Note for teachers using this lesson plan
Before the lesson, prepare large charts with clear vertical and horizontal line patterns, individual tracing workbooks or sheets, and pencils for each pupil. The central idea is for pupils to correctly identify and trace these basic pre-writing strokes, developing their fine motor skills and hand-eye coordination. Ensure a safe and comfortable seating arrangement, and observe pupils’ pencil grip and tracing direction to provide immediate, gentle correction and reinforcement.
Class: Pre-School Level 3
Term: First Term
Week: 3
Age: 4 years
Duration: About 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Scribbling Practice with Correct Pencil Grip
Topic: TRACING VERTICAL AND HORIZONTAL LINES AND STROKES
Subject Matter: TRACING OF VERTICAL AND HORIZONTAL LINES AND STROKES. Content: Tracing of preschool patterns.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify vertical lines.
- Identify horizontal lines.
- Distinguish between vertical and horizontal lines.
Affective Domain
- Show enthusiasm for tracing activities.
- Listen attentively to instructions.
- Participate actively in tracing exercises.
Psychomotor Domain
- Trace vertical lines accurately.
- Trace horizontal lines accurately.
- Hold a pencil correctly while tracing.
Social Domain
- Share tracing materials appropriately.
- Take turns when demonstrating tracing.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Relevant Early Childhood Care and Education resources.
- Approved Early Years Handwriting Workbook.
Instructional Materials
- Large charts with vertical and horizontal line patterns.
- Handwriting workbooks/tracing sheets.
- Pencils.
- Crayons (optional, for colouring traced lines).
- Whiteboard or chalkboard.
- Duster.
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it lays the foundational skills for formal writing. Tracing vertical and horizontal lines helps develop fine motor control, hand-eye coordination, and proper pencil grip, which are essential for forming letters and numbers later on. These basic strokes are the building blocks for all future handwriting.
Prerequisite/Previous Knowledge
Pupils can hold a pencil or crayon and make simple scribbles or marks on paper.
Lesson Content/Board Summary
TRACING VERTICAL AND HORIZONTAL LINES AND STROKES
Vertical Lines:
- A vertical line goes straight up and down, like a tall tree trunk or a standing pole.
- It moves from top to bottom.
Horizontal Lines:
- A horizontal line goes straight across, from left to right, like the ground or a sleeping stick.
- It moves from left to right.
Key Words
- Vertical – going straight up and down.
- Horizontal – going straight across, from side to side.
- Line – a long, narrow mark.
- Trace – to draw over an outline or pattern.
Line Tracing Rhyme
Tune: “Twinkle, Twinkle, Little Star”
Line goes up, line goes down,
Vertical all around.
Like a tree so tall and grand,
Standing firmly in the land.
Line goes up, line goes down,
Vertical all around!
Line goes left, line goes right,
Horizontal, shining bright.
Like a road that stretches far,
Or a table, where we are.
Line goes left, line goes right,
Horizontal, shining bright!
Actions: For vertical, move hand up and down. For horizontal, move hand left and right.
Video Demonstration
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing large vertical lines on the board, explaining “up and down.” Then draw large horizontal lines, explaining “across.” Use familiar objects in the classroom to point out vertical (e.g., door frame, leg of a chair) and horizontal (e.g., table top, window sill) examples. Emphasize the starting point (top for vertical, left for horizontal) and direction of the stroke.
What to show or demonstrate: Use your finger to trace the lines on the chart and whiteboard. Demonstrate correct pencil grip and hand movement for tracing each type of line. Show pupils how to trace slowly and carefully within the lines.
How to use the rhyme/song: Sing the “Line Tracing Rhyme” twice, encouraging pupils to join in and perform the actions with their hands. This helps reinforce the concepts kinesthetically.
How to use the video: Introduce the video as a fun way to see and practise lines. Play the video, pausing to ask pupils to identify vertical or horizontal lines as they appear. After watching, encourage pupils to air-trace the lines shown in the video.
What to watch for: Observe pupils’ pencil grip, the direction of their strokes, and their ability to stay within the lines. Provide individual support for those struggling with direction or control, using hand-over-hand guidance if necessary.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk
- Practical Activity
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Warm-up
Teacher’s Activity: The teacher greets the pupils and leads them in a simple finger play or warm-up exercise to prepare their hands for writing.
Pupils’ Activity: Pupils greet the teacher and participate in the finger play, wiggling their fingers and hands.
Learning Point: Pupils are settled and ready for the lesson, with hands warmed up.
Step 2: Presentation – Vertical Lines
Time: 5 minutes
Teaching Skill: Explaining/Demonstrating
Teacher’s Activity: The teacher introduces vertical lines, drawing a large vertical line on the board and explaining that it goes “up and down.” The teacher points to vertical objects in the classroom (e.g., door frame, window bar).
Pupils’ Activity: Pupils observe the teacher drawing, listen to the explanation, and point to vertical objects identified by the teacher.
Learning Point: Pupils begin to understand and identify vertical lines.
Step 3: Presentation – Horizontal Lines
Time: 5 minutes
Teaching Skill: Explaining/Demonstrating
Teacher’s Activity: The teacher introduces horizontal lines, drawing a large horizontal line on the board and explaining that it goes “across,” from “left to right.” The teacher points to horizontal objects in the classroom (e.g., table top, shelf).
Pupils’ Activity: Pupils observe the teacher drawing, listen to the explanation, and point to horizontal objects identified by the teacher.
Learning Point: Pupils begin to understand and identify horizontal lines.
Step 4: Guided Practice – Air and Finger Tracing
Time: 5 minutes
Teaching Skill: Guiding/Modelling
Teacher’s Activity: The teacher leads pupils in air tracing vertical lines (top to bottom) and horizontal lines (left to right). The teacher then guides pupils to trace the lines on the large charts with their fingers.
Pupils’ Activity: Pupils air trace the lines, then finger trace on the charts, following the teacher’s instructions and direction.
Learning Point: Pupils practise the physical movement for forming vertical and horizontal lines.
Step 5: Reinforcement – Rhyme and Video
Time: 5 minutes
Teaching Skill: Reinforcing/Engaging
Teacher’s Activity: The teacher leads the pupils in singing the “Line Tracing Rhyme” with actions. The teacher then plays the video demonstration, encouraging pupils to watch and identify the lines.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, pointing out vertical and horizontal lines.
Learning Point: Concepts of vertical and horizontal lines are reinforced through song and visual media.
Step 6: Application – Workbook Tracing
Time: 5 minutes
Teaching Skill: Facilitating/Supervising
Teacher’s Activity: The teacher distributes handwriting workbooks or tracing sheets with pre-drawn vertical and horizontal lines. The teacher reminds pupils about correct pencil grip and encourages them to trace carefully.
Pupils’ Activity: Pupils hold their pencils correctly and begin tracing the vertical and horizontal lines in their workbooks.
Learning Point: Pupils apply their understanding by tracing lines independently.
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 vertical line on your workbook.”
- “Show me a horizontal line on your workbook.”
- “Can you air trace a vertical line?”
- “Can you air trace a horizontal line?”
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: Summarising/Praising
Teacher’s Activity: The teacher praises the pupils for their effort and participation. The teacher briefly recaps the lesson by asking pupils to say “vertical” and “horizontal” one more time.
Pupils’ Activity: Pupils respond to the recap and tidy up their materials.
Learning Point: Pupils feel accomplished and remember the key terms.
Lesson Keywords
- Vertical – Lines that go up and down.
- Horizontal – Lines that go across, from side to side.
- Line – A mark that is long and narrow.
- Trace – To draw over an existing line or pattern.
Differentiation
- Support: For pupils struggling with pencil control, provide larger tracing patterns, use hand-over-hand guidance, or allow them to trace with crayons first, which are often easier to grip. Offer extra opportunities for air tracing and finger tracing.
- Extension: For pupils who quickly master tracing, encourage them to draw simple objects that contain vertical and horizontal lines, such as a simple house, a fence, or a table, after tracing. They can also try connecting dots to form their own lines.
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