Empathy - 2

Foundational

Teachers

Goal: In a given social situation, the student will demonstrate empathy toward a peer or adult in 8 out of 10 observable opportunities as measured by a teacher assessment tool.

Objectives:
1. Identify if empathy was displayed/demonstrated in presented social scenarios.
2. Define empathy in his/her own words.
3. Use rehearsed phrases that demonstrate understanding and practice of empathy.

Definitions of Key Terms: Empathy is the ability to understand and share feelings of another person. Empathy means you try to understand how someone is feeling and you try to see a situation from their point of view.

Discussion Points:

  • Have you ever felt sad when a friend or family member was feeling sad? How did it make you feel when they were sad?
  • How does it make you feel when you’re laughing and other people are laughing with you? Now think about how it would make you feel if they weren’t laughing with you.
  • Have you ever heard the expression “putting yourself in someone else’s shoes?” What do you think this phrase means?

Discuss with students what it means to have empathy. Review the discussion point questions.


Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Showing Empathy

Share with the students the book We’re All Wonders by RJ Palacio. (Available on Youtube here: https://youtu.be/cJurUTRt6as?t=5)

Materials Needed:
  • We’re All Wonders by RJ Palacio
  • Chart paper or interactive board
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

After reading or listening to the story, lead the students in a discussion about these key points:

  • In the story, the young boy shares some ways he is the same as other kids. He also shares that he doesn’t look like other kids. Some people make fun of him because he doesn’t look like other kids. Have you ever been hurt by someone making fun of you?

Brainstorm with students ways that we can show empathy to others who may be different than us. Be sure to elicit ideas on how you can respond when others are making fun of someone. Record answers/ideas on the board or chart paper.

Allow students time to complete Student Activity Sheet A.

Student Activity Sheet A

Read each scenario. How would you respond to the situation to show empathy? Complete the missing dialogue from each script.


Scenario 1:
Donny: Hey Tori, wanna come play soccer with us?
Tori: Sorry, I wish I could but I really hurt my leg the other day. I can’t play soccer but I would love to play another game.
Donny:


Scenario 2:
PJ: Hey Silas, what’s wrong?
Silas: My dog Ellie is lost, we can’t find her anywhere.
PJ:


Activity 2: Showing You Care When Someone Is Scared

Read to the students Otis by Loren Long (Available on Youtube here: https://youtu.be/IZn1eKefnhw?t=13)

Materials Needed:
  • Otis by Loren Long
  • Chart paper or interactive board
  • Student Activity Sheet B
  • Pencil for each student

After reading or listening to the story, lead the students in a discussion about these key points:

  • In the story, Otis helped the calf when it was scared. As a class, brainstorm a list of ways you can help others when they are scared. Record ideas on chart paper or the board.

Discuss with students whether you always have to say something to show empathy. Are there other ways? Are there any actions you can do to demonstrate empathy to someone? Record answers/ideas on chart paper or the board.

Allow students time to complete Student Activity Sheet B.

Student Activity Sheet B

Directions: Answer the question below.

Think of a time you felt scared or lonely or sad.

1. How could someone have helped you feel better?

2. How can you recognize someone is scared or lonely or feeling sad?

3. Is there anything you can do for someone to show them empathy without saying words? How would you show empathy with actions?

Activity 3: Showing You Care

Review the key points from Activities 1 and 2 with students.

We all come from different backgrounds and different experiences. Because of this it makes it difficult at times to empathize with someone when you don’t share their same feelings.

Materials Needed:
  • Chart paper or interactive board
  • Student Activity Sheet C-1 per student
  • Pencil or pen for each student
  • The Invisible Boy by Trudy Ludwig

Brainstorm/discuss with students what you can do when it’s difficult to understand and empathize with another individual. Ask students to share their definition of what it means to display empathy.

After reading or listening to The Invisible Boy (Trudy Ludwig), discuss the following questions:

  • Why did Brian feel lonely, like an invisible boy?
  • What did the kids do that helped Brian begin to feel less lonely?
  • What can you do when you notice someone who feels lonely?

Brainstorm with students a list of locations where someone might go if they feel lonely. Ex. recess, lunch, park, etc.

Record answers on the board or chart paper.

Discuss phrases that students can use to show that they are empathetic in social situations. Record their ideas on the board or chart paper.

Allow students time to complete Student Activity Sheet C.

Student Activity Sheet C

Directions: Answer the question below.

1. How can you tell when someone may be feeling lonely?

2. Next time I see someone who is lonely I will…

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet D.

Materials Needed:
  • Student Activity Sheet D - 1 per student
  • Pencil for each student
  • Student Activity Sheet E - 1 per student
  • Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet E. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet E.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs and contractions.

If time allows students may partner together and role play the script.

Example script of demonstrating empathy inappropriately:
Silas: Hey Chris, we’re all going to jump into the waves. Are you coming?
Chris: (Scared Look) Ummm…
Silas: Chris!!!...ugh forget it! I wonder what his problem is.
Chris: I don’t know how to swim.
Silas: Really, that’s weird. Everyone knows how to swim in our grade, you should’ve learned by now. Stay on the beach then. See you later!


Example script demonstrating empathy appropriately:
Silas: Hey Chris, we’re all going to jump into the waves. Are you coming?
Chris: (Scared Look) Ummm…
Silas: (Says to himself) “Hm, I wonder if he knows how to swim or is afraid of big waves."
Silas: Hey Chris, are you ok, is there something wrong?
Chris: I never learned how to swim, my mother was afraid of water. And I’m afraid of the waves.
Silas: Well it’s ok, I’m afraid of the climbing wall and I know you’re really good at that.
Chris: Yeah, I am. I didn’t know you were afraid of the climbing wall.
Silas: You know what, I don’t have to swim now. Why don’t we go play on the playground.
Chris: Sounds good. Thank you!

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates making and maintaining eye contact.

Student Activity Sheet D

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the main characters in the scripts?

2. Where is the setting of the scripts?

3. Does Silas show empathy to Chris in Script #1? Describe how you know this.

4. Does showing empathy help you be a good friend? Why or why not?

Student Activity Sheet E

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the contractions.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

A contraction is a shortened form of a word or words.

Example script of demonstrating empathy inappropriately:
Silas: Hey Chris, we’re all going to jump into the waves. Are you coming?
Chris: (Scared Look) Ummm…
Silas: Chris!!!...ugh forget it! I wonder what his problem is.
Chris: I don’t know how to swim.
Silas: Really, that’s weird. Everyone knows how to swim in our grade, you should’ve learned by now. Stay on the beach then. See you later!


Example script demonstrating empathy appropriately:
Silas: Hey Chris, we’re all going to jump into the waves. Are you coming?
Chris: (Scared Look) Ummm…
Silas: (Says to himself) “Hm, I wonder if he knows how to swim or is afraid of big waves."
Silas: Hey Chris, are you ok, is there something wrong?
Chris: I never learned how to swim, my mother was afraid of water. And I’m afraid of the waves.
Silas: Well it’s ok, I’m afraid of the climbing wall and I know you’re really good at that.
Chris: Yeah, I am. I didn’t know you were afraid of the climbing wall.
Silas: You know what, I don’t have to swim now. Why don’t we go play on the playground.
Chris: Sounds good. Thank you!

Application Activity

Review and discuss the example scripts from the listening comprehension activity.

In small groups, have the students create scripts demonstrating empathy appropriately and inappropriately. Use the script sheet to create students' scripts.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialogue with a phone or other recording device

Topic Checkout

Review the key points from previous activities and discussions with students.

Allow students to complete the Student Topic Checkout. Review their answers together when all have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • A pencil for each student

Student Topic Checkout

Directions: Answer each question below.

1. Write your definition of empathy.

2. How does it make you feel when someone does not show you empathy?

3. List three situations in which you may need to show empathy toward a classmate or friend.

4. List up to three phrases you would use in a situation to show your friend, a classmate or a sibling empathy.