Note for teachers using this lesson plan
Before the lesson, ensure you have large tracing sheets or whiteboards with pre-drawn intersecting slant lines. Prepare a sand tray or finger paint for a multi-sensory tracing experience. The central idea is for pupils to understand the concept of lines crossing and to practice the motor skill required for tracing them, focusing on proper pencil grip and sitting posture. Observe pupils’ attempts at tracing and their ability to follow the lines, providing hand-over-hand guidance as needed.
Class: Pre-School Level 1
Term: Second Term
Week: 7
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing simple slant lines.
Topic: INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES; Tracing intersecting slant lines. Weekly focus: Intersecting Slant Lines: Further Tracing Practice.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify intersecting slant lines on a chart or tracing sheet.
- Understand the concept of lines “crossing over” each other.
Affective Domain
- Show enthusiasm for tracing activities.
- Participate actively in guided tracing practice.
Psychomotor Domain
- Demonstrate proper sitting posture and pencil grip.
- Trace intersecting slant lines with their fingers and pencils.
Social Domain
- Take turns during group tracing activities.
- Listen and follow simple instructions from the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education curriculum resources.
- Suitable early-years handwriting workbooks.
Instructional Materials
- Large tracing sheets with pre-drawn intersecting slant lines (e.g., ‘X’ shapes).
- Writing book (with large print).
- Pencils (chunky, easy-grip).
- Erasers.
- Sand tray or shallow tray with flour/paint for finger tracing.
- Picture cards showing objects with intersecting lines (e.g., cross, scissors).
Rationale for the Lesson
This lesson is crucial for developing fine motor skills and hand-eye coordination in 2-year-olds. Practicing intersecting slant lines helps pupils control their hand movements, preparing them for more complex letter formations later on. It also introduces the concept of lines meeting and crossing, which is a foundational pre-writing skill.Prerequisite/Previous Knowledge
Pupils have some prior experience with holding a pencil, making simple marks, and tracing basic straight and slant lines. They can also follow simple instructions and participate in guided activities.Lesson Content/Board Summary
Intersecting Slant Lines: Further Tracing Practice
Intersecting slant lines are lines that go in different slant directions and cross over each other, like an ‘X’ shape. When we trace intersecting slant lines, we practice:- Holding our pencil correctly.
- Sitting properly at our table.
- Moving our hand to follow the lines.
- Making one line go down, and another line cross over it.
Key Words
- Intersecting – when lines cross over each other.
- Slant – a line that goes up or down at an angle, not straight up/down or across.
- Trace – to follow a line or shape with your finger or pencil.
- Grip – how you hold your pencil.
Tracing Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanty lines, they cross and meet,
Making shapes so very neat.
Down they go, and then across,
No more lines will feel like loss.
Slanty lines, they cross and meet,
Tracing makes our hands so neat!
Actions: Pupils use fingers to trace intersecting lines in the air as they sing, or trace on their palms.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pupils a large chart with intersecting slant lines. Use your finger to trace the lines, explaining that they “cross over.” Emphasize the starting point and direction for each slant line. Use simple, repetitive language. Demonstrate proper sitting posture and pencil grip clearly.
What to show or demonstrate: Use your finger to trace intersecting slant lines on the board. Then, demonstrate how to hold a chunky pencil correctly and trace the lines slowly and carefully on a large tracing sheet. Show how one line goes down from one side, and the other line goes down from the opposite side, crossing in the middle.
How to use the rhyme/song: Sing the “Tracing Rhyme” several times with the pupils. Encourage them to use their fingers to trace large intersecting lines in the air or on their desks as they sing along. This helps reinforce the movement and concept.
How to use the video: Introduce the video as a fun way to see how lines cross. Play the video “How to Draw an X for Kids | Letter X Pre-Writing | Tracing Letters for Toddlers” and encourage pupils to watch the tracing movements. After watching, have them try to imitate the movements with their fingers in the air.
What to watch for: Observe if pupils are attempting to hold the pencil correctly, if they are making an effort to follow the lines, and if they understand that the lines cross. Provide gentle hand-over-hand guidance for those struggling with pencil control or direction.
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/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a simple finger play or clapping game to warm up their hands. “Good morning, everyone! Let’s wiggle our fingers!”
Pupils’ Activity: Pupils greet the teacher and participate in the finger play, wiggling their fingers and clapping.
Learning Point: Pupils’ hands are warmed up and ready for activity; they are settled and engaged.
Step 2: Presentation of Intersecting Slant Lines
Time: 5 minutes
Teaching Skill: Introduction/Explanation
Teacher’s Activity: The teacher shows a large chart with intersecting slant lines (like an ‘X’). “Look at these lines! They go ‘slanty, slanty’ and then they ‘cross over’ each other! Can you see them crossing?” The teacher uses a finger to trace the lines, emphasizing the crossing point.
Pupils’ Activity: Pupils look at the chart and point to the lines, trying to imitate the teacher’s finger tracing in the air.
Learning Point: Pupils are introduced to intersecting slant lines and the concept of lines crossing.
Step 3: Demonstration of Proper Posture and Grip
Time: 4 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: The teacher demonstrates the correct sitting posture (straight back, feet on the floor) and how to hold a pencil properly (tripod grip). “Let’s sit up straight like good learners! And see how I hold my pencil with my three fingers, like a bird holding a seed.”
Pupils’ Activity: Pupils try to sit up straight and attempt to hold a pencil (or their finger) with a tripod grip, imitating the teacher.
Learning Point: Pupils learn and practice proper sitting posture and pencil grip.
Step 4: Guided Finger Tracing and Air Tracing
Time: 5 minutes
Teaching Skill: Guided Practice/Multi-sensory
Teacher’s Activity: The teacher guides pupils to trace the intersecting slant lines with their fingers on the chart, in the sand tray, or with finger paint. “Now, let’s use our fingers to trace! Slant down, then slant down and cross!” The teacher also leads air tracing. “Let’s draw a big ‘X’ in the air!”
Pupils’ Activity: Pupils trace the lines with their fingers on various surfaces and in the air, following the teacher’s directions.
Learning Point: Pupils develop muscle memory for the intersecting slant line movement through multi-sensory practice.
Step 5: Rhyme and Video Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Tracing Rhyme” while doing the actions. Then, the teacher plays the short video on tracing intersecting lines. “Let’s sing our tracing song! And now, watch this video to see how to make our crossing lines!”
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, trying to follow the movements shown.
Learning Point: Pupils reinforce their understanding and motor skills through song and visual demonstration.
Step 6: Guided Pencil Tracing Practice
Time: 5 minutes
Teaching Skill: Application/Individual Practice
Teacher’s Activity: The teacher distributes tracing sheets with large intersecting slant lines and pencils. The teacher walks around, providing individual guidance and hand-over-hand support as pupils attempt to trace the lines. “Now, let’s use our pencils! Start at the top, slant down, then start at the other top and slant down to cross.”
Pupils’ Activity: Pupils carefully attempt to trace the intersecting slant lines on their sheets with their pencils, receiving teacher support.
Learning Point: Pupils apply their learned skills to trace intersecting slant lines using a pencil.
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 how you hold your pencil properly?”
- “Point to the lines that are crossing on your paper.”
- “Trace one of the intersecting slant lines with your finger.”
- “Who can show me their best tracing of the crossing lines?”
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: Wrap-up/Praise
Teacher’s Activity: The teacher praises the pupils for their effort and participation. “Well done, everyone! You all did a great job tracing our crossing lines today! Keep practicing!”
Pupils’ Activity: Pupils acknowledge the praise and tidy up their materials.
Learning Point: Pupils feel encouraged and motivated to continue practicing.
Lesson Keywords
- Intersecting – when lines cross over each other.
- Slant – a line that goes up or down at an angle.
- Trace – to follow a line or shape with your finger or pencil.
- Grip – how you hold your pencil.
Differentiation
- Support: Provide larger tracing sheets with thicker, bolder intersecting lines. Offer more hand-over-hand guidance for pencil control. Allow pupils to use finger paint or sand trays for extended multi-sensory practice before using pencils.
- Extension: Encourage pupils who grasp the concept quickly to try drawing their own simple intersecting slant lines on a blank part of their paper after tracing. Ask them to identify other objects in the classroom that have crossing lines.
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