Speak Up Teacher Guide Day 1 of 3 • 20-Minute Mini-Lesson
Speak Up Signal Teacher Guide
Grades 3–5 • SEL & Academics
Core Objective
Students identify personal learning roadblocks and use a 3-part sentence stem to request specific help respectfully.
Essential Vocabulary
Self-Advocacy: Speaking up for what you need to learn, grow, and feel supported.
Materials Needed
Voice Signal Slides, Help Beacon Worksheet (1 per student), highlighters, pencils.
Timed Instructional Sequence (20 Minutes)
00:00–03:00 • The Hook: Silent Struggle vs. Signal 3 MIN
Teacher Script: "Imagine you are driving a boat in thick fog. If you hit rocks, do you keep silent or send a signal? Learning has fog too! Today we become captains who send signals before we get stuck."
Display Slide 1 & 2. Ask 2 quick students: "What do you do right now when you feel confused?"
03:00–09:00 • Direct Teach: The 4 Roadblocks & 3-Part Stem 6 MIN
Four Learning Roadblocks: 1. Speed Trap (too fast) • 2. Tool Shortage (missing supplies) 3. Direction Fog (unclear task) • 4. Focus Glitch (noisy/distracted)
The 3-Part Advocacy Formula: 1. "I notice that..." (State situation) 2. "I need..." (Name specific help) 3. "Could we try...?" (Collaborative ask)
Model a non-example: "I don't get it!" (whiny/vague) vs. example: "I notice I missed step 3. I need to see the example board again. Could you point me to it?"
09:00–16:00 • Guided Partner Practice: Help Beacon Sheet 7 MIN
Distribute Help Beacon Worksheet . Students circle their top learning roadblock and pair up to rehearse their 3-part stem for Scenario 1 and 2.
Teacher circulates: Listen for assertive, polite tone (eye contact, calm body language, clear request).
16:00–20:00 • Debrief & Exit Signal 4 MIN
Two pairs share their script aloud. Students complete the bottom exit box: "Tomorrow, when I feel stuck, my signal sentence will start with..." Collect sheets for Day 2 kickoff.
Differentiated Support
• Support: Pre-highlight sentence starters; offer visual gesture signals (e.g., thumb on chest).
• Extension: Challenge students to advocate for peers ("We noticed our group needs...").
Success Indicators
• Replaces "I don't get it" with a specific barrier description.
• Speaks at an audible, calm volume with a neutral/respectful tone.
Own Your Learning • 3-Day Advocacy Sequence Lesson 1 of 3: Speak Up Signal
Voice Signal Slides Day 1 • Own Your Learning
20-Minute Mini-Lesson
Speak Up Signal
How to spot learning roadblocks and send a clear, powerful signal for help before frustration hits.
Be the Captain of Your Learning
Use Your Clear Voice
What Is Self-Advocacy?
Big Idea
You Are The Captain
Your teacher is like a harbor guide, but you are steering your own brain. Only you know when the water gets rough!
The Definition
Self-advocacy means recognizing what you need to understand something, and speaking up respectfully to get it.
Asking for help isn't giving up — it is taking charge of your success!
Four Common Learning Roadblocks
Spot The Fog
1. Direction Fog
"The instructions are confusing and I don't know where to start."
2. Speed Trap
"The lesson is moving way too fast and my brain needs a pause."
3. Tool Shortage
"I need an example, a chart, a calculator, or a quiet spot."
4. Focus Glitch
"Noise or distractions are pulling my attention away."
Which roadblock hits you the most during math, reading, or writing?
The 3-Part Advocacy Formula
Level Up Your Signal
Step 1
I Notice...
Name what is happening right now.
"I notice I got stuck on step two of this math problem."
Step 2
I Need...
State the exact support you need.
"I need to see one more example done slowly."
Step 3
Could We...?
Make a polite, teamwork question.
"Could we review it together for two minutes?"
"I don't get this!" "I notice... I need... Could we...?"
Your Mission: Help Beacon
7-Minute Partner Lab
1
Grab your Help Beacon Worksheet and choose your biggest learning roadblock.
2
Build your custom 3-Part Signal using the sentence frames.
3
Rehearse with your partner. Practice looking up, speaking clearly, and using a calm, polite tone!
Ready? Let's take charge of our learning!
Help Beacon Worksheet Own Your Learning • Day 1
Help Beacon Worksheet
Name: ______________________
Date: _________
Self-Advocacy Power: Asking for help isn't giving up — it is taking command of your brain! Use this beacon to send clear signals when you hit a bump.
1
Roadblock Radar: What Slows You Down Most?
Check (✓) up to two learning roadblocks that happen to you most often in class:
Direction Fog
I read or hear the instructions, but I don't know what to do first.
Speed Trap
The lesson is going too fast, and I need a minute to catch up.
Tool Shortage
I am missing an example model, graphic organizer, or supplies.
Focus Glitch
Noise, chatter, or distractions make it hard for my brain to think.
2
Signal Upgrade: Turn Frustration Into Clear Words
When students feel frustrated, they sometimes send vague signals. See how to upgrade them:
Vague Frustration Upgraded 3-Part Signal
"I don't get this math!" "I notice step two is confusing. I need to see one example. Could we do one together?"
"You're going too fast!" "I notice my notes aren't finished. I need two extra minutes. Could we pause before moving on?"
3
My Custom Signal: Draft Your Script
Think of a subject or task that feels tough right now. Write your advocacy script below:
Part 1: The Situation ("I notice that...") What is happening right now?
Part 2: The Specific Need ("I need...") What tool, time, or clarity do you need?
Part 3: The Polite Ask ("Could we / could you...?") How can you and your teacher/peer work together?
4
Partner Rehearsal & Exit Signal
Partner Voice Check (Check when heard):
Spoke clearly at an indoor voice level
Named the exact problem without whining
Tomorrow's Signal Pledge:
When I feel stuck tomorrow, the first thing I will do is:
Own Your Learning • Day 1 Student Practice Help Beacon Worksheet
Goal Blueprint Teacher Guide Day 2 of 3 • 20-Minute Mini-Lesson
Goal Blueprint Teacher Guide
Grades 3–5 • Goal Setting
Core Objective
Students use the STAR framework to transform a vague academic wish into a concrete, measurable 2-week learning goal.
STAR Acronym
S pecific • T rackable • A ction Step • R ealistic
Materials Needed
Target Trek Slides, Goal Launchpad Worksheet (1 per student), colored pens or markers.
Timed Instructional Sequence (20 Minutes)
00:00–03:00 • The Hook: The Cloud vs. The Arrow 3 MIN
Teacher Script: "If I shoot an arrow into a foggy cloud, will I hit the bullseye? No! A wish is like a cloud: 'I want to be better at reading.' A goal is a sharp arrow pointed at a clear target: 'I will read 15 minutes every night and record 2 new words.' Today we turn fuzzy clouds into sharp targets!"
Display Slide 1 & 2. Ask class: "What makes a wish different from a goal?"
03:00–09:00 • Direct Teach: The STAR Framework 6 MIN
S Specific Exact skill or task
T Trackable Numbers you count
A Action Step What you physically do
R Realistic Doable in 2 weeks
Display Slide 4. Walk through the upgrade: "I want to be better at multiplication" → "I will practice 7s and 8s flashcards for 5 minutes each day and pass my 2-minute quiz by Friday."
09:00–16:00 • Guided Workshop: Goal Launchpad 7 MIN
Hand out Goal Launchpad Worksheet . Students select an academic area (Math, Reading, Writing, Science, or Organization), complete the 4 STAR prompts, and brainstorm one obstacle.
Teacher conferring prompt: "How will you know when you reach it? Can you show me the number or milestone?"
16:00–20:00 • Partner Star Audit & Share-Out 4 MIN
Partners swap sheets for a 60-second "STAR Audit." Does it have a number? Does it have an action step? Two students read their refined STAR goals to the class.
Common Pitfalls to Watch
• Too huge: "Get 100% on every test." (Coach to focus on 1 unit or skill).
• No action verb: "Understand fractions." (Change to: "Draw fraction bar models for 5 problems").
Connection to Day 1 & Day 3
Remind students: When you hit an obstacle with your STAR goal, you will use your Day 1 Help Signal to ask for what you need! Tomorrow in Day 3, we put both together into action.
Own Your Learning • 3-Day Advocacy Sequence Lesson 2 of 3: Goal Getter Blueprint
Target Trek Slides Day 2 • Own Your Learning
20-Minute Mini-Lesson
Goal Getter Blueprint
Turn fuzzy wishes into sharp, unstoppable learning goals using the STAR framework.
No More Vague Wishes
STAR Power in Action
A Wish vs. A Goal
Clear The Fog
A Wish
"I want to do better in math."
Fuzzy like a cloud. There is no plan, no number, and no specific action step. How do you know when you did it?
Result: Easy to forget and hard to measure!
A STAR Goal
"I will master 8s multiplication facts by Friday."
Sharp like an arrow. It names the exact skill, the action (practice daily), and the deadline.
Result: You have a roadmap to follow every day!
Goals don't just happen — you build them!
The STAR Goal Framework
Four Power Pillars
S
Specific
Name the exact skill or project you want to tackle.
Not just "math" — "fractions with unlike denominators!"
T
Trackable
Add a number, time, or score you can count.
"15 minutes per day" or "8 out of 10 correct."
A
Action Step
What will you physically do to make progress?
"Use flashcards with my partner after lunch."
R
Realistic
Challenging, but achievable in two weeks.
A bite-sized stretch, not an impossible mountain.
Every star in your learning sky has these four parts!
Watch The Goal Makeover
Before & After
Before (Fuzzy Wish) "I want to read more books."
Too vague! No number!
Apply STAR Framework
After (STAR Goal) "I will read 20 pages every school day and log 1 summary per week."
Target Acquired!
See the difference? Specific pages, trackable schedule, clear action!
Your Mission: Goal Launchpad
7-Minute Goal Forge
1
Pick one learning area you want to boost: Math, Reading, Writing, Science, or Organization .
2
Fill in each STAR box on your Goal Launchpad Worksheet with specific numbers.
3
Swap with your partner for the 60-second STAR Audit check!
Write a goal that your future self will thank you for!
Goal Launchpad Worksheet Own Your Learning • Day 2
Goal Launchpad Worksheet
Name: ______________________
Date: _________
1
Select Your Target Zone
Check one focus area for the next 2 weeks:
Math
Reading
Writing
Science
Organization
2
The STAR Goal Blueprint
S Specific Target What exact skill?
Example: "Multiplying two-digit numbers" or "Writing thesis statements"
T Trackable Number How will you count it?
Example: "15 minutes per day", "8 out of 10 correct", "4 chapters"
A Action Step What will you physically do?
Example: "Do practice cards with a partner", "Highlight main ideas in green"
R Realistic Check Is this doable in 2 weeks?
Why is this a realistic goal for you right now?
3
Assemble: My Official 2-Week STAR Goal
Combine your STAR parts into one complete sentence:
"Over the next 2 weeks, I will [Action Step & Trackable Number] so that I can [Specific Target]."
4
Roadblock Anticipator: Prepare Your Advocacy Signal
Potential Roadblock: What obstacle might slow you down while working on this goal?
My Advocacy Signal: Who will I ask for help, and what specific tool or support will I request?
5
Peer STAR Audit (Swap with a Partner)
Auditor Name: _____________________
Has an exact skill target
Has a number or time
Feels doable in 2 weeks
Own Your Learning • Day 2 Student Practice Goal Launchpad Worksheet
Action Rally Teacher Guide Day 3 of 3 • 20-Minute Mini-Lesson
Action Rally Teacher Guide
Grades 3–5 • Application
Core Objective
Students rehearse self-advocacy using the 3-C delivery model in real scenarios and build a desk-tent toolkit for their goals.
The 3-C Model
Calm posture • Clear words • Courteous polite tone.
Materials Needed
Advocacy Arena Slides, Advocate Toolkit Activity (1 per student), scissors, Day 2 worksheets.
Timed Instructional Sequence (20 Minutes)
00:00–03:00 • The Hook: Delivery Makes the Difference 3 MIN
Teacher Script: "You have your words and your target. But how you say it matters just as much! If you slouch, stomp, or shout, people get defensive. Today we master the 3-C Delivery: Calm, Clear, and Courteous."
03:00–08:00 • Fishbowl Modeling: Real Scenarios 5 MIN
Display Slide 3 (Scenario 1: Fast-Paced Teacher). A volunteer plays the teacher while you model respectful advocacy: "Excuse me, Mrs. Gomez. I notice the slides moved before I copied step 3. Could you give me 30 seconds to catch up?"
Notice: Relaxed shoulders, eye contact, pleasant tone, specific request.
08:00–16:00 • Rehearsal & Desk-Tent Toolkit Assembly 8 MIN
Distribute Advocate Toolkit Activity .
Part A: Partner Role-Play (3 min)
Part B: Toolkit Assembly (5 min)
16:00–20:00 • The Classroom Advocacy Pledge 4 MIN
Display Slide 5. Lead the whole room in reciting the Learning Pledge. Students place their folded Advocate Desk Tents in the corner of their desks as an everyday reminder of their power.
Ongoing Classroom Routine
• Weekly Goal Check: Spend 3 minutes on Fridays to mark progress on the desk tent stamp log.
• Signal Recognition: Praise students who advocate using 3-part stems in daily independent work.
Quick Observational Checklist
• Identifies the barrier rather than giving up in silence.
• Maintains respectful body posture and indoor volume.
• Connects help requests to their specific STAR target.
Own Your Learning • 3-Day Advocacy Sequence Lesson 3 of 3: Advocacy In Action
Advocacy Arena Slides Day 3 • Own Your Learning
20-Minute Mini-Lesson
Advocacy In Action
Put your voice and your STAR goal to work using the 3-C Delivery Model in real classroom moments.
Calm • Clear • Courteous
Ready for Any Roadblock
The 3-C Delivery Check
How You Say It Matters
1. Calm Body
Relaxed shoulders, gentle eye contact, hands still. No stomping, slouching, or eye-rolling!
Signals confidence and respect.
2. Clear Words
Indoor speaking volume. Name the exact problem and your specific need without mumbling.
Helps people understand instantly.
3. Courteous Tone
Use "please," "thank you," and a polite question tone: "Could we try...?" instead of demanding.
Invites teamwork and support.
Strong advocacy is assertive, never aggressive or passive!
Scenario 1: The Fast-Paced Teacher
Role-Play Challenge
The Situation:
The teacher is explaining science notes on the board, but they switch to the next slide before you finish writing step 3. You feel your heart race!
Poor Reaction:
Drop your pencil, sigh loudly, and give up writing altogether.
Advocate Reaction:
Raise your hand with a calm body and use your 3-part stem!
"I notice I missed step three. I need 30 seconds. Could you pause before moving ahead?"
Simple, calm, and effective!
Scenario 2: The Loud Group Project
Partner Lab Rehearsal
The Situation:
You are trying to draft your paragraph for your STAR reading goal, but the group at your table is talking loudly about video games and tapping their rulers.
Partner Practice: Build Your Script
• I notice: "I notice our table is getting loud and I'm losing focus."
• I need: "I need quiet time to finish my two sentences."
• Could we: "Could we use level-1 voices or take a two-minute focus break?"
Practice with your shoulder partner right now using the 3-C check!
The Captain's Learning Pledge
All Together
"I am the captain of my learning."
"When I hit a roadblock, I will send a signal."
"I will aim for my STAR goal every single day!"
Assemble your Advocate Desk Tent and keep it on your desk!
Congratulations! You own your learning!
Advocate Toolkit Activity Own Your Learning • Day 3
Advocate Toolkit Activity
Name: ______________________
Date: _________
1
Role-Play Arena: 3-C Delivery Audit
Partner: ________________________
Role-play your scenario with your partner. Your partner checks off each "C" when observed:
1. Calm Body Still posture, eye contact, relaxed hands.
2. Clear Words Indoor voice, named the exact roadblock.
3. Courteous Tone Polite question stem: "Could we please...?"
2
Assemble: My Daily Advocate Desk Tent
Cut or fold on the dashed lines to stand on your desk!
Side A: My STAR Goal Display Face
My 2-Week Target:
My Primary Roadblock:
Side B: My Go-To Signals Reference
Pacing: "I notice I need 1 more minute to write. Could you pause?"
Clarity: "I notice step 2 is fuzzy. Could you show 1 example?"
Focus: "I notice it's noisy. Could I use headphones or move?"
Fold Here (Base Stand)
10-Day Goal & Advocacy Tracker Stamp or check (✓) each day you practice:
D1
D2
D3
D4
D5
D6
D7
D8
D9
D10
"I take charge of my learning and speak up with respect."
Student Signature: ______________________
Own Your Learning • Day 3 Student Toolkit Advocate Toolkit Activity
