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 • What is a compliment? (L.O #1, 2 &

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)
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?
 Ashley Pasiciel

• 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 back-
bulletin 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.