Activity 1: (20 minutes) UNUSUAL GRATITUDE GAME

Prior to this activity, prepare 5 sheets of paper by writing 1 title on each: chores, being grounded, spiders, homework, and anxiety.

Review the definition of the term “gratitude” from the slides. Explain that gratitude is more than just saying “thank you.” It is about noticing and appreciating the good things in your life and showing it through kind thoughts, words, or actions. Practicing gratitude can help us feel happier, build stronger relationships, and notice positive aspects of everyday life, even in unlikely situations.

Sort students into 5 groups and pass out one of the labeled papers to each group, face down. Tell students they will have 3 minutes to read their topic and brainstorm as many reasons as possible why someone might feel grateful for it. For example, if the topic were summer, reasons might include no school, sleeping in, vacations, or swimming. When time is up, have each group count their reasons. The group that listed the most reasons will read their list aloud to the class.

Have a discussion:

• What was unusual or unexpected about your topic?
• What good can come from choosing to feel grateful, even when the topic seems unusual? (EQ)
• How did you have to reframe your topic to find reasons to feel grateful?

Activity 2: (20–30 minutes) GRATITUDE COLLAGE

Before starting the activity, choose whether students will work digitally or physically:

• Digital: Make a copy of the Gratitude Collage slides (ENGLISH) (SPANISH) and share access with your class.
• Physical: Gather magazines, printed images, stickers, colored paper, scissors, glue or tape, art supplies, and one sheet of cardstock or poster board per student.

Explain that students will be creating a collage representing the people and things they are grateful for.

• For digital collages, assign each student a slide number, review the directions together, and let them begin.
• For physical collages, use the slides to introduce the project and offer prompt ideas, then hand out materials and set students to work. Encourage creativity, layering, and personal symbols.

When students finish, invite them to walk around the room and share 1–2 of their favorite items or images with classmates. If 2 students have a matching answer, have them give each other a high five. Pause to highlight and briefly discuss these shared connections.

Consider posting these collages around your room and encourage students to look at them throughout the upcoming week to remind them of things that they are grateful for.

Have a discussion:

• Why do you think seeing your gratitude visually helps you notice it more? (EQ)
• How could you show gratitude for one thing from your collage today?
• Did this activity help you notice anything you had not thought to be grateful for before?

Activity 3: (20 minutes) THE “THANK YOU” AWARDS

Review the steps for giving a specific, sincere, and impactful thank you using the slides. Then present the example scenario and model these steps.

Sort students into groups of 4–5 and have each group choose a team name. Give each group a Sincere Thank You scenario card. Explain that groups will work together to create and perform a 30-second skit based on their assigned scenario. Remind students that their skit must include a clear, specific, and heartfelt thank you using the key elements. Give them 7–10 minutes to prepare.

Teacher Tip: Circulate to help groups brainstorm context, specificity, and sincere delivery. Encourage creativity while keeping skits brief and focused.

Pass out the Thank You Awards ballot to each student and instruct them to watch all the skits carefully. Once all skits have been performed, they can vote for their favorite thank yous in each category.

Have groups perform their skits. After all the skits have been performed, collect the ballots, count up the votes, and announce the winners for each category.

Have a brief discussion:

• What made the winning “thank you” so powerful?
• How did it feel to give or receive the thank you in your skit?
• What was the hardest part about creating a specific thank you? (EQ)

Using lined paper or student journals, have students think about someone who has mentored or made a difference for them. Ask them to write what they would say if they were giving that person a sincere, heartfelt thank you, using the 3 key elements as guidance. Post the 3 steps on the slides as student work.

When students finish, encourage them to share their thank you with the intended person—by giving the note, sending a text, making a call, or saying it in person.

Have a discussion: 

• How do you usually feel after expressing gratitude? (EQ)

Activity 4: (20 minutes) GRATITUDE SCATTERGORIES

Use the slides to explain the rules of Gratitude “Scattergories.”

Sort students into 3 groups. Pass out a copy of the Gratitude Scattergories handout to each student and direct them to the Round 1 box. Use the digital Scattergories spinner—or have a student randomly choose a letter—for Round 1.

After each round, have students share answers within their group and tally points, making sure to cancel out repeats. Repeat for 3 more rounds, selecting new letters each round.

After each round, have students share their answers within their group and tally points, crossing out any repeats. Continue for 3 more rounds, selecting a new letter each time. At the end, students tally their final scores, and each group names a winner.

Have a discussion:

• Was it easy or difficult to come up with answers for each category? What does that say about your daily perspective?
• Did the game make you think about people or things you do not normally consider? Why do you think that happened? (EQ)
• What is 1 way you can express gratitude this week for something or someone you wrote about?

Emphasize that gratitude is not just about recognizing the obvious—it is also about noticing small, everyday things and appreciating the people around us. Practicing this regularly can positively shift our perspective and strengthen our relationships.

Activity 5: (30 minutes) GRATITUDE SCHOOL PROGRAM

Divide the class into 2 groups. Each group will design a school-wide gratitude program, including its goals, activities, and overall purpose. Post the following prompts on the slide to guide student thinking if they need support:

• What challenges are students at our school facing the most?
• How could a gratitude program address or support this issue?
• What other school-wide challenges could a gratitude program help improve?

Once planned, groups will create a “Club Poster” advertising their program.

Have each group present their program to the other group. Facilitate a discussion comparing the 2 programs. Student may look for:

• Similarities in goals or activities
• Unique ideas or creative approaches
• Potential impact on the school community

Extension: If appropriate, select 1 or both programs and support students in implementing their ideas in the school.

Activity 6: (20 minutes) GRATITUDE QUILT

Ask students to think about some of their favorite possessions. They can jot them down or share aloud with a partner. Encourage them to be specific and include a variety of items.

Explain that even simple or everyday items we enjoy—like food, clothing, or gadgets—require the effort, skills, and contributions of many people and steps to exist.

Introduce the “Gratitude Quilt” project from the slides. Explain that each student will create a quilt square by researching the work behind their chosen item. Provide student devices for students to use for their research.

Pass out a square piece of paper to each student. Display the slide with the 3 required components for their square:

1. A drawing or diagram of a person or process involved (e.g., farmer, coder, designer, entrepreneur)
2. The name of the item and a brief description of the person or process they researched
3. 3 interesting facts they learned that deepen their gratitude for the item

Share an example on the slides, answer any students’ questions, and set students to work.

After students complete their square, have students pair up to share their quilt square. Each person should briefly explain their item and 1 interesting fact they learned.

Collect each quilt square and attach each square to a designated bulletin board or whiteboard to create a class Gratitude Quilt.

Gather together and have a discussion:

• How does learning about the people and processes behind your favorite item change the way you feel about it? (EQ)
• Before this activity, did you ever think about where your favorite things came from? What new perspective do you have now?
• Our Gratitude Quilt shows how many different people are involved in the things we love. Why is it important to remember them?

Activity 7: (15 minutes) GRATITUDE IN ACTION

Explain that gratitude is not just about thinking or talking, it is also about taking action.

Brainstorm possible acts of gratitude as a class that can realistically be completed in the classroom or school. Write answers on the whiteboard. Emphasize that each act should be specific, intentional, and positive. Some example include:

• Leave an encouraging note for a classmate or teacher
• Offer to help someone with a task or assignment
• Compliment or thank someone for something specific they do
• Create a small piece of art or card to brighten someone’s day

Ask the students to choose 1 act and plan it briefly:

• Who will receive it?
• What exactly will you do or say?
• How will you make it meaningful?

Emphasize that gratitude is a skill we can develop and strengthen with practice by purposeful acts of gratitude each day. Challenge students to carry out their act of gratitude by the next time you meet.

Have a discussion:

• How does acting on gratitude change the way you think about the people and environment around you? (EQ)

Extension: During the next class, Invite a few students to share their acts of gratitude and the impact with the class: 

• Did the person you thanked or helped notice your action? How did they respond?
• How did it feel to do something kind for someone else? (EQ)