Note for teachers using this lesson plan

Before this lesson, prepare large tracing sheets with clear, bold circle patterns. Ensure each pupil has a pencil and an eraser, and be ready to guide their hands for proper pencil grip and tracing motion. The central idea is to help pupils develop early fine motor skills and hand-eye coordination through guided circle tracing, with successful learning observed when pupils attempt to hold the pencil correctly and make circular marks on their tracing sheets.

Class: Pre-School Level 1
Term: Second Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing Circles
Topic: CIRCLES
Subject Matter: CIRCLES; Tracing circle. Weekly focus: Circle Tracing Practice and Pencil Control.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Recognise the shape of a circle when shown examples.
Identify objects that are round like a circle.

Affective Domain

Show interest and willingness to participate in tracing activities.
Listen attentively to teacher’s instructions.

Psychomotor Domain

Attempt to hold a pencil with a developing grip.
Make circular marks on paper with teacher’s guidance.
Trace large circle patterns with assistance.

Participate cooperatively in guided classroom activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources

Instructional Materials

Picture cards of circular objects (e.g., ball, plate, clock, sun)
Real circular objects (e.g., a small ball, a plastic plate)
Tracing sheets with large, bold circle patterns
Pencils
Erasers
Crayons (optional, for colouring traced circles)
Whiteboard or chart paper for demonstration

Rationale for the Lesson

This lesson is crucial for Pre-School Level 1 pupils as it lays the foundation for handwriting skills. Practising circle tracing helps develop fine motor skills, hand-eye coordination, and proper pencil grip, which are essential pre-writing competencies for young children.

Prerequisite/Previous Knowledge

Pupils can make simple hand movements, hold small objects, and may have engaged in free scribbling activities. They can also recognise and name some familiar objects.

Lesson Content/Board Summary

CIRCLES; Tracing circle. Weekly focus: Circle Tracing Practice and Pencil Control.

A circle is a round shape. It has no corners or straight sides. It goes all the way around.

Examples of circular objects:

Ball
Plate
Clock
Sun
Tyre

Pencil Control:

Holding your pencil correctly helps you to write well. We hold the pencil with three fingers (thumb, index, middle finger) gently, like a bird holding a seed.

Tracing Circles:

We start at the top of the circle and go round and round until we meet the starting point. This helps our hands learn how to make round shapes.

Key Words

Circle – a round shape.
Round – shaped like a circle.
Trace – to draw over a line or pattern.

Movement Rhyme: The Round Circle

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Circle, circle, round and round,
No more corners can be found.
Hold your pencil, nice and tight,
Trace the circle, oh so bright.
Circle, circle, round and round,
Best round shape in all the town!

Actions: Pupils make a large circle in the air with their finger, then pretend to hold a pencil and make a tracing motion.

Watch and Practise

https://www.youtube.com/watch?v=D-n9f6yY32Q

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the concept of a circle by showing real objects and picture cards. Emphasize “round” and “no corners.” Demonstrate air tracing of a large circle. Explain and demonstrate the correct pencil grip using the “bird holding a seed” analogy.

What to show or demonstrate: Show a ball, a plate, and picture cards of other circular objects. Draw a large circle on the board and trace it with your finger. Demonstrate holding a pencil correctly and tracing a large circle on a prepared tracing sheet.

How to use the rhyme/song: Sing “The Round Circle” rhyme together with pupils, encouraging them to perform the actions of making a circle in the air and pretending to hold a pencil. Repeat the rhyme 2-3 times to reinforce the concept and actions.

How to use the video: Introduce the video as a fun way to see how to trace circles. Play the video, encouraging pupils to watch the tracing motion. After watching, ask pupils to try air tracing along with the video or imitate the motion shown.

What to watch for: Observe pupils’ attempts at pencil grip and their effort to follow the circular motion. Provide gentle hand-over-hand guidance for those struggling with the grip or tracing direction. Praise effort rather than perfection.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Repetition
Manipulation of Objects

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then asks pupils to look around the classroom for anything that is “round.”

Pupils’ Activity: Pupils respond to greetings, sing along, and point to round objects they see (e.g., a clock, a ball, a plate).

Learning Point: Pupils are engaged and begin to observe round shapes in their environment.

Step 2: Exploring Circles

Time: 5 minutes

Teaching Skill: Object Recognition/Discussion

Teacher’s Activity: The teacher shows real circular objects (e.g., a ball, a plastic plate) and picture cards of other circular items. The teacher says “This is a circle. It is round. It has no corners.” and encourages pupils to repeat “round” and “circle.”

Pupils’ Activity: Pupils look at the objects, touch them, and repeat “round” and “circle” after the teacher. They point to the circular objects.

Learning Point: Pupils begin to recognise and name the circle shape.

Step 3: Introducing Pencil Control

Time: 4 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher demonstrates the correct way to hold a pencil using the “bird holding a seed” analogy. The teacher asks pupils to pick up their pencils and try to hold them correctly, providing individual guidance.

Pupils’ Activity: Pupils pick up their pencils and attempt to hold them as demonstrated by the teacher, receiving individual help.

Learning Point: Pupils practise holding a pencil correctly for better control.

Step 4: Teacher Demonstration of Tracing

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher uses a large tracing sheet or the whiteboard to demonstrate how to trace a circle. “We start at the top, go round and round, and meet back at the top.” The teacher also demonstrates air tracing a large circle several times.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully. They follow along by making large circles in the air with their fingers.

Learning Point: Pupils observe the correct starting point and direction for tracing a circle.

Step 5: Guided Tracing Practice

Time: 6 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher distributes tracing sheets with large circle patterns. The teacher guides pupils individually, providing hand-over-hand assistance as they attempt to trace the circles. The teacher encourages and praises their efforts.

Pupils’ Activity: Pupils attempt to trace the large circle patterns on their sheets with their pencils, following the teacher’s guidance and assistance.

Learning Point: Pupils develop fine motor skills and hand-eye coordination through practical tracing.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing “The Round Circle” rhyme again with actions. The teacher then plays the short video on tracing circles, encouraging pupils to watch the motion.

Pupils’ Activity: Pupils sing the rhyme and perform the actions. They watch the video, trying to follow the tracing motion with their fingers in the air.

Learning Point: The lesson concept is reinforced through song and visual aids.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“Can you point to something in the room that is a circle?”
“Show me how you hold your pencil.”
“Can you make a big circle in the air with your finger?”
“Try to make a round mark on your paper.” (Teacher provides a blank piece of paper or a corner of the tracing sheet).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises pupils for their hard work and effort in tracing circles and holding their pencils. The teacher reminds them that practice makes perfect and encourages them to look for circles at home. The teacher leads a closing song.

Pupils’ Activity: Pupils listen to the teacher, respond to praise, and sing the closing song.

Learning Point: Pupils feel encouraged and understand the importance of practice.

Lesson Keywords

Circle – a round shape.
Round – shaped like a circle.
Trace – to draw over a line or pattern.

Differentiation

Support: For pupils struggling with pencil grip or tracing, provide more hand-over-hand guidance. Use larger, bolder circle patterns. Offer fewer distractions during tracing time.
Extension: For pupils who quickly grasp the concept, encourage them to identify more circular objects around them or try to draw a simple, freehand circle on a blank part of their paper after tracing.