Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
Connections to Financial Literacy
Financial literacy knowledge and skills addressed and assessed in this lesson:
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understanding needs and wants;
social, ethical and environmental implications of financial decisions;
active citizenship;
understanding the economy;
In this unit, students will reflect upon the social implications of financial decisions. Through reading the core texts,
class discussion and critical analysis students will gain a better understanding of how social class influences financial
decision-making.
Unit: Short Story Study
Lesson Title: Understanding the Implications
of socio-economics on affluence and/or
poverty
Grade 12 English, College Preparation
Curriculum Expectations
Learning Goals
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
Strand: Reading and Literature Studies
Overall Expectation:
1 – read and demonstrate an understanding of a variety of
informational, literary, and graphic texts, using a range of
strategies to construct meaning
2 – recognize a variety of text forms, text features, and
stylistic elements and demonstrate understanding of how
they help communicate meaning
Specific Expectations
1.1 – read a variety of short, contemporary student- and
teacher-selected texts from diverse cultures, identifying
specific purposes for reading
1.3 – identify the most important ideas and supporting details
in texts, including increasingly complex or difficult texts
1.4 – make and explain inferences about texts, including
increasingly complex or difficult texts, supporting their
explanations with well-chosen stated and implied ideas from
the texts
1.5 – extend understanding of texts, including increasingly
complex or difficult texts, by making appropriate and
increasingly rich connections between the ideas in them and
personal knowledge, experience, and insights; other texts;
and the world around them
1.6 – analyse texts in terms of the information, ideas, issues,
or themes they explore, examining how various aspects of the
texts contribute to the presentation or development of these
elements
1.7 – evaluate the effectiveness of texts, including increasingly
complex or difficult texts, using evidence from the text
effectively to support their opinions
1.8 – identify and analyse the perspectives and/or biases
evident in texts, including increasingly complex or difficult
texts, commenting with growing understanding on any
questions they may raise about beliefs, values, identity, and
power
2.1 – identify a variety of characteristics of informational,
literary, and graphic text forms and explain how they help
communicate meaning
2.3 – identify a variety of elements of style in texts, including
increasingly complex or difficult texts, and explain how they
help communicate meaning and enhance the effectiveness of
the texts
4.2 – identify a variety of their skills in listening, speaking,
writing, viewing and representing and explain how the skills
help them read more effectively
Strand: Writing
Overall Expectation:
1 – generate, gather, and organize ideas and information to
write for an intended purpose and audience
2 – draft and revise their writing, using a variety of
informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience
4 – reflect on and identify their strengths as writers, areas for
improvement, and the strategies they found most helpful at
different states in the writing process
Specific Expectations:
1.1 – identify the topic, purpose, and audience for a variety of
Learning Goals:
1.
Students will identify the most important ideas n
the texts, and will make inferences related to the
topic of financial literacy and how issues of social
class and gender affect financial decision-making.
2.
Students will make connections between the social
issues in the text and other texts, such as related
short stories and news articles.
3.
Students will analyse the texts and show their
understanding of the implications of financial
decisions and personal finance planning.
4.
Students will develop opinions on the effectiveness
of the depictions of the theme in the text and will
support their opinions using evidence from the text.
5.
Students will reflect on and identify their own
strengths as readers, areas for improvement, and
the strategies they found most helpful before,
during and after reading.
Success Criteria:
At the end of this unit, students will know, understand and/or
be able to answer and explain the following:
1.
The implications of financial decisions in personal
finance planning, and the social issues that influence
those decisions.
2.
The consequences of good and/or poor financial
decisions.
3.
The effect of gender, power, and social class on
financial decision-making.
4.
How people experience poverty.
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
writing tasks
1.2 – generate, expand, explore, and focus ideas for potential
writing tasks, using a variety of strategies and print,
electronic, and other resources, as appropriate
1.3 – locate and select information to effectively support
ideas for writing, using a variety of strategies and print,
electronic, and other resources, as appropriate
1.4 – identify, sort, and order main ideas and supporting
details for writing tasks, using a variety of strategies and
selecting the organizational pattern best suited to the content
and the purpose for writing
2.5 – explain how their own beliefs, values, and experiences
are revealed in their writing
4.2 – identify a variety of skills they have in listening,
speaking, reading, viewing, and representing, and explain how
these skills help them write more effectively
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
Instructional Components and Context
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
Readiness
Materials
Students need to know the following:
Teacher Requires the following:
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instruction and practice in note-taking
independent reading of the stories – knowledge of
general plot details and thematic focus
completion of Story Frames for selected stories
prior reading of critical literacy questions to
complement the comparison of the stories within the
context of financial literacy
completion of selected critical literacy questions in
journal format
organization into small study groups
Terminology
short story analysis terminology, including: plot,
character, characterization, theme, plot line, inciting
incident, rising action, crisis, resolution
financial terminology, including: poverty, wealth,
wants, needs, money values, budget, expenses,
income, work
1.
2.
3.
Unit Overview – see Appendix A.1
Unit handouts
(a) Appendix B.1: “A Rupee Earned”
(b) Appendix B.2: “A True Money Tree”
(c) Appendix B.3: “Glasses”
(d) Appendix B.4: “Middle class, moral
vacuum”
(e) Appendix C.1: Critical Questions
Writing outlines
(a) Appendix D.1: Story Frames
(b) Appendix E.1: Worksheets for in-class
activity
(c) Appendix F.1: Journal Rubric
Student Requires:
1.
2.
Short Story handouts
Completed Story Frames
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
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
Whole Class
 Direct Instruction: Socratic Dialogue, Guided Exploration
 Cooperative Strategies: Discussion
Groups
 Activity-based Strategy: Think / Pair / Share
 Cooperative Strategy: Discussion
Description
1. Teacher takes attendance and ensures all students are attentive.
2. HOOK: Teacher prompts students with probing Socratic questions
about wealth and poverty in the community described in the short
stories and how this is connected with social class.
3. Teacher asks students to review their notes on the Story Frames
completed previously, and share and retell their most significant
insights with a partner of their choice.
4. Teacher then asks paired students to share their insights with another
pair of students.
assessment as learning
differentiated instruction
(interpersonal
intelligence)
Note:
Story Frames should be completed by students in advance of this lesson
so students will be prepared for the class discussions and presentations.
Overall, this lesson is intended to be part of a short story unit focusing on
a comparison of the four texts, with a culminating writing task scheduled
after the completion of the class discussions described in this lesson plan.
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
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Action!
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Groups
 Activity-based Strategy: Frayer Model
 Cooperative Strategy: Discussion
1. TRANSITION: Teacher distributes the Frayer Model for Thesis
Development (Appendix D) and explains each of the elements.
2. Teacher arranges students in groups of four; each group will select
one of the two folktales and one of the two contemporary pieces for
comparison.
3. Teacher directs students to work in their groups for an allotted period
of time to develop their insights and prepare to present their
conclusions to the class.
4. Students will examine the similarities and differences between the
traditional tales and the contemporary text focusing on the impact of
financial decisions. They will examine the kind of decisions that are
made, who makes the decisions, the context and the consequences
of these decisions.
5. Students will draw conclusions about the depiction of wealth and
poverty in the stories and will present their findings to the class in the
form of a comparison statement.
differentiated instruction
(interpersonal
intelligence)
assessment for and of
learning
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Financial Literacy Lesson Planning Template 2011
Financial Literacy Lesson Plan
ENG4C1 – Grade 12 College English
Prepared for: Ontario Ministry of Education and English Language Arts Network (ELAN)
Consolidation
 Providing opportunities for consolidation and reflection
 Helping students demonstrate what they have learned
Whole Class
 Cooperative Strategies: Gallery Walk
 Activity-Based Strategy: Presentations
Individual
 Metacognition: Journal Reflection
1. TRANSITION: Teacher instructs students to finish their discussions
and post their comparison worksheets around the room.
2. The class will then have an opportunity to walk around the room
(Gallery Walk) to view the worksheets prior to presentations.
3. Each group will then be asked to describe the components of their
worksheet to the rest of the class. They will describe their
conclusions in the form of a thesis statement. Students will also
respond to teacher prompts or questions from the class.
4. Students will then complete a final journal reflection for this part of the
unit, answering the question:
assessment for and of
learning.
assessment of learning
How has your understanding of poverty and wealth changed as a
result of the questions and/or today’s class discussions?
Note:
The worksheets may be left on class bulletin boards as a student resource for
the culminating writing component of the short story study unit.
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Financial Literacy Lesson Planning Template 2011