The Dragon Prince: A Chinese Beauty and the Beast Tale By Laurence Yep
Beauty and the Beast retold by Neil Phillip
Beauty and the Beast retold by Jan Brett
Zelinda and the Monster by Thomas Frederick Crane
Beauty and the Beast and Other Tales by Anthony Crane.
*Lauren Cantrell’s book here*
What we learned about the culture
The Italian version was not as romanticized as other versions. Zelinda only married the Monster because he told her wonderful things would happen.
The word “wretch”
The sisters were acting like aristocrats.
Horses used as transportation.
The word bedchamber.
The word vestibule.
The word dormice.
The word obdurate.
1. List what you found in common among all the stories (form, theme, plot, values, etc.)
a. We all agreed that the plot remained the same throughout the stories. They all revolved around a father picking a rose for his daughter, then she was forced to live with the east. Once she agreed to marry him, he became a handsome man because the spell was broken.
2. What values would such a study have for an English Language Arts class? Can you find Common Core Standards that would support your use of such a study? (Identify them)
a. This would be beneficial for an English Language Arts class because it will help students to learn different components of the story like form, theme, plot, and character types.
i. CCSS.ELA-Literacy.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Students will also be able to learn how a story can have many variations but still maintain a common plot. ii. CCSS.ELA-Literacy.RL.2.9- compare and contrast two or more versions of the same story by different authors or from different cultures. iii. CCSS.ELA-Literacy.RL.3.2- recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. iv. CCSS.ELA-Literacy.RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of evens (e.g., the quest) in stories, myths, and traditional literature from different cultures.
3. What value would such a study have for…