Cube Buildings: Research, Argument, and Informative Writing
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Cube Buildings: Research, Argument, and Informative Writing

Grade 6English1 days
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This 6th-grade English project, "Cube Buildings: Research, Argument, and Informative Writing," explores the advantages and disadvantages of cube-shaped buildings. Students will research and evaluate arguments in informational texts, focusing on the structural integrity, functionality, and aesthetics of these buildings. The project culminates in students writing informative texts describing the architectural features of cube-shaped buildings, demonstrating their understanding of clear organization and evidence-based reasoning.
Cube-Shaped BuildingsArchitectural DesignInformative WritingArgument EvaluationEvidence AnalysisStructural IntegrityBuilding Functionality
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.What are the advantages and disadvantages of cube-shaped buildings compared to other architectural forms?

Essential Questions

Supporting questions that break down major concepts.
  • How does the shape of a building impact its structural integrity and material use?
  • In what ways does the cube shape influence the interior space and functionality of a building?
  • What are the aesthetic considerations and cultural perceptions associated with cube-shaped buildings?
  • How do environmental factors (like wind and sunlight) affect the design and performance of cube-shaped buildings?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and trace the author's argument and specific claims in informational texts about cube-shaped buildings.
  • Students will be able to evaluate the evidence an author uses to support claims about cube-shaped buildings.
  • Students will be able to write informative texts to explain the architectural features of cube-shaped buildings.
  • Students will be able to organize their writing clearly and logically when describing cube-shaped buildings.
  • Students will be able to describe the architectural features of cube-shaped buildings and analyze how these features reflect the author's claims and influence the text's organization

Reading Informational Text

RI.6.8
Primary
Trace and evaluate an author’s argument and claims.Reason: Directly addresses the skill of tracing and evaluating arguments in informational texts, which is a core component of the project.

Writing

W.6.2
Primary
Write informative/explanatory texts with clear organization.Reason: Directly supports the project's focus on writing informative texts about cube-shaped buildings with a clear organizational structure.

Entry Events

Events that will be used to introduce the project to students

Cube Buildings Around the World

Students watch a short, engaging video showcasing various cube-shaped buildings around the world, highlighting their unique functions and cultural significance. After the video, they discuss their initial impressions and brainstorm research questions about the history, design, and impact of these structures.
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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

Argument Architect: Unveiling Author's Claims

Students will learn to identify the main arguments and claims made in articles and texts about cube-shaped buildings. They will practice tracing how the author develops these claims throughout the text.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read an article about a specific cube-shaped building (e.g., the Habitat 67 in Montreal).
2. Identify the author's main argument regarding the building's design or impact.
3. List three claims the author uses to support their argument.
4. For each claim, provide a piece of evidence the author uses (e.g., statistics, expert opinions, examples).

Final Product

What students will submit as the final product of the activityA completed worksheet where students outline the main argument, supporting claims, and evidence used in a provided article about a cube-shaped building.

Alignment

How this activity aligns with the learning objectives & standardsRI.6.8 (Trace and evaluate an author’s argument and claims). Learning Goal: Students will be able to identify and trace the author's argument and specific claims in informational texts about cube-shaped buildings.
Activity 2

Evidence Evaluator: Assessing Support Structures

Students will assess the quality and relevance of the evidence used by authors to support their claims about cube-shaped buildings. This involves determining if the evidence is credible, sufficient, and directly related to the claims.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a different article about a cube-shaped building.
2. Identify the author's main claims.
3. For each claim, list the evidence provided by the author.
4. Evaluate whether the evidence is credible (reliable source), sufficient (enough evidence), and relevant (directly supports the claim).
5. Write a paragraph summarizing your evaluation of the evidence.

Final Product

What students will submit as the final product of the activityA short written evaluation of the evidence presented in an article about a cube-shaped building, including strengths and weaknesses.

Alignment

How this activity aligns with the learning objectives & standardsRI.6.8 (Trace and evaluate an author’s argument and claims). Learning Goal: Students will be able to evaluate the evidence an author uses to support claims about cube-shaped buildings.
Activity 3

Architectural Explainer: Describing Cube Designs

Students will write an informative paragraph describing the architectural features of a specific cube-shaped building. They will focus on clear and concise writing, using appropriate vocabulary and organizing their ideas logically.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a cube-shaped building that interests you.
2. Research the building's architectural features (e.g., materials, dimensions, design elements).
3. Create an outline organizing your description into logical sections (e.g., introduction, main features, conclusion).
4. Write a paragraph describing the building's features, using precise language and clear explanations.
5. Revise and edit your paragraph for clarity, organization, and grammar.

Final Product

What students will submit as the final product of the activityA well-organized informative paragraph describing the architectural features of a chosen cube-shaped building.

Alignment

How this activity aligns with the learning objectives & standardsW.6.2 (Write informative/explanatory texts with clear organization). Learning Goal: Students will be able to write informative texts to explain the architectural features of cube-shaped buildings. Students will be able to organize their writing clearly and logically when describing cube-shaped buildings.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Argument Architect Rubric

Category 1

Argument Deconstruction

This category assesses the student's ability to dissect and understand the structure of an author's argument in a text about cube-shaped buildings.
Criterion 1

Argument Identification

Identification of the author's main argument in the selected text.

Exemplary
4 Points

Accurately and comprehensively identifies the author's main argument, demonstrating a deep understanding of the text's purpose.

Proficient
3 Points

Correctly identifies the author's main argument with a clear understanding of the text.

Developing
2 Points

Identifies a potential argument but may misinterpret or oversimplify the author's central point.

Beginning
1 Points

Struggles to identify the author's main argument or provides an inaccurate interpretation.

Criterion 2

Supporting Claims

Accurate listing of supporting claims used by the author.

Exemplary
4 Points

Lists all supporting claims accurately and provides insightful connections between the claims and the main argument, showcasing a nuanced understanding.

Proficient
3 Points

Lists all supporting claims accurately, demonstrating a solid grasp of the author's reasoning.

Developing
2 Points

Lists some supporting claims but may miss key points or include irrelevant information.

Beginning
1 Points

Struggles to identify or list supporting claims or provides inaccurate or unrelated information.

Criterion 3

Evidence Provision

Provision of relevant evidence for each claim from the text.

Exemplary
4 Points

Provides compelling and specific evidence for each claim, demonstrating a sophisticated ability to analyze and interpret textual details.

Proficient
3 Points

Provides relevant and accurate evidence for each claim, showcasing a good understanding of the text.

Developing
2 Points

Provides some evidence for the claims, but the evidence may be weak, vague, or not directly relevant.

Beginning
1 Points

Fails to provide evidence for the claims or provides evidence that is completely irrelevant or inaccurate.

Reflection Prompts

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

What was the most surprising thing you learned about cube-shaped buildings during this project?

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Question 2

How did evaluating the evidence in articles change your understanding of how architects make their case for cube-shaped buildings?

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Question 3

What was the most challenging part of writing your own description of a cube-shaped building, and how did you overcome it?

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Question 4

To what extent do you think cube-shaped buildings are a good design solution?

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