1. 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

2. 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 it to me.

3. “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.

4. 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.

5. 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. 

6. 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.

7. 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

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

9. 16316453 6th Period Junior English Class Enrollment Key: Labor
Class ID #
st period 10th Honors
rd period Honors 10th
th period Honors 10th
th Period Honors 10th
th Period Junior English
Class Enrollment Key: Labor
First Citation (Mora line 1-3) Others (10)

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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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