Note for teachers using this lesson plan
Before this lesson, ensure you have large sheets of paper or a whiteboard ready for demonstration, along with crayons, pencils, and writing books for each pupil. The central idea is for pupils to understand what a slanting line is and begin to develop the fine motor skills and hand-eye coordination needed to trace it. Pay close attention to proper sitting posture and pencil grip. Successful learning will be observed as pupils attempt to trace slanting lines with their fingers in the air, on surfaces, and eventually with a crayon or pencil on paper, following the correct direction.
Class: Pre-School Level 1
Term: First Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Introduction to basic pre-writing strokes and patterns.
Topic: TRACING SLANTING LINES E.G.
Subject Matter: More Slanting Line Tracing.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify slanting lines when shown examples.
- Understand the concept of a line going “up” or “down” at an angle.
Affective Domain
- Show enthusiasm for tracing activities.
- Listen attentively to instructions for proper pencil grip and sitting.
Psychomotor Domain
- Demonstrate proper sitting posture for writing.
- Attempt to hold a pencil correctly.
- Trace slanting lines in the air and on paper with guidance.
Social Domain
- Participate in group tracing activities.
- Take turns when using shared materials.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education curriculum resources
- Age-appropriate pre-writing workbooks
Instructional Materials
- Large whiteboard or chart paper
- Markers or chalk
- Large tracing sheets with slanting lines
- Writing books (with large slanting line patterns)
- Pencils (chunky, easy-grip)
- Crayons
- Erasers
- Sand tray or flour tray for finger tracing
Rationale for the Lesson
This lesson is important for 2-year-olds as it helps develop their fine motor skills, hand-eye coordination, and pre-writing readiness. Learning to trace slanting lines is a foundational step for forming letters and numbers later on, preparing their hands and brains for future writing success. It also encourages concentration and proper posture habits from an early age.Prerequisite/Previous Knowledge
Pupils have previously engaged in free scribbling, holding crayons, and making simple marks on paper. They can also follow simple instructions and imitate movements.Lesson Content/Board Summary
More Slanting Line Tracing
Slanting lines are lines that go “uphill” or “downhill.” They are not straight up and down, and not straight across. They lean!Examples of Slanting Lines:
/ / / / /
Proper Sitting Position:
- Sit up straight in your chair.
- Feet flat on the floor.
- Body close to the table.
Proper Pencil Grip:
- Hold the pencil with your thumb, index finger, and middle finger.
- It’s like holding a tiny bird – not too tight, not too loose!
Slanting Line Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanting lines go up and down,
Slanting lines all over town.
From the top to the bottom, see,
Slanting lines for you and me.
Hold your pencil, nice and neat,
Slanting lines are oh so sweet!
Actions: Pupils make slanting movements with their fingers in the air as they sing. Pretend to hold a pencil and make tracing motions.
Watch and Practise
Key Words
- Slanting – leaning, not straight up or down, not straight across.
- Line – a long, thin mark.
- Trace – to draw over a line or shape that is already there.
- Pencil – a tool used for writing or drawing.
- Grip – how you hold something in your hand.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Draw large slanting lines on the whiteboard or chart paper. Use your arm to demonstrate the movement of a slanting line. Explain that some slant “this way” (demonstrate left to right down) and some “that way” (demonstrate right to left down). Emphasize proper sitting posture and demonstrate the correct pencil grip using a large crayon or chunky pencil. Use simple, clear language.
What to show or demonstrate: Show examples of slanting lines on the board. Demonstrate air tracing, finger tracing in sand/flour, and then tracing on large paper. Show the correct way to sit and hold a pencil. Use hand-over-hand guidance for pencil grip if needed.
How to use the rhyme/song: Sing the “Slanting Line Rhyme” several times with the pupils. Encourage them to do the actions, making big slanting movements with their arms and fingers in the air. This helps reinforce the concept of the line direction.
How to use the video: Introduce the video as a fun way to see more slanting lines. Ask pupils to watch carefully how the lines are drawn. After watching, encourage them to imitate the movements shown in the video with their fingers in the air.
What to watch for: Observe pupils’ sitting posture and how they attempt to hold their pencils. Look for efforts to follow the direction of the slanting lines, even if their tracing isn’t perfect. Provide gentle correction and encouragement.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Songs and Rhymes
- Imitation
- Manipulation of Objects (pencils, crayons)
- Repetition
- Play-based Learning
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greet pupils warmly. Ask them to show their hands and wiggle their fingers. Ask if they remember making any marks on paper before. Introduce the idea of making special lines today.
Pupils’ Activity: Greet the teacher, wiggle fingers, and respond to questions about making marks.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Introducing Slanting Lines
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Draw very large slanting lines (e.g., / / / and ) on the board. Explain that these are “slanting lines” – they go “uphill” or “downhill,” not straight up or across. Ask pupils to make slanting lines in the air with their fingers.
Pupils’ Activity: Observe the lines on the board, listen to the explanation, and make slanting lines in the air with their fingers.
Learning Point: Pupils recognise and understand the concept of a slanting line.
Step 3: Proper Sitting and Pencil Grip
Time: 4 minutes
Teaching Skill: Modelling/Guidance
Teacher’s Activity: Demonstrate the correct sitting posture (sit up straight, feet flat). Ask pupils to imitate. Then, demonstrate how to hold a chunky crayon or pencil correctly (thumb, index, middle finger). Guide pupils to pick up their crayons/pencils and attempt the grip.
Pupils’ Activity: Imitate the teacher’s sitting posture. Pick up their crayons/pencils and try to hold them correctly with teacher’s help.
Learning Point: Pupils learn and practise correct posture and pencil grip.
Step 4: Guided Tracing Practice (Sensory)
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: Provide trays with sand or flour. Demonstrate how to draw large slanting lines in the sand/flour with a finger. Encourage pupils to do the same, guiding them with the starting point and direction.
Pupils’ Activity: Trace slanting lines in the sand/flour with their fingers, following the teacher’s demonstration.
Learning Point: Pupils develop kinesthetic understanding of slanting lines.
Step 5: Rhyme and Video Reinforcement
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: Lead pupils in singing the “Slanting Line Rhyme” with actions. Then, play the short educational video on slanting lines. Encourage pupils to watch and make air tracing movements along with the video.
Pupils’ Activity: Sing the rhyme with actions. Watch the video and imitate the tracing movements shown.
Learning Point: Pupils reinforce their understanding through song and visual aids.
Step 6: Tracing on Paper
Time: 5 minutes
Teaching Skill: Application/Individual Practice
Teacher’s Activity: Distribute large tracing sheets or writing books with pre-drawn slanting lines. Remind pupils about their sitting posture and pencil grip. Guide them to trace the lines from top to bottom, encouraging them to stay on the lines. Provide individual support and encouragement.
Pupils’ Activity: Attempt to trace the slanting lines in their books or on tracing sheets using their crayons or pencils.
Learning Point: Pupils apply their learning to trace slanting lines on paper.
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 slanting line in the air.”
- “Point to a slanting line on the board.”
- “Show me how you hold your pencil.”
- “Try to trace one more slanting 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: Summary/Closure
Teacher’s Activity: Praise pupils for their effort in tracing slanting lines. Remind them that practice makes perfect and they will keep practising. Collect materials.
Pupils’ Activity: Listen to the teacher and tidy up their materials.
Learning Point: Pupils feel a sense of accomplishment and look forward to more practice.
Lesson Keywords
- Slanting – going up or down at an angle.
- Line – a long mark.
- Trace – to draw over a line that is already there.
- Pencil – a tool for writing.
Differentiation
- Support: For pupils who struggle, provide larger slanting lines to trace, use hand-over-hand guidance for pencil grip and tracing, or allow them to use finger paint on large paper for a more tactile experience. Offer more individualised verbal cues and encouragement.
- Extension: For pupils who quickly grasp the concept, encourage them to trace slanting lines of different lengths or to attempt to draw their own short slanting lines without a guide. They can also use different coloured crayons to trace the lines, making a pattern.
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