Activity Overview
To better gauge student understanding, it is important to have them expand on the refusal skills they have learned. In this activity, students will create a story showing a successful use of a refusal skill discussed previously. Have the students chose one of the following refusal skills and depict its use in a narrative.
- Assertive
- Broken Record
- Cold Shoulder
- Excuse
After completing the storyboards, you can have students present their storyboard and discuss why they believe the refusal strategy they selected is the best for the situation they created.
Light Modifications
Lower Level: Use the example storyboard and edit out the conversation. Have the student show a conversation with a successful broken record refusal.
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 narrative in six cells where a person is successfully using a refusal skill to pressure from a peer.
- Click "Start Assignment".
- Develop a scenario where one person is pressuring another to do something unwanted one to three cells.
- In the following cells, show a character successfully using a discussed refusal skill.
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
To better gauge student understanding, it is important to have them expand on the refusal skills they have learned. In this activity, students will create a story showing a successful use of a refusal skill discussed previously. Have the students chose one of the following refusal skills and depict its use in a narrative.
- Assertive
- Broken Record
- Cold Shoulder
- Excuse
After completing the storyboards, you can have students present their storyboard and discuss why they believe the refusal strategy they selected is the best for the situation they created.
Light Modifications
Lower Level: Use the example storyboard and edit out the conversation. Have the student show a conversation with a successful broken record refusal.
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 narrative in six cells where a person is successfully using a refusal skill to pressure from a peer.
- Click "Start Assignment".
- Develop a scenario where one person is pressuring another to do something unwanted one to three cells.
- In the following cells, show a character successfully using a discussed refusal skill.
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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Peer Pressure Refusal Skills
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