07 Pathways Gr8 MyWorld AppendixC - flourishkh.com

I Am Malala: How One Girl Stood Up and Changed the World | C-1

Printables: Assessments

Appendix C

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C-2 | I Am Malala: How One Girl Stood Up and Changed the World Unit 2, Week 1, Day 5

WEEK 1 Spelling and Vocabulary Test

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Spelling Test1.

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Vocabulary Test

Directions: Use words from 1–10 on the spelling test to complete the following sentences.

1. The man was about the of the

document and would not stop demanding that it was not a forgery.

2. A Christian believes strongly in the

of the Bible as God’s word.

3. Because she was and could not read or write, she was

to being tricked about what the document really said.

4. His response to the direct question suggested that he felt

there was a lack of in the question and that it did not

apply to him.

5. Because she did not it important to put her clothes away,

her bedroom soon became a state of .

Unit 2, Week 1, Day 5 I Am Malala: How One Girl Stood Up and Changed the World | C-3

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Name: Date:

Directions: Use common editing marks to edit the following paragraph. Then answer the questions below.

1The 16-year-old pakistani author of our book Malala Yousafzai tells her own

story about being shot by the taliban. 2She grow up in Swat valley, Pakistan. 3While the Valley Malala grow up in used to be a tourist paradise it was an

war zone after the militents took over. 4The leaders made edicts defi ning

what was islamic and what was not. 5They said woman could only leave the

house with a mail family member. 6They demanded women wear burqas that

covered they’re entire body. 7They also band girls from getting an education. 8When Malala spoke out against the injustice, she were shot for it.

1. Which is not an example of an object noun used in the paragraph?

A. author C. burqas

B. edicts D. education2. Which is an example of a predicate noun used in the paragraph?

A. author C. war zone

B. Pakistan D. injustice3. Name two subject nouns used in the paragraph.

4. Revise: Sentences 4, 5, 6, and 7 are all simple sentences. Contract the paragraph by changing any two or more of the sentences. Rewrite the new sentence(s) on the lines below.

5. Review: Which sentence in the paragraph includes a dependent clause?

A. Sentence 1 C. Sentence 5

B. Sentence 3 D. Sentence 7

WEEK 1 Grammar Assessment


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Name: Date:

Spelling Test1.

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Vocabulary Test

Match the description with the correct vocabulary word by placing a number (1–10) next the descriptive phrase that matches the 1–10 spelling words.

A. something a person does when they are wanting to gain support from people

B. to disobey or openly refuse to comply with an order

C. to gain something through force

D. to force something upon someone who does not want it

E. based on evidence

F. based on feelings

G. to give for a particular purpose

H. following something in a particular order or sequence

I. an order given by someone in power

J. a person who actively works to bring about social change


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1The wolf along with the coyote and domestic dog, belong to the canine family and has long been a symbol of courage and prowess. 2While large wolf packs used to be prevalent around the world. 3Their population has been signifi cant reduced do to loss of habitat and overhunting by humans. 4As a result only a few areas in north America, Asia, and Europe have substantial populations of wolfs. 5Animal rights activists campain for repopulation of the dwindling canines and reintroduction of the wolf to areas where they have became nonexistent. 6Ranchers, who lose livestock to the predators resist the reintroduction and hunters complain that the size of elk herds and the number of mooses are radically reduced when wolf packs have growed large. 7Almost everybody agree that the topic of the wolf are a controversial one.

1. Which sentences have a subject–verb agreement correction?

A. Sentences 1 and 3 C. Sentences 3 and 5

B. Sentences 1 and 7 D. Sentence 2 and 52. Which verb is an irregular verb?

A. belong C. grow

B. reduce D. agree3. Complete the following chart with the proper verb forms.

Present Present Participle Present Participle Past Participlehave

become

4. (Review) What sentence uses a subordinate conjunction to join two independent clauses together?

A. Sentence 1 C. Sentence 4

B. Sentence 2 D. Sentence 6

5. (Review) Which is an example of a collective noun?

A. Wolves C. Pack

B. Moose D. Elk and Moose



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Units 1 and 2—Summative Performance Task Overview

In Units 1 and 2, you have learned that a hero for God makes a difference in the world and helps restore it to the ideal He created. God does not want all of us to create a new dictionary like Noah Webster or risk our lives for education like Malala. He wants us to make a difference wherever we are and confront the cultural issues that we encounter. His desire is that His people exemplify His original plan for a harmonious and abundant life.

The Task

Identify an issue (e.g., educational, spiritual, health) for a specific group of people that prevents them from living the abundant life God intends them to have.

The Product

• Your project will include a written description of the issue and a description of a method that could be used to make people aware of the issue and to educate them on improving the situation.

• Your project will include a visual representation of the barrier and/or suggested solution.

• You will present your project to the class.

The Process

Step 1: Plan

• Brainstorm possible issues, creating a list of issues and possible projects.

• Choose an individual issue to address that is meaningful to you and that you have an idea(s) of how you could make a difference

• Choose a visual project that fits your interests and talents.

• Gather information and materials for your visual project.

• Plan the points you will make about the issue.

Step 2: Produce

Writing Project

• Use a graphic organizer to outline the different cultural perspectives regarding the identified issue.

• Draft a description of the issue.

• Draft a description of how you could make a difference with this issue.

Visual Project

• Illustrate your issue in your chosen media.

• Design your project for visual appeal.


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Step 3: Revise and Edit

• Work with a partner (teacher, parent, classmate) to review your draft and make sure your ideas are coherent.

• Check to see where you can incorporate things you have learned during these units:

o Variety of sentences

o Careful choice of verbs (voice and mood)

o Similes and metaphors

o Relevant evidence

o Precise and concise ideas

o Proper use of clauses, appositives, and subject–verb agreement

• Make necessary revisions.

• Proofread for CUPS (capitalization, usage, punctuation, and spelling).

• Review written project for proper layout.

• Review visual project for attractive presentation.

Step 4: Present

• Speak clearly and in a formal voice.

• Make eye contact with your audience.

• Read your written project, using your visual project as an illustration of your ideas.

• Answer questions from your audience regarding the issue identified, your solution, and your visual project.


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Name: Date:

Spelling Test1.

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Vocabulary Test

Directions: Use words from 1–10 on the spelling list to complete the following sentences.

1. I was spending a year studying at a foreign university

when I was in a terrible car accident. There are

reports that do not agree on what happened, and my recollection is a bit

and unclear. I cannot even give you an accurate

account of the events that happened. All I know is that

my situation was so that the doctors called my parents

to fl y over immediately. My parents did not have the money, so the pastor of

our church stood up on Sabbath and made an appeal

to support the worthy of raising money for my parents’

airfare. My parents have used the of a rocket taking off

to describe how quickly the money was collected. I had severe head trauma and

damage, but after months of rehabilitation I am doing

well. The support of my church has forever changed my

on the value of a church family.


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1Are education a right or a privilege? 2Many American teens would say

“neither! It is just a requirement. 3It would seem that it is all a matter of

prespective those who do not have no access to school wish they had the

privilege that many north American kids take for granted. 4Children in Kenya

sit on dirt fl oors to learn to read. 5And peruvian boys and girls hike too miles

through the jungle to attend classes. 6Yet ways to ditch class are invent by

teens in America everyday. 7What would happen if young people in America

today viewed education as an opportunity, not just a requirement.

1. What is the relationship between the words privilege and requirement in Sentences 1 and 2?

A. synonyms C. analogies

B. antonyms D. subjunctives

2. What verb mood does Sentence 7 have?

A. infi nitive C. interrogative

B. imperative D. subjunctive

3. What text structure is used in the paragraph?

A. description C. compare and contrast

B. sequence D. problem and solution

4. Rewrite Sentence 6 to correct the improper verb voice shift.

5. Complete the following analogy:

illiterate:read::mute:

6. (Review) What kind of noun is the word miles in Sentence 5?

A. subject noun C. predicate noun

B. object noun D. possessive noun



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End-of-Unit Assessment

Name: Date:

Multiple Choice: Circle the best answer for the following questions.

1. What caused the Taliban to target Malala?

A. She was a girl.

B. She stood up for Christianity.

C. She defied their edicts.

D. Her father was an activist.

2. Which word does not describe Malala?

A. compassionate

B. militant

C. determined

D. revolutionary

3. Which statement best summarizes the main idea of I Am Malala?

A. Malala Yousafzai was shot by the Taliban.

B. Malala Yousafzai is an activist who believes in helping people and learning as much as she can.

C. Malala Yousafzai is a normal teenage girl from Pakistan who was shot.

D. Malala Yousafzai’s shooting has given her the opportunity to be a positive voice for change.

4. Based on the organization of the text, what would you say was the author’s purpose for writing I Am Malala?

A. persuasion

B. information

C. entertainment

D. tell her story

5. Besides education, which is something that Malala values?

A. money

B. illiteracy

C. democracy

D. beauty

6. Name an additional value, not mentioned in Question 5, that Malala holds.

Matching: There were numerous people who influenced Malala’s life in a significant way. Can you tell the difference between what Malala said and what was said by those who spoke wisdom and encouragement to her? Draw a line to match the person on the left with a quote of something the person said.

Person Quote7. Malala • “It’s a miracle you’re alive.”

8. Malala’s father • “One child, one teacher, one pen, and one book can change the world.”

9. Malala’s mother • “This secret school is our silent protest.”

10. Madam Maryam • “You must do it. To be afraid is no solution.”

11. Dr. Fiona Alexander • “I would take every scar you have, every minute of suffering, if I could.”

Answer questions 12–20 on lined paper. Make sure to use complete sentences and to number your answers.

What if … Based on what you learned about Malala and her culture, answer the following questions.

12. What if you lived next door to Malala? You attend different schools and churches, and her family spends time with their Muslim friends, and you spend time with Christian friends and family. How would you reach out and connect with her and build a meaningful relationship? Show understanding of Malala and her culture.

13. What if the Taliban had never come to Swat? What would life have been like for Malala?

14. What if Malala had been born into a family that did not value education?


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15. From what you have learned about Malala, what do you think her feelings would be about this quote from Muhammad Ali Jinnah, founder of Pakistan? (Cite examples from I Am Malala to support your perspective.) “There are two powers in the world; one is the sword and the other is the pen. There is a great competition and rivalry between the two. There is a third power stronger than both, that of the women.”

16. What have you learned about Islam or the Muslim faith that will help you build a better friendship with someone from the Muslim culture in ways that can help him or her be receptive to the sharing of your faith?

17. On December 10, 2014, shortly after the release of her book I Am Malala, Malala Yousafzai was awarded the Nobel Peace Prize. At the age of 17, she became the youngest recipient of the award. Based on what you learned about Malala from reading her book, provide two reasons in defense of her winning the award. Use examples from the story to support your reasoning.

Read Malala’s Nobel Peace Prize acceptance speech. Feel free to annotate the speech as you read. Once you are done, complete the following questions:

18. Which is a main-idea statement about Malala’s speech?

a. Education is important for everyone around the world to fight for.

b. We must not stop fighting for the rights of children around the world.

c. Thank you for the Nobel Peace Prize.

d. Peace in the world is important.

19. Choose a quote from Malala’s speech that you feel shows wisdom beyond her 17 years. Write the quote and explain why, in your estimation, that quote is particularly wise.

20. Think back on the various things we have learned about author’s craft this year. Give one example where Malala shows particular care in the crafting of her speech.


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Malala Yousafzai’s Nobel Peace Prize Acceptance Speech

Given December 10, 2014(after the printing of her book, I Am Malala)

Bismillah hir rahman ir rahim.

In the name of God, the most merciful, the most beneficent.

Your Majesties, Your royal highnesses, distinguished members of the Norwegian Nobel Committee,

Dear sisters and brothers, today is a day of great happiness for me. I am humbled that the Nobel Committee has selected me for this precious award.

I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that, along with that, I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that.

This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.

I am here to stand up for their rights, to raise their voice … it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education.

I have found that people describe me in many different ways.

Some people call me the girl who was shot by the Taliban.

And some, the girl who fought for her rights.

Some people, call me a “Nobel Laureate” now.

However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.

Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.

We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.

But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares.


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Education went from being a right to being a crime.

Girls were stopped from going to school.

When my world suddenly changed, my priorities changed too.

I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed.

I chose the second one. I decided to speak up.

The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.

We survived. And since that day, our voices have grown louder and louder.

I tell my story, not because it is unique, but because it is not.

It is the story of many girls.

Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shazia and Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb.

Also my sisters here, whom I have met during my Malala Fund campaign. My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.

Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many.

I am Malala. But I am also Shazia.

I am Kainat.

I am Kainat Soomro.

I am Mezon.

I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn’t they, why shouldn’t they have this right to go to school.

Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where millions still suffer from the very old problems of war, poverty, and injustice.

We still see conflicts in which innocent people lose their lives and children become orphans. We see many people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in suicide attacks and bomb blasts.

Many children in Africa do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India and Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour.


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One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child—only 14. I know that she could have been a very good doctor. But she couldn’t … because she was a girl.

Dear brothers and sisters, great people, who brought change, like Martin Luther King and Nelson Mandela, Mother Teresa and Aung San Suu Kyi, once stood here on this stage. I hope the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change—lasting change. My great hope is that this will be the last time, this will be the last time we must fight for education. Let’s solve this once and for all.

We have already taken many steps. Now it is time to take a leap.

It is not time to tell the world leaders to realise how important education is—they already know it—their own children are in good schools. Now it is time to call them to take action for the rest of the world’s children.

We ask the world leaders to unite and make education their top priority.

The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in Algebra, Mathematics, Science and Physics?

Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.

Dear sisters and brothers, the so-called world of adults may understand it, but we children don’t. Why is it that countries which we call “strong” are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?

We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education.

Dear sisters and brothers, dear fellow children, we must work … not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty.

Let us become the first generation to decide to be the last, let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.

Let this be the last time that a girl or a boy spends their childhood in a factory.

Let this be the last time that a girl is forced into early child marriage.

Let this be the last time that a child loses life in war.

Let this be the last time that we see a child out of school.

Let this end with us.

Let’s begin this ending ... together ... today ... right here, right now. Let’s begin this ending now.

Thank you so much.

Copyright © The Nobel Foundation 2014. These excerpts of the speech were reprinted with permission.


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End-of-Unit Spelling and Vocabulary Assessment

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Spelling Test

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Vocabulary Test

Choose the vocabulary word that best answers the question asked by the teacher, and write it on the line. Spell the word correctly for full credit.

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07 Pathways Gr8 MyWorld AppendixC - flourishkh.com

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