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Lesson/Activity Title:

EMPATHY TIC-TAC-TOE

Time: Approximately 60-80 minutes*Focus - 2-3 minutes; Teach/Model - 2-3 minutes; Guided Practice - 20-30 minutes*; Independent Practice - 15-30 minutes*; Closure - 10 minutes*May be divided into separate days

Instructional Goals:• The student will learn the term “empathy” and understand why empathy is important. • The student will use a graphic organizer to record information from an online database.• The student will practice empathy by listening to and recognizing the feelings and perspectives of

others.

Integrated Content Standards• AASL Standards Framework for Learners- (http://standards.aasl.org/wp-content/uploads/2017/11/

AASL-Learner-Framework-Spread.pdf) • CASEL Core SEL Competencies- (https://casel.org/core-competencies/)• Center for Disease Control Healthy Schools- National Health Education Standards- (https://www.cdc.gov/healthyschools/sher/standards/index.htm)• Common Core English Language Arts/Literacy Standards (www.corestandards.org/ELA-Literacy/) • National Educational Technology Standards for Students (https://www.iste.org/standards/for-students)

Materials/Resources:• PebbleGo Health online database• Empathy Graphic Organizer - one for each student or pair of students• Empathy Tic-Tac-Toe handout - one for each student

Procedures/Lesson Activities:Focus

1. Ask students what they know about the word “empathy.” Briefly allow them to share their ideas.

2. Tell students that you want to play a game called Empathy Tic-Tac-Toe.

Teach/Model3. Explain that they will need to learn more about empathy before they are able to play the game.

4. Give each student or pair of students an Empathy Graphic Organizer. Tell students they will need to answer the three questions about empathy.

5. Demonstrate how to navigate to the Empathy article in PebbleGo Health.

6. Remind students that they will need to record the source of their information on their graphic organizer in the bibliography section at the bottom of the page.

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Guided Practice7. Allow students time to complete the Empathy Graphic Organizer.

8. As a whole group, discuss what empathy is, why it is important, and how people can show empathy to others.

Independent Practice 9. Give each student an Empathy Tic-Tac-Toe handout. Read through the directions.

10. Read aloud the events on the tic-tac-toe squares. Ask students to silently think about their experiences in the different types of situations.

11. Play Empathy Tic-Tac-Toe using the directions below.

Empathy Tic-Tac-ToeNOTE: This game can be modified based on age appropriateness. It could be played in small groups to avoid walking around the room. It may also be played as a scavenger hunt where students have a set amount of time to complete as many squares as possible.

Play music or set a timer for 15 seconds. Ask students to slowly walk around the classroom. At the end of 15 seconds, whoever they are standing next to is their first partner.  First Round

o Partner 1 will have 1-2 minutes to choose an available square on Partner 2’s Empathy Tic-Tac-Toe that he/she has experienced. Partner 1 will tell Partner 2 about that experience. o Partner 2 will listen to Partner 1 tell about the event. Partner 2 will use empathy to decide how that event might have felt for Partner 1. Partner 2 will share his/her ideas, and Partner 1 will tell his/her actual feelings. o Together, the partners decide which emoji to color for that tic-tac-toe square using the Emoji Key for guidance. o When time is up, Partner 2 chooses an open square from Partner 1’s Empathy Tic-Tac-Toe that he/ she has experienced. o Partner 2 will have 1-2 minutes to tell Partner 1 about their experience. o Partner 1 will listen to Partner 2 and use empathy to decide how that event would feel for Partner 2 and color the emoji for that square.

Subsequent Rounds o Play music or set a timer for 15 seconds as students slowly walk around the classroom. When time is up, they should be standing next to a new partner. o Give each student 1-2 minutes to choose an open square on their partner’s Empathy Tic-Tac-Toe and tell about their experience while their partner uses empathy to pick an emotion and color in the emoji. o Repeat until at least one student achieves a tic-tac-toe. (Note: The game may be played over the course of several days, with one round each day.)

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Closure12. As a class, reflect on the Empathy Tic-Tac-Toe game by using these guiding questions: o Did any of your partners have an experience similar to something that has happened to you? o Did you feel the same way as your partner during that experience? (For example, some people may be sad about getting a bad grade, while others might be angry or worried.) o Why was it important to listen to your partners’ experiences? Did you always agree with your partner on which emoji to color for the tic-tac-toe? o What helped you decide how your partner might have felt during the event they were telling you about? o How can we use empathy in the classroom? On the playground? At home?

Extend/Enrich • When reading aloud in class, challenge students to use empathy to determine how a main character feels in the story. Discuss the reasoning behind their choices.• Create a class empathy chart to document the feelings experienced by different story characters throughout the school year. • Throughout the year, ask students to pause and use empathy to determine how another student might be feeling. This activity may be useful during playground arguments, birthday celebrations, and other classroom events.

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