Tracing and Colouring a Shoe, Independent Practice for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Creativity
Curriculum Theme: Creativity
Previous Lesson: Not separately stated in the scheme.
Topic: Tracing and Colouring a Shoe: Independent Practice
Subject Matter: Tracing and Colouring a Shoe. Weekly focus: Tracing and Colouring a Shoe: Independent Practice.

Specific Objectives

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

Cognitive Domain

• Identify a shoe outline.
• Recall the colours used for colouring.

Affective Domain

• Show interest in tracing and colouring activities.
• Enjoy expressing their creativity through art.

Psychomotor Domain

• Trace the outline of a shoe accurately.
• Colour within the lines of a shoe outline.
• Cut short pieces of straw with child-safe scissors (with supervision).
• Thread a straw onto a string or thread.

Social Domain

• Share materials with classmates.
• Participate in group discussions about shoes and colours.

Reference Materials

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

Instructional Materials

• Pre-drawn shoe outlines on paper.
• Pencils.
• Crayons.
• Poster colours.
• Paint brushes.
• Small plates for mixing colours.
• Child-safe scissors.
• Short pieces of straw.
• Thread or string.
• Pictures of various shoes.

Rationale for the Lesson

This lesson is important for 4-year-olds as it helps develop their fine motor skills, hand-eye coordination, and pre-writing abilities through tracing. Colouring encourages creativity, colour recognition, and concentration. Practising with a familiar object like a shoe makes the activity relatable and engaging for young learners, preparing them for more complex tasks.

Prerequisite/Previous Knowledge

Pupils can identify different types of shoes and have some experience with holding pencils and crayons, as well as simple drawing or scribbling activities.

Lesson Content/Board Summary

Tracing and Colouring a Shoe: Independent Practice

Tracing is drawing over an existing line or shape. It helps our hands learn to make steady movements. Colouring is filling a shape with colour, staying inside the lines. Both tracing and colouring help us get ready for writing and drawing.

Today, we will trace the outline of a shoe and then colour it beautifully. We will also practise cutting straws and threading them, which makes our fingers strong.

Key Words

• Trace – To draw over lines or shapes that are already there.
• Colour – To fill a shape with different colours using crayons or paint.
• Shoe – Something we wear on our feet.

Shoe Fun Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Shoe, shoe, big or small,
We wear them, one and all.
Trace the lines, so neat and clear,
Colour in, without a fear.
Shoe, shoe, big or small,
We wear them, one and all.

Actions: Point to feet, make tracing motion with finger, make colouring motion, clap hands.

Watch and Practise

Watch this video to see how to trace and colour neatly. Pay attention to how the crayon is held and how the colours are applied within the lines.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts a discussion about shoes. “Good morning, children! What do we wear on our feet? Yes, shoes! What kind of shoes do you have? Let’s sing our ‘Shoe Fun Song’!”

Pupils’ Activity: Pupils respond to questions, identify shoes, and sing the “Shoe Fun Song” with actions.

Learning Point: Pupils recall knowledge about shoes and get ready for the lesson.

Step 2: Introduction to Tracing

Time: 5 minutes

Teaching Skill: Demonstration/Explaining

Teacher’s Activity: The teacher explains what tracing is and demonstrates how to trace the outline of a large shoe on the board or a large chart. “Tracing is like drawing over lines that are already there. It helps our hands become strong and steady for writing. Watch me trace this shoe carefully.”

Pupils’ Activity: Pupils observe the teacher’s demonstration and listen attentively. They may air-trace along with the teacher.

Learning Point: Pupils understand the concept of tracing and observe the correct technique.

Step 3: Guided Tracing Practice

Time: 5 minutes

Teaching Skill: Guiding/Supervising

Teacher’s Activity: The teacher distributes shoe outlines and pencils. “Now, it’s your turn to try! Hold your pencil correctly and trace the lines of your shoe outline. Take your time.” The teacher walks around, offering individual guidance and encouragement.

Pupils’ Activity: Pupils practise tracing the shoe outlines on their papers with pencils, following the teacher’s instructions.

Learning Point: Pupils develop fine motor control and hand-eye coordination through guided tracing.

Step 4: Introduction to Colouring

Time: 4 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher explains the importance of colouring neatly within the lines. “Now that we have traced our shoes, let’s make them colourful! When we colour, we try to stay inside the lines. Watch how I colour this part of the shoe.” The teacher demonstrates colouring a section of the shoe outline.

Pupils’ Activity: Pupils observe the teacher’s demonstration of colouring techniques.

Learning Point: Pupils understand the concept of colouring within boundaries and observe neat colouring.

Step 5: Guided Colouring Practice

Time: 5 minutes

Teaching Skill: Facilitating/Supporting

Teacher’s Activity: The teacher distributes crayons or poster colours and brushes. “Choose your favourite colours for your shoe! Remember to colour inside the lines. If you are using paint, use a little at a time.” The teacher assists pupils with colour choices and techniques.

Pupils’ Activity: Pupils begin to colour their traced shoe outlines, practising to stay within the lines.

Learning Point: Pupils apply colouring techniques and express creativity with colours.

Step 6: Independent Practice and Fine Motor Activity

Time: 4 minutes

Teaching Skill: Observing/Assisting

Teacher’s Activity: The teacher encourages pupils to finish their tracing and colouring independently. “Now, you can finish your shoe all by yourself! Make it beautiful.” For the fine motor activity, the teacher distributes short straws, child-safe scissors (for supervised cutting), and threads. “Let’s make our fingers even stronger! Carefully cut your straw into smaller pieces, then try to put the thread through the straw.” The teacher supervises the cutting and assists with threading.

Pupils’ Activity: Pupils complete their shoe tracing and colouring. They then practise cutting straws and threading them onto strings.

Learning Point: Pupils develop independence in art activities and strengthen fine motor skills through cutting and threading.

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.

1. “Show me your beautifully traced and coloured shoe.”
2. “What did we do first, trace or colour?”
3. “What colours did you use for your shoe?”
4. “Can you show me how you put the thread through the straw?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Encouraging

Teacher’s Activity: The teacher praises the pupils for their hard work and creativity. “You all did a wonderful job tracing and colouring your shoes! And your fingers are getting so strong with the straw and thread activity. Keep practising!”

Pupils’ Activity: Pupils show their work and respond to the teacher’s praise.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising their skills.

Lesson Keywords

• Trace – To draw over lines that are already there.
• Colour – To fill a shape with different colours.
• Shoe – An item of footwear.
• Outline – The outer edge of a shape.

Differentiation

• Support: Provide shoe outlines with thicker lines for easier tracing. Offer hand-over-hand guidance for pupils struggling with pencil grip or fine motor control. Use larger straws and thicker thread for the threading activity.
• Extension: Encourage advanced pupils to add patterns or details to their shoes after tracing and colouring. Ask them to name the colours they used or describe their shoe design. Challenge them to trace and colour another object.