A student in conversation with a peer outside of the photograph is in the center of the photo. Another student looks at a laptop.

Activity

Our Names and Our Place in the World

Students consider what parts of our identities we choose for ourselves and what parts are chosen for us, as well as the impact our names can have on our identities.

Published: July 14, 2021

Last Updated: August 9, 2023

Activity

Language

English — US

Subject

Advisory
Civics & Citizenship
English & Language Arts
History
Social Studies

Grade

6–12

Culture & Identity
Equity & Inclusion

Overview

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.

Preparing to Teach

Before teaching this activity, please review the following information to help guide your preparation process.

Teaching Note

If you have more time to devote to this activity, you can use the full version of Jennifer Wang’s essay.

Procedure

Step 1

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

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

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 Card. You can model by sharing your own responses, helping your students get to know you a bit better.

Students read and listen to three poems about names. Consider using the following poems: “Lost in Translation” by Ruby Ibbara, “Learning My Name” by Marjan Naderi, and “Stop Looking at My Last Name Like That” by Michael Torres. Next, students choose one poem for a more substantive journal reflection that addresses the following prompt:

Choose one or two lines from the poem that resonate with you for one of the following reasons and write about them in a journal reflection that you share with your teacher:

Because of something about who I am (What in particular?)
Because it reflects human nature or how people are in the world (What human characteristics or ways of being?)
Because of how the poet expressed the idea (What did she do that makes you feel this way?)

Provide students with a range of choices for how they demonstrate their learning. They can respond in their journals or create a video journal entry using Flipgrid. They can “Sketch to Stretch” by copying their selected lines onto a piece of paper, creating a sketch that captures the meaning, and then explaining the sketch in a short written reflection.

Materials and Downloads

Get the readings and handouts used throughout this activity, available in English and Spanish, in PDF and Google Doc format.

Download the Files

Handout

Names and Identity Graphic Organizer

Handout

Teach the Teacher Exit Card

Handout

Names and Identity Graphic Organizer (en español)

Handout

Teach the Teacher Exit Card (en español)

Get Files Via Google

Handout

Names and Identity Graphic Organizer

+ Share to Google Classroom

Handout

Teach the Teacher Exit Card

+ Share to Google Classroom

Reading

Names and Identity

+ Share to Google Classroom

Handout

Names and Identity Graphic Organizer (en español)

+ Share to Google Classroom

Handout

Teach the Teacher Exit Card (en español)

+ Share to Google Classroom

Reading

What does your name say about you? Use this essay by Chinese American teenager Jennifer Wang to explore the relationship between name and identity.

A high school student writes on a piece of paper.

Audio

Rapper Ruby Ibarra reflects on her Filipino-American experience and the role of language in a spoken-word poem.

Two students look at each other in conversation. One student is also taking notes.

Handout

Students take on assigned roles to collaboratively answer questions about Jennifer Wang's essay "Orientation Day."

Handout

Use this Exit Ticket Template to give students an opportunity to tell you about themselves at the start of the school year.

Preview Image of the Teach the Teacher Exit Ticket Template.

Activity

Pronouncing Names

Students examine the importance of pronouncing names correctly through this class activity.

Activity

Frame a Special Item

Students identify an object that holds special meaning and learn about each other by sharing the stories of these special items.

Activity

Students explore the relationship between our names, identities, and the societies in which we live.

A pile of "Hello my name is" nametags and sharpie markers sit on top of a desk.

Activity

Students identify an object that holds special meaning and learn about each other by sharing the stories of these special items.

A person holding a rectangular white photo frame near a body of water.

Activity

Students analyze a poem in order to determine the qualities of a classroom community where members are seen, valued, and heard.

Activity

This mood meter activity develops students’ vocabulary for describing their feelings and their empathy muscles.

Activity

Students explore the idea of “community” in order to identify its key aspects and deeper meaning.

Activity

Students explore the factors that make up a community.

A silhouette of the Chicago City Skyline at sunrise.

Activity

Students use emojis to practice sharing what they are feeling while building empathy for their classmates.

A student looks down at their paper with a pen in hand. A smiling emoji is in the foreground.

Activity

Students engage with an intriguing image that lacks context or a title, drawing on their close viewing and analysis skills.

Assorted images of the outdoors organized in a grid on a beige wooden table.

Activity

Students practice gratitude by naming and recording three good things that have happened that day.

Two students look to the front of the classroom with smiles on their faces.

Activity

Students use poetry as a spark for reflection and discussion about what’s happening in their lives and the world.

Four students in conversation with each other in a classroom.

Activity

Students practice debate and perspective taking by taking a stand on a controversial statement.

Students move around the classroom in conversation with each other. One student looks directly into the camera with a smile on their face.

Activity

Students reflect on the day by asking them to share an appreciation, an apology, and an “aha” moment.

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Our Names and Our Place in the World