Image of teen, camera, and cheerleading pom-pom
Courtesy of Hannah White (Nash Pils); Shutterstock.com (all other images)

Through Nash’s Eyes

Nash Pils, 17, is a talented photographer. He also has Down syndrome. This is the story of how he changed his community—and what they did to thank him.

By Anna Starecheski

Learning Objective: to read a short informational text, then craft a constructed response that includes a claim, text evidence, and commentary

Lexile: 890L
Other Key Skills: identifying central ideas and details

The crowd in the Franklin High gym roared with excitement. The school football team, the Lions, was headed to the Texas state semifinal game, and students, teachers, and families had packed the stands to send them off.

Yet all eyes were on a student who doesn’t even play on the football team: Nash Pils.

“Nash! Nash! Nash!”

The blond boy raised his arms, encouraging the crowd to get louder.

Nash, 17, might not be a quarterback, but you’ll still find him on the field at every game. Instead of a ball, he carries a camera.

And at that pep rally last December, his community had a huge surprise for him.

Courtesy of Pils’ Family

A photo taken by Nash

What Is Down Syndrome?

Shuttershock.com

Before Nash was born, his parents dreamed of him and his older brother, Jensen, playing sports together as they grew up. Not long after his birth, however, the doctor gave them some surprising news: Nash has Down syndrome, a genetic condition that occurs when a person is born with an extra chromosome. (Chromosomes contain genes that carry information that controls the way a child’s body and brain develop.) The extra chromosome can lead to physical and intellectual differences. People with Down syndrome tend to be shorter than average with flatter noses, and their eyes might slant upward.

People with Down syndrome also learn differently. It might take Nash longer to master a new skill, for example. Communicating can also be hard, and sometimes it’s difficult for strangers to understand him when he talks.

When Nash was a baby, his parents were told that there were many things he would never do, his father, Doug, recalls.

Yet Nash’s parents were determined not to hold Nash back. So right then and there, “we made the decision to not raise him any different than Jensen,” Doug says.

That meant supporting Nash in whatever interests he wanted to pursue. Like his brother, Nash played football and soccer—but he soon found that his real passion lay off the field. He wanted to be on the sidelines, capturing all the action with his camera.

Courtesy of Pils’ Family

A photo taken by Nash

Amazing Talent

One day when he was about five years old, Nash picked up his mom’s camera during his brother Jensen’s soccer game and started taking pictures. Later, when the family looked at the photos, they were amazed. Nash had a talent.

Camera in hand, Nash soon became a fixture at all of Jensen’s games. He had an eye for capturing significant moments: the determination on a player’s face after scoring, a cheerleader’s wide smile after a game-winning touchdown.

One day, a photographer named Hannah White, whose husband coached at Franklin High, noticed Nash taking photos at a game. White was impressed with Nash’s work.

“He just has this ability to capture people’s personalities in a single moment,” she says.

As more people caught on to Nash’s talent, other teams requested that he photograph their games, too. Classmates asked him to take their graduation shots. Students changed their profile pictures to images that Nash took.

White, who had become Nash’s friend and mentor, saw how important the young man had become to the community. And she had an idea: She wanted to purchase a new camera lens for Nash—one with a wide field of view that could capture a large section of a sports field in a single shot. Not only would the lens help Nash hone his craft, it would send him a clear message about how valued he was.

“I wanted Nash to know that he’s an important part of the team,” she says.

When White launched a fundraiser, community members didn’t hesitate to donate. It took just hours to raise the $2,000 she needed for the new lens.

Courtesy of Pils’ Family

A photo taken by Nash

Proudest Moment

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At the pep rally, the football team called Nash to the gym floor to present him with the lens. The crowd went wild.

The players handed Nash a wrapped box. Jayden Jackson, the team’s star running back, told Nash, “Franklin football wouldn’t be Franklin football without you.”

Nash opened the box and found the lens inside.

It was the proudest moment of his life.

“I cried when I got home,” he recalls.

The lens has brought his photos to the next level. Nash is excited to keep using it in high school as well as college, which he hopes to attend after he graduates.

But no matter where Nash goes, he will always be important to the people of Franklin.

Short Write

How has Nash's community shown how important he is to them? Answer this question in a well-organized paragraph. Use text evidence.

This article was originally published in the December 2024/January 2025 issue.

Audio ()
Activities (5)
Quizzes (1)
Answer Key (1)
Audio ()
Activities (5)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Table of Contents

1. Prepare to Read

(5 minutes)

Preview Vocabulary (5 minutes)

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: genetic, hone, mentor, pursue. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link directly to your LMS and have students preview the words and complete the activity independently before class.

2. Read and Discuss

(20 minutes)

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.

Have students read the story again.

Optionally, divide students into groups to complete the Core Skills Workout: Central Ideas and Details activity. This graphic organizer asks students to identify the central idea and supporting details of each section of the article and the central idea of the article as a whole.

3. Write About It

(20 minutes)

Have students complete the Short Write Kit. This activity can be used to guide students as they write a claim, support it with text evidence, and provide commentary in response to the prompt on page 17 in the printed magazine and at the bottom of the digital story page:

How has Nash’s community shown how important he is to them? Answer this question in a well-organized paragraph. Use text evidence.

Text-to-Speech