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 - Intermediate LowOverview - Intermediate HighMindful PeopleMindful People - Intermediate LowMindful People - Intermediate HighResponding to DisappointmentsResponding to Disappointments - Intermediate LowResponding to Disappointments - Intermediate HighPerfectionismPerfectionism - Intermediate LowPerfectionism - Intermediate HighThe Five SensesThe Five Senses - Intermediate LowThe Five Senses - Intermediate HighConnecting to the PastConnecting to the Past - Intermediate LowConnecting to the Past - Intermediate HighSelf-CompassionSelf-Compassion - Intermediate LowSelf-Compassion - Intermediate HighPerspectivePerspective - Intermediate LowPerspective - Intermediate HighHandling Strong EmotionsHandling Strong Emotions - Intermediate LowHandling Strong Emotions - Intermediate HighMindful Academic RelationshipsMindful Academic Relationships - Intermediate LowMindful Academic Relationships - Intermediate HighMindful LearningMindful Learning - Intermediate LowMindful Learning - Intermediate HighCultural MindfulnessCultural Mindfulness - Intermediate LowCultural Mindfulness - Intermediate HighSelective AttentionSelective Attention - Intermediate LowSelective Attention - Intermediate HighAnnotated Bibliography
Positive Psychology in the Classroom

Service - Novice High

Lesson Information

Positive Psychology Learning Outcomes

Students will...

  1. learn what service is and share their experiences with it.
  2. experience positive feelings in discussing the experiences of service.
  3. recognize and plan ways that they perform service for others.

Language Learning Outcomes

Students will...

  1. connect content to background knowledge.
  2. connect context to meaning.
  3. narrate/describe in present tense across a variety of familiar and general topics.
  4. create language based on memorized phrases and formulaic speech.

Materials Needed


Explain to students that they will be able to define what service is and plan ways that they can serve others.

Activate Background Knowledge

Introduce service by asking students what the word means

Note: Most students may be unfamiliar with this word. Allow them to look up definitions or translations to help them understand the meaning.

  • Write a list of answers on the board.

Activity 1: Listening/Speaking

Before showing the following video, explain that students should look for examples of service:

Unsung Hero

  • Discuss the examples of service with a partner.
  • Discuss as a class: what else can be done to serve others?

Note: Students may be unfamiliar the vocabulary they need to describe/explain what happens in the video. Allow them to look up definitions or translations to help them understand the meaning.

Activity 2: Speaking

Divide into partnerships, and answer the following questions. Review questions with students beforehand.

  • How do people serve you?
  • How do you serve others?
  • How do other people serve?
  • What can you do to serve others?
  • What does service mean to you?
  • Have students share what they talked about with the class.

Phrases used to answer questions:

  • People serve me by____________.
  • I help ____________.
  • I serve others by ____________.
  • I see other people ____________.
  • I can ____________ to serve others.
  • To me, service is ____________.

Activity 3: Listening/Speaking

Show the example bubble chart and explain that we will create our own to describe a person.

Note: Students may be unfamiliar with bubble charts and may need further explanation about its purpose.

Show clips or this entire video to use as an example of service and fill in a bubble chart with the class based on one of the people in the video (you choose the person). Video does not need to be played with sound:

I'll Go Where You Want Me to Go

Questions to guide thinking for bubble chart:

  • What does he/she need help with?
  • What does he/she do in the video?
  • What are some characteristics he/she has?
  • What does he/she do to help others?

Activity 4: Speaking

Students should think of a person they want to serve and make their own bubble chart for that person.

Individually present the person they want to serve to their group using the following questions.

  • What does he/she need help with?
  • What does he/she do in the video?
  • What are some characteristics he/she has?
  • What does he/she do to help others?
  • Explain to a partner what you learned about service and how you want to serve others.

Activity 5: Speaking

Each group should choose one person who will present their bubble chart.

  • After each presentation, the presenter will be asked one question by the class.
  • Each student needs to ask at least one question by the end of the presentations.


  • Serve the person you made a bubble chart for and answer questions about it in class.



Go over these questions with students in a class discussion or have the students work in partnerships:

  • Who did you serve?
  • How did you feel when you served them?
  • How did you serve them?


Watch this video again. Brainstorm ways you can help strangers.

Unsung Hero


Make a list of emotions you feel when you serve and a list of emotions you feel when someone serves you.


Make a list of people you would like to serve and specific things you can do to serve them.

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