Name: _________________________
“A Rose for Emily” by William Faulkner
Directions: Mark the text according to the directions in each box on the left. Read each chunk AT LEAST TWICE prior to
summarizing it and answering the questions that follow. Do not move on to the next chunk until instructed to do so.
SOME ANSWERS MAY VARY
Chunk #1: Mark the text using
an “S” for elements of setting
and highlight any uses of color.
Double underline anytime the
text refers to death*.
Summarize this chunk in 1-2 sentences.
Miss Emily has died and the story begins with a flashback on her role as a “tradition in the
town.” She refused to pay taxes, resulting in a special meeting at her home.
Question 1: List details from this section that depict post-Reconstruction Southern culture.
*anything associated with death
Cotton gins, “Negro,” “select street” (referring to social class/distinction)
Question 2: Which elements of the setting contribute to the text’s dark, somber tone?
The story begins with details concerning Miss Emily’s death and the description of the house
is one of “decay.”
Chunk #2: Underline
descriptive language. Again,
highlight uses of color. Double
underline anytime the text refers
to death*.
Summarize this chunk in 1-2 sentences.
The town committee visited Miss Emily, but she still insisted she has “no taxes in Jefferson.”
Question 3: Which colors does Faulkner include in this chunk and what might they
symbolize?
Faulkner uses black, gold, and refers to a “pallid hue.” Black may symbolize evil or secrecy;
gold may symbolize Miss Emily’s wealth or value to the town; the “pallid hue” may
symbolize death.
Chunk #3: Again, underline
descriptive (sensory) language
and highlight uses of color.
Double underline anytime the
text refers to death*.
Summarize this chunk in 1-2 sentences.
Miss Emily defeated the townspeople, but they were upset again due to the smell coming
from her home. Men spread lime to cover the smell and people felt sorry for Miss Emily, yet
didn’t think her crazy then.
Question 4: Explain which description in this chunk stands out most and why.
Answers will vary, but should in some way relate to what students have read so far, in terms
of foreshadowing or elements of Gothic literature that were discussed in the introduction to
this lesson.
Chunk #4: Mark the text with a
“C” any time the author
characterizes Miss Emily (such
as her words, actions, physical
features, and others’ opinions of
her). Double underline anytime
the text refers to death*.
Summarize this chunk in 1-2 sentences.
Miss Emily was sick, but then met Homer Barron and was seen with him, despite his northern
heritage. People said “poor Emily”; Miss Emily then bought some “arsenic” to “kill rats.”
Question 5: How does Faulkner characterize Miss Emily in this chunk? Describe her
personality and provide textual evidence for your description.
Faulkner characterizes her as a woman with “cold, haughty black eyes” who “carried her
head high enough” with “dignity” and looked at the druggist “eye for eye.” She seems
strong, independent, and stubborn about getting her way.
Name: _________________________
“A Rose for Emily” by William Faulkner
Directions: Mark the text according to the directions in each box on the left. Read each chunk AT LEAST TWICE prior to
summarizing it and answering the questions that follow. Do not move on to the next chunk until instructed to do so.
SOME ANSWERS MAY VARY
Chunk #5: Use an “M” to mark
any events or descriptions that
contribute to mystery in the
story. Double underline anytime
the text refers to death*.
Summarize this chunk in 1-2 sentences.
The townspeople wonder what she’ll do and think she’s a disgrace. Family came and
everyone thought Emily and Homer were married; Homer left and returned, but then wasn’t
seen again.
Question 6: Which events or descriptions in this chunk contribute to mystery in the story?
Answers will vary. Sample: If Homer is gay, it seems mysterious that he’d marry Emily.
It’s also mysterious that he’s never seen again after said marriage.
Group Activity: Assigned Character ________________________________
Facebook Status or Tweet: ANSWERS WILL VARY
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Chunk #6: Again, underline
descriptive (sensory) language
and highlight uses of color.
Double underline anytime the
text refers to death*.
Summarize this chunk in 1-2 sentences.
Miss Emily grew fat and gray. People saw her only when she gave china painting lessons for
six to seven years; time passed and she still never paid taxes before she died.
Question 7: Which color stands out most in this chunk and why is it significant to the plot?
Gray stands out—it seems to represent time passing and the fading of Miss Emily’s life,
especially since her death is mentioned at the end of this chunk.
Chunk #7: Underline
descriptive language.
Highlight uses of color. Double
underline anytime the text refers
to death*.
Summarize this chunk in 1-2 sentences.
The story returns to Miss Emily’s death and funeral. The townspeople went to her home two
days later, Tobe left the house, and the people discovered Homer Barron, dead in a bed that
looked to have been slept in by Miss Emily.
Question 8: Which clues in the story foreshadow this ending? Be specific and provide at
least two textual examples.
ANSWERS WILL VARY
Samples: “they did not call her crazy then”; she bought arsenic and would never say why;
Homer Barron was never seen again.