Self-Advocacy Lesson Plan

Instructor: Artem Cheprasov

Artem has a doctor of veterinary medicine degree.

This lesson plan will provide you with activities, an extension, a quiz, and discussion topics that will help your students learn more about self-advocacy.

Learning Objectives

After you've completed this lesson, students should be able to:

  • understand the concept of self-advocacy
  • identify the issues they may want to speak up about
  • describe the ways they can advocate for themselves


1 - 1.5 hours


Curriculum Standards

  • CCSS.ELA-Literacy.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

  • CCSS.ELA-Literacy.RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.


  • Put the term 'self-advocacy' up on the board. To gauge students' understanding of the topic and to have some fun, have everyone come up to the class board and write a definition (in their own words) or an example of what self-advocacy means to them.
  • Now, pass out the handout of the lesson text on Self-Advocacy: Definition & Skills. Have each student read this on their own, taking notes and asking questions if they need to.
  • After everyone has finished reading on their own, read the lesson again as a class but stop for the following questions and topics. Have students take notes on the discussion.
    • How would you research the issue? What resources could you use?
    • What kinds of support structures are there?
    • What elements should a good plan include?
    • Whom should you communicate with?

Mini Activity

  • Where is the line between assertiveness and rudeness? Engage the students in a mock scenario where the students come to the principal (played by you) trying to speak up about a food allergy. Have each student demonstrate what they believe to be assertive communication and rude communication.


  • Once the discussion is over, have students take the lesson quiz. Review the questions and answers for added understanding once everyone has taken the quiz.

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