Copy the Sentence The Door Is Shut for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Sentence construction and copying of simple words.
Topic: COPY THE SENTENCE: THE DOOR IS SHUT
Subject Matter: Copying the sentence: The door is shut.

Specific Objectives

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

Cognitive Domain

• Recognise and read the sight words: “The,” “door,” “is,” “shut.”
• Read the complete sentence: “The door is shut.”

Psychomotor Domain

• Trace the sentence “The door is shut” in the air and on paper.
• Copy the sentence “The door is shut” neatly in their handwriting books.

Social Domain

• Participate actively in sentence-building and copying activities.
• Listen attentively to instructions and demonstrations.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Handwriting book
• Pencil
• Eraser
• Whiteboard/chalkboard
• Markers/chalk
• Sentence strip with “The door is shut”
• Picture of a shut door
• Individual writing boards or paper

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it develops their fine motor skills, hand-eye coordination, and pre-writing abilities. Copying a complete sentence helps pupils understand sentence structure, recognise sight words in context, and builds confidence in early literacy, preparing them for more complex writing tasks.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet, form simple words, and follow basic instructions for writing activities. They have also been introduced to the concept of a sentence.

Lesson Content/Board Summary

COPY THE SENTENCE: The door is shut.

A sentence is a group of words that makes complete sense. Today, we are learning to copy a very important sentence: “The door is shut.”

What does it mean when a door is shut? It means the door is closed. It is not open.

Let’s look at the words in our sentence:

• The (This is a sight word we see often!)
• door (We all know what a door is!)
• is (Another common sight word!)
• shut (This means closed.)

When we copy a sentence, we need to:

1. Look carefully at each word.
2. Remember the order of the words.
3. Pay attention to the spaces between words.
4. Write each letter carefully, starting at the correct point.
5. Make sure our letters are on the line and the right size.

Key Words

• The – A common word used before a noun.
• door – A movable barrier used to open and close an entrance.
• is – A word used to describe something or someone.
• shut – Closed; not open.
• sentence – A group of words that makes complete sense.
• copy – To write something exactly as it is shown.

What the Teacher Should Show or Draw

The teacher will display a large sentence strip with “The door is shut.” The teacher will also show a picture of a door that is clearly shut. On the whiteboard, the teacher will demonstrate writing the sentence, emphasising correct letter formation for each word and appropriate spacing between words.

Copying Sentence Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:

Look and copy, nice and neat,
Every letter, can’t be beat.
“The door is shut,” we write it slow,
Watch the spaces, make them grow.
Look and copy, nice and neat,
Learning sentences, oh so sweet!

Actions:

• “Look and copy, nice and neat” – Point to eyes, then make a writing motion in the air.
• “Every letter, can’t be beat” – Wiggle fingers as if writing small letters.
• “”The door is shut,” we write it slow” – Trace the sentence in the air slowly.
• “Watch the spaces, make them grow” – Spread hands apart to show spacing.
• Repeat actions for the last two lines.

How to use the rhyme: Sing the rhyme before pupils begin their copying activity to remind them of the steps and encourage careful work. Repeat it during the activity if pupils seem to be rushing or forgetting the instructions.

Video Demonstration

The teacher will show a short video demonstrating how to write a simple sentence, focusing on letter formation, spacing, and neatness.

Teacher’s note: Play this video from “Learning with Miss K” to reinforce the process of writing a sentence, highlighting how to form letters and space words correctly.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Repetition, Play-based Learning, Songs and Rhymes, Practical Activity, Question and Answer, Visual Aids.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on forming simple words. The teacher then asks pupils what a sentence is and introduces today’s topic: copying a sentence.

Pupils’ Activity: Pupils respond to greetings, recall previous learning, and listen attentively to the new topic.

Learning Point: Pupils recall prior knowledge and are prepared for the new lesson.

Step 2: Sentence Introduction and Meaning

Time: 4 minutes

Teaching Skill: Presentation/Discussion

Teacher’s Activity: The teacher displays the sentence strip “The door is shut” and a picture of a shut door. The teacher reads the sentence aloud and asks pupils what “the door is shut” means, encouraging discussion about closed doors.

Pupils’ Activity: Pupils observe the sentence strip and picture, listen to the teacher read, and discuss the meaning of “the door is shut.”

Learning Point: Pupils understand the meaning of the target sentence.

Step 3: Word Recognition and Reading

Time: 4 minutes

Teaching Skill: Word Recognition/Reading

Teacher’s Activity: The teacher points to each word in the sentence (“The,” “door,” “is,” “shut”) on the strip, saying each word clearly. Pupils repeat after the teacher. The teacher then guides pupils to read the entire sentence together.

Pupils’ Activity: Pupils repeat each word after the teacher and read the full sentence “The door is shut” collectively.

Learning Point: Pupils recognise and read the individual words and the complete sentence.

Step 4: Teacher Demonstration

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates on the whiteboard how to write “The door is shut.” The teacher focuses on proper letter formation, starting points, direction, and leaving appropriate spaces between words. The teacher may also show the video demonstration here.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, paying attention to how each letter is formed and how words are spaced.

Learning Point: Pupils understand the visual process of writing the sentence correctly.

Step 5: Guided Practice (Tracing)

Time: 5 minutes

Teaching Skill: Guided Practice/Tracing

Teacher’s Activity: The teacher guides pupils to trace the sentence “The door is shut” in the air using their fingers. Then, the teacher provides individual writing boards or paper and guides pupils to trace the sentence if it’s pre-written, or to attempt writing it with teacher support.

Pupils’ Activity: Pupils trace the sentence in the air and then on their individual boards/paper, following the teacher’s guidance.

Learning Point: Pupils develop motor memory for writing the sentence.

Step 6: Rhyme and Independent Practice

Time: 4 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: The teacher leads pupils in singing the “Copying Sentence Rhyme.” Then, the teacher instructs pupils to open their handwriting books and copy the sentence “The door is shut” carefully, reminding them to look, copy, and check their work.

Pupils’ Activity: Pupils sing the rhyme and then begin copying the sentence “The door is shut” into their handwriting books, applying the learned skills.

Learning Point: Pupils apply their skills to independently copy the sentence.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

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

1. “Can you read the sentence you copied?”
2. “Point to the word ‘door’ in your sentence.”
3. “Show me how neatly you copied the sentence.”
4. “What does ‘shut’ mean?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, showing their copied sentences.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher praises pupils for their effort and neat work. The teacher reminds them to practice copying sentences at home and assigns a simple homework task, such as copying the sentence two more times.

Pupils’ Activity: Pupils listen to the teacher’s feedback and instructions for homework.

Learning Point: Pupils consolidate learning and are encouraged to continue practicing.

Lesson Keywords

• The – A common word used before a noun.
• door – A movable barrier used to open and close an entrance.
• is – A word used to describe something or someone.
• shut – Closed; not open.
• sentence – A group of words that makes complete sense.
• copy – To write something exactly as it is shown.

Differentiation

• Support: For pupils who are struggling, the teacher can provide a sentence with larger print to trace, offer hand-over-hand guidance, or allow them to copy only a few words at a time before attempting the full sentence. Extra verbal prompts and repetition of the rhyme can also help.
• Extension: For pupils who quickly master copying the sentence, the teacher can challenge them to write another simple sentence they know, or to draw a picture illustrating “The door is shut” and label it. They can also be asked to identify other words that start with the same sound as “door” or “shut.”

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially the sentence strip and a clear picture of a shut door. Emphasise proper pencil grip and sitting posture from the beginning. Encourage pupils to read the sentence aloud before and after copying it to reinforce reading and writing connection. Walk around the classroom to observe individual pupils’ progress, offering immediate feedback and support. Pay attention to spacing between words and consistent letter size. For pupils who find copying challenging, focus on one word at a time before combining them. Celebrate their efforts and neatness to build confidence. The assessment should be ongoing, observing pupils’ ability to look, copy, and read the sentence.