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Speak Up, Reach Out!

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Maribel Garcia

Tier 1
For Schools

Lesson Plan

Speak Up, Reach Out

Students will be able to define self-advocacy and identify situations where they might need to ask for help. Students will also practice communicating their needs clearly and understand the benefits of seeking support.

Learning to speak up for yourself and ask for help is crucial for academic success, personal well-being, and navigating challenges in life. This lesson empowers students to take an active role in their own learning and development.

Audience

7th and 8th Grade Students

Time

20 minutes

Approach

Interactive discussion, quick scenario activity, and reflective worksheet.

Materials

Smartboard or projector, Speak Up, Reach Out Slide Deck, Self-Advocacy Scenario Cards, and Asking for Help Worksheet

Prep

Teacher Preparation

5 minutes

  • Review the Speak Up, Reach Out Lesson Plan and all generated materials.
    - Prepare to project the Speak Up, Reach Out Slide Deck.
    - Print and cut out the Self-Advocacy Scenario Cards (one set per small group).
    - Make copies of the Asking for Help Worksheet (one per student).

Step 1

Introduction & Hook: What is Self-Advocacy?

3 minutes

  • Begin with a quick poll or show of hands: "Who here has ever felt like they needed help but didn't know how to ask for it?"
    - Introduce the concept of self-advocacy using Speak Up, Reach Out Slide Deck (Slide 1-2).
    - Facilitate a brief class Discussion on Self-Advocacy (Prompt 1).

Step 2

Why Asking for Help Matters

5 minutes

  • Discuss the benefits of asking for help and the challenges of not asking for help, referencing Speak Up, Reach Out Slide Deck (Slide 3-4).
    - Share a quick personal example or a hypothetical scenario where asking for help made a positive difference.
    - Facilitate Discussion on Self-Advocacy (Prompt 2).

Step 3

Practice: Scenario Activity

7 minutes

  • Divide students into small groups (3-4 students per group).
    - Distribute Self-Advocacy Scenario Cards to each group.
    - Instruct groups to discuss their scenarios and brainstorm how the character in the scenario could self-advocate and ask for help.
    - Have a few groups share their scenarios and solutions with the class.

Step 4

Wrap-Up & Reflection

5 minutes

  • Distribute the Asking for Help Worksheet.
    - Instruct students to complete the worksheet individually as an exit ticket or homework.
    - Reiterate the main message: Self-advocacy is a powerful skill, and asking for help is a sign of strength.
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Slide Deck

Speak Up, Reach Out!

What does it mean to advocate for yourself?
Why is it important to ask for help?

Greet students and start with a brief, informal poll or question to gauge their familiarity with the topic. For example, "Who knows what self-advocacy means? No worries if not, we'll learn today!" or "When was a time you wished you had spoken up for yourself?"

What is Self-Advocacy?

  • Speaking up for yourself and your needs.
  • Communicating what you think, feel, and need.
  • Making sure your voice is heard.
  • Knowing your rights and responsibilities.

Explain self-advocacy clearly. Provide simple, relatable examples like telling a teacher you don't understand, asking for an extension, or telling a friend you're uncomfortable. Emphasize that it's about communicating your needs.

Why is Asking for Help Important?

  • You get the support you need.
  • Problems can be solved faster.
  • You learn new strategies.
  • It shows strength, not weakness!

Transition to discussing asking for help. Ask students why people sometimes don't ask for help (e.g., embarrassment, fear of looking weak). Then, pivot to the benefits of asking.

Who Can You Ask For Help?

  • Teachers
  • Parents/Guardians
  • Friends
  • School Counselors
  • Other trusted adults

It's okay to ask! Everyone needs support sometimes.

Reinforce the idea that everyone needs help sometimes, including adults. Encourage students to think of different people they can ask for help (teachers, parents, friends, counselors).

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Discussion

Discussion on Self-Advocacy

Prompt 1: Understanding Self-Advocacy

  1. What does 'self-advocacy' mean to you in your own words?


  2. Can you think of a time (either for yourself or someone you know) when speaking up for what was needed made a difference? What happened?





  3. Why do you think it can sometimes be hard for people, especially students, to speak up for themselves?





Prompt 2: The Power of Asking for Help

  1. What are some specific situations in school where a student might need to ask for help?


  2. When you don't ask for help when you need it, what are some of the possible consequences or feelings you might experience?





  3. Imagine a friend tells you they are struggling with something but are afraid to ask for help. What advice would you give them?





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Activity

Self-Advocacy Scenario Cards

Instructions: In your small groups, read the scenario assigned to your group. Discuss how the character in the scenario could self-advocate and ask for help. What specific steps would they take? Who would they talk to? What would they say? Be prepared to share your ideas with the class.

Scenario 1: The Confusing Homework

Maria is in math class, and the teacher just explained a new type of algebra problem. Maria is completely lost and doesn't understand the steps. The teacher asks, "Does everyone understand?" Maria sees other students nodding, so she stays quiet, even though she's still confused. She's worried about looking dumb if she asks a question that others seem to understand.

Discussion Questions:

  • What are the potential consequences if Maria doesn't ask for help?
  • What could Maria say or do to advocate for herself in this situation?
  • Who is the best person for Maria to ask for help?

Scenario 2: The Group Project Problem

Jamal is working on a history project with a group. One group member, Sarah, isn't doing her share of the work. She often misses meetings and hasn't completed her assigned tasks. Jamal is getting stressed because the deadline is approaching, and he's worried their grade will suffer. He doesn't want to cause trouble, but he also doesn't want to do all of Sarah's work.

Discussion Questions:

  • What are the potential consequences if Jamal doesn't address the situation?
  • How can Jamal advocate for himself and the group? What specific actions could he take?
  • Who is the best person for Jamal to talk to about this problem?

Scenario 3: Feeling Uncomfortable

During lunch, a few students at your table start making jokes that make you feel really uncomfortable. They're not directly aimed at you, but the comments are offensive and upsetting. You want them to stop, but you're not sure how to speak up without making things awkward or drawing negative attention to yourself.

Discussion Questions:

  • What are the potential consequences if you don't speak up in this situation?
  • How can you advocate for yourself and your feelings? What specific words could you use?
  • Is there anyone else you could talk to if speaking up directly feels too difficult?
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Worksheet

Asking for Help Worksheet

Name: _________________________ Date: _________________________

Part 1: Reflecting on Self-Advocacy

  1. In your own words, explain what self-advocacy means.


  2. Describe a time when you successfully advocated for yourself (even if it was a small thing). What did you do or say?





  3. Describe a time when you wished you had advocated for yourself but didn't. What held you back?





Part 2: Planning to Ask for Help

Think about a current or potential situation where you might need to ask for help (e.g., with a challenging school assignment, a misunderstanding with a friend, a personal concern).

  1. Briefly describe the situation where you might need help.





  2. Who is the best person or people to ask for help in this situation?


  3. What specific words or phrases could you use to clearly explain your need or problem?










  4. What is one positive outcome that could come from asking for help in this situation?


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Lesson Plan

Speak Up, Reach Out!

Students will be able to define self-advocacy and identify situations where asking for help is beneficial. Students will learn practical strategies for effectively communicating their needs and seeking support in academic and personal contexts.

Learning to self-advocate and ask for help is a crucial life skill that empowers students to navigate challenges, succeed academically, and build healthy relationships. This lesson provides them with the tools to confidently express their needs and access resources.

Audience

7th and 8th Grade Students

Time

20 minutes

Approach

Interactive discussion, practical activity, and guided reflection.

Materials

  • Speak Up, Reach Out! Slide Deck, - Asking for Help Discussion Prompts, - Scenario Cards Activity, and - My Advocacy Plan Worksheet

Prep

Teacher Preparation

10 minutes

  • Review the Speak Up, Reach Out! Lesson Plan and all linked materials: Speak Up, Reach Out! Slide Deck, Asking for Help Discussion Prompts, Scenario Cards Activity, and My Advocacy Plan Worksheet.
  • Print and cut out the scenario cards from the Scenario Cards Activity (one set per small group).
  • Make copies of the My Advocacy Plan Worksheet for each student.
  • Ensure technology for displaying the Speak Up, Reach Out! Slide Deck is ready.

Step 1

Introduction: What is Self-Advocacy?

3 minutes

  • Display Slide 1.
  • Begin with a quick poll: "How many of you have ever felt like you needed help but didn't know how to ask?" or "How many of you have wished someone knew what you needed without you having to say it?"
  • Introduce the concept of self-advocacy using Slide 2 and the definition: "Self-advocacy is speaking up for yourself and your needs. It's about letting others know what you need to succeed."
  • Transition by explaining that this lesson will help them learn how to do just that.

Step 2

Discussion: Why is Asking for Help Hard?

5 minutes

  • Display Slide 3.
  • Facilitate a brief class discussion using the Asking for Help Discussion Prompts provided.
  • Encourage students to share reasons why asking for help can be challenging and discuss the benefits of doing so.
  • Guide the conversation to highlight that asking for help is a sign of strength, not weakness.

Step 3

Activity: Scenario Cards

7 minutes

  • Display Slide 4.
  • Divide students into small groups (3-4 students per group).
  • Distribute the Scenario Cards Activity to each group.
  • Instruct groups to read each scenario and discuss: "What is the student's need? How can they self-advocate? Who can they ask for help? What specific words or actions would they use?"
  • Circulate to provide support and listen to group discussions.
  • After 5 minutes, bring the class back together and briefly discuss one or two scenarios as a whole class, asking groups to share their strategies.

Step 4

Wrap-Up: My Advocacy Plan

5 minutes

  • Display Slide 5.
  • Distribute the My Advocacy Plan Worksheet to each student.
  • Explain that this worksheet is for personal reflection on how they can apply what they've learned.
  • Ask students to complete the worksheet individually, focusing on one area where they might need to self-advocate or ask for help soon.
  • Collect the worksheets as an exit ticket or assign for homework.
  • Reiterate the main takeaway: "Your voice matters! Don't be afraid to speak up and reach out for the support you need."
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Slide Deck

Welcome! 👋

Have you ever needed help but didn't know how to ask?

Welcome students and gauge their prior experiences with needing help but not asking. Use a show of hands for the poll question.

What is Self-Advocacy?

Self-advocacy is speaking up for yourself and your needs.

It's about letting others know what you need to succeed in school, with friends, and in life.

Introduce the formal definition of self-advocacy. Emphasize that it's about making your needs known.

Why is Asking for Help Hard?

Let's discuss:

  • What makes it difficult to ask for help?
  • What are some common reasons people avoid asking?
  • What are the benefits of asking for help?

Transition to the discussion phase. Remind students that it's okay to find this difficult, and we'll explore why.

Scenario Cards Activity

In your groups:

  1. Read each scenario.
  2. Identify the student's need.
  3. Discuss how they can self-advocate.
  4. Think about who they can ask and what they would say.

Explain the scenario cards activity clearly. Make sure students understand they will be in small groups and need to identify needs and strategies.

Your Advocacy Plan

Time to think about YOU!

  • What's one situation where you might need to speak up or ask for help soon?
  • Who could you talk to?
  • What's your plan?

Remember: Your voice matters!

Introduce the personal advocacy plan. Encourage thoughtful reflection. Reinforce the main message before concluding the lesson.

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Discussion

Asking for Help Discussion Prompts

Use these questions to facilitate a class discussion about self-advocacy and asking for help.

Discussion Questions:

  1. What does it feel like when you need help but don't ask for it? (e.g., frustrated, stressed, invisible, overwhelmed)






  2. Why do you think people sometimes avoid asking for help, even when they really need it? (e.g., embarrassment, fear of looking dumb, wanting to be independent, not knowing who to ask, thinking it's a burden)






  3. Can you think of a time when you did ask for help, and it made a positive difference? What happened?






  4. How is asking for help a sign of strength rather than a weakness?






  5. What are some different ways you can ask for help? (e.g., directly, in writing, asking a specific question, asking for a resource)






  6. Who are the trusted people in your life you can go to when you need help? (e.g., teachers, parents, guardians, siblings, friends, school counselor, coach)






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