(Lesson 2). The artistic originality of the story “After the Ball.” Contrast as the main artistic device of the story. “The meaning of antithesis in the story of LN Tolstoy “After the ball After the ball epithets of 1 feelings of the story

Language and Literature Municipal Educational Institution "Secondary School of the village" Salskoe" Teryokhina V. N.

Purpose: 1) Help reveal the features of the story and the writer's intention.

2) Develop skills in working with supporting materials, develop skills of self-analysis and self-assessment.

3) To instill in students an understanding of L. N. Tolstoy’s thoughts about a person’s moral responsibility for everything that happens around them.

Type and type of lesson: A lesson in in-depth work with literary text. Lesson with elements of modular technology.

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Literature lesson in 8th grade on the topic:The story of L. N. Tolstoy “After the Ball.” Contrast as a technique to reveal the idea of ​​a story.

The lesson was developed and conducted as part of the regional competition “Innovative

educational technologies in a modern lesson" by a Russian teacher

Language and Literature Municipal Educational Institution "Secondary School of the village" Salskoe" Teryokhina V. N.

Purpose: 1) Help reveal the features of the story and the writer's intention.

2) Develop skills in working with supporting materials, develop skills of self-analysis and self-assessment.

3) To instill in students an understanding of L. N. Tolstoy’s thoughts about a person’s moral responsibility for everything that happens around them.

Type and type of lesson: A lesson in in-depth work with literary text.

Lesson with elements of modular technology.

Equipment: 1. Portrait of Leo Tolstoy

2 . Epigraph for the lesson:“...for personal self-improvement it is necessary

first to change the conditions among which people live.

L. N. Tolstoy “After the ball»

3. Worksheets.

4 . Textbook of literature, dictionary of literary terms.

5 . There are sheets of moral categories on the board -mercy, conscience.

6. Concept on the board composition .

Lesson plan:

1. Org. moment.

2. Determining the level of initial perception of the text. Implementation of D/Z. Selective reading of miniature essays “What impression did L. N. Tolstoy’s story “After the Ball” make on me?”

3. Analysis of the story “After the Ball.” Completing worksheets.

1. Written answers to task No. 1.

2. Observation of linguistic means (work in pairs - No. 2).

A) Write down the epithets in the description of the ball scene.

B) Write down the epithets in the description of the scene of the soldier’s punishment.

At the same time, one student completes No. 3.

3. Discussion of the results of completing tasks:

A) Reading and writing the concept CONTRAST.

B) Exchange information in tables and record missing materials.

C) Teacher’s additions about contrasts of colors and sounds, repetitions, and feelings of the hero.

(dance melodies of the ball - an unpleasant, shrill melody in the morning, Varenka’s white dress with a pink belt - black people, the mottled, red back of a Tatar; they walked along the hall in the dance for the hundredth time - blows with spitzrutens fell and fell; repetition of direct speech: “Brothers, have mercy " - “Will you smear? Will you?”; the narrator’s feelings: enthusiastic tenderness - physical, almost nauseating, melancholy)

4. Independent completion of task No. 4, conclusion about the colonel’s behavior at the ball and in the morning on the parade ground.

(At the ball, the colonel is kind and joyful, and in the morning, after the ball, he is cruel and merciless.)

5 . Comparison of the images of the colonel and the punished. Filling out the table (work in pairs and exchange information). Question to the class: What is the description based on?(in contrast)

6. Reading historical information and reasoning on questions (orally):

(this is human)

(everything must be done according to the law - not a hypocrite, but a Nikolaev servant, accustomed to following orders without reasoning)

(lives according to the laws invented by serf society)

Historical reference

Punishment with spitzrutens

7 . A message about the composition of the story and brief notes:

A) Feature of the composition –a story within a story.

B) The basis of the composition –contrast, opposition.

8 . Reasoning (Oral):

Compare the draft and final versions of the ending of the story and answer the questions orally:

(in the final version the narrator’s feeling about the injustice reigning in the world is more strongly expressed)

(the image of Varenka was correlated with her father)

(does not accept its laws and does not want to become like the colonel)

10. Generalization. Writing the main output output:What is the idea of ​​the story? (Why did L.N. Tolstoy write this story?) What problems does the writer raise in this story?

In the story, L.N. Tolstoy not only shows the evil and good principles in man, not only condemns cruelty, but also exposes social injustice that distorts human nature, which has false concepts of duty, honor, dignity, and also reveals the true essence of Nicholas Russia. The carefree, well-fed, festive life of some, the lack of rights, oppression, trampling on the human dignity of others - this is the true “face” of Russian reality. The writer makes us, readers, think about the problem of human responsibility for everything that happens. (See epigraph)

11. Final control. Executing the test.

12. Self-esteem of students.

13. Summing up. Evaluation of student work.

Worksheet for an 8th grade literature lesson on the topic

The story of L. N. Tolstoy “After the Ball.”

Contrast as a technique to reveal the idea of ​​a story.

F.I.

1. Answer in writing:

A) What two parts is the plot of the story divided into?

1) ________________________ 2) ______________________________

B) How can we explain that in the ball scene the hero of the story perceives everything around him with enthusiastic emotion? _______

2. Write down epithets in the description of scenes in the story:

3. Extract the concept of CONTRAST from the literary dictionary.

_______________________________________________________________________________

_______________________________________________________________________________

4. Draw a conclusion about the colonel’s behavior at the ball and in the morning on the parade ground, write the conclusion in the form of a sentence with an adversative conjunction “ A" and homogeneous members of the sentence.

_________________________________________________________________________________

5 . Compare the images of the colonel and the punished. Fill out the table:

6. Answer the questions orally:

1) Can the same person be sweet and kind in one situation, and cruel and merciless in another?

2) Was the colonel a two-faced person, a hypocrite?

3) What do you see as the reason for such contradictions in the colonel’s character?

Historical reference

Punishment with spitzrutens

- a special military punishment, which differed from the others in that it was carried out by a group of perpetrators, as a rule, comrades or colleagues of the convicted person.

The punishment itself consisted in the fact that the executors of the punishment lined up in two lines, forming a “street” along which the convict was escorted as many times as prescribed by the sentence. Each performer had a spitzruten (batog) in his hands, with which he struck when the condemned man passed by.

During the execution, a paramedic and doctor had to be present to provide medical assistance, since this punishment often led to the death of the person being punished. The punishment of 3,000 spitzrutens was considered equal to the death penalty. Spitzrutens appeared in Russia during the reign of Peter the Great; There is information about the use of sh. in the army dating back to 1701-1705. They were introduced into the punishment system by the military regulations of 1716.

7 . Composition of the story. Listen to the message and briefly write down:

A) Feature of the composition - …………………………………………………………………….

B) The basis of the composition is …………………………………………………………………………...

8 . Answer the question orally:Why didn’t Ivan Vasilyevich intervene in what was happening?

Compare the draft and final versions of the ending of the story and answer the questions orally:

A) Why did Tolstoy change the life story of Ivan Vasilyevich?

B) Why did the narrator’s love decline?

Q) Why didn’t Ivan Vasilyevich enlist in military service?

9 . While working on the story, L.N. Tolstoy thought for a long time about its title. Options appeared: “a story about the ball and through the gauntlet”, “Daughter and father”, “Father and daughter”, “And you say ...” and, finally, “After the ball”. Try to penetrate the writer’s logic: how does he justify changing the title of the story? Why do you think you chose the latter?

10. Write down the output: What is the idea of ​​the story? (Why did L.N. Tolstoy write this story?)

What issues does the writer raise in this story?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Final control

Complete the test, highlighting the correct answers.

Self-esteem (underline the correct answer)

1. Did you learn anything new in class? NOT REALLY

2. Did your classmates help you in class? NOT REALLY

3. Did you help your classmates in class? NOT REALLY

4. Did you like the lesson? NOT REALLY

Composition

Antithesis is a comparison of opposite images; and in a broader sense, any juxtaposition of opposing concepts, situations, or any other elements in a literary work. Proverbs are based on this artistic device, and it is widely used in world literature, for example, the contrast between Don Quixote and Sancho Panza in the novel “Don Quixote” by M. Cervantes. L.N. Tolstoy resorted to the same technique in one of his later stories - “After the Ball.” The hero on whose behalf the story is told is a person in whose fate chance played a decisive role. Before the turning point that happened in his youth, Ivan Vasilyevich was a student at a provincial university and dreamed of entering military service. He was “a very cheerful and lively fellow, and also rich,” so “the main pleasure ... were evenings and balls.”

Ivan Vasilyevich’s imagination was captivated by the lovely Varenka B., “tall, slender, graceful and majestic,” she had a regal appearance, “which would have scared her away if not for the affectionate, always cheerful smile on her mouth and lovely, sparkling eyes.” At the provincial leader’s ball, he danced with Varenka all evening and “without wine | I was drunk with love." He saw only her “tall, slender figure in a white dress with a pink belt,” he saw only “her radiant, flushed, dimpled face and gentle, sweet eyes.” Love for Varenka “released all the hidden” “capacity of love” in the young man’s soul. But fate wanted his whole life to “change” after one night, or rather the morning that followed, when he witnessed the scene of the monstrous, inhuman punishment of a fugitive Tatar.

The story, most of which is devoted to depicting a brilliant ball, is not by chance called “After the Ball.” A monstrous event, which played a decisive role in the fate of Ivan Vasilyevich, occurred precisely after him. But in order to more fully realize his idea, Tolstoy constructed the story as a consistent and contrasting depiction of the mazurka and execution scenes with many contrasting details. Without the episode of the soldier’s torture, the picture of the ball, with its grace, beautiful and elegant women, enthusiastic feelings and delicate pink and white colors, would have lost all meaning. And the execution scene would not have seemed so terrible to the student if it had not been preceded by a ball. The more festive and brilliant the young man imagined the world around him at first, the more unexpected and tragic his insight turned out to be, showing the world from a completely different, cruel and extremely unsightly side.
During the ball, the young man felt a special “enthusiastic and tender feeling” for the colonel, Varenka’s father. He saw in front of him a very handsome, stately, tall and fresh old man with a ruddy face and the same gentle, joyful smile as his daughter. When the father invited Varenka to dance, everyone around looked at them with enthusiastic emotion. While dancing, the colonel “briskly stamped one foot”, “his figure was now quiet and smooth, now noisy and stormy... moved around the hall”; “he deftly walked two laps”; “gently, sweetly, he wrapped his arms around his daughter...” And the narrator himself, “embracing the whole world with his love,” was afraid of only one thing: “so that something would spoil” this happiness. And of course, he could not have imagined that this “something” would turn out to be so terrible. In the morning, on the square, he saw the father of his beloved girl in a completely different guise: the colonel was walking... with a trembling gait”; “he sucked in air, puffing out his cheeks, and slowly released it through his protruding lip”; “with a strong hand in a suede glove he hit a frightened, short, weak soldier in the face because he did not lower his stick strongly enough” onto the back of the fugitive Tatar.

The punishment, which was supervised by the father of his beloved girl, caused a real mental crisis in the hero. In these episodes, it’s as if we have two different people in front of us: one of them evokes sympathy and a kind smile, the other - disgust and disgust. Even more striking is the contrast between the colonel, with his ruddy face and white mustache and sideburns, and the punished man, who, “twitching with his whole body, splashing his feet on the melted snow ... under the blows raining down on him from both sides,” moved through the ranks of soldiers. “I was so ashamed,” the hero describes the surging feelings, “that, not knowing where to look, as if I had been caught in the most shameful act..., I lowered my eyes... There was an almost physical melancholy in my heart, reaching the point of nausea... it seemed that I’m about to vomit with all the horror that entered me from this spectacle.”

Ivan Vasilyevich was never able to find out and understand why all this “was done with such confidence and was recognized by everyone as necessary.” “And without finding out, I could not enter military service, as I had wanted before, and not only did not serve in the military, but did not serve anywhere...” The hero’s love for Varenka began to wane from that day on. Just as earlier he involuntarily connected Varenka with her father-colonel “in one tender, touching feeling,” so now, “when she... was thinking with a smile on her face,” Ivan Vasilyevich “immediately remembered the colonel in the square,” and he felt embarrassed and unpleasant. He began to see the girl less and less, until his love for her completely cooled.

The story described in the story “After the Ball” was not just the author’s imagination. The prototype of Varenka B. was Varvara Andreevna Koreysh, the daughter of the military commander in Kazan, Andrei Petrovich Koreysh. Sergei Nikolaevich Tolstoy (brother of L.N. Tolstoy) was in love with this girl, but his romantic feeling faded after he, having fun dancing with Varenka at the mazurka ball, the next morning saw how her father led the execution. This incident became known to Lev Nikolaevich at the same time and made an indelible impression on him. Therefore, more than fifty years later, he used it to show with such artistic skill how the brightest dreams of a young enthusiastic person can instantly crash into cruel reality and completely change the rest of his life.
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(lesson 2)

The artistic originality of the story “After the Ball.”

Contrast as the main artistic device of the story.

Goals:

- help students identify the features of the story, the writer's intention;

- introduce the main artistic device of the story (contrast);

- improve expressive text reading skills;

- develop text analysis skills;

- develop the ability to work in pairs and groups;

Methodical techniques: analytical conversation; expressive reading, teacher comments, work with tables, work in pairs, groups

Equipment: board, laptop, lesson presentation, illustrations for the story

Epigraph:

My whole life changed from one night,

or rather the morning.

"After the ball".

During the classes

1.Org. moment (checking readiness for the lesson, marking absentees, wishes to be active in the lesson, attentiveness)

2. Repetition of what has been covered, conversation based on primary perception

I want to start today’s lesson with the characteristics of one famous person, try to guess who he is?

(listen to the end, do not shout, raise your hand)

This man purposefully walked the path of self-improvement..., tried to understand why he and other people act this way and not otherwise, where love and hatred, good and evil come from in a person... He considered self-improvement, self-education, the desire to be needed, useful to be the main thing in life , do good, distinguish it from evil. By observing himself, trying to understand himself, he learned to understand others... ()

- Why did they decide this?

What examples from L.N.’s life can you give to prove this?

Yes, absolutely right, L.N.T. believed that no one removed responsibility from a person for his thoughts, feelings, desires, actions... there is no need to wait until the conditions for self-education are created, you need to prepare them now, by personal example, by the desire to become better, cleaner, more moral... and The moment of intention to remake oneself can come at any moment.

In which work does Lev Nikolayevich present a case that helped the main character decide to start his own upbringing?

(Story “After the Ball”)

Which hero?

(to Ivan Vasilievich)

3. Message of the topic, goals of the work

Today we continue the work we started in the last lesson on the story “After the Ball.” We must identify the artistic features of the story, get acquainted with the main artistic technique, we will learn to analyze prose text, read expressively, work in pairs and groups.

(Write the topic in a notebook)

Open the textbooks page 27, what can you say about the features

composition of the story? (A story within a story)

How does the story begin? What is unusual about this beginning?
(The story begins suddenly, with a remark from the main character.
Tolstoy immediately introduces the reader to the problems discussed ge swarms of story. The conversation is about moral values,
about “...that for personal improvement it is necessary
first change the conditions among which people live...”
A laconic, sudden beginning brings the reader into action,
gives the impression that we are hearing a conversation).

What do we learn about Ivan Vasilyevich at the beginning of the story?
What does this mean? (We learn that this is a “respected person”, that he has a “manner of responding to
your own... thoughts”, this is a thinking person immersed in his inner world. We also learn that Ivan
Vasilevich - very sincere and truthful storyteller. So
Thus, the reader gains confidence in Ivan’s story
Vasilievich.)

What does Ivan Vasilyevich say about his youth? What character does this description remind you of? (“I was very
a cheerful and lively fellow, and also rich.” From the words of one
from our interlocutors we learn that he was also “handsome.” This
The description is similar to the story about himself of the hero of Geneva’s story “Asya”. Both heroes reminisce about their youth,
about the events that turned their lives upside down. In "Ace" we also talk about
about love, but in the story “After the Ball” love “came to naught”
due to "chance". This case" - the main event of the story,
what it was written for).

What are the main events described in the story? (The story has two main
events: a ball at the provincial leader's place and a scene of punishment
soldier.)

Briefly tell the essence of these events - 1, then 2...

4. Benchmarking

Let's try to compare these 2 events. At home, you filled out the table according to the options, writing down words - epithets, expressions characterizing the state of the main characters, appearance, events according to various criteria: feelings, epithets, color, sounds, various details. We work in pairs for 3 minutes, comparing the descriptions, try to draw a conclusion based on your observations.

Examination

Work according to the table. Comparison of table columns 1 and 2 options.

Analysis of the first part(according to the text)

Let's read the keywords-epithets from the first part.

“The ball is wonderful, the hall is wonderful, the buffet is magnificent, the musicians are famous; The mazurka motif sounds continuously.

Varenka is in a white dress with a pink belt, white kid gloves, and white shoes. She has a radiant, flushed face with dimples, gentle, sweet eyes, and a graceful figure.

Varenka's father is a very handsome, stately, tall and fresh old man. The face is very ruddy, with a white mustache and white sideburns; affectionate joyful smile; shiny eyes and lips. He was beautifully built, with a broad chest, strong shoulders and long, slender legs. Tall, heavy figure.

Ivan Vasilyevich - satisfied, happy, blissful, kind: “At that time I embraced the whole world with my love.” “At that time I felt some kind of enthusiastic and tender feeling for Varenka’s father.”

- Let's pay attention to the words “at that time” repeated twice.

How can we explain that in the ball scene the hero of the story perceives everything around him “with rapturous emotion”? (He's in love he is fascinated by the festive atmosphere of the ball, the closeness of love my girls, a feeling of happiness, youth and beauty).

Read the description of the landscape on p. 34-37 textbook. How does this landscape sketch help to understand the state of the hero?

What words does the second part begin with? Why isn't the story divided into chapters? (From the words “When I entered the field...”). The story is not divided into chapters in order to achieve a greater impression on the reader. The transition occurs suddenly. The mazurka still sounds in the hero’s soul, but it is blocked by “other, harsh, bad music.” )

Analysis of the second part.

Let's read the keywords-epithets from the second part.

- “Something big, black; sounds of flute and drum; hard, bad music; unpleasant, shrill melody; a blacksmith in a greasy sheepskin coat; something scary; something motley, wet, red, unnatural; a stumbling, writhing man.

The colonel is still the same - with a ruddy face and a white mustache and sideburns.”

Determine the role of white in both parts of the story. (The white color in the first part is the color of joy, purity, love. The white color in the second part defines only the colonel’s mustache and the bared teeth of the tortured soldier, contrastingly emphasizing the black and red colors.).

What is the role of the detail - the colonel's suede glove - in the story?

(This detail connects the parts of the story. In the first part, the colonel puts on a suede glove when he goes to dance with his daughter. At the same time, he says, smiling: “Everything must be done according to the law.” In the second part, with the same hand in a suede glove, the colonel hits “in the face of the frightened a short, weak soldier for not bringing his stick down hard enough on the red back of the Tatar.” The phrase “Everything must be done according to the law” takes on an ominous meaning: “according to the law” one must beat the offender with all his might.)

- What technique does Tolstoy use to convey the impression of the endlessly repeating horror of execution? (Tolstoy uses syntactic means: repetition and parallel structure of the phrase. He conveys the callousness, duration and horror of what is happening by repeating the same words: “...blows still fell from both sides on the stumbling, writhing man, and they still beat drums and flute whistling , and still the tall one moved with the same firm step,- the stately figure of a colonel next to the person being punished.” This technique is also present in the first part: it conveys a feeling of infinity of happiness: “I waltzed again and again,” “once again I chose her, and we walked along the hall for the hundredth time.” The word "yet" is strengthened by the French "epsoge".)

Compare the colonel's behavior and appearance at the ball and after the ball.

Let's compare the descriptions of the colonel and the person being punished using a table (on the board and in notebooks).

- What conclusions can be drawn from these observations?

(The episode of the ball and the events after the ball are contrasted with each other. The light, joyful colors of the ball, the carefree fun of young people who are unaware of the existence of another, terrible world, sharply set off the gloomy picture painted in the second part of the story. The contrasting image of the heroes, their psychological state, the environment in which they act allows the writer to reveal the essence of their characters and reveal the social contradictions of Russian reality.)

5.Introduction to the concept - contrast

Contrast - a sharp contrast. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive technique, a way to have an emotional impact on the reader.

Contrasting – constituting a contrast, completely opposite.

ANTITHESIS - opposition characters, circumstances, images, compositional elements, creating the effect of sharp contrast.

Wider: comparison of opposing concepts, states, any elements of a literary work.

There are antitheses:

Character (in a character organization),

Plot (in plot construction),

Compositional;

Often used to express antithesis antonyms - words with opposite meanings (“Black and White”, “War and Peace”, “Crime and Punishment”, “Thick and Thin” and etc.).

(Write in notebook)

The story was written in 1903. What time does Tolstoy write about? (About the forties XIX century, about the reign of Nicholas I , nicknamed Nikolai Palkin.)

Why does the timing of writing a story matter? Why, in old age, did he return to the memories of his youth, using them as the basis for the plot of the story “After the Ball”?

(Tolstoy turns to the events of seventy-five years ago to show that during this time almost nothing has changed: blatant arbitrariness and cruelty reign in the army, justice and humanity are violated at every step. Most of all, he was worried that “educated” people are convinced that this necessary “for a good, correct life.” He exclaims: “What terrible moral mutilation must occur in the minds and hearts of such people!”)

Do you think the story “After the Ball” has lost its relevance?

(The words of the hero of the story, Ivan Vasilyevich: “My whole life changed from one night, or, rather, morning.” The main thing in the story is what happened early in the morning, after the ball: the narrator saw how a soldier was being tortured, and his beloved’s father commanded the execution. )

6. Consolidation and generalization

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The spirit of oppression is so widespread in our army that cruelty is a quality that the youngest officers boast about. They mark the soldiers, beat them every minute, and the soldier does not respect himself, hates his superiors, and the officer does not respect the soldier.

In the 1820s, the Semyonov officers, the flower of the youth of that time... decided not to use corporal punishment in their regiment, and, despite the then strict requirements of front-line service, the regiment continued to be exemplary even without the use of corporal punishment...

This is how educated Russians viewed corporal punishment 75 years ago. And now 75 years, and in our time, the grandchildren of these people sit as zemstvo leaders in the presence and calmly discuss questions about whether they should or should not, and how many blows with rods should be given to such and such an adult person, often the father of the family, sometimes grandfather

The most advanced of these grandchildren in committees and zemstvo assemblies draw up statements, addresses and petitions that, for hygienic and pedagogical purposes, not all men (people of the peasant class) should be flogged, but only those who have not completed their course in public schools. .

But this is not the main harm of this disgrace. The main harm is in the mental state of those people who establish, permit, prescribe this lawlessness, those who use it as a threat, and all those who live in the conviction that such a violation of all justice and humanity is necessary for a good, correct life. What terrible moral crippling must occur in the minds and hearts of such people, often young, who, I myself have heard, with an air of thoughtful practical wisdom say that a peasant cannot help but be flogged and that it is better for the peasant.

It’s these people that I feel most sorry for for the brutality into which they have fallen and in which they will remain stuck... It’s a shame!

1895.

Homework (optional)

(to everyone)

2. (optional)

Homework (optional)

1.Answer 3 test questions (to everyone)

2. (optional)

Make a test on the story “After the Ball”

Prepare a coherent story “The Colonel at the ball and after the ball. How can we explain the changes in him?

Write a miniature essay “Why did love for Varenka fade away?” or “Haven’t served anywhere?”

Homework (optional)

1.Answer 3 test questions (to everyone)

2. (optional)

Make a test on the story “After the Ball”

Prepare a coherent story “The Colonel at the ball and after the ball. How can we explain the changes in him?

Write a miniature essay “Why did love for Varenka fade away?” or “Haven’t served anywhere?”

Homework (optional)

1.Answer 3 test questions (to everyone)

2. (optional)

Make a test on the story “After the Ball”

Prepare a coherent story “The Colonel at the ball and after the ball. How can we explain the changes in him?

Write a miniature essay “Why did love for Varenka fade away?” or “Haven’t served anywhere?”

TEST (continued)

7. Determine the idea of ​​the story.

injustice flourishes;

d) condemnation of despotism.

TEST (continued)

7. Determine the idea of ​​the story.

a) a person’s fate depends on chance;

b) condemnation of the thoughtless implementation of the rules, because of which
injustice flourishes;

c) the idea of ​​personal responsibility of a person;

d) condemnation of despotism.

8. What can you say about the main character’s life position?

a) affirms the idea of ​​“non-resistance to evil through violence”;

c) the idea of ​​the need to “change living conditions”
to “change a person’s outlook.”

9. Mark the statement that appeals to you:

The purpose of the lesson:

• show how the technique of contrast helps to reveal the idea of ​​a story;
• work on the analysis of artistic means that create pictures of the ball and execution;
• reveal the humanistic pathos of the story “After the Ball”.

Equipment: illustration for the story “After the Ball.”

During the classes

1. Introductory speech by the teacher and setting the goal of the lesson.

In the last lesson, we got acquainted with Leo Tolstoy’s story “After the Ball.” The writer was worried all his life about the lack of rights of the Russian soldier. Back in 1855, he worked on a project for reforming the army, in which he spoke out against the barbaric punishment of “driving through the ranks.” But the story “After the Ball” goes far beyond a protest against the inhumane treatment of soldiers; it poses broad humanistic problems, such as duty, honor, conscience, and humanity.

How L.N. Tolstoy expresses these problems, with the help of what artistic techniques and means he achieves the expression of these problems, we will talk today.

2. Conversation with students.

How is the story structured compositionally?

Which two scenes are contrasted?

What do we call contrast?

(Contrast - antithesis - opposition. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive device, a way to have an emotional impact on the reader)

Why is the story, most of which is devoted to describing the ball, called “After the Ball”?

3. Comparative characteristics of the characters’ behavior at the ball and after the ball.

Let's compare the behavior of the heroes at the ball and after the ball.

Drawing up a comparative characteristics plan.

Recording plans in a notebook.

4. The teacher's word.

Guys, let's find the epithets with which L.N. Tolstoy draws pictures in the first and second parts, and write them down in a notebook.

Notes in notebooks.

The ball is wonderful, the hall is wonderful, the buffet is magnificent, the musicians are famous, the mazurka motif sounds continuously.

Varenka is in a white dress, white gloves, and white shoes. She has “a radiant, flushed face with dimples and gentle, sweet eyes.”

Varenka’s father is handsome, stately, fresh with a white mustache, white sideburns with sparkling eyes, a joyful smile, a broad chest, strong shoulders and long slender legs.

Ivan Vasilyevich is satisfied, happy, blissful, kind, looking with rapturous emotion.

How can we explain that in the ball scene the hero perceives everything around him “with enthusiastic tenderness”? (Love, sublime feelings, closeness to the beloved, youth, beauty).

In the second part of the story, the colors darken: something big, black.

Key words are written on the board: in the spring wet fog, draymen with firewood on sleighs, horses under glossy arches with wet heads, a blacksmith in a greasy sheepskin coat, Soldiers in black uniforms, an unpleasant shrill melody, a terrible picture of punishment.

The colonel is still the same - with a ruddy face and a white mustache and sideburns.

Match the colonel and the person being punished (write in notebooks).

The contrast intensifies when the narrator sees how a tall, stately colonel hits a short, weak soldier in the face with a strong hand in a suede glove.

What conclusions can be drawn from these observations?

5. Discussion and clarification of the idea of ​​the story.

Why did the colonel, as if a loving, attentive father, turn out to be cruel to the soldiers?

Why does Tolstoy contrast the two parts of the story with each other and use contrasting colors in his descriptions?

Why did Ivan Vasilyevich’s love for Varenka fail?

Why did Ivan Vasilyevich refuse public service? Was he right, in your opinion?

6. Miniature essay.

“My impressions after reading Leo Tolstoy’s story “After the Ball.”

Homework. Think about the question: Why does the author lead his hero to the parade ground where the picture of the execution of a soldier unfolds?

Antithesis in Leo Tolstoy's story "After the Ball"

The purpose of the lesson:

• show how the technique of contrast helps to reveal the idea of ​​a story;
• work on the analysis of artistic means that create pictures of the ball and execution;
• reveal the humanistic pathos of the story “After the Ball”.

Equipment: presentation

During the classes

1. Introductory speech by the teacher and setting the goal of the lesson.

In the last lesson, we got acquainted with Leo Tolstoy’s story “After the Ball.” The writer was worried all his life about the lack of rights of the Russian soldier. Back in 1855, he worked on a project for reforming the army, in which he spoke out against the barbaric punishment of “driving through the ranks.” But the story “After the Ball” goes far beyond a protest against the inhumane treatment of soldiers; it poses broad humanistic problems, such as duty, honor, conscience, and humanity.

How L.N. Tolstoy expresses these problems, with the help of what artistic techniques and means he achieves the expression of these problems, we will talk today.

2. Conversation with students.

How is the story structured compositionally?

Which two scenes are contrasted?

What do we call contrast?

(Contrast - antithesis - opposition. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive device, a way to have an emotional impact on the reader)

Why is the story, most of which is devoted to describing the ball, called “After the Ball”?

3. Comparative characteristics of the characters’ behavior at the ball and after the ball.

Let's compare the behavior of the heroes at the ball and after the ball.

Drawing up a comparative characteristics plan.

Recording plans in a notebook.

4. The teacher's word.

Guys, let's find the epithets with which L.N. Tolstoy draws pictures in the first and second parts, and write them down in a notebook.

Notes in notebooks.

The ball is wonderful, the hall is wonderful, the buffet is magnificent, the musicians are famous, the mazurka motif sounds continuously.

Varenka is in a white dress, white gloves, and white shoes. She has “a radiant, flushed face with dimples and gentle, sweet eyes.”

Varenka’s father is handsome, stately, fresh with a white mustache, white sideburns with sparkling eyes, a joyful smile, a broad chest, strong shoulders and long slender legs.

Ivan Vasilyevich is satisfied, happy, blissful, kind, looking with rapturous emotion.

How can we explain that in the ball scene the hero perceives everything around him “with rapturous emotion”? (Love, sublime feelings, closeness to the beloved, youth, beauty).

In the second part of the story, the colors darken: something big, black.

Key words are written on the board: in the spring wet fog, draymen with firewood on sleighs, horses under glossy arches with wet heads, a blacksmith in a greasy sheepskin coat, Soldiers in black uniforms, an unpleasant shrill melody, a terrible picture of punishment.

The colonel is still the same - with a ruddy face and a white mustache and sideburns.

Match the colonel and the person being punished (write in notebooks).

The contrast intensifies when the narrator sees how a tall, stately colonel hits a short, weak soldier in the face with a strong hand in a suede glove.

What conclusions can be drawn from these observations?

5. Discussion and clarification of the idea of ​​the story.

Why did the colonel, as if a loving, attentive father, turn out to be cruel to the soldiers?

Why does Tolstoy contrast the two parts of the story with each other and use contrasting colors in his descriptions?

Why did Ivan Vasilyevich’s love for Varenka fail?

Why did Ivan Vasilyevich refuse public service? Was he right, in your opinion?

6. Miniature essay.

“My impressions after reading Leo Tolstoy’s story “After the Ball.”

Homework. Think about the question: Why does the author lead his hero to the parade ground where the picture of the execution of a soldier unfolds?