Finding My Voice – Session 1 Teacher Script

Materials You’ll Need

• Self-Awareness Worksheet
• Emotion Cards
• Confidence Scale Tool
• Whiteboard or chart paper and markers
• Paper and pens for students

1. Introduction and Warm-Up (5 minutes)

Teacher says:

"Hello, everyone! Welcome to our first Finding My Voice session. Today we’ll focus on understanding ourselves so we can confidently ask for what we need—in class discussions, group projects, or even when planning for college. This skill is called self-advocacy: speaking up for your needs, goals, and rights."

Pause and make eye contact.

"Self-advocacy is simply letting people know what support or changes you need. For example, last month I emailed my AP English teacher to ask for feedback on my research topic before I started writing. Because I spoke up early, I got helpful guidance that made my final essay stronger."

Prompt:
"Take 30 seconds to think about a time in high school when you asked for something—like extra help, an extension on a deadline, or a different role on a project."

Teacher continues:

"Who would like to share—just one sentence—about that moment you asked for something?"
Invite 2–3 volunteers, then say:

"Thank you for sharing. Each of those moments was you practicing self-advocacy. Today is our first step toward making those moments feel easier and more natural."

2. Strengths Brainstorm (10 minutes)

Teacher says:

"Next, let’s look at our personal strengths—skills or interests that help us succeed in school or life after graduation. These strengths will fuel your confidence when you speak up."

Instructions:

• Distribute the Self-Awareness Worksheet.
• "Write down three strengths or interests that help you in school or will help you with future plans (for example: ‘I manage my time well when juggling AP classes,’ ‘I’m a strong leader on my soccer team,’ or ‘I love designing graphics’)."
• "Work silently for 3 minutes. If you finish early, jot down why each strength matters—for college interviews, team tryouts, or club leadership roles."
  
  
  
  
  
  

Teacher says:

"Now turn to a partner and share one strength and why it matters in a real-world scenario—like a group project or a college application."
(Allow 2 minutes.)

After 2 minutes, teacher says:

"Let’s hear from a few volunteers. Who can tell us the strength their partner shared and why?"
Invite 2–3 students, then affirm:

"Great examples! Knowing what you’re good at helps when you need to explain your needs or highlight your skills to others."

3. Emotion Identification (10 minutes)

Teacher says:

"We’ll use our Emotion Cards to recognize how we feel in different situations. Understanding those feelings helps us know when it’s time to speak up."

For Each Card (3–4 cards total):

1. Hold up the card.
2. Ask: "What emotion do you see?"
   (Pause 5–10 seconds.)
3. Ask: "When have you felt this in school—maybe right before a big test or during a club meeting? What did you do next?"
   (Pause; accept 1–2 quick responses.)
4. Ask: "How could noticing this feeling help you decide to ask for support—like meeting a tutor if you feel stuck or asking a peer to practice with you if you feel nervous?"

Teacher says after card set:

"Emotions—like stress, excitement, or anxiety—give us clues about our needs. If we learn to notice them, we know exactly when and what to ask for."

4. Confidence Scale Reflection (5 minutes)

Teacher says:

"Finally, let’s check in on our confidence using the Confidence Scale Tool. On a scale of 1 to 5 (1 = very nervous to speak up, 5 = very confident), circle the number that shows how you feel right now about speaking up in class, with teachers, or in a college-planning meeting."

Teacher says:

"Who’d like to share their number and a quick reason why they chose it?"
Invite 2–3 volunteers.

Teacher concludes:

"Thank you all. Every time you practice identifying strengths, noticing emotions, and rating your confidence, you build the skills you need to speak up. In Session 2, we’ll set a personal advocacy goal and practice real-life scenarios. Great work today!"

End of Session 1

Finding My Voice – Session 2 Teacher Script

Materials You’ll Need

• Personal Advocacy Goal Worksheet
• Role-Play Scenario Cards
• Peer Feedback Checklist
• Confidence Scale Tool
• Whiteboard or chart paper and markers
• Paper and pens for students

1. Review and Reflect (5 minutes)

Teacher says:

“Welcome back, everyone! In Session 1, we identified our strengths, noticed emotions, and rated our confidence in speaking up. Today we build on that by setting a specific goal and practicing self-advocacy in realistic high school scenarios.

First, who can share one insight or small success you’ve experienced since our last meeting? Maybe you asked a teacher for feedback on a draft or spoke up in a club meeting.”

(Pause; invite 2–3 volunteers.)

Teacher continues:

“Great examples—thank you. Now let’s revisit our Confidence Scale Tool. On a scale from 1 (very nervous) to 5 (very confident), circle the number that shows how you feel about speaking up today.”

Teacher says:

“Would anyone like to share their new number and what made it change—or stay the same?”
(Invite 1–2 volunteers.)

“Thank you. Notice how reflection and practice can shift your confidence over time. We’ll practice more today!”

2. Set a Personal Advocacy Goal (10 minutes)

Teacher says:

“Now, take the Personal Advocacy Goal Worksheet. Think of one real high-school scenario where you want to speak up. Here are some ideas:
• Asking your AP Biology teacher to clarify lab instructions
• Requesting a recommendation letter from a coach or teacher
• Negotiating group roles in a class project
• Scheduling an appointment with the college counselor about SAT prep

On your worksheet:

1. Write your goal: “I will ______________.”
2. List 2–3 concrete steps (e.g., draft an email, prepare questions, set up a meeting).
3. Note any obstacles (busy schedules, nervousness) and a strategy to overcome each.

Silent work time (5 minutes):

Teacher says:

“Okay, now turn to a partner and share your goal and one step. Listen carefully and offer one piece of positive feedback or a clarifying question.”
(Allow 3 minutes.)

Teacher wraps up:

“Great work. A clear goal and plan make talking to teachers or peers feel more doable.”

3. Role-Play Practice (10 minutes)

Teacher says:

“Next, we’ll practice using our Role-Play Scenario Cards. Each card outlines a situation you might face in high school.”

Instructions:

1. Form pairs or triads.
2. Each group picks one scenario card (e.g., asking for extra credit, clarifying an essay prompt, talking to a counselor).
3. Person A plays themselves advocating; Person B plays the teacher, counselor, or peer. If you’re in a triad, rotate so everyone practices both roles.
4. Use clear “I need…” or “I would like…” statements, maintain eye contact, and keep a calm, respectful tone.

Teacher models one quick example (30 seconds).

Practice time (7 minutes):
Circulate, listen in, and give gentle tips on phrasing or body language.

4. Peer Feedback and Reflection (5 minutes)

Teacher says:

“Awesome effort! Now grab your Peer Feedback Checklist. After each role-play, give your partner one specific strength you noticed and one suggestion for next time.”

Feedback time (3 minutes):

Teacher says:

“Would anyone like to share a piece of feedback they received that felt particularly helpful?”
(Invite 1–2 volunteers.)

Teacher concludes:

“Finally, circle your confidence level one more time on the Confidence Scale Tool. Think about how setting goals and practicing can shift your number over time.”

Teacher says:

“Look at your growth today! Remember, speaking up is a skill you build step by step. Keep your goal worksheet handy, practice outside of class, and celebrate every time you advocate for yourself. Fantastic work—your voice matters!”

End of Session 2