Empathy in Action: A 5-Day Lesson Week

Materials for the week: Paper, pens or pencils, sticky notes (or small paper slips), a timer, and a board or large sheet of paper. Use the slide prompts below as a 100-slide presentation, or read them aloud one at a time.

Day 1: What Is Empathy?

Goal: Explain empathy and distinguish it from sympathy, agreement, and fixing someone’s problem.

1. Hook — Slides 1–3 (5 minutes): Ask: “If a friend looks upset but says, ‘I’m fine,’ what might you do?” Invite a few ideas without judging them.
2. Show it — Slides 4–8 (10 minutes): Read the definitions and examples. Think aloud about how you can notice someone’s feelings without claiming to know exactly how they feel.
3. Do it together — Slides 9–14 (15 minutes): Play “Empathy, Sympathy, or Something Else?” Read each example. Decide together which response fits best and why.
4. Try it alone — Slides 15–18 (10 minutes): Have the learner write one empathetic response to a situation of their choice.
5. Recap — Slides 19–20 (5 minutes): Review the key idea and complete the quick check.

1. Slide 1 — Empathy in Action: This week: notice, listen, understand, and respond with care.
2. Slide 2 — Opening question: What could you do if a friend looks upset but says, “I’m fine”?
3. Slide 3 — No perfect answer: We can ask, listen, and respect what the other person wants.
4. Slide 4 — Empathy: Trying to understand another person’s feelings or point of view.
5. Slide 5 — Sympathy: Feeling concern for someone who is having a hard time.
6. Slide 6 — Empathy example: “That sounds disappointing. Want to tell me about it?”
7. Slide 7 — Sympathy example: “I’m sorry that happened to you.”
8. Slide 8 — Important reminder: Empathy does not mean agreeing, solving everything, or knowing exactly how someone feels.
9. Slide 9 — Game: Empathy, Sympathy, or Something Else? Read the next examples and name the response type.
10. Slide 10 — Example A: “You’re upset about the game. I’d be frustrated too if I’d practised that much.” Discuss: Is this empathy?
11. Slide 11 — Example B: “That’s too bad. Anyway, did you see the score?” Discuss: Does this show the speaker is listening?
12. Slide 12 — Example C: “I’m sorry you’re dealing with this. I can sit with you if you want.” Discuss: What does this offer?
13. Slide 13 — Example D: “You shouldn’t feel that way.” Discuss: What might this response do to the person?
14. Slide 14 — Game debrief: Which responses made space for someone’s feelings? Which dismissed or hurried past them?
15. Slide 15 — Your turn: A classmate is left out of a group conversation. Write one thing you could say.
16. Slide 16 — Add a listening action: What could you do besides speaking?
17. Slide 17 — Respect choice: How could you respond if the classmate says, “I’d rather be alone right now”?
18. Slide 18 — Make it specific: Improve “It’ll be okay” by adding a question or offer that shows care.
19. Slide 19 — Key idea: Empathy begins with curiosity, listening, and respect—not assumptions.
20. Slide 20 — Quick check: In one sentence, explain empathy and give one example of an empathetic response.

Quick check: Can the learner describe empathy and offer a response that listens rather than dismisses? If needed, revisit Slides 4, 6, and 8.

Day 2: Notice Feelings and Listen

Goal: Practise noticing possible clues about feelings, asking open questions, and listening without interrupting.

1. Hook — Slides 21–23 (5 minutes): Ask: “Can you always tell how someone feels just by looking at them?” Emphasize that clues are possibilities, not proof.
2. Show it — Slides 24–28 (10 minutes): Model open questions and reflective listening using the short example.
3. Do it together — Slides 29–34 (15 minutes): Play “Clue or Assumption?” Sort statements into things observed and guesses about feelings.
4. Try it alone — Slides 35–38 (10 minutes): Practise a short listening exchange or write a response to one scenario.
5. Recap — Slides 39–40 (5 minutes): Name one listening habit and complete the quick check.

21. Slide 21 — Day 2: Empathy starts with paying attention.
22. Slide 22 — Opening question: Can you always tell how someone feels just by looking at them?
23. Slide 23 — Clues are not proof: A quiet voice may mean someone is tired, shy, distracted, or upset. Ask kindly instead of guessing.
24. Slide 24 — Notice: Pay attention to words, tone, actions, and what the person says they need.
25. Slide 25 — Ask open questions: Try “What was that like for you?” or “Would you like to talk about it?”
26. Slide 26 — Avoid leading questions: Instead of “You’re angry, right?” try “How are you feeling about it?”
27. Slide 27 — Listen to understand: Let the person finish. Put away distractions if possible.
28. Slide 28 — Reflect back: “It sounds like you felt overlooked. Did I understand?”
29. Slide 29 — Game: Clue or Assumption? Label each statement as an observation, a guess, or something the person told you.
30. Slide 30 — Statement A: “They are looking down at their desk.” Observation, guess, or stated feeling?
31. Slide 31 — Statement B: “They must be bored.” Observation, guess, or stated feeling?
32. Slide 32 — Statement C: “They said they feel nervous about the presentation.” Observation, guess, or stated feeling?
33. Slide 33 — Statement D: “They have not spoken yet.” Observation, guess, or stated feeling?
34. Slide 34 — Game debrief: Which statements were facts? What respectful question could help you learn more?
35. Slide 35 — Listening practice: One person talks for one minute about a small challenge; the listener does not interrupt.
36. Slide 36 — Listener response: Summarize what you heard: “You’re saying…” Then ask, “Did I get that right?”
37. Slide 37 — Switch roles: The listener becomes the speaker. The same listening rules apply.
38. Slide 38 — Solo response: Someone says, “I worked hard, but nobody noticed.” Write one open question and one listening response.
39. Slide 39 — Key idea: Notice what you can observe; ask about what you cannot know.
40. Slide 40 — Quick check: Give one open question and one example of reflecting back what someone said.

Quick check: Does the learner separate a visible clue from a guess, and give an open question? If needed, revisit Slides 23 and 25.

Day 3: See Another Point of View

Goal: Consider how different people may experience the same event and respond without assuming that everyone feels the same way.

1. Hook — Slides 41–43 (5 minutes): Ask: “Can two people experience the same event differently?” Use a group-project example.
2. Show it — Slides 44–48 (10 minutes): Model how to list what each person knows, wants, and may feel, while keeping guesses tentative.
3. Do it together — Slides 49–54 (15 minutes): Play “Many Viewpoints.” Explore a shared scenario from three roles.
4. Try it alone — Slides 55–58 (10 minutes): Choose a role in a new scenario and write a possible viewpoint and respectful question.
5. Recap — Slides 59–60 (5 minutes): Review perspective-taking and complete the quick check.

41. Slide 41 — Day 3: Empathy means making room for another point of view.
42. Slide 42 — Opening question: Can two people experience the same event differently?
43. Slide 43 — Example: A group project gets a lower score than expected. One student feels disappointed; another feels relieved it is finished.
44. Slide 44 — Perspective-taking: Ask what the person knows, wants, and might be feeling.
45. Slide 45 — Keep it tentative: Say “They might feel…” rather than “They definitely feel…”
46. Slide 46 — Check your view: Ask the person instead of deciding their feelings for them.
47. Slide 47 — Don’t rank feelings: People can react differently to the same event.
48. Slide 48 — Helpful phrase: “I see it differently, but I want to understand your view.”
49. Slide 49 — Game: Many Viewpoints: Consider the group-project example from three roles.
50. Slide 50 — Role 1: The planner: They made a schedule, but the group did not follow it. What might matter to them?
51. Slide 51 — Role 2: The new group member: They joined late and missed some decisions. What might they need?
52. Slide 52 — Role 3: The quiet contributor: They shared an idea, but nobody responded. What might they be wondering?
53. Slide 53 — Find the common ground: What might all three people want from the group?
54. Slide 54 — Game debrief: Which ideas were facts, and which were possibilities to check?
55. Slide 55 — New scenario: A friend cancels plans at the last minute. List two possible reasons without choosing one as certain.
56. Slide 56 — Consider the friend: What might the friend be feeling or needing?
57. Slide 57 — Consider yourself: What might you be feeling or needing?
58. Slide 58 — Write a response: Create one sentence that shares your feeling and asks about theirs respectfully.
59. Slide 59 — Key idea: Perspective-taking does not require agreement; it requires curiosity and respect.
60. Slide 60 — Quick check: Name two possible viewpoints in one scenario and one question that could check your understanding.

Quick check: Can the learner describe more than one possible viewpoint without presenting a guess as fact?

Day 4: Choose an Empathetic Response

Goal: Practise responding with care, asking before helping, and setting respectful boundaries.

1. Hook — Slides 61–63 (5 minutes): Ask: “When someone has a problem, do they always want advice?”
2. Show it — Slides 64–68 (10 minutes): Model how to acknowledge feelings, ask what would help, offer support, and accept “no.”
3. Do it together — Slides 69–74 (15 minutes): Play “Response Remix.” Improve unhelpful responses using the examples.
4. Try it alone — Slides 75–78 (10 minutes): Write or say responses to two situations, including one where the person declines help.
5. Recap — Slides 79–80 (5 minutes): Review respectful support and complete the quick check.

61. Slide 61 — Day 4: Understanding someone is only part of empathy; your response matters too.
62. Slide 62 — Opening question: When someone has a problem, do they always want advice?
63. Slide 63 — Helpful reminder: Ask before giving advice or trying to solve the problem.
64. Slide 64 — Step 1: Acknowledge: “That sounds frustrating.”
65. Slide 65 — Step 2: Ask: “Would you like to talk, get advice, or take a break?”
66. Slide 66 — Step 3: Offer: “I can help you practise if you want.”
67. Slide 67 — Step 4: Respect the answer: If they say no, do not pressure them.
68. Slide 68 — Boundaries: You can care about someone and still ask a trusted adult for help when a situation is serious or unsafe.
69. Slide 69 — Game: Response Remix: Improve each response so it shows care and respects the person’s choice.
70. Slide 70 — Remix A: “That’s not a big deal.” Try acknowledging the person’s feeling instead.
71. Slide 71 — Remix B: “Here’s what you have to do.” Ask before giving advice.
72. Slide 72 — Remix C: “I know exactly how you feel.” Show understanding without claiming certainty.
73. Slide 73 — Remix D: “Tell me everything right now.” Offer the person a choice about talking.
74. Slide 74 — Game debrief: Which revised responses listen, offer choices, or respect boundaries?
75. Slide 75 — Practice situation 1: Someone did not make the team and says, “I’m embarrassed.” Write a response that acknowledges the feeling.
76. Slide 76 — Add a question: Ask whether they want to talk, have company, or get help with something practical.
77. Slide 77 — Practice situation 2: A friend says, “Thanks, but I want to be alone.” Write a response that respects their choice.
78. Slide 78 — Safety choice: If someone says they may hurt themselves or someone else, tell a trusted adult promptly; do not promise to keep it secret.
79. Slide 79 — Key idea: Empathy supports without taking over.
80. Slide 80 — Quick check: Give one empathetic response that asks before helping and one respectful response to “No, thanks.”

Quick check: Can the learner acknowledge a feeling, offer a choice, and respect a declined offer?

Day 5: Put Empathy into Practice

Goal: Combine noticing, listening, perspective-taking, and respectful action in everyday situations.

1. Hook — Slides 81–83 (5 minutes): Ask: “What small action could help someone feel included today?”
2. Show it — Slides 84–88 (10 minutes): Review the empathy steps and model them in a short scenario.
3. Do it together — Slides 89–94 (15 minutes): Play the “Empathy Detective” game. Use the scenario cards on the slides and talk through each step.
4. Try it alone — Slides 95–98 (10 minutes): Make a personal empathy plan with one action to try this week.
5. Recap — Slides 99–100 (5 minutes): Celebrate learning and complete the final quick check.

81. Slide 81 — Day 5: Empathy is a skill to practise in everyday moments.
82. Slide 82 — Opening question: What small action could help someone feel included today?
83. Slide 83 — Small actions count: Greeting someone, listening, inviting them to join, or checking in can matter.
84. Slide 84 — The empathy steps: Notice; ask; listen; consider their view; respond with respect.
85. Slide 85 — Model scenario: A friend is quiet after a group chat makes plans without them.
86. Slide 86 — Notice and ask: “I noticed you’ve been quiet. How are you feeling about the plans?”
87. Slide 87 — Listen and check: “It sounds like you felt left out. Did I understand?”
88. Slide 88 — Offer and respect: “Would you like me to check in with the group, or would you rather handle it yourself?”
89. Slide 89 — Game: Empathy Detective: For each scenario, identify a clue, an open question, a possible feeling, and a respectful response.
90. Slide 90 — Scenario A: A teammate misses a shot and walks away quietly. What can you observe? What could you ask?
91. Slide 91 — Scenario B: Someone is new to a club and does not know the group’s routines. What might help without making assumptions?
92. Slide 92 — Scenario C: A sibling is upset because their drawing tore. What could you say before offering help?
93. Slide 93 — Scenario D: A friend is excited about something you do not enjoy. How can you show interest without pretending to feel the same?
94. Slide 94 — Game debrief: Which response in each situation listened, showed respect, or offered a useful choice?
95. Slide 95 — My empathy plan: Name one person or situation where you want to listen more carefully.
96. Slide 96 — My words: Write one open question you could use.
97. Slide 97 — My action: Write one small, realistic action you could take this week.
98. Slide 98 — My boundary: If the person does not want help, how will you respect that? Who is a trusted adult you can ask for support?
99. Slide 99 — Week recap: Empathy means trying to understand, checking your assumptions, listening, and responding with care.
100. Slide 100 — Final quick check: Explain the empathy steps and give one example of how you could use them in a real situation.

Quick check: Can the learner describe the empathy steps and apply them to a new scenario? Invite them to try one small action from their empathy plan this week.