Shakespeare’s Language
Learning Objectives
understand some of the features
of Shakespeare’s language.
know that Shakespeare used
different styles of language for
different characters.
Success Criteria
MUST be able to give examples of
Shakespearean insults.
 I SHOULD be able to identify the
different styles of language that
Shakespeare uses in his writing.
 I COULD create my own examples of
the different styles of writing that
Shakespeare uses.
The Big Question
 What
techniques does Shakespeare
use in his writing?
 Using
the columns on the sheet that
you have been given, make up your
own insults. Remember that you
need to choose one word from each
column and then link them together.
Make up 5 of your own insults.
Task 1
 Copy
down the following definitions
into your exercise book.
Sonnet: poem of 14 lines that has
alternate lines rhyming and ends
with a rhyming couplet.
Rhyming Couplet:a pair of lines that
Prose:language that does not have a
particular rhyme or rhythm.
 Iambic
Pentameter:describes the
number of syllables and stresses in a
line (known as the meter). A foot is
a pair of syllables. An iambic foot is
an unstressed syllable followed by a
stressed syllable. There are five
iambic feet in a iambic pentameter.
Iambic Pentameter that does not
rhyme is known as Blank Verse.
Shakespeare used these different styles of
writing to create effects in his plays. The
upper classes in his plays would speak in
iambic pentameter as it shows that they
are educated. The servants would speak
in prose. Rhyming couplets draw
attention to what is being said and are
generally used by the upper classes.
However, supernatural characters also
speak in sonnets or rhyming couplets so
that their speech stands out from the rest
of the characters.
Task 2
 Look
at the different styles of writing
on the worksheet. Match up the
extracts with one of the different
styles below: Rhyming Couplet
 Sonnet
 Prose
 Iambic Pentameter
 Write
 Look
your own rhyming couplet
back at the Success Criteria
and tick off any that you have met.
Extension Task
 Once
you have finished translating
the sentences, try to make up some
of your own using the words in the
glossary. Write the sentence and its
translation in your exercise book.
 Write
down three words that you
have learnt during the lesson.
 Look back at your Success Criteria
and tick off those that you have met.