1. CCSS.ELA-LITERACY.RL.11-12.2 CCSS.ELA-LITERACY.RL.11-12.2 DETERMINE TWO OR MORE THEMES OR CENTRAL IDEAS OF A TEXT AND ANALYZE THEIR DEVELOPMENT OVER THE COURSE OF THE TEXT, INCLUDING HOW THEY INTERACT AND BUILD ON ONE ANOTHER TO PRODUCE A COMPLEX ACCOUNT CCSS.ELA-LITERACY.RL.11-12.1 CCSS.ELA-LITERACY.RL.11-12.1 CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT, INCLUDING DETERMINING WHERE THE TEXT LEAVES MATTERS UNCERTAIN. Writing About Themes

2. REMEMBER, YOU MUST STATE EACH THEME IN A COMPLETE SENTENCE. WHAT IS YOUR ATTITUDE ABOUT EACH THEME? “LOVE” IS NOT A THEME. “LOVE IN THE GREAT GATSBY ONLY EXISTS FOR THOSE WHO HAVE HOPE, THE POOR” IS A THEME Stating Your Themes

3. WRITE OUT YOUR FIRST THEME IN A COMPLETE SENTENCE ON YOUR CARD WRITE OUT YOUR SECOND THEME IN A COMPLETE SENTENCE ON YOUR CARD Discussing Theme

4. 1) SHARE YOUR THEME #1 AT YOUR TABLES 1) SHARE YOUR THEME #2 AT YOUR TABLES 1) SHARE HOW THEY CONNECT OR WORK TOGETHER Discussing Theme

5. YOU WILL FIND TWO PEOPLE WHO DO NOT SIT AT YOUR TABLE TO DISCUSS THEMES WITH. 1) START WITH THE FIRST PERSON AND SHARE YOUR THEME #1—DISCUSS EACH OTHERS’ THEMES—DO YOU AGREE OR DISAGREE? WHAT CAN YOU OFFER? HAVE A CONVERSATION. 2) WHEN I RING THE BELL GO TO THE NEXT PERSON 3) GO TO THE SECOND PERSON AND SHARE YOUR THEME #2— DISCUSS EACH OTHERS’ THEMES—DO YOU AGREE OR DISAGREE? WHAT CAN YOU OFFER? HAVE A CONVERSATION. 1) WHEN I RING THE BELL, GO BACK TO YOUR TABLES AND ADD ANY NOTES TO YOUR ESSAY THAT YOU MAY WANT TO ADD IN A REWRITE Mocktail Mixer

6. HIGHLIGHT THEME #1 IN YELLOW HIGHLIGHT SUPPORTING QUOTES OR REFERENCES FROM THE TEXT IN YELLOW HIGHLIGHT THEME #2 IN PINK HIGHLIGHT SUPPORTING QUOTES OR REFERENCES FROM THE TEXT IN PINK STANDARD—CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT, INCLUDING DETERMINING WHERE THE TEXT LEAVES MATTERS UNCERTAIN. HIGHLIGHT PARENTHETICAL REFERENCES IN BLUE. (132) OR (FITZGERALD 132)—PERIOD GOES AFTER THE CITATION Self Editing

7. TRADE WITH ANOTHER TABLE MEASURE MARGINS—1-INCH ALL AROUND—TOP, LEFT, RIGHT, BOTTOM (BOTTOM CAN BE SLIGHTLY LONGER)—DO THIS ON EACH PAGE LOOK AT THE NAME INFORMATION AND ORDER FOR MLA: STUDENT NAME PENALORA ENG 3, PER. 1 24 MARCH 2014 CHECK FOR LAST NAME, SPACE, PAGE NUMBER IN THE UPPER RIGHT CORNER, ½ INCH FROM THE TOP. CHECK ALL PAGES Peer Editing

8. CHECK THE TITLE. IT SHOULD BE ORIGINAL, NOT THE GREAT GATSBY, BUT, IF THE GREAT GATSBY IS A PART OF THE TITLE, IT MUST BE ITALICIZED. SCAN THE ESSAY, AND MAKE SURE THAT EVERY TIME THE GREAT GATSBY, THE NOVEL, IS MENTIONED, IT IS ITALICIZED. BUT, THE NAME GATSBY SHOULD NOT BE ITALICIZED CHECK FOR DOUBLE SPACING. THERE SHOULD NOT BE ANY TRIPLE SPACING OR EXTRA SPACING BETWEEN PARAGRAPHS CHECK FOR CONSISTENT 12-POINT FONT—PREFERABLY TIMES NEW ROMAN OR ARIAL Peer Editing

9. READ FOR THE FOLLOWING: STUDENT CLEARLY EXPRESSES THE THEMES IN THE INTRODUCTION STUDENT TAKES A CLEAR POSITION ABOUT THE THEMES—(IS IT A GOOD THING? A BAD THING? JUST A THING?) STUDENT DEVELOPS AND SUPPORTS THE THEME IN EACH BODY PARAGRAPH WITH AT LEAST TWO CONVINCING EXAMPLES: STUDENT DEVELOPS THE THEME THROUGH A DEVELOPED DISCUSSION IN EACH BODY PARAGRAPH STUDENT MAKES A CONNECTION BETWEEN THEMES IN THE ESSAY CIRCLE AND CORRECT ANY ERRORS YOU FIND IN GRAMMAR, SPELLING, OR PUNCTUATION. Peer Reading: Standard: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another

10. PROVIDE COMMENDATIONS— WHAT THE STUDENT DID WELL PROVIDE RECOMMENDATIONS—WHAT THE STUDENT CAN DO TO IMPROVE THE ESSAY Finishing Peer Edit

11. STUDENTS TAKE HOME ESSAYS FOR FIRST REWRITE Return Essays to Student