Exemplary program of basic general education literature. Approximate program of basic general education in literature

EXAMPLE PROGRAM OF BASIC GENERAL EDUCATION

ON LITERATURE

for educational institutions with the Russian language of instruction

Explanatory note
Document status

An exemplary program in literature is based on the federal component of the state standard for basic general education.

An exemplary 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 for studying topics and sections of the subject, taking into account inter-subject and intra-subject connections, the logic of the educational process, age characteristics of students, 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 for teaching, educating and developing students by means of a given subject.

Organizational planning the function provides for the allocation of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.

An exemplary program is a guideline for compiling author's curricula and textbooks, and can be used in the thematic planning of a course by a teacher. An exemplary program defines an invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. 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 exemplary program contributes to the preservation of a single educational space, without restricting the creative initiative of teachers, and provides ample opportunities for implementing various approaches to building a curriculum.

Document structure

The sample program includes three sections: explanatory note ; main content with an approximate distribution of teaching hours by sections of the course and the recommended sequence for 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. Such a sequence is determined by the 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 built according to the chronological principle. Thus, the sections of the program correspond to the main stages in 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 exemplary program includes a list of outstanding works of fiction with annotations to them. Thus, the mandatory minimum of the content of literary education is detailed: 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); includes historical and literary information and theoretical and literary concepts that help the development of literary material. Works of small epic genres and lyrical works are most often accompanied by one general annotation.

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

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

V-VI classes

At this stage, ideas are formed about the specifics of literature as the art of the word, the development of the ability to read consciously, 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 classes

At this stage, the tasks of developing the ability to formulate and reasonably defend a personal position related to the moral issues of the work, as well as improving the skills of analyzing and interpreting a literary text, which involve establishing links 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 problems of works and psychological analysis. The basis of theoretical and literary knowledge is the comprehension of the system of literary types and genres, as well as artistic trends.

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

An exemplary program for grades V-VI and VII-VIII is more open to various options for the author's concepts of the course than a program for grade IX, which traditionally has a more rigid structural and content basis.

When compiling author's programs and thematic planning, it is obligatory to allocate hours for the development of speech: in grades V-VI, students must write at least 4 essays per academic year (of which 3 are classroom essays), in grades VII-VIII - at least 5 essays (of which there are 4 classroom essays), in the IX grade - at least 6 essays (of which 5 classroom essays).

General characteristics of the subject

Literature - a basic academic discipline that forms the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of the student, in the formation of his worldview and national identity, 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 explores the world aesthetically, expressing the richness and diversity of human existence in artistic images. It has a great power of influencing readers, introducing them to the moral and aesthetic values of the nation and humanity.

The exemplary program is drawn up taking into account the continuity with the elementary school program, which lays the foundations for literary education. At the stage of basic general education, it is necessary to continue work on improving the skill of conscious, correct, fluent and expressive reading, developing the perception of a 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 academic subject is the reading and textual study of works of art, which make up the golden fund of Russian classics. Each classical work is always relevant, as it is addressed to eternal human values. The student comprehends the categories of goodness, justice, honor, patriotism, love for a person, family; understands that national identity is revealed in a broad cultural context. A 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 an appropriate emotional and aesthetic reaction of the reader. Its quality directly depends on the reader's competence, which includes the ability to enjoy works of verbal art, a developed artistic taste, the necessary amount of historical and theoretical and literary knowledge and skills that meets the age characteristics of the student.

The course of literature is based on the following activities for mastering the content of works of art and theoretical and literary concepts:

conscious, creative reading of works of art of different genres;
expressive reading of a literary text;
various types of retelling (detailed, brief, selective, with commentary elements, with a creative task);
answers to questions revealing knowledge and understanding of the text of the work;
memorization of 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;
purposeful search for information based on knowledge of its sources and the ability to work with them.

The subject "Literature" is one of the most important parts of the educational field "Philology" . The relationship between literature and the Russian language is due to the traditions of school education and the deep connection between the communicative and aesthetic functions of the word. The art of the word 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 connected with other subjects and, first of all, with the Russian language. The unity of these disciplines is ensured, first of all, by the common subject of study for all philological sciences - the word as a unit of language and speech, its functioning in various fields, including aesthetic. The content of both courses is based on the foundations of fundamental sciences (linguistics, stylistics, literary criticism, folklore, etc.) and involves the comprehension of language and literature as national and cultural values. Both the Russian language and literature form communicative skills that underlie human activity and thinking. Literature also interacts with the disciplines of the artistic cycle (music, visual arts, world artistic culture): an aesthetic attitude to the world around is formed in literature lessons. Together with history and social science, literature addresses problems directly related to the social essence of a person, forms the historicism of thinking, enriches the cultural and historical memory of students, not only contributes to the development of knowledge in the humanities, but also forms in the student an active attitude to reality, to nature, to the whole world around.

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

The study of literature in primary 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, reader culture and understanding of the author's position; the formation of initial ideas about the specifics of literature in a number of other arts, the need for independent reading of works of art; development of oral and written speech of students;
development texts of works of art in the unity of form and content, basic historical and literary information and theoretical and literary concepts;
mastery of skills reading and analysis of works of art with the involvement of basic literary concepts and the necessary information on the history of literature; revealing in the works of concrete historical and universal content; 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 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 exemplary program is designed for 319 study hours, the provided reserve of free study time is 66 study hours (or 17%) for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction of modern teaching methods and pedagogical technologies. The hours indicated in the program for the study of 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 an overload of students.

General educational skills, skills and methods of activity

The exemplary program provides for the formation of students' general educational skills and abilities, universal methods of activity and key competencies. In this direction, the priorities for the subject "Literature" at the stage of basic general education are:

identification of characteristic cause-and-effect relationships;
comparison and comparison;
ability to distinguish: fact, opinion, proof, hypothesis, axiom;
independent performance of various creative works;
the ability to orally and in writing convey the content of the text in a compressed or expanded form;
conscious fluent reading, the use of various types of reading (introductory, viewing, search, etc.);
possession of monologue and dialogic speech, the ability to paraphrase a thought, the choice and use of expressive means of language and sign systems (text, table, diagram, audio-visual series, etc.) in accordance with the communicative task;
drawing up a plan, thesis, abstract;
selection of arguments, formulation of conclusions, reflection in oral or written form of the results of their activities;
the use of various sources of information for solving cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources, and other databases;
independent organization of educational activities, possession of skills for monitoring and evaluating one's activities, consciously defining the scope of one's interests and capabilities.

Learning Outcomes

The results of studying the course "Literature" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches; development by students of intellectual and practical activities; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.

Heading "Be able to" includes requirements based on more complex 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, build oral and written statements, participate in a dialogue, understand someone else's point of view and reasonably defend one's own, write presentations with elements of an essay, reviews of independently read works, essays.

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

MAIN CONTENT

(140 hour)
LITERATURE AS ART OF THE WORD (2 hours)

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

Russian folklore(9 hours)

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

Small genres of folklore.

Genre features of proverbs and sayings. Reflection in proverbs of folk experience. The metaphorical nature of riddles. Aphorism and figurativeness of small folklore genres.

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

Fairy tales "The Frog Princess", "The Proof Wife", "The Wolf and the Crane" (possible choice of three other tales).

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

EXAMPLE PROGRAM OF BASIC GENERAL EDUCATION IN LITERATURE

for educational institutions with the Russian language of instruction

Explanatory note

Document status

An exemplary program in literature is based on the federal component of the state standard for basic general education.

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 for teaching, educating and developing students by means of a given subject.

The organizational and planning function provides for the allocation of stages of training, the structuring of educational material, the determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.

Document structure

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

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

V-VI classes

VII-VIII classes

General characteristics of the subject

Literature is a basic academic discipline that forms the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of the student, in the formation of his worldview and national identity, 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 explores the world aesthetically, expressing the richness and diversity of human existence in artistic images. It has a great power of influencing readers, introducing them to the moral and aesthetic values of the nation and humanity.

The course of literature is based on the following activities for mastering the content of works of art and theoretical and literary concepts:

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

Expressive reading of a literary text;

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

Answers to questions revealing knowledge and understanding of the text of the work;

memorization of poetry 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;

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

The subject "Literature" is one of the most important parts of the educational field "Philology". The relationship between literature and the Russian language is due to the traditions of school education and the deep connection between the communicative and aesthetic functions of the word. The art of the word 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.

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

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

· development of 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 with the involvement of basic literary concepts and the necessary information on the history of literature; revealing in the works of concrete historical and universal content; competent use of the Russian literary language when creating your own oral and written statements.

The Place of Literature in the Federal Basic Curriculum

General educational skills, skills and methods of activity

Identification of characteristic cause-and-effect relationships;

Comparison and comparison;

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

Independent performance of various creative works;

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

Conscious fluent reading, the use of various types of reading (introductory, viewing, search, etc.);

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

Drawing up a plan, thesis, abstract;

Selection of arguments, formulation of conclusions, reflection in oral or written form of the results of their activities;

Use for solving cognitive and communicative problems of various sources of information, including encyclopedias, dictionaries, Internet resources and other databases;

Independent organization of educational activities, possession of skills for monitoring and evaluating one's activities, consciously defining the scope of one's interests and capabilities.

Learning Outcomes

The “Be able to” section includes requirements based on more complex activities: work with a book, identify the author’s position, evaluate and compare, highlight and formulate, characterize and determine, read expressively and master various types of retelling, build oral and written statements, participate in dialogue, understand someone else's point of view and reasonably defend one's own, write statements with elements of an essay, reviews of independently read works, essays.

The section “Use the 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.

LITERATURE AS ART OF THE WORD (2 hours)

Russian folklore (9 hours)

Small genres of folklore.

Genre features of proverbs and sayings. Reflection in proverbs of folk experience. The metaphorical nature of riddles. Aphorism and figurativeness of small folklore genres.

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

Fairy tales “The Frog Princess”, “The Wife of Proof”, “The Wolf and the Crane” (you can choose three other fairy tales).

literary tale

H.K. Andersen (4 hours)

A word about a 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 building a plot and creating characters.

Old Russian literature (6 hours)

Relationship 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 Russia.

"The Tale of Peter and Fevronia of Murom" (you can choose another work).

The ideas of the writers of Ancient Russia 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.

Foreign literature

D. Defoe (4 hours) (you can choose another foreign writer)

A word about a writer.

The novel Robinson Crusoe.

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

19th century literature (63 hours)

Classical literature as an example of moral and artistic perfection. 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.

I.A. Krylov (4 hours)

A word about a writer.

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

The genre of the fable, the history of its development. Fable and fairy tale. Images of animals and their role in the fable. The moral of fables and how to express it. Allegory as the basis of the artistic world of the fable. The expression of the folk spirit and folk wisdom in the fables of I.A. Krylov. Linguistic originality of Krylov's fables.

V.A. Zhukovsky (2 hours)

A word about a poet.

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

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

The ballad genre in foreign literature

F. Schiller (1 hour)

A word about a poet.

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

The idea of honor and human dignity in Schiller's ballad. The tension of the plot and the unexpectedness of the denouement.

A.S. Pushkin (4 p.m.)

A word about a poet.

Poems: "Nanny", "I.I. Pushchin", "Winter Morning"

Lyrics as a kind of literature. Lyrical hero, his feelings, thoughts, mood. The theme of friendship in Pushkin's lyrics. The world of nature and its poetic image in the poem "Winter Morning". The image of a lyrical hero.

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

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

Roman "Dubrovsky"

Plot lines and characters of the story, its main conflict. The image of Vladimir Dubrovsky. The moral issue of the story. The theme is fathers and sons. The images of the peasants in the story.

The story "Shot".

The peculiarity of the protagonist of the story. Silvio's character: nobility and pride. Revenge and its overcoming. The meaning of the title of the work.

M.Yu. Lermontov (4 hours)

A word about a poet.

Poems: "Borodino", "Leaf", "Three palm trees".

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

N.V. Gogol (4 hours)

A word about a writer.

The story "The Night Before Christmas" (it is possible to choose another story from the cycle "Evenings on a farm near Dikanka").

Real and fantastic in the plot of the work. The brightness of the characters. The combination of lyricism and humor in the story. Picturesque language of Gogol's prose.

A.V. Koltsov (2 hours) (you can choose another poet of the Pushkin era)

A word about a poet.

The poem "Song of the plowman" (you can choose another poem).

Poetization of peasant labor in the lyrics of Koltsov. The nature of the genre of the song. Folk imagery.

F.I. Tyutchev (2 hours)

A word about a poet.

The poem "There is in the autumn of the original ...".

Pictures of Russian nature in the image of Tyutchev. Landscape as a means of creating mood.

A.A. Fet (3 hours)

A word about a poet.

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

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

I.S. Turgenev (4 hours)

A word about a writer

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

The real basis of the story. Image of 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 a poet.

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

The integrity of the character of the protagonist. Image of Ivan the Terrible. The theme of devotion and betrayal. Moral problems of the ballad.

ON THE. Nekrasov (7 hours)

A word about a poet.

The poem "Peasant Children"

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

Poem "Railroad".

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

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

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

N.S. Leskov (2 hours)

A word about a writer.

The story of Lefty.

Russian character in the story: talent and diligence 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.

Approximate programonliterature composed...

EXAMPLE PROGRAM OF BASIC GENERAL EDUCATION IN LITERATURE for educational institutions with the Russian language of instruction

Sample program

EXAMPLEPROGRAMBASICGENERALEDUCATIONONLITERATURE for educational institutions with the Russian language of instruction Explanatory note Status of the document Approximateprogramonliterature composed...

This work program was developed on the basis of an exemplary program of basic general education in literature and corresponds to the Federal component of the state standard of general education in literature

Explanatory note

working program developed on the basis exemplaryprogramsmaingeneraleducationonliterature and complies with the federal component of the state standard generaleducationonliterature. Maingeneraleducation in modern...

Exemplary program of basic general education in history Grade 5

Sample program

ApproximateprogramMaingeneraleducationBy History Grade 5 Explanatory note Document status Approximateprogramon history compiled on the basis of the federal ...

Literature

Explanatory note

The Literature Program for the Primary School is compiled on the basis of the Sample Literature Curriculum and the Content of General Education and the Requirements for the Results of Basic General Education, presented in the Second Generation Federal State Educational Standard for General Education. It also takes into account the main ideas and provisions of the Program for the development and formation of universal educational activities for general education, continuity with exemplary programs for primary general education.
The program for the basic school provides for the development of all the main activities of students presented in the programs for primary general education. However, the content of exemplary programs for the basic school has features due, firstly, to the subject content of the system of general secondary education, and secondly, to the psychological and age characteristics of the students.
The program includes six sections: "Explanatory Note" with the requirements for learning outcomes; "General characteristics of the subject"; "Place of the course in the basic plan"; "Personal, metasubject results"; "Main content" of the course with a list of sections; "Exemplary thematic planning" with the definition of the main types of educational activities of schoolchildren.
The "Explanatory Note" reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of the program for primary education; a general description of the course of literature, its place in the basic curriculum is given. Particular attention is paid to the goals of studying the course of literature, its contribution to solving the main pedagogical tasks in the system of basic general education, as well as the disclosure of the results of mastering the literature program by students at the level of basic general education.
The goals and educational results are presented at several levels - personal, meta-subject and subject. In turn, the subject results are designated in accordance with the main areas of human activity: cognitive, value-oriented, labor, physical, aesthetic.
The section "Main content" includes a list of the studied content, combined into content blocks, a list of educational excursions.
The "Approximate thematic planning" section presents an approximate list of course topics and the number of teaching hours allocated for the study of each section, a description of the main content of the topics and the main activities of the student (at the level of educational activities).

The contribution of the subject "Literature" to the achievement of the goals of basic general education

Literature as the art of a verbal image is a special way of knowing life, an artistic model of the world, which has such important differences from the actual scientific picture of being as a high degree of emotional impact, metaphor, ambiguity, associativity, incompleteness, suggesting active co-creation of the perceiver.
Literature, as one of the leading humanitarian subjects in the Russian school, contributes to the formation of a diversified, harmonious personality, the upbringing of a citizen, a patriot. Familiarization with the humanistic values of culture and the development of creative abilities is a necessary condition for the formation of a person who is emotionally rich and intellectually developed, capable of a constructive and at the same time critical attitude towards himself and the world around him.
Communication of a student with works of art of the word in literature lessons is necessary not only as a fact of acquaintance with genuine artistic values, but also as a necessary communication experience, a dialogue with writers (Russian and foreign, our contemporaries, representatives of a completely different era). This is an introduction to the universal values of being, as well as to the spiritual experience of the Russian people, reflected in folklore and Russian classical literature as an artistic phenomenon inscribed in the history of world culture and having an undoubted national identity. Acquaintance with the works of verbal art of the people of our country expands students' ideas about the richness and diversity of artistic culture, the spiritual and moral potential of multinational Russia.
The artistic picture of life, drawn in a literary work with the help of words, linguistic signs, is mastered by us not only in sensory perception (emotionally), but also in intellectual understanding (rationally). Literature is not accidentally compared with philosophy, history, psychology, called "artistic research", "human science", "textbook of life".

The main objectives of studying the subject "Literature" are:
the formation of a spiritually developed personality with a humanistic worldview, national self-awareness and all-Russian civic consciousness, a sense of patriotism;

Development of intellectual and creative abilities of students necessary for successful socialization and self-realization of the individual;

Students' comprehension of the top works of domestic and world literature, their reading and analysis, based on an understanding of the figurative nature of the art of the word, based on the principles of the unity of artistic form and content, the connection of art with life, historicism;

Step-by-step, consistent formation of the ability to read, comment, analyze and interpret a literary text;

Mastering the possible algorithms for comprehending the meanings inherent in a literary text (or any other speech statement), and creating your own text, presenting your own assessments and judgments about what you have read;

Mastering the most important general educational skills and universal educational activities (formulate the goals of the activity, plan it, carry out a bibliographic search, find and process the necessary information from various sources, including the Internet, etc.);

Using the experience of communication with works of fiction in everyday life and educational activities, speech self-improvement.

General characteristics of the subject

As part of the educational field "Philology", the subject "Literature" is closely related to the subject "Russian Language". Russian literature is one of the main sources of enriching the speech of students, the formation of their speech culture and communication skills. The study of the language of works of art contributes to the students' understanding of the aesthetic function of the word, their mastery of stylistically colored Russian speech.
The specificity of the subject "Literature" is determined by the fact that it represents the unity of verbal art and the foundations of science (literary criticism) that studies this art.
The literature course in grades 5-8 is based on a combination of concentric, historical-chronological and problem-thematic principles, and in grade 9 it is proposed to study a linear course on a historical-literary basis (Old Russian literature - literature of the 18th century - literature of the first half of the 19th century. ), which continues in grades 10-11 (literature of the second half of the 19th century - literature of the 20th century - modern literature).

Main content of the course

1. Oral folk art.
2. Old Russian literature.
3. Russian literature of the XVIII 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. Foreign literature.
9. Reviews.
10. Information on the theory and history of literature.

11. Diagnostic, current and final control of the level of literary education.

Sections 1-9 provide a list of works of fiction and brief annotations that reveal their main issues and artistic originality. The study of the works is preceded by a brief overview of the life and work of the writer.
Materials on the theory and history of literature are presented in each section of the program, however, a special section 10 also provides for special hours for the practical development and systematization of students' knowledge of the theory of literature and for consideration of issues related to the literary process, the characteristics of individual literary eras, trends and trends.
Section 11 proposes an approximate content of classes aimed at the implementation of diagnostic, current and final control of the level of literary education.

Personal, meta-subject, subject results of studying the subject "Literature"

personal the results of graduates of the basic school, formed in the study of the subject "Literature", are:
improvement of the spiritual and moral qualities of the individual, fostering a sense of love for the multinational Fatherland, a respectful attitude to Russian literature, to the cultures of other peoples;
the use of various sources of information (dictionaries, encyclopedias, Internet resources, etc.) for solving cognitive and communicative problems.

Metasubject the results of studying the subject "Literature" in the basic school are manifested in:
the ability to understand the problem, put forward a hypothesis, structure the 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 their own activities, evaluate it, determine the scope of their interests;
the ability to work with different sources of information, find it, analyze it, use it in independent activities.

subject The results of the graduates of the basic school are as follows:
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 19th-20th centuries, literature of the peoples of Russia and foreign literature;
understanding the connection of literary works with the era of their writing, identifying the timeless, enduring moral values embedded in them and their modern sound;
the ability to analyze a literary work: to 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;
determination in the work of elements of plot, composition, figurative and expressive means of the language, understanding of their role in revealing the ideological and artistic content of the work (elements of philological analysis);
possession of elementary literary terminology in the analysis of a literary work;
2) in the value-oriented 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 to the works of Russian literature, their evaluation;
own interpretation (in some cases) of the studied literary works;
understanding of the author's position and his attitude to it;
3) in the communicative sphere:
listening to literary works of different genres, meaningful reading and adequate perception;
the ability to retell prose works or their passages using the figurative means of the Russian language and quotations from the text; answer questions about the text you have 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, problems of the studied works, class and home creative work, essays on literary and general cultural topics;
4) in the aesthetic field:
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 language means in creating artistic images of literary works.

The place of the course "Literature" in the basic curriculum (educational) plan

The federal basic curriculum for educational institutions of the Russian Federation (option No. 1) provides for the mandatory study of literature at the stage of basic general education in the amount of 455 hours, including: in the 5th grade - 105 hours, in the 6th grade - 105 hours, in the 7th grade - 70 hours, in the 8th grade - 70 hours, in the 9th grade - 105 hours.
The 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% of the total number of hours provided in the basic curriculum) and is formed by the authors of work programs.

Textbooks belong to a complete line of textbooks and represent a system from grades 5 to 9, successive in relation to elementary school (set "Literary reading" grades 1-4 by G.S. Merkin, B.G. Merkin, S.A. Bolotova successfully passed an examination for compliance with the Federal State Educational Standard in 2010) and continued at the senior level of education (literature textbooks for grades 10-11 by S.A. Zinin, V.A. Chalmaeva, V.I. Sakharova).

The UMC includes:

work program in literature grades 5-9;

thematic planning;

lesson developments for grades 5-9;

workbooks grades 5-9;

multimedia applications.

The structure and sequence of presentation of the material provide meaningful and methodological continuity of each subsequent course of literature with the previous one. This is achieved through the implementation of the main task of the course for the formation of a system of knowledge, skills, universal educational activities and key social competencies based on a number of cross-cutting content lines: the role of a book in human life, the interaction of a writer and a reader, creativity as a way to comprehend the world, literature and history, literary process.

Textbooks generally correspond to the age characteristics of students; written in a lively and accessible language, reasoning is supported by examples that take into account the reader's and life experience of students. The textbooks lack controversial and unreliable information, redundant factual material.

The content of textbooks has an educational character, contributes to the spiritual and moral development of students, brings up patriotism, love and respect for their Fatherland, people, native culture and language. Textbooks are multicultural, taking into account the diversity of other peoples of Russia, which is necessary for the education of tolerance, the development of the ability for interethnic and interfaith dialogue. In particular, increased attention is paid to the literature of the peoples of Russia (for example, in the 7th grade textbook, the works of G. Tukay, M. Karim, K. Kuliev, R. Gamzatov are given). In addition, textbooks take into account regional, national and ethno-cultural characteristics, suggest a systematic appeal of students to the traditions of their people, the history of their region (city, village).

Textbooks contribute to the coordination of families and schools, include adults in the educational process, allow updating family traditions, and establish cooperation between children and adults in solving educational problems.

Questions and tasks of textbooks take into account the individual interests and characteristics of students, contribute to the development of skills to work with information, the development of critical thinking, mastering the techniques of semantic reading, analysis, synthesis, selection and systematization of material on a specific topic, the formation of the ability to learn, organize, control and evaluate their activities .

Particular emphasis in the methodological apparatus of textbooks is placed on metaobjectivity- tasks involving the formation of universal educational activities.

Personal UUD are reflected, for example, in questions of a debatable nature that require the formulation and defense of one's moral and aesthetic position on one of the problems posed in the work; cognitive- in tasks for creating your own detailed statement on a specific topic, in various types of work with text (analysis, drawing up a plan, different types of retelling, learning by heart, searching for key words, highlighting the main idea, determining artistic means, etc.).

Communicative UUD are reflected in the organization of individual project work and collective research activities. The 7th and 8th grade textbooks contain the heading "Research project" (tasks for comparing works, comparing two editions of one poem, etc.), in the 9th grade textbook - the heading "Collective and individual projects" (range of tasks: literary and philosophical essay , comparative analysis, lexical, historical, cultural commentary on the work, electronic presentations, compilation of various types of dictionaries, research into the historical fate of the genre, performances, film scripts, recording of expressive reading, compilation of an almanac-collection, critical review, illustrated guide, preparation of a quiz test, literary and musical composition, etc.). These rubrics, as well as the rubric “For you, inquisitive” (textbooks of grades 5-8), are designed to form interest in an in-depth study of the subject, to promote the choice of literature for specialized study in high school.

Much attention is paid to the problem of self-control, that is, the development regulatory UUD: at the end of each textbook, generalizing final questions and tasks are given that help to independently comprehend the material covered, draw the necessary conclusions, test and evaluate their knowledge, understand their own reading preferences, summarize their impressions from acquaintance with works that are not included in the program.

Serious attention is paid to the formation of comparative analysis skills (for example, in the 5th grade, it was proposed to compare the poetic translation of a fragment of Homer's poem "The Odyssey" by V.V. Veresaev with the prose retelling of the same fragment by N.A. Kun, the task was given to conduct a comparative analysis of F.I. Tyutchev "Spring Thunderstorm" and "Spring Waters" according to the planned plan, it was proposed to compare the main characters of the stories of A.P. .Yu.Lermontov "Three palm trees", in grade 8 students compare fragments of the Life of Sergius of Radonezh Epiphanius and the essay "Reverend Sergius of Radonezh" by B.K. Zaitsev; A.S. Pushkin's poems "Demons", "Winter Road" and "Winter Evening "). In addition, tasks are offered in which students must correlate their own point of view on a work of art and its characters with the author's interpretation-explanation of their own creation (for example, in the 8th grade, after studying N.V. "Inspector"", which contains the author's formulation of the spiritual and moral idea of the comedy).

Literary competence is called upon to form additional information and tasks related to the conceptual language of science. The textbook material assumes acquaintance with the names of literary scholars not only at the level of biographical information, but also at the level of their research works (for example, in the 6th grade, a fragment of D.S. Likhachev’s work is given, dedicated to “The Tale of the Devastation of Ryazan by Batu”, in the 7th grade - a fragment of the scientist's work on textual criticism).

For the linguistic aspect of the methodological apparatus of textbooks, additional tasks are responsible for the selection of synonyms, the selection of key words, the choice of words from the proposed series, observations of the use of certain parts of speech in an artistic (most often poetic) text (for example, verbs in a poem by A.S. Pushkin "Demons"), the need to find stylistically colored (for example, colloquial) words and explain their role in a work of art. The tasks that refer to different types of dictionaries serve the same purpose - in particular, to the Explanatory Dictionary of the Living Great Russian Language by V.I. Dahl. Independent search by students for the dictionary meaning of little-known, dialectal, obsolete words in some cases may be more useful than direct commenting on these words in the textbook, since it develops an activity approach and teaches independence.

Implementations intersubject communications in textbooks for grades 5-8, colored inserts with reproductions of paintings by famous artists contribute. Not being direct illustrations of the studied literary works, these paintings develop the general cultural competence of students, allowing you to draw parallels between different types of art, to see common and different in the worldview and aesthetics of artists and writers of the same historical era, etc. Attention is paid to portraits of famous writers as a way of artistic comprehension of personality. The material of colored inserts has methodological support - questions and tasks are given to them, references are contained in the main text of the textbooks.

Information about the most important features of different types and genres of fine arts is gradually introduced: in the 5th grade general information (landscape, portrait, battle scene, genre, etc.), in the 6th grade - a miniature (in connection with the military stories of ancient Russian literature) and a poster (in connection with the Great Patriotic War), in the 7th grade - lubok (in connection with folklore), in the 8th grade - an icon (in connection with the genre of the life of ancient Russian literature). In addition, independent comprehension of the illustrative content of textbooks is expected at the end - among the final questions and tasks there are those that draw students' attention to the visual range of the textbook as a whole, offer to choose the artist they like best and make an independent report about his life and work.

In the textbook for grade 9, in addition to a color insert with reproductions of paintings, there is a black-and-white insert with images of objective life of the studied era, interiors of houses and apartments of Russian writers, objects of peasant and noble everyday life, which performs the function of a kind of “visual” historical and cultural commentary on studied literary works, showing their connection with the era.

Intra-subject communications reflected in questions and assignments, as well as in topics for reports, essays and individual and collective projects aimed at repeating the studied material, maintaining the continuity of different stages of studying literature.

When creating textbooks, we took into account requirements of the modern information environment. Working with information takes into account the Internet as its possible source (links to official and time-tested sites dedicated to the work and biographies of writers, literary places, museums, etc.). Some tasks involve working on a computer - including the creation of slide presentations.

The textbook for the 5th grade opens the course of literature in the basic school; The main theme of the course is the topic of books and reading. The textbook also presents works that reflect the theme of childhood, images of children and adolescents, and when getting acquainted with the biography of writers, the emphasis is on the events and impressions of their childhood. At the end of the textbook is given the heading "Childhood of writers" with a brief biographical and local history material. At the end of large monographic chapters and sections there is a list of recommended literature (the heading "We advise you to read"). In connection with the adoption of a new exemplary program, the following works have been added to the revised textbook: Homer's Odyssey (fragment), Wolf and Lamb by I.A. Krylova, “Spring Thunderstorm” by F.I. Tyutchev, “Two Rich Men” by I.S. Turgenev, "Snowdrop" by I.A. Bunin, "Flower on the Earth" by A.P. Platonov. Excluded "Demyanov's ear" I.A. Krylov. The methodological apparatus and some headings of the textbook (for example, “For you, inquisitive!” and “Living Word”) largely retain continuity with the course of literary reading for elementary school (authors-compilers G.S. Merkin, B.G. Merkin, S. .A. Bolotova) - in particular, with a textbook for grade 4. Taking into account the age characteristics of fifth-graders, the heading "Literary game" was introduced. At the end of the textbook, final questions are given for generalization and self-control; reference materials (dictionary of literary terms), lists of works for learning by heart and for home reading.

The main theme of the literature course in the 6th grade is the theme of literature as the art of the word, the author's attitude to the characters. In addition, when talking about the biography of writers, the meaningful emphasis is placed on the years of their teaching. At the end of large monographic chapters and sections there is a list of recommended literature (the heading "We advise you to read").

In connection with the adoption of a new exemplary program, a review of the heroic epic (“Kalevala”, “The Song of the Nibelungs”, “The Song of Roland”) appeared in the revised textbook, the following works were added: “Winter Evening” by A.S. Pushkin, “In the Wild North standing alone…”, “Courage”, “There are such days before spring…”, “Native Land” by A.A. Akhmatova, "White Fang" by D. London, "Gifts of the Magi" by O. Henry.

The leading theme of the literature course in the 7th grade is the theme of creativity, which implies increased attention to the creative history of works and the creative laboratory of the writer, his movement from conception to implementation. Inside the monographic chapters, a permanent heading "The creative history of the work" appears.

From the 7th grade, the heading “Research project” appears in the textbook, aimed primarily at developing the skills of a comparative analysis of editions and text options. At the end of large monographic chapters and sections there is a list of recommended literature (the heading "We advise you to read").

In connection with the adoption of a new exemplary program, the following works were added to the revised textbook: “Her eyes do not look like stars ...” by W. Shakespeare, “A tradesman in the nobility” by J.B. Moliere, "Anchar", "Two feelings are wonderfully close to us ..." A.S. Pushkin, "A kite has risen from a clearing ...", "Fountain" by F.I. Tyutchev, "Three palm trees" by M.Yu. Lermontov, “I came to you with greetings ...” A.A. Feta, “The Miraculous Doctor” A.I. Kuprin, "Chelkash" by M. Gorky, "Summer of the Lord" by I.S. Shmeleva, "Reverend Sergius of Radonezh" B.K. Zaitseva (fragment), “Goy you, Russia, my dear…” S.A. Yesenin, “Zapevka” by I. Severyanin, “Scarlet Sails” by A. Green, “In the Upper Room” by N.M. Rubtsova, "The Freak" by V.M. Shukshin, "The Little Prince" by A. Saint-Exupery, "All Summer in One Day" by R. Bradbury. Excluded are "Lilac Bush" by A.I. Kuprin, "Microscope" by V.M. Shukshin.

At the end of the textbook, final questions are given for generalization and self-control; reference materials (dictionary of literary terms), lists of works for learning by heart and for home reading.

The most important topic of the literature course in the 8th grade is the topic "literature and history", which is reflected both in the selection of works for study - such as "The Captain's Daughter" by A.S. Pushkin (the text of the novel is given in the textbook without abbreviations), and in the direction of studying the works. At the end of large monographic chapters and sections there is a list of recommended literature (the heading "We advise you to read").

New headings appear in the textbook for grade 8: “Topics for messages, essays, creative works” (propaedeutic in relation to the textbook of grade 9) and “Independent work” (tasks that involve independent acquaintance with any work and its analysis in a given aspect or complex analysis).

In connection with the adoption of a new exemplary program, the following works were added to the revised textbook: “Demons” by A.S. Pushkin, “Galosh” by M.M. Zoshchenko, “Vasyutkino Lake” by V.P. Astafiev. Excluded "Photograph where I'm not" by V.P. Astafiev. At the end of the textbook, final questions are given for generalization and self-control; reference materials (dictionary of literary terms), lists of works for learning by heart and for home reading.

The main attention in the 9th grade literature course is given to such a concept as the historical and literary process, since it is from the 9th grade that the course on the historical and literary basis traditionally begins, continuing in the secondary (full) school. Students study in detail ancient Russian literature, literature of the 18th and the first third of the 19th centuries, clarify and consolidate their knowledge of literary trends (such as classicism, sentimentalism, romanticism), get an overview of the development trends of Russian literature in the second half of the 19th and 20th centuries. Particular emphasis is placed on genre, thematic and figurative overlaps between Russian and foreign literature.

In the textbook for grade 9, at the end of each monographic chapter or section, new headings appear: "Supporting concepts", "Themes of essays, reports, abstracts", "Collective and individual projects". In connection with the adoption of a new exemplary program, the following works have been added to the revised textbook: The Divine Comedy by Dante, Hamlet by W. Shakespeare, Faust by I.V. Goethe, “My soul is gloomy…” D.G. Byron, “I remember a wonderful moment ...”, “Autumn” by A.S. Pushkin, “No, I don’t love you so passionately ...”, “Angel” by M.Yu. Lermontov, “The girl sang in the church choir ...” A. BUT. Blok, "Heart of a Dog" by M.A. Bulgakov, "The Fate of a Man" by M.A. Sholokhov, "Matrenin Dvor" by A.I. Solzhenitsyn. At the end of the textbook contains generalizing and final control questions.

The school curriculum in literature complies with the "Mandatory minimum content of basic educational programs", includes a basic component of literary education, ensures the implementation of 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 forms a description of the continuous course "Reading and Literature" (grades 1-11) .
In general, the program is focused on the “Concept for the Modernization of Russian Education”, adopted by the Government of the Russian Federation, recognizing the spiritual and moral value of literature as a priority for a student - a future citizen of his country, who loves his people, language and culture and respects the traditions and culture of other peoples. The main distinguishing feature of the program is that the study of literature as an aesthetic and national-historical phenomenon is seen not so much as the goal of teaching, but as a means of harmonious development of the individual.
From here the purpose of literary education in primary, secondary and high school is defined as the education of a competent reader, a person who has a strong habit of reading and the need for it as a means of knowing the world and himself, a person with a high level of language culture, a culture of feelings and thinking.
The competence of the reader assumes:
- 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 a dialogue with the author through the text;
- mastering 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 goal set, literary education is understood as the development of literature in the process of creative reading activity.
The purpose of literary education determines its 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 a variety of reader experiences, develop the emotional culture of the student reader.
4. Provide comprehension of literature as a verbal art form, teach to acquire and systematize knowledge about literature, writers, and their works.
5. To ensure the development of basic aesthetic and literary-theoretical concepts as conditions for the full perception, 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 (the ability of students to freely use reading and writing skills to obtain textual information, the ability to use various types of reading).
8. Develop a sense of language, skills of coherent speech, speech culture.
In the program for grades 5–8, works “for textual study” and “for review study” are distinguished. This approach allows, while maintaining a large "author's circle"*, to avoid overloading students, to use in practice the personally oriented minimax principle (with the maximum proposed by the authors, the student must master a certain minimum). When recommending approaches to the study, the significance of a particular work for revealing the main idea of the section, the course as a whole, its artistic and aesthetic value for students of this age were taken into account. It is assumed that works “for textual study” are considered in many ways, in different aspects (content, literary criticism, cultural studies, etc.). Works "for review study" are read and discussed primarily in terms of content in accordance with the needs and abilities of students. It is important that the text, read from a certain point of view, can later be analyzed from a different position.

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

In the case of offering a number of works of equal complexity and volume “for review study”, the teacher has the right to choose the text in accordance with the abilities and interests of students, their own reading preferences. If the work is not included in the "Mandatory minimum of the 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 the review.
This program also provides for the organization of independent home (out-of-class) reading of 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 a review*, which allows them to implement the principle of a holistic perception of a work of art. In addition, works by other authors, united by a common theme, genre, problem, are also offered for home independent reading. When working with works for home reading, the choice of the author, the volume of reading remains with the students. Texts submitted for home reading are optional for each student to read, and their discussion in the classroom is possible. This program does not provide for 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 the reader's horizons of students. 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 opportunities of students explain its significant update compared to the current programs.
The basis for the selection of texts for reading and comprehension, the following general criteria:
– compliance with the high spiritual and aesthetic standards of humanitarian education;
- the emotional value of the work;
- reliance on the reading experience of students, 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 referring to 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 stages of literary education of schoolchildren:
5th-6th grades- a gradual transition from literary reading to the comprehension of literature as an art form, which ensures the continuity of the system of literary education in primary and secondary schools. Students read adventure, fantasy, detective, mystical, historical literature, works about their peers, animals, nature, get an idea of literary types and genres. Main learning goals: 1) the formation of a personal attitude to what is read; 2) comprehension of literature as a verbal form of art on the material of works that take into account the interests of students of this age group.
7th-8th grades- the period of development of the reading culture of students: 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 art form. The circle of reading is changing: in the center of the program are works of moral and ethical themes that raise issues relevant to the teenager. Information on the theory of literature is being studied, explaining to students how a person can be depicted in fiction. Main educational goals: 1) development of the ability to interpret a literary text based on the personal perception of the work; 2) understanding the specifics of a work of literature as a verbal art form.
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 (special courses, courses of students' choice) are provided, which makes it possible to put into practice the idea of pre-profile education. Main educational goals: 1) the formation of emotional and valuable experience in the development of 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", profile course) and functional aspects (elective courses). Main educational goals: 1) comprehension of the writer's artistic world, the moral and aesthetic value of his works; 2) the inclusion of a literary text in the historical and literary process.

In the program and the textbooks implementing it, the texts Russian writers different eras side by side with texts foreign writers, which makes it possible to show the place of Russian literature in the global spiritual space, to identify the general patterns of development of the literary process. In addition, significant changes taking place in society today require adequate reflection in the content of literary education. Removal of ideological evaluative clichés, presentation of various, sometimes opposing positions - such an approach to the selection of the content of the program contributes to the formation of a competent 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 allows you to make the study of literature motivated, and learning problematic. With the same purpose in the textbooks of the 5th-8th cells. introduced "through" characters, author's texts; in the textbooks of the 7th-11th grade. the material is presented in a problematic way.
The titles of the textbooks reflect the content dominant, focused on the cognitive, personal interests of schoolchildren of a certain age:
5th grade- "Step beyond the horizon";
6th grade- "A year after childhood";
7th grade- "The way to the station" I ";
8th grade- "House without walls";
9th grade- "History of your literature."

As the basis for structuring the course, the basic theoretical and literary concepts are traditionally distinguished:

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 – artwork – reader	problem-thematic
10–11	humanitarian profile process - author - work - writer's artistic world - literary process	chronological historical and 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 is determined in accordance with the capabilities of students and the artistic objectives of the works in question. We draw the attention of teachers: theoretical and literary concepts are considered as a tool that contributes to the comprehension of a work of art, which does not imply their systematic study. The work on the theory of literature is the basis of the Notebooks on Literature. Basic information is introduced before the beginning of the study of the systematic course (grades 9–11).
The program highlights the section "Development of students' speech", indicates the main content of the work on the development of speech in each class. The line of speech development of students is simultaneously implemented in the entire Educational system "School 2100" (courses of the Russian language, literature, rhetoric).
The task of developing speech in the course of the Russian language is to master all types of speech activity based on the studied language material; in the course of rhetoric - teaching effective and efficient communication and mastering speech genres; in the course of literature - learning to perceive someone else's statement, transcribing the author's text and compiling one's own in oral and written form.
In the program of each class in the "Development of Speech" section, the types of work are indicated in four lines: 1) transcription of the author's text; 2) reader's interpretation of a literary text (in oral and written form); 3) oral detailed statements and essays on literary and moral and ethical topics; 4) written creative works in different genres.
In accordance with the "Requirements for the level of training of graduates", the program is focused on the development by students of the following skills:
- to see the moral and aesthetic value of a work of art;
- to determine the ethical, moral-philosophical, socio-historical problems of the work;
- to perceive works of various levels of complexity at the semantic and emotional level;
– to perceive and characterize the work as an artistic whole, taking into account its specificity;
- give an interpretation of the studied work on the basis of personal perception;
- use information on the history and theory of literature in the interpretation and evaluation of the studied work of art;
– to understand the relationship of the studied work with the time of its writing (5–8th grade), correlate it with literary trends (8–11th grade), correlate the historical and literary process with social life and culture (9–11th grade class);
- expressively read works of art (from sight and by heart);
- competently build detailed reasoned statements of various forms and genres, master all types of retellings;
- perform written works of a different nature, write essays of different genres;
- work with the reference apparatus of the book, various sources of information.
The proposed program can be used both in general education schools and in specialized schools, schools with in-depth study of literature. The program makes it possible to implement the idea of profile education: for high school, general education courses (for non-core classes - 2 hours per week) and advanced levels (for the humanitarian profile - 3-5 hours per week) are offered. 5th grade (102 hours)

Introduction (2 hours)
Literature as the art of the word. Reading and Literature. book and reader. New textbook and its heroes.
Theory of Literature. Literature as an art form.

Part I. What is breathtaking

The impact of a work of art on the emotions and imagination of the reader.
N.S. Gumilev. A poem from the cycle "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 the book and its characters immortal.
for textual study.
J. Verne"Children of Captain Grant" (chapters). Selflessness and courage of the heroes of J. Verne.
For review study.
A. Dumas"Three Musketeers" (chapters). The laws of honor by which the heroes of Dumas 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. The portrait 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. By"Golden Beetle" (abbreviated).
A.N. Rybakov"Dirk" (chapters). The dynamics of the development of events in an adventure story.
Theory of Literature. Distinctive features of the works of adventure literature. Story, 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). Man in single combat with fate.
B.S. Zhitkov"Mechanic of Salerno". Man's responsibility for his actions.
Theory of Literature. Story genre.
Section 4. How we become adults (10 hours).
Thematic and genre diversity of adventure literature. The pathos of liberty and love of freedom in fiction. Big events and small heroes in literature.
for textual study.
V.P. Kataev“The lonely sail turns white” (chapters). The growing up of heroes, the path from adventure games to a harsh life.
M.Yu. Lermontov"Sail". The motive of freedom in the poem M.Yu. Lermontov and stories M. Twain, V. Kataev.
For review study.
M. Twain"The Adventures of Huckleberry Finn" (chapters).
Theory of Literature. The author and his characters. Writer, author, storyteller.
Section 5. The truth of history and fiction (6 hours).
Historical truth and author's fiction in literature.
for textual study.
A.S. Pushkin"The Song of the Prophetic Oleg". The legend and its interpretation in a work of art.
M.Yu. Lermontov"Borodino". Arrangement of historical fact in artistic narrative.
For review study.
V.A. Kaverin"Two Captains" (chapters). The 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. Invention and author's intent. 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. Gumilyov"Giraffe", V. Mayakovsky"Could you?" M. Svetlov"I've never been to a tavern in my life..." D. Samoilov"Story", V. Berestov"For some reason, in childhood ...".
Theory of Literature. Ways to create artistic expressiveness 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 fantasy literature. Science fiction.
For review study.
A. Conan Doyle"The Lost World" as a work of science fiction.
Theory of Literature. Fantasy. Science fiction.
Section 2. Science and non-science fiction (8 hours).
Fiction as a means of expressing the author's intention. Fantastic worlds in literature. Features of fantasy literature.
Moral problems in fantasy 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"Professor Dowell's Head" (chapters). Responsibility of scientists to humanity.
N.V. Gogol"Portrait". Realistic fantasy as a way of artistic representation.
For review study.
R. Bradbury"And Thunder Rang" (abbreviated). The consequences of human actions for the future.
Theory of Literature. Distinctive features of fantasy 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. Relationship between literature and folklore.
for textual study.
A.S. Pushkin"The Tale of the Dead Princess and the Seven Bogatyrs". Explicit and implicit fantasy in a magical literary tale.
For review study.
A.S. Pushkin"Ruslan and Ludmila". World of wonders in the poem. Unlike a fairy tale. Theory of Literature. The poem as a literary genre.

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

Detective literature and its reader. Genre diversity of the detective. "Laws" of detective literature.
For review study.
E. By"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 the plot and composition in the detective story.

Part IV. Me and others (14 hours)

The World of Childhood in Literature. The humanistic nature of works about children. Moral lessons of literature.
for textual study.
V.G. Korolenko"In Bad Society" (abbreviated). Lessons of kindness and justice in the story. The fate of the heroes of the story. Means of creating characters of heroes.
MM. Prishvin"Pantry of the sun". Fairy tale. The role of landscape in a work of art.
For review study.
L.A. Kassil"Konduit and Shvambrania" (chapters).
G. Belykh, L. Panteleev"The Republic of Shkid" (chapters).
Fictional country of childhood. The problem of character formation in stories.
V. Rasputin"Mom's gone somewhere." The theme of childhood loneliness.
Poems about children: D. Samoilov"From childhood", N. Zabolotsky"Ugly girl."
Theory of Literature. Story and story. Autobiographical work. Means of creating the character of the hero (portrait, speech characteristics, author's assessment, etc.) Fairy tale and true story. Poems and prose.

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

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 of literature about "our smaller 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. Capek 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. Animation 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.
The development of speech.
1) Detailed, concise, selective retelling of the text.
2) Review of the book read. An essay is a reflection on a book, a literary hero.
3) An essay-story about a literary hero, a comparative description of two heroes.
4) Writing - 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. Fiction and non-fiction literature. 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. Ways of depicting a person in epic and dramatic works.
for textual study.
V.A. Zhukovsky. Ballads "Svetlana", "Forest King". An epic beginning in a ballad.
A.S. Pushkin"Demons". Mysticism as a reflection of the inner world of the author.
N.V. Gogol"Christmas Eve". Mysticism and reality in the story.
M. Maeterlinck"Blue Bird" (abbreviated). True and false in human life. 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 Ill" (abbreviated).
Guy de Maupassant"Orlya" (abbreviated).
Philosophical meaning of the short story and story. Theory of Literature. Mystic. Hoax. Symbol. Sleep as an artistic technique. Translation and processing of a work of art. Ballad, novella. Types of Literature. Epic (narration) in verse and prose. Drama as a literary genre. Epigraph, its semantic load.
Section 2. 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". The construction of a fairy tale (“a story within a story”).
T.-A. Hoffman The Nutcracker and the Mouse King. Moral lessons of fairy tales.
G.-H. Andersen"The little Mermaid". A tale of selflessness, love and suffering.
For review study.
N.D. Teleshov"White Heron". Appointment 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 writing 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 lyrics. Literary tale. Artistic detail in a literary fairy tale. Compositional technique "story within a story".
Section 3. Traces in time (7 p.m.).
Myth. Heroic epic of different peoples. Myth, folklore and literature. Epic heroes.
for textual study.
Epics "Ilya Muromets and the Nightingale the Robber", "Volga and Mikula Selyaninovich". Heroes and the language of the Russian epic epic.
For review study.
Legends and myths of Ancient Greece. Myths about Hercules.
Homer"Odysseus at the Cyclopes". Life of myths in literature.
G. Longfellow"Song of Hiawatha" (excerpts). The grandeur of an ancient legend. The skill of the author longfellow) and translator ( I. Bunin).
Epos of different peoples.
From the Bashkir folk epic "Ural-batyr".
From the Abkhaz legends about Narts.
From the Kyrgyz epic Manas.
From the Yakut epic "Olonkho".
From the Karelian-Finnish epic "Kalevala".
The embodiment in myths and the heroic epic of the moral ideals of the people.
Theory of Literature.
Heroic epic, myth, epic. The difference between myth and fairy tale. Hero-bogatyr. Techniques for creating a heroic character in the epic. The role of the artistic word in the 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 knowing life.
for textual study.
A.S. Pushkin"Tales of Belkin" ("Shot"), "Dubrovsky".
I.S. Turgenev Mumu, Biryuk.
L.N. Tolstoy Sevastopol in the month of December. Analysis of the author's own experiences in the story.
K.G. Paustovsky"The old man in the station canteen."
The multifaceted image of a person in epic works. The author and his characters.
For review study.
M. Lermontov"Dream", K. Simonov"Wait for me", S. Gudzenko"Before Attack" B. Okudzhava"Goodbye boys..." M. Petrovs"April 1942", B. Slutsky"Horses in the Ocean" Reflections on the value of human life.
A. Green"Fourteen Feet". Image of a person in a story.
O.Henry"Last page". Heroes O'Henry. Reflection on the appointment of the artist and art in general.
Theory of Literature.
Short story, short story, story 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. Ridiculous 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 Pearly Grain", "Trishkin's Caftan". Allegorical meaning of fables.
M.E. Saltykov-Shchedrin"The Tale of How One Man Feeded Two Generals." The skill of parable. 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. taffy"Mitenka", "Reassessment of values".
I. Ilf, E. Petrov"Football Lovers"
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, moralizing, personification. Humor and satire, as a means of expressing the author's attitude to the depicted, techniques for creating a comic.
Section 6. Verses from the cherished notebook (8 hours).
Reflection of the world of human feelings in a 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"No one will be 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, size, stanza). Poetic anthology. Metaphor, comparison, sound writing, epithet, personification.
Generalization (1 hour).
The world of your literature.
The development of speech.
1) Detailed, concise, selective retelling of the text.
2) Annotation of the book read. Writing is thinking about a book.
3) An essay about a literary hero, a comparative description of two heroes.
4) Composition-imitation. Writing fairy tales, ballads, fables, epics, etc. (optional).
Reading and studying works - 96 hours.
Speech development - 6 hours.

7th grade (68 hours)

Introduction (1 hour).
The image 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 formation of the author's personality. "The Past and Thoughts" as an example of memoir literature.
L.N. Tolstoy"Childhood", "Boyhood" (chapters). The inner world of a hero. Work on oneself, moral formation of the personality.
M. Gorky"Childhood" (chapters). Autobiographical narration. The history of the child's soul in the story of M. Gorky.
S. Yesenin"Mother's Letter"
For review study.
M.I. Tsvetaeva"Father and His Museum" (excerpts from "Memoirs"). Features of memoir literature.
Sh. Bronte"Jen Eyre" (chapters). Autobiographical beginning in the novel. Fictional memoirs.
Lyric confession. Childhood Memories: I. Bunin"Childhood", K. Simonov"Thirteen years...", A. Tarkovsky"White Day", M. Tsvetaeva"On Saturday", S. Yesenin"My way".
Theory of Literature.
Artistic autobiographical literature. memoir literature. Objective and subjective in literature. The author and his hero. The concept of literary tradition.
Section 2. Me and me ... (16 hours).
Moral problems of fiction. The hero of a work of art, his character, actions. Techniques for creating character in epic, drama, lyrics.
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). Belief in beauty and a 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 gift in vain, a random gift ...". Philosophical reflections on the destiny of man.
V.G. Korolenko"The Blind Musician" (chapters). True blindness and spiritual insight of the hero.
L.A. Kassil"Early Sunrise" (chapters). Spiritual development of the hero.
K.G. Paustovsky"The Life of Alexander Grin" (fragment).
Sue Townsend"The Diaries of Adrian Mole" (excerpts). Vulnerable soul of a teenager, his dreams and their realization in life.
A. Frank"Death" (excerpts). Spiritual development of a person in the terrible years of the war.
"Blue Grass: The Diary of a Fifteen-Year-Old Drug Addict".
Poems: N. Ogarev"Blues", Y. Levitansky"Dialogue at the Christmas 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. Speech and deed as a means of creating the character of a hero in an epic and dramatic work. Plot, conflict, problem. The 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”, “The word about the “small motherland”. Heroes of Shukshin as a reflection of the author's system of moral values. The writer's interest in man.
A.G. Aleksin"Mad Evdokia" (abbreviated).
The relationship between the individual and the team, teacher and students. Education of 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 soul of heroes. Moral values in the life of the characters in the story.
For review study.
VK. Zheleznikov"Scarecrow" (chapters).
Poems about the meaning of life, about finding one's 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 Christmas Tree"
Theory of Literature.
Essay as an epic genre. The role of the title in a work of art. Ways of expressing the author's position and evaluation of the hero.
Section 4. Me and the world: eternal and transitory (18 hours).
Heroes and circumstances. The act of the hero as a manifestation of character. The moral cost of an act. Eternal values in life and literature.
for textual study.
M.A. Sholokhov"Destiny of Man". The fate of an ordinary person in a difficult wartime. The moral "core" of A. Sokolov's character. Features of the composition of the story.
Yu.D. Levitansky"So what if I was there..." The impact of war on a person - on his life and inner world.
Ch.T. Aitmatov"The First Teacher" (abbreviated). The feat of teacher Duishen. The moral beauty of the character of the hero.
K.G. Paustovsky"Meshcherskaya side" (chapters). Unselfish love for ordinary land.
For textual and survey study.
Poems about the eternal and the transient: A.S. Pushkin"Winter morning", Y. Levitansky"Leaves are falling..." V. Vysotsky"I dont like", A. Voznesensky"Saga", G. Shpalikov"People are lost only 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 heaven, your eyes shine ...”, “Why”, “From under the mysterious cold half-mask”, A.K. Tolstoy"In the midst of a 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. Petrovs"Make me a date..." M. Svetlov“All jewelry stores are yours...”, D. Samoilov"The names of winters", "And everyone he loved ..., V. Vysotsky"The 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 a means of artistic representation. Lyrical hero and author of a lyrical work. Genres of lyric poetry.
Generalization (1 hour).
The development of speech.
1) Creative retelling.
2) Review.
3) An essay is a characteristic of a literary hero. Essay on a moral and ethical theme.
4) Writing in the form of a diary, an interview. An autobiographical essay. Writing-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 the image in literature. Artistic image and figurativeness in literature. Figurative reflection of life in art. The connection of the artistic image with the development of the literary process.
I. Man of the crowd - a 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 the assessment of a literary hero.
for textual study.
N.V. Gogol"Overcoat" (abbreviated). Protest against social inequality and injustice. Typical character of Bashmachkin.
"Inspector". The system of images in comedy. Mastery of the satirical depiction of reality.
J.-B. molière"The tradesman in the nobility". Image of Jourdain. The life position of the hero. Author's methods of creating an image.
M.A. Bulgakov"Dog's heart". The problem of the 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 to create the character of the hero. Comedy as a dramatic genre.
II. Thinking man... (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 collapse.
Comprehension by the hero of the frailty and transience of human life.
A.P. Chekhov"Gooseberry". The responsibility of the hero for the choice of life philosophy.
For review study.
T.N. thick Okkervil River. The clash of the fictional world of the hero with real life.
Theory of Literature. Tragedy as a dramatic genre. dramatic conflict. The story as an epic genre.
III. Feeling Man... (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 motherland, a way of expressing it in a poem.
Poems about the motherland: F. Tyutchev"You can't understand Russia with your mind..." A. Blok"Russia", E. Evtushenko"White snows are falling" A. Galich"When I'll come back...". The theme of the Fatherland in the lyrics. Motherland in the value system of heroes.
For review study.
F. Sagan"Hello, sadness" (chapters). The complexity and inconsistency of the inner world of the characters. The need to be sensitive to the feelings of others.
S.D. Dovlatov"Ours" (abbreviated). Hero and Circumstances. The development of the inner world of the hero. The problem of man's relationship to his homeland. The theme of emigration. The fate of people and countries.
Theory of Literature. Psychologism as a way of depicting the inner world of heroes. Prose poetry as a genre.
IV. Acting man... (26 hours).
The ideals of freedom and justice in literature. Fighting heroes. Heroic character. Subjective and objective beginnings in the image of heroes. Feat as a moral category.
for textual study.
M.Yu. Lermontov"A song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov." Heroes-personalities in the "Song ...". Kalashnikov and Kiribeevich. Kalashnikov's struggle for family honor and justice. Subjective and objective in the depiction of historical characters.
"Mtsyri". The romantic hero of the poem. Contrasting dreams and reality. The image of Mtsyra in the poem.
N.V. Gogol"Taras Bulba" (abbreviated). The free world of the Zaporizhian Sich in the image of Gogol. Ostap and Andrey. Reception of contrast in the image of heroes. The heroic character of Taras Bulba.
ON THE. Nekrasov"Frost, Red Nose", "Russian Women" (abbreviated). Selflessness of heroines of poems. The act of the hero as a way to create character.
L.N. Tolstoy"Prisoner of the Caucasus". The passive hero and the acting 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 a war" (chapters). The struggle of heroes for justice and human dignity. Thirst for personal achievement.
J. Aldridge"The Last Inch" (abbreviated). Overcoming the hero's own fear and impotence.
Theory of Literature.
Heroic character in literature. Reception of contrast as a way to create character. Ways to create the character of a literary hero (generalization). The combination of the subjective and the 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"The Simplon Tunnel" (from Tales of Italy). The great power of a small man.
E. Hemingway"The Old Man and the Sea" (abridged). philosophical meaning of the story. The strength of the character of the old man.
For review study.
V. Shalamov Major Pugachev's Last Fight. The hero's fight for his human self.
Theory of Literature. The development of the fairy tale genre in literature. Variety of types of literary characters. Hero - character - image (correlation of concepts).
Generalization (1 hour).
The development of speech.
1) Presentation based on literary and artistic texts.
2) Reader's diary. Extracts from the book.
3) Composition-characterization of the image of the hero. The composition is a generalizing characteristic of a group of heroes.
4) Composing a poem in prose. The essay is a monologue of a literary hero. Debating essay. Comparison of different editions, translations of the same work.
Reading and studying works - 63 hours.
Speech development - 5 hours.

9th grade (102 hours)

In the 9th grade, it is supposed to study a short course in the history of Russian literature.
A schoolchild who has mastered the program of grades 5-8 has a sufficient level of erudition (knowledge of texts, names of authors, an idea of writers' biographies and destinies, about the main topics of Russian and world literature) and skills (skills) for working with texts and near-text information in order to be prepared to take a course in the history of their literature.
The program is based on the chronological principle (literature is studied in the system of historically established stages, which are distinguished by modern literary criticism).
Within the framework of the general chronology, topics for monographic study are named (a closer interest in the biography of the writer, in a certain text and its place in the literary process is possible) and texts that are studied in full.
The course is aimed at forming a holistic vision of the history of the development of literature from antiquity to the present. The program ensures the completion of the basic literary education, assuming that in the future it is possible to deepen education (for specialized humanities classes) and expand it (for general education and specialized non-humanities classes).
The program continues the philosophical and humanistic line of selection of content, laid down 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, the originality of the creative individuality of writers.
The course highlights separate thematic blocks that help students to fix the stages of development of literature. To this end, the educational material is constructed 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 primary and secondary 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 middle/end of the 19th century. and XX century. is studied in full in grades 10–11. The program for grades 9-11 does not include a section on "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, a literary approach is carried out in spreads to the topics. 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 circle of authors, but in the works of art recommended for reading and studying.
The program includes works of foreign literature in accordance with the "Mandatory minimum ...". The main part of works of foreign literature is read in grades 5–8. However, the authors believe that in order to implement the idea of pre-profile education, the study of Russian literature should 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 suggests the possibility of allocating additional hours for studying literature at the pre-profile level.

Introduction (1 hour).
The role of fiction in the spiritual life of man. Growing up of the personality and its reader's interests, tastes, predilections.

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

The beginning of Russian literature: time, authorship, texts, genres (on the example of fragments from The Tale of Bygone Years, Teachings of Vladimir Monomakh). Seven centuries of ancient Russian literature. General features of ancient Russian literature. Spirituality of ancient Russian literature. The life of ancient Russian genres in fiction.
"The Word about the destruction of the Russian land" as an example of a monument of ancient Russian literature.
"The Tale of Igor's Campaign": the history of the discovery, the historical basis and problems. Composition and main storylines. Figurative system "Words ...". Translations of "Words...". D.S. Likhachev and I.P. Eremin on the poetics of ancient Russian literature.

Age of Reason and Enlightenment
18th century literature (13 h)

From Ancient Russia to Russia of Peter I. Main Stages in the Development of Literature in the 16th–17th Centuries. Moral and spiritual searches of the literature of this period. The origin of humanistic ideals in the literature of the Middle Ages.
Peter's era. On the way to classicism of the XVIII century. The history of the emergence of classicism. Classicism in Russian literature.
M.V. Lomonosov.
Genius Lomonosov. Lomonosov is a philologist and poet. "Ode on the day of accession to the throne of Empress Elisaveta 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 the poetic thought of G.R. Derzhavin. The variety of poetic themes in Derzhavin's work: "To the rulers and judges", "Monument", "The river of times in its striving".
DI. Fonvizin.
DI. Fonvizin - "satyr bold ruler." Fonvizin's comedy "Undergrowth" as a work of classicism. The ideas of enlightenment in comedy, the ideals of Fonvizin.
N.M. Karamzin.
The fate of Karamzin - historian, writer, public figure.
"Poor Lisa" as a work of sentimentalism (a generalization of what was previously read). 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-Consciousness in Russian Literature
Writers of the early 19th century: diversity of personalities (44 hours)

Romanticism in 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 ended the path of life ...".
Two different romantic attitudes.
Romantic duality in Russian poetry of the early 19th century.
V.A. Zhukovsky and K.N. Batyushkov.
Creative fates of Zhukovsky and Batyushkov.
Elegy "Sea". "The Unspeakable" as Zhukovsky's Poetic Manifesto. Zhukovsky - translator. The originality of Zhukovsky's ballads.
Two I 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 Griboyedov in the assessment of 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 the construction of 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 work. 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"). Love lyrics by Pushkin (“K ***”, “On the hills of Georgia lies the darkness of the night ...”, “I loved you, love still, perhaps ...”, “Madonna”, etc.). The humanism of the poet, the life-affirming pathos of poetry. The path from romanticism to realism.
The search for a modern hero. The novel "Eugene Onegin". Pushkin's era in the novel. Pushkin's moral ideal in the novel. Spiritual searches of the hero. The complexity of Onegin's relationship with the outside world. The integrity of Tatyana's character. Genre features of the novel in verse. The development of the concept of realism. The author on the pages of the novel. The embodiment in the novel of the social and aesthetic ideals of the poet.
Evaluation of creativity of Pushkin V.G. Belinsky.
M.Yu. Lermontov.
The fate of the poet Lyrical hero of Lermontov, his inconsistency. The main motives of the lyrics. The pathos of disobedience, liberty, rebellion ("Prophet"). The poet’s reflections on life, love, creativity (“Three palm trees”, “Prayer”, “Both boring and sad”, “Duma”, “Prophet”, “No, I don’t love you so passionately ...”, “Motherland "). The novel "A Hero of Our Time". Meaning of the title of the novel. Features of the composition, its role in revealing the character of Pechorin and the ideological content of the novel. The problem of the hero in the novel. Personality and society, "self-knowledge" of the hero Lermontov. Psychologism. Pechorin and other heroes of the novel. Artistic features of the novel, its diversity. Realistic and romantic beginnings 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 (I volume). "Living Russia" in the poem. Gogol's humanistic ideal. The problem of the Russian national character in the poem. Ways to create typical characters in a poem. The peculiarity of the language. Gogol's poetics: the art of detail, irony, the unity of the satirical and the lyrical. Evaluation of the poem by Russian criticism.

Artistic peaks of literature of the middle of the XIX century (16 hours)

Features of the literary process of the 40-60s of the XIX century.
A.N. Ostrovsky.
Great Russian playwright. The world of the merchant class in Ostrovsky's comedies. The play "Own people - let's settle!". Duplicity and metamorphoses of comedy heroes. Features of the composition of comedy. Stage fate of the play. Russian criticism of the meaning 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 searches in poetry.
Landscape and love lyrics by F.I. Tyutchev and A.A. Feta - two views of the world (poems "Spring waters", "There are in the initial autumn", "Autumn evening", "The earth still looks sad ...", "Last love" by Tyutchev and "This morning, this joy ... ”, “Learn from them - from the oak, from the birch ...”, “I came to you with greetings ...”, “Do not wake her at dawn ...”, “Still fragrant bliss ...” Feta). Poetics A.A. Feta, F.I. Tyutchev.
ON THE. Nekrasov.
Music Nekrasov. Citizenship of the poet's lyrics (poems "Uncompressed lane", "Railway", "Reflections at the front door", etc.). The accusatory pathos of poetry. The originality of Nekrasov's style: a combination of civic pathos and penetrating lyricism.
I.S. Turgenev.
Review of I.S. Turgenev. Generalization of the previously read: a high assessment of the spiritual and moral qualities of a Russian person in the cycle of stories "Notes of a Hunter" and the story "Mumu".
L.N. Tolstoy.
Tolstoy about Tolstoy. Writer's diaries about his personality and fate. "Dialectics of the soul" of Tolstoy's heroes, their spiritual quest. The main criteria of Tolstoy in evaluating a person (on the example of the trilogy "Childhood", "Boyhood", "Youth" and "Sevastopol Stories" - a generalization of the previously read).
F.M. Dostoevsky.
The contradictory nature of Dostoevsky's personality. Artistic world of Dostoevsky. The story of the poor people. Man and circumstances in the image of Dostoevsky. Features of the language of the story. 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 XIX century. General idea of the 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 creativity. 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 Literature of the 20th century (7 p.m.)

Features of the literary process of the early twentieth century.
Humanistic traditions of 19th century literature. in the prose of the early twentieth century.
A.I. Kuprin. Humanistic traditions in the writer's work (generalization of what was previously read).
I.A. Bunin.
The creative fate of Bunin. Love for Russia, spiritual connection with the motherland in the work of Bunin. Poems "Dense green spruce forest near the road ...", "Word", "And flowers, and bumblebees, and grass, and ears", "Motherland". Lyrical hero of Bunin.
M. Gorky.
Traditions of Russian autobiographical prose in the story "Childhood" (a generalization of the 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 (artistic autobiographies). Features of the attitude and creative manner of each of the poets (on the example of poems A.A. Blok“Oh, I want to live insanely ...”, “Twilight, spring twilight ...”; S.A. Yesenin“You are my fallen maple”, “Golden grove dissuaded ...”; V.V. Mayakovsky“Do you understand ...” (an excerpt from the tragedy “Vladimir Mayakovsky”) and previously read poems).
Poets about poets V.V. Mayakovsky"Sergey 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 poets of Russia A.A. Akhmatova and M.I. Tsvetaeva. Fate. Peculiarities of attitude and creative manner of poetesses (on the example of poems A.A. Akhmatova“Confusion”, “Alexander Blok”, “I had 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...” (an excerpt from “The Poem of the Mountain”) and previously read poems).
A.T. Tvardovsky.
Poet about time and about himself (autobiography). History of the poem "Vasily Terkin" (chapters). Traditions and innovation in Tvardovsky's poetry.
The search for a new hero in the prose of the twentieth century.
Generalization of previously read works (heroes M.A. Bulgakov, M.A. Sholokhov, V.P. Shalamova, Ch.T. Aitmatova, V.F. Tendryakova, V.M. Shukshina, V.G. Rasputin, B.L. Vasiliev).
A.P. Platonov.
Strange heroes of Platonov's stories, the meaning of their existence. Morality as the basis of the characters' characters. Yushka's story. The language of the era in the story.
From the literature of the second half of the 20th century (review and generalization of what was read earlier). Searches and problems. The 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. Kondratiev, 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, and writer. “Brief biography” (based on the book “A calf butted with an oak tree”). The story "Matryona yard". The writer's idea of the Russian national character.

Generalization.
The development of speech.
1) Artistic retelling of the text. Synopsis of the written source. Abstracts. Reconstruction of the text on the support.
2) Interpretation of a lyric poem. Lyric analysis. Linguistic analysis of the poetic text. Expressive reading of fiction. Annotation of the book read.
3) Report on a historical and literary topic. Compilation of the speech characteristics of the hero of a dramatic work. Oral discussion. Extended answer to the question. An essay is a discussion on a literary topic.
4) Stylization of prosaic and poetic texts. Writing is a journey. Writing 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 provide variability and differentiation of literary education, which cannot be achieved with a single program for the graduating classes. Modern high school has classes of different levels: general education, profile (non-humanitarian), 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 to be productively engaged in the literary education of students in specialized non-humanitarian and general education classes in practice.
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 (profile 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 studying are combined into blocks in terms 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 the 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 text for reading and studying from among those not included in the "Mandatory minimum ..." the student determines independently. This approach allows students who have not chosen a humanitarian line of education to remain interested in literature, ensures the development of a work of art as a kind of textbook of life, a source of spiritual memory of mankind. All this requires the teacher to take new approaches to the lesson of literature in high school. The program is designed for 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 enables students to continue their education in the humanities.
The focus of students is not only a specific artistic text, but also the artistic world of the writer, the literary process. The emphasis in the program is on the study of a literary text using knowledge of the history and theory of literature, based on literary criticism. In the program of the profile level, the circle of writers has been significantly expanded, which will allow students to make generalizations on literary material, to 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 work of the writer, and the opportunities and needs of students.
The program is designed for 3-5 hours of study per week and involves the support of various elective courses (at the suggestion of the school and the choice of students). We draw the teacher's attention to the need to develop an elective course on foreign literature in accordance with the circle of authors defined by the standard, and an elective course on the literature of the peoples of Russia, in which the national-regional component will be implemented. As an example of building an elective course, we offer an elective course "Learning to work with a book and text" in the appendix to this program.

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

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

The Problem of Continuity in the Literature of the 19th–20th Centuries
Golden and Silver Age of Russian Literature. Aesthetic and moral values of the XIX century. Their rethinking and transformation in the XX century. The tragedy of the fate of Russian literature of the 19th century in the 20th century.
Attitude towards Pushkin's work as a reflection of the aesthetic and philosophical concept of the writer. "Fight against Pushkin" by nihilists and futurists. Attitude to the classics as a means of ideological propaganda. Reading the classics from a new angle.

Literature**:

** In the list, texts from the “Mandatory minimum ...” are highlighted (underlined), they are read by all students. In addition, students read at least one non-Required Minimum... from each topic of their choice.
Italics are texts that are subject to study, but are not included in the "Requirements for the level of preparation of students."

A.S. Pushkin. Philosophical lyrics (“The daylight went out ...”, “Elegy”, “Imitation of the Koran”, “Freedom sower of the desert ...”, “Again I visited ...”).
F. Dostoevsky. Essay "Pushkin".
A. Blok. About literature. About the appointment of the poet.
A. Lunacharsky. Alexander Sergeevich Pushkin.
D. Merezhkovsky. Eternal companions. Pushkin.
M. Tsvetaeva. My Pushkin.
O. Mandelstam. On 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. Terts. Walks with Pushkin.
The integrity of Russian literature. General features of Russian literature of the XIX - XX centuries. The concept of literary tradition. Eternal themes, traditional problems. "Through" 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 tendencies.
Literature:
A.S. Pushkin. Stone guest.
Molière. Don Juan.
Man and History in Russian Literature. Interest in history in Russian literature. History as a subject of the image. Various ways of artistic depiction of the historical past. The question of the role of personality in history. The fate of man in certain historical circumstances.
Literature:
A.S. Pushkin."Bronze Horseman".*

L.N. Tolstoy. War and Peace.
M.E. Saltykov-Shchedrin. History of one city.
S. Yesenin. Poems about peasant Russia 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. It's us, Lord!
The people and the intelligentsia in Russian literature. The origins of the problem. A look at the problem A. Radishchev.
Literature:
F.M. Dostoevsky. Notes from the House of the Dead.
A. Blok. The people and the intelligentsia.
M. Bulgakov. Dog's heart.
B. Pasternak. Doctor Zhivago.
Heroes of time in Russian literature. Heroes A.S. Griboedova, A.S. Pushkin, M.Yu. Lermontova, N.V. Gogol. "Superfluous" and "strange" heroes of Russian literature. Hero and his time. 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. Twelve Chairs.
V.V. Nabokov. Luzhin's defense.
A. Akhmatova.“The song of the last meeting”, “She squeezed her hands ...”, “I don’t need odic rati ...”, “I had a voice ...”, “Native land” and etc.
M.I. Tsvetaeva.“Who is created from stone...”, “Longing for the motherland. 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. "Through" plots in world literature.
Literature:
"Tristan and Isolde".
W. 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’s still May night...” and etc.
F.I. Tyutchev."Oh, how deadly we love ...". "K.B.", "We are not given to predict ...".
A.K. Tolstoy. "In the midst of a noisy ball..." and etc.
I.A. Bunin. Dark alleys. (Clean Monday).
A.I. Kuprin. Garnet bracelet.
V. Mayakovsky. About it.
R. Gamzatov. Lyrics.
Sh. Baudelaire. Lyrics.
The theme of the "little man" in Russian literature. Favorite topic of Russian literature. Traditions A.S. Pushkin, N.V. Gogol, F.M. Dostoevsky in the disclosure of the topic.
Literature:
F.M. Dostoevsky. Humiliated and insulted.
A.P. Chekhov. Ward №6. Man in a case.
F. Sologub. Small demon.
L.N. Andreev. The story of the seven hanged men.
I.A. Bunin. Gentleman 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. Pushkin, 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 the loss of a person in a hostile world. Hamlets and Don Quixotes are the tragic heroes of world literature. The human essence of lone heroes, their vulnerability to evil. The Motif of Loneliness in Russian Literature of the Beginning of the 19th Century.
Literature:
W. Shakespeare. Hamlet.
Cervantes. Don Quixote.
F.I. Tyutchev."Silentium", "Nature-sphinx", "Russia cannot be understood with the mind ...".
A.N. Ostrovsky. Thunderstorm.
A. Blok."Stranger", "Russia", "Night, street, lantern ...", "In a restaurant", "On the railway" etc. Poem "Twelve".
V. Mayakovsky.“Nate!”, “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 ink and cry! ..”, “In everything I want to reach ...” and etc.
J.D. Salinger. The Catcher in the Rye.
G.-G. Marquez. One hundred years of solitude.
Russian village theme. The image of the city (Petersburg by N.V. Gogol, F.M. Dostoevsky) and the image of the village in Russian literature. The village as the embodiment of the moral ideal in Russian prose and poetry.
Literature: I.S. Turgenev. Hunter's Notes.
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 Russia and the Soviet Motherland: "Goy you, Russia, my dear ..", "Soviet Russia", "The feather grass is sleeping ..." and etc.
IN AND. Belov. Habitual business.
V.G. Rasputin. Deadline.
Yu.V. Trifonov. Waterfront house.
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 origin. Heroes are carriers of the Russian national character. The desire for moral self-improvement, the dialectics of the souls of heroes. 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. night after release.
A.V. Vampilov."Farewell in July"
A.T. Tvardovsky.“The whole point is in one single covenant...”, “I know: no fault of mine...” and etc.
B.Sh. Okudzhava. Lyrics.
O. Balzac. Gobsek.

*Repeated reference to some of the texts from the "Mandatory Minimum..." is assumed.

The theme of the way-road in Russian literature. Ways-roads in folklore. The motive of the path and traditions of spiritual literature. The way as the movement of the human soul. Journeys of the Heroes of Russian Literature and Their Spiritual Path. The theme of the path in the work of A.S. Pushkin, M.Yu. Lermontova, N.V. Gogol.
Literature:
ON THE. Nekrasov. Who in Russia live well.
A.P. Chekhov. Sakhalin island.
A.T. Tvardovsky. House by the road.
The theme of the fate of the artist. The image of the poet-prophet in the work of A.S. Pushkin, 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 am at the door of the coffin ... ".
M. Bulgakov. The Master and Margarita.
B. Pasternak. Doctor Zhivago.
K. Paustovsky. Golden Rose.
V. Kataev. Grass of oblivion.
V.Ya. Bryusov. Lyrics.
S. Dovlatov. Our.
V. Vysotsky. Lyrics.
Writers of the late XX century and Russian classics. Classics as a material for a literary game with the reader. Associative links with the classics in modern literature.
Literature:
Y. Polyakov. Goat in milk.
D.S. Samoilov. Lyrics. ("Pestel, the poet and Anna" and etc.).
Ven. Erofeev. Moscow - Petushki.
T. Tolstaya. Stories.
T. Kibirov. Poems.
Dialogue between 19th and 20th century literatures (connections Pushkin - Mayakovsky, Nekrasov - Mayakovsky, Gogol - Bulgakov, L. Tolstoy - Sholokhov, etc.). Russian classical literature as a 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's coming...
The development of speech.
As a result of mastering the program, graduates should be able to:
own monologue and dialogic forms of oral and written speech;
retell the key scenes and episodes of the studied works (to characterize the image-character, the main problem, compositional features, etc.);
analyze the episode (scene) of the studied work, establish its role in the work;
draw up a plan, abstracts of articles on a literary and journalistic topic;
write essays in different genres on a literary theme (about heroes, problems, artistic originality of literary works); written analysis of the 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. The life of one of the genres through the ages (at the choice of the teacher).
1. Literature and folklore: correlation, 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 century.
The adoption of Christianity as an impetus for the development of literature.
Translation Literature. Genre diversity.
original monuments. Chronicle as a special genre.
"The Tale of Bygone Years".
"Teaching Vl. Monomakh" is the first autobiography in Russian literature.
3. XII-XVI centuries.
The era of feudal fragmentation.
"The Tale of Igor's Campaign" is a unique combination of epic and lyrical beginnings, one of the greatest monuments of the Christian Middle Ages.
"A word about the destruction of the Russian land".
The 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 Russia.
The rebirth of the genre of life into the biography of a private person.
"The Life of Archpriest Avvakum" is a life-autobiography.
Theory of Literature. The development of the genres of ancient Russian literature (chronicle, teaching, word, life).
Literature of the 18th century (review)
First half of the 18th century. Russian enlightenment as a stage in the formation of self-consciousness.
Russian classicism, difference from Western classicism ( HELL. Kantemir, V.K. Trediakovsky.).
The predominance of high genres, their features: epic poem, tragedy, solemn ode. Neighborhood of "high", "low" and "medium" genres (odes M.V. Lomonosov, satire A. Cantemira, fables A. Sumarokova, comedy I. Princess).
Second half of the 18th century.
DI. Fonvizin"Undergrowth". The transition from criticism of morals to social denunciation. Personalized characters. The first "truly social comedy" (Gogol).
A combination of moral satire and civic pathos, a mixture of high and low styles in creativity G.R. Derzhavin("Ode to Felitsa", "Vision of Murza", "Waterfall"). Lyrical beginning in poetry G.R. Derzhavin(“Snigir”, “Evgeny, Zvanskaya life”), an element of autobiography, an appeal to the simple joys of life.
Reform of the literary language.
A.N. Radishchev"Journey from 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 of concepts). The connection of the zhan system with the literary movement.
Individual-author's style as a concept.

XIX century. First half

Controversy between "archaists" and "innovators" (Karamzinists) about the "old" and "new style": the struggle between the "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 man.
Peculiarities of Russian Romanticism. Attraction to mystical-romantic fantasy, 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. Kuchelbeker, A.A. Bestuzhev-Marlinsky, F.I. Glinka) and their program (adoption of ideal forms of morality and behavior).
Attraction to 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" - a combination of classicism and realism: psychological and everyday concreteness. The topicality of the content (the conflict of the era: an advanced nobleman-intellectual and a conservative lordly bureaucratic environment). The value 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 realistic style in the lyrics of the 20s.
Historicism of thinking ("Boris Godunov" *: the relationship between "the fate of man" and "the fate of the people").

* Texts in italics that are subject to study, but are not included in the "Requirements for the level of preparation of students."

"Eugene Onegin": the formation of Pushkin's realism (the fate of a contemporary, combined with the richness of pictures of Russian life). The poetics of the novel.
Philosophical lyrics. (“The light of the day went out ...”, “The desert sower of freedom”, “Imitation of the Koran”, “Elegy”, etc.). Poem "The Bronze Horseman"**.

** The texts underlined in the program are included in the "Mandatory minimum content ..." and are intended for mandatory reading and study.

Dramaturgy ("Little Tragedies" - "Mozart and Salieri").
Prose ("Tales of Belkin", "The Captain's Daughter").
Pushkin's attitude: 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 just world ("Evenings on a Farm near Dikanka"). Humanistic pathos of prose and drama in 1832-1841. ( "Nevsky Prospect", "Overcoat", "Inspector"). "Little Man" in the image of Gogol. The "new hero" of the era in the poem "Dead Souls". The unity of the satirical and lyrical began as a way of expressing the author's position. The reality of social life in the poem. Gogol's controversy with V.G. Belinsky. "Selected places from correspondence with friends." The originality of the writer's artistic manner, 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 impracticability 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, the poems "Demon", "Mtsyri", the play "Masquerade"). Realistic tendencies in prose ("A Hero of Our Time": a 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; substantiation of the realistic essence of art, historicism).
Natural school as a kind of Russian realism of the 40-50s of the XIX 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 and others).
Theory of Literature. Romanticism as a literary trend (deepening of the concept). Romantic "two worlds".
Realism as a literary trend (deepening of the concept). Artistic principles of realism (humanism, nationality, historicism, objectivity, etc.). Realism and naturalism. Genres of realistic literature (novel, essay, poem, drama).
Enlightenment satire as a literary form.
Literary criticism as a phenomenon at the intersection of art literature and literary criticism.

XIX century. Second half

50-60s. The content of the new era (the fall of serfdom, a series of reforms, the development of the capitalist economy, the process of the 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 controversy. Magazine "Contemporary". The Making of Fiction: A "Physiological Sketch" 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. The development of Russian drama. "Plays of life" - "Thunderstorm", "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 Thunderstorm. Letters to I.S. Turgenev".)
The theme of human obsession ("Dowry", "Each sage is quite simple"). The variety of human characters in the plays of A.N. Ostrovsky.
N.S. Leskov. Works from folk life (introduction to the sphere of artistic representation of new layers - the life of the clergy, the bourgeoisie, the Russian provinces, etc.); interest in the unusual, paradoxical, curiously anecdotal, various forms of narration (“Lefty”, “Dumb 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 place of the novel in the trilogy. Image system. Typical characters of Goncharov's heroes: "an extra person" - a business person. The dual nature of the characters. Women's characters and destinies. Literary criticism about the novel and its protagonist (N.A. Dobrolyubov “What is Oblomovism”, A.V. Druzhinin “Oblomov”, a novel by Goncharov). Essays "Frigate "Pallada"".
I.S. Turgenev. Essay on the life and work of the writer. Hunter's Notes. The development of the genre of the novel in the work of I.S. Turgenev. The novels "Rudin", "Nest of Nobles", "Fathers and Sons" (review). Novel "Fathers and Sons" about a new hero. Narrator and hero. A new kind of hero. Artistic features of the novel. The psychologism of the novel by I.S. Turgenev. Literary criticism about the novel and its protagonist. 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).
Ways 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 fusion of the outer and inner worlds in his poetry. The theme of love and nature in the work of Fet ( “This morning, this joy ...”, “May night ...”, “The night shone ...”, “Whisper, timid breathing ...” and etc.). Philosophical motives in poetry F.I. Tyutchev. (“Silentium”, “Nature is a sphinx...”, “Not what you think, nature”, “Oh, how deadly we love...”, “We are not given to predict...” and etc.).
The penetrating nature of the lyrics A.K. Tolstoy. The theme of the motherland, its history in the work of the poet.
ON THE. Nekrasov. Essay on the life and work of the poet. Civic motifs of Nekrasov's lyrics ( "On the Road", "Poet and Citizen","Elegy", etc.). Traditions of folk songwriting. Artistic originality of poetry (lyricism, emotion, sincerity of feelings, revealing pathos). The poems "Pedlars", "Frost Red Nose": folk life in "big literature", the merger of the author's world with the world of heroes "from the people".
Poem "Who in Russia to live well"- folk epic, the combination of innovation with the traditions of epic, song, fairy-tale poetics; elements of legend, utopia, parable. The duality of the modern image of the people, the forms of behavior characteristic of folk psychology and their contrasts: patience and protest; dispute about the meaning of life; response dynamics.
M.E. Saltykov-Shchedrin. Essay on life and creativity. The influence of personal fate on the work of the writer. "Fairy tales". Artistic originality of Saltykov-Shchedrin's satire. "History of a City"- a satirical history of Russia. Types of mayors. The originality of the genre of the work. Protest against lawlessness, obedience of the people.
F.M. Dostoevsky. Dostoevsky as an artist and thinker. Essay on the life and work of the writer. early prose. An innovative form of the novel "The Humiliated and Insulted" (a 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. The system of images in the novel. The versatility of the 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. The personality of the writer. Literary and social activities. Ideological searches and their reflection in the writer's work. "Sevastopol stories".
"War and Peace": the art of "dialectic 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 the philosophical concept of Tolstoy 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, natural and spiritual, fundamental novelty of poetics.
Strengthening the social principle in the realism of L.N. Tolstoy (on the example of the novel "Resurrection").
80-90s of the XIX century. The band of political reaction. Refusal of public consciousness from revolutionary populist illusions. The evolution of populist literature towards the annalistic objectivity of the depiction of folk life ( D.N. Mamin-Sibiryak, N.G. Garin-Mikhailovsky).
Prose V.M. Garshina ("Red Flower") and V.G. Korolenko (poetization of tragic heroism, allegorism, monologism). Types of people "from the people" and the intelligentsia environment - "Wonderful". An objective artistic study of life and the poetry of hopes and aspirations 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 stories about Russian society: coverage of all layers and sections of the social structure of Russian society - from peasants, landowners ("Men", "In the ravine") to various layers of the intelligentsia ( "Jumper", "Student", "Ionych", trilogy - "The Man in the Case", "Gooseberries", "About Love", "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. Rejection of the evaluation hierarchy. Lyricism and psychologism of Chekhov's plays.
Theory of Literature. The 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 characters.
The development of drama as a literary genre. dramatic conflict.

Appendix

PROGRAM OPTION
elective course "Learning to work with a book and text"*
(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-profile training determines, as a rule, the specifics of a particular educational institution. However, in modern conditions it seems generally significant to single out such interdisciplinary course which is designed to provide mastering the ways of reading activity by students. To teach a student to work independently with a book, gain knowledge, find information of any level in the text (factual, subtext, conceptual) and use it - this is goal this course.
Students, who have been studying according to 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, within 4 years, students form the correct type of reading activity in accordance with a certain technology (ed. Professor N.N. Svetlovskaya ). Its essence is that they learn to independently master a literary work before reading, during reading and after reading: to assume the content of the text by the name of the author, title, illustration and keywords, to independently read the text to themselves in the "slow reading" mode and " dialogue with the author” (ask the author questions 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. etc. Thus, the elective course "Learning to work with a book and text" for those "our" students who choose it, will support and deepen all these reading skills.
The importance of mastering rational ways of reading and working with a book 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 the book meaningfully. A high level of reading culture implies the formation of the following cognitive skills:
1) highlight the main thing in the text;
2) use "folded" records (notes, theses, summaries, etc.);
3) highlight the links between phenomena in the text;
4) use reference literature;
5) to involve additional sources in the process of reading;
6) formulate hypotheses during reading, outline ways to test them;
7) perform analysis, synthesis, generalization on the material of the studied text.
The formation of a functionally literate reader involves purposeful 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 levels of education (depending on the possibilities of the curriculum and the educational program of the school). The number of hours and the practical content of the course should also be determined by the educational institution itself. Each topic of the program can be considered on various artistic 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.
Topics of classes.
On the way to the book.
Search for a book in the library. Systematic and alphabetical catalogues. Bibliography. File cabinets. Completing 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. The purpose of the annotation, its structure, content. (Grade 8 - on the material of the educational reader "A House without Walls", Grade 9 - on the material of the textbook "The History of Your Literature".)
book device.
Cover. Cover types. Dust jacket. Title page. Endpaper assignment. The role of the frontispiece and illustrations in the book. Types of printed works. Printed material. (8th grade - different editions of Shakespeare's tragedies, 9th grade - different editions of "The Tale of Igor's Campaign").
Work with the book before reading.
Title and subtitle. Dedication.
Title. Header analysis. Types of headings: heading-topic, heading-main idea, heading-symbol, heading-genre. Title and authorship. Title and content of the book. Ways of formulating headings. (Grade 8 is the name of the educational reader “House without Walls”, Grade 9 is the name of the textbook “The History of Your Literature”; the titles of the works included in these textbooks.)
Epigraph. The role of the epigraph in artistic and scientific text. 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 the search for epigraphs, the selection of an epigraph.
Reader's work. Asking questions while reading.
Finding direct and hidden questions in the text. Content prediction. Highlighting incomprehensible text. Statement of questions.
Building a chain of questions as a way to comprehend the text.
Classification of questions by direction. Questions external (to someone) and internal (to oneself). Evaluative, generalizing, causal questions, etc. (8th grade - N.V. Gogol "The Overcoat", 9th grade - N.V. Gogol "Dead Souls", etc.).
The work of the reader after reading. Understanding the text.
Types of text information. Reader installation. Blocking understanding. Factual information. Subtext and concept, direct and allegorical ways of expressing them. Multi-stage understanding of the text. Role in the process of comprehending the reader's imagination. Imagination, recreative and creative. Notes and notes while reading. (8th grade - A.P. Chekhov "Gooseberry", 9th grade - A.P. Chekhov "The Man in a Case", etc.).
Processing of text information.
Plan. Dividing the text into semantic parts and paragraphs. Types of plans. Detailing. Plan as a support for text reproduction. (8th grade - L.N. Tolstoy "Prisoner of the Caucasus", (9th grade - L.N. Tolstoy "After the Ball", etc.).
Abstracts. Highlighting significant information in the text. Substantiation and evidence are the main requirements for the formulated theses. Simple and complex theses. Thematic entry. Main theses (main conclusions). Thesis presentation of the scientific text. (9th grade - Yu.N. Tynyanov "The plot" Woe from Wit ", etc.).
Abstract. Appointment of the abstract. Types of abstracts: plan-compendium, textual abstract, free abstract, thematic abstract. Text reduction techniques. Chronological summary as a special kind of records. A reference summary as an opportunity to reflect information in a diagram. Signs, symbols, conditional abbreviations. Use of graphics and color to classify material by level of significance. (9th grade - V.G. Belinsky "Works of Alexander Pushkin", etc.).
Citation. Citation methods. Types of quotations. Proper use of quotation material from the point of view of one's own statement. (9th grade - V.G. Belinsky "Poems of M. Lermontov", etc.).
Extracts. Highlighting the most significant in the text. Working with cards. Registration of records. Symbols, system of abbreviations. (9th grade - I.A. Goncharov "A Million of Torments", etc.).

On the way to your own text.

Abstract. Structure, features, purpose. The sequence of work on the abstract, the design of the work (list of references, applications).
Retelling. Types of retelling. Productive detailed retelling. Drawing up a plan in the course of reading, highlighting key (key) words, understanding the text and the structure of the text. Selective retelling. Selection of text material, its systematization according to the plan. Short (concise) retelling. Its difference from the theses. The sequence of work on a brief retelling. The grammatical arrangement of the text. Creative retelling. The problem of transition from the transmission of the author's text to his own statement. Work with a notebook when compiling a written retelling, another text.
Text editing. Methods for editing draft material. Elementary proofreading signs and designations. Styling. Compositional, logical errors and ways to eliminate them. Working with dictionaries.

Literature Program Grades 5-11*

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