Malala: How far would you go to learn?

How far did she go to learn? How far would you go?

At the age of 18, Malala Yousafzai became the youngest ever Novel Prize laureate for her work as a Pakistani activist for female education. The I am Malala Text Set and accompanying lesson plans highlight her inspirational work. To view and edit the full lesson open the PDF or .docx below. 

Curriculum Connections

  • English: I am Malala, Reading Comprehension, Text Evidence 
  • History: Middle East, Women's Rights, Equality 

Featured Newsela Article

Learning Objective

  • Today I am...reading for comprehension, I will use highlighting to identify areas I find interesting (GREEN) areas I am confused (YELLOW) and when I and completely stuck (PINK).
  • I will be express my understanding…in a written format along with having a discussion with my peers.
  • I know I understand when…I am able to express my understanding in writing by answering the Newsela prompt.
    Tip: Edit the Writing Prompt to: "Malala believes in education for all children and won The Nobel Peace prize for her actions. Write an essay outlining how far Malala was willing to go for her cause. Please include evidence that support your understanding."
  • Students will be able to…use highlighting and annotating features to cite and explain evidence from a nonfiction text.

Materials Needed

  • Text: I am Malala completed
    NOTE: This lesson would be best if presented at the end or near the end of the text.
  • Students will need to know how to access the text set, highlighting tool, and how to annotate.  
  • Please make sure students feel comfortable using the highlighting tools on Newsela.
  • Chart paper

Learning Standard

CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.6.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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