A Rose for Emily

WILLIAM FAULKNER
 Presenters

BUQUIA, CRISTINE MAY ADENIG, LORENCE DOMEN, NANETH

 REVISED
BLOOM'S
TAXONOM
Y
REMEMBER
ING
Learning Objectives
By the end of this lesson the students will be able to:
• Identify the characters in the story.
• Recall the events in the story "A Rose for Emily"
REMEMBER
ING
1. What town does A Rose for Emily takes place?
A. Jefferson
B. Jordan
C. Tupelo
D. Jackson
REMEMBER
ING
2. When did Tobe the servant left Emily's house?
A. When Emily's father abuse him.
B. Immediately after Emily's death.
C. During war
D. After he met the Mayor.
REMEMBER
ING
3. In the end of the story,
the corpse in Emily's bed?
what was seen beside

A. A broken skull
B. Jewelry box
C. Long strand of iron-gray hair
D. Tax letters
REMEMBER
ING
4. What occasion happened on
of the story A Rose for Emily?
the first part

A. A wedding
B. A funeral
C. A birthday
D. A civil war
REMEMBER
ING
5. Who is the former mayor of Jefferson?
A. Judge Stevens
B. Mr. Grierson
C. Homer Barron
D. Colonel Sartoris
 UNDERSTAN
Learning Objectives DING
By the end of this lesson the students will be able to:
• Explain the major events in William Faulkner's
short story A Rose for Emily.
• Describe the characters in the story.
 UNDERSTAN
DING
1. What is the main idea of William Faulkners's story
A Rose for Emily?
A. To let go of the past
B. Obsession of wealth
C. To be friendly with your neighbors.
D. Fascination of life
 UNDERSTAN
2. What kind ofDING
person is Emily?
A. Enthusiastic
B. Happy go lucky
C. Quite aloof
D. Sympathetic
 UNDERSTAN
DING
3. Why did Emily keep Homer's body?
A. She doesn't want to be a part with the person she had truly loved.
B. To keep him as part of her collection.
C. She can explore the human anatomy of Homer's body.
D. Because she just wants to keep him.
 UNDERSTAN
DING
4. How can you describe Emily's father?
A. A loving and supportive father.
B. Weepy
C. Selfish and controlling
D. Devoted parent
 UNDERSTAN
DING
5. Why did the townspeople condemn the
relationship of Emily and Homer?
A. Emily is already an old maiden.
B. Difference of their social status.
C. Homer is too good for her.
D. It is against the law.
 APPLYIN
G
Learning Objectives
By the end of this lesson the students will be able to:
• Determine how the changes in Emily's life impacted
her social being.
• Apply how the situations in the story "A Rose for
Emily" relates to society.
 APPLYIN
G
1. How does A Rose for Emily represent a
larger message about changes in society?
A.Constant self-doubt.
B. The nature of authority and governance.
C.The necessity to adapt to changes brought
upon us.
D. To insure health habits.
 APPLYIN
G
2.How does Emily's poverty affect the way the
townspeople see her?
A. They believe she has fallen from her privileged social standing.
B. They believe she has become insane from being poor.
C. They believe she has no money to pay the taxes.
D. They believe she is hiding all her wealth and is pretending to be
poor.
 APPLYIN
G
3. In paragraph 6, the narrator describe Emily's living room
situation. What does this setting reveal about Miss Emily?
A. Emily has a servant and lives in a well-cared home.
B. Even though she is regarded as a high-class lady, she has
become wretch and lives in poverty.
C. Since she is from an aristocratic family, her servant has
helped her maintained her home.
D. Someone destroyed her house.
 APPLYIN
G
4. How does the following dialogue add to Emily's characterization?
"See Colonel Sartoris. I have no taxes in Jefferson."
A. It shows that she is stubborn.
B. It shows that she does not follow the law.
C. It shows that she is delusional and can't let go of the past.
D. It shows that she can't pay the taxes because she is poor.
 APPLYIN
G
5. What is the best example to show why Emily is anti-social?
A. She is an introvert
B. She was forbidden to go out.
C. Her father's death.
D. She doesn't want to interact with other people below her social
status.
 ANALYZ
ING
Learning Objectives
By the end of this lesson the students will be able to:
• Scrutinize the short story.
• Explain the corresponding text provided below.
ANALYZ
INGheld the funeral on the second day, with the town coming
1. "They
to look at Miss Emily beneath a mass of bought flowers, with the
crayon face of her father musing profoundly above the bier and the
ladies sibilant and macabre; and the very old men --some in their
brushed Confederate uniforms--on the porch and the lawn, talking
of Miss Emily as if she had been a contemporary of theirs.
What does the underlined word mean?
A. alluring
B. shockingly repellent; inspiring horror
C. appealing
D. uplifting
ANALYZ
ING
2. What is the genre of the short story A Rose for Emily?
A. Southern gothic horror
B. Drama
C. Tragedy
D. Comedy
ANALYZ
ING
3. Why did the Board of Aldermen send a deputation to
Emily's house?
a. to investigate her
b. to send her to a prison
c. to collect taxes
d. to assassinate Emily
 ANALYZ
ING
4. Identify the figurative language on the following passage.
"But garages and cotton gins had encroached and obliterated
even the august names of that neighborhood."
a. Simile
b. Personification
c. Paradox
d. Litotes
 ANALYZ
ING
5. What is the conflict in the story A Rose for Emily?
a. man vs. nature
b. man vs. technology
c. man vs. destiny or fate
d. man vs. man
 EVALUATI
NG
Learning Objectives
By the end of this lesson the students will be able to:
• Summarize how Southern Gothic is evident
throughout the story.
• Evaluate how Emily's life leads her to what
happens at the end of the story.
EVALUATI
NG
• Why did Emily chose to isolate
herself from the community?
EVALUATI
NG
2. If Emily's father only left her the house,
how are the bills, foods, and other things
are being paid for?
EVALUATI
NG
3. What do you think happened to Emily's
house after the townspeople found the
body?
EVALUATI
NG
4. Is it significant that Emilyis the last Grierson?
Why or why not?
EVALUATI
NG
5. What do you think was Emily's
mental illness that drove her from
withdrawing to society?
 CREATING
Learning Objectives
By the end of this lesson the students will be able to:
• Construct an essay expressing their
understanding of the short story.
• Formulate their own hypothesis based on the
situation given.
CREATING
1. In your own words, elaborate the
thrilling part that happens in the story.

2. Illustrate what would happen if

Homer Barron didn't die in the story?
3. How would you change the plot if you
were the author of the story?
CREATING
4.Based on your own understanding, what
does the gray hair on the pillow symbolizes?

5. In three sentences, elaborate the reason why

Miss Emily Grierson did the horrible incident
towards Homer Barron?
Thank you for
listening!