Financial Literacy Resource French As a Second Language: Core French Grade 10 Academic FSF 2D L INVESTISSEMENT

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1 Financial Literacy Resource French As a Second Language: Core French Grade 10 Academic FSF 2D L INVESTISSEMENT 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: allowing students to understand the many ways to invest money learning a few basic types of investments such as bonds and stocks sharing knowledge and experiences about ways to make money with their own money acquiring new vocabulary in French relating to personal financial planning such as saving and investing Curriculum Expectations FSL Core French Grade 10 Academic FSF 2D Learning Goals Communication - express ideas and opinions in conversations and teacher-guided discussions Speaking - explain personal opinions, and formulate and support judgments, on topics under study Listening - extract main ideas and supporting details from a variety of media works Reading - read and demonstrate an understanding of a variety of texts and simple authentic materials - demonstrate a general understanding of ideas found in articles, short stories - use a range of reading strategies to understand what they read Writing - create short written texts in structured and open-ended situations; - write in a variety of forms - prepare personal notes on information found in a variety of sources After completing the learning experiences below, students will know, understand and/or be able to: acquire knowledge in specific areas such as saving, borrowing, spending and investing; understand the concept of growing money; know various types of investment alternatives available to individuals (e.g., bonds, stocks, mutual funds); be able to explain the purpose of saving and investing; plan personal financial goals: shortterm and long term goals.

2 Instructional Components and Context Readiness Pre-assess students prior knowledge and capabilities related to: types of investment students interest in saving and investing questions students have about finance determining financial goal Materials word map: Finance word map SVAP (ce que je Sais, ce que je Veux savoir, ce que j ai Appris, pour en savoir Plus) Word Splash Terminology action (nf.) actionnaire (n.m.) affaire (nf.) argent (n.m.) banque (nf.) coût (n.m.) dividende (n.m.) économiser (v.) épargner (v.) intérêt (n.m.) investissement (n.m.) obligation (nf.) prêter (v.) rembourser (v.) verser (se) (v.) Expressions argent de poche fait des bénéfices je vous dois mettre de côté mise en place un court terme Stocks are shares in a company. When you invest in a company's stock or buy its shares, you own part of a company. Bonds: Bonds are another word for loans. Dividend: a sum of money, determined by a company's directors, paid to shareholders of a corporation out of earnings.

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 LA MONNAIE ET L INVESTISSEMENT Description Word map: Brainstorm vocabulary related to money. Teacher prompt: Discussion whole class: Comment est-ce que vous obtenez l'argent? Que faites-vous avec l'argent? Comment est-ce qu'on économise l'argent? Chart SVAP: K (in French), V (vocabulary in English they think they'll need or questions); A (information they find: vocabulary words, answers to the questions or reflections); P (they think of resources for learning more on the topic, to get answers to any questions in the A section or to follow up an idea that interested them). Pre-reading: Assessment for learning Differentiate Why? Readiness Interests Teacher prompt: Divisez-vous en deux groupe: Le premier groupe discutera la différence entre "épargner"; " économiser" et "mettre de côté". Le deuxième groupe discutera la différence entre "accroître"; augmenter; "pousser" et "grandir". Puis on partagera vos découvertes. Teacher prompt: Individual Comment est-ce que vous épargnez votre argent? De quelle façon peuton investir l'argent? Pourquoi doit-on investir l'argent? Quelles sont les formes d'investissement? Word Splash: Tell students "How does the money grow? The different types of investment" is the subject of the reading, and have them brainstorm words they would expect to find in the reading, in French first and then in English (and you teach them the French equivalent right then and there). Use the webbing strategy on the board, grouping vocabulary that is related (splash them across the board), and then ask students to see many of these words are actually in the reading. This can be done as a group activity, with the students looking up in the dictionary any words they want to know and don't know yet and making their own Word Splash and then highlighting words from the reading.

4 Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) LES FORMES D INVESTISSEMENT Description: Reading activity - Individual or in group Educated guess: Encourage students to guess! 1. Have students look at the picture and title, then the passage, and then have them highlight all familiar words and look at what's left. Usually, the words they know greatly outnumber the other, and that relaxes them. During reading: Differentiate Why? Learning Styles Anxiety levels 2. Is the word repeated several times in the next few sections? Is the word bold, underlined, italic..? If it seems important, or they are very curious, have them make an educated guess on what it means (and have them write it down so they can refer to it later). 3. Have them think of similar-looking or -sounding words in English, in hopes there might be a cognate. If that fails or has no definitive result, they should then look it up in the dictionary. Then they add it to a list of looked-up words they keep in their folder, and later you have them choose a certain number of those for a vocabulary quiz. After reading Assessment as learning Reading: Teacher might ask students to answer the following questions: 1. Identifiez les trois formes d'investissement dans ce texte? 2. Comment est-ce que l'argent accroît dans ce texte? 3. Pourquoi est-ce que le narrateur a mis l'argent à la banque? 4. Est-ce que le narrateur a-t-il atteint son objectif financier? Comment le savez-vous? 5. Pourquoi est-il important d'investir? Y-a-t il des risques? Expliquez. 6. A ton avis, quand faut-il commencer à investir? Pour quoi? 7. "Il vient d'acheter..." Quel temps de verbe est-ce que le narrateur a utilisé? Comment le forme-t-on? Quand l'utilise-t-on?

5 LECTURE Les différentes formes d investissement On utilisera un exemple pour démontrer les formes d'investissements. Par exemple, imaginez que vous allez commencer un stand de limonade. Vous avez besoin d'un peu d'argent pour faire commencer votre projet. Vous demandez à votre mère de vous prêter $100 et le mettre par écrit sur un morceau de papier : "Je vous dois cent dollars $100 (la reconnaissance) et je vous rembourserai dans un an, plus l'intérêt de 5 %». Votre mère a juste acheté une obligation (la reconnaissance) en prêtant l'argent à votre "compagnie" appelée LIMO. Pour recevoir plus d'argent, vous vendez la moitié de votre compagnie pour $50 à votre meilleur ami Adam. Vous mettez cette transaction en forme écrite : "LIMO délivrera 100 actions. Adam va acheter 50 actions pour $50 (cinquante dollars)». Adam a juste acheté 50 % des actions de stock de LIMO. Il vient d'acheter 50 % des parts de stock de LIMO. Durant l'année, vous vendez de limonade à la valeur de $500. Les affaires sont bonnes. Vos coûts de mise en place du stand sont de 150 $, plus vous vous versez 100 $ pour vos heures de travail. La compagnie fait des bénéfices de $250. Après un an, de cette bénéfice $250, vous remboursez votre mère $100 plus l'intérêt de $5. Vous payez $20 à Adam et vous-même, les actionnaires. Dans les affaires, on appelle $20 payés aux propriétaires un dividende. Vous décidez de mettre l'argent de dividende dans la banque, c'est une opération bancaire, ce qu'on appelle un investissement à court terme. * * *

6 Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned NOTRE OBJECTIF FINANCIER Description: Group of 2 or 3 Product: Create a short written text about your Financial goal (short term goal and long term goal) - Present a new type of investment to the class. Dans un groupe de 2 ou 3 à votre choix: 1. Identifiez votre objectif financier: Court terme puis long terme objectif. 2. Choisissez la forme d'écriture qui vous convient pour écrire en détails: a) Comment allez-vous réaliser cet objectif? b) Quels sont les étapes que vous allez prendre? c) Quelle forme d'investissement choisiriez-vous? d) Quels sont les avantages et les risques? Assessment of learning Differentiated the product involves varying the complexity of the product created by students to demonstrate their level of mastery of the lesson content. Product may be formal (like a composition, report, point forms) or informal (e.g., an interview) and should be based on learning styles or multiple intelligences. 3. A la fin de votre travail, cherchez une autre forme d'investissement qui n'est pas citée dans le texte et présentez votre découverte à la classe.