Note for teachers using this lesson plan
Before this lesson, ensure you have enough pencils, crayons, and tracing sheets or workbooks for every child. The central idea is for pupils to understand the directionality of vertical (up and down) and horizontal (left and right) lines and to practise tracing them with control. Observe pupils’ pencil grip and the direction of their strokes; successful learning will be shown by their ability to trace these lines accurately and with increasing confidence.
Class: Pre-School Level 3
Term: First Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Holding a pencil correctly and making free-hand scribbles.
Topic: VERTICAL AND HORIZONTAL LINE TRACING PRACTICE
Subject Matter: TRACING OF VERTICAL AND HORIZONTAL LINES AND STROKES.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify vertical lines as lines that go up and down.
- Identify horizontal lines as lines that go across from left to right.
Affective Domain
- Show interest in tracing different line patterns.
- Participate actively in tracing exercises.
Psychomotor Domain
- Trace vertical lines accurately from top to bottom.
- Trace horizontal lines accurately from left to right.
Social Domain
- Share tracing materials with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Relevant Early Childhood Care and Education resources.
- Age-appropriate handwriting workbooks.
Instructional Materials
- Handwriting workbook or tracing sheets with vertical and horizontal lines.
- Pencils.
- Crayons (optional, for colouring traced lines).
- Whiteboard or chart paper with drawn vertical and horizontal lines.
- Picture cards showing objects with vertical and horizontal features (e.g., ladder, fence, table).
Rationale for the Lesson
This lesson is crucial for developing pre-writing skills in 4-year-olds. Tracing vertical and horizontal lines helps improve fine motor control, hand-eye coordination, and prepares pupils for forming letters and numbers, which are built upon these basic strokes. It also introduces them to directional concepts essential for future learning.Prerequisite/Previous Knowledge
Pupils can hold a pencil with some control and have engaged in free-hand scribbling or drawing simple shapes. They also have some awareness of basic directions like up, down, and across.Lesson Content/Board Summary
VERTICAL AND HORIZONTAL LINE TRACING PRACTICE
Vertical Lines: These lines go straight up and down, like a tall tree or a standing pole. We trace them from top to bottom.
Horizontal Lines: These lines go straight across, from left to right, like the ground or a sleeping log. We trace them from left to right.
Key Words
- Vertical – Lines that go up and down.
- Horizontal – Lines that go across, from left to right.
- Trace – To draw over a line or shape.
Line Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Lines go up, lines go down,
Vertical lines all around.
Lines go left, lines go right,
Horizontal lines, shining bright.
Up and down, across we go,
Learning lines, watch us grow!
Actions: For “up and down,” move index finger vertically. For “left and right,” move index finger horizontally. For “all around” and “shining bright,” clap hands.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce vertical lines first. Explain they go “up and down” using your arm. Then introduce horizontal lines, explaining they go “across” or “left to right,” again using your arm. Emphasize the starting point and direction for each type of line.
What to show or demonstrate: Draw large vertical lines on the board, demonstrating the top-to-bottom stroke. Then draw large horizontal lines, demonstrating the left-to-right stroke. Use picture cards of objects like a ladder (vertical rungs) and a table top (horizontal surface) to reinforce the concepts. Demonstrate air tracing and finger tracing on a desk.
How to use the rhyme/song: Sing the “Line Tracing Rhyme” together, performing the actions for vertical and horizontal movements. Repeat the rhyme 2-3 times to help pupils remember the line directions.
How to use the video: Introduce the video as a fun way to see and practise tracing lines. Play the video and encourage pupils to trace in the air along with the video. After watching, ask pupils to identify vertical and horizontal lines they saw.
What to watch for: Observe pupils’ pencil grip and ensure they are attempting the correct tracing direction (top to bottom for vertical, left to right for horizontal). Provide gentle correction and hand-over-hand guidance if needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and asks them to show how they hold their pencils. The teacher then introduces the idea of drawing different types of lines that help us write.
Pupils’ Activity: Pupils greet the teacher and demonstrate their pencil grip. They listen attentively.
Learning Point: Pupils are engaged and ready to learn about lines.
Step 2: Introduction to Vertical Lines
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains what a vertical line is, using a visual aid (e.g., a stick, a standing person, or a drawn line on the board). “A vertical line goes straight up and down, like a tall tree!” The teacher demonstrates tracing a large vertical line in the air and on the board, emphasizing top to bottom.
Pupils’ Activity: Pupils observe the teacher’s demonstration and repeat “up and down.” They practise tracing vertical lines in the air with their fingers.
Learning Point: Pupils understand and can identify vertical lines.
Step 3: Guided Practice – Vertical Lines
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: The teacher distributes tracing sheets or workbooks with vertical lines. The teacher guides pupils to trace the vertical lines, reminding them to start from the top and go down. The teacher provides individual assistance as needed.
Pupils’ Activity: Pupils pick up their pencils and carefully trace the vertical lines on their sheets, following the teacher’s instructions.
Learning Point: Pupils practise tracing vertical lines with guidance.
Step 4: Introduction to Horizontal Lines
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher introduces horizontal lines, explaining they go “across” or “left to right,” like the ground or a sleeping log. The teacher demonstrates tracing a large horizontal line in the air and on the board, emphasizing left to right.
Pupils’ Activity: Pupils observe the demonstration and repeat “across” or “left to right.” They practise tracing horizontal lines in the air with their fingers.
Learning Point: Pupils understand and can identify horizontal lines.
Step 5: Guided Practice – Horizontal Lines
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: The teacher guides pupils to trace horizontal lines on their sheets, reminding them to start from the left and go to the right. The teacher provides individual assistance and encouragement.
Pupils’ Activity: Pupils trace the horizontal lines on their sheets, following the teacher’s instructions.
Learning Point: Pupils practise tracing horizontal lines with guidance.
Step 6: Reinforcement Activity (Rhyme and Video)
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Line Tracing Rhyme” with actions. The teacher then plays the short educational video about vertical and horizontal lines, encouraging pupils to trace along in the air.
Pupils’ Activity: Pupils sing the rhyme and perform actions. They watch the video and try to trace the lines in the air as shown.
Learning Point: Pupils reinforce their understanding of vertical and 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.
- “Show me a vertical line with your finger.”
- “Show me a horizontal line with your finger.”
- “Trace a vertical line on your paper.”
- “Trace a horizontal line on your paper.”
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: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher reminds them that practising these lines helps them get ready to write letters. The teacher collects the workbooks or sheets.
Pupils’ Activity: Pupils tidy up their materials and listen to the teacher’s closing remarks.
Learning Point: Pupils feel accomplished and understand the purpose of the lesson.
Lesson Keywords
- Vertical – Lines that go up and down.
- Horizontal – Lines that go across, from left to right.
- Trace – To draw over a line or shape.
- Stroke – A single movement of a pen or pencil.
Differentiation
- Support: For pupils struggling with pencil control, provide larger tracing lines or hand-over-hand guidance. Allow them to trace with crayons first, as they provide more grip. Use sand trays or finger paint for sensory tracing.
- Extension: For pupils who quickly master tracing, encourage them to draw simple objects using only vertical and horizontal lines, such as a window (square with cross lines) or a ladder. They can also try connecting dots to form these lines independently.
Community Join the conversation Open discussion +