The Name Story Lesson 2015

1.
LESSON TITLE: The Name Story Lesson

2. CURRICULUM AREA & GRADE: Community building for any class
3. DATE: First Week of School/40 minutes
4. RESOURCES: The Name Jar by Yangsook Choi, The Name Jar ppt, computer & project,
white board & pen to write out Think-Pair-Share & Name Story Prompts
CENTRAL FOCUS OF LESSON
5. CA CONTENT STANDARD
This lesson is not aligned with a standard. Not every lesson needs to be aligned with a
standard, because some lessons are prerequisites for other lessons. This lessons helps
set a foundation to develop a sense of community and help students learn each others
names.
6. CA ELD STANDARD
This lesson allows students to LISTEN to their peers name stories, SPEAK their own
name story, WRITE their name story and READ their peers name stories. This lesson has
Language Development strategically built into the lesson. The CONTENT for this lesson
are the students name stories. The PROCESS of writing the name story and then sharing
the name stories provides built in supports for English learners to process their name
story before sharing it with others. The PRODUCT of the learning each students name will
help each student feel connected and set a foundation for building a community.
7. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: Learning each others names is
critical for building community.
8. ESSENTIAL QUESTIONS:
a. How can you build community with the people in your class?
b. Why is remembering names important for building a community?
c. How can you remember your peers names and their name stories?
EVIDENCE OF LEARNING
9. OBJECTIVE/LEARNING GOAL: After listening to teammate name stories, students will be
able to recall each teammates name.
10. ASSESSMENT: Students will have to say each teammates name correctly out loud.
INSTRUCTIONAL AND LEARNING TASK
11. INSTRUCTIONAL TASKS
Into Anticipatory Set (3 minutes)
1. Read the Name Jar by Yangsook Choi:
a. the actual picture book;
b. an abbreviated story on a shared google ppt at
; or
2 paragraphs below from an article about how to use the
book to build community in a classroom.
https://docs.google.com/file/d/0B5qgdWNJfUFiLVlUMWtpNXJ4WTg/edit?usp=sharing
c.
As the story begins, Unhei is on the school bus. Almost immediately, the other
children begin teasing her because of her difficult-to-pronounce and unusually
spelled name. Nervous about how her new classmates will treat her, Unhei
introduces herself by telling them that she does not have a name yet, but she will
choose one by the following Monday. Although a bit confused, the students eagerly
offer to help by listing names and collecting them in a glass jarthe name jar.
12. LEARNING TASKS

Into Anticipatory Set
(3 minutes)
1. Students listen to story.
Through Guided
Practice
(5 minutes)
2. Students do a ThinkPair-Share:
How do you think Unhei
felt as a new student?
When have you felt like
this?
Unhei is hopeful that finally she will have an American name, one that kids will be
able to say and spell, one that will make her more like everyone else.
As the story unfolds, Unhei learns the significance of her name from her mother
and the friendly Korean grocer in her neighborhood. Her name, which means
graceful in Korean, was chosen for her by a name master sought out by her
mother and grandmother. The grocer says that the name Unhei perfectly describes
who she is: a young, graceful, and polite girl. Unhei realizes that her name is too
special to give up. On Monday morning, she proudly introduces herself as Unhei.
She writes her name in English and in Korean on the board as she confidently
teaches her class how to pronounce it. She is not a Daisy, Madison, Amanda, or
Laura. She is Unhei.
Retrieved from Xiong, K. (2001). Good Stuff: Whats in a Name? Rethinking Schools, 25(4).
http://www.rethinkingschools.org/restrict.asp?path=archive/25_04/25_04_xiong.shtml
Through Guided Practice (5 minutes)

2. Teacher instructs students to do a Think-Pair-Share:
How do you think Unhei felt as a new student?
When have you felt like this?
3. Teacher asks students to share out some of their answers.
And the Teacher emphasizes how important names are for our
identity and for getting to know each other.
3. Students share their

responses.
Through Independent
Practice
(30 minutes)
4. Students write a blog
post on My Name.
5. Student form small
groups.
6. Students share their
stories.
7. Students self-assess
their knowledge of their
teammate names.
Closure & Beyond
(2 minutes)
8. Students read peers
name stories in other
groups in preparation
for an in class name
game.
Through Independent Practice (30 minutes)

4. Teacher instructs students to post an entry on their blog,
called, My Name. Students are instructed to write a story
about their name. Teacher provides some ideas to choose
from:
a. Share how your name was chosen.
b. Share a story about your first or last name.
c.
Share a story about your nickname.
d. Share a story about how your name was misunderstood.

e. Share if you could change your name what would it be &
why.
5. Teacher instructs students to form small groups.
6. Teacher instructs students to share their story with their small
group.
7. Teacher instructs students to self-assess their knowledge of
the names of every one in their group.
Closure & Beyond (2 minutes)
8. Teacher provides some closure to the activity by restating how
important names are for building community. And instructs
students to read their peers name stories from the other
groups before the next class in preparation for a name game.
Lesson was adapted from The Name Jar Article retrieved from Xiong, K. (2001). Good Stuff:
Whats in a Name? Rethinking Schools, 25(4).
http http://www.rethinkingschools.org/restrict.asp?path=archive/25_04/25_04_xiong.shtml

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1.

LESSON TITLE: The Name Story Lesson

12. LEARNING TASKS

Through Guided Practice (5 minutes)

3. Students share their

Through Independent Practice (30 minutes)

Share a story about your nickname.

d. Share a story about how your name was misunderstood.

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