Description of nature
Karnaukhova Larisa Veniaminovna,
teacher of Russian language and literature
GBOU secondary school No. 583
Primorsky district of St. Petersburg
Lesson objectives:
Educational: get acquainted with the features of texts describing nature: composition, style of speech, linguistic means;
Prepare to write an essay, using the works of masters of words (Russian poets and writers) as a model.
Educational: develop students’ mental and speech activity, the ability to analyze, compare, develop communication skills, and creative abilities.
Educational: cultivate a careful and responsible attitude to the word; sense of beauty; improve ethical interpersonal communication skills.
Based on the wording of the topic, formulate the objectives of the lesson.
Use supporting words:
1. Get to know….
2. Study....
Lesson objectives:
How to write an essay describing winter nature (how to create a description text, what means (language) to use; what parts will it consist of, what style will it be written in?)
Today in class we will work in groups. Leaders organize the activities of groups. A good start is a helper to the cause.
Group work
1. Get acquainted with the features of describing nature;
2. Prepare to write an essay describing winter nature.
Checking the group assignment completed in the previous lesson. Each group worked with a text describing nature using exercises.
What is landscape? Remind me. (Landscape is a description of nature.)
And with the help of what else (besides words) can a landscape be created? (With the help of colors - painting, sounds - music)
Take a look at the reproduction of I Grabar’s painting “February Azure”. The artist used transparent, cold tones. The whole picture is permeated with a feeling of freshness and purity.
I. Grabar: “All of nature was celebrating some kind of holiday - a holiday of the azure sky, pearl birches, coral branches and sapphire shadows on lilac snow.”
What unites different types of art?
(The love of writers, poets and artists for their native nature, admiring its charms).
Well, we must describe winter nature in words and choose them correctly.
Let us remember the words of K. Paustovsky:
“If a writer, while working, does not see behind the words what he writes about, then the reader will not see anything behind him. But if the writer sees well what he is writing about, then the simplest and sometimes erased words acquire newness, they evoke in him those thoughts, feelings, state that the writer wanted to convey to him.”
1 group worked with the concept of text. (textbook Russian language grade 6, Baranova N.T., Ladyzhenskaya T.A., Trostentsova L.A. and other exercise 277)
(Text by Ivan Bunin)
This statement is a text, since a text is a combination of sentences related in meaning and using linguistic means.
That is, all the features of the text are preserved here:
1. The proposals are mutually related;
2. There is semantic completeness;
3. There is intonation completeness;
4. Divided into parts.
The second part is bright, joyful colors.
The third part contains a description of the forest and its colors in the morning. (Deep shadow of the clearing, blue shadow of the sled track, green crowns of pine trees, golden sunlight).
We called the text by Ivan Bunin “Bright colors of the winter forest.”
The essay should have a title that reflects the topic.
2nd group worked with the concept of types of speech.
1. Narration - depiction of sequential actions. Consists of the beginning, the development of the action, the climax (the highest moment of the action), and the denouement. Questions that can be asked about the narrative text: What happened? How did events develop?
Parts of speech: verbs predominate.
2. Description - a depiction of simultaneous signs of an object or phenomenon. Comprises:
1. General understanding of the subject;
2. Descriptions of parts, parts;
Object of description: nature, person, animal, room.
Questions - what is the subject?
Parts of speech - predominantly adjectives.
3. Reasoning is a type of speech that sets out the causes of phenomena or events and their mutual connection. Comprises:
1. Thesis (thought that needs to be proven);
2. Arguments (evidence), examples;
3. Conclusions.
Questions that can be asked for reasoning: why?
The type of speech in this text is a description of a winter forest. The main idea is what bushes, stumps, and branches look like in a snowy forest. The text contains a lot of adjectives (a pathetic bush, a tiny clearing, funny faces) and comparisons (a bush that looks like a broom, brushwood that looks like lace, spruce branches that look like paws).
3 group worked with the concept of speech styles.
Conversational style; function-communication, used in conversations and dialogues.
Features: ease, emotionality.
Colloquialisms and dialectisms are used.
Scientific style; message function, used in textbooks and scientific works.
Features: accuracy, clarity.
Official business: function-message, used in documents, statements, regulations, laws.
Features: formality, accuracy.
Journalistic; function-impact, used in newspaper or magazine articles, speeches.
Fiction style; function-emotionality;
Used in stories, novels, poems, poems.
Features: figurative and expressive means are used (epithets, metaphors, comparisons, personifications)
The text is a description of winter in a scientific style.
Winter is one of the four seasons.
The coldest time following autumn and preceding spring. (From dictionaries: Explanatory Dictionary of the Russian Language by Ozhegov and Shvedova and Dictionary of the Living Great Russian Language by V.I. Dahl)
The text is a description of winter in a conversational style.
In the morning I went outside. Frost! What a refrigeration! Oh! I'm running into the warmth (Colloquial vernacular, nouns with evaluative suffixes.)
In what style will you create your text?
So, we will learn to create a text: a description of nature in an artistic style (that is, use various visual and expressive means).
Exercise.
Determine the time of year by its properties: long-awaited, magical, wonderful, dazzling, bewitching (winter).
With the help of what words do we highlight the qualities, signs of objects and phenomena? (epithets)
An epithet is an artistic, expressive definition.
Epithets convey sounds, meaning, color, mood, impression.
An epithet is an adjective with a figurative meaning.
Exercise.
Let's see if each definition is an epithet. Each group works with two phrases and draws conclusions.
1. First group.
Stone building - stone face. (A building built of stone - a face that does not express any emotions (nothing), frozen).
Epithet: stone face, since in this case the word stone is used in this expression in a figurative sense. We think that the author uses this epithet to show something remarkable in a person’s face, to create his image.
2.Second group
Golden ring - golden fire. (Golden ring is a ring made of a precious stone - gold. The word is used in a literal meaning. Golden fire is beautiful, shiny, sparkling, similar to gold. The adjective is used in a figurative meaning.)
3. Third group
Deep Lake is a magical lake. (Deep lake - the adjective denotes the size of the depth, has a direct meaning, is a simple designation). (Magic lake - the epithet means: a charming, captivating lake, the author uses it to create an image, here the author’s attitude towards the lake is conveyed: admiration, admiration, a joyful mood).
Bottom line
Thus, an epithet not only highlights the properties and characteristics of an object, but also creates an image, conveys the attitude of the author, that is, it is a figurative and expressive means (linguistic).
Exercise: Write out epithets from poems and prose texts, show their role.
First group:
K. Balmont: “Snowflake”: description of a snowflake using epithets:
Light fluffy,
Snowflake white,
How clean
How brave!
Dear stormy
Easy to carry
Not to the azure heights,
Begs to go to earth.
Wonderful azure
She left
Myself into the unknown
The country has been overthrown.
In the shining rays
Slides skillfully
Among the melting flakes
Preserved white.
Under the blowing wind
Shakes, flutters,
On him, cherishing,
Lightly swinging.
His swing
She's consoled
With his snowstorms
Spinning wildly.
But here it ends
The road is long,
Touches the earth
Crystal star.
Fluffy lies
Snowflake is brave.
How pure, how white!
K. Balmont's epithets add musicality to the description of the snowflake, paint the image of the snowflake, convey the author's admiration, admiration, feelings - joy, surprise, charm.
Question: What mood do we feel? (fairytale, light)
Second group
Poem by Nikolai Brown:
Is it snow flying from the heights?
To forests, fields and thickets,
Is he like dead chalk?
Just white, white, white?
All needle-like from the frost,
At dawn it is soft pink,
He is far away, in the shadows, in the lowlands
Blue and even blue!
Snow is described using epithets: needle snow, soft pink snow, blue snow, blue snow.
The first epithet denotes the similarity of snow with needles in shape, the epithets soft pink, blue, dark blue are color epithets that show the richness of the colors of winter snow, paint a picture of winter nature with words, and make it possible to feel the colorfulness and diversity of Russian nature.
A mood of surprise, solemn and beautiful, arises.
Third group
Ivan Shmelev “Summer of the Lord”
“What beauty! The first star, and then another... There are more and more stars. And what stars! Mustached, alive, fighting, piercing the eye. There is frost in the air, through it there are more stars, sparkling with different lights - blue, crystal, dark blue and green...
Freezing! The snow is blue, strong, and squeaks subtly. Along the street there are snowdrifts and mountains. And the air is blue, silvery with dust, smoky, starry.”
The snow is blue and strong.
The air is smoky and starry.
The epithets are mostly in color, conveying the elegance of winter nature and creating a feeling of celebration.
Language means are distinguished by their expressive power in conveying thoughts and feelings, they convey excitement, colorfulness, emotionality - all this allows you to vividly and vividly imagine a picture in your mind.
Collective planning.
1. Winter has come.
2. Snow, trees, forest, sky, sun, air, patterns - a winter picture.
3. Winter mood (festive, cheerful, cheerful, cheerful, warm)
What main images will help you draw a verbal winter landscape?
Air - quiet, transparent, frosty, silvery.
Forest - silent, enchanted.
Winter - fabulous, magical, formidable, cruel, amazing, wonderful, magical, sorceress, witch.
Snow - shiny, New Year's, fabulous, fluffy, silver.
Reflection.
We live next to nature, which calms, pleases, and exalts the soul.
Nature is a source of mysteries and secrets, but they are revealed only to a keen eye and a sensitive heart. Today you were all exactly like that, remain the same, and then all the riches of Russian nature will be revealed to you, which can be expressed with the help of words.
Questions:
1. What have we learned?
2. What is this knowledge useful for?
3. Have we achieved our goal?
4. What difficulties did you encounter?
Among the many feelings, select 1-2 (delight, joy, surprise)
Applications to the lesson.
Rules for working in a group.
1. Listen to your partner carefully.
2. Ask again and clarify to be sure that you understood him correctly.
3. First of all, note positive answers.
4. If you have difficulties, ask your partner for help, helping yourself if you are asked.
5. Remember: together you will do much more than each of you individually.
The following educational technologies were used in the lesson:
Technologies of differentiated teaching, which allowed the teacher to take into account the individual psychological characteristics of children in their area of interest, in their level of achievement (mental development), and in their personal types (type of thinking, character, temperament).
This was facilitated by the division of children for group work, differentiated tasks (according to difficulty level) for each group;
Collaboration technology, which helped ensure joint activities of teachers and students on the basis of mutual understanding, democratization (work in groups to complete tasks based on text, speech styles);
A technology for the development of critical thinking, which enabled students not only to meaningfully perceive information, but also to analyze it, highlight the main and secondary, and draw conclusions (comparative tasks to identify epithet and definition).
Research technology - search, identification of problems that ensured the mental activity of students, developed independence (for example, tasks to identify problems and lesson goals);
Gaming technologies. An entertaining game was used in the lesson: recognize an object by its attribute - determine the time of year using an adjective.
Literary reading lesson
Description of nature (verbal landscape). Epithet.
according to the program "Literary reading"
Learning Objectives:
· get acquainted with the visual means in a lyric poem;
· develop the ability to analyze a lyric poem, understand the poet’s intention, find the author’s techniques for creating a verbal landscape;
· develop the ability to consciously, competently, expressively read a lyric poem.
Time spending : 2nd quarter.
Student age : 3rd grade.
Number of hours: 2 hours.
Textbook material: Grade 3, book 2, p. 50-51.
For creative work, you can use a portrait of the writer, as well as a short biographical information about him.
TEACHER. Reading various works in textbooks and other books, you often came across descriptions of nature. Remember what wonderful authors (writers and poets) are masters of words landscape. Name the authors whose descriptions of nature you remember!
TEACHER. Let's clarify what a verbal landscape is. Express your version to your neighbor too. And then look at how the concept of “verbal landscape” is defined in Dictionary reader at the end of the textbook. Copy this definition into your notebook.
Scenery– a description of nature, i.e. a verbal depiction of any phenomenon of reality by listing its characteristic features.
(In this case, a more detailed definition of the concept is given than in the textbook “Literary Reading”. You can use it when working with children).
TEACHER. Today we will get acquainted with one of the poems of Ivan Alekseevich Bunin. Meet text of the poem. When you read the work, think about the mood with which the author describes nature.
A note appears on the board: With which mood does the author talk about autumn? Describe author's mood!
Leaf fall
The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Clearances in the sky, like a window.
The forest smells of oak and pine,
Over the summer it dried out from the sun,
And autumn is a quiet widow
Today in an empty clearing,
Among the wide yard,
Air web fabric
They shine like a silver net.
Plays all day today
The last moth in the yard
And, like a white petal,
Freezes on the web,
Warmed by the warmth of the sun;
It's so light all around today,
Such dead silence
In the forest and in the blue heights,
What is possible in this silence
Hear the rustle of a leaf.
TEACHER. Do you think your mood changes often? Find those fragments of the poem in which you wanted change intonation while reading. Highlight these words and expressions in the text.
(Students take pencils and make highlights in the text according to the proposed task.)
*** Fragments of text in which a change of mood occurs are highlighted. They are indicated in the poem itself in blue. This is exactly how the 3rd grade students themselves suggest highlighting the lines.)
A COMMENT. The poet has a surprisingly subtle feel for the state of autumn nature. It creates a bright, accurate picture of golden autumn. At the beginning (in stanza 1) intonations sound admiration, sincere admiration this picture: there are so many colors here that you can’t take your eyes off!
Starting from stanza 2, the author writes out in detail every touch of autumn. He watches the autumn forest, and what his eyes see is captured in this stanza. The feeling of admiration for nature does not leave him here either. At the end of the stanza the poem sounds more calm, measured, peaceful , since the poet speaks of autumn fully entering its domain.
What is described in stanza 3 happens in the present tense. The hero, who turns out to be an eyewitness to the autumn “events” (you can name them!), enjoys the colors of the transforming forest and the sounds that autumn gives it. In this stanza the notes sound peace, bliss, tranquility .
Finally, stanza 4, which echoes stanza 1, brings the text into a loop. And again the poet with feeling admiration, even awe describes nature, conveys one’s inner state. He is enchanted by the autumn forest, he is numb from the beauty and many bright shades of autumn.
TEACHER. In previous lessons you became acquainted with a new figurative means of language. (Students name the comparison, remember for what purpose the authors use this means to create an image). Find comparisons in this poem. Highlight them in the text. Read the lines you found.
(Students take pencils and make highlights in the text according to the proposed task. Then read out the fragments indicated in the text.)
The forest is like a painted tower,
Lilac, gold, crimson,
A cheerful, motley wall
Standing above a bright clearing.
Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue
Here and there through the foliage
Clearances in the sky, like a window.
The forest smells of oak and pine,
Over the summer it dried out from the sun,
And autumn is a quiet widow
He enters his colorful mansion.
Today in an empty clearing,
Among the wide yard,
Air web fabric
They shine like a silver net.
Plays all day today
The last moth in the yard
And, like a white petal,
Freezes on the web,
Warmed by the warmth of the sun;
It's so light all around today,
Such dead silence
In the forest and in the blue heights,
What is possible in this silence
Hear the rustle of a leaf.
The forest is like a painted tower,
Lilac, gold, crimson,
Standing above a sunny meadow,
Fascinated by the silence...
A COMMENT. This poem masterfully uses similes to create an overshadowed landscape. Students gradually, step by step, find each comparison and explain: what object is being compared? On what basis is the comparison with another object made? For example: “The forest is like a painted tower...” In this phrase, it is no coincidence that the autumn forest is compared to a tower.
Terem- the upper residential tier of the mansion (ancient Russian large residential buildings), built above the entryway). The tower is the brightest, upper part of the house, which could be seen from afar. Therefore, the autumn forest is compared to a tower on the grounds that its beauty catches the eye of a person. The autumn forest at the time of golden autumn, with all its colors, is truly a royal spectacle. They admire and admire it, like a mansion.
Students must explain the nature of the similarity of these objects, and in dialogue clarify what is not entirely clear after the first reading.
TEACHER. Now find the brightest ones in stanza 1 definitions-signs , with the help of which the author describes autumn forest. Highlight them. Be sure to check yourself, consulting with the guys and the teacher.
A note appears on the board: Find in stanza 1 definitions-signs . For what purpose does the poet use them in the poem?
The forest is definitely towering painted,
Lilac, gold, crimson,
Cheerful, colorful wall
Standing above a bright clearing.
A COMMENT. Words painted, lilac, gold, crimson, cheerful, motley- these are the signs that create a vivid image of an autumn forest. Such definitions give the poem liveliness, emotionality, and expressiveness.
The speech of a primary school student actively includes adjectives, so turning to a new figurative means of language is epithet, highlighting it in the text, the ability to admire an accurate, successfully found word becomes relevant and significant in the development of the emotional-speech sphere of the reader’s personality.
TEACHER. Why do we tower painted? Try to give your answer. (Students offer their versions. Then discuss them.)
Listen to the answer another 3rd grade student gave to this question. Discuss it with the guys in the group! Do you agree with the student's opinion?
(Students discuss the student's answer: provide evidence for their discussions.)
TEACHER. Now explain how you understand the meaning of each definition. To check yourself, consult an explanatory dictionary.
What does "lilac" mean?
What does "crimson" mean?
What does the word "golden" mean?
Which question is answered by all three words: painted, purple, crimson?
(Students explain the meaning of words and answer questions.)
*** Painted - painted with a brush, painting, paints; motley.
Lilac – light purple, lilac; a mixture of colors of pink and blue, bluish, scarlet blue.
Crimson – crimson, red.
TEACHER. In this poem, Ivan Alekseevich Bunin used a special figurative means - artistic definition (epithet). And the students of one third grade came up with a model that reflects the characteristics of an epithet. Are they right? Consider Epithet model and look into Reader's dictionary.
*** Students express their opinions, transform the model, and can create their own. But it’s better to do this first, before showing this model.
TEACHER. You have become acquainted with a new visual medium - epithet. It helps authors create images of nature. Each of you will now, I hope, be able to create your own texts in which you will talk about nature and your relationship to it. What is an epithet? Give your definition. Write it down in your notebook.
An epithet is an artistic, colorful definition that gives the text liveliness, emotionality, and expressiveness.
Visual means are means of language based on special techniques of using words that help the author create images in works.
A lyric poem is a work that depicts the state of mind and the hero’s experiences, acquiring the characteristics of an artistic image.
TEACHER. I think it's time for each of you to try writing creative work! Fill in the blanks in the story. Write down the words that express your (the author's) attitude to the events. Read your essay in class and discuss it with the guys.
A very____________________ story
It’s the third day that it’s ________________ raining outside. It’s as if he __________________, that at night_______________________, and by night_______________ even more. ______________________nonstop.
On the first day, when _____________________umbrellas appeared on the street, from the window it seemed that the street was _____________________. There was _______________ and ______________ mood. And everyone’s faces were such that you would immediately think: “___________________________.” And ___________________rain ___________________. And now on the street___________________, as during_____________________. And ___________________the rain is knocking and________________.
TEACHER. What visual means helped you complement this text? Give examples and explain your point of view.
Additional material for lessons on this topic
TEACHER. You know the wonderful poem about autumn “Falling Leaves”. In it, the author created a bright, unforgettable image of this time of year. I suggest turning to works of other types of art. These are picturesque paintings by artists that represent images of autumn nature. Look at them carefully!
3. Text about the genre of painting
Images in painting
Plein air(translated from French as “open air”) are natural landscapes created directly in nature. Planner allows you to trace changes in the environment at different times of the day, depending on the weather, light, time of year and find new artistic means of expressing different states of nature.
Essay - description
Nature is the material world of the Universe; in essence, it is the main object of study of science. In everyday life, the word “nature” is often used to mean natural habitat (everything that is not created by man).
A corner of nature can be found everywhere: on the street, at home, at school, at work in the form of simple pots of flowers or flowers in a vase that people give to please those to whom they present them. But I have a difficult, but let’s say not the worst, task ahead of me - to describe something so beautiful, charmingly fragile, perfect in its beauty, creative, so that the description of “this” does not bore those reading my essay and, of course, is assessed positively. At the very beginning of my thoughts, I thought to describe the nature of my beloved city of Almaty. Trees that give the city a vibrant, blooming appearance in summer, despite the clutter and large number of cars that spoil the air. In autumn, the leaves are painted in different tones of yellow, red, green, but in winter this variety of colors fades and snow appears on the branches, which shelters them from the cold and wet wind. In the spring we feel the pleasant smell of blooming lilacs, apples, apricots, which subsequently take on appetizing forms and we want to pick, but we are afraid that a neighbor of retirement age will come out and drive away, with the experience of a soldier driving the enemy away from the battlefield, behind her, and such a desired piece of free happiness turns into “quickly hide and rip.”
And yet, my thoughts have come to such a pressing solution to the problem, which I hope no one has ever come up with before me! (At this point you need to giggle, rubbing your palms together, at the genius and greatness of my imagination) I decided to describe a flower that grows on high limestone mountains and about which legends were made by those who knew how to do it. This flower for me is the most incomprehensible combination of tenderness, vulnerability, beauty, intertwined with a thirst for life, perseverance and determination. I think everyone knows the legend of Edelweiss, scientists call it Leontopodium, which means lion's paw. It has become a symbol of hardship and good luck. Imagine a steep limestone mountain, and somewhere in the depths of the rocks hides this fragile flower, only 15-25 cm long. Its petals seem to be covered with frost, which surround the inflorescence in the form of a star. It is not at all large in size, it seemed unremarkable, but there is so much mystery and mystery in it that fascinates and makes one marvel at such perfect beauty. A peaceful, beautiful sight, as rare as it is unusual, and it is found in special places where harmony reigns
If I were suddenly asked how to correctly describe nature in fics, especially fantasy ones, I would shrug my shoulders in bewilderment. But to the question of how you describe her, mother, I would answer - just like I’ll write below. Therefore, I do not take upon myself the importance of considering all possible options; I will only note those that I use. We must immediately take into account that among us there are few Prishvins and Paustovskys, not to mention the Turgenevs with their hunting notes, and yet nature does not have bad weather, but without nature the fic clearly loses something. Let's think about why: 1) Yes, because we are all children of nature and live in it, even if there is not a tree visible outside the window. After all, nature is everything: sky, sun and water, and our heroes always come into contact with them, their relatives. 2) Because describing nature is beautiful if you choose the right epithets and generally know how to look correctly at the world around us. 3) Because with words we are trying to create a picture in the reader’s mind’s eye, and in this picture, like in a photograph, there is always a background - and in most cases - this is nature. 4) Because in fics we try to reveal the feelings of the characters, and comparisons with nature help us better convey experiences. Just remember from literature lessons poor Prince Bolkonsky with his oak tree! 5) And so on and so forth... Each of us can write a certain number of points that are particularly significant for him personally. And this is good. This means that a description of nature is really necessary. Now I will move on to my understanding of the necessity of nature, namely where and when I include my descriptions. In order not to go too far from the application, I will immediately describe the need for descriptions of nature in fantasy. In this genre, we introduce the reader to a fictional world and, like a child, explain to him our fantasy by means of comparison with the reality around us. Like, our sky is blue, but theirs is purple-pink, as if at sunset. The picture clicked in my brain - the passage was a success. Or we describe a world that is very similar to the one in which we live, then with descriptions of nature we confirm this fact. In general, nature in fantasy is necessary to immerse the reader in a new, unknown world. So, from here we immediately deduce a point of a descriptive nature: 1) The description of nature creates a picture before the eyes, so it is important here not to spread your thoughts over the tree, but to immediately find the oak tree that is in the foreground in the picture. Sometimes it is enough to describe the color of the sky, the number of trees in the background and the state of the grass at the moment. The non-Prishvin reader gets tired of a more detailed description. But a sophisticated reader can be killed right here by the richness of the language, which opens in the descriptive part of nature - the cobweb trembled like a thin shawl on the shoulders of a girl... Or better, like Yesenin - as if I rode on a pink horse in the echoing early spring... Where did the pink horse come from, you ask ? Yes, many critics at first believed that it was just for rhythm and rhyme, that is, a beautiful word, but it turned out that the white horse at dawn was really pink, but only the observant eye of the poet caught it and put it into words. Therefore, good descriptions require not only a rich language, but also observation skills - you can wander the streets and take pictures, or you can simply save your favorite nature photographs found on the Internet to an album, and then, like in school, write an essay from the picture. So, it’s time to put an end to it, because we can talk about pictures forever. 2) The second point is very close to me - I try to enhance the drama of the story with nature, that is, comparisons of two types are used: - nature suffers or rejoices along with the hero. Like, according to Rosenbaum, “nature became sad with the rains.” Here we describe the gloomy sky and gloomy face, rain running down the cheeks mixed with tears, and now the reader cries with the hero, because nature itself sympathizes with him. - nature doesn’t care, that is, the hero is crying, and the sunbeams are laughing in the yard. This is very appropriate when the heroes are not understood by the world - neither people nor nature care about them. And yet sometimes contrast also shows the depth of experience. Like, he should be jumping with sparrows through spring puddles right now, but he doesn’t even have the strength to lift his leg to step over this very puddle. 3) The point is reflective. The hero sits and looks at nature, like that same Prince Andrei. Here I am, too, crusted over and tired of life - beautiful on top and rotten on the inside. Excellent - here is the scene of action and the state of the hero. Well, something like this. Perhaps not exactly what the author wanted, but I tried to write a drabbles. If someone likes it, I will be happy to develop each point. While this is the case, brainstorm on the topic of the application. Thanks everyone for reading! And good weather in your fics!
Morning sun
The night hid behind a magical cloud, and a rosy morning descended onto the earth. The sun is about to rise. Its rays are already lighting up on the horizon. Everyone is waiting for the morning: plants, animals, people.
But why isn’t it there yet? Maybe he's still sleeping sweetly? Or maybe it was in a quarrel with the earth and doesn’t want to shine anymore? What now? And yet the east is gradually turning pink. Finally, as if from under a blanket, the sun rose above the horizon, majestic and beautiful.
The beam quickly illuminated the water, the forest, the surrounding fields, and people's houses. Sparkled green
Carpet the earth in its radiance. When a ray of sun touched my face, I woke up, smiled cheerfully at him, opened my eyes and joyfully greeted the new day.
Favorite season
Most of all I love spring. This, in my opinion, is the most wonderful time of the year.
In spring, everything on earth awakens to new life. The snow melts, young green grass appears. Leaves are blooming on trees and bushes. In spring, migratory birds return to us: starlings, rooks, storks. They begin to build nests and prepare housing for future chicks.
I love watching spring nature. See how everything around you is updated and decorated
After winter sleep. The streams sing merrily, and feathered musicians glorify the arrival of spring with all their voices. The air is filled with the fragrant smell of plants. Spring is a renewal in nature. This is exactly why I love her.
Dawn
I really love meeting the first flashes of awakening of a new day. Long before the east the sun announces its arrival. It colors the night sky with its rays and extinguishes the dawns.
I love to meet the sun, the play and trembling of the morning flashes of its rays. First, a crimson red stripe appears on the horizon. Then it turns orange, pink, and then everything around is filled with the sun. And it’s like you’re seeing a green leaf for the first time, a tree that grows right up to my window, and a light fog over your hometown that wakes up to a new day.
And now the dawn changes into a new day, is filled with the worries of people’s lives, and I hear a gentle: “Good morning, son!”
Golden autumn
The warm summer is over. Autumn has come. She quietly crept up to our gardens, fields, groves, and forests. Back at the end of August, the trees began to cover themselves with yellow leaves, and now it was already sparkling in the sun like gold. The trees stood covered in crimson, yellow leaves that were slowly falling to the ground. The ground was covered with colorful leaves, as if walking on a beautiful carpet. I love listening to the rustling of fallen leaves, looking at the magical autumn paintings on maple leaves. The short Indian summer flashed by, the cold began to blow, and the feathered musicians fell silent. Now it's time to say goodbye to the golden autumn.
Essay-description behind the painting by Ekaterina Belokur “Flowers behind the fence”
In the painting by Ekaterina Belokur there are wonderful flowers against the backdrop of a clear, fine sky. They can be divided into two bouquets. One, the closest one, is in the shadow, the second is more expressive, lighter, overshadowed by the sun's rays. There are a few colors: red, green, white, blue. But many intermediate colors were used.
I think the craftswoman is very fond of nature, immensely in love with flowers. And there are many of them here. Pink mallows reach for the sun. A climbing birch tree trudged along a birch branch. Snow-white daisies and orange lilies, pink-red tulips and nasturtiums with cherry veins on the petals captivate the eye.
The painting captivates with its harmony of colors and shapes, captivates with its beauty and craftsmanship.
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