Session 1 Script: What's Your Superpower?

(Teacher says while displaying Self-Advocacy Superpowers Slide Deck - Slide 1)
"Welcome, everyone! Today we're starting an exciting journey to discover a real-life superpower that will help you rock school and beyond. Look at our lesson title: 'Your Voice, Your Win! Self-Advocacy Superpowers.' What do you think that means?"

(Allow for student responses. Transition to Self-Advocacy Superpowers Slide Deck - Slide 2)
"Great ideas! Now let's break it down. We're going to talk about self-advocacy. The word 'self' means YOU. And 'advocacy' means speaking up for something or someone, like when someone advocates for a cause they believe in. So, what do you think 'self-advocacy' means together?"

(Allow for student responses. Guide them to the definition)
"Exactly! Self-advocacy is speaking up for YOURSELF! It's about knowing what you need and asking for it so you can be successful. Think of it like this: you're the boss of your own learning, and you get to tell people what helps you do your best!"

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 3)
"So, why is this superpower so important, especially in school? If you use your self-advocacy superpower, you get the help you need, you understand lessons better, you feel more confident, and school becomes easier and more enjoyable. It especially helps with focusing and finishing tasks, which we all know can be tricky sometimes."

"Can anyone give me an example of when you might need to speak up for yourself in school? Maybe something that helps you focus better or understand something?"

(Allow students to share examples. Prompt with scenarios if needed: not understanding instructions, needing a break, being distracted by noise.)

"Awesome examples! Now, let's start with a quick warm-up to get our brains thinking about our learning quests."

(Distribute Warm-Up: My Learning Quest)
"Take two minutes to write down one thing you'd like to get better at in school. It could be anything: understanding math, staying focused during reading, finishing your homework on time. Just one thing."

(After 2 minutes, briefly discuss a few examples. Transition to activity.)
"Now, let's put our self-advocacy hats on! I have some cards with different school situations. We're going to read them and talk about how someone could use their self-advocacy superpower in that situation."

(Distribute Advocacy Scenarios Cards or read them aloud, one by one. Facilitate discussion for 8 minutes.)
"Remember, there's no single 'right' answer, but the goal is always to find a way to respectfully ask for what you need to succeed."

(Wrap up the activity. Transition to cool-down.)
"You all did a fantastic job thinking about how to speak up for yourselves. To wrap up today, I want each of you to think about one big idea you learned about self-advocacy today."

(Distribute Cool-Down: One Big Idea. Collect responses.)
"Great work today, self-advocates! We'll continue building our superpowers next time!"

Warm-Up: My Learning Quest

What is one thing you would like to get better at in school?

Think about something that sometimes feels a little tricky, or a skill you want to improve.

Why is it important to you to get better at this?

Advocacy Scenarios Cards

(Cut these cards apart before the session)

Scenario 1: Tricky Instructions

Your teacher gives instructions for a science experiment, but you didn't quite catch all the steps. You're worried you might mess it up if you don't ask.

How can you use your self-advocacy superpower here? What could you say?

Scenario 2: Noisy Neighbors

You're trying to read during independent reading time, but the students at the next table are whispering and giggling, making it hard to focus.

How can you use your self-advocacy superpower here? What could you do or say?

Scenario 3: Long Project, Short Time

Your teacher just assigned a big project due next week. You feel overwhelmed because it seems like a lot to do, and you sometimes struggle with starting big tasks.

How can you use your self-advocacy superpower here? What could you ask for?

Scenario 4: Fidgety Feelings

You're in class and feel really antsy and have trouble sitting still. You know a fidget tool helps you concentrate, but you're not sure if you're allowed to use one.

How can you use your self-advocacy superpower here? What could you ask your teacher?

Scenario 5: Confusing Math Problem

You're working on a math problem, and you've tried it a few times, but you're still stuck. You don't want to just give up.

How can you use your self-advocacy superpower here? What kind of help could you ask for?

Cool-Down: One Big Idea

What is one big idea you learned about self-advocacy today?

Session 2 Script: Toolkit Time

(Teacher says)
"Welcome back, self-advocates! Last time, we talked about what self-advocacy is – speaking up for yourself – and why it's so important in school. Who can remind us of one situation where self-advocacy could help?"

(Allow for student responses. Briefly recap.)
"Great job remembering! Today, we're going to dive into how you can advocate for yourselves, specifically by building your very own 'Self-Advocacy Toolkit.'"

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 4)
"Just like a superhero has a utility belt full of gadgets, you can have a toolkit full of strategies and tools to help you learn and focus best. What kind of tools help you learn and focus best?"

(Allow for student responses. Write down some ideas on the board.)

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 5)
"That's right! There are so many different tools and strategies. Some are physical items, like fidget tools or noise-canceling headphones. Others are ways of thinking or doing things, like using a checklist, breaking tasks into smaller steps, or taking a quick movement break. And, of course, simply asking for help is a huge tool!"

"Think about what works for you. Maybe you do better with a visual schedule, or perhaps a quick stretch helps you re-focus when you're feeling antsy. Everyone is different!"

(Distribute Self-Advocacy Toolkit Worksheet)
"Now, I want you to start building your own personal toolkit. On this worksheet, I want you to brainstorm and list any tools or strategies you already use that help you, or new ones you've heard about that you think might help you stay focused, complete tasks, or understand lessons better. Take about five minutes to fill out your worksheet."

(Circulate and assist students. After 5-8 minutes, bring them back together.)

"Alright, who would like to share one tool or strategy from their toolkit that they either use or are interested in trying?"

(Facilitate a brief discussion, encouraging each student to share one item.)
"These are fantastic ideas! Remember, your toolkit is unique to you, and it will grow as you discover more about how you learn best. The important thing is knowing these tools exist and that you can ask for them."

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 6)
"Just like superheroes have different gadgets, you'll have your own special tools! It's all about finding what works for you. "

(Transition to cool-down.)
"To wrap up today, I want you to think about one new tool or strategy from our discussion today that you might try this week in class, or even at home, to help you stay focused or complete a task."

(Distribute Cool-Down: My Next Step. Collect responses.)
"Excellent work identifying your learning tools! See you next time as we become 'Distraction Detectives'!"

Self-Advocacy Toolkit Worksheet

Just like a superhero has special gadgets, you have tools and strategies to help you learn! Think about what helps you focus, understand, and get tasks done.

My Current Toolkit (What I already use or know helps me)

2.




3.

Tools & Strategies I Want to Try (New ideas!)

• Fidget Tools: (e.g., squishy ball, silent fidget)
  
  
  
  
• Sensory Aids: (e.g., noise-canceling headphones, sitting in a quiet spot)
  
  
  
  
• Organizational Helps: (e.g., checklist, planner, graphic organizer)
  
  
  
  
• Movement Breaks: (e.g., quick stretch, walk to get water)
  
  
  
  
• Time Management: (e.g., using a timer, breaking big tasks into smaller ones)
  
  
  
  
• Asking for Help: (e.g., asking for instructions to be repeated, asking for an example)
  
  
  
  
• Other Ideas:
  
  
  
  

Cool-Down: My Next Step

What is one new tool or strategy from our discussion today that you might try this week to help you focus or complete a task?

Session 3 Script: Distraction Detectives

(Teacher says)
"Welcome back, future self-advocates! Last time, we started building our personal Self-Advocacy Toolkits, identifying different strategies and tools that help us learn. Today, we're going to become 'Distraction Detectives' and figure out how to stop those pesky things that pull our focus away."

"To start, what's one thing that makes it hard for you to focus in class? Just quickly shout out an idea!"

(Allow for quick student responses: noise, thinking about recess, boredom, etc.)

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 7)
"You've got some great ideas! It's true, there are so many things that can steal our attention. Today, we're going to learn about two main types of distractions."

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 8)
"First, we have internal distractions. These are things that come from inside your head or body. Like when you're thinking about what's for lunch instead of math, or if you're really worried about something, or maybe you just didn't get enough sleep and you're tired."

"Then, we have external distractions. These are things that come from outside of you. Like the noises in the hallway, other students talking, or even just looking out the window and seeing something interesting."

"Can anyone think of an example of an internal distraction they've experienced? What about an external one?"

(Allow students to share examples.)

(Distribute the Activity: Distraction Detective Worksheet)
"Now, you're going to be a distraction detective for yourself! On this worksheet, I want you to write down some of your personal internal and external distractions. Then, start brainstorming some initial ideas on how you might try to bust those distractions. Take about 6 minutes."

(Circulate and assist students.)

"Alright, let's share some of our findings. What are some distractions you identified? And what are some ways you thought of to minimize them?"

(Facilitate a group brainstorm. Write down student ideas on the board. Connect ideas back to self-advocacy.)
"See how many of your ideas involve speaking up or asking for something? That's self-advocacy in action! For example, if the noise is bothering you, you could ask your teacher if you could move to a quieter spot, or if you could use your noise-canceling headphones from your toolkit. That's using your voice to get what you need!"

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 9)
"By identifying your distractions and knowing how to ask for help, you become a true Distraction Buster! You're taking control of your learning environment."

(Transition to cool-down.)
"To finish up today, I want each of you to write down one specific idea – either something you brainstormed or something we discussed – that you could use to minimize a distraction this week."

(Distribute Cool-Down: Distraction Buster Idea. Collect responses.)
"Fantastic work, Distraction Detectives! Next time, we'll practice how to use our words to ask for what we need clearly and confidently."

Distraction Detective Worksheet

Sometimes things get in the way of our focus. Let's be detectives and figure out what those distractions are and how to bust them!

My Internal Distractions (What comes from inside my head or body?)

• (e.g., worrying about something, feeling tired, thinking about games)

My External Distractions (What comes from outside of me?)

• (e.g., noises, other students talking, things outside the window)

Distraction Buster Ideas (How can I deal with these?)

• (Think about your toolkit! What can you ask for? What can you do?)

• For my internal distractions:
  
  
  
  
  
  
  

• For my external distractions:
  
  
  
  
  
  
  

Cool-Down: Distraction Buster Idea

What is one specific idea you can use to minimize a distraction this week?

Session 4 Script: Asking for What You Need

(Teacher says)
"Welcome back, everyone! Over the last few sessions, we've talked about what self-advocacy is, explored our personal toolkits, and even learned how to be distraction detectives. Today, we're going to put all that knowledge into practice by focusing on the most important part of self-advocacy: asking for what you need."

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 10)
"This session is all about practicing your self-advocacy voice! It's one thing to know what you need, and another to actually ask for it. Sometimes it can feel a little scary or awkward, but with practice, it gets much easier."

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 11)
"When you ask for help or a tool, there are three important things to remember to make sure you're heard clearly and respectfully:

1. Be Clear: Say exactly what you need. Don't just say, 'I need help.' Say, 'I need help understanding problem #3.'
2. Be Polite: Use respectful words. Start with 'May I please...' or 'Could I please...' Teachers are much more likely to help when you're polite.
3. Be Specific: Mention the tool or strategy you think will help. Instead of 'I can't focus,' try 'Mrs. Davis, may I please use my fidget tool? It helps me concentrate during independent work.'"

"Let's practice with an example. If I'm feeling overwhelmed by a big assignment, instead of just saying 'This is too much,' I could say, 'Mr./Ms. [Teacher's Name], may I please have a checklist to help me break this project into smaller steps?' See how clear, polite, and specific that is?"

(Ask students to give their own examples, providing guidance as needed.)

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 12)
"Now, it's time to put these tips into action! We're going to do some role-playing. This is a safe space to try out your words and practice asking for what you need. Remember, the more you practice, the more confident you'll feel in real-life situations."

(Distribute Role-Play Cards: Asking for Help. Explain the activity: Students will take turns acting out scenarios, with one student being the 'teacher' and the other being the 'student' advocating for themselves. Encourage them to use the tips from the slide. Facilitate the role-play for about 8-10 minutes.)

"That was awesome! You all did a great job trying out those phrases and being clear about your needs. It takes courage to speak up, and every time you practice, you get stronger."

(Transition to cool-down.)
"To finish our session today, I want you to think about one thing you want to work on when you advocate for yourself. Maybe it's being more specific, or remembering to be polite, or just gathering the courage to speak up."

(Distribute Cool-Down: My Advocacy Goal. Collect responses.)
"Fantastic effort today, everyone! Next time, we'll bring it all together to create your very own personal self-advocacy plan!"

Role-Play Cards: Asking for Help

(Cut these cards apart before the session. Students will take turns being the "student" and the "teacher".)

Role-Play Scenario 1: The Fidget Need

Situation: You are in math class, and you are starting to feel very antsy. You know that having something quiet to fidget with helps you focus your energy and listen better.

Your Self-Advocacy Goal: Ask your teacher if you can use a fidget tool.

Teacher (Role): "Okay class, please turn to page 45 in your math books and begin working on problems 1-5 independently."

Student (Role): (What do you say? Remember to be clear, polite, and specific!)

Role-Play Scenario 2: Noise Distraction

Situation: You are trying to read an important passage for social studies, but there's a lot of chatter and movement happening at a nearby group table, making it hard to concentrate.

Your Self-Advocacy Goal: Ask your teacher for a way to minimize the noise or move to a quieter spot.

Teacher (Role): "Five more minutes for independent reading before we discuss!"

Student (Role): (What do you say? Be clear, polite, and specific!)

Role-Play Scenario 3: Unclear Instructions

Situation: Your English teacher has just explained a new writing assignment, but you're not sure if you understand all the steps. You want to do well, so you need to clarify.

Your Self-Advocacy Goal: Ask your teacher to re-explain a part of the instructions or provide an example.

Teacher (Role): "Alright, make sure you include a strong topic sentence and at least three supporting details. Any questions?"

Student (Role): (What do you say? Be clear, polite, and specific!)

Role-Play Scenario 4: Overwhelmed by a Big Task

Situation: You have a big research project coming up, and just thinking about all the parts (research, writing, presentation) makes you feel overwhelmed and unsure where to start.

Your Self-Advocacy Goal: Ask your teacher for a strategy to break down the large project into smaller, more manageable steps.

Teacher (Role): "Remember, your research project is due in three weeks! Start planning now!"

Student (Role): (What do you say? Be clear, polite, and specific!)

Cool-Down: My Advocacy Goal

What is one thing you want to focus on or get better at when you advocate for yourself next time?

Session 5 Script: My Advocacy Plan

(Teacher says)
"Welcome back, amazing self-advocates! This is our final session together, and we're going to make it count by creating something truly powerful: your own personal Self-Advocacy Plan. Think of it as your roadmap to success!"

"Over the past four sessions, we've learned so much. Who can tell me one important thing we've discussed about self-advocacy?"

(Allow students to share, prompting them to remember defining self-advocacy, identifying tools/strategies, spotting distractions, and practicing how to ask for help.)

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 13)
"You've remembered a lot! Today, we're putting it all together. You've identified your superpowers, explored your toolkit, detected distractions, and practiced asking for what you need. Now, you'll create a plan that brings it all into one place."

"This plan isn't just a piece of paper; it's a guide that you can use to remind yourself what helps you best and how to communicate that to your teachers. It helps you take control of your learning experience."

(Transition to Self-Advocacy Superpowers Slide Deck - Slide 14)
"Your personal plan will help you know what you need, know how to ask for it, and feel confident in getting the support you deserve! It's all about making school a place where you can truly shine."

(Distribute Project Guide: My Self-Advocacy Plan)
"I'm handing out your Project Guide: My Self-Advocacy Plan. I want you to take the next ten minutes to work on this. Think about:

• What helps you focus?
• What helps you complete tasks?
• What are your biggest distractions and how can you minimize them?
• And most importantly, how will you ask your teachers for what you need? What specific phrases will you use?"

(Circulate among students, offering support, answering questions, and encouraging them to be specific. Prompt them to refer back to their previous worksheets or ideas if they're stuck.)

"Alright, fantastic work, everyone! You've really thought deeply about how to be your own best advocate."

"Would anyone like to share one part of their self-advocacy plan that they're proud of or that they think will be really helpful for them?"

(Allow one or two students to share if they are comfortable. If not, briefly reiterate the importance of the plan.)

"Remember, self-advocacy is a skill that you'll use not just in school, but for your entire life. You now have the knowledge and tools to speak up for yourselves and ensure you get the support you need to succeed. Keep practicing these superpowers, and never be afraid to use your voice!"

"You've all shown incredible growth and thoughtfulness throughout these sessions. Keep advocating for yourselves, because your voice truly is your win!"

Project Guide: My Self-Advocacy Plan

This is your personal guide to success! Use everything we've learned to create a plan that helps you advocate for yourself in school.

1. My Learning Strengths & Challenges

• What are you good at in school?
  
  
  
  
• What are some things that sometimes make learning or focusing tricky for you?
  
  
  
  

2. My Self-Advocacy Toolkit

• List 2-3 specific tools or strategies that you know help you learn, focus, or complete tasks.
  • (e.g., fidget tool, noise-canceling headphones, graphic organizer, breaking tasks down, taking a brain break)

3. My Distraction Busters

• Name 1-2 common distractions for you (internal or external).
  
  
  
  
• What specific self-advocacy action can you take to minimize these distractions?
  
  
  
  

4. Asking for What I Need: My Phrases

• Write down 2-3 specific things you could say to a teacher to ask for help, a tool, or a strategy. Remember to be clear, polite, and specific!
  • (Example: "Mr. Smith, may I please have a quiet moment to myself? I need to focus.")

5. My Self-Advocacy Goal

• What is one big goal you have for using your self-advocacy superpower this year?
  
  
  
  
• Who will you talk to first about your plan (e.g., your teacher, a parent)?