Note for teachers using this lesson plan
Before this lesson, ensure you have prepared large sheets of paper or a clear whiteboard space, along with thick crayons or chalk for initial practice. The central idea for pupils is to understand that lines can cross each other, forming an ‘X’ shape, and to begin developing the fine motor control needed to trace these patterns. Observe pupils’ attempts to make crossing marks, even if imperfect, as this shows successful engagement with the concept.
Class: Pre-School Level 1
Term: Second Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Tracing simple slant lines.
Topic: INTERSECTING SLANT LINES
Subject Matter: INTERSECTING SLANT LINES; Tracing intersecting slant lines. Reinforcement.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify intersecting slant lines when shown examples.
- Recognise the ‘X’ shape formed by intersecting lines.
Affective Domain
- Show interest in tracing activities.
- Listen attentively to teacher’s instructions.
Psychomotor Domain
- Attempt to trace intersecting slant lines in the air.
- Attempt to trace intersecting slant lines on a large surface or in their writing books with guidance.
Social Domain
- Participate in group tracing activities.
- Share materials like crayons and erasers appropriately.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
- Age-appropriate early-years handwriting workbook.
Instructional Materials
- Whiteboard or large chart paper
- Chalk or thick markers
- Writing book or pre-printed tracing sheets with intersecting slant line patterns
- Pencils (chunky, easy to grip)
- Crayons (various colours)
- Eraser
- Picture cards showing things with ‘X’ shapes (e.g., crossroads sign, a cross mark)
Rationale for the Lesson
This lesson is important for 2-year-olds as it helps develop their fine motor skills, hand-eye coordination, and prepares them for formal writing. Tracing intersecting slant lines introduces them to more complex patterns, strengthening their grip and control over writing tools, which are foundational for letter formation later on.
Prerequisite/Previous Knowledge
Pupils have some experience holding a pencil or crayon, making simple marks, and tracing basic straight or slant lines. They can also follow simple instructions.
Lesson Content/Board Summary
INTERSECTING SLANT LINES: Reinforcement
Intersecting slant lines are lines that cross over each other, like making an ‘X’ mark. They go from one side to the other and meet in the middle.
Examples of Intersecting Slant Lines:
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When two slant lines meet and cross, they make an ‘X’ shape.
Key Words
- Slant – A line that goes up or down at an angle, not straight up/down or across.
- Intersect – To meet and cross each other at a point.
- Trace – To draw over a line or pattern that is already there.
- Cross – To go from one side to the other, making an ‘X’ shape.
Crossing Lines Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slant line, slant line, going down,
Slant line, slant line, all around.
They meet and cross, what do we see?
An ‘X’ shape, for you and me!
Slant line, slant line, cross and play,
We trace our lines every day!
Actions: Use fingers to make slant lines in the air, then cross them to form an ‘X’. Clap hands on “every day”.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Draw large slant lines on the board. First draw one slant line (e.g., top-left to bottom-right), then draw another slant line (e.g., top-right to bottom-left) crossing the first one. Emphasize the “crossing” action. Use a finger to trace the lines on the board while saying “slant line down, slant line across, they meet and cross!”
What to show or demonstrate: Use chalk or a thick marker to draw very large intersecting slant lines on the whiteboard or chart paper. Show picture cards with ‘X’ shapes. Demonstrate how to hold the pencil/crayon correctly and how to trace the patterns with a slow, controlled movement.
How to use the rhyme/song: Sing the “Crossing Lines Rhyme” together with the pupils. Encourage them to do the actions (air tracing slant lines and crossing them) as they sing. Repeat the rhyme several times throughout the lesson to reinforce the concept and make it fun.
What to watch for: Observe if pupils are attempting to make the crossing motion, even if their lines are not perfectly straight. Pay attention to their pencil grip and offer gentle corrections or hand-over-hand guidance for those struggling. Look for engagement and enjoyment during the tracing activities.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, 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 a short finger play or movement activity to warm up their hands and fingers. The teacher reminds them about the different lines they have learned.
Pupils’ Activity: Pupils greet the teacher, participate in the finger play, and recall previous line types.
Learning Point: Pupils’ hands and fingers are warmed up, and they are ready for the lesson.
Step 2: Presentation (Teacher Demonstration)
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher draws a large slant line on the whiteboard, then draws another slant line that crosses the first one, explaining that “these lines cross each other, like making an ‘X’!” The teacher uses simple language and shows picture cards with ‘X’ shapes.
Pupils’ Activity: Pupils observe the teacher drawing and point to the ‘X’ shape. They repeat “cross!” or “X!” after the teacher.
Learning Point: Pupils observe and identify intersecting slant lines and the ‘X’ shape.
Step 3: Guided Practice (Air Tracing)
Time: 4 minutes
Teaching Skill: Guided Practice/Imitation
Teacher’s Activity: The teacher asks pupils to stand up and use their fingers to trace large intersecting slant lines in the air, following the teacher’s movements. The teacher guides them, saying “slant down, then slant across!”
Pupils’ Activity: Pupils use their fingers to trace the intersecting slant lines in the air, imitating the teacher’s actions.
Learning Point: Pupils develop large motor control and spatial awareness for the pattern.
Step 4: Guided Practice (Large Surface Tracing)
Time: 5 minutes
Teaching Skill: Practical Application/Supervision
Teacher’s Activity: The teacher provides large sheets of paper or directs pupils to a whiteboard/floor space. Pupils are given thick crayons or chalk and asked to attempt tracing large intersecting slant line patterns drawn by the teacher or on pre-prepared sheets.
Pupils’ Activity: Pupils use crayons/chalk to trace the large intersecting slant lines on the provided surfaces.
Learning Point: Pupils practise tracing the pattern using a writing tool on a large scale.
Step 5: Guided Practice (Workbook Tracing)
Time: 5 minutes
Teaching Skill: Individual Support/Correction
Teacher’s Activity: The teacher distributes writing books or tracing sheets with intersecting slant line patterns. The teacher demonstrates how to hold the pencil correctly and guides pupils, offering hand-over-hand assistance for those who need it, as they attempt to trace the patterns.
Pupils’ Activity: Pupils hold their pencils and attempt to trace the intersecting slant lines in their books or on their sheets with teacher guidance.
Learning Point: Pupils refine their fine motor skills and pencil control while tracing the pattern.
Step 6: Reinforcement/Activity
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the “Crossing Lines Rhyme” again, encouraging pupils to do the actions. The teacher praises pupils’ efforts and encourages them to continue practising.
Pupils’ Activity: Pupils sing the rhyme and perform the actions. They show their traced work to the teacher.
Learning Point: Pupils reinforce the concept through song and receive positive feedback.
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 a line that slants?” (Teacher draws a few lines, some slant, some straight)
- “Which lines cross each other?” (Teacher points to examples on the board/in books)
- “Can you make an ‘X’ in the air with your finger?”
- “Try to trace one 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
Teacher’s Activity: The teacher praises pupils for their hard work and encourages them to keep practising making crossing lines. The teacher reminds them that practice makes them better.
Pupils’ Activity: Pupils respond to the teacher and tidy up their materials.
Learning Point: Pupils feel encouraged and understand the importance of practice.
Lesson Keywords
- Slant – A line that goes up or down at an angle.
- Intersect – To meet and cross.
- Trace – To draw over a line.
- Cross – To make an ‘X’ shape.
Differentiation
- Support: For pupils struggling with pencil grip or control, provide larger tracing patterns and offer hand-over-hand guidance. Use chunky crayons or pencils that are easier to hold. Allow them to trace with their fingers in sand or on a sensory tray.
- Extension: For pupils who quickly grasp the concept, encourage them to trace the patterns using different colours, or challenge them to draw a simple ‘X’ shape without a pre-drawn line.
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