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Yangsook Choi
Fiction,

The Name Jar

Almost everything in her life had changed. Should she change her name too? 

By Yangsook Choi (story and art)
From the September 2021 Issue

Learning Objective: Students will read a realistic fiction story about Unhei, a young girl who has just moved to the United States from Korea, and identify how her feelings about her name change throughout the story.

Complexity Factors
  • Purpose & Levels of Meaning
    On one level, the story is about a girl who moves from Korea to America at the start of a new school year and is trying to decide what name she wants to be called by. On another level, it explores how a name is an integral part of one’s identity and underscores the importance of support and friendship.
  • Structure
    The story is chronological and told from a third-person point of view.
  • Language
    The story uses some words and names related to Korean culture, such as Unhei, kimchi, and Chinku (chin-goo). Other challenging vocabulary words are defined on the page.
  • Knowledge Demands
    No prior knowledge is required. Readers are expected to make several inferences throughout the story.
Lexiles: 500L-600L
Guided Reading Level: P
DRA Level: 34-38
Featured Skill: How a Character Changes,
Other Key Skills: text features, vocabulary, inference, compare and contrast, character, text evidence, key details, interpreting text, figurative language, supporting details, connecting to the text, narrative writing

Standards

Presentation View
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Think and Read: How a Character Changes

As you read, think about how Unhei’s feelings about her name change from the beginning of the story to the end. 

Through the school bus window, Unhei looked out at the strange buildings. It was her first day at her new school. She was nervous and excited.

She touched the little block of wood in her pocket and remembered saying goodbye to her grandmother in Korea. Her grandmother had handed her an ink pad and a red pouch. “Your name is inside,” she had said.

Unhei took the wooden block out of the pouch. Her name was carved into it. As she touched the edges of the Korean characters, she pictured her grandmother’s smile.

“Are you new here? What’s your name?” a girl asked, leaning over her seat.

“Unhei,” said Unhei.

“Ooh-ney?” the girl asked.

“No, it’s spelled U-N-H-E-I,” Unhei said. “It’s pronounced OON-heh.”

“Oh, it’s Yoo-hey,” a boy said. “Like

‘You, hey!’ What about ‘Hey, you!’” Just then, the bus pulled up to the

school. Unhei hurried to get off. “You-hey, bye-bye!” the kids yelled

as she ran into the school. Unhei felt herself blush.

Unhei stood in the doorway of her new and noisy classroom. “Aren’t you going in?” asked a curly-haired boy. “You’re the new girl, right?”

Unhei nodded, and the boy took her hand and pulled her through the door.

“Please welcome our newest student,” the teacher, Mr. Cocotos, said as Unhei walked in. “She and her family just arrived from Korea last week.”

“What’s your name?” someone shouted.

Unhei pictured the kids on the bus. “Um, I haven’t picked one yet,” she told the class. As she walked to her desk, she felt many curious eyes on her. 

PAUSE AND THINK: What recent changes have taken place in Unhei’s life? 

Yangsook Choi

“My Own American Name” 

On the bus ride home, Unhei kept thinking about her name. “How was school?” her mother asked when she got home.

“I think I would like my own American name,” Unhei said quickly.

Her mother looked at her with surprise. “Why? Unhei is a beautiful name.”

“But it’s so hard to pronounce,” Unhei complained. “I don’t want to be different from all the American kids.”

“You are different, Unhei,” her mother said. “That’s a good thing!”

Unhei wasn’t sure.

That evening, Unhei stood in front of the bathroom mirror.

“Hi! My name is Amanda,” she said. “Hi! My name is Laura. Hmm. Maybe not . . . ” Nothing sounded right. Nothing felt right.

The next morning, when Unhei arrived at school, she found a glass jar on her desk with some pieces of paper in it. Unhei took one out and read it aloud. “Daisy.” 

“That’s my sister’s nickname, but she said you can use it,” said Cindy.

Unhei took out another piece of paper. “Tamela,” she read.

“I got it from a storybook,” said Nate. “Tamela was smart and brave.”

Ralph added, “We’ll put more names in the jar. You can pick whatever name you like—or pick them all, and you’ll have the longest name in history!”

“Thank you . . . for your help.” A smile spread over Unhei’s face. 

PAUSE AND THINK: What is in the glass jar on Unhei’s desk? 

Name Stamp 

Yangsook Choi

Every day that week, the jar got fuller with names. On Friday, Unhei saw it was raining outside. It’s the same rain, she thought, but in a different place.

Unhei turned to see the curly-haired boy smiling at her.

“I’m Joey,” he said. “And you? Don’t you have any name?”

Unhei thought for a moment. “Well . . . I can show you,” she said and took out the red pouch. She pressed the wooden block on the ink pad and then stamped it on a piece of paper.

“This is my name stamp,” she said. “My grandma gave it to me. In Korea, I can use it as a signature. Want to try it?”

Joey inked the stamp and pressed it on the paper. The red characters gleamed against the whiteness. 

“Wow. That’s beautiful,” Joey said. “Can I keep the paper?” Unhei nodded. Then they walked to the bus together.

When Unhei got home, she had a letter from her grandmother. It said,

To my Unhei,

I hope you are enjoying your new school and new friends. No matter how far apart we are, and no matter how different America is from Korea, you’ll always be my Unhei.

Your grandma forever 

PAUSE AND THINK: What does Unhei show Joey? 

Yangsook Choi

“What a Beautiful Name” 

Yangsook Choi

On Saturday, Unhei and her mother went grocery shopping. Nothing sounded or looked familiar— until they got to Kim’s Market. The sign was in both English and Korean. Her mother picked up cabbage to make kimchi—Korean-style spicy pickled cabbage. 

From behind the checkout counter, a friendly man smiled at Unhei.

“I’m Mr. Kim,” he said. “And what is your name?”

“Unhei,” she answered.

“Ah, what a beautiful name,” he said. “Doesn’t it mean grace?”

Unhei nodded and smiled back.

“Hey!” said another customer, turning around. It was Joey.

“Your name is Un-hee?” he asked her.

Unhei nodded slowly. “Yes. It’s pronounced OON-heh.”

“OON-heh,” Joey said slowly and this time perfectly. It made Unhei smile. 

PAUSE AND THINK: Where does Unhei see Joey on Saturday? 

Yangsook Choi

The Missing Jar 

On Monday, Unhei came to class early to look at the names one last time. But the jar wasn’t on her desk. As other kids arrived, they helped look for the name jar. Mr. Cocotos looked worried. He asked Unhei, “Did you get a chance to read all the names?”

Unhei nodded and took a breath.

“I’m ready to introduce myself,” she said. Unhei wrote her name in both English and Korean on the chalkboard. “I liked the names you thought of for me,” she told the class. “But I realized that I liked my name best, so I chose it again. Unhei means grace. Many Korean names mean something.”

“In-hye!” shouted Ralph.

Everyone tried to say it.“Ya-ha-e. Unh-yee. Un-hae.”

Unhei said her name again slowly and clearly. Soon the kids began to say it correctly. Mr. Cocotos too. At the end of the day, Unhei’s friends said goodbye. “G’bye, Unhei!” 

PAUSE AND THINK: What name has Unhei chosen? 

Yangsook Choi

“That Means Friend!” 

Yangsook Choi

That afternoon, Mother called to Unhei, “Your friend is here!” Unhei rushed down the stairs. There stood Joey, holding the name jar. “Where did you find it?” asked Unhei.

“Well, um, I took it. But only because I wanted you to keep your own name. And you did!” Joey grinned. “I’ll return the name jar to the class. Maybe you could put some Korean nicknames in it for us to choose.”

“I could do that,” agreed Unhei happily.

“I’ve already got a Korean nickname,” Joey said. “Mr. Kim helped me choose it.”

He showed her a silver pouch. Then he took out a wooden name stamp. It had Korean characters carved into it. He pressed the name stamp on an ink pad and then on the same paper where Unhei had stamped her name. 

“Chinku,” read Unhei, smiling. “That means friend!”

And Chinku smiled back. 

PAUSE AND THINK: What is in Joey’s silver pouch? 

THINK AND WRITE 

Imagine you’re Unhei. Write a letter to your grandmother explaining why you decided to keep Unhei as your name. 

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Activities (8)
Skills Activities
Quizzes (1)
Answer Key (1)
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Can't Miss Teaching Extras
From the Storyworks 3 Archives

Introduce your students to Mara from “The Stars Below Me,” found in the May/June 2021 issue. Like Unhei, Mara is a young girl who has just moved to a new town and is worried about fitting in. Ask your students to compare and contrast the stories of these two girls.

Enjoy the Original Story

Listen to author and illustrator Yangsook Choi read the unabridged version of her book “The Name Jar” in this video from the Asia Society. The reading is followed by a guided art activity that focuses on identity.

Find Out

Have students ask their parents or guardians for the stories of their own names. Does the name have a special meaning or story behind it? Alternatively, you could ask students to research their own name to see where it comes from, what it means, or if any notable figures from history share it. Afterward, invite students to share what they learned with the class if they feel comfortable doing so. Be sure to share the story of your name as well.

To Do in Pairs

In the story, Unhei’s mother reminds her that being different is a good thing. Discuss how what makes us different is part of what makes us special and unique. Assign pairs and ask each student to interview the other to find out what makes their partner unique. Afterward, invite students to share what they learned about their partner with the class.

Step-by-Step Lesson Plan
Download the Lesson Plan

Table of Contents

1. Preparing to Read

2. Close Reading

3. SEL Focus

4. Skill Building and Writing

5. Differentiate and Customize

Struggling Readers, ELL Students, Advanced Readers, Independent Learning

1. Preparing to Read

Special Note About Pronunciation

In this story, Unhei’s new classmates initially struggle with pronouncing her name correctly. This leads Unhei to temporarily feel unhappy about her name and as if she doesn’t fit in. Because you and your students will be referring to Unhei by name multiple times while reading and discussing the story, we’re including this special note about how to properly pronounce the name. 

Unhei is pronounced as OON-heh (emphasis on the first syllable). You can listen to the correct pronunciation here.

We recommend that you take a few moments to learn how to say Unhei’s name correctly before assigning the story. Then work with your students to practice pronouncing the name until they are comfortable saying it.

At the end of the story, Unhei’s friend Joey chooses a Korean nickname. The nickname he chooses is Chinku. We recommend that you practice pronouncing this name as well.

Chinku is pronounced chin-goo. You can listen to the pronunciation here.

Preview Text Features  (10 minutes)  

  • Instruct students to look at page 10. Direct their attention to the title, subtitle, and illustration. Ask: Where is the main character, Unhei, sitting? What do you notice about the look on her face? What are the other children doing? 

  • Then direct students to look at the illustration at the top of page 13. Inform your students that this is an illustration of the Korean characters for the name Unhei. 

Introduce Vocabulary (15 minutes)

  • We have highlighted in bold five words that may be challenging and defined them on the page: carved, characters, pronounced, gleamed, and grace.
  • Preview these terms by projecting or distributing our Vocabulary Skill Builder and completing it as a class. You may also play our Vocabulary Slideshow, with audio and images that help students with pronunciation and comprehension.

Set a Purpose for Reading (5 minutes)

  • Call on volunteers to read aloud the Think and Read and Think and Write boxes on pages 10 and 15. These prompts and the Skill Builders support the story’s featured skill, how a character changes.

2. Close Reading

Reading and Unpacking the Text

  • First read: Read the story as a class or have students follow along as they listen to the Editor Read-Aloud.

  • Have students identify story details and vocabulary they don’t understand. 

  • Second read: Project, distribute, or assign the Close-Reading and Critical-Thinking Questions. Discuss them as a class, rereading sentences or passages as necessary. (Alternatively, assign all or part of the Learning Journey Slide Deck, which contains the questions as well as other activities from this lesson plan and a link to the story.)

  • Pair each student with a partner to discuss the Critical-Thinking Questions. Then ask pairs to share their answers with the class.

  • Follow up with the SEL Focus activity.

Close-Reading Questions (30 minutes)

  • Read the first section. When Unhei’s classmates ask what her name is, why do you think she says “Um, I haven’t picked one yet”? (inference) Unhei says she hasn’t picked a name yet because she remembers how the kids on the school bus mispronounced her name. You can guess that she doesn’t want the students in her new class to also mispronounce her name. 
  • Read “ ‘My Own American Name.’ ” Compare what Unhei’s mother thinks about Unhei being different from her classmates with how Unhei feels about it. (compare and contrast) Unhei’s mother points out that being different from everyone else is a good thing. Unhei isn’t sure that’s true. She wants an American name because she doesn’t want to feel different from the other students in her class.
  • How does Unhei feel about the glass jar with names that her classmates leave on her desk? How do you know? (character/text evidence) Unhei feels happy when she reads the names in the jar. She sees that her classmates want to help her figure out what to call herself. You can tell she’s happy because she smiles.
  • Read “Name Stamp.” What is Joey’s response to seeing Unhei’s name stamped on a piece of paper? (key detail) Joey thinks Unhei’s stamped name is beautiful. He likes it so much he asks to keep the paper it’s stamped on. 
  • Read “ ‘What a Beautiful Name.’ ” What is Mr. Kim’s response to hearing Unhei’s name? (key detail) Mr. Kim says that Unhei’s name is beautiful and asks if it means grace. 
  • Read “The Missing Jar.” How have Unhei’s feelings about her name changed? (how a character changes) Unhei no longer wants an American name. She decides that she likes her own name best of all. She teaches her classmates to pronounce it correctly.
  • Read “ ‘That Means Friend.’ ” What is Joey’s Korean nickname? Why is this a good nickname for him? (character/supporting details) Joey’s Korean nickname is Chinku (chin-goo), which means friend. It’s a good nickname for Joey because he is a friend to Unhei. He treats her kindly and wants to get to know her better. He shows that he cares about Unhei by learning how to pronounce her name correctly and by hiding the name jar so she’ll keep her own name.

Critical-Thinking Questions (10 minutes)

  • Explain what Unhei means when she thinks “It’s the same rain . . . but in a different place.” How is Unhei like the rain? (interpreting text/figurative language) Unhei means that some things—like the rain—are the same no matter where in the world they are. Unhei is like the rain because she is the same person she was in Korea even though she now lives in America.
  • What do other characters in the story (Unhei’s mother, Unhei’s grandmother, Joey, and Mr. Kim) say or do that helps Unhei decide to keep her own name? (character/how a character changes) Unhei’s mother points out that being different from everyone else is a good thing. Unhei’s grandmother writes a letter to Unhei that says “You’ll always be my Unhei.” Also, she gave Unhei a name stamp. Mr. Kim says that Unhei is a beautiful name and talks about its lovely meaning, grace. Joey hides the name jar because he wants Unhei to keep her own name. 

3. SEL Focus

Celebrating What Makes Us Unique

In the story, Unhei’s mother tells her it’s a good thing that she’s different from everyone else in her class. Sometimes the desire to fit in—or not stand out—can cause us to forget that what is unique about us is also what helps make us special. Have a discussion with your students about the importance of appreciating, rather than making fun of, one another’s differences. For another great example of someone who has learned to celebrate her differences, refer to the article “I Invented My New Arm” from the Storyworks 3 September 2019 issue. This story focuses on Jordan Reeves, a girl who designed her own 3-D printed prosthetic arm that shoots glitter. Have students read the story prior to your discussion (or read it aloud to your class). Ask students: How do Unhei and Jordan celebrate one of the things that make them unique? Can you think of other examples from stories you’ve seen or read of people celebrating their differences?

4. Skill Building and Writing

Featured Skill: How a Character Changes

  • Distribute or digitally assign the How a Character Changes Skill Builder and have students complete it in class or for homework. 
  • Ask students to write a response to the prompt in the Think and Write box on page 15. Remind them to use the pronoun I since the letter is written from Unhei’s point of view.

Differentiate and Customize
For Struggling Readers

Read the story aloud or play the audio online as students follow along. Use the illustrations to help guide a discussion about how Unhei’s feelings about her name change during the story. Point to the picture of Unhei on page 10. Ask students: Based on the story and the illustration, how does it look like Unhei is feeling about her name? Direct students’ attention to the section “ ‘My Own American Name’ ” and the illustration on page 12. Ask students how they think Unhei feels about her name when her classmates give her the name jar. Finally, point to the picture at the top of page 15. Once again, ask students how Unhei feels about her name at this moment.

For ELL Students

Unhei’s experience may reflect one that many English language learners have had: moving to a place that’s completely different, having their names mispronounced, feeling unsure about fitting in, and feeling as though their new peers do not understand parts of their identity or culture. Invite students who came to the United States from another country to share how they felt when they first came here (if they were old enough to remember it). You might also ask students to discuss their names and if they know where their names come from or what they mean.

For Advanced Readers

Have students imagine that they are Joey. Instruct them to write a journal entry about the first week of school. Encourage students to include details about meeting Unhei, watching other students submit names, and Joey’s decision to take the name jar from Unhei’s desk. 

School-Home Connection

Have students ask their parents or guardians for the stories of their own names. Does the name have a special meaning or story behind it? Alternatively, you could ask students to research their own name to see where it comes from, what it means, or if any notable figures from history share it. Afterward, invite students to share what they learned with the class if they feel comfortable doing so. Be sure to share the story of your name as well. 

Text-to-Speech