Informative Speech
Informative Speech Planning Document/Outline
Prepare a detailed speech complete sentence outline, including a purpose, introduction, body,
conclusion, reference list with a minimum of three credible sources in APA style, and attach a copy of
annotated articles planned for use in the speech. .com sites must use the CRAP test.
Due: _________ Outline, visual aid, and speech giving due on date provided, no exceptions
Informative Speech
Present a planned, extemporaneous, informative speech on a topic about which you are
knowledgeable and passionate. Length of the speech should be 5 minutes plus 3 minutes for a
question and answer discussion period.
Due: _________
Speech to Inform
Objectives: (a) Demonstrate research skills using a high-quality, scholarly database (b) Organize ideas
in a purposeful, cohesive sequence which meets audience expectations and needs (c) Organize content
into seamless, easy-to-follow introduction, body, and conclusion. (d) Create and present an effective
informative message to a target audience (e) Demonstrate effective informative communication in a
public context (f) Effectively support ideas using evidence, sources, and sensory aids. Synthesize
information from 3+ high quality sources and orally cite those sources during the speech.
Topic: ________________________
General purpose: To inform
Behavioral outcome: When I finish my speech, each audience member will be able to state:
___________________________________________________________________.
Specific purpose: To inform the class about
_________________________________________________________(topic or key
ideas).
The visual aid I will use is: _________________________________________________.
Speech Outline
I. Introduction
A. A story, anecdote, or quotation about this topic, which will appropriately introduce the topic is:
___________________________________________________________.
B. I know about this topic because _____________________________________, and this
topic is important to me because: _____________________________________.
C. Today, I plan to inform you about _________________________________ (state your
central idea)
II. Body of Speech
A. Write key idea one as a statement: _______________________________________
Supporting materials will include:
Informative Speech
1.
2.
B. Write key idea two as a statement: _______________________________________
Supporting materials will include:
1.
2.
C. Write key idea three as a statement: ______________________________________
Supporting materials will include:
1.
2.
(You should have AT LEAST 3 main point in the body of your speech.)
III. Conclusion
A. In conclusion, today, I informed you about _______________________________
___________________________________________________________(key ideas).
B. Remember (or other transition), _______________________________________
(startling statement, quotation, or some other attention device).
References: (You will need three solid sources. Format in APA style and attach an annotated copy of
each.) Use a library scholarly database, credible web sources, or books.
Visual Aid Requirements:

Videos may only take up 1 minute and be cited on reference page

PPTs must be at least 5 slides; photos must also be given credit by listing the link underneath APA
references or in the student PPT

Websites must reference at least 3 areas

Objects must be directly related and referred to at least 3 times

Food must be directly tied to speech and explained
Informative Speech
Speech Outline Sample
Topic: Giant Panda Twins in Chengdu
General purpose: When I finish my speech, each audience member will be able to state the strategy
for saving twin panda cubs in captivity.
Specific purpose: To inform the class about the strategy of cub rotation for saving panda cubs
(topic or key ideas).
The visual aid I will use is: My website and a PPT.
I. Introduction:
A. A story, anecdote, or quotation about this topic, which will appropriately introduce the topic
is: in doing the ultrasound to look for an embryo in the panda in the national zoo, the code
was “I think I see a stick of butter” (Doolittle, 2006).
B. I know about this topic because my daughter is a veterinarian for the Smithsonian/ National
Zoo.
1. She will go to San Diego next week for sperm.
2. You can see photos at my website <http://onlineacademics.org/>
C. This topic is important to me because:
1. There are only 200 pandas in captivity and they may not survive in the wild
(Dell’Amore, 2005)
2. We spend millions of dollars each year to save the panda (Emerling, 2006).
D. Today, I plan to inform you about how there is new hope regarding the Giant Panda
Reproduction of twins (state your central idea).
II. Body of Speech
A. Write key idea one as a statement: In the wild, when twins are born, one dies.
Supporting materials will include:
1. Zoos have had a difficult time raising pandas (Senator, 2006).
2. A newborn panda is small, with a low survival rate.
3. The mother can easily abandon or kill the newborn.
4. There is concern about whether the mother or other cubs are involved in raising the
cub (Synder et al, 2003).
B. Write key idea two as a statement: Two sets of twins were born this past month, and the
Chengdu base is trying a new strategy of rotating the twins with the mother.
Supporting materials will include:
1. Keepers go in and take both babies away immediately, then return one.
Informative Speech
2. While a keeper cares for one baby, the mother cares for the other baby.
3. The twins are rotated every day or two.
C. Write key idea three as a statement: The mother then needs to care for both babies when
they about three months old and out of danger.
Supporting materials will include:
1. Sometimes a baby will be more attached to the keeper.
2. The mother has to accept and nurture both babies.
3. When the mother can reproduce, all the babies are given to a different mother to help
nurture the toddlers.
III. Conclusion
A. In conclusion, today, I informed you about the new strategy of rotating twins with the
mother for raising Giant Panda twins in captivity (key ideas).
B. Remember, "Rare things are precious," says the Chinese proverb.
I think we all have an emotional stake in the successful reproduction of this precious
endangered species. (startling statement, quotation, or some other attention device).
References
China's captive pandas in trouble. (2005). New Scientist.
Dell'Amore, C. (2005). Breeding success. Smithsonian, 36(8), 24-24.
Doolittle, A. (2006). Tai Shan as new D.C. representative?. Washington Times, The (DC).
Emerling, G. (2006). Pricey pandas put squeeze on zoo finances. Washington Times, The (DC).
Nihao, S. & Zaijian, W. Happy birthday China. This month Beijing. ChineseBusinessWorld.com.
Retrieved from http://www.cbw.com/btm/issue71/80-82.html
Senator, J. (2006). Let's Get It On-On. Atlanta, 45(9), 63-63.
Synder, R. J. et al. (2003). Behavioral and developmental consequences of early rearing experience
for captive giant pandas (Ailuropoda melanoleuca). Journal of Comparative Psychology,
117(3), 235-245.
Requirements





Typed
Double spaced
References cited within outline
Include a title
Include a reference page
correctly formatted in APA
Informative Speech
Speech Planning Documents Grading Rubric
Desired Outcomes
1. Planning documents submitted on time (on due date before the
speech round).
2. Topic and specific purpose appropriate for assignment &
audience__.
Need: Be careful about sensitive nature of topic___.
Need to more carefully adapt to audience___.
May want to broaden topic area___.
May want to narrow topic area___.
See chapter 4 for ideas.
3. Outline shows appropriate organizational pattern (e.g.
chronological, problem-solution, Monroe’s Motivated Sequence) &
format ___.
Ideas need to be grouped together more effectively___.
Full sentence outline.
See chapters 8, 9, 10 for ideas.
4. Variety of supporting materials.
Need: Need to develop supporting materials more___.
Use a variety of support___.
See chapter 7 for ideas.
5. Reference list in APA style with parenthetical citations in the
outline___.
Need reference list___.
Need APA style for references (1) ___ Citations (1) ___.
Cite sources in parenthetical style in your outline___.
6. Three quality, credible sources including one non-internet
Need: Higher quality___.
More sources: ___.
7. Annotated copy of each source. (At least 3)
Points
2
Earned
2
4
4
6
6
6
Total ______ / 30
Informative Speech
Content Rubric
5
4
3
2
0
Introduction – 5 Points

Attention
getter

Link

Thesis

Preview
Used appropriate
attention-getter;
connected to the
speech topic; link is
present; thesis clearly
introduces topic with
an effective preview
statement.
Ideas fully explain
and give a detailed
account of first main
point and are
supported fully with
research and details.
Organization of ideas
is logical and adds to
the understanding of
topic.
Attention getter does
not fully engage
audience, somewhat
cliché; link is present
with clear thesis;
preview statement is
clear and effective.
Very weak attentiongetter; link is present
with a vague or
unclear thesis
statement; preview
does not effectively
introduce speech.
Weak attentiongetter; link is present
with a simple thesis
statement; preview is
ineffective.
Introduction is
missing an element,
either: attention
getter, link, thesis or
preview.
Ideas explain and
give a somewhat
detailed account of
first main point.
Ideas are mostly
supported with
research and are
organized in a
logical manner.
Ideas do not fully
explain or give
details of first main
point. Significant
details and
explanation would
need to be added for
full understanding.
Ideas are not fully
supported through
research.
Information is
disorganized in logic.
No details or
research supports
first main point. No
research is
presented.
Ideas fully explain
and give a detailed
account of second
main point and are
supported fully with
research and details.
Organization of ideas
is logical and adds to
the understanding of
topic.
Ideas explain and
give a somewhat
detailed account of
second main point.
Ideas are mostly
supported with
research and are
organized in a
logical manner..
Ideas fully explain
and give a detailed
account of third
main point and are
supported fully with
research and
detailed.
Organization of ideas
is logical and adds to
the understanding of
topic.
Ideas explain and
give a somewhat
detailed account of
third main point.
Ideas are mostly
supported with
research and are
organized in a
logical manner.
Ideas do not fully
explain or give
details of second
main point.
Significant details
and explanation
would need to be
added for full
understanding. Ideas
are not fully
supported through
research.
Information is
disorganized in logic.
Ideas do not fully
explain or give
details of third main
point. Significant
details and
explanation would
need to be added for
full understanding.
Ideas are not fully
supported through
research.
Information is
disorganized in logic.
No details or
research supports
second main point.
No research is
presented.
Ideas – 10 Points (5*2)

Body #3
Conclusion – 5 Points

Re-State
Thesis

Summary

Clincher
All components are
present and effective.
Re-statement of
thesis and summary
successfully
highlights main
points of speech and
succinctly wraps up
ideas.
Led audience in
effective discussion;
prompted questions;
no silence
Evidence of research
is explicit
throughout speech
and verbal citations
follow correct format
in all citations. 6
citations are heard.
Outline is formatted
correctly.
All components are
present and
somewhat effective.
Re-statement of
thesis and summary
is somewhat effective
in highlighting main
idea of speech.
Ideas somewhat
explain and give a
detailed account of
first main point,
although more
detail/explanation is
needed for full
understanding. Ideas
are somewhat
supported by
research.
Information is
somewhat
disorganized in logic.
Ideas somewhat
explain and give a
detailed account of
second main point,
although more
detail/explanation is
needed for full
understanding. Ideas
are somewhat
supported by
research.
Information is
somewhat
disorganized in logic
Ideas somewhat
explain and give a
detailed account of
third main point,
although more
detail/explanation is
needed for full
understanding. Ideas
are somewhat
supported by
research.
Information is
somewhat
disorganized in logic
All components are
present, but are
weak. Summary does
not highlight all
main points and
there is not a clear or
impactful clincher.
Missing components
of conclusion.
Conclusion is not
effective in summary
or wrap up.
Does not attempt to
conclude or wrapup. Speech may end
abruptly.
Very weak
prompting of
audience questioning
and discussion
Evidence of research
is somewhat present
throughout speech.
Verbal citations are
correct in format in
all citations. 4
citations are heard.
Outline has 3 errors
No attempt to engage
audience in
questioning or
discussion
Evidence of research
is present throughout
speech, although
some citations are
not delivered in
correct format. 3
citations are heard.
Outline has 4+
errors.
No discussion; says
“I’m done”
Ideas – 10 Points (5*2)

Body #1
Ideas – 10 Points (5*2)

Body #2
Q&A Session – 10
points (5*2)
Research & Verbal
Citations – 10 points
(5*2)
Did not fully prepare
for the Q&A with
questions; prompted
some questioning
Evidence of research
is explicit
throughout speech.
Verbal citations
follow correct format
in all citations. 5
citations are heard.
Outline has 1-2
errors.
No details or
research supports
third main point. No
research is
presented.
Evidence of research
is not present
throughout. No
verbal citations are
used OR citations are
not delivered in
correct format.
Outline is not
revised.
Informative Speech
5
Voice
 Volume
 Tone
 Articulation/ inflection
Eye Contact
 Scans entire audience
 Confident
Gestures and Body
Movement
 Natural gestures
 Firm posture
Time Length
Technology
4
3
2-1
Easily heard and
understood by ENTIRE
audience; enthusiasm is
shown
Most words
understandable; can be
heard most of the time.
Moments of enthusiasm
could use more practice.
Some words unclear,
mumbled or slurred;
Sometimes difficult to
hear; Sometimes
monotone
Difficult to understand,
inaudible, and/or
monotone
Looks at entire audience
with confidence; can see
eyes at all times
Does not read speech
Looks at most of the
audience; a little too
much reading from cards
Looks up and down
frequently in attempt to
make eye contact; shows
lack of practice
Little or no eye contact
Never turns back to
audience; posture and
gestures are firm but
natural, not stiff
Never turns back to
audience; posture may
falter slightly; gestures
are natural with minor
fidgeting
Posture and gestures are
lacking confidence but not
totally distracting
Postures and gestures are
distracting; leans on
podium or whiteboard;
major fidgeting
On time.
Over or under by seconds
Visual Aid
Visual aid was
appropriate length and
supported thesis
Appearance
Professional attire and
overall composure is
appropriate and effective
for presentation
Under or over time by one
minute
Visual aid did not
completely support
argument or was lacking
in length
Attempts to appear
professional and
composed for
presentation but effort is
not fully executed
Content Total: _____/ 60
Under or over time by
two minutes
Under or over time by
three minutes or more
Visual aid was weak in
support of evidence; not
correct format
No technology
Clothing was not
distracting but did not
show a professional
demeanor.
Clothing was
inappropriate or
unprofessional and
proved to be a deterrent
from the presentation.
Nonverbal Total: ____/30
Informative Speech Total: _____ / 90
You will revise your outline
before speaking and turn in
your notecards after giving your
speech – remember not to write
a full manuscript on the cards!
Informative Speech
Listener Feedback Form
Communicator:
Listener:
Purpose statement:
Did the speaker get the audience’s attention and clearly indicate the purpose of the speech in the
introduction?
Yes
No
Did the speaker bridge—make a transition—to the body of the speech?
Yes
No
Did the organization of the speech help the listener understand the sender’s purpose?
Yes
No
Did the speaker support his or her purpose with explanations and examples?
Yes
No
Did the conclusion leave the audience with the speaker’s basic purpose?
Yes
No
Did the speaker adapt his or her presentation to the audience (subject, language, audience interest,
etc.)?
Yes
No
Describe the nonverbal elements of this speech and how they helped get the message across:
What are two items the speaker should work on?
Questions to ask during Q&A:
1.
2.
Informative Speech
Student’s Post-performance Feedback
Speaker
Date
Directions: Read each statement; then, in the space provided, use numbers to indicate your feelings
about the behavior described. If you are unable to respond to a statement, consider the audience
feedback you observed and your feelings while giving and immediately following the speech.
4—Strongly agree
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____ 10.
_____ 11.
_____ 12.
_____ 13.
_____ 14.
_____ 15.
_____ 16.
_____ 17.
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3—Agree
2—Disagree 1—Strongly disagree
The topic suited the audience.
The speech suited the setting.
The speech suited me and my knowledge.
I gained the audience’s attention with the introduction.
I provided the audience with necessary background.
I provided a clear statement of purpose.
I used a clear pattern of arrangement for the body of the speech.
The logical appeals were expected by and acceptable to the audience.
The major points were well supported.
I used vivid descriptions, exciting words, and personal involvement statements.
I began the conclusion by summarizing the information presented during the
discussion.
I concluded the speech by driving home the point(s).
My presentational outline was clear and provided me the opportunity to speak
spontaneously.
The speech was enhanced by my selection of appropriate supplementary aids.
The speech was enhanced by the method I used to present the selected supplementary
aids.
My delivery contained very few verbal distracters.
My delivery contained very few nonverbal distracters.
My grammar was appropriate to the audience, the purpose, and the setting.
My word choice was appropriate to the audience, the purpose, and the setting.
My physical movements contributed to my being perceived as dynamic and sociable.
My vocal variety contributed to my being perceived as dynamic and sociable.
My eye contact was direct and consistent.
I achieved the objectives I set for the presentation.
The question-and-answer session was effective.
What are two things that you think you did especially well in this speech?
What are two things that you did not do as well as you would have liked in this speech?
What do you plan to do before your next speech to improve on the two areas that you identified in
question 2?
Informative Speech
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience's knowledge of
the topic.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate.
CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.