A Rose For Emily Grierson's Vocabulary Answers
Name: _________________________________________________ Date: ________________________ Period: _______________
“A Rose for Emily” by William Faulkner
Vocabulary:
1. remit – pardon
2. mote – speck
3. gilt – gold-edged
4. pallid – pale
5. hue – color/shade
6. temerity – courage
7. teeming – swarming
8. diffident – shy
9. deprecation – derogatory (belittle)
10. tableau – scene
11. cabal – secret intrigue
12. impervious – not able to pass through
13. acrid – bitter
14. thwart – to keep from happening; to stand in the way
15. august – magnificent; inspiring awe
16. cuckold – husband of an adulterous wife
Characters: Identify & describe each of the following characters.
1. Emily Grierson
2. Colonel Sartoris
3. Tobe
4. …show more content…
Homer Barron
Answer the following questions as you read the short story:
6. What is the point of view of the story?
7. What does the title of the story suggest about the townspeople’s feelings toward Miss Emily? Why do they feel this way about her? (Or: What does she represent to them?) Is there anything ironic about their feelings?
8. Describe and discuss the symbolism of Miss Emily’s …show more content…
Step 2: Initiate a discussion on perspective by considering the use of the first-person plural narrator ("we") and listing key characters other than Emily on a board. Consider what each of those characters would think about Emily. Suggestions: "The Negro," Judge Stevens, a female neighbor, a male neighbor.
Step 3: Split the class into small groups. Each group will be responsible for one of the town characters listed on the board. Group members will brainstorm about what that character would say about Emily in an epitaph. They can write their ideas down on chart paper as a cluster web. Ideas should be supported with key quotations from the text.
Step 4: After each group has completed its cluster web for the character, each group shares out its ideas to the class, with the teacher as facilitator. Students can be jotting down notes on cluster web graphic organizers for each character presented.
Step 5: To introduce the writing of the epitaph, the teacher can use one of the characters shared in class and lead a shared writing session – i.e., gather suggestions from the students and write out a model epitaph at the front of the
“A Rose for Emily” by William Faulkner
Vocabulary:
1. remit – pardon
2. mote – speck
3. gilt – gold-edged
4. pallid – pale
5. hue – color/shade
6. temerity – courage
7. teeming – swarming
8. diffident – shy
9. deprecation – derogatory (belittle)
10. tableau – scene
11. cabal – secret intrigue
12. impervious – not able to pass through
13. acrid – bitter
14. thwart – to keep from happening; to stand in the way
15. august – magnificent; inspiring awe
16. cuckold – husband of an adulterous wife
Characters: Identify & describe each of the following characters.
1. Emily Grierson
2. Colonel Sartoris
3. Tobe
4. …show more content…
Homer Barron
Answer the following questions as you read the short story:
6. What is the point of view of the story?
7. What does the title of the story suggest about the townspeople’s feelings toward Miss Emily? Why do they feel this way about her? (Or: What does she represent to them?) Is there anything ironic about their feelings?
8. Describe and discuss the symbolism of Miss Emily’s …show more content…
Step 2: Initiate a discussion on perspective by considering the use of the first-person plural narrator ("we") and listing key characters other than Emily on a board. Consider what each of those characters would think about Emily. Suggestions: "The Negro," Judge Stevens, a female neighbor, a male neighbor.
Step 3: Split the class into small groups. Each group will be responsible for one of the town characters listed on the board. Group members will brainstorm about what that character would say about Emily in an epitaph. They can write their ideas down on chart paper as a cluster web. Ideas should be supported with key quotations from the text.
Step 4: After each group has completed its cluster web for the character, each group shares out its ideas to the class, with the teacher as facilitator. Students can be jotting down notes on cluster web graphic organizers for each character presented.
Step 5: To introduce the writing of the epitaph, the teacher can use one of the characters shared in class and lead a shared writing session – i.e., gather suggestions from the students and write out a model epitaph at the front of the