HILLCREST HIGH SCHOOL ENGLISH DEPARTMENT

SPEECH AND DEBATE SYLLABUS

TEACHER BILL EVANS
School Number
Home Number
e-mail

355-3500
B. Evans - 355-3571
bevans@greenville.k12.sc.us

Texts: Competitive Lincoln-Douglas Debate, Oral Interpretation for High Schools

Individual Interpretation, & Competitive Speaking
Course: Speech and Debate (Competitive)
Description:
This class is designed to prepare students for competitive speaking and debating.
Its goal is to improve students skills in speaking, listening, composing, and reasoning
through practical experiences and applications, especially during scheduled competitions.
The course includes a concentration in parliamentary procedure, the techniques of
persuasion, means of detecting propaganda and fallacies, and the refinement of voice and
diction. It will feature an emphasis on forensics which will necessitate extensive practice
and rehearsal in oral performances such as oral interpretations, humorous interpretations,
dramatic interpretations, duo interpretations in humorous and dramatic, duo-acting,
extemporaneous speaking, congressional debating and speaking, childrens literature,
original oratories, and Lincoln-Douglas debating. Since this course was developed and
taught for competitive speaking, each student is required to compete in a minimum of
five tournaments.

Course Content Standards:

This course will develop and enhance the students speaking ability through class
speaking, debating, and performing. Students effectiveness will be demonstrated and
challenged in competitive speaking tournaments held throughout the state on Saturdays.
To reach his/her optimal level of accomplishment, each student is required to perform in
a minimum of five competitive tournaments. During each tournament, students will be
judged by independent judges according to guidelines set by the National Forensics
League. Students will become independent readers and researchers in their pursuit of
excellence. Specific skills in the use of effective language and rhetoric will be
developed. Using language as a successful communication tool will be the focus of the
course.

Objectives:
-

The student synthesizes information from a variety of sources

The student critically analyzes and evaluates facts and language (debate)
The student uses language to clarify thought (speech)
The student interprets various forms of written language (interpretation)
The student demonstrates competence in oral communication (speech)
The student demonstrates competency in reading for truth (debate issues)
The student selects and reads from many genres of literature (speech)
The student makes cuttings from pieces of literature for competitive purposes
The student writes and orates persuasive speeches (speech)
The student works collaboratively with other students (duo-interpretations)
The student will increase his ability to collect and organize ideas.
The student will enhance his ability to subordinate ideas.
The student will increase his ability to evaluate evidence.
The student will develop his ability to see logical connections.
The student will increase his ability to think and speak in outline terms.
The student will develop his ability to speak convincingly.
The student will develop his ability to adapt.

Grading:
Since this is a performance-based class, students will be graded heavily upon their
performance of daily assigned work, especially pieces they have chosen for competition.
Each student will be scheduled for performances in advance and will have ample time to
prepare. Tournament judges sheets will be used as a tool for grading also since the class
is geared toward competitive speaking. A consideration of the students tournament
ranking will also be given consideration for a grade. Class participation will also be used
as a grading assessment.

Homework:
Because of the nature of the class and the various areas students choose to
compete in, homework will be according to the students discretion. For homework,
students are expected to read, make cuttings and practice on an individual basis and come
to class prepared to be coached and graded. Support of the Speech and Debate Team is
highly encouraged (fund raising, attending competitions, participating in Booster Club
activities, etc.)
Attendance and Tardy Policy:
Students are encouraged to be in class every day due to the nature of the class and
to new material being covered each day. See the Student Handbook for attendance policy
and adhere to posted classroom rules. When a student is absent, it is his/her
responsibility to read and practice his selection for class presentation and competition.

Classroom Expectations:
-

Students are expected to enjoy this class and be a success in it.

Students are expected to compete in five tournaments.
Students are expected to participate in fund raisers.
Students are expected to be in their seats when the bell rings.
Students are expected to sit wherever they please as long as they are not
disruptive to class discussions and lectures. If a student is requested to move
to another seat because of disruptions, he/she is expected to do so willingly.
Students are expected to remain in their seats until the dismissal bell rings.
Students are expected to not bring food or drinks in the classroom.
Students are expected to respect the opinions of others in class discussions.
Students are expected to show respect to others as well as the teacher.
Students are expected to participate in class readings and discussions.
Students are expected to come to me if they encounter a problem
understanding any segment of the course.

Discipline Policy:
The Student Handbook lists consequences for discipline. However, classroom
behavior problems will be addressed immediately on an individual basis. If necessary,
the administration will become involved and parents will be informed. Due to the nature
of the class and in consideration that we will be traveling to other schools throughout the
state, students who are disruptive in class will forfeit their opportunity to travel with the
team. All school discipline standards are in full effect during the entire time a student
expends while attending and performing in a tournament.

INSTRUCTION TIME LINE

Note: Class schedules may vary somewhat because of preparation for tournaments (see
attached Tournament Schedule) since the primary objective for the class is competitive
speaking. This schedule will only be interrupted for as needed practice and coaching
for readiness for an impending tournament.

Week #1
-

Welcome students and go over letter of expectations and class rules

Have students come to podium and introduce themselves with two interesting
facts about themselves or something they have done
Explain to students the areas of competition
Explain to students about the State, District and National Tournaments
Explain to students about the National Forensics League
Explain to students tournament etiquette
Explain to students about fundraising

Week #2
-

Explain areas of competition:

- Original Oratory
- Humorous Interpretation
- Dramatic Interpretation
- Duo-Interpretation: Humorous and Dramatic
- Extemporaneous Speaking
- Poetry
- Oral Interpretation
- Childrens Literature
- Congress
- Lincoln-Douglas Debate
- Public Forum Debate
- Novice Reading

Illustrate each of the above areas with performances and pieces when possible
Have students do a Childrens Literature reading (max. time 1 minute two
voices)
Have varsity students perform for class when possible.

Week #3
- This weeks focus is on making cuttings and Humorous Interpretation
- Have students sign up for their choice of competitive categories

Have students select competitive pieces for development

Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Greer Novice Tournament in Sept. & the
Varsity National Early Bird Tournament at Wake Forest University.

Week #4
-

This weeks focus is on making cuttings and Dramatic Interpretation

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Novice Tournament @ USC in Sept.

Week #5
-

This weeks focus is on making cuttings and Duo Interpretation - Humorous

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students

Have class critique students performances

Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is USC Novice Tournament Sept. and Wake
Forest for Varsity Team (Sept. 12-14, 2009)

Week #6
- Review outcome of Wake Forest Tournament
- This weeks focus is on making cuttings and Duo Interpretation - Dramatic
- Have students sign up for their choice of competitive categories
- Have students select competitive pieces for development
- Divide students into homogenous groups according to competitive areas
chosen
- Call on students to perform pieces and coach for competition
- Illustrate creating voices to students
- Illustrate physical development of characters to students
- Have class critique students performances
- Have students individually illustrate body positions and vocal control
- Have students explain cuttings (their reasons for this specific cutting)
- Work with students in small groups
- Work with students individually
- Coach, coach, coach..praise, praise, praise!
- Focus of this weeks coaching is USC Novice Tournament Sept. 19
Week #7
-

Review outcome of USC Tournament

This weeks focus is on making cuttings and Original Oratory
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually

Week #8
-

Coach, coach, coach..praise, praise, praise!

Focus of this weeks coaching is USC Novice Tournament Sept.17 and Bob
Jones Tournament (October 17, 2009)
This weeks focus is on making cuttings and Extemporaneous Speaking
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Bob Jones (October 17, 2009)

Week #9
-

This weeks focus is on making cuttings and Poetry

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Bob Jones (October) and Riverside
(February 20, 2010)

Week #10
-

Review outcome of Bob Jones Tournament

This weeks focus is on making cuttings and Oral Interpretation
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development

Divide students into homogenous groups according to competitive areas

chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Riverside (2-20-2010) and Mauldin (Nov.
14, 2009)

Week #11
-

This weeks focus is on making cuttings and Childrens Literature

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Riverside and Mauldin tournaments

Week #12
-

Review outcome of Riverside Tournament

This weeks focus is on making cuttings and Congress
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances

Have students individually illustrate body positions and vocal control

Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Mauldin (Nov.) and Barnwell (Jan. 16, 2010)

Week #13
-

This weeks focus is on making cuttings and Lincoln-Douglas Debate

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Mauldin (Nov.) and Barnwell (Jan.)

Week #14
-

Review outcome of Mauldin Tournament

This weeks focus is on making cuttings and All Categories
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!

Week #15
-

Review outcome of tournaments

This weeks focus is on making cuttings and All Categories
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Youth in Government (Nov. 18-21)

Week #16

This weeks focus is on making cuttings and All Categories

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is Youth in Government (Nov. 18-21)

Week #17
-

Review outcome of tournaments and YIG

This weeks focus is on making cuttings and All Categories
Have students sign up for their choice of competitive categories
Have students select competitive pieces for development

Divide students into homogenous groups according to competitive areas

chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks tournament hosted by Hillcrest High School (Dec.5,
2009)

Week #18
-

This weeks focus is on making cuttings and Humorous Interpretation

Have students sign up for their choice of competitive categories
Have students select competitive pieces for development
Divide students into homogenous groups according to competitive areas
chosen
Call on students to perform pieces and coach for competition
Illustrate creating voices to students
Illustrate physical development of characters to students
Have class critique students performances
Have students individually illustrate body positions and vocal control
Have students explain cuttings (their reasons for this specific cutting)
Work with students in small groups
Work with students individually
Coach, coach, coach..praise, praise, praise!
Focus of this weeks coaching is the FINAL EXAM
Final Exam - Original Oratory - 8-10 minutes memorized

Note: The competitive calendar is not set in stone. We will try to attend as many
tournaments as possible to ensure students ample opportunities to perform and compete.
Should a tournament be cancelled or postponed for unforeseen reasons, I will try to
compensate with another tournament and re-issue the calendar as necessary to reflect
latest changes.