TEACHING LINKS Common Core State Standards Correlations and Activities for The Lizzie Borden Trial

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Common Core Links


  • RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
  • RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.


  • W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
  • W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

  • SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


  • L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Teaching Links
Ideas to extend the learning with Common Core links:

  • As students read, ask them to jot down questions they have on electronic or paper sticky notes. After reading, have them write down the answers to the questions generated while reading. Choose several stimulating question/answer combinations and create an electronic slideshow. Write a question on one slide with a picture, diagram or other visually stimulating text feature, then switch to the next slide and write the answer using the text for support.
  • Guide students to notice the structure and organization of this text. How does it support meaning? How is it different from other informational text they have read?
  • Ask students to evaluate the author’s use of text features. How do they work to support learning? What was the purpose behind each one?