TCNJ Lesson Plan

Anti-Bullying Lesson

Student Name: Amanda Rego and Tori Lai School Name: Hopewell Elementary
Grade Level: Kindergarten Host Teachers Name: Chelsea Bradshaw

Guiding and/or Essential Questions:

How can we foster a community of acceptance and friendship?
How can we be kind to one another?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
Students know what a role model student should look like and act like.
Students know what it means to be kind, and the importance of kindness.
Students may not know what it means to carry an imaginary bucket.
Students may not know of specific ways on how they can be bucket fillers in their
classroom/ school.

Standards:
CCSS.ELA-LITERACY.SL.K.1.A: Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.1.B: Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas
clearly.
CCSS.ELA-LITERACY.L.K.5.C: Identify real-life connections between words and their
use (e.g., note places at school that are colorful).
CCSS.ELA-LITERACY.RL.K.10: Actively engage in group reading activities with
purpose and understanding.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will list examples of kind Teachers will record list of kind/rude actions on
actions (bucket fillers) and inappropriate anchor chart/jumbo post-it.
actions (bucket emptiers).

Students will be quiet and respectful Teachers will observe for quiet listeners sitting
during read-aloud. cross-legged with hands in laps.

Students will follow directions on how Teachers will ensure students pay attention by
to made buckets. gaining eye contact and checking that students
follow through by following directions during
 bucket activity.

Materials/Resources: (List materials, include any online or book references and resources)
Book: Have you Filled a Bucket Today?
Solo cups, with holes cut on sides
Pipe cleaners
Stickers for students to decorate their bucket
Permanent Marker
Resource: http://www.momentsaday.com/5-activities-to-learn-about-kindness-bucket-
filler-resources/
o http://imbloghoppin.blogspot.com/2011_08_01_archive.html

Plan for set-up/distribution/cleanup of materials:

Book (kept by teachers) will be read on Rainbow carpet
Cups (with holes pre-cut) will be stacked at tables with pipe cleaners (1 cup, 2 pipe
cleaners per child)
Once children are done with their buckets, they will be able to put them in a designated
area in the classroom (side table)

Step by Step plan (numbered):
1. Lesson beginning: Tori will start the lesson by saying, We are going to teach you the
importance of being kind to one another. I am going to read you this book called, Have
You Filled A Bucket Today? which shows us why it is so important to be kind.
2. Tori will read the book to the students, ensuring that they can all hear her and can see the
pictures.
3. Once the story is complete, Amanda will ask the students, Do you have any questions
about the book? We will both answer student questions if they have any. Once the
questions are answered, Amanda will say, Now that we know so much about filling and
emptying buckets, we are going to make a chart to remind us of things that can fill ours
and others buckets, and what are some not-good things that can empty ours or others
buckets.
4. Tori will ask the students, What are some things we can do to fill buckets? While the
students answer, Amanda will write down student responses on anchor chart.
5. After completing the Bucket Filler side, we will do the same thing with the Bucket
Emptier side.
6. Once we have gone through the entire chart, Amanda will tell the students that we are
now going to be making our own buckets! Amanda will show the class a sample bucket,
and say, You are all going to write your names on the buckets and then decorate them to
make it however you would like it to look! Once everyone is done with their buckets, we
are going to write bucket-filling notes to each other! Everyones name is on one of these
notes, so everyone will receive one. When you are done decorating your buckets, raise
your hand, and you can start writing a note to a classmate. These notes say, (Example
name) is a bucket filler because _________. These all have names on them already, so all
we need to do is write down why they are a bucket filler. I might write Miss Rego is a
 bucket filler because she drives me to school. We will then dismiss the students back to
their tables based on which row is sitting the nicest.
7. Once the children are at their tables, they can start working on their buckets. Tori and
Amanda will walk around with a marker and make sure that all of the students can write
their name on their bucket. We will continue to walk around and help any of the students
if necessary.
8. After 2 minutes, tell students to finish up decorating and begin writing notes. When
students raise hands, they can begin filling in the premade note to a classmate, and give it
to the respective person when they are done.
9. Closure-Short: Once the students are completed with their bucket, they will be able to
get up and put their bucket in a designated area of the classroom. They can then go back
to their seat and work on their weekly coloring packet, or get ready to pack up for the end
of the day.
Closure-Long: Amanda will say, Hocus Pocus-That means focus! If you are done
decorating your bucket and filled out a note for a classmate, you can put your bucket on
the side table. Now that we all know how to fill a bucket, could anyone share with me a
way they could be a bucket filler? Allow 2-3 students to answer. When done, allow
students to take out coloring packets while other tables are packing up to go home.

Key Questions (that you will ask):

Do you have any questions about the story?
What does it mean to be a bucket filler? Bucket emptier?
What are ways that we can be bucket fillers? Bucket emptiers?
Could anyone share with me a way they could be a bucket filler?

Logistics:
Students will be seated on carpet for read aloud and discussion, and will move to table seats for
bucket-making and note-writing.
Timing:
Read-Aloud 5 min
Discussion/ making chart 5-7 min
Making buckets, writing notes 5-7 min

Transitions:
After read-aloud/discussion, we will call children back to their tables based on the most
polite and quiet rows of children.
At the end of the Bucket activity, we will have students put away buckets and pack up
based on the most quiet and polite table group.

Classroom Management:
We will use various attention-getters as needed: Hocus Pocus, Claps, McDonalds, Hands
on top, etc. Specifically during creation of buckets and end of lesson.

Differentiation
 We will read loud, clear, and slow for less auditory learners, giving the entire group a
chance to view the pictures in the book.
The more available teacher will watch J, C, and others to make sure they do not disrupt
the read-aloud, discussion, or explanation of directions for the bucket activity.
o Specifically, J will receive encouragement to behave using stickers and
marshmallows.
For those students that might struggle with writing their name on the buckets, teachers
will offer to write the students names on their cups.