Note for teachers using this lesson plan

Before the lesson, ensure each pupil has a pencil and a writing book or paper with pre-drawn simple lines and curves for tracing. The central idea is to reinforce correct pencil grip and sitting posture while practising basic pre-writing strokes. Observe pupils carefully to correct their grip and posture, as this foundational practice is crucial for future handwriting development.

Class: Pre-School Level 2
Term: Second Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pupils were introduced to basic pre-writing patterns and letter shapes in the first term.
Topic: First-Term Handwriting Revision
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 correct sitting posture for writing.
Recall simple pre-writing patterns such as vertical, horizontal, and curved lines.

Affective Domain

Show willingness to practise holding a pencil correctly.
Participate actively in tracing activities.

Psychomotor Domain

Demonstrate a correct pencil grip.
Trace simple lines and curves in their writing books.

Share writing materials politely with peers if needed.
Follow teacher’s instructions during revision activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education resources on handwriting readiness
Suitable early-years handwriting workbook

Instructional Materials

Writing books or paper with pre-drawn tracing lines (vertical, horizontal, curves)
Pencils for each pupil
Crayons (optional, for fun tracing)
Chart showing correct sitting posture and pencil grip

Rationale for the Lesson

This lesson is important for 3-year-olds as it reinforces foundational handwriting skills learned in the previous term. Regular revision helps to solidify correct habits like proper pencil grip and sitting posture, which are essential for developing legible handwriting and preventing future difficulties. It also builds confidence and fine motor control.

Prerequisite/Previous Knowledge

Pupils have been introduced to holding a pencil and making basic strokes and patterns in their first term handwriting lessons. They can recognise simple shapes and follow basic instructions.

Lesson Content/Board Summary

FIRST-TERM HANDWRITING REVISION

Revision means practising what we have learned before. Today, we will revise our handwriting from last term.

Correct Writing Posture

Sit up straight.
Feet flat on the floor.
Back straight against the chair.

Correct Pencil Grip

Hold your pencil with three fingers:

Thumb
Index finger (pointer finger)
Middle finger

This is sometimes called the “pincer grip” or “tripod grip.”

Basic Pre-Writing Patterns

We will practise tracing:

Vertical lines: Straight lines going down (↓ ↓ ↓)
Horizontal lines: Straight lines going across (→ → →)
Curves: Rounded lines (like a ‘C’ or a half-circle)

Key Words

Pencil – a tool we use for writing and drawing.
Paper – what we write on.
Trace – to draw over a line or shape that is already there.
Line – a straight mark.
Curve – a rounded mark.

Pencil Grip Song

Tune: Twinkle, Twinkle Little Star

Pencil in my hand so tight,
Hold it gently, hold it right.
Thumb and finger, just like me,
Ready now to write and see!
Down and up and round we go,
Making shapes, watch them grow!

Actions: Demonstrate holding pencil with correct grip, air tracing vertical lines, horizontal lines, and curves.

Watch and Practise

https://www.youtube.com/watch?v=S0yQo_K9C48

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils to show how they sit for writing and how they hold their pencils. Use the chart to demonstrate and explain correct posture and grip. Explain that revision means practicing old work to make it better. Go over each basic pattern (vertical, horizontal, curve) orally and with air tracing.

What to show or demonstrate: Use a large pencil or marker to clearly demonstrate the tripod grip. Draw large vertical, horizontal, and curved lines on the board for pupils to see. Demonstrate air tracing these patterns slowly and clearly.

How to use the rhyme/song: Sing the “Pencil Grip Song” together, encouraging pupils to perform the actions of holding their pencils correctly and air tracing. Repeat the song a few times to help them remember the actions and words.

How to use the video: Introduce the video as a fun way to learn about holding a pencil. Play the video once for pupils to watch, then play it again, encouraging them to sing along and mimic the actions for correct pencil grip. Discuss what they learned from the video afterwards.

What to watch for: Observe pupils’ sitting posture and pencil grip closely. Provide gentle, individual correction and encouragement. Look for pupils who are holding the pencil too tightly or with an incorrect grip (e.g., fisted grip).

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Songs and Rhymes
Imitation
Practical Activity
Question and Answer
Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greets pupils. Sings a short welcome song. Asks pupils if they remember how they learned to write lines and shapes last term. Explains that today they will revise (practise again) their handwriting.

Pupils’ Activity: Respond to greetings, sing along, and listen to the teacher.

Learning Point: Pupils are introduced to the lesson and recall previous learning.

Step 2: Presentation – Correct Posture and Pencil Grip

Time: 5 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: Uses a chart or demonstrates correct sitting posture (sit straight, feet flat). Shows and explains the correct way to hold a pencil using the thumb, index, and middle finger (tripod grip). Asks pupils to pick up their pencils and try to hold them correctly.

Pupils’ Activity: Observe the teacher, adjust their sitting posture, and practise holding their pencils as demonstrated.

Learning Point: Pupils learn and practise correct writing posture and pencil grip.

Step 3: Presentation – Basic Pre-Writing Patterns

Time: 4 minutes

Teaching Skill: Demonstration/Visualisation

Teacher’s Activity: Draws large vertical, horizontal, and curved lines on the board. Demonstrates air tracing each pattern, saying “down, down, down” for vertical, “across, across, across” for horizontal, and “round and round” for curves.

Pupils’ Activity: Watch the teacher, listen to the instructions, and air trace the patterns along with the teacher.

Learning Point: Pupils recall and visualise basic pre-writing patterns.

Step 4: Guided Practice – Tracing in Books

Time: 6 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: Distributes writing books or papers with pre-drawn patterns. Guides pupils to gently trace the vertical lines, then horizontal, then curves. Walks around to observe and correct pencil grip and tracing direction.

Pupils’ Activity: Trace the pre-drawn patterns in their books, following the teacher’s guidance and correcting their grip if necessary.

Learning Point: Pupils practise tracing basic patterns with guidance.

Step 5: Reinforcement – Pencil Grip Song and Video

Time: 5 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: Leads pupils in singing the “Pencil Grip Song” with actions. Plays the “How to Hold a Pencil Song” video, encouraging pupils to watch and sing along, mimicking the actions.

Pupils’ Activity: Sing the song with actions, watch the video, and try to follow the pencil grip demonstration.

Learning Point: Pupils reinforce correct pencil grip and posture through song and visual aid.

Step 6: Application – Independent Tracing

Time: 3 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: Asks pupils to continue tracing the patterns in their books independently. Provides individual support where needed.

Pupils’ Activity: Continue tracing the patterns in their books, applying the correct grip and posture.

Learning Point: Pupils apply learned skills 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.

“Show me how you sit when you write.”
“Show me how you hold your pencil.”
“Can you trace a vertical line in the air?”
“Show me your tracing work in your book.”

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

Teacher’s Activity: Praises pupils for their effort and participation. Reminds them to always practise holding their pencils correctly. Collects writing books.

Pupils’ Activity: Listen to the teacher and tidy up their materials.

Learning Point: Lesson is concluded with positive reinforcement.

Lesson Keywords

Pencil – A tool for writing.
Trace – To draw over a line or shape.
Grip – The way you hold something.
Posture – The way you sit or stand.
Revision – Practising something you learned before.

Differentiation

Support: For pupils struggling with pencil grip, provide hand-over-hand guidance. Use thicker pencils or triangular grips. For tracing, use larger patterns or dotted lines for easier guidance. Allow extra air tracing practice.
Extension: For pupils who quickly master the tracing, encourage them to try drawing their own simple vertical, horizontal, or curved lines without a guide. They could also try combining two patterns (e.g., a vertical line with a horizontal line at the top).