argumentative writing for 5th grade

5th grade assignment so nothing that would look like an adult would have done it .

ill post the short stories. just the final draft needs to be done not the rough

N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6 . 05 Li b er ati o n Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 1 of 1

Ar g u m e nt ati v e Writi n g R u bri c
Dir e cti o n s: R e vi e w t h e r u bri c t o s e e h o w y o ur Ar g u m e nt ati v e Writi n g Fi n al Dr aft a n d Cit ati o n P a g e will b e gr a d e d.

Crit eri a I g ot it! I’ m al m o st t h er e. I’ m w or ki n g o n it. I still n e e d h el p. T ot al P oi nt s

Cit a ti o n
P a g e

4 p oi nt s

M y ci t ati o n p a g e c o nt ai n s t h e
f oll o wi n g: all r e q uir e d or a v ail a bl e
i nf or m ati o n fr o m all t hr e e t e xt s,
cit ati o n s or g a ni z e d i n al p h a b eti c al
or d er b y a ut h or’ s l a st n a m e, wit h
c orr e ct f or m atti n g a n d s p a ci n g .

3 p oi nt s

M y cit ati o n p a g e c o nt ai n s t hr e e
of t h e f oll o wi n g : all r e q uir e d or
a v ail a bl e i nf or m ati o n fr o m all
t hr e e t e xt s, cit ati o n s or g a ni z e d i n
al p h a b eti c al or d er b y a ut h or’ s
l a st n a m e, wit h c orr e ct f or m atti n g
a n d s p a ci n g.

2 p oi nt s

M y cit ati o n p a g e c o nt ai n s t w o of
t h e f oll o wi n g: all r e q uir e d or
a v ail a bl e i nf or m ati o n fr o m all
t hr e e t e xt s, cit ati o n s or g a ni z e d i n
al p h a b eti c al or d er b y a ut h or’ s
l a st n a m e, wit h c orr e ct f or m atti n g
a n d s p a ci n g.

0 p oi nt s

M y cit ati o n pa g e i s n ot
c o m pl et e y et.

T o pi c a n d

I nf or m ati o n

1 0 p oi nt s

M y writi n g i n cl u d e s t h e f oll o wi n g: a
cl ai m t h at a n s w er s t h e pr o m pt a n d
at l e a st t w o r e a s o n s e a c h wit h t e xt
e vi d e n c e a n d el a b or ati o n.

8 p oi nt s

M y writi n g i n cl u d e s f o ur of t h e
f oll o wi n g: a cl ai m t h at a n s w er s
t h e pr o m pt a n d t w o t o t hr e e
r e a s o n s e a c h wit h t e xt e vi d e n c e
a n d el a b or ati o n.

6 p oi nt s

M y writi n g i n cl u d e s t hr e e of t h e
f oll o wi n g: a cl ai m t h at a n s w er s
t h e pr o m pt a n d t w o t o t hr e e
r e a s o n s e a c h wit h t e xt e vi d e n c e
a n d e l a b or ati o n.

0 p oi nt s

M y writi n g do e s n ot in cl u d e a

cl ai m t h at a ns w er s th e

pr o m pt or re a s o n s wit h t ext

e vi d e n c e or ela b or ati o n yet.

Writ i n g

F o c u s

1 2 p oi nt s

M y writi n g i n cl u d e s t h e f oll o wi n g:
a n i ntr o d u cti o n, at l e a st t w o b o d y
p ar a gr a p h s, tr a n siti o n w or d s,
q u ot ati o n s a n d p ar a p hr a si n g, a n d
a c o n cl u si o n.

1 0 p oi nt s

M y writi n g i n cl u d e s f o ur of t h e
f oll o wi n g: a n i ntr o d u cti o n, t w o t o
t hr e e b o d y p ar a gr a p h s, tr a n siti o n
w or d s, q u ot ati o n s a n d
p ar a p hr a si n g, a n d a c o n cl u si o n.

8 p oi nt s

M y writi n g i n cl u d e s at l e a st t w o
of t h e f oll o wi n g: a n i ntr o d u cti o n,
t w o t o t hr e e b o d y p ar a gr a p h s,
tr a n siti o n w or d s, q u ot ati o n s a n d
p ar a p hr a si n g, a n d a c o n cl u si o n.

0 p oi nt s

M y writi n g d o e s n ot in cl u d e

a n intr o d u cti o n, tw o b o d y

p ar a gr a p h s, tr a n siti o n

w or d s, q u ot ati o n s an d

p ar a p hr a si n g, a nd a

c o n cl u si o n yet.

Q u a lit y

4 p oi nt s

M y h a n d writi n g i s cl e ar a n d n e at o n
m y fi n al dr aft a n d cit ati o n p a g e .

3 p oi nt s

M y h a n d writi n g i s cl e ar a n d n e at
o n m o st of m y fi n al dr aft a n d
cit ati o n p a g e .

2 p oi nt s

M y h a n d writi n g i s cl e ar a n d n e at
o n s o m e of m y fi n al dr aft a n d
cit ati o n p a g e .

0 p oi nt s

M y h a n d writi n g i s n ot cl e ar
a n d n e at o n m y gr a p hi c
or g a ni z er a n d fi n al y et.

T ot al

P oi nt s /3 0

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ela_g5_argumentative_writing_outline
ela_g5_06_05_01_04_argumentative_rough_draft
ela_g5_06_05_01_06_citation_page_rd
ela_g5_06_05_01_05_argumentative_final_draft
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D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6. 0 5 L i b er ati o n: Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 1 of 4

Ar g u m e nt ati v e Writi n g Fi n al Dr aft

Dir e cti o n s: U s e yo ur Ar g u m e nt ati v e Writi n g Ro u g h Dr af t a b o ut a ri g ht t h at y o u
b eli e v e h a d t h e gr e at e st i m p a ct o n o ur w orl d t o co m pl et e y o ur fi n al dr aft.

1. M a k e s ur e t o i n cl u d e t h e r e vi si o n s a n d e dit s y o u m a d e w h e n y o u wri t e y o ur
fi n al dr aft.

2. I n cl u d e t h e Ar g u m e nt ati v e Wri ti n g Cit ati o n p a g e wi t h pr o p er f or m atti n g
wit h y o ur fi n al dr af t .

3. Y o ur fi n al dr aft s h o ul d b e a s err or fr e e a s y o u c a n m a k e i t.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6. 0 5 Li b er ati o n : Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 2 of 4

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6. 0 5 Li b er ati o n : Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 3 of 4

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6. 0 5 Li b er ati o n : Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 4 of 4

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6 . 05 Li b er ati o n : Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 1 of 1

Ar g u m e nt ati v e Writi n g Fi n al Dr aft Cit ati o n P a g e

Dir e cti o n s: U s e y o ur Ar g u m e nt ati v e Wri ti n g R o u g h Dr aft Ci t ati o n P a g e t o
c o m pl et e y o ur fi n al dr aft.

1. M a k e s ur e t o i n cl u d e t h e r e vi si o n s a n d e dit s y o u m a d e w h e n y o u wri t e y o ur
fi n al dr aft.

2. Y o ur fi n al dr aft s h o ul d b e a s err or fr e e a s y o u c a n m a k e i t.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D at e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 6 . 05 Li b er ati o n : Ar g u m e nt ati v e Writi n g

L a n g u a g e Art s Gr a d e 5 P a g e 1 of 1

Ar g u m e nt ati v e Writi n g C h e c kli st

Dir e cti o n s: U s e t h e c h e c kli st a s a g ui d e t o p u bli s h y o ur writi n g.

� I i n cl u d e d a n i ntr o d u cti o n p ar a gr a p h.

� I i n cl u d e d at l e a st t w o b o d y p ar a gr a p h s t h at
c o nt ai n a r e a s o n, t w o pi e c e s of e vi d e n c e fr o m t h e
t e xt, a n d el a b or ati o n .

� I i n cl u d e d a c o n cl u si o n p ar a gr a p h t h at r e st at e s t h e
cl ai m i n a diff er e nt w a y.

� I i n cl u d e d a cit ati o n p a g e wit h t hr e e s o ur c e s
pr o p erl y f or m att e d.

� I i n d e nt e d e a c h of m y p ar a gr a p h s.

� I u s e d tr a n siti o n w or d s.

� I u s e d q u ot e s or p ar a p hr a si n g w h e n r ef er e n ci n g t h e
t e xt s.

� I wr ot e i n c o m pl et e s e nt e n c e s.

� I u s e d c a pit al l ett er s at t h e b e gi n ni n g of e a c h
s e nt e n c e a n d p u n ct u ati o n at t h e e n d.

� I c orr e ct e d mi s s p ell e d w or d s.

� I u s e d m y b e st h a n d writi n g.

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ela_g5_argumentative_writing_outline
ela_g5_06_05_01_04_argumentative_rough_draft
ela_g5_06_05_01_06_citation_page_rd
ela_g5_06_05_01_05_argumentative_final_draft
ela_g5_06_05_01_06_citation_page
ela_g5_06_05_01_06_argumentative_writing_checklist

Directions: Print all pages of the book. Next, cut the pages out by cutting on the dotted lines. Then, put the
pages in order and staple the book in the top left corner.

Language Arts Grade 5

Defending Rights

Written by: Valeriya Lilia

Table of Contents

Introduction Page 2-3

What Are Human Rights?

Page 4

The American Revolution Page 5-6

Forms of Protest

Page 7

Defending Your Rights Today

Page 8

Directions: Print all pages of the book. Next, cut the pages out by cutting on the dotted lines. Then, put the
pages in order and staple the book in the top left corner.

Language Arts Grade 5

Introduction

It is generally acknowledged all over the world that we are
entitled to basic human rights. However, this wasn’t always
the case. The problem of inequality dates back as far as
ancient times. As a result, people and groups have emerged
over time to right the wrongs. The concept of rights
developed from various religious and cultural tracts. Laws for
just living, such as the ideas of “do unto others as they would
do unto you” and “it is wrong to kill,” are evident in many
different sources throughout history from various cultures,
religions, and continents. Documents such as the Magna
Carta (1215), the English Bill of Rights (1689), The French
Declaration of the Rights of Man and Citizen (1789), and the
U.S. Constitution and Bill of Rights (1791) are the original
versions of today’s human rights documents. However, it may seem ironic that many of these documents
actually excluded various groups within society. For example, women, people of color, and members of certain
religious groups were excluded in some of these original documents.

Introduction continued

As a way to solve the issue of
human rights violations,
individual countries have their
own laws related to human
rights. There is also the
Universal Declaration of
Human Rights, which was
agreed upon by 56 members of
the United Nations in 1948.
This document has been very
influential because its ideas
have been adopted and
written into constitutions in
most of the 185 countries now
in the United Nations.

Page 2

Page 3

Directions: Print all pages of the book. Next, cut the pages out by cutting on the dotted lines. Then, put the
pages in order and staple the book in the top left corner.

Language Arts Grade 5

What Are Human Rights?

Human rights are rights inherent to all humans irrespective of race, sex, nationality,
ethnicity, language, religion, or any other status. These rights include the right to life
and liberty, freedom from torture and slavery, freedom of opinion and expression, the
right to work, and the right to education.

The English philosopher John Locke (1632–1704) was one of the first people to ever
advocate for the notion of having rights through the very fact of being human and
that these rights should be protected by the government. His state of nature law
advocates all human beings not to harm “the life, the liberty, health, limb, or goods of

another.” He also argued that no person should own another person as a servant or
property.

These rights that have been adopted by almost every country in the world may seem blindingly obvious to us
now; however, throughout history, many people have had to fight for their rights. Many people who did this
did not want to literally fight; often, they felt that taking up arms would go against the very concept of what
they were fighting for.

How have people defended their rights?

The American Revolution

The phrase “the pen is mightier than the sword” was
apt to some extent before the American Revolution. It
is often forgotten that before the Revolutionary War
(1775–1783) began, many people attempted to defend
their rights through nonviolent struggle. The
disagreements that led to the conflict were because
the British government tried to make the American
colonies pay a large share of the war debt from the
British campaigns with France and in India. Through
the Sugar Act, the Stamp Act, and other taxes, the
British tried to collect funds. The American people felt
that their rights were being infringed on and that the
taxes were unduly harsh. The taxes also caused a
financial hardship.

Page 4

Page 5

Directions: Print all pages of the book. Next, cut the pages out by cutting on the dotted lines. Then, put the
pages in order and staple the book in the top left corner.

Language Arts Grade 5

The American Revolution

Between 1765 and 1775 there were several forms of protest against British rule and the taxation policies
imposed on Americans. One of these was a boycott of British goods. This was to put economic pressure on
British merchants. The boycotters hoped the merchants would then put pressure on British politicians who
would attempt to ease the concerns of the merchants by repealing the taxation laws. Another form of
defending their rights was through purposely buying American-made goods. If British-made goods were
available, then Americans would go out of their way not to buy them.
Citizens of America also decided not to export goods to Britain. This would
primarily be raw materials, as raw materials were often exported to Great
Britain as part of the Atlantic Triangle. These were some of the ways
Americans tried to solve the problems caused by Britain.

People would also get involved in new American governmental institutions
and groups to try to defend their rights. This would often involve writing
letters of protest or gathering signatures for petitions. One noticeable
difference between this form of protest and the outbreak of war is that
almost anyone could get involved in defending their rights
through non-violent protest, whereas when war broke out, it was mainly
young men in relatively good physical shape who could get involved.

Forms of Protest

Many throughout history have attempted to defend their rights or protest
against an unfair action by a government or group through a variety of non-
violent means. Henry David Thoreau, a philosopher who lived in the 1800s, is
still considered to be someone who represents peaceful resistance because of
one of his works “Civil Disobedience.” Within this text, he questioned why
people would obey a government whose laws they believe to be wrong. He
also protested by refusing to pay his taxes, which meant some time in jail for
Thoreau.

As a way to solve issues with inequality and unfair treatment, there have
been many protest marches throughout history and many on Washington, the
seat of the nation’s government. Some of the most memorable have included
the Suffrage Parade in 1913, which was an attempt to ensure that women
would be allowed to vote. This victory for women’s voting rights would finally
happen in 1920, proving a spark can indeed start a great fire. Later,

approximately 250,000 people marched in Washington in 1963 to hear Martin Luther King Jr. deliver his
famous “I Have a Dream” speech. The official name for this event was The March on Washington for Jobs and
Freedom. Martin Luther King Jr. was instrumental in trying to solve the problem of racial inequality.

Page 6

Page 7

Directions: Print all pages of the book. Next, cut the pages out by cutting on the dotted lines. Then, put the
pages in order and staple the book in the top left corner.

Language Arts Grade 5

Defending Your Rights Today

Many strides have been made to right the wrongs of inequality, but
there are still human rights issues. Today, the ubiquitous use of
social media has meant that people are able to defend their rights or
protest without leaving their homes just by pressing a few buttons
on their phones. It is easy to share videos, sign petitions, forward
emails, and share articles and opinions.

However, some of the more traditional forms of defending rights are
still available today. Going to court is an option although it can be
costly and time consuming. The use of video footage has meant that

people are easily able to share an incident with others. News organizations, like TV news or digital media
outlets, may then use this footage. Hopefully, one day there will no longer be the need for any kind of protest.
Hopefully, one day equality for all will be a reality.

Page 8

Language Arts Grade 5 Page 1 of 2

Women’s Rights

Written by: Kathryn O’Dell

The Fight for Women’s Rights

The women’s rights movement in the United States began in the mid-1800s. The movement
was broad, with goals ranging from changing marriage laws to giving women equal
opportunities for education. Elizabeth Cady Stanton and
Lucretia Mott were pioneers in the women’s rights movement.
Stanton was a writer and Mott was quaker preacher and an
abolitionist, a person opposed to slavery. At the time, it was
common for activists to fight for both women’s rights and to
fight for slavery to end.

Stanton and Mott were both activists and helped organize
the first convention to discuss women’s rights in 1848. Three
hundred people, mostly women, attended the convention. The
discussions outlined several things that were unfair to women,
such as opportunities for education, marriage laws, and
property rights.

With a group of people from the convention, Stanton wrote
the Declaration of Sentiments. They based it on the Declaration
of Independence, which declared the thirteen colonies free from British rule. This statement
was the first step in forming the United States of America. One part of the declaration states,
“all men are created equal.” The Declaration of Sentiments declared, “all men and women are
created equal.” Stanton pushed for women to have voting rights as well, although Mott
disagreed. In the end, the members of the convention approved to make voting rights part of
the movement.

Eventually, the movement focused on women’s right to vote, or women’s suffrage. In 1850,
Stanton met Susan B. Anthony, and they worked together to form a movement only about
women’s suffrage. After the emancipation of enslaved people in 1863, many activists worked
toward an amendment to the U.S. Constitution that would allow African-American men to
vote. The 15th amendment, passed in 1870, allowed this right. It states, “The right of citizens
of the United States to vote shall not be denied […] by the United States […] on account of race,
color, or previous condition of servitude.” However, there was disagreement on the definition
of
“citizens,” and women were still not allowed to vote. The fight for women’s voting rights
continued. However, the movement became divided, as Stanton and Anthony argued that
Black men should not have the right to vote before white women. Others felt all women should

Language Arts Grade 5 Page 2 of 2

be included in the movement, like Sojourner Truth, a writer and
activist who had escaped slavery.

Despite the disagreements in the women’s rights movement and
in the women’s suffrage movement, women finally got the right to
vote in 1920 with the 19th Amendment to the Constitution. This
amendment states, “The right of citizens of the United States to
vote shall not be denied […] by the United States […] on account of
sex.” On November 2, 1920, over eight million women voted in a U.S.
election. The 19th Amendment did not end discrimination for
women, but it had a huge impact. It opened the door for women to
fight for more rights and continue the women’s rights movement.

Language Arts Grade 5 Page 1 of 2

Women’s Rights

Written by: Kathryn O’Dell

The Fight for Women’s Rights

Language Arts Grade 5 Page 2 of 2

be included in the movement, like Sojourner Truth, a writer and
activist who had escaped slavery.

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