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Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)


Grade 1



Length of Lesson:

45 minutes

Stage 1 Desired Results

1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):
Social Studies Cluster 3: Connecting With Others
1-KC-006 - Describe various ways in which people depend upon and help one another.
1-VC-001 - Respect the needs and rights of others.
1-VC-004 Appreciate the importance of relationships and connecting to others

2. Essential Questions: The key questions we will answer are

How can bucket filling help us to respect others?
Why is bucket filling important in our relationship with others?

Students will know. . .

The difference between bucket filling and bucket dipping and how they affect the
needs and rights of others.
How to use bucket filling to improve their relationship with others.

4. Students will be able to. . .

Fill the buckets of themselves and others
Correctly identify situations where people are bucket fillers and bucket


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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Please indicate the purpose of your strategy by
Assessment Assessment Assessment
using a check mark under the appropriate category.
(Formative) (Summative)
Strategy (Performance Task, Observation
Checklist, Interview, etc.):
Observation Checklist: Observe student
behaviors throughout the lesson as well as during
the following weeks to see if they understand the
meaning of bucket filling and attempt to fill their
classmates buckets on a regular basis.
Performance Task:
Complete a journal entry by drawing a picture and
completing the sentence I can fill my friends
bucket by.

Criteria (Please list i.e. Rubric, Achievement

Indicators from Curriculum, Student or Teacher
Observation Checklist Achievement Indicators:
- Student has a well developed
understanding of bucket filling and
appreciates the importance of how it
improves their relationship with others
- Student plays their part in bucket filling
on a regular basis to help improve the
classroom community
Performance Task Rubric:
- picture drawn demonstrates
comprehension and an understating of
bucket filling
- neatness and grade-level appropriate
fine motor skills
- attempt to complete the sentence and
use inventive spelling when needed
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.


Linking prior knowledge: Recall our class

discussion about what it means to be a good

3. Applying

Each student is given a scenario

card, they have to decide if it is a
bucket filler or bucket dipper.
Students will create a writing
response to complement their
understanding of the bucket filling

2. Acquiring

Read Fill A Bucket by Carole


Watch Bucket Filler song by the

Learning Station

4. What about students who require

adaptation to the lesson?
ASL student: Try to remain at the same level
and within a close proximity to EA while
signing. Allow appropriate amount of time for
EA to translate words properly. Use of video to
further explain with photos. Ensure student
has clear view of EA at all times.
ASD: transition with caution, being sure to give
some warning time. Allow student the space to
feel comfortable during the lesson, in a spot of
their choosing. Talk down any fears or
anxieties that may arise throughout the lesson.
Explain lesson details further if needed.

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Manitoba Curriculum Documents K-4
Smart Board
Book: Fill A Bucket by Carol McCloud ISBN - 9781933916286
Youtube: The Learning Station: Fill A Bucket
Teachers Pay Teachers : Stef Swanson writing activities
Learning Materials Required:
Scenario cards
Writing response worksheet
Cross-Curricular Integration:
English: General Outcome 1
Math: collecting data and using tallies to count bucket filling occurrences
Science: Characteristics and needs of living things: how bucket filling relates to human needs

Stage 4 - Reflection

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