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Self-Advocacy Superpowers

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Lesson Plan

Unleashing Your Inner Advocate

Students will learn to identify their personal needs and boundaries, practice effective communication strategies for self-advocacy, and develop a plan to apply self-advocacy skills in real-life situations.

Self-advocacy is a critical life skill that helps you confidently express your needs, protect your boundaries, and pursue your goals. Mastering it will boost your confidence and ensure your voice is heard, leading to greater well-being and success in all aspects of your life.

Audience

11th Grade Students

Time

35 minutes

Approach

Interactive discussions, practical scenarios, and reflective writing.

Materials

Speaking Up for Yourself (slide-deck), My Advocacy Action Plan (journal), and Voice Volume Check (warm-up)

Prep

Preparation

10 minutes

Step 1

Warm-Up: Voice Volume Check

5 minutes

  1. Begin by distributing the Voice Volume Check warm-up.
    2. Explain that self-advocacy isn't just about what you say, but how you say it.
    3. Have students quickly complete the activity, thinking about situations where their 'voice volume' might need adjusting.
    4. Briefly discuss a few student responses as a class to get everyone thinking about communication styles. (Slide 1-2)

Step 2

Introduction to Self-Advocacy

7 minutes

  1. Introduce the concept of self-advocacy using the Speaking Up for Yourself. (Slide 3-4)
    2. Define self-advocacy and discuss why it's important for 11th graders, linking it to future success in college, careers, and personal relationships.
    3. Share examples of self-advocacy in different contexts (academic, personal, social).
    4. Engage students with a quick poll: 'How many of you feel comfortable advocating for yourselves?'

Step 3

Identifying Needs and Boundaries

8 minutes

  1. Transition to identifying personal needs and boundaries. (Slide 5-6)
    2. Lead a discussion on what 'needs' and 'boundaries' mean to them.
    3. Provide sentence starters for students to articulate their needs and boundaries (e.g., 'I need...', 'My boundary is...').
    4. Facilitate a brief partner share where students can share one need or boundary they've identified with a classmate.

Step 4

Strategies for Effective Self-Advocacy

10 minutes

  1. Introduce key strategies for effective self-advocacy. (Slide 7-9)
    2. Focus on clear communication, active listening, and assertive (not aggressive) language.
    3. Present a few realistic scenarios (e.g., asking a teacher for an extension, setting limits with friends, discussing expectations with parents).
    4. In small groups, have students brainstorm how they would advocate for themselves in one or two of the scenarios. Encourage them to use the provided strategies.

Step 5

Action Plan & Wrap-Up

5 minutes

  1. Distribute the My Advocacy Action Plan.
    2. Explain that this journal is for them to reflect on what they've learned and to create a personal plan for applying self-advocacy.
    3. Encourage students to think about one specific situation where they can practice self-advocacy this week.
    4. Conclude by reiterating the power of their voice and the importance of using their 'Self-Advocacy Superpowers'. (Slide 10)
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Slide Deck

Self-Advocacy Superpowers!

Are you ready to unleash your inner advocate?

Today, we're discovering how to speak up for what you need and believe in!

Welcome students and introduce the warm-up activity. Explain that today's lesson is about finding their voice and using it effectively.

Warm-Up: Voice Volume Check

How loud or soft should your voice be when...?

  • Asking a teacher for help?
  • Talking to a friend who is upset?
  • Presenting a project to the class?
  • Setting a boundary with someone?

Think about it! We'll discuss in a moment.

Explain the 'Voice Volume Check' warm-up. Emphasize that communication isn't just about words, but how loudly or softly we deliver them. Encourage students to think about when they use different 'volumes' for their voice and why.

What is Self-Advocacy?

It's using your voice to communicate your needs, boundaries, and goals.

Why is it important?

  • You control your narrative!
  • Builds confidence
  • Ensures your voice is heard
  • Takes an active role in your well-being

Transition from the warm-up to the core concept of self-advocacy. Define it clearly and make it relatable to their lives as 11th graders. Ask students for initial thoughts on what self-advocacy means.

Self-Advocacy In Action

Examples:

  • Asking a teacher for clarification on an assignment.
  • Telling a friend you're not comfortable with something.
  • Discussing your future plans with your parents.
  • Requesting accommodations at school or work.

Provide concrete examples to illustrate self-advocacy in various contexts. Engage students by asking them if they can think of other examples or situations where self-advocacy is key.

Know Thyself: Needs & Boundaries

Before you can advocate, you need to know:

What are your NEEDS?

  • "I need more time to understand this concept."
  • "I need a quiet space to focus."

What are your BOUNDARIES?

  • "My boundary is not being available after 9 PM."
  • "My boundary is not discussing personal topics at school."

What do you need? What are your boundaries?

Move to the practical side of self-advocacy: identifying what they need and where their limits are. Facilitate a brief discussion to help students differentiate between needs and boundaries. Offer examples of sentence starters.

What Stops Us?

Why is it sometimes hard to advocate for ourselves?

  • Fear of rejection
  • Lack of confidence
  • Not knowing what to say
  • Worrying about what others think

How can we overcome these?

Introduce common barriers to self-advocacy and prompt students to consider how they can overcome these challenges. Encourage a brief class share or think-pair-share.

Strategy 1: Clear Communication

Say what you mean, clearly and respectfully!

  • Use "I" statements: "I feel... when... because... I need..."
  • Be specific: Avoid vague language.
  • Stay calm: Keep your emotions in check.

Introduce the first key strategy: Clear Communication. Emphasize the 'I' statements and being specific. Have students practice rephrasing a 'you' statement into an 'I' statement.

Strategy 2: Active Listening

Listen to understand, not just to reply!

  • Pay attention: Give the other person your full focus.
  • Ask clarifying questions: "Could you explain what you mean by...?"
  • Paraphrase: "So, if I understand correctly, you're saying..."

Introduce the second key strategy: Active Listening. Explain that self-advocacy is a two-way street and that understanding the other person's perspective is crucial for finding solutions.

Strategy 3: Be Assertive, Not Aggressive

Assertive = Confident & Respectful

  • Stand your ground politely.
  • Respect others while expressing yourself.

Aggressive = Demanding & Disrespectful

Passive = Quiet & Accommodating

Introduce the third strategy: Assertiveness. Distinguish between assertive, aggressive, and passive behavior. Explain why assertiveness is the most effective approach for self-advocacy.

Unleash Your Superpowers!

You have the power to advocate for yourself!

Use your My Advocacy Action Plan to set goals.

Practice makes perfect – start small!

Your voice matters!

Conclude the lesson by reminding students that self-advocacy is a superpower they can develop. Encourage them to use their action plans and practice these skills. Emphasize that it's a journey, not a destination.

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Journal

My Advocacy Action Plan: Unleashing Your Superpowers!

Today, you learned about the power of self-advocacy. It's time to put that knowledge into action! This journal will help you reflect and create a plan to use your newfound superpowers.

Part 1: Reflecting on My Needs & Boundaries

  1. What is one personal need you have that you sometimes struggle to express? (Think about school, home, or social situations.)






  2. What is one personal boundary you have that you wish you were better at setting or maintaining? (e.g., time, personal space, comfort level with certain topics).






  3. Why is it important for you to advocate for this need or boundary? How would it improve your well-being or success?






Part 2: Crafting My Advocacy Strategy

Think about the need or boundary you identified above. Now, let's create a plan to advocate for it using the strategies we discussed:

  1. Who do you need to talk to about this need or boundary? (e.g., a teacher, parent, friend, coach)



  2. What specific "I" statement(s) can you use to clearly communicate your need or boundary?






  3. What is one potential challenge you might face when advocating for this? (e.g., the other person might not understand, you might feel nervous)



  4. How will you use active listening if the other person has a different perspective or concern? (What clarifying questions might you ask? How will you paraphrase?)






  5. How will you ensure you are assertive, not aggressive or passive, in this conversation? (Think about your tone, body language, and persistence.)






Part 3: My Commitment

When and where will you practice this self-advocacy skill? (Set a realistic goal for this week!)





I commit to using my Self-Advocacy Superpowers to express my needs and boundaries effectively. I know my voice matters, and I will use it!

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Warm Up

Voice Volume Check: Finding Your Advocacy Voice

Sometimes, self-advocacy isn't just about what you say, but how you say it. Your "voice volume" (how loud or soft, direct or gentle you are) can make a big difference!

For each scenario below, imagine you are advocating for yourself. Think about what "voice volume" would be most effective and why.

  1. You need to ask your teacher for an extension on a major assignment.

    • Ideal Voice Volume: (e.g., firm but respectful, slightly softer, very direct)



    • Why?




  2. A friend keeps interrupting you when you're trying to explain something important.

    • Ideal Voice Volume:



    • Why?




  3. You are presenting an idea to a group of classmates for a project.

    • Ideal Voice Volume:



    • Why?




  4. You need to tell a family member that you need some quiet personal time.

    • Ideal Voice Volume:



    • Why?




  5. You disagree with a statement made by a peer during a class discussion and want to share your perspective respectfully.

    • Ideal Voice Volume:



    • Why?




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