Storytelling around the Globe

Classroom Activities

Activity One

Before reading aloud one of the Cinderella versions, have students locate the country of origin on a big wall map. Introduce and discuss the four common attributes of a fairy tale. Allow students to brainstorm several familiar fairy tales that exhibit these attributes. After reading the story aloud, students will answer the following questions in small groups (preferably triads):

1. In what way is the time stated in the story?
2. How does the author show Cinderella as a "simple" character?
3. How is the Cinderella character transformed?
4. What specific magic takes place in the story?

Assemble the class back together and discuss the responses.

Activity Two

To demonstrate how a story can be told from a different point of view, read aloud The True Story of the Three Little Pigs. This is a funny look at the circumstances of the original tale from the wolf's point of view. Since the Cinderella story is told from the point of view of the Cinderella character, ask students what the story would be like from the point of view of an object or another character. Brainstorm a list of other characters and objects specific to that story version. Have students choose one and write an I Am poem about it in the context of the story.²⁸ It may be helpful for the students to collaborate on a poem about the wolf in The Three Little Pigs as a model for their assignment because this poem should be done independently.

I Am Poem

I am ______________________________________________________________

(Two special characteristics)

I wonder ___________________________________________________________

(Something you are curious about)

I hear _____________________________________________________________

(An imaginary sound)

I see ______________________________________________________________

(An imaginary sight)

I want _____________________________________________________________

(A desire you have)

I am ______________________________________________________________

(The first line of the poem repeated)

I pretend ____________________________________________________________

(Something you pretend to do)

I feel _____________________________________________________________

(A feeling about something imaginary)

I touch _____________________________________________________________

(An imaginary touch)

I worry _____________________________________________________________

(Something that bothers you)

I cry _____________________________________________________________

(Something that makes you sad)

I am _____________________________________________________________

(The first line of the poem repeated)

I understand _______________________________________________________

(Something you know is true)

I say _____________________________________________________________

(Something you believe in)

I dream _____________________________________________________________

(Something you dream about)

I try _____________________________________________________________

(Something you make an effort on)

I hope _____________________________________________________________

(Something you hope for)

I am _____________________________________________________________

(The first line of the poem repeated)

Activity Three

Introduce and discuss the major elements of a story (setting, plot, characters, problem, and solution). Model those elements on an overhead transparency of the graphic organizer using a familiar book or story that has been read in class. Disperse the graphic organizer handout and direct students in completing the story map for this particular Cinderella version.²⁹

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Activity Four

Arrange for a guest to come in and share his or her expertise on each story's country of origin. Make sure the guest is aware of the components of the unit, and what is expected of him or her. Then, students will reflect on the visit with journal writing. They could simply list facts they learned about the country's culture, or write in paragraph form. As a thank-you gift, students could sign a copy of the particular Cinderella version for the guest.

Activity Five

Explain how a Venn diagram is a good way to compare and contrast different things to show how they are different, but have some similarities. Model these using two different things that are familiar to students, such as two teachers or two characters from a story. Remind students about the country of origin for the Cinderella story. Disperse the triple Venn diagram handout labeled Iran, China, and Africa to partners.³⁰ Have them list unique facts that are revealed about the country's culture of this week's Cinderella version. For example, in The Persian Cinderella, students will see that girls covered their heads with a cloak so no stranger might see their faces when they went to the bazaar. After reading all three versions, students will then be able to fill in the overlapped area with common characteristics. Students may need to refer back to their journal reflections on the guest visit to get ideas. Reserve the middle section of the diagram for the fourth week's culmination.

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Culminating Activities

This is now the time to go back to the triple Venn diagram and fill in the middle section with ways that all three countries in the Cinderella versions are alike. What are their similarities?

Finally, students are ready to write their own version of the Cinderella story set in modern-day America. They will organize their ideas using a pre-writing web. Then, turn these ideas into paragraphs. The writing process continues as they edit and revise the story with self-editing, buddy editing, and then teacher editing. Students will write a final copy making all corrections. Assemble all completed stories in a class book for the reading center.