Introduction: Use the recommended slide texts below to create a slidedeck or teachers may access the lesson slidedeck here and modify as needed: https://ucdavis.box.com/s/iw3gde07ratagypctti2u6fnsyur7921. 

1. Anticipatory Set: (15 minutes)
   1. “What's in a Name” Discussion: The teacher will ask the students to consider the origins and backgrounds of their name. Some probing questions may include: How each of them got their names? Who they were named after, and why? For students who might not know or have access to this familial knowledge, they can research name meanings online or create their own. (Allow students to talk about their preferred names as opposed to their legal given names if they feel more comfortable.)
   2. The teacher will have students talk in groups of three or four about their names using the following question prompts:
      • Group Introductions: 
      • In your groups, tell us how you got your name. 
      • What is the literal meaning of your name?
      • What is the real meaning behind your name?
      • Were you named after someone, if so, do you know why?
      • Why do you think your parents/guardians gave you your name?
      • How do you feel about your name?
      • If you could choose your own name, what would that name be?
   3. Next, students will share their stories about how they each were named to the whole class. After student volunteers have shared out, the teacher will ask, “Has anyone made fun of his/her name?” Students will be asked to share in groups before sharing out.
      • Follow up question to consider: Why do you think some people make fun of other people’s names?
   4. Teachers will allow students who feel comfortable to share out to the whole class. Then the teacher will show the video below.  
   5. Have students watch the video: 3 HMONG TV | Mai Neng Vang poem for Hmong for Biden Celebration (3:57 minutes) https://www.youtube.com/watch?v=J7WPAgF5N2U. 
      • As students watch, ask them to consider and be ready to share the following:
        • What connections can be made between Mai Neng Vang and your personal experiences?
        • What are some wonderings you have as you watch the clip?

2. Explore and Analyze:  
   1. Students will need to take out their journal or a piece of paper alongside a printed copy of the poem, “My Name is Mai Neeb” Poem (see Handout pages 1 & 2  https://ucdavis.box.com/s/3r2oq37dzo043kk4s3thk0qw0awdn9we) for each student to annotate to answer the following discussion questions: 
   2. First Read: Teacher to read the poem aloud to the class. Then, have students discuss with a partner what their overall impression and understanding was of the poem. Have students share any terms that were unfamiliar to them, and define them.
   3. Second Read: Have students re-read the poem with a partner and answer the following prompts:
      • While listening to the poem, what is a phrase that stood out for you and why did that stand out for you? 
      • What is a word that really jumps out at you from the phrase you selected and why? Highlight any golden lines or words.
   4. Third Read: The final read is for students to do independently. Have them answer the following prompts independently first.
      • Share with a partner what you have learned about Mai Neeb from listening to her name story.  
      • Name some of the cultural aspects of Hmong culture that you learned from the video. What questions do you have about what she talked about?
      • Why did the lady misunderstand Mai Neeb’s name?
      • What are your thoughts or opinions about this poem?  
   5. Have students share in groups again what they wrote on their paper or journal.

3. Reflection and Apply:
   1. Before jumping into the assessment, have small groups discuss the following questions and allow for class share out:
      • If names are one way we are given an identity and our identity is introduced to the world, how else do we become who we are?
      • What do you do when you want to know who someone really is? How do you get to know someone’s identity?
      • Ask students to list out adjectives or traits that would describe who they are if their name were to be put in a Google Search.
   2. As a class, brainstorm a list of what types of things determine someone’s identity.  Record these ideas, or categories, on the board. Inform students to draw from these categories for their assessment process. Examples might include:  
      • Religious/spiritual affiliation
      • Culture, race, ethnicity
      • Appearance/style
      • Language or nationality
      • Hobbies/interests
      • Gender
      • Beliefs and values
      • Personality traits

4. Closure and Assessment:
   1. Teacher will direct students to create a narrative through a poem or recording (audio/video) describing who they are. Allow students to get creative and add visual aides to their poems (paper or digital) to illustrate their identity.
   2. Lastly, have students share their poems. Sharing can be done in a Give One/Get One, Lines of Communication, or sharing the video recordings on an application
   3. Teachers can use the sample Poem Rubric (see Handout page 3) to assess students’ poems (modify as needed).
      1. Optional: Teachers may share this “I Am” poem written by Dr. Vicky Xiong-Lor as an example:
         • I am a Hmong daughter, wife, mother, teacher, and I have a beautiful soul
         • I am the oldest in the family, hardworking, funny, kind, successful, caring, and a person who loves to read!
         • I am short, imperfect, and enjoy the outdoors.
         • I am loved by so many and I am privileged in the world.
         • I am blessed and I love life!
         • I am the change agent for more people than I know.