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Lesson 4 - Partner Poetry Dance Creation

Choreography & Storytelling

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Year 2

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Dance

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45 min

Big Question

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

Music Player

Position for clear sound throughout dance space

Alternative: Tablet/phone with speaker, piano

Ugly Bug Ball Music Track

Cued ready for warm-up

Alternative: Any upbeat children's song with clear beat

Circus Bugs

Ready for corners activity

Alternative: Playful instrumental music with clear stops/starts

Track

Cued for conclusion performance

Alternative: Gentle, inspiring music for performance

Cards

4 sets

One card in each corner - 'Jump', 'Spin', 'Stretch', 'Balance'

Alternative: Laminated pictures, simple word cards

Poem Excerpt

15 copies (one per pair)

Cut into individual lines, one line per pair

Alternative: Written on board, displayed on screen

Open Floor Space

Hall or large classroom

Remove obstacles, ensure safe boundaries

Alternative: Playground area marked out

Key Vocabulary

Partner

Someone you work with to create dance movements together

Mirror

Copying exactly what your partner does, like looking in a mirror

Levels

How high or low your body is - on the floor, standing, or reaching up high

Direction

Which way you move - forwards, backwards, sideways, or turning

Unison

Moving at exactly the same time as your partner

Choreography

A sequence of dance movements that we plan and remember

Stimulus

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

Can work cooperatively with a partner for extended periods

Shows creativity in movement interpretation

Demonstrates control in levels and directions

Can remember and repeat short sequences

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