Note to the Teacher

What does it mean to have an “attitude of gratitude” – to be thankful for what’s right even when things are going wrong? This is the heart of Psalm 138 and requires us to look beyond our twenty-first-century expectation of getting what we want, instantly, all the time. It also presents the opportunity to talk about what it means to be thankful for everything we have, rather than taking for granted the people and privileges we enjoy.

1. Icebreaker: ABCs of Thankfulness (10 minutes)

Explain that being thankful can become a spiritual practice – a spoken or journaled ritual that increases awareness of the myriad blessings in our lives by listing new and different things each day. The result is intentional and specific gratitude. We can think about why we are thankful for Jay, Taylor, and Blake, rather than simply saying we are thankful for our friends.

Option 1: Low-Tech

Have capital letters of the alphabet printed on 8 ½ x 11 sheets of paper in advance of the class. Distribute the letters around the room and give each student a pen or marker. Allow five minutes for the youth to write something they’re thankful for on as many of the sheets as possible. After five minutes, look for the letters with few or no entries; allow an additional two minutes for participants to give those another try.

Option 2: High-Tech

Set up the alphabet the same as above or use a large chalkboard or whiteboard; select a YouTube timer such as a ten-minute timer for kids from Homeschool Pop, a ten-minute classroom timer from Hello Art Lab, and so on.

2. Read Scripture (5 minutes)

Today’s reading is just eight verses, but they are a powerful testament to the presence of God in David’s life. Begin with the leader reading it aloud, followed by a second reading with each student who is willing, reading one verse of Psalm 138 CEB. Place special emphasis on verse 8: “The Lord will do all this for my sake. Your faithful love lasts forever, Lord! Don’t let go of what your hands have made.”

Read Psalm 138 CEB.

3. Discussion (15 minutes)

It’s the old “chicken or the egg” conversation – which comes first? Do the wonderful experiences in our lives make us grateful, or do we have more wonderful experiences because we are thankful for what we have? Perhaps the answer is “yes”; both can be true at the same time.

Describe the most memorable gift you’ve ever received. Who gave it to you? What was the setting? What made it special? Same questions, but what was the most memorable gift you’ve ever given?
When have you given someone else a small or simple gift that you know made their day?
Can you remember a gift that you might have gotten for a recent holiday or personal celebration? (Like, last Christmas, your most recent birthday, etc.) Why do you think some received gifts are memorable and some are forgettable?
Do you think people who have great wealth and material possessions are more or less grateful than the average population? Why?
Read Luke 21:1-4 CEB, the story of the widow’s mite. How much faith is required to give away all that you have, as the woman in this parable did?
What gifts seem like the hardest to give in today’s world? Are any of those gifts also the most appreciated when they are received? (Encourage youth to think beyond material gifts. Perhaps even consider including a prompt related to giving “prayers, presence, gifts, service, and witness,” the things we commit to give as members of the church.)
Have your parents ever required you to write a thank-you note for a gift received, even if you didn’t love the gift? Do you find it difficult or easy to find the right words in this scenario? What did you say?
How can expressions of thanks become contagious (re-read verse 4)?

4. Activity and Discussion (20 minutes)

Ask the students to think of three people who have shown them love in the last week. These could include family, friends, neighbors, teachers, classmates, coaches, bus drivers, restaurant staff, or others. Provide materials to write thank-you notes to each person named. Encourage youth to make the notes go beyond a simple “thank you” to include specifics on how their love impacts others – when their care has meant the most, how their support makes the recipient feel, ways that their example of love can be shared with others, why the world needs more of this type of interaction, and so on.

Conclude by asking participants to talk about one of the notes they wrote and how they plan to deliver the notes. Close in the manner typical for your group, with joys and concerns, and ask a volunteer to offer a prayer of thanksgiving.