“My Limb Difference Doesn’t Define Me”

Do-Now: Respond to a Question. (3 minutes)

Project the following questions on the board for students to respond to in their journals or on a piece of paper as they enter the classroom: What is empathy? How is it different from sympathy? (You may use a dictionary to assist you.) Do you think the world is generally an empathetic place? Explain. Students will consider a variation of these questions after they read the article and the Q&A.

Preview vocabulary. (10 minutes)

Project or distribute the Vocabulary Words and Definitions. Highlighted words: advocate, circulation, inclusive, navigate, prosthetic, prototypes, synthetic

“My Limb Difference Doesn’t Define Me” (30 minutes)

• Read aloud the As You Read box.
• Read the article as a class. Optionally, play the audio read-aloud. Discuss the following questions as a class.
  

Close-Reading Questions

• Consider the first section of the article. How does author Mackenzie Carro portray Jordan Reeves? (author’s craft) Carro portrays Jordan as tough, determined, and bold, saying that when kids were staring at and whispering about Jordan, she “didn’t stay upset for long. Instead, she took action.” Carro also writes that Jordan is “on a mission: to help other kids feel the same strength she felt in her homemade T-shirt.” Jordan is portrayed as someone who doesn’t let negativity and misunderstanding go unaddressed but instead channels them into something positive.
• In the section “Doing It Differently,” Carro asks a series of questions. Why? What purpose do these questions serve? (literary devices, author’s craft) Carro’s questions are meant to help the reader imagine what it would be like to have a limb difference. In this way, Carro invites the reader to be empathetic.
  
• What is the main purpose of the sidebar “How 3-D Printing Is Changing the World”? (author’s purpose) The sidebar explains what 3-D printing is and that it is being used in many different ways.
  
• What do you think Carro’s attitude toward Jordan is? How do you know? (tone) Carro admires Jordan and considers her to be a strong person who defies expectations. On page 16, when writing about the everyday tasks most people use two hands for, Carro writes, “But Jordan can do all these things—and more.” Carro supports this statement by listing the many activities Jordan has participated in— soccer, softball, basketball, track, cheerleading, marching band. Carro is highlighting activities Jordan does that some people might not expect her to be able to do. Carro also describes Jordan’s perseverance and creativity while working on Project Unicorn and describes her as “a powerful advocate for kids with physical differences” .
  

“Advice From Jordan” (15 minutes)

• Read the Q&A as a class. Optionally, and respond to the following questions, some of which draw on both texts.

Close-Reading Questions

• On page 19, Jordan says, “A wheelchair is freedom!” What does she mean? What does this help readers understand? (interpreting text) Jordan means that while wheelchair users might have physical differences that affect their ability to walk, wheelchairs are what give them the independence and the power to go where they want to go without restraint. This helps readers understand why the term “wheelchair-bound” is problematic—it portrays wheelchairs as something that define, limit, and confine people, both in our language and in our thinking. Jordan views wheelchairs as liberating; they help people go where they want to go, just differently.

Critical-Thinking Questions

• Jordan encourages people to ask questions about her limb difference. What is the value of asking each other questions about things we don’t understand? Answers will vary. Students may say that asking questions gives people the opportunity to correct any misconceptions they have. Asking questions can also help make us more empathetic.
• How can people’s understanding of disabilities be increased? Students may say that one way is to read about people’s experiences with disabilities. Other ways include getting to know people with disabilities, speaking up when we hear things that go against our knowledge of those with disabilities, and seeking out organizations, social media spaces, and brands that support people with disabilities.
  

Revisit the Do-Now prompt. Ask students: What role does empathy play in Jordan’s mission? How can the world show someone with a physical difference empathy rather than sympathy?

Invite students to share their answers with the class.

(15 minutes)
Have students complete the activity Preparing to Write: Jordan’s Mission. This synthesizing activity will prepare them for the writing prompt. For alternate tasks, see the boxes below.