Author: Jeanette Winter
Publisher: Beach Lane Books
Copyright: 2014
Reading Level:
Fountas and Pinnell: Level M
Lexile: AD 640 L
Accelerated Reader: 3.6
An easy to read book that tells the inspirational, heroic,
emotional, and courageous story of two brave children who spoke out despite
death threats and danger.
2 electronic resources to support/extend the text:
This is a link to Malala’s website. On this site, she
discusses her life and story and also talks about the fund that she set up to
help children all over the world receive an education. There is also a link to
her blog where girls all over the world post and share their experiences and
how Malala has impacted their life. This is a good resource for students to see
how big of an impact she has made and also contribute and interact with other
students who have read Malala’s story.
This is a link to a BBC News article that was posted a few
years ago. This article discusses further the story of Malala and all of the
medical procedures she had to go through after she was shot. It also has a few
videos of speeches that Malala has given and other articles and information
that students can view if they are more interested in this topic.
Key Vocabulary:
1. Injustice- When something is unfair or unequal.
2. The Taliban- An Islamic military group that took over
Afghanistan and
Pakistan where they created very unfair and unjust laws.
3. Extremist- A person who holds extreme views that are far
beyond the normal
views and can be dangerous.
4. Outwit- To defeat or trick someone by being more
intelligent than they are.
5. Liberate- To free someone or a group of people from being
controlled by
another person or group.
6. Murky- When the details of an event are unclear or it is
hard to see the true
facts.
Before Reading Strategy:
Before reading the Malala side of the story, the teacher
should do a think-aloud while they read the Iqbal side. During this
think-aloud, the teacher should model how to summarize what they have read
after a few pages. After finishing the reading, the teacher should model how to
produce an oral summary of the story first and then how to produce a written
summary based on their original oral summary. This will provide the students
with an opportunity to watch the skills that will be necessary during their
reading.
During Reading Strategy:
The students will participate in a generative reading based
on the think-aloud that the teacher did at the beginning of the text. The
student will be asked to stop at certain pages and produce an oral summary of
what has happened so far. At the end of the text, they will have to summarize
the entire text orally and then write down the summary just like the teacher
modeled during the think-aloud.
After Reading Strategy:
After reading, have students create a Venn Diagram to
compare and contrast the two stories that are included in this book. Then have
a discussion on whether or not some of the differences were due to the fact
that Malala was a girl and Iqbal was a girl. They can also discuss if they
think these stories would have been different if they occurred in the United
States.
Writing Activity to demonstrate Inferential Comprehension:
Malala and Iqbal are heroes without a doubt. After reading,
ask students to consider how these two children used their voices to stand up
for what they believed in and advocate for children’s rights. In what ways do
they show their bravery and courage? In what ways have you shown bravery in
your life? How would you fight for something that you believed in?
This writing prompt should include:
a) A class or individually crafted definition of bravery.
b) How Malala and Iqbal showed their bravery and courage.
c) How they used their voices to stand up for children’s
rights.
d) How you or someone you know has shown bravery in their
life.
e) How you would fight for something that you believe in.
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