Activity Overview
Sometimes students need to stop and listen to what their friends are really saying. Being surrounded by positive people can be beneficial and motivate you. On the other hand, if you’re around negative people, they could bring you down or begin to negatively affect your thoughts.
In this activity, students will create a storyboard illustrating the things they hear from their friends and how that makes them feel. These things do not necessarily have to relate to the student in question. Hopefully your students will produce all positive cells because we want them to have positive people around them. For those who do not, the important piece of their storyboard is their reflection.
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
At times, we need to stop and listen to what our friends are saying around us. You’ll be creating a storyboard representing examples of what you hear daily, positive or negative.
- Click "Start Assignment".
- Create a traditional storyboard with four cells.
- In the first three cells, show common things your friends say, either good or bad.
- In the last cell, create a reflection of your thoughts on what your friends say.
- Make sure your facial expressions represents the feeling you get when you hear these words.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a four cell storyboard. The first three cells where used to create an environment (friends) around the main character. This environment was either positive or negative. The last cell was used to show the main character reflecting on her experience. | The student was able to create a four cell storyboard. The first three cells where used to create an environment (friends) around the main character. This environment was unclear whether it was positive or negative. The last cell was used to show the main character reflecting on her experience. | The student was unable to create a four cell chart storyboard with the first three cells creating the environment and the fourth cell creating the reflection. The storyboard is unfinished. |
| First Three Cells | The first three cells depicted a realistic and appropriate story clearly showing the environment or people talking to the main character is clearly a positive or negative influence. The cell included an effective scene, character(s), and text. | The first three cells depicted a realistic and appropriate story but the environment or people talking to the main character is an unclear positive or negative influence. The cell included an effective scene, character(s), and text. | The first three cells did not depicted a realistic and appropriate story and the environment or people talking to the main character is unclear whether or not it is a positive or negative influence. |
| Last Cell | The final cell contained a positive or negative reflection response based on the experience from their surrounding environment (friends). The cell included an effective scene, character(s), and text. | The final cell contained a reflection response that did not match with the experience from their surrounding environment (friends). The cell included an effective scene, character(s), and text. | The final cell did not contain a reflection or the cell included an ineffective scene and character(s). The cell is incomplete. |
| 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
Sometimes students need to stop and listen to what their friends are really saying. Being surrounded by positive people can be beneficial and motivate you. On the other hand, if you’re around negative people, they could bring you down or begin to negatively affect your thoughts.
In this activity, students will create a storyboard illustrating the things they hear from their friends and how that makes them feel. These things do not necessarily have to relate to the student in question. Hopefully your students will produce all positive cells because we want them to have positive people around them. For those who do not, the important piece of their storyboard is their reflection.
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
At times, we need to stop and listen to what our friends are saying around us. You’ll be creating a storyboard representing examples of what you hear daily, positive or negative.
- Click "Start Assignment".
- Create a traditional storyboard with four cells.
- In the first three cells, show common things your friends say, either good or bad.
- In the last cell, create a reflection of your thoughts on what your friends say.
- Make sure your facial expressions represents the feeling you get when you hear these words.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a four cell storyboard. The first three cells where used to create an environment (friends) around the main character. This environment was either positive or negative. The last cell was used to show the main character reflecting on her experience. | The student was able to create a four cell storyboard. The first three cells where used to create an environment (friends) around the main character. This environment was unclear whether it was positive or negative. The last cell was used to show the main character reflecting on her experience. | The student was unable to create a four cell chart storyboard with the first three cells creating the environment and the fourth cell creating the reflection. The storyboard is unfinished. |
| First Three Cells | The first three cells depicted a realistic and appropriate story clearly showing the environment or people talking to the main character is clearly a positive or negative influence. The cell included an effective scene, character(s), and text. | The first three cells depicted a realistic and appropriate story but the environment or people talking to the main character is an unclear positive or negative influence. The cell included an effective scene, character(s), and text. | The first three cells did not depicted a realistic and appropriate story and the environment or people talking to the main character is unclear whether or not it is a positive or negative influence. |
| Last Cell | The final cell contained a positive or negative reflection response based on the experience from their surrounding environment (friends). The cell included an effective scene, character(s), and text. | The final cell contained a reflection response that did not match with the experience from their surrounding environment (friends). The cell included an effective scene, character(s), and text. | The final cell did not contain a reflection or the cell included an ineffective scene and character(s). The cell is incomplete. |
| 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 The Crowd You\'re Around
Encourage Positive Peer Discussions with a Classroom Circle
Foster open communication by setting up a classroom circle where students can safely share positive things they’ve heard from peers. This creates a supportive environment and helps students recognize the impact of their words.
Set Clear Guidelines for Respectful Conversation
Establish ground rules for how students speak and listen to each other. Clear expectations help ensure that every student feels valued and heard during discussions.
Model Active Listening with Role-Plays
Demonstrate active listening using short role-plays. Show students how to respectfully react and respond to both positive and negative comments. This builds empathy and communication skills.
Guide Students to Reflect on Peer Influence
Prompt students to journal or discuss how peer comments affect their mood and self-confidence. Encouraging reflection helps them become more aware of the power of words.
Celebrate Positive Contributions Publicly
Highlight students who regularly use encouraging language or show kindness. Public recognition motivates others to contribute positively to the classroom atmosphere.
Frequently Asked Questions about The Crowd You\'re Around
What is the 'Crowd You're Around' lesson for students?
The 'Crowd You're Around' lesson helps students reflect on how the words and attitudes of their friends impact their feelings. It encourages them to identify positive and negative influences through a creative storyboard activity.
How do you create a storyboard about peer influence for middle or high school students?
To create a storyboard, ask students to draw four cells: the first three depict things friends commonly say (positive or negative), and the last cell shows the student's reflection. Facial expressions should match the emotions felt from those words.
Why is it important for students to reflect on what their friends say?
Reflecting on what friends say helps students recognize the impact of positive and negative comments on their well-being and empowers them to seek supportive relationships.
What are some examples of positive and negative things friends might say?
Positive examples include encouragement like 'You did great!' or 'I'm proud of you.' Negative examples might be 'You're not good enough' or 'Nobody likes you.'
How can teachers use this activity to address bullying in the classroom?
Teachers can use this storyboard activity to open discussions about bullying, help students identify harmful language, and promote a more supportive classroom environment.
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