Extra Lesson

Indiana Wesleyan University
Elementary Education Lesson Plan

Read-Aloud
Student: Maryn Wallen School: Allen Elementary

IWU Supervisor: Dr. Karla Karr Co-op Teacher: Mrs. Satterlee
Grade Level: 2nd Grade
Lesson Rationale
Children’s Literature is an avenue for students to listen and interact with fiction and non-fiction
books. Exposure to a variety of pieces of literature allows students to build background
knowledge and grow their vocabulary. Reading opens questions and allows critical thinking
because students have to comprehend what the main idea is.
Readiness
I. Goals/Objectives/Standard(s)
1. Goal(s) –
i. Students will show kindness with simple gestures within the classroom
and the community surrounding them.
2. Objective(s) –
i. After listening to the book “Have you filled a bucket today”, students will
be able to describe one way they can fill a bucket.
3. Standard(s):
i. IAS. 2.RN.2.1 Ask and answer questions about the main idea and
supporting facts and details in a text to confirm understanding.
II. Materials: “Have you filled a bucket today?” – Book, scissors, pencil, post-it notes,
glue, easel
Time: 55 minutes
Anticipatory Set: 5 minutes (Attention Grabber)
Instruction: 10 minutes (Mini-lesson with transitions)
Check for Understanding: minutes (transition to stations – 8 minutes)
Closure: minutes (– Summative Assessment)
Space: When I am reading the book students will be on their spot on the carpet.
During the activity students will be at their desks working. During the closure we will
be on the carpet discussing ways students can be bucket fillers.
Behavior: Students will be expected to participate in the lesson at all times. I will
state my expectations throughout the lesson for each activity. I will give students a
piece of candy if they follow the expectations throughout the lesson as a positive
incentive. If a student chooses not to listen, I will give him/her a personal warning. If
I have to warn them again, they will owe me laps at recess or loss of candy as a
consequence.
III. Anticipatory Set (5 minutes)
Do you like when your friend does something nice for you? What is something that
your friend has done for you that was kind? Allow students to share. Then I will share
what I like my friends to do for me. I like when my friends tell me if there is
something on my face. I also like when they say kind words to compliment my outfit
and encourage me by saying good job. We all like when someone is kind to us. We do
not like when people are mean towards us.
IV. Purpose:
Today we are going discuss how we can encourage and uplift those within our school
community and home community.
Plan for Instruction

 Adaptation to Diverse Students: I will adapt my lesson for all students by including
examples with pictures for the bucket filler and dipper sort. Students will not only read
the words, but those who struggle can connect the picture with the text. In order to avoid
embarrassment, students can share the results of their buckets with a partner instead of
the whole class. I wanted to have an interactive activity for the active learners and those
with ADHD. Movement allows students to be more engaged in the lesson and acquire a
deeper understanding.
Lesson Presentation (Input/Output): (10 minutes)

I am going to read the book “Have you filled a bucket today?” As I am reading I want you to
listen or look for what a bucket filler is and why it is important? Then we will have a discussion
about what you think afterwards.
Read the book.
Ask students: Based on the reading…

Did you like the book? (Yes/No)
What is the story about?
What does it mean to be a bucket filler?
Why is being a bucket filler important?
What does it mean to be a bucket dipper?
Do you want someone to dip or fill your bucket? Why?
V. Check for Understanding – (15 minutes)
Directions: We are going to work on an activity identifying bucket fillers and bucket dippers. I
will demonstrate as I am talking. There are two sheets. One sheet has two buckets on it and the
other has pictures with words underneath that you will cut out and glue. Then you will glue those
pictures with words in the correct bucket. Then when you are done cutting and gluing you will
color the picture. When you finish completely compare your work with a partner near you. Give
me a thumbs up if you understand? If students do not I will clarify.
Activity: Students will do a sort separating statements that are bucket fillers and those that are
bucket dippers. There will also be pictures with the word/phrase. This is an example of what it
will look like with a little twist I added.
 Transition: Ring the chimes for students to stop what they are doing and look at the
teacher for further directions. (Students know that when the chimes ring they are to stop
and look at the teacher)
VI. Review Learning Outcomes/ Closure – (10 minutes)
Directions: You will now each receive a post-it note. I want you to think of a way that you can fill
another person’s bucket in this room or at home. You must complete this task within the next
couple of days. Try to think of something you have not done before or something that would
mean a lot to this person. Then when you have thought of something write the idea on the pos-it
note and stick it on the board. Then we can share our ideas. Give me a windshield check. Do you
understand what you have to do?
Activity: On the Easel I will have outlined a bucket and the phrase “HOW CAN I FILL A
BUCKET?” Students will each receive a sticky note and write down how they can fill a bucket.
Plan for Assessment
Formative Assessment – During the grand conversation, I will be able to assess if students were
able to comprehend what the book was about. I will be able to tell quickly if they listened to
details of the story to answer the questions I ask.
Summative – Students will write on sticky note how they can fill a bucket. They will be able to
demonstrate that they know how to fill a bucket by their responses. I am looking for examples
that are positive ways to fill a bucket. Also on their sort, I will be able to assess if they are
understanding bucket fillers vs. bucket dippers.
Reflection and Post Analysis

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all the students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Did my transitions from one activity to the next flow?
8. Did students enjoy learning about how they can fill someone’s bucket? What were there
responses when you asked them?
This calendar will be placed on the board for students to view. These are examples students can
look at every day to be a bucket filler and practice encouraging others within their school and at
home.

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Indiana Wesleyan University

Elementary Education Lesson Plan

Student: Maryn Wallen School: Allen Elementary

Plan for Instruction

Lesson Presentation (Input/Output): (10 minutes)

Read the book.

Ask students: Based on the reading…

V. Check for Understanding – (15 minutes)

VI. Review Learning Outcomes/ Closure – (10 minutes)

Reflection and Post Analysis

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