CommonLit

We Shall Overcome Speech

SpotOn Score

3.2
Out of 4.0

Content

3.8

Pedagogy

3.3

Technology

2.5

Standards

N/A

SpotOn Review Summary

3.2 Overall Score

A short paragraph introduces the scene, followed by the word-for-word speech. The speech is a challenging read, and the questions ask students to interact with the text critically. Both text-dependent and discussion questions focus on message and tone.

 

  • Grade Level(s)

    Developed for grades 9-10
  • Discipline

    English Language Arts
  • Product Type

    Learning Object (Informational Text)
  • Pricing Model

    This resource is available free of charge.

Spot On

  • This resource provides paired texts and paraphrasing.
  • Questions are included for comprehension and discussion.
  • Students provide textual support for their answers.

Off the Mark

  • Students cannot input answers online.
  • Few technological tools are offered.
  • Some of the tabs are still under construction.
View Product Details

Content

Content Quality Review

The content is LBJ's famous "We Shall Overcome" speech. A short paragraph introduces the scene, followed by the word-for-word speech. This resource also provides a paraphrased text for students. The speech is a challenging read, and the questions ask students to interact with the text critically. Both text-dependent and discussion questions focus on message and tone.

Content Quality

3.8

Criteria How are these criteria defined?

Accuracy

4.0

Clarity

4.0

Identifying a sense of purpose

3.5

Pedagogy

Pedagogy Review

Students engage in critical thinking and question the speech, its purpose and effect, and their own thinking about the idea of revolution. They must provide text evidence to substantiate their responses. The speech is divided into sections to make it easier to locate information. Differentiation includes vocabulary help and paraphrasing.

Pedagogy

3.3

Criteria How are these criteria defined?

Engaging students

3.5

Differentiation -- Personalized Learning

3.0
Bloom's Taxonomy
  • Create
  • Evaluate
  • Analyze
  • Apply
  • Understand
  • Remember
Instructional Uses
  • Extension
  • Inquiry/Problem Solving
  • Guided Learning
  • Learning Support
  • Assessment

Technology

Technology Review

The design of this resource is appealing and easy to use. A few technological features offer assistance with vocabulary, multiple sizes of text, and paraphrasing. Students can click on a footnote to see a definition or an explanation of a historical event. However, two tabs are missing information: Teacher Guide and Related Materials. Although questions are provided in the side text, no text boxes are available for writing responses.

Technology

2.5

Criteria How are these criteria defined?

Design

2.5

Student Navigation

2.5

Standards

Topics Alignment Review

Several learning objectives are met in this lesson, including determining main idea, understanding author's purpose, and vocabulary knowledge. Questions focus on message and tone. Objectives are met through the use of text-dependent questions, discussion questions, and a guiding question in the introduction. Students practice reading an informational text and answering questions.

Topics Alignment

N/A

This content is not standardized curriculum, and as such, it is not measured against state standards.

English Language Arts Topics
Coverage
Assessment
1 of 1 Subtopics Included
  • Assessment Referenced
Language 2-12
2 of 3 Subtopics Included
  • Conventions of Standard English Not Included
  • Knowledge of Language Referenced
  • Vocabulary Acquisition and Use Referenced
Reading Informational Text
0 of 1 Subtopics Included
  • Strategic Reading Skills Not Included
Reading Literature
1 of 3 Subtopics Included
  • Drama Referenced
  • Stories Not Included
  • Strategic Reading Skills Not Included
Reading Skills
4 of 8 Subtopics Included
  • Close Reading Developed
  • Fluency Not Included
  • Independent Reading Referenced
  • Literary Response Developed
  • Phonics and Word Recognition Not Included
  • Phonological Awareness Not Included
  • Print Concepts Not Included
  • Text Complexity Referenced
Speaking and Listening
2 of 3 Subtopics Included
  • Collaboration Not Included
  • Comprehension Referenced
  • Presentation Referenced
Writing
1 of 2 Subtopics Included
  • Grammer Not Included
  • Writing Types: Opinion/Argument, Informative Explanatory, Narrative Research Referenced
Common Core State Standards for English Language Arts
Grades 6–12
RI
Reading: Informational Text:
RI.9-10
Grades 9-10:
KID
Key Ideas and Details:
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CS
Craft and Structure:
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W
Writing:
W.9-10
Grades 9-10:
TTP
Text Types and Purposes:
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.2
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.
  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
SL
Speaking & Listening:
SL.9-10
Grades 9-10:
CC
Comprehension and Collaboration:
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.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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.
PKI
Presentation of Knowledge and Ideas:
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.
L
Language:
L.9-10
Grades 9-10:
KOL
Knowledge of Language:
L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  1. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
VAU
Vocabulary Acquisition and Use:
L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Reviewed on August 31, 2016

All of SpotOn's reviews are writen by highly qualified, certified teachers trained by educators at The Ohio State University to become Digital Review Specialists.

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Content & Features

  • Product Type: Learning Object (Informational Text)
  • Subject Area(s): Reading
  • Copyright/Release Date: 2014-2016
  • Resource Time: More than 60 minutes
  • Languages: English

CommonLit's Product Description

Lyndon B. Johnson (1908-1973), often called LBJ, was the 36th President of the United States. He is best known for his “Great Society” legislation upholding civil rights, Medicare, Medicaid, and urban development. On March 15, 1965, President Johnson delivered this speech to Congress and 70 million television viewers. This speech is now regarded as one of the best presidential speeches in history. In it, Johnson refers to events in Selma, Alabama, where civil rights protesters had been brutally beaten on “Bloody Sunday.” His speech is famous for making the Revered Martin Luther King, Jr. cry and for stirring Congress to support voting rights for African Americans.  

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Please note that the following features are based on the company's claims and were not part of SpotOn’s evaluation. All product information is believed accurate at the time of publication but subject to change at the supplier’s discretion.

Features

  • LTI Compliant
  • Technology-enhanced Assessments
  • Teacher Resources
  • Supports ELL
  • Personalized Content
  • Personalized Assessments
  • Multiple Reading Levels
  • Lexile Levels
  • Embed Code

Accessibility

Accessibility Features

  • Provides literacy tools
  • Screen reader compliant
  • Tab controls
  • Captioned videos
  • Alternative text annotations
  • Audio descriptions
  • Suitable for users with low vision
  • Suitable for deaf/hard-of-hearing users
  • Braille version
  • Large print version
  • NIMAS Compliance

Technology & Requirements

Support & Resources*

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Supported Devices

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  • Device agnostic

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CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 5-12. Our resources are flexible; Research-Based; Aligned to the Common Core State Standards; Created by teachers, for teachers.

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