entrenched

entrenched: firmly established and difficult or unlikely to change

Vocabulary for The Giver

Chapter 9 of The Giver 
Vocabulary:
requisitioned (page 69) = requested from a government source
excruciating: (page 70) = intensely painful
steeled (70) = strengthened, prepared
integral (70) = essential

Chapter 10 of The Giver 
Vocabulary: alcove (74) = small area set off from a room
embossed (74) = raised from the surface
transmit (77) = transfer, giver
tentatively (77) = without certainty
exhilarating (78) = exciting and refreshing

Chapter 11 of The Giver
Vocabulary: frigid (80) = intensely cold
perceived (81) = saw, was aware of
poised (81) = staying in readiness
conveyance (84) = carrying, transporting

Chapter 12 of The Giver 
Vocabulary: fretful (88) = upset
commerce (89) = buying and selling
civil (89) =having to do with legal processes
abuzz (89) = filled with/communicating about
admonition (89) = warning
flustered (91) = confused, upset
distinctive (94) = noticeable; standing out
kinks (95) = imperfections, problems
relinquished (95) = let go of, gave up



Remorse means a deep feeling of sorrow or guilt over a wrong that one has done. 
remorse:  from the prefix  "re-"  +  the word root "mordēre"  to bite

Apprehensive means "anxious or fearful about what may happen."  Jonas is feeling apprehensive about the upcoming Ceremony of Twelve.


Transgression means the breaking of a law or rule; sin.

New Word -- for me

tawpie (from Dictionary.Com)

\ TAW-pee \  , noun;

1.

A foolish or thoughtless young person.

Quotes:  

 Do ye no hear me, tawpie ? Do ye no hear what I'm tellin' ye?

-- Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde and Weir of Hermiston

You are just idle tawpies.

-- Amelia Edith Huddleston Barr, Profit and Loss

Origin:

Tawpie  comes from the Swedish word tåbe  meaning "a simpleton."

A Word in the News

This weekend we've been hearing the word "vitriol" in the news.  It's being used as perhaps a partial explanation of the tragedy in which "At least six people died and at least a dozen were injured in the Saturday morning shooting at a Tucson, Ariz., grocery store parking lot, in which the gunman specifically targeted Arizona Rep. Gabrielle Giffords, Pima County, Ariz."  (http://www.npr.org/2011/01/09/132764367/congresswoman-shot-in-arizona?ps=cprs)

 Here's the definition for "vitriol" from dictionary.com, The World English Dictionary:  (http://dictionary.reference.com/browse/vitriol)

vitriol  (ˈvɪtrɪˌɒl) -- noun
1.	another name for sulphuric acid
2.	any one of a number of sulphate salts, such as ferrous sulphate ( green vitriol ), copper sulphate ( blue vitriol ), or zinc sulphate ( white vitriol )
3.	speech, writing, etc, displaying rancour, vituperation, or bitterness

        Rancour means bitter, rankling resentment or ill will; hatred; malice

        Vituperation means verbal abuse or castigation; violent denunciation or condemnation.

                 Both of the above definitions were also found on dictionary.com.

 
It's definition number three that we're concerned with here.  In our current political climate, we've been hearing far too much of it -- hateful, disrespectful speech.  Using the same word for sulphuric acid and for rancorous speech is appropriate because both are caustic, burning, destructive things.  While sulfuric acid's caustic quality makes it useful in industry, hateful speech harms society. 

I don't know if the vitriolic speech he'd heard, articles and signs he'd read, commercials he'd heard on the radio, TV, or the Internet influenced the gunman to specifically target Representative Giffords, and to let his rancor spill over onto so many others there.

I do know that  this observation by Tucson Sheriff Clarence Dupnik is true:  "That [the hateful, bitter speech]  may be free speech, but it's not without consequences."  -- quoted in the article at  http://www.npr.org/2011/01/09/132764367/congresswoman-shot-in-arizona?ps=cprs

It may be that the words and combinations of words used in attempts to win elections became the vitriol that has splashed back painfully on our society.

See also 
http://www.npr.org/2011/01/10/132784957/shooting-fallout-political-rhetoric-takes-the-heat?sc=fb&cc=fp
This article uses the word "inflammatory" to describe vitriolic speech.

November 5/6, 2009

1. Time to find or read your November/December Book-of-the-Month.

2. Mini-lesson for your Letter to an Author. 

3. Term 2 Vocabulary:   (history of our language)  Power Point and Take Notes

History of the English Language PowerPoint 

Cloze Notes for History of the English Language PowerPoint

 

4.  Vocabulary/Spelling Assignment #1    The test will be given next time in class.
HOMEWORK: Study the assigned prefix and learn the spelling words.   The test will be given next time.
Prefix to study:   bi-  (see your suffix/prefix chart for meanings)
Words to learn for the spelling test:
1. bicycle   = two circles or wheels
2. bisect = cut into two parts 
3. binoculars = involving two eyes  (Ocular refers to the eye.)
4. bimonthly  = every two months or twice a month

Find the chart for your seventh grade prefixes and suffixes at 

Prefixes and Suffixes from the Seventh Grade Core for Term 2 (and on) Vocabulary     This is a file to upload and print.

5. Pretest  and teaching for writing complete, correct sentences.

6.  Time for Book Groups. You should hand in a response sheet by the end of the period.

Important notes:
Have you submitted your Letter to an Author (Letters About Literature)?
If you can access the Internet from home, find the targets for second term at the link below.  If you can't, ask me for a hard copy.

Here are the Targets (I-Can's) for second term.

November 3/4, 2009

November 3/4, 2009
1. Term 2 Vocabulary  Pretest  -- We are taking and correcting the pretest.  Points will be given for completion.   If you are absent, find a time during  Cave Time when you can come to take the test.

B4 received their new vocabulary charts.


2.  We will be in the computer lab to type our letters to authors as assessment for your October Book-of-the-Month.  If you have not completed and carefully revised and edited your work, you will complete it on your own at home, during Cave Time intervention, or at another time when you are able to access the Internet/ My Access.

http://www.myaccess.com

Find handouts at
http://cavemanenglish.pbworks.com/Letters-to-Authors

Find the rubric at
http://cavemanenglish.pbworks.com/Rubric-for-Letter-to-an-Author

August 25/26, 2009

Self-Starter: Students finished filling in their interview papers by talking with classmates they hadn't "interviewed" last time.

1. Students set up their composition books. Any students who don't have their composition books should get them as soon as possible. If your family can't get one, please talk with Ms. Dorsey.

2. Today's vocabulary word: "background knowledge," also called "schema" = what you already know. Both this and yesterday's word will go in the composition book under vocabulary.

3. Poem -- as another exposure to poetry, and to show the importance of background knowledge to understanding. See nearby post for "Nancy Hanks" by Rosemary Benet.

4. Everyday Editing -- Share and Celebrate.

"Serial commas help combine sentences and expand ideas by using sensory detail -- specific nouns and verbs." p. 50 of Everyday Editing by Jeff Anderson

"Lists can be a way to add specifics to our writing.'" p. 51 (sensory details)

Model sentence:
His room smelled of cooked grease, Lysol, and age. -- Maya Angelou, I Know Why the Caged Bird Sings (1969)

An IMITATION of the model sentence:
Hector's room smelled of gym socks, Hot Cheetos, and lies. -- Jeff Anderson

Ms. Dorsey's IMITATION of the model sentence:
My car smells of Armour-All vinyl cleaner, banana peels, and teenagers.

Students worked together to create an imitation, describing the interior of a car.

Then each student used this framework to create their own sentence in their composition book (first entry under "writing"):

[Place] smells of ____________, ____________, and ______________.

Students were given time to write independently, creating more description based on that sentence, or creating other "smell of. . . " sentences.

We listened to a song titled "That Smell," and smelled some room deodorizer.

Students shared and celebrated sentences.

5. Celebrating
In some of the classes, Ms. Dorsey read the book I'm in Charge of Celebrations by Byrd Baylor to the class. This book encourages celebrating, observing, and making connections.

6. Spelling -- Students should have their lists of names to spell and should be PRACTICING. It's a good idea to come up with memory helps for the more difficult names. For instance:
"If you're going to throw something in tech. ed., you'd better not aim at that man -- not at Mr. Aiman."

or, picture Mr. Thornton, dressed as a knight in armor, wielding his sword to try to cut through a ton of thorns, or just picture his classroom filled with thorns so you remember how to spell his name.
What ideas do you have to help yourself and others remember how to spell the teachers' names? Extra Credit Opportunity for those who bring original ideas to me!

7. Disclosure Document -- Students received the disclosure document. Remember to return the signatures and VIP form by September 1.

Vocabulary "Toy"

Here's a site where you can develop your vocabulary and do some good! Go to http://www.freerice.com/ and check it out! Go to "change subject" and try out the grammar section, too. I'm addicted!

August 21/22, 2008

August 21/22, 2008
These are the things we're doing today to reach our current learning targets.
Student Target 1: I will be able to correctly spell, capitalize, and punctuate (where appropriate) the names of my teachers, counselor, and administrator.

Today I’ll practice for my first spelling test teachers’, counselor’s, and administrators’ names.
Students practiced a procedure for learning how to spell words.

Student Target: I'll understand the meaning of select terms we use in English class.
Today I’ll study two vocabulary words: genre and novel. I should have two pink vocabulary sheets -- each at least partially filled out -- in my English binder.

Student Target: I'll prepare for the Utah State CORE test by mastering knowledge and skills that will help me succeed in junior high and high school.
Today I’ll honestly do my best on a pretest of 7th Grade CORE knowledge and skills.

August 19/20, 2008

August 19.20, 2008
Student Targets for today:
Today's Self-Starter:
I'll receive and get acquainted with the class disclosure document.
We spent some time filling out the VIP form.
Notice that the best way to give me your contact information in in an e-mail addressed to me at dorsc405@alpine.k12.ut.us and with the subject line "Parent of [your child's name]

2. I'll start practicing for my first spelling test: teachers', counselor's, and administrators' names. (Notice that we added the advisory teacher's name as #13.)

3. I'll receive and understand the Book-of-the-Month Club assignment.

4. I'll study two vocabulary words: fiction and nonfiction.

5. I'll interview and be interviewed by other students, and take notes to use for a written assignment.

Did you meet all of these targets today? If not, see Ms. Dorsey.