Empathy and Anti-Bullying Lesson

1. Show: Empathy Can Change the World (video) https://www.youtube.com/watch?v=aU3QfyqvHk8

After video, have the class work together to create their own definition.
1-3-6 activity (give each grouping about 2-3 minutes 8-12 minutes total):
First, have each student create their own definition from what they know about
empathy and what they saw in the video.
Second, have students form groups of three (adjust based on numbers) and have the
three combine their definitions into one definition.
Third, have each group of three combine with another group of three to form a group of
six. Once again, have them combine their definitions to create one.
Last, have each big group share out their definition and have the whole class combine
them to create one definition. Write this on a piece of paper, which will be turned into a
poster. Please put your definition is Sarah Wilkes mailbox after class.
2. Divide the class into three groups (if you have large numbers, divide the class into 6 groups). Have
each group create a poster for one of the following questions (5 minutes to create poster and 5-7 minutes
to share 10-12 minutes total):
What does empathy look like?
What does empathy sound like?
What does empathy feel like?
Place these posters in the hallway outside of your room. This way all of the students can see what the
other classes came up with and it will be a reminder to them to employ these things.
3. Read the following quote to the class:
Healthy communities give individuals the experience of a life that extends beyond selfish interests. They
provide individuals with a web of trust and social support that is needed in this transient, swiftly changing
society. They combat personal insecurity with a simple, ancient message: You are not alone.
- John W. Gardner
Have them turn and talk to answer the following questions:
What does this quote mean?
How does it apply to our school?
If they dont get there, prompt them to think about how empathy can impact bullying at school.
4. Go over packet with class partner read (elbow partners, cross-town partners, season partners, clock
partners, etc.)
Page one What is Bullying?
o Read page one with a partner. After reading, discuss one thing that really stood out to you.
Why did it stand out to you?
Page two Its Important to Know the Difference
o Go over the following as a class
Teasing vs. Taunting table
Telling vs. Tattling table
Appropriate humor
Pages three and four
o Have the class work in partners to compare the Bullying Circle to the Empathy
Continuum.

o Have them write the name of the role from the circle on the corresponding place on the
continuum.
5. The six critical life messages
In order to feel safe and happy, there are six critical life messages we all need to hear from someone else
every day.
1. I believe in you
2. I trust you
3. I know you can handle life situations
4. You are listened to
5. You are cared for
6. You are important to me.
Turn and talk:
How can you send these types of messages to your friends?
How can you send these types of messages to people at school who you dont know very well or
dont know at all?
6. Sending the message (These are ways to send the messages from the above task)
(See Keynote presentation or attached page for the chart to share with students
7. Empathy test
On page five of the packet, have students take the Empathy Test. Make it clear that this is private (it will
not be turned in or seen by anyone else) so they should be honest with the answers. The scoring guide is
on the back of the packet.
8. Ways to lead
Tell the class something along the lines of: Now that you have an idea of how you are doing with
empathy, its time to think about the ways you can lead in our school. Remember, every movement starts
with one person, and you got this!
Page six of the packet has a list of examples of what students can do to be leaders this year at school.
Have students put a star by the ones they want to try.

Are you...
Noticing

Reaching out to

Including

Valuing

Celebrating

Honoring

Accepting

Listening to

Receiving

Giving to

Approaching

Encouraging

Engaging

Respecting

Inviting

Supporting

Cheering

Understanding
...others?