10 minutes before Class:
--Assist in greeting parents and students and bring them into
the building
--Go to your room
--Greet Kids and do attendance at the beginning of your lab
USE Climb
Entries Seattle U Tournament - Google Sheets TO DO ATTENDANCE
Then Prepare the students for the Tournament:
1. Go over
Logistics with the students.
Make each kid show you their Tournament Dashboard and that it is favorited/bookmarked.
DASHBOARD
SU SPEECH DEBATE EVENTS
Go through each relevant part of the Dashboard—clicking it
and showing what is there.
Answer student
questions.
2. Get the kids
into their teams.
Identify—means
you have the kids raise their hands and write it down!
Identify who is
1st, 2nd, 3rd, 4th speaker.
Identify who
gives 2 speeches if you have 3 speakers.
3. Make the kids
show their Pro and Con Contentions on each topic. IT IS BEST THAT each team member have different contention arguments. Work with the kids to
achieve this.
Many of the
kids’ cases are too short!
Give some time for kids to embellish, add facts, etc. to their cases so the
script is FULLY filled out and will give the kid a 1.5 minute
speech. Hopefully just a few kids do not have a case or cases. Tell them they have to get it done.
SCRIPT: new-format-scripts.docx new-format-scripts.pdf
Can you use your script on your
computer instead of printing? Yes.
4. Practice
having the kids respond to contentions and setup a shared set of responses.
State a contention
(on one of the topics), have one kid respond.
Comment on the
kids’ responses. LOOK FOR THESE 2 KEY THINGS:
1. They need AT
LEAST 2 AND PREFERABLY 3 RESPONSES
2. Their responses must as a whole, show their opponent’s argument is wrong,
not very strong/important, that their case idea better solves the issue raised
in the contention, and/or their arguments are more important than the
opposition’s contention.
Then go to the next
kid and state a different contention (on one of the topics).
Go through each and every kid doing this.
5. Practice
defending contentions.
Instructor: Ask
student what their contention is, you as the instructor, make 2 responses
against it. Go through each and every kid doing this.
Then, each kid
presents their defense.
Comment on the
kids’ responses. LOOK FOR THESE 2 KEY THINGS:
1. They need to
restate their contention—making it persuasive again.
2. They need to
respond convincingly to each of the opponent’s responses
3. They point
out Dropped arguments and they show why their argument is still true AND why it
is so important.
6. Practice
weighing.
Instructor: Tell
the kids that they’ve heard the contentions people are presenting. They need to
show why their/their team’s contentions are stronger and more important
than their opponents.
Then, each kid
presents their weighing.
Comment on the
kids’ weighing. LOOK FOR THESE 2 KEY THINGS:
1. They need to
briefly state their strong argument is stronger than ___ they should VERY
briefly restate the title of their opponent’s best argument(s).
2. They should
give reasons their ARGUMENT is stronger.
NOT GOOD REASONS
“We worked harder.”
“We had better sources.” (unless the opponent sources are REALLY
bad, no one cares)
“We had more
arguments.” (so what? 18 weak arguments does NOT outweigh 1 very strong argument)
YES GOOD REASON
“Saving lives is
more important than cost because 1) human lives are valuable and people can
handle the cost; 2) we showed the cost is a good investment that will benefit
people and the economy; and 3) we ultimately save money because less health
issues, better productivity.”
.
7. Practice
Question and Answer.
Instructor: Have
one kid present their case. Have the other kids ask questions for 2 minutes.
Then, break into 2
people. One person presents their case. The other person asks questions. Then,
switch.
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