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Overview

Key Understanding:

As a noun, hope is an attitude of optimism.  As a verb, hope is actively wishing for something we want or a particular outcome.  Every day we all wish for things and use hope in this way.   The gift of hope includes this but it is more: it is a sense of deep trust in what is and what is to come.  Just like a real rainbow in the sky appearing after a rainstorm, the rainbow symbol reminds us to hope.

Objectives:

• To recognize that each of us is born with this gift.
• To identify ways we use this gift.
• To understand at least a small aspect of this gift experientially.
• To see how applying this gift can enrich our lives.

Supplies:

Pre-K – Grade 1:

A copy of The Twelve Gifts of Birth
Treasure Chests, Treasure Cards from Lesson 1, and crayons
Construction paper
Three carpet squares or large pieces of paper to represent rain puddles

Optional: High Hopes record, tape, or CD and music player

Grades 2 – 3:

A copy of The Twelve Gifts of Birth
Treasure Chests and Treasure Cards from Lesson 1, crayons or colored pencils
Lemonade, small paper cups, mini-twisted pretzels (enough for each child)

Grades 4 – 6:

A copy of The Twelve Gifts of Birth
Student journals from Lesson 1
One copy Good Fortune, Bad Fortune Hope Activity Sheet
 

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OPEN LESSON

Set stage for respect, trust, and discovery. Use cue.

ENGAGE THE LEARNER

Have students look at the 4-page section on hope in The Twelve Gifts of Birth. Read the text, The fifth gift is Hope. Through each passage and season may you trust the goodness of life.”

Pre K – Grade 1	Grades 2 – 3	Grades 4 – 6
Explain that today we are learning about hope. Focus attention on the photos. Ask children to notice the swing and the wet pavement. The girl seems to be waiting for the rain to stop. Perhaps she wants to play on her swing. Point out that the sun always comes out again. Discuss how the girl might be feeling as she waits. Ask: “Do you think she can be wishing for the rain to stop AND be appreciating the rain at the same time?”	Ask children to look carefully at the photos of the hand on the windowpane and the girl sitting on the porch. Notice the rain, the wet pavement, and the swing. Ask what the girl might be feeling. What might she be wishing or hoping for? Invite students to share times they use hope. Ask: “What does hope feel like?”	Invite students to interpret the photo and text. What might the girl be wishing or hoping for? How might she be feeling? What does hope feel like? Invite students to name situations that call for hope or tell about times they have used hope.

DEVELOP THE IDEAS

Pre K – Grade 1	Grades 2 – 3	Grades 4 – 6
Explain that good things can be happening while it rains and we wait for the sun to come out. Explain that rain helps in many ways. It helps things grow and it cleans the air, streets, and sidewalks. Rain helps make rainbows! Rain makes puddles! Ask: “What are some things you hope and wish for?”	Explain that in addition to wishing for things, hope is also finding something good and making the most of whatever is happening while we wait for good outcomes. Use rain as an example. Ask: “What good things come from rain? How is rain helpful? What are some things we can enjoy doing while we wait for rain to stop? What things do we enjoy as a result of rain?” Help students to see the many ways that rain helps us— how it helps make things grow, how it can help to clean the air, how it helps to make the world beautiful with rainbows.	Put on display for all to see a glass that is filled halfway with water. Ask students if they have heard the expression about seeing the glass as either half-empty or half-full. Ask how that expression relates to hope. Explain that besides wishing for certain outcomes, hope is also looking for the positive and making the most of whatever is happening. Use rain as an example. What good things come from rain? How is rain helpful? Name some things we can enjoy doing on rainy days. Name things we can enjoy outdoors after the rain, such as clean air and the fresh smell.

EXPERIENCE AND APPLY THE LEARNING

Pre K – Grade 1	Grades 2 – 3	Grades 4 – 6
Have children make a picture of something that needs rain to grow, such as a flower or a tree. Place 3 carpet squares or pieces of paper on the floor to represent rain puddles. Have each child take a turn at jumping over the puddles. Play High Hopes (the Rubber Tree plant song) while the children find the hope card in their treasure chest.  Have them make the rainbow symbol above the word hope, using the colors that seem to best represent hope. Then have them place their card back in the chest.	Work with children to celebrate the gift of hope with a symbolic snack. Provide a small cup of lemonade and a mini-twisted pretzel for each student. Explain that lemons are sour, yet from them we can make delicious lemonade. The pretzel was invented when a monk had some leftover bread dough. Remind them that hope is both wishing for things to be a certain way and trying to make something good from whatever we have. Have students make the hope symbol on their hope card, write “I have” above the word, and further decorate their card or depict an experience of hope on it in a creative way of their choosing. Then have students place their card back in the chest.	Read Good Fortune, Bad Fortune, a Chinese wisdom tale, Hope Activity Sheet. Ask students to recall a time when something positive came from what at first appeared to be a “negative.” Encourage students to consider situations in their own lives and the lives of others. Students might also want to consider situations in books or movies.  Write this sentence poem for all to see: Have an Open mind when it rains and Pours. The sun will come out. Everything will be okay. In their journals, have students write their own HOPE sentence poem and/or their thoughts, feelings, and insights about hope.

SUMMARY AND EVALUATION

Review what was learned about hope. If time allows, have students share understandings. Acknowledge that they have already been using hope and that they will use it in many ways in the future. Remind them they will continue to explore the use of other gifts in upcoming lessons.

CLOSE LESSON - Create a ceremonial sense of having completed an important discovery. Use cue to end the lesson.

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Hope Activity Sheet Good Fortune, Bad Fortune         Life is always changing. Often, situations that first seem bad turn out to be good in some way.    By the same token, sometimes situations that seem positive may turn out to give us new challenges.  The gift of Hope reminds us to always look for the good that can be found.  All situations give us opportunities to practice and learn more about Compassion, Wisdom, Courage….all our gifts.           There is a Chinese story that goes like this…           Long ago there was a hopeful farmer who lost his favorite horse, a mare.  Besides helping the farmer with his work, she was like a friend.    One day she just wandered away.  The old man searched for her but could not find her anywhere.   His neighbors went out to look for her too.   When the horse could not be found, the neighbors all tried to console the farmer.  “We are sorry that this bad fortune happened to you,” they said.           The farmer said, “Thank you for helping me search for my horse and for your condolences, but we shall see what happens.  Good fortune, bad fortune.  Things are always changing.”           A few weeks later the horse returned.  With her walked another horse, a strong stallion.  “Good fortune!” said the neighbors.           In time the mare gave birth to a foal.  “Good fortune!” said the neighbors.           A few months later, the man’s son broke his legs while trying to ride the untamed young horse.  “Oh, bad fortune!” said the neighbors.           “We shall see,” said the hopeful farmer.           The son’s legs soon began to heal.  “Good fortune,” said the neighbors.  The farmer just smiled.           In time the son walked again but with a slight limp.           “Oh, too bad.  Bad fortune,” said the neighbors.           “We shall see,” said the farmer.           A year later a terrible war broke out.  Most young men were called away.  Many never returned.   Because the farmer’s son walked with a limp, he was considered unsuitable as a soldier.  He stayed on the farm and survived to live a long life.

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