English · Year 9 · Shakespearean Echoes · Term 3

Shakespearean Vocabulary and Figurative Language

Students will explore common Shakespearean vocabulary, idioms, and various forms of figurative language (metaphor, simile, personification).

• ACARA Content Descriptions
• AC9E9LA07
• AC9E9LT03

About This Topic

Shakespeare’s plays are not static museum pieces; they are blueprints that have been reimagined across centuries and cultures. This topic evaluates how modern film, literature, and even digital media adapt Shakespearean themes for new audiences. Students analyze what is lost and gained when a 16th-century play is translated into a modern cinematic setting, such as a high school, a corporate boardroom, or a dystopian future.

By comparing original scenes with modern adaptations (like Baz Luhrmann’s 'Romeo + Juliet' or '10 Things I Hate About You'), students explore the universality of Shakespeare’s themes, love, power, revenge, and identity. This topic particularly benefits from hands-on, student-centered approaches where students can 'pitch' their own modern reimagining, considering how changing the medium and setting alters the audience's perception of the story.

Key Questions

1. Analyze how Shakespeare's use of figurative language enriches character and theme.
2. Explain the meaning of common Shakespearean idioms in contemporary terms.
3. Differentiate between literal and figurative interpretations of Shakespearean dialogue.

Learning Objectives

• Analyze the function of specific Shakespearean vocabulary and idioms in conveying meaning and tone.
• Compare and contrast the use of metaphor, simile, and personification in Shakespearean texts with contemporary examples.
• Explain the literal and figurative meanings of selected Shakespearean phrases and dialogue.
• Identify instances of figurative language in Shakespearean excerpts and classify their type.
• Evaluate how Shakespeare's word choices and figurative language contribute to character development and thematic exploration.

Before You Start

Identifying Figurative Language

Why: Students need a foundational understanding of metaphor, simile, and personification to analyze their application in Shakespearean texts.

Understanding Textual Context

Why: Students must be able to infer meaning from surrounding text to comprehend unfamiliar vocabulary and idioms.

Key Vocabulary

Hark	An interjection used to command attention, meaning 'Listen!' or 'Pay attention!'.
Anon	Meaning 'soon' or 'shortly', often used to indicate something will happen in a brief period of time.
Wherefore	A question word meaning 'why', used to inquire about the reason for something.
Perchance	An adverb meaning 'perhaps' or 'maybe', indicating uncertainty or possibility.
Alas	An interjection expressing grief, pity, or concern, similar to 'Oh no!' or 'Sadly'.

Watch Out for These Misconceptions

Common Misconception

Adapting a play means just changing the clothes.

What to Teach Instead

True adaptation involves translating the themes and social pressures into a new context. Through collaborative investigation, students see that a modern 'Romeo' needs a modern reason for his isolation, not just a leather jacket.

Common Misconception

The original version is always the 'best' or 'correct' one.

What to Teach Instead

Shakespeare himself adapted most of his plots from older stories. By discussing the merits of different versions, students learn that 'faithfulness' to the text is less important than how effectively the adaptation communicates the story's core truth to a new audience.

Active Learning Ideas

Gallery Walk: Adaptation Comparison

Display stills or short clips from three different versions of the same scene (e.g., the balcony scene). Students move in groups to note how the setting, costume, and music change the 'vibe' of the scene while keeping the core themes intact.

40 min·Small Groups

Simulation Game: The Modern Pitch

Groups are assigned a Shakespearean play and must 'pitch' a modern adaptation to a 'Netflix executive' (the teacher or a peer panel). They must justify their choice of setting, casting, and how they will handle the original language.

50 min·Small Groups

Think-Pair-Share: Universal Themes

Students brainstorm a list of 'problems' in a Shakespeare play. They then work with a partner to find a modern-day equivalent for each problem (e.g., a family feud becomes a gang war), sharing their best 'translation' with the class.

25 min·Pairs

Real-World Connections

• The legal profession often uses archaic language in formal documents and courtroom proceedings, requiring lawyers and judges to interpret older phrasing, much like deciphering Shakespeare.
• Actors and directors in modern theatre and film productions meticulously study Shakespeare's language and figurative devices to deliver authentic and impactful performances, as seen in adaptations like Kenneth Branagh's 'Hamlet'.
• Linguists and etymologists trace the evolution of English words and phrases, noting how many expressions common today, such as 'break the ice' or 'all that glitters is not gold', have roots in historical texts, including Shakespeare's works.

Assessment Ideas

Quick Check

Provide students with a short excerpt from a Shakespearean play. Ask them to underline all instances of figurative language and label each as metaphor, simile, or personification. Then, have them rewrite one sentence from the excerpt, replacing the figurative language with literal terms.

Discussion Prompt

Pose the question: 'How does Shakespeare's use of 'wherefore' (why) instead of 'why' change the rhythm or emphasis of a question?' Facilitate a class discussion where students share their interpretations and compare it to modern phrasing.

Exit Ticket

On a small slip of paper, have students define one Shakespearean idiom (e.g., 'heart of gold', 'wild-goose chase') in contemporary terms and provide one example of how that idiom might be used in a modern conversation.

Frequently Asked Questions

How does studying adaptations meet Year 9 standards?

This topic addresses AC9E9LT04 and AC9E9LA02, which involve analyzing how texts are adapted and transformed across different contexts and media. It encourages students to think critically about how 'context' (the time and place of creation) shapes a story.

Why do we keep reimagining Shakespeare?

Shakespeare’s stories deal with fundamental human experiences that don't change, even if technology and social norms do. Reimagining them allows each generation to see their own struggles reflected in his 'mirror' of humanity.

How can active learning help students understand adaptation?

Active learning turns students into 'directors.' When they have to make choices about setting, tone, and medium, they realize that every adaptation is a series of deliberate interpretations. Strategies like 'Scene Remixing' help them see the 'bones' of the story beneath the surface details.

Is it okay to change the ending in an adaptation?

Yes, and discussing why an adapter might do this is a great high-level task. Changing an ending can completely alter the theme of the story, providing a perfect opportunity for students to debate the author's original intent versus the adapter's new message.