LOCOMOTION by Jacqueline Woodson

Review by Christi De Leon

a.    BIBLIOGRAPHY

Woodson, Jacqueline. Locomotion. New York: G.P. Putnam’s Sons, 2003. ISBN 9780142415529

b.    SUMMARY & CRITICAL ANALYSIS

Through a series of sixty poems, Locomotion tells the story of an eleven-year-old boy named Lonnie who previously lost his parents in a fire. Lonnie expresses many different emotions as he copes with the heartbreak over his parents and the bond with his sister, Lili. He also shares his perspective at school and how his teacher has helped him convey his feelings through writing poetry.

This book, filled with energy and emotions, tells a moving story through the use of poetry. Protagonist, Lonnie, voices himself lyrically in a way that matches his thoughts and feelings. Through Lonnie’s experiences, poet Jacqueline Woodson ultimately shares the power of poetry along the way. This is evident in many ways, including the influence of a teacher who encourages Lonnie to write poems to express himself. Other characters, like Lili, also share how they see the world through poetry. These details allow the reader to visualize the world through their eyes. Readers may even learn a bit about poetry themselves from this book. One poem even refers to famous poets, Richard Wright and Langston Hughes, by mentioning the types of poems they have written.

Different forms of poetry are used throughout the book including free verse, sonnets, haiku, a list poem, and more. Lonnie mentions how he prefers free verse instead of more structured forms, such as haiku. His opinion happens to follow the research-based trend of poetry preference among young people. Although the poems do not typically have a rhyming pattern, the line breaks make the poems easy to follow. Each poem begins with a bolded, capitalized title. By quickly flipping through the pages, readers can go back to a certain poem easily. The hint of rap is an engaging feature that will draw kids in even more. The variety of poem topics generate the potential for having meaningful discussions, especially with older students.  

Although there is no clear description of the setting, there are indications that the story is set in the city and that a war is taking place. There are also clues indicating that Lonnie may have lived in Georgia at some point. Many of the poems awaken sensory images in various ways. The use of onomatopoeia allows the reader to hear sounds such as the “swish” of a basketball in the net in a poem called "Latenya." Some poems, like "Pigeon," will likely give readers a good laugh. A particularly impactful poem is called "Tuesday." In this poem, Lonnie shares how he doesn’t want to do anything “but go somewhere and write.” He continues by saying, “Writing makes me remember.” This sends a positive message about the greatness of poetry and writing to young people. Although parts of Lonnie’s story are sad, the ending leaves the reader hopeful in this inspiring book.

c.    POEM TO SPOTLIGHT AND SHARE

"How I Got My Name"

By Jacqueline Woodson

Whenever that song came on that goes

Come on, baby, do the Locomotion, Mama

would make us dance with her.

We’d do this dance called the Locomotion

when we’d bend our elbows and move

our arms in circles at our sides

Like our arms were train wheels.

I can see us doing it now—in slow motion.

Mama grinning and singing along

Saying all proud “My kids got rhythm!”

Sometimes Lili got behind me and we’d

do the Locomotion around our little living room

the song ended.

And we fell out on the couch

Laughing. Mama would say

You see why I love that song so much, Lonnie?

See why I had to make it your name?

Lonnie Collins Motion, Mama would say

Lo Co Motion

Yeah.

This particular poem within Locomotion has a lot to offer to readers. First, it explains the title of the book and instantly personalizes the main character, Lonnie. For instance, it gives insight into what an ordinary day was like in his household as a child, and the closeness amongst his family. These ideas are essential in bringing meaning to many of the other poems that Lonnie shares. Many students also have a story behind their name, just as Lonnie does, and can relate to this poem in that way. The poem’s beat and musical connection makes it catchy for children as well.

Reading this poem aloud would be a great way to introduce students to the book in order to promote interest in further reading, either as a class or as individuals. Playing the song “The Locomotion” by Little Eva and allowing volunteers to act out the scene described in the poem would also be fun for them. A possible follow-up activity could be to encourage students to write a poem about their own name, giving each student the freedom to use their preferred choice of poetry form.