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!["The Tyger" and "The Lamb" TWIST Comparison](http://cdn.storyboardthat.com/storyboard-srcsets/bridget-baudinet/-the-tyger--and--the-lamb--twist-comparison.png ""The Tyger" and "The Lamb" TWIST Comparison")
Activity Overview
Another great way to engage your students is through the creation of storyboards that examine Tone, Word Choice, Imagery, Style, and Theme. This activity is referred to with the acronym “TWIST”. In a TWIST, students demonstrate an understanding of the way poetic devices work together to convey the poem’s message(s). For this TWIST, students should use the full text of “The Tyger.” To add complexity to the assignment, you can also have students compare “The Tyger” to Blake’s poem, “The Lamb.” The sample storyboard illustrates this comparison.
TWIST Example for “The Tyger” and “The Lamb”
| "The Tyger" | "The Lamb" | ||
|---|---|---|---|
| T | TONE |
Awed and fearful: The speaker finds the tiger and its creator terrifying, but he is also impressed by their power | Cheerful and comforting: The speaker describes the lamb's idyllic life and is confident that God is caring for the lamb |
| W | WORD CHOICE |
fearful, fire, dare, twist, dread, terrors, spears, tears | lamb, delight, softest, bright, tender, rejoice, meek, mild, child, bless |
| I | IMAGERY |
"Tyger Tyger, burning bright, / In the forests of the night..." | "Little Lamb...bid thee feed / By the stream and o'er the mead..." |
| S | STYLE |
The poem is a series of repeated questions posed in six regular stanzas. The questions intensify the emotion of the poem, but remain unanswered at the end of the poem. | The poem contains two stanzas with simple language and short syllables. The first stanza asks a question and the second stanza answers it. |
| T | THEME |
The inability to answer the speaker's question leads to a theme about humanity's inability to understand the origins of evil in our world. | The poem's comforting words send a message that God loves and cares for all his creatures. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Perform a TWIST comparison analysis between “The Tyger” and “The Lamb”. Remember that TWIST stands for Tone, Word Choice, Imagery, Style, Theme.
- Click "Start Assignment".
- Choose any combination of scenes, characters, items, and text to represent each letter of TWIST for each poem.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
Common Core Standards
- [ELA-Literacy/RL/8/1] Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
- [ELA-Literacy/RL/8/2] Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
- [ELA-Literacy/RL/8/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
- [ELA-Literacy/RL/8/5] Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style
Rubric
(You can also create your own on Quick Rubric.)
T.W.I.S.T.- Tone, Word Choice, Imagery, Style, and Theme
TWIST is an acronym for a series of questions one must ask when analyzing a text, especially when working with complex narratives. Create a storyboard that analyzes the key TWIST aspects of the excerpt, including accurate or interesting depictions, and complete explanations.
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| TWIST Analysis | Each aspect of TWIST is analyzed thoroughly and thoughtfully. The tone(s) is/are correctly identified and explained and are supported by evidence. The word choice uses a healthy sample of words from the excerpt that are loaded with connotation, associations, or emotional impact. The chosen imagery highlights sense impressions created by the writer and indicates the author's attitude or evokes a particular reaction from the reader. The author's style is discussed in terms of figurative language, point of view, literary techniques, punctuation, etc. The theme identified highlights the meaning of the passage and offers insight, and it is supported by evidence from the text. | Most of the aspects of TWIST are analyzed thoroughly and thoughtfully. In discussing the aspects, the student may have forgotten key evidence, or they may be unclear in their analysis. The student shows a basic understanding of each of the parts of the acronym, but may not apply them fully to the selected passage. | Most aspects of TWIST are provided with basic evidence and quotes from the passage. The student may be able to identify the elements correctly, but not be able to explain them completely or reveal insight. The discussion is rudimentary and/or may seem rushed. | Some aspects of TWIST are missing or too limited to score, or most of the aspects of TWIST are incorrect. The student makes no attempt to reveal insight in his or her analysis. |
| Depictions | The depictions of each aspect of TWIST are accurate to the passage, or provide an interesting, creative, or insightful visual interpretation of the element in the passage. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | Most of the depictions of each aspect of TWIST are accurate to the passage, or provide an interesting, creative, or insightful visual interpretation of the element in the passage. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the depictions of each aspect of TWIST are accurate to the passage, but they are minimal. There may be some inaccuracies or evidence that the student strayed from the task at hand. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Some of the depictions of each aspect of TWIST are inaccurate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
More Storyboard That Activities
Tyger, The
This Activity is Part of Many Teacher Guides
Image Attributions
- Question • Jan Tik • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
