Lesson Plan
Empathy Role-Play Guide
Students will practice stepping into others’ shoes through structured role-play scenarios to identify and respond to emotions empathetically, using the Empathy Performance Rubric to guide their interactions.
Building empathy strengthens peer relationships, reduces conflict, and promotes a supportive classroom culture by helping students recognize and validate each other’s feelings.
Audience
6th Grade Students
Time
60 minutes
Approach
Role-play scenarios with guided reflection.
Prep
Teacher Preparation
10 minutes
- Review key slides in the Walk in Their Shoes Slide Deck covering empathy definitions and example dialogues.
- Print and cut the Scenario Swap Role-Play Cards (one set per pair).
- Make copies of the Empathy Performance Rubric for each pair.
- Familiarize yourself with prompts in the Feelings Debrief Discussion Guide.
- Arrange seating in pairs facing each other for role-play.
Step 1
Introduction to Empathy
5 minutes
- Display opening slide from Walk in Their Shoes Slide Deck.
- Define empathy and discuss why it matters in school.
- Share the session’s objective and how students will practice using real-life scenarios.
Step 2
Teacher Modeling
10 minutes
- Select one scenario card and role-play both characters, narrating aloud how each feels.
- Highlight empathetic responses vs. non-empathic reactions.
- Use the Empathy Performance Rubric to score the interaction and explain criteria.
Step 3
Pair Role-Play Practice
25 minutes
- Distribute one Scenario Swap Role-Play Cards deck and one rubric per pair.
- Students draw a card, assign roles, and enact the scenario twice (switching roles).
- Partners use the rubric to provide constructive feedback on listening, perspective-taking, and supportive language.
- Teacher circulates to observe, prompt deeper reflection, and note successes.
Step 4
Group Debrief Discussion
15 minutes
- Reconvene as a whole group and follow prompts in the Feelings Debrief Discussion Guide.
- Ask students to share:
- Which scenario felt most challenging and why?
- How did it feel to be listened to empathetically?
- What strategies helped you connect with your partner’s feelings?
- Summarize key takeaways and reinforce the rubric’s criteria.
Step 5
Differentiation Strategies
Ongoing
- For English learners: provide bilingual scenario cards or add simple visuals depicting emotions.
- For students needing more support: pre-assign roles and guide sentence stems (e.g., “I understand you feel…”).
- For advanced learners: challenge them to write and perform an original scenario reflecting peer conflicts.
- Group pairs thoughtfully to balance skill levels and encourage peer mentoring.
Slide Deck
Walk in Their Shoes
Building Empathy Through Role-Play
• Define empathy
• See examples of empathetic dialogue
• Learn how to use our Empathy Performance Rubric
• Prepare for paired practice and reflection
Introduce the session: welcome students and share today’s goal of understanding and practicing empathy through role-play. Mention that this slide deck will guide definitions, examples, and instructions before they break into pairs.
What Is Empathy?
Empathy is the ability to step into another person’s shoes and understand their feelings and perspectives.
Key components:
• Recognizing emotions in others
• Showing that you care
• Responding in a supportive way
Explain that empathy is more than caring—it’s actively understanding how someone else feels. Use a real-life example (e.g., a friend having a bad day) to make it concrete.
Why Empathy Matters
• Strengthens friendships and trust
• Reduces misunderstandings and conflict
• Builds a supportive, inclusive classroom culture
• Helps everyone feel heard and valued
Connect empathy to students’ daily experiences: better friendships, fewer conflicts, a more inclusive classroom. Invite quick student examples if time allows.
Empathy in Action: Example Dialogue
Scenario: Sara was left out of a game at recess.
Non-Empathic Response:
• “It’s no big deal. You’ll find someone else to play with.”
• Changes the subject quickly.
Empathic Response:
• “I’m sorry you felt left out, Sara. That must have been hurtful.”
• “What can we do to make sure you’re included next time?”
Walk through each column. First read the non-empathic interaction, then contrast with the empathic version. Highlight specific words or tone shifts.
Empathy Performance Rubric
Use this rubric to guide and assess interactions:
- Listening Skills – Gives full attention, maintains eye contact.
- Perspective-Taking – Names or describes the other person’s feelings.
- Supportive Language – Uses phrases like “I understand you feel…” or “That sounds tough.”
- Follow-Up – Asks questions or offers help to deepen connection
(Full rubric available: Empathy Performance Rubric)
Introduce the rubric as a tool for feedback during role-play. Briefly define each criterion.
Role-Play Instructions
- Grab a deck of Scenario Swap Role-Play Cards and one rubric per pair.
- Draw a scenario; assign roles A and B.
- Enact the scenario once; switch roles and repeat.
- Use the rubric to give each other feedback on listening, perspective-taking, and supportive language.
- Teacher will circulate to observe and prompt deeper reflection.
Explain logistics: distribution of Scenario Swap cards and rubrics. Emphasize that each pair will play both roles.
Reflection Questions
After your role-play, discuss with your partner:
• Which scenario felt most challenging and why?
• How did it feel when your partner showed empathy?
• What strategies helped you connect with their feelings?
• What will you do differently next time?
Prepare to transition from practice back to group discussion. Encourage honest sharing and note-taking.
Next Steps
• Finish role-play and feedback
• Reconvene for a whole-group debrief using the Feelings Debrief Discussion Guide
• Apply empathetic skills in real situations and reflect on progress
Close the deck by reminding students of the importance of empathy in everyday interactions and the upcoming group debrief.
Activity
Scenario Swap Role-Play Cards
Below are eight role-play scenario cards. In your pairs, draw one card, assign roles A and B, and practice both sides of the interaction twice. After each enactment, use the Empathy Performance Rubric to provide feedback on listening, perspective-taking, and supportive language.
Card 1: Left Out at Recess
Situation: Jamie was left out of a recess game by classmates and feels hurt.
Roles:
• A: Jamie, the student who was left out
• B: Taylor, the classmate who didn’t invite Jamie
Card 2: Borrowed and Forgot
Situation: Alex lent their pencil to a friend, but the friend forgot to return it, leaving Alex unable to complete classwork.
Roles:
• A: Alex, who needs their pencil back
• B: Sam, who borrowed the pencil and forgot
Card 3: Party Invitation Mishap
Situation: Morgan had a small birthday party and forgot to invite one close friend, causing hurt feelings.
Roles:
• A: Jordan, the student who wasn’t invited
• B: Morgan, the birthday student who planned the party
Card 4: Group Project Conflict
Situation: During a group project, one student felt their ideas were ignored by the team, leading to frustration.
Roles:
• A: Riley, whose ideas were overlooked
• B: Casey, the teammate leading the discussion
Card 5: Teasing in the Hallway
Situation: A student was teased about their new glasses, making them feel self-conscious.
Roles:
• A: Jordan, the student wearing new glasses
• B: Alex, the student who made teasing comments
Card 6: Lost Valued Item
Situation: Taylor lost a cherished necklace at school and is upset, suspecting someone found it.
Roles:
• A: Taylor, who lost the necklace
• B: Kai, who found the necklace and wants to help
Card 7: Misinterpreted Message
Situation: A text message from a friend came across as rude, leading to confusion and hurt.
Roles:
• A: Sam, who received the text
• B: Pat, who sent the message unintentionally sounding rude
Card 8: New Student Welcome
Situation: A new student feels isolated and unsure how to join existing friend groups.
Roles:
• A: Jordan, the new student
• B: Taylor, a student in the existing friend group
Discussion
Feelings Debrief Discussion Guide
Purpose
Help students reflect on their role-play experiences, name emotions, and identify specific empathy skills they used or want to improve.
Setup
- Reconvene the class in a circle or U-shape so everyone can see each other.
- Have copies of the Empathy Performance Rubric visible or distributed.
- Provide each student with a sheet of paper or a section in their journals to record reflections.
Discussion Prompts
- Which scenario felt most challenging and why?
Think about your role and the emotion you were portraying.
- How did it feel when your partner responded empathetically?
Describe your experience of being listened to with care.
- What specific empathy skills did you notice in your partner?
Refer to the rubric’s criteria (listening, perspective-taking, supportive language, follow-up).
- What strategy or phrase helped you connect most with your partner’s feelings?
(e.g., “I understand you feel…,” asking a follow-up question)
- How could you use one of these empathy skills in a real situation at school?
Share an example where you might step in someone else’s shoes.
Teacher Follow-Up Questions
- “Can you give us an example sentence you used or heard?”
- “What was different between a non-empathic and empathic response?”
- “How might you remind yourself to use this skill next time?”
Next Steps
- Encourage students to practice one chosen skill during the next week and jot down at least one example in their journals.
- Plan a quick check-in or reflection at the start of the following lesson to celebrate successes and troubleshoot challenges.
Rubric
Empathy Performance Rubric
Use this rubric during role-plays to guide your feedback and track your growth. Each criterion has three levels—Emerging, Developing, and Mastery. Aim to move toward Mastery as you practice.
| Criteria | Emerging (1) | Developing (2) | Mastery (3) |
|---|---|---|---|
| Listening Skills | • Rarely maintains eye contact | ||
| • Often distracted or interrupts the speaker | • Sometimes makes eye contact | ||
| • Listens but may lose focus or interrupt occasionally | • Consistently gives full attention | ||
| • Maintains eye contact and waits patiently to respond | |||
| Perspective-Taking | • Struggles to name others’ feelings or viewpoint | ||
| • Responses are general or missing | • Names basic emotions but may miss deeper feelings | ||
| • Sometimes acknowledges the other’s perspective | • Accurately identifies and describes others’ feelings and viewpoints | ||
| • Uses specific language to show understanding | |||
| Supportive Language | • Responses are neutral, dismissive, or off-topic | ||
| • Rarely uses empathic words | • Sometimes says “I’m sorry” or “I understand,” but inconsistently | ||
| • Language can feel scripted | • Regularly uses supportive phrases (e.g., “I understand you feel…,” “That sounds really tough”) | ||
| • Language feels sincere | |||
| Follow-Up | • Does not ask questions or offer help | ||
| • Conversation ends quickly | • Asks a follow-up question or offers help sometimes, often with prompting | • Always asks thoughtful follow-up questions | |
| • Offers concrete support or solutions to deepen the connection |