Activity 1: (20 minutes) GRATITUDE REFLECTION

Review the definition of the term “gratitude” from the slides. Using lined paper or student journals, invite students to create a list of things that come to mind that make them feel grateful. (Teacher Tip: If weather permits, consider holding this activity outdoors so students can observe nature and get some space). Encourage students to work independently and avoid distracting friends. (Teacher Tip: If your class would benefit from some additional motivation, add some competition by offering a prize for the student who has the longest gratitude list).

Return to the classroom and in pairs, have a discussion:

• What emotions do you feel when you are grateful? (EQ)
• Why is it sometimes difficult to be grateful?

Activity 2: (30 minutes) CORNELL NOTES

Pass out the Antidote to Dissatisfaction handout to students. Explain how Cornell Notes works using the following information and the example on the slide: 

1. Fill out the larger column (labeled “Notes”) with facts while watching the video. 
2. Write down questions or key ideas in the “Cues” column that capture chunks of information in the “Notes” section. 
3. Use the notes and cues to write a brief summary of what was learned.

Watch the video, “An Antidote to Dissatisfaction,” by Kurzgesagt from 6:08 to 8:08. As students watch, ask them to fill out the Cornell notes chart on the top of the handout. After the video clip, pause for 1–2 minutes to give students time to fill out their notes and add questions.

Then watch the 2nd clip from the video from 3:57 to 5:36. Provide another 1–2 minutes for notes and questions. After they have finished their notes, give students a few minutes to write a 1–3 sentence summary of what they learned in the video.

Have students work in pairs to compare and contrast their notes, using the discussion prompts on the slide as needed.

Activity 3: (15 minutes) CHARACTER SKETCH

Pass out the Character Sketch handout to each student. Invite students to think of 2 people in their minds: A person who is grateful and a person who is ungrateful. These may be characters from books or video games or individuals they know in real-life. Students will compare and contrast their lives using the Venn diagram. Have a discussion: 

• What is the difference between a grateful person and an ungrateful person? (EQ)
• Which person would you like to be around?

Invite students to quietly reflect on the benefits of gratitude by Amy Morin on the slides. Encourage them to think about which benefits they want in their own life.

Read the quote by Amy Morin at Verywell Mind. Have a discussion:

• Why do you think gratitude is associated with life satisfaction, volunteerism, engagement with hobbies, and school performance? (EQ)
• What can you do in your own life to be more grateful?

Activity 4: (15–20 minutes) WRITE A NOTE

Read about a study that was done on the benefits of writing thank-you notes as described by author Christopher Bergland from Psychology Today. Discuss each corresponding question. Have a discussion:

• What has someone done for you recently that you can express gratitude for?

Provide blank cards or art supplies for making cards and have students write at least 1 thank you note to someone who has helped them recently. If time permits, have students make more cards or deliver them as applicable.

Alternatively, have students write about someone that they feel gratitude for. If your school allows cell phones, students can call the person who was the subject of their writing and read their thoughts aloud to them. This is similar to the video, “An Experiment in Gratitude – The Science of Happiness,” by Participant. (Teacher Tip: Feel free to share the video from  0:28 to 5:15 or 3:45 to 5:15, depending on how engaged your students are.)

Activity 5: (20 minutes) THANK YOU CHARADES 

Begin by reading the quotes about expressing gratitude from KidsHealth Behavioral Health Experts and having a discussion:

• Why is it important to express gratitude?

Hand out a sticky note to each student and ask them to consider little opportunities that come up in everyday life where they can express gratitude. One example would be thanking someone who held the door open. Have students write down an example on their sticky notes without showing anyone.

Ask for a volunteer to come to the front of the room and act out their situation while the rest of the class guesses what it is. (Teacher Tip: You could offer a small treat or reward to the student who is acting and the student who guesses correctly.) Once the situation has been guessed, have a discussion about how gratitude is involved. Repeat a few times as appropriate, then invite all the students to place their sticky notes on the board or on a poster as a reminder of opportunities to express gratitude.

Activity 6: (15 minutes) CLASSROOM GRATITUDE RITUALS

Read the quote from the Psychology Today Staff and discuss:

• What habits or practices help you feel gratitude? (EQ)

Explain that gratitude benefits not only individuals, but groups of people too. Finding simple ways to internalize and express gratitude can improve the atmosphere at home and at school.

As a group, make a list of simple ways to express gratitude in the classroom. Write it on a poster that can be displayed for students to see often. Some examples include saying thank you when someone passes out materials to you, allowing others to cut in line, giving thumbs up when someone helps you out during collaboration. Finish the list and hang it somewhere in your classroom.

Have a discussion:

• How will cultivating gratitude in the classroom benefit us individually and as a group? (EQ)