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Day 18 · A pause can mean different thingsFoundation Dance · T1 W3–4 · Day 18 lesson

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Foundation / Dance / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Optional practice · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: choose pause placement to communicate a maker's own idea and avoid one universal meaning; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source E, smooth/change/pause.

  1. Welcome · 3 min. A pause can be a paper box; no freeze, balance or breath hold is required.
  2. Read · 4 min. Read both Source E maker statements. Ask which pause comes before and which after the line.
  3. Model · 5 min. Adult moves a paper PAUSE card from end to start and says the two makers' intentions differ; do not claim every viewer agrees.
  4. Child choice · 7 min. Day 18 A/B/C place a pause, choose a purpose and make a version. Optional physical pause is brief, comfortable and checked.
  5. Notice · 4 min. Record child's exact intention and score; do not score stillness as a body skill from a paper answer.
  6. Close · 2 min. Invite a later revision if a different maker intention arises.

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