Note for teachers using this lesson plan
Before the lesson, prepare a variety of mark-making materials such as large crayons, thick pencils, paper, and a sand tray or shallow dish with sand/salt. Ensure each child has their own space to work. The central idea is for pupils to confidently make simple marks and lines, which are foundational to handwriting. Observe pupils’ grip on their tools and their ability to make controlled movements, providing gentle hand-over-hand guidance where needed.
Class: Pre-School Level 1
Term: Second Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Introduction to basic mark-making and pre-writing patterns.
Topic: REVISION OF LAST TERM’S WORK
Subject Matter: Revision of last term’s work. Weekly focus: First-Term Handwriting Revision.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify simple marks and lines shown by the teacher.
- Recall how to make basic marks.
Affective Domain
- Show interest in mark-making activities.
- Listen attentively to instructions.
Psychomotor Domain
- Hold a crayon or pencil with some control.
- Make simple scribbles and lines on paper or in sand.
- Trace simple patterns in the air.
Social Domain
- Participate in group activities like singing a rhyme.
- Share materials when guided.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Large crayons or thick pencils
- Plain paper or writing books
- Sand tray or shallow dish with sand/salt
- Picture cards showing different types of lines (straight, curved)
- Whiteboard or chalkboard
Rationale for the Lesson
This lesson is crucial for reinforcing the foundational skills necessary for handwriting. Revisiting basic mark-making helps 2-year-olds develop hand-eye coordination, fine motor skills, and confidence in using writing tools, preparing them for more complex pre-writing patterns in the future. It also ensures that any gaps in understanding from the previous term are addressed early.Prerequisite/Previous Knowledge
Pupils have had some exposure to holding crayons, making random marks, and observing lines and shapes in their environment during the first term.Lesson Content/Board Summary
REVISION OF LAST TERM’S WORK: First-Term Handwriting Revision
Today we are revising how to make marks and lines. These are the first steps to writing!
What is Handwriting?
- Handwriting is how we use our hands to make marks and lines on paper.
- It helps us draw and later write letters and words.
How to Make Marks and Lines:
- Holding the Crayon/Pencil: Hold it gently with your thumb and two fingers (the “pinching” fingers).
- Making Marks:
- Scribbling: Making quick, random marks. This is fun!
- Dots: Just touch the paper quickly.
- Lines:
- Straight Lines: Up and down (vertical), side to side (horizontal).
- Curved Lines: Like a rainbow or a smile.
- Tracing: Following a line or shape with your finger or crayon.
Key Words
- Mark – A spot or line made on a surface.
- Line – A long, thin mark.
- Trace – To follow the outline of something.
- Draw – To make pictures or marks with a pencil or crayon.
Our Mark-Making Rhyme
Tune: “Twinkle, Twinkle Little Star”
Crayon in my hand so tight,
Making marks, oh what a sight!
Up and down, a straight line goes,
Round and round, like my nose.
Crayon in my hand so tight,
Making marks, oh what a sight!
Actions:
- “Crayon in my hand so tight” – Pretend to hold a crayon.
- “Making marks, oh what a sight!” – Wiggle fingers.
- “Up and down, a straight line goes” – Move hand up and down.
- “Round and round, like my nose” – Make a circular motion.
Watch and Practise Our Lines
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pupils the crayons and paper. Explain that “handwriting” is about making marks. Demonstrate correct crayon grip using a large crayon. Show how to make simple scribbles, dots, vertical lines (up-down), horizontal lines (side-to-side), and simple curves on the board or a large paper. Use simple, clear language and lots of repetition.
What to show or demonstrate: Show how to hold a crayon. Demonstrate making different types of marks (scribbles, dots, lines) on the board, on paper, and in the sand tray. Use your finger to trace in the air first, then with a tool.
How to use the rhyme/song: Sing the “Mark-Making Rhyme” together, guiding pupils through the actions. Repeat it several times to help them remember the movements and associate them with making marks and lines.
How to use the video: Introduce the video as a fun way to see how to make different lines. Play the video, encouraging pupils to watch the movements. After watching, ask them to trace the lines in the air with their fingers as shown in the video. Discuss what they saw and encourage them to imitate the movements.
What to watch for: Observe pupils’ crayon grip and their ability to make distinct marks. Some may still scribble freely, which is acceptable for this age, but encourage attempts at lines. Watch for engagement and participation in the activities.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Imitation
- Manipulation of Objects
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils, sings a short welcome song, and asks them if they remember making marks and lines with crayons. The teacher shows a crayon and paper.
Pupils’ Activity: Pupils respond to greetings, sing along, and look at the crayon and paper.
Learning Point: Pupils are engaged and reminded of mark-making.
Step 2: Presentation of Topic
Time: 4 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the topic: “Today we are going to revise how to make marks and lines, just like we did last term! This is our handwriting revision.” The teacher shows simple picture cards of straight and curved lines.
Pupils’ Activity: Pupils listen to the teacher and point to the lines on the picture cards.
Learning Point: Pupils understand the lesson is about revising mark-making.
Step 3: Demonstration of Crayon Grip and Basic Marks
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates the correct way to hold a large crayon (thumb and two fingers). The teacher then makes simple scribbles, dots, and short vertical and horizontal lines on the board or a large sheet of paper, naming each mark.
Pupils’ Activity: Pupils observe the teacher’s demonstration, try to hold their imaginary crayons correctly, and watch the marks being made.
Learning Point: Pupils observe correct crayon grip and basic mark-making techniques.
Step 4: Guided Practice with Air Tracing and Sand Tray
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to trace vertical, horizontal, and curved lines in the air with their fingers. Then, the teacher provides sand trays and encourages pupils to make similar marks in the sand with their fingers, offering individual assistance.
Pupils’ Activity: Pupils trace lines in the air and then make marks in the sand tray, following the teacher’s guidance.
Learning Point: Pupils practice making lines using sensory materials and gross motor skills.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Rhyme/Repetition
Teacher’s Activity: The teacher leads the pupils in singing the “Mark-Making Rhyme” from the Board Summary, encouraging them to perform the actions for each line (holding crayon, making marks, up and down, round and round).
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of making different marks.
Learning Point: Pupils use song and action to remember mark-making movements.
Step 6: Application with Crayons and Paper
Time: 5 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher distributes paper and crayons to each pupil. The teacher encourages them to make any marks they like – scribbles, dots, lines – on their paper, reminding them of the correct grip. The teacher walks around, offering praise and gentle correction.
Pupils’ Activity: Pupils hold their crayons and make various marks on their paper.
Learning Point: Pupils apply their learning by making marks on paper independently.
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 show me how you hold your crayon?”
- “Show me a straight line you made on your paper.”
- “Can you trace a circle in the air with your finger?”
- “What kind of marks did we make today?”
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: Summarisation/Closure
Teacher’s Activity: The teacher praises the pupils for their efforts in making marks and lines. The teacher reminds them that making marks helps them learn to write. The teacher leads a tidy-up song.
Pupils’ Activity: Pupils respond to praise and help tidy up their materials.
Learning Point: Pupils feel encouraged and understand the importance of practice.
Lesson Keywords
- Mark – A spot or line made on a surface.
- Line – A long, thin mark.
- Trace – To follow the outline of something.
- Crayon – A colourful stick used for drawing.
Differentiation
- Support: For pupils struggling with crayon grip, provide larger, chunkier crayons or hand-over-hand guidance. For those finding it hard to make lines, simplify to just free scribbling or making dots. Offer more individual attention and repetition.
- Extension: For pupils who quickly grasp the concept, encourage them to try making different types of curved lines or simple shapes like circles. Provide different coloured crayons to explore more creative mark-making.
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