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The Advocacy Arc: Speaking Up for Yourself

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Julie Weller

Tier 1

Lesson Plan

The Advocacy Arc: Speaking Up for Yourself

Students will define self-advocacy, identify situations where it is needed, and practice effective communication strategies for respectfully asserting their needs and solving problems in academic, social, and personal contexts.

Learning to advocate for themselves empowers students to navigate challenges, build healthy relationships, and take an active role in their own success and well-being. This skill is crucial for personal growth and future endeavors.

Audience

High School Students

Time

50 minutes

Approach

Role-playing and guided discussion will be used to practice self-advocacy skills.

Materials

Whiteboard or projector, Advocacy Arc Slide Deck, Advocacy Scenarios Activity, and My Advocacy Plan Worksheet

Prep

Review Materials

15 minutes

  • Review the Advocacy Arc Slide Deck and familiarize yourself with the content.
    * Print or prepare to display the Advocacy Scenarios Activity.
    * Print or prepare copies of the My Advocacy Plan Worksheet for each student.
    * Ensure whiteboard or projector is ready for display.

Step 1

Introduction: What is Self-Advocacy?

10 minutes

  • Begin by projecting the first slide of the Advocacy Arc Slide Deck.
    * Ask students: "What does it mean to 'speak up for yourself'?" Facilitate a brief class discussion, noting student responses on the board.
    * Introduce the concept of self-advocacy using the definitions and examples provided in the slide deck.
    * Emphasize that self-advocacy is about respectfully communicating needs and not about being aggressive or demanding.
    * Transition to the next instruction: "Why is self-advocacy important?"

Step 2

The Advocacy Arc: Steps to Speaking Up

15 minutes

  • Continue through the Advocacy Arc Slide Deck, introducing the steps of the Advocacy Arc (Identify Need, Understand Audience, Choose Your Words, Practice Active Listening, Problem Solve).
    * For each step, provide examples and encourage students to share their own experiences or hypothetical situations.
    * Focus on the importance of clear, calm communication and understanding different perspectives.

Step 3

Role-Playing Scenarios

15 minutes

  • Divide students into small groups (3-4 students per group).
    * Distribute the Advocacy Scenarios Activity. Each group will choose one scenario and role-play it, applying the steps of the Advocacy Arc.
    * Circulate among groups, providing guidance, feedback, and prompting further thought.
    * After role-playing, have each group briefly share their chosen scenario and how they applied the Advocacy Arc steps.

Step 4

Reflection and Application

8 minutes

  • Bring the class back together. Ask: "What did you learn from the role-playing? What was challenging? What felt empowering?"
    * Distribute the My Advocacy Plan Worksheet. Have students complete the worksheet independently, reflecting on a personal situation where they could apply self-advocacy skills.
    * Conclude by reiterating the importance of self-advocacy for their personal growth and success, encouraging them to practice these skills in their daily lives.

Step 5

Cool Down/Exit Ticket

2 minutes

  • As students leave, ask them to share one new thing they learned about self-advocacy or one situation where they plan to use these skills.
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Slide Deck

The Advocacy Arc: Speaking Up for Yourself

Empowering Your Voice, Owning Your Story

What does it mean to speak up for yourself?

  • Share your initial thoughts!

Welcome students and introduce the topic. Ask them to think about what 'speaking up for yourself' means.

What is Self-Advocacy?

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

It's about:

  • Understanding your rights and responsibilities.
  • Communicating your needs effectively.
  • Making informed decisions about your own life.

Why is it important?

  • Gets your needs met
  • Builds confidence
  • Helps you succeed
  • Fosters respect

Define self-advocacy and provide a clear, concise explanation. Give initial examples relevant to high school life.

The Advocacy Arc

A step-by-step guide to confidently speaking up.

Think of it as a journey where you gain skills to be heard and respected.

What are the steps? We'll explore them together!

Introduce the 'Advocacy Arc' as a structured approach to self-advocacy. Explain that it's a process.

Step 1: Identify Your Need

Before you can speak up, you need to know what you're speaking up about.

Ask yourself:

  • What is the problem or challenge?
  • What exactly do I need or want?
  • How does this situation make me feel?
  • What's my desired outcome?

Explain the first step: identifying the specific need or issue. Provide prompts for students to consider.

Step 2: Understand Your Audience

Who are you talking to? (Teacher, parent, friend, coach, boss?)

Consider:

  • Their role and responsibilities.
  • Their perspective on the situation.
  • The best time and place to talk to them.
  • How they might react.

Discuss the importance of understanding who you are speaking to and their perspective.

Step 3: Choose Your Words Carefully

How you say it matters just as much as what you say.

Use "I" statements:

  • "I feel [emotion] when [situation] because [reason]. I need/want [solution]."
  • Be clear and specific.
  • Maintain a respectful tone.
  • Practice what you're going to say.

Focus on choosing appropriate language and tone. Emphasize 'I' statements and clear, concise communication.

Step 4: Practice Active Listening

Self-advocacy isn't just talking; it's also listening.

  • Listen to understand, not just to respond.
  • Pay attention to verbal and non-verbal cues.
  • Ask clarifying questions.
  • Summarize what you heard to ensure understanding.

Explain why listening is crucial even when you are advocating for yourself. It shows respect and helps find solutions.

Step 5: Problem Solve Together

Your goal is a resolution, not just to state a problem.

  • Be open to different solutions.
  • Negotiate and compromise if appropriate.
  • Agree on next steps.
  • Follow up if necessary.

Conclude the arc with problem-solving – collaborating to find a resolution.

Putting it into Practice: Role-Playing!

Now it's your turn to apply the Advocacy Arc.

  • Work in small groups.
  • Choose a scenario from the Advocacy Scenarios Activity.
  • Role-play the situation, using all the steps of the Advocacy Arc.
  • Be prepared to share with the class!

Transition to the activity. Explain that students will apply these steps in real-world scenarios.

Your Advocacy Plan

Think about a time you could have used these skills, or a situation in the future.

Complete the My Advocacy Plan Worksheet:

  • Identify a personal advocacy goal.
  • Outline your steps using the Advocacy Arc.
  • Consider potential challenges and how you'll overcome them.

Guide students through individual reflection on what they learned and how they will use it.

Empower Your Voice!

Self-advocacy is a powerful skill that helps you:

  • Navigate challenges.
  • Achieve your goals.
  • Build confidence and respect.

Keep practicing! Your voice matters.

Conclude the lesson, reinforcing the main takeaway.

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Activity

Advocacy Scenarios Activity

Instructions:

Work in your small group. Choose one of the scenarios below. As a group, role-play the scenario, applying the steps of the Advocacy Arc. Be prepared to share with the class how you used each step.

The Advocacy Arc Steps:

  1. Identify Your Need: What is the problem? What do you want/need?
  2. Understand Your Audience: Who are you talking to? What's their perspective?
  3. Choose Your Words Carefully: What will you say? Use "I" statements. Be respectful.
  4. Practice Active Listening: Listen to their response. Ask clarifying questions.
  5. Problem Solve Together: Work towards a solution.

Scenarios:

Scenario 1: The Missing Assignment Grade

  • Situation: You submitted a big project last week, but the grade isn't posted in the online gradebook, and your teacher hasn't mentioned it. You're worried it got lost, and it's a significant portion of your grade.
  • Audience: Your teacher.

Scenario 2: Group Project Conflict

  • Situation: You're working on a group project, and one member isn't contributing their fair share. The deadline is approaching, and you're concerned about the impact on your grade and the overall project quality.
  • Audience: The non-contributing group member.

Scenario 3: Extracurricular Overload

  • Situation: You've committed to several extracurricular activities, and now you're feeling overwhelmed and stressed. You're struggling to keep up with your schoolwork and need to reduce your commitments, but you don't want to disappoint anyone.
  • Audience: Your coach/club advisor or a parent/guardian.

Scenario 4: Schedule Change Request

  • Situation: You've been placed in a class that you believe isn't the right fit for your academic goals or pathway. You've researched alternatives and found a class that aligns better, but you're nervous about asking for a change.
  • Audience: Your school counselor.

Scenario 5: Misunderstanding with a Friend

  • Situation: A close friend has been making jokes that make you uncomfortable or have hurt your feelings. You value your friendship but want them to understand how their words are impacting you.
  • Audience: Your friend.
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Worksheet

My Advocacy Plan: Speaking Up for Myself

Instructions: Think about a situation in your own life (academic, social, or personal) where you need or want to speak up for yourself. Use the Advocacy Arc steps to plan how you will advocate effectively.

My Situation:

  1. Identify Your Need:

    • What is the specific problem or challenge you are facing?



    • What exactly do you need or want to achieve?



    • How does this situation make you feel?


  2. Understand Your Audience:

    • Who do you need to speak with about this?


    • What might their perspective be on the situation?



    • When and where would be the best time and place to have this conversation?


  3. Choose Your Words Carefully:

    • Write down what you plan to say. Remember to use "I" statements. (e.g., "I feel... when... because... I need/want...")











  4. Practice Active Listening:

    • What questions might you ask to better understand their point of view?



    • How will you show that you are listening to their response?


  5. Problem Solve Together:

    • What are some possible solutions or compromises you would be open to?



    • What would a successful outcome look like for you?


    • What are the next steps you will take after this conversation?


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