Is it possible to have a separate page for self-advocacy within curriculum page?
**The goals of any Self-Advocacy curriculum: empower students to make choices
make decisions, problem solve, set and attain goals and independently perform. **
Websites to be added to resources section:
http://www.niot.org/
http://www.pacer.org/bullying/
http://www.antibullyingweek.org/pdfs/Wordsearch.pdf
http://www.superteacherworksheets.com/bullying/bullying-story-spellingtest_SPELL.pdf
http://www.uen.org/Lessonplan/preview.cgi?LPid=95 
Great example of self-advocacy lesson
plan for group tutoring
Advocacy Through Letter Writing (Utah Education Network)
Overview
This lesson is appropriate for students in the fourth and fifth grade. It is
recommended for a classroom setting, but can function successfully as an activity for
one-on-one tutoring as well. The lesson plan aims to teach students to the proper
way to write letters to adults when advocating for change.
Materials
Paper
Pen
Advocacy Plan
Peer editing worksheet
Objectives
The objectives of this lesson include identifying a problem and the best outlet to
petition for help. The students will also be asked to engage in critical thinking about
the problems presented and offer their own solutions. Furthermore, the students will
learn appropriate ways to engage with adults and learn strategies to successfully
advocate for positive change, either for themselves or in a group setting.
Procedure
1) Identify a problem. The problem can be on a small scale, for example, the
principle is not allowing students to talk during lunch or to go outside for recess. Or,
the problem can be on a larger scale, for example, the local park does not have any
recycling bins.
2) Talk with the students about the scale of the problem and the various solutions
that exist. Help the student to identify not only the problem and possible solutions,
but also who the student can go to for help. Distribute a copy of the advocacy plan
for the students to fill out.
3) Introduce letter writing as an option to practice for the lesson. Teach the structure
for a successful advocacy letter.Also emphasize the normal letter format (address,
date, salutation, etc).
Paragraph 1 explains the problem and provides detail/evidence of the negative
affects on your health and/or that of others.
Paragraph 2 proposes a solution and identifies exactly what you want to have
happen.
Paragraph 3 ends the letter respectfully, thanking the reader for his/her time and
encouraging him/her to take care of the problem.
4) Give the students a set amount of time to write a letter.
5) After the students finish writing, have them exchange letters with their neighbor
and distribute the peer editing worksheet.
6) Allow the students to edit their work.
7) Discuss the next step. Mailing and following up.
ADVOCACY PLAN
Name ________________ ________________
Questions
Your answers, ideas, etc.
On what problem
does your advocacy plan focus?
What are the causes of
this problem?
What are the changes or
outcomes you want to see?
What other people and/or
organizations could help
out?
What are the best ways to
present your ideas to
other people? (Check at
least 3)
__ letter writing/email __ announcements
__ meet with person(s) __ phone calls
__ petition
__ posters
__ hand bills/literature __ lobbying
__ press/media release
__ parent involvement
__ newspaper editorial
Outline your action plan:
· supplies needed
· task assignments
· timeline
· other
PEER EDITING SHEET
ADVOCACY LETTER
Author: _______________ ________________
Editor: ________________ ________________
As you read through the letter, check to see if the following attributes are present:
HEADING
1) Is the date in the upper left hand corner of the page?
2) Does it have the full name of the person?
3) Does it have the complete address with street, city, state, and zip code?
4) If something is missing from the heading, what is it?
SALUTATION
1) What is the salutation?
2) Is there a colon (:) after the name?
BODY/PARAGRAPHS
1) How many paragraphs are there?
2) Does the 1st paragraph explain the problem and provide details?
3) Does the 2nd paragraph state a solution?
4) Does the 3rd paragraph end the letter respectfully?
CLOSING
1) Is the closing at the left margin?
2) Is there a comma after the closing?
3) Circle any words you think may be misspelled. Also, mark any punctuation or
capitalization errors you may find.
Anti-Bullying Story (Super Teacher Worksheets)
Overview
This lesson is designed for second or third grade students in a one-on-one setting.
The plan includes a reading, comprehension, and an application section.
Materials
Spelling Test Nightmare story
Discussion Questions
Sorting Activity
Objectives
The lesson aims to teach the students strategies to deal with bullying that might
occur in a classroom setting. Through reading, answering questions, and completing
the activity, the student will be exposed to possible bullying conditions, as well as
possible ways to combat the problem.
Procedure
1) Read the story with student.
2) Ask the student to answer the discussion questions. Allow them to write down the
answers to incorporate a writing exercise.
3) Sorting activity.
4) Talk about other possible problems, possible solutions, who to ask for help, and
how to ask for help.
Spelling Test Nightmare
Written by Kelly Hashway
Darren’s feet nervously shook as he waited for his graded spelling test. He
studied all week, but still the words were so difficult for him to remember.
“Great job, Michael,” Mrs. Marsden said, placing Michael’s test on his desk.
“Yay! I got a hundred!” Michael cheered.
“Me too,” Jeffrey said, giving Michael a high five.
“That’s three hundreds in a row for me,” Madison said with a huge smile.
Darren’s foot shook even harder. Mrs. Marsden approached his desk with his
test in hand. The look on her face said it all. He hadn’t done well. She lay the paper
face down on Darren’s desk. Michael, Jeffrey, and Madison were still cheering as
Darren lifted one small corner of his paper. His heart pounded in his chest. He lifted
it a little higher, seeing the red marks on the first two incorrect spellings.
“What are you waiting for?” Michael asked, yanking Darren’s paper from his
desk. Michael studied the test.
“Whoa, you got over half the answers wrong!” Michael held Darren’s paper
up.
“Check this out. Darren got most of them wrong!” Michael laughed, and Jeffrey
and Madison joined in.
Darren slumped down in his desk chair, his face beet red and his palms
sweaty.
Discussion Questions:
1. How do you think Darren felt when Michael grabbed the spelling test and showed
it to the other kids?
2. When Michael grabbed his paper, do you think Darren should have said
something or ignored Michael?
3. If you were Mrs. Marsden, what would you say to Michael?
4. Do you think Jeffrey or Madison did anything wrong? Why or why not?
5. Michael has a responsibility to offer a sincere apology to Darren. What, exactly,
should he say?
Sorting Activity:
Cut strips of paper with the different options listed and have students sort them into
two groups:
Good Ways to Deal With The Situation and Bad Ways to Deal With The Situation
1) Darren yells, “Give me my paper back”and holds up his fist to Michael's face.
2) Darren tells his teacher what happened and asks for her help.
3) Darren says in a calm but stern voice, “Grades are personal. My grade is none of
your business.”
4) Darren says “It's no big deal. Madison failed her Science test yesterday!”
5) Darren takes Michael's spelling test and refuses to give it back until Michael
apologizes.
6) Darren shoves Michael and takes his paper back.
7) Darren says, “You worry about your grades; I'll worry about mine. Now please
return my paper.”
8) Darren laughs with Michael and does not let Michael know that it bothers him.
9) Darren grabs his paper back and rips it up.
Anti-Bullying Warm-Up Activity (Anti-Bullying Week)
Anti-bullying week word search
Cyberbullying
Bus
Facebook
Self harm
Emo
Gossiping
Youthclub
Kick
Youtube
Geek
Peers
Bully
Gang
Rumours
Twitter
Stop
Hit
Peer pressure
Emotions
Verbal
BHFACEBOOK
TCSTOPULGI
AYFYOZLQEC
KBGQORLVEK
PEERSUYSKR
ERYSHMTIWT
EBUSYOIUMO
RUFKJULPBN
PLQVERBALE
RLRXUSSWAT
EYOUTHCLUB
SIEMOTIONS
SNMYLHMNOP
UGOSSIPING
RATWITTERA
ENAZFEOTHN
SELFHARMXG
Fourth/Fifth Grade Anti-Bullying/Pro-Respect Lessons
Objective(s): To use board games and poetry to determine the values we want to
build our communities on and how we want to live out those values.
1. Life-sized Respect/Responsibility/Patience Board Game
Materials: pens/pencils, journals/paper, the tiles, questions, and stars (which can be
found in the CSJ)
a. Students define respect, responsibility, and patience as a class (or in
small groups first if needed)
b. Students spilt into two groups of 5-10
c. Teacher(s) explain rule of the game (5 min)
i.
The goal of the game is to get the most stars; you get a star by
answering a question correctly. The students are their own tokens traveling the
game board. Each time they land on a colored tile they get asked a question
corresponding to the color on one of the three ideas: respect, responsibility, and
patience.
d. Students play the game. (10-25 min)
e. Students go back to desks and do a written reflection activity. (20-30mins)
i.
They answer the following question in full sentences:
1. Pick one value: respect, responsibility, patience
2. Write about a time you or someone you know embodied, or lived out, the value
you picked.
3. Do you think that the value you picked is a value you hold or one you would like
to hold? Why or why not?
2. Oysters and Beauty
Materials: Copies of the poem, poster paper, markers, pens/pencils, loose-leaf
paper
a. Have the students write down (or tell) a compliment (“one nice thing
about”) to their neighbor. Have them share the compliments. (5 mins)
b. Talk about the power of language and the brainstorm why it is good to
compliment each other. Talk about how it makes you feel. (5 mins)
c. Repeat steps a. and b. with an insult/ “one not nice thing about”). (10
mins)
d. Have students write down their responses to the above exercises on a
poster paper T chart as a class. (5-10 mins)
e. Read Oyster poem together. Talk about the values in the poem and
whether or not those are values the students have or want to have, in small groups.
(20 mins)
f. Task each student with coming up with and writing down one thing that
they can do to create a world full of appreciation for beauty and anti-bullying. (20
mins)
The Oyster
Author: Unknown
There once was an oyster
Whose story I tell,
Who found that some sand
Had got into his shell.
It was only a grain,
But it gave him great pain.
For oysters have feelings
Although they’re so plain.
Now, did he berate
The harsh working of fate
That had brought him
To such a deplorable state?
Did he curse at the government,
Cry for election,
And claim that the sea should
Have given him protection?
No – he sad to himself
As he lay on a shell,
Since I cannot remove it,
I shall try to improve it.
Now the years have rolled around,
As the years always do,
And he came to his ultimate
Destiny – stew.
And the small grain of sand
That had bothered him so
Was a beautiful pearl
All richly aglow.
Now the tale has a moral;
For isn’t it grand
What an oyster can do
With a morsel of sand?
What couldn’t we do
If we’d only begin
With some of the things
That get under our skin.
General
**Books for use**
The Recess Queen by Alexis O’Neil
You’re Mean, Lilly Jean
Weird!, Dare!, Tough!
Juice Box Bully
Stand Tall Molly Lou Melon
Spaghetti in a Hot Dog Bun
Pinduli
Hooway for Wodney Wat
Bully by Patricia Polacco
Bullies are a Pain in the Brain by Trevor Romain
The Monster's Ring by Bruce Coville
Tyrone and the Swamp Gang by Hans Wilhelm
Meet Danitra Brown by Nikki Grimes
Oh, Brother by Johniece Marshall Wilson
Ruby Holler by Sharon Creech
General Tips for Tutors:
**Books for use**
The Recess Queen by Alexis O’Neil
You’re Mean, Lilly Jean
Weird!, Dare!, Tough!
Juice Box Bully
Stand Tall Molly Lou Melon
Spaghetti in a Hot Dog Bun
Pinduli
Hooway for Wodney Wat
Bully by Patricia Polacco
Bullies are a Pain in the Brain by Trevor Romain
The Monster's Ring by Bruce Coville
Tyrone and the Swamp Gang by Hans Wilhelm
Meet Danitra Brown by Nikki Grimes
Oh, Brother by Johniece Marshall Wilson
Ruby Holler by Sharon Creech