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Empathy Explorations

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Lesson Plan

Empathy Explorations Plan

Students will identify and articulate emotions in themselves and others through storytelling and role-play, then demonstrate empathy by recognizing feelings and responding kindly to peers.

This lesson builds social-emotional skills, helping young learners understand and share feelings, fostering supportive classroom relationships.

Audience

Pre-K to 2nd Grade

Time

60 minutes

Approach

Storytelling, discussion, and guided role-play

Materials

Feelings Faces Worksheet, Role-Play Emotion Cards, Printed Storybook (e.g., The Color Monster), Chart Paper and Markers, and Crayons or Colored Pencils

Prep

Prepare Materials

10 minutes

Step 1

Introduction to Emotions

10 minutes

  • Gather students in a circle and ask, “How are you feeling today?”
  • Record responses on the How We Feel chart paper
  • Show a few Role-Play Emotion Cards and have students name the emotions
  • Differentiation: Provide sentence starters (e.g., “I feel sad when…”)

Step 2

Storytime and Discussion

15 minutes

  • Read the printed storybook (e.g., The Color Monster) aloud
  • Pause at key moments and ask: “How do you think the character feels?”
  • Add those feelings to the chart paper
  • Assessment: Note which students volunteer and accurately identify emotions

Step 3

Worksheet Activity

15 minutes

  • Distribute the Feelings Faces Worksheet
  • Instruct students to color each face to match labeled emotions
  • Circulate and ask students to explain why they chose each color
  • Differentiation: Pair early finishers with peers who need support

Step 4

Role-Play Scenarios

15 minutes

  • Divide students into small groups of 3–4
  • Each group picks an Role-Play Emotion Card
  • Groups act out the scenario while others guess the emotion
  • After each skit, discuss one kind response they could offer
  • Assessment: Observe engagement and correct emotion recognition

Step 5

Wrap-Up and Reflection

5 minutes

  • Review the How We Feel chart one more time
  • Ask volunteers: “How can we help a friend who feels ___?”
  • Encourage students to share real-life examples
  • Summative Assessment: Collect and review worksheets to ensure correct labeling
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Activity

Role-Play Empathy

Purpose: Help students practice recognizing others’ feelings and offering kind, supportive responses through guided role-play.

Materials:

Group Size: 3–4 students per group
Time: 15 minutes

Instructions

  1. Divide the class into small groups of 3–4.
  2. Give each group one Role-Play Emotion Card.
  3. Explain that each card describes a situation and an emotion.
  4. Groups take 3 minutes to plan a short skit showing the scenario and one kind way to help the person in the card.
  5. Each group performs their skit for the class (about 1 minute per skit).
  6. After each performance, ask the audience:
    • “What emotion did you see?”
    • “What kind thing did they do to help?”

Scenarios (Examples)

  1. Dropped Lunch: A friend’s lunch tray slips off the table and spills all over. They look sad and embarrassed.
    – Kind response: Give them some of your snack or help clean up.

  2. New Classmate: A new student stands alone at recess and looks shy.
    – Kind response: Invite them to join your game.

  3. Torn Drawing: Someone’s favorite artwork rips and they feel upset.
    – Kind response: Offer to help tape it or draw a new picture together.

  4. Forgotten Toy: A child realizes they left their special toy at home and starts to cry.
    – Kind response: Comfort them by talking about something fun you can do together.

Reflection Questions

  • Which skit showed empathy most clearly? Why?


  • How did it feel to offer help?


  • When have you helped a friend who was sad or upset?





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Worksheet

Feelings Faces Worksheet

Instructions: Color each face to match the emotion written below it.

  1. HAPPY







  2. SAD







  3. ANGRY







  4. SURPRISED







  5. SCARED







  6. EXCITED







Draw Your Own:
Draw a face showing how you feel today. Write the emotion word below your drawing.










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