Note for teachers using this lesson plan

Before the lesson, ensure you have large writing books or plain paper with pre-drawn thick vertical lines, pencils, and crayons ready for each child. The central idea is to introduce the concept of “up and down” lines and guide pupils in holding their pencils correctly to trace these lines. Observe closely for pupils’ attempts at pencil grip and their effort to follow the lines, providing gentle hand-over-hand assistance as needed to encourage their fine motor development.

Class: Pre-School Level 1
Term: First Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to scribbling and mark-making.
Topic: VERTICAL LINES
Subject Matter: VERTICAL LINES; Tracing vertical lines. Weekly focus: Vertical Line Practice and Pencil Control.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Recognise a vertical line when shown.
Identify objects with vertical lines in the classroom.

Affective Domain

Show interest in tracing vertical lines.
Participate actively in guided tracing activities.

Psychomotor Domain

Attempt to hold a pencil or crayon correctly.
Trace large vertical lines with guidance.

Take turns when using shared materials.
Follow simple instructions during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1.
Relevant Early Childhood Care and Education resources.

Instructional Materials

Large writing books or plain paper with pre-drawn thick vertical lines.
Pencils and crayons.
Erasers.
Chart showing clear vertical lines.
Real objects in the classroom with vertical features (e.g., table leg, door frame, window bar).

Rationale for the Lesson

This lesson is crucial for Pre-School Level 1 pupils as it lays the foundational skills for future writing. Practising vertical lines helps develop fine motor control, hand-eye coordination, and proper pencil grip, which are essential precursors to forming letters and numbers. It also introduces children to basic directional concepts like “up” and “down” in a practical way.

Prerequisite/Previous Knowledge

Pupils have had some experience with scribbling, making random marks on paper, and holding crayons or pencils in a basic grip.

Lesson Content/Board Summary

VERTICAL LINES: Tracing and Pencil Control

A vertical line is a straight line that goes straight up and straight down, like a tall tree trunk or a standing pole. It does not go sideways.

We can see vertical lines on walls, doors, and fences.
When we draw a vertical line, we start from the top and go down.

Key Words

Vertical – Going straight up and down.
Line – A long, thin mark.
Up – Towards the sky.
Down – Towards the ground.

Vertical Line Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Line goes up, line goes down,
Straight and tall, all around.
From the top, to the floor,
Draw a line, then draw some more.
Line goes up, line goes down,
Best straight line in the town!

Actions: Use finger to trace a vertical line in the air, from top to bottom. Point up and then down. Repeat tracing action.

Watch and Practise

https://www.youtube.com/watch?v=0_uF1090z_4

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by showing a chart with a clear vertical line. Use your finger to trace it, saying “up, up, up, down, down, down.” Point to real objects in the classroom that have vertical lines (e.g., the edge of a door, a standing broom). Emphasise the “straight” and “up and down” movement.

What to show or demonstrate: Demonstrate proper pencil grip (pincer grip if possible, or tripod grip as appropriate for their stage, otherwise a comfortable hold). Show how to place the pencil on the top of the pre-drawn line and slowly pull it down. Use large, clear movements.

How to use the rhyme/song: Sing the “Vertical Line Rhyme” several times, encouraging pupils to join in the actions of tracing a line in the air with their fingers. Make it fun and energetic to reinforce the concept of “up and down.”

How to use the video: Introduce the video as a fun way to see more vertical lines and how to draw them. Ask pupils to watch carefully and try to trace along in the air as they see the lines being drawn on screen. After the video, ask them to show you “up” and “down” with their hands.

What to watch for: Observe pupils’ attempts at holding the pencil and their ability to follow the pre-drawn lines. Provide individual support, gently guiding their hands if they struggle with the movement or grip. Praise effort over perfection.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Imitation
Manipulation of Objects
Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils with a cheerful song and asks them to stand up and stretch their arms up high and then down low. “Let’s reach for the sky, then touch our toes!”

Pupils’ Activity: Pupils greet the teacher, sing along, and follow the teacher’s actions by stretching up and down.

Learning Point: Pupils are engaged and introduced to the concept of “up” and “down.”

Step 2: Presentation of Vertical Lines

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher shows a chart with a big vertical line. “Look! This line goes straight up and straight down. It’s called a vertical line!” The teacher uses a finger to trace the line on the chart, saying “up, up, up, down, down, down.” The teacher then points to vertical features in the classroom (e.g., table leg, door frame).

Pupils’ Activity: Pupils look at the chart, listen to the teacher, and point to vertical lines in the classroom when prompted.

Learning Point: Pupils begin to recognise and understand what a vertical line is.

Step 3: Finger Tracing and Air Writing

Time: 4 minutes

Teaching Skill: Guided Practice/Sensory Exploration

Teacher’s Activity: The teacher asks pupils to use their pointer finger to trace a big vertical line in the air. “Let’s draw a line in the air! Up, up, up, down, down, down!” The teacher encourages them to trace on their tables or on the floor.

Pupils’ Activity: Pupils use their fingers to trace vertical lines in the air, on their tables, or on the floor, imitating the teacher’s movements.

Learning Point: Pupils develop kinesthetic awareness of the vertical line movement.

Step 4: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Auditory Learning

Teacher’s Activity: The teacher leads the pupils in singing the “Vertical Line Rhyme” (from the Board Summary), performing the actions of tracing a vertical line in the air. The teacher repeats the rhyme two to three times.

Pupils’ Activity: Pupils sing along with the teacher and perform the actions, reinforcing the concept of vertical lines.

Learning Point: Pupils learn through song and action, making the concept more memorable.

Step 5: Guided Practice with Materials

Time: 7 minutes

Teaching Skill: Practical Application/Individual Support

Teacher’s Activity: The teacher distributes writing books or papers with pre-drawn thick vertical lines, pencils, and crayons. The teacher demonstrates proper pencil grip again and guides pupils to trace the lines, providing hand-over-hand assistance for those who need it. “Hold your pencil like this, and draw down, down, down.”

Pupils’ Activity: Pupils attempt to hold their pencils/crayons and trace the pre-drawn vertical lines in their books or on paper with teacher guidance.

Learning Point: Pupils practise pencil control and tracing skills with direct support.

Step 6: Video and Further Practice

Time: 4 minutes

Teaching Skill: Visual Learning/Reinforcement

Teacher’s Activity: The teacher plays the short educational video on vertical lines. After the video, the teacher encourages pupils to try tracing another vertical line in their books, recalling what they saw in the video.

Pupils’ Activity: Pupils watch the video and then attempt to trace more vertical lines, applying what they have learned.

Learning Point: Pupils reinforce their understanding and tracing skills through visual examples and repeated practice.

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 vertical line with your finger?”
“Point to something in the room that goes up and down like a vertical line.”
“Show me how you hold your pencil.”
“Let’s make one more vertical line in your book.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, tracing in the air, or showing their pencil grip.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and attempting to trace vertical lines.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Closure/Praise

Teacher’s Activity: The teacher praises all pupils for their effort and participation. “You all did so well tracing your vertical lines today! Keep practising!” The teacher leads a tidy-up song.

Pupils’ Activity: Pupils tidy up their materials and respond to the teacher’s praise.

Learning Point: Pupils feel a sense of accomplishment and learn to tidy up.

Lesson Keywords

Vertical – A line that goes straight up and down.
Line – A long, thin mark.
Pencil Control – How you hold and move your pencil to make marks.

Differentiation

Support: For pupils struggling with pencil grip or tracing, provide larger, thicker pre-drawn lines. Offer more hand-over-hand guidance and use chunky crayons which are easier to hold. Allow them to trace with their fingers in sand or paint before using a pencil.
Extension: For pupils who quickly grasp the concept, encourage them to draw their own vertical lines next to the pre-drawn ones. Ask them to identify more objects in the classroom or outside that have vertical lines.