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After reading "She was Only 16" in Master Class. The students will represent the lawyers at a press conference for an alcohol store owner who let minors purchase booze or a person who bought booze for minors after an incident in which a 16 YOA teen died of alcohol poisoning.

1. Activity Goals: Students will develop and argument and defend it to a hostile audience in order to develop argument formulation, speaking and rebuttal skills.

2. Equipment -- A podium.

3. Debating proficiency -- the ability to write and deliver a basic argument.

4. What this activity teaches: Argument writing and presentation, answering rebuttals and the ability to stand before a hostile crowd.

5. Connection to Curriculum.... Goes to the issue of oral presentation as per the benchmarks and domains of the MOE.

6. This activity was chosen to make the students think from a POV that is different than their own and to address an issue that is relevant to the students lives and teens in Israel.

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  I would like to teach my students how to develop an argument because it  is a crucial skill for today’s learners. Clear thinking requires that you state your claim and support it with concrete, specific facts. This approach appeals to our common sense and rational thinking. I believe that we have to teach our students how to develop a good argument and learn how to support it. Our goal is to teach students this important skill, which concludes several steps.  It is often extremely useful to do some exploratory search and data analysis before you’ve figured out what your argument is going to be. By constructing good argument students also acquire such skills as critical thinking, making choices, reasoning and others. 

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  I would like to teach my students how to develop an argument because it  is a crucial skill for today’s learners. Clear thinking requires that you state your claim and support it with concrete, specific facts. This approach appeals to our common sense and rational thinking. I believe that we have to teach our students how to develop a good argument and learn how to support it. Our goal is to teach students this important skill, which concludes several steps.  It is often extremely useful to do some exploratory search and data analysis before you’ve figured out what your argument is going to be. By constructing good argument students also acquire such skills as critical thinking, making choices, reasoning and others. 

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Elizabeth Muzikovskaya

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Goal of the activity
Practicing public speaking skills in English class-10th grade 4points.
After reading the article ''Weighing the Impact of Super Size Me"" I brainstorm the subject of fast food being harmfulnto our health and the class is devided into 2 groups.One represents the the managers of the fast food chain , another-- the lawyers of 2 obese girls that blame the managers , claiming their food was responsible for their obesity.
The students buld ther speeches- The first one: Is fast food really that bad for you . The opposing team has to reject this belief claiming that you can decrease the damage if you have daily exercise and make healthy choices. The students who haven't participated i the debate can vote and base their answers on clashes and off clashes arguments

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English class - 11th grade, 5 points.
1. Activity goals: Developing speaking skills by oral presentation and research work.
2. Equipment: Computer (Internet access).
3. Debating proficiency: Practicing public speaking in English.
4. What this activity teaches:
ability of researching individually, creating an oral presentation, public speaking, listening comprehension on the part of the students.
5. How this activity ties in with the curriculum: Presentation skills and oral proficiency will help the students to be prepared for Oral Bagrut exam.
6. Assessment criteria: Content, presentation, organization and time.
7. Why I chose this activity: I think this activity is very useful for the students in order to develop their speaking skills in general and  especially as practicing their oral skills before Oral Bagrut Exam. It can make this process easier for the students.

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1.    Activity goals : conducting research and oral presentationin English.

2.    Equipment: access to Internet (computer) + barco (if necessary)

3.    Debating proficiency exercised in this the activity: practicing oral proficiency/ public speaking in English

4.    What this activity teaches: researching a topic online while filtering reliable and unreliable sources, summarizing information into a coherent and logical speech.

5.    How this activity ties in with the curriculum:  oral proficiency and presentation skills - preparation towards Oral Bagrut examination based on a project work done individually or in group.

6.    Assessment criteria:  content, organization, language use (mainly fluency of speech and correct grammatical structures) and time management .

7.    Why I chose this activity: I believe this is a good preparatory activity that allows students to practive their oral presentation skills prior to their Oral Bagrut examination.

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Kamilia Mirjafarov                The Edible Argument – Battle Bars for 6th grade.                   1. Goals of the activity: Students use their writing skills to describe how their group's Snickersare a better buy than another group's Kit Kats, while the other group describes how its Kit Kats are abetter buy than Snickers. Students use examples of price, advertising appeal, ease of consumption,appearance, dangers, nutrition facts, feel, smell, and taste to support their topic.                                                                        2.    Equipment needed:          A. a 20-piece bag (approx.) of Snickers Fun Size candy bars. B. a 20-piece bag (approx.) of Kit Kat Fun Size candy bars.  C. chalkboard or dry erase board and chalk/marker. D.writing utensils and paper.   3. Debating proficiency exercised in this the activity: develop a thesis statement and paragraphs which support that thesis statement using appropriate forms, conventions and styles to communicate ideas and information to an audience.    4.  What this activity teaches / exercises: Creating an argument, explaining it, body language and presentation skills.                                          5. How this activity ties in with the curriculum: Developing thesis and arguments, writing and oral proficiency and presentation skills.                                            6. Assessment criteria: Organization and clarity, use of arguments, use of examples and facts, use of rebuttal and presentation style.                    7. Why I chose this activity: Learning debate in a fun and active way.

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Kamilia Mirjafarov                The Edible Argument – Battle Bars for 6th grade.                   1. Goals of the activity: Students use their writing skills to describe how their group's Snickersare a better buy than another group's Kit Kats, while the other group describes how its Kit Kats are abetter buy than Snickers. Students use examples of price, advertising appeal, ease of consumption,appearance, dangers, nutrition facts, feel, smell, and taste to support their topic.                                                                        2.    Equipment needed:          A. a 20-piece bag (approx.) of Snickers Fun Size candy bars. B. a 20-piece bag (approx.) of Kit Kat Fun Size candy bars.  C. chalkboard or dry erase board and chalk/marker. D.writing utensils and paper.   3. Debating proficiency exercised in this the activity: develop a thesis statement and paragraphs which support that thesis statement using appropriate forms, conventions and styles to communicate ideas and information to an audience.    4.  What this activity teaches / exercises: Creating an argument, explaining it, body language and presentation skills.                                          5. How this activity ties in with the curriculum: Developing thesis and arguments, writing and oral proficiency and presentation skills.                                            6. Assessment criteria: Organization and clarity, use of arguments, use of examples and facts, use of rebuttal and presentation style.                    7. Why I chose this activity: Learning debate in a fun and active way.

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Goal of the activity: Preparation for debate, Debating proficiency: rebuttals
The topic of the debate will be written on the board.  The kids will work in pairs and move around the classroom during the exercise. Several cards with arguments both for and against will be prepared beforehand and distributed among the tables so that each pair has one card.   Student A, after reading the argument, will present it to Student B in his own words. Student B will then rebut it.  They will continue speaking together regarding this argument for 4 minutes, at which time Student B will move to the next table and receive a new card with a new argument.  In this way the students will have different partners and be exercised to argue the topic from both sides of the issue, both For and Against, depending on which card they are given at any time.
4, What this activity teaches: This gives them practice in both developing an argument, seeing both sides of the issue, and developing strong rebuttals that come from an understanding of the issue. They learn to think on their feet, so to speak.
5. How this activity ties into the rest of the curriculum - this activity practices public speaking and encourages building up both for and against arguments for a given issue.
There is no assessment other than active participation.
At the end of the exercise, students could be asked to present in pairs to the rest of the class; or to give feedback on WWW - EBI.

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Teach me something you know / love! 6th grade

1.    Goals of the activity: research, presentation,
public speaking in English.

2.    Equipment needed: books / computer / smart phone for research purposes and / or presenting any relevant objects required for illustrating the chosen topic.

3.    Debating proficiency exercised in this the activity: oral proficiency in English

4.    What this activity teaches / exercises: research, creating a presentation, oral proficiency, public speaking, and listening comprehension on the part of the students.

5.    How this activity ties in with the curriculum:  oral proficiency and presentation skills

6.    Assessment criteria:  content, presentation, organization, language and time.

7.    Why I chose this activity: I want my students to research something they love / care or interests them because they will surely enjoy it and when they do, they make a lot of effort and do their best and so they learn much more in the process.

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Goals of the activity: Practical Problem Based Learning.
Equipment needed: Computer and smart phone
Debating proficiency exercised in this the activity: doing an oral presentation.
What this activity teaches: Ability to do research in English,  conduct a survey, assess the results thereof, write a paper, work in groups, present the work in front of the class.
How this activity ties in with the rest of your curriculum.  Take an issue raised in a piece of literature and make it relevant to our lives.
Assessment criteria: How to write a paper, conduct a survey and read its results , work in a group, meet deadlines and do an oral presentation.
Why you chose this activity- I wanted to make the literature we read relevant to the students' lives.

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Overall Topic: Environmentalism

Overall Curriculum Goal: Students will be able to research and present their opinion about which type of renewable energy or environmental programs we should be investing in to create a more sustainable future.  Students will present this as a panel of experts.

Equipment: Peer assessment rubric and question rubric, computers or smart phones to assist in research, writing implements for students and paper.

Debating proficiencies exercised/taught in the project:

-         Developing an argument

-         Explaining and illustrating an argument

-         Body language and presentation skills

One activity within this unit:

Exercise in  developing an argument- using questions:

After choosing the type of renewable energy or environmental project students think we should invest in, they will write their contention at the top of a page.

In groups of 5-6 students will rotate their pages amongst the group.  The students all write a question under the contention, such as ‘Why is nuclear power a cleaner and efficient energy source?’ or ‘what are some of the dangers associated with nuclear power plants?’

At the end of this each student has some time to think about how they could respond to these questions.  They will write their responses and then orally present them to the small group.  This will allow the students to develop their ideas around their chosen topic a little more, and thus further develop their arguments by asking and answering questions.  They will also start acclimatising to speaking about their topic to a smaller audience.

Assessment:  Students will be assessed on the questions they ask – are they on topic (clash)?  They will also peer assess.  When a student answers the question they asked they will fill in a feedback form on whether the question was answered fully and logically.

Rationale: I chose this activity as I believe that it will help students to develop their own thinking and explore thier topic.  It also encourages team work and some smaller speaking activities which will be useful in preparing for the final task.

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Hot air Balloon Debate 6th Grade
1. The goals
Present in English
Research the character that
they are representing in depth.
State their case  in a convincing
manner and convice us why they shouldnt be thrown off a hot air balloon
2. Equipment Needed
Telephones or computers for
research
3 . Debating Proficiencies
Fluencey in speech
Strong Arguments
4. This activity teaches students
the importance of filtering
information, the importance
of choosing the right arguments
performing  and fluencey .
5. This is an assignment that was
given to them after they learned
about famous people in the past
and their contribution to society.
such as Marie Curie and Florence  Nightingale etc.
6. Criteria for assesment is
Research, time, presentation
and personal style.
7. I wanted the students to push
their learning outside the box
and think about who they they
think made an impact in society
and why and to see if they
believed in it enough to be able
to fight a case for them.

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Exploring characters in a short story
1: The goals:
- presenting in English
- expanding on a literature text
- making connections between bits of information and own thoughs
2: Equipment:
- a speech written on a paper
- accessories that the students find relevant for "their" character
3: no debating proficiency needed
4: it teaches/exercises presentation skills such as performing a text, speaking confidently. fluency in the English language
5: It is the post reading assignment of a Literature text studied in class
6: Criteria for the assessment:
- content (possible connection between the envisioned expansion and the literary text, level of creativity)
- delivery (voice, fluency, speaking without reading off the page, body language, eye contact)
7: I want the students to enjoy the fruits of their hard work: to finally produce a creative piece of work after the long period of reading, analyzing and controlled writing activities. And also to promote the development of critical thinking skills as well as to boost their performance skills.

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English class - 5 pts. 10th grade
Black History Week - each student has to choose and present in a creative way an event, a movement or a person which/who is connected to the topic.
1. The goals:
- making a presentation in English
- making a research in English
- being creative and thinking outside of the box
2. Equipment: projector, Internet, and whatever the students come up with and provide...
3. Debating proficiencies - none
4. Curriculum - Expressing opinion and topics related to texts read in class
5.  Criteria for the assessment - content and organization, language, creativity, presentation, meeting a deadline.
6. The reason I chose this activity - it's a bridging activity for the story we read in class (The Test by Angelica Gibbs) and pre-reading activity for the poem As I Grew Older by Langston Hughes.

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Native English Speakers Class 9th Grade
Animal Farm
Each pupil was given a topic to research based on the book and had one minute to present to the class.
Goals of the Activity: To extend the general knowledge of the pupils about the Russian Revolution and how it connects to Animal Farm.
Equipment Needed - Nothing
Debating Proficiencies exercised/taught in the project:
Active listening  - One person presents and the rest of the class have to take notes about what was said.
Body Language - posture and stance, Eye contact with the audience.
Recognizing the main points: Only a minute is given to talk about very big topics. This makes it even more important for the speakers to make their speeches relevant and to the point.
What This Activity Teaches: the art of being succinct and the art of listening.
How this activity ties into the rest of the curriculum: the presentations enable the class to extend their general knowledge through literature. They become aware of new vocabulary and a strong emphasis is placed on oral skills.
Assessment Criteria: students are assessed on the relevance of the information they present and how they present it. They can not use  powerpoint, nor can they read off a page. A rubric will be provided before the assessment.
Rationale: I chose this activity as firstly there are a lot of unclear references in Animal Farm that require further investigation. Pupils have a lot to learn from this book and I prefer they learn from each other, rather than from the teacher.

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Diplomacy - presenting a poster
In Diplomacy, 11th grade, students must make a poster presenting a world crisis and a company/person working towards solving this crisis.
(This will be further developed in the final assignment)
This asssignment is to develop their ability of SEET (or SEXC) - statement, explanation, example, tie together

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A song presentation
1.      The goals of the activity-

a.      A way to express oneself in English.

b.      This task allows the student to choose and express his/her desires.

c.      Perorm a presentation.

2.      The student should bring handouts with information for his audience. A computer and a loudspeaker.

3.      It’s a speaking activity so the main factor is to develop a proficiency of speaking English using proper language, doing a research (about a song, the writer, the performers etc.) and having the basic ability of standing and talking in front of an audience.

4.      The activity works on the four domains of the new curriculum.

5.      Once a week each student present to the class – part of the four domains of the new curriculum.

6.      The student will get a rubric before he/she starts to work.

7.      I wanted them to learn and enjoy altogether.

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 Orit Nachmias-                         A rebuttal gameA quick game of rebuttal will give students an opportunity to practice making rebuttals and thinking quickly.  To begin with you split the students into pairs. They sit opposite to each other. Each pair gets cards with different motions written on. They chose one motion randomly for example "Banning cell phones in school" then one of the students makes an a statement for, such as "Cell phones are very disruptive during class "and the other immediately disagrees, for example "cell phones are practical tool in class for example in case you need to search for information and more". Then the first student disagrees back-the winner is the person who keeps the longest. Set a time limit for each rebuttal, perhaps 15 seconds to a minute. My aim is to teach/ practice the skill of rebuttal.The equipment I need is preparing different motions on cards at least 10.I think rebuttal is a way to express ourselves better and be persuasive. It is needed in the curriculum in any topic that deals with having different perspective and critical thinking. For example in the poem grandmother we see two different perspectives.Assessment criteria would include students' active participation, convincing arguments and delivery.I chose this activity since I want students to practice critical thinking.

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 Orit Nachmias-                         A rebuttal gameA quick game of rebuttal will give students an opportunity to practice making rebuttals and thinking quickly.  To begin with you split the students into pairs. They sit opposite to each other. Each pair gets cards with different motions written on. They chose one motion randomly for example "Banning cell phones in school" then one of the students makes an a statement for, such as "Cell phones are very disruptive during class "and the other immediately disagrees, for example "cell phones are practical tool in class for example in case you need to search for information and more". Then the first student disagrees back-the winner is the person who keeps the longest. Set a time limit for each rebuttal, perhaps 15 seconds to a minute. My aim is to teach/ practice the skill of rebuttal.The equipment I need is preparing different motions on cards at least 10.I think rebuttal is a way to express ourselves better and be persuasive. It is needed in the curriculum in any topic that deals with having different perspective and critical thinking. For example in the poem grandmother we see two different perspectives.Assessment criteria would include students' active participation, convincing arguments and delivery.I chose this activity since I want students to practice critical thinking.

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Boaz Falk                                                                                     Two of the things that we are working on this year in 8th grade are 1) to understand how the author of a story builds his message 2)to  to use examples from the story to support their answers to question about it.

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Boaz Falk                                                                                     Two of the things that we are working on this year in 8th grade are 1) to understand how the author of a story builds his message 2)to  to use examples from the story to support their answers to question about it.

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Activity
1. Ask the class what they think the message of a story is.
2. Divide them into groups based upon their answers.
3. Have each group prepare and present reasons, with examples from the story, for their point of view.
4. Allow each group to have one member rebutt another group.
Assessment through individual reflection.
As a class, we could afterwards use this as an introduction into debating.

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Speeches
I would teach the students the terms:ethos, logos and pathos and demonstrate them in famous speeches. Then I will ask them to research a social problem they feel needs attention and change. They will have to work on presenting the issue in a well developed speech - using the above rethorical criteria. Students will be assessed both by their peers and the teacher, listening to them and making sure all components are there. In additon, speeches will be graded with the following criteria too: development of ideas through illustrations and adequate body language. Students will be notified in advance about the crieria.

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Basic Introductory Debate for the Masses
1. Goal- to give a basic idea of the structure of debating and to have an informal exchange where everyone gets a chance to speak.
2. Equipement- a large classroom and standard classroom tools.
3. Debating proficiences- none
4. What the activitiy teachers- basic format of affimative vs negative argument .
5. How does it tie into the curriculum- practice speaking passionately, with an argument and under pressure- with minimal time to prepare.
6. Criteria to measure are fluency- accuracy of the language and content.
7. Why this activity- everyone has to speak.

In the exercise you start by dividing the class in half, affirmative and negative, them - then you divide the group in half again into second affirmative and second negative. Each person has his/her counter part. Give all groups a univeral topic such as This house believes single sex schools are good for education and away you go.
The debate runs
a. Affirmative group 1. Then Negative group- 1
b. Affimative group 2 which will answer Negative group 1 and finally Negative group 2 which will answer Affimative group 2.
Each group will help the speakers identify the points/arguments made by the number counter part.

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Victoria Oleshko                   Persuasive Speeches

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Victoria Oleshko                   Persuasive Speeches

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I would ask students to present the topic, giving the speech and trying to persuade the classmates that the topic is the most important one to be discussed.
The goal is to practice speaking in front of the class,  research proper arguments and illustrations in order to convince the audience, present the speech in the class using correct language and intonation.
After voting the best topic will be chosen in order to have debates in the class. The rubrics will be presented in advance.

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Speaking is an essential part of any language class.In order to practice speaking in front of the audience one should first know what he wants to speak about.
So,the first step will be to choose an interesting topic and to research it.
Each student will individually research a chosen topic at home and prepare it for the presentation.
No special equipment is needed for this activity.
Rubrics of assessment are presented in advance so that each student will know what he should do in order to meet my expectations.
This activity can take place once a week during the whole school year.

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I would use speeches to practice opinion essay structure, and to practice for the oral bagrut.
I would assign opinion essays to the students in pairs, each one in a pair to write the opposite opinion. The students would present one after the other with their opposing partner, and the class would vote on who won. This would be done without rebuttal, to show the students the importance of structure and logical reasoning in their essay writing.
The students would need pen, paper, and the front of the classroom to present.
The activity is meant to help students hone their essay writing skills, especially in formulating logical and intelligent arguments. This assignment will also help students practice speaking in front of an audience.
It fits into the curriculum alongside opinion writing.
I would grade this activity in class, with a rubric in hand that I fill in as they speak and they would finish their presentation with a grade immediatly.

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Opinion Speeches
1. The goal of this activity is to have students write a short opinion on one of five or six topics, using research to develop their points
2. Apart from normal classroom equipment (chairs, table, paper, pen, access to phone or internet at home or in school) no additional material is required.
3) This activity is designed to develop the proficiency of illustrating a point.
4) It will fit into the curriculum of expressing opinion and topics will relate to texts or stories read in the class. They will also have to incorporate new vocabulary words.
5) The assessment for this activity will be student feedback. I envision students presenting speeches in small groups based on their topic selection, so that feedback can improve both content and delivery.
6) I chose this activity because I am working on opinion writing in the class, so the idea is fresh in my mind.

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After teaching "An Inspector Calls" it is fun to hold a court case debating which character was to blame for the death of Eva Smith.
Goals of the activity; to review the events of the play, to practise speaking and debating.
Equipment; None. The judge could have a wig and hammer.
Debating proficiencies exercised/taught in the activity; How to write and present an argument. The lawyers will need to ask questions and make rebuttals.
What this activity teaches/exercises; The rules of a court case, how to make fair judgements.
How this activity will tie into the rest or your curriculum; This could be assessed as a post-reading activity for the play.
Assessment criteria; According to the Module F rubric for post-reading activities.
Why you chose this activity – according to what criteria? This activity is fun, it helps students understand the play fully and brings it to life. It allows students to role-play and gives them an opportunity to debate.

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A Town Hall Meeting (Speaking Activity)                  1.Goals of the activity:  to research and build the arguments of role-play positions of community members in a forum.               2.Equipment needed: computers, access to the Internet, desks or chairs for a panel of speakers in front of the room.                                 3.Debating proficiencies exercised/taught in the activity: The pupils will read and watch high-level sources and build arguments using the SEET format.                            4.What this activity teaches/exercises: The pupils will have the opportunity to explore the pros and cons of English as the global language.                                5.How this activity will tie into the rest of your curriculum: the pupils will represent diverse community members in a forum designed to let them share their perspectives on a topic of concern and discuss possible solutions and recommendations, thus they could practice oral speech and debating skills.                        6.Assessment Criteria will include the pupils' active participation, convincing arguments by referring to the relevant texts, being tolerant of different opinions, speaking clearly and concisely.               7.I've chosen this activity since it provides a good opportunity to involve the pupils into the research, practicing on building arguments and participating in debates in a very engaging way.                                   Elena Even-Simkin

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A Town Hall Meeting (Speaking Activity)                  1.Goals of the activity:  to research and build the arguments of role-play positions of community members in a forum.               2.Equipment needed: computers, access to the Internet, desks or chairs for a panel of speakers in front of the room.                                 3.Debating proficiencies exercised/taught in the activity: The pupils will read and watch high-level sources and build arguments using the SEET format.                            4.What this activity teaches/exercises: The pupils will have the opportunity to explore the pros and cons of English as the global language.                                5.How this activity will tie into the rest of your curriculum: the pupils will represent diverse community members in a forum designed to let them share their perspectives on a topic of concern and discuss possible solutions and recommendations, thus they could practice oral speech and debating skills.                        6.Assessment Criteria will include the pupils' active participation, convincing arguments by referring to the relevant texts, being tolerant of different opinions, speaking clearly and concisely.               7.I've chosen this activity since it provides a good opportunity to involve the pupils into the research, practicing on building arguments and participating in debates in a very engaging way.                                   Elena Even-Simkin

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A debate assigns to my 5 points, 11th-grade class:Should the religious youth movement of Bnei Akiva separate boys and girls?

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A debate assigns to my 5 points, 11th-grade class:Should the religious youth movement of Bnei Akiva separate boys and girls?

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Dafna Pinhas

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I would want an activity to teach them how to be on clash.  In the Diplomacy megama, there is an activity where students have to debate the motion of a curfew.  In the activity, two are parents and the rest of the class are the teens.  The teens make their points and the teachers writes the points down.  The parents then have 5 minutes to respond to the exact points (hence - clash).  While doing this, the students write down the points mentioned they felt were important to discuss.  Afterwards, they looked at which points they agreed on - hence the notion of clash.  The points they all agreed on and dealt with - were clash points.

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Have each student in the classroom choose one idea or issue which is really important to them. Have them decide whether it is better to give on a speech on the topic or have a debate and have them run it.
1. Goal to have the students pick a topic that means something to them and therefore they will more likely be more motivated to really work towards the end goal of being able to debate.
2. No special equipment needed.
3. How to effectively research a project and decide which points are the critical clash points on which to focus.
4. This practices various skills taught through out the course of our classes.
5. It will tie in by coming at the end of a unit and need the vocabulary learned in said unit.
6. Criteria for assessment: effort, participation, fulfillment of given requirements, showing respect to opposing view, rebuttal, etc.
7. It is a great active way to engage them at the end of a given unit