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Advocacy Allies

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David Luba

Tier 1

Lesson Plan

Advocacy Allies Lesson Plan

Students will be able to define self-advocacy and identify situations where it is important. Students will learn assertive communication techniques and practice speaking up for their needs and supporting others.

Learning to advocate for themselves and others helps students navigate social situations, build confidence, and contribute positively to their community. These skills are essential for healthy relationships and personal empowerment.

Audience

5th Grade

Time

45 minutes

Approach

Interactive discussion, role-playing, and guided practice.

Materials

Whiteboard or projector, Advocacy Allies Slide Deck, Speaking Up Scenario Cards Activity, and My Advocacy Plan Worksheet

Prep

Review Materials

15 minutes

  • Review the Advocacy Allies Slide Deck and become familiar with the content.
    - Print and cut out the cards for the Speaking Up Scenario Cards Activity.
    - Make copies of the My Advocacy Plan Worksheet for each student.

Step 1

Introduction: What is Advocacy?

10 minutes

  • Begin with a warm-up question: "What does it mean to speak up for yourself?" (2 minutes)
    - Introduce the concept of advocacy and self-advocacy using Advocacy Allies Slide Deck (Slides 1-3). (3 minutes)
    - Facilitate a brief class discussion on why advocacy is important, both for oneself and for others (5 minutes).

Step 2

Assertive Communication Skills

15 minutes

  • Introduce assertive communication using Advocacy Allies Slide Deck (Slides 4-6). Focus on 'I statements' and respectful language. (5 minutes)
    - Model assertive communication with an example. (3 minutes)
    - Distribute and explain the Speaking Up Scenario Cards Activity. Divide students into small groups to practice different scenarios. (7 minutes)

Step 3

Practicing Advocacy

15 minutes

  • Bring the class back together. Have a few groups share their role-playing experiences and how they used assertive communication. (5 minutes)
    - Introduce the concept of being an 'Advocacy Ally' for others using Advocacy Allies Slide Deck (Slide 7). (3 minutes)
    - Distribute the My Advocacy Plan Worksheet. Students will reflect on a personal scenario and plan their advocacy approach. (7 minutes)

Step 4

Wrap-Up and Reflection

5 minutes

  • Ask students to share one key takeaway about advocacy. (2 minutes)
    - Emphasize that advocacy is an ongoing skill and encourage them to practice. (1 minute)
    - Collect My Advocacy Plan Worksheet for informal assessment. (2 minutes)
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Slide Deck

Advocacy Allies: Speaking Up for Self & Others

Learning to use your voice!

Today, we'll learn how to:

  • Speak up for what you need.
  • Support your friends.
  • Make our classroom a fair place for everyone.

Welcome students and introduce the topic of speaking up for themselves and others. Explain that this lesson will help them learn how to do that effectively.

What is Advocacy?

Advocacy means to publicly support or recommend a particular cause or policy.

Simply put: Speaking up for what you believe is right or fair.

  • Self-Advocacy: Speaking up for yourself.
  • Advocacy for Others: Speaking up for someone else.

Define advocacy simply. Give examples like asking for help, explaining a problem, or standing up for someone being treated unfairly.

Why is Advocacy Important?

When we advocate:

  • We make sure our needs are met.
  • We help others feel safe and respected.
  • We create a fairer environment for everyone.

Think about it: When have you felt like you needed to speak up?

Ask students to brainstorm why advocacy is important. Guide them towards ideas of fairness, feeling heard, and solving problems.

Assertive Communication

Speaking up isn't about being mean or quiet. It's about being assertive!

Assertive Communication means:

  • Expressing your thoughts and feelings clearly.
  • Being respectful of others.
  • Standing up for your rights without being aggressive.

Introduce the concept of assertive communication. Differentiate it from aggressive (mean, demanding) and passive (quiet, don't speak up) communication.

Using "I Statements"

A powerful tool for assertive communication:

"I feel [emotion] when [situation] because [reason], and I need [what you need]."

Example:
Instead of: "You always interrupt me!"
Try: "I feel frustrated when I am interrupted because I lose my train of thought, and I need a chance to finish speaking."

Explain and practice 'I statements'. Emphasize how they help express feelings and needs without blaming others.

Practice Time: Speaking Up!

It's time to put our new skills into action!

We'll work in small groups to practice speaking up using different scenarios.

Remember to use:

  • "I Statements"
  • Respectful language
  • Active listening

Transition to the activity. Explain that students will work in groups to practice 'I statements' and assertive communication using scenario cards.

Be an Advocacy Ally!

Advocacy isn't just for yourself! You can be an ally for others:

  • If you see something unfair, speak up respectfully.
  • Offer support to friends who are struggling to use their voice.
  • Remember, we are stronger together!

Let's be Advocacy Allies for each other!

Conclude by encouraging students to be 'Advocacy Allies' for their peers and to continue practicing these skills. Reinforce that everyone has a voice.

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Discussion

Advocacy Discussion Prompts

Use these questions to facilitate a class discussion about advocacy and self-advocacy.

Introduction Discussion

  1. What does it mean to have a voice? How do you use your voice in school or at home?


  2. Have you ever felt like you needed to speak up for yourself or someone else, but didn't? What happened? (Share only if comfortable)


  3. What are some different ways people try to get their needs met? Are all ways equally effective? Why or why not?


Assertive Communication Discussion

  1. What is the difference between being aggressive, being passive, and being assertive?


  2. Why do you think using "I statements" can be helpful when you want to express your feelings or needs?


  3. Can you think of a situation where you could have used an "I statement" to communicate more clearly?


Advocacy Allies Discussion

  1. What does it mean to be an "Advocacy Ally" for a friend or classmate?


  2. Why is it important to support others when they are trying to advocate for themselves?


  3. What challenges might come up when you try to advocate for yourself or others, and how can we overcome them?


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Activity

Speaking Up Scenario Cards Activity

Instructions:

  1. Work in small groups of 2-3 students.
  2. Cut out the scenario cards below.
  3. As a group, pick a card and read the scenario aloud.
  4. Discuss how the person in the scenario could use assertive communication and "I statements" to advocate for themselves or others.
  5. Role-play the scenario. One student plays the person needing to advocate, and another plays the person they need to talk to. Practice using respectful, clear language.
  6. After the role-play, discuss: What went well? What could be improved? Did you use an "I statement" effectively?
  7. Choose another card and repeat!

Scenario Cards

Card 1: Group Project Troubles

Your group is working on a presentation, but one member isn't doing their share of the work. You're worried about your grade.



Card 2: Unfair Turn-Taking

During a game at recess, your friend keeps taking extra turns, and others aren't getting a fair chance to play.



Card 3: Loud Distraction

During quiet reading time, the student next to you is tapping their pencil loudly and humming, making it hard for you to concentrate.



Card 4: Misunderstanding with a Friend

You lent your favorite pencil to a friend, and they accidentally broke it. You're upset, but you don't want to cause a big fight.



Card 5: Feeling Left Out

A group of classmates is planning a weekend activity, and you feel left out because they haven't invited you, even though you usually hang out together.



Card 6: Unwanted Nickname

Some kids on the playground have started calling you a nickname you don't like, and it makes you feel uncomfortable.



Card 7: Messy Workspace

Your table partner often leaves their art supplies spread across your shared desk space, making it hard for you to work.



Card 8: Unfair Rule

Your teacher has implemented a new classroom rule that you and many of your classmates feel is unfair or doesn't make sense.



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Worksheet

My Advocacy Plan Worksheet

Sometimes it can be hard to speak up, but having a plan can make it easier!

Instructions:

  1. Think about a time you needed to speak up for yourself or someone else, or a time you might need to in the future. Describe the situation below.
  2. Fill in the blanks to create an "I statement" you could use.
  3. Think about who you need to talk to and what you hope will happen.

Part 1: The Situation

Describe the situation where you need to advocate. What happened? Who was involved?










Part 2: My "I Statement" Plan

Complete the following sentence based on your situation:

I feel




when




because




and I need




.

Part 3: Taking Action

  1. Who do you need to talk to about this situation? (e.g., a friend, teacher, parent, sibling)


  2. Where and when would be a good time to have this conversation? (Think about a private and calm moment)


  3. What is one positive outcome you hope will come from speaking up?


Part 4: Being an Ally

Think of a time you could support a friend or classmate who needs to speak up. How could you be an "Advocacy Ally" for them?





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