Title Lesson

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
FSL Core French – Grade 10 Academic
FSF 2D
Curriculum Expectations
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
After completing the learning experiences
below, students will know, understand
and/or be able to:



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


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.
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
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 10 Academic – FSF 2D
Instructional Components and Context
Readiness
Materials
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
 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.
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 10 Academic – FSF 2D
Minds On
Connections
 Establishing a positive learning environment
 Connecting to prior learning and/or experiences
 Setting the context for learning
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.
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 10 Academic – FSF 2D
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.
2.
3.
4.
Identifiez les trois formes d'investissement dans ce texte?
Comment est-ce que l'argent accroît dans ce texte?
Pourquoi est-ce que le narrateur a mis l'argent à la banque?
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?
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 10 Academic – FSF 2D
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.
***
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 10 Academic – FSF 2D
Consolidation
 Providing opportunities for consolidation and reflection
 Helping students demonstrate what they have learned
NOTRE OBJECTIF FINANCIER
Assessment of learning
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?
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.
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 10 Academic – FSF 2D