Unfortunately very little of my teaching was recorded due to a "technical error" on my behalf. Joel was recording my teaching, and something got lost in translation when handing him my camera, thus only the "isolation stage" of my teaching was recorded. Seeing that we were only supposed to do the presentation stage (which I did do) the 2 minutes of my recorded lesson show nothing that covers ICC lesson of the MT.
Now on to what I remember. I believe that I included both 'Big C' and "little c" into my teaching. I informed the students about the history of the game, Euchre, which was created in my home state of Michigan. I also informed the class about the basic time line as to when the game was created, and the fact that it was once considered the national card game of America during the 1800's. I then went on to describe the 'Big C" aspect of the game, by informing the class that Euchre tends to be most popular amongst high school and college students, since it is cheap in easy to play. During this portion of the MT, I tried to engage the students as much as possible by only speaking twice, and then asking the students to repeat what I had just said, or by having them ask their classmates about the rules, or the Big C/little c elements that I just presented.
The "KNOWING" stages of the MT could have been covered a bit more thoroughly on my end. I do believe that I covered the "Knowing About" aspects of the lesson, since I gave a history of the games, as well informing the class about who usually plays the game. I briefly covered the "Knowing Why" aspects as well, since I set the class up in teams to indicate the social setting that the game is played in. No money is involved, just casual conversation and a bit of competitiveness. The game is also quick and easy to play, and was designed to be a social game made for enjoyment, as opposed for betting. Nor is the game designed to be an intellectual game like Chess. Thus the "Knowing Why" was briefly described. I must admit that I should have done a better job of explaining the "Knowing How" aspect, however for some reason I was determined to go into the Isolation" stage of the MT (for some unknown reason). I started to give game instructions during the isolation stage of my teaching, so the "Knowing How" part of the lesson and I would had taught the "knowing How' if time permitted. Finally, the "Knowing Oneself" would had been covered in the production stage, since I would had asked the students to describe a Korean game (such as Go Stop) and used the language lesson (Have to/Should/Could) so that they could introduce some of the rules. Then the class would have discussed why they like the game, as well as describe who tends to play it,(young people, is it a party game, is it a team game), and why they play it.
Again, I am going on memory here, but there were a few things which I didn't like about my MT, and one of them was the fact that I seemed rushed in my approach. I also remember thinking that I could had been more organized, seeing that i couldn't find any of the slides that I wanted to use. Also, I don't really remember covering the grammar lesson of the day, however, I could be mistaken about this since that portion of my teaching wasn't recorded. The biggest problem in my MT was that I was DETERMINED to do the Isolation portion of the class. For some reason I thought that we had to do it. Don't ask me why, the brain sometimes gets locked on a decision and little else matters. I also remember standing over the students shoulders during the isolation stage, which is a bad approach, since may have raise the affective filter of the class.
After doing the MT, I now have a clearer understanding of how an ICC approach can be easily added to some of my classes, while at the same time maintaining the English objective of the day. An ICC lesson may not work everyday, however, it can be a valuable tool to use on occasion since it can inform both the students, and myself, about each others cultures. If done properly, the students will get to learn in an interesting setting, while at the same time gaining knowledge about different cultures.
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