The role of “bad society” in the life of Vasya, the hero of V. G. Korolenko’s story “Children of the Dungeon”

Vasya is the main character of the story “Children of the Dungeon” by Vladimir Galaktionovich Korolenko. We see the events taking place in the work through the eyes of this boy. He says about his life: “I grew up like a wild tree in a field - no one surrounded me with special care, but no one constrained my freedom.” Already from these lines it is clear that the hero was lonely. Vasya's mother died, and he was survived by his father and younger sister. The boy had a tender, warm relationship with his sister, but there was an “insurmountable wall” between him and his father. With particular tragedy, Korolenko describes how Vasya suffers from this. To avoid the “horror of loneliness,” the hero is almost never at home, and hopes to find “something” that will change his life.

After the death of his mother, Vasya wanted to find the love that she did not have time to give him in his father’s heart. However, the father seemed to him a “gloomy man” who does not love his son and considers him a “spoiled boy.” But in his story, Korolenko shows us how Vasya learns to understand other people, how he learns the bitter truth of life and how, finally, this “insurmountable wall” between him and his father collapses.

Korolenko built the story on contrasts. Vasya was the “son of respectable parents,” but his friends were children from “bad society” - Valek and Marusya. This acquaintance changed both the hero and his life. Vasya learned that there are children who have no home and who have to steal in order not to die of hunger. Describing the hero’s inner experiences, the author shows how at first Vasya was surprised at what he saw in the “bad society”, and then suffered from pity and compassion for the poor: “I didn’t yet know what hunger was, but at the last words of the girl I have something turned in my chest...”

Vasya became very attached to Valek and Marusa. They are still just children, and they really wanted to have fun and play from the heart. Comparing Marusya with his sister Sonya, Vasya sadly noted that Sonya “... ran so briskly... laughed so loudly,” and Marusya “... almost never ran and laughed very rarely...”.

Meeting Valek, Marusya and their father Tyburtsy helped Vasya look at life from a different perspective. He learned that there are people who have nothing to eat and nowhere to sleep, and he was especially struck by a gray stone that takes away the strength of a little girl.

Vasya’s father is a judge, and we see that the boy himself, in his thoughts, is trying to judge the actions of people from “bad society.” But this “contempt” was drowned out by compassion and pity, and the desire to help. This is evidenced by the chapter “Doll”, which can be called culminating.

People from the “bad society” helped Vasya to recognize and understand his father, to find “something dear” in him. Reading the story, we see that Vasya and his father always loved each other, but Tyburtsy and his children helped them express this love. The hero acquired such qualities as compassion, the desire to help people, kindness, courage, and honesty. But the “bad society” helped not only Vasya, but also his father: he also looked at his son in a new way.

At the end of the story, Korolenko describes how Vasya and Sonya, together with their father, pronounced vows at Marusya’s grave. I think the main one is the vow to help people and forgive them. Together with the guys, I experienced all the events described in the story. I really liked this book.

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Analysis of the chapter “Doll”. Lesson of kindness and mercy

Target:

• create conditions for the perception of the chapter of the story “The Doll” by V. G. Korolenko “In a Bad Society”, understanding the changes that occur in the consciousness of the main character under the influence of life circumstances;

• contribute to understanding the concepts of “humanism”, “mercy”

1. teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children; improve the skill of expressive reading, the ability to express one’s thoughts orally and in writing;
2. 
   develop integrative qualities of thinking and artistic perception, the ability to analyze, compare, generalize, draw conclusions, develop the emotional and moral sphere of students;

3.develop the ability to empathize; improve communication culture.

Equipment:

• textbook ed. V.Ya. Korovina;

• handouts (crosswords), cards
• projector

A lesson in the integrated application of knowledge and methods of activity. Problematic text analysis. Organizational stage 2 min Logical UUD: independently creating ways to solve problems creative and exploratory nature, updating knowledge Regulatory control systems: goal setting, control Cognitive UUD: information search Communication UUD: Cognitive UUD: universal UUD summing up a concept, deriving consequences 10 min Personal UUD : moral and ethical orientation Cognitive UUD (Logical universal actions): analysis of objects in order to identify features (essential, unimportant); selection of bases and criteria for comparison Logical UUD: analysis, synthesis, building cause-and-effect relationships Communicative UUD: expressing thoughts, listening to your interlocutor, working in a team 7 min Personal UUD: Moral and ethical orientation, assessment digestible content (based on social and personal values), providing personal moral choice. 10 min Regulatory UUD: goal setting Logical universal actions: selection of bases and criteria for comparison, seriation, Cognitive UUD: search and selection of information, structuring knowledge, semantic reading Communicative UUD: expressing thoughts, listening to your interlocutor, working in a team Communicative UUD: expressing thoughts L personal UUD: moral and ethical orientation 5 min Regulatory UUD Grade (highlighting and awareness by students of what has already been learned and what else needs to be learned, awareness of the quality and level of learning) Cognitive UUD The action of posing and solving problems

Analysis of the chapter “Doll”. A lesson in kindness and mercy. …it’s better to have a piece of a human heart in your chest instead of a cold stone. V. Korolenko 1.Teacher's word Indirect motivation (“Look at your desk – is everything ready for the lesson?”). Please smile at each other. 2.Checking homework. Solve the crossword puzzle based on the content of the story in pairs. Having solved it, you will read vertically the key word encrypted in it, which is the topic of the lesson and which clearly characterizes Vasya’s attitude towards rejected children. Students read the keyword humanism. So did you solve the crossword puzzle? Guys, what do you think we will talk about today? (about humanism in the story) Let's look up the definition of the word "humanism" in the dictionary. Humanism - humanity, humanity, love for humanity, respect for human dignity. Goal setting. - What does it mean to love a person? And the question should be answered on the basis of what? Choose synonyms for this word (slide) Sympathy. Compassion. Kindness. What words did these words originally come from? (find a word pair: feel - sympathize, suffer - sympathize) How do you understand the meaning of the word " suffer"? (to experience pain) Which of the characters in Korolenko’s story suffers? (Marusya, Vlek, Tyburtsy) Write your answer in your notebook in a complete sentence. What is the difference between words in a word-formation chain? What does the prefix co- mean? (together) Which of the heroes of the story has compassion and to whom? (Vasya) Why did you decide this? What episodes shows this from? Write it down in your notebook. Another synonym for kindness Slide A kind person takes someone else's illness to heart. A kind word reaches the heart. Pity comes with tears, and kindness comes with calluses. Everyone is busy - he wants good for himself Choose a proverb about goodness that fits the theme of our story and write it in your notebook (on your own) Check with explanation Guys, there is another synonym: mercy Read the definition that Tolstoy gave to this word? Do you agree with him? Sweet heart Charity consists not so much in material benefits as in spiritual support. Spiritual support consists, first of all, in non-judgment of one's neighbor and respect for his human dignity. L.N. Tolstoy What do the concepts have in common? (they are united by the fact that these are human feelings based on love for a person) Physical education minute. The class raises its hands - this is “ONE”. The head turned - it was “TWO”. Hands down, look forward - this is “THREE”. Arms to the sides wider - turned to “FOUR”. Pressing them to your shoulders with force is “FIVE.” All the guys sit down quietly - this is “SIX”. 3. Updating knowledge (work in pairs) Comparative characteristics of heroines. Let's remember our two heroines: Marusya and Sonya. Marusya Sonya What does Marusya look like? And Sonya? Highlight your keywords. In order to better understand our heroines, let's turn to the next chapter. 4. Analysis of the chapter “Doll” I brought my daughter's favorite toy. Why? What is the doll a symbol of? (message from Ksenia Safronova) What new do we learn about the girls from the chapter “Doll”? (Marusya felt worse again. She looked at all our tricks in order to keep her busy with indifference with her large, darkened and motionless eyes, and we had not heard her laugh for a long time. I began to carry my toys into the dungeon, but they only entertained the girl for a short time.) Read the passage. How did Sonya’s position differ from Marusya’s? What toys could surround Sonya? Sonya had a large doll, with a brightly painted face and luxurious flaxen hair, a gift from her late mother. I had great hopes for this doll, and therefore, calling my sister to a side alley in the garden, I asked her to give it to me for a while. I asked her so convincingly about this, so vividly described to her the poor sick girl who never had her own toys, that Sonya, who at first only hugged the doll to herself, gave it to me and promised to play with other toys for two or three days. without mentioning anything about the doll. Why didn't Marusya have toys? Highlight key words-epithets in the doll description. What impression did the doll make on Marusya? How did she play with the doll? The effect of this elegant earthenware young lady on our patient exceeded all my expectations. Marusya, who had faded like a flower in autumn, seemed to suddenly come to life again. She hugged me so tightly, laughed so loudly, talking with her new friend... The little doll performed almost a miracle: Marusya, who had not left her bed for a long time, began to walk, leading her blond daughter behind her, and at times even ran, as before slapping the floor with weak legs. How did Vasya pay for his actions? Why, despite the troubles that Vasya nevertheless foresaw, did he bring Marusya’s doll? Any similarities with Sonya? (he had compassion for Marusya, felt sorry for her) Compare your observations with the words of the epigraph: “... it is better to have a piece of a human heart in your chest instead of a cold stone.” (V. G. Korolenko.) 5. Drawing up a table. In the last lesson we filled out a table about the “gray stone”. What is the opposite of gray stone? What concepts are associated with the concept of “human heart”. Fill out the second column of the table. Slide Conclusion . If all people lived according to the laws of the human heart, and acted as their conscience tells them, then there would be no “gray stones” “sucking the life” out of people living in slums. 6. Reflection. So what does it mean to love a person? (sacrifice something for him, sympathize, sympathize)(to feel sorry for a person, to help him in difficult circumstances, to support, to sympathize) Guys, I asked you to bring you your favorite toys. Show them to me. Look: our Sonya has a lot of toys, but Marusya doesn’t have them. Who can give Marusa their favorite toy? 7.Evaluation Each student is asked to fill out a card and mark themselves. 2.Were you active in class? 3.What new did you learn in the lesson? 9.Homework. 1st option - retell the chapter “Doll” from the perspective of any hero: Marusya, Sonya, Vasya 2 var. – miniature essay “Which of the heroes do I sympathize with” 3 options - draw an illustration

Write down the topic and epigraph in your notebook. Work in pairs Working with a dictionary Write down the keyword and synonyms for it in a notebook. Write down the answer to the question Write down the answer to the question Choose a proverb Key words in the description of the appearance of two girls are written down in a notebook analyze a fragment of text and write down epithets in a notebook Answer questions, work with text Fill out the table

From Slavic mythology

So the Slavs had a “Grace” doll

The Slavs made the doll and gave it as a gift with the words: “Don’t be sad, don’t be discouraged, don’t give up.” Doll for the blues; wishes for prosperity, well-being, satiety and healthy children -. This doll is made for well-being and people ask it for as many benefits as they need. “The Giver of Good” never gives up on doing good deeds; she helps us understand what is good for us and see it for ourselves in a changing world.

In Japan, they celebrate Girls' Day, or the Doll Festival (Hina Matsuri). In houses where there are girls, exhibitions of richly dressed dolls are organized, they are decorated with peach flowers.

It is believed that the holiday of dolls arose from an ancient custom, when on this day people cut out figures from paper, wrote their age on them and drowned them in a river or stream. It was believed that in this way a person could free himself from everything bad that had accumulated in him over the year. In ancient times, a shaman performed a ritual of transferring evil and misfortune from a child to a doll, which was then thrown into the nearest river, while they prayed that the dolls would accept all the troubles that could befall the girls. Now this custom is a thing of the past, and the festival of dolls has become one of the most beautiful holidays of the year.

1. The feeling that Vasya experiences when looking at Marusya. (Sadness.)

2. Position of Vasya’s father. (Judge.)

3. The most beautiful building in Knyazh-gorodok. (Jail.)

4.What brightened up the last days of dying Marusya? (Doll.)

5. The place where Vasya met Valek and Marusya. (Chapel.)

6. The feeling that Vasya experiences in his home. (Loneliness.)

7. The place where Valek and Marusya lived. (Dungeon.)

8.The tree that grew in front of the entrance to the dungeon. (Bird cherry.)

1. The feeling that Vasya experiences when looking at Marusya. (Sadness.)

2. Position of Vasya’s father. (Judge.)

3. The most beautiful building in Knyazh-gorodok. (Jail.)

4.What brightened up the last days of dying Marusya? (Doll.)

5. The place where Vasya met Valek and Marusya. (Chapel.)

6. The feeling that Vasya experiences in his home. (Loneliness.)

7. The place where Valek and Marusya lived. (Dungeon.)

8.The tree that grew in front of the entrance to the dungeon. (Bird cherry.)

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

1.Are you satisfied with how the lesson went?

2.Were you active in class?

3.What new did you learn in the lesson?

4.What difficulties did you encounter?

Tasks for "3":
1. Name the heroes of the story “Children of the Dungeon.”
2. What do others think about Vasya, and what is he really like?
3. How did Vasya meet his future friends?
4. Why did Valek and Marusya rejoice at every visit of Vasya?
Why did the children's friendship grow and become stronger?
5. Who is Tyburtsy Drab? What impression did you have of him?
Tasks for "4":
1. What detail in Valek’s portrait particularly attracted Vasya?
2. Highlight a description of Marusya’s appearance in chapters 4-5. What epithets, evaluative words, comparisons does the author use in them?
3. What does Vasya experience when he learns that his new friends are beggars and thieves?
4. How does the story with the doll characterize Vasya?
5..Why can’t Valek and Marusya be called “bad company” for Vasya?
6. What changes occurred in Vasya’s mind under the influence of meeting new friends?
Tasks for "5":
1. Why did Vasya, watching Marusya, involuntarily begin to compare her with his sister Sonya?
2. What impression did the dungeon environment make on Vasya?
3. Why didn’t Vasya understand the meaning of Valek’s mysterious words: “The gray stone sucked the life out of her?”
How do you understand the words about the “gray stones” that “sucked the life” out of Marusya? Write down the words that you associate with this concept?
4. What moral lessons does Vasya receive? Write down the words that you associate with the concept of “human heart.” Compare your observations with the words of the epigraph.
5. How do you understand the words of Mr. Tyburtsy: “It’s good that your road ran through ours”? Prove with text that Vasya’s life has changed.

Marusya

It was a pale, tiny creature, reminiscent of a flower that grew without the rays of the sun. Despite her four years, she still walked poorly, walking unsteadily with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on the thin neck, like the head of a field bell; her eyes sometimes looked so unchildishly sad, and her smile reminded me so much of my mother in recent days, when she used to sit opposite the open window and the wind moved her blond hair, that I myself felt sad, and tears came to my eyes.

Sonya

...my Sonya was as round as a donut and as elastic as a ball. She ran so briskly when she got excited, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids.

What does Marusya look like? And Sonya? Highlight your keywords.

What are the differences in the characteristics of the two girls?

Highlight the key epithet in the image of Marusya?

Why was Marusya sad?

Who else was sad? Why do you think?

Marusya

It was a pale, tiny creature, reminiscent of a flower that grew without the rays of the sun. Despite her four years, she still walked poorly, walking unsteadily with crooked legs and staggering like a blade of grass; her hands were thin and transparent; the head swayed on the thin neck, like the head of a field bell; her eyes sometimes looked so unchildishly sad, and her smile reminded me so much of my mother in recent days, when she used to sit opposite the open window and the wind moved her blond hair, that I myself felt sad, and tears came to my eyes.

Sonya

...my Sonya was as round as a donut and as elastic as a ball. She ran so briskly when she got excited, she laughed so loudly, she always wore such beautiful dresses, and every day the maid wove a scarlet ribbon into her dark braids.

What does Marusya look like? And Sonya? Highlight your keywords.

What are the differences in the characteristics of the two girls?

Highlight the key epithet in the image of Marusya?

Why was Marusya sad?

Who else was sad? Why do you think?

Sonya

Schoolchildren already have to write an essay based on Korolenko’s story “In a Bad Society” in the fifth grade. This work reveals themes of friendship, mutual respect, and betrayal. It makes us think about many important values ​​in our lives.

“Bad Society” by Viktor Galaktionovich Korolenko is a very deep story in its content. The main character is a boy named Vasya. He was left without a mother early. They and their younger sister are raised by their father. But it’s not easy for the guys - dad is still having a hard time with his mother’s death. Only the youngest Sonya gets attention; she is very similar to her mother, so her father sat her on his lap and hugged her for a long time. Vasya was deprived of his father’s affection, and therefore was often left to his own devices.

One day, while walking, a boy and his friends came across an abandoned crypt near an old chapel. Out of curiosity, they decided to see who lived there. An essay based on Korolenko’s story “In Bad Society” should include an analysis of this episode.

This dungeon was inhabited by poor people. Vasya saw a boy with whom he almost got into a fight. His friends abandoned him long ago, running away out of fear. But the guys were able to find a common language and became friends.

It turned out that the new comrade’s name is Valek. And he, like Vasya, has a younger sister. But she is very sick, and the conditions of her miserable life do not allow her to get better. Their father is Tyburtsy Drab, the leader of the “bad” society. No one knows about his past, but it can be assumed that he used to be a fairly successful person, as he is very educated.

Everyone is afraid of Tyburtsiy, they even call him a sorcerer. He forbids the children to communicate, but still they do not stop being friends.

Little Marusya becomes even more ill. Vasya brings her Sonya’s doll. The girl dies, but before her death she is glad that she has such a beautiful toy.

Tyburtsy goes to Vasya’s father and thanks him for his son. After this, Vasya and dad find a good relationship. In an essay based on Korolenko’s story “In a Bad Society,” it is necessary to include quotations in order to more fully convey the meaning of the work.

Main character

How did we see Vasya? A very brave, kind, sympathetic boy. He was not afraid of the poverty of his new friends and continued to communicate with them. Due to his age, he did not even think about Valk’s social status. He was very surprised when he heard from the lips of his new comrade that they were beggars.

After all, Vasya’s father is a respected man, a judge. The boy did not know what it was like to look for food. A nanny looked after him carefully, and dinner was always ready on the table. But this circumstance did not stop the main character: he began to carry apples to Valka and Marusya. He does not undertake to judge his new friend for theft, because he commits a crime for the sake of his sister, getting her food.

The episode with the doll given to Marusya is one of the most powerful in the story written by V. G. Korolenko. “Bad” society does not frighten a child; he makes friends sincerely, truly, despite the poverty of his new friends.

Valek and Marusya

You can sympathize with these guys: they lived in a crypt, getting food by stealing. They didn’t see their mother’s affection, and their father was strict with them. But at the same time, the children tell Vasya that he is good and loves them very much.

Valk is nine years old, he is so thin that he looks like a reed. But at the same time, the child behaves like an adult, since a difficult life has taught him independence. In addition, the responsibility for his little sister Marusya fell on his children's shoulders.

The author does not indicate what this girl’s illness is. He only says that the stone is drawing all the strength out of her. Marusya is only four years old, but she has no chance of recovery, since her father does not have money, medicine or other opportunities to cure the child. In an essay based on Korolenko’s story “In a Bad Society,” you must definitely include a description of the home of these guys. This will help reveal the characters' characters more deeply.

The girl, who has seen so little in her tiny life, dies. But before her death, a gift awaited her: Vasya, seeing how much Marusya was suffering, took a beautiful doll from his sister and gave it to the girl. She had never seen such interesting toys, and therefore was very happy about the gift. But nevertheless, the disease took over, and Marusya dies.

Key points of the work

In fifth grade, children will read the story “In Bad Society” by Korolenko. The outline of the work will help the student write a decent essay.

1. Interest in the ruins.
2. Vasya and his relationship with his dad.
3. A chance acquaintance with a boy.
4. A friendship began.
5. Gray stone.
6. Vasya's appearance in the dungeon.
7. Acquaintance of Tyburtsy with Vasya.
8. An unexpected gift.
9. Death of Marusya.
10. Conversation between Tyburtsy and the judge.
11. Reconciliation between Vasya and his father.

These are the main points of the work “In Bad Society” by Korolenko. The plan may contain more points.

Conclusion

The story will touch the souls of not only fifth-grade students, but also those adults who read it. The true friendship of guys from different walks of life will not leave anyone indifferent. Thanks to his new friends, Vasya changed his attitude towards his own father, and also discovered the most positive character traits in himself. For example, responsiveness and kindness.

The story teaches understanding, love, kindness. The theme of loneliness is revealed very well in it. Every child realizes how important it is to have a home, loving parents and true friends.

It is impossible to summarize the work “In Bad Society” in a few simple sentences.

And why all? Because this work, which looks like a story, in essence “pulls” on a full-fledged story.

On the pages of Vladimir Galaktionovich Korolenko’s masterpiece, the reader will meet more than a dozen heroes and follow their fate, rich in twists and turns, over the course of a couple of months.

“In a Bad Society” by V. G. Korolenko - the history of creation

Many schoolchildren are interested in the question, how many pages are there in a work? The volume is small, only 70 pages.

Vladimir Galaktionovich Korolenko (1853-1921)

Vladimir Korolenko wrote the text “In Bad Society” while in exile in Yakutia (1881 – 1884). The writer finalized the book already in St. Petersburg, in 1885, while in a pre-trial detention center.

The opus, the genre of which was defined as a story, was published in the same year in the magazine “Russian Thought”.

The story was reprinted many times, and after several years it was changed and released under the title “Children of the Dungeon.” Today, the story, the meaning of the title and the theme of which - the hard life of the poor and disadvantaged - is recognized as the pinnacle of the writer’s work.

The main characters and their characteristics

The main character of the work is the boy Vasily. The child lives with his father in the South-Western region, in the town of Knyazhye-Veno.

The city, which was mainly inhabited by Poles and Jews, is described by the author so naturalistically that it is easy to recognize it as exactly the end of the 19th century.

The boy's mother died when the boy was only six. The father is bogged down with work. His profession is a judge, he is a respected and rich man. Immersed in work from grief, the father did not spoil the child with attention and care.

The boy could freely leave the house unaccompanied, so he often walked aimlessly around the city, keen on discovering its secrets and mysteries.

One of the city's mysteries is an old castle on a hill among ponds. Once this majestic structure was the residence of a real count, but now it is abandoned and gave shelter only to a group of beggars.

A conflict flares up between the inhabitants of the ruins; some of the beggars are thrown onto the street. The “winners” remain to live in the castle. This is old Janusz, who once served the count, a group of Catholics and several other former servants.

Expelled from the count's residence, the poor fellows "moved" to a basement not far from the abandoned chapel.

The head of this group of beggars calls himself Pan Tyburtsy. Pan is a mysterious and ambiguous person. Almost nothing is known about his past.

Some of his fellow sufferers consider him a wizard, others - an exiled impoverished nobleman.

Tyburtsy sheltered two orphans, Valka and his sister Marusya. Vasya meets both groups of beggars. Janusz invites the boy to visit, but the child is more interested in Marusya and Valk.

The old intelligent servant Janusz, with whom Vasya nevertheless maintains a relationship, reproaches the boy for his friendship with “bad society,” which he considers the second group of beggars to be.

Vasily thinks a lot about his unfortunate father, remembers his mother, and reflects on how he became close to his sister Sonya after the death of his parent.

Vasya and his friends head to the chapel to see Marusya and Valk. The children begin to be afraid of the mysterious place and run away in all directions without reaching it. Vasily enters an abandoned building alone and meets with Valk and Marusya. The orphans are glad to see the guest and invite him to come more often, but keep the meetings secret from the strict Master Tyburtsy, who is their adoptive father.

The main character comes to new friends as often as he can. At some point, Vasya notices that Marusya is feeling worse and worse. The girl's adoptive father is sure that her life is being sucked away by the gray stone. This is understandable; life in damp dungeons is unsafe for children.

Vasily sees how Valek is forced to steal a bun to bring it to his hungry, sick sister. The main character condemns the homeless boy for his wrong action, but his pity is stronger than his sense of justice.

The child is very sorry for Marusya, who is stricken with illness. Arriving home, Vasya cries.

Vasily completely accidentally encounters Pan Tyburtsy. The boy is a little scared, but the man and the child very quickly find a common language and become friends. The old servant Janusz from the castle complains to the judge about “bad society.”

Chapters 8 - 9

Marusya's health is deteriorating. Vasily often visits new friends.

In order to somehow please the sick girl, Vasya asks his sister to give him the doll. She gives it away without asking her father’s permission. Upon discovering the loss, the parent becomes angry.

Vasily cannot take the toy from the sick girl; she is delirious, clutching the doll to herself as a symbol of last hope. Vasya's father locks him at home.

After some time, the story with the doll ends. The toy is brought to Vasya’s house by... Pan Tyburtsy. The man says that Marusya gave her soul to God and tells Vasily’s father about the friendship of their children. Dad lets Vasya say goodbye to Marusya.

Tyburtsy and Valek leave the town. A little later, almost all the other tramps disappear. Vasya and his family come to his friend’s grave. Having matured, Vasily and Sonya pronounce vows over Marusya’s grave and leave their hometown.

Analysis of the work “In Bad Society”

Students study this powerful, lyrical and very sad classic in fifth grade, but the story can be just as interesting and useful for adults.

Korolenko incredibly reliably described such a rare phenomenon as true, strong, absolutely selfless friendship. Quotes from the story of Vasya and the “children of the dungeon” will not leave anyone indifferent.

Conclusion

After finishing reading a book, schoolchildren and students often write reviews or leave short notes in the reading diary. It is worth noting the following main idea: at the end of the story, the main character Vasily began to have a completely different attitude not only towards his father, but also towards himself.

Having drawn conclusions from everything that happened, the boy learned to sympathize with the grief of others, to be loving, understanding and responsive.

5th grade, literature

Date:

Lesson #61

Lesson topic: Analysis of an episode from V. G. Korolenko’s story “In a Bad Society.”

Lesson type: combinedlesson.

Target : help students understand and comprehend the ideological content of the story;teach partial analysis of a work of art through the study of text, paintings by Russian artists, and creative works of children; improve the skill of expressive reading, the ability to express one’s thoughts orally and in writing;respect for a person’s personality, regardless of his social affiliation and material wealth, the ability to objectively evaluate a classmate’s answer, using the example of V.G. Korolenko’s story “In a Bad Society” to show that material wealth does not always lead to happiness, fostering a culture of communication, developing the ability to listen and take into account the opinion of others.

Planned results:

Cognitive UUD: to develop the ability to realize the importance of reading for further education, to understand the purpose of reading; present the content of the text read concisely, selectively.

Regulatory UUD: independently formulate the topic and goals of the lesson; have the ability to set goals, the ability to plan work, perform self-control, self-assessment, reflection.

Communicative UUD: develop the ability to argue your proposal, persuade and yield; develop the ability to negotiate and find a common solution; master monologue and dialogic forms of speech; listen and hear others.

Forms of organization of cognitive activity: collective, frontal, individual.

Teaching methods: verbal, practical, problematic questions, partially search.

Equipment: literature textbook, notebook.

Lesson progress:

Checking homework, reproducing and correcting students’ basic knowledge.

Greetings. Checking readiness for the lesson. Identification of missing .

Motivation for students' learning activities. Messages about the topic, goals, objectives of the lesson and motivation for schoolchildren’s educational activities.

At home you finished reading the story “In Bad Society.”

We continue with you, led by the man - the legend Vladimir Galaktionovich Korolenko, to search for the truth, truth and justice in which the writer believed.

Perception and primary awareness of new material, comprehension of connections and relationships in the objects of study.

Teacher's explanation: The main theme of the work is poverty, both material and spiritual. Being a humanist writer, Korolenko pays great attention to this social problem in his work, forcing him to think about his own priorities in this matter.

Each chapter of the work reveals the characters from a new side. We see what they were like at the beginning of the story, and what they became like after the events that happened in their lives.

Exercise for the eyes

Your eyes need a rest. (close your eyes)
You need to take a deep breath. (take a deep breath with your eyes closed)
The eyes will run around. (open your eyes, move them in a circle)
Blink many, many times (blink your eyes frequently)
My eyes felt good. (lightly touch your eyes with your fingers)
Everyone will see my eyes! (open your eyes wide and smile).

4.Primary check of understanding of what has been learned, initial consolidation of what has been learned.

- How many storylines can be identified in Korolenko’s work? Let's highlightVasya's life line (let’s note the problem of Vasya’s relationship with his father) andlife line of the Tyburtsia family . The intersection of these lines leads to changes in Vasya’s life and in the life of this family.

- What did Vasya’s friendship with Valek and Marusya bring?
After meeting Valek and Marusya, Vasya felt joy from a new friendship. He liked to talk with Valek and bring gifts to Marusa. But at night his heart sank with pain of regret when the boy thought about the gray stone that was sucking the life out of Marusya.

Plot and composition plan of the story

I. Ruins. ( Exposition .)
1. Death of mother.
2. Prince-town.
3. Castle on an island.
4. Expulsion of residents from the castle.
5. New refuge for exiles.
6. Tyburtsy Drab.
7. Children of Tyburtsiya.
II. Me and my father. ( Exposition .)
1. Vasya’s life after the death of his mother.
2. The attitude of father to son.
3. The boy's double grief. "The horror of loneliness."
4. Father's experiences.
5. Vasya and his sister Sonya.
6. Vasya explores the life of the city.

III. I am making a new acquaintance. (Commencement.)
1. Start of the excursion.
2. Exploring the chapel.
3. The boys' flight.
4. Mysterious whisper.
5. The appearance of a boy and a girl.
6. First conversation.
7. Getting to know each other.
8. New friends accompany Vasya home.
9. Returning home. Conversation with the fugitive.

IV. The acquaintance continues. ( Action development I.)
1. Gifts for Valek and Sonya.
2. Comparison of Marusya and Sonya.
3. Vasya’s attempt to arrange a game.
4. Talk about a gray stone.
5. Conversation between Valek and Vasya about Tyburtsia and Vasya’s father.
6. A new look at my father.
V. Among the gray stones. ( Development of action .)
1. Vasya’s meeting with Valek in the city.
2. Waiting at the cemetery.
3. Descent into the dungeon. Marusya.
4. Conversation with Valek about theft and poverty.
5. Vasya’s new feelings.
VI. Pan Tyburtsy appears on stage. ( Development of action .)
1. Vasya comes to visit his friends again.
2. Game of blind man's buff.
3. Tyburtsy catches and questions Vasya.

5. Summing up the lesson (reflection) and reporting homework.

The main message of the author in this work is that poverty represents a whole social layer of problems that in one way or another affect the spiritual side of every person. The author suggests starting to change the world for the better from yourself, showing mercy and compassion, and not becoming deaf to the problems of others, which is essentially spiritual poverty.

What great fellows you are, what wonderful conclusions you have drawn, how many moral lessons you have learned for yourself! And now I would like to consolidate your knowledge and conduct a quick survey:

1) What was the name of the hero who had the “gray stones” disease? (Marusya )

2) Who does Vasya compare the wooden bridge to? (decrepit old man )

3) What color were Valek’s eyes? (black )

4) Which of the heroes had a scarlet ribbon woven into their hair? (Sonya )

5) What did Vasya consider the best architectural decoration of the city? (jail )

6) Who told the city judge about the stolen doll? (Tyburtsy )

7) Which of the heroes was called a tramp? (Vasya )

8) What was the name of the hero who told children various stories about screams coming from underground? (Janusz )

9) What did Vasya admire about Valek? (seriousness, responsibility ).

Who didn’t allow Vasya to play with his younger sister? (nanny )

10) What temporarily brought Marusya back to life? (doll )

11) Which of the heroes said about himself that he would not allow anyone to spit on his porridge? (Turkevich )

Creative work - compiling syncwines.

Let's repeat what syncwine is. (Line 1 – one noun expressing the main theme of the cinquain.

Line 2 – two adjectives expressing the main idea.

Line 3 – three verbs describing actions within the topic.

Line 4 is a phrase that carries a certain meaning.

Line 5 – conclusion in the form of a noun (association with the first word).

Sinkwine 1st century –Vasya Marusya – 2nd century.

Lonely, kind Sad, small

Helps, supports, suffers, starves, gets sick, fades away

Brings a doll for Marusya Gray stone sucks life

Charity Poverty

Grading.

Homework: prepare a quotation description of your favorite character.