“The Ugly Duckling” A by

Strategy: Dyads (pairs)

Objectives: 1. The students will learn about a Danish author. 2. The students will learn a famous Western story. 3. The students will practice using their listening skills as the Teacher tells the story. 4. Students will be encouraged to practice their English by memorizing “chunks of English” so that they will begin to have the language in their minds and therefore able to use it more efficiently and correctly in daily encounters. 5. The students will learn correct pronunciation. 6. The students will develop poise and confidence by reciting the story before the 7. teacher and their classmates. 8. The students will gain in fluency. 9. The students will increase their vocabulary.

ESL Objectives: Pronunciation - result of producing the sounds of speech, including articulation, stress, and intonation, often with reference to the English standard of correctness or acceptability. Pronunciation drills on the following sounds are included: /th/ /l/ /v/ /w/ /short e/ Diction - usually implies a high level of usage; it refers chiefly to the choice of words and their arrangement. This is encouraged when the students make substitutions, vary their tales, or create their own skits. We want to encourage the students to use their English! Vocabulary - learning new words of a foreign language. This includes idiomatic expressions. Fluency - able to speak smoothly, easily, gracefully, and readily. All ESL methods seek to increase fluency. Intonation - the sound pattern of phrases and sentences produced by pitch variation in the voice which distinguishes kinds of sentences of different language cultures. Jazz chants are for the purpose of working on intonation. Confidence – levels increase the more students speak in front of their classmates, when the students are encouraged to vary their stories and make substitutions, through stating their own arguments and opinions, through skits, and in reciting dialogues.

Materials: World Map on Wall Golden Book stories of the Ugly Duckling Pictures

FIRST SESSION: 45 minutes

I. Review: A. Review vocabulary from previous lesson by pointing to a word on your Word Wall and calling on a specific student for its meaning. Chinese students typically to not volunteer so the teacher needs to call in the students. B. Review idiom in the same way.

II. Sing a song learned in class or in music, or do a TPR. This is a “warm-up” to refresh them prior to learning the new vocabulary for the day.

III. Introduce the students to the Danish author, Hans Christian Andersen A. Point out Denmark on the World Map in your classroom. B. Hans Christian Andersen (1805-1875), Danish author and poet, wrote many poems, plays, stories and travel essays, but is best known for his fairy tales of which there are over one hundred and fifty, still very popular today.

IV. Teach new vocabulary found in the story. A. Use pictures where you can or act out conceptual vocabulary. B. Review several times in various ways: give word, they give definition. Give definition, they give word. Check pronunciation.

Vocabulary: hatch merciless solitude ugly flock hardship creature frightened misery suffers noisy shocked wander miserable reflection sad hiding flight barnyard cave flock farmer lake decide freeze descends tease endure

V. Pronunciation Exercises: A. Have the students watch your mouth as you demonstrate the movement of the tongue in pronouncing the following words: 1. flock – /fl/ – teeth on bottom lip, slight blow of breath, the tongue goes on roof of mouth 2. flight - /fl/ - same as above 3. ugly - /ly/ - tongue goes on roof of mouth 4. merciless - /less/ - tongue goes on roof of mouth 5. lake /l/ - tongue goes on roof of mouth B. Practice several times

SECOND SESSION: 45 minutes

I. Review Vocabulary of Story – call on individual students

II. Tell the Story A. Tell it 3 times, very slowly, using pictures that go along with this lesson. (We suggest you laminate the pictures.) [If you do not wish to use the attached pictures, you may want to purchase the book. Find one with excellent colored pictures (garage sales, library sales, Good Will, Dollar Store, etc.), and remove the spine and laminate the pictures. If you can find copies of this book cheaply from the Dollar Store, it would make an excellent gift for your students.] B. Ask the students to keep their workbooks closed for the story, as this becomes a listening exercise as well.

This is a story about a duck that did not fit in with society.

“A mother duck sits on 5 eggs. Finally, the duck's eggs hatch. One of the little birds is looked at by the other ducks as an ugly little creature and he suffers much. The other birds and animals on the farm call him names, and they peck him so much it hurts. He wanders sadly from the barnyard. He finds a home with an old woman but her cat and hen tease him so again he sets off on his own. Winter arrives. A farmer finds and carries the freezing little bird home, but the little bird is frightened by the farmer’s noisy children and runs away. He spends a miserable winter alone in the outdoors mostly hiding in a cave on the lake. When spring arrives a flock of swans descends on the lake. The ugly duckling, now having fully grown cannot endure a life of solitude and hardship any more and decides to throw himself at the flock of swans. He thinks that it is better to be killed by such beautiful birds than to live a life of ugliness and misery. He is shocked when the swans welcome him, only to realize by looking at his reflection in the water that he has grown into one of them. The flock takes to the air and the ugly duckling spreads his beautiful large wings and takes flight with the rest of his new family.”

1. Question: Where did this duck egg come from? How did this duck egg get into the nest? 2. Put the pictures, in order, on her chalk board tray when finished.

III. Ask Who, What, Where, When, Why questions to ascertain how much the students understand the story. You will need to call on the students because typically the Chinese students will not volunteer to answer questions. A. A second option is to start the story and ask, “What happened next? B. Repeat this question to the end of the story. This will let the teacher know how much they really understand.

IV. Pair Work: A. Work in pairs. One option is for the student to select his partner. However, this is not always a good idea. B. An excellent option is to give half the class numbers (1-12), and the other half the same numbers (1-12). The student must find the person with the same number and partners are formed. (If you work in pairs a lot, this will ensure the students working with a different student every day as they get new numbers every day.) C. Another option for selecting pairs is to have the teacher pair up a strong student with a weaker student. You will need to have the students several days before you can make this assessment. This is an excellent option for use during the second week of camp for lessons requiring working in pairs.

V. The students now practice telling the story to each other. They may use their workbooks. Encourage students to help each other with vocabulary, pronunciation, and the order of the story. In addition, all Teaching Assistants will be going from pair to pair, listening, encouraging, and correcting where needed. “Repetition is the mother of all learning.” The students need to practice this over and over and get to the point where they can “read and look up,” where they can have “chunks of language” in their minds, and where there is general fluency and principles of elocution. A. The students will be told that they will “tell” the story aloud to their Teacher or Teaching Assistants. They do not need to memorize the story, but they are asked to tell it in their own words; making use of their new vocabulary words. B. When a pair feels “ready” have them tell you or an assistant the story while the rest of the pairs continue to practice.

THIRD SESSION: 45 minutes

I. Finish practicing telling the story to each other if this was not completed in session two.

II. Have one or two of your pairs recite in front of the class. A. The pairs can decide how they want to tell the story; i.e., each tells half, or line by line. Encourage them to use the pictures. B. Important Note for Teachers: The students must receive encouragement whenever they speak English in front of their classmates. Always give a very specific, positive comment at the end of each one’s speaking turn. Examples: 1. “I like the way Alice pronounced her /v/ sounds.” 2. “I like the way Joseph projected his voice.” 3. “I like the way Mary put so much feeling into this story.”

III. Small Group Work – The Discussion Note to teacher: In light of the toddler left in the street in China last October 2011, we know that 18 people walked on by, and she bled to death. This story and discussion might be especially poignant.

A. Have the students count off by 8’s. Form three groups; the head teacher and the two teaching assistants each leading one group. B. Create a discussion by asking some of the following questions: 1. If another student is “weak,” not very smart, not handsome or pretty:  do you want to play with that student?  do you want to eat lunch in the school lunch room with that student?  do you want to be that student’s friend?  Why? Or Why not?

2. If you saw other students teasing, making fun of, or hurting another student, what would you do?  would you “walk on by”?  would you try to help?  would you find a teacher to help? 3. If you knew the students teasing another student, what would you say to them? [Discuss bullying]  would you say anything?  would you tell them they are wrong?  would you ask them to stop?  would you report them to the teacher? 4. How does the story of the “Ugly Duckling” make you feel? Why do you think you feel this way? 5. Is it sin to “look the other way” when someone is being teased?  Bullied??  Is it sin to make fun of someone?

Note to teacher: What we want to get at ultimately is the concept of SIN. The Chinese define “sin” as a “crime.” Therefore, if they have not committed a crime, they do not believe they are sinners, and of course, then they don’t need a Savior. You can so direct this discussion to get to the “Sin Issue.” Then move to say that we all have this sin in us and it is a problem. At this point you might suggest that if anyone has any questions for you they may see you alone and talk one-on-one. IV. OPTION: JAZZ CHANT A. Jazz Chants help non-native speakers get the "feel" of American English. The student learns the stress, rhythm, and intonation patterns by "doing" them. It's a very effective and enjoyable way to learn. B. Steps in teaching a jazz chant: 1. Be sure students know all the key vocabulary. 2. Have the students follow the chant in their Student Workbook. 3. Read the entire chant to the class – slowly – several times 4. Have the students read it along with you several times. 5. If time, break into small groups to practice. 6. Make sure you read this in the rhythm required. 7. You may decide to have one of your better students say the verses as a solo, and the class come in on the chorus. 8. Another option: while the class is reciting this jazz chant, have a student “play” the ugly duckling and a few others play the barnyard animals – or use your teaching assistants.

THE UGLY DUCKLING

There once was an ugly duckling With feathers all stubby and brown, QUACK QUACK, get out, And the other birds, in so many words, QUACK QUACK, get out. Said QUACK, get out of town. QUACK QUACK, get out this day!

CHORUS: A flock of swans spied him there QUACK QUACK, get out. And very soon agreed: QUACK QUACK, get out. “This pretty, big white fluffy bird QUACK QUACK, get out of town! Is a very fine swan indeed!”

That poor little ugly duckling “You’re not such an ugly duckling,” Went wandering far and near, No feathers all stubby and brown. But at every place, they said to his face For in fact these birds, in so many words QUACK, get out of here. Said he looked the best in town.

QUACK QUACK, get out, QUACK, QUACK, come here! QUACK QUACK, get out. QUACK, QUACK, come here! QUACK QUACK, get out of here! QUACK, QUACK, come here to stay!

All through the winter time QUACK, QUACK, come here! He hid himself away, QUACK, QUACK, come here! He was ashamed to show his face, QUACK, QUACK, come here to stay! and feared what others might say. TEACHERS: scroll down for pictures of the story

A Baby Swan

The others laughed at him, teased him, called him names, and made fun of him!

All the birds and animals in the barnyard gave him much hardship and misery. He did not fit in! He sure looked different from the rest of the ducklings! A swan descends on the lake

The Ugly Duckling is all grown up. He looks like a Swan! He’s is accepted by other swans! They take flight together – he has found his new and true family! "The Ugly Duckling " A FAIRY TALE

Hans Christian Andersen

Vocabulary: hatch miserable ugly hiding creature cave suffers lake Pronunciation Exercises: wander descends flock – /fl/ – teeth on bottom lip, slight blow of breath, sad endure the tongue goes on roof of mouth barnyard solitude flight - /fl/ - same as above farmer hardship ugly - /ly/ - tongue goes on roof of mouth freeze misery merciless - /less/ - tongue goes on roof of mouth tease shocked lake /l/ - tongue goes on roof of mouth merciless reflection flock flight frightened flock noisy decide fairy tale

This is a story about a duck that did not fit in with society.

“A mother duck sits on 5 eggs. Finally, the duck's eggs hatch. One of the little birds is looked at by the other ducks as an ugly little creature and he suffers much. The other birds and animals on the farm call him names, and they peck him so much it hurts. He wanders sadly from the barnyard. He finds a home with an old woman but her cat and hen tease him so again he sets off on his own. Winter arrives. A farmer finds and carries the freezing little bird home, but the little bird is frightened by the farmer’s noisy children and runs away. He spends a miserable winter alone in the outdoors mostly hiding in a cave on the lake. When spring arrives a flock of swans descends on the lake. The ugly duckling, now having fully grown cannot endure a life of solitude and hardship anymore and decides to throw himself at the flock of swans. He thinks that it is better to be killed by such beautiful birds than to live a life of ugliness and misery. He is shocked when the swans welcome him, only to realize by looking at his reflection in the water that he has grown into one of them. The flock takes to the air and the ugly duckling spreads his beautiful large wings and takes flight with the rest of his new family.”

Idiom: Birds of a feather flock together

Example: Everyone at that table plays ping pong

Jazz Chant:

THE UGLY DUCKLING

There once was an ugly duckling QUACK QUACK, get out, With feathers all stubby and brown, QUACK QUACK, get out. And the other birds, in so many words, QUACK QUACK, get out this day! Said QUACK, get out of town. A flock of swans spied him there CHORUS: And very soon agreed: QUACK QUACK, get out. “This pretty, big white fluffy bird QUACK QUACK, get out. Is a very fine swan indeed!” QUACK QUACK, get out of town! “You’re not such an ugly duckling,” That poor little ugly duckling No feathers all stubby and brown. Went wandering far and near, For in fact these birds, in so many words But at every place, they said to his face Said he looked the best in town. QUACK, get out of here. QUACK, QUACK, come here! QUACK QUACK, get out, QUACK, QUACK, come here! QUACK QUACK, get out. QUACK, QUACK, come here to stay! QUACK QUACK, get out of here! QUACK, QUACK, come here! All through the winter time QUACK, QUACK, come here! He hid himself away, QUACK, QUACK, come here to He was ashamed to show his face, and feared what others might say.