Language and Devices

Overview

This 60-minute lesson is the fifth in a six-lesson unit exploring Romeo and Juliet, designed for Year 7 students (ages 11-12). It focuses on analysing Shakespeare’s use of language—specifically metaphors, similes, and imagery—in selected passages to deepen understanding of his literary craft and its effect on the audience. The lesson aligns with the National Curriculum for England’s English programmes of study, reinforcing skills in reading comprehension, analysis of language, and discussion.

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National Curriculum Links

• Reading: Word Reading & Comprehension
  • KS3 Programme of Study for English (applicable foundational skills in Year 7)
    • Understand increasingly challenging texts through inference, deduction, and justifying interpretations with evidence.
    • Analyse how language, including figurative language, contributes to meaning.
• Spoken Language
  • Participate in discussions, listening and responding with appropriate reasoning.
• Writing (Applied in formative writing tasks)
  • Use knowledge of literary devices to inform creative writing and analytical responses.

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Learning Objectives

By the end of the lesson, students will:

1. Identify metaphors, similes, and imagery in selected Romeo and Juliet passages.
2. Explain how Shakespeare’s language devices influence the audience’s understanding and emotional response.
3. Discuss the purpose and effect of language choices confidently in a group setting.

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Resources

• Printed copies of selected Romeo and Juliet passages (Act 2, Scene 2: The Balcony Scene recommended)
• Highlighters or coloured pencils
• Whiteboard and markers
• “Language and Literary Devices” glossary handout (metaphor, simile, imagery definitions/examples)
• Lined exercise books or sheets for short written tasks
• Projector/smartboard for displaying excerpts and modelling analysis

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Lesson Structure

Starter (10 minutes)

1. Engage with prior knowledge: Quick whole-class quiz using mini whiteboards or thumbs up/down—ask short, simple questions:
   • What is a metaphor?
   • Can you give an example of a simile?
   • What do we mean by imagery?
2. Briefly review definitions with examples on the board, then distribute glossary handout.

Main Activity Part 1: Identification (20 minutes)

1. Guided reading: Teacher reads aloud Act 2, Scene 2, focusing on Juliet’s and Romeo’s dialogue.
2. Paired work: Students receive printed copies of key passages. In pairs, they highlight examples of metaphors, similes, and imagery using different colours (e.g., metaphors in yellow, similes in green, imagery in pink).
3. Circulate and support, prompting students to explain their choices.

Main Activity Part 2: Analysis & Discussion (20 minutes)

1. Group discussion: In groups of 4-5, students take turns explaining one example of a device they found, discussing:
   • What is the device?
   • What does it describe or compare?
   • How does it affect how the audience feels or what they understand?
2. Whole-class sharing: Each group shares a highlight. Teacher records key points on the board, linking to audience impact (e.g., creates tension, romance, vivid imagery).
3. Model a detailed explanation of one or two examples, emphasising how Shakespeare’s language builds character and emotion.

Plenary (10 minutes)

1. Independent written task: Students write a short paragraph (5-7 sentences) analysing the effect of one literary device from the passage on the audience, using sentence starters such as:
   • “Shakespeare uses the metaphor ‘___’ to... because...”
   • “This simile helps the audience to feel...”
2. Share a few exemplary responses aloud to reinforce learning.

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Assessment

• Formative: Observation during paired and group discussions; feedback on highlighted text choices.
• Summative: Written paragraphs collected to assess understanding of literary devices and their effects, including appropriate terminology.

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Differentiation

• Support: Provide sentence starters and device glossary; sit support staff with less confident students.
• Challenge: Encourage stronger students to identify and analyse multiple devices or consider layered meanings; prompt use of technical vocabulary in explanations.

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Reflection Ideas for Teachers

• Did students engage with Shakespeare’s language meaningfully?
• Were the literary devices accurately identified and analysed?
• How well did students articulate the audience effects?
• Could the discussion format be extended or diversified (e.g., debates on character perspectives)?

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This lesson capitalises on active engagement with Shakespeare’s text—through paired annotation, collaborative discussion, and personal writing—promoting critical thinking, speaking, listening, and analytical reading in line with the UK National Curriculum.