Note for teachers using this lesson plan
Before the lesson, ensure you have enough sand trays and writing paper/books for all pupils. The central idea is to guide pupils gently to make horizontal lines between two parallel lines, without any pressure. Observe pupils’ attempts to hold their writing tools and make marks, providing hand-over-hand support as needed. Successful learning will be shown by pupils making controlled scribbles or lines within the double-line formation, especially moving from left to right.
Class: Pre-School Level 1
Term: Second Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns
Topic: LINES IN DOUBLE FORMATION
Subject Matter: LINES IN DOUBLE FORMATION; Tracing horizontal lines. Weekly focus: Double-Formation Line Practice.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise the idea of two lines running side-by-side.
- Identify horizontal lines when shown.
Affective Domain
- Show interest in making marks and lines.
- Participate willingly in tracing activities.
Psychomotor Domain
- Scribble freely on sand trays and paper.
- Attempt to trace horizontal lines within a double-line formation with guidance.
Social Domain
- Share materials like sand trays and crayons with peers.
- Follow simple instructions during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Sand trays (or flat surfaces with sand/flour)
- Writing books or plain paper
- Crayons or thick pencils
- Picture cards showing roads or train tracks (examples of double lines)
Rationale for the Lesson
This lesson introduces fundamental pre-writing skills by guiding 2-year-olds to trace horizontal lines within a double formation. This activity helps develop fine motor control, hand-eye coordination, and prepares their hands and fingers for more formal letter formation in the future, connecting to their daily experiences of seeing paths and lines.
Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil and make simple marks or scribbles on paper.
Lesson Content/Board Summary
LINES IN DOUBLE FORMATION: Tracing Horizontal Lines
What are Lines in Double Formation?
These are two lines that run side-by-side, just like a road for cars or tracks for a train. They go together, always staying next to each other.
Horizontal Lines
Horizontal lines are straight lines that go from left to right, like the ground or the horizon where the sky meets the land. They are flat lines.
Today, we will make horizontal lines that stay between two other lines. We will draw them like a straight road for tiny ants to walk on, from one side to the other.
Key Words
- Line – A long, thin mark.
- Horizontal – Going straight across, from left to right.
- Trace – To draw over a line or shape.
- Scribble – To make quick, uncontrolled marks.
Our Line Rhyme
Tune: “Twinkle, Twinkle, Little Star”
Lyrics:
Line, line, go across,
Left to right, no time to lose.
Horizontal, straight and flat,
Draw a line, just like that!
Actions:
Pupils move their finger from left to right in the air while singing.
They can also make a flat hand gesture for “flat”.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the concept of “double lines” by showing pictures of roads or train tracks. Explain that horizontal lines go straight across. Use your arm to demonstrate the left-to-right movement. Emphasize that for Level 1, the goal is guided exploration and making marks within the boundaries, not perfect lines.
What to show or demonstrate: First, draw two parallel horizontal lines on the board or a large paper. Then, demonstrate how to trace a horizontal line between them using your finger. Repeat this demonstration on a sand tray and then on a piece of paper, showing a clear left-to-right movement. Encourage pupils to hold their crayons/pencils with a comfortable grip.
How to use the rhyme/song: Sing the “Our Line Rhyme” several times throughout the lesson, especially during transitions or when pupils need a short break. Encourage pupils to do the actions, moving their fingers from left to right in the air to reinforce the direction of horizontal lines.
What to watch for: Observe pupils’ pencil grip, their ability to make marks, and their attempts to follow the left-to-right direction. Provide gentle hand-over-hand guidance for those struggling, helping them feel the movement. Praise effort and participation over perfection.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects (sand, crayons)
- Repetition
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a familiar welcome song. The teacher then asks pupils what they like to draw or scribble.
Pupils’ Activity: Pupils respond to greetings, sing along, and share their ideas about drawing.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Presentation of Double Lines
Time: 5 minutes
Teaching Skill: Concept Introduction/Visual Aid
Teacher’s Activity: The teacher shows pictures of roads or train tracks and explains that these are like “double lines” because they have two lines running side-by-side. The teacher draws two parallel horizontal lines on the board and explains they will learn to draw lines between them.
Pupils’ Activity: Pupils look at the pictures, point to the lines, and listen to the teacher’s explanation.
Learning Point: Pupils understand the concept of two lines running together.
Step 3: Demonstration of Tracing Horizontal Lines
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to trace a horizontal line from left to right between the two parallel lines, first in the air with a finger, then on a sand tray, and finally on a large paper. The teacher emphasizes starting on the left and moving to the right.
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, imitating the air tracing with their fingers.
Learning Point: Pupils observe the correct direction and movement for tracing horizontal lines.
Step 4: Guided Practice on Sand Trays
Time: 6 minutes
Teaching Skill: Guided Practice/Observation
Teacher’s Activity: The teacher provides each pupil with a sand tray (or a surface with sand/flour) and encourages them to make free scribbles. Then, the teacher guides them to make horizontal lines between two finger-drawn lines in the sand, offering individual support and encouragement.
Pupils’ Activity: Pupils scribble freely in the sand, then attempt to trace horizontal lines between the guided lines in the sand.
Learning Point: Pupils develop fine motor skills and practice making horizontal lines in a sensory medium.
Step 5: Guided Practice in Writing Books/Paper
Time: 5 minutes
Teaching Skill: Application/Individual Support
Teacher’s Activity: The teacher distributes writing books or paper with two pre-drawn parallel horizontal lines. The teacher guides pupils to use their crayons/pencils to trace lines between the double formation, reminding them to move from left to right.
Pupils’ Activity: Pupils hold their crayons/pencils and try to trace horizontal lines in their books/paper, following the teacher’s guidance.
Learning Point: Pupils apply their tracing skills to paper, reinforcing hand-eye coordination.
Step 6: Reinforcement through Rhyme and Movement
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing “Our Line Rhyme” again, encouraging them to perform the actions of moving their fingers from left to right. The teacher praises their effort and participation.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, moving their fingers to show horizontal lines.
Learning Point: Pupils reinforce the concept of horizontal lines through a fun, active rhyme.
Step 7: Evaluation/Review
Time: 2 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me how a horizontal line goes with your finger.”
- “Can you show me your best horizontal line in your book?”
- “What did we draw today that goes from left to right?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, showing their books or tracing in the air.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarization/Praise
Teacher’s Activity: The teacher praises the pupils for their hard work and participation. The teacher reminds them that practicing lines helps them get ready to write. The teacher leads a tidy-up song.
Pupils’ Activity: Pupils listen to the teacher, participate in the tidy-up, and feel proud of their work.
Learning Point: Pupils feel a sense of accomplishment and learn to tidy up.
Lesson Keywords
- Line – A mark we make.
- Horizontal – A line that goes flat, from one side to the other.
- Trace – To draw on top of another line.
- Scribble – To draw freely and quickly.
Differentiation
- Support: For pupils who find it challenging, the teacher can provide larger sand trays or paper with very wide double lines. The teacher can use hand-over-hand guidance to help them feel the movement of tracing. Focus on making any mark within the lines rather than a perfect line.
- Extension: For pupils who quickly grasp the concept, the teacher can encourage them to draw slightly longer horizontal lines or to try using different colours of crayons within the double formation. They can also be encouraged to identify horizontal lines in the classroom environment.
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