The Name Jar by Yangsook Choi

Problem Confront: Self-worth Day 1

Angela Overmyer
READINESS
I. Goals/Objectives/Standards
A. Goals:
i. The students will understand that textual evidence is used to support
analysis from the text.
B. Objectives:
i. The students will cite textual evidence in The Name Jar by Yangsook
Choi to support analysis of what the text says.
ii. The students will compare the experiences the character from The Name
Jar by Yangsook Choi to his or her own life.
C. Standards:
i. 6.RL.2.1 Cite textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
II. Materials:
A. The Name Jar by Yangsook Choi
B. Small slips of paper, one for every student
C. Jar
D. White printer paper, one for every student
E. Lined paper, 1 per group
F. Coloring utensils
G. Sticky notes
H. Doc-Camera
III. Anticipatory Set:
A. Every student will be handed a sticky note as they enter the classroom. After
using an example from my own life, each student will write down something they
don’t like about themselves or something they wish they could change. They will
then take their sticky note and post it on the board.
IV. Purpose:
A. “I am going to read to you the story The Name Jar by Yangsook Choi. I want you
to observe the main character and write down characteristics traits you observe
about her.”
PLAN FOR INSTRUCTION
V. Foundational Theory:
A. Reader-response criticism is a school of literary theory that focuses on the
reader (or “audience”) and their experience of a literary work, in contrast to other
schools and theories that focus attention primarily on the author or the content and
form of the work.
 VI. Adaptation to Diverse Students:
A. The responses students give to the book give them an opportunity to respond to
the book at their appropriate developmental level.
B. If there are any struggling readers, listening to the story and working in groups
will help them.
C. Appropriate modifications will be made for the students who have specific IEP
goals.
VII. Lesson Presentation:
A. Using a Doc-Camera, students will be seated at their tables as the story is read.
The pictures will be shown on the screen by Doc-Camera.
B. Give students a piece of paper and tell them to pay close attention to the main
character. They will focus on a quality about the character and write that down on
the paper. When the story is finished, I will collect the papers for a future circle
group.
C. I will read the story aloud using different voices to make each character unique
and to help the students connect to the appropriate characters.
VIII. Check for Understanding:
A. I will ask the students questions to help guide them to the objective of the lesson.
Questions will be as followed:
i. What did you like about the story?
ii. What did you not like about the story?
iii. What is the problem in this story?
iv. What are the outcomes or consequences that happened because of the
choices the character made?
v. What is the main idea the author wants us to understand from this story?
vi. This is a rhetorical question, which means you don’t have to answer it out
loud. Think back to what you wrote on the sticky note. Why is that
something you want to change in yourself?
IX. Review Learning Outcome/Closure:
A. “The character in the story learned the value of her name and how to be proud of
it. Because of time, today you will do one group, and then tomorrow you will
complete the other three. One of the groups that you will do during rotation will
have you name things that describe you and why. The other groups will lead you
through activities to help you take a piece of literature and support the analysis we
did as a class.” While explaining the groups, show the worksheet they will be
completing for every group and show examples.
i. Group 1: There will be a jar at the table with descriptions of the character
from The Name Jar. Together, students will pull the papers out and find
the evidence from the text that shows that quality about the character.
ii. Group 2: Students will create an Acronym using their name. For each
word they use, they will have to explain why that is something about
themselves.
 iii. Group 3: Students will create a creative way to help them remember
textual evidence. The following activities are options: writing a poem,
writing a story, writing a rap, or drawing a picture. When all the groups
are completed, if there is time at the end of class, each group can present
their creative presentation.
iv. Group 4: Go to plan for assessment.
B. On a small sheet of paper, students will write one thing they learned, one question
they have, and one take-away from the reading.
PLAN FOR ASSESSMENT
The students will find textual evidence to create an acronym for Unhei, from The Name Jar.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objectives(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I made to reach varied styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Could the students give textual evidence to show how the character in The Name Jar
changed throughout the story?
8. Were the students able to reflect on their lives the same way the characters did in The
Name Jar?
 Citing Textual Evidence
DIRECTIONS: PULL THREE PAPERS FROM THE JAR. AS A GROUP, FIND EVIDENCE IN
THE BOOK THAT SUPPORTS THE CHARACTER DESCRIPTION ON THE PAPER. WRITE
THE TEXTUAL EVIDENCE IN THE BOXES BELOW

FIND AN EXAMPLE IN THE TEXT THAT SUPPORTS YOUR IDEA

FIND AN EXAMPLE IN THE TEXT THAT SUPPORTS YOUR IDEA

FIND AN EXAMPLE IN THE TEXT THAT SUPPORTS YOUR IDEA

Name
 The Name Jar
DIRECTIONS: CREATE AN ACROYM FOR UNHEI FROM THE STORY, THE NAME JAR.
THEN, GO BACK INTO THE TEXT AND FIND THE TEXTUAL EVIDENCE FOR EVERY
WORD YOU CHOOSE.

Acronym Textual Evidence

U
N
H
E
I