Communication and Sex Education: A Lesson Plan on Assertive Communication, Slides of English Language

Download Communication and Sex Education: A Lesson Plan on Assertive Communication and more Slides English Language in PDF only on Docsity! Let’s Talk About Sex A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Fostering responsibility by respecting young people’s rights to honest sexuality education. LEARNING OBJECTIVES: By the end of this lesson, students will be able to: 1. Describe three different types of communication people use. [Knowledge] 2. Demonstrate how to effectively use assertive communication in relationships. [Knowledge, Skill] A NOTE ABOUT LANGUAGE: Language is really important and we’ve intentionally been very careful about our language throughout this curriculum. You may notice language throughout the curriculum that seems less familiar - using the pronoun “they” instead of “her” or “him”, using gender neutral names in scenarios and role-plays and referring to “someone with a vulva” vs. a girl or woman. This is intended to make the curriculum inclusive of all genders and gender identities. You will need to determine for yourself how much and how often you can do this in your own school and classroom, and should make adjustments accordingly. PROCEDURE: STEP 1: Ask the students, “How many of you have mastered the skill of reading people’s minds?” The students will likely look confused, and a few might raise their hands, realizing you are joking. Say, “Exactly. We can’t read each others’ minds so if we want to have good relationships with people, we need to learn how to communicate with them effectively. That includes family relationships, friendships and romantic relationships. Today, we’re going to be focusing on communicating about sex and sexuality.” Ask, “What can sometimes make communicating about sex difficult?” Some possible responses might include: • “I’m too embarrassed to talk about it.” • “I don’t want to upset the other person by bringing something up.” • “I’m nervous if I bring something up they’ll break up with me.” • “It’s too much work – I just want to have a boy/girlfriend.” • “I don’t want to pry – and I don’t want them asking me things that might be none of their business.” Say, “While these are certainly all reasons why people are often unable to communicate in a relationship, no relationship can last MATERIALS NEEDED: • Assertive Communication Worksheets 1-5 – one per every three students • Homework: “Talking by Text: What Do You Mean?” – one per student • Pencils in case students do not have their own. • White board or flipchart pad • White board or flipchart markers TIME: 50 Minutes TARGET GRADE: Grade 7 Lesson 9 NSES ALIGNMENT: By the end of 8th grade, students will be able to: SH.8.IC.1 – Demonstrate the use of effective communication skills to reduce or eliminate risk for STDs, including HIV. PR.8.IC.2 – Demonstrate the use of effective communication and negotiation skills about the use of contraception including abstinence and condoms. REV. DATE 12/8/2017 without communication. When it comes to communicating about sexual behaviors or relationships, there’s also more at stake – because you’re talking about avoiding STDs and/ or pregnancy.” (5 minutes) STEP 2: Explain that HOW we express ourselves is just as important as WHAT we are trying to communicate. Say, “We can communicate aggressively, passively, or assertively.” As you say this, write the words “Aggressive”, “Passive” and “Assertive” on the board or flipchart. Say, “Being AGGRESSIVE is when someone tries to get what they want by bullying the other person into it. Being PASSIVE is when a person is timid or unclear in expressing their needs – or when they won’t speak up about what THEY want, but just go along with what the other person wants. Being ASSERTIVE is when we say what we want or mean without being hurtful to the other person.” Ask, “What if someone asked you out and you weren’t interested in that person. If you were PASSIVE, how might you react?” Possible responses might include: • “I’d probably say yes even though I didn’t want to.” • “I’d say, ‘Let me think about it – can I text you later?’ and then never text them.” Ask, “Why isn’t that an effective way of responding?” Possible responses might include: • “Because you’d end up doing something you don’t want to do.” • “Because it’s not fair to the other person.” Ask, “How would you respond to the same question if you were AGGRESSIVE?” Possible responses might include: • “Go out with you? Are you kidding? Loser!” • “Um… no.” Ask, “Why isn’t that an effective way of responding?” Possible responses might include: • “Because it’s rude, and can make the other person feel bad” • “Because it becomes all about what I want and relationships should be about what both people want.” Ask, “How would you respond to the same question if you were ASSERTIVE?” Let’s Talk about Sex A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum in this way?” and process responses. Don’t be punitive! This can be a great opportunity for discussion if you show them you are open to exploring this, rather than acting as if someone is in trouble. (This scenario may also happen with two girls, one acting stereotypically like a boy, but this is less likely to cause a stir). (15 minutes) STEP 5: Summarize the lesson by making the following points: • Being in a relationship does not mean that a person has to give up who they are and their own needs. • In a healthy relationship, both people should be able to express themselves openly, and be able to listen to, appreciate, and accept the other person’s needs. • Compromise is a part of every relationship. This means that you give in sometimes, and the other person gives in at other times. But if one person is giving in more often than the other, it is an unequal, unhealthy relationship. • It is important to stick to what you believe in and the decisions you make, even if they’re different from what people around you are saying. • No one should do anything sexual in a relationship that they do not feel 100% ready to do. Explain that a lot of times people are communicating more by text than in person, so the homework assignment will be to look at some examples of people texting each other and see how effective they think they are. Distribute the homework sheets and ask them to complete them and bring them to the next class. (4 minutes) RECOMMENDED ASSESSMENT OF LEARNING OBJECTIVES AT CONCLUSION OF LESSON: Going through the types of communication will achieve the first learning objective. The “Assertive Communication” worksheets are designed to achieve the second objective. HOMEWORK: Students should complete the “Talking By Text: What Do You Mean?” worksheet to apply the skills learned in class about assertive communication to communicating via text. Let’s Talk about Sex A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Instructions: Partner A really wants something from Partner B. Partner B, however, doesn’t want to do what Partner A wants to do. Work with your group to come up with an assertive next line in this dialogue. When instructed to, pass the sheet to the next group and await further instructions. Please only fill in one line. Do NOT complete the entire form. Partner A: “I saw Sam and Kayla earlier. They said they’ve decided to have sex after all. I know you and I said we’d wait, but if they’re going to do it, wouldn’t it be okay for us to?” Partner B: Partner A: Partner B: Partner A: Partner B: Assertive Communication Worksheet #1 Instructions: Partner A really wants something from Partner B. Partner B, however, doesn’t want to do what Partner A wants to do. Work with your group to come up with an assertive next line in this dialogue. When instructed to, pass the sheet to the next group and await further instructions. Please only fill in one line. Do NOT complete the entire form. Partner A: “Why don’t we just have oral sex? You can’t get STDs from it.” Partner B: Partner A: Partner B: Partner A: Partner B: Assertive Communication Worksheet #2 Instructions: Partner A really wants something from Partner B. Partner B, however, doesn’t want to do what Partner A wants to do. Work with your group to come up with an assertive next line in this dialogue. When instructed to, pass the sheet to the next group and await further instructions. Please only fill in one line. Do NOT complete the entire form. Partner A: “I don’t want to use condoms when we have sex. It’s like you’re saying I’m dirty or something!” Partner B: Partner A: Partner B: Partner A: Partner B: Assertive Communication Worksheet #5 Instructions: The following are examples of texts between two people. In the space pro- vided, explain what you think Person Two means by their responses. What could they have texted that would have been clearer? 1. Person One: “Liked hanging w you last night” Person Two: “Thx” _________________________________________________________________________ _________________________________________________________________________ 2. Person One: “Hey, I was just thinking about you!” Person Two: “K” _________________________________________________________________________ _________________________________________________________________________ 3. Person One: “Are you mad at me?” Person Two: “???” _________________________________________________________________________ _________________________________________________________________________ 4. Person One: “Wanna hang out later?” Person Two: _________________________________________________________________________ _________________________________________________________________________ HOMEWORK: Talking By Text: What Do You Mean? Name: ___________________________ Date:________________