The Rhythm of Motion

Julie Martois-Kinsey

Students will be able to differentiate between motion vocabulary using STEAM poetry. Students will create dance moves for their poetry to support kinesthetic learning.


Chart paper


Mini-Lesson (10 minutes):
1. Teacher will review the difference between metaphors and similes; as well as, poetry language-lines and stanza.
2. Students will then create moves to represent the words “metaphor” and “simile”. They will then have to decide if the lines of the poem on the Smart board use metaphors or similes. They will show what they know by using moves the class decides upon for each word.

Whole Group Activity (30-40 minutes)
3. Teacher will put up 1 piece of chart paper with a T-chart. The T-chart will have “motion” written on the left side. Students will brainstorm vocabulary associated with the motion unit (turn and talk), then call out as the teacher writes vocabulary words under “motion”. The completed list will then be covered-up.
4. Teacher will ask students to brainstorm a list of words that are associated with the playground. The teacher will write the words on the other side of the chart paper under “playground”.
5. Teacher will put students into groups of 2 or 3 and ask students to discuss possible connections they can make between the two groups of words.
6. Teacher will then ask the groups to share one of their connections with the class. The connections will be circled in different color markers.
7. The connections will then be used to write the lines in a STEAM poem with the first line “Motion is a playground”
8. Teacher will then ask students to create motions and sounds for the words associated with motion.
9. Teacher will have students practice their motions and sounds by yelling out the words in a mixed order.
10. Students will then act out the poem they made 2-3 times.

Differentiation Approaches

This is a scaffolded lesson in which the class works as a group. However, if the students have shown a strong ability in creating STEAM poetry throughout the year, the teacher may break the students into groups that create poems without assistance. If the teacher choses to form groups, the students who need extra support with the concept or writing can meet with the teacher to create a poem using the scaffolded lesson above.


Students can have a choice of assessment: a paper and pencil quiz or writing another stanza to the poem.

Follow Up and Extension Ideas

1. The poem can be used as a warm-up for the next lesson in the Balance and Motion unit.
2. Students can share the additional stanzas they created (for assessment) with the class.

Additional Details

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