Plot plan for a story, French lessons. Analysis of “French Lessons” Rasputin. Work test

Retelling plan

1. The boy leaves his native village for the regional center to continue his education.
2. The hero’s difficult life in the city.
3. Fedka, the owner’s son, introduces him to the guys who play for money.
4. The boy learns to play chica, starts winning and buys milk with the money he wins.
5. The hero is beaten by guys who play dishonestly.
6. Tishkin tells the teacher that the boy is playing for money.
7. Lidia Mikhailovna begins to study with him French individually.
8. The boy receives a parcel of pasta.
9. The hero of the story is making progress in French.
10. Lidia Mikhailovna teaches him to play “measures”.
11. The boy again wins money with which he buys milk.
12. The school principal finds out about the game.
13. Lydia Mikhailovna is leaving. Parcel 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 friends of his mother, suffers from malnutrition, loneliness and homesickness. In order to somehow feed himself, the hero begins to play “chika” with local boys and quickly realizes that this game is dishonest. But he has no choice, he plays honestly and wins every time only a ruble - for milk. They do not forgive him fair play: the hero is meanly and brutally beaten.

At school you have to explain the consequences of a fight - a broken face. The hero does not tell the truth, but he also lies ineptly - 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 teaching him additional French.

The author uses the technique of antithesis (contrast). An intelligent, beautiful, well-dressed woman, who is not spoiled even by slightly squinting eyes, “was not a teacher of some kind of arithmetic or history, but of the mysterious French language, from which also came something special, fabulous, beyond the control of anyone.” Who does she see in front of her? “In front of her, crouched on the desk, a skinny, wild boy with broken face, untidy, without a mother and alone, in an old, washed-out jacket on sagging shoulders, which fit on the chest, but from which his arms protruded far, in breeches altered from his father’s.” 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 bully and beech 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 - “measures,” quietly playing along, giving in. Thanks to the “honestly won” money, he could buy milk again. In addition, the teacher aroused the boy's interest in French - he began to make significant progress.

One day, Lidia Mikhailovna and the boy were caught playing “measures” by the school principal. It was useless to explain anything to him. Three days later, Lidia Mikhailovna left the regional center and sent New Year a parcel for the boy: 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 famous to a wide circle readers as a “village” writer. He is primarily interested not in the innovations of our lives, but in the ancient, primordially Russian, deep things that are leaving our lives.

But besides this, he also depicted the hardships that fell on the shoulders of the peasants, which could not but affect the destinies of children. 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, his independent life begins. And although he studies very well, hunger remains his constant companion. He lost so much weight that even his mother was afraid of him. He understands perfectly well that it is not easy for her, so he hides the hardships of his life from her and tries not to upset her with complaints. He knows perfectly well the value of money, the price of each mother's parcel. Such a small man, not yet psychologically strong, nevertheless has a tough inner core that does not allow him to break under the blows of fate. He proudly and steadfastly endures hunger and rejects the help of teacher Lydia Mikhailovna. He also endures humiliation from chiku players. This game one day 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 moved from school to her home. And here the teacher herself invites the boy to play. She understands perfectly well that the little proud man will never accept her gifts. Therefore, she gives him the opportunity to earn them honestly, to win. It is with this thought that he calms himself down, taking the money. Young, but already wise and shrewd, she first plays along with the boy, and then, realizing how this offends him, she begins to cheat right before his eyes. This convinces him that the money he earned is honest. “I immediately completely forgot that just yesterday Lydia Mikhailovna tried to play along with me, and I only made sure that she did not deceive me. Well, well! Lidia Mikhailovna, it’s called.”

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

Rasputin thinks about the fate of children who have taken 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 comes to school. He studies well.

2. Due to his poor existence and constant hunger, he begins to gamble for money. He is beaten for his luck in the game.

3. Teacher Lidia Mikhailovna forces him to study French additionally.

4. At her house they start playing for money. The boy again has money for food.

Retelling plan

1. The boy leaves his native village for the regional center to continue his education.
2. The hero’s difficult life in the city.
3. Fedka, the owner’s son, introduces him to the guys who play for money.
4. The boy learns to play chica, starts winning and buys milk with the money he wins.
5. The hero is beaten by guys who play dishonestly.
6. Tishkin tells the teacher that the boy is playing for money.
7. Lidia 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. Lidia Mikhailovna teaches him to play “measures”.
11. The boy again wins money with which he buys milk.
12. The school principal finds out about the game.
13. Lydia Mikhailovna is leaving. Parcel with pasta and apples.

Retelling

The author uses the technique of antithesis (contrast). An intelligent, beautiful, well-dressed woman, who is not spoiled even by slightly squinting eyes, “was not a teacher of some kind of arithmetic or history, but of the mysterious French language, from which also came something special, fabulous, beyond the control of anyone.” Who does she see in front of her? “In front of her, crouched on the desk was a skinny, wild boy with a broken face, unkempt, without a mother and alone, in an old, washed-out jacket on his drooping shoulders, which fit on his chest, but from which his arms protruded far, in breeches altered from his father’s.” 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 bully and beech 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.”

One day, Lidia Mikhailovna and the boy were caught playing “measures” by the school principal. It was useless to explain anything to him. Three days later, Lidia Mikhailovna left the regional center and sent the boy a package for New Year: pasta and apples. He realized that he was not alone, that there were kind, sympathetic people in the world.

V.G. Rasputin. "French Lessons".

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

Objective of the lesson: by analyzing the text, show students the sincerity and sensitivity of the teacher; reveal the moral laws by which the heroes of V.G. Rasputin live; identify author's position and students’ points of view on the problems raised by the author in the work; develop the ability to analyze work of art, develop communication skills and abilities of students, continue work on developing the speech of schoolchildren; to cultivate a sense of respect for the older generation and moral qualities in students.

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

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

L.N. Tolstoy

Lesson progress

I. Organizational moment.

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

Hello to those who go to school with little desire, because they think that the teachers are too strict with them.

I think that by the end of our lesson today there will be much more 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 No. 1: four key terms “PROTOTYPE”, “TEACHER”, “ACTION”, “KINDNESS”).

1. Question for students.

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

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

2. Write down the date and topic of the lesson in your notebook.

(Slide No. 2: topic of the lesson; slide No. 3: portrait of V.G. Rasputin and epigraph to the lesson).

The musical accompaniment of the teacher’s words is the song “Teacher’s Waltz.”

3. The teacher's word.

Today in the lesson we will try to reveal the spiritual values, moral laws by which Rasputin’s heroes live in the story “French Lessons”, 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.

The works of V. Rasputin invariably attract readers, because next to the everyday there are always spiritual values, moral laws, unique characters, the author’s thoughts about life, about man, about nature, which help us discover inexhaustible reserves of goodness and beauty in ourselves and in the world around us . As the epigraph to our lesson, we will take the statement of L.N. 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 for students.

What do you think a real teacher should be like?

(Examination homework. Miniature essay: “What a real teacher should be”).

2. The teacher's word.

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 "French Lessons". Perhaps something will change in your judgment.

Today we are divided into 4 groups, each of which received its own 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 tasks proposed by him in advance).

1 group “Theorists”: prototype of the image of a teacher and vocabulary work(the meanings of the words “prototype”, “kindness”, “conscience”, “deed”, “morality”, “lesson” had to be written out and given as handouts to the whole class).

Group 2 “Researchers”: worked on the image of the teacher in the work based on the following episodes:

Portrait of a teacher;

Classes with Lydia Mikhailovna (dramatization of the episode);

Package (demonstration of a video clip from the film “French Lessons”);

Play for money.

Group 3 “Moralists”: tried to resolve the moral issues raised by the author in the work.(Questions are provided by the teacher in advance).

Group 4 “Artists”: created a slide show about their school years and should have continued the sentence:“From my point of view, the lesson is...”(using different meanings this word)

Story by V.G. Rasputin autobiographical. He dedicated it to his teacher. Before we listen to the report from the students of the first group about the history of the creation of the story, I would like to find out from you what the concept of “prototype” is.

(Students’ answers using dictionaries created by group No. 1).

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

(Slide No. 4: photo by L.M. Molokova. Musical accompaniment with the song “Teachers have no time to grow old”).

See Appendix to Lesson No. 1.

4. Questions for students in group No. 2:

Describe the appearance of the teacher in the story?

(Students read the teacher’s description).

(Slide No. 5: portrait of a teacher - still from the film “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 weighs on 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 main character: “She sat in front of me, all neat, smart and beautiful, beautiful in her clothes, and in her feminine youth, which I vaguely felt, the smell of perfume from her reached me , which I took for the very breath...” “Lidia Mikhailovna was probably 25 years old or so then, I remember her well and therefore not too much; living face with eyes narrowed to hide the braid..." The key words and phrases will be: "squinting, attentive eyes", "beautiful", "carefully examined the class", which speak of the teacher’s caring attitude towards her work. Lidia Mikhailovna behaved calmly and confidently, this indicates that she felt that the teaching profession was her calling. She spoke a little, correctly, and asked questions, as she was always trying to understand the situation. The teacher is shown to be unusual and smart. Her image is slightly elevated by the author).

5. The teacher's word.

There was only primary school, and the hero went to the regional center to get further education, it was hard to bear the hunger, the homesickness was terrible, the boy begins to play for money, after practicing, he realizes that he can win money and spend it on milk.

Lidia Mikhailovna tries to find out the reasons for what happened with a joke, realizes that the boy is deceiving her and decides after school to find out the reasons for what happened.

Let's see how she does it!

(Slide No. 6: Still from the film “French Lessons”)

6. Staging of an episode from the work “Lydia Mikhailovna’s conversation with the main character after the fight”

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

7. Questions for students of group No. 2.

Why does Lidia Mikhailovna start studying with a boy? Was it only because of his failures in French?
How is Lydia Mikhailovna trying to help the main character?

(At first, the hero was wary of the teacher, because he did not imagine 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 abilities, for his inclination and interest in studying , she saw the boy’s self-sufficiency and self-esteem, which developed early in him. “We have so many well-fed loafers at school who don’t understand anything... and you’re a capable boy, you can’t leave school.” different ways, how to help a boy out without hurting his self-esteem).

8. Demonstration of the video fragment “Parcel”.

(Stillages from the film “French Lessons”)

9. Questions for students.

Why did the idea of sending the teacher a package fail?
Why does the hero refuse the parcel? Do you think he is doing the right thing?
Reveal 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 hurting his pride?

(Slide No. 8. Game of the main character and the teacher).

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

(The teacher suggested a game for money out of compassion for the boy, and when the director arrived she behaved strictly, without losing her self-esteem. This makes her similar to the main character of the story).

How does the game end?
How does the teacher behave when the principal arrives?
How do you understand the author’s words: “Why do we, just like before our parents, always feel guilty before our teachers? And not at all for what happened at school - no. And for what happened to us after?
What feeling is the writer talking about? (Answers from students in group No. 3).
What is “CONSCIENCE”?
what are the meanings of the words “ACT” and “HUMANISTIC”(Answers from students of group No. 1)
What is the humanistic significance of Lydia Mikhailovna’s act? (Answers from students in 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 young and adult readers”?(Answers from students in group No. 3).
What lessons do you think the hero learned? Is it only French lessons? (Answers from students in group No. 4).

10. The teacher's word.

Our group No. 4 tried to find all the meanings of the concept “LESSON” and translate them into a sentence: “From my point of view, a lesson is ...” Let’s listen to what they came up with.

11. Reading by students of the received sentences.

(Sample answers:

school 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;
results of events, thoughts, experiences, actions).

12. The teacher's word.

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

What is the interpretation of this word “LESSON” in the dictionary?(Answers from students in group No. 1).

The boy received lessons in kindness and courage, not only took additional French classes, but also received life lessons: learned to forgive insults, gained experience of experiencing loneliness. He realized that true good does not require reward, it is selfless, good has the ability to spread, be transmitted from person to person andreturn to the one from whom it came. He learned a lesson in selfless kindness, caring and courage. Lidia Mikhailovna opened the door to the boy new world, where people can trust each other, support and help, share grief and joy, relieve loneliness. He learned that there is kindness, compassion and love in the world. These are spiritual values. French lessons turn out to be lessons in kindness.

What does the concept of “KINDNESS” mean in the dictionary?(Answers from students of group No. 1)

I invite you to express my thoughts about kindness in writing a syncwine.

So, “KINDNESS”...

13. Students compile syncwines for the concept of “KINDNESS.”

(Musical accompaniment of students’ work - Song about kindness).

(Slide No. 9. Sample of syncwine).

(Use of handout – sample syncwine –see Appendix to Lesson No. 2).

14. Presentation of students’ syncwines.

15. The teacher's word.

What do you think a real teacher should be like?(Students' answers)

(Slide No. 10: with the last frame from the film - a parcel with apples and pasta; accompanied by the words of V. Sukhomlinsky)

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

A real teacher is one who helps his students become people, just people. A true teacher is one who is remembered throughout his life. True goodness does not require reward, does not seek direct return, 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 by heart a passage from the work to pre-prepared students of group No. 4.

(Musical accompaniment - the song “Farewell Waltz”).

(“In the middle of winter, after the January holidays, a package arrived at school by mail. When I opened it, again taking out an ax from under the stairs, there were tubes of pasta lying in neat, dense rows in it. And below, in a thick cotton wrapper, I found three red apples. Previously, I had only seen apples in pictures, but I guessed that these were them."

17. Students of group No. 4 show a slide show about their school life and reciting poems about teachers by heart.

(Slideshow of photographs about school life in grades 6-A, musical accompaniment with songs about school).

See Appendix to Lesson No. 3 (Poems about Teachers).

Lesson summary.

Questions for students.

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

(Student Assessment).

Homework.

Prepare a miniature essay “A teacher in my life.”

Appendix to lesson No. 1

Prototype of Lidia Mikhailovna

The heroine of Valentin Rasputin’s famous story “French Lessons” lives in Nizhny Novgorod, her name is Lidia Mikhailovna Molokova.

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

By chance she ended up in a district school, in the remote village of Ust-Uda. This was the worst place you could be assigned to. 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 caught mischievous

Valya Rasputin studied in a parallel class. More serious students gathered there. The class teacher, mathematics teacher Vera Andreevna Kirilenko, apparently, did not let them down. “In fact, Rasputin, first of all, wrote his teacher after Vera Andreevna,” says Lidia Mikhailovna. - “Beautiful, her eyes were a little squinted,” - that’s all about her. Discreet, neat, with good taste. They said that she was one of the former front-line soldiers.” But for some reason Vera Andreevna disappeared from all biographies of the writer.

After working for the required three years, Vera Andreevna left Ust-Uda for Kuban. And Lydia Mikhailovna had to take on the responsibility of class management in the joint ninth grade. Then Lidia Mikhailovna got married, lived in Irkutsk, and raised two daughters. Soon her husband died and she moved toSaransk, closer to mom. In Saransk state university Lydia Molokova worked for forty years. There were also business trips abroad: first she worked as a Russian teacher in Cambodia, then she taught 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 whole life to children, the mother of playwright Alexander Vampilov, Anastasia Prokopyevna Kopylova.

Appendix to lesson No. 2

Cinquain 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 showing a personal attitude towards a topic	There are few true friends.
Fifth line	Synonym for the noun from the first line	Understanding

Appendix to Lesson No. 3

Poems about teachers

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

From mother's warm hands
The teacher took your hand.
He put you in first grade
Solemn and respectful.
Your hand now
In the hand of your teacher.
The pages of the books turn yellow,
The names of the rivers change
But you are his student:
Then, now and forever!(K. Ibryaev)

№ 2. Teacher, the days of your life are like one,

You dedicate it to the school family.

You are everyone who came to you to study,

You call them your children.

Favorite teacher, dear person.

Be the happiest in the world

Even though sometimes it’s hard for you

Your naughty children.

You rewarded us with friendship and knowledge.

Accept our gratitude!

We remember how you brought us into the public eye

From timid, funny first-graders.

But children grow up, from school

Walking the roads of life

And your lessons are remembered,

And they keep you in their hearts.(M. Sadovsky)

No. 3. There are many of them -

Snub-nosed, dissimilar,

Flying into school in a crowd.

And it’s not easy with them. And yet

Any one is dear to his soul.

He led them

Along the ladder of knowledge,

Taught me to value my country,

And see across the distance,

And be friends with a book smart girl...

Let someone become a builder,

And someone is the owner of the rivers,

But my heart believes:

will deliver

High five for them tomorrow's century.

And, having become adults, years later

The guys will remember you kindly

And his severity and care, -

It's not an easy job as a teacher.(B. Gaikovich)

No. 4. In the classroom

Cold hands crumpled my apron,

The spoiled girl is all pale and trembling.

Grandmother will be sad: her granddaughter

Suddenly - one!

The teacher looks as if he doesn’t believe

These tears in the downcast 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 teacher V.G. Rasputin "French Lessons"

FRENCH LESSONS

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

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

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

Outline of the story "French Lessons"

achnrvepol
4.mysterious package
5. luck in the chica game
6.quarrel with friends
7.visiting Lydia Mikhailovna

11.departure of Lydia Mikhailovna
1.Village
2.City
3. Fight
4. Repeated beating
5.French lessons
6. Game of "Measuring"
7. Departure of Lydia Mikhailovna
simple plan:
1.difficult time after the war
2. mother’s decision to give her son an education
3.first time of independent living
4.mysterious package
5. luck in the chica game
6.quarrel with friends
7.visiting Lydia Mikhailovna
8. Lidia Mikhailovna’s care for the boy
9.game of measuring with Lidia Mikhailovna
10.sudden appearance of director
11.departure of Lydia Mikhailovna
12. another parcel from Lydia Mikhailovna
azazzaazazaz
Thank you
Holy shit O.o
boring and without details
1. Rasputin arrives at school.
2. Because of hunger, he begins to gamble for money.
3. A fight broke out.
4. The French teacher sends food to the boy and forces him to study extra French at home.
5. Lidia Mikhailovna’s game begins.
6. The director finds the teacher and the boy playing together and fires Lydia Mikhailovna.
7. The teacher left.
simple plan
1. The boy's loneliness.
2. Fight.
3. Beaten again.
5. Game of "measuring".
6. Lydia Mikhailovna left.
Quotation plan

4. I went there as if it were torture.
Plan
Introduction. Autobiographical nature of the story.
Main part

1.Appearance
A. Description
b. Cloth
V. Health
2.Characteristics
A. Proud - example from text b. Smart - example from the text
V. Attentive - example from the text
d. Steadfast in spirit - example from the text
3. Feelings and Sensations
A. Dot around the house

b. Loneliness
A. Thanks to Lidia Mikhailovna
Conclusion
What is the main lesson the hero of the story learned?
Quotation plan
1. "I went to fifth grade in '48."
2. “But as soon as I was left alone, it immediately began to pile on.”
3."Started playing Chika."
4. "I was beaten."
5. "Lydia Mikhailovna's conversation with me."
6. "Additional lessons with a French teacher at her home."
7. "She showed me how to play Pristenok."
8. "Farewell to the teacher and a parcel of apples."
simple plan
1. The boy's loneliness.
2. Fight.
3. Beaten again.
4. French classes.
5. Game of "measuring".
6. Lydia Mikhailovna left.
Quotation plan
1. But as soon as I was left alone, melancholy immediately fell upon me.
2. On that day there was not and could not be in the whole wide world a person more unhappy than me.
3. But what drove me most was hunger. I needed a ruble not for milk, but for bread.
4. I went there as if it were torture.
5. Well, let's play for real, Lidia Mikhailovna, if you want.
6. Previously, I had only seen apples in pictures, but I guessed that this was them.
You will get a good mark for accurate citations.
thanks everyone!
not that
1. The boy's loneliness.
2. Fight.
3. Beaten again.
4. French classes.
5. Game of "measuring".
6. Lydia Mikhailovna left.
My pleasure
1. The boy's loneliness.
2. Fight.
3. Beaten again.
4. French classes.
5. Game of "measuring".
6. Lydia Mikhailovna left.