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 few pages, to look deeper at the author’s meaning.
Using the first paragraph of “The Scarlet Ibis”, students can depict, explain, and foreshadow what will happen in the story, while getting a good idea of the author's voice.
TWIST Example for “The Scarlet Ibis”
It was in the clove of seasons; summer was dead, but autumn had not yet been born, that the ibis lit in the bleeding tree. The flower garden was strained with rotting brown magnolia petals and ironweeds grew rank amid the purple phlox. The five o'clocks by the chimney still marked time, but the oriole nest in the elm was untenanted and rocked back and forth like an empty cradle. The last graveyard flowers were blooming, and their smell drifted across the cotton field and through every room of our house, speaking softly the names of our dead.
| T | TONE | Grief: Memories of those who have died, perhaps a child. |
|---|---|---|
| W | WORD CHOICE |
dead, not born, bleeding, stained, rotting, brown, ironweeds, rank, untenanted, empty cradle, graveyard, drifted, dead |
| I | IMAGERY |
“…the oriole nest in the elm was untenanted and rocked back and forth like an empty cradle.” This image of an empty nest, suggests a missing child. |
| S | STYLE |
The author uses foreshadowing in the following lines: “summer was dead, but autumn was not yet born”; “…last graveyard flowers were blooming”; “speaking softly the names of our dead”. |
| T | THEME |
The narrator speaks in a past tense, using words and imagery that sound like the theme could be the passing or memory of a loved one. |
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 Scarlet Ibis". 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
- [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)
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 To Analyze the Tone Used in the Text
Read Thoroughly
Teachers can provide students with interesting texts to analyze the tone used by the author in the text. Encourage the students to read every word and line thoroughly multiple times so they can point out the smallest of the details.
Search for Positive and Negative Phrases
Look for words and phrases that indicate tone. For instance, adjectives like "joyful," "celebratory," or "optimistic" often denote a good tone, whereas terms like "disappointing," "angry," or "tragic" denote a negative tone. Sometimes, authors can also use neutral language and leave it up to the interpretation of the readers.
Look at Sentence Structure and Punctuation
Students can learn a lot about the tone of a sentence by looking at its structure and punctuation. Long, complicated phrases might suggest a more analytical or introspective tone, whereas short, simple words frequently express a direct and authoritative tone.
Assess the Consistency
Even if the text is small, sometimes the tone can shift. Ask the students to carefully analyze if the tone is shifting as the story progresses or if it remains consistent. If the tone is shifting encourage the students to make educated guesses and identify the reason behind the shift.
Analyze Author’s Style
Ask the students to look into other writings by the same author and make comparisons. Teachers can ask a few questions like what is the writing style of the author? Does the author use similar tones in different stories? If yes then why, etc.
Frequently Asked Questions About TWIST Analysis for "The Scarlet Ibis"
What kind of tone Is Used in "The Scarlet Ibis," and how does it affect the story?
"The Scarlet Ibis" has a tone that combines introspection, remorse, and nostalgia. Brother tells the tale with the benefit of hindsight, reflecting with regret and shame on what happened. The narrative gains depth from this introspective tone, which also aids in highlighting the story's themes. Overall, students can reflect on the use of negative and specific phrases to get a deeper understanding of the tone and feelings of the “author” in the story.
Which symbols appear in "The Scarlet Ibis," and what is their significance for the story?
The novel makes frequent use of the scarlet ibis as a symbol. It stands for the brittleness of existence and the beauty of an unforgiving environment. Doodle is a representation of both fragility and individuality. Doodle is compelled to touch the casket, which stands for death and portends the sad ending. Initially, Doodle’s brother fails to understand this but as time passes and he reflects on his actions and Doodle’s condition, he recognizes this detail.
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