Lesson Plan
Perspective Taking Plan
Students will be able to explain the concept of perspective taking and list two specific ways considering multiple viewpoints can improve decision-making.
This lesson is important because understanding different perspectives fosters empathy, reduces conflict, and leads to more thoughtful and effective solutions in both personal and academic situations.
Audience
9th Grade
Time
15 minutes
Approach
Through engaging visuals, vocabulary building, guided discussion, and an interactive activity.
Materials
Many Lenses Slides, Teacher Dialogue, Point-of-View Switchboard, Optical Illusion Prompt, and Mirror Check Exit Slip
Prep
Teacher Preparation
15 minutes
- Review the Many Lenses Slides and practice the transitions.
* Read through the Teacher Dialogue to familiarize yourself with the script and discussion prompts.
* Prepare to project the optical illusion for the Optical Illusion Prompt and the role cards for the Point-of-View Switchboard activity.
* Ensure access to a projector or interactive whiteboard.
* Review the generated materials as needed.
Step 1
Warm-Up: What Do You See?
2 min
- Project the Optical Illusion Prompt.
* Ask students: “What do you see first, and why might someone else see something different?”
* Facilitate a brief class share, focusing on initial observations and the idea of varied perceptions. (Refer to Teacher Dialogue for prompts.)
Step 2
Vocabulary Boost: Sharpening Our Lenses
2 min
- Introduce key vocabulary: bias, empathy, lens, assumption using Many Lenses Slides.
* Provide clear, concise definitions and quick examples.
* Check for understanding with a quick thumbs-up/thumbs-down or a brief paired discussion. (Refer to Teacher Dialogue for specific wording.)
Step 3
Guided Discussion: Stepping into Understanding
3 min
- Lead a highly condensed guided discussion using the Many Lenses Slides and prompts from the Teacher Dialogue:
1. How do our backgrounds affect what we notice?
2. When have misunderstandings come from different viewpoints?
* Focus on getting a few quick responses for each question.
* Encourage diverse student responses and facilitate respectful sharing.
Step 4
Interactive Activity: Point-of-View Switchboard
6 min
- Introduce the Point-of-View Switchboard activity using Many Lenses Slides.
* Describe a school scenario (e.g., conflict over a group project, a new school rule, a forgotten homework assignment).
* Project different 'role cards' on the screen (e.g., student who did all the work, student who did nothing, teacher, principal, parent).
* Students silently choose a role and quickly jot down what that role might be thinking or feeling in the scenario.
* Teacher narrates the contrasts between perspectives, highlighting the diversity of thought and potential common ground in a very concise manner. (Refer to Teacher Dialogue for detailed instructions and scenarios.)
Step 5
Cool-Down: Mirror Check Exit Slip
2 min
- Conclude the lesson with a closing thought: “Seeing through another’s eyes doesn’t blur your vision—it sharpens it.” (As seen on Many Lenses Slides)
* Distribute or project the Mirror Check Exit Slip.
* Have students quickly complete the exit slip to reflect on their learning and submit it before leaving. (Refer to Teacher Dialogue for wrap-up language.)
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Slide Deck
Walking in Someone Else’s Shoes…Without Leaving Yours
Understanding Perspective for Sharper Decisions and Deeper Connections
(Image: A thought-provoking image of diverse shoes, or a path splitting into multiple directions)
Welcome students and introduce the captivating title of the lesson. Encourage them to think about what "walking in someone else's shoes" means figuratively.
Today's Expedition: Our Objective
By the end of this lesson, you will be able to:
- Explain the concept of perspective taking.
- List two specific ways considering multiple viewpoints can improve decision-making.
Clearly state the learning objective for today's lesson. Ensure students understand what they will be able to do by the end of the session.
Warm-Up: What Do You See?
Take a look at this image. What do you see first?
Why might someone else see something different?
Introduce the warm-up activity. Project an optical illusion (e.g., duck/rabbit, old woman/young woman) and give students a moment to observe. Then, pose the question.
Vocabulary Boost: Sharpening Our Lenses
- Perspective: A particular attitude toward or way of regarding something; a point of view.
- Bias: Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
- Empathy: The ability to understand and share the feelings of another.
- Assumption: A thing that is accepted as true or as certain to happen, without proof.
Introduce the four key vocabulary words. Briefly define each and provide a simple, quick example. Encourage students to take notes.
Guided Discussion: Stepping into Understanding
Let's explore how our unique perspectives shape our world and interactions.
Transition to the guided discussion. Explain that this is a chance to explore how perspective impacts our lives.
Guided Discussion Question 1
How do our backgrounds, experiences, and beliefs affect what we notice and how we interpret situations?
Pose the first discussion question. Give students a moment to think, then invite responses. Facilitate respectful sharing.
Guided Discussion Question 2
When have misunderstandings or conflicts arisen because people had different viewpoints?
Pose the second discussion question. Encourage students to think of real-life examples, perhaps from school or personal experiences.
Guided Discussion Question 3
What are some challenges or difficulties when trying to genuinely consider someone else's angle or perspective?
Pose the third discussion question. Acknowledge that perspective-taking isn't always easy and invite honest reflections.
Guided Discussion Question 4
How can actively seeking and considering multiple viewpoints lead to better, more creative, or more fair solutions to problems?
Pose the fourth discussion question. Guide students to connect perspective-taking to problem-solving and collaboration.
Interactive Activity: Point-of-View Switchboard
Let's put ourselves in someone else's "shoes" for a moment. I'll describe a school scenario, and you'll silently consider it from a specific role.
Introduce the Point-of-View Switchboard activity. Explain the scenario and how students will silently choose a role.
Scenario & Role Cards
Scenario: A deadline for a major group project is tomorrow, and one group member hasn't contributed anything, while another has done most of the work.
Roles to Consider (Choose one silently):
1. The student who did almost all the work.
2. The student who hasn't contributed.
3. The teacher of the class.
4. A parent of the non-contributing student.
This slide can be used to project the scenario and a list of roles. The teacher will narrate the contrasts.
Closing Thought: Sharpen Your Vision
“Seeing through another’s eyes doesn’t blur your vision—it sharpens it.”
How has your vision been sharpened today?
Present the closing thought and transition to the cool-down activity.
Cool-Down: Mirror Check Exit Slip
Before you leave, complete your Mirror Check Exit Slip to reflect on today's lesson.
Explain the purpose of the exit slip and what students should do.
Script
Teacher Dialogue: Walking in Someone Else’s Shoes
## Introduction (Optional)
"Good morning/afternoon, everyone! Take a look at our lesson title for today: 'Walking in Someone Else’s Shoes…Without Leaving Yours.' What do you think that intriguing title might mean? Turn and chat with a partner for a quick 30 seconds."
## Warm-Up: What Do You See? (5 min)
"Alright, let's kick things off with a little brain teaser. On the screen, you'll see an image. Take a moment to just look at it. What's the very first thing your brain identifies?"
(Pause for students to observe the Optical Illusion Prompt on Many Lenses Slides.)
"Now, hold that thought. My next question is: Why might someone else in this room see something completely different from you? What could influence their initial perception?"
(Allow a few students to share their observations and reasoning.)
"Excellent observations! This little optical illusion perfectly sets the stage for our topic today: perspective-taking – the ability to understand a situation or concept from an alternative point of view. It's about seeing with different lenses, even when you're standing in the exact same spot.
## Vocabulary Boost: Sharpening Our Lenses (5 min)
"Before we dive deeper, let's equip ourselves with some essential vocabulary. These words will help us articulate our thoughts more clearly today."
(Direct students' attention to Many Lenses Slides with vocabulary words.)
"First, we have Perspective. This is simply your particular attitude toward or way of regarding something; it's your point of view. Think of it as the unique angle you see the world from. It's shaped by everything that makes you, you."
"Next, Bias. This is a prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered unfair. We all have biases, whether we realize it or not, and they influence our perspectives."
"Then, Empathy. This is the ability to understand and share the feelings of another. It's about putting yourself in someone else's emotional state."
"Finally, Assumption. An assumption is something accepted as true or certain to happen, without proof. We often make assumptions based on our own perspective, which can lead to misunderstandings."
"Any quick questions on these terms? Give me a thumbs up if you feel good about them, or a thumbs down if you'd like a quick clarification."
## Guided Discussion: Stepping into Understanding (12 min)
"Now that we have some shared language, let's use it to explore perspective in more detail. I want to hear your thoughts on these questions. Remember to listen respectfully to each other's viewpoints."
(Refer to Many Lenses Slides for discussion questions.)
"Question 1: How do our backgrounds, experiences, and beliefs affect what we notice and how we interpret situations? Think about things like where you grew up, your family, your culture, or even just your hobbies."
(Facilitate discussion. Prompt with: "Can anyone give an example from their own life?" or "How might two people from very different backgrounds view the same news story differently?")
"Question 2: When have misunderstandings or conflicts arisen because people had different viewpoints? Can you recall a time, either personal or something you've observed, where a clash of perspectives led to a problem?"
(Facilitate discussion. Prompt with: "What was the root of the misunderstanding?" or "How might the situation have been different if people had tried to understand each other's side?")
"Question 3: What are some challenges or difficulties when trying to genuinely consider someone else's angle or perspective? It's not always easy, right? What makes it hard?"
(Facilitate discussion. Prompt with: "Why do we sometimes resist seeing things differently?" or "What emotions might make it difficult?")
"Question 4: How can actively seeking and considering multiple viewpoints lead to better, more creative, or more fair solutions to problems? What are the benefits of broadening our perspective?"
(Facilitate discussion. Prompt with: "Think about group projects – how does hearing different ideas help?" or "In what real-world situations is this skill crucial?")
## Interactive Activity: Point-of-View Switchboard (18 min)
"Great discussion, everyone! Now it's time to put our perspective-taking skills to the test with an activity called the 'Point-of-View Switchboard.'"
(Direct students' attention to Many Lenses Slides for activity intro and scenario.)
"I'm going to present a common school scenario. Your task is to silently choose one of the 'role cards' that will appear on the screen and then, from that role's perspective, jot down what you imagine they might be thinking, feeling, or prioritizing in that situation. You don't need to share your role out loud yet, just immerse yourself in it."
"Here's our scenario: A deadline for a major group project is tomorrow, and one group member hasn't contributed anything, while another has done most of the work."
(Project the scenario and roles from Many Lenses Slides onto the board. Give students 2-3 minutes to choose a role and jot down their thoughts on a piece of scratch paper, or just in their heads.)
"Okay, time's up for jotting. Now, let's explore these perspectives. I'll narrate what someone in each role might be thinking or feeling. As I speak, if you chose that role, see if my thoughts align with yours, and consider how different these perspectives are."
"The student who did almost all the work: 'I'm so frustrated! I pulled all-nighters for this, and they just sat back. This isn't fair. Why should my grade suffer because they didn't do their part?'"
"The student who hasn't contributed: 'I really meant to do my part, but I've been overwhelmed with family issues/another big test/I don't really understand the material. I'm embarrassed, but I don't know how to ask for help now.'"
"The teacher of the class: 'I see a potential conflict here. My goal is for all students to learn and contribute. How can I intervene to ensure fairness, encourage responsibility, and still maintain a positive learning environment? What's the best way to support both students?'"
"A parent of the non-contributing student: 'My child usually tries hard. What's going on? Are they struggling with the material, or are they feeling stressed? I need to talk to them and maybe reach out to the teacher.'"
"See how different those internal monologues can be, even for the same situation? Understanding these different perspectives is the first step towards finding a solution that works for everyone, or at least understanding why a conflict exists. What did you notice about the differences in thought processes or feelings between the roles?"
(Allow a few students to share brief reflections on the activity.)
## Closing Thought & Cool-Down: Mirror Check Exit Slip (5 min)
"To wrap up our lesson, I want to leave you with this thought: 'Seeing through another’s eyes doesn’t blur your vision—it sharpens it.'"
(Direct students to the closing thought on Many Lenses Slides.)
"What does this mean to you? How has your vision been sharpened today by thinking about perspective?"
"Now, for our final task, please complete the Mirror Check Exit Slip. This is your chance to reflect on what we've discussed and what you've learned. Please submit it as you leave."
"Thank you all for your thoughtful participation today!"
Activity
Point-of-View Switchboard: Understanding the Angles
## Objective
To practice empathy and perspective-taking by considering a common school scenario from multiple viewpoints.
## Scenario
A major group project for your class is due tomorrow. One group member has barely contributed anything to the project, while another group member has ended up doing almost all of the work.
## Instructions
1. Silently Choose a Role: Look at the roles projected on the Many Lenses Slides. Without telling anyone, choose one role that you will adopt for this activity. Try to pick a role that you might not normally identify with, or one you find particularly challenging to understand.
2. Step into Their Shoes: For a few minutes, think deeply from the perspective of your chosen role. Consider the following questions:
* What are their immediate thoughts and feelings about the project and the other group members?
* What might be their personal history or current circumstances that led to their actions or feelings?
* What do they hope will happen? What are their fears?
* What do they perceive as fair or unfair in this situation?
* If they could speak to the class (or the other group members), what would they say?
3. Reflect and Listen: The teacher will narrate some potential thoughts and feelings for each role. Listen carefully and compare them to your own internal reflections. Think about how diverse these internal experiences can be, even within the same situation.
## Reflection Questions (For your own thinking – no need to write down)
* Was it easy or difficult to step into your chosen role? Why?
* Did any of the teacher's narrations surprise you, or confirm your thoughts?
* How might understanding these different perspectives change how you would approach this situation in real life?
Warm Up
Warm-Up: What Do You See First?
(Image: Display a well-known optical illusion here, e.g., the "Duck/Rabbit" illusion, "My Wife and My Mother-in-Law" by W. E. Hill, or the "Vase/Faces" illusion.)
Instructions:
1. Take a quiet moment to observe the image above.
2. What is the very first thing that jumps out at you or that your brain interprets in this picture?
3. Why do you think someone else might see something completely different from you when looking at the exact same image?
Cool Down
Mirror Check Exit Slip: Sharpening Our Vision
Name: ___________________________
Date: ___________________________
1. The closing thought for today was: "Seeing through another’s eyes doesn’t blur your vision—it sharpens it." In your own words, what does this quote mean to you after our lesson on perspective-taking?
2. Think about a time (either from our activity, a personal experience, or something you've observed in the world) where pausing to consider someone else's perspective could have made a positive difference. Briefly describe the situation and why perspective-taking would help.
3. List one specific way you plan to practice perspective-taking in your own life this week.