Text Type:
Fact / Informational
Reading Level:
S
Word Count:
1,550
Pages:
24
Text Summary
What's in a Name is a study of the origin of names. The book provides a factual account of how many first and last names came into usage. Using the names of a third-grade class, the book delves into the history of names and how they have changed over the years.
Lesson Objectives
Reading Strategies
Children should use a variety of strategies to determine word meaning and comprehend text. The targeted strategy for this lesson is: Using questions that encourage personal connections.
Word and Print Skills
Phonics
Vowel generalizations
Word Work
Parentheses
Multiple syllable words
Comprehension
You will likely address a number of comprehension skills as children work to understand the text. The targeted comprehension strategy for this lesson is: Using bookmarks to self-monitor.
Visual Learning
Children will notice details in the photos and illustrations that reinforce vocabulary and help them understand the text.
Targeted Vocabulary Words
Content Words
given name, villages, towns, rulers, ancestors, masters, barrels, archers, bowmen, nicknames, cunning
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:
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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.
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 |
After Reading
Comprehending the Text
Ask: What strategy did you use when you came to a difficult word or a difficult passage? Did you record the information on your Bookmark? Did you reread for information? Did you make charts or draw pictures for understanding? Once they have discussed the strategies they used, ask them to tell how the strategy helped.
To ensure comprehension of the detailed information in the text, monitor the group’s comprehension by section. For a general comprehension check, ask questions like:
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Visual Learning
Explain why it is important to pay careful attention to charts: Charts provide important information and details not always written in the text. Charts provide visual "explanations," and help readers clarify what is written on the page. Have children look at the charts on pages 13–17 and page 20. Ask questions like (page 16): What is the description for peacock? If I am meek like a lamb, what is my last name? Read on to page 20 and ask: What is the meaning for the name Amanda? What language is the origin of the name Brittany? Have children look at the illustrations and captions on pages 4, 8, 9, 11, 18, 21, 22, 23 and read them carefully. Check for comprehension.
Building Skills
Phonics
Vowel Generalizations
Explain to children that many times they will encounter words in which, for example, a particular letter stands for another sound. When y comes at the end of a word, it is a vowel. When y is the only vowel at the end of a one-syllable word, it has the sound of a long i (as in my). When y is the only vowel at the end of a word with more than one syllable, it has the sound of a long e (as in baby). Write the words Jenny, Becky, Mandy, penny, fry, sleepy, windy, Danny, Andy, why, fly, Billy, and sky on the chalkboard or chart paper. Read the words aloud and then have children repeat them. Have them listen for the long e and long i sounds at the end of each word. Explain that there are many rules and generalizations in the English language. The y at the end of a word or name is an example of a generalization. Help children to think of other words (and names) that end with y and make the long e and long i sounds. Then write them on the chalkboard or post the rule or generalization on poster board for children to see, review, and use.
To extend the lesson, discuss other rules and generalizations, such as words ending with a silent e as in the words bake, cake, or nickname.
Word Work
Parentheses
Write the word parentheses on the chalkboard or chart paper. Explain that parentheses are punctuation marks that are used in books and in writing. Note: To ensure comprehension, post an enlarged copy of Punctuation Guidelines on the wall where children can see it during their writing activities.
Explain that parentheses are used to show supplementary material, to set off information more strongly than with commas, and in numbering or lettering a series.
Symbol Name When Used
( ) Parentheses 1. To show supplementary material.
The map (see below) is new.
2. To set off information more strongly
than with commas. Joe (the first boy) was
ready.
3. In numbering or lettering a series.
Choices: (a) a game or (b) a song.
Have children work in pairs to skim the book and look for sentences with parentheses. Have them find an example of each of the three rules and write them on a piece of paper. If children have difficulty understanding the directions, help them complete the activity. Write the examples (from the story) on the chalkboard or chart paper. Then ask children to make up sentences that use parentheses.
Expand the Reading
Writing Connection
Explain that many words we use today are coined from people’s names. For example, the cardigan sweater was named after the Earl of Cardigan. The word maverick came into use after Samuel Maverick, a Texan, refused to brand his cattle. To stimulate an interest in word origins, have children research some of the following words. Have them write the word(s) and then the names from which the word(s) were coined:
boycott
diesel
fudge
leotard
dunce
America
sandwich
sideburns
teddy bear
valentine
Social Studies Connections
Have children research their names, using books from the library or using the Internet. Encourage them to ask their family for information they can use — pictures, books, family albums, etc. When they have finished their research project, have them share what they learned with the group.
Reading Independently
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice at the appropriate level.
Home Connection
Have children take the book home to share with their family. Encourage them to ask questions about their heritage and the origin of their names. If some of the parents are interested in genealogy, invite them to the class to share their genealogy charts and information.
Assessment
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