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Conversations in Literature
Conversations in Literature — Workshop
About CONVERSATIONS IN LITERATURE

Individual Program
Descriptions

1. Responding
as Readers


2. Envisioning

3. Stepping In

4. Moving Through

5. Rethinking

6. Objectifying
the Text


7. The Stances
in Action


8. Returning to the
Classroom





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Objectifying the Text


Introduction

Key Points

Learning Objectives

Background Reading

Homework Assignment

Extension:
Classroom Connection

Ongoing Activity
Additional Reading


Extension: Classroom Connection

You may want to try this activity back in the classroom.

Activity:
Cinderella: A Cross-Textual Study

There are several versions of the traditional tale many of us know as "Cinderella" on the web, including:

Click here for several published English-language versions of Cinderella in the European tradition. Be sure to consult the project's home page to understand how the inventory was put together and how each work is annotated.

Versions of the Cinderella story from France, Germany, Norway, Ireland, England, Scotland, Georgia, Serbia, Russia, India, and Vietnam.

A similar tale told by the Mi'kmaq on the Native American Indian Resources page.

An annotated copy of the Perrault version of the tale.

The story of "Cap O'Rushes."

The story of "Tattercoats."

The same version of the Italian tale "Cenerentola," from two web sources (first version | second version).

The Russian tale entitled the "Golden Slipper."

The English story about "Rushen Coatie."

A site that contains story synposes and text references centered on African, Caribbean, Creole, and African American Cinderella's.

Visit these sites before meeting with your class, and either print the information you find there or bookmark the sites for students' use.

Divide the groups into small research teams and ask each group to select three versions of the Cinderella tale to look at in depth. Provide each group with a copy of a Venn Diagram and ask them to look at the similarities and differences between the three versions of the story [click here for a PDF version]. Groups should share their work with the whole class. Together, think about and discuss the following questions:
  • How are the plots similar and different?
  • How are the characters similar or different?
  • How are other parts of the literary toolbox (metaphor, theme, mood, setting, etc.) the same or different?
Participants should then respond to the following questions in their Conversations in Literature journals:
  • What literary tools did your students use to step out and objectify their experience?
  • What other tools could be used to provide other perspectives and enrich their reading?
  • What kinds of help could you give them, so that they would begin to use these other tools in a later discussion?

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