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My Voice Matters

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Lesson Plan

Session 1 Plan

Introduce high school students to requesting everyday school needs—like water, restroom, or materials—using visual choice cards and a communication board through modeling and guided practice.

Supporting teens in asking for essential needs fosters self-advocacy, reduces classroom disruptions, and builds independence in the school environment.

Audience

High school students needing support to communicate wants and needs

Time

20 minutes

Approach

Visual supports, modeling, hands-on practice

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up & Goal Introduction

3 minutes

  • Greet the student and explain: “Today we’ll learn how to ask for things you need at school.”
  • Show the Communication Board and describe how it helps in class

Step 2

Explore Visual Choices

5 minutes

  • Present high-school items on Visual Choice Cards one at a time (water bottle, restroom, pen, phone charger)
  • Allow the student to handle and name each card
  • Model the phrase “I need [item]” or gesture/point if needed

Step 3

Modeling Requests

5 minutes

  • Teacher selects a card and says, “I need water, please,” while pointing to the matching icon on the Communication Board
  • Use clear speech, direct eye contact, and positive tone

Step 4

Guided Practice

5 minutes

  • Prompt the student to request an item using the cards or board (“Can you ask for the restroom?”)
  • Offer verbal or hand-over-hand support as needed
  • Immediately provide the requested Preferred Item Samples

Step 5

Reinforcement & Closing

2 minutes

  • Give Reinforcement Tokens for each successful request
  • Recap: “Great job asking for what you needed!”
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Slide Deck

My Voice Matters: Session 1

Today we’ll learn how to ask for things you need at school—using visual supports and guided practice.

Welcome back! Introduce Session 1 of “My Voice Matters.” Explain that today’s focus is asking for things you need at school—like water, restroom breaks, or supplies. Keep tone supportive and relatable.

Objective

By the end of this session, you’ll be able to request everyday school needs by saying or indicating “I need ___” using visuals.

Read this aloud and check for understanding. Emphasize using “I need ___.”

Materials

Show each item as you list it. Encourage the student to touch and name the items.

1. Warm-Up & Goal Introduction

  • Greet the student and explain: “Today we’ll practice asking for things you need at school.”
  • Show the Communication Board and describe its purpose.

Greet the student and connect: “I know sometimes you need stuff in class—let’s see how we can ask for it smoothly.”

2. Explore Visual Choices

  • Present each Visual Choice Card one at a time (water bottle, restroom icon, pen, phone charger)
  • Let the student handle and name each card
  • Model: “I need my phone charger, please,” while pointing to the icon.

Pause after each card. Invite the student to point, pick it up, and name it.

3. Modeling Requests

  • Teacher selects a card (e.g., water bottle) and says, “I need water, please,” pointing to the same icon on the [Communication Board]
  • Emphasize calm, confident delivery.

Demonstrate clear speech, steady eye contact, and positive tone.

4. Guided Practice

  • Prompt the student: “Can you ask to go to the restroom?”
  • Offer hand-over-hand or verbal cues as needed
  • Immediately give the requested item or permission.

Encourage independence. Fade prompts quickly as they succeed.

5. Reinforcement & Closing

  • Give Reinforcement Tokens for each successful request
  • Recap: “Great job asking for what you needed today!”
  • Preview: “Next time we’ll practice asking for help and more.”

Celebrate achievement and preview the next skill.

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Worksheet

Choice Cards Practice

Name: ________________________ Date: ____________

Use your Visual Choice Cards and Communication Board to complete these activities.

1. Favorite Items

Look at your choice cards. Write the names of three items you really like below. Then circle the matching symbol on your cards.

  1. ___________________________________




  2. ___________________________________




  3. ___________________________________




2. Fill in the Sentence

Use the words “I want ___.” to request each item shown.

(a) 🍎 I want ________________


(b) 🚗 I want ________________


(c) 🍪 I want ________________


3. Draw & Request

Pick one item from your choice cards. Draw that item in the box below. Then write the sentence “I want ___” to request it.

[Drawing Box]







I want _________________________

4. Reflection

How did using your visual choice cards help you ask for something? Write or draw your answer.












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Answer Key

Choice Cards Practice Answer Key

Section 1: Favorite Items

Expected Responses

  • Student lists three items that appear on their Visual Choice Cards. Examples:
    • Apple – circles the 🍎 symbol
    • Car – circles the 🚗 symbol
    • Cookie – circles the 🍪 symbol

Step-by-Step Teacher Guidance

  1. Review each written item and locate the matching choice-card symbol.
  2. Confirm the student has circled the symbol corresponding to the written word.
  3. If a mismatch occurs, prompt: “Which picture shows your ___?” and have the student correct it.

Section 2: Fill in the Sentence

Correct Answers
(a) I want apple
(b) I want car
(c) I want cookie

Step-by-Step Teacher Guidance

  1. Point to the picture and read: “I want ___.”
  2. Ask the student: “What is this?” to elicit the item name.
  3. Check the blank is filled with the correct word and that the student wrote the full sentence “I want ___.”

Section 3: Draw & Request

Expected Response

  • A drawing of one chosen item from the choice cards.
  • Sentence below the drawing: “I want ___” (matching the drawn item).

Step-by-Step Teacher Guidance

  1. Verify the drawing is recognizable as an item from the choice cards.
  2. Confirm the student’s sentence uses the correct item name.
  3. If needed, prompt: “Show me how to ask for it using your board,” and reinforce the correct phrase.

Section 4: Reflection

Acceptable Responses

  • A written comment or drawing illustrating how the visual supports helped the student ask for something.
  • Examples:
    • “It helped me point and say what I wanted.”
    • A picture of the student using cards with a smile.

Step-by-Step Teacher Guidance

  1. Look for any mention of reduced frustration, increased confidence, or clarity in making requests.
  2. Provide positive feedback: “Great job explaining how the cards helped you!”
  3. Use their reflection to plan next session’s supports (e.g., add new items or practice longer phrases).
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Lesson Plan

Session 2 Plan

Teach high school students to request “more time” on tests/projects and ask for academic help (e.g., with homework or assignments) using action visuals on the communication board.

Empowering teens to self-advocate for extra time and support reduces test anxiety, builds confidence, and fosters independence in the classroom.

Audience

High school students needing support to communicate wants and needs

Time

20 minutes

Approach

Visual supports, modeling, guided practice

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up & Review

3 minutes

  • Greet the student and recap last session: requesting basic needs (“I need water,” “I need restroom”)
  • Show the Communication Board and point to the new “more time” and “help” icons

Step 2

Introduce “More Time” Requests

5 minutes

  • Present a timed quiz scenario: “Your test time is almost up.”
  • Model saying “More time, please” while pointing to the clock icon on Action Choice Cards
  • Demonstrate selecting the “more time” icon on the Communication Board and pairing it with the subject: “More time on math test”

Step 3

Guided “More Time” Practice

4 minutes

  • Prompt the student: “Can you ask for more time on this sample quiz?”
  • Offer hand-over-hand support or verbal cues as needed
  • Add 2 extra minutes to their timer immediately upon correct request

Step 4

Introduce “Help” Requests

4 minutes

  • Present a challenging homework problem (e.g., a tough algebra equation)
  • Model saying “Help me, please” while pointing to the “help” icon on Action Choice Cards
  • Show selecting “help” on the Communication Board and then demonstrate how to guide through the problem

Step 5

Guided “Help” & Closing

4 minutes

  • Encourage the student to request assistance: “Ask for help with this question.”
  • Provide hand-over-hand or verbal support as needed; give academic guidance immediately upon correct request
  • Reinforce with Reinforcement Tokens
  • Recap: “Great job asking for more time and help today!”
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Slide Deck

My Voice Matters: Session 2

Today we’ll learn to request “more” and ask for “help” using visual supports and guided practice.

Welcome the student back and introduce Session 2 of “My Voice Matters.” Explain that today’s focus is on requesting “more” and asking for “help” using visual supports.

Objective

By the end of this session, you will be able to request “more” and ask for “help” using your communication board and action visuals.

Read the objective aloud. Emphasize the new communication targets: “more” and “help.”

Materials

Show each material as you mention it. Ensure the student can see and touch the items.

1. Warm-Up & Review

  • Greet the student and recap requesting items using “I want ___.”
  • Show the Communication Board and point out the “more” and “help” symbols.

Greet the student warmly, then review “I want ___” requests from Session 1. Point out the new “more” and “help” icons on the board.

2. Introduce “More” Requests

  • Present an action (e.g., eating crackers) and say “More, please” while pointing to the “more” icon on Action Choice Cards.
  • Demonstrate selecting the “more” icon on the Communication Board and say “More cracker.”

Model “More, please” with a preferred item (e.g., crackers). Use clear gestures and point to the “more” icon on both the cards and board.

3. Guided “More” Practice

  • Prompt the student to request more using the Action Choice Cards or board.
  • Offer hand-over-hand support or verbal cues as needed.
  • Provide an additional Preferred Item Sample immediately upon request.

Encourage the student to try requesting “more.” Provide support as needed and immediately deliver more items.

4. Introduce “Help” Requests

  • Present a challenging task (e.g., opening a container) and say “Help me, please” while pointing to the “help” icon on Action Choice Cards.
  • Demonstrate selecting “help” on the Communication Board and then provide assistance.

Model asking for help with a challenging task (e.g., opening a container). Point to the “help” icon and show assistance.

5. Guided “Help” & Closing

  • Encourage the student to request assistance using the “help” icon on cards or board.
  • Prompt and support as needed; provide help immediately upon correct request.
  • Reinforce with Reinforcement Tokens.
  • Recap: “Great job asking for more and help today!”

Support the student’s requests for help, reinforce each attempt, and close by celebrating success and previewing the next session.

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Lesson Plan

Session 3 Plan

Enable high school students to combine two school-related requests—like “I need calculator and notebook”—using visuals and guided practice.

Expressing multiple needs in one phrase boosts efficiency, fosters self-advocacy in complex school tasks, and advances communication skills.

Audience

High school students needing support to communicate wants and needs

Time

20 minutes

Approach

Visual supports, modeling, guided practice

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up & Review

3 minutes

Step 2

Introduce Dual Requests

5 minutes

  • Present two academic item cards (e.g., calculator & notebook) from Visual Choice Cards
  • Model: “I need calculator and notebook,” pointing to each card and the “and” connector
  • Demonstrate selecting both item icons and the connector on the Communication Board

Step 3

Modeling Combined Requests

5 minutes

  • Teacher chooses two cards (e.g., charger & headphones) and says, “I need charger and headphones.”
  • Point to matching icons on the Communication Board
  • Maintain clear speech, eye contact, and confident tone

Step 4

Guided Practice

5 minutes

  • Prompt the student: “Ask for pen and eraser using your board.”
  • Offer hand-over-hand or verbal cues as needed
  • Immediately hand over both Preferred Item Samples on correct request

Step 5

Reinforcement & Closing

2 minutes

  • Give Reinforcement Tokens for each combined request
  • Recap: “Great job asking for two things at once!”
  • Preview Session 4: adding descriptive details like color and size
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Slide Deck

My Voice Matters: Session 3

Today we’ll learn how to request two items at once using visual supports and guided practice.

Welcome the student back and introduce Session 3 of “My Voice Matters.” Explain that today’s focus is on combining two items into one request using visual supports.

Objective

By the end of this session, you will be able to request two items in one phrase, like “I want ___ and ___,” using your communication board.

Read the objective aloud and emphasize combining two items with the “and” connector.

Materials

Show each material physically and ensure the student can see and handle them.

1. Warm-Up & Review

Greet the student and review how to request single items. Point out the “and” icon on the visuals.

2. Introduce Dual Requests

  • Present two Visual Choice Cards, for example 🍎 & 🍪.
  • Model: “I want apple and cookie” while pointing to each card and the “and” symbol.
  • Show how to select both item icons and the connector on the board.

Model how to combine two items using clear speech and gestures.

3. Modeling Combined Requests

  • Teacher chooses two cards and says, “I want [item1] and [item2].”
  • Point to the matching symbols on the Communication Board.
  • Maintain clear speech, eye contact, and positive tone.

Demonstrate multiple combined requests, emphasizing clarity and engagement.

4. Guided Practice

  • Prompt the student to select two items and request them using cards or the board.
  • Offer hand-over-hand support or verbal cues as required.
  • Immediately hand over both Preferred Item Samples on correct request.

Encourage the student to practice combining requests with support as needed.

5. Reinforcement & Closing

  • Give Reinforcement Tokens for each combined request.
  • Recap: “You did great asking for two things at once!”
  • Preview: “Next time we’ll practice requesting actions or describing items.”

Celebrate the student’s success, provide feedback, and preview the next session.

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Lesson Plan

Session 4 Plan

Teach high school students to use color and size to request school items—forming phrases like “I need the red binder” with visual supports.

Specific descriptions reduce misunderstandings, help teens get exactly what they need, and build richer self-advocacy in the classroom.

Audience

High school students needing support to communicate wants and needs

Time

20 minutes

Approach

Visual supports, modeling, guided practice

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up & Review

3 minutes

  • Greet the student and recap asking for single items: “I need ___.”
  • Show the Communication Board and point to the color and size sections

Step 2

Introduce Descriptive Attributes

5 minutes

  • Present one color Attribute Card and one size card at a time (e.g., red, large)
  • Model: “large red binder,” pointing to each card
  • Demonstrate selecting size → color → item icons on the Communication Board

Step 3

Modeling Descriptive Requests

5 minutes

  • Choose a sample (e.g., small blue notebook) and say, “I need the small blue notebook.”
  • Point to the matching icons (size, color, item) on the Communication Board
  • Use clear speech, gestures, and eye contact

Step 4

Guided Practice

5 minutes

  • Prompt the student to pick a Preferred Item Sample
  • Ask: “How would you ask for that color and size?”
  • Provide hand-over-hand or verbal cues as needed
  • Immediately hand over the described item upon correct request

Step 5

Reinforcement & Closing

2 minutes

  • Give Reinforcement Tokens for each accurate descriptive request
  • Recap: “Great job asking for the red binder!”
  • Preview: “Next time we’ll combine actions and descriptions for even more detail.”
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Slide Deck

My Voice Matters: Session 4

Today we’ll learn to use descriptive words like color and size when asking for things.

Welcome the student back and introduce Session 4 of “My Voice Matters.” Explain that today’s focus is on using descriptive attributes—color and size—to request items. Keep the tone encouraging.

Objective

By the end of this session, you will be able to request items with color and size, such as “I want the big red ball,” using your communication board.

Read the objective aloud and emphasize using descriptive attributes in requests.

Materials

Show each material as you mention it. Ensure the student can handle the cards and board.

1. Warm‐Up & Review

  • Greet the student and recap: “I want ___.”
  • Point to the item icon on the Communication Board.

Greet the student warmly, then review how to request single items using “I want ___.” Point to the item icon on the board.

2. Introduce Descriptive Attributes

  • Show a color Attribute Card, e.g., red, and a size card, e.g., big.
  • Model: “big red ball” while pointing to each card.
  • Demonstrate selecting the color, size, and item icons on the Communication Board.

Present the attribute cards one at a time. Model combining each attribute with an item name.

3. Modeling Descriptive Requests

  • Pick a sample item (e.g., large blue block) and say, “I want the big blue block.”
  • Point to the corresponding color, size, and item symbols on the Communication Board.
  • Use clear speech, gestures, and eye contact.

Demonstrate a clear descriptive request by combining color, size, and item.

4. Guided Practice

  • Prompt the student to select a Preferred Item Sample.
  • Ask: “What color and size do you want?”
  • Provide hand-over-hand or verbal cues as needed.
  • Immediately hand over the described item upon correct request.

Encourage the student to choose an item and describe it using color and size. Offer support as needed.

5. Reinforcement & Closing

  • Give Reinforcement Tokens for each accurate descriptive request.
  • Recap: “Great job asking for the big red ball!”
  • Preview: “Next time we’ll combine actions and descriptions for even more detailed communication.”

Celebrate the student’s descriptive requests and provide positive feedback. Preview next session’s focus.

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Lesson Plan

Session 5 Plan

Guide high school students to integrate items (like textbooks or pens), actions (“help,” “more time”), attributes (color, size), and connectors into complete functional requests in realistic school scenarios.

Reinforcing all communication skills within teen-relevant contexts fosters independence, confidence, and real-life functional language in school.

Audience

High school students needing support to communicate wants and needs

Time

20 minutes

Approach

Visual supports, modeling, guided practice

Materials

Prep

Prepare Materials

5 minutes

Step 1

1. Warm-Up & Review

3 minutes

  • Greet the student and revisit key phrases: “I need ___,” “More ___,” “Help me,” pairing items and descriptions
  • Show the Communication Board and point to each icon category: item, action, attribute, connector

Step 2

2. Introduce Integrated Requests

5 minutes

  • Present an Integrated Scenario Card, e.g., “You need more time on your history essay and help with editing.”
  • Model a complete request: “More time on essay and help editing, please,” pointing to: action “more time” → item “essay” → connector “and” → action “help” → item “editing” on the Communication Board

Step 3

3. Modeling Across Scenarios

5 minutes

  • Work through 2–3 additional teen-focused scenarios (e.g., “You want the red binder and blue pen,” “You need help calculating on your calculator and more time on the quiz”)
  • For each scenario, construct and say the phrase while pointing to each symbol slowly and clearly

Step 4

4. Guided Practice

5 minutes

  • Invite the student to select an Integrated Scenario Card
  • Prompt: “How would you ask?” Offer hand-over-hand or verbal cues as needed
  • Upon a correct request, immediately provide the described Preferred Item Samples or assistance

Step 5

5. Reinforcement & Closing

2 minutes

  • Give Reinforcement Tokens for each accurate, complete request
  • Summarize: “Excellent work combining everything into one request!”
  • Encourage continued use: “You can use these skills anytime you need something or help at school.”
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Slide Deck

My Voice Matters: Session 5

Today we’ll practice using everything we’ve learned—requesting items, more, help, combining items, and using descriptions—in real-life scenarios.

Welcome the student back and introduce Session 5 of “My Voice Matters.” Explain that today’s focus is on integrating all communication skills—items, actions, attributes, and connectors—into complete requests.

Objective

By the end of this session, you will be able to create full requests using items, actions, attributes, and connectors, such as “I want big red block and help please.”

Read the objective aloud and ensure the student understands the integrated goal.

Materials

Show each material as you list it. Confirm the student can handle them.

1. Warm-Up & Review

  • Review “I want ___,” “More ___,” “Help me,” dual-item requests, and descriptive phrases.
  • Show the Communication Board and point to the item, action, attribute, and connector icons.

Greet the student warmly and review all previously taught skills. Point to each icon category on the board.

2. Introduce Integrated Requests

  • Present an Integrated Scenario Card, e.g., “You want three big red blocks and need help.”
  • Model saying: “I want big red block and big red block, help please,” pointing to: attribute → item → connector → attribute → item → action icons.

Use an integrated scenario card to model constructing a full request.

3. Modeling Across Scenarios

  • Work through additional scenario cards with different items, actions, and attributes.
  • For each: construct the phrase, point to each symbol slowly, use clear speech and eye contact.

Demonstrate 2–3 more scenarios, emphasizing clear gestures and symbol pointing.

4. Guided Practice

Invite the student to choose a scenario and practice their own request with support.

5. Reinforcement & Closing

  • Give Reinforcement Tokens for each accurate, complete request.
  • Recap: “Great job combining everything into your request!”
  • Encourage: “You can use these skills any time you need something or help.”

Celebrate successes, award tokens, and encourage continued use of skills.

lenny

Lesson Plan

Session 6 Plan

Enable high school students to communicate effectively in peer and intimate relationships—expressing feelings, inviting friends, resolving conflicts, and making polite adult requests using visual supports and problem-solving strategies.

Healthy social and intimate communication skills help teens build strong friendships, manage conflicts respectfully, and seek support from trusted adults, fostering resilience and independence.

Audience

High school students needing social‐emotional communication support

Time

20 minutes

Approach

Role-play, visual supports, guided problem-solving

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm‐Up & Review

3 minutes

  • Greet the student and recap core phrases: “I need…,” “Can I have…?,” “Can you help me?”
  • Show the Communication Board and point to peer, intimate, and adult sections

Step 2

Friendship Communication

5 minutes

  • Present a peer scenario: e.g., “Invite a friend to grab lunch or join a club.”
  • Model: “Do you want to eat lunch together?” while pointing to icons on Social Scenario Cards and board
  • Model offering support: “Can I help you study for the test?” using social and adult cards to illustrate polite outreach

Step 3

Intimate Relationship Skills

5 minutes

  • Present an intimate scenario: e.g., “Tell a friend how much they mean to you.”
  • Model “I feel happy when we hang out” or “I appreciate your help” using Intimate Communication Cards and board
  • Emphasize use of “I” statements and clear tone

Step 4

Problem‐Solving Strategies

5 minutes

  • Present a conflict scenario: e.g., “Your friend is upset because you were late.”
  • Walk through Problem-Solving Steps Visuals: identify problem → express feelings (“I feel…”) → brainstorm solutions → request a solution (“Can we talk about meeting earlier?”)
  • Model each step while pointing to visuals on the board

Step 5

Polite Adult Requests & Closing

2 minutes

  • Present an adult‐request scenario: e.g., “Ask the counselor for advice on your schedule.”
  • Model: “Excuse me, can we schedule a time to talk about my classes?” using Adult Interaction Cards and board
  • Reinforce with Reinforcement Tokens for each attempt
  • Recap: “Great work expressing feelings, solving problems, and asking politely today!”
lenny

Slide Deck

My Voice Matters: Session 6

Today we’ll practice communicating in peer and intimate relationships, use problem-solving steps, and make polite requests to adults.

Welcome the student to Session 6 of “My Voice Matters.” Explain that today’s focus is on social and emotional communication—talking with friends, sharing feelings, solving problems, and asking adults politely.

Objective

By the end of this session, you will be able to:

  • Invite or support peers
  • Express feelings with “I” statements
  • Use problem-solving steps in conflicts
  • Ask adults politely for help or meetings

Read the objective aloud. Emphasize building friendship skills, “I” statements, conflict resolution, and adult communication.

Materials

Show each card set as you list it. Confirm the student can handle them.

1. Warm-Up & Review

  • Greet the student and recap: “I need…,” “Can I have…?,” “Can you help me?”
  • Show the Communication Board and point to peer, intimate, and adult icon areas

Greet the student warmly and review core phrases and the board layout for peer, intimate, and adult sections.

2. Friendship Communication

  • Present a scenario: “Invite a friend to lunch or club.”
  • Model: “Do you want to eat lunch together?” pointing to Social Scenario Cards icons
  • Model: “Can I help you study for the test?” to show peer support

Introduce a friendly scenario. Model and role-play inviting a peer and offering help.

3. Intimate Relationship Skills

  • Present a scenario: “Tell someone how much they mean to you.”
  • Model: “I feel happy when we hang out” or “I appreciate your help” using Intimate Communication Cards
  • Emphasize clear tone and eye contact

Introduce expressing feelings. Model “I” statements for close friendships.

4. Problem-Solving Strategies

  • Present a conflict: “Your friend is upset because you were late.”
  • Walk through visual steps: identify problem → express feelings → brainstorm solutions → request solution
    (e.g., “I feel bad I was late. Can we agree on a meeting time?”)

Use a conflict scenario to walk through problem-solving steps.

5. Polite Adult Requests & Closing

  • Present an adult-request scenario: “Ask your teacher to review your essay.”
  • Model: “Excuse me, can you please look at my paper?” with Adult Interaction Cards
  • Give Reinforcement Tokens for attempts
  • Recap: “Great work expressing feelings, solving problems, and asking politely!”

Model polite adult requests and close the session.

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Worksheet

Intimate Communication Cards

Cut out these cards and practice using “I” statements to share your feelings and appreciation with friends.

I feel ______ when ______.




I appreciate ______.




I care about ______.




It makes me happy when ______.




I enjoy spending time with you because ______.




Thank you for ______.




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Activity

Problem-Solving Steps Visuals

Use these four visual steps to work through a conflict or problem. Follow each step and fill in the blanks or draw your ideas. Keep this guide handy when you need to talk things out.

Step 1: Identify the Problem 🕵️‍♂️

What exactly happened or isn’t working?

I notice that:
__________________________________________



Step 2: Express Your Feelings ❤️

Use an “I” statement to share how you feel about the situation.

I feel __________________ when _________________.




Step 3: Brainstorm Solutions 💡

List as many possible ways to solve the problem as you can (even silly ideas!).



Step 4: Choose & Request a Solution ✅

Pick the solution you like best and practice asking for it politely.

I would like _____________________________.




Now, use your Communication Board to point and say or indicate each part of your request.

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lenny

Worksheet

Social Scenario Cards

Cut out these cards and practice polite, confident peer interactions. Each card describes a scenario—write or say what you would communicate using your Communication Board.

Scenario 1: Invite to Lunch
Your friend sits alone at lunch.
What would you say?

I would say: ________________________________



Scenario 2: Join Study Group
You’re forming a study group for biology.
How would you invite a classmate?

I would say: ________________________________



Scenario 3: Club Meeting Invite
Your school art club meets after school.
How would you ask a friend to come?

I would say: ________________________________



Scenario 4: Borrow Notes
You missed class yesterday.
How would you politely ask to borrow notes?

I would say: ________________________________



Scenario 5: Partner for Project
You need a partner for a group project.
How would you ask someone to team up?

I would say: ________________________________



Scenario 6: Offer Help
You notice a classmate struggling with their locker.
What would you say to offer help?

I would say: ________________________________



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Worksheet

Adult Interaction Cards

Cut out these cards and practice making polite requests to teachers, counselors, and other school staff. Use your Communication Board to point, write, or say each phrase.

1. “Excuse me, can I _________, please?”
(e.g., “Excuse me, can I have extra time on my essay?”)




2. “Could you please help me with _________?”
(e.g., “Could you please help me with this math problem?”)




3. “Would you mind _________ for me?”
(e.g., “Would you mind signing my planner?”)




4. “May I schedule a time to talk about _________?”
(e.g., “May I schedule a time to talk about my schedule?”)




5. “Thank you for _________.”
(e.g., “Thank you for reviewing my paper.”)




6. “I appreciate your help with _________.”
(e.g., “I appreciate your help with my presentation.”)




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