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Lesson 2 - Creative Movement Through Poetry

Bringing Toys to Life Through Creative Movement

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Nursery

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound throughout hall

Alternative: Tablet with speaker, piano

Track

Pre-loaded and ready to play

Alternative: Any upbeat children's music

Raggy Dolls Theme Tune

Easy to start/stop for corners game

Alternative: Any moderate tempo instrumental music

Cards

Different toy images - ball, doll, car, teddy bear - stuck in room corners

Alternative: Simple toy drawings, toy objects

Poems

Large font for easy reading, practice beforehand

Alternative: Memorised poem, toy story

Whiteboards

Visible to all children when seated

Alternative: Wall space for demonstration

Key Vocabulary

Motif

A short dance phrase that tells a story or shows an idea

Choreograph

To make up or create a dance

Expression

Using your face and body to show feelings or ideas

Unison

When everyone moves together at the same time

Levels

How high or low we make our movements

Dynamics

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

Spontaneous creative movement responses

Sustained attention during poetry reading

Willingness to perform in front of others

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