Middle schoolers care deeply about how they are seen, which makes names and identity a rich subject for writing instruction. Albert Jung's "What's Your Name?" offers a concrete hook, since it shows readers how to write their names in Hangul without learning the Korean language. A five-day unit built around the book can move students from curiosity to a polished piece of writing.

Day one introduces the idea that writing systems are designed by people and can be learned. Students try writing their names using the book as a guide and notice what feels familiar and what feels strange. A quick journal entry at the end of the period captures first impressions that will feed later drafting.

Days two and three focus on gathering material. Students interview a family member about the origin of their name, list sensory details connected to hearing it, and sketch a short timeline of moments when their name mattered. This preparation prevents the common problem of students sitting down to write with nothing to say.

Drafting and Revising on Days Four and Five

On day four, students draft a one-page personal essay using their gathered material. Provide a simple structure of an opening scene, a middle that explains the story behind the name, and an ending that states what they now understand. The structure supports struggling writers without limiting the creativity of strong ones.

• Day one: try the name-writing activity and write a first-impression journal
• Day two: collect family stories and interview notes about the name
• Day three: map sensory details and identify one key moment
• Day four: draft a one-page personal essay with a clear structure
• Day five: peer review, revise, and submit a final copy

Assessment Built Into the Unit

Assess along the way rather than only at the end. A journal check on day one, a materials check on day three, and a draft check on day four give you quick data on who needs help. Each check should be brief and tied to a specific skill so that feedback arrives while it can still change the outcome.

The final essay can use a four-criteria rubric covering focus, detail, reflection, and conventions. Share the rubric on day one so students can aim for it from the start. Including a self-assessment step on day five encourages them to compare their draft with the criteria before submitting.

Differentiating for a Wide Range of Writers

Students arrive with very different levels of fluency and confidence. Offer a choice between a narrative essay, a descriptive piece, and an explanatory piece about the writing system. Choice allows each student to play to a strength while still working toward the same rubric.

Provide sentence starters for students who freeze at the blank page and extension prompts for those who finish early. For example, advanced writers might compare how their name is perceived in two different settings. These small adjustments keep the whole class productive during the same period.

Reducing the Grading Load at the End of the Unit

A hundred and twenty final essays arriving in a single day can overwhelm even an experienced teacher. Plan your grading by scoring one rubric criterion at a time across all essays, which keeps your attention fresh and standards steady. Reserve the last pass for individual comments that celebrate something specific.

AI-assisted grading can handle the first read by scoring against the same four criteria and drafting comments tied to each one. The teacher then reviews results, resolves borderline cases, and personalizes the message. The result is faster turnaround, which matters because students learn most from feedback they receive while the unit is still fresh.