"What Would They Think?" Worksheet

Name: ____________________________

Directions: For each scenario, imagine you are the person described. Then, consider their potential thoughts and feelings. Be as detailed as possible!

Scenario 1: The Dropped Lunch Tray

You are walking through the crowded cafeteria, and suddenly, you trip and your entire lunch tray goes flying, spilling food everywhere. Everyone stops and looks at you.

• What might you be thinking in this moment?
  
  
  
  
  
  
  

• How might you be feeling?
  
  
  
  
  
  
  

Scenario 2: The New Kid

You are a new student at a school where everyone already seems to know each other. It's your first day, and you don't know anyone.

• What might you be thinking as you walk into class?
  
  
  
  
  
  
  

• How might you be feeling?
  
  
  
  
  
  
  

Scenario 3: The Group Project Leader

You are the leader of a group project, and one of your group members isn't doing their part. The deadline is tomorrow.

• What might you be thinking about your group member or the project?
  
  
  
  
  
  
  

• How might you be feeling about the situation?
  
  
  
  
  
  
  

Scenario 4: The Lost Phone

You just realized you left your phone on the bus, and you don't know when the next bus is coming or if your phone will still be there.

• What might you be thinking right after you realize it's lost?
  
  
  
  
  
  
  

• How might you be feeling?
  
  
  
  
  
  
  

Script: The Art of Perspective-Taking

Warm-up and Connect: Put Yourself In Their Shoes (5 minutes)

Teacher: "Good morning, everyone! Today, we're going to explore something super interesting and important: understanding each other better. To start, let's do a quick warm-up. I want you to think about a time you saw someone react to something in a way that surprised you. Maybe they got really happy about something small, or really upset about something that didn't seem like a big deal to you. Don't share details yet, just think about it."

Pause for thought.

Teacher: "Now, think about this phrase: 'Put yourself in someone else's shoes.' What does that phrase mean to you? Turn and talk to a partner for about one minute. What does it mean to put yourself in someone else's shoes, and why might it be important?"

Allow 1 minute for partner discussion. Bring class back together.

Teacher: "Who would like to share what 'putting yourself in someone else's shoes' means? And why is it important?"

Call on a few students. Guide the discussion toward the idea of understanding others' feelings and thoughts.

Teacher: "Great ideas! Today, we're going to learn about 'perspective-taking,' which is exactly what you're talking about – really trying to understand a situation from another person's point of view. It's a skill that helps us connect with others and solve problems."

Introduce and Model: What is Perspective-Taking? (7 minutes)

Teacher: "Let's dive deeper. I have some slides that will help us understand what perspective-taking is all about. Take a look at the screen."

Display Perspective-Taking Slides - Slide 1 & 2.

Teacher: "So, as the slides explain, perspective-taking is seeing things from another's point of view, and it's all about empathy. Empathy is when you can understand and even share the feelings of another person. It helps us understand why people do what they do, improves our friendships, and can even help us avoid arguments."

Display Perspective-Taking Slides - Slide 3.

Teacher: "These are the steps we can use to practice perspective-taking. Let's try one together. Imagine this scenario:

Scenario: You see a new student sitting alone at lunch, looking down at their tray.

"First, I observe the situation: I see a new student alone at lunch.

"Next, I identify the person: It's a new student. I don't know them yet.

"Then, I consider their background: They're new to our school. They might not know anyone here. Maybe they just moved from a different city or even a different country.

"Now, I imagine their thoughts: They might be thinking, 'Will I make any friends here? No one is talking to me. I feel a bit lost.' Or maybe, 'I hope I don't stand out.'

"How might they be feeling? They could be feeling shy, lonely, a little nervous, maybe even a bit sad.

"Finally, I predict their actions/reactions: They might continue to eat quietly, or they might try to make eye contact with someone, or maybe they just wish someone would say hello.

"See how thinking through these steps helps us understand their possible experience? It doesn't mean we know exactly what they're thinking or feeling, but it helps us guess and be more thoughtful."

Distribute "What Would They Think?" Worksheet.

Teacher: "Now, everyone has a worksheet. We'll look at Scenario 1 on the worksheet together."

Display Perspective-Taking Slides - Slide 4.

Teacher: "Let's use our steps for this one: Your friend just got a much higher score on a test you both studied for, and you failed. What might your friend be thinking? How might they be feeling? Share your ideas."

Facilitate a brief class discussion, guiding students to consider the friend's potential feelings of happiness, perhaps some awkwardness about your result, or even relief.

Role-Play and Discuss: Exploring Different Views (8 minutes)

Teacher: "Excellent job everyone! Now it's your turn to practice this skill with your classmates. I'm going to divide you into small groups."

Divide students into small groups (2-3 students).

Teacher: "In your groups, you will work through the remaining scenarios on your "What Would They Think?" Worksheet. Take turns reading the scenarios and discussing what the person might be thinking and feeling. Use the steps we just practiced. I'll be walking around to help if you get stuck."

Circulate and provide support. Prompt students with questions like: 'Why do you think they might feel that way?' or 'What else could they be thinking?'

After about 5-6 minutes, bring the class back together.

Teacher: "Alright, let's bring it back together. Can one group share a scenario they discussed and the different perspectives you came up with? What was interesting about that scenario?"

*Call on 2-3 groups to share.

Teacher: "Thank you for sharing! It's clear you're all thinking deeply about how others experience the world. Remember, this skill of perspective-taking helps us not only understand others but also react more thoughtfully in our own lives."

Display Perspective-Taking Slides - Slide 5 & 6.

Teacher: "We'll finish up with a quick Cool-Down: Empathy Exit Ticket to reflect on what we learned today. Please complete this before you leave class."

Warm-Up: Put Yourself In Their Shoes

Directions: Think about the following questions silently first, then be prepared to share with a partner or the class.

1. Recall a time you saw someone react to a situation in a way that surprised you. What happened?
   
   
   
   

2. What do you think the phrase "Put yourself in someone else's shoes" means?
   
   
   
   

3. Why do you think it might be important to try and understand situations from another person's perspective?
   
   
   
   

Cool-Down: Empathy Exit Ticket

Name: ____________________________

Directions: Please answer the following questions to reflect on today's lesson.

1. In your own words, what is perspective-taking?
   
   
   
   

2. Describe one strategy you learned today to help you understand another person's perspective.
   
   
   
   

3. Why is it important to practice perspective-taking in your daily life? Give one example.