Slay the Lesson: Using Gen Z Slang to Make ELA and History Lit (for Real, for Real)

As an English and history teacher, I know that engaging middle school students can sometimes feel like trying to get a cat to take a bath—possible, but only with some serious strategy. One way I’ve found to make lessons more relatable (and, dare I say, iconic) is by tapping into the language my students use every day: Gen Z slang. By weaving popular slang into our discussions, we can create a more dynamic and engaging learning environment that feels relevant, accessible, and, most importantly, fun.

Why Slang Slaps in the Classroom

Gen Z’s vocabulary is constantly evolving, but at its core, it reflects creativity, humor, and cultural awareness—things we already emphasize in both ELA and history. When used strategically, slang can:

• Make connections between old and new – Shakespeare and TikTok influencers actually have a lot in common when it comes to shaping language. By showing students that today’s slang evolves just like Early Modern English did, we can demystify challenging texts.

• Increase engagement – Let’s be real: hearing their teacher casually drop “That’s a whole vibe” when discussing a novel’s setting catches students off guard in the best way.

• Encourage discussion – Language is a living thing, and when we acknowledge and validate the way students speak, they feel more confident contributing to class conversations.

• Make historical events feel relevant – If I tell my students that the Boston Tea Party was basically the OG “cancel culture” moment, they get it on a deeper level.

ELA: Shakespeare, but Make It Fire

Many students struggle with Shakespeare because they think it’s outdated and irrelevant. But if you translate lines into Gen Z slang, suddenly, they get it.

Example: Romeo & Juliet (Act 3, Scene 1):

• Original: “Mercutio, thou consort’st with Romeo.”

• Student Translation: “Mercutio, you and Romeo are basically besties, huh?”

• Further Analysis: Tybalt’s insult here implies that Mercutio and Romeo are too close—kind of like calling someone “mid” when you’re trying to get under their skin.

Even beyond Shakespeare, discussing novels in a way that mirrors how students actually talk makes them feel more invested. Instead of analyzing Of Mice and Men in dry, traditional language, we might break it down like this:

• George: “Lennie, my guy, we need to lay low.”

• Lennie: “But the rabbits…”

• George: “The dream is lowkey dead, bro.”

By allowing students to “translate” literary moments into their own words, we create a bridge between classic texts and their modern experiences.

History: The OG Drama

If there’s one thing history has in abundance, it’s drama. When we frame historical events through a Gen Z lens, they stop feeling like abstract moments from the past and start feeling like real, messy, human stories.

Example: The American Revolution

• The Colonists: “England, you’re taxing us for everything, and we’re over it.”

• King George III: “Cry about it.”

• The Declaration of Independence: “Nah, we’re done. You’re literally canceled.”

Or take the Roaring Twenties:

• The economy: “Going off rn”

• The stock market in 1929: “Never mind, we fumbled.”

These simple, humorous breakdowns help students connect historical events to the world they know, making them more memorable.

Slang with Caution: Keeping It Authentic

Of course, there’s a fine line between using slang effectively and sounding like Steve Buscemi in 30 Rock (“How do you do, fellow kids?”). The key is to:

1. Use slang sparingly and naturally – Overuse feels forced and cringe. Sprinkle it in where it enhances the discussion, not just for the sake of it.

2. Let students lead – Invite them to translate literary passages or historical moments themselves, rather than trying to be the sole expert on their slang.

3. Respect language evolution – Slang changes fast, and what’s fire today might be “cheugy” next month. Keep an open mind and be willing to adapt.

Final Thoughts: Stay Goated

At the end of the day, incorporating Gen Z slang isn’t about trying to be the “cool” teacher—it’s about meeting students where they are and showing them that literature and history are anything but boring. If using their language makes them more engaged, more confident in discussions, and more willing to tackle complex texts, then that’s a W in my book.

So, let’s keep it real: Shakespeare was a whole vibe, history is full of major L’s and W’s, and if we teach with a little humor and authenticity, we might just make ELA and history their favorite classes.

Stay slaying, teachers.

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