Rights of People Living with HIV/AIDS (PLHIV)

Grade 5 · Social Studies

Semester 2 | Period 4 | Week 21

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Subject: Social Studies

Semester: 2

Period: 4

Week: 21

School Name:
Teacher’s Name:
Subject: Social Studies
Grade Level: Grade 5
Date: Week 21
Lesson Duration: 45 minutes
Week & Period: Week 21, Period 4

Topic: Rights of People Living with HIV/AIDS (PLHIV)
Sub-topic: Rights and Stigma of PLHIV

Learning Objectives
By the end of the lesson, students should be able to:
Discuss the rights of people living with HIV/AIDS
Identify challenges faced by the disabled (as a related social rights topic)

Previous Knowledge
Students already know:
Basic information about HIV/AIDS and general human rights

Instructional Materials
Charts, case studies, role-play cards, videos

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to discuss how they would treat someone with a chronic illness at school.

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Teacher’s Input (Expanded & Detailed):

  • Begin by defining PLHIV (People Living with HIV/AIDS): individuals infected with the Human Immunodeficiency Virus (HIV) or suffering from Acquired Immunodeficiency Syndrome (AIDS).
  • Explain their rights, emphasizing:
    • Right to education – they should not be denied schooling because of their HIV status.
      • Example: A student who is HIV positive can attend school and participate in all activities without discrimination.
    • Right to healthcare – access to medical services, medication, and counseling.
      • Example: Access to antiretroviral therapy (ART) and regular check-ups.
    • Right to non-discrimination and freedom from stigma – treated fairly and equally in society.
  • Introduce types of stigmatization and explain:
    • Verbal – name-calling or spreading rumors.
      • Example: Calling someone “sick” or “unclean” because they have HIV.
    • Social – exclusion from school, clubs, or social events.
      • Example: Not allowing a classmate with HIV to join the football team.
    • Physical – refusing to shake hands, touch, or sit near someone.
      • Example: Avoiding physical contact even when unnecessary.
  • Demonstrate through case studies and role-play:
    • Case Study 1: A student with HIV is left out of group activities; discuss how classmates should respond.
    • Case Study 2: A child hears gossip about a peer with HIV; discuss the correct action to take.
    • Role-play scenarios: learners act out positive ways to support PLHIV and prevent stigmatization.
  • Highlight that understanding challenges faced by the disabled or PLHIV fosters empathy, inclusion, and kindness.

 

Learners’ Activities (Expanded):

  • Participate in role-play scenarios, demonstrating non-discriminatory behavior.
  • Group discussion: brainstorm ways to avoid stigmatization in school and community.
  • Write short reflection notes on how they would help a peer living with HIV feel included.
  • Identify real-life examples of PLHIV rights being respected or violated.

 

Assessment Checks:

  • Oral questioning:
    • “What does PLHIV mean?”
    • “Name two rights of people living with HIV/AIDS.”
    • “Can you give an example of verbal stigmatization?”
  • Observation: Teacher monitors participation in role-play and group discussions.
  • Written reflection: Evaluate learners’ understanding of empathy and practical application of rights.

 

Notes (Expanded & Detailed for Students):

  • PLHIV have the right to:
    • Education – they can attend school like everyone else.
    • Healthcare – access medical treatment and counseling.
    • Freedom from stigma and discrimination – treated equally and fairly.
  • Types of stigmatization: verbal, social, and physical.
  • Empathy and inclusion: Understanding the challenges faced by PLHIV and the disabled helps students treat everyone with respect.
  • Examples in daily life:
    • Supporting a classmate who is sick.
    • Avoiding spreading rumors about someone’s health status.
    • Including everyone in games, clubs, and classroom activities.

 

Practical Assignment:

  • Create a poster or comic strip showing ways to avoid stigmatization of PLHIV.
  • Write a short story about a student helping a peer living with HIV feel included.
  • Make a list of three actions learners can take at school or home to respect the rights of PLHIV.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher recaps rights of PLHIV and strategies to prevent stigmatization.

Evaluation Method (Expanded):
Exit slip/quiz: State one right of PLHIV
Teacher will provide oral feedback

Assignment (Expanded):
Write a paragraph on how students can help prevent stigmatization in school

Follow-up Activity:
Group discussion on inclusive school practices

Differentiation / Inclusive Strategies
Provide role-play scripts, visual aids for case studies, pair students for discussions

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low