1. Critical Thinking
This one is pure logic. Every good thinker can figure this one out. You’ll have three minutes to finish. No cheating or talking.

2. The Puzzle
After recent events, Question Mark is annoyed with his brother, Skid Mark. Skid thought it would be funny to hide Question's wallet. He told Question that he would get it back if he finds it. So, first off, Skid laid five colored keys in a row. One of them is a key to a room where Skid is hiding Question's wallet. Using the clues, can you determine the order of the keys and which is the right key? Red: This key is somewhere to the left of the key to the door. Blue: This key is not at one of the ends. Green: This key is three spaces away from the key to the door (2 between). Yellow: This key is next to the key to the door. Orange: This key is in the middle.

3. The Solution
The order (from left to right) is Green, Red, Orange, Blue, Yellow. The blue key is the key to the door.

4. Vocabulary Quiz #24 Open to Socrative.
Use Bauer2016 to enter the quiz.
You’ll have 5 minutes to complete the quiz.
When you finish, please take out your annotated text – Joseph Addison’s text.

5. AP Multiple Choice Take our your annotated text.
You’ll have 9 minutes to complete the MC quiz – you’ve pre-read the text.
We will come back on Monday and review the answers and help clarify any confusion.
When you finish, please take out your book (opened to page 167), your initial graphic organizer where you worked towards various positions, your Believing, Doubting, Transforming organizer from last class, and the final organizer that I handed you today.

6. Goals for the Day
When I understand the complexity of an issue, I can formulate a clear position and refine my argument by asking myself questions and by using feedback from my audience.

7. Preparing to Write I N V E S T G A
1. What’s the issue/topic?
2. What’s the question/prompt?
3. What background information do I already have?
4. What is the conflict and what’s causing it?
5. What do those for and those against say?
6. THINK through all sides of the issue – unintended consequences?
7. Determine various positions that could be taken on this issue? P R E A
8. Analyze writers' claims and prepare to enter the conversation wisely.
9. Imagine an actual conversation – how would each writer respond?

8. Formulating Your Position
Consider the various positions statements you created, consider the sources you read, consider what you believed from the sources, and consider what you doubted.
Determine what your final position will be.
Do you have specific reasons why you support this position? What are they?
What claims will need to be made to support your position? Do you have clear and sound evidence to support each claim? What is it?
Do you need to qualify or temper your claims or your position in any way? How will your audience perceive your argument? Are you too strong? Not strong enough? Do you feel this way sometimes, always, often, occasionally?
Do you know what those who disagree with your position will argue? What are their strongest points? How do you plan to rebut their best arguments? Do you anticipate needing to concede any points? What common ground exists between you and those on the other side of this issue?
What information do you intend to pull from the sources? Why and how are you using the information you pull?

9. Challenging to Refine
One student will stand and introduce his/her claim and support.
Listen closely to your peer’s answers.
Our goal as an audience is to help refine thinking – this is not a debate.
Ask specific questions that may reveal flaws/fallacies/holes in the argument. (One question per student).
Listen closely to the answer. Does the speaker have a clear answer that addresses the question? You do NOT have to agree with the answer, but determine whether there is a clear answer.
Take some notes on what you wanted to hear but didn’t. Note where you think there may be a logical fallacy or flaw in thinking. Be prepared to share your thoughts.

10. Small groups – challenging to refine
Follow the same procedure we just used – the goal is to help your peers refine.
One student will stand and introduce his/her claim and support.
Listen closely to your peer’s answers.
Our goal as an audience is to help refine thinking – this is not a debate.
Ask specific questions that may reveal flaws/fallacies/holes in the argument. (One question per student).
Listen closely to the answer. Does the speaker have a clear answer that addresses the question? You do NOT have to agree with the answer, but determine whether there is a clear answer.
Take some notes on what you wanted to hear but didn’t. Note where you think there may be a logical fallacy or flaw in thinking. Be prepared to share your thoughts.

11. Quick Write – how will you refine your argument based on the questions and feedback your peers gave you today?

12. Practice synthesis skills: Read the prompt on page 379, #1 – How can the “good life” be lived well? Then read at least 5 of the 7 texts on pages Use the graphic organizers to help you organize your thoughts, but I want to see various positions you could take and your refined position after reading the texts and playing the believing and doubting game. Basically, you will turn in your various positions you could take, and then the entire “Organizing for Synthesis Writing” page. You may turn this in on Google Classroom or on paper.

13. Goals for the Day
When given an AP synthesis prompt, I can identify the task, and I can utilize the prompt to identify the basic background, conflict, and views of each side on an issue.

14. 2007 AP Synthesis Prompt
Utilizing the steps we’ve discussed in class or your graphic organizer, try to determine:
The task
The background of the issue at hand
The controversy or conflict of the issue
The basic views of each side

15. Goals for the Day
I can analyze multiple texts to help me understand the complexity of an issue and to help me prepare to enter the conversation.

16. Moving Toward Independence
Begin by simply analyzing the first two texts.
Consider how these texts affect the complexity of the issue at hand.
Additionally, consider what you believe and what you doubt within these texts and how this affects your views or position on the issue.
Discuss with a partner – how did these two texts affect your understanding of the complexity of the issue? What were you willing to believe and what did you doubt? What, if anything, changed about your views on this issue so far?
Read the next two texts. Repeat the process.