With a bolt of lightning on my kicks . . .The court is SIZZLING. My sweat is DRIZZLING. Stop all that quivering. Cuz tonight I’m delivering," announces dread-locked, 12-year old Josh Bell. He and his twin brother Jordan are awesome on the court. But Josh has more than basketball in his blood, he's got beats, too, that tell his family's story in verse, in this fast and furious middle grade novel of family and brotherhood from Kwame Alexander.
Several of Kwame Alexander’s poems in this novel employ rhyme and rap. Invite Choose one of your favorites to practice and perform for the class
• “Filthy McNasty” (p. 10)
• “The Show” (pp. 30–31)
• “Ode to My Hair” (p. 33)
• “Man to Man” (p. 59)
• “The Last Shot” (pp. 221–222)
• “Conversation” (pp. 17–19)
• “The game is tied” (p. 36)
• “Mom doesn’t like us eating out” (pp. 41–42)
• “The inside of Mom and Dad’s bedroom closet”
(pp. 44–47)
• “Dad Takes Us to Krispy Kreme and Tells Us His
Favorite Story (Again)” (pp. 63–65)
• “Mom calls me into the kitchen” (pp. 96–98)
• “Phone Conversation (I Sub for JB)” (pp. 106–109)
• “Suspension” (pp. 138–141)
• “I run into Dad’s room” (pp. 165–167)
• “School’s Out” (pp. 188–189)
• “Santa Claus Stops By” (pp. 207–209)
• “Questions” (pp. 210–211)
The poet also incorporates ten poems about “rules” that offer connections between basketball and life throughout the novel.
• “Basketball Rule #1” (p. 20)
• “Basketball Rule #2” (p. 51)
• “Basketball Rule #3” (p. 66)
• “Basketball Rule #4” (p. 71)
• “Basketball Rule #5” (p. 93)
• “Basketball Rule #6” (p. 129)
• “Basketball Rule #7” (p. 146)
• “Basketball Rule #8” (p. 191)
• “Basketball Rule #9” (p. 214)
• “Basketball Rule #10” (p. 230)
The author also introduces crucial vocabulary terms through twelve key poems presented at critical intervals throughout the book.
• “cross-o-ver” (p. 29)
• “ca-lam-i-ty” (p. 38–39)
• “pa-tel-la ten-di-ni-tis” (pp. 48–49)
• “pul-chri-tu-di-nous” (p. 55)
• “hy-per-ten-sion” (p. 76)
• “i-ron-ic” (p. 104)
• “tip-ping point” (pp. 118–119)
• “chur-lish” (pp. 142–143)
• “pro-fuse-ly” (p. 154)
• “es-tranged” (p. 187)
• “my-o-car-di-al in-farc-tion” (p. 201–202)
• “star-less” (p. 229)
As you read this book, you may notice that the poet presents a variety of types of poems in the book. Poets use “poetic license” to use or adapt various forms and types of poems, even making up their own (like a text message poem).
Apology Poem and Epistolary Poem
“Dear Jordan” (p. 159)
Found Poems
“Article #1 in the Daily News (December 14)” (p. 155)
“Article #2 in the Daily News (January 14)” (p. 225–226)
Free Verse
“On the way to the game” (p. 13)
“At the End of Warm-Ups, My Brother Tries to Dunk” (p. 24–25)
“The game is tied” (p. 36)
“Missing” (p. 43)
“Sundays After Church” (p. 50)
List Poems
“Five Reasons I Have Locks” (p. 14–15)
“Things I Learn at Dinner” (p. 172)
“Mom, since you asked, I’ll tell you why I’m so angry” (p. 204)
Tanka
“Tanka for Language Arts Class” (p. 212)
Tercet
“JB and I” (p. 23)
Text Poems
“Text Messages from Mom, Part One” (pp. 179–180)
“Text Messages from Vondie” (p. 207)
“Text Messages from Mom, Part Two” (p. 218)
Two Word Poems
“At Noon, in the Gym, with Dad” (pp. 194–196)
Unrhymed Couplet
“Conversation” (p. 17, 123)
“Suspension” (p. 138)
SLIDES
https://docs.google.com/presentation/d/1Xt-zI3Q8DoiTQamw3aZ5aEXD7lDiFRcfhdLVPj4kInw/edit?usp=sharing
1. A SYMBOL is an idea that is represented by an object or thing. In other words, it is something ABSTRACT represented by something CONCRETE.
-Universal symbols exist in multiple texts from diverse times and authors.
Examples Universal Symbols: 🍀 = Luck ♥️ = Love 💡 = bright idea
-Text-specific symbols only exist in one text.
Example of Text-specific Symbols: the apple in Snow White = death
2. Draw and label the important objects in a text.
Items repeated or emphasized are generally important.
3. Write down three sentences that show how the characters feel or react to the object.
HOWEVER THE CHARACTERS FEEL OR REACT TO THE OBJECT, IS HOW THEY FEEL OR REACT TO THE IDEA IT REPRESENTS.
Example from Cinderella:
The stepsisters desperately want the glass slipper to fit them.
The prince is searching everywhere for the owner of the glass slipper.
Cinderella loses her glass slipper in an attempt to leave before midnight.
4. Substitute an IDEA in for the object in each of the three sentences that fits the text.
Example from Cinderella: What does the glass slipper represent—what fits all three sentences?
-Power? -Justice? -Happy ending?
The stepsisters desperately want the happy ending to fit them.
The prince is searching everywhere for the owner of the happy ending.
Cinderella loses her happy ending in an attempt to leave before midnight.
-So, glass slipper is a symbol from Cinderella that represents happy ending
The poet also incorporates ten poems about “rules” that offer connections between basketball and life throughout the novel. Discuss these “rules” poems and how they fit in the overall story. Collaborate and use canva.com to create a quick, digital interactive poster that pulls together images related to key words of the poems in a new, visual representation of the rules.
• “Basketball Rule #1” (p. 20)
• “Basketball Rule #2” (p. 51)
• “Basketball Rule #3” (p. 66)
• “Basketball Rule #4” (p. 71)
• “Basketball Rule #5” (p. 93)
• “Basketball Rule #6” (p. 129)
• “Basketball Rule #7” (p. 146)
• “Basketball Rule #8” (p. 191)
• “Basketball Rule #9” (p. 214)
• “Basketball Rule #10” (p. 230)
You may notice that the poet presents a variety of types of poems in the book. Poets use “poetic license” to use or adapt various forms and types of poems, even making up their own (like a text message poem). Discuss these various types and how each one is composed and arranged.
Select their favorite type and work with a partner to create your own original poem examples.
Basketball Rules
Shorter Literary Texts for Pairing
Irony
canva.com
7.3 ANALYZE HOW PARTICULAR ELEMENTS OF A STORY OR DRAMA INTERACT (E.G., HOW SETTING SHAPES THE CHARACTERS OR PLOT).
7.4 DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING FIGURATIVE AND CONNOTATIVE MEANINGS; ANALYZE THE IMPACT OF SPECIFIC LANGUAGE CHOICES, SUCH AS SENSORY WORDS OR PHRASES, ON MEANING AND TONE, INCLUDING RHYMES AND OTHER REPETITIONS OF SOUNDS (E.G., ALLITERATION) ON A SPECIFIC VERSE OR STANZA OF A POEM OR SECTION OF A STORY OR DRAMA
7.5 ANALYZE HOW A DRAMA’S OR POEM’S FORM OR STRUCTURE (E.G., SOLILOQUY, SONNET) CONTRIBUTES TO ITS MEANING.