The Road Not Taken Poem Analysis Activity

Activity Overview

An effective 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. For this activity, students will create a 5 cell storyboard, illustrating each letter of TWIST for Robert Frost's poem “The Road Not Taken”.

TWIST Example for “The Road Not Taken”

T	TONE	The tone of this poem is contemplative, meaning that the speaker is reflecting upon and becoming nostalgic as they consider which road to take. The poem has almost a sentimental mood.
W	WORD CHOICE	Frost uses figurative language quite a bit in this poem. One example of a metaphor is the fork in the road, which is a metaphor for making a decision about one’s life.
I	IMAGERY	Clearly the poem takes place in the woods. Frost shows that it is probably fall by describing the roads as yellow with leaves and grass.
S	STYLE	This poem has 4 stanzas, each with 5 lines. The rhyme scheme is ABAAB, which means that the first, third, and fourth lines rhyme, and the second and fifth lines rhyme.
T	THEME	The theme of this poem is that people are always confronted with making choices in life, and are ultimately defined by these choices.

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Template and Class Instructions

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Due Date:

Objective: Create a TWIST analysis of the poem "The Road Not Taken".

Student Instructions:

Click "Start Assignment".
Illustrate each example using scenes, characters, and items.
Write a few sentences describing the importance of meaning of each image.
Save and exit when you're done.

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Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Prose Analysis with TWIST

Common Core Standards

[ELA-Literacy/RL/6/2] Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
[ELA-Literacy/RL/7/2] Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of 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

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Rubric

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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.