Understanding Others

Beginner

Supplies: printer, pencil

  1. Give the student a printed copy of the Understanding Others Beginner Worksheet 1. Help the student write his or her name at the top.
  2. Ask the student to circle everything that the student likes in the list of pictures. The student should explain each item is circled or not.
  3. Give the student a printed copy of the Understanding Others Beginner Worksheet 2. Explain to the student that this sheet is for the character at the top (in this case, a puppy).
  4. Ask the student to circle everything that the puppy would like in the list of pictures. The student should explain why each item is circled or not.
  5. Repeat steps 3 and 4 with Understanding Others Beginner Worksheets 3 and Understanding Others Beginner Worksheets 4.
  6. Have the student compare the results of the completed worksheets. Ask the student which animal has the most similar interests to the student. Ask the student which animal has the least similar interests to the student.
  7. Extra credit. Give the student additional printed copies of Understanding Others Beginner Worksheet 1. Have the student fill in the name of someone such as a parent or sibling. Ask the student to repeat the exercise for that person. Repeat with other people as desired.

Intermediate

Supplies: printer, pencil or drawing utensils

  1. Give the student a printed copy of the Understanding Others Intermediate Worksheet 1. Have the student write his or her name at the top.
  2. Ask the student to draw or write down as many things as the student can under the “What I like” and “What I don’t like” categories. Give the student 5-10 minutes and make sure there are entries under each category.
  3. Give the student a fresh printed copy of theUnderstanding Others Intermediate Worksheet 1. Have the student choose a person that he or she knows well. For example, the person can be a fictional character, such as a movie or TV character, a celebrity, relative, or friend. Have the student write that person’s name at the top.
  4. Ask the student to complete the worksheet from the named person’s point of view.
  5. Repeat steps 3 and 4 with several other people.
  6. Have the student compare the results of the completed worksheets. Ask the student which person has the most similar interests to the student. Ask the student which person has the least similar interests to the student.
  7. Extra credit. If the student has completed the [Facts Versus Opinions module], ask the student to go back and identify whether each choice the student made was supported by a fact or an opinion. For example, if the student says “birds like seeds”, that would fall under Opinion. However, if the student says, “bird food sold in stores often contains seeds”, that would be a fact.

Advanced

Supplies: paper, pencil, printer

  1. Give the student a printed copy of the Understanding Others Advanced Worksheet 1. Ask the student to make a list of at least two people similar to the student and two people different from the student. The people can be fictional or real, and the student should list a reason why each person is similar or different from himself or herself. The reasons may be simple, such as someone who is taller or older, or they can be complex, like someone who is more outgoing or prefers sports to music.
  2. Give the student five printed copies of the Understanding Others Advanced Worksheet 2. Ask the student to write his or her name at the top of on worksheet Ask the student to write the names of four other people (two similar, two different) on the other worksheets
  3. On the correct sheet, ask the student to write down two things that the student likes, and at least two things that the student dislikes. There are now 4 new items to discuss.
  4. The student should now go through every other person’s sheet and assign each of the 4 items to a like or dislike category for each person.
  5. The student should pretend that he or she is one of the other four people. The student should take that sheet and add two things that the person likes and two things that the person dislikes. There are now 4 new items to discuss.
  6. The student should then add those 4 items to everyone else’s sheet in the appropriate category. The student should remember to fill in his or her own sheet as well.
  7. If the student has trouble pretending to be someone else and simply uses the studen’ts own viewpoint, the teacher should contribute as well. The teacher can add his or her name to a sheet and take a turn filling it in and assigning the new 4 items to the other sheets.
  8. Repeat steps 5 and 6 until the student has pretended to be all four other people. At this point, each person’s sheet should have 20 items on it.
  9. Extra credit. If the student has completed the [Making Choices module], ask the student to rank the four people as most similar to most different from himself or herself. Ask the student who he or she would choose as a partner for having fun. Who would the student choose as a partner for work? Make sure the student provides support for choices with reasons.
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Understanding Others Beginner Worksheet 1

understanding others beginner worksheet 1
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Understanding Others Beginner Worksheet 2

understanding others beginner worksheet 2
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Understanding Others Beginner Worksheet 3

understanding others beginner worksheet 3
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Understanding Others Beginner Worksheet 4

understanding others beginner worksheet 4
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Understanding Others Intermediate Worksheet 1

Name:

What I like

 

 

 

 

 

What I don’t like

 

 

 

 

 


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Understanding Others Advanced Worksheet 1

My name:

 

People who are similar to me:

Name:

Reason similar to me:

 

Name:

Reason similar to me:

 

Name:

Reason similar to me:

 

 

People who are different from me:

Name:

Reason different from me:

 

Name:

Reason different from me:

 

Name:

Reason different from me:

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Understanding Others Advanced Worksheet 2

Name:

What I like:

 

 

 

 

 

What I don’t like:



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