Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Katlyn Pratt
3rd/Health
Encouraging Others

Lead
Teacher:
District:
School:
Time
Allotted:

75m

Materials, including technology:

How Full is your Bucket for kids by Tom Rath and Mary Reckmeyer
Bucket and Drops Printouts
Crayola Washable Markers
Tin Foil
4x6 White Paper (1 for each student)
Overhead projector for modeling
Standard(s), including literacy for all content areas and/or SMP

Health.1.5.3 Describe various physical, emotional, intellectual differences, and how

they affect a childs overall well-being.
Health.1.5.4 Identify Key nutrients, their functions, and the role they play to
promote optimal health.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details
and explain how they support the main idea.
How will learning be assessed at the end of the unit/learning cycle (summative):

Students will create a thumbprint berry cartoon showing how two people interact
demonstrating bucket filling behaviors or behaviors that have a positive affect on
others.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.

I can analyze behaviors that have positive and

negative effects on others.

DOK 3

I can identify the main idea of the text and how key
details support the main idea.

DOK 1

2.

Connections to past learning or experience, building background

Building Background. A bucket is drawn on the board with half the bucket filled with
water. During the warm-up and read aloud, the teacher adds water to the bucket as
students raise their hands, exhibit positive behavior are being respectful, and
removes water when students are speaking out of turn and being disrespectful.
*Building Background Question: What are ways that we can positively influence our
bodies. How does food affect our bodies? How do words and actions affect our
bodies and minds?

Sierra Nevada College Lesson Plan

Essential Vocabulary

Definitions

Encouragement

to positively support, help, or give hope to someone

or something

Invisible

not seen, not really there

Scolded

disapprove with angry words

Strategy for teaching new vocabulary

Students will use a unit word wall and Frayer model note taker to write the
vocabulary word, definition, a non-lingual representation, and a sentence using the
term. The Frayer model will be glued into the interactive notebook. ELL/SPED
Modification: Students will receive a modified note taker, dependent on
development level. The definition and a cloze-sentence will be provided and
students are prompted to write the vocab term, follow along with their finger while
the definition is read aloud, draw an illustration, and fill the term into the clozesentence frame.
Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Warm Up: Teacher begins bucket activity

stated in building background above.
Students Respond to Building Background
Question.

Instructional Strategy

estimate
d time

Quick write

3-5m

Teacher Directed

1m

Pair Share/ Group Share

3m

Group Discourse,
Connecting to warm up.

5-7m

Teacher Directed Inquiry,

Predicting

10-12m

State Objectives: Connect to Standards

Connect to Prior Knowledge: Students pair
share their quick write response and then a
short group share.
Read Aloud:
Before Reading: Discussion: What did
students notice about the bucket that was
drawn on the board? What behaviors or
actions filled the bucket? What behaviors or
actions emptied the bucket? What do we
predict this book will be about?
During Reading:
Words to Clarify in Book for ELL/SPED
Students:
Shrimp: Small in size (Not the seafood)
Crunched: Broken up and crushed

Sierra Nevada College Lesson Plan

Scattered: Tossed all over
Scowled: An angry frown
*Pause at points where positive and negative
behavior can be discussed. Have students
predict whether the behavior is going to fill or
empty that persons bucket.
After Reading: What is the main idea of the
book? What evidence can we recall that
supports this main idea? What are ways we
can fill others buckets? Does anybody have
any examples? What are actions that empty
someones bucket? How does it feel when
others empty your bucket?
Guided Practice: Classroom Bulletin Board
Teacher prepares the bucket print out and
places it on the Encourage Others Thematic
Word Wall/Display. Students each receive one
double-sided water drop printed on blue
paper. Students are instructed to write an
example in a complete sentence of an action
that fills a bucket and one that empties a
bucket.
-Teacher Models an example with overhead
projector.
(Fills) Raise my hand when I want to share.
(Empties) Use mean and disrespectful words.
Teacher places the modeled water drop on
the display.
*Sentence Stems are provided for ELL/SPED
scaffolded support:
Use _______ voices.
________ take turns.
Students may discuss with a partner or table,
but each student is responsible for writing a
water drop.
-The water drops are collected and put onto
display during prep period or transition time.
Independent Practice: Berry Nice- How full is
your Bucket? (This will become the border of
our Classroom Bucket Bulletin Board.)
Teacher begins by instructing students to
think about the fruits and veggies that we
discussed in the beginning. Referring back to
the story, the class brainstorms bucket-filling
conversations. Students materials of
washable markers, small square of foil, and

Group Discourse, Making

connections

5-7m

Guided Practice, Meaning

making through
examples and nonexamples, Formative
Assessment.

15m

15-20m
Meaning making through
non-linguistics, Group
discourse, Summative
Assessment

2-3m

Sierra Nevada College Lesson Plan

4x6 sheet of white paper are in the supply
boxes on each table. Each student is
instructed to create a conversation between
two pieces of fruit or vegetables that exhibit
filling someones bucket. Teacher models an
example, writing the conversation first. Then
teacher chooses a color to create the fruit, in
this example a berry. The marker is colored
on the piece of foil, place your thumb in the
ink, and then print the thumbprint under the
conversation. Details can be added last to
create finish the fruit or vegetable.

Metacognition, Formative
Assessment

Closure: Exit Ticket

Closure: specific activity to review content

Exit ticket: What are actions that make you feel good?
Students share an action that makes them feel good as they walk out the door. If a
student is stuck, they can step aside and listen to their classmates for ideas.
Teacher observes and makes note of any misunderstandings.

References
Carter, S. (2015). Creating a culture of kindness in your classroom. Scholastic.
Retrieved from
http://www.scholastic.com/teachers/top-teaching/2015/11/creating-culturekindness-yourclassroom
The Ned Show. (2014). Encourage others: How full is your bucket? All for KIDZ, Inc.
Retrieved from
http://www.thenedshow.com/assets/encourage-others-intermediate-lesson-planhow-full-is-yourbucket.pdf

Sierra Nevada College Lesson Plan

Trowbridge, C. (2016). How full is your bucket? Teach Kids Art: Successful Art
Lessons for Kids. Retrieved
from http://www.teachkidsart.net/how-full-is-your-bucket/