Dealing with Peer Pressure - 3
Continued Growth
Lesson Plan
Goal: When presented with a negative peer pressure situation, the student will use a rehearsed phrase to say no in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Identify if the situation involves negative or positive peer pressure.
2. Say no in the situation using a rehearsed phrase.
3. Create a list of acceptable reasons why a person has the right to say no in a situation of negative peer pressure.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: Peer Pressure is when an individual close to your age attempts to influence your decisions in a positive or negative way.
Discussion Points:
- Is all peer pressure negative?
- How should we handle peer pressure?
- Belonging to a group can be a positive experience.
- Belonging to a group can also be a negative experience.
Review Discussion Points:
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
SEL Categories Activity:
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Activity 1: Scenario
Prior to the start of the activity, write the sample situations on the board or chart paper. You may use the sample situations below or create your own.
- Chart paper or interactive board
- Sample situations
Discuss with students the meaning of peer pressure: when an individual close in age attempts to influence their decisions in a positive or negative way.
Explain that positive peer pressure can encourage you to make positive choices. Negative peer pressure is the opposite, and may lead you into danger. Read the situation out loud to the students. Ask them to decide if it demonstrates positive or negative peer pressure. Record their answers on the board or chart paper.
If time allows, you may also ask for volunteers to share their own experience with peer pressure. Discuss as a group if it was an example of positive or negative peer pressure.
Sample Situations
- Your last report card grade in science class was very low. Your friend encourages you to ask the teacher about a tutor and spend more time studying.
- You’re at a convenience store with a friend and he asks you to take a bag of chips for him. He keeps pressuring you to do so.
- You have a big math test. Your friend has math class before you and brings you a copy of the test for you to see. The friend says you’re stupid if you don’t take the copy.
- You are trying out for the basketball team. You have been struggling with keeping up with the running during warm ups. Your friend encourages you to go for a run with him on Saturday.
Activity 2: Escapes
Review the key points from Activity 1 with the students. When peer pressure comes, it is good to have a few quick responses to help you “escape” difficult situations. Read the situations to the group. You may also create your own situations to use instead.
- Chart paper or interactive board
Ask students to think of responses or phrases they have used. Record the responses or phrases that students suggest on the board or chart paper.
Example Situations
Activity 3: Personal Narrative
Review the key points from Activities 1 and 2 with the students.
Refer students to the situations in Activity 2. Ask them to think of reasons why it would be acceptable to say no in that situation. Discuss their responses.
- Student Activity Sheet A - 1 per student
- Pencil for each student
Allow students time to complete Student Activity Sheet A. Ask for volunteers to share their work when all students have finished.
Student Activity Sheet A
Application Activity
Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:
- Chart paper or interactive board
- Script sheet and pencil or word processor for each group
The dialogue between the characters must include:
- Create a scenario where one character is encouraging the other character to make a negative/unacceptable choice by applying peer pressure.
- The character who has to make a choice expresses his/her concern about agreeing to their peer.
- The character tells the peer he/she will not agree to take part in the situation.
Script Extensions: Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):
Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.
Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.
Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.
Topic Checkout
Review all key points from previous activities with the students. Allow students to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout- 1 per student
- A pencil for each student
Student Topic Checkout
Directions: Complete each below.