How to describe beautiful nature. Description: examples. Artistic description of nature. Literary reading lesson

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 a descriptive essay winter nature(how to create a text description, 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 art?

(The love of writers, poets and artists for 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 characteristics 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 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;

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 many adjectives (a pathetic bush, a tiny clearing, funny faces), comparisons (a bush that looks like a broom, brushwood that looks like lace, fir branches 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.

Style fiction; 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: Dictionary of the Russian language by Ozhegov and Shvedova and the dictionary of the living Great Russian language by V.I. Dalia)

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- a magical lake. (Deep lake - an adjective denotes the size in depth, has direct meaning, is a simple notation). ( Magic Lake- the epithet means: the lake is charming, captivating, the author uses it to create an image, here the author’s attitude towards the lake is conveyed: admiration, admiration, 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, light blue, blue are color epithets that show the richness of colors winter snow, paint a picture of winter nature with words, 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 learning that allowed the teacher to take into account individually - psychological characteristics children by area of ​​interest, by level of achievement ( mental development), according to personal types (type of thinking, character, temperament).

This was facilitated by the separation of children for group work, differentiated tasks (according to difficulty level) for each group;

Collaborative technology that helped enable joint activities teachers and students on the basis of mutual understanding, democratization (work in groups to complete tasks on the 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. Used in the lesson entertaining game: recognize an object by its sign - determine the time of year by the adjective.

The picture of morning summer nature looks quite bewitching and attractive to the human eye. The rising sun illuminates everything around with its gentle and warm rays.

Grass, bushes - all this is covered with transparent dew. Sometimes a light and transparent veil of fog hangs over everything. The fresh pre-dawn coolness is combined with rare gusts of the morning breeze. The sky does not yet shine with its usual blue, but is temporarily covered with small white clouds, which will disperse immediately after the sun rises. There is still no choir of bird voices ringing with all the melodies, but only occasionally the murmurs of early pigeons can be heard. There is silence everywhere, there are practically no sounds.

But suddenly the very first rays of the sun appear from behind the horizon, and a few minutes later the sun royally emerges into the sky and nature seems to come to life: you can immediately hear the singing of birds, gusts of wind, the clouds disperse and a bright blue sky opens. Painting morning nature pleasant to any person and attracts his gaze with its splendor.

Several interesting essays

• The image and characterization of Evgraf Zhivago in Pasternak’s Doctor Zhivago

  Doctor Zhivago is a novel written by Boris Pasternak in 1955 (it took him ten years to write). The Soviet authorities did not accept this novel, and Pasternak was subject to persecution, due to which he died early.

• Characteristics and image of Pyotr Grinev from the story The Captain's Daughter by Pushkin, essay 8th grade

  Pyotr Grinev is the main and positive hero of the story “The Captain's Daughter”. He is a young nobleman from a wealthy family. All day long the boy chased pigeons and played with the yard boys.

• What is the role of a mother in a child's life? Final essay grade 11

  They often talk about the role of a teacher, coach, friends, but no one even thinks, it seems to me, about the role of a mother... Simply because it is huge! Why discuss it? But no, we must not forget about her.

• The image and characteristics of Peter 1 in the poem The Bronze Horseman by Pushkin essay

  The famous work of the writer " Bronze Horseman"sums up the work about the great Russian Tsar. Even the title of the poem shows us that the author paints us an image of the famous reformer in history, Peter the Great.

• Features of the depiction of heroes of Russian literature of the 19th century

  Russian literature at all times differed significantly from the work of world writers in its special sensual content, liveliness of forms, rich spectrum artistic images and forms

Lesson literary reading

Description of nature ( wordscape). Epithet.

according to the program "Literary reading"

Learning Objectives:

· get acquainted with the visual means in a lyric poem;

· develop analytical skills 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 small curriculum vitae 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's watching 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 his internal state. He is enchanted by the autumn forest, he is numb from the beauty and multitude bright colors 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 bright image autumn forest. Such definitions give the poem liveliness, emotionality, and expressiveness.

In the student's speech primary school adjectives are actively included, 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 to write 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. Which visual arts helped you complete 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 track changes environment V different time days, depending on the weather, light, time of year and find new artistic means of expressing various states of nature.

Beautiful landscapes of nature fill a person’s soul with delight, only this beauty is truly mesmerizing.

Mini-essay on the topic nature

Option 1. Unique and indescribably beautiful nature in autumn. Despite the fact that rain and fog are quite common, there are also clear, quiet days for a walk in the nearest forest. Sit down and admire golden robe of the forest, listen to the singing of birds, watch the birds fly away. Somewhere in the distance thunder roared. Drop by drop it began to rain. Hiding under a tree, he looked around. How beautiful it is all around I like it autumn nature . The air is so fresh! I don't want to go home at all.

Option 2. Human and nature are closely related to each other. Nature creates all the conditions for human life, which is why it is so important to live in harmony with it. Beautiful landscapes of nature fill a person’s soul with delight, only this beauty is truly mesmerizing. Man's interest in nature is limitless; how many secrets and mysteries the forests and seas contain. There's a lot we don't know yet about nature. To enjoy the beauty of nature, you don’t need to travel far, just go to a park or forest. Nature is especially beautiful in the fall, when you want to sit on benches and absorb all its beauty and enjoy it. It is then that you feel how your soul is filled with new colors, how it is saturated with the beauty of the world around you. At these moments you realize how closely people are connected with nature.

Music for happiness - gentle guitar

The first chord is light, a breath of wind, your fingers barely touch the strings. A vanishingly quiet sound, E minor, simpler and there is nothing...
The first snowflake is light, translucent, carried by an almost imperceptible wind. She is the harbinger of snowfall, a scout who was the first to descend to the ground...

The second chord – the fingers of the left hand are deftly rearranged, the right one confidently and softly leads along the strings. Down, down, up - simple and gives the simplest sound. It's not a blizzard or a storm - just snowfall. There can be nothing complicated about it. Snowflakes begin to fly more often - the vanguard of the main forces, sparkling ice stars.

Then the chords replace each other more viscously and tenderly, so that the ear almost does not notice the transition from one sound to another. A transition that always sounds harsh. Instead of a fight, it’s too much. Eight. The intro is played and even if it’s not an instrumental that sounds triumphant and joyful during a summer downpour or viscous and bewitching in a snowstorm, even if it’s just chords put together, the music surprisingly suits the snow outside the window, the white butterflies of winter, the icy tiny stars that are all dancing, dancing their dance in the night sky...

Singing is woven into the music - quiet, the words are indistinguishable, elude perception, mixed with the snowfall and the measured, natural beating of the heart. A clear rhythm and calm strength resound in them. The song has no end, it just softly intertwines with the dance of snowflakes and goes away imperceptibly, leaving the sky and snow alone...
Cold and darkness conceal sounds and movements, reconciling the city with winter...

And the Lord of Snowfall, having played his part on one of the roofs, gently puts his guitar, which has power over the elements, into its case. There is snow on his shoulders and hair, red cheerful sparks flash and go out - snowflakes reflect the light of distant lights. There is light in the windows of the house opposite. There are people there who don’t know how to weave the lace of the elements...

The staircase is an ordinary staircase of a nine-story building. Doors, an elevator always occupied by someone, the dim light of a light bulb on the landing... The Lord of Snowfall walks, holding his guitar, quietly and slowly walking up the steps. From the ninth floor to the first, carefully so as not to disturb the warm feeling of relaxed, trusting happiness that comes every time after completing the game...
And the usual angry question from the mother who opened the door:
– When will you stop playing your games and finally start thinking?
It hits the open soul like a knife. The soft snow wings given by the fulfillment of the present break and only misunderstanding and resentment remain.
Why does she hit where it hurts the most? For what?..

At night, a wild wind mixed with snow blew through the city. Broke tree branches, tore wires, swept roads...
It was the Lord of Snowfall's guitar singing again.