Contents 2

Transcription

Contents 2

Reading Comprehension, Grammar & Activity Unit Study Activity Pack
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Contents
This book is compiled in A4 format and UK English. Extensive
Comprehension Activities and Teaching Ideas and Lesson Plans are
located toward the end of this book.
This Educational Pack consists of material pertaining primarily to the
Famous Short Story by Hans Christian Anderson. Included in the Pack is
the audio file, jigsaw puzzles and other educational activities.
For younger learners I have included a colouring and activity book to
keep them occupied during the periods between lessons.
2. The Little Mermaid
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1. The Ugly Duckling
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Within this particular book also are the entire stories together with
Suggested Activities for the Following Stories by HC Anderson, together
with resources, links and lesson plans, including a lesson plan and
information on Anderson himself:
3. The Emperor's New Clothes
4. The Darning Needle
6. Summation and Review
The General Reading Comprehension, Grammar and
Vocabulary pages at the end of this Unit can be printed
individually for each individual story as and when required
and are not limited and have not been compiled specifically
for The Little Match Girl.
St Aiden’s Homeschool © 2009 ~ All Rights Reserved
Copyright© 2009 Donnette E Davis http://www.staidenshomeschool.com
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For valuable information and more free ebooks visit http://www.4lifehappykids.com/?hop=doey64
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Introduction
“As parents, the most important thing we can do is read to our
children early and often. Reading is the path to success in school
and life. When children learn to love books, they learn to love
learning.” ~ Laura Bush
Years of research show clearly that children are more likely to succeed in learning when their
families actively support them. When you and other family members read with your children,
help them with homework, talk with their teachers, and participate in school or other learning
activities, you give your children a tremendous advantage.
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Other than helping your children to grow up healthy and happy, the most important thing that
you can do for them is to help them develop their reading skills. It is no exaggeration to say that
how well children learn to read affects directly not only how successful they are in school but
how well they do throughout their lives. When children learn to read, they have the key that
opens the door to all the knowledge of the world. Without this key, many children are left
behind.
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You could say that your baby starts on the road to becoming a reader on the day she* is born
and first hears the sounds of your voice. Every time you speak to her, sing to her, and respond
to the sounds that she makes, you strengthen your child’s understanding of language. With you
to guide her, she is well on her way to becoming a reader. To understand the connection
between a child’s early experiences with spoken language and learning to read, you might think
of language as a four-legged stool. The four legs are talking, listening, reading, and writing. All
four legs are important; each leg helps to support and balance the others.
As a parent, you are your child’s first and most important teacher. You don’t need to be the
best reader to help—your time and interest and the pleasure that you share with your child as
part of reading together are what counts.
Keep in mind that children don’t all learn at the same pace. And even though they learn new
things, they may have “old favourites”—books and activities from earlier years—that they still
enjoy. You are the best person to decide which activities will work
best for your child.
Children become readers step by step. By age 7, most children are reading. Some take longer
than others, and some need extra help. When children receive the right kind of help in their
early years, reading difficulties that can arise later in their lives can be prevented. This booklet
offers steps that you can take to start your child on the way to becoming a successful reader. It
is an adventure that you will not want to miss, and the benefits for your child will last a lifetime.
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What Does It Mean?
From the earliest days, talk with your child about what you are reading. You might point to
pictures and name what is in them. When he is ready, have him do the same. Ask him, for
example, if he can find the little mouse in the picture, or do whatever is fun and right for the
book. Later on, as you read stories, read slowly and stop now and then to think aloud about
what you’ve read. From the time your child is able to talk, ask him such questions about the
story as, “What do you think will happen next?” or “Do you know what a palace is?” Answer his
questions and, if you think he doesn’t understand something, stop and talk more about what he
asked. Don’t worry if you occasionally break the flow of a story to make clear something that is
important. However, don’t stop so often that the child loses track of what is happening in the
story.
Look for Books!
The books that you pick to read with your child are very important. If you aren’t sure of what
books are right for your child, ask a librarian to help you choose titles.
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Introduce your child to books when she is a baby. Let her hold and play with books made just
for babies: board books with study cardboard covers and thick pages; cloth books that are soft
and washable, touch-and-feel books, or lift-the-flap books that contain surprises for your baby
to discover. Choose books with covers that have big, simple pictures of things that she sees
every day. Don’t be upset if at first your child chews or throws a book. Be patient. Cuddling with
the child as you point to and talk with great excitement about the book’s pictures will soon
capture her interest. When your baby becomes a toddler, she will enjoy helping to choose
books for you to read to her.
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As your child grows into a preschooler and kindergartner, the two of you can look for books
that have longer stories and more words on the pages. Also look for books that have repeating
words and phrases that she can begin to read or recognize when she sees them. By early first
grade, add to this mix some books designed for beginning readers, including some books that
have chapters and some books that show photographs and provide true information rather
than make-believe stories.
Keep in mind that young children most often enjoy books about people, places, and things that
are like those they know. The books can be about where you live or about parts of your culture,
such as your religion, your holidays, or the way that you dress. If your child has special interests,
such as dinosaurs or ballerinas, look for books about those interests.
From your child’s toddler years through early first grade, you also should look for books of
poems and rhymes. Remember when your baby heard your talking sounds and tried to imitate
them? Rhymes are an extension of that language skill. By hearing and saying rhymes, along
with repeated words and phrases, your child learns about spoken sounds and about words.
Rhymes also spark a child’s excitement about what comes next, which adds fun and adventure
to reading.
* Please note: In this book, we refer to a child as “him” in some places and “her” in others. We do this to
make the book easier to read. Please understand, however, that every point that we make about reading is
the same for girls and boys.
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To you—parents, guardians, teachers and all others upon whom devolves the
supremely important responsibility of directing the early years of development of
childhood, this series of tales which sketch such vivid and delightful scenes of the
vibrant life of meadow and woodland, tales of past and present, should have
tremendous appeal to little people. In this collection of stories you will find
precisely the sort of healthy, imaginative entertainment that is an essential in
stimulating thought-germs in your child’s mind.
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Merely from the standpoint of their desirability for helping the growing child to
pass an idle half hour, any one of these comprehension unit studies are worth
your while. These stories have sought to convey a two-fold lesson throughout,
the first based upon natural history and the second upon the elementary
principles of living which should be made clear to every child at the earliest age
of understanding.
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The first of these aims has been accomplished by adapting every one of the
animal or human characters to its living counterpart in the realm of biology or
humanity. The child learns very definite truths about which the story is woven;
learns in such a fascinating manner that he or she will not quickly forget, and is
brought into such pleasant intimacy that his or her immediate sympathy is
aroused.
The stories drive home simple lessons on good conduct by attributing many of
the same traits of character to the feathered heroes and heroines that are to be
found wherever the human race made its habitation. The praise-worthy qualities
of courage, love, unselfishness, truth, industry, and humility are portrayed in the
dealings of the towns, field and forest folk and the consequential reward of these
virtues is clearly shown; the stories reveal the unhappy results of greed, jealousy,
trickery and other character weaknesses. The effect is to impress indelibly upon
the imagination of the child that certain deeds are their own desirable reward
while certain others are much better left undone.
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This is the sad, but beautiful, story of a forgotten child. To support her family she
sells bundles of matches out in the streets, but on this day, New Years Eve, she
has not been able to earn a single penny. She is cold and she takes cover from
the wind and the snow under the eaves between two houses.
This is the story of many children around the world. As the holidays approach, it is
important that we remember those children who resemble the little girl in this
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fairytale by Hans Christian Andersen. While there is no time of year when people
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stop giving, this is the season when we can try even harder to help those who
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are less fortunate than ourselves.
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There is a little match girl or boy in every neighbourhood around the world.
Synopsis
In old Russia, a small girl sells matches to survive and dreams of a better life by
the light of her few remaining matches. The little match girl stands in the street
by a street lamp. She tries to sell her matches to a passer-by who ignores her.
She stands by the wall but a boy who is throwing snowballs at an unseen friend
throws snowballs at her. She sits down and huddles in a corner of the wall.
Striking a match she sees a vision of a fire and warms her hands. As the match
fades so does the vision. Each time she strikes a match, she sees a vision of a
table laden with food, a Christmas tree, and finally her grandmother beckoning
to her. She finally dies and an angel appears and takes her spirit indicating she is
going to heaven. A policeman comes upon the body.
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“The Little Match Girl”
By Hans Christian Andersen
Most terribly cold it was; it snowed, and was
nearly quite dark, and evening–the last evening
of the year. In this cold and darkness there went
along the street a poor little girl, bareheaded,
and with naked feet. When she left home she
had slippers on, it is true; but what was the good of that? They were very large
slippers, which her mother had hitherto worn; so large were they; and the poor
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carriages that rolled by dreadfully fast.
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little thing lost them as she scuffled away across the street, because of two
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One slipper was nowhere to be found; the other had been laid hold of by an
urchin, and off he ran with it; he thought it would do capitally for a cradle when
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he some day or other should have children himself. So the little maiden walked
on with her tiny naked feet that were quite red and blue from cold. She carried
a quantity of matches in an old apron, and she held a bundle of them in her
hand. Nobody had bought anything of her the whole livelong day; no one had
given her a single farthing.
She crept along trembling with cold and hunger–a very picture of sorrow, the
poor little thing!
The flakes of snow covered her long fair hair, which fell in beautiful curls around
her neck; but of that, of course, she never once now thought. From all the
windows the candles were gleaming, and it smelt so deliciously of roast goose,
for you know it was New Year’s Eve; yes, of that she thought.
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In a corner formed by two houses, of which one advanced more than the other,
she seated herself down and cowered together. Her little feet she had drawn
close up to her, but she grew colder and colder, and to go home she did not
venture, for she had not sold any matches and could not bring a farthing of
money: from her father she would certainly get blows, and at home it was cold
too, for above her she had only the roof, through which the wind whistled, even
though the largest cracks were stopped up with straw and rags.
Her little hands were almost numbed with cold. Oh! a match might afford her a
world of comfort, if she only dared take a single one out of the bundle, draw it
against the wall, and warm her fingers by it. She drew one out. “Rischt!” how it
blazed, how it burnt! It was a warm, bright flame, like a candle, as she held her
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hands over it: it was a wonderful light. It seemed really to the little maiden as
though she were sitting before a large iron stove, with burnished brass feet and
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a brass ornament at top. The fire burned with such blessed influence; it warmed
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so delightfully. The little girl had already stretched out her feet to warm them
too; but–the small flame went out, the stove vanished: she had only the remains
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of the burnt-out match in her hand.
She rubbed another against the wall: it burned brightly, and where the light fell
on the wall, there the wall became transparent like a veil, so that she could see
into the room. On the table was spread a snow-white tablecloth; upon it was a
splendid porcelain service, and the roast goose was steaming famously with its
stuffing of apple and dried plums. And what was still more capital to behold
was, the goose hopped down from the dish, reeled about on the floor with knife
and fork in its breast, till it came up to the poor little girl; when–the match went
out and nothing but the thick, cold, damp wall was left behind. She lighted
another match. Now there she was sitting under the most magnificent Christmas
tree: it was still larger, and more decorated than the one which she had seen
through the glass door in the rich merchant’s house.
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Thousands of lights were burning on the green branches, and gaily-coloured
pictures, such as she had seen in the shop-windows, looked down upon her. The
little maiden stretched out her hands towards them when–the match went out.
The lights of the Christmas tree rose higher and higher, she saw them now as
stars in heaven; one fell down and formed a long trail of fire.
“Someone is just dead!” said the little girl; for her old grandmother, the only
person who had loved her, and who was now no more, had told her, that when
a star falls, a soul ascends to God.
She drew another match against the wall: it was again light, and in the lustre
there stood the old grandmother, so bright and radiant, so mild, and with such
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an expression of love.
“Grandmother!” cried the little one. “Oh, take me with you! You go away when
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the match burns out; you vanish like the warm stove, like the delicious roast
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goose, and like the magnificent Christmas tree!” And she rubbed the whole
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bundle of matches quickly against the wall, for she wanted to be quite sure of
keeping her grandmother near her. And the matches gave such a brilliant light
that it was brighter than at noon-day: never formerly had the grandmother
been so beautiful and so tall. She took the little maiden, on her arm, and both
flew in brightness and in joy so high, so very high, and then above was neither
cold, nor hunger, nor anxiety–they were with God.
But in the corner, at the cold hour of dawn, sat the poor girl, with rosy cheeks
and with a smiling mouth, leaning against the wall–frozen to death on the last
evening of the old year. Stiff and stark sat the child there with her matches, of
which one bundle had been burnt. “She wanted to warm herself,” people said.
No one had the slightest suspicion of what beautiful things she had seen; no one
even dreamed of the splendour in which, with her grandmother she had
entered on the joys of a new year.
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Parent/Educator Lesson Guide
Read aloud The Little Match Girl. Ask
students whether they liked the
ending or not. Then ask them why
they think Andersen might have
made such a sad ending.
Working as a group, have students
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summarize
the
story.
Write
the
summary on a large piece of tag
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board.
Then,
ask
students
to
brainstorm various other possible
endings to the story. Have students
write out their own favourite endings
to
Andersen's
story
and
create
illustrations for them
Print out as many copies as you need for the following Worksheets relating to this
specific story. Worksheets include Phonics, Vocabulary Exercises, handwriting
and critical thinking skills and can be adapted for younger learners to much
older learners.
Although a sad ending to the story, the educator may wish to focus more on
the “positive” side of the Little Match Girl being reunited with her grandmother,
and the fact that she no longer had to experience the cold, loneliness and
hunger that had become her life.
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The Little Match Girl
• Themes: Feelings, Growth and Change, Music, Performing Arts
• Can be adapted for the classroom or as a group or Church Activity
• Grade Level: 2–6
• Running Time: 30 minutes to one hour depending on discussions
• Watch
or
Download
The
Little
Match
Girl
VIDEO
from
http://staidenshomeschool.com/activities/christmas/vid-audioclassics/thelittlematchgirl.html
• Download the Audio File from the same page if you have not acquired
the Complete Educational Package.
• The Original YMCA Performance may be searched on You Tube.
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SUMMARY
This program retells a classic tale, placing it in a modern urban setting and
giving it a positive ending. The story is presented as a play, performed at a city
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YMCA. In the play, the main character, Angela, lives with her family and other
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homeless people in an abandoned subway station. On New Year's Eve, Angela
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goes to Times Square to sell matches. Around her she sees the extremes of
wealth and poverty. She feels what it's like to be ignored and to feel hungry and
cold. In spite of her suffering, she also encounters friendship. She meets a
homeless dog, whom she names Alfred. They play and huddle together to keep
each other warm. Angela lights matches, one at a time. With each match, she
is transported to a place where there is food and warmth and where she is
happy. Her happiness makes her play and move, helping her keep warm. But
the night grows colder and colder. In the morning, people find Angela lying
frozen on the sidewalk. Just when it seems that all is lost, Alfred keeps Angela
from freezing to death. She is restored to her family, and the people who have
passed her by begin working to help homeless people. The program ends with
the YMCA actors taking their bows.
OBJECTIVES
• Children will interact, watch and listen to a modern adaptation of a
classic story.
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• Children will empathize with people who are poor and homeless.
• Children will appreciate the importance of friendship and helping others
during times of adversity.
BEFORE VIEWING ACTIVITIES
This program contains graphic images of homeless people and many passages
that show the darker side of city life. Therefore it's especially important for the
teacher to preview the program with the needs of the particular viewers in
mind. A good general approach is to emphasize helping the homeless. Open
with a general discussion of helping people who need help the most. Show
students some examples of work being done in your community to help
homeless people. Then introduce the story. Explain that it shows how one
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community put on a play to raise money. The play is a modern version of an old
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story called THE LITTLE MATCH GIRL.
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AFTER VIEWING ACTIVITIES
In class discussion after viewing, allow students to express their feelings about
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the story. Encourage them to express their fears and concerns, in open class
discussion or private writing. For example, in the story Angela's parents send her
out to sell matches. Be aware that many students will interpret that as a
metaphor for sending her out to sell drugs. Lead the class into a discussion of the
responsibilities of parents. Then ask for students' ideas on how best to help
families. As in the opening discussion, emphasize what people in your
community are doing to help. Connect the story to music and dance. Have
students replay the program and focus on the sound tracks and the dance
moves. How do music and dance express Angela's feelings? How do Angela,
Albert and others move to each kind of music? Encourage students to retell the
story, adding music and dance moves of their own. With older or more
advanced students, connect the story to literature and writing. Have students
read the original story by Hans Christian Anderson. Ask them to compare the
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Anderson tale to the program. Encourage them to rewrite other Hans Christian
Anderson tales into modern settings and situations.
Connect the story to social studies by discussing how communities rebuild and
change. Make note of buildings in your neighbourhood that have recently been
torn down or built. Bring in old photographs to show changes over the years.
Discuss the effects of such changes on the people in the neighbourhood. In the
discussion, try to convey the complexity of issues such as urban development
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and homelessness.
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Language Arts: Comprehension and Bio Poems
Grade: Second Grade, twenty students
Objectives:
Without prompts, the second grade students will identify, in discussion, at least
one character trait and relationship among characters from the story The True
Story of the Three Little Pigs, by Jon Scieszka.
Given an example of a bio poem, the students will complete a bio poem about
their favorite story book character to the fullest of their ability. (The completion
of the activity will yield a perfect evaluation.)
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Anticipatory Set: Who has heard of the story of the three little pigs? ... I thought
you would all say that. Who can tell me about it? ... I thought that might be the
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story you had heard. Today I would like to share with you the same story that
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you just told me, but from another point of view. Does anyone know what I
mean when I say another point of view? ... Good. This story is told from the point
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of view of the Wolf. Some of you may know him as the Big Bad Wolf. What I
would like you to notice as I am reading is the personality of the wolf in this story.
Do you all know what personality means? ... Ok. When I am finished reading, we
will break into two groups and discuss the wolf's personality.
Checking for Understanding & Independent Practice: After I read the story
aloud to the whole class, the students will be divided into two groups to
complete two activities. The first activity will assess their understanding of the
story through analysis of the main character's personality traits. They will be
asked a series of questions whose answers I will use to for a chart. The questions I
will ask are:
• Who is the main character?
• What is he or she like?
• Who else is important in the story?
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• How does the main character feel about them?
• How does each minor character feel about the main character?
• How did you feel about the wolf before you heard this story? After?
The second activity which they will complete is a bio poem. I will supply the
format of a bio poem and an example. The copy that they will be given will look
like this:
Bio Poems
First name__________________
Snow White
Four traits__________________
Beautiful, giving, loving, unhappy
Related to__________________
The Queen, her wicked stepmother
Cares deeply for_____________ The seven dwarfs
Safe in the forest
Who needs_________________
The love of a prince
Who gives__________________
Love to the seven dwarfs
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Who feels__________________
Who would like to see_________ Goodness throughout the kingdom
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Resident of__________________ The forest
They will be able to use a character from the story or stories we read within this
book, or adapt to other similar Hans Christian Anderson Stories..
Closure: Ask the students to come back together to share the bio poems that
they come up with. In closing, I will again address the identification of character
traits. I will discuss how it is important to use this skill when reading because it
helps you to better remember and understand what you have read.
Evaluation: The evaluation of this lesson will be done throughout the activities.
The students' ability to answer the questions asked in the first activity will tell me if
they have met the objective that I have set for them. This will assess the group as
a whole. Activity 2 will assess each student individually, or in small groups. The
completion of the bio poem tells me that they understand the components of
personality and character traits enough to apply it in other settings.
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Materials: The book that will be read is necessary.
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Each student needs the
worksheets that have been created which shows them the format of a bio
poem and an example.
Student Activity
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Parent/Educator Lesson Guide
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The following mini-book should
be printed for the child to re-write
or re-tell the story in his or her
own words, allowing for graphic
representation as well.
There is
one such mini book for each of
the stories within this book.
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The Little Match Girl
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By Hans Christian Anderson
Re-Written by ___________________________________ on Date: ___________________
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Subject Areas Art and Culture
Literature and Language Arts
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Folklore
Fiction
World
Time Required
1. Two class periods
2. Two to three class periods
3. Two to three class period
4. Two class periods
5. One class period
6. Two to three class periods
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2. Skills Listening
Analyzing written and oral texts for plot, theme, and characterization
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Working collaboratively
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Gathering, classifying, and interpreting written and oral information
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Making inferences and drawing conclusions
Observing and describing
Developing vocabulary
Understanding fairy tales
Connecting across cultures
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Introduction
The Little Mermaid, the Ugly Duckling, and the Emperor who paraded naked
through his city are characters well known to most of our students. In these
lessons, your students will learn about the 19th century author who created
these characters and will hear and read the original texts of several of his stories.
The colourful characters, strong emotions, and engaging language of
Andersen's tales offer rich imaginative experiences for students, as well as
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opportunities to analyze themes and ideas.
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These learning activities could be used for students in K-2, with the omission of
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Guiding Questions:
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The Little Match Girl, which might be upsetting for younger students.
Who was Hans Christian Andersen? What are some of his most well known
stories? What are some typical characteristics and themes of Andersen's stories?
How do we feel about Andersen's stories?
Learning Objectives
After completing this lesson, students will be able to:
•
know Andersen's nationality, language, and time period
•
summarize the plots of two of Andersen's stories
•
identify the main characters of four of Andersen's stories
•
explain the theme of at least one of Andersen's stories
•
express their reactions to a story by Hans Christian Andersen
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Preparing to Teach this Lesson
Download and print out the full text of at least four stories by Hans Christian
Andersen from the following websites, available through EDSITEment-reviewed
resources:
Hans Christian Andersen: Fairy Tales and Stories
This website is listed on the website Children's Literature Web Guide, which is
available on the EDSITEment-reviewed resource Internet Public Library. It
contains the full texts of many of Andersen's fairy tales, including the Little
Mermaid, as well as some links to biographical information.
Hans Christian Andersen Portraits
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This website is listed on the website Hans Christian Andersen: Fairy Tales and
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Stories.
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Classic Children's Stories
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This website, listed on the website Hans Christian Andersen: Fairy Tales and
Stories, contains full texts of The Real Princess with illustrations by Dulac and The
Nightingale, also with illustrations by Dulac.
The Tinderbox and Other Stories
This website is listed on the website Hans Christian Andersen: Fairy Tales and
Stories. It contains The Darning Needle and The Leaping Match, both with
illustrations by Hellen Stratton.
Some Recommended Print Versions of Andersen's Tales
Andersen, Hans Christian. The Little Match Girl. Illustrated by Jerry Pinkney (New
York: Phyllis Fogelman Books, c1999).
Pinkney, Jerry, ret. The Ugly Duckling. Illustrated by Jerry Pinkney (New York:
Morrow Junior Books, 1999).
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Anderson, Hans Christian. The Steadfast Tin Soldier. Illustrated by Fred Marcellino
(New York: Harper Collins, 1992).
Andersen, Hans Christian. The Nightingale Illustrated by Nancy Ekholm Burkert
(New York: Harper & Row, 1965).
Andersen, Hans Christian. The Little Mermaid and Other Fairy Tales Illustrated by
Isabelle Brent (New York: Viking, 1998).
Background Information on Hans Christian Andersen:
Like many of his beloved fictional characters, Hans Christian Andersen came
from humble origins. Born in a one-room house to a shoemaker and a
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washerwoman, Andersen lost his father when he was 11 and left home at age
14 determined to become famous. Teased by school mates for his awkward
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appearance and bullied by a teacher who told him his writings were fit only for
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the trash can, Andersen persevered with almost desperate devotion to his art
fairy tale genre.
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and ultimately became known throughout the world as a genius of the literary
Andersen's stories are steeped in melancholy and longing, often featuring
humble characters who long for love and acceptance into a higher realm of
society or more glorious existence. A mermaid pines for a human prince; an ugly
toad travels from the bottom of a well to seek something "higher"; a starving
child imagines ever more beautiful tableaux of prosperity as she freezes to
death. Many of Andersen's stories feature personified objects such as darning
needles or candles that have thoughts, intentions, and feelings.
The Fir Tree, (in the story of that name) for example, looks forward to being
decorated as part of the Christmas celebration and feels sad when her
trimmings are stripped away. Andersen has a keen eye for social pretensions
and vanity, and many of his stories satirize these human failings. A pea, for
example, smugly considers itself the "most remarkable" of its pod because it is
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about to burst after festering in gutter water in Five Peas from the Same Pod. The
emperor of The Emperor's New Clothes is so fearful of being thought stupid that
he allows himself to be fooled into ludicrous behaviour by a pair of charlatans.
Thus, Andersen infused the stock figures of traditional fairy tale with human
weaknesses and strong personal emotions.
Andersen's story endings are frequently unhappy. A starving child dies alone in a
freezing ally; a toy soldier is reduced to a lump of melted metal; a little fir tree is
thrown in a fire. Rather than redeem his characters' sufferings by an ultimate
acquisition of love and riches, Andersen shows how goodness and integrity can
ennoble the last moments of a lonely and poverty-stricken life. The starving child
does not truly die alone, nor does the toy soldier's love remain eternally a secret,
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for we, the readers, know the stories and feel pity for the child's privations and
sympathy for the soldier's love. The traditional fairy tale shows how bad luck can
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change into dazzling successes. Andersen, in contrast, portrays the luminous
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spiritual dignity of even the most relentless ill fortune.
Sa
Andersen was born in 1805 in Denmark. His stories have been translated into
more than 80 languages and are known throughout the world. The well-known
aphorisms "ugly duckling" and "emperor's new clothes" come from his stories of
the same titles. The Little Mermaid has been made into one of Walt Disney's most
popular movies. Andersen's stories, either singly or in collections, have been
published in thousands of editions, many with lavish illustrations.
Sources for Biographical Information:
Haugaard, Erik. "Hans Christian Andersen" in Writers for Children (New York:
Charles Scribner's Sons, 1988).
Wullschlager, Jackie. Hans Christian Andersen: The Life of a Story Teller by (New
York: Knopf, 2001).
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Burch, Joann. A Fairy-Tale Life: A Story About Hans Christian Andersen. Illustrated
by Liz Monson (Carolrhoda, 1994).
Krull, Kathleen. "Ugly Duckling or Little Mermaid? Hans Christian Andersen" in
Lives of the Writers Comedies, Tragedies and What the Neighbors Thought. (New
York: Harcourt Brace, 1994).
Suggested Activities All Stories Following
1. The Ugly Duckling
2. The Little Mermaid
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3. The Emperor's New Clothes
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4. The Darning Needle
Sa
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6. Summation and Review
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Sa
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The Ugly Duckling
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It was as lovely summer weather in the country, and the golden corn, the green
oats, and the haystacks piled up in the meadows looked beautiful. The stork
walking about on his long red legs chattered in the Egyptian language, which
he had learnt from his mother. The corn-fields and meadows were surrounded
by large forests, in the midst of which were deep pools. It was, indeed, delightful
to walk about in the country. In a sunny spot stood a pleasant old farm-house
close by a deep river, and from the house down to the water side grew great
burdock leaves, so high, that under the tallest of them a little child could stand
upright. The spot was as wild as the centre of a thick wood. In this snug retreat
sat a duck on her nest, watching for her young brood to hatch; she was
beginning to get tired of her task, for the little ones were a long time coming out
of their shells, and she seldom had any visitors. The other ducks liked much
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better to swim about in the river than to climb the slippery banks, and sit under a
Sa
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burdock leaf, to have a gossip with her. At length one shell cracked, and then
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another, and from each egg came a living creature that lifted its head and
cried, “Peep, peep.” “Quack, quack,” said the mother, and then they all
quacked as well as they could, and looked about them on every side at the
large green leaves. Their mother allowed them to look as much as they liked,
because green is good for the eyes. “How large the world is,” said the young
ducks, when they found how much more room they now had than while they
were inside the egg-shell. “Do you imagine this is the whole world?” asked the
mother; “Wait till you have seen the garden; it stretches far beyond that to the
parson’s field, but I have never ventured to such a distance. Are you all out?”
she continued, rising; “No, I declare, the largest egg lies there still. I wonder how
long this is to last, I am quite tired of it;” and she seated herself again on the
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nest.
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“Well, how are you getting on?” asked an old duck, who paid her a visit.
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“One egg is not hatched yet,” said the duck, “it will not break. But just look at all
the others, are they not the prettiest little ducklings you ever saw? They are the
Sa
image of their father, who is so unkind, he never comes to see.”
“Let me see the egg that will not break,” said the duck; “I have no doubt it is a
turkey’s egg. I was persuaded to hatch some once, and after all my care and
trouble with the young ones, they were afraid of the water. I quacked and
clucked, but all to no purpose. I could not get them to venture in. Let me look at
the egg. Yes, that is a turkey’s egg; take my advice, leave it where it is and
teach the other children to swim.”
“I think I will sit on it a little while longer,” said the duck; “as I have sat so long
already, a few days will be nothing.”
“Please yourself,” said the old duck, and she went away.
At last the large egg broke, and a young one crept forth crying, “Peep, peep.”
It was very large and ugly. The duck stared at it and exclaimed, “It is very large
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and not at all like the others. I wonder if it really is a turkey. We shall soon find it
out, however when we go to the water. It must go in, if I have to push it myself.”
On the next day the weather was delightful, and the sun shone brightly on the
green burdock leaves, so the mother duck took her young brood down to the
water, and jumped in with a splash. “Quack, quack,” cried she, and one after
another the little ducklings jumped in. The water closed over their heads, but
they came up again in an instant, and swam about quite prettily with their legs
paddling under them as easily as possible, and the ugly duckling was also in the
water swimming with them.
“Oh,” said the mother, “that is not a turkey; how well he uses his legs, and how
upright he holds himself! He is my own child, and he is not so very ugly after all if
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you look at him properly. Quack, quack! come with me now, I will take you into
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grand society, and introduce you to the farmyard, but you must keep close to
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me or you may be trodden upon; and, above all, beware of the cat.”
Sa
When they reached the farmyard, there was a great disturbance, two families
were fighting for an eel’s head, which, after all, was carried off by the cat. “See,
children, that is the way of the world,” said the mother duck, whetting her beak,
for she would have liked the eel’s head herself. “Come, now, use your legs, and
let me see how well you can behave. You must bow your heads prettily to that
old duck yonder; she is the highest born of them all, and has Spanish blood,
therefore, she is well off. Don’t you see she has a red flag tied to her leg, which is
something very grand, and a great honour for a duck; it shows that every one is
anxious not to lose her, as she can be recognized both by man and beast.
Come, now, don’t turn your toes, a well-bred duckling spreads his feet wide
apart, just like his father and mother, in this way; now bend your neck, and say
‘quack.’”
The ducklings did as they were bid, but the other duck stared, and said, “Look,
here comes another brood, as if there were not enough of us already! and what
30

Contents 2

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