1. Reading, Speaking
Key Stage 3
Merchant of Venice SHAKESPEARE Year 9 English
Translate to the Street.
In this lesson the students are examining the language of Elizabethan Theatre through the Shakespearian play “The Merchant of
Venice”. The speech of the character Shylock has been chosen as a specific focus for this lesson as it both will provide good
material for their coursework essay on Shakespeare as well as the fact that it contains themes that are very important to their
current lives.
The tasks involves their translating the text to a modern vernacular and presenting it to others in the class, demonstrating their skill
with language and their deeper understanding of the message of the speech.
The 50 minute lesson incorporates the thinking of Gardner by incorporating the visual, written and oral in the exploration of
Shakespeare’s language and ideas as well as Benjamin Bloom to the extent that the lesson progresses from identify to analyse to
synthesise to create.
Specific Learning Outcomes
• Reading: The students will closely read a short extract of Shakespearian writing and
examine the underlying structure and themes
• Speaking: Through the process of sharing what they’ve created, the students will develop
their ability to speak clearly and with confidence in small group and whole-class situations
Curriculum Links
• recognise and discuss different interpretations of texts, justifying their own
views on what they read and see, and supporting them with evidence
• understand how texts are crafted to shape meaning and produce
particular effects
• understandl how writers’ uses of language and rhetorical, grammatical and
literary features influence the reader m how writers present ideas and
issues to have an impact on the reader
• understand how themes are explored in different texts p how texts relate to
Reading (En 2.3) the social, historical and cultural context in which they were written.
• Present information and points of view clearly and appropriately in different
contexts, adapting talk for a range of purposes and audiences, including
the more formal
• Make different kinds of relevant contributions in groups, responding
Speaking (En 2.1) appropriately to others, proposing ideas and asking questions
• Analysing and evaluating spoken and written language to appreciate how
Critical Understanding
meaning is shaped
(En 1.4)
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2. Reading, Speaking
Key Stage 3
Merchant of Venice SHAKESPEARE Year 9 English
• Using inventive approaches to making meaning, taking risks, playing with
Creativity (En 1.2) language and using it to create new effects.
Wider Learning Opportunities
• Thinking: The students will explore forming and developing a response to a Shakespearian
character’s words based around their own experience. They will need to respond in writing
to creatively express their thoughts. By shifting from the conventional to the colloquial
register, the students will be challenged to develop their capacity to think of language in
abstract terms.
• Managing self: The students will learn how to manage themselves and set high standards
in independent and paired work. They will have to practise the skill of strong focus while
listening to each others’ dramatic presentations.
• Relating to others: The students will interact with others in developing ideas about the
passage that describes situations both similar and dissimilar to those they experience. They
will work regularly in paired and group situations to discuss and develop ideas.
• Participating and contributing: The students will be given a number of opportunities to
read to the class over the entire learning period where the success of the activity depends
on the quality of their contribution. They will also participate in a range of group-based text-
exploration activities.
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3. Reading, Speaking
Key Stage 3
Merchant of Venice SHAKESPEARE Year 9 English
Learning Sequence
A TRANSLATION PROCESS: SHIFTING REGISTER
1. UNDERSTANDING THE PASSAGE
• Shared Reading Group Discussion
The students will listen to a reading of the text and will be asked to form their impression of the
over-all meaning or intention of it. This will involve a short brainstorm of possible interpretations,
taking into account the position of the Jews in Italian society at the time
2. TRANSLATE THE TEXT
The students will then work in pairs to translate the passage using the resources of the play’s side-
notes, dictionaries and teacher support.
Students will be given the opportunity to read their work and discuss possible interpretations
3. GO DEEPER, CHANGE REGISTER
The students will then try to re-write the passage using a particular language style - contemporary
colloquial language would be a preference as this will allow them to explore the ideas as they may
apply to their own multi-cultural domain.
4. PERFORM
The students will perform their contemporary versions of the passage.
Possible Extension
• Researching contemporary revisions of the Merchant of Venice to examine how others have
done this work.
Resources
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