Name:
Teacher:
Subject/Hour:
Date:
CINDERELLA THROUGH THE YEARS INDEPENDENT PROJECT
DATE DUE: _________________________________________________________________________________________
INTRO: More than 500 versions of the Cinderella story have been written in countries and cultures all over the world;
many of these variations have become popular in classrooms and homes of America today. As you get to know the
people and places that set the backdrop for each Cinderella story, you will find that they all have several elements in
common.
YOUR TASK: Read three versions of Cinderella and complete a Reading Guide for each story. Also, choose an activity for
each to demonstrate your understanding of folklore.
Record the story’s title, the story’s country of origin, and the corresponding activity you’ve chosen in the table below:
Title of Story
Country of Origin
Activity
1
2
3
(1) CINDERELLA STORIES:
Read Cinderella stories from three different cultures. You may choose from the versions listed below. (Links to each
story can be found on your ELA teacher’s website.)
The Cinder Maid (Europe)
Katie Woodencloak (Norway)
Fair, Brown, and Trembling (Ireland)
Rashin-Coatie (Scotland)
The Hearth-Cat (Portugal)
Conkiajgharuna (Georgia)
Baba Yaga (Russia)
The Wicked Stepmother (Kashmir)
Maria and the Golden Slipper (Philippines)
The Indian Cinderella (Native American)
(2) READING GUIDE:
Complete the attached Reading Guide for each Cinderella story you read. Take detailed, two-column notes for the
provided subheadings.
(3) CORRESPONDING ACTIVITY:
Choose an activity from the list for each Cinderella story. You may not choose the same activity more than once.
A. What is the setting (time and place) in the story? Research the geography and wildlife of the story’s country of
origin. Create a presentation using text and graphics/illustrations to portray why the setting is important to the
story you read. Also, gather citations for the sources you’ve used to create a Bibliography.
B. Who are the characters in the story? How do the characters embody the culture from which the story came?
Research that culture to explain how characters in a story can communicate aspects of a culture to the reader.
Create a presentation using text and graphics/illustrations to portray some of the traditions of the culture
represented in the story. Also, gather citations for the sources you’ve used to create a Bibliography.
C. Create a comic to depict the plot. Your comic must have at least eight frames. Each frame must include text by
using speech bubbles OR captions. Write the story’s title and author, so readers will know which version you are
illustrating. Include a proper page heading.
D. Write a continuation of the story. What happens AFTER the ending of the book? Use the characters and setting
provided for you by the author of the story to extend the plot. Include at least two similes/metaphors and two
examples of personification in your writing. Put the title and author at the top of your page, so that the readers will
know which story you are expanding. Your final draft must be typed and double-spaced using an appropriate
(legible) 12-point-font. Include a proper page heading.
E. Write a summary of the story from a minor character’s point of view. Put the title and author at the top of your
page, so that the readers will know which story you are summarizing. Your final draft must be typed and doublespaced using an appropriate (legible) 12-point-font. Include a proper page heading.
F. Choose one of the major themes evident in the story. Write a proficient paragraph explaining why it is a theme.
Provide evidence by citing at least three specific examples to support your explanation. Your final draft must be
typed and double-spaced using an appropriate (legible) 12-point-font. Include a proper page heading.
G. Create an illustration (in color) depicting “Cinderella" from two of the stories. (Be sure the characters are dressed in
clothing of their respective cultures.) Also, include internal and external characteristics for each character. Put the
title and author above each drawing, so it is obvious which story you are portraying. Then, write a proficient
paragraph comparing and contrasting the two characters. Your final draft must be typed and double-spaced using
an appropriate (legible) 12-point-font. Include a proper page heading.
H. Research the history of the Cinderella story. Create a timeline that shows how the story has evolved by including at
least ten dates (in chronological order) with illustrations of the various versions that have been written. The events
must be written using complete sentences. Give your timeline a title and include a proper page heading.
I.
Think like a teacher and create an assessment for the story you read. Develop four level one questions, two level
two questions, and two level three questions. Format the assessment like a quiz and then answers your questions.
Include a proper page heading.
CONCLUSION: Every person can find a bit of Cinderella within themselves, regardless of their background, situation or
country. Perhaps we can learn tolerance along with the morals that the Cinderella stories have to offer. When we hear
that countries all over the world share a fondness for a lonely, unloved person, we will realize that even though there
are differences among all peoples, there are just as many similarities.
CINDERELLA THROUGH THE YEARS READING GUIDE
As you read each story, take detailed, two-column notes for the following subheadings.
Subheadings
Title & Author
Country of Origin
Main Characters
(include internal &
external
characteristics)
Minor Characters
(include relationship
to main character)
Cinderella’s
Costume/Attire
Transportation
(I.e. stagecoach,
pumpkin, etc.)
“Test”
(fitting of the glass
slipper)
Culminating
Celebration
(I.e. marriage)
Theme
Notes (include details)
CINDERELLA THROUGH THE YEARS READING GUIDE
As you read each story, take detailed, two-column notes for the following subheadings.
Subheadings
Title & Author
Country of Origin
Main Characters
(include internal &
external
characteristics)
Minor Characters
(include relationship
to main character)
Cinderella’s
Costume/Attire
Transportation
(I.e. stagecoach,
pumpkin, etc.)
“Test”
(fitting of the glass
slipper)
Culminating
Celebration
(I.e. marriage)
Theme
Notes (include details)
CINDERELLA THROUGH THE YEARS READING GUIDE
As you read each story, take detailed, two-column notes for the following subheadings.
Subheadings
Title & Author
Country of Origin
Main Characters
(include internal &
external
characteristics)
Minor Characters
(include relationship
to main character)
Cinderella’s
Costume/Attire
Transportation
(I.e. stagecoach,
pumpkin, etc.)
“Test”
(fitting of the glass
slipper)
Culminating
Celebration
(I.e. marriage)
Theme
Notes (include details)
CINDERELLA THROUGH THE YEARS RUBRIC
STORY I:
Title, Author, &
Country of Origin
Main Characters
(w/ internal & external characteristics)
Minor Characters
(w/ relationship to main character)
Costume & Transportation
Test & Celebration
Theme
ACTIVITY I:
Advanced
Proficient
Approaching
Proficiency
Basic
4
3
2
1
4
3
2
1
4
3
2
1
4
4
4
3
3
3
1
1
1
Advanced
Proficient
4
3
2
2
2
Approaching
Proficiency
2
Advanced
Proficient
Approaching
Proficiency
Basic
4
3
2
1
4
3
2
1
4
3
2
1
4
4
4
3
3
3
1
1
1
Advanced
Proficient
4
3
2
2
2
Approaching
Proficiency
2
Advanced
Proficient
Approaching
Proficiency
Basic
4
3
2
1
4
3
2
1
4
3
2
1
4
4
4
3
3
3
1
1
1
Advanced
Proficient
4
3
2
2
2
Approaching
Proficiency
2
Chosen Activity
STORY II:
Title, Author, &
Country of Origin
Main Characters
(w/ internal & external characteristics)
Minor Characters
(w/ relationship to main character)
Costume & Transportation
Test & Celebration
Theme
ACTIVITY II:
Chosen Activity
STORY III:
Title, Author, &
Country of Origin
Main Characters
(w/ internal & external characteristics)
Minor Characters
(w/ relationship to main character)
Costume & Transportation
Test & Celebration
Theme
ACTIVITY III:
Chosen Activity
GRADE EARNED: _______
Advanced: Student exceeds the expectations.
Proficient: Student meets the expectations.
Approaching Proficiency: Student makes an attempt to meet expectations.
Basic: Student does not meet the expectations.
Basic
1
Basic
1
Basic
1