name story assignment

English Collaborative

What is Your Name Story?

Engaging with students’ names at the beginning of the year helps them critically think about language and naming, as well as consider concepts around naming related to meaning, culture, power, and identity. This lesson further helps English teachers address values around diversity, equity, and inclusion.

• Ask students to watch this 2011 advertisement for Coke . In pairs discuss: What might be some reasons why this Coke campaign was so successful?
• Then, watch this 2013 adaptation of the campaign from China . Ask students: How is this campaign different?  What might be some reasons why Coke may have changed their approach for a Chinese audience?
• Write your first/given name on the piece of paper or slide given to you. This can be your full name or your nick name.
• Who named you?  Why were you given this name?
• What does your name mean?  Where does it come from? Does this meaning and context represent your identity?  Why/why not?
• What is your experience with your name? 
• Do you like/dislike your name?
• Select or create icons and images that are related to your name story. 
• Share your name story in small groups.
• Have students read this article from The Atlantic entitled, “ Who Wins in the Name Game ”?
• Why is the language of names important?
• What assumptions do we make about people based on their name?
• What assumptions might people make about you based on your name?
• What relationships can you see between power and names?
• In pairs, students discuss the question: Should we be made to use our “real” names online and in other contexts?
• Then, have students read this article: “ Why Facebook and Google’s Concept of ‘Real Names’ Is Revolutionary ”
• Choose a sentence from the article that supports this assertion.
• To what extent do you agree with the article’s argument?
• To what extent do you disagree with the article’s argument?
• What issues exist because people are allowed to use pseudonyms online that are not addressed in this article?
• Where do you stand on this issue?
• In their portfolios, students write a reflection responding to the following question: What new understandings and ideas did you encounter today through our discussion of names?

Note: This lesson could easily be cut down to do only one or two of these activities. As planned, this lesson would take approximately 80 minutes.

Photo by Tim Mossholder on Unsplash

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My Name Short Story Analysis – The House on Mango Street by Sandra Cisneros

Description

This resource for  “My Name” by Sandra Cisneros  includes before reading, during reading, and after reading activities! Add it to the collection of stories to read   during  Hispanic Heritage Month!

Your students will be highly engaged in this lesson about names, language, heritage, and self-definition. Technically, this is a vignette from Cisneros’ novel,  The House on Mango Street . However, “My Name” is often taught as a short story due to its highly relatable undertone and powerful message. This story is the perfect way to include more Hispanic voices in your classroom!

Included in this purchase:

• Suggested Lesson Procedure for teachers
• Before Reading Journal Prompt
• Reading Comprehension and Literary Analysis Questions
• After Reading Mini-research project
• Answer Keys

You May Also Like!

The Scholarship Jacket Short Story by Marta Salinas

Hispanic Heritage Month One Pager Project

Story of my Name Writing

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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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If you send me an email at [email protected] I can help you out. Also, check your promotions folders, as sometimes the email can go there.

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Hi, I would recommend you check your promotions or spam folder to be sure. Especially if you're using a school district email address as their security filters can be a lot stronger. If you're still having trouble, email me at [email protected]

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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

Story of My Name

Story of My Name asks students to share the meaning or story behind their first, middle, last/surname or a nickname. This strategy requires active listening skills and verbal communication; it is often used as ice-breaker or introductory activity or to explore themes from literature.

Invite students to sit in a circle or in desks/tables. Introduce the activity: Today we will share a brief story with a partner about some aspect of our name. Explain that students can choose to tell the story of their first, middle, last name, or a nickname. Depending on the context or class, students can also invent a story about their name if they prefer. (This takes the pressure off people who do not have a story to tell.) Model the process by sharing the story of your name as an example. Next, give the students a moment to think about the story they wish to share with the larger group. Then, divide the group in pairs and ask each pair to choose one person to shares their story first. All students share their stories at the same time. After two minutes ask the pairs to switch and the second person shares their story. After each person in the pair has shared, the full group comes back together to reflect on the activity. Depending on the level of comfort and time, once back in the full group each pair member can introduce their partner and share a brief description of the story they heard, or the group can move directly to reflection on the larger activity without additional sharing.

• What did you notice about yourself as you participated in this activity?
• Where do our names come from? Did we see any common themes?
• If you’ve had the chance to name (or help someone to name) a new sibling, a pet, a doll, etc. what informed the choice you made?
• What do names tell us? Are they important? Why or why not?
• You can share the story of any piece of your name.
• Try to be succinct in your story.
• Pay attention to the storyteller’s body language. How do we look when we tell a personal story? What changes about our voice, body, and eye gaze?
• Reading/Writing: Use this strategy as engagement for book where a key literary theme revolves around the importance of names (e.g., Because of Winn-Dixie or Romeo and Juliet ).
• SOCIAL STUDIES and HISTORY: Explore why certain names are popular at different times. Who do we name children after and why? Consider how culture, race/ethnicity, and language origin impacts the names we use.

Kat Koppett

Naming in a Digital World: Creating a Safe Persona on the Internet

• Resources & Preparation
• Instructional Plan
• Related Resources

Naming takes on new meanings in digital settings—as students build personas through e-mail addresses, screen names, and online profiles, they can be unaware of the ways that others may read the information they share. Students begin this lesson by researching and discussing their own names. They investigate the role that situation and audience play in how names, such as nicknames or full names, are used. Next, they determine which of their names would be appropriate in a variety of different situations and then apply that idea to email, deciding which email addresses would be appropriate for each situation. Students use an online game to see what they can tell about another person from looking at their email address and then review online safety information. Finally, students choose a specific name that they would (or do) use to represent themselves online and create a profile for this online persona.

Featured Resources

What’s in a Name? Interactive: Students can use this online tool to find resources about naming conventions. Keeping Kids Safer on the Internet: Tips for Parents and Guardians :  This resource from the National Center for Missing and Exploited Children explores the benefits and risks of a variety online tools,  including email, texting, social networking, and gaming, and offers tips for keeping kids safe as they use them. Online Profile Tips : Students can use these tips for creating safe online profiles for their class assignment as well as in real contexts.

From Theory to Practice

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).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 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.
• 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.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 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).

Materials and Technology

• Baby Name Books
• Specialized Baby Name Books
• Name Story Assignment
• Naming T-Chart
• Online Persona Options
• Online Name Form
• Online Profile Tips
• Online Persona Evaluation Form

or your school system’s Acceptable Use Policy

Preparation

• Confirm that students have signed Acceptable Use Policy statements on file, or pass out copies of the Model Acceptable Use Policy or your school system’s Acceptable Use Policy and require that the information is turned in before students create online e-mail addresses, profiles, or other Internet resources.
• Make copies or transparencies of the Name Story Assignment , Naming T-Chart , Online Name Form , Online Profile Tips , and Online Persona Evaluation Form .
• 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 books on naming 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.

• Decide on the way to structure the final activity where students create online personas by choosing a name and creating a profile. See the Online Persona Options handout for additional information.
• Test the What’s in a Name interactive, Tracking Teresa , and the Profile Publisher on your computers to familiarize yourself with the tools 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 in digital and non-digital settings.
• analyze the underlying connotations of names.
• analyze the ways that name-giving practices vary from one culture to another.
• synthesize their investigation by choosing and explaining specific names to represent themselves online.

Session One

• Explain that during this unit students will focus on names that they use with a variety of audiences—in both digital and non-digital settings.
• 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 gather 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, turn students’ attention to how the names that we use can depend upon the situations we’re in and the people we are with.
• Display an overhead of the Naming Chart , or draw a similar chart on the board or a piece of chart paper.
• Fill out the chart, using your own names or using a character from a recent reading whom students are familiar with, to demonstrate the activity. Emphasize the role that the situation and audience play in how names are used.
• Brainstorm a list of the different kinds of names and nicknames people can have (e.g., sports nicknames, family nicknames, full names, first name only).
• Pass out copies of the Naming Chart or ask students to draw a chart in their journals.
• Ask students to complete the chart for themselves or for the person whom they explored in the Name Story Assignment . Ask students to use the brainstormed list of kinds of names to help them identify the different names that people have and use. Students can use the remaining time during the session or complete the activity for homework.
• Explain that they will share their charts with others in the class during the next session. Emphasize that students should be careful to gather information that they are willing to (and won’t be embarrassed to) share with others.

Session Three

• Arrange students in small groups, and ask them to share the different names and situations that they recorded on their Naming Charts .
• Review the rhetorical terms purpose and audience , using information from your textbook or this handout from the University of Houston, Victoria .
• Ask students to draw conclusions about the connections between the information on their Naming Charts and the ideas of purpose and audience. Ask students how the situations that they are in and the people they are with determine the name(s) that they use.
• writing a letter to a college or university to ask about admissions
• e-mailing a classmate to ask about a definition you forgot to write down in class
• writing to a friend in another state to catch up on his or her life
• writing a research paper for a social studies class
• writing a thank you note to a grandparent or another adult for a gift
• writing an acceptance letter for a scholarship
• e-mailing a teacher to find out about the assignment you missed when you were absent
• writing a letter to the editor of the local newspaper
• posting a comment on a friend’s online journal (or blog)
• As students discuss the names that are appropriate for each situation, encourage them to discuss how they know which name to choose and how the purpose of their writing might be affected if they made another choice (e.g., what if you chose a family nickname to sign a message to your teacher?).
• As the discussion evolves, shift to a discussion of the names people use in online spaces. This issue can flow naturally from the discussion of e-mail messages included in the list above.
• A school address: [email protected]
• A home address: [email protected]
• A second home (and more personal) address: [email protected]
• Return to the scenarios students analyzed, and ask students to imagine that the character from the story is writing e-mail messages for each of the situations.
• Ask students to indicate which e-mail address Scout (or the character you’ve chosen) should use in each situation and audience. Ask students to explain their decisions. Encourage them to use the rhetorical terms of audience and purpose as part of their explanations.
• For homework, ask students to reflect in their journals on the connections between the names that people use and the audiences and purposes in which they use them. In particular, ask them to consider how audience and purpose influences the use of names in digital settings. If desired, provide students the following prompt for their reflection: How does audience and purpose influence what you write or say about yourself and who you are?
• If desired, pass out copies of the Teen Safety on the Information Highway , from the National Center for Missing & Exploited Children (or ask students to read the document online). Ask students to identify information in the brochure that is important to consider when choosing information to share through an online persona (e.g., what kinds of details should not be included an e-mail address?). Ask students to complete their reading before the next session.

Session Four

• Ask students to share observations from their journal entries. You can open the discussion with the prompt from their homework: How does audience and purpose influence what you write or say about yourself and who you are?
• As discussion develops, ask students how personal safety can influence the personal information that they share with others. If students have read the optional brochure, Teen Safety on the Information Highway , tie the conversation to observations from the reading.
• Share the NetSmartz interactive, Tracking Teresa (or have students view the video at computer workstations).
• The person’s name is probably J. L. Finch.
• The person is probably at a school with "Maycomb" in its name.
• The person is probably somewhere in the south.
• The person is probably a girl/woman.
• "Scout" might mean that the person is a Girl or Boy Scout or that the person is a wilderness scout.
• "Boo" is a term of endearment in the south, so the word may refer to a family member or friend.
• As students share details, encourage them to connect the information to the e-mail addresses—not to information that they may know from other sources (e.g., we know who Scout is, and that the nickname does not refer to either of the guesses above; however, someone looking at her e-mail address online would not be certain what the name refers to).
• Once students demonstrate that they see how the names that people use online can reveal details about them, shift to the final activity for the unit.
• Explain that students will choose and explain a specific name that they would (or do) use to represent themselves online and create a profile for this online persona. Connect to the class discussion by emphasizing that the name and profile should be appropriate and safe for a particular audience and situation.
• Share the scenario that you have chosen for the class. See the Online Persona Options handout for suggestions.
• If students will draft their personas online, demonstrate the Profile Publisher to the students. Otherwise, pass out the Online Persona Form . If desired, students can also use the Online Name Form to gather ideas before moving to the Profile Publisher .
• If students are signing up for actual accounts during this process, also pass out any forms that may be required by your system.
• If students are choosing online names that they will actually use, go over the requirements for the system that they will use (e.g., limitations on the length of the name, symbols that can be used).
• If students are using an outside service, look for the details on names for the system. For instance, you might share the How to Choose a Safe Screen Name , Internet Safety: Safe Surfing Tips for Teens , or NetSmartz Teens .
• If you’re using an imagined scenario, you might also share hints for an existing system (e.g., AOL) so that students choose realistic names.
• Ask students to brainstorm characteristics that would make a name or personal information appropriate and safe for the particular scenario the class is working on. In addition to basic tips about safety and appropriateness, encourage students to share technical details, as appropriate for their situation (e.g., your e-mail address should use only letters and numbers).
• As students share ideas, write them on the board, a transparency, or chart paper.
• Once students have finished making suggestions, review the list as a class. Group like criteria together and eliminate any duplicates.
• Does not reveal personal information (real name, family details, address, phone number, etc.)
• Does not give age or year of birth
• Does not include specific names of the school or other local places
• Does not share geographical details (name of your city, neighborhood park, etc.)
• Spend some time going over the tips included on the Online Profile Tips , emphasizing the safety tips and providing examples of information that is appropriate to share.
• Ask students to use all the ideas they have gathered about names to choose a name and complete the Online Name Form and/or the Profile Publisher .
• Explain that you will collect students’ work during the next class session. Ask students to turn in two copies—one with their school names clearly indicated (for grading purposes) and one that only indicates the online names that they have chosen (to be read by others in the class).
• If desired, add a class session so that students can work on their profiles during class time.

Session Five

• Collect the copies of students’ Online Name Forms or printouts from the Profile Publisher . Sort the copies so that you have two piles, one that indicates school names (for grading) and one that does not (to be used for peer review during this session).
• Return to the rubric created during the previous session, and review the characteristics of appropriate and safe online names and profiles that the class has established.
• Arrange students in small groups.
• Pass out copies of the completed Online Name Forms or printouts from the Profile Publisher to students, using those that do NOT include the students’ real names and ensuring that groups do not have the profiles for any of their group members.
• Have students read and review the names and profiles they have received, using the Online Persona Evaluation Form to guide their responses to each name. If students have created safe profiles and names, students will not know whose profiles they are reviewing.
• Ask each group to choose one persona to share with the whole class. Ask students to be prepared to explain why they thought the persona was successful.
• Once students have reviewed the personas in their groups, gather students, and ask each group to share the story that they have chosen.
• Ask students to discuss what they’ve discovered from the personas as a class.
• Collect the Online Name Forms or printouts from the Profile Publisher and the Online Persona Evaluation Forms , and return the papers to their authors. Use the copy that you have collected for grading to help you match up students with their forms. If desired, call the online names aloud and allow students to identify themselves for the class.
• For homework, ask students to make any revisions to their profiles, based on the feedback on the Evaluation Form , the class rubric, and the discussion from the class session.
• Ask students to turn in their Online Name Forms or printouts from the Profile Publisher , with their real names clearly indicated, and the Evaluation Form .

Use the ReadWriteThink lesson Avalanche, Aztek, or Bravada? A Connotation Mini-Lesson to explore naming and connotation in more detail.

Student Assessment / Reflections

Use the rubric that the class creates in Session Four as well as the questions on the Online Persona Evaluation Form to assess the online name and profile that students choose. Assessment should touch both on rhetorical appropriateness for the audience and situation and on demonstration of an understanding of Internet safety guidelines. If desired, ask students to reflect on the unit in their journals. You can ask students to respond to the prompt: What does the online name mean and why did you choose it? Alternately, you can ask students to summarize what they’ve learned about online safety or to talk about how people create personas in non-digital settings. Finally, you might ask students to compare characteristics of names in digital and non-digital settings, using the Venn Diagram student interactive. Encourage students to draw connections between the ways that people choose and use names based on their audience and situation, whether engaging in digital or non-digital communication.

• Calendar Activities
• Strategy Guides
• Student Interactives

Students reflect on recent learning and the role digital tools and media have played in supporting or enhancing it.

Students use the Profile Publisher to draft online social networking profiles, yearbook profiles, and newspaper or magazine profiles for themselves, other real or fictional characters.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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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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Fourth and Ten

Tuesday, july 9, 2013.

• The Story of My Name Writing and Craftivity Update

150 comments:

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

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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 .

Creative non-fiction writing - "The Story of My Name"

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Description

A creative writing assignment, which focus on a creative non-fiction narrative for grades 9-12. This mini-assignment can be used at the beginning of the year, and is a great way to get to know your students. Students have creative choice to tell the story of how they got their name or names - this could include a nickname, a historical look into their last name, or why they were given their first name. This assignment includes brainstorming questions that will help students generate ideas to guide their writing.

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Two (mini) stories about your name

This ice-breaker activity offers students an opportunity to get to know each other by telling two (mini) stories about their names in two 1-minute presentations, each taking a different perspective. Students will practice presenting ideas to new audiences in a concise manner and develop rhetorical awareness as they embody different storytelling perspectives.

Activity title :  Two (mini) stories about your name

Author :  Jennifer Johnson

Course :  PWR 1 or 2

Activity length and schedule:   20 minutes, week 1-2

Activity goals:

• Get to know each other and have fun!
• Share a window into the relationship between language and identity.
• Practice presenting our ideas to new audiences in a concise manner.
• See value in perspective/viewpoint---there’s never a single story!

Activity details:   Please find the handout with detailed instructions  here .

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

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What’s In a Name?

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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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Twins OF Byron Buxton (hip) starts Triple-A rehab assignment

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The Minnesota Twins sent veteran outfielder Byron Buxton on a rehab assignment to Triple-A St. Paul on Monday.

Buxton, 30, last played in a major league game Aug. 12 and has been out with right hip inflammation. He was batting .275 with 16 home runs and 49 RBIs in 90 games this season.

The oft-injured Buxton has played more than 92 games just once in his 10 seasons, all with the Twins. The second overall selection in the 2012 draft is a career .243 hitter with 131 home runs and 346 RBIs in 760 games.

Buxton has played 82 games in center field this season after all 80 of his starts last season came as the designated hitter. He was an All-Star for the only time in 2022 and won a Gold Glove in 2017.

4 dead in shooting at Georgia high school, 14-year-old suspect in custody: Officials

Apalachee High School is in Winder, about 45 miles outside of Atlanta.

Four people were killed in a shooting at Apalachee High School in Winder, Georgia, on Wednesday morning, according to the Georgia Bureau of Investigation.

Another nine victims were taken to hospitals with injuries, the GBI said.

The suspect is alive and in custody, the GBI said. The suspect is a 14-year-old student at Apalachee High School, multiple law enforcement sources told ABC News.

Senior Sergio Caldera, 17, said he was in chemistry class when he heard gunshots.

"My teacher goes and opens the door to see what's going on. Another teacher comes running in and tells her to close the door because there's an active shooter," Caldera told ABC News.

He said his teacher locked the door and the students ran to the back of the room. Caldera said they heard screams from outside as they "huddled up."

MORE: Teen robbery suspect charged in San Francisco street shooting of 49ers' Ricky Pearsall

At some point, Caldera said someone pounded on his classroom door and shouted "open up!" multiple times. When the knocking stopped, Caldera said he heard more gunshots and screams.

He said his class later evacuated to the football field.

Kyson Stancion said he was in class when he heard gunshots and "heard police scream, telling somebody, 'There's a shooting going on, get down, get back in the classroom.'"

"I was scared because I've never been in a school shooting," he told ABC News.

"Everybody was crying. My teacher tried to keep everybody safe," he added.

Apalachee High School was "cleared for dismissal" and all other Barrow County Schools were placed on a "soft lockdown," the Barrow County School District said.

"The Barrow County Sheriff's Office says this is for the safety of everyone right now. Please do not visit your child's school at this time. We cannot release students during a lockdown," the school district said in a statement.

Winder is about 45 miles outside of Atlanta.

President Joe Biden and Vice President Kamala Harris were briefed on the shooting, according to the White House.

"Jill and I are mourning the deaths of those whose lives were cut short due to more senseless gun violence and thinking of all of the survivors whose lives are forever changed," Biden said in a statement. "Students across the country are learning how to duck and cover instead of how to read and write. We cannot continue to accept this as normal."

The president highlighted his work to combat gun violence, including signing the Bipartisan Safer Communities Act into law and launching the first White House Office of Gun Violence Prevention. But he stressed that more must be done.

"After decades of inaction, Republicans in Congress must finally say 'enough is enough' and work with Democrats to pass common-sense gun safety legislation," Biden said. "We must ban assault weapons and high-capacity magazines once again, require safe storage of firearms, enact universal background checks, and end immunity for gun manufacturers. These measures will not bring those who were tragically killed today back, but it will help prevent more tragic gun violence from ripping more families apart."

Harris said at a campaign event in New Hampshire, "Our hearts are with all the students, the teachers and their families."

"This is just a senseless tragedy on top of so many senseless tragedies," she said. "We have to end this epidemic of gun violence."

"This is one of the many issues that's at stake in this election," Harris said.

MORE: Man charged in fatal shooting of 4 people on train near Chicago

Georgia Gov. Brian Kemp said he is "heartbroken."

"This is a day every parent dreads, and Georgians everywhere will hug their children tighter this evening because of this painful event," he said in a statement. "We continue to work closely with local, state, and federal partners to make any and all resources available to help this community on this incredibly difficult day and in the days to come."

In Atlanta, authorities will "bolster patrols" around schools on Wednesday "out of an abundance of caution," Atlanta Mayor Andre Dickens said in a statement.

"My prayers are with the high school students, staff and families affected by the senseless act of violence," Dickens said.

This is a developing story. Please check back for updates.

ABC News' Josh Margolin and Miles Cohen contributed to this report.

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Company Names Tribunal decision: Estee Lauder (UK) Group Limited

Decision for applicant Estee Lauder Cosmetics Ltd against registration number 14677204, applicant successful.

Decision on Estee Lauder (UK) Group Limited

Ref: O/0835/24

Application number 4824

Applicant Estee Lauder Cosmetics Ltd objected to the name used by Estee Lauder (UK) Group Limited under the Companies Act 2006.

This decision was undefended. ‘Undefended’ refers to decisions where there has been no defence in response to the application to the Company Names Tribunal.

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Boston Red Sox | Trevor Story’s rehab requirements could mean…

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Boston Red Sox | Trevor Story’s rehab requirements could mean quicker return to Red Sox

“I think he, physically, he’s in a good spot. It is a lot different than last year,” Alex Cora said. “This was a freak accident that he’s healed, he’s healthy. So I think as far as, like, the stamina and physically, he’s in a good spot.”

Story went 2-for-4 when he served as the designated hitter in his first rehab game on Sunday. He has Tuesday off, and then he’ll play back-to-back games on Wednesday and Thursday before another day off on Friday.

“Well see where we’re at Saturday,” Cora said. “From everything we hear, he’s fine.”

Story last played for the Red Sox in Game No. 8 of the season, when he laid out to rob a hit in Anaheim, and suffered a fractured glenoid in his left shoulder. The subsequent surgery was thought to be season-ending until about a month ago.

More injury updates

Cam Booser made a rehab outing for Triple-A Worcester on Monday, and Liam Hendriks is scheduled for back-to-back rehab outings on Wednesday and Thursday. It’s possible Hendriks could be activated on Saturday, Cora said.

Nothing new on Lucas Sims (oblique) or Luis García (elbow inflammation). Boston’s two relief acquisitions at this summer’s trade deadline both went on the 15-day injured list within hours of one another last week.

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