To start, I am going to read the book and discuss the meaning of the bucket. Then, we are going to brainstorm ideas about how we can be bucket fillers vs bucket dippers and then I will write their ideas on a t-chart. I plan to put these in the hallway so other classes can see how they can be a bucket-filler, too. I will also show them my reminder posters (I posted them here before) to help us remember to be bucket-fillers and not bucket-dippers.
On another day, I will read the book again, review our t-chart, and have the children illustrate pages for a classbook about being bucket-fillers. Something like "When I __________________, I am a bucket-filler. When I ____________________, I am a bucket-dipper." We will then compile our pages into a laminated classbook.
On another day, I will read our classbook aloud. Then, we will write a friendly letter to the other classes in the school, explaining about the great book we read and giving examples from our t-chart and classbook. In the letter, we will offer to lend our books to any class who wants to read them. We will also explain how we want others to be bucket-fillers, too, and so we, as a class, will be on the look-out for bucket-filling behaviors. If we notice a bucket-filling behavior, we will give them one of our special business cards (thanks to Vista Print) as a way to say, "Hey, we noticed your bucket-filling moment."
Here's a picture of the card I made up.
That's where I'm at.