Feeling & Need Finder

Instructions: Read each scenario. First, identify how the student in the scenario might be feeling. Then, think about what they might need and how they could communicate that need using an "I" statement.

Scenario 1:

You are working on a math problem, and you're completely stuck. You've re-read the instructions three times, but it still doesn't make sense.

How might you be feeling?

What might you need?

How could you communicate it (using an "I" statement)?

Scenario 2:

During group work, one of your classmates keeps talking over you and isn't letting you share your ideas.

How might you be feeling?

What might you need?

How could you communicate it (using an "I" statement)?

Scenario 3:

You finished your assignment early and are sitting quietly, but your teacher thinks you are off-task and asks you to hurry up.

How might you be feeling?

What might you need?

How could you communicate it (using an "I" statement)?

Scenario 4:

You feel tired and can't focus in class, but you have an important test coming up.

How might you be feeling?

What might you need?

How could you communicate it (using an "I" statement)?

Speak Up! Discussion Guide

Objective: To encourage students to reflect on and share their experiences and thoughts about self-advocacy.

Introduction (2 minutes)

• "We've been talking about self-advocacy – knowing your feelings and needs and speaking up. Why do you think it's sometimes hard to speak up for yourself?"
  
• "Have you ever been in a situation where you really wanted to say something, but you didn't? What happened?"

Identifying Feelings and Needs (5 minutes)

• "Think about a time when you were feeling a strong emotion (happy, sad, frustrated, excited). How did you know what you were feeling? What clues did your body give you?"
• "Is it always easy to know what you need in a situation? What makes it tricky sometimes?"
• "Can you give an example of a time when you knew what you needed, but didn't know how to ask for it?"

Communicating Effectively (8 minutes)

• "We talked about using 'I' statements. Why do you think saying 'I feel...' or 'I need...' is more helpful than saying 'You always...' or 'You never...'?"
• "What are some ways we can make sure our voice is heard when we are speaking to an adult? What about to a friend?"
• "What does it mean to be 'respectful' when you're advocating for yourself? How does that help?"

Real-Life Scenarios (Optional - 5 minutes)

• "Imagine you have a lot of homework, and you feel overwhelmed. What's one thing you could say to a parent or teacher to advocate for yourself?"
• "Your friend borrowed your favorite pencil and hasn't given it back. How could you politely ask for it back?"

Wrap-Up (2 minutes)

• "What's one new thing you learned about self-advocacy today?"
• "What's one thing you are going to try to do differently next time you have a feeling or need to communicate?"

Role Play Real Talk

Objective: To practice using "I" statements to communicate feelings and needs in various scenarios.

Materials: Scenario cards (can be written on small slips of paper or verbally presented).

How to Play:

1. Introduce the Scenarios: The teacher will present different scenarios where a student might need to use self-advocacy skills.
2. Pair Up: Students will work in pairs or small groups.
3. Take Turns: In each pair/group, one student will be the "Scenario Student" (the one experiencing the feeling/need) and the other will be the "Listener" (an adult or a peer).
4. Practice "I" Statements: The "Scenario Student" will practice communicating their feeling and need using an "I" statement. The "Listener" will practice listening and responding appropriately.
5. Switch Roles: After each scenario, students will switch roles.

Example Scenarios:

• Scenario A (Adult): You are feeling overwhelmed because there is too much noise in the classroom, and you can't concentrate on your work.

  • Feeling: Overwhelmed, distracted, frustrated.
  • Need: A quieter space, headphones, help focusing.
  • Example "I" Statement: "I feel overwhelmed when it's noisy, and I need a quieter place to finish my work."

• Scenario B (Peer): Your friend keeps interrupting you when you're trying to tell a story, and you feel unheard.

  • Feeling: Unheard, frustrated, ignored.
  • Need: To be listened to, a turn to speak.
  • Example "I" Statement: "I feel unheard when I'm interrupted, and I need a chance to finish my story."

• Scenario C (Adult): You don't understand the instructions for the homework assignment, and you're worried about doing it wrong.

  • Feeling: Confused, worried.
  • Need: Further explanation, clarification, an example.
  • Example "I" Statement: "I feel confused about the homework instructions, and I need you to explain them again."

• Scenario D (Peer): You feel left out because your friends are playing a game you don't know how to play.

  • Feeling: Left out, sad.
  • Need: To understand the game, to be included, to play a different game.
  • Example "I" Statement: "I feel left out because I don't know this game, and I need someone to teach me how to play or suggest a different game."

Tips for Students:

• Remember to use a calm and clear voice.
• Look at the person you are talking to.
• It's okay to ask for help or for things to be different! It's a sign of strength.

Teacher Guidance:

• Circulate among the groups, providing support and feedback.
• Encourage students to use specific "I" statements.
• Remind students to be respectful listeners.

Advocacy Charades

Objective: To creatively identify and act out feelings and needs, and how to advocate for them.

Materials: Small slips of paper, a hat or bag to draw from.

How to Play:

1. Prepare the Slips: Before the game, write down various feelings, needs, and simple scenarios on separate slips of paper. Examples are provided below.
2. Divide into Teams: Divide the students into two teams.
3. Player's Turn: One student from a team will pick a slip of paper from the hat/bag.
4. Act it Out: The student will silently act out the feeling, need, or scenario without speaking.
5. Guessing: Their team members will try to guess:
   • What feeling is being shown?
   • What need might go with that feeling?
   • How could you advocate for that need using an "I" statement?
6. Scoring:
   • 1 point for correctly guessing the feeling.
   • 1 point for correctly guessing the need.
   • 2 points for a good "I" statement demonstrating advocacy.
7. Switch Teams: Teams take turns until all slips are used or time runs out.

Example Slips of Paper:

Feelings to Act Out:

• Happy
• Sad
• Angry
• Confused
• Excited
• Worried
• Frustrated
• Tired
• Bored
• Proud

Needs to Act Out (and guess an "I" statement for):

• Needing a break
• Needing help understanding
• Needing quiet time
• Needing to share an idea
• Needing a turn
• Needing to be listened to
• Needing more space
• Needing a drink of water
• Needing to go to the bathroom
• Needing a hug (from a trusted adult or friend, if appropriate)

Scenarios to Act Out (and then generate an "I" statement for):

• Someone took your pencil without asking.
• You don't understand the homework.
• You want to play a different game than your friends.
• You feel too cold in the classroom.
• You have a great idea for a project, but no one is listening.

Teacher Guidance:

• Model the acting and guessing process for the first round.
• Encourage creative but respectful acting.
• Focus on the "I" statements as the main learning outcome.
• Keep the pace quick to keep students engaged.

Your Voice, Your Power! Script

Warm-Up: How Are You Feeling? (5 minutes)

(Display Slide 1: Your Voice, Your Power!)

"Good morning/afternoon everyone! I'm so glad you're here today. To start us off, I'd like you to think about how you're feeling right now. Just one word! And if you feel comfortable, share why you chose that word."

(Allow a few students to share. Validate their feelings.)

"That's great! Recognizing our feelings, like happy, tired, or even a little grumpy, is the very first step in something super important we're going to talk about today: self-advocacy!"

Introduction to Self-Advocacy (5 minutes)

(Display Slide 2: What is Self-Advocacy? then Slide 3: Why is Self-Advocacy Important?)

"So, what is self-advocacy? It's simply knowing what you need and asking for it respectfully. It's about using your voice to make sure you are understood and that your needs are met. It doesn't mean being bossy, it means being clear and confident."

"Why do you think this is important? Take a look at this slide. Why is it important to ask for what you need? (Pause for student responses - guide towards getting help, solving problems, building friendships, feeling confident)."

(Refer to the Discussion Guide: Speak Up! for additional prompts if needed here.)

Activity: Feeling & Need Finder (10 minutes)

(Distribute Worksheet: Feeling & Need Finder)

"Alright, let's put this into practice! I'm handing out a worksheet called 'Feeling & Need Finder.' This worksheet has different scenarios. Your job is to read each one, and for each scenario, think:

1. How might the person be feeling?
2. What might they need in that situation?
3. How could they communicate that need using a helpful 'I' statement? Remember, 'I feel... when... and I need...'."

(Give students time to work on the worksheet. Circulate and assist as needed. Encourage them to use the 'I' statement structure. After a few minutes, bring the group back together to share a few examples if time permits, or simply check for understanding.)

Practice: Role Play Real Talk (7 minutes)

(Introduce Activity: Role Play Real Talk)

"That was excellent work on the worksheets! Now, let's try some real-life practice with our 'Role Play Real Talk' activity. I'll give you a scenario, and I want one of you to act as the person with the feeling or need, and another to be the listener (either a teacher, a parent, or a friend). Your goal is to use those 'I' statements we just talked about."

(Provide a scenario, e.g., 'You feel confused about a science experiment, and you need the teacher to explain it again.' Model an example first, then let students practice in pairs or small groups for 2-3 scenarios. Encourage constructive feedback.)

Cool-Down & Wrap-Up: Advocacy Charades (3 minutes)

(Introduce Game: Advocacy Charades)

"To wrap up our lesson today, we're going to play a quick game called 'Advocacy Charades'! This is a fun way to review identifying feelings and needs."

(Briefly explain the rules of the game as described in the Game: Advocacy Charades material. Play a quick round or two.)

"Great job, everyone! Remember, your voice is powerful. Knowing how you feel, knowing what you need, and speaking up respectfully are amazing skills that will help you in school, with your friends, and at home. Keep practicing, and don't be afraid to use your voice!"