Little Masha and Misha the Bear
Linda Kliefoth - Kindergarten Teacher - Poplar Avenue School

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This unit is designed to give students an appreciation for world cultures through story elements and storytelling while addressing curriculum standards. The story of Masha and Misha shows how a girl's courage helps lead her home. It will also give students exposure to fantasy  vs reality.
Subject:  Literature, Language Arts,
Social Science and  Science

Topic:  Integrated Thematic Storytelling

Grade Level:  Kindergarten
Little Masha and Misha the Bear 

Standards Addressed

Kindergarten Literacy:

  • 2.1 Locate the title, table of contents, name of author, and name of illustrator
  • 2.2 Use pictures and context to make predictions about story content. 
  • 2.3 Connect to life experiences the information and events in texts. 
  • 2.4 Retell familiar stories. 
  • 2.5 Ask and answer questions about essential elements of a text. 
  • 3.1 Distinguish fantasy from realistic text.
  • 3.3 Identify characters, settings, and important events. 
Social Science: 
K.1 Students understand that being a good citizen involves acting in certain ways.
  • 1.  Follow rules, such as sharing and taking turns, and know the consequences of breaking them. 
  • 2. Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore. 
  • 3. Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters' actions. 
K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
  • 1. Determine the relative locations of objects using the terms near/far, left/right, and behind/in front. 
  • 2. Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

Life Sciences

2. Different types of plants and animals inhabit the Earth. As a basis for understanding this concept, students know: 

  • a. how to observe and describe similarities and differences in the appearance and behavior of plants and of animals (e.g. seed bearing plants, birds, fish, insects). 
  • b. stories sometimes give plants and animals attributes they do not really have. 
  • c. how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
Instructional Objectives
  1. Before listening to the story of Little Masha and Misha the Bear  students will have the opportunity to demonstrate book handling skills and predict story content. 
  2. After listening to the story, students  will compare their personal experience of being lost with those of the main character and recommend an alternative course of action for the character.
  3. Given a series of six pictures depicting different events from the story, students will place the pictures in the proper sequence.
  4. Students will apply their knowledge of rules and taking turns while making piroskies.
  5. Given a map and pictures of items found in water and on land students will place items on the map to demonstrate knowledge of land and water areas.
  6. Given a worksheet with pictures of bears doing real and fictitious things students will cross out the fictitious bears and color the real bears.
Student Activities
These lessons are a piece of a bigger unit designed to culminate in the production of a class authored student book.

Introductory Activity
Background information on  Russia is presented to the students before a shared reading of Little Masha and Misha the bear.  After the first shared reading students participate in an oral discussion.  A story chart will be made with students supplying the essential story elements of setting, characters, problem and solution.

Enabling Activities
  1. After the first reading of Little Masha and Misha the Bear students will participate in a guided writing:  The girl tricked the bear.
  2. After the second reading of Little Masha and Misha the Bear  students will discuss their personal experiences of being lost.  Then students will draw a picture and dictate a language experience story. 
  3. Students will make their own Masha and Misha puppets and a story board. Then students will practice retelling the story to a partner.  The packet will be homework that night.
  4. Read Natasha and the Bear. Students will state similarities and differences between the two stories.  A chary will be made by the teacher to record student contributions.
  5. Read students language experience story about being lost.  Review the stories of Little Masha and Misha the Bear and Natasha and the Bear. Students will create a chart giving an alternative course of action for the main characters in the story to prevent the characters from becoming lost.
  6. Share the large map on the back of the big book Little Masha and Misha the Bear, and a globe.  Explain that the world is really a sphere like the globe.
  7.  Then explain that the map is a flat picture of the world.  Show students where to find the land and water on the map.  Students will place pictures appropriately on the  land and water areas of a map. 
  8. Read a non-fiction book about bears. Students will discuss the differences between real bears and fictitious bears.  Then students will help sort large pictures of bears doing real and fictitious things.
  9. After hearing the rules for cooking students will each make a piroskies.

Culminating Activity
  1. Students will complete a worksheet sequence six pictures from the story.
  2. Students will eat piroskies while watching the Disney video, Peter and the Wolf.

Literacy:  Standard 2.1
Results Print Concepts Survey:  Given at the beginning of the school year and shortly after the experience with Little Masha and Misha the Bear. 

Literacy:  Standard 2.4
Students will place six pictures in sequence to retell the story.

We are a Results School.  The data collected for assessment purposes are from the Concepts of Print Standard.  Students meeting standard must have a score of 16.  Students exceeding standard must score over 16.  Students approaching standard must score above 10.  Students scoring below 10 are seriously below standard.  There are links to data and graphs below.
Web Resources & Supplementary Materials

 Poplar Avenue School 
 2075 Poplar Street
Oroville, California 95965
Linda Kliefoth
Last Revised: 5/17/2001