Role Play: Solve It! Script

Introduction (5 minutes)

Teacher: "Welcome back, everyone! It’s great to see you all. Today, we're going to continue our work on understanding social situations and how we can respond in helpful ways. Remember how we’ve been using our 'social tools' to figure out what's going on and what to do?"
(Pause for nods)
"Let's quickly refresh our memory on those four important questions. Take a look at the screen." (Direct students to Our Social Tools slide)

Reviewing Our Social Tools (On Slide 2)

Teacher: "Can someone remind us what the first question is?"
(Wait for response: "What was the problem?")
"Excellent! And the second?"
(Wait for response: "How was I feeling?")
"Great! What about what we can do next?"
(Wait for response: "What could I do next?")
"Perfect! And finally, the really important one: How do our actions affect others?"
(Wait for response: "How did my actions affect others?")

Teacher: "You've got it! These questions are super powerful for helping us understand tricky situations. Today, we're going to put them into practice with a new role-play scenario. Who's ready to act out a situation and help us figure it out?"
(Wait for enthusiastic responses)
"Alright, let's look at our scenario!" (Direct students to Scenario Time! slide)

Role Play Scenario 1: The Group Project (15 minutes)

(Distribute the Role Play Scenarios Activity and assign roles from Scenario 1.)

Teacher: "Okay, everyone, here's our first scenario. Derek, you'll be playing yourself. Sarah, you'll be Peer 1, and Michael, you'll be Peer 2. I'll be the narrator. Listen carefully to the scenario and let's act it out naturally. Remember, this is just practice!"
(Read Scenario 1 aloud from the Role Play Scenarios Activity.)

Teacher: "Alright, action!"
(Allow students to act out the scenario. Coach gently if needed to keep it on track, but let them experience it.)

Teacher: "And... cut! Great job, everyone! Let's give them a round of applause. Now, let's use our social tools to unpack what happened. Derek, let's start with you."

Discussing with Derek (Targeting IEP Goals)

Teacher: "Derek, looking back at that situation, what do you think the main problem was? What was going wrong?"
(Provide up to 2 prompts if needed: e.g., "What was happening when you got upset?" or "What specifically made it a problem?")

Teacher: "Thanks for sharing that, Derek. Now, thinking about when Sarah and Michael were talking about the project without you, how were you feeling inside? What emotions were you experiencing?"
(Provide up to 2 prompts if needed: e.g., "Were you happy, sad, angry, frustrated?" or "What did your body feel like?")

Teacher: "That's a really honest answer. So, you felt [Derek's stated feeling]. Knowing that now, what's one different solution or coping strategy you could have used when you started to feel that way? What could you have done or said instead of leaving?"
(Provide up to 2 prompts if needed: e.g., "Could you have said something to them?" or "What helps you calm down when you're frustrated?")

Teacher: "Those are some great ideas! Finally, Derek, when you walked away from the group, how do you think your actions might have impacted Sarah and Michael? How do you think they might have been feeling, or what might they have been thinking?"
(Provide up to 2 prompts if needed: e.g., "If someone walked away from you, how would you feel?" or "What might they have thought when you left?")

Teacher: "That's a really insightful way to think about it. Understanding how our actions affect others is a huge step in building strong friendships and working well together."

Reflection & Cool-Down (10 minutes)

(Direct students to What Did We Learn Today? slide)

Teacher: "Fantastic work today, everyone! Role-playing can be tough, but you all did an amazing job thinking through that situation. Before we wrap up, let's reflect a little."

Teacher: "Can anyone share one thing they learned or one new strategy they might try in a similar situation?"
(Allow time for 2-3 students to share.)

Teacher: "And Derek, what's one thing from today's discussion that you'll remember for next time you're in a tricky situation?"
(Encourage Derek to articulate a takeaway, providing support if needed.)

Teacher: "Wonderful! Remember, practicing these skills makes us stronger and helps us navigate the world around us. Keep thinking about our social tools throughout the week!"
"See you next time!"

Role Play: Solve It! Scenarios

Scenario 1: The Group Project

Characters:

• Derek: You are working on a group project about planets.
• Sarah (Peer 1): You are excited about the project and have lots of ideas.
• Michael (Peer 2): You are also keen to get started and have some suggestions.

Setting the Scene:
Derek, Sarah, and Michael are supposed to be working together on a science project. They are sitting at a table. Sarah and Michael start talking about ideas for the project, getting really excited and interrupting each other as they share. Derek is trying to think, but he feels like he can't get a word in. He tries to say something once, but Sarah accidentally talks over him. Derek then quietly closes his notebook, pushes his chair back, and walks away from the table without saying anything.

Discussion Prompts (for after the role-play):

1. What was the problem? (What was going wrong in the situation?)
   
   
   
   
   
   
   

2. How was Derek feeling? (What emotions might Derek have been experiencing?)
   
   
   
   
   
   
   

3. What solution or coping strategy could Derek have used? (What could Derek have done or said instead of walking away?)
   
   
   
   
   
   
   

4. How might Derek's actions have impacted Sarah and Michael? (How do you think they might have been feeling or what might they have been thinking when Derek walked away?)
   
   
   
   
   
   
   

Role Play: Solve It! Scenarios - Answer Key

Scenario 1: The Group Project

1. What was the problem?

   • Thought Process: The problem is about communication and feeling unheard. Sarah and Michael were excited and talking over Derek, making him feel excluded and unable to contribute.
   • Example Answer: The problem was that Sarah and Michael were talking a lot and not giving Derek a chance to share his ideas. Derek felt ignored and left out, so he walked away.

2. How was Derek feeling?

   • Thought Process: When someone feels left out or unheard, common emotions are frustration, sadness, anger, or feeling unimportant.
   • Example Answer: Derek was probably feeling frustrated, ignored, or a little bit sad. He might have felt angry that he couldn't get a word in.

3. What solution or coping strategy could Derek have used?

   • Thought Process: Solutions involve assertive communication or calming strategies. Derek could speak up, ask for a turn, or take a short break to regulate emotions.
   • Example Answer: Derek could have said, "Excuse me, I have an idea too," or "Can I share my thought when you're done?" He also could have taken a deep breath or quietly written down his ideas to share later.

4. How might Derek's actions have impacted Sarah and Michael?

   • Thought Process: Walking away without explanation often leaves others confused, worried, or even slightly offended, especially if they didn't realize they were doing anything wrong.
   • Example Answer: Sarah and Michael might have felt confused about why Derek left. They might have worried if they did something wrong, or felt sad that he didn't want to be part of the group anymore.