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The Cinderella of the Nile Teacher Resources

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Teacher Resources Welcome to the Cinderella of the Nile Teacher Resources. Cinderella of the Nile by Beverley Naidoo, illustrated by Marjan Vafaeian is based on one of the earliest-known recorded versions of the famous Cinderella tale. Elements of this ‘Egyptian Cinderella’ legend were first written down more than 2000 years ago by the Greek historian Strabo and, before him, Herodotus. During antiquity, stories coursed through the Silk Road spread by merchants, travellers and pilgrims. The Silk Road was an ancient network of trade routes that were, for centuries, central to cultural interaction between East and West. Perhaps the story of Cinderella passed in this way too? Many children Cinderella, will be familiar with Walt Disney’s animated film or even the popular Meet the creators version from Grimm’s Fairy Tales, but have they heard of the tale from Egypt? of Cinderella of the Nile at www.tinyowl. One Story, Many Voices In the first of Tiny Owl’s series, Beverley Naidoo offers co.uk and listen to an alternative to the traditional European tale, encouraging children to move a podcast with the Cinderella of beyond a single story. Our cross-curricular resource explores the author. the Nile with activities on history, art, PSHE, drama and more! ABOUT THE AUTHOR ABOUT THE ILLUSTRATOR Beverley Naidoo is the Carnegie award-winning author Marjan Vafaeian is an award-winning illustrator of The Other Side of Truth and many other books for from Iran. Marjan was inspired by ancient children and young adults. Brought up during the Egyptian art and created her illustrations for apartheid years in South Africa, much of Beverley’s Cinderella of the Nile using coloured ballpoint writing reflects crossing boundaries and she has set pens. As well as winning awards in Iran for her novels in South Africa, Nigeria, Kenya and the UK. illustrations, she was shortlisted for the Hakka Marjan Vafaeian illustrated this picture of author Beverley Naidoo as a young child in Exiled for campaigning against apartheid in 1965, International Picture Book Award in 2017 and South Africa... with her Blue Fairy Book that came on a boat from England! The illustration is inspired by a painting by Beverley’s brother of his favourite rondavel (a traditional circular Beverley came to the UK where she has lived ever won the Noma Concours Encouragement African hut) and poinsettia tree. Read more about Beverley’s story and why she wrote since. Her first novel, Journey to Jo’burg, was banned Prize in 2006. Marjan’s first book with Tiny Cinderella of the Nile in the book. in South Africa until 1991. It now appears in the Collins Owl was The Parrot and the Merchant in 2015, Modern Classics list and is frequently used in schools. followed by Bijan & Manije in 2016. Her retellings include Who is King? Ten Magical Stories from Africa. www.beverleynaidoo.com 2 3 Introduction Within this series of lesson plans, we explore the origins of folklore and fairy tales. By reflecting on the origins and retellings of Cinderella, we aim to highlight many of the universal themes common across cultures and discuss the idea of ‘One Story, Many Voices’. ‘Lesson 1’ is considered the core lesson plan to accompany this book and can be taught as a stand-alone lesson or the first in the series. Each lesson focuses on a particular curriculum area, while also highlighting opportunities to link with other curriculum areas. LESSON 1 – ‘TIMELESS STORIES’ LESSON 2 – ‘MIND TRAVEL’ LESSON 4 – THE POWER (CURRICULUM FOCUS: ENGLISH) (CURRICULUM FOCUS: HISTORY) OF PICTURES (CURRICULUM FOCUS: ART) This lesson serves as an introduction to the Children will explore the origins of Cinderella text. There will be an opportunity for a ‘first of the Nile and discuss how it might have Children will be invited to explore the role of reading’ leading on to in-depth analysis. travelled across countries and evolved over the illustrator and to discuss the influences on Activities for further comprehension include a time. Children will be encouraged to delve Marjan’s own work. They will be encouraged to compare and contrast exercise, and an activity deeper into the Ancient Egyptian mythology draw their own illustration to highlight one of which aims to highlight the features that make and ancient historians. the songs woven into the story. Children will be a story recognisable as a fairy tale. asked to think about what the song represents, and how they reflect this in their drawing. Pages 6-9 Pages 10-12 Pages 16-19 LESSON 3 – THE FREEDOM OF THE STORYTELLER (CURRICULUM FOCUS: ENGLISH) LESSON 5 – HUMAN RIGHTS (CURRICULUM FOCUS: PSHE) Children will be encouraged to identify the main themes and motifs within the universal story of Cinderella and use this as a basis to re-write some/all of the story with their own twist. There will be an Through facilitated dialogue and discussion opportunity to play ‘Tales in the Tent’ to help bring the tradition of oral storytelling to life. Teachers will using Cinderella of the Nile, children will be also be encouraged to run a class experiment by reading a traditional tale while swapping the genders of encouraged to understand the parallels between the main characters to see how this impacts on the ‘feel’ of the story. this story and modern-day slavery. This lesson introduces the United Nations Convention on the Rights of the Child and how one can be resilient in the face of adversity. It includes Pages 13-15 activities to inspire action for social justice. Pages 20-23 4 5 CURRICULUM MAIN 1 FOCUS: COMPARE AND CONTRAST airy tale? ENGLISH a f Timeless Stories t is 1. The author has written an introduction to ha Cinderella of the Nile with the title ‘One Story, Explain to the class that the story W LEARNING OBJECTIVES This lesson plan serves as an introduction to Cinderella of the Many Voices’. Read this together as a class. Ask of Cinderella is an example of a fairy • To develop an awareness of the Nile and will provide a good basis for in-depth enquiry using the children to share memories of their favourite tale, which is a particular type of folktale. multiple versions of traditional tales accompanying lesson plans. It will also develop language and fairy tales and why they enjoyed them. Passed down orally from generation to and how fairy tales evolve literacy skills whilst helping children to link what they read with generation, folktales are stories which 2 Beverley Naidoo refers to the many Cinderella • To understand the term ‘fairy tale’, their own experiences. reflect the cultures within which they have tales around the world. Using the template ‘folk tale’ and ‘fable’ evolved. There is usually a moral message provided, ask children to work in groups to within a folktale and a story of good overcoming WARM UP: The Story of Cinderella fill in the table (see page 9) and compare two evil (the well-known ‘happy ending’ features different versions of Cinderella. The majority particularly strongly within a fairy tale). Ask the children if they know the story of Cinderella. Invite them should be very familiar with Walt Disney’s CURRICULUM LINKS Fairy tales also involve magic and mystery. to give their version of the story and to think about the origins of version, but if there are any children who Why do the children think that folktales and • English (Key Stage 2) the tale. How old do they think the story is? would like to compare a different version fairy tales are so popular? What folktales/ - To appreciate our rich then the table can be easily adapted for this. fairy tales do they know? and varied literary heritage Now introduce Cinderella of the Nile to the class and explain - To use discussion in that you are going to find out a bit more about this version of order to learn Cinderella. Initially, show the class the image from the front cover and ask if there are any clues as to this version of Cinderella – RESOURCES location, characters, historical context etc.. Note any common themes or ideas on the whiteboard. • Copies of Cinderella of the Nile 4. Ask the children to select six images • Walt Disney’s Cinderella story or from Cinderella of the Nile that tell them other versions of Cinderella INTRO: Closer Reading something significant about the story and • Paper and pens Read the story aloud to the class or group, pausing to allow explain why the images they have chosen are • Whiteboard/Flipchart paper children time to “read” each of the illustrations carefully. Read important. This could be Rhodopis’ slipper, • Access to the internet the text first without discussion, giving children the space to ▲ some aspect of the landscape, the blue process the story in their own ways. Invite comments during a Yeh-Shen: A Cinderella Story from China retold by Ai-Ling Louie, illustrated by Ed Young (Philomel kingfisher etc.. Ask them to draw or write their second reading – you could invite children to take turns in reading Books,1988); Cendrillon: A Caribbean Cinderella responses onto a grid (available in template 2). extracts aloud to the class. Once finished, ask the class for by Robert D. San Souci, illustrated by Brian Pinkney Share ideas as a class. feedback. Use the following questions as prompts: (Aladdin Paperbacks, 2002); Walt Disney’s Cinderella 5. Reflecting on their tables and the author’s (Random House Disney, 2007) - What did they like/dislike about the story? text ‘One Story, Many Voices’, ask children to - How was it familiar? answer the following: 3. Discuss the ‘motifs’ – images or themes – - What surprised them? that make the story identifiable.
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