Lesson Plan
Power Up Your Voice - Session Overview
Empower students with LD and ADHD to recognize academic or social challenges and use self-advocacy strategies (I-statements, accommodation requests, help-seeking) in 70% of observed opportunities.
Building self-advocacy skills boosts confidence, fosters independence, and ensures students receive the supports they need to succeed academically and socially.
Audience
High School Students
Time
15 sessions, 25 minutes each
Approach
Model, practice, and reflect each session.
Materials
Self-Advocacy Strategy Cards, Self-Advocacy Scenario Cards, Self-Advocacy Journal Template, Electric Planner Access Guide, Planner Printout, Accommodations Reminder Checklist, Timer or countdown app, and Projector or whiteboard
Prep
Review Student Accommodations and IEP
10 minutes
- Familiarize yourself with the student’s IEP/504 plan, focusing on reading, writing, math, executive function, and social supports.
- Review Electric Planner Access Guide and Accommodations Reminder Checklist.
- Note any upcoming schedule changes to update the Planner Printout.
Step 1
Warm-Up & Review
5 minutes
- Partner students and distribute two cards from Self-Advocacy Scenario Cards.
- Have pairs identify whether each scenario is academic or social and share one challenge aloud.
- Provide extra processing time; rephrase responses to confirm understanding.
Step 2
Mini-Lesson & Modeling
7 minutes
- Introduce the day’s strategy (e.g., I-Statement) on the whiteboard with a simplified written outline.
- Model using a sample from Self-Advocacy Scenario Cards.
- Check comprehension via thumbs-up/down; clarify as needed.
Step 3
Guided Practice
6 minutes
- In pairs, students practice the strategy with new prompts from Self-Advocacy Strategy Cards.
- Encourage use of the Electric Planner Access Guide for notes.
- Provide scaffolds: sentence starters, graphic organizer, and extra time.
Step 4
Independent Application
5 minutes
- Students complete an entry in their Self-Advocacy Journal Template, detailing a real challenge and chosen strategy.
- Allow assistive tech (text-to-speech, speech-to-text).
- Teacher uses the Accommodations Reminder Checklist during check-ins.
Step 5
Reflection & Check-Out
2 minutes
- Quick round-robin: each student names one strategy they’ll use next time.
- Collect exit tickets (written or spoken).
- Remind students of any schedule updates with the Planner Printout.
- Note students needing case-manager follow-up.
Slide Deck
Power Up Your Voice
• A 15-session course (25 min each)
• Learn and practice self-advocacy
• Build confidence to request support effectively
• Tier 1 classroom lesson for all students with LD/ADHD
Welcome everyone! Today we kick off our 15-session series, Power Up Your Voice. Over the next few weeks, you’ll learn to spot challenges—academic or social—and use clear strategies to speak up for what you need. Let’s build confidence and independence together!
Our Objective
When faced with an academic or social challenge, you will:
- Identify the need for assistance
- Use a self-advocacy strategy (I-statements, requesting accommodations, asking for help, creating a plan)
- Achieve this in 70% of observed opportunities
Read the objective aloud, then paraphrase: When you need help, you’ll know how to ask for it in the right way at least 70% of the time. Emphasize that 70% is our goal to practice and improve.
Key Self-Advocacy Strategies
• I-Statements: “I need…”
• Requesting Accommodations
• Asking for Help
• Creating a Plan & Follow-Up
Introduce the four main strategies. Ask students if they’ve used any of these before and prompt a quick thumbs-up if they have.
Your Accommodations & Supports
• Electric Planner Access Guide & printed schedule
• Extra processing time & simplified directions
• Concrete examples & graphic organizers
• Audiobooks, text-to-speech, speech-to-text
• Extended time (up to 50%) & reduced problem sets
• Binder checks, reminders to slow down
• Formula cards & calculators for tests
Review each accommodation on the slide. Invite questions about any tools (e.g., planner, audiobooks). Highlight the importance of using these supports every day.
Warm-Up & Review
- In pairs, select 2 scenario cards
- Identify: Academic or Social challenge?
- Share one challenge aloud
- Extra processing time as needed
Warm-Up: Pair students and hand out two cards from Self-Advocacy Scenario Cards. Ask them to decide: academic or social? Have each pair share one challenge with the class.
Modeling the Strategy
• Strategy of the Day: I-Statements
• Example: “I feel ___ when ___, and I need ___.”
• Class check: Thumbs-up/down for clarity
Today’s strategy: I-Statements. Model: “I feel confused when instructions change last minute. Can you please repeat them?” Ask students to rate the example (clear? polite?).
Guided Practice
- In pairs, pick a Strategy Card
- Write an I-Statement to address the prompt
- Use your electric planner or notes
- Teacher circulates with scaffolds
Pass out Self-Advocacy Strategy Cards. In pairs, craft your own I-Statement using one prompt. Remind them to use the planner for notes.
Independent Application
• Complete one journal entry:
– Describe a real challenge
– Select & write the self-advocacy strategy
• Use text-to-speech or speech-to-text as needed
Distribute the Self-Advocacy Journal Template. Students write about a real challenge they faced today (or this week) and choose a strategy to use next time.
Reflection & Check-Out
- Round-robin: One strategy to use next time
- Exit ticket: Write or speak your goal
- Check any schedule changes on Planner Printout
Go around the room: each student names one strategy they’ll use next time. Collect exit tickets (written or oral). Remind students to check the Planner Printout for schedule updates.
Activity
Power Up Your Voice Activities
Below is a menu of seven scaffolded, interactive activities aligned to the 15-session self-advocacy series. Teachers can pick and choose which to use each day (or rotate through), ensuring variety and consistent practice.
1. Scenario Sorting Relay
Objective: Distinguish academic vs. social challenges using real-life examples.
Recommended Session(s): 1, 5
Time: 10 minutes
Materials: Self-Advocacy Scenario Cards, two bucket bins (labeled “Academic” and “Social”), timer
Steps: 1. Divide class into two teams. 2. On “Go,” first student draws a scenario card and runs to deposit it in the correct bin. 3. Tag next teammate—continue until all cards sorted. 4. Review any mis-sorted cards as a class.
Accommodations: • Extra processing time at sorting station • Visual labels and color-coded bins • Pair with peer aide for word-reading support
2. Strategy Match-Up
Objective: Match each challenge to an appropriate self-advocacy strategy.
Recommended Session(s): 2, 6
Time: 15 minutes
Materials: Self-Advocacy Scenario Cards, Self-Advocacy Strategy Cards, table tents for strategies
Steps: 1. Spread all scenario cards face-up. 2. Place four strategy tents on table edges. 3. Students circulate, pick one scenario, and tape or clip it under the chosen strategy. 4. After 10 minutes, gallery-walk—students read and give thumbs-up/down to each match.
Accommodations: • Sentence starters on each tent (“I would use an I-statement because…”) • Graphic organizer handout showing Strategy→When to Use
3. Role-Play Stations
Objective: Practice delivering I-statements, accommodation requests, and help-seeking in controlled dialogues.
Recommended Session(s): 3, 7, 10
Time: 20 minutes
Materials: Self-Advocacy Scenario Cards, timer, optional video recorder (tablet)
Steps: 1. Set up 3–4 stations, each with a different scenario card. 2. In pairs, students rotate every 5 minutes: one plays “student,” one “teacher/peer.” 3. Student uses chosen strategy aloud; partner provides scripted feedback using a checklist. 4. Option to record short clips for playback.
Accommodations: • Printed feedback checklist with visuals • Allow use of Electric Planner Access Guide to script responses • Extended station time for processing (use timer to pause)
4. Planner Mapping Challenge
Objective: Integrate self-advocacy goals into personal planning routines.
Recommended Session(s): 4, 8
Time: 15 minutes
Materials: Electric Planner Access Guide, Planner Printout, colored sticky notes
Steps: 1. Model how to log a “Self-Advocacy Goal” in the planner: “This week, I will ask for clarification when…” 2. Students write their own goal on a sticky note and place it on their planner. 3. Partners exchange planners and give one positive “You got this!” note. 4. Teacher spot-checks planners using the Accommodations Reminder Checklist.
Accommodations: • Pre-printed goal prompts (e.g., “I will use an I-statement by…”) • Audio instructions via text-to-speech
5. Journal Reflection Blitz
Objective: Promote metacognition by writing about real challenges and strategy use.
Recommended Session(s): Every session during Independent Application
Time: 5 minutes
Materials: Self-Advocacy Journal Template, pens/tablets with speech-to-text
Steps: 1. Prompt: “Describe a challenge you had today. Which strategy will you use next time?” 2. Students complete quick-write in journals; teacher circulates and checks off accommodations used. 3. Volunteers can share a sentence aloud.
Accommodations: • Word bank and sentence starter lines on each journal page • Option for oral recording instead of writing
6. Peer Feedback Carousel
Objective: Build confidence by giving and receiving constructive feedback.
Recommended Session(s): 9, 12
Time: 12 minutes
Materials: Self-advocacy role-play scripts, Peer Feedback Form (teacher-created)
Steps: 1. Students pair up and perform a 1-minute self-advocacy script. 2. Listener uses the form to note: “What went well” and “Next time, try…” 3. Switch roles. 4. Debrief as whole class—collect common strengths and areas to improve.
Accommodations: • Simplified feedback checklist with visuals • Allow bullet-point responses
7. Real-World Application Project
Objective: Plan and execute a live self-advocacy request in the school environment.
Recommended Session(s): 13–15
Time: 2–3 sessions, 25 minutes each
Materials: Role-permission slip (for office/principal), project planner handout, camera/tablet
Steps: 1. In small groups, students identify a genuine challenge (e.g., “I need extended time on the next quiz”). 2. Use the project planner: define goal, choose strategy, script request, assign roles. 3. Practice and then carry out the request (to teacher, counselor, or admin). 4. Record outcome and reflect in journal. 5. Present a 2-minute recap to the class.
Accommodations: • Completed project planner template with some fields pre-filled • Teacher/case-manager co-facilitates request if needed • Extra rehearsal time and text-to-speech for scripts
Each activity can be adapted in time and intensity to meet individual IEP/504 accommodations. Rotate these regularly to reinforce self-advocacy skills in varied, engaging contexts.
Worksheet
Self-Advocacy Scenario Cards
Print and cut along the lines to create individual scenario cards. Students will use these cards to identify whether the challenge is academic or social and practice selecting an appropriate self-advocacy strategy.
Card 1
I’m feeling frustrated because the instructions on my math assignment are confusing, and I don’t know which problem to start with.
Card 2
When our group project roles were assigned, I wasn’t given a part, and I’m not sure how to let the teacher know I still want to contribute.
Card 3
I can’t see the text on the whiteboard from my seat, and I’m worried I’ll miss important notes.
Card 4
A friend keeps interrupting me when I talk, and I don’t know how to ask them to let me finish.
Card 5
I have a hard time taking notes quickly during lectures and I’m missing key information.
Card 6
My classmates make jokes about my reading out loud, and it makes me nervous to volunteer answers.
Card 7
I need more time to complete my science quiz, but I’m not sure how to request extended time from the teacher.
Card 8
During lunch, a group of students keeps excluding me from their conversation, and I want to talk to someone about it.
Card 9
The font on the handout is too small, and my eyes get tired. I’d like to ask for a larger-print copy.
Card 10
I’m overwhelmed by all the homework assignments this week and need help organizing my tasks.
Card 11
A classmate borrowed my pencil without asking and then lost it. I want to speak up but I’m worried about causing conflict.
Card 12
I don’t understand the steps for solving this equation, and I’d like the teacher to explain it more slowly.
Card 13
When working in a noisy cafeteria, I can’t concentrate on my reading assignment and need a quieter space.
Card 14
A friend is pressuring me to hang out after school, but I have extra help sessions and want to stick to my plan.
Card 15
I lose my place in my workbook when the teacher moves through pages too quickly and need her to pause between steps.
Card 16
During group discussions, I have ideas but feel shy to speak up. I want to practice asking for permission to share.
Use these cards in activities like Scenario Sorting Relay or paired discussions to practice recognizing challenges and choosing self-advocacy strategies.