Lesson 2 - Contrasting Characters: Wormwood & Honey
Character Storytelling Dance
•Year 3
•Dance
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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
Keep cards visible throughout lesson for reference
Alternative: Images of Mr Wormwood and Miss Honey printed or displayed
Test sound levels before lesson begins
Alternative: Tablet with speakers, voice counting if no music available
Have music ready to play for movement phrases
Alternative: Any music with clear 8-beat phrases, or teacher counting
Mark two sides of the hall for Mr Wormwood and Miss Honey groups
Alternative: Existing hall markings, tape on floor
Key Vocabulary
A person in a story with specific personality traits and qualities
Two things that are very different from each other
A sequence of connected dance movements that flow together
The ability to dance with confidence, expression and timing
A sequence of movements that takes exactly 8 counts to complete
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
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