Note for teachers using this lesson plan
Before this lesson, ensure you have enough pencils, crayons, plain paper, and tracing books/worksheets for every pupil. The central idea is for pupils to understand and practice the correct tripod pencil grip while tracing and drawing various simple patterns. Observe closely as children hold their pencils and guide them gently to adjust their grip. Successful learning will be evident when pupils can hold their pencil correctly and make controlled lines while tracing or drawing.
Class: Pre-School Level 3
Term: Second Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Holding crayons and making free scribbles.
Topic: Pattern Tracing and Drawing with Correct Pencil Grip
Subject Matter: Tracing and drawing various patterns.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify different simple patterns like straight lines, curved lines, and zigzag lines.
- Recall the importance of holding a pencil correctly.
Affective Domain
- Show enthusiasm for tracing and drawing activities.
- Listen attentively to instructions on pencil grip.
Psychomotor Domain
- Demonstrate the correct tripod pencil grip using their thumb, index, and middle finger.
- Trace various patterns accurately in a tracing book or on a worksheet.
- Attempt to draw simple patterns freehand on paper.
Social Domain
- Share drawing materials with classmates.
- Participate in group tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Pencils
- Crayons
- Plain paper
- Handwriting workbook
- Tracing book/worksheets with various patterns (straight lines, curved lines, zigzag lines, circles)
- Picture cards showing correct and incorrect pencil grips
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it lays the foundation for good handwriting skills. Learning to trace and draw patterns while using a correct pencil grip develops fine motor skills, hand-eye coordination, and prepares them for forming letters and numbers in the future.Prerequisite/Previous Knowledge
Pupils can hold crayons and make free scribbles on paper. They have some understanding of drawing and colouring.Lesson Content/Board Summary
Pattern Tracing and Drawing with Correct Pencil Grip
What are Patterns?
Patterns are lines and shapes that repeat or follow a design. We see patterns everywhere, like on clothes, mats, or even in the way we draw lines.
Types of Patterns We Will Trace and Draw:
- Straight Lines:
- Vertical lines (up and down: | | |)
- Horizontal lines (across: — — —)
- Curved Lines: (like a rainbow or a smile: ) ( )
- Zigzag Lines: (like mountains or teeth: ///)
- Circles: (round shapes: O O O)
Correct Pencil Grip (The Tripod Grip):
To write neatly and easily, we need to hold our pencil the right way. This is called the ‘Tripod Grip’.
- Your thumb holds one side of the pencil.
- Your index finger (pointing finger) rests on top of the pencil.
- Your middle finger supports the pencil underneath.
- Your other two fingers (ring and pinky) are tucked into your palm.
This grip helps you control the pencil and draw smooth lines.
Key Words
- Pencil – A tool we use for writing and drawing.
- Grip – The way you hold something, like a pencil.
- Trace – To draw over an existing line or pattern.
- Pattern – A design made of lines, shapes, or colours that repeats.
- Line – A long, narrow mark.
- Curve – A line that is not straight.
Pencil Grip and Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Pencil in my hand so tight,
Thumb and pointer, what a sight.
Middle finger, helps it stand,
Drawing patterns, in my hand.
Up and down, and round we go,
Watch my pencil, make it flow!
Actions: Mimic holding a pencil, point with index finger, move hand up and down, round and round as if tracing.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce patterns by showing examples on the board or in the classroom (e.g., stripes on a shirt, patterns on a mat). Explain that we will learn to draw these lines. Then, introduce the correct pencil grip using a real pencil and your own hand as a model. Emphasize the ‘thumb, pointer, middle finger’ concept clearly.
What to show or demonstrate: Demonstrate the tripod grip clearly, explaining which finger goes where. Draw each pattern type (straight, curved, zigzag, circle) on the board, showing the correct starting point and direction. Use large, clear movements.
How to use the rhyme/song: Sing the “Pencil Grip and Tracing Rhyme” with the pupils. Encourage them to do the actions while singing. Repeat it several times throughout the lesson, especially when transitioning to tracing or drawing activities, to reinforce the grip and the idea of making lines.
How to use the video: Introduce the video as a way to see how other children hold their pencils correctly. Play the video “How to Hold a Pencil Correctly – The Tripod Grip for Kids”. After watching, ask pupils what they observed and have them practice the grip again, mimicking the video’s demonstration.
What to watch for: Pay close attention to pupils’ pencil grips. Gently correct any incorrect grips by guiding their fingers. Watch for pupils who press too hard or too lightly, and those who struggle with fine motor control during tracing.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Practical Activity, Repetition.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils, sings a short welcome song, and asks them what they like to draw or colour. The teacher introduces the idea of making beautiful lines and shapes.
Pupils’ Activity: Pupils respond to greetings, sing along, and share their favourite things to draw.
Learning Point: Pupils are engaged and ready to learn about drawing.
Step 2: Introduction to Patterns
Time: 4 minutes
Teaching Skill: Visualisation/Explanation
Teacher’s Activity: The teacher shows examples of simple patterns (straight lines, curves, zigzags) on charts or by drawing them on the board. The teacher explains that these are called patterns and we use them to draw and write.
Pupils’ Activity: Pupils observe the patterns, identify them by pointing, and repeat the names of the patterns after the teacher.
Learning Point: Pupils recognise different simple patterns.
Step 3: Demonstrating Correct Pencil Grip
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates the correct tripod pencil grip using a pencil and their own hand. The teacher explains clearly which finger (thumb, index, middle) holds the pencil and shows picture cards of correct grip. Pupils are given pencils to practice holding them correctly.
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observe the picture cards, and practice holding their pencils using the tripod grip. They try to mimic the teacher’s hand position.
Learning Point: Pupils understand and attempt the correct pencil grip.
Step 4: Air Tracing and Finger Tracing
Time: 4 minutes
Teaching Skill: Guided Practice/Kinesthetic Learning
Teacher’s Activity: The teacher guides pupils to trace the patterns (straight, curved, zigzag, circle) in the air using their index finger. Then, they trace the same patterns on their desks or palms with their fingers. The teacher sings the “Pencil Grip and Tracing Rhyme.”
Pupils’ Activity: Pupils follow the teacher, tracing patterns in the air and on surfaces with their fingers. They sing along with the rhyme.
Learning Point: Pupils develop motor memory for pattern movements.
Step 5: Guided Tracing of Patterns
Time: 5 minutes
Teaching Skill: Supervised Practice/Application
Teacher’s Activity: The teacher distributes tracing books or worksheets with pre-drawn patterns. The teacher guides pupils to trace the patterns carefully, reminding them to use their correct pencil grip. The teacher moves around, offering individual assistance and correction.
Pupils’ Activity: Pupils carefully trace the patterns in their books or worksheets, focusing on holding their pencils correctly and staying on the lines.
Learning Point: Pupils practice tracing patterns with the correct grip.
Step 6: Drawing Simple Patterns
Time: 4 minutes
Teaching Skill: Independent Practice/Creativity
Teacher’s Activity: The teacher provides plain paper and encourages pupils to attempt drawing some of the simple patterns they just traced (e.g., a few straight lines, a curve, a zigzag). The teacher continues to supervise and provide encouragement.
Pupils’ Activity: Pupils try to draw simple patterns freehand on their paper, applying what they learned from tracing.
Learning Point: Pupils apply their tracing skills to draw patterns independently.
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.
- “Show me how you hold your pencil correctly.”
- “Can you trace a straight line for me?”
- “What kind of pattern looks like a mountain?” (Zigzag)
- “Show me a curved line.”
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 effort in tracing and drawing and reminds them to always hold their pencils correctly. The teacher concludes the lesson by singing a goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils feel encouraged and remember the main lesson points.
Lesson Keywords
- Pencil – A tool used for writing and drawing.
- Grip – The way you hold something, especially a pencil.
- Trace – To draw over a line or pattern that is already there.
- Pattern – A repeated design of lines or shapes.
- Line – A long, thin mark.
- Curve – A line that is bent or rounded, not straight.
Differentiation
- Support: For pupils struggling with pencil grip, provide larger, chunkier pencils or crayons. Offer hand-over-hand guidance for tracing. Use simpler, bolder patterns with fewer turns. Allow more time for air tracing and finger tracing before moving to paper.
- Extension: For pupils who quickly master tracing, encourage them to create their own simple patterns (e.g., combining straight and curved lines). Provide dot-to-dot activities to connect and form shapes or more complex patterns. Challenge them to draw patterns of varying sizes.
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