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Lesson 4 - Poetry-Inspired Partner Dance

Movement Expression

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Year 2

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Dance

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45 min

Big Question

How can words from a poem come alive through movement and dance?

Learning Objectives

To work effectively in pairs showing good cooperation skills and give useful peer feedback
To use poetry as stimulus for creative and imaginative dance actions
To demonstrate use of level, direction and unison when creating and performing pairs section

Key Outcomes

Students will create first 8-16 counts of a pairs dance phrase inspired by poetry
Students will demonstrate effective communication and cooperation with their partner
Students will perform their dance showing clear use of levels, directions and unison

Equipment & Resources Required

Music Player

Positioned where all students can hear clearly

Alternative: Laptop with speakers, tablet with portable speaker

Animal Action Music Track

Cued ready for warm-up section

Alternative: Any upbeat animal-themed music for warm-up

Hakuna Matata Music

Ready for corners activity

Alternative: Any rhythmic music suitable for movement

Background Music

Ready for performance section

Alternative: Any jungle-themed or performance music

Cards

1 per pair (15)

Placed in four corners of room before lesson

Alternative: Laminated A4 cards with clear words/pictures

Markers

Positioned to help pairs find working spaces

Alternative: Cones, mats, or tape marks

Key Vocabulary

Unison

When partners move at exactly the same time in the same way

Levels

How high or low our body is - high (standing/jumping), medium (sitting/kneeling), low (lying/crawling)

Direction

Which way we move or face - forwards, backwards, sideways, turning

Stimulus

Something that gives us ideas for our dance - like words, music, or pictures

Choreography

Planning and creating dance movements in a special order

Mirror

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

Skill Progression Pathway

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

Prior Learning

Basic understanding of levels (high, medium, low) in dance
Experience working individually to create simple movements
Familiarity with following teacher-led warm-up routines

Current Skills

Partner cooperation and communication skills
Interpreting words and ideas into physical movement
Creating short dance phrases with beginning, middle and end
Understanding and applying unison in partner work

Next Steps

Extending dance phrases to full 32 counts
Adding more complex timing and rhythm elements
Incorporating props or costume elements into performance
Creating group dance sequences with multiple pairs

Milestone Indicators

Maintains focus and cooperation throughout partner activities

Shows clear connection between poem words and movement choices

Demonstrates consistent timing and spatial awareness with partner

Key Teaching Points

Partnership cooperation is as important as the final dance product
All interpretations of poetry are valid - celebrate diversity of ideas
Use levels, directions and timing to make movements more interesting
Count aloud to help pairs stay together and maintain structure
Model the thinking process - show how words become movements
Create supportive atmosphere for creative risk-taking
Focus on process and cooperation rather than perfect performance

Common Misconceptions

There is only one 'correct' way to interpret a poem line - Address: Celebrate different interpretations, show multiple possibilities
Dance movements must be complicated to be good - Address: Simple, clear movements performed well are excellent
Partners must always move identically - Address: Explore unison, copying, and complementary movements
If you can't think of an idea immediately, you're not creative - Address: Creativity takes time, try different approaches
Performance is about being perfect - Address: Performance is about sharing your creative ideas with confidence

SEN Adaptations

ADHD

Regular movement breaks, clear time boundaries, immediate feedback, option to be active helper/demonstrator

dyspraxia

Slower movement patterns, additional practice time, simplified sequences, focus on gross motor skills

autism spectrum

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

visual impairment

Use tactile poem cards, verbal descriptions of corner words, partner guidance for spatial awareness, clear verbal counting

hearing impairment

Visual cues for music starts/stops, demonstration-heavy teaching, written poem lines, hand signals for counting

physical disability

Seated versions of movements, upper body focus, adapted levels using chairs, partner support for mobility

Cross-Curricular Links

English

Poetry appreciation, vocabulary development, oral communication, expressing ideas verbally

Art

Creative interpretation, expressing ideas through different media, responding to stimuli

Music

Responding to rhythm, understanding beats and counts, performing to music

PSHE

Working cooperatively, respecting others' ideas, building confidence, celebrating creativity

Teacher Guidance

Positioning

Central position with ability to see all pairs, move freely between groups during creation phases

Observation Focus

Partnership cooperation, creative interpretation, use of space and levels, timing and coordination

Intervention Points

Step in if partnerships break down, provide support for creative blocks, ensure safety during enthusiastic movement

Demonstration Notes

Always demonstrate with a student volunteer when showing partnership activities, use exaggerated movements for clarity, model the thinking process aloud during poetry interpretation

Verbal Cues

•'Count it out loud with your partner!'
•'How can you make that movement bigger?'
•'Remember to use different levels!'
•'What does that word make you think of?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, ideally school hall or large classroom

Surface Check

Clean, dry, non-slip surface free from obstacles or hazards

Equipment Safety

Safety Checks

•Ensure corner cards are securely attached and at appropriate height
•Check poem cards are laminated to prevent tearing
•Verify music equipment is positioned safely away from movement area

Risk Management

Key Risks

•Collisions during corner running activity
•Falls when working at different levels
•Overexertion during enthusiastic movement

Risk Mitigation

•Clear movement pathways to corners established
•Teach safe methods for low-level work
•Monitor intensity and provide rest breaks
•Establish clear boundaries for pair working spaces

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all pairs during creation time
•Move between groups during development phase
•Monitor corner activities for safe transitioning

Emergency Procedures

Stop activity immediately, assess situation, apply appropriate first aid if needed, contact school medical support if required