Daniella Marino & Lyra Biancamano

February 22, 2018

Ms. Holmes (Edgewood Elementary School)

1. 4th Grade: Be A Bucket Filler!

2. Lesson Essential Question(s): How can students be kind to one another? What does it mean to
be a bucket filler?

3. Standards: 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what
happened and why, based on specific information in the text.

4.
Learning objectives Assessments

Students will generate ideas about what it
means to be a bucket filler and a bucket
dipper.
The instructors will provide a worksheet (see
provided) which the class will work on
together. Based on the worksheet the students
will raise their hands and recognize what
makes a bucket filler as well as what makes a
bucket dipper. The instructors will monitor
student answers.

Students implement what it means to be a
bucket filler by filling their own as well each
other buckets for the remainder of the lesson
as well the remainder of the school year.
The instructors will provide the students with
a paper cup to decorate as their bucket. The
instructors will set it up a station in the
classroom where students can fill their own
buckets as well as fellow students.

5. Materials:
● “How Full is Your Bucket?” by Tom Rath and Mary Reckmeyer
● Paper Cup
● Stickers
● Markers
● String
● Worksheet

6. Pre-lesson assignments and/or prior knowledge: Students should be able to infer definitions
based on information from a text. Students should also be able to summarize a text they have just
read.
7. Introduction:
0:00:00- 0:05:00
The instructors will begin by presenting the class with their buckets that they have made.
Each instructor will complement the other and then add a note to the other’s bucket. The
instructors will ask the students what they predict it means to be a bucket filler. The
students will then predict what they believe it means to be a bucket filler.

8. ​Instructional Plan:

0:05:00-0:15:00
The instructors will co-read the story “How Full is Your Bucket?” by Tom Rath and
Mary Reckmeyer. Throughout the story, instructors will be pointing out key points and
involving the students. Instructors will incorporate what it means to be a bucket filler into
the story.
0:15:00-0:20:00
The students will be receiving a worksheet that will help reinforce the idea of what a
bucket filler does and what a bucket dipper does. Their answers will be discussed as a
class and ideas will be shared with each other. The instructors will discuss actions that
would be appropriate to be a bucket filler.
0:20:00-0:40:00
Materials will be passed out to the students for them to create their own buckets. The
students will use their own creative spin, and the buckets will be displayed around the
classroom. The instructors will be informing the students that they are to fill each others’
buckets with appropriate comments to make someone else’s day. After the students create
their own bucket, they will fill out pieces of paper to fill the buckets of others. The
students will write down things that will make someone else feel happy, and place it in
someone else’s bucket.

o Differentiation: The instructors will assist students who find it difficult to create the bucket.
The instructors will invite the students who finish early to produce paper strips where they will
fill fellow classmates buckets. For students who are worried their buckets will not be filled the
instructors will encourage students to produce “bucket filling words” for students they do not sit
next to at lunch.
o Questions:
1. What does it mean to be a bucket filler?
2. What does it mean to be a bucket dipper?
3. How do you fill buckets?
4. Who fills your bucket?
o Classroom Management: Following the introduction of the lesson, students will be invited
table by table to join the instructors at the rug. The students who choose to misbehave will be
asked to return to their seats. The instructors will have the materials prepared to be handed out to
each table of students. As the students are working the instructors will circulate the room, asking
questions about each bucket the student is making, as well as encouraging them to think about
ways they can be bucket fillers.
o Transitions:
The lesson will begin with the students in their desks. The students will then be invited
by instructors table by table. Once the instructors have finished reading the story they
will continue to have students seated at the carpet while they discuss how to become
bucket fillers and bucket dippers, inviting students to write their answers on the
worksheet that is projected onto the board. The instructors will then send students back to
their desks one by one to await the distribution of the bucket making materials. The
instructors will pass out the bucket making

9. Closure: The instructors will ask their students to read some of the examples they have written
to fill one anothers’ bucket. This is an opportunity for students to reflect on the meaning of a
bucket filler. The instructors will explain how for the rest of the year they will be filling each
other’s buckets at the bucket filling station.