Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.2, SL.1, L.4, L.6

Learning Objective

Students will identify cause-and-effect relationships  in a text.

Key Skills

cause and effect, text features, vocabulary, central idea, key details, inference, critical thinking, informational writing

Complexity Factors

Purpose: The article describes how Nash, a teen photographer with Down syndrome, has made important contributions to his community.

 

Structure: The article includes narrative and chronological passages.

 

Language: The language is conversational.

 

Knowledge Demands: Familiarity with some sports concepts, such as semifinals and pep rallies, will be helpful.

Levels

Lexile: 600L-700L 

Guided Reading Level: S 

DRA Level: 40

SEL Connection

This article and lesson promote social-awareness and self-awareness skills.

Lesson Plan: Through Nash’s Eyes

Essential Questions

  • How can we contribute to our communities with our unique talents?
  • What role do family and community play in helping individuals with differences thrive?

Literature Connection

  • Novel: Rain Is Not My Indian Name by Cynthia Leitich Smith

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Then preview the text features by asking the following questions:

  • Read the article’s title and subtitle (the text beneath the title). Look at the photograph that Nash took, with the caption “Big Moments.” What do you see in the photograph? What do you think makes this a good photograph? Sample answer: The photo shows the baseball team celebrating. It’s a good photograph because it captures the moment when the team won a spot in the state tournament. It looks like the team members have just dumped a barrel of water onto their coach. The players’ faces are full of joy and excitement, and they are clapping and cheering.
  • Look at the photos of Nash on page 22 and read their captions. What do you know about Nash based on the photos? The photos and captions tell you that Nash has loved taking photos since he was a little kid, that he has a mentor, and that he likes to play soccer.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the terms (encouraging, genetic, discouraged, preferred, fixture, captured) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow. 

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading: Tell students that after reading, they’ll analyze cause-and-effect relationships in the story. Point out the activity at the end of the story. 
  • Encourage students to pause at the end of each section so they can monitor their comprehension. Prompt them to take note of sentences they think tell them important ideas in each section, as well as any words or sentences they don’t understand.

2. Reading and Unpacking the Text

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • How did Nash’s parents respond to the news that he has Down syndrome? (key details) Nash’s parents decided not to raise him any differently from his older brother, Jensen. They focused on what Nash could do and encouraged him to pursue his interests, like photography.
  • What effect did Nash’s talent for photography have on his school community and his place in it? (cause and effect) Nash’s talent for photography brought him appreciation from his school community. He ended up attending all the school sporting events, capturing important moments and creating memories for students and families. 
  • Why did the gift of a new camera lens mean so much to Nash? (inference) The gift of a new camera lens meant a lot to Nash because it showed that the community appreciated his art. It also allowed him to take even better photos. Nash says he cried at home the day he got the lens, probably because he was touched by the message of the gift: that he was an important part of the team and the school community​.

Critical-Thinking Questions (10 minutes)

  • Nash’s community supports his passion for photography. Why do you think this kind of support is important? Why might it be especially important for someone with a condition like Down syndrome? Sample answer: This kind of support is important because it helps the person feel confident and succeed. For a person with a condition like Down syndrome, who might sometimes feel very different from their peers, this type of support can show them that they are  valued and that they belong.
  • How might Nash’s story inspire you to pursue your own passions or help others with theirs? Answers will vary. Some students might feel inspired to pursue their own interests more seriously, realizing that dedication and support can lead to great achievements. Others might feel motivated to support friends or community members in their pursuits, understanding the positive impact that encouragement can have on someone’s confidence and success.

3. Skill Building and Writing

  • Assign students to work in small groups to complete the Spotlight Skill Workout: Cause and Effect activity.
  • Go further: Use our Central Idea and Details Skill Builder, available in higher and lower level versions. (Click here to view all your Skill Builders.)
  • Writing prompt: Think about a time when you felt supported by your community or family. How did their support help you? Describe your experience in a few paragraphs. Explain how it was similar to Nash’s story and how it was different.

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Show Some Appreciation

Jayden Jackson, a star of the Franklin High football team, told Nash, “Franklin football wouldn’t be Franklin football without you.” He meant that Nash’s photos are an important part of the experience of being a player or a fan. Without Nash, the experience wouldn’t be the same. 

Telling someone that they’re appreciated can change their whole day. It can even change their life. For Nash, knowing his photography really made a difference was incredibly important. It made him feel great.

Now it’s your turn to make someone feel great. Think of a community that you’re part of. Then think of someone who helps make that community what it is. Write that person a note to say that you appreciate what they do. Include specific details about how they make your community better. 

Start your note with a line inspired by Jayden Jackson’s statement to Nash. For example:

  • Our family wouldn’t be our family without you.
  • Our school wouldn’t be our school without you.
  • Our neighborhood wouldn’t be our neighborhood without you.

Language-Acquisition Springboard

Compare two vocabulary words to model attention to morphology.

After reading the article, direct students’ attention to the vocabulary box. Point out the words encouraging and discouraged, and ask students to say them out loud. Make sure students notice that you can hear the word courage within both words. 

Let students know that to encourage someone can mean to give them the courage, or the hope or spirit, to do something. When Nash was encouraging the crowd to get louder, he was filling everyone with hope and excitement. 

Tell students that to discourage someone is to take away their courage, or their hope or spirit. When the author says that Nash’s parents weren’t discouraged by the news that he had Down syndrome, she means that hearing about Nash’s challenges didn’t stop them from feeling good about his future.

Have students use the words encourage and discourage (and their variations, such as encouraged and discouraged) to fill in the blanks in the following sentences.

  • When it started snowing again right after I finished shoveling, I felt ______. (discouraged)
  • I’m glad my friend Ella ______ me to go to this party, because it’s been really fun. (encouraged)
  • When my sister runs in a race, I watch and ______ her by shouting her name. (encourage)
  • I don’t have much acting experience, but I won’t let that ______ me from trying out for the play. (discourage)
  • When I want to stop studying, I ______ myself to keep going by thinking about the good grades I might get. (encourage)

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

Print This Lesson Plan

Text-to-Speech