Lesson Plans for WHAT'S IN A NAME level S

Before Reading

Building Background
Help children to build some knowledge about the origins of names before introducing the book. For example, you might begin by asking children if they know what the term given name means. Say: Each of us has been given a name by our parents. That name is called our given name. Your first name is your given name. Then say: Your last name is your family name, like Spence. Then say: Many of you have middle names that your parents chose for you. Ask children to volunteer their middle names.
Write an example on the chalkboard or chart paper:
Sara Jane Spence
Sara = given name
Jane = middle name
Spence = family name

Explain to children that each of their names has a history that dates back hundreds
of years. Say: Your ancestors or the members of your family who lived a long time ago, before your grandparents, were responsible for your name. Write the word ancestors on the chalkboard. Explain to children that in the book What’s in a Name they are going to learn about the history of names. You might choose to write the names — first, middle, last — of all the children in the group onto chart paper so they can see their names as you read and discuss the contents of the book.

Introducing the Book
Direct children’s attention to the cover of the book. Note the title and the names of the author and illustrator. Ask: What information does the cover give you about the book? Say: Can you tell what this book is going to be about? Turn to the title page. Explain that the title and the author and illustrator names also appear on this page. Ask: What additional information does the title page give you? Say: Do you think the story is going to be about boys and girls? Point to each child on the page and read the name under each picture.

Book Walk
Have children follow along in the book as you introduce and acquaint them with important features:
  • Table of Contents
  • Section headings: pages 5, 8, 17, 20, 21
  • Lists of names: pages 7, 19
  • Charts: pages 13–17, 20
  • Bullet points: page 12
  • Thought balloons, page 21
  • Photos and illustrations
  • Bold-face names
  • Index

Pause on unfamiliar vocabulary or vocabulary that may present a challenge— for example, names of a foreign origin that are difficult to pronounce. Write the Targeted Vocabulary words on the chalkboard or chart paper. When you come to each of these words in the text, be certain children understand what they mean before proceeding. When you come to a foreign name like Figueroa, pronounce the name carefully and ask children to repeat the name. Write any name(s) or words on the chalkboard or chart paper, read them aloud, and ask children to repeat what you said.

Reading Strategies
Introduce children to strategies they will find helpful while reading and comprehending this informational text. Because there is such a variety of patterns in the text, explain to children that it will be important to use a Strategy Log or Bookmark as they read. Have them look carefully for information that will help them make connections to the text. For example, if their name is John or their last name is Macdonald, or if they know someone with those names (or other names studied in the book), they will learn the history of those names from reading the text. Have them write down important information on their Bookmark to help them remember important details. Asking questions of themselves or someone in their group will help children to better understand and retain the information they are reading. Encourage children to think of people they know who may have one of the names in the book. The closer children can connect to the text, the less difficult it will be to read and understand.


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