Note for teachers using this lesson plan
Before the lesson, ensure you have pencils, erasers, and writing books ready for each pupil. Prepare a large drawing of intersecting slant lines on the board or chart paper for clear demonstration. The central idea is for pupils to understand what intersecting slant lines look like and to practise forming them with control. Observe pupils’ pencil grip and their ability to follow the lines as they attempt to copy the patterns.
Class: Pre-School Level 2
Term: Second Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Tracing basic slant lines.
Topic: INTERSECTING SLANT LINE PRACTICE AND CONTROL
Subject Matter: 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
- Identify intersecting slant lines when shown examples.
- Describe intersecting slant lines as lines that cross over each other.
Affective Domain
- Show enthusiasm for practising drawing lines.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Trace intersecting slant lines in the air.
- Attempt to copy intersecting slant line patterns in their writing books.
Social Domain
- Participate in group activities like singing a rhyme about lines.
- Share materials respectfully with classmates.
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
- Whiteboard or chalkboard
- Markers or chalk
- Large chart paper with pre-drawn intersecting slant line patterns
- Picture cards showing objects with intersecting slant lines (e.g., crossroads sign, letter ‘X’)
Rationale for the Lesson
This lesson helps 3-year-olds develop fine motor skills and hand-eye coordination, which are crucial for future writing. Practising intersecting slant lines builds on earlier line work, preparing them for forming letters like ‘X’, ‘A’, ‘K’, and ‘M’. It also introduces spatial awareness as they learn about lines crossing over each other.
Prerequisite/Previous Knowledge
Pupils can hold a pencil correctly, make basic scribbles, and have practised drawing simple vertical, horizontal, and slant lines.
Lesson Content/Board Summary
INTERSECTING SLANT LINES
Slant lines are lines that lean or go diagonally, not straight up and down or straight across. They look like a slide or the side of a roof.
Intersecting lines are lines that cross over each other at one point. When two slant lines cross, they form an “X” shape or a cross.
Examples of Intersecting Slant Lines:
- The letter ‘X’
- A crossroad sign
- Criss-cross patterns
Practising these lines helps your hand and fingers get ready for writing many letters!
Key Words
- Slant – leaning, not straight up or across.
- Intersecting – crossing over each other.
- Lines – long, thin marks.
Slant and Cross Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Slant line, slant line, going down,
Slant line, slant line, all around.
Now another, let it meet,
Intersecting lines, oh so neat!
Cross and cross, what do we see?
A lovely pattern for you and me!
Actions: Use index finger to trace slant lines in the air, then make them cross. Clap hands when saying “neat” and “see”.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing a clear slant line on the board, explaining that it is a “leaning line.” Then, draw a second slant line that crosses over the first, demonstrating how they “intersect.” Use simple, clear language. Point to the crossing point. Have pupils repeat “slant line” and “intersecting lines.”
What to show or demonstrate: Use the large chart paper with pre-drawn intersecting slant line patterns. Trace over them with your finger and then with a marker, showing the correct direction for each slant line and how they cross. Show picture cards of objects with intersecting slant lines like the letter ‘X’ or a crossroad sign.
How to use the rhyme/song: Sing the “Slant and Cross Rhyme” together with the pupils. Encourage them to perform the actions, tracing the lines in the air with their fingers. Repeat the rhyme 2-3 times to reinforce the concept and actions.
How to use the video: Introduce the video as a fun way to see how to make intersecting lines. Play the video, asking pupils to watch how the lines are formed and how they cross. After watching, encourage pupils to try air-tracing the lines as shown in the video.
What to watch for: Observe pupils’ understanding of “slant” and “intersecting.” Look for correct pencil grip and the ability to attempt tracing the lines in the correct direction. Provide immediate, gentle correction and encouragement.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads a short warm-up activity, like wiggling fingers or stretching arms. The teacher asks pupils to recall what a slant line looks like by drawing one in the air.
Pupils’ Activity: Pupils greet the teacher, participate in the warm-up, and draw a slant line in the air.
Learning Point: Pupils are engaged and recall previous knowledge of slant lines.
Step 2: Explanation and Demonstration of Intersecting Slant Lines
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains that today they will learn about “intersecting slant lines” – lines that cross over each other. The teacher draws a large slant line on the board, then draws another slant line crossing it, clearly showing the intersection point. The teacher uses picture cards of the letter ‘X’ or crossroads signs as examples.
Pupils’ Activity: Pupils observe the teacher’s demonstration, listen to the explanation, and identify the crossing point.
Learning Point: Pupils understand what intersecting slant lines are and recognise examples.
Step 3: Air Tracing and Guided Practice (Slant Lines)
Time: 4 minutes
Teaching Skill: Guided Practice/Modelling
Teacher’s Activity: The teacher guides pupils to sit properly and hold their imaginary pencils correctly. The teacher demonstrates tracing a slant line in the air, from top-left to bottom-right, then top-right to bottom-left. Pupils imitate the teacher.
Pupils’ Activity: Pupils sit correctly, hold imaginary pencils, and trace slant lines in the air, following the teacher’s direction.
Learning Point: Pupils practise forming individual slant lines with correct direction.
Step 4: Air Tracing and Guided Practice (Intersecting Slant Lines)
Time: 4 minutes
Teaching Skill: Guided Practice/Modelling
Teacher’s Activity: The teacher demonstrates tracing two intersecting slant lines in the air, showing how one crosses the other. The teacher guides pupils to do the same, emphasizing the crossing action. The teacher plays the video “How to Draw Letter X for Kids” and encourages pupils to trace along in the air.
Pupils’ Activity: Pupils trace intersecting slant lines in the air, following the teacher’s demonstration and the video.
Learning Point: Pupils practise forming intersecting slant lines in the air.
Step 5: Rhyme and Movement
Time: 3 minutes
Teaching Skill: Reinforcement/Songs
Teacher’s Activity: The teacher leads pupils in singing the “Slant and Cross Rhyme” with actions. The teacher encourages energetic participation and repeats the rhyme twice.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of intersecting slant lines.
Learning Point: Pupils reinforce learning through song and movement.
Step 6: Workbook Practice
Time: 7 minutes
Teaching Skill: Supervision/Individual Support
Teacher’s Activity: The teacher distributes writing books, pencils, and erasers. The teacher ensures pupils have correct pencil grip and sitting posture. The teacher draws a sample of intersecting slant lines on each pupil’s book or on the board for them to copy. The teacher supervises pupils as they attempt to copy the patterns, offering individual help and encouragement.
Pupils’ Activity: Pupils collect their materials, sit correctly, and attempt to copy the intersecting slant line patterns in their writing books.
Learning Point: Pupils apply their knowledge to practical writing practice, developing control.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me with your finger how a slant line looks.
- Show me with your fingers how two lines can cross over each other (intersect).
- Point to an intersecting slant line pattern in your book.
- What letter looks like two intersecting slant lines? (Guide them to ‘X’ if needed).
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 good work. The teacher reminds them that practising lines helps them become good writers. The teacher collects the materials.
Pupils’ Activity: Pupils acknowledge the praise and help tidy up.
Learning Point: Pupils feel a sense of accomplishment and are motivated for future learning.
Lesson Keywords
- Slant – a line that leans.
- Intersecting – lines that cross over each other.
- Cross – to go from one side to the other.
- Pattern – a repeated design or shape.
Differentiation
- Support: For pupils who find it difficult, provide larger pre-drawn intersecting slant line patterns for tracing. Use hand-over-hand guidance to help them feel the movement. Offer more verbal cues and repetition.
- Extension: For pupils who quickly grasp the concept, encourage them to draw more intersecting slant line patterns independently. Ask them to identify other objects in the classroom that have intersecting lines.
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