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Lesson 2 - Contrasting Characters: Wormwood & Honey

Character Storytelling Dance

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Year 3

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Dance

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1h 10min

Big Question

How can we use our whole body to show the personality differences between two contrasting characters?

Learning Objectives

To explore and create movement phrases that represent two contrasting characters
To use performance skills to communicate character differences through dance
To create and link dance movements showing clear contrast between personalities

Key Outcomes

Students will perform movement phrases showing clear differences between Mr Wormwood and Miss Honey
Students will demonstrate performance skills that communicate character traits
Students will work cooperatively in groups to create contrasting character sequences

Equipment & Resources Required

Cards

2 sets

Keep cards visible throughout lesson for reference

Alternative: Images of Mr Wormwood and Miss Honey printed or displayed

Music Player

Test sound levels before lesson begins

Alternative: Tablet with speakers, voice counting if no music available

Music Tracks

Have music ready to play for movement phrases

Alternative: Any music with clear 8-beat phrases, or teacher counting

Sun Markers

4-6

Mark two sides of the hall for Mr Wormwood and Miss Honey groups

Alternative: Existing hall markings, tape on floor

Key Vocabulary

Character

A person in a story with specific personality traits and qualities

Contrasting

Two things that are very different from each other

Movement Phrase

A sequence of connected dance movements that flow together

Performance Skills

The ability to dance with confidence, expression and timing

8-Beat Phrase

A sequence of movements that takes exactly 8 counts to complete

Dance-off

When two groups take turns to perform their best movements

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple travelling movements
Understanding of counting beats in music
Experience of character work from Lesson 1

Current Skills

Creating contrasting character movements
Performing to specific beat counts
Using floor work and levels in dance
Working in groups for performance

Next Steps

Developing more complex character narratives
Linking multiple movement phrases
Adding facial expressions and dynamics
Creating longer choreographed sequences

Milestone Indicators

Clear physical difference between characters

Accurate timing to 8-beat phrases

Confident performance in front of others

Ability to start and stop movements together

Key Teaching Points

Character quality is more important than perfect technique - encourage expression over precision
Maintain clear contrast between Mr Wormwood (sneaky, low, sharp) and Miss Honey (graceful, flowing, gentle)
Use consistent 8-beat counting throughout to develop students' sense of rhythm and timing
Encourage creative interpretation within character guidelines rather than exact copying
Build performance confidence through supportive group work and positive feedback
Connect movement choices to character personality to develop students' understanding of dance as communication
Ensure all sequences end in kneeling position to prepare for future lesson development

Common Misconceptions

Students thinking character work means 'acting' rather than using their whole body - emphasise movement quality
Believing that Mr Wormwood movements must be aggressive rather than sneaky - guide toward controlled, low movements
Assuming Miss Honey movements should be weak rather than strong and graceful - show gentle strength
Thinking 8-beat sequences are too difficult - break down into smaller chunks and practice regularly
Believing performance means showing off rather than communicating character - focus on clear expression

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, use movement breaks and high-energy character work positively

dyspraxia

Simplify movement sequences initially, provide additional demonstration and practice time, focus on character quality over technical precision

autism spectrum

Provide clear structure and routine, use visual schedules for lesson sequence, offer quiet practice space if needed

visual impairment

Use clear verbal descriptions of character differences, provide audio cues for timing, allow tactile exploration of movements with partner support

hearing impairment

Use visual demonstrations and clear gesture cues, provide written character descriptions, use visual counting methods

physical disability

Adapt movements for seated or supported positions, focus on upper body character expression, modify rolling movements as appropriate

Cross-Curricular Links

English

Character study and personality analysis, descriptive vocabulary development, storytelling through movement

Maths

Counting in sequences of 8, understanding patterns and repetition, timing and rhythm concepts

PSHE

Understanding different personality types, empathy and character appreciation, working cooperatively in groups

Teacher Guidance

Positioning

Position centrally during demonstrations for maximum visibility, move around room during group work to provide individual support

Observation Focus

Watch for character quality in movements, timing accuracy during sequences, group coordination during performances

Intervention Points

Step in if students struggling with timing or character interpretation, support groups having difficulty with creative additions

Demonstration Notes

Demonstrate: Exaggerate character differences for clarity, use facial expressions to enhance character portrayal, count aloud with clear rhythm

Verbal Cues

•'Show me your sneaky Mr Wormwood!'
•'Make it graceful like Miss Honey!'
•'Count with me - 1, 2, 3, 4...'
•'End in kneeling position ready!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 10m clear of obstacles, with safe flooring for movement work

Surface Check

Ensure floor is clean, dry and free from hazards, suitable for kneeling and rolling movements

Equipment Safety

Safety Checks

•Character resource cards secured and visible without blocking movement space
•Music equipment positioned safely away from movement area
•Floor markings or cones placed to define spaces without creating trip hazards

Risk Management

Key Risks

•Collision during floor work and rolling movements
•Falls during extended leg positions and stretches
•Overexertion during character performance
•Loss of control during enthusiastic character work

Risk Mitigation

•Adequate spacing between students during floor work
•Clear instructions about safe rolling and stretching limits
•Teacher demonstration of all movements before student practice
•Progressive building of movement complexity
•Clear boundaries for movement area

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during floor work demonstrations
•Move between groups during creative work to monitor safety
•Stay central during dance-off performances to manage both groups
•Monitor individual students for fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid and support, inform school procedures