Note for teachers using this lesson plan
Before the lesson, ensure you have a chalkboard, chalk, and individual writing books, pencils, and erasers for each pupil. Prepare a few circular objects (e.g., a plate, a ball, a clock) to show the children. The central idea for pupils is to understand that a circle is a round shape and to practise the motor skill of tracing and drawing it. Successful learning will be observed when pupils can hold their pencils correctly, trace circles in the air, and make attempts to draw circles in their books.
Class: Pre-School Level 2
Term: Second Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Basic pre-writing strokes (e.g., vertical lines, horizontal lines)
Topic: Writing Circles
Subject Matter: Circles. Weekly focus: Writing Circles.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify objects that are circular in shape.
- Recognise the shape of a circle.
Affective Domain
- Show interest in learning to draw circles.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Demonstrate proper sitting posture for writing.
- Hold a pencil correctly.
- Trace circles in the air and on a surface.
- Attempt to draw circles in their writing books.
Social Domain
- Participate in group activities like singing the circle rhyme.
- Share writing materials respectfully.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education resources
- Suitable early-years handwriting workbook
Instructional Materials
- Chalkboard and chalk
- Picture cards of circular objects (e.g., sun, ball, clock, plate)
- Writing books
- Pencils
- Erasers
- Sand tray or a shallow tray with flour/sand (optional, for finger tracing)
- Large paper or individual whiteboards for practice
Rationale for the Lesson
This lesson is important for 3-year-olds as it introduces a fundamental pre-writing skill – drawing circles. Mastering circular movements helps develop fine motor skills, hand-eye coordination, and prepares children for forming letters like ‘O’, ‘C’, ‘G’, and numbers like ‘0’, ‘6’, ‘8’, ‘9’. It also helps them recognise common shapes in their environment.Prerequisite/Previous Knowledge
Pupils can hold a pencil or crayon, make basic scribbles, and recognise some common objects around them.Lesson Content/Board Summary
Writing Circles
A circle is a round shape. It has no corners or straight sides. Think of a ball, a plate, or the sun – they are all circles! How to sit for writing:- Sit up straight.
- Keep your feet flat on the floor.
- Place your writing book in front of you.
- Hold your pencil with your thumb and first two fingers (the “pincer grip”).
- Hold it gently, not too tight.
- Start at the top.
- Go round to the left.
- Keep going until you meet where you started.
- It’s a continuous, smooth movement.
Circle Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Round and round, a circle goes,
No straight lines, as everyone knows.
Start at the top, then go around,
A perfect circle, can be found.
Round and round, a circle goes,
Like a wheel, or a rose.
Actions: Pupils make large circles in the air with their fingers as they sing.
Watch and Practise
Key Words
- Circle – A round shape with no straight lines or corners.
- Round – Shaped like a circle.
- Trace – To draw over a line or shape that is already there.
- Draw – To make a picture or shape with a pencil or crayon.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing a large circle on the chalkboard, explaining that it’s a round shape with no corners. Show several real-life circular objects and picture cards, asking pupils to name them and identify the circle. Emphasize proper sitting posture and pencil grip before any writing activity.
What to show or demonstrate: Demonstrate how to hold a pencil correctly. Show how to make a large circle in the air with your finger, starting from the top and moving counter-clockwise. Then, demonstrate tracing a circle on the chalkboard, explaining the movement clearly. If using a sand tray, demonstrate tracing in the sand.
How to use the rhyme/song: Introduce the “Circle Rhyme” after showing examples of circles. Sing it together several times, encouraging pupils to make large circular movements in the air with their fingers as they sing. This helps to internalize the motor pattern.
How to use the video: Introduce the video as a fun way to see how to draw circles. Play the video, asking pupils to watch the movements carefully. After watching, encourage them to try tracing the circles in the air or on their desks following the video’s guidance. Discuss what they saw and how the circles were made.
What to watch for: Observe pupils’ pencil grip and sitting posture. Look for attempts at continuous circular movements rather than disconnected strokes. Provide gentle hand-over-hand guidance for those struggling with the motion.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Imitation
- 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 warmly. The teacher shows a few circular objects (e.g., a ball, a plate) and asks, “What shape is this?” or “What do you see?”
Pupils’ Activity: Pupils greet the teacher. Pupils point to and name the objects, identifying them as “round” or “circle.”
Learning Point: Pupils are engaged and begin to recognise circular shapes.
Step 2: Presentation – What is a Circle?
Time: 5 minutes
Teaching Skill: Explanation/Visualisation
Teacher’s Activity: The teacher draws a large circle on the chalkboard, explaining, “This is a circle. It is round, like a wheel, and has no corners.” The teacher shows more picture cards of circular objects and asks pupils to identify them.
Pupils’ Activity: Pupils observe the circle on the board. Pupils point to and name the circular objects on the picture cards.
Learning Point: Pupils understand the concept of a circle as a round shape.
Step 3: Demonstration – Proper Posture and Pencil Grip
Time: 4 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher demonstrates the correct sitting posture (sitting up straight, feet flat) and how to hold a pencil with a pincer grip. The teacher guides pupils to pick up their pencils and try the grip.
Pupils’ Activity: Pupils imitate the teacher’s sitting posture and practise holding their pencils correctly.
Learning Point: Pupils learn and practise correct writing posture and pencil grip.
Step 4: Demonstration – Air and Finger Tracing
Time: 4 minutes
Teaching Skill: Kinesthetic Learning/Modelling
Teacher’s Activity: The teacher demonstrates making large circles in the air with their finger, saying, “Start at the top, go round to the left, and close it!” The teacher then demonstrates tracing a circle on a large paper or a sand tray. The teacher leads the “Circle Rhyme” with actions.
Pupils’ Activity: Pupils make large circles in the air with their fingers, following the teacher’s instructions. Pupils sing the “Circle Rhyme” and perform the actions.
Learning Point: Pupils develop the motor memory for the circular movement.
Step 5: Guided Practice – Tracing Circles
Time: 6 minutes
Teaching Skill: Guided Practice/Support
Teacher’s Activity: The teacher distributes writing books with pre-drawn dotted circles or draws large circles for pupils to trace. The teacher moves around, providing individual guidance and hand-over-hand support where needed. The teacher plays the video to reinforce the tracing movement.
Pupils’ Activity: Pupils trace the dotted circles in their books or on their practice surfaces, attempting to follow the teacher’s guidance and the video demonstration.
Learning Point: Pupils practise tracing circles with guidance, improving their hand-eye coordination.
Step 6: Application – Attempting to Draw Circles
Time: 4 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: The teacher encourages pupils to try drawing their own circles next to the traced ones. The teacher reminds them to “start at the top, go round, and close it.” The teacher praises effort and provides gentle correction.
Pupils’ Activity: Pupils attempt to draw circles independently in their writing books.
Learning Point: Pupils apply their tracing skills to attempt drawing circles independently.
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.
- “Point to something in the classroom that is a circle.”
- “Show me how you hold your pencil properly.”
- “Trace a circle in the air for me.”
- “Show me a circle you drew 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: Reinforcement/Closure
Teacher’s Activity: The teacher praises pupils for their efforts in learning to draw circles. The teacher reminds them to keep practising and sings the “Circle Rhyme” one last time. The teacher collects the writing books.
Pupils’ Activity: Pupils respond to praise and sing the rhyme. Pupils submit their books.
Learning Point: Pupils feel encouraged and motivated to continue practising.
Lesson Keywords
- Circle – A round shape.
- Round – Shaped like a circle.
- Trace – To draw over a line.
- Draw – To make a picture or shape.
- Pencil grip – How you hold your pencil.
Differentiation
- Support: For pupils struggling with pencil grip, provide hand-over-hand assistance. Allow them to practise tracing larger circles on a sand tray or with finger paint before moving to pencil and paper. Provide more pre-drawn dotted circles for tracing.
- Extension: For pupils who quickly grasp the concept, encourage them to draw several circles of different sizes. Ask them to identify more circular objects around the classroom or at home. They can also try to draw a simple picture using only circles (e.g., a face, a sun).
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