Module 2 Task 1 Assessment Guide

6 | Module 2

Free to Learn

Assessment Guide for

Module Task 1
 6 | Module 2 | Free to Learn

Assessment Guide for

Module Task 1

Contents
Assessment Context .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 2
Knowledge Criteria Assessed .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .2
Writing Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Language Criteria Assessed .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .3
Module Task 1 Prompt .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 4
Module Task 1 Rubric .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 8
Sample Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
On Target .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11
Annotated Knowledge Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Annotated Writing Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Annotated Language Criteria .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 17
Advanced .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 19
Annotated Criteria .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 20
Reinforcements for Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
To Help Students Build and Apply Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
To Help Students Build and Apply Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
To Help Students Build and Apply Language Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Achievement Descriptors Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Appendix: Scoring Tools and Report Analysis .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 36
Hand-Scoring Worksheet for Module Task 1 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 37
Analyzing Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Credits .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 40
Acknowledgments .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 40

For additional implementation support, including for students with IEPs or multilingual learners, refer to
Implementation Resources.

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 6 | Module 2 | Assessment Guide for Module Task 1

ASSESSMENT CONTEXT
Each module task enables students to gain more proficiency in knowledge, writing, and language with the
goal of being on target for the End-of-Module (EOM) Task rubric criteria. Students will practice each writing
and language criterion from the EOM Task on at least one prior module task. To reflect the specific knowledge
demands of each text and task, EOM Tasks and module tasks contain different knowledge criteria; however,
the knowledge students build across the module and demonstrate on module tasks prepares them for success
on the EOM Task. Throughout module 2, students build knowledge about how the convictions of a few
exceptionally courageous people lead them to fight and work toward breaking societal barriers that stripped
rights from certain groups and put many in great danger.

The tables below demonstrate how each module task prepares students for the EOM Task.

Module Task 1 Module Task 2 End-of-Module Task

Why are human rights important? Write Why does education matter? Write an What is a human rights advocate? Write
an essay to define human rights and essay to define education and explain an essay to define advocacy and explain
explain how each of Malala’s parents the importance of education for Malala Malala’s motivations and actions as a
demonstrated their commitment to the and girls throughout the world. human rights advocate.
human right of education.

Knowledge Criteria Assessed

Knowledge: Module Task 1 Knowledge: Module Task 2 Knowledge: EOM Task

shows knowledge of the concept of shows knowledge of the concept of shows knowledge of the concept of
human rights education advocacy

shows knowledge of how Malala’s shows knowledge of why education is shows knowledge of how Malala’s
parents stood up for human rights important to Malala experiences motivated her to become
an advocate

shows knowledge of why education is shows knowledge of how Malala took

important for girls around the world action to support a cause

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Assessed

Writing: Module Task 1 Writing: Module Task 2 Writing: EOM Task

has an introduction uses an introduction to catch the reader’s

attention and provide background
information on the topic

has a clear thesis statement with two points

uses a clear structure to organize ideas

uses evidence from I Am Malala to uses evidence from I Am Malala and at least
support the thesis statement one additional module text to support the
thesis statement

uses elaboration to explain evidence

and identify its relationship to the thesis
statement

uses transitions to clarify the relationships

among ideas

uses topic-specific vocabulary to uses precise language to uses precise language and topic-specific
explain ideas explain ideas vocabulary to explain ideas

has a so what? conclusion uses a so what? conclusion to reflect on the

significance of the ideas presented

uses a formal writing style

Language Criteria Assessed

Language: Module Task 1 Language: Module Task 2 Language: EOM Task

varies sentence patterns for meaning,

reader interest, and style

maintains consistency in style and tone

spells grade-appropriate words correctly

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 6 | Module 2 | Assessment Guide for Module Task 1

Module Task 1 Prompt

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 6 | Module 2 | Assessment Guide for Module Task 1

6 | Module 2 | Writing
Module Task 1
Prompt: Why are human rights important? Write an essay to define human rights and explain how each of Malala’s
parents demonstrated their commitment to the human right of education.

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 6 | Module 2 | Assessment Guide for Module Task 1

Module Task 1 Rubric

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 Notes to Design: Please reorganize the rubric columns on pgs. 1-2 in descending order versus ascending order. The columns should read from left to right: Advanced, On
Target, Developing, then the column for Not Yet Demonstrated.

6 | Module 2 | Module Task 1 Rubric

Module Task 1 Rubric

Knowledge
Not Yet
Advanced On Target Developing Demonstrated

shows knowledge of the concept of

human rights

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shows knowledge of how Malala’s
parents stood up for human rights

Writing
Not Yet
Advanced On Target Developing Demonstrated

has an introduction

has a clear thesis statement with two

points

uses a clear structure to organize ideas

uses evidence from I Am Malala to

support the thesis statement

uses elaboration to explain evidence

and identify its relationship to the
thesis statement

uses transitions to clarify the

relationships among ideas

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uses topic-specific vocabulary to
explain ideas

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will be adjusted by
 6 | Module 2 | Module Task 1 Rubric
Not Yet
Advanced On Target Developing Demonstrated

has a so what? conclusion

uses a formal writing style

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Language
Not Yet
Advanced On Target Developing Demonstrated

maintains consistency in style and tone

spells grade-appropriate words

correctly

Comments

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 6 | Module 2 | Assessment Guide for Module Task 1

SAMPLE STUDENT RESPONSES

Use the on-target and advanced sample student responses below along with the rubric for the task to support
scoring of student work.

The on-target response demonstrates student work that has met the grade-level expectation described in each
criterion, showing complete evidence of the described knowledge or skill. Annotations show how this response
demonstrates the criteria in each category.

The advanced response demonstrates student work that has exceeded the grade-level expectation described in
a few key criteria, showing evidence of additional development, depth, insight, skill, or creativity beyond the
described knowledge or skill. Annotations show how this response exceeds expectations for a given criterion.
Students may exceed expectations described by criteria other than those indicated in the sample response.

Teacher Note
In levels 6–8, students no longer receive spelling instruction. Instead, students are expected to decode and
encode words by independently applying spelling strategies learned in earlier levels. The criterion “spells
grade-appropriate words correctly” applies to the entire sample response: The expectation is that students
will spell accurately with minimal exceptions.

On Target

The dictionary defines human right as “a basic right that many societies believe every person should have.”
The Universal Declaration of Human Rights was written by representatives from around the world. It is a
document that states the rights that every human in the world should have. One of the rights listed is Article 26,
which says that every person has the right to go to school. In I Am Malala, Malala’s parents demonstrated their
commitment to education as a human right by running a school even when it was dangerous and encouraging
Malala to stand up for her rights.
Malala’s father, Ziauddin, was so committed to education as a human right that he continued running his
school even when it was dangerous. Pakistani girls didn’t have the same opportunities as boys, but Ziauddin
always believed that Malala could do anything. Malala says that when she first learned to read, he bragged to
his friends, “Look at this girl! She is destined for the skies!” (19). To foster the dreams of other girls like Malala,
he started a school that allowed girls and boys. Malala said that at Ziauddin’s school, girls could travel far and
wide in the pages of books. Then one day, the Radio Mullah announced that girls would no longer be allowed
to go to school. Although it was very dangerous, Ziauddin decided to speak out against the Taliban and ask
the government for help. Malala said, “My father, a simple principal, was taking on the two most powerful and
dangerous forces in the country” (49). He kept his school running and allowed girls to attend for as long as
possible. Because Ziauddin believes that education is a human right, he worked hard to protect that right for
the girls at his school.

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 6 | Module 2 | Assessment Guide for Module Task 1

In addition to Malala’s father, Malala’s mother showed her commitment to education as a human right
when she encouraged Malala to stand up for her rights. When the Taliban started bombing schools, many
people in Swat were very scared. Malala was offered the chance to write a blog for the BBC to help tell the
world what was happening in Pakistan. Malala said, “My mother is our rock. While our heads are in the sky,
her feet are on the ground … ‘Speaking up is the only way things will get better,’ she said” (77). Toor Pekai
showed Malala that she believed Malala was doing the right thing. Some of Toor Pekai’s friends did not agree
with Toor Pekai allowing Malala to be on television. Toor Pekai supported her daughter anyway. Malala said,
“[Even] if my mother disagreed with my choice—and even if her friends criticized her—she stood behind me”
(81). Toor Pekai showed her commitment to education as a human right by supporting her daughter.
Human rights are rights that every person should have, like the right to an education. In I Am Malala,
Malala’s parents demonstrated their commitment to education as a human right by running a school even
when it was dangerous and by encouraging Malala to stand up for her rights. They taught Malala that human
rights are worth fighting for.

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 6 | Module 2 | Assessment Guide for Module Task 1

Annotated Knowledge Criteria

1K [The dictionary defines human right as “a basic right that 1K shows knowledge
of the concept of
many societies believe every person should have.” The Universal human rights
Declaration of Human Rights was written by representatives from 2K shows knowledge
of how Malala’s
around the world.] It is a document that states the rights that every parents stood up for
human rights
human in the world should have. 1K [One of the rights listed

is Article 26, which says that every person has the right to go to

school.] In I Am Malala, 2K [Malala’s parents demonstrated their

commitment to education as a human right by running a school

even when it was dangerous and encouraging Malala to stand up for

her rights.]
2K [Malala’s father, Ziauddin, was so committed to education

as a human right that he continued running his school even when it

was dangerous.] Pakistani girls didn’t have the same opportunities as

boys, but Ziauddin always believed that Malala could do anything.

Malala says that when she first learned to read, he bragged to his

friends, “Look at this girl! She is destined for the skies!” (19). To

foster the dreams of other girls like Malala, he started a school that

allowed girls and boys. Malala said that at Ziauddin’s school, girls

could travel far and wide in the pages of books. Then one day, the

Radio Mullah announced that girls would no longer be allowed

to go to school. 2K [Although it was very dangerous, Ziauddin

decided to speak out against the Taliban and ask the government

for help.] Malala said, “My father, a simple principal, was taking on

the two most powerful and dangerous forces in the country” (49).

2K [He kept his school running and allowed girls to attend for as

long as possible. Because 1K [Ziauddin believes that education is a

human right,] he worked hard to protect that right for the girls at his

school.]

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 6 | Module 2 | Assessment Guide for Module Task 1

2K [In addition to Malala’s father, Malala’s mother showed her

commitment to education as a human right when she encouraged

Malala to stand up for her rights.] When the Taliban started

bombing schools, many people in Swat were very scared. Malala

was offered the chance to write a blog for the BBC to help tell the

world what was happening in Pakistan. Malala said, “My mother is

our rock. While our heads are in the sky, her feet are on the ground

… ‘Speaking up is the only way things will get better,’ she said” (77).

Toor Pekai showed Malala that she believed Malala was doing the

right thing. Some of Toor Pekai’s friends did not agree with Toor

Pekai allowing Malala to be on television. Toor Pekai supported

her daughter anyway. 1K, 2K [Malala said, “[Even] if my mother

disagreed with my choice—and even if her friends criticized her—

she stood behind me” (81). Toor Pekai showed her commitment to

education as a human right by supporting her daughter.]

1K [Human rights are rights that every person should have,

like the right to an education.] 2K [In I Am Malala, Malala’s parents

demonstrated their commitment to education as a human right by

running a school even when it was dangerous and by encouraging

Malala to stand up for her rights. They taught Malala that human

rights are worth fighting for.]

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 6 | Module 2 | Assessment Guide for Module Task 1

Annotated Writing Criteria

1W 1W has an introduction
9W, 3W, 1W [The dictionary defines human right as “a basic
2W has a clear thesis
right that many societies believe every person should have.”] statement with
two points
The Universal Declaration of Human Rights was written by
3W uses a clear structure
representatives from around the world. It is a document that states to organize ideas
4W uses evidence from
the rights that every human in the world should have. One of the
I Am Malala to support
rights listed is Article 26, which says that every person has the right the thesis statement
5W uses elaboration to
to go to school.] 2W [In I Am Malala, Malala’s parents demonstrated explain evidence and
their commitment to education as a human right by running a identify its relationship
to the thesis statement
school even when it was dangerous and encouraging Malala to 6W uses transitions to
clarify the relationships
stand up for her rights.]
among ideas
7W uses topic-
3W [Malala’s father, Ziauddin, was so committed to education specific vocabulary to
explain ideas
as a 7W [human right] that he continued running his school even
8W has a so what?
when it was dangerous.] 7W, 3W [[Pakistani] girls didn’t have the conclusion
same opportunities as boys, but Ziauddin always believed that 9W uses a formal
writing style
Malala could do anything. 4W [Malala says that when she first

learned to read, he bragged to his friends, “Look at this girl! She

is destined for the skies!” (19).] To foster the dreams of other girls

like Malala, he started a school that allowed girls and boys. Malala

said that at Ziauddin’s school, girls could travel far and wide in the

pages of books.] 6W [Then one day,] the Radio Mullah announced

that girls would no longer be allowed to go to school. Although

it was very dangerous, Ziauddin decided to speak out against the

Taliban and ask the 7W [government] for help. 4W [Malala said,

“My father, a simple principal, was taking on the two most powerful

and dangerous forces in the country” (49).] 5W [He kept his school

running and allowed girls to attend for as long as possible. Because

Ziauddin believes that education is a human right, he worked hard

to protect that right for the girls at his school.]

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 6 | Module 2 | Assessment Guide for Module Task 1

3W, 9W, 6W [[In addition] to Malala’s father, Malala’s mother

showed her commitment to education as a human right when she

encouraged Malala to stand up for her rights.] When the 7W [Taliban]

started 7W [bombing] schools, many people in Swat were very scared.

Malala was offered the chance to write a blog for the BBC to help tell

the world what was happening in 7W [Pakistan.] 4W [Malala said,

“My mother is our rock. While our heads are in the sky, her feet are

on the ground … ‘Speaking up is the only way things will get better,’

she said” (77).] 5W [Toor Pekai showed Malala that she believed

Malala was doing the right thing. Some of Toor Pekai’s friends did

not agree with Toor Pekai allowing Malala to be on television.]

5W [Toor Pekai supported her daughter anyway. 5W [Malala

said, “[Even] if my mother disagreed with my choice—and even if

her friends criticized her—she stood behind me” (81).] 5W [Toor

Pekai showed her commitment to education as a human right by

supporting her daughter.]

8W [Human rights are rights that every person should have, like

the right to an education. 9W, 3W [In I Am Malala, Malala’s parents

demonstrated their commitment to education as a human right by

running a school even when it was dangerous and by encouraging

Malala to stand up for her rights.] They taught Malala that human

rights are worth fighting for.]

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 6 | Module 2 | Assessment Guide for Module Task 1

Annotated Language Criteria

1L, 1L maintains consistency

2L The dictionary defines human right as “a basic right that in style and tone
many societies believe every person should have.” The Universal
2L spells grade-
Declaration of Human Rights was written by representatives from appropriate words
correctly
around the world. It is a document that states the rights that every

human in the world should have. One of the rights listed is Article

26, which says that every person has the right to go to school. In I

Am 2L [Malala,] Malala’s parents demonstrated their commitment

to education as a human right by running a school even when it was

dangerous and encouraging Malala to stand up for her rights.

Malala’s father, Ziauddin, was so committed to education as

a human right that he continued running his school even when it

was dangerous. Pakistani girls didn’t have the same opportunities as

boys, but Ziauddin always believed that Malala could do anything.

Malala says that when she first learned to read, he bragged to his

friends, “Look at this girl! She is destined for the skies!” (19). To

foster the dreams of other girls like Malala, he started a school

that allowed girls and boys. Malala said that at Ziauddin’s school,

girls could travel far and wide in the pages of books. Then one

day, the Radio Mullah announced that girls would no longer be

allowed to go to school. Although it was very dangerous, Ziauddin

decided to speak out against the Taliban and ask the government

for help. Malala said, “My father, a simple principal, was taking on

the two most powerful and dangerous forces in the country” (49).

He kept his school running and allowed girls to attend for as long

as possible. Because Ziauddin believes that education is a human

right, he worked hard to protect that right for the girls at his school.

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 6 | Module 2 | Assessment Guide for Module Task 1

1L,
2L In addition to Malala’s father, Malala’s mother showed her

commitment to education as a human right when she encouraged

Malala to stand up for her rights. When the Taliban started

bombing schools, many people in Swat were very scared. Malala

was offered the chance to write a blog for the BBC to help tell the

world what was happening in Pakistan. Malala said, “My mother is

our rock. While our heads are in the sky, her feet are on the ground

… ‘Speaking up is the only way things will get better,’ she said” (77).

Toor Pekai showed Malala that she believed Malala was doing the

right thing. Some of Toor Pekai’s friends did not agree with Toor

Pekai allowing Malala to be on television. Toor Pekai supported

her daughter anyway. Malala said, “[Even] if my mother disagreed

with my choice—and even if her friends criticized her—she stood

behind me” (81). Toor Pekai showed her commitment to education

as a human right by supporting her daughter.

Human rights are rights that every person should have, like the

right to an education. In I Am Malala, Malala’s parents demonstrated

their commitment to education as a human right by running a

school even when it was dangerous and by encouraging Malala to

stand up for her rights. They taught Malala that human rights are

worth fighting for.

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 6 | Module 2 | Assessment Guide for Module Task 1

Advanced

The dictionary defines human right as “a basic right that many societies believe every person should have.”
The Universal Declaration of Human Rights was written by representatives from around the world and has been
translated into over 360 languages. It is an international document adopted by the United Nations that states the
rights that every human in the world should have. One of the rights listed is Article 26, which says that every person
has the right to go to school. In I Am Malala, Malala’s parents demonstrated their commitment to education as a
human right by running a school even when it was dangerous and by encouraging Malala to stand up for her rights.
Malala’s father, Ziauddin, was so committed to education as a human right that he continued running his
school even when it was clear it was dangerous. Pakistani girls didn’t have the same opportunities as boys, but
Ziauddin always believed that his daughter could do anything. Malala says that when she first learned to read,
he bragged to his friends, “Look at this girl! She is destined for the skies!” (19). To foster the dreams of other
girls like Malala, he started a school that allowed girls and boys. Ziauddin’s belief in his daughter’s potential
fueled his commitment to inspire many children. Malala said that at Ziauddin’s school, girls could travel far
and wide in the pages of books. Then one day, the Radio Mullah, the voice of oppression, announced that girls
would no longer be allowed to go to school. Although it was very dangerous for him and his family, Ziauddin
decided to speak out against the Taliban and ask the government for help. Malala said, “My father, a simple
principal, was taking on the two most powerful and dangerous forces in the country” (49). He kept his school
running and allowed girls to attend for as long as possible. Because of his unwavering belief that education is a
human right, Malala’s father worked hard to protect that right for the girls at his school.
In addition to Malala’s father, Malala’s mother showed her commitment to education as a human right
when she encouraged Malala to stand up for her rights. When the Taliban started bombing schools, many
people in Swat were rightfully terrified. Malala was offered the chance to write a blog for the BBC to help tell
the world what was happening in Pakistan. Malala said, “My mother is our rock. While our heads are in the
sky, her feet are on the ground … ‘Speaking up is the only way things will get better,’ she said” (77). Toor Pekai
showed Malala that she believed Malala was doing the right thing. Some of Toor Pekai’s friends did not agree
with Toor Pekai allowing Malala to be on television, but her mother’s commitment to fight for justice did not
allow her to be swayed. Toor Pekai supported her daughter regardless of the dangers they were facing. Malala
said, “[Even] if my mother disagreed with my choice—and even if her friends criticized her—she stood behind
me” (81). Toor Pekai showed her deep commitment to education as a human right by supporting her daughter.
Human rights are rights and freedoms that every person should have, like the right to an education. In I Am
Malala, Malala’s parents demonstrated their commitment to education as a human right by running a school
even when it was dangerous and by encouraging Malala to stand up for her rights. They prioritized Malala’s
future and the future of all children despite the risks they faced. They taught Malala that human rights are
worth fighting for.
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 6 | Module 2 | Assessment Guide for Module Task 1

Annotated Criteria

On Target Advanced

The dictionary defines human right as “a basic 1K shows knowledge An advanced response
right that many societies believe every person of the concept of may provide additional
should have.” The Universal Declaration of Human human rights details about the
Rights was written by representatives from concept of human
around the world 1K [and has been translated rights. This response
into over 360 languages.] It is an 1K [international includes details that
document adopted by the United Nations] that describe a document
states the rights that every human in the world that provides
should have. One of the rights listed is Article information about
26, which says that every person has the right global human rights.
to go to school. In I Am Malala, Malala’s parents
2K shows knowledge An advanced response
demonstrated their commitment to education as a
of how Malala’s may provide additional
human right by running a school even when it was
parents stood up for details to show how
dangerous and encouraging Malala to stand up for
human rights Malala’s parents stood
her rights.
up for human rights.
Malala’s father, Ziauddin, was so committed to This response includes
education as a human right that he continued details that provide
running his school even when 5W [it was clear] additional information
it was dangerous. Pakistani girls didn’t have the about the importance
same opportunities as boys, but Ziauddin always that Malala’s parents
believed that 9W [his daughter] could do anything. placed on rights for
Malala says that when she first learned to read, children despite the
he bragged to his friends, “Look at this girl! She is dangers that her
destined for the skies!” (19). To foster the dreams parents faced.
of other girls like Malala, he started a school 5W uses elaboration to An advanced response
that allowed girls and boys. Ziauddin’s belief in explain evidence and may provide additional
his daughter’s potential fueled his commitment identify its relationship details to explain
to inspire many children. Malala said that at to the thesis statement evidence and identify
Ziauddin’s school, girls could travel far and wide its relationship to the
in the pages of books. Then one day, the Radio thesis statement.
Mullah, 5W [the voice of oppression, announced] This response includes
that girls would no longer be allowed to go to details that provide
school. Although it was very dangerous 5W [for additional information
him and his family,] Ziauddin decided to speak out about Malala’s father’s
against the Taliban and ask the government for actions to explain
help. Malala said, “My father, a simple principal, his commitment to
was taking on the two most powerful and encouraging her fight
dangerous forces in the country” (49). He kept his for rights.
school running and allowed girls to attend for as
long as possible. 5W [Because of his unwavering
belief] that education is a human right,
9W [Malala’s father] worked hard to protect that
right for the girls at his school.

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 6 | Module 2 | Assessment Guide for Module Task 1

On Target Advanced

In addition to Malala’s father, Malala’s mother

showed her commitment to education as a human
right when she encouraged Malala to stand up
for her rights. When the Taliban started bombing
schools, many people in Swat were 2K [rightfully
terrified.] Malala was offered the chance to write
a blog for the BBC to help tell the world what was
happening in Pakistan. Malala said, “My mother is
our rock. While our heads are in the sky, her feet
are on the ground … ‘Speaking up is the only way
things will get better,’ she said” (77). Toor Pekai
showed Malala that she believed Malala was doing
the right thing. Some of Toor Pekai’s friends did
not agree with Toor Pekai allowing Malala to be
on television 2K [but her mother's commitment
to fight for justice did not allow her to be swayed.]
Toor Pekai supported her daughter anyway. Malala
said, “[Even] if my mother disagreed with my
choice—and even if her friends criticized her—she
stood behind me” (81). Toor Pekai showed her
5W [deep] commitment to education as a human
right by supporting her daughter.

Human rights are rights that every person should

have, like the right to an education. In I Am Malala,
Malala’s parents demonstrated their commitment
to education as a human right by running a school
even when it was dangerous and by encouraging
Malala to stand up for her rights. 5W [They
prioritized Malala's future and the future of all
children despite the risks they faced.] They taught
Malala that human rights are worth fighting for.

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 6 | Module 2 | Assessment Guide for Module Task 1

REINFORCEMENTS FOR MODULE TASK 1

Use the reinforcement suggestions below to support the needs identified during report analysis. (See the
appendix for more information about analyzing reports.) Teachers may choose to incorporate these suggestions
either by revisiting completed module tasks or by providing additional support as students work on similar
criteria in upcoming module tasks. Reinforcements can be done with the whole group, in small groups, or
individually, depending on the needs of students.

Teacher Note
Students do not receive spelling instruction at this grade level. To support accurate spelling, provide
reference materials, including dictionaries, to allow students to check and correct their spelling.

To Help Students Build and Apply Knowledge

If students did not demonstrate understanding of the necessary content knowledge in the task, prompt them
through guiding questions to recall and express that knowledge orally.
• Sample prompts:
• What are examples of human rights?
• How did Malala’s parents show their support for her in I Am Malala?

If students need additional reinforcement, revisit previous instruction or provide support during an upcoming
lesson.

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 6 | Module 2 | Assessment Guide for Module Task 1

Knowledge Criteria Looking Back Plan Future Practice

shows knowledge Revisit: In lesson 3 Read, students In lesson 28 Read, students read and
of the concept of read and annotated details from I discuss Malala’s claims about human
human rights Am Malala about the rights that girls rights in “Nobel Lecture.”
and women have and do not have,
as dictated by society, in Pakistan.
Students used these details to explain
Malala Yousafzai’s dreams for equal
human rights for girls and women.

Revisit: In lesson 5 Read and

Respond, students reviewed the
meaning of the term human rights and
examples of human rights described
in the Universal Declaration of Human
Rights. Then students discussed how
Malala and her family experience and
respond to the violation of their human
rights.

Revisit: In lesson 10 Read, students

examined and discussed an excerpt
from the Universal Declaration of
Human Rights and then wrote to
explain Malala and her parents’
experiences with violations to human
rights.

Reinforce: Instruct students to review

their informative essays. Did they
include details about the concept of
human rights? If not, remind students
that the term human rights means
“basic rights (such as the right to be
treated well and the right to vote) that
many societies believe every person
should have.” Then direct students
to the Excerpt from the Universal
Declaration of Human Rights, located
in the Learn book. Instruct them to
review their annotations from Article 26
to answer these questions:
• What words and phrases show
what education should be?
• What do those words and phrases
show you about human rights?

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 6 | Module 2 | Assessment Guide for Module Task 1

Knowledge Criteria Looking Back Plan Future Practice

shows knowledge Revisit: In lesson 6 Read and There is no future practice in this
of how Malala’s Respond, students examined details module.
parents stood up for from I Am Malala about how Malala’s
human rights parents speak out against the Taliban
and explained how their advocacy for
human rights influenced Malala.

Revisit: In lesson 10 Read, students

examined and discussed ways that
Malala’s parents respond to the
Taliban’s violation of their human rights.

Reinforce: Instruct students to review

their informative essays. Did they
include details about how Malala’s
parents stood up for human rights?
If not, direct students to their journal
responses from lesson 6, and instruct
them to review their explanation of how
Malala’s father stood up to the Taliban
and influenced his daughter. Ask this
question: How did Malala’s father stand
up for human rights?

To Help Students Build and Apply Writing Skills

The Writing section of the rubric elevates informative writing skills. If students score lower in the Writing
section of the assessment than in other sections, teachers may choose to provide instruction specific to the
assessed criteria and provide time for students to orally rehearse and revise elements of their writing. The
following table provides specific recommendations.

Use the reinforcement suggestions below to support the needs identified during report analysis. (See the
appendix for more information about analyzing reports.) Teachers may choose to incorporate these suggestions
either by revisiting completed module tasks or by providing additional support as students work on similar
criteria in upcoming module tasks. Reinforcements can be done with the whole group, in small groups, or
individually, depending on the needs of students.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

has an introduction Revisit: In lesson 8 Write, students In lesson 25 Write, students review
examined the Writing Model for the introduction of the Writing Model
Module 2 and used the Painted Essay® for Module 2 and craft hooks for their
to color-code the introduction in the Module Task 2 introductions.
writing model.

Revisit: In lesson 9 Write, students

examined the introduction of the
Writing Model for Module 2. Then they
wrote to explain how the introduction
of the writing model reflects the
requirements of the prompt.

Revisit: In lesson 18 Write,

students reviewed the elements of
an informative essay introduction.
Then students orally rehearsed and
planned background information for
the introductions of their Module Task
1 responses.

Reinforce: Instruct students to review

their informative essays. Did they write
an introduction? If not, tell students
to read the prompt and introduction
of the Writing Model for Module 2 and
to work with a partner to answer this
question: How does the introduction
connect to what is stated in the
prompt? Then instruct students to
review the prompt for Module Task 1
and to write an introduction to their
essays that considers these questions:
• What does the prompt want
readers to know about?
• What detail can you use about this
topic to get readers’ attention?

If students need additional support

understanding the types of details
an author uses to introduce a topic
in an informational essay, refer to the
Prologue to lesson 8.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

has a clear thesis Revisit: In lesson 8 Write, students In lesson 23 Write, students examine
statement with examined the Writing Model for the thesis for the Writing Model for
two points Module 2 and used the Painted Essay® Module 2 and practice writing thesis
to color-code the thesis statement in statements for Module Task 2.
the writing model.

Revisit: In lesson 14 Write, students

reviewed the qualities of a strong
thesis and reviewed those elements
in the thesis of the Writing Model for
Module 2. Then they used details from
their Evidence Organizer for Module
Task 1 to rehearse and draft thesis
statements for Module Task 1.

Reinforce: Instruct students to review

their informative essays. Did they
include a clear thesis statement with
two points? If not, direct students to
their Evidence Organizer for Module
Task 1, instruct them to choose
two details, and ask this question:
How do these details connect to
the prompt? Then invite students
to complete this sentence frame
based on the task prompt using their
responses to the previous question:
Human rights are , and
Malala’s parents showed their
commitment to the human right to
education by .

uses a clear Revisit: In lesson 8 Write, students In lesson 28 Write, students complete
structure to examined the Writing Model for their Informative Essay Outlines for
organize ideas Module 2 and used the Painted Essay® Module Task 2 to support themselves
to color-code the thesis statement, in drafting Module Task 2.
proof paragraphs, and conclusion in
In lesson 28 Write and lesson 29
the writing model.
Write, students draft an informative
Revisit: In lesson 9 Write, students essay for Module Task 2.
examined the Writing Model for
Module 2, and they examined how
the author used definitions to provide
structure in the introduction.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

Revisit: In lesson 15 Write, students

examined the topic sentences for proof
paragraphs 1 and 2 and discussed how
the sentences connect to the essay’s
topic. Then students drafted a topic
sentence for each proof paragraph for
Module Task 1.

Reinforce: Instruct students to review

their informative essays. Did they use a
clear structure to organize their ideas?
If not, direct students to the Painted
Essay®—Informative, located in the
Learn book. Instruct students to review
the essay elements and then to review
their Module Task 1 responses to
answer these questions:
• Which informative elements does
your essay include?
• Which informative elements are
missing from your essay?
• Do the elements in your essay
follow the structure of the Painted
Essay®—Informative?

If students have not already met this

criterion, instruct them to identify
the points they made in the thesis for
their Module Task 1 responses and
to determine how they can use the
Painted Essay® structure to organize
their ideas. Instruct students to
annotate their theses to answer these
questions:
• What will be the focus of your
proof paragraph 1?
• What will be the focus of your
proof paragraph 2?

If students need additional support

identifying a clear structure to organize
ideas, refer to the Prologue to
lesson 8.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

uses evidence Revisit: In lesson 11 Write, students In lesson 22 Write and lesson 23
from I Am Malala to collected evidence from I Am Malala Write, students collect evidence
support the thesis that responds to the prompt for from I Am Malala that responds to the
statement Module Task 1. prompt for Module Task 2.

Revisit: In lesson 15 Write, students

reviewed the evidence they collected
in their Evidence Organizer for Module
Task 1 and orally rehearsed evidence
placement in each proof paragraph
with a partner. Then students wrote at
least two pieces of evidence per proof
paragraph on their Informative Essay
Outline for Module Task 1.

Reinforce: Instruct students to

review their informative essays. Did
they use evidence from I Am Malala
to support the thesis statement? If
not, tell students to review the thesis
statement in the introduction to their
Module Task 1 responses. Remind
students that an essay’s thesis
statement serves as the main claim
that someone wants to discuss or
prove. Instruct students to review their
annotations about Malala’s parents
from chapters 7 and 8 of I Am Malala
and to identify details that connect to
their thesis statements.

If students need additional support

using evidence from I Am Malala to
support an idea, refer to the Prologue
to lesson 14, 17, or 19.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

uses elaboration to Revisit: In lesson 14 Write, students In lesson 23 Write, students orally
explain evidence reviewed reasons why authors rehearse elaboration for evidence from
and identify its elaborate on evidence. Then they used their Evidence Organizer for Module
relationship to the elaboration to extend or connect the Task 2.
thesis statement evidence on their Evidence Organizer
In lesson 24 Write, students practice
for Module Task 1 that supports their
writing elaboration sentences to
thesis statement.
explain evidence for Module Task 2.
Revisit: In lesson 16 Write, students
read the evidence and elaboration
in the Writing Model for Module 2
and discussed the similarities and
differences in elaboration between
the model and previous models. Then
students revised the elaboration
sentences for at least one piece
of evidence on their Informative
Essay Outline for Module Task 1 and
explained their revision choices.

Reinforce: Instruct students to review

their informative essays. Did they use
elaboration to explain evidence and
identify its relationship to the thesis
statement? If not, direct students to
their Evidence Organizer for Module
Task 1 and instruct them to work with
a partner to explain how each piece
of evidence connects to the prompt
for Module Task 1. Invite students to
review and revise their elaborations
to ensure that they explain a piece of
evidence from the text.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

uses transitions Revisit: In lesson 16 Write, students There is no future practice in this
to clarify the examined the use of transition words module.
relationships and phrases to connect related ideas
among ideas between paragraphs from the Writing
Model for Module 2. Then students
added a transition to the elaboration
sentences for at least one piece
of evidence on their Informative
Essay Outline for Module Task 1 and
explained their choices.

Reinforce: Instruct students to review

their informative essays. Did they use
transitions to clarify the relationships
among ideas? If not, remind students
that transitions help connect ideas
within paragraphs and create
continuity between paragraphs by
showing how ideas are related. Instruct
students to review the list of additional
words and phrases that connect similar
ideas from their Jot–Pair–Share in
lesson 16. Instruct students to choose
a transition word from the list to add
to an elaboration statement that
connects to and/or explains a piece
of evidence from their Module Task 2
responses.

If students need additional support

using transitions to clarify relationships
among ideas, refer to the Prologue to
lesson 16.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

uses topic-specific Revisit: In lesson 20 Write, students There is no future practice in this
vocabulary to examined examples of topic-specific module.
explain ideas vocabulary that help explain ideas in
the Writing Model for Module 2. Then
students peer-reviewed the topic-
specific vocabulary in proof paragraph
1 of their Module Task 1 responses and
revised their drafts to enhance the use
of topic-specific vocabulary.

Reinforce: Instruct students to review

their informative essays. Did they use
topic-specific vocabulary to explain
ideas? If not, read aloud the prompt for
the Writing Model for Module 2, and
ask these questions:
• What is the topic of the prompt?
• What vocabulary word might help
readers understand the prompt?

Annotate the term leadership and

review the Knowledge Card for
leadership. Remind students that
topic-specific vocabulary allows
readers to better understand a topic.
Then read aloud the introduction
for the writing model and facilitate a
brief discussion about what the term
leadership helps students understand.
Instruct students to review the
glossary, located in the Learn book,
to identify other examples of topic-
specific vocabulary. Then instruct
them to review their Module Task 1
responses to determine places where
they might include at least one of the
topic-specific vocabulary words.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

has a so what? Revisit: In lesson 8 Write, students In lesson 27 Write, students plan a so
conclusion examined the Writing Model for what? conclusion for Module Task 2.
Module 2 and used the Painted Essay®
to color-code the conclusion in the
writing model.

Reinforce: In lesson 18 Write,

students reviewed the components
of a so what? conclusion. Then they
planned the conclusion for Module
Task 1.

Reinforce: Instruct students to review

their informative essays. Did they
use a so what? conclusion? If not,
instruct students to read their thesis
statements and to express why their
essay topics matter.

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 6 | Module 2 | Assessment Guide for Module Task 1

Writing Criteria Looking Back Plan Future Practice

uses a formal Revisit: In lesson 17 Write, students There is no future practice in this
writing style learned that citation means “a module.
reference to outside sources used in
a piece of writing,” and they examined
correctly cited evidence in the Writing
Model for Module 2. Then students
reviewed the Citation Guidelines: Level
6 and chose one piece of evidence
from their Informative Essay Outline
for Module Task 1. Finally, they wrote
at least one sentence in each proof
paragraph and cited it correctly.

Revisit: In lesson 19 Write, students

identified elements of formal writing
style and discussed why formal style
is more appropriate when writing an
essay about human rights.

Reinforce: Instruct students to review

their informative essays. Did they
use a formal writing style? If not, tell
students to identify what qualities
make a writer’s style more formal and
instruct them to write their responses
on a chart or board. Then instruct
students to review their Informative
Essay Outline for Module Task 1 and to
identify places in their writing that lack
use of formal writing. Instruct students
to orally rehearse language that is
precise, includes complex sentences,
cites text evidence, and avoids
personal pronouns.

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 6 | Module 2 | Assessment Guide for Module Task 1

To Help Students Build and Apply Language Skills

The Language section of the rubric elevates the language demands of the task. If students score lower in the
Language section of the assessment than in other sections, provide support by reviewing instruction specific
to each skill and providing time for students to revise and edit their writing. The table below provides specific
recommendations.

When assessing multilingual learners, consider their English proficiency level to determine next steps for
language instruction. Consider Prologue lessons for additional language support. For students with language-
related disabilities, consider their individualized goals and needs when planning next steps.

Language Criteria Looking Back Plan Future Practice

maintains Revisit: In lesson 11 Respond, There is no future practice in this

consistency in style students reviewed the meaning of module.
and tone style and tone and discussed the
importance of maintaining consistency
in these elements of writing. Then
students revised or wrote knowledge
statements about the convictions of
people and groups, using a consistent
style and tone.

Reinforce: Instruct students to review

their informative essays. Did they
maintain consistency in style and
tone in their writing? If not, instruct
students to Think–Pair–Share to
answer these questions:
• What is the purpose of the writing
in your essay?
• What words and phrases reflect
how you want your readers to feel
about your topic?

Then instruct students to review

their Module Task 1 responses and
to annotate words and phrases that
demonstrate certain attitudes or
emotions about their topics. Tell
students to look for places where
they can add words that reinforce the
content and the intent of their writing.

If students need additional support

maintaining consistency and tone in
their writing, refer to the Prologue to
lesson 9 or 18.

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 6 | Module 2 | Assessment Guide for Module Task 1

ACHIEVEMENT DESCRIPTORS ASSESSED

CP: CP.1.6; CP.1.6.B; CP.1.6.H; CP.3.6; CP.3.6.A; CP.3.6.A.b; CP.3.6.A.e; CP.4.6; CP.4.6.A; CP.4.6.A.b;
CP.4.6.B; CP.4.6.B.b; CP.4.6.B.c; CP.4.6.C; CP.5.6; CP.5.6.C; CP.5.6.E

BU: BU.4.6

DF: DF.3.6; DF.3.6.A

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 6 | Module 2 | Assessment Guide for Module Task 1

APPENDIX: SCORING TOOLS AND

REPORT ANALYSIS
Score Module Task 1 by using the single-point rubric provided, which is also available when you score an
assessment digitally. This rubric has three categories: Knowledge, Writing, and Language. Each category has
criteria that define the requirements for the task. Each criterion has its own rubric row.

Use the following performance-level table alongside the annotated sample student responses as a guide for
scoring students’ work with the single-point rubric.

Performance Level Description

Advanced The student has exceeded the grade-level expectation described in the criterion,
showing evidence of additional development, depth, insight, skill, or creativity
beyond the described knowledge or skill.

Note: Some criteria will be capped at the on-target level because they do not allow
for advanced performance. These criteria appear in gray shading on the rubric.

On Target The student has met the grade-level expectation described in the criterion,
showing complete evidence of the described knowledge or skill.

Developing The student is making progress toward meeting the grade-level expectation
described in the criterion, showing some evidence of the described knowledge
or skill.

Not Yet The student has not yet met the grade-level expectation described in the criterion,
Demonstrated showing no evidence of the described knowledge or skill.

Digital scoring for module tasks and EOM Tasks automates much of the process and produces visual reports.
However, teachers who wish to score by hand may use the following hand-scoring worksheet.

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 6 | Module 2 | Assessment Guide for Module Task 1

Hand-Scoring Worksheet for Module Task 1

Teachers who wish to score by hand may use the following directions. Please note that all module tasks and
EOM Tasks are scored on the same 0–100 percentage scale. If required for grading purposes, teachers may
convert the percentage to a point total or a letter grade. To learn more about general rules and rationales for
scoring, refer to Implementation Resources.

Step 1

Use the single-point rubric to score the assessment. For each criterion, assign the student a performance level.
As needed, use the performance-level table and the on-target and advanced sample student responses for
additional guidance.

Step 2

Complete the following for each category.

1. Add up the total points earned and enter the result in column A. Award points as follows:
• Advanced—2 points
• On Target—1.8 points
• Developing—1.5 points
• Not Yet Demonstrated—1 point
2. Divide the number in column A by the number in column B, and enter the decimal result in column C
(e.g., 0.75). This number is the unweighted category score.
3. Multiply the number in column C by the number in column D, and enter the decimal result in column
E. This is the weighted category score.

Step 3

Add up the numbers in column E and convert the results to a percentage. Enter the result in the final row of
column E. This is the overall percentage score for the assessment.

A B C E
D
Total Points Total Points Unweighted Weighted
Category Category
Earned for Possible for Category Category
Weight
Category Category Score Score

Knowledge 4 0.30

Writing 18 0.50

Language 4 0.20

Overall
Percentage
Score

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 6 | Module 2 | Assessment Guide for Module Task 1

Step 4

If desired, print and complete the table below to track student performance for a class. For the rubric
categories, enter the unweighted category scores as percentages.

Student Knowledge Writing Language Total Score

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 6 | Module 2 | Assessment Guide for Module Task 1

Analyzing Reports
Scoring assessments digitally allows teachers to generate a visual report for the whole class or for an individual
student. Reports include the following data:
• an overall assessment score given as a percentage    
• an unweighted score for each category (Knowledge, Writing, and Language) given as a percentage
• the performance level (advanced, on target, developing, or not yet demonstrated) for each criterion

Reports can be used to analyze student progress and support next steps for instruction. Follow these steps:

1 2 3 4
Review the whole Study the Review the class Review individual
class report. breakdown of performance by student
scores by category criterion. Are there performance. Do
(e.g., Knowledge). any criteria that any students need
Do any categories the class is still support with a
stand out? developing? specific category
or criterion?

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 6 | Module 2 | Assessment Guide for Module Task 1

CREDITS
Great Minds® has made every effort to obtain permission contact Great Minds for proper acknowledgment in all future
for the reprinting of all copyrighted material. If any owner editions and reprints of this module.
of copyrighted material is not acknowledged herein, please
All images are the property of Great Minds.

ACKNOWLEDGMENTS
Shafiqa Ahmadi, Karen Aleo, Trevor Barnes, Sarah Baughman, Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon,
Anthony Bautista Ramil, Allie Beman, Lyndsay Boettcher, Carolyn Scott, Susan Sheehan, Dan Shindell, Danae Smith,
Kelsey Bordelon-Kojeski, Sarah Brenner, Beth Brown, Victoria Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Katie
Capeheart, Quennie Chen, Melissa Chung, Ashley Cook, Julia Valle, Terra Vetter, Tysha Vulcain-Murrell, Kara Waite, Katie
Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Waters, Dr. Heather Waymouth, Sarah Webb, Erika Wentworth,
Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Ashley Williams, Nicole Williams, Margaret Wilson, Eleanor Wolf
Goyette, Lorraine Griffith, Tamara Griffith, Shelley Hampe,
Elizabeth Haydel, Robin Hegner, Sarah Henchey, Liz Henkel- Lynne Askin-Roush, Stephanie Bandrowsky, Rebecca Blaho,
Lorenz, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Carolyn Buck, Adam Cardais, Cindy Carlone, Christina Cooper,
Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Lisa Crowe, Tim Delaney, Cherry dela Victoria, Erin DuRant,
Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Bill Eis, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo
Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Meredith Feliciano-Hernandez, Tim Heppner, Marcela Hernandez,
McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Sonia Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jennifer
Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Loomis, Siena Mazero, Alisha McCarthy, Cindy Medici, Brian
Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Methe, Mary-Lise Nazaire, Tamara Otto, Christine Palmtag,
Tara O’Hare, Carol Paiva, Catherine Paladino, Marya Parr, Katie Prince, Neha Priya, Gilbert Rodriguez, Karen Rollhauser,
Trisha Paster, Elizabeth Patterson, Kelly Pau, Sierra Penrod, Neela Roy, Richesh Ruchir, Gina Schenck, Madhu Singh, Leigh
Katie Pierson, Eden Plantz, Logan Quigley, Lauren Ramsden, Sterten, Mary Sudul, Deanna Thomann, Charmaine Whitman,
Natalie Rebentisch, Rachel Richards, Rachel Rood, Rachel Glenda Wisenburn-Burke, Howard Yaffe

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