Empathy in Action

Joleen Shillingford

Tier 3

Lesson Plan

Empathy in Action Lesson Plan

Help the student recognize how profanity, spitting, and disrespectful behavior affect others—especially his pregnant mother—by teaching self-control and empathy skills through modeling, role-play, and reflection.

Building empathy and self-regulation reduces disruptive behaviors, fosters healthier peer and family relationships, and supports the student’s emotional growth and respect for others.

Audience

7th Grade

Time

90 minutes

Approach

Model, role-play, practice, and reflect

Materials

Feelings and Consequences Chart, Empathy Scenario Cards, Self-Control Strategy List, Reflection Worksheets, Whiteboard and markers, and Timer

Prep

Prepare Materials and Review Student Profile

15 minutes

Print and cut out the Empathy Scenario Cards
Print copies of the Feelings and Consequences Chart and Reflection Worksheets
Prepare the Self-Control Strategy List on index cards or the whiteboard
Gather whiteboard, markers, and timer
Review the student’s IEP goals related to emotional regulation and known behavioral triggers

Step 1

Introduction

10 minutes

Greet the student and establish rapport
Explain the session’s purpose: understanding impact of words and actions
Agree on ground rules (e.g., respectful language, listening)
Display the Feelings and Consequences Chart and discuss how certain words/actions make people feel

Step 2

Modeling Empathy

15 minutes

Teacher selects a scenario from the Empathy Scenario Cards involving profanity or spitting
Demonstrate two versions: one with the negative behavior and one with a respectful response
Use the chart to label emotions for both the actor and the receiver (e.g., “hurt,” “embarrassed”)
Highlight how the behavior might affect the student’s pregnant mother

Step 3

Guided Role-Play

20 minutes

Student and teacher each pick scenarios from the card deck
Role-play the scenario twice: first using the problematic behavior, then using respectful language and self-control strategies
Prompt use of the Self-Control Strategy List (e.g., deep breaths, counting)
Provide immediate positive feedback and correction

Step 4

Independent Practice

15 minutes

Student practices responding to new scenarios from the deck independently
Use a timer to allow up to 2 minutes per scenario
Encourage the student to apply self-control strategies if feeling upset
Teacher observes and notes which strategies work best

Step 5

Reflection

20 minutes

Student completes the Reflection Worksheets
Prompts include: “How did I feel when I used respectful words?” and “How might my words/actions affect my mom and others?”
Discuss responses and reinforce the importance of empathy

Step 6

Wrap-Up

10 minutes

Summarize key takeaways: impact of behavior, self-control tools, empathy
Student sets one specific goal for the coming week (e.g., use deep breaths instead of profanity)
Praise effort and outline a brief follow-up check to review progress

Slide Deck

Empathy in Action

Building Self‐Control and Understanding Impact

Greet the student warmly. Introduce yourself and establish rapport. Explain that today’s session will focus on understanding how words and actions impact others and learning self‐control and empathy skills.

Session Agenda

Introduction & Feelings Chart
Modeling Empathy
Guided Role‐Play
Independent Practice
Reflection
Wrap‐Up & Goal Setting

Quickly review the plan for today so the student knows what to expect. Emphasize that each step builds toward the goal of using respectful language.

Introduction & Feelings Chart

• Agree on ground rules: respectful language, listening
• Use the Feelings and Consequences Chart
• Discuss how certain words/actions make people feel

Set ground rules (respectful language, listening). Display the chart and encourage the student to share examples of words or actions that might make someone feel hurt, embarrassed, or upset.

Modeling Empathy

• Pick a card from Empathy Scenario Cards
• Demonstrate: Negative behavior → Respectful response
• Label emotions (e.g., “hurt,” “embarrassed”)
• Emphasize impact on mom

Select a scenario involving profanity or spitting. Act it out twice—first with the negative behavior, then with a respectful response. Label both actor’s and receiver’s emotions and highlight how the mom feels when she’s laughed at.

Guided Role‐Play

• Each pick a scenario from Empathy Scenario Cards
• Role‐play problematic behavior → Respectful response
• Use strategies from the Self‐Control Strategy List
• Provide immediate, positive feedback

Have the student and teacher each choose scenarios. Role‐play twice: problematic behavior first, then apply self‐control. Prompt the student to use strategies like deep breaths or counting.

Independent Practice

• Practice new scenarios independently (2 min each)
• Apply self‐control strategies if upset
• Teacher observes and records effective strategies

Set the timer for 2 minutes per scenario. Encourage the student to independently apply strategies when feeling upset. Observe and note which strategies work best.

Reflection

Complete the Reflection Worksheets:
• How did I feel when I used respectful words?
• How might my words/actions affect my mom and others?

Distribute the reflection worksheet. Guide the student through each prompt and discuss answers, reinforcing how empathy strengthens relationships.

Wrap‐Up & Goal Setting

• Review key takeaways: impact, self‐control, empathy
• Student sets one goal for this week
• Plan brief follow-up to review progress

Summarize what was learned: impact of behavior, self‐control tools, and empathy. Ask the student to set a specific goal for the week (e.g., using deep breaths instead of profanity). Outline when you’ll check in next.

Activity

Empathy Scenario Cards

Use these scenario cards during Modeling Empathy, Guided Role-Play, and Independent Practice. Cut apart each card. For each scenario, discuss or write down:

• How the person acting (Actor) feels when they do the behavior
• How the person receiving it (Receiver) feels when they experience it

Scenario	Actor’s Feelings	Receiver’s Feelings
1. You call your classmate a swear word after they accidentally bump into you.	Angry, frustrated	Hurt, shocked
2. You use profanity when the teacher asks you to redo your work.	Defiant, irritated	Disrespected, annoyed
3. You spit on the floor in front of your friend because you’re upset.	Riled up, out of control	Grossed out, embarrassed
4. You spit near a peer during recess to show you’re ‘tough.’	Boastful, angry	Disgusted, intimidated
5. You laugh loudly at your pregnant mom when she reminds you not to use bad words.	Triumphant, mocking	Sad, hurt
6. You tease your mom’s belly bump and laugh when she looks upset about your comment.	Amused, silly	Self-conscious, disappointed

Activity

Feelings and Consequences Chart

Use this chart to explore how certain behaviors make others feel and what might happen as a result.

Behavior	How the Receiver Feels	Possible Consequence
Using a profanity word	Hurt, disrespected	People feel upset and may avoid talking to you
Spitting near someone	Disgusted, embarrassed	Others lose trust or feel unsafe around you
Laughing at my pregnant mom	Sad, hurt	Mom feels unsupported; relationship may become strained
Teasing about my mom’s belly bump	Self-conscious, upset	Mom may withdraw or lose communication

After discussing these examples, think of another behavior and fill in how it might make someone feel and what could happen next.

Behavior: ________________________________

How they feel: ____________________________

Possible consequence: _____________________

Activity

Self-Control Strategy List

Use these strategies when you’re feeling upset, angry, or on the verge of using disrespectful behavior. Cut out each strategy on an index card or display them on your whiteboard for quick reference.

• Deep Breathing: Breathe in slowly for 4 counts, hold for 2, then exhale for 6.
• Count to Ten: Slowly count from 1 to 10 before you react.
• Positive Self-Talk: Repeat to yourself, “I can stay calm,” or “I choose respectful words.”
• Take a Break: Step away from the situation for 30 seconds to collect your thoughts.
• Squeeze an Object: Use a stress ball or tightly clench and release your fists.
• Visualization: Close your eyes and picture a place or moment that makes you feel safe and calm.
• Muscle Tension & Release: Tense your shoulders or hands, hold for 3 seconds, then let go.
• Quick Stretch or Walk: Stand up, stretch your arms overhead, or walk around the room.
• Use “I Feel” Statements: Practice saying, “I feel ___ when ___, and I need ___.”
• Ask for Help: Signal a teacher or trusted adult: “I need a minute, please.”

Keep this list handy during role-plays and real-life moments to help you use self-control and show respect to others.

Worksheet

Empathy Reflection Worksheet

Use these prompts to think back on today’s session and plan how you’ll practice empathy and self-control moving forward.

1. Respectful Response Reflection

Describe a scenario from today where you chose respectful words instead of profanity or spitting.

What happened?

How did you feel after using respectful words?

2. Self-Control Strategy Use

Think of a time today when you felt like using profanity or spitting but tried a strategy from the Self-Control Strategy List.

Which strategy did you use?

How did it help you control your reaction?

3. Impact on Others

Using the Feelings and Consequences Chart, explain how your words or actions might affect your pregnant mom.

Write your thoughts below:

4. Goal Setting for the Week

Choose one specific goal to practice empathy and self-control over the next few days.

My goal: ______________________________

How will I remind myself to use self-control (e.g., deep breaths, counting, asking for help)?

Great work! Keep this sheet somewhere you can see it each day to help you stay on track with your goal.

Cool Down

Session Wrap-Up

Time: 5–10 minutes

1. Recap Key Learnings

Teacher and student briefly review what was covered today: self-control strategies, how words/actions affect others, and empathy for mom.

Teacher Prompt: “In your own words, what did we practice today?”

Student Response:

2. Restate Your Goal

Have the student share the specific goal they set for the coming week (from the Empathy Reflection Worksheets).

Student Goal:

3. Plan a Quick Check-In

Let the student know when and how you’ll follow up on this goal. For example:

“We’ll meet again on Friday to talk about how the deep-breathing strategy worked.”
“You can give me a thumbs-up if you used respectful words this week.”

Teacher Note: Record the check-in day/time on a schedule or planner.

4. Exit Ticket – One Minute Reflection

Ask the student to answer these three quick questions before leaving:

What’s one thing you’ll remember from today’s session?

Which self-control strategy will you try first?

How will you remind yourself to use that strategy?

Wrap-Up: Praise the student’s effort, remind them of the positive impact on others, and let them know you’re proud of their commitment to empathy and self-control.