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Drama Or Bullying?

Melissa Hathaway

Tier 1
For Schools

Lesson Plan

Drama Or Bullying Lesson Plan

Students will distinguish one-time conflicts (drama) from repeated hurtful behaviors (bullying) and practice three simple strategies to avoid drama, fostering a kinder 5th-grade classroom.

Helping 5th graders spot drama early and use positive strategies builds empathy, stops conflicts from escalating, and keeps our class friendly and respectful.

Audience

5th Grade

Time

30 minutes

Approach

Define, sort, practice strategies, reflect.

Materials

  • Drama vs Bullying Comparison Chart, - Drama-Bullying Scenario Cards, - Avoiding Drama Strategies Handout, - Drama Reflection Worksheet, - Chart Paper and Markers, and - Classroom Projector and Screen

Prep

Prepare Materials

10 minutes

  • Print and cut scenarios from Drama-Bullying Scenario Cards
  • Print Drama vs Bullying Comparison Chart and post at student level
  • Print copies of Avoiding Drama Strategies Handout and Drama Reflection Worksheet
  • Test projector and set up chart paper with “Drama” and “Bullying” headings

Step 1

Introduction and Goal

3 minutes

  • Greet students and share today’s goal in simple words: learn drama vs bullying and how to avoid drama
  • Quick chat: “Has drama ever happened to you? What did it feel like?”

Step 2

What Is Drama vs Bullying?

6 minutes

  • Show the Drama vs Bullying Comparison Chart
  • Read each row and ask students to give a thumbs-up if they understand
  • Provide a simple example of drama (one-time disagreement) and bullying (hurtful, repeated)
  • Emphasize: bullying repeats to hurt or control someone

Step 3

Scenario Sorting

6 minutes

  • Divide into groups of 3
  • Give each group 4–5 cards from Drama-Bullying Scenario Cards
  • Read each scenario and decide: drama or bullying?
  • Place cards under “Drama” or “Bullying” on chart paper
  • Teacher circulates to support and clarify

Step 4

Strategies Practice Activity

10 minutes

  • Hand out Avoiding Drama Strategies Handout
  • Review three strategies: take a breath, speak kindly, ask for help
  • Teacher models one scenario and picks a strategy to solve it
  • Students pair up and pick a new scenario card
  • Pair role-plays: one acts the drama, the other uses a strategy
  • After 2 minutes, switch roles
  • Invite 1–2 pairs to share their role-play and explain the strategy they used

Step 5

Reflection and Wrap-Up

5 minutes

  • Distribute Drama Reflection Worksheet
  • Ask students to choose one strategy they liked and draw or write how they’d use it
  • Invite a few volunteers to share their drawings or ideas
  • Praise thoughtful responses and remind everyone: use these strategies to keep drama away!
lenny

Slide Deck

Drama or Bullying?

A 30-minute lesson for 5th Grade
Learn the difference—and stop drama before it starts!

Welcome students and introduce the lesson in simple terms.

Script: “Hi everyone! Today we’re going to learn how to tell drama from bullying and, most importantly, how to avoid drama so our class stays happy and safe!”

Lesson Goals

• Tell the difference between drama and bullying
• Sort real stories into drama or bullying
• Practice three easy ways to avoid drama

Read each objective aloud and ask students to give a thumbs-up if they understand.

Script: “By the end of this lesson, you will be able to…”

Drama vs. Bullying

Drama:

  • One time only
  • No real hurt meant
  • Usually solved quickly

Bullying:

  • Happens over and over
  • Meant to hurt or scare
  • Makes someone feel alone

Show the chart and explain in your own words. Invite a student to give an example for each column.

Script: “Drama is a one-time disagreement. Bullying happens again and again to hurt someone.”

Scenario Sorting

  1. Form groups of 3–4
  2. Read your scenario card
  3. Discuss: drama or bullying?
  4. Stick your card under the right heading

Explain how to work in groups, then circulate to support.

Script: “In groups, read each card and decide: drama or bullying?”

3 Ways to Avoid Drama

  1. Take a Deep Breath (🫁)
  2. Speak Kind Words (💬)
  3. Ask for Help (✋)

Introduce each strategy with a simple gesture: breathe in, calm voice, raise hand for help.

Script: “Here are three super easy ways to stop drama!”

Strategy Demo

• Choose a drama card
• Show what could go wrong
• Use one of our strategies to fix it

Demonstrate a short role-play: act out a drama scene, then use a strategy.

Script: “Watch me get upset… then I pause, breathe, and calm down instead of arguing!”

Pair Practice

  1. Pick a scenario card
  2. One student acts it out
  3. Partner uses a strategy to calm things
  4. Switch roles

Have pairs practice quickly. Offer praise for using strategies correctly.

Script: “Now you two try: one plays the drama, the other stops it with a strategy.”

Reflection Time

On your worksheet:
• Pick your favorite strategy
• Draw or write how you’ll use it
• Share one idea with the class

Distribute reflection sheets and guide students to draw or write. Invite volunteers to share.

Script: “Draw or write about one strategy you like and how you’ll use it next time.”

Wrap-Up

• Drama vs. Bullying: key differences
• Three easy strategies: 🫁 💬 ✋
• Be a drama-buster in our class!

Review the three strategies and praise students.

Script: “Remember: breathe, speak kindly, ask for help. Use them every day to keep drama away!”

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Game

Drama-Bullying Scenario Cards

Use these 12 scenario cards for your Scenario Sorting Activity. Students will decide whether each scenario represents everyday drama or crosses the line into bullying.

  1. Two classmates both claim the same fidget spinner and argue once before making up.

  1. A student spreads a one-time rumor that someone cheated on a test.

  1. A group of students repeatedly excludes Tom from lunch and calls him names every day.

  1. Emma accidentally knocks over Anna's books and apologizes; Anna gets upset but calms down.

  1. Cole makes fun of Ashley’s clothes every day, despite her asking him to stop.

  1. A student teases another once about forgetting their homework.

  1. A classmate slips mean notes into someone’s locker each week.

  1. Friends gossip for a day about who invited whom to a party.

  1. A group of students threatens to hurt Sam if he doesn’t give them his lunch money.

  1. Two students argue over a video game score and then apologize.

  1. A student snatches and hides another’s pencil repeatedly for laughs.

  1. A student complains once to the teacher about someone talking too loudly.
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lenny

Reading

Drama vs. Bullying Chart

Use this comparison chart to help you decide whether a situation is everyday drama or crosses the line into bullying. Refer back to it during activities and discussions.

DramaBullying
• Typically a one-time conflict or disagreement• Repeated negative actions over time
• Little or no intent to cause serious harm• Intentional effort to hurt, control, or humiliate
• Often resolves quickly or with a simple apology• Creates ongoing fear, exclusion, or distress
• Emotions may flare but calm down soon afterward• Involves a power imbalance; victim feels unable to defend

Examples

  • Drama: Two friends argue about a video game score once and then apologize.
  • Bullying: A student teases the same classmate about their clothes every day, even after being asked to stop.

How to use this chart:

  1. When you read or hear about a situation, look at each column side by side.
  2. Check for repetition, intent, and impact on the person involved.
  3. Decide if the behavior is drama (one-time, low intent) or bullying (repeated, harmful intent).

Keep this chart visible during the Scenario Sorting Activity and refer to it when filling out your charts on chart paper.

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lenny

Worksheet

Drama Reflection Worksheet

Use this worksheet to think about a real situation and how you can apply what you learned.

  1. Describe a situation where you experienced or witnessed drama or bullying. What happened? How did you feel?












  1. Identify whether this was drama or bullying. Explain your reasoning using the criteria from the Drama vs Bullying Chart.






  1. Which strategy from the Avoiding Drama Strategies Handout would you use in that situation, and why?






  1. How might using this strategy change the outcome? Describe the possible effects on yourself and others.






  1. List two additional ways you can promote a respectful, drama-free environment in our classroom.






  1. What is one key takeaway from today’s lesson that you will remember and use in the future?






Thank you for reflecting honestly. Your responses will help you grow as a supportive and respectful community member!

lenny
lenny

Reading

Avoiding Drama Strategies Handout

Use these three super-easy, kid-friendly tips to keep small disagreements from turning into big drama! Practice them whenever you feel upset or see someone else in a tricky spot.

1. SUPERHERO BREATHING 🦸‍♂️🫁

How to do it:

  • Stand tall like a superhero.
  • Breathe in through your nose slowly (1…2…3).
  • Blow out through your mouth like you’re whistling (1…2…3).

Kid Tip:
• Imagine you’re filling your cape with calm power!
• Use this if someone says something mean or you feel your heart racing.

2. KIND WORDS 🗣️💖

How to do it:

  • Use an “I” statement: “I feel… when…”
  • Speak in a calm, friendly voice.
  • Smile or take a gentle tone—your words are super strong!

Kid Tip:
• Pretend you’re talking to a friend who needs a hug.
• Even if you’re mad, kind words help everyone listen better.

3. ASK FOR A HELPING HAND 🙋‍♀️🙋‍♂️

How to do it:

  • Raise your hand or walk to a trusted adult.
  • Say: “I need help with a problem.”
  • Tell them simply what’s happening and how you feel.

Kid Tip:
• Think of a teacher, counselor, or a buddy you trust.
• Asking for help shows real courage—and drama-busters aren’t afraid to ask!

Keep this handout in your desk or binder. Next time you sense drama, pick a strategy and try it out—help our class stay calm, kind, and drama-free!

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lenny

Warm Up

Drama Check-In

Quick Write (3–5 minutes)

  1. In your own words, what is “drama”? Give a brief example from school.



  1. How might drama cross the line into bullying? List one key difference.



  1. Think of a time you witnessed drama. Was it drama or bullying? Explain why.






Ready to share your thoughts as we start today’s lesson!

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lenny

Cool Down

Drama Exit Slip

Please answer the following briefly before you leave:

  1. In one sentence, how can you tell drama from bullying?


  1. Which strategy from the Avoiding Drama Strategies Handout will you use next time, and why?



  1. Name one action you’ll take to help keep our classroom drama-free.


  1. Do you have any remaining questions or thoughts about today’s lesson?


Thank you for your honest reflections!

lenny
lenny

Rubric

Drama-Bullying Reflection Rubric

Assess students’ responses on the Drama Reflection Worksheet. Total points: 16. Score each criterion 1–4 and sum for a final score.

Criterion4 – Exemplary3 – Proficient2 – Developing1 – Beginning
1. Identification of Drama vs. BullyingCorrectly labels scenario with clear reference to repetition, intent, and power imbalance.Labels scenario correctly, references at least one key characteristic (repetition or intent).Labels scenario correctly but explanation of characteristics is incomplete or unclear.Incorrectly labels scenario or omits explanation of criteria.
2. Reasoning & Use of CriteriaThorough explanation, citing multiple criteria (e.g., one-time vs. repeated, intent, impact).Clear explanation, citing at least two criteria from the Drama vs Bullying Chart.Partial explanation, cites one criterion or shows some misunderstanding.Minimal or incorrect reasoning, missing reference to criteria.
3. Strategy Selection & JustificationChooses an appropriate strategy from the Avoiding Drama Strategies Handout and explains exactly why it fits the situation.Chooses a relevant strategy and gives a general, logical justification.Selects a strategy but justification is vague or only somewhat connected to the situation.Strategy is inappropriate or missing; no justification given.
4. Reflection on Outcome & ImpactInsightfully describes how using the strategy changes outcomes for self and others, showing empathy and foresight.Adequately describes likely effects for self and/or others.Describes some possible outcomes but lacks depth or clarity on impact.Little to no reflection on how the strategy would affect the situation or others.

Scoring Guide:
• 14–16: Excellent understanding and reflection
• 10–13: Solid grasp with minor gaps
• 6–9: Developing awareness; needs more depth
• 4–5: Beginning; requires significant support

Use this rubric to provide specific feedback and to guide students toward deeper self-awareness and respectful behavior.

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lenny

Discussion

Drama Discussion Guide

Grade Level: 7th Grade
Time: 10–12 minutes
Purpose: Facilitate a student-led conversation to deepen understanding of everyday drama, identify when it becomes bullying, and explore respectful responses.

Preparation

  • Arrange chairs in a circle or U-shape for inclusive dialogue.
  • Display the Drama vs Bullying Chart.
  • Have a stack of Drama-Bullying Scenario Cards ready.
  • Keep the Avoiding Drama Strategies Handout within view.

Discussion Norms

  1. Listen Actively: Face the speaker and avoid side conversations.
  2. One Voice at a Time: Raise your hand to speak.
  3. Respect Others’ Experiences: No judgment—everyone’s story matters.
  4. Use “I” Statements: Share personal views without blaming.

Opening Warm-Up (2 minutes)

Use the Drama Check-In prompts to activate prior knowledge:

  • What is “drama,” in your own words?
  • Share a quick example from school.

Teacher Tip: Call on 2–3 volunteers for brief responses before moving on.

Core Discussion Questions

  1. Defining the Line
    • Question: “When does drama become bullying?”
    • Follow-Up: “Which characteristics on our chart help you decide?”
    • Probe: “Can you think of a moment when something felt like drama at first but crossed the line?”
  2. Scenario Exploration
    • Activity: Draw one scenario card and read it aloud.
    • Question: “Drama or bullying? How do you know?”
    • Follow-Up: “What might the victim feel? What might the “bully” feel?”
    • Extension: “If you saw this in real life, what could you say or do?”
  3. Bystander Role
    • Question: “What can classmates do when they witness drama or bullying?”
    • Follow-Up: “Why is speaking up or seeking help important?”
    • Prompt: “Have you ever helped calm a situation? What did you do?”
  4. Strategy Brainstorm
    • Reference: Avoiding Drama Strategies Handout
    • Question: “Which strategy would you use first, and why?”
    • Follow-Up: “What challenges might stop you from using it? How could you overcome those?”

Closing Reflection (2–3 minutes)

  1. Ask each student to share one action they’ll take to keep our classroom drama-free.
  2. Reinforce: “Using our three strategies helps everyone feel safe and respected.”

Exit Prompt: Write your commitment on the board in one sentence before we move on.

Teacher Notes:

  • Encourage quieter students by pairing them with a talk-partner first.
  • If a student shares a personal story, thank them and remind the class of confidentiality.
  • Summarize key points on chart paper and refer back in future lessons to build a culture of respect.
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