Juniors: Dickinson Test / Begin work on Against Nature Place your cell phone in the hotel room. Sophomore Homework: Final draft for “Ode to my Socks” submitted to Turnitin by 7:05 AM Monday Junior Homework: Study Vocab. Juniors: Dickinson Test / Begin work on Against Nature Sophomores: peer edit October 26, 2017

Peer Editing I will put you into groups. Review the rubric You will exchange paragraphs, read, and write critique. Find the topic sentence and evaluate its components: author, title, technique, and meaning. Find the “chunk” that needs the most work and underline it. Find the “chunk” that is the strongest and circle it. Once everyone has read everyone else’s paragraph, work together to fix the weakest “chunks” Decide whose “chunk” is strongest and email it to me. Michelle_diemer@sumnersd.org

“Words, words, words” (Ham. II. ii. Line 1296 ) Find those words. Begin your own personal glossary. Use an on line thesaurus and dictionary to find some new words to replace those words. Write your new words in your glossary with their definition.

Best Chunks 1st period The power of the socks grows stronger still, as Neruda has to "[resist] the sharp temptation" (23) to lock them away and save them. Despite this, Neruda gives in to the "mad impulse" (28), and "[pulls] on the magnificent socks" (34-35). "Together with words like “Soft"(5) and "woven fire"(21) provide the sense of care and heat associated with the socks givesing an exceptional sense of warmth.“ The exaltation continues as Neruda makes connections between the beauty of the socks and the unworthiness of himself to own the socks, calling them “knitted with threads of twilight” (line 8) and “heavenly” (line 17). According to Neruda, the "hHeavenly socks" (Neruda line 17) represent all the purity in the world, so they are typified as something to be cared for and nourished protected?. Their "beauty" (37) shines through to him as if they were made of "threads of twilight" (8) and "[gold]" (13). They are explained as socks are, “as soft as rabbits” (Neruda line 5), as “immense blackbirds” (14), and even as “violent” (9). She He cherishes them like a soft, fluffy animal, but protects them like they're in a war fighting to survive.

3rd period “Chunks” Despite how beautiful the socks are, they're still made with the burden of "goatskin"(7). Even with careful use, they will become dry and leathery. Animal imagery is frequently used to introduce the socks as "soft as rabbits" (Neruda line 5), and the hands used to craft them as "sheepherder's hands" (4), illustrating their soft and gentle nature before quickly contrasting it with "violent" (9) and "long sharks" (11). Juxtaposition is created when the animal imagery is replaced with "two cannons" (15), leaving a sense of awe at the overwhelming power found from something so gentle, matching the awe experienced by the speaker. After the socks are put on, however, the metaphors become infused with words that connote force. The wearer's feet are "two long sharks" (11) and "two cannons" (15), both of these comparisons portraying a sense of strength and power, suggesting that the socks have a certain intensity emanating from them that can be felt by the wearer. Enough power, that is, to cause the wearer to view their feet as something more while the socks are on. The poem “Ode to My Socks” by Pablo Neruda envelopes many diction patterns that convey multitudinous moods from that of an easeful and smooth experience to an unworthy and dilapidated state. He contemplates the "sharp temptation" (23) to preserve them as "learned men collect sacred taxes" (26-27), representing through simile that the socks hold symbolic value, as if they were holy. Metaphorically "(resisting) the mad impulse" (Pablo Neruda line 28), to protect and nurture the socks, similar to a bird in a "golden cage" (29), connotes that the socks were so "magnificent" (35), the author wanted to keep them in their "glowing" (22), condition forecter, and never place them on his "unworthy" (21), feet. 

4th period Chunks Neruda talks about how they were made with her "Sheepherders" (line 4) hands and how "soft" (5) the socks were. The fact that the socks were made with sheepherders hands connotes that they were made with care and very gentley. Also in this diction, Neruda uses euphony with soft, flowing sounds to symbolize the socks and their admirability.  By stating "[m]y feet were honored" (Neruda Line 16), a sense of power is given to the socks. The narrator additionally greatly exaggerates the affect that the socks possess. The socks are described as "heavenly" (line 17), so the reader understand the affection he feels for them. The "honored" (16) socks "glow" (22) in pride, knowing they're a delight. Because of Neruda's appreciative diction choices, the socks are seen as a "golden" (13) prize.  In some cases,"twilight"(8) may have a negative connotation; however, here it depicts a mystical feeling when followed by the word "goatskin"(8) which conveys a peaceful and soft emotion. However in the end he decides to overcome the feeling that his feet are "decrepit fireman" (20) and pull on the socks.

5th Period “Chunks” He speaks of the socks as “soft as rabbits”(Neruda 5) and  “glowing”(22), as though the socks were made from reaching into the depths of the night and drawing “threads of twilight” (8), all to put forth the notion of the socks being otherworldly, and precious. Though these socks are magnificent, prized possessions, the protagonist decides not to metaphorically keep them locked away in a “golden cage” (29), taking care of them and “[giving] them birdseed and...pink melon” (29-30). This metaphor connotes both responsibility and incessant protection, actions that take away from someone’s energy with little to no reward. "The air to life is selfishly withheld from the socks encased,'as school boys keep fireflies'(Neruda lines 24-25). Through canning the fireflies they are subject to homicide, similar to how beauty of socks rot. To illustrate his appreciation, he compares his feet to "two decrepit firemen" (Line 20), giving them an in firmed and frail characterization

Wednesday Schedule Period 1 9:05 – 9:35 Period 2 9:40 – 10:10 Lunch A 10:50 - 11:20 Advisory A 11:25 - 12:35 Advisory B 10:50 - 11:25 Lunch B 11:25 - 11:55 Advisory B 12:00 - 12:35 Advisory C 10:50 - 12:05 Lunch C 12:05 - 12:35 Period 4 12:40 - 1:10 Period 5 1:15 - 1:45 Period 6 1:50 – 2:20 Wednesday Schedule

16316453 6th Period Junior English Class Enrollment Key: Labor Class ID # 16316354 1st period 10th Honors 16316401 3rd period Honors 10th 16316440 4th period Honors 10th 16316447 5th Period Honors 10th 16316453 6th Period Junior English Class Enrollment Key: Labor First Citation (Mora line 1-3) Others (10)

Assembly 9:40 – 10:30 Period 1 10:30 – 10:35 Period 2 10:40 – 11:10 Wednesday Schedule 10/18/17-David Muise With 2 Lunches    Period 1 9:05 – 9:30 (Leave belongings in 1st period) Assembly 9:40 – 10:30 Period 1 10:30 – 10:35 (Travel back to 1st to pick up belongings) Period 2 10:40 – 11:10 Lunch A 11:10 – 11:50 Period 3A 11:55 – 12:35 Period 3B 11:15 – 11:55 Lunch B 11:55 – 12:35 Period 4 12:40 – 1:10 Period 5 1:15 – 1:45 Period 6 1:50 – 2:20

Monday, Tuesday, Thursday, and Friday 1st Period 7:25 – 8:25 2nd Period 8:30 – 9:30 3rd Period 9:35 – 10:35 Lunch A 10:35 – 11:05 Period 4A 11:10 – 12:10 Period 4B 10:40 – 11:10 Lunch B 11:10 – 11:40 Period 4B 11:45 – 12:10 Period 4C 10:40 – 11:40 Lunch C 11:40 – 12:10 Period 5 12:15 – 1:15 Period 6 1:20 – 2:20      

Homeroom Schedule 1st 9:05-9:40 2nd 9:45-10:20 Homeroom 10:25-10:50 3rd 10:55-11:30 4B 11:35-12:00 Lunch B 12:00-12:30 4B 12:35-1:00 5th 1:05-1:40 6th 1:45-2:20

3rd period Teacher desk Cabinets Shai F Blake L Kaylee S Camden R Filing cabinet & shelf Cabinets 13 14 17 21 Shai F Teacher desk 16 Blake L 12 15 20 Kaylee S Camden R 19 Spencer M 18 Lena L 22 SSR Book Shelf 23 Taylor M 24 Katie C Desk Mckay C 25 Sammie W 11 28 Carson M 4 Gavin M 10 Zoe M Courtney B 27 3 5 Olivia C 9 McAllister S Jewel A Lauren T 26 29 Zach N Cabinets 6 8 Ryan W Josh Lee 2 Mattias S 30 Cole W 7 Jessie R Emma H 1 31 Beatrice M Tyler Y 3rd period Desk Door Teacher Area Teacher Desk Turn in Area Desk Doc Camera Area Door

4th period Teacher desk Cabinets SSR Book Shelf Fernando M Kennedy S Filing cabinet & shelf Cabinets 13 14 17 21 Teacher desk 16 12 15 20 19 SSR Book Shelf 18 Fernando M 22 Kennedy S 23 Ryan M Sydney Z 24 Desk Ashley T 25 11 Collin F 28 Harleen R 4 Palmer L 10 Haley W Lauren C 27 3 Ava L 9 Peyton B Grifffin Z 5 Kaylee T 26 29 Wynter B Cabinets 6 Anam K 8 Brooke K 2 Natalie L 30 Rian W 7 Lindsey F 1 31 Haleigh Conner W Annie R 4th period Desk Door Teacher Area Teacher Desk Turn in Area Desk Doc Camera Area Door

5th period Teacher desk Cabinets Megan V Coco C Aislind D Filing cabinet & shelf Cabinets 13 14 17 21 Teacher desk 15 16 12 20 Megan V 19 Coco C Aislind D 22 SSR Book Shelf 18 Anna J 23 Maddy W Alison B 24 Desk 25 Angela S 11 Christina B 28 Ellie O. 4 Sydney R 10 Nicole L 27 Amtoj K 3 Mason D 5 Amanda F 9 Ceithlinn G 26 Mason M 29 Kalista W Cabinets 6 Luci G 8 Kaity H 2 Autumn F 30 Jake R 7 Lynnaya S Ali E 31 Carson T 1 Amelia D. 5th period Desk Door Teacher Area Teacher Desk Turn in Area Desk Doc Camera Area Door

6th period Teacher desk Cabinets SSR Book Shelf Julian J Romeo C Desk Filing cabinet & shelf Cabinets 13 14 17 21 Teacher desk 12 15 16 20 19 22 SSR Book Shelf 18 23 Julian J 24 Romeo C Desk 25 Sergio P 11 Isaac H 28 Kaylie K 10 Elijah H 4 Riley B Breckin W 27 5 Tristan T 3 Colin H Griffin K 9 26 Bailey L 29 Tristin B Cabinets 6 Anthony C 8 Jaz J 2 Liam M 30 Drew 7 Mikey L 1 Katlyn P 31 Tosh N Parker M 6th period Desk Door Teacher Area Teacher Desk Turn in Area Desk Doc Camera Area Door

Advisory Teacher desk Cabinets SSR Book Shelf Desk Elerie 4 Alex Jamie Filing cabinet & shelf Cabinets 13 14 17 21 Teacher desk 12 15 16 20 19 22 SSR Book Shelf 18 23 24 Desk 25 11 28 Elerie 4 10 Alex 27 Jamie 5 Julie 9 3 Aden Brandon 26 Caleb 29 Jay Cabinets 6 Androw 8 Carter 2 Natasia 30 Anna S 7 Camron 1 31 Jacob Anna N Advisory Desk Door Teacher Area Teacher Desk Turn in Area Desk Doc Camera Area Door