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

3.    Practice argumentation

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.

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: 

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

·         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

·         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.

·         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

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

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

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

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.

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.

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

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

·         To develop students’ communication skills

·         To develop students’ debating skills

worksheets, access to internet from the cell-phones

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.

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)

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. 

 

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