LESSON 10: Copy My Hands
Lesson Focus: Fine Motor Mimicry
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:

   1. Remember: Highlight and label simple hand positions and gestures.
   2. Understand: Lead short sequences of hand movements with clear count-ins.
   3. Apply: Guide safe recreation of simple hand patterns with brief holds.

MATERIALS:

   1. Hand cue cards/icons: open hand, closed fist, point, pinch, tap, wave (large, high-
   contrast).
   2. Sequence strips (1–2–3) with spaces to place hand icons in order.
   3. Simple 3-count card “1-2-3” to cue short holds.
   4. Drum/clapper for “your turn”; soft chime/bell for “stop.”
   5. Optional props: soft beanbag or pom for light tap/transfer; small scarf for wave.
   6. Floor spots or tape for semicircle boundary.
 

LESSON PROCEDURES:
1) Welcome and Settle (2 minutes)
- Greet in a warm, medium voice.
- State the focus: “Look at hands; make small, safe hand shapes together.”
- Show neutral hands (resting shape) to set a calm baseline.

2) Breath and Hand Warm-Up (3 minutes)
- Lead two slow breaths: “Smell the flower… blow the candle.”
- Wiggle fingers gently; chime to stop.
- Open–close hands slowly on a 1–2–3 count; return to neutral.

3) Introduce Hand Cards (4 minutes)
- Show “Open hand” card; label: “Open.”

- Show “Closed fist” card; label: “Fist.”
- Show “Point” card; label: “Point.”
- Show “Pinch” card; label: “Pinch.”
- Place cards at eye level where all can see.

4) Model and Match: Single Shapes (4 minutes)
- Hold “Open”; count “1-2-3” while showing open hands; chime to reset.
- Hold “Fist”; count “1-2-3”; chime to reset.
- Hold “Point”; count “1-2-3”; chime to reset.
- Hold “Pinch”; count “1-2-3”; chime to reset.

5) Guided Echo A: Picture to Hands (3 minutes)
- Lift one card.
- Say the label once, then count “1-2-3” while modelling the hand shape.
- Use drum for “your turn”; chime to stop; swap cards.

6) Add Simple Movements (3 minutes)
- Show “Tap” icon; model gentle fingertip tap on palm for “1-2-3.”
- Show “Wave” icon; model a small side-to-side wave for “1-2-3.”
- Keep movements small and at chest height; chime to reset.

7) Short Sequences 1–2 (4 minutes)
- Place two icons on the sequence strip (e.g., Open → Fist).
- Point to icon 1; count “1-2-3” with model; chime to reset.
- Point to icon 2; count “1-2-3” with model; chime to reset.

- Change the pair (Point → Pinch; Wave → Tap) to contrast qualities.

8) Short Sequences 1–2–3 (3 minutes)
- Place three icons on the strip (e.g., Open → Point → Fist).
- Point and model each in order with a “1-2-3” count for each; chime between steps.
- Use drum = “your turn” cue for a quick run-through; chime to stop.

9) Optional Prop Focus (2 minutes)
- Hold a small scarf; model a gentle wave for “1-2-3”; park the scarf in a basket.
- Hold a soft beanbag; model a light tap from one hand to the other for “1-2-3”; park safely.

10) Tiny Turn-Taking (3 minutes)
- Hold one card or a two-step strip.
- Model the shape or sequence once with “1-2-3.”
- Use drum = “your turn,” chime = “stop.”
- Offer brief praise for small, gentle hands and clear stops.

11) Cool-Down and Neutral Reset (2 minutes)
- Show neutral hands.
- Lead two calm breaths; lower shoulders.
- Shake hands softly for one “1-2-3”; chime to close.

ASSESSMENT
- Present a single card and model the matching hand shape; note alignment on the “1-2-3”
count.

- Present a two-step strip and model each step with clear pointing; note responsiveness to
sequence order.
- Offer a simple three-step pattern and observe start/stop control and relaxed return to neutral.

REMARKS
- Inclusion and Developmental Fit (2–3s, ESL):
- Use minimal words; pair each label with a large icon and clear hand model.
- Keep shapes simple; reduce to two icons if needed (Open, Fist) before adding more.
- Accept nonverbal participation (looking, small finger wiggles).
- Classroom Management:
- Establish cues: drum = “your turn,” chime = “stop,” hand to ear = “listen.”
- Keep all models brief; insert silent pauses between steps.
- Hand and Joint Care:
- Avoid tight squeezing; keep wrists neutral; blink and relax shoulders.
- Offer water breaks; pause if anyone appears fatigued.
- Differentiation:
- For support, use high-contrast gloves or outline stickers to highlight finger positions.
- For confidence, vary sides (right then left) or mirror your hands slowly.
- Visual Consistency:
- Use the same icons and colour coding throughout (e.g., green = go/show, blue = wave,
yellow = point).