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Written by Judith S. Gould
and Evan Jay GouldIllustrated by Christina D. Schofield
ETLC10190
Teaching & Learning Compa
G r a d e s
7 - 9 f o r
Four SquareWriting MethodA Unique Approach to Teaching Basic Writing Skills
First
Easy to use• fill in the boxes• same format every time• becomes familiar
Also
Be Creative• use own ideas• vivid language• never just one right
answer
In additionHelpful
• organization• focus• can use for any type
of writing
In conclusionFour Square is a greatway to learn because itis easy to use, lets mebe creative, andis helpful to mewhen I write.
Four Square is a great way
to learn to write.
i
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Four Square (4)
Writing Method
for Grades 7-9
Written by Judith S. Gould and Evan Jay Gould
Illustrated by Christina D. Schofield
Teaching & Learning Companya Lorenz company
P.O. Box 802Dayton, OH 45401-0802
www.LorenzEducationalPress.com
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Cover photos by Images and More Photography
Pictures © Corel Corporation
Copyright © 1999, Teaching & Learning Company
ISBN No. 1-57310-190-7
Printing No. 987654321
Teaching & Learning Company1204 Buchanan St., P.O. Box 10Carthage, IL 62321-0010
The purchase of this book entitles teachers to make
copies for use in their individual classrooms, only. This
book, or any part of it, may not be reproduced in anyform for any other purposes without prior written per-
mission from the Teaching & Learning Company. It is
strictly prohibited to reproduce any part of this book for
an entire school or school district, or for commercialresale.
All rights reserved. Printed in the United States of
America.
This book belongs to
________________________________
Acknowledgments
Thanks to the students, administration and staff of Windy Hill Elementary School andR.M. Paterson Elementary School for piloting the program and believing in it.
Thanks to Mary Burke for starting the “squaring” andhaving the chutzpa to make us do this.
Thanks to Peter Correa and Barbara Najdzion for technical and artistic support.
ISBN 978-0-7877-8480-5
Teaching & Learning Companya Lorenz companyP.O. Box 802Dayton, OH 45401-0802www.LorenzEducationalPress.com
978-1-4291-1157-7
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How to Use This Book . . . . . . . . . . .5
Section 1: Getting OrganizedLearning the
Four Square . . . . .6
Section 2: Other Forms ofComposition . . . .55
Section 3: Samples of FourSquares andEssays
Expository,
Narrative,Persuasiveand DescriptiveStyles . . . . . . . . .71
Section 4: Four Square andBeyond
Across theCurriculum . . . . . .80
Section 5: Practice PromptsExpository,
Descriptive,Persuasive andNarrativeStyles . . . . . . . .100
Table of Contents
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Dear Teacher or Parent,In collegiate studies of elementary education, future teachers learn about the impor-tance of writing as a language art. Elementary education students are told that itis a vital form of expression and a communication skill which is required for the workforce of the future. Writing is touted as being an interdisciplinary link for classroomteachers to apply almost universally. Today’s grammar school teachers are aware of the authentic assessments that students will face, and that the basic languagearts skills are vital to their success.
Even while writing has taken a stronger role in the elementary schools, a gap hasdeveloped at the primary and secondary levels. High school teachers are quick topoint out that students arrive without the skills to take an essay test or to write aterm paper. Yet elementary school teachers have been reluctant to abandon currentpractices.
While this disparity has existed for a long time, it did not escalate to a crisis propor-tion until states began assessing the writing of their elementary age students. The
disturbing results of the initial tests have proven that our children lack fundamentalwriting skills. Many cannot produce a focused, well-supported and organized compo-sition.
Why don’t we teach writing? When we teach children to read, we give them decodingskills to use. When we teach them science, we give them the scientific method. Whenwe teach mathematics, we give them skills and drill specific facts. And yet, we pro-vide little skill instruction for writing but expect results.
In the following chapters we present a method of teaching basic writing skills thatare applicable across grade levels and curriculum areas. It can be applied for thenarrative, descriptive, expository and persuasive forms of writing. Prewriting and
organizational skills will be taught through the use of a graphic organizer. This visualand kinesthetic aid is employed to focus writing, to provide detail and to enhanceword choice. It is an excellent aid in preparing students for the demand/prompt draftwriting assessments being given throughout the country.
Teaching writing through the use of a graphic organizer empowers students to writewith confidence. Gloria Houston in her article, “Learning How Writing Works,” for theSeptember 1997 issue of Writing Teacher states that “Visual organizers help stu-dents to conceptualize, understand and structure a piece of written discourse suc-cessfully. Organizers eliminate ‘jellyfish writing’ and provide coherence and cohesive-ness in a piece of writing.”
We hope you can use the four square to help teach students writing, thoughtprocesses and study practices.
Sincerely,
Judith S. and Evan Jay Gould
&
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Four square instruction and practiceshould be incorporated into a writing pro-gram that is rich with writing experiences.During the learning of the organizer, stu-dents should maintain poetry, shared writ-ing and journal writing activities.
Section 1
Learning the Four SquareEach of these steps typically takes about aweek of instruction and practice. Thereshould be daily modeling and practice. Itis important to remember to keep the writ-ing on the organizer until all steps arecomplete.
Section 2Other Forms of Composition
This section provides the same step-by-step instruction in organizing a composi-tion for the narrative, descriptive and per-suasive styles. It is recommended thatthese be taught after the expository style islearned.
Section 3
Samples of Four Squareand Essays
This section is for instructor reference and
can be used as models for students.There are samples for expository, narra-tive, descriptive and persuasive writing.
Section 4
Going Across the CurriculumFour square is a tool for organizing, sowhy not move it out of the compositionbook and into students’ study habits?There are hints for applying four square in
other subject areas.
Section 5
Practice PromptsA few prompts to get you started. Theseare to be used when the entire processhas been learned.
How to Use This Book
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Section 1
Getting Organized
Learning the Four Square
Support Detai ls
Co n nec t io nsV iv id s
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Step 1
Getting Started
Before the 4
We begin our study of organizationand prewriting thought process witha focus on the expository style.There are several reasons for teach-
ing this first. One reason is that stu-dents typically find this the mostdaunting type of writing, and masteryof a difficult form builds confidencefor future application. However,more importantly, expository writingon a familiar or personal topic is aclassic topic of primary grade dis-course and journaling. Studentswant to tell you about the things theyknow best and all the reasons they
love them. These
topics are magi-cally convenient for writing andthought organization practice.
The prewriting organization activitiesused to prepare students for exposi-tory writing are identical to thoseactivities required for the descriptiveand persuasive forms, so no duplica-tion of effort is needed to transferskills. However, the instruction will
focus on the expository because itallows for a combination of descrip-tion and persuasion. Suggestionsfor teaching the difference betweenstyles is included in a later section ofthis book.
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Pre 4 Activities
Understanding Relationships
In order to organize writing intotopics and subtopics, we firstneed to explore the ways thatthings are related. Somewords, objects or ideas arebroad and can encompassother ideas. Beneath thesebroad words, objects or ideaswe can give examples, defini-
tions or subcategories. Beforestudents can develop mainidea and supporting detail,they must understand that thesubordination of one idea toanother is natural and some-thing they have observed intheir world.
Provide multiple examples ofthis relationship’s practice.
Students can be challenged tothink of as many subtopics toan idea as possible, usingcereal brands; rock bands;football, baseball, soccer orhockey teams; television pro-grams or any other familiar andcomfortable topic. We wantstudents to feel like this is a“game” and to achieve immedi-ate success in writing instruc-
tion.
Reproducible worksheets areprovided on pages 9-10 forpracticing this important
con-cept.
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Understanding Relationships
Name ______________________________________________
Directions: Fill in the lines beneath the topic with three items that belong as subtopics.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
People
Birds
SubjectsThings
to Drink
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Understanding Relationships
Name ______________________________________________
Directions: Fill in the lines beneath the topic with three items that belong as subtopics.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Food
FruitAnimals
Sports
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In this step we move our brainstorming activityonto the four square format. We will continue ourpractice in understanding the relationshipsbetween ideas. The main, broad or general ideais placed in the center box of the four square (box1). The top two boxes (2 and 3) are each used foran example, detail or definition of the central ideain box 1. The lower left (box 4) is used for a sup-porting example or detail as well. The remainingbox, lower right (box 5), will be employed to build asummary or concluding sentence. In practice thisis referred to as the “wrap-up” sentence because itencompasses all the ideas developed in the foursquare in the form of a series sentence.
While introducing the series sentence on instruc-tion this early may cause technical
difficulties, the importance of the wrap-up sentence cannot beunderstated. This all-encompassing sentence is the basis for future development of introductoryand concluding paragraphs. Indeed, the wrap-up is truly the statement of the three-prongedthesis for a thesis and development paper. Just remind students of the need for commas in theserial sentence and get beyond the technical. Throughout four square instruction, spelling andmost technical matters are deemphasized. Our goal is to GET STUDENTS TO THINK!
When this stage is first done with students, it is help-ful to point out the similarities between the basic foursquare and the preschool game “one of these things
is not like the other” as played on television’s Sesame
Street . Remind students that the central topic is theimportant one. All other boxes touch the middle one,so we must stay close to it.
The brainstorming should be an engaging challengeto students, encouraging even reluctant writers toparticipate!
Step 1
4 Brainstorming Three Supporting Ideas
and Writing a Concluding Sentence
1
2 3
4 5
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At this stage, students will be happy to bereminded that thus far you have asked themto write only one sentence!
(Reproducible workbook practice pages forthis stage follow the transparency repro-ducible on pages 14 and 15.)
Snacks
Pretzels Popcorn
Peanuts
Pretzels,popcorn andpeanuts aresnacks.
This example of a basic four square shows
the relationships between the main
idea–“snacks”–and the three sub-
ideas–pretzels, popcorn and peanuts.
It is recommended that students prac-tice this very basic four square repeat-edly. Whole class modeling and coop-erative writing can be used. Small
group work is also very effective inthese early stages of instruction on theorganizer. The basic four square pro-vided on page 13 can be duplicated ona transparency for an overhead projec-tor or opaque machine. Each groupdraws a topic “out of a bag” and therecorder writes it in the center box ofthe transparency with a wet-erase pen.The group then completes the foursquare cooperatively. The use of
groups removes any intimidation andalso promotes the idea that the foursquare is a friendly, game-likeapproach to writing. Teams may evenrace one another. Also, students enjoywriting on the transparencies and plac-ing them on the machine!
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Group: ______________________________________________________________
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Board Games
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Healthy Foods
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Sports Equipment
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Things in the “Fridge”
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Directions: Complete the four square with one item in each box and a wrap-up sentence.
Name ______________________________________________
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Clothing
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Presidents
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
School Subjects
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Tools
______________ ______________
______________
Wrap-Up Sentence:
______________
______________
______________
Directions: Complete the four square with one item in each box and a wrap-up sentence.
Name ______________________________________________
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Now the stage has been set for real logical reasoning and persuasion. The next part ofstep one involves only a small change in the challenge. The center box will now contain acomplete sentence. In previous exercises there was only a word or short phrase. The intro-duction of a complete sentence now alters the requirements for boxes 2, 3 and 4. Theseboxes must now contain reasons, examples or explanations that prove box 1 true. Thesereasons, examples or explanations must all be different from one another and must be real,quantifiable reasons, not merely matters of opinion.
Being egocentric, children may not easily identify the distinction between fact and opinion. Ifthey believe that “fun,” “cool” and “awesome” are quantifiable and different from one another,they will have difficulty building a good persuasive or expository piece. To help them under-stand that perceptions are very different and that an opinion is not reliable, start by tellingtwo stories.
Story 1
Teacher: I have just heard a great song. Itis cool, awesome and great. Do
you want to hear it?
Students: (shouting) Yeah!
Teacher: Great. I didn’t know you wereinto opera!
Point out that opera is cool, awesome and great to you, but you may not wish to endure any music that is cool, awe- some and great to them.
Story 2
Teacher: I’ve got a great new food here.It’s delicious, wonderful and sotasty.
Students: (if they fall for it a second time)Yeah!
Teacher: Great. I didn’t know you kidsliked liver.
4
Three Supporting Ideas and aConcluding Sentence, Using an Expository
or Persuasive-Type Prompt
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For further practice in developing strong orpersuasive reasons and examples, encour-age students to “prove” the prompting sen-
tence. The ubiquitous courtroom drama ontelevision has exposed kids to a great deal ofpersuasive argument. This can help themrelate to the need for quantifiable reasons.
A “Prove It!” reproducible worksheet is pro-vided on page 18 for extra practice on thisskill.
One area of difficulty that you mayencounter at this stage involves the intro-duction of a conjunction in the wrap-up sen-tence. Since , Because or Due to usuallywork nicely in this situation.
Because the wrap-up is now stringingtogether different ideas and objects, there isa need to give some attention to the flow ofwriting in the serial wrap-up sentence.
With modeling and ample group practice(overhead transparency or opaque for shar-ing), students quickly assimilate the lan-guage needed for a nicely flowing wrap-upsentence.
If a student is writing wrap-up sentenceswithout consideration of the flow in theseries of ideas, it can be read aloud in astraight monosyllabic monotone deemedthe “Tarzan” voice. They quickly understandthat the sentence lacks flow when it is spo-ken in “jungle talk.” They will seek to avoida “Tarzan” sentence when they hear it readaloud.
To provide continuity from now on, it isrecommended that you use the same
prompt for introduction of additional stages.The familiarity and predictability of the topic
will provide comfort for students while learning additional steps.
The “spaghetti and meatballs” example will be used for introduction of future stages of
the four square development. My favorite meal isspaghetti and meatballs.
Easy to cook Fun to eat
Delicious My favorite meal isspaghetti andmeatballs because
it’s easy to cook,fun to eat and deli-cious.
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Directions: Circle the two reasons that make the best argu- ment for the sentence. Remember to avoid opinions!
1. My school is the best in the world.
a. It’s cool
b. They pay us to attend
c. I like it
d. Candy in the lunchroom
2. The beach makes a good vacation.
a. Awesomeb. Super
c. Cool water
d. Soft sand
3. Pizza is the best food.
a. It rules
b. It’s inexpensive
c. It tastes the best
d.
It has all food groups
4. Basketball is a great sport.
a. Exciting to watch
b. Fun to play
c. Mega, mega cool
d. It’s groovy
5. The best book I ever read was __________________
____________________________________________.
Give three good reasons.________________________
____________________________________________
____________________________________________
____________________________________________
“Prove It” exercise may be completed orally or reproduced to trans-
parency.
Prove It!
Name ______________________________________________
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Directions: Write a reason, exam- ple or explanation in each box to support the main idea sentence in the center box, and write a wrap-
up sentence.
Name ______________________________________________
________________
________
________________
________________ ________________
________________
______________
______________
It is important tohave friends.
________________
__________
________________
________________
________________
________________
______________
______________
My family is
very special.
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Name ______________________________________________
Directions: Write a reason,example or explanation in each box to support the main idea sentence in the center box,and write a wrap-up sentence.
________________
________
________________
________________
________________
________________
______________
______________
Bicycle helmets
are important.
________________
________
________________
________________
________________
________________
______________
______________
Kids should not
start smoking.
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Step 2
4 + 3Adding Supporting Details
The reasons, examples or explanations cre-ated in the four square stage of organizationnow need further development. In a sense,boxes 2, 3 and 4 will now be “four squared”independently. These details will be devel-oped later to make up the meat of the para-
graphs in the body of the composition. Usingthe four square to develop these ideasensures that details are aligned with mainideas, and a topic sentence starts everyparagraph.
Students may not be so easily convinced ofthis need for expansion of their thoughts.One way to point out the need for elaborationis to “read” the story created by four squarealone.
My favorite meal isspaghetti and meatballs.
It’s easy It’s fun to eat
It’s delicious My favorite meal isspaghetti andmeatballs becauseit’s easy, fun to eatand delicious.
Adding detail and support poses difficultyfor some students. Many are not accus-tomed to elaborating. Writing is not like amultiple-choice examination, and startingtheir brains may be painful for some kids!
The story created by our example wouldread as follows:
My favorite meal is spaghetti and meatballs. My
favorite meal is spaghetti and meatballs becauseit’s easy. My favorite meal is spaghetti and meat-
balls because it’s fun to eat. My favorite meal is
spaghetti and meatballs because it’s delicious. My
favorite meal is spaghetti and meatballs because
it’s easy, fun to eat and delicious.
If read orally, the students will identify the rep-etition and need for detail to enhance thestory.
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Occasionally students will needsome prompting to elaborate on asubject. For an item in boxes 2, 3and 4, ask students to prove, clari-fy or give examples of the word or
phrase at the top of the box.“What’s so good about it?” or“What’s great about thisreason/example?” often engagesthe students’ imaginations a bit.
It is important to remind studentsthat there may not be a repetition of details from one box to another.
Because of difficulty that some
students encounter during thisstep of instruction, it is recom-mended that there be ampleopportunity for practice. Thelessons work well in modeling,group work and individual drills.The overhead transparency groupproject is terrific at this stage, andeach group can have a recorderand a reporter who will read the“story” during sharing.
At this stage you can preview tostudents that they have done allthe hard work of writing a five-paragraph essay!
My favorite meal is spaghetti and meatballs.
It’s easy
• roll up meat
• throw in pot
• pour store-bought
sauce
It’s fun to eat
• twirl on fork
• slurp it
• splatter the sauce
It’s delicious
• tomatoes
• Italian spices
• filling meat
My favorite meal is
spaghetti and meatballs
because it’s easy to
make, fun to eat and
delicious.
Although you have not yet asked students to take
their writing off the organizer and into para-graph form, it is valuable to read them the essayin its formation. At this stage this is the essay.
My favorite meal is spaghetti and meatballs.
My favorite meal is spaghetti and meatballs because it’s
easy. You simply roll up the meat, then throw it in the pot
and pour on the store-bought sauce.
My favorite meal is spaghetti and meatballs because it’sfun to eat. I like to twirl it on my fork. It’s fun to slurp. I
always splatter the sauce.
My favorite meal is spaghetti and meatballs because it’s
delicious. I like the taste of tomatoes. The Italian spices are
great. The meat is very filling.
My favorite meal is spaghetti and meatballs because it’s
easy, fun to eat and delicious.
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Name ______________________________________________
Directions: Write a reason, exam- ple or explanation in each box to support the main idea sentence in the center box. Then give
three details for each and write a wrap-up sen- tence.
__________________
__________________
__________________
__________________
________________
• ________________
• ________________
• ________________
________________
• ________________
• ________________
• ________________
________________
• ________________
• ________________
• ________________
My school is a great school.
__________________
__________________
__________________
__________________
________________
• ________________
• ________________
• ________________
________________
• ________________
• ________________
• ________________
________________
• ________________
• ________________
• ________________
My favorite holiday is _________.
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When the students have achieveda general competency in the foursquare plus three stage, it is appro-priate to give them a “writing test.”Students (in this exam) should begiven a one-sentence prompt forthe center of the four square withapproximately 15 minutes to com-plete it. There is a need for expe-diting their thoughts because four
square is a prewriting activity. Evenwhen using an elaborate organizer,we still want students spendingmost of their writing time on thecomposition itself.
Below is a checklist that is a usefulinstrument in evaluating four squareplus three.
Evaluating 4 + 3A Checklist for the Teacher
Evaluating 4 + 3Student Name: ______________________________________________________________
Yes No
1. Are the four square reasons quantifiable and not opinion? ____ ____
2. Is there repetition of detail? ____ ____
3. Are the details logical expansion of the reasons? ____ ____
4. Are the details quantifiable or factual and free of opinion? ____ ____
5. Are there gross mechanical problems in the wrap-up sentence? ____ ____
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Step 3
4 + 3 + CAdding Connecting Words
to Provide Transition Between Thoughts
By now students are developing their thesis(box 1) into three reasons, examples orexplanations (boxes 2, 3 and 4) and support-ing elaboration. These ideas should be dif-ferent from one another. These differences
necessitate the use of transitions betweenideas.
Transition words, or as the formula callsthem CONNECTING words, can bridge thegap between ideas. If there are two similarideas, there is an appropriate connectingword to link them. If there are contrastingideas, there are words that key us to the dif-ference. These connecting words also pro-vide smooth reading when changing para-
graphs. Use of these words is critical to suc-cessful writing. In fact, it is so critical thatstudents should not be asked to rememberthem. Color-code connecting words on wallposters and make them available wheneverthey write. (See pages 29-31.)
To introduce the concept of connectingwords to students, ask for a show of handsof those who have ever worked a puzzle.Most students can identify a puzzle pieceand are familiar with its design. Explainthat connecting words are the “little stickingout part” of the puzzle piece; they arewords that do the same job as that part.Connecting words hold the different piecesof an essay together.
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The oral reading of our essay at thisstage (Remember, students are writ-ing only in four square form .):
My favorite meal is spaghetti and meatballs.
First, my favorite meal is spaghetti and
meatballs because it’s easy. You simply roll up
the meat, then throw it in the pot and pour on
the store-bought sauce.
Also, my favorite meal is spaghetti and meat-
balls because it’s fun to eat. I like to twirl it on
my fork. It’s fun to slurp. I always splatter the
sauce.
Third, my favorite meal is spaghetti and
meatballs because it’s delicious. I like the taste
of tomatoes. The Italian spices are great. The
meat is very filling.
So you can see, my favorite meal is spaghetti
and meatballs because it’s easy, fun to eat and
delicious.
Provide ample practice with this newstep of instruction in modeling groupand individual settings.
The following pages are wall postersand workbook pages for this step.
This explanation lends itself well forthe presentation of the connectingword wall posters. To ensure suc-cess, the words are color coded.Because box 1 is the beginning ofthe piece, no color is necessary. Box2 is colored green (green means“go”). Boxes 3 and 4 are yellow tosignify moving along cautiously. Box5 is red, for we are preparing to stop.
Students love choosing connectingwords. They absolutely cannot getthis stage “wrong” as long as theyselect the word from the appropriatelist. This fosters confidence in stu-dents, and this “easy” stage is abreak from the more intense brainwork required in “+3.”
Continue to read aloud all examplesas they are completed. This will facilitate
the change over to composition.
My favorite meal is spaghetti and meatballs.
First
It’s easy
• roll up meat
• throw in pot
• pour store-bought
sauce
Also
It’s fun to eat
• twirl on fork
• slurp it
• splatter the sauce
Third
It’s delicious
• tomatoes• Italian spices
• filling meat
So you can see
My favorite meal is
spaghetti and meat-
balls because it’s easy
to make, fun to eat
and delicious.
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Wall Poster
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One reason
First
For example
One example
To begin with
To start with
29
Color the border of this poster green.
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Second
Third
Another reason
Another example
Also
As well as
Too
In addition
Additionally
Color the border of this poster yellow.
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Last
Finally
In conclusion
In summary
In short
So you can see
As one can see
To summarize
Hence
Color the border of this poster red.
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Directions: Write a reason,example or explanation in each box to support the main idea sentence in the center box.
Give three details for each.Then choose connecting words.
Name ______________________________________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
Computers are a great invention.
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
Everyone should participate in a sport.
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Directions: Write a reason, example or explanation in each box to support the
main idea sentence in the center box.Give three details for each. Then choose connecting words.
Name ______________________________________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
My home state is the best in the U.S.
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
Just say no to drugs.
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Step 4
4 + 3 + C + VIncorporating Vivid Language into Writing
Thus far instruction on the four squareorganizer has had the goal of buildingfocus, organization and supporting detailinto students’ writing. This fourth step ofinstruction begins to assist the writer indeveloping a style and to use writing asa craft.
Writing with vivid language is achievedby careful, specific word choice.Sensory experiences are an excellentmeans of providing a vivid expression ofthought. Vivid language in writing lets usknow what the writer sees, hears, feels,smells and tastes. Vivid language isalso heavily involved with the emotionalstate of the writer.
To explain the need for vivid language, studentscan be drawn to a favorite medium–television. Ifyou want to explain everything that happened ona particular program that night, you can say therewas a “really cool car chase” on a favorite detec-tive show. Or you can say, “There was a detectiveshow where this guy was chasing a ’97 redCamaro at high speed up and down the hills ofSan Francisco. They went squealing past rows oftall, brown apartment buildings. The police carscreeched around a corner and whacked into a
mailbox. Then the police slammed into a trolleycar and, boom, it went up in flames. Meanwhilethe bad guys zipped across the Golden Gate untilthey lost control of their Camaro. The tires werescreaming. Then they went silently over the edgeuntil their demise in a tiny splash in the gleamingblue waters below.” Ask students in which inter-pretation is the more vivid description. In whichcan you picture the action?
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To encourage the use of vivid language, stu-dents need to be probed. When applying avivid word to a particular detail, you need toask students some questions. For instance, if
your detail states “a pepperoni pizza,” ask stu-dents: How does the pizza look? How doesit taste? What do you hear? How does itfeel? How does it smell? What are youremotions at the particular moment youencounter the pizza? The answers to thesequestions clarify the composition for thepotential reader by giving us more of the pic-ture that the writer “sees” in the mind’s eye.
Vivid language writing is not devel-oped overnight, but there are certaintechniques that can be employed toencourage its growth. Students canbuild “Like What?” lists. For instance,a certain attribute may be overusedand not provide a vivid enough pic-ture for the reader. The “Like What?”list can be used to give alternate wordchoices for the writer. It is also an
easy way to get students to include aliterary device–simile or metaphor.
The “Like What?” exercise can beused to produce some ready refer-ences to help writers avoid using jaded language to describe objects orevents. Students can generate listsfrom brainstorming or thesaurus useand post them in a word wall refer-ence area for writers.
Y ou may need to remind students to not get carried away with this. They could develop like fever!
Cold Good Blue
ice as gold the ocean
Alaska whipped cream on hot cocoa the sky
Grandma’s hands air conditioning in the summer an angel’s eyes
a soda can a blueberry
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The oral reading of our essay at this stage(Remember, students are writing only in four square form this far.):
My favorite meal is spaghetti and meatballs.
First, my favorite meal is spaghetti and meatballs because
it’s easy. You simply roll up the meat into golf ball-sized pieces,
then throw it in the pot. I use a huge, cauldron-size pot. Pour
on the store-bought sauce. My favorite brand is Mama some-
one or other.
Also, my favorite meal is spaghetti and meatballs because
it’s fun to eat. I like to twirl it on my fork. It looks just like a
twister. It’s fun to slurp because it makes a loud smacking
noise. I always splatter the sauce. When I’m done, it looks like
an explosion.Third, my favorite meal is spaghetti and meatballs because
it’s delicious. I like the tangy taste of red tomatoes. The
Italian spices are great, especially the zippy garlic. The meat is
very filling, like a hamburger.
So you can see, my favorite meal is spaghetti and meat-
balls because it’s easy, fun to eat and delicious.
Pages 37-40 are wall posters and workbook pages forthis step.
Continue to read aloud all examples as they are
completed. This will facilitate
the change over to composition.
A “Like What?” reproducible is onpage 38 so that you can start pro-ducing those lists.
On page 37 is a vivid wordsposter which reminds studentwriters to engage their five-senses-plus-one when providing vivid lan-guage.
My favorite meal is spaghetti and meatballs.
FirstIt’s easy
• roll up meatgolf balls
• throw in pothuge cauldron-size
• pour store-boughtsauceMama someone or other
ThirdIt’s delicious
• tomatoesred and tangy
• Italian spiceszippy garlic
• filling meatlike a hamburger
AlsoIt’s fun to eat
• twirl on forklooks like a twister
• slurp itloud smacking noise
• splatter the saucelike an explosion
So you can see
My favorite meal isspaghetti and meat-balls because it’s easyto make, fun to eatand delicious.
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Vivid Words Poster 37
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______________________________
Like What?
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Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box. Give three details for each.
Then choose connecting words.Supply one vivid for each detail and circle it.
Name ______________________________________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
It is great to be a kid.
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
My best friend is __________.
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Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box. Give three details for each.
Then choose connecting words.Supply one vivid for each detail and circle it.
Name ______________________________________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
Weekends are great.
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
• ________________
• ________________
• ________________
Puzzle Piece
________________
________________
________________
My favorite season is __________.
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Because this is the final stage ofinstruction on the graphic organizer,it is an appropriate time to evaluatestudent work. Correcting problemsbefore they get to the compositionstage is ideal. Many studentsresent composing as it is. If wehave them correct and rewriteparagraphs of written material, thatresentment will deepen. The fixing
of a four square is not nearly sodaunting a task.
When evaluating 4 + 3 + C + V,it is important to look for varietyand richness of detail. Also, thereshould be additional informationprovided through the use of vivids.
Evaluating 4 + 3 + C + VA Checklist for the Teacher
Evaluating 4 + 3 + C + VStudent Name: ______________________________________________________________
Yes No
1. Are the four square reasons quantifiable and not opinion? ____ ____
2. Is there repetition of detail? ____ ____
3. Are the details logical expansion of the reasons? ____ ____
4. Are the details quantifiable or factual and free of opinion? ____ ____
5. Are there gross mechanical problems in the wrap-up sentence? ____ ____
6. Is there value added information from the vivids? ____ ____
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Rote Instruction
4 + 3 + C + V = 5 Paragraphs
Taking the Writing off the Organizer
1
2 3
4 5
Students have now spent a great deal of time working onthe organizer, having never completed the compositionphase of the writing process. The oral “story readings”performed with the completed four squares at early stagesshould have led to the understanding that this was a part
of a bigger scheme.
When introducing the concept of moving the informationfrom the four square to the multiple-paragraph essay, it isgenerally recommended to do a rote lesson. The wholeclass or group can build a four square together. Then thestory is built one sentence at a time. Use chart paper oran overhead transparency with a simulated piece of note-book paper.
As the composition is being modeled one sentenceat a time, students copy it. This “down time” can beused for instant remediation and reminders of therules of writing in paragraphs. It would seem that nomatter how many times a class is reminded to indent,students don’t remember until they are reminded per-sonally.
The four square has built in a good self-checkingmechanism for sentence building. Since each ofboxes 2, 3 and 4 had four items in them, students canbe reminded to check for four capital letters and four
periods in each of the corresponding paragraphs.
It is important to remind students never to take theshortcut of trying to list all items in each box as onelong sentence. Not only is this poor writing practice,but it is bound to be a run-on sentence.
On pages 43-46 are exercises where the four squareis given, and students need only make the transfer ofskill to composition.
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Directions: For the given four square,
write the information in the five-para- graph format.
Name ______________________________________________
Paragraph 1
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Weekends are great.
One reason
Sleep In• wear pajamas
flannel
• don’t showeruntil afternoon
• lounge aroundno rushing
Also
Play Around• roller blade
around neighborhood
• board gamesMonopoly™
• cardsGin Rummy
As well asStay Up Late
• sleepoverspillow fights
• scary moviesbig monsters
• popcornbuttery
In conclusionWeekends are greatbecause you cansleep in, play aroundand stay up late.
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Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 2
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 2
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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The introductory paragraph is perhaps the mostimportant paragraph in a composition. It is thefirst impression made on the reader. Also, thefirst paragraph makes a promise. Explain to thestudents that the first paragraph in a composi-tion sets the tone of the composition in muchthe same way that a topic sentence sets thetheme of the paragraph. The first paragraph will
be used to promise the topic of discourse, aswell as prepare the reader for the details tocome.
The beauty of the four square writing method isthat nearly all the troubles faced in compositionwill be addressed in the organization stage ofthe writing process. Students at the intermedi-ate level are rarely asked to write a thesis state-ment and paper or at least they are not askedusing that terminology. In the four square, the
students have already prepared this information.By writing the wrap-up sentence in box 5 veryearly in the learning of four square, studentshave already practiced this skill.
Improving the IntroductionParagraph
Writing That Thesis Statement
First Paragraph
1. Topic Sentence(center of four square)
2. Wrap-Up Sentence(without connecting word)
3. Personal/ReflectiveSentence
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Our “spaghetti and meatballs” example
The first paragraph of our“spaghetti and meatballs” essay:
My favorite meal is spaghetti and
meatballs. It’s my favorite because it’s
easy to make, fun to eat and delicious.
I could eat spaghetti and meatballs for
dinner every night.
Pages 49 and 50 are repro-ducible worksheet practice pagesfor the introductory paragraph.
The first paragraph cannow be expanded beyondthe one topic sentence.The topic sentence will
start the composition.The wrap-up sentence willfollow. For the third sen-tence, the students shouldwrite something reflective,thought provoking or apersonal feeling. Usingthis formula gives readerscomfort in reading anessay because they willknow the topic, be pre-pared for coming reason-ing and know the writer’sfeeling.
My favorite meal is spaghetti and meatballs.
First It’s easy• roll up the meat
golf balls
• throw in pothuge cauldron-size
• pour store-boughtsauceMama someone or other
Third
It’s delicious• tomatoesred and tangy
• Italian spiceszippy garlic
• filling meatlike a burger
AlsoIt’s fun to eat• twirl on fork
looks like a twister
• slurp itloud smacking noise
• splatter the saucelike an explosion
So you can see
My favorite meal isspaghetti and meat-balls because it’s easyto make, fun to eatand delicious.
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Directions: Write the first paragraph for each four square. Be sure to write topic, wrap-up and personal sentences.
Name ______________________________________________
Thanksgiving is my favorite holiday.
Thanksgiving is myfavorite holidaybecause I seefamily, eat turkeyand watch football.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
It is important to get a good education.
It is important to
get a good educa-tion so you can geta job, be success-ful and feel goodabout yourself.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
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Directions: Write the first paragraph for each four square. Be sure to write topic, wrap-up and personal sentences.
Name ______________________________________________
I enjoy music.
I enjoy musicbecause it’s relax-ing, I like to danceand I love to sing.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
My favorite teacher is Mrs. Fullam.
My favorite teacheris Mrs. Fullambecause she’s kind,funny and she helpsme learn.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
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Second in importance only to the introductory para-graph, the concluding paragraph in composition car-ries a great deal of weight. In expository or persua-sive writing, this is the writer’s final chance to bringhome the message to the reader. It is to be usedfor summary and final emphasis of the main idea.
Using the wrap-up sentence in combination with a“red” connecting word works well in bringing closureto the composition. The recounting of ideas should
bring the reader full circle, and the connecting wordsignifies that this is the composition’s end.
At this point of the composition we do not want toadd any new information, because it would not bedeveloped. However, after the final wrap-up sen-tence, it may be appropriate to add a reflective orpersonal sentence. Encouraging students to endwith an exclamatory or declarative sentence usuallygets them thinking. It is also an easy way to getthem to add variety to sentence structure.
Improving the Final ParagraphConcluding the Composition
Final Paragraph
1. Wrap-Up Sentencewith Connecting Word
2. Personal/ReflectiveSentence, Question orExclamation
This formula is an easy way to conclude the composition. Encourage students to make that personal sentence perky!
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Our “spaghetti and meatballs”example
The final paragraph of our“spaghetti and meatballs” essay:
So you can see, my favorite meal is
spaghetti and meatballs because it’s
easy to make, fun to eat and delicious.
I think my mom is making some tonight.Would you like to come over for dinner?
Pages 53 and 54 are repro-ducible worksheet practice pagesfor the concluding
paragraph.
My favorite meal is spaghetti and meatballs.
First It’s easy• roll up the meat
golf balls
• throw in pothuge cauldron-size
• pour store-boughtsauceMama someone or other
Third
It’s delicious• tomatoesred and tangy
• Italian spiceszippy garlic
• filling meatlike a hamburger
AlsoIt’s fun to eat• twirl on fork
looks like a twister
• slurp itloud smacking noise
• splatter the saucelike an explosion
So you can see
My favorite meal isspaghetti and meat-balls because it’s easyto make, fun to eatand delicious.
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Directions: Write the final paragraph for each four square. Be sure to include the wrap-up and a personal sentence, question or exclamation.
Name ______________________________________________
My favorite dessert is pie a la mode.
My favorite dessertis pie a la modebecause I like thecrust, filling and icecream.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
It is great to have a brother or a sister.
It is great to have a
brother or sister tokeep you company,share your childhoodand help you out.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
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Directions: Write the final paragraph for each four square. Be sure to include the wrap-up and a personal sentence, question or exclamation.
Name ______________________________________________
Everybody should recycle.
Everybody shouldrecycle because wewill save the Earth,help animals andhave less toxic trash.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
It is important to have a goal.
It is important tohave a goal becauseit keeps youfocused, gives youhope and makesyou stronger.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
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Section 2
Other Forms
of Composition
Expository Narrative
PersuasiveDescriptive
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Then tell the students, “The sentence on your page is the first sentence of an action andadventure, once-upon-a-time story. Continue writing that story. The objective is to keep writ-ing, no matter what comes into your mind.” Though there may be some moans and groans,even reluctant writers like to participate in this game. If possible, you should contribute tothe writing, too.
After three minutes have passed (akitchen timer is recommended), ask thatpencils be put down, regardless of wherestudents are in the story. The writersthen pass their stories to the left. Eachstudent reads the new story and adds toit, writing for three minutes. This activityis repeated two more times, with the lastwriter getting about five minutes to writea big ending.
Not only do students enjoy this activity,it shows them what can happen to storywriting if they do not plan ahead.
After sharing, it is appropriate to explainthe differences between the expositoryand narrative forms.
To introduce this new and very different style of writing,you should prepare some kind of an icebreaker activity.Expository writing derives its strength from order, pre-dictability and structure. While these criteria are importantin narrative writing, the main purpose of this form is toENTERTAIN the reader.
An activity that works well to break the ice is the “Timed-write-around-the-room.” To start this activity, place a list ofapproximately 10 words on the board. You can chooseany words you like. Seasonal words, names of people
and strong verbs are good choices. Ask students to writeone sentence using a minimum of two of the words on thelist. Once students are done, ERASE THE LIST, or theywill use only those words.
The Narrative StyleIntroducing a New Form of Writing
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The differences between the two forms can best be exemplified by preparing two basic foursquares on a similar prompt. One has reasons, explanations or examples (usually nouns)for boxes 2, 3 and 4. The other has events for these boxes (usually verbs). Which one istelling the entertaining story?
The narrative four square is the one that shows the ACTION.
Narrative• Entertains
• Has events
• More loosely structured
• Connecting words asneeded
• More dialogue
Expository• Gives information
• States reasons orexamples
• Highly structured
• Connecting words a must
• Few quotations
The best day of my life
Friends Games
Food
Expository Narrative
The best day of my life
Skydive Land safely
Meet the
President
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4 Stage Narrative
Who was there before the action?
What were they doing before the action?
Where were they before the action?
When does the story take place?Why are the people there?
After the setting is established, the writer needs
to create events for the story. These eventsshould be actions with strong, active verbs. Ifthere is no action, there is no narrative story! Box5 in narrative writing does not have a wrap-upsentence. This box is for the outcome or big end-ing of the story.
Topic PlusWho?What?Where?When?Why?
Event Event
Event Big Ending
The 4 stage in anarrative style
In the first step of building a narra-tive four square, students arerequired to answer the questionsWho? What? Where? When? andWhy? These questions are aimingat a description of the setting beforethe problem or action takes place.
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Directions: Complete the set- ting, events and ending for the narrative style four squares.
Name ______________________________________________
Big Ending
__________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
A time I disobeyed
Who? ______________ What? ______________ Where? ______________
When? ______________ Why? ______________
Big Ending
__________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
The best day of my life
Who? ______________
What? ______________
Where? ______________ When? ______________ Why? ______________
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Directions: Complete the set- ting, events and ending for the narrative style four squares.
Name ______________________________________________
Big Ending
__________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
My sibling read my diary.
Who? ______________ What? ______________ Where? ______________ When? ______________
Why? ______________
Big Ending
________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
The worst day of my life
Who? ______________
What? ______________
Where? ______________ When? ______________ Why? ______________
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The “+3” step in building a narrative four square is quite similar to the expository form. Thedetails provided will help to elaborate on the events in boxes 2, 3 and 4. In the narrativestyle the details can be thought of as a vehicle to explain “how it happened.”
It may be useful to compare thedetails to a description of ascene on television. If a friendhad not watched the show,describe everything that youcould see.
Remind students to make them-selves aware that each box sig-nifies a new event, and theyshould not get ahead of them-selves. Sometimes kids havethe tendency to kill off the maincharacters in a bloody sceneeven before the action has trulystarted.
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Event• detail
• detail
• detail
Event• detail
• detail
• detail
Event• detail
• detail
• detail
Big Ending
Details if needed!
The 4 + 3 stage in anarrative style
Topic PlusWho?What?Where?
When?Why?
4 + 3 Stage Narrative
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Name ______________________________________________
Directions: Complete the setting,
events and ending for the narrative style four squares.Then add three details per event.
Big Ending
________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
The field trip that went bad
Who? ______________
What? ______________ Where? ______________ When? ______________
Why? ______________
Big Ending
__________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
When I met King Kong
Who? ______________ What? ______________
Where? ______________
When? ______________ Why? ______________
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Name ______________________________________________
Directions: Complete the set- ting, events and ending for the narrative style four squares.
Then add three details per event.
Big Ending
__________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
My unbelievable dream
Who? ______________ What? ______________
Where? ______________
When? ______________ Why? ______________
Big Ending
________
__________________
__________________
__________________
Event 3
_________
Event 2
__________________
Event 1
__________________
How I became President
Who? ______________
What? ______________
Where? ______________ When? ______________ Why? ______________
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A very incomplete listFirstNextThenLast
After thatImmediately
One (second/hour/minute/day/year) laterSoon after thatThe next day
Later onIn the beginning
In the endAt (give time)
A long time ago
Long after thatNot long after that
MeanwhileAt the same time
That eveningThat morning
That afternoonToday
Yesterday
TomorrowEtc.
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Vivids were made especially fornarrative writing. When anauthor creates a situation that isnot real and tells a tale of eventsthat never happened, he or shemust rely on vivids to make theevent seem real. No matter howfar-fetched these stories seem tobe, the goal of the writer is tomake the audience believe.
The writer must bring the readerto the scene by supplying all thesensory information available.
Vivids are even more importantin narrative writing.
The 4 + 3 + C + V stage in a narrative style
4 + 3 + C + V Stage Narrative
time connector
Event• detail vivid
• detail vivid
• detail vivid
time connector
Event• detail vivid
• detail vivid
• detail vivid
time connector
Event• detail vivid
• detail vivid
• detail vivid
time connector
Big Ending
Details if needed!
Topic PlusWho?What?Where?
When?Why?
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Directions: Complete the narra- tive four square. Remember to start with the setting and events. Then add details and
vivids. Time connectors are optional.
Name ______________________________________________
Puzzle Piece
• ________________
• ________________
• ______
Puzzle Piece
• ________________
• ________________
• ______
Puzzle Piece
•________
• ________________
• ________________
Puzzle Piece
________
________________
________________
The worm in my French fries
Who? ______________ What? ______________ Where? ______________
When? ______________ Why? ______________
Puzzle Piece
• ________________
• ________________
• ______
Puzzle Piece
• ________________
• ________________
• ______
Puzzle Piece
•________
• ________________
• ________________
Puzzle Piece
________
________________
________________
My teacher became a frog.
Who? ______________
What? ______________
Where? ______________ When? ______________ Why? ______________
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The function of the narrative style is toentertain the reader. In doing so, thewriter hopes to attract the reader’sinterest so the reader will want to readthe story.
One method of attracting reader inter-
est is the use of a hook. The hook is aone-sentence device placed at thebeginning of the story. Hooks areused in an attempt to generate curiosi-ty in the reader.
The hook is to be followed by the set-ting and event paragraphs, as usual.
“Hooks” to Be Usedwith Narrative Writing
Several Ways to Engage the Reader from the Start
Hooks to Be Used in Narrative Writing
The Question Have you ever been afraid to fly? Well I was . . .
The Quotation “Run and don’t look back!” my brother shouted.Hyperbole That pumpkin was as big as a school bus.
Fragments Pennies. Pennies everywhere. Far as I could see.
Famous Name or Place The Statue of Liberty, there she stood.
Money Ten million dollars, and all mine.
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The persuasive and descriptive writingforms are organized in a manner verysimilar to the expository. The scale shownmoves from persuasive through exposito-ry to descriptive. Because the expositoryform is a combination of persuasion anddescriptive detail, it lies at the midpoint ofthe scale.
To use four square for the other twostyles, a writer needs to be concernedwith the difference in the topic sentencesfor the body paragraphs; the major differ-ence lies in the intent of the informationcompleted in the 4 + 3 stage.
In the three styles the structure and form are identical. All benefit from the detailed and spe-cific prewriting thought achieved through the use of the four square method.
For examples of four squares and essays in these styles, check the writing examples section.
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The Descriptive and PersuasiveWriting Styles
Going Right or Left of the Expository
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Section 3
Samples of Four Squares
and Essays Expository, Narrative, Persuasive
and Descriptive Styles
T hinkingPlanning
Dra f t i ng
Rev ising
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Expository
My home is a special place.
One reason
Big bedroom• room to relax
big bed
• room for friendsplay with computer
• closet spaceclothessports equipment
Also
Fireplace• warm
like a mitten
• cracklinglike my cereal
• smoky smellcampfire
Third
My porch
• screened
no bugs• relaxing
listen to birds
• coolevening breezes
In summary
My home is a special placebecause it has a big bed-
room, a fireplace and aporch.
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My home is a special place. It is special because it has a fireplace,
a big bedroom and a porch. It is a wonderful place to live.
One reason my home is special is because I love my big bedroom. I
have a big bed I can relax on. There is a lot of room for friends so we
can play games on my computer. I need all my closet space for my
clothes and sports equipment like my basketball and tennis racket.
Also, my fireplace is wonderful. On chilly nights it keeps me warm asa mitten. I love to listen to the cracking. It sounds like my breakfast
cereal! The smoky, woodsy smell reminds me of the days when I go
camping.
Third, my home has a terrific porch. The porch is screened, which is
lucky for me. I am a bug magnet! My porch is a great place for relax-
ing. Listening to the birds is a good way to unwind. Even on warmnights the porch is cool because you can enjoy the evening breezes.
In summary,
my home is spe-
cial because it
has a big bed-
room, a fireplaceand a porch. I
couldn’t imagine
living anywhere
else.
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Expository Essay
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Narrative
In the beginningCat food commercial came on
• dancing cats
top hats
• singing about food
“meow-yum”
• I said it wascute
laughed
Just then
He started
talking
• called the commercial
foolishsnarled
• said the food was gross
for dogs
• told me never to buy it again
I thought it was his favorite
Since that day
He has never spoken again.
I stopped buying that food.My cat has restrictions on his TV
time.
During the commercialMy cat hissed
• arched his back
angry
• his hair stood up
like a porcupine
• loud scream
ear-splittingWhen my cat started talking
Who? My cat and I
What? Relaxing
Where? At home
When? In the evening
Why? It had been a long day
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One evening I was relaxing at home. My cat and I were watching
television. It had been a long day, and I needed some time to winddown.
In the beginning of our favorite show, a commercial came on for a
brand of cat food I usually buy. This commercial had adorable little
dancing cats. They were wearing black top hats. The cats were also
singing about the cat food. “Meow-yum, meow-yum,” they sang. I
thought it was cute, and I laughed out loud.
During this commercial my cat hissed, which is not something he
usually does. He arched his back and looked quite angry. The hair on
his back was standing up like porcupine quills. He let out an ear-split-
ting scream.
Just then he started talking. He called the commercial foolish and
snarled at the television. My cat told me that brand of cat food wasgross, and it was only good for dogs, which means that it must be
pretty bad. Then he told me never to buy it again. I had always
thought he liked the stuff!
Since that day my cat has not spoken again. I did stop buying that
brand of cat food. But because of his ill-mannered hissing and growl-
ing, my cat has had a limitplaced on his televi-
sion time.
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Narrative Essay
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Persuasive
The school week should be shortened to three days.
One reason
Relaxation
• stress isn’t healthy
heart attacks
• more time for recreation
watching TV
• catch up on reading
good book
AlsoFamily bonding
• better for children
being loved
• help with homework
private tutor
• sharing experiences
everyday life
In addition
Less use of school buses
• less pollution
better for air • less wear on bus
save money
• less traffic on roads
fewer accidents
Hence
The school week should be shortened
to three days so there can be more
relaxation and more family bonding,with less use of school buses.
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Persuasive Essay
The school week should be shortened to three days. There is a clear
need for relaxation and family bonding. Also, this would cause less use
of school buses. The evidence supporting this change is clear.
One reason to shorten the school week is the universal need for
relaxation. Students and teachers under stress are experiencing a
health risk. It could lead to a heart attack. A shorter week would
increase the time allowed for recreational activities such as television
viewing. Perhaps more students would read if there were a shorter week. There are many good books available.
Also, the shorter week would allow time for more family bonding.
More quality time is better for children who are so in need of love.
Parents can take a role in helping their children with homework; they
can act as private home tutors. This shortened week may give par-
ents the time they need to share the experience of spending every daywith their darling children.
In addition, the shorter week will lessen the use of school buses.
Buses are notorious polluters, so giving them two more days off will be
better for the air. Less use of the buses means less wear and tear on
the vehicles, and this would save taxpayer dollars. Having fewer buses
on the road means less traffic, and there would be fewer accidents.
Hence, the school week should be shortened to three days so there
can be more relaxation and more family bonding and less use of school
buses. What student or teacher could disagree?
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Descriptive
Yankee Stadium is a beautiful place.
One reasonThe grass
• green
as a frog
• manicured
perfectly cut
• no weeds
prohibited
Also
Memorial Park
• plaques
delicately engraved
• jerseys
well-worn
• tattered baseballs
signed
Too
The electricity
• always there
the eyes of the children
• shouting fans
Tabernacle Choir
• the memory of greatness
spirits in the air
As one can see
Yankee Stadium is a beautiful place
because of the grass, MemorialPark and the electricity in the air.
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Descriptive Essay
Yankee Stadium is a beautiful place. The beauty can be seen in the
grass and Memorial Park, and it can be felt in the electricity in the air.
I love to visit there.
One reason it is so beautiful is the grass. It is always frog-green.
The lawn is manicured and perfectly cut. Weeds are prohibited from
entering.
Also, Memorial Park is a special place. One can view the plaquesthat have been so delicately engraved in remembrance. There are
jerseys to view that were well-worn by the greats. They have tattered,
old baseballs which have priceless signatures.
The electricity in the air is beautiful, too. It is always there, and you
can see it in the eyes of the children visiting. The shouting of the fans
sounds like the Mormon Tabernacle Choir to the ears of a baseballlover. One can sense the memory of greatness because their spirits
live in the air at Yankee Stadium.
As one can see, Yankee Stadium is a beautiful place because of the
grass, Memorial Park and the electricity in the air. You should catch a
game today.
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Section 4
Four Square and Beyond
Across the Curriculum
Science
Socia l
Studies
Ma t h
The
Arts
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Four square helps students orga-nize their thoughts. Teaching thismethod will help students becomebetter writers. The four square isan elaborate prewriting activity. Itprovides much of the material thatwill be applied in the drafting stageof writing. Four square helps toeliminate common errors that cre-ate a need for rewriting. But four
square alone is not a writing pro-gram.
Students need a variety of activi-ties and approaches to spark theircreative writing interest.Brainstorming on a topic using asemantic map or sensory web isan activity that can be completed before organizing with the four square. Students may havea shared experience to develop their writing skills. Certainly the use of the four square doesnot call for an abandonment of hands-on learning.
After initial brainstorming is underway, the four square is a tool for organizing that experi-ence. It aligns thoughts and prepares them for a composition.
Drafting follows the organizing step. This is the manuscript created by writers that is full oferrors that need fixing, changing and sometimes dumping. It is a natural stage of the writingprocess and certainly not the last. Unfortunately, this is the stage at which most states maketheir writing assessment. That is why we need to make the most of organization; it can helplimit drafting errors.
Revising and editing follow drafting. This stage encourages proofreading and makingstructural changes to a piece where clarification or continuity improvements are needed. Aproofreading poster is on page 83 for duplication.
During the editing step, students should be encouraged to consider their word choices andsentence structure. In writing, it is desirable to “get the most bang for your buck” and avoidthe use of weak language whenever possible.
One way to do this is the use of adverbs and stronger verbs. To develop this sense, a con-test can be played using a sentence with a weak or linking verb. Students can be chal-lenged to write as many strong versions of that sentence as possible.
4 in the Language Arts ProgramUsing Four Square as a Part of the Writing Process
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I am here today.
I stand here today.
I dance here today.
I juggle here today.
I back flip here today.
I hokey-pokey here today.Etc.
A wall poster that has the five senses plus oneformula can be placed as a reminder to studentsabout the vivid language stage. A reproducibleposter is on page 37.
Finally, students need to publish. They shouldoccasionally prepare a composition free of errorsand written for others to see. Sharing of pub-lished work through anthologies or authors’chairs is wonderful for student self-esteem.
Four square is only one step in this process, butit is a critical one and one often not taught. Givenonly the sensory web or semantic map, a studentwill not have a clear direction for composition.
Last year I went to Miami.
Last year I drove to Miami.
Last year I swam to Miami.
Last year I roller bladed to Miami.
Last year I hopped to Miami.
Etc.
This is a fun exercise and students can getcarried away with it. It works well with link-ing verbs.
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PUNCTUATIONDo all sentences end with marks?Is there a reason for each mark I used?Did I use at least one question or exclamation?
ORGANIZATIONDid I follow my four square?Do I have good details and vivid words?Is it neat and organized looking?
PARAGRAPHINGDo I have at least five paragraphs?Do I have an introduction and a conclusion?Do I start my sentences differently?
SPELLINGDid I sound out problem words?Did I check a dictionary?
Have I entered the words in myspelling dictionary?
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SuppliesTo keep students on task and writing, it is important to havethe appropriate hardware readily available. A truckload ofpencils and paper is appropriate. It may be cost-effective touse a low-grade newsprint for four square preparation andsave lined manuscript paper for drafting and rewriting.These supplies should be accessible to students so they canrestock without interrupting instruction.
To keep their papers organized,the maintenance of a writing folderis recommended. This foldershould have three sections withpockets. The first section in thefolder can be used to containbrainstorming activities. The cen-ter would hold organizing activities,and the third section would containcompositions. In order to tracktheir work, students should keep a“routing sheet” on the flap of theirfolder. Each composition has anumber, and this number is placedin the upper right-hand corner ofevery paper generated by the pro- ject. The folders should be main-tained in a special location in theclassroom so they are not lost or
destroyed.
Y ou will also need several over-head transparencies with the foursquare reproducible. Using thesewith wet-erase markers worksquite well for group activitiesbecause students’ work can beshared very easily.
Practical Matters
Tips on Making the Writing Program Work
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SpellingSpelling is not empha-
sized throughout four
square instruction nor
through the writing
process. Correct spelling
and usage becomes criti-
cal in the publishing
stage of the process.
Because this is when the
work is prepared for a
reading audience, the
conventional spellings
must be used.
Spelling is also an issuewhen students refuse to
write because they can-
not spell the words and
are not motivated to
check a dictionary or ref-
erence. In these instances, provide them with a conventional spelling under one condition. They
must put the spelling in their personal spelling dictionaries (spiral-bound notebooks work well). As
the year progresses, each student will have more of the common words in a personal spelling dictio-
nary and will ask less often.
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ConferencingPractical experience has uncovered that students read almost nothing written on a paper, beyond
the grade they achieved. Consequently, it is not a valuable practice to write specific and detailed
notes on a paper. The most effective way to aid in student writing growth is the personal confer-
ence, even if it is the least time efficient. The trick is how to manage a room of 30-plus students
while focusing your attention on one student.
The first requirement is that the others be engaged. Have the class working individually, drafting
compositions. This way there should be no inter-student disputes. The conferences can then be
called individually. Interruptions will occur, but like anything else, it is a matter of procedure. It is
useful to employ an “absolutely no interruptions during conferences” policy. A sign with the mes-
sage “Not Now” may need to be used during the first few conference sessions. Once students see
that you won’t be interrupted, they will be less likely to try.
The individual conference is the most valuable lesson a student receives in writing instruction, so
don’t give up because of management hassles!
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Book ReviewThe four square form is an excellent methodof preparing the book review paper, startingin even the earliest grades. Using this for-
mat is less intimidatingwhen they see it in so
many different applica-tions.
Other Uses of 4
in the Language Arts Program
Title
Beginning Middle
EndDid you
like it?
The four square book review
The 4 for Reading ComprehensionFour square can also teach reading comprehension by reading a passage and then buildingthe four square that the writer may have used. One effective way to do this uses the stu-dents’ own writing. An essay that is well-organized and well-written is prepared on a wordprocessor and printed on heavy-duty paper one sentence at a time. These sentences arethen cut up and placed in a can. Each student draws a sentence until none are left. Theobjective is to reconstruct the story. Students must try to find others with similar topics and
details. This is a fun and enriching activity. After the story is re-created and read aloud, theoriginal story can be put on chart paper or overhead transparency. The class then tries tore-create the writer’s four square.
SpeechesFour square, once mastered, is a fabulous method of preparing notes for speeches ordebates. It can contain an entire thesis on one page, including some of the specific detailsand vivid language intended for use. Once trained in writing from the four square, speakingfrom it will be an easy task.
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Volcanoes
What are they? Where are they?
How do theyoperate?
Volcanoes are apowerful naturalforce.
World War II
Causes Battles
TreatiesWW II, a major event in worldhistory
The four square in the expository formadapts well for the sciences. It serves as anexcellent way to review or summarize infor-mation learned about a specific topic. Usingthis method to review can provide the studentwith all the information that is needed for theessay examination, a more authentic form ofassessment.
This basic review-style four square can beexpanded and used as the base for a full-length term paper or research paper.
Certainly the occasion will arise when morethan three points are made about a topic.Another “box” can be created for other cate-gories of discourse. Once students under-stand how each box is developed, they willbe able to add another box in abstraction.
4 in the Sciences
Using Four Square as a Study Aid and a Guide to Writing Papers
A four square used in Earth science
A four square used in history
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4 “Within a 4”
Expanding Subtopics for the Longer Composition
To aid in the development of subtopics for the longer paper, students can use the foursquare to develop each individually. The development of the paper is an easier task if it isviewed as several smaller compositions.
Four square used tocompare two Native
American tribes
Four square is also an excellent tool for comparing information. Completing similar foursquares on contrasting topics gives a clear picture of the similarities and differences.
Iroquois
Territory
Clothing
Foods
Customs
Navajo
Territory
Clothing
Foods
Customs
A four square within
a four square. Others
could then be
completed for battles
and treaties.
Causes of WW II
Unrest inE. Europe
Hitler
Unfair treaty
There weremany causesto WW II.
World War II
Causes Battles
Treaties WW II, a major
event in world
history
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4 in Mathematics
Using Four Square to Organize and Solve Word Problems
Word problems require the employment oflogic and reasoning different from the usualcompute and solve drills. These problemsrequire that students develop their own equa-tion and then perform an unnamed operationto find a solution. These steps are not easilycompleted by the student mathematician.
The mathematics formula works using aP.I.C.S formula. In the “Process” box the stu-dents jot down key words. Certainly lessonswill be spent decoding the process for partic-ular question key words. The “Information”box is for the collection of numerical data. Inthe “Compute” box the problem is written and
computed. The “Solution” box is the areawhere the student places the answer, alongwith any proper terminology.
Question
Process Information
Compute Solution
1. Susan had baked 144 cookies duringthe holidays. She wanted to give some to every girl in her scout troop.There are 12 other girls in her troop. How many cookies will each girl get?
1
÷ 144, 12
144___ = ____
12
12 cookies
each
A four square using the P.I.C.S.
formula for word problems
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4 in the Arts
Using Four Square for Art and Music Appreciation
A major part of the art and musiccurricula in the schools is concernedwith teaching the various characteris-tics in a work and helping studentsdiscern between artists or composers.With this knowledge and the ability todistinguish styles, it is more likely thata child will become an educated artsconsumer.
In music there are some factors thatmake for an adequate student analy-sis. If students can describe andcompare the factors of form, harmo-nization, melody, rhythm and orches-tration, they can learn to synthesizethis information to render a guess asto the composer or musical era.
Four square alsoworks well in the studyof program music.Because these worksare musical piecesthat tell stories without
words, students canuse the narrative ver-sion of the four squareto re-create and writethe story being told.Interdisciplinarylessons such as thesereally make the mostof classtime!
Name of work
Orchestration Harmony
Form
Era ________
Composer
____________
A four square for music style analysis
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4 in the Arts
Using Four Square for Art and Music Appreciation
In classroom instruction of the visual arts,a similarly analytical version of the foursquare can be used. While looking at anew work, students can take notes on afour square on any number of artisticdevices and elements. Box 1 would namethe work and box 5 would state the artistand era. Learning about art in an orga-nized fashion will enable students to take
a more objective look when viewingsomething new. Hopefully, they won’trush to a judgment without looking at thetraits that display the artist’s craft.
Name of work
Light Focus
Color
Era
__________
Artist
____________
A four square for the visual arts style analysis
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If all we needed to do to enable students to succeed onwriting assessments was to teach them good writing prac-
tices, our jobs would be simpler. Unfortunately, there is
another problem that writers face. The writing test is, inpart, a reading test. If the writer fails to determine theexact topic and purpose for the essay, even the best org-
anized and most profound writing will not score well.
The information in the writingprompt is usually broken intothree parts. In the first part ofthe prompt the test writers aretrying to set up a scene or getthe writers into a particular stateof mind. They may give a sce-nario or some background infor-mation. This is deemed the“Who cares?” portion of theprompt, for though it may be
useful as a scene setter, if writ-ers pay it too much attention,they will likely write off theintended topic.
Preparing for aWriting AssessmentA Lesson in Reading Those
Troublesome Writing Prompts
Three Partsto a Prompt
1. Who cares?
2. Brain activation!
3. What to write!
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The second part of a writing prompt usuallyasks the writer to engage his or her brain toimagine a scenario or recall information.During the reading of this part of the question,
the writer truly needs to think because thethoughts generated are the seeds for the writ-ing which follows.
The third part of the prompt is the “What towrite” portion, because it is there that theprompt usually lists the specifics for the essayand any requirements for its contents. It isrecommended that the students underline thisportion of the writing prompt because it gener-ally contains the sentence or phrase that will
be the center of the four square.
A Typical Writing PromptTravel in a time machine wouldmake it possible to be at anyhistorical event. Imagine that
your trip takes you to the signingof the Declaration ofIndependence. Tell a story aboutwhat happens.
Who cares?Travel in a time machine wouldmake it possible to be at anyhistorical event.
Brain activation!
Imagine that your trip takes youto the signing of the Declarationof Independence.
What to write!Tell a story about what happens.
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In this example the student would write My Trip to the Signing of the Declaration of
Independence inthe center of the four square.
Note that the question-writers did not want to
hear about a time machinealone but only as
background information. Recogniz-ing the three
parts of the question helps to avoid this error.
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In this example the student would writeWhy I cherish (object name)in the center of the four square. Notethat the question-writers did not want tohear about a fire in someone’s housebut only as background information.Recognizing the three parts of thequestion helps to avoid this error.
Once students have determined thetopic in the essay, they must furtherdetermine the requirements for theaudience and the purpose for the writ-ing. To teach this the T.A.P. acronymworks well: Topic, Audience andPurpose.
A Typical Writing PromptAll people have some objects
that are important to them. Ifthere was a fire in your home,what would you wish to save?Think about what object youcherish most. Write to explainwhy you cherish this object.
Who cares?All people have some objectsthat are important to them. Ifthere was a fire in your home,what would you wish to save?
Brain activationThink about what object youcherish most.
What to writeWrite to explain why you cherish this object .
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T.A.P. Out Those Prompts
Topic (goes in your foursquare center)
Audience (information,description, convincing ora story)
P urpose (expository,
descriptive, persuasive ornarrative)
The T.A.P. acronym is a convenient way to remind students to look for the purpose of theessay. They will need to process the question and key in on any words that direct them tothe desired purpose of the essay.
Expository
Inform
Tell steps
Explain
Examples
Reasons
Persuasive
Convince
Persuade
Descriptive
Describe
Senses
Narrative
Story
Events
“Happens”
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Directions: Read each prompt. Remember the three parts to the prompt. Be sure to
underline the “What to write” part. Then complete the topic, audience and purpose for
each prompt.
1. Occasionally we find ourselves in a dangerous situation. Think about a time when
you had a narrow escape from danger. Tell a story about the experience.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
2. Your school is going to get a new mascot; they need to choose an animal. Think
about which animal you would like for the school mascot. Write to convince your
principal to choose your mascot.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
3. Everyone has a special place in your home. Where is your special place?
Describe the spot in your home that is your favorite.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
4. Children often daydream or fantasize about what they would like their lives to be
when they become adults. Hard work and planning can make a dream come true.
Think about your goals for the future. Explain to your reader what steps you will
take to reach those goals.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
T.A.P. Those Prompts
Name ______________________________________________
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Directions: Read each prompt. Remember the three parts to the prompt. Be sure to
underline the “What to write” part. Then complete the topic, audience and purpose for each prompt.
1. Occasionally we find ourselves in a dangerous situation. Think about a time when
you had a narrow escape from danger. Tell a story about the experience.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
2. Your school is going to get a new mascot; they need to choose an animal. Think
about which animal you would like for the school mascot. Write to convince your
principal to choose your mascot.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
3. Everyone has a special place in your home. Where is your special place?Describe the spot in your home that is your favorite.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
4. Children often daydream or fantasize about what they would like their lives to be
when they become adults. Hard work and planning can make a dream come true.
Think about your goals for the future. Explain to your reader what steps you will
take to reach those goals.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
T.A.P. Those Prompts Answer Key
Name ______________________________________________
My narrow escape from danger
Story
Narrative
I want a guinea pig for our mascot.
Convincing
Persuasive
My porch
Description
Descriptive
I want to be a brain surgeon.
Information
Expository
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Directions: Read each prompt. Remember the three parts to the prompt. Be sure to
underline the “What to write” part. Then complete the topic, audience and purpose for
each prompt.
1. The Fountain of Youth is an important historical spot. Imagine that you discovered
the Fountain of Youth. Explain how you felt and what happened.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
2. Sometimes when things are lost we must put an ad in a newspaper to help find it.
Think about your book bag or knapsack. Describe it for the newspaper ad.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
3. You work hard around your house doing many chores. You keep up your good
grades. Think about all the things you do to please your parents. Write to per-
suade them to give you a bigger allowance.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
4. “A dog is a man’s best friend” is an old expression. Think of the ways a dog or
other pet is a friend to a particular person. Tell your reader the ways the dog or
other pet helps this person. Give reasons and examples.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
T.A.P. Those Prompts
Name ______________________________________________
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Directions: Read each prompt. Remember the three parts to the prompt. Be sure to
underline the “What to write” part. Then complete the topic, audience and purpose for each prompt.
1. The Fountain of Youth is an important historical spot. Imagine that you discovered
the Fountain of Youth. Explain how you felt and what happened.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
2. Sometimes when things are lost we must put an ad in a newspaper to help find it.
Think about your book bag or knapsack. Describe it for the newspaper ad.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
3. You work hard around your house doing many chores. You keep up your good
grades. Think about all the things you do to please your parents. Write to per-suade them to give you a bigger allowance.
Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
4. “A dog is a man’s best friend” is an old expression. Think of the ways a dog or
other pet is a friend to a particular person. Tell your reader the ways the dog or
other pet helps this person. Give reasons and examples.Topic: (Center Box) ____________________________________________________________
Audience: (Information, Description, Convincing or Story) ____________________________
Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________
T.A.P. Those Prompts Answer Key
Name ______________________________________________
When I discovered the Fountain of Youth
Story
Narrative
My book bag
Description
Descriptive
I should get a bigger allowance.
Convincing
Persuasive
My dog helps me.
Information
Expository
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Section 5
Practice Prompts
Expository, Descriptive, Persuasive and Narrative Styles
Think It ! P lan It !
Write It!
D o I t !
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TLC10190102
Directions: Write your story!
Paragraph 1
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Paragraph 2
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Paragraph 3
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________________________________________________________________________________
Name
_______________________________
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Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 4
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Paragraph 5
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
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Directions: Complete a
4 + 3 + C + V
Name ______________________________________________
Directions: Read the prompt. Identify the “Who cares?” “Brain activation” and “What to write” parts. Underline the “What to write” part.
A local handyman is looking for someone to work for an hour after school to clean his shop
and help with some easy chores. Persuade the handyman that you are the best person forthis job.
Topic: (Center of your 4 ) ________________________________________________________
________________________________________________________________________
Audience: (Circle one.)
Information Description Convincing Story
Purpose: (Circle one.)
Expository Persuasive Descriptive Narrative
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
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Directions: Write your story!
Paragraph 1
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Paragraph 2
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Name
_______________________________
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TLC10190106
Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Directions: Complete a
4 + 3 + C + V
Name ______________________________________________
Directions: Read the prompt. Identify the “Who cares?” “Brain activation” and “What to write” parts. Underline the “What to write” part.
You are planning a trip around the world. You must choose one way to travel. Think aboutall the different types of transportation. Which would you choose? Explain why.
Topic: (Center of your 4 ) ________________________________________________________
________________________________________________________________________
Audience: (Circle one.)
Information Description Convincing Story
Purpose: (Circle one.)
Expository Persuasive Descriptive Narrative
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
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TLC10190108
Directions: Write your story!
Paragraph 1
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 2
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Name
_______________________________
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TLC10190 109
Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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110
Directions: Complete a
4 + 3 + C + V
Name ______________________________________________
Directions: Read the prompt. Identify the “Who cares?” “Brain activation” and “What to write” parts. Underline the “What to write” part.
Every teacher has his or her own way of decorating a classroom. Think about the thingsyour teacher has used to decorate. Describe your classroom for your reader. Be sure toinclude many details.
Topic: (Center of your 4 ) ________________________________________________________
________________________________________________________________________
Audience: (Circle one.)
Information Description Convincing Story
Purpose: (Circle one.)
Expository Persuasive Descriptive Narrative
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
Puzzle Piece
____________________
____________________
____________________
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TLC10190 111
Directions: Write your story!
Paragraph 1
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 2
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Name
_______________________________
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TLC10190112
Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?
Did you avoid Tarzan sentences?
Paragraph 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paragraph 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Four Square:The Total Writing Classroom
At last! A companion activity book to the immensely
popular Four Square Writing Method. Chock-full ofprojects and ideas that are tailor-made to work with the
Four Square Writing Method, this volume includes age-
appropriate activities designed
to take advantage of the
Four Square:The Personal Writing Coach
This book in the popular Four Square series provides
a personal coach for students to help them write.
Included are 13 themed units designed to meet the
interests and abilities of students. Each unit brings the
prewriting through art, word association, questions,
poetry, planning and composition of prose. Theexercises will help students learn to be less fearful of
writing assignments and actually make them fun! The
topics are personal ones young
writers will enjoy: themselves,
their families and friends,
their favorite places to go and
things to do, etc.
TLC10446 Grades 1-3TLC10447 Grades 4-6TLC10448 Grades 7-9
Four Square:Writing in the Content Areas
When you give a writing assignment, do your
students respond with, “I have nothing to writeabout”? Obviously, there are plenty of topics available.
What your students need isn’t topics, but the skill of
organizing and clarifying their thoughts around
a topic and developing that
The Four Square Series
Four Square:Writing Method
Teach writing skills using this innovative new approach
that has been proven to work in classrooms just like
yours. This step-by-step approach is built around a
simple graphic organizer that first shows students how
to collect ideas and then helps them use those ideas to
create clear and polished prose. Also available is therevised and updated edition of the book that includes
an enhanced CD filled with additional Four Square
examples, activities, and writing exercises.
TLC10578 Early LearnerTLC10188 Grades 1-3TLC10189 Grades 4-6TLC10190 Grades 7-9
Enhanced CD Included:TLC10579 Grades 1-3
TLC10580 Grades 4-6TLC10581 Grades 7-9