Edublogs Offering Domains

In wonderful news for education bloggers, Edublogs is now offering domains to its users.  If you already own a domain (or even a subdomain — for example, my classroom blog, Mrs. Huff’s English Classes is on a subdomain of huffenglish.com), you can map it to Edublogs for just $15 a year.  If you don’t own a domain, you can let Edublogs take care of that for you for just $25 a year.  In either case, it’s much cheaper than running a WordPress install on your own host.  Learn more at Edublogs, and make sure that if you have questions about having your own domain with Edublogs that you leave comments on their site or contact Edublogs, as I am not affiliated with Edublogs and might not be much help.

Last year when I did a quick run-down of various blogging services for educators, I recommened Edublogs most highly.  I’m happy to have even more reasons to recommend them now.

Site Troubles

Thanks to the wonderful Ms. Place of one of my favorite blogs, Jane Austen’s World, I discovered that a plugin (WP Super Cache) I installed was wreaking havoc on my site.  The problem is that I ignored one of Donncha’s directives — that fancy permalinks are a requirement for the plugin — so it’s my own fault; however, as I don’t really need the plugin (as far as I know, I’ve never had my site submitted to /. , Digg, or Reddit), I decided to just disable and delete.  I wasn’t able to reproduce one error reported — that permalinks and archives were redirecting to the index page — and I suspect that is because I was logged in and was not seeing a Super Cached page.  I think Ms. Place was seeing a Super Cached page that served up that error with permalinks (my fault for not listening to Donncha) because I don’t think she has commented here before, or at any rate, she has not commented regularly.  In addition, my RSS feeds were broken, or at least were not updating properly, and when I left test comments, I was unable to see the published comment. I also use some plugins that Donncha explicitly said don’t play nicely with WP Super Cache, so what I have learned is to listen to Donncha!

If you are so inclined, I would appreciate it very much if you could test to see if you are having problems with any of the permalinks or archives, RSS feeds updating in your feed reader (if you subscribe), and commenting.  Keep in mind comments are moderated based on the Spam Karma plugin.  Your karma has to reach a certain level before they post automatically — some of you all are already there.

I apologize for the inconvenience.  Also, those of you who follow me on my Feedburner feed, I am going to stop sending you my del.icio.us links now that I have an RSS feed for them in the sidebar.  I hope this won’t be an inconvenience — it is possible to subscribe to my del.icio.us feed if you find them useful.  I’m going to attempt to redirect my other feeds to my Feedburner feed — crossing my fingers that I don’t break my site.  Again.

RSS Woes Continued

I think my RSS feed is fixed now.  If you read my posts via RSS, you might want to visit the site to pick up what you missed.  I apologize for the inconvenience.

Wonky RSS

I updated twice today, and I don’t see that my feeds have updated, so I’m hoping this post will let readers who keep up with this blog through RSS know that they should come by to read about e-mail subscriptions and manners in Jane Austen’s novels.  Also, I wanted to test out my new e-mail notifier.

Subscribing

Update: You can now subscribe to receive posts via e-mail, but if you were previously subscribed, you will have to resubscribe using this new service.



Powered by FeedBlitz

I am sorry, but I am going to have to discontinue the option of subscribing to new posts via e-mail. Unfortunately, this plugin was causing 500 errors in my database, which those of you who are not technically inclined probably don’t care about.  It looks as though the plugin requires a larger sleep time between queries than my host will allow, or at least that’s my suspicion, and because it isn’t feasible for me to change hosts right now, I will have to disable the plugin, which means if you subscribed to receive e-mails whenever I write a new post, you will no longer receive those e-mails.  However, I would like to invite you to discover the joy that is RSS, if you haven’t already.  If you click on my Subscribe link at the top, you will be able to subscribe to my RSS feed via your favorite feed reader.  I suggest Google Reader, but I liked Bloglines well enough before I switched.  In addition, you can get updates via MyYahoo or iGoogle.

Once again, I apologize for the inconvenience, and thanks for reading my blog.

Accessing Austen Part 3: Manners, Manners

In reading Jane Austen, one of the things I think students might find most foreign is the very different sense of propriety.  Manners and customs were quite different from our own time as evidenced in her novels.

The first thing students might notice is that her characters tend to refer to each other as Mr. Darcy or Miss Dashwood rather than Fitzwilliam or Elinor.  Students tend to think this formality is cold and detached; however, at that time, it would have been considered inappropriate to address most people by their first names.  Exceptions could be made for married couples, siblings, and friends of the same gender.  For example, in Northanger Abbey, Catherine becomes close enough to both Isabella Thorpe and Eleanor Tilney to eventually address them by their first names, but when she first becomes acquainted with both, she refers to them as Miss Thorpe and Miss Tilney respectively.  After Mr. Knightly has asked Emma to marry him, the following amusing exchange takes place:

“‘Mr. Knightley.’–You always called me, ‘Mr. Knightley;’ and, from habit, it has not so very formal a sound.–And yet it is formal. I want you to call me something else, but I do not know what.”

“I remember once calling you ‘George,’ in one of my amiable fits, about ten years ago.  I did it because I thought it would offend you; but, as you made no objection, I never did it again.”

“And cannot you call me ‘George’ now?”

“Impossible!–I never can call you any thing but ‘Mr. Knightley.’ I will not promise even to equal the elegant terseness of Mrs. Elton, by calling you Mr. K.–But I will promise,” she added presently, laughing and blushing–“I will promise to call you once by your Christian name.  I do not say when, but perhaps you may guess where;–in the building in which N. takes M. for better, for worse.”

Emma is clearly joking with Mr. Knightley, but there is something to her assertion that she thought calling him by his first name would be offensive.  Indeed, some married couples continued to refer to each other as Mr. __ and Mrs. __.  Indeed, in the opening of Pride and Prejudice, Mrs. Bennet refers to her husband as “My dear Mr. Bennet.”

In addition to this rule for address, rules for visiting were also fairly conservative in the eyes of modern readers.  Early in Pride and Prejudice, Mrs. Bennet expresses a desire to visit Mr. Bingley, but she says to her husband, “Indeed you must go, for it will be impossible for us to visit him if you do not.”  As Mr. Bingley is a man, it would be improper for him to become acquainted with the Bennet ladies without Mr. Bennet.  Indeed, it was considered highly improper for unmarried men and women to be alone together without a chaperon, which is a rule her characters are known to fretfully break on occasion.  For instance, Catherine Morland is talked into going to Blaize Castle by Mr. Thorpe on the grounds that if she does not go, his sister Isabella will be the only woman on the trip, and think how that would look!  Catherine later frets about the appearance of riding alone with Mr. Thorpe, and even her chaperon in Bath, Mrs. Allen, frets that she should not have allowed Catherine to go.  Indeed, Marianne Dashwood visits Combe Magna — unchaperoned — with Mr. Willoughby.  Let’s not even get started on Mr. Wickham and Lydia!  However, I contend that Austen usually punishes her characters who deviate too far from social norms.  Marianne loses Mr. Willoughby to a woman who has more money, and Lydia winds up with a nasty jerk of a husband who only marries her because Mr. Darcy — Mr. Darcy! — gives him money to pay off his debts if he marries her.  Of course, Marianne winds up with an arguably better man in Col. Brandon, but poor Lydia is most likely doomed to an unhappy marriage and a whisper of scandal hanging about her for the rest of her life.

Country dances provided an opportunity for couples to meet and mingle.  If you’ve read Gone With the Wind, you may recall that Scarlett’s youngest sister, Careen, begs her parents to be allowed to go to the ball that evening after the Wilkes’ barbecue; however, because she is not yet “out” in society, she cannot go to a ball.  Presumably, girls would “come out” at marriageable age, which was perhaps a bit younger for Scarlett and her sisters than it usually was in Austen’s time.  After a girl’s “coming out,” she could go to balls and dances.  It was considered rude to decline a gentleman’s offer to dance and then agree to dance with another gentleman, and likewise, a young woman had to be careful how many times she danced with a particular gentleman or tongues would wag.  Isabella intimates that she has danced with James Morland too many times, and thus they will be gossiped about in Bath (yet she dances with him again anyway) in Northanger Abbey.

If it became known that an unmarried man and woman corresponded with each other, others would assume they were engaged.  Frank Churchill and Jane Fairfax in Emma keep their correspondence very quiet.  The only hint that Jane might be corresponding with someone comes when Mrs. Elton chides her for going to the post office in the rain.  When Elinor Dashwood finds out that Lucy Steele and Edward Ferrars are writing each other, she is sure they are engaged (which they are), and when she wonders whether or not Marianne and Mr. Willoughby are engaged, she looks for correspondence to confirm her suspicions.  Of course, it’s interesting when characters break this rule of etiquette.  Who could forget the scene in which Captain Wentworth writes his letter to Anne to set the record straight after overhearing her (Persuasion) or Mr. Darcy’s hand-delivered letter to Elizabeth?  In both cases, the gentleman was discreet about delivering the letter lest gossip ensue (and each feeling fairly certain their affection was unreturned).

Propriety was a large concern in Austen’s novels.  Characters strove to appear to be doing the correct and/or acceptable thing in society.  Those characters who didn’t — such as Marianne or Lydia — were frowned upon by others in society.  While today’s teenagers might relate to Marianne and see Elinor as detached or cold, one could argue that Elinor’s strength is that she always maintains proper decorum even in the face of being hurt by doing so; therefore, in the end, Ms. Austen rewards her heroine with the true love she thought she had lost.  Indeed, most of her characters who act with propriety come out all right in the end.

In composing this post, Notes on Random Topics from Pride and Prejudice from the Republic of Pemberley was very helpful, as was David M. Shapard’s The Annotated Pride and Prejudice.

This post is the third in a series on teaching Jane Austen’s novels.

The Teacher’s Daybook 2008-2009

My copy of Jim Burke’s handy teacher’s planner, The Teacher’s Daybook, arrived this week.  I mentioned previously that the planner had been published before July in the past, but this year was released on July 10, and I wondered why.  It turns out the planner runs from August to July for this year, and my guess would be that the change is permanent.  I would imagine the change was made because most schools start in August and it makes more sense for that to be the beginning of the year, but it leaves previous Daybook users with a month-long gap for this year.  It’s not a terribly big deal, except that I have a meeting on Tuesday, and I like to have things like that written down in my planner in the proper place.  And yes, I am a little OCD.

The weekly calendars have been revamped, and time will have to tell about whether I like it or not.  The old calenders had more space, which was good for me because I usually have four or five preps, and the large space made dividing my preps easier.  The smaller spaces will possibly still work for me.  If you are a teacher with one prep (and if you are, I hate you — not really — I’ve had one prep before and still hated my job), you should love the change.

Anyway, Jim Burke is ten kinds of awesome, and if you are an English teacher (or really, just a teacher), do yourself a favor and check out his Web site.  He is the graphic organizer king.

Grammar Girl

Grammar GirlLast night I met up with Megan to see Mignon Fogarty, aka Grammar Girl, at the Decatur Library in an event sponsored by the Georgia Center for the Book.  Unfortunately, by the time I arrived, there were no more books left, so I was unable to get a signed copy of her new book, Grammar Girl’s Quick and Dirty Tips for Better Writing.  The auditorium was packed, which prompted the question (several times) “Who knew grammar was so popular?”

If you are an English teacher and haven’t discovered Grammar Girl, you need to go check out her site and listen to some of her podcasts.  She responds to questions submitted by her listeners, and she discusses one grammatical issue per episode.  You can easily incorporate the podcast into your class — it’s usually only about five minutes long.  Fogarty announced that she will now be doing the podcast twice a week rather than once, so you can even make it a part of your class as an opening activity for two days a week.

One thing I thought was interesting was that during the Q&A, a language arts teacher started to ask a question, but someone behind her in the audience exclaimed when she made a grammatical error in her speech — using a reflexive pronoun in the subjective case.  She didn’t realize her error at first, and when she did, she was noticeably embarrassed and, I think, justifiably angry.  We all make grammatical errors when we speak.  If we had to stop and think as hard about correctness when we speak as much as we do when we write, we would never talk.  I think pointing out people’s grammar errors when they speak is just plain rude.  The woman didn’t ask her question, and there was this wave of discomfort that passed through the room.  That kind of thing is why people don’t like English teachers, for I can almost guarantee it was an English teacher who did it.  I am not saying we shouldn’t teach students to write using correct grammar, but if we make them feel scared to even open their mouths in our classrooms, how much are they going to learn from us?

Anyway, I really enjoyed Grammar Girl’s talk, but I really wish the Georgia Center for the Book had anticipated the crowd.  It really stank that they ran out of books.  For the curious — Megan let me thumb through her book, and it is basically transcripts of her podcasts.  By the way, I disagree with Grammar Girl regarding the possessive of a singular noun ending in s.  Grammar Girl likes the AP Style Guide’s recommendation that singular nouns ending s simply have an apostrophe: Kansas’ statute.  I don’t understand why the s changes the rule, and I agree with Strunk and White that it should be Kansas’s statute.  A fun activity for your students to explore regarding this issue can be found among my unit plans at the UbD Educators wiki: write a letter to Rep. Harrelson of Arkansas, who lobbied to have the official possessive of the state of Arkansas rendered Arkansas’s and tell him whether or not you think he was correct (giving him evidence based on consulting several grammar texts).

The Death of the Salesmen: A Flat World Lens for Arthur Miller’s Play

Regular readers of my blog know I am really invested in backward design (Understanding by Design or UbD).  I have several UbD units posted over at the UbD Educators wiki, but I decided maybe I should explain them a little bit more just in case you are interested in using them.

After I wrote my UbD unit for Arthur Miller’s play Death of a Salesman, I was really excited to explore it with my students.  At the time, I had either just finished or was in the midst of reading Thomas Friedman’s The World is Flat.  Friedman actually mentions Willy Loman in the book, and it occurred to me the play could appeal to my students if we looked at it through a modern lens — outsourcing, or what Friedman refers to as “the Death of the Salesmen.”  I tied one of the themes of the play — that the world has passed Willy by and gradually made him obsolete as he failed to keep up — with a very real phenomenon in our society.  Outsourcing is a huge concern in America, and over the last few decades in particular, we have also seen some jobs eliminated by technology.

My essential questions for the unit are as follows:

  • What is the American Dream? Why do some achieve it while others are cut out?
  • What is the importance of being “well liked” and popular?
  • How do we form our identities?
  • How do capitalism and modernization affect American workers?

Through exploring these question, I hoped my students would come to the following understandings:

  • The American dream is an undercurrent of American society, but is not attainable by all in our society.
  • Popularity and being well-liked do not necessarily equal success.
  • Our identities are formed in a variety of ways, including our family of origin, our career choice(s), and our hopes and dreams.
  • Capitalism and modernization are forces that have great impact on American society.

By the end of the unit, I hoped my students would be able to do the following:

  • Analyze the impact of globalization and modernization on society and compare it to the “outsourcing” of Willy Loman.
  • Synthesize information about globalization and modernization from various sources.
  • Determine what skills 21st century workers will need in order to be successful in a global economy.
  • Evaluate how globalization and modernization will impact the concept of the American Dream, how we form our identities, and how we define success or become successful.
  • Relate Death of a Salesman‘s themes and message to American life in the 21st century.

First, we read the play, all the while having discussings about how Willy could be a modern character.  The 1940’s, when the play was written, seem very far away from our students today, but I think this play is very modern in many ways, which I addressed in my essential questions.

After we read the play, we watched Karl Fisch and Scott McLeod’s video “Did You Know?” and discussed the ideas it presents:

[kml_flashembed movie="http://www.youtube.com/v/pMcfrLYDm2U" width="425" height="350" wmode="transparent" /]

We watched an episode of The Simpsons about outsourcing called “Kiss Kiss Bang Bangalore”:

[kml_flashembed movie="http://www.youtube.com/v/k9_iQim8Mtw" width="425" height="350" wmode="transparent" /]

Finally, we viewed a Discovery Times special featuring Thomas Friedman called “The Other Side of Outsourcing”:

[kml_flashembed movie="http://www.youtube.com/v/8quDb3FIUuo" width="425" height="350" wmode="transparent" /]

I have discussion questions for each of these videos, and it occurs to me I probably should have put them on my flash drive so I could upload them here.  I will update this post in the future and attach the proper documents to the bottom of the post.

We also read excerpts of The World is Flat; specifically, we read “Death of the Salesmen” (256-259) from chapter four “The Great Sorting Out” and chapter six “The Untouchables” (278-307).  Page number refer to the edition of the book I linked.  Again, there are guided study questions.

Finally we synthesized all we had seen and read in a discussion that centered around the following questions:

  1. How can outsourcing possibly produce more Willy Lomans?
  2. What do Americans need to do in the 21st century to avoid the fate of Willy Loman?
  3. What sort of shift do you think will happen in the concept of the American Dream?

Then I gave my students their job, which was to explore these questions in a handbook created for either high school graduates or college graduates (I assigned them randomly on the suggestion of our Learning Specialist) that would be a helpful guide for young people navigating our increasingly flattening world.  I asked the students to consider the following in their handbooks:

  1. What will the graduates need to do to ensure they always have a job?
  2. What will they need to do to compete in a global economy? What skills will they need?
  3. What do you recommend they do to stand out, to become “untouchable”?
  4. How is Death of a Salesman a cautionary tale in a flat world? — Draw a parallel betweeen the fate of Willy Loman and the possible fate of many other American workers today. What can readers of your handbook do to avoid his fate?

I am not going to lie and say the assignment was a blazing success.  I will say the reason it wasn’t was most likely due to the particular makeup of students I had and the fact that they were seniors who were checked out.  I do believe it would be engaging for different students.  It wasn’t a total failure either.  I do think the students enjoyed examining these questions and thinking about them.  Only about half of them really wanted to do the assignment, though.  That half did a really nice job.  Given the time of year and particular makeup of the class, I consider the unit as a whole a success, and I would definitely do it again.  What I like about the assignment is that it enables students to examine literature through a modern lens, and I think they enjoyed it more than they otherwise would have.

Here is a link to the UbD unit over at the wiki, and here is a printer-friendly link.

How I Built This Site

I received an e-mail from Ashley, but my e-mails in response are bouncing back to me, so I decided to answer her question here.

I use WordPress to power almost all of this site.  This main page, huffenglish.com, is my blog.  I use wikis for a few pages on which I discuss general teaching ideas, and I built some others (notably the webquests and scavenger hunts) using HTML, but it’s all WordPress-powered.  When I started the site, I was using Movable Type, and the main page for a short time was not this blog, but was built using a stylesheet from Movable Type.  If you mean where is it hosted, I use Bluehost.  I haven’t had the kind of major issues with them as I had with my last host, Maxipoint, but I can’t give a glowing recommendation either.  If you have questions about how I created a particular page, feel free to ask.

Issues, ideas, and discussion in English Education and Technology