Note for teachers using this lesson plan
Before the lesson, ensure you have charts or examples of intersecting slant lines ready, along with pupils’ writing books, pencils, and erasers. The central idea is for pupils to understand that intersecting lines cross each other and to practise forming these patterns. Observe pupils’ pencil grip and their ability to follow the direction of the lines. Successful learning will be evident when pupils can trace and attempt to copy the intersecting slant line patterns.
Class: Pre-School Level 2
Term: Second Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Pre-writing patterns including various strokes like straight lines and individual slant lines.
Topic: INTERSECTING SLANT LINES: REINFORCEMENT
Subject Matter: Intersecting Slant Lines: Reinforcement
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify examples of intersecting slant lines.
- Understand that intersecting lines cross each other.
Affective Domain
- Show enthusiasm for tracing and drawing lines.
- Listen attentively to instructions for forming lines.
Psychomotor Domain
- Trace intersecting slant line patterns in the air and on surfaces.
- Attempt to copy intersecting slant line patterns in their writing books.
Social Domain
- Participate actively in guided practice activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Early Childhood Care and Education (ECCE) handwriting resources.
- Suitable early-years handwriting workbooks.
Instructional Materials
- Writing Book
- Pencil
- Eraser
- Chart showing examples of intersecting slant lines (e.g., ‘X’ shape, a cross)
- Sand tray or small individual whiteboards/slates for tactile practice
- Picture cards with objects that have intersecting lines (e.g., a cross sign, a fence)
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it reinforces 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 ‘M’ later on. It also prepares them for more complex letter formations and improves their readiness for formal writing.
Prerequisite/Previous Knowledge
Pupils can hold a pencil correctly, have practised drawing basic strokes like straight lines (vertical and horizontal), and individual slant lines (left-to-right and right-to-left). They can also follow simple instructions.
Lesson Content/Board Summary
INTERSECTING SLANT LINES: REINFORCEMENT
Intersecting slant lines are lines that cross over each other. Imagine two sticks or pencils that meet and go past each other, forming an ‘X’ shape. They are slant lines that meet and continue.
Examples:
- A line going down from top-left to bottom-right.
- Another line going down from top-right to bottom-left.
- When they cross, they make an ‘X’.
We practise these lines to help our hands and fingers get strong for writing letters.
Key Words
- Intersecting – when lines cross over each other.
- Slant – a line that is not straight up and down, or straight across; it is tilted.
- Lines – long, thin marks.
- Cross – to go over or meet.
Crossing Lines Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slant line down, and slant line down,
Meeting in the middle of the town.
One goes this way, one goes that,
Making crosses, just like that!
Slant line down, and slant line down,
Best pre-writing skill in town!
Actions: Pupils use their index fingers to draw slant lines in the air, crossing them over at the “meeting in the middle” part. Clap hands for “just like that!”
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing a clear ‘X’ shape on the board or chart. Explain that these are “intersecting slant lines” because they are tilted (slant) and they cross over (intersect). Use simple language. Point to each line and trace its path. Emphasize the crossing point.
What to show or demonstrate: Use two pencils or sticks to physically demonstrate how two slant lines can cross over. Draw large intersecting slant lines on the board, showing the starting point and direction for each line. Demonstrate air tracing first, then tracing in a sand tray or on a whiteboard, before moving to paper.
How to use the rhyme/song: Introduce the “Crossing Lines Rhyme” after explaining the concept. Sing it slowly and clearly, encouraging pupils to join in and perform the actions. Repeat the rhyme 2-3 times to reinforce the concept and actions. The actions should mimic drawing the intersecting lines.
What to watch for: Observe pupils’ pencil grip and their ability to follow the correct direction of the lines. Look out for pupils who might draw two separate lines without crossing, or who struggle with the slant direction. Provide individual guidance and hand-over-hand support as needed.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk
- Manipulation of Objects (pencils/sticks)
- Tactile Learning (sand tray)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Recall
Teacher’s Activity: The teacher greets the pupils and reviews previous lessons on drawing straight and individual slant lines. “Who can show me a slant line in the air?”
Pupils’ Activity: Pupils respond to greetings and demonstrate drawing slant lines in the air.
Learning Point: Pupils recall previous knowledge of basic strokes.
Step 2: Presentation
Time: 5 minutes
Teaching Skill: Explanation/Visual Aid
Teacher’s Activity: The teacher introduces the topic: “Intersecting Slant Lines.” The teacher shows a chart with examples of intersecting slant lines (e.g., an ‘X’ shape, a cross). “Look, these lines cross each other! They are called intersecting slant lines.”
Pupils’ Activity: Pupils observe the chart and listen to the teacher’s explanation. They point to the crossing lines.
Learning Point: Pupils are introduced to the concept of intersecting slant lines.
Step 3: Demonstration (Air/Tactile)
Time: 5 minutes
Teaching Skill: Modelling/Direction
Teacher’s Activity: The teacher demonstrates how to form intersecting slant lines. First, in the air, using a large arm movement. Then, using two pencils or sticks to show how they cross. Finally, the teacher draws large intersecting slant lines on the board or in a sand tray, clearly showing the starting point and direction for each line. “Watch how my hand moves to make the lines cross.”
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully. They may try to imitate the air tracing.
Learning Point: Pupils observe the correct formation and direction of intersecting slant lines.
Step 4: Guided Practice (Air/Tactile)
Time: 5 minutes
Teaching Skill: Guided Practice/Support
Teacher’s Activity: The teacher guides pupils to practise forming intersecting slant lines in the air. Then, the teacher provides sand trays or small whiteboards and encourages pupils to trace the patterns with their fingers or markers. The teacher walks around, offering individual support and correction.
Pupils’ Activity: Pupils actively participate by tracing intersecting slant lines in the air and on tactile surfaces.
Learning Point: Pupils develop motor memory and confidence in forming the patterns.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Engagement/Reinforcement
Teacher’s Activity: The teacher leads the pupils in singing the “Crossing Lines Rhyme” with actions. “Let’s sing our song about crossing lines!” The teacher encourages pupils to perform the actions of drawing the lines as they sing.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of intersecting lines.
Learning Point: Pupils reinforce the concept through a fun, memorable activity.
Step 6: Guided Practice (Writing Book)
Time: 4 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher instructs pupils to open their writing books to the page with intersecting slant line patterns. The teacher demonstrates tracing the patterns in the book and then guides pupils to trace and attempt to copy the lines. The teacher supervises closely, ensuring correct pencil grip and direction.
Pupils’ Activity: Pupils hold their pencils correctly, trace the given intersecting slant line patterns, and then attempt to copy them in their writing books.
Learning Point: Pupils apply their learning to formal writing practice, improving fine motor skills.
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.
- “What do we call lines that cross over each other?”
- “Show me with your finger how two slant lines can cross.”
- “Can you point to an intersecting slant line in your book?”
- The teacher asks pupils to show their work in their writing books.
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: Summarizing/Assignment
Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher assigns a simple homework task, such as practising drawing intersecting slant lines at home or colouring a picture with intersecting lines. “Good job, everyone! Keep practising your crossing lines!”
Pupils’ Activity: Pupils listen to the teacher’s summary and homework instructions.
Learning Point: Pupils consolidate learning and are encouraged to continue practising.
Lesson Keywords
- Intersecting – when lines cross over each other.
- Slant – a line that is tilted, not straight up or across.
- Lines – marks made with a pencil or crayon.
- Cross – to meet and go over.
Differentiation
- Support: For pupils struggling with pencil grip or direction, provide hand-over-hand guidance. Use larger patterns for tracing or drawing. Allow more practice with tactile materials like sand trays before moving to paper. Provide fewer patterns to copy at a time.
- Extension: For pupils who quickly grasp the concept, encourage them to draw intersecting slant lines independently without tracing. Ask them to find objects in the classroom or pictures that show intersecting lines. They can also try to draw simple shapes that incorporate intersecting lines.
Community Join the conversation Open discussion +