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Cohort:

Lesson Plan
Lesson Title: Have You Filled a Bucket Today
November 16th 2015
Subject/Strand: Language
minute

Unit: Reading

Grade: Sk / Grade 1

Location: Classroom

Time:

Date:

(length in minutes):

30

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

As a class, we will be reading the story Did You Fill a Bucket Today? Students will be making connections to
their own lives through this book as well as learning what things fill / dip into someones bucket. The purpose
of this lesson is to get students thinking about their own thoughts and feelings and those of others; to give
students some awareness into how their choices (words & actions) can make a difference.
Big Ideas:
- Students will be making connections to their own lives, from the ideas in the book
- Reading for meaning

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning;
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience,
to other familiar texts, and to the world around them Teacher prompts: What does this text remind you of in
your life?, Does this book remind you of something that has happened to you in your life.
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today

I will learn
How to relate the story to my own life?
Why it is important to fill other peoples buckets
How to fill other peoples bucket

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: talk about nice things that have happened to me, as well as not nice things
I can: understand that being nice to other people helps them and myself
I can: do and say nice things to other people to make them feel happy inside
Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task for

Students- What are the students doing to show their
learning? e.g. turn and talk, role play/individual,
cooperative, etc.

Lakehead University Orillia, 09 02 15

Assessment Tool - Instrument

used to assess task and record
learning e.g., rubric, checklist,
observation sheet, turn/talk, role play etc.

The students will be

The students will show their learning by
assessed through their
sitting on the carpet following the
oral participation. There expectations we have as a class (sitting still,
will be thought
eyes on the speaker, ears on, mouth off,
provoking questions
hands still). They will also be showing me
throughout the reading
their learning by the responses they provide
where the students will
to the questions that are being asking, I will
be asked to answer
be watching and listening to the different
questions about the
responses to see if they are able to come up
book as well as to think with situations and examples of how to fill
about situations in their and dip into their own invisible bucket as
own life that can relate
well as other peoples, the students should
to
the
reading.
understand
the invisible bucket to be
CONSIDERATIONS FOR
PLANNING

I will be using an observation sheet

as well as listening to the students
throughout their turn and talk
section of the lesson. I will be sure
to try and get a response from
each student throughout the lesson
to make sure they are on track. I
will record my findings through an
observation sheet that I will be
keeping for each lesson taught
relating to the Have You Filled a
Bucket Today book.

Prior Learning: Prior to this lesson, students will have

* Sitting on carpet appropriately
* Differences between their emotions (what zone are you in)
* Bully awareness presentations

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
Jacob on his assigned matt
Talking one on one to individual students who are shy and rarely participate in a group setting
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration,

initiative,

self-regulation

Vocabulary (for word wall and/or to develop schema)

Invisible
Purpose
Bucket Dipper
Bucket Filler
Feelings
Bully
Resources and Materials /Technology Integration .
Have You Filled a Bucket Today book?
White board markers
Large classroom bucket
Small Individual buckets
Learning Environment (grouping; transitions; physical set up)
This lesson will be taking place in the classroom on the carpet
Cross Curricular Links

There arent any cross curricular links for the first lesson but for the ones following there will be
art, math and science that will link easily to the multiple lessons I related to this book
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 5 minutes

Good morning boys and girls! (students are

seated on the carpet) Seeing all of you here this
morning with a smile on your face makes me
smile too! This morning my mom made me
breakfast to start the week off well! It made me
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All students say in unison, Good morning Ms. B

As the students are listening to the teacher they are
smiling, a student answers, I felt really happy when
my dad took me to the park yesterday! and then
another student says, I felt good when my sister let
me use her nail polish last night, normally she never

feel so happy and loved! Has anyone else ever

had someone do something nice for you that
made you feel happy?
Those are great examples! Everyday we are
capable of saying and doing good things to make
ourselves and other people happy. Last night
someone butt in front of me in the Tim Hortons
line and did not apologize, it made me feel sad.
Has anyone one ever had someone do or say
something to you that made you feel sad?

shares!

Teacher finishes the conversation by telling the

students that Everyday we are capable of doing
and saying things that make other people feel
sad, but it also makes us sad when people do the
same to us. Everyone likes feeling happy more
than feeling sad so that it why it is important to
make each other feel good by using our kind
words and actions which is exactly what todays
story is about.

Students quickly gather in to hear the story and get a

better view of the pictures and appear excited to
discover what the book is about!

Yesterday Ben wouldnt let me play with him, it made

me feel sad, said one student. Then Ben responded by
saying, I didnt let you play with me because you
werent sharing.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 15 minutes

Ok class we are going to be putting on reading

hats on now
I will be reading a story to you and I want
everyone to listen carefully and think silently in
your heads about what this story means to you

Students will be criss cross applesauce and put their

reading hats on.
Students will be listening intently to the story and
thinking of personal examples that they can relate to
the story.

What do you think the invisible bucket is?

a bucket we cant see

How can we tell someone is feeling happy? Pg.

9

when they are smiling

when they are crying or frowning

How can we tell someone is feeling sad?

Sharing, saying nice things, playing together

How do you think you could fill someones

bucket Pg. 11

giving her flower

lets look at the picture what is the little girl

doing thats making the lady happy? Page. 13

Pushing

Lets look at this picture and see what the little

boy doing to make the other little boy sad? pg.
15

when you are mean to somone

What does it mean to be a bucket dipper? pg.

15
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10 minutes

Can someone now explain what the invisible

bucket it?
Why do you think it important to fill someone
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Its our heart

To make them feel good and happy!

elses bucket

How would you feel if someone emptied your

bucket?
How will you fill someones bucket outside of the
classroom?

Very sad! I want it to stay full

Students will raise their hands to answer
I can give someone a compliment
I can hold the door open for someone
I will say bless you when someone sneezes

Extension Activities/Next Steps (where will this lesson lead to next)

The next step will include students colouring their own bucket so they can mark how full or
empty their bucket is throughout the day
There will also be sheets of paper for students to write nice things about someone else, to
be posted, in hopes to fill their bucket

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

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Lakehead University Orillia, 09 02 15