Note for teachers using this lesson plan
Before this lesson, ensure you have sand trays (or shallow containers with sand/salt) and pupils’ writing books ready. The central idea is for pupils to understand and practise making lines that go straight across, from left to right, which is a foundational pre-writing skill. Observe carefully as pupils attempt to trace, providing gentle hand-over-hand guidance to help them feel the correct movement.
Class: Pre-School Level 1
Term: Second Term
Week: 2
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Holding a crayon and making free marks
Topic: Lines in Double Formation
Subject Matter: Lines in Double Formation: Horizontal Line Tracing
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise a horizontal line when shown.
- Identify objects or pictures that show a horizontal line.
Affective Domain
- Show interest in tracing activities.
- Participate actively in tracing on sand trays and in books.
Psychomotor Domain
- Scribble freely on sand trays and in their books.
- Trace horizontal lines from left to right with guidance.
- Hold a crayon or pencil correctly for tracing.
Social Domain
- Share instructional materials like sand trays and crayons with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Sand trays (or shallow containers with sand/salt)
- Writing books/blank paper
- Crayons or short pencils
- Picture cards showing horizontal lines (e.g., horizon, railway tracks, table top)
- Whiteboard/chalkboard
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces a fundamental pre-writing skill: forming horizontal lines. Mastering this movement helps develop fine motor control, hand-eye coordination, and prepares their hands and brains for forming letters and numbers later on. It also helps them understand spatial orientation and directionality, which are important for reading and writing.
Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil and make free marks or scribbles on paper. They are familiar with classroom routines and following simple instructions.
Lesson Content/Board Summary
Lines in Double Formation: Horizontal Line Tracing
A horizontal line is a straight line that goes across, from left to right, just like the horizon where the sky meets the land. It looks like a sleeping line.
We start at one side (left) and draw straight to the other side (right).
Examples of horizontal lines:
- The top of a table
- The edge of a book
- A railway track
- The line where the sky meets the sea (horizon)
We will practise tracing these lines in sand and in our books.
Key Words
- Horizontal – a line that goes straight across.
- Trace – to follow a line or shape with your finger or a pencil.
- Line – a long, thin mark.
Horizontal Line Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Line goes across, from left to right,
Like a road, so straight and bright.
Sleeping line, it goes so far,
Draw it, draw it, what you are!
Line goes across, from left to right,
Draw it, draw it, with all your might!
Actions:
- “Line goes across, from left to right”: Extend arm and move finger from left to right.
- “Like a road, so straight and bright”: Keep arm straight, move across.
- “Sleeping line, it goes so far”: Close eyes briefly, then open and move arm across.
- “Draw it, draw it, what you are!”: Pretend to draw in the air.
- “With all your might!”: Make a strong, straight arm movement.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing a large horizontal line on the board, explaining that it goes “across” like a sleeping line. Use simple, clear language. Show picture cards of objects with horizontal lines. Emphasize starting from the left and moving to the right. Allow pupils to point to horizontal lines around the classroom.
What to show or demonstrate: Demonstrate drawing a horizontal line in the air, on the board, and then in a sand tray. Show the correct pencil grip (if using pencils) and the left-to-right movement. Use your finger to trace the line for pupils to observe.
How to use the rhyme/song: Sing the “Horizontal Line Rhyme” several times with the pupils, encouraging them to perform the actions. Use it as a fun way to reinforce the left-to-right movement and the concept of a horizontal line.
How to use the video: Introduce the video as a fun way to see how horizontal lines are made. Play the video, encouraging pupils to watch the tracing movements. After watching, ask pupils to make the tracing movement in the air with their fingers, just like in the video.
What to watch for: Observe if pupils are attempting the left-to-right movement, even if their lines are not perfectly straight. Provide gentle hand-over-hand guidance for those struggling with direction or pencil grip. Praise effort and participation.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Imitation, Manipulation of Objects, Repetition, Practical Activity.
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song. The teacher reminds them about making marks and holding their crayons.
Pupils’ Activity: Pupils respond to greetings and sing along. They recall holding crayons and making marks.
Learning Point: Pupils are settled and ready to learn, recalling prior knowledge.
Step 2: Presentation of Horizontal Lines
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher introduces horizontal lines by drawing a large one on the board, explaining it goes “across” like a sleeping line. The teacher shows picture cards of objects with horizontal lines (e.g., a table top, the horizon) and asks pupils to point to them.
Pupils’ Activity: Pupils observe the line drawn on the board and point to horizontal lines in the pictures.
Learning Point: Pupils begin to recognise and understand what a horizontal line is.
Step 3: Demonstration of Air Tracing
Time: 4 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: The teacher demonstrates how to trace a horizontal line in the air using their finger, emphasizing starting from the left and moving to the right. The teacher repeats the action slowly several times.
Pupils’ Activity: Pupils watch the teacher’s demonstration and try to imitate the air tracing movement with their fingers.
Learning Point: Pupils practise the physical movement for forming a horizontal line.
Step 4: Guided Practice on Sand Trays
Time: 6 minutes
Teaching Skill: Guided Practice/Observation
Teacher’s Activity: The teacher distributes sand trays to small groups of pupils. The teacher guides pupils to use their fingers to draw horizontal lines in the sand, moving from left to right. The teacher provides individual support and encouragement.
Pupils’ Activity: Pupils use their fingers to scribble and trace horizontal lines in the sand trays, following the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and tactile understanding of horizontal lines.
Step 5: Reinforcement with Rhyme and Video
Time: 4 minutes
Teaching Skill: Rhyme/Video Integration
Teacher’s Activity: The teacher leads pupils in singing the “Horizontal Line Rhyme” with actions. The teacher then plays the short educational video on horizontal line tracing, encouraging pupils to watch the movements.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, making air tracing movements if prompted.
Learning Point: Pupils reinforce the concept of horizontal lines through auditory and visual learning.
Step 6: Application in Writing Books
Time: 4 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher distributes writing books and crayons/pencils. The teacher draws a simple horizontal line for pupils to trace over or encourages them to make their own horizontal marks on the page. The teacher supervises and offers hand-over-hand assistance as needed.
Pupils’ Activity: Pupils hold their crayons/pencils and attempt to trace or draw horizontal lines in their books.
Learning Point: Pupils apply their learning to a formal writing surface, building pre-writing skills.
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 a line that goes across like this (teacher draws a horizontal line in the air).”
- “Can you point to a horizontal line in the classroom?”
- “Let’s all draw a horizontal line in the air together.”
Pupils’ Activity: Pupils respond orally by pointing and demonstrate the required skill by drawing in the air.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Summary/Praise
Teacher’s Activity: The teacher praises pupils for their efforts in tracing horizontal lines. The teacher reminds them that practising these lines helps their hands get ready for writing. The teacher collects materials.
Pupils’ Activity: Pupils respond to praise and help tidy up materials.
Learning Point: Pupils feel a sense of accomplishment and are motivated for future learning.
Lesson Keywords
- Horizontal – a line that goes straight across, from left to right.
- Trace – to follow a line or shape with your finger or a pencil.
- Line – a long, thin mark.
Differentiation
- Support: For pupils who find it difficult, provide hand-over-hand guidance on sand trays or paper. Use larger tracing areas or thicker lines for easier manipulation. Offer more one-on-one repetition of the air tracing movement.
- Extension: For pupils who grasp the concept quickly, encourage them to identify more horizontal lines in their environment or in picture books. They can also try to draw horizontal lines without a pre-drawn guide in their books.
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