Script: Your Squad: Peer Power!

Warm-Up (5 minutes)

Teacher: "Good morning, everyone! Let's get started today with a quick warm-up. On the board, you'll see a question: Warm Up: What Does Support Look Like? Take a moment to think about it. You can jot down your ideas in your notebook, or if you prefer, share them silently with a partner next to you. I'll give you about two minutes to think and discuss."

Teacher: "Alright, let's hear a few ideas from the class. What are some ways you thought of that support looks like?" (Call on 2-3 students, affirming their responses).

Introduction to Peer Support & Allyship (10 minutes)

Teacher: "Great ideas! Many of you talked about helping friends, being there for people, or making sure others feel good. Today, we're going to dive deeper into those ideas with our lesson, Your Squad: Peer Power!. Our goal is to understand how we can be amazing peer supporters and allies to everyone around us. Let's look at our first slide." (Peer Power Slides - Slide 1)

Teacher: "First, let's talk about peer support. Take a look at this slide." (Peer Power Slides - Slide 2)

Teacher: "When we talk about peer support, we're talking about how we help and care for our friends and classmates. It's about being a good listener when someone is sad, offering encouragement when someone is nervous, or helping a classmate understand a difficult math problem. It's simply being there for each other."

Teacher: "Can anyone share an example of when you've offered peer support to a friend, or when a friend has supported you?" (Allow 2-3 students to share briefly.)

Teacher: "Excellent examples! Now, let's move to a slightly different, but equally important, idea: allyship." (Peer Power Slides - Slide 3)

Teacher: "Allyship is about standing up and speaking out for others, especially when they need an extra voice or someone to champion for them. An ally makes sure everyone feels included and safe. It means challenging unfairness or helping someone who is being left out or treated unkindly. It’s like being a superhero for someone else!"

Teacher: "How is allyship a little different from just supporting a friend? Can you think of a time you saw someone be an ally, or perhaps wished someone had been an ally for you or a friend?" (Facilitate a brief discussion.)

Teacher: "Both peer support and allyship are incredibly important. Why do you think these skills matter in our classroom, our school, or even in your families and communities?" (Peer Power Slides - Slide 4)

Teacher: "(Acknowledge responses) You got it! They help us build a strong, kind, and inclusive community where everyone feels safe and valued. It makes school a much better place for all of us!"

Reading & Discussion: Being a Peer Supporter and Ally (15 minutes)

Teacher: "To help us understand these ideas even better, we're going to read a short article called, Being a Peer Supporter and Ally." (Peer Power Slides - Slide 5)

Teacher: "I'm going to hand out copies of the reading now. You can read it quietly to yourselves, or if you prefer, you can work with a partner to read it together. As you read, think about new ideas or strategies for being a good peer supporter and ally. We'll discuss it afterward." (Distribute reading material. Allow 7-8 minutes for reading.)

Teacher: "Alright, let's bring our attention back to the front. Now that you've read the article, let's discuss some of the key takeaways. I've prepared some questions to guide our conversation, which you can also find in our Discussion: Understanding Peer Support and Allyship material." (Peer Power Slides - Slide 6)

Teacher: "What was one new idea you learned from the reading about how to offer peer support?"

Teacher: "The reading talked about 'active listening.' What does that mean, and why is it important for a peer supporter?"

Teacher: "What about allyship? What's one specific action the reading suggested that an ally could take?"

Teacher: "Why is it sometimes hard to be an ally? And what might help you be brave enough to step up?"

Teacher: "How can our classroom be a place where peer support and allyship are a normal and celebrated part of how we treat each other?"

Activity: Role Play Scenarios (15 minutes)

Teacher: "You've all shared wonderful ideas, and now it's time to put them into practice! We're going to do a role-play activity." (Peer Power Slides - Slide 7)

Teacher: "I'm going to divide you into small groups. Each group will receive a scenario from our Activity: Role Play Scenarios material. Your task is to act out the scenario, showing how you would offer peer support or be an ally in that situation. Think about what you would say and do. You'll have about 5-7 minutes to prepare, and then each group will present their role-play to the class. Remember to be respectful and constructive in your feedback."

(Divide students into groups, distribute scenarios, and monitor their preparation. After preparation time, have groups present and facilitate brief debriefs after each role-play, highlighting effective strategies.)

Worksheet: My Allyship Action Plan (10 minutes)

Teacher: "You all did a fantastic job with the role-plays! It takes courage and thought to act out those situations. Now, I want you to think about how you can take these lessons and apply them to your own lives. I'm handing out a worksheet called, My Allyship Action Plan." (Peer Power Slides - Slide 8)

Teacher: "On this worksheet, you'll find prompts to help you reflect on how you can personally commit to being a peer supporter and an ally. Think about specific actions you can take. Please complete this independently. If you finish early, you can quietly share one of your action plan ideas with a partner." (Distribute worksheets and allow students to work.)

Cool Down: One Word Wisdom (5 minutes)

Teacher: "Alright, everyone, let's wrap up our lesson for today. For our cool-down, I'd like you to think about everything we've discussed and learned. On the board, you'll see our prompt: Cool Down: One Word Wisdom."

Teacher: "I want each of you to come up with one word that captures your biggest learning, feeling, or takeaway from today's lesson on peer support and allyship. When I call on you, please share your word. There are no wrong answers, just your honest reflection." (Peer Power Slides - Slide 9)

(Call on students to share their words. Affirm and connect briefly if possible.)

Teacher: "Thank you all for your thoughtful participation today. Remember, being a strong peer supporter and a brave ally can make a huge difference in our school and in the lives of those around us. Keep practicing these powerful skills!"

Warm Up: What Does Support Look Like?

Think about a time when you helped a friend or when a friend helped you. What did that look like? What did it feel like?

Write down your ideas below or discuss them with a partner.

Being a Peer Supporter and Ally

What does it mean to be a good friend?

Think about the best friends you have. What do they do that makes them so special? Chances are, they listen to you, they help you when you need it, and they make you feel like you belong. These are all parts of something called peer support.

Peer Support: Helping Each Other Out

Peer support is simply when kids like you help other kids. It means being a helpful and caring friend. When someone is going through a tough time, feeling sad, confused, or worried, a peer supporter steps in to offer comfort and help. It's not about solving all their problems, but about being there for them. Here are some ways to offer peer support:

• Listen Actively: Sometimes, people just need someone to hear them. Give your full attention, make eye contact, and let them talk without interrupting. You don't always need to say anything; just listening can be a huge help.
• Offer Encouragement: If a friend is nervous about a presentation or feeling down about a test, tell them they can do it! A few kind words can make a big difference.
• Check In: If you notice a friend seems quiet or upset, ask them if they're okay. A simple, "Are you alright?" can open the door for them to share.
• Share Your Experience (Carefully!): If you've been through something similar, you can say, "I once felt that way too. It's tough." But remember, it's about their feelings, not making it all about you.
• Know When to Get Help: If a friend is facing something really big or serious that you can't handle alone (like bullying, someone being hurt, or deep sadness), it's important to tell a trusted adult like a parent, teacher, or counselor. This is still peer support, because you're looking out for their safety and well-being.

Allyship: Standing Up for Others

Allyship is a bit different from peer support. While peer support is about helping your friends, allyship is about standing up and speaking out for someone else, especially when they are being treated unfairly, left out, or targeted because they are different. An ally uses their voice and actions to make sure everyone feels included, respected, and safe.

Here are some ways to be an ally:

• Speak Up: If you hear someone making fun of another person because of their clothes, their accent, or something they like, kindly say, "That's not cool" or "Please stop." Your voice can make a difference.
• Include Everyone: If you see someone sitting alone at lunch or being left out of a game, invite them to join. A simple invitation can change someone's whole day.
• Challenge Unfairness: If you notice someone is being treated unfairly by rules or by a group, you can politely point it out to an adult or to the group. For example, "It's not fair that only some people get to play."
• Educate Yourself: Learn about different cultures, backgrounds, and experiences. The more you understand, the better you can support and stand up for others who might be different from you.
• Stand with Them: If someone is being bullied or picked on, physically stand with them. Sometimes, just having another person there can stop the unfair behavior.
• Don't Be a Bystander: A bystander is someone who sees something unfair happening but does nothing. An ally takes action, even if it's small, to make things better.

Being a peer supporter and an ally takes courage, kindness, and a willingness to act. By practicing these skills, you help create a school and a world where everyone feels safe, valued, and respected.

Discussion: Understanding Peer Support and Allyship

After reading "Being a Peer Supporter and Ally," let's discuss what you've learned and how you can apply these important ideas.

1. What was one new idea you learned from the reading about how to offer peer support to a friend who is struggling?
   
   
   
   
   
   

2. The reading talked about 'active listening.' What does active listening mean, and why is it so important when you're trying to support someone?
   
   
   
   
   
   

3. What about allyship? What's one specific action the reading suggested that an ally could take to help someone who is being treated unfairly?
   
   
   
   
   
   

4. Why do you think it can sometimes be hard to be an ally? What might help you be brave enough to step up when you see something unfair happening?
   
   
   
   
   
   

5. How can our classroom be a place where peer support and allyship are a normal and celebrated part of how we treat each other every day?
   
   
   
   
   
   

Activity: Role Play Scenarios

Work in your groups to act out the scenario you are given. Show how you would use peer support or allyship to make the situation better. Be ready to share your role-play with the class!

Scenario 1: Peer Support

Situation: Your friend, Alex, is usually really excited about school, but for the past few days, they've been quiet and seem sad. They're not participating in class, and they've stopped joining you for recess. You notice them sighing a lot and looking at their phone during breaks. You're worried about them.

Your Task: Show how you would approach Alex and offer peer support. What would you say? What would you do? How would you listen?

Scenario 2: Allyship at Lunch

Situation: During lunch, a new student named Maya is sitting alone. Some of your classmates are whispering and pointing at Maya, making jokes about her unique lunchbox. Maya looks uncomfortable and is eating very quickly.

Your Task: Show how you would be an ally to Maya. What would you say or do to include her or to stop the unkind behavior? How could you make her feel more welcome?

Scenario 3: Allyship in Class

Situation: Your teacher assigns a group project. One student in your group, Sam, has a different learning style and often takes longer to understand instructions. Another group member, Taylor, keeps interrupting Sam and saying things like, "Just get it already!" or "This is taking too long because of you."

Your Task: Show how you would be an ally to Sam. What would you say or do to help Sam and address Taylor's unhelpful comments? How could you make sure everyone in the group feels respected and can contribute?

Scenario 4: Peer Support for a Mistake

Situation: Your friend, Jamie, accidentally spills paint all over their art project right before it's due. They are really upset, close to tears, and feel like they've ruined everything. The teacher isn't in the room at the moment.

Your Task: Show how you would offer peer support to Jamie. What calm and helpful things could you say or do to help them in that moment? How could you help them think of a solution or feel better?

My Allyship Action Plan

Now that you know more about peer support and allyship, it's time to create your own plan! Think about how you can use these skills in your daily life at school, at home, and in your community.

Part 1: Reflect and Connect

1. What does peer support mean to YOU? Write down one or two sentences in your own words.
   
   
   
   
   
   
   

2. What does allyship mean to YOU? Write down one or two sentences in your own words.
   
   
   
   
   
   
   

3. Think about a time you could have offered peer support or been an ally but didn't. What held you back? (It's okay to be honest!)
   
   
   
   
   
   
   
   
   
   
   
   

Part 2: My Action Plan

Complete the following statements to create your personal allyship action plan.

4. At school, I will try to offer peer support by:

   • (Specific action: e.g., inviting a new student to play, listening to a sad friend)
     
     
     
     
     
     
     

5. At school, I will try to be an ally by:

   • (Specific action: e.g., speaking up if someone is teased, including someone left out)
     
     
     
     
     
     
     

6. Outside of school (e.g., at home, with friends, in a club), I will try to offer peer support by:

   • (Specific action)
     
     
     
     
     
     
     

7. Outside of school, I will try to be an ally by:

   • (Specific action)
     
     
     
     
     
     
     

8. One challenge I might face when trying to be an ally is:
   
   
   
   
   
   
   

9. To overcome this challenge, I will:
   
   
   
   
   
   
   

10. My commitment: I will remember that my actions matter and that I can make a positive difference by being a peer supporter and an ally. I will strive to be more like... (think of a real or fictional character who is a great supporter/ally).
    
    
    
    
    
    
    

Cool Down: One Word Wisdom

What is ONE WORD that captures your biggest learning or feeling from today's lesson on peer support and allyship?

Game: Support or Ally? Scenario Sort

Objective: To correctly identify scenarios as examples of peer support or allyship.

Instructions:

1. Divide the class into two teams.
2. The teacher will read a scenario aloud.
3. Teams will discuss whether the scenario demonstrates Peer Support or Allyship.
4. On the count of three, each team will hold up a card labeled "Support" or "Ally".
5. If a team answers correctly, they earn a point. The teacher will briefly explain why it's support or allyship.
6. The team with the most points at the end wins!

Scenarios:

1. Scenario: Your friend is feeling nervous about a big presentation in front of the class. You tell them, "You got this! You practiced so much, and you're going to do great!"

   • Answer: Peer Support (Offering encouragement directly to a friend.)

2. Scenario: You see a group of students making fun of another student's drawing during art class, and the student looks very upset. You walk over and say to the group, "Hey, that's not cool. Everyone's art is different, and we should be respectful."

   • Answer: Allyship (Speaking up for someone who is being targeted and challenging unfairness.)

3. Scenario: A new student joins your class. At lunch, you notice they are sitting alone. You go over to your table and say, "Hey, there's a new kid, let's invite them to sit with us!"

   • Answer: Allyship (Taking action to include someone who is being left out.)

4. Scenario: Your classmate missed school for a few days because they were sick. When they come back, you offer to share your notes from the lessons they missed and help them understand anything they don't get.

   • Answer: Peer Support (Helping a friend catch up academically.)

5. Scenario: You overhear some students whispering mean things about a person in your class because of the clothes they wear. You decide to sit next to that person during story time and make sure they feel included in your conversation.

   • Answer: Allyship (Using your presence and actions to counter negative behavior and ensure inclusion.)

6. Scenario: Your friend is really sad because their pet ran away. You sit with them, listen quietly while they talk about their pet, and give them a hug.

   • Answer: Peer Support (Providing emotional comfort and active listening to a friend in distress.)

7. Scenario: During a class discussion, one student keeps getting interrupted and talked over by others. You politely raise your hand and say, "Excuse me, I think [Student's Name] was trying to say something. Can we hear their idea?"

   • Answer: Allyship (Advocating for someone's voice to be heard and challenging a dismissive behavior.)

8. Scenario: Your friend is struggling with a tough math problem. You sit with them and patiently explain the steps, working through it together until they understand.

   • Answer: Peer Support (Directly helping a friend with a learning challenge.)

Answer Key: My Allyship Action Plan

Note to Teacher: Student responses for this worksheet will be highly personal and reflective. This answer key provides general guidance on what to look for in student answers, focusing on the demonstration of understanding and thoughtful application of concepts.

Part 1: Reflect and Connect

1. What does peer support mean to YOU? Write down one or two sentences in your own words.

   • Expected Student Response: Look for definitions that include ideas of helping friends, being there for others, offering comfort, listening, or providing encouragement to classmates.

2. What does allyship mean to YOU? Write down one or two sentences in your own words.

   • Expected Student Response: Look for definitions that include standing up for others, speaking out against unfairness, including those who are left out, or advocating for someone who needs help.

3. Think about a time you could have offered peer support or been an ally but didn't. What held you back? (It's okay to be honest!)

   • Expected Student Response: Students should be encouraged to be honest. Common reasons might include fear of judgment, not knowing what to do or say, being shy, worrying about making the situation worse, or not realizing it was a moment to act. Focus on the reflection and the student's ability to identify a missed opportunity.

Part 2: My Action Plan

Complete the following statements to create your personal allyship action plan.

4. At school, I will try to offer peer support by:

   • Expected Student Response: Should include a concrete, actionable step related to supporting a peer at school (e.g., "I will listen when my friend is upset," "I will offer to help a classmate who is confused about homework," "I will tell someone they did a good job").

5. At school, I will try to be an ally by:

   • Expected Student Response: Should include a concrete, actionable step related to allyship at school (e.g., "I will invite new students to join our game," "I will speak up if someone is making fun of another student," "I will tell an adult if I see bullying").

6. Outside of school (e.g., at home, with friends, in a club), I will try to offer peer support by:

   • Expected Student Response: Similar to #4, but applied to non-school settings. Examples: "I will comfort my sibling if they are sad," "I will encourage my teammate during a game," "I will listen to my friend if they have a problem at home."

7. Outside of school, I will try to be an ally by:

   • Expected Student Response: Similar to #5, but applied to non-school settings. Examples: "I will make sure everyone feels welcome at my birthday party," "I will speak up if someone is being unfair to another kid on the playground," "I will stand up for a family member if someone is being mean to them."

8. One challenge I might face when trying to be an ally is:

   • Expected Student Response: Students might mention fear of being judged, fear of getting into trouble, not knowing what to say, feeling shy, or worrying about making things worse. Acknowledge and validate these concerns.

9. To overcome this challenge, I will:

   • Expected Student Response: Should offer a strategy for overcoming the challenge identified in #8. Examples: "I will practice what to say," "I will talk to a trusted adult first," "I will remember how good it feels to help someone," "I will find another ally to stand with me."

10. My commitment: I will remember that my actions matter and that I can make a positive difference by being a peer supporter and an ally. I will strive to be more like... (think of a real or fictional character who is a great supporter/ally).

    • Expected Student Response: Students should name a character and briefly explain why. This encourages personal connection and provides a positive role model.

Answer Key: Support & Allyship Check-In Quiz

1. Which of these is the BEST example of peer support?

   • Correct Answer: A. Telling your friend they did a great job on their presentation.
   • Thought Process: Peer support involves directly helping or encouraging a friend. Options B and D are negative actions, and C is about reporting, not direct support in this context.

2. What does it mean to be an ally?

   • Correct Answer: B. Standing up and speaking out for others, especially when they are treated unfairly.
   • Thought Process: Allyship is defined by advocating for others and challenging unfairness. Options A, C, and D do not capture the essence of allyship.

3. Explain in your own words how active listening is important for peer support.

   • Correct Answer: Active listening means giving someone your full attention, making eye contact, and letting them speak without interrupting. It's important because it shows you care about what they're saying and makes them feel heard and understood, which is a key part of supporting them.
   • Thought Process: Look for student responses that define active listening and connect it to the feeling of being valued or understood by the person receiving support.

4. You see a new student eating lunch alone and looking a little sad. What is an example of allyship you could do?

   • Correct Answer: C. Invite them to sit with you and your friends.
   • Thought Process: Allyship involves taking action to include someone. Options A, B, and D are either passive or negative actions.

5. Name one specific action you can take to be an ally in your school.

   • Correct Answer: Answers will vary but could include: speaking up if someone is teased, inviting someone who is left out to join an activity, telling an adult if someone is being bullied, challenging unfairness politely, or standing with someone who is being targeted.
   • Thought Process: Accept any reasonable, specific action that demonstrates understanding of allyship principles.

The Ally Challenge Project

Be a Peer Support & Ally Champion!

Objective: To demonstrate your understanding of peer support and allyship by creating a resource that teaches others how to be supportive friends and allies.

Due Date: [Teacher to insert date]

Project Description:

Your challenge is to create a project that encourages other students (or even younger kids!) to understand and practice peer support and allyship. You can work individually or with a partner. Choose ONE of the following project options:

Project Options:

Option 1: "Be an Ally" Poster Campaign

• Design a series of 3-5 posters that define peer support and allyship in simple terms and give clear examples of how to practice them in school.
• Your posters should be eye-catching, use positive language, and encourage action.
• You might include slogans, illustrations, or short bullet points.
• Think about where these posters could be displayed in your school to make the biggest impact.

Option 2: "Support Squad" Skit or Puppet Show

• Write and perform a short (3-5 minute) skit or puppet show that demonstrates a scenario where peer support or allyship is needed.
• Your performance should clearly show characters successfully using peer support or allyship skills to help someone.
• Include a short introduction explaining the scenario and a conclusion reflecting on what happened.
• You can use simple props, costumes, or puppets.

Option 3: "Kindness Crew" Informational Brochure/Booklet

• Create a small informational brochure or booklet (4-6 pages) for younger students (K-2) explaining what peer support and allyship are.
• Use simple words, large text, and lots of colorful illustrations.
• Include at least three clear examples of how younger students can be kind, supportive, and good allies.
• The goal is to make these concepts easy for little kids to understand and practice.

Option 4: "My Ally Story" Comic Strip

• Create a comic strip (at least 6-8 panels) that tells a story about a character who demonstrates peer support or allyship.
• Your comic strip should have a clear beginning, middle, and end, showing a problem where support or allyship is needed and how the character bravely steps in to help.
• Use speech bubbles and thought bubbles to tell the story. Focus on clear illustrations that convey the message.

Project Requirements (for all options):

• Clear Definitions: Your project must clearly define peer support and allyship in a way that your target audience can understand.
• Actionable Examples: Your project must provide at least two specific, realistic examples of how someone can practice peer support and at least two specific, realistic examples of how someone can practice allyship.
• Positive Message: The overall message of your project should be positive and encouraging, inspiring others to be supportive and inclusive.
• Effort & Creativity: Show effort in your design, writing, and presentation. Be creative and make your project engaging!
• Presentation: You will briefly present your project to the class, explaining your choices and what you hope others will learn.

Rubric: The Ally Challenge Project

Student Name(s): _______________________________

Project Option: _________________________________

Teacher Comments:

Answer Key: Peer Support & Allyship Comprehensive Test

1. Which of the following best describes peer support?

   • Correct Answer: B. Helping and caring for a friend when they are struggling.
   • Thought Process: Peer support is about direct, caring interaction with peers in need. Option A describes allyship, and C and D are not supportive behaviors.

2. An ally is someone who:

   • Correct Answer: B. Speaks up and takes action to help others, especially when they are being targeted or excluded.
   • Thought Process: The core of allyship is advocacy and action against unfairness or exclusion. The other options describe non-ally behaviors.

3. Give two examples of how you can show peer support to a friend in your class.

   • Expected Student Response: Student responses should include two specific, actionable examples such as:
     • Listening when they are sad/upset.
     • Offering encouragement before a presentation or test.
     • Helping them understand schoolwork they are struggling with.
     • Checking in on them if they seem quiet or withdrawn.
     • Offering comfort or a kind word when they are having a bad day.

4. You see a classmate being excluded from a group game during recess. What is the BEST way to be an ally in this situation?

   • Correct Answer: C. Invite the excluded classmate to play with your group or ask the existing group if they can join.
   • Thought Process: Allyship involves taking direct action to include someone or address exclusion. Options A and B are passive or negative, and D might be a last resort but not the first or best direct ally action.

5. Imagine you hear someone making fun of another student's lunch. What specific words could you say to be an ally in that moment?

   • Expected Student Response: Student responses should include direct but respectful language that challenges the negative behavior, such as:
     • "That's not kind to say."
     • "Please stop, everyone eats different things."
     • "Leave them alone, there's nothing wrong with their lunch."
     • "That's not cool to make fun of someone."

6. Why is active listening an important part of peer support?

   • Correct Answer: B. Because it shows you are paying attention and care about what they are saying.
   • Thought Process: Active listening demonstrates empathy and validates the other person's feelings, making them feel heard and understood.

7. Describe a situation where someone might need an ally, and explain what an ally could do to help them in that specific situation.

   • Expected Student Response: Student responses should include:
     • Situation: A clear scenario (e.g., someone being teased about their clothes, a new student being left out, someone being unfairly blamed for something).
     • Ally Action: A concrete, appropriate action an ally could take in that situation (e.g., speaking up to the bullies, inviting the new student to join, telling the teacher what really happened, standing next to the person being targeted).

8. I feel confident in my ability to offer peer support to my friends.

   • Correct Answer: N/A (Likert scale response – assesses student's self-perception.)
   • Thought Process: This question gauges self-efficacy. There is no objectively correct answer; rather, it indicates the student's personal feeling after the lesson.

9. I understand the importance of being an ally for others.

   • Correct Answer: N/A (Likert scale response – assesses student's self-perception.)
   • Thought Process: This question gauges student understanding and buy-in. There is no objectively correct answer; it reflects the student's learning.

10. What is one thing you learned today that you will try to put into practice?

    • Expected Student Response: Student responses will vary based on their personal takeaways but should reflect a learning from the lesson, such as active listening, speaking up for others, inviting others to join, showing empathy, being brave, etc. This assesses practical application of knowledge.

What Would You Do?

Think about a time you saw someone needing help or being treated unfairly. What happened? What did you do, or what do you wish you had done?

Be a Buddy, Be an Ally! Script

Warm Up: What Would You Do? (5 minutes)

"Good morning, everyone! Let's start our day with a quick warm-up. Take a look at the prompt on the screen: What Would You Do? Warm Up. I want you to silently reflect and write down your thoughts about a time you saw someone needing help or being treated unfairly. What happened? What did you do, or what do you wish you had done? Take about 3 minutes for this."

(Allow students time to write.)

"Alright, who would like to share a brief thought or experience? Remember, we want to create a safe space for everyone, so let's listen respectfully. No need to share specific names or details that might make others uncomfortable."

(Facilitate a brief discussion, calling on a few students. Transition smoothly to the introduction.)

Introduction to Peer Support & Allyship (10 minutes)

"Thank you for sharing, those were some really thoughtful responses. Today, we're going to talk about something really important that connects to what we just discussed: Be a Buddy, Be an Ally! Slide Deck - Title Slide peer support and allyship. These are two super powerful ways we can make our classroom, our school, and even our community a better place."

"Let's look at our next slide: Be a Buddy, Be an Ally! Slide Deck - Definitions Slide. What do you think 'Peer Support' means? Turn and talk to a partner for 30 seconds."

(Allow 30 seconds for partner talk.)

"Okay, what did you and your partner come up with?"

(Call on a few students.)

"Great ideas! Peer support is exactly what it sounds like: helping your friends and classmates feel safe, happy, and included. It's about being there for each other."

"Now, what about 'Allyship'? Has anyone heard this word before? What do you think an 'ally' does?"

(Take a few responses.)

"Excellent! Allyship is a bit like peer support, but it often involves actively supporting and standing up for others, especially those who might be treated unfairly or excluded. It means using your voice and actions to make sure everyone feels respected and valued. It's not always easy, but it's incredibly important. We'll be using these concepts throughout our lesson."

Video & Discussion: Seeing Allyship in Action (15 minutes)

"To help us understand allyship even better, we're going to watch a short video. As you watch, I want you to think about how the characters in the video are showing peer support and allyship. What actions do you see them taking? What words do they use?"

"Let's watch the Be a Buddy, Be an Ally! Slide Deck - Video Slide now."

(Play the video.)

"Okay, what did you notice? How did the characters show peer support or allyship? Who wants to share an example?"

*(Facilitate a discussion using the Allyship Scenarios Discussion Guide. Ask questions like:)

• "What was a moment in the video where someone needed support? How was it given?"
• "Can you think of a time when someone stood up for another person? What did that look like?"
• "Why do you think it's important to be an ally? What kind of difference can it make?"
• "Were there any moments that were difficult? What made them difficult?"

Reading & Activity: Being an Ally (10 minutes)

"Now that we've talked about what peer support and allyship are, and seen some examples, let's dive a little deeper. I'm going to hand out a short Understanding Peer Support and Allyship Reading. You can read it quietly to yourself, or if you prefer, you can read it with a partner. This reading will give you even more ideas about how to be a great buddy and ally."

(Distribute the reading and allow 5 minutes for students to read.)

"Excellent. Now, let's put some of these ideas into practice! We're going to do an activity called "Be An Ally!" Activity. Look at the Be a Buddy, Be an Ally! Slide Deck - Activity Intro Slide. I'm going to divide you into small groups, and each group will get a scenario. Your task is to discuss or even role-play how you would act as an ally in that situation. Think about what you would say, what you would do, and how you would make the person feel supported."

(Divide students into groups, distribute scenarios from the activity guide, and allow 5 minutes for discussion/role-playing.)

Game: Kindness Chain (10 minutes)

"That was fantastic work, everyone! You're really thinking like allies. Now, let's play a game that helps us visualize how our positive actions can connect us all and build a strong, kind community. It's called the Kindness Chain Game."

"Here's how it works: I'll give each of you a strip of paper. On your strip, I want you to write one specific action you can take to show peer support or allyship. It could be something you learned today, or something you already do. For example, 'Invite someone new to play' or 'Tell a friend they did a good job.'"

(Distribute paper strips and markers. Give students 2-3 minutes to write.)

"Once you've written your action, I want you to come up and tape or glue your strip into a chain with the other strips. We're going to see how long we can make our 'Kindness Chain.' This chain will represent how all of our individual acts of kindness and support link together to create a powerful, supportive community."

(Guide students in creating the chain. Discuss the growing chain and its meaning.)

Wrap-up & Cool Down (5 minutes)

"Look at our amazing Kindness Chain! It's a wonderful reminder of how much impact we can have when we choose to be a buddy and an ally. Let's quickly review our key takeaways from today's lesson on Be a Buddy, Be an Ally! Slide Deck - Key Takeaways Slide."

(Briefly reiterate the key takeaways: Peer Support, Allyship, Action, Community.)

"For a little bit more practice, I'm going to hand out the Supporting Friends Worksheet. You can start this now if we have time, or complete it for homework."

"Finally, for our exit ticket today, please complete the Act of Allyship Cool Down. This will help me see what you're taking away from our lesson. Thank you all for your incredible participation and for showing up as kind and thoughtful individuals today!"

(Collect cool-down slips.)

Assessment and Project Introduction (5 minutes)

"Just a quick note on how we'll continue exploring these ideas. In our next session, or as a take-home assignment, we'll be doing a short Peer Support & Allyship Quiz and a more comprehensive Peer Support & Allyship Test to check your understanding. You'll also have the opportunity to work on the My Allyship Project Guide. I'll provide you with a Allyship Project Rubric so you know exactly what the expectations are. These will help us see how well you've grasped these important concepts. Any initial questions about these? We'll go over them in more detail soon."

(Address any brief questions about assessments/project.)

Understanding Peer Support and Allyship

Being a good friend and classmate means being there for others. Sometimes, this means offering peer support, and other times it means practicing allyship.

What is Peer Support?

Peer support is when you help out a friend or classmate. It's about being kind, understanding, and making sure everyone feels included and valued. Here are some ways you can offer peer support:

• Listen Actively: When a friend is talking, give them your full attention. Let them finish speaking before you respond. Sometimes, just having someone listen is the best support.
• Offer Encouragement: If someone is struggling with a task or feeling down, a simple "You can do it!" or "I believe in you!" can make a big difference.
• Show Empathy: Try to understand how another person is feeling. If they're sad, you can say, "I can see you're feeling sad, and I'm here for you."
• Include Others: If you see someone alone, invite them to join your group or activity. No one likes to feel left out.
• Help When Asked (or when it's safe to): If a friend needs help with homework, or carrying something, offer a hand. But remember, it's also okay to know your limits.

What is Allyship?

Allyship goes a step further. It's about actively supporting and standing up for others, especially those who are being treated unfairly, made fun of, or left out because of who they are. An ally uses their voice and actions to create a more fair and inclusive environment for everyone. Here are some ways to be an ally:

• Speak Up: If you hear someone saying something unkind or see someone being bullied, speak up in a respectful but clear way. You could say, "That's not cool," or "Please stop."
• Report Unfair Treatment: If someone is being seriously harmed or bullied, tell a trusted adult like a teacher, parent, or counselor. This is not "tattling"; it's ensuring safety.
• Support Those Who Are Different: Celebrate the differences in people. If someone is being teased because they look different, have a different family, or like different things, stand with them.
• Educate Yourself and Others: Learn about different cultures, backgrounds, and experiences. Share what you learn to help others understand and respect differences.
• Be a Role Model: Show others what it means to be kind, inclusive, and brave. Your actions can inspire others to be allies too.

Why are Peer Support and Allyship Important?

When we offer peer support and practice allyship, we help create a school where everyone feels safe, respected, and happy. It builds a stronger community where people feel brave enough to be themselves. It teaches us empathy and how to stand up for what's right, not just for our friends, but for anyone who needs it. Your actions, big or small, can make a huge difference in someone else's day and in the overall kindness of our world.

Allyship Scenarios Discussion Guide

Use these questions to guide your discussion after watching the video and during the "Be An Ally!" activity.

Discussion Prompts:

1. What did you observe in the video that showed someone being a good friend or helping another person?

2. Can you think of a time when someone stood up for another person? What did that look like? What did they say or do?

3. Why do you think it's important to be an ally? What kind of difference can it make for the person being helped?

4. What might be some reasons why people don't always offer peer support or allyship, even if they want to?

5. How can we make it easier for ourselves and our classmates to be good allies?

6. Imagine you see someone being left out during a game at recess. What are three different ways you could be an ally in that situation?
   
   
   
   
   
   

7. A classmate tells a joke that makes another student feel uncomfortable. How could you show allyship? What would you say or do?
   
   
   
   
   
   

8. Someone drops all their books in the hallway and looks embarrassed. How could you offer peer support?
   
   
   
   
   
   

"Be An Ally!" Activity

Objective: To practice identifying and applying allyship strategies in various social situations.

Instructions:

1. Work in your assigned small groups.
2. Each group will receive one or more scenario cards.
3. Read your scenario carefully.
4. Discuss as a group: What is happening in this scenario? How might the person needing support be feeling? What are different ways you could be an ally in this situation?
5. Choose the best allyship strategy and prepare to either explain your strategy to the class or role-play the scenario with your chosen allyship response.

Scenario Cards:

Scenario 1: The New Kid

A new student joins your class. During lunch, you notice they are sitting alone, looking a bit shy, and no one is talking to them. Your friends are all sitting together, and there's a space at your table. How can you be an ally to the new student?

Scenario 2: The Unkind Joke

During a group project, one of your classmates makes a joke about another classmate's accent, and a few students laugh. The student with the accent looks upset and quiet. What do you do to show allyship?

Scenario 3: Excluded from the Game

At recess, a group of students is playing soccer, but they keep telling one student they can't play because they're "not good enough." The excluded student looks sad and walks away. How can you be an ally?

Scenario 4: Different Interests

A classmate is really excited about a hobby that isn't very popular, and other students are making fun of them for it during class discussion. The classmate looks embarrassed. How can you show peer support and allyship?

Scenario 5: Spreading Rumors

You overhear some students spreading untrue rumors about another student in your class. The rumors are hurtful. How can you be an ally and stop the rumors from spreading?

Kindness Chain Game

Objective: To visually demonstrate how individual acts of peer support and allyship connect to build a stronger, kinder community.

Materials:

• Strips of colored paper (approx. 2 inches wide, 8-10 inches long) - 2-3 per student
• Markers or pens
• Tape or glue

Instructions:

1. Introduce the Game (2 minutes): Explain that this game will help everyone see how their kind actions create a powerful chain of support in the classroom and beyond.

2. Brainstorm Actions (3 minutes): Distribute 1-2 strips of paper and a marker to each student. Ask each student to think of one specific, positive action they can take to show peer support or allyship. It can be something they learned today or something they already do. Encourage specific examples over general statements.

   • Examples: "Invite someone new to play soccer," "Help a friend pick up their dropped books," "Tell someone their idea is good," "Stand up for a classmate who is being teased."

3. Write Actions (3 minutes): Students write their chosen action clearly on their paper strip.

4. Build the Chain (4 minutes): One by one, or in small groups, have students come up and attach their paper strip to another student's strip using tape or glue, forming a continuous chain. As they add their strip, they can briefly share their action with the class (optional, depending on time).

5. Reflect (3 minutes): Once the chain is complete, hold it up for everyone to see. Discuss:

   • "Look at our amazing Kindness Chain! What does this chain represent?"
   • "How do all these small acts of kindness and allyship connect to make our community stronger?"
   • "How does it feel to be part of building something like this?"

Teacher Tip: You can hang the Kindness Chain in the classroom as a visual reminder of the lesson throughout the year.

Supporting Friends Worksheet

Name: ________________________

Date: ________________________


## Part 1: Reflecting on Support

1. In your own words, what is peer support?
   
   
   
   

2. What is allyship? How is it similar to peer support, and how is it different?
   
   
   
   
   
   

3. Think about a time someone supported you when you needed it. How did that make you feel?
   
   
   
   
   
   

Part 2: Being an Ally in Action

Read each scenario and describe how you would act as an ally or offer peer support.

4. Your friend is having a tough time with a homework assignment and is getting very frustrated. What could you do to offer peer support?
   
   
   
   
   
   

5. You see a group of students making fun of another student for wearing a unique outfit. No one else is saying anything. How would you be an ally?
   
   
   
   
   
   

6. During a class presentation, a classmate is very nervous and stumbles over their words. Some students giggle. What could you do to show support for your classmate?
   
   
   
   
   
   

7. Someone accidentally spills paint on their new shirt during art class and looks like they're about to cry. How can you offer peer support?
   
   
   
   
   
   

Part 3: Your Pledge

8. What is one specific action you will commit to taking this week to be a better buddy or ally?
   
   
   
   

Peer Support & Allyship Answer Key

Quiz Answers: Peer Support & Allyship Quiz

1. What is the main idea of peer support?

   • Correct Answer: Helping friends and classmates feel safe, happy, and included.
   • Explanation: Peer support focuses on positive interactions and creating a welcoming environment among peers.

2. Which of these is an example of allyship?

   • Correct Answer: Standing up for someone who is being treated unfairly.
   • Explanation: Allyship involves taking active steps to defend or advocate for others, especially in situations of injustice.

3. Describe one way you can show empathy to a classmate.

   • Correct Answer: Responses may vary, but could include: trying to understand how they feel, saying 'I understand you're upset,' or putting yourself in their shoes.
   • Explanation: Empathy is about sharing and understanding the feelings of another person.

4. Why is it important to speak up if you see someone being treated unfairly?

   • Correct Answer: Because your voice can help make things right and protect others.
   • Explanation: Speaking up as an ally can stop unfair treatment and show the person being targeted that they are not alone.

5. Name one situation where you could offer peer support to a friend.

   • Correct Answer: Responses may vary, but could include: helping with homework, listening when they're sad, inviting them to play, sharing a snack.
   • Explanation: Peer support covers a range of helpful and kind actions between classmates.

6. I feel confident in my ability to be a good friend and support my classmates.

   • Correct Answer: (Likert Scale - no single correct answer, reflects student self-assessment)

Test Answers: Peer Support & Allyship Test

1. Which of these is the best definition of peer support?

   • Correct Answer: Helping and encouraging classmates to feel included and succeed.
   • Explanation: Peer support focuses on positive, encouraging, and inclusive actions among peers.

2. What does it mean to be an ally?

   • Correct Answer: Actively supporting and standing up for others, especially those treated unfairly.
   • Explanation: Allyship is distinguished by its active and protective nature, particularly when facing injustice.

3. Imagine a new student joins your class and seems very quiet and nervous. How could you show them peer support?

   • Correct Answer: Responses may vary, but could include: inviting them to sit with you, introducing them to friends, asking them about their interests, smiling at them.
   • Explanation: These actions directly help a new student feel welcome and less nervous.

4. If you hear someone making fun of a classmate because of their clothes, what is the best way to be an ally?

   • Correct Answer: Tell the person making fun to stop, and support the classmate being teased.
   • Explanation: This involves both confronting the unfair behavior and showing solidarity with the person targeted.

5. Why is it important to tell a trusted adult if you see someone being seriously bullied or hurt?

   • Correct Answer: Responses may vary, but could include: to ensure safety, to get help for the person being bullied, because adults have more power to stop serious problems, it's not tattling, it's protecting.
   • Explanation: Serious bullying requires adult intervention to ensure the safety and well-being of all students.

6. Which action demonstrates empathy?

   • Correct Answer: Trying to understand someone else's feelings by imagining yourself in their situation.
   • Explanation: Empathy is about connecting with and comprehending another's emotional state.

7. Name two specific ways you can help create a more inclusive environment in your classroom or school.

   • Correct Answer: Responses may vary, but could include: inviting others to join, speaking up against unfairness, celebrating differences, listening to others, being kind to everyone, reporting bullying.
   • Explanation: Inclusive environments are built through a combination of welcoming actions and actively challenging exclusion.

8. I understand the difference between peer support and allyship.

   • Correct Answer: (Likert Scale - no single correct answer, reflects student self-assessment)

9. I feel prepared to act as an ally if I see someone being treated unfairly.

   • Correct Answer: (Likert Scale - no single correct answer, reflects student self-assessment)

10. Think about our Kindness Chain. How does connecting our small acts of kindness and support make a bigger impact?

    • Correct Answer: Responses may vary, but could include: it shows we are all in it together, it creates a positive ripple effect, it makes the community stronger, it encourages more people to be kind and supportive.
    • Explanation: The Kindness Chain visually represents the collective power of individual positive actions.

My Allyship Project Guide

Objective: To demonstrate your understanding of peer support and allyship by creating a project that encourages these positive behaviors in our school community.

Project Choices (Choose ONE):

Option 1: "Allyship in Action" Poster/Infographic

• Description: Design a poster or digital infographic that clearly explains what peer support and allyship are. It should include:

  • Definitions of peer support and allyship in your own words.
  • At least three specific examples of how students can show peer support.
  • At least three specific examples of how students can be allies.
  • A catchy slogan or message that encourages others to be buddies and allies.
  • Colorful illustrations or images that support your message.

• Materials: Large poster board, markers, colored pencils, magazines for cut-outs, or a digital design tool (like Google Slides, Canva, etc.).

Option 2: "Allyship Story" Mini-Book or Comic Strip

• Description: Create a short story, picture book, or comic strip (4-6 pages/panels) about characters who demonstrate peer support or allyship. Your story should have:

  • A clear plot with a problem and a solution.
  • At least one character who needs support or is being treated unfairly.
  • At least one character who acts as a peer supporter or ally, showing how they help the situation.
  • Dialogue and illustrations to tell your story.
  • A clear message about the importance of being a buddy and an ally.

• Materials: Paper, stapler, drawing supplies, or a digital comic strip creator.

Option 3: "Be an Ally" Public Service Announcement (PSA)

• Description: Write a script and create a storyboard for a short (30-60 second) Public Service Announcement (PSA) that could be shared with other students in our school. Your PSA should:

  • Identify a problem related to a lack of peer support or allyship (e.g., bullying, exclusion).
  • Offer clear, actionable solutions for how students can be allies.
  • Include a strong call to action (e.g., "Speak up! Be an ally today!").
  • Have a clear target audience (e.g., 5th graders, all elementary students).

• Materials: Paper, drawing supplies for storyboard, imagination for scriptwriting.

Project Checklist:

• I have chosen one project option.
• My project clearly defines peer support and allyship.
• My project includes specific examples of how to be a peer supporter/ally.
• My project is creative and well-organized.
• My project has a positive message about building a supportive community.

Due Date: ________________________

Good luck, and be creative! Remember, your project is a chance to inspire others to be awesome allies!

Allyship Project Rubric

Student Name: ________________________

Project Option: ________________________

Date: ________________________

Teacher Comments:

Total Score: ________ / 20

Act of Allyship Cool Down

Name: ________________________

Date: ________________________


1. What is one new thing you learned about peer support or allyship today?

2. Think about tomorrow. What is one specific way you will try to be a buddy or an ally at school?
   
   
   
   
   
   

3. On a scale of 1 to 5, how confident do you feel about stepping in to help a classmate who needs support or is being treated unfairly? (Circle one)

   1 = Not confident at all
   2 = A little confident
   3 = Somewhat confident
   4 = Confident
   5 = Very confident