Speech and Debate Curriculum Part 2.pdf

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ACTIVE LISTENING DEBATE SPEAKER:_______________________________TOPIC________________________ Knock Out Won on Points Draw Sucker Punch Summary 4 3 2 1 Use of information 4 3 2 1 Analysis 4 3 2 1 Clash 4 3 2 1 Etiquette 4 3 2 1 ACTIVE LISTENING DEBATE SPEAKER:_______________________________TOPIC________________________ Knock Out Won on Points Draw Sucker Punch Summary 4 3 2 1 Use of information 4 3 2 1 Analysis 4 3 2 1 Clash 4 3 2 1 Etiquette 4 3 2 1 Carter-CMS 2009 79
Facts and Inferences SUBJECT MATTER APPLICATION This activity can be used across the curriculum in any classes that require a substantial amount of reading such as social science and language arts. It is also useful in classes where students are required to read closely to find information such as science and higher level mathematics. PROCEDURES • Teacher reads one of the Facts and Inference stories to students. • Students are given a listening test. Each test is a set of statements asking the students to determine whether: the information was provided in the story (students would label the statement “T”);if the information contradicts what was presented in the story (students would label the statement “F”); or if the truth of the statement can’t be determined on the basis of the story (students would label the statement “?”) • Allow students five minutes to complete each test. TIPS FOR THE INSTRCUTOR • Teacher could copy the following pages after blocking out the answers written at the bottom. • Teacher could vary skill level required by allowing the students to look at the questions while the story is being read, allowing the students to read the story as they hear it, or by adjusting the time allotted to finishing the test. Teacher will need to adjust instructions given to the students based on the actual situations being set up. • The test can be self-graded, student can grade each other’s tests, or they can be teacher corrected. • If several stories are used, all of these factors can be combined to provide an increasingly more challenging experience. • Teacher could incorporate a cooperative element into the activity by allowing students to confer in teams to classify the statements in the test. • Teacher could lead a debriefing discussion to help students understand why the correct response is correct. • Teacher could use a reading from their class readings instead of those provided here. EVALUATION • Evaluation could be done based on scores that the students received on listening tests. • Teacher could also evaluate student participation in debriefing discussions • Attention should also be given to student scores that improve even as the stories become harder. Carter-CMS 2009 80
Page 1 and 2: Additional Lesson Materials for Spe
Page 3 and 4: 1. Rubber baby buggy bumpers. Tongu
Page 5 and 6: Readers’ Theater SUBJECT MATTER A
Page 7 and 8: Reader’s Theater Assignment Sheet
Page 9 and 10: The Duolog An exercise in writing a
Page 11 and 12: “YOUR BASIC QUADDIE” A sample d
Page 13 and 14: Biography/Autobiography Assignment
Page 15 and 16: Persuasion Without Rhetoric An exer
Page 17 and 18: Storytelling An experience which de
Page 19 and 20: BACKGROUND FOR STORYTELLING One of
Page 21 and 22: STORYTELLING SCORING GUIDE Name____
Page 23 and 24: Did You Say That? Sample Exercises
Page 25 and 26: Name__________________ ROBBERY REPO
Page 27 and 28: Evaluation: Listening Rubric Listen
Page 29 and 30: Block Head Evaluation Sheet Please
Page 31: ACTIVE LISTENING DEBATE A paraphras
Page 35 and 36: Facts and Inference Story 2 Instruc
Page 37 and 38: Sensory Overload An activity intend
Page 39 and 40: BARRIERS TO LISTENING LISTENER_____
Page 41 and 42: TEN KEYS TO EFFECTIVE LISTENING The
Page 43 and 44: National Bureau for Economic Resear
Page 45 and 46: Public Forum Debate Case Switch: De
Page 47 and 48: Honors Debate III & Honors Debate I
Page 49 and 50: Honors Speech and Debate III & IV T
Page 51 and 52: Speech and Debate II: Lincoln Dougl
Page 53 and 54: 9. Converse Accident (hasty general
Page 55 and 56: equirements, which include state ce
Page 57 and 58: SAMPLE PUBLIC FORUM CASE: CON Thank
Page 59 and 60: teaching deeper knowledge in math a
Page 61 and 62: to an emergency room costs $383, wh
Page 63 and 64: y unnecessary ER visits that occur
Page 65 and 66: SAMPLE PUBLIC FORUM CASE: CON Resol
Page 67 and 68: complex health system, widespread f
Page 69 and 70: Name Selection Tournament Event Sho
Page 71 and 72: While practicing your speech in the
Page 73 and 74: C Your Way to Success in OO By Tony
Page 75 and 76: Cut… Preview Your Main Points Li
Page 77 and 78: 40 Steps to Original Oratory 1. Top
Page 79 and 80: 20’s, taller, slimmer, and more a
Page 81 and 82: INTERPRETATION EVENTS: DI / HI / DU
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Feeling About Childhood: Childhood
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Debate II: Cutting an Interpretive
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Mr. Harvey: I built this for the ki
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THEATRE GAMES Who’s in Control? O
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YOU How to Play: Participants stand
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Credit Reading The “winners” (o
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Let’s Make A Date A contestant is
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Scenes Cut From A Movie The contest
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Warm Up Exercises 1.) Physical: Cor
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Radio Speaking Round: 2 Sample Scri
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Congressional Debate Sample Speech
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A Guide to Public Forum Debate Page
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ublic Forum Debate Carter-CMS 2009
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PUBLIC FORUM DEBATE Q and A about N
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PUBLIC FORUM DEBATE TIMING SCHEDULE
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TIPS FOR JUDGING A ROUND OF PUBLIC
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RESEARCH In order to understand a t
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SPEAKER DUTIES The first and second
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CROSSFIRE TIPS Correct Positioning.
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October/November, 2002 Resolved: Co
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Victory Briefs presents How To . .
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Table of Contents Introduction.....
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Part I What is Extemporaneous Speak
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Rule: Because article descriptions
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Because it is essential to understa
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Chapter 2 Contents of a File The fi
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What Subjects to File The following
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Most articles fall into this catego
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Rule: Because you only have 30 minu
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Sample Highlighting The following i
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As a special note, sometimes it may
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"Will" Rule: What we can do is not
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Rule: When a question asks "how," m
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Chapter 7 Introductions The introdu
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Second story: In an article entitle
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Take note that in these examples, t
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2. Your audience will know from the
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to address the threat. Once you hav
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Type 3: Criteria-Evaluation Sometim
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Main body: Point 1. Significance of
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Point 1. Problem A Problem B Proble
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“Granted, critics argue that rais
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Poor conclusion: “So when we ask
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I advise against negating the quest
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Chapter 12 Evidence In extemporaneo
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Rule: Citing a huge quantity of sta
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Procedural Notes Chapter 13 Timing
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Part IV Presentation Chapter 14 Del
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your audience? Ultimately, your cho
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Notice how this outline is composed
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Chapter 16 Practice Pointers 1. Giv
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Chapter 17 Tournament Tips 1. Dress
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Chapter 18 Overall Expectations Ext
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the best, airlines have cut corners
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Second, the factor of taxes could s
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Table of Contents Prfeace .........
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Introduction I am writing this to l
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interests you (in extemp, that is).
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Your average, run-of-the-mill extem
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Conclusion These are some of the is
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for their introductions. This is ex
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Structure The structure of the intr
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By this time you are saying, “Gre
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Finally, your intro is a chance to
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Reviewing the three main points (or
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Chapter 4 Answering Questions As an
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“Should” The "should" question
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In the above answer, we see the bac
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! In the second area of analysis, i
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Choosing Your Answer This section m
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The second example above features a
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Buffet Style Approach Another optio
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see why this is the correct method
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Time allocation is vital in a UA sp
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B. Sub-Point B 1. Analysis 2. Sourc
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should place the strongest point th
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The first notable attribute of the
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Another possibility is to start wit
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The best way to transition is to be
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Instead of filing simply by country
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working together. Working together
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had. After all, this person has spe
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Africa Sample File Index (Combined
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121. Trade Deficit Europe 122. Wage
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247. Libya Russia 248. Middle East
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Chapter 8 An Examination of Sources
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Financial Times - This London based
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The Weekly Standard - This weekly c
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Scholarly Journals Distributed via
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Chapter 9 Sourcing Anyone who has e
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They key is that, whenever possible
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As I explained, I teach my students
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Once you have entered the room to a
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By gesturing in this box, you preve
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One last thing that I will say on t
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Your goal should be to provide a co
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e successful in separating himself
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Chapter 12 Prepping Your Speech The
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One thing you will notice is that a
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Wrap Up As I said in the beginning,
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stealing military, nuclear or intel
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Introductions Step 1. List ten of y
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Important Government Positions The
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Major World Powers This list is by
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South Africa Leader: ______________
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Sample Questions (Domestic) 1. What
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Sample Questions (Foreign) 1. Will
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(these are oftentimes reflective on
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Table of Contents Introduction.....
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Chapter 1 Types of Resolutions -- W
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Value v. Policy This distinction is
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What Is A Value? Webster's II New R
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Lincoln-Douglas v. Policy Debate Th
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Let's return to the apples and oran
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In addition to identifying the obje
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Chapter 4 How to Research Though Li
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If you are lucky enough to have a c
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Debate Handbooks: Vice and Virtue T
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Criteria for choosing which argumen
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Contentions for which power can be
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Style appear to be "rehabilitated,"
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The Negative Case In the Negative's
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2. The Card Box: some debaters type
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For example, if you heard the follo
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The Subsequent Speeches For the 1NC
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Helpful Hints 1. Practice printing
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Chapter 8 How to Refute Debate is a
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The Art of Distinction The art of d
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3. Hasty Generalization/The Inducti
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Chapter 9 How to Debate Values Linc
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6. Lexical Priority/"You can't have
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First Affirmative Constructive Chap
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RULE: Do not bring up new arguments
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Order of Presentation: Begin by ref
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Note: If absolutely necessary, use
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5. Laugh at yes/no questions (not l
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Chapter 14 Presentation Because Lin
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Chapter 15 Becoming the Awesome Deb
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