Title: Official relationships (Marriages, etc) Standards 1.

.2: Students understand and interpret written and spoken language on a variety of topics 2.1: Students demonstrate an understanding of the relationship between practices and perspectives of cultures studied and their own 4.2: Students demonstrate understanding of concept of culture through comparisons of cultures studied and their own Objectives Students will be able to identify the differences between a marriage and a Pacte Civile de Solidarit (un PAC) Students will be able to describe the details of a PAC, as described by French laws Students will be able to express their opinions regarding relationship laws in France Hook Hand out lyrics to Les Vieux Maris by Michel Sardou and have students find different verb tenses we have recently gone over (pass compos, reflexive verbs, conditional) Once students have finished, they will discuss in groups what they think the song will be about. We will then listen to the song together and discuss, as a class, the emotions it evokes. Activities Pass out vocabulary list to students (wedding vocabulary on one side, PAC vocabulary on the other) Have students compare and contrast vocabulary. Are there similarities between the two lists? Pass out article on Marriage. Have students read alone or in groups and discuss the article together. As a group, make comparisons to engagements/marriages in US using a Venn Diagram and vocabulary Watch news clip about les PACs then read the information about un Pacte Civile de Solidarit Discuss with students the similarities to USdo we have something like this? Who can use it? Is it similar or different to what you just learned? Next, we will make another Venn Diagram comparing and contrasting marriage and PACs Next, students will be given character cards, with the description of who they are. They will have a couple minutes to read the information on their card and decide whether they can get married, sign a PAC, or do both. They will then have to present to the class and explain why, using what we have learned in class.

If time permits, students will write a short paragraph elaborating on their card, to be turned into me. They will explain which official relationship they prefer and why.

Assessment Students will be assessed on their understanding during the character card game Students will also hand in their written paragraph to be informally assessed by me Closure I will remind students that at the end of this family life unit, they have to turn in their scrapbook, which follows their life or the life of a fictional person from birth to death.