The Dragon’s Robe

Kwan Yin intends to create a dragon robe for the Emperor but on the way she meets an old man, guardian of the Emperor’s dragon shrine. He asks for a favour and she does it, but Lord Phoenix and Lord Tiger who come on the next days steal from the old man. A dragon appears and turns Lord Phoenix into a phoenix, Lord Tiger into a tiger, and for good measure floods out invading tartar armies. The old man then reveals that he is the emperor himself and rewards Kwan Yin.

Deborah Norse Lattimore, ©1993, Harper Books, ISBN 978-0064433211

Comparison
If you wish, students could look at how this story pattern is somewhat similar to a classic European fairy tale. We have an orphan girl, with a simple skill (like Cinderella who cleans), she meets a character in disguise (like in Beauty an the Beast), things happen in threes, the “bad guy” gets his/her comeuppance, the girl succeeds in becoming wealthy and successful. etc. Oh, and the moral of the story: honesty, kindheartedness, and hard work pays off.

Vocabulary
China had emperors—and one empress. Ask students to brainstorm words that mean “a person exercising government over other people.” Add to their list when they have exhausted their own options—it sometimes helps if we name places: “What is the head of Japan called?”

Here are 20 words that mean “a person exercising government over others”: king, ruler, president, tsar, prime minister, dictator, monarch, president, potentate, Caesar, caliph, kaiser, oligarch, sultan, shah, chief, etc. Perhaps ask them to find out in which countries these titles tend to be used. Which are the oldest to newest titles historically? What about power—which are the most powerful (ruler of largest area, most power over life and death, able to raise the largest army? Which are the most likely to e used in a democracy? etc.

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The Dragon Prince

A Chinese Beauty and the Beast Tale
A poor farmer with seven daughters is on his way home from his farm when a dragon seizes him and says he will eat him unless one of his daughters marries him. Seven (who makes money for the family with her excellent embroidery) agrees and they fly away to a gorgeous home, wonderful clothes, a great life…and he reveals he is a prince in disguise. She misses her home, and while there, Three, who is jealous, pushes her in the river and steals her identity. Seven is rescued by an old lady and uses her wonderful sewing skills to make clothes and shoes they can sell in the market. The prince, realizing something is wrong, seeks his real bride and finds her because he sees her embroidery in the market. Happy ending all around—except for Three.

Lawrence Yep, ©1999, Harper Collins, ISBN 978-0064435185

Figures of Speech (Simile)
There are many many similes…well, I counted 9, but there may be more. This might be a good time to teach what a simile is. Perhaps read the story to them first, and then read the story to them a second time, asking them to identify the similes.

  1. The dragon raised a paw with claws as sharp as daggers.
  2. The lakes became silvery sequins.
  3. The Milky Way…like an endless bolt of the whitest silk.
  4. The moon…shone like a giant pearl upon the sea.
  5. I could crush you like a twig.
  6. His scales gleamed like jewels in a golden net.
  7. His eyes shone like twin suns.
  8. Curling his body as easily as a giant.
  9. Moon…like a school of fish darting.

A Craft: Embroidery

 

 

 

You might be able to purchase small embroidery hoops at a local dollar store. Choose a simple pattern, perhaps of a dragon, transfer it to simple white cotton, and have students embroider it in a single colour. There are many times in Chinese stories that silk, embroidery, etc. are a turning point in the story. One of these is The Silk Princess, another is The Dragon’s Robe, and of course, The Dragon Prince.

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Yeh Shen: A Cinderella Story from China

Yeh-Shen was the orphan daughter in her stepmother’s home, but the stepmother favoured her own daughter. Yeh-Shen’s friend, the fish, would come out of the water, rest on the shore, and she should feed it from her scarce resources. Her stepmother put on Yeh-Shen’s coat, lured out the fish, and killed it. As Yeh-Shen grieved, an old man appeared and told her to retrieve the bones, for they had power to grant wishes. Yen-Shen then wished on the bones for food. When the spring festival arrived (where young men and women could find partners), Yeh-Shen was not allowed to go. The bones of the fish made her an azure gown, a kingfisher feather cloak, and shoes of solid gold. When it looked like her stepmother would recognize her, she fled, leaving behind one gold slipper. In searching for his “bride”, the king noticed Yeh-Shen’s tiny feet, and when she tried on the slipper, her spring festival clothes reappeared on her. Ta da!

Ai-Ling Louie, illustrated by Ed Young, ©1982, Philomel Books, 978-0-399-21594-0

Comparison

Using a Venn diagram, students can prepare a chart comparing how this Cinderella story is the same as, and different from, the European version. It is your decision whether to read them a picture book, or count on their knowledge of the Disney version.

A simple method is to ask students to first write a rather pedestrian opening sentence such as: This is a comparison of the classic European Cinderella with the Yeh-Shen version; then they choose and write about at least three ways in which they are similar. Begin with the best idea for a comparison, end with the second best, put others between. Next, they write about at least three ways in which they are different then follow the same process of beginning with their best idea, ending with the second best, and putting the others between. They can conclude by stating whether the two stories are more similar or more different. At this point, the students can re-write the opening sentence to be more dramatic and interesting, and also write a conclusion that has pizzazz. (From analyzing the similarities and differences between the story of Yeh-Shen and Cinderella we may conclude that the tale began in China.) Voila! It may not be amazing, but it is serviceable.

Mutilating the Body

Another mini-research project topic could be customs that involve altering the body to create “beauty”, such as the custom of foot-binding in China. Customs, such as foot binding, actually distort the body to such an extent that it can even be crippling. A discussion with students, about potentially not making any changes to their body that cannot be reversed would be fruitful.

  1. Extending the ears (Inca, Tutankhamen, Africa, etc.)
  2. Tiny feet (China)
  3. Elongated necks (some African tribes where if the rings are removed the person suffocates).
  4. Teeth blackening (in Elizabeth I’s court she had eaten so much sugar that her teeth were black, so some women as a fashion statement blackened their teeth)
  5. Cranial binding (the head to create a shape. Very common in Incas)
  6. Facial Scarring (Sudan, Papua New Guinea, Aboriginal tribes in Australia, Karo people of Ethiopia)
  7. Teeth sharpening (Mayan, Vietnamese, Balinese, Africa)
  8. Lip plates (Ecuador, Sudan, Ethiopia, Central America)

CBS Storybreak: Yeh-Shen

CBC Storybreak has a really quite nice fully animated version of Yeh-Shen based on the book, but with more elaborated characters.

For 8 creative writing ideas, click Yeh Shen: A Cinderella Story from China to download.