Lesson Plan
Introduction to Self-Advocacy
Introduce students to self-advocacy by defining key terms, identifying common barriers, and outlining the 10-week course structure through discussion and brainstorming.
Understanding self-advocacy empowers students to recognize obstacles, communicate their needs, and become proactive learners—key skills for academic success and personal growth.
Audience
7th Grade
Time
15 minutes
Approach
Interactive discussion and guided brainstorming.
Materials
Prep
Review Materials
5 minutes
- Print one copy per student of the Self-Advocacy Vocabulary Handout and Barrier Brainstorm Worksheet.
- Preview the Session Overview Slide Deck to familiarize yourself with definitions and prompts.
- Set up projector or display for the slide deck.
Step 1
Welcome and Course Overview
3 minutes
- Display slide 1 of the Session Overview Slide Deck with course title and objectives.
- Introduce yourself and explain the 10-week, 15-minute format.
- Ask: “What do you think self-advocacy means?” List responses on board.
Step 2
Define Self-Advocacy
4 minutes
- Show slide defining key terms: self-advocacy, barrier, solution.
- Distribute the Self-Advocacy Vocabulary Handout.
- Review each term with students, inviting real-life examples.
Step 3
Identify Common Barriers
4 minutes
- Explain what a barrier is and why recognizing them matters.
- Hand out the Barrier Brainstorm Worksheet.
- Students write one academic or personal barrier they’ve faced.
- Pair students to share their barriers.
Step 4
Wrap-Up and Next Steps
4 minutes
- Reconvene and invite a few volunteers to share one barrier.
- Explain that next session will focus on choosing one barrier to solve.
- Encourage students to observe barriers they face this week and note them for discussion.
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Slide Deck
Speak Up & Solve It
Session 1: Introduction to Self-Advocacy
In this course, you will learn to:
• Define self-advocacy
• Identify barriers
• Communicate needs and propose solutions
Format: 10 weeks, 15 minutes per session
Welcome students and introduce the mini-course. Explain that over 10 weeks, in just 15 minutes each session, they’ll learn to speak up for themselves and solve problems.
Script:
“Good morning! This is Speak Up & Solve It, our 10-week self-advocacy course. Each week we’ll spend 15 minutes learning to identify barriers, ask for help, propose solutions, and take action. Let’s start by looking at what you’ll learn today.”
Key Definitions
Self-Advocacy
• Speaking up for yourself and your needs.
Barrier
• Anything that prevents you from succeeding.
Solution
• An idea or plan to remove or reduce a barrier.
Use this slide to introduce key terms. Ask students to share real-life examples as you go through each definition.
Script:
“Self-advocacy means speaking up for yourself and your needs. A barrier is anything that gets in the way of your success. A solution is a plan to overcome a barrier.”
Activity: Identify Your Barrier
- On your Barrier Brainstorm Worksheet, write one barrier you’ve faced.
- Underneath, explain briefly why it’s a barrier for you.
- Pair up and share your barrier with a classmate.
Explain the activity and hand out the Barrier Brainstorm Worksheet.
Script:
“Now, think of one barrier you’ve faced at school or home. Write it down on your worksheet, then turn to a partner and share why you chose that barrier.”
Course Roadmap
Upcoming Sessions:
- Select one barrier to solve
- Draft written or verbal requests for help
- Propose possible solutions
- Execute your plan
- Reflect and adjust
Walk students through the upcoming sessions so they know what’s ahead.
Script:
“Over the next sessions, we’ll pick one barrier to tackle, draft emails or verbal scripts, propose solutions, take action, and reflect on results.”
Next Steps
• Observe barriers you encounter this week.
• Jot them down on your worksheet.
• Be ready to discuss and choose one barrier in Session 2.
Wrap up this session by setting expectations for the week.
Script:
“Great work today! This week, notice any barriers you face and jot them down. In our next session, we’ll choose one barrier to work on together.”
Worksheet
Barrier Brainstorm Worksheet
Name: ____________________________ Date: ___________
1. Write one barrier you have faced in school or at home:
2. Why is this a barrier for you? Explain how it affects your success:
3. Share with a partner. Listen to a barrier they mention and write it below:
4. Reflection: Did hearing another barrier give you new ideas? Explain briefly:
Reading
Self-Advocacy Vocabulary Handout
Use these key terms to help you understand how to speak up for yourself, recognize what’s holding you back, and find ways to overcome obstacles.
Self-Advocacy
Definition: Speaking up for yourself and your needs in a respectful and confident way.
What it looks like:
- Asking a teacher for clarification when you don’t understand an assignment.
- Explaining to a coach why you need practice on a specific skill.
- Telling a counselor you’re feeling overwhelmed and asking for support.
Barrier
Definition: Anything that prevents you from succeeding or makes it harder to reach your goals.
Common barriers may include:
- Academic: Not understanding instructions, missing materials, or feeling rushed on a test.
- Personal: Distractions at home, lack of sleep, or not having enough help with homework.
- Social/Emotional: Feeling shy, worried about what others think, or not knowing how to ask for help.
Solution
Definition: A plan or idea designed to remove or reduce a barrier.
What a solution can look like:
- Written request: Sending an email to your teacher asking for extra examples or resources.
- Verbal script: Explaining to a classmate or adult what you need and why.
- Action plan: Setting up regular study times, forming a study group, or asking parents to help with a quiet workspace.
Why These Words Matter
When you know these words, you can:
- Identify what’s stopping you (barrier).
- Speak up clearly and confidently (self-advocacy).
- Propose a way forward (solution).
Keep this handout handy as we work through your barriers and practice speaking up over the next 10 sessions!
Activity
Verbal Advocacy Role-Play
Objective: Give students hands-on practice using verbal self-advocacy scripts to request help, propose solutions, and respond to feedback in realistic scenarios.
Why: Role-play offers a safe, low-stakes environment to rehearse self-advocacy, build confidence, and refine communication techniques.
Approach: Pair students for scripted practice plus peer feedback and class reflection.
Audience: 7th Grade
Time: 15 minutes
Materials:
- Self-Advocacy Vocabulary Handout
- Scenario prompt cards (teacher-created)
- Paper & pencil
- Timer or clock
Prep (5 minutes):
- Create 2–3 scenario cards describing common barriers (e.g., unclear instructions, missing materials, group conflict).
- Write each scenario on a card or slide.
- Review the four-step verbal script outline below.
Instructions
-
Review Key Terms (2 minutes)
- Quickly revisit the Self-Advocacy Vocabulary Handout.
- Ask: “What’s a barrier you identified earlier? How might you ask for help?”
-
Introduce Role-Play Structure (3 minutes)
- Explain the four script steps:
- State the barrier.
- Explain why it matters.
- Propose a solution.
- Ask for support: “Can you help me with this plan?”
- Model a sample:
“Mr. Lee, I’m having trouble finishing my math homework because I’m unsure how to set up the equations. Could you show me one more example so I can try it on my own?”
- Explain the four script steps:
-
Script Drafting (3 minutes)
- Students draw a scenario card.
- Individually draft a 2–3 sentence script using the four steps.
- Write it down on paper.
-
Partner Role-Play (5 minutes)
- Pair up; one student is the “student,” the other the “adult.”
- Student practices their script; partner responds naturally.
- Switch roles and repeat (either same or a new scenario).
-
Reflection & Feedback (2 minutes)
- Reconvene and invite volunteers to share:
- What felt easy or challenging?
- Which words or tone made your request clear?
- Highlight how confident body language and respectful tone boost self-advocacy.
- Reconvene and invite volunteers to share:
Follow-Up: Encourage students to use their verbal scripts as the basis for a written email in the next session, adapting tone and structure as needed.