I am Malala

NEST+M Upper Grades Summer Reading 2017

https://nestmk12school.files.wordpress.com/2017/06/grades9_12summerreading2017.pdf

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June 2017


Dear Upper Grades Students,


We are excited to announce our first NEST+m K-12 shared summer reading adventure. We will
read Malala Yousafzai’s inspiring memoir,
I am Malala, and you, our Upper Grades students will
have an incredible opportunity to lead, teach, share stories, and dialogue with your younger
NEST+m classmates in response to your reading.
To prepare for this adventure together…
Our Grades 9-12 Summer Assignment:
Read the memoir,
I am Malala, by Malala Yousafzai. This memoir is widely available in public
libraries and bookstores.
Full citation: Yousafzai, Malala with Christina Lamb. I Am Malala: The Girl Who Stood Up for Education And Was
Shot By The Taliban
. New York: Back Bay Books, 2013.
As you read, annotate the text with text-to- self, text-to-world, and text-to-text connections. A
graphic organizer to keep your annotations organized is included below.


Part I


In the preface to Malala’s memoir, her father writes: “It is the elder generation’s duty to teach
children the universal human values of
truth, fairness, justice and equality. For this purpose,
we have two institutions: families and schools. Education, whether at home or in the classroom,
has the power to
promote acceptance of others’ views and to challenge biases and bigotry.”
After reading, I am Malala, identify what you consider to be the four (4) most powerful
passages in the text. Type out or copy each passage you select onto a new paper. Then use any
of the following prompts to respond to the passage in writing:
Write a one page response to the passage. How does this passage either represent or
defy one of the universal
human values of truth, fairness, justice or equality? What
impact did the experience described in this passage have on Malala’s life?

P a g e 2
Write a one page text-to-self connection. Why did you connect to this passage? What
moment or time in your own life did it remind you of? How did Malala’s actions either
mirror or differ from your own?
Write a list poem from the point of view of Malala that repeats its opening phrase in
each line: Use one of the following openings: Fairness is… / Justice is…/ Equality is…/
Education is… and finish each line with a concrete image inspired by Malala’s
experiences.
See the attached list poem, “Fear” by Raymond Carver, for a model of this structure.
Write a series of 3-5 Haiku poems with vivid imagery in response to the passage. A
haiku poem has the following structure:
Line one (5 syllables)
Line two (7 syllables)
Line three (5 syllables)
See some great examples of haiku poems here:
https://www.poets.org/poetsorg/poems?field_form_tid=414


Part Two


Select one of the following argumentative writing assignments to complete in a 1-2 page typed
response.
Millions of people around the globe have embraced technology as a means to provide
education and information, as well as entertainment.
Does technology threaten
political and religious institutions?
Use examples from the text / the news to support
your claim.
How might a balance be obtained between the desire to know and the desire to control
what others think, do, and say?
Is there a difference between insisting that someone read, even memorize, a certain
book, and burning it (or restricting access)?
Use examples from the text and your own
ideas when defending your claim.
Part Two Excerpted from “Teaching with I Am Malala 2014-15, Campus Read, UW-Platteville”
P a g e 3
Formatting your Summer Reading Homework
Format:
Typed, 12-point font, Times New Roman, double-spaced. Staple all parts together
Cover Page: Design your own — must have your name /grade
Header: Include a header in the top-left corner of each submission with the following (in order):
Your Name
Your Grade
Teacher (If known)
Due Date – 9/7/17
Part I – 4 Written Responses (1 page each)
Part II – 1 Written Response
**Please Note: This is your first impression in English class. Please turn in thorough, thoughtful, original work. Any
content that is paraphrased or directly copied from an external source or another student’s work without an
appropriate citation (ex// web address, book title/ author, etc.) will not be given credit.

P a g e 4
A PREFACE FROM MALALA’S FATHER
(excerpted from
It is the elder generation’s duty to teach children the universal human values of truth, fairness, justice
and equality. For this purpose, we have two institutions: families and schools. Education, whether at
home or in the classroom, has the power to promote acceptance of others’ views and to challenge
biases and bigotry.
In patriarchal societies, women are expected to be obedient. A good girl should be quiet, humble and
submissive. She is told not to question her elders, even if she feels that they are wrong or unjust. As a
father, I did not silence Malala’s voice. I encouraged her to ask questions and to demand answers. As a
teacher, I also imparted these values to the students at my school. I taught my female students to
unlearn the lesson of obedience. I taught the boys to unlearn the lesson of so-called pseudo-honor.
It is similarly the obligation of schools and universities to instill the principles of love, respect,
dignity and universal humanism in their students. Girls and boys alike must learn to think critically, to
stand up for what they believe is right and build an effective and healthy society. And these lessons are
taught at schools through curriculum. Curricula teach young people how to be confident individuals and
responsible citizens.
I Am Malala is a story about a young girl’s campaign for human rights, especially a woman’s right to
education. The power of this story is that it is true. Truth, justice, forgiveness, and equality—these are
the universal human values, and they are the lessons instilled in Malala’s book…
…People ask me, what is special about my parenting, which has made Malala so bold and so courageous
and so vocal and so poised? I tell them, “Don’t ask me what I did. Ask me what I did not do.” I did not
clip Malala’s wings. Now Malala’s story will be shared in classrooms around the world. I hope that my
daughter’s message will resonate with many future generations of our children and young people, and
that they, too, will feel empowered to raise their voices and spread their wings.
–Ziauddin Yousafzai
P a g e 5
Directions: Use this graphic organizer to support your written annotation of “I am Malala”
and your tracking of the universal human values of “truth, fairness, equality and justice” as
you note powerful examples of them in the text.

Page # Textual Example of Truth or Deception
My reaction…
Page # Textual Example of Fairness or Unfairness
My reaction…

P a g e 6

Page # Textual Example of Equality or Inequality
My reaction…
Page # Textual Example of Justice or Injustice
My reaction…

P a g e 7

Page # Textual Example of Truth or Deception
My reaction…
Page # Textual Example of Fairness or Unfairness
My reaction…

P a g e 8

Page # Textual Example of Equality or Inequality
My reaction…
Page # Textual Example of Justice or Injustice
My reaction…

P a g e 9
Fear
Fear of seeing a police car pull into the drive.
Fear of falling asleep at night.
Fear of not falling asleep.
Fear of the past rising up.
Fear of the present taking flight.
Fear of the telephone that rings in the dead of night.
Fear of electrical storms.
Fear of the cleaning woman who has a spot on her cheek!
Fear of dogs I’ve been told won’t bite.
Fear of anxiety!
Fear of having to identify the body of a dead friend.
Fear of running out of money.
Fear of having too much, though people will not believe this.
Fear of psychological profiles.
Fear of being late and fear of arriving before anyone else.
Fear of my children’s handwriting on envelopes.
Fear they’ll die before I do, and I’ll feel guilty.
Fear of having to live with my mother in her old age, and mine.
Fear of confusion.
Fear this day will end on an unhappy note.
Fear of waking up to find you gone.
Fear of not loving and fear of not loving enough.
Fear that what I love will prove lethal to those I love.
Fear of death.
Fear of living too long.
Fear of death.
I’ve said that.
By Raymond Carver

P a g e 10
Definitions to Support Summer Reading Assignment
Annotation
: A note of explanation or comment added to a text or diagram.
When you “annotate the text” use post it notes, or keep notes on a separate piece of paper along with
the page number of the passage you are reading.
Text-to-Text, Text-to-Self, Text-to-World Connections
Text-to-Text connections are connections between what you are reading now and something
else you have read, viewed or listened to.
Text-to-Self connections are highly personal connections that a reader makes between a piece
of reading material and the reader’s own experiences or life.
Text-to-World connections create connections between what we are reading and the world
around us–either in our immediate world or the larger world that is known about via the news
or other media.

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