A Rose for Emily by William Faulkner - mrcanare
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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
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?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Why does the minister’s wife send for Miss Emily’s relations?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Who is Homer Barron? When does he disappear?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How does Miss Emily spend the last decades of her life?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. What do people discover when they force open the door to the room above the stairs?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
INTERPRETATION
1. What conflicts existed between Emily and her father? (For whom or what was the horsewhip intended?)
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. What part do you think Tobe, the African American manservant, plays in Miss Emily’s history?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Consider what roses usually symbolize. Then, defend the title of the story, or propose a more appropriate title.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-----------------------
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.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- lord of the flies unit plan for english 11
- a rose for emily by william faulkner mrcanare
- american literature eoct review
- compare and contrast two pre 1914 stories about the
- a process for the analysis of literature
- kenwood academy
- problem solving the most important goal
- structure of the us education system curriculum and
- the book thief study guide questions
- plot setting character conflict symbol and point of
Related searches
- write a business plan step by step
- creating a business plan step by step
- writing a research paper step by step
- what does a rose symbolize
- meaning of a rose poem
- books by william sarabande
- solving a system of equations by substitution
- find a cell phone location by satellite
- create a system restore point by date
- socialism book by william federer
- creating a word template step by step
- a promotional campaign begins by quizlet