Act 1

Scene 1: Three witches meet in a desert and are planning when to meet Macbeth at the heath in Scotland.

Scene 2: King Duncan, his sons (Malcolm and Donalbain), and other attendants meet a Sergeant who is bleeding. They ask what happened, and he tells them about the battle. King Duncan tells his attendants to take the Sergeant to the doctor. Now Macbeth is the Thane of Cawdor.

Scene 3: The three witches meet Macbeth and Banquo. They tell them that Macbeth is the Thane of Glamis, the Thane of Cawdor, and the king (3 prophecies). Macbeth wonders to himself if that is possible as he does his soliloquy.

Scene 4: When Macbeth hears from King Duncan that the Prince of Cumberland is his son, Malcolm, he starts to worry since the three witches told him he would be the next king.

Scene 5: Lady Macbeth gets a letter about what happened to Macbeth, but she knows that for the third prophecy to come true, King Duncan needs to die. She knows that Macbeth is too kind to do so, so she summons her evil spirits so she can do it. King Duncan is going to visit, so she tries to persuade Macbeth to kill Malcolm. In the end, she tells him to leave it to her.

Scene 6: King Duncan and others arrive to the Macbeth household. Lady Macbeth greets them. King Duncan says things that are really nice about the house and the people.

Scene 7: Macbeth is unsure about this dark deed. Lady Macbeth comes and calls him a coward in order to put confidence in him. She finally convinces him to perform the murder, and Macbeth says that they must hide their false hearts behind their false faces.

Act 2

Scene 1: Banquo starts off talking to his son, Fleance, when he hears a noise. The noise came from Macbeth and a Servant. Banquo tells him that the king is very happy and wanted to give Lady Macbeth a diamond for being a great hostess. After they all (except Macbeth) leave, Macbeth speaks in another soliloquy, and imagines a dagger. It was an imaginary dagger, and he pulls out his own one. He speaks about the murder and he in determined. The bell rings, and it tells Macbeth that it is time to perform the murder on King Duncan.

Scene 2: Lady Macbeth drugged the servants drinks so they would be unconscious and they could blame them for the murder. Macbeth murders King Duncan and returns to Lady Macbeth but is freaked out. He says that since he has done murder to Duncan in his sleep, he may not sleep, too. There is a knocking coming from outside and Lady Macbeth tries to move Macbeth away from the area but it takes some time until he starts to move slowly.

Scene 3: Macduff and Lennox bang on the door and the Porter answers it very upset. Macduff goes to see King Duncan, but returns looking startled because he realises that Duncan was murdered and calls everyone out. The servants were murdered, too. Donalbain and Malcolm finds out too, and since their father has been murdered, there are no longer in line for the throne, so it will be Macbeth’s. Donalbain runs to Ireland, and Malcolm runs away to England.

Scene 4: Macbeth is now crowned. Since the sons have run away, they have created suspicion that they were the murderers.

Act 3

Scene 1: Macbeth asks two murderers to kill Banquo (he’s the only other one who knows about the witches) and Fleance but not to tell anyone. Macbeth convinces the murderers that Banquo is actually their enemy and he is their friend. The murder is to happen that night.

Scene: 2: Macbeth and Lady Macbeth say that it is better to be dead than to live with the crime. Macbeth starts to worry and regret what happened, but later they both cheer up again because of the soon murder of Banquo and Fleance.

Scene 3: A third murderer joins to kill the other two because Macbeth does not want that many people to know about it and maybe the third murderer is closer to him than the other two. The murder happens but Fleance runs away. Once Banquo is dead, the third murderer kills the other two.

Scene 4: Macbeth finds out that Banquo is dead but Fleance ran away. He goes back to the banquet and hallucinates and sees Banquo’s ghost. He is reminded that he is acting strange and toasts to everyone but sees the ghost again. He freaks out his guests and they all leave when Lady Macbeth urges them to.

Scene 5: The three witches are producing something in a cauldron. Macbeth goes to the three witches to get answers. The witches tells him that (1) Beware of Macduff, (2) Don’t worry of anyone who was born of a woman, and (3) Something bad will happen if the Birnam forest comes to his kingdom. The witches have tricked him into thinking that nothing is going to happen to him because he thinks that he can take down Macduff, everyone has a mother, and a forest can’t move.

Scene 6: Lennox and another Lord talk about the murder and how monstrous it is that Duncan’s sons would kill their own father. They suspect Macbeth was the murderer. Malcolm is preparing an army. Macbeth is preparing for war.

Act 4

Scene 1: Macbeth is told that Macduff is in England and they are going to kill Macduff’s entire family.

Scene 2: Macduff is called a traitor by Lady Macduff but their son does not believe it, nor that he is dead after being banished from Scotland. Four murderers come to kill them both. One murderer called the son an “egg”/”spawn”.

Scene 3: Malcolm tested Macduff’s honour to make sure he’s n0t a traitor, and he passes. Macduff is told that his wife and children are dead and wants to kill Macbeth.

Act 5

Scene 1: Lady Macbeth has been sleepwalking and talking and her Lady-in-waiting has called in a doctor for the past few nights. They watch as Lady Macbeth reenacts her dialogue with Macbeth after King Duncan’s murder, and says, “Out, damned spot! Out, I say!” The doctor and Lady-in-waiting are afraid to speak to anyone about what they have found out.

Scene 2: The Scottish rebels are talking to each other waiting for the English army. They find out that Macbeth is in his castle and go to get him.

Scene 3: Macbeth is told about the English army that has come. He says that he does not need to worry until Birnam forest comes to Dunsinane. The doctor tells him about Lady Macbeth and how she is troubled, not sick, but Macbeth does not approve and tells him to cure it. The doctor tells himself that he just wants to leave no matter how much money he makes.

Scene 4: The English army see the wood from Birnam forest, Malcolm tells every soldier to cut down some and carry it for themselves. They go to war.

Scene 5: Macbeth still thinks he can win. Lady Macbeth commits suicide. The messenger tells Macbeth that the forest is moving, but Macbeth calls him a liar and a slave.

Scene 6: Malcolm, Macduff, and Siward meet. Malcolm tells Siward’s son to lead. They prepare to go to war with the trumpets playing.

Scene 7: Macduff fights with Young Siward and kills him. He still thinks he will win because he thinks that all of them are born of a woman naturally.

Scene 8: Macduff fights with Macbeth, but once Macduff tells him that he was born through C-section, Macbeth becomes vulnerable. At last, Macbeth is murdered. Malcolm becomes king, but Fleance comes in not too happy. The prophecy says that Banquo’s sons will be king, and since Fleance is his son, he should become king.


Social Studies Prejudice Unit Reflection

Write a blog post on reflecting on the first four lessons of the unit and on your classmates’ presentations. What did you learn about identity, stereotypes, prejudice, and racism? In what ways did your ideas change from the initial lesson when we created word webs on the white boards?

Make sure that your reflection responds to the following questions.

  1. How does race shape the way we see ourselves and others?

  2. To what extent do our ideas about race influence the choices we make?


From this unit and the first four lessons, I’ve learnt that prejudice is similar to stereotypes, because they are basing someone on their outer appearance without getting to know them. Racism is also a form of stereotyping as it means discrimination against another race. Race shapes the way we see ourselves because society has told us that “this” race is better than “that” race. If someone told you that your race was weaker, you wouldn’t do what other races would do; for example, if someone told you Asians are good at math, to an extent you might think that since they are so good, we shouldn’t even try. Identity is who we are and where we come from, people should only judge others based on who they are, not what they look like.

My idea of stereotypes has changed because I used to think that all stereotypes were bad, but there are some that are actually compliments to a certain group of people. Also, my understanding of judging has really grown, now I know that judgement is based on many different things and it’s usually never about the person’s identity.

Tuff Time

The Outsiders by S. E. Hinton





1. Are the Socs and Greasers really THAT different? Why? Why not?

I don’t think they are really that different, they’re actually quite similar. Both groups go to the same school and have troubles and issues; in the text, it says, “‘… I’ll tell you something Ponyboy, and it may come as a surprise. We have troubles you’ve never even heard of. You want to know something?’ She looked me straight in the eye. ‘Things are rough all over.'” Although, they still have their differences. One of the characters from the Socs, Cherry, said, “‘No,’ Cherry said slowly when I said this. ‘It’s not just money. Part of it is, but not all. You greasers have a different set of values. You’re more emotional. We’re sophisticated — cool to the point of not feeling anything. Nothing is real to us….'”

2. Are there any connections you can make to any of the characters and/or their situation?

A connection I can make from the story is that Ponyboy and Johnny are very similar. Both of them are quiet, but will stand up for what they believe in. Early on in the story, we know that they don’t use violence at all, really, and are very polite (unlike the other Greasers). They both have someone at home who doesn’t treat them well (at least that’s what Ponyboy thinks), but have each other for support. When Ponyboy wanted to run away, Johnny agreed to go with him and later talked to him about it.



1. Why do you think Johnny killed Bob?

The Socs were drowning Ponyboy in the fountain, so Johnny stabbed Bob to defend his friend and all the other Socs ran away.

2. What could have been some alternative?

An alternative could have been that Ponyboy and Johnny would turn themselves in to the police instead of running away. Or maybe they could have chased the other Socs and kill them so they wouldn’t try to come back and get them. Also, they could have killed themselves to avoid the extra work to leave.

3. What do you think Ponyboy and Johnny’s situation prompted Ponyboy’s recitation of “Nothing Gold Can Stay?”

I think when Ponyboy talks about “Nothing Gold Can Stay”, it means nothing good will last forever. In their situation, since they are running away from home, they are the gold that doesn’t stay.

4. Who is innocent? Who has experience (think about all characters)?

I think only Ponyboy was innocent in that situation, as the Socs attacked them, and Johnny murdered Bob. Ponyboy did not attack or harm anyone physically, instead he was the victim. As for experience, Johnny has experience of getting brutally beat up (with the same group of Socs). Ponyboy has experience of getting beat up too, but not as badly as Johnny. Dally has experience of getting around to different places because he knew how to get to Windrixville, and where to go and what you need. The Socs had experience of beating up Johnny and other Greasers, so they knew how to speak to them and how to manipulate them.



1. What’s the difference between Cherry the Soc and Cherry the dreamer?

Cherry the Soc is similar to other Socs and has to live up to the Socs’ expectations otherwise she would be questioned. Cherry the dreamer is a much nicer person who likes sunsets. Cherry the dreamer is much different from the other Socs as she is not rude at all like them.

2. Are Ponyboy, Johnny, and Dally heroes? Why? Why not?

I think they are heroes, because they risked themselves to save little children and they were brave enough to do it. When they were saving the children, they did get burns and other injuries from the fire, but they all made it out and went to the hospital.

3. How do we know Darry truly cares for Ponyboy?

Darry does care about Ponyboy because, well firstly, he is his little brother. We know that Darry wants Ponyboy to be safe, so when he would ask what he was doing out so late, he meant that he was worried for his safety and asking whether he got hurt or not. When Darry accidentally slapped Ponyboy, he was doing it out of worry, frustration, and love. He was just fearful what would happen after Ponyboy did something wrong.



1. Write about what you understand about Cherry’s line “I could fall in love with Dallas Winston”.

Cherry says that she could easily fall in love with Dally because at that time she was almost-in-love with Bob, and she says that Dally was very similar to Bob. When she said if she saw Dally again that she would fall in love, she is saying that she can simply love Dally involuntarily because of the characteristically similarities between him and Bob.

2. In realising that Cherry has green eyes, what does this signify for Ponyboy and his understanding of people in the world?

Cherry has green eyes which is not a cold colour (like the colours of the other Socs’ eyes), but not dark (like the Greasers). I think this means (in a literary way) that eye colour defines which group you are in, but if you have a colour that does not match either group, you are in the middle. If you’re in the middle, I think that means that you are not good nor bad, but more neutral. Since Cherry is a spy for the Greasers, but she is also a Soc, her eye colour signifies that she IS in the middle.

Social Studies US Government & Politics Unit Reflection

1. How do you feel you did on the Government Unit?

I feel I did pretty well, and have made an enormous improvement since the start of the year. I got mostly ME’s (and a EE!) on all the tests, and I know I wouldn’t have been able to do that well in Semester 1.

2. What would you do differently next time?

I would definitely study harder, even though I did study this time, I knew I could study harder and not procrastinate.

3. What study strategies worked best for you? What strategies didn’t work?

A strategy that did work was scheduling dates for reviewing, studying, mock testing, and so on. A strategy that didn’t work was not organising my study notes properly.

4. Next time there is a test, how will you prepare?

Next time, I will make a study plan, not cram, and organise my study notes in a coherent way.


3 Government Branches:

US Government Branches

US Capitol:

US Capitol


US President Obama:



US Constitution:

US Constitution

The Umbrella Revolution (Hong Kong’s Protest)


Summary: Currently, there is a protest in Hong Kong (specifically in Admiralty, Central, Wai Chai, Mong Kok, Causeway Bay, and Tsim Sha Tsui), started by university students against the Chinese government as he “broke” his promise as to letting Hong Kong have full democracy while voting for our Chief Executive in 2017; he claims that we will be able to vote, but only from a list of candidates he has chosen. The protest has been on for 10 days, but the crowds have been decreasing since early on Tuesday; according to an article on South China Morning Post, volunteers are handing out free coffee, brown rice tea, and pineapple buns in Admiralty. The most famous student leader, Joshua Wong, is a 17-year-old boy who leads a group of high school firebrands named “Scholarism”. Due to this protest, traffic conditions are very bad and people are advised not to send children to day care centers (and some schools have cancelled classes), but these places will be open in case in need of service. Police have used pepper spray and tear gas (on Sunday), but protestors brought umbrellas to avoid any damage or harm, therefore, this protest has been named the “Umbrella Revolution”.

My opinion: I think that this protest is really important, because these protestors are fighting for Hong Kong’s future, and also giving us the right to have a free voting system in 2017. On the other hand, I also think that the anti-protestors are relatable, because they have sleepless nights, and aren’t being able to leave their house without walking into the protest; wouldn’t you be mad, too? In my opionion, the Chinese goverment (I do know that in situations like this, he shouldn’t say too much) should at least say something, whether that be his realization of the protest or maybe that he will consider thinking about it.

Things I’m still confused about: I keep wondering who came up with this idea to protest against the Chinese government but still keeping it quite peaceful (compared to other countries). I want to know why protestors haven’t given up yet and are so devoted to this cause. To find the answers I want, I will keep up with daily news articles on different websites, ask people around me, and look for answers on the Internet.


The CNN article I read

South China Morning Post article

Singtao article (in Chinese) 


This is Joshua Wong:

Joshua Wong


Images from the protest:

Protestors Against Chinese Colonists Protestors Want Democracy Hong Kong Against the Current Chief Executive Part of the Crowd




We watched a really cool and awesome rap video, but you need an account to watch it, or use the free trial version, but click here to watch it. The video is about active and passive voice, and it was very detailed. Active voice is when a sentence has the subject before the verb; for example: I was eating. “I” is the subject, and “eating” is the verb. Passive voice is a sentence that is the exact opposite, where the verb is placed before the subject; for example: The scarf was knitted by Mae. “knitted” is the verb, and “Mae” is the subject.


22/9/2014 – COMMAS

One of the assignments we were given was an activity on how to properly use commas, since they are usually misused.

– commas are used to join two similar things, but not totally different things

– when making lists

– linking two clauses with a conjunction (but, and, so…)

– when you’re talking to someone directly

– after introductory phrases or clauses

– when there are more than one adjectives to describe a noun



A lot of the time, people make mistakes while punctuating dialogue in texts.

– when punctuating dialogue, always have quotation marks for what people say

– dialogues usually end with a comma, an exclamation mark, a question mark, and seldom a full stop

– when ending a dialogue sentence, after the quotation end mark should not be a capital letter unless it is a name or “I”

– there are 2 different kinds of dialogue in text: interrupted, or uninterrupted; interrupted is when you add non-dialogue things in the middle of a speech, but uninterrupted is when there are no pauses within what the person is saying

– after some time of a conversation, you can stop using things like “Mary said” or “she replied”, because it just gets super repetitive


Tenses Table



1. Simple Sentences (also called an independent clause)

– contains subject and verb (e.g. The dog jumped. So dog is the subject, and jumped is the verb)

2. Compound Sentences

– made up of two independent clauses connected with a conjunction (e.g. The boy ran around but accidentally fell down.)

3. Complex Sentence

– made up of several parts/clauses

– has at least one main clause, and one or more subordinate clauses.

– the subordinate clause cannot make any sense without the main clause, it can be at the beginning of a sentence, the end, split in half, or be squished in the middle

– e.g. for at the beginning of a sentence: Even though Grandfather is 92, he os young at heart.

– at the end: Grandfather is young at heart even though he is 92

– split in half: Although the eat had just eaten, the cat paced back and forth in front of the fish bowl, hungrily staring at my goldfish.

– in the middle: The dog, although he was well fed, howled loudly.

– Ways to create a complex sentence:

1. start with 2 adj.

2. start with a “ly” word

3. start with a “ing” word

4. end with a “ing” word

5. in the middle technique

6. prepositional phrase

7. start with a conjunction

8. end with a conjunction

9. simile

4. Compound-Complex Sentences 

– at least two independent (main) clauses, and at least one dependent (subordinate) clause

Although I like to go camping, I haven’t had the time to go lately and I haven’t found anyone to go with.


Language Arts Goals


Goal for reading: I will try my best to read different genres (specifically adventure, humour, and historical fiction) of books. To do so, I will read every night and have at least 20 pages read and have at least 3 books of different genres finished by October 17, 2014. All the evidence will be on my reading log.

Goal for writing: I will try my best to have a large range of vocabulary in my work. How? Every time I find a word that I don’t understand, I look it up in the dictionary and write it down. All the evidence will be on my word wall.

Goals Presentation Rubric


Reading: For Quarter 2, I will try to read at LEAST one fantasy book, one humour book, and much less realistic fiction and adventure books. To do so, I will go on the school library website and find good fantasy and humour books (or ask the librarian for recommendations). All evidence will be on my reading log.

Writing: For writing, I want to keep my tenses consistent while writing essays. The reason is, a lot of the time I get my tenses mixed up and it doesn’t make sense. All  the evidence will be on the rubric after my essay is graded.

Q2 Work Habits Rubric


Reading: For Quarter 3, I will read at least one traditional literature book, and one poetry book. To do so, I’ll ask the school librarian for recommendations, ask my friends, or search the internet. All evidence will be on my reading log.

Writing: For writing, (just as Q1) I want to expand my vocabulary in my essays (and everyday life). As I have always repeated the same words that are simple and basic, I would like to use different words every now and then. All evidence will be on my word wall.

Q3 Goals Presentation Rubric


Reading: For reading, I will try my best to read to 35 books or as many books as possible until the end of the year (obviously from different genres). This is feasible as long as I consistently read, but since I’m a slow reader, this will be more challenging. All evidence will be on my reading log.

Writing: For writing, I will continue with my previous Quarter goal and keep on expanding my vocabulary and use complex words more frequently until the end of the year. All evidence will be on my word wall, and rubrics for essays.

Q4 Work Habits Rubric

Q4 Goals Presention Rubric


In class, we have been busy brainstorming different stories (e.g. embarrassing, awkward, funny stories) to write personal narratives. We then use our journals to mark them down. We also have been learning how to create and use good hooks and conclusions.

First we would pick a story and use a “Personal Narrative Planner” to plan what we are going to write about and describe where we are going to “explode” it (when you add a ton of detail). After we’re done planning, we take our journals and handwrite a first draft.


“I’m Secretly a Pirate” Writing Formative

“I’m Secretly a Pirate” Writing Formative Rubric


“Finding Heather” Writing Summative


Sophia’s Persuasive Essay Jigsaw “Legalise It”

My Persuasive Essay Jigsaw “Argument Paper”


Gender Inequality Summative Persuasive Essay


Summaries of “The Giver” and “The Adoration of Jenna Fox”


The Outsiders Essay

The Outsiders Essay Rubric and Plan (Ignore the second page)

The Outsiders Sticky Notes


Macbeth Visual Representation Assignment


My reading log: Reading Log

Personal narrative trackers for stories:

“I Confess” Tracker

“The Follower” Tracker


Popularity Formative Assessment 

Popularity Reading Formative


Summative Reading Assessment (Chinese Cinderella, pt. 1)

Summative Reading Assessment (pt. 2)


“My First Conk” Assessment

“My First Conk” Assessment Rubric


PSA Rubric


“America the Not-so-Beautiful” Formative Reading Assessment Questions


Quarter 2 “My ‘Reprehensible’ Take on Teen Literature” Summative Reading Assessment


The Adoration of Jenna Fox book:

Book Club Conversation Rubric

Reading Rubric

Sticky Notes1

Sticky Notes2

Sticky Notes3


Summative Reading (Tools of Persuasion)