Note for teachers using this lesson plan
Before this lesson, prepare large sheets of paper, thick crayons, and a sand or flour tray for tactile tracing. The central idea is to help pupils reinforce basic pre-writing patterns like lines and circles through sensory and guided activities. Observe pupils’ ability to make simple strokes and hold their crayons, providing hand-over-hand guidance as needed.
Class: Pre-School Level 1
Term: Third Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pupils have been introduced to basic pre-writing patterns.
Topic: Handwriting Revision – Third Term
Subject Matter: Revision of last term’s work. Weekly focus: Handwriting Revision – Third Term.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify simple pre-writing patterns such as vertical lines, horizontal lines, and circles when shown.
- Recognise the correct direction for making basic strokes (e.g., top to bottom for vertical lines).
Affective Domain
- Participate actively in tracing and drawing activities.
- Show enthusiasm for making marks and patterns.
Psychomotor Domain
- Make vertical lines, horizontal lines, and circular shapes using their fingers in sand/flour.
- Attempt to make basic strokes with crayons on paper.
Social Domain
- Share instructional materials like crayons and paper with peers.
- Take turns during group activities like finger tracing in a shared tray.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Writing book
- Large sheets of paper or drawing pads
- Thick crayons (jumbo size)
- Sand or flour tray for finger tracing
- Picture cards showing vertical lines, horizontal lines, and circles
Rationale for the Lesson
This revision lesson is important for 2-year-olds as it reinforces foundational pre-writing skills crucial for future literacy development. Practising basic strokes like lines and circles helps improve fine motor control, hand-eye coordination, and prepares their hands and fingers for more complex letter formations, connecting to their daily experiences of drawing and playing.
Prerequisite/Previous Knowledge
Pupils have previously engaged in activities involving scribbling, drawing simple lines, and making round shapes. They can hold a crayon or marker with some control and enjoy making marks on paper.
Lesson Content/Board Summary
Handwriting Revision – Third Term
Today, we will revise our handwriting by practising how to make simple lines and round shapes.
Pre-Writing Patterns
We will remember and practise:
- Vertical Lines: Lines that go straight up and down. (Like a standing stick!)
- Horizontal Lines: Lines that go straight across. (Like a sleeping stick!)
- Circles: Round shapes. (Like a ball or a plate!)
Proper Sitting and Holding
- Sit up straight at your table.
- Hold your crayon or finger gently but firmly.
Key Words
- Line – a straight mark.
- Round – shaped like a circle or ball.
- Trace – to draw over a line or shape.
- Crayon – a colourful stick for drawing.
Lines and Circles Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Up and down, a standing line,
Left to right, a sleeping line.
Round and round, a happy ball,
Making patterns for us all.
Up and down, and all around,
Lovely lines are easily found!
Actions:
- “Up and down, a standing line”: Move finger up and down in the air.
- “Left to right, a sleeping line”: Move finger left to right in the air.
- “Round and round, a happy ball”: Make a circle in the air.
- “Making patterns for us all”: Clap hands.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing picture cards of vertical lines, horizontal lines, and circles. Ask pupils to point to and name each pattern. Emphasize the simple actions for making each stroke (e.g., “start at the top, go down” for vertical lines). Guide them to sit properly and hold their crayons or fingers comfortably.
What to show or demonstrate: Demonstrate making each pattern in the air with your finger, then in the sand/flour tray, and finally on a large paper with a crayon. Use large, clear movements. Draw a big vertical line, then a big horizontal line, then a big circle on the board or a chart.
How to use the rhyme/song: Sing the “Lines and Circles Rhyme” several times, encouraging pupils to join in with the actions. Use the actions to reinforce the directionality of the strokes (up/down, left/right, round and round).
How to use the video: Introduce the video as a fun way to see how to make lines and circles. Ask pupils to watch carefully and try to make the movements with their fingers in the air as the video plays. After watching, encourage them to talk about what they saw and practised.
What to watch for: Observe pupils’ ability to follow the direction of the strokes. Look for a developing grasp on the crayon (even if not a perfect tripod grip, it should be comfortable). Watch for any pupils struggling with motor control and offer gentle hand-over-hand guidance.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects (sand/flour, crayons)
- Repetition
- Picture Talk
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 short “Good Morning” song. The teacher then tells them they will have fun revising how to make lines and circles today.
Pupils’ Activity: Pupils respond to greetings and sing along. They listen to the teacher.
Learning Point: Pupils are settled and ready for the lesson.
Step 2: Review Pre-Writing Patterns
Time: 5 minutes
Teaching Skill: Identification/Recall
Teacher’s Activity: The teacher shows picture cards of vertical lines, horizontal lines, and circles one by one. The teacher asks, “What kind of line is this?” or “What shape is this?” and guides pupils to identify them.
Pupils’ Activity: Pupils point to the lines/shapes and attempt to name them (e.g., “up-down line,” “round”).
Learning Point: Pupils recall and recognise basic pre-writing patterns.
Step 3: Air and Finger Tracing
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates making a vertical line, horizontal line, and circle in the air with a finger, saying the direction (e.g., “up, down”). The teacher then guides pupils to do the same. Next, the teacher demonstrates tracing in the sand/flour tray, inviting pupils to take turns.
Pupils’ Activity: Pupils imitate the teacher, making lines and circles in the air and then taking turns to trace in the sand/flour tray.
Learning Point: Pupils practise motor skills for making basic strokes through sensory play.
Step 4: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Lines and Circles Rhyme” from the Board Summary, encouraging them to perform the actions for each line and shape.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, moving their fingers to show lines and circles.
Learning Point: Pupils reinforce pattern recognition and directionality through song and movement.
Step 5: Guided Practice with Crayons
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: The teacher distributes large paper and thick crayons. The teacher demonstrates making a large vertical line, then a horizontal line, then a circle on their own paper. The teacher walks around, providing individual guidance and hand-over-hand support as pupils attempt to make the patterns in their writing books or on paper.
Pupils’ Activity: Pupils hold their crayons and try to make vertical lines, horizontal lines, and circles on their paper, following the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and hand-eye coordination by making patterns with crayons.
Step 6: Video Reinforcement
Time: 3 minutes
Teaching Skill: Visual Aid/Reinforcement
Teacher’s Activity: The teacher introduces the video, “Watch how we make lines and circles!” and plays the short video on pre-writing strokes. The teacher encourages pupils to watch and move their fingers along with the video.
Pupils’ Activity: Pupils watch the video and attempt to mimic the strokes shown with their fingers in the air.
Learning Point: Pupils gain visual reinforcement of pre-writing strokes.
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 a standing line with your finger in the air.”
- “Show me a sleeping line with your finger.”
- “Can you make a round shape in the air?”
- The teacher points to a line drawn on a pupil’s paper and asks, “What kind of line is this?”
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 hard work and participation. The teacher reminds them that practice makes them better writers. “Well done, children! Keep practising your lines and 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
- Line – a straight mark.
- Round – shaped like a circle or ball.
- Trace – to draw over a line or shape.
- Crayon – a colourful stick for drawing.
Differentiation
Support:
- For pupils struggling with motor control, provide hand-over-hand guidance during crayon activities.
- Offer larger paper and thicker crayons for easier grip and movement.
- Focus on one type of line or shape at a time for those who need more repetition.
- Use finger paint for a different sensory experience if sand/flour is not engaging.
Extension:
- Encourage pupils who easily make the patterns to make a sequence of lines (e.g., vertical, horizontal, vertical).
- Ask them to identify lines and circles in objects around the classroom (e.g., “The door has straight lines,” “The clock is round”).
- Challenge them to draw a simple face using a circle for the head and lines for features.
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