Session 1 Lesson PlanSESSION 1 LESSON PLAN Speak Up, Listen Up Duration 20 min OBJECTIVE Introduce students to 'I-Statements' for effective self-expression and practice active listening techniques to enhance clear communication and lay the foundation for self-advocacy. WHY IT MATTERS Developing clear communication and listening skills empowers students to express needs respectfully, resolve conflicts, and advocate for themselves and others. Prepare Materials Print copies of Session 1 Worksheet and Session 1 Discussion Prompts. Read through the Session 1 Script to familiarize yourself with wording. Set a timer to keep each activity within its allocated time. Arrange seating for face-to-face role-play. Materials Needed Session 1 Script Session 1 Worksheet Session 1 Discussion Prompts Approach Model, practice, and reflect. Instructions 1 Introduction to Communication 5 min Greet student and state objective: building communication skills (B-SS 1) and self-advocacy (B-SS 8). Explain the importance of clear expression and active listening. Introduce "active listening" concepts: eye contact, nodding, paraphrasing. 2 Modeling I-Statements 7 min Define I-Statement structure: "I feel [emotion] when [situation] because [reason]". Read the first example from the script; have student read the second. Ask student to craft an I-Statement for a real classroom scenario. Provide feedback and guide adjustments. 3 Active Listening Role-Play 5 min Review steps: maintain eye contact, avoid interrupting, nod, paraphrase. Student shares their I-Statement while teacher models active listening. Teacher paraphrases and asks a clarifying question. Switch roles: teacher shares an I-Statement, student practices listening. 4 Discussion and Reflection 3 min Use Discussion Prompts: How did it feel? What was challenging? Student completes reflection on the worksheet. Summarize takeaways and preview Session 2 (Written Communication).
Session 1 ScriptSession 1 Script Clear Voice & Active Listening Teacher Resource Part 1 Introduction to Communication (5 min) Teacher Says: "Hi there! Welcome to our first Speak Up session. Today, we’re focusing on two important skills: 1) how to share your thoughts and feelings clearly, and 2) how to really listen when someone else is talking. These skills will help you express your needs respectfully and help others feel heard." Teacher Says: "First, what do you think it means to communicate clearly? Why might it be important?" Student Response Teacher Says: "Exactly—clear communication helps people understand what we want and how we feel. Now, let’s talk about active listening. Active listening means looking at the speaker, nodding or giving small signals that you’re paying attention, and paraphrasing what you heard to check you understood." Part 2 Modeling I-Statements (7 min) The Pattern: I feel [emotion] when [situation] because [reason]. Teacher Says: "Here’s my example: ‘I feel nervous when I start a new task because I’m not sure if I understand all the steps.’ Your turn to read the next example aloud:" Student Reads: “I feel proud when I finish my work on time because I know I did my best.” Teacher Says: "Nice reading! Now let’s practice. Think of a situation in class recently that made you feel something. Use the I-Statement pattern." Part 3 Active Listening Role-Play (5 min) Teacher Says: "Next, we’ll role-play active listening. First, I’ll listen to your I-Statement. I’ll maintain eye contact, nod, and then paraphrase." Student shares their I-Statement. Teacher models active listening. Teacher Says (Paraphrasing): "So you’re saying that you feel [emotion] when [situation] because [reason], is that right? Can you tell me more about what happened just before that?" Teacher Says: "Thank you! Now let’s switch roles. I’ll use an I-Statement, and you’ll practice active listening." Teacher Shares: “I feel anxious when I have too many tasks at once because I worry I’ll forget something important.” Part 4 Discussion and Reflection (3 min) Teacher Says: "How did using an I-Statement feel? What was challenging about active listening? Thanks for sharing! Now, please complete the short reflection on your worksheet. To wrap up, you did a fantastic job. Next time, we’ll learn how to put these ideas into writing. See you then!"
Session 1 WorksheetSession 1 Worksheet Clear Voice & Active Listening Name: Date: 1 Part 1: Craft Your Own I-Statement Think of a recent situation at school when you felt a strong emotion. Use the I-Statement pattern below to describe how you felt, what happened, and why it mattered. I feel When Because Your Full I-Statement: 2 Part 2: Analyze an Example I-Statement “I feel frustrated when group members don’t listen because I want our team to do well.” 1. What emotion does this statement express? 2. What is the situation described? 3. What reason does the speaker give? 4. How could you make this statement clearer or more specific? 3 Part 3: Reflection on Active Listening Use these questions to reflect on practicing active listening today. Provide details and examples. 1. What was one thing you noticed when listening to someone else? 2. What did you find challenging about active listening? 3. How will you use active listening in future conversations? Great work! Remember to review your worksheet before our next session on written communication.
Session 1 Discussion PromptsDiscussion Prompts Session 1: Clear Voice & Active Listening 1 How did using an I-Statement help you share your feelings clearly? 2 Which part of the I-Statement pattern (emotion, situation, reason) was easiest or hardest for you? Why? 3 When you were practicing active listening, what did you notice about how it felt to really focus on the speaker? 4 Describe a moment when someone listened actively to you. How did that make you feel? 5 What is one way you will use active listening or I-Statements in your everyday conversations? Encourage the student to provide specific examples from their day
Session 2 Lesson PlanSESSION 2 LESSON PLAN Written Words Duration 20 min OBJECTIVE Build on I-Statements by teaching students to craft clear, respectful written requests and practice revising them for effective self-advocacy. WHY IT MATTERS Developing written communication skills helps students advocate for their needs in writing, ensuring clarity, tone, and self-assertion in academic and social settings. Prepare Materials Print copies of Session 2 Worksheet and Session 2 Discussion Prompts. Read through the Session 2 Script to familiarize yourself with examples. Gather student’s notes from Session 1 for reference. Set a timer to keep each activity within its allocated time. Materials Needed Session 2 Script Session 2 Worksheet Session 2 Discussion Prompts Approach Model, write, review, reflect. Instructions 1 Introduction to Written Communication 4 min Recap Session 1 on oral I-Statements and active listening. Explain goal: turning I-Statements into written requests for self-advocacy. Highlight why tone and clarity matter in writing. 2 Modeling Written Requests 6 min Show written I-Statement request example in script. Identify parts: emotion, situation, reason, and polite ask. Discuss word choice: how to stay respectful yet assertive. 3 Student Writing Practice 5 min Student chooses a school scenario (e.g., extra help, more time). Student drafts a written request on Worksheet 2 using I-Statement format. Focus on clear emotion, specific situation, and respectful wording. 4 Feedback and Revision 3 min Review draft together using criteria: clarity, tone, structure. Teacher offers specific feedback and models a revision if needed. Student revises the request directly on the worksheet. 5 Discussion and Reflection 2 min Use Discussion Prompts: How did writing feel different from speaking?
Session 2 ScriptSession 2 Script Written Words & Tone Teacher Resource Part 1 Introduction to Written Communication (4 min) Teacher Says: "Welcome back! Today we’re building on what we learned last time about I-Statements and active listening. This session’s goal is to turn those I-Statements into clear, respectful written requests. Writing in a polite tone and with specific details helps others understand our needs and makes it more likely they’ll say yes." Teacher Says: "Why do you think tone and clarity are important when we write a request instead of just speaking it?" Student Response Part 2 Modeling Written Requests (6 min) Teacher Says: "Let’s look at an example of a written I-Statement request. I’ll read it first, then you read it aloud." Example Request: "I feel overwhelmed when assignments pile up because I need more time to understand each task." "Could I please have an extra day to complete my science project?" Teacher Says: "Great! Notice how we use ‘please’ and ‘could I’ to keep the tone respectful yet still ask clearly for what we need. What do you notice about this request’s clarity and tone?" Part 3 Student Writing Practice (5 min) Teacher Says: "Now it’s your turn. Think of a real school situation—maybe you need extra help on homework or more time for a quiz. Use the I-Statement structure and add a polite ask at the end. Write your draft on your worksheet." Student works on Session 2 Worksheet, Part 1. Part 4 & 5 Feedback & Reflection (5 min) Teacher Says: "Would you share your draft with me? Let’s review it: Is the emotion clear? Is the situation specific? Is the ask polite? If any part feels vague, let’s adjust it. For example, instead of ‘please help me’, we could say ‘Could we meet for five minutes after class to go over question 5?’" Teacher Says: "Great insights! Remember, clear structure and polite tone make written requests strong. Next session, we’ll practice these strategies in face-to-face conversations. See you then!"
Session 2 WorksheetSession 2 Worksheet Written Words & Tone Name: Date: 1 Part 1: Draft Your Written Request Think of a real school situation where you need something (extra time, help, clarification, etc.). Write your request using the I-Statement structure and add a polite ask at the end. I feel When Because Polite Ask Your Full Written Draft: 2 Part 2: Structure Check 1. Does the request clearly state how you feel? 2. Is the situation described specifically? 3. Does the reason explain why this matters? 4. Is the ask polite and detailed enough? 3 Part 3: Reflection What was the most challenging part of writing this request? How did using the I-Statement format help you organize your thoughts? What change would make your request stronger or clearer? Excellent Progress! Be ready to discuss how writing this felt compared to speaking it out loud.
Session 2 Discussion PromptsDiscussion Prompts Session 2: Written Words & Tone 1 How did writing this request feel different from speaking it out loud? 2 Which part of the I-Statement (emotion, situation, reason, polite ask) was most helpful for your request? Why? 3 What was the most challenging part of writing your request? How did you address it? 4 What specific revision did you make that improved your request? Describe what changed and why it helped. 5 How will you use written I-Statements to advocate for yourself in the future? Identify one situation. Focus on the difference between being 'demanding' and being 'assertive'
Session 3 Lesson PlanSESSION 3 LESSON PLAN Advocacy Action Duration 20 min OBJECTIVE Guide students to apply I-Statements and active listening in real-time self-advocacy conversations, practicing assertive responses and reflecting on growth. WHY IT MATTERS Combining clear expression and listening builds students’ confidence to advocate for themselves respectfully, resolve conflicts, and seek support when needed. Prepare Materials Print copies of Session 3 Worksheet and Session 3 Discussion Prompts. Review the Session 3 Script for scenarios and prompts. Gather the student’s completed worksheets from Sessions 1 and 2. Arrange seating for face-to-face conversation practice. Materials Needed Session 3 Script Session 3 Worksheet Session 3 Discussion Prompts Approach Role-play, practice, reflect. Instructions 1 Warm-Up & Recap 3 min Review I-Statements and active listening from previous sessions. Student shares one way they’ve used these skills since last meeting. 2 Modeling Assertive Responses 6 min Read first scenario from script; demonstrate assertive response. Student identifies: I-Statement parts and listening signals (eye contact, paraphrase). Highlight tone and clarity strategies used. 3 Role-Play Practice 7 min Use second scenario in script for paired role-play. Switch roles halfway through (one practices advocacy, one practices listening). Provide immediate feedback on clarity, assertiveness, and listening. 4 Reflective Worksheet 3 min Student completes Worksheet 3 reflection questions. Focus: What felt strong? What would you adjust next time? 5 Discussion & Next Steps 1 min Quick wrap-up using Discussion Prompts. Set one personal goal for the coming week.
Session 3 ScriptSession 3 Script Advocacy in Action Teacher Resource Part 1 Warm-Up & Recap (3 min) Teacher Says: "Welcome back! Today we’re going to bring together I-Statements and active listening in real-time conversations. First, can you remind me what parts make up an I-Statement? And what do we do to listen actively?" Student Response Teacher Says: "Great! Now, tell me one time since our last session when you used an I-Statement or practiced active listening. What happened?" Part 2 Modeling Assertive Responses (6 min) Scenario 1: "Imagine you’re working on a group project and one teammate hasn’t shared ideas or helped with tasks. You want to speak up respectfully." Teacher Models (as student): "I feel concerned when I don’t hear your ideas during our meetings because everyone’s input helps our project be stronger. Could we take a couple of minutes now so you can share your thoughts?" Teacher Says: "Notice how I used all the parts: emotion, situation, reason, and polite ask. I also made eye contact and used a calm voice. What did you notice about how I spoke?" Part 3 Role-Play Practice (7 min) Scenario 2: You missed a day of class because you were sick and now you’re worried about the homework deadline. You need to ask the teacher for extra time. Teacher Says: "I’ll play the teacher first, and you use an I-Statement to ask for extra time. Remember to listen actively when I respond. Go ahead." Student practices advocacy response. Teacher models active listening. Teacher Says (Paraphrasing): "So you’re saying you need more time because you were sick. Could you tell me how much extra time would help? Thank you. Now let’s switch roles." Wrap-Up Discussion & Next Steps (4 min) Teacher Says: "Please complete your reflections on this worksheet. To finish up, how will you use these skills outside this session? What’s one goal for this week? Fantastic job today! Keep practicing whenever you need to speak up."
Session 3 WorksheetSession 3 Worksheet Advocacy in Action Name: Date: 1 Part 1: Reflect on Your Role-Play 1. What part of your self-advocacy response felt strongest? 2. Which active listening behavior did you practice well? Eye Contact Nodding Paraphrasing 2 Part 2: Identify Areas for Improvement 1. What would you adjust or change in your response next time? 2. Was there any moment when you found it hard to stay calm or clear? Explain. 3 Part 3: Apply Your Skills Outside This Session 1. How will you use I-Statements and active listening in a real situation this week? 2. Set one personal goal for practicing these self-advocacy skills. Mission Accomplished You have the tools to speak up and listen up. Use them well!
Session 3 Discussion PromptsDiscussion Prompts Session 3: Advocacy in Action 1 How will you use these self-advocacy skills outside this session? 2 What’s one personal goal for using I-Statements and active listening this week? 3 Which part of today’s role-play felt most helpful for your growth? 4 What strategy will you focus on improving before our next session? Celebrate the growth the student has made over these three sessions
