Nosov “Living Flame. E.N

Title of the work: Living flame

Year of writing: 1958

Genre: story

Main characters: narrator, Aunt Olya

Plot

One day the narrator was helping a woman he knew plant flowers. She gave him a bag of poppy seeds and asked him to plant it in the center of the flower bed. A few weeks later, the author saw scarlet poppies blazing in the center of the flowerbed, but their color was short-lived. After three or four days, the tender petals fell off, and only the seed pods remained.

Aunt Olya said that some people also have a life like that of poppies - short, but bright. And the author remembered his friend, Aunt Olya’s son, the young pilot Alexei, who died very young in a battle with the Nazis, directing his burning plane into a column of enemy equipment.

Conclusion (my opinion)

For every woman, the most irreparable loss is the death of a child. Aunt Olya has an unhealed wound in her heart; she constantly remembers her dead son and is proud of him. Even the short-lived beauty of the sparkling poppies reminds her of the short life of her son, of his feat and her loneliness.

8th grade 28.01.2013 Teacher: GRAZA ANNA

Evgeniy Nosov "Living Flame"

Generalization

Evgeniy Ivanovich Nosov 1925-2002

In the lesson we will:

• Read and answer questions correctly and expressively
• Extract the necessary information from the text you are reading
• Make a lexical chain of words
• Analyze the association of links in the lexical chain
• Evaluate the actions of the heroes.

• Perform selective reading when assessing events

• 1. A conversation about seeds gives rise to a secret plan.
• 2.It's done!
• 3.Memories of my son.
• 4. And the poppies rose.
• 5.Living flame.
• 6.Life without looking back

Evgeny Nosov “Living Flame”

The flowerbed stood unrecognizable. Along the very edge there was a rug, which, with its thick cover with flowers scattered across it, very much resembled a real carpet. Then the flowerbed was surrounded by a ribbon of matthiols - modest night flowers that attract people not with their brightness, but with a delicately bitter aroma, similar to the smell of vanilla.

Echoes of war in the works of E. Nosov

The jackets of yellow-violet pansies were colorful, and the purple-velvet hats of Parisian beauties swayed on thin legs. There were many other familiar and unfamiliar flowers. And in the center of the flowerbed, above all this floral diversity, poppies rose, throwing three tight, heavy buds towards the sun.

Evgeny Nosov “Living Flame”

From a distance, the poppies looked like lit torches with live flames blazing merrily in the wind.

Evgeny Nosov “Living Flame”

A light wind swayed slightly, the sun pierced the translucent scarlet petals with light, causing the poppies to flare up with a tremulous bright fire, or fill with a thick crimson. It seemed that if you just touched it, they would immediately scorch you!

For two days the poppies burned wildly. And at the end of the second day they suddenly crumbled and went out. And immediately the lush flowerbed became empty without them.

… I picked up a still very fresh petal, covered in drops of dew, from the ground and spread it on my palm.

“That’s all,” I said loudly, with a feeling of admiration that had not yet cooled down.

Evgeny Nosov “Living Flame”

We learn about Alexei, Aunt Olya’s son, who died in the war from the last lines of the story. These lines are key in E. Nosov’s work.

Red poppy – symbol of Memory .

• In the story, the initial image becomes MAC.
• MAC - central image

There are many legends about the origin of poppy. In Christian mythology, the origin of the poppy is associated with blood.

innocently killed

person. First

as if the poppy had grown

from the blood of Christ crucified on the cross, and from those

it grows there

where a lot was spilled

human blood.

And in England there is a national holiday - Poppy Day - a tribute to the memory of fallen soldiers.

November 11 is the Day of Remembrance of all those who fell on the battlefields, a date that marks the anniversary of the end of the 1st World War. The symbol of Remembrance Day in many countries is the red poppy.

• ALEXEI
• AUNT OLYA
• YOUTH

Lexical chain of words

Mythological correspondence

“ Threw away towards the sun three tight buds”

Associations

Sleep, sweet reassurance, innocently shed blood

Plant, red – beautiful, bright petals

Solar symbolism

“ They looked like lit torches”, “scarlet petals”, “opened their fiery tongues”, “blazed like sparks”, “filled with a thick crimson”

“ flared up reverently bright fire"

“ flames - crumbled - went out”, “This happens to people too”

“ fresh petal with dew drops”

Beauty, light, goodness

Fire as a mediator between man and deity, one of the main elements of the world

Fire, youth, passion, thirst for life, brightness of impressions

sensuality, emotionality

Fire as a living being, the connection of fire with the heart, soul of the deceased

Living flame

Transience of human life, life cut short, tragedy, pain, sorrow

youth, beauty, death

“ And from below... more and more tightly rolled buds rose to prevent the living fire from going out.”

Living fire - new, holy, heavenly

Pure, unceasing, heavenly, Eternal flame, memory, Gratitude, tears, cleansing, silence

Hope

The heroic lives on

among us, in our consciousness.

Memory nourishes the roots of moral spirit

people",

"inspirational

feats."

Memory.

She is always with us.

P arerea - Opinion

R ationation - Argument

E xemplu - Example

S umarul - Conclusion

P - This text teaches us to live for someone, dedicate your life to people..

• P- Poppies are beautiful scarlet flowers.
• R- They decorate our lives.
• E- An example of this is the flower bed on which the poppies bloomed; without them it would not be so bright.
• S“The poppies burned violently for two days, and then they crumbled and went out.

• P - This text teaches us to live for someone, to devote our lives to people.
• R- This is the only way to leave a good memory of yourself.
• E- An example of this is the life of Alexei.
• S- Sometimes a short life can be lived to the fullest.

• Homework:

Essay on the topic of

« Short life

but without looking back,

in full force

lived."

Volume: 0.5-1 pages

• Eskov M.N. Memories of Evgeny Nosov. M.-2005
• Krupina N.L. “From heart to heart”: story by Evgeny Nosov “Living Flame” LSH -2005, No. 4
• Rossinskaya V.S. “...Don’t let the living fire die”: E.I. Nosov’s story “Living Flame” in the 7th grade. LS – 2005, No. 3.
• Rossinskaya V.S. Dolls and people: E.I. Nosov's story "Doll". LS – 1998, No. 1.
• materials from the sites “www. openclass. ru »

"www. ped - advice. ru »

And at the end of the second day they suddenly crumbled and went out. And immediately the lush flowerbed became empty without them. I picked up a still very fresh petal, covered in drops of dew, from the ground and spread it on my palm. “That’s all,” I said loudly, with a feeling of admiration that had not yet cooled down. “Yes, it burned down...” Aunt Olya sighed, as if for a living creature. - And I somehow didn’t pay attention to this poppy before. It has a short life. But without looking back, she lived it to the fullest. And this happens with people... Aunt Olya, somehow hunched over, suddenly hurried into the house. I've already been told about her son. Alexey died, diving on his tiny hawk onto the back of a heavy fascist bomber... I now live on the other side of the city and occasionally visit Aunt Olya. Recently I visited her again. We sat at the outdoor table, drank tea, and shared news. And nearby, in a flowerbed, a large carpet of poppies was blazing. Some crumbled, dropping petals to the ground like sparks, others only opened their fiery tongues. And from below, from the moist earth, full of vitality, more and more tightly rolled buds rose to prevent the living fire from going out.

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Technologies: information and communication technologies, case technology, technology for the development of critical thinking, personality-oriented technology, technology of free education.

Lesson objectives: show the writer’s ability to express his attitude towards true values ​​through one episode from life; to promote the development of analytical and expressive reading, the construction of logical statements, to note the artistic originality of the story, to promote moral and patriotic education; develop students’ speech, expressive reading skills and analysis of works of art, instill in schoolchildren a respectful attitude and a sense of grateful memory towards those who died during the Great Patriotic War.

Equipment: 1) Computer. 2) Presentation, film. 3) Texts of E. Nosov’s story “Living Flame”.

During the classes.

1) Work on the concept of “MEMORY”.

What is memory? Try to formulate the lexical meaning of this word.

Listen to the definition from the dictionary.

MEMORY, -i, f. 1. The ability to preserve and reproduce in consciousness previous impressions, experience, as well as the very stock of impressions and experience stored in consciousness. (S. I. Ozhegov, N. Yu. Shvedova. Explanatory dictionary of the Russian language.)

MEMORY w. (knead, knead). The ability to remember, not to forget the past; the property of the soul to preserve and remember consciousness of the past. (Explanatory dictionary of the living Great Russian language by Vladimir Dahl.)

MEMORY, memory, plural. no, female 1. The ability to retain and reproduce previous impressions in consciousness. (D. N. Ushakov. Explanatory dictionary.)

Do you think all events remain in people's memory? What is better remembered?

The topic of memory is the main topic of our lesson.

Presentation. Slide 1. (The song “For that guy” plays in the background of the slide (1st verse and chorus), the sound is interrupted by a click. The second click causes the slide to change.)

Today in the lesson we will remember the most tragic period in the history of our country - the Great Patriotic War of 1941-1945, we will talk about the story “Living Flame” by Evgeny Ivanovich Nosov, we will trace how the writer raises the topic of memory and solves it on the pages of his work.

Read the epigraph to the lesson (on slide 1). How do you understand these words?

“I only want you, men and women, former soldiers and soldiers’ wives, participants and eyewitnesses, while you are still alive, ... to pass on to your children and grandchildren the sacred memory of the fallen, from hand to hand, from heart to heart.” E. Nosov “Chopin, sonata number two”

Memory again and again returns veterans of the Great Patriotic War to the trenches and dugouts, to a high-rise building occupied by a handful of soldiers, or to a crossing under targeted fire. Memory. She is always with us. And no matter what the front-line soldiers wrote about many years later, the theme of war remains the main one in any work, because terrible pictures cannot be erased from memory.

Nosov wrote little about the war, but he wrote in such a way that his stories entered literature forever. The war, which ended so long ago, tormented Nosov with the pain of memory, pain for those who remained in their native and foreign lands, for those who were orphaned. Through the lips of his hero, he spoke about what tormented him so strongly and relentlessly: “The matter... is in our memory. In our understanding of the price paid for the victory over the most fierce of enemies who have ever attacked Russian soil.”

2) Acquaintance with the life and work of the writer (student’s message about E.I. Nosov).

Presentation. Slide 2.

Evgeniy Ivanovich Nosov was born on January 15, 1925 in the village of Tolmachevo near Kursk in the family of a hereditary craftsman and blacksmith. A half-starved childhood taught him to make a living by fishing, hunting, and collecting herbs to sell and earn bread.

As a sixteen-year-old boy, he survived the fascist occupation. In the summer of 1943, after finishing eighth grade, he went to the front, joined the artillery troops, and became a gunner. Participated in Operation Bagration, in the battles on the Rogachev bridgehead beyond the Dnieper. Fought in Poland. In the battles near Koenigsberg on February 8, 1945, he was seriously wounded and on May 9, 1945, he was met in a hospital in Serpukhov, about which he later wrote the story “Red Wine of Victory.”

After the war, Nosov continued his studies and graduated from high school. Having loved to draw since childhood and clearly possessing talent, he went to Central Asia to work as an artist, designer, and literary collaborator. Begins to write prose. In 1958, his first book of short stories and stories, “On the Fishing Path,” was published.

In 1961 he returned to Kursk and became a professional writer. Studying at the Higher Literary Courses at the Literary Institute named after. M. Gorky, publishes his works “Thirty Grains”, “The House Behind the Triumphal Arch”, “Where the Sun Awakens”.

E.I. Nosov was awarded the Orders of Lenin and the Patriotic War, medals. In 1975, the writer was awarded the State Prize of the RSFSR, in 1996 - the International Prize named after M. A. Sholokhov in the field of literature and art.

Presentation. Slide 3. (During the story, two photographs automatically change after two seconds.)

3) Conversation based on the story.

1.What do we know about the narrator? How is he related to Aunt Olya?

(He is a writer, rents a room from Olga Petrovna)

2. Presentation. Slide 4. Tell us about Olga Petrovna using an illustration for the story.

(Aunt Olya is lonely, hidden sadness fills her heart. She does not complain about her fate, she no longer cries. But grief is sometimes expressed in Olga Petrovna’s words, facial expressions, gestures, and posture).

Name the details that indicate the woman’s loneliness, the hidden sadness that filled her heart.

(A quiet old house, looking at me sympathetically, somehow hunched over)

3. Is Alexey’s presence felt? Prove with words from the text.

Presentation. Slide 5. Illustration work - description of the room.

4. Why do you think Aunt Olya is growing flowers?

(To relieve mental pain.)

5. Why didn’t Aunt Olya like poppies?

(Poppy is not suitable for a flower bed: it puffed and immediately burned.)

6. Why did the narrator sow poppies?

7. Read the description of the flower bed expressively.

Why did the writer need a detailed description of the flowerbed?

Presentation. Slide 6. Why did the artist depict only poppies?

Can we say that matthiolas, pansies, and curtains excited the hero’s heart just as much as poppies?

(By concentrating on the detailed description of the flowerbed, Nosov thereby outlines two opposite, contrasting images: the image of the poppy and all other flowers. In the story, the “flower aristocracy” “seems like a real carpet” if there are poppies nearby. But without them “immediately on a lush flowerbed it became empty.")

(Epithets, comparisons, metaphors)

8. Re-read the episode where the hero-narrator and Aunt Olya examine the faded poppy.

How is the short-lived beauty of poppies shown?

Name the verbs that convey the action of poppies.

Consider the chain of verbs: flames - crumbled - went out.

An artistic technique based on strengthening or, conversely, weakening any feature is called gradation

9. Why did Aunt Olya suddenly “sort of hunched over”?

What have we learned about Aunt Olya’s son? How did Alexei die?

Nosov spoke about the fate of Alexei in one sentence. Is this enough for us readers to imagine it? How do you imagine Alexey?

(Judging by the love and warmth with which his mother remembers him, we can say that Alexey was the pride of Aunt Olya even before the war.)

10. Has the characters’ attitude towards poppies changed? What does this tell us?

(The poppy is compared to human life. Human life is also short, but beautiful. Fire in the story is associated with the soul of a person who gave his life for the sake of the lives of others.)

Read Olga Petrovna’s words about the fate of the poppy and the fate of her son.

11. Can poppies be called full-fledged “heroes” of the story? What does the image of a “violently flaming” poppy symbolize, sometimes flaring up with a “quiveringly bright fire”, sometimes filling with a “thick crimson”?

(This is a symbol of the sublime, enthusiastic, heroic in E. Nosov. It is no coincidence that the author compares poppies with “lit torches with living flames blazing merrily in the wind,” and their crumbling petals with “sparks.” Examining “still quite fresh, in drops of dew, petal,” the mother remembers her son, who flared up with the power of the human spirit and burned “without looking back.”)

12. Presentation. Slide 7. Read the description of poppies at the end of the story. How do you understand the end of the story?

(Admiring the “big fire of poppies,” the author observes how “from below, from the damp earth full of vitality, more and more tightly rolled buds rose to prevent the living fire from going out.” It resembles an eternal flame. A sign of eternal memory and silence .)

13. Why is the story entitled like that?

(The heroic continues to live among us, in our consciousness. Memory feeds the roots of the “moral spirit of the people”, “inspiring feats”. Memory. It is always with us.)

14) Was E. Nosov able to show the cruelty of war on the pages of a short work?

4) A story about pilots who died during the war.

War is the greatest tragedy. When you say this word, destroyed cities, flashes of rockets and the glow of fires appear in your thoughts, and the endlessly heavy roar of bombings appears in your ears...

In the story by E.I. Nosov there are no descriptions of military events, and the author mentions the war in passing. Just a few sentences convey the horror of war. Aunt Olya’s son died heroically; his life was short, but lived to the fullest. And how many young people did not return from the war! In the memory of their loved ones and their comrades, they remained forever young. Let's remember some of them.

Presentation. Slide 8 (Before each student’s story about the pilot, click on the photos to appear.)

Shamshurin Vasily Grigorievich.

Junior Lieutenant Shamshurin made 22 combat missions, destroying 4 aircraft, 14 tanks and other enemy military equipment. On November 18, 1942, while attacking concentrations of enemy troops in the Dzaurikau area, he sent his Il-2, knocked out by anti-aircraft fire, into the thick of enemy military equipment. V.G. Shamshurin was awarded the title of Hero of the Soviet Union posthumously.

Matveev Vladimir Ivanovich.

Captain Matveev, when repelling an enemy raid on Leningrad on July 12, 1941, having used up all the ammunition, used a ram: with the end of the plane of his machine he cut off the tail of the enemy aircraft, and he himself made a safe landing. On January 1, 1942 he died in an air battle in the Leningrad region. V.I. Matveev was awarded the title of Hero of the Soviet Union.

Kaikov Pavel Alexandrovich.

Lieutenant Kaikov carried out 177 combat missions. Participated in 5 air battles. On November 29, 1941, he died in an air battle, ramming an enemy aircraft in the Loukhi area during a frontal attack. P.A. Kaykov was awarded the title of Hero of the Soviet Union.

Grechishkin Vasily Nikolaevich.

Major Grechishkin made 152 combat missions to bomb important targets and destroy enemy personnel and equipment. On September 30, 1943, near Leningrad, Grechishkin’s plane was shot down by enemy anti-aircraft fire. The pilot directed the burning plane to the position of an artillery battery. V.N. Grechishkin was awarded the title of Hero of the Soviet Union posthumously.

5) Development of students’ speech (from the family archive: a story about a participant in the war).

Not a single family in our country was spared by the war. It also affected your families. Let's listen to short stories about your relatives.

Lyubkevich Anton.

My great-grandfather Mikhail Vasilievich Sorokin was born in 1913 and died in 1991. When my great-grandfather was young and strong, he could lift a horse. In 1938 he went to serve in the army. He ended up on the Chinese border and took part in the military campaign near Khalkhin Gol against the Japanese army. Before he could return home, the Russian-Finnish war began. My great-grandfather also took part in it. And then the Great Patriotic War began, and the great-grandfather stood up to defend his Motherland. During the battle near Leningrad, his leg was torn off. Admitted to the hospital. And in 1944 he returned home from the front. My great-grandfather was awarded orders and medals.

Karetnikov Ivan.

My great-grandfather fought near the city of Rzhev. During the fighting, the Germans surrounded my great-grandfather and his comrades in the swamp. It was very difficult for them: there was no food, no shells. The soldiers did everything possible and impossible to survive and not let the Germans through. But the enemy turned out to be stronger at this stage of the war. My great-grandfather was captured. They poured water on him, beat him with a whip, and set dogs on him. The Soviet army, having defeated the fascist troops, freed the prisoners. My great-grandfather was among them. He returned home to his family.

I was named Ivan in honor of my great-grandfather.

Uvarova Irina.

My great-grandfather's name was Ivan Dmitrievich Uvarov. Went to war in 1941. At this time he lived in the Smolensk region. My great-grandfather was very strong, so he began to fight as a grenade launcher and machine gunner. After being seriously wounded in the leg, he was admitted to the hospital. There was a German in the room where my great-grandfather lay. When the grandfather found out who was lying next to him, he punched the German in the chest. The blow turned out to be fatal. They wanted to judge my great-grandfather for this, but they didn’t do it.

Podmyatnikova Ekaterina.

My great-grandfather's name was Alexander Pavlovich. He was drafted into the war when he was 22 years old. In 1942, he was wounded in the arm, then spent a whole year in the hospital. In May 1943, he fought in a chemical defense battalion as a medical instructor. In 1945, my great-grandfather became a shooter. In 1946 he was demobilized. He has awards, but, unfortunately, they have not been preserved.

6) Conclusions about the story.

We learn about Alexei, Aunt Olya’s son, who died in the war from the last lines of the story. These lines are key in Nosov’s work. The memory of those killed in the Great Patriotic War lives in the hearts of relatives and complete strangers. Famous and nameless soldiers who did not come from the front return to our lives with a breath of a light breeze, an azure quiet morning, a jasmine bush growing under the window or a brightly flaring flower in a flowerbed.

Presentation. Slide 9 (During the story, five photographs are automatically changed. The photographs change after fifteen seconds.)

1 photo in the presentation. The red poppy is a symbol of Memory. There are many legends about the origin of the poppy. In Christian mythology, the origin of the poppy is associated with the blood of an innocently murdered person. For the first time, the poppy allegedly grew from the blood of Christ crucified on the cross, and since then it has been growing where a lot of human blood was shed.

2nd photo in the presentation. In 1915, during the First World War, Canadian military doctor John McCrae wrote a well-known poem, “In Flanders Fields,” which began with these lines:

Everywhere poppies are burning with candles of sadness
On the war-scorched fields of Flanders,
Between the gloomy crosses that stand in rows,
In those places where our ashes were recently buried. (translation by A. Yaro)

3rd photo in the presentation. It is believed that poppy seeds like to have the soil “disturbed”: they can lie in the soil for years and will only begin to germinate after the soil has been dug up. During the First World War, bloody battles took place in Flanders, after which the few survivors had to bury their dead comrades right on the battlefield. They say that so many poppies have never been seen in those places, either before or after that terrible time.

4th photo in the presentation. In England there is a national holiday - Poppy Day - a tribute to the memory of fallen soldiers , which is celebrated on November 11 or the Sunday closest to this date. This date marks the anniversary of the end of the 1st World War. 2 weeks before Poppy Day, red artificial poppies begin to be sold everywhere, the proceeds of which go entirely to helping war veterans. Almost everyone buys a bright and symbolic flower to immediately pin to their clothes as a sign of gratitude and fond memory.

5 photo in the presentation. The symbol of Remembrance Day in many countries is the red poppy.

A student recites by heart Ekaterina Akimova’s poem “Poppies.”

The war has passed, many years have passed,
Erasing these years from memory.
But don’t forget, Russia, these troubles,
The poppy shoots will remind you of them.

Poppies sparkle on the ground,
They burn in the steppe expanses, in the fields
Like drops of blood, yes, hot blood.

They bloom and don’t let you forget
About those battles for life and freedom,
About those who were able not to spare themselves,
Use your blood to heat all the water.

Poppies sparkle on the ground,
And that flame burns without going out,
It burns the heart of the whole country,
Reminding her of the bitter years.

And our heart keeps that memory,
And tears of sorrow in the tired eyes,
And the memory of the past burns in the soul of the earth,
Like that fire in the grass of scarlet poppies.

Poppies sparkle on the ground,
Like drops of blood, and hot blood.
And they burn the heart of the whole country,
With your fire to our terrible pain.

Presentation. Slide 10. The film “Living Flame” created in the programWindowsMovieMaker, launched by clicking on the photo. After the end of the movie, to change the slide, click in the lower right corner or click on the triangle in the left corner, then click “next” in the window.

(Song by Yu. Antonov “Poppies”, photographs from the Great Patriotic War period, monuments to the defenders of the Motherland and monuments of the Volokolamsk region)

7) Final word from the teacher. Presentation. Slide 11.

65 years have passed since the Great Patriotic War ended, but its echo still does not subside in people's souls. We do not have the right to forget the horrors of war so that they do not happen again. We have no right to forget those soldiers who died so that we could live now. We must remember everything in order to learn lessons from the past for the present and future. We must remember everything in order to live.

The road rushes mile after mile,
Legs, wheels and tracks groan.
There are crosses along the road and under each cross
Red poppies are blooming.

And clouds are floating across the sky
An impenetrable and gray wall.
And the clouds look down on the crosses
Shedding unearthly tears.

I look at the tired guys
And in my soul I remember God,
And I dream that every soldier
Didn't become a red poppy by the road...

Andrey Vladimirov (Chernikov)

Literature lesson based on the story by E. Nosov “Living Flame”

Subject:"Such a short, long life..."

Goals: acquaintance with the creative style of the writer, deepening the skills of text analysis; show the multicolored language and lyricism of the author’s worldview.

To provide knowledge that E. Nosov continues and develops the traditions of I. Turgenev, I. Bunin and other Russian classics.

During the classes.

I. A student's story about the writer.

II. Analysis of the story “Living Flame”:

- On whose behalf is the story being told?

- What are the functional and semantictext typesreflected in the work?

(Narration with elements of description and reasoning.)

- What a story? How can you determine ittopic?

(Reflection in the image of a poppy blossom of a short but bright human life.)

How does the theme develop within the structure of the story? Into what parts can the text be divided according to the development of the topic?

(The topic develops on the basis of a simple plot. In accordance with this, the text can be divided into composition parts:

1. Arranging a flower bed and talking about poppies as flowers unsuitable for flower beds - plot.

2. From the words “Suddenly I left...” to the remark “And your poppies have risen” - development of action.

3. Vibrant life of flowers; description of blooming poppies – climax.

4. The poppies have gone out - a decline in action.

5. “I now live on the other side of the city...” - denouement.

- What role do these parts play in the composition of the story?

(The narrative unfolds in a progressive time sequence: they planted flowers, the narrator leaves; returning, he sees how the poppies have gathered buds; then they bloomed, “they burned for two days, then they crumbled.”

In the last paragraph, the time plan is generalized and approaches the time of the narrative - “now”.)

- What are the features of the reflection of the events of the story in time?

(There are two fragments in a clear temporal sequence when the narrator goes deeper into the plane of a long-past time:

2h. – conversation with the hostess about her son;

4h. - a story about the fate of Aunt Olya’s son.

This creates the necessary time perspective in the text.)

- In what time was the image of Aunt Olya’s son given?

(In the composition, it is assigned to a long-past (wartime) time; in the time about which the story is being told, it correlates with blooming poppies.)

- Why is the image of poppies key in the story?

(It runs through the entire narrative, is updated in the description and acquires a special meaning in the artistic and figurative structure of the story, which is reflected in the title.)

- How does this image develop in each part of the story?

(At the beginning, poppies are the subject of a dispute between the main characters: for the narrator, poppies represent living beauty (he speaks about this not directly, but through a folk “song”: “And her forehead is white, like marble. And her cheeks glow, like the color of poppies "); for the housewife, the poppy is a short-lived flower, so she sees in the poppy, first of all, a faded “beater”: “This same beater sticks out all summer, it just spoils the view.”

In Part 2, the mention of poppies appears at the very end. But this entire part is permeated with a feeling of life: this is conveyed both by the description of the pleasant coolness in Aunt Olya’s house “after a hot, tiring road”, and through the image of a jasmine bush growing under the window, and through the hostess’s memories of her son Alexei, who “loved kvass” and lived in the room where his portrait now hangs, and in the words of Olga Petrovna addressed to the hero-narrator: “Live healthily.”

The image of poppies that completes this part embodies vital energy: “and your poppies have risen, they have already thrown out their buds.” In a dialogue situation, this phrase of the hostess, moreover, immediately follows the mention of her son Alexei. Thus, the poppies act as a link in a single semantic chain: “son Alexey” - “the room was his” - “make yourself comfortable, live in good health” - “your poppies have risen.”)

What is the micro theme of part 3?

The beauty of a blooming flower bed.

By what means does the narrator represent a blooming flowerbed and how does he emphasize the image of poppies?

(The description is based on a comparison of the flowering of the entire flowerbed and the poppies in its center. The comparison is based on the fact that the colorful splendor of the flowerbed is described in detail, picturesquely, different flowers are listed and their special character is conveyed - due to color definitions and figurative characteristics... The description is quite dynamic due to verbs: spread out, girded, dazzled, swayed. The poppies are immediately distinguished by their position in the center and above the other flowers.)

- How are poppies shown against the background of the surrounding colors?

(Poppies appear full of hidden vitality, “throwing three tight, heavy buds towards the sun.”)

- The flowering of poppies isclimaxstory. What images dominate the description?

(Images associated with the semantics of fire. The relationship between poppies and fire is given by the simile: “From a distance the poppies looked like lit torches.” This simile includes a metaphor that gives the image a personified character and actualizes the semantics of life: “... with the living, merrily blazing in the wind tongues of flame."

The flowering of poppies is metaphorically represented as combustion, and the special liveliness and dynamism of the image is created due to the relationship with the wind and sun. Epithets with the meaning of different shades of red are very important here: scarlet, vibrantly bright, thick crimson.

The image of fire underlies the metaphor that ends the paragraph: “as soon as you touch it, it will immediately scorch you!”

The intensity of life-burning, which is manifested by the flowering of poppies, and the impression of the narrator is emphasized in the text by an exclamation mark, the dynamism of the structure itself, and the emotional and semantic dash.)

- How does the description of poppies in this part end?

(Metaphor: “The poppies blinded with their mischievous, scorching brightness.” A direct relationship with the surrounding flowers completes this culminating presentation of the key image: “And next to them, all these Parisian beauties, snapdragons and other flower aristocracy faded, faded.” Assessment of the motley surroundings of the poppies changes to ironic.

The metaphorical nature of the image of fiery, burning poppies is also manifested at the beginning of the next part: “For two days the poppies burned violently” (the meaning of intensity is expressed by the verb flames, and epithet violently). The cessation of flowering is presented in contrast as a development of the same metaphor: “...suddenly they crumbled and went out.” Immediacy, suddenness is emphasized by adverbs suddenly, immediately:“And immediately the lush flowerbed became empty without them.”)

- Why did Aunt Olya suddenly “sort of hunched over”?

- What is the micro-theme of this part?

(The relationship between the lives of poppies and humans. Metaphor burned down at the same time, it develops the meaning of “faded” in relation to a flower and “lived an intense, bright life” in relation to a person. In Aunt Olya’s discussion, poppies are spoken of as living beings: “It has a short life. But she lived it without looking back, to the fullest,” and this image is directly compared with a person’s life: “This happens to people too...”)

Teacher's word:

The representation of a short but vibrant life in the image of poppies is not only visual, but expressively conveys such a life. It shapes the story memory motive(in the artistic tradition, the poppy is associated with the expression of memory): blooming poppies remind Olga Petrovna of her son, so at the end of the story a “large carpet of poppies” appears, replacing each other in bloom. This description is naturally built on the development of the image of fire (“petals like sparks,” “tongues of fire” and life (“from the moist earth, full of vitality, more and more tightly rolled buds rose”).

The image of fire as a manifestation of life and life as fire is focused in the final metaphor “living fire”. Here, the representation of an unquenchable fire through successive poppies (“to prevent the living fire from going out”) also creates the image of an eternal fire - a symbol of grateful memory and life itself - in continuity, in eternal incarnation.

- What is the meaning of the title of the story?

(It contains the entire volume of artistic and figurative meaning created in the text: these are blooming poppies, and human life similar to them, and the eternal memory of people who lived a short, bright life - and the essence of life itself, with its power, energy and eternal rebirth, eternal aspiration towards the sun in continuous movement.)

IIIHomework: give a written answer to the question: “How do you imagine Alexey? »

The book makes you look at everything in a new way, even at your life. Maybe we, as the heroine, have something that we consider “superfluous”, so alive and bright, violating our way of life. And when it comes into life, despite our opinion, we suddenly understand that this is the most important thing.

In the story, the fire poppies “awakened” the mistress of the house. They revived the memory of her son... Aunt Olya, of course, suffers for her deceased son Alexei. This pilot never returned from the war. And she always despised poppies, since they don’t bloom for long. It seemed to her that just asters and roses (or any other flowers) were better than poppies. But when her guest secretly planted a poppy in her flowerbed, then she saw the beauty in its “burning”.

This immediately brings to mind poets and artists, travelers... They often live very bright and short lives. But they manage to create so much for it! Everyone probably asks themselves the question: is it better to “waste” life or to live long and boringly? Take risks or live quietly and unnoticed?

I think there needs to be a middle option here. There is no need to take special risks, but being afraid of everything and not expressing yourself is also bad. Probably, the heroine’s son had no doubt about whether he should go and defend his homeland. Or could you refuse? To work even in the rear... If he did not have such doubts, then his mother might have. That's why she's a mother! Moreover, she was left completely alone - without support.

Another thought arises about love, for example. Often, I have heard, people are doing well, but then love comes in. And everything is not so important anymore. People can give up everything... And also the thought of children. Same situation. People live, everything is in place at home, the schedule is followed... And then a child is born who requires care. For his sake, many give up their careers, everything. And the grown-up child does not value our rules and order at all. He disrupts and destroys everything. But all these are children, love, courage creates the most important thing - real life. Bright. You can’t sit back, hide behind “decent” colors, feelings... I think it’s worth it!

Essay review on the story Living Flame

Amazing Russian writing Nosov Evgeniy Ivanovich. He worked in the twentieth century. The writer had a difficult fate; he saw that terrible war with his own eyes. With all his heart and soul he felt the burden of the war years, the terrible events that claimed millions of lives at that time. For the author, the theme of war is very close, since he lived it. Therefore, most of his works are devoted specifically to military topics.

“Living Flame” is a work in which we get to know nature. Here the author talks and describes how quickly poppies bloom and how quickly they fade. A hero appears in the work, this is Aunt Olya, who looks at these beautiful flowers with tenderness and care. She feels very sorry for these plants, because no one appreciates them, but they are so beautiful. It is not for nothing that after so many years poppies are considered a symbol of Victory over fascism.

Why did the author give such a name to this work as “Living Flame”? And all because, looking at a poppy field, you might really think that it is a flame. It is especially beautiful when a light breeze sways the poppy flowers. At that moment, the flame really seems alive and filled with energy. The author draws attention to a very important point in the story.

The flowering of poppies is described very vividly; he says that their flowering occurs very quickly. Why did he choose poppy? This flower is fiery red in color. This color is associated with blood. The blood of those soldiers who gave their lives for their Motherland. For a peaceful sky above our heads. The author chose the right flower for comparison.

Also, the heroine of the story, Aunt Olya, compares the life of a poppy with the life of her only son Alexei. The guy was very young, but was forced to go and defend his homeland. Unfortunately, the guy crashed and his plane was shot down by the Nazis. The plane fell like the last poppy leaf to the ground. The heroine compares her son to this flower.

The fleeting life of the poppy, the same life happened to the heroine’s son. To summarize, we can say that the author was not mistaken with the name, and most importantly, he chose the right character - the poppy, which personifies all the young soldiers who so quickly faded away without having lived enough time in this world.

review of the story

Several interesting essays

• The image and characteristics of Metelitsa in the story The Defeat of Fadeev essay

  One of the key characters of the work is Metelitsa, presented by the writer in the image of a courageous freedom fighter, a former shepherd.

Every year, people's attitudes towards the events of the war change; many of us began to forget about the exploits that our grandparents performed for the sake of the future of their children. Thanks to the authors of that time

• The image and characteristics of Vasily Egorovich Knyazev in the story Chudik Shukshina essay

  Chudik was 39 years old at that time. He held the position of projectionist in a rural cinema. The main character of the story received the nickname “Weird” because various funny incidents happened to him, which he could not do anything about.

• The Melekhov family in the novel A Quiet House by Sholokhov characterization essay

  In Sholokhov's novel "The Quiet Don" the Melekhov family is the focus. From the first expressions of the writer, the emphasis is on this family.

• Essay Mr. Prostakov in the comedy Minor Fonvizin characterization and image

  One of the minor characters of the work is Mr. Terenty Prostakov, presented by the writer in the image of the husband of the main character, landowner Prostakova, the father of their unlucky son Mitrofanushka, the figurative owner of the family estate.

During the lesson you will become familiar with the content of E. Nosov’s story “Living Flame”; determine the theme and idea of ​​the story, which became a continuation of the military theme in the author’s work. The proposed quotation material will help you evaluate the artistic originality of the story, find and interpret the main images and metaphors.

The author leads first person narration. He tells how he once helped his landlady, Aunt Olya, sow flowers in the flowerbed in front of the house. Among other seeds, they came across poppy seeds. Aunt Olya did not want to plant them in the flowerbed.

“Well, what color is the poppy! - she answered with conviction. - This is a vegetable. It is sown in the garden beds along with onions and cucumbers... It only blooms for two days. This is in no way suitable for a flowerbed, it puffed and immediately burned out. And then this same beater sticks out all summer and just spoils the view.”

The narrator nevertheless, quietly from the hostess, poured seeds in the center of the flowerbed. When the flowers sprouted, Aunt Olya noticed the poppies, but did not pick them out. When the flowerbed bloomed, the beauty of the flowers amazed everyone:

“From a distance, the poppies looked like lit torches with live flames blazing merrily in the wind. A light wind swayed slightly, the sun pierced the translucent scarlet petals with light, causing the poppies to flare up with a tremulous bright fire, or fill with a thick crimson. It seemed that if you just touched it, they would immediately scorch you!

The poppies were blinding with their mischievous, scorching brightness, and next to them all these Parisian beauties, snapdragons and other flower aristocracy faded and dimmed” (Fig. 2).

Rice. 2. “Living Flame” ()

Lighted torches, blazing flames, blinding and burning. The images the writer uses are vivid, memorable, and symbolic.

Really, poppies in the story became a symbol of the Eternal Flame. That’s why the author chose the appropriate name: “Living Flame.” Such a hidden comparison in the literature is called metaphor.

Metaphor (from ancient Greek μεταφορά - “transfer”, “figurative meaning”) is a trope, a word or expression used in a figurative meaning, which is based on an unnamed comparison of an object with some other on the basis of their common attribute. The term belongs to Aristotle and is associated with his understanding of art as an imitation of life.

Rice. 3. Photo. E.I. Nosov ()

The Patriotic War found the writer, a sixteen-year-old boy, in his native village, who had to survive the fascist occupation. After the Battle of Kursk (July 5 - August 23, 1943), which he witnessed, Nosov went to the front, joining the artillery troops.

In 1945, near Koenigsberg, he was wounded and on May 9, 1945, he was met in a hospital in Serpukhov, about which he would later write the story “Red Wine of Victory.”

Nosov's stories are characterized by one feature. War is often present in his works, but not in stories about the heroism of Soviet soldiers, but in the destinies of ordinary Russian people who went through the war. This is what happened in the story “Doll”, when we became acquainted with the fate of Akimych. This happens in the story “Living Flame” when we learn about the fate of Olga Petrovna, who lost her son in the war.

It’s hard for her to talk about the death of her son, so we only learn that he was a pilot and died, “diving on his tiny hawk onto the back of a heavy fascist bomber...”

The lines of E. Nosov’s story are too stingy and do not describe in detail Alexei’s feat.

The pain that lives in the heart of a mother who lost her son in the war bursts out on the day when the poppy petals fell: “And immediately the lush flowerbed became empty without them.

Yes, it burned... - Aunt Olya sighed, as if for a living creature. - And somehow I didn’t pay attention to this poppy before. His life is short. But without looking back, she lived it to the fullest. And this happens to people...

Aunt Olya, somehow hunched over, suddenly hurried into the house.”

There, in the house, is a photograph of the deceased son, his things. They keep the memory of a person. But the poppies, with their bright and short life, reminded Olga Petrovna even more and more vividly of her son.

Since then, Olga Petrovna has not planted any other flowers in the flowerbed. Only poppies. When the narrator visited his old friend, he saw an amazing picture: “And nearby in the flowerbed a large carpet of poppies was blazing. Some crumbled, dropping petals to the ground like sparks, others only opened their fiery tongues. And from below, from the moist earth, full of vitality, more and more tightly rolled buds rose to prevent the living fire from going out.”

Bibliography

1. Korovina V.Ya. Didactic materials on literature. 7th grade. — 2008.
2. Tishchenko O.A. Homework on literature for grade 7 (for the textbook by V.Ya. Korovina). — 2012.
3. Kuteinikova N.E. Literature lessons in 7th grade. — 2009.
4. Korovina V.Ya. Textbook on literature. 7th grade. Part 1. - 2012.
5. Korovina V.Ya. Textbook on literature. 7th grade. Part 2. - 2009.
6. Ladygin M.B., Zaitseva O.N. Textbook-reader on literature. 7th grade. — 2012.
7. Kurdyumova T.F. Textbook-reader on literature. 7th grade. Part 1. - 2011.

1. FEB: Dictionary of literary terms ().
2. Dictionaries. Literary terms and concepts ().
3. Explanatory dictionary of the Russian language ().
4. E.I. Nosov. Biography ().
5. E.I. Nosov “Living Flame” ().

Homework

1. Read the story by E.I. Nosov "Living Flame". Make a plan for it.
2. What moment was the climax of the story?
3. Read the description of blooming poppies. What means of artistic expression does the author use?
4. What unites E. Nosov’s stories “Doll” and “Living Flame”?