Resources

Teacher Materials  

• Courage Song – Armstrong’s Amazing Courage
• Chart paper for creating an anchor chart
• 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)
• Writing Handout

Engage

Courage 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.

Explore

Repeated Reading

• 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.
• 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 with pointing to each word with a finger as you read. Model appropriate speed and expression as you read to your students.

Optional: Anchor Chart Creation

• Create an anchor chart with students that will hang in the classroom during the rest of the lesson. You can also use or add on to the anchor chart from Eckford’s Epic Courage with additional images of Armstrong and examples of courage.
• The anchor chart should include:
  • Courage is doing good things even if it is hard or scary. 
  • Neil Armstrong practiced 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.
• 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.

Continue Repeated Reading

• Transition: Ask students to return to the beginning of their mini-books to continue with the Repeated Reading. 
• 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.
• 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 the 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!

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.

Assess

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 with 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
• Tell students: (Choose one or use 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 worksheet.
  • 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 note: If students are not ready for the structured paragraph writing, just print the final page and allow students to draw and label an illustration, adding a description. Omit the first two pages of planning pages.