Note for teachers using this lesson plan

Before the lesson, ensure you have large paper, crayons, pencils, and individual writing books ready. The central idea for pupils is to understand that a vertical line goes straight up and down, and to begin developing the fine motor skills and hand-eye coordination needed to form it. Observe pupils as they attempt to trace and draw the lines, focusing on their effort and direction rather than perfection.

Class: Pre-School Level 2
Term: First Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Holding a crayon and making different marks.
Topic: Writing Vertical Lines
Subject Matter: Vertical Lines

Specific Objectives

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

Cognitive Domain

Identify a vertical line when shown.
Recognise objects or drawings that have vertical lines.

Affective Domain

Show interest in drawing and tracing activities.
Participate actively in group tracing and drawing.

Psychomotor Domain

Demonstrate proper sitting posture and pencil grip.
Trace vertical lines in the air and on various surfaces.
Attempt to draw vertical lines in their writing books.

Share materials appropriately during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education Resources
Suitable early-years handwriting workbook

Instructional Materials

Writing Book
Pencil
Eraser
Large sheets of paper or cardboard
Crayons or markers
Picture cards showing objects with vertical lines (e.g., tree trunk, pole, door frame)
Sand tray or shallow tray with flour/paint for finger tracing
Whiteboard and chalk

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it introduces fundamental pre-writing skills. Learning to draw vertical lines helps develop fine motor control, hand-eye coordination, and spatial awareness, which are essential foundations for forming letters and numbers later on. It also helps children understand directionality (up and down) in a practical way.

Prerequisite/Previous Knowledge

Pupils can hold a crayon or pencil, make different kinds of marks on paper, and follow simple instructions.

Lesson Content/Board Summary

Writing Vertical Lines

A vertical line is a straight line that goes straight up and down, like a tall tree trunk or a standing pole.

We start at the top and draw straight down.

Examples of vertical lines:

The side of a door
A standing broom
Rain falling down
A tall building

Proper Sitting Posture: Sit up straight, feet flat on the floor, back against the chair.

Pencil Grip: Hold the pencil with your thumb and first two fingers (tripod grip), not too tightly, not too loosely.

Key Words

Vertical: Straight up and down.
Line: A long, thin mark.
Down: Moving from a higher to a lower position.
Up: Moving from a lower to a higher position.

Vertical Line Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Line, line, straight and tall,
From the top, let it fall.
Down, down, to the ground,
Vertical lines all around.
Line, line, standing strong,
Drawing vertical all day long!

Actions: Point finger up, then draw it straight down in the air. Repeat action for each “line, line” phrase. For “all around,” make a circular motion with hand.

Watch and Practise

https://www.youtube.com/watch?v=0_uF1l26t1Q

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce vertical lines by showing examples from the classroom (e.g., door frame, window frame, a standing broom). Emphasise “up and down” movement. Use large, clear gestures.

What to show or demonstrate: Demonstrate drawing vertical lines on a large whiteboard or chart paper. Show how to start from the top and move straight down. Use your finger to trace in the air, then on the board. Model the correct sitting posture and pencil grip clearly for pupils to imitate.

How to use the rhyme/song: Sing the “Vertical Line Rhyme” several times, encouraging pupils to join in with the actions. Use it to reinforce the concept of drawing lines from top to bottom. Make it fun and energetic.

How to use the video: Introduce the video as a fun way to see how to draw vertical lines. Ask pupils to watch carefully for the “up and down” motion. After watching, encourage them to mimic the tracing movements shown in the video with their fingers in the air.

What to watch for: Observe pupils’ sitting posture and pencil grip. Look for attempts to draw lines straight down, even if they are wobbly. Correct gently if pupils are drawing horizontally or diagonally, guiding their hands if necessary. Praise effort and participation.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greets pupils and sings a familiar welcome song. Asks pupils if they remember how to hold their crayons and make marks on paper. Introduces the idea of drawing special lines today.

Pupils’ Activity: Respond to greetings, sing along, and show how they hold their crayons.

Learning Point: Pupils are settled and ready to learn, recalling prior knowledge.

Step 2: Explanation and Demonstration of Vertical Lines

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: Explains what a vertical line is (“a straight line that goes up and down”). Shows picture cards of objects with vertical lines (e.g., a tree, a pole, a standing person). Draws a large vertical line on the whiteboard, starting from the top and moving down, saying “up to down” or “top to bottom.”

Pupils’ Activity: Listen attentively, point to vertical lines in pictures, and watch the teacher’s demonstration.

Learning Point: Pupils understand the concept of a vertical line.

Step 3: Guided Practice (Air and Finger Tracing)

Time: 5 minutes

Teaching Skill: Guided Practice/Kinesthetic Learning

Teacher’s Activity: Leads pupils in tracing vertical lines in the air with their fingers, saying “down, down, down.” Guides them to trace on their tables or on large sheets of paper using their fingers. Sings the “Vertical Line Rhyme” with actions.

Pupils’ Activity: Trace vertical lines in the air and on surfaces with their fingers, singing along and doing the actions.

Learning Point: Pupils practise the motion of drawing vertical lines using large motor skills.

Step 4: Proper Grip and Sitting Posture

Time: 3 minutes

Teaching Skill: Instruction/Correction

Teacher’s Activity: Reminds pupils about proper sitting posture (sit up straight, feet flat) and demonstrates the correct way to hold a pencil (tripod grip). Walks around to observe and gently correct pupils’ posture and grip.

Pupils’ Activity: Adjust their sitting posture and practise holding their pencils correctly.

Learning Point: Pupils learn and practise correct pre-writing habits.

Step 5: Practical Activity (Sand/Paint/Large Paper)

Time: 6 minutes

Teaching Skill: Practical Application/Supervision

Teacher’s Activity: Provides pupils with a sand tray, flour tray, or large paper and crayons/finger paint. Asks them to make vertical lines. Encourages them, saying “Start at the top and go down.” Plays the video “Pre-Writing Vertical Lines | Fine Motor Skills | Kids Learning Videos” for visual reinforcement.

Pupils’ Activity: Use their fingers or crayons to make vertical lines in the provided materials, watching the video and mimicking the movements.

Learning Point: Pupils gain sensory experience and practise drawing vertical lines with different media.

Step 6: Workbook Practice

Time: 4 minutes

Teaching Skill: Guided Writing/Individual Support

Teacher’s Activity: Distributes writing books and pencils. Demonstrates how to trace the vertical lines in their books. Guides pupils to attempt tracing and drawing vertical lines. Provides individual assistance and encouragement.

Pupils’ Activity: Open their writing books, trace the given vertical lines, and attempt to draw their own.

Learning Point: Pupils apply their learning to formal writing 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.

“Show me a vertical line with your finger.”
“What direction does a vertical line go?” (Up and down)
“Can you point to something in the classroom that has a vertical line?”
“Draw one vertical 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: Reinforcement/Closure

Teacher’s Activity: Praises pupils for their hard work and effort in drawing vertical lines. Reminds them to keep practising. Sings a short goodbye song.

Pupils’ Activity: Respond to praise, sing the goodbye song, and pack up their materials.

Learning Point: Pupils feel a sense of accomplishment and are motivated to continue learning.

Lesson Keywords

Vertical Line – A straight line that goes up and down.
Trace – To draw over an existing line or shape.
Pencil Grip – The way you hold a pencil.

Differentiation

Support: For pupils who find it challenging, provide larger tracing patterns, use hand-over-hand guidance, or allow them to use thicker crayons/markers that are easier to grip. Offer more opportunities for finger tracing in sand or paint.
Extension: For pupils who quickly grasp the concept, encourage them to draw simple objects that contain vertical lines (e.g., a stick, a candle, the letter ‘I’). Ask them to identify more vertical lines in their environment.