# Handout 3.6: Peer Pressure Scenario Cards and Skit Planner

Name: ______________________________ Date: ______________ Period: ______   Team: ______

**Directions:** This packet runs two days. Day 1: Part 1 (definitions), Part 2 (three pushes on one decision), and Part 3 (the ten scenario cards, classified). Day 2: Part 4 (the four refusal steps), Part 5 (the skit planner; get it initialed before you perform), and the feedback slips (one per skit you watch). Every person in every scenario is made up. No skit may be about a real person in this building. No substances, nothing physical.

### Word bank in other languages

[Check with a native speaker before printing.]

| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| peer (someone your age) | akran | colega, par | compañero, compañera |
| pressure | baskı | pressão | presión |
| no | hayır | não | no |
| reason | neden, sebep | razão, motivo | razón |
| to walk away | uzaklaşmak | ir embora | irse, alejarse |

## Part 1: Definitions (Day 1)

| Term | Definition (in your own words) | One example |
|---|---|---|
| Peer | | |
| Peer pressure | | |
| Positive peer pressure | | |
| Negative peer pressure | | |
| Direct pressure (someone says it) | | |
| Indirect pressure (nobody says it; you feel it) | | |

Possible consequences of giving in to negative peer pressure (list three): _______________________________

____________________________________________________________________________________________

## Part 2: Three pushes on one decision (Day 1)

**The decision:** A group chat wants a student to share a photo of a classmate that the classmate did not want shared. "Everyone has seen it anyway. Just send it."

Walk the five-step decision model: name the choice, list options, weigh each against what matters, decide, look back.

Name the choice: _______________________________________________________________________________

List options (at least three): ____________________________________________________________________

Weigh: what would each push say?

| Push | What it says | Which way it pushes (send or do not send) |
|---|---|---|
| Family (word bank: trust, respect, "how would you feel," rules) | | |
| Peers (word bank: "everyone," "just once," "do not be boring," belonging) | | |
| Media (word bank: the trend, likes, "it is just a joke," everyone posts everything) | | |

Which push is loudest here? ______________ Which push do you want to win, and why? _____________________

____________________________________________________________________________________________

Decide: __________________________________ Look back: what would you want to be true a week later?

____________________________________________________________________________________________

## Part 3: The ten scenario cards (Day 1; cut apart, one set per team)

| Card | Scenario |
|---|---|
| 1 | Your friend has not done the math homework. "Just let me copy yours. It is not a big deal, everyone does it." The teacher is already walking in. |
| 2 | Three friends are going to skip last period to get food. "Nobody checks attendance in that class. Come on, it is one time." |
| 3 | A group chat is making fun of a classmate's haircut. Someone tags you: "Say something, you are funny." |
| 4 | Your friends are all trying out for the school play. "You should do it too. You were great in the skit last year." You are nervous. |
| 5 | At lunch, the table decides to stop talking to one person because of a rumor. Nobody says you have to. Everyone just does it. |
| 6 | A friend dares you to climb the fence behind the gym to get a ball. "It is easy. I did it last week." A teacher has said the fence is off limits. |
| 7 | Your study group has met every day this week. "You are coming Thursday, right? We need you for the science part." You wanted to game instead. |
| 8 | Someone in the group wants to post a video of a classmate falling in the hallway. "It is hilarious. They will laugh too." |
| 9 | Your friends are wearing a certain brand. Nobody said anything, but you feel like you cannot show up in what you have. You would have to ask your family for money you know they do not have. |
| 10 | A friend wants you to tell your parent you are at their house when you are really going somewhere else. "It is not lying. You are just leaving out a part." |

For each card: positive or negative? Direct or indirect? Two possible outcomes.

| Card | Positive or negative | Direct or indirect | Outcome 1 | Outcome 2 |
|---|---|---|---|---|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |
| 4 | | | | |
| 5 | | | | |
| 6 | | | | |
| 7 | | | | |
| 8 | | | | |
| 9 | | | | |
| 10 | | | | |

Grade 6 and IEP/504: cards 1, 2, 3, 4, 5, and 7.

Our two hardest cards: ______ and ______. Why: ________________________________________________________

## Day 1 exit card (3-2-1)

3 kinds of peer pressure with one example each: __________________________________________________________

2 consequences of giving in to the negative kind: ___________________________________________________________

1 push (family, peers, or media) that is loudest for most people your age, and why: ___________________________

## Part 4: The four refusal steps (Day 2)

You do not need all four, and they do not have to be in order. Two is often enough.

| Step (picture cue) | What it sounds like | Write your own line |
|---|---|---|
| 1. Say no clearly (a hand up) | "No thanks." Short. No apology. | |
| 2. Give a reason (a speech bubble) | "Not my thing." "I have a game tomorrow." Yours, and simple. | |
| 3. Offer an alternative (an arrow) | "Let's go to the courts instead." | |
| 4. Walk away (a door) | Leaving is a full sentence. | |

Sentence starters: "No thanks, I ___." "How about we ___ instead?"

Which step did the model use first? ______ Which one is hardest to say out loud? ______

## Part 5: Skit planner (Day 2; one per team; get it initialed before you perform)

Card number: ______   Skit length: 60 to 90 seconds.

| Role | Team member (first name or role only) |
|---|---|
| The pusher | |
| The one who refuses | |
| A second friend (optional) | |
| Narrator or director (reads the card, calls "scene") | |

Steps we will use and the order: ______________________________________________________________________

| Step | The line we will say |
|---|---|
| | |
| | |
| | |
| | |

What the pusher does after the refusal (pushes once more, backs off, or leaves): _________________________________

Check before you perform: no real names ____ no real person ____ no substances ____ nothing physical ____

Teacher initials: ______

## Feedback slips (Day 2; cut apart; one per skit you watch, three per student)

| Feedback slip | |
|---|---|
| Skit by team: ______ | Card: ______ |
| Steps I saw (check): ☐ said no clearly ☐ gave a reason ☐ offered an alternative ☐ walked away | |
| Strongest line: | |
| One suggestion: | |
| Rating (circle): worked / mostly worked / hard to tell. Because: | |

| Feedback slip | |
|---|---|
| Skit by team: ______ | Card: ______ |
| Steps I saw (check): ☐ said no clearly ☐ gave a reason ☐ offered an alternative ☐ walked away | |
| Strongest line: | |
| One suggestion: | |
| Rating (circle): worked / mostly worked / hard to tell. Because: | |

| Feedback slip | |
|---|---|
| Skit by team: ______ | Card: ______ |
| Steps I saw (check): ☐ said no clearly ☐ gave a reason ☐ offered an alternative ☐ walked away | |
| Strongest line: | |
| One suggestion: | |
| Rating (circle): worked / mostly worked / hard to tell. Because: | |

## Day 2 exit line

The refusal step I will practice this week is ____________________ because it was hardest to say.

Grade 8 stretch: on a separate page, draft a one-page peer advice guide, "What to say when": the four steps, three of the class's best lines from the skits, and one line on how to be the friend who applies positive pressure.

* * *

## Teacher key

**Part 1:** peer, someone about your age or in your position; peer pressure, when peers push you to do, say, or think something; positive, pushes toward something good for you; negative, pushes toward something harmful, unfair, or against what matters to you; direct, said out loud ("come on"); indirect, nobody says it, you see everyone doing it and feel it. Consequences: trouble at school or home, a hurt classmate, lost trust, something that cannot be taken back, a dent in self-concept.

**Part 2, sample:** the choice, send the photo or not; options, send it, refuse, refuse and tell the classmate, refuse and leave the chat, tell an adult. Family says the classmate did not want it shared and asks how you would feel (do not send). Peers say everyone has seen it and you are boring if you do not (send). Media says everything gets posted and it is just a joke (send). Loudest: usually peers. Decide: do not send; look back: a week later, the classmate still trusts you and nothing went around with your name on it.

**Part 3:** 1 negative, direct. 2 negative, direct. 3 negative, direct (the tag makes it direct). 4 positive, direct. 5 negative, indirect. 6 negative, direct. 7 positive, direct. 8 negative, direct. 9 negative, indirect. 10 negative, direct. Outcomes: accept any two specific results (a zero on the homework for both; a call home; the classmate sees the chat; you get the part; the person is alone at lunch for a month; a fall and a trip to the nurse; a better science grade; the video spreads and an adult gets involved; a fight at home about money; a parent finds out and trust is gone). "Bad things" is not specific.

**Part 4:** the model uses whichever step Sal picks; the hardest to say out loud is usually step 1 with no apology, or step 4.

**Feedback slips:** a skit is "got it" when the audience checked at least two steps and named a strongest line.