Lesson Plan
Your Voice, Your Power!
Students will define self-advocacy and identify situations where they can advocate for themselves, fostering confidence in expressing their needs.
Learning self-advocacy skills empowers students to take an active role in their education and well-being. It helps them communicate effectively with teachers and peers, ensuring their needs are met and building important social-emotional skills for life.
Audience
Elementary School Students
Time
20 minutes
Approach
Through interactive discussion, a fun game, and a reflective activity, students will grasp self-advocacy.
Materials
- Self-Advocacy Superheroes Slide Deck, - Self-Advocacy Scenarios Worksheet, - Speak Up! Situation Cards, - Whiteboard or Chart Paper, and - Markers
Prep
Teacher Preparation
10 minutes
- Review all generated materials: Your Voice, Your Power! Lesson Plan, Self-Advocacy Superheroes Slide Deck, Self-Advocacy Scenarios Worksheet, and Speak Up! Situation Cards.
- Print copies of the Self-Advocacy Scenarios Worksheet for each student.
- Print and cut out the Speak Up! Situation Cards.
- Ensure projector/screen is set up for the Self-Advocacy Superheroes Slide Deck.
Step 1
Introduction: What is Self-Advocacy? (5 minutes)
5 minutes
- Begin with the Self-Advocacy Superheroes Slide Deck to introduce the concept of self-advocacy.
- Use the Lesson Script to guide a brief discussion on what it means to speak up for yourself and why it's important.
- Ask students for examples of when they might need to advocate for themselves at school or home.
Step 2
Activity: Speak Up! Situation Game (10 minutes)
10 minutes
- Explain the rules of the Speak Up! Situation Cards game.
- Divide students into small groups or play as a whole class, reading out situation cards.
- Encourage students to discuss or role-play how they would self-advocate in each scenario.
- Provide feedback and guide discussions on effective ways to communicate needs.
Step 3
Wrap-Up & Reflection: Self-Advocacy Scenarios (5 minutes)
5 minutes
- Distribute the Self-Advocacy Scenarios Worksheet.
- Have students complete one or two scenarios individually or in pairs.
- Conclude by reinforcing the main message: everyone has a voice, and it's important to use it respectfully to get what you need.
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Slide Deck
Your Voice, Your Power!
Discovering Self-Advocacy
What does it mean to speak up for yourself?
Why is it important to let others know what you need?
Welcome students and introduce the topic of self-advocacy in an engaging way. Emphasize that everyone has a voice.
What is Self-Advocacy?
- Self-advocacy means speaking up for yourself and your needs.
- It's about letting others know what you need in a kind and clear way.
- It helps you get the support you need to learn and grow!
Explain what self-advocacy is using simple language. Give concrete examples relevant to elementary students.
When Do We Self-Advocate?
You might self-advocate when:
- You don't understand something in class.
- You need help with a task.
- You need a break.
- Someone is bothering you.
- You have a great idea to share!
Provide examples of self-advocacy. Ask students to share their own experiences or ideas.
How to Be a Self-Advocacy Superhero!
- Know what you need: Think about what will help you.
- Speak clearly: Use words that others can understand.
- Be respectful: Use a calm voice and polite words.
- Ask for help: It's okay to ask for what you need!
Discuss the 'how' of self-advocacy. Focus on clear and respectful communication.
Practice Time: Speak Up!
Now, let's practice being Self-Advocacy Superheroes!
We'll look at different situations and think about how you can speak up for yourself.
Introduce the next activity, the 'Speak Up! Situation Cards'. Explain that they will practice using their self-advocacy skills.
Your Voice Matters!
Remember, your voice is a superpower!
Use it to tell others what you need to succeed and be happy.
Conclude by reminding students that their voice is powerful and important.
Script
Your Voice, Your Power! Lesson Script
Introduction: What is Self-Advocacy? (5 minutes)
Teacher: "Good morning, everyone! Today, we're going to talk about something really important that can help you both in school and outside of school. We're going to talk about using your voice. Has anyone ever felt like they needed something, but weren't sure how to ask for it? Or maybe you did ask for it, and it really helped?"
Teacher: "Today's lesson is called Your Voice, Your Power!. We're going to learn about 'self-advocacy.' Let's look at our Self-Advocacy Superheroes Slide Deck to get started."
(Advance to Slide 1: Your Voice, Your Power!)
Teacher: "The title of our lesson is 'Your Voice, Your Power!' What do you think that means? What does it mean to speak up for yourself? Why do you think it's important to let others know what you need?"
(Advance to Slide 2: What is Self-Advocacy?)
Teacher: "Self-advocacy means speaking up for yourself and your needs. It's about letting others know what you need in a kind and clear way. It helps you get the support you need to learn and grow! Think about a time you needed something, like a pencil, or a different seat, or maybe you didn't understand a math problem. What did you do?"
(Advance to Slide 3: When Do We Self-Advocate?)
Teacher: "We self-advocate in many situations! Like when you don't understand something in class, or need help with a task, or even when you need a quick break. It's also important if someone is bothering you or if you have a great idea to share! Can anyone think of a time recently when they had to speak up for themselves or wish they had?"
(Advance to Slide 4: How to Be a Self-Advocacy Superhero!)
Teacher: "To be a Self-Advocacy Superhero, there are a few steps: First, know what you need. Think about what will help you. Second, speak clearly. Use words that others can understand. Third, be respectful. Use a calm voice and polite words. And fourth, ask for help! It's always okay to ask for what you need!"
Activity: Speak Up! Situation Game (10 minutes)
Teacher: "Now it's time to practice our superhero skills with a game! We're going to play 'Speak Up! Situation Cards.'"
(Advance to Slide 5: Practice Time: Speak Up!)
Teacher: "I have a set of Speak Up! Situation Cards here. I'm going to read out a situation, and I want you to tell me how you would self-advocate. What would you say or do? We can do this in small groups or as a whole class. Let's try it as a whole class first."
(Read situations from the Speak Up! Situation Cards and facilitate discussion. Encourage students to think about the 'how to be a superhero' steps.)
Teacher: "Let's try this one: You are working on a math problem, and you're completely stuck. You've tried a few things, but it's just not making sense. What could you say or do to self-advocate?"
Teacher: "Great ideas! Remember to use a clear, calm voice and explain what you need. It's not about complaining; it's about finding a solution! Let's try a few more."
(Continue with 2-3 more cards, ensuring a variety of scenarios. Provide positive reinforcement and constructive feedback.)
Wrap-Up & Reflection: Self-Advocacy Scenarios (5 minutes)
(Advance to Slide 6: Your Voice Matters!)
Teacher: "You all did an amazing job being Self-Advocacy Superheroes today! To wrap up, I'm going to hand out the Self-Advocacy Scenarios Worksheet. You'll pick one or two scenarios and write down how you would speak up for yourself."
(Distribute the Self-Advocacy Scenarios Worksheet. Monitor students and offer assistance as needed.)
Teacher: "As you work on this, remember: your voice is a superpower! Use it to tell others what you need to succeed and be happy. Always remember that asking for help or speaking up for yourself is a sign of strength, not weakness. You are capable and your needs are important."
Teacher: "Thank you for being such active and thoughtful learners today! Keep practicing those self-advocacy skills!"
Worksheet
Self-Advocacy Scenarios Worksheet
Name: _____________________________
Date: _____________________________
Your Voice, Your Power!
Sometimes, we need to speak up for ourselves to get what we need. This is called self-advocacy. Read each scenario below and write down or draw what you would say or do to advocate for yourself.
Scenario 1: Unclear Instructions
You are in class, and your teacher is explaining a new assignment. You try to listen carefully, but you don't understand what you are supposed to do. You feel confused.
What would you say or do?
Scenario 2: Needing a Break
You have been working on a challenging task for a while, and you feel your brain needs a short break to refocus. You know a short walk or a few minutes of quiet time helps you concentrate better.
What would you say or do?
Scenario 3: Someone is Bothering You
During group work, one of your classmates keeps distracting you by tapping their pencil loudly and talking when you're trying to think. You are finding it hard to get your work done.
What would you say or do?
Scenario 4: Wanting to Share an Idea
Your class is brainstorming ideas for a new project, and you have a really great idea that you think everyone would love. You're a little shy, but you want to share it.
What would you say or do?
Game
Speak Up! Situation Cards
Instructions for Teacher: Print these cards and cut them out. Use them during the "Activity: Speak Up! Situation Game" portion of the lesson. Encourage students to think about how they would respectfully and clearly communicate their needs in each situation.
Card 1: Math Mystery
You are working on a tricky math problem, and you don't understand one of the steps. You've looked at your notes, but it's still not clear. The teacher is helping other students.
What would you say or do?
Card 2: Too Loud!
It's quiet reading time, but the student next to you keeps humming a song loudly. It's making it hard for you to concentrate on your book.
What would you say or do?
Card 3: Need a Break
You've been sitting and working for a long time, and you feel squirmy and can't focus anymore. You know a quick stretch or a drink of water helps you get back on track.
What would you say or do?
Card 4: Lunch Line Mix-Up
In the lunch line, someone accidentally cuts in front of you. You were there first, and you don't want to lose your spot.
What would you say or do?
Card 5: Missing Materials
It's time for art class, and you realize you don't have any crayons in your art box. Everyone else seems to have theirs.
What would you say or do?
Card 6: Feeling Unwell
Your stomach starts to feel a little funny during class. You don't feel terrible, but you're worried it might get worse.
What would you say or do?
Card 7: Project Partner Problem
You're working on a group project, and your partner isn't doing their share of the work. You're worried your project won't get finished on time.
What would you say or do?
Card 8: Amazing Idea!
Your class is talking about ways to make the classroom more fun, and you have a really creative idea for a new reading corner. You want to share it, but you're a bit nervous.
What would you say or do?