This is the first page that you're going to go to, that you're going to be located
 to once you originally open this.
 The first thing that I would do as a staff is I would locate myself to right where it
 says here the staff training, and this is where you're going to get the curriculum overview,
 the implementation guide, and the syllabi.
 Again, this is a 36 week program built for grades 3 to 5.
 It's built around public forum debate.
 You can think of it in three phases, or you can think of it as six, six week cycles.
 Essentially, you're going to see the full year here block by block.
 Phase one is primarily where they're going to be building the speeches, so they're going
 to be learning the arguments of claim, warrant, and impact, how do you give a case speech, how
 to add evidence and give rebuttals, and then they're going to be pointing out fallacies,
 which are like straw man, and ad hominem, and slippery slope, and things like that.
 Around week seven is when they're going to start actually starting rounds, even if they're
 not perfect at all these things yet, they need to start implementing, so that at least
 by week 12 or later on, they can actually have a tournament.
 By phase two, this is when you're actually sharpening the skills.
 It's important to note that everything that they are learning are things that they have
 to be reiterated.
 It's not like, "Oh, I learned this one week, and then I'm done."
 They have to keep learning and building off of what they've already learned.
 Around weeks 19 to 24 towards the end of phase two, they're going to be learning weighing,
 and that's going to take up quite a bit of time because there are so many different weighing,
 and weighing is just how do you decide what impact is more important than another.
 By phase three, you're pretty much just going to be, this is all the reinforcing stuff.
 Again, they're going to be having more tournaments, and they're going to essentially be putting
 everything together.
 They're going to be starting writing their own cases, writing their own weighing, and
 actually becoming pros at what they've already been learning in phase two and phase one.
 At the bottom here, you're going to see a bunch of coach resources.
 If you're ever having trouble navigating towards everything because you're looking through
 the entire course, come over here to the coach resources.
 You can see the tournament and judging, the onboarding new students, and that is for if
 you have a student who starts randomly throughout the middle of the year.
 There are different phases where they can access packets and stuff, so you can be like,
 "It's okay that you've missed the first six weeks.
 We have a packet for you," so you can review those stuff, and then you're going to be ready
 to join in with us as we move on to the next lesson.
 Then, of course, you have the activity toolbox and the teaching tools and stuff here.
 That is just so that if at any point you need to fill more time or you're having a late
 start with whatever students you have, you can get started with them and activities before
 you get into the lessons.
 Now, the next thing is the implementation guide.
 This gives you a rough layout of pretty much how every class is going to look.
 You have your lesson slides, your coach manual, your student workbook, your practice at home.
 You have this one through five step of your weekly rhythm and of your warm-up.
 You teach the skill.
 You do a gamer activity.
 If this is before week seven, you won't have the practice round, but after that, you should
 be preparing to pretty much do a practice round every single week when these students
 are coming in, and then doing a quick quiz to see if they actually learn that class,
 and then wrapping it up.
 Again, you have access to the coach resources at the bottom, and then you have the syllabi.
 This is also super, super important.
 Like I said earlier, you can also think of this as six, six-week cycles.
 This tells you the topics that are pretty much going to be covered throughout this time
 because you have resolutions, which are like, yes, you're doing these warm-ups in these
 games and activities, but what you're actually going to be debating when you're doing these
 practice rounds are whatever is in the syllabus, which I can just click on here, and the syllabus
 is really, really clear.
 It tells you, hey, this is the first six weeks.
 Your child is still taking their first steps as a speaker.
 You should be looking for the children to be speaking clearly and confidently.
 By the end of the cycle, they need to be able to build an argument.
 They need to be able to listen closely, and by each week, they're going to start first
 seeing what debate is, then they're going to do Public Forum structure, then they're
 going to be case writing and weighing and things like that.
 It tells whoever the coach is what to expect.
 Classes are active and hands-on.
 You need to be consistently engaging with the group because these are elementary schoolers.
 They get easily distracted, and so we have to make sure that it's something that they
 want to continue learning or at least make it so that they're paying attention.
 Since you've probably navigated outside of the curriculum overview, the implementation
 guide, and the syllabi, you can go back to your curriculum library and scroll down, and
 we'll just go straight to cycle one.
 There are block A and block B, and at every block, you're going to have a new resolution.
 A resolution is essentially the topic that you're covering, and you want to have these
 new resolutions so that kids aren't like, "Oh, are we still doing the same topic?"
 You just want to change it up a little.
 I'm going to quickly click into the brief, the document, so you can see what a resolution
 brief is going to look like.
 Resolution brief, it is primarily for the coaches because this is what you're using.
 You can see what it expects the students to have at the bottom, and then also you have
 the resolution.
 In the United States, public schools should ban junk food to what this topic about why
 schools are actually debating it, but then also I would say that you definitely want
 to give these briefs.
 You can definitely give these briefs to the students as well so that they have a list
 of arguments and stuff that they can refer back to, especially at that age and when they're
 just starting, it's going to be very, very hard for them to immediately come up with
 arguments and to come up with evidence and things like that.
 They're still learning how debate works, so having these briefs with arguments already
 planned helps you.
 If there's activities where they have to read arguments and stuff, you have that there because
 it's stuff that you can go over in the brief.
 We call these topic analyses.
 The topic that we're going to be going over is in the United States, public schools should
 ban junk foods.
 You can refer to your briefs where it says like the first argument is limiting junk food
 at school, helping students do better in school, building lifelong healthy habits, and these
 are things that they can use when they're actually doing rounds because the worst thing
 ever is when you're like, "Hey guys, we're doing rounds today," and they're like, "But
 I don't have a case.
 I don't know what to say.
 Look at your brief."
 We're going to be navigating outside the brief now and going to the slides.
 In the slides, and you'll see that the slides and the student workbook match up, but in
 the slides essentially, it's going to start off with debate in the real world.
 This will be for the first week.
 You tell them and I'll just give a quick demo if I was the person who was teaching this
 class.
 Hi, guys.
 Welcome in.
 Today is our first day of debate.
 Look around the room, say hi to your peers, to your people that you are going to be consistently
 seeing for the next few weeks, and today we're going to be focusing on debate in the real
 world.
 Let's go into what you can expect to see from today.
 First, we're going to be learning about why do we debate and what is public forum.
 Two, we're going to be learning what are the three parts of every single argument, and
 three, how do I build and share my own argument?
 The first thing that we're going to do is we're going to do a warm-up game, and it's
 called "Convinced Your Neighbor."
 What I'm going to need you to do is find a partner in the room.
 Find one other person, so that means groups of two.
 If there's someone who's left out, we can make a group of three, but ideally, make a
 group of two.
 You're going to look down in your student notebooks, take a minute or two, and write
 down in your student workbooks why recess should be longer.
 Think about reasons to convince your partner, and then when you're done, you guys are going
 to turn to each other, and then you're going to have 20 seconds to convince them.
 You're giving them a reason.
 That means that we're looking for whys, right?
 We need to know why should recess be longer.
 You're going to be convincing each other and asking yourself before you say it, "Does the
 reason make it convincing?"
 Once you're done, we're going to switch, and I would give them some time.
 Let them do the activity.
 Then once they've done it at least one cycle, they'll be like, "What do I do next?
 What do I do next?"
 Then you're like, "Now change partners and do this one more time."
 Once they've done that, you go into the next slide.
 Now that we've done that and everyone did such a great job, we're going to be moving
 on to what is public forum.
 In public forum, it's a two-on-two style.
 Both teams argue the same topic, which is the resolution, and you are going to learn
 to argue both sides.
 There is a pro team which argues yes in favor of the topic, and there's a con team which
 argues no against the topic.
 What I need you to do is learn both sides.
 You cannot just choose, "Hey, I only like the pro side of this topic, so I'm only going
 to debate the pro side," or, "I only like the con side, so I'm only going to debate
 the con side."
 No.
 At some point, you're going to have to be debating both sides, so keep that in mind
 because you have to learn both sides and argue both sides.
 Now, how do you make arguments?
 Every argument has three parts.
 First is your claim, which is, "What are you saying?
 What is the point that you are making?"
 The second part is your warrant.
 It is the "because."
 It is the reasoning behind why you are making that argument, and your third is your impact.
 That is, "Why does it matter?"
 I want you to remember this because this is something that every single argument that
 you are going to make in the future needs to have, and when I ask you next week, "What
 does every argument have?"
 You have to know that it's claim, warrant, and impact.
 Remember it is C-W-I.
 Now, if we don't have any questions, let's move on to the next part.
 Now we're actually going to be building one, right?
 What does a claim, warrant, and impact actually look like?
 We're going to use the example of more recess, and you can even look down to your student
 notebooks because you're going to be having to fill it in there.
 Your claim is kids should get more recess.
 Your reasoning, or your warrant, is "because moving around helps your brain reset."
 If you're having trouble figuring out what a warrant is, it is either your "why" or
 your "because."
 So it is your reasoning.
 Then, when you get to your impact, it is, "So students should focus better and feel
 happier."
 Do we kind of see how that is an impact?
 Because it's like, "Why does this matter?"
 Because you want students to feel better, and you want them to feel happier about themselves.
 Now, now that we all understand that, let's move on to the game, which is spot the part.
 I'm going to need a lot of help from around the room.
 If you think you know it, shout it out and raise your hand.
 You're going to have to identify if what I'm saying is either a claim, either a warrant,
 or an impact, and we're going to see how much we can get right.
 Kids should get more recess, whatever that is, because moving helps your brain reset.
 And I'm assuming that you kind of get the gist.
 After that's over, you're going to be essentially doing a knowledge check.
 This is where students are also going to be looking down in their student workbooks, and
 they're going to have this as well for them.
 So you're going to say, "Take a few minutes, I'm going to put a timer on to decide if these
 are claims, if these are warrants, or if these are impacts."
 Once you've done with that, we're going to turn to the board, and we're going to have
 the correct answers on the board.
 And the correct answer is claim, warrant, impact.
 Pretty simple.
 Once that is done, you're going to say, "OK, now that we've done it together, it is going
 to be your turn to read and restate."
 Down in their student workbooks, which I'm going to navigate to in a second so you can
 kind of see how those coincide, they're going to have pro and con arguments already written
 down for them.
 So you're going to be like, read each pro and con argument.
 Pick one pro argument to read, pick one con argument to read, write it down, say it in
 your own words, find the impact, write it down, tell it why a judge would care.
 I'd give you guys 10 minutes to do so, pick one, do one pro argument, do one con argument,
 and then we're going to come back as a class to share it.
 So make sure that you're actually spending this time wisely, because we're going to share
 these at the end so we can see how much everyone is done.
 So you get to the next slide, it'd be like, now pick a side to share.
 Now that you've written both your pro argument and your con argument, pick the side that
 you like best, make sure that you already have your claim, your warrant, and your impact
 write down, and then find a partner and share that side to them.
 Ideally, it would be better if you guys don't have the same side, but if you do, then that's
 completely fine as well.
 Once you've given them some time to do this activity, you can be like, hey guys, now we're
 nearing towards the end of class, so I'm going to give you guys a quick quiz to make sure
 that you guys remember what a claim warrant impact is.
 A claim is the point that you want to prove, a warrant is, and this is, the answers are
 shown for our reference, but the student version is a multiple choice without answers, so this
 is something that they're going to be filling in themselves.
 So a claim is this, a warrant is this, and impact is this.
 And once they've done that, you'll be like, okay, bye guys, you guys did great work today.
 Remember that there's claim warrant impact, every argument has three parts when you come
 in next week, try not to forget these because I'm going to make sure that you guys know
 this as we move on into our future weeks.
 Perfect.
 So now let me just quickly navigate into the student workbook, which is, it is completely
 aligned with the slides, so you don't have to worry at any point if what they see down
 under papers is different from what you have, right?
 You tell them, write your name in the top, this book belongs to, in my case, it would
 be Hillary.
 Then they're probably looking down, reading this themselves, this is going to be the topic,
 public schools should ban junk foods, and this is just the topic that's in the resolution
 brief.
 Obviously for the first day, they're not getting jump started into the topic, but that is what
 they can expect to be learning, and that's what their arguments are that they're using
 for the activities are based off of.
 So you can see here that they, in the student workbook, they have a warm up, so what would
 you say to convince them, give your reason, because, and so two key terms, right?
 And coaches, you have access to this as well, right?
 You know what the student workbook is going to be, as well as what the slides are going
 to be.
 So you can easily be like, hey, look down at your student workbook, make sure this is
 filled in.
 It is super, super important that you make sure that these kids are filling out their
 student workbook as they go.
 It's okay if like some kids like leave a full blank, not fully blank, but leave a few blank,
 but essentially the whole point of the student workbook is so that if parents come and they're
 like, what is my child doing in class?
 You can be like, hey, look at their folder, right?
 This is what they did in class.
 They filled out some pro arguments, they filled out some con arguments, they turned and talked
 to our partner, they shared to the class, right?
 They want to make sure that their children are learning, right?
 Because they're paying for their education and everything like that.
 So it is really, really important that you have a physical testimony of what they're
 doing in class.
 And it's not like, oh, I just went home and forgot it.
 No, because you have a piece of paper or something that can reference what you've learned.
 And then I also definitely want to take you to the coach's manual.
 The coach's manual is not something that you should have open during class.
 The coach's manual is something that you want to take a few minutes to review before class.
 These slides already have speaker notes for you as you move down the slides.
 However, you may want to know like, hey, you don't want any surprises on the slides.
 So this is just a simple thing that you can quickly skim through, which is like, it's
 literally called the lesson at a glance.
 This is something that I do to make sure like, hey, okay, so this is what we're doing in
 class today.
 I'm going to be teaching kids claim, warrant, and impact.
 This is going to be the suggested timing for kind of how I can expect the day to go or
 try to get around or aim for.
 And then you just know your topic for the three weeks public school should ban junk foods.
 You know that there's going to be a warm up game.
 There's going to be some claim, warrant, and impact.
 There's going to be a game, right?
 So if you ever need more guidance than the speaker notes, this is also something that
 you can refer to.
 I'm just going to scroll down so that you get to the end.
 Perfect. And there's also facilitation tips at the bottom.
 If you have trouble like inking, oh, what should I do for the class?
 Even if you're scrolling through slides, make sure to keep claim, warrant, and impact on the board.
 You can lean on the games.
 Games are the most exciting things for elementary schoolers.
 Even the minute that they hear game, they get excited because they're like, oh, like,
 oh, I get to have some fun in this class.
 And so make sure you're also like leaning into these games with them and then obviously
 praise structure over opinion.
 Essentially, that just means like make sure that they're learning, that these three parts
 are super, super clear and that obviously there's some sort of structure to the class
 and that's why we have the slides, the coaches manual, the student workbook, all that type
 of stuff already ready for you.
 Now we're going to be going into these practice sheets.
 The practice sheet is a take-home sheet.
 And essentially you're going to be saying that this is mandatory.
 This is their homework, like go home and have this finished for the next class.
 The next class doesn't depend on them doing the homework, but this is also another thing
 for parents to be like, hey, I want to know like what is a way that my child can get better
 at speaking, right?
 They have a practice at-home sheet where they can read in front of the mirror and they can
 do these activities and then they can come back and the parents feel like, yeah, my kid
 is learning in that class and they're getting better.
 Scroll to the bottom for you as well.
 And they're like a one-pager, one to two-pager thing that they can just quickly do at home.
 Now I'm going to kind of navigate you to, I guess we've pretty much gone through the
 brief, the slides, coach my own student workbook and the practice sheet.
 I think it's best to go straight to where the first tournament would be in the tournament
 guide.
 So in their tournament day, you're going to have a coach run sheet.
 I'm going to click on that right now.
 The tournament run sheet helps you run a real tournament with your class.
 It is the alternate to the 12-week lesson and it does not teach something new.
 This is when you're running your first in-house tournament and this is essentially what you're
 going to do.
 You're going to first set up the bracket, so you're splitting the class into teams.
 So it's two-on-two style, so the way that it's practiced.
 Each round, one team is pro and then by the second round, you can either choose in a tournament
 to have two rounds or to have three rounds.
 I would say for the first tournament, probably keep it to two rounds and make sure that no
 one is debating pro two times in a row.
 Make them do one pro round and one con round and there's switching, so people are arguing
 both sides that they prepared for and then this is literally what you can say.
 You can be like, "Welcome to our very first tournament.
 You already know everything you need, the six speeches, your case, your caps question,
 all six fallacies to catch, today you'll debate other teams and a judge will watch
 and pick a winner, shake hands, do your best and have fun."
 This is an example schedule and obviously there's like a little star here and that's
 if you want to have round three because round three is optional, but you can be like, "Hey,
 the first team hits A team, hits B team, C team hits D team, A versus C, B versus D."
 Mind you, these rounds, even if they're not happening in the same room, they're happening
 at the same time.
 We want to make sure that rounds go as quickly and smoothly as possible, so definitely keep
 that in mind.
 Yes, and then this tells you how each round runs.
 This is also something that can go to the judge, so they know, to time.
 Two minutes for each speaker once, for the constructive speakers.
 Two minutes for rebuttal.
 Then it's two minutes and then the last speaker, the final focus speaker, is speaking for one
 minute.
 These are literally the names of each speech.
 You have your constructive, your first crossfire, your rebuttal, your second crossfire, your
 semi, your grand crossfire, and then your final focus.
 It tells you who is giving the speech and the time stamps to make sure, and these should
 be timed by the judge.
 Then you have your judges and scoring.
 It tells you an example.
 Essentially, the judge picks a winner, the winning team gets a point, you add up those
 points across rounds, and the most points wins the tournament.
 Of course, there's sometimes going to be a tie, and so the tiebreaker is a head-to-head.
 It can be like, "Oh, these teams go to the finals," and they do a round against each
 other.
 Or it can be in each round, the judges might rank the best speaker, one through four.
 They can be like, "Oh, this team was better."
 However, this team had more rankings of being the first and second.
 It's however you want to do it, and then again, it ends with an award cycle.
 Every kid should leave proud.
 You don't want kids who feel like they didn't do good to not want to return and to cry and
 to go home feeling really bad about themselves.
 You really want to emphasize it's great that you were here today.
 It's great that you put yourself out there, and no matter what, you should be proud of
 yourself.
 You can give an award to the tournament champion, you can give awards to the top speaker, and
 then little things like best fallacy catcher, most improved, best sportsmanship.
 But even if you can't give certificates to everyone who didn't really win everything,
 every kid should hear their name and get a clap out, so they feel like, "Ah."
 Also, parents are very, very protective of their kids and also want to make sure that
 their kid feels good as well.
 That's for them as well.
 The other piece of this is the student field guide.
 Yes, students should have their own field guide for tournaments, and this is because
 the worst thing to do is it's tournament day, and some kid comes up and they're like, "I
 don't really know how to give speeches anymore.
 I don't know what to do."
 A, they have their student workbook with the things that they've been working on in class.
 Two, they're not coming up and asking you, "What are the speech times?"
 Because they have the speech times listed here.
 Three, they have all their fallacies lined up, even if someone is forgetting everything
 else that they have.
 They have a list that's telling them, "This is the strawman fallacy.
 This is the ad hominem fallacy.
 Try to catch it when you're in these rounds.
 This is your crossfire acronym.
 This is how you look like a champ.
 You slow down, don't be nervous, look up at the judge, don't look at your paper, be kind,
 and then this is what you're writing on page."
 This is literally planning out their speeches.
 As they're writing in the round, they can write their own argument, claim.
 This is why their warrant, their impact, their second argument, their claim, their warrant,
 their impact.
 Typically, you have two arguments, and if they have a third argument, it's probably already
 written in their case, because what you're already advertising weeks or a week or two
 before the tournament is, "Come prepared to this tournament.
 This is where we're actually going to be scoring."
 This also has the next speeches after that.
 This is constructive, then there's summary, and then there's final focus.
 This is also for them to keep track of arguments.
 We call this flow and debate, and it's what the pro side argues, and then what the con
 said back to them.
 Probably at this point, they're not going to have that many back and forths, because
 this is their first tournament, but they can at least write down what their arguments are,
 what their opponent said back to them, and what their opponent's arguments are, and what
 they said back to them.
 That little bracket gives them the room to do that.
 There's also a second flow for the second round if they choose to do that, and the third
 part is obviously optional if you have a third round.
 I think that should cover most of it.
 Are there any other questions or anything else I need to be addressing?
 No, you can really pause the recording if you want to, or stop the recording.
 Okay.