Shakespearean Vocabulary and Figurative Language

Active learning works for Shakespearean vocabulary and figurative language because students must manipulate the language themselves to see its power. When they rewrite or modernize passages, they move from passive readers to active interpreters, which builds deeper understanding. This hands-on approach helps them grasp why Shakespeare’s language still resonates today.

• Year 9
• English
• 3 activities
• 25 min–50 min

Learning Objectives

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

Gallery Walk

⏱ 40 min·Small Groups

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.

Prepare & details

Analyze how Shakespeare's use of figurative language enriches character and theme.

Facilitation Tip: During the Gallery Walk, post excerpts side by side with modernized versions to let students physically compare language changes.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Simulation Game

⏱ 50 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.

Prepare & details

Explain the meaning of common Shakespearean idioms in contemporary terms.

Facilitation Tip: For The Modern Pitch, provide a script template with blank spaces for students to insert modern equivalents of Shakespearean idioms.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Think-Pair-Share

⏱ 25 min·Pairs

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.

Prepare & details

Differentiate between literal and figurative interpretations of Shakespearean dialogue.

Facilitation Tip: In Think-Pair-Share, assign roles: one student explains the original language while the other connects it to a modern example.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teachers should model how to unpack figurative language by thinking aloud about why Shakespeare chose a particular image. Avoid over-simplifying his wordplay; instead, guide students to notice how metaphors and idioms serve character development or theme. Research shows that when students create their own adaptations, they internalize the original language’s logic rather than just memorizing definitions.

What to Expect

Successful learning looks like students confidently identifying and explaining Shakespearean tropes, then applying that understanding to create their own modern adaptations. They should articulate why certain choices—like replacing a metaphor with literal phrasing—change the tone or meaning. Their discussions should reveal thoughtful comparisons between old and new versions.

Watch Out for These Misconceptions

Common Misconception

During the Gallery Walk, some students may assume the only difference between adaptations is the setting.

What to Teach Instead

Use guiding questions on the gallery walk cards, such as 'How does the language change to fit this new context?' to push students to analyze deeper adaptations beyond costumes.

Common Misconception

During The Modern Pitch, students might believe literal translations are always the most effective.

What to Teach Instead

Have them present their adaptations and ask peers to evaluate which versions best preserve the original’s emotional or thematic impact.

Assessment Ideas

Quick Check

After the Gallery Walk, provide students with a short passage from Shakespeare and ask them to underline figurative language and label it before rewriting one sentence with modern phrasing.

Discussion Prompt

During Think-Pair-Share, pose the question: 'How does changing 'wherefore' to 'why' affect the emotional weight of Juliet’s question?' Circulate to listen for thoughtful comparisons between modern and original phrasing.

Exit Ticket

After The Modern Pitch, have students define one Shakespearean idiom on a slip of paper and provide a modern example of its use, assessing their ability to bridge historical and contemporary language.

Extensions & Scaffolding

• Challenge students to adapt a soliloquy into a modern song lyric, preserving the original’s emotional core.
• Scaffolding: Provide a word bank of modern equivalents for tricky Shakespearean terms during The Modern Pitch activity.
• Deeper: Have students research how a specific Shakespearean idiom evolved into modern usage and present findings to the class.

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'.