Role Playing - Peer Pressure

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SWBAT coherently engage in role playing scenarios, emphasizing pertinent details while using appropriate voice techniques

Big Idea

Can peer pressure ever be positive?

Day 1

50 minutes

1.  As an introduction, I reviewed terms and clarified specific “Peer Pressure Tricks that we would be referring to over the next couple days. (PP 1 -5).

2.  Before assigning the “Peer Pressure Trick,” we discussed "Performance Skills" needed for role   playing and monologues (screen 6).  Students were also given a copy of this to paste in their notebooks for future reference.

3.  Next I explained that each group would receive a "Peer Pressure Trick" scenario to role play, and their assignment was for the class to guess the “Trick” We reviewed “Things to Remember” (screen 7) while practicing in their small groups.

4.   Each group was given one of the scenarios and practiced the rest of the period.  They presented the next day.

Day 2

50 minutes

1.  Before students began role playing the “Peer Pressure Tricks,” we quickly reviewed how to identify each: Rejection, The Put Down, Reasoning, The Huddle, The Look, and The Example.”

2. I passed out the Student Response Sheet and explained that as each group presented, each individual student was responsible to record their reactions to the portrayed scenario.  We reviewed the “Feelings Word Bank” on the “Student Response Sheet.”

3. After each group performed their role play, students recorded the “trick” demonstrated emotions evoked by the victim.  We shared students’ opinions and feelings about each as a whole class.

4. Students also provided feedback about the performance.  What did the group do well?  What elements could be changed?

Day 3

50 minutes

1.  Referring to the power point (screen 8), we had a class discussion about why students give in to peer pressure.

2.  We continued on with “That’s Me” statements (screen 9).  Students realized that we are all human and have treated others or been treated by others inappropriately at one time or another.  It was important for me to take part in this section, too, since students realize it is not only teens that face these challenges.

3. We then continued discussing questions on screens 10 and 11.

4. As closure, each student wrote a note to him/herself reminding themselves what they need to focus on improving…because…