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Unit  Empathy
Lesson Name  Fostering Empathy
Grade Band  Early Childhood (K-2)
Required Materials

  • The Rabbit Listened by Cori Doerrfeld

  • Be Kind by Pat Zietlow Miller

  • The Invisible Boy by Trudy Ludwig

  • Paper for student responses

  • Pencils, crayons, or markers
Standards / Competencies 

SEL Core Competencies: 

  • Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity 

  • Self-Management: managing one’s emotions, exhibiting self-discipline 

  • Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others 

  • Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed 

ELA Standards: Listening and Speaking 

Social Studies Theme: Individual Development and Identity 
Recommended Time  40 mins 
Essential Question  How might we show empathy to others?
Learning Objectives 

Students will develop empathy by understanding the importance of listening, being kind, and considering the feelings of others.

Students will be able to:

– Develop an understanding of empathy.

– Practice recognizing and understanding others’ feelings.

– Promote communication and perspective-taking.
Activating Prior Knowledge 

Play “The Empathy
Song”

Once we know how a person feels, what should we do about it? A part of empathy is showing compassion, or kindness, to others.

Begin discussing the concept of empathy in simple terms. You can say, “Empathy means understanding and sharing the feelings of others. It’s like putting yourself in someone else’s shoes.” (Optional) Use illustrations from past read alouds or objects to illustrate different emotions. Ask students to identify and share times when they have felt those emotions.
Core Instruction 

Whole Group:

Choose one of the three picture books to read:

The Rabbit Listened

Read the book aloud, emphasizing the theme of listening and understanding others’ feelings. Pause for discussions about the characters and their emotions.

Be Kind

Read the book aloud, focusing on the theme of kindness. Engage students in discussions about the characters and the impact of kind actions.

The Invisible Boy

Read the book, engaging students in discussions about how the characters in the story demonstrated or lacked empathy. Encourage them to consider how they could have made a difference in the characters’ lives.

Individual Activity:

The Rabbit Listened

Sometimes I Need…In the story, the animals all gave the boy different suggestions on what he should do next but in the end he just wanted a friend to listen to him. What we need to feel better may look different, some people want a hug, some want space, some want a laugh, some want a friend. What do you need to help you feel better when you’re upset? 

Be Kind

Counting Kindness. In the story the little girl demonstrated many acts of kindness to people she encountered. Make a list of ways that you could be kind to:

  1. A Family Member

  2. A Friend or Classmate

  3. Someone in you community (school, church, sports team)

  4. A person you don’t know

  5. Yourself

The Invisible Boy

I See You.  Have students answer the writing prompt “I can help others feel seen by…” Once they have written their responses, have them draw a picture to show their thinking.
Wrap-up  Gather students together to review the emotions discussed during
their reading. Ask students one thing that they learned about empathy or
what empathy means to them. Create a class empathy chart on chart paper,
noting different ways they can show empathy.
Learning Beyond Classroom Walls  When students display empathy or kindness for one another, note it
on a heart shaped piece of paper and display it on an “Acts of Kindness”
display outside of the classroom to encourage the whole school to
partake in “Acts of Kindness.”
Instructional Content Adaptations 

Visual Supports:

  • Use visual aids like large pictures or illustrations from the books to support understanding.

  • Provide visual schedules or step-by-step instructions for the activities.

  • Consider using a visual timer or cue cards to help students manage their time during individual activities.

Sensory Awareness: 

  • Be aware of sensory sensitivities. Provide sensory breaks or fidget tools as needed.

  • Allow flexibility in seating arrangements to accommodate sensory needs.

  • Consider using sensory-friendly lighting and classroom setups.

Communication Support:

  • Use visual communication tools, such as visual schedules, choice boards, or communication devices.

  • Encourage non-verbal communication, such as gestures or pointing, for students who may have difficulty expressing themselves verbally.

  • Allow for alternative modes of expression, such as drawing or using assistive technology.

Differentiated Instruction:

  • Differentiate the level of questions based on individual abilities (refer to questions matrix). Some students may benefit from simpler questions or multiple-choice options.

  • Provide additional support for reading by offering audio versions of the books or using simplified language by retyping the text or enlarging the words based on student need.

  • Offer various options for responding to activities, such as drawing, writing, or using visual aids.