Making Macbeth More Accessible for Struggling Readers in Grade 9

 

Teaching Macbeth in Grade 9 can be a challenge, especially for students who struggle with reading, language processing, or understanding older forms of English. Shakespeare’s writing is rich and powerful, but for many learners, the language itself becomes the biggest obstacle.

That is exactly why scaffolded resources matter.

When students are expected to work with complex texts like Macbeth, they often need more than just the original passage and a few comprehension questions. They need support that helps them break down the language, connect meaning, and build confidence step by step.

This resource was created to do exactly that.

My simplified Macbeth activity helps students compare original Shakespearean language with modern text, so they can focus on understanding the meaning instead of feeling lost in unfamiliar wording. It includes structured practice such as matching meanings, multiple choice questions, fill in the blanks, quote translation, character identification, and story review. These types of scaffolded tasks can make a big difference for struggling readers, SEN students, and ELL learners who need more guided access to grade-level content.

The goal is not to water down the text. The goal is to open the door to it.

With the right support, students can still engage with important quotes, characters, and ideas from Macbeth while working at a level that feels manageable and encouraging. That is what differentiation should do: preserve the learning, while making it more accessible.

This Grade 9 resource is ideal for inclusion classrooms, intervention groups, guided reading, or independent practice. It is especially helpful for teachers looking for a way to teach Shakespeare without leaving struggling learners behind.

If you are looking for a more supportive way to teach Macbeth, this resource was made with that need in mind.

You can find this resource and more differentiated ELA materials in my TPT store.

Online Learning in the UAE Again? This Is When Accessible Resources Matter Most

Like many teachers across the UAE right now, I’ve been reflecting on what it really means now that learning has already moved back online.

As educators, we do what we always do best — adapt quickly, show up for our students, and keep learning going no matter the circumstances.

But for those of us supporting students who need extra help, one truth becomes clear very quickly:

Online learning does not affect all learners in the same way.

For some students, it simply means learning from a different place.

For others, it can completely change how they access, process, and cope with learning.

The Students I Worry About First

Whenever learning moves online, my mind immediately goes to the students who already need more structure, more repetition, more teacher guidance, and more processing time.

The students who benefit from:

• clear step-by-step instructions

• visual support

• simplified wording

• guided practice

• predictable routines

In a classroom, we naturally provide so much of that.

We repeat instructions.
We point to examples.
We check in quietly.
We break things down on the spot.
We notice confusion before a student even says a word.

Online, all of that becomes harder.

And that’s when gaps start to widen.

Why Online Learning Feels So Much Harder for Some Students

When students are learning remotely, they are often expected to do much more on their own.

They need to read directions carefully, stay focused, process academic language, manage their materials, and work through tasks with less immediate support.

For many students, that’s already challenging.

For students with SEN, language-processing difficulties, weak executive functioning, or gaps in foundational skills, it can be overwhelming.

This is especially true in middle and high school, where content becomes more abstract and language-heavy.

A math page full of symbols.
A reading task with dense text.
A word problem with too many layers.

Sometimes the problem is not the concept itself.

Sometimes the problem is simply that the material is not accessible enough for independent online learning.

This Is Why Scaffolded Resources Matter So Much

I’ve always believed that differentiation is not about lowering the level.

It’s about opening the door.

When a resource is scaffolded well, it gives students an entry point. It helps them know where to begin, what to focus on, and how to move through the task without feeling lost from the start.

That might mean:

• chunked instructions

• reduced language load

• clear models

• guided examples

• visual structure

• gradual release into independence

These things make a huge difference in person.

But during online learning, they matter even more.

Because when the teacher is not physically next to the student, the resource itself has to do more of the supporting.

Teachers Need Support Too

Let’s be honest.

When schools shift online, teachers carry a lot.

We’re adapting lessons, managing platforms, supporting families, answering messages, checking engagement, and trying to keep learning meaningful through a screen.

In moments like this, teachers should not have to create every scaffolded and differentiated resource from scratch.

That’s actually one of the reasons I started creating the materials I use.

I wanted resources that were clear, structured, accessible, and still aligned to grade-level expectations.

Not watered down.
Not overwhelming.
Just thoughtfully designed.

Why I Created The Inclusive Modified Classroom

I created The Inclusive Modified Classroom on Teachers Pay Teachers because I know how hard it can be to find resources that truly support struggling learners while still keeping them connected to grade-level curriculum.

The materials I create are designed to help teachers save time while making lessons more accessible for students who need extra support.

They are:

• scaffolded

• differentiated

• easy to follow

• aligned with Common Core standards

• created with struggling learners in mind

And right now, with online learning back in the picture for many UAE teachers, these kinds of resources can make planning a little lighter and learning a little more manageable.

If you’d like to explore them, you can visit my store here:

The Inclusive Modified Classroom on TPT
https://www.teacherspayteachers.com/store/the-inclusive-modified-classroom

Let’s Stay Connected

I also share ideas, classroom tips, and new resources here:

Instagram: @TheInclusive.M.Classroom
Pinterest: https://www.pinterest.com/The_Inclusive_Classroom/

Final Thought

Online learning asks a lot from everyone.

But it asks even more from students who already find school hard to access.

That’s why this is such an important moment to think carefully about the materials we put in front of them.

Clearer. Simpler. More supportive. More intentional.

Sometimes one well-designed scaffolded page can do more than an entire complicated lesson.

And right now, that matters more than ever.

Algebra Isn’t the Problem!Processing Is

By the time students reach middle school, math

changes dramatically.

Numbers become symbols.
Procedures become multi-step.
Word problems become language-heavy.

Suddenly, students are expected to think abstractly — and fast.

For many students with SEN, this isn’t a motivation issue.
It’s not a lack of effort.
It’s not even a lack of intelligence.

It’s a processing load issue.

Algebra demands:

• Strong working memory

• Sequential thinking

• Language comprehension

• Symbol interpretation

• Attention to detail

• Cognitive flexibility

When one of those areas is weaker, algebra feels like decoding a foreign language.

What Actually Helps

Students don’t need watered-down math.

They need:

• Structured steps

• Clear visual models

• Reduced cognitive overload

• Explicit reasoning explanations

• Gradual release of responsibility

• Consistent problem types before variation

When instruction is designed this way, something shifts.

Students begin to:

• Recognize patterns

• Understand why steps work

• Solve independently

• Tackle grade-level problems with confidence

And yes — they can absolutely meet Common Core standards.

The key is thoughtful scaffolding.

Raising the Level of the Whole Classroom

Here’s something important:

When we design math in a way that allows SEN students to access it, we don’t just support a few learners.

We strengthen clarity for everyone.

Clear structure benefits:

• Students with ADHD

• Students with language-based learning differences

• Students who missed foundational skills

• Even high achievers who need conceptual depth

Inclusion done right raises the standard — it doesn’t lower it.

Practical Support for Busy Teachers

Creating scaffolded, Common Core–aligned algebra materials from scratch takes time most teachers don’t have.

That’s why I created The Inclusive Modified Classroom on Teachers Pay Teachers.

Inside the store, you’ll find:

• Scaffolded algebra lessons

• Step-by-step guided practice

• Visual models

• Structured word problems

• Differentiated formats

• Common Core–aligned content

All designed to help SEN students access grade-level curriculum — without adding hours to your planning.

Everything is classroom-ready and affordably priced to support teachers, not burden them.

👉 Visit the store here:
https://www.teacherspayteachers.com/store/the-inclusive-modified-classroom

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If you're interested in inclusive math strategies, differentiated resources, and practical classroom ideas:

📸 Follow us on Instagram: @TheInclusive.M.Classroom
📌 Follow on Pinterest: https://www.pinterest.com/The_Inclusive_Classroom/

Because algebra isn’t about who’s “good at math.”

It’s about who has access to it.

And access can be designed.

Building Better Bridges: Our Students Can Meet Grade-Level Objectives... If We Let Them Access Them

 There is something I see again and again in schools.

A student with a specific learning difficulty struggles to read a dense grade-level text. The assumption quietly follows:

“They should probably work two grades below.”

And just like that, the learning objective changes.

But what if the objective was never the problem?

What if the barrier was simply the way the content was presented?

The Objective Is Not the Obstacle

Let’s take a Grade 7 English objective:

Determine the theme of a text and analyze how it develops over the course of the story.

Now imagine a student with dyslexia or a processing difficulty. They are handed a three-page, complex passage filled with figurative language, long paragraphs, and advanced vocabulary.

They struggle to decode.
They lose their place.
They spend all their cognitive energy just reading.

And we conclude:
“They can’t find the theme.”

But that conclusion is often inaccurate.

What Happens When We Modify the Text — Not the Objective?

If the same objective is paired with:

• Shorter paragraphs

• Clearer sentence structure

• Simplified vocabulary

• Increased spacing

• Bolded key moments

Something shifts.

The student can suddenly:

• Identify repeated ideas

• Notice character decisions

• Track how events build toward a message

They can determine the theme.

The thinking was never the issue.
Access was.

Example 1: Finding the Theme in a Simplified Text

In one of my modified Grade 6 and Grade 7 ELA resources available in my TPT store, the core story remains aligned to Common Core standards — but the text is rewritten in a more accessible format.

Instead of:

“The oppressive silence that lingered in the aftermath of her decision reverberated through the hollow corridors of her conscience…”

Students read:

“After she made her choice, she felt a heavy silence inside. She knew something had changed.”

The theme task remains:

• What lesson does the character learn?

• What message does the author want us to understand?

Students are still:
✔ Analyzing character change
✔ Identifying central message
✔ Citing evidence

But they are doing it without drowning in decoding difficulty.

Example 2: Vocabulary in Context — With Accessible Language

Another grade-level objective:

Determine the meaning of words and phrases as they are used in a text.

When vocabulary is embedded inside overly complex syntax, students with specific learning difficulties often cannot use context clues effectively.

However, when the surrounding text is simplified:

• Sentences are direct

• Context clues are clearer

• Paragraphs are structured intentionally

Students can:

• Infer meaning

• Identify synonyms

• Use surrounding details to define unfamiliar words

The objective stays the same.

The entry point changes.

Accommodations Matter Too

Content modification is one pathway.

Accommodations are another.

Some students who struggle with written output can demonstrate deep understanding when provided with:

• Speech-to-text tools

• Audiobooks

• Text-to-speech software

• Graphic organizers

I’ve seen students who “write below level” produce sophisticated theme analyses when allowed to use speech-to-text.

Their ideas were never two grades below.

Their motor planning or spelling challenges were simply blocking expression.

The Dangerous Assumption

It is a shame, truly a shame, that we sometimes decide students will work two grades below simply because reading fluency is an obstacle.

Reading difficulty does not equal lower reasoning ability.

Processing speed does not equal lack of comprehension.

Spelling difficulty does not equal shallow thinking.

When we automatically lower the learning objective instead of adjusting access, we risk limiting potential. 

The Bigger Picture

Today, many students are struggling to meet curriculum objectives.

But we have to ask:

Were these materials designed with them in mind?

Curriculums were often built for the “average learner” — a student who reads fluently, processes quickly, and writes easily.

But classrooms are not average anymore.
They are diverse.
They are neurologically varied.
They are evolving.

In this world, accessibility is not optional; it is a MUST.

Keep the Objective. Flex the Content.

We do not need to water down standards.

We do not need to remove rigor.

We need to:

• Differentiate the text

• Simplify structure without simplifying thinking

• Provide accommodations

• Design flexible pathways to the same goal

The learning objective remains intact.

The content becomes reachable.

That is true inclusion!

Designing With Access in Mind

Over time, I began rewriting texts for my own students.

Not lowering the standard.
Not removing the objective.
Simply redesigning the way the content was presented.

Shorter paragraphs.
Clearer sentence structures.
Strategic vocabulary support.
Visual spacing.
Guided evidence prompts.

What surprised me most was not that students improved.

t was how quickly they were able to demonstrate understanding once the barrier of decoding was reduced.

Students who were previously placed on “below level” tasks were suddenly:

• Identifying themes

• Analyzing character change

• Explaining vocabulary in context

• Supporting answers with textual evidence

The curriculum did not change.
The pathway did.

For educators looking for practical examples of this approach, I share differentiated resources on my Teachers Pay Teachers store, The Inclusive Modified Classroom.

Click Here to access the store.

Remember: We Don’t Need to Lower Expectations!

We need to be careful not to confuse reading mechanics with thinking ability.

When a student struggles to decode complex syntax, that does not mean they cannot:

• Understand a moral

• Identify patterns

• Recognize symbolism

• Make inferences

Sometimes it simply means the text was not designed with them in mind.

In an evolving world, accessibility should not be an afterthought! It should be part of curriculum design.

We can keep learning objectives intact.

We can maintain rigor.

We can preserve grade-level expectations.

But we must be flexible in HOW WE PRESENT CONTENT.

Because inclusion is not about lowering the bar.

It is about building a better bridge.

Let’s Make Learning More Accessible While Still Meeting Curriculum Standards

 If you had told me years ago that I would one day become so passionate about special education, inclusion, and creating modified resources for teachers, I do not think I would have fully understood just how personal this journey would become.

Working in special education has changed me in ways I did not expect. It has made me more patient, more reflective, and much more aware of how different every learner truly is. It has also opened my eyes to something that many educators already know deep down: some students are not struggling because they are unable to learn, but because the material in front of them was never designed with them in mind.

That realization stayed with me.

Over time, I worked with more students who needed extra support, students with learning differences, students who were overwhelmed by long passages, students who needed simpler instructions, visual structure, repetition, and more guided practice to access curriculum standards. 

I saw how much potential they had, and how often that potential was hidden behind materials that felt too difficult, too crowded, or just out of reach!

At the same time, I saw the reality teachers face every day.

Teachers care deeply. They want to help. They want every student in their classroom to succeed. But they are also pulled in so many directions at once. Planning lessons, managing behavior, answering emails, attending meetings, tracking progress, and then somehow finding the time to modify classwork for SEN students too. I know how heavy that can feel.

And that is really where this started for me.

I began creating modified materials because I wanted to make things easier; not just for students, but for teachers too. I wanted to create resources that a teacher could open and feel immediate relief. Something clear, thoughtful, accessible, and ready to use. 

Something that says, “You do not have to build this alone. I already made it for you!”

That is also why I opened my Teachers Pay Teachers store, where I share the kinds of modified resources I wish more teachers had access to in real classrooms. My store is designed for teachers who support SEN students, struggling readers, inclusion classes, and learners who need more scaffolding and clarity.

You can visit my store here:
The Inclusive Modified Classroom

What makes these resources useful is that they are created with real classroom needs in mind. They are not just simplified worksheets. They are structured, purposeful, and designed to save teachers time while still helping students access meaningful learning. 

Many of my resources include differentiated levels, simplified passages, scaffolded questions, writing support, and clean, predictable layouts that help reduce overwhelm for students.

My hope is that when a teacher uses one of my resources, it gives them one less thing to worry about!

Less time spent rewriting content from scratch. Less stress about how to adapt grade-level skills. More confidence that their students can participate, engage, and succeed.

For me, this work is about more than worksheets. It is about dignity. It is about access. It is about helping students feel capable instead of defeated. And it is about giving teachers practical support so they can spend less time modifying materials and more time actually teaching, connecting, and helping their students grow.

Creating these resources became a natural extension of my work in special education. It came from real classrooms, real students, real needs, and real moments of seeing what works. Every resource I make is shaped by that experience and by the hope that it can make someone else’s day a little lighter.

This blog is where I want to share more of that journey; the lessons, the challenges, the reflections, and the reasons I care so deeply about inclusion and accessible learning.

If you are a teacher, a parent, an SEN educator, or someone who simply believes that students deserve to be met where they are, I’m so glad you’re here.

This is just the beginning, and I’m excited to share it with you.