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Lesson Plan

Grade/Subject: 2 English Language Arts

Unit: N/A

Lesson Duration: 45 minutes

SPECIFIC OUTCOMES
FROM ALBERTA PROGRAM
OF STUDIES

LEARNING OBJECTIVES

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

2.1 Use Strategies and Cues


Use Comprehension
Strategies
Identify the main idea or topic
and supporting details of
simple narrative and
expository texts.

Students will:

Students will provide


evidence of learning by:

4.2 Attend to Conventions


Attend to grammar and usage
Write complete sentences,
using capital letters and
periods.

Students will:

- Identify the main idea of


simple narrative texts.

- Write complete sentences.


- Use capital letters.
- Use periods.

- Discussing the main ideas of


the texts.
- Discussing the meaning of
filling your bucket.

Students will provide


evidence of learning by:
- Writing complete sentences,
using capital letters and
periods, about ways that they
can fill the buckets of others.

LEARNING RESOURCES CONSULTED


Resource #1:
Alberta Education Program of Studies including
Alberta Education Illustrative Examples for English Language Arts
Resource #2:
http://www.teacherspayteachers.com
MATERIALS AND EQUIPMENT
1. Book: How Full is Your Bucket? For Kids by Tom Rath and Mary Reckmeyer (from my
personal library).
2. Book: Bucket Filling from A to Z: The Key to Being Happy by Carol McCloud and Caryn
Butzke (from my personal library).
3. Worksheet attached. Only used as a tool for differentiation.
4. Loose leaf.
PROCEDURE
Introduction (3 5 min.):
Hook/Attention Grabber:
Show book.
Assessment of Prior Knowledge:
I know that you were filling buckets the other day. Have you read this book? Today we are

going to read the book and discuss the idea of filling buckets some more.
Expectations for Learning and Behaviour:
1.
2.
3.
4.
5.
6.
7.

Quietly listen to the book as it is being read.


Students put their hands up when participating in class discussion.
Students do their neatest printing when working on their assignment.
Students pay attention to words that need capital letters.
Students pay attention to punctuation at the end of their sentences.
Students transitions quietly to carpet. Students push their chairs in behind them.
Students listen to each others ideas and show respect when talking.

Advance Organizer/Agenda:
Sentences
1. What does it mean to fill a bucket? (1 2)
2. How do I feel when my bucket is full? (3)
3. How can I fill someone elses bucket? (3)
4. Read and edit.
5. Sharing if time allows.
(Sharing is not listed in objectives as it is a sponge activity only.)
Transition to Body
Students go to the carpet. As I read the story, give me a thumbs up when you hear parts that
are about bucket filling. This is not a time to be silly though. I want you to keep your attention
on the book and not your elbow partner.
Body (35 min.):
Learning Activity #1:
Identify Main Ideas
Read book
Discuss book
o What are the main ideas of the book?
o Can anyone explain to me what it means to fill a bucket?
Assessments/Differentiation:
Formative Assessment:
o Students participate in class discussion.
o Both hands in the air if you understand the meaning of filling a bucket. (If students do
not understand have a classmate explain it to them.)
o Are these actions helpful or hurtful?
Differentiation:
o Different learning styles: interpersonal, intrapersonal, linguistic.
Learning Activity #2:
Discussion
After discussion of book have students return to desks. I want you to pretend to be mimes.

This means no talking, but with your movement and facial expressions show me how you
would walk if your bucket was full.
Why did you walk the way you did? How does this make you feel?
o Write shared ideas on the board.
Have students take a minute to think about ways they might fill someone elses bucket. Have
them pair off and share these ideas (think-pair-share.) Look at seating arrangement prior to
class to see how students should pair off. Make sure students know their partners before they
start. Give students 2 4 minutes. Listen to ensure students are talking about what they
should be and are being respectful of each other. Use clap pattern to get students attention
back at front.
Ask if anyone would like to share one of their ideas.
o Write shared ideas on the board.
In the event that students are struggling with coming up with ideas read Bucket Filling from A
to Z: The Key to Being Happy to help them. If they offer suggestions, leave this book and use
it as a follow up for a later class.
Assessments/Differentiation:
Formative Assessment:
o Students participate in class discussion.
o Students participate in think-pair-share.
Differentiation:
o Different learning styles: visual, interpersonal, intrapersonal, linguistic.
Learning Activity #3:
Sentences
Grade Twos, you have been working very hard on practicing writing sentences. Can
somebody please remind me what a full sentence is? Write examples on the board of what a
full sentence is / and is not.
What does every sentence need at the beginning? (capital letter)
What does every sentence need at the end? (period). Write these two things on the board.
I want you to write 7 8 sentences as follows Write on the board as instructions are given.
o What does it mean to fill a bucket? (1 2)
o How do I feel when my bucket is full? (3)
o How can I fill someone elses bucket? (3)
Sound out words and do your best with spelling.
Once you have finished all of your sentences I want you to re-read them and make sure each
one is a full sentence and has a capital letter and a period. We are going to do a writing
activity soon where you will be marked on these things so I want you to start double and triple
checking your work. When you are done that I want you to hand in your paper at the back and
put your name on the board. You can then read your just right books until I call you.
Continue writing on board as you go.
o Read and edit
o Hand in at back.
o Print name on board.
o Read
Formatively assess and have students repeat instructions to make sure they understand what
to do.

Assessments/Differentiation:
Formative Assessment:
o Students write complete sentences, using capital letters and periods, about what it
means to fill a bucket.
o Students write complete sentences, using capital letters and periods, about how they
feel when their buckets are full.
o Students write complete sentences, using capital letters and periods, about ways that
they can fill the buckets of others.
Differentiation:
o Use worksheet attached for students who struggle with sentences. Tell students that
you are going to start pulling a few of them to the back during certain classes. Have
this set of students (see sticky note for names) circle the odd numbers. As a group,
talk about ideas and write sentences together for each of the odd numbers. Have
students return to desks and write sentences for the even numbers.
o For advanced students who are done early, do not point out any errors. Instead use
the You Find Them, You Fix Them formative assessment: write down on page how
many errors you see and have them go back to their desks, try and find them and fix
them.
o Different learning styles: interpersonal, intrapersonal, linguistic.
Sponge Activity
If student informs you that they are done, first have them review once more. Do You Find Them,
You Fix Them formative assessment. Have them reading just right books as you call them to
back to review last weeks work. If more than one student has completed this, have them read
their sentences to each other and look at each others work to make sure they are not missing any
capital letters, etc. If many students get to this point, inform all of the class that if they finished
they can put their hand up and will be paired off. Until then they can practice reading their books.
Closure (5 min.):
Consolidation/Assessment of Learning:
Assessment for Learning only.
o Formatively assess throughout lesson.
o Have students hand in. Mark spelling corrections. Write number of errors (punctuation,
capitals) on each sheet and have students edit next class along with last weeks
assignments prior to moving on.
o Make notes on observations of students progress.
Feedback From Students:
Turn page over. Write down anything you would like me to go over again in tomorrows class
that you do not feel like I explained very well or that you would like a little more help on.
Feedback To Students:
Encouragement, praise, recognition of hard work! Help students who are struggling in certain
areas and push students who are excelling. Answer student questions. Give verbal feedback
on students sharing process.

Transition To Next Lesson:


During school or at home tonight I want you to fill a bucket using one of the ideas that you
wrote about. Tomorrow we will talk more about dipping into buckets.

Name: ______________________
1. Filling a bucket means to ____________________________________
________________________________________________________
________________________________________________________
2. Filling a bucket means to ____________________________________
________________________________________________________
________________________________________________________
3. When my bucket is full I feel _________________________________
________________________________________________________
________________________________________________________
4. When my bucket is full I feel _________________________________
________________________________________________________
________________________________________________________
5. I can fill someone elses bucket by ____________________________
________________________________________________________
________________________________________________________
6. I can fill someone elses bucket by ____________________________
________________________________________________________
________________________________________________________

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