Note for teachers using this lesson plan
Before this lesson, ensure you have prepared writing books with clear, large, dotted vertical lines for tracing, along with pencils and erasers for each pupil. A sand tray or finger paint can also provide a valuable sensory pre-writing experience. The central idea is for pupils to understand that a vertical line goes straight up and down, and to begin developing the fine motor skills and proper grip needed to trace it. Successful learning will be observed when pupils can make an attempt to trace a vertical line with guidance, even if it is not perfect.
Class: Pre-School Level 1
Term: First Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Introduction to Pre-Writing Skills and Scribbling Practice
Topic: VERTICAL LINES
Subject Matter: VERTICAL LINES; Tracing vertical lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise a vertical line when shown.
- Identify objects or actions that represent vertical lines.
Affective Domain
- Show interest and willingness to participate in tracing activities.
- Listen attentively to instructions for proper sitting and pencil grip.
Psychomotor Domain
- Demonstrate proper sitting posture for writing.
- Attempt to hold a pencil correctly.
- Trace simple vertical lines with guidance.
Social Domain
- Participate in guided classroom activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education (ECCE) resources for handwriting development
Instructional Materials
- Chart showing clear, large vertical lines
- Writing books with pre-drawn dotted vertical lines
- Pencils
- Erasers
- Sand tray or shallow tray with a thin layer of sand/salt (optional, for sensory tracing)
- Finger paint (optional, for sensory tracing)
Rationale for the Lesson
Learning to trace vertical lines is a foundational pre-writing skill for 2-year-olds. It helps develop fine motor control, hand-eye coordination, and prepares their hands and fingers for forming letters and numbers in the future. This skill is crucial for building confidence and readiness for more complex handwriting tasks.
Prerequisite/Previous Knowledge
Pupils have had some experience with scribbling, holding crayons, and making random marks on paper.
Lesson Content/Board Summary
VERTICAL LINES
A vertical line is a straight line that goes from top to bottom, or from bottom to top. It stands tall, just like a tree or a person standing up.
We see vertical lines everywhere:
- Rain falling down
- A tall building
- The legs of a table
When we write, we need to sit properly and hold our pencil correctly to make good lines.
- Proper Sitting Position: Sit straight, with your back against the chair, and your feet flat on the floor.
- Pencil Grip: Hold the pencil gently with your thumb and first two fingers.
Key Words
- Vertical – a line that goes straight up and down.
- Line – a long, thin mark.
- Down – from top to bottom.
- Up – from bottom to top.
Vertical Line Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Line goes up, line goes down,
Straight and tall, all around.
Top to bottom, what a sight,
Making lines, oh so bright.
Line goes up, line goes down,
Best lines in the whole town!
Actions: Use finger to trace a vertical line in the air, move hand up and down. Stand tall and then bend down slightly.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce vertical lines using the chart. Point to the lines and say “up and down” clearly. Use your body to demonstrate a vertical line by standing tall and moving your arm straight down. Emphasise that vertical lines are like rain falling or a tall tree. Explain and demonstrate the proper sitting position and pencil grip before any tracing activity. Keep explanations very short and concrete.
What to show or demonstrate: Show the chart with vertical lines. Use your finger to trace the lines on the chart. Demonstrate standing tall and moving your arm straight down. Show the correct sitting posture and how to hold a pencil using a large, chunky crayon or marker first, then a pencil. Guide pupils hand-over-hand with their pencils.
How to use the rhyme/song: Sing the “Vertical Line Rhyme” several times with the pupils. Encourage them to do the actions (tracing in the air, standing tall and bending). The rhyme helps reinforce the concept of “up and down” and “straight lines” in a fun, repetitive way. Repeat it before and during tracing activities.
What to watch for: Observe pupils’ sitting posture and pencil grip closely. Provide individual, gentle correction and guidance. Watch for the direction of tracing – ensure they are trying to go from top to bottom. Some pupils may struggle with fine motor control, so focus on effort and direction rather than perfection.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Imitation
- Manipulation of Objects (pencils, sand)
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short welcome song. The teacher then asks pupils to look around the classroom for anything that looks straight and tall, like a door frame or a pole.
Pupils’ Activity: Pupils respond to greetings, sing along, and point to straight objects they see.
Learning Point: Pupils are engaged and ready to learn about straight lines.
Step 2: Introducing Vertical Lines
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher shows a chart with large vertical lines. The teacher uses their finger to trace the lines, saying “up, down, up, down.” The teacher then stands tall and moves their arm straight down, explaining, “This is a vertical line! It goes straight up and straight down, like rain falling.”
Pupils’ Activity: Pupils observe the chart, watch the teacher’s demonstration, and try to imitate the “up and down” movement with their own arms.
Learning Point: Pupils begin to recognise and understand the concept of a vertical line.
Step 3: Sensory Tracing Practice
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to trace vertical lines in the air with their index finger, saying “up and down.” If available, the teacher provides a sand tray or finger paint and guides pupils to make vertical lines in the sand/paint, reinforcing the “up and down” movement.
Pupils’ Activity: Pupils trace vertical lines in the air with their fingers, then make vertical lines in the sand tray or with finger paint.
Learning Point: Pupils develop a kinesthetic and sensory understanding of forming vertical lines.
Step 4: Proper Sitting Position and Pencil Grip
Time: 4 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher demonstrates and explains the correct sitting posture for writing (back straight, feet flat). The teacher then shows how to hold a pencil correctly using the thumb and first two fingers. The teacher walks around, providing individual guidance and gentle correction for each pupil’s sitting and grip.
Pupils’ Activity: Pupils adjust their sitting positions and practise holding their pencils as demonstrated by the teacher.
Learning Point: Pupils learn the importance of correct posture and pencil grip for handwriting.
Step 5: Guided Tracing in Writing Books
Time: 5 minutes
Teaching Skill: Guided Practice/Individual Support
Teacher’s Activity: The teacher distributes writing books with pre-drawn dotted vertical lines and pencils. The teacher demonstrates tracing one line from top to bottom. The teacher then moves around, providing hand-over-hand guidance to help pupils trace the vertical lines in their books, saying “start at the top, go down.”
Pupils’ Activity: Pupils attempt to trace the dotted vertical lines in their writing books with the teacher’s direct assistance.
Learning Point: Pupils practise fine motor control and directional tracing for vertical lines.
Step 6: Rhyme and Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Repetition
Teacher’s Activity: The teacher leads the pupils in singing the “Vertical Line Rhyme” again with actions. While singing, the teacher continues to provide individual support for tracing, encouraging pupils to keep trying.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, and continue their tracing practice with enthusiasm.
Learning Point: The concept of vertical lines is reinforced through song and repeated practice, building confidence.
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 with your finger.”
- “Point to a vertical line on the chart.”
- “Try to make a vertical line in the air.”
- “Show me how you hold your pencil.”
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: Closure/Praise
Teacher’s Activity: The teacher praises all pupils for their effort and participation, reminding them that they learned about vertical lines. The teacher collects the writing books.
Pupils’ Activity: Pupils respond to the praise and pack up their materials.
Learning Point: Pupils feel a sense of accomplishment and remember the lesson’s main point.
Lesson Keywords
- Vertical – a line that goes straight up and down.
- Line – a long, thin mark.
- Trace – to follow a line or shape with a pencil or finger.
- Up – towards the sky.
- Down – towards the ground.
Differentiation
- Support: For pupils who struggle, provide larger vertical lines to trace, use hand-over-hand guidance for longer periods, or allow them to practise tracing with their finger on a textured surface before using a pencil. Offer more verbal cues like “start at the top, go down.”
- Extension: For pupils who quickly grasp the concept, encourage them to identify other vertical lines in the classroom or draw a simple vertical line without dotted guides. They can also try making multiple vertical lines side-by-side.
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