How Full Is Your Bucket

Ashley Pasiciel Being A Bucket Filler Grade/Subject: Language Arts – Grade 4 Lesson Duration: 60 minutes Unit: Making Mindfulness Possible Date: March 2019 OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: 1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Learning Outcomes: • 1.1.1 - Compare new ideas, information and experiences to prior knowledge and experiences. • 1.1.3 - Share personal responses to explore and develop understanding of oral, print and other media texts. • 1.1.4 - Discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts. • 1.2.1 – Identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts. • 1.2.2 – Use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences. • 5.1.1– Describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts. • 5.1.2 – Appreciate the responses to some oral, print and other media texts may be different. • 5.1.4 – Identify and discuss differences in language use in a variety of school and community contexts. • 5.1.5 – Take responsibility for collaborating with others to achieve group goals. • 5.1.6 – Ask for and provide information and assistance, as appropriate, for completing individual and group tasks. • 5.1.8 - Use brainstorming, summarizing, and reporting to organize and carry out group projects. LEARNING OBJECTIVES Students will: 1. Personally, connect and relate to the book How Full is Your Bucket? 2. Practice spreading kindness in the classroom. 3. Reflect on different ways students can be kind to one another. ASSESSMENT Observations: Key Questions: • Class reading – ask students • What is a bucket filler? (L.O #1, 2 & questions to keep them engaged. 3) Make sure students are paying • How can we fill each other’s attention and included in buckets? (L.O #1, 2 & 3) discussions. (L.O #1)

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Give examples of what good compliments are. Facilitate discussion where students brainstorm compliments they could give their classmates. Manage which students can put the compliment cards in the buckets to avoid chaos. (L.O #2). Make sure students are on task when working individually. Walk around the room and see what students are creating. (L.O #3)

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What is a compliment? (L.O #1, 2 & 3) What does it mean to be kind? (L.O #1, 2 & 3) What do you do at home be fill buckets? (L.O #1, 2 & 3) What can you do at school to fill someone’s bucket? (L.O #1, 2 & 3) What are some examples of compliments? (L.O #1, 2 & 3) Can you relate to the boy in the book? Have any of these things happened to you before? (L.O #1, 2 & 3)

Written/Performance Assessments: • Students will personally reflect on what they could do to fill someone’s bucket. They could make up a scenario or write from personal experience. This will go in their Me Book, which will be taken in as a summative assessment. • I will also be looking that students participate in the group activities throughout the lesson, and are engaged in the activities. For example, students are writing nice things on their kindness cards, etc. LEARNING RESOURCES CONSULTED • The Alberta Program of Studies. • How Full is Your Bucket? By Tom Rath. • Tribes MATERIALS & EQUIPMENT • Paper cups x 25 (used to make each student a ‘bucket’) • Pipe cleaners x 25 (used to make each student a ‘bucket’) • Kindness Cards • Kindness card folder to put extras • How Full is Your Bucket? By Tom Rath • Me Book PROCEDURE Introduction: Hook/Attention Grabber: Did anyone notice the new bulletin board at the back of the class? Assessment of Prior Knowledge: • What does it mean to be a bucket filler? Students should have an idea of this because it was a school initiative last year. Expectations for Learning & Behaviour: • Listening to me and eyes on the story when reading. I will be asking questions after, so pay attention in case I ask you.

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Hands to yourself and no talking when sitting for the reading. During activities, be respectful of your classmates – follow the tribe’s agreements (ask students to review these). Participate in activities. If you have a question raise your hand. When working, be on task. What does this look like?

Advance Organizer/Agenda: • Make each student a ‘bucket’. • Create a bulletin board for the activity. • Copy and cut out kindness cards. • Have carpets out for easy set up. Transition to Body: Today we are going to start with a story. Body: Key Questions: • What is a bucket filler? • How can we fill each other’s buckets? • What is a compliment? • What does it mean to be kind? • What do you do at home be fill buckets? • What can you do at school to fill someone’s bucket? • What are some examples of compliments? • Can you relate to the boy in the book? Have any of these things happened to you before? Learning Activity #1: How Full is Your Bucket? • As a class, we will read How Full is Your Bucket? By Tom Rath. • During the reading, I will ask students questions or have them personally relate to the reading. Assessments/Differentiation: • Ask questions to have students personally relate to the novel. • Ask students for examples, etc. • Make sure all students are comfortable where they are sitting and can see the book. • Make sure all students feel included in the discussion. Key Questions: • What is a bucket filler? • How can we fill each other’s buckets? • What is a compliment? • What does it mean to be kind? • What do you do at home be fill buckets? • What can you do at school to fill someone’s bucket? • What are some examples of compliments?

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Can you relate to the boy in the book? Have any of these things happened to you before? Learning Activity #2: Activity • Students will practice being Bucket Filler’s in the classroom. • Each student will get a few ‘compliment cards,’ where they will write someone in the class a compliment, and put it in their “bucket,” located on the backbulletin board. Compliments are meant to be anonymous. • We will discuss what a compliment is and some examples to give students some ideas. • Encourage students to give compliment cards to various students in the class, not just the ones they are best friends with. Assessment/Differentiation: • Make sure students are giving appropriate compliments. • Each student complete at least 4 compliments. Key Questions: • What is a bucket filler? • How can we fill each other’s buckets? • What is a compliment? • What does it mean to be kind? • What do you do at home be fill buckets? • What can you do at school to fill someone’s bucket? • What are some examples of compliments? • Can you relate to the boy in the book? Have any of these things happened to you before? Learning Activity #3: Me Book • Students will reflect on other ways they can fill peoples’ bucket’s. • Make personal reflections. Assessment/Differentiation: • Students will reflect through writing. • They will accompany their reflection with a drawing. Sponge Activity: Ticket to Curlew Journal Closure: Consolidation/Assessment of Learning: Great job! Does anyone want to share a personal connection they made? Transition to Next Lesson: Next lesson, we will be reading another story.