UMF Unit-Wide Lesson Plan Template

Name: Haley Estabrook Program: Elementary Ed. Course: EDU 450

Lesson Topic / Title: Bucket Filling
Lesson Date: Sept. 7 Lesson Length: 30 Minutes Grade/Age: Fourth Grade
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions / Reasoning
I can describe what being a bucket filler is. The purpose of this lesson is to introduce students
to the act of bucket filling. This activity is
I can model what a bucket filler is. something that creates a stronger classroom
community and make sure each student in the
classroom feels accepted and welcomed. The
learning goals for this lesson reflect the goal of
students becoming familiar with the phrase being
a bucket filler is, and can model that behavior.
Content Standard(s) Instructional Decisions / Reasoning
CCSS.ELA-LITERACY.W.4.4 This lesson meets CCSS W.4.4 because students
Produce clear and coherent writing in which the are asked to take what they learned from reading
development and organization are appropriate to the book about bucket filling and the discussion
task, purpose, and audience. (Grade-specific following it and produce thoughtful, clear, specific
expectations for writing types are defined in feedback to the specific audience which is their
standards 1-3 above.) peers.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
The assessment for this lesson is formative. The This lesson is not part of a unit, it is simply kicking
teacher will be able to check the students buckets off the start of the year and reminding students how
during a time when the students are not in the room to act kindly to their peers. The lesson is designed
to check that students are able to write specific to teach students how to be bucket fillers and how
bucket filling notes to their peers. Students will also to write high quality bucket notes. If students do
be assessed on understanding by observing them not write well constructed bucket notes, we will
while they turn and talk and listening to their revisit the lesson.
comments during the discussion.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
- Chart paper This lesson involves reading a book, having a
- Have You Filled A Bucket Today? book discussion about the book, and coming up with a
- Class list brainstorm of model behavior as a class. Then
- Bucket note papers students will independently write their own bucket
notes and practice what was modeled and discussed
during the lesson.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
- Introduce learning targets.
- Hold up the book, ask students to make
predictions about the book - why did I
chose this book to read to the class?
- Ask students to think about the behaviors
that take place during the book and
remember them to share out after the book
is finished.
- Read Have You Filled A Bucket Today?
- Discuss the behaviors in the book, allow
students to turn and talk to generate ideas.
- What does it mean to have an empty
bucket?
- What does it mean to be a bucket
filler?
- Move students to the front of the room for - Make sure to redirect students if they get
discussion and brainstorm. off topic with their answers.
- Ask students what a bucket filling
classroom looks like, sounds like,
and feels like.
- When chart is completed ask students to - Sparky + one person they select to hang out
return to their desk. Hand out class list and papers.
bucket note paper.
- Explain that the class list is for the students
to make sure that they give each person in
their class a bucket note.
 - Allow time for independent work and
students to begin writing bucket notes.
Meeting students needs (differentiation, Instructional Decisions / Reasoning
extensions, modifications, accommodations) This lesson has many different representations that
- AMa will need to have frequent check ins to allow students to see examples of what is expected
make sure the student is attentive and not and how to write high quality bucket notes.
distracted by something in desk. This
student will also need to be redirected
frequently during the independent writing
periods because they will not complete their
work.

Differentiation:
- Whole group instruction
- Mentor text
- Turn and talk
- Whole class brainstorm
- Modeling behavior
- Independent practice

Field Course Only Post lesson

Reflection
This was the first lesson that I taught in my student teaching experience. I think that overall it went really
well. The students were engaged and eager to participate in the lesson. The students enjoyed being able to
brainstorm ideas of what a bucket filling classroom looked like, sounded like, and felt like. I also believe
this really helped the students understand the objectives of the lesson. Students were eager to be able to
practice writing their own bucket notes, and at the end of the week were very excited to check their
buckets and read what their peers had written about them.

Teaching Standards and Rationale

Standard 3: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning,
encouraging positive social interaction, active engagement in learning, and self-motivation.

Paraphrase:
The teacher works with learners in the classroom to foster a collaborative learning environment that
encourages positive interactions with peers, and actively engaged, self-motivated learners.
Rationale:
I met this standard because I modeled bucket filling behavior and provided the students with the resources
they needed to become kind classmates. This lesson encouraged positive social interaction between the
students and prepared them for the start of the year and began building a sense of community in the
classroom for the new year.