CH555/655 Lesson Plan Format

Name Emma Packard

Setting School/Town: Pierce School/Brookline Number of Learners: 16
Grade: 1st Estimated Length of Session: 45 min F
R Content Area: Language Arts Actual Length of Session: A
M Lesson E
W Title Empathy: A look through multiple perspectives O
R K
Identify the Content and Goals
I. Content
The main idea that I want my students to take away from this lesson is the concept of empathy. Beyond
learning just the meaning of the word ‘empathy’, students will also learn SES content related to empathy.
This content will include details on how both individuals and communities alike can show empathy, and
what that may look like in the student’s world. These examples, in addition to the reading of the story, give
students a framework for how they can use empathy in their every-day life, making it more likely that they
will actually use empathy. Students will learn how to look at situations from other points of view, making
them more understanding of diversity, different perspectives, and the importance of being kind to one
another, all of which are important in cultivating worldly citizens (Southern Poverty Law Center, 2021).

II. Goals
1. Students will be able to communicate their working definition of empathy.
2. Students will see situations from multiple different perspectives.
3. Students will identify an example of empathy in their life.

Provide Background & Rationale for Your Instructional Choices

III. Prior Knowledge, Skills & Understandings
Since the start of the school year, my SP and I have read lots of picture books with a diverse array of
characters who come from different backgrounds, and who have different perspectives, experiences, and
beliefs. These read alouds have been accompanied by both teacher and student led discussions about
identity, diverse perspectives, etc., which have laid the groundwork for my Character Education lesson,
during which we will discuss different perspectives and the socioemotional skill of empathy. Since talking
about emotions and experiences other than our own is a part of our classroom routine, this lesson will
build on that ongoing conversation.
Students may also bring their own understandings of the word empathy, or perhaps the related term
‘kindness’, into the classroom from other parts of their life, such as prior education, home and family,
religious and cultural experiences, and so on. This conversation about empathy also activates student’s
prior knowledge on SEL topics that they’ve gained from Second Step, a weekly part of our school day
where the school guidance counselor comes in to discuss SEL topics with our students.

IV. Rationale
This lesson will over time hopefully reinforce and strengthen our bond as a classroom community as
we deepen our respect and appreciation for each other by using the skills of empathy and perspective-
taking in our interactions with one another. It is important for students to learn the skill of empathy
because it helps them cultivate meaningful relationships, not just in our classroom, but throughout their
entire lives. Young children are often very egocentric, only seeing situations from their perspective. In
first grade then, as students are asked to cooperate with other students more and more, it is critical that
students gain the ability to see things from other perspectives and feel for other people. This aligns with
the national Learning for Justice standards, which state that in grades K-2, students should know that
“everyone has feelings, and (the student) want(s) to get along with people who are similar to and different
from me,” (Southern Poverty Law Center, 2021, DI.K-2.9). Thus, by teaching empathy I will be teaching
to the whole-child, not just their academic selves. Additionally, I will use the turn and talk strategy to
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have students share their thoughts on the book with each other. Turn and talks are effective for several
reasons – for one, it allows more children to share their thoughts and ideas in far less time than if everyone
had shared individually with the class. Secondly, chances for small group participation could engage
students who don’t often participate in whole-class discussions but feel more comfortable sharing in
smaller partner and group settings.
This lesson also teaches multiple standards from the Massachusetts State Standards as well. Right off
the bat, by incorporating a writing element into this lesson, students will be working on grammar, forming
letters, punctuation, spelling, and the fine motor skills associated with both writing and drawing.
Additionally, one major writing standard for Massachusetts first graders highlights the ability to write a
piece that is developed and organized to meet the needs of the task, purpose, and audience they are writing
for (Massachusetts State Standards, 2017, 1.W.4). Additionally, students will augment their writing with a
drawing that communicates their sentence on empathy through an illustration. This aspect of the
assignment satisfies another standard from the framework, which calls for the addition of drawings to
writing to “clarify ideas, thoughts, and feelings,” (Massachusetts State Standards, 2017, 1.SL.5).
1.SL.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

1.W.4 Produce writing in which the development and organization are appropriate to task, purpose, and
audience.

1.RL.1 Ask and answer questions about key details in a text.

DI.K-2.9 I know everyone has feelings, and I want to get along with people who are similar to and
different from me. (Learning for Justice)

Measures of Learning
V. Performance Objective
1. Given a writing worksheet (Appendix A), students will be able to write a sentence about a time
someone showed them empathy. The sentence will include words related to our classroom definition
of ‘empathy’, as well as a personal example from their life.
2. Given a writing worksheet (Appendix A), students will draw a picture that illustrates a time that
someone has shown them empathy. The picture will correspond to their sentence about a time
someone showed them empathy.

Explain How You Will Provide Access for All Learners

VI. Accommodations
What factors may impact student
Students
learning for THIS lesson?
English Language Learners They might not understand the
(using information from language word ‘empathy’ or the classroom
assessment(s)) definition we come up with for
it. The also may not have the
English words to write their
sentence.
How will you you address these
factors to ensure all students can
fully access and participate in all
aspects of this lesson?
I will research cognates in their
primary language for ‘empathy’
and other related words to
supplement their understanding
and bridge the gap between
languages for them. I will also
offer them the option to write in
their preferred language, or to
have an adult write for them. I
could also offer them a sentence
starter and a student-friendly
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definition as well to go along

Special Education needs
(use information from the IEP)
Gifted learners
Additional students or groups of
students with additional needs
We do not have any students
with IEPs.
N/A
Students who need support in
remembering key terms and
staying on task.
with the rest of the directions.
I or other adults in the room
could scribe for students who
need more support with their
writing. Another option would
be to offer a sentence starter so
that students can still show what
they know about empathy
through illustrations and key
words they add in.
N/A
I will write key terms on the
whiteboard so that students can
reference them when they are
writing their own sentences. I
could also work with students to
suggest relationships/situations
in which they may have
experienced empathy before.
Additional ideas could be to
offer them a sentence starter
(first 3-4 words, i.e. ‘I show
empathy by…’) to get their
thought and writing process
going.

VII. Adjustments
 EXTENSION: If students finish early, I would ask them to think about a way or a situation that could
occur in our classroom that they could use empathy in, or how seeing things in the other person’s
perspective could better the situation. Students could draw a picture and write a label to describe what
is going on in their picture. I could also ask students to write and draw about another situation
involving empathy.
 ADJUSTMENTS: If the lesson appears too difficult for students, I will offer for students to draw the
picture of their situation and then to call an adult over who can serve as a scribe and write what the
student says their picture depicts. This could make it a lot less stressful and overwhelming for students
who are anxious and overwhelmed about the writing aspect of the assignment. Another adjustment
would be to have them draw a picture and add labels to it or provide them with a sentence starter. I
could also meet one-on-one with students and explain the assignment more explicitly to them.
Additionally, if students are having a difficult time thinking about a situation where someone showed
them empathy, an alternative could be asking them to think about a time that they have used empathy
in a situation.

IIX. Materials
 Book How do I stand in your shoes?: A story & worksheets about empathy
 Appendix A writing worksheet (PICTURE BOX AND SENTENCE WRITING)
 Whiteboard and markers to write key terms
 Coloring tools
 Pencils
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PROCEDURE
Opportunities for
formative
assessment here
Write your procedures in detail here (e.g. What will you
look for, listen for
during turn &
talks)
Listen to which
Inquiry Question (if applicable): students are
active/wanting to
A. OPENER (5 minutes) share in whole
1) “In 1H so far this year, we have talked a lot about our 1H community, and how we group vs. turn and
care for ourselves and each other in this space. Can anyone think of a way we’ve done talks.
this so far this year?”
2) Allow a moment for thinking and then call on a few hands. Potential answers: I Listen to student
don’t know, the 1H promises contract, read books, taken turns at stations, worked answers about the
together meaning of
3) “Great! Today we’re going to explore another way that we can take care of each empathy to help
other in 1H. We are going to read this book, How do I stand in your shoes?, to learn gauge the extent of
about empathy. Before we get started reading, can I see a nonverbal hand signal if you their prior
have heard the word empathy before? How about if you think you know what it knowledge on the
means? Thank you friends.” Maybe call a on a few students to share their topic.
understanding of the word. Write ‘empathy’ on board.
4) “Alright, now that we’re thinking about what the word ‘empathy’ means, I think
we’re ready to get started with reading the book. As we read, I want you to pay
attention to the story and see if you can figure out what ‘empathy’ really is, and maybe
why it’s important for us in 1H.”
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B. DEVELOPMENT (28 minutes) * Mark page going

to ask questions at in
5) Read book, asking questions throughout reading to gauge engagement and level of the book with a
understanding sticky note or
- Potential questions: What does it mean to stand in someone else’s shoes? What something
is empathy (give student-friendly definition)? Why is it important to be
empathetic in our world? Can you name a time that you have shown empathy? Note which students
Has anyone even been empathetic to you/when/how did that make you feel? are engaged (asking
- Use at least one turn and talk questions, pointing
- End read aloud with question ‘Has anyone even been empathetic to out illustrations,
you/when/how did that make you feel?’. making connections)
6) Explain assignment during the read
- Send students to desks with the question: Has anyone even been empathetic to aloud.
you/when/how did that make you feel? And ask them to answer it by writing a
sentence and creating a drawing to go along with it (Appendix A). Make sure to When introducing
create exemplar with them before sending them to their seats. Write a sentence the assignment,
starter that students can use if they’d like to. make note of which
students seem to
grasp the idea vs.
those who don’t and
check in with the
latter students once
work time begins.

Move around room,

checking in with
students looking for
sentences or labels
and illustrations
depicting empathy.
C. CLOSURE (12 minutes) *Figure out the
movement and
7)iHave students return to the rug and give them the option to share them or not. seating for each part,
8) Re-encapsulate the key points of the lesson – i.e. what empathy is, why it’s want to minimize
important to see things from other perspectives. disruptions
- maybe do gallery walk share instead at end
Look for
sentences/lables and
illustrations
depicting empathy.

Explain you will Assess & Follow-Up with Your Learners

IX. Evaluation
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 Students will be evaluated based on how they meet the performance objectives. Students will be
marked as meeting the goal if they write a sentence (or have it scribed for them) with a corresponding
illustration that depicts a time someone showed them empathy. Students will be marked as
approaching expectations if they draw the picture and add labels but not a full sentence. Students
would also be approaching expectations if they wrote a sentence about empathy but did not include a
corresponding picture. Students would be exceeding expectations if they crafted a sentence and
illustration about one situation involving empathy and then started and/or completed another one.
Going forward in the semester, I will continue to relate read-alouds and other lessons back to the
concept of empathy. I will also make sure to call out and commend students for using empathy in our
classroom moving forward.
X. Instructional Follow-Up
 Meet: For students who are meeting expectations (write/scribe a sentence and draw a picture of
empathy in a situation), students will be asked to share their work (if they are comfortable) with other
students who are meeting, exceeding, and approaching expectations. These students will have the
option to continue working on/adding to their creations later on during Discovery Zone (student-led
time).
 Exceed: Students who exceed expectations will be asked to create a classroom-specific empathy
sentence and picture that could then be shared with the class so that everyone could work through it to
see it as a model for how to solve classroom issues.
 Approaching: For students approaching expectations, I would provide more time for these students to
work on their creations. I would also work with them to attach labels to their drawings to clarify and
label their drawings. This one-on-one or small group time could also be used to further discuss and
explain the concept of empathy to the student in ways that better support their understanding.

XI. References
DeBell, Susan Ph.D. (2015). How do I stand in your shoes?: A story & worksheets about empathy. Youthlight Inc.

Massachusetts Department of Education (2017). English Language Curriculum Framework. Retrieved

from http://www.doe.mass.edu/frameworks

Southern Poverty Law Center. (2016). Learning for Justice Standards. Learning for Justice.
https://www.learningforjustice.org/frameworks/social-justice-standards

XII. Appendix
 Appendix A – Writing Worksheet (two format options)
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Ask them to write and draw about a time that someone showed empathy to them instead of asking
question. Can use Fundations lines on paper if need to. This way the expectation isn’t that it’s okay to
say no one has ever been kind and make nothing. Question to frame = talk about a time somebody was
kind to me. – not offering as choice, (“can you”). Also add prompt on appendix A.

Use a time this week during specials to make the paper with Dominique so all set and ready to go; set
precedent to have lines there (another adjustment, we’re learning to write this way)
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