Peer Pressure

Peer Pressure

Procedure 1: / Read aloud the book, "Stephanie's Ponytail" (see Resource section). As you read, bring out words in the story that describe Stephanie, such as different, proud, and angry. Discuss what proof you have that Stephanie has these traits, such as, "Stephanie was a little girl who liked to be different. She changed her ponytail because the other children copied her." Point out that evenwhen the kids teased her,Stephanie stayed strong and said, "It is MY ponytail and I like it." Keep a list of the descriptions and proof.
Procedure 2: / Also while reading the story, create a discussion about words that would describe her friends, such as copycats, followers, etc. Keep a list of these descriptions and proof. Discuss why Stephanie's friends and teachers 'followed" her actions. Ask students, "Why do you think they kept changing their hairstyle to be like Stephanie's?"
Procedure 3: / After reading the book, look at the list and talk with students about being a leader and a follower and how sometimes it is easier to be a follower than a leader. Discuss the qualities of a good leader and the qualities of a follower. Discuss how peer pressure affects their decisions to be a leader or a follower.
Procedure 4: / At the end of the lesson, invite students to come to school the next day with "crazy hair!" Remind them of Stephanie's words so when they come to school the next day the students can be strong like Stephanie and say, "It's MY hair and I like it."
Have students journal about the reactions of other students to their "crazy hair" and how it made them feel. Students can write about what made it hard for them to be different and what they did or said to help them to be a leader.
Procedure 5: / Take a picture of the students and the teacher wearing "crazy hair." Create a bulletin board using the saying "Proud to be ME" or something similar. Display the pictures on the bulletin board.