Walking in Someone Else’s Shoes: Learning Empathy Through Wonder

Materials Needed

• A copy of Wonder by R. J. Palacio
• Paper or a journal
• Pencils, crayons, or colored markers
• Three small signs labeled Agree, Not Sure, and Disagree
• Optional: index cards or sticky notes
• Optional digital alternative: a shared document or drawing tool

Lesson Overview

Age/Grade: 10 years old, Grade 5

Length: 35 minutes

SEL Focus: Empathy

Essential Question: How can we better understand and care about what another person may be feeling?

Learning Objectives

By the end of the lesson, the learner will be able to:

• Explain empathy in their own words.
• Identify a character’s feelings and use clues to explain why the character may feel that way.
• Distinguish between an empathetic response and an unhelpful response.
• Create a kind, practical action that could help someone feel included.

Success Criteria

I can say I met the goal when I can:

• Explain that empathy means trying to understand another person’s feelings and point of view.
• Use at least two clues from Wonder or a real-life situation to explain someone’s feelings.
• Respond with kind words and a helpful action.
• Explain how my action might affect the other person.

Introduction: Hook and Objectives — 5 Minutes

Hook: “What Might They Be Feeling?”

Say:

Imagine you walk into a new place where nobody knows you. Everyone looks at you, but no one speaks. How might you feel? What might you wish someone would do?

1. Give the learner 30 seconds to think silently.
2. Ask the learner to share one possible feeling and one helpful action.
3. Explain that people can experience the same situation but have different feelings.

Introduce the lesson:

Today we will learn about empathy. Empathy means trying to understand how another person feels and what life may be like from their point of view. We will connect empathy to characters and events in Wonder.

Quick check: Ask, “What is the difference between saying ‘I know exactly how you feel’ and saying ‘I can see that this is really hard for you’?”

Body: Learn and Practice

Part 1: I Do — Teacher or Parent Models Empathy — 7 Minutes

Briefly discuss Auggie’s experiences in Wonder, such as starting school, being stared at, making friends, and wanting to be treated like everyone else. Avoid requiring the learner to read a long passage during this short lesson.

Explain the four steps of empathy:

1. Notice: What is happening?
2. Imagine: What might the person be thinking or feeling?
3. Check: What clues support your idea? Remember that we cannot know exactly what someone feels without asking.
4. Respond: What could you say or do to help?

Model:

Auggie is entering a new school. I notice that this is a big change for him. I imagine he might feel nervous, curious, or worried about how people will treat him. My clue is that he does not know what to expect. I could respond by welcoming him, introducing myself, or inviting him to join an activity.

Point out that empathy is not the same as pity. Explain:

• Pity can mean feeling sorry for someone from a distance.
• Empathy means trying to understand their feelings and treating them with respect.

Formative assessment question: “Which step helps us avoid guessing too quickly about someone’s feelings?”

Part 2: We Do — Character Feelings Detective — 8 Minutes

Choose one character from Wonder, such as Auggie, Via, Jack Will, Summer, or Miranda. The learner may choose the character, giving them some control over the activity.

Complete the following chart together:

Ask these questions:

• What happened to the character?
• What might the character be thinking?
• What feelings could the character have? Could there be more than one?
• What clues from the story support your answer?
• What might the character need from a friend?
• Would the character want advice, help, company, or simply someone to listen?

Think-pair-share option: If working with more than one learner, have learners think independently, discuss with a partner, and then share one idea.

Part 3: We Do — Helpful or Unhelpful? — 5 Minutes

Read each response aloud. The learner moves to, points to, or names Agree, Not Sure, or Disagree. Discuss each answer.

1. “You should not feel sad. Just cheer up.”
2. “I can see that this is difficult. Do you want to talk or would you rather have some quiet time?”
3. “I know exactly how you feel.”
4. “That sounds upsetting. I am here to listen.”
5. “Everyone is looking at you because you are strange.”
6. “Would you like to join me?”

Guide the learner to notice that empathetic responses:

• Do not make fun of feelings.
• Do not force someone to talk.
• Show care and respect.
• Offer a choice or helpful action.

Challenge question: “Can a response be meant to help but still be unhelpful? Give an example.”

Part 4: You Do — Empathy in Action — 7 Minutes

Choose one of the following tasks:

Option A: Write a Kind Response

Choose one situation and write what you would say and do:

• A new student is sitting alone during lunch.
• A friend makes a mistake in front of others.
• A family member seems upset but does not want to talk yet.
• Someone is left out of a game or group activity.

Use this sentence frame:

I notice that you might be feeling __________. I could say __________ and I could __________ to help you feel __________.

Option B: Create an Empathy Comic

Draw three boxes:

1. A person has a problem.
2. Another person notices and thinks about how they may feel.
3. The person responds with kindness.

Option C: Role-Play

Act out a short scene in which one person feels left out, nervous, embarrassed, or disappointed. Practice using the four empathy steps: notice, imagine, check, and respond.

Choice reminder: The learner may write, draw, speak, or act out the response.

Conclusion: Closure and Reflection — 3 Minutes

Three-Sentence Recap

Ask the learner to complete these sentences:

1. Empathy means __________________________.
2. One character in Wonder may feel __________________ because __________________.
3. One empathetic thing I can do this week is __________________.

Close with this key idea:

We cannot always know exactly what someone is feeling, but we can notice clues, ask respectfully, listen carefully, and choose kindness.

Assessment

Formative Assessment

• Listen to the learner’s answers during the hook and character discussion.
• Check whether the learner uses story clues rather than making unsupported guesses.
• Ask the learner to explain why a response is helpful or unhelpful.
• Observe whether the learner can identify a respectful action.

Summative Assessment: Empathy Exit Task

Ask the learner to respond to this prompt:

A classmate is sitting alone because they are nervous about joining a new group. What might they be feeling? What clues would you look for? What would you say or do?

Simple rubric:

Differentiation and Adaptations

Support for Learners Who Need Scaffolding

• Offer a feelings word bank: nervous, lonely, excited, embarrassed, worried, angry, hopeful, disappointed, and proud.
• Use sentence frames such as “I notice…” and “Maybe the character feels… because…”
• Allow the learner to draw or speak instead of writing.
• Focus on one short scene or situation from Wonder rather than several characters.

Extension for Learners Ready for More Challenge

• Compare how two characters might feel about the same event.
• Explain how a character’s point of view changes during the story.
• Rewrite a scene from another character’s perspective.
• Design a “Choose Kind” plan for making a school, home, or community activity more welcoming.

Homeschool, Classroom, and Training Adaptations

• Homeschool: Use a family member or stuffed animal as a role-play partner.
• Classroom: Use pairs or small groups for the chart, discussion, and role-play.
• Training or group setting: Replace school examples with workplace, team, or community situations.
• Digital format: Complete the chart in a shared document and submit the comic as a digital drawing or short audio recording.