Note for teachers using this lesson plan
Before the lesson, ensure each pupil has a writing book, a sharpened pencil, and an eraser. The central idea is to help pupils understand that vertical lines go straight up and down, and to guide them in making controlled downward strokes. Emphasize correct pencil grip and sitting posture throughout the activity. Successful learning will be observed when pupils attempt to trace or draw vertical lines with increasing control.
Class: Pre-School Level 2
Term: First Term
Week: 4
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Basic scribbling and pre-writing activities.
Topic: VERTICAL LINE PRACTICE AND PENCIL CONTROL
Subject Matter: VERTICAL LINES. Writing Vertical Lines.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify vertical lines in pictures and objects.
- Understand that vertical lines go straight up and down.
Affective Domain
- Show interest and enthusiasm in handwriting activities.
- Listen attentively to instructions for pencil control.
Psychomotor Domain
- Hold a pencil correctly using a tripod grip.
- Trace simple vertical lines from top to bottom.
- Attempt to draw vertical lines independently.
Social Domain
- Participate actively in group tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education resources
Instructional Materials
- Pupil writing books
- Pencils
- Erasers
- Large chart paper or whiteboard
- Markers or crayons
- Picture cards showing objects with vertical lines (e.g., tree trunks, lampposts, tall buildings)
Rationale for the Lesson
This lesson is crucial for developing fine motor skills and hand-eye coordination in young children. Practising vertical lines helps prepare pupils for forming letters like ‘I’, ‘L’, ‘T’, and ‘H’, laying a foundational skill for future writing success. It also encourages concentration and builds confidence in their ability to control a writing tool.Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil, make uncontrolled marks, and follow simple instructions. They may have had some exposure to drawing or scribbling.Lesson Content/Board Summary
VERTICAL LINE PRACTICE AND PENCIL CONTROL
A vertical line is a straight line that goes from top to bottom, or from bottom to top. It stands up straight, just like a tall tree or a lamppost.
How to Hold Your Pencil (Pencil Control)
- Hold your pencil with three fingers: your thumb, index finger, and middle finger.
- It’s like a bird pinching a seed, with the pencil resting on your middle finger.
- Sit up straight with your feet flat on the floor.
Practising Vertical Lines
- Start at the top.
- Draw straight down to the bottom.
- Say “down, down, down” as you draw.
Key Words
- Vertical – a line that goes straight up and down.
- Line – a long, narrow mark.
- Pencil – a tool for writing or drawing.
- Control – to guide or direct something carefully.
Vertical Line Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Line goes up, and line goes down,
Straight and tall, all around.
From the top, right to the floor,
Draw a line, then draw some more.
Vertical lines, straight and neat,
Make our writing look so sweet!
Actions: Use index finger to trace a vertical line in the air while singing. Point up for “up” and down for “down.”
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce vertical lines by showing real-life examples (e.g., a door frame, a stick standing up). Draw a large vertical line on the board, explaining that it goes “straight down.” Emphasize starting at the top. Use simple, clear language.
What to show or demonstrate: Demonstrate the correct pencil grip clearly and slowly. Show how to sit properly. Draw several large vertical lines on the board, tracing them with your finger and saying “top to bottom.”
How to use the rhyme/song: Sing the “Vertical Line Rhyme” together, guiding pupils to perform the actions (tracing in the air). Repeat the rhyme several times to reinforce the concept and the direction of the line.
How to use the video: Play the video “Vertical Lines | Tracing Lines | Pre-Writing Skills | Kids Learning Videos” to provide a visual and auditory reinforcement of vertical line tracing. Encourage pupils to watch carefully and mimic the tracing movements shown in the video with their fingers in the air.
What to watch for: Observe pupils’ pencil grip and sitting posture. Look for pupils attempting to draw lines from top to bottom, even if they are not perfectly straight. Correct gently and provide individual guidance as 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/Warm-up
Teacher’s Activity: The teacher greets the pupils, leads a short finger play (e.g., wiggling fingers up and down), and introduces the idea of drawing straight lines that go up and down.
Pupils’ Activity: Pupils greet the teacher, participate in the finger play, and listen to the introduction.
Learning Point: Pupils are engaged and ready to learn.
Step 2: Pencil Grip and Posture
Time: 4 minutes
Teaching Skill: Demonstration/Instruction
Teacher’s Activity: The teacher demonstrates and explains the correct way to hold a pencil (tripod grip) and the correct sitting posture (sitting straight, feet flat). The teacher checks each pupil’s grip.
Pupils’ Activity: Pupils try to hold their pencils correctly and adjust their sitting posture as guided by the teacher.
Learning Point: Pupils learn the correct pencil grip and sitting posture for writing.
Step 3: Understanding Vertical Lines
Time: 4 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher shows picture cards of objects with clear vertical lines (e.g., a pole, a tree trunk, a building). The teacher draws a large vertical line on the whiteboard/chart and explains it goes “straight up and down.”
Pupils’ Activity: Pupils identify vertical lines in the pictures and observe the teacher drawing on the board. They trace the line in the air with their fingers.
Learning Point: Pupils recognise and understand the concept of a vertical line.
Step 4: Guided Air Tracing and Large Practice
Time: 5 minutes
Teaching Skill: Guided Practice/Modelling
Teacher’s Activity: The teacher guides pupils to trace large vertical lines in the air using their whole arm. Then, on large chart paper or the whiteboard, the teacher draws dashed vertical lines and encourages pupils to trace over them with their fingers or crayons.
Pupils’ Activity: Pupils trace vertical lines in the air and then on the large paper/board, following the teacher’s instructions and saying “down, down, down.”
Learning Point: Pupils develop large motor control for vertical strokes.
Step 5: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Song/Media Integration
Teacher’s Activity: The teacher leads pupils in singing the “Vertical Line Rhyme” with actions. The teacher then plays the educational video on vertical line tracing, encouraging pupils to watch and mimic the movements.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, tracing along with their fingers in the air as demonstrated.
Learning Point: Pupils reinforce their understanding of vertical lines through song and visual demonstration.
Step 6: Tracing in Writing Books
Time: 5 minutes
Teaching Skill: Supervised Practice
Teacher’s Activity: The teacher distributes writing books with pre-drawn dashed vertical lines. The teacher guides pupils to trace the lines in their books, moving around to provide individual assistance and correct pencil grip or direction.
Pupils’ Activity: Pupils carefully trace the vertical lines in their writing books from top to bottom, focusing on control.
Learning Point: Pupils practise drawing vertical lines with a pencil in their books.
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 how you hold your pencil.”
- “Can you show me a vertical line in the classroom?”
- “Trace one vertical line in your book for me.”
- “What direction does a vertical line go?”
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
Teacher’s Activity: The teacher praises pupils for their effort and encourages them to keep practising. The teacher reminds them that practice makes them better writers.
Pupils’ Activity: Pupils listen to the teacher’s encouragement and tidy up their materials.
Learning Point: Pupils feel encouraged and motivated to continue practising.
Lesson Keywords
- Vertical – a line that goes straight up and down.
- Line – a long, narrow mark.
- Pencil – a tool used for writing or drawing.
- Control – to guide or direct something carefully.
Differentiation
- Support: For pupils who struggle, provide hand-over-hand guidance for pencil grip and tracing. Use larger pencils or crayons for easier grip. Allow them to trace fewer lines and provide more verbal cues (“down, down”).
- Extension: For pupils who quickly grasp the concept, encourage them to draw short vertical lines independently without tracing. Ask them to identify more vertical objects in their environment or draw a simple picture that includes vertical lines (e.g., a fence).
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