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Signal for Support

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Lesson Plan

Signal for Support

In a small Tier 2 group, 9th graders will learn and practice a three-step self-advocacy routine—identify when they need help, signal for support, and state their request clearly—to build confidence in asking for assistance in class.

Targeted Tier 2 support in small groups helps students who need extra practice to develop self-advocacy, ensuring they can access help, stay engaged, and succeed alongside peers.

Audience

9th Grade Tier 2 Students

Time

15 minutes

Approach

Model, practice, and reflect in small groups

Materials

Prep

Prepare Tier 2 Small Group

5 minutes

  • Organize students into a small group of 3–5 based on their support plans
  • Arrange seating in a cluster to facilitate discussion and role-play
  • Print and cut the Help-Seeking Scenario Cards
  • Print one Self-Advocacy Checklist per student
  • Review differentiation strategies: provide sentence starters or visuals for students who need extra support

Step 1

Introduction

2 minutes

  • Explain that today’s Tier 2 session focuses on asking for help in class
  • Emphasize why self-advocacy matters, especially for students needing extra support
  • Introduce the three-step process: 1) recognize you need help, 2) signal for support, 3) state your request clearly
  • Use a thumbs-up/thumbs-down check to ensure everyone understands each step

Step 2

Modeling

4 minutes

  • Display a Help-Seeking Scenario Cards (e.g., “Confusing Math Problem”)
  • Think aloud: identify the need, signal support (raise index finger), and state: “Excuse me, I need help with step 3.”
  • Invite a student volunteer to model while peers follow on the whiteboard
  • Highlight how to adjust the wording or signal if they need extra time or prompts

Step 3

Guided Practice

6 minutes

  • In your small group, take turns drawing a Help-Seeking Scenario Cards
  • Role-play the three-step process, using the Self-Advocacy Checklist to monitor each step
  • Differentiate by offering simpler scenarios first and gradually increasing complexity
  • Teacher circulates to prompt students, provide sentence starters, and reinforce correct signals
  • Swap roles and try at least two different scenarios

Step 4

Reflection & Wrap-Up

3 minutes

  • Within your small group, share: What felt easy or challenging about signaling for support?
  • Ask: Which step did you find most helpful, and why?
  • Encourage students to keep their Self-Advocacy Checklist handy and practice these steps in every class
  • Close with a positive affirmation: “You have the power to ask for what you need!”
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Slide Deck

Video: How to Be More Confident (5 mins)
Watch for how the speaker uses body language and clear requests.

Welcome students! Today we’re learning a simple, three-step way to ask for help and advocate for yourselves in class. We’ll start by watching a short video on building confidence when speaking up, then we’ll connect it to our three-step process.

Lesson Objectives

• 🧠 Understand the three-step help-seeking process
• 🔍 Practice recognizing when you need help
• ✋ Practice signaling support staff and stating your request clearly
• 💪 Reflect on how self-advocacy builds confidence

Read through the objectives out loud. Point out each icon as you mention the objective to reinforce visual memory.

  1. Recognize you need help 👀
  2. Signal support staff ☝️
  3. State your request clearly 💬

Introduce the three-step process. Next, play a quick clip on noticing and labeling your feelings to connect with Step 1.

Process in Action (Static Visual)

Display the three icons in order on the board: 👀 → ☝️ → 💬. Describe each step: Recognize confusion, Signal support staff, State your request clearly.

Display a clear flowchart poster of the three icons in sequence. Invite a volunteer to come up, point to each icon, and explain it in their own words.

Teacher-led demo using a sample scenario: “Confusing Math Problem.”

  1. Notice confusion (👀)
  2. Raise index finger (☝️)
  3. Say: “Excuse me, I need help with step 3 of this equation.”

Show a classroom scenario. Then play a short example of a student standing up for themselves to reinforce clear requests.

Guided Practice

• In pairs, draw a Help-Seeking Scenario Cards
• Role-play the three-step process
– Recognize you need help
– Signal support staff
– State your request clearly
• Use the Self-Advocacy Checklist
• Swap roles and try a new scenario

Explain the guided practice instructions. Encourage pairs to record themselves or take turns role-playing.

Reflection & Wrap-Up

• What felt easy or challenging about signaling for support? 💭
• Which step was most helpful? 👍
• How will you use these steps in class? 📝

Lead a brief debrief. Display a friendly chat-bubbles icon as you ask each question to cue reflection.

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Activity

Help-Seeking Scenario Cards

Print and cut these cards. In each pair, one student draws a card and practices the three-step process: recognize you need help, signal for support (e.g., raise an index finger or show a help card), and state your request clearly.

  1. Confusing Math Problem
    You’re stuck on step 3 of a multi-step equation and can’t see how to proceed.
  2. Missing Assignment Details
    You aren’t sure what the essay prompt is asking you to include.
  3. Computer Won’t Boot
    Your laptop won’t turn on and you need to log in to start the online quiz.
  4. Printer Jam
    The printer is jammed and you need to print your worksheet before class ends.
  5. Unclear Vocabulary
    You don’t know what the word “analyze” means in today’s reading question.
  6. Group Communication Issue
    Your lab partner isn’t responding to your group chat and you need their data.
  7. Running Out of Supplies
    You only have one pencil left and the teacher hasn’t passed out extras.
  8. Lab Equipment Problem
    The microscope won’t focus and you need to observe the specimen for your report.
  9. Audio Issues During Video
    You can’t hear the video playing and need captions or the volume adjusted.
  10. Confusing Instructions
    You don’t understand the steps on the worksheet and need clarification.



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Worksheet

Self-Advocacy Checklist

Use this checklist during practice and in class to make sure you follow each step when you need help.

Date: ________________________


Scenario (e.g., Confusing Math Problem): ________________________


  1. Recognize I Need Help

    [ ] I noticed I’m stuck or confused about something.

  2. Signal Support Staff

    [ ] I used the agreed signal (e.g., raised my index finger or showed my help card) so support staff could see me.

  3. State My Request Clearly

    [ ] I said: “Excuse me, I need help with ________________.”

    My exact words: ________________________________________________



Reflection:

• How did it feel to ask for help?
________________________________________________________________



• What went well?
________________________________________________________________



• What could I improve next time?
________________________________________________________________




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