Noticing How Others Feel
Students learn to read a classmate's face and body cues and name the feeling they observe, infer how someone might be feeling based on what happened to them, and consider one viewpoint that is different from their own.
Lesson Overview
What students will be able to do after this lesson: Students will be able to read a classmate’s face and body cues and name the feeling they observe, infer how a classmate or story character might be feeling based on what happened to them and give a “because” reason, and describe one viewpoint that is different from their own and say what that person might want or think.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Reading Cues and Inferring Feelings | SoA-EMP-2-1 · SoA-EMP-2-2 |
| 2 | What It Might Feel Like to Be Them | SoA-EMP-2-3 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SA-EMO-2-3 | Reading body cues in oneself (noticing how your own face and body show a feeling) is the inward version of the same observation skill applied outward here |
| RS-COM-2-4 | Reading tone and body language during conversations uses the same cue-reading skill in a communication context |
| RS-CFR-2-3 | Listening to the other person’s side in a conflict requires the perspective-taking skill introduced here |
Key Vocabulary
- Empathy — The skill of noticing and understanding how another person might be feeling, based on what you observe about them — the skill this lesson builds
- Body cues — The signals your face, body, and posture send about how you’re feeling, even before you say a word
- Infer — To make a thoughtful guess based on what you can see — using clues, not just guessing randomly
- Perspective — The way one specific person sees a situation, based on what they know, want, and have experienced
- Viewpoint — Another word for perspective — the angle someone is looking at a situation from
- Because reason — The part of your inference that connects the feeling to the situation (“I think she feels disappointed because she missed her turn”)
Materials
- Whiteboard or chart paper for I Do modeling and the sentence frame anchor
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
- — post the Segment 1 sentence frame before Day 1
How this lesson is structured: Each skill segment below has an I Do (teacher models the skill with a realistic scenario) and a We Do (class practices together with your guidance). Independent practice — the You Do — lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 2 quick set-ups before the I DoReading cues is a skill — it takes practice and it can be wrong · Understanding how someone feels is not the same as agreeing with them
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Reading Cues and Inferring Feelings
- What’s inside
- I do: 4 teacher modelsThe clean example (reading cues and inferring with a “because” reason) · Wrong version → fix (guessing without evidence) · Positive emotion inference · A gap between what you’d feel and what they might feel
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
What It Might Feel Like to Be Them
- What’s inside
- I do: 4 teacher modelsThe clean example (two people, one situation, one viewpoint described) · Wrong version → fix (dismissing the other viewpoint) · Both sides genuinely make sense (no clear right or wrong) · Non-conflict scenario (different preferences, both valid)
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 2 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 2 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Social Awareness resources for Grade 2, ready to use today.
