TEACHER RESOURCE GUIDE: The Ugly Duckling
and The Tortoise & The Hare
CORBIAN Visual Arts and Dance in collaboration with Lightwire Theater
Pre-Performance
About the Show
Show Synopsis
About the Creators
Coming to the Theater
Creating the Show
Pre-Show Activities
Technology Twist
Fast Facts on EL Wire
Animal Fun Facts
What’s the Difference?
Post-Show Activities
My Animal Tale
Fables & Fairy Tales
Story Rewrite
Puppets & Ponds
Mapping the Course
Critical Response Questions
Resources
The lessons and activities in this guide are driven by the
Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science and Technical
Subjects (2010) which help ensure that all students are college
and career ready in literacy no later than the end of high school.
College and Career Readiness Anchor Standards for
Reading
R.K.2, R.1.2, R.2.2, R.3.2, R.4.2, R.K.3, R.1.3, R.2.3,
R.3.3, R.4.3, R.K.5, R.1.5, R.2.5, R.3.5, R.4.5, R.K.9,
R.1.9, R.2.9, R.3.9, R.4.9
The specific strands, standards and grade levels addressed
are as follows:
College and Career Readiness Anchor Standards for Speaking
and Listening
SL.K.1, SL.K.2, SL.K.6, SL.1.1, SL.1.2, SL.1.6, SL.2.1, SL.2.2,
SL.2.6,SL.3.1, SL.3.2, SL.3.6, SL.4, SL.4.1, SL.4.2, SL.4.6
College and Career Readiness Anchor Standards for Language
L.K.6, L.1.6, L.2.6, L.3.6, L.4.6
21st century skills of creativity, critical thinking and
collaboration are embedded in the process of bringing
the page to the stage. Seeing live theater encourages
students to read, develop critical and creative thinking
and to be curious about the world around them.
The Teacher Resource Guide includes background
information, questions and activities that can stand
alone or work as building blocks toward the creation of
a complete unit of classroom work.
The Ohio Arts Council helped fund this organization with state tax dollars to encourage economic
growth, educational excellence and cultural enrichment for all Ohioans.
PlayhouseSquare is supported in part by the residents of Cuyahoga County through a public grant
from Cuyahoga Arts & Culture.
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ABOUT THE SHOW
Hans Christian Andersen’s classic “The Ugly Duckling” has
helped generations of children understand one of humanity’s
universal struggles. Lightwire Theater brings this classic story
to the modern stage offering hope to us all as we root for the
ugly duckling who exemplifies resilience and heroism along
the way to becoming a beautiful swan.
Aesop’s fable “The Tortoise and the Hare,” now more than
2,500 years old, continues to drive home the time-tested
adage, “Slow and steady wins the race.” Lightwire Theater,
with its dazzling visuals, poignant choreography and creative
use of music ranging from classical to jazz to pop, literally
brings these classic tales into a new and brilliant light.
SHOW SYNOPSIS
=
ABOUT THE CREATORS
The Ugly Duckling
Corbian Visual Arts and Dance
Of the five eggs in Mother Duck’s nest, one is the largest
and last to hatch. Bigger and paler than the others, this last
hatchling is treated as an outsider by Mother Duck and her
ducklings. He may be the best swimmer of the brood, but
this alone is not enough to ensure his acceptance. Knowing
only rejection, this Ugly Duckling goes out into the wild
alone. Reflecting upon his plight under the glow of a remote
willow tree, he sees a wily cat creeping in the direction of
Mother Duck’s nest. The Ugly Duckling follows and watches
as one lagging duckling is captured and taken back to
the cat’s lair. In true heroic fashion, this Ugly Duckling
succeeds in vanquishing the cat and rescuing the captured
duckling. Celebrated by Mother Duck and her ducklings for
his uniqueness, all realize that he may have been an ugly
duckling, but he has grown into a beautiful and powerful
swan.
The show’s creators Ian Carney and Corbin Popp met
while dancing in Twyla Tharp’s Broadway show Movin’
Out. Becoming fast friends through their mutual love of art,
theater and technology, Corbin showed Ian a product called
EL wire and their creative partnership took off.
EL wire is electroluminescent wire powered by batteries and
is used mostly to illuminate walkways, signs and instrument
panels on cars. Carney and Popp quickly built rudimentary
characters. Then, with the help of their wives, Eleanor
Carney and Whitney Popp (who are also dancers), they
began to build the rest of their puppetry-based creatures.
Their first performance work, Darwin, was the recipient of
the prestigious Jim Henson Foundation Grant.
The Tortoise and the Hare
Lightwire Theater
Ridiculed by the Hare, the Tortoise challenges him to a race.
They set off and the Hare takes a commanding lead right
away. Thinking he will win easily, the Hare allows himself to
be distracted with many modern day activities; texting, video
games and the paparazzi, of course. The Tortoise continues
to trudge along at his methodical pace and, despite the fact
that the Hare is a swifter creature, wins the race due to his
discipline and fortitude.
IIan and Eleanor Carney founded Lightwire Theater and,
in conjunction with Corbian Visual Arts and Dance, began
pre-production on their first project, The Ugly Duckling and
The Tortoise & the Hare, in January 2011. Using Corbian’s
signature electroluminescent puppetry, Lightwire Theater
has adapted two classic tales for the stage; The Ugly
Duckling and The Tortoise & the Hare.
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COMING TO THE THEATER!
Playhouse Square is an exciting field trip destination! As
the country’s largest performing arts center outside of New
York, the not-for-profit Playhouse Square attracts more than
one million guests to 1,000+ performances and events
each year. Playhouse Square thus acts as a catalyst for
economic growth and vitality within the region. When you
visit, be sure to note the GE Chandelier, the world’s largest
outdoor chandelier, and the retro Playhouse Square sign
with its 9-foot-tall letters!
As audience members, you and your students play a vital
role in the success of the performances. You are part of a
community that creates the theater experience. For many
students, this may be their first time viewing a live theater
production. We encourage teachers to discuss some of the
differences between coming to the theater and watching
a television show, attending a sporting event or viewing a
movie at the cinema. Here are a few examples to start the
discussion:
S
tudents are led into the theater and seated by an usher.
T
heaters are built to magnify sound. Even the slightest
whisper can be heard throughout the theater. Remember
that not only can those around you hear you; the
performers can too.
A
ppropriate responses such as laughing or applauding
are appreciated. Pay attention to the artists on stage; they
will let you know what is appropriate.
T
here is no food, drink or gum permitted in the theater.
Photography
and videotaping of performances is not
permitted.
When
the houselights dim, the performance is about to
begin. Please turn your attention toward the stage.
A
fter the performance, you will be dismissed by bus
number. Check around your seat to make sure you have
all of your personal belongings.
AN EXCITINGN
DESTINATIO IPS
FOR FIELD TER
& MOR
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CREATING THE SHOW
Then they made the puppet with a
helmet and aluminum wire.
First they drew what they wanted
the animal to look like.
Finally, they added the EL wire and a power
pack, turned it on and this is what the
finished cat head looks like in the dark.
Then they put it on
and started to rehearse.
What kind of
animal would you
want to make a
puppet of?
Draw a picture of your
animal here ––>
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TECHNOLOGY TWIST
CCRA – Speaking and Listening 1
Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly
and persuasively.
SL.K.1, SL.1.1, SL.2.1, SL.3.1, SL.4.1
2. Ask students to identify the characteristics of the puppets
they observed on the video: “What did you notice?”
3. Using a transparency or Smartboard, display the “Creating
the Show” handout found in the Resource section of
the guide. Explain each step and allow students to ask
questions. Ask them if they have ever seen anything
similar to EL wire. If so, where? What else do they want to
know about the technology?
CCRA – Speaking and Listening 2
Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and
orally.
SL.K.2. SL.1.2, SL.2.2, SL.3.2, SL.4.2
4. To wrap up the lesson, explain to students that they will
see this form of puppetry during the performance at
Playhouse Square!
CCRA – Speaking and Listening 6
Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when
indicated or appropriate.
SL.K.6, SL.1.6, SL.2.6, SL.3.6, SL.4.6
CCRA – Language 6
Acquire and use accurately a range of general academic
and domain-­
specific words and phrases sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in
gathering vocabulary when encountering an unknown term
important to comprehension or expression.
L.K.6, L.1.6, L.2.6, L.3.6, L.4.6
OBJECTIVE:
Students will identify characteristics of EL wire puppets and
discover applications of technology.
Fast Facts
MATERIALS:
C
omputer with Internet Access
“ Creating the Show” handout (see the Resource section)
O
verhead or Smartboard
EL wire stands for Electroluminescent wire.
EL wire looks like neon but has the flexibility and
versatility of wire.
EL wire does not emit heat.
Electroluminescence emits light in response
to the passage of an electric current to a
strong electric field. The display lights of a
car’s instrument panel are an example of
electroluminescence.
Electroluminescence is different than
chemiluminescence. Examples of
chemiluminescense include luminol tests and
glow sticks.
ADVANCE ORGANIZER:
Engage students in a discussion about puppets. Ask
students to identify the characteristics of a puppet.
LESSON:
1. Tell students that you’ve discovered a different puppet
form that you would like to share with them. Show the
introductory video for The Ugly Duckling and The Tortoise
& the Hare at http://www.corbianarts.com. Have students
watch the video with the purpose of observing the puppets
in action. Do not provide an explanation regarding the EL
wire at this time.
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ANIMAL FUN FACTS
Swans
Tortoises
Hares
Swans’ habitats generally consist
of rivers, lakes and ponds.
Tortoises are reptiles.
Hares are related to rabbits, but
they are not the same type of
animal.
Baby swans are called cygnets.
A swan’s eggs usually hatch after
eight weeks.
Swans put their heads underwater
to eat.
A baby swan has a grey feathered
coat until it reaches about 20
pounds. Then it will become
snowy white like its parents
Swans migrate. In the wintertime,
they fly south to warmer places.
A swan has a large and strong
beak and long neck. They are
known for how graceful they are
when they swim.
A group of swans is called a bevy
or lamentation.
A male (boy) swan is called a
“cob” and a female (girl) swan is
called a “pen.”
Swans mate for life.
Tortoises have four legs and a shell
that is joined down the sides. They
also have horny mouths (or beaks)
and have no teeth.
Hares are usually bigger than
rabbits.
Tortoises are different from turtles
because they live entirely out of
the water. For this reason, they do
not have flippers.
Rabbits give birth in nests. Hares
give birth on the ground.
A tortoise’s feet are round and
stumpy for walking on land.
Hares are solitary animals that
tend to live by themselves. Rabbits
are social animals that tend to live
in groups.
A tortoise can live up to 100 years!
Female tortoises dig nesting
burrows in which to lay their eggs.
They will lay between 1 and 30
eggs.
Giant tortoises can weigh as much
as 660 pounds!
In most tortoise species, the
female (girl) tends to grow larger
than the male (boy) tortoise.
Tortoises are active during the day
and sleep at night.
Swans can fly as fast as 50 to 60
miles per hour.
Rabbits hop. Hares leap.
Baby hares are born with fur and
with open eyes.
Hares are found all over the world.
The only continent they are not
found on is Antarctica.
Hares’ habitats consist of fields,
meadows and clearings.
If disturbed, hares lie perfectly still
to escape notice.
Hares can reach a speed of 35
miles per hour!
A group of hares is called a “down”
or a “warren.”
Some swans have a wing span of
10 feet!
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WHAT’S THE DIFFERENCE?
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The Common Core State Standards listed below are addressed
in the following Post-Show Activities:
CCRA – Reading 9
Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare the
approaches the authors take.
R.K.9, R.1.9, R.2.9, R.3.9, R.4.9
CCRA – Reading 2
Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
R.K.2, R.1.2, R.2.2, R.3.2, R.4.2
CCRA – Language 6
Acquire and use accurately a range of general academic and
domain-­specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary when encountering an unknown term important
to comprehension or expression.
L.K.6, L.1.6, L.2.6, L.3.6, L.4.6
CCRA – Reading 3
Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
R.K.3, R.1.3, R.2.3, R.3.3, R.4.3
CCRA – Reading 5
Analyze the structure of texts, including how specific
sentences, paragraphs and larger portions of the text (e.g.,
a section, chapter, scene or stanza) relate to each other and
the the whole.
R.K.5, R.1.5, R.2.5, R.3.5, R.4.5
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MY ANIMAL TALE
Name_______________________________________________
Fill in the blanks to write your own tale using animals other than those in The Ugly Duckling and The Tortoise & the Hare.
Once upon a time, a little ________________________________ went
(animal)
for a walk. He met some mean ________________________________
(different animal)
who said: “You are ugly! Go away!” Next he met a mean
__________________________. You are ugly! Go away,” they said.
(different animal)
Finally he met some nice ____________________________.
(different animal)
“Don’t look at me! I am ugly,” he said. “You are not ugly.
You are just different. Let’s be friends!” they said.
Then they all went out for ___________________________ ice cream
(flavor of ice cream)
and lived happily every after!
~The End~
Folk & Fairy Tale Easy Reader Teaching Guide @ Scholastic Teaching Resources
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FABLES & FAIRY TALES
Young students are usually very familiar with fairy tales (e.g.
Cinderella, Sleeping Beauty, The Princess and the Pea)
but are not as familiar with fables. The written versions of
The Ugly Duckling and The Tortoise & The Hare are both
considered fables.
OBJECTIVE:
Students will recognize the defining characteristics and
features of fables and fairy tales.
MATERIALS:
S
everal examples of fairy tales
S
everal examples of fables
C
opy of the picture book The Ugly Ducking
C
opy of the picture book The Tortoise & The Hare
C
hart labeled “Favorite Fairy Tales”
L arge Venn Diagram labeled “Fairy Tale” and “Fable”
LESSON:
1. Ask students to recall their favorite fairy tales and record
their selections on the chart. Read one of the fairy tales
from the list aloud as an example.
ASSESSMENT:
To conclude the lesson, read aloud The Tortoise & The
Hare to the class. Have students discuss whether it is a
fable or fairy tale. Student responses should include the
characteristics of each genre.
2. Have students identify the characteristics of fairy tales
and record their responses on the Venn Diagram.
3. As a group, develop a definition for the concept fairy tale.
Basically, a fairy tale is a fanciful story of legendary deeds
and mythical creatures such as elves, fairies, giants,
goblins or trolls.
4. Next, introduce students to a different type of story
called a fable. Set the student’s purpose for listening:
they should listen for characteristics that are similar to
or different from those found in a fairy tale. The Lion and
the Mouse, The Boy Who Cried Wolf and The Ant and
the Grasshopper are three common examples of Aesop’s
fables.
5. Record the characteristics of a fable on the Venn Diagram.
6. As a class, develop a definition for the concept fable.
Provide assistance by discussing the definition of a fable.
A fable is a brief story that features animals, plants,
inanimate objects or forces of nature which are given
human qualities. It illustrates a moral lesson which may
be explicitly expressed or implied.
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STORY REWRITE
OBJECTIVE:
Students will rewrite the story of The Tortoise & The Hare or
The Ugly Duckling with an alternative setting.
6. Have students discuss the characters, setting, plot,
cause and effect relationships and the moral of the story
they choose to adapt.
1. Shortly before your visit to Playhouse Square, read The
Tortoise & The Hare and The Ugly Duckling aloud to the
class.
7. Remind students to use their imaginations and change
the setting. You may need to provide examples (e.g.,
under the sea, on another planet, in Australia, etc).
2. Tell students they will see adaptations of these stories
performed on the stage. Explain that “adaptation” means
there are some changes that have been made to the
story. For example, during the performance, modern
technology such as cell phones, texting, video games,
etc. distract the Hare from the race.
8. Students will determine how the change in setting affects
the outcome of the story. Have students share their ideas
as a class.
3. Have students tell what distracted the Hare from the race
in the original story.
10. Finally, have students share their work, discuss the
adaptations they created, and how the adaptations
changed the ending of the story.
9. Once students are comfortable with the task, have each
student rewrite one of the stories with a new setting.
4. Explain that stories can be adapted by placing them in
a different setting. It can make the story interesting and
fun!
Modification for Younger Students: Allow students to retell
the story orally using a new setting. Record the reinterpreted
story in a class book and place in your classroom library for
future reading.
5. Tell students that they will adapt one of the stories they
see at Playhouse Square.
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PUPPETS & PONDS
A pond is the setting for the story The Ugly Duckling. Using
the Caldecott Honor book adapted and illustrated by Jerry
Pinkney, introduce students to pond life through finger puppet
play and environmental sounds.
OBJECTIVE:
Students will investigate the pond habitat through puppetry
and dramatic play.
MATERIALS:
L arge brown fabric piece (for the pond’s muddy bottom)
O
paque blue fabric (overlay for water)
F
igures or finger puppets of a fish, turtle, frogs, ducklings
and a mother duck, dragonfly, crayfish
G
reen felt lily pad
C
D or music player with pond/environmental sounds
(birds, frogs, ducks)
9. Play pond/environmental sounds and tell students to look
around and listen for animal sounds (e.g., birds, baby
ducks). Ask questions such as: What color is the duck?
Why is the duck in the water? How many ducks do they
see? Are the baby ducks following the mama duck? Why?
10. Then, ask a volunteer to place the ducks in a straight
line and help mama duck with her ducklings. Encourage
students to quack as they swim away.
1. On the floor, create a pond scene using the brown and
blue fabric. Place the fish, turtle and crayfish on the
brown fabric. Cover with the blue fabric and place the lily
pad on top. Make sure the area is large enough for all the
students to sit around it.
11. Using figures or finger puppets, start a narration play
about animals coming to visit the pond. The first to visit
are two frogs. After a quick swim, they argue over who
gets to sit on the lily pad.
2. Ask students to name the setting for the story The Ugly
Duckling (a pond). Define a pond as a small body of
water. A pond is a special kind of habitat where certain
types of plants and animals live.
12. Ask students who should sit on the lily pad (discuss
sharing and taking turns, then place both frogs on the
lily pad).
13. Ask students why the frogs are in the pond. What do
frogs like to eat (flies/bugs)? How do they catch their
food? Allow students to add sound effects.
3. Ask students, “Would you like to visit a pond today?”
4. Tell students that they will take an imaginary field trip to
the pond and everyone needs to put on their naturalist hat
today. Don’t forget to put your hat on too!
14. Remind students that naturalists observe the
environment. Direct students to look into the pond. Tell
them to look under the water. What do they see? (Turtle,
fish, crayfish).
5. Explain that a naturalist is someone who goes out and
studies the plants and animals in a pond. A naturalist
learns about a habitat by observing with their eyes and
listening with their ears.
15. Ask questions about each animal to assess what
students know.
6. Guide students slowly and quietly on a tour of the “pond.”
It is their job to use their powers of observation to look and
listen. Once there, instruct students to sit quietly around
the pond.
16. Return to the pond another day to explore the animals
under the water and continue your narration play.
Modifications for Older Students: You can delve into
deeper learning of pond habitats by discussing migration,
predator/prey and similarities and differences that exist
among individuals of the same kind of plants and animals.
Adapted from “Rediscovering and Exploring Science
through the Arts,” developed by Jeanne Wall.
7. Once students are seated quietly, have them gently touch
the water. Ask students to describe how it feels.
8. Remind students to whisper. You don’t want to scare away
the animals.
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MAPPING THE COURSE
In Aesop’s fable The Tortoise & The Hare, Hare challenges
Tortoise to a six mile race. The course is marked by red flags
and the first to reach the finish line wins!
6. Next, ask students to choose a symbol (shape and color)
for Bear’s house and draw it on the board. You may wish
to limit choices by preparing shapes/colors in advance.
OBJECTIVE:
Students will identify and use symbols (shapes & colors) to
locate places on a map charting the race course found in
the story.
7. Follow the same group process for Mouse’s house, the
pond and the finish line.
MATERIALS:
T
he Tortoise & The Hare adapted and illustrated by Janet
Stevens
R
ace handout pond, and finish line
P
aper/crayons/scissors/glue
8. Review each symbol (shape and color) for each stop on
the race route.
9. Have students return to their desks so they may draw,
color and cut out each symbol. Prepared shape/colors
may be used for younger students.
1. Gather students to the carpet and read the book The
Tortoise & The Hare, adapted and illustrated by Janet
Stevens.
10. Distribute the prepared race handout. Have students
place and glue the correct symbol next to the appropriate
location on the map.
2. Ask students to recall and sequence the places Hare
stopped along the race course (Bear’s house for
something to drink, Mouse’s house for a snack and a
pond to take a nap).
11. As a review, ask students to name the locations the
symbols represent out of order. How do symbols help
someone to read a map?
3. Ask students where the race started and where the finish
line was located.
QUICK TIPS:
Modifications for Older Students: Students in grades 2 and
up can construct a map that includes a map title and key
that explains all symbols that are used.
4. Next, tell students they are going to create a map of the
race course.
5. Tell students you would like to use a specific shape and
color as the symbol for the starting line. Model “thinking
aloud” and tell them you think you will use a red star as
the symbol for the starting line. Draw a red star on the
board for students to see.
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CRITICAL RESPONSE QUESTIONS
Students develop their comprehension when they reflect
upon what they wondered, noticed and felt. Ignite a
classroom discussion with the following critical thinking
questions:
6. W
hat caused him to change the way he saw himself?
1. How was the show the same or different from other
versions of The Ugly Duckling and The Tortoise & The
Hare you have read or seen?
8. T
alk about a place you feel “accepted.”
2. What did you think about the puppets? How did they help
tell the story?
10. Was Hare kind or polite to Tortoise? How do you know
this?
3. What was the moral or lesson of each story? How might
you apply these lessons in your own life?
11. Has anyone spoken to you unkindly? Have you every
spoken to someone unkindly? How did you feel? How
do you think they felt?
4. In The Ugly Duckling, the duckling gets very sad when
other animals make fun of him for being different. What
are ways you can make somebody feel better if he/she is
feeling left out?
12. In The Tortoise & The Hare, how does Tortoise win?
(Answer: By not giving up.) What have you accomplished
by not giving up?
7. Should the Ugly Duckling really be called an “Ugly
Duckling”? Tell why or why not.
9. W
hat was your favorite part of the play and why?
5. How did the Ugly Duckling’s feelings about himself
change from the beginning of the book to the end of the
performance?
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RESOURCES
Web Resources
Visit Corbian Visual Arts and Dance & Lightwire Theater’s website to see how they use technology in their performances,
meet the cast and watch videos of their EL wire puppets in action!
http://iancarney.com
This child-friendly, Canadian website includes the story of Hans Christian Andersen, links to other tales written by the
author and fun computer-based games based on his stories.
http://www.andersenfairytales.com
DLTK’s Growing Together website has simple crafts, finger puppets and games that are appropriate for younger children.
The link below will take you directly to the story of The Tortoise & The Hare, however, go to the fable home page for many
more ideas of how to use Aesop’s other fables!
http://www.dltk-­teach.com/fables/tortoise/index.htm
This site, from the University of Massachusetts Amherst, boasts traditional and modern versions of a variety of Aesop’s
fables.
http://www.umass.edu/aesop/fables.php
Fresh Plans: The Ugly Duckling Lesson Plan
http://www.myfreshplans.com
Search for Ugly Duckling
Myths, Folktales and Fairy Tales
A resource for learning about and writing in these genres.
http://teacher.scholastic.com/writewit/mff
JigZone
http://www.first-school.ws/theme/animals/birds/duck.htm
Speakaboos
Animated Stories, Worksheets, Lesson Plans & other activities
http://www.speakaboos.com/
Story Arts, Inc. is a non-profit organization which focuses on storytelling and the diverse ways that storytelling can enrich
multi-cultural understanding, interpersonal communication and literacy. The site includes activities and lesson plans based
on storytelling in the classroom.
http://www.storyarts.org
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Reading Resources
The Elves and the Shoemaker by Jacob Grimm (Author), Jim Lamarche (Author). Chronicle Books; First Edition (October
2003).
Honestly, Red Riding Hood Was Rotten!: The Story of Little Red Riding Hood as Told by the Wolf (The Other Side
of the Story) by Trisha Speed Shaskan (Author) and Gerald Guerlais (Illustrator). Publisher: Picture Window Books,
2011.
Jack and the Beanstalk by John Cech (Adapter) and Robert Mackenzie (Illustrator). Sterling Publisher, 2008.
The Princess and the Pea (Classic Fairy Tale Collection) by John Cech (adapter). Sterling Publisher, 2007.
The Ugly Duckling by Hans Christian Andersen; adapted and illustrated by Jerry Pinkney. HarperCollins, 1999.
The Ugly Duckling by H.C. Andersen, illustrated by Robert Ingpen. Minedition, 2005.
The Ugly Duckling (Easy-­to-­Read) adapted by Emily Bolam and Harriet Ziefert.Puffin, 1997.
The Stories of Hans Christian Andersen: A New Translation from the Danish. Translated by Diana Crone Frank, illustrated by
Jeffrey Frank, Diana Frank, Vilhelm Pedersen, Lorenz Froelich. Houghton Mifflin, 2003.
The Classic Treasury of Hans Christian Andersen by H.C. Andersen. Illustrated by Christian Birmingham. Courage Books,
2002.
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