Relationship Building – Grade 7 – Lesson 2
Objectives:
- Students will analyze a story and identify its point of view.
- Students will practice empathy by taking on the perspective of different characters.
- Students will appreciate the importance of considering multiple points of view in resolving conflicts.
Introduction:
Perspective-taking is a crucial social-cognition skill that involves using both the social and cognitive parts of our brain. Understanding another person’s perspective is essential in conflict resolution. As this skill develops over time, intentional practice becomes vital.
To prepare for perspective-taking, we explore the story of ‘Little Red Riding Hood’ and consider it from different angles. Encouraging students to discuss their own feelings and those of others helps build readiness for this skill. We will also engage in a comparison with an alternative version of the story to understand diverse perspectives.
Getting Started:
In this activity, we delve into the concept of ‘Walking in Another’s Shoes’ by revisiting the story of ‘Little Red Riding Hood.’ This activity aims to help us empathize with the character’s experiences. You can participate through retelling the story together or by watching a video version. Another option is to have a couple of students briefly act out the story.
Student Activity Option:
Students form a circle and collectively retell the story of Little Red Riding Hood. Each student adds one sentence until the entire story is told.
If the story becomes unclear, use plot points to guide the retelling:
- Red Riding Hood is sent to deliver a basket to her grandmother.
- She encounters a wolf while traveling through the woods.
- The wolf wants to eat her and what’s in the basket.
- The wolf rushes ahead to the grandmother’s house, either hiding her or eating her.
- The wolf disguises himself as the grandmother to deceive Red.
- Just as the wolf is about to harm Red, a woodsman arrives to save her and her grandmother.
Video Option:
This can also be shown after the activity above for fun.
Activity 1: From the Wolf’s Perspective
Now that we’ve retold the story, let’s listen to another version of ‘Little Red Riding Hood’ called ‘The Maligned Wolf.’ As you listen, pay attention to the similarities and differences between the two versions and consider how your feelings about each character may have changed.
Instruct students to note down the similarities and differences for later use.
What makes ‘The Maligned Wolf’ story different from the ‘Little Red Riding Hood’ story?
Concentric Circles
- Organize students into two circles, an inner and outer ring, facing each other.
- Each person from the inner ring partners with someone from the outer ring for a question. Provide 30 seconds to answer the question.
- After each question, have the outer ring rotate one person to the left, creating new pairs.
- Students in both rings answer each question. Optionally, have volunteers share their answers with the whole group after each question.
Sample Questions:
- What are your feelings toward Little Red Riding Hood in the original story?
- What are your feelings toward the wolf in the original story?
- In what ways are the two stories different?
- In the story told today, why did the wolf decide to teach the girl a lesson?
- What does the wolf do when he can’t control his anger any longer?
- Do you believe the wolf?
- Have your feelings toward the wolf changed since you first heard the original story? Why or why not?
- What would our feelings be toward the wolf if we only heard his side of the story?
- Share a time when you had a different point of view from an important adult in your life.
- What is something you and a friend have different points of view about?
Understanding Point of View:
According to Little Red Riding Hood, the bad wolf was trying to eat her. According to the wolf, he was merely trying to teach her a lesson.
Discuss how different characters in the story have their own perspectives, leading to conflicts. Encourage students to understand both sides before making judgments. Recognizing multiple points of view is crucial in resolving conflicts effectively.
Activity 2: Walk in Another’s Shoes – Understanding Teasing Conflict
Role Play: Trouble with Teasing Conflict Script
Ask for two volunteers to participate in the following role play.
Group Discussion:
In the role play, discuss the emotions each student might be feeling right now.
- Explore why Student 2 is angry and why Student 1 is also upset.
- Consider whether Student 1 knew that calling Student 2 a “nerd” would be hurtful.
- Encourage Student 1 to express what they would like to say to Student 2 now that they understand their feelings better.
- Possible responses could include: “I’m sorry,” “I didn’t realize how you felt,” “I didn’t mean to hurt you,” “I won’t call you a nerd anymore,” etc.
- Similarly, ask Student 2 to share what they would like to say to Student 1.
- Possible responses could include: “I’m sorry I didn’t tell you sooner that it bothered me,” etc.
Discuss additional ways in which the two students could reconcile and make amends.
Closing:
Is it ever acceptable to tease someone? As we’ve seen in this activity, it can be challenging to discern when teasing is well-intended or hurtful. If something hurts another person, it stops being funny.
- Engage in a discussion about what students can do to ensure their jokes don’t harm others.
- Reflect on conflicts caused by different points of view that students have experienced or observed.
- Discuss the nature of these conflicts, the perspectives of the involved parties, and how a better understanding of each other’s viewpoints could have helped in resolving these conflicts.
Lesson Adapted from: Rutgers SECD Lab Resources