Resources

Teacher Materials 

• Courage Song – Armstrong’s Amazing Courage
• Anchor Chart and See, Think, Wonder Chart Materials
• Poster or chart paper, markers
• Stations Materials
  • Station 1: Courage Situation Roleplay
    • Materials: Role cards, situation cards, civic virtue cards, props like stuffed animals, or name tags with the names of roles
  • Station 2: Syllable Cut-and-Paste Handout
    • Materials: Handouts (printed), scissors, glue, pencils
  • Station 3: Read-to-Self
    • Materials: Armstrong’s Amazing Courage Mini-books, classroom library center or selection of topical books or books at student reading levels
  • Station 4: Primary Source Investigation
    • Materials: Armstrong’s Amazing Courage Primary Source Set and Find It! Cards (printed, laminated, and cut), magnifying glasses, pencils
• Teacher Observation Sheet 
• Optional: Modes of Reading Teacher Support Document

Student Materials

• Armstrong’s Amazing 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 

Civic Virtue Song

• Tell students: “Today I am going to teach you a song called Step Out with Courage. 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 note: This song complements the song about Courage from Eckford’s Epic 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

See, Think, Wonder Chart

• Create a See, Think, Wonder t-chart with three columns on the classroom board or chart paper and project an image of the moon landing on your classroom board.
• Use a primary source image from the stations activity.
  • See
    • Ask students: “What do you notice?”
    • Have them list concrete observations in the first column.
    • Encourage details (people, objects, actions, setting) like: an astronaut, rocks, and dust.
  • Think
    • Ask: “What do you think is happening here?”
    • Students add interpretations or background knowledge in the second column.
    • Prompt them to connect to what they know. For example,  students may recognize a space suit and now that humans need them to survive in space from books, shows, or other media.
  • Wonder
    • Ask: “What questions do you have?”
    • Students record open-ended questions in the last column.
    • Encourage “how” and “why” questions.
• Bridge to Learning
• Tell students they’ll return to some of their questions and ideas during the lesson or stations work.
• Place the chart somewhere visible to reference later.

Scaffolding note: Take note of misconceptions or gaps to address with students before the reading or during the lesson.

Reading the Mini-book

• Transition: Distribute copies of the mini-book to students.
• Tell students: “We are going to read a book called Armstrong’s Amazing Courage. Based on our courage song and what you know, what do you think courage is? 
• Guide students to the idea that courage is when you do good things, even if it is hard or scary.
• Brainstorm with students: “Who are some people or characters that you think are courageous?”
• Student-friendly examples could include superheroes, community helpers, or sports players.

Scaffolding Note:If students have experienced the Eckford’s Epic Courage lesson, this is a good time to bring back out the anchor chart from that lesson and activate student prior knowledge.

• Tell students: “Next, we will read a story about a man named Neil Armstrong. He was the first person to step on the Moon and that took a lot of courage!”
• Read the book with students twice.
• First, read the book aloud to students as they follow along, 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 will 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 2 of mini-book Option A the text says: “Neil Armstrong was chosen for this mission because he was brave and smart. He grew up in Ohio, loved flying, and became a pilot. Later, he became an astronaut.”
• A teacher could say: How was Neil chosen for such an important mission? The story says “he was brave and smart. He loved flying and became a pilot.” He had talent, but he also had to work hard! It takes years of schooling and training to learn how to be a pilot and astronaut. I wonder if Neil had any idea when he was your age that he would grow up to be an astronaut? Probably not! 
• For success in the next part of the lesson, the students will need to discuss a few key details. You can also use or add to the anchor chart from Eckford’s Epic Courage with additional images of Armstrong and examples of courage.
• Optional: Create an anchor chart with students that will hang in the classroom during the rest of the lesson. The anchor chart should include:
  • Courage is doing good things even if it is hard or scary. 
  • Neil Armstrong showed this civic virtue by going to space, even though it was dangerous.
  • Courage icon:
    • Courage – lion– the ability to take helpful action in the face of fear or danger.
  • Examples of Courage in action:
    • Add to the chart as student share examples. This will vary based on your class. You could include: trying something new, joining a new sports team even if you’ve never played before, speaking up in class to answer a question when you’re nervous, admitting you made a mistake instead of hiding it, returning a lost toy to its owner even if you wanted to keep it, going to the doctor even though you’re scared of shots or learning to ride a bike even after falling a few times.
• Students will have the opportunity to read the book again on their own and/or with a partner during the stations activity in the Explore section of the lesson.
• 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

Stations

• Transition: Prepare the stations in four distinct areas of the classroom.
  • Station 1: Courage Situation Roleplay
    • Materials: Role cards, situation cards, civic virtue cards, props like stuffed animals, dress up clothing or name tags
    • Student Task Overview: Play pretend using the civic virtue of courage, situation and roles chosen by their group.
  • Station 2: Syllables Cut and Paste Handout
    • Materials: Handouts (printed), scissors, glue, pencils
    • Student Task Overview: Cut and glue words in corresponding boxes to sort one and two syllable words.
  • Station 3: Read-to-Self
    • Materials: Armstrong’s Amazing Courage Mini-books, classroom library center or selection of topical books or books at student reading levels
    • Student Task Overview: Read their mini-book with a partner and then to themselves.
  • Station 4: Primary Source Investigation
    • Materials: Armstrong’s Amazing Courage Primary Source Set and Find It! Cards (printed, laminated, and cut), magnifying glasses, pencils
    • Student Task Overview: Use magnifying glasses and Find it! cards to investigate primary sources and discuss with peers.

Teacher Note: Do not expect students to read any of the primary sources provided in the source set. These sources are for viewing as pieces of art, not for text analysis. Students may be able to distinguish letters or words.

• Before beginning the stations:
  • Divide students into groups that will rotate every 7-10 minutes
  • Overview the station materials and instructions (printable visual instructions are included in the stations materials to hang in the stations areas)
  • Discuss appropriate behavior
  • Discuss early finisher options
• As students are in stations:
  • Actively observe and take notes using the Teacher Observation Sheet
  • Stay aware of the students’ language and conversations, looking for student misconceptions and misunderstandings that can be addressed before the Apply section of the lesson.

Discussion and Reflection Questions

• Conclude the stations activity by holding a class discussion on the classroom rug or other gathering area. Choose 2-3 questions.
  • What is courage? How is courage a civic virtue?
    • Remind students that civic virtues are a good actions—like kindness, honesty, or courage. It’s something you choose to do to be a better person. Civic virtue becomes character which is when you do good things again and again—until it is part of who you are.
  • Who was Neil Armstrong and how did he practice courage?
    • Courage involves risk, because you are doing something hard or scary. Sometimes this is not a good idea. How can you know that you are being courageous and not reckless?
    • Being courageous requires considering safety and consequences; recklessness ignores these things.

Scaffolding notes: 

• Break up discussion by asking students to talk to a partner about the question before sharing answers with the group.
• Choose one question for students to write or draw in response to and add it as evidence to your students’ portfolios to show growth along with the Teacher Observation Sheet.
• If the station setup does not work for your group of learners, or you would like the lesson to take more instructional time, you can turn the stations into distinct activities that can be completed individually.

 

Assess

Choose one option or combine.

Option 1: Teacher Observation

• As students work in stations and in the Apply activity, use the Teacher Observation Sheet to record your observations of student behaviors.

Option 2: Group Assessment

• Facilitate a whole group assessment. There are two options available based on the needs of your classroom.
  • 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 for the remaining questions to complete the assessment.

Extend

Structured Courage Writing Task

• Transition: Organize the classroom and students for independent work. Ensure writing materials are accessible.
• Materials: Armstong’s Amazing Courage Writing Worksheet, coloring utensils, pencils
• Before beginning the activity, intentionally review what students know and have learned about Neil Armstrong and the Apollo 11 moon mission.
• Return to the See, Think, Wonder chart and address any remaining gaps or questions that students have.
• Tell students (Choose one or use all both):
• “We have learned about Neil Armstrong and the civic virtue of Courage. Neil showed courage when he traveled into space and walked on the moon, even though it was dangerous and unknown. Courage means doing something that is right or important, even when it is hard or scary. Today, we are going to write to explain how Neil showed courage.”
• “Courage can seem like an intimidating task, but you do it in your lives more often than you realize. Asking someone to stop picking on someone else is a big example, but it can also be small actions. Sitting next to a new student or asking someone if they are feeling okay, trying out for a new team or club, most virtuous actions happen in the mix of our daily lives.”
• Lead students step by step through the activity, pausing as needed to give students time to draw or write and share student examples with the group.
• Explain the writing task:
• “This worksheet will help us reflect on what we have learned and write a  paragraph that will explain how you understand Neil Armstrong’s story and how it connects to the civic virtue courage.”
• Choosing a main idea:
  • Direct students to Section 1 of the worksheet.
  • Read aloud the sentence starter and the three options for completing the main idea.
  • Allow students to circle their chosen main idea.
• Choosing supporting details:
  • Move to Section 2 of the worksheet.
  • Read aloud the supporting detail options.
  • Remind students: “Your details should match the main idea you picked.”
  • Instruct students to circle two or three supporting details. You can choose the number or allow students to choose.
• Creating a conclusion sentence:
  • Show students Section 3 of the handout.
  • If possible, have them read their main idea and details to a partner.
  • Then ask them to write a conclusion sentence on the lines provided.
  • Remind them: “Your conclusion should restate the main idea in your own words and connect to your details.”
• Give time for edits before moving on.
• Writing the paragraph:
  • Model how to copy the main idea, supporting details, and conclusion onto the writing lines to form a paragraph.
  • Allow time for students to create an illustration to go with their writing.
  • Encourage adding words and labels to make the illustration meaningful.

Scaffolding notes: 

• If students are not ready for the structured paragraph writing,  print the final page and allow students to draw and label an illustration, adding a description. Omit the first two pages of planning pages.
• If students are new to writing paragraphs, more support will be needed. Consider using think-aloud, examples, or sentence stems to aid students, for instance:
• When choosing supporting details students can be prompted by a teacher thinking aloud the question “Does this detail match the main idea I chose? What should I do if it doesn’t?”
• When transitioning to the written paragraph, provide a complete example of a mentor paragraph  with notes and labels on the board of where each sentence or idea came from on the planning sheet.
• When creating a conclusion sentence, provide sentence starters to help students rephrase their main idea like “Neil Armstrong showed courage when he…”  or “He showed courage by…”