Considering the various points of view held in Act 3, scene 7 (Part 2) Starter 10-15 mins Open the Point of View tool for Act 3, scene 7 and pause it to show the opening image that the audience sees. Briefly discuss its power as a dramatic representation of characters, relationships and themes. In pairs or small groups, pupils create a freeze frame image of a significant line or moment from Act 3, scene 7 (you could either allow each group to decide themselves which moment to freeze or allocate Resource Cards 3 to groups, which show chosen line/s from the text which can be differentiated). Briefly remind the class of the importance of space, height, facial expressions and body language. Share some of the freeze frames with the class, who must try to work out which quotation the still image reveals. Teacher-led 10 mins Recap the previous lesson’s learning on point of view. How are the Mayor and citizens persuaded? Discuss the use of persuasive language with the class. Note how little the Mayor actually says in the scene. Why do you think this is? Define ‘irony’ and ‘dramatic irony’ (if necessary) and ask pupils to explain why this scene is deeply ironic throughout, with appearances not being trustworthy and various points of view held or disguised. Discuss the audience’s part in the creation of dramatic irony and link to the scene. Development 20 mins Ask pairs or small groups to return to the freeze frame image created earlier in the lesson. Each group show their freeze frame and now the class should choose a character from it and ask them to step out of their image while the others remain frozen. Remaining in role, the character must then say, in as much detail as possible, what they are thinking and feeling at that moment. Discuss whether their inside desires and outside impressions are the same or very different. Then ask the class as the audience what they are thinking and feeling at this point too, focusing on dramatic irony and the audience’s complicit role in the deception. Who are the audience supporting and why? Plenary 20 mins Identify and consider the themes the last two lessons have highlighted as the key themes that Shakespeare develops in this scene (religious hypocrisy, appearance and reality, lust for power, play acting within a play, the political power of persuasion and rhetoric, Realpolitik etc). Ask the class to re-cap their learning by creating a mind map of Act 3, scene 7, which shows the relationship between characters, language and themes. This could either be an individual mind map for each pupil, or put together as one huge mind map to be displayed as a reminder of the learning. For the class mind map, enlarge and photocopy the scene and stick the pages in a horizontal line across the centre of a long display board. Give individuals thinking time to consider the areas they would like to cover and during this time begin to ask small groups to visit the wall and add their ideas, writing directly onto the display board backing paper. Pupils could cover or connect many areas including: character, language, and theme. This activity can be effectively differentiated so that the more able pupils visit the wall later when more sophisticated connections can be drawn across the annotations. Extension activity for more able Select a small number of themes that particularly interest you and track their development across the whole of the play. Create a plot line that shows this thematic development. Find examples of modern-day speakers using rhetoric and persuasion for their own ends. Perhaps watch politicians debating or delivering speeches. Analyse their use of language and compare it to Shakespeare’s in Richard III . Resources • Resource cards 3 • For the mind map: enlarged photocopies of the scene, display board, marker pens, highlighters etc Stagework Links Point of View Act 3, scene 7 point of view tool | 
