These three sessions continue with the theme: Sowing Hope. Through these Lenten sessions, the animator helps the students understand that during the process of growing, we need to identify what is obstructing us from becoming good people. So, we need to weed out negativity and plant positivity.
Ages
- Early Years
- Primary Years
Welcome and explore these three sessions to share them with students attending early (Year 1- Year 3) and primary years (Year 4 – Year 6).
These sessions are accompanied by several resources, including:
- A PowerPoint presentation for early years and primary years
- The script of the session with suggested answers
- A handout to be used during the session
Before each session, it is vital to download the material and adapt it for your school’s students. The material is on the right side of the screen; if you’re using a smartphone, continue scrolling down. If you have any questions, do not hesitate to contact us.
Early Years (Year 1 – Year 3)
Sowing Hope
Main Aim: Students will reflect on the fact that although God created man as an essentially good person, we sometimes hinder this goodness by adopting some negative habits in our lives, represented in this session as ‘garden weeds’. The students will learn to spot these weeds and think about being kinder.
Students will:
- Think about how they treat others.
- Learn what bad habits are and how they make us feel.
- Do a fun activity to see how bad habits can hide the good in us.
- Share their thoughts with friends.
Time: 30 min
Resources:
- PowerPoint Presentation – Part 1 Early Years
- Handout for each child: Look for the flowers
- Colours
Welcome and a moment of prayer: The animator administering the session welcomes the students by saying good morning. Lead a short prayer: Dear God, thank you for bringing us together today. Help us be kind and loving. Amen.
Step 1: Introduction and Short Discussion (5 min)
Explain that in the Book of Genesis, chapter 1, we learn about how God created the world and us humans. He created us in His image, declaring all creation, including humans, as “very good“. We were made into good people, but sometimes, we tend to do the opposite. Can you mention some things that we do but we shouldn’t be doing? (lying, hurting others, grumpy, disrespectful, etc.)
Step 2: Introduce ‘Garden Weeds’ or our Bad habits (10 mins)
Introducing ‘Garden Weeds’:
Explain that garden weeds are plants that can stop good flowers from growing. Show them a quick short video (15 secs) about garden weeds:
Discuss how bad habits are like garden weeds—they can make it hard for us to be our best selves.
Examples of ” garden weeds” (bad habits):
- Not saying thank you
- Being mean to friends
- Not sharing
Ask: “How do these bad habits make you feel? Sad? Lonely? Angry?”
Step 3: Hands-on Activity (10 min)
- Reflective Activity: Give each student the handout: Uncover the Flowers.
- Ask: Can you see the flowers clearly? Why not? (they are partly hidden by the garden weeds). Ask them to count how many flowers they can spot.
- Ask them to try to colour the flowers and appreciate how difficult it is to see some of the flowers due to the weeds. Explain that, like the flowers, our good qualities can be hidden by bad habits/actions. (If the activity cannot be done at that time, it can be done later in class or at home.)
Group Sharing: In small groups, let children show their coloured pictures and talk about how they can be kinder.
Step 4: Concluding prayer (2min)
Dear Jesus, please help me see when I am doing something wrong and help me change to be kinder. Amen.
Main Aim: This session focuses on removing negative habits and why we should remove them. Students will engage in a hands-on activity where they ‘pull out garden weeds’ (symbolically) and replace them with good choices.
Students will:
- Remember what we learned about bad habits (weeds) in the last lesson, and watch the parable of the Sower.
- Do a fun cutting and glueing activity to remove “weeds.”
- Learn ways to make better choices.
- Share ideas about being kinder.
Time: 30 min
Resources:
- PowerPoint Presentation – Part 2 Primary
- Handout for each child: Flowers Vs Garden Weeds
- Pair of Scissors and glue
Welcome, and a moment of prayer:
The animator administering the session welcomes the students by saying good morning. Lead a short prayer: Dear God, thank you for this day. Help us make good choices and be kind. Amen. Continue with the sign of the cross.
Step 1: Introduction (5 min)
Once, Jesus taught the people and told a beautiful story about a farmer who sowed seeds in his field. Show them the Parable of the Farmer and Seeds (3 min)
After watching the video, ask them what they watched. Remind them that garden weeds stop flowers from growing, just like bad habits stop us from being our best selves. In the parable, the harmful plants choked the good plants.
Step 2: Discuss why it is important to remove our bad habits (10 mins)
Explain how important it is to eliminate our bad habits because bad habits will get us and others into trouble and weaken our friendships. Jesus wants us to work on ourselves to become better people. Jesus wants us ALWAYS to realize that God loves us and to choose to become better people.
Talk about how we can get rid of bad habits and make better choices:
Pause and Breathe – Take a deep breath and count to 5 before acting. You can practise it now with them by closing their eyes and breathing deeply at least 5 times. Swap Bad for Good – Instead of complaining, say something nice. Pray for Help – Ask God to help you be kind and patient. Say Good Things – Instead of “I can’t,” say “I’ll try my best!” Ask for Help – It’s okay to ask a teacher, parent, or friend for advice. Be a Good Example – Show kindness so others can learn from you!
Step 3: Hands-on Activity (10 min)
The next step is to eliminate these garden weeds in our lives.
Cutting Out the Weeds
- Give each student Handout 2.
- Ask them to cut out the weeds and throw them in the “Weed Bin.” (provide a recycling bin)
- Glue the flowers onto the bottom half of the page.
Step 4: Conclude with a Prayer for strength (3min)
Concluding prayer: Dear Jesus, please help me bring joy to others. Teach me to think more of others and make good choices. Amen.
Main Aim: In the final session, students learn about planting good habits like Jesus did, like sowing good seeds in a garden. They will think of ways to be kind and helpful during Lent.
Students will:
- Remember what we learned about removing bad habits (garden weeds).
- Think about what good habits we should practice.
- Act out different ways to be kind and responsible.
- Share their thoughts about becoming better people.
Time: 30 min
Resources:
- PowerPoint Presentation – Part 2 Primary
- 8 Good Habit cards for role-playing, each with a Positive Behaviour to aim for with examples.
Welcome, and a moment of prayer:
Start with the sign of the cross. Continue with a moment of prayer: Dear God, thank you for always being with us. Help us grow in kindness and love. Amen.”
Step 1: Introduction (2 min)
Briefly summarise what was done so far: Me and others (my family, my friends) and the problems of garden weeds (our bad habits) that affect these relationships in our lives and the need to get rid of them and how to get rid of them. Now that we’ve removed the weeds, it’s time to plant good seeds—good habits that help us grow into kind and loving people!
Step 2: Discussion in groups (2 min)
How did Jesus love God, his parents and friends?
He obeyed his parents
He helped people with their needs
He was kind to people who suffered
He protected people from bullies.
What good habits should we foster?
Let children share ideas like:
Saying “please” and “thank you”
Helping friends
Sharing and including others
Saying sorry when we hurt someone
Step 3: Interactive Activity – Acting It Out (20 mins)
Acting it out – How to Play:
- Divide students into small groups.
- Give each group a Good Habit Card (e.g., “Being Kind,” “Helping Others,” “Saying Sorry,” “Being Honest”).
Each group acts out the habit while others guess what they are showing. Start from card A.
These are the Good Habit Cards:
A. Kindness and Respect
- Saying “Please” and “Thank You” – Being polite
- Using Kind Words – Speaking nicely to friends, family, and teachers.
- Including Others – Inviting classmates to join in games and activities.
B. Gratitude and Positive Thinking
- Saying Thank You to God and Others
- Think of 3 things that make you happy about each day.
- Say something nice to another person.
C. Responsibility and Self-Discipline
- Keep your things tidy.
- Follow the rules at home and school.
- Wake up on time and have a good morning routine.
- Help at home (make your bed, set the table).
D. Forgiveness and Patience
- Say sorry when you hurt someone.
- Forgive, and don’t stay mad.
- Wait your turn when playing or speaking.
E. Faith
- Pray every day.
- Read Bible stories and learn from them.
- Practice what you learn at church.
F. Honesty
- Always tell the truth.
- Admit mistakes and learn from them.
- Keep your promises and do what you say.
G. Learning
- Try new things, even if they are hard.
- Ask questions to understand better.
- Be creative by drawing, building, or reading stories.
H. Environmental Responsibility
- Keep the classroom clean by throwing trash in the bin.
- Take care of nature: water plants and recycle.
- Save energy: Turn off lights and taps when not in use.
Step 4: Concluding activity (5 min)
Conclude by showing a funny video about learning, not giving up and thinking of others. (3 min)
Followed by a short discussion about what they liked about the video.
Step 5: Concluding Prayer (1 min)
Dear Jesus, You taught us that the greatest among us enjoy helping others. Help us be great like you. Amen
Primary Years (Year 4 – Year 6)
Niżirgħu t-Tama
Għan Ewlieni
L-istudenti se jirriflettu fuq il-fatt li għalkemm il-bniedem inħoloq minn Alla bħala persuna essenzjalment tajba, xi kultant inxekklu din it-tjubija billi nadottaw xi drawwiet negattivi f’ ħajjitna, rappreżentati f’din is-sessjoni bħala ’ħaxix selvaġġ’. L-istudenti se jiskopru x’ inhu dawn il-ħaxix selvaġġ u kif dawn jikkawżaw tfixkil f’ ħajjitna. Permezz ta’ attivitajiet interattivi, dawn se jirriflettu fuq l-esperjenzi tagħhom stess u se jaqsmu billi jiddiskutu fi gruppi żgħar.
L-istudenti se:
- Jirriflettu fuq ir-relazzjonijiet tagħhom ma’ ħaddieħor.
- Jidentifikaw x’ inhuma drawwiet ħżiena u kif iġegħluna jħossuna.
- Jagħmlu attività ‘hands-on’ biex jifhmu kemm joħolqu tfixkil f’ħajjitna.
- Jiddiskutu u jaqsmu l-esperjenzi tagħhom.
Ħin: 30 minuta
Riżorsi:
- PowerPoint Presentation – Part 1 Primarja
- Handout 1 – Għodd il-Fjuri
- Kuluri
Merħba u mument ta’ talb:
L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.
Ibda billi troddu s-salib u b’ mument ta’ talb fejn kollha jkunu siekta b’ għajnejhom magħluqin u jekk hu possibbli jsiru xi eżerċizzji ta’ nifs bil-mod u fil-fond biex jikkalmaw. L-animatur imbagħad jgħid talba qasira bħal “Ejjew niftakru, li qegħdin fil-preżenza t’Alla. Ejjew nirringrazzjawh talli ġabna flimkien illum.” Kompli billi trodd tas-salib.
L-Ewwel Parti – Introduzzjoni
Spjega kif fl-Ewwel ktieb tal-Ġenesi fil-Bibbja, jitgħallmu kif Alla ħalaq id-dinja u kulma fiha. Ħalaq il-bniedem fuq ix-xbieha tiegħu u ddikjara li l-ħolqien kollu, inkluż il-bnedmin, bħala riżultat “tajjeb ħafna”. Ġejna magħmulin bħala nies essenzjalment tajbin, imma kultant, għandna t-tendenza li nagħmlu l-oppost.
Tista’ ssemmi xi affarijiet li nagħmlu imma nafu li m’ għandniex nagħmluhom? (tigdeb, tweġġa’ lil ħaddieħor, tgorr, turi diżrispett, eċċ.)
It-Tieni Parti: Ħaxix selvaġġ u d-drawwiet ħżiena (10 mins)
Introduċi lill-istudenti l-aspett tal-ħaxix selvaġġ: ibda b’ diskussjoni qasira dwar x’ inhu ħaxix selvaġġ u kif dawn kapaċi jifgaw lill-pjanti tajbin. Urihom vidjo qasir (15-il sekonda) dwar ħaxix selvaġġ:
Ipparaguna d-drawwiet negattivi li semmejna qabel, mal-ħaxix selvaġġ li jikber u jifga pjanti tajbin. Dawn l-imġiba ħażina huma l-kaġun ta’ problemi bejna u bejn il-familja u l-ħbieb tagħna.
Saqsi u ddiskuti: Kif tista’ tidentifika dawn id-drawwiet negattivi?
Wieħed jista’ jistaqsi: x’nagħmel jien li jdejjaq jew iweġġa’ lili nnifsi jew lil ħaddieħor? (Eżempji: niddubita lili nnifsi, l-għira, ir-rabja, il-mibgħeda, il-ġudizzju jew il-kritika negattiva. Drawwiet ħżiena: nuqqas ta’ gratitudni, kliem li jweġġgħu, impulsività, għażż, egoiżmu, teskludi lill-oħrajn).
It-Tielet Parti: Diskussjoni
Kif iġegħluk tħossok dawn id-drawwiet ħżiena? Iddiskuti wħud minn dawn:
- Li niddubita lili nnifsi: sentimenti –nuqqas ta’ sigurtà interna, tħossok inadegwati
- Għira: sentimenti – frustrati, morri, mhux sodisfatti.
- Rabja/mibgħeda: sentimenti – tensjoni, irritabbli
- Ġudizzju/kritika: sentimenti – iżolament, ħtija, superjorità, kburija falza
- Nuqqas ta ’gratitudni: sentimenti – vojta, imdejqa
- Kliem bla qalb: sentimenti – dispjaċir, waħdek, ħati
- Impulsività: sentimenti – imbarazzat, frustrazzjoni, dispjaċir.
- Għażż: sentimenti – stress, falliment
- Egoiżmu: sentimenti – solitudni, bla kuntatt ma’ ħaddieħor
Saqsi u ddiskuti: Tista’ taħseb fi żmien meta drawwa ħażina waqqfitek milli tagħmel opra tajba?
Ir-Raba’ Parti: Attività riflessiva (7 min)
Attività riflessiva: Ipprovdi lill-istudenti b’handout 1: Ikxef il-fjuri.
- Saqsi jekk jistgħux jaraw il-fjuri b’ mod ċar. Għaliex le? (l-fjuri huma parzjalment moħbija mill-ħaxix selvaġġ). Għodd kemm hemm fjuri. (Hemm 22)
- L-istudenti jistgħu jagħtu kulur lill-pjanti bil-fjuri filwaqt li japprezzaw kemm hu diffiċli li tara wħud mill-fjuri minħabba l-ħaxix selvaġġ. Spjega li, bħall-fjuri, drawwiet ħżiena jistgħu jaħbu l-kwalitajiet tajbin tagħna. (Jekk m’hemmx ħin biex nagħtu il-kulur, dan jista’ jsir aktar tard fil-klassi jew id-dar.)
- Qsim fi gruppi: l-istudenti jaqsmu t-tpinġijiet u/jew il-ħsibijiet tagħhom fi gruppi żgħar. Ħajjarhom jisimgħu lil xulxin u jagħrfu li kulħadd għandu ħaxix selvaġġ li għandu jneħħi.
Il-Ħames Parti: Konklużjoni
Talba (3min)
Għażiż Ġesù, Jekk jogħġbok għinni nara meta nkun qed nagħmel xi ħaġa ħażina u għinni ninbidel biex inkun persuna twajba u aħjar milli jien illum. Ammen
Għan Ewlieni
Din is-sessjoni tiffoka fuq li għandna negħlbu d-drawwiet ħżiena. L-istudenti se jieħdu sehem f’attività hands-on fejn jneħħu ‘ħaxix salvaġġ’ (simbolikament jirrappreżentaw id-drawwiet ħżiena) u jiddiskutu strateġiji biex jegħlbu dawn id-drawwiet ħżiena, u jissaħħu spiritwalment bħala persuni.
L-istudenti se:
- Ikomplu jirriflettu fuq ir-relazzjonijiet tagħhom mal-oħrajn billi jaraw l-parabbola taż-żerriegħ.
- Jidentifikaw drawwiet ħżiena u joħorġu bi strateġiji ta’ kif ineħħuhom.
- Jagħmlu attività hands-on fejn ineħħu l-ħaxix salvaġġ qalb il-pjanti bil-fjuri biex simbolikament ifissru d-drawwiet il-ħżiena li jivgaw it-tajjeb ta’ ġo fina.
- Jiddiskutu u jaqsmu l-esperjenzi tagħhom.
Ħin: 30 minuta
Riżorsi
- PowerPoint Presentation – 2 Part Primarja
- Handout 2: Fjuri Vs Ħaxix Salvaġġ
- Imqass u kolla
Merħba u mument ta’ talb: L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima.
Ibda b’ mument ta’ talb fejn tirringrazzjaw lil Alla għad-don sabiħ tal-ħajja. Kompli billi trodd tas-salib.
L-Ewwel Parti – Introduzzjoni
Darba waħda Ġesù kien qed jgħallem lil poplu u rrakkontalhom storja sabiħa ħafna ta’ bidwi li mar jiżrgħa xi żrieragħ fl-għalqa tiegħu. Ibda billi turihom il-parabbola taż-żerriegħ: (3 min)
Wara li jaraw l-filmat saqsihom x’raw. Agħmel ir-rabta ma’ dik il-parti tal-istorja fejn il-pjanti tajbin jiġu fgati mill-ħaxix salvaġġ. Fakkarhom dwar dak li ġie diskuss fis-sessjoni preċedenti dwar il-ħaxix salvaġġ u d – drawwiet ħżiena. Kif il-ħila tagħna li nkunu twajba bħalma għamlilna Alla, kultant tingħeleb minn dawn id-drawwiet ħżiena.
It-Tieni Parti: Diskussjoni għaliex għandna neħilsu mid-drawwiet ħżiena. (15 mins)
Spjega kemm hu importanti li neliminaw id-drawwiet ħżiena għax meta ma nħobbux lill-oħrajn ta’ kuljum, dawn id-drawwiet ħżiena se jdaħħluna u lill-oħrajn fl-inkwiet u jdgħajfulna l-ħbiberiji tagħna. Meta nadottaw attitudnijiet tajbin, bħal Ġesù, ir-relazzjonijiet tagħna jsiru iktar b’ saħħithom, u b’hekk ngħixu iktar ferħanin. Ġesu jridna nirrealizzaw li Alla l-Missiern tagħna, jħobbna ħafna u jixtieq li aħna dejjem naħdmu biex ngħixu ħajja tajba.
Staqsi lill-istudenti jekk jistgħux jaħsbu f’modi kif ma jibqgħux jagħmlu għażliet ħżiena.
Wara ddiskuti dawn l-istrateġiji magħhom permess tal-ppt.
Ieqaf u aħseb: Għallem lill-istudenti jieħdu nifs fil-fond u jgħoddu sa ħamsa qabel ma jirreaġixxu għal ċertu sitwazzjonijiet. Dan jagħtihom żmien biex jaħsbu u jagħżlu tweġiba aħjar.
Biddel l-vizzju negattiv ma’wieħed pożittiv: Għinhom “ipartu” d-drawwiet ħżiena għal dawk tajbin billi jagħtu alternattivi eż. minflok ma tgerger, għid xi ħaġa li int grat għaliha; minflok ma tħalli lil xi ħadd barra minn xi logħba, stedinhom jingħaqdu.
Itlob għall-għajnuna: fakkarhom li jistgħu jirrikorru għand Alla għall-għajnuna. Talba sempliċi lil Alla, talba għal gwida, jew għajnuna biex inkunu iktar paċenzjużi jew qalbna tajba.
Kun grat: jiffokaw fuq dak li għandhom aktar milli fuq dak li m’għandhomx
Saqsi għall-għajnuna: għallimhom li huwa OK li titlob lill-adulti jew ħbieb fdati għal parir jew appoġġ.
Kun pożittiv bil-mod kif titkellem fuqek innifsek: minflok ’m’iniex tajjeb fi …’ għid, ‘qed nipprova l-almu tiegħi fi …’
Kun mudell għall-oħrajn: sfidohom biex ikunu ta’ eżempju għal sħabhom tal-klassi jew ħuthom.
It-Tielet Parti: Attività hands on (5 min)
Il-pass li jmiss huwa li neliminaw dawn dan il-ħaxix selvaġġ minn ħajjitna.
Ħandout 2 : Fjuri Vs Ħaxix Selvaġġ
Agħti lil kull student il-handout.
Itlobhom jaqtgħu l-ħaxix salvaġġ u jarmuh fil-‘barmil tal-kompost’ (ipprovdi landa tar-riċiklaġġ)
Fil-parti t’isfel tal-Handout weħħel l-istampi tal-pjanti bil-fjuri. Id-dar jistgħu jagħtu kulur.
Ir-Raba’ Parti: Vidjo Qasir (5 min)
Biex tikkonkludi, araw dan il-filmat flimkien:
How Do I Help My Child Stop Bad Habits? (2.35 min)
Il-Ħames Parti: Konklużjoni
Fakkar lill-istudenti li Alla wiegħed li se jibgħat l-Ispirtu s-Santu biex jiggwidana. Irridu niftakru biex nistaqsu.
Spiċċa b’talba qasira bħal:
Għażiż Ġesù, Jekk jogħġbok għinni nsir persuna aħjar billi nkun iktar ġentili u miftuħ għall-oħrajn. Għallimni kif naħseb iktar f’ ħaddieħor u inqas fija nnifsi. Ammen
Għan Ewlieni
F’din is-sessjoni finali, l-istudenti se jitgħallmu dwar l-importanza li nħawwlu drawwiet u attitudnijiet pożittivi, bħalma għamel Ġesù, irrappreżentati bħala ‘żerriegħa tajba ’. Huma se jaħsbu f’drawwiet u attitudnijiet pożittivi li jistgħu jibdew jipprattikaw dan ir-Randan.
L-istudenti se:
- Ikomplu jirriflettu fuq ir-relazzjonijiet tagħhom mal-oħrajn.
- Ikomplu jirriflettu fuq il-ħtieġa li naħdmu sew biex inwarrbu drawwiet ħżiena u nagħmlu sforz biex minflokhom indaħħlu oħrajn tajbin.
- Jirriflettu fuq id-drawwiet tajbin li għandna, nimmiraw għalihom u għaliex.
- Jiddiskutu u jaqsmu l-esperjenzi tagħhom.
Ħin: 30 min
Riżorsi:
- PowerPoint Presentation – 2 Parti Primarja
- 8 cards differenti għar-roleplaying, kull wieħed b’ imġiba pożittiva li wieħed għandu jimmira għaliha, b’ eżempji varji.
Merħba u mument ta’ talb:
L-animatur tas-sessjoni jilqa’ lill-istudenti billi jilqagħhom bi tbissima. Ibda billi trodd is-salib u kompli b’ mument ta’ talb fejn tirringrazzjaw lil Alla talli huwa dejjem magħna, dejjem lest li jgħinna i jiggwidana kull darba li nitolbuh. Spiċċa billi terġa’ trodd is-salib.
L-Ewwel Parti: Introduzzjoni (2 min)
Fil-qosor spjega x’sar qabel: Li tkellimtu fuq Jien u l-oħrajn (il-familja tiegħi, lil sħabi) u l-problemi tal-ħaxix salvaġġ (drawwiet ħżiena tagħna) li jolqtu dawn ir-relazzjonijiet f’ ħajjitna u l-bżonn li neħilsu minnhom u kif neħilsu minnhom.
Spjega li issa li neħħejna l-ħaxix salvaġġ, wasal iż-żmien li nħawlu żerriegħa tajba – drawwiet tajbin li jgħinuna nikbru f’ nies b’qalbhom tajba u li jħobbu!
Ejjew niftakru kif Ġesù ħabb lil Alla, lill-ġenituri tiegħu u lil sħabu billi: obda lill-ġenituri tiegħu ħen lin-nies fil-bżonnijiet tagħhom kellu qalbu tajba ma’ min kien qed ibagħti ipproteġa lin-nies mill-bullies.
It-Tieni Parti: Diskussjoni fi gruppi (2 min)
Saqsi: liema drawwiet tajbin għandna nrawmu?
Fi gruppi ta’ 3 jew 4, iddiskuti liema drawwiet tajbin għandna nimmiraw għalihom. Biex tgħinhom saqsi l-mistoqsija:
Liema azzjonijiet iferrħu lili u lil oħrajn? Isma’ xi ideat.
It-Tielet Parti: Attività – Reċtar (20 mins)
Reċtar – Istruzzjonijiet:
- Aqsam l-istudenti fi gruppi żgħar.
- Agħti lil kull grupp kard waħda bi drawwa tajba u b’eżempji tagħha.
- Kull grupp irid jirreċta eżempju minn fuq il-kard waqt li l-udjenza trid taqta’ x’hini. Ibda mill-kard A.
A. Ta’ Qalb Tajba u rispett
- Uża kliem pulit bħal: “jekk jogħġbok” u “grazzi.”
- Tkellem b’ mod dħuli mal-ħbieb, mal-familja u mal-għalliema.
- Inkludi lill-oħrajn waqt il-logħob u l-attivitajiet.
- Għin lill-ħbieb, lill-aħwa iżgħar, jew lill-membri anzjani tal-familja.
- Isma’ meta xi ħadd ikun qed jitkellem.
- Kun twajjeb ma’ kulħadd, anki jekk huma differenti minnek.
B. Gratitudni u ħsieb pożittiv - Għid grazzi lil Alla u lill-oħrajn.
- Kuljum aħseb fi tliet affarijiet li jferrħuk.
- Fittex it-tajjeb f’ kull sitwazzjoni.
- Agħti kumplimenti u ferraħ lill-ħbieb.
C. Responsabbiltà u l-awto-dixxiplina
- Agħmel il-homework tiegħek fil-ħin.
- Żomm l-affarijiet tiegħek puliti u f’posthom.
- Segwi r-regoli tad-dar u tal-iskola.
- Qum fil-ħin biex tilħaq tipprepara għall-iskola mingħarj ġenn.
- Medd idek id-dar (agħmel is-sodda tiegħek, ipprepara l-mejda qabel l-ikel)
- Kul ikel nutrittiv u ixrob l-ilma.
D. Maħfra u paċenzja
- Għid li jiddispjaċik meta tweġġa’ lil xi ħadd.
- Aħfer u tibqgħax irrabjat.
- Stenna meta jmissek meta tkun qed tilgħab jew titkellem.
- Prova ifhem lil ħaddieħor meta jagħmlu żball.
E. Fidi
- Itlob kuljum.
- Aqra l-istejjer tal-Bibbja u tgħallem minnhom.
- Ipprattika dak li titgħallem fil-knisja.
- Għin lil-komunita’ tiegħek jew fl-attivitajiet tal-knisja.
F. Onestà u integrità
- Dejjem għid il-verità.
- Ammetti meta tiżbalja u tgħallem mill-iżball.
- Żomm il-wegħdiet tiegħek u agħmel dak li tgħid.
G. Titjib personali u Tagħlim
- Ipprova affarijiet ġodda anki jekk ikunu ibsin.
- Aqra l-kotba u ħu gost titgħallem.
- Saqsi meta ma tifhimx biex titgħallem aħjar.
- Kun kreattiv billi tpinġi, tibni, jew tikteb stejjer.
H. Nieħdu ħsieb l-Ambjent
- Żomm il-klassi nadifa billi tarmi żibel fil-landa taż-żibel.
- Ħu ħsieb in-natura: saqqi l-pjanti u naqqas l-użu tal-plastik.
- Taħlix dawl u ilma: itfi d-dwal meta ma jkollox bżonnhom u għalaq sew il-vit.
4 Parti: Vidjo qasir (5 min)
Ikkonkludi billi turi vidjo umoristiku dwar kif għandek titgħallem, kif m’għandekx taqta’ qalbek u kif għandek taħseb f’ oħrajn.
Motivational & Inspirational (3 min)
Segwi b’diskussjoni qasira dwar dak li għoġobhom dwar il-filmat.
Il-Ħames Parti: Konklużjoni
Talba (3min)
Għażiż Ġesù,
Int għallimtna li l-akbar fostna hu dak li hu umli u dak li jifraħ meta jgħin lill min hu fil-bżonn. Għinna nkunu iktar bħalek. Ammen
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