meaning of your name assignment

Story of my Name Writing

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Do you have a French version of this?

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Hello, I love this activity! Do you happen to have a Self-Assessment or Rubric for the writing portion of the assignment?

I used the BC performance scale for personal writing.

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Hello, I do have a few students in foster care. What type of changes would you make so that they don't feel uncomfortable? Thank you!

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Thank you, Angela. This was exactly what I was looking for!;-)

In this icebreaker activity, students will have the option to share their first name, middle name, last name, nickname or any name that has a history or story such as the name of a pet or nickname given to a friend or family member. Students might consider the significance of the name, where the name comes from, or what particular meaning the name has for them.

While this activity is intended to be inclusive, there are some considerations for you to make when implementing it in class. For some students, their name story may require them to disclose personal information that they may not be ready to share in such a setting. For example, a transgender student may not feel comfortable discussing their name as it may require that they disclose their transgender identity. For other students, their family name may be triggering as it relates to a part of their identity that is associated with trauma.

For these reasons, it is best to not use this activity on the first day of class. If you do plan on using this activity, give students advance notice that it will be used in a future class and let them know of the different options they have when it comes to discussing a name that has meaning to them. Furthermore, students should never be forced to participate in an activity they do not feel comfortable participating in, and this should be announced to the class as well.

Activity Goals:

• To help build community by having students share a name that has particular significance for them.
• To give a sense of the variety of cultures, identities, and histories that students bring with them to the classroom.

Application in a STEM Course:

Fostering a sense of community in your classroom can create a sense of belonging. According to a CRLT study on retention in STEM courses , “students reported that classroom climate (including their anxiety levels, how welcome they felt in class…and instructor rapport with students) significantly influenced their decisions to stay in or leave STEM disciplines.” If students feel that they are part of a community, they will feel more comfortable engaging and participating in the classroom. Moreover, it will increase the likelihood of them persisting in the STEM field. The Name Story is a great way for students to learn each other’s names and to make personal connections at the same time. Taking the time to complete this activity will allow for students to get to know each other better at the start of the semester, setting them up to better collaborate throughout the semester.

Application in a Large Course:

Cooperative learning and small group approaches in a large course can greatly benefit student learning, engagement, and overall sense of community.  Research has shown  that leveraging such approaches can lead to the development of key skills such as active listening, empathy, consensus building, leadership, constructive conflict management and resolution as well as decreasing racial prejudice while increasing interracial tolerance. This activity allows students in your large course to learn from and about each other and to reduce the feeling of anonymity that can be pervasive in a large course setting. Additionally, although it is a difficult task, making an effort to get to know students names is still a recommended strategy . By making your large course feel smaller through this activity, you are actively working toward making a more inclusive space for all students.

Application in an Online Course:

Online learning can feel impersonal and disconnected, but there are inclusive teaching practices you can leverage to build community and connection in your online course. Taking the time to get to know each other’s names and accompanying stories through this activity can help build trust between students, which is a key indicator of whether or not students feel comfortable participating. In one study , researchers asked the question, “What did graduate students who were enrolled in an online course about teaching online find most valuable about online moderation and community building?” From the study, students stated that Student Needs and Community Building were essential components to online learning. Regarding Student Needs , one student stated, “It is necessary that everyone feels safe, comfortable, and welcomed before they will fully engage, enabling them to make personal connections and grow from each other. Regarding Community Building , another student stated, “Learning communities often develop naturally in a traditional classroom environment, but in an online course, the instructor must make that happen.”

Name Story Activity Guide:

Related posts:, additional insights:.

• Mailing list

Introductions: Story of Your Name

Patrice Prusko

ACTIVITY PURPOSE

The purpose of this activity is to get to know people’s name on a more personal level through storytelling.

• An icebreaker activity on the first day of class or group meeting.
• Learning about people’s lived experience and culture.
• Helping people remember each other’s name by attaching a story to it.
• Building relationships of trust in a new group.
• Creating a safe space for people to share about their background.

PREPARATION

• No preparation needed by participants.
• Facilitator could create a slide with name of activity and questions.

INSTRUCTIONS

• Describe activity and why doing it: namely, invite each participant in turn to tell a story about any part of their name (first name, last name, middle name, nickname)
• Tell people why you find it interesting and helpful to hear the story of someone’s name
• Explain they can share as much or little as they are comfortable
• How was your name chosen?
• Were you named after someone?
• Does it have any cultural or historical meaning?
• Is there a story or experience related to your name you would like to share?
• Let them know it can be first name, and/or last name
• Let them know they have 2 minutes to share. If using Zoom you can set a timer.
• If people are going into a breakout room ask that someone be assigned as timer, note taker, and person who will share back.
• Set up a collaborative document such as a Google doc or OneDrive so that the small groups can write down their stories. Then add in a shared space so that others can read everyone’s story at a later time.
• If less than 10 people you can facilitate as whole group.
• If more than 10 people, suggest putting people into groups of 3-4.
• 3-5 minutes explaining the activity, why you are doing it, and putting people into groups if needed.
• 2 minutes per person to share story.
• If people shared in small groups 1-2 minutes for each group to share something back that they learned.
• 5 minutes to wrap-up and highlight importance of what they learned, how connects to the community and ways they will be working together.

ADAPTATIONS AND EXAMPLES

• Alternative tools could be an asynchronous discussion tool such as Voicethread, Flipgrid, Yellowdig or LMS discussion.
• An adaptation could be sharing the story of a nick-name.

TECHNICAL REQUIREMENTS

• If a large group suggest using breakout rooms.
• Google docs or other collaborative tools can be used as a way for small groups to share their stories in their small group, and then they can be shared so the whole class can see them.

USEFUL RESOURCES

Do you have any suggestions? Please share them in the comments below.

Do you have an activity that you would like to suggest?

Do you have feedback or suggestions, more activities.

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Lesson Plan

What's in a name, view aligned standards, learning objectives.

Students will be able to write two explanatory paragraphs about their name.

Introduction

• Ask students: When you think about your name, what emotions do you feel (if any)? Why? Give students a minute of thinking time, then have some students share.
• Explain that today, students will be learning and sharing more about their names. They will first read a story about a girl whose name had a special meaning, but who experienced many different emotions about her name. Tell students that it is a story that they may be able to relate to in one way or another.

Related Guided Lesson

Informational Text 3

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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 28 Aug. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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What’s the story behind your name?

by Laura Hedgecock | Dec 17, 2013 | Family History , Journal writing , Memories , Traditions , Writing and Sharing Memories | 2 comments

What’s your story?

What’s the story behind your name? Sharing the story of your name often entails sharing stories of family heritage and relationships.

Who you were named after?

Often you’ll hear that a person was named after someone who meant a lot to their parents. It isn’t always a relative. Who was that person? What role did they play in your parents’ lives? What role did they play in your life?

What’s the family heritage behind your name?

When my husband and I told my in-laws that we were expecting our first child, I found out that Hedgecock’s had an expectation of their own. For generations, male Hedgecock’s had “Ray” as a first or middle name. Is there a naming tradition in your family? (Great example:  Sarah Semple’s What’s in a Name )

Religious traditions behind your name

Did your parents’ faith influence the name they picked for you? For instance, was there a Jewish tradition of naming a baby after a relative that had passed to keep their memory alive? Does your name have a Biblical significance? (Hint: Biblical Names at Behind the Name might reveal some insight.)

Etymology behind the name

Does the meaning of your name carry particular significance for your parents or family? For instance, both Matthew and Nathaniel mean “Child of God,” which might explain why the first child of a Matthew might be named Nathaniel. Did your name signify the hope that your parents had for your life?

What’s behind your nickname?

It’s likely that there is also a story behind your nickname. Did it come from your sibling’s inability to pronounce your actual name? A skill or hair color? Was it a southern tradition, such as calling a son “brother”?

Circumstances behind your name

My sister was named Däna, after actress Dana Wynter , whom my Dad admired. When I came along, the voice of reason, aka my mom’s voice, prevailed. I got the easy to spell and pronounce “Laura.” What were the circumstances of your naming? Did one parent or grandparent champion your name?

Does your Name Define You?

Not everyone loves their name. My kids are unable to see past the “cock” of our last name to appreciate the rich history of their ancestors. How do you feel about your family name? Your first name? Do you tire of explaining how to pronounce it or are your proud of its  heritage? Is it more indicative of a bad parenting moment than of your personality?

Is there a story behind your name change?                          Image credit: National Archives

What’s behind your name change

Did you–or someone else along the line–change your name? Was it changed to help your family assimilate into a culture? Was it too hard to pronounce? Was it an accident? Was it a break from the rest of the family? Believe me, those stories matter. My husband’s family is still scratching their heads over why their branch of the Hitchcock’s became Hedgecock’s.

This was very interesting! Thanks. I am named for my maternal grandmother: http://tangledrootsandtrees.blogspot.com/2013/12/how-i-got-my-name.html

Nice post! My sister in law is named after her grandmother, but with an altered spelling. Her grandmother’s name was spelled Uvaun. My sister in law was named Yvonne. However, my husband–her brother–couldn’t make the ‘v’ sound. She’s been Bonnie all her life.

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Investigating Names to Explore Personal History and Cultural Traditions

• Resources & Preparation
• Instructional Plan
• Related Resources

"What's in a name? That which we call a rose / By any other name would smell as sweet." "Sticks and stones may break my bones, but names will never hurt me." "A good name is better than riches." There are lots of sayings about names, and most of them are at best only partially true. In this lesson, students investigate the meanings and origins of their names in order to establish their own personal histories and to explore cultural significance of naming traditions. Students begin by writing down everything they know about their own names, then the teacher shares details about his or her own name story. Next, students use an online tool to research their own or someone else's name and share their findings with the class. Finally, students write about their own names, using a passage from Sandra Cisneros' The House on Mango Street as a model.

Featured Resources

Interactive Venn Diagram : Use this online tool to compare and contrast information, or while reading to compare and contrast two works of literature.

From Theory to Practice

In "Exploring Heritage: Finding Windows into Our Lives," Jessica Matthews-Burell explains, "By investigating the etymology and significance of our names, we realize that name-giving practices vary from one culture to another" (33). When Diana Mitchell asked students to explore naming, they were "fascinated to hear how different racial and ethnic groups had different naming traditions" (65). Mitchell observed:

Many of the Latino students had been named after someone special, usually a relative who had a close relationship with the family. Many of the African American students found that their parents had created a name especially for them. The Caucasian students were often named just because their parents liked the name. In some families a close friend had been allowed to choose their name as a sign of their importance to the family. (65)

Using the copy-change imitation process explained in Getting the Knack (90-94), students can explore all these many aspects of their own names, gaining insight on their own personal history and understanding how naming is part of larger cultural traditions by comparing their own examples to those of other writers. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• Baby Name Books
• Name Story Assignment
• Comparison Prompts
• Copy change demonstration sheets
• Name Meanings Chart
• Sample Student Copy Change Passages
• Specialized Baby Name Books
• What's in a Name?

Preparation

• Make copies or transparencies of the Name Story Assignment , excerpt from Sandra Cisneros’ The House on Mango Street , and Sample Student Copy Change Passages .
• Create overhead transparencies of the Copy Change Demonstration Sheets .
• Schedule this lesson so that students will have time to interview or gather details about the names they’re exploring. If you complete the first session on the last day of a week, for instance, students will have the weekend to interview someone for the activity.
• Gather Baby Name Books from your library, being sure to obtain books that cover a range of cultural names. Try to find books that provide some details on name origins, frequency of use, historical figures with similar names, and so forth. In addition to the books included on the general list , there are numerous books that explore specific naming traditions .

Students may not have access to family members who can provide background on where their names came from. Additionally, if a student’s name points to a source of contention within that student’s family or elsewhere, provide alternative options for this activity. Ideally, simply explain during the first session that students can research someone else in their family or community, and provide examples of other possible choices (e.g., the school principal’s name, the town mayor’s name). Students might also research the names of heroes, celebrities, or historical figures. Work the alternatives into the activity naturally so that students with special situations do not feel singled out.

• Test the What’s in a Name? interactive on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• explore naming conventions.
• analyze the underlying connotations of names.
• analyze the ways that name-giving practices vary from one culture to another.
• compose personal statements on their own names, based on a model.

Session One

• Explain that during this unit students will focus on personal names.
• How did you come to be named?
• Who made the decision about your official names?
• What nicknames do you have?
• What names do you like or dislike and why?
• If you could pick out your own names, what would you select?
• After students have had enough time to record their thoughts, gather the class and share some details about your own name story, explaining how you came to be named, how you chose a nickname, or another story about your name.
• Demonstrate how to use the What's in a Name? interactive to research information about your name (or if you prefer choose the name of a student or the name of a literary character). Students can read the excerpt from Baby Names for Dummies , which is linked in the interactive independently, or you can read the piece aloud as a group.
• Before students begin their research, explain that they will share their findings with others in the class. Emphasize that students should be careful to gather information that they are willing to (and won't be embarrassed to) to share with others.
• Allow students time to use the interactive to research the names.
• Once students have had time to research names, or when about five minutes remain in the class, invite students to share any interesting details that they found in their research.
• Pass out copies of the Name Story Assignment , and ask students to complete the activity for homework. Be sure to allow enough time between this session and the next for students to gather the information and complete the writing. Emphasize that students are only gathering ideas, and explain that students will share their research during the next session.

Session Two

• Arrange students in small groups, and ask them to share the details that they found out about their own or someone else's name.
• Ask each group to choose one story to share with the whole class.
• Gather students, and ask each group to share the story that they have chosen.
• What do names tell us about people?
• How are names part of a person's history?
• How were the names that weren't chosen part of the stories?
• How do name-giving practices vary from one culture to another?
• With basic information about naming established, share the Excerpt from Sandra Cisneros' The House on Mango Street , in which Esperanza, the book's protagonist, thinks about the meaning and significance of her name.
• What does Esperanza's name mean literally in English and Spanish? What is the denotation of her name?
• What connotations does she associate with her name? Why does her name mean sadness or waiting?
• What images does Cisneros use to make the connotations clear? Why are they effective?
• What personal details does the passage include? What cultural information is included?
• Share the Sample Student Copy Change Passages , reading through all of the examples with the class.
• Divide students into at least three groups. Ask each group to compare one of the student samples to the original by Cisneros . If class size requires more than three groups, more than one group can work on each passage.
• If desired, use the Comparison Prompts to guide group discussion. Students can also use the Venn Diagram student interactive to gather and organize their thoughts.
• After groups have had ample time to compare their two passages, gather the class and ask groups to share their observations.
• Draw out comments that touch on the relationship between images and text structure in the different passages.
• If students do not volunteer the connection, explain that the student samples are modeled on the passage by Cisneros.
• Explain that during the next class session, the class will follow a similar process to create passages about their own names.
• For homework, ask students to create a connotation versus denotation list on their own names. Share the Name Meanings Chart format with the class to structure their homework.

Session Three

• Explain the copy-change process: In copy-change, you borrow the structure and ideas of the original passage, but add your own images and ideas.
• To demonstrate the process, display "Original Sentence I," from the Copy Change Demonstration Sheets , using an overhead projector. Cover the lower half of the overhead.
• Read the passage aloud for the class.
• Ask students to identify things about the "Original Sentence I" that they would need to pay attention to if they were creating their own passages modeled on it. Note their comments on the board or on a piece of chart paper.
• If students bring up the issue of the sentence structure, encourage them to talk about how they would divide the sentence into its structure. Again, note their comments on the board or on a piece of chart paper.
• Reveal "Structure of Original Sentence I" from the Copy Change Demonstration Sheets , talking through the way that the sentence has been constructed.
• Use as few or as many words from the original as you wish.
• Stay close to the structure of the original.
• Use approximately the same number of words as the original.
• After students have written their copy-change sentences, ask volunteers to share their work with the class.
• Once several students have shared their work, ask students to comment on how the new versions compared to the original sentence.
• Encourage students to make observations about the ways that the structure of the original is mirrored in the structure of their own versions.
• Ask students to make any observations about the words that they borrowed from the original passage. It's likely that most students borrowed the word once from the original. Allow students to hypothesize why so many borrowed the same word. Note : The words that people "borrow" are often little structure-setting words like "once"-"since," "before," "first," "then," "only," and "because"-"function" words that shape the sentence's meaning.
• Share "Original Sentence II" from the Copy Change Demonstration Sheets , reading the sentence aloud to the class. Cover the lower portion of the sheet.
• Ask students to identify the structure of "Original Sentence II" and to predict which words would be borrowed and which would probably be replaced with substitutes.
• Reveal the "Copy-Change of Sentence II" from the Copy Change Demonstration Sheets , reading the sentence aloud to the class.
• Have students compare the two versions, noting how the new version compares to their predictions.
• In their notebooks, ask students to compose their own copy-change sentences based on "Original Sentence II," following the same guidelines they used for "Original Sentence I."
• Again, after students have written their copy-change sentences, ask volunteers to share their work with the class.
• Answer any questions that students have about the process, and continue to encourage comparisons to the original and to the class predictions.
• Turn attention to the naming project that students are completing. Read the Excerpt from Sandra Cisneros' The House on Mango Street through once, emphasizing the rhythm of the passage.
• As the class did with the copy-change demonstrations, ask students to explore the sentence structure Cisneros uses in the passage.
• Ask students to identify the way that the passage uses fragments and simple and complex sentences as well as the structure-setting words that are used in the passage.
• Once you're certain that students have a basic understanding of the structure of Cisneros' passage, ask students to return to the Sample Student Copy Change Passages .
• Based on their new exploration of the copy-change process, ask students how the samples compare to the original and to identify the ways that their understanding of the structure of the original and its use of structure-setting words is reflected in the samples.
• Thinking about their work on these three different original passages and the related copy-change versions, ask students to brainstorm a list of characteristics of a good copy-change response. Note their responses on the board or on chart paper. Alternatively, students can work in small groups and then share their responses with the class.
• With feedback and suggestions from the class, work together to shape the list of characteristics into a rubric for copy-change writing. Focus on maintaining students' phrasing and understanding of the copy-change process as you create the class criteria for the naming writing project.
• With the criteria established, explain the homework project that students will complete: create a copy-change version of the Excerpt from Sandra Cisneros' The House on Mango Street that focuses on your own name or the name that you investigated during the previous session.
• To begin the process, students should return to their notes from previous sessions, including their homework from the previous session (the connotation versus denotation lists). The information on their names should provide the research for their copy-change writing.
• Answer any questions that students have about the assignment, and allow them to begin work on the project in any remaining time during the session.
• Remind students that they will share their copy-change passages with classmates at the beginning of the next session.
• If possible, type the rubric students have created and make copies to use during the next session.

Session Four

• Begin the session by reviewing the rubric for copy-change writing that was created during the previous session.
• Ask students to share any observations or questions that resulted from their work on their copy-change passages.
• Arrange students in small groups of three or four each.
• In their groups, ask students to read and respond to the copy-change passages by the others in their group. Encourage students to compare the passages to the original by Sandra Cisneros as well as to the passages by other group members.
• Additionally, using the class-created rubric, ask students to provide feedback for one another on how well the passages meet the criteria. Encourage students to make suggestions for improvement as appropriate.
• If available, pass out copies of the rubric for students to refer to as they work.
• As students work, circulate through the class, providing help and feedback as needed.
• Once students have provided one another feedback, allow them to begin the process of revising and editing their passages.
• With five to ten minutes remaining in the session, ask student volunteers to share their current drafts with the entire class.
• Before the session ends, ask students to complete their revisions for homework. Announce that the final draft will be collected at the beginning of the next session.
• Use the ReadWriteThink lesson Avalanche, Aztek, or Bravada? A Connotation Minilesson to explore naming and connotation in more detail.
• If desired, you can use the Interactive Venn Diagram at any point in this lesson to compare two versions of the passage. Ask students to list characteristics of the original in the left circle, characteristics of the copy-change version in the right circle, and features that the two versions share in the overlapping middle section.
• Extend the copy-change exploration by sharing some of the works by Cisneros and asking students to apply the same strategies to create poems of their own, modeled on Cisneros’ work.
• Have students do an author study of Sandra Cisneros. The Sandra Cisneros Websites from Thompson-Gale Resources and the WebEnglish Teacher feature biographical information and other classroom resources you can use.

Student Assessment / Reflections

Use the rubric that the class creates in Session Three to assess students’ copy-change passages. Be sure that your feedback separates any criticism of the features of the passage (e.g., departs from the sentence structure of the original) from the feelings and emotions that students reveal in relationship to their names. Names are very personal, and students may reveal raw emotions as they talk about who they are and how they were named. Work to ensure that students do not feel you are grading them on their emotions. If desired, ask students to reflect on the unit in their journals. You can ask students to respond to one of the following prompts:

• What have you learned about yourself or about naming as a result of your research and writing?
• What surprised you the most and why?
• What were the most interesting naming traditions you discovered in hearing the research and findings of those in the class or in relationship to the name you researched yourself? What made the traditions compelling?
• How were your feelings about your own name influenced by this project? Did they change or stay the same? Did hearing about others’ naming stories change your own feelings?
• Shakespeare wrote, “What’s in a name? That which we call a rose / By any other name would smell as sweet” in Romeo and Juliet . Based on the naming stories and your work on this project, would you agree or disagree? Explain your response.
• Almost everyone has heard the saying “Sticks and stones may break my bones, but names will never hurt me.” Now that you have spent some time thinking about names and naming traditions, do you agree or disagree with the saying? Explain your response.
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Students brainstorm all the various aspects of Latinx culture and compile topics to research. Groups then research topics and present their information to the class.

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Learn About Your Name - Writing Assignment

Description

Each and every person has their own unique name. Names are IMPORTANT! Most names have a a special STORY behind them!

Students are asked to research their name’s meaning. The first step is to ask their parent(s) for more information. Students must complete the included graphic organizer at home and with the help of the Internet.

After researching students will write an informative writing piece to share their very own name history.

Included in the packet:

• cover sheet
• graphic organizer for students to fill in the blanks for each necessary component
• writing check list for students and teachers to complete
• reminder for students to bring in baby photos

I always ask students to bring in baby pictures and make a bulletin board with their writing and adorable baby pictures! :)

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Activity 1: The story of my name

In this activity, the participants are invited to share the story of their own name, its history and its meaning. The students learn more about each other, they learn to value each other’s background and they reflect on the connection between name, identity and cultural background.

Teachers can ask their students to inquire information about their name from their parents and to answer the following questions (might also be done as a homework):

• Who chose your name and why?
• Does it have a meaning?
• Was it always like this or has it changed?
• Do people sometimes pronounce or write your name in a wrong way?
• Do you like your name?
• How would you like to be called?
• How do your relatives and friends call you?
• Is there a different way of writing/pronouncing your name in another language?
• In which language version do you like your name most?
• Is there a story connected to your name?

Then the class will come together in a circle in class and the teacher invites the students to share the stories of their names. For this activity a flipchart or a board with the questions should be prepared. Nobody should be forced to answer all questions.

If you have time left, you can invite every participant to write his/her name on a paper and next to each letter of the name something typical for him/her, starting with the corresponding letter. It could be a characteristic, hobby, a person etc. Then everyone presents his/her ideas to the rest of the group.

A similar exercise can be found at: The “Listen“ Project (2019): The LISTEN Manual. https://listen.bupnet.eu/wp-content/uploads/2019/02/LISTEN_IO3_Training_Manual_EN.pdf

Essays About Your Name: Top 5 Examples and 6 Prompts

Every person’s name is special. Read the following essays about your name for examples and prompts to discover how you can create a thoughtful and personal piece.

Whether given or chosen, names have a powerful hold over each person. They can be curious mysteries, reminders of painful pasts, fond monikers, or personal treasures. Like our faintest scars and mental states, they also have deep histories ingrained into our very being. They can become means by which we trace our ancestors, create opportunities, or cherish our present situations. Your name is more than a means of calling your attention. It can convey an abstract idea of your personhood, experiences, and beliefs.

For example, what comes to mind when you hear the name Marilyn Monroe ? Most people think of the iconic blond bombshell from the 1950s to the early 1960s. Depending on how much you know about her, you may know her as a bright and determined woman or a sweet but ditzy character, which she often played in TV and film roles. Her name alone indicates her accolades, skills, and perceived personality.

5 Essay Examples

1. long essay on what’s in a name by prasanna, 2. the story of my name by rong xiaoqing, 3. the mystery of carl miller by sarah miller, 4. name and identity by jennifer wang, 5. call you by your name by roxanne krystalli, 1. the power of nicknames, 2. my unique and interesting name, 3. what it’s like being named after popular people, 4. why i chose this nickname, 5. cultural names and their meanings, 6. my name if i were from a different place.

“In a deep sense what creates the true meaning and power of a name is the worth of the individual or thing as reflected in the outer world.”

Prasanna divides her essay into three parts, explaining how people receive their names, how these monikers affect their identities, and how powerful names can be. The essay title was lifted from William Shakespeare’s “ Romeo and Juliet ,” reiterating Juliet’s profound line, “What’s in a name? What we call a rose by any other name would smell as sweet.” This script refers to the reality that names’ importance is directly related to the unique qualities someone possesses.

For help with your essays, check out our round-up of the best essay checkers .

“Those who read my name did not know how to pronounce it, and those who heard it did not know how to write it.”

Rong shares her struggles of being a Chinese American and the complications of her name. Her name contains two of the most complicated Chinese characters that she found difficult to write when she was young, plus it was hard to pronounce in English. However, when Rong learned the meaning of her name, she fell in love with it.

In the next section of her essay, she talks about instances where names are more than names, referring to cases such as a parent losing custody of their children for giving them Nazi names. Rong also includes relevant studies that connect names and race and the times people deliberately mispronounced her name to be cruel. She concludes that she’s still growing and has all the time in the world to learn more about herself.

Looking for more? Check out these essays about names and essays about self .

“The last name Miller says nothing about me, but if pressed I would say I appreciate the way it evokes a beautiful neutrality, and the way it reminds me that all of us could so easily have been someone else.”

The author, Sarah Miller, only knows part of the story behind her ancestors. In her essay, she shares a few facts about her father’s birth and what she knew of her grandmother, then she recalls how she often asked about her grandfather, Carl Miller. The essay focuses on the author’s curiosity about Carl Miller and her emotional journey about accepting that she might never learn more about him.

“No others show me being stretched between two very different cultures and places—the ‘Jennifer’ clashing with the ‘Wang,’ the ‘Wang’ fighting with the ‘Jennifer.’”

In this short essay, Wang describes her internal confusion between her two cultures, disclosing how she struggles to be in the United States as a Chinese woman. She remembers how she wandered toy aisles looking for dolls with the same skin tone as hers and how she turned to shun her Asian heritage because she didn’t understand it. While the essay centers around Wang trying to introduce herself, her writing echoes the dilemma many young immigrants still face today.

“By the time I went to college, Roxani had been left behind. I was fully Roxanne by then, until one day my roommate beckoned: “Rooooox, do you want to watch an episode of something with me?” My father had an aversion to nicknames and never called me anything short of my full name: Roxani.”

Krystalli talks about how her name transitioned from the Greek Roxani to Roxanne to several other variations and then back again. She shares her life experiences and thoughts about these names as she grew up and gained new monikers. By the end of her essay, Krystalli tells the reader how she yearns to become Roxani again and reconnect with her Greek roots.

6 Prompts for Writing Essays About Your Name

Your nickname has a history that is as unique as yours. Nicknames are unpredictable and can sometimes be challenging to accept. For example, some children often pick nicknames based on their peer’s appearance, particularly if something stands out to them. However, nicknames can often be a sign of affection; naming someone with a nickname can be a way to show your friendship and close bond.

With this prompt, share how you dealt with any given nicknames you didn’t like. You can also speak about a short backstory of how others chose these nicknames. Explain your thoughts when you felt like you had no choice but to take other people’s nicknames for you. 

Whether your parents got creative in naming you or you chose a one-of-a-kind name for yourself, those with unique names share distinct experiences. For example, people may rarely pronounce or read it correctly. Others may have difficulty spelling your name when they need to write it down. 

In this prompt, share your experiences that connect to your unique name. Talk about the most interesting and memorable instances you remember and if you expect them to happen again.

If your parents are die-hard fans and decided to name you after their favorite book character, musician, or public figure, your name can feel like a borrowed one. Although some enjoy sharing names with well-known people, others would rather have a unique name. 

Delve into people’s reactions when they learn your name in your essay. Discuss how you’ve handled their jokes, or share the questions you already anticipate once they realize where your name came from.

Your name can change people’s perception of you, and choosing a nickname gives you control over that. This prompt is excellent if you have a nickname that has no connection with your given name. It’s also a great conversation starter. In your essay, explain why you chose that moniker and what it means to you. 

You can also add how people reacted before and after they learned the history of it. Your nickname doesn’t have to have a deep history. It can be as simple as earning the nickname “Cookie” because you like to eat cookies.

In some cultures, people still practice giving traditional names or nicknames to children, and you may belong to a culture that does the same. If you want to share this experience with your readers, discuss your name in this essay. Explain the language your name comes from, what it means, and why you received it. You can also give other examples, like the nicknames of your siblings, cousins, or ancestors.

Appreciation of another culture can push us to ponder what we’ll be called if we were from that group. If you’ve had an intense interest and appreciation for another culture or country, you may have already thought about how you want to be addressed. Share the name you chose, its meaning, and why you picked it. This also extends to fictional or fantasy worlds or cultures. 

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead. For help picking your next essay topic, check out our 20 engaging essay topics about family .

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About This Activity

According to American author Ralph Ellison, “It is through our names that we first place ourselves in the world. Our names, being the gift of others, must be made our own.” Indeed, when we meet someone new, our name is usually the first piece of information about ourselves that we share. This activity invites students to reflect on the power of names and to consider the steps they can take that will help to ensure that names are always empowering and never limiting in this class.

Preparing to Teach

Featured teaching strategy, gallery walk, save this resource for easy access later., lesson plans, steps for implementation.

Prepare a "What's in a Name?" Gallery Walk

Before the lesson, copy the following quotations on separate pieces of chart paper and display them around the classroom.

• “If I’m gonna tell a real story, I’m gonna start with my name.” —Kendrick Lamar, Vulture
• “A wife should no more take her husband’s name than he should hers. My name is my identity and must not be lost.” —Lucy Stone, nineteenth-century abolitionist and suffragist
• “Tigers die and leave their skins; people die and leave their names.” —Japanese proverb
• “I’d be stupid not to take into consideration that there are certain things people will not consider me for because my name is Lopez. And I know I can do any kind of role. I don’t want anybody to say, Oh, she can’t pull this off. So those are barriers that you have to overcome.” —Jennifer Lopez
• “It is through our names that we first place ourselves in the world. Our names, being the gift of others, must be made our own.” —Ralph Ellison, The Collected Essays of Ralph Ellison

Conduct the Gallery Walk

• Invite students to circulate around the room silently and read the name quotations. Let them know that they will have a chance to discuss the quotations in a few moments.
• Why did you choose this quotation?
• What do you think it means?
• What idea about names do you think the speaker/writer wants us to consider? 
• What questions does it raise for you?
• Give students some time to read everyone’s reflections. Have them choose two of their peers’ ideas to respond to by expanding on the idea, posing a question, or providing an example.

Related Materials

• Teaching Strategy Gallery Walk

Consider the Power of Names

• Move students into small groups and have each group assign the following roles: facilitator, note-taker, and summarizer.. 
• Then give each group  The Power of Names Group Work handout and ask them  to discuss the questions. 
• Debrief the activity as a class. You might not have all of the summarizers report out for every question, but make sure each group contributes to the discussion at least once. 
• End by asking your students the following question: What is one step you are committed to taking that will help to ensure that names are always empowering and never limiting in this class?
• Handout The Power of Names Group Work

Extension Activities

Visualize an Original Quotation About Names

Assign students the task of coming up with their own original quotation about names. To help them get started, have them imagine that they are responding to a social media post from an influencer they admire who is writing about the significance of names. The influencer is crowdsourcing and has posed the series of questions to followers with the hope of getting some original quotes: What is the significance of names? What is the purpose of names? How can names be limiting? How can names be liberating? How does your name impact your life? What is the relationship between identity and names? 

Encourage them to create a visual representation that captures the main idea of their quotation. For example, their submission can include their name, a photo of themselves from any time in their life, and their original quotation. Or they could incorporate words or phrases from their quotation in a sketch. Challenge them to use color, symbols, and images to express their ideas, but remind them this is a sketch, not a masterpiece. In an upcoming class period, have students start to get to know one another by sharing their submissions with the group.

Materials and Downloads

Explore the materials, the power of names group work, looking back, looking ahead.

Pronouncing Names

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150 comments:

I purchased this last year and my students really enjoyed completing the project! Bethany FabandFunin4th!

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This was such a great beginning of the year activity. I loved learning about my students' names last year. I will definitely be downloading the update and using it this year. The Traveling Teacher

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom
• undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | Intermediate English

Assignment | business english, examples of assignment, collocations with assignment.

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get away from it all

to go somewhere, usually on holiday, where you can completely relax and forget your responsibilities or problems

It’s not really my thing (How to say you don’t like something)

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