https://sbt-www-us-east-v3.azurewebsites.net/lesson-plans/of-plymouth-plantation-by-william-bradford/twist-analysis
Activity Overview
Template and Class Instructions
Rubric
Activity Overview
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 Of Plymouth Plantation, students can depict, explain, and discuss Bradford’s voice and purpose, along with his tone, to determine his sincerity. The more sincere Bradford seems to be, the more reliable he should be regarded, as a narrator.
TWIST Example for Of Plymouth Plantation
In these hard and difficult beginnings, they found some discontents and murmurings arise amongst some, and mutinous speeches and carriages in others, but they were soon quelled and overcome by the wisdom, patience, and just and equal carriage of things by the Governor and better part, which cleaved faithfully together in the main. But that which was most sad and lamentable was that in two or three months’ time, half of their company died, especially in January and February, being the depth of winter, and wanting houses and other comforts…
| T | TONE | Bradford’s tone is neutral like a reporter, until he comes to the part where he must report that over half of the company died in the first winter. |
|---|---|---|
| W | WORD CHOICE |
difficult, discontents, murmurings, wisdom, patience, faithfully, sad, lamentable |
| I | IMAGERY |
"... in two or three months’ time, half of their company died, especially in January and February, being the depth of winter…” |
| S | STYLE |
Bradford uses third person to impart a sense of community, focusing a level of admiration on Governor Carver as someone who was able to quell rebellion and maintain control. |
| T | THEME |
This passage highlights the many struggles that the settlers faced in the first winter, including the initial rumbles of rebellion, the deaths of friends and loved ones, and the depths of winter which are cold and harsh without such simple things as a house. To know that despite all of this, they survived, is admirable. |
Template and Class Instructions
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 analysis of a selection from Of Plymouth Plantation. 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.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
Rubric
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. |
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 Of Plymouth Plantation, students can depict, explain, and discuss Bradford’s voice and purpose, along with his tone, to determine his sincerity. The more sincere Bradford seems to be, the more reliable he should be regarded, as a narrator.
TWIST Example for Of Plymouth Plantation
In these hard and difficult beginnings, they found some discontents and murmurings arise amongst some, and mutinous speeches and carriages in others, but they were soon quelled and overcome by the wisdom, patience, and just and equal carriage of things by the Governor and better part, which cleaved faithfully together in the main. But that which was most sad and lamentable was that in two or three months’ time, half of their company died, especially in January and February, being the depth of winter, and wanting houses and other comforts…
| T | TONE | Bradford’s tone is neutral like a reporter, until he comes to the part where he must report that over half of the company died in the first winter. |
|---|---|---|
| W | WORD CHOICE |
difficult, discontents, murmurings, wisdom, patience, faithfully, sad, lamentable |
| I | IMAGERY |
"... in two or three months’ time, half of their company died, especially in January and February, being the depth of winter…” |
| S | STYLE |
Bradford uses third person to impart a sense of community, focusing a level of admiration on Governor Carver as someone who was able to quell rebellion and maintain control. |
| T | THEME |
This passage highlights the many struggles that the settlers faced in the first winter, including the initial rumbles of rebellion, the deaths of friends and loved ones, and the depths of winter which are cold and harsh without such simple things as a house. To know that despite all of this, they survived, is admirable. |
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 analysis of a selection from Of Plymouth Plantation. 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.
- Write a few sentences describing the importance or meaning of the images.
- Finalize images, edit, and proofread your work.
Lesson Plan Reference
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
Of Plymouth Plantation
Pricing for Schools & Districts
Introductory School Offer
Includes:
- 1 School
- 5 Teachers for One Year
- 1 Hour of Virtual PD
30 Day Money Back Guarantee • New Customers Only • Full Price After Introductory Offer • Access is for 1 Calendar Year
*(This Will Start a 2-Week Free Trial - No Credit Card Needed)
https://sbt-www-us-east-v3.azurewebsites.net/lesson-plans/of-plymouth-plantation-by-william-bradford/twist-analysis
© 2024 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
© 2024 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
