Write Beside Them: The Opportunities in a Writer’s Workshop

Write Beside ThemIn chapter 6 of Penny Kittle’s Write Beside Them, the reader gets a glimpse into how a writers’ workshop might run.  The first thing I wished was that I had a writing class all year next year on a block schedule.  I really want to go out and try everything!  Based on the schedule Kittle outlines, she has 90-classes, and she also mentions A and B schedules, so my hunch is that she’s on an alternating block schedule.  Her writing course is a one-semester course.  My own school schedule is so complicated that I’m wondering how and when I can implement some of her ideas that I really liked.  For example, I would really like to try Sustained Silent Reading.  When I was a student teacher, the high school where I did my student teaching assignment had school-wide SSR two days a week.  Everyone in the school — teachers, students, administrators, janitors, everyone — was expected to read for that twenty minutes.  Magazines were OK.

Here’s what my schedule looks like:

  • Mondays: Block 3: 7:55-8:35; Morning Program: 8:38-9:21; Block 4: 9:24-10:09; Double-Block 5: 10:12-11:45; Lunch: 11:45-12:27; Double-Block 6: 12:30-2:03; Break: 2:03-2:12; Block 7: 2:12-2:57; Block 8: 3:00-3:45.
  • Tuesdays: Block 5: 7:55-8:35; Prayers: 8:38-9:21; Block 6: 9:24-10:09; Double-Block 7: 10:12-11:45; Lunch: 11:45-12:27; Double-Block 8: 12:30-2:03; Break: 2:03-2:12; Block 1: 2:12-2:57; Block 2: 3:00-3:45.
  • Wednesdays: Faculty Meeting: 7:45-8:30; Block 1: 8:35-9:21; Block 2: 9:24-10:09; Double-Block 3: 10:12-11:45; Lunch: 11:45-12:27; Double-Block 4: 12:30-2:03; Break: 2:03-2:12; Block 5: 2:12-2:57; Block 6: 3:00-3:45.
  • Thursdays: Block 7: 7:55-8:35; Prayers: 8:38-9:21; Block 8: 9:24-10:09; Double-Block 1: 10:12-11:45; Lunch: 11:45-12:27; Double-Block 2: 12:30-2:03; Break: 2:03-2:12; Block 3: 2:12-2:57; Block 4: 3:00-3:45.
  • Fridays: Block 1: 7:55-8:35; Morning Program: 8:38-9:19; Block 2: 9:21-9:59; Block 3: 10:02-10:42; Block 4: 10:45-11:25; Lunch: 11:25-11:53; Block 5: 11:56-12:36; Block 6: 12:39-1:19; Block 7: 1:21-1:59; Block 8:  2:02-2:45.

I know what you’re thinking, and yes, it did take me a whole year to learn it.  We rotate the schedule so that each class has one double-block per week along with three regular blocks and one day off.  On Fridays, we finish up at 2:45 to allow students who travel from far away to get home in time to prepare for Shabbat in the winter.

So given that I don’t meet with my students on a schedule that’s regular, my first thought was that Fridays would be a good day for SSR, but how long can I realistically devote to it then?  I could make the day when the class has double-block another day, but again, how long?  Is 10 minutes OK?

Another thing I took away from this chapter is that I need to work on writing conferences.  I do not allow students to do enough of the talking, and they are walking away trying to fix their writing to please me so I will reward them with a good grade instead of really learning to write well.  The good news is that I can fix it, and happily, Kittle provides models on the DVD.  I wrote Listen more!  Talk less! in the margin of my book.

Finally, it occurred to me that two of the suggestions Kittle mentions — publishing writing students wish to share on a shared drive on the school’s network and creating posters for units of study — could also be done and perhaps even more effectively on a wiki, even if it was a closed wiki that only the students could use.  The added advantage would be that students could keep adding to the information and writing pieces gathered, even after they were no longer students if they wished, and they could also access the wiki at home.  Wikis would also have the advantage of being hyperlinked, so if students wanted to link to an online editorial they found interesting for further reading, they could easily do so.  Kittle has mentioned the multi-genre research paper, but so far only in passing.  I hope we get a good picture of what it looks like because based on what I’ve read, it also looks like a prime candidate for a wiki.

I’m guessing I should be getting my Teacher’s Daybook any time now.  I need to start planning, and I mean really planning.

To-Do List

I am having some trouble with my computer, so until I can get it checked out, I have to share with my husband.  We don’t have a history of being able to share very well!  We’ll see how it works out.  Unfortunately, if my hunch about the computer is right, it won’t be a cheap repair.

That said, my to-do list for tomorrow is to catch up in Write Beside Them, and when it’s my turn on the computer, I’ll try to post all my thoughts on the discussions at the wiki.

One benefit of having more restricted access to a computer is that I won’t be as distracted by the computer, so perhaps I can get more reading done.  However, if the computer can’t be fixed, I’ll need to purchase one for my IT program because there is no way we will be able to share if I have to do school work.  Ugh.

Anyway, if posting is even more spotty than it already is, well, you know why.

Accessing Austen Part 2: What the Heck is a Pelisse?

One of the reasons Jane Austen is a favorite in Hollywood, in my opinion, is the clothes. Costume drama is always much more expensive than drama that requires no period clothing or sets, but cost hasn’t discouraged adaptations of Jane Austen’s works.

It is probably important for students to remember that until the advent of the sewing machine, all clothing had to be made by hand. In Emma references are made to a clothing shop, so doubtless many items could be bought from various clothiers; however, some items were often made at home, sewn by hand. Women were expected to know how to sew, and due to expense, they needed to be very good at repairing, refurbishing, or recycling clothing. I found two excellent articles, “Understanding Jane Austen’s Society” and “Regency England: Money Makes the World Go ‘Round,” that detail exactly how expensive clothing was in Jane Austen’s day, and with some detective work¹ (because the first article is aimed at an Australian audience), I discovered some interesting details:

  • Silk stockings — 12 shillings (£20.38 or $40.24 in today’s currency!)
  • Woolen stockings — 2 shillings 6 pence (£4.25 or $8.39)
  • A white silk handkerchief² — 6 shillings (£10.19 or $20.12)
  • A pair of gloves² — 4 shillings (£6.79 or $13.41)
  • A simple white dress — 5 shillings (£8.49 or $16.77)
  • A fan — 5 shillings (£8.49 or $16.77)
  • Simple shoes 6-11 shillings (£10.19-18.68 or $20.12-36.89)
  • Walking boots 2 pounds (£67.92 or $134.12)
  • Cotton fabric — 1 shilling per yard (£1.70 or $3.36)
  • Enough cotton fabric for a dress — 6 shillings ($20.12)
  • Velveteen fabric — 2 shillings 10 pence (£4.81 or $9.50)
  • Enough silk fabric for a dress — 1 pound 6 shillings (£44.15 or $87.18)

Depending on the fabric, making a dress would be very expensive, and according to Pamela Whalan (author of the first article), purchasing a dress made by a dressmaker would be about twice as much as making one’s own. One would probably have to purchase items like hats, gloves, shoes, and stockings because they required more specialized knowledge to make. In an interesting article about silk stockings, I learned that stockings were created either by “hand knitters or those using a stocking frame. Frame knitters were the ‘professionals’ in the business and could turn out 10 pair a week. Hand knitters averaged only 6 pair of stockings per week.” The article includes an illustration of a stocking weaver using a frame to make stockings. Perhaps these statistics explain why they were so expensive.

There is no doubt that Austen refers to items of clothing with which students might not be familiar. Consider this a handy glossary for some of the clothing items to which Ms. Austen refers:

Bonnet: A cloth or straw hat tied under the chin worn by women or children (Merriam-Webster Online). See Bonnets: High Style in the Regency for different types.

Breeches: In the early Regency, breeches were pants worn at the knee (similar to Revolutionary War pictures of Washington, Franklin, and their fellows); later, the breeches became longer, eventually giving way to trousers similar to modern pants (see picture on bottom of post). Note: in England, “pants” are underwear and what Americans call “pants” are called trousers.

Chemise: Short-sleeved undergarment for women.³

Corset (also known as Stays): Female undergarments used for support and slimming purposes; unlike their future counterparts, Regency corsets were not overly constricting and were similar to modern brassieres. Worn over a chemise or shift.³

Cravat: A man’s band or scarf worn around the neck or a necktie; see picture on bottom of post (Merriam-Webster Online).

Drawers: In the late Regency period, women wore long pant-like undergarments called drawers (later on, bloomers). Drawers were cinched with a drawstring.

Dressing Gown: A kimono or robe-like garment worn over a nightgown or nightdress, usually in the morning before dressing.

Empire waist: This is the term we use to describe the high-waisted dresses and gowns worn by women during the Regency period. The waistline was sometimes as high as just under the bustline.

Full Dress: Women’s evening wear (i.e. what one might wear to a ball).³

Half Dress: Women’s afternoon wear.³

Mantle: A loose, sleeveless cloak-like garment worn as outerwear (Merriam-Webster Online).

Muslin: A sheer cotton material that became popular because it was easy to care for.

Nightshirt: Over-large shirt worn to bed by both men and women.

Parasol: Small umbrella-like shade carried by women to ward off sunlight and preserve the complexion; parasols would have been inappropriate for rain as their decoration would most likely be ruined and the materials would not have repelled water.

Pelerine: A woman’s narrow cape made of fabric or fur and usually with long ends hanging down in front (Merriam-Webster Online).

Jane Austen's pelisse

Pelisse: A dress-like overcoat that hung nearly to the hem of the skirt. The sleeves were close-fitting and long, and the collar was high. Pelisses were often trimmed with fur and lined with silk. Austen refers to pelisses in her novels Persuasion and Mansfield Park in addition to her personal letters. Left is a picture of Jane Austen’s own pelisse [via Hantsweb].

Petticoat: An underskirt worn much like a modern slip.

Reticule (also called a Ridicule): A small, handmade purse or bag, sometimes ornamented with tassels or beads. Reticules were fashioned from a variety of materials and sometimes had drawstrings. Austen mentions a reticule in her novel Emma.

Riding habit: Clothing worn for riding horses; see Riding Habits throughout History

Sarsenet (also Sarsnet or Sarcenet): A soft silk in plain or twill weaves or a garment made of such (Merriam-Webster Online). Austen mentions sarsenet in Northanger Abbey.

Shift: A slip-like undergarment that fell to the knee; sleeves were elbow-length.³

Jennifer Ehle wears a Spencer jacket in Pride and PrejudiceSpencer: A short jacket that fell to the raised waistline. Worn by both men and women, this jacket was a warmer weather jacket than the pelisse. To the right, Jennifer Ehle as Elizabeth Bennet wears a Spencer jacket in a movie adaptation of Pride and Prejudice [via The Jane Austen Centre].

Tailcoat: A man’s coat with tails similar to some types of tuxedo coats worn today. Tails on tailcoats are long and taper to a point. Tailcoats often fell to the waist in the front (see picture on bottom of post).

Train: Trailing fabric at the hem of a dress most often seen today in bridal gowns.

Undress (also known as Dishabille or Deshabille): Women’s day clothing.³

Waistcoat: A men’s vest, sometimes double-breasted, worn under the coat (see picture on bottom of post).

Walking Dress: Clothing worn for walking, also called Promenade Dress. Walking dress included a bonnet or head covering of some kind, gloves, and some type of wrap or outer garment (a pelisse or spencer, for example).³

Here is an example of typical men’s dress in the Regency period (Colin Firth as Mr. Darcy in Pride and Prejudice):

Footnotes:

  1. Tools I used to figure out cost equivalents are a currency converter set at 1810 (UK National Archives) and a Google currency converter from British pounds to American dollars.
  2. According to the article, Jane Austen herself actually paid 6 shillings for a handkerchief and 4 shillings for gloves and mentions it in letters dated from 1813.
  3. Regency Fashion” at the Jane Austen Centre.

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

Schoolgate: The London Times’ Education Blog

Sarah Ebner, reporter and blogger for The London Times’ education blog Schoolgate has bestowed a great honor on this blog, naming it one of the ten best blogs about education.  I don’t know about that, but I appreciate the accolade.  I hope British readers who happen by here do find something useful here.  I have only taught British literature for a semester, but I will be teaching two sections this year, so look for more ideas for British literature here in the coming months.

Thanks, Sarah!

A Sticky Problem: Teachers and Grammar

Laura Diamond at the AJC’s education blog Get Schooled discusses a sticky problem: teachers who use poor grammar in communication with parents.

Many of us admit we have poor grammar and horrible spelling skills. So why do so many of us get concerned when we see these same faults in teachers?

Can you respect a teacher with poor grammar? Do you worry he or she won’t be a good teacher?

OK, so I admit I make typos on occasion, and I’ve even done it on handouts or assignments.  If I catch them I correct them, but there have been times when I haven’t caught them because I didn’t proofread carefully.  However, when I send e-mails to parents, I always proofread carefully.  I am acutely aware that parents will have little faith in an English teacher who makes grammatical mistakes, and if my children had such a teacher, I would be concerned.  I suppose my answer to Laura Diamond’s question depends on how bad the mistakes are.  If I see an obvious typo in a teacher’s communication to me, I’m forgiving.  If I see embarrassing grammar mistakes that indicate the problem is not proofreading but knowledge of grammar, I do question whether or not the teacher can be effective.  Engaging students is great, but if you don’t have good communication skills, how much knowledge are you going to be able to impart?  Honestly, good communication skills apply to everyone, and all teachers ostensibly have college degrees; therefore, I don’t think it is expecting too much to insist that they be able to communicate using proper grammar.

Teachers are also our models.  When I was young, it never occurred to me that a teacher could be wrong about a fact.  If my teacher said it, I thought it must be so, and when I was presented for the first time with evidence to the contrary, I remember questioning the accuracy of that evidence!  I don’t think teachers need to be perfect, but they do need to be aware of how much stock students put into what they say and do, especially in elementary school.

Have you encountered this problem?  What’s your take?

Language Arts Toolbox

I created this presentation a couple of years ago when I was taking a Schools Attuned course. If I remember right, it was part of the course somehow. Feel free to use it if you feel it will help your students. I plan to post it to the class blog at the beginning of the school year so students can look at it at home.

Why Block?

Dawn Hogue has a great post on blocking access to Web sites.

When schools block web applications, especially the newer Web 2.0 tools, the opportunity to use and teach how to use these tools is blocked as well. What would be better than simply blocking everything would be to acknowledge that there are some risks associated with accessing information on the Internet and in creating an online presence and teach students how to be responsible Web content generators.

Amen!

I checked out her resources page and imagine it will take me some time to sift through all the great stuff.

New Handouts

I began the process of adding more handouts and other content to this site. I removed some handouts I didn’t really think would be useful.

It made me wonder about content in general. What would be helpful? If I have it, I can put it up. I have some great research paper stuff that I need to scan, but I could put it up, too. Also, I have other handouts at school. Right now, most of my handouts are either writing or American literature, but I did add one handout for British literature. More should come as I gain more experience with the subject. I taught one section of it last year for a semester, but will teach two sections all year this coming year.

I’m not taking requests, mind. If I don’t already have it or don’t have a use for it myself, I don’t see the point in creating it, especially not for free. However, if I have it made up, and it’s just a matter of uploading it or even if I don’t have it but think I can use it myself, I can upload it.

Here’s a Power Point on the twenty most common writing errors:

Update: I know that the 20th slide isn’t rendering properly, but I can’t fix it because it’s SlideShare’s problem. If you download the file, it should be correct because the transcript is correct; however, if it’s not, you can easily change it.

Tweaks and Changes

Please let me know if you have any problems navigating the Web site. I have updated my theme to a newer version and added a sitemap. Also, I changed some things around and added a new picture on the About page.

I put a Goodreads widget in the sidebar and removed my LibraryThing widget. I don’t actually use my LibraryThing profile because free users are limited to 200 books; however, Goodreads allows users to add as many books as they like. Feel free to add me as a friend if you have a Goodreads account.

I’m still having the 500 Error problem when I post. I am not sure what it is, but I’m wondering if it’s related to my theme. I have several other blogs that use some of the same plugins, and I don’t have the same issues. If anyone else is using the Cutline theme from WordPress and has noticed these problems, please let me know.

I need to get caught up on Write Beside Them so I can be a useful contributor at the wiki. Tomorrow!

Steampunk Computer

OK, this is totally unrelated to education, but my husband sent me a link he found to a steampunk computer keyboard, which is how I came to explore The Steampunk Workshop.  Here is a picture of the flat-screen monitor and keyboard created by Jake von Slatt (click for larger version):

Pretty cool looking!

Visit the site to learn how to make the keyboard and monitor.

Issues, ideas, and discussion in English Education and Technology