Note for teachers using this lesson plan
Before the lesson, ensure you have pencils, writing books, and a chalkboard with chalk ready. The central idea for pupils is to correctly recall and trace basic pre-writing patterns and simple letters while maintaining good posture and pencil grip. Observe pupils as they air-trace and then trace in their books to ensure they are following the correct strokes and holding their pencils properly.
Class: Pre-School Level 2
Term: Third Term
Week: 1
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns (vertical, horizontal, curved lines) and simple letter formations.
Topic: SECOND-TERM HANDWRITING REVISION
Subject Matter: Revision of Last Term’s Work. Weekly focus: Second-Term Handwriting Revision.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recall and name basic pre-writing patterns (e.g., straight lines, curved lines, circles).
- Identify correct pencil grip and sitting posture for writing.
Affective Domain
- Show enthusiasm for tracing and writing activities.
- Listen attentively to teacher’s instructions for handwriting.
Psychomotor Domain
- Demonstrate correct pencil grip and sitting posture.
- Trace basic pre-writing patterns (straight lines, curved lines, circles) in their writing books.
- Trace simple letters like ‘I’, ‘L’, and ‘O’.
Social Domain
- Participate cooperatively in group tracing activities.
- Share and use writing materials appropriately.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Relevant Early Childhood Care and Education resources.
- Early years handwriting workbooks.
Instructional Materials
- Writing books
- Pencils
- Crayons (optional, for tracing)
- Chalkboard and chalk
- Picture cards showing correct posture and pencil grip
- Sand tray or flour tray for finger tracing (optional)
Rationale for the Lesson
This revision lesson is crucial for Pre-School Level 2 pupils as it reinforces foundational handwriting skills learned in the previous term. Regular practice helps solidify muscle memory for pre-writing patterns and simple letter formations, which are essential building blocks for more complex writing in the future. It also helps identify and correct any developing bad habits early on.Prerequisite/Previous Knowledge
Pupils have previously learned to identify and trace basic pre-writing patterns such as vertical, horizontal, and curved lines. They have also been introduced to holding a pencil and sitting correctly.Lesson Content/Board Summary
SECOND-TERM HANDWRITING REVISION
Handwriting is about learning to make lines and shapes to form letters and words. Today, we will revise what we learned last term.
1. Correct Sitting Posture
- Sit up straight.
- Feet flat on the floor.
- Body slightly leaning forward.
2. Correct Pencil Grip
- Hold the pencil with your thumb, index finger, and middle finger (tripod grip).
- Hold it not too tight, not too loose.
3. Revision of Pre-writing Patterns
- Straight Lines:
- Vertical lines: Top to bottom ( | | | )
- Horizontal lines: Left to right ( — — — )
- Curved Lines:
- Open curves ( C C C )
- Closed curves/Circles ( O O O )
4. Revision of Simple Letters
We will revise letters made from straight and curved lines:
- Letter I: A straight line down.
- Letter L: A straight line down, then a straight line across.
- Letter O: A big round circle.
Handwriting Rhyme
Tune: Twinkle, Twinkle Little Star
Pencil in my hand so tight,
Making lines with all my might.
Up and down, and round and round,
Letters forming on the ground (paper).
Practice, practice, every day,
Learning how to write and play.
Actions: Mimic holding a pencil, make vertical, horizontal, and circular motions in the air while singing.
Watch and Practise
Key Words
- Pencil – A tool used for writing or drawing.
- Trace – To draw over a line or shape that is already there.
- Lines – Straight or curved marks.
- Grip – The way you hold something.
- Posture – The way you sit or stand.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by asking pupils to show you how they sit and hold their pencils. Use the picture cards to demonstrate correct posture and pencil grip. Draw the pre-writing patterns (vertical lines, horizontal lines, curved lines, circles) clearly on the chalkboard, explaining the starting point and direction for each. For the simple letters (I, L, O), demonstrate their formation step-by-step.
What to show or demonstrate: Visually demonstrate correct sitting posture and pencil grip. Draw large, clear examples of each pattern and letter on the chalkboard, using different colours of chalk if available. Use your finger to trace in the air, emphasizing the direction of the strokes.
How to use the rhyme/song: Introduce the “Handwriting Rhyme” by singing it slowly with actions. Encourage pupils to join in, performing the actions for holding a pencil and making lines/curves in the air. Repeat the rhyme several times to help them remember the words and actions.
How to use the video: Introduce the video as a fun way to review how to draw lines and shapes. Play the video, encouraging pupils to watch closely and mimic the movements with their fingers in the air. After watching, discuss what they saw and prompt them to practice making the lines and circles shown.
What to watch for: Observe pupils’ posture and pencil grip throughout the activities. Correct gently if needed. Pay attention to the direction of their strokes when tracing patterns and letters, ensuring they are starting and ending at the correct points.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in a familiar welcome song. The teacher then asks pupils what they remember about writing in their books last term.
Pupils’ Activity: Pupils respond to greetings, sing along, and share simple memories about writing.
Learning Point: Pupils are engaged and recall previous learning experiences related to handwriting.
Step 2: Review Posture and Pencil Grip
Time: 5 minutes
Teaching Skill: Demonstration/Correction
Teacher’s Activity: The teacher demonstrates the correct sitting posture and how to hold a pencil (tripod grip) using picture cards. The teacher asks pupils to pick up their pencils and imitate the correct grip and posture.
Pupils’ Activity: Pupils observe the teacher and picture cards, then pick up their pencils and try to hold them correctly and sit with good posture.
Learning Point: Pupils understand and attempt to adopt correct writing posture and pencil grip.
Step 3: Revise Straight Lines (Vertical and Horizontal)
Time: 5 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher draws large vertical and horizontal lines on the chalkboard, explaining the direction (top to bottom for vertical, left to right for horizontal). The teacher guides pupils to air-trace these lines, then trace them in their writing books.
Pupils’ Activity: Pupils watch the teacher, air-trace the lines, and then trace the lines in their writing books with their pencils.
Learning Point: Pupils recall and practice forming straight lines correctly.
Step 4: Revise Curved Lines and Circles
Time: 5 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher draws large curved lines and circles on the chalkboard, explaining the direction (e.g., starting at the top and going anti-clockwise for ‘O’). The teacher guides pupils to air-trace, then trace these patterns in their writing books.
Pupils’ Activity: Pupils watch the teacher, air-trace the curved lines and circles, and then trace them in their writing books.
Learning Point: Pupils recall and practice forming curved lines and circles correctly.
Step 5: Rhyme and Practice
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Handwriting Rhyme” with actions. The teacher encourages pupils to make the movements of lines and curves as they sing.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of making lines and shapes.
Learning Point: Pupils enjoy the rhyme and consolidate their understanding of pre-writing movements.
Step 6: Revise Simple Letters (I, L, O)
Time: 4 minutes
Teaching Skill: Demonstration/Application
Teacher’s Activity: The teacher demonstrates the formation of simple letters ‘I’, ‘L’, and ‘O’ on the chalkboard, emphasizing the correct strokes. The teacher then guides pupils to trace these letters in their writing books.
Pupils’ Activity: Pupils observe the teacher’s demonstration and then trace the letters ‘I’, ‘L’, and ‘O’ in their writing books.
Learning Point: Pupils recall and practice tracing simple letters.
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.”
- “Make a straight line in the air.”
- “Trace a circle in your book.”
- “Can you trace the letter ‘I’ 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: Summary/Encouragement
Teacher’s Activity: The teacher praises the pupils for their hard work and encourages them to continue practicing their handwriting. The teacher reminds them that practice makes perfect.
Pupils’ Activity: Pupils listen to the teacher and respond to praise.
Learning Point: Pupils feel encouraged and motivated to continue practicing handwriting.
Lesson Keywords
- Pencil – A tool used for writing or drawing.
- Trace – To draw over a line or shape that is already there.
- Lines – Straight or curved marks.
- Grip – The way you hold something.
- Posture – The way you sit or stand.
Differentiation
- Support: For pupils who find it difficult, provide larger tracing patterns. Use hand-over-hand guidance to help them feel the correct stroke direction. Allow them to trace in a sand or flour tray for a more sensory experience before using pencils. Focus only on one type of line or letter at a time.
- Extension: For pupils who grasp the concepts quickly, encourage them to try drawing the patterns and letters without tracing, or to identify other objects in the classroom that have straight or curved lines. They could also be challenged to trace a slightly more complex letter if appropriate.
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