Lesson 4 - Partner Poetry Dance Creation
Choreography & Storytelling
•Year 2
•Dance
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How can we work together to bring words to life through movement?
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 create 8-16 counts of partner choreography inspired by poetry
- Students will demonstrate effective communication and cooperation with their partner
- Students will perform using levels, directions and unison in their movement
Equipment & Resources Required
Position for clear sound throughout dance space
Alternative: Tablet/phone with speaker, piano
Cued ready for warm-up
Alternative: Any upbeat children's song with clear beat
Ready for corners activity
Alternative: Playful instrumental music with clear stops/starts
Cued for conclusion performance
Alternative: Gentle, inspiring music for performance
One card in each corner - 'Jump', 'Spin', 'Stretch', 'Balance'
Alternative: Laminated pictures, simple word cards
Cut into individual lines, one line per pair
Alternative: Written on board, displayed on screen
Remove obstacles, ensure safe boundaries
Alternative: Playground area marked out
Key Vocabulary
Someone you work with to create dance movements together
Copying exactly what your partner does, like looking in a mirror
How high or low your body is - on the floor, standing, or reaching up high
Which way you move - forwards, backwards, sideways, or turning
Moving at exactly the same time as your partner
A sequence of dance movements that we plan and remember
Something that gives us ideas for movement, like words or music
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements (walking, running, jumping, hopping)
- Simple body awareness and spatial concepts
- Following simple instructions and copying movements
Current Skills
- Partner cooperation and communication
- Creating movements from stimulus (poetry)
- Using levels and directions in dance
- Mirror work and following
Next Steps
- Developing longer dance sequences
- Adding timing and rhythm elements
- Creating group choreography
- Performing with confidence to an audience
Milestone Indicators
Key Teaching Points
- Emphasise that creativity and effort matter more than perfect technique
- Model good partnership skills through teacher demonstrations and language
- Use poetry as a bridge between literacy and physical expression
- Celebrate diverse interpretations - there are no 'wrong' movements
- Build confidence through supportive peer sharing and feedback
- Connect movements to clear vocabulary and concepts
- Prepare for next lesson by linking to ongoing performance project
Common Misconceptions
- That movements must be 'correct' or match what others do - emphasise personal interpretation
- That boys can't enjoy or succeed in dance - use inclusive language and diverse examples
- That shy students can't participate fully - offer choices and alternative ways to contribute
- That mistakes in sequences are failures - frame as learning opportunities
- That poetry is only about reading - show how it can inspire physical expression
SEN Adaptations
ADHD
- Include regular movement breaks, use clear visual and verbal cues, provide fidget tools during sitting time
dyspraxia
- Break down movements into smaller steps, allow extra practice time, provide physical support as needed
autism spectrum
- Provide visual schedule of lesson structure, offer quieter space for breaks, use consistent partner pairings
visual impairment
- Use tactile guidance for partner positioning, verbal descriptions of movements, buddy support for spatial navigation
hearing impairment
- Visual demonstrations with clear gestures, written poem excerpts, use vibrations for music cues
physical disability
- Adapt movements for seated position, use upper body focus, modify levels to be accessible
Cross-Curricular Links
English
Vocabulary development, poetry interpretation, verbal communication skills, listening and responding
Maths
Counting beats and sequences, understanding of number order 1-16, timing and rhythm patterns
Art
Creative expression, use of space and levels, visual interpretation of words and ideas
Music
Beat recognition, rhythm patterns, responding to musical cues and tempo changes
PSHE
Cooperation and teamwork, communication skills, confidence building, celebrating differences and creativity
Teacher Guidance
Positioning
Move constantly to observe all pairs, position for maximum visibility during demonstrations
Observation Focus
Watch for cooperation skills, creative problem-solving, use of levels and directions
Intervention Points
["Step in if pairs struggle with cooperation", "Support pairs who can't generate movement ideas", "Help when sequences become too complex or unsafe"]
Demonstration Notes
Always demonstrate with a student volunteer when possible, use exaggerated movements for clarity, think aloud to show creative process
Verbal Cues
- •'What does that word make you think of?'
- •'How could your body show that?'
- •'Can you try that at a different level?'
- •'Remember to count together!'
- •'What a creative idea!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large, clear space minimum 8m x 10m with non-slip surface
Surface Check
Clean, dry floor free from obstacles and hazards
Equipment Safety
Safety Checks
- •Music volume at safe level for hearing
- •Corner cards securely attached and visible
- •No trip hazards from equipment or furniture
Risk Management
Key Risks
- •Collisions during freestyle movement and corner activities
- •Slips during direction changes and level transitions
- •Overexertion during energetic movement phases
Risk Mitigation
- •Clear boundaries established for movement areas
- •Adequate spacing between pairs maintained throughout
- •Progressive warm-up before vigourous activity
- •Cool-down period to prevent sudden activity cessation
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs during partner work
- •Monitor for appropriate physical contact during mirror work
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed