Role-Play Boundary Scenarios

Objective: To practice setting and maintaining clear and kind boundaries in different play situations.

Instructions:

1. You will work in small groups or pairs.
2. Your teacher will give you a Boundary Practice Scenarios card.
3. Read your scenario together.
4. Act out the scenario, showing how you would set a boundary using your words and actions.
5. Think about:
   • What kind of boundary is needed (physical, verbal, emotional)?
   • What words can you use to clearly state your boundary?
   • How can you be kind but firm?
6. Be ready to share your role-play with the class!

Boundary Practice Scenarios

Cut these into individual cards for students to use during the role-play activity.

Scenario 1: Physical Space

Your friend keeps coming very close to you and touching your arm while you are trying to draw. You feel uncomfortable and can't focus.

What boundary do you need to set? How will you say it and show it?

Scenario 2: Sharing Toys

You are playing with a toy that is special to you, and another student tries to grab it out of your hands without asking.

What boundary do you need to set? How will you say it and show it?

Scenario 3: Loud Noises

During quiet play time, another student is making very loud noises that are bothering you and making it hard to concentrate.

What boundary do you need to set? How will you say it and show it?

Scenario 4: Unkind Words

Someone in your group is repeatedly saying things that are not kind about your drawing.

What boundary do you need to set? How will you say it and show it?

Scenario 5: Personal Feelings

You told a friend a secret, and now they are telling other students, even though you asked them not to.

What boundary do you need to set? How will you say it and show it?

Scenario 6: Interrupting

You are trying to explain something, and another student keeps interrupting you and talking over you.

What boundary do you need to set? How will you say it and show it?

Boundary Brainstorm Worksheet

Name: ________________________

Boundaries are like invisible fences that help keep us safe and make play fair for everyone. Let's think about different kinds of boundaries!

1. Physical Boundaries (Keeping our bodies and space safe)

What are some rules or things we do to make sure everyone feels safe with their bodies and personal space during play?

• Example: Keeping hands to yourself unless you ask.

2. Verbal Boundaries (Using our words kindly and respectfully)

What are some ways we can use our words to set boundaries or show respect during play?

• Example: Using kind words, not yelling.

3. Emotional Boundaries (Respecting how others feel)

What are some ways we can show we respect other people's feelings and our own feelings during play?

• Example: Not making fun of someone who is sad.

Play Boundaries Exit Ticket

Name: ________________________

1. In your own words, what is a boundary?
   
   
   
   

2. Why is it important to have boundaries when we play with others?
   
   
   
   

3. Give one example of how you can set a boundary using your words.
   
   
   
   

Understanding Boundaries Script

Introduction: What are Boundaries? (10 minutes)

Teacher: Good morning/afternoon everyone! Today, we're going to talk about something super important that helps us all feel safe and have fun when we're playing or working together. It's called boundaries.

(Draw a simple fence on the whiteboard or chart paper.)

Teacher: Look at this drawing. What is this? A fence, right? What do fences do in real life? Why do we have them?

(Allow students to share ideas: keep things in, keep things out, show where one yard ends and another begins, protect things.)

Teacher: Exactly! Fences help us understand limits and keep things safe. In our play and when we're together, we also have invisible fences, or boundaries, that help us know what's okay and what's not okay, so everyone can feel comfortable and have a good time.

Now, let's look at some slides that will help us understand this even better. (Point to the screen/projector and begin with The Fence of Fun: Limits in Play slide deck, starting with the first slide.)

Exploring Types of Boundaries (10 minutes)

Teacher: (After going through the slides on physical, verbal, and emotional boundaries from The Fence of Fun: Limits in Play and discussing examples)

Great job thinking about those examples! So, we have physical boundaries, about our bodies and space; verbal boundaries, about how we use our words; and emotional boundaries, about respecting how we and others feel.

Can anyone share a time when a boundary helped them feel safe or happy during play? Or maybe a time when a boundary was broken, and how that felt?

(Allow for a few student responses, validating their feelings and experiences.)

Teacher: Now, I'm going to give each of you a Boundary Brainstorm Worksheet. On this worksheet, I want you to write or draw one or two ideas for each type of boundary that you can think of in a play setting. Think about what we just discussed and what helps make play safe and fun.

(Distribute the Boundary Brainstorm Worksheet and give students time to complete it. Circulate and assist as needed.)

Activity: Role-Play Boundary Scenarios (15 minutes)

Teacher: Okay, everyone, let's put our boundary-setting skills to the test! We're going to do a role-play activity called Role-Play Boundary Scenarios.

(Explain the instructions for the Role-Play Boundary Scenarios activity, including how to work in pairs/small groups and use the Boundary Practice Scenarios cards.)

Teacher: I'm going to give each pair or small group a scenario card. Read your scenario together, and then act it out. One of you will be the person who needs to set a boundary, and the other will be the person who might be crossing it. Remember to focus on using clear and kind words to set your boundary.

(Distribute the Boundary Practice Scenarios cards. Divide students into pairs or small groups. Allow 5-7 minutes for role-playing.)

(Circulate among the groups, offering guidance and positive reinforcement. If a group is struggling, model how to state a boundary clearly and kindly.)

Teacher: Alright everyone, let's come back together. Who would like to share one of their scenarios and how they decided to set the boundary? What did you say? How did it feel to set that boundary?

(Facilitate sharing from a few groups. Encourage positive feedback and discussion on effective boundary-setting strategies.)

Wrap-Up & Reflection (10 minutes)

Teacher: You all did a fantastic job today exploring and practicing boundaries! Let's have a quick group discussion. What did you learn today about boundaries? Why do you think they are so important, not just in play, but in all our interactions?

(Allow students to share their reflections.)

Teacher: To finish up our lesson, I have one more quick activity for you. It's called the Play Boundaries Exit Ticket.

(Distribute the Play Boundaries Exit Ticket.)

Teacher: Please take a few minutes to answer these questions quietly. This will help me know what you learned today. Remember, boundaries are our invisible fences that help everyone feel safe, respected, and able to have more fun during play and in life! Thank you, everyone!

(Collect the exit tickets as students complete them.)