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Lesson 5 - Partner Poetry and Movement Creation

Fire of London: Historical Storytelling Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we use poems and pictures to create beautiful dance movements with our partner?

Learning Objectives

To work well in pairs showing good cooperation skills and give useful peer feedback
To use the poem as a stimulus for creative and imaginative actions
To show use of level, direction and unison when creating and performing pairs section

Key Outcomes

Students will communicate effectively with partners during movement creation
Students will translate poetry into creative dance actions and sequences
Students will perform linked movements that flow together in pairs formation

Equipment & Resources Required

Cards

Place one in each corner of the room at child height

Alternative: Large paper with words written clearly

Music Player

Position centrally for clear sound throughout room

Alternative: Tablet with external speaker

Poem Copies

1 per pair

Laminate for durability, large text for easy reading

Alternative: Display poem on whiteboard or screen

Video Device

Charged and ready, with sufficient storage space

Alternative: Phone with video capability

Yoga Mat

15 (1 per pair)

Distributed around room perimeter for pair spaces

Alternative: Cones or bean bags for spacing

Key Vocabulary

Unison

Moving at exactly the same time as your partner

Mirror

Copying your partner's movements like looking in a mirror

Levels

High (standing/jumping), medium (crouching), low (lying/crawling) positions

Flow

When movements connect smoothly without stopping

Choreography

Planning and creating a sequence of dance movements

Sequence

A series of movements performed in order

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels (high, medium, low)
Experience working individually with simple movements
Ability to listen and follow simple instructions
Basic spatial awareness in movement

Current Skills

Partner cooperation and communication skills
Translating poetry into movement vocabulary
Creating flowing sequences with a partner
Using unison and contrasting movements effectively

Next Steps

Creating longer, more complex partner sequences
Incorporating props and storytelling into dance
Leading and directing partner movements
Performing with confidence to larger audiences

Milestone Indicators

Maintains cooperation throughout partner work

Shows clear connection between poem content and movement choices

Demonstrates smooth transitions between movements

Uses variety in levels and directions consistently

Key Teaching Points

Emphasise connection between poetry content and movement choices throughout
Encourage smooth, flowing transitions between movements rather than sharp stops
Support partner communication with specific feedback prompts and structures
Use fire theme consistently in language and imagery to maintain engagement
Celebrate creative interpretation while maintaining technical focus on levels and directions
Build confidence through positive reinforcement and peer appreciation
Connect all activities to overall performance piece development

Common Misconceptions

That dance movements must be difficult or complex to be good - emphasise that simple, clear movements can be very effective
That all movements must be in perfect unison - explain when unison is important vs when contrasting movements work well
That poetry must be interpreted literally in movement - encourage abstract and creative interpretations
That making mistakes in performance is failure - emphasise learning and improvement over perfection
That boys and girls should move differently - promote inclusive movement styles for all students

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and expectations, regular movement breaks built into structure, positive reinforcement

dyspraxia

Simplified movement patterns initially, extra practice time, visual demonstrations, peer buddy support

autism spectrum

Clear structure and routine, visual schedule of lesson activities, quiet space available if needed, consistent partner pairings

visual impairment

Use tactile guidance for partner work, clear verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual cues and demonstrations, vibrating music devices if available, clear visual signals for transitions

physical disability

Adapted movements within student's range, seated versions of partner work, modified equipment or support as needed

Cross-Curricular Links

English

Poetry comprehension, creative interpretation of text, vocabulary development related to movement and fire

Maths

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

Science

Understanding how fire behaves (spreading, growing, direction), body awareness and physical effects of exercise

Art

Creative expression through movement, interpreting themes visually through body positioning, aesthetic appreciation

History

Fire of London historical context, understanding impact on people's lives, connecting past events to creative expression

PSHE

Cooperation and teamwork skills, giving and receiving feedback, building confidence through performance

Teacher Guidance

Positioning

Circulate around perimeter during creation phases, central position for demonstrations and whole-class instruction

Observation Focus

Monitor partner cooperation, creative interpretation of poetry, use of space and levels, transition quality

Intervention Points

Step in if partner conflicts arise, support struggling pairs with movement ideas, ensure safety during more energetic sections

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations when appropriate, maintain energy and enthusiasm throughout

Verbal Cues

•'Show me your levels changing like flames!'
•'Work together to make it flow!'
•'Let the poem inspire your movements!'
•'Remember to breathe and move smoothly!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for pairs work and group formations

Surface Check

Clean, dry, non-slip surface suitable for floor work and movement

Equipment Safety

Safety Checks

•Corner cards securely attached and at appropriate height
•Music volume at safe level for hearing protection
•Recording equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during corner running activity
•Falls during level changes and floor work
•Overexertion during continuous movement sequences

Risk Mitigation

•Clear boundaries and pathways established for corner activity
•Adequate spacing between pairs throughout lesson
•Regular reminders about safe movement and spatial awareness
•Cool-down period included to prevent sudden activity cessation

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during partner work
•Circulate actively during creation and practice phases
•Monitor for signs of fatigue or overexertion during performance

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, ensure other students remain safely positioned