Your Voice Your Win Lesson Plan Your Voice, Your Win!
Tier 2 Group Facilitation Guide
5 Sessions
15 Minutes Each
Why This Matters
Learning self-advocacy empowers students to take an active role in their education, ensuring they get the support they need to succeed academically and emotionally. This is crucial for all students, especially those who may need specific accommodations or strategies to maintain focus and manage ADHD.
Learning Objective
Students will define self-advocacy, identify situations where it is needed in a school setting, and practice articulating their needs for tools and strategies to minimize distractions.
Preparation
Review all session scripts and slide deck.
Print/cut Advocacy Scenarios Cards (Session 1).
Print Role-Play Cards (Session 4).
Ensure projector is ready for the slide deck.
Material Inventory
Self-Advocacy Superpowers Slide Deck
Session 1-5 Scripts
Warm-Up: My Learning Quest
Advocacy Scenarios Cards
Self-Advocacy Toolkit Worksheet
Distraction Detective Worksheet
Role-Play Cards: Asking for Help
Project Guide: My Advocacy Plan
Set of 4 Cool-Down Reflection Slips
Session Delivery Guide
Session 1: What's Your Superpower?
15 Minutes
Procedure:
0-2m Warm-Up: Distribute "My Learning Quest." Students jot down one thing they'd like to get better at.
2-7m Introduction: Use Slides 1-3 and Session 1 Script to define self-advocacy.
7-13m Activity: Use "Advocacy Scenarios Cards." Discuss how characters can use superpowers.
13-15m Cool-Down: "One Big Idea" reflection slip. Collect responses.
Session 2: Toolkit Time
15 Minutes
Procedure:
0-2m Review: Recap Session 1. Ask for a quick example of advocacy.
2-10m Exploring Tools: Slides 4-6. Distribute "Toolkit Worksheet." Brainstorm personal focus tools.
10-13m Sharing: Students share one item from their worksheet with the group.
13-15m Cool-Down: "My Next Step" reflection slip. What tool will they try?
Session 3: Distraction Detectives
15 Minutes
Procedure:
0-2m Warm-Up: Rapid fire: name one thing that makes it hard to focus.
2-8m Detection: Slides 7-9. Distribute "Distraction Detective Worksheet." Identify internal vs external.
8-13m Busting: Group brainstorm on connection between advocacy and minimizing distractions.
13-15m Cool-Down: "Distraction Buster Idea" reflection slip.
Session 4: Asking for What You Need
15 Minutes
Procedure:
0-5m Strategy: Slides 10-12. Introduce the 3 Rules: Be Clear, Be Polite, Be Specific.
5-13m Role-Play: Students use "Role-Play Cards" to practice advocating to a 'teacher' (facilitator or peer).
13-15m Cool-Down: "My Advocacy Goal" reflection slip.
Session 5: My Advocacy Plan
15 Minutes
Procedure:
0-3m Recap: Slides 13-14. Review key components of the self-advocacy roadmap.
3-13m Drafting: Distribute "My Self-Advocacy Plan." Students complete their final guide.
13-15m Closing: Students share one part of their plan. Encourage consistent use of the superpower.
Facilitation Tips for Boys with ADHD
• Keep transitions fast. The 15-minute format is designed for high impact without losing engagement.
• Use the peer role models in the group to model positive, confident communication first.
• Provide sensory breaks or fidgets during these sessions to model the very tools being discussed.
Self Advocacy Superpowers Slides Your Voice, Your Win!
Self-Advocacy Superpowers
Speaking Up for YOU in School!
Power Up Your Learning
WHAT IS Self-Advocacy?
SELF
= YOU!
ADVOCACY = Speaking up for something or someone.
Speaking up for YOURSELF! It's asking for what you need to be successful.
TEACHER NOTES: Ask students what 'advocacy' means. Guide them to understand it's about speaking up for something or someone. Then explain 'self-advocacy' is about speaking up for yourself.
Why Does it Matter?
You get the help you need
You understand lessons better
You feel more confident
It helps you focus and finish tasks!
TEACHER NOTES: Discuss why this is important. Give examples: if you don't understand, if you need a break, if something is distracting you. Relate it to making school easier and more fun.
Session 2
Your Self-Advocacy Toolkit
What tools help you learn and focus best?
TEACHER NOTES: Introduce the idea of a 'toolkit' of strategies. Ask students what kind of tools they use to build or fix things. Connect this to building their learning success.
Tools for Success
Fidget tools
Squeeze balls, fidget spinners (if allowed)
Sensory aids
Noise-canceling headphones, a quiet corner
Organizational helps
Checklists, planners, graphic organizers
Movement breaks
Quick stretch, walk to the water fountain
Time management
Timers, breaking tasks into smaller steps
Asking for help
Clarifying instructions, asking for a re-explanation
TEACHER NOTES: Provide examples of different types of tools. Brainstorm with students. Encourage them to think beyond just academic tools – sensory, organizational, etc.
Build Your Unique Toolkit!
Just like superheroes have different gadgets, you'll have your own special tools!
What helps YOU focus?
What helps YOU finish tasks?
TEACHER NOTES: Emphasize that everyone's toolkit is different. What works for one person might not work for another. Encourage them to experiment.
Session 3
Distraction Detectives
What gets in the way of your focus?
Session 1 Script Superpower Script Facilitator Script
Session 1
What's Your Superpower?
Display 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
Display 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?"
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!"
Display 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?"
Transition to Activity
"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."
Facilitate Advocacy Scenarios
"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."
Closing
"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."
Learning Quest Warm Up My Learning Quest
NAME:
DATE:
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 Activity Advocacy Scenario Cards
Session 1 Activity • Cut Along the Dotted Lines
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?
One Big Idea Cool Down Reflection Session 1 Reflection
One Big Idea
What is one big idea you learned about self-advocacy today?
NAME:
Session 1 Reflection
One Big Idea
What is one big idea you learned about self-advocacy today?
NAME:
Session 1 Reflection
One Big Idea
What is one big idea you learned about self-advocacy today?
NAME:
Session 1 Reflection
One Big Idea
What is one big idea you learned about self-advocacy today?
NAME:
Session 2 Script Toolkit Script Facilitator Script
Session 2
Toolkit Time
"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.
Display Slide 4
"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.' 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?"
Display 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."
Facilitate Discussion (Slides 6)
"Alright, who would like to share one tool or strategy from their toolkit that they either use or are interested in trying? These are fantastic ideas! Remember, your toolkit is unique to you. The important thing is knowing these tools exist and that you can ask for them."
Closing / 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."
Self Advocacy Toolkit Worksheet My Toolkit Worksheet
NAME:
DATE:
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 helps me now)
Tools & Strategies I Want to Try
Fidget Tools (e.g., squishy ball)
Sensory Aids (e.g., headphones)
Organization (e.g., checklist)
Movement (e.g., stretch break)
Time (e.g., using a timer)
Asking (e.g., repeat instructions)
Other Cool Ideas:
My Next Step Cool Down Reflection Slips Session 2 Reflection
My Next Step
What is one new tool or strategy you might try this week to help you focus or complete a task?
NAME:
Session 2 Reflection
My Next Step
What is one new tool or strategy you might try this week to help you focus or complete a task?
NAME:
Session 2 Reflection
My Next Step
What is one new tool or strategy you might try this week to help you focus or complete a task?
NAME:
Session 2 Reflection
My Next Step
What is one new tool or strategy you might try this week to help you focus or complete a task?
NAME:
Session 3 Script Detectives Script Facilitator Script
Session 3
Distraction Detectives
"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, lunch, etc.)
Display Slide 7 & 8
"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."
"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."
"Then, we have external distractions . These are things that come from outside of you. Like the noises in the hallway or looking out the window."
Distribute 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."
Group Brainstorm (Slide 9)
"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?"
"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. That's using your voice to get what you need!"
Closing / 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."
Distraction Detective Worksheet Activity Distraction Detective Log
Agent Name:
Date:
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!
Internal Distractions
(Thoughts, worries, hunger, feeling tired)
External Distractions
(Noises, other people, windows, siren)
Distraction Buster Ideas
For my internal distractions:
For my external distractions:
Distraction Buster Idea Cool Down Reflection Slips Session 3 Reflection
Distraction Buster Idea
What is one specific idea you can use to minimize a distraction this week?
NAME:
Session 3 Reflection
Distraction Buster Idea
What is one specific idea you can use to minimize a distraction this week?
NAME:
Session 3 Reflection
Distraction Buster Idea
What is one specific idea you can use to minimize a distraction this week?
NAME:
Session 3 Reflection
Distraction Buster Idea
What is one specific idea you can use to minimize a distraction this week?
NAME:
Session 4 Script Voice Script Facilitator Script
Session 4
Asking for What You Need
"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 ."
Display Slide 10 & 11
"This session is all about practicing your self-advocacy voice! When you ask for help or a tool, there are three important things to remember to make sure you're heard clearly and respectfully:"
Be Clear: Say exactly what you need.
Be Polite: Use respectful words like "May I please..."
Be Specific: Mention the tool or strategy.
"Example: 'Mr. Harrison, may I please use a fidget tool while I work on this problem? It helps me focus.' See how clear, polite, and specific that is?"
Display Slide 12 / Facilitate Role-Play
"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. Remember, the more you practice, the more confident you'll feel in real-life situations."
Distribute Role-Play Cards
"I'm handing out some role-play cards. You'll take turns being the 'student' and the 'teacher'. Students, practice using your 3 rules: Clear, Polite, and Specific!"
Closing / Cool-Down
"That was awesome! It takes courage to speak up, and every time you practice, you get stronger. To finish today, I want you to think about one thing you want to work on when you advocate for yourself next time."
Role Play Cards Activity Role-Play: Asking for Help
Session 4 Activity • Cut Apart for Pairs
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.
The Prompt:
Teacher: "Okay class, please turn to page 45 and begin working independently."
Student: What do you say? (Clear, Polite, Specific!)
Scenario 2
Noise Distraction
Situation:
You are trying to read an important passage, but there's a lot of chatter at a nearby table, making it hard to concentrate.
The Prompt:
Teacher: "Five more minutes for independent reading before we discuss!"
Student: What do you say? (Clear, Polite, Specific!)
Scenario 3
Unclear Instructions
Situation:
Your teacher has just explained a new writing assignment, but you're not sure if you understand all the steps.
The Prompt:
Teacher: "Alright, make sure you include a strong topic sentence. Any questions?"
Student: What do you say? (Clear, Polite, Specific!)
My Advocacy Goal Cool Down Reflection Slips Session 4 Reflection
My Advocacy Goal
What is one thing you want to focus on or get better at when you advocate for yourself next time?
NAME:
Session 4 Reflection
My Advocacy Goal
What is one thing you want to focus on or get better at when you advocate for yourself next time?
NAME:
Session 4 Reflection
My Advocacy Goal
What is one thing you want to focus on or get better at when you advocate for yourself next time?
NAME:
Session 4 Reflection
My Advocacy Goal
What is one thing you want to focus on or get better at when you advocate for yourself next time?
NAME:
Session 5 Script Blueprint Script Facilitator Script
Session 5
My Advocacy Plan
"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 (Recap Session 1-4)
Display Slide 13 & 14
"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."
Distribute Project Guide: My Self-Advocacy Plan
"I'm handing out your Project Guide. I want you to take the next ten minutes to work on this. Think about what helps you focus, your biggest distractions, and most importantly, the specific phrases you will use to ask your teachers for what you need."
Circulate and Support
Provide guidance, answering questions, and encouraging specific phrases.
The Victory Closing
"Remember, self-advocacy is a skill that you'll use for your entire life. You now have the knowledge and tools to ensure you get the support you need to succeed. Keep practicing these superpowers, and never be afraid to use your voice! Because your voice truly is your win!"
My Self Advocacy Plan Blueprint Project My Advocacy Plan
Personal Success Roadmap
STUDENT:
DATE:
1 Strengths & Challenges
What am I good at in school?
What makes focus/learning tricky?
2 My Top 3 Tools
3 My Distraction Busters
Common Distraction:
Self-Advocacy Action:
4 Asking for Help: My Phrases
Remember: Clear + Polite + Specific
5. My Big Superpower Goal
I will talk to:
