A Rose for Emily by William Faulkner



Name: __________________________________ Period: _________ Unit Packet # ______

“A Rose for Emily”

By William Faulkner

A study of the Gothic in Literature

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

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

Literary Focus: Setting……………………………………………………………………………………………… /10

Quick Vocabulary List………………………………………………………………………………………………… /10

Vocabulary Development……………………………………………………………………………………………. /10

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

Summarizing the Sections ……………………………………………………………………………………….. /10

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

Reading and Interpretation Questions…………………………………………………………….……. /10

Journal Response………………………………………………………………………………………………………… /10

TOTAL POINTS /100

Reading Standard 3.5c

Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

Reading Standard 3.6 (Grade 9–10 Review)

Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

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?

A Rose for Emily by William Faulkner

LITERARY FOCUS: SETTING

Most works of fiction have a specific setting that is an important element of the story. The setting is the time and location in which a story takes place. Setting also refers to the customs and social conditions of that place and time.

You may find some of the language in “A Rose for Emily” offensive. Faulkner included it in order to portray accurately a racially segregated southern town at the turn of the last century.

Setting the Story

Knowing the setting of a story gives you certain expectations or ideas about what it will be like. For example, if the setting is a large Victorian mansion, you might expect either a murder mystery or a romance. The chart below lists several settings. In the right column, jot down what the setting leads you to expect from the story.

|Setting |What the Setting Reveals |

| | |

|A spaceship | |

| | |

|The Arctic | |

| | |

|A tropical island | |

| | |

|1800’s California | |

READING SKILLS: MAKING INFERENCES ABOUT CHARACTER

The personalities of literary characters are often as complicated as those of people you know in 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 speech, appearance, and behavior; you listen to what other characters say about him or her; and you compare the character’s behavior with that of other people you know.

|Word |Definition |Sentence |

| | | |

|Remitted | | |

| | | |

|Archaic | | |

| | | |

|Vindicated | | |

| | | |

|Pauper | | |

| | | |

|Circumvent | | |

| | | |

|Virulent | | |

| | | |

|Tranquil | | |

| | | |

|Perverse | | |

| | | |

|Acrid | | |

| | | |

|Inextricable | | |

A Rose for Emily

Quick Vocabulary List

DIRECTIONS: Look up the following vocabulary words before we read the short story “A Rose for Emily.” Then, use each word in an original sentence to help aid your understanding of the word.

A Rose for Emily

Vocabulary Development

Question and Answer

Answer the following questions, using context clues to show that you understand the meaning of the italicized Vocabulary words. Then, explain your answer.

EXAMPLE: Would a whatnot make a room more pleasant? ___yes___

Explanation: A whatnot is a decoration that may add flair to a room.

1. Would a pauper need money for food or other necessary items? ______

Explanation: __________________________________________________________

2. Would most people consider a tranquil environment helpful for studying? ______

Explanation: __________________________________________________________

3. If a debater’s position is vindicated, has she or he lost the argument? ______

Explanation: __________________________________________________________

4. Do virulent statements impress you with their compassion and kindness? _______

Explanation: __________________________________________________________

5. Are archaic ideas new and fresh? ______

Explanation: __________________________________________________________

6. Do you give a direct or indirect answer when you circumvent a question? ______

Explanation: __________________________________________________________

7. If a person had an acrid attitude toward life, would you enjoy talking to that person? _______

Explanation: __________________________________________________________

8. If your taxes were remitted, would you be richer or poorer? ______

Explanation: __________________________________________________________

9. If someone is perverse, would you be pleased or bothered? ______

Explanation: __________________________________________________________

10. If you were in an inextricable situation, how would you feel? ______

Explanation: __________________________________________________________

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

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 |

| | |

|What other people thought of her | |

| | |

| | |

|What Miss Emily said and did | |

| | |

|What the narrator tells us | |

|directly about Miss Emily | |

| | |

|How Miss Emily’s setting reflects | |

|her character | |

Miss Emily’s Motive: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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HISTORICAL CONNECTION

“A Rose for Emily”

DIRECTIONS: Read and reflect on the following Journal Prompt. Write your response in full and complete sentences. Be sure to use a variety of sentence structures and academic language.

Response:

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Gothic Literature

Mood

Mystery

Characteristics of Gothic Literature

REVIEW SKILLS

As you read “A Rose for Emily,” look for the following literary devices.

FORESHADOWING

The use of hints and clues to suggest what will happen later in a plot.

FLASHBACK

A scene that interrupts the normal chronological sequence of events in a story to show an event that took place

Historical details in this story reveal a great deal about its setting. What do you learn about the times from the white townspeople’s attitudes who live in Jefferson? Nowadays have such attitudes changed or stayed much the same? Explain your response.

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