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... ). Ocr_converted abbyy-to-hocr 1.1.20 Ocr_module_version 0.0.17 Old_pallet IA17106 Openlibrary_edition Anderson, Graham (2000). Fairytale in the Ancient World. Routledge. p.27. ISBN 978-0-415-23702-4 . Retrieved 25 March 2010. The Egyptian Cinderella’s name was Rhodopis. This take is one of the earliest variations of the story, first recorded by Strabo, a Greek historian in the first century BC.

So when a falcon swoops down and snatches one of the slippers away, Rhodopis is heartbroken. For how is she to know that the slipper will land in the lap of the great Pharaoh himself? And who would ever guess that the Pharaoh has promised to find the slipper’s owner and make her queen of all Egypt? Poor Rhodopis! She has nothing—no mother or father, and no friends. She is a slave, from the far-off country of Greece. Only the beautiful rose-red slippers her master gives her can make Rhodopis smile. urn:lcp:egyptiancinderel0000clim:epub:67e717d8-3676-48a4-a3ff-a7b0387af738 Foldoutcount 0 Identifier egyptiancinderel0000clim Identifier-ark ark:/13960/t70w71144 Invoice 1652 Isbn 0064432793

This Year 4 model text is a play script based on the story 'Egyptian Cinderella'. It has been written to meet the Year 4 expected standard and comes with a handy annotated version detailing the text-type specific features (red), grammar (green), punctuation (purple) and spelling (blue) teaching opportunities should you wish to use this text with your learners. Access-restricted-item true Addeddate 2020-02-21 14:02:32 Associated-names Heller, Ruth, 1924-2004, illustrator Boxid IA1778217 Camera USB PTP Class Camera Col_number COL-609 Collection_set printdisabled External-identifier

The learners’ can use their work from Day 1 to Day 7 and interweave it into the Long Write. Some lessons include a word bank to support EAL/SEN learners. 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. https://www.tes.com/teaching-resource/the-egyptian-cinderella-7complete-lessons-leading-up-to-writing-the-opening-to-the-story-12714755 The Egyptian Cinderella is written by Shirley Climo and illustrated by Ruth Heller. This is a story about an Egyptian slave named Rhodopis. Rhodopis works with three other Egyptian girls, but they are servants. The servant girls were not nice to her and bossed her around. Rhodopis made friends with the animals. One evening the master saw her beautiful dancing and gave her a pair of “dainty slippers made especially for Rhodopis.” The servant girls were jealous about her rose-red slippers and told her she must stay home instead of going to Memphis to see the Pharaoh. While the servants were gone, a falcon, the symbol of the god Horus, snatched one of her rose-red slippers and flew away. The falcon dropped the slipper into the Pharaoh’s lap, who believed that it was a sign. The Pharaoh went on a search for the owner of the slipper. He was determined to find the owner and marry the girl. Soon enough he came to where the 3 servant’s and Rhodopis lived.

The Egyptian Cinderella by Shirley Climo

I opened the book expecting an Egyptian girl, and was disappointed to see a lone, sunburned Greek heroine amid nameless Egyptians. It was like the story was saying she was the most deserving girl of all simply because she wasn't Egyptian like all the others, not necessarily because she was kinder than her peers. The illustrations are lovely, of course, but I couldn't get over the fact that they cast a Greek girl as the heroine in an Egyptian story, much as Hollywood enjoys casting American actors as the lone hero among unsympathetic foreigners. The learners’ can use their work from Day 1 to Day 6 and interweave it into the Long Write. Some lessons include a word bank to support EAL/SEN learners.

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.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. If teachers don't have time to create lessons for each school subject, they could at least incorporate this story into an ELA unit on comparing and contrasting stories. This lesson could begin with the teacher reading the classic Disney version of Cinderella to students. Then, this Egyptian version can be read to them, and students can compare and contrast the two, and discuss how the story changes when it takes place somewhere else. Students could also discuss whether or not the moral of the story remains the same between the two versions. To extend this lesson, students could read yet another version of Cinderella. There are at least 10 other versions (including Korean, Native American, and Italian) of Cinderella, each from different countries, so students could get into groups of 3-4, according to which version they want to choose, and then create a summary and analysis of the version they got. Each group can then present their summaries and findings to the whole class. I think that students will find it fascinating that one story can so different when different cultural elements are added. This is a 7 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.