Financial Literacy Resource French As a Second Language: Core French Grade 10 Applied FSF 2P LE BILLET DE BANQUE

Transcription

1 Financial Literacy Resource French As a Second Language: Core French Grade 10 Applied FSF 2P LE BILLET DE BANQUE 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: Increasing their awareness about counterfeit Canadian bank notes Recognizing the difference between real and fake bills Learning the necessary steps needed if this situation reveals itself acquiring knowledge in the area of French vocabulary related to Canadian bank notes Curriculum Expectations FSL Core French - Grade 10 Applied FSF 2P Learning Goals Oral Communication - express ideas and opinions in conversations and teacher-guided discussions Speaking - share information and ideas to produce an oral presentation with classmates Listening - respond to spoken text and media works by asking and answering questions and identify the main idea Reading - read and demonstrate an understanding of a variety of simple - demonstrate an understanding of article, short stories, and poems or lyrics - model ideas and formats from their reading to produce written work and oral presentation Writing - express ideas and opinions in short written text - write short texts, choosing vocabulary suit the purpose After completing the learning experiences below, students will know, understand and/or be able to: acquire knowledge in specific areas such counterfeit Canadian bank notes; identify frauds of Canadian bank notes; list the security features on Canadian bank notes; compare a real and fake Canadian bank notes; discuss and infer the end of the story in a group situation; create an awareness message about counterfeit Canadian bank notes.

2 Instructional Components and Context Readiness Pre-assess students prior knowledge and capacities related to: counterfeit bank notes checking on security bank notes handle fake bank notes situation student interest questions students about their needs and wants determine the level of mastery Materials word web - Whole class discussion send-a-problem activity Terminology constater (v.) contaminé (adj.) contrefaçon (nf.) davantage (adv.) détériorer (v.) emballer (v.) envoyer (v.) étiquette (nf.) patron (n.m.) propriétaire (n.m.) remercier (v.) signaler (v.) vérifier (v.) Expressions à temps partiel afin de avec soin ça c'est le comble elle rentre chez elle les éléments de sécurité remettre l'argent un faux billet un sac en toile

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 learning Assessment of Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning La Joconde ou La Mona Lisa Description: Students could discuss designer "knock-offs" or counterfeit paintings, in small group, then share with the whole class. Example: Teacher shows two pictures of La Joconde with a slight variation and the real one. Teacher ask the students if they can spot the difference. Assessment for learning Differentiate Why? Readiness Interests This activity could be repeated to help the students to understand the difference.

4 LA SÉCURITÉ D UN BILLET DE BANQUE Description Brainstorm to introduce checking security features on bank notes Teacher prompt: Discussion whole class Qui produit les billets de banque? Saviez-vous? La Banque du Canada/Bank of Canada a émis ses premiers billets en Cette toute première émission comprenait des coupures de 25 $ et de 500 $. Teacher prompt: Quels problèmes les faux billets posent-ils? Comment pouvez-vous savoir que c'est un faux billet? Quels dont les éléments de sécurité d'un billet? Discuss the security features of bank note: Group activity, for each team, a copy of Annexe 1 (bilingual) "Voici les éléments de sécurité un billet de $ 20". Send-a-Problem Activity: This activity is team work, it is good for team building and class morale. Annexe 2 "Vérification d'un billet de banque": You need six copies, each copy will be either numbered or lettered or a different color of paper so each team's is unique in some way Decide how many teams of three or four you will have Each team gets two sheets (Annexe 1 & 2) and one colored pen/marker. Each team has its own color and writes the names of the team members on it. Give the students time to read and understand the instructions; and get familiar with the activity. Round 1: Each team discusses and make decisions to match the first three security features of the banknote with the items numbered on the picture. Round 2: Have the teams exchange papers with a different team. Looking at the answers, discussing, comparing, and correcting if necessary. They follow the same procedure (discuss and make decision to associate the next three security features of the banknote with the items numbered on the picture). Final 3: Have the team exchange papers with a different team. Looking at all answers, discussing, comparing, and correcting if necessary with a comment (e.g., vocabulary misunderstood, etc) Final Round: Each group gets back its own paper and looks at the answers and correction. Teacher takes it up with the class.

5 Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) ÇA, C'EST LE COMBLE! Description: Reading activity 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. 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. Reading: Teacher might ask students to answer the following questions: Reading strategies in a second language During reading: Differentiate Why? Learning Styles Anxiety levels After reading Assessment as learning 1. Est-ce que le patron d'anita a bien réagi quand il a remarqué le faux billet? Pourquoi? 2. Quels sont les éléments de sécurité d'un billet de $20? $ 10? $ 5? 3. Comment détectez-vous un faux billet de $ 20? 4. Pourquoi est-il important de signaler sans tarder les incidents concernant les billets contrefaits? 5. Que peut-il arriver si on est reconnu coupable de contrefaçon? 6. A votre avis, pensez-vous qu'anita est innocente ou criminelle? Pourquoi? 7. Dans le deuxième paragraphe: "... pour le déposer à la banque..": Qu'est-ce que le mot "le" remplace-t-il? Pourquoi l'auteur a-t-il utilisé le mot "le" masculin singulier dans la phrase? Y-a-t-il d'autres situations similaires dans le texte? Lesquelles? 8. Quel est le synonyme de "un faux billet" dans le texte?

6 Un billet de banque LECTURE Ça, c'est le comble! C'est dimanche après-midi, Anita travaille comme caissière à temps partiel dans un supermarché. C'est une journée calme et magnifique, il n'y a pas beaucoup de clients. D'habitude, elle finit vers 17h, elle vérifie et compte l'argent, elle ferme la caisse et remet l'argent à son patron. Après, elle rentre chez elle pour préparer pour sortir avec ses amies. Bureau du Directeur Le patron d'anita, à son tour, vérifie et compte l'argent pour le déposer à la banque avant qu'il rentre chez lui. Soudain, il remarque un billet bizarre de vingt dollars. Très surpris, il vérifie les éléments de sécurité de ce billet. Il constate que c'est un faux billet. Il sépare le billet contaminé des autres billets et l'emballe avec soin afin d'éviter de le détériore davantage; il le met dans un sac en plastique transparent inviolable; dépose le sac en plastique dans un sac en toile; appose sur le sac en toile une étiquette portant la mention "Billet de banque contaminés", puis il va à la station de police immédiatement pour reporter cette contrefaçon. L'agente de police prend note de tous les détails reportés par le propriétaire du supermarché, elle vérifie le billet, le remercie et l'envoie à la Banque du Canada à Ottawa. Elle appelle Anita et lui demande de la rencontrer. Et l'enquête commence...!!

7 Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned NOTRE PRÉSENTATION Description: Group of 2 or 3 Product: There are times when you will be required to handle cash for job, ticket sales, or fundraising etc. Create a short skit, electronic presentation, brochure, poster, or scrapbook to demonstrate your understanding between real and fake bills and what do you do if you have been handed a counterfeit bill? Formez des groupes de 2 ou 3 personnes. Démontrez: a) comment est-ce que vous distinguez un vrai d'un faux billet? b) Que devrez-vous faire si l'on vous remet un billet contrefait? Choisissez un format de présentation: a) une saynète / un sketch b) une présentation électronique c) une brochure d) une affiche e) un album de photos/dessins f) Interview avec un agent de police 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 short skit, electronic presentation, brochure, poster, or scrapbook) or informal (e.g., an interview) and should be based on learning styles or multiple intelligences.

8 Voici les éléments de sécurité un billet de $ 20 Source: Banque du Canada-Bank of Canada

9 Vérification d'un billet de banque C'est facile à vérifier! Il y a six éléments de sécurité d'un billet de banque. Voici un billet de $ 20, associez les éléments numérotés qui correspond sur le billet avec les instructions ci-dessous. # Élément de sécurité Encre en relief: Touchez la surface du billet pour sentir l'encre sur les épaules du portrait, le gros chiffres et les mots "Banque du Canada Bank of Canada". Image fantôme: Tenez le billet devant une source de lumière et examiner-le. Les traits forment une ligne pleine qui est visible des deux côtés du billet. Chiffe en morceau: Tenez le billet devant une source de lumière et examinez-le. Les motifs irréguliers figurant au recto et au verso du billet forment un chiffre complet qui est visible des deux côtés du billet. Bande métallique: Inclinez le billet. Les chiffres et les feuilles d'érable changent de couleur. Élément ultraviolet: Examinez le billet sous une source de lumière ultraviolette. Assurezvous que les mots "BANQUE DU CANADA - BANK OF CANADA" et le chiffre qui correspond à la valeur de la coupure brillent d'un rouge et d'un jaune mélangés. Des fibres rouges et jaunes sont éparpillés au hasard des deux côtés du billet. Traits: Tenez le billet devant une source de lumière et examinez-le. Les Traits dorment une ligne pleine qui est visible des deux côtés du billet. Inclinez le billet. Les traits passent du doré au vert. Les caractères de petite taille (par exemple CAN 20) correspondent à la valeur du billet.

10 Réponses: ordre # Metallic stripe Tilt the note. The numbers and maple leaves change colour. 2. Ghost image Hold the note up to the light and look through it. A small, ghost-like image of the portrait appears. It is visible from both sides of the note. 3. Dashes Hold the note up to the light and look through it. The dashes form a solid line. It is visible from both sides of the note. Tilt the note. The dashes shift from gold to green. Small characters (e.g., CAN 20) match the note s value. 4. Puzzle number Hold the note up to the light and look through it. Irregular marks on the front and back of the note form a complete number. It is visible from both sides of the note. 5. Raised ink Feel the raised ink on the shoulders of the portrait, the large number, and the words Bank of Canada Banque du Canada. 6. UV feature Look at the note under UV (ultraviolet) light. Check that the text BANK OF CANADA BANQUE DU CANADA and a number matching the note s value glow in interlocking red and yellow. Red and yellow fibbers are scattered on both sides of the note. * * *

11 Maintenant pratiquez et amusez-vous avec un billet de $ 5.

12 Voici les éléments de sécurité un billet de $ Feuilles d érable: Inclinez le billet. Trois feuilles d érable dont l éclat doré passe de pâle à brillant. 2. Chiffre caché: Inclinez légèrement le billet à la hauteur des yeux. Le chiffre «5» ou «10» apparaît. 3. Encre en relief: Touchez la surface du billet pour sentir l encre en relief sur les épaules du portrait, le gros chiffre «5» ou «10» et les mots «Banque du Canada Bank of Canada». 4. Élément ultraviolet: Examinez le billet sous une source de lumière ultraviolette. Les armoiries et les mots FIVE CINQ (ou DIX TEN) et BANQUE DU CANADA BANK OF CANADA, d un bleu fluorescent, se superposent au portrait. Des fibres rouges sont disséminées au hasard des deux côtés du billet. Conseil : Ne vous fiez pas uniquement à cet élément. Vérifiez toujours au moins deux éléments de sécurité. The Canadian Mint has an excellent kit available in French that would work very well this lesson that includes all the security features and some examples.