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Class: This class is a special project  whereby a group of grade 9students from our school meet once a week with a group of students from the Arab sector. This particular lesson is an prologue to our on-going discussion of  the umbrella topic: “gender inequality in our community”. As well, this activity is an introduction to debating skills.

1. Activity: Watch the movie “Hidden Figures” and working in groups of 4-5 ,look for  examples and illustrations of gender bias in the movie.

2. Equipment needed: a computer, an overhead projector, the movie “Hidden Figures” and a follow-up workstencil.

3.Debating Proficiency:  making a claim and supporting opinion with illustration

4. What does this activity teach: this activity teaches the students to build a well -structured speech with clear illustrations and examples which exemplify their claim.

5. Tie –in to the rest of the curriculum: This lesson is a continuation of the unit which began with a lecture and workshop on American History on Slavery and the American Civil War. It continued on to the Jim Crowe laws and Martin Luther King. The movie is shown also as a tribute to the launching of the Israeli spacecraft to the moon.

6. Assessment criteria: Since this class is not for a grade , the assessment criteria will include positive comments  to the whole group, at this point.I will assess the group’s ability to state their claim clearly and bring relevant examples.

7. Why I chose this activity: I chose this activity because this is a topic of interest to both groups of students and this topic is common to both the Jewish and Arab sector. Eventually , I would like to lead a debate on gender bias in their respective communities and come up with a plan of action for each community

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The main goal of this activity is to prepare the students to decide who is a leader by analyzing their speeches.
*A secondary goal can be to prepare the students to think critically on different speeches in order to prepare them later on to write their own speech.
The topic of the activity (presented as a question): Who is a leader?
Terms and vocabulary that will be used in this activity: negative and positive characters, influence, charisma, self expression, inspiration, and rhetoric.
Class organization: group work
HOTs- high order thinking skills: creative thinking, critical thinking, asking questions and problem solving.
Resources: Two or three speeches by prime ministers or other leaders.
The activity- the students watch two videos of two people giving a speech on a similar topic. Then, in groups with a given terms and tools they need to decide according to the speeches who is a leader and write why they think like that using the vocabulary and tools.
Feedback-   After the student present their conclusions the teacher gives each group a feedback.
Why I chose this activity- I chose this activity because I think it is an engaging activity that can prepare the student to write a speech later on. I also think that this kind of activity develops high order thinking skills and it is done in English so it is also beneficial for English lessons.

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1. Goals of the activity

To let students practice building and delivering rebuttals
2. Equipment needed,: cards with arguments on a given topic , projector
3. Debating proficiencies exercised/taught in the activity: Critical thinking, structuring an argument, responding to an argumment.
4. What this activity teaches/exercises:: What a rebuttal is, how to structure and deliver a rebuttal,
5. How this activity will tie into the rest or your curriculum: The motion to be discussed , "This House believes that advertisement is harmful", is related to the topic of the literature unit- advertisement. The students will be asked to relate  in their rebuttalto the story we have studied, thus completing the task for Bridging text and context (required by the literature curriculum)
6. Assessment criteria  (non-graded)

Choice of clash, showing understanding of the topic

Clarity  of ideas, flow - arguments or rebuttals expressed in a logical progression

Structure made clear; flagposting and  (for debate) relating to the other speeches and showing the team-work behind the whole case.

Non-verbal communication

7. Why you chose this activity – according to what criteria? The rebuttal is the most important element in debate: if you can deliver a good rebuttal, it means you understand how an argument is structured and how to do research. It is also an important skill in daily life, and one that many students need to improve.

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לודמילה חסין

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לודמילה חסין

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Goals of the activity:

·         To help students talk about sleep and how it affects our lives

·         To develop students’ communication skills

·         To develop students’ debating skills

Equipment needed:

worksheets, access to internet from the cell-phones

Debating proficiencies exercised in in the activity:

developing pro and con arguments, engagement

The activity teaches to build arguments, to listen to the arguments of the opposing side, express disagreement.

Students will be assessed on how well they developed their arguments (how convincing they were) and how well they reacted to the arguments of the opposing side.

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We will discuss the issue  of :You can’t have a happy family life and a successful career at the same time.
The goal: My (female) students will engage freely in a conversation about family and career in English both with me and their peers.
2. Equipment: a page divided into boxes. In each box there is an opening sentence for a statement for or against family life with a successful career.
3. Debating Proficiencies: Critical thinking as well as supporting an idea with examples and explanations.
4. What does this activity teach? How to start a debate with a correct english, How to listen to each other and how to use critical thinking.
5. How it will tie to the curric'ulum- We have 1 hour a week of "let's Talk"
6. Assessment Criteria- Not necassary

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Debating topic :
School Uniforms
I'll start my lesson Brainstoming the idea of school uniforms.

Objective: Students will identify, research, and represent the pros and cons to having elementary school uniforms in an organized and formal debate setting.
Materials needed: - Resources for the debate: websites, article titles, books, etc.
Procedures: -  This lesson would follow previous lessons on the structure and use of public debates. ** - Introduce students to the ideas and on-going debate about school uniforms. - Ask for student opinions about the issue. - Explain that since we have learned about debates and their uses, we will be conducting a class debate on whether or not school uniforms should be introduced in our school. - Explain that in a debate, you need to have credible sources for your information. That means you can’t just use your own opinion. List sources that they could use: interview the principal, the superintendent, research results from other schools with uniforms, opinion articles from newspapers or magazines, etc. - Split the class up into halves, one side being for school uniforms, the other side being against them. - Give the class time to research this topic, looking for sources that support their side of the argument. Allow about a week of research.
Assessment
- Formative assessment:  Anecdotal records of each student’s involvement in the project.  Students will turn in their research notes that include the citation for the sources they used.
- Summative assessment:  Student feedback initially following the debate.  Students will record what they learned, how they felt, what they would do differently if they could do the project again, etc. in their learning log.

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The debating activity:

Some students suggest that school should start later than 08:30 in the morning.  Agree or disagree? (This house believes that first period should start at 09:30 am)

The goals of the activity are to encourage students think about the pros and cons of starting the first period in school later than 08:30, as it is today.

Within two opposing teams, students would voice out their opinions, make arguments and will have to present them in an organized matter.

Students would practice engagement and rebuttal.

Equipment needed: pens and papers

The assessment criteria are as presented before: level of clarity of speech and level of presentation – engagement, body language/ eye contact.

I chose this activity because many students find it difficult to get to school on time.  Therefore, students can easily relate to the topic.

Students might convince themselves to the conclusion that it is best to start school at 08:30 in the morning, rather than at a later time of the day.

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I will discuss the topic of " Whether the school cafeteria should only serve healthy food".
1. Goal of the activity:
* to practice oral and speaking English skills in debate and in controversial subjects.
*to  motivate students, develop their argumentation strategies.
*to encourage learner autonomy
2.Equipment needed- reading selection that states one of the positions on the debate topic.
3. debating proficiencies exercised/taught in the activity – Supporting opinion with an illustration.
4.What this activity teaches/exercises - Creative debate is a role-playing exercise. Students assume a specific point of view on a topic and debate a controversial topic from this perspective. Creative debates promote both critical thinking and tolerance of opposing views.
5.How this activity will tie into the rest or your curriculum- The speech is in our coursebook so it is part of the curriculum and the students will improve their writing and speaking skills.
6.Assessment criteria-  Assess their performance by using a rubric of presenting a speech and giving feedback about the speaking skills.
7. Why you chose this activity?
I see that students tend to think analytically and express hemselves clearly throgh this kind of speaking activity.

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I will discuss the topic of having a driving license at the age of 14.
| ·         1-     Brainstorming and researching the topic “getting a driving license at the age of 14”. 2-      Having a class discussion about the facts. (Students mentioned positive / negative aspects). 3-     Dividing the class into two teams. 15 students in each groups. 4-     The "proposition" group arguing for the statement “this house would allow getting a driving license at the age of 14” . The "opposition" group arguing against it.    |
| 1.     Each group  worked independently to write down points that would support their argument. 2.     Students could use their personal opinions to guide them, but they should back up their opinions with facts whenever possible. 3.     When finished, students were asked to think about what the other side might argue and how they might address those points (rebuttal). 4.     Three students represented the proposition and another three presented the opposition. One student from the pro side shared points. Then a student from the opp side shared theirs as well. Etc..   |
| 1.     Teachers declared the winning team. (The opposition team) 2.     Students were given feedback about their performance.   |
| Students were asked to choose a side either with or against and write a short paragraph expressing their own personal opinion on the topic.

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I adapted the 4 corners activity presented by another student and adapted it to my 9th grade advanced English curriculum.

1. Goals of the activity – analyze the protagonist in the book “Anthem”

2. Equipment needed – 4 posters, 1 in each corner, “Strongly Agree, Agree, Disagree, Strongly Disagree

3. Debating proficiencies exercised/taught in the activity – Supporting opinion with an illustration

4. What this activity teaches/exercises – Students will be asked the question: “Would you want to be friends with Equality?”  They must each go to the respective corner.  They may change corners if they are effectively persuaded by another student.

5. How this activity will tie into the rest or your curriculum – In requires students to analyze the character’s traits and provide a persuasive argument with an illustration as to why they have selected a particular stance.

6. Assessment criteria (if applicable). I will look at whether or not students provide a relevant and persuasive argument.  I will consider whether students were persuaded to change corners based on other’s arguments.

7. Why you chose this activity?  It actively engages students and requires them to relate the character’s decisions and attributes to their own lives.

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As part of our alternative assessment we have design an ongoing three years program for debate and public speaking in our Mofet international diplomacy class. After an extensive learning and practice of the different components of speech making and delivery, each student was assigned a country that he or she must represent in formal Youth UN Meetings. Each meeting has a main theme which is further divided into sub topics. Students were given the topic about two weeks before the meeting. They had to research the topic, write their speech and practice presenting it.
The main goal of the program to to improve the students level of English proficiency.
The activity teaches independent research and all the elements of public speaking.
The students receive feedback and are being graded according to criteria of content, attention grabber, voice control body language and eye contact. sometimes we do peer assessment as well

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Goals of the activity: speaking

Equipment needed, if any: none

Debating proficiency exercised/taught in the activity: assuming we've gone through initial concepts – making an argument.

What this activity teaches/exercises: the creation of an argument

How this activity will tie into the rest or your curriculum: It will deal with English Literature

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I like to have "mini debates", in which each pair of students is given a statement, and assigned whether they are for or against (ex: Everyone should go to college.). The students have a minute to think about it, and then they have a one-on-one debate, sitting across the table from each other. At the end, the students need to fill out a work page, in which they list two good or interesting ideas they heard from the other side.
Goals: Help students gain fluency expressing and opinion, and improve listening skills.
Equipment: Worksheet, table, two chairs, pencils
This teaches speaking fluently, expressing an opinion, conversation skills.
This activity is great preparation for the oral bagrut.
I chose this activity according to: how engaging and interesting it is to the students, how it helps them exercise and develop skills.

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I teach dovre anglit for bagrut. Module G is always a challenge in particular the composition that is usually an 'opinion' topic. Skills such as the HOTS learned in Module F could also help the students assemble their presentations.
Specifically, I will using the skills taught in this course to teach the students how to construct applicable and valid arguments to enhance their composition skills. They students will be instructed to use advanced grammar, connector words and accurate grammar.
(Don't misread me - debate is an excellent stand alone activity in any English lesson)
An example of a debate I look forward to preparing with my students is "Should school cafeterias serve junk food and snacks with high sugar content?'
I have seen to many students either on a 'sugar high' or a 'junk food low' and their concentration affected to the point of them zoning out of the lesson.
The students would be randomly divided into two groups. They will be allowed to use whatever resources they choose for research. I would explain the rubric and how the final assessment will be made.
They will construct their teams, appoint team leader, and presenters.
It is essential that every student has a task. They are free to decide how to construct their arguments and the points of clash, examples and finally conclusion.
They will have sufficient time to rehearse and polish up their presentations.
When ready, the teams will present and an audience of students and teachers will be invited.
The feedback will always be positive and encouraging. The students must feel that they have given their best and criticism should be limited.

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Activity - divide the class into three groups. Each group will represent the feelings of a resident/ soldier / doctor. They will have a situation where they come across an enemy of the state in critical condition and have to explain how they will act and why.
Goals- Students will get a chance to practice and build a well structured speech using terms taught in class.
Equipment needed - Paper with situation, blank paper, computers and printers with internet and assessment cards.
Debating proficiencies exercised and taught in this activity- Point of clash, claim, examples and conclusion.
Activity teaches the students to build a well structured argument and new vocabulary terms that can be useful in writing as well as spoken activities.
The activity ties into the curriculum of the log which is taught to high school students and gives a great pre reading activity the the story of The Enemy.
Assessment criteria - Rubric will be used assessing their structure of speech argument, examples and conclusion.
I choose this activity because it is a heated topic in the world which my students can relate to and brings them straight into the subject of the story they are about to read. By doing this activity they will feel more connected to the story being taught in class.

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Rena London
Activity- analyzing Martin Luther King Jr.'s speech "I have a dream" and preparing their own speech. 
1. The goal of the activity is to familiarize the students with rhetoric devices such as repetition and analogy. 
2. Equipment needed would be a projector and computer to show the students the speech, as well as copies of the speech for each group. 
3. The students will identify King's claims and the way he supports them.  They will write their own speech using these techniques. 
4. The speech is in our coursebook so it is part of the curriculum and the students will improve their writing and speaking skills. 
6. Students will be assessed on their ability to identify and use rhetoric devices and find the claims and the evidence to support them. 
7. I chose this activity because it is based on a unit in our coursebook and I like to expand on material that is already readily available to the students. I think writing a speech about an issue that they care about is something the students can enjoy. 

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Rena London
Activity- analyzing Martin Luther King Jr.'s speech "I have a dream" and preparing their own speech. 
1. The goal of the activity is to familiarize the students with rhetoric devices such as repetition and analogy. 
2. Equipment needed would be a projector and computer to show the students the speech, as well as copies of the speech for each group. 
3. The students will identify King's claims and the way he supports them.  They will write their own speech using these techniques. 
4. The speech is in our coursebook so it is part of the curriculum and the students will improve their writing and speaking skills. 
6. Students will be assessed on their ability to identify and use rhetoric devices and find the claims and the evidence to support them. 
7. I chose this activity because it is based on a unit in our coursebook and I like to expand on material that is already readily available to the students. I think writing a speech about an issue that they care about is something the students can enjoy. 

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Rula Merai

I would like to have a debate on this topic :
'All citizens who do not vote should pay a fine'.

Rationale: I read an article about voting age and the importance of voting with the eleventh grade 5-point students; this article leads to controversial ideas among students discussing the pros and cons of the necessity and the compulsory duty of every citizen to vote.

Goals: *To practice oral and speaking English skills in debate and in controversial subjects.

*Thinking about the role of each citizen in society in the voting system and the impact that he can lead to.

*To persuade others of our points of view.

*Taking a look at the voting system that is considered as a current critical subject nowadays.

Preperation:

Reading the article in small groups to allow critical understanding of the different opinion mentioned in the article about voting and creating a good environment for discussion the pros and cons of the subject.

Giving the students small cards, pens and paper clips to help them visualize and illustrate their opinion- if they in favour of the topic or a gainst

Students will be asked to present their attitude and show their cards.

Assessment: Assess their performance by using a rubric of presenting a speech and giving feedback about the speaking skills.

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I am teaching a 10th grade Diplomacy group of five boys in a religious school. We attended the Summit Day at the World Press Photo Exhibition. We are now required to hold a Socratic Seminar on the ethics of photojournalism. This is impossible with only five students, so I am contemplating organizing a class debate on the topic as an alternative.

Goals

·         To discuss the various views expressed on the ethics of manipulating photos

·         To rebut and counter arguments of the opposition

·         To convince each other of a different point of view

·         To practice speaking English in a debate setting

Preparation

·         Students will read the various opinions expressed in a specific article ahead of the debate.

·         They will also watch some clips, which have been specified, in preparation for the debate.

·         We will learn together, by explanation and watching clips of Socratic Seminars, how we should have discussed the issue, and discuss why a class debate is better for the number of students in the class.

Equipment

·         Handouts from the Diplomacy course lesson – there is a transcript of what each person interviewed said, in which students can highlight words and phrases.

·         Markers and pen and paper

Proficiencies exercised

Arguing a point, convincing others, listening respectfully to others' views, seeing another's point of view, speaking English in a public setting

How this activity fits in with the rest of the curriculum

It is an alternative activity to the Socratic Seminar. In content and learning objectives, it fits perfectly into the curriculum.

Assessment

The criteria I detailed in my assessment rubric can be used.

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I would like to have a debate on the ‘benefits and detriments of social media.’

Rationale: We read an article about social media in my 11th grade class showing the pros and cons and it lead to an interesting class discussion.

Goals:

1. Learning to look at social media with a critical eye and make their own decisions about using it.

2. Thinking about social media in ways that they might not of thought of before (positive and negative)

3. Listening to different or new perspectives

4. Learning how to counter an argument

Equipment: paper and pencil to write argument as well as to take notes in order to counter others’ arguments.

Assessment; I would use the rubric for creating a speech that I posted on the blog

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Anna Brodsky
1.    Goal of the activity: to get prepared to a class room debating dedicated to a week of a heathy food.

2.    Signs : Strongly Agree, Somewhat Agree, Somewhat Disagree and Strongly Disagree

3.    Practice argumentation

Activity description:

Signs are placed in four corners of a classroom.

• The topic for discussion is: “School cafeteria should serve only healthy food”

• Students have to walk to the corner that best explains about how they feel about the topic and why. Give the groups a few minutes to talk about the topic and write down the reasons for their decision.

• Students have to share their answers with the class.

4.    Improve general communicating skills, help to improve confidence,

encourage listening and thinking skills.

5.    The activity is connected to a school’s week of healthy food.

6.    Criteria: Clashes and arguments

7.    Good argumentation is very important for winning a debate.

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Activity- analyzing Martin Luther King Jr.'s speech "I have a dream" and preparing their own speech.
1. The goal of the activity is to familiarize the students with rhetoric devices such as repetition and analogy.
2. Equipment needed would be a projector and computer to show the students the speech, as well as copies of the speech for each group.
3. The students will identify King's claims and the way he supports them.  They will write their own speech using these techniques.
4. The speech is in our coursebook so it is part of the curriculum and the students will improve their writing and speaking skills.
6. Students will be assessed on their ability to identify and use rhetoric devices and find the claims and the evidence to support them.
7. I chose this activity because it is based on a unit in our coursebook and I like to expand on material that is already readily available to the students. I think writing a speech about an issue that they care about is something the students can enjoy.