Analysis of A.A. Fet's poem "Steppe in the Evening". Abstract on the topic "analysis of the poem a feta steppe in the evening" Fet steppe in the evening analysis
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TwitterAnalysis of A.A. Fet’s poem “Steppe in the evening.”
The clouds are swirling, glowing in the scarlet brilliance,
They want to bask in the dew of the fields,
For the last time beyond the third pass
The driver disappeared, ringing and not dusting.
Afanasy Afanasyevich Fet wrote the poem “Steppe in the Evening” in 1854. The main theme of the content is a description of the lush nature of the steppe. This poem was first published in Sovremennik magazine
The poem is distinguished by psychological accuracy in describing the nature of the steppe.
No housing is visible anywhere in the open space,
In the distance there is no fire or song!
Everything is steppe and steppe. Boundless like the sea,
He gets excited and pours rye.
We find ourselves in the free expanses of the steppe. It should be noted that Fet shows fantastic attention - he notices many small details: the voice of a quail, the creaking of corncrakes, the movement of warm and cold air masses. All this is described in four-line iambic and touches to the core. This makes us “see the steppe through the eyes of a poet”
The fields were covered with a golden net,
There the quail responded in the distance,
And I hear in the dewy voice
Numerous means of expression literally “finish off” our imagination and force the work to be imprinted in our memory.
Among them: epithets “golden net”, “buzzed angrily” and metaphors “the eye is deceived”, “clouds are swirling”.
“Steppe in the Evening” leaves a kind of imprint on our soul, makes us feel everything described, and I would like to finish the analysis with these lines:
The moon is clear. Here the stars will look from the sky
And how the river will illuminate the Milky Way.
Analysis of A.A. Fet’s poem “Steppe in the evening.”
The clouds are swirling, glowing in the glow of scarlet,
They want to bask in the dew of the fields,
For the last time on the third pass
The coachman disappeared, ringing and dust-free.
Afanasy Afanasyevich Fet wrote the poem “Steppe in the Evening” in 1854. The main theme of the content is a description of the lush nature of the steppe. This poem was first published in the Sovremennik magazine
The poem is distinguished by psychological accuracy in describing the nature of the steppe.
No housing is visible anywhere in the open,
In the distance you don’t expect fire or song!
Everything is steppe and steppe. Boundless like the sea,
He gets worried and pours some.
We find ourselves in the free expanses of the steppe. It should be noted that Fet shows fantastic attention - he notices many small details: the voice of a quail, the creaking of corncrakes, the movement of warm and cold air masses. All this is described in four-line iamb and touches to the depths of the soul. This makes us “see the steppe through the eyes of a poet”
The fields were covered with a golden net,
There the quail responded in the distance,
And I hear in the gushing
Numerous means of expression literally “finish off” our imagination and force the work to be imprinted in our memory.
Among them: the epithets “golden net”, “buzzed angrily” and metaphors “the eye is deceived”, “clouds are swirling”.
“Steppe in the evening” leaves a kind of imprint on our soul, makes us feel everything described, they would like to end the analysis with these lines:
The moon is clear. Look at the stars from the sky
And how the river will light up the Milky Way.
Analysis of A.A. Fet’s poem “Steppe in the evening.”
The clouds are swirling, glowing in the scarlet brilliance,
They want to bask in the dew of the fields,
For the last time beyond the third pass
The driver disappeared, ringing and not dusting.
Afanasy Afanasyevich Fet wrote the poem “Steppe in the Evening” in 1854. The main theme of the content is a description of the lush nature of the steppe. This poem was first published in Sovremennik magazine
The poem is distinguished by psychological accuracy in describing the nature of the steppe.
No housing is visible anywhere in the open space,
In the distance there is no fire or song!
Everything is steppe and steppe. Boundless like the sea,
He gets excited and pours rye.
We find ourselves in the free expanses of the steppe. It should be noted that Fet shows fantastic attention; he notices many small details: the voice of a quail, the creaking of corncrakes, the movement of warm and cold air masses. All this is described in four-line iambic and touches to the core. This makes us “see the steppe through the eyes of a poet”
The fields were covered with a golden net,
There the quail responded in the distance,
And I hear in the dewy voice
Numerous means of expression literally “finish off” our imagination and force the work to be imprinted in our memory.
Among them: epithets “golden net”, “buzzed angrily” and metaphors “the eye is deceived”, “clouds are swirling”.
“Steppe in the Evening” leaves a kind of imprint on our soul, makes us feel everything described, and I would like to finish the analysis with these lines:
The moon is clear. Here the stars will look from the sky
And how the river will illuminate the Milky Way.
The work entitled “Steppe in the Evening” was written by the outstanding Russian poet Afanasy Afanasievich Fet back in 1854. It should be noted that the poem is dedicated to the lush nature of the steppe, which the author describes in this work.
The work “Steppe in the Evening” was first published in the Sovremennik magazine. The characteristic features of the poem can be called psychological accuracy, which is inherent in the author’s description of the nature of the evening steppe. “No habitation is visible anywhere... everything is steppe and steppe!” Those reading these lines
They are mentally transported to the free expanses of the steppe and, as it were, observe with their own eyes everything that happens there.
In this work A.A. Fet managed to provide as much detail as possible about what was happening in the steppe. It is on the description of details that he places the main emphasis here. Thanks to this, “Steppe in the Evening” was appreciated by the author’s contemporaries. The author was able to capture the smallest details. This is the cry of a quail, the creaking of corncrakes, the blowing of warm and cold breezes.
Iambic tetrameter, which was used when writing the verse, was able to fully realize the poetic idea. "Steppe in the evening" cannot leave anyone
Indifferent. Iambic in this case was not chosen by chance. Thanks to him, the reader can see the pictures of nature described by the author through the eyes of a poet.
Fet's use of numerous expressive means makes the work unforgettable, the words of which remain in the memory for a long time thanks to such close attention that the author paid to the smallest details. The poet uses the following epithets to help achieve the desired effect: “golden like a net,” “buzzed angrily.”
Fet also uses such expressive means as metaphors, for example, “the eye is deceived” or “clouds are swirling.” “Steppe in the Evening” is far from an ordinary work. It leaves a certain mark on the soul for a long time, and pictures of nature make the heart beat faster.
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| Lesson topic | Eu/spisok-stihi/1018- audio esenin.htmlhttp:/ /www.examenglish. Com /PET/reading1.htm Mid-lesson 10 minutes 25 minutes 11. Conception stage Sergey Yesenin - a great poet of all times and peoples. Not only the Russian people, but the whole world admires the legendary creative personality. This man of unprecedented beauty knew how to touch the hearts of people with lyrical and beautiful words. He had an unsurpassed gift for poetry. His masterpieces are like a musical stream flowing from the very heart and soul, in which there is a huge and immense love for the Motherland and its expanses. Now we bring to your attention a short film about the life and work of the poet, and after watching you should answer the question: what did Yesenin write about in his poems? What did Yesenin write about in his poems? Yesenin in his poems depicted nature as bright and elegant. Everything glitters and sparkles. The poet wrote about nature in an unusual, tender way, admiring and marveling at it. What time of year are we talking about? Powdered the paths
S. A. Yesenin “White Birch” (slide 4) S. A. Yesenin “Winter sings and calls” (slide 5) S. A. Yesenin “Powder” (slide 6) What time of year is the next riddle about? Loose snow melts in the sun,
1. Expressive reading of works. A.A. Feta “Sad Birch”. Evaluation criteria: Finds in the text and expressively reads by heart quotes, fragments of the work related to the characteristics of the lyrical hero and/or image-character; Expresses his attitude, feelings, selects associations for the images of poems; G, F 2. Differentiated tasks: A) Students with low motivation will write down the words that the authors used to describe the birch and compare them with those that they wrote at the beginning of the lesson (associations to the word “birch”). Evaluation criteria: Finds in the text fragments of the work related to the characteristics of the image (finds fragments and words that the authors used to describe the birch); Compare with associations to the word “birch”. B) Students with an average level of motivation analyze poems, make a table, selecting examples from the text for expressive means: Epithets; Comparisons; Personifications; Metaphors. Sample table example: White birch (Yesenin);Sad Birch (Fet) Comparison Like silver, white fringe (Yesenin); Like bunches of grapes (Fet). Metaphor Game of the Maiden (Fet) Sleepy silence (Yesenin); Personifications Covered herself with snow (Yesenin); Sad Birch (Fet) Evaluation criteria: Make up a table of expressive means with examples; (at least two) C) Students with a high level of motivation analyze the figures of poetic syntax in a literary text, make a table, selecting examples: alliteration assonance inversion anaphora As if frolicking and playing, Rumbling in the blue sky. Young peals thunder (F. Tyutchev) There are in the brightness of autumn evenings (E) Touching, mysterious charm; Ominous shine and variegation of trees, (E) A languid, light rustle of crimson leaves... (F. Tyutchev) I met you - and everything is gone In the obsolete heart came to life; I remembered the golden time - And my heart felt so warm... (F. Tyutchev) Through the azure darkness of the night The Alps look snowy; Their eyes are dead They reek of icy horror. (F. Tyutchev) Annex 1. Sample table example: Evaluation criteria: Make a table with examples; (1-2) 3. Presentation of the work of each group: speeches by speakers. Evaluation based on criteria. Teacher's comment. Texts of poems for each student text of the poem S.A. Yesenina poems by S. A. Yesenin Dictionaries of literary terms, cards the concept of “lyrical hero” dictionary of literary terms End of the lesson 5 minutes 111. Reflection stage (understanding) – 5 min. AND Two-part diary: easy - difficult. Students write down what was easy/difficult to do during the lesson. P In pairs: Feedback is provided orally, each student evaluates their activities and participation in the lesson using a five-point system. Homework (differentiated): 1 . Learn the poem by heart (all students); 2. Draw an illustration for the poem that you liked;(study with low motivation) 3. Compose a poem about a birch using expressive means (for students with high motivation); 4. Write a miniature essay about a birch using expressive means (for students with an average level of motivation);
Students with a weak level of preparedness will be offered guiding questions, some key words, and some explanations on the synthesis of materials listened to and read. Stronger students reveal more complex ideas based on compelling arguments and present a synthesis of listened and read materials at a higher level. The following types of assessment of student work will be used: - self-assessment; - mutual assessment; - teacher assessment 1. Health-saving technologies: - active types of activities; - physical minute; - gymnastics for the eyes; - compliance with sanitary standards; - creating a favorable emotional environment in the classroom; - personality-oriented approach to children; - continuing to work on developing correct posture, 2. Compliance with safety regulations in the office. Reflection on the lesson
Have all students achieved the CoE? If not, why not?
Overall rating Which two aspects of the lesson went well (think about both teaching and learning)? 1: 2: What could improve the lesson (think about both teaching and learning)? 1: 2: What did I discover during the lesson about the class or the achievements/difficulties of individual students that I need to pay attention to in subsequent lessons? Short Term Lesson Plan #28
Peer assessment. After studying the material, we return to the statements. Students rate each other using descriptors. Application End of the lesson 2 minutes What is the main idea of the poem? What did the author want to say?(Autumn is a sad time. Autumn brings sad thoughts to the poet, but the author of the poem believes that winter will come soon, everything will be renewed and everything will be fine.) What did Sergei Yesenin convey through this poem?(his love for his native land, native land?) What do we have to do with it? What artistic techniques do authors use to write poems?(Personifications, comparisons, epithets) - Do you think it’s possible to make a song out of this poem? - What needs to be done for this? - If you were composers, what kind of music would you compose? Reflection using the method of unfinished sentences. Today in class I repeated... Today in class I learned... Today in class I learned... Differentiation – how do you plan to provide more support? What challenges do you plan to set for more capable students? Assessment - How do you plan to check students' learning? Health and Safety Compliance Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in the selection of educational material and resources taking into account the individual abilities of students (Gardner's Theory of Multiple Intelligences). Differentiation can be used at any stage of the lesson, taking into account the rational use of time. Use this section to write down the methods you will use to assess what students have learned during the lesson. Health-saving technologies. Physical exercises and active activities used. Points applied from the Safety Rules in this lesson. Reflection on the lesson Were the lesson objectives/learning objectives realistic? Have all students achieved the CoE? If not, why not? Is differentiation done correctly in the lesson? Were the time steps of the lesson met? What deviations were there from the lesson plan and why? Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column. Short Term Lesson Plan #14 date:Teacher's name : Class : 7 Number of people present : absent : Lesson topic S. A. Yesenin. “Good morning! 7. ON 3. 7. AI 1.,7. AI 2., 7. AI 3., 7. AI 5., 7. AI 6., 7. AI 8., 7. AI 9. Lesson Objectives Improve expressive reading. Improve your recreative imagination. Enrich your vocabulary. Determine the emotional nature of the work. Learning Objectives All students will be able to: get acquainted ... (with the work of S.A. Yesenin “Good morning!”); Most students will be able to: learnanalyze, disassemble, perceive the work, use tempo, logical stress, voice volume, figurative and expressive means of language...) Some students will be able to: test the ability to apply theoretical knowledge in practice; Student learning goals Students will be able to: Criteria assessments For training purpose 7.SG4. - Reproducing rules, concepts, algorithms in your own words, performing actions according to a model or algorithm. Draws conclusions about the consequences of climate change using arguments. Language goals Students will be able to: Construct speech logically and consistently in accordance with the norms of oral and written speech. Grafting values Education of civic responsibility; development of cooperation in the classroom; Instilling values and open-mindedness. Interdisciplinary communications The lesson supports the connection with the subject "Geography" Skills use ICT Watch video Preliminary knowledge This section is built on the knowledge and skills acquired in previous lessons, including those aimed at perceiving audio material and developing competent oral speech. During the classes Planned Lesson Steps Planned lesson activities Resources Start of the lesson 5 minutes. Organizing time. Communicating Lesson Objectivesand expected results. Exchange in pairs information received in the last lesson (Strategy 1 minute) Here are excerpts from poems. You must insert the missing words and remember the author of these lines. On the screen. And the birch tree stands In......silence, And snowflakes are burning IN ……. fire. * * * Bird cherry…….. Having hung himself, he stands, And the greens……… It's burning in the sun. What do you think about the work of which poet will we talk about today? Methodical technique “Basket of concepts, names” - What associations arise when you look at the portrait of this person? Let's carry out logical chains, this will help us talk about Yesenin. poet poems about the Motherland about nature But before we start working on the poem, we will listen to messages about the poet’s work. On the screen is a portrait of S. Yesenin. . S. Yesenin was born in 1895. in the village Konstantinovo not far from Moscow, where the ancient “Ryazan land” begins, “The Land of Birch Calico” - this is what the poet called the region in which he was born. During his short life, Yesenin visited many countries, but wherever he was, he was always drawn to Russia, to the Ryazan land. Mid-lesson 15 minutes. 10 min. 10 min But you will find out what this poem is called if you read only Russian letters. WITHZ WDS O IBRRYS MSlide 12 UtTWPOhM! So what is the name of the poem? " Good morning!" What will we learn in class? What goals will we set? Slide 14 Let's go together with Yesenin to watch the sunrise. Imagine that you went out into the street early in the morning. And I want to get up at dawn, To be the first to meet the sun, Shout: “Good morning, sun!” And it will smile at me. Let's smile at each other too. Good morning! – Sun and birds Good morning everybody - Smiling faces! What associations do you have when you wake up in early spring? . To whom do you think the greeting “Good morning!” is addressed? What happens in nature? – Now I will read Yesenin’s poem. New little discoveries await us in it. A)Reading by teacher . Were your assumptions justified? What strange words did you come across? Vocabulary work. Backwater – a long untouched river bay. Backwater – low shores of the bay. blush - become covered in pink-red color. Wattle - a fence made of woven twigs and branches. Nacre - a hard layer of shells with a rainbow shine. – Is the title given by the poet appropriate for the poem? Yesenin's early poems are transparent and pure, their themes are close to children's literature. He wrote about the nature of his native land, about the life of the village, about love for animals, about enjoying life and its first understanding. b) Read “to yourself.” Do you understand what time of year the poem is talking about? (about summer because the birch has green catkins, and the fence has overgrown nettles). What could the poem be called? What lines suggest the title? Working with the text of a poem. – Find how the poet describes early morning in nature. – Why did the sleepy birches smile? – Why are they so beautiful? – What outfit did the nettle wear? Group work 1 group – Choose the adjectives that the author gives to the words: stars (which ones?) birch trees braids earrings dew 2nd group – Find action verbs for nouns. The stars dozed off The light is sparkling, blushing Backwater - trembled The dews are burning Earrings rustle Nettle - ceremonial, swaying, whispering. Birches - smiled, disheveled F mutual assessment (by descriptors) For training purpose 7.SG4. Demonstrates understanding of the basic information of what is seen.Predicts events based on the main idea of what he sees. Defines major and minor information video information; -draws a conclusion about the consequences of change- climate research, giving arguments. Work with text Why does the poet call this morning good? – For the poet, everything in nature is alive: the wind, the forest, and the sun. Everything has a soul, lives, breathes. Figurative poetic words help to imagine and see pictures of nature. Such words are called “epithets” in literature. – Find epithets. Group work Epithets – artistic definitions of an object or phenomenon, helping to vividly imagine the object and feel the author’s attitude towards it. The stars are golden. Birches are sleepy. Silver dews. - What pictures did you imagine while reading this poem? With the help of what words and expressions does the poet fill the picture of a summer morning with colors, makes it not just colorful, but somehow precious? -Have you noticed that the poem is filled with amazing colors? Gold -? Green -? Silver -? Nacre-? Rosy-? - What literary device does the author use so that we can imagine these images? (Personification) - What is personification? (Image of an inanimate object as animate). Group work Personification – depiction of inanimate objects in the form of living beings. The stars dozed off. The birch trees smiled. Nettle has ceremonies. Nettle whispers - Read the personifications. -Why does the poet talk about the stars dozing off? -How do you understand the expression “disheveled silk braids”? -What kind of nettle does the poet draw? If she had a face, what would its expression be? https://www.youtube.com/watch?v=Z4MzcL1UJhI End of the lesson 5 minutes. Working on expressive reading. -Now that we understand the words, when we have tried to understand the poet’s mood, let’s try to read it expressively. Pay attention to what sounds the poet heard (rustle, whisper) How will we read quickly or slowly, smoothly? (must read slowly, without rushing) 1.Expressive reading (1-3 students) Reflection: What difficulties did you have? What needs to be worked on? Homework. Prepare an oral report from your observations of climate change in your region. Differentiation – how do you plan to provide more support? What challenges do you plan to set for more capable students? Assessment - How do you plan to check students' learning? Health and Safety Compliance Differentiation is expressed during the performance of the video task. The tasks involve the division of responsibilities in the group - the creative part, answering questions, drawing conclusions. Observation of the teacher during the implementation of the “One Minute” technique. After answering questions about the content of the video and speaking on forecasting events, peer assessment The office is equipped with TB instructions in two languages. Reflection on the lesson Were the lesson objectives/learning objectives realistic? Have all students achieved the CoE? If not, why not? Is differentiation done correctly in the lesson? Were the time steps of the lesson met? What deviations were there from the lesson plan and why? Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column. Overall rating Which two aspects of the lesson went well (think of both teaching and learning)? What could improve the lesson (think about both teaching and learning)? What did I discover during the lesson about the class or the achievements/difficulties of individual students that I need to pay attention to in subsequent lessons? Short Term Lesson Plan #30 Section of the long-term plan: Section 1: Individual and societySchool: date: Teacher's name: Class: 7 Number of people present: absent: Lesson topic William Blake "Tiger" Learning objectives that are achieved in this lesson (link to curriculum) 7.AI8. analyze visual means and figures of poetic syntax in a literary text (alliteration, assonance, allegories, inversions, anaphora), basic comic techniques (satire, humor, grotesque, irony, sarcasm), etc. Lesson Objectives Students will be able to: Find artistic devices in a poem Explain the meaning of some expressions Give external and internal characteristics to the hero Evaluation criteria Able to find metaphor, epithet, personification in the text Expresses his point of view on the topic raised by the author Gives a description of the main character Language goals Development selective listening, clarification, development of metalinguistic and metacognitive awareness, paraphrasing and dictionary skills Instilling values Instill a love for the historical past of the homeland through examples of similar works, as well as respect and cooperation when working in groups Interdisciplinary connections Connection with biology, geography ICT skills It is possible to use ICT to develop the skill of searching for the lexical meaning of a word from online dictionaries Prior knowledge Students already know the basic concepts/terminology from the 6th grade syllabus. Using the example of the content being studied, it is necessary to consolidate and deepen knowledge. During the classes Planned Lesson Steps Planned lesson activities Resources Start of the lesson 5 minutes Greetings. Organizing time Activity “Collect a poem” Students assemble a poem cut into several parts. The very first to identify the parts of the poem and correctly assemble them form the 1st group, the second – the 2nd group, etc. Mid-lesson minutes Students become familiar with the means of artistic expression of speech. Task for groups: 2. Read poem, write down in a table the words that you noticed while reading, and write comments about why you paid attention to these words. 3. Explain whether the meanings of words in the context of a given work differ from their direct meaning. 4. Define , what artistic device the written phrases belong to. How is the presence of a person indicated in translations of W. Blake’s poem, and describe the feelings of each of the authors. 5. Write down metaphors, comparisons, epithets, personifications from the poem. "Jigsaw" technique Note: Students in groups approach each other, compare their work with the work of others, and can supplement their information. Each group evaluates its work according to criteria. This exercise will help them be able to find their mistakes, correct them, and be more attentive. Evaluation criterion: - reads a poem, writes out the words and writes a detailed commentary; - explains the direct meaning of words from the contextual meaning; - determines the artistic means of language (epithets, repetitions, metaphors, rhetorical questions, personifications) Self-assessment based on criteria. Note: Students evaluate their work and share the class, give recommendations to each other, and comment. To reinforce the topic, students write a detailed answer to the question: “With the help of what visual and expressive means do poets manage to convey their feelings?” artistic techniques means of speech expression End of the lesson 5 minutes 7.Telegram reception. Write a letter to the hero of the poem, what feelings you experienced for him (whether the hero evokes your admiration or vice versa). Describe his internal and external qualities. 8. Find yourself in the picture and color it , what state you were in during the lesson, where you were and give an explanation.
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