Note for teachers using this lesson plan
Before this lesson, prepare large sheets of paper, crayons, a sand tray or shallow tray with flour/semolina, and ensure pupils have their writing books and pencils ready. The central idea is for pupils to understand that horizontal lines go from left to right, like a sleeping line, and to begin developing the hand-eye coordination and pencil control needed for tracing them. Observe pupils’ pencil grip and the direction of their strokes to ensure they are forming the lines correctly.
Class: Pre-School Level 1
Term: First Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Learning to hold a pencil and make controlled scribbles.
Topic: HORIZONTAL LINES
Subject Matter: HORIZONTAL LINES; Tracing horizontal lines. Weekly focus: Horizontal Line Practice and Pencil Control.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify a horizontal line when shown.
- Say “horizontal line” after the teacher.
- Recognise that horizontal lines go from left to right.
Affective Domain
- Show interest in tracing lines.
- Participate in air tracing and finger tracing activities.
- Listen attentively to instructions.
Psychomotor Domain
- Demonstrate a proper pencil grip.
- Trace horizontal lines in the air and with their finger.
- Attempt to trace horizontal lines on paper with guidance.
Social Domain
- Take turns when using shared materials like the sand tray.
- Follow simple classroom rules during activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
- Suitable early-years handwriting workbooks
Instructional Materials
- Large sheets of paper or whiteboard
- Crayons or markers
- Sand tray or shallow tray with flour/semolina
- Writing book (with large horizontal line patterns)
- Pencils
- Erasers
- Picture cards showing objects with horizontal lines (e.g., a bed, a fence, a ruler)
Rationale for the Lesson
Learning to draw horizontal lines is a foundational pre-writing skill for 2-year-olds. It helps develop fine motor control, hand-eye coordination, and the left-to-right movement essential for reading and writing. This lesson prepares children for forming letters and numbers by strengthening their ability to control a pencil and follow directional strokes.
Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil, make uncontrolled scribbles, and follow simple instructions like “sit down” or “look here.” They also have some basic understanding of left and right from daily activities.
Lesson Content/Board Summary
HORIZONTAL LINES
A horizontal line is a straight line that goes from one side to the other, like a sleeping line. It moves from left to right.
Examples of horizontal lines:
- The top of a table.
- A sleeping person.
- A fence post lying down.
To trace horizontal lines, we start on the left and move our hand smoothly to the right.
Key Words
- Horizontal – a straight line that goes from left to right, like a sleeping line.
- Line – a long, thin mark.
- Left – the side where we start writing.
- Right – the side where we finish writing.
- Trace – to follow a line or pattern with a pencil or finger.
Horizontal Line Rhyme
Tune: “Twinkle, Twinkle Little Star”
Line goes left, and line goes right,
Sleeping line, oh what a sight!
From this side to that we go,
Horizontal, soft and slow.
Left to right, a steady hand,
Best lines in the whole wide land!
Actions: Pupils extend their arm and move their finger from left to right in the air while singing. For “sleeping line,” they can pretend to sleep.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce horizontal lines by drawing a large one on the board or chart paper. Emphasise the “left to right” direction and compare it to a “sleeping line.” Use the key words clearly, repeating them often. Show picture cards of objects that have prominent horizontal lines.
What to show or demonstrate: Demonstrate air tracing of horizontal lines with your arm, saying “left to right” as you move. Show how to trace in a sand tray or flour tray. When using pencils, demonstrate the correct grip and how to start from the left dot and move to the right dot on the practice sheet.
How to use the rhyme/song: Sing the “Horizontal Line Rhyme” several times with the pupils, encouraging them to perform the actions (air tracing) as they sing. This reinforces the concept and direction in a fun, memorable way.
How to use the video: Introduce the video as a fun way to see and practise horizontal lines. Encourage pupils to watch carefully and try to trace along in the air with their fingers as the lines appear on the screen. After watching, ask them to show you with their fingers how the lines go.
What to watch for: Observe pupils’ pencil grip and ensure they are attempting to move their hand from left to right. Gently guide any pupil who is struggling with the direction or grip.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects (sand tray)
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and asks them to show how they hold a crayon or pencil. The teacher then draws a simple straight line on the board and asks, “What kind of line is this?”
Pupils’ Activity: Pupils respond to the greeting, attempt to show their pencil grip, and try to describe the line (e.g., “straight line”).
Learning Point: Pupils are engaged and recall basic line concepts and pencil holding.
Step 2: Teacher Demonstration of Horizontal Lines
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher introduces “horizontal lines” by drawing large horizontal lines on the board, emphasising starting from the left and moving to the right. The teacher uses simple language like “sleeping line” and shows examples using picture cards (e.g., a bed, a ruler). The teacher then demonstrates air tracing with a big arm movement.
Pupils’ Activity: Pupils listen, watch the teacher draw, look at the picture cards, and try to imitate the air tracing movement with their arms.
Learning Point: Pupils recognise horizontal lines and understand the left-to-right direction.
Step 3: Guided Practice (Sensory Tracing)
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to trace horizontal lines in a sand tray or shallow tray with flour/semolina. The teacher reminds them to start from the left and move to the right, providing individual support as needed.
Pupils’ Activity: Pupils use their fingers to trace horizontal lines in the sand/flour, following the teacher’s instructions and guidance.
Learning Point: Pupils develop tactile understanding and muscle memory for horizontal line formation.
Step 4: Rhyme and Movement Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Movement
Teacher’s Activity: The teacher leads the class in singing the “Horizontal Line Rhyme” with actions, encouraging all pupils to participate and move their arms from left to right.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of horizontal lines through movement and song.
Learning Point: Pupils reinforce the concept of horizontal lines in a fun, active way.
Step 5: Guided Practice (Pencil and Paper)
Time: 5 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher distributes large sheets of paper with pre-drawn dotted horizontal lines or simple starting and ending dots. The teacher demonstrates the correct pencil grip again and guides pupils to trace the lines from left to right using crayons or pencils. The teacher walks around, offering individual assistance and praise.
Pupils’ Activity: Pupils hold their pencils correctly and attempt to trace the horizontal lines on their paper, following the teacher’s guidance.
Learning Point: Pupils begin to develop pencil control for tracing horizontal lines.
Step 6: Pupil Application/Video Reinforcement
Time: 4 minutes
Teaching Skill: Application/Visual Learning
Teacher’s Activity: The teacher plays the short video on horizontal lines, encouraging pupils to watch and try to trace in the air with their fingers as the lines are shown. After the video, the teacher asks pupils to show with their fingers how a horizontal line goes.
Pupils’ Activity: Pupils watch the video, trace along in the air, and then demonstrate the horizontal line movement with their fingers.
Learning Point: Pupils apply their understanding and reinforce the visual representation of horizontal lines.
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.
- “Show me with your finger how a horizontal line goes.”
- “Which way does a horizontal line go? (Left to right or up and down?)”
- “Can you point to something in the classroom that looks like a horizontal line?”
- “Try to trace a horizontal line in your writing 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: 1 minute
Teaching Skill: Consolidation
Teacher’s Activity: The teacher praises the pupils for their efforts and reminds them that horizontal lines are like “sleeping lines” that go from left to right. The teacher encourages them to look for horizontal lines around them.
Pupils’ Activity: Pupils listen and repeat “horizontal line” and “left to right.”
Learning Point: Pupils consolidate their learning and are encouraged to observe horizontal lines in their environment.
Lesson Keywords
- Horizontal – a straight line that goes across, from left to right.
- Line – a mark that is long and thin.
- Trace – to follow a shape or line with your finger or a pencil.
- Pencil Control – holding the pencil steady and moving it carefully.
Differentiation
- Support: For pupils struggling with pencil control, provide larger crayons and paper, or guide their hand-over-hand during tracing. Focus more on finger tracing in sand/flour. Repeat instructions and demonstrations slowly and clearly.
- Extension: For pupils who quickly grasp the concept, encourage them to draw their own simple horizontal lines between two dots on a blank part of their paper. Ask them to identify more objects in the classroom that have horizontal lines.
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