Reflection of Multi-Cultural Unit/Lesson Plan

In the lesson plan, there are multiple different colour of highlighted words. This is what the mean
____=Old information in the unit that supports a Multiple cultural plan
____=Newly added information that is added to support the unit plan but it is not based on multi-culturalism. This is to support the rubric
items from assignment 3 as well as rubric items that were added that are not connected to multi-culturalism
____=Newly added information that is directly added to add a multi-culturalism unit/lesson plan to create a better overall lesson plan

The next section will be evidence of all the rubric items for assignment for
Rubric items 1,2,4 (lesson plan specific)
Looking at the lesson plan I have constructed for this assignment, the quality of clarity of the lesson as improved. The lesson directly focus on
the Saskatchewan curriculum by focusing on investment portfolios. The lesson is set up to move the students from being learners to knower
by first teaching them how to deal with investment portfolios, using prior knowledge, and then allowing them to create an investment
portfolio question, which shows they understand and know the concept. This is the learning objective of this lesson, to use all knowledge
learned so far and let the students combine and use all of it. This will then shift their status from learning to knowing which will be important
for the midterm assignment. The lesson plan also is easily usable as it has all questions and concepts described in detail. This will allow any
teacher or sub to successfully teach he lesson with reason.

Rubric items 3,5,6, 12, 15, 16 (Applies to both lesson and unit plans)
As seen by my unit plan, section 3, I clearly outline the strategies I am striving to use in each lesson that is incorporated in my unit plan. I
have examples of student based, inquiry based, teacher based and combinations of all three through-out my unit. The lesson plan shows an
example of a combination of teacher and inquiry based learning. Another thing that is clear is the ability to use the different kinds of
questioning within my unit plans. I have added the main type of questions that will be used in each lesson to support the type of learning the
lesson is trying the emphasis. An example of using multiple questions is shown in the lesson as it switches from teacher based learning to a
more inquiry based learning.

The creation of content is also vital to creating and exciting inquiry based class. The students will be creating their own person investment
portfolios which will make the content interesting and engaging through-out the unit. It will keep the content relevant to the students as well
as by creating their own investment portfolios it will show knowledge and increase their mathematic language. They will be required to use
proper mathematics terms to describe their investment portfolio. This will allow for growth in mathematics language which is usually
struggled with by most students. This can also be used in the assignment portion of the lesson and the unit. Formative assessment can be
administered during the teacher based questions during the lesson. The summative of the lesson can be done with the short example that
students will create at the end of the lesson and this summative assessment can be built upon during the midterm project that is right after this
lesson in the unit plan. This shows a great example of using both kinds of assessment as well as using the assessment to grow the students to
successfully achieve a higher quality of work in later assessment.

11,14,17, 18, 19, 20 (differentiation/ unit plan focused)

Having a multicultural lesson plan as well as having the ability to adapt and differentiate inside the classroom is vital while teaching. In
this unit plan, I have given specific adaption for learners within my class. I have strengthened my adaption as well as more ideas for
possible adaption came to mind. I also added a multi-cultural aspect to my unit which will allow for a person connection between the
content as the teacher, as well as a chance for the teacher to gain knowledge of students background. This will allow for a more
collaborative classroom where both teacher and student work towards learning the knowledge and overall will create a better
atmosphere for learning. This adds to a unit plan this is still heavily focused on the outcomes and indicators listed in the foundations 30
curricula. It allows for a combination of formative and summative assessment that will correctly judge understanding of the outcomes
of the subject while giving the students the change to show a bit of themselves within the unit. This will all come together in the final
project of the unit where they will be able to test their knowledge of the entire unit by adding to there midterm project. This will also
allow them to test their math abilities in the final project to better prepare them for the unit test.