I Am Malala Ch. 11

What is the primary focus of paragraph 8?

• To describe how Malala was encouraged by her classmates to

  speak.

• To explain how Malala memorized her speech about education.

• To compare Malala’s education to her mother’s experience in

  school.

• To show how Malala used her voice to speak for girls who couldn’t.

Which piece of text evidence supports that Malala used her voice to speak for girls who couldn't?

• “I was anxious, as I often was before interviews, but I knew this was

  an important opportunity to spread our message of peace and

  education.”

• “And I knew in that instant that it wasn’t me, Malala, speaking; my

  voice was the voice of so many others who wanted to speak but

  couldn’t. ”

• “My mouth was as dry as dust.”

• “This is not the Stone Age,” I said. “But it feels like we are going

  backward.”

Which detail supports the idea that Malala was determined to continue

her education despite fear?

• “My mouth was as dry as dust.”

• “I was anxious, as I often was before interviews.”

• “We are afraid of no one, and we will continue our education."

• “This is not the Stone Age,” I said. “But it feels like we are going

  backward.”

The author presents the information in paragraph 9 to illustrate—

• that Malala was afraid of being interviewed by international

  reporters.

• that Malala was only interested in talking to people in her

  community.

• that Malala believed her message about education could reach

  beyond Pakistan.

• that Malala thought local TV stations would stop reporting on her.

Which idea is best supported by the events described in paragraph 11?

• Malala’s family helped her rehearse speeches in their guest room

  while the family visited.

• Malala preferred to give speeches in front of her relatives so she

  was excited they came to town.

• Malala needed quiet time to focus on her schoolwork but her

  home was too busy.

• Malala used her imagination to escape the chaos around her and

  practice speaking.

These sentences help characterize the author as— CHOOSE 2

• someone who felt embarrassed but kept imagining herself as a

  speaker.

• someone who had doubts but still believed her message mattered.

• someone who avoided speaking out in public settings.

• someone who was unsure about the importance of her beliefs.

• someone who practiced in secret to prepare for future

  opportunities.

Which idea is best supported by the sentences in paragraph 15?

Select TWO correct answers.

• Malala was starting to speak out on behalf of others around her.

• Malala was thinking about stopping her public speaking efforts.

• Malala began sharing her message during a time of danger.

• Malala avoided interviews with media throughout the year 2008.

• Malala decided to wait until she was older to speak out publicly.

What is the impact of education and student activism in this section of the text?

• To show that education empowered students to speak out and defend their

  rights.

• To explain why students avoided speaking out due to fear of punishment.

• To compare student protests at Khushal School with others in the region.

• To explain why student-led movements were not supported by teachers or the

  media.

Which details show that the Taliban’s actions caused anxiety for Malala’s mother?

• “She would hug us close and pray over us before we left for school and as soon

  as we came home.”

• “She sat late into the night with her phone in her hand—trying not to call my

  father every hour.”

• “My father went back and forth to Islamabad and Peshawar, pleading with the

  government.”

• “We expressed our feelings about the Taliban’s campaign to destroy girls’

  schools.”

• “We called it a peace rally, but it was just going to be a handful of us

  upper-school girls.”

The author presents the information in paragraphs 4 through 5 to illustrate — CHOOSE TWO

• how students were punished for speaking about peace.

• how students used writing and speaking to express their beliefs.

• how students began to gain public attention for their actions.

• how teachers refused to let students participate in protests.

• how assemblies were used to stop the Taliban’s violence.