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6th grade
First I would write on the board 3 words that represent each of the -ed pronunciations. For example:
walked /t/
buzzed /d/
tasted /id/
Then I would ask the students to pronounce each word.
Next I would go word by word and explain the different pronunciation produced by the ending -ed in each word, as in /t/ in walked, /d/ in buzzed, and /id/ in tasted.
This would also be a good opportunity to explain to the students how to tell if the sound of the morpheme -ed is voice or unvoiced by feeling for a vibration in their throat.
Finally, I would give the students a list of words ending in -ed to practice saying out loud, and then categorize between the three different sounds - /t/, /d/, or /id/.

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grade 8
After explaining the spelling rules of adding edת I would write a list of verbs in the past simple and ask the children to read each verb at a time. Listen to the way they read them and correct if needed. Then I would explain the pronounciation of "ed" after /t/ , /d/ because it's the easiest to remember. Then I would explain that some verbs in the past are spelled with /t/ at the end and some with /d/ . I would not get into explaining the voices or unvoiced consonants but I would draw their attention to the fact that pronounciation depends on the consonant that comes before the "ed".

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Grade 4
We would teach regular pass tense verbs. First we would practice the voiced sound (ed ending). Once children unstandardised this, I would teach the unvoiced letters and that the -ed ending says ‘t’. Then they could use quizlet to practice.

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I would teach regular past tense words and then I would focus on one of the sounds like 'ed' because I feel like  this one is a lot easier to understand. I would have them play a game where I put a word on quizlet or wordwall and I would have each student add the right ending sound. Then, would move on to 't' and do the same thing. Then I would have them play a Kahoot and differentiate between 'ed' and 't'.

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6th grade
I would go over the Past Simple and explain students the two different sounds of -ed . I would let them hear a song with a lot of ed in it.After that I will play a matching game where they have to match the sound they hear to the pronunciation . After that I will give them verbs that they have to pronounce and check with them they pronounce them correctly. After that I will give them a worksheet where they have to categorize the past simple verbs in to the sound it gives when it ends with -ed. Finally I will ask students to come with verbs by their selves with ed and let them categorize them.

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6 th grade

First I will explain that in ordinary verbs in the past tense when we add the suffix ed, two sounds can be obtained at the end: d / t. The sounds are affected by the letter that comes before the suffix. I will conduct movement activities in the classroom. I'll bring a ball and two bins to class and place them on the sides of the board. Above each bin I put a sign: ed = t / ed = d. In addition I will make a list of verbs suitable for the activity. I would ask my student to stand in a column. Each pupil read a verb written on the board and listen to the sound. Then he has to hit the ball into the correct bin with the appropriate sign according to what he heard.

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I teach 4th grade so it doesn't really come up. But when I will have to teach it, I would write three different verbs with the "ed" in the end of the word on the board. I would then sound out each word, have the students point out the difference in the three sounds and then teach the rules explicitly. I would then give a list of words and have them write them in a chart according the the correct ending sound.

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First of all I would try and explicitly teach the difference between voiced and voiceless sounds and then get them to play around with this idea. During the next lesson I would review the past tense in English, concentrating on regular verbs which end in -ed. This is something they should already know. Then I would make the link between the two. First of all I would try and illicit the rule from the students, playing around with the idea and leading them to the correct answer if it wasn't clear to them. Then I would teach it explicitly and have the students practice and play around with the idea.

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Most of my students already know how to pronounce words that end with "ed", but still, it is important to explicitly  teach the different sounds since in high school they may encounter new words in advanced texts. First, I would show them the simple verbs with "ed", with different sounds and ask them to read it out loud. I want them to figure out the rules by themselves. Then, I would ask them to actually define the rule, and only then I would explain it, give more examples, and ask them for their own. Finally , I would show them more advanced words and ask them to read them, using the new rules.

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I will start with eliciting from the students verbs with ed, past simple, and will write them on the board. With my weaker classes I will go over past simple rules before we begin this activity.
We will discuss the different sounds they hear, and together we will figure out the possibilities (d/t/ed). We will talk about the voiced and unvoiced sounds and again, try to figure out the rules together. I am planning on using the list we were given as a class activity. They will divide the words according to the sound and we will check their work.

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Since I don't really know to what extent students internalized the spelling and pronunciation rules of "ed" , I would go over the "ed" convention also in the 10th grade. I would teach them the voiced and voiceless sounds and would ask them to categorize the words according to the last grapheme and to put them under the heading "ed", "d" or "t". In a more advanced level, I would ask them to create the activities or tasks, to hand them out to other students and to check the answers.

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After initial explanation and examples I would do it as a classroom activity on the board, and then would make a game out of it. I teach 10-11 grade, so for the most part they already know this (even without always explicitly knowing the rules)

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I teach elementary only so 6th grade. I have never actually given students a rule for pronunciation but just mentioned that there are 3 possible pronunciations. This is their first formal introduction to the past and I have only ever corrected pronunciation without giving a rule. I tend to think that if I decided to teach the rules I would probably write a sorted list on the board and ask students to repeat after me and try to elicit some sort of rule from them. Only afterwards would I explain further.

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I will give the students a list of regular verbs in the past and ask them to add d/ed/ied to each one. Later, I will explain the /ed/ can be read in 3 different ways.
1. When the verb ends with the letters d/t, the ED will be read like in the word bed.
2. when the verb ends with an unvoiced sound which is a labial voice' like in the words : jumped, picked, the Ed will be read as the phoneme T
3.when the verb ends with a voiced sound like in the words: lived,  tried - the Ed will be read as the phoneme D.
Afterwards, I will draw a table on the board and ask the students to sort each verb according to the sound it ends with (t/d/ed).

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Since my students are studying for 3 point bagrut, I start everything from the beginning, assuming that most of them are not familiar with the rules.
I will start by explaining the inflectional morpheme, show a short clip about it and give examples ( stressing the difference in pronunciation)
Next, I would hand out a worksheet, with a list of words, having the students divide them into groups, according to the pronunciation).
Finally we would play a game to go over the material.

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6th Grade

This grade is when I introduce the Past Tense and explain that we add "ed" to the end of a verb when writing in Past Tense.
To explain how to read/pronounce the word with the added "ed" I explain that it says  /d/ or /t/.
If they pronounce the constant at the end of the word then the "ed" will sound like /d/ but if the constant is softer or quiet then the "ed" says /t/.
I would ask the students for a list of verbs together and then categorize them on the board based on voiced and unvoinced ending constants. Once they are categorized on the board, the students then can add their "ed" and read the words together out loud.

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I think I'd possibly first play around with voiced/unvoiced sounds.
Then, I would give a list of regular verbs and ask the students to write them in the past tense.
As we check the work, I would write them on the board in a table according to the sound the "ed" makes each time in order to then show the common denominator.
Since one would assume that the letters "ed" make the ed sound, I would possibly only teach the "irregular" sounds - d + t and their rules, and say that all the rest is as expected.

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6th grade
This is when the kids first study the past tense up close.
At this stage I would probably not differentiate between all three sounds, but focus on the main two sounds: the "t" sound and the "d" sound . I think 6th graders are too young to comprehend the difference between the "d" and the "ed" sound.
I thought that if the verb ends with a צליל שורק (s, sh, ch, x, ce)
or a k,p the ed will make a "t" sound. Otherwise, it is a "d" sound.
I might be wrong or misleading the kids, but I think it works for most verbs.