Note for teachers using this lesson plan
Before the lesson, ensure you have sand trays (or shallow trays with sand/salt/flour) and writing notebooks ready for each pupil, along with pencils or crayons. The central idea is for pupils to freely explore making marks and lines, understanding that these are the first steps in writing. Encourage free scribbling without pressure for perfection. Observe pupils’ engagement and their ability to make various marks on both the sand trays and in their notebooks.
Class: Pre-School Level 2
Term: Second Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Introduction to pre-writing activities like finger painting or drawing circles.
Topic: LINES IN DOUBLE FORMATION: INTRODUCTION
Subject Matter: Lines in Double Formation: Introduction. Weekly focus: Lines in Double Formation: Introduction.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise that making marks and lines is a starting point for writing.
- Identify different types of lines (e.g., straight, curved) when pointed out.
Affective Domain
- Show interest and enthusiasm in scribbling on sand trays and in their notebooks.
- Participate willingly in guided scribbling activities.
Psychomotor Domain
- Scribble freely on sand trays using their fingers.
- Scribble freely in their notebooks using a pencil or crayon.
Social Domain
- Take turns and share materials during group activities.
- Listen and follow simple instructions from the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Sand trays (or shallow trays with sand, salt, or flour)
- Writing notebooks
- Pencils
- Crayons
- Chart showing different types of lines (straight, curved, zig-zag)
Rationale for the Lesson
This lesson introduces pupils to the fundamental concept of lines as building blocks for writing. At age three, exploring lines through free scribbling helps develop fine motor skills, hand-eye coordination, and pre-writing readiness. It allows children to experiment with different strokes and movements, fostering confidence and a positive attitude towards future handwriting tasks.Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil, make simple marks on paper, and follow basic instructions. They have also engaged in other sensory activities like playing with sand or clay.Lesson Content/Board Summary
Lines in Double Formation: Introduction
Lines are the very first steps we take before we learn to write letters and numbers. They are marks we make on paper, in sand, or anywhere we can draw!
For Pre-School Level 2, “lines in double formation” means exploring how to make different kinds of lines and marks. It’s about getting comfortable with making many lines, not just one, and understanding that lines can go in different directions.
- Straight Lines: Lines that go up and down (vertical) or across (horizontal).
- Curved Lines: Lines that are round or wiggly.
- Scribbling: Making many different lines and marks freely. It’s like drawing without a plan, just having fun with your pencil or finger!
Today, we will make all sorts of lines by scribbling freely. This helps our hands get strong and ready for writing.
Key Words
- Line – A mark made on a surface.
- Scribble – To draw or write carelessly or quickly.
- Draw – To make pictures or marks with a pencil, crayon, or finger.
- Mark – A spot, line, or shape on a surface.
Line Making Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Scribble, scribble, little hand,
Making lines across the sand.
Up and down, and round and round,
Lots of lines are to be found.
Scribble, scribble, little hand,
Making lines across the land.
Actions: Pupils make scribbling motions with their fingers in the air, then on their palms, following the directions (up and down, round and round).
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pupils a chart with simple straight and curved lines. Explain that these are “lines” and they are everywhere (e.g., lines on the floor, lines on a book). Introduce “scribbling” as a fun way to make many lines. Emphasise that for 3-year-olds, “lines in double formation” means exploring making various marks and lines freely, not necessarily drawing two parallel lines yet.
What to show or demonstrate: Demonstrate on a large sand tray or whiteboard how to make various lines (up and down, side to side, round, zig-zag) by scribbling freely. Show how to hold a pencil/crayon loosely and make marks in a notebook.
How to use the rhyme/song: Sing the “Line Making Rhyme” together, encouraging pupils to do the actions. Repeat it a few times to help them remember and connect the actions to the idea of making lines.
How to use the video: Introduce the video as a fun way to see how other children make lines. Ask pupils to watch carefully and try to make similar movements with their fingers in the air as they watch. After the video, encourage them to talk about the different lines they saw.
What to watch for: Observe pupils’ pencil grip (encourage a comfortable, not too tight, grip), their engagement in the activity, and their willingness to make marks. Praise effort and participation over perfection.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Practical Activity, Repetition, Observation.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils warmly and leads a short song about making marks, like “If You’re Happy and You Know It,” but adapted to “If you’re ready to draw, clap your hands.”
Pupils’ Activity: Pupils greet the teacher and sing along, clapping their hands.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Introduction to Lines
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher shows a chart with simple lines (straight, curved, zig-zag) and explains that these are “lines.” The teacher points out lines in the classroom (e.g., edge of the table, lines on the board) and explains that making lines is the beginning of writing. Introduces the idea of “scribbling” as making many lines freely.
Pupils’ Activity: Pupils observe the chart, point to lines in the classroom, and listen to the teacher’s explanation.
Learning Point: Pupils begin to recognise and understand what a “line” is.
Step 3: Teacher Demonstration (Sand Tray)
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to use a finger to make various lines and scribbles on a sand tray. The teacher encourages making big, free movements.
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully.
Learning Point: Pupils observe how to make lines and scribbles on a sand tray.
Step 4: Guided Practice (Sand Tray)
Time: 5 minutes
Teaching Skill: Guided Practice/Encouragement
Teacher’s Activity: The teacher distributes sand trays to pupils and encourages them to use their fingers to scribble freely, making different kinds of lines. The teacher walks around, offering praise and gentle guidance.
Pupils’ Activity: Pupils excitedly scribble on their sand trays, exploring different lines and movements with their fingers.
Learning Point: Pupils develop fine motor skills and tactile awareness while exploring lines.
Step 5: Rhyme and Video Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Multimedia
Teacher’s Activity: The teacher leads pupils in singing the “Line Making Rhyme” with actions. Afterwards, the teacher plays the short video on “Learning Lines for Kids” and encourages pupils to watch and make air-scribbles.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, watch the video, and make air-scribbles.
Learning Point: Pupils reinforce their understanding of lines through song and visual examples.
Step 6: Guided Practice (Notebooks)
Time: 4 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher distributes writing notebooks and pencils/crayons. The teacher reminds pupils to hold their pencils/crayons comfortably and encourages them to scribble freely in their notebooks, just like they did on the sand trays. The teacher supervises and offers individual support.
Pupils’ Activity: Pupils scribble freely in their notebooks, making various lines and marks.
Learning Point: Pupils practise making lines using writing tools, transitioning from sensory play to 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.
- “Can you show me a line you made on your sand tray?”
- “Can you show me a line you made in your book?”
- “What did we learn to do today?” (Encourage “make lines” or “scribble”)
- “Can you make one more scribble for me?”
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: Summarisation/Praise
Teacher’s Activity: The teacher praises all pupils for their hard work and for making wonderful lines. The teacher reminds them that making lines is fun and important for writing.
Pupils’ Activity: Pupils respond to the praise and pack up their materials.
Learning Point: Pupils feel a sense of accomplishment and positive reinforcement.
Lesson Keywords
- Line – A mark made on a surface.
- Scribble – To draw or write carelessly or quickly.
- Draw – To make pictures or marks with a pencil, crayon, or finger.
- Mark – A spot, line, or shape on a surface.
Differentiation
- Support: For pupils who struggle, provide hand-over-hand guidance on the sand tray or with a crayon. Use larger sand trays or paper for easier, less constrained movements. Offer thicker crayons for an easier grip.
- Extension: Encourage pupils who are confident to try making specific types of lines (e.g., “Can you make a very long line?” or “Try to make a wiggly line”). Ask them to identify lines they see in patterns or objects around the classroom.
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