Malala The Powerful: Critical

Malala The Powerful: Critical Thinking

Text Structure

Text structure is the term for how an author organizes information. Authors use different text structures to achieve different purposes, and there might be several types of text structures in a piece of writing.

TEXT STRUCTURE SIGNAL WORDS and phrases WHAT TO LOOK FOR Description or List: includes details to help you picture or get to know a person, a place, a thing, or an idea such as, for example, for instance, most important, in front, beside, near a list or set of characteristics, including specific details

Multiple Choice

Finding and Using Text Evidence Directions: Read “Malala the Powerful.” Then complete this activity.

Imagine you are writing a paragraph explaining how the world responded after the attack on Malala.

Which sentence would be the best topic sentence for your paragraph?

• The attack on Malala changed life in Pakistan for many.

• The attack on Malala led to outrage and unrest around the world.

• The attack on Malala changed her life.

Multiple Choice

Which text evidence BEST supports the sentence you chose in the last question?

• “Protesters marched, many of them kids carrying signs that read ‘I Am Malala.’” (p. 9)

• “Her father got a job that enabled the family to stay in the U.K., where they would be safer from the Taliban.” (p. 10) C. “The Taliban have largely been driven out of the Swat Valley, and much of Mingora has been rebuilt.” (p. 10)

• . “The Taliban have largely been driven out of the Swat Valley, and much of Mingora has been rebuilt.” (p. 10)

Multiple Choice

Which line explains why the text evidence you chose in the last question is relevant?

• The attack on Malala changed life in Pakistan for many.

• The attack on Malala led to outrage and unrest around the world.

• The attack on Malala changed her life.

Multiple Choice

Which section of the article helps readers understand how the Taliban affected life in the Swat Valley?

• “What Could She Do?”

• “A Powerful Weapon”

• the introduction

• “A Powerful Symbol”

Multiple Choice

The author writes that “Pakistan’s government and military . . . had been plagued by corruption.” To be plagued by something is to be

• shocked or surprised by it.

• strengthened and inspired by it.

• freed or relieved by it.

• constantly or repeatedly troubled by it.

Multiple Choice

How does the author organize information in the section “Malala’s Words”?

• Events are presented in chronological order.

• Two things are compared and contrasted.

• A place is described in detail.

• A problem is presented, followed by solutions.

Multiple Choice

Which words and phrases can help you identify the text structure you chose in the last question?

• Swat; Pakistani army; refugees; Taliban

• BBC; New York Times; talk show

• courage; hope; peace

• In May 2009; by August; After that; In 2011; In 2012

Multiple Choice

Which sentence best summarizes the article?

• Many children around the world do not have the opportunity to go to school.

• Under Taliban control, people weren’t allowed to listen to music.

• At great personal risk, a teenage girl in Pakistan spoke out for her right to an education.

• The Taliban launched a campaign against girls in the Swat Valley.

Multiple Choice

Which statement CANNOT be supported by information in the article?

• Worldwide, out-of-school rates are higher for older children than for younger children.

• . Malala Yousafzai has helped bring attention to the struggle some girls face in getting an education.

• The Taliban doesn’t have the same presence in Swat today as in 2012.

• Educating girls creates jobs and improves a region’s economy.