Note for teachers using this lesson plan

Before this lesson, ensure you have reviewed the lyrics and actions for “Where Is Thumbkin?” and practised them thoroughly. Prepare a chart with the song lyrics and have an MP3/MP4 player ready for the song and video. The central idea is for pupils to learn the song, identify their fingers, and perform the corresponding actions. Successful learning will be observed when pupils can sing along and point to the correct fingers as the song progresses.

Class: Pre-School Level 3
Term: Second Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Songs and Rhymes
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Not separately stated in the scheme.
Topic: WHERE IS THUMBKIN?
Subject Matter: WHERE IS THUMBKIN?

Specific Objectives

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

Cognitive Domain

Recite the lyrics of “Where Is Thumbkin?”.
Identify their thumb, pointer, middle, ring, and pinky fingers.

Affective Domain

Show enthusiasm while singing the song.
Participate actively in the song and actions.

Psychomotor Domain

Perform the actions for each finger as sung in the rhyme.
Point to the correct finger when named.

Sing and perform actions cooperatively with peers.

Reference Materials

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

Instructional Materials

MP4 Player
MP3 Player
Rhyme book/Chart with “Where Is Thumbkin?” lyrics
Picture cards of body parts (specifically fingers)

Rationale for the Lesson

This lesson helps 4-year-olds develop language and memory skills through repetitive song and rhyme. It also enhances their body awareness by teaching them the names and locations of their fingers, which is important for fine motor development and self-help skills.

Prerequisite/Previous Knowledge

Pupils are familiar with some basic body parts and enjoy singing simple, repetitive songs. They can follow simple instructions and imitate actions.

Lesson Content/Board Summary

WHERE IS THUMBKIN?

This popular children’s song helps pupils learn the names of their fingers while developing rhythm and coordination.

Lyrics:

Where is Thumbkin? Where is Thumbkin?
Here I am! Here I am!
How are you today, sir?
Very well, I thank you.
Run away, run away.

Where is Pointer? Where is Pointer?
Here I am! Here I am!
How are you today, sir?
Very well, I thank you.
Run away, run away.

Where is Middle? Where is Middle?
Here I am! Here I am!
How are you today, sir?
Very well, I thank you.
Run away, run away.

Where is Ring Man? Where is Ring Man?
Here I am! Here I am!
How are you today, sir?
Very well, I thank you.
Run away, run away.

Where is Pinky? Where is Pinky?
Here I am! Here I am!
How are you today, sir?
Very well, I thank you.
Run away, run away.

Where are all the fingers? Where are all the fingers?
Here we are! Here we are!
How are you today, sirs?
Very well, we thank you.
Run away, run away.

Actions:

Where is Thumbkin?: Hide both hands behind your back. Bring out one thumb.
Here I am! Here I am!: Wiggle the thumb.
How are you today, sir?: Bend the thumb as if bowing.
Very well, I thank you.: Bend the thumb again.
Run away, run away.: Hide the thumb behind your back.
Repeat the same actions for Pointer (index finger), Middle (middle finger), Ring Man (ring finger), and Pinky (little finger).
Where are all the fingers?: Bring out all fingers from behind the back.
Here we are! Here we are!: Wiggle all fingers.
How are you today, sirs?: Bend all fingers.
Very well, we thank you.: Bend all fingers again.
Run away, run away.: Hide all fingers behind your back.

Key Words

Thumbkin – The short, thick finger on your hand.
Pointer – The finger next to your thumb, used for pointing.
Middle – The longest finger in the middle of your hand.
Ring – The finger next to your pinky, where a ring is often worn.
Pinky – The smallest finger on your hand.

Watch and Sing Along

https://www.youtube.com/watch?v=F0m91r2Dq34

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by asking pupils to show their fingers. Introduce “Where Is Thumbkin?” as a fun song about fingers. Recite the lyrics slowly, pointing to the words on the chart. Emphasize the name of each finger as you sing its verse.

What to show or demonstrate: Clearly demonstrate the actions for each finger, hiding hands behind your back and bringing out one finger at a time. Use your own fingers to model the actions. You can also use picture cards of individual fingers if available.

How to use the rhyme/song: Sing the song multiple times, first slowly with clear actions, then at a normal pace. Encourage pupils to sing along and perform the actions with you. Repeat until pupils are comfortable with both the lyrics and the movements.

How to use the video: Introduce the video as another way to learn and sing the song. Play the video and encourage pupils to sing along and mimic the actions shown. After watching, discuss what they saw and practised, reinforcing the finger names.

What to watch for: Observe if pupils are correctly identifying and moving each finger. Provide individual support for those who struggle with specific finger names or actions.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Repetition, Imitation, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar finger-play song like “Ten Little Fingers” to get them ready. The teacher then introduces the new song, “Where Is Thumbkin?”, telling them it’s a fun song about their fingers.

Pupils’ Activity: Pupils greet the teacher, sing along to the familiar song, and listen attentively to the introduction of the new song.

Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Teacher Recites and Sings

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher recites the lyrics of “Where Is Thumbkin?” clearly and slowly, pointing to the words on the chart. Then, the teacher sings the entire song, demonstrating the actions for each finger (thumb, pointer, middle, ring, pinky) while hiding hands behind the back and bringing out the correct finger.

Pupils’ Activity: Pupils listen carefully to the lyrics and observe the teacher’s actions. Some may try to imitate the actions.

Learning Point: Pupils become familiar with the song’s lyrics and actions.

Step 3: Pupils Repeat Lines and Actions

Time: 6 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher sings the song line by line, or verse by verse, asking pupils to repeat after them. The teacher guides pupils to perform the actions for each finger as they sing. The teacher provides gentle correction and encouragement.

Pupils’ Activity: Pupils repeat the song lyrics after the teacher and try to perform the corresponding finger actions, imitating the teacher.

Learning Point: Pupils begin to learn the lyrics and actions of the song through repetition.

Step 4: Full Song Practice with Actions

Time: 5 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: The teacher leads the pupils in singing the entire “Where Is Thumbkin?” song from beginning to end, encouraging everyone to perform the actions for all the fingers. The teacher sings at a moderate pace, allowing pupils to keep up.

Pupils’ Activity: Pupils sing the complete song along with the teacher, performing all the finger actions enthusiastically.

Learning Point: Pupils gain confidence in singing the full song with actions.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual Aid/Engagement

Teacher’s Activity: The teacher introduces the video, explaining that they will watch and sing along. The teacher plays the “Where Is Thumbkin?” video on the MP4 player and encourages pupils to sing and perform the actions with the video characters.

Pupils’ Activity: Pupils watch the video, sing along, and perform the actions, reinforcing their learning through a visual and auditory medium.

Learning Point: Pupils reinforce their understanding and enjoyment of the song through multimedia.

Step 6: Finger Identification Game

Time: 3 minutes

Teaching Skill: Active Learning/Assessment

Teacher’s Activity: The teacher calls out the name of a finger (e.g., “Show me your Thumbkin!”, “Where is your Pinky?”). Pupils are asked to quickly show or wiggle the correct finger. The teacher praises correct responses.

Pupils’ Activity: Pupils listen to the teacher’s instructions and quickly show or wiggle the named finger.

Learning Point: Pupils demonstrate their ability to identify individual fingers.

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.

“Can you sing the ‘Thumbkin’ part of the song?”
“Show me your Pointer finger.”
“What is the name of your smallest finger?”
“Let’s all sing the ‘Middle’ part together with actions.”

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: Closure/Encouragement

Teacher’s Activity: The teacher praises the pupils for their active participation and for learning the song and finger names. The teacher reminds them to keep practising the song at home.

Pupils’ Activity: Pupils respond to the teacher’s praise and acknowledge the instruction to practise.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

Thumbkin – Another name for the thumb, the shortest and thickest finger.
Pointer – The finger next to the thumb, used for pointing.
Middle – The longest finger in the middle of the hand.
Ring – The finger next to the pinky finger.
Pinky – The smallest finger on the hand.

Differentiation

Support: For pupils who struggle, provide one-on-one guidance, using hand-over-hand to help them perform the actions. Focus on learning just the “Thumbkin” and “Pinky” verses first before adding others. Use larger picture cards of fingers for easier identification.
Extension: For pupils who quickly master the song, challenge them to sing a verse solo or to identify other parts of their hand (e.g., palm, knuckles). They can also try to sing the song faster or slower.