A Rose for Emily- Report

8/4/2019 A Rose for Emily- Report

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By: William Faulkner

A ROSE FOR EMILY


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Contextual Background

Story Short story divided into 5 sections

The story moves through Emilys death as the unnamed

narrator that represents the people of Jefferson tells aboutthe strange and mysterious life lived by Emily Grierson.

Author: William Faulkner Born in New Albany, Mississippi in 1897

Works focused on the history of the South A Rose For Emily was released in Forum on April 30, 1930

Summary


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Attitude Be open-minded

Open-ended questions to promote critical thinking

Awareness and attentiveness

Behavior Come prepared

Knowledge of the text

Respond appropriately

Open and respectful to all ideas Thinking

There are many interpretations of the text but keep inmind there are also wrong interpretations

Classroom Setting


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Being out and stepping into an envisionment

Initial pre-reading questions:

What does the title suggest?

What is the author known for? Possible theme of the story

Predictions of text

What does it remind you of?

Through prior knowledge and experience, the readersare able to collect ideas and attain an understandingof what the text is about.

Stance 1


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Being in and moving through an envisionment

Experienced based questions:

Relation of the characters and the reader

Relation of the text with past read texts Opinions on the actions and behaviours of the

character

How does the story/plot develop?

How are the characters introduced?

Recurring movement from stance 1 to stance 2,assists in the development of the readersunderstanding of the text.

Stance 2


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Stepping out and rethinking what one knows

Reflective questions:

Impact of the story on the reader

Lessons that can be learned after reading the text Actions that could make the reader more or less like the

characters

Meanings and developing ideas from the text are now

analyzed and related into ones own life.

Stance 3


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Stepping out and objectifying the experience

Objective questions:

Authors style

Text organization Literary elements used

Applying different perspectives in analyzing the text (ex.Culture, Era, Political, Social, Moral)

The reader steps away from the envisionment andreflects back on it by inspecting the text in a criticaland technical manner.

Stance 4


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From stance 1 stance 2:

Were your predictions and initial thoughts about the textaccurate?

Are there any suggestive meanings that require

attention?

Transitions


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From stance 2- stance 3:

Based on ones own past experience, how does this

now affect our present self ?

How does ones understanding of the text relate to

ones self?

What does this mean to us?

How does it affect or not affect us? Why?

Transitions


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From stance 3-stance 4:

After relating it to ones own life, we now see it from the

eyes of the author.

This how we see it, how may others understand it?

What other ideas may have the texted presented thatwas not noticed earlier?

Why is this work/text important?

What does it mean to the author and to other readers?

How does it fit in the world?

Where does it stand in society?

Transition


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Engagement Activities

Before Reading the text (Stance 1):

Motivation: Show different portraits of women and givevivid and exact descriptions for each.

Throughout this story, Faulkner, the master artist, verbally

paints the portraits of a tragic woman. Through his

images, the reader watches Emily transform from a virginal

victim to a "manly" murderess to a corpulent corpse. More

than a portraitist, however, Faulkner unveils interior

complexity through external appearance, using bothimagery and structure.


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Stance 2

Play: The students will show the chronologicalarrangement of events in the story since thearrangement of the story is very confusing (listening

and speaking)

Stance 4

Debate: should Miss Emily be punished for what shedid to Homer Barron

Draw: after the death of Miss Emily, it was the first timethat the townspeople went inside her house.

Use your imagination to draw what the people sawinside her house.


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Additional Activity

Share in class a peculiar character that you have alsoread about in a novel or short story. Share thecharacters eccentricities and draw a portrait of that

character.


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END

A Rose for Emily- Report

Documents

Transcript of A Rose for Emily- Report