Lesson
1
:

Learning Courage from Literature

Grade

Grade 3

UNIT

5

Courage

Last Updated:

June 5, 2025

In Unit 5, Lesson 1, “Learning Courage from Literature,” students will learn examples of courage from a classic work of children’s literature. Students will also write sentences demonstrating their comprehension of the word courage. Finally, students will practice reading and conversation skills by sharing sentences with classmates.

SUGGESTED TIME:

20 minutes

LEARNING OUTCOMES:

  • Listen to a read aloud to reinforce understanding of English sentence structure, syntax, and grammar
  • Practice reading aloud to a partner to support reading comprehension 
  • Spell, define, and give an example of courage
  • Compose sentences that demonstrate comprehension of the word courage 
  • Demonstrate understanding of standard English sentence structure and grammar in writing and speaking 
  • Practice reading and conversation skills by sharing sentences with classmates

REQUIRED MATERIALS:

VOCABULARY:

  • Courage: I do what I think is right even when I am afraid.
  • Empathy: I understand the emotions, needs, and feelings of others.
  • Self-discipline: I look past what I want right now, so I can reach a larger goal.

ELA COMMON CORE STANDARDS MET

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-LITERACY.RL.3.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

CCSS.ELA-LITERACY.RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.3.3.C

Decode multisyllable words.

CCSS.ELA-LITERACY.RF.3.3.D

Read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.3.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.B

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.3.1.C

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.3.1.D

Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-LITERACY.SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

CCSS.ELA-LITERACY.SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.3.1.B

Form and use regular and irregular plural nouns.

CCSS.ELA-LITERACY.L.3.1.C

Use abstract nouns (e.g., childhood).

CCSS.ELA-LITERACY.L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

Moral Character A4

Offer examples of caring and compassionate behaviors (at home, in school, in the community)

Moral Character B4

Provide an example of a friend or role model who demonstrates caring and compassion

Performance Character B1

Provide an example of a friend or role model who demonstrates self-discipline (the ability to forgo instant and immediate gratification for a larger goal or commitment)

Social-Awareness A5

Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others)

LESSON PROCEDURE

  1. Write courage on the board. 
  2. Ask students for the definition of courage.
  3. Give students the definition: We do what we think is right, even when we are afraid.  
  4. Ask students for the definition of empathy.
  5. Give students the definition: We understand the emotions, needs, and feelings of others.
  6. Ask students for the definition of self-discipline.
  7. Give students the definition: We look past what we want right now, so we can reach a larger goal. 
  8. Read the book Brave Irene by William Steig or
  9. Play the video: Read aloud of Brave Irene by Kali Eick (~ 10 min)  
  10. Ask students to answer the questions on their worksheets.
  11. Ask students to read their answers to a partner.
  12. Ask students to show courage by reading one of their answers to the whole class.

EXTENSION ACTIVITIES - SUGGESTIONS

  • Talk with your students about times you have seen examples of people demonstrating courage. You could give examples of family, friends, historical figures, or current public figures.
  • Talk with your students about times when you have demonstrated courage, despite hardships.

GRADE 3 UNIT 5 WORKSHEET 1: LEARNING COURAGE FROM LITERATURE

Courage: I do what I think is right even when I am afraid.  

Empathy: I understand the emotions, needs, and feelings of others.

Self-discipline: I look past what I want right now, so I can reach a larger 

goal. 

ACTIVITY: 

  1. How did Irene show caring behaviors? 

  1. Use empathy to write how Irene must have felt during her walk.

  1. How did Irene show courage?

  1. How did Irene show self-discipline? 

  1. What do you see as the central message of the story Brave Irene

Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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