Illustration of a kid appearing sad holding a basketball, watching another kid skateboard
Art by Andrea Galecio

Learning to Fly

All Shayan wants is to be a skateboard champion like Jackson. Or at least he thinks he does.

By Hena Khan
From the September 2024 Issue

Learning Objective: Students will identify how Shayan’s feelings around Jackson and the decisions he makes change from the beginning of the story to the end.

Lexile: 600L-700L
Other Key Skills: cause and effect, compare and contrast, character’s motivation, analyzing character, plot, key details, theme, supporting an opinion
UP CLOSE: How a Character Changes

As you read, notice how Shayan feels and acts around Jackson. How does Shayan change by the end of the story?

Jackson zips past me on the sidewalk, a blur of electric blue and lime green. As he whooshes by, my mouth falls open.

When did Jackson learn to skateboard?

I dribble my basketball on the blacktop and take a shot at the hoop. Clang! I miss, but it’s because I’m still half-watching Jackson. 

He’s got an audience now, a group of kids hanging around the schoolyard after our first day of school. 

“Watch this, Shayan!” Jackson says to me. “I’m taking that curb.”

“Are you sure?” I warn as I run to pick up my ball. I realize that he’s planning to use the edge of the sidewalk as a little ramp and imagine him flipping through the air and face-planting on the asphalt.

Jackson doesn’t respond and pushes with his foot to gain speed. His tongue is sticking out slightly from concentration. I hold my breath as he flies up, the skateboard still attached to his feet. I only exhale after he lands perfectly. 

“Woo-hoo!” he yells, throwing up a fist. Jackson’s grin is huge, and I smile at him while the kids around us erupt into cheers. 

“Nice,” I say. And I mean it. It was impressive. But then again, this is Jackson. There’s a reason my parents gave my next-door neighbor the nickname “Action Jackson.” Jackson is four months younger than me but he was the first kid on our block to ride a two-wheeled scooter, take the training wheels off his bike, and learn to rollerblade. Now, at the age of 11, he apparently mastered skateboarding while I was on vacation with my family. 

“Want to play a little one-on-one before we go home?” I ask him. Jackson and I usually hoop on the rusty rim in our cul-de-sac. 

“Nah. I’ve been waiting for you to get back so we can skateboard together. Want to try it out?” he offers. I glance at his skateboard, my new scuff-free sneakers, and the kids watching us.

“Um, maybe later,” I say. 

“Cool. You’re going to love it,” Jackson says as he rolls away.

“There goes Action Jackson, at it again!” Baba says from the window when I’m home from school. He whistles under his breath as Jackson rides up and down the street. “Skateboarding now? That kid is fearless.”

“That’s for sure,” Mama says with a laugh as she joins Baba at the window. “I’m glad he’s wearing a helmet.”

My parents bring up the time Jackson broke his collarbone after falling off the swing set in his backyard. He was standing on top of it, where the swings hang from. Jackson didn’t even cry after he fell, but I was bawling. And I was so scared afterward that I didn’t go near those swings for a year.

“I was thinking maybe I could get one,” I say.

“Get what?” Baba turns to me.

“A skateboard.”

My parents exchange a glance, and then my mother sighs.

“Shayan,” she begins. “Not this again.”

“What?”

“You don’t have to try to keep up with Jackson,” she says gently.

“I’m not!” My face warms up. “I can do it.”

My father clears his throat. “I’m sure you could, kiddo. But why don’t you focus on the things you enjoy? Like basketball? And—”

“I like skateboarding too,” I insist. “I want to try it.”

“What about the Rollerblades collecting dust in the garage?” Mama reminds me. “Remember when you wanted those?”

“I used them!” That part’s true. I did use them. Until I fell and scraped up my elbow. Eventually, the Rollerblades ended up under the shelf with the paper towels.

“I’m older now,” I continue. 

“Let’s think about it,” Mama finally says after a pause. “If you really want to skateboard, maybe we can get you lessons. And you can learn properly.”

But I don’t want to take lessons. I just want to fly. Like Action Jackson. 

The next afternoon, Jackson comes out of his garage while I’m shooting hoops. Ben, the kid who lives in the house around the corner with the “Beware of Dog” sign, is behind him.

“Hey, Shayan,” Jackson says. “I’m teaching Ben to skate.”

“Gotcha,” I say.

“Want to learn?” Jackson asks me. 

I take a deep breath and then nod, ignoring the pounding in my chest.

Jackson demonstrates how to get on and off the board. He’s so smooth it looks easy.

“Now you try,” he tells Ben. Ben stands on the board.

“Maybe try the other foot in front,” Jackson suggests.

Ben manages to roll a few feet. 

“Ready?” he asks me.

“Yeah.” I put my ball down.

“Keep your foot straight at first, until you start moving,” Jackson says. 

I gingerly step on the board with my right foot and keep my left foot on the ground. As the skateboard starts to roll away, I’m halfway doing the splits. I jump off. 

“Keep going,” Jackson says. “You got it.”

I get on the board again, but when it wobbles and threatens to throw me off, I offer Ben another turn. My cheeks burn. I avoid looking at Jackson.

Instead, I awkwardly stand there while Ben pushes off the ground and begins to roll away. I wonder if he’s secretly practiced before.

My ball is still lying on the ground. “Want to play two-on-two? We can get Antonio,” I ask. 

“Nah,” Ben says. “I’m just getting the hang of this.” 

I take another turn, but after a few minutes, I nearly wipe out.

“I’ve got homework,” I quickly say, nudging the board back to Jackson. Before he can respond, I dash home, leaving my basketball and my friends behind.

A week later, my doorbell rings. It’s Jackson and Ben, who’s holding a skateboard too. 

Everyone has one now?

“We’re going to the big hill,” Jackson says. “Coming?”

“Um, OK,” I say, before yelling “I’m going outside” to my parents, who are in the kitchen.

While Jackson and Ben skateboard, I ride along on my scooter, trying not to feel like a baby. I brush cobwebs off the handlebars and realize when we’re halfway there that I’ve forgotten my helmet. So have my friends.

The hill looks bigger than I remember. We sled down it during snow days, and it’s perfect for that. But the hard sloping stretch of road makes my stomach clench now.

“I don’t know, guys,” I say. 

“What?” Ben asks. 

“It’s really steep. Maybe we should practice more.”

Jackson starts laughing until he realizes that I’m serious.

“Sheesh.” He shakes his head.

“We’re pretty good now,” Ben says. But I detect doubt in his voice.

“That’s on flat ground,” I argue.

“You shouldn’t do it if you’re scared,” Jackson says.

“I’m scared for you,” I say. “I don’t want you to get hurt again.”

“Again?” Ben scrunches up his nose.

“Remember the swing set, Jackson? When you decided to stand on top and fell off?”

“You did what, dude?” Ben asks. He moved to the neighborhood after the collarbone incident. 

“Yeah, it was bad,” I continue to fill in Ben. “My mom said you were lucky you didn’t get a concussion. Or worse.”

“I was little then. I’ll be fine now,” Jackson says. “I’ll take it slow.”

Before I can say another word, he takes off down the hill. He picks up speed on the curve and is anything but slow. I hear a giant whoop echo as he flies toward the bottom. My eyes are squeezed shut until I hear a honk and pop them wide open, terrified. 

Jackson is standing triumphant at the bottom of the hill, and I whisper a little prayer of thanks. In that moment, though, I decide there’s no way I’m following him, even on my scooter. And when I look at Ben, his face is filled with worry.

“You don’t have to do it, Ben,” I say softly. “I wouldn’t if I were you. Not without a helmet at least.”

Ben picks at a sticker on his skateboard and watches Jackson head back up the steep hill with his skateboard under his arm.

“Yeah,” he finally declares. “My mom said she’d take me to the skate park later, and that’s more fun anyway.”

“My mom said I could maybe take lessons,” I volunteer. It doesn’t sound like such a bad idea anymore.

“That was awesome!” Jackson says. “Who’s next?”

Ben looks at me before mumbling, “Pass. It’s too steep.”

“I forgot my helmet. My mom will totally ground me if she catches me,” I add.

“Seriously? You’re both bailing on me?” Jackson looks back and forth at us like he can’t believe his luck, being stuck with losers like us. 

“Let’s shoot around,” I say.

“That’s so boring,” Jackson protests. “You never want to do anything but basketball.”

“Come on, Jackson,” Ben says. “That’s something we can do together.”

“Fine,” Jackson grumbles. 

Jackson and I pair up against Ben and Antonio. We win the game after Jackson feeds me a sweet no-look pass and I land my jump shot. Best of all, I can tell he’s having fun too.

“We got the after-school program booklet,” Mama says a few days later. “They have lessons at the skate park.”

She hands it to me and points to the page. The course description lists skills like kick-turns, pumping, and ramps. 

I’ve tried Jackson’s skateboard a couple more times after school. Each time I couldn’t wait to stop. It’s just not for me.

I flip through the booklet and find the basketball leagues section.

“I think I want to do this instead,” I say while Mama leans over to look. She smiles and kisses me on the head.

“Good choice.”

I might not love wheels under my feet like Action Jackson—but there’s more than one way to fly.

Write to Win

Think of a time when you compared yourself to a friend or family member like Shayan compared himself to Jackson. Write a paragraph about your experience and what you learned from it. Entries must be submitted to “Shayan Contest” by a teacher, parent, or legal guardian.* Three winners will receive a copy of We Are Big Time by Hena Khan. 

*Entries must be written by a student in grades 2-8 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. Visit the Storyworks Contests page for more information.

This story was originally published in the September 2024 issue.

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Step-by-Step Lesson Plan

1. Preparing to Read

Build Engagement, Preview Vocabulary, Set a Purpose for Reading

  • Build engagement and activate understanding of the story’s main character by asking students if they have ever tried to be more like a friend or family member, even if it meant not being themselves or doing what they love. Ask students what helped them to be true to themselves or consider what might help them do so.
  • Distribute or digitally assign the Vocabulary Skill Builder to preview challenging words. Vocabulary words include clench, cul-de-sac, declares, gingerly, and triumphant. Students will be able to add other unfamiliar words from the story as well.
  • Invite a volunteer to read aloud the Up Close box on page 11. Point out the questions in the margins and the arrows that connect them to lines in bold in the story. Preview the questions together.

2. Reading and Discussing

Click here for great ideas for reading as a whole class, in small groups, or independently! Students can also listen to our Author Read-Aloud with Hena Khan.

Close-Reading Questions

  1. Why is Shayan distracted by Jackson’s skateboarding? (cause and effect) Shayan is distracted because he is surprised to see that Jackson has learned an exciting new skill—skateboarding.
  2. Explain how Shayan compares himself with Jackson in the beginning of the story. (compare and contrast) Jackson was the first to use Rollerblades, a bike without training wheels, and a two-wheeled scooter, even though he is younger than Shayan. Shayan probably compares himself negatively with Jackson because he believes that he should have done all of the things Jackson has done, either at the same time or sooner.
  3. What does Shayan’s reaction to Jackson’s fall tell us about him? (character) Shayan’s reaction shows us that he cares about Jackson’s safety and is aware that taking risks like Jackson does can have serious consequences. Shayan is more worried about injuries than Jackson is.
  4. What is most important to Shayan when he tells his parents that he wants to try skateboarding? Why are his parents concerned? (character’s motivation) The most important thing to Shayan is to keep up with Jackson. Shayan’s parents are concerned because they know Shayan is more focused on doing what Jackson likes than he is on following his own interests.
  5. Shayan wants to “fly” on his skateboard without taking any lessons. Do you think Shayan’s goal is realistic? Why or why not? (analyzing character) Possible answers: I don’t think this is a realistic goal because Shayan isn’t genuinely interested in taking risks like Action Jackson is. His fear of getting hurt will probably hold him back. OR Yes, this is a realistic goal because if Shayan practices enough, one day he will be able to fly like Action Jackson.
  6. Shayan ignores his pounding chest while skateboarding. How is that the start of a problem for him? (plot) Shayan isn’t being honest with himself or his friends about what he’s comfortable doing. This is a problem because he decides to skateboard anyway, even though he doesn’t enjoy it and may get hurt.
  7. What does the moment when Shayan leaves his friends and basketball behind tell us about how he feels? (key details) This moment tells us that Shayan is overwhelmed and isn’t yet comfortable admitting how he feels. This leads him to run away from his friends and what he truly loves: basketball.
  8. Jackson laughs at first when Shayan suggests they practice more before skateboarding down the big hill. What does Jackson’s reaction tell us about him? (character) Jackson’s laughter tells us he hasn’t noticed that Shayan doesn’t enjoy taking risks that could lead to injury. It also shows us that, in this moment, Jackson isn’t sensitive to Shayan’s feelings.
  9. Why is Shayan afraid to look when Jackson skates down the hill? (plot) Shayan is afraid Jackson will get hurt like he did when he jumped off the swing set. He is especially afraid when he hears a honk, suggesting Jackson might get hit by a car.
  10. What leads Ben to change his mind about skateboarding down the hill? (character’s motivation) After noticing that Ben is also uncomfortable skateboarding down the big hill, Shayan convinces Ben to listen to his fears and do only what he is comfortable with.
  11. How does Shayan’s choice to join the basketball league show that he has changed? (how a character changes) Shayan’s choice to join the basketball league shows that he has learned how to overcome peer pressure and put his own interests first.

Critical-Thinking Questions

12. How do Shayan’s feelings and decisions around Jackson change from the beginning of the story to the end? (how a character changes) In the beginning of the story, Shayan is afraid to tell Jackson that he isn’t interested in skateboarding and feels like a baby for not taking the same risks. Shayan pushes himself to learn to skateboard to be more like Jackson. By the middle of the story, however, Shayan can’t ignore the fact that he doesn’t feel safe on a skateboard. By the end of the story, he finally makes the decision not to skateboard downhill without practice or safety gear. We see how much Shayan has changed when he asks to join the basketball league instead of taking skateboarding lessons.

13. Why do you think the author chose “Learning to Fly” as the title of the story? (theme) The author probably chose this title because in the beginning of the story, Shayan cares most about learning to fly on the skateboard like Action Jackson. But throughout the story, Shayan slowly learns that he can fly in his own way, by embracing his love of basketball.

14. Think about how Shayan and Jackson interact throughout the story. What advice would you give Jackson about being a better friend to Shayan? Use two examples from the story in your answer. (supporting an opinion) Answers will vary but should be similar to: Jackson could be a better friend to Shayan by paying attention to how he feels and joining in on the things Shayan likes to do. For example, when Shayan asks to play one-on-one basketball, Jackson could have offered to play with Shayan after showing him a move on the skateboard. Overall, Jackson could be a better friend to Shayan by taking turns choosing what to do and taking Shayan’s safety concerns seriously.

3. Skill Building and Writing

Featured Skill: How a Character Changes

  • Distribute or digitally assign the How a Character Changes Skill Builder, (available on two levels), which will guide students to respond to the writing prompt on page 14. 
  • After students complete their paragraphs, you can send their work to our writing contest (see the DRG for details).

Differentiate and Customize
For Small Group Intervention

Several moments in the story require making inferences to understand characters’ feelings and motivations. On page 11, Shayan glances at the other kids before deciding not to skateboard with Jackson. On page 12, we learn that Shayan’s old Rollerblades are collecting dust in the garage. On page 14, Ben anxiously picks at a sticker on his skateboard as Jackson flies downhill. Check for comprehension by discussing these details and what they show about the character.

For Advanced Readers

Invite students to write one to three pages to tell the next part of the story. Ask them to address in their writing how Shayan and Jackson’s friendship will change after Shayan joins the basketball league.

For Multilingual Learners

There are many colloquial and idiomatic phrases related to sports and outdoor play in the story. As you read the story with students, pause to make sure they understand these expressions: zips past, dribble, face planting, one-on-one, gain speed (page 11); shooting hoops (page 12); wipe out, picks up speed, flies toward (page 13); bailing on me, land my jump shot (page 13).

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Explore the Storyworks Archive

Check out two other heartfelt stories by Hena Khan: “How to Make S’mores” from our February 2023 issue and “Home” from our December 2021/January 2022 issue.

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This video from Rocket Kids is about self acceptance—accepting you for you. It touches on celebrating your strengths, facing your shortcomings, and acknowledging that you are a work in progress. (Note: Video starts after a short ad.)

Talk About Peer Pressure

Kids can learn about the different ways that peers affect us and ways to handle peer pressure in this article from KidsHealth.

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