The novel gives a broad picture of the socio-political life of Russia late XIX century. The Russian intelligentsia is one of the main historical problems of our country. Problems in the sense that this social stratum could never find itself, decide on its own ideals. Intellectuals, liberals, terrorists - after reading the novel you will have no questions left why in Russian Empire these concepts were synonymous for many.

2. “Uncle Vanya”, Anton Chekhov

After watching the theatrical production of Uncle Vanya, Gorky wrote to Chekhov: “Uncle Vanya and The Seagull are a new kind of dramatic art […]. Other dramas do not distract a person from reality to philosophical generalizations - yours do this.” What can we say, Chekhov’s plays are truly the most powerful in Russian literature.

"Uncle Vanya" is in no way inferior to " Cherry Orchard"or "To Three Sisters." But for some reason the Ministry of Education excluded the play from the list of required reading books, which affected its current popularity. If you decide to read it, keep in mind that this work is heavy and the narrative in it is told in a serious tone unusual for Chekhov.

3. “Red Laughter”, Leonid Andreev

If “Red Laughter” is mentioned in literature lessons, it is only briefly. The main attention is paid to another story of the author - “Judas Iscariot”. But “Red Laughter” is such a stylistically precise work that you get goosebumps not from the described horrors of war, but from the sonorous, rich syllable.

Nobody wrote about the war like that. No one else ever wrote like that. If you want to clearly and clearly find out what the word “style” means in literature, read Andreev.

4. “The Head of Professor Dowell”, Alexander Belyaev

Belyaev's work is entertaining in nature. That is why, probably, his works were not included in school textbooks. However, the ability to entertain while maintaining a great art style is also worth a lot. Even though Belyaev is now rated as a classic of fiction, we don’t always have to read to think about the problems of the world, right? “The Head of Professor Dowell” is a fascinating experiment in science fiction literature for its time.

5. Collected Works, Daniil Kharms

Kharms is a prankster and daredevil of Soviet literature. His absurdist prose is devoid of an obvious moralizing message, which is why schoolchildren receive certificates without learning anything about the most original Soviet writer. It is quite difficult to single out Kharms’ central work, so we recommend reading the first thing that comes to hand. Here, for example, is the whole story “New Anatomy”:

One little girl grew two blue ribbons on her nose. The case is especially rare, because on one tape it was written “Mars”, and on the other “Jupiter”.

This novel needs no introduction. Ostap Bender’s phrases have long been disassembled into quotes and have become popular. Even if for some reason you did not have a chance to read the legendary novel about the great schemer, you have probably seen one of its many film adaptations. However, this is the case when none of the film incarnations compares with the literary original. After all, these are like Shanghai leopards compared to Mexican jerboas. Infinitely better.

7. “The Living and the Dead”, Konstantin Simonov

The trilogy by Konstantin Simonov is dedicated to the Great Patriotic War. It is based on personal experience author, and perhaps that is why it turned out to be so inspired and sincere. This is a chronicle of the events of 1941–1945, presented through the prism of the views of war participants. The work is fundamental, large-scale, with many deeply written images, strong dialogues and storylines. "War and Peace" of the 20th century.

It’s strange why Soviet classic science fiction writers are still not included in the school curriculum. Almost every one of their books is philosophical and covers a wide range of topics. "Roadside Picnic" is perhaps the most famous work authors. The Stalker book series originates here. “The Zone,” even before becoming a popular place for the works of literary epigones, was introduced by the Strugatskys as the deepest metaphor. A metaphor that summarizes all human activity and gives it the universal meaning of the pursuit of happiness.

9. “The Razor’s Edge”, Ivan Efremov

“The Razor's Edge” is a novel in which Efremov expressed his entire worldview. That is why it is so multifaceted and touches on a huge number of different topics: science, philosophy, mysticism, love, yoga. The writer carried out such complex work on the synthesis of materialistic, metaphysical and mystical teachings that his book can be considered not only as a work of art, but also as a kind of philosophical treatise. It is not surprising that after writing the novel, Efremov acquired the status of a spiritual guru.

10. Novels, Vladimir Nabokov

We can understand why there is no Lolita in the school curriculum. But why so little time is given to other works of the author like “The Defense of Luzhin” or “Invitation to Execution” is a mystery. Nabokov discovered a completely new dimension of the Russian language - one that was unknown to either Pushkin or Tolstoy. His words sound, smell, feel on the skin and tongue. This is a synesthetic feast of sounds and colors, where topics that are not the most traditional for Russian literature are raised, such as the relationship between the author and his creation, and the illusory nature of the world.

11. “Generation “P””, Victor Pelevin

“Generation P” is the bible of the nineties. What's happened new Russia, what are the values ​​of the emerging world, where are their sources and what is the meaning of the media - Pelevin, of course, digs much deeper than the level of an entertaining story about the adventures of the talented PR man Vavilen Tatarsky. Eternal problem“Who can live well in Rus'?” transforms into “What is Rus'? What is good? And what, after all, does it mean to live?

Ideologically, Pelevin’s work is somewhat outdated: there are already different realities in the yard. However, his approach to explaining phenomena, combining postmodern ideas and the metaphysics of Indian and Iranian philosophy, is completely unique. Analysis method discovered by Pelevin social phenomena endows his creation with timeless meaning.

12. “Boris Pasternak”, Dmitry Bykov

The works of this writer cannot be found in the school curriculum for one simple reason: they have not yet managed to get there. Dmitry Bykov is one of the most prominent representatives modern literature. This is a writer classical school with a good sense of language and a desire for extensive character development.

“Boris Pasternak” is a biographical work, but thanks to Bykov’s literary talent, it reads like a work of art and provides a textured understanding life path Pasternak.

And what books are left outside? school curriculum, do you remember?

Over the past 100 years, the school literature curriculum has undergone a number of changes. The number of hours spent studying the material changed, the political and ideological vector of the school curriculum shifted, and much more. But the core of the school literary canon always remained approximately the same.

Our review is based on material from the educational resource "Arzamas", which tells what Soviet schoolchildren read.

Literature teacher Anastasia Serazetdinova told us what eternal ideas in each of these works do not allow us to throw the classics off the ship of modernity.

Anastasia Serazetdinova

literature teacher

Why does a men's three-piece suit never go out of style? A schoolboy, an office worker, an ambassador, a president - everyone wears suits. Because this is a sign of good taste, a comfortable cut, and a secret pocket inside. Because with the help of the classic three-piece, you can always be relevant wherever you find yourself: at a gala reception or a parent-teacher meeting. That’s why the suit was called a “classic”. It's the same with literature.
“Dead Souls”, “Woe from Wit”, “Hero of Our Time” - this is a representation of the current structure of the world today, firstly, secondly, it is a cultural code that allows you to distinguish your own from someone else, and thirdly, this wonderful literary language. Doubting Onegin, enterprising Chichikov and cynical Pechorin still meet today. It could be your neighbor, a government official, or a hipster with great taste.
And let’s not forget that this is not real life, but literature. This is an artificially created text that allows you to reflect, read carefully, and practice interpretation.

1. Alexander Griboedov. "Woe from Wit"

• In which classes was the work read: Before 1921 and until 1938 - 7th grade. From 1938 to the present day - 8th grade.

“...I would be glad to serve, but being served is sickening...”

This is a story about a young man who, having been abroad, decides to tell everyone around how wrong they are living. They don’t think like that, they love somehow not quite like that, and in general it’s time for everyone to get out of their comfort zone. To which the society of adults, led by Famusov, begins to mock him, and the youth, of which the beauty Sophia is a prominent representative, completely declares the main character, Chatsky, crazy.

The relevance of history lies in the fact that society is not always ready for change. More often than not it’s not even ready at all. Progressive ideas are incomprehensible and painful; society prefers a proven option, in which the wolves will be fed and the sheep will not suffer.

2. Alexander Pushkin. "Eugene Onegin"

“...Whoever lived and thought cannot

Don’t despise people in your soul...”

The Moscow laboratory of director Dmitry Krymov (theater “School of Dramatic Art”) staged an interesting play for schoolchildren - “Eugene Onegin. In your own words." The story of Eugene Onegin is a story about the moment of a late “look back”: you need to be able to turn around in time and try to understand what is happening around.

But the hero does not know this theory and turns around when it is already completely late: a friend has been killed, his beloved girl is with another, his relatives have all died. “Eugene Onegin” is about our crazy world, where there is no time to look back and look around.

3. Mikhail Lermontov. "Hero of our time"

• In which classes was the work read: Before 1921 and until 1938 - 7th grade. From 1938 to the present time - 8th grade.

"...The most happy people- ignoramuses, and fame is luck, and to achieve it, you just need to be dexterous..."

What we learn about the death of the main character at the beginning of the book gives us the opportunity to look at him under a magnifying glass. And when we look at him so closely (his actions, relationships with other people, decisions made), we understand why Mikhail Lermontov calls him a “hero” of our time.

We begin to see similarities between young Pechorin and those we see every day on the streets. Are we being polite to each other? Maybe we are being generous with women? Are you fair with your rivals and opponents? The answer is becoming obvious. Even despite a decent number of years that have passed since the appearance of this story.

4. Nikolai Gogol. "Dead Souls"

• In which classes was the work read: Before 1921 and until 1938 - 7th grade. Since 1938 - 9th grade. From 1960 to the present time - 8th grade.

“... A Russian person does not like to admit to others that he is to blame...”

Chichikov is a modern businessman whose deal did not work out. But it didn’t work out because it was initially dubious, and the people on the path of the enterprising Chichikov were not entirely alive. Needless to say, Chichikov himself is not a completely living character.

5. Ivan Turgenev. "Fathers and Sons"

• In which classes was the work read: Before 1921 and until 1938 - 7th grade. From 1938 to the present time - 9th grade.

“...The Russian peasant is that same mysterious stranger about whom Mrs. Ratcliffe once talked so much. Who will understand him? He doesn't understand himself..."

Ivan Turgenev's novel joins the list of teenagers' favorite books on the school list, including a story about the murder of an old woman (Crime and Punishment) and a novel about the devil (The Master and Margarita). What could be better for adolescence than complete denial of everything, eternal arguments with fathers and dissection of dead frogs?

Bazarov is a favorite character, whose nihilism you always want to test in practice: is it really possible to deny everything?

6. Anton Chekhov. "The Cherry Orchard"

• In which classes was the work read: Before 1921 and until 1938 - 7th grade. From 1938 to 1960 - 10th grade. From 1960 to the present time - 9th grade.

“...All of Russia is our garden. The earth is great and beautiful, there are many wonderful places on it...”

Such a sad comedy school list, perhaps not anymore. The theme of the garden, the world tree, which is so briskly hit with an ax, is sacred, and in Chekhov it is also tragic.

If we talk about relevance, then “The Cherry Orchard” is a kind of testament, it is a story about the end of the world. The story is about how, when talking to each other, people will never hear what is said. About how the past is completely unnecessary for the future. And about where revolutionaries come from.

7. “The Tale of Igor’s Campaign”

• In which classes was the work read: Before 1921 and until 1938 - 3rd grade. From 1938 to 1960 - 8th grade. From 1960 to 1984 - 8th grade. From 1984 to the present time - 8th grade.

“...It’s hard for a head without shoulders, it’s hard for a body without a head...”

We told you, Igor, don’t go to war alone! And there were omens for you, and crows flew, even a sign happened! I didn’t listen and went. I added problems to myself and everyone else.

“The Tale of Igor’s Campaign” is a kind of song that Boyan “sings” to us (written through O, this is a special person who goes on campaigns with the soldiers and describes in his tunes what is happening there, a kind of holder of the ancient Russian Facebook feed). This is a story about how internecine wars do not lead to anything good, and what will happen if you always do things your own way, ignoring the general decision.

8. Alexander Ostrovsky. "Storm"

• Until 1921 and 1938 - 7th grade. From 1938 to 1960 - 9th grade. From 1960 to 1984 - 9th grade. From 1984 to the present time - 9th grade.

“...No, they say, it’s just his own mind. And, therefore, live a century as someone else’s...”

Of the entire range of works of fiction studied in school, The Thunderstorm is perhaps the most tragically unpopular. According to the candid confessions of schoolchildren, there is nothing more boring (the girls will say that the only thing more boring than the battle scenes in War and Peace) is not and cannot be. But what is “The Thunderstorm” about? And does she have a chance of resurrection?

Mikhail Sverdlov (an outstanding literary scholar and critic) in his work “Why did Katerina die?” gives the reader a wonderful thought: “This is a story about beauty and greatness human soul. Convert free man Anyone can become a slave - Kabanikha, Dikoy and others like them, but no one can chain the human soul. And Katerina’s death is an example when the power of the human soul is capable of destroying the borders of Kalinov.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Speech development – ​​5 hours.

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

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

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

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

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

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

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

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

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

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

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

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

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

Literature**:

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

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

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

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

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

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

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

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

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

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

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

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

Application

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

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

On the way to your own text.

Literature program for grades 5–11*

Fight and search, find and don’t give up!

Dear Colleagues, dear parents, Ladies and Gentlemen!

We are pleased to welcome you to the pages of our website for all adults who are passionate about the Russian language, about the upbringing and education of the younger generation in a multilingual and multicultural world.

Purpose of the site We see it as unifying and providing everyone with information about the situation with teaching and learning Russian as a second native language in the world. This is a site for those who are concerned, curious, creative personalities. The site is not of one organization, but of all its authors.

The main task– information support for Russian-language educational centers both as part of their regular work and in project activities.

On home page You will have monthly meetings with interesting people working in the field of bilingual education, and information about new products from Russian and foreign publishing houses on the topics of the site - for parents and teachers. Here are “last minute” announcements about competitions, seminars, projects, etc. (Theme of the month) It’s up to you to decide what the face of the site will be: send stories about your colleagues - people who are in love with our common cause; about teaching aids, without which the lesson will become boring.

Alena Baltseva 01/18/2016 20146

If there is a schoolchild in your family, this is a great reason to re-read with him the best books included in the literature curriculum. We can bet that many of the works will open up to you in unexpected ways and will become a reason for frank conversations on important topics.

Everyone knows that in the novel “Fathers and Sons” Turgenev touches on the theme of generational conflict, but this work is much deeper. This is not only the story of the relationship between an eccentric son and elderly parents who dote on him and are at the same time afraid of him. This small book is about the conflict of worldviews, human values, and the meaning of life.

Perhaps, rereading “Fathers and Sons” with your child, you will recognize each other there. What a great opportunity to invite your child to open discussion and learn from other people’s mistakes, even literary ones?

A censored novel, written behind prison bars, which caused a real storm in the Russian Empire and beyond - it seems that this is enough to intrigue a teenager, doesn’t it?

In many ways, this philosophical work by Nikolai Chernyshevsky is a response to Turgenev’s “Fathers and Sons.” In Notes from Underground, his ideas were challenged by Fyodor Dostoevsky. And Lenin and Mayakovsky, for example, admired him.

So what is the mystery hidden in this book? Is the new society that Chernyshevsky wrote about possible? Try to figure this out together.

“Am I a trembling creature or do I have the right?” - this question tormented not only Raskolnikov, but at certain moments in life it also arises before each of us. Is evil allowed for good? Does the criminal have a chance for redemption and forgiveness? The teenager must find the answers to all this first of all together with his parents. Read Crime and Punishment together.

Admit it honestly: did you get through all four volumes of War and Peace at school without missing a single line about the war? If you answered yes, your endurance can only be envied!

In fact, Tolstoy’s epic novel has only two drawbacks that scare away schoolchildren: the abundance of quotations in French and its impressive length. Everything else is all about merit: a fascinating plot (love for girls, war for boys), dynamic storytelling, vivid characters.

Help your child consider all the beauty of this work. To make reading more fun, add an element of competition: who can finish the first volume faster? And second? How about reading the entire book to the end? You will not regret that you decided to re-read this great work.

“The less we love a woman, the easier it is for her to like us”, “We all learned a little something and somehow”, “We honor everyone with zeros, and ourselves with ones”, “But I was given to another and I will be faithful to him forever " - list catch phrases One can continue from this poem ad infinitum. No wonder Pushkin considered this work one of the most significant works of his own composition.

This book contains the story of the first unrequited love of a romantic girl, the story of the idle life of a young dandy, the story of fidelity and self-denial. All this will appear before your eyes in color if you arrange family readings based on the roles of this masterpiece of Russian literature.

Fonvizin's hysterically funny play about the Prostakov family won instant success on the day of its premiere at the end of the 18th century and continues to make readers laugh beginning of XXI. They say that Grigory Potemkin himself praised Fonvizin with the following words: “Die, Denis, you can’t write better”.

Why did this play fall into the category of immortals? Thanks to at least two quotes:

• “I don’t want to study - I want to get married!
• “Here are the fruits of evil.”

At the most, thanks to caustic satire exposing ignorance. Another brilliant story about the relationship between parents and children.

To quote Griboedov, “happy people don’t watch happy hours.” Especially when you hold “Woe from Wit” in your hands, because reading it is a sheer pleasure. As Pushkin predicted for the work, almost half of the poems became proverbs.

This brilliant tragicomedy only superficially touches on the theme of love, exposing sycophancy and servility. Important questions for every person, whether he is 15 years old or 40.

Gogol’s most famous novel is a standard example of Russian ironic prose, a kind of “Odyssey” that describes the journey of the enterprising landowner Chichikov through the Russian province, an encyclopedia of archetypes.

To learn to recognize buns, manilas, and boxes in life, you should read “Dead Souls” in your youth. And in order not to “lose your skill”, re-read it in adulthood.

The plot of this ironic, witty novel is indecently simple: for the most part main character lies on the sofa in an old robe, occasionally distracted by attempts to arrange his personal life. Despite this, Oblomov is easy to read and interesting.

Unfortunately, “Oblomovism” affects not only lazy bachelors just over 30, but also respectable fathers of a family already over 40, and originates in the minds of spoiled children under 18. In order to prevent this acute illness– read Goncharov with the whole family!

Unlike Ilya Ilyich Oblomov, the heroes of Chekhov's plays behave quite active work, but the result is still the same - indecision and mental anguish, which ultimately lead to nothing good. To cut down a garden or not to cut down? To lease land or not?

Indeed, what would you do if you were there? main character Ranevskaya's plays? Good topic for family discussion.

Orest Kiprensky, “Poor Liza”

This dramatic novel is a good reason to discuss with a teenager the ethics of relationships with the opposite sex, talk about male decency and maiden honor. Story poor Lisa who committed suicide because of the betrayal of the young man who seduced her, unfortunately, is too often repeated in real life in various variations, so as to consider it only a literary invention.

An epic work, the main character of which is the classic “bad guy”, the skeptic and fatalist Pechorin. "A Hero of Our Time" inspired romantic works Walter Scott and Lord Byron, as well as “Eugene Onegin” by Pushkin.

The gloomy main character will seem in many ways relatable to a teenager, and to a seasoned adult too.

Top up lexicon in the laconic phrases of Ella Shchukina, learn to beg in several European languages, get a master class on turning a skin of dubious quality into Shanghai leopard fur, learn 400 relatively honest ways of taking money? Easily!

While a schoolchild will most likely see only a sparkling humorous story in the novel by a talented writing duo, his parents will appreciate the subtle irony of the authors.

Another work that is literally bursting with quotes. Re-read Mikhail Bulgakov’s brilliant satire to remind yourself and explain to your child that “devastation is not in the closets, but in the heads.”