Note for teachers using this lesson plan
Before the lesson, ensure you have large sheets of paper, crayons, and individual writing books with pre-drawn intersecting slant line patterns. The central idea is for pupils to understand that lines can cross each other and to begin developing the fine motor control needed to trace these patterns. Observe pupils’ pencil grip and hand-eye coordination during tracing activities, providing hand-over-hand guidance as needed.
Class: Pre-School Level 1
Term: Second Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing Basic Slant Lines
Topic: INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES; Tracing intersecting slant lines. Weekly focus: Intersecting Slant Line Practice and Control.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise intersecting slant lines when shown examples.
- Identify the “crossing” point of two slant lines.
Affective Domain
- Show interest in tracing intersecting slant lines.
- Participate actively in guided tracing activities.
Psychomotor Domain
- Attempt to trace intersecting slant lines in the air.
- Trace pre-drawn intersecting slant lines with guidance.
Social Domain
- Listen and follow simple instructions during group activities.
- Share materials like crayons and paper appropriately.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources on pre-writing skills
Instructional Materials
- Whiteboard/Chalkboard
- Large sheets of paper with pre-drawn intersecting slant lines
- Individual writing books with pre-drawn intersecting slant lines
- Pencils
- Crayons
- Erasers
- Finger paint (optional, for sensory tracing)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it builds foundational pre-writing skills. Practising intersecting slant lines helps develop fine motor control, hand-eye coordination, and spatial awareness, which are essential for forming letters like ‘X’, ‘A’, ‘K’, and ‘V’ later on. It also introduces the concept of lines crossing, preparing them for more complex patterns and shapes.
Prerequisite/Previous Knowledge
Pupils can hold a pencil or crayon, have practised drawing or tracing basic lines (vertical, horizontal, and simple slant lines), and can follow simple instructions.
Lesson Content/Board Summary
INTERSECTING SLANT LINES
Intersecting slant lines are lines that cross each other. They look like the letter ‘X’.
We make one slant line going down, and then another slant line going down across the first one.
Like this:
(Teacher will draw on the board)
Start here (top left) and go down to here (bottom right) — this is a slant line.
Now, start here (top right) and go down to here (bottom left) — this is another slant line.
When they meet in the middle, they cross! They intersect!
Key Words
- Slant – a line that goes up or down at an angle, not straight up/down or across.
- Intersect – when two lines meet and cross each other.
- Cross – to go from one side to the other, making an ‘X’ shape.
Crossing Lines Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanty lines, go down and down,
Slanty lines, all around.
One goes this way, one goes that,
They meet and cross, just like that!
Making ‘X’ for us to see,
Slanty lines for you and me!
Actions:
- “Slanty lines, go down and down”: Use index finger to make a slant line in the air.
- “One goes this way, one goes that”: Make one slant line, then another crossing it.
- “They meet and cross, just like that!”: Bring hands together and cross fingers.
- “Making ‘X’ for us to see”: Form an ‘X’ with forearms.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Draw large, clear intersecting slant lines on the whiteboard or chalkboard. Use simple, repetitive language like “down, down, cross!” Point to the starting and ending points of each line. Emphasize the ‘X’ shape. Use your fingers to trace the lines as you explain.
What to show or demonstrate: Demonstrate drawing one slant line, then drawing the second slant line that crosses the first one. Use different coloured chalk or markers to make the two lines distinct. Show how the lines “kiss” or “meet” in the middle.
How to use the rhyme/song: Sing the “Crossing Lines Rhyme” multiple times, encouraging pupils to join in with the actions. Use the actions to reinforce the concept of lines slanting and crossing. Sing it slowly first, then at a normal pace.
What to watch for: Observe if pupils are attempting to follow the direction of the lines and if they understand the concept of crossing. Look for proper pencil grip and hand control during tracing. Provide immediate, gentle correction and lots of encouragement.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Play-based Learning
- Songs and Rhymes
- Picture Talk (using the drawn examples)
- Manipulation of Objects (e.g., crossing two sticks)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher reminds them about the lines they have drawn before (e.g., straight lines, slant lines).
Pupils’ Activity: Pupils respond to greetings, sing along, and recall previous line-drawing activities by showing with their fingers.
Learning Point: Pupils are settled and ready for the lesson, recalling prior knowledge of lines.
Step 2: Presentation of New Concept
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher shows large examples of intersecting slant lines on a chart or the whiteboard. “Look, children! These lines are special. They cross each other! One line goes this way (traces one slant), and another line goes that way (traces the other slant), and they meet in the middle! They make an ‘X’ shape.”
Pupils’ Activity: Pupils observe the lines, point to the crossing point when asked, and repeat “cross” or “X” after the teacher.
Learning Point: Pupils begin to recognise and understand the concept of intersecting slant lines.
Step 3: Teacher Demonstration
Time: 4 minutes
Teaching Skill: Modelling/Direction
Teacher’s Activity: The teacher demonstrates how to draw/trace intersecting slant lines on a large sheet of paper or the whiteboard, using a thick marker. The teacher explains the starting point and direction for each line. “Watch me! Top corner, down to the bottom. Now, other top corner, down to the other bottom. They cross!”
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, following the movement with their eyes.
Learning Point: Pupils observe the correct formation and direction of intersecting slant lines.
Step 4: Guided Practice (Air Tracing/Large Surface)
Time: 5 minutes
Teaching Skill: Guided Practice/Motor Skill Development
Teacher’s Activity: The teacher instructs pupils to stand up and trace intersecting slant lines in the air with their fingers. The teacher also provides large sheets of paper with pre-drawn patterns for pupils to trace with their fingers or thick crayons. “Let’s use our fingers! Up, down, cross! Again!”
Pupils’ Activity: Pupils trace the lines in the air and on large paper, following the teacher’s instructions and movements.
Learning Point: Pupils develop gross motor skills and get a feel for the movement required for intersecting slant lines.
Step 5: Guided Practice (Workbooks)
Time: 5 minutes
Teaching Skill: Individual Support/Fine Motor Control
Teacher’s Activity: The teacher distributes writing books with pre-drawn intersecting slant lines. The teacher guides pupils, providing hand-over-hand assistance as they attempt to trace the patterns with their pencils or crayons. The teacher encourages them to stay on the lines. “Hold your pencil nicely. Now, trace the line. Down, down, cross!”
Pupils’ Activity: Pupils attempt to trace the intersecting slant lines in their writing books with teacher support.
Learning Point: Pupils practise fine motor control and hand-eye coordination by tracing in their books.
Step 6: Reinforcement (Rhyme and Movement)
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Crossing Lines Rhyme” again, encouraging them to perform the actions. The teacher might also use two sticks or pencils to demonstrate crossing lines physically. “Let’s sing our song about crossing lines! Show me with your hands!”
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of intersecting lines through movement and song.
Learning Point: Pupils consolidate their understanding of intersecting slant lines through a fun, interactive activity.
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 with your finger where the lines cross?”
- “What shape does it make when the lines cross?” (Encourage “X” or “cross”)
- “Let’s try tracing one more intersecting slant line in the air.”
- “Point to an intersecting slant line in your book.”
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/Praise
Teacher’s Activity: The teacher praises pupils for their effort and participation. “You all did a great job tracing the crossing lines today! Keep practising!” The teacher leads a simple closing song.
Pupils’ Activity: Pupils respond to praise and sing the closing song.
Learning Point: Pupils leave the lesson feeling encouraged and positive about their learning.
Lesson Keywords
- Slant – a line that goes at an angle.
- Intersect – when two lines cross each other.
- Cross – to make an ‘X’ shape.
- Trace – to follow a line or pattern with a pencil or finger.
Differentiation
- Support: For pupils who find it difficult, provide larger pre-drawn patterns, use finger paint or sand for sensory tracing, and offer more frequent hand-over-hand guidance. Use fewer lines on the page to reduce visual clutter.
- Extension: For pupils who quickly grasp the concept, encourage them to draw their own intersecting slant lines on a blank part of the paper after tracing. Ask them to identify other “X” shapes in the classroom environment (e.g., crossing tape, patterns on clothes).
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