I agree with Rebecca — great idea! I like to mix things up with in-class moot court arguments and related exercises. In Torts, I generally use a really long, fact-intensive problem from my casebook, assign students to teams to prepare arguments for each side (plaintiff and defendant), and then conduct mock arguments in class. Afterwards, the class breaks up into “juries” of 8-10 to decide the case, and then we discuss both the substantive issues raised in the problem as well as the legal process involved in making a decision. In IP and Cyberlaw courses, I often use actual cases pending before the U.S. Supreme Court or a U.S. Court of Appeals and use the briefs and/or district court opinion plus other filings (EFF often has the documents available, which is really helpful.). The students work on one of three teams, a team representing appellant or appellee, or the judges (which requires leading the discussion in class after oral arguments regarding how to draft an opinion). In some years, students have even drafted opinions and presented them to the class. All of this has worked pretty well, but it is time consuming.