A Rose for Emily by William Faulkner



Name: __________________________________ Period: _________ Unit Packet # ______

Modernist Time Period

Gothic Literature

Notes: Gothic Literature………….….……………………………………………………………….. /10

Summary of Notes…………………………………………………………………………………………… /10

A Rose for Emily by William Faulkner

Vocabulary in Context……………………………………………………………………………………… /10

Annotating the Text ……………………………………………………………………………………….. /10

Reading and Interpretation Questions……….………………………………………….……. /20

Character Analysis: Miss Emily……………………………………………………………………… /10

The Feather Pillow by Horacio Quiroga

Vocabulary in Context…………………………………………………………………………………….. /10

Event Map……….……………….……………………………….……………………………………………….. /10

Interpretation Questions……………………………..……………………………………………….. /10

TOTAL POINTS _____/100

Reading Standard 2.2: Analyze the way in which clarity of meaning is affected by patterns of organization, hierarchial structures, repetition of the main ideas, syntax, and word choice in the text.

Literary Response & Analysis 3.1: Analyze characteristics of subgenres (e.g. satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

Literary Response & Analysis3.3: Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both.

Notes: Gothic Literature

PowerPoint Presentation

Essential Skill: Summary of PPT Notes

DIRECTIONS: It is important to understand the history and essential characteristics of a time period so you can understand the context of the texts we read. Take a few minutes to reflect on the notes you took on Gothic Literature and create a one-paragraph summary that includes the important concepts and events that may have influenced the literature of the time. Then, briefly answer the reflection questions at the bottom of the page.

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Reflection Question 1: What do you think is the single most important piece of information to know about this time period? Why?

Reflection Question 2: Turn to a partner and ask them their answer to Reflection Question 1. Record their answer.

Reflection Question 3: Where do you still see elements of the Gothic today?

Vocabulary in Context

“A Rose for Emily”

DIRECTIONS: Look up the following vocabulary words before we read the short story “A Rose for Emily.” Then, find the word in the text and write the sentence in which it is used.

|Word |Definition |Sentence |

| | | |

|Remitted | | |

| | | |

|Archaic | | |

| | | |

|Vindicated | | |

| | | |

|Pauper | | |

| | | |

|Circumvent | | |

| | | |

|Virulent | | |

| | | |

|Tranquil | | |

| | | |

|Perverse | | |

| | | |

|Acrid | | |

| | | |

|Inextricable | | |

Before you Read

❖ MAKING PREDICTIONS

Write a brief prediction about what you think the story is going to be based on the notes, background information and key vocabulary. Explain your predictions using evidence from the pre-reading activities.

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As you Read

❖ ANNOTATING THE TEXT: Structure

When you write on a text or take notes on a passage, it is called an annotation. Annotating a text is a great way to interact with a text so you do not lose focus. As you read, make the following annotations:

DIRECTIONS: As you read the story, make the following annotations:

• Gothic Elements

• Setting

• Characterization

• Plot

• Supernatural

• Vocabulary

• Questions

Reading Check and Interpretation Questions

“A Rose for Emily”

DIRECTIONS: Answer each question in full and complete sentences. Make sure to address all parts of the question in your answer.

READING CHECK

1. How does Miss Emily behave after her father dies?

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2. Why does the minister’s wife send for Miss Emily’s relations?

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3. Who is Homer Barron? When does he disappear?

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4. How does Miss Emily spend the last decades of her life?

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5. What do people discover when they force open the door to the room above the stairs?

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INTERPRETATION

1. What conflicts existed between Emily and her father? (For whom or what was the horsewhip intended?)

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2. Colonel Sartoris’s white lie to Miss Emily about her taxes is an attempt to spare her pride. Explain how Judge Stevens also takes steps to protect her. How does the townspeople’s shift in attitude about the taxes reflect wider social and economic changes in the South?

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3. Why do you think Faulkner emphasizes the way that Miss Emily’s hair turns gray and the precise time that it begins to happen?

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4. What significance do you see in the long strand of iron-gray hair on the pillow in the upstairs bedroom? What exactly do you think happened there, and why?

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5. What hints or clues throughout the story foreshadow the gruesome ending? Did these hints prepare you for the ending, or were you surprised by it?

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6. What part do you think Tobe, the African American manservant, plays in Miss Emily’s history?

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7. Consider what roses usually symbolize. Then, defend the title of the story, or propose a more appropriate title.

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Character Analysis: Miss Emily

Reading Skills: Making Inferences about Character

The personalities of literary characters are often as complicated as those of the people you know in your life—and just as hard to get to know. One way to learn what a character is like is by making inferences. An inference is a good guess that is based on information in the text and on your own knowledge and experience. To make an inference about a character, you look for clues in the character’s words, appearance, and behavior. You listen to what other characters say about him or her. You compare the character’s behavior with that of other people you know.

| |Details from the Story |

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|What other people thought of her | |

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|What Miss Emily said and did | |

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|What the narrator tells us | |

|directly about Miss Emily | |

| | |

|How Miss Emily’s setting reflects | |

|her character | |

Analysis of Miss Emily: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“The Feather Pillow”

ABOUT THE AUTHOR: Horacio Quiroga (1878-1937)

Uruguayan short story writer who has been compared to Edgar Allan Poe. Quiroga wrote over 200 short stories. Among his famous tales is the haunting "The Feather Pillow". Horacio Quiroga was born at Salto on the River Uruguay. His father, who was an Argentinian consular official, was killed accidentally in a shooting incident when Horacio was an infant. The family moved to Córdoba and returned to Salto in 1883. In 1891 the family moved to the capital, Montevideo where Quiroga studied for a short time at the university. He started to publish in local magazines from 1897 and was the founding editor of Revista de Salto (1899-90). After his stepfather's death - he shot himself - Quiroga visited Paris, but soon realized that the 'bohemian' life was not for him. In Paris he fell under the influence of the French symbolist movement and the works of Poe, although he also read extensively Chekhov and de Maupassant. Quiroga's diary from this period was published in 1950. After returning to Uruguay, Quiroga published a volume of Modernist poetry, Los arrecifes de coral (1902), and became the centre of a group of young writers.

Quiroga accidentally shot and killed his friend in 1902 while they were inspecting a gun. He left for Buenos Aires where he taught Spanish at the British School. He was the official photographer on an expedition, led by the poet Leopoldo Lugones, to Misiones in northeast Argentina. The target was the Jesuit ruins - the Jesuits had been expelled in 1767. Quiroga became enchanted by the wild region and he spent the larger part of his life in remote jungle regions. In 1904 he settled in Chano province. He planted cotton but the venture failed and he abandoned the project. Experiences from this period - accidents, extreme hardships, and realization that man cannot control nature - became material for a number of his writings. Nature was for Quiroga a hostile element. A simple walk through a cane-brake could be exhausting: "The clumps, arched in a dome chest-high, were tangled in solid blocks. The task of crossing, difficult even on a cool day, was very hard at this hour. Mr Jones crossed it, nevertheless, swimming between the crackling dusty cane over the clay left by the floods, gasping with fatigue and the bitter vapour of nitrates." (from 'La insolación')

From 1906 to 1911 Quiroga taught at the Escuela Normal, Buenos Aires. He married in 1909 Ana María Cires, his pupil; they had one daughter, named Egle, and one son, named Darío after the pseudonymous surname of Félix Sarmiento. Both these children later killed themselves. With his family Quiroga moved to San Ignacio, Misiones, on the river Paraná, where he assumed a post of registrat. Unable to tolerate the harsh conditions, Quiroga's wife committed suicide by poisoning herself - she suffered a full week before she died. Alone with two children, Quiroga wrote a tender collection of children's stories.

In 1916 Quiroga returned to Buenos Aires with his children. He worked at the Uruguyan consulate and in 1925 he returned to Misiones. Two years later he married María Elena Bravo, a friend of his daughter. The marriage ended in separation. In 1935 Quiroga was appointed Uruguay's honorary consul in San Ignacio. Throughout his life, Quiroga was plague by his illnesses. He suffered from mental disorder, and to dispel his bouts of tension and anxiety, he began to drink. Quiroga committed suicide on February 19, 1937, at a Buenos Aires clinic, after he was told he had cancer.

VOCABULARY IN CONTEXT

|Word |Definition |Sentence |

| | | |

|Furtive | | |

| | | |

|Rigorous | | |

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|Impassive | | |

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|Reverberated | | |

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|Resonance | | |

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|Subsided | | |

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|Inexplicable | | |

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|Inert | | |

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|Punctures | | |

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|Diminutive | | |

“The Feather Pillow”

DIRECTIONS: Look up the following vocabulary words before we read the short story “A Rose for Emily.” Then, find the word in the text and write the sentence in which it is used.

EVENT MAP: Fill in the story map with important events to guide your comprehension of the text.

REFLECTION QUESTION: Which event would you consider the climax of the story (the most suspenseful, emotional moment)? Why?

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INTERPRETATION QUESTIONS

1. What tone is set by the very first sentence of the story?

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2. In what ways are the characters of Jordan and Alicia foils, or opposites?

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3. Re-read the description of the setting, the house in which Jordan and Alicia live. What mood do these details of the setting create?

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4. On the literal level, Alicia is the victim of a parasitical creature that feeds on her blood. What symbolic interpretation can you make of such a death? (What else in Alicia’s environment might have been sapping her vitality?)

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5. The helpless woman at the mercy of a powerful man is one of the themes of Gothic fiction. What variations on this theme is Quiroga (the author) communicating in this strange story?

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Gothic Literature

Mood

Mystery

Characteristics of Gothic Literature

Obsession with death, human weakness, and emphasis on bizarre situations marked Quiroga's tales. Often in his fatalistic stories the protagonist is struck down by a fatal accident or fights against nature, but the will of nature cannot be opposed.

PROBLEM

RESOLUTION

EVENT 5

EVENT 4

EVENT 3

EVENT 2

EVENT 1

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