Unit of Instruction Presentation

HIV/AIDS by jenni collins

Brief Summary of Target Students

Student 1: R.S. is an 11th grade student. His primary disability area is OHI. Previously in residential treatment, and has taken himself off of his medication. Reading and writing at the 6th grade level. Trouble composing sentences and spelling words. Likes to share orally rather than in writing, and has good thoughts related to lesson topics. Behaviorally, can be respectful and works well with his peers. Needs structure and assistance, or else will become off-track and unfocused.

Student 2: N.S. is a 11th grade student who has been diagnosed as OHI. N.S. has been prescribed medication but does not currently take it. He lives in a group home and has no contact with his mother or father. Prior to coming to Synergy he was living in a residential treatment facility. Past academic scores show he has tested at the 5th grade level in reading. He is able to do modified grade level work independently. He is able to express his understanding of what he has read verbally without much difficulty. In the area of writing, N.S. is functioning at the 4th grade level. N.S. has a difficult time spelling words. He is able to write brief answers but his work lacks complexity, and grammar deficits are evident. Behaviorally, has difficulty ignoring his peers if they are confrontational, managing anger, and remaining focused. He can be respectful and has a good sense of humor. N.S. is a 16 year-old student with one child on the way.

Student 3: K.R. is 11th grade student who has been diagnosed as EBD. In the area of reading, K.R. is currently reading at the 6th grade level. He is able to decode words by sounding them out, is a fluent reader, but has limited academic vocabulary comprehension when reading. In the area of writing, no current grade level scores are reported. K.R. often has difficulty with writing assignments, but will respond well when allowed to give his answers verbally or with the assistance of the teacher. He often has difficulty with spelling and grammar. Behaviorally, K.R. gets along well with his peers and enjoys social contact. He is outgoing and comfortable speaking his mind with his friends. Often he has a difficult time controlling his volume and may have loud outbursts, but will quickly apologize afterwards. K.R. is a 17 year-old student with 3 children.

Overall Class:

  • 10th, 11th, 12th grade students
  • Behavior Reassignment School
  • 16-20 years of age
  • All African-American
  • 12 out of 21 students have IEP's

Prerequisite Skills

Previously Taught Units

  • Abstinence
  • Methods of Contraceptives
  • STI's
  • Use of "I" messages to communicate
  • Refusal Skills
  • Resisting Peer Pressure

Instructional Strategies:

  • Response cards
  • Think-pair-share
  • Collaborative learning
  • Research using the internet/technology
  • Role-plays/skits
  • Graphic organizers
  • Jigsaw
  • Guided Notes

Formal Lesson Example: Day 4/Lesson 4

HIV: Review and Focus on Communication


  • List three fluids that can transmit HIV and three ways HIV is transmitted.
  • List 3 ways to eliminate or reduce the risk of getting HIV.
  • Describe three strategies for communicating with partners about using condoms and getting tested for HIV.
  • Demonstrate the ability to discuss HIV status and negotiate testing with a partner.

Process: Teaching Style: Delivery of Instruction:

  • Engagement Strategy: Quick-write: Prompts: “Should schools distribute condoms to students as a part of their curriculum on sexual health? Why or why not?”, OR, “Should teens be able to get confidential HIV tests? Why or why not?” Write and share.
  • Instruction: Guided Notes on Facts/Information about HIV/AIDS
  • 7 questions, using overhead, teacher reads the question and provides answers 1 by 1, discussion by teacher and students after each one provided
  • Showed 2 visuals:

  • Visual 1: Condom Use among Students Who Have Had Sex on the overhead
  • Visual 2: HIV Tests among Students on the overhead
  • Students and teacher discussed responses to the visuals shown
  • Next, students work in groups of 3-4 to create a short skit that incorporates effective communication about using condoms with a partner and the importance of testing
  • Each group is given a prompt to create a skit, 15-20 minute work time for planning and development
  • Closure: whip-around

Environmental Considerations/Instructional Arrangement/Strategies/Support and Supervision:

  • Lesson broken into 3 parts to incorporate variety, keeps it interesting
  • Students are given guided notes to provide structure and reduce writing, keep students focused and on-track--reduces behavior problems
  • Students like to role-play, so skits are of interest, allows them to relate the material to lives and be creative
  • All lesson parts are structured, teacher is using proximity, and provides support, groups are working close together--all group members must play a part and must have a role--raises accountability
  • Students must perform their skits in front of the class--adds fun, humor, accountability and creativity
  • Students have practiced working in groups before, so expectations have already been set
  • Closure activity, whip-around, individual feedback and accountability, formative assessment

Commentary on Lesson

How did it go?

Lesson went well:

  • Students like to discuss real-life issues, make connections, add input
  • Guided Notes provided structure, reduced writing, kept students on track, students can write at own pace, helps provide insight into key points
  • Quick-writes: students like because they are given choice, opportunity to express themselves, and share thoughts, pieces of themselves with others
  • Role-playing/Skits: students like to be creative, make the information their own, tends to be noisy: working on controlling volume levels, staying working with your group, communicating with other groups during work time
  • Students like to pick their own groups, difficult because students pick to work with same people, people get left out---assigning has caused mutiny in the past!
  • Role-playing might not work so well with another group of students, but students enjoy it--makes things interesting, fun, humorous, relevant, connections to real-life
  • Whip-around: provides individual feedback, is quick, same students will pass

Do differently next time:

  • Video tape role-plays so students can watch them and evaluate themselves
  • Provide an evaluation sheet for students to evaluate other groups' performances
  • Guided notes: allow a student to be the teacher