Moment 1: Opening and Contextualization (Estimate: 10 minutes)
Start by greeting the students and introducing the topic of health practices in different cultures. Use a brief introductory question to stimulate interest, such as 'What unique health practices are you aware of from other cultures?' Encourage students to share their thoughts briefly. This sets the stage for the main activities.

Moment 2: Video Presentation and Observation (Estimate: 15 minutes)
Play a selected educational video that showcases various health practices around the world. Ensure that the video has subtitles in English for better comprehension. Instruct students to take notes on specific practices they find interesting or surprising. This will form the basis for discussion in the next section. Observe if students are engaged and note any questions they may have.

Moment 3: Interactive Discussion (Estimate: 15 minutes)
Facilitate a classroom discussion where students share and compare the health practices they noted from the video. Encourage them to think critically about why these practices might differ based on cultural, environmental, or social factors. Allow them to debate the pros and cons of different practices. Suggest questions if the discussion stalls, such as 'How might these practices impact the health outcomes in these cultures?'

Moment 4: Reflective Closing (Estimate: 10 minutes)
Conclude the session by asking students to reflect on what they learned and potentially write down one surprising health practice and what it reveals about the respective culture. Perform a quick formative assessment by asking a few students to share their reflections aloud. This will help gauge their understanding and engagement with the topic.

Strategies for inclusion and accessibility:
Ensure all videos used have subtitles for students with auditory impairments and provide a brief summary or transcript if necessary. Additionally, allow students who may have difficulties with verbal expression to submit their reflections in written form. Encourage a supportive environment where diverse perspectives are valued and ensure all students, including those who may be shy or reserved, have the opportunity to contribute in a way they are comfortable with. If available, leverage assistive technologies to enhance learning, such as speech-to-text applications.

Moment 1: Text Introduction and Contextualization (Estimate: 10 minutes)
Start by introducing the lesson's topic: analyzing health practices through critical reading of texts. Distribute printed copies or digital versions of the selected texts on global health practices. Briefly explain key vocabulary to facilitate understanding. Encourage students to think about how different cultural perspectives on health are portrayed and the factors influencing these perspectives.

Moment 2: Individual Analysis and Note-taking (Estimate: 15 minutes)
Instruct students to read the provided texts individually, focusing on the identification of cultural differences, values, and beliefs about health practices. Encourage them to take brief notes or highlight sections they find intriguing or relevant. Remind them to consider the author’s perspective and any potential biases.

Moment 3: Group Discussion and Exchange of Ideas (Estimate: 15 minutes)
Organize students into small groups to discuss their findings and perspectives. Encourage each group member to share the insights and questions they noted during reading. As the discussion proceeds, walk around and facilitate by posing questions like 'Why might this cultural practice be effective in its context?' or 'How does this text alter your perception of global health?'. Ensure that students consider both commonalities and differences across cultures.

Moment 4: Reflection and Synthesis (Estimate: 10 minutes)
Conclude the lesson with an open floor where a few volunteer groups can share their conclusions with the class. Emphasize the importance of understanding cultural context when analyzing health practices. Conduct a quick formative assessment by asking students to write a short paragraph summarizing their understanding and noting one perspective they found challenging or enlightening.

Strategies for inclusion and accessibility:
For students with reading difficulties or learning disabilities, provide an audio version of the text. Offer extended time for reading and note-taking for those who need it. Encourage students with strong reading skills to support peers who may struggle through peer mentoring. Ensure that the reading materials are provided in accessible formats, including large print or digital files compatible with screen readers. Create a supportive environment that fosters empathy and encourages participation from all students.

Moment 1: Introduction to Argumentative Writing (Estimate: 10 minutes)
Begin by explaining the purpose of argumentative writing and its importance in conveying ideas effectively. Provide clear examples of strong arguments in well-known topics. Distribute a handout that outlines key features of argumentative writing, such as thesis statements, supporting evidence, and counterarguments. Encourage questions for clarification and ensure students understand the focus of the workshop.

Moment 2: Brainstorming and Idea Development (Estimate: 15 minutes)
Guide students in a brainstorming session to generate ideas for their argumentative letters. Allow them to work individually or in pairs. Encourage them to think about current cultural health practices and the global context. Circulate the room, providing feedback and guidance on how to refine their ideas and form a coherent thesis statement. Suggest questions like, 'What is the main point you want your audience to understand?' or 'What evidence supports your claim?'.

Moment 3: Drafting the Argument (Estimate: 15 minutes)
Instruct students to begin drafting the main body of their argumentative letters, focusing on developing their points of view with supporting arguments. Remind them to incorporate operators and modalizers where appropriate. Walk around to offer assistance, suggesting ways to strengthen their arguments or clarify their writing if needed. Encourage the use of digital tools for drafting, which can facilitate editing and organization.

Moment 4: Group Sharing and Feedback (Estimate: 10 minutes)
Organize students into small groups to share their drafts and receive feedback. Emphasize constructive criticism and guide students to focus on the clarity of arguments, relevance of evidence, and overall persuasiveness. Prompt students to offer solutions and alternative perspectives to enhance each other's work. Conclude this moment with a few volunteers sharing key insights and improvements they plan to implement.

Strategies for inclusion and accessibility:
Ensure all students have access to digital devices for drafting, or provide printed materials for those who need them. Facilitate the use of assistive technologies if necessary, such as speech-to-text applications for students with writing difficulties. Encourage peer support through pair work, allowing students to assist each other in brainstorming and drafting. Make sure the classroom environment is conducive to discussion and participation by arranging seating to encourage interaction. Foster a respectful atmosphere where all opinions are valued, and students feel comfortable sharing their ideas.

Moment 1: Review of Drafts and Peer Feedback (Estimate: 15 minutes)
Begin by asking students to review their previously drafted argumentative letters. Allow them five minutes to go through their work individually, making initial notes on any areas they believe could be improved. After this, organize the students into pairs or small groups for peer feedback. Instruct them to exchange letters and provide constructive feedback on elements such as clarity of arguments, use of operators and modalizers, and relevance of evidence. Encourage them to focus on both strengths and areas for improvement. Provide guiding questions like 'Is the thesis statement clear?', 'Are the arguments well-supported?', and 'How could the letter be more persuasive?'.

Moment 2: Individual Revision (Estimate: 15 minutes)
Allow students to return to their seats and revise their drafts based on the feedback received. Ensure they focus on refining their arguments and improving the overall coherence and effectiveness of their letters. Circulate the room to offer assistance, suggesting specific ways to rephrase or better structure their arguments. Encourage the use of digital tools for editing to facilitate the revision process. It's important to remind students to double-check their use of argumentative language and modalizers.

Moment 3: Presentation Preparation (Estimate: 10 minutes)
Instruct students to prepare a brief presentation of their letters. Provide them with guidelines on how to effectively communicate their main arguments, focusing on clarity and engagement. Suggest that they highlight the cultural health practices they analyzed and the central argument of their letter. Allow them to practice individually or in pairs, offering tips on public speaking and organizing their thoughts succinctly.

Moment 4: Presentations and Class Feedback (Estimate: 10 minutes)
Organize a session where students present their revised letters to the class. Limit each presentation to 2-3 minutes to ensure all students have the chance to present. After each presentation, facilitate a short feedback session where the class can provide comments and questions. Guide the feedback to be supportive and constructive, emphasizing the clarity and persuasiveness of the arguments presented. Conclude by summarizing key insights and achievements noted during the presentations.

Strategies for inclusion and accessibility:
Ensure the availability of digital tools for revising and presenting, such as computers or tablets. For students who may be anxious about public speaking, offer the option to present in smaller groups or allow them to record their presentations in advance. Encourage the use of assistive technologies such as text-to-speech or speech-to-text applications for those who may benefit. Foster an inclusive environment by maintaining a balanced pace, allowing additional time where needed, and ensuring all students feel valued and heard during feedback sessions.