Lesson Plan
Boundaries and Scripts Plan
Students will demonstrate assertive boundary-setting by scripting and role-playing two boundary statements—one for a peer situation and one for a digital context.
Clear personal and digital boundaries help students protect their well-being, communicate respectfully, and stay safe online and offline.
Audience
8th Grade
Time
45 minutes
Approach
Model, script, practice, and reflect.
Materials
Prep
Prepare Lesson Materials
10 minutes
- Print or duplicate enough copies of Boundary Script Builder for each student
- Arrange classroom into 4–5 small group stations for Boundary Role-Play Circuits
- Queue Protect Your Energy Slides on the projector or interactive board
- Review the feedback rubric in Peer Feedback Using Criteria
- Familiarize yourself with example boundary statements and scenarios
Step 1
Introduction & Scenario Discussion
7 minutes
- Display challenging peer and digital scenarios on slide 1–3 of Protect Your Energy Slides
- Ask students to identify boundary needs in each situation (“What makes you uncomfortable?”)
- Solicit 2–3 volunteer responses and note key boundary words (e.g., ‘stop,’ ‘please don’t,’ ‘I need’)
Step 2
Teaching Boundary Language
8 minutes
- Define assertive vs. passive vs. aggressive communication on slides 4–5
- Model 2–3 scripted boundary statements (peer and digital) on slide 6
- Highlight tone, “I” statements, clarity, and follow-through in each example
- Invite students to name what made each example effective
Step 3
Guided Script Building
10 minutes
- Distribute Boundary Script Builder
- Review the four criteria from Peer Feedback Using Criteria: clarity, tone, respect, and follow-through
- In pairs, students draft one peer boundary statement and one digital boundary statement
- Teacher circulates, offering feedback and suggestions based on the rubric
Step 4
Role-Play Circuit
15 minutes
- Students move through stations in Boundary Role-Play Circuits, playing three different roles: boundary-setter, responder, and observer
- Observer uses the Peer Feedback Using Criteria to give immediate feedback
- After each 3-minute scenario, pairs rotate roles and scenarios until everyone practices both peer and digital contexts
Step 5
Debrief & Trusted Adults
5 minutes
- Gather as a whole group and ask 2–3 students to share their favorite boundary statement
- Discuss how they felt asserting their boundary and receiving feedback
- Identify trusted adults and reporting pathways (counselor, teacher, parent)
- Reinforce that setting boundaries is a skill they can practice beyond today’s lesson
Slide Deck
Protect Your Energy
Setting Personal & Digital Boundaries
Lesson Objective:
Students will demonstrate assertive boundary-setting by scripting and role-playing two boundary statements for peer and digital contexts.
Welcome everyone. Introduce today’s lesson: Protect Your Energy. Read the lesson objective aloud and explain that by the end of class, students will craft and role-play boundary statements for both peer and digital situations.
Scenario 1: Peer Teasing
Your friend keeps making jokes about your clothes every day at lunch. Each time you laugh it off, but inside you feel hurt and embarrassed.
Display this peer scenario. Ask: “What makes you uncomfortable here? What boundary might you need?” Solicit 2–3 responses and note key words like “stop,” “I need.”
Scenario 2: Online Tagging
A classmate tags you in unflattering photos on social media and writes mean comments. You keep getting notifications and feel your privacy invaded.
Display this digital scenario. Ask: “Why might this feel invasive? How could you assert a boundary online?” Capture responses.
Scenario 3: Group Chat Pressure
In your group chat, someone demands you share your account password so “everyone can see the memes.” You don’t want to, but they keep insisting.
Display this scenario. Ask students to identify what boundary they’d set. Prompt them to use “I” statements.
Communication Styles
• Passive: Avoids saying what they need; lets others decide for them.
• Aggressive: Uses blame, threats, or insults to get their way.
• Assertive: Uses clear “I” statements, respectful tone, and direct language.
Define each style. Emphasize why assertive communication helps protect boundaries while respecting others.
Model Boundary Statements
Peer Example:
“I feel upset when you tease my clothes at lunch. Please stop making jokes about my outfit.”
Digital Example:
“I need you to remove those photos and stop tagging me. It makes me uncomfortable when they’re shared.”
Model two boundary statements. Point out “I feel,” clarity, and what comes next if the boundary isn’t respected.
What Makes a Strong Boundary?
- Clarity: Clear language and specific request
- Tone: Calm, respectful “I” statements
- Respect: Acknowledges others’ feelings while protecting your own
- Follow-Through: States what happens if boundary isn’t respected
Introduce the four criteria from our feedback rubric (Peer Feedback Using Criteria). Explain that good boundaries include all these elements.
Guided Script Building
• Distribute Boundary Script Builder
• Review criteria: clarity, tone, respect, follow-through
• In pairs, draft:
– 1 peer boundary statement
– 1 digital boundary statement
• Teacher circulates to provide feedback
Explain this activity step by step. Ensure each student has a copy of the Boundary Script Builder. Circulate and support pairs as they draft.
Role-Play Circuits
• Move through 3 stations (Boundary Role-Play Circuits)
• Roles each round:
- Boundary-Setter
- Responder
- Observer (uses Peer Feedback Using Criteria)
• Rotate roles and scenarios every 3 minutes
Show how the stations work. Emphasize timing: 3 minutes per scenario then rotate roles. Observers use the rubric to give feedback.
Debrief & Trusted Adults
• Share: 2–3 students read their boundary statements
• Discuss feelings: How did asserting your boundary feel?
• Identify trusted adults: counselor, teacher, parent
• Reinforce: Boundaries are skills to practice beyond today
Bring students back together. Ask volunteers to share their favorite statement and how it felt. Finally, list trusted adults and reporting pathways.
Activity
Boundary Role-Play Circuits
In this station-based activity, students practice setting and responding to personal and digital boundaries through short, focused role-plays. Each round lasts 3 minutes, then students rotate roles and scenarios.
Materials:
Stations (3 minutes each)
- Station 1: Peer Teasing
Scenario: Your friend keeps making jokes about your clothes at lunch. You feel hurt and embarrassed. - Station 2: Online Tagging
Scenario: A classmate tags you in unflattering photos on social media and writes mean comments. You keep getting notifications and feel your privacy invaded. - Station 3: Group Chat Pressure
Scenario: In your group chat, someone demands you share your account password so “everyone can see the memes.” You don’t want to, but they keep insisting.
Roles & Responsibilities
• Boundary-Setter: Uses a scripted statement (from Boundary Script Builder) to assert your boundary clearly, calmly, and respectfully.
• Responder: Reacts as the other person in the scenario—either complies, questions, or pushes back—so the Setter can practice follow-through.
• Observer: Uses the rubric in Peer Feedback Using Criteria to note:
- Clarity of the request
- Tone and “I” statements
- Respectfulness
- Follow-through plan (what happens if boundary isn’t respected)
Rotation Instructions
- Begin at your assigned station.
- Each student takes one role; Boundary-Setter goes first.
- Run the 3-minute role-play.
- Observer shares feedback (1 minute).
- Rotate roles clockwise and move to the next station.
- Repeat until each student has been Boundary-Setter in every scenario.
Reflection (Whole Class, 5 minutes)
• Which statement felt most effective?
• How did it feel to assert your boundary or respond to one?
• What will you remember about tone and follow-through?
Identify trusted adults and reporting pathways to reinforce that boundary-setting skills apply both in and beyond school.
Worksheet
Boundary Script Builder
Use this worksheet to draft two assertive boundary statements—one for a peer situation and one for a digital context. Follow the four criteria from Peer Feedback Using Criteria: clarity, tone, respect, and follow-through.
Part 1: Peer Boundary Statement
- Describe the scenario and boundary need:
________________________________________________________________________ - Clarity: Use an “I” statement to express how you feel and make a specific request.
• I feel ____________________________________________________________ when ____________________________________________________________
• Please ____________________________________________________________
- Tone: List 2–3 calm, respectful words or phrases you will include (e.g., “I need,” “please,” “thank you”):
• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________
- Respect: How will you acknowledge the other person’s perspective or feelings?
“I understand that __________________________________________________, but…”
- Follow-Through: What will you do if your boundary isn’t respected?
“If this continues, I will ____________________________________________.”
- Full Peer Boundary Statement (combine parts 2–5 into one clear message):
________________________________________________________________________
Part 2: Digital Boundary Statement
- Describe the online scenario and boundary need:
________________________________________________________________________ - Clarity: Use an “I” statement and a direct request.
• I feel ____________________________________________________________ when ____________________________________________________________
• Please ____________________________________________________________
- Tone: List 2–3 respectful phrases or words you will include:
• _________________________________________________________________
• _________________________________________________________________
• _________________________________________________________________
- Respect: Acknowledge the other person’s point of view.
“I know you might __________________________________________________, but…”
- Follow-Through: State what you will do if the digital boundary is not honored.
“If this doesn’t stop, I will ____________________________________________.”
- Full Digital Boundary Statement (combine parts 2–5 into one message):
________________________________________________________________________
Remember: A strong boundary statement is clear, calm, respectful, and includes what you will do next if it’s not respected. Use this sheet to prepare for your role-plays in Boundary Role-Play Circuits. Good luck!
Discussion
Peer Feedback Using Criteria
Observers use this guide to give clear, respectful, and actionable feedback on each role-play. Focus on the four key criteria: Clarity, Tone, Respect, and Follow-Through.
Guidelines for Giving Feedback
• Be Specific: Point to exact words or phrases (e.g., “When you said ‘please stop,’ that was clear”).
• Be Respectful: Use “I noticed…” or “I felt…” instead of criticism (e.g., “I noticed your tone was calm and confident.”).
• Be Constructive: Offer one thing that worked well and one suggestion for improvement.
• Be Timely: Share feedback right after the 3-minute role-play so it’s fresh and actionable.
Feedback Rubric
| Criterion | What to Look For | Guiding Questions |
|---|---|---|
| Clarity | Clear language, specific request | • Was the statement direct and easy to understand? |
| • Did it specify what to stop or start? | ||
| Tone | Calm, respectful, and confident “I” statements | • Did the speaker sound calm and sincere? |
| • Did the tone match an assertive, not aggressive, style? | ||
| Respect | Acknowledges others’ feelings or perspective | • Was there an acknowledgment of how the other person might feel? |
| • Did the speaker balance their own needs with respect for the other? | ||
| Follow-Through | Clear consequence or next step if the boundary isn’t honored | • Did the speaker state what they would do if the boundary continues to be crossed? |
| • Was the follow-through reasonable and clear? |
Sample Feedback Language
• “I noticed your request was really clear when you said, ‘Please don’t tag me.’ Great job!”
• “I felt your tone was calm and respectful, which made your boundary stronger.”
• “You acknowledged their perspective by saying, ‘I know you’re joking…’ That showed respect.”
• “Next time, you could add a follow-through like, ‘If it continues, I’ll mute the chat.’”
Reflection Questions (Whole Class Debrief)
- Which feedback tip did you find most helpful, and why?
- How did giving feedback help you understand strong boundaries?
- What will you remember about balancing assertiveness with respect?
Use this rubric in each round of Boundary Role-Play Circuits to help your classmates grow and to sharpen your own boundary-setting skills.