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Lesson 2 - Creating Jungle Poetry Motifs

Creative Jungle Adventures Through Movement and Expression

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Reception

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Dance

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45 min

Big Question

How can we use words from a poem to create beautiful dance movements that tell a jungle story?

Learning Objectives

To listen carefully to jungle poetry and translate words into creative movements
To combine individual movements into a collaborative motif sequence
To move safely in shared space whilst maintaining awareness of others

Key Outcomes

Students will create the second part of their jungle motif using poetry inspiration
Students will demonstrate improved listening skills and creative interpretation
Students will perform with increased confidence and give constructive feedback

Equipment & Resources Required

Tunnel Systems

Position where all students can hear clearly, test volume before lesson

Alternative: Portable speaker, iPad with speaker

Cards

4 different animals

Place one in each corner of the room at child eye level

Alternative: Printed images, drawn pictures, animal toys

Music Tracks

3 tracks needed

Pre-loaded and tested: 'Down in the Jungle', 'Hakuna Matata', 'King of the Swingers'

Alternative: YouTube videos, Spotify playlist, CD

Poems

1 visible copy

Ensure all children can see from sitting position

Alternative: Whiteboard writing, projector display, large print poster

Open Floor Space

Minimum 6m x 6m

Remove obstacles, ensure non-slip surface

Alternative: Hall, gymnasium, large classroom with moved furniture

Key Vocabulary

Motif

A short dance sequence that can be repeated and is the building block of a longer dance

Choreograph

To create and arrange dance movements into a sequence

Unison

When everyone performs the same movement at exactly the same time

Dynamics

How we perform movements - fast, slow, strong, gentle, sharp, smooth

Levels

How high or low our body is when we dance - high, middle, low

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of jungle animals and their movements
Experience moving to music and following simple instructions
Beginning to work in shared space safely

Current Skills

Translating spoken words into physical movement
Creating and remembering movement sequences
Performing with confidence in front of others

Next Steps

Developing more complex choreography with partner work
Understanding musical structure and phrasing
Creating original dance compositions

Milestone Indicators

Consistently creates movements that match the poem's imagery

Performs complete motif sequence from memory

Shows leadership in helping others learn movements

Key Teaching Points

Poetry can inspire beautiful and creative movement expression
Listening carefully helps us create better dance movements
Every child's creative interpretation is valuable and celebrated
Motifs are building blocks that create longer dance sequences
Unison timing requires watching and working together as a team
Performance confidence grows through practice and positive feedback
Dance vocabulary helps us discuss and improve our movements

Common Misconceptions

That there are 'right' and 'wrong' ways to interpret poetry through movement - encourage all creative responses
That dance movements must be complicated - simple, clear movements are often most effective
That boys or certain children 'can't dance' - emphasise that everyone can express themselves through movement
That memorising sequences is too difficult - build confidence through repetition and celebration of attempts
That feedback must be critical - teach children to give positive, constructive observations

SEN Adaptations

ADHD

Provide clear structure with frequent activity changes, use movement breaks, offer leadership roles, celebrate all attempts

dyspraxia

Break movements into smaller steps, provide extra practice time, use simplified movements, offer peer support

autism spectrum

Provide visual schedule of lesson sections, allow preview of poem, offer quiet space if needed, use consistent routines

visual impairment

Use verbal descriptions of movements, provide physical guidance, ensure good contrast for picture cards, use tactile cues

hearing impairment

Use visual demonstrations, hand signals for timing, provide written poem copy, use visual rhythm cues

physical disability

Adapt movements for seated position, focus on upper body or achievable movements, provide alternative expression methods

Cross-Curricular Links

English

Poetry appreciation, listening skills, vocabulary development, descriptive language for movement

Maths

Counting beats and sequences, understanding patterns, spatial awareness and positioning

Science

Understanding how bodies move, animal characteristics and habitats, sound and rhythm

Art

Visual interpretation of movement, understanding expression and character, creative storytelling

Geography

Jungle environments and ecosystems, animal habitats around the world

PSHE

Building confidence, giving positive feedback, working collaboratively, expressing creativity

Teacher Guidance

Positioning

Move around the space during exploration, position at front for demonstrations, side position during performances for best view

Observation Focus

Watch for creative interpretation, safe movement, engagement with poetry, peer interaction quality

Intervention Points

Step in if movements become unsafe, support children struggling with creativity, mediate any peer conflicts

Demonstration Notes

Use exaggerated, clear movements that children can easily see and copy, always demonstrate safety expectations

Verbal Cues

•'Show me how that word makes you feel!'
•'Keep your heads up and watch where you're going!'
•'There are no wrong answers, only creative ideas!'
•'Let the music help your movements!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space for group movement, additional seating area for audience activities

Surface Check

Non-slip floor surface essential, check for any obstacles or hazards in movement area

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Picture cards securely attached and at appropriate height
•No loose wires or trailing cables in movement space

Risk Management

Key Risks

•Collisions during free movement and corners game
•Slips or falls during dynamic movements
•Overexcitement leading to unsafe behaviour

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing maintained between all students
•Progressive building from simple to complex movements
•Regular reminders about spatial awareness and control

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during movement activities
•Monitor energy levels and excitement throughout
•Stay close during performance activities for support

Emergency Procedures

Stop music immediately, assess any injuries, provide appropriate first aid, maintain calm atmosphere for other children