Students will read a short text featuring a character in an emotionally complex situation, identify the character's feelings and motivations, and connect the character's experience to their own.

Students will distinguish shallow from deep curiosity, craft open questions that invite someone to share their experience, and practice asking and listening.

Students will recognize how their actions affect a friend's feelings, and practice a four-part repair (notice, own it, apologize, make it right).

Students will plan a kind act tailored to a specific classmate's feelings or needs, carry it out during the day, and reflect on how the act affected both people.

Students will identify everyday relationship behaviors that help classmates feel safe and supported, and commit to one ally action for the week.

Students will analyze short scenarios to decide whether empathy was shown, highlight the evidence, and rewrite non-empathetic responses.

Students will generate open questions to understand another person's perspective and practice listening without interrupting or fixing.

Students will rate how strongly a person might feel in different situations, explain their reasoning, and match the level of support to the level of feeling.

Students will interview a classmate about what makes them feel nervous, appreciated or misunderstood, listen without judgment, and introduce their partner's perspective to the group.

Students will recognize that people prefer to receive kindness in different ways, identify their own preferences, and ask a classmate about theirs.

Students will identify a problem in the school or neighborhood, name who is affected and how they might feel, and propose one empathy-based action.

Students will learn a step-by-step routine for showing empathy (notice, imagine, remember, ask, act) and apply it to a scenario card.

Students will predict a partner's reaction to a scenario, check the prediction against the partner's actual response, and conclude that asking beats assuming.

Students will practice focused listening (eyes, body, no interrupting), reflect back what they heard, and describe how being truly listened to feels.

Students will complete an empathy map (feeling, thinking, saying, doing) for a character in a scenario and use it to choose a helpful response.

Students will define what makes a space feel safe from different classmates' perspectives, and contribute to shared agreements about how the class will care for one another.

Students will discuss one scenario in a round-robin circle, build on each other's interpretations, and reach a shared understanding of what the person feels, thinks and needs.

Students will distinguish listening to understand from listening to fix or judge, and practice an empathetic check-in with active-listening responses.