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Lesson 4 - Group Poetry Dance

Viking Tales in Movement

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Year 3

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Dance

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45 min

Big Question

How can we work together to transform words into movement and create beautiful dance patterns?

Learning Objectives

To work collaboratively in groups showing excellent cooperation skills
To use poetry as inspiration for creative and imaginative dance actions
To demonstrate understanding of canon and formation changes in group choreography

Key Outcomes

Students will create 16-32 count group dance sections using poetry as stimulus
Students will effectively communicate and cooperate within their dance groups
Students will demonstrate canon technique and formation changes in their choreography

Equipment & Resources Required

Tunnel Systems

Position centrally for whole class to hear clearly

Alternative: Portable speaker, classroom music system

Music Tracks

1 track

Test volume levels before lesson begins

Alternative: Any atmospheric instrumental music suitable for creative movement

Poem Copies

8-10 copies

One copy per group of 4, plus extras for teacher demonstration

Alternative: Display poem on whiteboard or projector

Open Floor Space

Minimum 8m x 8m

Ensure no obstacles or hazards in movement area

Alternative: Hall, drama studio, large classroom with furniture moved

Key Vocabulary

Canon

When dancers perform the same movement at different times, creating a ripple effect

Formation

The pattern or shape that dancers make when positioned together

Adjective

A word that describes a noun - a person, place or thing

Adverb

A word that describes a verb - tells us how, when, where or why something is done

Stimulus

Something that inspires or triggers creative ideas for dance

Flow

How smoothly dance movements connect from one to the next

Skill Progression Pathway

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

Prior Learning

Basic understanding of adjectives and adverbs
Experience working in pairs for dance
Simple formation work in previous lessons
Individual motif and travel sections from earlier units

Current Skills

Translating poetry into movement vocabulary
Group cooperation and communication skills
Canon technique - performing the same action at different times
Formation changes within choreographed sequences

Next Steps

Developing longer group dance pieces
Advanced formation patterns and transitions
Integration of individual, pair and group sections
Performance skills and audience awareness

Milestone Indicators

Groups work harmoniously with shared decision-making

Clear interpretation of poem evident in movement choices

Visible canon demonstrated within group work

Smooth transitions between different formations

Key Teaching Points

Group cooperation is as important as the creative outcome
Poetry provides rich stimulus for creative movement interpretation
Canon creates beautiful visual effects when timed correctly
Formation changes should flow naturally within the choreography
Performance is about sharing work-in-progress, not perfection
Everyone's creative ideas have value within group work
Smooth transitions connect all elements into flowing dance

Common Misconceptions

Canon means everyone does different movements (actually same movement at different times)
Groups must include every word from the poem (select 3-4 inspiring words)
Formations must be perfect geometric shapes (natural, flowing shapes work well)
Performance must be completely finished (work-in-progress sharing builds confidence)
Only confident students should lead activities (everyone can contribute leadership)
Dance actions must be complex to be good (simple, clear movements often work best)

SEN Adaptations

ADHD

Regular movement breaks, clear short-term goals, opportunities for leadership and responsibility

dyspraxia

Simplified movements initially, extra practice time, step-by-step breakdown of complex sequences

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Clear verbal descriptions of formations, buddy system for positioning, tactile cues for canon timing

hearing impairment

Visual demonstrations of all concepts, hand signals for instructions, vibration cues for music timing

physical disability

Adapted movements within personal range, seated versions of actions, alternative formation roles

Cross-Curricular Links

English

Poetry appreciation, vocabulary development (adjectives/adverbs), reading aloud with expression

Maths

Counting in 4s and 8s for dance timing, shape recognition in formations, pattern work in canon

Music

Rhythm and timing, listening skills, responding to musical atmosphere and mood

PSHE

Cooperation skills, communication, leadership, supporting others, building confidence

Teacher Guidance

Positioning

Move actively between groups during creative work, position centrally for whole-class instruction

Observation Focus

Group cooperation, creative interpretation of poetry, canon timing, formation clarity

Intervention Points

Step in if groups struggle with cooperation, need help with poetry interpretation, or require safety reminders

Demonstration Notes

Be prepared to demonstrate canon timing, formation changes, and poetry interpretation examples

Verbal Cues

•'Listen to each other's ideas!'
•'Start your action when they're halfway through!'
•'Make those formation changes flow smoothly!'
•'What does that word make you picture?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear floor space for group movement work

Surface Check

Dry, even floor surface free from obstacles or trip hazards

Equipment Safety

Safety Checks

•Sound system positioned safely away from movement area
•Music volume at appropriate level for instruction and performance
•Poem copies secured to prevent slipping hazards

Risk Management

Key Risks

•Collisions during group formation changes
•Trips or falls during energetic dance sequences
•Overexertion during extended creative work

Risk Mitigation

•Clear boundaries established for each group's working space
•Progressive building from simple to complex movements
•Regular checks on group spacing and formation safety
•Appropriate warm-up and cool-down activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during creative work
•Monitor formation changes for safety
•Check energy levels and provide rest breaks if needed

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid, and contact school procedures if needed