Lesson 2 - Poetry and Movement Expression
Seasonal Stories Through Creative Movement and Expression
•Reception
•Dance
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How can we use poetry to inspire beautiful movements that tell the story of the seasons?
Learning Objectives
- To listen carefully to poetry and be creative with our movements
- To use our bodies to express simple theme-related shapes, movements and feelings
- To move safely in space taking care of ourselves and others
Key Outcomes
- Students will use movement to express feelings inspired by seasonal poetry
- Students will demonstrate good listening skills during creative activities
- Students will choreograph the second part of their 'Seasons' motif
Equipment & Resources Required
Positioned where all students can hear clearly
Alternative: Portable speaker, tablet with speakers
Attached to walls in each corner of room
Alternative: Laminated A4 pictures, projection images
Visible to all students when gathered
Alternative: Projected text, multiple smaller copies
Seasons Box Song, Raggy Dolls Theme, gentle background music
Alternative: Downloaded playlist, CD collection
Key Vocabulary
A repeated pattern of movements that tells a story
To make up or create dance movements
Using your face and body to show feelings
Everyone doing the same movement at the same time
How strong, gentle, fast, or slow our movements are
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Created first part of Seasons motif using mind map words
- Understand basic dance vocabulary
- Can move safely in shared space
Current Skills
- Interpreting poetry through movement
- Creative choreography skills
- Performance and audience skills
Next Steps
- Combining movements into longer sequences
- Adding dynamics and levels to movements
- Creating group choreography
Milestone Indicators
Key Teaching Points
- Use expressive voice when reading poetry to inspire movement quality
- Encourage originality while building confidence in reluctant movers
- Connect movements clearly to seasonal imagery throughout
- Maintain balance between structure and creative freedom
- Use positive, specific feedback to build performance confidence
- Ensure smooth transitions between motif sections for flow
- Create supportive atmosphere for both performing and watching
Common Misconceptions
- Poetry must be interpreted literally - encourage abstract and creative responses
- All movements must be large and energetic - teach subtle, gentle expressions
- Everyone must move the same way - celebrate individual interpretation
- Feedback must focus on corrections - emphasise positive observations first
- Sequences must be perfect immediately - allow for gradual improvement
SEN Adaptations
ADHD
- Short activity bursts, clear transitions, fidget tools available, movement breaks as needed
dyspraxia
- Simplified movement patterns, extra practice time, visual and verbal cues combined, step-by-step breakdown
autism spectrum
- Clear structure and routine, visual schedule of lesson sections, quiet space available if needed
visual impairment
- Clear verbal descriptions of movements, tactile cues for positioning, partner support for spatial awareness
hearing impairment
- Visual demonstrations of all movements, written or pictorial poem text, vibration cues for rhythm
physical disability
- Adapted movements for seated or supported positions, focus on achievable body parts, inclusive choreography
Cross-Curricular Links
English
Poetry appreciation, vocabulary development, listening skills, creative expression through words
Art
Visual interpretation, creative expression, understanding artistic elements like movement and rhythm
Music
Rhythm and timing, dynamics in movement, interpreting musical and poetic rhythm
PSHE
Confidence building, giving and receiving feedback, working cooperatively, creative self-expression
Teacher Guidance
Positioning
Central position with clear sightlines to all students, move around room during exploration phases
Observation Focus
Watch for creative interpretation, safe movement practices, and engagement levels
Intervention Points
Step in if movements become unsafe, provide support for reluctant participants, guide feedback discussions
Demonstration Notes
Model enthusiasm and creativity, show movements clearly for all to see, use seasonal imagery consistently
Verbal Cues
- •'Show me how gentle the rain can be!'
- •'I can see you really thinking about those words!'
- •'Let's try that movement with even more expression!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or studio space, minimum 8m x 10m clear area
Surface Check
Non-slip surface, clear of obstacles and hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely away from movement area
- •Picture cards securely attached to prevent falling
- •No loose items on floor
Risk Management
Key Risks
- •Collisions during travelling movements
- •Falls during dynamic movements
- •Over-excitement during creative activities
Risk Mitigation
- •Clear boundaries established for movement area
- •Adequate personal space maintained throughout
- •Regular reminders about safe movement practices
- •Teacher positioned for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Monitor corners game for safe transitions
- •Watch for appropriate energy levels during wind movements
- •Ensure equal participation during performances
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route maintained