Note for teachers using this lesson plan
Before the lesson, prepare large circular outlines on paper, a sand tray, or a tray with flour for sensory tracing. Ensure each child has a pencil or crayon and a writing book with pre-drawn large circles. The central idea is for pupils to understand the concept of a circle and begin to make controlled circular movements, primarily through guided physical practice. Successful learning will be observed when pupils attempt to follow the circular path with their fingers or a writing tool, even with hand-over-hand assistance.
Class: Pre-School Level 1
Term: Second Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Simple scribbling and holding a writing tool
Topic: CIRCLES
Subject Matter: Tracing Circles
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify a circle among other shapes.
- Understand the meaning of “round” when describing a circle.
- Recognise the action of “tracing” a line.
Affective Domain
- Show interest in tracing activities.
- Participate actively in guided tracing practice.
- Listen attentively to teacher’s instructions.
Psychomotor Domain
- Sit in a proper position for writing activities.
- Attempt to hold a pencil or crayon correctly.
- Make circular movements with their fingers or a writing tool, with guidance.
Social Domain
- Take turns when using shared materials like a sand tray.
- Share writing materials with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Real-life circular objects (e.g., plate, ball, clock, bangle)
- Picture cards showing circles
- Large paper with pre-drawn circular outlines
- Sand tray or tray with flour/semolina for finger tracing
- Finger paint (optional)
- Playdough
- Writing books with large circle patterns
- Pencils, crayons
- Erasers
Rationale for the Lesson
This lesson introduces young children to the foundational skill of tracing circles, which is crucial for developing pre-writing skills. At age two, it helps build fine motor control, hand-eye coordination, and an understanding of basic shapes, preparing them for more complex letter formation later on. It also encourages concentration and participation in structured activities.
Prerequisite/Previous Knowledge
Pupils can already hold a crayon or pencil and make simple scribbles on paper. They may also have some familiarity with basic shapes from their environment.
Lesson Content/Board Summary
CIRCLES / Tracing Circles
A circle is a round shape. It has no corners or straight lines.
Examples of circles: a plate, a ball, the sun, a clock face.
Tracing means to follow a line or shape with your finger or a pencil.
We trace circles to help our hands learn to make round shapes. This helps us get ready to write letters like ‘O’ and ‘C’.
Key Words
- Circle – a round shape.
- Trace – to follow a line or shape.
- Round – like a circle, without corners.
Round and Round We Go (Circle Song)
Tune: “The Wheels on the Bus”
The circles on the paper go round and round,
Round and round, round and round.
The circles on the paper go round and round,
All through the class.
My finger on the circle goes round and round,
Round and round, round and round.
My finger on the circle goes round and round,
All through the class.
Actions: Pupils make large circular motions in the air with their fingers, then trace circles on their palms or on the table.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pupils real-life circular objects and picture cards, saying “This is a circle, it is round.” Encourage them to repeat “circle” and “round.” Explain “tracing” by demonstrating with your finger on a large circle outline, saying “I am tracing the circle, round and round.”
What to show or demonstrate: Show various circular objects. Demonstrate proper sitting posture and how to hold a pencil or crayon gently. Model finger tracing in the air, on a sand tray, and then hand-over-hand tracing on paper.
How to use the rhyme/song: Sing the “Round and Round We Go” song multiple times, encouraging pupils to join in with the actions. Use it as a transition or a short brain break during the lesson to reinforce the concept of “round” and circular movement.
What to watch for: Observe if pupils are attempting to make circular movements, even if they are not perfect. Look for engagement and a willingness to try. Provide ample hand-over-hand support for pencil grip and tracing, as this is a new fine motor skill for 2-year-olds.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Manipulation of Objects
- Repetition
- 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 shows a round object (e.g., a ball) and asks, “What shape is this?”
Pupils’ Activity: Pupils respond to greetings, sing along, and attempt to name the shape or say “round.”
Learning Point: Pupils are settled and introduced to the concept of a round shape.
Step 2: Circle Recognition
Time: 5 minutes
Teaching Skill: Visual Recognition/Naming
Teacher’s Activity: The teacher shows various circular objects and picture cards (plate, clock, sun). The teacher names each object and repeatedly says, “This is a circle. It is round.” The teacher asks pupils to point to the circles.
Pupils’ Activity: Pupils look at the objects, listen to the names, and point to the circles when asked. They may attempt to repeat “circle” or “round.”
Learning Point: Pupils begin to identify circles and associate them with the word “round.”
Step 3: Introduce Tracing Concept
Time: 4 minutes
Teaching Skill: Concept Introduction/Demonstration
Teacher’s Activity: The teacher explains “tracing” in simple terms, “We will follow the lines with our fingers.” The teacher demonstrates finger tracing a large circle outline in the air and on the table, saying “Round and round we go!”
Pupils’ Activity: Pupils watch the teacher’s demonstration and imitate finger tracing in the air or on their palms.
Learning Point: Pupils understand the simple action of tracing.
Step 4: Proper Sitting and Pencil Grip
Time: 4 minutes
Teaching Skill: Modelling/Guidance
Teacher’s Activity: The teacher guides pupils to sit properly at their tables. The teacher demonstrates how to hold a pencil or crayon gently with three fingers (thumb, index, middle finger) and provides individual assistance for proper grip.
Pupils’ Activity: Pupils attempt to sit upright and hold their pencils/crayons as demonstrated, accepting teacher’s guidance.
Learning Point: Pupils learn the correct posture and grip for writing activities.
Step 5: Guided Sensory Tracing (Pre-Writing Practice)
Time: 5 minutes
Teaching Skill: Multi-sensory Practice/Support
Teacher’s Activity: The teacher provides a sand tray or tray with flour/semolina. The teacher demonstrates making a circle with their finger in the tray and encourages pupils to do the same, providing hand-over-hand assistance as needed. Alternatively, use playdough to form circles.
Pupils’ Activity: Pupils use their fingers to trace circles in the sensory tray or roll playdough into circular shapes, with teacher’s help.
Learning Point: Pupils develop large motor control for circular movements through sensory play.
Step 6: Guided Tracing on Paper
Time: 5 minutes
Teaching Skill: Application/Individual Support
Teacher’s Activity: The teacher distributes writing books with large, pre-drawn circular outlines. The teacher demonstrates tracing a circle with a pencil and then moves around, providing hand-over-hand guidance to each pupil to trace the circles in their books.
Pupils’ Activity: Pupils attempt to trace the circles in their books using their pencils or crayons, following the teacher’s guidance and assistance.
Learning Point: Pupils practise tracing circles on paper, developing fine motor skills.
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 a circle.” (Teacher points to various shapes, pupils point to circles).
- “What shape is this?” (Teacher holds up a circular object).
- “Show me how you trace a circle with your finger in the air.”
- “Try to make a round mark in your book.” (Teacher observes attempts).
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: Reinforcement/Closure
Teacher’s Activity: The teacher praises the pupils for their efforts and encourages them to look for circles around them. The teacher leads them in singing the “Round and Round We Go” song one more time.
Pupils’ Activity: Pupils listen, sing along, and tidy up their materials.
Learning Point: Pupils feel a sense of accomplishment and the lesson is reinforced.
Lesson Keywords
- Circle – a round shape with no corners.
- Trace – to follow a line or shape with a finger or pencil.
- Round – having a circular shape.
Differentiation
- Support: Provide larger circular outlines for tracing. Offer more hand-over-hand assistance for pencil grip and tracing. Allow pupils to use finger paint or playdough for more tactile exploration of the circular shape. Use fewer tracing lines on a page to avoid overwhelming them.
- Extension: Encourage pupils to identify more circular objects in the classroom or outside. Allow pupils to choose different coloured crayons to trace their circles. Ask them to try drawing a free-hand circle after tracing, even if it’s just a scribble.
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