Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)
Grade/Course:
Grade One English Language Arts
Unit:
We Are All Bucket Fillers
Length of Lesson:
50 Minutes
Stage 1 – Desired Results
1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):
G02 Comprehend and respond personally and critically to oral, literary, and media texts
2.2.1 Experience Various Texts: Participate in shared listening, reading, and viewing
experiences using texts from a variety of forms and genres.
2.2.2 Connect Self, Texts, and Culture: Share personal experiences and family traditions
related to oral, literary, and media texts; identify choices that people make in texts.
2. Essential Questions: The key questions we will answer are…
1. How do our actions affect others?
2. How can we better ourselves and others?
3.
Students will know. . .


That they have the ability to affect the lives of others
That by being kind to one another, the world will be a better place
4. Students will be able to. . .



Determine the difference between being a “bucket filler” and “bucket dipper”
Decide if their actions are filling their bucket, or if they are filling the buckets
of others
Use words and pictures to describe their feelings
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Stage 2 – Assessment Evidence (Assessment AS/OF/FOR Learning)
Assessment Assessment Assessment
Please indicate the purpose of your strategy by
For
Of
As
using a check mark under the appropriate
(Formative) (Summative)
category.
Strategy (Performance Task, Observation Checklist,
Interview, etc.):
Observation Checklist:
The students will be required to participate in the class
discussion following the reading, and will be required to play
the Bucket Filler game. I will observe the students and
assess them based on their participation.
Performance Task:
The students will complete a work sheet based on the book.
They will be given credit if they have completed the
worksheet and remained on topic.
Criteria (Please list i.e. Rubric, Achievement Indicators from
Curriculum, Student or Teacher Generated):
Observation Checklist:
The student must have participated and expressed a general
understanding of the book in order to receive a “Met” on the
Met or Not Met rubric
Performance Task:
Will be graded out of five marks. The student will gain marks
for expressing a general understanding of the book, the
difference between bucket filling and bucket dipping, have
written about their acts of kindness, and drawn about their
acts of unkindness.
Reflection – Did these assessment strategies allow you to address the outcomes for
this lesson? Did the students’ learning meet your objectives?
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Stage 3 – Learning Plan
Instructional Strategies For This Lesson
Consider learning styles, multiple intelligences, learner abilities and student interests.
1.
Activating
To activate students in this lesson I will
read the book “Have You Filled a Bucket
Today?” by Carol McCloud.
While reading I will stop at each page and
ask the students questions to activate
their learning, as well as keeping them
engaged.
I will point out key parts, words, or
pictures of the book as I read.
3. Applying
To apply their knowledge, I will have the
students participate in a group game that
involves their understanding of the terms
“bucket filler’ and “bucket dipper.” The
students will be given scenarios and they will
have to place their cut out stars either in the
bucket if it is a “bucket filler” or remove some
stars from the bucket if it is a “bucket dipper.”
The students will each have a turn.
Following the game, students will be handed
a worksheet that will require them to write
about an instance in which they were a
“bucket filler,” as well as draw about an
instance in which they were a “bucket
dipper.” The students will be encouraged to
reflect on their own experiences as well as
those discussed in class.
2. Acquiring
To acquire knowledge, I will have the
students discuss as a class the important
lessons learned in this book. Through
engaging in a discussion, the students will
gain new knowledge from their peers. They
will be able to share ideas and thoughts
freely.
I will guide the discussion, referring back to
instances in the book.
4. What about students who require
adaptation to the lesson?
Depending on the situation, some
adaptations that could be put in place for
this lesson are:
 A projection of the book onto the
smart board for students with
visual limitations
 Allowing students to draw for both
portions of the worksheet if they
struggle with language or are
visual learners
 Placing a struggling student
beside a student who is excelling
during the game, if they need
assistance
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Resources/Technology:
Smart Board (if the story needs to be projected)
Bucket filler game (a small bucket with cut out stars and a ladle)
The book “Have You Filled a Bucket Today” by Carol McCloud
Bucket Filler worksheet
Learning Materials Required:
The Bucket Filler worksheet
Pencil and pencil crayons
Cross-Curricular Integration:
Social Studies
Stage 4 - Reflection
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Supportive Ideas for Lesson Plan and Unit Plan Development
1. Gardner’s Multiple Intelligences include:
a. Linguistic (reading, writing, telling stories)
b. Logical / Mathematical (experimenting, working with numbers, questioning)
c. Spatial (drawing, building, creating, very visual)
d. Musical (singing, listening to music, using instruments)
e. Bodily / Kinesthetic (moving, touching, interacting, acting)
f. Naturalistic (interacting with one’s environment and surroundings, enjoying the
outdoors)
g. Interpersonal (talking with peers, mediating, sharing, organizing)
h. Intrapersonal (thinking inward, working independently, pursuing personal goals)
i. Existential (understanding religious & spiritual needs, naturalistic, see the big picture in
life and the universe)
2. Learning Styles to Consider:
a. Visual (spatial): prefer using pictures, images, and spatial understanding.
b. Aural (auditory-musical): prefer using sound and music.
c. Verbal (linguistic): prefer using words, both in speech and writing.
d. Physical (kinesthetic): prefer using your body, hands and sense of touch.
e. Logical (mathematical): prefer using logic, reasoning and systems.
f. Social (interpersonal): prefer to learn in groups or with other people.
g. Solitary (intrapersonal): prefer to work alone and use self-study.
3. Groupings (Taken from MB Education & Training)
A variety of groupings facilitate differentiation in a multilevel classroom, including
flexible and cooperative groups.
Flexible groups:
a. meet a particular need or interest of a small group of learners for strategic or explicit
instruction, guided practice, or independent inquiry.
b. will change frequently throughout a day or a learning/teaching sequence.
c. may be formed by and across developmental levels and by student choice.
Cooperative groups:
a. develop a collaborative “micro” learning community within the larger classroom
community (Johnson and Johnson).
b. may stay together for an entire term.
c. offer valuable opportunities for independent learning, thereby also allowing the teacher
more time to work with flexible groups.
d. require thoughtful role assignment in cooperative groups is essential so that younger
students are not overshadowed by older ones. Assign roles that are based on students’
skills (e.g., reader, recorder, reporter, helper) and rotate them. Alternatively, suggest a
“share-the-pen” strategy, with each member taking a turn at recording an idea while the
others are coaches, assisting with spelling, and encouraging thinking.
e. may be formed across developmental levels. Select students who have a range of social
and academic abilities that will foster interdependence.
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