Lesson Plan
Walk a Mile Lesson Plan
Students will be able to identify different perspectives in social scenarios and explain how understanding these perspectives can lead to more empathetic responses.
Understanding different perspectives is crucial for building strong relationships, resolving conflicts, and navigating social situations with empathy and respect. This lesson provides direct practice for students to develop these vital social-emotional skills.
Audience
6th Grade Small Group
Time
30 minutes
Approach
Interactive discussion, scenario analysis, and guided reflection.
Materials
Perspective Paths Slide Deck, “Walk a Mile” Discussion Script, Scenario Cards Activity, Perspective Prompts Worksheet, and Answer Key for Prompts
Prep
Preparation
15 minutes
- Review the Walk a Mile Lesson Plan and all linked materials: Perspective Paths Slide Deck, “Walk a Mile” Discussion Script, Scenario Cards Activity, Perspective Prompts Worksheet, and Answer Key for Prompts.
- Print and cut out the Scenario Cards Activity.
- Make copies of the Perspective Prompts Worksheet for each student.
- Ensure technology for the Perspective Paths Slide Deck is ready.
- Set up the classroom for small group discussion, ensuring a comfortable and collaborative environment.
Step 1
Warm-Up: What's Your Angle?
5 minutes
- Begin by projecting the first slide of the Perspective Paths Slide Deck.
- Use the “Walk a Mile” Discussion Script to introduce the concept of perspective-taking. Ask students to share an example of a time they saw something differently than someone else. Briefly discuss their responses.
- Transition to the main activity by explaining that understanding different angles helps us walk in someone else's shoes.
Step 2
Activity: Scenario Cards - Stepping into Their Shoes
15 minutes
- Distribute the Scenario Cards Activity to the group. Have students work together to read each scenario.
- Using the “Walk a Mile” Discussion Script as a guide, instruct students to discuss each scenario, identifying the different characters involved and brainstorming their potential thoughts, feelings, and motivations.
- Encourage students to think about why each character might feel that way, emphasizing that there's often no single
Step 3
Guided Practice: Perspective Prompts
5 minutes
- Distribute the Perspective Prompts Worksheet.
- Explain that students will individually choose one scenario from the Scenario Cards Activity or think of a new one, and then use the prompts to deeply explore two different perspectives.
- Circulate to offer support and guidance as students work, using questions from the “Walk a Mile” Discussion Script to prompt deeper thinking.
- Reassure them that it's okay if their answers differ, as long as they can justify their reasoning.
Step 4
Cool-Down: Empathy Exit Ticket
5 minutes
- Bring the group back together. Project the final slide of the Perspective Paths Slide Deck.
- Ask students to share one new thing they learned about perspective-taking or one strategy they can use to better understand others.
- Collect the [Perspective Prompts Worksheet](#perspective-prompts-worksheet] as an exit ticket to gauge understanding. Review with the Answer Key for Prompts later.
use Lenny to create lessons.
No credit card needed
Slide Deck
Walk a Mile: Understanding Perspectives
What does it mean to see things from someone else's point of view?
Welcome students and introduce the day's topic. Ask: 'Have you ever seen something one way, and then realized someone else saw it completely differently?' Allow a few brief shares. Explain that today we'll learn about perspective-taking.
What is Perspective-Taking?
- It's like walking in someone else's shoes!
- Understanding how others might feel or why they might act a certain way.
- Recognizing that people have different thoughts, feelings, and experiences.
Introduce the idea that everyone has a unique 'lens' through which they see the world. This lens is shaped by their experiences, feelings, and what they know. Explain that perspective-taking is trying to look through someone else's lens.
Scenario Time!
Let's explore some situations.
- Read each scenario carefully.
- Discuss: What happened? Who are the people involved?
- Think: How might each person feel? Why might they feel that way?
- Share: What would you do if you were in their shoes?
Explain the upcoming Scenario Cards Activity. Emphasize active listening and respectful discussion. Guide students to think beyond just 'right' and 'wrong' and explore the 'why' behind different reactions.
Your Turn: Deep Dive!
**Choose a scenario (or create your own!)
- Use your worksheet to explore at least two different perspectives.
- Think about their thoughts, feelings, and motivations.
Introduce the Perspective Prompts Worksheet. Explain that they'll choose a scenario and write down their thoughts. This is their chance to individually practice deeper perspective-taking.
Stepping Forward with Empathy
What did you learn today about seeing from another's point of view?
How can you use this skill in your daily life?
Conclude the lesson by asking students to share one key takeaway. Emphasize that practicing perspective-taking makes them more empathetic and helps create a more understanding community.
Script
“Walk a Mile” Discussion Script
Warm-Up: What's Your Angle? (5 minutes)
"Good morning, everyone! Today, we're going to talk about something super important for how we get along with others: perspective-taking. Has anyone ever heard that phrase before? It basically means trying to see things from someone else's point of view – like literally walking a mile in their shoes.
Think about it: Have you ever been in a situation where you and a friend or family member saw something totally differently? Maybe you thought a movie was amazing, and they thought it was boring? Or you felt a rule was unfair, but someone else thought it was perfectly fine?
Can anyone share a quick example of a time they realized someone else had a different perspective than them? Don't worry, there's no right or wrong answer here, just sharing experiences."
(Allow 1-2 students to briefly share. Validate their experiences.)
"Exactly! Our experiences shape how we see the world. Today, we're going to practice actively trying to understand those different viewpoints. This skill is called perspective-taking, and it's like a superpower for building friendships and understanding the world around us."
Activity: Scenario Cards - Stepping into Their Shoes (15 minutes)
"Okay, let's put our perspective-taking hats on! I'm going to give each group some Scenario Cards Activity. Each card describes a short situation with different people involved. Your job, as a group, is to read each scenario and discuss it.
Here's what I want you to think about for each card:
- What happened in the scenario? Just the facts.
- Who are the main people or characters involved?
- How might each person be feeling? Why do you think that?
- What might each person be thinking or worried about? What's their side of the story?
- Why might they be acting the way they are? What past experiences or beliefs might be influencing them?
Remember, there often isn't just one 'right' way to feel or think in these situations. The goal is to explore all the possible angles. Let's really try to step into their shoes and understand their world, even if it's different from our own. I'll be walking around to listen and help if you get stuck or want to bounce ideas around. Go ahead and start with the first card!"
(Circulate among groups, listen to discussions. Offer prompts like:)
- "What makes you say that about how [Character A] is feeling?"
- "Can you think of another way [Character B] might interpret what happened?"
- "If you were [Character C], what would be your biggest concern in this moment?"
- "How might their past experiences change how they react to this?"
Guided Practice: Perspective Prompts (5 minutes)
"Great discussions, everyone! It sounds like you're really digging deep into these scenarios. Now, we're going to do some individual thinking. I'm handing out a Perspective Prompts Worksheet.
On this worksheet, I want you to choose one of the scenarios we just discussed, or even think of a completely different situation you've observed. Then, you'll use the prompts on the worksheet to write down the perspectives of at least two different people involved. Think about their thoughts, their emotions, and what might be motivating them.
This is your chance to really practice that deep dive into someone else's mind. Don't worry about perfect answers; just focus on thoughtful exploration. I'll be here if you have any questions or need a little help brainstorming. You have about 5 minutes for this."
(Circulate and assist students individually. Remind them to use the prompts to guide their writing.)
Cool-Down: Empathy Exit Ticket (5 minutes)
"Alright, let's bring it back together for our last few minutes. Thank you for your hard work today exploring different perspectives.
To wrap up, I'd like each of you to think about one new thing you learned about perspective-taking today, or one strategy you can use to better understand someone else's point of view in the future.
How can taking someone else's perspective help you in school, at home, or with your friends? Turn in your Perspective Prompts Worksheet as you leave. Great job today, everyone!"
Activity
Scenario Cards Activity
Instructions: Read each scenario with your group. Discuss the questions below for each one. Think about the different people involved, how they might feel, what they might be thinking, and why they might be acting that way.
Scenario 1: The Broken Project
Maya spent hours building a detailed model for her science project. She left it on her desk, ready for school the next day. Her younger brother, Leo, was playing with a ball inside and accidentally knocked the model off the desk, breaking it into many pieces. Maya walked in right as it happened and burst into tears.
- How might Maya be feeling? What might she be thinking?
- How might Leo be feeling? What might he be thinking?
- If you were a parent walking into this situation, what would your perspective be?
Scenario 2: The Group Project Deadline
Sarah, David, and Emily are working on a history presentation together. The presentation is due tomorrow. Sarah has completed all her parts, and David has done most of his. Emily, however, hasn't started her section and seems very stressed. When Sarah asks her about it, Emily snaps, "Leave me alone!"
- How might Sarah be feeling? What might she be thinking?
- How might Emily be feeling? What might she be thinking?
- How might David feel observing this? What might he be thinking?
Scenario 3: The Lunchroom Mix-Up
Alex bought his favorite cookie from the cafeteria, placed it on his tray, and went to get a napkin. When he returned, he saw another student, Ben, happily eating a cookie that looked exactly like his. Alex immediately felt angry and accused Ben of stealing his cookie.
- How might Alex be feeling? What might he be thinking?
- How might Ben be feeling? What might he be thinking (if he genuinely didn't know it was Alex's)?
- What could be another explanation for what happened?
Scenario 4: The Quiet New Kid
There's a new student, Chloe, in class. She sits by herself during lunch and doesn't talk much in class. Some students in the class think she's unfriendly or shy, and they haven't tried to talk to her much.
- How might the other students be perceiving Chloe? What might they be thinking?
- How might Chloe be feeling? What might she be thinking about her new school and classmates?
- What could be some reasons for Chloe's quiet behavior?
Activity
Scenario Cards Activity
Instructions: Read each scenario with your group. Discuss the questions below for each one. Think about the different people involved, how they might feel, what they might be thinking, and why they might be acting that way.
Scenario 1: The Broken Project
Maya spent hours building a detailed model for her science project. She left it on her desk, ready for school the next day. Her younger brother, Leo, was playing with a ball inside and accidentally knocked the model off the desk, breaking it into many pieces. Maya walked in right as it happened and burst into tears.
- How might Maya be feeling? What might she be thinking?
- How might Leo be feeling? What might he be thinking?
- If you were a parent walking into this situation, what would your perspective be?
Scenario 2: The Group Project Deadline
Sarah, David, and Emily are working on a history presentation together. The presentation is due tomorrow. Sarah has completed all her parts, and David has done most of his. Emily, however, hasn't started her section and seems very stressed. When Sarah asks her about it, Emily snaps, "Leave me alone!"
- How might Sarah be feeling? What might she be thinking?
- How might Emily be feeling? What might she be thinking?
- How might David feel observing this? What might he be thinking?
Scenario 3: The Lunchroom Mix-Up
Alex bought his favorite cookie from the cafeteria, placed it on his tray, and went to get a napkin. When he returned, he saw another student, Ben, happily eating a cookie that looked exactly like his. Alex immediately felt angry and accused Ben of stealing his cookie.
- How might Alex be feeling? What might he be thinking?
- How might Ben be feeling? What might he be thinking (if he genuinely didn't know it was Alex's)?
- What could be another explanation for what happened?
Scenario 4: The Quiet New Kid
There's a new student, Chloe, in class. She sits by herself during lunch and doesn't talk much in class. Some students in the class think she's unfriendly or shy, and they haven't tried to talk to her much.
- How might the other students be perceiving Chloe? What might they be thinking?
- How might Chloe be feeling? What might she be thinking about her new school and classmates?
- What could be some reasons for Chloe's quiet behavior?