Resources 

Teacher Materials  

• Eckford’s Epic Courage Song Courage to Stand Tall  
• Optional: Paper Dice Handouts, Scissors, and Glue
• Optional: Materials to create a “Wall of Courage,” like sticky notes or index cards and space to hang them in the classroom.
• Optional: Modes of Reading Teacher Support Document.

Student Materials 

• Courage Shoes Handout 
• Eckford’s Epic Courage Mini-book
  • Two versions of the mini-book are available based on the lexile level of your learners. Option A features clear, simple sentences, large easy‑to-read print, and a dedicated reflective writing page. With fewer total pages, it’s an ideal choice for younger learners or those who benefit from a streamlined, accessible format. Option B features more complex sentence structures and a longer page format. Skills boxes appear throughout to reinforce key literacy concepts including phonic spelling patterns (sounds), Fluency and Vocabulary practice words, and targeted phonemic awareness skills. This option offers a more robust challenge for developing readers who are ready for increased rigor.
    • Option A (K-1)
      • Print double-sided, along the short edge. Fold along center line and staple to create a book.
    • Print-Ready Option B (2-3)
      • Print single-sided, staple on left side where indicated, then cut on the dotted line to create books.
    • Digital Option B (2-3) – meant to be accessed via a device
• Group Assessment
  • Two options of the assessment are available to choose from based on the needs of your learners.
    • Option A (K-1)
    • Option B (2-3)

Anticipate

Courage Song

• Tell students: “Today I am going to teach you a song called Courage to Stand Tall. It is going to help us remember some important ideas that we will be learning about.”
• Teach students the words and motions for the song, one line at a time.
• Sing the full song at least two times with students.
• Repeat the song throughout the day, singing with students during transitions, play time, or during periods of waiting.

Scaffolding notes: This song complements the song about Courage from Armstrong’s Amazing Courage. If students already know that song, discuss the differences between the songs and how courage can look different in different situations.

• For instance, it can be courageous to jump from a tall rock and it can be courageous to speak in front of a large crowd.

Engage

 Reading the mini-book

• Transition: Distribute copies of the mini-book to students.
• Tell students: “We are going to read a book called Elizabeth Eckford’s Epic Courage.  Based on the Courage Song and what you already know, what do you think courage is? Based on the title and the book cover, what do you think this book will be about?”
• Guide students to the idea that Courage is when you do good things, even if it is hard or scary.
• Ask students, “Have you ever felt nervous on the first day of school?”
• Allow students to share their responses.
• Tell students: In this book, we will meet a 15-year-old girl named Elizabeth Eckford who had a really hard first day of school because many people did not want her there. It is important to know why people did not want Elizabeth to go to this school. In the 1950s, many schools were divided by skin color. This was called “separate but equal.” A new rule said this was not fair. It said all kids should be able to go to the school closest to them, regardless of skin color. Some people were angry about this change. They wanted Elizabeth to stay at her old school instead of going to the school that had been for white students only.
• Read the book with students twice.
• First, read the book aloud to students as they follow along with pointing to each word with a finger as you read. Model appropriate speed and expression as you read to your students.
• Next, read the book in a teacher think-aloud reading style.
• In a think-aloud, you pause at strategic points to highlight important information, summarize, and model skilled thinking about reading for your students. Prepare these pause points before the lesson based on your students grade and skill level. You can also utilize the skills boxes in Mini-book Option B to inspire your pause points.
  • For example, on page 9 of the mini-book Option B the text says: “Elizabeth put on her favorite black and white dress and carried her schoolbooks.”
• A teacher could say: “Elizabeth wore her favorite dress. I wonder if it made her feel more confident and courageous? What helps you feel courageous?” 
• Send student mini-books home at the conclusion of the lesson to encourage family engagement. Families and students will benefit from a shared understanding around classroom activities.

Scaffolding note: If reading with more advanced or older students, additional reading styles are available to choose from in our Modes of Reading Teacher Support Document. Check out “Choral Reading” or “Echo Reading” to support fluency.

Explore

• Tell students: “Elizabeth was courageous, but other people in this story also showed courage in other ways.
• Optional: Give each student a paper dice handout or create one for each group before class.
• Divide the class into 4 groups, and have students bring their mini-books. Ask them to use the text and images in the mini-book to investigate how each of these other people in the story showed courage.
• Optional: Give students a paper dice handout or create one for each group before class. Students roll the dice to discover whose courage they will uncover.
• Elizabeth’s mom or dad: Allowing Elizabeth to go to school even though it was dangerous.
• The woman who helped Elizabeth get to the bus stop: Risking the crowd becoming angry at her too.
• The Other Little Rock Nine Students: Going to school with her the next day after seeing what Elizabeth went through.
• Say, “Elizabeth showed courage by walking to school even when it was hard. We can show courage too — by standing up for friends, trying something new, or being kind.”

Apply 

• Say to students, “Imagine you are walking in Elizabeth’s shoes. What would help you be brave?”
• Give each student a paper shoe outline from the printable page. 
• Students draw or write one or more things inside the shoe (e.g., “a friend,” “kind words,” “my family,” “hope”).
• Have students share their “courage shoes” with a partner or the group
• Optional: Create a “Wall of Courage” in the classroom where students add examples of courage they see in themselves or others during the week.

Assess

There are two assessment options. You can use them together or individually, depending on your needs.

Option 1: For K-1 

• 5 multiple choice questions, shapes distinguish options

Option 2:  For 2-3

• 10 multiple choice questions, letters distinguish options
• To facilitate a whole-group assessment:
  • Print a copy of your chosen assessment option for each student in the class and project a copy of the assessment if possible.
  • Ask students to point to the number 1 on their page, then follow along as you read aloud, perhaps pointing to each word as you read.
  • Read the question, pointing to each word.
  • Read each answer choice, pointing to the choice indicator (letter or shape)
  • Repeat the question-and-answer choices if needed.
  • Prompt students to choose their answer by circling their choice.
  • Repeat with the following questions to complete the assessment.