The RIse of ISIS Documentary

Good Morning Tributes,

I am still under the weather and unable to come in. However, if you need to talk to me, you can email me. I hope that you have all rescheduled your retakes for sometime in the next two weeks.

The first hour of today, will be spent studying ISIS-related vocabulary or African Geography. As per our discovery on October 28th, PBS has released a documentary called “The Rise of ISIS.” The second hour of class will be devoted to watching it. I have yet to see it, so I’ll need you to analyze the film for me.

Expectations

• Work Hard. Be Nice. Make me, your parent(s), yourself→ proud.
• Remember to sign-out/ in (clipboard) by doorway when you are given permission to leave for the bathroom—one at a time, 3 minutes out, no backpacks.
• No one should be on youtube/pandora/gaming sites/anything unrelated to this course, etc. You have an African geography test next week. You know it’s not hard if you study and this class is WAAAAAAY easier-- so use this time to prepare.
• A sub/TA may address anyone who is not following expectation. Behavior issues/poor attitudes will not be tolerated.
• The substitute & TAs will email Ms. Kelly with positives & negatives-- Be the change you want to see in this world! :)

Step 1 | Independently work on ISIS vocabulary (20 min)

Step 2 | Independently work on African Geography (20 min)

Step 3 | PBS The Rise of ISIS (60 min) : As you watch, take notes on the film on your own paper, just like we annotated the reading. You should have at least a page of notes from the film that do the following:

1. List words or phrases you don’t know so you/we can look them up
2. Make connections to prior knowledge
3. Write down questions that you think of during the film
4. Make predictions/draw conclusions→ is anything you are seeing in the film biased? Towards whom? What the purpose?
5. State your opinion.

ISIS | Writing for Foreign Policy Magazine

Good Morning Tributes,

Unfortunately, I am not well today and have decided I need to take some time to stay home and gets some rest. If you had planned to take your Benchmark retake today, I apologize for having to reschedule. Please take time to move your retake to next week.

Since today is a short day, it is the perfect opportunity to practice our writing, and what better topic to work on our score 3/4 levels than ISIS? You may use your laptop to reference your notes/annotations on ISIS, any videos we have watched on ISIS (use your headphones), and to access the rubric. Some students have emails from me. Check your email.


Expectations:

• Work Hard. Be Nice. 
• Even without Ms. Kelly being here, your learning is still important. Use your notes and write a strong, well-crafted response. Use this time to hone the adult skills of explanatory writing, not to chit chat with a teammate.
• Remember to sign-out/ in (clipboard) by doorway when you are given permission to leave for the bathroom—one at a time, 3 minutes out, no backpacks.
• No one should be on youtube/pandora/gaming sites/anything unrelated to this course, etc.
• A sub/TA may address anyone who is not following expectation. If you are able to get back on track, great! If you continue to make poor choices they have the right to move you or send you to the office with a referral. Behavior issues/poor attitudes will not be tolerated.
• The substitute & TAs will email Ms. Kelly with positives & negatives-- which list do you want to be on? :)

Step 1 | Open the Smarter Balance Rubric so you can be sure to fulfill the score 3/4 criteria.

Step 2 | Open A Look at Danger Posed by ISIS in your Google Drive so you can refer to your notes as you write.

If you were absent, you may use your class copy of annotations:

• Period 1
• Period 2
• Period 3
• Period 4

Step 3 |  Write your response on paper. 

• You have the entire period to write. 
• First thing tomorrow we will swap with partners to have our writing scored. 

Imagine you are writing for an academic magazine like Foreign Policy. On a piece of paper, write a score 3/4 response to the following prompt:

ISIS, the Islamic State of Iraq and Syria has been labeled a terrorist organization and in the past three months the U.S. has taken a strong interest in their actions in the Middle East. 

• Explain how ISIS has created a de facto state (secured geographic locations, plans for future territory, the structures it has set up, resources it controls, etc)
• Cite evidence that explains whether ISIS (and/or it's sympathizers) are a threat to the U.S. physically, economically, politically, etc.
• Critique/Justify whether the U.S. should get involved or stay out of the situation. Address the benefits and the drawbacks of whichever point you argue.

ISIS cont.

Step 1: Tell me everything you know about ISIS.

Step 2: BBC Rise of the Islamic State Interactive Video

Step 3: Finish Reading from last week.

Step 4: Iraqi forces make gains against ISIS

Step 5: ISIS Overview: CNN fast facts

What's all this about ISIS?

Standard: CCSS.ELA-LITERACY.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Objectives:

• Explore the role of ISIS in the Middle East 
• Determine the central ideas of a secondary source
• Provide an accurate summary that makes clear the relationships among the key details and ideas

Step 1: What do you know about ISIS? Then, make a copy of today's document.

Note: The abbreviations ISIS (Islamic State of Iraq and Syria), ISIL (Islamic State of Iraq and the Levant), and IS (Islamic State) are used interchangeably in the media. To avoid confusion, we will use ISIS because it is the most commonly used.

Step 2: Video: Wall Street Journal, Iraq: “ISIS Sparks a Crisis in the Middle East, Explained”

Step 3: Video: BBC News: “Phillip Hammond Says No to IS Talks With Syria”

Step 4: Read and Annotate as a Class | The Danger posed by ISIS

Step 5: Identifying and Analyzing | Discussion

• What information did we learn about ISIS from the videos and the reading that is important?
• What information is new to you? 
• What are ISIS’s goals? 
• How is it trying to achieve its goals? 
• How is the U.S. responding to ISIS? 
• Have you heard of any controversies surrounding the U.S. response?

Step 6: Exit Slip | In the comments section explain: Who is ISIS? What are they trying to achieve? Why is the US feel the need to get involved?

*Use the Rubric to construct your response. We will peer grade them with evidence.

Period 1 Annotations

Period 3 Annotations

Middle East Pop Quiz

Step 1: Get Laptops, but do not open them.
Step 2: Get out a piece of paper, fold it long ways and then lick it & rip it!
Step 3: On one of the pieces, put your name and period, and number 1-22

Common Core, RUBRIC & our Benchmark Scores

Standard: CCSS.ELA-LITERACY.RI.9-10.1/11.1-12
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Objective: Students will be able to use the Smarter Balance Rubric to score an exemplar Benchmark, citing strong and thorough textual evidence for their scoring choices.

Step 1: Do Now |  Tell me everything you know about Smart Balance/Common Core Assessment. 

(Use First Name, Last Initial, Period as your Nickname. Example: KimberleeK5) (5 min)

Step 2: What is Common Core Video

Discussion: What is Common Core? How is it different from the old standards? What does it mean for our benchmarks/end of year assessments? Why does it matter in real life? How do we prepare? (10 min)

• Regular practice with complex texts and academic language 
• Reading, writing, and speaking with evidence from texts 
• Building knowledge by reading/writing about real-world issues.

Step 3: Open the following documents: 

• Smart Balance Informative/Explanatory Rubric
• Benchmark 1 Exam

Step 4: Read the Smart Balance Informative/Explanatory Rubric-- In the comments section, explain what the rubric says in your own words.

Step 5: Using the rubric, look over the printed exemplar you have.  Give it an initial score, on your printed worksheet. (15 min) 

Step 6: Buddy up with a partner. How did they rate the exemplar? Discuss & Re-score it together.  (10 min)

Step 7: Review whole group. Discuss and compare scores with the others who had your exemplar. Listen to other's scores and defend your own with evidence. (15 min)

Step 8: Identify and award final scores as a group-- must all agree on the final score and why each short answer essay received it.

Step 9: Check your scores. Calculate the total _____/32 and figure out the %. Double check your explanations, make sure the evidence you cited makes sense and can be understood easily.

Step 10:  Look through your Benchmark and score it just the way you scored the exemplar. 

• If you do not agree with my score, you are welcome to come and present the evidence for why you should receive a higher score. 

Step 11: Sign up for when you will retake your benchmark for a better score.

Benchmark Review | Day 2

Period 1

Period 2

Period 4

Benchmark Review | Day 1

Handwritten Class Notes for Chapter 1 & 2 Review

Period 1

Period 2 1

Period 4

MUN Club Orientation