Content Focus: Narrative Writing
Language Focus: Writing
Vocabulary Focus: Language and word choice.
Standards:
- W.7.2c – Write text in a variety of modes: Write narratives that develop real or imagined experiences or events using relevant descriptive details and well-structured event sequences that organize an event sequence logically. Engage and orient the reader by establishing a context and characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and characters.
- W.7.7 – Conduct short inquiry projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
- A.A.Cr.9.m: Make Engage in experimentation with the expressive qualities of media, tools, and techniques with refined craftsmanship.
Arts Integration: Creating names on paper to express sense of self.
Lesson Objectives:
- Learning Intentions: I am learning to research and ask questions to learn about the history of either my first, middle or last name. I am learning to use art skills to create my name.
- Success Criteria: I can use credible research sites and talk with an adult to understand the history of my name. I can write at least three paragraphs, following the Non-Negotiables, explaining the history of my name. I can use art skills to show my personality when creating my name.
Activities:
- Day 1:
– Connect Amplify Unit Text, Red Scarf Girl, to this project by reminding students of how Ji-li felt about her name throughout the story.
– Students write any name they wish they had on a sticky note. They then place it in a jar.
– Read the story “The Name Jar” by Yansook Choi.
– Stop at several points in the story to predict, make connections, infer, and ask questions.
– Send students home with info sheet. Students should ask families to help answer the questions. Sending a reminder email home to families may also help. - Day 2:
– Students research and write down information about their names in a graphic organizer.
– Make it very clear that while names all have meanings, your family may not have chosen your name for that reason. They might not know the meaning, and you can choose to look it up with your family if you wish. I also focus a lot on nicknames and your own feelings about your name. While I’ve never taught a student in foster care, or one who was adopted, I do think it’s important to mention that this could be a touchy task in those situations, so be sure to know your students first, and modify as needed. - Day 3:
– Students use the homework task (info sheet), and the things written down from the previous day (graphic organizer), to write “The Story of their Name”.
– Final Expectations:
1st paragraph: Intro
2nd Paragraph: Who/Why/Stories
3rd Paragraph: Do you like it or not?/Conclusion - Days 4-7:
– Click through the slides to look at examples of how you can express yourself through your name.
– Once you choose one, click through the links provided on the slide to learn about what the art form is, how to do it, and to look at examples of popular artists.
– Create your name.
Engagement/Introduction:
- Connect Amplify Unit Text, Red Scarf Girl, to this project by reminding students of how Ji-li felt about her name throughout the story.
- Students write any name they wish they had on a sticky note. They then place it in a jar.
- Read the story “The Name Jar” by Yansook Choi.
- Stop at several points in the story to predict, make connections, infer, and ask questions.
Assessment Procedure:
- Use a research rubric of your choice to assess their graphic organizer.
- Use a writing rubric of your choice to assess their narrative.
- Use an art or productivity rubric to assess their name art.
Materials:
- Paper
- Coloring supplies (crayons, markers, colored pencils, pastels, watercolors, etc.)
- Pencils
- Other extras (fake flowers, sequins, glitter glue, stickers, gems, scrapbook paper, glue, etc.)
Supporting Documents:
Contact: Leah Rubsam (rubsamleah@aasd.k12.wi.us)
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