Note for teachers using this lesson plan
Before the lesson, ensure each child has a writing book with pre-drawn horizontal lines, a pencil, and an eraser. The central idea is for pupils to understand what a horizontal line is and to begin developing the fine motor skills and proper pencil grip needed to trace it from left to right. Observe closely as pupils attempt to hold their pencils correctly and trace the lines with guidance.
Class: Pre-School Level 1
Term: First Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to pre-writing skills; holding crayons and making simple scribbles.
Topic: HORIZONTAL LINES
Subject Matter: Tracing horizontal lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise a horizontal line when shown.
- Understand the concept of a “sleeping line.”
- Identify the correct way to hold a pencil.
Affective Domain
- Show interest in tracing activities.
- Listen attentively to teacher’s instructions.
- Participate willingly in guided tracing.
Psychomotor Domain
- Hold a pencil with a developing grip.
- Trace simple horizontal lines from left to right.
- Demonstrate proper sitting posture for writing.
Social Domain
- Participate in group activities with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Writing book with pre-drawn horizontal lines
- Pencils
- Erasers
- Chart showing horizontal lines
- Picture cards with objects that have horizontal lines (e.g., a bed, a table top)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces fundamental pre-writing skills. Tracing horizontal lines helps develop fine motor control, hand-eye coordination, and proper pencil grip, which are essential foundations for future letter formation and handwriting success. It also teaches directionality (left to right) important for reading and writing.Prerequisite/Previous Knowledge
Pupils have some experience with holding crayons or pencils for scribbling and have observed straight lines in their environment. They can also follow simple instructions.Lesson Content/Board Summary
HORIZONTAL LINES
Horizontal lines are straight lines that go from left to right, just like the ground or a sleeping person. We call them “sleeping lines.” To trace horizontal lines, we need to:- Sit up straight at the table.
- Hold our pencil correctly with our fingers.
- Start tracing from the left side and move our pencil to the right side.
Example of Horizontal Lines:
_______
_______
_______
Key Words
- Horizontal – A straight line that goes from left to right, like the ground.
- Line – A long, thin mark.
- Trace – To draw over a line or shape that is already there.
- Pencil – A tool used for writing or drawing.
- Grip – The way you hold something, like a pencil.
Tracing Line Rhyme
Tune: Twinkle, Twinkle, Little Star
Lyrics:
Line goes left and line goes right,
Sleeping line, oh what a sight!
Left to right, so straight and neat,
Tracing lines, oh what a treat!
Actions: Pupils use their finger to trace a horizontal line in the air from left to right while singing.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce horizontal lines by drawing them on the board or showing a chart. Explain that they are like “sleeping lines” or the horizon. Emphasize starting from the left and moving to the right. Demonstrate proper sitting posture and how to hold the pencil using the thumb and first two fingers.
What to show or demonstrate: Show a chart with clear horizontal lines. Demonstrate the correct pencil grip and the left-to-right tracing motion on the board or a large paper. Use your finger to trace in the air first.
How to use the rhyme/song: Sing the “Tracing Line Rhyme” together, encouraging pupils to do the actions (tracing in the air) as they sing. Repeat it a few times to reinforce the concept and direction.
How to use the video: Play the video for pupils, guiding them to watch how the lines are traced. After watching, encourage them to mimic the tracing motions with their fingers or pencils in the air.
What to watch for: Observe pupils’ pencil grip, sitting posture, and the direction of their tracing (ensuring they move from left to right). Provide gentle hand-over-hand guidance where needed.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a short welcome song. The teacher then asks pupils if they remember holding their crayons or pencils for scribbling.
Pupils’ Activity: Pupils respond to greetings, sing along, and share their experiences with holding drawing tools.
Learning Point: Pupils are engaged and recall previous experiences with drawing tools.
Step 2: Presentation of Horizontal Lines
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher shows a chart with horizontal lines and draws simple horizontal lines on the board. The teacher explains that these are “sleeping lines” or “horizontal lines” that go from left to right.
Pupils’ Activity: Pupils observe the lines on the chart and board, listening to the teacher’s explanation and repeating “horizontal line” or “sleeping line.”
Learning Point: Pupils recognise and understand the concept of a horizontal line.
Step 3: Proper Sitting and Pencil Grip
Time: 4 minutes
Teaching Skill: Demonstration/Guidance
Teacher’s Activity: The teacher demonstrates the correct sitting posture (sitting up straight) and the proper way to hold a pencil (using thumb and first two fingers). The teacher guides pupils to imitate the posture and grip.
Pupils’ Activity: Pupils attempt to sit up straight and hold their pencils correctly, following the teacher’s demonstration and guidance.
Learning Point: Pupils learn and practise correct sitting posture and pencil grip.
Step 4: Air Tracing and Finger Tracing
Time: 4 minutes
Teaching Skill: Modelling/Kinesthetic Practice
Teacher’s Activity: The teacher demonstrates tracing horizontal lines in the air with a finger, moving from left to right. The teacher then asks pupils to trace on their tables or palms with their fingers.
Pupils’ Activity: Pupils imitate the teacher, tracing horizontal lines in the air and on surfaces with their fingers, moving from left to right.
Learning Point: Pupils develop kinesthetic understanding of the tracing motion.
Step 5: Guided Tracing in Books
Time: 5 minutes
Teaching Skill: Supervised Practice
Teacher’s Activity: The teacher distributes writing books with pre-drawn horizontal lines. The teacher moves around the classroom, providing individual guidance and hand-over-hand assistance as pupils begin to trace the lines in their books.
Pupils’ Activity: Pupils carefully trace the horizontal lines in their writing books, attempting to stay on the lines and moving from left to right.
Learning Point: Pupils practise tracing horizontal lines with a pencil in their books.
Step 6: Reinforcement through Rhyme and Video
Time: 4 minutes
Teaching Skill: Reinforcement/Multi-sensory Learning
Teacher’s Activity: The teacher leads the pupils in singing the “Tracing Line Rhyme” again with actions. The teacher then plays the educational video on tracing horizontal lines and encourages pupils to watch and mimic the movements.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to follow the tracing movements shown.
Learning Point: Pupils reinforce their understanding and practice of horizontal lines through song and visual aids.
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 horizontal line on the board?”
- “Show me how you hold your pencil.”
- “Trace a horizontal line in the air for me.”
- “Show me how you trace a 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: 1 minute
Teaching Skill: Summarisation/Praise
Teacher’s Activity: The teacher praises the pupils for their effort and participation in tracing horizontal lines. The teacher reminds them to keep practising. The teacher dismisses the class.
Pupils’ Activity: Pupils listen to the teacher, clean up their materials, and prepare for dismissal.
Learning Point: Pupils feel encouraged and understand the importance of practice.
Lesson Keywords
- Horizontal – A straight line that goes across, like a sleeping line.
- Trace – To draw over a line or shape that is already there.
- Pencil Grip – How you hold your pencil.
Differentiation
- Support: For pupils who struggle, the teacher can provide hand-over-hand guidance, use thicker lines in their books, or allow them to trace with a finger in sand or paint for a sensory experience. Encourage large, free-hand movements before focusing on precision.
- Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify horizontal lines on objects around the classroom (e.g., table edge, window sill) or attempt to draw very short horizontal lines independently.
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