A Rose for Emily Chronology

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Ashlyn Butler
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1 DATE: A Rose for Emily Chronology EVENT IN STORY PGS. IMPORTANT DETAILS Why does Faulkner write the story with skips and jumps in time? (non-linear fashion)

2 WHY DID EMILY KILL HOMER BARRON? A Rose for Emily Interpretation Answer: Textual Evidence: WHO IS THE NARRATOR OF THE STORY? (DESCRIBE IN DETAIL) Answer: Textual Evidence: HOW DOES THIS STORY FIT INTO THE SOUTHERN GOTHIC GENRE? Answer: Textual Evidence:

3 A Rose for Emily Theme Tracing Tool THEME: PASSAGES/EVENTS FROM THE TEXT: HOW THESE PASSAGES/EVENTS SUPPORT THEME: THEME: PASSAGES/EVENTS FROM THE TEXT: HOW THESE PASSAGES/EVENTS SUPPORT THEME:

4 Motifs, Symbols, Archetypes: A Rose for Emily DATE: DEATH motif symbol archetype DUST motif symbol archetype

5 IRON motif symbol archetype RATS motif symbol archetype ROSE motif symbol archetype

6 DIALECTICAL SPIRAL A: A Rose for Emily STEP ONE: Read and consider the passage from the story in the bold box and write your response under My initial response. STEP TWO: Switch spirals with someone else. Read their passage and add your take on it in the next open box. They will do the same on your sheet. Repeat until every box is filled. STEP THREE: Read over everyone s responses and write a final response. How has your thinking about the passage changed? What new insights do you now have? MY MY INITIAL When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old man-servant--a combined gardener and cook-- had seen in at least ten years. MY FINAL

7 DIALECTICAL SPIRAL B: A Rose for Emily STEP ONE: Read and consider the passage from the story in the bold box and write your response under My initial response. STEP TWO: Switch spirals with someone else. Read their passage and add your take on it in the next open box. They will do the same on your sheet. Repeat until every box is filled. STEP THREE: Read over everyone s responses and write a final response. How has your thinking about the passage changed? What new insights do you now have? MY MY INITIAL Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris [ ] remitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. MY FINAL

8 DIALECTICAL SPIRAL C: A Rose for Emily STEP ONE: Read and consider the passage from the story in the bold box and write your response under My initial response. STEP TWO: Switch spirals with someone else. Read their passage and add your take on it in the next open box. They will do the same on your sheet. Repeat until every box is filled. STEP THREE: Read over everyone s responses and write a final response. How has your thinking about the passage changed? What new insights do you now have? MY MY INITIAL Colonel Sartoris invented an involved tale to the effect that Miss Emily's father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris' generation and thought could have invented it, and only a woman could have believed it. MY FINAL

The Things They Carried

Teaching Tim O' Brien's The Things They Carried from by Elizabeth Osborne The Things They Carried General Introduction to the Work Introduction to The Things They Carried The Things They Carried is a novel