Grade: 11th

Duration: 90 minutes

Class size: 20 students

Subject: French 2 (L'imparfait - The Imperfect Tense)

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Lesson Objectives

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

• I can conjugate and use the most common verbs in the imperfect tense (l’imparfait).
• I can comprehend and analyze a short French text written in l’imparfait.
• I can engage in spoken dialogues using l’imparfait to describe past habitual actions and incomplete past events.
• I can create a simple project demonstrating understanding of l’imparfait with common verbs.

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Common Core State Standards (CCSS) Alignment

Reading

• CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze how specific word choices shape meaning or tone.
• CCSS.ELA-LITERACY.RI.11-12.10: Read and comprehend complex literary and informational texts independently and proficiently.

Speaking & Listening

• CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective.

Language

• CCSS.ELA-LITERACY.L.11-12.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (focus here on appropriate verb tenses).
• CCSS.ELA-LITERACY.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.

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Materials Needed

• Handouts with conjugation charts for l’imparfait verbs
• Reading passage (short narrative in l’imparfait)
• Audio recording of reading passage for pronunciation practice
• Whiteboard and markers
• Project materials (poster paper, markers, optional digital devices)
• Index cards with common verbs in present tense

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Lesson Breakdown

1. Warm-up and Introduction (10 minutes)

• Activity: Quick review of present tense verbs on index cards, eliciting from students the infinitives and current conjugations.
• Purpose: Activate prior knowledge before introducing l’imparfait forms.
• Teacher says: "Today, we are going to travel back in time using l’imparfait – a tense that helps us describe what ‘used to happen’ or ‘was happening’ in the past."
• I can statement: I can recall the present tense forms of common French verbs before learning their imperfect forms.

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2. Direct Instruction: L’imparfait Formation & Key Verbs (20 minutes)

• Present: Explain formation of l’imparfait from the nous form of the present tense, highlighting the removal of -ons and adding imparfait endings (-ais, -ais, -ait, -ions, -iez, -aient).
• Focus verbs: être, avoir, aller, faire, venir, parler, finir, prendre
• Conjugation chart filled out with focus verbs on whiteboard.
• Model: Demonstrate sample sentences comparing present and imperfect:
  • Je parle vs. Je parlais
  • Nous faisons vs. Nous faisions
• I can statement: I can conjugate the most common verbs in l’imparfait with correct endings.
• Success criteria: Accurately form l’imparfait verbs in writing and orally.

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3. Reading Activity (15 minutes)

• Task: Students read a short story passage (~150 words) written primarily in l’imparfait with the focus verbs, for example, describing a childhood memory or daily routine in the past.
• Guided reading: Teacher plays the audio recording as students follow along.
• Comprehension questions (written in French): students answer in pairs, focusing on identifying the use of verbs in the imperfect and meaning within context.
• I can statement: I can understand and analyze a short French text written in l’imparfait.
• Success criteria: Correctly answer all comprehension questions and recognize imperfect verb forms in the text.

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4. Speaking Activity (15 minutes)

• Pair Work: Students interview each other using scripted questions based on imperfect verbs:
  • Quand tu étais petit(e), que faisais-tu le weekend ?
  • Comment était ta maison ?
  • Quelles activités aimais-tu faire ?
• Encourage spontaneous responses and short elaborations.
• Teacher circulates and offers corrections/prompts for more complex sentences.
• I can statement: I can speak about past habits and descriptions using l’imparfait.
• Success criteria: Use three or more imperfect verbs appropriately during the conversation.

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5. Project Introduction and Work Time (20 minutes)

• Project Brief: Create a “My Childhood Memories” poster or digital slideshow using sentences in l’imparfait with at least 10 verbs learned. Students describe habits, routines, or repetitive events from their childhood.
• Examples: Include drawings/photos and write captions/sentences using l’imparfait.
• Differentiation:
  • Struggling learners use sentence starters and word banks of verbs.
  • Advanced learners add complex sentences or short paragraphs incorporating irregular verbs correctly.
• I can statement: I can create a project that communicates past routines using l’imparfait.
• Success criteria: Project contains accurate use of l’imparfait verbs and clear past-tense descriptions.

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6. Wrap-up and Reflection (10 minutes)

• Group sharing: A few volunteers present a sentence or two from their project.
• Class discussion: Reflect on when and why l’imparfait is used.
• Exit ticket: Write one new verb learned today in l’imparfait and use it in a sentence.
• I can statement: I can express past habitual actions using l’imparfait confidently.

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Differentiation Strategies

• Visual learners: Conjugation charts and color-coded verb endings.
• Auditory learners: Audio reading and speaking practice.
• Kinesthetic learners: Engaging with project creation and partner interviews.
• English Language Learners (ELLs): Provide bilingual verb lists and sentence frames.
• Students with IEPs: Modified reading passage with simplified sentences, pair with peer buddy for speaking activity.

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Extension Activities for Advanced Learners

• Write a short personal narrative (150-200 words) about childhood or past habits using a variety of regular and irregular verbs in l’imparfait.
• Research the difference between l’imparfait and passé composé and prepare a mini-presentation for the class.
• Create a comic strip illustrating a historical event entirely in the imperfect tense.

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Teacher Tips

• Continuously encourage students to recognize the nuance between imperfect (ongoing or habitual past) and passé composé (completed past actions).
• Use gestures and timelines to visually anchor concepts of ongoing vs. completed past actions.
• Praise efforts during speaking activities to build confidence in oral French production.

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End of Plan