Malala the Powerful
Essential Questions
- How can one person affect society?
- Why do people risk their lives for a cause?
- How does extremism affect people?
Activities
Response to Essential Question
Students create a new page called Malala the Powerful on their online portfolio. Students write their response to the essential question: How can one person affect society? Students can share their responses in small groups and then transition into a group discussion.
Students create a new page called Malala the Powerful on their online portfolio. Students write their response to the essential question: How can one person affect society? Students can share their responses in small groups and then transition into a group discussion.
Pre-Teaching Academic Language
Student create a sub-page called Academic Language under the Malala the Powerful page. Students rephrase the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
Student create a sub-page called Academic Language under the Malala the Powerful page. Students rephrase the definition of each vocabulary word into their own words. Then they will create their own sentence using the word and find an image to represent each word.
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Read Malala the Powerful
Before Reading
1. Think, Pair, Share: What is a crusader?
*Students can think about crusaders from mythology or literature to help them with this response. Students should arrive at a definition similar to "A crusader is a person who fights for a cause."
2. Review this unit's academic language
3. Preview the text features.
Students should examine the photographs and map. They should also read the headline, subheads, and captions.
4. Think, Pair, Share: What are your predictions about the text we are going to read?
Reading and Discussing the Article
Before Reading
1. Think, Pair, Share: What is a crusader?
*Students can think about crusaders from mythology or literature to help them with this response. Students should arrive at a definition similar to "A crusader is a person who fights for a cause."
2. Review this unit's academic language
3. Preview the text features.
Students should examine the photographs and map. They should also read the headline, subheads, and captions.
4. Think, Pair, Share: What are your predictions about the text we are going to read?
Reading and Discussing the Article
- What role does each text—the narrative nonfiction, the infographic, and the essay—play in helping you understand homelessness?
- Consider the last sentence of the first section: “They had no money, no jobs, and nowhere to go.” What is the tone of this sentence? How do you know?
- Although the author focuses on Kevin and his family, “ ‘I Was Homeless’ ” isn’t just about them. What other information does the article include? Where in the article does this information appear?
- Reread the last two paragraphs on page 8. How does their tone compare to the tone of the rest of the article?
- What is the controlling idea, or theme, that unites these three texts? Use text details to support your answers.
- Explain how society contributed to Kevin’s family’s becoming homeless and how it contributed to his family getting back on their feet.
- Explain what you think the author’s purpose was in writing this article.