Financial Literacy Resource French As a Second Language: Core French Grade 9 Academic FSF 1D ARGENT EN ACTION! Connections to Financial Literacy 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 written activities. The goal of this resource is to help students to understand the following financial literacy connections: planning personal finances such as budgeting and saving developing students skills in decision making in order to plan for the future Curriculum Expectations FSL Core French Grade 9 Academic FSF 1D Learning Goals Oral Communication - express ideas and opinions in short conversations and teacher-guided discussions Listening - listen and respond to short, structured spoken texts; - respond to spoken texts and media works by asking and answering questions and identifying the main ideas; Speaking - speak in French when working in collaborative and exploratory activities - present short dialogues (e.g., based on wordless comic strips, illustrations, photographs); - prepare and give oral presentations on topics under study, incorporating appropriate audio and visual aids. Reading - read and demonstrate an understanding of a variety of simple texts - read a range of simple texts to gather information and to expand their knowledge of the French language; Writing - express ideas and opinions in short written texts; After completing the learning experiences below, students will know, understand and/or be able to: use French banking terminology; open a bank account in French; use a French banking machine; plan future savings and expenses.
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 question words & how to ask questions Terminology argent (n.m.) banque (n.f.) caissier / cassière carnet (n.m.) de chèques client (n.m.) cliente (n.f.) compte (n.m.) compte bancaire compte épargne conseiller (n.m.) conseillère (n.f.) dépenser (v.) dépôt (n.m.) économiser (v.) épargner (v.) facture (n.f.) formulaire (n.m.) guichet (n.m.) automatique (GAB) monnaie (n.f.) numéro (n.m.) d identification personnel (NIP) opération (n.f.) de débit ouvrir (v.) un compte de dépôt personnel retirer (v.) de l'argent de la banque retrait (n.m.) tirelire (n.f.) transaction (n.f.) Definition: Le guichet automatique bancaire un appareil électronique permettant aux clients d'effectuer différentes transactions bancaires. Le budget personnel est un plan des recettes et des dépenses prévisionnelles. Materials access to Internet or downloaded versions of links below http://www.youtube.com/watch?nr=1&v=rfugvpcm 1i0 http://images.desjardins.com/fr/images/flash/demo_gu ichet.html chart paper and markers to make anchor charts Banking pictures BLM whiteboards and dry erase markers Le guichet automatique bancaire ou distributeur de billets (GAB) BLM (abrégé en GAB en français de France) ou guichet automatique en français québécois.
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 DANS UNE BANQUE Description As a class, brainstorm names of banks that they know (i.e., Scotiabank, Montréal, RBC, CIBC, Credit Union, etc.). - some students may need to work in partners with a card and then find another pair to make a group of 4 a) Post the given picture of the bank with letters as labels. b) Orally name the labeled items randomly one at a time and students will write the letter on their whiteboards that they think represents what you have said in French. For example, the teacher would say un caissier and the students would write the letter B but if the teacher said une caissière, the students would write the letter A. c) Have students hold up their whiteboards after each object is named so you can get a sense of comprehension. d) Review and repeat as necessary so students hear this vocabulary multiple times. You may want to ask successful students to take over the role as teacher. Vocabulary for BLM image banque A une caissière B un caissier C une tirelire / économiser D un compte bancaire E une banque F une carte bancaire G un chèque H les dépenses I un carnet de chèques
Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) OUVERTURE DE COMPTE BANCAIRE Description Assessment for learning Play the following video http://www.youtube.com/watch?nr=1&v=rfugvpcm1i0 three times. 1. During the first viewing, have students listen to the conversation to see what is happening. At the end of the viewing, ask students, Teacher prompt: Où est cette dame? À qui parle-t-elle? Qu est-ce qu'elle veut faire? 2. Ask students to watch the video again and this time noting all the words/expressions they know and the ones they could figure out because of the actions. After the viewing, have elbow partners share their lists. As a class, orally share the common words and expressions found. May be write them down on a chart:" Ouverture de compte bancaire". Teacher prompt: Quelles sont les étapes à prendre pour ouvrir un compte bancaire? /Comment ouvre-t-on un compte bancaire? 3. Watch a third time pausing at 5 distinct sections. Section #1 Introductions, Section #2 Remplir un formulaire, Section #3 Montrer une documentation, Section #4 Préparer et signer un contrat, Section #5 Au revoir. (At each section, you might briefly brainstorm what each person might be saying). Students who have weaker competencies in French may be better suited for sections #1 and #5. Some students may need more detailed notes but as much as possible, encourage students to present only using the Anchor Chart as a reference.. If video technology is available, students may want to record their sections and then the teacher could splice them together. Oral activity Divide the class into at least 10 groups and assign a section to each group. There will be 2 groups with the same section. Each group will create an anchor chart of useful words and expressions that they believe might happen between le Conseiller et la Cliente, Camille for their section. Students will post their Anchor Charts and use them as a reference to create an appropriate dialogue for their section. After giving groups time to practice, recreate the video by having one group from each section present in sequence. When they are done, have the other groups present in sequence. After both presentations, orally discuss the similarities and differences of each. Give the link to students so they can log in at home if they want to review the vocabulary.
GUICHET AUTOMATIQUE Description Now that you know how to open an account, how do you access your money? Teacher prompt: Comment peut-on retirer de l'argent de la banque? Pourquoi beaucoup de personnes utilisent le GAB (guichet automatique bancaire). (Answers could include that fact that they are open 24/7, they are found everywhere, you don t have to wait in line, etc.) Teacher prompt: Dans un groupe de trois personnes, discutez: Qu'estce qu'un guichet automatique bancaire? À quoi sert-il? Using the following interactive video http://images.desjardins.com/fr/images/flash/demo_guichet.html, to walk students through the steps of using a bank machine and some the options that are available. Explain what each of the options means (there are pop-up windows that help to guide you in explaining). As you are doing this, students should be recording the information on the attached Le guichet automatique (GAB) BLM and drawing an image that will remind them of the word s meaning.
Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned ARGENT EN ACTION! Description Have students in pairs discuss how to open a bank account and the type of account they would open explaining why it is the best account for them. Encourage students to use the posted Anchor Charts and guichet automatique bancaire GAB vocabulary page. If students already actually have a bank account, have them discuss how they opened the account and the benefits of the type of account they have. Tell students that you will be circulating around the room listening in on the conversations. Create the success criteria by asking them what you will be looking to see and hear. Use the success criteria to create a rubric with the class. Assessment of learning - teacher will circulate around the classroom using the rubric to evaluation students THINKING ABOUT CHOICES With the class: a) talk about last year s Grade 8 Graduation. b) Brainstorm a list of costs that each student might incur (i.e., clothes, meal, transportation, flowers, trip, etc.). Assessment as learning Individually: a) students will estimate the cost of each expense for themselves and then total the overall cost. b) Ask students to imagine that their parents are not able to pay for any of their items. With a partner: a) discuss would they need to change their plans. If not, how would they make the money they need and if yes, where would they make changes. b) How much would they need to save each month in order to pay for all of the graduation costs? c) Did thinking about the total costs make you appreciate your parents more? Why or why not? As a class: Talk about how it is important to plan for the future since you never know what is going to happen and how that sometimes financial circumstances change your plans.
PRATIQUEZ: Tu vas établir un budget personnel pour un objectif de ton choix, par exemple payer une excursion scolaire, indique la période de temps de la réalisation de ton objectif. Quelles sont vos rentrées d'argent? Quelles sont vos dépenses? Quel est le solde? Est-ce que le solde te permettra de réaliser ton objectif? Si non, qu'est-ce que tu va faire? BUDGET PERSONNEL: Objectif/Priorité : Calculer vos rentrés d'argent ------- ------- Calculer vos dépenses Faire le choix: désirs et besoins -------- -------- -------- --------- -------- rentrées _ dépenses = solde Date: de à