A Rose for Emily Part II

Because "A Rose for Emily" can be extremely difficult to understand, I reinforce the elements of plot by watching the video and examining how each version plays with the story's chronological order.  My experience has been that students get confused by the story because it is not told in chronological order. Accordingly, the story reinforces the idea that not all works of literature are told in chronological order.  It will take some close reading and analysis to piece the work together in order to evaluate the manner in which Emily is depicted.  Students will consider whether Emily is a predator or a victim of circumstances.  Of course, the answer to this question may be a little of both.  If we examine her relationship with her father, Emily is lost and lonely when he dies.  He has been such a dominant force in her life, she has difficulties living independently and her father is the reason she has not entertained a romantic relationship.  Perhaps, it is this reason that she becomes easy prey for Homer Baron, her love interest.  However, as the story progresses, Emily is able to turn the table and Homer becomes her prey. 

To faciliate an understanding of the story, we work on a graphic organizer in which students perform a close reading and plot out the chronological order of the story.  They will also answer questions pertaining to indirect and direct characterization.  They may use this graphic organizer to prepare for a quiz the next day.

I have students watch the video version with Angelica Huston to get a better grip on the events in the story.  Additionally, the video gives students a look at a director's interpretation of the Faulkner story.  I use the opportunity to generate a discussion as to how the director uses the plot order to tell his version of the story.  Students should notice that there are subtle hints that the video version is telling the story out of order; however, it pretty much stays true to a traditional plot order. 

Additionally, the narrative in the short story has Roman Numerals to indicate when a section has started.  I ask students to indicate why they think Faulkner tells the story out of order?  What effect was he looking to achieve?

Hopefully, based on a greater understanding of the story achieved through this lesson, students will be able to go home and reflect on a deeper level Emily's predicament.  Accordingly, students for homework will write a reflection discussing whether Emily is a victim or a predator.  Students will consider Emily's relationship with her father and the social expectations of the Old South thrust upon her by family members and townspeople.  Students will use information/text from both versions to support their ideas.  They will also consider whether both works view her in the same way or is one interpretation more sympathetic than the other.