Implementation Plan
11th Grade
Theme: The American Dream—Modern America
Selection: “A Rose For Emily” by William Faulkner
Overarching Essential Goals:
__X__ Goal I: Describe, interpret, and evaluate classical and contemporary fictional texts of
many cultures in order to construct meaning, extend understanding and demonstrate
appreciation. (1.2)
__X__ Goal II: Interpret and evaluate informational text in order to construct meaning. (2.2, 2.4)
__X__ Goal III: Produce written texts in a variety of modes appropriate to audience, purpose,
and tasks. (3.5)
____ Goal IV: Employ research skills.
__X_ Goal V: Communicate effectively in creative and critical formats using various media. (5.2,
5.4)
Unit Theme Introduction: “A Rose For Emily” by William Faulkner
Through reading “A Rose For Emily” by William Faulkner the student is able to
understand the artistry of the Southern Gothic tale.
Learner Outcomes:
Differentiated Instructional
Activities/ Strategies:
1.2—Apply before, during and after
strategies to facilitate comprehension.
Preview literary elements used in story.
Preview new vocabulary.
Show Video Connections ‘American Gothic’
and discuss.
Complete teacher-created reading of historical
background of the story’s setting (the American
South from the Civil War to the mid 1900’s) and
respond to teacher-created CAPT–like questions
relating to the reading.
Read and discuss Author’s Background in Holt
Text.
Focus on setting in The Holt Reading Solutions.
Complete setting web.
Vocabulary: identify, review, expand with
activities such as crossword puzzles, word
searches, cloze, and Holt Reader and Text.
Reader response log questions incorporating
Holt Reader side bar reading strategy questions.
(See resources.)
Read adapted version The Holt Reading
Solutions. (See Resources.)
Students will answer and discuss
Response and Analysis questions.
Examine notion of change and Miss Emily’s
reactions to it by listing differences between
older and younger generation, examples of
decay in Miss Emily’s house or by placing
characters into three generations.
2.2—Apply appropriate before, during,
and after reading strategies to facilitate
comprehension setting purpose for reading.
Read More About the Writer and employ
two columned note taking to trace cultural
changes in the South.
2.4—Identify and discuss stereotypes
and bias.
Teacher generated graphic organizer to catalog
examples stereotyping and bias reflective of the
historical period and region.
3.5—Compose, revise, and edit with
increasing proficiency works suitable
for publication and/ or presentation.
Write a character analysis of Miss Emily: Miss
Emily Up Close. (See Resources and Rubric.)
5.2—Listen critically to and respect the
ideas of others.
Conduct a debate or mock trial to determine
Miss Emily’s guilt or innocence. (Teacher
Generated Rubric.)
5.4—Communicate with others to create
interpretations and evaluations of oral,
written, and visual texts.
Prepare and present opening or closing
statements for either prosecution or defense
of Miss Emily in mock trial activity. (Teacher
Generated Rubric.)
Resources:
Holt Elements of Literature Fifth Course-annotated Teacher’s Edition pages 643-656.
The Holt Reader Fifth Course pages 217-232.
The Holt Adapted Reader pages 160-165.
Vocabulary in The Holt Adapted Reader pages 167.
Setting charts in The Holt Adapted Reader pages 166.
Teach Unfamiliar Phrases in The Holt Reading Solutions page 156.
Setting web—Focus on Setting on pages 156 and 157.
The Holt Text Literary Focus page 645.
The Holt Text More About The Writer pages 643-644.
The Holt Text Reading Skills page 645.
Vocabulary Development in The Holt Text on page 645 and 656.
The Holt Reading Solutions on pages 272-277.
The Holt Text Response and Analysis Questions on 655.
CD ROM text audio-recording.
CD ROM text selection summary in Spanish.
The Holt Text pages 656, 655 to 656.
Vocabulary: The Holt Text page 645 and 656.
Vocabulary: Holt Reading Solutions pages 160 and 161.
Vocabulary Development in the Vocabulary Workbook on page 35 and 36.
Author Background: (William Faulkner) The Holt Text page 643.
Reader Response Log—side bar questions in The Holt Reader Fifth Course pages 218230.
The Holt Reader Fifth Course Skills Practice—Making Inferences About Character on
page 231.
The Holt Adapted Reader William Faulkner’s “Noble Prize Acceptance Speech” on
pages 168-171.
Teacher generated rubric for mock trial activity.
Extension Activities:
Hometown Horror: Fiction short story assignment.
Recommended Reading of additional Faulkner novel such as As I Lay Dying or Light In
August.
See William Faulkner’s “Noble Prize Acceptance Speech” on page 654.
Kinesthetic Activity: Student group creates a tableau from story and classmates identify
which characters they are portraying.
Informal Assessments:
Reader Response Log—side bar questions in The Holt Reader Fifth Course pages 218230.
Participation in small and large group discussion.
Formal Assessments:
Response and Analysis Questions on page 655.
The Holt Reader Fifth Course Skills Practice—Making Inferences about Character on
page 231.
Vocabulary and Comprehension in Holt Reading Solutions page 158, 160 and 161.
Vocabulary: The Holt Text page 645-656.
Vocabulary: Holt Reading Solutions pages 160 and 161.
Vocabulary Development in the Vocabulary Workbook on page 35 and 36.