Note for teachers using this lesson plan

Before the lesson, prepare large flashcards for uppercase letters J-S, ensure each pupil has a pencil, paper/workbook, and enough space. The central idea is for pupils to correctly identify and begin to form these uppercase letters. Observe pupils’ pencil grip and the direction of their strokes during tracing and writing activities to ensure proper habit formation.

Class: Pre-School Level 3
Term: Third Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Not explicitly stated, but likely tracing and writing previous uppercase letters (e.g., A-I) or pre-writing patterns.
Topic: TRACING AND WRITING SOUND J – S (UPPERCASE)
Subject Matter: Tracing and writing uppercase letters J, K, L, M, N, O, P, Q, R, S.

Specific Objectives

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

Cognitive Domain

Identify and recognise uppercase letters J, K, L, M, N, O, P, Q, R, S.
Say the names of the uppercase letters J-S.

Affective Domain

Show interest in tracing and writing activities.
Participate actively in classroom activities.

Psychomotor Domain

Trace uppercase letters J-S correctly in their workbooks or on paper.
Attempt to copy and write uppercase letters J-S.

Share materials like crayons or pencils when needed.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Early Childhood Care and Education resources
Suitable early-years handwriting workbook/textbook

Instructional Materials

Large flashcards showing uppercase letters J, K, L, M, N, O, P, Q, R, S
Handwriting workbooks or tracing books
Pencils and crayons
Plain paper
Whiteboard/chalkboard and markers/chalk
Pictures of objects starting with letters J-S (e.g., Jug, Kite, Lion, Mango, Nest, Orange, Pot, Queen, Rat, Sun)

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational literacy skills by teaching them to identify and form uppercase letters J-S. Mastering these letters helps develop fine motor skills, hand-eye coordination, and prepares them for reading and writing simple words, connecting directly to their daily encounters with letters in books and signs.

Prerequisite/Previous Knowledge

Pupils can hold a pencil, make basic strokes (lines, curves), and have some familiarity with identifying and tracing earlier uppercase letters of the alphabet.

Lesson Content/Board Summary

TRACING AND WRITING SOUND J – S (UPPERCASE)

Today, we are learning to identify, trace, and write big letters J, K, L, M, N, O, P, Q, R, S!

Uppercase Letter J

This is big J.
J for Jug.
To write J: Start at the top, draw a straight line down, then curve to the left at the bottom. Then, draw a small line across the top.

Uppercase Letter K

This is big K.
K for Kite.
To write K: Start at the top, draw a straight line down. Go back to the middle of the first line, draw a slanted line up and out. Go back to the middle, draw another slanted line down and out.

Uppercase Letter L

This is big L.
L for Lion.
To write L: Start at the top, draw a straight line down. Then, draw a straight line across to the right at the bottom.

Uppercase Letter M

This is big M.
M for Mango.
To write M: Start at the top, draw a straight line down. Go back to the top, draw a slanted line down to the middle. Draw another slanted line up to the top. Then, draw a straight line down.

Uppercase Letter N

This is big N.
N for Nest.
To write N: Start at the top, draw a straight line down. Go back to the top, draw a slanted line down to the bottom. Then, draw a straight line up to the top.

Uppercase Letter O

This is big O.
O for Orange.
To write O: Start at the top, make a big circle going down and around to meet at the top.

Uppercase Letter P

This is big P.
P for Pot.
To write P: Start at the top, draw a straight line down. Go back to the top, draw a curve around to the middle of the first line.

Uppercase Letter Q

This is big Q.
Q for Queen.
To write Q: Start at the top, make a big circle going down and around to meet at the top (like O). Then, draw a small slanted line from the bottom right of the circle going out.

Uppercase Letter R

This is big R.
R for Rat.
To write R: Start at the top, draw a straight line down. Go back to the top, draw a curve around to the middle of the first line (like P). Then, draw a slanted line from the middle to the bottom right.

Uppercase Letter S

This is big S.
S for Sun.
To write S: Start at the top, make a curve to the left. Then, curve to the right and back to the left at the bottom.

Tracing and Writing Rhyme (J-S)

Tune: “Twinkle, Twinkle Little Star”

J, K, L, M, N, O, P,
Big letters for you and me.
Q, R, S, we learn to trace,
With our pencils, at our own pace.
Up and down and round we go,
Learning letters, watch them grow!

Actions: Point to letters on flashcards as they are called out, make tracing motions in the air with fingers.

Watch and Practise

https://www.youtube.com/watch?v=F01y1-D27-o

Key Words

J – The tenth letter of the alphabet.
K – The eleventh letter of the alphabet.
L – The twelfth letter of the alphabet.
M – The thirteenth letter of the alphabet.
N – The fourteenth letter of the alphabet.
O – The fifteenth letter of the alphabet.
P – The sixteenth letter of the alphabet.
Q – The seventeenth letter of the alphabet.
R – The eighteenth letter of the alphabet.
S – The nineteenth letter of the alphabet.
Trace – To draw over a line or pattern.
Write – To form letters or words on a surface.
Uppercase – Big letters, also called capital letters.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each uppercase letter (J-S) one by one using flashcards. Say the letter name clearly and show a picture of an object starting with that letter. Emphasize the sound if appropriate, but the primary focus is on identification and formation. Guide pupils to identify the letter on the flashcard and in their books.

What to show or demonstrate: Demonstrate the correct formation of each uppercase letter on the whiteboard or chalkboard, using clear, simple directional language (e.g., “start at the top, straight line down, then curve”). Model tracing each letter with your finger in the air and then on a large tracing sheet or workbook page. Pay attention to starting points and stroke order.

How to use the rhyme/song: Introduce the “Tracing and Writing Rhyme” after presenting a few letters. Sing it together with pupils, pointing to the letters on flashcards as they are mentioned. Encourage pupils to perform the actions (air tracing) as they sing to reinforce letter formation and engagement. Repeat the rhyme several times throughout the lesson.

How to use the video: Introduce the video as a fun way to see and practise writing the letters. Play the video, asking pupils to watch carefully how the letters are formed. After watching, encourage pupils to practise tracing the letters in the air or on their desks following the video’s examples. Discuss any letters they found easy or challenging.

What to watch for: Observe pupils’ pencil grip (encourage tripod grip), sitting posture, and the direction of their strokes. Correct any incorrect formation gently and patiently. Ensure they are tracing within the lines and attempting to copy the letters accurately.

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 reviews some previously learned uppercase letters (e.g., A-I) by showing flashcards and asking pupils to identify them. The teacher then introduces the new topic: tracing and writing uppercase letters J-S.

Pupils’ Activity: Pupils respond to greetings, identify previous letters, and listen attentively to the new topic.

Learning Point: Pupils recall prior knowledge and are prepared for the new lesson.

Step 2: Presentation of Letters J, K, L, M

Time: 6 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher shows flashcards for uppercase J, K, L, M one by one. For each letter, the teacher says its name, shows a picture of an object starting with that letter (e.g., Jug, Kite, Lion, Mango), and demonstrates its formation on the whiteboard/chalkboard using clear strokes and verbal cues (e.g., “down, then curve for J”). Pupils are asked to air-trace with their fingers.

Pupils’ Activity: Pupils identify the letters, say their names, look at the pictures, and air-trace the letters as demonstrated by the teacher.

Learning Point: Pupils recognise and understand the basic formation of uppercase J, K, L, M.

Step 3: Guided Practice for J, K, L, M

Time: 4 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher guides pupils to open their handwriting workbooks or provides plain paper. Pupils are instructed to trace the uppercase letters J, K, L, M. The teacher walks around, observes pupils’ pencil grip and tracing, and provides individual assistance and correction.

Pupils’ Activity: Pupils trace uppercase letters J, K, L, M in their books or on paper, focusing on correct formation.

Learning Point: Pupils practise fine motor skills and letter formation for J, K, L, M.

Step 4: Presentation of Letters N, O, P, Q

Time: 6 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher repeats Step 2 for uppercase letters N, O, P, Q. Flashcards are shown, names are said, example pictures (e.g., Nest, Orange, Pot, Queen) are presented, and formation is demonstrated on the board. Pupils air-trace.

Pupils’ Activity: Pupils identify the letters, say their names, look at the pictures, and air-trace the letters as demonstrated.

Learning Point: Pupils recognise and understand the basic formation of uppercase N, O, P, Q.

Step 5: Guided Practice for N, O, P, Q

Time: 4 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher guides pupils to trace uppercase letters N, O, P, Q in their workbooks or on paper. The teacher continues to monitor and assist pupils, ensuring correct posture and pencil grip.

Pupils’ Activity: Pupils trace uppercase letters N, O, P, Q in their books or on paper.

Learning Point: Pupils practise fine motor skills and letter formation for N, O, P, Q.

Step 6: Reinforcement: Letters R, S, Rhyme & Video

Time: 5 minutes

Teaching Skill: Reinforcement/Integration

Teacher’s Activity: The teacher introduces uppercase letters R and S, following the same presentation and air-tracing method. The teacher then leads pupils in singing the “Tracing and Writing Rhyme” with actions. The teacher plays the educational video on tracing letters J-S, encouraging pupils to watch and air-trace along. Pupils then trace R and S in their books.

Pupils’ Activity: Pupils identify R and S, sing the rhyme with actions, watch the video, air-trace, and then trace R and S in their books.

Learning Point: Pupils reinforce recognition and formation of all uppercase letters J-S through varied activities.

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.

“Point to the letter J on your page.”
“Which letter is this?” (Teacher shows flashcard K).
“Show me how you trace the letter S in the air.”
“Trace the letter M 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: 2 minutes

Teaching Skill: Summary/Praise

Teacher’s Activity: The teacher praises pupils for their effort and participation. The teacher reminds them to continue practising tracing and writing the letters J-S at home. The teacher collects workbooks for review.

Pupils’ Activity: Pupils listen to the teacher, clean up their materials, and submit their work.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

J – The tenth letter of the alphabet.
K – The eleventh letter of the alphabet.
L – The twelfth letter of the alphabet.
M – The thirteenth letter of the alphabet.
N – The fourteenth letter of the alphabet.
O – The fifteenth letter of the alphabet.
P – The sixteenth letter of the alphabet.
Q – The seventeenth letter of the alphabet.
R – The eighteenth letter of the alphabet.
S – The nineteenth letter of the alphabet.
Trace – To draw over a line or pattern.
Write – To form letters or words on a surface.
Uppercase – Big letters, also called capital letters.

Differentiation

Support: For pupils who are struggling, provide hand-over-hand tracing, use larger tracing templates, or focus on only 2-3 letters at a time. Offer more verbal cues and one-on-one assistance.
Extension: For pupils who quickly grasp the concept, encourage them to copy the letters independently without tracing guides. Challenge them to identify objects in the classroom or pictures that start with the letters J-S.