Illustration of a person playing basketball in a wheelchair
Illustration by Huang Yu-Ming

Sometimes a Dream Needs a Push

After a terrible accident, can Chris and his dad find a way to reconnect?  

By Walter Dean Myers
From the February 2023 Issue

Learning Objective: to analyze a character in a work of fiction from the perspective of another character in the story

Lexile: 750L
Other Key Skills: figurative language, inference, plot, text features
AS YOU READ

Think about how you would describe Chris’s dad.

You might have heard of my dad, Jim Blair. He’s six five and played a year of good basketball in the pros before tearing his knee up in his second year. The knee took forever to heal and was never quite the same again. Still, he played pro ball in Europe for five years before giving it up and becoming an executive at a tech company.

Dad loved basketball and hoped that one day I would play the game. He taught me a lot, and I was pretty good until the accident. It was raining and we were on the highway, approaching the turnoff toward our house in Hartsdale, when a truck skidded across the road and hit our rear bumper. Our little car spun off the road, squealing as Dad tried to bring it under control. But he couldn’t avoid the light pole. I remember seeing the broken windows, hearing Mom yelling, amazingly bright lights flashing crazily in front of me. Then everything was suddenly dark. The next thing I remember is waking up in the hospital. There were surgeries and weeks in the hospital, but the important thing was that I wasn’t going to be walking again.

I didn’t like the idea, but Mom and I learned to live with it. Dad took it hard, real hard. He was never much of a talker, Mom said, but he talked even less after I was hurt.

“Sometimes I think he blames himself,” Mom said. “Whenever he sees you in the wheelchair, he wants to put it out of his mind."

I hadn’t thought about that when Mr. Evans, an elder in our church, asked me if I wanted to join a wheelchair basketball team he was starting.

“We won’t have the experience of the other teams in the league,” he said. “But it’ll be fun.”

When I told Mom, she was all for it, but Dad just looked at me and mumbled something under his breath. He does that sometimes. Mom said that he’s chewing up his words to see how they taste before he lets them out.  

Our van is equipped with safety harnesses for my chair, and we drove it to see a game between Madison and Rosedale. It was awesome to see guys my age zipping around in their chairs playing ball. I liked the chairs too. They were specially built with rear stabilizing wheels and side wheels that slanted in. Very cool.


I couldn’t wait to start practicing. At the game, Mom sat next to me, but Dad went and sat next to the concession stand. I saw him reading a newspaper and only looking up at the game once in a while.

“Jim, have you actually seen wheelchair games before?” Mom asked on the way home.

Dad made a little motion with his head and said something that sounded like “Grumpa-grumpa” and then mentioned that he had to get up early in the morning. 

After washing and getting into my pj’s, I wheeled into my room, transferred to the bed, and tried to make sense of the day. I didn’t know what to make of Dad’s reaction, but I knew I wanted to play.

The next day, tall Sarah told me there was a message for me on the bulletin board. Sarah is cool but the nosiest person in school.

“What did it say?” I asked.

“How would I know?” she answered. “I don’t read people’s messages.”

“Probably nothing important,” I said, spinning my chair to head down the hall. 

“Just something about you guys going to play Madison in a practice game, and they haven’t lost all season,” Sarah said. “From Nicky G.”

“Oh.”

When I got home, Mom had the entire living room filled with purple lace and flower things she was putting together for a wedding. I threw her a quick “hey” and headed for my room.

“Chris, your coach called,” Mom said. 

“Mr. Evans?”

“Yes, he said your father left a message for him.” She had a big piece of the purple stuff around her neck as she leaned against the doorjamb. “Anything up?”

“I don’t know,” I said with a shrug. My heart sank. I went into my room and started on my homework, trying not to think of why Dad would call Mr. Evans.

With all the wedding stuff in the living room and Mom looking so busy, I was hoping that we’d have pizza again. No such luck. Somewhere in the afternoon she had found time to bake a chicken. Dad didn’t get home until nearly 7:30, so we ate late.

While we ate, Mom was talking about how some woman was trying to convince all of her bridesmaids to put a pink streak in their hair for her wedding. She asked us what we thought of that. Dad grunted under his breath and went back to his chicken. 

“By the way”—Mom gave me a quick look—“Mr. Evans called. He said he had missed your call earlier.”

“I spoke to him late this afternoon,” Dad said.

“Are the computers down at the school?” Mom asked.

“No, I was just telling him that I didn’t think that the Madison team was all that good,” Dad said. “I heard the kids saying they were great. They’re okay, but they’re not great. I’m going to talk to him again at practice tomorrow.”

“Oh,” Mom said. I could see the surprise in her face and felt it in my stomach.

The next day zoomed by. It was like the bells to change classes were ringing every two minutes. I hadn’t told any of the kids about my father coming to practice. I wasn’t even sure he was going to show up. He had made promises before and then gotten called away to work. This time he had said he was coming to practice, which was at 2:30, in the middle of his day.

He was there. He sat in the stands and watched us go through our drills and a minigame. I was so nervous, I couldn’t do anything right. I couldn’t catch the ball at all, and the one shot I took was an air ball from just behind the foul line. We finished our regular practice, and Mr. Evans motioned for my father to come down to the court.

“Your dad’s a giant!” Kwame whispered as Dad came onto the court.

“That’s how big Chris is going to be,” Nicky G said.

I couldn’t imagine ever being as tall as my father.

“I was watching the teams play the other day.” Dad had both hands jammed into his pockets. “And I saw that neither of them were running baseline plays and almost all the shots were aimed for the rims. Shots off the backboards are going to go in a lot more than rim shots if you’re shooting from the floor.”

Dad picked up a basketball and threw it casually against the backboard. It rolled around the rim and fell through. He did it again. And again. He didn’t miss once.

“I happen to know that you played pro ball,” Mr. Evans said, “and you’re good. But I think shooting from a wheelchair is a bit harder.”

“You have another chair?” Dad asked. 

Mr. Evans pointed to his regular chair sitting by the watercooler. Dad took four long steps over to it, sat down, and wheeled himself back onto the floor. He put his hands up and looked at me. I realized I was holding a ball and tossed it to him. He tried to turn his chair back toward the basket, and it spun all the way around. For a moment he looked absolutely lost, as if he didn’t know what had happened to him. He seemed a little embarrassed as he glanced toward me.

“That happens sometimes,” I said. “No problem.” 

He nodded, exhaled slowly, then turned and shot a long, lazy arc that hit the backboard and fell through.

“The backboard takes the energy out of the ball,” he said. “So if it does hit the rim, it won’t be so quick to bounce off. Madison made about 20 percent of its shots the other day. That doesn’t win basketball games, no matter how good they look making them.”

There are six baskets in our gym, and we spread out and practiced shooting against the backboards. At first I wasn’t good at it. I was hitting the underside of the rim.

“That’s because you’re still thinking about the rim,” Dad said when he came over to me. “Start thinking about a spot on the backboard. When you find your spot, really own it, you’ll be knocking down your shots on a regular basis.”

Nicky G got it first, and then Kwame, and then Bobby. I was too nervous to even hit the backboard half the time, but Dad didn’t get mad or anything. He didn’t even mumble. He just said it would come to me after a while. 

Baseline plays were even harder. Dad wanted us to get guys wheeling for position under and slightly behind the basket.

“There are four feet of space behind the backboard,” Dad said. “If you can use those four feet, you have an advantage.”

We tried wheeling plays along the baseline but just kept getting in each other’s way.

“That’s the point,” Dad said. “When you learn to move without running into each other you’re going to have a big advantage over a team that’s trying to keep up with you.”

Okay, so most of the guys are pretty good wheeling their chairs up and down the court. But our baseline plays looked more like a collision derby. Dad shook his head and Mr. Evans laughed.

We practiced all week. Dad came again and said we were improving.

“I thought you were terrible at first,” he said, smiling. “Now you’re just pretty bad. But I think you can play with that Madison team.”

Madison had agreed to come to our school to play, and when they arrived they were wearing jackets with CLIPPERS across the back.

We started the game, and Madison got the tip-off. The guy I was holding blocked me off, so their guard, once he got past Nicky G, had a clear path to the basket. The first score against us came with only 10 seconds off the clock.

I looked up in the stands to see where Mom was. I found her and saw Dad sitting next to her. I waved and she waved back, and Dad just sat there with his arms folded. 

Madison stopped us cold on the next play, and when Bobby and Lou bumped their chairs at the top of the key, there was a man open. A quick pass inside and Madison was up by four.

We settled down a bit, but nothing worked that well. We made a lot of wild passes for turnovers, and once, when I was actually leading a fast break, I got called for traveling when the ball got ahead of me and I touched the wheels twice before dribbling. 

At halftime, we rolled into the locker room feeling dejected. When Dad showed up, I felt bad. He was used to winning, not losing.

“Our kids looked a little overmatched in the first half,” Mr. Evans said.

“I think they played okay,” Dad said, “just a little nervous. But look at the score. It’s 22 to 14. With all their shooting, Madison is just eight points ahead. We can catch up.”

I looked at Dad to see if he was kidding. He wasn’t. He wasn’t kidding, and he had said “we.” I liked that.

We came out in the second half all fired up. We ran a few plays along the baseline, but it still seemed more like bumper cars than basketball with all the congestion. Madison took 23 shots in the second half and made eight of them plus three foul shots for a total score of 41 points. We took 17 shots and made 11 of them, all layups off the backboard, and two foul shots for a total of 38 points. 

We had lost the game, but everyone felt great about how we had played. We lined up our chairs, gave Madison high fives before they left, and waited until we got to the locker room to give ourselves high fives.

Afterward, the team voted, and we all agreed that we wanted to play in the league. Dad had shown us that we could play, and we knew we would be ready for next season.

Dad only comes to practice once in a while, but he comes to the games when they’re on the weekend. At practice he shows us fundamentals, like how to line your wrist up for a shot and how the ball should touch your hand when you’re ready to shoot. 

That made me feel good even if he would never talk about the games when he wasn’t in the gym. I didn’t want to push it too much because I liked him coming to practice. I didn’t want to push him, but Mom didn’t mind at all. 

“Jim, if you were in a wheelchair,” she asked, “do you think you could play as well as Chris?”  

Dad was on his laptop and looked over the screen at Mom, then looked over at me. Then he looked back down at the screen and grumbled something. I figured he was saying that there was no way he could play as well as me in a chair, but I didn’t ask him to repeat it.

Copyright ©2017 by Walter Dean Myers. Reprinted by permission of DeFiore & Company on behalf of Constance Myers.

Writing Prompt

Imagine that you are Chris. For a school assignment, you’ve been asked to write a one-page essay about your dad. Write the essay. 

This story was originally published in the February 2023 issue.

Audio ()
Activities (8)
Quizzes (1)
Answer Key (1)
Audio ()
Activities (8)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential questions: How can we strengthen our relationships with others? What does it mean to succeed? How can failure be important?

1. PREPARING TO READ (10 MINUTES)

Do-Now: Student panel of experts (10 minutes)

  • Identify a panel of basketball experts from among your students and give them the following list of terms: drills, minigame, air ball, foul line, foul shot, court, baseline/baseline plays, shots/shooting, rims, backboards, passes, turnovers, fast break, traveling, dribbling, tip-off, guard, halftime, layup, basket. (If none of your students play basketball, you could recruit a panel of experts from the school basketball team and invite them to join your class.) Let the panel know you will be asking them to briefly explain—and even demonstrate, as appropriate—these terms to the rest of the class. 
  • As your class begins, explain to students that they are about to read a story that contains quite a few basketball terms, and that a panel of experts is going to briefly explain what these terms mean for those who might not be familiar with them. Then invite the student panel of experts to go through the list.

Preview Vocabulary (10 minutes)

  • Project the Vocabulary: Definitions and Practice. Review the definitions as a class. Highlighted words: congestion, dejected, equipped, executive, fundamentals, stabilizing. Optionally, print or share the interactive link directly to your LMS and have students preview the words and complete the activity beforehand. (Audio pronunciations of the words and a read-aloud are embedded in the interactive slides.)

2. READING AND DISCUSSING (45 MINUTES)

  • Read the As You Read box on page 21 or at the top of the digital story page.
  • Point out the directions at the top of the column on the far-right side of page 21 and read them aloud to your students.
  • Optionally, for students’ first read, have them follow along as they listen to the audio read-aloud, located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Divide students into groups to read the story again, pausing to discuss the close-reading questions that appear in the margins of the print magazine or by clicking on the bolded words on the digital story page. Have students record their answers in their own document or on the Close-Reading Questions activity.

Close-Reading Questions (30 minutes)

  • How does Dad handle Chris’s injury compared with how Chris and Mom handle it? (character) Compared to Chris and Mom, Dad has a much harder time accepting Chris’s injury. Chris says that he and Mom “learned to live with it,” while Dad “took it hard, real hard.” Mom says she thinks that Dad—who was driving when the car accident occurred that led to Chris being unable to walk—blames himself for Chris’s injury and finds it difficult to see Chris in his wheelchair.
  • What does Mom mean when she says Dad chews up his words to see how they taste? (figurative language) Perhaps Mom means that Dad likes to really think about what he says before he says it—or at least, before he says it in a way that anyone else can understand.
  • Why are Mom and Chris surprised by what Dad said? (inference) Mom and Chris may be surprised by Dad’s comments because at the Madison-Rosedale game, Dad didn’t seem to be paying much attention—and when Mom asked him a question about the game, he muttered something impossible to understand. What’s more, Dad normally tries to avoid thinking about the fact that Chris is in a wheelchair, but here he is, talking about getting involved in Chris’s wheelchair basketball team—a place where Dad cannot avoid facing the fact that Chris is in a wheelchair. 
  • Why is Chris nervous? How does Dad react to Chris’s poor performance? (character) Chris is probably nervous because he wants to impress his dad. Chris knows that basketball means a lot to Dad, which likely makes the stakes feel higher. Plus, Chris says earlier that he was pretty good at basketball before the accident, so he might feel pressure to show that he can still be good at the sport. As for Dad, he is patient and encouraging with Chris. Dad doesn’t show any sign of being disappointed or unhappy with Chris at all.
  • A collision derby is a sport where drivers ram vehicles into each other. What does the simile help you understand? (figurative language) The simile comparing the practice to a collision derby helps you understand that the basketball players are running into each other and still have a long way to go before they have any hope of winning a game. 
  • How has the wheelchair basketball team affected Chris and Dad’s relationship? (plot) The team has brought Chris and Dad closer together and given them an opportunity to connect. Dad comes to games when they are on the weekends and sometimes attends practices, where he coaches the players. This gives Dad an opportunity to share his knowledge with Chris. Also, by being involved with the team, Dad is constantly confronting the fact that Chris is in a wheelchair; you sense that Dad has begun to make peace with Chris’s injury from the fact that Dad continues to be involved with the team. Chris clearly enjoys his dad being involved—he says he likes it when Dad is talking about the team and says “we,” that it makes him feel good when Dad teaches the players fundamental skills, and that he likes having Dad come to practice.
  • Speaking of pushing, what might the title of this story refer to? (text features) Answers will vary, but the title may refer to Chris needing a little push—that is, a little encouragement or something to get him started—to achieve his dream of playing basketball, which he stopped doing after the accident. Chris gets such a push from the invitation to join the basketball team and also from his dad’s coaching. The title could also refer to Chris dreaming of having a closer relationship with his dad or of Dad letting go of his guilt over the accident and allowing life to go on, both of which also happened with a “push” from getting involved in the basketball team. And the title could refer to Dad getting a push to be more communicative and more involved in Chris’s life from Chris’s mom, who pushes him to talk more than once in the story. 
  • As a class, discuss the following questions.

Critical-Thinking Questions (5 minutes)

  • Consider the last paragraph of the story. Do you think Chris really believes that Dad said there was no way he could play as well as Chris in a chair? Why or why not? If not, why might Chris say this? Answers will vary. Students may say that Chris probably doesn’t really think that Dad said he could never play as well as Chris in a chair. It’s possible, of course, but it seems a bit out of character for Dad. Given the way Dad mumbles, it seems likely that Chris has no idea what Dad said—he’s making a joke and expressing confidence in himself, perhaps, or imagining Dad saying what Chris thinks is the truth.
  • How did you feel about Dad while you were reading this story? Was there anything you wished you could tell him? Explain. Answers will vary.
  • What message do you think this story has about success? Do you agree with it? Students may say that the story contains the message that success isn’t about winning or being the best, it’s about making an effort, learning and growing, and doing the best you can.

3. SKILL BUILDING AND WRITING (30 MINUTES)

  • Have students complete the Writing Planner: Chris’s Dad. This activity will help them organize their ideas in preparation for the writing prompt on page 24 in the printed magazine and at the bottom of the digital story page.

  • Alternatively, have students choose a culminating task from the Choice Board, a menu of differentiated activities.

4. CONNECTED READING

Text-to-Speech