Activity Overview
An effective 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. For this activity, students will create a 5 cell storyboard, illustrating each letter of TWIST for Robert Frost's poem “The Road Not Taken”.
TWIST Example for “The Road Not Taken”
| T | TONE |
The tone of this poem is contemplative, meaning that the speaker is reflecting upon and becoming nostalgic as they consider which road to take. The poem has almost a sentimental mood. |
|---|---|---|
| W | WORD CHOICE |
Frost uses figurative language quite a bit in this poem. One example of a metaphor is the fork in the road, which is a metaphor for making a decision about one’s life. |
| I | IMAGERY |
Clearly the poem takes place in the woods. Frost shows that it is probably fall by describing the roads as yellow with leaves and grass. |
| S | STYLE |
This poem has 4 stanzas, each with 5 lines. The rhyme scheme is ABAAB, which means that the first, third, and fourth lines rhyme, and the second and fifth lines rhyme. |
| T | THEME |
The theme of this poem is that people are always confronted with making choices in life, and are ultimately defined by these choices. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a TWIST analysis of the poem "The Road Not Taken".
Student Instructions:
- Click "Start Assignment".
- Illustrate each example using scenes, characters, and items.
- Write a few sentences describing the importance of meaning of each image.
- Save and exit when you're done.
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
An effective 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. For this activity, students will create a 5 cell storyboard, illustrating each letter of TWIST for Robert Frost's poem “The Road Not Taken”.
TWIST Example for “The Road Not Taken”
| T | TONE |
The tone of this poem is contemplative, meaning that the speaker is reflecting upon and becoming nostalgic as they consider which road to take. The poem has almost a sentimental mood. |
|---|---|---|
| W | WORD CHOICE |
Frost uses figurative language quite a bit in this poem. One example of a metaphor is the fork in the road, which is a metaphor for making a decision about one’s life. |
| I | IMAGERY |
Clearly the poem takes place in the woods. Frost shows that it is probably fall by describing the roads as yellow with leaves and grass. |
| S | STYLE |
This poem has 4 stanzas, each with 5 lines. The rhyme scheme is ABAAB, which means that the first, third, and fourth lines rhyme, and the second and fifth lines rhyme. |
| T | THEME |
The theme of this poem is that people are always confronted with making choices in life, and are ultimately defined by these choices. |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a TWIST analysis of the poem "The Road Not Taken".
Student Instructions:
- Click "Start Assignment".
- Illustrate each example using scenes, characters, and items.
- Write a few sentences describing the importance of meaning of each image.
- Save and exit when you're done.
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 to Teach 'The Road Not Taken' TWIST Analysis Using Storyboards
Introduction to TWIST Analysis
Begin the lesson by introducing the concept of TWIST Analysis. Explain each component: Tone, Word Choice, Imagery, Style, and Theme. Provide examples for each element from a different poem to illustrate the concept. Discuss "The Road Not Taken" briefly to set the context.
Group Reading and Discussion
Have the students read "The Road Not Taken" aloud, either individually or in groups. Facilitate a discussion on their initial impressions, focusing on aspects related to TWIST. Ask guided questions to encourage students to think deeply about each element in the poem (e.g., "What words does Frost choose that stand out to you and why?" or "What feelings do you think the tone of the poem conveys?").
Storyboard Creation
Introduce the storyboard activity. Each student will create a 5-cell storyboard, with each cell representing one element of TWIST. Demonstrate how to create a cell using an example from the poem or another text. Allow students time to work on their storyboards, using either the physical materials provided or the digital software. Circulate around the room, offering assistance and answering questions as students work.
Presentation and Reflection
Have students present their storyboards to the class or in small groups. Encourage students to explain their interpretation and how they represented each TWIST element in their storyboard. Conclude with a reflective discussion, asking students what they learned about the poem through this activity and how it might change their understanding of other literary works.
Frequently Asked Questions about The Road Not Taken" TWIST Analysis
What is the real meaning of "The Road Not Taken"?
The real meaning of Robert Frost's "The Road Not Taken" often centers on the theme of choices and their consequences in life. Contrary to popular belief that it celebrates individualism and the benefits of taking the less traveled road, the poem is more nuanced. It reflects on the nature of making decisions and how people retrospectively ascribe significance to their choices. Frost presents a contemplative and somewhat ambiguous narrative, where the speaker looks back on a decision made at a fork in the road. The poem's essence lies in the introspection about these choices, underscoring the idea that the paths we choose, and perhaps equally the ones we don't, shape our journey and identity.
How does the use of imagery contribute to the poem's theme?
Imagery in "The Road Not Taken" plays a pivotal role in reinforcing its themes. Frost uses vivid descriptions of a forked path in a yellow wood to symbolize life's choices. The diverging roads are more than just physical paths; they represent different directions and possibilities in life. The "undergrowth" signifies the unknowns and complexities of choices, while the autumn setting of yellow woods suggests change and transition. Through this imagery, Frost not only paints a clear picture of the setting but also imbues the poem with deeper symbolic meaning, reflecting on the nature of decision-making and its impact on one's life journey.
How can worksheets be used to analyze the tone and word choice in the poem?
Worksheets can be an effective tool for analyzing the tone and word choice in "The Road Not Taken." They can guide students through a structured examination of the poem, prompting them to identify and reflect on specific words and phrases that Frost uses. For instance, worksheets can include activities where students highlight words that convey the poem's contemplative and introspective tone, or they might ask students to annotate the text with their interpretations of how certain word choices affect the meaning and mood. By breaking down the poem's language and examining how Frost’s word choice contributes to its overall tone, students can gain a deeper understanding of how poets craft their messages and evoke emotions through language. Worksheets can also include comparative questions that encourage students to consider how different word choices could alter the poem's meaning, thereby enhancing their appreciation of Frost's poetic technique.
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