The purpose of this lesson is to build on students’ understanding of how to synthesize theme in a fictional story and a poem. Students should discover that all genres share some similarities in how to communicate theme.

• To assess students’ understanding of the concepts, the beginning poem activity should be completed together as a review. [IS.16 - Struggling Learners and ELL Students]
• Through class discussion, take note of students who display confusion or uncertainty.
• While the main activity is conducted, circulate to offer assistance or rewording of the study guide questions to groups as needed. [IS.17 - All Students]
• The questions may be assigned in flexible grouping based upon student needs or assigned as an individual assessment.

Focus Question: How would an author communicate a theme in a short story versus a poem?

Part 1

Ask students to read “Heart! We will forget him!” by Emily Dickenson and discuss the meaning with a partner. [IS.11 - Struggling Learners] After students discuss the poem in pairs, proceed to a whole class discussion. Ask, “What does the poem mean?”

For classes that need more support, ask additional questions: [IS.12 - Struggling Learners]

• “What is the ‘warmth’ that ‘he’ might have given?” (love)
• “What does light signify?” “How might ‘he’ have brought ‘light’?” (company instead of loneliness and darkness)
• “What would you identify as proof that the poem is about love and loss?” (stanza one deals with coping with loss; stanza two deals with that the speaker still loves)

Part 2

Ask students to read “A Rose for Emily” by William Faulkner. Either alone or in partners, have students answer the Miss Emily Evidence and Technique Labeling handout (L-L-1-2_Miss Emily Evidence and Technique Labeling and KEY.doc) [IS.13 - Struggling Learners] and consider how the author’s techniques relate or weave in the theme of love and loss.

The following discussion questions may build additional comprehension: [IS.14 - Struggling Learners]

1.      “What do roses usually signify?” (romantic overture) “What does the title imply?” (a positive romantic event happens for Emily)

2.      “Judge Stevens refuses to accuse Miss Emily of ‘smelling bad’. How is this behavior and manner different than today?” (Southern hospitality of the 1800s was based on manners. Today, money collection overrides people’s sensitivities.)

3.      “Why was Miss Emily single at the time of her father’s death?” (Father used a whip to drive off suitors.) “What might cause a father to act so controlling?” (Despair after his wife died and fear of abandonment by daughter.)

4.      “In Section III, the townsperson narrator remembers seeing Miss Emily and a Yankee construction worker named Homer begin taking Sunday afternoon buggy rides together. What did this imply about their relationship?” (that they were courting) “Did the townspeople approve of the match? Why or why not?” (No, because Homer was a Yankee and also not from the noble class like Miss Emily.) “Is class still an issue in relationships today?”

5.      “When Miss Emily bought arsenic at the druggist, what did the townspeople assume?” (suicide) “What does this imply about what they thought her emotional state was despite her buggy rides?” (presumed she wouldn’t marry Homer and was morose about being alone)

6.      “What evidence from the pillowcase explains how Miss Emily handled her love and loss and loneliness?” (A long gray hair was on the pillow next to the dead body indicating she didn’t let Homer go.)

Discuss the answers as a class and lead students to synthesize understandings: [IS.15 - Struggling Learners and ELL Students]

“How was theme suggested in the story in ways different from the Dickenson poem at the beginning of class?” (characterization versus poet declares)

“Could some of the same techniques used in the story be used in a poem?” (yes–narrative or ballad)

Extension:

• Students who are ready for independent analysis of theme may read another gothic story and identify examples of how theme is developed.
• For students who need additional practice identifying how the theme is slowly woven in, provide a copy of a story on which to label types of characterization techniques and highlight them. Also, given a new excerpt from a simpler text, ask students to identify underlying themes for whatever type of narration or characterization technique is used.