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
Subject: Literature, Language Arts,
Social Science and Science
Topic: Integrated Thematic Storytelling
Grade Level: Kindergarten
Little Masha and Misha the Bear
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
3.3 Identify characters, settings,
and important events.
K.1 Students understand
that being a good citizen involves acting in certain ways.
K.4 Students compare and contrast the locations
of people, places, and environments and describe their characteristics.
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.
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
2. Different types of plants and animals
inhabit the Earth. As a basis for understanding this concept, students
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).
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.
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.
Given a series of six pictures
depicting different events from the story, students will place the pictures
in the proper sequence.
Students will apply their knowledge
of rules and taking turns while making piroskies.
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.
Given a worksheet with pictures
of bears doing real and fictitious things students will cross out the fictitious
bears and color the real bears.
These lessons are a piece of a bigger unit designed
to culminate in the production of a class authored student book.
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.
After the first reading of Little Masha and
Misha the Bear students will participate in a guided writing: The
girl tricked the bear.
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
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.
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.
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.
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.
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.
Read a non-fiction book about bears.
will discuss the differences between real bears and fictitious bears.
Then students will help sort large pictures of bears doing real and fictitious
After hearing the rules for cooking students
will each make a piroskies.
Students will complete a worksheet sequence
six pictures from the story.
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.
Resources & Supplementary Materials