Lesson Plan of Pencil Grasp

 

Lesson Plan of Pencil Grasp:  How to hold a pencil correctly and Proper Grips Aids

Subject English

Grade 1^st

Students` Learning Outcomes

• Hold a pencil correctly.
• Trace and draw vertical, horizontal, slanted, curved lines forwards and backwards. Trace and draw circles, loops, curves and strokes.
• Colour within lines and create simple patterns.

Information for Teachers

• Be sensitive to children who use their left hands. Help them and don`t force them to use their right hand.
• While teaching the lesson, the teacher should also consult with textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk/marker, duster, chart having vertical, horizontal, slanted, curved lines forwards and backwards, circles, loops, curves and strokes, sand, paper-plates worksheet /textbook / notebooks, stick or unsharpened pencils, lead / colour pencils / chalk, letters and pictures in outline form for colourng, eraser

Introduction

• Fill paper plates with sands and give one to each student, along with a stick or a pencil, preferably unsharpened.
• Draw any line or curve on the ground / sand plate / with the help of index finger / a stick.

• Ask students to follow and practice drawing different strokes on the ground or in sand tray.
• Ask students to look at each other’s plates and guess.
• Walk around quickly around the class, looking at what the students have drawn showing excitement at what they have done?
• Use one plate for every two students if you feel that will make it easier to manage the class.

Development

Activity 1

• Draw a line or make patterns in the air from left to right. While doing so, ask students, ‘Am I drawing from left to right?’ to ensure that students understand that English is written and read from left to right. Stand in a way that both you and the students are facing the same way: either stand with your back to the students or stand in the middle of the class, besides the students, facing the writing board. Ask students to follow as you demonstrate this action a few times.

 

• Now draw a line or make patterns on the board from left to right. While drawing, ask students the following questions:
• Am I drawing from left to right ‘to further ensure that students understand that English is written and read from left to right? You can also write in the opposite direction and ask students which is the correct way to write English?

Activity 2

• Follow the given steps to help students hold the pencil correctly. This is just a guideline and does n`t take into account some other ways of holding a pencil; please do not insist that all children follow these steps. This is just to give an idea.

 

• Step 1: Have the child curl all of the fingers in towards the hand and then extend the index finger and thumb.
• Step 2: Rest the pencil on the curled middle finger and along the space between the thumb and forefinger. (Some may use the middle finger to hold the pencil too, and that should be allowed)
• Step 3: Tell the child to hold the pencil with the thumb and forefinger with a firm grip.
• Step 4:Ask the child to then relax the grip so that he/she is comfortable as not to strain their fingers.
• Step 5: Have the child practice his/her grip for a few minutes every day. Don`t overdo it. Learning these fine motor skills takes a while. Make it fun! Try drawing or colouring to keep it interesting.
• Throughout guide students how to correctly hold a pencil and use an eraser (if required)

Activity 3

• Show a chart having vertical, horizontal, slanted, curved lines forwards and backwards, circles, loops, curves and strokes. Give fun names to each of these, such as;
• Vertical: Standing tall

 

• Horizontal: lying down
• Slanted: Lazy line
• Curved Lie: Curve ball
• Tell the children they will learn to draw these lines.
• Use the available resources slate/ copy/book for drawing. Take only one line or stroke at one time. Draw lines neatly for a clear shape; do not make very small lines/ strokes as at this stage it is important for the child to get the shape right. Draw the shapes slowly to model to the students that they should also do it slowly and carefully, and to make it easy for them to follow the movement of your hand.
• Help students by telling them the starting point, direction of movement with an arrow along which the students have to move their pencil. Give enough practice before the shapes are of the right size. Tell them they will use these shapes to form letters. Demonstrate how two slanting lines and one horizontal line form a capital A.
• Help them to learn the correct use of eraser.
• Ask students to trace given patterns in their text/notebooks /worksheets of doted alphabets.

Activity 4

• Give students a worksheet of a simple maze with wide passage and no dead ends. Ask them to stat from the left and without stopping, draw a line to the end of the maze. They may use crayons or color pencils for this activity.
• Ask them to observe how the line changes shape as it moves along the path in the maze.

Activity 5

• Demonstrate on the board how different lines can be used to make random shapes.
• Ask students to use their knowledge of drawing lines (straight or vertical lines, forward or backward curves) to create simple patterns.
• Ask them to colour these patterns if they wish to.
• Display their work on the wall /display board.
• Clarify that perfection is not required, that whatever shapes they draw will be very beautiful.

Activity 6

• Ask students to colour within lines (in the given pictures), perhaps in advance large outlines of pictures. Help the students to colour pictures within lines guiding their hand till they are able to do so. Allow them choice to choice of colour. Keep your expectations realistic when teaching them to colour within lines, as this is the first time they will be performing a task requiring such fine motor skills.
• Write their names on the sheets and put them on the wall/ display board.

Conclusion /Sum up

• Ask students to hold their pencils and raise their hands to show their grip.
• Quickly walk around the class, praising and correcting students, as the need may be.
• Then give them a dictation of lines: ask them to draw a standing line, and a curved line, etc.

Assessment

• By use of Formative assessment through guiding students till they are able to draw a variety of strokes correctly.
• The conclusion activity may also be used for assessment.
• Teacher is also required to involve the students in solving the problems given n the exercise at end of unit /chapter.

Follow up

• Draw a straight line and two semi-circles on the board, disconnected from each other. See if the students can guess which letter will be formed by putting them together. If they can`t, support their thinking by putting one semi-circle where it belongs to create a small ‘b’, and then ask them where the other semi-circle would go to make it a capital B. do the same with other alphabets at regular intervals.