lenny

Empathy Passport

user image

Lesson Plan

Passport Curriculum Outline

Fifth graders will empathize with diverse literary characters by traveling through two character “worlds,” collecting empathy stamps in their passports, and reflecting on their decisions to deepen social-emotional skills and character analysis.

Developing empathy enhances reading comprehension and social-emotional learning by helping students understand characters’ motives and feelings. This collaborative lesson fosters perspective-taking, critical thinking, and group reflection.

Audience

5th Grade Small Group

Time

55 minutes

Approach

Interactive role-play with reflective journaling

Materials

Destination Character Slides, Empathy Passport Booklet, Stamp Debrief Discussion Prompts, and Travel Reflection Ticket

Prep

Gather and Review Materials

10 minutes

Step 1

Introduction

5 minutes

  • Welcome students and explain today’s journey: walking in characters’ shoes to collect empathy stamps
  • Briefly discuss the concept of empathy and why understanding feelings matters
  • Show the first slide on the Destination Character Slides to set the scene

Step 2

Journey Phase 1

15 minutes

  • Present Character World 1 scenario via slides
  • Ask students to imagine they’re in the character’s situation and record feelings and choices in their Empathy Passport Booklet
  • Students select an empathy stamp that matches their decision and pretend to ‘stamp’ their booklet
  • Invite quick pair-share on why they chose that stamp

Step 3

Journey Phase 2

15 minutes

  • Introduce Character World 2 with new scenario on the slides
  • Repeat recording of feelings, choices, and stamping in the booklets
  • Encourage students to note differences or similarities to the first journey
  • Pair-share reflections focusing on changing perspectives

Step 4

Stamp Debrief

10 minutes

  • Distribute Stamp Debrief Discussion Prompts
  • In a circle, use prompts to guide discussion: How did each stamp reflect your choice? What surprised you? How do you think the character felt?
  • Encourage students to build on each other’s ideas and ask follow-up questions

Step 5

Travel Reflection Ticket

10 minutes

  • Hand out the Travel Reflection Ticket
  • Individually, students respond to prompts: “One new insight I gained,” “A question I still have,” and “How I can show empathy in real life”
  • Collect tickets for assessment and future planning
lenny
0 educators
use Lenny to create lessons.

No credit card needed

Slide Deck

Welcome, Empathy Travelers!

Today’s journey: Walk in characters’ shoes across two worlds to collect 'empathy stamps'.

Welcome the students and introduce the journey. Emphasize that they will travel through two character worlds to collect empathy stamps. Display a background image of a map or passport.

Character World 1: Maya’s Mountain Village

Imagine Maya, who lives in a remote mountain village where the only spring has dried up. She must decide whether to share her last bucket of water with a neighbor in urgent need or save it for her own family.

Show an illustration of a mountain village with winding paths and a small spring. Read aloud the scenario with expression.

World 1: Guiding Questions

  • How might Maya feel when the spring dries up?
  • What choice would you make if you only had enough water for one person?
  • Which empathy stamp best matches your decision?

Encourage students to jot notes in their booklets and discuss briefly with a partner.

Character World 2: Liam’s Busy City Street

Meet Liam, who’s just wandered away from his parents in a crowded city market. He overhears two vendors in a heated argument—should he step in, seek help, or stay hidden until his family finds him?

Display a vibrant city street illustration with market stalls and crowds. Use a lively tone when describing Liam’s situation.

World 2: Guiding Questions

  • What might Liam be thinking and feeling in this crowded place?
  • Would you step in to help, ask an adult, or observe quietly?
  • Which empathy stamp best matches your response?

Prompt students to compare Liam’s dilemma with Maya’s and to note any differences in their feelings or choices.

Choose Your Empathy Stamp

Select a stamp for each world that represents your choice:

  • Listener Stamp
  • Helper Stamp
  • Observer Stamp
  • Advocate Stamp

If available, display sample stamp icons on screen. Remind students that stamps represent different empathy roles.

Ready for Journey Phase 1

Grab your Empathy Passport Booklet and get ready to record your thoughts, feelings, and chosen stamp for Character World 1.

Transition into the hands-on phase. Direct students to open their booklets and prepare to record their feelings and decisions.

lenny

Activity

Empathy Passport Booklet

Cover Page

Name: ________________________________ Date: _______________

Empathy Passport


World 1: Maya’s Mountain Village

  1. Imagine Maya’s feelings.


  2. My choice:

  • Share my last bucket of water with the neighbor
  • Save it for my family
  • Other: ________________________


  1. My empathy stamp:
  • Listener Stamp
  • Helper Stamp
  • Observer Stamp
  • Advocate Stamp
  1. Why I chose this stamp:





World 2: Liam’s Busy City Street

  1. Imagine Liam’s feelings.


  2. My choice:

  • Step in to help the vendors
  • Seek help from an adult
  • Observe quietly
  • Other: ________________________


  1. My empathy stamp:
  • Listener Stamp
  • Helper Stamp
  • Observer Stamp
  • Advocate Stamp
  1. Why I chose this stamp:





Compare & Reflect

  1. How were Maya’s and Liam’s situations similar or different?





  2. What did I learn about empathy from these journeys?





  3. One question I still have:





lenny
lenny

Discussion

Stamp Debrief Discussion Prompts

Use these open-ended questions to guide your group conversation. Listen actively, build on each other’s ideas, and ask follow-up questions.

1. Reflection on Maya’s Stamp

  • Which empathy stamp did you select for Maya?
  • Why did you choose that particular stamp?
  • Did anyone else choose a different stamp? What influenced your decisions?

2. Connecting Stamp to Emotions

  • How does your chosen stamp reflect Maya’s feelings and needs in her village?
  • What surprised you when you talked with a partner about her situation?

3. Reflection on Liam’s Stamp

  • Which empathy stamp did you select for Liam?
  • In what ways was this choice similar to or different from your Maya stamp?

4. Comparing Perspectives

  • What similarities or differences did you notice between Maya’s and Liam’s worlds?
  • How did moving from a quiet mountain to a busy city market change your thoughts about helping others?

5. Building on Ideas

  • Can you add to a classmate’s response? Ask them to explain their thinking further.
  • What new questions do you have about how Maya or Liam might feel?

6. Real-World Connection

  • How might you use your empathy stamp roles in your own life?
  • Share an example of when you could be a Helper, Listener, Observer, or Advocate at home or school.

Remember: Respect everyone’s ideas, ask clarifying questions, and work together to understand different perspectives.

lenny
lenny

Cool Down

Travel Reflection Ticket

Name: ____________________________ Date: ________________

1. One new insight I gained:


2. A question I still have:


3. How I can show empathy in real life:





lenny
lenny