Lesson of extracurricular reading in literature on the work of M. Twain "Mark Twain fantasizes." The Prince and the Pauper: A Modern History of the Moscow Theater Award "The Highlight of the Season"

The play is the winner of the Moscow theater award "The Highlight of the Season", a participant in the TOP-20 rating of the OSD.ru website.

Moscow theater award "The highlight of the season"

Gray and foggy London is unpredictable, and anything can happen in it. A beggar boy who accidentally got into the royal palace may end up on the throne. Of course, if he is very similar to the crown prince. It would seem that simple fun - to change places with the prince - in fact turns into unpredictable consequences.

The performance, staged based on the most famous historical novel by Mark Twain, opened a new page in the work of Teresa Durova and her team - an appeal to the traditions of national musical cultures. The Prince and the Pauper features medieval English and German music performed by an orchestra on ancient instruments (doppia harp, bow psalter, hurdy gurdy, krumhorn, rauschpfeiff, bouzouki, boyran, landsknecht drum, etc.), some of which are museum exhibits .

Scenario

“The Prince and the Pauper” (after Mark Twain)

Leading 1: Iam going to tell you a story that took place many, many years ago. The story says that it happened in the second quarter of the sixteenth century. In the old city of London, on a cold autumn day two boys were born.(leaves fall, two mothers come out from behind screens, with babies in their arms)

Leading 2: One boy was born to a poor family. He lay in his poor rags and did not knowthat theCanty family, the family of paupers, did not want him.Theydid not want him at all. Nobody wanted Tomcanty,the son of John Canty. (crybaby)

Leading 1: The other English child was born to a rich family. He lay in silks and didn't know that he made the people of Englandso happy. TheTudorfamilywantedtheboyverymuch. (the king hugs the queen and looks at the baby, a lullaby plays)

Host 2: Severalyearspassed. (everyone leaves, a beggar appears)

Tom spent his early years in a very old and dirty house. Tom'sfather, JohnCanty, was a thief and Tom "s mother was a beggar. They made beggars of the children. If Tom came home without any money his father gave hima hard beating.At night Tom thought about kings andprinces. Tom wanted to see a real princewithhis own eyes.

Scene 1( at gate palace )

Guard 1:Get out of here

Guard 2 : Youyoung beggar!

Prince:How can you do that to the poor lad? Open the gates and let him in. Servant, bring something to eat!

tom:I see and eat such food for the first time in my life!

Prince:Really?

tom:Yes, it's right!

Prince:And what do you have than?

tom:Freedom is my richness. I can do everything I want!

Prince:Oh, to be a prince, it's so boring!

tom:If I were you....!

Prince:It'swonderful. I'm ready to give mycrownfor a day like that. Look, lad! Shall you give me your clothes..... and put on mine for some time? (dress up)

Leading 1: A few minutes later the little prince had Tom's rags on

Leading 2: and Tom put on the prince's royal clothes.

Scene 2 (Goes back into the room)

tom:Rise, lad! Who are you? What do you want?

The boy:You must remember me, my lord. I am your whipping boy.

tom:Mywhipping boy?

The boy:Yes, my lord. I am Humphrey Marlow.

tom:It seems to me that I remember you. But I can't remember well, I am ill. Tell me what you want!

The boy:Two days ago when your majesty made three mistakes in your Greek in the morning lessons-do you remember it?

tom:Yes, I think I do.

The boy:Your teacher promised to whip me for it and-

tom:whipyou? Why did he want to whip you for my mistakes?

The boy:Ah, my lord, you have forgotten again. He always whips me when you don't know your lessons.

tom:True, true-I have forgotten.

The boy:Oh my lord! What are you saying? I, your servant, teach you? Never! But this is how it is: nobody may strike the Prince of Wales, so when he makes mistakes, I get the blows. And that is right-it is my work and I get money for it.

tom:And have they beaten you for my mistakes in Greek, my poor friend?

The boy:No, your majesty, they were going to beat me today, but they didn't do it because of the death of the King. Now you are no more Prince of Wales, you are the King of England, and I'm afraid that you won't continue your studies. You'll burn your books and turn the teachers away. Then I'm lost and my poor sisters with me.

tom:Lost? Why?

The boy:My back is my bread. Oh my lord! If you stop studying, you won't need any whipping-boy and I'll have no work. Don't turn me away.

tom:Rise, my boy, you will always have the post of whipping boy.

The boy:Oh, thank you, my dear master! (go away both)

Leading 2: As soon as the prince left the palace, his troubles began. Every time when he said, “I am the Prince of Wales”, people laughed.

Leading 1: They mocked at him, pulled and pushed him. But he repeated again and again: “I am the Prince of Wales.”

Scene 3 (danceWithsticks)

A man:I was a farmer. I had a wife and nice children. Now I have neither a wife nor children. They are dead! I begged again, and at last I was sold as a slave. A slave! Do you understand that word? An English slave! I have run away from my master, and when I am found, the English law will hang me."

Prince:No, it won't hang you, I shan't allow it.

voices: Who is it?What is it? Who are you?

Prince:I am Edward, King of England. (crowd laughs)

Prince:You, thieves and beggars, this is how you thank you king.

John Canty:Friends, this is my mad son, don't pay any attention to him, he thinks he is the king.

Prince:Iam the king.

voices:"Long live Edward, King of England!"

Prince: I thank you, my good people.

(the crowd laughs, throws a rag over his shoulders and escorts" Oh , sweet king ”

Leading 1:

In old England royal processions usually took place before the coronation of a new king.

Leading 2: On the morning of the 20 th of February London streets were beautifully decorated with flags and banners for the coronation of Edward VI.

Leading 1: When the coronation procession was over, people filled the Westminster Abbey to watch the coronation ceremony.

Scene 4

(ladies dance, the prince appears with his retinue and a voice comes from the screen)

Prince:Don't put the crown of England on his head! I'm the king!"

tom:Let him go and don't touch him, heis the king!

The Lord Protector:Pay no attention to the words of his majesty. He is ill again. Take the beggar...!

tom:Don't touch him, he is the king!

Protector:) If you please, sir, I wish to ask you a few questions.

Prince:I'll answer them, my lord.

The Lord Protector:I wish to ask you a question. If you answer it correctly, then you are the king. If you can "t answer it, you will be arrested. Your answer will decide everything. The question is this: where does the Great Seal lie? Only the Prince of Wales can answer it. Only he can know it.

Prince:It is not difficult to answer this question. Go to my cabinet, and in the left-hand wall you will find a nail-head. Press upon it, and the wall will open. bring it here.

tom:Why don't you go? Go!

The Lord Protector:Did you look well for it? It is so strange! How could such a big thing as the Seal of England disappear? A big heavy thing, a massive golden disk...

tom:Wait! That's enough! Was it round and thick? Had it letters and emblems cut upon it? Ohnow I know what this Great Seal is!

The Lord Protector:Who was it then, your majesty?

tom:He is the true king of England. Think, my king, try to think well! It was the last thing which you did that day before you ran out of the palace, dressed in my rags.

Prince:I don't remember where I put it.

tom:"Oh, my king. Try to remember! You gave me food and drink, and sent away. Then, my prince, you put on my clothes and I put on yours. You passed a table-the thing you call the Seal lay on that table-you took it from the table and looked around as if you wanted to find a place to hide it, then..."

Prince:"That is enough. I remember it now. GO,-in an arm-piece of the armor that hangs on the wall you will find the Seal."

tom:"That" s right, my king, that "s right. Now the throne of England is yours. Hurry!

tom:"Now, my king, take this royal clothing back and give poor Tom, his rags again!"

The Lord Protector:The beggar must be thrown into prison!

Prince:No, I don't allow you to do that! He won't go to prison. It is only because of him that I got my crown back. My poor boy, where the Great Seal is?

tom:Ah, my king, that was easy, because I used it many times.

Prince:Used it? But you could not explain where it was.

tom:When they asked about it I did not understand what they wanted.

Prince:Then how did you use it?

Prince:Don't be afraid.

tom:I cracked nuts with it.

Leading 1:

Edward was a kind king.

As long as he lived he liked to tell the story of his adventures.

Leading 2:

Tom Canty lived happily a very long life. Edward gave him the title of the King's Ward for it. Everybody paid attention to him when he appeared in the streets of London. People whispered to each other: "Take your hat off, it is the King"s Ward!"

Lesson foreign literature based on Mark Twain's "The Prince and the Pauper" 6th grade

Goals:

1. Discuss with students the universal significance moral values the need to preserve them.
2. Continue to work on the formation of the ability to analyze a work of art.
3. Cultivate an interest in literature.

Equipment:

• Mark Twain's The Prince and the Pauper.
• Photographs of the writer, images of literary heroes.
• Exhibition of the writer's books, reproductions of illustrations for works.
• Drawings of students.
• Task cards
• Presentation

During the classes

1. Introductory speech of the teacher:

Guys, today we will turn to the work of Mark Twain - the largest American writer. Look at the portrait of the writer, depicting him in old age - with a mustache and gray hair. The eldest daughter Suzy left childhood memories of her father: “He has very beautiful gray hair, not too thick and not too long, but just right; a Roman nose, which makes his face seem even more beautiful; kind blue eyes and a small mustache.” Look at the portrait of the writer and try to imagine what this person was like.

Students provide answers.

2. Presentation of the student on the biography of the writer.

3. Conversation with students based on presentation materials:

What is Twain's real name?

How did his pseudonym come about?

What are the professions that the writer owned?

What were Mark Twain's hobbies?

Name the most famous works of the author.

4. The novel "The Prince and the Pauper" was written in 1881.

Exercise : find among the definitions those that correspond to the novel. At the blackboard, two students choose and place definitions on the board (correct - a large prose work, many characters, several storylines, posing important problems, a significant length of time; incorrect - a small prose work, events fit into one day, the form of narration is a dialogue)

Conclusion : a novel is a large prose work, where several storylines unfold, many characters, important issues are raised, and a significant time of action.

Exercise: group real and fictional characters. At the blackboard, two students choose and place heroes on the board (the real ones are the Prince of Wales, Lady Jane Grey, Lady Elizabeth, Henry IIIV, Mary; fictional ones are Tom Canty, Miles Hendon, Humphrey Marlowe)

Conclusion : in the novel, real characters act together with fictional characters

5. Work in groups of 4-5 people.

Exercise: a senior is appointed in the group, who evaluates the degree of participation of each in the work, 1 group choose from the proposed qualities that Tom Canty showed (faithful - mercy, nobility, kindness, justice, ingenuity,; unfaithful - diligence, cowardice, modesty, education). Prove on concrete examples their presence in the hero. Group 2 chooses from the proposed ones the qualities that the prince showed (faithful - mercy, nobility, kindness, justice; unfaithful - modesty, honesty, hard work, respect for elders) To prove their presence in the hero on specific material. Group 3 arranges the episodes of the novel in the correct chronology (the birth of the prince and the beggar, the meeting of heroes, the exchange of clothes, the prince is expelled from the palace, the meeting of the prince with Tom's father, the meeting with Gendon, the prince is kidnapped by tramps, the prince was sheltered by a peasant woman, the prince is with a hermit. The prince is in prison , failed coronation, Edward the King). Group 4 analyzes the scene of the climax of chapter 32 "Coronation Day". Briefly retell the scene. How is Tom behaving? How do courtiers behave? What unites Tom and the prince? Group 5 comes up with trap questions for knowledge of the content of the novel.

After 10-15 minutes, the groups report on the results of the work.

6. We read the epigraph to the novel.“Oh, there is double grace in mercy: Blessed is the one who has mercy, and the one whom he has mercy on. It is most powerful in the hands of the strong; It is more fitting for kings than a crown…”

Question:

How do you understand these words of Mark Twain?

Homework:

write an essay-miniature on the topic: "Why mercy is necessary in the modern world"

The game is intended for high school students, although it was first held for young employees of the PMS center. The game gives teenagers the opportunity to explore such concepts as freedom and responsibility, to study their behavior in a situation of group rejection or gaining power. In addition, the variety of events is sure to pave the way for other important topics to be discussed. The game is developing and educational in nature, can be used independently or in the context of training. The scenario is good for a small group of 8-10 people. materials: attributes of absolute power (crown, scepter), a cup and the inscription "Help in any way you can" for the Beggar, cards with the names of roles, a stack of paper, scissors, adhesive tape. Before the game, participants are advised to stock up on several low-value items - like hairpins, pieces of paper, matches (then they will be required for taxes and alms). Timeholding: about 2 hours.

FIRST STEP

The host announces the theme of the game and gives an introduction. Leading.Want remind to you plot story Brand Twain "Prince And beggar". Two Very similar boy, located By different sides palace walls, accidentally are changing in places. AND get to know previously Not famous sides life, his new, A hence, And old provisions. Today, seemed would, All We equal, But life often has us on different levels: boss And subordinate, Darling And rejected - Who- That turns out higher, Who- That below. Badly be beggars - You hungry, filthy, People turn away from you, despise, kicked, nowhere get help, Yes What there - nowhere eat And warm. Fine be beggars - You neither behind What Not you answer, nobody Not must, free With morning before evenings. A prince? Fine or Badly? Certainly, Fine - you taste delicacies, command right And left, People bow down you And Not dare rebuke. AND All same Badly be prince. Want - Not Want, A necessary study state affairs, from which depends life And welfare subordinates. Want - Not Want, A necessary study questions uninteresting And unpleasant. Every strives incline you on my side And do puppet. Practically All lie you V eyes And Not blush. IN end ends, it is forbidden even marry By love! So What same better? What would You chose For myself? What would You were afraid more Total on opposite pole? Describing the position of "princes" and "beggars", it is important to focus on all understandable experiences, and not on the absence or presence of money, and then correct the guys who tend to see one side of these statuses. Here the facilitator asks the participants to tell which role - the Prince or the Pauper - would be harder for them and why. The statements should be written down. After the circle is completed, the host announces that in order to participate in the further development of the game, it is necessary to acquire immunity. It is useful for dealing with negative events. That is, the participants are invited to face exactly those experiences that they called as difficult for themselves. There are exercises and games. For those who would not like to be in the role of the Beggar, situations are reproduced for opposing the individual to the group, group rejection. For those who are afraid of the role of the Prince - situations in power. It follows from the formulations that were given by the participants. (Test options were recruited from well-known psychological games. Their detailed description can be found in the books of V. Petrusinsky, A. Prutchenkov, I. Vachkov, G. Marasanov.) If confusion or protest reactions arise in the group, then the leader: a) ahead of events, says that there will be a draw and an unwanted role can go to anyone; b) Exclude protesters from conducting exercises if the group agrees to the presence of observers. This is one of the difficult moments of the game, as it requires a quick orientation and diverse experience in conducting trainings, a stock of thoroughly familiar exercises from the leader. The table on the left shows the participants' comments and exercises that can be done to build immunity.

Difficultrole	Possiblestatements	Optionsgames
	Frightened by the burden of responsibility	Arrange to contact this member for advice and assistance. The game "I'm responsible for you" (G. Marasanov)
	No sincerity, impossible to trust people	The game "Blind and guide"
	I'm afraid to be arrogant, power spoils the character	Exercise “Boasting”: the participant stands on a dais and begins to brag: “I am the most ...” At the signal of the host, the rest of the participants listen in silence for 20 seconds, hoot, whistle and laugh for 20 seconds, applaud for 20 seconds
	I'm afraid of the authorities, because they can overthrow ...
	Terrible humiliation, they do not consider a person	Exercise "Hey you" The one to whom this statement belongs goes out the door, the rest of the participants are given the task - to stand on chairs and not use the name of the person who came out in the conversation, addressing him only "Hey, you." The teenager is invited to enter and chat. Exercise "Enter the circle"
	No confidence in the future, unstable situation game options	Exercise "Confidence Fall"

Each exercise should be briefly discussed. First, the direct participant speaks about his impressions. Then briefly those who helped. It is important for a psychologist to ask everyone the question: “What helped you cope with this situation?” or, if the situation is not resolved successfully, help the participant find resources to get through it.

SECOND STEP

Cards are prepared in advance: Prince (1), Beggar (1), Merchant, Peasant, Citizen (by the number of participants minus 2). Participants draw cards without looking. Only the Prince's card is presented to everyone. The rest do not open their cards and receive a task - to get "to a warm place", that is, to the courtiers. The prince is given signs of power - a crown, a scepter, etc. Participants line up in front of him and ask to be accepted as courtiers, citing various arguments in their favor. But if among those whom the Prince chooses there is a participant with a Beggar's card, then a coup d'état is announced. The draw is carried out again and the whole procedure is completely repeated, but no more than three times. The number of courtiers (1-3 people) depends on the size of the group. After choosing the courtiers, the rest of the cards are presented. All roles are defined and the following rules are introduced. Prince-Not Maybe work; must file alms beggar; must lead actions courtiers And population. courtiers-Not may move away from Prince Further, how on one step; Not may refuse Prince V request; obliged smile. Merchants And Townspeople-obliged work; obliged to pay taxes, bow Prince. All-Not may touch To beggar; enjoy scissors; lift up fallen on floor; call Friend friend By name. BeggarMaybe do All, What to him please. Every, violating rules, automatically is changing With beggars in places. After the introduction of the rules, the game task is announced. Leading.It became known, What from neighboring states advanced army, to seize city. Inhabitants cities must build lock For protection from enemies. A pack of paper, adhesive tape, scissors is issued. You have 15 minutes to build the castle. The leader monitors the implementation of the rules, changing roles in a timely manner. The game ends when the castle is built or if the time is running out and no constructive ways to solve the problem have been found (mass rule violation, concentration of the game around one character, etc.).

THIRD STEP

finalcirclediscussions Important questions for discussion: built whether lock? Who introduced greatest contribution V Creation castle? (Or: Who guilty V volume, What lock So And Not was built? )Who And Why observed/ Not observed rules? Who And How enjoyed their rights? Which winning moments were V disposal Prince? beggar? Other participants? How They were used? Often the Beggar, taking advantage of the official permissiveness, interferes in every possible way with the common work. It is important to discuss here: 1) opportunity everyone participant, violating initial rules, become on place beggar And help V construction; 2) Why words "Can All" were interpreted How "Can All bad" (often met V life phenomenon). With frequent role changes and confusion during construction, it is necessary to discuss the purpose of the game rules in the final circle. This will give way to an important discussion about the meaning and essence of public laws, public and non-public. If all participants followed the rules perfectly and the roles did not change, the game may provide somewhat less material for discussion. But in this case, it will be possible to talk about the experience of the participants who played the main roles, and organize interviews with them, delve into the comparison of their initial idea of ​​\u200b\u200bthe role and subsequent impressions. For many participants, an important discovery made after the game was the difference between what opportunities they had (great) and how they used them (badly), and the transfer of this analogy to real life. Our game ended with a conversation about freedom, which we do not use.