Suggested Grade/Age Range: Grades 1-3 (ages 6-9)

Activity Objective: The goal of this activity is to help children discover the uniqueness and origin of their names. Our names become central to our identity and sense of self and can contribute to our self-esteem. Children will investigate the meaning of their names and present this information to the class.

Learning Goals
Big Messages to Kids

Link to Ontario Curriculum

Materials Required:

• Name cards (e.g., large cue cards or Bristol board cut into smaller squares)
• Pencils, erasers
• Markers, pencil crayons, crayons
• Stickers or other decorations

Prep Time: 15-20 minutes

• Gather all needed materials for children to use
• Cut up Bristol board to make name cards if large cue cards not available

Task Time: 1 hour

Ensure that ample time is left over for each individual to present his/her name card; alternatively, this can happen during a second session

Activity Description:

Preparation:

1.       Prepare a note with questions about the child’s name that can go home. Example questions can include:

What is the meaning of my name?

Why was this name given to me?

2.       A few days before the activity, hand out the slip of paper with questions about the child’s name and tell children to bring this home for their parents to fill out (in the case of language barriers, they can fill out for their parents if developmentally appropriate). Give the children a few days to bring this back

Opening Discussion:

1.       Have a whole class discussion about why one’s name is important and how this may be relevant for one’s self-esteem or self-concept

Activity:

2.       Explain that the children will be making name cards for their names. On the back of the name cards, they will write down the origin and/or meaning of their name and/or why their name is special to them

3.       Show children the name card sample that you made and explain the information on it

4.       Hand out materials and give children time to work on their name cards

Wrap-up Discussion/Presentations:

5.       Re-gather the whole class and have them present their name cards to the whole class or to small groups

Potential Adaptations: For ELL Learners

•  If feasible, translate the questions that are sent home into the child’s first language
• Allow the child to write their name in their first language and phonetics can be added underneath as needed
• Allow the child to write the description of their name in their first language

Activity Extensions:

• This activity can be the beginning of a series of activities whereby children explore their identities. For example, they can also make family/community trees, bring in and share cultural artifacts, etc.
• Children can draw portraits of themselves representing their unique perception of self and paste these name cards underneath them. These can serve as classroom portraits that can be displayed around the room
• This activity itself can be incorporated into community building activities in the beginning of the year as the teacher and children are beginning to learn each other’s names

Additional Comments:

For children who do not know or cannot provide details about the origin/meaning of their names, either use a baby names book (as culturally appropriate) and/or do a search online together to find information. Otherwise, encourage children to write and present about why their name is special to them

For children who do not like their names, spend time with them to identify positive aspects of their name