What are guidelines on preparing the lesson plan for "Thu điếu" for grade 8 students in Vietnam? Are Nôm-language literary works a required content in grade 8 Literature curriculum in Vietnam?

What are guidelines on preparing the lesson plan for "Thu điếu" for grade 8 students in Vietnam? Are Nôm-language literary works a required content in grade 8 Literature curriculum in Vietnam?

What are guidelines on preparing the lesson plan for "Thu điếu" for grade 8 students in Vietnam?

Guidelines on preparing the lesson plan for "Thu điếu"

I. Author, Work

1. Author

Nguyễn Khuyến was born in 1835 and passed away in 1909, with the pen name Que Son. He was born in Hoang Xa village (now Yen Trung), in Y Yen district, Nam Dinh province, into a poor Confucian family.

A number of notable works: Quế Sơn thi tập, Yên Đổ thi tập, Bách liêu thi văn tập, Cẩm Ngữ, along with many songs, ca tru, prayer writings, and folk couplets. Among these, his poems about autumn are the most distinctive, including: Thu điếu, Thu ẩm, Thu vịnh.

2. Work

- The poem "Thu điếu" was written in Nom script and is part of Nguyễn Khuyến's trio of autumn poems.

- Content value: The poem portrays the beauty of the countryside during autumn, thereby expressing a profound love for nature and the country.

II. Compose the "Thu điếu" lesson

Question 1. Identify the characteristics of the composition, niêm, and luật bằng trắc

- The composition of the poem consists of 4 parts: Introduction, Development, Argumentation, Conclusion.

- "Niêm": The second character of the second and third lines (chiếc – biếc), the fourth and fifth lines (vàng – mây), the sixth and seventh lines (trúc – gối), the first and eighth lines (thu – đâu) share the same tone.

- "Luật bằng trắc": The poem follows the "bằng luật" (since the second character of the first line “thu” is in the "bằng" tone).

Question 2: Meaning of the poem's title "Thu điếu". Identify the relationship between the title and the first two lines.

The title "Thu điếu" means fishing in autumn, but the purpose is not to catch fish for food; fishing is merely an excuse to alleviate sadness and appreciate the colors and scents of autumn.

The author uses fishing to depict the natural beauty of the autumn scene in the countryside.

The title is directly related to the content of the first two lines: The space of the autumn pond with calm water and a small fishing boat.

Question 3: In what spaces is the autumn nature scene depicted? Comment on it?

The autumn nature scene is depicted in the following spaces: pond surface (nước, thuyền câu, sóng), sky (tầng mây, trời), land (ngõ trúc).

The order of spatial description: from near to far, from far to near; from low to high, from high to low.

Question 4: Analyze the words describing color, sound, movement,… of objects; from there, summarize the typical beauty of autumn in the Northern Delta countryside as depicted in the poem.

- Ao thu: lạnh lẽo, trong veo – evoking the chill of the weather, the calm water surface, clear water as if you could see its bottom;

- Thuyền câu: bé tẻo teo – depicting its small size like a leaf on the autumn pond. The pond's space and the boat's shape radiate harmony and charm.

- Bầu trời: deep blue is characteristic of the northern autumn sky, suggesting a high, expansive sky and the clear space of a beautiful sunny autumn day; floating cloud layers create shapes, exuding peace and serenity.

- Movement of objects is light, gentle: ripples “hơi gợn tí” with a gentle breeze; lá “khẽ đưa vèo” – falling lightly and quickly; floating clouds seem stationary.

- Sound: the sound of fish “đớp động dưới chân bèo” somewhere on the autumn pond.

The typical beauty of autumn in the Northern Delta countryside: Fresh air, clear blue autumn sky, peaceful, poetic scenery…

Question 5. In the last two lines, how does the human figure appear in posture and state?

The human figure appears in the posture of someone fishing “tựa gối, buông cần”, as if he is retracting onto the small fishing boat in a contemplative state.

You can feel the author's sentiments: A deep love for nature and the country, coupled with worries about the country's situation even after retiring.

Question 6. State the theme of the poem.

The poem "Thu điếu" reflects a delicate perception of the beauty of Northern autumn and the author's deep attachment to his homeland; thereby expressing concerns about current affairs.

Through the poem, you can appreciate the author's sensitive, delicate soul, harmoniously blended with nature; cherishing and respecting the peaceful rural life.

Note: The content of the guidance for composing the lesson "Thu điếu" is for reference purposes only!

Compose the Thu Dieu lesson for Grade 8? Grade 8 students must recognize the Nom poem script?

What are guidelines on preparing the lesson plan for "Thu điếu" for grade 8 students in Vietnam? Are Nôm-language literary works a required content in grade 8 Literature curriculum in Vietnam?​ (Picture from the Internet)

Are Nôm-language literary works a required content in grade 8 Literature curriculum in Vietnam?​

According to the Secondary School Literature curriculum issued with Circular 32/2018/TT-BGDDT:

Requirements for lower secondary school level

....

b) Literary competence

Recognize and distinguish between literary forms: stories, poems, plays, essays and some typical genres for each; analyze the effects of some formal artistic elements for each literary genre; understand the explicit and implicit content of literary texts. Present feelings, thoughts on literary works and the impact of the work on oneself; initially create some literary products.

In Grades 6 and 7, they must recognize the theme, understand the topic, meaning of the text read; recognize folk tales, short stories, lyrical poems and narrative poems; understand the lyrical subject, lyrical character and the emotional, cognitive values of literary works; recognize and analyze the effects of some formal elements and artistic devices associated with the characteristics of each literary genre (plot, narrator's voice, character's voice, space, time, rhyme, rhythm, imagery, and rhetorical devices like metaphor, metonymy, hyperbole, litotes).

In Grades 8 and 9, they must understand the message, ideas, feelings and attitudes of the author in the text; recognize literary scripts, novels and Nom narrative poems; regulated and free verse poetry, tragedies and comedies; content and form of literary works, literary imagery; analyze the effects of some formal elements and artistic devices associated with each literary genre (combination of narrator's voice and character voice, perspective, conflict, poetic rules, structure, words, lyrical emotion flow; rhetorical devices like repetition, pun, sarcasm, paradox). Recognize some general characteristics of Vietnamese literary history; understand the impact of literature on personal life.

Thus, grade 8 students need to recognize the Nôm-language literary works, which is a required competence in lower secondary school literary curriculum.

What are literary contents for grade 8 students in Vietnam?

According to the Secondary School Literature curriculum issued with Circular 32/2018/TT-BGDDT, the literary contents for grade 8 students includes:

1.1. Imagination in literary works

1.2. Titles and ways to title texts

1.3. Theme and subject, determining the subject; structure

2.1. Plot, context, character, language in comedy, historical stories

2.2. Single-thread plot and multi-thread plot

2.3. Main artistic techniques of satirical poetry

2.4. Some poetic rules of seven-word eight-line poems and quatrains in Tang style: composition, niêm, luật, rhyme, rhythm, parallelism

2.5. Some formal elements of a poem: words, imagery, composition, emotional flow

2.6. Conflict, action, character, dialogue, satirical techniques in literary scripts (comedies)

2.7. Some formal elements of free verse (six, seven-syllable): number of lines, words, rhyme, rhythm

3.1. Reader and individual reception of a literary text

3.2. Content reflection and the author's view of life, people

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