Lesson Plan
My Voice Matters Lesson Plan
Students will identify a personal need, express their feelings using constructive language, practice self-advocacy in role-play, and set a concrete plan to ask for help.
Teaching self-advocacy and social skills empowers 4th graders to communicate needs confidently, build independence, and foster positive peer and adult interactions.
Audience
4th Grade Students
Time
30 Minutes
Approach
Guided reflection, role-play, and goal-setting.
Materials
Prep
Prepare Materials
5 Minutes
- Print and cut the Role-Play Scenario Cards.
- Make individual copies of the Self-Advocacy Checklist, Feelings Chart, and Goal-Setting Worksheet.
- Gather a set of Reward Token Cards for positive reinforcement.
- Review key questions and sample language for self-advocacy.
Step 1
Introduction & Warm-Up
5 Minutes
- Greet the student and explain that today they’ll learn to use their voice to share needs and feelings.
- Show the Feelings Chart and discuss why recognizing emotions helps in asking for help.
- Ask the student to name a recent time they felt a strong emotion and identify it on the chart.
Step 2
Identify Needs & Feelings
7 Minutes
- Distribute the Self-Advocacy Checklist.
- Have the student think of one need they have (e.g., I need help understanding homework).
- Ask them to select matching feelings on the Feelings Chart.
- Model “I feel… because I need…” statements and have the student practice.
Step 3
Role-Play Practice
10 Minutes
- Let the student draw a card from the Role-Play Scenario Cards.
- Student practices asking for help using their statement; teacher plays the role of the helper.
- Provide feedback on tone, clarity, and body language.
- Repeat with 2–3 scenarios to build confidence.
Step 4
Goal Setting & Planning
5 Minutes
- Give the student the Goal-Setting Worksheet.
- Guide them to write: When, Where, and How they will ask for help in a real situation.
- Encourage them to choose one specific upcoming moment (e.g., math class).
- Offer a Reward Token Card to acknowledge effort.
Step 5
Reflection & Assessment
3 Minutes
- Review the Self-Advocacy Checklist to confirm all steps were practiced.
- Ask the student: What went well? What could be improved?
- Observe their confidence and clarity in responses as an informal assessment.
- Award additional Reward Token Cards for positive participation.
Lesson Plan
Self Advocacy Lesson Plan
Students will identify a personal need, articulate it with “I feel… because I need…” statements, practice self-advocacy through role-play, and set an actionable plan for asking help.
Empowers 4th graders to recognize emotions, communicate needs clearly, and build confidence for positive peer and adult interactions.
Audience
4th Grade Students
Time
30 Minutes
Approach
Guided reflection, role-play, and goal-setting.
Materials
Prep
Prepare Materials
5 Minutes
- Print and cut the Role-Play Scenario Cards.
- Make individual copies of the Self-Advocacy Checklist, Feelings Chart, and Goal-Setting Worksheet.
- Gather a set of Reward Token Cards for positive reinforcement.
- Review key self-advocacy phrases and sample language.
Step 1
Introduction & Warm-Up
5 Minutes
- Greet the student and explain today’s focus on using their voice to share needs and feelings.
- Show the Feelings Chart and discuss why recognizing emotions helps in asking for help.
- Invite the student to name a recent emotion and point it out on the chart.
Step 2
Identify Needs & Feelings
7 Minutes
- Distribute the Self-Advocacy Checklist.
- Ask the student to think of one need (e.g., help with homework), then select a matching feeling on the Feelings Chart.
- Model statements: “I feel ___ because I need ___.”
- Have the student practice their own statement aloud.
Step 3
Role-Play Practice
10 Minutes
- Let the student draw a card from the Role-Play Scenario Cards.
- Student practices asking for help using their statement; teacher acts as the helper.
- Provide feedback on tone, clarity, and body language.
- Repeat with 2–3 scenarios to build confidence.
Step 4
Goal Setting & Planning
5 Minutes
- Give the student the Goal-Setting Worksheet.
- Guide them to fill in: When, Where, and How they will ask for help in a real situation.
- Encourage choosing a specific upcoming moment (e.g., math class).
- Offer a Reward Token Card to acknowledge effort.
Step 5
Reflection & Assessment
3 Minutes
- Review the Self-Advocacy Checklist to confirm all steps were practiced.
- Ask: What went well? What could be improved?
- Observe the student’s confidence and clarity as an informal assessment.
- Award additional Reward Token Cards for positive participation.
Slide Deck
My Voice, My Skills
Self-Advocacy and Social Skills Goals
Welcome the student and introduce the session. Say: “Today we’ll learn how to use our voice to share feelings, ask for help, and set goals.”
Session Objectives
- Recognize your feelings
- Use “I feel… because I need…”
- Practice self-advocacy in scenarios
- Set a clear plan for asking for help
Review the session’s four main goals. Point to each on the slide and explain why it matters.
Why Self-Advocacy Matters
- Helps you get what you need
- Builds confidence and independence
- Improves communication with teachers and friends
Discuss each bullet. Ask: “Why might asking for help the right way make school easier?”
Recognize Your Emotions
Use the Feelings Chart to find words that match how you feel.
Point to one or two emotions and name them.
Show the printed Feelings Chart. Invite the student to point to emotions they’ve felt recently.
Self-Advocacy Phrase
Say: “I feel ______ because I need ______.”
Example: “I feel confused because I need help with this math problem.”
Model an example phrase. Then ask the student to fill in blanks for their own example.
Role-Play Practice
- Pick a scenario card.
- Use your self-advocacy phrase to ask for help.
- Try 2–3 different scenarios.
- Focus on clear voice and body language.
Let the student draw a card from the Role-Play Scenario Cards. Guide them through each practice.
Set Your Goal
Use the Goal-Setting Worksheet to answer:
- When will you ask for help?
- Where will it happen?
- How will you say it?
Hand out the Goal-Setting Worksheet and walk through each question.
Reflect & Assess
- What went well?
- What could you improve next time?
Review the Self-Advocacy Checklist to confirm all steps.
Ask the student to share their reflections. Mark off steps on the checklist.
Next Steps
- Practice your plan in class or with a friend.
- Share your success story.
Earn a Reward Token Card for trying it out!
Encourage ongoing practice and reward effort. Hand over a token card.
Worksheet
Self-Advocacy Checklist
Use this checklist to help you practice speaking up for what you need.
-
Recognize Your Feeling
- Look at the Feelings Chart and choose how you feel.
- I feel: ___________________________
-
Identify Your Need
- Think about what you need right now (help, time, space, etc.).
- I need: ___________________________
-
Write Your Self-Advocacy Phrase
- Use the pattern: “I feel ___ because I need ___.”
- I feel __________________ because I need __________________
-
Reflect on Practice
- After role-playing your phrase, what did you notice about your voice or body language?
- After role-playing your phrase, what did you notice about your voice or body language?
-
Plan to Ask for Help in Real Life
- Choose one specific situation and fill in the details below:
- When will you ask for help? ___________________________
- Where will it happen? ___________________________
- How will you say it? ___________________________
- When will you ask for help? ___________________________
- Choose one specific situation and fill in the details below:
-
Final Reflection
- What went well when you used your phrase?
- What could you improve next time?
- What went well when you used your phrase?
Worksheet
Feelings Chart
Use this chart to help you name how you feel. Look at the emoji and word, then write one time you’ve felt that way.
| Emoji | Feeling Word | When I feel this… |
|---|---|---|
| 😊 | Happy | ___________________________ |
| 😢 | Sad | ___________________________ |
| 😠 | Angry | ___________________________ |
| 😨 | Scared | ___________________________ |
| 😃 | Excited | ___________________________ |
| 😤 | Frustrated | ___________________________ |
| 😕 | Confused | ___________________________ |
| 😌 | Proud | ___________________________ |
How to use this chart:
• Pick the emoji that matches how you feel right now.
• Read the feeling word aloud.
• Write a real-life moment when you felt that way in the last column.
Keep this chart nearby when you need help naming your emotions!
Worksheet
Goal-Setting Worksheet
Use this worksheet to plan exactly when, where, and how you will ask for help using your self-advocacy skills.
- Specific Situation
- When will I ask for help? ___________________________
- Where will it happen? ___________________________
- Who will I ask? ___________________________
- My Self-Advocacy Phrase
Write exactly what you will say using the pattern: "I feel ___ because I need ___."
"I feel __________________ because I need __________________"
- Possible Challenges
What might make it hard to ask for help? How can you handle it?
__________________________________________________________________
__________________________________________________________________
- Support and Reminders
Who can remind or encourage you to use your plan?
______________________________________________________________
- My Reward
What will you earn or celebrate when you try asking for help? (e.g., a Reward Token Card, a high-five, or a smile!)
______________________________________________________________
Activity
Role-Play Scenario Cards
Use these scenario cards to practice your self-advocacy phrase. Print and cut each card so the student can draw one randomly during the lesson.
Card 1:
You need help understanding a math problem during class. Practice asking the teacher:
“I feel ______ because I need help with this math problem.”
Card 2:
You forgot your pencil and need to borrow one from a classmate. Practice asking politely:
“I feel ______ because I need to borrow a pencil.”
Card 3:
You’re confused about where to turn in your homework. Practice asking the teacher:
“I feel ______ because I need to know where to hand in my homework.”
Card 4:
You’re feeling anxious about reading out loud and need a moment. Practice asking the teacher:
“I feel ______ because I need a moment to calm down.”
Card 5:
You need more time to finish an assignment. Practice asking the teacher:
“I feel ______ because I need extra time to complete my work.”
Card 6:
You need help finding a book in the library. Practice asking the librarian:
“I feel ______ because I need help finding this book.”
Card 7:
A friend is tapping their foot and it’s distracting you. Practice asking them:
“I feel ______ because I need less noise while I work.”
Card 8:
You’re unsure how to start a group project and need guidance. Practice asking a classmate or the teacher:
“I feel ______ because I need help starting our project.”
Activity
Reward Token Cards
Use these reward token cards to celebrate students’ effort in practicing self-advocacy and social skills. Print the sheet, cut along the dotted lines, and hand out tokens as positive reinforcement.
| ⭐ Token Card 1 ⭐ | 👍 Token Card 2 👍 | 🎉 Token Card 3 🎉 |
|---|---|---|
| Awesome Job! | Great Effort! | You Did It! |
| ························· | ························· | ························· |
| 🌟 Token Card 4 🌟 | 👏 Token Card 5 👏 | 💪 Token Card 6 💪 |
|---|---|---|
| Keep It Up! | Well Done! | Proud of You! |
| ························· | ························· | ························· |
How to use:
- Print on cardstock for durability.
- Cut along the dotted lines to create six individual tokens.
- Give tokens immediately after successful practice or real-life use of self-advocacy.
- Allow students to collect tokens for small rewards or celebrations.