Category: Episodes

86 – The Saga of Pecos Bill

Out of all the larger than life figures in American tall tales, Pecos Bill is the roughest, toughest, meanest, wildest, most untamed, and funniest of them all. Only Pecos Bill has the kind of personality and adventures big enough to have come from Texas.

Unlike most tall tales, which arose slowly and were authored by many people, Pecos Bill was probably the creation of one man, Edward “Tex” O’Reilly, whose own life can seem like a tall tale. Born in the last days of the Wild West, Tex traveled the world as a soldier, mercenary, adventurer, and at last, a writer and Hollywood star of the silent film era. His story “The Saga of Pecos Bill” likely did draw on tall tales told in his childhood days in Texas, but it also satirized popular adventure stories of the day such as the books in the Tarzan series by Edgar Rice Burroughs.

Parents and teachers should note that Pecos Bill is by no means a role model. He fights, kills, swindles, robs, drinks, and cheats. However, it’s also fairly obvious from the tone of the story that none of this is meant to be taken seriously. These are silly stories about a bad man, so the worse he behaves, the better the story is. However, some tales about Pecos Bill may need to be modified or skipped entirely for younger children as they may take the tales more literatlly.

Activity: Draw one of Pecos Bill’s Adventures

After telling a few stories about Pecos Bill, ask students to create a work of art showing one of his adventures. Students may refer to the original drawings by Elmer Hader in The Century Magazine or other works of art for inspiration.

Activity: Peform a Pecos Bill Story

Have students write a script and put on a comedic skit or play showing one or more of Pecos Bill’s adventures. The performance should be as silly and funny as possible.

Links

“The Saga of Pecos Bill” as originally published by Edward O’Reilly in The Century Magazine issue 106

Stories of Pecos Bill told by Robin Williams

Depictions of Pecos Bill

Boatright, Mody. Tall Tales from Texas Cow Camps. Dallas: Southwest Press, 1934.

Botkin, B. A. “The Saga of Pecos Bill.” In A Treasury of American Folklore. New York: Crown Publishers, Inc., 1944: 180–85.

Chechik, Jeremiah (Director). (1995). Tall Tale: The Unbelievable Adventures of Pecos Bill. Walt Disney Pictures and Caravan Pictures.

Geronimi, Clyde (Director). (1948). Pecos Bill. Walt Disney Pictures.

O’Reilly, Edward. “The Saga of Pecos Bill.” The Century Magazine 106 (1923): 827–33.

85 – The Tyrannosaur’s Feathers

Co-host Chloë and I went up to Woolaton Hall in Nottingham for our first on-location interview with Dr. Adam S. Smith and Jonathan Emmett, authors of The Tyrannosaur’s Feathers, a wonderful new picture book about how our understanding of the Tyrannosaurus Rex has changed over the years. This book is playfully illustrated by Stieven van der Poorten, and uses humor and fun to teach about how science works over time to gather new information and refine our understanding of the facts.

This book gets a wholehearted endorsement from The Children’s Literature Podcast. It’s a total blast to read, thanks to the wit and humor used as the Tyrannosaur’s appearance is corrected by a pedantic but still charming Velociraptor. The pictures and central story are engaging for all ages, and the sidebars are packed with fascinating bits of information aimed at older children and adults. The Tyrannosaur’s Feathers is the second collaboration between Jonathan Emmett and Adam Smith. They are also the authors of The Plesiosaur’s Neck, another book that is as fun as it is informative.

Chloë and I really enjoyed our conversation with Jonathan and Adam, which was held in the Woolaton Hall Library. We talked about fossils, how media affects popular understanding of scientific facts, and why the Tyrannosaurus Rex is just the coolest. When we were finished, the authors showed an interesting book about plesiosaur fossils from the Woolaton Hall library to Chloë.

Dino lovers everywhere can buy a copy of The Tyrannosaur’s Feathers when it hits shelves on August 3!

84 – Casey at the Bat

“Casey at the Bat” by Ernest Thayer is the most beloved poem in American Literature. It’s mock-heroic epic about . . . a baseball game. It’s very funny and makes a great selection for children to recite. It’s also a great way to introduce students to common poetic devices as well as themes from classic literature that are often referenced by modern writers.

Activity: Poetic Device Hunt

Give students a printed copy of “Casey at the Bat.” Have students circle and label examples of the following poetic devices in the poem:

  • Hyperbole
  • Alliteration
  • Enjambment
  • Personification
  • Metaphor
  • Simile
  • Caesura

Additionally, students can research the references in this poem to great works of myth and literature, such as the source of the phrase “hope springs eternal” and the story of Echo from Greek mythology. Students can also research the poetic meter used in this poem (iambic heptameter, also called a “fourteener”), which was commonly used in Renaissance-era poetry.

Activity: Write Your Own Epic Sports Poem

Ask students to write a poem in the style of “Casey at the Bat” based on their own favorite sports moments. Poems should describe a heartbreaking moment in sports and make use of language that is pretentious, florid, and overly grandiose. Students can then contrast this language with fairly common everyday language. If possible, poems should reference people or events from mythology or come from famous poems or stories about gods, royalty, and legendary people.

Activity: The Rules of Baseball

In a PE or baseball team setting, ask students to explain the scenario described in “Casey at the Bat” using the rules of baseball. Students should explain why Casey is in a critical position, as it is the ninth inning, the team is behind by two points, and two players are on base with two outs already on the board. Students should be able to explain that there are four possible outcomes:

  1. Casey is able to hit a single and get on base, sending Flynn home for a run and leaving Blake on base. The score would then be Mudville 3, Visitors 4. The Mudville Nine would then send its next batter up, and the game would depend on him.
  2. Casey is able to hit a double or triple and get on base, sending Flynn and Blake home. This would leave the score tied 4-4, sending the game into extra innings even if the next player gets out.
  3. Casey hits a home run, batting in Flynn and Blake ahead of him. Mudville wins the game 5-4.
  4. Casey strikes out, and Mudville loses 4-2.

Ask students how they would have batted if they found themselves in Casey’s position. With players on second and third, what kind of hit would they attempt? Not getting out is the highest priority, so how would they have tried to manage the situation?

83 – Interview with Ben Dixon

July’s Leicestershire Children’s Writer is Ben Dixon. Ben spent his teen and tween years in Leicestershire, giving him experiences that helped him create the delightfully relatable world of Neil Peel. Neil navigates secondary school life in a trilogy of novels that portray his mishaps with school bullies, his sometimes friendly, sometimes dangerous big sister, and his own failure to understand that sometimes being perfectly honest isn’t the best idea.

You can buy copies of the Neil Peel series in bookstores in the UK and US, as well as online:

And you can follow Ben online:

82 – Lily Alone

Lily Alone by Jacqueline Wilson is about a girl whose irresponsible mother makes her take on very adult responsibilities . . . despite the fact that she is only 11 years old. This is a book with very heavy themes, but I was glad co-host Chloë brought it to my attention. Wilson explores the problems associated with parental neglect and the point at which social services get involved with sensitivity and empathy — something children in such a situation deserve. The story made a real impression on Chloë after she read this book at school, and I wanted to understand why, so we sat down to chat.

Activity: Should Kate Get Her Kids Back?

At the end of Lily Alone, Lily has been placed in a group home and her younger siblings are in foster care. Her mother, Kate, seems likely to be arrested and charged with credit card fraud and child endangerment. Despite all of this, Lily loves her mother and just wants to be back home with her family all together again.

Have students write a reflection about what Kate should have to do to prove that she can be trusted to take care of her children again one day. They should identify specific behaviors and time frames, along with a way to measure improvements to her behavior. As students to consider what sort of people should be involved in this process. Students should not be expected to understand the intricacies of the foster care system or the way criminal courts function. This exercise should be more about helping students begin to think about the philosophy of social services, child protection, and the points at which society finds it necessary to intervene in family relationships.

81 – Paul Bunyan

Stories about Paul Bunyan don’t need to be true. In fact, they should be a load of nonsense. The only thing they need to be is entertaining. Learn a bit about the life of North America’s mythical lumberjack, his best pal Babe the Blue Ox, and the rest of his crew, and perhaps consider adding to the long tradition of American tall tales by spinning your own yarn about Paul.

I’ve made a video version of my biography of Paul Bunyan, which can be used to give kids a short introduction to the most famous character from American tall tales:

Activity: A Geography Lesson with Paul Bunyan

Give students a blank outline of North America. Have them draw the geological features you wish them to become familiar with, telling tall tales about how Paul Bunyan created those features. Ask students to help embellish the stories, making them as memorable as possible.

Activity: Tell a Tall Tale

Have students retell a Paul Bunyan story in their own way, or come up with a brand new story. The emphasis should not be on originality, but rather a creative and entertaining story. If possible, give students time between a first and second telling to allow time for the story to be developed.

Sources for this Episode

  • Campfire stories told to me at Girl Scout Troop 602 events and at Camp Singing Pines
  • Mr. Lamont, my fifth grade teacher
  • Stewart, K. B.; Watt, Homer A. (1916), Legends of Paul Bunyan, Lumberjack, Transactions of the Wisconsin Academy of Sciences, Arts and Letters, vol. 18/II, Wisconsin Academy of Sciences, Arts, and Letters, pp. 639–651.
  • Twain, M. (1897), How to Tell a Story and Other Essays. New York: Harper and Brothers.

Music in This Episode
“Once More A-Lumbering Go”, “Leather Britches,” and “Lumberjack’s Alphabet.” All are traditional North American lumberjack songs.

80 – Interview with Bali Rai

This month’s Leicestershire Children’s Writer is Bali Rai. Born and raised in Leicester City, he still lives in Leicestershire with his two daughters and is an active part of the local, national, and international literary scene, making frequent visits to schools and publishing new works for children at a steady rate. In our interview, Bali talks about how Sue Townsend influenced and encouraged him as a writer, why he is unafraid to tackle difficult topics in his books, and why he loves reggae music.

Bali is the author of dozens of books, many of which explore overlooked areas of history and struggle with complex social problems. He’s also able to tell sweet, believable tales about ordinary school kids finding their way through childhood. But whether his writing is about folkore from India, an RAF pilot evading the Nazis in occupied France, a teenager struggling to escape an arranged marriage, or boys and girls playing soccer together, Bali Rai’s work honors his Leicestershire roots.

You can follow Bali online:

balirai.co.uk
Facebook
Twitter
Instagram

A note for those listening who may not be a Chissit (someone from Leicester):

Twice in the interview Bali says “mardy,” which is a very useful bit of Leicestershire slang that generally means being grumpy or unpleasant. Back in Southern California as an equivalent we would say “in a funk” or “being a downer.” The term “mardy bum” means someone who is moping or complaining a lot and could be translated as “sourpuss” or “sad sack.”

79 – A Midsummer Night’s Dream for Kids

Shakespeare isn’t really for kids. But some of the comedies, such as A Midsummer Night’s Dream, offer the perfect first introduction to the world’s greatest playwright. The play within a play about Pyramus and Thisbe in Act V can be lifted out and performed on its own as a fun, easy to understand first experience with Shakespeare. Here’s an abridged script for Act V that can be used to create a show for children, or even better — one put on by children!

Download the script here:

A Midsummer Night’s Dream, Act 5 (Abridged)

Also on this show, I mentioned some upcoming events for Tom the Tale Teller, who was last week’s guest along with his daughter Emmy. He will be performing at the Cheltenham Literature Festival in October, and on Sunday, July 2 he will be telling stories in the town of Leek at their annual festival celebrating the story of Sir Gawain and the Green Knight.

Activity: The Play’s the Thing!

Using the script for Shakespeare’s comic interpretation of Pyramus and Thisbe, have students put on a show! It is not necessary to memorize lines or have elaborate props, sets, or costumes. If it is appropriate to the age level, before rehearsals begin, provide background on the story of Pyramus and Thisbe as an ancient legend which would have been understood as a serious, somber tragic tale in Shakespeare’s day.

Activity: Comedic and Tragic Interpretations

Shakespeare probably wrote Romeo and Juliet and A Midsummer Night’s Dream in 1595, and both plays were produced and published very close together. Both plays draw on the story of “Pyramus and Thisbe,” an ancient tale which was first published in Ovid’s Metamorphoses. Both plays feature the story of a boy and a girl who fall in love despite the fact that their families are enemies. But one is treated with complete seriousness, and the other is meant to be a comic disaster.

Have students read the original story of “Pyramus and Thisbe” as well as a summary of Romeo and Juliet and the rustics’ performance in Act V of A Midsummer Night’s Dream. In a class discussion or as a written essay, have students reflect on how the same story can be interpreted so differently.

78 – Spring Writing Challenge Party

Special guests Tom the Tale Teller Phillips and his daughter Emmy join in to read the funniest reader submissions sent in to the Spring Writing Challenge. Tom was featured as the show’s Leicestershire Children’s Writer for the month of March.


During my interview with Tom the Tale Teller over Zoom, I couldn’t help but admire the excellent painting of a cow hanging on the wall behind him. I asked what the cow’s story was, and it didn’t have one, so Tom and I decided that needed to change. I asked for silly stories, and boy did you listeners deliver! In this episode you will hear a lullaby, a haiku, the best poem ever written about cow flatulence, a short story, and a surprisingly touching story about a cow who finds out she is wonderful just as she is.

Featured in this episode are the following delightful works:

“Lydia the Dancing Cow” by Tillie, read by Emmy Phillips
“Moo Haiku” by Edie, read by Chloë Townsend
“Bovine Lullaby” by Chris, sung by T.Q. Townsend
“Cow Power” by B.C. Byron, read by T.Q. Townsend
“Lisa the Cow and Her Missing Spots” by Olivia Lee, read by Tom the Tale Teller Phillips

Many thanks to all of you who contributed. Children’s literature is not just something that belongs to the past, and it would seem that the current generation of writers is a healthy one!

77 – Pippi Longstocking

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.