Activity 1: (15 minutes) PYRAMID OF HAPPINESS

Review the Pyramid of Happiness anchor chart from the slides and practice the actions associated with each level of the pyramid:

• Basic Needs: Rub tummy and pretend to drink (food and water)
• Safety: Pretend to put on a helmet (safety) and make a roof overhead with arms (secure place)
• Connection: Hug yourself (love) and give a friendly wave (belonging)
• Believe in Yourself: Make a thumbs up and show off your muscles (esteem)
• Superstar Self: Jump high and land in a superhero pose (self-actualization)

Share the definitions of the terms “gratitude” and “thankful” from the slides.  

Highlight the 3rd level of the pyramid (Connection) and its action (hug yourself and give a friendly wave). Read aloud the correlating poem stanza together from the slides. Showing our gratitude towards others makes our friendships stronger.

Highlight the 4th level of the pyramid (Believe in Yourself) and its action (make a thumbs up and show off your muscles). Read aloud the correlating poem stanza together from the slides. Gratitude helps us feel good about ourselves, notice our strengths, and build confidence by focusing on the positive.

Highlight the 5th level of the pyramid (Superstar Self) and its action (jump high and land in a superhero pose). Read aloud the correlating poem stanza together from the slides. Gratitude helps us become our best selves by making us kinder, more positive, and more aware of the good in our lives and in others. Have a discussion:

• When have you felt gratitude? Explain. (EQ)

Activity 2: (20 minutes) BENEFITS OF GRATITUDE

Explain to students that one way we can become our superstar selves is by being grateful for the people around us and the things we have. When we show gratitude for people and things, it benefits our body, mind, and our connections with others. Go through the benefits of gratitude from the slides.

Invite students to think of someone in their life they are grateful for. Toss a ball or bean bag to each student and have them catch the bean bag and share who they are grateful for and why. Toss the bean bag around for another round. This time, have students share something they are thankful for.

Have a discussion:

• Why does being thankful help you feel good inside? (EQ)

Activity 3: (15 minutes) GRATITUDE GAME

Explain that being grateful helps us feel happier and more satisfied. It shifts our focus to what we have, rather than what we do not have. Briefly discuss the difference between gratitude and ingratitude, using the slides. Practicing gratitude every day can help us feel more positive and be our best selves.

Play the gratitude game:

1. Play music and have students walk around the classroom.
2. When the music stops, students quickly find a partner and face each other.
3. Display the gratitude questions slide and invite students to share what they are thankful for with their partner. (Teacher Tip: Encourage students to answer each question in a complete sentence. For example: “I am thankful for ________ because ________.”)
4. After 1–2 minutes, start the music again.
5. Students walk around until the music stops and find a new partner.
6. Continue playing until students have discussed each question.

Gather students back together and have a discussion:

• Why does saying exactly what you are thankful for make it more special? (EQ)

Activity 4: (15 minutes) DAILY GRATITUDE STRATEGIES 

Explain that gratitude is a skill that can be learned, and even simple habits—like saying thank you or noticing something good each day—can train your brain to feel more joy over time. Go through the gratitude strategies slides with students. Remind students that we can choose 1 or more of these strategies to do each day to help us develop a habit of gratitude. Choose 1–3 of the gratitude strategies to try as a class. Have a discussion:

•  What is 1 way you can show gratitude to others? (EQ)

Encourage students to try 1 strategy on their own and come to school prepared to share what they did and how it made them feel.

Extension: Consider incorporating daily gratitude strategies into your classroom routines to help students feel more optimistic, do better in school, and deepen their connections with others.

Activity 5: (15 minutes) GRATITUDE STONE

Prior to this activity, watch the video and see if it is the best fit for your students. As an optional extension, invite students to bring a small stone to class or bring enough stones for each student to have one.

Read the book Gratitude is my Superpower by Alicia Ortego or watch the read-aloud video from 0:05–6:22. Invite students to pay attention to how Betsy’s stone helps her. Have a discussion:

• How does Betsy’s stone help her? (It helps her remember to be grateful for things. For example, when she was given a dinner that she was not excited about eating, she remembered to be grateful for her food and for her mom who made her dinner. Choosing to be thankful helps her feel happy.)
• How did Betsy use her stone to help others? (When a new boy was sad about moving to a new school, Betsy’s stone helped him remember that he was grateful for his new home.)
• Why do you think gratitude is called a “superpower” in the title of the book? (EQ)

Extension: Invite students to take out their stones. Explain that this is their very own gratitude stone that can help them remember to be thankful for the things and people in their life. Invite students to paint their stones. Encourage students to take their stones home and keep them in a safe place. Invite students to share what they have learned about the power of gratitude with their families.

Activity 6: (20 minutes) GRATITUDE LIST

Explain that research shows that grateful people tend to feel happier and more optimistic, build stronger relationships and communities, do better in school and hobbies, and enjoy better overall well-being. Invite students to think of things they are thankful for. (Teacher Tip: Share examples of things you are personally thankful for to help students brainstorm specific ideas.)

On the whiteboard, make a list of things students are thankful for. Give each student a Gratitude List handout or have them take out student journals. Have students write down things they are thankful for on their handout. Invite students to share 1–3 things from their list. Encourage students to take their lists home and share them with their families.

Activity 7: (20 minutes) THANK YOU LETTER

Prior to this activity, watch the video and see if it is the best fit for your students.

Read the book The Thank You Letter by Jane Cabrera or watch the read-aloud video until 4:04. Invite students to pay attention to how 1 girl makes a big difference in her community. Have a discussion:

• How did Grace’s letters change her community? (EQ)
• How did people feel when they received Grace’s letters?

Invite students to think of someone in their life they are thankful for. Give each student a Thank You Card handout. Have students write a letter describing why they are grateful for that specific person. (Teacher Tip: Share an example of someone you are thankful for and why. Walk around the room and assist students who need support with their writing.) Encourage students to deliver their letters. Have a discussion:

• Why is it important to express our gratitude for others? (EQ)