Lesson Plan
Practicing Perspective
Students will practice understanding others’ perspectives through guided discussion and role-playing, fostering empathy and kindness.
Developing perspective-taking skills boosts social awareness, strengthens relationships, and promotes a respectful classroom culture.
Audience
6th Grade Students
Time
25 minutes
Approach
Guided discussion and role-play
Materials
Prep
Review Materials
5 minutes
- Review the slide deck Walking in Someone Else’s Shoes to familiarize yourself with each scenario.
- Prepare scenario prompts from Empathy Roleplays by printing or writing them on index cards.
- Arrange classroom seating in small clusters to facilitate group interaction.
Step 1
Warm-Up
3 minutes
- Welcome students and briefly introduce the concept of empathy and perspective-taking.
- Pose a quick question: “Recall a time when someone saw things differently than you. How did you feel?”
- Invite 2–3 volunteers to share very briefly.
Step 2
Perspective Discussion
7 minutes
- Display the first scenario from Walking in Someone Else’s Shoes.
- In pairs, have students discuss: “What might each person be feeling or thinking?”
- After 3 minutes, invite pairs to share insights with the whole group.
- Repeat with a second scenario.
Step 3
Empathy Roleplays
12 minutes
- Divide students into triads and give each group a scenario card from Empathy Roleplays.
- Roles: Person A (experiencer), Person B (observer/empath), Person C (notetaker).
- In each triad, students enact the scenario, then switch so each student plays each role (~3 minutes per role).
- Encourage observers to ask: “How do you think they felt?” and note responses.
Step 4
Reflection and Debrief
3 minutes
- Reconvene as a whole group.
- Ask: “What surprised you about how you interpreted someone else’s perspective?”
- Elicit 2–3 student reflections on how perspective-taking might help in real life.
- Close by reinforcing kindness and empathy as daily practices.
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Slide Deck
Walking in Someone Else’s Shoes
In this activity, you’ll practice empathy by exploring what others might be feeling, thinking, and experiencing in everyday situations.
Introduce empathy: the ability to understand and share the feelings of another. Explain that in this activity students will “step into someone else’s shoes” by imagining what others see, feel, and think. Set the tone for respectful discussion.
How to Practice Perspective-Taking
• Listen carefully and observe body language
• Ask yourself: “What might they be feeling?”
• Consider their background and situation
• Respond with kindness and respect
Walk through each bullet point. Stress the importance of listening with an open mind and noticing nonverbal cues. Encourage questions like “What might they be feeling right now?”
Scenario 1
A new student, Sam, joins your class and seems quiet and nervous. Some classmates laugh when Sam stumbles over words.
Questions:
• What might Sam be feeling right now?
• How could you show support?
Read the scenario aloud. Give students 1–2 minutes to think silently, then have them discuss in pairs. Circulate to prompt deeper thinking.
Scenario 1 Discussion Prompts
• Why does laughing affect Sam?
• What words or actions would help Sam feel welcome?
• How would you feel if you were in Sam’s place?
Encourage specific, actionable ideas: inviting Sam to join your group, offering to help with classwork, or simply saying hello. Highlight how small acts can make a big difference.
Scenario 2
Your friend Mia seems upset but says, “I’m fine.” You’ve noticed she’s quieter than usual and avoids eye contact.
Questions:
• What might Mia be feeling?
• How can you show you care?
Introduce the second scenario. Remind students to use the four steps: observe, ask, consider context, and respond with kindness.
Scenario 2 Discussion Prompts
• Why might Mia say she’s “fine” when she’s not?
• What could you say or do to help Mia open up?
• How can you respect her feelings and privacy?
Guide students toward respectful curiosity: open-ended questions, offering a listening ear, and giving space if needed. Emphasize honoring Mia’s feelings and privacy.
Reflection
• What surprised you about these scenarios?
• Share one way you’ll practice empathy today.
Invite 2–3 students to share their reflections. Emphasize that empathy is a daily habit they can practice now. Close by encouraging them to notice and act on opportunities for kindness today.
Activity
Empathy Roleplays
In this activity, students practice empathy by stepping into others’ experiences and reflecting on supportive responses.
Materials Needed:
- Printed scenario cards (4 per triad)
- Notebooks or reflection sheets
Prep (5 minutes)
- Print and cut out each scenario card.
- Review role instructions and rotation schedule.
- Arrange students into triads.
Roles (rotate each round)
- Experiencer: Act out the scenario, showing how the person might feel.
- Observer/Empath: Listen, watch for emotional cues, and offer supportive words or actions.
- Notetaker: Jot down the Experiencer’s feelings and the Observer’s responses.
Scenario Cards
-
Playground Mishap
You’re running during recess, trip, and drop your books. Some classmates laugh when you fall.
• What might the Experiencer be feeling?
• What could the Observer say or do to help?
-
Group Project Exclusion
You’re part of a class project group, but teammates leave you out of decisions and ignore your ideas.
• What feelings might you have?
• How could the Observer show support?
-
Test Disappointment
You studied hard but got a poor grade. You feel embarrassed and don’t want to talk about it.
• What emotions are you experiencing?
• What can the Observer say to show empathy?
-
Family Stress
You’re worried because a family member is sick. At school, you feel distracted and sad but haven’t told anyone.
• How do these worries affect you?
• How might the Observer help you feel heard?
Instructions
-
Form Triads (1 min)
Divide into groups of three. -
Assign Roles & Distribute a Scenario (1 min)
Each triad assigns roles and receives one scenario card. -
Role-Play Rounds (9 mins total)
- Round 1 (3 min): Experiencer acts, Observer empathizes, Notetaker records.
- Rotate roles and repeat until all have played each role.
-
Group Reflection (1 min)
Each triad shares:- What surprised you about the Experiencer’s feelings?
- Which supportive response felt most helpful?
Through this activity, students build social awareness by practicing kindness, active listening, and perspective-taking.