"I Show Courage" Lesson



Author: Marc Sheehan

Source of Idea: Mary Ruth, St. Philomena Catholic School (Des Moines, Washington)

Subjects: Reading, Writing

Instructional Level: First-Second Grade

Skills: Reading Comprehension, Writing

Time: 45-60 minutes

Materials/Necessary Tools: chart paper, writing paper, pencils, erasers, sticky notes, colored pencils, crayons, whiteboard, Bernard Waber's book "Courage"

Objectives: The student will be able to identify examples of courage from a story and select one way the student shows courage.
The student will be able to compose an answer to a writing prompt using grade-level skills in conventions and spelling.

Introduction: The lesson will be introduced by reading Bernard Waber's book "Courage" to the class. The book talks about types of "everyday" courage, such as trying new food, riding a bicycle for the first time, and spelling difficult words in front of audiences. When the story is finished, the students will be asked to recall examples of how courage was shown in the book and also how they might exhibit courage in their lives. The answers could be written on a whiteboard or chart paper.

Procedure: Once the student examples of courage are shared, the class will be given this prompt: "I show courage when..." The class will be instructed to choose an example of how they can show courage. The choice can come from the list the class compiled or it can be a new idea. The students will write their answer down in a sentence or two. The sentence will need to be punctuated and capitalized correctly. Correct spelling will also be needed. Once the student has had their work edited, they can illustrate a picture showing their courageous action. An example page will be displayed for the students to use as a model.

Closure/Modifications: The finished assignments will be posted on the walls of the classroom. Volunteers could be selected to share their work with the class.The assignment could be modified in terms of length. Students could have their work scribed for them if necessary. Students could focus on getting their ideas written down, while the teacher or someone provides assistance on editing those ideas. The students could also be given ideas to use to better focus their work. Other books could read to further the discussion on courage as well. The final copies of the assignments could also be gathered into a class book for future use.

Assessment: Each assignment will be graded on whether it was completed according to the guidelines, whether a picture was included, and whether it meets grade-level expectations in writing conventions and spelling.



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