Lesson Overview

Students will identify and analyze examples of symbolism in William Shakespeare’s The Merchant of Venice and use their analysis to deepen the literal meaning conveyed by the text and to find more abstract meanings. This lesson is best completed after students finish reading the text.

Materials

  • The Merchant of Venice by William Shakespeare
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Lesson Objectives

1. Students will identify examples of symbolism in The Merchant of Venice. 

2. Students will analyze examples of symbolism in The Merchant of Venice. 

3. Students will deepen their understanding of the literal and abstract concepts that symbolic objects convey.

Instructional Sequence

1. Convey the purpose of symbols.

Symbols are objects, characters, and colors that represent abstract ideas or concepts, often universal ones. Symbols provide a simple means to convey abstract ideas, which are often more difficult for students to comprehend. For instance, a country’s flag is a symbol imbued with deep meaning about patriotism, community, and loyalty. 

Authors also use symbols within their texts to communicate abstract ideas. The use of symbols in literature communicates complex ideas quickly and in a vivid manner, and such language engages readers, challenging them to think more deeply about the text in order to understand the layers of meaning. While working to decipher symbols in literature, readers must not only understand the symbolism within the context of the text but also bring their own experiences and knowledge to their reading. 

2. Define symbolism and provide an example from the text. 

Pass out the worksheet Understanding Symbolism. 

Write the definition of symbolism on the board and review it with students: 

Symbolism is the use of objects and characters to represent ideas or concepts, giving them abstract meaning that differs from their literal meaning. 

Have students fill in the definition on their worksheet.

Explain to students that one way to identify examples of symbolism is to ask the questions: Is there an additional meaning to this object or character beyond its literal meaning? Does this object or character seem to stand for something else?

Readers should also remain on the lookout for a few key text elements: 

  • Important objects 

  • Repetition 

  • Turning points in the story 

  • Universal concepts 


Copy the following lines from The Merchant of Venice on the board, and have a volunteer read them aloud.

Tubal:
One of them showed me a ring that he had of your daughter for a monkey.
Shylock:
Out upon her! Thou torturest me, Tubal. It was my turquoise. I had it of Leah when I was a bachelor. I would not have given it for a wilderness of monkeys.
(No Fear: 3.1.97–101)

Discuss the passage with students. In this scene, the ring given to Shylock by his wife emerges as an important symbol. Shylock discovers its loss at a key turning point when his daughter has run away. A ring itself has a literal meaning—it is a piece of ornamentation that people wear on their fingers—but it also conveys the universal, abstract concept of love and fidelity. Within the context of the play, readers can also infer that the ring further represents Shylock’s humanity. These abstract meanings enrich a reader’s understanding of Shylock. Through the use of this symbol, he develops beyond the caricature of a man obsessed with money and becomes a person with real human emotion. 

3. Identify another example of symbolism from the text. 

Challenge students to take a moment to think about any objects or characters in The Merchant of Venice that seem to function as symbols. 

Then copy this passage on the board for practice with the class. 

Portia (to Bassanio):
And even now, but now,
This house, these servants, and this same myself
Are yours, my lord’s. I give them with this ring.
(No Fear: 3.2.173–175) 

Have students identify the symbol of Portia’s ring and share how they know that it is a symbol. Then ask them to explain both the literal and abstract meanings of Portia’s ring. Allow all volunteers to share their ideas about abstract meanings. Ask: How do these abstract meanings enrich your understanding of Portia? 

Now have students answer items 2–4 on their worksheets using a new passage that they locate themselves. Invite volunteers to share their responses with the class. 

4. Understand a group of symbols.

Tell students that some of the most important symbols in the play are the three caskets. First, ask students what the caskets symbolize to Portia (her lack of freedom and independence). Then have volunteers explain why the three caskets are important and what they look like. Instruct students to fill in the first row of the chart on their worksheet as this discussion progresses.

Then focus on the first casket. Ask what universal concept the gold represents. Then write the casket’s inscription on the board: 

“Who chooseth me shall gain what many men desire.”
(No Fear: 2.7.6) 

Ask students what this inscription means. Challenge students to share what they think the casket symbolizes to Morocco based on this information. 

Then draw students’ attention to when Morocco opens the casket and finds a skull with this note: 

“All that glisters is not gold—
Often have you heard that told.
Many a man his life hath sold
But my outside to behold.[”]
(No Fear: 2.7.69–72)

Ask students what the gold casket truly symbolizes. Then ask them how this symbolism relates to Morocco’s own character. (Morocco is a shallow person, unable to see inner value.) 

Go through these steps with the silver and the lead caskets, having students fill in their charts as you go. When students have completed their worksheets, discuss the impact that a group of like symbols has on the text. Ask: How does thinking about the three caskets collectively enrich your understanding of the text? Taken together, what lesson do the three caskets impart?

Differentiated Instruction

This activity can be modified to help all students access learning.
Decrease difficulty

Work with students to understand the language before you begin to work on each example of symbolism. 

Read aloud each sentence or passage before discussion and “translate” the passage into common English using the No Fear translation.

Increase difficulty

Have students analyze the symbolism of the silver and lead caskets independently. 

For additional practice, challenge students to analyze the symbolism of the pound of flesh.

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