Lesson #2 Megan Fazio
4 / 7 / 11 Topic: Names
Time needed: 30 min 1st grade
Materials:
· 1 copy of The Name Jar by Yangsook Choi
· Post its
· Chart paper
· Marker
· Map of the world
· Map of Asia
· Expo marker
Prep:
· Use post-its to write down questions on specific pages to ask throughout the read aloud
· On the chart paper, make a Venn diagram. Write “The Name Jar” as the heading of one circle and “My Name is Sangoel” as the heading of the other circle.
MMSD Standards & Curriculum Connections:
Geography
Behavioral Science
· Describe how family members and friends provide for needs of love and respect.
o When students discuss the letter that Unhei’s grandmother writes her, they will be thinking about her grandmother’s love and respect for her and her name.
NCSS Standards:
· Culture
· People, Places, and Environments
· Individual Development and Identity
El. Ed. Standards & Connections:
· Standard #4: Demonstrates pedagogical knowledge in specific domains
I have demonstrated my knowledge of teaching social studies through choosing a book that is both relevant to the students that I teach and meeting the social studies standards for first grade.
· Standard #8: Employs varied assessment practices
In this lesson, students will get various opportunities to participate in our discussion and to help make our own Venn diagram. This assessment is more informal than the t-shirts that we made in the last class, and will give me the opportunity to record the students’ thinking in our discussions.
· Standard #13: Is a reflective practitioner
Upon reflecting on the previous lesson I taught, I chose a book that would complement My Name Is Sangoel, and help my students really delve into the cultural aspects behind names. In addition, I found after doing our extension activity with My Name Is Sangoel, the students responded really well making text to self connections, which they will continue to do when we read The Name Jar.
Objectives:
· Students will learn where Korea is on a map and compare it to where Sudan is. They will trace the route of Unhei’s immigration to America and compare it to Sangoel’s.
· Students will participate in our discussion before, during and after reading The Name Jar. They will be active members of our learning community.
· Students will empathize with the character of Unhei.
· Students will compare and contrast the immigrant experiences of Unhei and Sangoel. They will recognize the difference between Unhei’s experience with her name and Sangoel’s experience with his.
· Students will recognize the role of Unhei’s grandmother as someone who loves and respects Unhei for who she is, and as someone who values Unhei’s name.
Context:
In our previous lesson, we started thinking more deeply about our names and the significance that they have. Before starting our unit, we made a list of what we know about names and what we want to know about names. We read the book My Name Is Sangoel, and we learned about Sangoel’s immigration from Sudan to America, and how Sangoel is affected when people say his name wrong. We talked about how Sangoel felt, and how he overcame his sadness about the mispronunciation of his name. This helped us to think about the importance of our own names, and how we would want to show someone what our name means to us. In this lesson, we will be reading another immigrant’s experience, and comparing and contrasting it with Sangoel’s experience. Again, this lesson may take more than one day, as we will be discussing the read aloud and creating a Venn diagram to compare and contrast the two stories.
Opening:
To open this lesson, have the chart with the large Venn diagram labeled “The Name Jar” and “My Name Is Sangoel” taped to the board by the carpet. Students will be transitioning from writing to social studies, so have them first do a mini energizer, jumping and counting to one hundred and back down by tens. Have the students take a seat on the carpet next to someone who will not be a distraction to them. Tell the students that today, we will continue to explore the topic of names.
Procedure:
1. Tell students that our story today, The Name Jar, is about a girl who emigrates from Korea. Show students on a map of just Asia, where Korea has been circled with an Expo marker so that they can see where it is on the map. Take out the world map (which still has Sudan and America circled), and show students where Korea is in relation to the two other countries. Circle Korea and draw a line connecting it to America so students can visually compare the immigration of Sangoel and Unhei.
2. Tell students to be thinking throughout the story about how Unhei’s experience coming to America affects how she feels about her name. Throughout the read aloud, there are a few places to stop and ask the students to think through these questions:
· Page 7: Why do you think Unhei feels like she has to pick a new name? How do you think Unhei feels when the other students in her class are whispering about her?
· Page 9: How did Unhei get her name? Why doesn’t she think American kids will like her?
· Page 12: (this is more for technical understanding) What does Unhei mean when she says “It’s the same rain, but in a different place”?
· Page 17: When Unhei is looking in the mirror after reading her grandmother’s letter, what do you think she is thinking about?
· Page 21: (Making predictions) What name do you think Unhei will use when she introduces herself? **Think about how she felt when she read her grandmother’s letter**
· After the last page: Why do you think Joey took the name jar? Why do you think Unhei decided to keep her own name?
3. After reading through and discussing the book, direct the students attention to the Venn diagram. By now, some of them might have already made connections between Unhei’s experience with her name as an immigrant and Sangoel’s experience with his name as an immigrant. Tell students that they will be comparing and contrasting the experiences of Unhei and Sangoel. The experiences that Unhei and Sangoel have in common will go in the middle where the circles intersect. The experiences that Unhei and Sangoel have that are different will go in their own circles.
4. We will start by talking about what is the same. We will then talk about each story individually to pick out the differences. When we talk about the differences, this is a good time to bring the maps back out to remind students where Sangoel and Unhei immigrated from. For some comments, have students come up and write on the Venn diagram. Ask the students:
· What was the same (similar) about Sangoel and Unhei’s experience with their names as immigrants?
· What was different about Sangoel’s experience?
· What was different about Unhei’s experience?
Closing:
To close the lesson, tell the students to continue to think about names, or experiences that they have encountered that may be similar or different to Sangoel’s and Unhei’s experiences. Students should think about connections that they have made with the characters in the text or some of the characters’ experiences in the text, and start to think about questions they might want to ask someone about their name for the next class.
Assessment:
· When I ask the students to compare where Korea and Sudan are in relation to America, I will gauge how much they are understanding near and far.
· When students are participating in our discussion and when they are participating in the Venn diagram activity, I will assess how well they are using text to text connections to think about how the two stories we read are similar and different.
Differentiation:
· When students are sharing similarities and differences to write on our Venn diagram, I will have them write a few words or a whole phrase based on what they are comfortable writing.
· For students who are not very vocal participators, I will talk with them during turn and talks and ask if they are comfortable sharing their idea out with the class.
Cultural Relevance:
This lesson focuses on helping students to build empathy and to value the culture of their own name. After reading My Name Is Sangoel, students really empathized with the character of Sangoel and his experience as an immigrant whose name people mispronounced. In the story The Name Jar, Unhei has a similar experience, and it will further help students to think about the importance of their own name, and the importance of being respectful of other people’s names and culture.
Troubleshooting:
· This lesson requires the students to be seated for a long time. I realize that especially because this will be after writing, students may be a little antsy. If after the read aloud, students still need to move around, we will get up and do another quick energizer before we do the Venn diagram.
· If students are having a difficult time waiting while someone else is writing, I will ask them to continue to think about similarities or differences that they want to share while they are waiting for a turn to write.
Personal Teaching Goals:
1. I feel like I have not been keeping track well enough of what the students are saying. I really want to try and write down some of their comments before and after our discussion of the book.
2. If I notice that a lot of students have something to say for a question, I will be flexible and allow for a turn and talk. I want to give students lots of opportunities to share their thinking. However, at the same time, I want to make sure that during turn and talks, students are giving each other turns to share. If we need to review how to do a turn and talk, I will take the time to do that as well.
4 / 7 / 11 Topic: Names
Time needed: 30 min 1st grade
Materials:
· 1 copy of The Name Jar by Yangsook Choi
· Post its
· Chart paper
· Marker
· Map of the world
· Map of Asia
· Expo marker
Prep:
· Use post-its to write down questions on specific pages to ask throughout the read aloud
· On the chart paper, make a Venn diagram. Write “The Name Jar” as the heading of one circle and “My Name is Sangoel” as the heading of the other circle.
MMSD Standards & Curriculum Connections:
Geography
- Use maps and globes as sources of information such as larger, smaller, near, or far
Behavioral Science
- Demonstrate empathy for feelings of others
- Students will develop empathy for the main character of this story, Unhei, and compare how Unhei feels with how Sangoel feels
- Examine similarities and differences between family, community, and national traditions, customs, and celebrations
· Describe how family members and friends provide for needs of love and respect.
o When students discuss the letter that Unhei’s grandmother writes her, they will be thinking about her grandmother’s love and respect for her and her name.
NCSS Standards:
· Culture
· People, Places, and Environments
· Individual Development and Identity
El. Ed. Standards & Connections:
· Standard #4: Demonstrates pedagogical knowledge in specific domains
I have demonstrated my knowledge of teaching social studies through choosing a book that is both relevant to the students that I teach and meeting the social studies standards for first grade.
· Standard #8: Employs varied assessment practices
In this lesson, students will get various opportunities to participate in our discussion and to help make our own Venn diagram. This assessment is more informal than the t-shirts that we made in the last class, and will give me the opportunity to record the students’ thinking in our discussions.
· Standard #13: Is a reflective practitioner
Upon reflecting on the previous lesson I taught, I chose a book that would complement My Name Is Sangoel, and help my students really delve into the cultural aspects behind names. In addition, I found after doing our extension activity with My Name Is Sangoel, the students responded really well making text to self connections, which they will continue to do when we read The Name Jar.
Objectives:
· Students will learn where Korea is on a map and compare it to where Sudan is. They will trace the route of Unhei’s immigration to America and compare it to Sangoel’s.
· Students will participate in our discussion before, during and after reading The Name Jar. They will be active members of our learning community.
· Students will empathize with the character of Unhei.
· Students will compare and contrast the immigrant experiences of Unhei and Sangoel. They will recognize the difference between Unhei’s experience with her name and Sangoel’s experience with his.
· Students will recognize the role of Unhei’s grandmother as someone who loves and respects Unhei for who she is, and as someone who values Unhei’s name.
Context:
In our previous lesson, we started thinking more deeply about our names and the significance that they have. Before starting our unit, we made a list of what we know about names and what we want to know about names. We read the book My Name Is Sangoel, and we learned about Sangoel’s immigration from Sudan to America, and how Sangoel is affected when people say his name wrong. We talked about how Sangoel felt, and how he overcame his sadness about the mispronunciation of his name. This helped us to think about the importance of our own names, and how we would want to show someone what our name means to us. In this lesson, we will be reading another immigrant’s experience, and comparing and contrasting it with Sangoel’s experience. Again, this lesson may take more than one day, as we will be discussing the read aloud and creating a Venn diagram to compare and contrast the two stories.
Opening:
To open this lesson, have the chart with the large Venn diagram labeled “The Name Jar” and “My Name Is Sangoel” taped to the board by the carpet. Students will be transitioning from writing to social studies, so have them first do a mini energizer, jumping and counting to one hundred and back down by tens. Have the students take a seat on the carpet next to someone who will not be a distraction to them. Tell the students that today, we will continue to explore the topic of names.
Procedure:
1. Tell students that our story today, The Name Jar, is about a girl who emigrates from Korea. Show students on a map of just Asia, where Korea has been circled with an Expo marker so that they can see where it is on the map. Take out the world map (which still has Sudan and America circled), and show students where Korea is in relation to the two other countries. Circle Korea and draw a line connecting it to America so students can visually compare the immigration of Sangoel and Unhei.
2. Tell students to be thinking throughout the story about how Unhei’s experience coming to America affects how she feels about her name. Throughout the read aloud, there are a few places to stop and ask the students to think through these questions:
· Page 7: Why do you think Unhei feels like she has to pick a new name? How do you think Unhei feels when the other students in her class are whispering about her?
· Page 9: How did Unhei get her name? Why doesn’t she think American kids will like her?
· Page 12: (this is more for technical understanding) What does Unhei mean when she says “It’s the same rain, but in a different place”?
· Page 17: When Unhei is looking in the mirror after reading her grandmother’s letter, what do you think she is thinking about?
· Page 21: (Making predictions) What name do you think Unhei will use when she introduces herself? **Think about how she felt when she read her grandmother’s letter**
· After the last page: Why do you think Joey took the name jar? Why do you think Unhei decided to keep her own name?
3. After reading through and discussing the book, direct the students attention to the Venn diagram. By now, some of them might have already made connections between Unhei’s experience with her name as an immigrant and Sangoel’s experience with his name as an immigrant. Tell students that they will be comparing and contrasting the experiences of Unhei and Sangoel. The experiences that Unhei and Sangoel have in common will go in the middle where the circles intersect. The experiences that Unhei and Sangoel have that are different will go in their own circles.
4. We will start by talking about what is the same. We will then talk about each story individually to pick out the differences. When we talk about the differences, this is a good time to bring the maps back out to remind students where Sangoel and Unhei immigrated from. For some comments, have students come up and write on the Venn diagram. Ask the students:
· What was the same (similar) about Sangoel and Unhei’s experience with their names as immigrants?
· What was different about Sangoel’s experience?
· What was different about Unhei’s experience?
Closing:
To close the lesson, tell the students to continue to think about names, or experiences that they have encountered that may be similar or different to Sangoel’s and Unhei’s experiences. Students should think about connections that they have made with the characters in the text or some of the characters’ experiences in the text, and start to think about questions they might want to ask someone about their name for the next class.
Assessment:
· When I ask the students to compare where Korea and Sudan are in relation to America, I will gauge how much they are understanding near and far.
· When students are participating in our discussion and when they are participating in the Venn diagram activity, I will assess how well they are using text to text connections to think about how the two stories we read are similar and different.
Differentiation:
· When students are sharing similarities and differences to write on our Venn diagram, I will have them write a few words or a whole phrase based on what they are comfortable writing.
· For students who are not very vocal participators, I will talk with them during turn and talks and ask if they are comfortable sharing their idea out with the class.
Cultural Relevance:
This lesson focuses on helping students to build empathy and to value the culture of their own name. After reading My Name Is Sangoel, students really empathized with the character of Sangoel and his experience as an immigrant whose name people mispronounced. In the story The Name Jar, Unhei has a similar experience, and it will further help students to think about the importance of their own name, and the importance of being respectful of other people’s names and culture.
Troubleshooting:
· This lesson requires the students to be seated for a long time. I realize that especially because this will be after writing, students may be a little antsy. If after the read aloud, students still need to move around, we will get up and do another quick energizer before we do the Venn diagram.
· If students are having a difficult time waiting while someone else is writing, I will ask them to continue to think about similarities or differences that they want to share while they are waiting for a turn to write.
Personal Teaching Goals:
1. I feel like I have not been keeping track well enough of what the students are saying. I really want to try and write down some of their comments before and after our discussion of the book.
2. If I notice that a lot of students have something to say for a question, I will be flexible and allow for a turn and talk. I want to give students lots of opportunities to share their thinking. However, at the same time, I want to make sure that during turn and talks, students are giving each other turns to share. If we need to review how to do a turn and talk, I will take the time to do that as well.
