1. Bellringer Dec. 11
In your notes in your notebook, based on the title, make a prediction about the story. Go beyond saying someone is giving a rose to Emily.

2. “A Rose for Emily” By William Faulkner
How does Faulkner use subtle details and characterization to comment on the difference between perceptions and reality?
“A Rose for Emily”
By William Faulkner
Looking at little differences – leading into subtle details and implications

3. What can you infer based off of details?
*Disclaimer* This scene from Men in Black has mild profanity. It’s not nearly as bad as what you hear in the hallways, though. 

4. Sketch the woman described below.
“They rose when she entered--a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head. Her skeleton was small and spare; perhaps that was why what would have been merely plumpness in another was obesity in her. She looked bloated, like a body long submerged in motionless water, and of that pallid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough as they moved from one face to another while the visitors stated their errand.”
Make this a handout.

5. What can you infer about the woman?

6. Background.
“A Rose for Emily,” like the majority of Faulkner’s stories, takes place in the fictional Yoknapatawpha County, Mississippi. Published in 1930, the story portrays social customs of the small-town South at the turn of the 20th century. Be warned that the narrator refers to African Americans with a term that is offensive to contemporary readers.

7. Social customs?
In the south during the setting of this story, there were social customs which “normal polite” society observed.
A. Read the excerpt from Judge Till’s essay, “Manners, Morals, Customs, and Public Perception”
B. Read the excerpt from “How to be a Southerner”
A = more advanced readers. B = more reluctant readers.
Both texts are included in the resources. Text A has been excerpted.

8. Discuss with your partner
Based off the article you read, how would people interact with each other in a small southern town in the 1930s?
How would people in those towns deal with a problem?

9. Time line of the story.
William Faulkner does not tell the story in a linear chronology. (in time order)
He jumps around, creating a conversational effect to his tale.
Look at the time line and notice when it starts.
Mark the beginning of the actual narration.
The beginning of the narration is Miss Emily’s death and funeral.

10. Discuss
What quality of Miss Grierson is Faulkner emphasizing by beginning the story with her death and funeral?

11. Reciprocal Teaching Follow the directions for Reciprocal Teaching.
Write your group’s summaries in your notes.
Be ready for the class discussion.
There is a ppt for teaching how to do reciprocal teaching.

12. Exit ticket One person records
All the names of the people in the group
What section you completed
What is the most important thing about the story so far?

13. Class Discussion
How does the town, who is represented by the narrator, view Emily Grierson throughout her life?

14. Class Discussion
What seems to be the narrator’s attitude toward Miss Grierson throughout the story?
Look for at least three different places which really specifically show the attitude (AKA TONE!!!)

15. Class Discussion
What seems to be this story’s message about humanity and the difference between perception and reality?

16. Writing about the text
We will be answering the lesson question in an essay.
How does Faulkner use characterization and word choice to develop his theme? (the topic will be about the difference between perception and reality.)

17. STORY VOCABULARY!
Maybe do this with kids who needs these words explained specifically – put up as groups get to these words.

18. Encroach

19. Temerity

20. Cabal
Cah-BALL

21. Circumvent

22. Inextricable

23. Tableau

24. Virulent