“SPEAK UP” BECOMING A SELF-ADVOCATE

Learning Plan 1:
Self-Advocacy: Define Importance and Related Vocabulary

Overview: Self-Advocacy: Define the importance to your life goals and

define the vocabulary associated with self-advocacy skills

In order to be effective self-advocates, individuals with disabilities must understand the importance of
self-advocacy and utilize the terminology associated with self-advocacy. Learning Plan 1 will provide
instruction in how to find resources to define unknown terminology and compile a list of terminology in a
resource portfolio.

Learning Objectives
This learning plan addresses the following learning objectives to help students master the competency:
a. Apply personal definition to self-advocacy
b. Define self-advocacy related vocabulary
c. Assess the importance of self-advocacy skills
d. Use vocabulary in demonstrating self-advocacy principles
e. Apply self-advocacy principles related to defining self-advocacy

College and Career Readiness Anchor Standards in All Subjects (6-12)

Wisconsin Standards for English/Language Arts 6-12

College and Career Readiness Anchor Standards for Reading

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.* (1.1)

College and Career Readiness Anchor Standards for Writing

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (1.3)

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally (1.1)

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience. (1.2, 1.4)
5. Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations. (1.2, 1.4)

Learning Plan 1
04/2020
 College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking (1.3)
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (1.3)

Vocabulary Acquisition and Use

6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. (1.0)

Wisconsin Essential Elements

(Alternate Academic Achievement Standards)

The abilities and complexities of students with intellectual disabilities are unique to each learner.
To best meet the needs of each individual student, it is recommended to view the Dynamic
Learning Maps - ESSENTIAL ELEMENTS FOR ENGLISH LANGUAGE ARTS (ELA).

Within this document, go through the following steps to determine the student’s current Linkage
Level.
• Click on the appropriate grade level ELA standard
o This opens a separate document containing the grade level standard,
DLM Essential Element, and the scaffolded Linkage Levels.
o Linkage Levels Include: Initial Precursor (IP), Distal Precursor (DP),
Proximal Precursor (PP), Target (T), and Successor (S).
• Utilize the Linkage Level to determine the student’s current baseline and to
document future progress toward the WI Alternative Standards - Essential
Elements.

Social and Emotional Learning Competencies

Social Emotional Learning Competencies--6th grade through Adult
*The following are correlating SEL Competencies that can be found across the entire
Speak Up! Becoming a Self-Advocate curriculum*

Emotional Development: Understand and manage one’s emotions

#1 - Self Awareness
#4 - Focus Attention
#5 - Social Awareness
#6 - Social Awareness

Self-Concept: Develop positive self-identity and recognize self as lifelong learner

#7 - Self Awareness
#8 - Self Awareness
#9 - Self Awareness and Social Awareness
#10 - Self Management

Social Competence: Establish and maintain positive relationships by respecting others,

practicing social skills, and making responsible choices while recognizing and connecting to the
community at large
#17 - Relationship Skills
#24 - Decision Making Social Awareness - Relationship Skills

Learning Plan 1
04/2020
Learning Activities
Lesson Plan Template

_____0. Assignment 1.0: Self-Advocacy Related Vocabulary

_____1. Assignment 1.1: Film Clip & Discussion

View the film clip from "Rudy". Then, participate in a group discussion about how
this movie demonstrated the importance of self-advocacy. (See Differentiated
Activities and Extensions for other movie choices)

_____2. Assignment 1.2: My Dreams Poster

Complete the "My Dream Poster" Project to explore your future goals and
ambitions. (See Differentiated Activities and Extension)

_____3. Assignment 1.3: Becoming a Self-Advocate Writing Assignment

View the "Becoming a Self-Advocate" PowerPoint. Research any unknown words
and add to your Vocabulary Reference page. Then, follow the activity directions to
write about the importance of being a self-advocate. (See Differentiated Activities
and Extensions)

_____4. Assignment 1.4: Application of Self-Advocacy Principles

Read Application of Self-Advocacy Principles (ASAP) Guidelines. Then, create and
give a presentation according to the ASAP Rubric.

Learning Plan 1
04/2020