Lesson 2 - Creative Movement Through Poetry
Bringing Toys to Life Through Creative Movement
•Nursery
•Dance
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How can poems help us create beautiful dance movements?
Learning Objectives
- To listen carefully to poetry and create expressive movements
- To choreograph the second section of our Toys motif
- To move safely in space while being creative with our bodies
Key Outcomes
- Children will create movements inspired by toy-themed poetry
- Children will combine movements to form the complete Toys motif
- Children will perform with confidence and give constructive feedback
Equipment & Resources Required
Position for clear sound throughout hall
Alternative: Tablet with speaker, piano
Pre-loaded and ready to play
Alternative: Any upbeat children's music
Easy to start/stop for corners game
Alternative: Any moderate tempo instrumental music
Different toy images - ball, doll, car, teddy bear - stuck in room corners
Alternative: Simple toy drawings, toy objects
Large font for easy reading, practice beforehand
Alternative: Memorised poem, toy story
Visible to all children when seated
Alternative: Wall space for demonstration
Key Vocabulary
A short dance phrase that tells a story or shows an idea
To make up or create a dance
Using your face and body to show feelings or ideas
When everyone moves together at the same time
How high or low we make our movements
How fast, slow, strong, or gentle our movements are
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of personal space
- Simple movement patterns (jumping, hopping)
- First 12 counts of Toys motif from previous lesson
Current Skills
- Creating movements from verbal stimuli
- Combining movements into sequences
- Performing with expression and timing
Next Steps
- Refining motif performance quality
- Learning longer dance sequences
- Working collaboratively in pairs or groups
Milestone Indicators
Key Teaching Points
- Connect all movements clearly to the toy theme for engagement and understanding
- Use counting throughout to develop timing and sequence memory
- Encourage creative interpretation while maintaining safety and control
- Build confidence through positive feedback and inclusive participation
- Link poetry and movement explicitly to develop literacy and physical skills
- Use performance opportunities to develop confidence and appreciation skills
- Maintain energy and enthusiasm while ensuring all children feel successful
Common Misconceptions
- That there are 'right' and 'wrong' movements in creative dance - emphasise personal interpretation
- That louder or bigger movements are always better - teach controlled expression
- That some children 'can't dance' - focus on participation and effort over technique
- That boys might not enjoy dance - use toy themes and inclusive language
- That feedback should only focus on mistakes - model positive, constructive observations
- That memorizing sequences is too difficult for nursery age - break into small, manageable chunks
SEN Adaptations
ADHD
- Regular movement breaks, clear activity boundaries, positive reinforcement, opportunities for leadership roles
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, celebration of effort over precision
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent language and cues
visual impairment
- Clear verbal descriptions of movements, tactile guidance for positioning, partner support for spatial awareness
hearing impairment
- Visual demonstrations with exaggerated movements, visual cues for timing, written poem if helpful
physical disability
- Adapted movements for different mobility levels, seated versions of activities, focus on upper body expression
Cross-Curricular Links
English
Listening skills, poetry appreciation, vocabulary development, creative response to literature
Maths
Counting beats and sequences, patterns in movement, spatial awareness and positioning
PSHE
Confidence building, giving and receiving feedback, working cooperatively, celebrating achievements
Teacher Guidance
Positioning
Mobile throughout lesson to observe all children, central for demonstrations, part of circle for discussions
Observation Focus
Creative responses to poetry, sequence learning retention, performance confidence, peer interaction quality
Intervention Points
Support shy children during sharing, assist with sequence memory, encourage positive feedback, manage overexcitement
Demonstration Notes
Use exaggerated movements for clarity, model enthusiastic participation, show good audience behaviour, demonstrate specific movement qualities
Verbal Cues
- •'Show me your toy character!'
- •'Listen to the words and let them move your body!'
- •'Controlled movements like careful toys!'
- •'Let's count together for good timing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space for whole class movement, corners accessible for games
Surface Check
Clean, dry, non-slip surface suitable for barefoot or soft-soled movement
Equipment Safety
Safety Checks
- •Corner cards securely attached at child height
- •Music equipment positioned safely away from movement area
- •Poem text clearly visible without obstruction
Risk Management
Key Risks
- •Collisions during corners game and free movement
- •Overexcitement leading to unsafe movement
- •Slips during circular driving movements
Risk Mitigation
- •Clear personal space boundaries established
- •Controlled running emphasised in corners game
- •Regular reminders about safe movement speeds
- •Teacher positioned for maximum supervision
Supervision & Emergency Procedures
Supervision Points
- •Position to see all corners during corners game
- •Monitor movement quality during exploration
- •Watch for fatigue during sequence learning
- •Ensure inclusive participation throughout
Emergency Procedures
Stop activity immediately, assess any incidents, appropriate first aid or support as needed, calm group and continue when safe