Beacon Lesson Plan Library

Cinderella Around the World

Monica McManus


Students compare and contrast two versions of the same fairy tale. Students use a Venn diagram to graphically illustrate the similarities and differences in the two stories.


The student writes text, notes, outlines, comments, and observations that demonstrate comprehension of content and experiences from a variety of media.

The student listens and uses information gained for a variety of purposes, such as gaining information from interviews, following directions, and pursuing a personal interest.

The student uses responsive listening skills, including paraphrasing, summarizing, and asking questions for elaboration and clarification.


-At least two of the stories listed below:
-Mufaro’s Beautiful Daughters- by John Steptol ISBN # 0-590-42058-5
-Vasilissa- by Elizabeth Winthrop ISBN # 0-06-44-3345-5
-The Korean Cinderella- by Shirley Chimo ISBN # 0-06-020-433-8
-The Egyptian Cinderella- by Shirley Chimo ISBN # 0-690-04824-6

-Venn Diagram Checklist (see attached file)


1. Collect the stories to be read to the students.
2. Explain how to use Venn diagrams.
3. Discuss or read -Cinderella- to insure that the students are familiar with the story.


-Students will be able to compare and contrast two versions of the same story.
-Students will understand how to use a Venn diagram to graphically represent the similarities and differences in two versions of the same fairy tale.

Authentic Context:
You are an author of children's literature. You want to write a new version of a famous fairy tale from another perspective. You are from another country and you are proud of your heritage. In order to prepare for writing your new version of the fairy tale, you must read fairy tales from other countries to compare and contrast these versions with the ones with which you are familiar.

1. Ask students to brainstorm what they already know about fairy tales.
2. List on the board the fairy tales with which the students are familiar. (Prior to this activity, the students should be familiar with -Cinderella.-)
3. Teacher will read one of the versions of -Cinderella- from another country.
4. Before teacher begins reading, students are asked to draw a Venn diagram. One circle will be for the version of -Cinderella- with which they are familiar and the other circle will be for the new version of this fairy tale.
5. Have the students label one circle with the title of the new version being read and the other circle with -Cinderella.- For example, one circle could have as its label “Mufaro’s Beautiful Daughters” and the other “Cinderella.” The part of the diagram where the two circles overlap should be labeled “*Both.- (See attached file)
6. Remind the students that the circles should be large enough for them to write notes inside of the circles and the overlapping section. Decide how many notes students should write inside each section. The checklist used to assess this activity indicates a minimum of five pieces of information inside each of the sections, for a total of fifteen notes.
7. Begin reading the new version of -Cinderella.- Pause at different parts of the story to answer any questions the students may have, and to give the students time to write their notes inside the Venn diagram.
8. After reading the new version, ask students their opinions about the story. Accept any responses.
9. This activity could be repeated with another version of -Cinderella.-

* If this is the first time the students have used a Venn diagram, it is a good idea to assist the students with the overlapping section of the diagram. This section includes the highest levels of Bloom’s Taxonomy— synthesis and evaluation—so students may have difficulty the first time. When students are familiar with this technique, most can fill in the information when the second story is read.


Use the Venn Diagram Checklist provided in the attached file to evaluate the students' Venn diagrams. Discuss this checklist with the class prior to the activity in order to make students aware of the criteria by which they are being assessed.
Class discussion and student choices of information to include on Venn diagram should include evidence that students understand the diverse voices present in literature.

Which version of the fairy tale did you like best? To which version of the story can you relate? Explain why.


-Students act out the new versions of the story.
-Older students read the new versions to younger students at an elementary school or day care facility.
-Students read these stories aloud and make tapes of them.
-Students start their own multicultural library.

Attached Files

A sample Venn Diagram and the Venn Diagram Checklist.     File Extension: pdf

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