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. |
How Tos about Peer Pressure: Refusal Narrative
Organize a classroom role-play to reinforce refusal skills
Role-playing helps students practice realistic peer pressure scenarios in a safe setting. This builds confidence and ensures they know how to apply refusal skills outside of class.
Set clear expectations and roles for each student
Assign students to be the peer pressurer, the resister, or observers. Clear roles ensure everyone knows their part and can focus on practicing specific skills.
Model a sample refusal scenario before students begin
Demonstrate a brief role-play with another adult or student, clearly using one refusal skill. This helps students visualize effective responses and sets expectations for their own performances.
Guide students to practice and switch roles for varied experience
Allow students to rotate roles so each can experience being both the person pressured and the one refusing. This deepens understanding and empathy.
Facilitate a group reflection to discuss what worked
After role-playing, discuss as a class which refusal skills felt most natural or effective. Encourage students to share challenges and insights so everyone benefits from the collective experience.
Frequently Asked Questions about Peer Pressure: Refusal Narrative
What is a refusal narrative for teaching peer pressure?
A refusal narrative is a storytelling activity where students create a scenario showing how to say no to peer pressure using specific refusal skills. This helps them practice and internalize strategies like being assertive or using an excuse in real-life situations.
How do I teach refusal skills through storyboards in class?
Guide students to create a six-cell storyboard depicting a peer pressure situation and demonstrate a successful use of a refusal skill. Encourage discussion on why the chosen strategy works best, and allow for individual, partner, or group work.
What are some effective refusal skills students can use?
Common refusal skills include being assertive, repeating a firm response (the "broken record"), giving a polite excuse, or ignoring the pressure ("cold shoulder"). Teaching these provides students with practical ways to resist unwanted peer influence.
Why is practicing refusal skills important for students?
Practicing refusal skills prepares students to handle real-life situations where they may be pressured to do something they don't want to do. It builds confidence, decision-making abilities, and helps reinforce healthy boundaries.
What modifications can I use for lower-level learners in this activity?
For lower-level learners, use a sample storyboard and remove the dialogue. Have students focus on illustrating a conversation using the "broken record" refusal skill, making the activity more accessible and guided.
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