Gr.+4++Teaching+Empathy

Group Members: Jody Gatt, Wendy Bilinsky

...........................................................................................................................................  Should we feel responsible for not only the family we live with, but also the "human family" that may need our help? (Is it fair to ignore those we perceive to be different from us?) Using what they’ve learned about “empathy,” create a poster, brochure or Corel presentation/slide show to convince others to help those in need. ||
 * Title of the Critical Challenge: Grade 4 Empathy **
 * Intended Grade and Topic: ** 4, Empathy (Character Traits/Literacy/World Issues)
 * Critical Questions & Summative Task (Assessment of Learning) ** ||
 * Critical Questions & Summative Task (Assessment of Learning) ** ||
 * Assessment for Learning– Formative Assessment ** ||
 * Assessment for Learning– Formative Assessment ** ||

•  Investigate the image- show the picture of page 5 in the book //The Little Match Girl// before reading aloud. • Read aloud //The Little Match Girl. //and then do the Placemat activity for "empathy" •  Decode the Puzzle-when reading aloud, stop every time someone treats the girl in a certain manner, have them predict what is going to happen to the little girl next. Then discuss cause and effect of her being forced to stay out. •   Decode the Puzzle - sequence events in chronologicical order (in groups with strips or paper, or use sentence strips with pocket chart). Blackline Master to be created. 4. Design to specs-have students come up with aq $2.00 summary (their retell must be 20 words). Blackline master to be created. •  Judge the better or the best-a. brainstorm 10 items that would be needed in Haiti since the earthquake. b. They set a list of criteria of items that would be best to send. •  Rework the piece-if people had shown empathy towards this little girl, how would it have changed the ending? Have them rewrite the ending and state 3 changes that would have improved her quality of life. Blackline Master to be created. •  Design to specs-R.A.F.T.S.- have the little girl tell the story from her perspective (she could write a letter to her father). Also, you have the students assume the role of a journalist and they are to write an article about this little girl. Blackline Master to be    created. • show (via modelling) other posters that have impact, convey a concise and powerful message and also elicit strong sentiments (empathetic reaction)

||  || In this challenge, students explore the concept of empathy and how it relates to self, family and the world. Through //The Little Match Girl,// students begin with pictorial investigation and subsequently through text to conceptualize the idea of responding to others in need. Those in need should not be invisible. They distinguish empathy versus apathy. Using this knowledge, students will convince others (through a summative task) to view the world/mankind as their family. || We should feel responsible for not only the family we live with, but also the "human family" that may need our help. ||  ||   || Background Knowledge  || •  knowledge of what “empathy” means ( Are they understanding the concept of empathy? Are they using language or visuals that demonstrate an understanding characteristics of empathy/caring?) Are they understanding the concept of empathy? Are they using language or visuals that demonstrate an understanding characteristics of empathy/caring?)   •  knowledge of what prediction is   •  knowledge of chronological means //ordering//   •  knowledge of how to summarize for retelling purposes and make their summary **concise**   •  knowledge of //criteria// • // knowledge of perspective/point of view // items to meet basic needs (food, water, shelter) • knowledge of basic needs (food, water, shelter)   || ||
 * Overview ** ||
 * Overview ** ||
 * Objectives ** ||
 * Key Learning/ “Big Idea” ** ||
 * Key Learning/ “Big Idea” ** ||
 * Key Learning/ “Big Idea” ** ||
 * Overall Expectations Evaluated ** ||
 * Overall Expectations Evaluated ** ||
 * Specific Expectations Addressed ** ||
 * Specific Expectations Addressed ** ||
 * Requisite Tools ** ||
 * Requisite Tools ** ||

Criteria for Judgement || • criteria for an persuasive Product/ Poster - (e.g. Are the features - colour, fonts, title, subheadings, visuals, captions effective and help to convince others viewing it to help?) • criteria for powerful imagery that elicits empathy (e.g. evokes strong sentiments and a powerful concise message   ||     || Critical Thinking Vocabulary  ||  •  concept   •  critique   •  empathy • criteria • fair • inference • perspective <span style="font-family: Arial; font-size: 11pt; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• specific <span style="font-family: Arial; font-size: 11pt; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• argument <span style="font-family: Arial; font-size: 11pt; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• analysis    || <span style="font-family: Arial; font-size: 12pt; mso-ansi-language: EN-US; msoansilanguage: EN-US; msospacerun: yes;"> || Thinking Strategies || -t-chart for brainstorming items that are essential -place mat -“Explaining the Image” graphic organizer -chart for $2.00 summary -graphic organizer for new story ending -graphic organizer for the R.A.F.T. || || Habits of Mind || <span style="font-family: Arial; font-size: 11pt; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">•  empathetic <span style="font-family: Arial; font-size: 11pt; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• fair-minded   || || <span style="font-family: Arial; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• Who is in the image? <span style="font-family: Arial; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• What are the people doing? <span style="font-family: Arial; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• Where does the image take place? <span style="font-family: Arial; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• When did the action in the image take place? <span style="font-family: Arial; mso-ansi-language: EN-US; mso-fareast-font-family: Arial; msoansilanguage: EN-US; msofareastfontfamily: Arial; msolist: Ignore;">• Why is the action happening? Students will then turn to their elbow partner and using the sample prompts to generate conversation about the image. Subsequently, in partners, they fill in their observations and possible inferences on the Blackline Master. The teacher will circulation among the pairs to monitor. Students and teacher gather and discuss observations, possible inferences and differing opinions. || 1. After arranging students in groups of 3-5, number the students. 2. Randomly select a number and ask that person from each group to pick up supplies. 3. Randomly select a different number and ask that person from each group to create the place mat on the large sheets of paper supplied. 4. Pose the question, “After listening to the story, what do you think ‘empathy’ means?” Each person records their thoughts/ideas in their personal space on the place mat. Allow 1-2 minutes. 5. Conduct a round robin by asking each person to share their ideas/thoughts. Note: no critiquing, etc. This is a sharing of ideas/thoughts only. Randomly select who will start using a different number. Allow 6-8 minutes. 6. Once each group member has had a chance to share, randomly select someone to create a ranking ladder or columns in the centre. 7. The group should be given 5-7 minutes to select (and perhaps rank) the top 5 ideas from the group. They should look for common responses, discuss and clarify ideas. Teachers must carefully monitor the discussion to ensure everyone has an opportunity to participate and that there are no put-downs. 8. Have each student sign their area of the place mat and either collect or post place mats around the room. ||
 * Suggested Activities ** ||
 * __ Pre-planning: __** students have understanding of placemat, making inferences, $2.00 summary, point of view (perspective), story elements (for sequencing events), predicting and summarizing.  ||
 * __ Pre-planning: __** students have understanding of placemat, making inferences, $2.00 summary, point of view (perspective), story elements (for sequencing events), predicting and summarizing.  ||
 * __ Session 1: __**<span style="font-family: Arial; font-size: 12pt; mso-ansi-language: EN-US; msoansilanguage: EN-US; msotabcount: 1;"> Investigate the image- show the picture of page 5 in the book //The Little Match Girl// before reading aloud.   Allow students time to explore the image, review some of the questions outlined on the Blackline Master:
 * __ Session 1: __**<span style="font-family: Arial; font-size: 12pt; mso-ansi-language: EN-US; msoansilanguage: EN-US; msotabcount: 1;"> Investigate the image- show the picture of page 5 in the book //The Little Match Girl// before reading aloud.   Allow students time to explore the image, review some of the questions outlined on the Blackline Master:
 * __ Session 2: __** Read aloud the book //The Little Match Girl.// Students will then do the placemat activity:
 * __ Session 2: __** Read aloud the book //The Little Match Girl.// Students will then do the placemat activity:
 * __ Session 3: __** Title (Blackline Masters # - #)  ||
 * __ Session 3: __** Title (Blackline Masters # - #)  ||
 * __ Session 4: __** Title (Blackline Masters # - #)  ||
 * __ Session 4: __** Title (Blackline Masters # - #)  ||

Subject: Literacy (and World Issues)

Grade: Gr. 4

Key Learning: We need to care for not only the family we live with, but also the "human family" that may need our help.

Frame Critical Challenge: Our school has just completed a fundraiser for __.

Critcial Question - Our class has been chosen to decide how to spend the money in the most effective way, according to our specific criteria.

Rough Notes: We are going to teach empathy through the use of literary texts (The Little Match Girl) and currents world events.

Type of Critical Challenge:

1. Placemat activity for "empathy" 2. Decode the Puzzle-when reading aloud, stop everytime someone treats the girl in a certain manner, have them predict what is going to happen to the little girl next. Then discuss cause and effect of her being forced to stay out. 3. Decode the Puzzle - sequence events in chronologicical order (in groups with strips or paper, or use sentence strips with pocket chart). Blackline Master to be created. 4. Design to specs-have students come up with aq $2.00 summary (their retell must be 20 words). Blackline master to be created. 5. Judge the better or the best-a. brainstorm 10 items that would be needed in Haiti since the earthquake. b. They set a list of criteria of items that would be best to send. 6. Rework the piece-if people had shown empathy towards this little girl, how would it have changed the ending? Have them rewrite the ending and state 3 changes that would have improved her quality of life. Blackline Master to be created. 7. Design to specs-R.A.F.T.S.- have the little girl tell the story from her perspective (she could write a letter to her father). Also, you have have the students assume the role of a journalist and they are to write an article about this little girl. Blackline Master to be created.

Culminating ideas/type of challenge to show learning: Using the 3 student-decided criteria, do a placement to decide what to send over. From there, choose 2-3 best cirteria to use when sending the package. Create a poster, brochure or Corel presentation to convince people to help those in need.

Criteria for Judgment: a. Empathy (are they understanding the concept of empathy?) Are they using language or visuals that demonstrate an understanding characteristics of empathy/caring? b. Product - Poster - features - colour, fonts, title, subheadings, visuals, captions.

Background Knowledge required:empathy, Haiti (conditions,infrastructure issues, timeframe and cost for sending), items to meet basic needs (food, water, shelter), devastating effects of earthquakes

Critical Thinking Vocabulary:empathy, analysis, argument (which criteria is the best), criteria, evaluation

Thinking Strategies: help please!!

Habits of mind - Focus on empathetic, (Inquiring minds).