Lesson Plan
Active Allyship Strategies
Students will be able to identify situations requiring peer support and allyship, and apply effective strategies to intervene as an ally.
Empowering students to advocate for others creates a safer and more inclusive school environment for everyone. Learning these skills helps students build stronger relationships and feel more confident in challenging situations.
Audience
7th Grade Group
Time
60 minutes
Approach
Interactive discussions, scenario analysis, and role-playing.
Materials
- Be an Upstander Slide Deck, - Markers or pens, - Whiteboard or large paper, - Ally Action Scenarios Worksheet, and - Role-Play for Change Script
Prep
Review Materials and Prepare
15 minutes
- Review the Active Allyship Strategies Lesson Plan and all linked materials: Be an Upstander Slide Deck, Ally Action Scenarios Worksheet, and Role-Play for Change Script.
- Ensure projector and computer are set up for the Be an Upstander Slide Deck.
- Print copies of the Ally Action Scenarios Worksheet for each student or group.
- Prepare whiteboard or large paper for brainstorming.
Step 1
Introduction: What is an Ally? (10 minutes)
10 minutes
- Use Be an Upstander Slide Deck to introduce the concept of an ally and an upstander.
- Facilitate a brief discussion using prompts from the Role-Play for Change Script to gauge students' initial understanding.
Step 2
Exploring Allyship Strategies (15 minutes)
15 minutes
- Present various allyship strategies using the Be an Upstander Slide Deck (e.g., direct intervention, distraction, reporting, rallying support).
- Discuss the pros and cons of each strategy in different scenarios.
- Brainstorm examples of when and how each strategy could be used effectively in school.
Step 3
Scenario Analysis: Ally Action (20 minutes)
20 minutes
- Distribute the Ally Action Scenarios Worksheet.
- Divide students into small groups to discuss and decide how they would act as an ally in each scenario.
- Circulate among groups to provide guidance and encourage critical thinking.
- Bring the class back together to share and discuss their proposed solutions.
Step 4
Role-Playing for Change (10 minutes)
10 minutes
- Select one or two scenarios from the Ally Action Scenarios Worksheet or create a new one.
- Guide students through a role-play activity, using the Role-Play for Change Script as a reference for prompts and debriefing questions.
- Encourage students to practice different allyship strategies. Ensure a safe and supportive environment for role-playing.
Step 5
Wrap-Up and Reflection (5 minutes)
5 minutes
- Reiterate the importance of allyship and how their actions can make a difference.
- Ask students to share one thing they learned or one way they plan to be an ally in the future.
- Encourage students to continue practicing these skills and to seek help from trusted adults if they witness bullying or harmful behavior.
Slide Deck
Ally Up! Be an Upstander
What does it mean to be an ally?
What does it mean to be an upstander?
Welcome students and introduce the day's topic: becoming an ally. Ask them what they think an 'ally' is.
Ally vs. Upstander
Ally: Someone who supports and stands up for others, especially those in marginalized groups.
Upstander: Someone who recognizes when something is wrong and acts to make things right. They don't just stand by; they stand up!
Define 'ally' and 'upstander' clearly. Emphasize that it's about supporting others and speaking up.
Why Be an Ally?
- Creates a safer school environment
- Builds stronger friendships
- Promotes kindness and respect
- Makes a positive difference in someone's day
Discuss why allyship is important in school and in life. Encourage students to share their thoughts.
Allyship Strategy 1: Direct Intervention
This is when you directly speak up or step in to stop harmful behavior.
When to use it:
- When you feel safe and confident.
- When the situation isn't physically dangerous.
Examples:
- "Hey, that's not cool. Stop it."
- "Leave them alone."
Introduce the first strategy: direct intervention. Explain when it's appropriate and what it might look like.
Allyship Strategy 2: Distraction
Changing the subject or creating a diversion to interrupt harmful behavior.
When to use it:
- When direct confrontation might escalate the situation.
- When you want to de-escalate without directly engaging.
Examples:
- "Does anyone know what the homework is for science?"
- "Oh no, I think I just dropped my water bottle!"
Explain the distraction strategy. Give examples of how to subtly shift focus.
Allyship Strategy 3: Reporting
Telling a trusted adult (teacher, counselor, parent) about the situation.
When to use it:
- When someone's safety is at risk.
- When you don't feel safe intervening directly.
- When the behavior is ongoing.
Examples:
- Talking to a teacher after class.
- Sending an email to a school counselor.
Discuss the importance of reporting to a trusted adult when appropriate.
Allyship Strategy 4: Rallying Support
Getting help from friends or other peers to intervene as a group.
When to use it:
- When you want to show collective disapproval.
- When you feel safer and more confident with others.
Examples:
- Asking a friend to join you in telling someone to stop.
- Approaching the person being targeted with a group to offer support.
Explain how rallying support can be powerful. Emphasize safety in numbers.
Time to Practice!
Now that we've learned about different allyship strategies, it's time to put them into practice!
We will work through some scenarios and then do some role-playing.
Transition to the activity. Explain that they will practice these strategies.
Worksheet
Ally Action Scenarios
Instructions: Read each scenario carefully. In your group, discuss how you would act as an ally in each situation. Consider the different allyship strategies we discussed (Direct Intervention, Distraction, Reporting, Rallying Support). Be ready to share your strategies and reasoning with the class.
Scenario 1: The Group Chat Exclusion
You notice that a new student, Alex, is consistently left out of a popular group chat where plans for weekend activities are made. You see comments from other students like, "Why would Alex even want to come?" and "Just don't add them." Alex seems sad and withdrawn in class.
How would you be an ally to Alex?
Scenario 2: The Mocking Impression
During lunch, a few students are making fun of another student, Sam, by mimicking their speech patterns and making exaggerated gestures. Sam looks uncomfortable and is trying to ignore them.
How would you be an ally to Sam?
Scenario 3: The Online Rumor
You see a post on social media (that isn't private) spreading a false rumor about another classmate, Jamie. Other students are commenting and sharing the post, and Jamie seems visibly upset in school.
How would you be an ally to Jamie?
Scenario 4: The Left-Out Partner
In a group project, one student, Chris, is being ignored by their partners. The other partners are making all the decisions and not letting Chris contribute any ideas. Chris looks frustrated and isn't participating.
How would you be an ally to Chris?
Script
Role-Play for Change Script
Introduction to Role-Play (Teacher)
"Alright, everyone! Now that we've discussed these scenarios and thought about different allyship strategies, it's time to put our learning into action with some role-playing. This is a chance to practice what we've learned in a safe space. Remember, there's no right or wrong way to do this, the goal is to practice and learn from each other."
"We'll choose a scenario, and I'll ask for volunteers to play the different roles. If you're observing, pay close attention to the strategies being used and how they impact the situation."
Setting up a Scenario (Teacher)
(Choose one of the scenarios from the Ally Action Scenarios Worksheet or create a new one based on student input. Assign roles to volunteers: the person being targeted, the students engaging in harmful behavior, and the ally/upstander.)
"Let's try Scenario [Number/Description]."
"[Student Name 1], you'll be [person being targeted]."
"[Student Name 2] and [Student Name 3], you'll be [students engaging in harmful behavior]."
"And [Student Name 4], you'll be our ally. Remember the strategies we discussed!"
"Ready? Action!"
(Allow the role-play to unfold for a few minutes. Encourage students to really get into their roles, but ensure it remains respectful and safe. You may need to prompt or guide them if they get stuck.)
Debriefing the Role-Play (Teacher)
"Great job, everyone! Let's take a moment to talk about what we just saw and felt."
Questions for the Ally:
- "[Ally's Name], how did it feel to step in as an ally?"
- "What strategy did you choose to use, and why?"
- "What was challenging about that situation?"
- "Is there anything you would do differently next time?"
Questions for the Person Being Targeted:
- "[Targeted Person's Name], how did you feel when [Ally's Name] stepped in?"
- "What impact did their actions have on you?"
- "Was there anything else you wished someone would have done?"
Questions for the Students Engaging in Harmful Behavior (if applicable and handled sensitively):
- "If you were in that role, what might have made you think twice about your actions?"
Questions for the Observers:
- "What allyship strategies did you notice being used?"
- "What do you think was effective about the ally's actions?"
- "Do you have any suggestions for other ways the ally could have intervened?"
- "How did the situation change once the ally stepped in?"
General Discussion & Next Steps (Teacher)
"Thank you all for your participation. This role-play shows us that intervening can be tough, but it's incredibly important. Every small act of allyship can make a big difference."
"Remember, being an ally isn't always easy, but it's always the right thing to do. Keep practicing these skills, and don't be afraid to ask for help from a trusted adult if you're unsure how to act."
"What is one thing you will take away from today's lesson about being an ally?"