Bibliographic Information: Climo, S., & Heller, R. (1993). The korean cinderella. New York, NY: HarperCollinsPublishers.
Short annotation: The novel The Korean Cinderella, is about a girl named Pear Blossom, whose father married a woman with a daughter close in age to Pear Blossom. The stepmother makes Pear Blossom do all the chores around the house and in the fields, but she gets help from different animal fairies.
The Genre: Traditional, Picture Book, Multicultural
Grade level: Preschool to Third Grade
Readers who will like this book: Some of the reads that will enjoy reading this novel are young children who like the story of Cinderella; Parents who are looking for a good bed time story; Educators who are trying to teach their students about different culture.
Personal response and rating: I would give this novel a 4; I loved all the illustration in this book and I also loved the fact that the story line was changed from the classic Cinderella story. The biggest thing I didn’t like from this story was that Pear Blossom told her father about how her stepmother was treating her and he didn’t listen to her.
Question: Why do you think that the title of the novel is The Korean Cinderella and do you think that the story line will be similar to the class story of Cinderella?
Reading Strategies Connection: The reading strategies that are found in Literature-Based Reading Activates by Ruth Hellen Yopp and Hallie Kay Yopp. The reading strategy what will be used is the ten important words (Yopp, R. & Yopp H. 2010). This activity supports students’ active engagement with text (Yopp, R. & Yopp, H., 2010). The student will need to select ten different words from the reading and after the reading is done either in small groups or as a class (Yopp, R. & Yopp, H., 2010). They will need to make a chart of the ten relevant words that include all words that are repeated (Yopp, R. & Yopp, H., 2010). After the chart is finished the class should talk about why some of general words where chosen, why some uncommon terms were chosen, etc. (Yopp, R. & Yopp, H., 2010). This approach is appropriate for The Korean Cinderella, because there is a large amount of vocabulary that can be found within the story. There is a large amount of vocabulary found within the story at many different levels of vocabulary.