For Teachers

ASHA OVERVIEW LESSON PLAN OUTLINE 2012-2013

To schedule a workshop, e-mail asha.wesleyan@gmail.com.  

NOTE: This lesson can be completed in one class period or extended across two classes with expanded depth.

Students will be able to make informed sexual decisions regarding:

  • Boundary Setting, Communication, and Consent
  • Protection Against STIs and Unwanted Pregnancy 

Introduction: Teachers introduce themselves and objectives of the lesson. Everyone agrees to ground rules.

  • Not everyone is engaging in these activities now; these are tools you need if and when you do.
  • According to a 2011 study from the CDC, only 30.5% of Connecticut High School Students are current sexually active and nearly 60% have never had sexual intercourse.

 

What is Sexual Activity?: Students brainstorm a list of sexual activities.  

  • There are many different sexual activities, from kissing to intercourse. Understanding this helps individuals to make healthy choices.

 

Boundary Setting: Students respond to the prompt “Why (or Why Not) Sexual Activity?” with factors that affect sexual decision-making. Students have the opportunity for personal reflection.

  • Sexual boundaries are personal and should be respected. Knowing your own boundaries helps you to communicate them to your partner, and to listen to and respect your partner’s boundaries.
  • Sexual assault occurs when someone’s boundaries are not respected.

 

Scenarios: Discuss scenarios about communication, sexual harassment, and peer pressure in small groups. Have each group share their scenarios and suggestions for how to talk about these issues with a partner.

  • COMMUNICATION: Enthusiastic consent is crucial if you engage in any activity on the spectrum of sexual activity. Remember to communicate your boundaries to your partner and never pressure someone into doing something they do not want to do.
  • SEXUAL HARASSMENT: You have a right to be secure in your body at home, at school, and in your community. If you see someone being treated inappropriately, see if there is a way to intervene.
  • PEER PRESSURE: Other people’s sexual practices should not influence your own. What you and your partner do is your decision.

 

High and Low Risk Activities: Read activities off of the sexual activity list and determine which ones are high risk for the transmission of STI’s and which are low risk.

  • Vaginal, anal, and oral sex are the easiest ways to transmit STIs, specifically when unprotected.
  • Four fluids put you at high risk for the transmission of most STIs – blood, semen, vaginal fluid, breast milk – and some STIs can be spread through skin-to-skin contact.

 

Sexually Transmitted Infections (STI’s): Brainstorm symptoms of STIs and distribute informational handout.

  • The most common symptom of an STI is no symptoms at all.

 

Protection and Contraception: In small groups, students brainstorm how to use the ABC’s of Prevention – Abstinence, Birth Control, and Condoms – effectively. Review the most important concepts with the Myth/Fact worksheet. Optional: Condom demonstration.

  • Learn which methods are right for you. Know how to use your methods effectively and talk about them with your partner.
  • Abstinence is the only method that can be 100% effective. It is a great method to use at any time. Using it effectively means abstaining from anal, oral, and vaginal sex.
  • If you choose to engage in high risk activities, condoms are the best way to prevent transmission of STIs and unwanted pregnancy.

 

Anonymous Questions: Students have the opportunity to ask questions anonymously.  

1 comment

  1. YAHYA

    If you choose to engage in high risk activities, condoms are the best way to prevent transmission of STIs and unwanted pregnancy.

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