Booked: Poetry Review
BIBLIOGRAPHY
Alexander, Kwame. Booked.
New York, NY: Houghton Mifflin Harcourt. ISBN-13: 978-0544570986
SUMMARY/ANALYSIS
Booked is a
poetic book written by Kwame Alexander, showcasing over 100 poems written to
flow as chapters within a novel. This book is a part of a triplet and is the
first of the series detailing the life of young Nick Hall, his passion for
soccer, his tension with his father, and all that encompasses being a boy in
the eighth grade. Nick believes that soccer will be his ticket into college and
the right path for his future. His dad does not. Nick’s father believes that
academics and good grades will be what gets him into college. It is no wonder
why there would be some tension between the two! Alexander excels in creating
relatable material, as we have all had tensions with our guardians. Throughout
the book we find ourselves connecting with young Nick, and wanting him to
pursue soccer, have fun with his best friend Coby, be able to talk to girls as
easily as his friend, and fix his issues with his dad. The true artistry, however,
is in the word use and character growth within the poems found in this book.
Though Nick detests having to learn new words, the reader
can see his intellectual changes overtime, these new words serving to help him
better articulate his thoughts. Throughout the various poems Nick uses these
new words, providing notes within the book on the note itself. For example, in
the poem “Fists of Fury” we see one of the new words used appropriately to
describe the twin bullies:
The twins live
down the block
from Langston Hughes
Middle School of the Arts,
which is why they get to go here,
since the only art
they’re interested in is
is pugilism
This excerpt shows him trying out the newly learned word “pugilism”
and is footnoted with the definition. This not only shows Nick’s intellectual
growth overtime but serves to inform the book’s readers of new words and expand
upon their existing vocabulary. In addition to new words, the overall rhythm of
the poem is one that provides for ease of book navigation and consumption. Most
poems mimic natural speech and allows the reader to read in this speech format.
Please see the poem below for an example of this.
POEM PLUS “TAKE 5” ACTIVITIES
The selected poem, “PUT. THE. PHONE. AWAY, Nicholas” is an
excellent example of Alexander’s ability to put life into the written word.
While taking in this poem, the reader can instantly pick up on the situation,
the tone, and overall context of this relatable poem. It is clear right away
that this poem depicts a conversation between Nick and his father, arguing over
completing a school reading and assignment. For many of us, we have been here,
whether it be on the side of the parent or the child. Alexander’s use of
italics for Nick’s father’s speech helps to provide clarity in reading this
conversation, allowing the reader to read it effortlessly back and forth,
mimicking a true conversational flow. With a small struggle over technology and
not wanting to do more school work, this cleverly crafted argument succeeds in
placing the reader right in the middle of this scene.
PUT.
THE. PHONE. AWAY,
Nicholas
By Kwame Alexander
(excerpt)
and
finish your reading.
I’m finished, you lie.
What’d
you think?
It was, uh, interesting.
Put
the phone on my desk, and complete your
assignment.
But, it’s late, Dad, I’m tired, and I have
school tomorrow.
Do me
a favor and stop complaining about
trying
to be excellent.
Whatever, you mumble.
What
did you say?
Nothing. I need to use the bathroom.
Take 5
Activities
1. Read the poem aloud, using
two different voice (one for Nick and one for his father).
2. Reread this poem, this time
reading only Nick’s father’s lines, and having the audience read Nick’s lines
aloud, playing the part of the two characters.
3. Talk about what the
audience takes away from this poem. Is this something they can relate to? Do
their parents make them put technology away while working on school work?
4. Pair this poem with the
picture book The Berenstain Bears and the
Homework Hassle by Stan and Jan Berenstain (Random House Books for Young
Readers, 1997) and talk about why it is important to do homework (even if we do
not want to), and how many children feel the exact same way.
5. Link this poem with other
poems about not wanting to do homework, such as “Homework! Oh Homework!” by
Jack Prelutsky (No More Homework! No More
Tests!: Kids’ Favorite Funny School Poems collection by Bruce Lansky). For
additional poems about not wanting to do homework and why you should do your
homework, read “My Dog Chewed Up My Homework” and “I Should Have Studied” by
Bruce Lansky (same poetry collection).
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