Activity Overview
The ability to recognize unhealthy relationships may seem like an easy thing for students to do until they find themselves the victim. Being a victim of manipulation causes someone to put up blinders and make excuses for behaviors. They may even feel guilty and at fault for causing the aggressor's behavior. Having students create goals and expectations for relationships is a good preventative measure to becoming a victim.
In this activity, students will create a healthy and unhealthy relationship scenario for three different experiences. The example above shows different couples on a date, going through a crisis, and experiencing something that happens to teens daily. Students are encouraged to develop their own scenarios, but you can modify the activity by providing a few scenarios for students to select from.
Asking students to use different characters for each relationship will help foster new ideas without making one person the victim in every situation. Additionally, it allows students to understand that anyone can be a victim or aggressor. It is important for students to not create themselves or their peers as a victim or an aggressor in any of the situations.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard depicting three examples of healthy and unhealthy relationship scenarios.
- Click "Start Assignment".
- Title the columns, "Healthy" and "Unhealthy".
- Brainstorm three scenarios people can be faced with during their relationship and label the row appropriately.
- Create three scenarios in the "Healthy" column of positive goals or expectations using a combination of school appropriate scenes, characters, and items.
- Compare the three Healthy examples to three Unhealthy examples using the same scenarios.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | There are column titles indicating examples of healthy and unhealthy relationships. The titles on the rows indicate the theme of the cell. | The column titles do not clearly indicate which relationship is healthy and unhealthy or the titles on the rows do not indicate the theme of the cells. | The column titles do not clearly indicate which relationship is healthy and unhealthy and the titles on the rows do not indicate the theme of the cells. |
| Healthy Relationships | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. The healthy relationships are accurate visual depictions of what was discussed in class. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. Two of the healthy relationship examples are accurate visual depictions of what was discussed in class. | One to none of the cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. The healthy relationship examples did not depict what was discussed in class. |
| Unhealthy Relationships | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. The unhealthy relationships are accurate visual depictions of what was discussed in class. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. Two of the unhealthy relationship examples are accurate visual depictions of what was discussed in class. | One to none of the cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. The unhealthy relationship examples did not depict what was discussed in class. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy relationship verbal cues. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
The ability to recognize unhealthy relationships may seem like an easy thing for students to do until they find themselves the victim. Being a victim of manipulation causes someone to put up blinders and make excuses for behaviors. They may even feel guilty and at fault for causing the aggressor's behavior. Having students create goals and expectations for relationships is a good preventative measure to becoming a victim.
In this activity, students will create a healthy and unhealthy relationship scenario for three different experiences. The example above shows different couples on a date, going through a crisis, and experiencing something that happens to teens daily. Students are encouraged to develop their own scenarios, but you can modify the activity by providing a few scenarios for students to select from.
Asking students to use different characters for each relationship will help foster new ideas without making one person the victim in every situation. Additionally, it allows students to understand that anyone can be a victim or aggressor. It is important for students to not create themselves or their peers as a victim or an aggressor in any of the situations.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard depicting three examples of healthy and unhealthy relationship scenarios.
- Click "Start Assignment".
- Title the columns, "Healthy" and "Unhealthy".
- Brainstorm three scenarios people can be faced with during their relationship and label the row appropriately.
- Create three scenarios in the "Healthy" column of positive goals or expectations using a combination of school appropriate scenes, characters, and items.
- Compare the three Healthy examples to three Unhealthy examples using the same scenarios.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | There are column titles indicating examples of healthy and unhealthy relationships. The titles on the rows indicate the theme of the cell. | The column titles do not clearly indicate which relationship is healthy and unhealthy or the titles on the rows do not indicate the theme of the cells. | The column titles do not clearly indicate which relationship is healthy and unhealthy and the titles on the rows do not indicate the theme of the cells. |
| Healthy Relationships | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. The healthy relationships are accurate visual depictions of what was discussed in class. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. Two of the healthy relationship examples are accurate visual depictions of what was discussed in class. | One to none of the cells used exemplary school-appropriate scenes, characters, and text to convey examples of healthy relationship scenarios. The healthy relationship examples did not depict what was discussed in class. |
| Unhealthy Relationships | All three cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. The unhealthy relationships are accurate visual depictions of what was discussed in class. | Two of the three cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. Two of the unhealthy relationship examples are accurate visual depictions of what was discussed in class. | One to none of the cells used exemplary school-appropriate scenes, characters, and text to convey examples of unhealthy relationship scenarios. The unhealthy relationship examples did not depict what was discussed in class. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy relationship verbal cues. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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Unhealthy Relationships
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