PLC Sped Empathy Unit

Group Members:
Mikayla Mickelsen
Tyler Waller
Taylor Heersink
Abby Pana
Unit Theme: Developing Empathy
Focus Statement: In this lesson, we will focus on teaching students about what empathy is and how they
can use it in their lives and at school.
Timeline: 2 weeks- one lesson a day
Standards:
Art
Anchor Standard 7
Perceive and analyze artistic work .
Performance Standard (VA:R e7.1 .5)
a. Compare one's own interpretation of a work of art with the interpretation of others. Enduring
Understanding: Individual aesthetic and empathetic awareness developed through engagement with art
can lead to under-standing and appreciation of self, others, the natural world, and constructed
environments. 5
Anchor Standard 7
Performance Standard (VA:R e7.2.5)
a. Identify and analyze cultural associations suggested by visual imagery.
ELA
CCSS.ELA-LITERACY.RL.5.2 (reading)
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.W.5.1 (Writing)
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.SL.5.1 (Comprehension and Collaboration)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-LITERACY.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,
although, nevertheless, similarly, moreover, in addition).
Essential Questions:
1. What does empathy look like?
2. What does empathy have to do with school?
3. How can we practice empathy?
4. Why is empathy important?
Student Outcomes:
1. Students will demonstrate tolerance and acceptance towards others.

2. Students will define what empathy is.
3. Students will write about ways to show empathy around school.
4. Students will practice empathy.
5. Students will be able to use empathy to change behaviour and build better relationships.
Inclusive Classroom Community:
The student population that is diverse. It includes students of different backgrounds, cultures, and
abilities.
Student Profiles:
Copies of student profiles are below.
List and briefly describe Unit lesson ideas:
Abby- writing lesson and reading lesson
Taylor- writing lesson and stem lesson (Stempathy)

Mikayla- Reading lesson and Art Lesson
Tyler - Writing lesson and Art lesson
References:
Lesson 1
T&L Instructional Plan #1
Background Information:
Lesson Wrote By: Taylor Heersink Date: 4/22/20

Cooperating Teacher: Professor Sheridan-Stiefe Grade: 5th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Lori White
Unit/Subject: Empathy/Writing & Reading
Instructional Plan Title/Focus: What Empathy Means to Me
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:
The purpose of this lesson is to show students that empathy has a lot of meanings. It can
mean something different to each person, but still conveys the same message. Students will
hear a book on empathy called, I am Human – A Book of Empathy, and will learn what
personal empathy means to one person. This is being taught because students need to
understand that they should be empathetic towards others, but also themselves. Students will
come up with their own phrases of how they can be empathic for their own joy and
happiness.
This lesson will be taught first in an Empathy Unit. This will be the first time in a classroom
setting they are hearing about empathy. They will be introduced to this topic with a story and
will be writing their own definition that they can come back to and change at any time
throughout this unit.
b. State/National Learning Standards:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses.
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
3. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBAT…construct an opinion writing piece on their personal definition of empathy

2. SWBAT… organize their opinion piece using personal reasons, facts, and details
3. SWBAT… create a strong conclusion to end their thoughts
Aligned standard 1: CCSS.ELA-LITERACY.W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
Aligned standard 2: CCSS.ELA-LITERACY.W.5.1.B

Provide logically ordered reasons that are supported by facts and details.
Aligned standard 3: CCSS.ELA-LITERACY.W.5.1.D

Provide a concluding statement or section related to the opinion presented.
Language Objectives:
1. SWBAT…use linking words in opinion writing and know their definitions
(specifically, consequently, particularly, etc…)
Aligned standard 1: CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using words, phrases, and clauses.
4. Previous Learning Experiences:

Students already know what an opinion piece is and what it consists of. Students understand
that a piece of writing needs an introduction, body paragraph, and conclusion. They know
that opinion writing is all about their own thoughts and ideas, not what others think. Students
know the six traits of writing as well. Students are new to the idea of empathy and this is their
first time hearing it in the classroom.
5. Planning for Student Learning Needs:

To plan for student learning needs, there will be computers available who perform better with
typing instead of handwriting, or if they need speech to text to write what they need. Students
who need a quieter learning environment can choose to work in the hallway. Then for
students who need more rigor, they will be required to have 3-5 sentence paragraphs, then
students who need less rigor will only need one sentence paragraphs and have the option to
draw their definition in an artistic expression.
f. Assessment Strategies (Informal or Formal) (Formative or Summative)
Content/Language Objectives Assessment Strategies
SWBAT…construct an opinion writing Summative: This will be a part of a 5th grade

piece on their personal definition of writing portfolio
empathy
SWBAT… organize their opinion piece Formative: Students will work with a peer and
using personal reasons, facts, and details highlight the introduction in one color, body
paragraph in another, and conclusion in another
color
SWBAT… create a strong conclusion to Formative: I will ask students to use a thumbs up,
end their thoughts to the side, and down to grade their own
conclusion
SWBAT…use linking words in opinion Formative: I will ask students to hold up on their
writing and know their definitions hands how many linking words they used
(specifically, consequently, particularly,
etc…)
g. Student Voice:
Student-based evidence to Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
journals, exit slips,
self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Sticky Note while reading I By having this sticky
learning targets and what AM HUMAN note, it will inspire their
is required to meet them writing on their own
(including why they are opinion on what empathy
important to learn). means to them
2. Monitor their own Color coded peer review Using color coded
learning progress toward highlights, students will
the learning targets using highlight each different
the tools provided part of the paper:
(checklists, rubrics, etc.). introduction, body, and
conclusion.
3. Explain how to access Student Journal This piece of writing will
resources and additional be added to their student
support when needed journal that has already
(and how/why those been used for other big
resources will help them). writing assignments.
Students will be able to
write their piece in here
so they can see their
improvement of writing
over time
h. Grouping of Students for Instruction:

Students will be seated wherever they want for the read aloud. They get to choose where they
would like to sit as long as they can see the book. After that they will sit next to someone else,
while still in flexible seating, as we do a think pair share. Then when we are done with our
discussion, we will go back to our grouped tables and write quietly, then when students start
to finish, they will go to other tables for peer review, then students will go back to their own
tables for closing.
Section 2: Instruction and Engaging Students in Learning

1. Introduction
I will read the students a book all about one boy’s definition of empathy and how it affects
his everyday life. Tell them it is a picture book and to pay careful attention to what they hear.
I will give each student a sticky note to write down anything they hear that they enjoyed or
made them think.
2. Questions:
Why do you think someone wrote this book?
Does anyone have anything they would like to share on their sticky note?
Why did you put ________ on your sticky note?
What was your favorite part of the book?
Can you explain to me what this book was about?
How can you use empathy in the classroom?
How can you use empath when you leave the classroom?
In what ways have shown empathy? Seen it? Why was what you saw considered empathy?
3. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are
doing?)
1. Starting the lesson, teachers will Students will be able to sit where they
call the students to sit wherever learn best, it is up to them to choose a seat
they are comfy and wherever they that works best for them. This will allow
can hear the story, they are able to them to hear a story and focus on listening
sit freely versus reading on their own.
2. After the story, we will have a Active Learning will be occurring here.
discussion about the book using Students will be allowed to work with
the questions listed above, we will peers to think of ideas and to get
do a think pair share. Students will inspiration from other their peers. Gradual
be working with a partner Release of Response is a part of our
lesson here and accommodations will be
added here. Since students are working
with partners, here Vygotsky’s Social
Interaction Theory plays a part.
3. Transition to explaining the The theory of Cognitivism is being used
assignment, we will tell students here because students are choosing an
that they will be writing about why opinion and the using real-experiences
they are human using phrases that and facts to back it up. Their new
show they have empathy and show knowledge of opinion writing is being
other empathy. They will be built with past experiences of empathy.
writing their own opinion on the
definition of empathy as well.
Students will be writing their piece
here.
4. Transition to peer review time. Vygotsky’s Zone of Proximal

Students will pair up by working Development is shown here since students
with someone at another table. are doing what they can do and are getting
Using the peer review rubric, help and revisions from other learners.
students will use three colored They are gaining knowledge from those
pencils or markers to highlight the around them.
intro, body and conclusion in the
essay.
2. Closure:
We will close this activity by asking what students would like to share their definition and
opinion on what empathy means to them. We will be circling around while students are
working and asking some students if they feel comfortable sharing so this way it is not silent.
3. Independent Practice:
Here, we will ask students to go home and ask their parents what empathy means to them,
and then tell them to try and do something that shows empathy during the week. We will
come back at the end of the week to talk about what they did, and if they did not do anything
we will ask if they saw anything.
4. Instructional Materials, Resources, and Technology:

- Sticky note while reading
- I Am Human – A Book of Empathy by Susan Verde & Art by Peter H. Reynolds
- Assignment listed on the board will read as…. “Today, you will be writing about your
own definition and opinion of EMPATHY. You will create a three paragraph essay about
what this means to you, think of it as a way you would describe it to a stranger who asked
you what it means. You can include facts, ideas from the story, or personal experiences to
back up your opinion and definition. This will be a part of your 5th grade writing journal
so please try your hardest! When you are finished please find someone at another table
who will peer review it and a highlighter. Let me know if you would like to share.”
- Their 5th grade writing journals
- Colored Highlighters for their peer review
o YELLOW – Introduction
o PINK – Body
o GREEN – Conclusion
- Laptops for those who want/need it
- Headphones for those who need to focus up
Lesson 2
Washington State University Sample Lesson Plan Template
Teacher Candidate: Abby Pana Date: 4/23/2020
Grade/Subject: 5thGrade Reading and Language Arts

Estimated Time for Lesson: 60min
Lesson Title/Focus: Understanding Empathy
Materials, Resources, and Technology used in this Lesson:

Materials/Resources How Would You Feel?
Whiteboard
Marker
https://www.tolerance.org/classroom-resources/tolerance-lessons
/understanding-empathy
Technology Computers
Central Focus of Learning Segment
The purpose of this lesson is to help students better understand empathy and to identify ways to
be more understanding toward others. This lesson comes after the first lesson in the unit, “What
Empathy Means to Me” and before a lesson on making connections between the characters’
feelings and point of views.
State Learning Standard(s):

CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
Learning Targets (Objectives) and Assessments:

Learning Targets: Write the objectives in Assessments: Describe the assessment(s) that
student friendly language. will be used to measure the learning targets.
Include rubrics if applicable.
SWBAT… understand empathy. Students will be assessed on their answers to the

How Would You Feel? sheet. This will provide the
teacher feedback on which students are grasping
the idea of empathy and which aren’t and may still
need help. This is an informal formative
assessment that will influence teacher instruction.
SWBAT… identify ways to be more Students will be assessed on their re-write of one of
understanding toward others. the four stories. This will provide the teacher with
formative feedback on which students are able to
identify ways to understand ways to understand
others and which need more help.
Students’ Prior Knowledge or Experiences with the content of this lesson:
Students will have developed a definition of what empathy is from the previous lesson. Students
will know how to write in narrative form, expository form, descriptive form and persuasive form.
Sequence of Learning Activities:

Minutes What will the teacher be doing? What will the student be doing?
5 The teacher will ask students “What Students will be thinking

are some words we could use to independently and sharing words
describe feelings?” and writing they would use to describe feelings
students' responses on the board. with the class.
15 The teacher would read How Would Students will be listening to the
You Feel?W ith the class. After each teacher read each story. Then the
story the teacher would ask students will be writing what they
students to “think about how you might feel in that situation on the
might feel if the story happened to How Would You Feel? sheet.
you and write that feeling on the line
provided. Feel free to use the
feeling words we brainstormed
earlier when coming up with your
answers.”
15 The teacher would discuss each story Students will be listening to the
with the class asking prompting teacher’s questions and thinking
questions that leads students to about how they would react. The
discussions. For the first story the students will discuss with their table
teacher would say “Finn thinks that groups. Then students will discuss
Jacob is bragging, but if he stopped with the whole class.
and thought about how he might feel
in Jacobs situation, what might he
realize about how Jacob is feeling?”
10 The teacher would then ask students Students will be working together
to “work with their elbow partner to with their table partner to decide
rewrite your favorite of the four which of the four stories was their
stories so that it illustrates being favorite. Then students will decide
understanding of someone’s feelings. what format they want to rewrite it in
You may write the story in any form and how they are going to show their
of your choosing like a comic strip, understanding of someone else’s
short story or skit.” feelings.
10 The teacher would then bring students Each pair of students that worked
back together and tell them to “share together would share their rewrite of
your rewrites with the class”. the story they chose.
5 The teacher would then end the lesson Students will reflect on the activity in
by saying, “Now that we have their journals.
finished our lesson, please grab out
your journals and reflect on what you
learned and what you got out of the
activity or didn’t”.
· How will you differentiate instruction and outcomes to meet needs of students?
Include as appropriate:
There are many students of diverse levels and cultures in this class. In this classroom,
there is one student with ADHD, two ELL students, one gifted students, one students
with dyslexia and one who struggles with reading and has low literacy scores. In order to
meet the needs of all students, the content of this lesson will be provided through
auditory and visual means. The teacher will read all text aloud and also include copies of
the text on the How Would You Feel?sheet. This will help ELL students, students with
dyslexia and students with low literacy skills be successful in the activity.Students with
ADHD will be allowed to complete the activity in a separate location if wanted. They will
LL students
also be provided with extra time if needed to complete the re-write activity. E
will also be provided with written instructions along with the verbal ones given by the
teacher. T his will also be extended to any students who may benefit from this
accommodation. Gifted students will be provided with an extension activity that allows
them to re-write another of the four stories to show their understanding of someone’s
feelings.
· What are your supporting theories/principles? (Why are you doing what you are
doing?
The lesson is supported by Blooms Levels of Thinking because students are first asked
to recall information, then they are asked to listen and analyze how they would feel when
answering the questions on the How Would You Feel?sheet. Finally, they are asked to
revise and produce an original work that shows they understand how others feel. This
lesson also supports Multiple Intelligences because it integrates visual-Spatial
Intelligence (re-write story in any form of your choosing), Linguistic-Verbal intelligence
(sharing their re-writes with the class), logical-Mathematical intelligence (think abstractly
during group discussion on empathy), Interpersonal Intelligence (this activity allows them
to relate to others and put themselves in their shoes) and Intrapersonal Intelligence
(analyze the situations of each story).
· How will you include opportunities for field trips or interaction with the
community or environment?
As an extension activity, students can adapt the stories from How Would You Feel? into
a reader’s theater that they can perform for other classes or their parents at home. This
will help students spread awareness of empathy and how to understand other people’s
feelings.
· H
ow will you provide opportunities for student voice?
Student voice is incorporated into the activity through journaling at the end of the activity,
where students are able to describe what they learned from this activity and whether
they felt like they got everything they hoped out of it.
· W
ebsites
https://www.tolerance.org/classroom-resources/tolerance-lessons/understanding-empath
y
Lesson 3
T&L Instructional Plan Template
Background Information
Teacher Candidate: Mikayla Mickelsen Date: 4/27/2020
Cooperating Teacher: Professor Sheridan-Stiefel Grade: Fifth
Unit/Subject: Empathy Reading Lesson
Instructional Plan Title/Focus: Comparing Perfect Pairs
1. Instructional Plan Purpose:
The purpose of this plan is to allow students to look at two different books and make connections
between the characters’ feelings and point of views. By looking at two books of similar topics,
students can start to compare how two characters in similar situations can have different outlooks.
This will help expand their social-emotional awareness.
Before this lesson is taught, students will have had a lesson on points of view in narrative stories.
They will have learned how to describe different point of views in stories. This lesson will be
towards the beginning of our unit on empathy. This is so students have a grasp on the unit before
jumping into this lesson.
2. State/National Learning Standards:
phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
Learning Standards:
1. Students will be able to compare feelings/emotions of two characters in different

books using their understanding of empathy.
2. Students will be able to put themselves into characters shoes to better understand
them.
Aligned standard: CCSS.ELA-LITERACY.RL.5.3
3. S
tudents will be able to discuss character’s point of view with a partner.
Aligned standard: CCSS.ELA-LITERACY.RL.5.6
1. Students will use appropriate vocabulary related to our empathy lesson to describe and
write about characters’ feelings.
Aligned standard: CCSS.ELA-LITERACY.L.5.6
phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
Students will have had experience making comparisons between characters and stories. They
will have had lots of practices with Venn diagrams to compare and contrast characters,
settings, time period, etc. Because we are working on empathy, students will have had prior
experience learning what empathy is and how to describe it.
5. Planning for Student Learning Needs:

Since we have multiple ELL students in our classroom, we will allow them to be using extra
resources. We will provide them with the worksheet in Spanish & English, so they can complete the
worksheet without language being the barrier of success. For our students with low literacy skills and
dyslexia, teacher will be frequently checking on them during the lesson to help clarify any questions
or confusions. For our gifted student, we will be giving him an extended worksheet to challenge him
and push him when he finishes. As for the ADHD students, they will be allowed to stand up, move
around, or take breaks if they feel their focus is fleeting.
f. Assessment Strategies:
Students will be able to compare Formative: Students will be given a

feelings/emotions of two characters worksheet/graphic organizer to keep track of
in different books using their their observations and comparisons. This will be
understanding of empathy. collected at the end of the lesson and used to
assess whether they understood the characters.
This will then be used to determine how to

modify the next lesson in this unit. If it looks like
students are understanding, then we can progress
through the unit as planned. If it looks like
students are struggling with a certain aspect of
empathy, we may have to back track a bit to get
more of a foundation.
Students will be able to put Informal: Teacher will have an observation sheet
themselves into characters shoes to with students’ names. During the activity, teacher
better understand them. will be walking around listening to discussions
and marking whether or not students are on the
right track.
Students will be able to discuss the Informal: Teacher will have an observation sheet
characters’ point of view with a with students’ names. During the activity, teacher
partner. will be walking around listening to discussions
and marking whether or not students are on the
right track.
Informal: Students will share out what they

discussed with a partner. Teacher will be
listening for understanding of point of view and
how that shaped the story.
Students will use appropriate Informal Formative: When going through student
vocabulary related to our empathy worksheets, teacher will be paying attention to
lesson to describe and write about the vocabulary used by student to
characters' feelings. describe/compare/contrast characters. This will
be used to determine what words or concepts
need to be further worked on.
g. Student Voice:
Student-based evidence to be Description of how

collected (things produced by students will reflect on
K-12 students will be able students: journals, exit slips, their learning.
to: self-assessments, work
samples, projects, papers,
etc.)
1. Explain student A student objective

learning targets and what journal is a place where
is required to meet them Student Objective Journal they rewrite the learning
(including why they are objectives in their own
important to learn). words. Then they include
a sentence or two on why
these learning objectives
are important for the
overall unit. These
journals are collected
each Friday and looked
over by the teacher.
2. Monitor their own This is a worksheet all

learning progress toward students will have with
the learning targets using them. There is a picture
the tools provided of a target where they
Bullseye Check Sheet &
(checklists, rubrics, etc.). identify where they feel
Confidence Scale
they are on
understanding. Then they
will state how confident
they are, on a scale of
1-10 with the content.
3. Explain how to At the end of this lesson,

access resources and students will give an exit
additional support when slip to the teacher
needed (and how/why explaining what
Exit Slip to Teacher
those resources will help resources they used to
them). complete this task (such
as asking the teacher,
using a dictionary,
asking a friend, using a
computer or assistive
technology). They will
also briefly explain why
the resources worked for
them.

Students will be in partners while selecting a book and reading it to compare to the book we
read as a class. The teacher will be choosing the partners to make sure that ELL students are
paired with a non-ELL student. Teacher will also be making sure that students who struggle
with literacy are not paired with another struggling student. The purpose here is to pair
students who have the ability to learn from each other. An ELL student can benefit from
another student going through the story with them so that language does not inhibit their
ability to complete this activity. This will also help students who are proficient in literacy
skills be able to explain concepts or strategies to other students.
1. Introduction:
“We are in the middle of our unit on empathy. Remember that empathy means being able to
feel what others are feeling and being able to relate to them. Have any of you ever been
picked on? Has anyone ever made fun of you for what you like to wear? How does that feel?
Today we are going to be reading Each Kindness a nd discussing how the characters must
have felt.”
2. Questions:
Are there any words that need to be clarified? Can you use context clues to figure it out? (Clarify)
How can you tell how the character is feeling? (Analysis)
Are there clues in the pictures that lead you to any conclusion? (Analysis)
How does the way one character is feeling compare to the way another is feeling?
(Compare/Analyze)
If you were the character, how would you feel? (Divergent)
If you were in this situation, what would you have done differently? (Divergent)
Why do you think the author chose to tell the story from this point of view? (Analysis)
How would the stories have been different if the author had told it from a different point of view?
(Divergent)
o L
earning Activities:
(Why are you doing what you are doing?)

1. Teacher: “Okay, we are going to The purpose of this is to relate our unit topic to
begin with a read aloud. I am the picture books we have within the classroom.
going to read Each Kindness b y This is also relating the material to our own
Jaqueline Woodson. This is a classroom environment, as it addresses themes of
book that focuses on extending bullying, which may be present within the class.
kindness to everyone we meet, as
it is never fun to be picked on. I
am going to hand out a worksheet
that you can begin to fill out as I
read through the book. I will
pause throughout the book and
we can talk about what to fill in
for each section.”
**The worksheet would be passed out to

students and explained by the teacher**
2. Teacher: “Alright, I am now This allows students to give their own ideas while
going to begin reading Each bouncing ideas off of the teacher and other
Kindness.” classmates. They can be using prior experiences in
order to answer some of the questions and give
Teacher would pause throughout the book opinions. This also supports multiple means of
to help students fill in the blanks and ask engagement, as students are listening to the story
for their own input. while also participating in discussion and
worksheet.
3. Once the teacher is all finished This is a way to support those who need extra help,
filling out the first side of the as pairings will be intentional. The worksheet is also
worksheet and reading the book: provided in Spanish and English for the ELL
learners that need it, so these are accommodations
Teacher: “Alright, now we will be looking we are making for those students.
at a book with similar themes as the one
we just read. The purpose of this is to
compare and contrast how each of these
books deals with empathy and how each
character may be feeling. I am going to
pair you up and hand each pair a book.
You will be reading the book together and
filling out the worksheet as a pair (but on
your own sheet of paper).”
**Teacher then pairs the students and

passes out the books for the students to
begin.**
4. Students will begin filling out By walking around the room, this is how she will
the worksheet as they read their assess the learning. This is also a way to provide
second book. The teacher will be extra accommodations for the students that are
walking around the room to struggling or need a break. Working in partners
monitor and assist anybody that allows them to use their own experiences and prior
needs extra support. knowledge to bounce ideas from one another.
5. Teacher will ask students the The reflection piece allows students another means
final reflection questions and we of engagement. They are now being metacognitive
will have a class share out of and thinking about why they thought the things they
what we thought and some thought. This is a good way to close out the activity,
similarities/differences within our as each student can share what they please.
books.
2. Closure:
“We read books today that are centered around being bullied and why we should be kind to
everyone. Was it easy to put yourself in the characters’ shoes and understand how they were
feeling? We did this lesson today to understand how important it is to think about how our
actions always have an impact, positive or negative, big or small. Next time you are faced
with a choice to show kindness and empathy, what will you choose? Would anyone like to
add any closing thoughts about this lesson?”
I would challenge students to use what we learned about our actions and practice empathy at
recess, at lunch, on the bus, and at home. I would tell them to extend kindness to someone at
home and reflect on how it made them feel. Empathy should be practiced throughout this unit
and far beyond our unit.

5. Acknowledgements: Acknowledge your sources
English Language Arts Standards " Language " Grade 5. (n.d.). Retrieved April 29, 2020, from
http://www.corestandards.org/ELA-Literacy/L/5/
Woodson, J., & Lewis, E. B. (2013). Each kindness. Toronto: CNIB.
Perfect Pairs worksheet adapted from Dr. Barbara Ward, a professor of WSU
Lesson 4
T&L Instructional Plan Template
Teacher Candidate: Mikayla Mickelsen Date: 4/27/2020

Cooperating Teacher: Professor Sheridan-Stiefel Grade: Fifth
Unit/Subject: Empathy Art Lesson
Instructional Plan Title/Focus: Viewing Others’ Perspectives
________________________________________
a. Instructional Plan Purpose:
This lesson is being used in a unit about empathy. A part of empathy is being able to view others’
perspectives and placing oneself in another’s shoes. This art lesson will allow students to do just that
and begin to understand others’ thoughts, ideas, and opinions. This lesson will come towards the
beginning/early middle of the unit, as it will begin to strengthen and deepen their empathetic
understanding.
b. State/National Learning Standards:
Anchor Standard 7
Understanding: Individual aesthetic and empathetic awareness developed through engagement with
art can lead to under-standing and appreciation of self, others, the natural world, and constructed
environments. 5
Anchor Standard 7
Performance Standard (VA:R e7.2.5)
a. Identify and analyze cultural associations suggested by visual imagery.
Anchor Standard 1 Generate and conceptualize artistic ideas and work. Performance Standard
(VA:Cr1.1.5) a. Combine ideas to generate an innovative idea for art-making.
c. Content Objectives
1. Students will be able to create a picture of what it is like to walk in their own shoes.
Aligned Standard: Anchor Standard 1 Generate and conceptualize artistic ideas and work.
Performance Standard (VA:Cr1.1.5) a. Combine ideas to generate an innovative idea for art-making.
2. Students will be able to analyze the work of their peers.
3. Students will be able to see the perspective of their peers.
Aligned standard: Anchor Standard 7

Understanding: Individual aesthetic and empathetic awareness developed through engagement with
art can lead to under-standing and appreciation of self, others, the natural world, and constructed
environments. 5
1. Students will be able to use comparing and contrasting language to look at their peers’ work.
Aligned standard: CCSS.ELA-LITERACY.L.5.6
d. Previous Learning Experiences:
Prior to this lesson, students have done several other art assignments using color and different
tools/utensils. They will know how to appropriately use each item they choose to work with in order
to create their pictures. They have learned about empathy and what it means to look at something
with someone else’s perspective in mind.
e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Since we have multiple ELL students in our classroom, we will allow them to be using extra
resources. We will provide them with the directions in Spanish & English, so they can complete the
assignment without language being the barrier of success. For our students with low literacy skills
and dyslexia, teacher will be frequently checking on them during the lesson to help clarify any
questions or confusions. For our gifted student, we will be giving him an extended reflection to
challenge him and push him when he finishes. As for the ADHD students, they will be allowed to
stand up, move around, or take breaks if they feel their focus is fleeting.
Learning Objective: Assessment:
Students will be able to create a picture of Informal: Students will not be judged by artistic
what it is like to walk in their own shoes. ability but by the quality of work put into the
assignment. Teacher will be collecting the shoes
to hang up around the classroom.
Formal: Once the art is taken from the walls, it
will be used as part of their final art portfolios.
Students will be able to analyze the work of Informal: The teacher will be monitoring group
their peers. discussion to make sure each student is on task
and attentive to their peers’ work. If the student
does not appear to be being respectful to their
peers, they will be redirected.
Students will be able to see the perspective of Informal: As the teacher walks around the room,
their peers. she will be listening for discussions about
perspective and looking to see that students are
engaging with one another. Teacher will make
notes on her observation sheet about how
students are working. If it seems a certain group
is not working cohesively, a note will be made
about future groupings of those students.
1. Students will be able to use comparing and Informal: Teacher observation will be used to
contrasting language to look at their peers’ assess this objective. As the students discuss
work. with their groups, teacher will be walking
around the room and listening to conversations.
g. Student Voice:
K-12 students will be able to: Student-based evidence to be Description of how students
collected (things produced by will reflect on their learning.
students: journals, exit slips,
samples, projects, papers, etc.)
1. Explain student In their learning objective

learning targets and what is Student Objective Journal journal, they will rewrite the
required to meet them learning objectives in their
own words. They will also
(including why they are
explain why the objectives are
important to learn). important to master. These
journals are collected on
Friday’s for teacher review.
2. Monitor their own This will be used for the

learning progress toward the students to self assess if they
learning targets using the tools Target Checksheet are understanding the purpose
of the assignment and if they
provided (checklists, rubrics,
are understanding the content.
etc.).
3. Explain how to access Students will be given a sticky

resources and additional note at the end of this lesson.
support when needed (and Exit Slip Sticky Note They will be asked to write
down which resources they
how/why those resources will
used, how each was helpful,
help them). and why they chose that
resource. Additionally, they
will state what would have
helped them to further
understand the content and
complete the assignment.

For the first part of the activity, students will be working on their own to create their shoes. Once
they are all finished, they will then be placed in groups of threes to discuss their final products. The
teacher will be picking these groups at random as to not leave anyone out or make someone feel bad
for not having a group. Grouping will have nothing to do with ability and will come at random. This
will also allow for students who do not normally converse to get to know each other.
a. Introduction:
“Hello class! We have been talking a lot about empathy and what it means to walk in another’s
shoes. Today, we will be creating a picture of our own shoe. This means a visual representation of
what has shaped your life, not literally a picture of the shoes you are wearing.”
b. Questions:
Ask yourself: What makes me who I am? (Analyze)

How can I put myself in someone else’s shoes? (Analyze)
What does it mean to walk in someone else’s shoes? (Analyze)
Is it hard to view something through another’s perspective? (Recall and make an opinion)
How can seeing someone’s perspective be beneficial? Does it make us more empathetic? (Recall and
analyze)
c. Learning Activities:

Teacher: “In your shoe, you can include By showing students an example from the
experiences, people, struggles, events, and teacher, they are able to recall their own
anything that makes you who you are. Be experiences and what they want to put in their
creative. You can draw pictures, include words, own shoe. This will allow them to express
work abstractly, it is up to you. themselves completely based off of their prior
I am going to show you an example of the shoe I knowledge and life experience.
have made for myself.”
**The teacher then shows students an example so
the students understand the direction of the
assignment.**
“Now that you have an idea of what we will be The modification here is that students who do
doing, I will allow you to get started. For those of not feel confident to draw the shoe themselves
you who want to draw their own shoe, there is can choose a template of a shoe. This way,
blank paper. For those of you who want a blank they can have something to go off of. For
template of a shoe, there are some of those as those who already know how they want to
well. It is up to you. You can use paint, crayons, draw their shoes, they can have a clean slate.
colored pencils, markers, water color, and They can also be completely free in the artistic
anything else available in the art center. Please tools they choose to use to complete this.
take this time to create your shoe.”
Once everyone has had enough time to finish This allows for multiple means for
their project: engagement, as they have created the piece of
Teacher: “Alright everyone, I am now going to art and are now discussing with group
place you in groups of three. Please discuss your members about this art. This enhances the
shoes with your group. Explain what you have theme of empathy and walking in each others’
put in the shoe and why. There will be questions shoes.
on the board to help guide these discussions. Try
to see the shoe from your group's perspectives. Be
respectful of the other members.”
After enough time has been allowed for group This will be done as a reflection of the lesson
discussion, there will be a class share out of what and allow the students to think about the
they learned and how it relates to the theme of activity.
empathy. The teacher will allow anyone to talk
who has something to share.
b. Closure:
“I hope today has shown you how placing ourselves in someone else’s shoes can help us become
more empathetic and understand them better. Viewing other’s perspectives makes us more aware of
the people around us.”
c. Independent Practice:
Teachers could challenge students to bring their shoes home and discuss the activity with their
parents. They would explain what they got out of the activity and if it made a difference in the way
they view their peers. They would also be challenged to ask their parents what it looks like to walk in
their shoes.
d. Instructional Materials, Resources, and Technology:

e. Acknowledgements:
**The idea was my own and the bullseye student voice was my own**
Lesson 5
Teacher Candidate: Abby Pana Date: 4/24/2020
Grade/Subject: 5thGrade Reading Estimated Time for Lesson: 70 min
Lesson Title/Focus: Bullying

Materials/Resources y Patricia Polacco
Book:Bully b
Writing Journals
Discussion Questions
Technology Computers
Central Focus of Learning Segment
The purpose of this lesson is to help students better understand the effects of bullying
y Patricia Polacco.In this lesson students are able to use creativity to
through the book Bully b
demonstrate that understating and participate in a meaningful discussion with their peers. This
lesson comes after a lesson on viewing other’s perspectives and before a stempathy
lesson.
State Learning Standard(s):

Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

Learning Targets: Write the objectives in Assessments: Describe the assessment(s) that
student friendly language. will be used to measure the learning targets.
Include rubrics if applicable.
SWBAT… participate in a discussion with Students will be assessed on their contributions to

their peers to help them better the discussion and their ability to listen to
understand bullying. classmates. This will provide the teacher with
formative feedback on the student's ability to
participate in a discussion and how well they are
understanding the implications of bullying on
others.
SWBAT… demonstrate their Students will be assessed on their representations

understanding of the cause and effect of of the book and discussion. Their representations
bullying through a creative are meant to be creative and will be assessed on
representation. completion. Students who need extra support
because they didn’t get the main goal of the
lesson will have the chance to meet with the
teacher to re-do the assignment.
Students will have developed a good understanding of what empathy is from previous lessons.
Students will have practiced participating in many class discussions throughout the year.
Students will have a deeper understanding of other perspectives from the previous lesson.

5 The teacher will start the lesson by Students will be thinking

asking students “what is a bully?”. independently and sharing their
The teacher will write students' descriptions and ideas of what a
responses on the board. bully is.
25 The teacher would then tell Students will be listening to the
students to “Grab your journals and teacher read the book and taking
come quietly sit on the carpet at the notes on anything they find
front of the room.” And then the important.
teacher would explain that “today
we are going to be reading the
book Bully by Patricia Polacco. As I
read please feel free to jot down
any notes or details you think are
important because we will be
having a discussion about the book
after.” The teacher would then read
the book aloud.
5 After finishing the book. The teacher Students will be returning to their seats
will tell students to “go back to your and reading the discussion questions at
desk and look at the discussion their tables. Then students use their
questions on their tables. Using your notes to start formulating answers to
notes in your journals, work with your the discussion questions and
table groups to start discussing your formulating ideas with their table
ideas.” groups.
20 The teacher would then get the class's Students will be sharing ideas and
attention and begin the whole group responding to other classmates.
discussion by explaining that “we are Students will be listening and taking
going to be moving into our whole notes in their journals.
class discussion now. As your
classmates share out please take notes
in your journals on anything you find
interesting or useful in shaping your
view on bullying. Would a group like
to start? Pick any of the discussion
questions you wish to share.” The
teacher would then take a step back
and listen to students as they share.
5 (instruction) The teacher would then bring students Students will be thinking of what was
back together and summarize the most important from the book and
30 (hw) important points of the discussion. The discussion. They will be creating a
teacher would then say “now class we representation and coming up with a
are going to move into our final way to explain it to the class.
activity. We heard of great things from
our classmates about bullying and its
effects on others. I want you to create
your own representation whether that
be artistic, musical or written to
represent what you feel like is most
important from the book and the
discussion as homework. Feel free to
get as creative as you want. Tomorrow
we will be sharing what you have
created.”
10 The next day the teacher would have Students will be sharing and
students take turns sharing and explaining what they created as their
explaining what they have created. representation for the book. Students
will be listening to their peers as they
present.
· How will you differentiate instruction and outcomes to meet the needs of
students?
There are many students of diverse levels and cultures in this class. In this classroom,
there is one student with ADHD, two ELL students, one gifted students, one students with
dyslexia and one who struggles with reading and has low literacy scores. In order to meet the
needs of all these students, the content of this lesson will be provided through auditory and
visual means. The book will be read aloud by the teacher and copies of the book will be
available for students to follow along with. The discussion questions will be read orally by the
teacher along with being represented on a handout. This will help all students but specifically
addresses the needs of our students with low literacy scores, ELL students and our students
with dyslexia. In order to meet the needs of our students with ADHD, they will be given extra
time with the discussion questions and optional breaks throughout the read aloud. In order to
meet the needs of our ELL students, they will be provided with a graphic organizer to help
organize their thoughts along with written out instructions for the whole lesson. In order to meet
the needs of our students with dyslexia, they will also be provided with extra time with the
discussion questions and the option to relocate while formulating their ideas. Gifted students will
be provided with an extension activity that allows them to compare the characters in Bully t o
other characters the class has read about and make connections with them.
· What are your supporting theories/principles? (Why are you doing what you are
doing?
The lesson is supported by Blooms Levels of Thinking because students are first asked
to recall information when they are taking notes on the reading. Then students are asked
to analyze and understand the ideas from the reading when participating in the
discussion. Finally, students are asked to create original work for homework to represent
what they got out of the book and discussion. This lesson also supports Multiple
Intelligences because it allows students to create a representation in any format they
like. This allows all students to blossom because they are given the opportunity to use
different types of intelligences.
· How will you include opportunities for field trips or interaction with the
community or environment?
As an extension activity, students can create another representation that uses a different
medium which they can share with their parents at home or with the other 5thgrade class
at the school.
· H
ow will you provide opportunities for student voice?
Student voice is incorporated into the activity through journaling at the end of the activity.
Students will have the chance to summarize the learning targets of the lesson and
explain whether or not they believe the lesson helped them meet those targets or not.
· W
ebsites
·
https://www.teacherspayteachers.com/Product/Bully-by-Patricia-Polacco-Freebie-339198
4?st=535c87379ab9ec5db58318a88db4ab3b
Discussion Questions:
1. Do words hurt? How can we be careful not to hurt others with words?
2. What lessons did Lyla learn?
3. What character traits describe Jamie?
4. What character traits describe Lyla?
5. What is appropriate behavior on social media? What is inappropriate?
6. What is a bully?
7. How could Jamie’s actions have changed the story?
8. How did you feel reading the story?

T&L Instructional Plan #7
Lesson Wrote By: Taylor Heersink Date: 4/22/20

Cooperating Teacher: Professor Sheridan-Stiefe Grade: 5th
School District: Pullman SD School: Franklin Elementary
University Supervisor:
Unit/Subject: Empathy/STEM
Instructional Plan Title/Focus: STEMPATHY
1. Instructional Plan Purpose:
The purpose of this lesson is to incorporate STEM into an Empathy Unit. The two are very
different topics but when they come together, they teach students a lot. Students will work in
teams to create solutions to problems and have to engineer ideas. They will be presented with
a problem and build a solution to the problem using Legos. They will have cards that will
explain the problem and help guide them. This is done because these are real life issues
students themselves, or their peers may have to handle at some point in their lives, while
Legos may not always be how they fix the problem, it is a way to get their curiosity flowing.
This lesson will be taught towards the end of the Empathy Unit. At this point, students know
what empathy is and can identify it. The prior lessons all dealt with what empathy is, how to
define it, examples of it, and they have had many discussions about it as well. Tomorrow will
be the closing of this unit and students will be able to reflect on everything they have learned.
2. State/National Learning Standards:

CCSS-
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
NEXT GEN-
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
ETS1.B
Developing Possible Solutions
Learning Standards:
1. SWBAT…collaborate in a team and build upon others idea

2. SWBAT… build a solution out of Legos on a time restraint and present design to class
3. SWBAT…design a solution to the problem given to them with only the Legos given to
them
4. SWBAT…develop a design that is in its beginning stages
Aligned standard:
1. CCSS.ELA-LITERACY.SL.5.1.C - Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the remarks of others.
2. CCSS.ELA-LITERACY.SL.5.5 - Include multimedia components (e.g., graphics, sound)
and visual displays in presentations when appropriate to enhance the development of main
ideas or themes.
3. 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
4. ETS1.B - Developing Possible Solutions
1. SWBAT…use transitional phrases when talking with group (I like how…, I think we
should…, What if we…)
Aligned standard: CCSS.ELA-LITERACY.SL.5.1.C

Students have worked in teams before and know how to work together. They also have used
Legos in other stem activities and know the expectations with them.
5. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
When planning for student needs, we will make sure each group has different types of personalities
and abilities so even those who cannot help, still can help. For students who can have sensory
overload, will have the option to do this on their own or with a friend at another desk in the room or
in the hallway. We will also have options for students to write out or draw ideas if they do not wish
to speak in a group setting. If a student is an ELL, we will ensure the activity card as an image on it
and to have a translating tool with them if need be.
Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?
SWBAT…collaborate in a team and Formative: Teaching will be observing with a list

build upon others idea of all student’s names to see if they are
participating are not
Summative: This will help students work towards
their final group project at the end of the year the
requires teamwork and communication
SWBAT… build a solution out of Legos Formative: Each student will have to present to
on a time restraint, and present design to the class, no one in the same group can go twice
class
SWBAT…design a solution to the Formative: Students will give a 1-5 on their

problem given to them with only the hands to show how confident they are their
Legos given to them design is based on tools and time
Summative:
SWBAT…develop a design that is in its Formative: Students will explain how they can
beginning stages further their design to the next step before
moving on
SWBAT…use transitional phrases when Formative: Students will self asses with this at
talking with group (I like how…, I think the end, thumbs up if they used them, thumbs to
we should…, What if we…) the side if they sometimes did, and thumbs down
if they did not use them at all
g. Student Voice:
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
samples, projects, papers, etc.)
1. Explain student Exit Slip After the activity is over,

learning targets and what students will complete
is required to meet them an exit slip asking them
(including why they are what they did and what
important to learn). they learned in this
activity
2. Monitor their own Students will have a checklist Students will talk about
learning progress toward at each group reminding them this in their reflection
the learning targets using of what their expectations are they complete the next
the tools provided and that each student should day
(checklists, rubrics, etc.). always be helping
3. Explain how to access Students will be given an Students will come to
resources and additional ADA handout, found online, class the next day with a
support when needed to help provide them more surprising statistic they
(and how/why those answers to any questions they found the night before
resources will help them). may have if teachers run out
of time. Students will be
encouraged to look up statics
about them

Students will be sat in their seats for the hook and beginning of the lesson, then they will be
put into groups and be sitting in table groups that may not be their own, then at the end of the
lesson they will be back in their own seats. Students will be in groups with students they do
not sit with so they can get out of any comfort zone they may be in, also we want them in
diverse groups so that they can all play a part in this group activity. Students will need to be in
groups where there is a lot of table space and
1. Introduction:
The hook to this lesson will be us writing out the word ‘Stempathy’ on the board and asking
students what they think it means. If they get stuck, we will tell them to try and find two
words within the word.
After this, we will write it out again but this time as STEMpathy.
Then, we will talk about scenarios where barriers have stopped us from doing what we want.
We will ask students who are able to walk on both legs if stairs have ever affected them
getting somewhere, they will say no, then we will ask them to think about what someone who
is in a wheelchair might have to do. We will bring up ADA facts about how many places are
actually compliant, then move into questions.
2. Questions:
What does STEM stand for? (Knowledge)
Define Empathy. (Knowledge)
What is meant by, ‘we will work to remove barriers and help other access their environment’?
(Comprehension)
How would you plan to build a ramp for someone in a wheelchair? (Application)
What would result if you needed to get somewhere, but there were barriers that kept you from getting
there? (Application)
What is the function of this activity? (Analysis)
3. Learning Activities:

1. Transition from asking students the This supports multiple means of

above questions and putting them engagement by allowing students to build
in groups for the activity. Teachers or draw or discuss their design before
will be choosing groups and will selecting a final contraption to show the
dismiss them to tables. The tables class.
will have STEMPATHY cards on
them, we will tell the students not
to start yet. We will tell the
students their job is to empathize,
hypothesize and then innovate. We
will tell them there is no right way
to complete each task card. They
will have 15 minutes at each
station to work together to build
something to tear down the barrier
for the people on the cards. They
will have the option to sketch their
design or just get to work. They
will have different Legos at each
station
2. The students will now work This supports active learning over passive
together to build a design based on learning since students are building,
their STEMpathy card. They will interacting, collaborating and innovating
have to work together. The instead of writing a paper or reading a
classroom will be loud and we will novel.
encourage talking as we want
students to collaborate with one
another. They are encouraged to try
multiple designs if they finish
early. Students will rotate tables
and will have a different problem
card at each table, no two groups
will have the same care.
3. After each group has gone, This supports multiple means of
students will read aloud their expression since students are both
activity card and share their design, building a physical model as well explain
teachers will ask what if and why what they build, why the built it, and how
types of questions. the decided on that design.
2. Closure:
We will close the lesson by bringing the students all together and asking them to share two
stars and a wish with someone who was not in their group. Teachers will be circling and
asking certain students to share out with what their stars and wishes were. We will tell them
why we did this and to look out for these types of problems in the real world.
Teachers will ask students to look for things like ramps and elevators near stairs and about
anything else they found their activity cards and if they were in that situation, what would
they do to make things more accessible. We will ask them to go home and research more
about the ADA and ask their families if they ever were stopped in their environments because
of the temporary or permanent disability, we will tell them they do not have to share these
stories, but to think about themselves in those shoes.

- I did not buy this lesson off of TpT but here is what you would need, I would show
off the resources if I had bought it.
o Legos
o Activity Cards
o Paper for drawing design
o Innovation posters for inspiration
o Visible timer for students
5. Acknowledgements:
○ Lesson came from
https://www.teacherspayteachers.com/Product/Empathy-in-STEM-Task-Cards-Couns
eling-Empathy-Activities-Digital-Learning-5106050
One of the best lessons I have ever found, so fun, different and new!
Lesson 8
Teacher Candidate: Tyler Waller Date: 4/29/2020
Grade/Subject: 5 Estimated Time for Lesson: 120
Lesson Title/Focus: Empathy

Materials/Resources ● Journal
● Separate sheet of paper
● https://www.youtube.com/watch?v=icI
lUdTEQn
Technology ● White board

● Projector
● Chromebooks
Central Focus of Learning Segment (Summary statement of the overarching learning outcomes
associated with learning standards and learning objectives) .
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer's purpose.
Provide logically ordered reasons that are supported by facts and details
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.2.E
Provide a concluding statement or section related to the information or explanation presented.
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
Learning Targets: Write the objectives in student Assessments: Describe the assessment(s) that will
friendly language. be used to measure the learning targets. Include
rubrics if applicable.
Students should be able to know how to react to They will be assessed on this based upon how well
others who are experiencing emotions. they can come up with a response or strategy to a
specific event that they see.
Students should be able to create a plan or set of Students as a group, will critically think and create
steps to take in order to communicate empathy a response to how they would handle a situation
with classmates. that would require them to react based upon
emotions.
Students should be able to display empathy to By walking around the class, the teacher should be
other students. able to read students body language to see how
invested and conscious of others emotions. They
will mostly be assessed on this by how well they
can work with others.
Students should be able to express their opinions Students will write opinion pieces based on how
in their writing based off of facts and point of they interpret an event or series of events. They
views. should include immediate reactions, next best
steps, self-reflection, and what they learned.
Students should be able to define empathy There will be no specific assessment of this but
instead students will show their comprehension of
the word by how they treat others, come up with a
plan of action, and feel after this activity.
Examine your learning targets. How will you provide opportunities for language development for
students? Include: Academic vocabulary, Language function, Discourse, & Syntax
It is crucial that all students are familiar with the terms of emotions and empathy so that they can
accurately devise a plan of action in order to assist another student or handle a situation where empathy is
required. Students will practice this by going through “empathy training” prior, this means that students
will be introduced to a variety of emotions or feeling and students must physically demonstrate that
emotion so that they can get experience with it. They will also learn about why someone may feel this
emotion, specifically beginning to understand how emotions develop and escalate. Students will also be in
group where they will be having verbal discussions and debates with one another centered in their
personal emotions and point of views. This gives students the opportunity to verbally talk and
communicate rather than just writing or typing. Human verbal interaction is very important to empathy.

Students will require prior knowledge of the setting or even familiarity with the emotions that are entailed
in each scenario. They should also be able to connect with any and all of their personal emotions. There
realistically is not a lot of content knowledge or experience that are extremely critical to the success of
this activity. By the age of 5th grade, students should be comfortable writing, talking, and critically
thinking. They will also have to know the components that make up an opinion piece.
Sequence of Learning Activities: (beginning, middle and end - include revisiting the learning target)
● Include short descriptions of what the students will be doing (application), placed alongside
corresponding teacher actions & minutes. Include major statements (such as definitions or
directions, as needed). Include major questions the teacher will ask. Include a motivational intro
& strong conclusion.

Minute What will the teacher be doing? What will the student be doing?
s
10 The teacher should begin to introduce Students should be preparing for the day’s activity
the activity of the day. They should by beginning to get in touch with their emotions, get
remind students to be conscious of the out all the supplies they may need, and overall just
other’s emotions and tell them to do listening to the teacher for their next instructions.
their best to put themselves in the
shoes of the people in the scenarios.
They can also ask students to recap
what they learned the day before by
asking questions like:
“What is empathy”
“What have you learned so far”
“What has surprised you”
“What do you want to learn more
about”
The last thing that teachers should be
doing during this time is splitting
students into groups and they should
be conscious of what students are in
what groups.
5 The teacher will put on a quick Students should be watching the video and engaged
youtube video that invokes students to with the content that the video entails.
begin to think about empathy in
general.
https://www.youtube.com/watch?v=ic
IlUdTEQnU&t=63s
20 The teacher will give students the first Students will reread the scenario as much as they
scenario, which is please and then they will start to work together to
“A bully and two of the bully’s create a response, plan of action, or reflection to the
friends are surrounding a child alone scenario. This will include students participating in
on the playground and making fun of a group discussion, sharing personal experiences,
his/her haircut. Another couple of taking notes as necessary, etc. Students should be
children are watching from a short considering all options and emotions of others. They
distance away but they aren't sticking will be recording their response as a group on one
up for the child.” piece of shared paper.
The teacher should then pose
questions for students to talk with
their group:
“What is your first impression of this
scenario”
“How would you feel if this was you”
“Have you seen this in real life”
“Create a plan of actions”
“What would you do”
“How would you do it”
“Who would you talk to”
10 The teacher will then bring students Students should elect 1 person to speak and tell the
back together and allow students to class about what they came up with as a group. All
share their plan of action to handle the other students who are not talking should be
scenario. listening respectfully and considering other’s
opinions and point of views.
20 The teacher will give students the Students will reread the scenario as much as they
second scenario which is please and then they will start to work together to
“A new child comes to school from a create a response, plan of action, or reflection to the
foreign country. Their English is not scenario. This will include students participating in
very good yet and they have a strong a group discussion, sharing personal experiences,
accent. When the teacher introduces taking notes as necessary, etc. Students should be
them to the students and they say considering all options and emotions of others. They
hello, my name is Elmo, a few of the will be recording their response as a group on one
other children laugh quietly.” piece of shared paper.
The teacher should then pose the same
their group:
scenario”
“Have you scene this in real life”
10 The teacher will call students back Students would then elect another student who
again so that they may engage in would share the groups response out loud. Again, all
another class discussion where other students who are not speaking will be listening
students can share the plan or quietly and respecting their peers.
response they came up with.
20 The teacher will introduce the last For the final time, students will reread the scenario
scenario which is, as much as they please and then they will start to
“There is a child who comes to school work together to create a response, plan of action, or
who has to wear a brace, thick glasses reflection to the scenario. This will include students
or has something about their participating in a group discussion, sharing personal
appearance that is different. No one experiences, taking notes as necessary, etc. Students
sits next to the child in the cafeteria at should be considering all options and emotions of
lunchtime.” others. They will be recording their response as a
The teacher should then pose the same group on one piece of shared paper.
their group:
scenario”
“Have you scene this in real life”
10 The teacher will bring students back Students would then elect another student who
together and have students share their would share the groups response out loud. Again, all
response to the last scenario of the other students who are not speaking will be listening
day. quietly, considering all other responses, and
respecting their peers.
15 The teachers will instruct students to Students will return to their desks and listen to the
return to their own desk so that they teacher about their next instruction. Students will
may conclude the activity and debrief then pull out a piece of paper write their reflection
what they got out of the activity. As on the activity and in order to leave for lunch they
an exit slip, the teacher will tell will have to give it to their teacher.
students to complete a 3-5 sentence
reflection on what they learned, why
they think it is important, how they
will use this new information, and
whether they liked or disliked the
activity.
Answer the Questions:
● How will you differentiate instruction and outcomes to meet needs of students?
● Universal design, grouping, learning styles/intelligences, ELL, special ed, interests, culturally
responsive supports, etc.
Students will be put into groups that have been created by the teacher who has specifically thought about
how each student in the group may work, assist, and lead each other through the activity. By having
students in groups, they may be able to help each other and answer any questions that they may run into
through the duration of the activity. The teacher will also be a consistent resource for students to rely on
when they don't understand something and need clarification. Directions will be read aloud to ensure
comprehension for all students may they be students with disabilities or ELL students. Additionally the
directions will be on the white board for students to read and reference as much as they need and would
like. These are real scenarios that do not cater to any group or race so that all students may feel
comfortable and not alienated. If anything some students may feel more included as some of the scenarios
may be applicable to real things that have happened to them.
● What are your supporting theories/principles? (Why are you doing what you are doing?)
Vygotsky’s theory of development of cognition, this theory helps to facilitate growth and development
which should be the priority of every teacher. The principles in this theory ensure that students are
constantly thinking about purpose and having an end goal in mind with all topics. Specifically with this
topic as it leads to social development, this theory prepares students for stronger social skills as they will
be able to understand the people around them better and be conscious of those around them.
David Kolb’s (1984) proposed four stage model known as the experiential learning cycle, this model is
centered around students complete comprehension of a topic. By following each of the 4 stages: concrete
learning, reflective observation, abstract conceptualization, and active experimentation; students can go
step by step through the process of seeing the topic from every perspective in order to grasp a stronger
understanding level that will last.
● How will you provide opportunities for student voice? (Student self-assessment/metacognition
related to the learning target)
● Journal entries, rubrics, reflections, exit cards, etc.
This activity is completely centered around student interactions and their responses to scenarios that
require them to be collaborative and critically think about a theme that is beyond them. They will work
together to create responses to scenarios and reflect on prior experiences and knowledge. The final form
of student voice that students will participate in is an exit slip where they will reflect on their experience
with the activity by defining who they learned, why they think it is important, and how they will use their
new knowledge in the future. This will pose as both a reflection and an exit slip.
Lesson 9:
Teacher Candidate: Tyler Date: 4/28/2020
Grade/Subject: 5 Estimated Time for Lesson: 108 minutes
Lesson Title/Focus: Empathy
Materials/Resources ● Photographs that induce empathy

● White board
● Tape for photographs
● Journals
● https://www.youtube.com/watch?v=UzPMMSKfKZQ
Technology ● Projector
● Chrome Books
Central Focus of Learning Segment (Summary statement of the overarching learning outcomes
associated with learning standards and learning objectives) .
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.
Learning Targets: Write the objectives in student Assessments: Describe the assessment(s) that will
friendly language. be used to measure the learning targets. Include
rubrics if applicable.
Students should be able define and provide Students will be assessed on this target based
examples of empathy. upon how well they can create a narrative about a
photograph of their choice.
Students should be able to make personal They will be assessed on this upon their ability to
connections with the topic of empathy and provide specific examples of what they saw or
previous experiences in their lives. how empathy has affected them.
Students should be able to bring the topic of Students will be assessed on this target through
empathy into subjects in the classroom. their ability to showcase their knowledge in a
piece of writing, representing a connection
between Language Arts and empathy.
Students should be able to reflect the ideology of Students will show their understanding of this by
empathy. how they act in the class and treat the people
around them, there is really no specific assessment
for this.
Students should be able to draw inferences from Students will have to create a narrative from a
photographs and create a narrative based upon the photograph using the information and emotion
emotions they feel in the photograph. that they receive from looking at the photograph.
They will assessed on how well they can draw
inferences and go beyond the surface level to
assign emotion and dialogue to the material.
Examine your learning targets. How will you provide opportunities for language development for
students? Include: Academic vocabulary, Language function, Discourse, & Syntax
Students will be taught and familiar with all the terms and vocabulary that correlate with the topic of
empathy, particularly focussing on their ability to use emotion and adjectives in their work. They should
use their words and sentences to convey meaning and emphasis. There will be no overwhelming standard
though as empathy and emotion are unique to each individual. Students should produce vocabulary that
they feel is necessary in order to attach emotion to something or someone. Language is huge when it
comes to empathy and conveying feeling and emotions. The teacher should be able to tell the student is
passionate about what they are writing and whole heartedly mean what they say.

There is no specific knowledge or experience that students must have before participating in this lesson.
Any experience is experience enough, I think the only thing that students would necessarily need in order
to complete this activity properly is to be able to use their emotion and be a bit vulnerable.
Sequence of Learning Activities: (beginning, middle and end - include revisiting the learning target)
● Include short descriptions of what the students will be doing (application), placed alongside
corresponding teacher actions & minutes. Include major statements (such as definitions or
directions, as needed). Include major questions the teacher will ask. Include a motivational intro
& strong conclusion.
10 The teacher will begin to introduce the Students should be paying close attention to
theme of the today’s lesson, which is the teacher and following along with the
empathy. At this time, the teacher should conversation at hand. This is a more sensitive
be quite sincere about their emotions and topic than other subjects so it is important that
prepare students to be open minded students are on task and listening. They
during this lesson and try to step out of should be responsive when the teacher is
their comfort zone.The teacher must be talking and asking questions. Overall students
strong in their approach as this is a topic should be mentally and emotionally preparing
that is not commonly used in all subjects. themselves for the day.
They should be asking students things
like:
“What is empathy”
“Why is it important”
“Where have you seen empathy in your
life”
“Give an example of a time you showed
empathy”
“Give an example of a time someone
showed empathy towards you”
3 The teacher will show a youtube video Students should be watching the video and
highlighting empathy and showing critically thinking about why it is important
students what it means to other students in and how this information should pertain to
the world. them.
https://www.youtube.com/watch?v=UzP
MMSKfKZQ
15 The teacher will facilitate a classroom Students should be responding with genuine
discussion about the video. Asking answers and sharing their biggest take aways.
questions like: Students should also be asking questions to
“What was your biggest take away” stimulate conversation. The discussion is up to
“What did you like” the students to carry on and establish
“What didn't you like” meaningful speech.
“What did you already know”
“Did anything surprise you”
“Thumbs up, Thumbs down about what
you thought about the video overall”
5 The teacher will then introduce the Students should be listening to the teacher
activity that students will be partaking in, during this time and getting ready to
which is an empathy gallery walk. They participate in the activity.
will explain the significance of being
respectful, mindful of others emotions,
and be genuine and kind. They will also
be giving students directions of how the
activity will work. They will explain that
students will walk around the classroom
looking at pictures of people and things
that show empathy, sadness, and emotion.
The photos will have been places around
the room. They will do this silently, then
they will pick one picture that they liked
the most.
10 The teacher will set students free to walk Students should be walking around the class
around the class, reminding students to be silently looking at each picture and critically
respectful and silent. thinking, then at the end of the 10 minutes
they will pick a picture.
5 The teacher will explain the next steps of Students should be listening to the directions
the activity. Which is to write a narrative and brainstorming.
or background story of the photograph
they chose. The teacher should propose
prompts like:
“How did they get to where they are now”
“What are they
thinking/feeling/wanting/saying”
25 The teacher should then release students Students should be writing and thinking
to silently write. They may play calming quietly as they create a narrative. They may
music aloud and be walking around the choose to write a poem, a song, a comic, draw
class from time to time to check on a picture or series of pictures, anything that
students. Give 10 and 5 minute warnings they feel is approve to represent empathy in
before saying time is up. their narrative.
5 The teacher should be regrouping students Students should be finishing up their

and then instructing them to share their narratives.
narratives with their partners.
15 The teacher will be walking around the Students should be sharing their narratives
class as students share. with their elbow partners, switching off who
shares. Each student should share for about
7.5 minutes. The student who is not sharing
should be paying close attention to the other’s
story in order to practice empathy.
15 The teacher should be wrapping up Students should be finishing conversations

discussion and bringing students attention and starting to refocus their attention on the
back in to close the activity. They will do teacher. Those students that decide to share
this by first having 2-3 students share their narrative may do so, students who are
their narratives aloud with the class. Once not sharing will be listening quietly and not
students have finished sharing, the teacher speaking to one another. Once all students
should close the activity by explain why have shared the students should start to
they did the activity and what students refocus their attention to the teacher in order
should take away from the Empathy walk. to complete the activity and understand the
Focussing on the morale of having purpose of doing the activity. Students should
students treat each other with kindness also be thinking about how they may use this
and empathy. Hammering home that knowledge in their daily life and beyond.
everyone is going through or has gone
through something so it is important to be
respectful to others and treat others the
way you would want to be treated.
Answer the Questions:
● How will you differentiate instruction and outcomes to meet needs of students?
● Universal design, grouping, learning styles/intelligences, ELL, special ed, interests, culturally
responsive supports, etc.
One way to differentiate this instruction is by allowing grouping or pairing up students who need
additional support or instruction. This will serve the purpose of having students supporting each other in a
way that helps one another out so that they may bounce ideas off one another and ask questions about any
confusion they may have. An accommodation the activity in general is allowing students to create a
narrative in any way that they feel comfortable. This give students the freedom to express themselves in
any way. Including allowing students with learn disabilities or ELL students to create a narrative without
feeling intimidated or behind as everyone’s narratives will look different. For students who have physical
disabilities and can’t walk around the classroom, a variety of pictures may be given to the student at their
desk so that they can get the same experience as other students around them. Chrome books will also be
available for students who have disabilities that restrict them from writing or handwriting difficulties.
● What are your supporting theories/principles? (Why are you doing what you are doing?)
Vygotsky’s theory of development of cognition, this theory helps to facilitate growth and development
which should be the priority of every teacher. The principles in this theory ensure that students are
constantly thinking about purpose and having an end goal in mind with all topics. Specifically with this
topic as it leads to social development, this theory prepares students for stronger social skills as they will
be able to understand the people around them better and be conscious of those around them.
David Kolb’s (1984) proposed four stage model known as the experiential learning cycle, this model is
centered around students complete comprehension of a topic. By following each of the 4 stages: concrete
learning, reflective observation, abstract conceptualization, and active experimentation; student can go
step by step through the process of seeing the topic from every perspective in order to grasp a stronger
understanding level that will last.
● How will you provide opportunities for student voice? (Student self-assessment/metacognition
related to the learning target)
● Journal entries, rubrics, reflections, exit cards, etc.
Students will be able to keep the photograph so that they may be reminded about its significance to have
empathy towards others and really emphasize it’s meaning. Students will be creating their narratives as an
journal entry so they will also be able to reference it as a resource and reminder to treat others with
kindness. Students will also be writing of a reflection at the end of the activity where they can reflect on
the experience; describing their emotions, biggest take aways, and overall opinion on the assignment.
They will not be assessed on their reflection rather will it serve as a resource for the student to practice the
skill of recording their emotions freely.

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Unit Theme:​ Developing Empathy

Timeline​: 2 weeks- one lesson a day

CCSS.ELA-LITERACY.SL.5.1​ (Comprehension and Collaboration)

1. Students will demonstrate tolerance and acceptance towards others.

Inclusive Classroom Community:

Copies of student profiles are below.

List and briefly describe Unit lesson ideas:

Abby- writing lesson and reading lesson

Taylor- writing lesson and stem lesson (Stempathy)

Tyler - Writing lesson and Art lesson

Lesson Wrote By: Taylor Heersink Date: 4/22/20

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

b. State/National Learning Standards:

1. SWBAT…​construct an opinion writing piece on their personal definition of empathy

Aligned standard 1:​ ​CCSS.ELA-LITERACY.W.5.1

Aligned standard 2:​ ​CCSS.ELA-LITERACY.W.5.1.B

Aligned standard 3:​ ​CCSS.ELA-LITERACY.W.5.1.D

4. Previous Learning Experiences:

5. Planning for Student Learning Needs:

f. Assessment Strategies (Informal or Formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

SWBAT…​construct an opinion writing Summative: This will be a part of a 5​th​ grade

h. Grouping of Students for Instruction:

Section 2: Instruction and Engaging Students in Learning

Learning Steps and Activities Supporting Theories/Principles

4. Transition to peer review time. Vygotsky’s Zone of Proximal

4. Instructional Materials, Resources, and Technology:

Teacher Candidate: Abby Pana Date: 4/23/2020

Grade/Subject: 5​th​Grade Reading and Language Arts

Lesson Title/Focus: Understanding Empathy

Materials, Resources, and Technology used in this Lesson:

Central Focus of Learning Segment

State Learning Standard(s):

Learning Targets (Objectives) and Assessments:

SWBAT… understand empathy. Students will be assessed on their answers to the

Students’ Prior Knowledge or Experiences with the content of this lesson:

Sequence of Learning Activities:

5 The teacher will ask students “What Students will be thinking

T&L Instructional Plan Template

Teacher Candidate​: ​Mikayla Mickelsen Date​: ​4/27/2020

Cooperating Teacher: ​Professor Sheridan-Stiefel Grade​: ​Fifth

School District:​ ​Pullman School District School​: ​Franklin Elementary

University Supervisor:​ Lori White

Unit/Subject:​ Empathy Reading Lesson

Instructional Plan Title/Focus: ​Comparing Perfect Pairs

Section 1: Planning for Instruction and Assessment

1. Instructional Plan Purpose:

2. State/National Learning Standards:

1. Students will be able to compare feelings/emotions of two characters in different

Aligned standard:​ ​CCSS.ELA-LITERACY.RL.5.3

Aligned standard:​ ​CCSS.ELA-LITERACY.RL.5.6

Aligned standard: ​ ​CCSS.ELA-LITERACY.L.5.6

4. Previous Learning Experiences​:

5. Planning for​ ​Student Learning Needs​:

Content/Language Objectives Assessment Strategies

Students will be able to compare Formative: Students will be given a

This will then be used to determine how to

Informal: Students will share out what they

Student-based evidence to be Description of how

1.​ ​Explain student A student objective

2.​ ​Monitor their own This is a worksheet all

Unit Theme: Developing Empathy

Timeline: 2 weeks- one lesson a day

CCSS.ELA-LITERACY.SL.5.1 (Comprehension and Collaboration)

1. SWBAT…construct an opinion writing piece on their personal definition of empathy

Aligned standard 1: CCSS.ELA-LITERACY.W.5.1

Aligned standard 2: CCSS.ELA-LITERACY.W.5.1.B

Aligned standard 3: CCSS.ELA-LITERACY.W.5.1.D

SWBAT…construct an opinion writing Summative: This will be a part of a 5th grade

Grade/Subject: 5thGrade Reading and Language Arts

Teacher Candidate: Mikayla Mickelsen Date: 4/27/2020

Cooperating Teacher: Professor Sheridan-Stiefel Grade: Fifth

School District: Pullman School District School: Franklin Elementary

University Supervisor: Lori White

Unit/Subject: Empathy Reading Lesson

Instructional Plan Title/Focus: Comparing Perfect Pairs

Aligned standard: CCSS.ELA-LITERACY.RL.5.3

Aligned standard: CCSS.ELA-LITERACY.RL.5.6

Aligned standard: CCSS.ELA-LITERACY.L.5.6

4. Previous Learning Experiences:

5. Planning for Student Learning Needs:

1. Explain student A student objective

2. Monitor their own This is a worksheet all

3. Explain how to At the end of this lesson,

(Why are you doing what you are doing?)

Woodson, J., & Lewis, E. B. (2013). Each kindness. Toronto: CNIB.

Teacher Candidate: Mikayla Mickelsen Date: 4/27/2020

Aligned standard: Anchor Standard 7

Aligned standard: CCSS.ELA-LITERACY.L.5.6

f. Assessment Strategies (Informal or Formal) (Formative or Summative)

Grade/Subject: 5thGrade Reading Estimated Time for Lesson: 70 min

2. What lessons did Lyla learn?

3. What character traits describe Jamie?

4. What character traits describe Lyla?

5. What is appropriate behavior on social media? What is inappropriate?

6. What is a bully?

7. How could Jamie’s actions have changed the story?

8. How did you feel reading the story?

1. SWBAT…collaborate in a team and build upon others idea

Aligned standard: CCSS.ELA-LITERACY.SL.5.1.C

4. Previous Learning Experiences:

5. Planning for Student Learning Needs (accommodations, student experiences, prior

SWBAT…collaborate in a team and Formative: Teaching will be observing with a list

SWBAT…design a solution to the Formative: Students will give a 1-5 on their

1. Explain student Exit Slip After the activity is over,