The document outlines a lesson plan for a 6th grade class to identify figurative language in Shakespeare's works. The lesson plan aims to teach students how to translate figurative language into modern terms, define literary devices such as metaphor and imagery, and explain an author's purpose for using such techniques. Key elements of the plan include reviewing literary devices, analyzing Romeo's monologue about Juliet, identifying the figures of speech, discussing their literal meanings, and assessing student comprehension through questions.

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Chrystal Alfaro
Professor Renfro
ENG413: Shakespeare: A
24 March 2014
Lesson Plan
1. Topic: Identifying Figurative Language in Shakespeare
2. Grade Level: 6th grade
3. Students may already have general, basic knowledge of who Shakespeare is (i.e. he wrote
plays and sonnets in the 1600s). They should also know that Shakespeare wrote in iambic
pentameter and have a rough idea of what iambic pentameter is (most likely, they will not
be able to draw out the accents, but they should know the basic rhythm).
4. Objectives:
 Students will be able to translate the figurative language in Romeo’s monologue
into modern day language
 Students will be able to define and identify literary devices such as metaphors,
similes, personification, imagery, and paradoxes
 Students will be able to translate figurative language into its literal definition
 Students will also be able to explain why an author, such as Shakespeare, would
choose to use figurative language
 Common Core Standards addressed:
o CCSS.ELA-LITERACY.L.6.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a clue to the meaning of a word or
phrase
o CCSS.ELA-LITERACY.L.6.5.A
Interpret figures of speech (e.g., personification) in context.
o CCSS.ELA-LITERACY.L.6.5.B
Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words
o CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression
5. Materials:
 Romeo’s monologue (one for each student)
 Highlighters (5 different colors)
 No Fear Shakespeare version of Romeo’s monologue
 T-Chart handout (one for each student)
 Plain paper and pencil (one for each student)
6. Anticipatory Set (Introduction) – 10 minutes

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 Review with the class the definitions for metaphors, similes, personification, imagery,
and paradox
o For each term, ask students to raise their hands to give the class an example of
that particular literary device
 Explain to students that during the lesson today we will be looking at a monologue from
Shakespeare’s Romeo and Juliet.
“After we read Romeo’s famous monologue from Act II (aka the balcony scene), we will
take a closer look at the monologue and identify different literary devices that
Shakespeare uses.”
7. Lesson/Activities - 30 minutes total
 This lesson may be difficult for some students since it requires them to apply the
knowledge that they learned in the previous couple of lessons about literary devices. In
order to make it more engaging and less stressful for the class, the teacher will assign
groups of 2-3 students (depending on class size) to work together.
o Each group will receive a Romeo monologue sheet (see handout)
o The teacher will inform the students that this particular monologue is Romeo
speaking about the girl he loves, Juliet. Ask the students to pay close attention to
how he speaks of her and the role that the figurative language plays in doing so.
The teacher will then read aloud the monologue (using a proper theatric voice to
further engage the students).
o Next, the teacher will ask students to use their critical thinking and the context
clues within the monologue to determine the definitions of the following words:
yonder, envious, discourses, entreat, and region. The teacher should give the
students a couple of minutes to think of a definition on their own and then ask for
a volunteer to share their answer. If students appear to be struggling, the teacher
should read the lines around the particular word they’re trying to define and guide
them through the process asking questions like “What are these lines speaking
of?” “What is the sentence, where this word is found, speaking of?” Repeat this
process for each word.
o Read the No Fear Shakespeare version aloud to the class (see link on resource
page). This will provide students with a better understanding of the monologue as
a whole. Make sure to ask the class if they have any questions on anything they
don’t understand. Also, ask comprehension questions (such as “Who is Romeo
speaking of?”, “What qualities/features of Juliet does Romeo admire?”, and “How
do you know?”) to ensure students are following along and have a basic
understanding of the monologue.
o Then, give each group of students 5 different colored markers/highlighters and
instruct them to find the literary devices that Shakespeare used in this monologue
(should be color coded as indicated on the handout). Allow 10-15 minutes for this
activity.
o Call upon a member from each group to tell the class one of the literary devices
they found. Have them read the line(s) aloud and identify which literary device
that is being used. Do this for all 8 lines containing figurative speech (try to go in
chronological order).

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8. Elements of Creativity & Critical Thinking – 30 minutes total
 Creativity: Literal Meaning Drawing (15 minutes)
o Assign each student 2 of the lines containing figurative speech and have them
draw the literal meaning for each line on the piece of paper (make sure to assign
different lines to different students so not everyone is doing the same 2 lines).
This will help the students to understand the difference between the literal and
figurative speech. Ask the class how these two types of language differ from one
another and why they think an author would choose to use figurative language
rather than literal language in a piece of literature like Romeo’s monologue. Give
guidance and feedback as necessary.
 Critical Thinking: T-Chart activity (15 minutes)
o Instruct the students to work in teams once again and give each group a T-chart
worksheet (see handout). Tell students to write the lines they found with
figurative speech down on the left column (one per number) and then ask them to
work together in their groups to come up with the literal translation in the right
column. The first one is already done for them. Have them do two more lines.
Once most of the groups are done, ask the students to share their answers with the
class. Provide guidance and feedback as necessary.
9. Homework:
 Students will complete the T-Chart for the other 5 highlighted lines containing figurative
speech.
 Students will also complete the comprehension questions (see handout) to reinforce what
the key points discussed in class.
10. Conclusion – 5 minutes:
 Explain the role that figurative language plays in poetry and other forms of literature.
Explain how these forms of language enhance literature and impact the reader differently
than if the author had just used plain language. Offer extra credit for students who choose
do the same highlighting activity that the class did in today’s lesson with another piece of
literature.

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Works Cited/Resources
"English Language Arts Standards - Grade 6." English Language Arts Standards » Language » Grade
6. Common Core: State Standards Initiative, 2015. Web. 16 Mar. 2015.
<http://www.corestandards.org/ELA-Literacy/L/6/>.
"In a Manner of Speaking: Figurative Language and the Common Core." Figurative Language and the
Common Core. Teachers First, 2015. Web. 16 Mar. 2015.
<http://www.teachersfirst.com/exclusives/moreless/librarian/figlang_lessons.cfm>.
"No Fear Shakespeare: Romeo and Juliet." SparkNotes. SparkNotes, 2015. Web. 16 Mar. 2015.
<http://nfs.sparknotes.com/romeojuliet/page_78.html>.

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Romeo’s Monologue - Teacher’s Key
ROMEO: But soft! What light through yonder window breaks?
It is the East, and Juliet is the sun! [*Metaphor: here, Romeo is comparing Juliet
to the sun]
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief [* Personification: the moon is given
human traits---envy, sickness, paleness, and grief]
That thou her maid art far more fair than she. [* Metaphor: Romeo is
comparing Juliet to a maid to the Moon and concludes that Juliet outshines the
moon itself]
Be not her maid, since she is envious.
Her vestallivery is but sick and green, [* Further personification]
And none but fools do wearit. Cast it off.
It is my lady; O, it is my love!
O that she knew she were!
She speaks,yet she says nothing. What of that? [*Paradox: Here, Romeo is
saying that Juliet doesn’t say anything, butshedoesn’t have to since her looks say
it all]
Her eye discourses;I will answer it.
I am too bold; 'tis not to me she speaks.
Two of the faireststars in all the heaven, [* Metaphor: Romeo is now comparing
Juliet to the stars and says that she’s even prettier than them]
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars
As daylight doth a lamp; her eyes in heaven [* Simile: Romeo states that Juliet’s
cheeks outshine the stars similar to how the sunlightoutshines an artificial light]
Would through the airy region stream so bright
That birds would sing and think it were not night.
See how she leans her cheek upon her hand!
O that I were a glove upon that hand,

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That I might touch that cheek! [* Imagery: this ending to the monologue gives
the audience describes whatJuliet is doing as well as stating whatRomeo desires
to be and why]

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Name:______________________________________
Date: _______________
Romeo’s Monolgue from Romeo and Juliet Act II Scene II
ROMEO: But soft! What light through yonder window breaks?
It is the East, and Juliet is the sun!
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief
That thou her maid art far more fair than she.
Be not her maid, since she is envious.
Her vestal livery is but sick and green,
And none but fools do wear it. Cast it off.
It is my lady; O, it is my love!
O that she knew she were!
She speaks, yet she says nothing. What of that?
Her eye discourses; I will answer it.
I am too bold; 'tis not to me she speaks.
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
See how she leans her cheek upon her hand!
O that I were a glove upon that hand,
That I might touch that cheek!
*** Highlight the following:
Personification = Blue
Imagery = Pink
Simile = Green
Metaphor = Yellow
Paradox (Extra Credit) = Red

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Name:______________________________________
Date: _______________
T-Chart for Figurative Language found in Romeo’s Language
Line from play (Figurative Speech)
1. What light through yonder window
breaks?
2.
3.
4.
5.
6.
7.
8.
Literal Meaning/Translation
“But wait, what’s that light in the
window over there?” (No Fear
Shakespeare: Romeo and Juliet)

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Reading Comprehension Questions:
1. Provide the definition(inyour own words) for the following:
a. Simile:
b. Metaphor:
c. Imagery:
d. Personification:
e. Paradox:
2. What sort of objects/experiencesdoes Romeocompare Juliet to inhis monologue
from Romeo and Juliet Act II Scene 2?
3. How does figurative language impact the reader differentlythan“normal” language?
Why would an author, such as William Shakespeare, choose to use suchlanguage?
4. Name two new things you learnedfrom today’s literature lesson: