The Bard's Legacy Handout Lesson 1: The Bard's Legacy
Topic: Introduction to Shakespeare & Literacy Foundations
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain why William Shakespeare is still famous today.
I can identify short and long vowel sounds and recognize the /ar/ and /or/ sounds.
Do Now: Vowel Check
Read each word. Circle the vowel. Then, check if the sound is Short or Long .
1. CAT
Short Long
2. BED
Short Long
3. CAKE
Short Long
4. BIKE
Short Long
5. SUN
Short Long
6. HOME
Short Long
Morphology: The Root -DICT-
Origin: Latin | Meaning: to say or to speak
Syllabication Practice:
dic / tion
Academic Vocabulary (Tier 3)
1. Diction: A writer's choice of words. (La elección de palabras).
2. Contradict: To say the opposite of what someone else says. (Contradecir).
Phonics Focus: Bossy "R"
When the letter R follows a vowel, it changes the sound! Practice /ar/ and /or/.
/ar/ sound (like "Star")
Card
Dark
Charm
Part
/or/ sound (like "Port")
Form
Order
North
Port
Shakespeare Hook
Shakespeare invented over 1,700 words we use today! He chose his diction carefully.
Why do you think stories from 400 years ago are still famous today?
I think Shakespeare is still famous because _____________________________________________________ _______________________________________________________________________________________________
Idea Bank: Universal themes, cool characters, famous words, important history.
Subverting Beauty Handout Lesson 2: Subverting Beauty
Topic: Sonnet 130 & Irony
Name: __________________________________
Date: ___________________________________
Content Goals
I can identify irony in Sonnet 130.
I can use the root -VERS- to define new words.
Do Now: Review
1. Fill in the blanks using words from Lesson 1:
A writer's choice of words is their ________________________________.
To say the opposite of someone is to ________________________________ them.
2. Phonics Check: Circle the words with the /ar/ sound.
Dark Form Charm North
Morphology: Root -VERS / VERT-
Origin: Latin | Meaning: to turn (volver / girar)
Syllabication Practice:
in / vert
Academic Vocabulary (Tier 3)
1. Invert: To turn something upside down or opposite. (Invertir).
2. Universal: Something that applies to everyone, everywhere. (Universal).
Reading: Sonnet 130
"My mistress' eyes are nothing like the sun;
Glossary
Dun: A brownish-gray color (not white!).Wires: Thin pieces of metal (coarse hair).
Key Term: Irony
When the poet says the opposite of what is expected. (Sarcasm/Truth).
Analysis Activity
How does Shakespeare invert the idea of a perfect woman?
In Sonnet 130, Shakespeare says his mistress is not perfect.
Idea Bank: Black wires, dun skin, not like the sun, real love.
Subverting Beauty Slides SUBVERTING BEAUTY
Sonnet 130 & Irony
Lesson 2 Ambition & Power Unit
Do Now: Review
Vocabulary Check:
A writer's choice of words is their __________.
Diction Predict
Phonics /ar/ sound:
Which two words sound like STAR?
DARK
FORM
CHARM
NORTH
Morphology: -VERS / VERT-
TO TURN
Origen Latín: Volver / Girar
in-VERT
To turn upside down.
re-VERSE
To go backward.
u-ni-VERS-al
Applies to everyone.
Sonnet 130: The Anti-Love Poem
"My mistress' eyes are nothing like the sun;
IRONY
Shakespeare is saying his mistress is REAL , not a perfect movie star.
How does he INVERT beauty?
He says she has wires for hair and dun (ugly) skin.
Subverting Beauty Teacher Guide Teacher Guide: Lesson 2
Topic: Subverting Beauty (Sonnet 130)
Pacing 55 Min
Objective
Students will define irony and inversion through an analysis of Sonnet 130, while developing morphological awareness of the root -VERS- and decoding /ar/ sounds.
Key Vocabulary
Invert: To turn the opposite way.Irony: Saying one thing but meaning the truth.Mistress: The woman the poet loves.
Lesson Pacing
10 min
Review & Retrieval
Review "diction" and "contradict." Have students shout out words with the /ar/ sound as a choral response.
10 min
Morphology: -VERS / VERT-
Explain the root "to turn." Use the visual of turning a page or turning around.
ESOL Tip: Ask students: "When you convert money, what do you do?" (Turn dollars into pesos). This builds the "turn" concept.
20 min
Close Reading: Sonnet 130
Read the quatrain aloud once for flow, then line by line. Use images of sun vs. eyes, coral vs. lips.
Deep Dive: Explain that Shakespeare is "contradicting" (Lesson 1 vocab!) the usual poets who lie about how beautiful their girlfriends are.
15 min
Analysis & Sentence Frames
Students write using the frame. Focus on the idea that "real love" is better than "fake perfection."
Phonics Connections
In Spanish, the 'r' is often trilled. Ensure students understand the American /ar/ is more "throaty." Use PAR-TE (Spanish) vs PART (English) to show the difference.
Concept Scaffolding
Use Instagram vs Reality as a modern comparison for Sonnet 130. This makes the concept of "inverting" beauty immediately clear to Level 2/3 students.
Fluency Practice Handout L2 Lesson 2: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
In the dark of the night, a poet walks in a park. He wants to mark his love with words. He looks at a star and thinks of a face. Is love a charm or a storm? He writes a sonnet to show his heart. His work has a clear form. He stays in the north to find his way. Love can be short or it can be large. He does not want to distort the truth. He chooses a smart path to say what is real. Love is the morning light for him.
Step 2: Listening Check
Listen as your teacher reads the passage. Every time you hear an /ar/ or /or/ sound, put a checkmark in the boxes below.
Nature in Revolt Handout Nature in Revolt Handout
Act 2, Scenes 3-4 | Phonics & Morphology
Name:
Date:
Word Power: Root RUPT
The Latin root rupt means to break or burst. In these scenes, the natural order is interrupted by a violent act.
Erupt
v. to burst out suddenly
Interrupt
v. to break between
Abrupt
adj. sudden and unexpected
Rupture
n. a break in something
Phonics: Silent E Review
The "Silent E" at the end of a word makes the vowel say its name (Long Sound).
Short Sound
slat
Long Sound
slate
Practice: Add 'e' and say the word.
1. kit → kit___ kite
2. hop → hop___ hope
3. tub → tub___ tube
4. mad → mad___ made
Nature in Revolt
"The night has been unruly... lamentings heard i' the air; strange screams of death..."
When King Duncan is murdered, nature breaks. Macduff finds the body and calls it a "sacrilegious murder." Lennox reports a storm that felt like an earthquake.
List two strange things that happened in nature (Act 2, Scene 4):
Scene Summary
The Porter
Provides comic relief but talks about equivocation (lying while telling a half-truth).
The Discovery
Macduff finds Duncan. Macbeth kills the guards in an abrupt fit of "rage."
The Flight
Malcolm and Donalbain flee (leave) Scotland to stay safe.
The Omens
Horses eat each other. An owl kills a hawk. Darkness covers the sun.
Check for Understanding:
Why does Macbeth kill the guards?
Nature in Revolt Slides Nature in Revolt
Act 2, Scenes 3-4 | The Discovery & The Omens
Root: RUPT
Silent E Review
Today's Mission
01
Master the root RUPT (to break).
02
Review Silent E vowel patterns.
03
Analyze how the murder breaks nature.
Root: RUPT
Latin Meaning: To Break or Burst
Erupt
To burst out suddenly (like a scream).
Interrupt
To break between an action or talk.
Magic E (Silent E)
The Silent E at the end makes the first vowel say its name.
slat
Short Sound
slate
Long Sound
The Porter
The Porter is the gatekeeper of the castle.
Equivocation
Lying while telling a half-truth to trick people.
"Knock, knock, knock! Who's there, i' the name of Beelzebub?"
— Porter (Comic Relief)
"Horror! Horror! Horror!"
Macduff finds the body. He calls it a "sacrilegious murder" (killing a holy King).
Macbeth
He kills the guards ABRUPTLY to hide his guilt.
Lady Macbeth
She faints to INTERRUPT the talking.
The Omens
When the King dies, nature is RUPTURED.
Total darkness stays during the day (No sun).
An owl kills a hawk (The weak kill the strong).
Duncan's horses break out and eat each other.
Final Check
Choose the correct word:
The violent storm was a sudden _________ in the quiet night.
A) interrupt
B) rupture
Tomorrow: The crown shifts to MACBETH.
Nature in Revolt Teacher Guide Nature in Revolt
Teacher's Instructional Guide | Act 2, Scenes 3-4
Lesson 14.5
Pacing
Warm-Up: 10 min
Morphology: 10 min
Phonics: 10 min
Reading/Drama: 20 min
Wrap-Up: 10 min
Key Vocabulary
Equivocation: Telling half-truths.
Omen: A sign of the future.
Sacrilegious: Against something holy.
Unruly: Hard to control.
ESOL Supports
Use the Porter's knocking as a Total Physical Response (TPR) cue. Use visuals for the omens (the owl vs hawk) to clarify the subversion of the natural order.
Morphology: Root RUPT
Scripted Prompt:
"Class, think about a phone screen that is broken. We call that a crack. In Latin, the word for breaking or bursting is rupt. When Macbeth kills Duncan, he doesn't just kill a man—he interrupts the laws of nature. Nature erupts in anger. Let's look at words that use this root."
Abrupt: Macbeth’s move to kill the guards was abrupt (sudden break).
Bankrupt: To break the bank (no money).
Phonics: Magic E Review
This lesson reviews the silent E pattern to support students decoding Tier 2/3 words like plate, flight (silent letters), scene, and gate.
Rule:
The E at the end stays quiet but gives all its energy to the first vowel.
Shakespeare Link:
Scene (Sce-ne), Fate, Rage, Hate. These words all use the silent E.
Scene Analysis Scaffolds
The Porter (Act 2, Scene 3)
Students often struggle with the Porter’s humor. Frame him as a gatekeeper to Hell. Explain equivocation using a simple lie: "I didn't eat the cookie" (but you ate the cake).
The Discovery (Act 2, Scene 3)
Focus on Macduff’s shock. Why does he use the word "sacrilegious"? ESOL Connection: Relate it to "Sagrado" (Spanish) or "Sacré" (French) to help students understand the weight of Duncan's position as a divine king.
Movement Activity: The Knocking
Play a recording of knocking or have a student knock. Every time the Porter says "Who's there?", students must stand and give an example of an "equivocator" (someone who tells a half-truth).
Nature in Revolt Fluency Handout Lesson 14.5: Phonics Fluency
Reading & Listening Practice | Magic E Review
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The night was long and dark inside the castle gate. A large storm began to rage while the King was asleep. Macduff arrived at the base of the tower. He had to wake the King for the morning ride. He walked through the wide hall. Suddenly, a cry of "Horror!" was made. The natural order was in a state of ruin. Horses broke their stalls and began to bite. The sun did not rise. A dark cloud hid the face of the earth. The rule of the land was broken by a crime.
Step 2: Listening Check
Listen as your teacher reads the passage. Every time you hear a Long Vowel with a Silent E (like gate, wide, or state), put a checkmark in the boxes below.
Focus: The Silent E power!
Fluency Practice Handout L1 Lesson 1: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
William Shakespeare is a bright star in our history. He was born in a small town. He became a man of great art. He chose each word with care. He had the charm to make people listen. Today, his work is still a large part of our world. Many students start to read his plays every year. We can learn from his hard work. His words form a bridge to the past. He is the lord of language.
Step 2: Listening Check
Listen as your teacher reads the passage. Every time you hear an /ar/ (like Star) or /or/ (like Lord) sound, put a checkmark in the boxes below.
Focus: Hear the Bossy R!
The Bard's Legacy Slides THE BARD'S LEGACY
Introduction to Shakespeare
Lesson 1 Ambition & Power Unit
Do Now: Vowel Check
1 CAT vs. CAKE
Which word has a Short A sound?Long A sound?
2 BED vs. BIKE
Which word has a Short vowel sound?Long vowel sound?
Morphology: Root Word
- DICT -
Meaning: To say / To speak
Origen Latín: Decir / Hablar
Prediction
pre-DICT-ion
Diction
DICT-ion
Contradict
contra-DICT
The Bossy "R"
/ar/
as in
/or/
as in
Why Shakespeare?
Shakespeare was a master of diction. He invented 1,700+ words!
Sentence Frame:
"I think Shakespeare is still famous because..."
Vocabulary Support:
Universal Themes
Great Characters
Cool Words
The Bard's Legacy Teacher Guide Teacher Guide: Lesson 1
Topic: The Bard's Legacy (Unit Hook)
Pacing 55 Min
Objective
Students will be able to articulate the importance of Shakespeare's influence on English diction and identify /ar/ and /or/ phonemes to build decoding automaticity.
Preparation
Student Handout L1
Lesson 1 Slides
R-controlled vowel anchor chart (optional)
Lesson Pacing
10 min
Do Now & Vowel Diagnostic
Students complete the vowel check on their handout. This is a baseline assessment.
ESOL Strategy: Model the first two items (CAT and CAKE) by exaggerating the vowel mouth shape. Point to the "silent E" as the "magic" that makes the vowel say its name.
15 min
Morphology & Syllabication
Introduce the root -DICT- . Practice chanting the root and its meaning.
Explicit Instruction: Write "prediction" on the board. Slash it: pre / dict / ion . Explain that "pre" means before and "dict" means say. "To say before it happens."
15 min
Phonics: /ar/ and /or/
Introduce "Bossy R." The 'r' controls the vowel so it makes a new sound.
/ar/ as in "Spanish word arpa " or "Star."/or/ as in "Spanish word oro " or "Port."
15 min
Shakespeare Hook & Discussion
Show the slide about Shakespeare's 1,700 words. Ask: "How can someone be so powerful with words?"
Sentence Frame Support: Walk around as students write. If they are stuck, suggest: "He is famous because he wrote about love and war."
Cognate Corner
Diction Dicción
Predict Predecir
Contradict Contradecir
Scaffolding
For Level 2 students, emphasize the Spanish cognates to build confidence. Encourage them to use the "Idea Bank" as a checklist—they can circle an idea if they cannot write the full sentence yet.
Reflecting on Time Handout Lesson 3: Reflecting on Time
Topic: Sonnet 106 & Figurative Language
Name: __________________________________
Date: ___________________________________
Content Goals
I can identify imagery and metaphor in Sonnet 106.
I can use the root -SPEC- to define new words.
Do Now: Review
Review Root -VERS / VERT- (to turn):
1. Universal: Applies to all Applies to one
2. Invert: Keep same Turn over
Phonics Challenge: Draw a line to the correct sound.
ST-AR F-OR-M
/ar/ /or/
Morphology: Root -SPEC-
Origin: Latin | Meaning: to look or to see
Syllabication Practice:
spec / ta / cle
Academic Vocabulary (Tier 3)
1. Spectacle: A visually striking performance or display. (Espectáculo).
2. Perspective: A particular way of seeing something. (Perspectiva).
Phonics Practice
Write 3 words that contain the /or/ sound (like "North").
Reading: Sonnet 106
"When in the chronicle of wasted time,
Glossary
Chronicle: A history or record of events. (Crónica).
Concept: Metaphor
Comparing two things without using "like" or "as."
Final Write: My Perspective
How does Shakespeare use time as a spectacle in this poem?
In Sonnet 106, Shakespeare looks back at history. From his perspective , the people in the past were __________________________________________________________________ _____________________________________________________________________________________________
Idea Bank: Beautiful knights, old rhyme, praise, wasted time.
Reflecting on Time Slides REFLECTING ON TIME
Sonnet 106 & Figurative Language
Lesson 3 Ambition & Power Unit
Do Now: Review
Root Word Challenge:
What does -VERS- mean?
TO TURN
TO SAY
Phonics Match:
NORTH /or/
DARK /ar/
Morphology: -SPEC-
TO SEE
Origen Latín: Ver / Observar
Inspect
To look closely.
Spectacle
A visual show.
Perspective
A way of seeing.
Reading: The History of Beauty
"When in the chronicle of wasted time,
*Chronicle = History Book*
IMAGERY
Shakespeare looks at old pictures and poems to see what people used to think was beautiful.
Tier 3 Vocabulary:
Spectacle: A big visual show. (History is a spectacle of beauty).
Reflecting on Time Teacher Guide Teacher Guide: Lesson 3
Topic: Reflecting on Time (Sonnet 106)
Pacing 55 Min
Objective
Students will identify imagery and metaphor in Sonnet 106, while master the root -SPEC- and applying /ar/ and /or/ decoding skills.
Literacy focus
Phonics: Final explicit check of /ar/ and /or/.Morphology: Root "to look" (-spec-).Analysis: Historical perspective in poetry.
Lesson Pacing
10 min
Phonics & Root Review
Check the /ar/ vs /or/ matching activity on the handout. Choral read the words: Star, North, Form, Dark.
10 min
Morphology: -SPEC-
Connect to Español : Ver, Espectáculo, Inspeccionar.
ESOL Tip: Have students pretend to hold a magnifying glass when saying "inspect." Physical movement helps Level 2 learners retain meaning.
20 min
Visualizing Sonnet 106
Use the "Perspective" concept. Shakespeare is looking back 100 years. Now *we* are looking back 400 years at him.
Check for Understanding: Ask: "Is a chronicle a book about the future or the past?" (Past).
15 min
Final Write & Synthesis
Students explain the "Perspective" of the speaker. Ensure they use at least one Tier 3 word (Spectacle or Perspective).
Vocabulary Transition
In Lesson 1 we used Diction (choosing words). In Lesson 3, we use those words to create a Spectacle (a show). Remind students that Shakespeare is the master of both.
Decoding Support
This is the last explicit lesson on /ar/ and /or/. For students still struggling, provide a "cheat sheet" card with "Car" and "Corn" as visual anchors.
Fluency Practice Handout L3 Lesson 3: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
It is an art to look at the past. Time is hard to stop. We can see a part of history on a card or in a book. Many people are born to be great. We can stand on a porch and hold a torch for the truth. In the morning, we start our work. We can learn from the lord of the play. He had a smart way to show us the world. He chose words that spark a fire in our minds. Let us do our part to remember him.
Step 2: Listening Check
Listen for the /ar/ and /or/ sounds. Put a checkmark in the boxes below.
Fluency Practice Handout L4 Lesson 4: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Her name is Ambition.
She is like a fast bird in the dirt.
At first, she looks like a small girl.
But she can burn with fire.
If you follow her, you must turn from your friends.
A king can lose his way in the dark.
It is a long term to be a ruler.
We must not hurt others to win.
We should learn to curb our greed.
Do not let power swirl in your head.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds (the ER Sisters). Put a checkmark in the boxes below.
The Hunger for Power Handout Lesson 4: The Hunger for Power
Topic: Macbeth Intro & Ambition
Name: __________________________________
Date: ___________________________________
Content Goals
I can define ambition and empathy .
I can identify the /er/, /ir/, and /ur/ sounds.
Do Now: Root Review
Match the root to its meaning:
1. -DICT- _____
2. -VERS- _____
3. -SPEC- _____
A. To turn (girar)
B. To look (ver)
C. To say (decir)
Morphology: Root -PATH-
Origin: Greek | Meaning: feeling or suffering
Syllabication Practice:
em / pa / thy
Academic Vocabulary (Tier 3)
1. Ambition: A strong desire to achieve power or success. (Ambición).
2. Empathy: Ability to understand and share the feelings of another. (Empatía).
New Phonics: The "ER" Sisters
The sounds /er/ , /ir/ , and /ur/ all make the SAME sound! Like in HER.
/er/ h-er
/ir/ b-ir-d
/ur/ b-ur-n
Introduction to Macbeth
Is ambition a good thing or a bad thing?
I think ambition is _____________________________________ because ____________ _______________________________________________________________________________________________ If someone has too much ambition, they might lose their empathy for __________
Idea Bank: Success, power, hurting others, dreams, greed.
The Hunger for Power Slides THE HUNGER FOR POWER
Ambition, Empathy, and Macbeth
Lesson 4 Ambition & Power Unit
Do Now: Root Match
1. -DICT-
2. -VERS-
3. -SPEC-
A. To Turn
B. To See
C. To Say
Morphology: -PATH-
FEELING
Origen Griego: Sentimiento / Sufrimiento
EM-PATHY
Feeling what others feel.
SYM-PATHY
Feeling sorry for someone.
A-PATHY
Feeling nothing.
Phonics: Same Sound, Different Spelling
/er/
ER
H-ER
Term-in-al
IR
B-IR-D
F-ir-st
UR
B-UR-N
P-ur-ple
The Big Question
Can AMBITION kill your EMPATHY?
YES
If you only care about yourself and winning.
NO
If you use your power to help other people.
The Hunger for Power Teacher Guide Teacher Guide: Lesson 4
Topic: Macbeth Intro & Themes
Pacing 55 Min
Objective
Students will define the unit's core conflict between ambition and empathy, recognize /er/, /ir/, /ur/ sounds, and analyze the Greek root -PATH- .
Retrieval Practice
Morphology: Cumulative review of DICT, VERS, SPEC.Phonics: Transition from /ar/ /or/ to the "ER Sisters."
Lesson Pacing
10 min
Root Review & Baseline
Check the root matching on the handout. This ensures students have internalised the last 3 lessons before moving to the new Greek root.
10 min
Morphology: -PATH-
Introduce "Feeling." Contrast Empathy (feeling in) with Apathy (no feeling).
ESOL Strategy: Use emojis to represent the three types of "feeling." Empathy (heart), Sympathy (tear), Apathy (blank face).
15 min
Phonics: /er/, /ir/, /ur/
The "ER Sisters." Explain that they look different but sound the same. Practice writing them in the air while saying the sound.
20 min
The Ambition Debate
This is the thematic hook for the play. Ask: "Is it bad to want to be #1?" Move students to different sides of the room for Yes/No.
Phonics Interference
Spanish speakers often want to pronounce the "i" in /ir/ as "ee" (like bird sounding like beerd ). Emphasize that these three are identical in sound.
Concept Link
Ambition is the motor of Macbeth. Empathy is what he loses. Linking these to the root -PATH- helps students see the linguistic and thematic connection.
Storms and Prophecies Handout Lesson 5: Storms & Prophecies
Topic: Macbeth Act 1.1-2 & Mood
Name: __________________________________
Date: ___________________________________
Content Goals
I can describe the mood of Act 1, Scene 1.
I can use the root -PORT- to decode words.
Do Now: Vowel Sound Review
Circle the word that sounds DIFFERENT than the others.
A. HER BIRD STAR
B. BURN PORT TERM
Morphology: Root -PORT-
Origin: Latin | Meaning: to carry (llevar)
Syllabication Practice:
im / port
Academic Vocabulary (Tier 3)
1. Mood: The atmosphere or feeling of a scene. (Ambiente).
2. Prophecy: A prediction about the future. (Profecía).
Reading: The Three Witches
Stage Directions
[Thunder and lightning. Enter three Witches.]
WITCH 1: When shall we three meet again?
ALL: Fair is foul, and foul is fair:
Hover through the fog and filthy air.
Vocabulary Support
Foul: Ugly, bad, or dirty.
Fair: Beautiful, good, or clear.
Analysis Question
What is the mood of this scene? How do you know?
Describe the opening scene:
The mood is _____________________________________ because of the ____________ _______________________________________________________________________________________________
Graphics: Dark storm, fog, scary voices, predictions.
Words for Mood: Spooky, dark, mystery, scary, intense.
Fluency Practice Handout L5 Lesson 5: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The first witch has a stern face.
She wants to swirl her shirt in the wind.
A herb grows in the dark earth.
The three sisters sit on a perch.
They wait for a bird to chirp.
They want to hurt the king.
They surge in the storm.
Their purse is full of magic.
Do not let them slurp the broth.
A spurt of blood is near.
The urn is ready for the dead.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
Storms and Prophecies Slides STORMS & PROPHECIES
Macbeth: Act 1, Scene 1
Lesson 5 Ambition & Power Unit
Do Now: Sound Check
Identify the "Odd One Out"
Set A:
HER
BIRD
STAR
Set B:
BURN
PORT
TERM
Morphology: -PORT-
CARRY
Origen Latín: Llevar
IMPORT
To carry IN.
EXPORT
To carry OUT.
TRANSPORT
To carry ACROSS.
The Weird Sisters
"Fair is foul, and foul is fair:
FAIR
Beautiful / Good / Clean
FOUL
Ugly / Evil / Dirty
Defining the MOOD
The MOOD is the atmosphere or feeling .
SPOOKY
DARK
TENSE
SCARY
Analysis Goal:
"The mood is _____ because the witches are _____"
Storms and Prophecies Teacher Guide Teacher Guide: Lesson 5
Topic: Storms & Prophecies (Act 1.1-2)
Pacing 55 Min
Objective
Students will define mood and analyze the opening scene of Macbeth, while developing decoding automaticity with /er/, /ir/, /ur/ and the root -PORT- .
ESOL Focus
Mood Vocabulary: Spooky, dark, mysterious.Oxymoron: "Fair is foul."TPR: "Carry" for root -PORT-.
Lesson Pacing
10 min
Do Now: Vowel Sound Review
Check the "odd one out" on the handout. This is a critical check for /ar/ vs /er/ discrimination.
10 min
Morphology: -PORT-
Use the Truck visual on the slides. Have students physically "carry" something to their neighbor to reinforce the meaning.
20 min
Performance: Act 1 Scene 1
Turn off the lights! Use a flashlight. Three students read the "Weird Sisters." Choral read "Fair is foul."
Deep Dive: Explain that "Fair is foul" means that in this play, good things will look bad and bad things will look good. It is an inversion (Lesson 2 root!).
15 min
Mood Analysis
Students complete the handout prompt. Encourage the use of the "Words for Mood" bank.
Spanish Connections
The word Portar in Spanish means to carry or bear. Connect this directly to the root. Also, Profecía is an easy cognate for Prophecy.
Thematic Link
The Prophecy is the "carry" (port) of the story—it carries the ambition of Macbeth into the future. This links morphology to plot.
Fluency Practice Handout L6 Lesson 6: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The clerk wrote a long verse for the King.
It was a play of birth and death.
The witches chirp in the dark.
They want to hurl a spell.
King James has a large purse.
He survived a surge of hate.
He wants to serve his country.
Shakespeare has a firm purpose.
He will swirl the truth in his work.
The morning will bring a new law.
The torch will burn for him.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
The King's Play Handout Lesson 6: The King's Play
Topic: History & Jacobean Context
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain how King James I influenced Shakespeare's writing.
I can use the root -SCRIB / SCRIPT- to define words.
Do Now: Review
1. Use a root from Lesson 5 (-PORT- = to carry) to complete the sentence:
Boats are used to __________________________ goods across the ocean.
2. Phonics Review: Circle the word that has the same /er/ sound as BIRD .
Dark Burn Star North
Morphology: Root -SCRIB / SCRIPT-
Origin: Latin | Meaning: to write (escribir)
Syllabication Practice:
man / u / script
Academic Vocabulary (Tier 3)
1. Manuscript: An original book or document written by hand. (Manuscrito).
2. Inscription: Words carved or written on something, like a monument. (Inscripción).
Phonics Practice: /er/ Sister Sounds
Sort these words into the correct columns. All three columns make the same sound!
Turn First Her Bird Term Burn
/er/
/ir/
/ur/
The Jacobean Era
King James I was Shakespeare's boss. He was terrified of witches and being killed. Shakespeare wrote *Macbeth* to please him.
How did history influence Shakespeare's writing?
Shakespeare wanted to ______________________ the King, so he included ____________________ in his manuscript because the King believed in ________________________________.
Idea Bank: Please, witches, murder, supernatural, history, please.
The King's Play Slides THE KING'S PLAY
Macbeth in Jacobean England
Lesson 6 Ambition & Power Unit
Do Now: Review
Morphology Check:
What does -PORT- mean?
TO CARRY
TO SEE
Phonics /er/ sound:
Which word sounds like BIRD?
STAR
BURN
Morphology: -SCRIB / SCRIPT-
TO WRITE
Origen Latín: Escribir
manu-SCRIPT
Hand-written original book.
in-SCRIPT-ion
Carved or written words.
Who was King James I?
The Boss
He was the King of England when Shakespeare wrote Macbeth .
He believed in witches.
He survived an assassination plot.
He was very paranoid.
Obsessed with Magic
Why Macbeth?
Shakespeare wrote this manuscript to please the King.
The Problem:
The King was scared of being murdered by traitors.
The Solution:
Shakespeare wrote a play about what happens to people who kill kings!
The King's Play Teacher Guide Teacher Guide: Lesson 6
Topic: The King's Play (Historical Context)
Pacing 55 Min
Objective
Students will identify key historical factors of the Jacobean era that influenced Macbeth and master the root -SCRIB / SCRIPT- .
Literacy Focus
Morphology: Root "to write."Phonics: Spiraled practice with "ER Sisters."Content: Author's purpose and context.
Lesson Pacing
10 min
Review & Retrieval
Check the root matching and /er/ sound identification. Remind students that /er/, /ir/, and /ur/ are identical in sound.
10 min
Morphology: -SCRIB-
Connect to Escribir . Use the "Manuscript" visual. Explain that in Shakespeare's time, there were no printers like today; everything was a manuscript.
10 min
Sorting the Sisters
Have students complete the word sort on their handout. Choral read the list to confirm the shared phoneme.
25 min
Author's Purpose & Context
Tell the story of King James I. He was the son of Mary, Queen of Scots (who was executed). He survived the Gunpowder Plot. He wrote a book about witches. Shakespeare wrote this play specifically for him.
Check for Understanding: Why would Shakespeare include witches if the King was scared of them? (To show they are evil and that people who listen to them are destroyed).
Spanish Connections
The word Manuscrito is a perfect cognate for Manuscript. Use this to explain authorial intent—Shakespeare chose every word in his manuscript for a reason.
Contextual Bridge
Level 2/3 students may struggle with the word Assassination . Use the idea of a "Secret Plot" or "Traitor's Plan" to simplify the Gunpowder Plot context.
Fluency Practice Handout L7 Lesson 7: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Macbeth is an alert soldier.
He has the nerve to serve his King.
A blur of steel will spur the win.
He can surf the waves of war.
His sword is hot in the dirt.
He is first in the fight.
He will not turn back.
He has the charm of a lord.
His heart is strong.
He is a brave man of art.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
A Brave Warrior Handout Lesson 7: A Brave Warrior
Topic: Characterization of Macbeth (Act 1.2-3)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze how imagery describes Macbeth's character.
I can use the root -VIS / VID- to define words.
Do Now: Review
1. Fill in the blank with a root from Lesson 6 (-SCRIB- = to write):
A reporter must __________________________ what happened at the scene.
2. Phonics Review: Circle the word that does NOT belong.
TERM BURN FIRST NORTH
Morphology: Root -VIS / VID-
Origin: Latin | Meaning: to see (ver)
Syllabication Practice:
vis / u / al
Academic Vocabulary (Tier 3)
1. Evidence: Facts or information that prove something is true. (Evidencia).
2. Visualize: To form a mental image; to see in your mind. (Visualizar).
Character Analysis: Macbeth
"For brave Macbeth—well he deserves that name—
Analysis: Visualize the Imagery
"Brandished steel" His sword was swinging in the air.
"Smoked with bloody execution" The sword was so hot from fighting it was smoking with blood.
Analysis: What is your evidence ?
Based on the visual imagery above, how would you describe Macbeth in battle?
I can visualize Macbeth as a _________________________ warrior.evidence from the text is that he __________________________.
Idea Bank: Brave, violent, powerful, ruthless, smoking sword, brave.
A Brave Warrior Slides A BRAVE WARRIOR
Macbeth's Characterization: Act 1.2
Lesson 7 Ambition & Power Unit
Do Now: Review
Morphology Check:
What does -SCRIPT- mean?
TO WRITE
TO CARRY
Phonics Review:
Which word does NOT sound like HER?
BURN
NORTH
Morphology: -VIS / VID-
TO SEE
Origen Latín: Ver
Visual
Related to seeing.
Visualize
To see in your mind.
Evidence
Info you can see/show.
Visualizing Macbeth
"With his brandished steel,
IMAGERY
What do you visualize? Is he a gentle hero or a violent soldier?
Tier 3 Vocabulary:
Evidence: Use the word "smoke" or "bloody" as proof!
Complex Character
Macbeth the BRAVE vs. Macbeth the VIOLENT
Brave Warrior
He fights for his King and country.
Ruthless Killer
His sword is literally smoking with blood.
A Brave Warrior Teacher Guide Teacher Guide: Lesson 7
Topic: A Brave Warrior (Macbeth Characterization)
Pacing 55 Min
Objective
Students will analyze the duality of Macbeth's character through imagery in Act 1, Scene 2 and apply morphological knowledge of the root -VIS / VID- .
Literacy Focus
Imagery: Visualizing text to build comprehension.Evidence: Finding specific words to support a claim.Morphology: Root "to see."
Lesson Pacing
10 min
Retrieval & Phonemic Check
Review /er/ sound discrimination. Check root review from Lesson 6. Remind students that -SCRIB- is like Escribir .
10 min
Morphology: -VIS / VID-
Connect to Ver , Visión , Video . Use the "Evidence" concept. Evidence is something a judge *sees* to prove a crime.
20 min
Close Read: The Captain's Report
Read Act 1, Scene 2. Focus on the imagery of the "smoking sword." Ask students to close their eyes and *visualize* the scene. Draw what they see.
ESOL Scaffolding: Use a physical object (like a ruler or pen) to demonstrate "brandishing" a sword. Ask: "Is this a fast movement or a slow one?"
15 min
Writing: Evidence Hunt
Students complete the analysis prompt. They must use "evidence" (the text) to support their "visualization."
Concept Duality
Explain that Macbeth is being praised for his violence. In the Jacobean era, a soldier's violence was seen as a virtue if it was for the King. This sets up the conflict when he uses violence *against* the King.
Visualization Strategy
For Level 2 students, allow them to draw their "visualization" before writing. This lowers the affective filter and helps them organize their "evidence" visually.
Fluency Practice Handout L8 Lesson 8: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A green fern grows in the park.
A strong verb can show the heart.
A tall birch tree stays in the north.
He is the third son of a lord.
He has a thirst for the truth.
He will not slurp his tea.
A spurt of blood can mark the end.
The urn is in the dark.
He had a firm part in the play.
He was born to be a star.
We can learn from his art.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
Whispers of Truth Handout Lesson 8: Whispers of Truth
Topic: Dramatic Devices & Internal Conflict (Act 1.3)
Name: __________________________________
Date: ___________________________________
Content Goals
I can identify an aside and explain its purpose.
I can use the root -AUDI- to define words.
Do Now: Review
1. Use a root from Lesson 7 (-VIS / VID- = to see) to complete the sentence:
I like to use __________________________ aids like maps and pictures when I study.
2. Phonics Review: Write 2 words that use the /ur/ sound (like BURN ).
Morphology: Root -AUDI-
Origin: Latin | Meaning: to hear (oír)
Syllabication Practice:
au / di / ence
Academic Vocabulary (Tier 3)
1. Audience: The group of people who watch a play or performance. (Audiencia).
2. Aside: A remark by a character intended for the audience to hear, but not the other characters. (Aparte).
The "Whisper" Technique
In an aside , the actor steps to the side and speaks directly to the audience . It's like a secret!
"Cannot be ill, cannot be good... If good, why do I yield to that suggestion / Whose horrid image doth unfix my hair...?"
Secret Thoughts
Why does Macbeth use an aside here instead of talking to his friend Banquo?
Macbeth uses an aside because he is having ________________________________.audience to hear his _________________________ but he doesn't want
Idea Bank: Secret thoughts, internal conflict, becoming King, scary ideas, afraid.
Whispers of Truth Slides WHISPERS OF TRUTH
The "Aside" and Internal Conflict
Lesson 8 Ambition & Power Unit
Do Now: Review
Morphology Check:
What does -VIS- mean?
TO SEE
TO HEAR
Phonics /ur/ sound:
Which word sounds like BURN?
TURN
F-IR-ST
*Wait! They sound the same!*
Morphology: -AUDI-
TO HEAR
Origen Latín: Oír
Audio
Sound you hear.
Audience
People who hear/see.
Audible
Can be heard.
The "Aside"
The Definition:
When a character speaks TO the AUDIENCE but the other characters cannot hear.
It is like a "stage whisper" or a secret.
"Psst! I'm thinking
Internal Conflict
Macbeth's Mind is Fighting Itself
FAIR?
"This could be good! I'll be King!"
FOUL?
"This is scary! Why am I thinking about murder?"
Whispers of Truth Teacher Guide Teacher Guide: Lesson 8
Topic: Whispers of Truth (The Aside)
Pacing 55 Min
Objective
Students will define aside and audience to explain how dramatic devices reveal internal conflict, while mastering the root -AUDI- .
Literacy Focus
Dramatic Device: Understanding theater conventions.Morphology: Root "to hear."Phonics: Spiraled practice with /er/, /ir/, /ur/.
Lesson Pacing
10 min
Retrieval & Phonemic Check
Check the root review (-VIS-). Have students write their own /ur/ words on the handout. Choral read: Burn, Turn, Fur.
10 min
Morphology: -AUDI-
Connect to Audio , Auditorium , and Spanish Oír . Explain that the audience is there to *hear* the play.
20 min
Acting Out: The Secret Aside
Assign roles: Macbeth and Banquo. Have Banquo "freeze" while Macbeth walks to the side to talk to the "Audience" (the class). This physical move makes the "Aside" concrete.
Check for Understanding: "If Macbeth says his secret out loud to the audience, why doesn't Banquo hear him?" (It's a theater rule/device).
15 min
Writing: Decoding the Secret
Students complete the analysis on their handout. They are explaining why the secret must stay between Macbeth and the audience.
Spanish Connections
The word for aside in Spanish theater is Aparte . Connect this to the idea of the actor stepping "apart" from the others to speak.
Internal Conflict Bridge
Remind students of Lesson 4's debate on Ambition . The aside is where we see Macbeth's ambition fighting his conscience. This is a "Whisper of Truth."
Fluency Practice Handout L9 Lesson 9: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A nerd can be a star.
He does not want to be a jerk.
He will swirl and whirl with joy.
He has a smirk on his face.
He likes to eat a turnip.
A murky pond is in the park.
He will not turn his back on his friends.
He is first in his class.
He chooses a smart way to learn.
He will find a part to play.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
The Prince of Cumberland Handout Lesson 9: The Prince of Cumberland
Topic: Shifting Ambition (Act 1.4)
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain how Macbeth's ambition changes in Scene 4.
I can use the root -FER- to define words.
Do Now: Review
1. Use a root from Lesson 8 (-AUDI- = to hear) to complete the sentence:
The __________________________ clapped loudly at the end of the show.
2. Syllabication Practice: Slash these Lesson 8 words.
AU DI ENCE AU DI BLE
Morphology: Root -FER-
Origin: Latin | Meaning: to carry or to bear (llevar)
Syllabication Practice:
in / fer / ence
Academic Vocabulary (Tier 3)
1. Inference: A conclusion reached using evidence and reasoning. (Inferencia).
2. Transfer: To move something from one place to another. (Transferir).
Final Phonics Check: /er/, /ir/, /ur/
Identify the "Sister" in each word. (Underline the vowel + r).
H E R
F I R S T
T U R N
Plot Twist: The New Prince
"The Prince of Cumberland! That is a step
The Situation
King Duncan just named his son, Malcolm, the next King. This transfers the power to someone else. Macbeth is angry!
Analysis: Making an inference
What can you infer about Macbeth's plan now that Malcolm is in his way?
I can infer that Macbeth is __________________________ because Malcolm is
Idea Bank: Angry, dangerous, jump over, murder, obstacle, plan.
The Prince of Cumberland Slides THE PRINCE OF CUMBERLAND
Obstacles and Ambition: Act 1.4
Lesson 9 Ambition & Power Unit
Do Now: Review
Morphology Check:
What does -AUDI- mean?
TO HEAR
TO SAY
Syllabication Practice:
AU / DI / ENCE
AU / DI / BLE
Morphology: -FER-
TO CARRY
Origen Latín: Llevar / Producir
In-FER-ence
To carry a conclusion from facts.
Trans-FER
To carry something across.
A New Obstacle
King Duncan says:
"My son, Malcolm, will be the Prince of Cumberland!"
This means Malcolm will be the next King.
Macbeth's reaction:
"That is a step on which I must FALL DOWN or else O'ERLEAP..."
Making an Inference
Macbeth's AMBITION is shifting from waiting to acting.
What will he do next?
"I can infer that Macbeth will..."
The Prince of Cumberland Teacher Guide Teacher Guide: Lesson 9
Topic: The Prince of Cumberland (Shifting Ambition)
Pacing 55 Min
Objective
Students will explain the shift in Macbeth's ambition in Act 1, Scene 4 and apply morphological knowledge of the root -FER- to make inferences.
Literacy Focus
Inference: Reading between the lines of Macbeth's reaction.Morphology: Root "to carry/bear."Phonics: Final spiraled review of /er/, /ir/, /ur/.
Lesson Pacing
10 min
Retrieval & Syllabication
Check the -AUDI- root review. Choral read the Lesson 8 words. This is the last time students will see these roots explicitly before the unit review.
10 min
Morphology: -FER-
Connect to Transfer and Inference . Explain that to "infer" is to carry your own thinking into the text. Use the "Conclusion" metaphor.
20 min
Close Read: The Obstacle
Read Act 1, Scene 4. Duncan names Malcolm as heir. Ask: "What happened to Macbeth's face?" (He likely looks angry/shocked). Use the "O'erleap" quote to show he is done waiting.
Check for Understanding: What does "transfer" mean in this scene? (The crown is being transferred to Malcolm, not Macbeth).
15 min
Writing: Making the Inference
Students write their inference. They are predicting Macbeth's next violent step. This links back to Lesson 4's ambition themes.
Spanish Connections
Inferencia and Transferir are strong cognates. Use them to bridge the gap between simple prediction and academic inference.
Phonics Transition
This is the final check for /er/, /ir/, /ur/. For students still confusing them with /ar/ and /or/, highlight the "Bossy R" similarity but different mouth shapes (smiling for /er/ vs. round for /or/).
Unsex Me Here Handout Lesson 10: Unsex Me Here
Topic: Lady Macbeth & Gender Roles (Act 1.5)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze Lady Macbeth's character and her power.
I can use the root -VOC / VOK- to define words.
Do Now: Big Review
Match the character to their trait using evidence from previous lessons:
1. Macbeth
2. The Witches
A. They create a spooky mood .
B. He has a lot of ambition .
Review Root -FER- (to carry):
To __________________________ a message is to carry it to another person.
Morphology: Root -VOC / VOK-
Origin: Latin | Meaning: voice or to call (voz / llamar)
Syllabication Practice:
vo / cal / ize
Academic Vocabulary (Tier 3)
1. Vocalize: To express something with your voice. (Vocalizar).
2. Advocate: A person who publicly supports a cause or policy. (Abogado/Defensor).
Meeting Lady Macbeth
"Come, you spirits... unsex me here,
Character Analysis
Lady Macbeth is vocalizing her desire to be strong and cruel like a man so she can help her husband.
Key Question
In the Jacobean era, women were expected to be soft. How is Lady Macbeth inverting (Lesson 2 root!) this rule?
The Power of Choice
Do you think Lady Macbeth has more ambition than Macbeth? Why?
I think Lady Macbeth is __________________________ because she vocalizes that sheadvocates for __________________________
Idea Bank: Stronger, scary, powerful, murder, kindness, ambition, cruel.
Fluency Practice Handout L10 Lesson 10: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Show mercy to the weak.
A perk of being a king is power.
Her girth is wide.
At the birth of a plan, we must be smart.
A twirl of magic is near.
A blurb in the book tells the truth.
The car will lurch in the mud.
He will hurl his sword in the air.
He was first to arrive.
He has a firm hand.
He will find his part to play.
Step 2: Listening Check
Listen for the /er/ , /ir/ , and /ur/ sounds. Put a checkmark in the boxes below.
Unsex Me Here Slides UNSEX ME HERE
Lady Macbeth & Gender Roles: Act 1.5
Lesson 10 Ambition & Power Unit
Do Now: Unit Review
Morphology Check:
What does -FER- mean?
TO CARRY
TO SEE
Character Check:
Who has the MOST ambition so far?
MACBETH
MALCOLM
Morphology: -VOC / VOK-
VOICE
Origen Latín: Voz / Llamar
VOC-alize
To speak out loud.
Ad-VOC-ate
To speak FOR something.
Pro-VOKE
To call forth a reaction.
Lady Macbeth
Her Problem:
She thinks Macbeth is "too full o' the milk of human kindness."
She thinks kindness is for babies, not Kings.
Her Prayer:
"Fill me from the crown to the toe top-full of direst cruelty!"
Inverting the Norm
In Shakespeare's time, women were expected to be SOFT and KIND.
The Plot Twist:
Lady Macbeth wants to INVERT these rules to get power.
Is she more dangerous than the witches?
Unsex Me Here Teacher Guide Teacher Guide: Lesson 10
Topic: Unsex Me Here (Lady Macbeth)
Pacing 55 Min
Objective
Students will analyze Lady Macbeth's subversion of gender roles in Act 1, Scene 5 and apply morphological knowledge of the root -VOC / VOK- .
ESOL Focus
Character Contrast: Kindness vs. Cruelty.Morphology: Root "to call/voice."Spiraled Review: Connecting DICT, VERS, SPEC, PATH, PORT, SCRIB, VIS, AUDI, FER.
Lesson Pacing
10 min
Unit Synthesis Review
The Do Now today is a cumulative check. Have students verbalize one thing they remember about each character before starting Scene 5.
10 min
Morphology: -VOC-
Connect to Vocalize and Voz . Explain that Lady Macbeth is the one who finally vocalizes the plan to kill the King.
20 min
Introducing the Queen of Ambition
Read Act 1, Scene 5. Use the "milk of human kindness" metaphor. Ask: "Why is milk for babies? Why does she think Macbeth is like a baby?"
ESOL Scaffolding: Use a contrast chart. Put "SOFT/KIND" on one side and "HARD/CRUEL" on the other. Have students place character names on the spectrum.
15 min
The Ultimate Choice
Students write their analysis. They are judging Lady Macbeth's ambition against her husband's. This concludes the introductory character arc of the unit.
Spanish Connections
Voz is the base for vocalize. Explain that an abogado (advocate) uses their voice to help someone. Lady Macbeth is an advocate for murder.
Gender Norms Bridge
This is a sensitive but critical high-school topic. Explain that in 1606, women were legally like children. Lady Macbeth asking to be "unsexed" is her asking for the *power* of a man, not just being mean.
The Fatal Choice Handout Lesson 11: The Fatal Choice
Topic: Macbeth's Conflict (Act 1.6-7)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze why Macbeth is afraid to kill King Duncan.
I can identify and spell Long A vowel teams (ai, ay).
Do Now: Vowel Review
Circle the word in each pair that has an R-controlled vowel sound (/er/, /ir/, /ur/).
CAT / HER
BURN / BUN
Long A Vowel Teams: /ā/
Two vowels go walking, the first one does the talking!
AI (Middle)
rai n, wai t, fai l
AY (End)
play , stay , day
Rule: Use ai in the middle of a word and ay at the end.
P ___ ___ N
M ___ ___
TR ___ ___ N
Root: -JECT-
Origin: Latin | Meaning: to throw (lanzar / tirar)
ob / jec / tive
Academic Vocabulary
1. Objective: A goal or something you are trying to achieve.
2. Rejection: The act of saying "no" to an idea or person.
Macbeth's Doubt
Macbeth's main objective is to be King. But he is rejecting the idea of murder. He says Duncan is a good King and "heaven's cherubim" will cry if he dies.
Will Macbeth stay a loyal soldier, or wait to kill the King?
Macbeth is afraid to kill Duncan because _________________________________________.contradicts (Lesson 1 root!) his ambition to be King.
Idea Bank: Duncan is a guest, good King, people will be angry, heaven is watching.
Fluency Practice Handout L11 Lesson 11: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Do not wait for the rain.
It is a long day for the King.
He will stay in his house.
A plain girl will play in the park.
The main road is far away.
We can sail across the sea.
A grain of sand is on the tray.
He will paint a face on the wall.
We must pay for our choices.
The train will arrive at five.
Let us pray for the King.
We can say what we want.
Step 2: Listening Check
Listen for the Long A sounds (ai and ay). Put a checkmark in the boxes below.
The Fatal Choice Slides THE FATAL CHOICE
Macbeth's Internal Conflict: Act 1.7
Lesson 11 Ambition & Power Unit
Long A: /ā/
AI
In the Middle
W-AI-T
R-AI-N
AY
At the End
ST-AY
PL-AY
Morphology: -JECT-
TO THROW
Origen Latín: Lanzar / Tirar
REJECT
To throw back (say no).
EJECT
To throw out.
OBJECTIVE
Goal thrown forward.
The Conflict
"He’s here in double trust:
LOYALTY
Duncan is his family and his guest. Macbeth should protect him.
AMBITION
"I have no spur to prick the sides of my intent, but only vaulting ambition."
The Fatal Choice Teacher Guide Teacher Guide: Lesson 11
Topic: The Fatal Choice (Act 1.6-7)
Pacing 55 Min
Objective
Students will evaluate Macbeth's internal conflict and "double trust" of Duncan while mastering Long A vowel teams (ai/ay) and the root -JECT- .
ESOL Focus
Literacy: ai/ay position rules.Morphology: Root "to throw."Conflict: Ambition vs. Loyalty.
Lesson Pacing
10 min
Retrieval: Vowel Sounds
Review /er/, /ir/, /ur/ from the previous week. Check for discrimination between short and r-controlled vowels (e.g., BUN vs BURN).
15 min
Phonics: Long A Teams
Teach the position rule: ai in the middle, ay at the end. Use a mirror if possible to show how the mouth stays wide for the long A sound.
Practice: Words like wait, stay, rain, play . Connect to Duncan "waiting" to see Macbeth.
10 min
Morphology: -JECT-
Use the "Throw" movement. Macbeth is rejecting (throwing back) the murder plot. An objective is something you throw yourself toward.
20 min
Analysis: Double Trust
Read Act 1, Scene 7. Explain that Macbeth is "Duncan's host." In this culture, killing a guest is the worst sin. This is why Macbeth is failing his objective .
Spanish Connections
Objetivo and Rechazo (Rejection) are easy bridges. Note that in Spanish, the "j" is breathy, but in English, it is hard like /dzh/.
Vowel Support
Level 2 students often struggle with "silent E" words. Stay and Wait are more predictable because they have two vowels together. Use this to build confidence before tackling mixed teams.
Fluency Practice Handout L12 Lesson 12: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The happy lady sees a bee in the park.
She will meet her friend near the tree.
We must not flee from our fear.
A leaf is green in the sun.
We can keep a secret in our heart.
The sea is deep and cold.
He will feed the birds every day.
Let us sleep in peace tonight.
The King is in his bed.
We must be clean of heart.
She has the key to the door.
Step 2: Listening Check
Listen for the Long E sounds (ee, ea, y). Put a checkmark in the boxes below.
The Art of Persuasion Handout Lesson 12: The Art of Persuasion
Topic: Lady Macbeth's Persuasion (Act 1.7)
Name: __________________________________
Date: ___________________________________
Content Goals
I can identify how Lady Macbeth induces Macbeth to commit murder.
I can identify and spell Long E vowel teams (ee, ea, y).
Do Now: Review
Review Root -JECT- (to throw):
1. To say "no" to something is to __________________________ it.
2. A goal is also called an __________________________.
Phonics Check (Long A): Fill in with 'ai' or 'ay'.
R ___ ___ N ST ___ ___ W ___ ___ T PL ___ ___
Long E Vowel Teams: /ē/
The sound of a happy bee !
EE
see d, flee , mee t
EA
mea t, fea r, lea ve
Y (End)
happy , lady , cruelty
Rule: In 2-syllable words, the /ē/ sound at the end is usually spelled with y .
Root: -DUCT / DUC-
Origin: Latin | Meaning: to lead (guiar / conducir)
in / duce
Academic Vocabulary
1. Induce: To persuade or influence someone to do something.
2. Conduct: A person's behavior or how they lead themselves.
Lady Macbeth's Strategy
Macbeth says he won't kill the King. Lady Macbeth is furious! She wants to induce him to be brave. She says his conduct is like a coward.
"Screw your courage to the sticking-place!"
Lady Macbeth tries to induce Macbeth to kill Duncan by ____________________.happy to be a man, he must __________________________leave his fear behind.
Idea Bank: Calling him a coward, questioning his manhood, promising success, cruelty.
The Art of Persuasion Slides THE ART OF PERSUASION
Lady Macbeth's Strategy: Act 1.7
Lesson 12 Ambition & Power Unit
Long E: /ē/
EE
S-EE-D
FR-EE
EA
F-EA-R
L-EA-VE
Y
At the End
LAD-Y
HAPP-Y
Morphology: -DUCT / DUC-
TO LEAD
Origen Latín: Guiar / Conducir
IN-DUCE
To lead someone into an idea.
CON-DUCT
How you lead yourself (behavior).
Inducing Murder
Lady Macbeth uses FEAR and PRIDE to induce Macbeth to act.
Her Argument:
"Are you a man or a coward?"
The Result:
Macbeth agrees to kill Duncan.
The Art of Persuasion Teacher Guide Teacher Guide: Lesson 12
Topic: The Art of Persuasion (Lady Macbeth)
Pacing 55 Min
Objective
Students will analyze Lady Macbeth's use of the manhood motif to persuade Macbeth and identify Long E vowel teams (ee, ea, y).
ESOL Focus
Literacy: Multi-spellings for /ē/.Morphology: Root "to lead" (-duct-).Culture: Gendered insults in Shakespeare.
Lesson Pacing
10 min
Retrieval & Review
Check the root review (-JECT-) and Long A spellings. Choral read Wait, Stay, Fail, Play.
15 min
Phonics: Long E Happy Bee
Explain that /ē/ can be spelled many ways. Focus on ee and ea . Note the position rule for y at the end of longer words.
ESOL Tip: Many Level 2 students will write hapi or hapie . Explicitly teach the -y ending for 2-syllable adjectives.
10 min
Morphology: -DUCT / DUC-
Connect to Conductor or Spanish Conducir . Explain that Lady Macbeth is "leading" (inducing) Macbeth to commit a crime.
20 min
Persuasion Roleplay
Model Lady Macbeth's "Screw your courage" line. Have students practice saying it with different emotions (angry, pleading, encouraging).
Deep Dive: Ask: "How is Lady Macbeth's conduct different from a normal wife in 1606?" (She is leading her husband, not following him).
Spanish Connections
The root -DUC- is very common in Spanish (conducir, educar, producir). Use this to bridge to Induce . Explain that to induce is to persuade with strong force.
Vowel Sorting
Level 2 students may confuse meet (EE) and meat (EA). Use the "M-EA-T comes from an animal (EA-nimal)" mnemonic to help them discriminate.
Fluency Practice Handout L13 Lesson 13: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
In the high night, the light is bright.
Macbeth has a knife in his hand.
It is time to die, King Duncan.
Macbeth has a lot of pride.
He will try to hide his crime.
The sky is dark and cold.
He hears a sigh in the wind.
He wants to fly away from his guilt.
He will lie to his friends.
He will find his way in the light.
Step 2: Listening Check
Listen for the Long I sounds (igh, i_e, y, ie). Put a checkmark in the boxes below.
Is This a Dagger Handout Lesson 13: Is This a Dagger
Topic: Hallucinations & Regicide (Act 2.1)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze the symbolism of the "air-drawn dagger."
I can identify and spell Long I vowel teams (ie, igh, i_e, y).
Do Now: Review
Review Root -DUCT- (to lead):
1. To lead someone into an idea is to __________________________ them.
2. A person's behavior is their __________________________.
Phonics Check (Long E): Match the spelling to the word.
CRUELT ___ M ___ ___ T L ___ ___ VE
Y EE EA
Long I Vowel Teams: /ī/
The sound of a bright ligh t!
IGH (Middle)
nigh t, ligh t, righ t
I_E (Silent E)
kni fe , ti me , pri de
Y (End)
my , sky , try
IE (End/Short Words)
pie , lie , die
Root: -CID / CIS-
Origin: Latin | Meaning: to cut or to kill (cortar / matar)
re / gi / cide
Academic Vocabulary
1. Regicide: The act of killing a King. (Regicidio).
2. Incision: A clean cut, often with a blade or knife. (Incisión).
Hallucination or Reality?
"Is this a dagger which I see before me,
Act 2, Scene 1
Analysis Task:
Is the dagger real or is Macbeth's pride making him see things?
The Decision:
Macbeth makes the final decision to commit regicide . He will use his knife tonight.
Idea Bank: Afraid, ghost, guilty, blood, ready.
Is This a Dagger Slides IS THIS A DAGGER?
hallucinations & Regicide: Act 2.1
Lesson 13 Ambition & Power Unit
Long I: /ī/
Middle of Word
IGH
N-IGH-T
I_E (Silent E)
KN-I-F-E
End of Word
Y
M-Y / SK-Y
IE
D-IE / P-IE
Morphology: -CID / CIS-
TO CUT / KILL
Origen Latín: Cortar / Matar
REGI-CIDE
Killing a King.
IN-CISION
A cut with a knife.
A Fatal Vision
"Is this a dagger which I see before me, the handle toward my hand?"
Macbeth is going crazy with guilt before he even kills Duncan.
Blood
Guilt
Night
Is This a Dagger Teacher Guide Teacher Guide: Lesson 13
Topic: Is This a Dagger? (Act 2.1)
Pacing 55 Min
Objective
Students will analyze Macbeth's psychological state during the Dagger Soliloquy and master Long I vowel teams (igh, i_e, y) and the root -CID / CIS- .
ESOL Focus
Literacy: Silent E (i_e) vs. vowel teams (igh).Morphology: Root "to cut/kill."Vocabulary: Regicide (Tier 3).
Lesson Pacing
10 min
Retrieval & Review
Check the -DUCT- root review and Long E matching. Review the /ē/ sound from Lesson 12.
15 min
Phonics: Long I Mastery
Long I has the most spellings. Focus on igh as a "night-time" spelling. Use knife as the anchor for i_e .
ESOL Tip: Spanish speakers often pronounce the i as /ē/. Use minimal pairs like bit vs bite and knit vs knight to show the difference.
10 min
Morphology: -CID / CIS-
Explicitly link Regicide to the play's core act. Regi (King) + cide (kill). This is a crucial T3 word for their end-of-unit essay.
20 min
The Dagger Performance
Have a student stand and reach for an imaginary dagger. Read the line. Ask: "Is it there?" When they say no, ask: "Why does he see it then?" (Guilt/Fear).
Spanish Connections
Incisión and Decisión are direct cognates. Use them to explain that Macbeth's incision with the knife is his final decision .
Vocabulary Bridge
The word Knife is a silent-k word. Don't spend too much time on the 'k', but focus on the i_e pattern which creates the /ī/ sound.
Fluency Practice Handout L14 Lesson 14: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A boat is on the sea.
The snow is cold and white.
Macbeth is in his home.
He has a bone to pick with the King.
He will grow in power.
The road is long and hard.
He will show his heart to no one.
He has a rope in his hand.
Let us go to the coast.
The goat is in the field.
He will find a new way to live.
The morning will bring a show.
Step 2: Listening Check
Listen for the Long O sounds (oa, ow, o_e). Put a checkmark in the boxes below.
The Sleep of Death Handout Lesson 14: The Sleep of Death
Topic: The Murder's Aftermath (Act 2.2)
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain how the murder changes Macbeth and Lady Macbeth.
I can identify and spell Long O vowel teams (oa, ow, o_e).
Do Now: Review
Review Root -CID / CIS- (to cut/kill):
1. To kill a King is called __________________________.
2. A clean cut made with a knife is an __________________________.
Phonics Check (Long I): Circle the correct spelling.
NIGHT / NITE MY / MIE DIE / DIGH
Long O Vowel Teams: /ō/
Round your lips like a circle!
OA (Middle)
boa t, coa t, roa d
OW (End)
snow , grow , low
O_E (Silent E)
ho me , bo ne , ro pe
Decoding Challenge: Underline the vowel team.
FLOAT
SHOW
Root: -CORP-
Origin: Latin | Meaning: body (cuerpo)
cor / po / re / al
Academic Vocabulary
1. Corporeal: Having a physical body; real.
2. Aftermath: The consequences or result of a big event.
The Body in the Bed
The murder is over. Duncan's corporeal presence is gone—he is just a corps (body) now. In the aftermath , Macbeth cannot sleep. He hears a voice cry, "Macbeth does murder sleep!"
"Will all great Neptune's ocean wash this blood clean from my hand?"
Macbeth feels __________________________ because he killed Duncan.aftermath of his crime will grow and show .
Idea Bank: Guilty, scared, blood, ocean, sleep no more, regret.
The Sleep of Death Slides THE SLEEP OF DEATH
Aftermath of the Murder: Act 2.2
Lesson 14 Ambition & Power Unit
Long O: /ō/
OA
In the Middle
FL-OA-T
C-OA-T
OW
At the End
SH-OW
GR-OW
O_E
Silent E
H-O-M-E
B-O-N-E
Morphology: -CORP-
BODY
Origen Latín: Cuerpo
CORP-oreal
Having a physical body (real).
CORPS-e
A dead body.
Guilt Grows
Macbeth:
"Sleep no more! Macbeth does murder sleep!"
He feels immediate regret and horror.
Lady Macbeth:
"A little water clears us of this deed."
She thinks the problem is just physical (wash the hands).
The Sleep of Death Teacher Guide Teacher Guide: Lesson 14
Topic: The Sleep of Death (Aftermath)
Pacing 55 Min
Objective
Students will compare Macbeth and Lady Macbeth's reactions to the murder while mastering Long O vowel teams (oa, ow, o_e) and the root -CORP- .
ESOL Focus
Literacy: oa vs. ow position rules.Morphology: Root "body."Character: Guilt vs. Pragmatism.
Lesson Pacing
10 min
Retrieval & Phonemic Review
Check the -CID- root review and Long I spellings. Choral read Night, Light, Knife, My.
15 min
Phonics: Long O Circles
Long O requires a round mouth shape. OA is usually in the middle (Boat), OW at the end (Snow). Silent E (Home) is very common.
Practice: Words like float, show, rope, grow . Connect to Duncan's body floating in blood.
10 min
Morphology: -CORP-
Connect to Spanish Cuerpo . Note that in Act 2.1, the dagger was NOT corporeal (it was a ghost), but Duncan's body IS corporeal .
20 min
Comparison: The deed is done
Read Act 2, Scene 2. Macbeth is paralyzed by the sight of blood. Lady Macbeth is the one who leads (Lesson 12 root!) them both back to bed. She says "Wash this blood away."
Spanish Connections
Corporal is a cognate. Explain that Aftermath is a compound word. After (después) + Math (result). It is what happens after the murder.
Vowel Discrimination
Level 2 students may pronounce Show and Grow with an /ow/ sound (like "cow"). Correct this by modeling the Long O circle shape.
Fluency Practice Handout L15 Lesson 15: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
It is true that Macbeth is a new King.
He has a clue to find his way.
The sky is blue and cold.
He will chew on his thoughts.
He will find a few friends.
He flew to the north to be safe.
He will follow the rule of the land.
He will find a new tune to sing.
He will be a true ruler.
He has the key to the throne.
Let us find the truth in his heart.
Step 2: Listening Check
Listen for the Long U sounds (ue, ew, u_e). Put a checkmark in the boxes below.
Banquo's Legacy Handout Lesson 15: Banquo's Legacy
Topic: Foils & Future Kings (Act 3.1)
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain how Banquo acts as a foil to Macbeth.
I can identify and spell Long U vowel teams (ue, ew, u_e).
Do Now: Review
Review Root -CORP- (body):
1. A real, physical body is __________________________.
2. A dead body is a __________________________.
Phonics Check (Long O): Fill in with 'oa' or 'ow'.
FL ___ ___ T SH ___ ___ R ___ ___ D GR ___ ___
Long U Vowel Teams: /ū/
The sound of a flute or a new shoe!
UE (End)
blue , clue , true
EW (End)
new , few , flew
U_E (Silent E)
cu be , ru le , tu ne
Decoding: Label each word with UE, EW, or U_E.
Screw
Due
Prudence
Root: -GEN-
Origin: Latin | Meaning: birth, kind, origin (origen / nacimiento)
gen / er / a / tion
Academic Vocabulary
1. Generation: A group of people born around the same time.
2. Genealogy: The study of family history and descendants. (Genealogía).
The Prophecy of Kings
The witches said Banquo would never be King, but his genealogy would be full of Kings! Macbeth is now the King, but he is afraid of Banquo's generation taking the throne.
Banquo as a FOIL
A foil is a character who is the opposite of the main character.
Banquo is true to his King. He does not use his ambition toprudence (wisdom).
Idea Bank: Honest, loyal, patient, evil, dangerous, opposite.
Banquo's Legacy Slides BANQUO'S LEGACY
Foils and Genealogy: Act 3.1
Lesson 15 Ambition & Power Unit
Long U: /ū/
UE
At the End
BL-UE
TR-UE
EW
At the End
N-EW
FL-EW
U_E
Silent E
R-U-L-E
T-U-N-E
Morphology: -GEN-
BIRTH / ORIGIN
Origen Latín: Origen / Nacimiento
Generation
People born in the same time.
Genealogy
The story of a family line.
A Bitter Prophecy
Macbeth's Throne
"Upon my head they placed a fruitless crown..."
NO SONS
Banquo's Throne
"Thou shalt get kings, though thou be none..."
MANY SONS
Banquo is a FOIL
A FOIL is a character who makes another character's traits stand out by being the opposite.
BANQUO
Loyal / Patient / Truthful
MACBETH
Traitor / Impatient / Liar
Banquo's Legacy Teacher Guide Teacher Guide: Lesson 15
Topic: Banquo's Legacy (Act 3.1)
Pacing 55 Min
Objective
Students will define the literary term foil and compare Banquo to Macbeth, while mastering Long U vowel teams (ue, ew, u_e) and the root -GEN- .
ESOL Focus
Literacy: /ū/ sound discrimination.Morphology: Root "birth/origin."Literature: Understandingfoils as contrast tools.
Lesson Pacing
10 min
Retrieval & Phonemic Review
Check the -CORP- root review and Long O spellings. Choral read Float, Show, Road, Home.
15 min
Phonics: Long U Flute
Long U can be tricky. Spellings like ue and ew are often at the end. Silent E (rule) is common in the middle. Focus on the /oo/ sound vs /yoo/.
ESOL Tip: Many Level 2 students will pronounce blue like bloo-eh . Remind them that the 'e' is just a partner, not a sound.
10 min
Morphology: -GEN-
Connect to Genealogy and Generation . Explain that Banquo's "Legacy" is his family line—his origin story for future Kings.
20 min
Seminar: The Foil
Use a T-chart on the board. Put Banquo on one side and Macbeth on the other. Ask: "What did the witches say to both?" (They both get good news). "What did they DO?" (Macbeth kills; Banquo waits).
Spanish Connections
Genealogía and Generación are direct cognates. Use them to explain authorial intent—Shakespeare is showing us two ways to handle power.
Thematic Logic
Explain that Macbeth calls his crown "fruitless" because he has no sons. Banquo's crown (the prophecy) is full of fruit because of his sons. This is why Macbeth must kill his friend.
Scorpions of the Mind Handout Lesson 16: Scorpions of the Mind
Topic: Shifting Relationships (Act 3.2)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze how Macbeth and Lady Macbeth's relationship is changing.
I can review and apply all Long Vowel teams (A, E, I, O, U).
Do Now: Vowel Team Sort
Circle the word with the Long U sound (/ū/).
WAIT FEAR NIGHT TRUE
Now circle the word with the Long O sound (/ō/).
RAIN SHOW LADY KNIFE
Root: -TEN / TAIN-
Origin: Latin | Meaning: to hold (mantener / tener)
sus / tain
Academic Vocabulary
1. Sustain: To keep something going; to support. (Sostener).
2. Maintain: To keep a certain state or position. (Mantener).
Syllabication: Review Roots
Slash these words into syllables. Circle the vowel teams.
RE-JECT
SUS-TAIN
IN-DUCE
A Mind Full of Scorpions
Macbeth is now the King, but he cannot sustain his peace. He is keeping secrets from Lady Macbeth now. He tells her, "O, full of scorpions is my mind, dear wife!"
"Things bad begun make strong themselves by ill."
Macbeth's relationship is shifting because he __________________________.induce (L12 root) him to kill, but nowdecisions (L13 root). He wants to maintain
Idea Bank: Keeping secrets, more violent, independent, scared, evil.
Fluency Practice Handout L16 Lesson 16: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
It is a long way to the sea.
The rain will stay in the sky.
Macbeth is in his home tonight.
He will meet his friends to eat meat.
The light is bright and clear.
He will grow in power each day.
He will be a true ruler for his land.
He flew to the coast to see the show.
He will find a new path to follow.
Let us pray for the King.
The morning will bring a blue sun.
He will keep a secret in his heart.
Step 2: Listening Check
Listen for all Long Vowel sounds (A, E, I, O, U). Put a checkmark in the boxes below.
Scorpions of the Mind Slides SCORPIONS OF THE MIND
The Relationship Shift: Act 3.2
Lesson 16 Ambition & Power Unit
The Long Vowel Team Review
LONG A & E
W-AI-T / PL-AY
S-EE-D / m-EA-T
LONG I & O
N-IGH-T / SK-Y
FL-OA-T / SH-OW
LONG U
BL-UE / N-EW / R-U-L-E
Morphology: -TEN / TAIN-
TO HOLD
Origen Latín: Tener / Mantener
Sustain
To hold something UP (keep it going).
Maintain
To hold a state or position.
Mental Suffering
The Quote:
"O, full of scorpions is my mind, dear wife!"
Macbeth's thoughts are stinging him like poison.
The Shift:
"Be innocent of the knowledge, dearest chuck..."
Macbeth is now keeping secrets from his wife. He is leading ALONE.
Scorpions of the Mind Teacher Guide Teacher Guide: Lesson 16
Topic: Scorpions of the Mind (Act 3.2)
Pacing 55 Min
Objective
Students will analyze the shifting dynamic between Macbeth and Lady Macbeth while reviewing all long vowel teams and the root -TEN / TAIN- .
ESOL Focus
Cumulative Review: All Long Vowel Teams.Morphology: Root "to hold."Character: Psychological isolation.
Lesson Pacing
10 min
Retrieval & Unit Review
The Do Now today covers multiple long vowel teams. Have students check their neighbors' work to build peer collaboration.
15 min
Literacy review: The Big Board
Create columns for A, E, I, O, U on the board. Challenge students to provide one word they've learned for each category. (e.g., Stay, Meet, Night, Show, Blue).
10 min
Morphology: -TEN / TAIN-
Connect to Spanish Tener . Explain that Macbeth is trying to "hold on" (maintain/sustain) to his power, but it is slipping away like water.
20 min
Reading: The scorpion sting
Read Act 3, Scene 2. Focus on the word "Scorpions." Ask: "What does it feel like to have scorpions in your head?" Use the "Secret" aspect—Macbeth doesn't tell his wife about Banquo's murder plot. He is sustaining his own evil now.
Spanish Connections
Mantener and Sostener are strong conceptual bridges. Explain that in English, we use "Maintain" for states of being and "Sustain" for energy or support.
Phonics Transition
This completes the explicit instruction for vowel teams. Students should be encouraged to use their handouts from Lessons 11-15 as "cheat sheets" during the analysis writing.
Fluency Practice Handout L17 Lesson 17: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A royal boy had a choice to make.
He could enjoy his life or find a new way.
He heard a noise in the park.
It was a loud voice from the dark.
He found a small point in the yard.
He will join his friends to find a toy.
A coin is on the road.
Let us avoid the bad path.
He will find a new oil for his lamp.
He will boil the water for tea.
He is a man of joy.
Step 2: Listening Check
Listen for the /oi/ and /oy/ sounds. Put a checkmark in the boxes below.
The Uninvited Guest Handout Lesson 17: The Uninvited Guest
Topic: The Banquet Scene & Guilt (Act 3.4)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze Macbeth's reaction to Banquo's ghost.
I can identify and spell words with oi and oy .
Do Now: Review
1. Use the root -TEN- (to hold) to fill in the blank:
Macbeth wants to __________________________ his power as King.
2. Vowel Team Check: Circle the words with a Long U sound.
BLUE BOAT TRUE NIGHT
Complex Vowel Teams: /oi/
The sound of a loud noise !
OI (Middle)
poi son, voi ce, choi ce
OY (End)
enjoy , roy al, boy
Rule: Use oi in the middle of a syllable and oy at the end.
Root: -VIV / VIT-
Origin: Latin | Meaning: life (vida / vivir)
Syllabication:
vi / tal
Academic Vocabulary
1. Vital: Necessary for life; very important.
2. Vivid: Producing powerful, clear images in the mind.
The Ghost of Banquo
Macbeth hosts a royal dinner. Suddenly, he sees the vivid ghost of Banquo. Banquo is dead, but Macbeth thinks he has come back to life !
The ghost is not a real boy or man; it is a vivid hallucination.voice because ____________________________________.vivid image shows his deep __________________________.
Idea Bank: Fear, guilt, blood, crazy, secret, murder.
The Uninvited Guest Slides THE UNINVITED GUEST
The Banquet & Banquo's Ghost: Act 3.4
Lesson 17 Ambition & Power Unit
The /oi/ Sound
OI
In the Middle
P-OI-SON
V-OI-CE
CH-OI-CE
OY
At the End
R-OY-AL
ENJ-OY
B-OY
Morphology: -VIV / VIT-
LIFE
Origen Latín: Vida / Vivir
VI-TAL
Very important for life.
VIV-ID
Strong, bright images.
SUR-VIVE
To stay alive.
Seeing the Invisible
The Scene:
Macbeth sees Banquo sitting in his chair at the dinner party. No one else sees him!
It is a vivid hallucination produced by guilt .
"Thou canst not say
The Uninvited Guest Teacher Guide Teacher Guide: Lesson 17
Topic: The Uninvited Guest (Act 3.4)
Pacing 55 Min
Objective
Students will analyze Macbeth's psychological deterioration through the Banquet Scene and master the complex vowel teams oi / oy and the root -VIV / VIT- .
ESOL Focus
Phonemes: /oi/ diphthong discrimination.Morphology: Root "life."Scaffold: Visualizing hallucinations through the word "vivid."
Lesson Pacing
10 min
Retrieval & Review
Review root -TEN- (to hold) and Long U teams. Choral read Blue, True, New.
15 min
Phonics: OI and OY Noise
Teach the position rule: oi in the middle, oy at the end. Use words like Choice and Royal (connect to the King).
ESOL Tip: Model the shifting mouth shape for /oi/. It starts round and ends smiling. Have students touch their jaw to feel the move.
10 min
Morphology: -VIV / VIT-
Connect to Vida and Vivir . Explain that a ghost is someone who used to have life . Macbeth sees the dead come to life in a vivid way.
20 min
Acting: The Empty Chair
Place an empty chair in the middle of the room. Have a student "Macbeth" react to it while other students "Lords" ignore it. This demonstrates the internal nature of the hallucination.
Spanish Connections
Vital and Vívido are direct cognates. Explain that Vivid describes Macbeth's mind because his guilt is so strong it creates "clear images."
Vocabulary Check
The word Royal (OY) is perfect for this unit. Macbeth is King, so his dinner is a royal banquet. This helps anchor the phonics rule in the plot.
Fluency Practice Handout L18 Lesson 18: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A dark cloud is in the sky.
He will shout for help.
Macbeth is in the town.
He has a loud house.
He will not allow a cow in his yard.
The ground is cold and hard.
He is a proud man.
He will find a new power.
He walks down the road.
He has a small mouse in his hand.
Let us go to the coast.
The morning will bring a new sun.
He will show his heart to no one.
Step 2: Listening Check
Listen for the /ou/ sounds (ou and ow). Put a checkmark in the boxes below.
The Master of Confusion Handout Lesson 18: The Master of Confusion
Topic: Hecate and the Witches' Plan (Act 3.5)
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain how the witches plan to distract and trick Macbeth.
I can identify and spell words with ou and ow .
Do Now: Review
1. Review root -VIV- (life): Circle the word that means "very clear and powerful images."
Vivid Vital
2. Phonics Check: Fill in with 'oi' or 'oy'.
V ___ ___ CE R ___ ___ AL P ___ ___ SON B ___ ___
Complex Vowel Teams: /ou/
The sound of a loud "Ouch!" or a cloud .
OU (Middle)
clou d, rou nd, prou d
OW (End/Middle)
now , how , dow n
Caution: Remember ow can also say /ō/ (like show)! This sound is /ou/ like cow .
Root: -TRACT-
Origin: Latin | Meaning: to draw / pull (atraer / jalar)
Syllabication Practice:
dis / tract
Academic Vocabulary
1. Distract: To pull someone's attention away from something. (Distraer).
2. Attract: To pull something toward you. (Atraer).
Hecate's Revenge
Hecate is the boss of the witches. She is angry because they spoke to Macbeth without her! She wants to use confusion to distract Macbeth.
Hecate plans to attract Macbeth to his down fall (Lesson Phonics!).distract him by using __________________________.
Idea Bank: Tricks, fake news, magic, stop caring, die, pride.
The Master of Confusion Slides THE MASTER OF CONFUSION
Hecate's Plan: Act 3.5
Lesson 18 Ambition & Power Unit
The /ou/ Sound
OU
Middle of words
CL-OU-D
P-R-OU-D
R-OU-ND
OW
End or Middle
N-OW
H-OW
D-OW-N
Wait! Remember OW can also say /ō/ like SNOW!
Morphology: -TRACT-
DRAW / PULL
Origen Latín: Atraer / Jalar
Distract
To pull attention away.
Attract
To pull something toward you.
Why Confusion?
Hecate says:
"Security is mortals' chiefest enemy."
When Macbeth feels SAFE, he stops paying attention.
The Trick:
The witches will attract him with magic and then distract him from the truth.
The Master of Confusion Teacher Guide Teacher Guide: Lesson 18
Topic: The Master of Confusion (Act 3.5)
Pacing 55 Min
Objective
Students will explain Hecate's plan to dismantle Macbeth's confidence and master the complex vowel teams ou / ow and the root -TRACT- .
ESOL Focus
Phonemes: /ou/ (ouch) vs /ō/ (snow) discrimination.Morphology: Root "to draw/pull."Academic Vocab: Security, Mortals.
Lesson Pacing
10 min
Retrieval & Phonemic Review
Check the root review (-VIV-) and Long I spellings. Choral read Voice, Royal, Choice, Boy.
15 min
Phonics: OU and OW Clouds
Teach /ou/ as in "Ouch!" Show that ou is only in the middle. Highlight the risk of confusing ow sounds (Show vs Now).
ESOL Tip: In Spanish, the "ou" sound doesn't exist as a single phoneme. Use the word Auto (Spanish) as a bridge, even though the English sound is different.
10 min
Morphology: -TRACT-
Connect to Tractor (it pulls things) and Spanish Atraer . Hecate is "pulling" Macbeth toward her trap.
20 min
Analysis: Hecate's Philosophy
Read Act 3, Scene 5. Discuss the quote: "Security is mortals' chiefest enemy." Ask Level 2/3 students: "When you feel safe, do you lock your door?" (No). "When you feel unsafe, do you lock it?" (Yes). Hecate wants to make him feel safe so he leaves his mind "unlocked."
Spanish Connections
Atraer (Attract) and Distraer (Distract) are direct cognates. Explain that both involve "drawing" or "pulling" attention, just in different directions.
Cultural Note
Level 2 students may not know that Security in Shakespeare means "overconfidence" or "feeling too safe." Modern security means safety. This is a crucial distinction for the analysis.
Fluency Practice Handout L19 Lesson 19: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The author wrote a long play.
He saw a claw in the dark.
It was a big fault to kill the King.
He will draw a new plan.
He will find a small cause to win.
He has a straw for his tea.
The wind will haul the boat away.
We must not be caught in a trap.
He saw a small lawn in the park.
Let us launch our new work.
The dawn will bring a new light.
He will find a part to play.
Step 2: Listening Check
Listen for the /aw/ sounds (au and aw). Put a checkmark in the boxes below.
Double Trouble Handout Lesson 19: Double Trouble
Topic: Apparitions & New Prophecies (Act 4.1)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze the artifacts and prophecies the witches show Macbeth.
I can identify and spell words with au and aw .
Do Now: Review
1. Review root -TRACT- (to pull):
A phone can __________________________ you from your homework.
2. Phonics sorting: Put these words in the right box (Now, Round, Cloud, Down).
OU
OW
Complex Vowel Teams: /aw/
The sound of a loud "Aww!" or a claw .
AU (Middle)
au thor, fau lt, cau se
AW (End/Middle)
claw , draw , saw
Rule: Use au in the middle of a syllable and aw usually at the end.
Root: -FAC / FECT-
Origin: Latin | Meaning: to make / do (hacer)
Syllabication Practice:
ar / ti / fact
Academic Vocabulary
1. Artifact: An object made by a human being, typically of historical interest.
2. Affect: To produce a change or result in someone/something. (Afectar).
Double, Double Toil and Trouble
Macbeth goes to the witches. They are making a magic potion. They show him three artifacts (Apparitions) that tell the future.
The witches draw (Lesson Phonics!) three visions.affect Macbeth by __________________________.proud and safe because the witches say _____________________.
Idea Bank: Making him overconfident, dangerous, stop fearing, ghost, no man born of woman.
Double Trouble Slides Double Trouble
The Three Apparitions: Act 4.1
Lesson 19 Ambition & Power Unit
The /aw/ Sound
AU
Middle of words
AU-THOR
F-AU-LT
C-AU-SE
AW
Usually at the End
CL-AW
DR-AW
S-AW
Morphology: -FAC / FECT-
TO MAKE / DO
Origen Latín: Hacer
Artifact
Something MADE by hand.
Affect
To DO something that changes results.
Three Artifacts
ARMED HEAD
"Beware Macduff!"
BLOODY CHILD
"None of woman born shall harm Macbeth."
CROWNED CHILD
"Safe until Birnam Wood moves."
Macbeth feels INVINCIBLE! Is it a trick?
Double Trouble Teacher Guide Teacher Guide: Lesson 19
Topic: Double Trouble (Act 4.1)
Pacing 55 Min
Objective
Students will evaluate the witches' second set of prophecies and analyze how supernatural artifacts manipulate Macbeth, while mastering au / aw and the root -FAC / FECT- .
ESOL Focus
Phonemes: /aw/ sound.Morphology: Root "to make/do."Literature: Foreshadowing and Equivocation (Tricks).
Lesson Pacing
10 min
Retrieval &Review
Check root -TRACT- review and ou/ow sorting. Review the /ou/ (ouch) sound.
15 min
Phonics: AU and AW Claws
Teach the /aw/ sound. Compare it to the Spanish sound in Auto (it's different, but helps them see the spelling). Focus on aw at the end of words like draw and saw .
10 min
Morphology: -FAC / FECT-
Connect to Hacer (Spanish) and Factory . Explain that an Artifact is a physical thing that was made . The witches make a potion and make visions appear.
20 min
Analysis: The Trickery
Read Act 4, Scene 1. Focus on the three apparitions. Macbeth hears "none of woman born shall harm Macbeth" and thinks he is a god. Ask: "Is this good news or bad news?" Use the term Affect —how does this news affect his ego?
Spanish Connections
Afectar (Affect) is a direct cognate. Explain that Artifact is related to Arte (Art). It is something made with skill.
Phonics Bridge
Level 2 students often confuse aw and ow . Provide visual anchors: Draw a claw for AW and a cow for OW.
Fluency Practice Handout L20 Lesson 20: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The woods are dark and cold.
He has a book in his hand.
Macbeth wants to look for food.
He will go to the moon tonight.
A good man will not do this.
He has a small foot.
Let us go to the school.
The morning will bring a new light.
He will find a part to play.
He stays in the north for now.
He will be a true ruler.
The morning will bring a new law.
He has a firm hand.
Step 2: Listening Check
Listen for the /oo/ sounds (long and short). Put a checkmark in the boxes below.
The Cost of Treason Handout Lesson 20: The Cost of Treason
Topic: The Murder of the Macduffs (Act 4.2)
Name: __________________________________
Date: ___________________________________
Content Goals
I can explain why Macbeth decides to kill Macduff's family.
I can distinguish between the two sounds of oo .
Do Now: Review
1. Review root -FAC- (to make): Circle the word that means a human-made object.
Artifact Affect
2. Phonics Check: Fill in with 'au' or 'aw'.
CL ___ ___ F ___ ___ LT C ___ ___ SE DR ___ ___
Complex Vowel Teams: Double O
One spelling, two different sounds!
Long OO (Cool / Food)
foo d, moo n, zoo m
Short OO (Look / Book)
loo k, goo d, foo t
Practice: Say "The ghost looks at the moon" to hear both sounds!
Root: -FIN-
Origin: Latin | Meaning: end / limit (fin / límite)
Syllabication:
fi / nal
Academic Vocabulary
1. Finality: The state of being finished or ended forever.
2. Confinement: Being kept within limits or boundaries.
No Mercy
Macduff has fled to England. Macbeth is angry and decides to kill Macduff's wife and children. This is the final step in Macbeth's down fall. He has lost all empathy (Lesson 4 root!).
Macbeth decides that the final destiny of Macduff's family is death.look (L20 Phonics!) at them as humans.infinite because __________________
Idea Bank: Cruel, child killer, lost his mind, too much power, Macduff will be angry.
The Cost of Treason Slides THE COST OF TREASON
The Murder of the Macduffs: Act 4.2
Lesson 20 Ambition & Power Unit
The Double "O"
Long OO
Sound like "FOOD"
M-OO-N
C-OO-L
Z-OO-M
Short OO
Sound like "LOOK"
B-OO-K
G-OO-D
F-OO-T
Morphology: -FIN-
END / LIMIT
Origen Latín: Fin / Límite
Final
The end of something.
Infinite
Without any limits or end.
The Point of No Return
The Decision:
Macbeth orders the death of Macduff's WIFE and CHILDREN.
This is not a soldier's battle. This is murder.
THE COST:
Macbeth has reached the limit (fin) of his humanity.
"He has no children." --- Macduff
The Cost of Treason Teacher Guide Teacher Guide: Lesson 20
Topic: The Cost of Treason (Act 4.2)
Pacing 55 Min
Objective
Students will evaluate Macbeth's ultimate descent into evil through the murder of the Macduffs and master the variant sounds of oo and the root -FIN- .
ESOL Focus
Phonemes: OO (long /u/ vs short /ʊ/).Morphology: Root "end/limit."Character: Defining the "final" transition to tyrant.
Lesson Pacing
10 min
Retrieval & Review
Check root -FAC- review and au/aw spellings. Choral read Fault, Claw, Author, Saw.
15 min
Phonics: The OO Mirror
Model the difference between Food (lips rounded/forward) and Look (lips relaxed). Have students say "Good food" to practice the contrast.
10 min
Morphology: -FIN-
Connect to Spanish Fin and Final . Explain that Macbeth has reached his "moral limit." There is no coming back from killing children.
20 min
Analysis: The Point of No Return
Discuss Act 4, Scene 2. This is the first time we see a family setting in the play. Contrast the "vivid" (Lesson 17 root) family love with Macbeth's "infinite" (Lesson 20 root) hate. Ask: "Is Macbeth still a human or a monster?"
Spanish Connections
Final and Definir are direct cognates. Use them to discuss how this act defines Macbeth's character for the rest of the play.
Sensitive Topic Scaffolding
Killing children is a heavy topic. Focus the discussion on the loss of empathy (Lesson 4) and how ambition leads to complete moral destruction.
Testing Loyalty Handout Lesson 21: Testing Loyalty
Topic: Macduff's Grief & Malcolm's Test (Act 4.3)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze how Macduff reacts to his errors and his loss.
I can identify and spell words with ew and ue .
Do Now: Review
1. Review root -FIN- (end):
The __________________________ scene of a movie is the most exciting part.
2. Phonics Check: Circle the word with the Short OO sound (like LOOK).
MOON FOOD BOOK ZOOM
Complex Vowel Teams: /ū/
The sound of a tasty stew !
EW (End)
few , new , chew
UE (End)
true , blue , rescue
Context: Macbeth will never stew on his mistakes, but Macduff will.
Root: -ERR-
Origin: Latin | Meaning: to wander / stray (vagar / errar)
Syllabication Practice:
er / ror
Academic Vocabulary
1. Error: A mistake; a wandering from the truth. (Error).
2. Erratic: Moving or behaving in a way that is not regular.
All My Pretty Chickens
Macduff finds out his family is dead. He feels it was his error to leave them. Malcolm tells him to use his grief as fuel for a new war.
Macduff is true to his family and his King.erratic because ________________________.rescue Scotland and find __________________________
Idea Bank: Leaving them alone, guilty, fight back, revenge, loyal.
Fluency Practice Handout L21 Lesson 21: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
The morning dew is on the grass.
The sky is blue and true.
Macbeth has a new plan.
He will brew a lot of trouble.
He will chew on his pride.
He will find a few friends.
He flew to the north to be safe.
He will follow the rule of the land.
He will find a new tune to sing.
He will be a true ruler.
He has the key to the throne.
Let us find the truth in his heart.
Step 2: Listening Check
Listen for the /ū/ sounds (ew and ue). Put a checkmark in the boxes below.
Testing Loyalty Slides TESTING LOYALTY
Macduff's Grief & Malcolm's Test: Act 4.3
Lesson 21 Ambition & Power Unit
The /ū/ Sound
EW
At the end of syllables
N-EW
CH-EW
F-EW
UE
At the end of syllables
TR-UE
BL-UE
RESC-UE
Morphology: -ERR-
WANDER / STRAY
Origen Latín: Vagar / Errar
Error
Wandering from the truth (Mistake).
Erratic
Wandering around; not regular.
A Father's Grief
"What, all my pretty chickens and their dam / At one fell swoop?"
HIS ERROR:
Macduff thinks he made a fatal error by leaving his family.
HIS NEW GOAL:
Malcolm tells him: "Dispute it like a man!"
Testing Loyalty Teacher Guide Teacher Guide: Lesson 21
Topic: Testing Loyalty (Act 4.3)
Pacing 55 Min
Objective
Students will evaluate Macduff's reaction to the loss of his family and Malcolm's test of loyalty while mastering the diphthongs ew / ue and the root -ERR- .
ESOL Focus
Phonemes: /ū/ (ew/ue) sound.Morphology: Root "to wander/stray."Literary Focus: Grief vs. Revenge.
Lesson Pacing
10 min
Retrieval & Phonemic Check
Check root -FIN- review and the OO sound check. Choral read Moon, Look, Food, Book.
15 min
Phonics: EW and UE Stew
Long U is often a diphthong. Show that ew and ue almost always come at the end of a word or syllable. Use Rescue as the anchor word for the scene.
10 min
Morphology: -ERR-
Connect to Spanish Error and Errar . Explain that to Macduff, leaving his family was a "wandering from safety"—an Error .
20 min
Analysis: A Man's Grief
Read Act 4, Scene 3. Malcolm tests Macduff's loyalty by lying about how evil he is. Once he sees Macduff truly loves Scotland, he tells the truth. Discuss Macduff's "pretty chickens" line—it's a vivid (L17 root) metaphor for his family.
Spanish Connections
The word Error is a direct cognate. Explain that Erratic describes someone who "wanders" around and doesn't follow a straight path. Macbeth is becoming erratic; Macduff is staying true.
Thematic Logic
Macduff's Error is the opposite of Macbeth's Objective (L11). Macbeth tries to hit his target too hard; Macduff accidentally wanders away from his family while trying to save his country.
Out Damned Spot Handout Lesson 22: Out, Damned Spot
Topic: Lady Macbeth's Sleepwalking (Act 5.1)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze how Lady Macbeth's guilt makes her dormant mind awake.
I can review and apply all Complex Vowel teams (Diphthongs).
Do Now: Big Vowel Challenge
Circle the word that makes the same sound as the underlined vowel team.
1. POISON: ENJOY / CLOUD
2. TRUE: FEW / BOOK
3. LOW: NOW / SHOW
4. CLAW: CAUSE / COLD
Root: -DORM-
Origin: Latin | Meaning: sleep (dormir)
Syllabication Practice:
dor / mant
Academic Vocabulary
1. Dormant: Alive but not active; sleeping.
2. Somnambulist: A person who sleepwalks. (Sonámbulo).
Guilt Never Sleeps
Lady Macbeth is sleepwalking. She tries to wash imaginary blood from her hands. She cries, "Out, damned spot! Out, I say!" Her dormant guilt has finally come out.
Lady Macbeth's mind is no longer dormant .looks (L20 Phonics!) at her hands and sees __________________________.vivid (L17 root) image shows that her guilt is __________________________.now (L18 Phonics!) realizes that "all the perfumes of Arabia will not sweeten this little hand."
Idea Bank: Blood, murder, too much, scared, crazy, regicide.
Fluency Practice Handout L22 Lesson 22: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A dark cloud is in the sky.
She hears a loud voice from the dark.
Macbeth has a new plan.
He will join his friends to eat meat.
The light is bright and clear.
He will grow in power each day.
He will be a true ruler for his land.
He flew to the coast to see the show.
He will find a new path to follow.
Let us avoid the bad path.
He will find a new oil for his lamp.
He will boil the water for tea.
He is a man of joy.
Step 2: Listening Check
Listen for all Complex Vowel sounds (Diphthongs). Put a checkmark in the boxes below.
Out Damned Spot Slides OUT, DAMNED SPOT!
Guilt & Sleepwalking: Act 5.1
Lesson 22 Ambition & Power Unit
Diphthong Review
OI & OY
P-OI-SON / ENJ-OY
OU & OW
CL-OU-D / N-OW
AU & AW
C-AU-SE / CL-AW
OO / EW / UE
L-OO-K / N-EW / TR-UE
Morphology: -DORM-
SLEEP
Origen Latín: Dormir
Dormant
Sleeping; inactive.
Dormitory
A place where many people sleep.
The Spot of Blood
"Out, damned spot! Out, I say!
THE DOCTOR SAYS:
"Unnatural deeds do breed unnatural troubles."
THE CHANGE:
Lady Macbeth used to be strong. Now she is broken by guilt .
Out Damned Spot Teacher Guide Teacher Guide: Lesson 22
Topic: Out, Damned Spot (Act 5.1)
Pacing 55 Min
Objective
Students will evaluate Lady Macbeth's psychological breakdown through the sleepwalking scene and review all Complex Vowel Teams (Diphthongs) and the root -DORM- .
ESOL Focus
Cumulative Review: Diphthongs sorting.Morphology: Root "sleep."Literature: Mental breakdown and guilt symbolism.
Lesson Pacing
10 min
Retrieval & Diphthong Review
Check the big vowel challenge on the handout. This reviews lessons 17-21. Choral read Poison, Now, Cause, Book.
15 min
Literacy: The Diphthong Finale
Review all 5 sets of diphthongs. Challenge students to find one of each in Act 5.1 (e.g., Now , Look , Cause ). This builds text-scanning automaticity.
10 min
Morphology: -DORM-
Connect to Spanish Dormir and Dormitorio . Explain that Lady Macbeth is physically awake but mentally dormant —she is reliving her crimes in her sleep.
20 min
Analysis: The Spot of Guilt
Read Act 5, Scene 1. Focus on her hands. Earlier she said "A little water clears us" (L14). Now she says "All the perfumes of Arabia will not sweeten this little hand." Ask: "What happened to her power?" (It's gone; she's broken).
Spanish Connections
Dormitorio and Sonámbulo are powerful links. Use the word Dormant to describe a volcano or a plant to help them generalize the meaning beyond just "sleeping."
Symbolism Scaffold
Explain that the "spot" isn't real blood; it's a vivid (L17) artifact (L19) of her memory. She is being affected (L19) by her own conduct (L12).
The True Man Handout Lesson 23: The True Man
Topic: Manhood & Foils (Act 4.3)
Name: __________________________________
Date: ___________________________________
Content Goals
I can contrast Macduff’s and Macbeth’s ideas of "manhood."
I can decode and sort R-controlled vowels (/ar/, /or/, /er/).
Do Now: Review
1. Review root -DORM- (sleep): Circle the correct word.
Lady Macbeth’s guilt is no longer (dormant / vital).
2. Phonics Review: Circle the word that rhymes with BOY .
VOICE ENJOY CLOUD NOW
Spiral Review: R-Controlled Vowels
Underline the Bossy "R" and sort these words: ST-AR , P-OR-T , B-IR-D , D-AR-K , F-OR-M , H-ER .
/ar/ (Star)
_________________ _________________
/or/ (Port)
_________________ _________________
/er/ Sisters
_________________ _________________
Root: -MAN-
Origin: Latin (Manus) | Meaning: hand (mano)
Syllabication:
man / u / al
Academic Vocabulary
1. Manhood: The state of being a man; traditional "male" qualities.
2. Manipulate: To handle or control someone, like using your hands.
What is a Man?
Macbeth thinks being a "man" means being cruel and never crying. But when Macduff loses his family, he says, "I must also feel it as a man."
Macbeth tried to manipulate Macduff by killing his family.manhood because ______________________
Idea Bank: Feelings are okay, family is important, real strength, empathy.
Fluency Practice Handout L23 Lesson 23: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A brave soldier will serve his King.
A blur of steel will spur the win.
He can surf the waves of war.
His sword is hot in the dirt.
He is first in the fight.
He will not turn back.
The girl in the park will chirp for him.
He has the charm of a lord.
His heart is strong.
He is a brave man of art.
William Shakespeare is a bright star in history.
He was born in a small town.
He chose each word with care.
Step 2: Listening Check
Listen for all R-Controlled sounds (/ar/, /or/, /er/). Put a checkmark in the boxes below.
The True Man Slides THE TRUE MAN
Manhood & Foils: Act 4.3
Lesson 23 Ambition & Power Unit
Bossy R Review
/ar/
STAR
D-AR-K
/or/
PORT
F-OR-M
/er/
HER / BIRD
B-UR-N
Morphology: -MAN-
HAND
Origen Latín: Mano
MAN-ual
Doing something by hand.
MAN-ipulate
To handle or control (like hands).
Feeling like a Man
"I shall do so; but I must also feel it as a man." --- Macduff
MACBETH:
Manhood = Violence / No Emotion
MACDUFF:
Manhood = Courage / Real Emotion
The True Man Teacher Guide Teacher Guide: Lesson 23
Topic: The True Man (Act 4.3)
Pacing 55 Min
Objective
Students will compare Macduff’s emotional definition of manhood with Macbeth’s violent one while spiraling R-controlled vowel phonics and the root -MAN- .
ESOL Focus
Spiral Review: R-controlled vowels sorting.Morphology: Root "hand" (-man-).TPR: Manual movements for "manipulate."
Lesson Pacing
10 min
Retrieval & Phonemic review
Check the root -DORM- review and the rhyme check. Ensure Level 2/3 students hear the /oi/ sound move from "Round" to "Smiling."
15 min
Phonics Spiral: The Bossy R Hunt
Spend time sorting the Bossy R words. Many students forget that /er/, /ir/, and /ur/ are identical. Choral read the sort list: Star, Port, Bird, Dark, Form, Her.
10 min
Morphology: -MAN-
Connect to Spanish Mano . Explain that to manipulate someone is to treat them like an object you can move with your hands. Use TPR: Pretend to pull strings like a puppet.
20 min
Analysis: The Real Man
Read Act 4, Scene 3. Malcolm tells Macduff to "dispute it like a man" (meaning fight back). Macduff says "I must also feel it as a man." This is a huge shift from Macbeth's view of manhood as emotionless cruelty.
Spanish Connections
Manual and Manipular are direct cognates. Explain that Manhood is like Hombría . It is what people expect from a man.
Foil Comparison
Remind students of the word Foil (L15). Macduff is a foil to Macbeth because his reaction to the murder of his family shows how much empathy Macbeth has lost.
Stains of the Past Handout Lesson 24: Stains of the Past
Topic: Imagery & Motifs (Act 5.1/5.2)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze the motifs of blood and hands in Act 5.
I can decode and sort Long A, E, and I vowel teams.
Do Now: Review
1. Review root -MAN- (hand): Match the word to its definition.
1. Manual ____ 2. Manipulate ____
A. To control someone else. B. Doing work by hand.
2. Phonics Review: Circle the word with the /er/ sound (like BIRD).
STAR FORM BURN PART
Spiral Review: Vowel Teams
Complete each word with the correct vowel team (ai, ay, ee, ea, igh).
ST ___ ___ (ay)
W ___ ___ T (ai)
S ___ ___ D (ee)
L ___ ___ VE (ea)
L ___ ___ T (igh)
N ___ ___ T (igh)
Root: -LUM / LUC-
Origin: Latin | Meaning: light (luz / alumbrar)
Syllabication:
lu / cid
Academic Vocabulary
1. Lucid: Easy to understand; clear and bright thinking.
2. Illuminate: To light up; to make something clear. (Iluminar).
The Light of Guilt
Lady Macbeth is terrified of the dark. She has a "light by her continually." She is no longer lucid ; her mind is stained (Long A!) by the sea (Long E!) of blood she has spilled.
The candle tries to illuminate the darkness, but she only sees blood.main (Long A!) problem is that she can't __________________________
Idea Bank: Wash her hands, forget the murder, sleep in peace, be clean again.
Fluency Practice Handout L24 Lesson 24: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Do not wait for the rain.
It is a long day for the King.
He will stay in his house.
A leaf is green in the sun.
We can keep a secret in our heart.
The sea is deep and cold.
He will feed the birds every day.
Let us sleep in peace tonight.
In the high night, the light is bright.
Macbeth has a knife in his hand.
He will try to hide his crime.
The sky is dark and cold.
Let us find the truth in his heart.
Step 2: Listening Check
Listen for all Long Vowel sounds (A, E, I). Put a checkmark in the boxes below.
Stains of the Past Slides STAINS OF THE PAST
Imagery & Motifs: Act 5.1/5.2
Lesson 24 Ambition & Power Unit
Long Vowel Check
Long A
WAIT / STAY
R-AI-N
Long E
SEED / MEAT
S-EA
Long I
NIGHT / MY
SK-Y
Morphology: -LUC-
LIGHT
Origen Latín: Luz
LUC-id
Clear; "bright" thinking.
il-LU-minate
To light something up.
A Bloody Motif
"What! will these hands ne'er be clean?"
THE LIGHT:
She carries a candle because she is afraid of the darkness of her deeds.
THE BLOOD:
The blood on her hands is not real, but it is a vivid mental stain.
Stains of the Past Teacher Guide Teacher Guide: Lesson 24
Topic: Stains of the Past (Act 5.1-2)
Pacing 55 Min
Objective
Students will analyze the blood and hand motifs in Act 5 while spiraling Long Vowel Teams (A, E, I) and the root -LUC- .
ESOL Focus
Spiral Review: Long A, E, I spellings.Morphology: Root "light" (-luc-).Scaffold: Visual aids for "stain" vs "clean."
Lesson Pacing
10 min
Retrieval & Phonemic review
Check the root -MAN- review. Choral read the /er/ sound challenge. Ensure students understand the "hand" (manus) connection to Act 5.
15 min
Phonics Spiral: Long Vowel Mastery
Review the mixed spellings of A, E, and I. Level 2 students often confuse ai and ea . Use a color-coded board if possible to separate the families.
10 min
Morphology: -LUC / LUM-
Connect to Spanish Luz . Explain that Lady Macbeth is physically carrying light , but her mind is in darkness because she is no longer lucid .
20 min
Analysis: The Mental Stain
Read Act 5, Scene 1 again (focus on imagery). Discuss the "stain" of the past. Lady Macbeth cannot wait (Long A) or leave (Long E) her guilt behind. It is like an permanent artifact (L19) on her soul.
Spanish Connections
Luz , Lúcido , Iluminar . These are very easy for Spanish speakers. Focus on the English suffix -ate (ate = ar/er/ir) in Illuminate .
Motif Scaffold
A Motif is a repeating symbol. Use icons of a hand and a droplet of blood on the board whenever these words come up to help students track the pattern.
Fluency Practice Handout L25 Lesson 25: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
A royal boy had a choice to make.
He could enjoy his life or find a new way.
He heard a noise in the park.
It was a loud voice from the dark.
He found a small point in the yard.
Macbeth walks down the road in the snow.
He will find a new power.
He is a proud man.
He will find a blue sun in the morning.
He will show his heart to no one.
Let us find the truth in his heart.
The snow is cold and white.
Step 2: Listening Check
Listen for all Long Vowel (O, U) and Diphthongs . Put a checkmark in the boxes below.
Brief Candles Handout Lesson 25: Brief Candles
Topic: Lady Macbeth's Death & Time (Act 5.5)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze Macbeth's reaction to time and death.
I can decode and sort Long O, U, and Diphthongs .
Do Now: Review
1. Review root -LUC- (light): Fill in the blank.
A candle can __________________________ a dark room.
2. Phonics Review: Match the word to the Long sound.
W-AI-T S-EE-D N-IGH-T
/ā/ /ē/ /ī/
Spiral Review: O, U, & Diphthongs
Underline the vowel team and circle the sound it makes.
SHOW : /ō/ or /ou/ ?
DOWN : /ō/ or /ou/ ?
TRUE : /ū/ or /aw/ ?
DRAW : /ū/ or /aw/ ?
Root: -CHRON-
Origin: Greek | Meaning: time (tiempo)
Syllabication:
chron / i / cle
Academic Vocabulary
1. Chronicle: A record of events in the order they happened. (Crónica).
2. Out: The end of a life or light. "Out, out, brief candle!"
To-morrow and To-morrow
Lady Macbeth is dead. Macbeth does not cry. He says time is just a chronicle of fools going to death. He says life is a brief candle .
Macbeth hears that his wife has died now (Diphthong!).chronicle of his life is empty because ______________
Idea Bank: Everything is useless, life is short, he has no friends left, no future.
Brief Candles Slides BRIEF CANDLES
Lady Macbeth's Death & Time: Act 5.5
Lesson 25 Ambition & Power Unit
O, U, & Diphthongs Check
Long O / U
SHOW / TRUE
R-OA-D
OI / OY
VOICE / BOY
P-OI-SON
OU / OW
CLOUD / NOW
D-OW-N
Morphology: -CHRON-
TIME
Origen Griego: Tiempo
CHRON-icle
A history book (order of time).
SYN-chron-ize
To happen at the same time.
Life is Empty
"To-morrow, and to-morrow, and to-morrow,
THE REACTION:
Macbeth feels that time has lost its meaning. He has no purpose.
THE CANDLE:
"Out, out, brief candle!" --- Life is short and fragile.
Brief Candles Teacher Guide Teacher Guide: Lesson 25
Topic: Brief Candles (Act 5.5)
Pacing 55 Min
Objective
Students will evaluate Macbeth's reaction to Lady Macbeth's death and his philosophy on time while spiraling Long O, U, and Diphthongs and the root -CHRON- .
ESOL Focus
Spiral Review: Complex vowel teams.Morphology: Root "time" (-chron-).Philosophy: Analyzing despair in Level 2-3 terms.
Lesson Pacing
10 min
Retrieval &Review
Check the root -LUC- review and Long A/E/I matching. Choral read Wait, Seed, Night.
15 min
Phonics Spiral: Diphthong Logic
Review the /ō/ vs /ou/ contrast in words like Show and Down . This is a common point of confusion for Level 2 students. Choral read the exercise words.
10 min
Morphology: -CHRON-
Connect to Spanish Crónica and Cronómetro . Explain that Macbeth sees time as a long, boring chronicle with no happy ending.
20 min
Analysis: The Brief Candle
Read the "Tomorrow" speech. Macbeth has lost his wife and his future. Ask: "Is he sad or is he numb?" (Numb). He thinks life is "a tale told by an idiot." Link this back to Apathy (L4 root!).
Spanish Connections
The word Crónica is very common in news. Explain that Chronicle is just a fancy word for a story told in time order. Macbeth thinks his story is over.
Phonics Bridge
Level 2 students may miss the diphthongs in the analysis text (Now, Out, Life). Point them out as they read to build real-time decoding skills.
The Tyrant's End Handout Lesson 26: The Tyrant's End
Topic: Final Defeat & Downfall (Act 5.8)
Name: __________________________________
Date: ___________________________________
Content Goals
I can analyze Macbeth's downfall and the causes of his defeat.
I can review and apply all vowel phonics taught in this unit.
Do Now: Cumulative Vowel Check
Fill in the missing vowel(s) to complete the unit vocabulary.
ST ___ ___ (ay)
BL ___ ___ D (oo)
N ___ ___ HT (ig)
FL ___ ___ T (oa)
Root: -VAL-
Origin: Latin | Meaning: strong / worth (fuerte / valor)
Syllabication Practice:
val / iant
Academic Vocabulary
1. Valiant: Possessing or showing courage or determination.
2. Prevail: To be victorious or more powerful than opponents.
The Final Battle
Macbeth is trapped. Birnam Wood has moved. Macduff was "untimely ripped" from his mother's womb—he was not "born of woman." Macbeth's ambition has failed. Now, he must fight his final battle.
The Downfall:
"I will not yield... though Birnam Wood be come to Dunsinane."
The End:
Macduff kills Macbeth. The tyrant is dead.
In the end, Macbeth tried to be valiant , but truth prevailed .downfall happened because ________________________________
Idea Bank: Too much ambition, listening to witches, killing children, ignoring conscience.
The Tyrant's End Slides THE TYRANT'S END
The Fall of Macbeth: Act 5.8
Lesson 26 Ambition & Power Unit
The Big Phonics Board
Bossy R
STAR / PORT / BURN
Long Vowel Teams
RAIN / STAY / SEED / NIGHT
Diphthongs
VOICE / CLOUD / CLAW
Double Vowels
FOOD / LOOK / BLUE
Morphology: -VAL-
STRONG
Origen Latín: Fuerte / Valor
VAL-iant
Being brave and strong.
pre-VAIL
To be the strongest (win).
Behold the Tyrant
"Turn, hell-hound, turn!" --- Macduff
THE LIE:
Macbeth thought he was safe from any man.
THE TRUTH:
Macduff was not "born" but "ripped" out early.
THE LESSON:
Truth and justice prevail over evil.
The Tyrant's End Teacher Guide Teacher Guide: Lesson 26
Topic: The Tyrant's End (Act 5.8)
Pacing 55 Min
Objective
Students will summarize the causes of Macbeth's downfall and the fulfillment of the prophecies while completing a cumulative review of all vowel phonics and the root -VAL- .
Unit Synthesis
Cumulative Phonics: Mixed review of all vowel teams.Morphology: Root "strong" (-val-).Analysis: Final evaluation of author's theme.
Lesson Pacing
10 min
Retrieval & Review
Check the root review (-CHRON-) and the diphthong sorting. Choral read Show, Down, True, Claw.
15 min
Cumulative Literacy Board
Use Slide 2 to quiz the whole class. Point to a category and ask for a word. This builds communal confidence before the final writing.
10 min
Morphology: -VAL-
Connect to Spanish Valor and Válido . Explain that Macbeth fights valiantly (bravely), but his crown is no longer valid because he is a thief.
20 min
Analysis: The End of the Tyrant
Read Act 5, Scene 8. Macbeth realizes the witches tricked him. Discuss the "hell-hound" quote. Ask Level 2/3 students: "Why is Macbeth's death good for Scotland?" Use terms like Empathy (L4) and Conduct (L12).
Spanish Connections
Válido and Prevalecer are strong bridges. Use these to explain that while Macbeth was valiant (brave), the validity of Macduff's revenge is what prevails .
Unit Reflection
Encourage students to look back through their packet at all the roots they've learned (DICT, VERS, SPEC, PATH, PORT, SCRIB, VIS, AUDI, FER, VOC, JECT, DUCT, CID, CORP, GEN, TEN, VIV, TRACT, FAC, FIN, ERR, DORM, MAN, LUC, CHRON, VAL). They now have a massive academic vocabulary!
Fluency Practice Handout L26 Lesson 26: Phonics Fluency
Reading & Listening Practice
Name: __________________________
Date: ___________________________
Step 1: Read Aloud
Truth and justice will prevail. A brave soldier can be valiant in battle. Macbeth thought he was safe in his home. But the woods have moved to the park. No man born of woman can harm him. But Macduff was not born in a normal way. Macbeth's ambition has failed. His life is a short story of guilt. He saw a vivid ghost in his chair. He was the lord of the play for a short time. Now the dawn will bring a new day. Let us learn from his fall.
Step 2: Listening Check
Listen for all unit phonics sounds . Put a checkmark in the boxes below.
