Teacher: Lauren Buchanan & Anna Arcuri Date: March 1, 2018

School: Thompson Valley High School Grade Level: 9th Content Area: Literature
Title: The TWIST 2.0 Lesson #: 1

Content Standard(s) addressed by this lesson:

Common Core Academic Standards:

W.9-10.4
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
RL.9-10.2
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.

Understandings:
1. The TWIST method can be applied to other texts.
2. Critically think by using the TWIST method to create thesis statement.

Inquiry Questions:
1. How can I use the TWIST method to help me critically think about how to come up with a
thesis statement for any text I read?

Evidence Outcomes:
Every student will be able to:
I can:
A. I can understand how to use the TWIST method when writing about The Pearl by John
Steinbeck.
B. I can understand how to use the TWIST method while reading various children’s books.
C. I can use the TWIST method to help me create a coherent and inclusive thesis
statement.

This means:
A. I can transfer this skill to any text I read.
B. I can critically think about the passage I am reading and identifying the objects from the
TWIST method to create a thesis statement.

List of Assessments:
1. Apply the TWIST method to other texts.
a. Work as a class to identify the components of the TWIST method in the poem,
“Welcome to New York” by Taylor Swift.
b. Get into groups of five and while each student is assigned a letter from TWIST,
they will work together to determine a thesis statement from a passage of a
children’s book.
2. Use the group’s findings to create a coherent thesis statement.
a. Every group will be asked to share their thesis statement.

Planned Lesson Activities

Name and Purpose of Lesson The TWIST 2.0:
In order to prepare the students for their test coming
up, it is essential they know how to accurately
respond to what will be on the test but they must also
understand that this skill is applicable to other texts
outside of The Pearl, they text they were taught to
use the TWIST with.

Approx. Time and Materials -5 Minutes: Introduction/Anticipatory set to

lesson and pass out first handout.
-15 Minutes: Whole class TWIST activity.
-5 Minutes: Class gets into groups and pass out
handouts.
-20 Minutes: Group TWIST activity.
-10 Minutes: Share out and discussion.

Materials:
-TWIST handout for each student.
-Colored paper for thesis statement.
-”Welcome to New York” lyrics by Taylor Swift.
-Children’s books

Anticipatory Set 5 Minutes:

Students will be asked to write out what TWIST
stands for and what its purpose is. We will ask the
students who knows all five letters and to share them
out. Students will be responsible for writing the
correct answers down for their own benefit.

Students will get a clear idea that the lesson will be

on the TWIST method and will have this to use as a
resource as they are completing the activity. Because
students have something written down, they will more
likely speak out in class and group discussion.

Procedures Teacher Actions Student Actions

9:40-9:45 AM: We will 9:40-9:45 AM: Students
ask students to write out will write out what TWIST
what TWIST stands for. stands for and write the
After two minutes we will correct answers if
ask what each letter needed.
stands for. We will remind
students to write down
 the correct answer so
they have it while they
work during the activity.
9:45-10:00 AM: We will 9:45-10:00 AM: Students
lead the class in a close will participate in the
reading of “Welcome to whole class close reading
New York” and refresh of “Welcome to New
them with the TWIST York” and practice the
method by recording the TWIST method by writing
different parts on the down the different parts
board. on the board.
10:00-10:05 AM: We will 10:00-10:05 AM:
divide the students into Students will separate
groups and pass out the into groups and receive
protocols/books. books and protocols.
10:05-10:25 AM: We will 10:05-10:25 AM:
walk around the room Students will participate
and assist students’ in groups by reading their
various needs, while also children’s book and
making sure students are record their specific
staying on task. We will TWIST role. They will
be collecting mental data eventually develop their
on the students by their thesis as a group and
ability to perform and and write it down.
complete the activity.
10:25-10:35 AM: We will 10:25-10:35 AM:
facilitate a class Students will participate
discussion on the findings and share out in the class
from the different books. discussion over their
children’s books.

Closure 10 Minutes:
Class Discussion:
Each group will share out and discuss their findings.
Once all the groups have shared, we will address any
lingering questions and show how it will be applied in
the future.
 Differentiation MODIFY: Students who may struggle with the TWIST
procedure could be given specific “level 1” rules that
are easier to find. If students need more guidance,
we could shorten the passages that they are
identifying.

EXTEND: Students who need to be pushed could be

asked help lead the refresher part of the lesson and
lead the class discussion. If students need to be
pushed harder in the actual performance of the
TWIST procedure, we could give them a newspaper
article that is considered persuasive and have them
use TWIST on that.

Assessment FORMATIVE: Assessment will be obtained through

the students’ TWIST protocols.

SUMMATIVE: The final exam for The Pearl is the

next week and the students will be asked to perform
the TWIST method through a passage provided by
their teacher.

Name:____________________________________________ Per:______ Date:____________

TWIST Method Activity

Book Title and Author:__________________________________________________________

1.
T-Identify the tone(s) of the passage:

W-Select at least three (3) suggestive words that support the tone/form a pattern of meaning
and then explain how they collectively contribute to the meaning of the passage:

1. 2. 3.

I- Select at least two (2) important images that support the tone/form a pattern of meaning
and then explain how they collectively contribute to the meaning of the passage:

1. 2. 3.

S-Identify one (1) style element (figure of speech or device) and explain how it contributes to
the passage:

T-Create a theme for the passage:

2. Using the passage you chose and your TWIST findings, create a coherent and inclusive
Thesis Statement with your group. Be prepared to share with the class.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to
justify your level of achievement)

The students were all engaged in some fashion except for 2 students. The class was
able to complete the worksheet as alone first and then collaborating as a group,
showing that they understood the TWIST technique. They were able to apply it to song
lyrics and to children’s books showing that they can do it across different genres.
Overall, I think that we accomplished a very mundane task of close reading in a fun and
creative way.

2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?

One of the biggest changes I would suggest on our lesson would be to make sure that
we gave out the same level of book to all groups. There was one group that chose a
very short book which was hard for them to perform the TWIST method, and they
finished way earlier than the other groups.

I also think that our groups may have been too big and some kids may have slipped
through without doing everything that they should have. I feel like groups of 3-4 would
be more ideal than our groups of 5-6.

I also think that we rushed our discussion a bit and did not let the students get as
involved as they could have.

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)

So, this lesson was intended to prepare the students for their final on The Pearl. I think,
however, I would use this as an introduction to the TWIST method. The next step would
be to give the students more complex texts and have them perform the TWIST method
on those. Maybe, I would even do the same thing but give each group a different genre
and have them annotate those using TWIST.