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Extension:
Classroom Connection
You may want to try this activity back in the classroom.
Activity:
Cinderella: A Cross-Textual Study
There are several versions of the traditional tale many of us
know as "Cinderella" on the web, including:
Click here for several published English-language versions of
Cinderella
in the European tradition. Be sure to consult the project's
home page to understand how
the inventory was put together and how each work is annotated.
Versions
of the Cinderella story from France, Germany, Norway, Ireland,
England, Scotland, Georgia, Serbia, Russia, India, and Vietnam.
A
similar tale told by the Mi'kmaq on the Native American
Indian Resources page.
An annotated
copy of the Perrault version of the tale.
The story of "Cap
O'Rushes."
The story of "Tattercoats."
The same version of the Italian tale "Cenerentola,"
from two web sources (first
version | second
version).
The Russian tale entitled the "Golden
Slipper."
The English story about "Rushen
Coatie."
A site that contains story synposes and text references centered
on African,
Caribbean, Creole, and African American Cinderella's.
Visit these sites before meeting with your class, and either
print the information you find there or bookmark the sites for
students' use.
Divide the groups into small research teams and ask each group
to select three versions of the Cinderella tale to look at in
depth. Provide each group with a copy of a Venn
Diagram and ask them to look at the similarities and differences
between the three versions of the story [click here for a PDF
version]. Groups should share their work with the whole
class. Together, think about and discuss the following questions:
- How are the plots similar and different?
- How are the characters similar or different?
- How are other parts of the literary toolbox (metaphor,
theme, mood, setting, etc.) the same or different?
Participants should then respond to the following questions
in their Conversations in Literature journals:
- What literary tools did your students use to step out
and objectify their experience?
- What other tools could be used to provide other perspectives
and enrich their reading?
- What kinds of help could you give them, so that they would
begin to use these other tools in a later discussion?
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