August 14-18, 2017

What is your cultural identity? Be prepared to answer this question in a synthesis essay this week.


Phrases vs. Clauses


Diction, Mood, Tone


3rd & 4th Blocks will take with the Student Learning Objectives Test in the 900 lab. All classes will have Binder Check 1:

  • Culture Vocabulary
  • Quickwrite
  • Appositive Handouts (2)
  • Ethnic Hash” & “Two Kinds” Answers
  • Annotations
  • “Feathers from a Thousand Li Away” Study Guide Questions (2nd & 3rd only)

How to write a thematic_statement.

Read “By Any Other Name” by Santha Rama Rau.


Reread “By Any Other Name” by Santha Rama Rau.



Allusions vs. Archetypes

Read “Where Worlds Collide” by Pico Iyer.


Synthesis Essay using themes discussed this week, write a synthesis essay responding to the following prompt:

“To what extent does one’s culture inform the way one views others and the world. Be sure to support your claim with evidence from texts we’ve read, viewed, or listened to this unit, as well as with personal experience and insights.”

Due next Wednesday.





August 7-11, 2017


Archetypes, The Hero’s Journey and The Plot Diagram

How can a hero/villain represent a culture?


What happens when two different cultures collide? Begin reading “Two Kinds” by Amy Tan, author of The Joy Luck Club (pdf). 2nd and 3rd blocks are required to read the entire novel. Students in 4th block may read and complete the parallel text assignments for extra credit.


Hyphens vs. Dashes

“Two Kinds” part II. and Text Dependent Questions


The Life and Times of Frida

Read an excerpt from a biography of Frida Kahlo. Examine details of the text and her art. What do they reveal about her life, her art and her cultural identity? How might she be considered heroic? Who or what was the villain in her life?



Welcome Back! July 31 – August 4, 2017

Welcome to World Literature! In this course, we will analyze cultures around the world through informational, narrative, and visual texts. Be prepared to learn about the world around you as told by your peers, by our resources, and from your own life. Keep following this blog to find necessary information for your success in this class. Feel free to email my work gmail account with questions or concerns. You are the best of the best and this year will show it!


Review Pebblebrook High School Handbook, Classroom Expectations, & Procedures.

Vocabulary: Argument, Concession, Counterclaim, Refutation, Synthesis, Allusion, Conflict, Figurative Language, Imagery, Symbol, Syntax, Theme, Culture, Race, Family, Religion, Gender, Education, Community, Government, Tradition, Relative, Ancestry

Describe Features of a Culture


Complete these reflection sentences:

My first day of school was __________ because_________________.

I think Mrs. Dennis’ class will be ________________ because ______.

I look forward to _______because ____________________________.

I’m not feeling_______________ because that’s just ____________.


“What is Cultural Identity?” by Elise Trumbull and Maria Pacheco

Text-Dependent Questions


Appositive phrases

Prepositional phrases

The Danger of a Single Story” – Chimimanda Ngozi Adichie


“Ethnic Hash” by Patricia Williams

Text-Dependent Questions



Write a letter that tells a story of bravery or cowardice that occurred in your life. What does that story say about your culture? What does it not reveal? Be sure to include appositive and prepositional phrases (at least 3 of each). Due next week.


April 24-28, 2017

AP & Honors: You should begin reading Slaughterhouse-Five by Kurt Vonnegut This is our final parallel text for this school year. I have added a second copy of the the text, including the epigraph that is split up by chapters. Here are your study guide questions.

We will be studying Surrealism and writing a surrealist graphic novel.

Need Extra Credit? Try these options, due Friday May, 5. You can find an on-line version of American Born Chinese by Gene Luen Yang here.

Vocabulary: Layout, Panel, Frame, Gutter, Bleed, Foreground, Background, Splash Page, Figures, Faces, Hands and Feet, Text, Captions, Special Effects, Speech balloons.

Friday: Binder Check


Persepolis Questions

Half a Day Questions (2nd/4th)

SH-5 Chapters 1-3 questions (Through Part Ten) (2nd/4th)

Surrealism Notes


April 10-14, 2017

FaMonday – Industrial Revolution Mercantile Gallery Walk

Tuesday/Wednesday: Vocabulary & Grammar

Vocabulary: Woodrow Wilson, Treaty of Versailles, Reparations, Vladimir Lenin, Kleptocrat, Exigent, Rejoinder, Glib, Atelier, Fatuity, Internecine, Bolsheviks, Communism, Soviet Union, Totalitarian

Perfect Tenses: Relates one past event to another past event, a past event to the present, or one future even to another future event.

Past Perfect – When two events happened in the past, past perfect tense lets you tell which event happened before the other. Use the verb had.

Example 1: When I drank the lemonade, I had jogged five miles that morning. (drank is past tense, but the jogging came before the drinking, you show the 1st event by using had).

Example2: I had had a dog, but it ran away. (First I had a dog. Later it ran away. Both events happened in the past but the “h” helping verb attaches to the event that happened first.

Present Perfect – Use present perfect to tell an even happened in the past but has continued in the present. Use the verbs has or have. Remember has is singular and have is plural.

Example: I have taught English for almost 10 years now. (I started teaching in 2008 and and I am still teaching now.)

Future Perfect – Show that two actions will happen in the future but one will happen before the other using the helping verbs will have.

Example: By the time you graduate, you will have passed four English classes. (You will graduate in the future, but before you do, you will have passed all your English classes.)

Progressive Tenses – Also called the continuous tense, the Progressive tense shows something continuously occurring at some point in time. (Adds –ing to the main verbs).

Progressive Past:  Noel was reading her book when I worked on my project.

Progressive Present:  Noel is reading the last chapter of her book.

Progressive Future: Noel will not be reading the book tomorrow.

Progressive Past Perfect: Noel had not been reading when Mrs. Dennis gave instructions.

Progressive Present Perfect: Noel has been reading novels since she was seven.

Progressive Future Perfect: Tomorrow, Noel will have been reading the new book for two days.

Emphatic TenseWith helping verbs do, does, and did, create questions, emphasize a statement, or create a negative statement using not.

Present Emphatic: I do like green eggs and ham.

Do you like green eggs and ham?

He does not like green eggs and ham?

Past Emphatic: I did read that Dr. Seuss book.

Did you read that Dr. Seuss book?

Faulty Pronoun Reference: A pronoun must clearly refer to a previous noun (antecedent). If that noun is unclear, the pronoun reference is ambiguous or vague. Here are some common mistakes:

  1. Joe told Mike that his swim class starts at noon.  Both antecedents are masculine and the pronoun is masculine. Who has the class, Joe or Mike? This reference is ambiguous.
  2. They  said it will rain on Tuesday.  Who said the weather was rainy? Forecasters? Meterologists? Mrs. Brown’s kindergarten class? There is no antecedent. The writer did not specify who, therefore the pronoun reference is vague.
  3. How do you get to East Point? You could be anyone. The writer must revise this sentence to request the direction from which to travel. 





March 13-17, 2017

“It’s not show-friends; it’s show-business!” – Jerry Maguire (1996)

This unit focuses on the Industrial Revolution.

Honors/ AP Parallel Texts: Pick one and keep in mind the experiences of immigrants in your novel.

The Jungle by Upton Sinclair  pdf   audiobook

My Antonia by Willa Cather  pdf audiobook

Anthem by Ayn Rand  pdf audiobook

Vocabulary: Urbanization, Revolution, Industrialization, Child Labor, Consumerism, Modernization, Mercantilism, Communism, Socialism, Capitalism, Menshevik, Bolshevik, Triple Alliance, Triple Entente, Famine, Treaty of Versailles, Manifesto, Archduke, Laissez Faire, Ghetto, Mass Production.


Vocabulary Lesson

Tuesday/ Thursday

Plan Unit 7 – Experience the Industrial Revolution.

Here are the unit standards. Design the lesson, and the rubric by which each student or group will be evaluated. You are a business owner/employee during the Industrial Revolution. What do you produce? For what purpose? Who is the consumer (be specific – country, time period, gender, age)?  Design the business plan for the next 2 weeks. Write the instructions for your product to be used and reproduced. Be sure that your lesson and rubric meet the standards. You get to be the teacher!  Be prepared for mishaps, unexpected situations, and required readings that will give more insight on the time period. You should walk away with an understanding of life during the Industrial Revolution.

February 27-March 3

Viva la Revolution!


What are some of the causes of past revolutions that we’ve seen in our texts?

Social? Religious? Scientific?

How would you solve these problems?


Respond to study guide questions for A Tale of Two Cities.


Read excerpts from A Tale of Two Cities and Les Miserables. Answer test prep questions.

Unit 6 Test on Monday, March 6.

Revolution Essay due Wednesday March 8.


Review for Test

Honors/AP – A Tale of Two Cities Test Wednesday, March 8.