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Running Head: ICC LESSON PLAN
Running Head: ICC LESSON PLAN
Christy Whetstone
This lesson is designed for low-advanced, non-native English speaking teachers in a 16-
week intensive, English language instructor writing course. The class consists of a maximum of
nine students who can come from over 120 countries. Students are typically male, international
military soldiers that vary in rank and academic background; however, the class has a small
percent of female and civilian instructors as well. All students have been teaching English in
This lesson raises learners’ intercultural awareness and equips learners for preparing their
own students for intercultural interactions in the U.S. Although this lesson was created with
students from mixed backgrounds in mind, it can easily be adapted for a monolingual or upper
explain a rationale for why statements reflect universal, cultural, or personal behaviors or
beliefs.
discuss how their own personal and cultural beliefs and values influence their actions.
define the terms “individualism” and “collectivism.”
articulate examples of individualism and collectivism in one’s own culture and others.
identify why this aspect of culture is relevant to themselves and their students.
evaluate their individualism and collectivism survey results and articulate at least two
personal applications of this cultural dimension in short writing response.
Assessment
Assessment of learning outcomes is on-going throughout the lesson and assessed based
formative assessment where feedback is given at the paragraph level. The “Ticket Out the
Door” assesses what students feel is most important, personally relevant, or confusing.
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ICC LESSON PLAN
Resources
SmartBoard with internet access
Short video: Cultural Dimension: me or we https://www.youtube.com/watch?
v=CW7aWKXB5J4
Appendix A: Universal, Cultural, or Personal
Appendix B: Survey (one handout per student)
Appendix C: Individualism versus Collectivism Continuum
Appendix D: Writing Prompt and Checklist
Individual laptops (or access to a language lab with internet access)
Tape, paper, markers
Timing
~ 105 minutes
Wrap up: 1. Allow Ss to use remaining class time to 1. Students self-reflect on the
complete their “Ticket Out the Door.” lesson.
~5 min -Ss respond to the 3 prompts on a notecard
(W)
Today I learned…
Today I was confused about or would like to
learn more about…
This matters to me because…
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ICC LESSON PLAN
References
Hofstede, G. J., Pedersen, P., & Hofstede, G. (2002). Exploring culture: Exercises, stories, and
Singelis, T. M., Triandis, H.C., Bhawuk, D.P.S. & Gelfand, M.J. (1995). Horizontal and
http://highered.mcgraw-
hill.com/sites/0070876940/student_view0/chapter2/activity_2_6.html
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ICC LESSON PLAN
Appendix A
Universal, Cultural, or Personal
Directions:
Place a paper with a large “U,” “C,” or “P” in three locations around the room. Students
will need space to move and stand by a letter.
Explain that the letters stand for U-universal, C-cultural, and P-personal.
Tell students they will hear a statement and should stand by the "U" if they think the
behavior or belief is universal, "C" if it is cultural or “P” if it is personal.
Read statements one at a time and have a student give a rationale for his/her choice.
Lead a debriefing discussion. The goal is to encourage discussion and thought about
what factors shapes our beliefs and behaviors as well as illustrate that these choices are
often not universal. Ask Ss if the felt pressured or influenced by the decisions of others.
Self-reflection Survey
Directions: Place an X on the line showing how you feel about each statement.
2. I think competition among employees for higher pay and promotion encourages a
more productive work environment.
8. Major life decisions such as choosing a career, college, or spouse should be decided
by the group or family.
9. I often put off work tasks if someone needs to talk or needs help with something.
10. If a coworker or classmate says they have a doctor’s appointment, I would ask them
what the appointment is for to show my concern for their well-being.
11. In a meeting with superiors, it is okay to offer alternative solutions to a problem that
is being discussed.
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ICC LESSON PLAN
Appendix C
Collectivism Individualism
Directions: You will write a half to one page response to your self-reflect survey and the
questionnaire at http://highered.mcgraw-
hill.com/sites/0070876940/student_view0/chapter2/activity_2_6.html
In your written response, you should respond to both your individualism and collectivism score
by incorporating concepts discussed in the lesson. Be sure to include at least 2 specific examples
of how this cultural dimension applies to your own intercultural interactions in the U.S.
Self/ Checklist
Self Teacher
YES NO YES NO
1. Do you include a topic sentence?
Student Questions:
Teacher Comments: