!["The Tyger" and "The Lamb" TWIST Comparison](http://cdn.storyboardthat.com/storyboard-srcsets/bridget-baudinet/-the-tyger--and--the-lamb--twist-comparison.png ""The Tyger" and "The Lamb" TWIST Comparison")
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 demonstrate an understanding of the way poetic devices work together to convey the poem’s message(s). For this TWIST, students should use the full text of “The Tyger.” To add complexity to the assignment, you can also have students compare “The Tyger” to Blake’s poem, “The Lamb.” The sample storyboard illustrates this comparison.
TWIST Example for “The Tyger” and “The Lamb”
| "The Tyger" | "The Lamb" | ||
|---|---|---|---|
| T | TONE |
Awed and fearful: The speaker finds the tiger and its creator terrifying, but he is also impressed by their power | Cheerful and comforting: The speaker describes the lamb's idyllic life and is confident that God is caring for the lamb |
| W | WORD CHOICE |
fearful, fire, dare, twist, dread, terrors, spears, tears | lamb, delight, softest, bright, tender, rejoice, meek, mild, child, bless |
| I | IMAGERY |
"Tyger Tyger, burning bright, / In the forests of the night..." | "Little Lamb...bid thee feed / By the stream and o'er the mead..." |
| S | STYLE |
The poem is a series of repeated questions posed in six regular stanzas. The questions intensify the emotion of the poem, but remain unanswered at the end of the poem. | The poem contains two stanzas with simple language and short syllables. The first stanza asks a question and the second stanza answers it. |
| T | THEME |
The inability to answer the speaker's question leads to a theme about humanity's inability to understand the origins of evil in our world. | The poem's comforting words send a message that God loves and cares for all his creatures. |
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 comparison analysis between “The Tyger” and “The Lamb”. 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 for each poem.
- 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 demonstrate an understanding of the way poetic devices work together to convey the poem’s message(s). For this TWIST, students should use the full text of “The Tyger.” To add complexity to the assignment, you can also have students compare “The Tyger” to Blake’s poem, “The Lamb.” The sample storyboard illustrates this comparison.
TWIST Example for “The Tyger” and “The Lamb”
| "The Tyger" | "The Lamb" | ||
|---|---|---|---|
| T | TONE |
Awed and fearful: The speaker finds the tiger and its creator terrifying, but he is also impressed by their power | Cheerful and comforting: The speaker describes the lamb's idyllic life and is confident that God is caring for the lamb |
| W | WORD CHOICE |
fearful, fire, dare, twist, dread, terrors, spears, tears | lamb, delight, softest, bright, tender, rejoice, meek, mild, child, bless |
| I | IMAGERY |
"Tyger Tyger, burning bright, / In the forests of the night..." | "Little Lamb...bid thee feed / By the stream and o'er the mead..." |
| S | STYLE |
The poem is a series of repeated questions posed in six regular stanzas. The questions intensify the emotion of the poem, but remain unanswered at the end of the poem. | The poem contains two stanzas with simple language and short syllables. The first stanza asks a question and the second stanza answers it. |
| T | THEME |
The inability to answer the speaker's question leads to a theme about humanity's inability to understand the origins of evil in our world. | The poem's comforting words send a message that God loves and cares for all his creatures. |
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 comparison analysis between “The Tyger” and “The Lamb”. 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 for each poem.
- 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 Tyger\" - TWIST Comparison with “The Lamb”
Introduce TWIST analysis with a class discussion
Start by explaining the TWIST acronym—Tone, Word Choice, Imagery, Style, Theme—and ask students what these elements mean in poetry. This helps students activate prior knowledge and sets a purpose for the lesson.
Model TWIST analysis of a short poem together
Read a short, accessible poem aloud and guide students through each part of TWIST as a class. Highlight specific words, phrases, and images so students see how to identify and discuss each element.
Assign pairs to complete TWIST charts for different poems
Divide students into pairs and assign each a poem (or stanza). Instruct them to use a graphic organizer to record their findings for each TWIST category, encouraging collaboration and deeper analysis.
Facilitate a gallery walk to share TWIST findings
Have student pairs post their completed TWIST charts around the room. Invite everyone to circulate, read, and add sticky notes with questions or compliments to each chart. This builds community and reinforces key concepts.
Wrap up with a reflective class discussion
Bring the class together and discuss how TWIST analysis deepened their understanding of the poems. Encourage students to share surprises, challenges, or new insights from the activity.
Frequently Asked Questions about \"The Tyger\" - TWIST Comparison with “The Lamb”
What is a TWIST analysis in poetry?
A TWIST analysis is a method for examining poems by focusing on five elements: Tone, Word Choice, Imagery, Style, and Theme. It helps students break down and understand how these aspects work together to convey the poem’s message.
How do you compare 'The Tyger' and 'The Lamb' using TWIST?
To compare 'The Tyger' and 'The Lamb' using TWIST, analyze each poem’s tone, word choice, imagery, style, and theme. Then, create a side-by-side comparison to highlight how Blake uses contrasting language and style to explore themes of creation, innocence, and evil.
What are some example storyboard ideas for a TWIST activity on 'The Tyger'?
Storyboard ideas for a TWIST activity on 'The Tyger' include visual scenes showing the poem’s fiery imagery, contrasting tones of awe and fear, important words like burning and dread, and representations of unanswered questions to reflect the poem’s style and theme.
Why is it helpful to use TWIST for teaching poetry?
TWIST helps students break down complex poems into manageable parts, making it easier to understand literary devices, track the poet’s message, and develop critical thinking skills through structured analysis.
What is the main theme difference between 'The Tyger' and 'The Lamb'?
The main theme difference is that 'The Tyger' explores humanity’s struggle to understand the origins of evil, while 'The Lamb' focuses on innocence and the comforting belief that God cares for all creatures.
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