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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 focus on a particular paragraph or a few pages, to look deeper at the author’s meaning.



Using an excerpt from the Narrative of the Life of Frederick Douglass, students can use storyboards to bring to life this close reading assignment. The sample TWIST storyboard above is based on the passage from Chapter 10 in which Douglass fights Edward Covey. Another suggested passage is one early in Chapter 7 in which Douglass learns to read and describes the effect this has on him.


TWIST Example



All went well till Monday morning. On this morning, the virtue of the root was fully tested. Long before daylight, I was called to go and rub, curry, and feed, the horses. I obeyed, and was glad to obey. But whilst thus engaged, whilst in the act of throwing down some blades from the loft, Mr. Covey entered the stable with a long rope; and just as I was half out of the loft, he caught hold of my legs, and was about tying me. As soon as I found what he was up to, I gave a sudden spring, and as I did so, he holding to my legs, I was brought sprawling on the stable floor. Mr. Covey seemed now to think he had me, and could do what he pleased; but at this moment—from whence came the spirit I don't know—I resolved to fight; and, suiting my action to the resolution, I seized Covey hard by the throat; and as I did so, I rose. He held on to me, and I to him. My resistance was so entirely unexpected that Covey seemed taken all aback. He trembled like a leaf. This gave me assurance, and I held him uneasy, causing the blood to run where I touched him with the ends of my fingers. Mr. Covey soon called out to Hughes for help...

From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped.

Frederick Douglass The Narrative of the Life of Frederick Douglass


T

TONE

Triumphant: Douglass is filled with exultation and pride
W

WORD CHOICE

resistance, determined, freedom, manhood, self-confidence, triumph, gratification, satisfaction, glorious resurrection, heaven, rose, defiance
I

IMAGERY

rekindled the expiring embers of freedom, the tomb of slavery, the heaven of freedom
S

STYLE

Douglass moves from a matter-of-fact description of the fight into an emotional reflection. The lofty diction and figurative language of his meditation reflect his soaring spirit.
T

THEME

Through Douglass’s intense emotions, he conveys the message that freedom is as much a mental state as a physical one. Restoring self-confidence is the first step in achieving freedom.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 5 (Advanced / Mastery)

Type of Assignment Individual or Partner

Type of Activity: Prose Analysis with TWIST

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/9-10/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
  • [ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
  • [ELA-Literacy/RL/9-10/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)


Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Perform a TWIST analysis of a selection from Narrative of the Life of Frederick Douglass. Remember that TWIST stands for Tone, Word Choice, Imagery, Style, Theme.


  1. Click "Start Assignment".
  2. Choose any combination of scenes, characters, items, and text to represent each letter of TWIST.
  3. Write a few sentences describing the importance or meaning of the images.
  4. Finalize images, edit, and proofread your work.



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.




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