General characteristics of the program The sample literature program for a basic school is compiled on the basis of the Fundamental Core of the Content of General Education and the Requirements for the Results of Basic General Education, presented in the Federal State Standard of General Education of the second generation. The approximate program indicates the goal setting of subject courses at different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational results (requirements); at the level of educational activities.

The sample program includes four sections: “Explanatory Note” with requirements for learning outcomes; “Main content” of the course with a list of sections; “Approximate thematic planning” with the definition of the main types of educational activities of schoolchildren; “Recommendations for equipping the educational process.”

Contribution of the subject “Literature” to achieving the goals of basic general education Literature contributes to the formation of a well-rounded, harmonious personality, education of a citizen, a patriot. Familiarization with the humanistic values ​​of culture and the development of creative abilities are a necessary condition for the formation of a person who is emotionally rich and intellectually developed, capable of constructively and at the same time critically treating himself and the world around him. Communication of a student with works of literary art in literature lessons is necessary not just as a fact of acquaintance with genuine artistic values, but also as a necessary experience of communication, dialogue with writers. This is an introduction to the universal values ​​of existence, as well as to the spiritual experience of the Russian people.

The main goals of studying the subject “Literature”: the formation of a spiritually developed personality with a humanistic worldview, national identity and all-Russian civic consciousness, a sense of patriotism; development of intellectual and creative abilities of students; students’ comprehension of the top works of domestic and world literature, their reading and analysis; step-by-step, consistent formation of skills to read, comment, analyze and interpret literary text; mastering possible algorithms for comprehending the meanings embedded in a literary text (or any other speech utterance), and creating your own text, presenting your assessments and judgments about what you read; mastery of the most important general educational skills and universal educational activities;

General characteristics of the academic subject As part of the educational field "Philology", the academic subject "Literature" is closely related to the subject "Russian Language". Russian literature is one of the main sources of enriching students’ speech, developing their speech culture and communication skills. Studying the language of works of art contributes to students’ understanding of the aesthetic function of the word and their mastery of stylistically colored Russian speech. The specificity of the academic subject “Literature” is determined by the fact that it represents the unity of verbal art and the foundations of the science (literary criticism) that studies this art. The literature course in 58 grades is based on a combination of concentric, historical-chronological and problem-thematic principles, and in grade 9 a linear course on a historical-literary basis is offered.

The sample program includes the following sections: 1. Oral folk art. 2. Old Russian literature. 3. Russian literature of the 18th century. 4. Russian literature of the first half of the 19th century. 5. Russian literature of the second half of the 19th century. 6. Russian literature of the first half of the 20th century. 7. Russian literature of the second half of the 20th century. 8. Literature of the peoples of Russia. 9. Foreign literature. 10. Reviews. 11. Information on the theory and history of literature. 12. Diagnostic, current and final control of the level of literary education.

Results of studying the subject “Literature” Personal: improvement of the spiritual and moral qualities of the individual, nurturing a sense of love for the multinational Fatherland, respect for Russian literature and the cultures of other peoples; using various sources of information (dictionaries, encyclopedias, Internet resources, etc.) to solve cognitive and communicative problems. Meta-subject: the ability to understand a problem, put forward a hypothesis, structure material, select arguments to confirm one’s own position, highlight cause-and-effect relationships in oral and written statements, formulate conclusions; the ability to independently organize one’s own activities, evaluate them, and determine the area of ​​one’s interests; ability to work with different sources of information, find it, analyze it, and use it in independent activities.

Subject results: 1) in the cognitive sphere: understanding of the key problems of the studied works of Russian folklore and folklore of other peoples, ancient Russian literature, literature of the 18th century, Russian writers of the 1920th centuries, literature of the peoples of Russia and foreign literature; understanding the connection between literary works and the era of their writing, identifying the timeless, enduring moral values ​​embedded in them and their modern meaning; the ability to analyze a literary work: determine its belonging to one of the literary genres and genres; understand and formulate the theme, idea, moral pathos of a literary work, characterize its heroes, compare the heroes of one or more works; identification of plot elements, composition, visual and expressive means of language in a work, understanding their role in revealing the ideological and artistic content of the work (elements of philological analysis); mastery of elementary literary terminology when analyzing a literary work; 2) in the value-orientation sphere: familiarization with the spiritual and moral values ​​of Russian literature and culture, comparing them with the spiritual and moral values ​​of other peoples; formulating one’s own attitude towards works of Russian literature, their evaluation; own interpretation (in some cases) of the studied literary works; understanding the author’s position and one’s attitude towards it;

(continued) 3) in the communicative sphere: listening comprehension of literary works of different genres, meaningful reading and adequate perception; the ability to retell prose works or passages thereof using figurative means of the Russian language and quotations from the text; answer questions based on the text you listened to or read; create oral monologues of various types; be able to conduct a dialogue; writing summaries and essays on topics related to the subject matter of the studied works, classroom and home creative work, abstracts on literary and general cultural topics; 4) in the aesthetic sphere: understanding the figurative nature of literature as a phenomenon of verbal art; aesthetic perception of works of literature; formation of aesthetic taste; understanding of the Russian word in its aesthetic function, the role of figurative and expressive linguistic means in the creation of artistic images of literary works.

Place of the “Literature” course in the basic curriculum (educational) plan The Federal basic educational plan for educational institutions of the Russian Federation (option 1) provides for the compulsory study of literature at the stage of basic general education in the amount of 455 hours, including: in grade 5 105 hours, in 6th grade 105 hours, in 7th grade 70 hours, in 8th grade 70 hours, in 9th grade 105 hours. The sample literature program for basic general education reflects the invariant part and is designed for 400 hours. The variable part of the program is 55 hours (12% time from the total number of hours provided for in the basic curriculum) and is formed by the authors of the work programs.

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1 SAMPLE PROGRAM OF BASIC GENERAL EDUCATION IN LITERATURE for educational institutions with Russian language of instruction Explanatory note Document status The sample program in literature is compiled on the basis of the federal component of the state standard of basic general education. The approximate program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence of studying topics and sections of the academic subject, taking into account interdisciplinary and intrasubject connections, the logic of the educational process, the age characteristics of students, and determines the minimum set of essays. The sample program performs two main functions: The informational and methodological function allows all participants in the educational process to get an idea of ​​the goals, content, general strategy of teaching, educating and developing students through the means of a given academic subject. The organizational planning function involves highlighting the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students. The sample program is a guideline for compiling original curricula and textbooks and can be used by the teacher for thematic planning of a course. The sample program defines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of the author's choice of a variable component of the educational content. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the model program helps to maintain a unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for implementing different approaches to building a curriculum. Document structure The sample program includes three sections: an explanatory note; main content with an approximate distribution of training hours by sections of the course and the recommended sequence of studying topics and sections; requirements for the level of training of graduates. The content of literary education is divided into sections according to the stages of development of Russian literature. Such a consistent

2 activity is determined by a principle that is universal for many existing programs: the teaching of the course in each of the classes of the basic school is most often structured according to a chronological principle. Thus, the sections of the program correspond to the main stages of the development of Russian literature, which correlates with the task of forming in students an idea of ​​the logic of the development of the literary process. The sample program includes a list of outstanding works of fiction with annotations to them. In this way, the mandatory minimum content of literary education is detailed: the directions for studying the writer’s work, the most important aspects of the analysis of a particular work are indicated (the ideological and artistic dominant of the work is revealed); historical and literary information and theoretical and literary concepts are included to help master the literary material. Works of small epic genres and lyrical works are most often accompanied by one general annotation. Theoretical and literary concepts are proposed in the program, as in the educational standard, in the form of an independent heading; in some cases they are included in annotations to the works proposed for study and are considered in the process of studying specific literary works. The sample program does not distribute educational material into separate classes, highlighting three stages of literary education at the level of basic general education: Grades V-VI At this stage, ideas are formed about the specifics of literature as the art of words, the development of conscious reading skills, the ability to communicate with the artistic world of works of different genres and individual styles. The selection of texts takes into account the age characteristics of students, whose interest is mainly focused on the plot and characters of the work. Theoretical and literary concepts are associated with the analysis of the internal structure of a work of art from metaphor to composition. Grades VII-VIII At this stage, the tasks of developing the ability to formulate and argueably defend a personal position related to the moral issues of a work, as well as improving the skills of analysis and interpretation of a literary text, which involve establishing connections between the work and the historical era, cultural context, and literary environment, come to the fore. and the fate of the writer. The selection of works at this stage of literary education takes into account the growing interest of schoolchildren in the moral and philosophical issues of works and psychological analysis. The basis of theoretical and literary knowledge is the comprehension of the system of literary genres and genres, as well as artistic movements. Grade IX This stage of literary education is transitional, since in Grade IX the tasks of pre-professional training of students are solved, the foundations of systematic

3 studies of historical and literary courses. The sample program for grades V-VI and VII-VIII is more open to various variants of the author's concepts of the course than the program for grade IX, which traditionally has a more rigid structural and content basis. When drawing up original programs and thematic planning, it is mandatory to allocate hours for speech development: in grades V-VI, students must write at least 4 essays during the school year (of which 3 are classroom essays), in grades VII-VIII, at least 5 essays (of which 4 in-class essays), in grade IX at least 6 essays (of which 5 are in-class essays). General characteristics of the academic subject Literature is a basic academic discipline that shapes the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of a schoolchild, in the formation of his worldview and national self-awareness, without which the spiritual development of the nation as a whole is impossible. The specificity of literature as a school subject is determined by the essence of literature as a cultural phenomenon: literature aesthetically masters the world, expressing the richness and diversity of human existence in artistic images. It has a great influence on readers, introducing them to the moral and aesthetic values ​​of the nation and humanity. The approximate program is drawn up taking into account continuity with the elementary school program, which lays the foundations of literary education. At the stage of basic general education, it is necessary to continue working on improving the skills of conscious, correct, fluent and expressive reading, developing the perception of literary text, developing reading skills, cultivating interest in reading and books, and the need to communicate with the world of fiction. The basis of the content of literature as an educational subject is reading and textual study of works of art, which make up the golden fund of Russian classics. Every classic work is always relevant, as it is addressed to eternal human values. The student comprehends the categories of goodness, justice, honor, patriotism, love for man, family; understands that national identity is revealed in a broad cultural context. Holistic perception and understanding of a work of art, the formation of the ability to analyze and interpret a literary text is possible only with the appropriate emotional and aesthetic reaction of the reader. Its quality directly depends on reading competence, including the ability to enjoy works of verbal art, developed artistic taste, the necessary amount of historical, theoretical and literary knowledge and skills that meet the age characteristics of the student. The literature course is based on the following

4 types of activities to master the content of works of art and theoretical and literary concepts: conscious, creative reading of works of art of different genres; expressive reading of literary text; various types of retelling (detailed, brief, selective, with elements of commentary, with a creative task); answers to questions that reveal knowledge and understanding of the text of the work; memorizing poetic and prose texts; analysis and interpretation of the work; drawing up plans and writing reviews of works; writing essays based on literary works and life experiences; targeted search for information based on knowledge of its sources and the ability to work with them. The academic subject “Literature” is one of the most important parts of the educational field “Philology”. The relationship between literature and the Russian language is determined by the traditions of school education and the deep connection between the communicative and aesthetic functions of the word. The art of words reveals all the richness of the national language, which requires attention to the language in its artistic function, and mastering the Russian language is impossible without constant reference to works of art. Mastering literature as an academic subject is the most important condition for a student’s speech and linguistic literacy. Literary education contributes to the formation of his speech culture. Literature is closely related to other academic subjects and, first of all, to the Russian language. The unity of these disciplines ensures, first of all, the common subject of study for all philological sciences: the word as a unit of language and speech, its functioning in various spheres, including aesthetics. The content of both courses is based on the fundamentals of fundamental sciences (linguistics, stylistics, literary studies, folklore, etc.) and involves understanding language and literature as national and cultural values. Both the Russian language and literature form the communicative skills that underlie human activity and thinking. Literature also interacts with the disciplines of the artistic cycle (music, fine arts, world artistic culture): in literature lessons, an aesthetic attitude to the world around us is formed. Together with history and social studies, literature addresses problems directly related to the social essence of man, forms historicism of thinking, enriches the cultural and historical memory of students, not only contributes to the development of knowledge in the humanities,

5 metas, but also forms in the student an active attitude to reality, to nature, to the entire world around him. One of the components of literary education is the literary creativity of students. Creative works of various genres contribute to the development of a student’s analytical and imaginative thinking, significantly shaping his general culture and social and moral guidelines. Goals The study of literature in primary school is aimed at achieving the following goals: education of a spiritually developed personality, formation of a humanistic worldview, civic consciousness, feelings of patriotism, love and respect for literature and the values ​​of national culture; development of emotional perception of a literary text, figurative and analytical thinking, creative imagination, reading culture and understanding of the author’s position; the formation of initial ideas about the specifics of literature among other arts, the need for independent reading of works of art; development of students' oral and written speech; mastering the texts of works of art in the unity of form and content, basic historical and literary information and theoretical and literary concepts; mastering the skills of reading and analyzing works of art using basic literary concepts and necessary information on the history of literature; identifying specific historical and universal human content in works; competent use of the Russian literary language when creating your own oral and written statements. The place of literature in the federal basic curriculum The federal basic curriculum for educational institutions of the Russian Federation allocates 385 hours for the compulsory study of the academic subject “Literature” at the stage of basic general education. In grades V, VI, VII, VIII, 70 hours are allocated (at the rate of 2 study hours per week), in grade IX 105 hours (at the rate of 3 study hours per week). The approximate program is designed for 319 teaching hours, the provided reserve of free teaching time is 66 teaching hours (or 17%) for the implementation of original approaches, the use of various forms of organizing the educational process, the introduction of modern teaching methods and pedagogical technologies. The hours indicated in the program for studying the work of a particular writer suggest the possibility of including, in addition to those named in the program, other aesthetically significant works, if this does not conflict with the principle of accessibility and does not lead to overload of students.

6 General educational abilities, skills and methods of activity The sample program provides for the formation of general educational abilities and skills, universal methods of activity and key competencies in students. In this direction, the priorities for the academic subject “Literature” at the stage of basic general education are: identifying characteristic cause-and-effect relationships; compare and contrast; ability to distinguish: fact, opinion, proof, hypothesis, axiom; independent performance of various creative works; the ability to convey the content of a text orally and in writing in a compressed or expanded form; conscious fluent reading, use of various types of reading (introductory, browsing, search, etc.); mastery of monologue and dialogic speech, the ability to paraphrase a thought, selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task; drawing up a plan, thesis, outline; selection of arguments, formulation of conclusions, reflection of the results of one’s activities orally or in writing; the use of various sources of information, including encyclopedias, dictionaries, Internet resources and other databases, to solve cognitive and communicative problems; independent organization of educational activities, mastery of the skills of monitoring and evaluating one’s activities, conscious determination of the sphere of one’s interests and capabilities. Learning outcomes The results of studying the “Literature” course are given in the “Requirements for the level of training of graduates” section, which fully complies with the standard. The requirements are aimed at the implementation of activity-based, practice-oriented and personality-oriented approaches; students' mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own health. The “Know/Understand” section includes requirements for educational material that is learned and reproduced by students. The “Be able to” section includes requirements based on more complex types of activities: work with a book, identify the author’s position, evaluate and compare, highlight and formulate, characterize and define, read expressively and master various types of retelling, construct oral and written statements, participate in dialogue, understand someone else’s point of view and defend with reason

7 your own, write summaries with elements of an essay, reviews of independently read works, essays. The heading “Use acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems. MAIN CONTENT Content recommended for mastering in grades V-VI1 (140 hours) LITERATURE AS THE ART OF WORDS (2 hours) Fiction as one of the forms of mastering the world, reflecting the richness and diversity of the spiritual world of man. Origin of literature. Myth. Literature and other arts. Mythology and its influence on the emergence and development of literature. RUSSIAN FOLKLORE (9 hours) The collectivity of the creative process in folklore. Genres of folklore. Reflection of folk traditions, ideas about good and evil in Russian folklore. The influence of folklore imagery and moral ideals on the development of literature. Small genres of folklore. Genre characteristics of proverbs and sayings. Reflection of folk experience in proverbs. Metaphorical nature of riddles. Aphorism and imagery of small folklore genres. Song as a form of verbal and musical art. Types of folk songs, their themes. The lyrical and narrative beginning of the song. Historical songs as a special epic genre. Fairy tales “The Frog Princess”, “The Proving Wife”, “The Wolf and the Crane” (three other fairy tales can be chosen). Myth and fairy tale. Types of fairy tales: fairy tales, everyday tales, tales about animals. Folk wisdom of fairy tales.. The relationship between the real and the fantastic in fairy tales. Folklore and literary fairy tale. The concept of an epic. Literary tale by H.K. Andersen (4 hours) A word about the writer. Fairy tale “The Snow Queen” (you can choose another fairy tale). The struggle between good and evil in Andersen's fairy tales. The writer's skill in constructing a plot and creating characters. ANCIENT RUSSIAN LITERATURE (6 hours) The connection between literature and folklore. “The Tale of Bygone Years” (fragments, for example, “The Foundation of Kyiv”, “The Tale of Kozhemyak”) (you can choose another work). Figurative and stylistic features of the chronicle genre. "The Tale" as a historical and literary monument of Ancient Rus'. “The Tale of Peter and Fevronia of Murom” (you can choose another work). Ideas of writers of Ancient Rus' about the spiritual beauty of man. Depiction of ideal human relationships. The theme of love and holiness in the story. The integrity of the characters' characters.

8 Foreign literature by D. Defoe (4 hours) (you can choose another foreign writer) A word about the writer. Novel "Robinson Crusoe". The history of human exploration of the world. Nature and civilization. Courage and intelligence as a means of survival in harsh life circumstances. The image of the main character. LITERATURE OF THE 19TH CENTURY (63 HOURS) Classical literature as an example of moral and artistic perfection. The eternity and relevance of the problems posed by Russian writers of the 19th century. Depiction of human feelings and relationships in the literature of the “golden” age. 1 Italics in the text indicate material that is subject to study, but is not included in the Requirements for the level of training of I.A. graduates. Krylov (4 hours) A word about the writer. Fables: Quartet", "The Wolf and the Lamb", "The Pig under the Oak", "The Wolf in the Kennel" (a choice of other fables is possible). The fable genre, the history of its development. Fable and fairy tale. Images of animals and their role in the fable. Moral of fables and ways of expressing it. Allegory as the basis of the artistic world of fables. Expression of the folk spirit and folk wisdom in the fables of I.A. Krylova. Linguistic originality of Krylov's fables. V.A. Zhukovsky (2 hours) A word about the poet. Ballad “Forest King” (you can choose another ballad). The real and the fantastic in a ballad. Dialogue as a way to organize conflict. Talent V.A. Zhukovsky-translator. The ballad genre in foreign literature F. Schiller (1 hour) A word about the poet. Ballad “Glove” (you can choose another piece). The idea of ​​honor and human dignity in Schiller's ballad. The tension of the plot and the surprise of the outcome. A.S. Pushkin (16 hours) A word about the poet. Poems: “Nanny”, “I.I. Pushchin", "Winter Morning" Lyrics as a type of literature. The lyrical hero, his feelings, thoughts, mood. The theme of friendship in Pushkin's lyrics. The natural world and its poetic depiction in the poem “Winter Morning”. The image of a lyrical hero. “The Tale of the Dead Princess and the Seven Knights” (you can choose another tale). Folklore traditions in Pushkin's fairy tale. Affirmation of high moral values. The struggle between good and evil forces; the pattern of victory of good. The concept of a poetic tale. The novel “Dubrovsky” The plot lines and characters of the story, its main conflict. Image of Vladimir Dubrovsky. Moral issues of the story. The theme is “fathers and sons”. Images of peasants in the story. The story "Shot". The originality of the main character of the story. Silvio's character: nobility and pride. Vengefulness and its overcoming. The meaning of the title of the work. M.Yu. Lermontov (4 hours) A word about the poet. Poems: “Borodino”, “Leaf”, “Three Palms”. History of the Fatherland as a source of poetic inspiration and national pride. The image of a simple soldier, defender of the homeland. Personification as one of the artistic

9 special techniques when depicting nature by Lermontov. Understanding the inner world of the lyrical hero through natural images. N.V. Gogol (4 hours) A word about the writer. The story “The Night Before Christmas” (you can choose another story from the series “Evenings on a farm near Dikanka”). The real and the fantastic in the plot of the work. Brightness of characters. A combination of lyricism and humor in the story. The picturesque language of Gogol's prose. A.V. Koltsov (2 hours) (you can choose another poet of Pushkin’s time) A word about the poet. The poem “The Plowman’s Song” (you can choose another poem). Poeticization of peasant labor in Koltsov’s lyrics. The originality of the song genre. Folklore imagery. F.I. Tyutchev (2 hours) A word about the poet. The poem "There is in the original autumn." Pictures of Russian nature as depicted by Tyutchev. Landscape as a means of creating mood. A.A. Fet (3 hours) A word about the poet. Poems: “I came to you with greetings”, “Learn from them from the oak tree, from the birch tree.” The lyrical hero of Fet's poem. Means of conveying mood. Man and nature in Fet's lyrics. The concept of parallelism. I.S. Turgenev (4 hours) A word about the writer The story “Mumu” ​​(you can choose another story) The real basis of the story. Depiction of the life and customs of feudal Russia. Moral transformation of Gerasim. Compassion and cruelty. The author's position and ways of its manifestation. A.K. Tolstoy (2 hours) A word about the poet. Ballad “Vasily Shibanov” (you can choose another work). The integrity of the protagonist's character. Image of Ivan the Terrible. Theme of devotion and betrayal. Moral issues of the ballad. ON THE. Nekrasov (7 hours) A word about the poet. Poem “Peasant Children” Images of peasant children. Speech characteristics of the characters. The theme of the peasant share. Nekrasov's attention to the life of ordinary people. Poem "Railroad". The image of a working people and a suffering people. The nationality of Nekrasov's lyrics. Poem “Frost, Red Nose” (you can choose another poem). Folklore traditions in the poem. The image of a Russian woman. The tragic and lyrical sound of the work. The author's voice in the poem..s. Leskov (2 hours) A word about the writer. The story "Lefty". Russian character in the story: talent and hard work as a distinctive feature of the Russian people. The problem of people and power in the story. The image of the narrator and the stylistic features of Leskov’s tale. A.P. Chekhov (2 hours) A word about the writer. The story "Thick and Thin". Satire and humor in Chekhov's stories. Exposing cowardice and hypocrisy. The role of artistic detail. The genre of the short story in foreign literature P. Merimee (2 hours) Novella “Matteo Falco-

10 not” (you can choose another work). Character as the engine of the plot. The originality of the main character. V.G. Korolenko (3 hours) A word about the writer. The story “In Bad Society” (“Children of the Dungeon”) (you can choose another work). The humanistic meaning of the work. The world of children and the world of adults. Contrasts in the destinies of the heroes. Features of portrait and landscape in the story. The theme of childhood in foreign literature M. Twain (3 hours) (you can choose another foreign writer). A word about the writer. The story "The Adventures of Tom Sawyer". Heroes and events of the story. The theme of friendship and dreams. The writer's skill in constructing an entertaining plot and creating characters. LITERATURE OF THE XX CENTURY (26 HOUR) Development of classical traditions in the literature of the XX century. Moral guidelines in human life. Man and nature in the works of writers of the twentieth century. V.V. Mayakovsky (2 hours) A word about the poet. Poem "Good attitude towards horses." Artistic innovation of V. Mayakovsky's poetry, word creation. The humanistic meaning of the poem. S.A. Yesenin (2 hours) A word about the poet. Poem “Song of the Dog” (you can choose another poem). Compassion for all living things as the basis of Yesenin’s creativity. Foreign writers about animals D. London (3 hours). A word about the writer. The story White Fang (you can choose another work). The human world and the natural world in London's story. The author's art in depicting animals. A.P. Platonov (2 hours) A word about the writer. The story “In a Beautiful and Furious World” (you can choose another story). The question of the moral content of human life. Techniques for revealing characters. The originality of the style of Plato's prose. A.S. Green (2 hours) A word about the writer. The story "Scarlet Sails" (you can choose another story). The triumph of the world of romantic dreams in the story by A.S. Greena. Moral maximalism and spiritual purity of its main characters. K.G. Paustovsky (2 hours) A word about the writer. The story “The Sailing Master” (you can choose another story). Theme and problems of the work. MM. Prishvin (4 hours) A word about the writer. Fairy tale “The Pantry of the Sun” (you can choose another work). Poetry of nature in the works of Prishvin. Images of Nastya and Mitrasha. The meaning of the name. The wisdom of the natural in the artistic world of Prishvin. N.M. Rubtsov (2 hours) (you can choose another poet of the second half of the twentieth century) A word about the poet. Poems: “Star of the Fields”, “Autumn Leaves”, “In the Upper Room” (choice possible

11 other poems). The theme of the homeland in Rubtsov’s poetry. Man and nature in Rubtsov’s quiet lyrics. Yu.P. Kazakov (1 hour) (you can choose another prose writer of the second half of the twentieth century) A word about the writer. The story “Quiet Morning” (you can choose another work). Images of children in the story. The behavior and actions of heroes in a difficult situation. Moral issues of the work. The role of nature in the story. V. G. Rasputin (3 hours) (you can choose another prose writer of the second half of the twentieth century) A word about the writer. The story “French Lessons” (you can choose another work). Moral issues of Rasputin's works. Human spiritual memory as a moral value. The theme of past and present in Rasputin's works. V.P. Astafiev (2 hours) (you can choose another prose writer of the second half of the twentieth century) A word about the writer. The story "Vasyutkino Lake". The main character traits of the hero, his development in the fight against difficulties. The writer's artistic vigilance in depicting the beauty of his native nature. O. Henry (1 hour) (you can choose another foreign writer) A word about the writer. The story “The Gifts of the Magi” (you can choose another work). The meaning of the story's title. The writer's skill in building suspense. The surprise and consistency of the ending. Love as a gift; sacrificial essence of love. Total in grades V-VI is 114 hours. Reserve time 26 hours. Content recommended for mastering in grades VII-VIII (140 hours) LITERATURE AS THE ART OF WORDS (2 hours) The influence of literature on the formation of a person’s moral and aesthetic sense. Writers' appeal to universal categories and values ​​of existence: good and evil, truth, beauty, justice, conscience, friendship and love, home and family, freedom and responsibility. RUSSIAN FOLKLORE (2 hours) Expression of national character traits in folklore. Popular idea of ​​the heroic epic “Ilya Muromets and the Nightingale the Robber” (you can choose another epic). Epics as heroic songs of an epic nature, the originality of their rhythmic and melodic organization. Epic and fairy tale. Expression in epics of the historical consciousness of the Russian people. Epic story. Traditional system of images in the Russian heroic epic. Heroes of epics, images of heroes. Heroic epic in world culture Karelo-Finnish mythological epic “Kalevala” (fragments) (1 hour) (you can choose another epic). An epic depiction of the life of the people, their national traditions, customs, workdays and holidays. Homer (2

12 hours) "Odyssey". Fragment “Odysseus at the Cyclops” (you can choose another fragment). The Odyssey as a poem of wanderings. The main character of the poem. The originality of the Homeric epic. ANCIENT RUSSIAN LITERATURE (2 HOUR) Establishment of high moral ideals in the literature of Ancient Rus': love for one's neighbor, mercy, sacrifice. The religious character of ancient Russian literature. "Teaching of Vladimir Monomakh (you can choose another work). The genre and composition of the Teaching. The foundations of Christian morality in the "Teaching". Glory and honor of the native land, the spiritual continuity of generations as the main themes of the "Teaching". The Life of Sergius of Radonezh (you can choose another work). Genre of the Life. Reflection in the Life of the idea of ​​a moral standard. The hierarchy of values ​​of an Orthodox person in the "Life". Methods of creating character in the "Life". Literature of the European Renaissance M. Cervantes (2 hours) A word about the writer. The novel "Don Quixote" (fragments) . The skill of Cervantes as a novelist. Don Quixote and the problem of choosing a life ideal. Illusion and reality. Don Quixote as an eternal image. W. Shakespeare (3 hours) A word about the writer. The tragedy "Romeo and Juliet". Drama as a type of literature. The main conflict in tragedy. The fate of lovers in a world of injustice and malice. Reflection in the tragedy of “eternal” themes: love, devotion, enmity, revenge. The meaning of the ending of the tragedy. Sonnets: 66 (“I call death. I cannot bear to see”); 130 (“Her eyes are not like stars”) (two other sonnets can be chosen). Thought and feeling in Shakespeare's sonnets. The artistic originality of his lyrics. LITERATURE OF THE 18TH CENTURY (8 HOURS) Classicism and sentimentalism in Russian literature. Social and moral issues in the works of Russian writers of the 18th century. The appeal of literature to the life and inner world of a “private” person. Reflection of the diversity of human feelings, mastering the theme of man and nature. DI. Fonvizin (4 hours Life and creativity (review). The comedy “The Minor.” The satirical orientation of the comedy. Debunking the morals of the Prostakovs and Skotinins. The ideal heroes of the comedy and their conflict with the world of serfdom. The problem of education and the idea of ​​​​civil service in the play. The idea of ​​​​retribution for immorality. Features of classicism in comedy. Theater of European classicism J.-B. Molière (1 hour) Life and work (review). Comedy "The Bourgeois in the Nobility" (you can choose another comedy). Features of classicist drama. "The Bourgeois in the Nobility" as a comedy of manners and characters. The satirical meaning of the image of Mr. Jourdain. Jourdain and the aristocrats.

13 N.M. Karamzin (3 hours) A word about the writer. The story "Poor Lisa". The sentimental plot of the story "Poor Liza", its appeal to the spiritual world of the heroes. The image of nature and the psychological characteristics of the heroes. The author's position and forms of its expression. Features of the language and style of the story. LITERATURE OF THE 19TH CENTURY (65 HOURS) Romanticism and realism in Russian literature of the 19th century. The problems of the works: man and the world, man and society, man and history. Freedom and responsibility of the individual. The image of a “small” man. Appeal of Russian writers to the historical past of the Fatherland. Reflections on national character. The moral meaning of historical stories. V.A. Zhukovsky (2 hours) Life and creativity (review). Ballad "Svetlana". Ballad as a lyric epic genre. Plot features of V.A.’s ballads Zhukovsky. The figurative system of the ballad Svetlana, its folklore basis. Moral content of the ballad. A.S. Pushkin (14 hours) Life and creativity (review). Poems: “Song of the prophetic Oleg”, “Cloud”, “K***” (“I remember a wonderful moment”), “October 19” (“The forest is dropping its crimson attire”). Poetic interpretation of an episode from The Tale of Bygone Years. The theme of fate and prophecy in "Song". Moral issues of the work. The theme of nature in Pushkin's lyrics. The high sound of the theme of love and friendship in Pushkin’s lyrics. The story "The Station Agent". The image of Samson Vyrin and the theme of the “little man”. The image of the narrator. Expressiveness and laconicism of Pushkin's prose. Novel “The Captain's Daughter” The theme of Russian history in the works of A.S. Pushkin. The idea and history of the creation of the novel. The relationship between historical fact and fiction. Historical events and destinies of private people. The theme of the “Russian revolt” and the image of Pugachev. Grinev and Shvabrin. The image of Masha Mironova in the light of the author's ideal. Theme of mercy and justice. The role of epigraphs. The story “The Peasant Young Lady” The plot and characters of the story. Pushkin's rethinking of the problems of Shakespearean tragedy. Overcoming obstacles on the path to happiness. The story “The Queen of Spades” The image of the main character of the story and the “Napoleonic” theme. Moral and philosophical problems of the work. Features of the use of the fantastic. The genre of fantasy novels in foreign literature by E.A. By (1 hour) A word about the writer. Short story “The Fall of the House of Usher” (you can choose another work) Romantic landscape as a means of influencing the reader. The image of the main character. Fantastic events and their real explanation. M.Yu. Lermontov (7 hours) Life and creativity (review). Poems: “Clouds”, “Leaf”. Development and rethinking of Pushkin’s traditions in Lermontov’s landscape lyrics. Poe-

14 May “Song about Tsar Ivan Vasilyevich, the young guardsman and the daring merchant Kalashnikov.” The plot of the poem, its historical basis. The image of Ivan the Terrible and the theme of power. Moral issues and features of the conflict in "Song". Kalashnikov and Kiribeevich: the strength and integrity of the characters’ characters. Features of the language of the poem, its connection with oral folk art. Poem "Mtsyri". "Mtsyri" as a romantic poem. The philosophical meaning of the epigraph. The fate of a freedom-loving personality in the poem. A tragic confrontation between man and circumstances. Nature theme. Features of the composition and the meaning of the ending. N.V. Gogol (11 o'clock). A word about the writer. The story "Taras Bulba". Historical and folklore basis of the story. The heroic-patriotic pathos of the story, the glorification of camaraderie, the condemnation of betrayal. Ostap and Andriy, the principle of contrast in the depiction of heroes. The tragedy of the conflict between father and son. The clash of love and duty in the souls of the heroes. Features of the depiction of man and nature in the story. The role of detail in revealing character. Comedy "The Inspector General". The skill of building intrigue in a play, features of the conflict of comedy. The meaning of the epigraph and the satirical orientation of the comedy. The image of the city and the theme of bureaucracy. Khlestakov and Khlestakovism. Author's means of revealing characters. Mastery of speech characteristics of characters. The ambiguity of the play's ending. The story "The Overcoat". “The Overcoat” as one of the “St. Petersburg stories.” Theme of the city and the little man. Dream and reality. Images of Akaki Akakievich and a “significant person”. The meaning of the fantastic ending of the story. The humanistic meaning of the story and the author's irony. The role of detail in Gogol's prose. A.N. Ostrovsky (3 hours) Life and creativity (review). The play “The Snow Maiden” (you can choose another play). The motive of love and “coldness of heart” in the “spring fairy tale” “The Snow Maiden”. The power of nature and the impulses of the human heart. Berendey and the Snow Maiden. Humanism of the Ostrovsky Theater. I.S. Turgenev (4 hours) A word about the writer. Stories: “Biryuk”, “Bezhin Meadow” (3 hours) (you can choose two other stories from the series “Notes of a Hunter”). Reflection of the essential features of the Russian national character in stories. Author's thoughts about the life of the people. The role of psychological detail. Landscape mastery. “Poems in Prose”: “Sparrow”, “Russian Language” (1 hour) (you can choose two other works from the cycle “Poems in Prose”) Genre features of poems in prose. The variety of their topics. The author's lyrical and philosophical thoughts about the world and man, about the greatness, beauty and imagery of Russian speech. The musicality of Turgenev's prose. F.I. Tyutchev (3 hours) A word about the poet. The poem “The kite rose from the clearing”, “The gray shadows mixed”, “Predestination”, “Fountain” (you can choose other styles -

15 wishes). The figurative brightness and philosophical depth of Tyutchev’s lyrics. The poet's reflections on the mysteries of the universe, the relationship between man and nature. The theme of human power and powerlessness. The tragic sound of the theme of love. A.A. Fet (1 hour) A word about the poet. Poem “I won’t tell you anything” (you can choose another poem). "Cult of the moment" in Fet's lyrics. The joy of merging the human soul with the natural world. A.K. Tolstoy (3 hours) A word about the writer. The novel “Prince Silver”, the poem “In the midst of a noisy ball, by chance” (a choice of other works is possible). Historical themes in Tolstoy's works. Artistic concept of Ivan the Terrible: the idea of ​​the relationship between tyranny and obedience. Moral problems of Tolstoy's works. The theme of love in Tolstoy's lyrics. The depth and spontaneity of the lyrical hero’s feelings. The picturesqueness and musicality of N.A. Tolstoy’s poems Nekrasov (2 hours) A word about the poet. Poems: “Troika”, “Reflections at the Main Entrance” (other poems can be selected). Folk characters and destinies in Nekrasov’s poems. The narrative beginning in Nekrasov's lyrics. M.E. Saltykov-Shchedrin (3 hours) A word about the writer. Fairy tales: “The Tale of How One Man Fed Two Generals”, “The Wise Minnow”, “The Bear in the Voivodeship” (a choice of three other fairy tales is possible). Features of the plots and problems of “fairy tales for children of a fair age”. An exposure of the moral vices of society, a satire on lordly Rus'. The image of people in fairy tales. Reflection of the paradoxes of folk life in fairy tales. Strengths and weaknesses of folk character. Aesopian language. Allegory, fantasy, folklore motifs in fairy tales. L.N. Tolstoy (5th hour) A word about the writer. The story “Childhood” (you can choose another story). The role of internal monologue in revealing the character of the hero. A depiction of the child’s inner world, the complexity of his feelings and experiences. The theme of children's openness to the world. The story “After the Ball” (you can choose another story). Features of the plot and composition. The solution to the theme of love in the story. The problem of the meaning of life. The problem of cruelty. The idea of ​​moral self-improvement. The use of contrast in a story. The role of artistic detail in revealing characters. F.M. Dostoevsky (3 hours) Life and creativity (review) The story “White Nights” (you can choose another story). Traditions of sentimentalism in the story “White Nights”. The fate of the Dreamer and the image of St. Petersburg. Features of the artistic style of F.M. Dostoevsky. V.M. Garshin (1 hour) A word about the writer. The story “Red Flower” (you can choose another work). Ordinary life and heroism in the artistic world of Garshin. The theme of passionate resistance to evil. Symbolic image of a red flower.

16 A.P. Chekhov (2 hours) A word about the writer. Story "Chameleon". Features of the author's position in the story. The role of artistic detail, its connection with the internal state of the character and the author’s attitude towards him. The satirical pathos of the work. LITERATURE OF THE XX CENTURY (27 hours) An appeal by writers of the 20th century to the artistic experience of their predecessors. Historical events, their perception by contemporaries. The originality of Russian poetry of the twentieth century. Artistic quests of Russian writers of the twentieth century. Man and history in the literature of the twentieth century: the problem of choosing a path. Russian literature of the Soviet era. The hero's problem. Years of military trials and their reflection in literature. Affirmation of the inviolability of moral principles in difficult life circumstances (revolutions, civil war, Great Patriotic War). I.A. Bunin (2 hours) A word about the writer. Stories: “Lapti”, “Tanka” (you can choose two other stories). The moral meaning of the work. Expressiveness and accuracy of artistic detail in Bunin's prose. The role of detail in Bunin's stories. The artistic skill of Bunin the prose writer. A.I. Kuprin (1 hour) A word about the writer. The story “Gambrinus” (you can choose another work). Man and society as one of the “eternal” problems of literature, its reflection in the story. The originality of the main character. The humanistic pathos of Kuprin's work. M. Gorky (4 hours) A word about the writer. The story “Childhood” (you can choose another story). Traditions of L.N. Tolstoy, their reinterpretation by Gorky. “Lead abominations of life” and the living soul of the Russian man. A depiction of the inner world of a teenager. Activity of the author's position. “Song of the Falcon” (you can choose another work). Romanticism of M. Gorky's early works. The technique of contrast in Gorky's works. Question about the meaning of life. The problem of pride and freedom. Theme of the feat. A.A. Block (1 hour) A word about the poet Poems: “About valor, about exploits, about glory”, “O spring without end and without edge” (you can choose two other poems). The originality of A. Blok's lyrics, the reflection of high ideals in it. The theme of love and a “terrible world” in the poet’s lyrics. The motive of denial and acceptance of life. V.V. Mayakovsky (2 hours) A word about the poet. Poems: “An extraordinary adventure that happened with Vladimir Mayakovsky in the summer at the dacha”, “About rubbish” (a choice of other poems is possible). The real and the fantastic in the plot of the work. The poet's idea of ​​the essence of creativity. Satire in the works of Mayakovsky. Philistinism as a social danger Features of Mayakovsky’s poetic language. The role of rhyme.

17 A.A. Akhmatova (1 hour) A word about the poet. Poem “The Gray-Eyed King” (you can choose another poem). Psychologism of the depiction of feelings in Akhmatova’s lyrics. The role of artistic detail. B.L. Pasternak (1 hour) A word about the poet. Poems: “July”, “There will be no one in the house” (you can choose other poems). A picture of nature transformed by Pasternak's poetic vision. Comparisons and metaphors in the poet’s artistic world. M.A. Bulgakov (3 hours) Life and creativity (review). The story "Heart of a Dog". Features of Bulgakov's satire. The plot and system of images of the story. The author's position and ways of expressing it. "Sharikovism" as a social and moral phenomenon. Philosophical problems of the story. A.T. Tvardovsky (3 hours) Life and creativity (review). Poem "Vasily Terkin". Chapters: “Crossing”, “Two Fighters”, “Duel” (the choice of three other chapters is possible) The history of the creation of the poem, its reader’s fate. The theme of man at war in the poem. Features of the plot of the poem. Reflection of the Russian national character in the image of Vasily Terkin. The theme of the homeland and its embodiment in the poem. A fusion of the tragic and the comic, the national language of the Book about a fighter. Literature of the peoples of Russia M. Karim (1 hour) (you can choose another writer, a representative of the literature of the peoples of Russia) A word about the writer. Poems from the collection “Europe Asia”. Poem “Immortality” (you can choose two other works). Celebrating friendship between peoples, the humanistic pathos of the poems, their aphorism, deep lyricism, reflection of folk wisdom in them. The closeness of the image of the hero of the poem to the image of Vasily Terkin from Tvardovsky’s poem of the same name. MM. Zoshchenko (2 hours) A word about the writer. Stories: “Victim of the Revolution”, “Interesting theft in a cooperative” (from the Blue Book) (two other stories can be chosen). Satire and humor in Zoshchenko's stories. Exposing the philistine and consumer attitude towards the world. Man and history. The image of the narrator and the author's position. Traditions of Leskov’s tale style in Zoshchenko’s satirical works. ON THE. Zabolotsky (1 hour) A word about the writer. Poems: “The storm is coming”, “Don’t let your soul be lazy” (you can choose other poems). Traditions of Russian philosophical poetry in the works of Zabolotsky. The natural world and the human soul. The spontaneity of human feelings in Zabolotsky’s poems. V.M. Shukshin (2 hours) A word about the writer. Stories: “Cut off”, “Weirdo” (you can choose two other stories). Features of Shukshin’s “freak” heroes, truth-seekers, righteous people. Human openness to the world is synonymous with insecurity.

18 The image of a “strange” hero in literature. A. Saint Exupery (2 hours) A word about the writer. Fairy tale "The Little Prince". The originality of the genre of philosophical fairy tales. The wisdom of children's perception of the world. Spiritual and material, beautiful and useful in the hierarchy of life values. Gallery of images of “adults”. Theme of love and friendship. Responsibility as the basis of human relations. Allegory and metaphor in a fairy tale. B.Sh. Okudzhava (1 hour) (you can choose another poet of the second half of the twentieth century) A word about the poet Poems: “Prayer of Francois Villon”, “Arbat Romance” (you can choose other poems). The wisdom and spiritual generosity of the lyrical hero of Okudzhava’s poetry. Author's song as a genre and as a cultural phenomenon. V.S. Vysotsky (1 hour) (you can choose another poet of the second half of the 20th century) A word about the poet Poems: “Wolf Hunt”, “Fasicky Horses”, “I Don’t Love” (you can choose three other poems). The lyrical hero of Vysotsky's poetry. Confessional pathos and intensity of feelings in Vysotsky’s lyrics. The influence of the author's performance on the perception of his works. Total in grades VII-VIII 114 hours. Reserve time 26 hours. Content recommended for learning in grade IX (105 hour) LITERATURE AS THE ART OF WORD (1 hour) The place of fiction in the social life and culture of Russia. National values ​​and traditions that shape the problematics and imaginative world of Russian literature, its humanism, civic and patriotic pathos. National identity of Russian literature. Russian literature in the context of world literature. Epochs of development of literature. The concept of the literary process. Literature of Antiquity Catullus (1 hour) A word about the poet. Poems: “No, not one among women”, “No, don’t expect to earn the affection or gratitude of a friend” (you can choose other poems). The poetry of Catullus confronts the cruelty and lust for power of Rome. Love as an introduction to the immensity of nature. The generosity of the poet's soul and the motives of despair and anger in his poems. The laconicism of images and the intensity of feelings in the lyrics of the poets of Antiquity. Literature of the Middle Ages Dante (2 hours) A word about the poet. “The Divine Comedy” (“Hell”, I, V Cantos) (selection of other fragments is possible). The three-part composition of the poem is a symbol of man’s path from error to truth. The theme of suffering and purification. Dante and Virgil. Dante and Beatrice. OLD RUSSIAN LITERATURE (6 hours) Patriotic pathos, instructive nature and features of the figurative system of Old Russian literature. Origins and beginning of ancient Russian

19th century literature, its Christian-Orthodox roots. The variety of genres of ancient Russian literature (chronicle, word, life, teaching). “The Tale of Igor’s Campaign” Discovery of the “Tale”, its publication and study. The question of the time of creation and the authorship of the Lay. The historical basis of the monument, its plot. Genre and composition "Words". The image of the Russian land and the moral and patriotic idea of ​​the Lay. Images of Russian princes. The character of Prince Igor. "Golden Word" by Svyatoslav. Yaroslavna as the ideal image of a Russian woman. The symbolism of the Word, the originality of the author's style. "The Word" and folklore tradition. The meaning of the "Word" for Russian culture. Translations and adaptations of the work. Literature of the Renaissance W. Shakespeare (2 hours) Life and work (review). Tragedy "Hamlet". The human mind and the “damned questions” of existence. Hamlet as a reflective hero. Thought and action. The necessity and inhumanity of revenge. The tragic nature of the conflict in the work. Hamlet among the “eternal” images. LITERATURE OF THE 18TH CENTURY (7 hours) The ideological and artistic originality of the literature of the Enlightenment. Classicism as a literary movement. The idea of ​​civil service, the glorification of the greatness and power of the Russian state. Antiquity and classicism. Sentimentalism as a literary movement. The emergence of an anti-serfdom orientation in literature. M.V. Lomonosov (1 hour) Life and creativity (review). “Ode on the day of the accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna, 1747” (fragments) (you can choose another work) Genre of ode. Glorification in an ode of the most important values ​​of the Russian Enlightenment: peace, homeland, science. Means of creating the image of an ideal monarch. G.R. Derzhavin (2 hours) Life and creativity (review) Poems: “Felitsa”, “Monument” (you can choose two other poems). Tradition and innovation in the poetry of G.R. Derzhavina. Genres of Derzhavin's poetry. Reflection in the poet's lyrics of ideas about true life values. Philosophical problems of Derzhavin’s works. Derzhavin's views on the poet and poetry, the civic pathos of his lyrics. A.N. Radishchev (1 hour) A word about the writer. “Journey from St. Petersburg to Moscow” (review). Reflection in "Journey" of the author's educational views. Life and customs of feudal Rus' in Radishchev’s book, its civic pathos. Features of classicism and sentimentalism in "Journey". The travel genre as a form of panoramic image of Russian life. European literature of the Enlightenment I.-V. Goethe (2 hours) Life and creativity (review). The tragedy "Faust" (fragments). Interpretation of the folk legend about Doctor Fa-

20 mouth Dialectics of good and evil. Faust and Mephistopheles. Faust and Margarita. Thirst for knowledge as a property of the human spirit. LITERATURE OF THE 19TH CENTURY (65 hours) A new understanding of man in his connections with national history (Patriotic War of 1812, the Decembrist uprising, the abolition of serfdom). Understanding by Russian literature of the values ​​of European and world culture. Romanticism as a literary movement. The embodiment of romantic values ​​in literature. The relationship between dreams and reality in romantic works. The conflict of the romantic hero with the world. Features of a romantic landscape. Formation of ideas about national identity. A. S. Pushkin as the founder of new Russian literature. The role of literature in the formation of the Russian language. The problem of personality and society. Type of hero-individualist. The image of a “hero of the times”. The image of a righteous man. The image of a Russian woman and the problem of female happiness. A person in a situation of moral choice. The interest of Russian writers in the problem of the people. Realism in Russian literature, diversity of realistic trends. Historicism and psychologism in literature. Moral and philosophical quests of Russian writers. A deep, mysterious connection between man and nature. V.A. Zhukovsky (1 hour) Life and creativity (review). Poems: Sea, “Inexpressible” (you can choose two other poems). Features of romanticism in the lyrics of V.A. Zhukovsky. The theme of man and nature, the relationship between dreams and reality in the poet’s lyrics. A.S. Griboedov (9 hours) Life and work Comedy “Woe from Wit” Specifics of the comedy genre. The art of building intrigue (love and socio-psychological conflict). The meaning of the title and the problem of the mind in comedy. Chatsky and Famusovskaya Moscow. The playwright's skill in creating characters (Sofya, Molchalin, Repetilov, etc.). The "openness" of the ending of the play, its moral and philosophical sound. Features of classicism and realism in comedy, imagery and aphorism of its language. Analysis of comedy in a critical study by I.A. Goncharova A million torments. European literature of the era of romanticism J. G. Byron (1 hour) Life and work (review). Poem "Corsair" (you can choose another work) Romanticism of Byron's poetry. The originality of the Byronic hero, the mystery of the motives of his actions. Moral maximalism of the author's position. Faith and skepticism in Byron's artistic world. A.S. Pushkin (20 hours) Life and creativity. Poems: “To Chaadayev”, “To the Sea”, “Prophet”, “Anchar”, “The darkness of the night lies on the hills of Georgia”, “I loved you: love is still possible”, “Demons”, “I erected a monument to myself not made by hands"; "Village",

ANNOTATION TO THE WORK PROGRAMS OF BASIC GENERAL EDUCATION IN LITERATURE. Status of the document Explanatory note Work programs on literature are compiled on the basis of the federal component of the state

Abstract to work programs in literature for grades 6-9 Work programs in literature are compiled on the basis of the federal component of the state standard of basic general education. Structure

Abstract to the work program in literature The work program in literature for grades 5-9 is developed on the basis of the Program of Basic General Education in Literature and complies with the Federal Component

Municipal budgetary educational institution of the municipal formation Plavsky district “Plavskaya secondary school 2” Working curriculum in literature 7th grade basic level,

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CALENDAR-THEMIC PLANNING FOR LITERATURE Grade 9 Dates Quantity Lesson topic Planned Actual hours date date 1 Masterpieces of Russian literature 1 06.09 2 The origins and beginning of Old Russian literature.

Abstract to the work program of the academic subject "Literature" grades 10-11 The work program on literature is addressed to secondary educational institutions for students in grades 10-11 and is compiled on

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EXAMINATION CARDS FOR THE STATE FINAL CERTIFICATION IN LITERATURE FOR BASIC EDUCATIONAL PROGRAMS OF BASIC GENERAL EDUCATION in 2019 1. “The Tale of Igor’s Campaign”: plot and composition of the work.

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ON LITERATURE

for educational institutions with Russian language of instruction

Explanatory note

Document status

The sample literature program is based on the federal component of the state standard of basic general education.

The approximate program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence of studying topics and sections of the academic subject, taking into account interdisciplinary and intrasubject connections, the logic of the educational process, the age characteristics of students, and determines the minimum set of essays.

The sample program performs two main functions:

Information and methodological the function allows all participants in the educational process to get an idea of ​​the goals, content, general strategy of teaching, educating and developing students using the means of a given academic subject.

Organizational planning the function involves highlighting the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.

The sample program is a guideline for compiling original curricula and textbooks and can be used by the teacher for thematic planning of a course. The sample program defines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of the author's choice of a variable component of the educational content. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the model program helps to maintain a unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for implementing different approaches to building a curriculum.

Document structure

The sample program includes three sections: explanatory note ; main content with an approximate distribution of training hours by sections of the course and the recommended sequence of studying topics and sections; requirements to the level of training of graduates.

The content of literary education is divided into sections according to the stages of development of Russian literature. This sequence is determined by a principle that is universal for many existing programs: the teaching of the course in each of the classes of the basic school is most often structured according to a chronological principle. Thus, the sections of the program correspond to the main stages of the development of Russian literature, which correlates with the task of forming in students an idea of ​​the logic of the development of the literary process .

The sample program includes a list of outstanding works of fiction with annotations to them. In this way, the mandatory minimum content of literary education is detailed: the directions for studying the writer’s work, the most important aspects of the analysis of a particular work are indicated (the ideological and artistic dominant of the work is revealed); historical and literary information and theoretical and literary concepts are included to help master the literary material. Works of small epic genres and lyrical works are most often accompanied by one general annotation.

Theoretical and literary concepts are proposed in the program, as in the educational standard, in the form of an independent heading; in some cases they are included in annotations to the works proposed for study and are considered in the process of studying specific literary works.

The sample program does not distribute educational material into separate classes, highlighting three stages of literary education at the level of basic general education:

V-VI classes

At this stage, ideas are formed about the specifics of literature as the art of words, the development of the skill of conscious reading, the ability to communicate with the artistic world of works of different genres and individual styles. The selection of texts takes into account the age characteristics of students, whose interest is mainly focused on the plot and characters of the work. Theoretical and literary concepts are associated with the analysis of the internal structure of a work of art - from metaphor to composition.

VII -VIII grades

At this stage, the tasks of developing the ability to formulate and convincingly defend a personal position related to the moral issues of a work, as well as improving the skills of analysis and interpretation of a literary text, which involve establishing connections between the work and the historical era, cultural context, literary environment and the fate of the writer, come to the fore. The selection of works at this stage of literary education takes into account the growing interest of schoolchildren in the moral and philosophical issues of works and psychological analysis. The basis of theoretical and literary knowledge is the comprehension of the system of literary genres and genres, as well as artistic movements.

IX class

This stage of literary education is transitional, since in grade IX the tasks of pre-professional training of students are solved and the foundations are laid for the systematic study of a historical and literary course.

The sample program for grades V-VI and VII-VIII is more open to various options for the author’s course concepts than the program for class IX, which traditionally has a more rigid structural and content basis.

When drawing up original programs and thematic planning, it is mandatory to allocate hours for speech development: in grades V-VI, students must write at least 4 essays during the school year (of which 3 are classroom essays), in grades VII-VIII - at least 5 essays (of of which 4 are in-class essays), in grade IX - at least 6 essays (of which 5 are in-class essays).

General characteristics of the subject

Literature – a basic academic discipline that shapes the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of a schoolchild, in the formation of his worldview and national self-awareness, without which the spiritual development of the nation as a whole is impossible. The specificity of literature as a school subject is determined by the essence of literature as a cultural phenomenon: literature aesthetically masters the world, expressing the richness and diversity of human existence in artistic images. It has a great influence on readers, introducing them to the moral and aesthetic values ​​of the nation and humanity.

The approximate program is drawn up taking into account continuity with the elementary school program, which lays the foundations of literary education. At the level of basic general education it is necessary to continuework to improve the skill of conscious, correct, fluent and expressive reading, develop the perception of literary text, develop reading skills, cultivate interest in reading and books, and the need to communicate with the world of fiction.

The basis of the content of literature as an educational subject is reading and textual study of works of art, which make up the golden fund of Russian literature. classics. Every classic work is always relevant, as it is addressed to eternal human values. The student comprehends the categories of goodness, justice, honor, patriotism, love for man, family; understands that national identity is revealed in a broad cultural context. Holistic perception and understanding of a work of art, the formation of the ability to analyze and interpret a literary text is possible only with the appropriate emotional and aesthetic reaction of the reader. Its quality directly depends on reading competence, including the ability to enjoy works of verbal art, developed artistic taste, the necessary amount of historical, theoretical and literary knowledge and skills that meet the age characteristics of the student.

The literature course is based on the following types of activities to master the content of works of art and theoretical and literary concepts:

conscious, creative reading of works of art of different genres;

expressive reading of literary text;

various types of retelling (detailed, brief, selective, with elements of commentary, with a creative task);

answers to questions that reveal knowledge and understanding of the text of the work;

memorizing poetic and prose texts;

analysis and interpretation of the work;

drawing up plans and writing reviews of works;

writing essays based on literary works and life experiences;

targeted search for information based on knowledge of its sources and the ability to work with them.

The academic subject “Literature” is one of the most important parts of the educational field “Philology” . The relationship between literature and the Russian language is determined by the traditions of school education and the deep connection between the communicative and aesthetic functions of the word. The art of words reveals all the richness of the national language, which requires attention to the language in its artistic function, and mastering the Russian language is impossible without constant reference to works of art. Mastering literature as an academic subject is the most important condition for a student’s speech and linguistic literacy. Literary education contributes to the formation of his speech culture.

Literature is closely related to other academic subjects and, first of all, to the Russian language. The unity of these disciplines ensures, first of all, a common subject of study for all philological sciences - the word as a unit of language and speech, its functioning in various spheres, including aesthetics. The content of both courses is based on the fundamentals of fundamental sciences (linguistics, stylistics, literary studies, folklore, etc.) and involves understanding language and literature as national and cultural values. Both the Russian language and literature form the communicative skills that underlie human activity and thinking. Literature also interacts with the disciplines of the artistic cycle (music, fine arts, world artistic culture): in literature lessons, an aesthetic attitude to the world around us is formed. Together with history and social science, literature addresses problems directly related to the social essence of man, forms historicism in thinking, enriches the cultural and historical memory of students, not only contributes to the development of knowledge in humanitarian subjects, but also forms in the student an active attitude to reality, to nature, to the entire surrounding world.

One of the components of literary education is the literary creativity of students. Creative works of various genres contribute to the development of a student’s analytical and imaginative thinking, significantly shaping his general culture and social and moral guidelines.

Goals

The study of literature in basic school is aimed at achieving the following goals:

upbringing a spiritually developed personality, the formation of a humanistic worldview, civic consciousness, a sense of patriotism, love and respect for literature and the values ​​of national culture;

development emotional perception of a literary text, figurative and analytical thinking, creative imagination, reading culture and understanding of the author’s position; the formation of initial ideas about the specifics of literature among other arts, the need for independent reading of works of art; development of students' oral and written speech;

development texts of literary works in the unity of form and content, basic historical and literary information and theoretical and literary concepts;

mastery of skills reading and analyzing works of fiction using basic literary concepts and necessary information on the history of literature; identifying specific historical and universal human content in works; competent use of the Russian literary language when creating your own oral and written statements.

The place of literature in the federal basic curriculum

The federal basic curriculum for educational institutions of the Russian Federation allocates 385 hours for compulsory study of the academic subject “Literature” at the stage of basic general education. In grades V, VI, VII, VIII, 70 hours are allocated (at the rate of 2 study hours per week), in grade IX - 105 hours (at the rate of 3 study hours per week).

The approximate program is designed for 319 teaching hours, the provided reserve of free teaching time is 66 teaching hours (or 17%) for the implementation of original approaches, the use of various forms of organizing the educational process, the introduction of modern teaching methods and pedagogical technologies. The hours indicated in the program for studying the work of a particular writer suggest the possibility of including, in addition to those named in the program, other aesthetically significant works, if this does not conflict with the principle of accessibility and does not lead to overload of students.

General educational abilities, skills and methods of activity

The sample program provides for the development of general educational skills and abilities in students, universal methods of activity and key competencies. In this direction, the priorities for the academic subject “Literature” at the stage of basic general education are:

identification of characteristic cause-and-effect relationships;

compare and contrast;

ability to distinguish: fact, opinion, proof, hypothesis, axiom;

independent performance of various creative works;

the ability to convey the content of a text orally and in writing in a compressed or expanded form;

conscious fluent reading, use of various types of reading (introductory, browsing, search, etc.);

mastery of monologue and dialogic speech, the ability to paraphrase a thought, selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task;

drawing up a plan, thesis, outline;

selection of arguments, formulation of conclusions, reflection of the results of one’s activities orally or in writing;

the use of various sources of information, including encyclopedias, dictionaries, Internet resources and other databases, to solve cognitive and communicative problems;

independent organization of educational activities, mastery of the skills of monitoring and evaluating one’s activities, conscious determination of the sphere of one’s interests and capabilities.

Learning outcomes

The results of studying the “Literature” course are given in the “Requirements for the level of graduate training” section, which fully complies with the standard. The requirements are aimed at the implementation of activity-based, practice-oriented and personality-oriented approaches; students' mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own health.

Heading "Be able to" includes requirements based on more complex types of activities: work with a book, identify the author’s position, evaluate and compare, highlight and formulate, characterize and define, read expressively and master various types of retelling, construct oral and written statements, participate in dialogue, understand someone else’s point of view and defend your own with reason, write statements with elements of an essay, reviews of independently read works, essays.

In the section “Use acquired knowledge and skills in practical activities and everyday life” requirements are presented that go beyond the educational process and are aimed at solving various life problems.

MAIN CONTENT

(140 hours)

Fiction as one of the forms of exploration of the world, reflection of the richness and diversity of the spiritual world of man. Origin of literature. Myth. Literature and other arts. Mythology and its influence on the emergence and development of literature.

Russian folklore(9 o'clock)

Collectivity of the creative process in folklore. Genres of folklore. Reflection of folk traditions, ideas about good and evil in Russian folklore. The influence of folklore imagery and moral ideals on the development of literature.

Small genres of folklore.

Genre characteristics of proverbs and sayings. Reflection of folk experience in proverbs. Metaphorical nature of riddles. Aphorism and imagery of small folklore genres.

Song as a form of verbal and musical art. Types of folk songs, their themes. The lyrical and narrative beginning of the song. Historical songs as a special epic genre.

Fairy tales “The Frog Princess”, “The Proving Wife”, “The Wolf and the Crane”

Myth and fairy tale. Types of fairy tales: fairy tales, everyday tales, tales about animals. Folk wisdom of fairy tales.. The relationship between the real and the fantastic in fairy tales. Folklore and literary fairy tale. The concept of an epic.

Literary fairy tale

H.K. Andersen (4 hours)

A word about the writer.

Fairy tale "The Snow Queen"

The struggle between good and evil in Andersen's fairy tales. The writer's skill in constructing a plot and creating characters.

Old Russian literature(6 hours)

The connection between literature and folklore.

"The Tale of Bygone Years" (fragments, for example,“Foundation of Kyiv”, “The Tale of Kozhemyak”) ( You can choose another work).

Figurative and stylistic features of the chronicle genre. "The Tale" as a historical and literary monument of Ancient Rus'.

"The Tale of Peter and Fevronia of Murom"

Ideas of writers of Ancient Rus' about the spiritual beauty of man. Depiction of ideal human relationships. The theme of love and holiness in the story. The integrity of the characters' characters.

Foreign literature

D. Defoe (4 hours)( it is possible to choose another foreign writer)

A word about the writer.

Novel "Robinson Crusoe".

The history of human exploration of the world. Nature and civilization. Courage and intelligence as a means of survival in harsh life circumstances. The image of the main character.

19th century literature (63 hours)

Classical literature as a model of moral and artistic perfection. Eternity and relevance of problems posed by Russian writersXIXcentury. Depiction of human feelings and relationships in the literature of the “golden” age.

I.A. Krylov (4 hours)

A word about the writer.

Fables: “Quartet”, “Wolf and Lamb”, “Pig under the Oak”, “Wolf in the kennel” (you can choose other fables).

The fable genre, the history of its development. Fable and fairy tale. Images of animals and their role in the fable. Moral of fables and ways of expressing it. Allegory as the basis of the artistic world of fables. Expression of the folk spirit and folk wisdom in the fables of I.A. Krylova. Linguistic originality of Krylov's fables.

V.A. Zhukovsky (2 hours)

A word about the poet.

Ballad "Forest King" (you can choose another ballad).

The real and the fantastic in a ballad. Dialogue as a way to organize conflict. Talent V.A. Zhukovsky-translator.

The ballad genre in foreign literature

F. Schiller (1 hour)

A word about the poet.

Ballad "Glove"(you can choose another piece).

The idea of ​​honor and human dignity in Schiller's ballad. The tension of the plot and the surprise of the outcome.

A.S. Pushkin (16 hours)

A word about the poet.

Poems: “Nanny”, “I.I. Pushchina", "Winter Morning"

Lyrics as a type of literature. The lyrical hero, his feelings, thoughts, mood. The theme of friendship in Pushkin's lyrics. The natural world and its poetic depiction in the poem “Winter Morning”. The image of a lyrical hero.

"The Tale of the Dead Princess and the Seven Knights" (you can choose another fairy tale).

Folklore traditions in Pushkin's fairy tale. Affirmation of high moral values. The struggle between good and evil forces; the pattern of victory of good. The concept of a poetic tale.

Roman "Dubrovsky"

The plot lines and characters of the story, its main conflict. Image of Vladimir Dubrovsky. Moral issues of the story. The theme is “fathers and sons”. Images of peasants in the story.

The story "Shot" .

The originality of the main character of the story. Silvio's character: nobility and pride. Vengefulness and its overcoming. The meaning of the title of the work.

M.Yu. Lermontov (4 hours)

A word about the poet.

Poems: “Borodino”, “Leaf”, “Three Palms”.

History of the Fatherland as a source of poetic inspiration and national pride. The image of a simple soldier - defender of the homeland. Personification as one of the artistic techniques when depicting nature by Lermontov. Understanding the inner world of the lyrical hero through natural images.

N.V. Gogol (4 hours)

A word about the writer.

The story "The Night Before Christmas" (you can choose another story from the cycle “Evenings on a farm near Dikanka”).

The real and the fantastic in the plot of the work. Brightness of characters. A combination of lyricism and humor in the story. The picturesque language of Gogol's prose.

A.V. Koltsov (2 hours)( it is possible to choose another poet of Pushkin’s era)

A word about the poet.

Poem "The Plowman's Song"

Poeticization of peasant labor in Koltsov’s lyrics. The originality of the song genre. Folklore imagery.

F.I. Tyutchev (2 hours)

A word about the poet.

The poem “There is in the original autumn...” .

Pictures of Russian nature as depicted by Tyutchev. Landscape as a means of creating mood.

A.A. Fet (3 hours)

A word about the poet.

Poems: “I came to you with greetings...”, “Learn from them - from the oak, from the birch...” .

The lyrical hero of Fet's poem. Means of conveying mood. Man and nature in Fet's lyrics. The concept of parallelism.

I.S. Turgenev (4 hours)

A word about the writer

The story "Mumu" (you can choose another story)

The real basis of the story. Depiction of the life and customs of feudal Russia. Moral transformation of Gerasim. Compassion and cruelty. The author's position and ways of its manifestation.

A.K. Tolstoy (2 hours)

A word about the poet.

Ballad "Vasily Shibanov" (you can choose another piece).

The integrity of the protagonist's character. Image of Ivan the Terrible. Theme of devotion and betrayal. Moral issues of the ballad.

ON THE. Nekrasov (7 hours)

A word about the poet.

Poem "Peasant Children"

Images of peasant children. Speech characteristics of the characters. The theme of the peasant share. Nekrasov's attention to the life of ordinary people.

Poem "Railroad".

The image of a working people and a suffering people. The nationality of Nekrasov's lyrics.

Poem "Frost, Red Nose" (you can choose another poem).

Folklore traditions in the poem. The image of a Russian woman. The tragic and lyrical sound of the work. The author's voice in the poem.

N.S. Leskov (2 hours)

A word about the writer.

The story "Lefty".

Russian character in the story: talent and hard work as a distinctive feature of the Russian people. The problem of people and power in the story. The image of the narrator and the stylistic features of Leskov’s tale.

A.P. Chekhov (2 hours)

A word about the writer.

The story "Thick and Thin".

Satire and humor in Chekhov's stories. Exposing cowardice and hypocrisy. The role of artistic detail.

Genre of the short story in foreign literature

P. Merimee (2 hours)

Novella "Matteo Falcone"(you can choose another piece).

Character as the engine of the plot. The originality of the main character.

V.G. Korolenko (3 hours)

A word about the writer.

The story “In Bad Society” (“Children of the Dungeon”) (you can choose another piece).

The humanistic meaning of the work. The world of children and the world of adults. Contrasts in the destinies of the heroes. Features of portrait and landscape in the story.

The theme of childhood in foreign literature

M. Twain (3 hours) ( it is possible to choose another foreign writer).

A word about the writer.

The story "The Adventures of Tom Sawyer".

Heroes and events of the story. The theme of friendship and dreams. The writer's skill in constructing an entertaining plot and creating characters.

literature of the twentieth century (26 hours)

Development of classical traditions in the literature of the twentieth century. Moral guidelines in human life. Man and nature in the works of writers of the twentieth century.

V.V. Mayakovsky (2 hours)

A word about the poet.

Poem "Good attitude towards horses."

Artistic innovation of V. Mayakovsky's poetry, word creation. The humanistic meaning of the poem.

S.A. Yesenin (2 hours)

A word about the poet.

Poem "Song of the Dog" (you can choose another poem).

Compassion for all living things as the basis of Yesenin’s creativity.

Foreign writers about animals

D. London (3 hours).

A word about the writer.

The story “White Fang” (you can choose another piece).

The human world and the natural world in London's story. The author's art in depicting animals.

A.P. Platonov (2 hours)

A word about the writer.

The story "In a Beautiful and Furious World"

The question of the moral content of human life. Techniques for revealing characters. The originality of the style of Plato's prose.

A.S. Green (2 hours)

A word about the writer.

The story "Scarlet Sails"

The triumph of the world of romantic dreams in the story by A.S. Greena. Moral maximalism and spiritual purity of its main characters.

K.G. Paustovsky (2 hours)

A word about the writer.

The story "The Sailing Master" (you can choose another story).

Theme and problems of the work.

MM. Prishvin (4 hours)

A word about the writer.

Fairy tale “The Pantry of the Sun” (you can choose another piece).

Poetry of nature in the works of Prishvin. Images of Nastya and Mitrasha. The meaning of the name. The wisdom of the natural in the artistic world of Prishvin.

N.M. Rubtsov (2 hours) (

A word about the poet.

Poems: "Star of the Fields", "Autumn Leaves", "In the Upper Room"

The theme of the homeland in Rubtsov’s poetry. Man and nature in Rubtsov’s “quiet” lyrics.

Yu.P. Kazakov (1 hour) (

A word about the writer.

Story "Quiet Morning" (you can choose another piece).

Images of children in the story. The behavior and actions of heroes in a difficult situation. Moral issues of the work. The role of nature in the story.

V. G. Rasputin (3 hours) ( it is possible to choose another prose writer of the second half of the twentieth century)

A word about the writer.

The story “French Lessons” (you can choose another piece).

Moral issues of Rasputin's works. Human spiritual memory as a moral value. The theme of past and present in Rasputin's works.

V.P. Astafiev (2 hours) ( it is possible to choose another prose writer of the second half of the twentieth century)

A word about the writer.

The story "Vasyutkino Lake".

The main character traits of the hero, his development in the fight against difficulties. The writer's artistic vigilance in depicting the beauty of his native nature.

O. Henry (1 hour)(you can choose another foreign writer)

A word about the writer.

The story “The Gifts of the Magi”(you can choose another piece).

The meaning of the story's title. The writer's skill in building suspense. The surprise and consistency of the ending. Love as a gift; sacrificial essence of love.

Total V V- VI classes – 114 hours. Reserve time – 26 hours.

(140 hours)

LITERATURE AS THE ART OF WORDS (2 hours)

The influence of literature on the formation of moral and aesthetic feelings in a person. Writers' appeal to universal categories and values ​​of existence: good and evil, truth, beauty, justice, conscience, friendship and love, home and family, freedom and responsibility.

RUSSIAN FOLKLORE(2 hours)

Expression of national character traits in folklore. People's idea of ​​heroism

Epic "Ilya Muromets and the Nightingale the Robber" (you can choose another epic).

Epics as heroic songs of an epic nature, the originality of their rhythmic and melodic organization. Epic and fairy tale. Expression in epics of the historical consciousness of the Russian people. Epic story. Traditional system of images in the Russian heroic epic. Heroes of epics, images of heroes.

Heroic epic in world culture

Karelo-Finnish mythological epic "Kalevala"(fragments)(1 hour) (you can choose another epic).

An epic depiction of the life of the people, their national traditions, customs, workdays and holidays.

Homer (2 hours)

"Odyssey". Fragment from “Odysseus at the Cyclops” (you can select another fragment).

“Odyssey" as a "poem of wanderings". The main character of the poem. The originality of the Homeric epic.

Old Russian literature (2 hours)

The establishment in the literature of Ancient Rus' of high moral ideals: love for one's neighbor, mercy, sacrifice. The religious character of ancient Russian literature.

"Teaching" by Vladimir Monomakh (you can choose another piece).

Genre and composition “Teachings”. Fundamentals of Christian morality in the "Teaching". Glory and honor of the native land, spiritual continuity of generations as the main themes of the “Teaching”.

“Life of Sergius of Radonezh” (you can choose another piece).

Genre of life. Reflection in life of the idea of ​​a moral standard. The hierarchy of values ​​of an Orthodox person in the "Life...". Ways to create character in the Life.

Literature of the European Renaissance

M. Cervantes (2 hours)

A word about the writer.

The novel “Don Quixote” (fragments).

The mastery of Cervantes the novelist. Don Quixote and the problem of choosing a life ideal. Illusion and reality. Don Quixote as an eternal image.

W. Shakespeare (3 hours)

A word about the writer.

Tragedy "Romeo and Juliet".

Drama as a kind of literature. The main conflict in the tragedy. The fate of lovers in a world of injustice and malice. Reflection in the tragedy of “eternal” themes: love, devotion, enmity, revenge. The meaning of the ending of the tragedy.

Sonnets: No. 66 (“I call for death. I can’t bear to see...”); No. 130 (“Her eyes don’t look like stars…”) (you can choose two other sonnets).

Thought and feeling in Shakespeare's sonnets. The artistic originality of his lyrics.

18th century literature (8 hours)

Classicism and sentimentalism in Russian literature. Social and moral issues in the works of Russian writers of the 18th century. The appeal of literature to the life and inner world of a “private” person. Reflection of the diversity of human feelings, mastering the theme “man and nature”.

DI. Fonvizin (4 hours

Life and creativity (review).

Comedy "Minor".

The satirical nature of the comedy. Debunking the morals of the Prostakovs and Skotinins. Ideal comedy heroes and their conflict with the world of serfdom. The problem of education and the idea of ​​civil service in the play. The idea of ​​retribution for immorality. Features of classicism in comedy.

Theater of European Classicism

J.-B. Molière (1 hour)

Life and creativity (review).

Comedy "The Bourgeois in the Nobility" (you can choose another comedy).

Features of classic dramaturgy. "A Bourgeois in the Nobility" as a comedy of manners and characters. The satirical meaning of the image of Mr. Jourdain. Jourdain and the aristocrats.

N.M. Karamzin (3 hours)

A word about the writer.

The story "Poor Lisa".

The sentimental plot of the story "Poor Liza", its appeal to the spiritual world of the heroes. The image of nature and the psychological characteristics of the heroes. The author's position and forms of its expression. Features of the language and style of the story.

19th century literature (65 hour)

Romanticism and realism in Russian literature of the 19th century. The problems of the works: man and the world, man and society, man and history. Freedom and responsibility of the individual. The image of a “small” man. Appeal of Russian writers to the historical past of the Fatherland. Reflections on national character. The moral meaning of historical stories.

V.A. Zhukovsky (2 hours)

Life and creativity (review).

Ballad "Svetlana".

Ballad as a lyric epic genre. Plot features of V.A.’s ballads Zhukovsky. The figurative system of the ballad “Svetlana”, its folklore basis. Moral content of the ballad.

A.S. Pushkin (14 hours)

Life and creativity (review).

Poems: “Song of the prophetic Oleg”, “Cloud”, “K***” (“I remember a wonderful moment...”), “October 19” (“The forest is dropping its crimson attire...”).

Poetic interpretation of an episode from The Tale of Bygone Years. The theme of fate and prophecy in “Song...”. Moral issues of the work. The theme of nature in Pushkin's lyrics. The high sound of the theme of love and friendship in Pushkin’s lyrics.

The story "The Station Agent".

The image of Samson Vyrin and the theme of the “little man”. The image of the narrator. Expressiveness and laconicism of Pushkin's prose.

Novel "The Captain's Daughter"

The theme of Russian history in the works of A.S. Pushkin. The idea and history of the creation of the novel. The relationship between historical fact and fiction. Historical events and destinies of private people. The theme of the “Russian revolt” and the image of Pugachev. Grinev and Shvabrin. The image of Masha Mironova in the light of the author's ideal. Theme of mercy and justice. The role of epigraphs.

The story "The Young Lady-Peasant"

The plot and characters of the story. Pushkin's rethinking of the problems of Shakespearean tragedy. Overcoming obstacles on the path to happiness.

The story "The Queen of Spades"

The image of the main character of the story and the “Napoleonic” theme. Moral and philosophical problems of the work. Features of the use of the fantastic.

The genre of fantasy novella in foreign literature

E.A. By (1 hour)

A word about the writer.

Novella “The Fall of the House of Usher”

Romantic landscape as a means of influencing the reader. The image of the main character. Fantastic events and their real explanation.

M.Yu. Lermontov (7 hours)

Life and creativity (review).

Poems: “Clouds”, “Leaf”.

Development and rethinking of Pushkin’s traditions in Lermontov’s landscape lyrics.

Poem "Song about Tsar Ivan Vasilyevich, the young guardsman and the daring merchant Kalashnikov."

The plot of the poem, its historical basis. The image of Ivan the Terrible and the theme of power. Moral issues and features of the conflict in “Song...”. Kalashnikov and Kiribeevich: the strength and integrity of the characters’ characters. Features of the language of the poem, its connection with oral folk art.

Poem "Mtsyri".

"Mtsyri" as a romantic poem. The philosophical meaning of the epigraph. The fate of a freedom-loving personality in the poem. A tragic confrontation between man and circumstances. Nature theme. Features of the composition and the meaning of the ending.

N.V. Gogol (11 o'clock).

A word about the writer.

The story "Taras Bulba".

Historical and folklore basis of the story. The heroic-patriotic pathos of the story, the glorification of camaraderie, the condemnation of betrayal. Ostap and Andriy, the principle of contrast in the depiction of heroes. The tragedy of the conflict between father and son. The clash of love and duty in the souls of the heroes. Features of the depiction of man and nature in the story. The role of detail in revealing character.

Comedy "The Inspector General".

The skill of building intrigue in a play, features of the conflict of comedy. The meaning of the epigraph and the satirical orientation of the comedy. The image of the city and the theme of bureaucracy. Khlestakov and Khlestakovism. Author's means of revealing characters. Mastery of speech characteristics of characters. The ambiguity of the play's ending.

The story "The Overcoat".

“The Overcoat” as one of the “St. Petersburg stories.” The theme of the city and the “little man”. Dream and reality. Images of Akaki Akakievich and a “significant person”. The meaning of the fantastic ending of the story. The humanistic meaning of the story and the author's irony. The role of detail in Gogol's prose.

A.N. Ostrovsky (3 hours)

Life and creativity (review).

The play "The Snow Maiden" (you can choose another piece).

The motive of love and “coldness of heart” in the “spring fairy tale” “The Snow Maiden”. The power of nature and the impulses of the human heart. Berendey and the Snow Maiden. Humanism of the Ostrovsky Theater.

I.S. Turgenev (4 hours)

A word about the writer.

Stories: “Biryuk”, “Bezhin Meadow” (3 hours) (you can choose two other stories from the series “Notes of a Hunter”).

Reflection of the essential features of the Russian national character in stories. Author's thoughts about the life of the people. The role of psychological detail. Landscape mastery.

“Poems in prose”: “Sparrow”, “Russian language” (1 hour)(you can choose two other works from the “Poems in Prose” series)

Genre features of prose poems. The variety of their topics. The author's lyrical and philosophical thoughts about the world and man, about the greatness, beauty and imagery of Russian speech. The musicality of Turgenev's prose.

F.I. Tyutchev (3 hours)

A word about the poet.

Poem “The kite rose from the clearing...” “The gray shadows mixed…”, “Predestination”, “Fountain”(you can choose other poems).

The figurative brightness and philosophical depth of Tyutchev’s lyrics. The poet's reflections on the mysteries of the universe, the relationship between man and nature. The theme of human power and powerlessness. The tragic sound of the theme of love.

A.A. Fet (1 hour)

A word about the poet.

Poem "I won't tell you anything..." (you can choose another poem).

"Cult of the moment" in Fet's lyrics. The joy of merging the human soul with the natural world.

A.K. Tolstoy (3 hours)

A word about the writer.

The novel “Prince Silver”, the poem “In the midst of a noisy ball, by chance...” (selection of other works is possible).

Historical themes in Tolstoy's works. Artistic concept of Ivan the Terrible: the idea of ​​the relationship between tyranny and obedience. Moral problems of Tolstoy's works.

The theme of love in Tolstoy's lyrics. The depth and spontaneity of the lyrical hero’s feelings. The picturesqueness and musicality of Tolstoy's poems

ON THE. Nekrasov (2 hours)

A word about the poet.

Poems: “Troika”, "Reflections at the Front Entrance"(you can choose other poems).

Folk characters and destinies in Nekrasov’s poems. The narrative beginning in Nekrasov's lyrics.

M.E. Saltykov-Shchedrin (3 hours)

A word about the writer.

Fairy tales: “The Tale of How One Man Fed Two Generals”, “The Wise Minnow”, “The Bear in the Voivodeship” (you can choose three other fairy tales).

Features of the plots and problems of “fairy tales for children of a fair age”. An exposure of the moral vices of society, a satire on lordly Rus'. The image of people in fairy tales. Reflection of the paradoxes of folk life in fairy tales. Strengths and weaknesses of folk character. Aesopian language. Allegory, fantasy, folklore motifs in fairy tales.

L.N. Tolstoy (5 hours)

A word about the writer.

The story "Childhood" (you can choose another story).

The role of internal monologue in revealing the character of the hero. A depiction of the child’s inner world, the complexity of his feelings and experiences. The theme of children's openness to the world.

Story "After the Ball" (you can choose another story).

Features of the plot and composition. The solution to the theme of love in the story. The problem of the meaning of life. The problem of cruelty. The idea of ​​moral self-improvement. The use of contrast in a story. The role of artistic detail in revealing characters.

F.M. Dostoevsky (3 hours)

Life and creativity (review)

The story "White Nights" (you can choose another story).

Traditions of sentimentalism in the story “White Nights”. The fate of the Dreamer and the image of St. Petersburg. Features of the artistic style of F.M. Dostoevsky.

V.M. Garshin (1 hour)

A word about the writer.

Story "Red Flower" (you can choose another piece).

Ordinary life and heroism in the artistic world of Garshin. The theme of passionate resistance to evil. Symbolic image of a red flower.

A.P. Chekhov (2 hours)

A word about the writer.

Story "Chameleon".

literature of the twentieth century (27 hour)

An appeal by twentieth-century writers to the artistic experience of their predecessors. Historical events, their perception by contemporaries. The originality of Russian poetry of the twentieth century. Artistic quests of Russian writers of the twentieth century. Man and history in the literature of the twentieth century: the problem of choosing a path. Russian literature of the Soviet era. The hero's problem. Years of military trials and their reflection in literature. Affirmation of the inviolability of moral principles in difficult life circumstances (revolutions, civil war, Great Patriotic War).

I.A. Bunin (2 hours)

A word about the writer.

Stories: “Lapti”, “Tanka”

The moral meaning of the work. Expressiveness and accuracy of artistic detail in Bunin's prose. The role of detail in Bunin's stories. The artistic skill of Bunin the prose writer.

A.I. Kuprin (1 hour)

A word about the writer.

The story "Gambrinus"(you can choose another piece).

Man and society as one of the “eternal” problems of literature, its reflection in the story. The originality of the main character. The humanistic pathos of Kuprin's work.

M. Gorky (4 hours)

A word about the writer.

The story "Childhood" (you can choose another story).

Traditions of L.N. Tolstoy, their reinterpretation by Gorky. “Lead abominations of life” and the living soul of the Russian man. A depiction of the inner world of a teenager. Activity of the author's position.

"Song of the Falcon" (you can choose another piece).

Romanticism of M. Gorky's early works. The technique of contrast in Gorky's works. Question about the meaning of life. The problem of pride and freedom. Theme of the feat.

A.A. Block (1 hour)

A word about the poet

Poems: “About valor, about exploits, about glory...”, “O spring without end and without edge...”

The originality of A. Blok's lyrics, the reflection of high ideals in it. The theme of love and a “terrible world” in the poet’s lyrics. The motive of denial and acceptance of life.

V.V. Mayakovsky (2 hours)

A word about the poet.

Poems: “An extraordinary adventure that happened with Vladimir Mayakovsky in the summer at the dacha”, “About rubbish” (you can choose other poems).

The real and the fantastic in the plot of the work. The poet's idea of ​​the essence of creativity. Satire in the works of Mayakovsky. Philistinism as a social danger Features of Mayakovsky’s poetic language. The role of rhyme.

A.A. Akhmatova (1 hour)

A word about the poet.

Poem "The Gray-Eyed King" (you can choose another poem).

Psychologism of the depiction of feelings in Akhmatova’s lyrics. The role of artistic detail.

B.L. Parsnip (1 hour)

A word about the poet.

Poems: “July”, “There will be no one in the house...” (you can choose other poems).

A picture of nature transformed by Pasternak's poetic vision. Comparisons and metaphors in the poet’s artistic world.

M.A. Bulgakov (3 hours)

Life and creativity (review).

The story "Heart of a Dog".

Features of Bulgakov's satire. The plot and system of images of the story. The author's position and ways of expressing it. "Sharikovism" as a social and moral phenomenon. Philosophical problems of the story.

A.T. Tvardovsky (3 hours)

Life and creativity (review).

Poem "Vasily Terkin". Chapters: “Crossing”, “Two Fighters”, “Duel” (three other chapters can be selected)

The history of the creation of the poem, its reader's fate. The theme of man at war in the poem. Features of the plot of the poem. Reflection of the Russian national character in the image of Vasily Terkin. The theme of the homeland and its embodiment in the poem. A fusion of tragic and comic, the national language of “Books about a fighter.”

Literature of the peoples of Russia

M. Karim (1 hour)

A word about the writer.

Poems from the collection “Europe – Asia”. Poem "Immortality" (you can choose two other works).

Celebrating friendship between peoples, the humanistic pathos of the poems, their aphorism, deep lyricism, reflection of folk wisdom in them.

The closeness of the image of the hero of the poem to the image of Vasily Terkin from Tvardovsky’s poem of the same name.

MM. Zoshchenko (2 hours)

A word about the writer.

Stories: “Victim of the Revolution”, “Interesting theft in a cooperative” (from the Blue Book) (you can choose two other stories).

Satire and humor in Zoshchenko's stories. Exposing the philistine and consumer attitude towards the world. Man and history. The image of the narrator and the author's position. Traditions of Leskov’s tale style in Zoshchenko’s satirical works.

ON THE. Zabolotsky (1 hour)

A word about the writer.

Poems: “The storm is coming”, “Don’t let your soul be lazy...” (you can choose other poems).

Traditions of Russian philosophical poetry in the works of Zabolotsky. The natural world and the human soul. The spontaneity of human feelings in Zabolotsky’s poems.

V.M. Shukshin (2 hours)

A word about the writer.

Stories: “Cut off”, “Weirdo” (you can choose two other stories).

Features of Shukshin’s “freak” heroes, truth-seekers, righteous people. Human openness to the world is synonymous with insecurity.

The image of a “strange” hero in literature.

A. Saint-Exupery (2 hours)

A word about the writer.

Fairy tale "The Little Prince".

The originality of the genre of philosophical fairy tales. The wisdom of children's perception of the world. Spiritual and material, beautiful and useful in the hierarchy of life values. Gallery of images of “adults”. Theme of love and friendship. Responsibility as the basis of human relations. Allegory and metaphor in a fairy tale.

B.Sh. Okudzhava (1 hour)(it is possible to choose another poet of the second half of the twentieth century)

A word about the poet

Poems: “Prayer of François Villon”, “Arbat Romance” ( You can choose other poems).

The wisdom and spiritual generosity of the lyrical hero of Okudzhava’s poetry. Author's song as a genre and as a cultural phenomenon.

V.S. Vysotsky (1 hour) (it is possible to choose another poet of the second half of the twentieth century)

A word about the poet

Poems: “Wolf Hunt”, “Finicky Horses”, “I Don’t Love” ( You can choose three other poems).

The lyrical hero of Vysotsky's poetry. Confessional pathos and intensity of feelings in Vysotsky’s lyrics. The influence of the author's performance on the perception of his works.

Total in grades VII -VIII – 114 hours. Reserve time – 26 hours.

(105 hour)

LITERATURE AS THE ART OF WORDS (1 hour)

The place of fiction in the social life and culture of Russia. National values ​​and traditions that shape the problematics and imaginative world of Russian literature, its humanism, civic and patriotic pathos. National identity of Russian literature. Russian literature in the context of world literature. Epochs of development of literature. The concept of the literary process.

Literature of Antiquity

Catullus (1 hour)

A word about the poet.

Poems: “No, not one among women...”, “No, don’t expect to earn the affection or gratitude of a friend...” (you can choose other poems).

The poetry of Catullus is a confrontation with the cruelty and lust for power of Rome. Love as an introduction to the immensity of nature. The generosity of the poet's soul and the motives of despair and anger in his poems. The laconicism of images and the intensity of feelings in the lyrics of the poets of Antiquity.

Literature of the Middle Ages

Dante (2 hours)

A word about the poet.

"The Divine Comedy" ("Hell"I, V Songs) (you can select other fragments).

The three-part composition of the poem is a symbol of man’s path from error to truth. The theme of suffering and purification. Dante and Virgil. Dante and Beatrice.

Old Russian literature(6 hours)

Patriotic pathos, instructive character and features of the figurative system of ancient Russian literature. The origins and beginning of ancient Russian literature, its Christian-Orthodox roots. The variety of genres of ancient Russian literature (chronicle, word, life, teaching).

"The Tale of Igor's Campaign"

Discovery of the "Word...", its publication and study. The question of the time of creation and the authorship of the “Word...”. The historical basis of the monument, its plot. Genre and composition "Words...". The image of the Russian land and the moral and patriotic idea of ​​the Lay. Images of Russian princes. The character of Prince Igor. "Golden Word" by Svyatoslav. Yaroslavna as the ideal image of a Russian woman. The symbolism of “The Word”, the originality of the author’s style. "The Word" and folklore tradition. The meaning of the "Word" for Russian culture. Translations and adaptations of the work.

Renaissance Literature

W. Shakespeare (2 hours)

Life and creativity (review).

Tragedy "Hamlet".

The human mind and the “damned questions” of existence. Hamlet as a reflective hero. Thought and action. The necessity and inhumanity of revenge. The tragic nature of the conflict in the work. Hamlet among the “eternal” images.

18th century literature(7 hour)

Ideological and artistic originality of literature of the Enlightenment. Classicism as a literary movement. The idea of ​​civil service, the glorification of the greatness and power of the Russian state. Antiquity and classicism. Sentimentalism as a literary movement. The emergence of an anti-serfdom orientation in literature.

M.V. Lomonosov(1 hour)

Life and creativity (review).

“Ode on the day of the accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna, 1747” (fragments) (you can choose another piece)

Ode genre. Glorification in an ode of the most important values ​​of the Russian Enlightenment: peace, homeland, science. Means of creating the image of an ideal monarch.

G.R. Derzhavin(2 hours)

Life and creativity (review)

Poems: "Felitsa", "Monument" (you can choose two other poems).

Tradition and innovation in the poetry of G.R. Derzhavina. Genres of Derzhavin's poetry. Reflection in the poet's lyrics of ideas about true life values. Philosophical problems of Derzhavin’s works. Derzhavin's views on the poet and poetry, the civic pathos of his lyrics.

A.N. Radishchev (1 hour)

A word about the writer.

“Journey from St. Petersburg to Moscow” (review).

Reflection in “The Journey…” of the author’s educational views. Life and customs of feudal Rus' in Radishchev’s book, its civic pathos. Features of classicism and sentimentalism in "The Journey...". The travel genre as a form of panoramic image of Russian life.

European Literature of the Enlightenment

I.-V. Goethe (2 hours)

Life and creativity (review).

The tragedy "Faust" (fragments).

Interpretation of the folk legend about Doctor Faustus. Dialectics of good and evil. Faust and Mephistopheles. Faust and Margarita. Thirst for knowledge as a property of the human spirit.

19th century literature (65 hour)

A new understanding of man in his connections with national history (the Patriotic War of 1812, the Decembrist uprising, the abolition of serfdom). Understanding by Russian literature of the values ​​of European and world culture. Romanticism as a literary movement. The embodiment of romantic values ​​in literature. The relationship between dreams and reality in romantic works. The conflict of the romantic hero with the world. Features of a romantic landscape. Formation of ideas about national identity. A. S. Pushkin as the founder of new Russian literature. The role of literature in the formation of the Russian language.

The problem of personality and society. Type of hero-individualist. The image of a “hero of the times”. The image of a righteous man. The image of a Russian woman and the problem of female happiness. A person in a situation of moral choice. The interest of Russian writers in the problem of the people. Realism in Russian literature, diversity of realistic trends. Historicism and psychologism in literature. Moral and philosophical quests of Russian writers. A deep, mysterious connection between man and nature.

V.A. Zhukovsky(1 hour)

Life and creativity (review).

Poems: “Sea”, “Inexpressible” (you can choose two other poems).

Features of romanticism in the lyrics of V.A. Zhukovsky. The theme of man and nature, the relationship between dreams and reality in the poet’s lyrics.

A.S. Griboyedov (9 hours)

Life and art

Comedy "Woe from Wit"

Specifics of the comedy genre. The art of building intrigue (love and socio-psychological conflict). The meaning of the title and the problem of the mind in comedy. Chatsky and Famusovskaya Moscow. The playwright's skill in creating characters (Sofya, Molchalin, Repetilov, etc.). The “openness” of the ending of the play, its moral and philosophical sound. Features of classicism and realism in comedy, imagery and aphorism of its language.

Analysis of comedy in a critical studyI.A. Goncharov “A Million Torments”.

European literature of the Romantic era

J. G. Byron (1 hour)

Life and creativity (review).

Poem "Corsair" (you can choose another piece)

Romanticism of Byron's poetry. The originality of the “Byronic” hero, the mystery of the motives of his actions. Moral maximalism of the author's position. Faith and skepticism in Byron's artistic world.

A.S. Pushkin (20 hours)

Life and art .

Poems :

“To Chaadaev”, “To the Sea”, “Prophet”, “Anchar”, “On the hills of Georgia lies the darkness of the night...”, “I loved you: love is still possible...”, “Demons”, “I erected a monument to myself miraculous...";

"Village", "Autumn"(you can choose two other poems).

Pushkin’s poetic innovation, transformation of traditional genres in Pushkin’s lyrics. The main motives of Pushkin’s poetry (freedom, love, friendship, creativity), their development at different stages of his creative path. The figurative and stylistic richness and philosophical depth of Pushkin’s lyrics. Harmony of thought and image. "Good feelings" as the moral basis of Pushkin's lyrics.

Poem "Gypsies" (you can choose another romantic poem)

Features of romanticism in the work. The image of the main character: rethinking the Byronic type. Freedom and self-will, Aleko’s clash with the life philosophy of the gypsies. The meaning of the ending of the poem.

"Mozart and Salieri"(you can choose another tragedy from the series “Little Tragedies”)

“Genius and villainy” as the main theme in the tragedy. A debate about the essence of creativity and various ways of serving art.

Novel in verse "Eugene Onegin"

The originality of the genre and composition of the novel in verse. The unity of the epic and lyrical principles. The image of the author in the work. The plot lines of the novel and the themes of lyrical digressions. The image of Onegin and the type of “superfluous man” in Russian literature. Onegin and Lensky. Tatyana as Pushkin’s “sweet ideal”. The theme of love and duty in the novel. Moral and philosophical problems of the work. The problem of the ending. Realism and encyclopedicism of the novel. Onegin stanza.

Evaluation of the artistic discoveries of A. S. Pushkin in the criticism of V. G. Belinsky (fragments of articles 8, 9 from the cycle “Works of Alexander Pushkin”).

M.Yu. Lermontov (14 hours)

Life and art .

Poems :

“Sail”, “Death of a Poet”, “When the yellowing field is agitated...”, “Duma”, “Poet” (“My dagger shines with a golden finish...), “Prayer” (“In a difficult moment of life...”), “Both boring and sad”, “No, it’s not you I love so passionately...”, “Motherland”, “Prophet”.

Development of Pushkin traditions in the works of M. Yu. Lermontov. The main motives of the lyrics: longing for an ideal, loneliness, thirst for love and harmony. The image of the poet in Lermontov's lyrics. The poet and his generation. Homeland theme. Nature and man in Lermontov's philosophical lyrics.

Novel "Hero of Our Time"

The genre of socio-psychological novel. Images of narrators, features of the composition of the work, its role in revealing the image of Pechorin. Pechorin among the heroes of the novel (Maksim Maksimych, highlanders, smugglers, Grushnitsky, representatives of the “water society”, Werner, Vulichas). The theme of love and female images in the novel. Pechorin in the gallery of "extra people". Moral and philosophical problems of the work, the problem of fate. Features of romanticism and realism in the novel.

K.N. Batyushkov (1 hour)

A word about the poet.

Poems: “My genius”, “Awakening”, “There is pleasure in the wildness of the forests...” (you can choose other poems).

Batyushkov as a representative of “light” poetry, “poet of joy” (A.S. Pushkin). Freedom, musicality of verse and complexity, mobility of human feelings in Batyushkov’s poems.

A.V. Koltsov (1 hour) (you can choose another poet of Pushkin’s era)

A word about the poet.

Poems: “Don’t make noise, rye...”, “Separation”, “Forest” (you can choose other poems).

The animated life of nature in Koltsov’s poems. The closeness of the poet’s work to folk songs and the individual nature of the imagery. Grief and joy of the heart of a common man in Koltsov’s poetry.

E.A. Baratynsky (1 hour)

A word about the poet.

Baratynsky as a representative of the “poetry of thought”. Russian roots and national character of Baratynsky’s poetry. Creativity as the abode of the soul. The genre of elegy in Baratynsky's lyrics. Understanding the theme of the poet and poetry.

N.V. Gogol (13 hours)

Life and art .

Poem “Dead Souls” (Volume I).

The history of the idea, the genre and composition of the poem, the logic of the sequence of its chapters. Chichikov's adventure as the plot basis of the story. Chichikov's place in the system of images. Images of landowners and officials and the means of their creation. Place in the plot of the poem “The Tale of Captain Kopeikin” and the parable about Mokiya Kifovich and Kifa Mokievich. The meaning of the title of the work. Souls are dead and alive in the poem. Lyrical digressions in the poem, the image of Rus' and the motive of the road. Artistic features of Gogol's prose (technique of contrast, the role of hyperbole and comparison, alogism and lyricism in the narrative). The originality of Gogol's realism.

A.A. Fet (1 hour)

Life and creativity (review).

The poem “How poor our language is! I want to and I can’t..." (you can choose another poem).

The theme of the “inexpressible” in Fet’s lyrics. The inexhaustibility of the world and the powerlessness of language.

ON THE. Nekrasov (1 hour)

Life and creativity (review).

Poem “Yesterday, at six o’clock...” (you can choose another poem).

Nekrasov's ideas about the poet and poetry. The originality of Nekrasov's Muse.

A.P. Chekhov (2 hours)

Life and creativity (review).

Stories: "Melancholy", "Death of an Official".

Comic and tragic in Chekhov's prose. Transformation of the theme of the “little” man. Features of the author's position in stories.

Russian literature of the twentieth century (7 hour)

Man and history in literature. Personality and state. The theme of the homeland and its fate. The image of Russia in the poetry of the twentieth century. Years of military trials and their reflection in literature.

The appeal of writers of the second half of the twentieth century to the pressing problems of our time. The search for unshakable moral values ​​in people's life, the revelation of original Russian characters.

A.A. Block (1 hour)

A word about the poet.

Poem "Rus" (you can choose another poem).

Homeland and love as a single theme in Blok’s work. Artistic means of creating the image of Russia. The lyrical hero of the poem.

S.A. Yesenin (1 hour)

A word about the poet.

Poems: “Go you, Rus', my dear...”, “The golden grove dissuaded...” (you can choose other poems).

Poeticization of peasant Rus' in the works of Yesenin. Emotional sincerity and philosophical depth of Yesenin’s poetry. Man and nature in the artistic world of the poet.

A.A. Akhmatova (1 hour)

A word about the poet.

Poems: “I am not with those who abandoned the earth...”, “Courage” (you can choose other poems).

War as a test of a person's courage, humanity and patriotism. The active citizenship of the poet. The theme of the homeland and civic duty in Akhmatova’s lyrics.

M.A. Sholokhov (2 hours)

Life and creativity (review).

The story “The Fate of Man.”

Humanism of Sholokhov's prose. Features of the plot and composition of the story. The tragedy of the people during the war and the fate of Andrei Sokolov. The problem of moral choice in the story. The role of landscape sketches in the story.

A.I. Solzhenitsyn (1 hour)

A word about the writer.

The story "Matrenin's yard".

The autobiographical basis of the story, its artistic originality. The image of the main character and the theme of righteousness in Russian literature.

Literature of the peoples of Russia

G. Tukay (1 hour)

(it is possible to choose another writer, a representative of the literature of the peoples of Russia)

A word about the poet.

Poems from the cycle “Oh, this love!” (selection of other works is possible).

The lyricism of the poet's poems, the use of the traditional ghazal form. Tukay as a translator of the poetry of Pushkin, Lermontov and other Russian poets, his contribution to the development of the Tatar language and literature.

Total in IX grade – 91 hours. Reserve time – 14 hours.

BASIC THEORETICAL AND LITERARY
CONCEPTS

Fiction as the art of words.

Artistic image.

Folklore. Genres of folklore.

Literary types and genres.

Main literary movements: classicism, sentimentalism, romanticism, realism.

Form and content of a literary work: theme, idea, problems, plot, composition; stages of action development: exposition, plot, climax, denouement, epilogue; lyrical digression; conflict; system of images, image of the author,author-narrator, literary hero, lyrical hero.

The language of a work of art. Fine and expressive means in a work of art: epithet, metaphor, comparison. Hyperbola. Allegory.

Prose and poetry. Basics of versification: poetic meter, rhythm, rhyme, stanza.

In a school with a native (non-Russian) language of instruction, these theoretical and literary concepts are studied based on the knowledge gained from mastering native literature. Additional concepts are:

Interrelation and mutual influence of national literatures.

General and national-specific in literature.

LEVEL REQUIREMENTS
GRADUATE TRAINING

As a result of studying literature, the student should

know/understand

the figurative nature of verbal art;

basic facts of the life and creative path of A.S. Griboedov, A.S. Pushkin, M.Yu. Lermontov, N.V. Gogol;

studied theoretical and literary concepts;

be able to

perceive and analyze literary text;

highlight the semantic parts of a literary text, draw up abstracts and a plan for what you read;

determine the type and genre of a literary work;

highlight and formulate the theme, idea, problems of the studied work; characterize the characters

characterize the features of the plot, composition, the role of visual and expressive means;

compare episodes of literary works and compare their heroes;

express your attitude to what you read;

master various types of retelling;

construct oral and written statements in connection with the studied work;

participate in a dialogue on the works you read, understand other people’s points of view and defend your own with reason;

write reviews of independently read works, essays (essays are only for graduates of schools with Russian (native) language of instruction).

use acquired knowledge and skills in practical activities and everyday life For:

creating a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;

determining your reading range and evaluating literary works;

searching for the necessary information about literature, about a specific work and its author (reference literature, periodicals, television, Internet resources).

The school curriculum in literature complies with the “Mandatory minimum content of basic educational programs”, includes a basic component of literary education, and ensures compliance with state standards.
This program is a continuation of the program for elementary school “Reading and Primary Literary Education” (authors R.N. Buneev, E.V. Buneeva) and together with it constitutes a description of the continuous course “Reading and Literature” (grades 1–11) .
In general, the program is focused on the “Concept of modernization of Russian education” adopted by the Government of the Russian Federation, which recognizes the priority spiritual and moral value of literature for a schoolchild - a future citizen of his country who loves his people, language and culture and respects the traditions and culture of other peoples. The main distinctive feature of the program is that the study of literature as an aesthetic and national-historical phenomenon is considered not so much as the goal of teaching, but as a means of harmonious personal development.
From here purpose of literary education in primary, secondary and high school it is defined as the education of a literate, competent reader, a person who has a strong habit of reading and a need for it as a means of understanding the world and himself, a person with a high level of linguistic culture, culture of feelings and thinking.
Reader competence presupposes:
– the ability to fully perceive literary works in the context of the spiritual values ​​of national and world artistic culture;
– readiness for independent communication with a work of art, for dialogue with the author through text;
– mastery of the system of knowledge, skills and abilities in the subject; development of speech, intellectual and creative abilities;
– mastering, through the subject of literature, ideas about the world that contribute to the successful social adaptation of students.
In accordance with the stated goal, literary education is understood as the mastery of literature in the process of creative reading activity.
The purpose of literary education determines it tasks:
1. Maintain the interest in reading that developed in elementary school, form the spiritual and intellectual need to read.
2. To ensure the general and literary development of the student, a deep understanding of works of art of various levels of complexity.
3. Preserve and enrich the experience of various reading experiences, develop the emotional culture of the student reader.
4. Provide understanding of literature as a verbal art form, teach to acquire and systematize knowledge about literature, writers, and their works.
5. Ensure the development of basic aesthetic and theoretical-literary concepts as conditions for full perception and interpretation of a literary text.
6. To develop the aesthetic taste of students as the basis of independent reading activity, as a guideline for moral choice.
7. Develop functional literacy (students’ ability to freely use reading and writing skills to obtain text information, the ability to use various types of reading).
8. Develop a sense of language, skills of coherent speech, speech culture.
The program for grades 5–8 distinguishes between works “for textual study” and “for review study.” This approach allows, while maintaining a large “circle of authors”*, to avoid overloading students, to use in practice the personally oriented principle of minimax (with the maximum proposed by the authors, the student is required to master a certain minimum). When recommending approaches to study, the significance of a particular work for revealing the main idea of ​​the section, the course as a whole, and its artistic and aesthetic value for students of a given age were taken into account. It is assumed that works “for textual study” are considered multifaceted, in different aspects (content, literary, cultural, etc.). Works “for review study” are read and discussed primarily in the content aspect in accordance with the needs and capabilities of students. It is important that a text read from a certain angle can later be analyzed from a different position.

* Works for textual and review study within one section are combined according to the degree of study (for the convenience of the teacher working with the program). Such division of texts sometimes violates the logic of constructing a topic or section in educational books. The teacher needs to focus on the sequence of texts in educational books.

If a number of works of equal complexity and volume are offered “for review study,” the teacher has the right to choose the text in accordance with the capabilities and interests of the students and their own reading preferences. If a work is not included in the “Mandatory Minimum Content of Basic Educational Programs,” the teacher also has the right to independently determine the nature of work with the text (textual study or review). At the same time, it is unacceptable to consider all texts that are not included in the “Mandatory minimum content of basic educational programs” only in a review.
This program also provides for the organization of independent home (extracurricular) reading for students. Recommendations for home reading are given in textbooks. The main feature of independent reading is that students in grades 5–8 read new works by the authors of this section, other chapters of texts studied in review*, which allows them to realize the principle of a holistic perception of a work of art. In addition, works by other authors, united by a common theme, genre, or problem, are also offered for home independent reading. When working with works for home reading, the choice of author and amount of reading remains with the students. Texts submitted for home reading are not required for each student to read; they can be discussed in class. This program does not provide special hours for extracurricular reading lessons, since the program and textbooks offer a sufficient amount of works that are not included in the mandatory minimum and ensure the expansion of students' reading horizons. At the same time, the teacher has the right to allocate hours for extracurricular reading lessons (at the rate of one lesson after studying the works of a certain section).

Structure and content of the program

The program is designed in accordance with the structure of the secondary school: grades 1–4, grades 5–9, grades 10–11. The content of the program at the basic and senior levels of education is determined by the range of interests of students, the general aesthetic value of a work of art, and educational standards in literature. Orientation of program sections for grades 5–8. First of all, the age-related reading interests and abilities of students explain its significant update in comparison with the current programs.
The basis for selecting texts for reading and comprehension the following are provided: general criteria:
– compliance with high spiritual and aesthetic standards of humanitarian education;
– emotional value of the work;
– reliance on students’ reading experience, on the achievements of the previous stage of literary development.
Also, when selecting texts, one of the following was taken into account: criteria:
– national pedagogical tradition of addressing this work;
– the ability of the work to appeal to the life experience of students;
– psychological and intellectual capabilities, interests and problems of students of a certain age group.
The following stand out: stages of literary education for schoolchildren:
5th–6th grades– a gradual transition from literary reading to comprehension of literature as an art form, which ensures the continuity of the literary education system in primary and secondary schools. Students read adventure, fantasy, detective, mystical, historical literature, works about their peers, animals, nature, and get an idea of ​​literary types and genres. Main educational goals: 1) formation of a personal attitude towards what is read; 2) understanding literature as a verbal art form based on works that take into account the interests of students of this age group.
7th–8th grades– the period of development of students’ reading culture: their life and artistic experience expands and deepens; acquaintance with the diversity of the life content of literature and the biographies of writers contributes to the comprehension of the content of literature and the forms of its display, affects the development of the individual, and contributes to the emotional perception of a work of art, which is studied as a verbal form of art. The range of reading is changing: the center of the program is works on moral and ethical topics that raise problems that are relevant to teenagers. Information on literary theory is studied, explaining to students how a person can be portrayed in fiction. Main educational goals: 1) development of the ability to interpret a literary text based on personal perception of the work; 2) understanding the specifics of a work of literature as a verbal form of art.
9th grade– completion of literary education according to the concentric system; essays on the history of native literature, the study of creative biographies of individual writers. Elective courses are provided (special courses, courses of students' choice), which makes it possible to put into practice the idea of ​​pre-profile training. Main educational goals: 1) formation of emotional and value experience in mastering fiction; 2) awareness of the aesthetic value of a literary text and its place in the history of Russian literature.
10th–11th grades– multi-level specialized study of literature in historical and literary (general education course in accordance with the “Mandatory minimum content of basic educational programs”, specialized course) and functional aspects (elective courses). Main educational goals: 1) comprehension of the artistic world of the writer, the moral and aesthetic value of his works; 2) inclusion of a literary text in the historical and literary process.

In the program and textbooks implementing it, the texts Russian writers from different eras are adjacent to texts foreign writers, which makes it possible to show the place of Russian literature in the global spiritual space, to identify general patterns of development of the literary process. In addition, the significant changes taking place in society today require adequate reflection in the content of literary education. Removing ideological evaluative clichés, presenting different, sometimes opposing positions - this approach to selecting the content of the program contributes to the formation of a literate reader who is aware of the diversity of life positions, able to understand a different point of view, ready to adapt to modern, constantly changing reality. All this makes it possible to make the study of literature motivated and learning problematic. For the same purpose, textbooks for grades 5–8. “cross-cutting” characters and author’s texts were introduced; in textbooks for grades 7–11. The material is presented problematically.
The titles of the textbooks reflect the dominant content, focused on the cognitive, personal interests of schoolchildren of a certain age:
5th grade– “Step beyond the horizon”;
6th grade– “The year after childhood”;
7th grade– “The path to station “Ya”;
8th grade– “House without walls”;
9th grade- “The history of your literature.”

Basic theoretical and literary concepts are traditionally identified as the basis for structuring the course:

Class	Basic Concepts	Structure-forming principle
5	genre	genre-thematic
6	genera and genres	thematic, genre-generic
7	character - hero	genre-generic, thematic
8	literary hero – image – literary process	problem-thematic
9	era – writer – work – reader	chronological
10–11	basic level problem – work of art – reader	problem-thematic
10–11	humanitarian profile process – author – work – artistic world of the writer – literary process	chronological historical-literary

Theoretical and literary concepts are included in the annotations to the topics at the stage of initial acquaintance with them. The dynamics of their further study are determined in accordance with the capabilities of the students and the artistic goals of the works in question. We draw the attention of teachers: theoretical and literary concepts are considered as a tool that facilitates the comprehension of a work of art, which does not imply their systematic study. Work on literary theory forms the basis of Notebooks on Literature. Basic information is introduced before the start of the systematic course (grades 9–11).
The program highlights the section “Speech Development of Students” and outlines the main content of work on speech development in each class. The line of speech development of students is simultaneously implemented throughout the entire Educational System “School 2100” (courses of the Russian language, literature, rhetoric).
The goal of speech development in the Russian language course is mastery of all types of speech activity based on the language material being studied; in the course of rhetoric - training in effective and efficient communication and mastering speech genres; in the literature course - learning to perceive someone else's statement, transcribe the author's text and compose your own in oral and written form.
In the program of each class, in the section “Speech Development,” the types of work are indicated along four lines: 1) transcription of the author’s text; 2) reader interpretation of a literary text (oral and written); 3) oral detailed statements and essays on literary, moral and ethical topics; 4) written creative works in different genres.
In accordance with the “Requirements for the level of graduate training,” the program is focused on students mastering the following skills:
– see the moral and aesthetic value of a work of art;
– determine the ethical, moral-philosophical, socio-historical issues of the work;
– perceive works of varying levels of complexity on a semantic and emotional level;
– perceive and characterize the work as an artistic whole, taking into account its specificity;
– give an interpretation of the studied work based on personal perception;
– use information on the history and theory of literature when interpreting and evaluating the studied work of art;
– understand the connection of the studied work with the time of its writing (5–8th grades), correlate it with literary trends (8–11th grades), correlate the historical and literary process with social life and culture (9–11th grades) cl.);
– read literary works expressively (from sight and by heart);
– competently construct detailed, reasoned statements of various forms and genres, master all types of retellings;
– perform written work of various types, write essays of different genres;
– work with the book’s reference apparatus and various sources of information.
The proposed program can be used both in secondary schools and in specialized schools, schools with in-depth study of literature. The program allows you to implement the idea of ​​specialized education: for high school, general education courses are offered (for non-core classes - 2 hours per week) and advanced level (for the humanities - 3-5 hours per week). 5th grade (102 hours)

Introduction (2 hours)
Literature as the art of words. Reading and literature. Book and reader. New textbook and its heroes.
Theory of literature. Literature as a form of art.

Part I. What takes your breath away

The impact of a work of art on the emotions and imagination of the reader.
N.S. Gumilev. Poem from the series “Captains” (1 hour).
Section 1. Life according to the laws of honor (10 hours).
The world of adventure literature. Heroes living by the laws of honor. What makes a book and its characters immortal.
For textual study.
J. Verne"Captain Grant's Children" (chapters). The dedication and courage of J. Verne's heroes.
For review study.
A. Dumas"The Three Musketeers" (chapters). The laws of honor by which Dumas' heroes live.
N.G. Dolinina"Honor and dignity".
Theory of literature. The concept of adventure literature. Essay as a genre of literature. The concept of a literary hero. Portrait description of the hero.
Section 2. Ciphers and treasures (9 hours).
"Laws" of adventure literature.
For textual study.
R.-L. Stevenson"Treasure Island" (chapters). Features of the development of action in adventure literature. The variety of human characters in the novel.
For review study.
E. Po"Golden Bug" (abbreviated).
A.N. Rybakov"Dagger" (chapters). Dynamics of events in an adventure story.
Theory of literature. Distinctive features of works of adventure literature. Plot, composition.
Section 3. Extreme situations (6 hours).
Heroes and circumstances in life and literature. Moral lessons of adventure literature.
For textual study.
J. London“Love of Life” (abbreviated). A man is in combat with fate.
B.S. Zhitkov"Mechanic of Salerno." A person's responsibility for his actions.
Theory of literature. Genre of the story.
Section 4. How we become adults (10 hours).
Thematic and genre diversity of adventure literature. The pathos of freedom and love of freedom in fiction. Big events and small heroes in literature.
For textual study.
V.P. Kataev“The Lonely Sail Whitens” (chapters). Growing up of heroes, the path from adventure games to harsh life.
M.Yu. Lermontov"Sail". The motive of freedom in the poem M.Yu. Lermontov and stories M. Twain, V. Kataeva.
For review study.
M. Twain"The Adventures of Huckleberry Finn" (chapters).
Theory of literature. The author and his heroes. Writer, author, storyteller.
Section 5. Truth of history and fiction (6 hours).
Historical truth and author's fiction in literature.
For textual study.
A.S. Pushkin"Song about the prophetic Oleg." Legend and its interpretation in a work of art.
M.Yu. Lermontov"Borodino". Translation of historical fact into artistic narration.
For review study.
V.A. Kaverin"Two Captains" (chapters). Truth of history and fiction in an adventure novel.
Theory of literature. The role of fiction in the world of fiction. Legend as a folklore and literary genre. Fiction and author's intention. Monologue and dialogue.
Section 6. Romance of the unknown (3 hours).
A dream of beauty and the unknown. Dream and adventure in literature.
For textual study.
Poems about the beautiful and the unknown: A. Blok“Do you remember, in our sleepy bay...” N. Gumilev"Giraffe", V. Mayakovsky"Could you?" M. Svetlov“I’ve never been to a tavern in my life...” D. Samoilov"Fairy tale", V. Berestov“For some reason in childhood...”
Theory of literature. Methods of creating artistic expression in poetry. Rhyme and rhythm as signs of poetic speech.

Part II. What can you see with your eyes closed?

Fantastic literature and its reader. "Laws" of fantastic literature.
Section 1. The world “lost” in us (2 hours).
Science and fantasy in literature. The concept of fantastic literature. Science fiction.
For review study.
A. Conan Doyle"The Lost World" as a work of science fiction.
Theory of literature. Fantastic. Science fiction.
Section 2. Scientific and “non-scientific” fiction (8 hours).
Fiction as a means of expressing the author's intention. Fantastic worlds in literature. Features of fantastic literature.
Moral problems in science fiction literature. The role of fiction in the world of fiction. Thematic and genre diversity of fantastic literature. Real and fantastic in a work of art.
For textual study.
A. Belyaev"The Head of Professor Dowell" (chapters). Responsibility of scientists to humanity.
N.V. Gogol"Portrait". Realistic fiction as a method of artistic representation.
For review study.
R. Bradbury“And the thunder struck” (abbreviated). The consequences of a person's actions for the future.
Theory of literature. Distinctive features of fantastic literature. The role of artistic detail in the text.
Section 3. Fairy tale and fantasy (7 hours).
Fabulous and fantastic in a work of art. Fantastic in a fairy tale. The connection between literature and folklore.
For textual study.
A.S. Pushkin"The Tale of the Dead Princess and the Seven Knights." Explicit and implicit fantasy in a magical literary fairy tale.
For review study.
A.S. Pushkin"Ruslan and Ludmila". The world of wonders in the poem. Difference from a fairy tale. Theory of literature. Poem as a literary genre.

Part III. In the labyrinth of events (4 hours)

Detective literature and its reader. Genre diversity of the detective story. “Laws” of detective literature.
For review study.
E. Po"Murder in the Rue Morgue" (abridged) as a classic detective story.
A. Conan Doyle "The Hunchback". The hero and the second hero in the detective story.
Theory of literature. The concept of a detective. Features of plot and composition in a detective story.

Part IV. Me and others (14 h)

The world of childhood in literature. The humanistic nature of works about children. Moral lessons of literature.
For textual study.
V.G. Korolenko“In a bad society” (abbreviated). Lessons of goodness and justice in the story. The fate of the heroes of the story. Tools for creating characters.
MM. Prishvin"Pantry of the sun." A fairy tale. The role of landscape in a work of art.
For review study.
L.A. Kassil“Conduit and Schwambrania” (chapters).
G. Belykh, L. Panteleev"Republic of Shkid" (chapters).
An imaginary country of childhood. The problem of character development in stories.
V. Rasputin“Mom has gone somewhere.” The theme of childhood loneliness.
Poems about children: D. Samoilov"From childhood", N. Zabolotsky"Ugly girl."
Theory of literature. Tale and story. Autobiographical work. Means of creating a hero’s character (portrait, speech characteristics, author’s assessment, etc.) Fairy tales and true stories. Poetry and prose.

Part V. Can't we live without them or can they live without us? (11 o'clock)

Ethical problems of the relationship between man and nature in literature.
Heroes are animals, their place in fiction. Humanistic pathos of works about animals. Moral lessons from literature about “our little brothers.”
For textual study.
A.P. Chekhov"Kashtanka"
A.I. Kuprin"Yu-yu" (abbreviated).
For review study.
E. Seton-Thompson"Chink."
J. Durrell“Hounds of Bafut” (excerpt).
K. Chapek"From a cat's point of view."
Poems about animals: S. Yesenin"Song of the Dog" I. Bunin"Snake", N. Zabolotsky"Horse Face" V. Inber"Setter Jack" B. Zakhoder"In memory of my dog." Theory of literature. Animal writer. The language of a work of art. Reader's interpretation of a work of art. Poetic intonation, the concept of poetic meter.
Generalization (1 hour).
The world of your reading interests.
Speech development.
1) Detailed, condensed, selective retelling of the text.
2) Review of the book you read. An essay is a reflection on a book, a literary character.
3) An essay – a story about a literary hero, a comparative description of two heroes.
4) Essay - imitation, writing a detective story, writing in the form of an essay.
Reading and studying works – 94 hours.
Speech development – ​​8 hours.

6th grade (102 hours)

Introduction (1 hour).
Becoming a reader. Literature, fiction and non-fiction. The role of fiction in human life.
Section 1. Flying over dreams... (18 hours).
The place of mysticism in the world of fiction. Genre diversity of mystical literature. Mysticism as a way of artistic reflection of reality. Heroes of mystical literature. Methods of depicting a person in epic and dramatic works.
For textual study.
V.A. Zhukovsky. Ballads “Svetlana”, “Forest Tsar”. An epic start to a ballad.
A.S. Pushkin"Demons." Mysticism as a reflection of the author's inner world.
N.V. Gogol"Christmas Eve". Mysticism and reality in the story.
M. Maeterlinck"Blue Bird" (abbreviated). True and false in human life. The heroes' search for happiness.
For review study.
A.S. Pushkin“The Drowned Man”, “Songs of the Western Slavs” (“Ghoul”, “Horse”).
A.P. Chekhov"Terrible night."
The origins of the mystical in literature. P. Merimee“Venus of Illa” (abbreviated).
Guy de Maupassant"Orlya" (abbreviated).
Philosophical meaning of the short story and story. Theory of literature. Mystic. Hoax. Symbol. Dream as an artistic device. Translation and processing of a work of art. Ballad, short story. Types of literature. Epic (narration) in verse and prose. Drama as a literary genre. Epigraph, its semantic load.
Section 2. Fairy tales for adults (12 hours).
“Eternal” themes in fiction and different forms of their implementation. The role of fairy tales in the life of the reader. The place of fairy tales in the world of fiction. Moral values ​​in fairy tales for adults.
For textual study.
V. Gauf"Little Muck". A fairy tale for children and adults and its “non-childish questions.” Construction of a fairy tale (“story within a story”).
T.-A. Hoffman"The Nutcracker and the Mouse King." Moral lessons of a fairy tale.
G.-H. Andersen"Mermaid". A tale of dedication, love and suffering.
For review study.
N.D. Teleshov"White Heron". The purpose of a person and his responsibility to the future.
A.N. Tolstoy"Mermaid". Reflections on the destructive power of love.
M.Yu. Lermontov"Mermaid". Rhythm and sound design in a poem.
V.V. Veresaev"Competition". Reflections on human beauty.
Theory of literature.
Types of literature. The life of a fairy tale in epic and lyric poetry. Literary fairy tale. An artistic detail in a literary fairy tale. Compositional technique “story within a story.”
Section 3. Traces in time (19 hours).
Myth. Heroic epic of different nations. Myth, folklore and literature. Heroes of the epic.
For textual study.
Epics “Ilya Muromets and the Nightingale the Robber”, “Volga and Mikula Selyaninovich”. Heroes and language of the Russian epic epic.
For review study.
Legends and myths of Ancient Greece. Myths about Hercules.
Homer"Odysseus among the Cyclops." The life of myths in literature.
G. Longfellow"The Song of Hiawatha" (excerpts). The greatness of an ancient legend. Author's skill ( Longfellow) and translator ( I. Bunin).
Epic of different nations.
From the Bashkir folk epic “Ural Batyr”.
From Abkhazian legends about the Narts.
From the Kyrgyz epic "Manas".
From the Yakut epic "Olonkho".
From the Karelian-Finnish epic “Kalevala”.
The embodiment of the moral ideals of the people in myths and heroic epics.
Theory of literature.
Heroic epic, myth, epic. The difference between a myth and a fairy tale. Hero-hero. Techniques for creating a heroic character in an epic. The role of the literary word in an epic work. Hyperbola.
Section 4. Discovering the world around (26 hours).
The diversity of the real and artistic worlds. Eternal themes in literature. Literature as a way of understanding life.
For textual study.
A.S. Pushkin"Belkin's Tales" ("Shot"), "Dubrovsky".
I.S. Turgenev“Mumu”, “Biryuk”.
L.N. Tolstoy"Sevastopol in December." Analysis of the author's own experiences in the story.
K.G. Paustovsky"The Old Man in the Station Buffet."
Multifaceted portrayal of man in epic works. The author and his heroes.
For review study.
M. Lermontov"Dream", K. Simonov"Wait for me", S. Gudzenko"Before the attack" B. Okudzhava"Goodbye boys..." M. Petrovykh"April 1942" B. Slutsky"Horses in the Ocean." Reflections on the value of human life.
A. Green"Fourteen feet." Portrayal of a person in a story.
O.Henry"Last page". O'Henry's Heroes. Reflection on the purpose of the artist and art in general.
Theory of literature.
Short story, short story, tale as epic genres. The skill of the writer, the role of artistic detail in the narrative.
Section 5. Laughing through tears... (15 hours).
The author's view of the world and its reflection in fiction. Funny things in life and literature. Instructive literature. Comic genres.
For textual study.
I.A. Krylov. Fables: “The Crow and the Fox”, “The Cuckoo and the Rooster”, “The Wolf and the Lamb”, “Demyan’s Ear”, “The Rooster and the Grain of Pearl”, “Trishkin Kaftan”. Allegorical meaning of fables.
M.E. Saltykov-Shchedrin“The story of how one man fed two generals.” The skill of allegory. The object of the writer's satire.
A.P. Chekhov“Horse Name”, “Death of an Official”, “Thick and Thin”, “Chameleon”. Funny and sad in the stories of A.P. Chekhov.
For review study.
Aesop. Fables.
ON THE. Teffi“Mitenka”, “Revaluation of Values”.
I. Ilf, E. Petrov"Football Fans"
R. Burns. Epigrams and epitaphs.
Jerome K. Jerome“Three in a boat, not counting the dog” (chapters).
Theory of literature.
Fable as a literary genre. Allegory, Aesopian language, morality, moral teaching, personification. Humor and satire, as a means of expressing the author's attitude towards the depicted, techniques for creating the comic.
Section 6. Poems from the treasured notebook (8 hours).
Reflection of the world of human feelings in the lyrical text.

S. Yesenin“Where are you, where are you, father’s house...” M. Tsvetaeva"Houses of Old Moscow" A. Akhmatova"Flowers and inanimate things...", I. Bunin“First matinee, silver frost...” I. Brodsky"The wind left the forest..." B. Pasternak“There will be no one in the house...”, etc. at the choice of the teacher and students.
Theory of literature.
Types of literature. Lyrics. Lyric poem. Features of the organization of poetic speech (rhyme, rhythm, meter, stanza). Poetry anthology. Metaphor, comparison, sound notation, epithet, personification.
Generalization (1 hour).
The world of your literature.
Speech development.
1) Detailed, condensed, selective retelling of the text.
2) Abstract of the book you read. Essay-reflection on the book.
3) An essay about a literary hero, a comparative description of two heroes.
4) Essay-imitation. Writing a fairy tale, ballad, fable, epic, etc. (optional).
Reading and studying works – 96 hours.
Speech development – ​​6 hours.

7th grade (68 hours)

Introduction (1 hour).
The depiction of a person as the most important moral and aesthetic problem of fiction. Literary hero and reader.
Section 1. Me and my childhood (15 hours).
Autobiographical and memoir literature. The personality of the author, its reflection in literature. Traditions of autobiographical literature.
For textual study.
A.I. Herzen“The past and thoughts” (chapters). The role of adolescence in the development of the author’s personality. “The Past and Thoughts” as an example of memoir literature.
L.N. Tolstoy“Childhood”, “Adolescence” (chapters). The inner world of the hero. Work on oneself, moral development of personality.
M. Gorky“Childhood” (chapters). Autobiographical narrative. The story of a child's soul in M. Gorky's story.
S. Yesenin"Letter to Mother."
For review study.
M.I. Tsvetaeva“Father and His Museum” (excerpts from “Memoirs”). Features of memoir literature.
S. Bronte"Jane Eyre" (chapters). Autobiographical beginning in the novel. Fictional memoir.
Lyrical confession. Poems-memories of childhood: I. Bunin"Childhood", K. Simonov"Thirteen years...", A. Tarkovsky"White Day", M. Tsvetaeva"On Saturday", S. Yesenin"My way".
Theory of literature.
Autobiographical fiction. Memoir literature. Objective and subjective in literature. The author and his hero. The concept of literary tradition.
Section 2. Me and I... (16 hours).
Moral problems of fiction. The hero of a work of art, his character, actions. Techniques for creating character in epic, drama, and lyric poetry.
For textual study.
A.S. Pushkin"Captain's daughter". The formation of Grinev's character. "Mozart and Salieri." “Genius and villainy” in a small tragedy. Characters of Mozart, Salieri.
A. Green“Scarlet Sails” (abbreviated). Faith in beauty and the dream of happiness. Creating a miracle for a loved one.
V.F. Tendryakov"Bread for the dog." Torments of human conscience.
For review study.
A.S. Pushkin“A vain gift, an accidental gift...” Philosophical reflections on the purpose of man.
V.G. Korolenko“The Blind Musician” (chapters). True blindness and spiritual insight of the hero.
L.A. Kassil"Early Sunrise" (chapters). Spiritual formation of a hero.
K.G. Paustovsky“The Life of Alexander Green” (fragment).
Sue Townsend"The Diaries of Adrian Mole" (excerpts). The vulnerable soul of a teenager, his dreams and their implementation in life.
A. Frank“Destruction” (excerpts). The spiritual formation of man during the terrible years of war.
"Blue Grass: The Diary of a Fifteen-Year-Old Drug Addict."
Poetry: N. Ogarev"Blues", Yu. Levitansky"Dialogue at the New Year's tree" B. Okudzhava"Song about night Moscow" A. Makarevich"As long as the candle burns." The motive of loneliness in the lyrics.
Theory of literature.
The concepts of “literary hero”, “character”. Hero in an epic story. Speech and action as a means of creating the character of a hero in an epic and dramatic work. Plot, conflict, problem. Diary as a literary form.
Section 3. Me and others (12 hours).
Moral foundations of the character of a literary hero. The author and his hero, the expression of the author's position in a literary text.
For textual study.
V.M. Shukshin“Strong man”, “A word about the “small homeland”. Shukshin's characters as a reflection of the author's system of moral values. The writer's interest in the person.
A.G. Aleksin“Mad Evdokia” (abbreviated).
Relationships between the individual and the team, teacher and students. Nurturing the “talent of humanity.”
V.G. Rasputin"French lessons". The problem of awakening conscience and the problem of memory in the story.
O.Henry"Gifts of the Magi." The beauty of the heroes' souls. Moral values ​​in the lives of the characters in the story.
For review study.
VC. Zheleznikov"Scarecrow" (chapters).
Poems about the meaning of life, about finding your place in the world: A. Pushkin"If life deceives you..." R. Kipling"Commandment", N. Zabolotsky"On the beauty of human faces" A. Yashin"Hurry to do good deeds" B. Okudzhava"Farewell to the New Year's tree."
Theory of literature.
Essay as an epic genre. The role of the title in a work of art. Ways to express the author's position and evaluate the hero.
Section 4. Me and the world: eternal and transitory (18 hours).
Heroes and circumstances. The hero's action is a manifestation of character. The moral price of an action. Eternal values ​​in life and literature.
For textual study.
M.A. Sholokhov"The Fate of Man." The fate of an ordinary person in difficult war times. The moral “core” of A. Sokolov’s character. Features of the story composition.
Yu.D. Levitansky“So what if I was there...” The influence of war on a person - on his life and inner world.
C.T. Aitmatov"The First Teacher" (abbreviated). The feat of teacher Duishen. The moral beauty of the hero's character.
K.G. Paustovsky“Meshchera side” (chapters). Selfless love for ordinary land.
For textual and survey study.
Poems about the eternal and the transitory: A.S. Pushkin"Winter morning", Yu. Levitansky"Leaves are falling..." V. Vysotsky"I do not like", A. Voznesensky"Saga", G. Shpalikov“People are only lost once...”
Sonnets W. Shakespeare, poems about love: A.S. Pushkin“You and You”, “On the Hills of Georgia”, “I Remember a Wonderful Moment”, “Confession”, M.Yu. Lermontov“Like the heavens, your gaze shines...”, “Why,” “From under the mysterious cold half-mask,” A.K. Tolstoy"Among the noisy ball..." F.I. Tyutchev"I met you...", A. Akhmatova"Song" M. Tsvetaeva“Like the right and left hand...”, “Finally met...”, V. Bagritsky"Do you remember the dacha..." M. Petrovykh“Make an appointment with me...” M. Svetlov“All jewelry stores are yours...” D. Samoilov“Names of winters”, “And everyone I loved..., V. Vysotsky"Ballad of Love".
Theory of literature.
Composition. Compositional techniques: “story within a story”, “story with a frame”. The concept of the author's style.
Comparison, contrast, metaphor as means of artistic representation. Lyrical hero and author of a lyrical work. Genres of lyric poetry.
Generalization (1 hour).
Speech development.
1) Creative retelling.
2) Review.
3) Essay-characteristic of a literary hero. Essay on a moral and ethical topic.
4) Essay in the form of a diary, interview. An essay of an autobiographical nature. Essay-stylization.

Speech development – ​​5 hours.

8th grade (68 hours)

Introduction (1 hour).
The main subject of knowledge in literature. Man as the main object of depiction in literature. Artistic image and imagery in literature. Figurative reflection of life in art. The connection between the artistic image and the development of the literary process.
I. Man of the crowd - man in the crowd (15 hours).
The artist's realistic view of the world. Society and personality, social relations as an object of art. Subjectivity of the author and reader in assessing a literary hero.
For textual study.
N.V. Gogol"Overcoat" (abbreviated). Protest against social inequality and injustice. Typical character of Bashmachkin.
"Inspector". System of images in comedy. The skill of satirical depiction of reality.
J.-B. Moliere"A tradesman among the nobility." Image of Jourdain. The hero's life position. Author's techniques for creating an image.
M.A. Bulgakov"Dog's heart". The problem of moral consciousness of the individual. The destructive power of militant ignorance.
Theory of literature.
Type of literary hero, typical character, artistic image, “little man” in literature. Humor, irony, satire, sarcasm as a means of expressing the author's position and as a way of creating the character of the hero. Comedy as a dramatic genre.
II. A reflective person... (10 hours).
The eternal search for the meaning of life by literary heroes. Ideal and reality in literature. For textual study.
W. Shakespeare"Hamlet". Thinking heroes. Dreams and their destruction.
The hero’s understanding of the frailty and transience of human life.
A.P. Chekhov"Gooseberry". The hero's responsibility for choosing a life philosophy.
For review study.
T.N. Fat"River Okkervil". The collision of the hero's fictional world with real life.
Theory of literature. Tragedy as a dramatic genre. Dramatic conflict. The story as an epic genre.
III. A person who feels... (10 hours).
The world of feelings of a literary hero. The depth of human feelings and ways of expressing them in literature.
For textual study.
N.M. Karamzin"Poor Lisa." Depiction of the feelings of the characters in the story. Deep penetration into the human soul.
I.S. Turgenev“Poems in prose” as a lyrical confession of the author. "Russian language". Love for the homeland, the way of expressing it in a poem.
Poems about the homeland: F. Tyutchev“You can’t understand Russia with your mind...” A. Blok"Russia", E. Yevtushenko"White snow is falling" A. Galich"When I'll come back...". The theme of the Fatherland in the lyrics. Homeland in the heroes’ value system.
For review study.
F. Sagan“Hello, sadness” (chapters). The complexity and inconsistency of the characters' inner world. The need to be considerate of the feelings of others.
S.D. Dovlatov“Ours” (abbreviated). Hero and circumstances. Development of the hero's inner world. The problem of a person's relationship to his homeland. The theme of emigration. The fate of people and the country.
Theory of literature. Psychologism as a way of depicting the inner world of heroes. Prose poem as a genre.
IV. An active person... (26 hours).
Ideals of freedom and justice in literature. Hero fighters. Heroic character. Subjective and objective principles in the depiction of heroes. Feat as a moral category.
For textual study.
M.Yu. Lermontov“A song about Tsar Ivan Vasilyevich, a young oprichnik and the daring merchant Kalashnikov.” Heroes-personalities in “Song...”. Kalashnikov and Kiribeevich. Kalashnikov's fight for family honor and justice. Subjective and objective in the depiction of historical characters.
"Mtsyri". The romantic hero of the poem. The contrast between dreams and reality. The image of Mtsyri in the poem.
N.V. Gogol"Taras Bulba" (abbreviated). The free world of the Zaporozhye Sich as depicted by Gogol. Ostap and Andrey. The technique of contrast in the depiction of heroes. The heroic character of Taras Bulba.
ON THE. Nekrasov“Frost, Red Nose”, “Russian Women” (abbreviated). Selflessness of the heroines of the poems. The hero's action as a way to create character.
L.N. Tolstoy"Prisoner of the Caucasus". Passive hero and active hero: Kostylin and Zhilin. Modern reading of the story.
For review study.
M. Cervantes"Don Quixote" (chapters). Don Quixote is a fighter against injustice or a parody of a knight.
K.F. Ryleev"Ivan Susanin". National Russian character, heroic beginning in the Duma.
B. Vasiliev“Tomorrow there was war” (chapters). The struggle of heroes for justice and human dignity. Thirst for personal achievement.
J. Aldridge"The Last Inch" (abbreviated). The hero's overcoming of his own fear and powerlessness.
Theory of literature.
Heroic character in literature. The use of contrast as a way to create character. Methods of creating the character of a literary hero (generalization). The combination of subjective and objective as the basis for creating an artistic image.
V. Big “little man” (5 hours).
Man as the main value in the world and in literature. Humanistic character of fiction.
For textual study.
M. Gorky"Simplon Tunnel" (from Tales of Italy). Great power of a small man.
E. Hemingway"The Old Man and the Sea" (abridged). Philosophical meaning of the story. The strength of an old man's character.
For review study.
V. Shalamov"The last battle of Major Pugachev." The hero's fight for his human self.
Theory of literature. Development of the fairy tale genre in literature. Variety of types of literary heroes. Hero – character – image (correlation of concepts).
Generalization (1 hour).
Speech development.
1) Presentation based on literary and artistic texts.
2) Reader's diary. Extracts from the book.
3) An essay characterizing the image of the hero. The essay is a general description of a group of heroes.
4) Writing a poem in prose. Essay-monologue of a literary hero. An essay of a discussion nature. Comparison of different editions and translations of the same work.
Reading and studying works – 63 hours.
Speech development – ​​5 hours.

9th grade (102 hours)

In the 9th grade, a short course in the history of Russian literature is expected to be studied.
A student who has mastered the 5th–8th grade program has a sufficient level of reading (knowledge of texts, names of authors, an idea of ​​writers’ biographies and destinies, the main themes of Russian and world literature) and the ability (skills) to work with texts and near-textual information to be prepared to study a course in the history of your literature.
The program is based on a chronological principle (literature is studied in a system of historically established stages, which are distinguished by modern literary criticism).
Within the framework of a general chronology, topics for monographic study are named (a closer interest in the biography of the writer, a specific text and its place in the literary process is possible) and texts that are studied in full.
The course is aimed at developing a holistic vision of the history of the development of literature from antiquity to modern times. The program ensures the completion of basic literary education, suggesting that in the future it is possible to deepen education (for specialized humanitarian classes) and expand it (for general education and specialized non-humanitarian classes).
The program continues the philosophical and humanistic line of content selection established in grades 5–8. Course Objective– to give not only a general idea of ​​the history of Russian literature, but also to show the connection of the hero of Russian literature with the peculiarities of the historical development of Russia, the change in social and ideological trends, literary trends, and the originality of the creative individuality of writers.
The course highlights separate thematic blocks that help students record the stages of literature development. For this purpose, the educational material is structured as essays on the history of Russian literature. There is a constant appeal to the reading experience of schoolchildren, parallels are drawn between literary works of different eras.
The material is distributed between the basic and high schools as follows: in the 9th grade, in order to prevent overload of students, works of the 18th century are read and studied in full. and the 1st half of the 19th century. Literature of the mid/late 19th century. and XX century is studied in full in grades 10–11. The program for grades 9–11 does not include a section “Theory of Literature”; the analysis of works is carried out on a theoretical and literary basis formed in grades 5–8. At the same time, in the turns to the topics, a literary approach is taken. In general, the program is built on a concentric basis and provides a holistic view of the history of Russian literature at each level of education; the difference between them lies primarily not in the range of authors, but in the works of art recommended for reading and study.
The program includes works of foreign literature in accordance with the “Mandatory Minimum...”. The bulk of works of foreign literature are read in grades 5–8. However, the authors believe that in order to implement the idea of ​​pre-profile training, the study of Russian literature must be accompanied by parallel special courses on foreign literature, world artistic culture, etc. (at the choice of the educational institution).
The program is designed for 3 hours per week for a 9-year basic school and assumes the possibility of allocating additional hours for studying literature at the pre-profile level.

Introduction (1 hour).
The role of fiction in human spiritual life. The maturation of the individual and her reading interests, tastes, and preferences.

Journey to the origins.
Old Russian literature (4 hours)

The beginning of Russian literature: time, authorship, texts, genres (using the example of fragments from “The Tale of Bygone Years”, “Teachings of Vladimir Monomakh”). Seven centuries of ancient Russian literature. General features of Old Russian literature. Spirituality of Old Russian Literature. The life of ancient Russian genres in fiction.
“The Tale of the Destruction of the Russian Land” as an example of a monument of ancient Russian literature.
“The Tale of Igor’s Campaign”: history of discovery, historical background and problems. Composition and main storylines. The figurative system “Words...”. Translations of “Words...” D.S. Likhachev and I.P. Eremin on the poetics of ancient Russian literature.

The Age of Reason and Enlightenment
Literature of the 18th century (13 hours)

From Ancient Rus' to the Russia of Peter I. The main stages of the development of literature in the 16th–17th centuries. Moral and spiritual quests of literature of this period. The emergence of humanistic ideals in the literature of the Middle Ages.
Peter's era. On the way to classicism of the 18th century. The history of the emergence of classicism. Classicism in Russian literature.
M.V. Lomonosov.
The genius of Lomonosov. Lomonosov is a philologist and poet. “Ode on the day of the accession to the throne of Empress Elizabeth Petrovna 1747.” Ode as a genre of classicism.
The role of Lomonosov in the formation of the Russian literary language. The theory of three styles.
G.R. Derzhavin.
The audacity of G.R.'s poetic thought Derzhavina. The variety of poetic themes in Derzhavin’s works: “To Rulers and Judges”, “Monument”, “The River of Times in its Aspiration”.
DI. Fonvizin.
DI. Fonvizin - “the brave ruler of satire.” Fonvizin’s comedy “The Minor” as a work of classicism. Ideas of enlightenment in comedy, ideals of Fonvizin.
N.M. Karamzin.
The fate of Karamzin - historian, writer, public figure.
“Poor Liza” as a work of sentimentalism (a generalization of what was previously read). The universal and eternal in the story. Lyricism and poetry of language.
“History of the Russian State” (fragment). “Respect for the past” in the historical chronicle of Karamzin.

The formation of self-awareness in Russian literature
Writers of the early 19th century: diversity of personalities (44 hours)

Romanticism of the early 19th century.
The emergence of romanticism. Features of romanticism as a literary movement. Genres of romantic literature. Romantic hero.
D. Schiller"Glove".
J.-G. Byron“You have ended your life...”
Two different romantic worldviews.
Romantic dual worlds in Russian poetry of the early 19th century.
V.A. Zhukovsky and K.N. Batyushkov.
Creative destinies of Zhukovsky and Batyushkov.
Elegy "Sea". “The Inexpressible” as Zhukovsky’s poetic manifesto. Zhukovsky is a translator. The originality of Zhukovsky's ballads.
Two selves of the lyrical hero Batyushkov.
The place of Zhukovsky and Batyushkov in Russian poetry of the early 19th century.
A.S. Griboyedov.
The personality and fate of Griboedov as assessed by his contemporaries.
The history of the creation of "Woe from Wit".
Key comedy scenes. Comic and satirical beginnings in the play. Antithesis as the basis for constructing comedy. The tragic loneliness of Chatsky. Features of the poetic language of comedy. Stage life "Woe from Wit". The birth of Russian realism. Comedy as assessed by writers (I.A. Goncharov, A.S. Pushkin) and critics (V.G. Belinsky). Article by I.A. Goncharov "A Million Torments".
A.S. Pushkin.
Pages of Pushkin's biography. Pushkin and his contemporaries. The origins of Pushkin's creativity. The main themes of the lyrics. Pushkin about the lyceum brotherhood in the poem “October 19” (1825). The theme of freedom in the poet’s lyrics (“To Chaadaev”, “To the Sea”, “Anchar”. The theme of the poet and poetry “Prophet”, “I erected a monument to myself not made by hands”). Pushkin's love lyrics (“K***”, “On the hills of Georgia lies the darkness of the night...”, “I loved you, love is still possible...”, “Madonna”, etc.). The humanism of the poet, the life-affirming pathos of poetry. The path from romanticism to realism.
Search for a modern hero. Novel "Eugene Onegin". Pushkin's era in the novel. Pushkin's moral ideal in the novel. Spiritual quest of the hero. The complexity of Onegin's relationship with the outside world. The integrity of Tatiana's character. Genre features of the novel in verse. Development of the concept of realism. The author on the pages of the novel. The embodiment of the poet's social and aesthetic ideals in the novel.
Evaluation of Pushkin's creativity V.G. Belinsky.
M.Yu. Lermontov.
The fate of the poet. Lermontov's lyrical hero, his inconsistency. The main motives of the lyrics. The pathos of disobedience, freedom, rebellion (“The Prophet”). The poet’s reflections on life, love, creativity (“Three Palms”, “Prayer”, “Both Bored and Sad”, “Duma”, “Prophet”, “No, it’s not you I love so passionately ...”, “Motherland”) "). Novel "Hero of Our Time". The meaning of the novel's title. Features of the composition, its role in revealing Pechorin’s character and the ideological content of the novel. The problem of the hero in the novel. Personality and society, “self-knowledge” of Lermontov’s hero. Psychologism. Pechorin and other heroes of the novel. Artistic features of the novel, its diversity. Realistic and romantic principles in the novel. Evaluation of the novel by Russian criticism.
N.V. Gogol.
Review of Gogol's work. Poem "Dead Souls". The idea of ​​the poem. History of creation. Genre, plot, characters (Volume I). "Living Rus'" in the poem. Gogol's humanistic ideal. The problem of Russian national character in the poem. Methods of creating typical characters in a poem. The originality of the language. Gogol's poetics: the art of detail, irony, the unity of the satirical and lyrical. Evaluation of the poem by Russian criticism.

Artistic peaks of literature of the mid-19th century (16 hours)

Features of the literary process of the 40–60s of the 19th century.
A.N. Ostrovsky.
Great Russian playwright. The world of merchants in Ostrovsky's comedies. The play “Our people - we will be numbered!” Duplicity and metamorphoses of comedy heroes. Features of comedy composition. Stage fate of the play. Russian criticism on the significance of Ostrovsky's comedies (N.A. Dobrolyubov, V.G. Avseenko).
Poetry of the middle and second half of the 19th century: F.I. Tyutchev, A.A. Fet. ON THE. Nekrasov, A.K. Tolstoy, A.N. Pleshcheev, Ya.P. Polonsky, A.V. Koltsov, I.S. Nikitin.
Moral and philosophical quests in poetry.
Landscape and love lyrics by F.I. Tyutchev and A.A. Feta - two views of the world (poems “Spring Waters”, “There Is in the Initial Autumn”, “Autumn Evening”, “The Earth Still Looks Sad...”, Tyutchev’s “Last Love” and “This Morning, This Joy... ", "Learn from them - from the oak, from the birch...", "I came to you with greetings...", "Don't wake her up at dawn...", "More fragrant bliss of spring..." Feta). Poetics A.A. Feta, F.I. Tyutcheva.
ON THE. Nekrasov.
Muse of Nekrasov. The citizenship of the poet’s lyrics (poems “Uncompressed Lane”, “Railroad”, “Reflections at the Front Entrance”, etc.). Accusatory pathos of poetry. The uniqueness of Nekrasov’s style: a combination of civic pathos and soulful lyricism.
I.S. Turgenev.
Review of the works of I.S. Turgenev. Generalization of previously read: high assessment of the spiritual and moral qualities of the Russian person in the cycle of stories “Notes of a Hunter” and the story “Mumu”.
L.N. Tolstoy.
Tolstoy about Tolstoy. Diaries of a writer about his personality and fate. “Dialectics of the soul” of Tolstoy’s heroes, their spiritual quests. Tolstoy’s main criteria in assessing a person (using the example of the trilogy “Childhood”, “Adolescence”, “Youth” and “Sevastopol Stories” - a generalization of what was previously read).
F.M. Dostoevsky.
The inconsistency of Dostoevsky's personality. The artistic world of Dostoevsky. The story "Poor People". Man and circumstances as depicted by Dostoevsky. Features of the story's language. The theme of “Humiliated and Insulted” in the works of Dostoevsky.

Literature of the last decades of the golden age (5 hours)

Features of the literary process of the late 19th century. General idea of ​​artistic prose of the 80s. (G.I. Uspensky, V.N. Garshin, D.N. Mamin-Sibiryak, N.S. Leskov).
A.P. Chekhov.
Chekhov's life: the creation of himself. Review of Chekhov's work. Funny and sad in Chekhov's stories (generalization of previously read). "Little trilogy" The story “The Man in the Case” is a reflection on human freedom and independence. The laconicism of the narrative, the art of detail, the role of the landscape in the story.
Generalization.
The Golden Age of Russian Literature. Russian classical literature of the 19th century.

Pages of 20th century literature (19 hours)

Features of the literary process of the early twentieth century.
Humanistic traditions of literature of the 19th century. in prose of the early twentieth century.
A.I. Kuprin. Humanistic traditions in the writer’s work (summarizing what was previously read).
I.A. Bunin.
The creative fate of Bunin. Love for Russia, spiritual connection with the homeland in Bunin’s works. Poems “Dense green spruce forest by the road...”, “The Word”, “And flowers, and bumblebees, and grass, and ears of corn”, “Motherland”. Bunin's lyrical hero.
M. Gorky.
Traditions of Russian autobiographical prose in the story “Childhood” (summarizing what was previously read). The romantic ideal of the writer (“Song of the Petrel”).
Traditions and innovation in poetry of the early twentieth century. A.A. Blok, V.V. Mayakovsky, S.A. Yesenin. Poets about themselves and their time (fictional autobiographies). Features of the attitude and creative manner of each of the poets (using the example of poems A.A. Blok“Oh, I want to live madly...”, “Twilight, spring twilight...”; S.A. Yesenina“You are my fallen maple,” “The golden grove dissuaded you...”; V.V. Mayakovsky“Do you understand...” (excerpt from the tragedy “Vladimir Mayakovsky”) and previously read poems).
Poets about poets ( V.V. Mayakovsky"To Sergei Yesenin" M.I. Tsvetaeva"Poems to Blok" A.A. Akhmatova"Mayakovsky in 1913".)
Poetic understanding of reality in the lyrics of the twentieth century.
Great poetesses of Russia A.A. Akhmatova and M.I. Tsvetaeva. Fates. Peculiarities of the worldview and creative manner of poetesses (using the example of poems A.A. Akhmatova“Confusion”, “Alexander Blok”, “I heard a voice...”, “I see a faded flag over the customs...”; M.I. Tsvetaeva“To my poems, written so early...”, “On the ruins of our happiness...” (excerpt from “The Poem of the Mountain”) and previously read poems).
A.T. Tvardovsky.
A poet about time and himself (autobiography). History of the poem “Vasily Terkin” (chapters). Traditions and innovation in Tvardovsky’s poetry.
Search for a new hero in the prose of the twentieth century.
Generalization of previously read works (heroes M.A. Bulgakova, M.A. Sholokhova, V.P. Shalamova, Ch.T. Aitmatova, V.F. Tendryakova, V.M. Shukshina, V.G. Rasputina, B.L. Vasilyeva).
A.P. Platonov.
Strange heroes of Platonov's stories, the meaning of their existence. Morality as the basis of the characters' characters. The story "Yushka". The language of the era in the story.
From the literature of the second half of the 20th century (review and synthesis of previously read). Searches and problems. Variety of poetic talents (A.A. Voznesensky, E.A. Evtushenko, B.Sh. Okudzhava, N.M. Rubtsov, etc.). The originality of Russian prose, the main development trends (F.A. Abramov, Ch.T. Aitmatov, V.P. Astafiev, V.I. Belov, F.A. Iskander, Yu.P. Kazakov, V.L. Kondratyev, E. I. Nosov, V. G. Rasputin, A. I. Solzhenitsyn, V. F. Tendryakov, V. T. Shalamov, V. M. Shukshin, V. Makanin, T. N. Tolstaya, L. Petrushevskaya and etc.).
A.I. Solzhenitsyn.
Solzhenitsyn is a public figure, publicist, writer. “A short biography” (based on the book “The Calf Butted an Oak Tree”). The story "Matrenin's yard". The writer's idea of ​​the Russian national character.

Generalization.
Speech development.
1) Artistic retelling of the text. Summary of a written source. Theses. Recreating text from a support.
2) Interpretation of a lyric poem. Analysis of a lyric poem. Linguistic analysis of the poetic text. Expressive reading of fiction. Abstract of a book read.
3) Report on a historical and literary topic. Compilation of speech characteristics of the hero of a dramatic work. Oral reasoning. A detailed answer to the question. Essay-discussion on a literary topic.
4) Stylization of prose and poetic texts. Essay is a journey. An essay in the epistolary genre. Artistic autobiography. A short biography in a journalistic style.
Reading and studying works – 95 hours.
Speech development – ​​7 hours.

10th–11th grades

the main task literature programs for senior students - to ensure variability and differentiation of literary education, which cannot be achieved with a single program for graduate classes. A modern high school has classes at different levels: general education, specialized (non-humanities), in-depth study of the subject (humanities and philology). It is obvious that the mechanical reduction of the educational material of the program for in-depth study does not allow the teacher in practice to productively engage in literary education of students in specialized non-humanitarian and general education classes.
The teacher is offered two programs to choose from, the first is focused on mastering the educational standard(basic level) and can be used in general education and specialized non-humanitarian classes; the second program involves an in-depth study of literature (specialized humanitarian and philological level).
The difference between the programs is significant.
At the heart of the program basic level lies the problem-thematic principle. Works for reading and study are combined into blocks from the position of their significance for solving one or another universal, aesthetic, moral problem, for revealing a certain “eternal” literary theme. The program is unconventional in structure and content. In addition to works from the “Mandatory Minimum...”, which ensures the preparation of high school students for the final certification, it includes additional texts by Russian and foreign writers. We draw the teacher's attention to the variability of the program: a short list of books is offered for each topic; the student determines the text for reading and studying from among those not included in the “Required Minimum...”. This approach allows students who have not chosen a humanitarian line of education to maintain interest in literature and ensures the development of a work of art as a kind of textbook for life, a source of spiritual memory of humanity. All this requires teachers to take new approaches to literature lessons in high school. The program lasts 2 hours per week.
Program for in-depth study of literature(profile level) is a chronological systematic course on a historical and literary basis, which gives students the opportunity to continue their education in the humanities.
The focus of students’ attention is not only on a specific literary text, but also on the artistic world of the writer and the literary process. The emphasis in the program is on the study of literary text using knowledge of the history and theory of literature, based on literary criticism. In the profile-level program, the range of writers has been significantly expanded, which will allow students to make generalizations on literary material and compare works of art from different eras. When implementing a program of in-depth study of literature, the teacher independently determines the depth and path of analysis of a particular work, taking into account both the place of the work in the literary process and the writer’s work, and the capabilities and needs of the students.
The program is designed for 3–5 study hours per week and is supported by various elective courses (at the offer of the school and the choice of the students). We draw the teacher's attention to the need to develop an elective course on foreign literature in accordance with the range of authors defined by the standard, and an elective course on the literature of the peoples of Russia, in which a national-regional component will be implemented. As an example of constructing an elective course, we offer in the appendix to this program the elective course “Learning to work with books and text.”

PROGRAM
for general education and specialized
non-humanitarian classes (basic level)
Grades 10–11 (136 hours)*

* The total number of teaching hours for 10th and 11th grades is indicated.

The problem of continuity in literature of the 19th–20th centuries
Golden and Silver Age of Russian Literature. Aesthetic and moral values ​​of the 19th century. Their rethinking and transformation in the 20th century. The tragic fate of Russian literature of the 19th century in the 20th century.
Attitude to Pushkin’s work as a reflection of the writer’s aesthetic and philosophical concept. “The fight against Pushkin” of nihilists and futurists. Attitude to the classics as a means of ideological propaganda. Reading classics from a new angle.

Literature**:

** In the list, texts from the “Mandatory Minimum...” are highlighted (underlined), and all students read them. In addition, students read at least one work that is not included in the “Mandatory Minimum...” from each topic of their choice.
Italics indicate texts that are subject to study, but are not included in the “Requirements for the level of student preparation.”

A.S. Pushkin. Philosophical lyrics (“The daylight has gone out...”, “Elegy”, “Imitation of the Koran”, “Desert sower of freedom...”, “I visited again...”).
F. Dostoevsky. Essay "Pushkin".
A. Blok. About literature. About the purpose of the poet.
A. Lunacharsky. Alexander Sergeevich Pushkin.
D. Merezhkovsky. Eternal companions. Pushkin.
M. Tsvetaeva. My Pushkin.
O. Mandelstam. About the nature of the word.
N. Berdyaev. About Russian classics.
R. Rozanov. Return to Pushkin.
M. Zoshchenko. Stories “Retribution”, “Pushkin”.
E. Zamyatin. I'm afraid.
A. Tertz. Walks with Pushkin.
The integrity of Russian literature. General features of Russian literature of the 19th – 20th centuries. The concept of literary tradition. Eternal themes, traditional problems. “Throughout” images (Don Juan, Don Quixote, Hamlet, etc.) and types of literary heroes (Bashmachkin, Khlestakov, Onegin, Pechorin, etc.). The place of Russian literature in the world literary process: its originality and general trends.
Literature:
A.S. Pushkin. Stone guest.
Moliere. Don Juan.
Man and history in Russian literature. Interest in history in Russian literature. History as a subject of image. Various ways of artistic depiction of the historical past. The question of the role of personality in history. The fate of a person in certain historical circumstances.
Literature:
A.S. Pushkin."Bronze Horseman".*

L.N. Tolstoy. War and Peace.
M.E. Saltykov-Shchedrin. The story of one city.
S. Yesenin. Poems about peasant Rus' and the Soviet Motherland.
A. Tolstoy. Peter the First.
M. Sholokhov. Don stories. Quiet Don.
V. Grossman. Life and destiny.
V. Shalamov. Kolyma stories.
K. Vorobyov. This is us, Lord!
The people and the intelligentsia in Russian literature. Origins of the problem. A look at the problem of A. Radishchev.
Literature:
F.M. Dostoevsky. Notes from a dead house.
A. Blok. People and intelligentsia.
M. Bulgakov. Dog's heart.
B. Pasternak. Doctor Zhivago.
Heroes of time in Russian literature. Heroes A.S. Griboyedova, A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol. “Extra” and “strange” heroes of Russian literature. The hero and his time. The lyrical hero of his time.
Literature:
N.V. Gogol. "Nose".
I.S. Turgenev. Fathers and Sons.
ON THE. Nekrasov. Russian women.
A.P. Chekhov. Student, Lady with a Dog, Cherry Orchard.
Ilf and Petrov. The twelve Chairs.
V.V. Nabokov. Luzhin's defense.
A. Akhmatova.“Song of the last meeting”, “Clenched my hands...”, “I have no need for odic hosts...”, “I had a voice...”, “Native land” and etc.
M.I. Tsvetaeva.“Who is made of stone...”, “Homesickness. For a long time..." and etc.
O.E. Mandelstam.“Notre Dame”, “Insomnia. Homer. Tight sails..." “For explosive valor...”, “I returned to my city...” and etc.
The theme of love in world literature. “Cross-cutting” plots in world literature.
Literature:
"Tristan and Isolde".
V. Shakespeare. Romeo and Juliet. Sonnets.
M.Yu. Lermontov.“How often, surrounded by a motley crowd...”, “Prayer” and etc.
A.A. Fet.“Whisper, timid breathing...”, “This morning, this joy...”, “The night shone...”, “It was still a May night...” and etc.
F.I. Tyutchev.“Oh, how murderously we love...” “K.B.”, “It is not possible for us to predict...”.
A.K. Tolstoy. "Among the noisy ball..." and etc.
I.A. Bunin. Dark alleys. (Clean Monday).
A.I. Kuprin. Garnet bracelet.
V. Mayakovsky. About it.
R. Gamzatov. Lyrics.
C. Baudelaire. Lyrics.
The theme of the “little man” in Russian literature. Favorite topic of Russian literature. Traditions of A.S. Pushkina, N.V. Gogol, F.M. Dostoevsky in revealing the topic.
Literature:
F.M. Dostoevsky. Humiliated and insulted.
A.P. Chekhov. Ward №6. Man in a case.
F. Sologub. Little demon.
L.N. Andreev. The Story of the Seven Hanged Men.
I.A. Bunin. Mister from San Francisco.
A.P. Platonov. Stories.
A. Akhmatova. Requiem.
A.I. Solzhenitsyn. One day of Ivan Denisovich.
E.I. Zamyatin. We.
The problem of individualism. The theme of “superman” in world literature. Philosophical and aesthetic views of F. Nietzsche. Individuality and individualism. Theories of the “superman” in history and literature. Byronic motifs in the works of A.S. Pushkina, M.Yu. Lermontov.
Literature:
J.G. Byron. Childe Harold's Pilgrimage.
F.M. Dostoevsky. Crime and Punishment.
M. Gorky. Old Isergil.
A. Camus. Plague.
J.-P. Sartre. Death in the soul.
The theme of a person’s loss in a world hostile to him. Hamlets and Don Quixotes are tragic heroes of world literature. The human essence of lone heroes, their vulnerability to evil. The motive of loneliness in Russian literature of the early 19th century.
Literature:
V. Shakespeare. Hamlet.
Cervantes. Don Quixote.
F.I. Tyutchev.“Silentium”, “Sphinx Nature”, “Russia cannot be understood with the mind...”.
A.N. Ostrovsky. Storm.
A. Blok.“Stranger”, “Russia”, “Night, street, lantern...”, “In a restaurant”, “On the railway” etc. Poem "Twelve".
V. Mayakovsky.“Here!”, “Could you?”, “Listen!”, “Violin and a little nervously” and etc. "A cloud in pants".
K. Balmont. Lyrics.
V. Vysotsky."Hamlet" and etc.
B. Pasternak. Hamlet. "February. Get some ink and cry!..”, “I want to achieve everything...” and etc.
J.D. Salinger. Catcher in the rye.
G.-G. Marquez. One Hundred Years of Solitude.
Russian village theme. The image of the city (St. Petersburg by N.V. Gogol, F.M. Dostoevsky) and the image of the village in Russian literature. The village as the embodiment of a moral ideal in Russian prose and poetry.
Literature: I.S. Turgenev. Notes of a hunter.
I.A. Bunin. Village. Lyrics.
F. Abramov. Pelagia.
N. Rubtsov. Lyrics.
A. Zhigulin. Lyrics.
The theme of the Motherland in Russian literature. Traditions of citizenship and patriotism in Russian literature.
Literature:
ON THE. Nekrasov."On the road". "Elegy" and etc.
S. Yesenin. Poems about peasant Rus' and the Soviet Motherland: “Go away, Rus', my dear...”, “Soviet Rus'”, “The feather grass is sleeping...” and etc.
IN AND. Belov. It's a common thing.
V.G. Rasputin. Deadline.
Yu.V. Trifonov. House on the embankment.
V.P. Astafiev. King fish
E. Yevtushenko. Lyrics.
The search for a moral core as the basis of human existence. Spirituality and morality of Russian literature, its humanistic beginning. Heroes are bearers of the Russian national character. The desire for moral self-improvement, the dialectic of the heroes’ souls. The concept of spiritual death.
Literature:
I.A. Goncharov. Oblomov.
L.N. Tolstoy. War and Peace*.
N.S. Leskov. Lefty.
A.P. Chekhov. Ionych.
M. Gorky. At the bottom.
V.M. Shukshin. Stories.
V. Tendryakov. The night after graduation.
A.V. Vampilov."Farewell in July."
A.T. Tvardovsky.“The whole point is in one single covenant...”, “I know: it’s not my fault...” and etc.
B.Sh. Okudzhava. Lyrics.
O. Balzac. Gobsek.

* Repeated reference to some texts from the “Mandatory Minimum...” is assumed.

The theme of the road in Russian literature. Ways and roads in folklore. The motive of the path and traditions of spiritual literature. The path is like the movement of the human soul. Travels of heroes of Russian literature and their spiritual path. The theme of the path in the works of A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol.
Literature:
ON THE. Nekrasov. Who lives well in Rus'?
A.P. Chekhov. Sakhalin island.
A.T. Tvardovsky. House by the road.
The theme of the artist's fate. The image of the poet-prophet in the works of A.S. Pushkina, M.Yu. Lermontova, N.V. Gogol. The tragic fate of the artist.
Literature:
ON THE. Nekrasov. Poet and citizen. “Yesterday at six o’clock...”, “Oh Muse! I’m at the door of the coffin...”
M. Bulgakov. Master and Margarita.
B. Pasternak. Doctor Zhivago.
K. Paustovsky. Golden Rose.
V. Kataev. Oblivion grass.
V.Ya. Bryusov. Lyrics.
S. Dovlatov. Our.
V. Vysotsky. Lyrics.
Writers of the late 20th century and Russian classics. Classics as material for literary play with the reader. Associative connections with the classics in modern literature.
Literature:
Yu. Polyakov. Baby goat in milk.
D.S. Samoilov. Lyrics. (“Pestel, the poet and Anna” and etc.).
Ven. Erofeev. Moscow – Petushki.
T. Tolstaya. Stories.
T. Kibirov. Poetry.
Dialogue between literatures of the 19th and 20th centuries (connections Pushkin - Mayakovsky, Nekrasov - Mayakovsky, Gogol - Bulgakov, L. Tolstoy - Sholokhov, etc.). Russian classical literature as the key to solving many moral, ethical, aesthetic, psychological, philosophical and other problems of our time. The main lessons of Russian classics, its modernity. Eternal spiritual guidelines and moral coordinates of Russian classics.
The role of “mass literature”, fiction in the life of modern man.
Literature:
P. Weil, A. Genis. Native speech.
B. Sarnov. Look who came...
Speech development.
As a result of mastering the program, graduates should be able to:
master monologue and dialogic forms of oral and written speech;
retell key scenes and episodes of the studied works (to characterize the image-character, the main problem, compositional features, etc.);
analyze an episode (scene) of the studied work, establish its role in the work;
draw up a plan, abstracts of articles on literary and journalistic topics;
write essays in different genres on a literary topic (about characters, issues, artistic originality of literary works); written analysis of an episode, poem; review of the studied work; essay on a free topic.

PROGRAM
for specialized humanitarian
and philological classes
10th grade

Old Russian literature of the late X-XVII centuries.(review).
The beginning of Russian literature: time, authorship, texts, main genres. Life of one of the genres through the centuries (teacher's choice).
1. Literature and folklore: relationship, influence.
The main features of the emerging literature: anonymity; utility; applied character, literary etiquette; predominantly handwritten nature of literature.
2. Literature of Kievan Rus XI - early XII centuries.
The adoption of Christianity as an impetus for the development of literature.
Translated literature. Genre diversity.
Original monuments. Chronicle as a special genre.
"The Tale of Bygone Years."
“Teaching of Vl. Monomakh" is the first autobiography in Russian literature.
3. XII–XVI centuries.
The era of feudal fragmentation.
“The Tale of Igor’s Host” is a unique combination of epic and lyrical principles, one of the greatest monuments of the Christian Middle Ages.
"The Word about the destruction of the Russian land."
Genre of the word in ancient Russian literature.
4. XVI–XVII centuries.
The transition from medieval writing to modern literature. “Domostroy” is the first printed book in Rus'.
Rebirth of the genre of hagiography into the biography of a private person.
“The Life of Archpriest Avvakum” is a life-autobiography.
Theory of literature. Development of genres of ancient Russian literature (chronicle, teaching, word, life).
18th century literature (review)
First half of the 18th century. Russian enlightenment as a stage in the formation of self-awareness.
Russian classicism, difference from Western classicism ( HELL. Kantemir, V.K. Trediakovsky.).
The predominance of high genres, their features: epic poem, tragedy, solemn ode. The neighborhood of “high”, “low” and “middle” genres (odes M.V. Lomonosov, satire A. Cantemira, fables A. Sumarokova, comedy Ya. Princess).
Second half of the 18th century.
DI. Fonvizin"Undergrown." The transition from criticism of morals to social denunciation. Individualized character characters. The first “truly social comedy” (Gogol).
A combination of satire of morals and civil pathos, a mixture of high and low styles in creativity G.R. Derzhavina(“Ode to Felitsa”, “Vision of Murza”, “Waterfall”). Lyrical beginning in poetry G.R. Derzhavina(“Snigir”, “Evgeniy, Zvanskaya life”), an element of autobiography, an appeal to the simple joys of life.
Literary language reform.
A.N. Radishchev"Journey from St. Petersburg to Moscow". A combination of sentimentalism (in the choice of genre) and realism (in the choice of content).
Theory of literature. Classicism, sentimentalism as literary trends (deepening concepts). The connection between the jan system and the literary direction.
Individual author's style as a concept.

XIX century. First half

The controversy between “archaists” and “innovators” (Karamzinists) regarding the “old” and “new style”: the struggle between “Conversation of Lovers of the Russian Word” and “Arzamas”.
V.A. Zhukovsky And K.N. Batyushkov as the founders of elegiac poetry. Dissatisfaction with the present, the desire for harmony in the inner world of a person.
The originality of Russian romanticism. Attraction to mystical-romantic fiction, folklore motifs, motifs of different times and peoples (ballads V.A. Zhukovsky).
Elegiac poetry ( A.A. Delvig, N.M. Yazykov, E.A. Baratynsky).
Civil poetry (“Free Society of Lovers of Literature, Sciences and Arts”). Decembrist poets ( K.F. Ryleev, V.K. Kuchelbecker, A.A. Bestuzhev-Marlinsky, F.I. Glinka) and their program (affirmation of ideal forms of morality and behavior).
Gravitation towards the traditions of “enlightenment classicism” and the transition to the romantic image of the hero (rethinking the code of Byronism). K.F. Ryleev.
I.A. Krylov. A fable, free from the conventions of classicism, “common sense” coming “from life”.
A.S. Griboyedov. “Woe from Wit” is a combination of classicism and realism: psychological and everyday concreteness. The topicality of the content (the conflict of the era: the advanced nobleman-intellectual and the conservative lordly-bureaucratic environment). The significance of the comedy “Woe from Wit” for the formation of the Russian literary language.
A.S. Pushkin. Pushkin's personality. The main stages of life and creative path. The general humanistic sound of his poetry. Lyceum, post-lyceum and “southern” lyrics. Byronic rebellion (“Prisoner of the Caucasus”) and its overcoming (“Gypsies”). Features of the realistic style in the lyrics of the 20s.
Historicism of thinking (“Boris Godunov”*: the relationship between “human destiny” and “national destiny”).

* Texts in italics are those that are subject to study, but are not included in the “Requirements for the level of student preparation.”

“Eugene Onegin”: the formation of Pushkin’s realism (the fate of a contemporary, combined with the richness of pictures of Russian life). Poetics of the novel.
Philosophical lyrics. (“The star of day has gone out...”, “Desert sower of freedom”, “Imitation of the Koran”, “Elegy”, etc.). Poem "The Bronze Horseman"**.

** The program highlights texts that are included in the “Mandatory minimum content...” and intended for mandatory reading and study.

Dramaturgy (“Little tragedies” – “Mozart and Salieri”).
Prose (“Belkin’s Tales”, “The Captain’s Daughter”).
Pushkin’s worldview: the unity of world history and culture.
N.V. Gogol. Essay on the life and work of the writer. The world of fantasy, the grotesque on the pages of Gogol's books. A special line in the development of Russian literature. A romantic dream of a beautiful and fair world (“Evenings on a farm near Dikanka”). Humanistic pathos of prose and drama of 1832 - 1841. ( "Nevsky Avenue", “The Overcoat”, “The Inspector General”). "Little Man" as depicted by Gogol. "New hero" of the era in the poem "Dead Souls". The unity of the satirical and lyrical principles as a way of expressing the author’s position. The reality of social life in the poem. Gogol's polemic with V.G. Belinsky. “Selected passages from correspondence with friends.” The originality of the writer’s artistic style, the humanistic and civic pathos of creativity.
M.Yu. Lermontov. The personality of the poet. Essay on life and creativity. The influence of the era on the nature of Lermontov's lyrics. Fatal impossibility of the ideal, introspection, intensity of experience (lyrics “Prayer”, “I go out alone on the road...”, “How often surrounded by a motley crowd...” and others, poems “Demon”, “Mtsyri”, play “Masquerade”). Realistic tendencies in prose (“Hero of our time”: the drama of an active personality, “an extra person”).
Aesthetics V.G. Belinsky and the formation of Russian criticism (principles of critical evaluation of literary activity; justification of the realistic essence of art, historicism).
Natural school as a variety of Russian realism of the 40–50s of the 19th century. Connection with the work of N.V. Gogol, the development of his artistic principles. Journal "Domestic Notes" and its authors (D.V. Grigorovich, V.I. Dal, I.I. Panaev, etc.).
Theory of literature. Romanticism as a literary movement (deepening the concept). Romantic "two worlds".
Realism as a literary direction (deepening the concept). Artistic principles of realism (humanism, nationality, historicism, objectivity, etc.). Realism and naturalism. Genres of realistic literature (novel, essay, poem, drama).
Educational satire as a literary form.
Literary criticism as a phenomenon at the intersection of artistic literature and literary criticism.

XIX century. Second half

50–60s. Contents of the new era (the fall of serfdom, a series of reforms, the development of a capitalist economy, the process of formation of civil society, the emergence of commoners). The crisis of Russian society, the emergence of the populist movement. Revitalization of journalistic activity and journal polemics. Magazine "Contemporary". The formation of fiction: “physiological essay” and prose N.V. Uspensky, N.G. Pomyalovsky. The crisis of Russian society and the state of literature. Criticism of society: G.I. Uspensky"Morals of Rasteryaeva Street."
A.N. Ostrovsky. Development of Russian drama. "Plays of Life" - "Storm", "Forest". Dramatic conflict in Ostrovsky's plays. "Thunderstorm" in the assessment of criticism. ( ON THE. Dobrolyubov “A Ray of Light in the Dark Kingdom”, A.A. Grigoriev “After Ostrovsky’s “The Thunderstorm”. Letters to I.S. Turgenev.")
The theme of human obsession (“Dowry”, “Enough Simplicity for Every Wise Man”). The diversity of human characters in the plays of A.N. Ostrovsky.
N.S. Leskov. Works from folk life (introduction to the sphere of artistic depiction of new layers - the life of the clergy, the philistinism, the Russian province, etc.); interest in the unusual, paradoxical, curious and anecdotal, various forms of skaz (“Lefty”, “Stupid Artist”, "The Enchanted Wanderer").
I.A. Goncharov. Essay on the life and work of the writer. The theme of spiritual death in the novel "Oblomov". The novel “Oblomov” is a canonical novel of the 60s. The novel's place in the trilogy. System of images. Typical characters of Goncharov's heroes: “an extra person” - a business person. The dual nature of heroes. Women's characters and destinies. Literary criticism about the novel and its main character (N.A. Dobrolyubov “What is Oblomovism”, A.V. Druzhinin “Oblomov”, novel by Goncharov). Essays on "Frigate "Pallada"".
I.S. Turgenev. Essay on the life and work of the writer. "Notes of a Hunter." Development of the novel genre in the works of I.S. Turgenev. Novels “Rudin”, “Nest of Nobles”, “Fathers and Sons” (review). Novel "Fathers and Sons"– about a new hero. Narrator and hero. A new type of hero. Artistic features of the novel. Psychologism of the novel by I.S. Turgenev. Literary criticism about the novel and its main character. Ambiguous perception of the novel and the image of Bazarov by Russian literary criticism (D.I. Pisarev, A.I. Herzen).
Cycle "Poems in Prose".
N.G. Chernyshevsky. "What to do?" - a novel about “new people”. The system of images in the novel, features of the composition. The form of reflection in the novel of Chernyshevsky’s social ideals (elements of utopia).
Paths of development of poetry in the 2nd half of the 19th century.
The pathos of democracy and citizenship in Russian poetry and the lyrics of “pure art” (Poets of Iskra, A.A. Fet, F.I. Tyutchev, Ya.P. Polonsky, A.N. Maikov, A.K. Tolstoy).
The complexity and inconsistency of the lyrical hero A.A. Feta . The merging of the external and internal world in his poetry. The theme of love and nature in the works of Fet ( “This morning, this joy...”, “May night...”, “The night shone...”, “Whisper, timid breathing...” and etc.). Philosophical motives in poetry F.I. Tyutcheva. (“Silentium”, “Sphinx Nature...”, “Not what you think, nature”, “Oh, how murderously we love...”, “It is not given to us to predict...” and etc.).
The soulful nature of the lyrics A.K. Tolstoy. The theme of the homeland, its history in the poet’s work.
ON THE. Nekrasov. Essay on the life and work of the poet. Civil motives of Nekrasov's lyrics ( “On the Road”, “Poet and Citizen”,"Elegy", etc.). Traditions of folk song creativity. The artistic originality of poetry (lyricism, emotion, sincerity of feelings, accusatory pathos). Poems “Peddlers”, “Red Nose Frost”: folk life in “great literature”, merging the world of the author with the world of heroes “from the people”.
Poem “Who lives well in Rus'”– folk epic, a combination of innovation with the traditions of epic, song, and fairy-tale poetics; elements of legend, utopia, parable. The duality of the modern appearance of the people, forms of behavior characteristic of folk psychology and their contrasts: patience and protest; dispute about the meaning of life; dynamics of searching for an answer.
M.E. Saltykov-Shchedrin. Essay on life and creativity. The influence of personal fate on a writer’s creativity. "Fairy tales". The artistic originality of Saltykov-Shchedrin's satire. "The Story of a City"– satirical history of Russia. Types of mayors. The originality of the genre of the work. Protest against the lack of rights and submission of the people.
F.M. Dostoevsky. Dostoevsky as an artist and thinker. Essay on the life and work of the writer. Early prose. The innovative form of the novel “Humiliated and Insulted” (synthesis of motives and techniques of philosophical, psychological, social and “tabloid” prose). Novels “Demons”, “Idiot” (review).
"Crime and Punishment": the image of the hero and his “ideological” relationship with the world. System of images in the novel. The diversity of socio-psychological coloring in the novel. Polyphony, dialogism of Dostoevsky's novel. The novel in the assessment of Russian criticism ( N.N. Strakhov "Crime and Punishment").
L.N. Tolstoy. Writer's personality. Literary and social activities. Ideological quests and their reflection in the writer’s work. "Sevastopol Stories".
"War and Peace": the art of “dialectics of the soul”, the connection between private life and the fate of peoples, real historical events and the spiritual quest of fictional characters. Reflection of Tolstoy's philosophical concept in the novel.
"Anna Karenina". Interest in the spiritual problems of the individual, the tragedy of the situation of discord with others. A love story against the backdrop of the life of Russian society, interest in “biology” in man, the natural and the spiritual, the fundamental novelty of poetics.
Strengthening the social principle in the realism of L.N. Tolstoy (using the example of the novel “Resurrection”).
80–90s of the XIX century. A period of political reaction. Refusal of public consciousness from revolutionary populist illusions. The evolution of populist literature towards chronicle objectivity in depicting people's life ( D.N. Mamin-Sibiryak, N.G. Garin-Mikhailovsky).
Prose V.M. Garshina ("Red Flower") and V.G. Korolenko (poeticization of tragic heroism, allegorism, monologism). Types of people “from the people” and the intelligentsia – “Wonderful”. An objective artistic study of life and poetry of hope and aspiration for the future in “Makar’s Dream.”
A.P. Chekhov. Essay on life and creativity. Early humorous stories: laconism of language, capacity of artistic detail.
Stories and tales about Russian society: covering all layers and sections of the social structure of Russian society - from peasants, landowners (“Muzhiki”, “In the Ravine”) to various layers of the intelligentsia ( "Jumping", "Student", "Ionych", trilogy – "Man in a Case", “Gooseberry”, “About the forehead”, “Ward No. 6”, “House with mezzanine”, “Lady with a dog”). New forms of combining the objective and the subjective, the essential and the secondary, the characteristic and the accidental.
Dramaturgy: "Three sisters", "The Cherry Orchard". New structure of dramatic action. Refusal of the evaluative hierarchy. Lyricism and psychologism of Chekhov's plays.
Theory of literature. Development of genres of realistic literature (novel, short story, fairy tale, prose poem, poem).
Psychologism, dialogism, polyphony, lyricism as ways of depicting the inner world of heroes.
Development of drama as a literary genre. Dramatic conflict.

Application

PROGRAM OPTION
elective course “Learning to work with books and texts”*
(8th–9th grades)

* The program was prepared jointly with O.V. Chindilova.

The content of the school component of the curriculum in the conditions of pre-vocational education is determined, as a rule, by the specifics of a particular educational institution. However, in modern conditions it seems generally significant to highlight such interdisciplinary course, which is designed to provide students' mastery of methods of reading activity. Teaching a student to work independently with a book, obtain knowledge, find information at any level in the text (factual, subtextual, conceptual) and use it - this is target of this course.
Students who follow our continuous course from the 1st grade master the methods of reading activity already in elementary school. In accordance with our program “Reading and Primary Literary Education” (1–4), which is recommended by the Ministry of Defense of the Russian Federation, over the course of 4 years, students develop the correct type of reading activity in accordance with a certain technology (author Professor N.N. Svetlovskaya ). Its essence is that they learn to independently master a literary work before reading, during reading and after reading: to guess the content of the text by the author’s name, title, illustration and keywords, to independently read the text to themselves in the “slow reading” mode and “ dialogue with the author" (ask questions to the author while reading, look for answers to them, conduct self-control), analyze the text at an accessible level, formulate the main idea, independently divide the text into parts, draw up a plan, retell, etc. and so on. Thus, the elective course “Learning to work with books and texts” for those “our” students who choose it will maintain and deepen all these reading skills.
The importance of mastering rational methods of reading and working with books for the successful education of modern schoolchildren and their further socialization is obvious. However, practice shows that only a small part of students can read and work with a book meaningfully. A high level of reading culture presupposes the formation of the following cognitive skills:
1) highlight the main thing in the text;
2) use “collapsed” notes (notes, theses, abstracts, etc.);
3) highlight connections between phenomena in the text;
4) use reference literature;
5) involve additional sources in the reading process;
6) formulate hypotheses during reading and outline ways to test them;
7) carry out analysis, synthesis, generalization based on the material of the text being studied.
The formation of a functionally literate reader involves targeted training in the skills of working with educational and fiction literature. Obviously, this course can be offered to both students of the basic and senior stages of education (depending on the capabilities of the curriculum and educational program of the school). The number of hours and practical content of the course must also be determined by the educational institution independently. Each topic of the program can be discussed using various literary texts, which the teacher chooses at his own discretion. At the same time, the authors offer certain texts as recommendations; they are indicated in brackets.
Subject of classes.
On the way to the book.
Searching for a book in the library. Systematic and alphabetical catalogues. Bibliography. Card indexes. Filling out book requirements.
Getting started with the book. Book apparatus.
Imprint of the book, its reference apparatus. Preface and afterword. Notes, comments, index of names, lists of abbreviations, lists of references, etc. Purpose of the annotation, its structure, content. (8th grade – based on the educational textbook “House Without Walls”, 9th grade – based on the textbook “The History of Your Literature.”)
Book structure.
Cover. Types of covers. Dust jacket. Title page. Purpose of the endpaper. The role of the frontispiece and illustrations in the book. Types of printed works. Printed material. (8th grade – various editions of Shakespeare’s tragedies, 9th grade – various editions of “The Tale of Igor’s Campaign”).
Working with a book before reading.
Title and subtitle. Dedication.
Title. Header analysis. Types of headings: title-topic, title-main idea, title-character, title-genre. Title and author's position. Title and contents of the book. Ways to formulate headings. (8th grade – the name of the educational anthology “House without Walls”, 9th grade – the name of the textbook “The History of Your Literature”; names of the works included in these textbooks.)
Epigraph. The role of the epigraph in literary and scientific texts. Epigraph and main idea. Direct and allegorical expression of the main idea in the epigraph. Understanding the epigraph before and after reading. Epigraphs are evaluative, emotional, problematic. (8th grade – A.S. Pushkin “The Captain’s Daughter”, 9th grade – A.S. Pushkin “Eugene Onegin”, etc.)
Sources for searching for epigraphs, epigraph selection.
Reader's work. Asking questions while reading.
Finding direct and hidden questions in the text. Content forecasting. Highlighting the incomprehensible in the text. Asking questions.
Building a chain of questions as a way to comprehend the text.
Classification of questions by focus. Questions external (to someone) and internal (to yourself). Questions are evaluative, generalizing, cause-and-effect, etc. (8th grade – N.V. Gogol “The Overcoat”, 9th grade – N.V. Gogol “Dead Souls”, etc.).
Reader's work after reading. Understanding the text.
Types of text information. Reader's attitude. Blocking understanding. Factual information. Subtext and concept, direct and allegorical ways of expressing them. Multi-stage understanding of the text. The role of the reader's imagination in the process of comprehension. Imagination, reconstruction and creativity. Notes and notes while reading. (8th grade - A.P. Chekhov “Gooseberry”, 9th grade - A.P. Chekhov “Man in a Case”, etc.).
Processing of text information.
Plan. Dividing the text into semantic parts and paragraphs. Types of plans. Detailing. The plan as a support for reproducing the text. (8th grade – L.N. Tolstoy “Prisoner of the Caucasus”, (9th grade – L.N. Tolstoy “After the Ball”, etc.).
Theses. Highlighting essential information in the text. Justification and evidence are the main requirements for the theses formulated. Simple and complex theses. Thematic entry. Main theses (main conclusions). Thesis statement of a scientific text. (9th grade - Yu.N. Tynyanov “The plot of “Woe from Wit”, etc.).
Abstract. Purpose of the abstract. Types of notes: outline outline, textual outline, free outline, thematic outline. Techniques for shortening text. Chronological notes as a special type of records. A supporting summary as an opportunity to reflect information in a diagram. Signs, symbols, abbreviations. Using graphics and color to classify material by level of significance. (9th grade - V.G. Belinsky “Works of Alexander Pushkin”, etc.).
Citation. Methods of citation. Types of quotations. Correct use of quotation material from the point of view of your own statement. (9th grade - V.G. Belinsky “Poems by M. Lermontov”, etc.).
Extracts. Highlighting the most significant points in the text. Working with cards. Making records. Symbols, system of abbreviations. (9th grade - I.A. Goncharov “A Million Torments”, etc.).

On the way to your own text.

Abstract. Structure, features, purpose. Sequence of work on the abstract, design of the work (list of references, appendices).
Retelling. Types of retelling. Productive detailed retelling. Drawing up a plan as you read, highlighting key words, understanding the text and the structure of the text. Selective retelling. Selection of text material, its systematization according to plan. Brief (compressed) retelling. Its difference from theses. Sequence of work on a short retelling. Grammar text formatting. Creative retelling. The problem of transition from the transmission of the author's text to one's own statement. Working with a notebook when composing a written retelling or other text.
Editing text. Techniques for editing rough material. Elementary proofreading signs and notations. Styling. Compositional and logical errors and ways to eliminate them. Working with dictionaries.

Literature program for grades 5–11*

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