Lessons

Teaching steps

Resources

1

Pre-reading (Cognition domain: introducing the target value)

• Teacher showed the cover of the reader "I Am Thankful" and asked students questions such as, "What do you think this book is about?" and "What does it mean to be thankful?"

• Students shared their ideas about gratitude and gave examples of times they felt thankful.

• Teacher guided students to brainstorm situations in which people express gratitude (e.g. when they receive help from others) and explained to students why we needed to be thankful always.

• Teacher asked students to predict the story based on the cover and title.

• Reader: "I am Thankful"

• PowerPoint

• Booklet pp.1-2

2-3

Reading (Addressing the affect domain and applying the learnt reading skills)

• Teacher went through the reader with the students and asked students questions that address the target reading skills, pronoun referencing and sequencing.

• e.g. Teacher asked students to identify who “she” refers to in the sentence, “She gives me a bite,” from page 16.

• Students expressed their ideas and thoughts in an open-ended question.

• Teacher engaged students in discussing the characters’ actions and their motivations

• e.g. Why does the girl clean the kitchen for her grandmother?

• Teacher asked questions to address the affect domain, such as:

• If you were the boy, how would you feel? Why?

• If you were the girl’s grandmother, how would you feel?

• Students reflected on the characters’ action and shared their thoughts in class discussions.

• As a follow-up activity, students watched the video “An Octopus in Trouble” at home to further cultivate their sense of empathy by answering the reflective questions set on the e-learning platform.

• Reader: "I am Thankful"

• Booklet pp.3-4

4

Vocabulary building and revisiting the learnt language item "good at"

• Teacher revisited vocabulary related to treating others kindly (e.g. “kind,” “helpful,” “polite,” “supportive”).

• Teacher conducted a quiz where students matched words with definitions or selected the correct word to complete a sentence, such as

• I am _______________, so I help my friends when they need me.

• Teacher revisited the language item “good at” and gave examples (e.g. “I am good at drawing, so I can make a card for my friend.”) to talk about their strengths and how they could use them to show gratitude.

• Students practised completing sentences using “good at” (e.g. “I am good at _________, so I can _________.”).

• Teacher guided students to brainstorm ways they can show gratitude to their classmates using the new vocabulary about skills and abilities and language item.

• Vocabulary flashcards

• Quizzes

• Booklet pp.4-5

5

Expressing gratitude using the learnt vocabulary and "good at"

• Teacher asked students to think about the people who take care of them (e.g. parents, grandparents, teachers, friends) and note down the things they have done so as to nurture their appreciation (Affect domain).

• Students brainstormed ideas about how they can show gratitude to these people without using money (e.g. helping with chores, making something creative) to nurture creativity and show appreciation.

• Teacher modelled how to show gratitude in writing using “good at” (e.g. “I am good at cooking, so I can make a snack for my mum.”).

• Students wrote about how they can show gratitude to the people around them, using the language item and vocabulary from the previous lesson.

• Teacher invited students to share their writing and provided feedback to help them refine their sentences.

• Booklet p.4

6-7

Designing and writing a thank-you card (integrated task) (Action domain)

• Teacher introduced the task of designing a thank-you card for parents and showed examples of thank-you cards.

• Teacher revisited various shapes (e.g. triangle, circle, heart) and explained how they could use these shapes in their card designs.

• Students designed their cards using the shapes introduced creatively and described their designs (e.g. “I used 4 triangles and 2 hearts to decorate my card.”).

• Teacher also introduced the text type, “card”, its language features and the expected content to students.

• Teacher guided students to draft the thank-you card for their parents or the people who take care of them.

• Students finished their cards by combining their designs and messages, then shared their work with the class.

• Students presented their cards and also read aloud the messages to their parents at home.

• Booklet p.5

8

Writing a thank-you note for the Thankfulness Tree (Action domain)

• Teacher explained the purpose of the Thankfulness Tree and how it helps foster positive relationships in the class.

• Students brainstormed reasons to thank their friends (e.g. “You always help me with my homework.” and “You share your toys with me.”).

• Teacher modelled how to write a thank-you note using a template.

• Students drafted their thank-you notes and shared them with their classmates for peer review, to express appreciation for others’ creative work and support one another in improving their writing.

• Students finalised their notes, wrote them on leaf-shaped note, and hung them on the Thankfulness Tree in the classroom.

• Booklet p.6