Unit Plan 8 (Grade 5 Counselor): Self-Advocacy and Asking for Help

Focus: Teach students how to speak up clearly, respectfully, and appropriately when they need help. Students practice self-advocacy statements such as “I tried a strategy, but I still need help,” “I do not understand the directions,” “This keeps happening,” and “I feel uncomfortable,” while learning how to choose the right trusted adult for different situations.

Grade Level: 5

Subject Area: School Counseling (Self-Advocacy • Help-Seeking • Middle School Readiness)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This counseling lesson helps students understand that self-advocacy means speaking up respectfully when they need help, clarification, safety, support, or problem-solving. As students prepare for middle school, they will be expected to manage more independence, communicate needs more clearly, and know when a problem is too big to handle alone.

Students explore realistic situations involving confusing directions, strong emotions, repeated peer conflict, uncomfortable situations, unsafe behavior, friendship problems, bullying, or academic stress. They practice deciding when to try a strategy first, when to ask a teacher for help, when to see the counselor, and when to get help right away. The goal is to help students see help-seeking as a responsible, mature, and safe choice.

Essential Questions

• What does self-advocacy mean, and why is it important for Grade 5 students?
• How can students ask for help clearly, respectfully, and appropriately?
• How can students tell when a problem is too much to handle alone?
• How do students choose the right trusted adult for different situations?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define self-advocacy as respectfully speaking up for help, clarification, support, safety, or needs.
2. Identify situations where a student may need support from a trusted adult.
3. Distinguish between problems that can be handled with a strategy and problems that require adult help.
4. Practice clear help-seeking statements such as “I tried a strategy, but I still need help” or “This keeps happening.”
5. Identify trusted adults at school and explain which adult might help in different situations.
6. (Optional Session) Practice self-advocacy role-plays connected to school success, peer concerns, emotional needs, and middle school readiness.

Standards Alignment — Grade 5 (ASCA-based Custom)

• C:S2.5c — Recognize When Support Is Needed
  • Identify when a worry, conflict, unsafe situation, peer issue, or strong emotion is too much to handle alone and choose an appropriate trusted adult for support.
  • Example: A student recognizes that ongoing exclusion, bullying, or unsafe online behavior should be reported to a trusted adult.
• C:S6.5a — Identify Trusted Adults and Appropriate Help-Seeking
  • Name trusted adults at school and explain when to seek help for themselves or others.
  • Example: A student knows to report bullying, threats, unsafe behavior, serious worries, harassment, or repeated peer conflict to a teacher, counselor, administrator, or trusted adult.

Success Criteria — Student Language

• I can explain what self-advocacy means.
• I can recognize when a problem is too much to handle alone.
• I can use clear and respectful words to ask for help.
• I can identify trusted adults at school and choose who to go to for different problems.
• I can explain why asking for help can be a responsible and mature choice.