Exploring Family Stories

Lesson 4 of 4: Reading and Speaking in L'imparfait

Grade: 10th
Duration: 90 minutes
Class Size: 8 students
Unit: Exploring Family in French

---

Standards Alignment

This lesson aligns with the Common Core State Standards (CCSS) for Languages Other Than English (L.OTE) and English Language Arts (ELA) integration:

• CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• ACTFL World-Readiness Standards for Learning Languages – Communication:
  • Interpersonal Communication (Standard 1.1): Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Interpretive Communication (Standard 1.2): Understand and interpret written and spoken language on a variety of topics.
• CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (adapted for French grammatical structures).

---

Learning Objectives

By the end of this lesson, students will be able to:

• I can read and understand a short text written in L'imparfait about family life.
• I can discuss the text with a partner using L'imparfait and appropriate family vocabulary.
• I can summarize the text orally using complete sentences in L'imparfait.

---

Success Criteria

• Students correctly identify key details from the text relating to family and use L’imparfait verbs accurately when discussing.
• Students engage in pair discussions demonstrating increasing fluency and grammatical accuracy with L’imparfait.
• Students use family vocabulary appropriately within their summaries and conversations.

---

Materials Needed

• Printed short story in L’imparfait describing a typical family’s past routines and relationships (approx. 150-200 words)
• Guided reading question handout (differentiated levels)
• Word banks with common L’imparfait verbs and family vocabulary
• Audio recording of the text (optional for listening reinforcement)
• Whiteboard and markers
• Small cards with verbs in present and imparfait for reference

---

Lesson Structure

1. Warm-up (10 minutes)

• Objective: Activate prior knowledge of L’imparfait and family vocabulary.
• Activity:
  • Teacher writes several common L’imparfait verbs on the board (être, avoir, parler, faire, aller).
  • Students form simple sentences aloud in pairs using these verbs plus family vocabulary (e.g., "Ma mère faisait la cuisine").
  • Quick review of L’imparfait endings (-ais, -ais, -ait, -ions, -iez, -aient) with examples from common verbs.
• Differentiation: Provide verb conjugation charts for struggling learners; ELLs can practice orally with teacher support.

2. Guided Reading (25 minutes)

• Objective: Comprehend short descriptive text about family using L’imparfait.
• Activity:
  • Distribute short text describing a family’s everyday past routines (using L’imparfait).
  • Students read silently and then listen to audio (if available).
  • Students complete a guided question handout: some require written answers, others allow oral responses for fluency. Questions focus on who did what, when, and how often.
  • Teacher circulates, providing support and clarification.
• Differentiation:
  • Struggling readers use annotated text (highlighted tense and vocabulary).
  • ELLs answer some questions orally to scaffold comprehension.

3. Pair Discussion and Speaking Practice (30 minutes)

• Objective: Develop speaking fluency and accuracy using L’imparfait and family vocabulary.
• Activity:
  • Students pair up and take turns summarizing paragraphs from the text in their own words using L’imparfait.
  • Encourage use of vocabulary such as “grand-mère,” “frère,” “jouaient,” “étaient,” etc.
  • Pairs discuss similarities and differences between the family in the text and their own families (using L’imparfait appropriately).
  • Teacher models a brief conversation for fluency and grammatical accuracy before pairs begin.
• Differentiation:
  • Provide sentence starters (e.g., “Quand j’étais petit, ma famille...” / “Dans le texte, la mère faisait...”).
  • Give extra speaking time and simplified prompts to struggling learners.

4. Extension Project Brief & Presentation Preparation (15 minutes)

• Objective: Encourage advanced learners to deepen understanding and public speaking skills.
• Activity:
  • Introduce the extension project: Prepare a 2-minute oral presentation summarizing the text, adding at least 3 new vocabulary words or more complex sentence structures (e.g., subordinate clauses).
  • Advanced learners begin brainstorming ideas and making notes; teacher offers feedback and support.
• Differentiation:
  • Other students start drafting a simple written summary or continue practicing with partners.

5. Closing Reflection and Exit Ticket (10 minutes)

• Objective: Self-assess comprehension and speaking progress.
• Activity:
  • Each student writes or orally states one thing they understand well about L’imparfait and one question or difficulty they still have.
  • Teacher collects this feedback to inform future lessons.

---

Differentiation Strategies

• Struggling readers: Annotated texts, guided questions with multiple-choice and short answers, oral question responses.
• ELL students: Oral language support, use of visuals and word banks, paired speaking to build confidence.
• Advanced learners: Challenge with additional vocabulary, more complex syntax, and oral presentations.

---

Assessment

• Informal formative: Observation during pair discussions, participation and accuracy in warm-up and guided reading questions.
• Summative within lesson: Oral summaries and exit tickets
• Optional for advanced learners: Graded oral presentations next class

---

Teacher Notes & Tips

• Prepare audio recordings in advance or use simple text-to-speech tools for natural pronunciation.
• Encourage students to notice patterns in verb endings and noun gender agreement related to family vocabulary; highlight these on the board.
• For speaking, create a welcoming, low-pressure environment—correct gently and praise use of L’imparfait to build confidence.
• Integrate gestures and visuals to reinforce vocabulary meaning and memorability.
• Foster peer feedback during pair discussions to encourage collaboration and correction.

---

This lesson weaves together reading and speaking skills in an accessible, communicative approach that emphasizes the essential L’imparfait tense within a familiar context. It meets Common Core and ACTFL standards focusing on comprehension, collaboration, grammatical command, and cultural understanding of family life in French.