CoverAcknowledgements IntroductionPERMAExperiencing GratitudeExperiencing Gratitude - Novice HighExperiencing Gratitude - Intermediate MidResilienceResilience - Novice HighResilience - Intermediate MidActive Constructive RespondingActive Constructive Responding - Novice HighActive Constructive Responding - Intermediate MidServiceService - Novice High Service - Intermediate MidGoalsGoals - Novice HighGoals - Intermediate MidExpressing GratitudeExpressing Gratitude - Novice HighExpressing Gratitude - Intermediate MidPerseverancePerseverance - Novice HighPerseverance - Intermediate MidKindnessKindness - Novice HighKindness - Intermediate MidVolunteerismVolunteerism - Novice HighVolunteerism - Intermediate MidHopeHope - Novice HighHope - Intermediate MidCharacter StrengthsOverviewOverview on Character Strengths - Novice HighOverview on Character Strengths - Intermediate MidAppreciation of Beauty and ExcellenceAppreciation of Beauty and Excellence - Novice HighAppreciation of Beauty and Excellence - Intermediate MidTeamworkTeamwork - Novice HighTeamwork - Intermediate MidLove of LearningLove of Learning - Novice HighLove of Learning - Intermediate MidKindnessKindness - Novice HighKindness - Intermediate MidHonestyHonesty - Novice HighHonesty - Intermediate MidSelf-RegulationSelf-Regulation - Novice HighSelf-Regulation - Intermediate MidCuriosityCuriosity - Novice HighCuriosity - Intermediate MidSpiritualitySpirituality - Novice HighSpirituality - Intermediate MidCreativityCreativity - Novice HighCreativity - Intermediate MidMindfulnessOverviewOverview - Novice HighOverview - Intermediate MidMindful PeopleMindful People - Novice HighMindful People - Intermediate MidGrieving MindfullyGrieving Mindfully - Novice HighGrieving Mindfully - Intermediate MidPerfectionismPerfectionism - Novice HighPerfectionism - Intermediate MidThe Five SensesThe Five Senses - Novice HighThe Five Senses - Intermediate MidConnecting to the PastConnecting to the Past - Novice HighConnecting to the Past - Intermediate MidSelf-CompassionSelf-Compassion - Novice HighSelf-Compassion - Intermediate MidPerspectivePerspective - Novice HighPerspective - Intermediate MidHandling Strong EmotionsHandling Strong Emotions - Novice HighHandling Strong Emotions - Intermediate MidMindful RelationshipsMindful Relationships - Novice HighMindful Relationships - Intermediate MidMindful LearningMindful Learning - Novice HighMindful Learning - Intermediate MidCultural MindfulnessCultural Mindfulness - Novice HighCultural Mindfulness - Intermediate MidSelective AttentionSelective Attention - Novice HighSelective Attention - Intermediate MidAnnotated Bibliography

Goals - Novice High

Lesson Information

Positive Psychology Learning Outcomes

Students will...

  1. start exploring and reflecting on meaningful life goals.
  2. experience positive feelings through talking about their dreams.

Language Learning Outcomes

Students will...

  1. practice the pronunciation of adjectives ending in -ed.
  2. create language based on memorized phrases and formulaic speech.
  3. create groups of sentences that are connected in meaning and purpose to give reasons.

Materials Needed

Overview

Show objectives and introduce new topics. Explain to students that today they will talk about making goals.

Active Background Knowledge

Have students think about someone they know who seems to be very successful. Have them discuss these questions: Why is that person successful? What goals does that person make? How does that person achieve their goals?

Activity 1: Listening/Speaking

Focus on emotions:

  • Introduce the adjectives they will need for the lesson: happy/sad; excited/scared; motivated/ discouraged. Demonstrate and practice pronunciation of -ed ending adjectives.
  • Show them examples of these adjectives into sentences: "I feel happy/sad/ excited/scared/ motivated/discouraged when…"
  • Have students complete short dialogues with the audios on the PowerPoint.
  • In fluency lines, give them time to complete 3 of the six sentences, and then have students practice the same short dialogue three times (one is A, the other is B, and then switch), changing partner after each dialogue.

Activity 2: Listening/Speaking

  • Ask students: “What is your biggest dream in life?” (record their dreams on the whiteboard or PowerPoint)
  • Then show them the sentence: “I feel _____ when I think about my dream” – have students choose one of the adjectives just studied and the phrase practiced to complete the sentence. Then ask them why to transition to the next slide.
  • "I feel ____ because _____." Show them an example and then the example dialogue.
  • Listen and complete the two short dialogues (audios on the PowerPoint)
  • With a partner, practice the dialogue and switch roles. Then, have students practice again with another partner.

Activity 3: Listening/Speaking

Watch the video.

Coin Operated - Animated Short Film

https://edtechbooks.org/-aWuT

Previewing 

Show them a screenshot from the video and ask them what they think the video will be about (consider explaining the meaning of "coin operated")

Viewing

Pause at 00:31 and ask, "What is the boy’s dream?" Then, let the video play, but tell them to write down the feelings they recognize how the boy is feeling about his dream throughout the video.

Post-Viewing

Lead a brief discussion on the feelings they have noticed; then, in pairs, have students answer these questions:

  1. How does the boy feel about his dream? Why?
  2. What does the boy do to achieve his dream?

For number 1, have students refer to the different emotions the boy feels throughout the video and the reasons for each emotion. Give them a couple of minutes to answer the questions with their partner, then talk about each question as a class. Focus on the second one (slide 23),

  • Have students reflect on this question: "What can you do to achieve your dream?" Then, have them share with a partner and then as a class (if time allows)

Homework

Submit a recording on Canvas answering this prompt:

Share your plan (three things you will do) to achieve your dream. Give specific examples (e.g., I will put a note with my dream on my mirror so I can always remember my dream). How do you feel about your plan (excited, motivated, scared, etc.)? Why?

Follow-Up

Tuesday:

Have students share with a partner their dream and plan.

Wednesday:

Have students share how they feel about their dream and why.

Thursday: 

Have students look at this picture. What step are they on today?

Retrieved from: 6dqO3wYSN6E4WWxhMVBs (705×528) (teachablecdn.com)

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