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Through Their Eyes

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Lesson Plan

Perspective Taking Lesson Plan

Students will learn what perspective taking is, why it matters, and practice adopting others’ viewpoints through scenarios and role-play to foster empathy and improve communication.

Perspective taking helps students understand others’ feelings and viewpoints, reducing conflicts and building stronger relationships both in and out of the classroom.

Audience

9th Grade

Time

30 minutes

Approach

Discussion, scenario analysis, and role-play.

Materials

Whiteboard and Markers, Pens and Pencils, Timer or Stopwatch, Perspective-Taking Scenarios Handout, Role-Play Prompt Cards, and Perspective Reflection Worksheet

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up

5 minutes

  • Write the prompt on the whiteboard: "Think of a time you disagreed with a friend. What did you feel? What do you think they felt?"
  • Ask students to take 1 minute to think silently, then share with a partner (1 minute).
  • Invite 2–3 pairs to share aloud, highlighting differences in perspectives.

Step 2

Introduction to Perspective Taking

5 minutes

  • Define perspective taking: the ability to understand someone else’s thoughts, feelings, and point of view.
  • Provide real-life examples (e.g., misunderstandings in text messages).
  • Ask: "Why might seeing another’s perspective help us communicate better?" Collect 2–3 responses.

Step 3

Scenario Discussion

8 minutes

  • Distribute the Perspective-Taking Scenarios Handout.
  • Organize students into pairs; assign each pair a scenario.
  • In pairs, students identify what each person in the scenario might think, feel, and want.
  • After 4 minutes, invite pairs to briefly summarize their insights to the class.

Step 4

Role-Play Activity

8 minutes

  • Divide students into groups of 3–4 and give each group a Role-Play Prompt Card.
  • Groups assign roles and enact the scenario, focusing on expressing each character’s viewpoint (3–4 minutes).
  • Observers note when a character’s perspective shifts understanding or changes the outcome.
  • Rotate roles if time permits.

Step 5

Reflection and Cool-Down

4 minutes

  • Hand out the Perspective Reflection Worksheet.
  • Students individually answer: "How did considering another’s perspective change your understanding?" (2 minutes).
  • Invite 2–3 volunteers to share their reflections aloud.
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Slide Deck

Through Their Eyes

Perspective Taking Lesson

Welcome students and introduce the lesson. Explain that today’s lesson is called “Through Their Eyes” and we will explore how understanding others’ viewpoints can improve our interactions.

Learning Objectives

  • Define perspective taking
  • Understand why it matters in daily life
  • Practice perspective taking through scenarios and role-play

Read each objective aloud, ask students to listen for these goals as we move through the lesson.

What is Perspective Taking?

Perspective taking is the ability to understand someone else’s thoughts, feelings, and point of view.
Example: Interpreting the tone behind a friend’s short text message.

Point to the definition on the slide. Emphasize the phrase “thoughts, feelings, and point of view.” Provide a brief real-life example, such as a misunderstood text message.

Why It Matters

  • Builds empathy and stronger relationships
  • Reduces misunderstandings and conflicts
  • Enhances teamwork and communication

Ask students to give examples of times when seeing another’s perspective helped solve a conflict. Record 2–3 responses on the whiteboard.

Scenario Discussion

  1. Distribute the Perspective-Taking Scenarios Handout.
  2. In pairs, identify each person’s thoughts, feelings, and wants.
  3. After 4 minutes, share your insights with the class.

Distribute the handout. Explain groupings and timing. Circulate to observe pair discussions and prompt deeper thinking as needed.

Example Scenario

Scenario: You notice a classmate turned in an assignment late and looks upset.

  • What might they be thinking?
  • How might they be feeling?
  • What do they want or need right now?

Use this example to model the process. Ask one volunteer pair to walk through identifying thoughts, feelings, and wants in this scenario.

Role-Play Activity

  1. Divide into groups of 3–4; give each group a Role-Play Prompt Card.
  2. Assign roles and act out the scenario (3–4 minutes).
  3. Observers note when a perspective shift affects understanding or outcome.

Explain roles, timing, and observer tasks. Encourage students to focus on how shifting perspectives changes the interaction.

Reflection

  • How did considering another’s perspective change your understanding?
  • What new insights did you gain?

Hand out the worksheets. Set a timer for 2 minutes. After students write, invite volunteers to share brief responses.

Next Steps

Recap key takeaways and encourage students to apply these skills in real life. Remind them about the worksheet if they need more practice at home.

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Worksheet

Perspective-Taking Scenarios Handout

Instructions: In pairs, read each scenario. For each person involved, write what you think they might be thinking, feeling, and wanting. Use the space provided to record your ideas.

Scenario 1: Late Assignment in Class

You notice a classmate, Alex, turned in an assignment late and looks upset. Mr. Carter, the teacher, seems frustrated.

Alex

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Mr. Carter

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Scenario 2: Excluded from a Friend’s Event

Your friend, Jordan, got invited to a weekend get-together and you weren’t. Jordan seems excited when talking about it.

You

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Jordan

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Scenario 3: Sibling and Family Trip

Your younger sibling, Maria, was chosen to go on a special weekend trip with your parents. You wanted to go but weren’t selected.

Maria

  • Thoughts:






  • Feelings:






  • Wants/Needs:






You

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Scenario 4: Online Misunderstanding

You post a comment under a classmate’s photo praising their artwork. They only respond with a short “Thanks.” Later, they stop replying to your messages.

You

  • Thoughts:






  • Feelings:






  • Wants/Needs:






Classmate

  • Thoughts:






  • Feelings:






  • Wants/Needs:






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Activity

Role-Play Prompt Cards

Instructions for all cards:

  • Divide into groups of 3–4.
  • Assign each person one of the roles listed.
  • As you act out the scene (about 3–4 minutes), focus on what your character is thinking, feeling, and wanting in the moment.
  • Observers (if you have a fourth person) watch for moments when a shift in perspective changes how characters relate or resolve the situation.

Card 1: Group Project Conflict

Scenario: Alex and Jamie are working on a history project. Alex feels Jamie isn’t pulling their weight. Jamie thinks Alex is taking over and not listening to ideas.

Roles:

  • Alex (concerned about project quality)
  • Jamie (feeling unappreciated)
  • Observer (notes shifts in understanding)

Focus: What is each character thinking about the other, feeling in the moment, and wanting to happen?

Card 2: Exclusion at Lunch

Scenario: Mia got invited to a birthday party by a close friend, Riley. Noah wasn’t invited and now avoids talking to Mia in the cafeteria.

Roles:

  • Mia (excited about the party)
  • Noah (feeling left out)
  • Observer (watches for perspective changes)

Focus: How does Mia interpret Noah’s behavior? What does Noah think Mia intended? How do their feelings and wants differ?

Card 3: Curfew Conversation

Scenario: Emma asks her parent, Mrs. Garcia, to extend her curfew on weekends from 9 PM to 11 PM. Mrs. Garcia worries about safety and responsibility.

Roles:

  • Emma (wants more freedom)
  • Mrs. Garcia (wants to keep Emma safe)
  • Observer (tracks when understanding increases)

Focus: What is Emma thinking when her request is denied? How is Mrs. Garcia feeling about Emma’s request? What does each want from the conversation?

Card 4: Online Misunderstanding

Scenario: You comment on a classmate’s artwork post with praise. They reply only “Thanks” and then stop responding to your messages.

Roles:

  • You (trying to be supportive)
  • Classmate (unclear why they’re distant)
  • Observer (notes moments of clarity)

Focus: What might each character think about the other’s words? How might each feel? What does each want to achieve?

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Worksheet

Perspective Reflection Worksheet

Instructions: Reflect on today’s perspective taking activities. Answer each question thoughtfully. Use the space provided to write your responses.

Part 1: Reflection on Today’s Activities

  1. Describe one moment during the scenario discussion or role-play when considering another person’s perspective changed your understanding of the situation.






  2. What was the most challenging part of trying to see the situation from someone else’s point of view? Explain why it was difficult.






  3. How did shifting perspectives affect the way you communicated with your partner or group during the activities?






Part 2: Real-World Application

  1. Think of a real-life situation (at school, home, or online) where you could apply perspective taking. Describe the situation and explain how you would use perspective taking to improve the outcome.












  2. On a scale from 1 to 5, how confident do you feel about using perspective taking in your daily interactions? Circle one: 1 2 3 4 5

  3. What is one specific action you will take this week to practice perspective taking?



Next Steps

For more practice, use the Perspective-Taking Scenarios Handout and try reflecting on each scenario using the questions above.

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Warm Up

Perspective Warm-Up

Time: 5 minutes

Purpose: Activate prior knowledge about disagreements and introduce the idea of seeing a situation through someone else’s eyes.

Instructions:

  1. Write the following prompt on the whiteboard:
    “Think of a time you disagreed with a friend or family member. What did you feel? What do you think they felt?”
  2. Silent Reflection (1 minute): Students write down brief answers to both questions in their notebooks.
  3. Pair Share (1–2 minutes): Students turn to a partner, compare reflections, and discuss any differences in their perspectives.
  4. Class Share (2 minutes): Invite 2–3 volunteers to briefly share:
    • What you felt versus what you thought the other person felt
    • Why noticing the other person’s feelings might matter

Teacher Tip: Highlight how recognizing someone else’s feelings can change how we respond and communicate.

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Cool Down

Perspective Cool-Down

Time: 3 minutes

Purpose: Provide a quick exit ticket to consolidate learning and plan future use of perspective taking skills.

Instructions: Answer the following questions on your own. Use the space provided to write complete sentences.

  1. One new insight I gained today about perspective taking is:



  2. Describe a moment when changing your viewpoint helped you understand someone else better:



  3. Tomorrow, I will practice perspective taking by:



  4. Rate your confidence in using perspective taking in everyday situations (1 = not confident, 5 = very confident): 1 2 3 4 5

Teacher Tip: Collect these exit tickets to gauge student understanding and identify who may need additional support with perspective taking.

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