HIV 101, “What you need to know about HIV.”
Goals and Objectives: For the kids to understand what HIV and AIDS are, how HIV is transmitted and
how they can protect themselves from being infected.
Materials:
 Pop Culture montage: magazine ads and pictures of celebrities mentioned.
 Myths/facts: large sheets of paper, colored markers, tape, little handouts
 Jeopardy: large index cards, pens, tape, candy, (if possible taboo buzzers)
Lesson Plan:
1) POP CULTURE MONTAGE: Time: 15 minutes.
Talk about examples of famous people who “live” with HIV: people who have HIV/AIDS, people who
are big activists, people who have loved ones who are infected.
Examples: Magic Johnson, Elton John, Easy E, Mr. Brady, Mary J. Blige, Shirley Manson, Rock Hudson,
Arthur Asch, Bianca Jagger, etc. Movies: All About My Mother. More to come…. Use pictures and ads to
demonstrate.
2) MYTH vs. FACT: Time: 1hr 15 min.
45 minutes
-Break into groups, with ~ 4 students in each group.
-Each group should tape large pieces of paper on the wall with big pens. Kids take turns writing important
facts up on paper
NOTE: These fact/myth questions will be presented at the beginning of each main point that we
address. The students will answer and discuss and then we will have the students write the facts on
the posted sheets. At the end of the lesson, we will quickly run down all of the take home points from
the fact/myth lesson.
Ask the kids in your group whether these statements are MYTHS of FACTS:
Part 1:What HIV and AIDS are:
“AIDS is a medical condition in which your body cannot fight off diseases.”
“HIV and AIDS are the same thing.”
“You can tell just by looking at someone that they have HIV or AIDS.”
“AIDS can be cured”
Take Home Points:
a) HIV (Human Immunodeficiency Virus) is a virus that causes AIDS (Acquired
Immunodeficiency Syndrome)- distinguish between virus and disease.
b) AIDS is a disease that attacks your immune system (your body’s way of fighting back
against germs and things that cause you to get sick)
c) People who have HIV may look and feel healthy for a long time and infect other people
without even knowing
d) AIDS cannot be cured.
Part 2: Who can be infected by HIV?
“Anyone can get AIDS.”
“If a pregnant woman is HIV +, there’s a chance it might get passed onto unborn baby”.
“An HIV mother can infect her child through breast feeding.”
“Only gay men and lesbians are at risk for HIV infection.”
Take Home Points:
a) Anyone can get infected, even unborn babies
b) HIV is not spread through everyday contact.
Part 3: How HIV is and is not transmitted (4 fluids of transmission):
“You can get HIV from kissing someone who’s infected.”
“If you donate blood you have a risk of getting HIV.”
“Performing unprotected oral sex increases your chances of getting HIV.”
“Performing unprotected anal sex increases your chances of getting HIV”
“You can get HIV by sharing a needle with someone who is infected.”
Take Home Points:
a) 4 Fluids of Transmission (semen, vaginal fluid, blood, breast milk)
b) Ways of Transmitting These Fluids (unprotected vaginal, anal or oral sex, sharing
needles, pregnancy, birth or breastfeeding)
c) Ways that you can’t get infected (hugging, kissing, holding hands, toilet seats, sharing
utensils, being in same room)
Part 4: How they can protect themselves from getting HIV (condom demonstration):
“Monogamy is 100% safe.”
“Abstinence is 100% safe.”
“Condoms are 100% effective against transmission of HIV.”
“Birth control pills can protect you against getting HIV.”
“You can always trust the person you’re having sex with if they look healthy.”
“You increase your chances of getting HIV if you have more than one sexual partner.”
Take Home Points:
a) Things That You Can Do (abstinence, safe sex, fewer partners, clean needles or drug
free (be careful of piercings and tattoos), get tested regularly, have your partner tested
too
b) You can be at risk, even though you do not “engage in risky behavior” (we remention
the Ways to Transmit 4 Fluids of Transmission – any of these things raise your chances
of getting HIV/AIDS)
Part 5: How they can find out if they have HIV?
Hand out prepared sheet with names, addresses and phone numbers of places where they can get
free and anonymous testing and clean needles.
Take Home Points:
a) What HIV/AIDS testing is (mouth swab or blood draw) (Need to be 13 in order to get
tested)
b) What STD testing is in general sense (STD testing could be blood draw, pap smear for
girls, penis swab for guys)
c) testing is FREE, ANONYMOUS, CONFIDENTIAL.
3) JEOPARDY GAME (Reinforcement of Facts): Time: 25 minutes
-two or three teams depending on how many kids (different teams than before)
-Categories (1) What HIV/AIDS are, 2)Who can be infected, 3)How Is/Not Transmitted, 4) How
you can protect yourself, 5) How to get tested)
-Prizes (candy) for all correct answers, the team that wins overall gets to do quick recap of lesson
at next week’s session (using the sheets that they wrote earlier in session).
Session 3: The Power to Choose: How abstinence and the choices we make affect our
lives
Group Facilitators: Claudia & Naeemah
Goals and Objectives:
Materials:
 Large Sheets of paper (w easle?)//Posterboard
 Markers
 $$ for Photocopies – scenarios and handouts.
 Tape
 Pens/pencils
 Carrots
 Condoms (diff kinds—some have tastes, some have texture, etc)
 Timer
 Blindfolds (only need one or 2)
 Stickies (red, green, yellow)
Lesson Plan:
1) “GET COMFORTABLE” GROUP ACTIVITY Time: 20 min
Part 1: Sex Quiz (15 min)
The sex quiz gets every one thinking about sex & abstinence.
Part 2: Sex in the Dark (5 min)
Have 2 volunteers try to put a condom on a carrot while blind folded. Use a timer.
After these games teens should be comfortable talking about sex and can move on to scenarios.
2) DECISION-MAKING & HIV PREVENTION Time: 20 min
Divide teens into 2 groups.
Hand out 1 scenario to each group. Have group brainstorm for 5’. Afterwards, let group present
scenario. Discuss.
Scenario 1: Body Language
Donald is a very friendly and caring guy. He is also very popular with
his friends as well as the girls in his 7th grade class and has a
reputation for being a player. He asks you out and he suggests that he
would like to get to know you better, physically. How do you respond?
In which ways can you act in the event you are not interested in
getting to know him better? What kind of body language to you use to
get the message across?
Scenario2: Self Respect
Tom and Heather have been a couple for the past year. They seem to get
along very well, but you know that each one of them is seeing other
people. You are aware that they are lying and are engaging in sexual
relations with more than one person at the same time. Do you think
that Tom and Heather are respecting themselves, one another or their
other mates?
3) WHY KIDS CHOOSE: Time: 20 min.
Divide class into 2 groups.
 Group 1 makes list (Top 5) of “why kids choose to postpone sex”
 Group 2 makes list (Top 5) of “why kids choose to have sex”
Have each group write list on posterboard. (10 min) Group leaders read list aloud. When done,
discuss. (10 min)
4) SUMMING UP Time: 30 min.
High/Low Risk activity

Already written on posterboard 10 behaviors involving high risk, low
risk, & no risk. Discuss w/ teens how risky each behaviour is. After
discussion, place red (HIGH), yellow (middle) or green (NO) risk next
to each behavior.
Pass out sheets to take home. See attachments.
How do you KNOW you’re ready for SEX?
Here's How:
1. Know yourself - ask yourself if the situation "feels right" and if you really trust
those feelings.
2. Know your would be partner - ask yourself how well you know the person you
are thinking of being with and if you care for them and trust them.
3. Know your reasons - whatever your reason be sure it is worth giving
something away that you will never get back.
4. Know how your parents feel about you having sex - you may need/want their
support and confidence someday, make sure that you have it well in advance.
5. Know the risks - heart break, regret, pregnancy, STDs, and HIV (AIDS) can
all happen the first time you have sex.
6. Know how to protect yourself - condoms with spermicide are the best
protection for sexually active teens. The Pill only protects from pregnancy.
7. Know that there is no 100% protection against unwanted outcomes if you
have sex, only abstinence can totally protect you.
8. Know the law - in many states you have to be a certain age before you can
legally agree to have sex and there are some sex acts that are illegal.
9. Know what sex is - oral sex, anal sex, lying on top of each other naked and
heavy petting are all sexual contact that can result in STDs or HIV (AIDS).
Wear a condom!
10. Know there is NO going back - once you let go of your virginity it is gone
forever! Make sure you are ready to say good bye to that part of yourself.
Tips:
1. If you have any second thoughts STOP immediately until you are completely
sure.
2. If you can't say "penis", "vagina", "condom", or "intercourse" without
laughing you probably aren't ready.
3. You can NOT get pregnant through oral or anal sex, but you can get STDs.
4. The age at which you are "allowed" to have sex is called the age of consent
and is different depending on where you live and your sexual orientation.
5. Sex is not bad, dirty or wrong, but it is a BIG step to take. If you can't be
mature about protecting yourself from risks, you shouldn't be "doing it".
What You Need:

A trusted partner.

A private place.

A condom.
How do you SAY NO to Sex?
Here's how to tell somebody you are attracted to that you aren't ready to
have sex:
1. Take a deep breath and say these words, "No, I don't want to have sex".
2. If the question arises while you are kissing or fooling around, stop what you
are doing and change the tone of the moment. Emphasize your words with
actions.
3. Be prepared for questions and/or objections. Stay true to yourself and your
stated feelings.
4. Calmly explain why you choose abstinence.
5. If you have had sex before don't let the other person use this to bully you into
it now, just because you have done it before doesn't mean you have to do it
every time you are asked.
6. Tell the other person how you feel about them and be honest. If you don't
feel close enough to them yet, say so. If you really love them but aren't
interested in sex, say so.
7. Tell the other person the depth of your commitment to abstinence. If you
don't plan on having sex until you are married, say so. If you are curious
but not ready, say so.
8. If the other person keeps on pressing, say "No!" again. You may have to say
this more than once to make them see you are serious.
9. Do not try to diffuse the tension with lots of kissing and/or other physical
gestures, this will confuse your message of "No!".
10. Draw the line firmly and if the other person doesn't appear to be getting it,
leave.
11. If the other person starts trying to coerce you or force you to have sex YELL
"No!" and physically push them away. Leave and talk about it the next day.
12. If the other person pulls the old "If you loved me you'd do it" line retort with
"If you loved me you'd wait". Sex is not a test of your love or feelings for
another person and saying "No!" to sex does not mean you have failed to
show your love.
13. If you feel uncertain of your ability to stay true to your initial "No!", leave.
Your first instinct was to say no and now is not the time to second guess
yourself.
14. Saying no now does not mean you are saying no forever.
Tips:
1. Abstinence is the only 100% effective form of birth control and the only way
you can guarantee you won't catch an STD.
2. If you aren't a virgin you can still choose abstinence with pride, you are not a
hypocrite if you say yes one time and no another, even if it is to the same
person.
3. Having sex is a big deal and abstaining from sex is more than acceptable.
Despite what rumors and gossip may suggest, virgins are a majority in most
high schools, not a minority.
4. Intimacy takes many forms, intercourse is not the only or best way to show
somebody the depth of you feelings. Don't let anybody tell you otherwise.
Session 4: Role Playing: Communication Skills
Group Facilitators: Alex Diaz de Villalvilla and Brian Yablon
Objectives: To provide the kids with the ability to stand up to peer pressure, to communicate their
concerns to friends, parents and partners, and to be supportive to (and to educate) friends.
Materials:
- Handout on types of pressure and ways to resist it, for us and for the kids to keep.
- Copies of big-group role plays, and the 2 bags with scenarios for the kids.
- Big sheet of paper or card to write on in front of the class, marker.
Lesson Plan:
1) INTRO DISCUSSION Time: 20 min – Presented to the whole group
A. Types of pressure: friendly, teasing, threats, indirect – use examples from sheet
B. Verbal ways to resist pressure. We will ask the students for ways they think they could do
this, and compose a list in front of the class on a big sheet of paper, adding any modes
they don’t get.
C. Non-verbal ways to resist pressure/how to be assertive, i.e. body language – facial
expressions, gestures, body position, eye contact. We will ask students to get up and
demonstrate how they would do these things in a number of small vignettes.
2) SKITS Time: 50 min
Part 1: HIP Corps leaders perform skits to whole group:
A. Resisting sexual pressure – Illustrative role play 1: Jackie and Andre (performed by us to
the whole group!!!)
-
What kind of pressure was Andre using? How did Jackie resist, what particular methods
that we already mentioned did she use? How effective were they? What would the class
have done differently, or the same? More questions we come up with…
B. Resisting pressure to use alcohol and other drugs – Illustrative role play 2: Jesse and
Chris (Performed by us to the whole group!!!)
- What kinds of pressure was Jesse using? What kind of body language did Jesse use? What
sort of skills did Chris use to resist pressure? How assertive was Chris? More questions on
sheet…
Part 2: Take a short 3 minute break. Split up into groups of 3-4 kids and 3-4 peers, choosing random
scenarios out of a bag to discuss, based on the following:
A. Resisting pressure to do things that you don’t want to do.
B. Using your influence to exert positive pressure on your friends.
The actors will each separately look at the scenario they pick from the bag for 5 minutes and then
perform it in front of their small group. The aim is for one of us to play the role of the pressurer, while
Student 1 plays the pressured, and for them to act out a skit together, with the student making up their
responses to the pressure.
Afterwards, the student will tell us what they think they did in response to the pressure. Then the group
will comment on what they saw, i.e. type of scenario, pressure used, methods student used to avoid
pressure/assert themselves. Next Student 1 will play the role of the pressurer, while student 2 plays the
pressured; repeat cycle, then Student 2 will play the role of pressurer and Student 3 the pressured, etc. until
all have played both roles (last role play will have either a student of one of us be the pressured).
3) DE-BRIEFING Time: 10 min
- It takes time and experience to get comfortable using the skills they are learning.
- The TV and movies make it difficult for us to choose what the right thing to do is when
faced with drugs or sex.
- Students should remember what their personal goals are, and why they choose to either have
or postpone sex, use drugs or not. If they keep in mind what they value most – what they
believe is right for them – and practise the behaviours that will protect them from contracting
HIV, they will be successful in using the skills they have just practiced.
Session 5: What you need to know about drugs.
Group Facilitators: Kuda Mutyambizi and Serge Kobsa
Objectives:
Materials:
-
blank video tape
rented movies to make clips
VCR system to make clips (two VCRs connected to a TV)
Blank sheets of paper (min. 2 per student)
Pens/pencils, colored pencils/crayons
Copies of blank calendar templates (1 per student)
Clear tape
Standard classroom easel
standard classroom color markers
standard classroom TV & VCR
-
handout about what to do if they or someone they know are using drugs
Lesson Plan:
1) VIDEO CLIPS Time: 15 min.
Play a compilation of video clips from movies involving drug use and the effects of drugs.
2) DISCUSSION Time: 25 min.

Understanding what a drug is
o Examples
o Effects
o Why people use drugs
o Definition
o How drugs work
Make these points and reach these conclusions with kids by discussing the video clips that they
saw.
Describe/draw very simple diagrams and/or analogies about what drugs do in the brain; show an
image of a normal brain vs. a brain on drugs.
3) DISCUSSION Time: 15 min.

Relationship between substance abuse and HIV
o Impaired decision making
o Sharing needles
 Reducing risk of HIV transmission (washing needles)

Peer pressure and drug use
o Social pressures to use drugs
o Media influence

Discuss how to get help if you or someone you know is using drugs
o Handout
4) NATURAL HIGHS Time: 20 min.

Avoiding substance abuse
o Healthy alternatives
 Academics
 Sports
 Arts
o Role of friends
Each student is given two sheets of paper and coloring pencils. They write down ten fun
alternatives to drug use. They also draw a picture of a place where they would want to be, activity
they would like to engage in or a person that they would like to be with when they are feeling sad
or stressed out.
After about 20’ mentors pick up the lists and drawings. A few of the mentors compile a list of fun
things to do instead of drugs (leaving out the duplicates and/or inappropriate activities). Other
mentors paste the drawings on the wall.
(We’ll come back to the list at the end of the class).
5) CLOSING Time: 30 min.
Make a ‘Natural High Calendar’
Design a natural high calendar representative of the natural high activities and gateways students
listed and drew. Use a natural high activity for each day of the month. The calendar should be
completed using illustrations, stickers, pictures, or drawings. Activities should be selected
according to the students' personal needs (improve sense of self, relax, find excitement, take
positive risks, physical outlet, or to have fun, etc.).
Make a class calendar on the easel and have each student copy it on their own piece of paper to
keep (we hand out blank calendars to each student).
Possibly come back the following week and discuss what they actually ended up doing, or even
arrange with the Saturday’s mentors to do some of the activities.
Session 6: Putting a Face on HIV/AID
Group Facilitator: Frank Cintron
Objectives: To make the kids more aware of what it is like to live with HIV, and to make them more
sensitive to issues surrounding the stigma of HIV.
Materials:
Lesson Plan:
Frank will invite an HIV+ patient to come and speak to the group.
Session 7: Graduation Ceremony and Dinner