Four Square Activity

Four Square Character Analysis

This activity could be accomplished in partners or small groups, depending on the class size. Each group will receive a four square chart, as shown below, and the teacher can decide which character each group studies. The character’s name is written in the center diamond and different traits of the character can be filled in each of the corners. In the example below, Moose is the target character. From left to right, clockwise, the characteristics being investigated are: personality traits, physical traits, summary traits, and other characters’ reactions to Moose. These specific categories can be adjusted to fit the teacher’s objectives.

Objective: By the end of this lesson, students should be able to identify and write using the four square chart different kinds of character traits using a character from Al Capone Does My Shirts.

Procedure:

1. While the class is still reading Al Capone Does My Shirts, the teacher will introduce an activity called the four square character analysis. As part of a class discussion, the teacher will either teach and/or review different types of character traits, such as physical, personality, and any other traits the teacher would like to incorporate. Examples from other stories (that the whole class has read) could be used in a prototype four square on the blackboard or dry erase board. In this way, all the students could contribute to creating a model four square analysis.
2. After establishing groups and answering questions, the teacher can give each group their own copy of a blank four square analysis chart. Depending on the teacher’s objective, each group can have the same or different characters. While groups are working, the teacher should encourage the students to use the novel to help them in their chart. If any groups are struggling or confused, the teacher will be available to assist the group in guided practice. The teacher can utilize scaffolding techniques by giving students initial examples of a category to spark their thinking and referring back to the examples the class developed.
3. After each group has completed the chart, the teacher may decide either to have a whole class discussion and comparison or smaller group discussions. Either way, each group should share their chart with others and collaborate to make a larger chart. The teacher can initiate a discussion asking each group to give reasons why they chose particular traits for their character.