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Self Advocacy Lesson Plan: Grades: 6th Grade ASCA's Mindsets & Behaviors For Student Success

This lesson plan teaches 6th grade students about self-advocacy. It introduces key concepts like self-awareness and communication. Students participate in activities like role playing scenarios to practice self-advocacy skills. They discuss how the skills apply to situations in their own lives and feelings around advocating for themselves. Assessment includes having students define self-advocacy and identify lessons learned about applying the skills. The goal is for students to understand and feel empowered to self-advocate.

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136 views3 pages

Self Advocacy Lesson Plan: Grades: 6th Grade ASCA's Mindsets & Behaviors For Student Success

This lesson plan teaches 6th grade students about self-advocacy. It introduces key concepts like self-awareness and communication. Students participate in activities like role playing scenarios to practice self-advocacy skills. They discuss how the skills apply to situations in their own lives and feelings around advocating for themselves. Assessment includes having students define self-advocacy and identify lessons learned about applying the skills. The goal is for students to understand and feel empowered to self-advocate.

Uploaded by

api-391062156
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Self Advocacy Lesson Plan

Grades: 6th grade

ASCA’s Mindsets & Behaviors for Student Success


Category 1: Mindset Standards
#2: Self-confidence in ability to succeed
#5: Belief in using abilities to their fullest to achieve high-quality results and outcomes

Category 2: Behavior Standards


Self-Management #6: Demonstrate ability to overcome barriers to learning
Self-Management #7: Demonstrate effective coping skills when faced with a problem

Social Skills #1: Use effective oral and written communication skills and listening skills
Social Skills #8: Demonstrate advocacy skills and ability to assert self, when necessary

Pennsylvania’s Interpersonal Standards


-16.1.8.C-Analyze adverse situations and identify appropriate protective factors and coping
skills
-16.2.8.C-Analyze factors that impact communication
-16.2.8.E-Evaluate problems or situations to determine when and what additional support is
needed

Pennsylvania’s Career Education and Work Standards


No relevant standards

Learning Objectives:
1)The students will be able to identify 2 out of 4 Self-Advocacy Characteristics: Self-Awareness
and Communication

2)The students will be able to define Self-Advocacy

3)The students will be able to apply Self-Awareness and Communication in real life situations.

Materials:
-Computer
-Student Handouts
-Powerpoint
-Self Advocacy Characteristics Sheets
Procedures:
1.) As a large group, the students will participate in forming a line starting with the month
they were born. This allows the students to use their nonverbal skills. They will be timed
for two minutes to get in to order, and they are not allowed to talk. This expresses what it
is like to have a difficult situation or disability and using self-advocacy as a way to
express yourself.
2.) The students will observe the “Baseball Fence Cartoon” for three minutes.
3.) After the students observe the photo, they will write down their ideas, and their personal
definition of Self-Advocacy. The notes will be collected prior to moving on with the
lesson.
4.) Discuss the students’ initial reactions to the photo as a large group
5.) The School Counselors will introduce the Powerpoint on Self-Advocacy
6.) The students will be introduced to the Self-Advocacy Characteristics- Self-Awareness
and Communication
7.) The students will work in pairs to participate in Role Play Scenarios. The students will
question what they will do as a self-advocate, as well as appropriate communication
styles. The Role Play Scenarios consist of situations which are relevant for a sixth grade
class.
8.) We will transition back into a large group to discuss the Role Play Scenarios, and the
different strategies the students used.
9.) After the activity we will discuss the feelings of the group together.
10.) As an assessment piece we will refer back to the original picture in the beginning of
the class. The students will write three concepts they have learned about self-advocacy,
and their feelings after learning more about it. These exit slips will be collected when the
students are complete.

Discussion Questions:
1. How does this photo make you feel?
2. Can you describe those feelings?
3. Can you describe your own definition of self-advocacy?
4. Identify and describe the two characteristics on self advocacy. (Self-Awareness and
Communication)
5. Why do you think it is important to use self-advocacy?
6. How is self-advocacy occurring in this picture?
7. How have you used self-advocacy in your life?
8. What are some new strategies you can use self- advocacy?

Process Data: ​The number of students receiving the lesson will be recorded.

Perception Data: ​Students will complete a small exit slip defining self advocacy, the two
characteristics of self advocacy, and describe their feelings of the picture after learning about
self-advocacy.

Outcome Data: ​Not relevant to this lesson.


Follow up:
Students will be encouraged to complete optional assignment through a positive reinforcer of
candy provided by the counselor, and the students will describe one way they used
self-advocacy through positive self-awareness and/or communication.

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