Pause Button Slides Week 1 • Decision Lab 6th Grade Role-Play
Hit The Pause Button
How to slow down, notice what is happening inside, and choose your next move on purpose.
Skill Focus: Pause and Think
Pause • Play • Choices
The Big Idea
What Happens Without a Pause?
Autopilot Mode
Trigger happens → Brain reacts in 0.5 seconds → Regret later.
Example: Snapping back at a friend before hearing the whole story.
Director Mode
Trigger happens → Hit Pause → Check options → Act smart.
Example: Taking two breaths and asking, "Wait, what did you mean?"
Today's Goal: Catch the 3-second gap between a trigger and your response.
Your Toolkit
The 3-Step Pause Protocol
1. STOP
Freeze Your Body
Drop your shoulders, unclench your hands, and wait 3 seconds before speaking.
2. NOTICE
Scan Your Signals
Ask: What am I feeling right now? Hot face? Fast heart? Tight chest?
3. PREDICT
Fast-Forward 10 Minutes
If I do X, what happens next? Pick the move you will still respect later.
Remember: A 3-second pause saves a 3-day problem.
Studio Norms
How We Role-Play
Play the Role, Not the Person
Actors play realistic characters. Nobody is being judged personally.
"FREEZE!" Means Rewind
When the teacher calls Freeze, actors pause so the class can coach a better move.
Keep It School-Safe
No real names, no insults, and no physical contact during scenes.
Instant Replay
We act the impulse first, then replay the scene using the 3-Step Pause.
Audience job: Watch for body cues and be ready to suggest a smart next step.
On Stage Now
Week 1 Scenarios: Catch the Pause
Scene 1 • Hallway
The Locker Bump
Someone rushes past, slams into your shoulder, and knocks your binder down without stopping.
Pause Prompt: What is your 3-second reset?
Scene 2 • Classroom
The Wrong Answer Laugh
You answer a question out loud and get it wrong. Two classmates snicker behind you.
Pause Prompt: Fast-forward 10 minutes.
Scene 3 • Cafeteria
The Rumor Whisper
A friend leans in and says, "Did you hear what Jordan said about you in gym?"
Pause Prompt: Check facts before reacting.
Round 1: Show the fast impulse. Round 2: Hit Pause and replay!
Wrap-Up
Debrief & Weekly Challenge
Turn & Talk
• Where in your body do you feel a trigger first?
• Which step is hardest: Stop, Notice, or Predict?
• What is one 3-second pause move you can actually use today?
This Week's Mission:
Catch ONE impulse moment before you speak or act.
Pause Button Teacher Guide Week 1 of 6 • Pause Play Choices
Hit The Pause Button
Grade 6 • 35–40 Min
Skill: Pause & Think
Learning Objective
Students will identify personal physical and emotional trigger cues and apply the 3-Step Pause Protocol (Stop, Notice, Predict) during realistic 6th-grade role-plays.
Prep Needed
Project Pause Button Slides . Clear a small front-of-room "stage" area. No student handouts required.
Lesson Pacing & Teacher Script
1. Hook: Autopilot vs. Director Mode (5 min)
Slides 1–2
Ask: "Raise your hand if you've ever said something in 1 second that you wished you could take back 10 seconds later." Contrast Autopilot Mode (fast, unthinking reaction) with Director Mode (hitting pause to choose your next move).
2. Mini-Lesson: The 3-Step Pause Protocol (7 min)
Slide 3
Teach and physically model each step: 1. STOP (drop shoulders, wait 3 seconds), 2. NOTICE (scan body cues: hot face, tight jaw, fast heart), 3. PREDICT (fast-forward 10 minutes—what happens next?). Have the whole class practice a silent 3-second physical reset together.
3. Role-Play Studio: Freeze & Replay (18 min)
Slides 4–5
Review Slide 4 norms. Run 2–3 scenes from Page 2. Use the Freeze & Replay method: first let volunteers act out the Impulse Trap for 10 seconds, yell "FREEZE!" , ask the class to spot the trigger and coach a 3-Step Pause, then run an Instant Replay showing the smarter choice.
4. Debrief & Weekly Mission (5 min)
Slide 6
Lead a quick Turn & Talk using Slide 6 questions. Assign the verbal mission: "Catch one impulse moment this week before you speak or act."
Watch For (Common Misconceptions)
Some 6th graders think pausing means "being weak" or letting someone walk over them. Emphasize that pausing gives you control instead of letting someone else push your buttons.
Differentiation & Comfort
Allow shy students to serve as "Coaches" or "Timekeepers" who call out the 3-second pause before asking them to act on stage. Pair reluctant speakers with confident partners.
Page 2 • Facilitation Cards
Week 1 Role-Play Scenarios
Method: Impulse → Freeze → Replay
Scene 1 • Hallway Roles: Student A (Carrying Binder), Student B (Rushing)
The Locker Bump
Setup: Student A is walking to class holding a full binder. Student B rushes past, bumps Student A's shoulder, knocks the binder down, and keeps walking without saying sorry.
Impulse Trap (Round 1)
Yelling an insult down the hall, shoving back, or kicking their locker in frustration.
Pause & Think Replay (Round 2)
Stop & breathe 3 seconds. Notice heat/anger. Predict: yelling gets me detention. Pick up binder or say firmly, "Watch out next time."
Scene 2 • Classroom Roles: Student A (Answerer), Students B & C (Snickering)
The Wrong Answer Laugh
Setup: Student A raises their hand, gives an answer that turns out to be wrong, and hears Students B & C snickering and whispering right behind them.
Impulse Trap (Round 1)
Spinning around and snapping, "Shut up!" loudly in front of the teacher, or shutting down for the rest of class.
Pause & Think Replay (Round 2)
Notice embarrassment (hot face). Predict: snapping makes a scene. Drop shoulders, focus back on the board, or address it calmly after class.
Scene 3 • Cafeteria Roles: Student A (Listener), Student B (Messenger)
The Rumor Whisper
Setup: At lunch, Student B leans over and says, "Did you hear what Jordan said about your outfit in gym? You should go confront them right now."
Impulse Trap (Round 1)
Storming over to Jordan's table and accusing them without knowing if the rumor is even true.
Pause & Think Replay (Round 2)
Stop & Notice urge to react. Predict: confronting in the cafeteria starts drama. Say, "Thanks, I'll check with Jordan privately later."
Quick Audience Coaching Questions (Ask During "FREEZE!")
1. "What body cue did you see right before they reacted?" • 2. "If they follow that impulse, what happens in 10 minutes?" • 3. "Give them a 3-second reset move to try on replay."
Cool Down Slides Week 2 • Decision Lab 6th Grade Role-Play
Cool The Heat
Safe strategies for handling frustration, anger, and overwhelm without blowing up or shutting down.
Skill Focus: Manage Strong Feelings
Pause • Play • Choices
Core Truth
All Feelings Are Normal. Not All Actions Are Safe.
1–4: Calm / Mild
Annoyed or impatient, but still thinking clearly.
Best Move: Catch it early!
5–7: Heating Up
Frustrated, tense, or overwhelmed. Words get sharper.
Best Move: Use a Reset Tool.
8–10: Red Zone
Furious or panicked. Thinking brain goes offline.
Best Move: Step away safely first.
You don't have to erase anger—you just have to steer it safely.
Reset Toolkit
3 Ways to Cool Down in Public
Box Breath (4-4-4)
Inhale 4 sec, hold 4 sec, exhale 4 sec. Quiet, invisible, and slows your heart rate fast.
Ask for a 2-Min Reset
"I need a quick minute to cool down." Step to the water fountain or take a lap before replying.
Name It to Tame It
Say inside your head: "I'm feeling frustrated right now, not attacked." Naming lowers the heat.
Goal: Pick a reset move you won't feel awkward using in front of classmates.
On Stage Now
Week 2 Scenarios: Beat the Red Zone
Scene 1 • P.E. / Recess
The Bad Call
The other team calls you "out" on a close play and laughs when you argue.
Reset Move: Cool down before you talk.
Scene 2 • Group Project
Doing All the Work
Two partners are messing around while the timer shows 5 minutes left to finish.
Reset Move: Name it & redirect calmly.
Scene 3 • Classroom
Tech Crash
Your Chromebook freezes and loses two paragraphs right before class ends.
Reset Move: Breath + ask for help safely.
Remember: Show the heat rising first, then "FREEZE!" and replay with a Reset Move.
Director's Chair
What Makes a Reset Work?
What Escalates Heat
• Raising your voice or pointing fingers
• Slamming Chromebooks or throwing gear
• Storming out without telling an adult
What Cools Heat
• Lowering volume and slowing speech
• Taking 1–2 steps back for space
• Using a clear reset phrase with a teacher or peer
Strong people control their volume and their hands—even when mad.
Wrap-Up
Debrief & Weekly Challenge
Turn & Talk
• What number on the thermometer usually pushes you to act fast?
• Which reset move feels most natural for you: Breath, Step Back, or Name It?
• How can you tell when a friend is hitting level 7+?
This Week's Mission:
Use one Reset Tool when you hit Level 5+ heat.
Cool Down Teacher Guide Week 2 of 6 • Pause Play Choices
Cool The Heat
Grade 6 • 35–40 Min
Skill: Manage Strong Feelings
Learning Objective
Students will rate emotional intensity using a 1–10 thermometer and practice three safe, discreet reset strategies when frustrated, angry, or overwhelmed.
Prep Needed
Project Cool Down Slides . No student handouts required. Establish a visible "cool-down" spot or signal in your room.
Lesson Pacing & Teacher Script
1. Hook: Feelings vs. Actions (6 min)
Slides 1–2
Ask: "Is it bad to feel angry?" (No—feelings are information). Explain the 1–10 Thermometer: at 1–4 we think clearly; at 5–7 we need a reset; at 8–10 (Red Zone) our thinking brain goes offline and we must step back safely.
2. Mini-Lesson: 3 Public Reset Moves (6 min)
Slide 3
Practice all three together for 30 seconds each: Box Breath (4-4-4) , 2-Min Reset Phrase ("I need a quick minute to cool down" ), and Name It to Tame It (silently labeling the emotion). Emphasize that 6th graders want moves that don't look "babyish."
3. Role-Play Studio: Beat the Red Zone (18 min)
Slides 4–5
Run all 3 scenarios from Page 2. Have the audience hold up fingers (1–10) to rate the actor's "heat level" during Round 1. Call "FREEZE!" right as the actor hits level 7+, then replay using one of the 3 Reset Moves. Review Slide 5's Escalate vs. Cool comparison.
4. Debrief & Weekly Mission (5 min)
Slide 6
Pair-share Slide 6 prompts. Remind students that using a reset phrase is a sign of self-control, not quitting.
Safety & Boundaries
Remind actors not to slam real Chromebooks, desks, or doors during "Impulse Trap" rounds—use exaggerated facial expressions and hand gestures instead.
Differentiation
For students who shut down rather than blow up, validate that "freezing/walking away without saying anything" is also a strong feeling—practice a simple 3-word signal like "Need a minute."
Page 2 • Facilitation Cards
Week 2 Role-Play Scenarios
Focus: Safe Emotional Resets
Scene 1 • P.E. / Recess Roles: Student A (Player), Students B & C (Opponents)
The Bad Call
Setup: During a close game, you are clearly safe/in-bounds, but the other team yells "OUT!" and laughs when you try to argue.
Red Zone Impulse
Yelling in their faces, kicking the ball across the gym, or quitting the game angrily.
Safe Reset Replay
Step back 2 paces, take one Box Breath, and say calmly, "Let's do a quick do-over or ask Coach."
Scene 2 • Group Project Roles: Student A (Worker), Students B & C (Distracted Partners)
Doing All the Work
Setup: Five minutes are left before presentations. Student A has done almost everything while Partners B and C are doodling and joking.
Red Zone Impulse
Grabbing their papers, yelling "You guys are useless!", or refusing to present at all.
Safe Reset Replay
Name the frustration silently, lower voice, and assign one concrete 2-minute job: "I need you to read slide 3 while I finish the title."
Scene 3 • Classroom Roles: Student A (Student), Student B (Teacher)
Tech Crash
Setup: Right before the bell, Student A's Chromebook freezes and loses two paragraphs of writing. Overwhelm hits fast.
Red Zone Impulse
Slamming the lid shut, tearing up notes, or saying "I'm not doing this stupid assignment."
Safe Reset Replay
Hands off keyboard, 4-4-4 breath, then use a reset phrase: "My screen froze and I'm really frustrated—can I have a minute to check version history?"
Quick Audience Coaching Questions
1. "What heat level (1–10) did the actor hit before the freeze?" • 2. "Which reset tool fits this exact room without making things awkward?" • 3. "Did their voice volume go up or down on the replay?"
Safe Choices Slides Week 3 • Decision Lab 6th Grade Role-Play
Read The Room
How to spot risky moments, weigh real consequences, and choose safe actions in everyday school life.
Skill Focus: Choose Safe Actions
Pause • Play • Choices
Consequence Lens
5-Second Laugh vs. 5-Day Problem
Now-Only Thinking
"Everyone is watching—it'll be funny right now!"
Hidden Cost: Someone gets hurt, trust breaks, or parents/principals get called.
Next-Hour Thinking
"Is this worth what happens after the laugh fades?"
Payoff: You stay safe, keep your freedom, and protect your reputation.
Smart choices aren't boring—they keep you in charge of your own day.
Decision Filter
The 3-Question Choice Check
1. IS IT SAFE?
Could anyone get hurt physically, emotionally, or online?
2. WHO PAYS?
If this goes sideways, what happens to me, my friend, or the class?
3. EXIT PLAN?
What is a simple, non-awkward way to steer toward a safer move?
If you wouldn't want it on the morning announcements, pick a different move.
On Stage Now
Week 3 Scenarios: Spot the Consequences
Scene 1 • Substitute Day
The Dare in the Back Row
A classmate dares you to toss a marker across the room while the sub is turned around.
Choice Check: Who pays if it hits someone?
Scene 2 • Group Chat
The Screenshot
Someone drops an embarrassing photo of a classmate in the chat and types "Forward this."
Choice Check: Digital footprints stay forever.
Scene 3 • Unsupervised Hall
The Unlocked Supply Closet
On a bathroom pass, two friends wave you over to "just look inside" a restricted room.
Choice Check: What is your smooth exit?
Round 1: Show the risky impulse. Round 2: Freeze, run the Choice Check, and replay!
Script Bank
Smooth Exit Lines That Actually Sound Normal
"Nah, I'm not trying to get detention today."
Keeps it light and blames the consequence, not your friend.
"Not cool—let's delete that before it spreads."
Short, clear boundary in a group chat or hallway.
"I've got to get back to class—catch you at lunch."
Fast physical exit without making a big speech.
"Let's do something else—this is going to backfire."
Redirects the group toward a safer idea.
Having one line ready in your pocket makes safe choices 10x easier.
Wrap-Up
Debrief & Weekly Challenge
Turn & Talk
• Why is it harder to say no when people are laughing or watching?
• Which of the 3 Choice Check questions do you think is most useful?
• Which Smooth Exit Line would you actually feel comfortable saying?
This Week's Mission:
Run the 3-Question Choice Check before one risky move.
Safe Choices Teacher Guide Week 3 of 6 • Pause Play Choices
Read The Room
Grade 6 • 35–40 Min
Skill: Choose Safe Actions
Learning Objective
Students will evaluate short-term thrills against long-term consequences using the 3-Question Choice Check and rehearse realistic exit lines in common school dilemmas.
Prep Needed
Project Safe Choices Slides . No student handouts required. Optional: a prop marker or phone-shaped card for Scene 2.
Lesson Pacing & Teacher Script
1. Hook: 5-Second Laugh vs. 5-Day Problem (5 min)
Slides 1–2
Ask: "Why do smart 6th graders sometimes do things that get them in trouble?" Highlight Now-Only Thinking (chasing a 5-second laugh) vs. Next-Hour Thinking (protecting trust, safety, and free time).
2. Mini-Lesson: The 3-Question Choice Check (6 min)
Slide 3
Walk through the 3 filters: 1. Is it safe? (physical, emotional, digital), 2. Who pays? (me, my friend, the whole class), 3. What's my exit plan? Connect back to Week 1's Pause so students see how skills stack.
3. Role-Play Studio: Spot the Consequences (19 min)
Slides 4–5
Run the 3 scenarios on Page 2. After Round 1's risky choice, call "FREEZE!" and have the audience answer Questions 1 & 2 of the Choice Check. Show Slide 5's Smooth Exit Lines so actors can pick a natural-sounding line for Round 2's replay.
4. Debrief & Weekly Mission (5 min)
Slide 6
Discuss Slide 6 prompts. Emphasize that walking away or speaking up early takes more confidence than going along with a risky dare.
Watch For (Common Misconceptions)
Students often think "I didn't take the photo, I just forwarded it" means no responsibility. Clarify that sharing or laughing along still causes real harm and consequences.
Differentiation
Keep Slide 5 visible during Round 2 so students who struggle to improvise can read an Exit Line directly off the board while building confidence.
Page 2 • Facilitation Cards
Week 3 Role-Play Scenarios
Focus: Consequence Checking
Scene 1 • Substitute Day Roles: Student A (Dared), Student B (Darer), Student C (Sub)
The Dare in the Back Row
Setup: The substitute teacher turns to write on the board. Student B whispers, "Bet you won't throw that marker into the trash can from here."
Risky Impulse
Throwing the marker—it misses, hits a classmate's desk/face, and the whole class loses free time.
Safe Action Replay
Run Choice Check: not safe, whole class pays. Use Exit Line: "Nah, I'm not trying to get detention today," and put the marker down.
Scene 2 • Group Chat Roles: Student A (Phone Owner), Students B & C (Chat Friends)
The Screenshot
Setup: Act out a live "group chat" by reading messages aloud. Student B posts an awkward photo of a classmate and says, "Forward this to the grade chat!"
Risky Impulse
Sending laughing emojis or forwarding it—humiliating the classmate and leaving permanent proof.
Safe Action Replay
Don't forward. Type/say: "Not cool—let's delete that before it spreads," and mute or leave the chat if it continues.
Scene 3 • Unsupervised Hall Roles: Student A (On Pass), Students B & C (Hallway Friends)
The Unlocked Supply Closet
Setup: Student A has a hall pass to the restroom. Friends B & C notice an unlocked storage room and wave Student A over: "Come check this out real quick!"
Risky Impulse
Sneaking inside—getting caught by a teacher and losing hall-pass privileges for weeks.
Safe Action Replay
Use a fast physical exit: "I've got to get back to class—catch you at lunch," and keep walking.
Quick Audience Coaching Questions
1. "Who pays the price if Round 1 happens?" • 2. "Did the replay exit line sound realistic for 6th grade?" • 3. "What could happen 10 minutes later after the smart choice?"
Conflict Fix Slides Week 4 • Decision Lab 6th Grade Role-Play
Defuse The Drama
How to handle disagreements, teasing, and misunderstandings respectfully without making things worse.
Skill Focus: Solve Peer Conflicts
Pause • Play • Choices
Conflict Science
Are You Pouring Fuel or Water?
Fuel Moves
• "You ALWAYS do that!"
Result: Both people get defensive.
Water Moves
• "Wait—did you mean that as a joke?"
Result: Tension drops so you can solve it.
Respectful doesn't mean soft—it means you stay in control of the conversation.
Conflict Toolkit
The 3-Part Defuse Formula
1. CHECK TONE
Drop sarcasm. Keep your face and shoulders relaxed so the other person actually listens.
2. CLARIFY
Ask before accusing: "Wait, what did you mean by that?" or "Did you think I took your seat?"
3. I-STATEMENT
"I feel ___ when ___. Next time, can we ___?" Focus on the fix, not revenge.
Pro Tip: Most 6th-grade drama starts from a misunderstanding, not malice.
On Stage Now
Week 4 Scenarios: Defuse It
Scene 1 • Teasing
"Just Joking"
A friend keeps teasing you about your haircut in front of others and says, "Chill, I'm just joking!"
Defuse Move: Set a calm, firm boundary.
Scene 2 • Misunderstanding
The Left-Out Text
You see a photo of two friends hanging out after school and think they ditched you on purpose.
Defuse Move: Clarify before accusing.
Scene 3 • Disagreement
The Seat Steal
You set your water bottle at a lunch table, walk away, and someone sits there and moves your bottle.
Defuse Move: I-statement + fair fix.
Round 1: Pour fuel on the fire. Round 2: Freeze & replay with Water Moves!
Upgrade Your Words
Make I-Statements Sound Like Real 6th Graders
Fuel: "Stop being annoying! You're so fake!"
Water: "I don't like jokes about my hair. Can we drop it?"
Fuel: "Great, thanks for leaving me out again."
Water: "I felt left out seeing that pic—was that a last-minute thing?"
Fuel: "Get up, that's MY spot!"
Water: "Hey, I left my bottle there to save it—can I squeeze in?"
Notice: Short, direct, zero insults, and focused on what happens next.
Wrap-Up
Debrief & Weekly Challenge
Turn & Talk
• Why does asking a clarifying question stop so much drama?
• What is the hardest part of keeping a calm tone when you're annoyed?
• Which Water Move can you use with a friend or sibling this week?
This Week's Mission:
Use one Clarifying Question or I-Statement in a conflict.
Conflict Fix Teacher Guide Week 4 of 6 • Pause Play Choices
Defuse The Drama
Grade 6 • 35–40 Min
Skill: Solve Peer Conflicts
Learning Objective
Students will distinguish between escalating ("Fuel") and de-escalating ("Water") responses and rehearse calm tone, clarifying questions, and natural I-statements in peer conflicts.
Prep Needed
Project Conflict Fix Slides . No student handouts required. Clear space for 2–3 actors per scene.
Lesson Pacing & Teacher Script
1. Hook: Fuel vs. Water (5 min)
Slides 1–2
Introduce the fire metaphor: when a conflict sparks, our words either pour Fuel (always/never, sarcasm, roasting back) or Water (calm voice, curiosity, clear boundaries). Ask students for one quick "fuel" phrase they hear in the hallways.
2. Mini-Lesson: The 3-Part Defuse Formula (7 min)
Slides 3 & 5
Teach Check Tone → Clarify → I-Statement . Jump briefly to Slide 5 to show that I-statements don't have to sound robotic—they can be short, natural 6th-grade sentences.
3. Role-Play Studio: Defuse It (18 min)
Slide 4
Run all 3 scenarios from Page 2. In Round 1, let actors use Fuel Moves for 10 seconds so the class sees how fast it escalates. Call "FREEZE!" , have the audience pick a Water Move, and run Round 2. Note how the other person's body language softens when treated respectfully.
4. Debrief & Weekly Mission (5 min)
Slide 6
Lead Turn & Talk with Slide 6. Remind students that if someone keeps pushing after a calm boundary, getting a trusted adult is smart, not "snitching."
Watch For (Tone Trap)
Students sometimes say the exact right I-statement words with an eye-roll or sarcastic tone. Coach them gently: "Great words—now try it with a flat, calm voice."
Differentiation
Provide sentence frames verbally before Round 2: "Wait, did you mean...?" or "I don't like when... can we...?"
Page 2 • Facilitation Cards
Week 4 Role-Play Scenarios
Focus: Respectful De-Escalation
Scene 1 • Teasing Roles: Student A (Teased), Student B (Teaser), Student C (Friend)
"Just Joking"
Setup: Student B makes fun of Student A's haircut in front of Student C. When Student A looks upset, Student B laughs: "Chill, I'm just joking!"
Fuel Move (Round 1)
Insulting Student B's shoes/clothes back, starting a roast battle in front of everyone.
Water Move Replay (Round 2)
Calm tone, steady eye contact: "I know you're joking, but I don't like jokes about my hair. Can we drop it?"
Scene 2 • Misunderstanding Roles: Student A (Left Out), Students B & C (Friends)
The Left-Out Text
Setup: Student A sees a photo of Students B & C hanging out at the park after school and approaches them the next morning assuming they ditched A on purpose.
Fuel Move (Round 1)
Giving the silent treatment or snapping sarcastically: "Cool, thanks for inviting me—not."
Water Move Replay (Round 2)
Clarify first: "Hey, I felt left out seeing that pic—was that a last-minute thing?" (B & C explain they bumped into each other!)
Scene 3 • Disagreement Roles: Student A (Seat Saver), Student B (New Sitter)
The Seat Steal
Setup: Student A leaves a water bottle on a lunch bench to grab napkins. Student B sits down and slides the bottle aside, thinking nobody is sitting there.
Fuel Move (Round 1)
Shoving the tray or yelling "Get up, you saw my bottle!"
Water Move Replay (Round 2)
Check tone + I-statement: "Hey, I left my bottle there to save that spot—can we scoot over so there's room for both of us?"
Quick Audience Coaching Questions
1. "Which word or facial expression poured fuel in Round 1?" • 2. "How did Student B react differently when Student A used a calm tone?" • 3. "Did the I-statement sound real?"
Peer Pressure Slides Week 5 • Decision Lab 6th Grade Role-Play
Stand Your Ground
How to handle peer pressure and bystander moments without losing your cool or your friends.
Skill Focus: Safe Actions + Peer Conflicts
Pause • Play • Choices
Spotting the Pressure
Two Kinds of Peer Pressure
Spoken Pressure
Direct words: "Come on, everyone's doing it. Don't be scared."
Easier to spot, but feels awkward in the moment.
Unspoken Pressure
Nobody says a word—you just see everyone else laughing or joining in.
Sneaky: You feel like staying quiet is the only option.
When you speak up calmly, you give other bystanders permission to do the right thing too.
Your Playbook
3 Ways to Stand Your Ground Respectfully
1. THE BROKEN RECORD
Repeat one calm no without arguing: "No thanks, I'm good." "Seriously, I'm out."
2. THE REDIRECT
Change the plan fast: "Let's grab food instead," or "Come check out the court."
3. THE ALLY MOVE
In a bystander moment, back up the target: "Hey, come sit with us," or "Not cool, leave them alone."
You don't need a speech—one short sentence and a calm walk-away works.
On Stage Now
Week 5 Scenarios: Pressure & Bystanders
Scene 1 • Cafeteria
The Excluded Table
A new student walks up with a tray. Two friends whisper, "Tell them this seat is taken."
Playbook Move: Use The Ally Move.
Scene 2 • Homework
"Just Copy Mine"
A close friend asks to copy your whole math worksheet before class starts: "Come on, help me out!"
Playbook Move: Broken Record + Offer real help.
Scene 3 • Walk Home
The Prank Dare
Friends want to ring a neighbor's doorbell and run, or mess with someone's bike outside.
Playbook Move: Redirect & Exit.
Round 1: Give in to the pressure. Round 2: Freeze & Stand Your Ground!
The Bystander Effect
3 Safe Ways to Be an Ally
Distract
Change the subject or ask the target a random question to break the tension.
Include
Invite the person out of the awkward spot: "Hey, walk with me to my locker."
Get Backup
If someone isn't safe, bring in a teacher or counselor right away.
You don't have to fight anyone to stop unfair treatment—just break the silence.
Wrap-Up
Debrief & Weekly Challenge
Turn & Talk
• Why is it harder to say no to a close friend than to a stranger?
• Which Playbook Move fits your personality best: Broken Record, Redirect, or Ally?
• What does a real friend do when you say "no"?
This Week's Mission:
Practice one Ally Move or Redirect in a real moment.
Peer Pressure Teacher Guide Week 5 of 6 • Pause Play Choices
Stand Your Ground
Grade 6 • 35–40 Min
Skill: Safe Actions & Peer Conflicts
Learning Objective
Students will recognize spoken and unspoken peer pressure and apply the Broken Record, Redirect, and Ally Move strategies to hold boundaries respectfully.
Prep Needed
Project Peer Pressure Slides . No student handouts required. Arrange 3–4 chairs for the cafeteria scene.
Lesson Pacing & Teacher Script
1. Hook: Spoken vs. Unspoken Pressure (5 min)
Slides 1–2
Ask: "Does peer pressure always sound like someone daring you?" Explain Unspoken Pressure —when everyone laughs or stays silent, making it feel weird to speak up. Point out that one calm voice breaks the spell.
2. Mini-Lesson: The 3-Move Playbook (6 min)
Slides 3 & 5
Introduce Broken Record (calmly repeating a short no), Redirect (changing the activity fast), and Ally Move (backing up a target using Distract, Include, or Get Backup from Slide 5).
3. Role-Play Studio: Pressure & Bystanders (19 min)
Slide 4
Run all 3 scenarios on Page 2. Have the "pressure" actors push twice (e.g., "Come on, just this once!" ) so the student practicing Broken Record or Redirect gets to hold firm through a second wave, not just once.
4. Debrief & Weekly Mission (5 min)
Slide 6
Discuss Slide 6 prompts. Reinforce: "Real friends respect your 'no'—they don't keep pushing after you set a boundary."
Watch For (Over-Explaining)
6th graders often think they need a long excuse to say no, which gives friends room to argue. Coach them to keep refusals under 6 words.
Differentiation
In Scene 1, let two students act as "Allies" together—pairing up makes speaking up in a group feel much safer for quieter students.
Page 2 • Facilitation Cards
Week 5 Role-Play Scenarios
Focus: Peer Pressure & Allies
Scene 1 • Cafeteria Roles: New Student, 2 Whispering Friends, 1 Bystander/Ally
The Excluded Table
Setup: A new student walks up with a lunch tray. Two friends whisper to the Bystander: "Tell them this seat is taken so they leave."
Silent Bystander (Round 1)
Looking down at food and staying silent while the new student walks away embarrassed.
Ally Move Replay (Round 2)
Include & Redirect: "Actually, there's room right here—come sit by me," or walk with them to another spot.
Scene 2 • Homework Roles: Student A (Finished Work), Student B (Close Friend)
"Just Copy Mine"
Setup: Before the bell, Student B asks to copy Student A's math worksheet. When A hesitates, B pushes: "Come on, I thought we were friends!"
Pressure Trap (Round 1)
Handing over the paper—both students get a zero for cheating.
Stand Your Ground (Round 2)
Broken Record + Help: "I'm not letting you copy, we'll both get a zero. I can show you how to do #1 right now though."
Scene 3 • Walk Home Roles: Student A, Students B & C (Pushing the Dare)
The Prank Dare
Setup: Walking after school, Friends B & C dare Student A to ring a neighbor's doorbell and run, or tip over a bike parked outside.
Pressure Trap (Round 1)
Doing it to look fearless—ending up on a doorbell camera and facing parents/school.
Stand Your Ground (Round 2)
Redirect + Exit: "Nah, everyone has cameras now—let's go to the park instead. I'm heading that way."
Quick Audience Coaching Questions
1. "How did the actor stay respectful without backing down?" • 2. "Did they keep their refusal short or over-explain?" • 3. "What changed in the room when the Ally spoke up?"
Capstone Remix Slides Week 6 • Capstone Studio 6th Grade Role-Play
Real World Remix
Putting every skill together: Pause, Cool Down, Check Consequences, and Defuse Conflict in real time.
Skill Focus: All 4 Skills Combined
Pause • Play • Choices
6-Week Recap
Your Complete Decision Lab Toolkit
1. Pause & Think
Stop 3 seconds • Notice body cues • Fast-forward 10 minutes.
2. Cool The Heat
Box Breath (4-4-4) • Name the feeling • Ask for a 2-min reset.
3. Choose Safe Actions
Is it safe? Who pays? Use a Smooth Exit Line or Redirect.
4. Solve Peer Conflicts
Calm tone • Clarifying question • Real I-Statement • Ally Move.
Today's Challenge: Real life throws more than one problem at once. Mix & match your tools!
Capstone Challenge
How the Remix Round Works
STEP 1
Act the Messy Moment
Play the scene realistically—including the pressure, heat, and conflict.
STEP 2
Director's Timeout
Audience calls out at least TWO tools from our 6-week toolkit to combine.
STEP 3
The Remix Replay
Actors replay the scene from start to finish using both tools smoothly.
Goal: Show how Pause + Reset + Safe Choice + Respectful Words work together.
On Stage Now
Week 6 Capstone Scenarios
Remix 1 • Hallway + Chat
The Cropped Video
Someone films you tripping in the hall and posts it. Friends say, "Get them back at lunch!"
Mix: Cool Heat + Safe Action + Conflict Fix.
Remix 2 • Field Trip Bus
Back-Row Chaos
Kids behind you are throwing snacks at a younger student and daring you to join in.
Mix: Pause + Ally Move + Smooth Exit.
Remix 3 • Locker Room
The Missing Hoodie
Your favorite hoodie is gone and you see someone wearing one just like it across the gym.
Mix: Pause + Cool Heat + Clarify.
Every Remix Replay needs at least TWO skills from our 6-week toolkit!
Reflection
6 Weeks Later: What Changed?
Quick Class Check-In
• Which of the 4 skills did you actually use outside this room?
• What is one moment where hitting Pause saved you from trouble?
• Which role-play line felt the most useful for 6th grade?
You practiced these moves out loud so your brain can find them when it counts.
Sequence Complete
You Are the Director of Your Next Move.
Pause when it's fast. Cool down when it's hot. Check consequences. Speak with respect.
Pause • Play • Choices 6th Grade Decision Lab
Capstone Remix Teacher Guide Week 6 of 6 • Capstone • Pause Play Choices
Real World Remix
Grade 6 • 40–45 Min
Skill: All 4 Skills Integrated
Learning Objective
Students will synthesize pausing, emotional regulation, consequence-checking, and respectful conflict resolution to navigate complex, multi-step 6th-grade scenarios.
Prep Needed
Project Capstone Remix Slides . No student handouts required. Optional: arrange 4–5 chairs for the bus scene.
Lesson Pacing & Teacher Script
1. Recap: The Complete Decision Lab Toolkit (6 min)
Slides 1–2
Review all 4 skills from Weeks 1–5. Ask students to name one tool from each quadrant (e.g., 3-second pause, Box Breath, 3-Question Choice Check, Clarifying Question ). Explain that real-world drama usually requires stacking 2–3 tools together.
2. Setup: How the Remix Round Works (4 min)
Slide 3
Explain the 3-step Capstone format: Act the Messy Moment → Director's Timeout (audience assigns 2+ tools) → Remix Replay . Challenge students to make the transition between tools look natural.
3. Capstone Role-Play Studio (22 min)
Slide 4
Run all 3 Capstone Scenarios from Page 2. Give each group ~7 minutes (setup, messy round, coaching timeout, and Remix Replay). Celebrate specific lines or body-language shifts that made the replay believable.
4. 6-Week Reflection & Closing (8 min)
Slides 5–6
Facilitate a whole-class or small-group reflection using Slide 5. Close with Slide 6, reminding students that thinking before acting is a skill they can keep sharpening all year.
Assessment / Observation Check
Listen for students independently naming why a choice works (e.g., "They paused, lowered their voice, and asked a clarifying question instead of accusing").
Differentiation
Allow groups to assign one student as the "Director" who whispers or cues the next skill during the Remix Replay if actors get stuck.
Page 2 • Capstone Cards
Week 6 Capstone Scenarios
Requirement: Combine 2+ Skills
Remix 1 • Hallway + Chat Roles: Target, Filmer, 2 Friends Pushing Revenge
The Cropped Video
Setup: Someone films you tripping in the hallway and posts a zoomed-in clip. At lunch, two friends show you and say, "You have to embarrass them back right now!"
Messy Moment (Round 1)
Exploding in anger, posting a mean video back, and starting a multi-day online war.
Target Skill Mix (Round 2)
Cool Heat (Box Breath) + Safe Action (don't post revenge) + Conflict Fix ("Take that down, it's not cool") or report to an adult.
Remix 2 • Field Trip Bus Roles: Bystander, 2 Rowdy Kids, Younger Student
Back-Row Chaos
Setup: On a field trip bus, kids in the back row start tossing snacks at a younger student and hand you a handful: "Throw one! Nobody's looking."
Messy Moment (Round 1)
Laughing along and throwing snacks—bus driver pulls over and field trip privileges get revoked.
Target Skill Mix (Round 2)
Pause + Broken Record ("Nah, I'm not throwing stuff") + Ally Move ("Hey, come sit up here by me").
Remix 3 • Locker Room Roles: Hoodie Owner, Classmate Wearing Similar Hoodie
The Missing Hoodie
Setup: After P.E., your favorite hoodie is missing. You walk into the gym and see a classmate wearing the exact same color and brand.
Messy Moment (Round 1)
Storming up and accusing them of stealing in front of the gym—only to realize theirs has a different tag.
Target Skill Mix (Round 2)
Pause + Cool Heat + Clarify ("Hey, mine went missing in the locker room—have you seen another one like yours?").
Capstone Audience Checklist
1. "Which 2+ skills did you spot in the Remix Replay?" • 2. "Was the actor's tone calm and believable?" • 3. "How did the outcome change from Round 1?"
