Lesson Plan Review: Positive Sexuality

Male and female symbols drawn on a chalkboard with "education" written below them

Instructional Model: Conflict-Resolution Model

The instructional Model that seems to be taking place in this lesson plan is the Conflict Resolution Model.  The conflict is separating the terms sex and sexuality.  The teacher is using the students experiences and how they have been taught about sex and sexuality to differentiate between the two concepts.  The model works by first separating the two words and listing characteristic for each word at a different time.  Sex first, and then sexuality.  They then go on to define, how and why these two things are different.  Once the teacher presents them with how they are different, they are given an activity in reference to sexuality, a concept in which is still relatively new to them, since they just learned that it is different from sex.  They are encouraged to write down answers to the questions asked by the teacher during the activity about sexuality on the index cards  to be shared with one of their peers to gain common understanding with their classmates, so everyone can come to a consensus of what sexuality is.

This instructional model works for this lesson plan because it shows the differentiation of two terms that most kids/teens see as similar, and it forces them to work through together and come to a common ground on what sex is versus what sexuality is.

The lesson plan I chose to review was one I found from using SexEdLibrary.org titled, Sex and Sexuality: Understanding the Difference.

The goals of the lesson plan were as follows:

  1. distinquish the differences between the terms “sex” and “sexuality,”
  2. explore the different components of their sexuality, and
  3. identify different sources of sexual learning.

The allotted time for this lesson plan is 45 minutes and the first part of the activity is as follows:

  1. Write the word “SEX” on the board or on a piece of flipchart paper. Ask the students to share any thoughts ideas and/or feelings that come to mind. Record students’ responses to this brainstorm activity.
  2. Write the word “SEXUALITY” on flip chart paper. Again, ask the students to share any thoughts ideas and/or feelings that come to mind. Record students’ responses. 
  3. Hold a large group discussion with students around the following questions:
    • Do you think these two words mean the same thing? If not, how do they differ?
    • Where do we learn the associations we have for these two words? Ask students to give you specific examples.
    • How do these associations affect how youth feel about sex and sexuality?
  1. Clarify for students that “sex” and “sexuality” are actually two different words. 

The lesson goes to incorporate a questions activity where the students are asked questions by the teacher and they are to write answers down an index card.  Questions that are asked are on the subject of where young people can learn about sex and sexuality and how they came to learn about sex and sexuality?

While the lesson plan is very comprehensive, I believe it is a bit extensive for 45 minutes.  The focus of the lesson is to establish positive sexuality, so I think they should expand after the 4th activity in the lesson.  After clarifying that “sex” and “sexuality” are two different words, I believe the teacher should go into positive enforcements of sex and sexuality.

Also there are a lot of introspective activities in the latter part of this lesson, and I think this lesson would work best if students stayed with the interactivity as the first part of the lesson.  Possibly breaking it up into groups no smaller than four, that way students can hear different experiences from people from different backgrounds.   I think this should be more of a facilitation activity than a teaching activity, with the teaching moments taking place in the very beginning of the lesson.

3 responses to “Lesson Plan Review: Positive Sexuality

  1. I think you are spot on with the comments about positivity and interactivity. If the lesson is about sex positivity, you are right, it should be more central to the lesson. I think you also have a point with the expansiveness of the topic–interactivity may be undermined if you move on too quickly. This may be a matter of style, but when I consider putting the teaching at the beginning of the lesson, I fear that the lack of changing mental environment for the students may feel stagnant to the participants. I like the idea of keeping the “teaching” part after getting some input. Then again, it can probably be done well the other way, too. I would just need more understanding about its implementation.

  2. This model and lesson plan, I have found, are great approaches to teaching human sexuality. I agree with Mark, in that I have found the lesson to be more effective to present the activity first and lecture or present second. There is more buy-in with students if they are actively involved from the beginning. Students are likely to stay engaged and vocal throughout the entire session if they have the chance to explore what the terms mean to them first. – SSR

  3. I agree that the third part of the lesson could probably be either done away with or shortened a great deal. I might ask them if they’ve heard the two words used interchangeably or similarly and then, when they give me an affirmative answer, ask the last question (what are the effects of that) as a way into the fourth point about creating a more positive sexual attitude.

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