Self Advocacy in a Group Lesson Plan

Standards Adressed

• Self-Management: The ability to demonstrate skills to manage stress and anxiety
• Social Awareness: the ability to demonstrate an understanding of the perspectives of others and show respect and empathy

‍Objectives

Students will be able to:

• Identify a real need that could come up during group work
• Practice a phrase they could use to express that need to classmates
• Recognize speaking up to a peer group as a distinct skill from asking an adult for help

Materials

• 4-5 group scenario cards (included below)
• Index cards for students to jot down their own go-to phrases (optional)

Assessment

Students can be assessed on:

• Participation in scenario discussion
• Phrase drafted during practice
• Engagement during the closing reflection

Activating Prior Knowledge

• Ask the class, "Has anyone ever needed something from a group, like more time or a different job, but found it harder to ask the group than to ask the teacher?" Invite 1-2 volunteers to share briefly.
• Use this to introduce the idea that speaking up to classmates can feel different, and sometimes harder, than speaking up to an adult.

Lesson Steps

1) Ask the class why speaking up to a group of peers might feel different from asking a teacher for help. Let a few students share ideas. A few examples could include not wanting to slow the group down, worrying what others will think, or not being sure whose job it is to say something. Explain that today's practice is focused specifically on advocating for their needs to their peers, not adults.

2) Divide the class into small groups. Give each group one scenario card describing a moment where someone in a group needs to say something to their peers (more time, a different role, quieter volume, a repeat of instructions).

3) Have each group discuss and draft one sentence someone could actually say to their group in that moment.

4) Bring the class back together. Have each group share their scenario and their sentence.

5) After all groups share, ask the class to notice any patterns, for example, that many of the sentences are short and direct rather than long explanations.

Scenario Cards

• Your group is moving on to the next part of the project, but you are not finished with your part yet.
• You were assigned a role in the group you do not want, and you would rather have a different one.
• The group is being loud and it is making it hard for you to focus.
• The group gave instructions once and you did not catch all of it.

Reflection

Facilitate a closing discussion using the following prompts:

• Was it easier or harder to think of what to say to your group compared to what you might say to a teacher?
• Can you think of a moment this week where speaking up to a group, not an adult, could help you?

Digging Deeper (Optional)

For classrooms that want an extension, have students write down one or two go-to phrases on an index card to keep at their desk, so they have something ready to reach for the next time a real group moment comes up.

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Here is a copy of the printable version of the Self Advocacy In A Group Lesson Plan.

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