In term 1, we learned about narrative writing. It is like writing composition in primary school, however there are many rules as we have to keep the same logic throughout the whole story and no fables and fairy tales endings can be written in the writing. I did very badly for that term and my term grade was B4.
In term2, we were asked to read books for the literature test. I find the stories very interesting and followed the instructions and finished reading all the books in the given period of time. We did 'lamb to the slaughter' and 'village by the sea'. I feel that term 2 was the best as we had the chance to read many very interesting books. We also learned how to write a summary.
In term3, we learn about poetry. We learned how to analyse the poem and the different kind of poems there are, and the figurative languages. Term 3 in still going on and I hope I can learn more useful stuffs.

Here are some poems with many fun alliteration in it that I wish to share with all of you.
Caring cats
Cs- caring cats cascade
Ls- laughing lamas Lounging
Ys- yellling yaks yelling
Rs- roaming Rats
Rain
Rs- rain races ripping rattles rage restless rocks ripping
Laughing lions
Ls- laughing lions laugh
Js- jumping jaguars joking jaguars
Ts- talking trees

Caring cats cascade off
Laughing lamas
Lounging.
Underneath yelling yaks,
Yelling at roaming
Rats.

By Rachael

Rain

Rain races,
Ripping like wind.
Its restless rage
Rattles like
Rocks ripping through
The air.

By Jake

Laughing lions laugh
like jumping jaguars
on top of talking trees.
When
the
talking trees start
talking,
the joking
jaguars fall
off.

By Rachel

In term 3, we are learning about poetry. We started off learning about figurative language from the site. Here are some of the examples of figurative language - assonance, metaphors, similes, onomatopoeia, alliteration, irony and so on.
We analysed many poems in class with the teacher to prepare for the test. We learnt in class how to find out the meaning of the poem, and what is the message the poet wants to convey.
These are the 10 steps to analyse a poem:

1. Forget what the poem may or may not mean, or what it may be about.

2. Look at just the title and WRITE DOWN about half a dozen things that it suggests to you. Give literal meanings as well as other associations.

3. Read the poem once quickly, and then several times more slowly. Try to hear the poem aloud in your head. DO NOT recite the poem aloud in class; if you must hear it aloud, read it quietly to yourself.

4. WRITE DOWN a list of all those things in the poem that force their attention on you or which catch your interest for any particular reason. This includes unusual/odd/striking words, rhymes, or repetitions/patterns/contrasts, etc.

5. WRITE DOWN any features of figurative language in the poem: metaphors, similes, personification, alliteration, assonance, onomatopoeia, symbolism, etc.

6. WRITE DOWN groups of words that may be thematically similar (for example, that all similes make reference to animals/death/plants, etc., or all the first words of lines are conjunction words, etc.). Don't worry about whether your groups of words seem silly or improbable; look at what you have observed and ask yourself: what is its significance?

7. Look at your lists, notes, and groups. Do you see any pattern taking shape? If so, WRITE DOWN this pattern.

8. Read the poem again and WRITE DOWN your intelligent guesses of what the poem may mean.

9. Answer the following questions:
a) Who is "speaking" in the poem? Is it the POET or a PERSONA?
b) Who is the poem "spoken" to? In other words, who is the audience for this poem? Is it to a particular person, to the poet himself (reflective) or to the public in general?
c) What is the speaker's attitude to this audience? Is it angry, sincere, joking, teasing, etc.?
d) What is the POET's attitude to this audience? (This may be different from the speaker.)
e) Why is the poem organized in the way that it is?
f) What is the EFFECT of all the things you have written down in Steps 2-8?

10. WRITE DOWN your guess at the poet's intent: what do you think the poet hoped to accomplish in writing this poem?

I see no fun and is not interested in poetry. However, as it is tested and counted into the grades, I have no choice but to learn and understand more about it. And maybe someday I would love poetry.

The comprehension assignment is very hard and it wasted alot of my brain juices. The comprehension questions, especially the comparative question, wasted much of my test time as I had to read and analyse the passage over and over to look for the correct answer. With all these factors taking up the test time, I had to do the summary question really quickly. The summary question holds 20 marks of the whole test and is usually the hardest question in the test for me. Therefore, I feel that I had done very badly for this test.
The reason of this is because I did not revise much enough and did not follow all the procedures in the test.
For the comprehension tests in the future, I will carry out all the correct procedures in order to improve my comprehension test results.

This is a Haiku.

CIP hours
are boring like anything,
and also not fun.

2) more than three
numbers
maths
family

4) snapshot
i've forgotten
photograph
father, mother, brother
the real soul of her-fled long ago
broken door in that tiny yard

5) assonance - snapshot, woolen, door, morning, forgotten, colour, took, photograph, or, someone, wondered, own, mother, long, soul, door, broken, through

6) mother, brother, child
fled, ready to run

7) leaving family

8) The author ran away from her family and is thinking of her past.

9a) poet
b) to himself
c) reminiscences
d) reminiscences
e)

10) wants to return to her family

Fast rode the knight
With spurs, hot and reeking,
Ever waving an eager sword,
"To save my lady!"
Fast rode the knIght,
And leaped from saddle to war.
Men of steel flickered and gleamed
Like riot of silver lights,
And the gold of the knight's good banner
Still waved on a castle wall.
. . . . .
A horse,
Blowing, staggering, bloody thing,
Forgotten at foot of castle wall.
A horse
Dead at foot of castle wall.