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.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

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.”

Tags

CCSS.RL.2.6

CCSS.RL.8.3

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.”

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

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.

Tags

CCSS.RI.7.6

CCSS.RI.7.9

CCSS.RI.8.9

CCSS.RL.6.6

CCSS.RL.7.6

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.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

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.

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

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.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

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.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

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.”

Tags

CCSS.RI.6.1

CCSS.RI.7.1

CCSS.RL.6.2

CCSS.RL.7.1

CCSS.RL.7.2

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.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5