Lesson Overview:
Students will compare and contrast three, culturally distinct variations of the Cinderella folktale: Rhodopis, the Egyptian version; Yeh-Shen, the Chinese version; and The Hidden One, the Native American story. Through class discussion and various activities, students will explore storytelling traditions, categories of folktales, and the basic components of fairy tales. Students will learn about the cultures represented by each Cinderella tale through small group projects.
Length of Lesson:
Six 45-minute class periods
Notes:
This lesson is particularly suitable for grades 3-4.
Instructional Objectives:
Students will:
- explore storytelling traditions.
- explore components of a fairy tale.
- compare and contrast three culturally different versions of the Cinderella Story.
- research and present projects on each culture and country.
Supplies:
- Computers with Internet access
- Construction paper
- White drawing paper
- Glue
- Scissors
- Pencil
- Pen and ink
- Rulers
- Tempera paint
- Map of the world or a globe
Instructional Plan:
Warm Up
Ask students to name some of their favorite fairy tales and write them on the board. Keep these names on the board throughout the lesson.
Explain to students that the fairy tales with which we are familiar today were first told long ago by storytellers. The basic framework of the story was passed down through generations. They were not written down; instead, the storytellers would travel to many places, repeating the story to local people. In subsequent retellings, the stories were often adapted to accommodate the culture and customs of the audience. As a result, there are many versions of popular fairy tales throughout the world. The story that we know as Cinderella can be found in more parts of the world, told in more languages, and in more versions than any other folktale.
Create a simple chart on the board where students can explore the essential components of a fairy tale. First, ask students to recall their favorite fairy tales. (You may wish to start the list with a few popular names, such as Snow White, The Ugly Duckling, The Princess and the Pea, etc.) Have students volunteer what story elements most fairy tales have in common. Examples should include: the setting in an unspecified time and place; characters who are either good or evil (cruel); the presence of magic (powers, events, etc); a happy ending.
If students are familiar with fables, myths, and other types of folktales, explore the similarities and differences between them. An example of a similarity between fables and fairy tales is that both usually explain an essential truth about human nature. Other similarities and differences include truth versus deception, the virtues of generosity and hard work, and the importance of patience, kindness, and love. You may wish to have students briefly explore the ARTSEDGE storytelling mini-site Spinning Stories, Telling Tales.
Have the students retell their favorite fairy tale or folktale, changing and adapting it to the times and interests of their classmates. Give everyone a chance to participate. As an alternative, you may wish to lead the class in a collective adaptation of the Cinderella story. Encourage students to tell different stories, and be sure that each student varies the story in a different way.
Guided Instruction
Have students read the three versions of Cinderella. The Egyptian Cinderella, Rhodopis, is thought to be the oldest Cinderella story, dating back nearly 2000 years. Yeh-Shen, (also spelled Yeh-hsien), the Chinese version, is thought to be the first written Cinderella story dating approximately from the year 850 A.D. The Hidden One, (also known as The Rough-Face Girl) is the Native American story told by several tribes of the Northeast. Explain to students that the story they are most familiar with is based on the fairy tale by the Brothers Grimm. (Note: there are many versions of this story; feel free to select a different variation to reflect the cultural makeup of your classroom.)
Once students have read each story, have them compare and contrast the different versions using the interactive Venn Diagram.
Arrange students in small groups. Have students in each group draw a slip from a bowl; each slip will tell them what fairy tale they will be working on and what assignment they will have. (These slips may be adapted from the activity descriptions used in the handouts referenced below.)
Explain to students that since each fairy tale comes from a different culture, they will conduct research using online and print resources to
better understand the culture and the country. Allow students at least 1-2 periods to complete their research; they may also complete it as homework. Use the Web sites listed in each handout for research. The following is a sample of online resources for their research:
Egypt
China
Native American and Algonquin Tribes
Have students present the results of their projects to the class.
Assessment:
Students will be assessed on their participation in classroom discussions and group research. Students should demonstrate, in class discussion, their understanding of storytelling traditions and the elements of a fairy tales.
In their research, students should demonstrate good research techniques and the ability to use online sources. The written research should utilize correct grammar and sentence structure. After theoral presentations, students should engage in a question-and-answer session about each culture and country. Use the Assessment Rubric to assess your students' work.
Extensions:
- Have students do a comparison of roles in the stories of Yeh-Shen, Rhodopis, The Hidden One and the European/American version.
- Invent a modern day Cinderella story that takes place in your town. Write the story only up to the point where the evil characters leave the hero or heroine alone at home while they go to a special event. Now switch papers with a classmate so that another writer finishes your story.
Sources:
Print:
- Ai-LingLouie. Yeh-Shen. New York: Philomel Books, 1982.
- Climo, Shirley. The Egyptian Cinderella. Harper Collins Publishers: 1989.
- Martin, Rafe. The Rough-Face Girl. Putnam & Grossett Book Group, 1992.
- Sierra, Judy. Cinderella—The Oryx Multicultural Folktale Series. New York: Oryx Press, 1992.
Web:
Authors:
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Diane Messina, Drama Teacher
Thomas G. Pullen Arts Magnet School
Landover, MD
