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lenny

Perspective Patrol

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Valeria Lovo Hannah

Tier 2

Lesson Plan

Perspective Patrol Session 1 Lesson Plan

Students will learn to use a self-monitoring checklist to notice their own behaviors and practice seeing situations from a peer’s point of view using guided partner prompts.

Building self-awareness and empathy helps students with ADHD develop better self-control and social skills. Perspective taking fosters cooperation and reduces impulsive actions.

Audience

5th Grade Boys

Time

30 minutes

Approach

Interactive charts and partner role-play.

Materials

  • Self-Monitoring Checklist, - Perspective Partner Prompt Cards, - Reflection Journal Template, - Whiteboard and markers, and - Timer or stopwatch

Prep

Teacher Preparation

10 minutes

  • Print and, if desired, laminate multiple copies of the Self-Monitoring Checklist.
  • Cut and organize the Perspective Partner Prompt Cards.
  • Print enough Reflection Journal Template pages for each student.
  • Gather whiteboard, markers, and a timer or stopwatch.
  • Review all materials to ensure clarity and ADHD-friendly visuals.

Step 1

Warm-Up and Objective Introduction

5 minutes

  • Invite students to sit in a circle and focus on you.
  • Write today’s goals on the whiteboard:
    • Use a checklist to notice your own behavior.
    • Practice thinking about what someone else feels or thinks.
  • Explain that self-monitoring means paying attention to what you do, and perspective taking means imagining how others see things.
  • Use clear, concise language and keep instructions brief.

Step 2

Self-Monitoring Activity

10 minutes

  • Hand out the Self-Monitoring Checklist.
  • Model completing the first two items aloud (e.g., noticing fidgeting or interrupting).
  • Set the timer for 3 minutes; students quietly check off any behaviors they notice.
  • After time’s up, ask volunteers to share one behavior they monitored.
  • Praise accurate observations and reinforce focus.

Step 3

Perspective Taking Introduction

5 minutes

  • Explain perspective taking: “Putting yourself in someone else’s shoes.”
  • Present a quick scenario on the whiteboard (e.g., someone drops their pencil).
  • Ask: “How might that person feel? What might you do to help?”
  • Highlight that noticing feelings helps us respond kindly.

Step 4

Partner Practice: Perspective Patrol

7 minutes

  • Pair students and give each pair one set of Perspective Partner Prompt Cards.
  • Each partner draws a card with a short scenario and asks the other, “How would you feel?” and “What might you do?”
  • Encourage active listening, eye contact, and taking turns.
  • Circulate to prompt deeper thinking and praise cooperative pairs.

Step 5

Reflection and Wrap-Up

3 minutes

  • Distribute the Reflection Journal Template.
  • Ask students to write:
    1. One behavior they noticed using the checklist.
    2. One new perspective they considered.
  • Collect journals or have students tuck them into their folders for next session.
  • Reinforce effort and preview that Session 2 will build on these skills.
lenny

Slide Deck

Perspective Patrol: Session 1

Self-Monitoring & Perspective Taking

Welcome the students and introduce today’s session. Say: “Today we’re the Perspective Patrol! We’ll learn to notice our own actions and think about how others feel.”

Today’s Goals

• Use a checklist to notice our own behaviors
• Practice thinking about how someone else feels

Point to each goal as you say it aloud. Keep it upbeat and brief.

What Is Self-Monitoring?

• Paying attention to what you do
• Tracking behaviors with a simple checklist

Define self-monitoring. Use simple examples: “Noticing if you fidget or interrupt.”

Self-Monitoring Checklist

[ ] Fidgeting
[ ] Interrupting
[ ] Talking out of turn
[ ] Staying on task

Show the checklist on the board or projector. Model checking off “fidgeting” and “interrupting.” Set timer for 3 minutes.

What Is Perspective Taking?

• Putting yourself in someone else’s shoes
• Thinking about how they feel and what they might do

Explain that perspective taking means imagining someone else’s feelings. Use a friendly tone.

Scenario Practice

Scenario: Someone drops their pencil.
• How might they feel?
• What could you do to help?

Present or draw this scenario on the board. Ask volunteers for answers.

Partner Practice: Perspective Patrol

  1. Pair up & pick a prompt card
  2. Ask: “How would you feel?”
  3. Ask: “What might you do?”
  4. Take turns listening

Hand out one prompt card per pair. Model how to ask the questions and listen.

Reflection Time

Write in your journal:

  1. One behavior you noticed
  2. One new perspective you considered

Distribute the journals. Circulate to support students who need help writing.

Wrap-Up

Great job today!
Next session we’ll build on these skills.

Praise their effort: “Great work using the checklist and thinking from someone else’s view!” Preview next time: “In Session 2, we’ll practice more scenarios and check our progress.”

lenny

Lesson Plan

Perspective Patrol Session 2 Lesson Plan

Students will track their self-monitoring progress using a visual chart and deepen perspective-taking skills through group scenario practice, culminating in shared reflections and personal goal setting.

Reinforcing self-awareness boosts students’ ability to manage impulses, while collaborative perspective activities strengthen empathy and social skills, especially beneficial for learners with ADHD.

Audience

5th Grade Boys

Time

30 minutes

Approach

Progress charts, group scenarios, and reflective discussion.

Materials

  • Self-Monitoring Checklist, - Self-Monitoring Progress Chart, - Advanced Perspective Scenario Cards, - Group Reflection Chart, - Chart paper and markers, and - Sticky notes

Prep

Teacher Preparation

10 minutes

  • Print and, if desired, laminate copies of the Self-Monitoring Progress Chart.
  • Cut and organize the Advanced Perspective Scenario Cards.
  • Prepare a large Group Reflection Chart on chart paper or whiteboard.
  • Gather chart paper, markers, and sticky notes.
  • Review all materials to ensure visuals remain clear and ADHD-friendly.

Step 1

Warm-Up & Review

5 minutes

  • Invite students to recall Session 1 skills: self-monitoring and perspective taking.
  • Show the Self-Monitoring Checklist and ask for volunteers to share a behavior they tracked last time.
  • Remind them of today’s goals: chart progress and practice new scenarios.

Step 2

Self-Monitoring Progress Activity

8 minutes

  • Distribute the Self-Monitoring Progress Chart.
  • Model how to record the number of behaviors noticed last session versus today.
  • Set a 3-minute timer; students use the Self-Monitoring Checklist and then fill in their progress chart.
  • Invite a few students to share their progress highlights.

Step 3

Perspective Taking Scenario Practice

10 minutes

  • Arrange students in groups of three and give each group a set of Advanced Perspective Scenario Cards.
  • In each group, students take turns drawing a card and asking: “How would you feel?” and “What might you do?”
  • After each scenario, peers add one idea to a group discussion, practicing active listening.
  • Circulate to prompt deeper insights and note exemplary responses.

Step 4

Group Reflection

5 minutes

  • Display the Group Reflection Chart on chart paper or a whiteboard.
  • Invite students to post sticky notes under prompts:
    • “My best self-monitoring tip was…”
    • “A new perspective that surprised me was…”
  • Read aloud a few responses and praise contributions.

Step 5

Wrap-Up & Goal Setting

2 minutes

  • Ask each student to name one behavior they’ll monitor next week and one perspective-taking action they’ll try.
  • Encourage them to use the checklist and scenario cards in daily routines.
  • Reinforce that self-awareness and empathy grow with practice and preview continued check-ins.
lenny

Slide Deck

Perspective Patrol: Session 2

Tracking Progress & Advanced Perspective Taking

Welcome students and introduce Session 2. Say: “Welcome back, Perspective Patrol! Today we’ll track our progress and practice deeper perspective-taking.” Use an upbeat tone and clear visuals.

Today’s Goals

• Track our self-monitoring progress
• Practice advanced perspective-taking scenarios
• Reflect and set new goals

Point to each goal as you read them. Remind students these build on last session.

Review: Self-Monitoring Checklist

[ ] Fidgeting
[ ] Interrupting
[ ] Talking out of turn
[ ] Staying on task

Invite volunteers to name a behavior they tracked last time. Show the checklist on screen.

Self-Monitoring Progress Chart

  1. Use your Self-Monitoring Progress Chart.
  2. Track behaviors noticed last session vs. today.
  3. Share one highlight when time’s up.

Model filling in the progress chart: record last session’s count vs. today’s count. Set a 3-minute timer.

Perspective Taking: Advanced Scenarios

  1. Group up in threes & grab a set of Advanced Perspective Scenario Cards.
  2. Take turns:
    • “How would you feel?”
    • “What might you do?”
  3. Add ideas to group discussion.

Explain the advanced scenarios. Demonstrate drawing a card and asking questions.

Group Reflection

On sticky notes, post under prompts:
• “My best self-monitoring tip was…”
• “A new perspective that surprised me was…”

Display the Group Reflection Chart. Give each student two sticky notes.

Goal Setting

  1. Behavior I’ll monitor next week: ______
  2. Perspective action I’ll try: ______

Ask each student to share one behavior to monitor next week and one perspective action to try.

Wrap-Up

Great work today! Keep practicing self-awareness and empathy.

Praise effort: “Great tracking and thoughtful ideas today!” Preview continued check-ins in future sessions.

lenny