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The concept that I plan on teaching is empathy. The concept of empathy is a great
concept to tackle in lower elementary grade levels as it teaches students to look at another
persons point of view; considering others realities at a young age has been described as the
basis, or springboard, for having a lifetime of empathy (Mitra & Serriere, 2015, p. 26). Not
only does empathy have an effect on classroom management, but it helps students understand
that there is more than one right answer. All students have the background information and
experiences to share in discussions. Helping students discover and build empathy also moves
them away from the idea of being simply in the world and allows them to think about the
classroom, I wanted to create something for a classroom that I was already familiar with and
could potentially use in the future. I plan on teaching this lesson to a group of 15 Kindergarten
students; age 5 to 6. There are several instances in which I feel this class would benefit from
learning about empathy including whole group discussions, lining up, and taking turns. The
empathy? and How can we better show empathy towards others in the classroom?
active dialogue to create a new set of classroom rules as a community of learners, and integrate
regular activities to enhance the concept of empathy such as Random Acts of Kindness (as a
EDUC 618 Lesson Concept: Empathy Melanie Miles
family challenge) and end of day appreciations (e.g. I appreciate Aiden because he let me get
Rationale
30 to 40% of children enter Kindergarten without the social and emotional skills,
33). With a focus on 21st Century Skills to develop concepts in mathematics and language arts,
we are missing opportunities to educate the child as a whole person which includes citizenship,
fairness, and empathy. When we have 30 to 40% of our students entering the school system
without social-emotional skills, it is necessary to teach those skills. Zakrzewski (2014) explains
that research suggests that the learning process is 50 percent social-emotional and 50 percent
cognitive. Even if we give our students all the resources in the world to develop conceptual
understanding and strive towards a 21st Century curriculum, they would still struggle due to a
lack of social-emotional skills. A lot of what we learn comes from making connections to
(emotional) level, it increases our understanding and further develops the concept.
I was inspired to teach the concept of empathy after reading the selection Defying
Egocentrism (Mitra & Serriere, 2015, p. 26-27). The traditional social studies curriculum in
elementary school focuses on a childs own emotions, wants, and needs. This way of thinking
concludes that children in the lower elementary grades (especially Kindergarten) are naturally
egocentric, incapable of taking perspective. However, in Mitra and Serriere, Mrs. Benson noticed
a positive change in her classroom during their service learning project; students became more
compassionate and respectful towards others. Although my lesson concept isnt nearly as
EDUC 618 Lesson Concept: Empathy Melanie Miles
Kindergarten classroom.
Articulation of Concept
Learning objective: Students will analyze emotions, how they affect others, and evaluate others
emotional reactions.
CCSS.ELA-Literacy.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters
in familiar stories.
Benchmark LA.K.1.9
Teaching Strategies: Group discussion, shared writing, role playing, and personal reflection.
Introduction:
To develop vocabulary for the read aloud and subsequent discussion, I will give students
examples of various situations and ask How would that make you feel? or How did that make
him/her feel?
Lesson:
EDUC 618 Lesson Concept: Empathy Melanie Miles
I will read the story of The Very Cranky Bear by Nick Bland. https://www.youtube.com/watch?
v=Ba_Nam-5MJg
The sheep was the only animal that looked at the situation from the Bears perspective. He didnt
think about what would make himself happy, but what would make the Bear happy. The Zebra,
Moose, and Lion did not step out their own shows to make this realization. While they all tried to
help, the Sheep was the only character who looked at the situation from the Bears point of view.
During group discussion, I will ask students to describe the different characters. I will ask the
following questions:
agrees? Disagrees?)
To further develop the concept, I want to transfer understanding of the story to our own lives. I
What can you do to make others happy? (Parents, classmates, siblings, teacher)
What does empathy look like?
What does empathy sound like?
What does empathy feel like?
We will record our answers using Shared Writing to gain a better understanding of what empathy
Differentiation:
EDUC 618 Lesson Concept: Empathy Melanie Miles
Following the read aloud, students will work in small groups to role play different scenarios
(similar to the Alien Invasion role playing activity by Cowhey). I have two friends that I want to
specifically monitor and scaffold during small group role playing: Aiden, who often pushes
others trying to get in line first, and Caedmon, who interrupts or talks while others are sharing.
In this lesson, I have included visual learners through the use of a picture book and shared
writing. Auditory and verbal learners will greatly benefit from the read aloud and whole group
discussion. And kinesthetic learners will be especially engaged in the role-playing activity. My
logical learners have a choice of an Empathy worksheet I created (see worksheet at the bottom)
that gives them different scenarios and options on how to move forward showing empathy or the
role-playing activity.
Assessment:
Journal writing prompt: Think of a time when you were upset. Who made you feel better? What
he/she_______________________________________________________________________
______________________________________________
Criteria 4 3 2 1
At the end of the day, students will share their journal entries.
References
EDUC 618 Lesson Concept: Empathy Melanie Miles
Darling-Hammond, L. (2010). The flat world and education: How Americas commitment to
equity will determine our future. New York, NY: Teachers College Press.
Mitra, D., & Serriere, S. C. (2015). Civic education in the elementary grades: Promoting student
Zakrzewski, V. (2014). How to integrate social-emotional learning into Common Core. Retrieved
from http://blogs.berkeley.edu/2014/01/22/how-to-integrate-social-emotional-learning-
into-common-core/
Empathy:
How would you move forward?
EDUC 618 Lesson Concept: Empathy Melanie Miles
Play with
Matt another
lost his friend.
toy.
Help
him find
it.
Ask Can
I help?
Ask him to
join your
group Tell him
to work
Joe
alone.
doesnt Keep
have a doing
partner. your
work
I ask her
whats I eat my
wrong? snack.
Avery is
sad I give
her a
hug.