English · Year 9

Active learning ideas

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.

• ACARA Content Descriptions
• AC9E9LA07
• AC9E9LT03

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

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

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Methods used in this brief

• Gallery Walk
• Simulation Game
• Think-Pair-Share