My class was read many different versions of Cinderella. As we read each version, one of the students would list the similarities and differences between that tale and the previous ones. Since Yeh-Shen, the Chinese Cinderella has been established as the original tale, we specifically looked at its story elements. The most significant one being that a fish is the magical creature that grants Yeh-Shen's wishes. We also looked at the book's reflections on Chinese culture: respect for spirits, traditional Chinese clothing, the tradition of the spring festival, and the colors and style of the illustrations. My class performed Yeh-Shen as a play for the study body, parents and invited guests.

Only the play script used for the performance is available online, along with background information for the teacher.

I assessed the students in a variety of ways to see whether they were able to compare and contrast versions of another fairy tale of their choosing. With these individual tales, the students:

• created a story map;
• answered questions about their tale;
• listed real and imaginary elements;
• summarized the story in terms of good luck/bad luck;
• designed a store for their character;
• did a picture search;
• constructed puppets and put on a puppet show;
• did math problems that used the theme of their tale;
• created a character guessing game using PowerPoint;
• used a draw-and-paint program to illustrate the main character;
• surveyed and graphed the results of students' favorite tales;
• made "wanted" posters for the evil characters;
• made bookmarks;
• found their tale's country of origin on a map;
• wrote a poem using a character from their fairy tale;
• wrote a fractured fairy tale;
• performed the play Yeh Shen.

• (5.13) Students respond to literary texts and public documents using interpretive, critical and evaluative processes.  Evident when students make inferences about content, events, story, charcters, settings and the relationship(s) among them; explain the differences between various genres.

• (5.33) Students use aspects of voice--including volume diction, pause, tempo and inflection--to enhance a role;
• (5.34) Students show awareness of audience and character through aspects of movement, including blocking, gesture, use of body and motivation;
• (5.35) Students connect directorial and design choices to a script or role-play.

(6.13) Students understand the concept of culture, including cultures of indigenous peoples, in various times in their local community, in the United States, and in various locaitons worldwide. Evidenced when students:

• (a) identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs);
• (b) describe how cultural traditions are passed down in families and communities, and how traditions change over time (e.g., holiday festivals worldwide, oral histories, writing and other media).