Role-Play Empathy Skits Activity

Purpose: Students practice stepping into someone else’s shoes by acting out short, real-life scenarios and noticing emotional clues.

Materials:

• Printed scenario cards
• Timer (optional)

Instructions for Students

1. Form groups of 3–4.
2. Each group takes one scenario card.
3. Read your scenario together and assign roles (Role A, Role B).
4. Plan a 1-minute skit showing:
   • First, how Role A feels and why
   • Then, how Role B feels and why
5. Perform your skit for the class.
6. After each performance, discuss:
   • How did stepping into each role feel?
   • What clues (words, tone, body language) helped you show each emotion?

Scenario Cards

1. Lost at the Park
Context: Jordan’s favorite toy falls into the wood chips while playing by the swings. Alex tries to help.

• Role A: Jordan (worried, upset)
• Role B: Alex (helpful, concerned)

2. Forgotten Homework
Context: Ms. Lee asks Maya to hand in her homework. Maya’s paper is blank.

• Role A: Maya (embarrassed, anxious)
• Role B: Ms. Lee (disappointed, caring)

3. Left Out in the Game
Context: Sam watches classmates play basketball at recess but isn’t invited to join.

• Role A: Sam (lonely, left out)
• Role B: Jamie or another classmate (focused on the game, unaware)

Circle Share-Out Discussion Guide

Purpose

• Give each student an opportunity to articulate their perspective-taking insights.
• Reinforce empathy by listening to classmates’ experiences and ideas.

Setup & Materials

• Arrange students in a circle so everyone can see each other.
• (Optional) Use a small object (e.g., a soft ball or talking stick) to indicate whose turn it is to speak.

Guidelines

• Listen respectfully: No interrupting or side conversations.
• One speaker at a time: Hold the talking piece if using.
• Be concise: Share one clear insight so everyone has time.

Discussion Flow (3 minutes)

1. Teacher/model share (30 seconds):
   • “One thing I learned about how others feel is that we can miss subtle clues, like body language. What’s one insight you gained today?”
2. Go around the circle (about 30 seconds per student):
   • Prompt: “One thing I learned about how others feel is…”
3. After each share, offer a quick acknowledgement (“Thank you for sharing!”) and move to the next student.

Prompts & Follow-Up Questions

• If a student shares a feeling (e.g., “I learned that someone might feel lonely watching a game.”) ask:
  • “What clue helped you notice that feeling?”
• If a student gives a general idea (e.g., “I learned to be kind.”) ask:
  • “Can you give a specific example of kindness from our skits?”
• To deepen the conversation, ask:
  • “How can we use this new understanding tomorrow at recess or in class?”

Closing

• After the last share, summarize key themes: noticing clues, asking questions, and offering help.
• Transition smoothly into the final cool-down activity (One-Word Reflection Prompt).

One-Word Reflection Prompt

Purpose: Consolidate students’ learning about empathy and perspective-taking by summarizing in a single word.

Instructions:

1. Display the prompt on the board: “One word to show how understanding others’ perspectives can help our classroom…”
2. Ask each student to think of one word and either write it on the board or call it out.
3. After each share, invite a very brief explanation: “Why did you choose that word?”

Think of one word: