The Children's Literature Podcast T.Q. Townsend

Pippi Longstocking by Astrid Lindgren has been translated into over 100 languages. It appeals to children from all over the world because it’s a story that taps directly into the chaotic, playful world of  imagination. In this episode co-host Chloë helps to bring a child’s perspective to a delightful story which will never go out of style.



Activity: Write an Adventure for Your Imaginary Friend

If you, your children, or classmates had an imaginary friend, write out a description of that character, including appearance, personality traits, home life, and powers. Then imagine what would happen if that imaginary friend accompanied you on an ordinary day of your life. How would things be changed? Would anything wild or unexpected happen? How disruptive would the imaginary friend be, and what kind of trouble would that create?

Have students write their own story in the style of a chapter from Pippi Longstocking, then share the stories together.

Animal Farm by George Orwell offers something to virtually every academic discipline. Teenagers will be delighted to engage with it so long as it’s presented in an interesting and appealing way. In this episode, I give some ideas for how this book can be taught in different kinds of academic classes.



Also in this episode, I mentioned this heartwarming story I found about a town in Wałbrzych, Poland that is using handmade dolls representing Anne Shirley from Anne of Green Gables in order to raise awareness about the need for more foster families. I’d love to find more information about this story, but I don’t speak Polish, so if any listeners can help me understand some of the Polish-language reporting on this sweet story, I sure would be grateful!



Activity: Passive Voice

Teachers usually tell students never to use passive voice, and as a general rule this is good advice. Passive voice is when a sentence puts more focus on the person or object experiencing an action, rather than the person or object doing the action. A sentence written with active voice would be “The animals sang a revolutionary song called Beasts of England.” That same sentence in passive voice was “A revolutionary song called Beasts of England was sung by the animals.” Active voice tends to result in clearer, shorter, more easily understood sentences. Passive voice can sometimes make it unclear who performed an action.

But sometimes, passive voice can be used creatively for the sake of humor or to encourage the reader to figure out certain things independently. George Orwell uses passive voice in Animal Farm to draw attention to times when the pigs behave in a selfish or corrupt manner. These sentences often begin with “it was noticed” or “it was felt.”

Have students track times when passive voice is used in Animal Farm. Ask them to rewrite these sentences in direct voice, so that the styles can be compared. Then discuss how the passively construction sentences are more funny and thought-provoking, which shows that passive voice can sometimes be used, but only for a good reason.

Activity: Who Should Be Allowed to Vote?

In Animal Farm, the pigs steadily convince the other animals to stop making any decisions for themselves because they might sometimes choose poorly. The pigs take all leadership power for themselves, shutting out any non-pigs from the government of Animal Farm.

After reading this portion of the story, encourage students to consider the following questions. Answers may be given as written responses, discussed in small groups, or talked about as a class.



* Who should be allowed to vote?

* Should someone be allowed to vote if they can’t understand what the consequences will be?

* Should children be allowed to vote?

* What about those with mental disabilities?

* Should there be things people have to do to gain voting rights, such as passing a civics test or performing some service to the community or nation?

* Under what circumstances should someone have their voting rights taken away?



Activity: Political Slogans

In Animal Farm, the animals come up with a list of principles for their philosophy of Animalism, using the slogan “four legs good, two legs bad.” The pigs gradually begin breaking the principles until they change this slogan to “four legs good, two legs better.” The sheep are easily persuaded to bleat these slogans in a very pointed metaphor.

Have students research political slogans. Some are fairly honest and straightforward, like “I Like Ike.

Go, Dog, Go! by P.D. Eastman is a lot of fun for two groups of kids – very little children who haven’t begun to read, and slightly older children who are just beginning to unlock the secrets of words. This book uses ingenious illustrations to support young children as they begin to connect confusing little squiggles with the meanings of words.



 

Activity: Sight Words

Learning a few sight words can really help new readers build some confidence and get going with reading, which will make it less intimidating to begin proper work with phonics. Sight words are words that are short and common enough for children to memorize, allowing them to be recognized at sight without having to be sounded out. While of course this method isn’t practical for learning an entire language, it is very helpful to get children excited about reading. It also helps kids feel very positive about their first efforts, and kids who feel happy about reading will put in lots of effort to do more reading and unlock stronger skills.

Keep an eye out for the following sight words as you read Go, Dog, Go! with your kids. Memorizing these common, short words will help children recognize words they are already comfortable with as they begin to sound out newer and more complicated words.



dog

big

little

black

white

red

blue

yellow

green

go

up

down

in

out

over

under

Holes by Louis Sachar has remained a favorite book of mine for years. Its author drew heavily on Ashkenazi Jewish folklore when writing this story, reinterpreting Eastern European storytelling traditions to help them fit in a new American home. The ending of Holes has just a touch of Texas justice to it, showing how this style of storytelling changed when it came to a new country.



Activity: The Folklore of Ashkenaz

The YIVO Institute for Jewish Research has an excellent online course about Ashkenazi Jewish folklore that I found very helpful when preparing for this episode. In learning more details about the songs, stories, and even superstitions of Yiddish folk culture, I was able to recognize how these traditions had influenced Louis Sachar when he was writing Holes. Some portions may work for younger children, but most of the course is at an academic level better suited for teens and adults.

You can find this free online course at yivo.org/Folklore-of-Ashkenaz.

If you haven’t got time for the entire course, a selection of short videos featured during the classes can be found in this playlist. The videos entitled “What is Jewish about Jewish folklore?” are most relevant to the storytelling style in Holes and can be useful to parents and teachers presenting this book to children.

Activity: Dig a Hole

The title of Holes could be interpreted as symbolic, but mostly it is not. This is literally a book about digging holes in the ground. So why not take your students out and dig one? Kids can learn a lot about themselves and what they can accomplish by doing something physically challenging with hand tools. Find somewhere appropriate to dig a hole and dig one! Compare students’ experiences with those of Stanley Yelnats as he improves in strength and technique over the course of the novel.

Rachel Greaves is my Leicestershire Children’s Writer for the month of May. She was kind enough to come to my home for a chat about her books, her creative designs for puppets, and future plans for Ruffle the Rail Dog, the lovable, adventurous pup who stars in her books. You can find Rachel’s books at ruffletheraildog.co.uk.



Rachel made Eric, the puppet on the right, entirely out of recycled or repurposed materials, resulting in a cute, lightweight, but sturdy character to feature in live performances of her stories.



Eric’s body is made from an empty four pint milk jug and his hands are carved wooden spoons. The hands are especially clever as the long handles allow the puppet’s arms to be easily manipulated without children seeing how during shows. This makes the puppet more believable and draws in the audience. Rachel also makes excellent use of Ruffle when she performs with him, making sure that he’s always moving around in a natural way.

Please do check out the adventures of Ruffle the Rail Dog! He’s a charming little guy with a lot of adventures that your kids can join in.

Two swans are nesting in the pond behind my house, and it’s created a wonderful chance for myself and co-host Chloë to see that E.B. White was very accurate in his description of swan behavior in The Trumpet of the Swan. As we are in England they are Mute Swans, not Trumpeters, but their behavior is very similar. Chloë has learned some lessons from the character of Sam Beaver about how to respectfully observe wildlife, and today she shares her findings.



Our swans have behaved in a remarkably similar way to the fictional ones in The Trumpet of the Swan. They return to the same spot each year. They make their nest on a little peninsula that juts out from the side of the pond where the shore is quite steep. It would be hard for anything to approach them from the land, and their position on the shore gives them a full view of anything in the water. The cob is amazingly protective, even suspicious, when it comes to his wife and her nest. And yet, they seem to trust quiet, respectful observers who keep a safe distance and don’t do anything to upset them.

Activity: Observe a Nest

What birds nest in your area during the spring? Do some research about one or more species so that you can find a nest. Where are the nests usually found? What do the nests look like? What materials are they made of? What color are the eggs and how many are there usually? How long does it take for the eggs to hatch?

Before you go out on your nest hunt, read the first three chapters of The Trumpet of the Swan. Write down or discuss how Sam Beaver behaves around wildlife. How is he a good example of someone who enjoys observing wild animals in a way that is responsible? What are some adjectives that describe his behavior? What rewards does he get because he chooses to behave in this way?

Go out and search for a birds’ nest. Keep a safe distance so that you do not disturb the animals, using binoculars if necessary. If possible, go back to check on the nest regularly until the baby birds hatch. Record your observations and questions in a journal as Sam Beaver did.