Ant Perspectives Discussion Guide

Overview

After reading Hey, Little Ant Picture Book, students will deepen their understanding of empathy and perspective-taking. Use this guide to facilitate a 10–12 minute class discussion that connects feelings, facts, and persuasive strategies.

Discussion Goals

• Build empathy by considering both boy and ant viewpoints
• Identify facts vs. feelings in arguments
• Practice using text evidence and respectful turn-taking

Discussion Guidelines

• Speak one at a time and listen actively
• Use “I think…” or “I feel…” when sharing
• Refer to the book (words or pictures) to support ideas
• Respect differing opinions

Key Questions

1. Warm-Up (2 minutes)

How did you feel when the boy raised his finger to squish the ant? Why?

2. Exploring Both Sides (4 minutes)

a. Boy’s Viewpoint: What reasons did the boy give for wanting to squish the ant? List two reasons.

• Reason 1: _________________________
  
  
• Reason 2: _________________________
  
  

b. Ant’s Viewpoint: What reasons did the ant share to stay safe? List two reasons.

• Reason 1: _________________________
  
  
• Reason 2: _________________________
  
  

3. Facts vs. Feelings (3 minutes)

Look back at our T-chart (or use the Perspective-Taking T-Chart Worksheet).

• Which of the boy’s reasons are facts? Which are feelings?
• Which of the ant’s reasons are facts? Which are feelings?

Discuss briefly: How do facts and feelings persuade differently?

4. Putting Yourself in Their Shoes (3 minutes)

a. If you were the ant:

• How would you persuade the boy to stop? What would you say?
  
  
  
  
  
  

b. If you were the boy:

• What could you do instead of trying to squish?
• How might you show you understand the ant’s perspective?
  
  
  
  
  
  

Follow-Up Connections

• Use insights from this discussion during the Role-Play Activity with Persuasive Conversation Role-Play Cards.
• Encourage students to refer back to their T-charts when crafting arguments.
• Reinforce respectful listening by having peers summarize each other’s viewpoints before responding.

End of Discussion Guide

Persuasive Conversation Role-Play Cards

Use these six scenario cards in pairs. One student plays the boy, the other plays the ant. Refer to your ideas on the Perspective-Taking T-Chart Worksheet to craft facts-and-feelings–based arguments. Take turns persuading one another respectfully.

Card 1: The Picnic Intruder

Situation: The boy spots an ant on his sandwich at a picnic and lifts his finger to squish it.

• Boy’s goal: Keep his food clean and bug-free.
• Ant’s goal: Explain it’s only passing by for a crumb.

Card 2: Show-Off Moment

Situation: The boy wants to flick the ant at his friend to get a reaction.

• Boy’s goal: Impress his friend with a silly trick.
• Ant’s goal: Persuade the boy that it’s not fun to be tossed around.

Card 3: The Crumb Thief

Situation: The boy sees the ant carrying a small crumb from his snack and wants to grab it back.

• Boy’s goal: Retrieve every bit of his snack.
• Ant’s goal: Convince him to let it keep its meal to feed its colony.

Card 4: Pest Control Plan

Situation: The boy’s mom told him to get rid of ants in the kitchen, and he’s about to pour water on the trail.

• Boy’s goal: Follow instructions and stop ants from coming into the house.
• Ant’s goal: Show how ants help by cleaning up spilled sugar.

Card 5: Garden Invaders

Situation: The boy wants to knock over an anthill in the garden to make space for his toys.

• Boy’s goal: Clear a flat play area.
• Ant’s goal: Explain why the anthill is the ant colony’s home and how it helps the soil.

Card 6: Bug Experiment

Situation: The boy wants to gently pinch the ant to see how strong its shell is.

• Boy’s goal: Learn what happens when you pinch an ant.
• Ant’s goal: Persuade him that experiments can be done without hurting others.

How to Use:

• Shuffle the cards and deal one to each pair.
• Assign roles (boy vs. ant) and spend 3–4 minutes crafting your arguments using facts and feelings.
• Perform your role-play. Then switch roles or swap cards with another pair.
• After both students have practiced, discuss: Which persuasive strategy felt strongest? How did empathy help your argument?

Perspective-Taking T-Chart Worksheet

Instructions

Use this chart to record the reasons the boy and the ant share during our reading or discussion. Then decide which reasons are facts and which are feelings.

Facts vs. Feelings

1. Boy’s Reasons:
   • Facts: _________________________
     
     
   • Feelings: _________________________
     
     
2. Ant’s Reasons:
   • Facts: _________________________
     
     
   • Feelings: _________________________
     
     

Reflection

How did separating facts from feelings help you craft a stronger argument?