Presentation on the topic Karelo Finnish epic Kalevala. Study of the Karelian-Finnish epic "Kalevala". Quiz "Attentive Reader"

• introduce the history of the creation of the epic “Kalevala”, the main character of the work - Väinemöinen, and the main storylines associated with the image of the main character.
• develop skills in working with text (expressive reading, retelling, characterization of the hero)
• cultivate interest in the culture of Karelia, in literature in general.

Equipment: multimedia projector, exhibition of drawings.

During the classes

1. What was the name of Väinämöinen's mother?
2. How is the origin of the world explained in Kalevala?
3. How is the origin of nature explained?
4. How was Väinämöinen born?
5. What words and expressions characterize the hero? (working with vocabulary)
6. What did you find unusual or interesting in this story?

Reading the text “The Birth of Fire.” Conversation on content

1. You, of course, know the ancient Greek myth about people finding fire. Remember and Tell (the myth of Prometheus)
2. What have we learned from the Karelian epic about how our ancestors imagined the appearance of fire on earth?
3. How did Ilmarinen and Väinämöinen manage to catch the flame?
4. This rune describes in great detail the process of processing flax. What new things have you learned about yourself? What is the role of this description?
5. Compare this rune with the ancient Greek myth. What difference will you see?

8. Generalization

What new did you learn in class today?
What is Kalevala?
Let's solve the crossword puzzle and check what you remember (slide 20)

9. Lesson summary (slide 21–22)

10. Homework (slide 23)

“Biographies of Writers” - The loving hero is beautiful, spiritually inspired... Effective forms of working with biographical data: Getting acquainted with the facts of the life of a writer, we get: Love, according to Turgenev, is tragic. At I.S. Turgenev - a special sense of time. Penetration into the creative workshop of a writer and the secrets of a genius: Biography. A specific idea of ​​the relationship between the individual and the environment, a specific idea of ​​the relationship between the worldview and the artist’s creativity.

“The Heroic Epic of the Peoples of the World” - Shocked by the death of a friend, the hero sets out in search of immortality. Kalevala - Karelo - Finnish poetic epic. Medieval European epic. 1 The concept of the heroic epic. Gilgamesh and Enkidu. Table VI is close in content to the Sumerian text about Gilgamesh and the celestial bull. Gilgamesh with a lion from the palace of Sargon II in Dur-Sharrukin 8th century BC.

“Old Russian Lives” - 1417. 2012. Honoring the memory of the Holy Venerable Euphrosynus of Sinozersk. “Russian literature is almost a thousand years old. Writing the life of Kirill Belozersky. May the image be good to all of us in this life.” Historical scale. Life of Euphrosynus of Sinozersky. The author of the life of Euphrosynus of Sinozersky as an ancient Russian scribe.

“Biography of a Personality” - I do not want and cannot believe that evil is a normal state of people. Not being surprised by anything is, of course, a sign of stupidity, not intelligence. Inclusion in a more complex system of relations with the world. How good life is when you do something good and true. The main thing - do not lie to yourself. Contents of the program for the study of biographical material.

“Epic” - Epic “Volga and Mikula Selyaninovich” Glorification of peaceful peasant labor. Sadko visiting the sea king. Kyiv. The sea princess listens to Sadko's singing. V. M. Vasnetsov “Bogatyrs” Guarding the Russian land. In the entire appearance of the rider one can feel heroic strength and power. The epics are divided into two cycles: Alyosha Popovich is merciless to the enemies of the Russian Land.

“Oral folk art” - Develop students’ speech. What does "oral" mean? Folklore. Choose synonymous verbs that characterize the movement of the river. It runs and runs, makes noise and makes noise, but it still won’t leak out. Teacher of Russian language and literature: Ovchinnikova N.V. Municipal educational institution "Stepanovskaya Secondary School". Rushing. The mushroom is an old resident of the forest, an “old man.”

There are a total of 27 presentations in the topic

Lesson development

on the study of the Karelian-Finnish epic

"Kalevala".

(from the experience of a teacher

primary classes MKOU "LSOSH"

Stepanenko Valentina Ivanovna)

1 lesson.

Subject.

Target:

• reviving and maintaining the interest of younger schoolchildren in the history and culture of their small homeland;
• introduce students to the Karelian-Finnish epic “Kalevala”, with the creator of the epic E. Lönnrot;
• enrich vocabulary;
• expand your horizons.

During the classes.

1. Organizational moment.

2. Introductory conversation (application).

3. Studying new material.

Reading Chapter 1 “How Väinemöinen was born” (by the teacher).

Whose son is Väinemöinen? (Ilmatar).

Who was Ilmatar? (daughter of air).

Who taught Väinemöinen the wisdom of life? (seven-star Ursa)

Write it down in your notebook.

The year of birth of the epic is 1835.

Väinemöinen is a wise old man.

Vocabulary work.

Epic - (Greek epos) word, narrative.

4. Lesson summary.

What new did you learn?

Who is interested in the epic “Kalevala”? Why?

Homework.

Reading chapter 2 “Bread grows in the fields of Kalevala” (pp. 9-13).

Expressive reading of Väinämöinen's song when planting grain in the ashes (p. 13)

Answer the question: - Why are there podzolic soils in Karelia?

Lesson 2.

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on the epic “Kalevala”; introduce you to the rune singers of Karelia;

Learn to work with text;

To teach to see the folk wisdom contained in the epic;

Enrich vocabulary;

Develop the ability to convey impressions of what you read using drawings.

During the classes.

1. Organizational moment.

Who helped Väinemöinen? (Sampsa Pellervainen)

Tell us about the story of the oak tree.

What kind of soils are there in Karelia? (podzolic). Why?

3. Studying new material.

Introduce students to the rune singers of Karelia (appendix).

Reading chapter 3 “Joukahainen challenges Väinemöinen to a competition” (by the teacher and prepared students).

Who were Väinemöinen's friends?

Where did Väinemöinen sing?

Who repeated his songs?

Who did Väinämöinen's songs reach?

What was Väinämöinen like? (wise)

What was Joukahainen like? (stupid, boastful)

What did Joukahainen propose? (show each other your wisdom).

To what proposal did Joukahainen agree to leave him alive?

How do you understand the expression "Someone else's bread is bitter»?

Vocabulary work.

Runes - (Finnish, singular runo), epic songs of Karelians and Finns.

Rune singers are performers of runes.

Write it down in your notebook.

Runes - epic songs of the Karelians.

Karelian rune singers - Arkhip Perttunen and Maria Mikheeva.

Pohjela is a country of darkness and cold.

Joukahainen is the son of Pohjola.

4. Lesson summary.

What new did you learn?

What got you excited?

Prepare an expressive reading of Aino’s song (optional, by heart).

Draw pictures for this chapter.

Lesson 3

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on the epic “Kalevala”; continue acquaintance with the heroes of the epic;

Enrich vocabulary;

Develop the ability to convey the content of what you read;

Learn to empathize and sympathize.

During the classes.

1. Organizational moment.

2. Checking homework.

Exhibition of drawings. Read passages from chapter 4 that match these pictures.

Reciting Aino's song by heart (ask why you decided to learn it).

Questions: - What news did Joukahainen tell his mother?

How did Aino react to this?

What song did the mother hear from the bottom of the sea?

How did old Väinämöinen react to the death of his bride?

Who did Väinämöinen pull out from the bottom of the sea?

What did the fish answer him?

How did you feel while reading this chapter?

Read the passage that moved you most.

3. Studying new material.

Work with illustrations for the epic “Kalevala”.

Who do we see on the title page?

Who do they remind us of? (three Russian heroes).

Provide information about the artist N. Kochergin (appendix)

Reading chapter 5 “Väinemöinen goes to woo the beauty of Pohjola” (in a chain).

Ask what incomprehensible words were encountered.

Questions: - Who did Väinemöinen decide to marry?

Who told him about this? (cuckoo). Read this passage (page 27).

Who decided to destroy Väinemöinen?

How did Joukahainen prepare for this?

Was he able to destroy Väinämöinen?

Vocabulary work

A bow is a cold weapon for throwing arrows, consisting of a spring arch (wooden, sometimes with bone and horn overlays) and a bowstring.

An arrow is a throwing projectile for archery - a sharp stone, bone, or metal tip on a wooden or reed shaft, sometimes with feathers. Quiver - (Tat. kolcan), a bag or case for storing arrows .

Write it down in your notebook.

Artist of “Kalevala” N. Kochergin.

4. Lesson summary. What thoughts and feelings did this chapter awaken?

Prepare a story about how Väinämöinen felt in the foreign country of Pohjola? (page 30)

Lesson 4

Subject. Karelo-Finnish epic "Kalevala".

Target: - continue work on the epic “Kalevala”;

Work on speech development;

Learn to distinguish between good and evil.

During the classes.

1. Organizational moment.

2. Checking homework.

Questions: - How many days and nights was Väinämöinen at sea?

Who saved him and why? Read about it.

What was the name of the owner of Pohjola? (evil old woman Louhi)

What did Louhi Väinämöinen tell the old woman?

Where did he live? (in the green oak forests of Vainela)

What does Väinämöinen say about the Motherland? There is no joy for those who left their homeland. How do you understand this?

What did the old woman offer to Väinemöinen? (forge sampo)

What is Sampo?

What did Väinämöinen answer?

3. Studying new material.

Reading chapter 7 “Väinämöinen makes a boat for the beautiful Pohjola and wounds himself with an ax.”

Questions: - Did Väinämöinen fulfill the will of the old woman Louhi? Why?

What tasks did the beauty give? Read the words of the beauty.

Who is Hiisi?

What misfortune happened to Väinämöinen?

Who helped him?

Vocabulary work.

A spindle is a device for hand spinning.

Hiisi - in Karelian-Finnish and Baltic mythology, the spirit of the forest, represented as a ghost or giant; Huge stone boulders were dedicated to him, piles of which were called “Hiisi gardens”.

Write it down in your notebook.

Hiisi is a giant, the spirit of the forest.

Louhi is the mistress of Pohjola.

Sampo is a magical mill, a symbol of eternal abundance.

4. Lesson summary.

What did this chapter make you think about?

Who is happy with their job?

Make up 3 questions about the contents of Chapter 8.

Write down the words you don't understand.

Lesson 5

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on the epic “Kalevala”;

Learn to work on illustrations;

Work on speech development;

During the classes.

1. Organizational moment.

2. Checking homework.

Choose the best questions.

Clarify the meaning of unclear words.

Consider the illustration depicting Ilmarinen (p. 45) performed by N. Kochergin and performed by G. Stronk (Presentation “Illustrations by artists for the Karelian-Finnish epic “Kalevala”). Compare.

3. Studying new material.

Reading chapter 9 “A new groom arrives in Pohjola - the cheerful Lemminkainen”

Name the new hero of the epic.

Look at the illustrations with his image (Presentation).

Where is Lemminkainen going?

What did his old mother advise him?

Did Lemminkainen listen?

Read your mother's song.

Who was sitting in the house of Pohjola's landlady when Lemminkainen arrived?

How did Louhi meet him?

What did Lemminkainen do with the sorcerers?

Vocabulary work.

A sword is a cold piercing and chopping metal weapon with a long, up to one and a half meters, straight, double-edged blade.

Sheath - a case for bladed weapons; usually made of wood, metal, leather.

A healer in a narrow sense is a healer who uses herbs and spells.

Write it down in your notebook.

Lemminkainen is a cheerful hunter.

Ilmarinen is a divine blacksmith.

4. Lesson summary.

What new characters did you meet today?

Lesson 6

Subject. Karelo-Finnish epic "Kalevala".

Target:

Learn to work with text;

Pronounce and spell words correctly;

During the classes.

1. Organizational moment.

2. Checking homework.

An expressive reading of Lemminkainen's song. Mark the best reading.

Questions about the content of Chapter 10:

What did Lemminkainen tell old woman Louhi?

What condition did she set for Lemminkainen?

Who made Lemminkainen's skis (ski master Lyulikki)

What misfortune happened to the residents of Pohjola?

What about Lemminkainen?

3. Studying new material.

Reading chapter 11 “Lemminkainen dies in the dark waters of Manala.”

Explain the meaning of the word Manala - (Mana, Est. Tuonela, Tuoni), in Finnish mythology the afterlife, located in the far north, underground. Also called the river that separates the world of the dead from the world of the living, as well as the owners of the afterlife. The Manala River flows in a deep gorge, and its waters are a stream of swords and spears.

Questions: - Did the old woman Louhi fulfill her promise?

What task did Louhi give?

Who helped Lemminkainen? (Ukko is the lord of the sky).

What new task does Louhi give?

Did Lemmminkainen complete this task?

What happened to our hero?

Vocabulary work.

A spear is a cold, piercing or throwing weapon.

Consider the illustrations of the heroes of the epic (Presentation) performed by the artist G. Stronk.

Work in a notebook. Game “Write the names of the epic heroes correctly” (Ilmarinen, Väinämöinen, Lemminkainen)

4. Lesson summary.

What was difficult in the lesson? Why?

What got you excited?

What new did you learn?

Prepare a story about how the bee helped Lemminkainen’s mother (pp. 64-65).

Lesson 7

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue working on the epic;

Learn to work with text;

Work on the development of speech and thinking;

Learn to understand the depth of the content of the work.

During the classes.

1. Organizational moment.

2. Checking homework.

After reading the chapter title, what do you decide if the mother will find her son?

Why did you decide that he would find it?

Who did Lemminkainen's mother ask about her son? (by the road, moon and bee)

Tell me how the mother bee helped?

Offer to remember cases from your life when your mother came to the rescue.

3. Studying new material.

Reading Chapter 13 “Väinämöinen Makes Himself a Boat.”

Share your impressions of what you read:

Which episode were you most excited about?

Did you expect this ending?

In which chapter did we already meet Sampsa Pellervoinen? (in chapter 2). Who is he?

Vocabulary work.

Mast - a ship's vertical metal or wooden structure on the deck. On sailing ships, masts are used to set the sails.

Rudder - a device for keeping the ship on course, as well as for turning while moving; usually a plate that rotates around a vertical axis.

A ship's sail is a panel or flexible plate for converting wind energy into the energy of ship motion.

Work in a notebook.

Draw Väinemöinen's boat according to the description (page 73)

4. Lesson summary.

What impressed you the most?

Prepare for role-play reading passage (pp. 75-77) - conversation between Väinemöinen and Annikki.

Complete the drawing you started with the image of a boat built by Väinämöinen.

Lesson 8

Subject. Karelo-Finnish epic "Kalevala".

Target:

Learn to work with text;

Develop creative imagination.

During the classes.

1. Organizational moment.

2. Checking homework.

Organize an exhibition of drawings.

Whose work did you like best and why?

Whose boat matches the description better?

Reading by roles.

Ask a Question:

What did Väinemöinen and Ilmarinen agree on?

Ask a Question:

Who do you think the beauty will choose as her husband?

Reading Chapter 15 (by teacher and children who read well)

Content questions:

Who did the beautiful Pohjoly woman choose as her husband?

Why did she refuse Väinemöinen? (page 82)

Read what tests Ilmarinen had to perform in order to get a beauty as his bride (page 83).

Ask:

Who helped him complete these tasks?

Vocabulary work.

Bridle (part of the harness) - belts with bits and reins, put on the head of a horse or camel, mule, donkey, etc.

Harness (harness), a device for controlling a horse, ox, deer, dog and other animals and for using their strength at work (under saddle, pack, in a cart, with agricultural implements). A single-horse arc harness consists of a collar, a bow, a saddle with a girth, a saddle, a belly, a harness, a bridle and reins. The main part of a riding horse's harness is the saddle.

4. Lesson summary.

Is it possible to guess how events will develop further?

What was your impression of the lesson?

Prepare a story about how the old woman Louhi prepared for the wedding.

Lesson 9

Subject. Karelo-Finnish epic "Kalevala".

Target:-

Learn to work with text;

During the classes.

1. Organizational moment.

2. Checking homework.

Ask if students had any difficulties preparing their homework

If yes, then which ones?

Tell how the old woman Louhi prepared for the wedding (call 3-4 students)

Who wasn't invited to the wedding? Why?

3. Studying new material.

Reading chapter 17 “Meeting the Groom” in a chain, chapter 18 “The Bride Leaves the House” - by the teacher, chapter 19 “The Young Wife Enters the House of the Blacksmith Ilmarinen” - independently.

What words did old woman Louhi say when saying goodbye to her daughter?

How did Ilmarinen’s mother meet his young wife? (read out)

Find a description of the beautiful Pohjola. What does her mother-in-law compare her to? Read (page 101)

Compare with the situation during the wedding in Pohjola (page 94).

4. Lesson summary.

What did you like most, what made the most impression?

How do you feel when you leave class?

Match the chapter illustrations with the text.

Lesson 10

Subject. Karelo-Finnish epic "Kalevala".

Target: continue work on “Kalevala”;

Reading by roles;

Develop creative imagination;

Learn to empathize, distinguish between good and evil.

During the classes.

1. Organizational moment.

2. Checking homework.

What difficulties did you have when doing your homework? What words do you not understand?

Match the illustrations with the text.

How do you think this competition might end?

Look at the illustration. Compare Lemminkainen and the owner of Pohjola.

Reading by the teacher until the words “He turned into a quick eagle and flew away beyond the clouds” (pp. 111-114). Next is Lemminkainen's conversation with his mother - role-by-role.

What advice did Lemminkainen's mother give?

Write 3-4 questions in your notebook on the contents of Chapter 21.

4. Lesson summary.

What did you think about?

Prepare a story about how Lemminkainen was met by a kind hostess on the island - option 1, about how he lived on the island - option 2.

Lesson 11

Subject. Karelo-Finnish epic "Kalevala".

Target: continue work on “Kalevala”;

Learn to work with text, correlating illustrations with excerpts from the story;

Develop creative imagination;

During the classes.

1. Organizational moment.

2. Checking homework.

A story about Lemminkainen's life on the island (call 4-5 students).

3. Studying new material.

Can you guess from the title and illustration what the next chapter will be about?

Vocabulary work.

Kullervo is a hero in Finnish and Karelian mythology, the son of Kaleva, who takes revenge on Untamo for the death of his family.

Myth is a legend, legend, story about gods, spirits, deified heroes, which arose in primitive society.

Reading chapter 23 “Ilmarinen takes the shepherd Kullervo to his house.”

Who are Kalervo and Untamo?

What were they fighting about?

What did their enmity lead to?

Tell us how Kullervo grew up?

Why did Untamo sell Kullervo?

How will life turn out for Kullervo in Ilmarinen’s house?

Work in a notebook.

Kullervo is a Karelian hero.

4. Lesson summary.

What feelings did the lesson awaken in you?

What new did you learn?

Write down unfamiliar words in a notebook.

Mark the passage that most excited you?

Lesson 12

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on “Kalevala”;

Work on speech development;

Foster feelings of patriotism;

Learn to empathize, distinguish between good and evil.

During the classes.

1. Organizational moment.

2. Checking homework.

Clarify the meaning of unclear words that appear in the text.

Ask questions:

How did poor Kullervo live in the Ilmarinen family?

Why did Kullervo decide to take revenge on Ilmarinen's wife?

Did you expect such punishment? Why, if yes?

Why, living in Ilmarinen’s family, did his young wife not change?

How did Kullervo die?

What did Kullervo ask for his sword?

How do you understand the expression: “I don’t want to die from the evil hands of the enemy.”

Ask: “What are you excited about?”

3. Studying new material.

Reading chapter 26 “Ilmarinen makes himself a new wife from silver and gold” (independently)

Ask questions:

What did the wise Väinemöinen advise Ilmarinen when he saw his golden wife? (A hero should not bow to gold, should not be flattered by silver).

How do you understand this?

Reading chapter 27 “Väinämöinen and Ilmarinen go to Pohjola for Sampo” (teacher).

Write 3 questions in your notebook based on the content of the chapter you read.

Assign them to the class. Mark the most interesting ones (answers to questions should not be monosyllabic).

4. Lesson summary.

What made you excited about the lesson?

Do you think our heroes will be able to kidnap Sampo?

Prepare for an expressive reading of Väinämöinen's song (p. 144).

Lesson 13

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on “Kalevala”;

Work on speech development;

Enrich vocabulary;

Learn to empathize, distinguish between good and evil.

During the classes.

1. Organizational moment.

2. Checking homework.

Content questions:

Who did Ilmarinen and Väinemöinen take with them on the road?

Why did the boat stick to the bottom?

Who killed the pike and how?

What did Väinämöinen make from pike bones?

An expressive reading of Väinemöinen's song.

Find out what it is kantele, box, pegs

Find in the text what Väinemöinen made the box, pegs, and kantele strings from? (p. 146).

How did the animals react to Väinämöinen's singing?

What gift did Väinämöinen give to the duck? (shiny wings) For what?

Write it down in your notebook.

The owner of the sea is Ahto.

Complete the sentences (page 128).

Mistress of the forest...

Son of the forests...

The beauty of Otso forests….

(Nyurikki, bear, Mimerkki.)

4. Lesson summary.

What do you remember about the lesson?

What are your impressions?

Answer the question: “Why do the heroes of Kalevala take Sampo away from the mistress of Pohjola?”

Lesson 14

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on “Kalevala”;

Work on speech development;

Enrich vocabulary;

During the classes.

1. Organizational moment.

2. Checking homework.

Ask questions:

Why do the heroes of Kalevala take Sampo away from the mistress of Pohjola?

Where did they decide to take Sampo?

Why did Louhi wake up?

Who did old woman Louhi call for help? (mists, son of waters, master of the wind).

What happened to the kantele?

How do you understand Väinämöinen’s words:

Crying in unhappiness will not help

And sadness in times of disaster.

3. Studying new material.

Reading chapter 31 “The Mistress of Pohjola prepares the pursuit of Väinemöinen’s boat”,

32 chapters “Väinämöinen makes a new kantele out of birch.”

Content questions:

How do you imagine the heroes of Kalevala?

Why, having lost Sampo, did Louhi’s evil heart rejoice? ( It’s better that Sampo disappears than that it goes to the people of Kalevala)

Has the wonderful mill disappeared? What words did Väinämöinen say when he buried its fragments in the ground?

Did his dream come true? Read (page 163).

What other sadness did Väinämöinen have?

What did Väinämöinen make the kantele from? (p.164)

What does his songs bring to people?

Look at the illustration of Väinämöinen (page 165).

Vocabulary work.

Godina is a time marked by important (usually intense, difficult) events.

A disaster is a great misfortune. Misfortune is a sad event.

Sadness is a feeling of sadness, sorrow, a state of spiritual bitterness.

Delight - that (one) that (who) delights, gives pleasure.

4. Lesson summary.

What feelings do you still have?

Do you think this is the end of the troubles of the Kalevala people?

Make up 3 questions for chapter 33.

Mark unfamiliar words.

Lesson 15

Subject. Karelo-Finnish epic "Kalevala".

Target:- continue work on “Kalevala”;

Work on speech development;

Enrich vocabulary;

Learn to see the folk wisdom contained in the epic.

During the classes.

1. Organizational moment.

2. Checking homework.

Clarify the meaning of unfamiliar words.

Ask questions about the contents of chapter 33, prepared at home.

Mark the best and most successful questions.

3. Studying new material.

Reading chapter 34 “Heroes of Kalevala free the heavenly bodies from captivity.”

Content questions:

From whom did Väinämöinen find out where the moon and the sun went? (from the fire in the hearth)

Was he able to free them?

How do you understand Väinämöinen’s words: “He is not a hero who returns halfway.”

Working with illustrations (p. 174).

4. Lesson summary.

What did this lesson make me think about?

Homework.

An expressive reading of Väinämöinen's song (p. 175). If desired, learn by heart.

Lesson 16

Subject. Karelo-Finnish epic "Kalevala".

Target: -

Develop coherent speech;

Check how students understand and master basic concepts;

During the classes.

1. Organizational moment.

2. Checking homework.

Reading by heart (optional).

Expressive reading.

3. Final conversation (application).

4. Offer to watch the presentation “Kalevala”.

5. Lesson summary.

Did you like the epic?

Homework.

Prepare the story “Why I liked the epic “Kalevala”.

Draw a picture for “Kalevala” for any episode.

Lesson 17

Subject. Karelo-Finnish epic "Kalevala".

Target:- summarize and systematize students’ knowledge;

Develop coherent speech;

Learn to imagine the hero being portrayed;

Develop logical thinking.

During the classes.

1. Organizational moment.

2. Checking homework.

Organize an exhibition of drawings. Match the pictures with the content.

Tell me why I liked the epic “Kalevala”.

3. New material.

Work on the images of the main characters. Today in class we will start talking aboutthe main characters of the epic - the heroes of the country of Kalevala.

Name the main characters of "Kalevala"

View a slide with their image (presentation).

Who do they remind us of in Russian epics? (Ilya Muromets, Alyosha Popovich, Dobrynya Nikitich).

Are all the heroes of the country of Kalevala drawn in the same way in the epic?

(No, the characters are not all drawn the same way. They are very different in appearance and character, they differ from each other in age).

“He sang to start the morning with fun. So that the long day is clear and the quiet evening is joyful. His songs were repeated by the trees and flowers in the meadows, they were sung by cheerful birds, and carried across the earth by the free wind” (p. 15).

Who are we talking about?

How did you guess?

Who is Väinämöinen?

What feats did he accomplish? In the name of what?

Väinemöinen favorite hero in the epic “Kalevala”, becausethat he did everything for the happiness of the people. He's readywas even willing to give his life for him. He wanted peace and happinessfood for all people on earth.

The exploits of the Kalevala residents are, first of all, exploitslabor creativity and creation on

good of the people: it seems there is nothing in the world that one cannot do heroes of the epic.

“What is your name, hero? What feat did you become famous for, hero? It’s obvious that your power is great, if even my shaggy dog ​​didn’t touch you” (p. 41).

He works, forgetting about everything in the world... He has a powerful build... He looks like a hero, he is so strong and hardworking...

Show an illustration by artist Kochergin depicting Ilmarinen at work (presentation).

Powerful and magnificent, he stands at his full heroic height, leaning his hammer on an anvil.

Switch attention to the illustration made by the artist G. A. Stronk for “Kalevala” (presentation).

How did the artist Stronk depict Ilmarinen?

What does this illustration tell us?

How is Ilmarinen depicted at work?

Pay attention to the expression of his face, eyes, the position of his hands, his heroic figure.

What impression does Ilmarinen make on you?

What feelings does the artist strive to evoke in the viewer?

What colors predominate and why?

What background is Ilmarinen shown against?

Ilmarinen by artist G. A. Stronk is amazingly beautiful! For Ilmarinen, work is a source of inspiration. He sees joy and high meaning in work. He works for the sake of peace, for the sake of life. Ilmarinen’s most remarkable labor feat is the creation of the miracle mill Sampo.

What dreams of the people were realized in the wonderful Sampo mill?

What qualities does the miracle mill have?

Sampo is like a wonderful alloy that combinesall the qualities of these things taken together.Sampo is a figment of the imagination of laborof the new people, dreaming of happiness and contentment, ofto make your hard work easier.

Continue the phrase: “Once upon a time in Kalevala there lived a brave fisherman, a daring hunter, a cheerful guy...” (Lemminkainen).

What is Lemminkainen’s personality like? (cheerful, charming, warlike, cheerful, quick-tempered, frivolous).

Remember Hiisi's moose ski chase (chapter 10) and Lemminkäinen's other adventures.

But, despite this, he is a worthy comrade of the wise Väinämöinen and the courageous Ilmarinen.

Homework.

Write a story about your favorite hero.

In your story, note your appearance, character traits, behavior, and what you liked.

• The epic “Kalevala” is a wonderful monument to the poetic creativity of the ancient peoples who inhabited Karelia.

• The film is a fairy tale

Many centuries ago, in the north of our Motherland, in Karelia - in the country of rustling pines and firs, in the land of forest lakes and rapids - the people composed these legends and fairy tales. On forest roads and paths the traveler heard them from the traveler; the fishermen remembered them around the night fire; the lumberjack sang them as he cut out the axe; the mother, sitting at the spinning wheel, told them to the children; old grandfather - little grandchildren.

• Many centuries ago, in the north of our Motherland, in Karelia - in the country of rustling pines and firs, in the land of forest lakes and rapids - the people composed these legends and fairy tales. On forest roads and paths the traveler heard them from the traveler; the fishermen remembered them around the night fire; the lumberjack sang them as he cut out the axe; the mother, sitting at the spinning wheel, told them to the children; old grandfather - little grandchildren.
• Every branch of heather in the forest, every blade of grass in the field kept the legends of distant antiquity. The trees whispered these old songs and tales to each other, and the wind picked them up all over the world. They flew on a hunter's arrow, scattered along the shore in the noise of the sea waves, and forest bird voices rang about them.
• And just as a thread is knitted with a thread, so the singers began to knit these songs one with the other, to collect them, as they collect a bundle of brushwood.
• Two people will meet at a holiday or a public gathering, sit opposite each other, hold hands and start a leisurely story, start a quiet song. One will start - another will pick up, one will remember - another will continue, and a ball of songs unwinds, magical legends come to life.

• Even in distant, distant times, white-bearded singers passed from mouth to mouth songs about the brave and glorious people of the country of Kalevala. His struggle for happiness and freedom was not easy, but with his strength, courage, wisdom and dexterity he defeated the evil, dark forces of the gloomy Sariola, the foggy Pohjola. Our film tells about the sunny Kalevala, about its fearless heroes.

• Here in front of you is one of the main characters of “Kalevala” - the old, wise Väinämöinen.

• And this is the glorious Ilmarinen, the blacksmith who could forge even the sky.

• Now meet the fearless hunter, the cheerful Lemminkainen.

• The blacksmith Ilmarinen bent over the forge; from morning to evening he forges the miracle Sampo mill. The mill has a magical property; it grinds flour, salt and money day and night.

• The people of Kalevala are cheerful. He rejoices at the new day and the clear sun. A wonderful mill brought happiness to people.

• But the evil old woman Louhi, the mistress of the stern and gloomy Pohjola, does not rejoice; the joy of the Kalevala residents does not give her peace; she decided to take possession of the wonderful mill.

• Louhi hid a wonderful mill behind twelve doors, under twelve locks. No one else will see her, no one will be able to use her magical power

• Then the brave men of Kalevala gathered: the wise, old Väinemäinen, the eternal blacksmith Ilmarinen and the brave Lemminkainen. They set off together to conquer the shining Sampo.

• The glorious men of Kalevala arrived in foggy, gloomy Pohjola, to the evil old woman Louhi, but the greedy Louhi did not want to give away the wonderful mill.

• Then the wise Väinämöinen takes the kantele in his hands, and to the sound of its wondrous sounds the men of Pohjola and the old woman Louhi herself fall into a sweet sleep.

• Meanwhile, the brave Kalevala residents entered the dark dungeon and stole a wonderful mill.

• The first to awaken from sleep was the evil Louhi. Having discovered that Sampo is missing, she enragedly sends thunderstorms, lightning, and stormy winds after the Kalevals.

• The brave men of Kalevala bravely face the bad weather, and again they continue their voyage.

• Then the evil Louhi herself sets off in pursuit. She overtook the brave travelers, grabbed the Sampo with a death grip, but could not hold on to the wonderful lid. A wonderful mill fell into the depths of the sea.

• But the wonderful mill did not disappear, nor did the motley lid completely sink. The surf carried its fragments to the shores of Kalevala. Väinemöinen saw them and buried them in the ground in a golden meadow. Since then, luck and wealth have not left the Kalevala land. The evil old woman failed to steal the moon and the sun. The old, wise Väinemöinen returned them to the people. Every morning in the land of the Kalevala people now began with fun, the afternoon was clear, and the quiet evening was joyful.

• These wonderful legends about happiness and freedom have lived for centuries. And this cherished dream has come true these days.

• The script used:
• - Illustrations for the epic “Kalevala” by artist N. Kochergin.
• - “Kalevala at school” under. Edited by Z. M. Uporov. Petrozavodsk.

Literature lesson notes, grade 7

Lesson topic: KARELO-FINNISH EPIC “KALEVALA”

From now on forever

Get up in the morning, sun,

Greet every day with happiness

So that our wealth grows,

For online mining to take place,

So that luck comes into your hands!

Do it safely

Your lesson path across the sky,

End the road in beauty,

Have a restful night!

"Kalevala"

Lesson objectives:

- introduce students to the Finno-Ugric epic “Kalevala”, interest

seventh graders reading this epic and the history of the ancestors of the Karelians, Finns and other Finno-Ugric

peoples living on the territory of modern Russia;

- to reveal to schoolchildren the artistic originality of the epic “Kalevala”;

- consolidate students' knowledge about the substantive and artistic differences between myths and

legends;

- to form the recreating imagination of students;

- work on students’ ability to retell what they read figuratively, briefly and beautifully

and heard, orally create a picture or portrait.

Lesson format: lesson with creative tasks, the teacher’s word and a conversation about what was read.

LESSON CONTENT

1. Working with the epigraph.

- Do you like the epigraph for the lesson? Why do you think?

- What does it remind you of?

(Of course, this is part of a song in praise of the Sun God.)

- What artistic devices can we identify in this passage?

Personification: “You get up in the morning, sun, / Greet every day

happiness...", "wealth grew", "production was in progress" etc.

Personification, prosopopoeia from Greek. prosopon - face and poieo - do) - special type

metaphors: the transfer of human traits (more broadly, the traits of a living being) onto inanimate objects and phenomena.

In this epigraph to the lesson we have a clear identification of natural phenomena, realities

everyday life with human activities based on the principle of similarity.Personification - this is a whole image,

consisting of individual verbal metaphors. This image in a work of art has an independent objective meaning. Referring to the sun as a living being suggests that the sun canget up, walk across the sky and come in in the evening beyond the horizon, after whichrest "with joy at night." Metaphorical phrases form a single, full-fledged and, as it were, tangible image.

So, you and I remembered a well-known theoretical and literary concept -

personification technique. Let's write it down in our literature notebooks and use it in further work with the text:

The depiction of natural phenomena and inanimate objects as living beings is called

personification .

Let's once again expressively read the epigraph to the lesson and analyze it.

- Why did ancient storytellers use this particular artistic technique?

(The Picture of the World came to life, and the audience saw everything that was sung about, brightly, figuratively and volumetrically.)

- Whether both the storytellers and the listeners believed or not in what was sung, in the fact that the Sun

really alive and walking in the sky?

Of course, before us is a fragment of a ritual song of some ancient people. This people

He clearly professed polytheism, so he personified everything around him. Consequently, the reception

personification was not a purely artistic device at that time: this is how people perceived life and the world around them.

- Is it possible to determine from this text whose epic this is, what people and approximately?

when was it created?

Before us is a translation, a translation into Russian, so it is made in the image and likeness of

pagan chants of ancient Russians and Slavs. But we can draw a general conclusion.

Conclusion

The worldview of the ancient peoples is largely similar, since these peoples lived in one

mythological space, personifying everything that exists, deifying natural phenomena, the animal and plant world. We remember that " paganism is a complex of primitive beliefs and rituals that preceded the emergence of world religions ", and these beliefs, often borrowed by closely related and neighboring peoples, were intertwined with each other. From surviving epic stories, myths and legends, we often draw information about those peoples whose myths have not reached us. Thus, from the ancient Finno-Ugric epic “Kalevala” we learn a lot of interesting things about the Scandinavian peoples, whose epic has been preserved, and about the Slavs who lived on the territory of modern Russia, whose myths have not reached us, and the legends were transformed into heroic epics - epics.

2. The teacher's word.

The ancestors of the Karelians and Finns lived in ancient times next to the ancestors of the Russians, tribes

Izh Roy and Vodya, and the descendants of the Varangian conquerors who settled in the northern lands. These lands were then called Ingria or, later, Ingria. Ingria is the Izhora land of Russian chronicles (we show the approximate borders of this land on a modern geographical map), which became part of the Novgorod state. Therefore, we can rightfully say that much in the worldview of the Finno-Ugric and Russian peoples was similar. The myths and legends of the Slavic and Finno-Ugric peoples complemented each other; moreover, they were understandable and close to their neighbors and did not cause them a feeling of rejection.

For many centuries, the people of Finland and Karelia composed epic and

lyrical songs now known throughout the world - Karelian-Finnish epic " Kalevala" From century to century the people sang runes - individual songs with a complete plot, of which the whole consists epic - about the Creation of the world, about the primordial ocean from which we all came, about the Cosmos, of which we are a part. This was the worldview of the ancient Finno-Ugric peoples. It remained so for a long time in Finland, Karelia, and Russia. Even at the turn of the 19th-20th centuries, at holidays and public gatherings, two singers sat opposite each other and, holding hands, started a song about the origin of the Earth, the country of Kalevala, its sons and daughters. Children listened to these runes, memorized them, and then passed them on to their children as a folk memory, as a true story, as a beautiful fairy tale about what was or could be.

3. Reading Finno runes- Ugric epic "Kalevala".

"About how Väinämöinen was born"

“Bread grows in the fields of Kalevala”

“And Lmaranen forges the wonderful mill of Sampo.”

4. Conversation on reading, teacher’s word and verbal drawing.

- Have you heard of Kalevala before? Have you read it?

- Do you think the view of the world of two neighboring peoples - Finno-

Ugric and Slavic? Explain why.

- Why, despite the territorial proximity, the myths of the ancient Slavs and ancestors

Karelian-Finns were different from each other, there were original ?

- Tell us how myth differs from reality. Why is it still in Karelia and

Do Finland, in the north of the Russian Federation, in the Komi Republic and on the Volga (Mordovians, Chuvash and other peoples) like to listen to ancient runes that do not reflect reality? The ancient ancestors of the Finno-Ugric people came to the Karelian Isthmus in the 1st millennium AD. Then they advanced to the north and northwest of Europe, and some of the tribes reached Scandinavia. Some Finno-Ugric tribes settled in the north of present-day Russia (Karelians, Komi, Mordvinians), while others settled on the Volga (Mordvinian, Chuvash). The harsh climate of this ancient land left its mark on the life and morals of the people, who are still famous for their reserved character and taciturnity. The epic “Kalevala” tells us about the harsh beauty of this region.

Conclusion (written on the board and in literature notebooks):

Living quite far from each other, the Finno-Ugric peoples feel their genetic and historical community primarily thanks to the common, unified memory of the people - their epic.

- The first narration is “About how Väinämöinen was born " - is a myth or

a legend? What features of the myth can you identify in this story?

- Are there any similarities between Ilmatar, the foremother of the Karelian-Finnish people, and

Slavic Makosh? Give reasons for your answer.

- Remember what types of myths there are. Which of them can just be attributed to?

read runes from Kalevala? If there are several types, then justify your answer

quotes from the text of the epic itself.

- What features of oral folk poetry clearly appear in

this story? Support your answer with quotes from the text.

- What is characteristic of the narrator's speech? What type of speech can it be classified as and why?

- Find in the text the figurative and expressive means of language inherent in oral

poetic creativity. Describe them.

- Try to retell the myth of how Väinämöinen was born, preserving not only his

content, but also style of speech.

- Let us try to put together a clear portrait of Väinemöinen in words. Which

What features of his appearance, in your opinion, are the main ones, and which ones are secondary? Which

Do his character traits need to be reflected in a verbal portrait?

- Is it possible to say that Väinemöinen is a collective image of an entire people?

Prove it. Formulate the concept in your own words collective image .

- The legendary blacksmith Ilmarinen is also a collective image. What do you think

does he personify the features of the Finno-Ugric tribe and why?

- What forces does the image of the blacksmith Ilmarinen represent? Prove it.

Blacksmith Ilmarinen is a collective image of a laborious and spiritually rich Finno-Ugric

a people who have long stood on the side of the forces of light - the “bright world”. That is why the blacksmith forges the magic mill Sampo, which should make all the people happy. Witch

Louhi, being a representative of the “dark world,” appropriates the mill in order to dispossess

Finnish people. The struggle between dark and light forces is characteristic of the entire Kalevala epic, which constantly demonstrates the victories of the forces of good.

- If you read the epic “Kalevala” yourself, then prepare an oral story about

read: what you liked and remembered; what seemed strange or unacceptable; what particularly impressed you and why; which characters seemed familiar, recognizable, to whom

I'd like to walk around.

5. Homework:

1. Prepare a story about the settlement of Finno-Ugric and Slavic peoples in ancient times,

about their life and morals.