Note for teachers using this lesson plan

Before this lesson, prepare a large chart with pre-drawn circles for tracing, and ensure each pupil has a pencil, eraser, and writing book. The central idea is for pupils to understand the circular shape and begin to control their pencil to form it. Pay close attention to individual pencil grip and sitting posture, offering gentle corrections. Successful learning will be observed when pupils can hold their pencil correctly and make an attempt to trace or draw a circular shape.

Class: Pre-School Level 2
Term: Second Term
Week: 10
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns (e.g., vertical and horizontal lines)
Topic: CIRCLE WRITING PRACTICE AND PENCIL CONTROL
Subject Matter: CIRCLES. Weekly focus: Circle Writing Practice and Pencil Control.

Specific Objectives

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

Cognitive Domain

Recognise a circular shape.
Understand the concept of “round.”

Affective Domain

Show interest in drawing and tracing activities.
Follow instructions for holding a pencil and sitting correctly.

Psychomotor Domain

Hold a pencil with a developing tripod grip.
Trace large circular patterns with their finger and pencil.
Attempt to draw simple circular shapes in their writing books.

Participate actively in group tracing and singing activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education resources

Instructional Materials

Writing Book
Pencil
Eraser
Whiteboard and markers
Large chart paper with pre-drawn circles
Picture cards of circular objects (e.g., ball, plate, clock, sun)
Actual circular objects (e.g., a ball, a plate)

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it develops essential fine motor skills, hand-eye coordination, and pencil control, which are foundational for future writing. Practising circle formation helps children learn directional movements and prepares them for forming letters like ‘O’, ‘C’, ‘G’, and ‘Q’, connecting directly to their early literacy development.

Prerequisite/Previous Knowledge

Pupils can hold a crayon or pencil and have engaged in simple scribbling or drawing activities. They may have also practised basic pre-writing strokes like straight lines.

Lesson Content/Board Summary

CIRCLE WRITING PRACTICE AND PENCIL CONTROL

What is a Circle?

A circle is a round shape.
It has no corners or straight sides.
Examples: A ball, a plate, the sun, a clock.

Pencil Control: How to Hold Your Pencil

Hold your pencil with three fingers (thumb, index, middle finger). This is called the tripod grip.
Sit up straight with your feet on the floor.
Hold your paper steady with your other hand.

Circle Writing Practice

Start at the top.
Go round and round, like a wheel.
Practice making big circles and small circles.

Key Words

Circle – a round shape.
Round – like a circle, no corners.
Pencil – tool for writing or drawing.
Grip – how you hold your pencil.
Trace – to draw over an existing line.

Circle Drawing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Round and round, we draw a circle,
Round and round, a happy circle.
Hold your pencil, hold it tight,
Make your circle, oh so bright.
Round and round, we draw a circle,
Round and round, a happy circle.

Actions: Pupils make big circular motions in the air with their finger or hand while singing. Pretend to hold a pencil and make small circles.

Watch and Practise

https://www.youtube.com/watch?v=FmYyYFm5WfQ

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by showing real circular objects and picture cards, asking pupils to identify them as “round” or “circle.” Demonstrate the correct pencil grip using your own hand and a large pencil. Explain “start at the top, go round and round” clearly.

What to show or demonstrate: Show a real ball and a plate. Draw large circles on the whiteboard, demonstrating the correct starting point and anti-clockwise motion. Demonstrate the tripod pencil grip and correct sitting posture. Show pupils how to trace a circle on the large chart paper.

How to use the rhyme/song: Introduce the “Circle Drawing Rhyme” after demonstrating the shape. Sing it twice, encouraging pupils to join in with the actions of air tracing and pretending to hold a pencil. Use it as a fun break and reinforcement.

How to use the video: Introduce the video as a way to see how to draw a circle. Play the video, encouraging pupils to watch the motion. After watching, ask them to make the circle motion in the air with their finger, mimicking the video.

What to watch for: Observe pupils’ pencil grip (ensure they are not gripping too tightly or using a fist grip), sitting posture, and the direction they attempt to draw the circle. Provide gentle, individual correction and encouragement.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Imitation
Manipulation of Objects
Repetition
Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly. Shows a real ball and a plate. Asks, “What shape is this? Is it round?”

Pupils’ Activity: Pupils greet the teacher. They look at the objects and respond “round” or “circle.”

Learning Point: Pupils are introduced to the concept of a circle and its “round” nature.

Step 2: Introducing Pencil Grip and Posture

Time: 4 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher demonstrates the correct way to hold a pencil (tripod grip) and the correct sitting posture. “Hold your pencil like this, with three fingers. Sit up straight!”

Pupils’ Activity: Pupils observe the teacher’s demonstration and attempt to hold their pencils correctly, adjusting their sitting posture.

Learning Point: Pupils learn the proper way to hold a pencil and sit for writing.

Step 3: Air Tracing and Finger Tracing

Time: 4 minutes

Teaching Skill: Guided Practice/Kinesthetic Learning

Teacher’s Activity: The teacher leads pupils in making large circular motions in the air with their fingers, saying “Round and round, like a wheel!” The teacher also guides them to trace circles on their desks or palms.

Pupils’ Activity: Pupils follow the teacher, making big circles in the air and tracing on surfaces with their fingers.

Learning Point: Pupils develop muscle memory for the circular motion.

Step 4: Whiteboard/Chart Practice

Time: 5 minutes

Teaching Skill: Visual Demonstration/Guided Tracing

Teacher’s Activity: The teacher draws several large circles on the whiteboard and on the chart paper. The teacher invites individual pupils to come forward and trace the circles with their finger or a piece of chalk.

Pupils’ Activity: Pupils take turns tracing the circles on the whiteboard/chart, practising the “round and round” motion.

Learning Point: Pupils gain confidence in tracing larger circular shapes.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Auditory/Rhythmic Learning

Teacher’s Activity: The teacher leads the pupils in singing the “Circle Drawing Rhyme” again, encouraging them to perform the actions while singing.

Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of drawing circles and holding a pencil.

Learning Point: Pupils enjoy learning and reinforce the lesson through song and movement.

Step 6: Guided Practice in Writing Books

Time: 6 minutes

Teaching Skill: Individual Support/Application

Teacher’s Activity: The teacher demonstrates how to trace circles in the writing book, showing the starting point and direction. The teacher then supervises pupils as they attempt to trace or draw circles in their books, offering individual assistance and encouragement.

Pupils’ Activity: Pupils open their writing books and attempt to trace or draw circles, applying the learned pencil grip and motion.

Learning Point: Pupils practise forming circles independently, developing fine motor control.

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.

Show me how you hold your pencil.
What shape is this? (Teacher points to a drawn circle).
Can you make a circle in the air with your finger?
Point to something round in the classroom.

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure/Praise

Teacher’s Activity: The teacher praises the pupils for their effort and participation. Reminds them to keep practising their circle drawing and pencil grip. “Well done, children! Keep practising your round circles!”

Pupils’ Activity: Pupils respond to the praise and tidy up their materials.

Learning Point: Pupils feel encouraged and motivated to continue practising.

Lesson Keywords

Circle – A perfectly round shape with no straight lines or corners.
Round – Having a circular or curved shape.
Trace – To draw over a line or shape that is already there.
Pencil – A tool used for writing or drawing.
Grip – The way you hold something, especially a pencil.

Differentiation

Support: For pupils struggling with pencil control, provide larger circles to trace, offer hand-over-hand guidance, or allow them to use thicker crayons or markers which are easier to grip. Focus on air tracing and finger tracing for longer.
Extension: For pupils who quickly grasp the concept, encourage them to draw more circles independently, identify more circular objects around the classroom, or try drawing a circle around a small object like a bottle cap.