Flochella

At the “Flochella” music festival, we learn the six fluids of HIV transmission.

For all videos:

  • What did you see in the video?
  • What do you think this video was about?
  • What stood out to you the most in this video?

For this video:

  • What fluids do NOT transmit HIV/STIs?
  • How can you protect yourself and your partner against HIV/STIs?

Materials needed: paper, pen, large flip chart, markers

Step 1.
Tell students that they will, individually, write a short poem about a world without stigma. Use these prompts and encourage students to use writing tools like metaphors, similes, alliteration, rhyme, meter:

  • What would a world without stigma look like?
  • What does stigma taste like?
  • Smell like?
  • Feel like?
  • Sound like?

Step 2.
After you’ve given students sufficient time to write the poem, ask the students to get into groups of four to six.

Step 3.
Give each group a large flip chart sheet and have them select a recorder who will write on it. Have each person in the groups take turns sharing their favorite line, from their own poem, with their group.

Step 4.
Then, create a group poem by linking together each of their favorite lines. Have the recorder neatly write the group poem they created on the sheet you gave them.

Step 5.
Ask each group to take turns coming up to the front of the room to share with the class.

Step 6.
Once everyone is done, engage the class in a dialogue:

  • Which group poem stood out to you/did you like the most? Why?
  • What was it like to write about a world without stigma? What came up for you?
  • What was it like combining your lines and performing them together?
  • What is another topic you’d be interested in repeating this activity for?

Step 7.
Collect everyone’s group poems and post them around the room for a few days for everyone to read and enjoy.

Materials needed: tape, action cards

Step 1.
Split the front board into three sections and label the sections: High-Risk, Mid-Risk, and Low-Risk.

Step 2.
Give each student a card with a different action. Tell students to read their action and decide if it’s an action that can put them at high risk of getting infected with HIV, if it’s a somewhat risky action, or if it’s a very low-risk action.

Step 3.
Ask them to stand up and attach their card under the right section. Go over each card with the class and ask them to explain why it’s in the correct section or not. They must use body fluids and body parts to explain.