-confidently then and suggested that she change the clock. Now she felt guilty before the old woman, shrewd enough to see a challenge and a reproach in Anna Vasilyevna's kind offer.

- All clear? - Anna Vasilievna turned to the class.

- Clear! I see! .. - the children answered in unison.

- Good. Then name some examples.

It became very quiet for a few seconds, then someone said uncertainly:

- That's right, - said Anna Vasilievna, immediately remembering that last year the first one was also a "cat". And then it burst out:

- Window! - Table! - House! - Road!

- That's right, said Anna Vasilievna.

The class seethed with joy. Anna Vasilievna surprised

the joy with which the children named objects familiar to them, as if recognizing them in a new, some unusual significance. The circle of examples grew wider, for the first minutes the guys kept to the closest, to the touch, tangible objects: a wheel ... a tractor ... a well ... a birdhouse ...

And from the back desk, where the fat Vasyatka was sitting, thinly and persistently rushed:

- Carnation ... carnation ... carnation ...

But then someone timidly said:

- Street ... Metro ... Tram .. Film ...

“Enough,” said Anna Vasilievna. - I'm down, you get the idea.

- Winter oak!

The guys laughed.

- Quiet! - Anna Vasilievna banged her hand on the table.

- Winter oak! - repeated Savushkin, not noticing neither the laughter of his comrades, nor the shout of the teacher. He said it differently from the other disciples. The words burst out of his soul as a confession, as a happy mystery that an overflowing heart could not hold back.

Not understanding his strange agitation, Anna Vasilievna said, with difficulty restraining her irritation:

- Why winter? Just an oak tree.

- Just an oak - what! Winter oak is a noun!

- Sit down, Savushkin, that's what it means to be late. "Oak" is a noun, and what is "winter", we have not passed yet. During the big break, be so kind as to stop by the staff room.

- So much for a winter oak! - Someone at the back of the desk giggled.

Savushkin sat down, smiling at some of his thoughts, not in the least touched by the teacher's menacing words. "Difficult boy," thought Anna Vasilievna.

The lesson continued.

“Sit down,” Anna Vasilievna said when Savushkin entered the teacher's room.

The boy sat down with pleasure in an easy chair and swayed several times on the springs.

- Kindly explain: why are you systematically late?

“I just don’t know, Anna Vasilievna. - He threw up his hands like an adult. - I go out in a whole hour.

How difficult it is to find out the truth in the most trifling matter! Many guys lived much farther than Savushkin, and yet none of them spent more than an hour on the road.

- Do you live in Kuzminki?

- No, at the sanatorium.

- And you are not ashamed to say that you leave in an hour? It takes about fifteen minutes from the sanatorium to the highway and not more than half an hour on the highway.

- And I do not go on the highway. I take a short way, straight through the forest, - said Savushkin, as if he himself was not a little surprised by this circumstance.

- "Straight", not "straight", - Anna Vasilievna habitually corrected.

She felt confused and sad, as she always did when faced with childish lies. She was silent, hoping that Savushkin would say: "Excuse me, Anna Vasilievna, I played snowballs with the guys," or something just as simple and artless, but he just looked at her with big gray eyes, and his gaze seemed to say: "We've figured it all out. What more do you want from me?"

- Sadly, Savushkin, very sad! I'll have to talk to your parents.

“And I have, Anna Vasilievna, only my mother,” Savushkin smiled.

Anna Vasilievna blushed slightly. She remembered Savushkin's mother - "the shower nanny," as her son called her. She worked at a sanatorium hydropathic establishment, a thin, tired woman with white hands that were wrapped in hot water as if made of cloth. Alone, without a husband who died in World War II, she fed and raised, besides Kolya, three more children.

True, Savushkina already has enough trouble.

- I'll have to go to your mother.

- Come, Anna Vasilievna, my mother will be delighted!

- Unfortunately, I have nothing to please her. Does mom work in the morning?

- No, she's in the second shift, from three.

- Very well. I cum at two. After school, you will accompany me ...

The path along which Savushkin led Anna Vasilyevna began immediately at the back of the school estate. As soon as they stepped into the forest and the spruce paws heavily laden with snow closed behind their backs, they were immediately transported to another, enchanted world of peace and soundlessness. Magpies, crows, flying from tree to tree, swayed branches, knocked off cones, sometimes, hitting with a wing, broke off fragile, dry twigs. But nothing gave rise to a sound here.

All around it is white and white. Only in the heights do the wind-blown tops of tall weeping birches turn black, and thin twigs seem to be drawn with ink on the blue smooth surface of the sky.

The path ran along the stream - now flush with it, obediently following all the windings of the channel, then, rising high, twisted along a steep steep.

Sometimes the trees parted, revealing sunny, cheerful glades, crossed out by a hare's trail, like a watch chain. There were also large tracks, in the form of a shamrock, which belonged to some large animal. The footprints went into the thicket, into the windbreak.

- Prong passed! - as if about a good acquaintance, Savushkin said, seeing that Anna Vasilievna was interested in the footprints. “Just don’t be afraid,” he added in response to the gaze thrown by the teacher into the depths of the forest. - Elk, he's meek.

- Have you seen him? Anna Vasilievna asked recklessly.

- Himself? Alive? - Savushkin sighed. - No, it didn't. I saw him nuts.

“Pellets,” Savushkin explained shyly.

Slipping under the arch of the bent willow, the path ran down to the stream again. In some places the stream was covered with a thick blanket of snow, in some places it was shackled into a clean ice shell, and sometimes living water peeped through the ice and snow with a dark, unkind eye.

- Why is he not all cold? Anna Vasilievna asked.

- Warm springs beat in it. Do you see a trickle?

Leaning over the hole, Anna Vasilievna

I saw a thin thread stretching from the bottom; before reaching the surface of the water, it burst into small bubbles. This tiny stem with bubbles looked like a lily of the valley.

- There are so many of these keys here! - Savushkin spoke with enthusiasm. - The stream is alive even under the snow.

He scattered the snow, and tar-black and yet transparent water appeared.

Anna Vasilievna noticed that, falling into the water, the snow did not melt, immediately thickened, sagging in the water like gelatinous greenish algae. She liked this so much that she began to knock the snow into the water with the toe of her boot, rejoicing when a particularly intricate figure was fashioned out of a large lump. She got a taste of it and immediately noticed that Savushkin had gone ahead and was waiting for her, sitting high in a fork hanging over the stream. Anna Vasilievna caught up with Savushkin. Here the action of the warm springs ended, the brook was covered with thin film ice.

Fast, light shadows darted across its marble surface.

- Look how thin the ice is, you can even see the current!

- What are you, Anna Vasilievna! I swung the branch, so the shadow runs.

Anna Vasilievna bit her tongue. Perhaps, here in the forest, she'd better keep her mouth shut.

Savushkin walked in front of the teacher again, bending down a little and looking attentively around him.

And the forest kept leading and leading them with its complex, confusing codes. It seemed that there would be no end-edge for these trees, snowdrifts, this silence and the twilight sizzled by the sun.

Suddenly, in the distance, a smoky-blue crack appeared. The redneck changed the thicket, it became spacious and fresh. And now, not a crack, but a wide, sun-drenched gap appeared in front, there something sparkled, sparkled, swarmed with ice stars.

The path skirted a hazel bush, and the forest immediately spread to the sides. In the middle of the clearing, dressed in shining white robes, huge and majestic, like a cathedral, stood an oak tree. The trees seemed to parted respectfully to let the elder brother unfold with all his might. Its lower branches spread like a tent over the clearing. The snow was packed into deep wrinkles of the bark, and the thick, three girths, the trunk seemed to be stitched with silver threads. The foliage, having dried up in the fall, almost did not fly around, the oak was covered with leaves in snow covers to the very top.

- So here it is, a winter oak!

Anna Vasilievna timidly took a step towards the oak, and the mighty magnanimous guardian of the forest quietly swung a branch towards her.

Not knowing at all what was going on in the teacher's soul: Savushkin was busy at the foot of an oak tree, easily addressing his old acquaintance.

- Anna Vasilievna, look!

With an effort, he pushed off a block of snow that had been stuck to the bottom of the earth with the remains of rotting grasses. There, in the hole, lay a ball, wrapped in cobweb-thin leaves. Thick tips of needles stuck out through the leaves, and Anna Vasilyevna guessed that it was a hedgehog.

- That's how he wrapped himself up!

Savushkin carefully covered the hedgehog with his unpretentious blanket. Then he dug up the snow at another root. A tiny grotto with a fringe of icicles on the vault opened. In it sat a brown frog, as if made of cardboard, its skin tightly stretched over the bone seemed lacquered. Savushkin touched the frog, it did not move.

- She pretends, - Savushkin laughed, - as if she were dead. And let the sun warm up - it will gallop oh-oh how!

He continued to lead Anna Vasilievna through his little world. The foot of the oak tree sheltered many more guests: beetles, lizards, boogers. Some were buried under the roots, others huddled in cracks in the bark; emaciated, as if empty inside, they overcame the winter in a deep sleep. A strong tree overflowing with life has accumulated around itself so much living warmth that the poor animal could not find a better apartment for itself. Anna Vasilievna was gazing with joyful interest at this secret life of the forest, unknown to her, when she heard Savushkin's alarmed exclamation:

- Oh, we won't find mom!

Anna Vasilyevna hastily raised her watch to her eyes - a quarter past three. She felt like she was trapped. And, mentally asking the oak for forgiveness for her little human cunning, she said:

- Well, Savushkin, this only means that the shortcut is not yet the most correct one. You have to walk on the highway.

Savushkin didn’t say anything, only lowered his head.

Oh my God! - then Anna Vasilyevna thought with pain, - Is it possible to more clearly recognize your powerlessness? "She remembered today's lesson and all her other lessons: how poorly, dryly and coldly she spoke about the word, about the language, about what a person is without before the world, powerless in feeling - about her native language, which is as fresh, beautiful and rich as life is generous and rich. And she considered herself a skillful teacher! which is not enough for a whole human life. And where does it lie, this path? Finding it is not easy and not easy, like the key from Koschee's casket. nesting box, "the first pole vaguely peeked through for her.

- Well, Savushkin, thank you for the walk. Of course, you can walk this path too.

- Thank you, Anna Vasilievna!

Savushkin blushed: he really wanted to tell the teacher that he would never be late again, but he was afraid to lie. He raised the collar of his jacket, pulled his earflaps deeper.

- I will accompany you ...

- No need, Savushkin, I'll go alone.

He looked doubtfully at the teacher, then picked up a stick from the ground and, breaking off its crooked end, handed it to Anna Vasilyevna.

- If the moose bump into it, hit him on the back, and he will tear. Better yet, just swing it, he's had enough! Otherwise, he will be offended and will leave the forest altogether.

- Okay, Savushkin, I won't beat him.

Moving not far away, Anna Vasilievna for the last time

looked back at the oak, pink and white in the sunset rays, and saw at its foot a small figure: Savushkin did not leave, he was guarding his teacher from afar. And Anna Vasilyevna suddenly realized that the most amazing thing in this forest was not a winter oak, but a small man in worn felt boots, mending, poor clothes, the son of a soldier who died for his homeland and a "shower nanny", a wonderful and mysterious citizen of the future.

• ... What has changed in Anna Vasilievna after a walk in the woods?
• ... Why do you think all her lessons seemed boring and dry to her? What do you think was missing from her lessons?
• ... Will Anna Vasilievna's lessons change after a walk in the woods? Describe one of her future lessons.
• ... Do you think that a lesson about parts of speech can not be dry and cold? How would you teach such a lesson?
• ... Why did Anna Vasilievna's students smile happily when they called different nouns?
• ... What do you think the school should teach first of all? (To the art of seeing the world)
• ... If we consider the word "oak" only as a noun, will children learn to feel and see nature?
• ... Imagine that you are in a school where all subjects are devoted to the art of seeing the world. Describe this school; tell us what and how the children are taught in it, draw it.
• ... What was Savushkin like? Can we say about him that he is a difficult child? Why are some children called difficult? (Sometimes a difficult child is called someone who is not like others, in whom individual traits are clearly manifested)
• ... Did Anna Vasilievna change her opinion about Savushkin after a walk in the woods? Why did she decide not to talk to his mother?
• ... Can Anna Vasilievna be called a real teacher? What qualities should a real teacher have? (This is a person who not only teaches, but is also ready to learn himself)
• ... Can Savushkin be called Anna Vasilievna's teacher? What did he teach her?
• ... Do you think Savushkin will be late after this walk? What do you think Anna Vasilievna will tell him if he is late again?
• ... Draw a winter oak tree and its inhabitants. Why do you think the tree impressed the boy so much?
• (So ​​much strength and living warmth emanated from the tree that it could not but touch the sensitive soul of a boy without a father)
• ... Draw the winter forest described in this story.
• ... Do you like walking in the winter forest? Tell us about your observations.
• ... Do you have a favorite tree? Are you talking to him? Do you watch his life?
• ... Invite the children to start a notebook for observing their favorite tree.
• ... How do you think Savushkin will grow up?
• ... Why do you think Anna Vasilievna realized that the most amazing thing in the forest was a sensitive boy listening attentively to the mysterious world of nature? Do you agree with her?
• ... Why did Anna Vasilievna, thinking about the boy, call him a wonderful and mysterious citizen of the future?

May 15th, 2016 admin

Formazonova Polina Yurievna

Thing: literary reading

Class: 4

Lesson type: combined.

Target: to bring to the students the meaning of Y. Nagibin's story.

Tasks:

1) educational: teach students to analyze works and highlight the main idea;

2) developing: improve the skills of conscious reading and develop verbal and logical thinking through answering questions, develop general educational skills

3) educating: foster love and respect for the world around them, teach to see the beauty of nature.

Equipment: The film "Winter Oak" based on the story of Y. Nagibin "Winter Oak", portrait of Y. Nagibin, presentation, cards, textbook, drawing (image of an oak), audio recording of classical music (Sviridov, Vivaldi or Tchaikovsky) ..

DURING THE CLASSES

1. Organization of the beginning of the lesson. The message of the topic and the main purpose of the lesson. / slide 1

*Hello guys! We are starting a literary reading lesson, which means we will discover new things, empathize with the heroes, try to understand what the author wanted to say to us

Emotional mood:
The nut of knowledge is hard, but still
We are not used to retreating
Will help us to split it
During the reading, the motto: "I want to know everything?"

We continue our acquaintance with the works, as well as their heroes from the literary section “I want to know everything!”.

The topic of our lesson: acquaintance with the story of Y. Nagibin "Winter oak".

Target: bring topupilsthe meaning of this story.

1. Homework check.

* Name the story you read at home: M. Prishvin Lisichkin bread.

Let's remember

• What did the hunter tell Zinochka about the black grouse? Answer with words from the text.
• What bird else did the author tell about? Read it.
• What wonderful herbs did the hunter bring from the forest? (4 paragraph: cuckoo tears, valerian, Peter's cross, hare cabbage) / Slides 2-3-4-5
• What have you learned about pine resin? / Slide 6
• Did you know this before?
• Do you know where people use pine resin today? (rosin, ointments, warming rubbing, balm).

1. Preparation for active and conscious assimilation of educational material

A) Introductory remarks by the teacher.

* We will once again come into contact with the work of Y. Nagibin, who passed away in 1994, but his wonderful books are with us. They are interesting to us, we read them with pleasure. And an example of this is the story "Winter Oak", the boy Kolya Savushkin, which will be discussed today.

* Students in our class have prepared additional information about the author's biography.

/ slide 7-8-9 Aleshkevich

/ add. student information. /

The real father is Kirill Alexandrovich Nagibin. He was a nobleman, and he was shot as a participant in the White Guard uprising in Kursk province on the Beautiful Sword River in 1920.

Mark Leventhal is his stepfather. Nagibin was then about 11 years old. And he worked as a stepfather as a lawyer in Moscow.

In 1927 he was exiled to the Komi Republic, where he died, only in 1952.

In 1940 he was admitted to the Writers' Union.

And his first collection of stories appeared in 1943.

Yuri Markovich is not only a writer, but a journalist and screenwriter; more than 40 films have been shot based on his scripts.

Thank you girls.

V). Lexical work. / slide 10

- Read and explain the meaning of words from the text of Y. Nagibin's story "Winter Oak" requiring lexical interpretation. (Word list posted on the board.)

- Why do you think the story is so named?

- Will we try to find other names for the story today in the lesson?

D) Summary.

- Before reading, let's listen to the summary of the story.

/ add. student information. /

During the lesson, work will be carried out on the content of the work based on the plan drawn up by the teacher:

1. Introduction.

January morning to school.

1. Main part.
2. Russian language lesson
   2. Savushkin's "noun"
   3. Conversation in the staff room.
   4. Along the path to the forest.
   5. Winter oak.
   6. “Winter Oak” is a real noun!

III. Conclusion.

The most amazing thing in this forest ...

(The plan is written on the board.)

1. Work according to the textbook. Initial acquaintance with the text: S. 17-26 and checking students' understanding of new materialwith elements of discussion of the story "Winter Oak"

(Using various types of reading the work)

Open the text on page 17, follow the reading.

a) Reading by the reader : to words - and sat down in their places.

What picture was presented? (An early winter morning in the village of Uvarovka. A young teacher Anna Vasilievna is in a hurry to school. She meets her students. They call the classroom. Their first lesson is Russian.)

b ) - Read by role excerpt titled “Russian language lesson”.

- How many students will be required?

1. Teacher -
2. Lesha Frolov -
3. Kolya Savushkin -
4. Disciples in chorus -
5. Author - to the words: the lesson continued ...

Reading is appreciated.

- Do you think the words “noun” and “essential” have anything in common in the meaning?

(The interpretation of the word "essential" - "main" is given. “Noun” is the name of living and inanimate objects of the world around us.)

- Why do you think Savushkin called the phrase “winter oak” a noun?

(For Savushkin, the main thing in this world, “essential” was the winter oak.)

5.Fastener for the eyes (closed your eyes with your palms - feel the warmth - look at the screen)

- What did you learn about Savushkin's parents? Read it.

- When did the events of this story take place? What time was it?

G) / Slide 12-13-14-15-16

* Guys, at the beginning of the lesson we talked about the fact that many films were made based on the works of Yuri Nagibin. We will see a fragment from the film "Winter Oak". –

Slide 17-18.

* What do you think happens to a person when he is alone with nature?

He becomes himself.

D) We continue to work on the work. Selective reading.

— Now Anna Vasilievna, fascinated by the winter forest, forgot that she had to hurry to the student's mother. She is all in the power of the charm of nature.

P.25 finding and reading the teacher's thoughts

- Tell me, can we say that the student taught a lesson to his teacher?

-What do you think Anna Vasilievna is a good teacher or not?

- Of course, you are right, she just lacks experience.

P.25-26 - we read the conclusion of the story.

- Oak is like the keeper of the forest, the owner, and man is the guardian of nature.

Only kind, caring owners will nature give its riches and secrets. That is why Anna Vasilievna saw at this moment in her pupil a "wonderful and mysterious person" As he is, to keep peace on earth, to protect all living things.

Did you like this boy?

1. Summing up the lesson.

A) Independent work in groups using notebooks. Form groups in rows.

1gr - line 50 No. 1

2 gr - line 51 No. 4

3 gr - line 51 No. 5

Independent work in pairs on cards

B) Checking and discussing the work of students, summing up.

– And I invite you to think about the meaning of the following nouns: NATURE, PEOPLE, RODINA. What do they have in common? (The same part - occurred, formed from the word ROD.)

- M. Prishvin has the words: “To protect nature means to love the Motherland”. The word "love" has a synonym - "to be indifferent." To which of the characters in the story can these words be attributed?

- Who can be called the main character of the story?

- What other title for the story can you suggest? (An amazing person. Kolya Savushkin. Keeper of the oak.)

C) Slides 26-27-28-29-30-31

VIReflection. Slide 31-32

• Did you like the work?
• Do you want to visit the forest?
• If you were in the forest now, which of the things described by Nagibin would you like to see?
• What is your mood now, guys, after our conversation?
• What is the main thought you will take away from the lesson today?

Our lesson is coming to an end, you all did a great job today.

Vii. Homework: / slide 34 pp. 17-26 reading. Prepare a description of the winter oak for a retelling close to the text.

Optional: Draw a winter oak and its inhabitants.

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© Nagibina A. G., 1953–1971, 1988
© Tambovkin D.A., Nikolaeva N.A., illustrations, 1984
© Mazurin G.A., drawings on the cover, on the book title, 2007, 2009
© Series design, compilation. Children's Literature Publishing House, 2009

All rights reserved. No part of the electronic version of this book may be reproduced in any form or by any means, including posting on the Internet and corporate networks, for private and public use without the written permission of the copyright holder.

© The electronic version of the book was prepared by the company Liters ()

Story about myself

I was born on April 3, 1920 in Moscow, near Chistye Prudy, in the family of an employee. When I was eight years old, my parents separated, and my mother married the writer Ya.S. Rykachev.
I owe my mother not only directly inherited character traits, but the fundamental qualities of my human and creative personality, which were invested in me in early childhood and strengthened by all subsequent upbringing. These qualities: to be able to feel the preciousness of every minute of life, love for people, animals and plants.
In literary studies, I owe everything to my stepfather. He taught me to read only good books and think about what I read.
We lived in the root part of Moscow, surrounded by oak, maple, elm orchards and old churches. I was proud of my big house, which looked out into three lanes at once: Armenian, Sverchkov and Telegrafny.
Both my mother and my stepfather hoped that I would become a real man of the century: an engineer or a scientist in the exact sciences, and they strenuously stuffed me with books on chemistry, physics, and popular biographies of great scientists. For their own reassurance, I started up test tubes, a flask, some chemicals, but all my scientific activities boiled down to the fact that from time to time I cooked shoe polish of terrible quality. I did not know my path and was tormented by it.
But I felt more and more confident on the football field. The then coach of Lokomotiv, the Frenchman Jules Limbeck, predicted a great future for me. He promised to introduce me to the double of the masters by the age of eighteen. But my mother didn't want to come to terms with it. Apparently, under her pressure, my stepfather increasingly urged me to write something. Yes, that's how artificially, not by my own inevitable urge, but under pressure from outside, my literary life began.
I wrote a story about a ski trip that the whole class took one weekend. My stepfather read it and said sadly: "Play football." Of course, the story was bad, and yet I have good reason to believe that already in the first attempt my main literary path was determined: not to invent, but to go directly from life - either current or past.
I understood my stepfather perfectly and did not try to challenge the destructive assessment hiding behind his gloomy joke. But the scripture took hold of me. With deep surprise, I discovered how, from the very need to transfer to paper the simple impressions of the day and the features of well-known people, all the experiences and observations associated with an easy walk have deepened and broadened strangely. I saw my schoolmates in a new way and the unexpectedly complex, subtle and intricate pattern of their relationship. It turns out that scripture is the comprehension of life.
And I continued to write, persistently, with grim ferocity, and my football star immediately went down. My stepfather drove me to despair with his exactingness. Sometimes I began to hate words, but it was a tricky business to tear me off the paper.
Nevertheless, when I finished school, the powerful home press came back into action, and instead of the literary department I ended up at the 1st Moscow Medical Institute. I resisted for a long time, but I could not resist the seductive example of Chekhov, Veresaev, Bulgakov - doctors by education.
By inertia, I continued to study diligently, and the study at the medical school was the most difficult. There could be no talk of any scripture now. I barely made it to the first session, and suddenly, in the middle of the academic year, an admission to the screenwriting department of the film institute opened. I rushed there.
VGIK I never finished. A few months after the start of the war, when the last carriage with the institute's property and students left for Alma-Ata, I moved in the opposite direction. A fairly decent knowledge of the German language decided my military fate. The Political Directorate of the Red Army sent me to the seventh department of the Political Directorate of the Volkhov Front. The seventh section is counter-propaganda.
But before talking about the war, I'll tell you about two of my literary debuts. The first, oral, coincided with my transition from medical to VGIK.
I gave a story reading at an aspiring writers evening at the writers club.
And a year later my story “Double Error” appeared in the Ogonyok magazine; it is characteristic that it was dedicated to the fate of an aspiring writer. Through the streets of March, filthy leavened, I ran from one newsstand to another and asked: was there Nagibin's last story?
The first publication shines brighter in the memory than the first love.
... On the Volkhov front, I had not only to fulfill my direct duties of a counter-propagandist, but also to drop leaflets on the German garrisons, and get out of the encirclement under the notorious Myasnoy Bor, and take (and never take) the "dominant height". Throughout the battle, with a thorough artillery preparation, tank attack and counterattack, shooting from personal weapons, I tried in vain to make out this height, because of which so many people died. It seems to me that after this fight I became an adult.
There were enough impressions, life experience was accumulated not bit by bit. Every free minute I was scribbling short stories, and I myself did not notice how they had accumulated on a book.
A thin collection "The Man from the Front" was published in 1943 by the publishing house "Soviet Writer". But even before that, I was admitted to the Writers' Union in absentia. It happened with idyllic simplicity. At a meeting devoted to admission to the Writers' Union, Leonid Soloviev read aloud my war story, and A. A. Fadeev said: "He's a writer, let's admit him to our Union ..."
In November 1942, already on the Voronezh front, I was very unlucky: twice in a row I was covered with earth. The first time during the no-man's-land horn, the second time on the way to the hospital, in the bazaar of the small town of Anna, when I was buying Varenets. A plane turned out from somewhere, dropped a single bomb, and I did not try Varenets.
I got out of the hands of the doctors with a white ticket - the way to the front was ordered even as a war correspondent. Mother told me not to apply for disability. "Try to live like a healthy person." And I tried ...
Fortunately for me, the Trud newspaper got the right to keep three civilian military correspondents. I worked at Truda until the end of the war. I had a chance to visit Stalingrad in the very last days of the battle, when the Traktorozavodsk settlement was "cleaned up", near Leningrad and in the city itself, then during the liberation of Minsk, Vilnius, Kaunas and other areas of the war. I also went to the rear, saw the beginning of restoration work in Stalingrad and how the first tractor was assembled there, how the Donbass mines were drained and a coal butt was chopped off, how the Volga port loaders worked and how the Ivanovo weavers worked their teeth, clenching their teeth ...
Everything I saw and experienced then repeatedly returned to me many years later in a different way, and I again wrote about the Volga and Donbass of the wartime, about the Volkhov and Voronezh fronts, and, probably, I will never fully settle with this material.
After the war, I was mainly engaged in journalism, traveled a lot around the country, preferring the countryside.
By the mid-1950s, I had done away with journalism and devoted myself entirely to purely literary work. There are stories that have been kindly noticed by the readers - "Winter Oak", "Komarov", "Chetunov's son of Chetunov", "The Night Guest", "Come Down, We Have Arrived." In critical articles, statements appeared that I was finally approaching artistic maturity.
In the next quarter of a century, I have published many collections of stories: "Stories", "Winter Oak", "Rocky Threshold", "Man and the Road", "The Last Assault", "Before the Holiday", "Early Spring", "My Friends, people "," Chistye prudy "," Distant and close "," Another's heart "," The alleys of my childhood "," You will live "," Island of love "," Berendeev forest "- the list is far from complete. I also turned to a larger genre. In addition to the story "Difficult Happiness", which is based on the story "Pipe", I wrote the stories: "Pavlik", "Far from the war", "Pages of Trubnikov's life", "On the cordon", "Smoke break", "Get up and go" other.
One of my closest friends once took me on a duck hunt. Since then, Meshchera, the Meshchera theme and the Meshchera resident, the invalid of the Patriotic War, the huntsman Anatoly Ivanovich Makarov, has firmly entered my life. I wrote a book of stories about him and a script for a feature film "The Pursuit", but, above all, I just really love this peculiar, proud man and appreciate his friendship.
Now the Meshchera theme, or, more correctly, the theme "nature and man" remained with me only in journalism - I never get tired of pushing my throat, crying out for condescension to the exhausted world of nature.
I told about my Chistoprudny childhood, about a big house with two courtyards and wine cellars, about an unforgettable communal apartment and its population in the series “Chistye Prudy”, “The Lanes of My Childhood”, “Summer”, “School”. The last three cycles have made up the "Book of Childhood".
My stories and stories are my real autobiography.
In 1980-1981, the preliminary results of my work as a novelist were summed up: the publishing house "Khudozhestvennaya literatura" published a four-volume book, composed only of short stories and a few short stories. After that, I collected under one cover my critical articles, reflections on literature, my favorite genre, comrades in arms, what built my personality, and people, time, books, painting and music built it. The title of the collection is "Not someone else's craft". Well, then I continued to write about the present and the past, about my country and foreign lands - the collections "Science of distant wanderings", "The River of Heraclitus", "A trip to the islands."
At first I was slavishly devoted to His Majesty the Fact, then my imagination awakened, and I stopped clinging to the visible evidence of phenomena, now all I had to do was to drop the constraining frame of time. Protopop Avvakum, Marlo, Trediakovsky, Bach, Goethe, Pushkin, Tyutchev, Delvig, Apollon Grigoriev, Leskov, Fet, Annensky, Bunin, Rachmaninov, Tchaikovsky, Hemingway - these are the new heroes. What explains this rather variegated selection of names? The striving to repay God to God. In life, many do not get what they deserve, especially creators: poets, writers, composers, painters. They are killed not only in duels, like Marlo, Pushkin, Lermontov, but also in a slower and more painful way - lack of understanding, coldness, blindness and deafness. It is common knowledge that artists owe a debt to society, but society is also indebted to those who trustfully bear their hearts to it. Anton Rubinstein said: "The Creator needs praise, praise and praise." But how little praise fell to the lot of most of the creators I have named during their lifetime!
Of course, I am not always motivated by the desire to compensate the departed creator for what he did not receive during his lifetime. Sometimes completely different motives make me turn to the great shadows. Pushkin, for example, certainly does not need anyone's intercession. It’s just that once I strongly doubted the notorious frivolity of Pushkin the Lyceum student, the irresponsibility of his young poetry. With all my instincts, I felt that Pushkin had early comprehended his chosenness and took upon himself an unbearable burden for others. And when I wrote about Tyutchev, I wanted to unravel the mystery of the creation of one of his most personal and sorrowful poems ...
For many years now I have devoted a lot of time to cinema. I started with self-screenings, it was a period of study that was never completed at the film institute, the development of a new genre, then I began to work on independent scenarios, these include: the dilogy "Chairman", "Director", "Red tent", "Woman's kingdom "," Yaroslav Dombrovsky "," Tchaikovsky "(co-authored)," The Brilliant and Woeful Life of Imre Kalman "and others. I did not come to this work by accident. All my stories and stories are local, but I wanted to embrace life wider, so that the winds of history and the masses of the people would rustle on my pages, so that the layers of time could turn over and great extended destinies would take place.
Of course, I didn’t only work for “large-scale” cinema. I am glad to be able to participate in such films as "The Night Guest", "The Slowest Train", "The Girl and the Echo", "Dersu Uzala" (Oscar), "Late Meeting" ...
Now I have discovered another interesting area of ​​work for myself: educational television. I made a number of programs for him, which I myself conducted - about Lermontov, Leskov, S. T. Aksakov, Innokenty Annensky, A. Golubkina, I.-S. Bahe.
So what is the main thing in my literary work: stories, drama, journalism, criticism? Stories, of course. I intend to continue to focus on small prose.
1986

Yu.M. Nagibin

Stories

Winter oak

The snow that fell during the night covered the narrow path leading from Uvarovka to the school, and only from the faint, intermittent shadow on the dazzling snow cover its direction was guessed. The teacher carefully put her foot in a small, fur-trimmed boot, ready to jerk her back if the snow deceived.
It was only half a kilometer to school, and the teacher only threw a short fur coat over her shoulders, and hastily tied her head with a light woolen shawl. And the frost was strong, besides, the wind also flew in and, tearing off a young snowball from the crust, showered it from head to toe. But the 24-year-old teacher loved it all. I liked that the frost bites my nose and cheeks, that the wind, blowing under the fur coat, chills the body coldly. Turning away from the wind, she saw behind her a frequent trail of her pointed boots, similar to the trail of some animal, and she liked that too.
A fresh January day filled with light awakened joyful thoughts about life, about myself. Only two years since she came here from a student's bench, and has already acquired the fame of a skillful, experienced teacher of the Russian language. And in Uvarovka, and in Kuzminki, and in Cherny Yar, and in a peat town, and at a stud farm - everywhere she is known, appreciated and named with respect: Anna Vasilievna.
The sun rose over the jagged wall of the distant pine forest, dark blue in the long shadows in the snow. Shadows brought the most distant objects closer: the top of the old church bell tower stretched to the porch of the Uvarovsky village council, the pines of the right-bank forest lay in a row along the slope of the left bank, the windsock of the school meteorological station spun in the middle of the field, at the very feet of Anna Vasilyevna.
A man was walking towards him across the field. "What if he doesn't want to give way?" - Anna Vasilievna thought with cheerful dismay. On the path you will not miss, but step to the side - instantly you will drown in the snow. But to herself, she knew that there was no person in the neighborhood who would not make way for the Uvarov teacher.
They drew level. It was Frolov, a bus driver from the stud farm.
- Good morning, Anna Vasilievna! - Frolov raised the Kubanka over his strong, short-cropped head.
- Let it be for you! Put it on now - it's so cold! ..
Frolov himself probably wanted to put on the Kubanka as soon as possible, but now he deliberately hesitated, wanting to show that he didn't care about the frost. It was pink, smooth, as if fresh from a bath; the sheepskin coat fit well around his slender, light figure, in his hand he held a thin, snake-like whip, which he used to lash himself on a white felt boot tucked below the knee.
- How does my Lesha not spoil? Frolov asked respectfully.
- Of course he does. All normal kids play around. If only it did not cross the border, - Anna Vasilievna answered in the consciousness of her pedagogical experience.
Frolov chuckled:
- Leshka is meek, all like a father!
He stepped aside and, falling down to his knees in the snow, became as tall as a fifth grader. Anna Vasilievna nodded down to him and went her own way.
A two-story school building with wide windows painted with frost stood near the highway, behind a low fence. The snow, all the way to the highway, was brown with the reflection of its red walls. The school was set up on the road, away from Uvarovka, because children from all over the neighborhood studied there: from neighboring villages, from a horse-breeding village, from a sanatorium for oil workers and a distant peat town. And now on both sides of the highway, hoods and kerchiefs, caps and hats, earflaps and caps flowed in streams to the school gates.
- Hello, Anna Vasilievna! - sounded every second, now ringing and clear, now dull and barely audible from under the scarves and shawls wound up to the very eyes.
Anna Vasilievna's first lesson was in the fifth "A". The piercing bell that announced the beginning of classes had not yet died away when Anna Vasilievna entered the classroom. The guys got up together, greeted and sat down in their places. Silence did not come immediately. The lids of the desks were clapping, the benches creaked, someone sighed noisily, apparently saying goodbye to the serene mood of the morning.
- Today we will continue to analyze the parts of speech ...
The class is quiet. Cars could be heard rushing along the highway with a soft rustle.
Anna Vasilievna remembered how worried she was before the lesson last year and, like a schoolgirl on an exam, repeated to herself: "A noun is a part of speech ... a noun is a part of speech ..." And she also remembered how she was tormented by a funny fear: what if they all- won't they understand? ..
Anna Vasilievna smiled at the memory, straightened the hairpin in a heavy bun and in an even, calm voice, feeling her calm, like warmth throughout her body, began:
- A noun is a part of speech that denotes an object. A subject in grammar is everything that one can ask about: who is this or what is this? For example: "Who is this?" - "Student". Or: "What is this?" - "Book".
- Can?
In the half-open door stood a small figure in worn-out felt boots, on which, melting, frosty sparks extinguished. The face, round, fired by frost, burned as if it had been rubbed with beets, and its eyebrows were gray with frost.
- Are you late again, Savushkin? - Like most young teachers, Anna Vasilievna liked to be strict, but now her question sounded almost plaintive.
Taking the teacher's words for permission to enter the classroom, Savushkin quickly slipped into his seat. Anna Vasilievna saw how the boy put an oilcloth bag into the desk, asked a neighbor about something, without turning his head - probably: "What is she explaining? .."
Anna Vasilievna was saddened by Savushkin's lateness, like an annoying awkwardness that darkened a well-started day. The geography teacher, a small, dry old woman who looked like a night butterfly, complained to her that Savushkin was late. In general, she often complained - either about the noise in the classroom, or about the absent-mindedness of the students. "The first lessons are so hard!" - the old woman sighed. “Yes, for those who do not know how to keep students, they do not know how to make their lesson interesting,” Anna Vasilievna thought self-confidently then and suggested that she switch hours. Now she felt guilty before the old woman, shrewd enough to see a challenge and a reproach in Anna Vasilievna's kind offer ...
- Do you understand everything? - Anna Vasilievna turned to the class.
- I see! .. I see! .. - the children answered in unison.
- Good. Then name some examples.
It became very quiet for a few seconds, then someone said uncertainly:
- Cat…
- That's right, - said Anna Vasilievna, immediately remembering that last year the first one was also a "cat".
And then it burst out:
- Window! .. Table! .. House! .. Road! ..
“That's right,” Anna Vasilievna said, repeating the examples the guys called.
The class seethed with joy. Anna Vasilievna was surprised by the joy with which the guys called the objects familiar to them, as if recognizing them in a new, unusual significance. The circle of examples grew wider, but for the first minutes the guys kept to the closest, to the touch, tangible objects: a wheel, a tractor, a well, a birdhouse ...
And from the back desk, where the fat Vasyata was sitting, thinly and persistently rushed:
- Carnation ... carnation ... carnation ...
But then someone timidly said:
- Town…
- The city is good! - Anna Vasilievna approved.
And then it flew:
- Street ... Metro ... Tram ... Film ...
“Enough,” said Anna Vasilievna. - I see you understand.
The voices somehow reluctantly fell silent, only the fat Vasyata was still mumbling his unrecognized "carnation". And suddenly, as if waking up from a dream, Savushkin raised himself above the desk and shouted loudly:
- Winter oak!
The guys laughed.
- Quiet! - Anna Vasilievna banged her hand on the table.
- Winter oak! - repeated Savushkin, not noticing neither the laughter of his comrades, nor the shout of the teacher.
He spoke differently from the other disciples. The words burst out of his soul, like a confession, like a happy secret that an overflowing heart cannot keep. Not understanding his strange agitation, Anna Vasilievna said, barely hiding her irritation:
- Why winter? Just an oak tree.
- Just an oak - what! Winter oak is a noun!
- Sit down, Savushkin. That's what it means to be late! "Oak" is a noun, and what is "winter", we have not passed yet. During the big break, be so kind as to stop by the staff room.
- So much for the "winter oak"! - Someone at the back of the desk giggled.
Savushkin sat down, smiling at some of his thoughts and not in the least touched by the teacher's menacing words.
"Difficult boy," thought Anna Vasilievna.
The lesson continued ...
“Sit down,” Anna Vasilievna said when Savushkin entered the teacher's room.
The boy sat down with pleasure in an easy chair and swayed several times on the springs.
- Kindly, explain why you are systematically late?
“I just don’t know, Anna Vasilievna. - He threw up his hands like an adult. - I go out in a whole hour.
How difficult it is to find out the truth in the most trifling matter! Many guys lived much farther than Savushkin, and yet none of them spent more than an hour on the road.
- Do you live in Kuzminki?
- No, at the sanatorium.
- And you are not ashamed to say that you leave in an hour? About fifteen minutes from the sanatorium to the highway, and no more than half an hour along the highway.
- And I do not go on the highway. I take a short way, straight through the forest, - said Savushkin, as if he himself was not a little surprised by this circumstance.
- Straight, not straight, - Anna Vasilievna habitually corrected.
She felt confused and sad, as she always did when faced with childish lies. She was silent, hoping that Savushkin would say: "Excuse me, Anna Vasilievna, I played snowballs with the guys," or something just as simple and ingenuous. But he just looked at her with big gray eyes, and his gaze seemed to say: "So we have figured out everything, what else do you want from me?"
- Sadly, Savushkin, very sad! I'll have to talk to your parents.
“And I have, Anna Vasilievna, only my mother,” Savushkin smiled.
Anna Vasilievna blushed slightly. She remembered Savushkin's mother, “the shower nanny,” as her son called her. She worked at a sanatorium hydropathic establishment. A thin, tired woman with hands white and limp from the hot water. Alone, without a husband, who died in World War II, she fed and raised three more children in addition to Kolya.
True, Savushkina already has enough trouble. And yet she must see her. Even if at first it will be even unpleasant, but then she will understand that she is not alone in her maternal care.
- I'll have to go to your mother.
- Come, Anna Vasilievna. Here mom will be delighted!
- Unfortunately, I have nothing to please her. Does mom work in the morning?
- No, she's in the second shift, from three ...
- Very well! I cum at two. After school, you accompany me.
... The path along which Savushkin led Anna Vasilievna began immediately at the back of the school. As soon as they stepped into the forest and the spruce paws heavily laden with snow closed behind them, they were immediately transported to another, enchanted world of peace and silence. Magpies and crows, flying from tree to tree, swayed branches, knocked off cones, sometimes, hitting with a wing, they broke off fragile, dry twigs. But nothing gave rise to a sound here.
All around it is white-white, the trees are covered with snow down to the smallest, barely noticeable twig. Only in the heights do the wind-blown tops of tall weeping birches turn black, and thin twigs seem to be drawn with ink on the blue smooth surface of the sky.
The path ran along the stream, then flush with it, obediently following all the windings of the channel, then, rising above the stream, twisted along a steep steep.
Sometimes the trees parted, revealing sunny, cheerful glades, crossed out by a hare's trail, like a watch chain. There were also large trefoil-shaped footprints that belonged to some large animal. The footprints went into the thicket, into the windbreak.
- Prong passed! - as if about a good friend, said Savushkin, seeing that Anna Vasilievna was interested in the footprints. “Just don’t be afraid,” he added in response to the look thrown by the teacher into the depths of the forest, “the moose is meek.

The topic of the lesson "Y. Nagibin" Winter oak "

The goals of the teacher:continue working on the content of the work, identifying the main idea of ​​the story; develop sensitivity to the author's means of artistic expression; to form the ability to understand imagery, expressiveness of a word, to analyze a work; make a story plan and highlight micro themes; to consolidate the ability to expressive reading, reading by roles.

Planned results of studying the topic:

Item skills:include the creative imagination of students: by word, detail, be able to express themselves in accordance with the task at hand, select and use the expressive means of the language in accordance with the communicative task.

Metasubject UUD:

Personal: expresses value judgments and his point of view about the text read; participates in dialogue when discussing what has been read; formulates simple conclusions based on the text.

Regulatory: evaluates their achievements, realizes the difficulties that arise, looks for their reasons and ways to overcome them.

Cognitive: performs educational and cognitive actions; carries out the operations of analysis, synthesis, comparison, classification for solving educational problems, establishes cause-and-effect relationships, makes generalizations, conclusions.

Communicative: builds small monologic statements, carries out joint activities in pairs and working groups, taking into account specific educational and cognitive tasks.

The work is frontal, individual, in pairs, in groups.

Lesson stage	Teacher activity		Student activities	Formed UUD
Setting the goal of the lesson. Working with text: finding information and reading comprehension	So, what was asked at home? You have read the work to the end, but now let's try to understand its content.			Regulatory: Goal setting. Personal: to form motivation for learning and purposeful cognitive activity.
Task 1: Determine the topic of parts of the text
	1. The story "Winter Oak" is divided into 4 parts. You have cards on your desk that have the theme for each part. Determine the order of the topics in this story.I propose to work in pairs. Name the topic for 1 part, 2 parts, 3 parts and 4 parts. Let's check the completed work. Who agrees? Raise the signal cards. (On the board, the correct arrangement of topics) Ie what have we made? (That's right, well done) 2. And now let's draw up a picture plan. Check it out!		(Pupils work in pairs.Determine the sequence of topics for each part) Topic 1 part: path to school (or "light-filled January day") Topic 2 of the part: a lesson in the Russian language in the 5th grade. Topic 3 parts: conversation between teacher and student Theme 4 of the part: the beauty of the winter forest (or "the enchanted world of peace and soundlessness") Students check (raise signal cards.) Outline of the story. 1 student correlates the topic and the picture at the blackboard, concludes. The class evaluates.	Cognitive: develop skills: independently determine the sequence of microthemes of each part of the work Communicative: plan educational cooperation with the teacher and peers, observe the rules of speech behavior Regulatory: accept and preserve the educational goal and task, supplement, clarify the opinions expressed on the merits of the assigned task
Task 2: find specific arguments, information, facts in the text.
	1. Let's check how carefully you read the story. Briefly answer the questions in your workbooks. Questions: What was the name of the young teacher-heroine of the story? How old was she? How many years did she work at the school? What subject did you teach? How did the students and their parents feel about the young teacher? To the students of which class was the teacher in a hurry on a frosty morning? What topic did the students study? What is the name of the student who is late for class? What example of a noun did the hero of the story give? What caused the call of the boy to the teacher's room? 2. Swap notebooks with your neighbor. (The correct answers are shown on the slide) Let's check. Whose neighbor coped with the task without errors? 3. Work on the imagination. What time of year does the story take place? What miracles happen in winter? Close your eyes and imagine winter pictures. Who saw what? (On the blackboard there are pictures of a winter forest, winter trees) Who do winter trees look like? 4.What tree am I going to talk about now? Strong, slender and strong, After all, he is the lord of the forest, He is a living witness to us In the summer of the sunken centuries, A log house is solid from it, Have you guessed? This is …… .A picture of an oak on a board. So which tree are we going to talk about in the lesson today? What do you know about oak? What is the topic of our lesson? Formulate the purpose and objectives of our lesson.	Students write down the answers to the questions. (Individual work). Anna Vasilievna 24 years Two years Russian language Respectfully 5 "a" Nouns Savushkin Winter oak Savushkin was constantly late for 1 lesson. Mutual verification. Raise signal cards. In winter. Snowdrifts are silvery in the sun. Snow sparkles with all the colors of the rainbow. Trees sleep under white snow caps ... (Monster, fountain, snow globe, Baba Yaga) The ability to see the unusual in the ordinary ... (Oak!!!) About the winter oak. Yu. Nagibin. Yu.Nagibin "Winter oak."		Cognitive: develop the ability to build reasoning on the basis of established cause-and-effect relationships in the process of analyzing and interpreting a literary work Regulatory: exercise mutual control and self-control of the result, determine the degree of success of the work Communicative:
Problem 2: find examples in the text that prove the above statement Objective 3: Comparative characteristics	1.Find a description of winter oak in the text,read emphatically. 2. Find the means of expression that the author uses in this passage. What did the writer use these comparisons for? Why is the oak called the “benevolent guardian” of the forest? Reading chain Selective reading: Whom did the winter oak shelter? Confirm with words from the text. Answer questions about the revered passage. How does Savushkin behave in the winter forest, how does he communicate with a tree? What feelings did Anna Vasilievna feel? What did we do at this stage of the lesson? Well done, you did a good job with these tasks. Physical education Savushkin showed the teacher a fabulously beautiful winter oak, A.V. I saw the beauty of this guardian of the forest in my own way; director M. Kozhin made a feature film based on this work, look how he imagined an oak tree. Group work. - Do you agree with the author Yuri Nagibin and director Mikhail Kozhin? How did you imagine a winter forest, a winter oak? Well done!		Read p.103 expressively. Find comparisons in the text, read: (like a cathedral, its lower branches spread like a tent) ... To better show the beauty of the winter forest, winter oak. Because he is huge, mighty, stands for many years as a guard; it protects the sleep of living creatures: hedgehog, frog, beetles, boogers Read pp.103-104 Find and read the text: Hedgehog.1uch-sya "with an effort he rolled off a lump ..." Frog. 2 uch-sya "then he dug up the snow at another root ..." Beetles, lizards, boogers. 3ch-Xia. "The foot of the oak sheltered ....". "So much strength and lively warmth emanated from the tree that it could not but touch the boy's sensitive soul" "As with an old acquaintance" "Timidly stepped towards him" “I am fascinated by the winter forest, forgot that she had to hurry to the student’s mother. She is all in the power of the charm of nature They read expressively, selectively read, found means of expressiveness, made a story plan, found a correspondence between the points of the plan and pictures, found examples in the text that prove the above statement. Viewing the film "Winter Oak" directed by M. Kozhin (2.5 min) 1. Describe the winter forest in this passage. 3. Tell us about the inhabitants of the oak tree. Old acquaintances of the boy. 4. How do you imagine Savushkin, what lesson did he teach the teacher? 5.How has Anna Vasilievna changed after a walk in the woods? 6. Why is the story called "Winter Oak"? Nagibin talks about oak as a living being	Cognitive: draw conclusions as a result of the joint work of the class and the teacher, Communicative: be able to express and substantiate your point of view, listen and hear others, be ready to correct your point of view Regulatory: accept and preserve the educational goal and task, supplement, clarify the opinions expressed on the merits of the assigned task Cognitive: Communicative: be able to express and substantiate your point of view, listen and hear others, be ready to correct your point of view Regulatory: accept and preserve the educational goal and task, supplement, clarify the opinions expressed on the merits of the assigned task
Lesson summary. Reflection	What's your mood now? The most interesting thing in the lesson for me was ... The most difficult thing in the lesson for me was ... The lesson got me thinking ...		The winter oak is also the hero of the story, and the main one, because the text is titled. Meeting with him changed A.V., she discovered another world for herself, learned to see the unusual in the ordinary. Nature changes a person, makes him better, kinder, helps to think that a person is a grain of sand in the entire Universe. Our task is to protect and preserve this beauty, native nature. Answers study. About the beauty of native nature, that it needs to be loved and protected, to be attentive, to see the unusual in the ordinary, in the winter forest I will be attentive to its inhabitants. Each person has his own world, it must be understood and appreciated as his own Appreciate.	Cognitive: to draw conclusions as a result of the joint work of the class and the teacher. Communicative: be able to express and substantiate your point of view, listen and hear others, be ready to correct your point of view Regulatory: accept and preserve the educational goal and task, supplement, clarify the opinions expressed on the merits of the assigned task
Evaluations	The teacher gives marks for the work in the lesson.
D / s	What do you think needs to be done at home to prepare for the next lesson? Yuri Nagibin describes the winter oak in this way, the director of the film presented his version. And you are at home, after carefully rereading the passage, you will draw your own winter oak. Optionally, a multilevel d.z.		Draw how I imagine a winter oak.