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More Than Meets the Eye: Empathy and Perspective

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Lesson Plan

More Than Meets the Eye: Empathy and Perspective

Students will be able to explain the difference between empathy and sympathy and articulate a different person's perspective in a given scenario.

Understanding empathy and perspective-taking helps students navigate social situations more effectively, build stronger relationships, and develop a more compassionate worldview. It's a key skill for a harmonious classroom and a thoughtful citizen.

Audience

7th Grade Students

Time

40 minutes

Approach

Interactive discussion, scenario analysis, and personal reflection.

Materials

Putting on Their Shoes Slide Deck, Different Perspectives Reading Passages, and Reflection Journal Prompt

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up & Review (6th Grade Concepts)

5 minutes

  • Begin by asking students what they remember about understanding others from previous grades.
    - Prompt questions like: 'What does it mean to be a good friend?' or 'How do you know if someone is feeling sad or happy?'
    - Briefly introduce the day's topic: exploring how we can truly understand others.

Step 2

Introduction to Empathy and Perspective-Taking

10 minutes

  • Use the Putting on Their Shoes Slide Deck to introduce the concepts of empathy and perspective-taking.
    - Clearly define empathy versus sympathy using examples from the slide deck.
    - Discuss the importance of looking beyond initial assumptions.
    - Lead a brief discussion on why understanding different perspectives is important in daily life.

Step 3

“Walk in Their Shoes” Scenario Analysis

15 minutes

  • Distribute the Different Perspectives Reading Passages to students.
    - Have students read the first scenario individually or in pairs.
    - Guide students through analyzing the scenario, prompting them to consider each character's feelings, thoughts, and potential motivations using the questions provided in the reading passage.
    - Facilitate a whole-class discussion, encouraging students to share different perspectives they identified and justify their reasoning.
    - Repeat for the second scenario if time permits.

Step 4

Group Discussion on Different Viewpoints

5 minutes

  • Facilitate a quick group discussion. Ask: 'How did taking on a different perspective change your understanding of the situation?' or 'What challenges did you face when trying to understand someone else’s viewpoint?'

Step 5

Journaling: A Time I Misunderstood Someone & Cool Down

5 minutes

  • Introduce the Reflection Journal Prompt.
    - Allow students 3-5 minutes to begin writing in their journals.
    - Explain that this is a private reflection, but they may share if they wish.
    - Collect journals or remind students to complete the prompt for homework.
    - Briefly recap the main ideas of empathy and perspective-taking.
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Slide Deck

More Than Meets the Eye

Understanding Others: A Sneak Peek!

What does it mean to truly understand someone else?

Welcome students and get them thinking about how they interact with others. Briefly mention that today's lesson builds on what they might have learned in 6th grade about social skills.

What's the Difference?

Sympathy vs. Empathy

  • Sympathy: Feeling sorry for someone; acknowledging their pain.
    • Example: "I'm so sorry that happened to you."
  • Empathy: Understanding and sharing the feelings of another; putting yourself in their situation.
    • Example: "I can see why you'd be upset, I'd feel the same way if that happened to me."

Think: Which one helps us connect more deeply?

Introduce the idea of 'walking in someone else's shoes' as a metaphor for understanding. Transition to defining empathy and sympathy.

Stepping Into Their Story

What is Perspective-Taking?

  • Perspective-Taking: The ability to understand a situation or topic from another person's point of view.
    • It's not just knowing what they see, but how they see it.
    • It means considering their experiences, feelings, and thoughts.

Why is this important?

Emphasize that empathy requires active effort and imagination. Connect this to perspective-taking.

Beware of Assumptions!

Our first thoughts aren't always the full story.

  • We often make quick judgments based on limited information.
  • To understand, we need to ask questions and consider the 'why.'

How can assumptions lead to misunderstandings?

Explain that making assumptions can block empathy. Encourage students to think about context and what they don't know.

Real-Life Riddles

Every situation has many sides.

  • People act based on their unique experiences and feelings.
  • What seems simple to us might be complicated for someone else.

Get ready to explore some everyday situations from different angles!

Introduce the idea that scenarios have many layers. Prepare them for the reading passages and group work.

Empathy in Action

Being empathetic helps us:

  • Build stronger friendships.
  • Resolve conflicts peacefully.
  • Understand the world around us better.
  • Become more compassionate people.

How will you use empathy today?

Conclude the slide deck by reinforcing the value of empathy and perspective. This will transition into the journal activity.

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Reading

Different Perspectives: Scenario Analysis

Read each scenario carefully. Then, answer the questions that follow from the perspective of each character involved. Try to really put yourself in their shoes!

Scenario 1: The Lunchroom Line

Alex is rushing to get to the lunch line because he's starving. He accidentally bumps into Sam, who is carrying a tray of food. Sam's lunch spills all over the floor.

Questions for Reflection:

From Alex's Perspective:

  • What might Alex be thinking or feeling right after the incident?


  • What was Alex's intention? Why was he rushing?


  • How might Alex feel if someone else bumped into him and spilled his lunch?


From Sam's Perspective:

  • What might Sam be thinking or feeling when his lunch spills?


  • What might be important to Sam about his lunch?


  • How might Sam feel if he knew Alex didn't mean to do it?


Scenario 2: The Quiet Group Member

Maria, David, and Chloe are working on a group project. Maria and Chloe have been doing most of the talking and planning. David is very quiet and hasn't offered many ideas. Maria starts to feel frustrated that David isn't contributing.

Questions for Reflection:

From Maria's Perspective:

  • What might Maria be thinking or feeling about David's lack of participation?


  • What assumptions might Maria be making about David?


  • How would Maria want someone to approach her if they thought she wasn't contributing?


From David's Perspective:

  • What might David be thinking or feeling while the group is working?


  • What could be a reason for David being quiet or not offering many ideas?


  • How might David feel if Maria or Chloe directly asked him for his ideas in a supportive way?


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Journal

Reflection Journal: A Time I Misunderstood Someone

Think about a time when you misunderstood someone, or someone misunderstood you. It could be a small moment with a friend, a family member, or even someone you don't know well.

Describe the situation:












What did you initially think or assume about the situation or the other person?






What did you learn after gaining a better understanding of their perspective (or after they understood yours)?












How did empathy or perspective-taking (or the lack thereof) play a role in this situation?






What will you do differently next time to avoid misunderstandings and practice more empathy?






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