Unit Plan 15 (Grade 3 Counselor): Listening with Empathy

Focus: Teach students how to listen for both facts and feelings when another person is speaking. The counselor models dismissive responses compared with empathetic responses, then students practice with partner prompts. Students learn phrases such as “That sounds frustrating,” “I can see why you felt that way,” and “What do you need now?”

Grade Level: 3

Subject Area: School Counseling (Empathy • Active Listening • Respectful Communication)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 3 counseling lesson helps students understand that good listening means more than hearing words. Students learn to listen for the facts of what happened and the feelings behind what someone is saying. The counselor explains that empathetic listeners pay attention, avoid interrupting, notice feelings, and respond in a way that helps the speaker feel heard and respected.

Students compare dismissive responses with empathetic responses. They practice phrases such as “That sounds frustrating,” “I can see why you felt that way,” “I hear you saying…,” and “What do you need now?” The goal is for students to strengthen respectful communication during conversations, disagreements, group work, and friendship situations.

Essential Questions

• What does it mean to listen with empathy?
• How can students listen for both facts and feelings?
• What is the difference between a dismissive response and an empathetic response?
• How can active listening help conversations, disagreements, and group work go better?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain that empathetic listening means listening for both facts and feelings.
2. Identify dismissive responses and explain why they may make someone feel unheard.
3. Practice active listening behaviors, such as facing the speaker when appropriate, staying quiet while someone talks, and responding to what was said.
4. Use empathetic phrases during partner prompts, conversations, disagreements, and group work.
5. Explain how listening to ideas helps groups cooperate and succeed.
6. (Optional Session) Apply empathetic listening during role-play, partner practice, or a group listening challenge.

Standards Alignment — Grade 3 (ASCA-based Custom)

• C:S3.3c — Communicate Respectfully with Peers and Adults
  • Use respectful words, active listening, and connected responses during conversations, disagreements, and group work.
  • Example: A student says, “I disagree, but I understand your idea. I think we should try this plan instead.”
• C:S3.3b — Cooperate and Contribute in Groups
  • Work cooperatively by sharing materials, taking turns, listening to ideas, accepting roles, and helping the group succeed.
  • Example: A student agrees to be the recorder while another student reads the directions during a group activity.
• C:S5.3a — Practice Attention, Organization, and Responsibility
  • Use school-success behaviors such as listening, following directions, organizing materials, participating, completing routines, and staying on task.
  • Example: A student brings needed materials, starts work promptly, and follows a multi-step classroom direction.

Success Criteria — Student Language

• I can listen for what happened and how someone may feel.
• I can tell the difference between a dismissive response and an empathetic response.
• I can use active listening during partner or group work.
• I can respond with respectful words that connect to what someone said.
• I can help a group succeed by listening to ideas and taking turns.