Lesson Plans for WHAT'S IN A NAME level S

During Reading

Student Reading
Have children read the book one section at a time. If they need to record information on their Bookmark, have them take the time to do the writing. Encourage them to make drawings or charts if necessary (as the text may be confusing and difficult to understand for many readers). When children finish a section, briefly discuss the information presented, answer questions, and help them with any difficult words or passages they may experience while reading. Remind them to look at the photos or illustrations and read the captions carefully.
Have children read from the Introduction to page 8. Ask questions to help foster comprehension: What is a given name? What is the family name? How do people change their names?

Have children read from page 8, Family Names, to page 12. To help children understand the amount of text and the challenges within the text, illustrate as much as possible, using the chalkboard or chart paper. For example, draw a small circle and write the word Village inside the circle. Draw a line from that circle to another larger circle. In that circle write the word Town. Explain that as villages grew into towns there were so many people that names often became confused, especially when more than one person had only a first name like John. From the circle with the word Town written in it, draw eight lines. At the end of each line, write the name John. Then explain how each of these men were known because of different reasons: father’s names, where they lived, their job, or personal features. Record this information next to the name John. After you finish reading page 11, complete the chart. On page 12 (paragraph one) the information is summarized.

Continue reading to page 17, Changing Names. As you read, help children to understand the information being presented. Take time to help them make personal connections to the information in whatever ways possible. If necessary, make charts or diagrams that will provide a concrete, visual explanation for the information not already presented in chart form. For example, this visual explanation could accompany page 16:
Armstrong = strong man
Chan = old
Longfellow = tall
Fox = sly or cunning
If some of the children are tall, explain that they could have the name Longfellow. If they are strong, like football players, they could have the name Armstrong. Make personal connections to the text as often as possible. At the end of each page, check for understanding.

Read on to page 20. Have children look at page 19. Ask: Who is Caryn Johnson? Who is Sting? Use questions to help children read and interpret the chart on page 19. Then ask: Why do people change their names? Would you change your name? Why? or What would your new name be?

Read on to page 21. Check for comprehension. Ask: Why did the illustrator put thought balloons in the illustration? What do you think the lady and the man are thinking? Have children think of the times they have used thought balloons. Model a Think Aloud, similar to what the illustrator is depicting:
Hmmm, I think Ashley is a good name. I also like Taylor and Annie and Emma.
I’m not sure which name to choose.

Continue reading to page 23. Ask questions like: What is a nickname? Do you have a nickname? Ask children to volunteer telling their entire name and then their nickname. Write the word Name and Nickname on the chalkboard or chart paper and record responses. Help children to brainstorm other nicknames:

Name
Susan
Amanda
Sara Jane
'David
Christian
 Nickname
Sue
Mandy
SJ
Dave
Cris


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