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Finding My Voice: Standing Up!

Lesson Plan

How to Stand Up For Myself and Others

Students will be able to identify a situation where self-advocacy is needed and state their needs clearly and respectfully.

This lesson is important because it empowers students with the confidence and skills to communicate their needs and protect themselves in various social situations, fostering a sense of agency and respect.

Audience

4th Grade Students

Time

20 minutes

Approach

Interactive discussion and script writing.

Materials

Whiteboard or Chart Paper, Markers, Finding My Voice Script-Writing, and Slide Deck Presentation

Prep

Prepare Materials

10 minutes

Step 1

Welcome & Warm-Up

5 minutes

  • Hook: Begin by asking students:

Step 2

Introduce Key Concepts

5 minutes

  • Define Self-Advocacy: Explain that self-advocacy means speaking up for yourself and your needs.
    *

Step 3

Guided Practice: Role-Playing Scenarios

7 minutes

  • Scenario Introduction: Present a simple scenario where self-advocacy is needed (e.g., someone cuts in line, a friend takes your pencil without asking, you don't understand an assignment).
    * Brainstorming Responses: As a class, brainstorm respectful ways to stand up for themselves in this scenario. Focus on clear, calm language using

Step 4

Reflect & Share

3 minutes

  • Discussion: Ask students to reflect on why self-advocacy is important for them and for others.
    *
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Slide Deck

Welcome! Ever Needed to Speak Up?

Think about a time you wished you had said something but didn't. What happened?

Welcome students and get them thinking about times they needed to speak up.

What is Self-Advocacy?

It's about speaking up for YOURSELF and what YOU NEED.

It's using your voice to share your thoughts, feelings, and ideas respectfully.

Introduce the idea of self-advocacy simply. Use the script to guide the definition.

Why is Self-Advocacy a Superpower?

It helps you:

  • Get what you need.
  • Feel respected.
  • Solve problems.
  • Help others too!

Explain why it's a superpower for them and for others. Connect it to real-life situations they might encounter.

What Would YOU Do?

Scenario: Your friend keeps borrowing your pencils without asking and sometimes doesn't give them back.

How can you respectfully tell them how you feel and what you need?

Present a simple scenario. Encourage students to think about how they would react. This will lead into the script-writing activity.

The 'I Feel... I Need...' Power Statement

Use these words to help you speak up:

I feel... (your emotion)

when... (what happened)

I need... (what you want to happen)

Guide students through the 'I feel... when... I need...' statement. Emphasize respect and clarity.

Time to Practice!

You'll get a worksheet to practice writing your own 'I feel... I need...' statements for different situations.

Then, we'll share some!

Finding My Voice Script-Writing

Transition to the script-writing activity. Explain that they will practice using the power statement.

You've Got This!

Remember, your voice is powerful. Use it to stand up for yourself and others respectfully.

Great job learning to be self-advocates!

Conclude by reiterating the importance of self-advocacy and encouraging them to use their new superpower.

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Script

Finding My Voice: Script-Writing Practice

Being a self-advocate means using your voice to respectfully share what you think, feel, and need. Use the "I feel... when... I need..." statement to practice!

The "I feel... when... I need..." Power Statement

I feel: (Name your emotion - e.g., sad, frustrated, confused, happy)

When: (Describe the specific situation or action)

I need: (State what you want to happen or what would help you)

Practice Scenarios

Read each scenario. Then, write what you would say using your "I feel... when... I need..." power statement.

Scenario 1: Sharing Supplies

Your friend keeps borrowing your special marker without asking and sometimes forgets to give it back.

What would you say?






Scenario 2: Group Project Trouble

In your group project, one team member isn't doing their part, and you're worried about getting it done on time.

What would you say to your team member?






Scenario 3: Not Understanding a Task

Your teacher gives instructions for an assignment, but you don't quite understand what to do.

What would you say to your teacher?






Scenario 4: Someone Cutting in Line

You are waiting patiently in line for the water fountain, and someone pushes in front of you.

What would you say to the person who cut in line?






Challenge Scenario: Helping a Friend

Your friend is upset because someone is being unkind to them. They don't know what to do.

What advice would you give your friend, using the "I feel... when... I need..." idea?






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Finding My Voice: Standing Up! • Lenny Learning