[clip length—11:39]
TEACHER: You are beginning today reading today’s agenda. Copy today’s goals, and in your own words, give a definition of this week’s vocabulary words. We’re looking for kid friendly language, so it’s your own ideas of what the words are.
STUDENT: I don’t understand what multi-dimensional, whatever that is, and primary.
TEACHER: Okay. So first let’s break down multi-dimensional. Hm? What does multi mean?
STUDENT: It means, like…
TEACHER: And what other word do you know there? Dimensional.
STUDENT: Something that’s 3-D?
TEACHER: Okay. So you have an association of 3-D? Okay. And how ’bout primary? When do you know the word primary?
STUDENT: In an election.
TEACHER: Okay. In an election. What part of the— when do the primaries come?
STUDENT: When people make speech.
TEACHER: They make speeches, but primary elections come before the general election. So the primary elections are what?
STUDENT: First.
TEACHER: First. When else do you know primary?
STUDENT: Little.
TEACHER: Little? Can you give me another word for little?
STUDENT: Small.
TEACHER: Small? Another one.
STUDENT: Tiny.
TEACHER: The primary kids are what?
STUDENT: Small kids.
STUDENT: Younger.
TEACHER: They’re— they’re the—
STUDENT: Younger kids.
TEACHER: Younger.
STUDENT: They’re not the youngest.
TEACHER: Okay. Oh. [inaudible voices over each other]
TEACHER: Uh, just wait till after we’re done with Word Generation. Okay, I need your attention front in three, [rings bell] two, [rings bell] one. Luis, I’m looking for your eyes. If you do not have all of your own definitions down yet, that’s okay. Work with the class to jot down other people’s thinking about definitions. So who can raise your hand and give me, in your own words, a definition of obesity? Jose.
STUDENT: Someone that is too overweight for, uh…
STUDENT: Their age.
STUDENT: Yeah, their age or their height.
TEACHER: Okay, so I’m gonna write that down exactly. Too overweight for age and height. Thank you so much, Jose. Is there anyone who would like to agree or disagree or add to what Jose said? Destiny?
STUDENT: I agree with what Jose said, because sometimes, um, the weight limit is thirty pounds over.
TEACHER: So you wanna add, also, thank you, thirty pounds or more? Um, thank you, Destiny, also, for using a discussion prompt. I owe you a Mustang dollar. Anyone else agree, disagree or add? Luis.
STUDENT: That— that you’re not considered obese until you pass thirty pounds over the weight limit.
TEACHER: Good. So you agree with what Destiny said.
STUDENT: Yes.
TEACHER: Thank you. And Shady.
STUDENT: Um, over the average weight for your age.
TEACHER: Over average weight for your age. Thank you. And what I see, you guys, is giving me a definition of a word that is close to obesity but not exactly the same. What other word do you know that’s close to obesity but not exactly the same?
STUDENT: Obese.
TEACHER: Michaela.
STUDENT: Obese.
TEACHER: Obese. So I’m just gonna put that root word right up here, so you know that all of these definitions are connected to that word, as well. Next one. Multi-dimensional. Who can give me, in your own words, what do you think is multi-dimensional? Elio.
STUDENT: I think it’s like— like more than two ways to look at things.
TEACHER: More than…
STUDENT: More than two ways presented.
TEACHER: …two ways presented. [file jumps] What part of the word multi-dimensional makes you think more than two?
STUDENT: Multi. Multi.
TEACHER: Thank you, Elio. Multi. Luis.
STUDENT: I think multi-dimensional is when, like, you’re skinny but you think you’re fat.
STUDENT: Hm? What?
STUDENT: ’Cause multi-dimensional, like the dimensional world.
TEACHER: So wait, what are you saying is a dimension, Luis?
STUDENT: I don’t know, I think it’s— When I heard that word, something told me that it was, like, people that think about something else instead of the real thing.
TEACHER: Okay, so thinking in different ways?
STUDENT: Yeah.
TEACHER: Is there anyone who can give me an example of multi-dimensional? Destiny.
STUDENT: Like, um, like how just, like, how we’re in one world . There’s more than one world. There’s, like, seven.
TEACHER: So an example would be more than…
STUDENT: One.
TEACHER: …one world. Uh, what I like about Destiny’s example is that when you’re memorizing vocabulary words, if they’re vocabulary words for math or for science or that go through all of your classes, sometimes it’s easier for you to remember a definition than it is for you to remember— or an example than it is to remember an exact definition. Like, when you’re doing a problem on your STAR test and they use the word obesity, you’re not going to think, A person who is thirty pounds or more overweight; but you might think someone— you might just think of the word overly, and have that connected to obese in your mind, ’cause both words start with O. Can somebody please give me an example or a definition in your own words, of primary?
STUDENT: I have a question.
TEACHER: Laura.
STUDENT: Um, I think it’s the first levels. Like, for example, of the— of the— on the other side, we could just call it the primary side.
TEACHER: Good. So for example, the…
STUDENT: Primary kids.
TEACHER: …primary kids. Good. What else? Jason.
STUDENT: Like, uh, the most important.
TEACHER: Mm-hm, that is another definition of primary. Something is the most important. Anyone wanna add to what Jason and Laura said, or agree or disagree? Elio.
STUDENT: A younger version or different or younger generation.
TEACHER: Okay, so younger version or generation. And Shady.
STUDENT: I have a question.
TEACHER: Uh-huh.
STUDENT: Then I have something for primary.
TEACHER: Okay.
STUDENT: For primary, I have important.
TEACHER: Important. So I’m gonna underline Jason’s definition, important.
STUDENT: And then I have a question for the word obese and obesity.
TEACHER: Uh-huh.
STUDENT: Obese is just like a warning, is it? Or— and obesity is just like you’re too, too overweight?
TEACHER: Uh, obese and obesity are different forms of the same word. So if you are a person who is obese, then you— it’s not a warning; you are in the state of obesity. Okay? So if you are a person who is obese, then yeah, you are thirty pounds or more overweight. Obesity is when you’re talking about the state of being. So when you talk about how children have obesity, okay, the— it’s— it’s different versions of the same word. Now what do you have to add for primary?
STUDENT: Oh, I said important.
TEACHER: Oh, okay. Jason.
STUDENT: Isn’t obese like too much or something like that?
TEACHER: Yeah. Obese is too far overweight. Okay? Next one is restrict. Restrict. Vanessa.
STUDENT: Um, like, you’re not supposed to do something?
TEACHER: Yeah. I like how you gave that to me in kid language. You are not supposed to do something. Anyone else? Jose?
STUDENT: Off limits.
TEACHER: Off limits. That’s another great kid definition. If something is off limits, then it is not restrict, but it is…?
STUDENT: Uh…
STUDENT: Restricted.
STUDENT: Restricted.
TEACHER: Restricted. So I’m gonna put a different form of the word there for you to see. Off limits means that something is restricted. Vicky.
STUDENT: To obtain from.
TEACHER: To obtain from it. Help me out I don’t understand.
STUDENT: Stay away from.
TEACHER: Is that what you mean, to stay away from? Okay, thank you. You stay away from something that is restricted. Good. And Gail.
STUDENT: Keepin’— keep within limits.
TEACHER: Keep within limits. Ah, I see. I’m gonna abbreviate within limits. And finally, I have emphasize. We had a little trouble with emphasize last period. Let’s see what you guys think. If I want to emphasize something, I might say it more than one time. Vanessa.
STUDENT: Make something noticeable.
TEACHER: Make something noticeable. Thank you. Give me something else. Destiny.
STUDENT: Um, to think about?
STUDENT: To wonder?
TEACHER: To wonder?Listen to the example. If I want to emphasize something, I will repeat it more than one time. What do I mean by emphasize there?
STUDENT: Um… I don’t know.
TEACHER: Think about it and listen to what the others are saying. Uh, Lina, thank you for joining the conversation.
STUDENT: Uh, [chuckles] like if you say something and you— you wanna make sure that they notice you, you say it twice.
TEACHER: Good. So you’re— you’re rephrasing what I said. Um, so I’ll underline notice here. Laura and then Shady.
STUDENT: To make it stand out.
TEACHER: To make something stand out. Nice kid language. Shady.
STUDENT: Um, show the importance of something.
TEACHER: Show importance of something. Very nice. So if you do not have these down on paper, make sure you get them down somewhere on paper [file jumps] so that I know that you were participating. And can everyone please turn your attention to the back of the screen.
