I Am Human - A Book Of Empathy

Ashley Pasiciel I Am Human: A Book of Empathy Grade/Subject: Language Arts – Grade Lesson Duration: Unit: Making Mindfulness Possible Date: March 2019 OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: 1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Learning Outcomes: • 1.1.1 - Compare new ideas, information and experiences to prior knowledge and experiences. • 1.1.3 - Share personal responses to explore and develop understanding of oral, print and other media texts. • 1.2.1 – Identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts. • 1.2.2 – Use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences. • 5.1.1– Describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts. • 5.1.2 – Appreciate the responses to some oral, print and other media texts may be different. • 5.1.4 – Identify and discuss differences in language use in a variety of school and community contexts. • 5.1.5 – Take responsibility for collaborating with others to achieve group goals. • 5.1.6 – Ask for and provide information and assistance, as appropriate, for completing individual and group tasks. LEARNING OBJECTIVES Students will: 1. Identify something in their life they are proud of. 2. Interpret what it means to be empathetic or use empathy. 3. Appraise themselves by personally reflecting. ASSESSMENT Observations: Key Questions: • Facilitate Community Circle • What is one thing about yourself Activity – students will take turns you are proud of? (L.O #1) sharing a mindfulness strategy. • How did you choose your I’m proud Teacher starts this activity. Makes statement? (L.O #1) sure students are following the • Why is it important to be able to Tribes Agreement. Make sure acknowledge what we are proud students are being positive and of? (L.O #1) sharing. Emphasis on no-put downs. (L.O #1)

Ashley Pasiciel •

•

Class reading – ask students questions to keep them engaged. Make sure students are paying attention and included in discussions. (L.O #2) Independent work time on journal reflection activity. Make sure students are on task. Walk around the room and see what students are writing down. (L.O #3).

• • • • • • • • •

How supportive was the group when you said your ‘I am proud’ statement? (L.O #1) How did you feel when you made your “I’m proud” statement? (L.O #1) How did you feel when you gave/received statements of appreciation? (L.O #1) Is there anyone who would like to make a statement about anyone in the class (positive)? (L.O #1) What is empathy? (L.O #2) How can we show empathy? (L.O #2) What is something in your life that just happened? (L.O #3) What is one thing you would like to do for yourself? (L.O #3) What is a part of you that makes you unique? (L.O #3)

Written/Performance Assessments: Students will reflect personally through a tribe’s activity. Students will reflect on 3 things. They will use the letters of the word ‘joy’ to structure their response. • J: something in your life that just happened. • O: one thing you would like to do for yourself. • Y: a part of you that makes you a very special person. Students will write this in their journals. Each response will be about 3 sentences. If students are not comfortable sharing about themselves, they can reflect on the activities we did in this lesson. NOW: Something new you learned, one question you have, write a 10 word sentences summarizing… This is a formative assessment on students personal connections. LEARNING RESOURCES CONSULTED • The Alberta Program of Studies. • Tribes MATERIALS & EQUIPMENT • I Am Human: A Book of Empathy • Tribes • Journals PROCEDURE Introduction: Hook/Attention Grabber: Who would like to read the quote of the day? Brief discussion around the quote. Assessment of Prior Knowledge: What is empathy?

Ashley Pasiciel

Expectations for Learning & Behaviour: • Listening to me and eyes on the story when reading. I will be asking questions after, so pay attention in case I ask you. • Hands to yourself and no talking when sitting for the reading. • During activities, be respectful of your classmates – follow the tribe’s agreements (ask students to review these). • Participate in activities. • If you have a question raise your hand. • When working, be on task. What does this look like? Advance Organizer/Agenda: • Have journals out. • Have carpets in the corner of the classroom –easy set up. Transition to Body: Today, we will start will a community circle activity. Body: Key Questions: • What is one thing about yourself you are proud of? • How did you choose your I’m proud statement? • Why is it important to be able to acknowledge what we are proud of? • How supportive was the group when you said your ‘I am proud’ statement? • How did you feel when you made your “I’m proud” statement? • How did you feel when you gave/received statements of appreciation? • Is there anyone who would like to make a statement about anyone in the class (positive)? Learning Activity #1: Appreciation Circle (L.O #1). • As a class, we will discuss the difference between stating appreciation for one self and bragging. • Teacher model’s activity first, then students will take turns going around the circle. • For example, I am proud that I am… I am proud that I am able to… I am proud that I… • After each person shares, students will be encouraged to give positive feedback towards the person who shared. • Continue until each person in the circle has a turn to be the focus of the activity. Assessments/Differentiation: • Students have the right to pass. • Teacher model’s activity. This will show students what to do. • Students will verbally explain. Key Questions: • What is empathy? • How can we show empathy?

Ashley Pasiciel Learning Activity #2: Group Reading (L.O #2) • As a class, we will read I Am Human – A Book of Empathy by Susan Verde • Students will grab carpets and gather at the front of a classroom. • Review what a group reading looks like or sounds like. – go over expectations for this activity. Assessment/Differentiation: • Ask students questions to ensure they are paying attention. • Ask questions to have student personally relate. • Make sure all students can see. Key Questions: • What is something in your life that just happened? • What is one thing you would like to do for yourself? • What is a part of you that makes you unique? Learning Activity #3: JOY Tribes Activity (L.O #3). • Students will reflect on 3 things. They will use the letters of the word ‘joy’ to structure their response. • J: something in your life that just happened. • O: one thing you would like to do for yourself. • Y: a part of you that makes you a very special person. • Students will write this in their journals. Each response will be about 3 sentences. Assessment/Differentiation: • If students are not comfortable sharing about themselves, they can reflect on the activities we did in this lesson. NOW: Something new you learned, one question you have, write a 10 word sentences summarizing… • Ask students to help re-explain the activity after I have explained. ZS, what is the first step of the activity. EK, what is the second step of the activity, etc. Sponge Activity: Finish Ticket to Curlew Journals Closure: Consolidation/Assessment of Learning: Great job! Is there anything you would like to share from the JOY activity? Transition to Next Lesson: Tomorrow, we will be talking about bucket fillers.