Proud Self-Advocacy

Grade 8 | 60 Minutes | One Student

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Learning Objectives

Aligned with Common Core State Standards (CCSS):

• CCSS.ELA-LITERACY.RI.8.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues.
• CCSS.ELA-LITERACY.L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words using context clues and reference materials.
• CCSS.ELA-LITERACY.RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

While the focus is not a traditional subject, self-advocacy and understanding personal strengths/needs directly support social-emotional learning (SEL) and communication skills critical for this age.

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Success Criteria ("I Can" Statements)

• I can explain what it means to advocate for myself.
• I can identify my rights and needs clearly.
• I can use strategies to communicate my needs confidently.
• I can complete reading and word activities about self-advocacy.
• I can categorize self-advocacy strategies in different situations.
• I can complete puzzles and activities that reinforce my understanding of advocacy.

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Materials

• Dyslexia-friendly self-advocacy reading passage (large font, sans-serif, short paragraphs, and color highlights)
• Worksheet packets (with categorized self-advocacy scenarios and reflection questions)
• Categorizing cards (scenarios and possible advocacy strategies)
• Coloring pages featuring positive affirmations on advocating for oneself
• Crossword puzzle and word search focused on advocacy vocabulary
• Solve-the-mystery puzzle incorporating clues about standing up for oneself

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Lesson Breakdown

Time	Activity	Description	Supports & Differentiation
0-10 min	Intro & Reading	Use a dyslexia-friendly reading passage about "Being Proud of Advocating for Yourself." Student reads aloud or listens while following text highlighted for easier decoding. Teacher models reading fluency and pauses for comprehension checks.	Dyslexia-friendly font, text-to-speech option or read-aloud, preview vocabulary with visuals and simplified definitions.
10-20 min	Worksheet Packet Completion	Student works through worksheets involving short-answer reflection on self-advocacy moments, identifying needs, and rights. Includes sentence starters and graphic organizers.	Provide sentence starters, graphic organizers, and option to verbalize responses. Break questions into smaller chunks.
20-30 min	Categorizing Cards Activity	Student sorts cards into categories like “When to Advocate,” “How to Advocate,” and “Who to Advocate With.” Discuss choices to build understanding.	Use visual cues/icons on cards; allow student to place cards physically. Provide scaffolded prompts such as “What would you do if…”
30-40 min	Coloring & Affirmations	Coloring page with positive affirmations about self-advocacy. Student colors while listening to calming music or verbalizing what each affirmation means to them.	Include simple affirmations, spaced for coloring ease, offer choice of colors, and allow for verbal expression.
40-50 min	Crossword & Word Search	Engage with vocabulary using a crossword puzzle and word search focused on advocacy terms (e.g., confident, rights, speak up).	Dyslexia-friendly fonts, reduced number of words, provide a word bank, and offer hints for crossword clues.
50-60 min	Solve-the-Mystery Puzzle	The student solves a mystery by gathering clues related to advocacy strategies applied in different scenarios provided earlier. Requires inference and application of knowledge.	Scaffold with guiding questions, allow brainstorming aloud, and provide hints as needed.

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Differentiation Strategies

• Visual Supports: Cards and worksheets include pictures, icons, and color-coding.
• Verbal Reinforcement: Opportunity to verbalize ideas instead of writing.
• Chunking: Breaking down tasks into smaller steps with breaks.
• Multi-Sensory Engagement: Reading, touching cards, coloring, and puzzles engage different learning styles.
• Alternative Assessments: Accept verbal or typed responses if handwriting is challenging.
• Pacing: Allow flexible timing within the 60-minute framework as needed.

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Assessment

• Monitor student verbal and written responses during worksheets and card activities.
• Review completed crossword and word search for vocabulary understanding.
• Observe participation and reasoning during solve-the-mystery puzzle.
• Use reflection questions at the end for student to articulate what self-advocacy means to them.

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Reflection and Closure (Final 5 mins)

• Have the student express one thing they learned about advocating for themselves by completing the sentence:
  "I am proud of myself because I can ___."
• Discuss how they can use one new strategy in their daily life.

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This lesson plan embraces a student-centered, multi-sensory, and scaffolded approach aligned with CCSS to foster independence, confidence, and communication skills critical for empowered self-advocacy.