Meet Malala, a teen who’ 'S wagi courageous campaign for girls’ fights | gy st oust 00 up 247) o,f ronan erionelanéa Posen | Speolingautertne hs of ge nO? thealten aired hertomevaley and inposed hr harshness Ine Theybarnimsi dance, and meryperonl ier ncdingscinge irs The ben aed vstoce—cug pale pings ore, and behentings to spreader ana pcbedec ilaancher teeta thon lot tera py tingon ight ey ite tend sctoltwonthem ory somite andmanyeneise In 2008 Pete's amy cave mor ofthe abanet otterepon but propicontued oven a Then 202 he Toon ed ale age Theten eae syn ane bak Alani tree sh doin dy tha oer hanged barechanged was Tuesday, ‘ middle of school exams, though as) yard gives no hint of [the ‘school inside). een ee a Sea cee Saino TS Taliban (n): a group of Islamist militants in Afghanistan and Pakistan ‘© Urdu (n}: the official language of Pakistan ¢ Swat (n}: a mountainous district of northwestern Pakistan | | | It's hard to imagine that anyone ‘would see [all] that as a threat, Yet ‘outside the door to the school lay not only the noise and craziness of Mingora, the main city of Swat, but also those like the Taliban ‘who think girls should not go to school. ‘The schoo! was not far from my home and I used to walk. But because my mother was scared of me walking on my own, Thad been going with other girls in a rickshaw Coord Coens ‘and coming home by bus [since the start of last year]. We had been getting threats all year. Some were in the newspapers, some were notes or messages passed on by people. My mother was worried about me, but the Taliban had never come for a girl. Iwas more concemed they would target my father, as he was always speaking out against them. His close friend and fellow campaigner Zahid Khan had been shot in the face in August on his way to prayers and I knew everyone was telling my father, “Take care, you'll be next.” Like my father I've always been a daydreamer, Sometimes in [class] ‘my mind would drift and I imag, ine that on the way home a terrorist might jump out and shoot me on those steps. I wondered what I would do, Maybe I'd take off my shoes and hit him, but then T'@ think if | did that there would be no difference between me and a terror ist. It would be better to plead, “OK, shoot me, but first listen ta me. What you are doing is wrong, I'm not against you personally, I just want every git] to go to schocl,” I wasn't scared, but I had started ‘making sure the gate was locked at night and asking God what hap- pens when you die. [told my bestfriend Moniba everything. We'd lived on the same street when we were little and been friends since primary school. We shared everything, from Justin Bieber songs to Twi light movies. ... Her dream was to be a fashion designer although she knew her fam- ily would never agree to it, 80 she told everyone she wanted to be a doctor. It’s hard for girls in our society to be anything other than teachers or doctors—if they can work at all. I was different—1 never hid my desire when I changed from wanting to be a doctor to ‘wanting to be an inventor or a politician. .. . “Don’t worry,” [told Moniba. “The Taliban have never come for a small girl.” ‘The bus was actually what we call a dyna, a white Toyota truck ‘with three parallel benches, I was cramped with 20 girls and three teachers. | was sitting on the left between Moniba and ‘girl from the year below called Shazia Ramzan, holding our exam folders to our chests and our; I slumped forward onto Moniba, $ blood eoming fom my ear, 50 ¢ the other two buts hit the gins $ next to me, One bullet went into ‘ Shazia's left hand. The third went through her left shoulder and into the arm of Kainat Riaz. My friends later told me the gunman’s hand was shaking as he fired, By ‘What is the school bags under our feet Aiter that it is all abit hazy. ‘A young bearded man in light colored clothes stepped into the road and waved the van down. Another young man in white approached the back of the van. “Look, it’s one of those journalists coming to ask for an started speaking at events with ‘my father to campaign for girls? education and against those like the Taliban who want ta hide us away, journalists often came, even foreigners—though not like this in the [middle of the] road. ‘The man was wearing a hand as if he had the flu, He | looked like a college student. Then he swung himself onto the Sy tailboard at the back and leaned in right over us. “Who is Malala?” he demanded. No one said anything, but several of the girls looked at me. Twas the only git] with my face not covered. black pistol... . Some of the gltls screamed. Moniba tells me I squeezed her hand. ‘My friends say he fired three shots, one after another, The first ‘went through my left eye socket significance ofthe \ book's ttle? \ Howdoesic '\ reflect Malala’s \ courage? / Se the time we got to the }) hospital my long hair J] and Moniba’s lap were {ull of Blood. ‘Who is Malala? Iam Malala and this is my story After emergency carein Pakistan, Malala was flown toa hospital in Birmingham, England, Several surgeries later, she backin action—and school—in Birmingham, where she and her family now live. he continues to ‘work for education rights for girls worldwide, even though the Taliban still threaten to kill her for doing so. ; 2 $ ; ; 5 interview,” said Moniba. Since I'd ; ; ; ; 3 ; ; ; ; 4 3 That's when he lifted up a | ; } } 1 kerchief over his nose and mouth} and out under my left shoulder. | GIVING THANKS tthe end of her book, Malala thanks the doctors and nurses who saved i herlfe, the teachers and mentors who have enrched it, and many others. | _Trelstyearhasshawn me doth the ote hattesofman andthe misslove $ of God. Somany peoplehavehelpedme that would take a whole new book ta name |) them all here, but | would like to thank everyone in Pakistan and all around the world & who prayed forme, [and] athe schoolhie, students and other suppertrs who 5 rasewhen fe } Lam grateful for every petal of the bouquets and every letter ofthe cards and messages.lwas --Malala with her verylucky tobe bor to father whorespected my freedom ofthoughtandexpession andmade family (Lor) mmopanofis peace carver anatnather hone ony encouraged me but mytaterioohvour aA $ campaign for peace and education Drother ta and : Lastand not ast wouldike to thank Meniba‘er ing such agood and supportive friend and matherTerPekal {abate ousalandatrkepingne itachi 8 JUNIOR SCHOLASTIC / DECEMBER 9, 2013Natal apa © cay Axtoiea AUG se Te aL carl aerate Bei es eo ue ue theta Gheteemeni its COMI edie ich Garou DECEMBER, 2013 /JUNIORSCHOLASTIC 96th Grade Language Arts Article of the Week 2015-16 “Unstoppable Meet Malala, a teen who's waging a courageous campaign for girls’ rights” Name. Three Steps: Total___21 pts. © Read the article once to understand it. © Read the article again and mark it up with your questions, comments, confusion to show evidence of a close reading. Take notes in the margins, summarizing what you've read in the text (main ideas). (Teacher use only) 13 pts. ‘¢ Read ita third time and respond to the following questions. Answer the questions that follow. RI6.3. Analyze in detail how key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g, through examples or anecdotes) 1. How does the author of this article introduce the audience to Malala? Provide at least one piece of text event to explain your thinking, (2 pts.)What message does the author leave us with about Malala at the end of the article? Provide at least one piece of evidence from the text to support your thinking. (2 pts.) 3, Name 4 different text features that the author uses within the article. For each text feature, state the reason the author included that particular text feature. Be sure to be specific, in your text feature. (ie. page number) (6 pts.) 1 RL6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas, 4. Choose which text structure the author used for this article. (1. pt.) a. problem & solution b. description cc. sequence (time order) 4. compare & contrastThen, pull out three lines of text (one from the beginning, middle, & end of the article) that contribute to the overall structure and explain how they do this. (3 pts) 5. Using information from the article, what qualities does Malala have that demonstrate her teen activism? Be sure to explain your thinking with evidence from the text. (4 pts.) 6. Vocabulary: campaign - Pg. 8, paragraph 2 (2 pts) What does the word campaign mean in this text? What are the context clues that show this?