1. You’ll have 90 seconds to Answer this Riddle. No Talking; No cheating
Critical Thinking
You’ll have 90 seconds to Answer this Riddle. No Talking; No cheating

2. The Riddle
You will know that I am coming From the jingle of my bell, But exactly who I am is not an easy thing to tell Children, they adore me for they find me jolly, but I do not see them when the halls are decked with holly My job often leaves me frozen, I am a man that all should know, But I do not do business in times of sleet or ice or snow I travel much on business, But no reindeer haul me around, I do all my traveling firmly on the ground I love the time of Christmas, But that's not my vocational season, And I assure that is because of a sound economic reason.

3. The Answer
The Ice Cream Man

4. Goals for the Day
I can identify various types of claims within a text.
I can analyze a visual text.
I can continue to identify the many complexities of an issue before fully developing my own position.

5. Week 17 – Vocabulary Quiz
Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study. Some of you are beginning to see the value of working on this.
I’d recommend beginning to put your flash cards in two piles.
First pile – words you know well and know you will get correct every time. Study rarely – maybe one quick look per week.
Second pile – words you still struggle with. Study these often – once or twice a day.
AS you improve with the second pile, beginning move cards to the first pile.
You might also begin adding some words that pop up on AP MC or in texts we read on your own. The more you know the better!
Vocabulary Quiz #17 will be on Friday – all words from week will be fair game.

6. Alberts Moving Forward
From now on, I will post 2-3 Albert assignments on the Monday of each week.
Your assignment is to complete one (any one) of the three by Sunday night at midnight. Your goal moving forward is to aim for 60%. You will be graded based on your score.
However, you may also choose to complete the other one or two for extra credit. The amount of extra credit will vary based on your score performance. Additionally, if you choose to do multiple texts, I will use your best score as the homework assignment, and then build the extra credit onto your best score. My goal is to incentivize those of you who struggle with multiple choice to continue to practice by doing more. Those of you who are doing well and score well on the first attempt may not need as much practice, but once a week should give you enough consistent practice to ensure you are ready for the AP exam.

7. First…. time for questions
First….time for questions! Prepositions, Appositives, Participles, Infinitives and Gerunds

9. Open your book to page 86 Any questions about the activity on page 86?
How can you have a claim of fact?
Questions about types of claims?
Claims of facts: asserts something is true or not true.
Claims of value: asserts that something is good/bad, right/wrong, desirable/undesirable.
Claims of policy: proposes a change

10. Open to page 92 in your textbook
Read the article “Felons and the Right to Vote.”
In groups of 4, identify the claims of fact, value, and policy within the text.
Describe how these claims interact throughout the argument.

11. Open your textbook to page 96-97.
Closed thesis
Open thesis
Counterargument thesis
What are the qualities of each? When might each be useful? What might be the benefit of each for you as your begin writing more and more effective argumentative essays?
Review the homework Activity

12. Take out your source organizer
The goal today is to HEAR how your peers were thinking as they analyzed each source text.
To do this, we will play somewhat of a game – “WHAT MAKES YOU SAY THAT?”
In your groups, share your headline, pull-out quote, and 4Cs and respond to your peers by asking, “What makes you say that?” Go through one text at a time until all group members have shared, then move to the next text.
If you are sharing, your goal is to express your thinking as clearly as possible.
If you are listening, your goal is to record thinking that really resonates with you, challenges your own thinking, or presents a new view you hadn’t previously considered. RECORD THOUGHTS – IMPORTANT!!!

13. Visual Texts
When dealing with a visual text, the first and possibly most important step is to understand what text says. This will require inferences to be made.
Begin with what you notice – take a few minutes and silently analyze the text. At this point, you are just trying to pay attention to what you literally see. What is actually there. Write down what you see.
Share out
Now begin trying to make meaning of what you have seen. What does the information mean? What can you pull from the information that might be useful to the discussion.

14. Complete/Practice phrases and come with any final questions – Phrases Quiz Friday, final review Wednesday.
Reminder that one of your Albert Assignments is due by Sunday at midnight.
Complete the organizer for the other three texts. Determine a headline, find a pull-out quote that really exemplifies the point of the text, then go through the 4Cs. When you come to class on Wednesday, you should have all six texts analyzed and you should have specific quotes from the text on your graphic organizer that will help you when it’s time to write the essay.

15. 374. (A) To mirror the overwhelming will of another man on a man, the writer uses asyndeton, meaning that he omits conjunctions between the adjectives that modify “will.”

16. 375. (B) In context, “arbitrary” means “determined by impulse or chance.” This meaning is clear from the other words used in the list that show the random nature of the will of another man.

17. 376. (D) In the second and third uses of the word “arbitrary,” it most nearly means “not limited by law or despotic.” It is used as a close synonym for “absolute” and is used to modify “power.”

18. 377. (A) The irony is in the first claim because one would think that a man without power is someone who could easily become a slave, which is a state of powerlessness. The claim that a man without power cannot enslave himself is an example of situational irony because it is the opposite of what we would expect.

19. 378. (A) The first sentence of the paragraph offers a definition of slavery, which is “the state of war continued, between a lawful conqueror and a captive.” Although other parts of the paragraph are italicized, only “slavery” is defined.

20. 379. (C) The last paragraph is set up as an exception to the claims made in paragraphs two and three. The example of the Jews does not fit the earlier discussion because the master did not have the power to kill the slaves he kept, which does not fit the earlier definition of the master-slave relationship.

21. 380. (C) “Exod. xxi.” is evidence that the content of the paragraph is a biblical reference. It stands for the book of Exodus, chapter 21.