Empathy

Title of Project: Empathy

Schools and Teachers

Manhasset Secondary School                             Teacher: Danielle Beza

ENL Proficiency Level | ENL Program | Standards | Technology

Transitioning, Expanding   |   Integrated ENL/ELA   |  WHST4, 11-12SL, 11-12R9  | Google Slides, Canva, Padlet, Kami

Assessments

The formative assessments included the teacher rubric for the 3 empathy journals, the student self-assessment and reflection rubric (journal 3), and checklist. The summative assessment included multimedia presentations assessed by a rubric.

Description

Students will choose an outside reading book out of 3 given options to complete a culminating outside reading project that requires them to use an empathetic approach to literature. The texts will touch upon the following concepts and conflicts: mental health, diversity, inequality, and inclusivity. Students will record three empathy journal entries where they will identify a significant passage and write a personal reflection. Within their personal reflection they will consider the following UN goals: good health and well-being, reduced inequalities, and peace, justice and strong institutions.

Content

 I can analyze literature through an empathetic approach and identify significant passages.

Language

I can use academic language to analyze literature and discuss UN goals. I can use a sentence frame “I can infer that _______” to make an inference about the protagonist. I can use the question bank to ask questions.

Technology

I can collaborate to create an organized and unique presentation using Google Slides and Canva. I can use Thinglink to plan and organize ideas.

Student work

    

Procedure

First, the concept of empathy was introduced through a whole-class discussion. Students used word association to create a word cloud as a class about empathy. 

Students were then engaged through a Padlet activity where they discussed a time when they were empathetic. 

Next, students chose an outside reading book out of 3 given options. Students were engaged throughout the outside reading because they were able to choose the book that interests them. 

Students completed weekly empathy journals where they identified a significant passage and wrote a personal reflection. Within their personal reflection, they considered the following UN goals: good health and well-being, reduced inequalities, and peace, justice and strong institutions. 

They chose the goal that relates to their significant passage and used the teacher-created question bank to consider how they can use empathy to achieve that goal. Students were engaged through collaboration with their peers and the use of technology. 

Students used Thinglink to plan and organize their presentations and they used Canva and Google Slides for their presentations. Students also used Kami to record presentation notes during their classmates’ presentations to ensure that all students were engaged and active participants. 

Language domains were addressed through various language supports. Transitioning ELL students were be given simplified directions and rubrics for assignments. All ELLs were given graphic organizers for writing tasks as well as sentence frames. The presentation requirements were modified for ELLs and they were given a template for their presentation as well as the outline and presentation notes.

Resources and Other Materials

Reflection

The empathy unit was one of our favorite units taught this year. The students provided my co-teacher and I with positive feedback. They shared with us that they enjoyed getting to choose what book they wanted to read. The ELLs in the class were especially pleased with the selection of books because they felt that they were able to culturally connect with the book that they chose, and they had not felt that way with the books we are required to read through our curriculum. Giving students choices and freedom to deviate from the required curriculum is important and engaging. The teaching strategies used were engaging for all students because the unit was integrated achieving content, language, and technology standards; this supported not only the ELLs, but all students. The implementation of technology was especially exciting for students. It was wonderful to see them work together to use their creativity and add their own flair to their projects using technology. All of these factors had a noticeable positive impact on student engagement and learning.