Informative Speech Lesson Plan

Instructor: Maria Airth

Maria has a Doctorate of Education and over 20 years of experience teaching psychology and math related courses at the university level.

In this lesson plan, your students will learn the categories of informative speeches through discussion and games. They will also demonstrate gained knowledge of how to organize an informative speech by giving their own speeches.

Learning Objectives

After this lesson, students will be able to:

  • identify the main categories and organizing procedures of an informative speech
  • demonstrate an informative speech


60 minutes for lesson, 1 week for speeches

Curriculum Standards


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.



  • Encourage students to share their own experiences with public speaking of any kind.
  • Ask students to consider why people give speeches.
  • Hand out the T-charts. Tell students to label the T-chart ''Informative Speaking''. Then label the left side of the T-chart ''What I already know'' and the right side ''What I've learned''.
  • Instruct students to fill in the left side of their T-chart. While they do this, draw a class T-chart on the board. Ask:
    • What is something you know about informative speaking already?
    • How do you know this relates to informative speaking?
  • On the board, fill in the left side of the T-chart with information given by the students.

Instructions-Part 1

  • Start the video lesson Informative Speaking: Purpose and Types. Pause the video at marker 0:36. Discuss:
    • What is the definition of an informative speech?
    • What are the categories for informative speeches?
    • Can anyone give an example of each category?
    • Has anyone ever given any of these types of speeches?
  • Continue the video. Pause the video at marker 1:00 to discuss what students have learned.
    • How can you remember what an object speech is?
  • Encourage students to add any new information they have learned to the right side of their T-chart. Add the information about object speeches to the right side of the T-chart on the board.
  • Continue the video, pausing at marker 1:20. Discuss process speeches.
    • Can anyone give an example of a process speech they have seen or given recently?
    • What is one word you can use to help identify a process speech? {how}
  • Instruct students to update their T-charts with information about process speeches while you update the class T-chart.
  • Continue the video, pausing at marker 1:55. Discuss:
    • What is a key way to identify an event speech?
    • What does chronological order mean?
    • Does it make sense to use chronological order for an event speech?
  • Repeat the process of updating the T-charts with the new information about event speeches.
  • Continue the video, pausing at marker 2:50. Discuss:
    • What key concept tells you that a speech is a concept speech?
    • Can anyone think of another example of an abstract concept that would fit into this category?
  • Play the 'Lesson Summary' of the video. Ask students to ensure they have filled out their T-charts completely.
  • Hand out copies of the transcript of the video lesson. Give students a few minutes to review their charts and the transcripts before the quiz.
  • Hand out the Informative Speaking quiz. Go over each question and answer with the class after they have finished it.

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