Note for teachers using this lesson plan
Before the lesson, ensure you have a large chart or whiteboard with clear examples of intersecting slant lines, along with individual writing books, pencils, and erasers for each child. A sand tray or finger paint can also be used for sensory tracing. The central idea for pupils is to understand that lines can cross each other and to begin developing the fine motor skills needed to trace these patterns. Emphasize proper sitting posture and pencil grip. Observe pupils attempting to trace the lines, even if imperfectly, as successful learning at this level is about participation and effort.
Class: Pre-School Level 1
Term: Second Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Drawing Slant Lines
Topic: INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES; Tracing intersecting slant lines. Weekly focus: Intersecting Slant Lines: Introduction.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify intersecting slant lines when shown.
- Recognise that lines can cross each other.
Affective Domain
- Participate actively in tracing activities.
- Show interest in drawing and pre-writing patterns.
Psychomotor Domain
- Hold a pencil with a proper grip.
- Trace intersecting slant lines with guidance.
- Attempt to draw intersecting slant lines in the air or on a surface.
Social Domain
- Listen attentively to the teacher’s instructions.
- Follow simple directions during class activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources on pre-writing skills.
- Age-appropriate handwriting workbooks.
Instructional Materials
- Large chart or whiteboard with examples of intersecting slant lines.
- Writing book (pre-writing activity book with tracing patterns).
- Pencils.
- Erasers.
- Sand tray or finger paint for sensory tracing (optional).
- Picture cards showing objects with intersecting lines (e.g., a cross, a fence).
Rationale for the Lesson
This lesson introduces two-year-olds to intersecting slant lines, a fundamental pre-writing pattern. Mastering these lines helps develop fine motor skills, hand-eye coordination, and spatial awareness, which are crucial for later letter formation and overall writing readiness. It also encourages concentration and following instructions, laying a strong foundation for future academic tasks.Prerequisite/Previous Knowledge
Pupils have previously engaged in scribbling, drawing vertical, horizontal, and simple slant lines, and are familiar with holding a crayon or pencil.Lesson Content/Board Summary
INTERSECTING SLANT LINES
Intersecting slant lines are lines that cross over each other, like an ‘X’ or a cross. They are made when two slant lines meet and pass through each other.Look at this example:
/
X
/
We will learn to trace these lines. Tracing helps our hands get ready to write letters.
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.
- Lines – long, thin marks.
- Trace – to draw over an existing line or pattern.
Crossing Lines Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slant line up, slant line down,
Watch them meet, all around.
They make a cross, oh what fun,
Handwriting practice has begun.
Slant line up, slant line down,
Lines are crossing in our town.
Actions: Use fingers to trace slant lines in the air, then cross them. Clap for “oh what fun.”
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Draw large intersecting slant lines on the board. Use simple, clear language to explain that “intersecting” means “crossing.” Point to the lines crossing. Ask pupils to point to the crossing point. Emphasize that these lines are important for making letters later.
What to show or demonstrate: Demonstrate proper sitting posture and how to hold a pencil correctly (tripod grip). Show how to trace the lines on the chart, starting from the top of each slant line and moving downwards, then crossing over. Use a sand tray or finger paint for a sensory demonstration, showing how to draw one slant line, then the other crossing it.
How to use the rhyme/song: Sing the “Crossing Lines Rhyme” twice or thrice, encouraging pupils to join in and perform the actions of tracing slant lines in the air with their fingers, then crossing them over. This helps reinforce the concept kinesthetically.
How to use the video: Introduce the video as a fun way to see how lines cross. Play the video, asking pupils to watch carefully how the lines are formed and cross. After watching, encourage pupils to imitate the tracing actions shown in the video using their fingers in the air or on their desks.
What to watch for: Observe pupils’ pencil grip and sitting posture. Watch for their ability to follow the direction of the lines when tracing. Provide immediate, gentle correction and support for those struggling with grip or direction.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Practical Activity, Sensory Exploration (sand tray/finger paint).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 short “Good Morning” song. The teacher then asks pupils to show how they draw a simple slant line in the air, recalling the previous lesson.
Pupils’ Activity: Pupils respond to greetings, sing along, and demonstrate drawing a slant line in the air with their fingers.
Learning Point: Pupils are engaged and recall prior knowledge of slant lines.
Step 2: Presentation of Intersecting Slant Lines
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher introduces the topic by showing a large chart or drawing on the board with clear examples of intersecting slant lines. The teacher explains simply that “intersecting” means “crossing over.” The teacher points to the crossing point of the lines.
Pupils’ Activity: Pupils observe the chart, listen to the teacher’s explanation, and point to the crossing lines when asked.
Learning Point: Pupils begin to recognise and understand the concept of intersecting slant lines.
Step 3: Teacher Demonstration and Proper Posture/Grip
Time: 5 minutes
Teaching Skill: Modelling/Guidance
Teacher’s Activity: The teacher demonstrates the correct sitting posture and how to hold a pencil properly. Using a large surface (e.g., whiteboard or sand tray), the teacher demonstrates tracing an intersecting slant line, explaining the direction of each line (e.g., “slant down this way, then slant down the other way, crossing in the middle”).
Pupils’ Activity: Pupils observe the teacher’s demonstration of posture, pencil grip, and line tracing. They try to imitate the pencil grip with their own pencils.
Learning Point: Pupils learn the correct physical approach to writing and observe the formation of intersecting slant lines.
Step 4: Guided Sensory/Air Tracing Practice
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Reinforcement
Teacher’s Activity: The teacher guides pupils to practise tracing intersecting slant lines in the air with their fingers, or in a sand tray if available. The teacher leads the “Crossing Lines Rhyme” while pupils trace. The teacher moves around to provide individual support and correction.
Pupils’ Activity: Pupils trace intersecting slant lines in the air or in the sand tray, following the teacher’s guidance and singing the rhyme.
Learning Point: Pupils develop kinesthetic understanding and practice the movement for intersecting slant lines.
Step 5: Video and Workbook Tracing
Time: 5 minutes
Teaching Skill: Multimedia Integration/Application
Teacher’s Activity: The teacher introduces the short video about tracing intersecting lines. After the video, the teacher distributes writing books with pre-drawn intersecting slant line patterns. The teacher guides pupils to trace the lines in their books, offering hand-over-hand support where needed.
Pupils’ Activity: Pupils watch the video, then open their writing books and attempt to trace the intersecting slant line patterns using their pencils.
Learning Point: Pupils apply their understanding to a formal tracing activity, reinforcing fine motor control.
Step 6: Reinforcement and Individual Support
Time: 3 minutes
Teaching Skill: Reinforcement/Individualised Support
Teacher’s Activity: The teacher encourages pupils to continue tracing the lines in their books. The teacher walks around, praising effort and providing specific, gentle feedback and assistance to pupils who are finding it challenging.
Pupils’ Activity: Pupils continue tracing the intersecting slant lines in their books, receiving individual help from the teacher as needed.
Learning Point: Pupils consolidate their tracing skills with ongoing practice and support.
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 fingers how two lines cross?”
- “Point to the intersecting slant lines on the chart.”
- “Trace one intersecting slant line in your book.”
- “What did we learn about lines today?”
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: Summary/Closure
Teacher’s Activity: The teacher praises pupils for their hard work and participation. The teacher reminds them that practising these lines helps them get ready to write letters. The teacher collects the books.
Pupils’ Activity: Pupils listen to the teacher and put away their materials.
Learning Point: Pupils feel a sense of accomplishment and understand the purpose of the activity.
Lesson Keywords
- Intersecting – when two or more lines cross over each other.
- Slant – a line that goes diagonally, not straight up/down or across.
- Trace – to draw over a pattern or outline.
Differentiation
- Support: For pupils struggling with pencil grip, use larger pencils or provide hand-over-hand guidance. For those struggling with tracing, offer patterns with thicker lines or fewer lines per page. Encourage more air tracing and sand tray practice.
- Extension: For pupils who quickly grasp the concept, encourage them to draw intersecting slant lines independently on a blank part of their book or on a separate sheet of paper. They can also try to identify objects in the classroom that have intersecting lines.
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