Activity Overview
Although it might seem far fetched, no all peer pressure has to be a negative influence! Peer pressure can be positively used to help sculpt a positive school environment. Prior to having the students do this activity, ask them what they think positive peer pressure is. Discuss with them examples of positive peer pressure, and ask them to practice positive peer pressure with a partner in class.
For the activity, students will create a narrative story showing positive peer pressure in example. That peer pressure could be accepting differences, refusal to do a bad behaviors, or influence a positive behavior (refer to example). You may provide students with the first cell and scenario set up if you're working with younger students, or have students create their own scenario.
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 narrative storyboard depicting positive pressure from a peer in six cells or more. Create a story where a character is in need of some positive support. The positive support should come from a peer.
- Click "Start Assignment".
- Create a 6 or more cell storyboard depicting positive peer pressure and a positive outcome.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Development of the Story | Six or more cells are used thoughtfully to develop a detailed example of what was covered in class. | Three to five cells are used to develop a detailed example of a what was covered in class. | There was not enough content in story to effectively develop a storyboard related to this topic. |
| Clear Understanding | All of the content in the storyboard accurately reflects classroom discussion. | Some of the content in the storyboard accurately reflects classroom discussion. | There is an inadequate amount of content in the storyboard to accurately reflect classroom discussion. |
| Topic of Conversation | The conversation between two or more characters supports the story. | The conversation between two or more characters is unclear or counterproductive. | The conversation between two or more characters is not meaningful or related to the content. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | 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
Although it might seem far fetched, no all peer pressure has to be a negative influence! Peer pressure can be positively used to help sculpt a positive school environment. Prior to having the students do this activity, ask them what they think positive peer pressure is. Discuss with them examples of positive peer pressure, and ask them to practice positive peer pressure with a partner in class.
For the activity, students will create a narrative story showing positive peer pressure in example. That peer pressure could be accepting differences, refusal to do a bad behaviors, or influence a positive behavior (refer to example). You may provide students with the first cell and scenario set up if you're working with younger students, or have students create their own scenario.
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 narrative storyboard depicting positive pressure from a peer in six cells or more. Create a story where a character is in need of some positive support. The positive support should come from a peer.
- Click "Start Assignment".
- Create a 6 or more cell storyboard depicting positive peer pressure and a positive outcome.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Development of the Story | Six or more cells are used thoughtfully to develop a detailed example of what was covered in class. | Three to five cells are used to develop a detailed example of a what was covered in class. | There was not enough content in story to effectively develop a storyboard related to this topic. |
| Clear Understanding | All of the content in the storyboard accurately reflects classroom discussion. | Some of the content in the storyboard accurately reflects classroom discussion. | There is an inadequate amount of content in the storyboard to accurately reflect classroom discussion. |
| Topic of Conversation | The conversation between two or more characters supports the story. | The conversation between two or more characters is unclear or counterproductive. | The conversation between two or more characters is not meaningful or related to the content. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | 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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