Our Names and Our Place in the World

About This Activity

Learning one another’s names and their correct pronunciation is an important task in the first days of the school year. The experience of introducing oneself to a new group can cause anxiety for many students, and the way in which their name is received by their peers and teacher can be a first step in creating a sense of belonging. This activity asks students to read and discuss a high school student’s essay about introducing herself to a class at a new school and provides an opportunity for collaboration and community building.

Steps for Implementation

Step 1: Reflect on the Relationship between Names and Identity

Start by having students think about the following question in their journal or with a partner in a “pair-share” format: My name is / is not a good fit for my personality because . . .

Model risk-taking by explaining to students how your name is or isn’t a good fit for your personality. Then invite volunteers to share their thoughts with the group.

Step 2: Read a Teenager’s Story about the First Day of School

Distribute the reading Names and Identity so students have their own copies. Then read Jennifer Wang’s essay out loud and ask students to listen for details or moments in the story that they can relate to or that raise a question for them. Pause at the end of each paragraph and ask them to underline places where they can relate to Jennifer’s experience or write a question mark in places where her experience raises questions for them.

Then distribute the handout Names and Identity Graphic Organizer and read the instructions out loud. Break students into groups to discuss the questions on the handout after assigning themselves the following roles: facilitator, note-taker, and summarizer. 

Debrief as a class by asking the summarizers to share one key idea from their discussion.  Then discuss the following questions:

• What could Jennifer Wang’s teacher have done to make her feel more welcome in class?
• What could other students have done to help Jennifer feel like she belonged?
• What is important to know about each other in order to work together as a classroom community this year?

Step 3: Distribute Teach the Teacher Exit Tickets

Explain to the class that you want to start getting to know them better so you don’t make some of the mistakes that Jennifer’s teacher made. Distribute the handout Teach the Teacher Exit Ticket. You can model by sharing your own responses, helping your students get to know you a bit better.