7-D-1,+TS+Lesson

**by: Andy Howell**
 * Temperament Style Lesson**

**Title of Lesson**: Riding Freedom, Guided Reading Project

**Grade Level**: 4

**Objective:** To understand the difficulties of life in America during the mid-late 1800s through the literature of Riding Freedom. **Time line**: Three Weeks All materials necessary for the successful completion of the activities will be provided by the teacher and will be completed during school hours. ELL/ESL students will be provided an audio version of the story to read along with using the iPod touch. Pre-recorded questions will also be used to guide their open-ended summaries. Students with IEPs and other special accommodations will be provided with extra support (aides and peer-assisted learning buddies) to help during the project and/or reading.
 * **Temperament Style** || **Activity Description** ||
 * **Sensing Judging** || Each section of reading will have specific written, oral, or illustrative tasks to be completed before moving on to the next part of the story. This will allow students to demonstrate their ability to comprehend text, make inferences, as well as connections. All of this will be kept in an organized journal format. The skills during this guided reading project will mirror the skills being taught and assessed during whole-class instruction as support and guidance. //Visual, Auditory //: Global ||
 * **Intuitive Feeling** || Part of the written, oral, and illustrative tasks will be open-ended, with choice as to the type of assignment they would prefer to complete, as well as liberties of students demonstrating their knowledge and understanding through their own interpretation of the assignment. These small chapter assignments have the potential to be completed in small collaborative groups so students can bounce ideas from one another to increase their comprehension of the events. //Visual, Auditory //: Global ||
 * **Intuitive Thinking** || Students will research life in the America during the 1800s and create tools and equipment that would be useful to the main characters of the story (they drove a horse-carriage). //Kinesthetic, Tactual , Visual //: Concrete and Abstract ||
 * **Sensing Perceiving** || For this event, students will act as private investigators. The beginning of the story has a tragic horse-carriage accident and a character who escapes an orphanage. Students would have the choice as to which event they would like to investigate, but they would have to create an electronic model simulation of the events that happened in each scenario, and an animated graphic clip as to how they thought the event “went down”. //Kinesthetic, Tactual , Visual //: Sequential ||
 * Special Accommodations:**