English · Year 7 · Shakespeare's World: The Play's the Thing · Spring Term

Decoding Shakespearean Language: Vocabulary and Puns

Exploring Shakespeare's use of vocabulary, imagery, and wordplay to make the text accessible.

• National Curriculum Attainment Targets
• KS3: English - Vocabulary and Grammar
• KS3: English - Shakespeare

About This Topic

Decoding Shakespearean Language demystifies the 'thees' and 'thous' to make the Bard's work accessible to Year 7. This topic focuses on the rhythm of iambic pentameter, the clever use of puns, and the evolution of Early Modern English. Students learn that Shakespeare's language was designed to be heard and felt, not just read silently. By understanding the 'heartbeat' rhythm of his verse, they can better grasp the emotions and status of the characters.

This topic aligns with the KS3 English standards for vocabulary, grammar, and Shakespeare. It encourages students to use context clues to decipher unfamiliar words and to appreciate the wit in Shakespeare's wordplay. This is a foundational skill for all future literary study. Students grasp this concept faster through hands-on modeling of the rhythm and collaborative 'translation' of key passages.

Key Questions

1. Explain why Shakespeare used puns and wordplay in both his comedies and tragedies.
2. Analyze how we can use context clues to understand words that have changed meaning over time.
3. Differentiate between common Elizabethan phrases and modern English equivalents.

Learning Objectives

• Analyze the function of specific puns and wordplay in Shakespearean comedies and tragedies.
• Identify context clues within Shakespearean passages to infer the meaning of unfamiliar or archaic vocabulary.
• Translate selected Early Modern English phrases into modern English equivalents, explaining the shifts in meaning.
• Explain the impact of vocabulary and wordplay on characterization and plot development in Shakespeare's plays.

Before You Start

Understanding Figurative Language

Why: Students need a basic understanding of metaphors and similes to appreciate Shakespeare's more complex use of imagery and wordplay.

Introduction to Literary Devices

Why: Familiarity with basic literary terms helps students grasp the specific devices Shakespeare employs, such as puns and alliteration.

Key Vocabulary

Archaic Vocabulary	Words or phrases that were once common but are now rarely used in modern English, such as 'hark' or 'alas'.
Wordplay	The clever and often humorous use of words, including puns, that have multiple meanings or sound similar.
Pun	A form of wordplay that exploits multiple meanings of a term, or of similar-sounding words, for an intended humorous or rhetorical effect.
Context Clues	Hints found within a sentence or paragraph that help a reader understand the meaning of an unfamiliar word or phrase.
Early Modern English	The form of the English language used between approximately 1500 and 1800, characterized by changes in pronunciation, vocabulary, and grammar from Middle English.

Watch Out for These Misconceptions

Common Misconception

Shakespeare wrote in 'Old English'.

What to Teach Instead

Clarify that Shakespeare wrote in 'Early Modern English'. Old English (like Beowulf) is a completely different language. Peer translation exercises help students see how similar Shakespeare's English actually is to our own.

Common Misconception

Iambic pentameter is just a boring rule poets had to follow.

What to Teach Instead

Explain that the rhythm mimics a heartbeat or natural speech. Using percussion to 'tap out' the lines helps students feel how the rhythm creates a sense of order or, when broken, a sense of chaos.

Active Learning Ideas

Inquiry Circle: The Rhythm Hunt

Students use percussion instruments (or just their hands) to tap out the 'da-DUM da-DUM' rhythm of iambic pentameter in a set of lines. They must identify which lines 'break' the rhythm and discuss why the character might be upset.

30 min·Small Groups

Think-Pair-Share: The Pun Puzzle

Pairs are given a list of Shakespearean puns. They must work together to explain the 'double meaning' and then try to create a modern equivalent for a contemporary audience.

20 min·Pairs

Stations Rotation: Translation Stations

Set up stations with short, famous quotes. At each station, students must use a 'Shakespearean Dictionary' to translate the quote into modern slang or formal English, then explain the main idea to the next group.

40 min·Small Groups

Real-World Connections

• Linguists and lexicographers often study historical texts, including plays, to track the evolution of language and document changes in word meanings over centuries.
• Screenwriters and lyricists today still employ wordplay and clever phrasing, similar to Shakespeare, to add humor, depth, and memorability to their dialogue and songs.
• Translators working on ancient or foreign language texts must use context clues and their knowledge of linguistic history to accurately convey meaning, much like decoding Shakespeare.

Assessment Ideas

Quick Check

Provide students with a short, unfamiliar Shakespearean passage. Ask them to highlight any words they don't know and then, using context clues, write a modern English definition for at least two of those words.

Discussion Prompt

Pose the question: 'Why might a playwright include a pun, even in a serious scene?' Facilitate a class discussion where students share examples and explain the potential effects of wordplay on tone and audience reception.

Exit Ticket

Give each student a card with an Elizabethan phrase (e.g., 'forsooth', 'prithee'). Ask them to write the modern English equivalent and one sentence explaining the difference in usage or connotation.

Frequently Asked Questions

What is iambic pentameter?

Iambic pentameter is a line of poetry with ten syllables, following a pattern of one unstressed syllable followed by one stressed syllable (da-DUM da-DUM da-DUM da-DUM da-DUM). It is the most common rhythm in Shakespeare's plays.

Why did Shakespeare use so many puns?

Shakespeare's audience loved wordplay and wit. Puns were used to show a character's intelligence, to provide 'low' comedy for the groundlings, or to add a layer of irony to a serious situation.

How can I understand words that aren't used anymore?

Look at the words around the unfamiliar one (context clues), check if it looks like a modern word, or use a Shakespearean glossary. Often, the 'feeling' of the scene will tell you what the word means even if you don't know the exact definition.

How can active learning help students decode Shakespeare?

Active learning makes the language physical. By tapping out rhythms or 'translating' text in collaborative groups, students stop being intimidated by the words and start treating them like a puzzle to be solved, which builds confidence and fluency.