Beruflich Dokumente
Kultur Dokumente
Context:
Date and time for which lesson will be taught: September 28, 2017 around 9:20am.
Course name: English Standard Collab
Grade level: 6
Length of lesson: 20 min
Description of setting, students, and curriculum and any other important contextual characteristics:
In this class, the students are diverse. Five of the students are white while the rest of the students are African American,
Asian American, and other minority races. There are 8 girls and 12 boys. Six of the students have IEPs. One student has
autism.
This lesson is falling in between units on text structure. After the last post-assessment, we realized that our students needed
more emphasis on main idea and understanding how a text works. We just completed a text mapping activity where the
students taped an article together so that the whole article was laid out in front of them and they marked key non-fiction text
features. This lesson will push their understanding of text features to help them work on main idea. This lesson will also
prepare them to read an article about someone who has experienced injustice or unfairness in their life. They will read
different articles and work together to discuss how empathy relates to their chosen articles.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:
Cognitive (know/understand):
1. Students will know elements of non-fiction texts including headings, key words, pictures, captions, titles, and subtitles.
Affective (feel/value) and/or Non-Cognitive:
2. Students will value main idea as a pathway to understanding what they read.
Performance (do):
3. Students will be able to articulate main idea for sections of an article.
4. Students will be able to analyze text features to help them find the main idea.
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.
-Handouts to guide finding main idea of sections
-Class slideshow
-Copies of the article What is empathy?
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be split into three groups, each group working through content with a teacher (Special Ed
Collaborator, Mentor Teacher, me). The group with the special ed instructor will be in our pull-out
location. My group will be gathered around a group of tables in the back of the class. The third group
will be gathered on the carpet at the front of the class.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are speaking, indicate
your target response as well as any possible student misconceptions and/or off-the-target responses and how you will
respond to them.]
There are three different ways to think of empathy. First, there is affective empathy. This is the
ability to share the emotions of others. For example, someone watching a scary movie may feel
scared when a character is scared.
Second, there is cognitive empathy. This is the ability to understand the feelings of others. A
good example is a counselor. Counselors may understand that someone they are speaking to is
sad, but that does not mean the counselor becomes sad.
Empathy is not the same thing as copying how someone else feels. It is also not sympathy,
which involves feeling concern for the suffering of another person and a desire to help.
There may be physical differences between people with different levels of empathy. Their
brains may be slightly different.
Empathy may not always be positive. For example, strong positive empathy feelings for
members of our own family might lead to negative emotions like hate toward those we see as a
threat. We may also feel too much empathy for our own groups. For instance, people might feel
more empathy for people who look or act like them. People who are good at reading others
emotions might also trick other people for their own benefit.
Measuring Stick
Empathy is often measured with surveys. These typically ask people to tell how much they
agree with certain statements. They might say they strongly agree or they disagree. One
statement might be, "It affects me very much when one of my friends is upset." This would
measure how much affective empathy someone normally feels.
Researchers wanted to know whether people felt more empathy for people who were the same
race as them. They got a group of participants together. Some were white and others were
Chinese. The people who participated watched videos of each other in pain. The researchers
looked at their brain movements. Their brains reacted less when they saw members of the
other group in pain.
We also feel less empathetic when people who act unfairly are in pain. People even experience
pleasure when a sports team they do not like fails.
My research team did a study that asked people to watch videos from a violent video game. In
the game, a person was either shooting at innocent people or enemy soldiers. While watching
the videos, people had to pretend they were hurting real people.
People felt like they were harming others when they shot at innocent people. However, they did
not feel that way when people shot the soldier that was trying to kill them.
The study shows us how people control their emotions. The study also might help show how
people become used to violence. It could also explain why some people feel more or less guilty
about hurting other people.
We understand these results in our daily life. Usually, we feel happier if our own group
members win something. Still, we are unlikely to harm other people just because they belong to
a different group.
Our brain has evolved to be able to quickly change in different types of situations. Having
empathy is very useful. It often helps to understand others so we can help or trick them.
Sometimes, though, we need to be able to switch off our empathetic feelings to protect our own
lives and those of others.