Activity Overview
A 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 the close reading of poem to look deeper at the author’s meaning.
Using the full text of “Mother to Son” or just a few lines, students can depict, describe, and analyze the way poetic elements work together to create a central message or theme.
TWIST Example for Mother to Son
| T | TONE |
Grim yet determined: The speaker has struggled much in life, yet still pushes forward. |
|---|---|---|
| W | WORD CHOICE |
Hughes includes many words and phrases with negative connotations: tacks, splinters, boards torn up, no carpet, bare, dark, no light, kinder hard |
| I | IMAGERY |
“Life for me ain't been no crystal stair. It's had tacks in it and splinters, and boards torn up...” The staircase the speaker describes is an old, rickety, dangerous staircase, representing the difficulties of her life. |
| S | STYLE |
The simple dialect of the speaker suggests a life with limited educational access. The varied line lengths mirror the ups and downs of the staircase and the path of life. |
| T | THEME |
Despite the difficulties of her life, the speaker keeps going. The central theme that this creates is the importance of persevering in the face of hardship. |
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 "Mother to Son". 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.)
| 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
A 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 the close reading of poem to look deeper at the author’s meaning.
Using the full text of “Mother to Son” or just a few lines, students can depict, describe, and analyze the way poetic elements work together to create a central message or theme.
TWIST Example for Mother to Son
| T | TONE |
Grim yet determined: The speaker has struggled much in life, yet still pushes forward. |
|---|---|---|
| W | WORD CHOICE |
Hughes includes many words and phrases with negative connotations: tacks, splinters, boards torn up, no carpet, bare, dark, no light, kinder hard |
| I | IMAGERY |
“Life for me ain't been no crystal stair. It's had tacks in it and splinters, and boards torn up...” The staircase the speaker describes is an old, rickety, dangerous staircase, representing the difficulties of her life. |
| S | STYLE |
The simple dialect of the speaker suggests a life with limited educational access. The varied line lengths mirror the ups and downs of the staircase and the path of life. |
| T | THEME |
Despite the difficulties of her life, the speaker keeps going. The central theme that this creates is the importance of persevering in the face of hardship. |
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 "Mother to Son". 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.)
| 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. |
How Tos about \"Mother to Son\" TWIST Analysis
How to Scaffold a TWIST Analysis for Diverse Learners
Differentiate your approach by providing sentence starters and graphic organizers to help all students access each TWIST element. This supports learners at varying reading and writing levels, ensuring everyone can engage meaningfully with the poem.
Model a Sample TWIST Analysis with the Class
Demonstrate each TWIST component using a think-aloud. Verbally unpack how you identify tone, word choice, imagery, style, and theme in “Mother to Son”. This gives students a clear example to follow and builds confidence.
Guide Small Group Discussions for Deeper Understanding
Organize students into small groups to discuss and annotate the poem together. Encourage each group to focus on a different TWIST element, then share insights with the class. This promotes collaboration and critical thinking.
Incorporate Visual Supports to Enhance Interpretation
Use images, storyboards, or drawing activities to help students visualize the poem’s imagery and themes. Visual aids make abstract ideas more concrete and accessible, especially for visual learners.
Assess Understanding with Quick Exit Tickets
Check for comprehension by asking students to jot down one insight or question about a TWIST element before leaving. Review their responses to inform future instruction and address misunderstandings.
Frequently Asked Questions about \"Mother to Son\" TWIST Analysis
What is a TWIST analysis in poetry?
A TWIST analysis is a method for closely reading poetry by examining five elements: Tone, Word Choice, Imagery, Style, and Theme. It helps students understand how these aspects work together to create deeper meaning in a poem.
How do you do a TWIST analysis for 'Mother to Son'?
To do a TWIST analysis for “Mother to Son,” read the poem and identify the tone (grim yet determined), analyze word choice (negative connotations), find examples of imagery (the rickety staircase), notice the style (simple dialect, varied lines), and determine the theme (perseverance in hardship).
Why use TWIST analysis with middle school students?
TWIST analysis gives middle school students a clear, structured way to break down poetry. It encourages deeper reading, critical thinking, and connects poetic elements to the poem’s overall message.
What does each letter in TWIST stand for?
Each letter in TWIST stands for a poetic element: Tone, Word Choice, Imagery, Style, and Theme. These guide students in analyzing and understanding poems more thoroughly.
What are some tips for teaching TWIST analysis in the classroom?
Start with a short poem like “Mother to Son,” model each step, use storyboards or visuals for engagement, and encourage students to describe the importance of each TWIST element in their own words.
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