Financial Literacy Resource French As a Second Language: Core French Grade 7 UNE JOURNÉE EN VILLE

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1 Connections to Financial Literacy Financial Literacy Resource French As a Second Language: UNE JOURNÉE EN VILLE Although none of the expectations in the French As a Second Language (FSL) curriculum explicitly addresses financial literacy, in each of the strands in the various courses the development of financial literacy can be fostered through both the learning context (e.g., a topic, a lesson, a thematic unit, or an issue related to financial literacy) and materials (e.g., books, websites, media). Students could address issues related to personal finances or economics from different points of view in a debate, panel discussion, role play, speech, listening, speaking, reading and/or writing activities. The goal of this resource is to help students to understand the following financial literacy connections: understanding needs and wants planning personal finances such as budgeting, saving and investing Curriculum Expectations Oral Communication FSL Core French Grade 7 - listen to and talk about short, oral texts in structured and open-ended situations - use language appropriately in a variety of rehearsed, routine, and open-ended situations - respond to oral texts (e.g., express opinions) and connect to personal experience - basic vocabulary (e.g., numbers from 0 to 1000, words associated with shopping) Learning Goals After completing the learning experiences below, students will know, understand and/or be able to: orally name locations in their town/city; orally sell and buy items at stores; orally make and give change; talk about spending habits and how to plan for purchases; talk about options of how to get more money and the implications of each option.

2 Instructional Components and Context Readiness Pre-assess students prior knowledge and capabilities related to: money vocabulary in French in order to make transactions expressions relate to greeting and thanking store customers expressions necessary to make purchases from the purchaser & the sellers point of view quantity amounts une douzaine, un kilo, un litre, etc. question words & how to ask questions Materials Cartes des endroits Play money Cue cards Blank 8.5 X 11 piece of paper Tracking chart Mes dépenses Props for modelling how to make purchases like cash register, name tags, grocery items, etc. (if there is an Early Year`s classroom in the school, it might have the props you would need) Student generated anchor chart of useful expressions Access to computers and internet, if possible Terminology l épicerie la bibliothèque le supermarché le restaurant le café la fromagerie / la crèmerie la poissonnerie la boucherie le théâtre le cinéma la boulangerie la pâtisserie la boutique de vêtements le magasin de chaussures le magasin de sport le magasin d'électronique le marché la librairie le centre commercial la pharmacie le stade la poste le musée la piscine les dépenses / dépenser combien ça coûte? rendre la monnaie payer les achats vendre le vendeur la vendeuse

3 Minds On Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning Connections Explicitly label: Assessment for learning Assessment as learning Assessment of learning Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning TROUVEZ LES ENDROITS EN VILLE Description 1. Photocopy the images of stores and town locations (les cartes des endroits) twice so that there are pairs of each card. 2. Distribute randomly the pairs of cards to the students. 3. Instruct students to wander around the classroom without showing their card to anyone and try to find their matching partner by asking questions about the card. Vous devez poser des questions aux amis pour trouver la carte qui est similaire à la tienne. 4. Brainstorm briefly questions that could be asked. C'est un magasin? Il vend des livres? Il y a des ordinateurs? 5. Tell students that once they find their partner, they will need to orally brainstorm items in French that they would find at their location and that they will need to be prepared to share their ideas with the class. 6. Ask each partnership to share their card and corresponding vocabulary with the class. 7. Post the cards in the classroom and label each one so students can reference them throughout the following activities. When labelling, link the vocabulary to word families and second language reading strategies i.e., poissonnerie il y a le mot poisson dedans, électronique ique =ic en anglais, marché et supermarché, vendre/le vendeur/la vendeuse etc. et les faux amis sur la liste, la librairie qui n'est pas «library»! - some students may need to work in partners with a card and then find another pair to make a group of 4 Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) UNE JOURNÉE EN VILLE Description Using the general information from the previous activity, students will name specific stores and town locations in the city they live or the one which they are most familiar and learn how to make transactions. Assessment for learning 1. Ask students to remember the locations from the first activity and as a class, create a list of specific stores and venues in the closest city. If possible, bring in a map of the city and pictures of the shops and venues. Many cities have websites with this type of information that could be shown to the class. 2. Assign a specific location from the list to a group of 3 students.

4 3. Instruct each group to draw a picture of the location on a 8.5X11 piece of paper and then they will select 6 items that could be bought at their location. 4. Give 6 cue cards to each group on which they will draw each item and write its estimated price rounded to the nearest dollar underneath (drawings should be done quickly as they will be used as a catalyst for conversation only and will not be assessed). 5. Explain to students that they will be setting up shop using the picture of their location and the items that can be bought. 6. Give each shop some play money so they can make change. 7. Explain to students that they will be buying at least one thing from every shop using the money they have and they will keep a record of their purchases using the tracking sheet Mes dépenses. 8. Role-play what a transaction might look like and make an anchor chart of useful expressions that might be needed in order to make a purchase including la politesse. Add props so students can see the difference in the roles i.e., different hats for buyers and sellers, name tags, store shirts, plastic lobster, play money, purse, wallet, cash register, etc. 9. Model how to complete the Mes dépenses table using the lobster example already listed. FAIRE DES ACHATS 10. Have students in each group number themselves off 1, 2 & Give student #1 in every group a random amount of money to spend at each of the shops (ensure that some students have a minimal amount of money while others have a lot more money to spend). 12. Explain that students will be rotating through the shops in a specific order so that there is not more than one student at a shop at a time. 13. Assign students # 2 & #3 the task of making the transactions at their shops for all of the visiting students. 14. Circulate around the shops to ensure that students are speaking in French and using the practiced expressions found on the anchor chart. 15. Monitor when all Students #1 have visited all shops and then give Students #2 some play money like you did in Step # 11 and instruct them to rotate through the shops and purchase items using the given money while Students #1 & #3 will be the shopkeepers. Once all the Students #2 have completed visiting all the shops, Students #3 will follow the same procedure while Students #1 & #2 stay at their shops to make the transactions. -some students may prefer to find pictures on the internet rather than draw them -if possible, allow students to look up the store website so they find specific items and their prices -students may choose to bring in actual items if they have them and label them with a price tag or actually make the items out of boxes, craft materials -consider available space if actual items are being brought in so you may want to assign a box to each group into which all items for the shop must fit -it is important to be strategic when forming groups and if necessary, groups could be larger if students need to rotate in partners -this activity could be extended to include the creation of a website for their store and maybe even incorporating an on-line shopping option

5 Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned UNE AUTRE VISITE EN VILLE Description After role playing making transactions, students will reflect on the activity and think about the value of money and the need for planning for purchases. 1. Have students find someone who had a similar amount of money to spend as them and orally compare purchases. 2. Dialoguing with the same partners or small groups, students will share in French one thing they liked about the activity and one area in which they could improve and how they plan on doing this. 3. Instruct students to find someone who had a different amount of money to spend then them and compare purchases. With the new partner, they will again share in French what they liked about the activity and one area for improvement and how they plan on doing this. Assessment as learning - some students may want to draw their answers rather than respond orally CLASS REFLECTION Teacher will ask the following questions to the class: Teacher Prompt: Comment vas-tu faire tes achats, si tu as une liste d achats et une somme d argent à dépenser en ville? Possible Student Response : Il faut visiter tous les magasins pour avoir une idée de ce je peux acheter. Teacher Prompt: Pourquoi? Possible Student Response : On a seulement un montant spécifique et on ne veut pas tout dépenser sans réfléchir. Il faut planifier les dépenses. Teacher Prompt: Comment vas-tu te débrouiller si tu n as pas assez d argent? Possible Student Response : Je vais m arrêter, réfléchir et me poser la question, «Quels sont mes priorités?». Teacher Prompt: Comment vas-tu décider tes priorités? Possible Student Response : Je vais dresser une liste de mes besoins et mes désirs.

6 LES CARTES DES LIEUX

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8 EXEMPLE MES DÉPENSES MON MONTANT D'ARGENT $ images d'achats magasin prix La poissonerie $ 30 LE TOTAL DE MES ACHATS $