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Sofia Hibbs, 8th Grade English |
Topic of the Week
Who is responsible for children's health? Target Words |
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[clip length—7:20] TEACHER: We’re on week eight in our Word Generation notebooks. And the majority of us, CJ, we’ve already gone through and taken a look at and highlighted words that we don’t know. Okay? And again, that includes our vocabulary words for the week, or it may include other words that you haven’t heard before. Let’s make a list. Okay, unfamiliar vocabulary. Rayna? STUDENT: Multidimensional. TEACHER: Multidimensional. What do we know about the word multi? STUDENT: [inaudible] TEACHER: I’m sorry, I’m gonna wait till I have everybody’s attention up front. If your back is to me, it’s time to turn around in your seat so you can see what’s goin’ on. Thank you very much. Okay. So, what do we know about the word multi, CJ? STUDENT: Like, you multi— like, basically, like, adding? Like, twice as many. TEACHER: Okay, so you’re thinking of the word multiply, which means to make more. Okay. What do you think, Sam? STUDENT: Um, like, different or doing things more than once. TEACHER: Doing things more than once, okay. Etefania. STUDENT: Um, many. TEACHER: Many. STUDENT: [inaudible] the one thing at a time. TEACHER: More than one thing at a time. Alright, you guys, nice. So multi we know is more than one, at least, and then we have the word dimensional. What word is in that word? STUDENTS: Dimension. TEACHER: Dimension. What do we know about dimension? What kinda word is that? Is that a science word? Is it a— STUDENT: Yeah. TEACHER: Is it? STUDENT: Science word. TEACHER: Is it? What? STUDENT: I think it’s a science word. TEACHER: You think it’s a science word? Could be. Could also be a math word. Dimension. What do we know about that word? STUDENT: It’s like, I seen in movies, when they talk about dimension. TEACHER: They talk about the third di— or the fourth dimension… STUDENT: Yeah. TEACHER: …or another— Yeah. Okay. Does anybody else have an idea about dimension? STUDENT: It’s kinda like three-D. TEACHER: Three-dimensional, uh-huh. Uh-huh. We live in three dimensions, right? STUDENT: Yeah. TEACHER: On paper, what is it usually? STUDENT: Two. TEACHER: Good. Two dimensions. Okay? So dimensions is— has to do with space, it has to do with area. So we’re gonna continue to take a look at this word as we work this week. What other words did you guys come up with? What other words did you highlight? Sam. STUDENT: Uh, empathize. TEACHER: Empathize. Empathize. Am I spelling it right? E-M-P-A-T-H-I— STUDENT: No. STUDENT: E-M-P-H-A-S-I-Z-E. TEACHER: Okay, let’s try it again. M… STUDENT: P-H. M-P-H… TEACHER: Thank you. STUDENT: …A-S-I-Z-E. TEACHER: Okay, so we’re looking at two different words we started to write here. Empathize and emphasize. Oh, okay. So the word that we’re talking about emphasize. Anybody wanna take a stab at emphasize? Is that a word that you’re familiar with. Okay, Eric, what do you think? STUDENT: Size. TEACHER: Okay, we see the word size in here, good. Anybody else? Emphasize. STUDENT: Size. TEACHER: Mm-hm, Juan? STUDENT: I think it means, like, bigger. TEACHER: Bigger? Okay. STUDENT: Sorta like make something clear? TEACHER: To make something clear. Nice. To make something clear. Sometimes it means to make it bigger. If I wanted to emphasize a word in a letter that I was writing, I might make it bigger, Juan, to make it clear, or to make sure that somebody knows that that’s an important word. Good, you guys. Alright, what else? Oh, I’m sorry, go ahead. STUDENT: Or like in a sentence, you underline something. TEACHER: You might underline a word. STUDENT: That are important. TEACHER: That are important. Okay, so emphasize is you wanna emphasize something that’s important. Okay, good. More, let’s add more. What else did you guys highlight? Come on. Juan. STUDENT: Primary. TEACHER: Primary. Okay. I think it’s safe to say that this is a word we hear quite often, yes? TEACHER: Where do we hear it the most at our school? TEACHER: Les. STUDENT: At the little kids side. TEACHER: On the little kids side. We call it the—? STUDENTS: Primary. TEACHER: Primary side. And why is that? STUDENT: There’s little kids over there. TEACHER: Raise your hand. What do you think? Juan, thank you for raising your hand. STUDENT: Like little, like smaller. TEACHER: Small or little, okay. What else do we know about primary? If I say it’s the primary grades over there, primary grades being kindergarten through fifth or sixth grade—fifth grade, basically, what does that mean? STUDENT: Like, the lower grades. TEACHER: Lower. Okay. Okay, it can also be the first. Okay, the first grades that people go through. The beginning, maybe. Alright, what other words do we have up here? We’ve got multidimensional, emphasize, primary. What else? BJ? STUDENT: Restrict. TEACHER: Restrict. I don’t know about you guys, but when I was your age, that was a word I heard a lot. But there was something added onto the end. What was it, Eric? STUDENT: Strict. TEACHER: Okay, there’s the word strict. Actually, you’re right. That wasn’t what I was thinking of, but you’re right. Strict. Okay? STUDENT: Restricted. TEACHER: Restricted. I can’t go out this weekend; I’m on—? STUDENT: Restriction. TEACHER: Restriction. Restriction. Okay. So guesses at the word restrict. Punishment. Okay, some people say, “I’m on punishment.” STUDENT: Grounded. TEACHER: Grounded, okay. To restrict something means to—? STUDENT: Take away. TEACHER: Take away, maybe. STUDENT: Can’t have it or— TEACHER: Huh? STUDENT: You can’t have it. TEACHER: You can’t have it. Okay. STUDENT: Boundary. TEACHER: Ooh, a boundary. I like that. Boundary. Okay, let’s add at least another couple words here, and then we’re gonna move forward. What else did you guys highlight in there? [inaudible voices] Let’s see if I can get Les in. STUDENT: Obese. TEACHER: Obese. Okay. Anybody have any familiarity with that word? Anybody recognize that word or heard it before? Go ahead. STUDENT: Like, you’re big, like you’re obesity. TEACHER: Obesity, okay. Obesity. It has to do with being big, it has to do with weight, as we read. Being overweight. Okay. I heard somewhere—and I don’t know if this is absolutely correct; I’d check with a doctor before you quote me—but I heard that thirty pounds or more overweight is what they consider obese. So obese is not just a little bit overweight or a little bit chubby, it’s bigger, right? Okay? Anybody else? STUDENT: I see bese. TEACHER: You see bese? Anybody else have a word that they highlighted they wanna share?
- Together, class makes the following list of unfamiliar words and discusses.
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