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 story, students can depict, explain, and discuss the initial description of the setting of Sleepy Hollow.
TWIST Example for "The Legend of Sleepy Hollow"
From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, this sequestered glen has long been known by the name of SLEEPY HOLLOW, and its rustic lads are called the Sleepy Hollow Boys throughout all the neighboring country. A drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere. Some say that the place was bewitched by a high German doctor, during the early days of the settlement; others, that an old Indian chief, the prophet or wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power, that holds a spell over the minds of the good people, causing them to walk in a continual reverie. They are given to all kinds of marvellous beliefs; are subject to trances and visions; and frequently see strange sights, and hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions: stars shoot and meteors glare oftener across the valley than in any other part of the country, and the nightmare, with her whole nine fold, seems to make it the favorite scene of her gambols.
| T | TONE |
Mysterious: Sleepy Hollow is subject to many supernatural happenings |
|---|---|---|
| W | WORD CHOICE |
listless, drowsy, dreamy, sequestered, dreamy, bewitched, witching power, spells, reverie, trances, visions, nightmare |
| I | IMAGERY |
"A drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere"; "...spell over the minds of the good people, causing them to walk in a continual reverie"; "...and the nightmare, with her whole ninefold, seems to make it the favorite scene of her gambols" |
| S | STYLE |
Irving takes great care to set the scene of Sleepy Hollow as a spot for supernatural occurrences. He mentions many inexplicable things, from the easily recognizable shooting star, to the nightmare spirit. By providing a wide variety of examples, Irving persuades the reader to be more accepting of the supernatural. |
| T | THEME |
Sleepy Hollow has long been a hotbed for ghosts, spirits, and otherworldly forces. |
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 "The Legend of Sleepy Hollow". 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
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 story, students can depict, explain, and discuss the initial description of the setting of Sleepy Hollow.
TWIST Example for "The Legend of Sleepy Hollow"
From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, this sequestered glen has long been known by the name of SLEEPY HOLLOW, and its rustic lads are called the Sleepy Hollow Boys throughout all the neighboring country. A drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere. Some say that the place was bewitched by a high German doctor, during the early days of the settlement; others, that an old Indian chief, the prophet or wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power, that holds a spell over the minds of the good people, causing them to walk in a continual reverie. They are given to all kinds of marvellous beliefs; are subject to trances and visions; and frequently see strange sights, and hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions: stars shoot and meteors glare oftener across the valley than in any other part of the country, and the nightmare, with her whole nine fold, seems to make it the favorite scene of her gambols.
| T | TONE |
Mysterious: Sleepy Hollow is subject to many supernatural happenings |
|---|---|---|
| W | WORD CHOICE |
listless, drowsy, dreamy, sequestered, dreamy, bewitched, witching power, spells, reverie, trances, visions, nightmare |
| I | IMAGERY |
"A drowsy, dreamy influence seems to hang over the land, and to pervade the very atmosphere"; "...spell over the minds of the good people, causing them to walk in a continual reverie"; "...and the nightmare, with her whole ninefold, seems to make it the favorite scene of her gambols" |
| S | STYLE |
Irving takes great care to set the scene of Sleepy Hollow as a spot for supernatural occurrences. He mentions many inexplicable things, from the easily recognizable shooting star, to the nightmare spirit. By providing a wide variety of examples, Irving persuades the reader to be more accepting of the supernatural. |
| T | THEME |
Sleepy Hollow has long been a hotbed for ghosts, spirits, and otherworldly forces. |
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 "The Legend of Sleepy Hollow". 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 \"The Legend of Sleepy Hollow\" TWIST Analysis
Organize a collaborative TWIST analysis as a whole-class activity
Boost engagement by guiding the class through a TWIST analysis together! Working as a group lets students share ideas, build confidence, and deepen their understanding of literary elements.
Select a rich passage for group analysis
Choose a descriptive or suspenseful excerpt from "The Legend of Sleepy Hollow" for the whole class to examine. Picking a vivid section ensures students have plenty of details to analyze for tone, imagery, and more.
Facilitate a lively discussion of each TWIST element
Lead students in exploring Tone, Word Choice, Imagery, Style, and Theme one at a time. Prompt them with guiding questions and encourage everyone to share observations or examples from the text.
Record group insights on the board or digital tool
Capture students’ responses for each TWIST component in a visible place. This helps students organize their thoughts and see how their ideas connect, building a reference for future analyses.
Wrap up by synthesizing the findings together
Summarize what the class discovered about the passage’s literary qualities. Highlight how Irving’s choices shape the mood and meaning, reinforcing students’ learning and confidence for independent work.
Frequently Asked Questions about \"The Legend of Sleepy Hollow\" TWIST Analysis
What is a TWIST analysis in literature?
TWIST analysis is a method for examining a literary passage by focusing on Tone, Word Choice, Imagery, Style, and Theme. It helps students break down an excerpt to better understand the author’s intent and the text’s deeper meaning.
How do you do a TWIST analysis for "The Legend of Sleepy Hollow"?
To conduct a TWIST analysis for "The Legend of Sleepy Hollow," select a passage, then identify and discuss its tone, notable word choices, imagery, writing style, and overarching theme. Students can use storyboards to represent each element visually and with brief explanations.
Why is TWIST analysis helpful for teaching K-12 students?
TWIST analysis guides students to look closer at a text’s structure and meaning, building critical reading and analytical skills. It makes abstract concepts like tone and theme more accessible and helps students connect with the material in a creative way.
What are some examples of imagery in the Sleepy Hollow excerpt?
Examples of imagery in the Sleepy Hollow excerpt include: "A drowsy, dreamy influence seems to hang over the land," and "the nightmare, with her whole ninefold, seems to make it the favorite scene of her gambols." These lines create vivid mental pictures for readers.
What steps should students follow to complete a TWIST activity?
Students should: 1) Choose a passage; 2) Identify tone, word choice, imagery, style, and theme; 3) Create scenes, characters, or text to represent each part; 4) Write brief descriptions for each; 5) Review and edit their work before submitting.
More Storyboard That Activities
Legend of Sleepy Hollow, The
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
