financial literacy resource french as a second language ...€¦ · addresses financial literacy,...

Financial Literacy Resource 2011 - French as a Second Language - Created by OMLTA/AOPLV Ontario Modern Language Teachers' Association - Association ontarienne des professeurs de langues vivantes

Core French – Grade 4

Financial Literacy Resource French As a Second Language: Core French – Grade 4

LES DÉSIRS ET LES BESOINS

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 writing activities. The goal of this resource is to help students to understand the following financial literacy connections:

understanding the difference between needs and wants

planning personal finances and calculating costs

FSL Core French - Grade 4

Curriculum Expectations Learning Goals

Oral Communication - talk about familiar topics, using very simple phrases and

sentences - listen to short, very simple oral texts, and respond to

specific simple questions - ask very simple questions, and ask for repetition to

clarify understanding - use visual and verbal cues to understand what they

hear, following repetition (e.g., gestures, facial expressions, tone of voice)

- basic vocabulary (e.g., words associated with classroom objects, calendar, family)

After completing the learning experiences below, students will know, understand and/or be able to:

know the difference between a need and a want;

talk about their personal needs and wants related to school;

understand the importance of charity and savings;

prepare for events thinking about needs and wants.

Instructional Components and Context

Readiness Pre-assess students’ prior knowledge and capabilities related to: numbers and money some school vocabulary asking and answering questions

Terminology

un désir désirer un besoin avoir besoin le prix / un bon prix / un mauvais prix estimer une estimation

Materials

camping image

cartes : le camping

labels – besoin, désir

cartes : désir and besoin

Internet access if possible and/or old magazines for pictures

paper

cue cards



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

FAIRE DU CAMPING

Description In order to get students thinking about what the really need, present a problem to them where they need to choose the five most important items they need for the event. An example might be, “Tu vas faire du camping tout seul. Dessine les 5 choses les plus importantes que tu vas apporter avec toi.” Teachers may want to use the images on “Cartes : le camping” that are included at the end of this resource in order to give students an idea of what they might choose. Another example might be a sleep over at your best friend’s house, “Tu vas passer le week-end chez ton ami(e). Dessine les 5 choses les plus importantes que tu vas mettre dans ton sac à dos.” However, if neither of these examples is applicable to your students’ experiences then choose another topic (more suggested events can be found to the right in the Connections column). Students will draw the objects only and do not need to label them in French.

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-you may want to choose different topics depending on the students’ experiences and it does not have to be the same event for all of the students – some other experiences might be going on a picnic, going sledding, going to the park, going on a bike riding, going shopping, going to the movies, going skating, going swimming, going to the beach, making snowman -you might want to start with tell me about your favourite activity and then tell me the five most important items for this activity

-students may want to find pictures in magazines or on the internet rather than drawing them

-students with stronger French skills may be asked to label their objects in French, for example, une tente



Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent)

UN BESOIN / UN DÉSIR

Description Having helped students to understand the concept of need and wants, this activity will help them to make a distinction between a need and a desire. Post the words BESOIN and DÉSIR and then use concept attainment to illustrate the difference. Using the attached cards, add each image, one at a time, under the appropriate category. Pause after adding each card to see if students think they know the difference between “besoin” et “désir”. Ensure all students understand the difference before continuing. In partners, students can sort the remaining cards under each category being prepared to justify their decisions. Have cards that don’t really fit into either category and see where students put them. Leave the titles, “besoin” and “désir” up in the classroom for reference and if possible, keep the example images underneath each title.

Assessment for learning

-some students may prefer to work in small groups

-groups who finish earlier may be given cards to make their own examples for each category

Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned

DANS MON SAC À DOS Description In order to reinforce the idea of needs versus wants, the teacher will connect to objects that are familiar in the students’ lives. The teacher will bring in a backpack filled with items that might be necessary on the first day of school. With the class, she will empty the backpack and categorize the items by want or need. Then students will bring in their own backpacks to the class and sort everything in it into the two categories of want or need. This will include examining their lunches to find what items are necessary and what would be considered treats which fall into the category of wants. In partners, students will create two backpacks. The first one will have only the needs for the first day of school and students will estimate the cost of this backpack including the backpack itself. Then they will create a backpack filled with needs and wants that they would desire for the first day of school and they will also estimate the cost of this backpack including the backpack itself. After, they will compare the prices of the two backpacks and will discuss in French how they could save money when purchasing necessities for school. For example, the type of stores, generic versus name brand items, etc.

Assessment as learning -teacher may want to have a few extra backpacks in case there are students who do not have one

-students can draw backpack and its contents or flyers/internet/magazines can be used to find items

-topics could change depending on the time of year: i.e., planning for a birthday, Mother’s or Father’s Day, year-end party, class trip, etc.



CARTES: le camping



CARTES: les besoins et les désirs

UN BESOIN UN DÉSIR



CARTES: les besoins et les désirs

financial literacy resource french as a second language ...€¦ · addresses financial literacy,...

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