The World Starts With Me

Sexuality and Love

Learning Objectives

In this lesson, the students will learn about the similarities and differences between sexuality, sexual feelings, sexual practices, including sexual intercourse. The emphasis is on the meaning of sexuality, knowing exactly what safe sex is.
Students learn that they have the right and the responsibility to take their own decisions. Students are encouraged to see sexuality as a positive source in human life. Attention is paid to decision-making in sexual practices, particularly regarding sexual intercourse. Students are encouraged to take this seriously.
The students will make their own storyboards using a digital camera or the pre-made storyboards. These storyboards discuss different sexuality-related situations in which young people may find themselves.

 

Aims

  • Students are introduced to the concept of sexuality and understand the broadness of sexuality
  • Students learn about different ways of staying safe and enjoying their boyfriends or girlfriends without having sexual intercourse
  • Students will focus on interactions between boys and girls and gain an understanding of ways of communicating and negotiating as well as assertiveness

 

Learning Objectves


Students can:

Knowledge

  • describe the concepts of sexuality, sex, sexual practices, sexual intercourse, sexual feelings and sexual attraction and the differences between them
  • describe the differences among sexual attraction, friendship, sex and love
  • list five ways of being intimate
  • describe four sexual practices and link each of these with possible Sexual and Reproductive Health (SRH) risks
  • explain what healthy sex is and list three myths related to having sex
  • describe the meaning of some sensitive issues: virginity for both boys and girls
  • explain that healthy sex requires personal decision-making and that sex is not an uncontrollable force for either boys or girls
  • list four arguments often used by young boys or young girls to pressurize another person into having sexual
    intercourse

 

Attitude

  • acknowledge that every person is a sexual being, either within or without a sexual relationship
  • show awareness of their rights and feel empowered to make their own healthy choices relating to sexuality, regardless of peer pressure
  • respect other people's rights and decisions in matters of intimacy and sexuality
  • recognize that sexuality can be a positive force in their own lives and in other people's lives
  • recognize that lovers should communicate with each other about sexuality
  • reject pressurizing someone into having sex, including the exchange of sex for gifts or money
  • express awareness of the influence of peers, the media and the community on sexuality-related decision-making

Skills

  • explain negotiation, assertiveness and refusal skills step by step
  • provide a scenario for dealing with peer pressure

Computer, design and creative skills

  • explain what a storyboard is and show motivation and skill in making a storyboard
  • demonstrate how to use the Paint program
  • demonstrate how to take pictures with a digital camera
  • demonstrate how to use the MS Word program to make a storyboard, using the given templates
  • demonstrate how to insert pictures into an MS Word document
  • demonstrate how to use MS Word to layout documents
  • demonstrate how to insert speech bubbles

 

 

Lesson Outline


Reflect


1. Warming up - My Music (5 mins)
2. Sexuality is? - Presentation (40 mins)
3. Making your own Storyboard I or II (40 mins)
4. Conclusion and homework (5 mins)


 

Reflect


Ask a few students to tell something about their reflection activities from the previous lesson.

 

 

Warm up


Warming up - My Music (5 mins)

Aim

  • Students share some information about themselves to start off the lesson

How


All students sit or stand in a circle. Invite each student to say what their favourite music or artist is and why. One or more students may sing their favourite song.

 

 

Info


Sexuality is? - Presentation
(40 mins)

Aims

  • Students grasp the meaning of sexuality and its role in their lives
  • Students think about different ways of staying safe and enjoying their boyfriends or girlfriends without having sexual intercourse
  • Students are aware of the major issues in determining when and why they may have a sexual relationship with someone

How

Students read the presentation in pairs. The presentation includes some discussion points which students should address before continuing with the next slides. At the end of the presentation, there is the R U Ready Test, which helps students to clarify whether they are ready for sex or sexual intercourse. You decide whether students do this separately on paper or in their heads while they go through the slides.
The presentation covers the following topics:

  • what is sexuality, what is sex and what are sexual feelings
  • levels of intimacy of different sexual acts
  • what is a loving relationship
  • what is good sex
  • myths about sex
  • gifts and relationships
  • virginity
  • arguments young people use to pressurize each other into sex
  • R U Ready Test
  • the decision is yours


 

 

Make


Storyboard I with digital camera (40 mins)






Aims

  • Students experience working with other students of the opposite sex, if possible discussing issues and taking decisions in dealing with sexuality
  • Students make their own photo storyboard


    How

Step 1
Explain what a Storyboard is. It can be found in the tools section.
Use the example to explain.

Step 2
Divide the students into four groups and give each group a story to work with.

Step 3
Instruct students that each group should make its own storyboard with the group members acting as characters in the story. They can use the key points that have already been provided. Present the students with the steps for making a Storyboard. See Tools section.

Tip
If students are shy about taking these photos, remind them that they are only acting, just like actors do in the cinema.

Step 4
The students should download the photos to the computer once these have been taken. Be careful to save them into separate folders, so they will not get mixed up.

Step 5
Students should then insert the six photos into the Word file prepared for their story. The students should add the extra speech bubbles and captions for key points 5 and 6. For a full explanation of the steps go to the tools section.

Tip
Try to prepare all files before the lesson in an easy-to-access way so as to maximize the time available for making the storyboards. All the guidelines and files that must be downloaded, are also available through the students' section.

Step 6
Presentation + Discussion
The groups gather together to look at all the storyboards. Ask each group to tell what issues they dealt with while making their storyboard and to tell something they discovered or learned in the process. If possible, allow time for the other groups to respond to each storyboard and ask questions to the creators.

Step 7
(optional)
The students can choose the best photos to upload to their online presentation.

 

 

Do

Storyboard II
on paper (40 mins)


Aim

Students experience working with other students of the opposite sex, if possible discussing issues and taking decisions in dealing with sexuality

How

Step 1
Divide the students into four groups and give each group an unfinished storyboard on paper to work with.

Step 2
Instruct the students that they need to decide what is happening in the story, who is saying what and how the story ends. The students should fill in the empty speech bubbles with what they think the people are saying. They should fill in the stories in line with what they think happens in real life and how they would behave themselves.

Tip
Make sure students discuss at length before they fill in the speech bubbles. They should not just fill in what they think is correct. Also encourage students to make it realistic.

Presentation + Discussion

The groups gather together to look at all the storyboards. Ask each group to tell what issues they dealt with while making their storyboard and to tell something they discovered or learned in the process. If possible, allow time for the other groups to respond to each storyboard and ask questions to the creators.

The class can discuss whether they agree with the behaviours shown and what might be possible solutions to any given problem.


 

Talk
Conclusion and homework (5 mins)

Conclude the session, reminding students why we are together, what we have done today and what we will be doing in the next session.

Homework
Instruct the students to reflect on everyday situations in which they can apply the negotiation, assertiveness and refusal skills they learned. They have to choose one situation for each of these three skills. In their notebooks, they can give advice to other people on how to apply these skills.

 

Tools, Games & Materials


Go to the Sexuality is? - Presentation

go to storyboard template 1

go to storyboard template 2

Create on paper tips

 A story board is:
A storyboard is a story in its shortest form: in key points. A storyboard starts with a brief text explaining the initial situation. Then the key points of the story are told through pictures, drawings or photos. Each key point has a photo, speech bubbles for the characters to show what they are saying and a caption to explain what is happening in the photo.

 How to make photos for a story board

  • look at the five or six key points in the story
  • decide who will play which character
  • choose a place to take the photos (think about the background image and the amount of light)

Tip

Don't choose a place that is too dark.

  • for each key point: choose the positions of the characters, the poses they will strike and the expressions on their faces. Think about what they will say in that key point;
  • decide as a group what will happen in key points 5 and 6 and think about what the characters will do, say and what their captions will be
  • each member of the group should say what they would do or say in the situation of both characters
  • rehearse the key points so you are ready when the camera comes

Tip
As you probably only have one camera or maybe two, the groups have to take turns. Make sure each group is rehearsing clearly and dealing with each key point.

Tip
Keep reminding students that they only have 15 minutes at their disposal; timing is essential. When the first group is ready to take their photos in succession, then move on to the next group. If possible, get someone to assist you in this lesson, as the timing is tight.

 

 

How to put a storyboard together in Word
It is up to you, teacher, to download all the storyboard photos to the server or computer so the students can retrieve them and start working with them in their Word doc. You will not want to waste time here, so make certain you know beforehand how you can do this.

  • open the correct storyboard template for the story you are working with, for example: 'story-boardpeter.doc'
  • place each photo you have taken in the table in the correct sequence
  • click on each photo in turn and resize it to make the whole storyboard fit on one page. Make all photos the same size
  • resize and move the speech bubbles in key points 1 - 4 so they match the photos. The speech bubbles should come out of the characters' mouths
  • for steps 5 and 6, add both the texts for the speech bubbles and the captions
  • make sure that font and size are right for the text you have added: font - verdana, size 10
  • if you need extra speech bubbles, take the ones at the bottom of the page. If you do not use them, delete them before finishing

You have finished! Well done!

Tip
If you need additional speech bubbles, you will find them under: insert, picture, auto shapes, callouts. We have used the square one with the round edges.

Tip
If students produce texts that are too long, either reduce the font size or get the students to shorten the text.

 

Stories to use

Story 1: Injigu

Aims

  • Students learn to deal with peer pressure
  • Students experience talking about sensitive topics

Introduction to the story and the characters

Injigu is a young man of eighteen years. He dropped out of school in senior two after he lost his father to HIV/AIDS. Injigu feels he is old enough to look after himself, so he works as a lada driver in order to earn money for food and to pay the rent for his room. Sometimes Injigu hangs out at his friend's hair salon. Injigu is too shy to approach girls. One day at the hair saloon, he hears the guys talking about masturbation. They are saying that if you do it too often you'll lose your memory or even grow hair in strange places. Injigu tries to join in the conversation to find out more.

Storyboard

Injigu and the guys hanging around at the hair salon.
Key point 1
Guy: 'It's true, if you do it too often, strange things can happen.'
Guy: 'Yes, that happened to a guy I know.'
Key point 2
Guy: 'It's ok if you have enough sex.'
Guy: 'That's why I have two girlfriends.'
Key point 3
Guy: 'Injigu, how many girlfriends do you have?'
Injigu: 'Eh, I don't know, maybe one.'
Key point 4
Guy: 'Did you hear that Injigu doesn't know if he has a girlfriend?'
Guy: 'Let's grab a girl for Injigu.'
Key point 5
You decide with your group what happens next.
Key point 6
You decide with your group what happens next.
Draw pictures or take all six photos of Injigu and the guys' discussion. Decide in your group what happens in the last two key points. Decide what they say to each other. Think of captions for the last two key points.


 

 

Story 2: Loko and Shelema

Aims

  • Students learn that there are different ways of expressing love and being intimate
  • Students learn to negotiate with partner or lover not to have sex

Introduction to the story and the characters

Loko and Shelema have been in love for a couple of months. The more they are together, the closer they feel to each other. Shelema wants to make love with Loko. Loko does not because she is not ready for it yet and she is also a little scared. Loko told Shelema that she did not want to. Shelema used lovely words to describe his feelings of love and insistently asked Loko to agree. He said: 'As we love each other, we should sacrifice for each other.' Loko wants to convince Shelema that there are other ways of expressing love and being intimate and that she does love him with all her heart.

Storyboard

Loko and Shelema are going to the cinema together.
Key point 1
Shelema: 'Loko, I think we should sacrifice to each other.'
Loko: 'You know I'm not ready.'
Key point 2
Shelema: 'I have a dream; it's time for me to become a real man.'
Loko: (thinking)
Key point 3
Shelema: 'It's the only way; all my friends are doing it.'
Loko: 'Real men don't have to have sex to be a man.'
Key point 4
Shelema: 'We will still be safe.'
Loko: 'I'm not ready.'
Key point 5
You decide with your group what happens next.
Key point 6
You decide with your group what happens next.
Draw pictures or take all six photos of Loko and Shelema's discussion. Decide in your group what happens in the last two key points. Decide what they say to each other. Think of captions for the last two key points


 

 

Story 3: Buli and Meron

Aims

  • Students learn to communicate about sensitive topics
  • Students learn to start a conversation about sexual relationships

Introduction to the story and the characters

Meron is sixteen and Buli is seventeen years old. Meron and Buli have known each other for six months. When they first met, they often went to the lake in the afternoon. Recently, they have started going out at night and feel very close to each other. They often hug and kiss. One day, Buli and Meron have a row. Buli says he heard from his friends that Meron had sex with one of them.

Storyboard

Meron and Buli are walking down to the lake.
Key point 1
Buli: 'I thought you loved me!' (angrily)
Meron: 'What do you mean?'
Key point 2
Buli: 'It's always the same with girls: gifts, gifts, gifts.'
Meron: 'What have I done?' (begins to cry)
Key point 3
Buli: 'I've been told you're not a virgin anymore.'
Meron: 'I am, I've never had another boy.'
Key point 4
Meron: 'You know I love you, Buli.'
Key point 5
You decide with your group what happens next.
Key point 6
You decide with your group what happens next
Draw pictures or take all six photos of Meron and Buli's discussion. Decide in your group what happens in the last two key points. Decide what they say to each other. Fill in the pictures and what Meron and Buli say in the speech bubbles.


 

 

Story 4: Meti and letters

Aims

  • Students learn to take decisions on whom they want to date
  • Students learn to negotiate sex with someone else

Introduction to the story and the characters.

Meti lately receives letters from a boy named Bereket. She knows him vaguely, he is a few years older and he is handsome. In the letters he expresses his interest in her and writes sweet things. Meti is flattered and she feels proud that such a handsome guy shows interest. She discusses what to do with her friend Rose. Rose knows him and says he has lots of girlfriends. Meti is tempted to just meet him once. Bereket has two girlfriends and lately they have been demanding more and more gifts from him. He doesn't know what to do as he doesn't earn so much money. Bereket has been writing to Meti and asked her to meet him. He hopes she will have sex with him.

Storyboard

Meti and Bereket go on a date. They meet outside her school.
Key point 1
Bereket: 'Hi Meti. You look great.'
Meti: 'Thank you.'
Key point 2
Bereket: 'Tell me about yourself, do you have other boyfriends?'
Meti: 'Oh no, I'm studying far too hard.'
Key point 3
Bereket: 'Why don't we rest a moment?'
Meti: 'I would rather walk.'
Key point 4
Bereket: 'Let me kiss you.'
Meti: 'Give me a moment.'
Meti (thinking): 'Help, what should I do now?'
Key point 5
What does Meti say? How does Bereket react?
Key point 6
What do they do next?
Draw pictures or take all six photos of Meti and Bereket's date. Decide in your group what happens in the last two key points. Decide what they say to each other. Fill in the pictures and what Meti and Bereket say in the speech bubbles.

Word templates to download for making your storyboards:

Template 1: Injigu - Download
Template 2: Loko and Shelema - Download
Template 3: Buli and Meron - Download
Template 4. Meti and Bereket - Download

Examples

Storyboard (made on the computer)


Mery and Tame going to the picture
1

2


3

4

5

6

 Storyboard 2

7

8

9

10









 

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