Lesson 5 - Partner Poetry and Movement Creation
Fire of London: Historical Storytelling Through Creative Movement
•Year 1
•Dance
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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
Place one in each corner of the room at child height
Alternative: Large paper with words written clearly
Position centrally for clear sound throughout room
Alternative: Tablet with external speaker
Laminate for durability, large text for easy reading
Alternative: Display poem on whiteboard or screen
Charged and ready, with sufficient storage space
Alternative: Phone with video capability
Distributed around room perimeter for pair spaces
Alternative: Cones or bean bags for spacing
Key Vocabulary
Moving at exactly the same time as your partner
Copying your partner's movements like looking in a mirror
High (standing/jumping), medium (crouching), low (lying/crawling) positions
When movements connect smoothly without stopping
Planning and creating a sequence of dance movements
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
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