Note for teachers using this lesson plan

Before this lesson, ensure you have enough pencils or crayons and paper for every child. The central idea is for pupils to learn and practise the tripod grip using their thumb, pointing finger, and middle finger, and then to use this grip for free scribbling. Observe closely to ensure pupils are attempting the correct finger placement, even if their grip isn’t perfect yet, and encourage their efforts in making marks on paper.

Class: Pre-School Level 3
Term: First Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: General pre-writing activities like finger painting and playing with playdough.
Topic: PENCIL GRIP: TRIPOD GRIP AND SCRIBBLING
Subject Matter: GRIPPING OF PENCIL AND SCRIBBLING.

Specific Objectives

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

Cognitive Domain

Identify the three fingers used in a tripod grip.
Explain why scribbling is an important pre-writing activity.

Affective Domain

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

Psychomotor Domain

Demonstrate the tripod grip using a pencil or crayon.
Make free scribbles on paper using the tripod grip.

Share materials like crayons and paper with classmates.
Take turns when demonstrating their pencil grip.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Early Childhood Care and Education resources

Instructional Materials

Pencils
Crayons (jumbo size if available)
Plain sheets of paper or drawing books
Handwriting workbook (as per seed)
Picture chart showing a child holding a pencil with a tripod grip

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it introduces them to the fundamental skill of holding a writing tool correctly. Developing a proper tripod grip at this age helps build fine motor strength and control, which are essential foundations for legible handwriting in the future. Scribbling allows children to explore mark-making freely, preparing their hands and eyes for more structured writing tasks.

Prerequisite/Previous Knowledge

Pupils have previously engaged in activities that develop fine motor skills, such as playing with building blocks, manipulating playdough, finger painting, and tearing paper. They are familiar with pencils and crayons as drawing tools.

Lesson Content/Board Summary

PENCIL GRIP: TRIPOD GRIP AND SCRIBBLING

What is a Pencil Grip?

A pencil grip is the way we hold our pencil or crayon when we want to draw or write.

The Tripod Grip

The tripod grip is a special way to hold your pencil using three fingers:

Your Thumb: This is the strong finger that holds the pencil from one side.
Your Pointing Finger (Index Finger): This finger rests on top of the pencil, guiding it.
Your Middle Finger (Tall Finger): The pencil rests on the side of this finger.

Hold your pencil gently, not too tight! Your other two fingers (ring and pinky) can curl into your palm.

What is Scribbling?

Scribbling is making free, uncontrolled lines, circles, and shapes on paper. It is the first step to learning how to write.

Scribbling helps make our hand muscles strong.
It helps us learn to control our pencils.
It helps our eyes and hands work together.

Key Words

Pencil – A tool used for writing or drawing.
Grip – The way you hold something.
Tripod – Something that stands on three legs, like our three fingers for holding a pencil.
Scribble – To draw lines and shapes freely and without a plan.

Pencil Grip Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Three little fingers, holding tight,
Making scribbles, left and right.
Thumb and pointer, tall man too,
Holding pencil, strong and new.
Three little fingers, holding tight,
Making scribbles, what a sight!

Actions: Pupils demonstrate holding a pencil with three fingers, make air circles with their hand, and wiggle their fingers as they sing.

Watch and Practise the Grip

https://www.youtube.com/watch?v=kYJ74p2831M

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce “pencil grip” by asking pupils how they hold their crayons. Explain the tripod grip using simple language, demonstrating clearly with your own hand and a large crayon or marker. Emphasize the three specific fingers. Explain scribbling as a fun way to make hands strong for writing. Use the picture chart to reinforce the visual.

What to show or demonstrate: Show the correct placement of the thumb, pointing finger, and middle finger on a pencil. Demonstrate how the pencil rests on the middle finger. Show examples of free scribbling on paper, making big, sweeping movements.

How to use the rhyme/song: Teach the “Pencil Grip Rhyme” by singing it slowly and clearly. Encourage pupils to sing along and perform the actions, focusing on holding an imaginary or real pencil with the three fingers. Repeat the rhyme a few times to help them remember.

How to use the video: Introduce the video as a fun way to see how to hold a pencil. Play the video, pausing if necessary to highlight the finger placement. After watching, ask pupils to try holding their pencils like the child in the video. Encourage them to mimic the movements shown.

What to watch for: Observe pupils’ finger placement carefully. Some may try to hold with a fisted grip or too many fingers. Gently guide their fingers into the correct position. For scribbling, ensure they are making free movements and not just poking the paper.

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Play-based Learning
Songs and Rhymes
Repetition
Practical Activity
Picture Talk

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils and leads a short finger play activity (e.g., wiggling all fingers, making a fist, opening hands) to warm up their hands and fingers.

Pupils’ Activity: Pupils greet the teacher and actively participate in the finger play, wiggling their fingers and hands.

Learning Point: Pupils’ hands and fingers are warmed up and ready for activity.

Step 2: Presentation of Topic

Time: 4 minutes

Teaching Skill: Introduction/Explanation

Teacher’s Activity: The teacher introduces the topic “Pencil Grip and Scribbling.” The teacher shows a pencil and asks, “How do we hold our pencil to draw or write?” The teacher explains that today they will learn a special way to hold their pencils called the “tripod grip” and then practise scribbling.

Pupils’ Activity: Pupils listen attentively, observe the pencil, and may attempt to show how they usually hold it. They repeat “pencil grip” and “scribbling.”

Learning Point: Pupils understand the lesson’s focus on holding pencils and making marks.

Step 3: Teacher Demonstration (Tripod Grip)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the tripod grip clearly using a large crayon or marker. The teacher names the three fingers: thumb, pointing finger, and middle finger (tall finger), showing how the pencil rests on the middle finger and is held by the thumb and pointing finger. The teacher uses the picture chart to reinforce the visual.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, pointing to their own thumb, pointing finger, and middle finger.

Learning Point: Pupils can identify the three fingers used for the tripod grip and visually understand the correct grip.

Step 4: Guided Practice (Gripping)

Time: 6 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher distributes pencils or crayons and guides pupils to practise the tripod grip. The teacher moves around, offering individual support and gentle correction, helping pupils position their fingers correctly. The teacher encourages them to try holding it gently.

Pupils’ Activity: Pupils pick up their pencils/crayons and attempt to form the tripod grip with teacher guidance. They practise holding it for a short time.

Learning Point: Pupils begin to develop muscle memory for the tripod grip.

Step 5: Activity (Scribbling)

Time: 5 minutes

Teaching Skill: Activity Facilitation/Observation

Teacher’s Activity: The teacher distributes plain sheets of paper and explains that scribbling is making free, fun lines and shapes. The teacher demonstrates making big, sweeping scribbles on paper. The teacher encourages pupils to use their tripod grip to make their own scribbles.

Pupils’ Activity: Pupils take their paper and use their pencils/crayons to make free scribbles, lines, and shapes on their paper, focusing on using the tripod grip.

Learning Point: Pupils use their developing grip to make marks, enhancing hand-eye coordination and fine motor control.

Step 6: Reinforcement (Rhyme and Video)

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Pencil Grip Rhyme” with actions. The teacher then plays the short video on tripod grip, asking pupils to watch how the child holds the pencil and to try it themselves.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video. They try to mimic the grip shown in the video.

Learning Point: The rhyme and video reinforce the correct pencil grip in a fun and engaging way.

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 your thumb, pointing finger, and tall (middle) finger.”
“Show me how you hold your pencil with the three fingers.”
“Make a big scribble on your paper.”
“Why is scribbling good for your hands?” (Accept simple answers like “makes them strong” or “helps us write”).

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/Encouragement

Teacher’s Activity: The teacher praises pupils for their efforts in gripping pencils and scribbling. The teacher reminds them to always try to hold their pencils with the three special fingers. The teacher collects materials.

Pupils’ Activity: Pupils respond to praise and tidy up their learning space.

Learning Point: Pupils feel encouraged and understand the importance of practising their grip.

Lesson Keywords

Pencil – A tool for drawing and writing.
Grip – How you hold something, especially a pencil.
Tripod – Holding with three fingers (thumb, pointer, middle).
Scribble – Drawing free lines and shapes.

Differentiation

Support: For pupils struggling with the grip, provide jumbo crayons or thicker pencils which are easier to hold. Use hand-over-hand guidance to help position their fingers. Allow them to use larger paper for scribbling.
Extension: For pupils who quickly grasp the tripod grip, encourage them to make different types of scribbles (e.g., big circles, zig-zags, wavy lines). Challenge them to draw a simple familiar object using their scribbling skills.