Find Your Voice Lesson Plan Find Your Voice
Lesson Plan • Tier 3 Advocacy
Duration
15 Minutes
Why It Matters
Building self-advocacy skills fosters independence, confidence, and effective communication, empowering the student to request accommodations and support as needed.
Audience
High School Students (Tier 3 Intervention)
Approach
Guided reading, discussion, role-play, and interactive activities.
Objective
Equip the student with strategies to recognize when they need support and practice using clear, assertive language to advocate for their needs in real-life scenarios.
Prep (5 Minutes)
• Review the Find Your Voice Slide Deck and Lesson Script .
• Print copies of the Reading Passage and Worksheet .
• Cut out Role-Play Cards and set up the Bingo Game .
• Queue up the slide deck and prepare the final quiz.
Required Materials
Find Your Voice Slide Deck
Self-Advocacy Discussion Prompts
Find Your Voice Lesson Script
Self-Advocacy Worksheet
Self-Advocacy Reading Passage
Assertive Statement Role-Play Cards
Advocacy Bingo Game
Self-Advocacy Quiz
Instructional Steps
Time Phase Key Instructions 2 min Introduction Greet student. Outline objective: learning to ask for help clearly. Display Slide 1. Follow opening script. 3 min Reading Hand out Reading Passage. Student reads (aloud or silent). Highlight assertive language. Clarify terms. 3 min Discussion Use Discussion Prompts. Ask about times they hesitated to ask for help. Validate and encourage personal examples. 3 min Role-Play Pick Role-Play Card. Read scenario. Student practices stating need clearly using "I" statements. Give feedback on tone/posture.
<table class="w-full border-collapse"><tbody class="text-sm"><tr><td class="p-3 border border-slate-200 font-bold text-blue-600 w-32">1 min</td><td class="p-3 border border-slate-200 font-bold w-48">Bingo Game</td><td class="p-3 border border-slate-200 text-slate-700 leading-snug">Explain rules. Call 3–4 rapid-fire scenarios. Student marks and claims “Bingo!” when patterns form.</td></tr><tr><td class="p-3 border border-slate-200 font-bold text-blue-600">3 min</td><td class="p-3 border border-slate-200 font-bold">Quiz & Wrap-Up</td><td class="p-3 border border-slate-200 text-slate-700 leading-snug">Administer Quiz (3-5 short questions). Review answers immediately. Summarize strategies (Notice, "I" statements, Ask). Schedule follow-up.</td></tr></tbody></table>
Teaching Tips
Direct Instruction: Be explicit about what assertive looks like (eye contact, steady voice).Modeling: Model "I" statements frequently throughout the day, not just in the lesson.Wait Time: Give the student 5-10 seconds to process questions before prompting.
Accommodations
Visual Support: Keep the slide deck visible as an anchor for conversation.Communication: Allow the student to write their responses if verbalizing is difficult today.Sensory: Conduct the session in a low-distraction environment. Find Your Voice Slides Tier 3 Session
Find Your
Voice
A 15-minute training for self-advocacy and independent communication.
Lesson Objective
01
Recognize when you need support or accommodations.
02
Practice using clear, assertive "I" statements.
03
Request help effectively in real-life classroom scenarios.
Self-advocacy builds independence and confidence.
Reading Passage
Open your Self-Advocacy Reading Passage.
Active Task
Read aloud or silently.
Highlight assertive phrases.
Circle unfamiliar terms.
Your Voice
Prompt 01
When have you needed help but hesitated to ask?
Prompt 02
What makes it hard or easy for you to speak up?
Role-Play
1
Select Card
Pick a scenario from the stack.
2
Speak Up
Use a clear "I" statement to ask for help.
3
Adjust
Refine your tone and posture.
The Golden Rule
"I need ________ because ________."
State your need clearly. Explain why briefly.
Advocacy Bingo
Listen carefully to the scenarios called out. If it's on your board, mark it!
Listen to the scenario
Mark your square
Shout "BINGO!" when you have 3 in a row.
Wrap-Up
Step 1
Complete the short 4-question quiz.
Step 2
Review answers together.
Key Takeaways
Notice when you need help.Use "I" statements .
Ask clearly and politely.
Find Your Voice Lesson Script Lesson Script
Find Your Voice • Tier 3 Advocacy
Internal Teacher Document
01
Introduction (2 Minutes)
Prompt: Display Slide 1 & 2
Teacher: “Hello, [Student Name]! It’s great to see you today. How are you feeling?”
(Pause briefly for response.)
Teacher: “Today, we’re going to work on finding your voice . That means noticing when you need help and practicing how to ask for it clearly. In the next 15 minutes, you’ll learn to recognize when you need support, use clear assertive language, and request help effectively. Sound good?”
(Wait for student confirmation.)
Teacher: “Our goals today will help you feel more independent and confident in class. Let’s get started!”
02
Reading (3 Minutes)
Prompt: Display Slide 3 | Hand out Reading Passage
Teacher: “I have a short passage about self-advocacy. Please take a copy. Read this aloud or to yourself. As you read, look for ‘I’ statements —sentences where someone clearly asks for help. Underline any words you don’t know, and I’ll help.”
(Allow 1-2 minutes for reading.)
Teacher: “Great! I noticed this sentence: ‘I need help understanding this problem.’ That’s an assertive ‘I’ statement. Can you point to another example?”
(Pause for student to respond.)
Teacher: “Excellent. In your own words, what does it mean to be assertive?”
03
Discussion (3 Minutes)
Prompt: Display Slide 4
Teacher: “Let’s talk about your experiences. When have you needed help but hesitated to ask?”
(Pause. If needed: “What were you thinking at the time?”)
Teacher: “What makes it hard or easy to speak up? Do you ever worry about bothering the teacher?”
Tip: Validate their nervousness. Remind them that teachers want to help, but they need to know what is needed first.
04
Role-Play (3 Minutes)
Prompt: Display Slide 5 | Provide Role-Play Cards
Teacher: “Time for a quick role-play. Please pick one of the cards. Your scenario says: ‘You need more time to finish a quiz.’ I’ll be the teacher, and you’ll ask for what you need. Use an ‘I’ statement and speak clearly.”
Teacher (as teacher): “Alright, time is up. Please hand in your paper.”
Teacher: “That was perfect—clear and polite. Your tone was calm, and you used an ‘I’ statement. Well done!”
05
Advocacy Bingo (1 Minute)
Self-Advocacy Reading Passage Reading Passage
The Power of Self-Advocacy
When you stand up for yourself, you show confidence and help others understand what you need. For example, you might say, “I need more time to finish this assignment,” if a task feels rushed, or “I would like a quieter space so I can focus,” when the classroom is noisy.
If you do not understand an instruction, you can ask, “I have a question about the directions; could you explain that part again?”
Using “I” statements like these helps the other person know exactly what you want and why it matters. Clear requests lead to better support and make it easier to work together.
Be Clear
Be Respectful
Be Specific
Self-Advocacy Discussion Prompts Discussion Prompts
Question 01
When have you needed help but hesitated to ask? What feelings or thoughts held you back?
Question 02
What makes it easier or harder for you to speak up when you need support?
Question 03
Can you share a time when you asked for help and it went well? What helped that go smoothly?
Find Your Voice Speak Up • Be Heard
Self-Advocacy Worksheet Self-Advocacy Worksheet
Practice Your Voice
Student Name: __________________________
Date: __________________________
A. Recognizing Assertive Language
Underline the statements below that use clear, assertive “I” statements .
1. “Would it be possible to review these instructions again?”
2. “I need more time to complete this task.”
3. “You always make things difficult for me.”
4. “I would like a quieter space to focus.”
Explain why the statements you underlined are assertive:
B. Writing Your Own “I” Statements
Write an assertive “I” statement for each situation below.
1. You feel overwhelmed by your homework load.
I-statement:
2. You do not understand the assignment instructions.
I-statement:
3. You need a short break during a long class.
I-statement:
C. Communication Styles
Identify each statement as Passive , Assertive , or Aggressive .
1. “Fine, whatever you want to do is okay with me.”
2. “You never listen; you’re so unfair!”
3. “I would like to share my idea when you have a moment.”
4. “Can I pause for a second? I’m confused about this step.”
5. “You always ignore me!”
Assertive Statement Role-Play Cards Role-Play Scenario Cards
Cut along the dotted lines • Practice Assertive Statements
1
Extra Time
Scenario: You need more time to finish a quiz because you found some questions challenging.
Focus: Clear tone • "I" statement
2
Quiet Space
Scenario: The classroom is too noisy and you need a quieter place to focus.
Focus: Specific request • Respectful
3
Clarification
Scenario: You do not understand the homework instructions and need someone to explain them again.
Focus: "I am confused" • Ask for help
4
Short Break
Scenario: You’re feeling overwhelmed and would like a short break to calm down before continuing.
Focus: State the need • Explain briefly
How to Use
Give the student a card. Read the scenario together. Model an assertive statement if they struggle, then have them repeat it with their own voice. Provide feedback on clarity, volume, and non-verbal cues (eye contact, posture).
Advocacy Bingo Game Advocacy Bingo
Spot the need • Claim the win
You need more time to finish an assignment
You need a quieter space to focus
You need clarification on instructions
You need to take a short break
Free Space
You need to use the restroom
You need help with a tech issue
You need someone to repeat directions
You need the lesson to slow down
How to Play
1. Listen as scenarios are called out.
2. Mark the square if you hear it.
3. Complete 3 in a row (any direction).
4. Shout "BINGO!" to win.
Teacher Tip
Call out the scenarios quickly. This is meant to be a rapid-fire recognition game to keep the energy up at the end of the session.
Self-Advocacy Quiz Self-Advocacy Quiz
Final Check-In
Name: __________________________
Date: __________________________
1 Which of the following is an example of a clear, assertive “I” statement?
“I need more time to finish this assignment.”
“Could you possibly show me how to do this?”
“You never explain instructions clearly.”
“Sorry to bother you, but…”
2 When is the best time to ask for help?
As soon as you realize you need support
Only when the teacher asks if anyone needs help
After you’ve completed all other tasks
Only if someone else is already asking for help
3 Write an assertive “I” statement asking for additional time to complete a test.
4 In one or two sentences, explain why self-advocacy skills are important.
Section 1: Assessment
Total Marks: /10
Self-Advocacy Answer Key Answer Key
For Teacher Use Only
Worksheet Answers
Section A: Underline Assertive Statements
"I need more time to complete this task."
"I would like a quieter space to focus."
Section B: Example "I" Statements
1. "I am feeling overwhelmed by my homework; can we adjust the deadline?"
2. "I don't understand these instructions; could you explain them again?"
3. "I need a short break to refocus; can I step out for 2 minutes?"
Section C: Communication Styles
1. Passive
2. Aggressive
3. Assertive
4. Assertive
5. Aggressive
Quiz Answers
Question 1: Multiple Choice
“I need more time to finish this assignment.”
Question 2: Multiple Choice
As soon as you realize you need support
Question 3: Open Response
Example: “I need more time to finish this test because I want to do my best.”
Question 4: Open Response
Example: “They help me get the support I need to be successful and help me feel more independent.”
