Egyptian Cinderella

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Ocr_converted abbyy-to-hocr 1.1.20 Ocr_module_version 0.0.17 Old_pallet IA17106 Openlibrary_edition Since this version of Cinderella is told from an Egyptian perspective, teachers could use that as an opportunity to create an interdisciplinary unit on Egypt. Egyptian history and culture can be covered during Social Studies, geometry of pyramids (and triangles) and logistics of the Egyptian economy could be discussed during Math, Egyptian plant life and embalming of mummies can be discussed during math, and ELA will involve the ideas discussed below. I enjoy Heller’s work, and I’ve read many of her books (and I own quite a few) but I recently noticed that I’ve been unaware of some books by her or at least illustrated by her.

The story The Egyptian Cinderella was found in Dr. Quiroa's list of traditional literature. I then listened to the text be read aloud on Youtube by Emily Helmer. The story then begins to follow the traditional story of Cinderella to some extent. The prince in this story is the Pharaoh Amasis and he hosts a gathering. While Rhodopis does not attend, a falcon steals one of her slippers and flies with it to the Pharaoh. He drops it into his lap and the Pharaoh then knows he wants to find the woman it belongs to. He took a trip to find her, and of course he is successful. While the servant girls try their hardest to convince the Pharaoh not to choose Rhodopis he did not listen to them.The Egyptian Cinderella contains many references to Egyptian history, culture and geography. Readers will learn the meaning and roles of some Egyptian names and titles. The illustrations portray Egyptian culture. The author uses many similes and figurative language to bring the story to life. This version contains many similar motifs as the classic Cinderella story. For example, there is a slipper and instead of a fairy, there is a falcon who helps Rhodopis. This story can inspire students to create their own versions of classic tales and bring in a multicultural aspect to it. While I read this book because of the illustrator, I wasn’t wild about the illustrations. I liked them but not enough to have sought them out. Somethings that I had an issue with this book is that, we see from the beginning that Rhodopis is Green with fair skin and the other girls are Egyptian with olive toned skin. At the end the Pharaoh chooses Rhodopis and the other girls point out that she is not Egyptian. He says that she is Egyptian because of her green eyes and pale skin. This was an unsettling part of the book because culturally Egyptian women do not look like Rhodopis and it seemed as though he was choosing her because she looked better than the other women. After looking at some comments about this book it seemed as though many adults didn't notice this as children but did when they re-read the book as adults. This is a main reason why I gave this book 3 stars. This is an 8 day DIFFERENTIATED TEACHING POWERPOINT complete with a success criteria for each lesson, talk tasks, learner tasks as well as accompanying resources for the book, The Egyptian Cinderella. The lessons include comprehension and grammar based on the book and it is pitched at National Curriculum levels. All the lessons follow in sequence and each lesson whether comprehension or grammar builds up to the long writing task, which is to write the middle of the story, The Egyptian Cinderella.

For other uses, see Rhodopis (disambiguation). Pair of ancient sandals from Egypt, made of vegetable fiber This book could be used when learning or exploring folklore and fairy tales (to build upon prior knowledge). This would also be a good piece of literature to compare with other versions of Cinderella (compare and contrast differences). The story is first recorded by the Greek geographer Strabo (64 or 63 BC – c. 24 AD) in his Geographica (book 17, 33), written sometime between c. 7 BC and c. 24 AD: In this version of the story, the message is still the same, but it has so many different setting details that it almost seems like a new story. Readers will notice that Cinderella is still a poor servant girl who is made fun of by other girls in the house, but since it takes place during the time of slaves in Egypt, Cinderella is actually a slave herself, and her “evil Stepmother” is actually a male slave master. As the story goes on, I noticed that another main difference is that there is no “fairy godmother” to help Cinderella. Instead, Cinderella’s course is altered by various Egyptian gods. Additionally, characters in this story utilize reed boats on the Nile river to get around, rather than horse-drawn carriages. Reading multicultural books in your classroom is an excellent way for teachers to introduce students to the perspectives of people from cultures all around the world, and teaches them about people beyond the walls of their American classroom. The story called, Egyptian Cinderella, by Shirley Climo, tells one of the oldest known versions of the Cinderella story from an Egyptian perspective. This story was a WOW book for me because it opened my eyes to a new version of one of my favorite stories. With Disney movies being incredibly popular among American children, most people (myself included) don’t know that some of the most classic fairy tales have been based off of folktales from other countries. After reading this version of Cinderella, I was intrigued to find out more about where it came from. I learned that this story was passed down throughout the first century B.C., and it is based on a real slave girl named Rhodopis (Source: http://misskelly.org/cinderella/egypt... ).Well, I have 4 more picture books to read in 2010, two illustrated by Ruth Heller and two both written & illustrated by her. I’m glad that I’m reading this book and The Korean Cinderella in succession; it will be interesting to compare them. Both are written by Shirley Climo.

a b Roger Lancelyn Green: Tales of Ancient Egypt, Penguin UK, 2011, ISBN 978-0-14-133822-4, chapter The Land of Egypt This set of lessons is structured based on the best pedagogical approaches to use in the classroom such as AFL questions to gather what learners already know, the use of talk partners to share learning, allowing learners to choose their own task from MILD, SPICY and HOT (this works wonders for their self-esteem) The tasks are differentiated and progressive and you can model the tasks on the PowerPoint itself. I read this book too late to enjoy it. As a small girl, I would have just relished the familiar retelling of my all-time favorite fairy tale. But I read it as a junior classics student in college, the semester I was taking several classes on Egypt and how it was influenced by the Hellenistic period, no less. Therefore, I just couldn't read it without thinking about my lectures and readings on ancient Egyptian people and traditions slowly consumed by the historical forces of Alexander the Great and Greco-Roman colonization (I know, I'm really fun at parties : P).

The story has some similar elements to the traditional story of Cinderella with some differences. First we see that our main character is kidnapped from Greece and brought to work as a slave to a master that had 3 unruly servant girls. These servant girls didn't like Rhodopis and would torment her everyday. They would make her do things that her master wouldn't ask her to do. One day he saw her dancing with some animals and loved her dancing so much he gifted her a beautiful slipper. As she was polishing the show, Horus the falcon came and stole the show from her. He flew to the palace and dropped it in the Pharaoh's lap. The Pharaoh had to know who owned the shoe and he journeyed through Egypt to find the woman. He eventually found Rhodopis and when the slipper fit, he knew he found her. https://www.tes.com/teaching-resource/the-egyptian-cinderella-7complete-lessons-leading-up-to-writing-the-opening-to-the-story-12714755