Note for teachers using this lesson plan
Before the lesson, prepare pencils (preferably thick ones for small hands) and paper or handwriting workbooks for each child. The central idea is for pupils to understand and practise the tripod pencil grip and to begin making controlled scribbles. Observe each child’s grip and offer gentle correction or hand-over-hand guidance to ensure they develop the correct habit early.
Class: Pre-School Level 3
Term: First Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Holding and manipulating small objects.
Topic: Scribbling Practice with Correct Pencil Grip
Subject Matter: Gripping of pencil and scribbling.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the correct way to hold a pencil (tripod grip).
- Explain why it is important to hold a pencil correctly.
Affective Domain
- Show enthusiasm for scribbling and making marks.
- Listen attentively to instructions for holding a pencil.
Psychomotor Domain
- Demonstrate the tripod pencil grip.
- Make controlled scribbles on paper using the correct grip.
Social Domain
- Participate in group activities related to pencil grip and scribbling.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education curriculum resources.
- Suitable early-years handwriting workbooks.
Instructional Materials
- Pencils (thick, triangular pencils are ideal for preschoolers).
- Plain paper or handwriting workbooks.
- Crayons or chunky chalk.
- Chart or picture showing the correct tripod pencil grip.
- Small objects for finger warm-up (e.g., bottle tops, small blocks).
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it lays the foundation for future writing skills. Learning the correct pencil grip early prevents bad habits and ensures comfort and control when writing. Scribbling helps develop fine motor skills, hand-eye coordination, and prepares the muscles in the fingers and wrist for more structured letter formation.
Prerequisite/Previous Knowledge
Pupils can hold and manipulate small objects, pick up items with their fingers, and have made random marks on surfaces before.
Lesson Content/Board Summary
SCRIBBLING PRACTICE WITH CORRECT PENCIL GRIP
What is Scribbling?
Scribbling is making marks and lines on paper. It’s like drawing freely, without trying to make a specific picture. It helps your fingers get strong for writing.
What is Pencil Grip?
Pencil grip is the way you hold your pencil. Holding your pencil correctly helps you write neatly and without your hand getting tired.
The Correct Pencil Grip: Tripod Grip
The best way to hold your pencil is called the “Tripod Grip”.
- You use three fingers:
- Your thumb (the strong finger).
- Your pointing finger (the one you point with).
- Your tall finger (the middle finger) to rest the pencil on.
- The pencil rests on your tall finger, and your thumb and pointing finger hold it gently.
- It looks like a bird’s beak or a tripod stand!
Why is the Tripod Grip Important?
- It helps your hand stay relaxed.
- It gives you good control over the pencil.
- It prepares you for writing letters and words easily.
Scribbling Practice
Once you hold your pencil correctly, you can start scribbling!
- Make big, free movements on the paper.
- Move your hand up and down, side to side, and in circles.
- Fill the paper with your colourful marks.
Key Words
- Scribble – to make free, random marks or lines on paper.
- Grip – the way you hold something, like a pencil.
- Tripod – something with three legs or parts, like the three fingers used for pencil grip.
- Pencil – a tool used for writing or drawing.
Pencil Grip Rhyme
Tune: Twinkle, Twinkle Little Star
Pencil, pencil, in my hand,
Three strong fingers understand.
Thumb and pointer, tall one too,
Holding tight, just for you.
Scribble, scribble, round and round,
Best pencil grip I have found!
Actions: Hold up three fingers, then pretend to hold a pencil, make circular scribbling motions in the air.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce scribbling as fun mark-making. Use your own hand to demonstrate the tripod grip clearly. Emphasize the “three strong fingers” (thumb, index, middle) and show how the pencil rests on the middle finger. Use simple language and repeat the names of the fingers. Allow pupils to practise gripping an unsharpened pencil first.
What to show or demonstrate: Show a chart or picture of the correct tripod grip. Demonstrate how to hold the pencil with your own hand. Show how to make big, free scribbles on a piece of paper.
How to use the rhyme/song: Sing the “Pencil Grip Rhyme” several times, encouraging pupils to join in with the actions. Use it as a fun way to remember the three fingers and the action of scribbling.
How to use the video: Introduce the video as a fun way to see how other children hold their pencils. Play the video and encourage pupils to mimic the actions and grip shown. After watching, ask them to show you their “tripod grip” again.
What to watch for: Observe pupils’ finger positioning. Look out for “fisted” grips or using too many fingers. Gently guide their fingers into the correct position. Praise effort and correct attempts.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils and leads them in a finger warm-up exercise (e.g., wiggling fingers, opening and closing hands, pretending to pick up tiny objects). The teacher asks, “Who likes to draw or make marks on paper?”
Pupils’ Activity: Pupils participate in finger warm-up exercises and respond to the teacher’s question.
Learning Point: Pupils’ fingers are ready for activity, and they are engaged in the lesson.
Step 2: Presentation – What is Scribbling?
Time: 4 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces scribbling as making fun marks on paper. The teacher demonstrates making big, free scribbles on a large piece of paper using a crayon, saying, “This is scribbling! We are making marks and lines.”
Pupils’ Activity: Pupils observe the teacher’s demonstration and may make air scribbles with their fingers.
Learning Point: Pupils understand what scribbling is.
Step 3: Presentation – The Correct Pencil Grip
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher shows a chart or picture of the tripod grip. The teacher introduces the “tripod grip” using their own hand, pointing out the thumb, pointing finger, and middle finger, and how the pencil rests. “We use our three strong fingers to hold the pencil like this.”
Pupils’ Activity: Pupils look at the chart and try to identify the three fingers on their own hand.
Learning Point: Pupils are introduced to the concept of the tripod grip.
Step 4: Demonstration and Guided Practice – Gripping the Pencil
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher distributes pencils (unsharpened first for practice). The teacher demonstrates the tripod grip again slowly, guiding pupils to hold their pencils correctly. The teacher sings the “Pencil Grip Rhyme” and encourages pupils to try the actions.
Pupils’ Activity: Pupils attempt to hold their pencils using the tripod grip, imitating the teacher. They sing along and do the actions for the rhyme.
Learning Point: Pupils practise holding the pencil with the correct grip.
Step 5: Practical Activity – Scribbling Practice
Time: 5 minutes
Teaching Skill: Facilitation/Observation
Teacher’s Activity: The teacher distributes paper or opens handwriting workbooks. The teacher encourages pupils to make big, free scribbles on their paper using their correct pencil grip. The teacher walks around, offering individual guidance and praise.
Pupils’ Activity: Pupils make various scribbles on their paper, focusing on maintaining the tripod grip.
Learning Point: Pupils apply the correct grip while engaging in scribbling.
Step 6: Reinforcement – Video and Discussion
Time: 4 minutes
Teaching Skill: Media Integration/Discussion
Teacher’s Activity: The teacher plays the video on correct pencil grip. After the video, the teacher asks, “What did you see in the video? How did the children hold their pencils?” The teacher guides a short discussion and encourages pupils to show their grip again.
Pupils’ Activity: Pupils watch the video, respond to questions, and demonstrate their pencil grip.
Learning Point: Pupils reinforce their understanding of the correct pencil grip through visual learning and discussion.
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 three strong fingers for holding the pencil.”
- “Show me how you hold your pencil.”
- “Make a big scribble on your paper.”
- “What is the name of the grip we learned today?” (Teacher can prompt with “Tripod grip”).
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: Recap/Praise
Teacher’s Activity: The teacher praises the pupils for their effort in learning to hold their pencils correctly and for their scribbling. The teacher reminds them to always try to hold their pencil the correct way.
Pupils’ Activity: Pupils listen and tidy up their materials.
Learning Point: Pupils feel encouraged and remember the importance of correct pencil grip.
Lesson Keywords
- Scribble – to make free, random marks or lines on paper.
- Grip – the way you hold something, like a pencil.
- Tripod – something with three legs or parts, like the three fingers used for pencil grip.
- Pencil – a tool used for writing or drawing.
Differentiation
- Support: For pupils struggling with the grip, the teacher can provide thicker pencils or crayons, use hand-over-hand guidance to help position their fingers, or give them a small pom-pom or tissue to hold with their ring and pinky fingers to encourage the tripod grip.
- Extension: For pupils who quickly master the grip and scribbling, the teacher can encourage them to make different types of scribbles (e.g., wavy lines, zig-zags, spirals) or to use different colours to fill specific areas on their paper.
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