Activity Overview
We all set up our own boundaries in life. Sometimes we do it without even thinking about it until we see someone cross them. Introducing an activity to challenge student boundaries is a great prequel to this storyboard activity and will give your students ideas on what to create.
An example exercise is called "peer to peer". Have students find a peer and stand next to them. Ask them to perform fist to fist, which is when they ’fist bump’. Next ask them to perform ‘shoulder to shoulder’, which is when they lean on each other’s shoulders. Finally, ask them to perform ‘forehead to forehead’. This is when you’ll see almost every student stop, say something, or show body language showing where their personal boundaries are. This exercise will help them create the boundary expectations in the storyboard.
In this activity, students will create an illustration of what crossing a boundary looks like, sounds like, and feels like. The purpose of this storyboard activity is to allow students to think about their actions, read body language, recognize and understand verbal cues in real scenarios.
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 showing what crossing a boundary sounds like, looks like, and feels like using example scenarios.
- Click "Start Assignment".
- Title the row ‘Boundaries’ and label the appropriate cells with ‘Looks Like’, ‘Sounds Like’ and ‘Feels Like’.
- Create an example scenario where a boundary is being crossed in the cell using a combination of school-appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Three cells were used in a chart formation with a title and description. The title was used to indicate the feeling, sound, and body language of crossing a boundary. | Three cells were used in a chart formation with a title and description. The title was used to indicate the feeling, sound, and body language of crossing a boundary. The description adequately describes the scene. | The titles where uninformative to the theme of the cell. The description inaccurately described the cell. The storyboard is incomplete. |
| Sounds Like | The cell used exemplary school appropriate scenes, characters, and text to convey what crossing a boundary may sound like. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey what crossing a boundary may sound like. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey the sound of crossing a boundary. |
| Looks Like | The cell used exemplary school appropriate scenes, characters, and text to convey the body language when someone is crossing a boundary. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey the body language when someone is crossing a boundary. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey body language of someone expressing discomfort in relation to crossing a boundary. |
| Feels Like | The cell used exemplary school appropriate scenes, characters, and text to convey the emotional state of someone when crossing a boundary. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey the emotional state of someone when crossing a boundary. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey the feeling of a boundary being crossed. |
Activity Overview
We all set up our own boundaries in life. Sometimes we do it without even thinking about it until we see someone cross them. Introducing an activity to challenge student boundaries is a great prequel to this storyboard activity and will give your students ideas on what to create.
An example exercise is called "peer to peer". Have students find a peer and stand next to them. Ask them to perform fist to fist, which is when they ’fist bump’. Next ask them to perform ‘shoulder to shoulder’, which is when they lean on each other’s shoulders. Finally, ask them to perform ‘forehead to forehead’. This is when you’ll see almost every student stop, say something, or show body language showing where their personal boundaries are. This exercise will help them create the boundary expectations in the storyboard.
In this activity, students will create an illustration of what crossing a boundary looks like, sounds like, and feels like. The purpose of this storyboard activity is to allow students to think about their actions, read body language, recognize and understand verbal cues in real scenarios.
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 showing what crossing a boundary sounds like, looks like, and feels like using example scenarios.
- Click "Start Assignment".
- Title the row ‘Boundaries’ and label the appropriate cells with ‘Looks Like’, ‘Sounds Like’ and ‘Feels Like’.
- Create an example scenario where a boundary is being crossed in the cell using a combination of school-appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Three cells were used in a chart formation with a title and description. The title was used to indicate the feeling, sound, and body language of crossing a boundary. | Three cells were used in a chart formation with a title and description. The title was used to indicate the feeling, sound, and body language of crossing a boundary. The description adequately describes the scene. | The titles where uninformative to the theme of the cell. The description inaccurately described the cell. The storyboard is incomplete. |
| Sounds Like | The cell used exemplary school appropriate scenes, characters, and text to convey what crossing a boundary may sound like. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey what crossing a boundary may sound like. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey the sound of crossing a boundary. |
| Looks Like | The cell used exemplary school appropriate scenes, characters, and text to convey the body language when someone is crossing a boundary. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey the body language when someone is crossing a boundary. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey body language of someone expressing discomfort in relation to crossing a boundary. |
| Feels Like | The cell used exemplary school appropriate scenes, characters, and text to convey the emotional state of someone when crossing a boundary. The description efficiently describes the scene. | The cell used exemplary school appropriate scenes, characters, and text to convey the emotional state of someone when crossing a boundary. The description adequately describes the scene. | The cell used inappropriate scenes, characters, and text to convey the feeling of a boundary being crossed. |
How Tos about Crossing Boundaries in Relationships
Encourage open conversations about personal boundaries in your classroom
Openly discussing boundaries helps students feel respected and safe. Creating a space for honest conversation encourages empathy and understanding among peers.
Model respectful language when talking about boundaries
Demonstrate how to use kind, direct language when discussing personal comfort levels. Students will feel more confident expressing themselves when they see respectful communication in action.
Facilitate role-play scenarios to practice boundary-setting
Guide students in acting out common situations where boundaries may be tested. Role-play builds skills for real-life interactions and helps students respond appropriately.
Praise students for recognizing and respecting boundaries
Call attention to moments when students notice and respect each other's boundaries. Positive reinforcement encourages this behavior and strengthens a healthy classroom culture.
Offer private check-ins for students needing extra support
Let students know they can speak with you privately if they are uncomfortable or unsure about boundaries. Personal support helps every student feel heard and cared for.
Frequently Asked Questions about Crossing Boundaries in Relationships
What is a boundary in relationships for high school students?
Boundaries in relationships are personal limits that help students define what is comfortable and acceptable in how others treat them. They can be physical, emotional, or social, and are key for building healthy, respectful connections with peers.
How can teachers introduce activities about crossing boundaries in the classroom?
Teachers can start with interactive exercises like peer-to-peer activities, where students physically demonstrate comfort levels (e.g., fist bump, shoulder to shoulder, forehead to forehead). This helps students recognize and discuss personal boundaries in a safe, structured way.
What does crossing a boundary look, sound, and feel like in a school setting?
Crossing a boundary might look like invading personal space, sound like unwanted teasing, and feel uncomfortable or upsetting. Recognizing these cues helps students understand and respect each other's boundaries.
Why is it important for students to learn about boundaries in healthy relationships?
Learning about boundaries helps students build trust, communicate needs, and avoid misunderstandings or conflicts. It is essential for fostering healthy, respectful relationships both in and out of school.
What is a simple lesson plan for teaching about crossing boundaries in high school?
Start with a boundary-challenging activity (like peer-to-peer exercises), then have students create a storyboard showing what crossing a boundary looks, sounds, and feels like using real-life scenarios. This encourages discussion and empathy.
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