In small groups, students will respond to each story with a set of questions related to the attributes of a fairy tale. They will independently write a poem about each story from an entirely different point of view, such as another character or inanimate object. A structure poem will be used to make it easier to conceptualize such an abstract concept. Students will recognize and match the story elements (setting, plot, characters, problem, and solution) to each of the three Cinderella versions. Several guests will be invited to share their expertise on each story's country of origin (Iran, southern Africa, and China). These guests would come from the local universities, community, or parents in the school. Students will be expected to reflect on these visits in their journals. After reading each story, students will contrast each country's culture using a triple Venn diagram with unique facts that are revealed about that particular country's culture. The unit will culminate with students filling in the similarities of the three cultures on the triple Venn diagram. It is hoped, for example, that the influence of nature in all three stories will be obvious to students. For example, Settareh enjoys the call of a turtledove in the pomegranate tree in Yeh-Shen loves the company of a fish in the pond in . Nyasha was happy to tend her small garden plot of vegetables in . Students will also write their own version of the Cinderella story set in an entirely different culture, American. It will be fun to see how they adapt the story elements, attributes of a fairy tale, and cultural norms to their Cinderella story. "Children incorporate ideas from books they have read (or heard) into the writing of their own stories." 25 This is the reading/writing connection.
Variations on Cinderella's myth appear in folktales in almost every world culture: she's known as "Yeh-Shen" in China, "The Rough-Face Girl" to the Algonquin Indians of North America, "Chinye" and "Nyasha" to the people of Africa, "Tattercoats" in England, and "Cenerentola" to Rossini.
Cinderella (Literature) - TV Tropes
One culminating lesson of the unit will have students writing another version of the Cinderella story set in an entirely different culture (modern America), inserting different "hinge functions." I learned in the Storytelling around the Globe Seminar that hinge functions are things that are necessary for the story to proceed. In the case of Cinderella, one magic object could easily be substituted for a different one depending on the country of origin. In the version from Iran, it's a blue jug. In the African version, it's a little green snake. In the Chinese version, it's fish bones. Even though the African version does not have the Cinderella character losing an article, there is a diamond-studded anklet lost in the Persian version, and a golden slipper lost in the Chinese version.
cineCollage :: Screwball Comedy
When naturally zany plays thin, screwball comedy often reinvents itself by introducing a catalyst for "crazy." ushered in a fantasy cause for eccentricity, as Cary Grant and Constance Bennett play "ectoplasmic screwballs" (ghosts) come to loosen up Roland Young's staid title character. This was followed by two sequels and numerous future fantasy variations, from to . More recently, the genre has used celebrity as a trigger for screwball behavior, such as in , , and .
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In some variants of the tale, the prince acquires Cinderella's lost shoe by putting pitch or tar in the entrance to try to catch her when she runs away. He only succeeds in catching her shoe in the tar and then begins his search for its owner.
Boobs-and-Butt Pose - TV Tropes
Wax was a common molding material and conforms to any shape in liquid form. Perrault uses the image to emphasize how well the shoe fits Cinderella's foot.
The "Cinderella" Story Lesson Plans and Teaching Ideas
Besides identifying with the Cinderella story on a personal level, my hope is that my students will get a glimpse of the story's social implications. In all three versions, there are people or animals mentioned who are of limited means or in need. In , it's the hungry boy and an old woman. In , it's the beggar woman in the bazaar. In , it's the fish. My students are all exposed to poverty and need on a daily basis. What will be their reaction when a neighbor has to borrow money for bus fare, or they pass homeless men resting on the sidewalk, or they see a classmate's family being evicted from their apartment? I hope my students will use the Cinderella story has their model for social decisions.