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1. Activate prior knowledge by sending a message to parents to talk with their children about games they played when they were kids

2. Affirm identity by bringing examples of games from various cultures and demonstrate them in class (this could be done by parent guests, teachers, students)

3. Communication - playing various games and negotiate rules, using language to invite people to play, keep a score, express feelings

4. Extend language - creating rules, adding new creative ideas to existing games, create their own games based on items found outside

5. Revising language by using clapping games (rhythm, drills of vocabulary) and inventing new ones

6. Explore perspective and role plays - activate imagination based on given items (create an original game)

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1. to activate prior understanding: role-plays in same mother-tongue groups on the same situation with different outcomes: happy/ unhappy

2. to scaffold meaning: using of happy and unhappy situations

show videos of different people stating what makes them happy to show that happiness cannot be measured using the same criteria

3. to extend language: students to read and analyse different extracts from a variety texts and finding literary devices used to express happiness and unhappiness

4. to affirm identity: find text from your mother tongue where author express happiness/ unhappiness

analyse devices used by authors to express those feelings

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to activate prior understanding and build background knowledge (Set up play provocations and through guiding questions have students describe the feelings and ideas) For example, describe what they have created and the feelings it evokes in them.  Describe their idea.  Compile 3 photos of the children at play and send home with instructions to record their child’s description of how the photo makes them feel and what their idea was in their mother-tongue.

to scaffold meaning (look at modifying the environment of the classroom to allow for dramatic play and visual and images of feelings (sad, happy, frustrated) and documentation of ideas

to extend language (books that represent emotions and highlight the lessons learned from play and concepts: conflict and communicating your frustrations when working with someone else

to affirm identity (mother-tongue in first provocation and on the feelings wall have a translation of the languages represented, games/songs/books from different cultures)

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Activate Prior Understanding and Build Background Knowledge

A class discussion what happiness and life satisfaction means to them. What are the diverse perspectives? What are the implications of those perspectives? How might that change depending on the audience you were sharing to?

Give students 3 happiness examples or scenarios and have them line up on a continuum 1 being wouldn't make you happy and all to 10 being that is your exact idea of pure happiness. Discuss what are the mean, medium and mode and what that tells us? Is it a reliable measure of happiness - why or why not?

Scaffold Meaning

Make sure that students are provided visual aids and that, for example, the provided scenarios are presented in the language represented in the classroom.

Provide lots of opportunities for collaborative group to discuss and share thinking and finding. When possible, ensure EAL students have access to a peer who speaks their home language.

Extend Language:

Provide writing tasks, maybe like a blog post about factors essential for happiness. Students can work collaboratively to create identity texts and students should be provided an opportunity to consider how persuasive language presents (is the same or different) in English and in their home language. Discuss why they think that is.

Give students an opportunity to find resources and the topic of happiness and wellbeing from a variety of sources and in a range of language. What vocabulary in consistent or pervasive in those articles that describes happiness and wellbeing. Create a shared class chart on that vocabulary and its translations. Use this opportunity of the ATL thinking skills of analysis to introduce academic language such as interpretation, etc.

Affirm Identity:

Explore frameworks like "Ikigai" as case studies and build intercultural understanding by allowing students to share and discuss cultural perspectives of happiness.

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Ikigai: The Japanese Concept of Finding Purpose and Meaning in Life

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Ikigai is a Japanese term that translates to “reason for being.” It represents having a purpose in life, which brings fulfillment, satisfaction, and motivation.

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Learning in a Language Other than Mother-Tongue

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Learning in a Language Other than Mother-Tongue

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Learning in a language other than mother tongue in IB programmes (English)