Persuasive Essays on Influential Women
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Persuasive Essays on Influential Women

Grade 5English12 days
In this project-based learning experience for fifth graders, students write persuasive essays about influential women, such as Marie Curie and Malala Yousafzai, to highlight their accomplishments and global impact. Through activities like "Time Machine Interview" and "Evidence Explorer," students learn to develop clear opinion statements, gather and organize research, and connect their ideas cohesively. The project aligns with Common Core Standards in writing, as students practice persuasive writing techniques such as organizing logical arguments, using evidence, and crafting strong conclusions, and culminates in students reflecting on their growth in understanding influence and persuasive writing. The project emphasizes research skills, critical thinking, and crafting impactful conclusions.
Persuasive WritingInfluential WomenResearch SkillsCritical ThinkingCommon Core StandardsOpinion FormationEssay Writing
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use persuasive writing to highlight the accomplishments of influential women and demonstrate their impact on the world?

Essential Questions

Supporting questions that break down major concepts.
  • What makes an individual influential?
  • How do the accomplishments of influential women shape the world?
  • What techniques can we use to effectively persuade an audience in writing?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will research influential women and their accomplishments to gather evidence for their persuasive essays.
  • Students will learn to draft, revise, and edit their essays to enhance clarity and effectiveness in their writing.

Common Core Standards

CCSS.ELA-LITERACY.W.5.1
Primary
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Reason: The project requires students to write persuasive essays, an opinion piece that needs to be supported by reasons and information.
CCSS.ELA-LITERACY.W.5.1.A
Primary
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.Reason: This standard aligns with the project as students need to introduce their topic and organize their essays logically to persuade effectively.
CCSS.ELA-LITERACY.W.5.1.B
Primary
Provide logically ordered reasons that are supported by facts and details.Reason: Students need to support their arguments with facts and details when writing their persuasive essays about influential women.
CCSS.ELA-LITERACY.W.5.1.C
Secondary
Link opinion and reasons using words, phrases, and clauses.Reason: This standard is essential for connecting opinions with reasons in students' persuasive writing.
CCSS.ELA-LITERACY.W.5.1.D
Secondary
Provide a concluding statement or section related to the opinion presented.Reason: Students must conclude their essays by summarizing their opinion and key points, aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Time Machine Interview with Influential Women

Students receive a mysterious letter inviting them to a virtual time machine experience where they can interact with holographic versions of influential women from the past. The event includes a panel where characters like Marie Curie, Rosa Parks, and Malala Yousafzai share their significant accomplishments, sparking curiosity and encouraging students to dive deeper into their stories for their essays.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Opinion Transformer: Crafting Persuasive Stances

In this activity, students will translate their reflections into a clear, opinionated stance on one influential woman they wish to focus on for their essay. This forms the backbone of their persuasive writing.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one influential woman from the time machine reflections who inspired you the most.
2. Develop a clear opinion statement about why this woman is influential and deserves recognition.
3. Use sentence starters like 'I believe...', 'In my opinion...', and 'It is important to recognize...' to guide your opinion statement.

Final Product

What students will submit as the final product of the activityA clear, articulate opinion statement about the selected influential woman.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.5.1.A as it focuses on introducing a topic and forming a clear opinion as the basis of their essay.
Activity 2

Evidence Explorer: Researching and Gathering Support

Students will dive into research to collect supportive evidence and details about their selected influential woman, reinforcing their opinion with facts.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Use at least two reliable sources to gather information about your selected woman’s accomplishments and impact.
2. Organize your findings into a graphic organizer, categorizing the information into short, logical sections (e.g., Early Life, Major Achievements, Impact on Society).
3. Select the strongest pieces of evidence that support your opinion statement.

Final Product

What students will submit as the final product of the activityA detailed research portfolio containing organized evidence supporting the persuasive opinion.

Alignment

How this activity aligns with the learning objectives & standardsThis activity connects with CCSS.ELA-LITERACY.W.5.1.B by requiring students to support their opinion with factual evidence, improving the depth and reliability of their essays.
Activity 3

Link & Linger: Connecting Ideas Cohesively

Here, students learn to connect their ideas and evidence fluently, using transitional phrases and clauses to enhance cohesiveness within their essays.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review your opinion statement and selected evidence. Consider how these pieces connect logically.
2. Practice using linking words and phrases like 'because', 'this shows', 'as a result of', and 'thus' to connect your evidence to your opinion.
3. Rewrite your opinion statement and supporting sentences, incorporating these linking devices.

Final Product

What students will submit as the final product of the activityA revised opinion statement and supporting sentences that are cohesively connected using appropriate linking words and phrases.

Alignment

How this activity aligns with the learning objectives & standardsComplies with CCSS.ELA-LITERACY.W.5.1.C by training students to link their opinions with reasons using transitional expressions.
Activity 4

Conclusion Conjurer: Crafting Compelling Closures

Students will learn to summarize their essays powerfully, leaving a lasting impression while recapping their persuasive arguments.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Reflect on your opinion statement and key supportive evidence.
2. Draft a concluding section that revisits your main points and reinforces why your selected woman is considered influential.
3. Incorporate a compelling closing sentence or quote that strengthens the impact of your essay.

Final Product

What students will submit as the final product of the activityA well-crafted concluding section that effectively summarizes and reinforces the student's opinion and key arguments.

Alignment

How this activity aligns with the learning objectives & standardsTargets CCSS.ELA-LITERACY.W.5.1.D by providing a strong conclusion that legally ties together the essay's points and restates the opinion.
Activity 5

Curiosity Kickoff: Time Machine Interview Reflection

Students begin their exploration into persuasive writing by reflecting on their virtual interactions with influential women through the time machine entry event. This activity will spark curiosity and set a foundation for understanding the significance of influential women's accomplishments.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in the Time Machine Interview event and take notes on at least three influential women's accomplishments and their impacts.
2. Discuss in small groups about which woman's story interested you the most and why.
3. Write a short reflection on how these women have influenced the world and why their stories inspire you.

Final Product

What students will submit as the final product of the activityA reflective paragraph on the impact and significance of the influential women they encountered.

Alignment

How this activity aligns with the learning objectives & standardsThis activity sets the context for persuasive writing by engaging students with historical contexts and aligning them with CCSS.ELA-LITERACY.W.5.1 by sparking curiosity and generating initial ideas about opinions.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Persuasive Essay Writing on Influential Women

Category 1

Opinion Formation

Evaluates the clarity and articulation of the student's opinion statement on the selected influential woman.
Criterion 1

Clarity of Opinion

Assesses the clarity and articulation of the student's opinion statement about their chosen influential woman.

Exemplary
4 Points

The opinion statement is clear, articulate, and provides a compelling introduction to the chosen influential woman.

Proficient
3 Points

The opinion statement is clear and appropriately introduces the chosen influential woman.

Developing
2 Points

The opinion statement is present but lacks clarity or engagement.

Beginning
1 Points

The opinion statement is vague and does not clearly introduce the influential woman.

Criterion 2

Logical Organization

Evaluates the organization of ideas logically to support the student's opinion.

Exemplary
4 Points

Ideas are logically grouped and seamlessly organized to support the writer's purpose.

Proficient
3 Points

Ideas are logically grouped, with minor lapses in organization.

Developing
2 Points

Ideas are inconsistently organized, leading to a disjointed essay structure.

Beginning
1 Points

Ideas lack logical grouping, resulting in a confusing essay.

Category 2

Research and Evidence

Assesses the student's ability to gather, organize, and present evidence that supports their opinion about the influential woman.
Criterion 1

Use of Evidence

Evaluates the use of reliable sources and the effectiveness in supporting the opinion with evidence.

Exemplary
4 Points

Numerous reliable sources are used convincingly to support the opinion with detailed evidence.

Proficient
3 Points

Multiple reliable sources are used effectively to support the opinion.

Developing
2 Points

Some sources are used, but additional evidence is needed to fully support the opinion.

Beginning
1 Points

Inadequate use of sources to support the opinion, with minimal or no evidence provided.

Category 3

Cohesion and Linking

Evaluates the student's ability to connect ideas and evidence cohesively using transitional expressions.
Criterion 1

Linking Ideas

Assesses how effectively students use transitional phrases to connect their ideas and evidence.

Exemplary
4 Points

Transitional expressions are skillfully used to connect ideas and enhance the essay's cohesiveness.

Proficient
3 Points

Transitional expressions are used effectively, with minor areas for improvement in cohesiveness.

Developing
2 Points

Some transitional expressions are used, but connections between ideas are unclear in places.

Beginning
1 Points

Little to no use of transitional expressions, leading to a disjointed essay.

Category 4

Conclusion and Impact

Assesses the effectiveness of the essay's conclusion in summarizing and reinforcing the main points and opinion.
Criterion 1

Concluding Section

Evaluates the strength and clarity of the essay's conclusion and its ability to reinforce the opinion and main points.

Exemplary
4 Points

The conclusion effectively summarizes the main points, reinforces the opinion, and leaves a strong lasting impression.

Proficient
3 Points

The conclusion summarizes the main points and reinforces the opinion, but could be more impactful.

Developing
2 Points

The conclusion is present but lacks strength in summarizing and reinforcing the opinion.

Beginning
1 Points

The conclusion does not effectively summarize the essay's points or reinforce the opinion.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the process of researching influential women. How did your understanding of what makes someone influential change through your research?

Text
Required
Question 2

How confident do you feel in your ability to write a persuasive essay now compared to before this project?

Scale
Required
Question 3

What elements of your essay do you feel most proud of, and why?

Text
Required
Question 4

Out of the techniques you learned for persuasive writing, which ones do you think will be most useful in the future?

Multiple choice
Required
Options
Crafting a strong opinion statement
Using evidence effectively
Linking ideas with transitions
Writing a compelling conclusion
Question 5

How effective do you think your final essay was in persuading your audience about the influence of your chosen woman?

Scale
Required
Question 6

What challenges did you encounter while drafting your essay, and how did you overcome them?

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Optional