Children and war. K.M. Simonov "Major brought a boy on a carriage" Literature lesson in the 5th grade according to V.Ya.Korovina's teaching materials.
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Children and war K.M.Simonov "The major brought the boy on a gun carriage"
Lesson objectives: to tell about the writer, poet Soviet period, a person passionate about the topic Patriotic War who survived in difficult time repression, who managed to maintain an opinion about himself as a decent person; introduce a poem dedicated to the theme of military childhood; develop the skills of attentive, thoughtful, expressive reading; the ability to hear the author's voice in the work; develop an interest in history home country, patriotism, grateful memory to those who won the right to a peaceful life.
Konstantin Mikhailovich Simonov was born in Petrograd in 1915. His own father he did not see: his father died at the front in the first world war. Konstantin was raised by his stepfather, who treated the boy very well, loved him like his own son. His stepfather worked as a teacher of tactics in military schools, later he became the commander of the Red Army. The family wandered around the military units, often changing their place of residence. The family did not live well. This was one of the reasons that determined the boy's education in the FZU after finishing the seventh grade. Then he worked as a turner in Saratov, in Moscow. 1915 -1979
A significant event in the life of Simonov was the end Literary Institute them. Gorky in 1938. In the same year he was admitted to the Writers' Union of the USSR. He entered graduate school, published his first book "Pavel Cherny" and other works. This is how it started creative way famous poet. During World War II, he worked as a war correspondent. Since that time, the themes of war, life and death have forever entered his work. Dying, Konstantin Mikhailovich asked to perform it last will: stay with those who died in the first days of the war. The ashes of Simonov, at his request, were scattered over a field near Bobruisk (Belarus).
Listen to the poem What picture rises before our mind's eye when reading this poem?
What do we learn from the poem about the fate of the boy and his father? (The father is the defender of the Brest Fortress, which, being attacked in the first days of the war, heroically defended itself deep behind enemy lines for many more months. There, in the fortress, the boy's mother died, his house was destroyed.)
Brest Fortress Ruins of the Terespol Gates Ruins of the South Barracks “Repelling the perfidious and sudden attack of the Nazi invaders on the Soviet Union, the defenders of the Brest Fortress, in extremely difficult conditions, showed outstanding military prowess, mass heroism and courage in the fight against the Nazi aggressors, which became a symbol of unparalleled stamina Soviet people". (From the Decree of the Presidium of the Supreme Soviet of the USSR of 05/08/1965).
The German command planned to capture in the first hours of the war the city of Brest and the Brest Fortress, located in the direction of the main attack of Army Group Center. The main monument and Eternal flame. By the time of the attack, there were from 7 to 8 thousand Soviet soldiers in the fortress, 300 families of military personnel lived here. From the first minutes of the war, Brest and the fortress were subjected to massive aerial bombardments and artillery fire, heavy fighting unfolded on the border, in the city and the fortress. The fully equipped German 45th Infantry Division (about 17 thousand soldiers and officers) stormed the Brest Fortress, but the hopes of the Nazis did not come true. From June 22 to July 20, 1941 soviet soldiers heroically defended (there was not enough ammunition, food, water) against the superior forces of the German fascist troops. Next to the fighters were women and children. They helped the wounded, brought cartridges, participated in hostilities. The Nazis set in motion tanks, flamethrowers, gases, set fire to and rolled barrels with a combustible mixture from the outer shafts ..
"Thirst" - sculpture The casemates were burning and collapsing, there was nothing to breathe, but when the enemy infantry went on the attack, hand-to-hand fights began again. In short intervals of relative calm, calls to surrender were heard in the loudspeakers. Being completely surrounded, without water and food, with acute shortage ammunition and medicines, the garrison bravely fought the enemy. Last days wrestling is covered with legends. These days include the inscriptions left on the walls of the fortress by its defenders: "We will die, but we will not leave the fortress", "I am dying, but I do not give up. Farewell, Motherland. 11/20/41". None of the banners military units who fought in the fortress, the enemy did not get. The defense of the Brest Fortress is an example of the courage and steadfastness of the Soviet people in the struggle for the freedom and independence of the Motherland, a vivid manifestation of the indestructible unity of the peoples of the USSR. The defenders of the fortress - warriors of more than 30 nationalities of the USSR - fulfilled their duty to the Motherland to the end, committed one of greatest feats Soviet people in the history of the Great Patriotic War.
What thoughts and feelings are conveyed in this poem? The story of a lyrical hero echoes the story of a boy and his father, a story in the form of a letter or an internal monologue. (The lyrical hero also has a son, who is now evacuated to the Urals with his mother. The narrator, looking at the boy, remembered the house, the family. In his words - the pain of separation, the hope of meeting and at the same time a stern determination to fulfill his military debt.) How do you understand the words: “Who once saw this boy. Will not be able to come home until the end? (This is not forgotten. No matter how much peaceful years, this episode of the war will constantly remind you of the past.) What words does the narrator find to explain to himself and others what he is fighting for? Why is his house now at war?
Listen to the song on the verses of I. Shaferan " Dark night". How do the words of the song echo the lines of K. Simonov's poem? Who are the heroes of the works of K. Simonov and A. Tvardovsky? What do you know about the exploits of children during the Great Patriotic War?
Valya Kotik Born on February 11, 1930 in the village of Khmelevka, Shepetovsky district, Khmelnytsky region. He studied at school number 4 in the city of Shepetovka, was a recognized leader of the pioneers, his peers. When the Nazis broke into Shepetovka, Valya Kotik and his friends decided to fight the enemy. The guys collected weapons at the battlefield, which the partisans then transported to the detachment in a wagon of hay. Having looked closely at the boy, the communists entrusted Valya to be a liaison and intelligence officer in their underground organization. He learned the location of enemy posts, the order of the changing of the guard. The fascists have outlined punitive operation against the partisans, and Valya, having tracked down the Nazi officer who led the punishers, killed him ... When arrests began in the city, Valya, together with his mother and brother Viktor, went to the partisans. The pioneer, who had just turned fourteen years old, fought shoulder to shoulder with adults, freeing native land. On his account - six enemy echelons blown up on the way to the front. Valya Kotik was awarded the order Patriotic War 1st class, medal "Partisan of the Patriotic War" 2nd class. Valya Kotik died as a hero, and the Motherland posthumously honored him with the title of Hero Soviet Union. In front of the school where this brave pioneer studied, a monument was erected to him. And today the pioneers salute the hero.
Zina Portnova The war found the Leningrad pioneer Zina Portnova in the village of Zuya, where she came on vacation - this is not far from the Obol station Vitebsk region. In Obol, an underground Komsomol youth organization "Young Avengers" was created, and Zina was elected a member of its committee. She participated in daring operations against the enemy, in sabotage, distributed leaflets, on instructions partisan detachment conducted reconnaissance. ... It was December 1943. Zina was returning from a mission. In the village of Mostishche, a traitor betrayed her. The Nazis grabbed young partisan, tortured. The answer to the enemy was Zina's silence, her contempt and hatred, her determination to fight to the end. During one of the interrogations, choosing the moment, Zina grabbed a pistol from the table and fired at the Gestapo at point-blank range. The officer who ran into the shot was also killed on the spot. Zina tried to escape, but the Nazis overtook her ... The brave young pioneer was brutally tortured, but before last minute remained steadfast, courageous, unbending. And the Motherland posthumously noted her feat with her highest title - the title of Hero of the Soviet Union.
Lenya Golikov Grew up in the village of Lukino, on the banks of the Polo River, which flows into the legendary Ilmen Lake. When the enemy captured his native village, the boy went to the partisans. More than once he went to reconnaissance, brought important information to the partisan detachment. And enemy trains and cars flew downhill, bridges collapsed, enemy warehouses burned ... There was a battle in his life that Lenya fought one on one with fascist general. A grenade thrown by a boy knocked out a car. A Nazi with a briefcase in his hands got out of it and, shooting back, rushed to run. Lenya is behind him. He pursued the enemy for almost a kilometer and finally killed him. The portfolio turned out to be very important documents. The headquarters of the partisans immediately sent them by plane to Moscow. There were many more battles in his short life! And never flinched young hero who fought shoulder to shoulder with adults. He died near the village of Ostraya Luka in the winter of 1943, when the enemy was especially fierce, feeling that the earth was burning under his feet, that there would be no mercy for him ... On April 2, 1944, a decree was published by the Presidium of the Supreme Soviet of the USSR on assigning Golikov the title of Hero of the Soviet Union.
At home: Learn by heart a poem by K. Simonov or A. Tvardovsky (optional) Oral composition based on the painting by Y. Neprintsev "Rest after the battle."
I wish you success! The presentation was prepared by Shunina Valentina Petrovna, teacher of Russian language and literature, S. Elizavetinskoye, Blagodarnensky district, Stavropol Territory
Technological map of the lesson
Subject: literature
Class: 5
Lesson topic : War and children. K.M. Simonov "Major brought the boy on a gun carriage".
Lesson type : a lesson in the "discovery" of new knowledge
Lesson Objectives: .
activity: the formation of students' skills to implement new methods of action related to the search and selection of information, as well as to predict the results of their activities; formation core competencies students: informational (the ability to analyze information and translate it from one form to another), communicative.
developing: develop the ability of children to independently acquire knowledge; develop mental operations Keywords: analysis, synthesis, comparison, classification.
Planned educational outcomes:
Subject: Know, be able to and master the skills of analysis poetic work(be able to determine the topic, idea, meaning of the title, find means artistic expressiveness, to understand their role in the poem, the features of sound design, rhyme, to determine the mood with which the poem is imbued).
Metasubject: the ability to extract information from various sources– textbook, electronic resources.
Personal: masters new activities, participates in the creative creative process; realizes himself as an individual and at the same time as a member of society.
Cognitive UUD : analyze educational material and highlight the necessary information, perform educational and cognitive actions, acquire the ability to use the acquired knowledge in practical activities, independently find necessary information in textbooks and electronic resources to establish cause-and-effect relationships, to draw conclusions
Regulatory UUD: to plan necessary actions, to control learning activities, notice mistakes made, compare their work with samples, find information presented in an implicit form, group objects according to certain characteristics, analyze objects and highlight their essential characteristics, goal setting, planning, monitoring and evaluation of activities on training session.
Personal UUD: the formation of the ability to emotional perception educational material, development adequate self-esteem, development cognitive interests, educational motives, mutual assistance, to form the ability to clearly, accurately, competently express their thoughts orally and writing, understand the meaning of the task, build arguments, give examples, analysis and reflection, self-assessment of activities.
Communicative UUD: formulation and argumentation own opinion the ability to negotiate and reach common decision, ability to build monologue, statement and justification of one's own point of view.
| Lesson stage | Teacher activity | Student activities | |
| 1. Motivation for activity Purpose of the stage: engaging students in activities. | Checking the readiness of workplaces for the beginning of the lesson. Greeting: Guys, I am glad to welcome you to the lesson today. You have already noticed that we have guests, let's focus and show our best side. | Check the readiness of jobs. Preparing the class for work. | personal: attention, respect for peers; communicative: planning educational cooperation with the teacher, peers; regulatory: mobilization of forces and energy. |
| 2. Motivation to learning activities Purpose of the stage : awakening interest in receiving new information; setting the student's own learning goals. | Poem about war(read by heart to several students) "Tankman's Tale" Was tough fight. Everything is like a dream now... Ten or twelve years old. Bedovy. Cars crowd around in parking lots There was a fight outside. The enemy fire was terrible. Here, guess what house I know where their gun is... I scouted... Well, the fight doesn't wait. "Get in here, buddy..." We drove up. "Here!" And from a turn I wiped off the sweat. Suffocated fumes and soot. It was a difficult fight. Everything is now like a dream. Video "Children of War" Teacher's word: So, guys, we listened to Tvardovsky's poem "Tankman's Tale", listened to the song "Children of War" (verses by I. Reznik). How would you define the topic of our lesson, what we will talk about today (children and war). Quite right, it is this topic that will be decisive in our lesson. We will talk about the Great Patriotic War, about children and adults in this war. Simonov's poem "The major brought the boy on a gun carriage" will help us in this. As an epigraph to the lesson, we will take the following lines, as you understand them. The war passed through the children's lives menacingly, It was difficult for everyone, it was difficult for the country, But childhood is seriously mutilated: Children suffered greatly from the war ... Anatoly Bolutenko Recording the topic of the lesson and the epigraph in a notebook. | Listen to a poem. Formulate the topic of the lesson, work in notebooks, write down the date and topic of the lesson, an epigraph | personal: self-determination , establishing a connection between the purpose of the doctrine and its motive. communicative UUD: planning educational cooperation with the teacher, peers, the ability to express thoughts with sufficient completeness |
| 3. Goal setting. Statement of the learning task Purpose of the stage: setting the goals of educational activities and, on this basis, choosing the method and means of their implementation | Questions: What is our goal for today's lesson? (tell about the writer, poet of the Soviet period, develop the skills of expressive reading and analysis of the poem,bring up a sense of patriotism, pride in one's country;expand students' ideas about the Great Patriotic War;show the meaning of poetry during the war) What should we do for this? | Formulate the purpose and objectives of the lesson | Personal: realize their possibilities in teaching; are able to adequately reason about the reasons for their success or failure in learning, linking success with efforts, diligence. Communicative: exchange opinions, are able to listen to each other, build speech statements that are understandable for the partner, ask questions in order to obtain the information necessary to solve the problem, work in a team, respect the opinions of other participants educational process |
| 4.Updating knowledge. Purpose of the stage: recall and be able to apply existing knowledge necessary to learn new material | teacher's word: It is known that the war affected everyone, did not bypass women, or the elderly, or children. 13 million children died in this war. She took away life from some, parents from others, childhood from many. The war forced boys and girls, just like you, your peers, to grow up early. You received a task at home: write an essay on the topic “War is the most tragic event in people's lives." Let's hear what you got. Students read their essays Teacher's word: Indeed, war is a great sorrow for all nations. It brings pain, destruction, cruelty, suffering to many people and especially children. War always brings grief. And we must remember these terrible events our history. All the people, at the front or in the rear, tried to contribute to the liberation of the motherland. Including huge role in the fight against enemies had correspondents. Who are correspondents? What contribution did they make in the fight against the invaders? One of these people was K.M. Simonov. | Listen to teachers They answer the questions asked. Read prepared essays | Personal: have a desire to be aware of their difficulties and strive to overcome them; demonstrate the ability to self-evaluate their actions, deeds. Cognitive: establish causal relationships, draw conclusions. Regulatory: realize the insufficiency of their knowledge. Communicative: asking questions in order to obtain the information necessary to solve the problem |
| 5.The stage of learning new material.Construction of the project of an exit from difficulty. Purpose of the stage: building a project to get out of the difficulty, gain new knowledge about the pronoun as a part of speech. | Teacher's word: From the first days of the Great Patriotic War, Konstantin Simonov was in active army: was his own correspondent for the newspapers Krasnaya Zvezda, Pravda, Komsomolskaya Pravda, " battle banner"and others. In 1942, Konstantin Simonov was awarded the rank of senior battalion commissar, in 1943 - the rank of lieutenant colonel, and after the war - colonel. As a war correspondent, he visited all fronts, was in Romania, Bulgaria, Yugoslavia, Poland, Germany, was a witness last battles for Berlin. Today we will get acquainted with the poem by K. Simonov " The major brought the boy on a carriage" Expressive reading poems "The Major brought ..." (by a teacher or trained students) Analysis: 1. What impression did the poem make on you? 2. What is the composition of the verse, conditionally into how many parts can we divide it? (It consistsin two parts - descriptions of the picture seen during the retreat and direct appeal to the beloved woman) 3. Let's start with the first part. Let's read to the lines "woke up, he waved his hand to the troops" First part. What moment of the war (offensive or retreat) is described in the poem? Retreat. Where was the boy taken from? From Brest - this is a fortress, which was the first to take the blow of the fascist army. What picture is the narrator paying particular attention to? ("The gray-haired boy") How do you understand the expression: "... The gray-haired boy was sleeping on a gun carriage"? The expression "... The gray-haired boy slept on the gun carriage" means that the boy, who turned gray from grief, slept on the gun carriage, that is, on the machine tool of an artillery gun.) gun carriage - machine tool for artillery pieces. The boy's mother died under shelling, the boy turned gray with grief. The wounded father tied the boy to a shield so that he would not fall. Waking up, the boy waved his hand to the troops that were marching from the depths of Russia to the front. How do you understand the lines "For ten years in the next and this world, these ten days will be credited to him" during the ten days of the war, he experienced great grief, which sometimes even an adult cannot endure: the death of his mother, shelling, evacuation from hometown, wounded father. The boy seemed to have been "in the next world", because he had already seen death and suffering. Ten days of the horror of war experienced by a child will be remembered by subsequent generations as a feat Second part (reading) How do you understand the words: "You say that there are others, // That I was there and it's time for me to go home ..." The author recalls, probably, a woman who persuades her beloved not to go on dangerous business trips, tells him that he has already seen real war that there are other correspondents who have not yet gone to the front, and it can be arranged so that they stay at home, so that they send not him, but others. The author of the poem refers to a person who was not at the front (to a woman), knows about the war only from the words of other people and cannot feel the tragedy of war with all his heart. Soldiers who retreated from western border, the feeling of compassion penetrated deep into the soul. - "Who once saw this boy, // He will not be able to come home until the end." What do these lines mean? How does the following quatrain reveal the author's thought? Most residents Central Russia during the war were evacuated to the Urals and Siberia. The child of the beloved woman to whom the poet is addressing is safe, in evacuation, while millions of other children suffer every day from the war approaching their homes. The author believes that he will remain alive, return to his beloved. But if he doesn't come back, what is he asking for? If the son grows up and “the date will come” for him, the time will come “to go on such days”, that is, to the front, the poet asks his beloved to remember him when she says goodbye to her son. What did Simonov want to say with this poem? Why did he tell this story? With these words, he seems to say: we, men, are soldiers, and our duty is to protect our country from enemies. teacher's word: The war affected everyone. The worst thing is that not only adults, but also children suffered during these years. Children were deprived of parents, homes, childhood. But they became little heroes big war. But what do you think, whose merit was that they were not left in the cities burned to the ground? (This is the merit of a soldier). And today we saw a “gray-haired boy” who urged the soldiers not to step back, not to return home and sit back, thinking: “Let others face this grief!” And, on the contrary, to win back every piece of land, if only to keep the house for the child. | Listen to teachers, expressively read poems, answer questions, analyze | Regulatory: understanding the purpose of this stage of work. Communicative: ability to cooperate expression of one's thoughts with sufficient completeness and accuracy, argumentation of one's opinion and position in communication. Cognitive: ability to understand learning task ability to answer questions and analyze information. Personal: the ability to fully and clearly express one's thoughts, correlate them with the opinions of others, evaluate oneself and one's classmates. |
| 6. Physical education. Purpose: to relieve emotional fatigue, to prevent fatigue. | moment of silence | ||
| 7. The stage of primary consolidation with pronunciation in external speech Target : development of the ability to solve educational and cognitive problems | teacher's word: There are a lot of poems dedicated to children in the war, let's listen to more poems that you prepared, I also asked you to draw an illustration for the learned verses. Children read poetry, demonstrate illustrations | Read poems by heart, listen to their classmates | Personal: have a desire to learn new activities, to participate in the creative process. Cognitive: perform educational and cognitive actions, acquire the skills of expressive reading Regulatory: adequately assess their achievements, realize the difficulties that arise, look for their causes and ways to overcome them. Communicative: recite poems by heart |
| 8. Stage independent work with self-testing against the standard. Target : development of the ability to solve educational and educational tasks | teacher's word: We talked about K. Simonov's poem, listened to poems by other authors, now I propose to summarize our conversation by writing syncwines. According to options 1 - war, 2 - children of war. War Merciless, devastating Kills, takes, kills Oh war, what have you done, vile? Children of war Lonely, alien Suffer, fear, cry Children suffered greatly from the war ... teacher's word: We are talking about the children of the war in plural, but after all, in the history of our state there are specific names of guys who, despite their young age, accomplished real feats in the name of their fatherland. I asked you to find these names and get to know them. immortal feat. Students talk about children who accomplished a feat in the war. | Make up syncwines. Demonstrate prepared material. | Personal: carry out moral and ethical evaluation of the content being digested. Cognitive: independently identify and formulate the goal; search necessary information(from the materials of the textbook and the teacher's story, by recalling in memory). Regulatory: independently plan the necessary actions, operations, act according to the plan. Communicative: formulate their own ideas whether they express and justify their point of view |
| 9. The result of the lesson. Homework | Questions: Let's remember what goal we set for ourselves at the beginning of the lesson, did we achieve it? Homework: learn Simonov's poem "The Major brought the boy on a gun carriage" by heart. | Lead a dialogue, repeat the main definitions and rules, write down homework | Regulatory: analysis of work in the lesson Communicative: formulating and arguing your opinion in communication |
| 10. Stage of reflection of educational activity. Target: form personal responsibility for the results of activities . | teacher's word: I have St. George ribbons tell me what they symbolize? (memory, tribute). I suggest that you pin this ribbon and say one sentence at a time, in which you try to reflect what you will take away from our conversation today. | Evaluate your work in class. Evaluate class work | Personal: the formation of self-esteem, including awareness of their capabilities in learning; adequate understanding of the reasons for success/failure in educational activities |
Attachment 1
Russian writer, poet, playwright, screenwriter, journalist, public figure. Konstantin Simonov was born on November 28 (according to the old style - November 15), 1915 in Petrograd. Childhood years were spent in Ryazan and Saratov. He was brought up by his stepfather - a teacher at a military school. In 1930, after completing a seven-year plan in Saratov, he went to study as a turner. In 1931 he moved to Moscow with his stepfather's family. After graduating from the faculty of precision mechanics, Konstantin Simonov goes to work at an aircraft factory, where he worked until 1935. For some time he worked as a technician at Mezhrabpomfilm. In the same years he began to write poetry. The first works appeared in print in 1934 (some sources indicate that the first poems by Konstantin Simonov were published in 1936 in the magazines Young Guard and October). He studied at the Moscow Institute of Philosophy, Literature and History. N.G. Chernyshevsky (MIFLI), then - at the Literary Institute. M. Gorky, who graduated in 1938. In 1938 he was appointed editor of the Literary Newspaper. After graduating from the Literary Institute, he entered the IFLI graduate school (Institute of History, Philosophy, Literature), but in 1939 Konstantin Simonov was sent as a war correspondent to Khalkin Gol in Mongolia and never returned to the institute. In 1940, the first play was written ("The Story of a Love"), which premiered on the stage of the Theater. Lenin Komsomol. During the year, Konstantin Simonov studied at the courses of war correspondents at the Military-Political Academy, receiving military rank quartermaster of the second rank. Wife - actress Valentina Serova (maiden name - Polovikova; first husband - pilot, Hero of the Soviet Union Anatoly Serov)
From the first days of the Great Patriotic War, Konstantin Simonov was in the army: he was his own correspondent for the newspapers Krasnaya Zvezda, Pravda, Komsomolskaya Pravda, Battle Banner, etc. In 1942, Konstantin Simonov was awarded the title of senior battalion commissar, in 1943 - rank of lieutenant colonel, and after the war - colonel. As a war correspondent, he visited all fronts, was in Romania, Bulgaria, Yugoslavia, Poland, Germany, witnessed the last battles for Berlin. In 1942, the first film was shot based on the script by Konstantin Simonov ("A Guy from Our City"). After the war, for three years he was on numerous foreign business trips. In 1946-1950 - editor of the magazine " New world". In 1952, the first novel was written ("Comrades in Arms"). Ten plays were written from 1940 to 1961. Konstantin Simonov died on August 28, 1979 in Moscow. At his request, Simonov's ashes were scattered over the places of battles especially memorable to him during the Great Patriotic War war.
Annex 2
A boy from the village of Popovka
S. Ya. Marshak
Among snowdrifts and funnels
In a ruined village
It is worth, screwing up the eyes of a child -
The last citizen of the village.
Frightened white kitten
Fragment of the stove and pipe -
And that's all that survived
From former life and huts.
There is a white-headed Petya
And cries like an old man without tears,
He lived for three years,
And what did I learn and endure?
With him, his hut was burned down,
They stole my mother from the yard,
And in a hastily dug grave
The dead sister lies.
Do not let go, fighter, rifles,
Until you take revenge on the enemy
For the blood shed in Popovka,
And for a child in the snow
Oh, Mishka, how scared I am!
L. Tassi
Comforting the tattered bear
The girl in the mutilated hut:
“Don’t cry, don’t cry… She herself was malnourished,
I left half a cracker for you ...
... The shells flew and exploded,
Black earth mixed with blood ...
There was a family, there was a house ... Now they remain
All alone in the world - you and me ... "
... And behind the village the grove smoked,
Struck by monstrous fire
And Death flew around like an evil bird,
An unexpected misfortune came to the house ...
"Do you hear, Mish, I'm strong, I don't cry,
And they will give me a machine gun at the front.
I'll take revenge for hiding my tears
For the fact that our pines are burning ... "
But in the silence the bullets whistled loudly,
An ominous reflection flashed in the window ...
And the girl ran out of the house:
"Oh, Mishka, Mishka, how scared I am! .."
Two lines
Tvardovsky
From a shabby notebook
Two lines about a boy fighter
What was in the fortieth year
Killed in Finland on the ice.
Lying somehow clumsily
Childishly small body.
Frost pressed the overcoat to the ice,
The hat flew off.
It seemed that the boy was not lying,
And still running
Yes, the ice held the floor ...
In the midst of a great war cruel,
From what - I will not apply my mind,
I feel sorry for that distant fate,
As if dead, alone
Like I'm lying
Frozen, small, dead
In that war, not famous,
Forgotten, small, lying.
1 student: Marat Kazei
The war has fallen on Belarusian land. The Nazis broke into the village where Marat lived with his mother, Anna Aleksandrovna Kazya. In the fall, Marat no longer had to go to school in the fifth grade. school building The Nazis turned it into their barracks. The enemy was furious.
Anna Alexandrovna Kazei was captured for her connection with the partisans, and soon Marat found out that his mother had been hanged in Minsk. The boy's heart was filled with anger and hatred for the enemy. Together with his sister, the Komsomol member Ada, the pioneer Marat Kazei went to the partisans in the Stankovsky forest. He became a spy at headquarters partisan brigade. Penetrated into enemy garrisons and delivered valuable information to the command. Using this information, the partisans developed a daring operation and defeated the fascist garrison in the city of Dzerzhinsk ...
Marat participated in the battles and invariably showed courage, fearlessness, along with experienced demolition workers, mined railway.
Marat died in battle. He fought to the last bullet, and when he had only one grenade left, he let the enemies get closer and blew them up ... and himself.
For courage and bravery pioneer Marat Kazei was awarded the title of Hero of the Soviet Union. A monument to the young hero was erected in the city of Minsk.
2 student: Lenya Golikov
He grew up in the village of Lukino, on the banks of the Polo River, which flows into the legendary Ilmen Lake. When the enemy captured his native village, the boy went to the partisans.
More than once he went to reconnaissance, brought important information to the partisan detachment. And enemy trains and cars flew downhill, bridges collapsed, enemy warehouses burned ...
There was a battle in his life that Lenya fought one on one with a fascist general. A grenade thrown by a boy knocked out a car. A Nazi with a briefcase in his hands got out of it and, shooting back, rushed to run. Lenya is behind him. He pursued the enemy for almost a kilometer and finally killed him. There were some very important documents in the briefcase. The headquarters of the partisans immediately sent them by plane to Moscow.
There were many more battles in his short life! And the young hero who fought shoulder to shoulder with adults never flinched. He died near the village of Ostraya Luka in the winter of 1943, when the enemy was especially fierce, feeling that the earth was burning under his feet, that there would be no mercy for him ...
3 student: Valya Kotik
He was born on February 11, 1930 in the village of Khmelevka, Shepetovsky district, Khmelnitsky region. He studied at school number 4 in the city of Shepetovka, was a recognized leader of the pioneers, his peers.
When the Nazis broke into Shepetovka, Valya Kotik and his friends decided to fight the enemy. The guys collected weapons at the battlefield, which the partisans then transported to the detachment in a wagon of hay.
Having looked closely at the boy, the communists entrusted Valya to be a liaison and intelligence officer in their underground organization. He learned the location of enemy posts, the order of the changing of the guard.
The Nazis planned a punitive operation against the partisans, and Valya, having tracked down the Nazi officer who led the punishers, killed him ...
When arrests began in the city, Valya, along with his mother and brother Viktor, went to the partisans. The pioneer, who had just turned fourteen years old, fought shoulder to shoulder with adults, liberating his native land. On his account - six enemy echelons blown up on the way to the front. Valya Kotik was awarded the Order of the Patriotic War, 1st class, and the medal "Partisan of the Patriotic War," 2nd class.
Valya Kotik died as a hero, and the Motherland posthumously honored him with the title of Hero of the Soviet Union. In front of the school where this brave pioneer studied, a monument was erected to him.
4 student: Zina Portnova
The war found the Leningrad pioneer Zina Portnova in the village of Zuya, where she came for the holidays - this is not far from the Obol station in the Vitebsk region. In Obol, an underground Komsomol youth organization "Young Avengers" was created, and Zina was elected a member of its committee. She participated in daring operations against the enemy, in sabotage, distributed leaflets, and conducted reconnaissance on the instructions of the partisan detachment.
It was December 1943. Zina was returning from a mission. In the village of Mostishche, a traitor betrayed her. The Nazis seized the young partisan and tortured her. The answer to the enemy was Zina's silence, her contempt and hatred, her determination to fight to the end. During one of the interrogations, choosing the moment, Zina grabbed a pistol from the table and fired at the Gestapo at point-blank range.
The officer who ran into the shot was also killed on the spot. Zina tried to escape, but the Nazis overtook her...
The brave young pioneer was brutally tortured, but until the last minute she remained steadfast, courageous, unbending. And the Motherland posthumously noted her feat with her highest title - the title of Hero of the Soviet Union.
5 student: Kostya Kravchuk
June 11, 1944 on central square Kyiv, units were lined up that went to the front. And before this battle formation, they read the Decree of the Presidium of the Supreme Soviet of the USSR on awarding the pioneer Kostya Kravchuk with the Order of the Red Banner for saving and preserving two combat banners of rifle regiments during the occupation of the city of Kyiv ...
Retreating from Kyiv, two wounded soldiers entrusted banners to Kostya. And Kostya promised to keep them.
At first I buried it in the garden under a pear tree: it was thought that ours would soon return. But the war dragged on, and, having dug up the banners, Kostya kept them in a barn until he remembered an old, abandoned well outside the city, near the Dnieper. Wrapping his priceless treasure in sacking, covering it with straw, at dawn he got out of the house and with a canvas bag over his shoulder led a cow to a distant forest. And there, looking around, he hid the bundle in the well, covered it with branches, dry grass, turf ...
And throughout the long occupation, the pioneer carried his difficult guard at the banner, although he fell into a round-up, and even fled from the train in which the people of Kiev were driven to Germany.
When Kyiv was liberated, Kostya, in a white shirt with a red tie, came to the military commandant of the city and unfurled the banners in front of the seen and yet amazed soldiers.
On June 11, 1944, the newly formed units leaving for the front were handed the banners saved by Kostya.
6 student: Vasya Korobko
Chernihiv region. The front came close to the village of Pogoreltsy. On the outskirts, covering the retreat of our units, the company held the defense. The boy brought the cartridges to the fighters. His name was Vasya Korobko.
Night. Vasya sneaks up to the school building occupied by the Nazis.
He sneaks into the pioneer room, takes out the pioneer banner and hides it securely.
Outskirts of the village. Under the bridge - Vasya. He pulls out the iron brackets, saws the piles, and at dawn from the shelter he watches the bridge collapse under the weight of the fascist armored personnel carrier. The partisans were convinced that Vasya could be trusted, and they entrusted him with a serious task: to become a scout in the enemy's lair. At the headquarters of the Nazis, he heats stoves, chop wood, and he looks closely, remembers, and transmits information to the partisans. The punishers, who planned to exterminate the partisans, forced the boy to lead them into the forest. But Vasya led the Nazis to an ambush of the police. The Nazis, mistaking them for partisans in the dark, opened furious fire, killed all the policemen and themselves suffered heavy losses.
Together with the partisans, Vasya destroyed nine echelons, hundreds of Nazis. In one of the battles, he was hit by an enemy bullet. His little hero who lived a short, but such bright life, the Motherland awarded the Orders of Lenin, the Red Banner, the Order of the Patriotic War of the 1st degree, the medal "Partisan of the Patriotic War" of the 1st degree.
Konstantin Simonov "Son of the Artilleryman"
Detgiz, 1958, circulation 100,000 copies, Enz. format
illustrations by Alexander Andreevich Vasin
This poem, they say, was written by Simonov on the Sredny Peninsula, where he was as a war correspondent. Now in these places there is the famous Valley of Glory or the Valley of Death - a monument to those who defended Kola Peninsula from the Nazis trying to break through to Murmansk. Here http://tbrus.ucoz.ru/publ/kolskij_poluostrov_dolina_slavy/1-1-0-174 you can read about it amazing place and consider the monuments, which are composed of the death records of those who fought for this place. The prototype of Lenka was Lieutenant Ivan Alekseevich Loskutov.
In October 1941, Simonov leaves the Crimea for northern front. From Murmansk, he travels to the Rybachy Peninsula, which at that time was the most northern point front. There he stayed until the beginning of November 1941. On the last day of his stay on the Rybachy Peninsula, Major E. S. Ryklis, commander of the 104th Army Cannon Artillery Regiment, whose heavy batteries of 122-mm and 152-mm guns were located on the Sredny and Rybachy Peninsulas, told him a story about how In July 1941, he was forced to send the son of his old army friend, Lieutenant I. A. Loskutov, to adjust artillery fire to one of the heights on the Sredny Peninsula. On July 31, 1941, together with two radio operators, Lieutenant I. A. Loskutov climbed to the height and from there corrected artillery fire on the radio for 6 days. According to data transmitted by Loskutov, a mortar battery was destroyed by fire, large group infantry, several machine-gun points. However, the enemy troops located the corrective group and, after the mortar and artillery shelling of the height, which did not bring results, were forced to attack the height. Surrounding height on all sides, German soldiers started going up. As I. A. Loskutov recalled: We had no choice but to call fire directly on the height. We gave such a command, but the regiment commander considered that this was a mistake and asked again, and only after our secondary command did a flurry of our artillery fire fall on the height. The advancing Germans were partially destroyed, and the rest fled. During the shelling, we tried to hide and survived, although the condition was terrible. The radio station was destroyed, and our further stay at the height without communication with the regiment was pointless, and I decided to return to the regiment.
Based on his impressions of the story told, K. M. Simonov wrote the poem “The Son of an Artilleryman”, in which I. A. Loskutov served as the prototype for Lieutenant Petrov, and E. S. Ryklis as the prototype for Major Deev; moreover, the poem indicates the scene corresponding to real events.
In reality, there were (excluding, of course, surnames) two differences from the poem. In the poem, Lenka went to the correction alone, in reality with two radio operators (private Georgy Makarov and Grigory Mekhonoshin) and a guide, who, being wounded, returned. Also, Lenka's father, who, according to the poem, and in fact fought on the southern sector of the front, did not die, but received severe wound, but survived and died only in 1965.
I. A. Loskutov fought throughout the war in the 104th artillery regiment ended the war on pacific ocean, continued to serve in the Pacific Fleet, ended his career with the rank of colonel, as a senior personnel officer at the headquarters Pacific Fleet. During the war he was awarded four orders and
nine medals. Died in 1994
A little about the artist from the memoirs of his daughter:
Born in Ryazan. First he graduated from the Institute of Architecture and Civil Engineering. After that, he worked in the workshop of the famous architect A. Burov. During the war, he taught cadets in military construction. He drew a lot and mostly cartoons, which newspapers began to print. Finally, he decided to go to the Crocodile magazine, where he was advised to study. enrolled in Art Institute them. V. Surikov. Studied under P. Ya. Pavlinov. Big influence it was rendered by the graphics of L. G. Brodaty. The course was excellent: Boris Markevich, Mark Klyachko, Nikolai Grishin. Fate united them at the very beginning, making like-minded people and friends. He was engaged in illustrations for books by various authors. From beginning to end, his books are made very integrally and seem to be woven into the text, but at the same time, the design of F. Villon differs stylistically from the illustrations for B. Shaw. The drawings for Y. Olesha are not similar to the illustrations for K. Simonov's "The Living and the Dead". He loved to draw passionately. He never parted with a notebook and a pencil, later with felt-tip pens, which he "adored" as a technical novelty.
The origin of K. M. Simonov is usually reported:
Konstantin (real name - Kirill) Mikhailovich Simonov was born on November 28 (15 - according to the old style) November 1915 in Petrograd (now St. Petersburg) in the family of Major General Mikhail Simonov (he went missing in the years civil war, according to other sources - emigrated) and Princess Alexandra Obolenskaya. He was brought up by his stepfather Alexander Ivanishev, a teacher at a military school. (TASS-DOSIER)
It’s clear with her mother - Obolenskaya, Alexandra Leonidovna (parents: Prince Leonid Nikolayevich Obolensky and Daria Ivanovna Schmidt, whose father was a real state councilor, and her mother was Princess Shakhovskaya), since 1912 married to Simonov Mikhail Agafangelovich (03/29/1871 -?), since 1919 for Ivanishchev Alexander Grigoryevich (since 1919).
At the end of WWI, one can say about my father (thanks to the excellent project of Alexei Likhotvorik) that he was "the head of the stage-housekeeping department of the headquarters of the 5th Army (since 10/19/1917). In exile in Poland (for 1920-22)".
The 5th Army (in the 2nd formation) was on the Northern Front from August 1915 to the beginning of 1918. As far as I know, in 1918 many generals and officers of the 5th Army entered the so-called. The Pskov Corps, later renamed the Northern Corps. Corps fought in the Estonian army, took part in the attack on Peter in the 19th year, and then was transformed into Northwest Army. In January 1920, this army was disbanded, and a third of its servicemen were thrown into Estonian concentration camps. However, Major General Boboshko brought several echelons of SZA servicemen to Poland, and in Poland they became part of the 3rd Russian Army, formally subordinate to P.N. Wrangel. "In November 1920, acting in conjunction with Ukrainian troops, was defeated by the 14th Soviet army and was interned Polish authorities". In 1921, part of the 3rd Army was transformed into Detachment No. 2 and demobilized.
So, probably M.A. Simonov, the father of the writer, also went all this way.
Today I was reading a book by T. M. Simonova (!) "Soviet Russia (USSR) and Poland. Russian anti-Soviet formations in Poland (1919-1925)", and there I came across a document dated September 15, 1920 in the appendices: "Report of the General L. A. Boboshko to the Russian Political Committee on the Formation of the Russian Detachment, signed by Major General Boboshko (as temporary commander of the Russian Armed Forces on the territory of Poland), the second signature: "Temporary Chief of Staff General Staff MAJOR GENERAL Simonov.
The writer's son, Alexei Kirillovich, when he did documentary about father, "found in family archive letters from my grandmother to her sisters in Paris in the early 1920s, where she wrote that her husband had shown up in Poland and was calling her and her son to visit him there. But it did not work out: it was not so easy to leave then from Soviet Russia, and, apparently, most importantly, there was already an affair with another man, also a career officer, however, who had already become a red commander - Alexander Ivanishev.
The major brought the boy on a carriage.
Mother died. The son did not say goodbye to her.
For ten years in this and that world
These ten days will be credited to him.
He was taken from the fortress, from Brest.
The carriage was scratched by bullets.
It seemed to the father that the place was safer
From now on, there is no child in the world.
The father was wounded and the cannon was broken.
Tied to a shield so as not to fall,
Clutching a sleeping toy to your chest,
The gray-haired boy was sleeping on the gun carriage.
We went to meet him from Russia.
Waking up, he waved his hand to the troops ...
You say there are others
That I was there and it's time for me to go home ...
You know this grief by hearsay
And it broke our hearts.
Who has seen this boy?
He won't be able to come home.
I must see with the same eyes
With which I cried there, in the dust,
How will that boy come back with us
And kiss a handful of his land.
For everything that we cherished with you,
Called us to fight the military law.
Now my home is not where it used to be
And where he is taken from the boy.
Far away, in the mountains of the Urals,
Your boy is sleeping. Tested by fate
I believe we are at all costs
I'll see you eventually.
But if not, when is the date
Him like me to go on days like this
Following the father, by right, as a soldier,
Saying goodbye to him, you remember me.
Analysis of the poem "The Major brought the boy on a gun carriage" Simonov
K. Simonov became the most famous and popular Soviet author who devoted his work to the theme of war. His works, written under the influence of direct observations, convey the atmosphere of the harsh war years with maximum accuracy. The poems of the first months of the war are filled with particular pain. One of them is “Major brought a boy on a gun carriage…” (1941).
The plot is based on the story of a boy evacuated from the Brest Fortress, who was brought to the rear by his father. It is unknown if there was real prototype this child. Although it doesn't really matter, similar stories happened every day all along the front. Simonov's skill allowed him to portray the most typical situations that resonated in the soul of every soldier.
Per ordinary story hides the crippled childhood of millions of Soviet children. The Brest Fortress was the first to be attacked by the superior forces of the Nazi troops. Her heroic defense continued until June 30th. Simonov does not specify the details of the boy's evacuation. It is enough that the first ten days of the war will cost him ten years "in this and that world." The child has lost its mother. The most terrible picture of the poem is a “gray-haired boy” with a “sleeping toy”, tied to a cannon carriage for reliability.
The second part of the poem describes the author's feelings at the sight of this boy. He is in the ranks of soldiers who are just sent to the front and are not yet familiar with all the horrors of war. An ominous prologue to future battles is the sight of a gray-haired child waving his hand to the soldiers. It is both a greeting and a farewell. Lyrical hero amazed at what he saw. Before that, he had no idea what hatred and cruelty could lead to. From that day on, the image of the boy always stands before his eyes. He will not be able to calm down until he sees liberated that piece of land where the child lost his childhood forever. The author renounces own house, he believes that he will not earn the right to personal experiences until he returns the lost sense of home to the boy.
The poem "The major brought the boy on a carriage ..." was very popular among the soldiers. They recognized in the main character real destinies children caught in the whirlpool of terrible war. This prompted people to just retribution, to the desire to completely clear their native land from enemy troops.
