Lesson 3: Our Perspectives
WCBF 2-3: Perspective
Objective:
Students will begin to develop an understanding of how
their behaviour affects both their own feelings and
others’ feelings; to promote empathy towards others.
IRP PLO(s) addressed:
Grade 2, English Language Arts C1: create personal writing
and representations that express connections to personal
experiences, ideas, likes and dislikes
Grade 3, English Language Arts C1: create a variety of clear
personal writing and representations that express
connections to personal experiences, ideas, and opinions
Teacher guide
Student guide
Opening
Time
5 min
Review what has been learned
about perspective. Suggest to
students that they can think about
their own perspective and someone
else’s at the same time.
Students put on perspectacles
to help them see different
perspectives.
Pre-Activity
10 min
Read How Full Is Your Bucket? Stop
to ask students what they think
different characters are feeling in
the same situation, ex: Felix feels
angry and Anna feels sad when they
argue about the blocks.
Active listening wearing
perspectacles.
Activity
20 min
Complete Our Buckets are BOTH
Full when… worksheet.
Students work independently.
Share completed worksheet
with the class or in small
groups. Post worksheets in the
classroom.
Other Resources
Thinking about our friends,
classmates, or families’
perspectives instead of just our own
makes us better friends. Filling up
someone else’s bucket fills your
own too! When we recognize and
accept others’ differences or
challenges, we are filling buckets.
Class pledge to do something to fill
someone’s bucket today.
Student’s share more ideas for
bucket-filling at school, at
home, and in the community;
pledge to fill someone’s
bucket today.
PRC Resource
 What are they
thinking? Cards
Speechmark
Closure
5 min
Considerations/Adaptations/Extensions: How will I meet the needs of various learners?
Considerations:
Adaptations:
 ASD students in the class
 Defining language used: pledge
 Students with other
differences
Materials needed
 perspectacles
 How Full Is Your
Bucket?
Tom Rath and
Mary Reckmeyer
 whiteboard
 Our Buckets are
BOTH Full
when…
Worksheet
 pencils/markers
(E.g. Web, books, etc.)

Extensions:
 Create a “Full bucket list” to post
in the classroom; all students agree
on things at school that fill up their
buckets
 Students wear their perspectacles
to write a journal entry from the
perspective of a character in How
Full Is Your Bucket?
Reflection: What went well? What needs to be changed for next time? What did I observe about my students? What would better facilitate my
teaching of this topic? What needs to be considered for subsequent lessons on this topic?