For other classes, please refer to your handout, and/or per coach assignment. Thank you.

For speech and debate comprehensive class:

Week 5

Quiz *Elementary / Novice Students* (15 minutes):

The students DO NOT need to write down the questions, they just need to write the numbers of the questions and write the answers next to the number that corresponds to the question. 

  1. Have students put everything away except for a blank piece of paper + something to write with. 

  2. Have the students write their name, grade, and date at the top right hand corner of the paper.

  3. Write on the board:

1. What is a resolution?

2. What is affirmative?

3. What is negative? 

4. What is a claim?

5. What is evidence?

6. What is significance?

7. Write a full affirmative or negative argument for the resolution: Spanking should be illegal. 

4. Give the students 10 minutes to write down their answers. 

  • If they look like they have been on task and need more time, give them an extra five minutes.

    5. Prepare to grade their quizzes during the workshop / upcoming activity. 

Quiz *Middle + High School / Advanced* (15 minutes):

The students DO NOT need to write down the questions, they just need to write the numbers of the questions and write the answers next to the number that corresponds to the question. 

  1. Have students put everything away except for a blank piece of paper + something to write with. 

  2. Have the students write their name, grade, and date at the top right hand corner of the paper.

  3. Write on the board:

1. What is a resolution?

2. What is affirmative?

3. What is negative? 

4. What is a claim?

5. What is evidence?

6. What is a warrant?

7. What is backing?

8. What is a counterargument/rebuttal?

9. What is a qualifier?

10. Write a full affirmative or negative argument for the resolution: Spanking should be illegal. 

Lesson - Informative Speaking / Main Point 1:

  1. Tell the students that the next speech we will work in is informative! 

  2. Have students open up their manual to page 15. 

  3. Have students popcorn read aloud the informative speaking structure. 

  • Popcorn reading is where the reader picks the next speaker.

  • Monitor this so every student gets a chance to read aloud to the class.  

  1. Direct the class’s attention to the “background” section of the structure and have the class work together to come up with a background for a topic the students have some knowledge about. 

  • No sources are needed. The purpose of this exercise is to help students recognize how easy info can be. 

Practice - Informative Topic + Main Point 1 Workshop (15 minutes):

Please present this in an excited manner to help encourage students.

  1. Have students brainstorm 3 different informative topics. Give them 5 minutes. 

  • Elementary and middle school students can do any topic, encourage them to do it on a topic they last did a report on or read an informational book / watched a documentary about. 

  • Advanced / high school students will need to do a relevant topic. 

  1. After this, assign a speaking order / accept volunteers. 

  2. Write on the board:

  • What is the topic? (What does it do?)

  • How might the topic be significant for the audience to know about it? 

  • What is good about it? 

  1. Have the students go up to the front and answer these questions about their 3 topics. 

Feedback - Topic Confirmation / Brainstorming (15 minutes): 

Please present this in an excited manner and like the students are getting special help with their speeches. 

  1. Meet with each student (even if it's just for one minute) and help them decide on a topic.

  2. Give the students time to fill in as much information about their topic for the info speech as possible. 

Lesson - SpAr Structure

  1. Have students take out their manuals and turn to page 13.

  2. Lead the students to popcorn read page 13 - 14. 

  3. Periodically ask the class questions to touch base and ensure they understand the structure of SpAr. 

Practice - SpAr Debate +Feedback

  1. Write on the board: Resolution - Spanking should be illegal.

  2. Assign aff/neg + debate opponents.

  3. Give the students 5 minutes to prepare two arguments (one argument can be the same as the one they wrote on their quiz).

  • Advanced students need to adhere to Toulmin’s model (claim, evidence, warrant, backing, counterargument, qualifier).

    4. Have the students debate one-on-one at the front of class.

    5. The rest of class should be listening.

    6. Let the students all engage in asking cross examination questions.


  1. Type up and print out draft of main point 1 of info speech.

  2. Type up and bring out draft of main point 2 of info speech.

Week 4

Week 3

Lesson - Impromptu Examples and Conclusion (10 minutes): 

Please make sure the students are taking notes on the main points. You can just read out the subpoints, but periodically ask the students questions to keep them engaged. 

  1. Topic sentence

  1. Introduce the example to your audience.

  2. What is the name of the book, movie, show, etc.

  3. You want everyone to be able to understand what you are talking about. In order to do this, they need to be on the same page as you. In order to do this, you need to provide a topic sentence to introduce the example to your audience and give them the foundational information.

  4. Ex: SpongeBob SquarePants is a show that follows the adventures of the main character, SpongeBob, and his friends.

  1. Summary

  1. Provide a summary of your example. 

  2. Give the basic details: who, what, when, where, why, and how.

  3. Then provide details about the example that supports your interpretation.

  4. Ex: Spongebob works at a burger restaurant called the Krusty Krab with his boss, Mr. Krabs, and his grumpy co-worker and neighbor, Squidward the squid. SpongeBob is relentlessly optimistic and earnest about everything that he does. You might think this is a good thing, but it actually gets him in a lot of trouble, especially when he is with his best friend, Patrick the sea star. However, SpongeBob does have a lot of friends with many different skills who help him learn from his mistakes and they eventually escape danger.

  1. Tie back to the interpretation

  1. Remember, the interpretation is just what you think the quotation or topic means.

  2. In this part, you want to justify why you chose this example. Prove to the audience why you are right. 

  3. “This relates to the interpretation because…” 

  4. Ex: This relates to the interpretation because while we should mostly try to remain optimistic, blind optimism could actually get us in trouble.

  • Clarify that the actual interpretation might be different in their own speeches. 

IV. One example should be between one minute and one minute fifteen seconds. 

  • After this mini lesson, ask the students what the three parts of an impromptu example are to check in with their information retention. Answer: topic sentence, summary, tie back to interpretation. 

Practice and feedback


  1. Practice Storytelling

  2. Write an impromptu speech notecard for topic: patience

Week 2

Lesson: How to Memorize (10 minutes):

I. Get your script.

II. Cut it down.

i. You want to make sure your speech is cut down to the

correct word count so that you don’t have to memorize more than

you need to.

ii. Storytelling is 5 minutes, so you want your script to be

about 550 words (4 minutes) without the intro.

III. Get to know your story – first level.

i. Familiarize yourself with your script so that you can tell the

general story.

ii. Ex. What happens first? Then what happens? How does

the story end? Who are the main characters?

IV. Get to know your script – second level.

i. Learn more about the details.

ii. Memorize the specific, minor, parts of the story.

V. Memorize it word for word – third level.

i. Now that you have fully familiarized yourself with your story

and script, its time to get super specific.

ii. Memorize it word for word, in order.

iii. Test yourself, if you get the words wrong, go from the very

beginning and start again. Do this until your script is memorized.

Practice: Memorizing Workshop

Lesson: Impromptu Introduction :

I. Hook

a. Tell us a story about the quotation.

b. OR if you really can’t think of something, ask a question to the


c. It’s a good idea to have a few personal stories that you can use for

a wide variety of topics.

II. “This leads me to the quotation/topic I was given today...”

a. Everyone will say these words to introduce your quotation OR topic.

b. What’s the difference between a topic and a quotation? A topic is a

word or a thing. A quotation is something that someone has said before

and will be shown in quotation marks.

III. “I interpret this to mean...”

a. “Interpretation” is just a fancy word for what you think something


b. If you have a quotation, you can rephrase the quotation in your own


c. If you have a topic, tell us what this topic can teach us.

d. Ask the students: What does interpretation mean? Make sure

everyone is on the same page with what an interpretation is.

IV. “This is important because...”

a. This is the thesis.

b. “Thesis” is a fancy word for big idea.

c. Tell us why the interpretation is an important lesson for your

audience to know.

V. We will explore this through the three examples. First, ___,

second, ___, and third, ____.

a. Fill in the blank with just the title of your examples.

b. We will learn about examples in the next camp day

Practice: Death by Impromptu Example

Practice: Impromptu Examples


1. Finish memorizing storytelling

2. Write a full impromptu speech (they will present it at the beginning of class next week).

- Impromptu topic: perseverance

- If they need help with impromtpu, they can refer to the impromptu

speaking structure on page 9.

Week 1

Lesson of the week
Lesson: Speaking with Clarity

I. Project / Speak loud enough for everyone to hear. 

a. Don’t scream 

● Please perform the difference between good voice projection and poor projection, have the students explain why one might be better than the other.

b. Tip: Speak at a volume that the farthest person away from you can easily hear you. 

II. Give good eye contact. 

a. This tells your audience that you are confident and knowledgeable. 

● Please perform the difference between good eye contact and bad eye contact, have the students explain why one might be better than the other. b. Tip: Deliver a single sentence or idea to one person. Don’t stare at one person for your whole speech and don’t sprinkler head / jump your eye contact around too frequently. 

III. Stand straight and strong. 

a. Shoulders back, chin up. b. Don’t sway, we want to look confident! 

● Please perform the difference between good posture and bad posture and have the students explain why one might be better than the other. 

c. When you stand with confidence, this transfers to how you feel about yourself. Someone who feels confident will most likely speak with confidence and clarity!

Speech exercise: Telephone
Practice: Self Introduction

Lesson: Story Arch

Screen Shot 2019-09-08 at 9.22.55 PM.png

I. Exposition 

a. Create a foundation for the story 

b.Think of the 5 W’s: who, what, when, where, why? 

c. You want to get everyone on board with the major details so your audience can better understand your story! 

II. Conflict 

a. Introduce a problem 

b. Foreshadow what could happen in the future, create a simple problem that can get complex later on 

III. Rising action 

a. The conflict has developed to something greater 

b. There can be many points of rising action throughout the story / before the climax 

IV. Climax 

a. Think of a problem explosion! 

b. Remember the things you foreshadowed in the initial conflict? Tie it back here. 


V. Falling action 

a.Things are starting to become resolved 

b. The main characters are starting to do better 

c.Transition into the resolution 

VI. Resolution 

a. Is it a happy ending or a sad ending? 

b. What did the main characters learn? 


● Memorize 3 minutes of your storytelling/ interp script.


How to practice:

It turns out, there is a best way to practice. According to research by Anders Ericsson, you should follow the three F's

  • Focus - Pay attention to the process. Don't worry about having a perfect speech. Pick one skill and work on it.

    • Examples: Time - Is the speech the full length? Organization - Did I have three clear points in my impromptu? Delivery - Was my voice loud enough?

  • Feedback - Find someone to get feedback from

    • Self assessment - Record yourself and watch the video, practice in a mirror

    • Coaches - Upload to us. We will provide expert feedback within a day

    • Friends and family - Practice in front of your mom, dad, brothers, or sisters. Force your friends to watch you.

  • Fix It - Listen to the feedback and focus deeply on correcting the one skill that your coach identifies as the most important to fix.

Suggestions/Examples of Impromptu Examples:

1) The Hulk

Statement: Everyone feels anger and frustration, but how we deal with these feelings is what separates mature people from immature people

Elaboration: In other words, exercising self-control in times of anger is an important skill that people must learn in order to become well-adjusted adults

Example:  For example, the Incredible Hulk is usually a quiet and shy scientist.  However, when he gets upset, he cannot control himself.  He gets into a rage, and he becomes violent and destructive.  Until he can calm himself down, he is a danger to himself and everyone around him.

Illustration: The Incredible Hulk is like an exaggerated version of someone throwing a tantrum and being unable to control anger an emotions.  The creators of this character intentionally made him look like a baby with ripped clothes that resembles a diaper.  The character reminds us that lashing out in anger is an immature and dangerous behavior 

2) Donkey from the movie Shrek

Statement: True friends are hard to come by in life.  The ones that stick by you through thick and thin are the ones who really care

Elaboration: In other words, fake friends might be nice to you when times are happy, but real friends are nice to you when times are tough

Example: For example, Shrek is grumpy and wants to be alone.  Donkey is kind to Shrek even when Shrek is grumpy.  Donkey understands that Shrek is this way because people react negatively to him before they even get to know him.  Donkey wants to be Shrek’s friend regardless of what Shrek looks like.  When times are tough, Donkey stays by Shrek’s side and saves the day.  By the end of the movie Shrek realizes that Donkey has been a true and loyal friend, and they become joined at the hip.  They are forever buddies.

Illustration: Donkey and Shrek are like siblings growing up.  They fight, and they can be grumpy to each other.  But a lot of times your sibling is your first friend and your best friend.  When times are tough and fake friends aren’t there for you, your brothers and sisters will always have your back.

3) Dory from Finding Nemo

Statement: Everyone has strengths and weaknesses in one way or another, but the important thing is to keep trying and not let your limitations prevent you from reaching your goals

Elaboration: In other words, your limitation does not necessarily mean you will fail.  However, giving up is a guarantee for failure.

Example: For example, Dory from the movie Finding Nemo has short term memory loss. It made it difficult for her to complete a task or accomplish a goal.  Despite all this, Dory was always optimistic and she always kept trying.  The moment she finally found Nemo, she didn’t even realize she had accomplished her goal.  If Dory had given up earlier, she would have never made it to Nemo, even if it took her a few minutes to realized she succeeded.  At the end of the day, she was triumphant.

Illustration: The challenges that Dory faced in the movie is like the challenges people with disabilities face every day.  They can reach their goals despite their limitations, but it takes effort and a positive outlook.  Dory could have given up, but she kept trying to remember, and eventually she found Nemo and succeeded.

4) The media

Statement: The search for the truth is one of humanity’s greatest pursuits.  Those who make a career out of testing assumptions, theories, and claims are doing a great service for the community.

Elaboration: In other words, the community benefits from people who seek the truth because knowing is the first step to resolving a problem.

Example:  People in the media serve an important role in investigating issues that affect our lives.  If we know more about what the government, large companies, and foreign nation are doing, the more we are able to prevent these actors from hurting the community or abusing their power.

Illustration: The media’s service to the community is like what doctor’s do for patients.  Doctors gather information to figure out what disease a patient is suffering from.  Only after you have the correct diagnosis can you then pick the right combination of medication, therapy or surgery to make the patient healthy again.

5) Teachers

Statement: A healthy community has productive workers and a population that can live in harmony.

Elaboration: In other words, an investment in teachers is an investment in the future health of a community because teachers give students skills to work and skills to cooperate with others.

Example: Students learn from teachers how to read and how to do math.  They also learn critical thinking skills needed to solve problems and challenges. All of these things are important to succeed in any job.  Teachers help establish good morals and encourage sharing, waiting patiently, and helping others.  People aren’t born with the skills necessary to function in modern society, and without good teachers, we would have a dysfunctional society.

Illustration: Teachers are like community gardeners who tend, water, and nurture baby plants so they will bear fruit that the entire community can enjoy.  Teachers help young people grow so that the community can benefit in the future.

6) Park Rangers

Statement: There are many types of community resources, and each needs a caretaker to protect it.

Elaboration: In other words, if a resource is important, we need people whose job it is to make sure the community uses the resource without destroying it.

Example:  National Parks are not just any community resource – they are so valuable that they are often called National Treasures.  The parks provide space for activities and adventures.  They have forests that give us oxygen, and they have lakes and rivers that give us water.  Park Rangers are needed to make sure fire safety rules are followed, wild animals are not fed, and fragile habitats are protected. 

Illustration: Park Rangers are like parents at a petting zoo.  Children love to play with rabbits and goats, but children can also be too rough with petting.  Sometimes the parents have to step in and set ground rules so kids are gentle and do not hurt the very thing they love so much.

7) The most important invention in your lifetime

Statement: The smartphone is the invention with the greatest impact on the world today

Elaboration: In other words, smartphones have become way more than just a way to communicate with people far away.  It is almost a necessity.

Example:  For example, smart phones have completely changed the way we get our entertainment, the way we get our news, the way we buy things, the way we navigate the roads, and many other things.  Smartphones don’t just impact rich Western countries.  In some poorer countries where computers, technology, and television are not readily available, smart phones are the easiest way for people to access all the knowledge and resources available on the internet.

Illustration: The smartphone is like a gateway to the modern world.  People can use their smartphones for hours and hours everyday because you can do so much with them.  No other invention or device has had a bigger impact on the world than the smart phone.

8) Increased use of robots will benefit society

Statement: Artificial intelligence is actually a threat to humans

Elaboration: In other words, robots are powerful and efficient, and they already threaten our jobs. As robots become smarter, they will threaten our lives.

Example: For example, the use of robots in car manufacturing has led to thousands of lost jobs. Taxi drivers are all about to go out of business because of self-driving cars. Robots such as drones carry weapons and missiles that can destroy an entire city in an instant. What happens if these robots malfunction? What happens when these robots think for themselves and decide humans are the enemy? We have no answers, and that is the scariest part.

Illustration: Artificial intelligence is like a genie in a bottle. It has great potential do good things for people, but if something goes wrong, we cannot control it or put the genie back in the bottle.

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