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Lesson 4: Culture & Society: Me & We Cultures

Beginning of Class Routine

Purpose: Students will define culture and learn the difference between individualist (me) and collectivist (we) cultures. 

LIA Themes: Cultural Enrichment

Setting the Stage

Display the quote on the board and have students respond to one of the prompts as they get in their seats. 

OPTIONAL: Play culturally relevant music as students enter the class.

OPTIONAL: Lead students in a midline crossing activity. Use Educational Kinesiology document to find useful resources. 

45-60 minute lesson


Students will

  • Offer their cultural knowledge as an asset to teachers (1.1.C).
  • Use reflection and metacognition to develop critical thinking skills (2.3).
  • Learn about, accept, and celebrate cultural differences (4.1).
  • Acquire and reflect on cultural traditions passed down to them (4.2.A). 
  • Provide objective general descriptions of concepts of observable and unobservable phenomena (WIDA ELD 4-5.Inform)
  • Consider and engage with other voices, possibilities, and perspectives (WIDA ELD 4-5.Argue)
  • Identify and raise questions about what might be unexplained, missing, or unsaid (ELD-SI.4-12.Narrate).


Lesson title

R.04 Slide Deck

Review objectives of the lesson with students (slide #5)
As students take their seats

Students will respond to the prompt in their journal / daily worksheet. Prompt suggestions:

  • Share an example of different cultures living amongst each other. Explain your answer. 
  • How can we show respect for other cultures while still respecting our own culture? Provide an example. 

Provide 2-5 minutes for students to write their reflections. Display a timer on the board if able. 

OPTIONAL: Ask students to share reflections. They can pair-share, group-share in tables, or volunteer responses to the class. 

For virtual class: 

  • Allow students to use the chat, a discussion board, or unmute their microphones to share responses with the class. 


Lesson steps

  • (We do) Ask students to define culture or cultural characteristics (slide #6). Write their answers on the board.
    ADAPTATION: have students write answers in their journals before sharing out to provide thinking time. 
  • (I do) Show video on ME and WE cultures (slide #7)
  • (We do) Reflect with students through the prompts on slide #8.
    ADAPTATION: have students write their responses to each prompt in a journal or worksheet before sharing out loud in pairs, groups, or with the class.

Reflection: WHAT? | SO WHAT? | NOW WHAT? (slide #9)

Initiate reflection using the questions below. Students can reflect quietly or in writing before sharing out in pairs, as a group, or as a class. 

  • What? What were your thoughts and feelings as you participated in this activity?
  • So what? Why do you think it’s important to understand ME and WE cultures?
  • Now what? What will you do with what you learned about ME and WE cultures today?

Closure (slide #10)

  • (You do) Students will write a sentence or offer a drawing to share about their culture. 

OPTIONAL: offer arts and crafts, stickers, or magazine cutouts to students to decorate their sentence strips. 

Virtual Class Adaptations:  

  • Conduct the lesson on an established LMS or use tools such as FlipGrid, Canvas, Miro, Google Classroom, or other interactive platform. 
  • Create a padlet and allow students to type their culture sentence into the padlet. 
  • Invite students to use the chat option to share their responses. 


Students respond to one of the following prompts

  1. My culture sentence reflects ME culture because…
  2. My culture sentence reflects WE culture because…

In Person Class Assessment Options:

  • Write responses on a sticky note and place in a designated space in the classroom. 
  • Write in a journal / daily worksheet. 
  • Share out loud/with their groups

Virtual Class Assessment Options:

  • Discussion assignment on LMS.
  • Virtual board such as jamboard, miro, Zoom Whiteboard, etc.
  • Create a video on Flipgrid or Canvas.



  • Provide an example of a culture sentence to scaffold the expectation for students.
  • Have students write their responses to each question in a journal or worksheet before sharing out loud. 


  • Conduct research or read Cesar Chavez’ history. 
  • Vocabulary support. Students enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Students present their stories to the class or archive them in a place accessible to other students. 



Culture Society

Competencies and Skills

21st Century Skills Skills for Learning and Life
Critical Thinking, Communication, Flexibility, Social Skills Self-Awareness, Social Awareness, Social Management, Social Engagement

Lesson Materials 

R.04 Slide Deck

Construction/colored paper 

Scissors, markers, colored pencils,

Stickers (optional)