Delivering a Speech Lesson Plan

Instructor: Artem Cheprasov

Artem has a doctor of veterinary medicine degree.

This lesson plan uses several poignant activities that will help students understand the important concepts behind delivering a speech using appropriate vocal qualities.

Learning Objectives

After this lesson, students should be able to:

  • identify and define the important components of speech delivery
  • put these components into practice


60-120 minutes


  • Slips of paper with various vocal qualities written on them
  • A hat
  • Markers/chalk for the class board

Curriculum Standards

  • CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

  • CCSS.ELA-Literacy.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

  • CCSS.ELA-Literacy.SL.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

  • CCSS.ELA-Literacy.SL.9-10.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Key Terms

  • Vocal qualities
  • Volume
  • Pitch
  • Rate
  • Fluency
  • Tone
  • Intended pause
  • Verbal fillers
  • Articulation
  • Vocal traits
  • Pronunciation
  • Dialect


Warm Up

  • Get the class ready for discussion with the following questions:
    • Has anyone given a speech in front of a class before?
    • What are some qualities of a good speaker?



  • Write out the extremes or opposites of each vocal quality onto a piece of paper (e.g. high volume, low volume; fast rate, slow rate, etc.).
  • Put these pieces of paper into a hat.
  • Have two students come up to the front of the class at a time.
  • Student A should think of a sentence and write it up on the board while the Student B should pick out a slip of paper from the hat.
  • Student B should read the sentence using the vocal quality he/she picked out. So, if he picked out 'serious tone', he needs to read the sentence in a serious tone no matter how funny the sentence actually seems.
  • Students A and B should switch roles.
  • Two new students should come up to the front of the class and repeat the mini-activity.


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