SELF ADVOCACY
OVERVIEW:
This unit is designed to help students take a good hard look at themselves and their plans for the future. As they work through the various lessons, they will write, create projects, and discuss their strengths and weaknesses in the context of Gardner’s “Multiple Intelligences”. They will compare themselves with their visions of the ideal person. They will look at individual differences, and how these differences can be important in finding one’s niche in life.
Throughout the unit the stress is on each individual’s positive attributes. Students will be reflecting on their pasts to help them see how they can be more pro-active in creating their own futures. They will observe how others overcame serious barriers to achieve great successes. Furthermore, they will create plans and goals for their future that are realistic and offer rewards and incentives along the way.
The unit is designed to be used in a high school setting. The lessons are modular and can be used individually or in any order preferred by the instructor.
Access to a video player and TV, along with suggested movies is necessary for some lessons.
Each lesson uses a format that provides the following sections:
· Title of the lesson
· Outcomes - what the students are expected to know and do
· Conditions - time required, special locations outside the classroom
· Activities for both Teacher and Student
· Materials
· Modifications/Accommodations
· Assessment
· StandardsSTANDARDS:
The California State Standards for 9th and 10th grade Language Arts, along with the Life Centered Career Education Standards, are applied to some lessons. Applicable standards are listed at the end of each lesson.
ASSESSMENTS:
Methods of assessment are also given in each lesson. They include the use of two rubrics, which are included in the appendix. One is a universal "Academic" rubric which can be adapted to any subject. The other is a "Life Skills" rubric which is used to assess skills that are needed for independent living in the real world. Students may be assessed both through performance or demonstration of tasks related to the outcomes. They may also be assessed using worksheets provided with lessons or with teacher made tests.
OUTCOMES:
· Each student will create a mind-map project
· Each student will create a “me collage”.
· Each student will produce a realistic list of goals and objectives for his or her future.
· Eachj student will take positive action toward reaching the goals he or she sets.
GOALS:
Students will be able to advocate for themselves in situations with adults. Students will take responsibility for their futures. Students will know the importance of individual differences in a diverse world. Students will become responsible citizens. Students will work toward improving the world for themselves and their children.
CONDITIONS:
This unit should take place in a school based, classroom setting that is conducive to safe, open, and free discussion. The entire unit should be completed in ten weeks. Students will work individually and in small groups. They will be required to listen, take notes, and speak in front of the class.
MODIFICATIONS/ACCOMMODATIONS:
Methods for adapting these lessons for use with special needs students in inclusive settings are provided with each lesson. There are a few general modifications that you can apply to all lessons. Make the print size larger. Rewrite the material if it is too difficult, or paraphrase it to teach the most significant concept for your class and subject. Provide additional visual resources such as pictures or graphic images. Pair physically disabled students with those who are able to perform tasks requiring manual dexterity.
MATERIALS:
All materials needed are listed for each lesson under the MATERIALS heading of the lesson plan. It is expected that the instructor will obtain an adequate supply of computers and hand tools for the number of students in the class.