![]() ![]() ![]() 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. ![]() ![]() Using the first paragraph of “The Scarlet Ibis”, students can depict, explain, and predict what will happen in the story, while getting a good idea of the author’s voice in a prose analysis. Students will be able to read and explain the elements of prose using the TWIST method on a segment of a literary work.Ĭreate a TWIST Analysis TWIST Example for “The Scarlet Ibis” 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).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.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Please see your Common Core State Standards for the correct grade-appropriate strands. Grade Level: 6-12 Time: 45-Minute Class MeetingĪlthough, this lesson can be used for multiple grade levels, below are examples of the Common Core State Standards for Grades 9-10. This will lead students to understand the deeper meanings contained in the text by completing a prose analysis. This lesson will overview the TWIST model of interpreting prose and assist students in learning how to use this systematic method of hypothesis and discovery. Using imagery and style will help them uncover the attitude of the author on the topic.Ĭheck out these TWIST activities from our guides on "O Captain! My Captain!", "Caged Bird", and "If". From there, students will need to infer the author's thoughts on it. By looking at the tone and imagery, it makes it possible to pinpoint the topic. When looking at theme, students should use the other parts of the TWIST to piece together information about the author's intentions. The subject of a piece of writing, usually the author's thoughts on a specific topic. The wording itself lends insight into the emotions or concepts the author wants convey with the scene, setting, or characters. The way an author presents the information determines the way in which the reader interprets it. Literary style refers to the way that the author uses words – the author’s vocabulary, sentence structure, figurative language, and sentence arrangement. Very descriptive, figurative language paints a picture in readers’ minds, making this term exceedingly important for students to examine. These are all details that the author will use to give a sense of emotion to the reader. For this element, students want to look at the use of onomatopoeia, alliteration, similes, metaphors, hyperbole, analogies, personification, and euphemisms. Imagery is visually descriptive or figurative language in a literary work. When looking for word choice, students will notice ‘clusters’ of words that evoke the same meaning or tone. Adjectives are extremely descriptive, and nouns are very particular. The author’s use of specific and accurate words, to “show” the reader rather than to “tell” them. ![]()
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