Empowering Self-Advocacy

Lesson Overview

Grade Level: 10th Grade
Subject: English
Lesson Duration: 45 minutes
Class Size: 40 students
Curriculum Area: Literacy and Communication

Objectives

By the end of this lesson, students will be able to:

• Understand the concept of self-advocacy and its importance. (Bloom's Taxonomy: Understanding)

• Analyze scenarios where self-advocacy is needed and identify potential accommodations. (Bloom's Taxonomy: Analyzing)

• Demonstrate their ability to apply the F.E.S.T.A. framework to request accommodations effectively. (Bloom's Taxonomy: Applying)

Standards

• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues.

• CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically.

Materials Needed

• Whiteboard and markers
• Printed scenarios for group activities
• Flashcards with 'F','E','S','T','A' printed
• Student notebooks and pens
• Projector for presentation slides

Lesson Outline

Introduction (5 minutes)

1. Greeting and Setting the Stage
   Begin with a brief introduction to advocacy and its significance. Highlight how advocacy is essential for influencing and sustaining efforts, like those taken by NGOs in human rights campaigns. Mention that today’s session will focus on self-advocacy and how it empowers students to take charge of their lives.

Direct Instruction (10 minutes)

2. Explaining Self-Advocacy
   Use a brief PowerPoint presentation to explain what self-advocacy means. Emphasize:

   • Speaking up for oneself.
   • Identifying personal needs.
   • How self-advocacy leads to greater independence.

3. The F.E.S.T.A. Framework
   Introduce the F.E.S.T.A. acronym for requesting accommodations:

   • F - Face the person in charge.
   • E - Maintain Eye-contact.
   • S - State the accommodation and the reason.
   • T - Thank the person.
   • A - Ensure Accommodation is used.

Guided Practice (10 minutes)

4. Group Activity: Scenario Analysis
   Divide the class into eight groups of five. Distribute printed scenarios that describe different situations requiring self-advocacy.
   • Ask each group to analyze their scenario and identify how the F.E.S.T.A. framework can be applied.
   • Encourage students to discuss possible accommodations needed in their scenarios.

Independent Practice (10 minutes)

5. Role-Play Exercise
   Each group selects a pair of students to role-play their scenario in front of the class.
   • One student plays the role of the individual requesting accommodations.
   • The other plays the role of the recipient of the request (e.g., teacher, manager).
   • Focus on using the F.E.S.T.A. steps clearly and confidently.

Conclusion (5 minutes)

6. Reflect and Share
   Host a brief class discussion where students share what they learned about self-advocacy.

   • Ask: "How does self-advocacy empower individuals?"
   • Solicit responses on the ease or difficulty of using the F.E.S.T.A. framework.

7. Wrap-Up
   Reinforce the concept that self-advocacy is an invaluable life skill. Encourage students to practice it beyond the classroom.

Assessment

• Formative Assessment
  Monitor group discussions and role-plays. Provide feedback based on students' understanding and application of the F.E.S.T.A. framework.

• Exit Ticket
  Ask students to write a short paragraph as an exit ticket describing a personal situation where they might use self-advocacy.

Extensions

• Homework Assignment: Have students write a one-page reflection on someone they admire who exemplifies self-advocacy.

• Further Activities: Invite a guest speaker, such as a representative from an NGO, to discuss their advocacy work and share real-life applications.

This lesson plan integrates communication skills, critical thinking, and practical life applications, fostering a rich learning environment where students can internalize self-advocacy as a tool for personal empowerment.