Like all memorized pieces, your ability to effectively coach a student is minimized if their piece isn’t memorized. If a student attends a practice session with most of the piece not memorized, encourage them to spend that practice session memorizing the piece instead.
Through both content and performance, is there a clear beginning, middle, and end? Can you tell that there is an exposition, conflict, and a solution? If not, how can the student use storytelling performances to convey this? For example, lots of movement and blocking can be used to show a progression of conflicts/attempts to resolve conflicts.
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