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:

Frayer Model Note-taker

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
Health Rubric
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.
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners of grade 3 topics and
texts, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task
and situation in order to provide requested detail or clarification.
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 effect on
others. Students will be scored on a rubric, evaluating clarity of explanation on the
berry print as well as participation in lesson discussions.
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

Sierra Nevada College Lesson Plan

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?
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, synonym, a non-lingual representation, and a sentence
using the term or an example. 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 cloze-sentence 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

Modeling, Meaning
Making through nonlinguistics, scaffolding,
Formative Assessment

3-5m

Group Discourse,

5-7m

State Objectives: Connect to Standards

Connect to Prior Knowledge: Students pair
share their quick write response and then a
short group share.
Introduce Key Vocabulary: Through word wall
and Frayer-model graphic organizer. Students
are directed to share their non-lingual
representation. Teacher observes and looks
for misunderstandings.

Sierra Nevada College Lesson Plan

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
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: Students formulate responses
with a pair share, pair share with another
pair, and then group share.
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:

Connecting to warm up,

Questioning, Meaning
Making through
discourse.
10-12m
Teacher Directed Inquiry,
Predicting

Formative Assessment
5-7m
Group Discourse, Making
connections, Pair Share,
2-pairs share, group
share.

15m
Guided Practice,
Modeling, Meaning
making through
examples and nonexamples, Formative
Assessment.

15-20m

Sierra Nevada College Lesson Plan

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
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.

Meaning making through

non-linguistics, Group
discourse, Summative
Assessment

2-3m

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

Sierra Nevada College Lesson Plan

http://www.scholastic.com/teachers/top-teaching/2015/11/creating-culturekindness-yourclassroom
Higher Order Teacher. (2012). Frayer model vocabulary diagram. Retrieved from
https://www.teacherspayteachers.com/Product/Frayer-Model-VocabularyDiagrams-2-per-page479161
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
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/