Activity Overview
At times, students will be a bystander to someone being bullied. They will be faced with the decision to either stand by and watch or step up and stop it. We do not want our students to accept that bullying is a norm, none of their business, or think, "At least it’s not me." We want them to step up to bullying and help their peers.
In this activity, students will practice stepping up to bullying. The provided example will show two types of bullying, cyberbullying and social bullying. The students will show how they can step up as Amy, our main character, in the scenarios. Please feel free to adjust the examples to fit your needs. The goal of this activity is to give students the confidence to stand up in tough situations and help them practice possible responses.
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
You’ll be stepping up to bullying with Amy while creating storyboards!
- Click "Start Assignment".
- Read the bullying scenarios that have been done for you.
- Have Amy step up and stop the bullying in the next cells.
- In the third column, create what the reaction should be from Amy’s peer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| What Amy Should Do | The content in both of the cells depicted a realistic and appropriate response that shut down the potential attack. The cell included an effective scene, character(s), and text. | The content in one of the cells depicted weak response from Amy to stop the bullying. The cell included an effective scene and character(s). | The content in both of the cells depicted weak responses from Amy to stop the bullying. |
| Response From Peer | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell included an effective scene, character(s), and text. | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell should have included a more effective scene, character(s), and text. | The content in both of the cells depicted a unrealistic and inappropriate response causing the bullying to continue. The cell included an ineffective scene, character(s), and text. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
At times, students will be a bystander to someone being bullied. They will be faced with the decision to either stand by and watch or step up and stop it. We do not want our students to accept that bullying is a norm, none of their business, or think, "At least it’s not me." We want them to step up to bullying and help their peers.
In this activity, students will practice stepping up to bullying. The provided example will show two types of bullying, cyberbullying and social bullying. The students will show how they can step up as Amy, our main character, in the scenarios. Please feel free to adjust the examples to fit your needs. The goal of this activity is to give students the confidence to stand up in tough situations and help them practice possible responses.
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
You’ll be stepping up to bullying with Amy while creating storyboards!
- Click "Start Assignment".
- Read the bullying scenarios that have been done for you.
- Have Amy step up and stop the bullying in the next cells.
- In the third column, create what the reaction should be from Amy’s peer.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| What Amy Should Do | The content in both of the cells depicted a realistic and appropriate response that shut down the potential attack. The cell included an effective scene, character(s), and text. | The content in one of the cells depicted weak response from Amy to stop the bullying. The cell included an effective scene and character(s). | The content in both of the cells depicted weak responses from Amy to stop the bullying. |
| Response From Peer | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell included an effective scene, character(s), and text. | The content in both of the cells depicted a realistic and appropriate response and the bullying was shut down. The cell should have included a more effective scene, character(s), and text. | The content in both of the cells depicted a unrealistic and inappropriate response causing the bullying to continue. The cell included an ineffective scene, character(s), and text. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Practicing Scenarios: What Should Amy Say?
Teach students how to report bullying safely and effectively
Empower students to recognize when and how to safely report bullying to a trusted adult. Reporting is a crucial step in stopping bullying and protecting everyone involved.
Discuss what situations require adult involvement
Explain that some bullying situations can escalate and require adult help. Let students know that seeking adult support is not tattling—it's about safety.
Model different ways students can report bullying
Demonstrate both verbal and written ways to report bullying, such as speaking privately with a teacher or using an anonymous box. Show examples to build student confidence.
Role-play reporting scenarios in class
Practice with students by acting out sample reporting conversations. Give positive feedback to reduce anxiety and encourage real-life follow-through.
Frequently Asked Questions about Practicing Scenarios: What Should Amy Say?
How can I teach students to step up as bystanders to bullying?
Encourage students to practice responding to bullying scenarios through role-playing activities, like storyboarding with characters such as Amy. Provide clear examples of how to intervene safely and support peers, helping students build the confidence to act when they witness bullying.
What are effective classroom activities for addressing cyberbullying and social bullying?
Interactive activities like scenario-based storyboards allow students to explore responses to both cyberbullying and social bullying. These exercises help students practice empathy, problem-solving, and positive intervention strategies in a safe, structured environment.
How do I help students develop confidence to stand up to bullying?
Provide guided practice with realistic scenarios, encourage open discussion, and celebrate examples of positive bystander behavior. Role-playing as characters like Amy helps students rehearse responses, making them more likely to act confidently in real-life situations.
Why is it important for students to not ignore bullying?
Ignoring bullying can allow harmful behavior to continue and may make victims feel isolated. Teaching students to take action as supportive bystanders helps create a safe and inclusive school environment where bullying is not tolerated.
What is a simple lesson plan for teaching about being a bystander to bullying?
Start with a short discussion about bullying, introduce a scenario with a character like Amy, and have students use storyboards to show how Amy can intervene. Conclude with a group reflection on possible outcomes and why stepping up matters.
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