Note for teachers using this lesson plan

Before this lesson, ensure you have large paper or a whiteboard ready to demonstrate horizontal lines clearly. Prepare individual writing books with pre-drawn horizontal lines for pupils to trace. The central idea is for pupils to understand that a horizontal line moves from left to right and to begin developing proper pencil control. Successful learning will be observed when pupils can hold their pencils comfortably and attempt to trace horizontal lines in the correct direction.

Class: Pre-School Level 2
Term: First Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Simple scribbling and holding writing tools
Topic: Horizontal Line Practice and Pencil Control
Subject Matter: Horizontal Lines. Writing 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 horizontal lines when pointed out.
Recognise that horizontal lines go from left to right.

Affective Domain

Show interest in tracing and drawing lines.
Listen attentively to instructions on pencil control.

Psychomotor Domain

Hold a pencil with a comfortable grip.
Trace horizontal lines in the air and on paper.

Participate in guided tracing activities.
Follow simple instructions during group practice.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Relevant Early Childhood Care and Education resources

Instructional Materials

Writing books with pre-drawn horizontal lines
Pencils
Erasers
Whiteboard or chalkboard
Markers or chalk
Large sheets of paper or chart paper
Picture cards showing objects with clear horizontal lines (e.g., table top, horizon, window sill)

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it lays the foundation for pre-writing skills. Practising horizontal lines helps develop fine motor control, hand-eye coordination, and the left-to-right movement essential for reading and writing. Mastering pencil control at this stage builds confidence and prepares children for more complex letter formations.

Prerequisite/Previous Knowledge

Pupils have some experience with holding crayons or pencils and making random scribbles on paper. They can follow simple instructions and participate in group activities.

Lesson Content/Board Summary

HORIZONTAL LINES

Horizontal lines are lines that go straight across, from left to right, like the ground or the top of a table. They are flat lines.

We practise drawing horizontal lines to help our hands get ready for writing letters and numbers.

Pencil Control Tips:

Hold your pencil gently with three fingers (thumb, index, middle finger).
Sit up straight at your table.
Move your hand smoothly from left to right.

Key Words

Horizontal – a line that goes straight across, from left to right.
Line – a long, narrow mark.
Trace – to draw over an existing line or shape.

Horizontal Line Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Line goes left, line goes right,
Making lines, oh what a sight!
Across the page, so neat and grand,
Moving pencils in our hand.
Line goes left, line goes right,
Making lines with all our might!

Actions:

“Line goes left, line goes right”: Extend arm and move finger from left to right in the air.
“Making lines, oh what a sight!”: Clap hands.
“Across the page, so neat and grand”: Repeat air tracing.
“Moving pencils in our hand”: Wiggle fingers like holding a pencil.
“Making lines with all our might!”: Pretend to write.

Watch and Practise

https://www.youtube.com/watch?v=s5R-xU17Uj0

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by drawing a large horizontal line on the whiteboard, explaining that it goes “across” or “from left to right.” Use picture cards to show real-life examples of horizontal lines. Emphasize the correct pencil grip and sitting posture before pupils begin any writing activity.

What to show or demonstrate: Demonstrate clearly on the whiteboard how to make a horizontal line, moving your hand slowly from left to right. Show the correct way to hold a pencil (tripod grip, if possible, or any comfortable grip for the child) and the correct sitting posture. Demonstrate air tracing several times.

How to use the rhyme/song: Introduce the “Horizontal Line Rhyme” after the initial explanation. Sing it together with the actions at least twice to help pupils remember the concept and movement. Encourage them to do the actions as they sing.

How to use the video: Introduce the video as a fun way to see more horizontal lines. Ask pupils to watch carefully for how the lines are drawn and the direction they move. After watching, encourage them to practise air tracing along with the lines shown in the video.

What to watch for: Observe pupils’ pencil grip, sitting posture, and the direction of their tracing. Gently correct any pupil who is tracing from right to left or holding the pencil uncomfortably. Provide individual support as needed.

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Repetition
Practical Activity
Songs and Rhymes
Picture Talk
Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greets pupils. Leads a short warm-up song about hands or fingers. Asks pupils what they use their hands for (e.g., eating, playing, drawing).

Pupils’ Activity: Respond to greetings, sing along, and share ideas about hand uses.

Learning Point: Pupils are engaged and ready for the lesson, understanding their hands are important for activities.

Step 2: Presentation of Horizontal Lines

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: Introduces the concept of “horizontal lines” using a large drawing on the whiteboard and picture cards (e.g., a table top, the horizon). Explains that these lines go “across” or “from left to right.” Demonstrates making a horizontal line in the air.

Pupils’ Activity: Observe the teacher’s drawing and picture cards. Listen to the explanation. Attempt to make horizontal lines in the air with their fingers.

Learning Point: Pupils begin to recognise and understand what a horizontal line is and its direction.

Step 3: Demonstration of Pencil Grip and Tracing

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: Demonstrates the correct way to hold a pencil comfortably (e.g., using three fingers). Shows the correct sitting posture. Then, demonstrates tracing a large horizontal line on a chart paper or whiteboard, emphasizing the left-to-right movement.

Pupils’ Activity: Watch the teacher carefully, trying to imitate the pencil grip with their own pencils (without writing yet). Observe the tracing demonstration.

Learning Point: Pupils learn the correct pencil grip and observe the proper technique for drawing horizontal lines.

Step 4: Guided Practice – Air and Finger Tracing

Time: 4 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: Guides pupils to practise tracing horizontal lines in the air with their fingers. Then, asks them to use their fingers to trace imaginary horizontal lines on their desks, from left to right. Provides positive reinforcement.

Pupils’ Activity: Actively trace horizontal lines in the air and on their desks, following the teacher’s guidance and direction.

Learning Point: Pupils develop muscle memory for the left-to-right movement of horizontal lines.

Step 5: Rhyme/Song Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Creative Expression

Teacher’s Activity: Leads pupils in singing the “Horizontal Line Rhyme” with actions. Repeats the rhyme twice to reinforce the concept and movement.

Pupils’ Activity: Sing the rhyme along with the teacher, performing the actions for horizontal lines.

Learning Point: Pupils reinforce their understanding of horizontal lines through a fun, interactive song.

Step 6: Application – Tracing in Writing Books

Time: 6 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: Distributes writing books with pre-drawn horizontal lines and pencils. Reminds pupils of the correct grip and direction. Supervises closely, providing individual assistance and encouragement as pupils trace the lines.

Pupils’ Activity: Hold their pencils correctly and carefully trace the horizontal lines in their writing books, moving from left to right.

Learning Point: Pupils apply their knowledge and practice fine motor skills by tracing horizontal lines on paper.

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 a horizontal line with your finger in the air.”
“Which way does a horizontal line go? (Left to right or up and down?)”
“Show me how you hold your pencil.”
“Show me your best horizontal line 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: Summarisation/Closure

Teacher’s Activity: Praises pupils for their hard work and effort in tracing horizontal lines. Briefly recaps the importance of practising lines for writing. Collects books.

Pupils’ Activity: Listen to the teacher, clean up their materials, and prepare for the next activity.

Learning Point: Pupils feel a sense of accomplishment and understand the purpose of their practice.

Lesson Keywords

Horizontal – a line that goes straight across, from left to right.
Line – a long, narrow mark.
Trace – to draw over an existing line or shape.
Pencil control – holding a pencil correctly and using it to make marks.

Differentiation

Support: For pupils struggling with pencil grip, provide hand-over-hand assistance. Offer writing books with larger, bolder horizontal lines for easier tracing. Allow them to use thicker crayons first if pencils are too challenging.
Extension: For pupils who quickly grasp the concept, encourage them to draw their own horizontal lines without tracing, or identify more horizontal lines within the classroom environment (e.g., window frames, shelves).