During the lesson we will consider “Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elizabeth Petrovna in 1747.” Let's understand what an ode is, let's understand its tasks. Let's consider that M.V. Lomonosov in his ode wants to convey to Elizabeth I.
During the lesson we will look at the topic: “M.V. Lomonosov “Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna in 1747.” First, let's find out what an ode is.
The ode genre is characteristic of such a literary movement as classicism, which is based on the ideology of the Enlightenment. The French enlighteners Francois-Marie-Arouet (Voltaire) and Denis Diderot believed that an “enlightened monarchy” would lead to the greatest benefit for the people of the state (Fig. 1).
Rice. 1. Enlighteners
This means that the state must be ruled by an educated and developed monarch. But monarchs did not necessarily turn out to be enlightened, and in order to show them something, advise them without risking their lives, poets in odes praised the character traits of the rulers and the ideas that they wanted to embody.
Let's consider that M.V. Lomonosov in his ode wants to convey to Elizabeth I (Fig. 2).
Rice. 2. Empress Elizabeth
Rice. 3. Stanza 3
Silence here means the end of the war with Sweden of 1741-1743. But the idea of peace in the ode is broader: (Fig. 4).
Rice. 4. Excerpt from the work
What is important for a ruler is not the expansion of the borders of the state, but the happiness of his subjects. And the corresponding character traits are attributed to the empress: meekness, humility.
“The soul of her zephyr is quieter,
And the vision is more beautiful than heaven.”
The sixth stanza contains the main idea of the ode. M.V. Lomonosov - scientist, founder of the Russian Academy of Sciences - glorifies science (Fig. 5).
Rice. 5. Stanza 6
In the seventh stanza, a character appears who is not immediately called by name, but is referred to as a man with a capital P; he was sent to Russia by the Creator himself, that is, the creator. The founder, according to M.V. Lomonosov, more venerable than Mars and Neptune. This man is Peter I, he is building new Russia, a new city, and it was he who would sign the decree establishing the Academy of Sciences. The academy was already organized by Catherine I.
In the ninth stanza, sciences turn into living beings. The sciences have hands that extend them to Peter as a sign of respect.
Having mourned the death of Peter the Great and briefly mentioned Catherine, the author returns to Elizaveta Petrovna in the ode (Fig. 6).
Rice. 6. Excerpt from the work
Lomonosov returns to the value of peace and the inadmissibility of war.
In the thirteenth stanza, military glory is eclipsed not by crying for one’s dead, but by the groaning of the vanquished (Fig. 7).
Rice. 7. Stanza 13
The author tries to assure Elizabeth I and the reader that Russia needs science, because the country’s wealth is enormous and can be mastered with the help of science (Fig. 8). To describe the expanses of the state, the author uses seven stanzas and describes from the position of the creator.
Rice. 8. Excerpt from the work
The last two stanzas of the ode (the most quoted) are dedicated to a person who, with the help of science, will master created wealth. Isaac Newton and Plato are mentioned in these lines, because the idea of creating a scientific school of Russian scientists is important to Lomonosov. In those days, the children of nobles were taught science by foreigners who did not know them at all and were not scientists (Fig. 9).
Rice. 9. Excerpt from the work
science (Fig. 10).
Rice. 10. Excerpt from the work
At the end of the text, according to the canons of the ode, we return to the image of Elizabeth, glorifying her.
The main ideas set out in the ode are the glorification of peace and the denial of war, the affirmation of the need for happiness for every person, the glorification of Peter I, Catherine and Elizabeth, and the most important idea is the glorification of science and its greatest possibilities (Fig. 11).
Rice. 11. Composition of an ode
Bibliography
- Kurdyumova T.F. and others. Literature. 9th grade. Textbook-reader in 2 parts. - M.: Bustard, 2013.
- Zinin S.A., Sakharov V.I., Chalmaev V.A. Literature. 9th grade. Textbook in 2 parts. - 7th ed. - M.: 2012. Part 1 - 344 p., Part 2 - 408 p.
- Literature. 9th grade. Textbook in 2 parts / Ed. Belenky G.I. - M.: Part 1 - 13th ed., 2009, 368 pp.; Part 2 - 11th ed., 2010, 423 p.
- Buneev R.N., Buneeva E.V. and others. Literature. 9th grade. The history of your literature. In 2 parts. - 2nd ed., revised. - M.: 2010., Part 1 - 304 p., Part 2 - 272 p.
- Korovina V.Ya., Zhuravlev V.P., Korovin V.P. and others. Literature. 9th grade. Textbook in 2 parts. - M.: Education, 2013. -Part 1 - 399 p., Part 2 - 383 p.
- Merkin G.S., Merkin B.G. Literature. 9th grade. Textbook in 2 parts. - M.: 2011. Part 1 - 344 p., Part 2 - 264 p.
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- Internet portal “Rvb.ru” ()
- Internet portal “Litra.ru” ()
- Internet portal “Festival of pedagogical ideas “Open Lesson”” ()
Homework
Answer the questions:
- What is ode?
- For what purpose does M.V. Did Lomonosov write his work?
- What are the main ideas of “Ode on the Day of the Accession to the All-Russian Throne of Her Majesty the Empress Elisaveta Petrovna in 1747”?
Analysis of Lomonosov's ode "On the day of the accession to the All-Russian throne of Her Majesty the Empress Elizaveta Petrovna, 1747"
Let's start analyzing the text from the first stanza:
Kings and kingdoms of the earth are a delight,
Beloved silence,
The bliss of the villages, the city fence,
How useful and beautiful you are!
The flowers around you are full of flowers
And the fields in the fields turn yellow;
The ships are full of treasures
They dare to follow you into the sea;
You sprinkle with a generous hand
Your wealth on earth.
As if from a bird's eye view, the poet surveys villages, cities, eared grain fields, ships plowing the seas. They are all covered and protected by “blessed silence” - in
Peace and tranquility in Russia . The ode is dedicated to the glorification of Empress Elizabeth Petrovna, but even before her appearance in the ode, the poet manages to express his main and cherished idea: peace, not war, contributes to the prosperity of the country. The Empress, who enters the ode in the next stanza, turns out to be, according to artistic logic, derived from this all-encompassing peaceful silence (“The soul of her zephyr is quieter”). A very interesting move! On the one hand, the poet maintains the parameters of the laudatory genre (“nothing in the world can be more beautiful than Elizabeth”). But on the other hand, from the first lines of the work he firmly outlined his author’s position. And then the poet’s lyrical voice, and not a projection onto the image of the empress, will more and more clearly lead the development of the narrative. The dominant role of the lyrical hero in the ode is Lomonosov’s undoubted artistic achievement in this traditional classic genre.Lomonosov strives to adhere to the compositional norms of the genre, that is, the principle of constructing an odic poem. The introductory part states the subject of the chanting and the main idea of the work (though, as we have seen, the poet swapped them). This is a thesis. The main part substantiates and proves the stated thesis about the greatness and power of the glorified subject. And finally, the conclusion (or ending) gives a look into the future, into the further prosperity and power of the glorified phenomena. The norms of classicism are rationalistic, therefore one compositional part of the work strictly and consistently follows the prescribed other.
The introductory part, or, as it is also called, the exposition, occupies twelve stanzas in this Lomonosov ode. The poet glorifies Elizabeth against the background of her predecessors on the throne, strictly following one after another. In the royal portrait gallery, the father of the current ruler, Peter I, is especially highlighted. This is the idol of the poet. It is clear to the reader from the detailed and highly pathetic characterization of Peter that it was from him that his daughter took over the baton of great deeds.
From the fourteenth stanza the ode enters its main part. The idea expands, and its artistic implementation suddenly begins to exhibit new, unconventional features. The lyrical pathos moves from the dynasty of rulers to the majestic image of the Fatherland, to its inexhaustible natural resources, enormous spiritual and creative possibilities:
Glory to You alone,
Monarch, belongs,
Vast is Your power,
Oh, how he thanks you!
Look at the mountains above,
Look into your wide fields,
Where is the Volga, Dnieper, where the Ob flows;
The wealth in them is hidden
Science will be frank,
Which blooms with Your generosity.
This is where there is scope for the inspiration of the lyrical hero! The virtues of “beautiful Elizabeth” are gradually fading into the background. The poet's thoughts are now occupied with something else. The very thematic direction of the ode changes. And the author himself is now not just a copyist. He is a patriotic scientist who draws readers' attention to pressing issues for Russia. The development of science will help to master the riches of the North, the Siberian taiga and the Far East. Russian sailors, with the help of cartographers, discover new lands, paving the way to “unknown peoples”:
There the wet fleet path turns white,
And the sea tries to give in:
Russian Columbus through the waters
Hastens to unknown nations
Proclaim your bounties.
Pluto himself, the mythical owner of underground wealth, is forced to give in to the mineral developers of the Northern and Ural (Rifean) mountains. Let us remember, by the way, that Lomonosov perfectly studied the mining business:
And behold, Minerva strikes
To the top of Rifeyski with a copy.
Silver and gold are running out
In all your inheritance.
Pluto is restless in the crevices,
What Rossum is putting into his hands
His metal is precious from the mountains,
Which nature hid there;
From the brilliance of the daylight
He turns away his gaze gloomily.
And yet, the main thing that will bring Russia into the ranks of world powers is, according to the poet, new generations of people: educated, enlightened Russian youths devoted to science:
O you who await
Fatherland from its depths,
And he wants to see them,
Which ones are calling from foreign countries,
Oh, your days are blessed!
Be of good cheer, now you are encouraged,
It’s your kindness to show
What can Platonov's own
And the quick-witted Newtons
Russian land gives birth.
Sciences nourish youths,
Joy is served to the old,
In a happy life they decorate,
Take care in case of an accident;
There's joy in troubles at home
And in distant wanderings there is no hindrance,
Sciences are used everywhere:
Among the nations and in the desert,
In the city garden and alone,
In sweet peace and in work.
The topic of the decisive role of science and education in the development of the country was stated, as we remember, by Cantemir. Trediakovsky served science with his creativity and his whole life. And now Lomonosov perpetuates this theme, puts it on a poetic pedestal. Exactly so, because the two stanzas just quoted are the culmination of the ode, its highest lyrical peak, the pinnacle of emotional animation.
But the poet seems to come to his senses, remembering that the ode is dedicated to an official event: the annually celebrated date of the empress’s accession to the throne. The final stanza again directly addresses Elizabeth. This stanza is obligatory, ceremonial and therefore, I think, not the most expressive. The poet effortlessly rhymes the boring word “without stumbling” with the epithet “blessed”:
To you, O source of mercy,
O Angel of our peaceful years!
The Almighty is your helper,
Who dares with his pride,
Seeing our peace,
To rebel against you with war;
The Creator will save you
In all ways I am without stumbling
And your life is blessed
He will compare it with the number of Your bounties.
Clearly not the best stanza! Let's try to pose the question as follows: if the genre of the classicist ode is an expression of certain political and state views, then in Lomonosov's ode whose views are these to a greater extent, the empress or the poet himself? In answering this question, the third stanza is especially important. In it, Elizabeth is presented as a peacemaker who stopped all wars for the sake of peace and happiness of the Russians:
When she took the throne,
How the Most High gave her a crown,
Brought you back to Russia
Put an end to the war;
Having received you, she kissed you:
– “I’m full of those victories,” she said, “
For whom blood flows.
I Rossov enjoy happiness,
I don't change their calmness
To the whole West and East.
But in reality, Elizabeth was not a peacemaker at all! The warlike ruler conceived new and new campaigns on the borders of the Russian state. Military battles placed a heavy burden on the families of Russian working people. How little did the real Elizaveta Petrovna correspond to the ideal of the ruler of the country that is recreated in the work! And what a person one had to be not just brave, but daring, to praise the empress for a foreign policy opposite to the one she established in relation to military actions! With his ode, Lomonosov told Elizaveta Petrovna that Russia needs peace and does not need war. The pathos and style of the work are peacemaking, and not invitingly aggressive. The stanzas become beautiful and magnificent in terms of the abundance of expressive means when the poet addresses the theme of peace together with the sciences and demands that the “fiery”, that is, military, sounds fall silent:
Be silent, fiery sounds,
And stop shaking the light:
Here in the world to expand science
Elizabeth did so.
You impudent whirlwinds, don’t dare
Roar, but meekly divulge
Our names are beautiful.
Listen in silence, universe:
Lyra wants to be delighted
The names are great to say.
Lomonosov's metaphors are especially colorful. Metaphor (in Greek metaphora´ means transfer) is an artistic technique that combines different phenomena or objects into one image, transferring the properties of these different objects to each other. Because phenomena or objects are compared within the image, it receives additional emotional and semantic meanings, its boundaries are expanded, the image becomes three-dimensional, bright and original. Lomonosov loved metaphors precisely for their ability to connect disparate details into a coherent grandiose picture, to lead to the main idea of the work. “Metaphor,” he noted in his “Rhetoric” (1748), “ideas appear much more lively and more magnificent than simply.” Lomonosov's artistic thinking was essentially, as they would say now, synthesizing.
Here is one example of Lomonosov's metaphor. The fifth stanza from the ode “On the Day of Ascension...”:
So that the word can be equal to them,
Our strength is small;
But we can't help ourselves
From the singing of Your praises;
Your generosity is encouraging
Our spirit is driven to run,
Like a swimmer's show-off, the wind is capable
The waves break through the ravines,
He leaves the shore with joy;
The food flies between the depths of the water.
Most of the space in this stanza is occupied by a complex and florid metaphor. More often, metaphors are several words or one sentence long. Here you are amazed at the scale of the metaphorical image. To isolate it, you will have to think carefully about the text. Before us is an exquisite compliment to the Empress. The poet complains that he does not have sublime words equal to the virtues of Elizabeth, and nevertheless, he decides to sing these virtues. At the same time, he feels like an inexperienced swimmer who has dared to swim alone “through the raging waves” of the “pont” (that is, the Black Sea). The swimmer is guided and supported along the way by a “capable”, that is, tailwind. In a similar way, the poetic spirit of the author is ignited and guided by the remarkable deeds of Elizabeth, her “generosity.”
The splendor and splendor of the poetic style help Lomonosov to recreate the powerful energy and colorful clarity of the paintings described. For example, in an ode from 1742 there is a surprisingly vivid picture of a military battle, in the center of which is the personified image of Death. The contemplation of this image gives me goosebumps:
There are horses with stormy legs
Thick ashes flutter to the sky,
There is Death between the Gothic regiments
Runs, furious, from formation to formation,
And my greedy jaw opens,
And he stretches out his cold hands,
Their proud spirit is snatched away.
And what wonderful horses with “stormy legs”! You can’t express yourself this way in ordinary speech, but you can in poetic speech. Moreover, the “stormy legs” of horses, flying thick dust to the sky, is almost a cosmic image. Carried out along a very thin poetic blade. A little to the side, and everything will break into absurdity.
Half a century later, the innovative poet, founder of Russian romanticism V.A. Zhukovsky, describing a special state of mind inspired by the twilight descending in rural silence, will write: “The soul is full of cool silence.” He will amaze his contemporaries with an unprecedentedly bold combination of words. "Can silence be cool!" - strict critics will reproach the poet. But Lomonosov was the first in Russian poetry to resort to bold combinations of words and concepts in his metaphorical style!
M. V. Lomonosov is a great scientist and poet. He became a luminary of science in the 18th century. and to this day his works have not been forgotten. For Lomonosov, poetry is not fun, not an immersion in the narrow, in his opinion, world of a private person, but a patriotic, civic activity. It was the ode that became the main lyrical genre in Lomonosov’s work.
One of the most famous works Lomonosov's ode "On the Day of the Accession of Elizabeth Petrovna" Lomonosov begins it with glorification of the world:
Kings and kingdoms of the earth are a delight,
Beloved silence,
The bliss of the villages, the city fence,
How useful and beautiful you are!
When she took the throne,
How the Supreme One gave her a crown,
Brought you back to Russia
Put an end to the war.
Sent a man to Russia
What has not been heard since ages.
Through all the obstacles he ascended
Head, crowned with victories,
Russia, I will trample on barbarism,
He raised him to the skies.
Describing Peter I, Lomonosov resorts to ancient mythology. He uses the images of Mars and Neptune to symbolize war and the sea, which adds even more solemnity to the ode.
The ode “On the day of the accession of Elizabeth Petrovna” is not only praise for the empress, but also an instruction to her. The Russia that Lomonosov wants to see is a great country, it is powerful, wise and at peace, but the main thing is that such a future is possible if Russia is a sacred power, the existence of which is impossible without an enlightened monarch. In a digression to the era of Peter I, Lomonosov seems to be telling Elizabeth that she should take an example from her father and continue his great works, in particular, contribute to the development of science, as her father did:
...Divine sciences
Through mountains, rivers and seas,
Look at the mountains above,
Look into your wide fields,
Where is the Volga, Dnieper, where the Ob flows;
Wealth is hidden in them,
Science will be frank,
What blooms with your generosity.
Such a huge country, the vastness of which stretches from the western plains, through the Urals and Siberia to the Far East, needs educated people. After all, only knowledgeable people will be able to reveal all the natural resources of Russia:
O you who await
Fatherland from its depths,
And he wants to see them,
What calls from foreign countries!
Be of good cheer, now you are encouraged,
Show with your speech,
What can Platonov's own
And the quick-witted Newtons
Russian land gives birth.
In these lines, the poet also draws the attention of readers to the fact that the Russian land is capable of producing minds equal to those “which it calls from foreign countries!” He makes it clear that Russia is rich not only in natural resources, but also in capable people. People who can not only absorb science, but also sow their fruits. The natural continuation of the ode is the following lines:
Sciences nourish youths,
Joy is served to the old,
In a happy life they decorate,
Take care in case of an accident;
There's joy in troubles at home
And long journeys are not a hindrance.
Sciences are used everywhere -
Among the nations and in the desert,
In the city noise and alone,
Sweet in peace and in work.
Reading these lines, one cannot but agree with the author. A person who does not have knowledge is not only uninteresting and boring in himself, he also leads the same life. Without knowledge, a person is not able to develop spiritually, therefore, while praising science, the author also glorifies the human soul. The glorification of man, his soul and genius is the main idea of the ode; it is the connecting thread. Science and knowledge connect not only generations, but also peoples. Knowledge is the fundamental principle of everything.
Lomonosov's ode is more than just a literary work - it is a message. A message not only to the empress and contemporaries, but also to descendants. An excellent example of the fact that his descendants followed his behests - State University named after Mikhail Vasilyevich Lomonosov.
Why do you think ode became one of the main genres of M. V. Lomonosov’s literary work?
Lomonosov gave preference to heroic themes in his works of art, asserted the glory and power of the Russian state, glorified the victories of Russian weapons, and saw the future of his country in enlightenment, the dissemination of sciences, and domestic education. The task of glorifying the state and its most worthy statesmen and military figures was best met by the ode. In the poem “Conversation with Anacreon,” Lomonosov explained this literary passion of his in the following words:
Although I am not deprived of heartfelt tenderness in love, I am more delighted with the eternal glory of heroes.
Although in his youth Lomonosov loved to write love songs, two of which have survived to this day, his main task was to use the examples of domestic heroes to instill in his fellow citizens a sense of duty and a desire for socially useful activities. The ode genre then made it possible to combine lyricism and journalism in a large work, to speak out on issues of national importance, and to do this, according to the popular researcher of Russian literature of the 18th century A.V. Zapadov, powerfully, figuratively, beautifully.
What, in your opinion, is the main, leading theme of “Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna, 1747”? How are other seemingly freely developing topics related to it?
The theme leading is “Odes on the day of accession to the All-Russian throne...” - the theme of Russia, its present and future, the praise of its greatness, wealth, i.e. the theme is patriotic. It is revealed through a number of subordinate themes that specify the author’s attitude towards his homeland and its people. Among them are the images of Peter I and Empress Elisaveta Petrovna, personifying Russia and carrying out progressive reforms, the theme of war and peace (beloved silence), the theme of science and art, the beauty and enormous natural wealth of Russia, as well as the theme of the young generation, symbolizing its future prosperity.
Try to characterize the image of the empress created by Lomonosov in the ode. Compare it with the image of Elizabeth in the portraits of Russian artists of the 18th century known to you.
The glorification of the monarch is one of the distinctive features of the classicist ode, since his image symbolizes the strength and unity of the state; for Russian classicists, it is an enlightened monarch who patronizes the law and sciences, who sees the welfare of his subjects as the goal of his activities. This is how Elisaveta Petrovna is depicted in the ode. Her image has a ceremonial, solemn character. As a classicist, Lomonosov, in the image of a monarch, captured his vision of power and who stands at its pinnacle. The Empress in Lomonosov's ode is beautiful and majestic (a vision more beautiful than paradise), she stops wars in the name of the peace of the Russians. The verbal description of the empresses in Lomonosov's odes (Catherine I, Elizaveta Petrovna and Catherine II) was quite consistent with their artistic depiction in the portraits of the classicists. When creating the image of the Russian monarch, artists adhered to the formula “Elizabeth is Peter today,” meaning the resumption and continuation of Peter’s reforms after a decade of Bironovism during the reign of Anna Ioannovna. The leading part of Russian society hoped for the further development of Peter's work in peacetime conditions.
Cries are heard in the valleys:
“The great daughter of Peter exceeds the generosity of her father, deepens the contentment of the muses, and fortunately opens the door.”
There is a well-known portrait of Elizaveta Petrovna I. Vishnyakov (1743), which is exhibited in the Tretyakov Gallery. The Empress rises majestically above the world, like an immutable pyramid. She is royally motionless, which is emphasized by the coronation robe, the mantle. The image of the autocrat is complemented by such attributes of power as a crown, scepter and orb. On the motionless face there is an expression of greatness and a benevolent smile addressed to his subjects. It seems that Lomonosov’s words are addressed to this appearance of Elizabeth:
This glory belongs to you alone, Monarch, Your vast power, Oh, how it thanks you!
And an appeal characteristic of the solemn odic style:
Look at the high mountains, Look at your wide fields... What attitude did Lomonosov express towards Peter I? What artistic techniques characteristic of classicism are used in the depiction of Peter? How do they affect the reader's perception?
As already mentioned, Peter I for Russian classicists is an ideal enlightened sovereign who cares about strengthening the Russian state, its military power, and the development of sciences and arts. This is how he is depicted in the ode “On the day of the accession to the All-Russian throne of Her Majesty the Empress Elisaveta Petrovna, 1747.” In his depiction one can see a clear orientation towards antiquity, inherent in the creation of the image of the hero. To show the strength and greatness of Peter I and his deeds, the author uses a comparison with the god of war, Mars, who “feared his sword in Peter’s hands in vain”; Neptune is surprised when he looks at the fleet created by Peter (the “Russian flag”). In general, the ode often mentions ancient realities - the names of gods, muses, Parnassus, with which he compares the collection of muses on Russian soil, the philosopher Plato. At the same time, Lomonosov sees in the appearance of Peter the Great the divine will, the will of the “creator of the world,” which glorifies the creator who sent the man to Russia:
What was unheard of from time to time. Through all the obstacles, he raised the Head, crowned with victories, Russia, trampled by rudeness, raised him to the skies.
Of course, Lomonosov’s odes express a sincere admiration for Peter, albeit an idealized one. The poet seems to forget at what cost his transformations were achieved.
How is Russia depicted in the ode? What attracts the poet's attention? What epithets and comparisons does he use to recreate the image of the Motherland?
Comparing Russia with other countries and their assets, Lomonosov gives Russia an advantage. These are the high mountains, the wide fields, the great rivers Volga, Dnieper, Ob, Lena, equal in width to the seas, a huge expanse of land, the wealth that India boasts of. The riches of Russia include deep forests and diverse wildlife. As if presenting the empress with her vast possessions, Lomonosov glorifies Russia. And here it is sometimes difficult to distinguish the object of praise in the ode - Elisaveta Petrovna or the vast country under her jurisdiction. These two images sometimes merge into one in the perception of readers, which indicates the priority for the poet of the image of the great native power and its good.
We will glorify your gift to the skies, And we will place a sign of your generosity, Where the sun rises and where the Amur spins on the green banks, Wanting to return again to your power from Manchuria.
Rushanova Kulzhiyan Ramazanovna
teacher of Russian language and literature
State secondary school No. 15, Pavlodar
Lesson 2
Subject: M.V. Lomonosov. “Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna in 1747.”Main themes and problems of the work .
Goals:
consolidate and deepen knowledge about the biography of M.V. Lomonosov, his roles in literature;help to understand the main themes and problems of the ode
;improve expressive and attentive reading skills;
contribute to the development of cooperation skills in students.
Lesson type
: generalization of knowledge.Equipment
: handouts, presentation, projector, textbookLesson steps
Organizational and motivational stage.
Updating basic knowledge. (5 minutes.)
Teacher:
Guys, you have received individual homework.The “Researchers” group prepared a presentation on the topic “M.V. Lomonosov-scientist”, and the group “Literary Scholars” - “M.V. Lomonosov-poet, linguist"
Presentation of creative works
. Slide show3. Goal setting. (1 min.)
Guys, in the last lesson we read an ode and made a plan. At home they had to carefully read Lomonosov’s ode again. What do you think our lesson today will be about? (Analysis of odes)
Have we talked about the main themes and problems of the ode? (No)
Formulate the topic of today’s lesson (Main themes and problems of M.V. Lomonosov’s ode “Ode on the day of accession to the All-Russian throne... of Elizabeth Petrovna on the All-Russian throne in 1747”)
The topic is written down by students in their notebooks.
Fill out the ZHU table, only columns 1 and 2. (3 min.) Slide 5What do I know
What do I want to know
What I learned
4.Work on the topic of the lesson. (3 minutes)
-
I suggest you carefully read the outline of the ode and determine the themes of the work. Find keywords that will help you identify topics.Slide 9.
Ode plan
Celebrating peace as the basis of universal well-being.
The greatness of Russia, its prosperity:
A) praise of Elizabeth;
B) the merits of Peter 1, who strengthened the power of Russia;
C) natural resources and beauty of Russia;
D) a call for educated young men to master the sciences;
D) science and its role in Russian society.
3. Gratitude to the Empress for her actions for the benefit of the state.
So, let's name the topics (World, Russia, Elizabeth, Peter 1, science)
What is the main, leading theme of the ode, around which the main lyrical narrative is built? How are other, seemingly independently developing topics that we highlighted in the plan related to it? (The main theme of the ode is Russia, its prosperity. The stanzas glorifying the onset of peace, “beloved silence”) serve as a kind of introduction to the theme.)
Lomonosov is a patriotic scientist who draws readers' attention to pressing problems for Russia. What are these problems? (Problems of an enlightened monarch and problems of serving the fatherland).
Glorification of heroes, the strength and glory of Russia, its greatness and beauty, glorification of the world, admiration for science, the omnipotent mind of man - these are the main themes of Lomonosov’s poetry.
6. Physical exercise. Write down the house in your diary. back (1 min.)
7.Work in groups
( 7 minutes)Groups receive tasks.
Annex 1
Group "Researchers"
Exercise. Find lines in the text that confirm the theme of peace and the theme of Peter 1.
Group "Literary Scholars"
Exercise. Find lines in the text that confirm the theme of science and the theme of Elisaveta Petrovna.
8. Group performance (5 minutes)
Sample answers.
Peace theme.
Kings and kingdoms of the earth are a delightBeloved silence
,The bliss of the villages, the city fence,
How useful and beautiful you are!
The flowers around you are full of flowers
And the fields in the fields turn yellow;
Treasures full of ships
They dare to follow you into the sea;
You sprinkle with a generous hand
Your wealth on earth.
With his ode, Lomonosov told Elizaveta Petrovna that Russia needs peace and does not need war. Peace is the main condition for the success of education.
Theme of Peter 1.
The poet praises Elizabeth for stopping wars at the beginning of her reign, then the author moves on to memories of Elizabeth’s father. Peter 1, whom he considered an ideal monarch and national hero.Sent a man to Russia
What has been unheard of since ages.
Through all the obstacles he ascended
Head, crowned with victories,
I will trample Russia with rudeness,
Raised with me to the skies
In the bloody fields Mars was afraid,
The Petrovs have their sword in vain in their hands,
And Neptune seemed like a little bustard,
Looking at the Russian flag...
This is the image of a citizen-tsar, a worker who devoted himself to serving the state, tirelessly caring for the common good.
The poet recalls with a feeling of special admiration that under Peter
…blessed are the sciences
Across mountains and seas
They extended their hands to Russia...
Lomonosov expresses hope that Elizabeth will follow her father’s example and patronize the sciences.
Elizabeth's Theme
. In these lines, Elizabeth is presented as a peacemaker who stopped all wars for the sake of peace and happiness of the Russians.When she took the throne,
How the Most High gave her a crown,
Brought you back to Russia
Put an end to the war;
Having received you, she kissed you; ()
I’m full of those victories, she said, -
For whom blood flows.
I Rossov enjoy happiness,
I don't change their calmness
To the whole West and East.
Science theme.
The development of science will help to master the riches of the North, the Siberian taiga and the Far East.Oh you who are waiting
Fatherland from its depths,
And he wants to see them,
Which ones are calling from foreign countries,
Oh your days are blessed
Be of good cheer, now you are encouraged,
Show with your speech,
What can Platonov's own
And the quick minds of the Newtons
Russian land gives birth.
The youth's sciences nourish
Joy is served to the old,
Take care in case of an accident;
There's joy in troubles at home
And on long journeys there is no hindrance,
Science is used everywhere.
9. Consolidation (5 min)
Write down a synquain on this topic. Slide 10
Group "Researchers" - Peter 1
Group “Literary Critics – Elizabeth”
Sinkwine.
1 noun
2 adjectives
3 verbs
1 offer
Word
10. Lesson summary. Thematic test (5 min.) Slides 11-13
Appendix 2.
M.V. Lomonosov was born in
a) 1730 b)1711 c)1765
2. Which university was founded on the initiative of M.V. Lomonosov?
a) Sverdlovsk b) Petersburg
B) Moscow3. Work by M.V. Lomonosov "
On the day of accession to the All-Russian throne of Her Majesty Empress Elisaveta Petrovna in 1747” refers to the genre:a) elegies
b) odes c) messages4. What ancient art was revived by M.V. Lomonosov?
a) sculpture b) architecture
c) mosaic5. In which European country did M.V. study? Lomonosov?
a) Germany b) France c) England
6. Whom does M.V. praise? Lomonosov in his ode?
a) queen b) princessc) empress
7. Main themes of the ode M.V. Lomonosov:
A) Peter 1, Elizabeth, science, peace;
b) labor, defense, Fatherland, Peter;
c) Elizabeth, peace, love, happiness
8.Main problemsodes M.V. Lomonosov:
a) enlightened monarchy and peace;
b) service to the fatherland and an enlightened monarchy;
c) development of science and defense of the Fatherland.
Mutual verification. (5 min.) Slide 14
Keys.
1.b 5.a
2.v 6.v
3.b 7.a
4.c 8.b
Evaluation criteria: (Slide 15)
0 errors - "5"
1-2 errors - “4”
3-4 errors "3"
5-8 errors "2"
11. Reflection. Fill out column 3 of the ZHU and read (5 min.)
11. Homework. Learn an excerpt from Lomonosov's ode.