Note for teachers using this lesson plan
Before this lesson, ensure you have large sheets of paper, crayons, pencils, and a sand tray or finger paint ready for pupils to practise making slanting lines. The central idea is to help pupils develop early pencil control and recognise the direction of slanting lines through sensory and guided activities. Observe pupils’ attempts to hold the pencil and make marks, providing gentle hand-over-hand guidance as needed.
Class: Pre-School Level 1
Term: First Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Practising scribbling and holding a crayon/pencil.
Topic: Tracing of Slanting Lines
Subject Matter: Slanting Line Practice and Pencil Control.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify a slanting line when shown.
- Recognise objects or movements that show a slanting direction.
Affective Domain
- Participate actively in tracing activities.
- Show interest in holding a pencil or crayon correctly.
Psychomotor Domain
- Attempt to hold a pencil or crayon with some control.
- Make slanting marks in the air, sand, or on paper with guidance.
- Trace over large slanting lines with their fingers or a crayon.
Social Domain
- Share materials like crayons and paper with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources on pre-writing skills.
Instructional Materials
- Large sheets of paper or drawing books
- Thick crayons and pencils
- Erasers
- Sand tray or shallow tray with flour/paint
- Picture cards showing slanting objects (e.g., roof, slide, tent)
- Whiteboard/Blackboard and chalk/marker
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces fundamental pre-writing skills by focusing on slanting lines and developing pencil control. Mastering these basic strokes and hand-eye coordination helps children prepare for letter formation and builds confidence in their fine motor abilities, which are essential for future academic success and daily tasks.Prerequisite/Previous Knowledge
Pupils have some prior experience with holding crayons or pencils, making random marks on paper (scribbling), and following simple instructions. They can also recognise basic shapes and colours.Lesson Content/Board Summary
Tracing of Slanting Lines
Slanting lines are lines that go diagonally, like a slide or the side of a roof. They are not straight up and down, and not straight across.
We can make slanting lines in two ways:
- Downhill Slant: From the top-left corner, going down to the bottom-right corner. (Like a slide going down)
- Uphill Slant: From the top-right corner, going down to the bottom-left corner. (Like the other side of a roof)
How to hold your pencil/crayon:
- Hold it with your thumb and first two fingers.
- Hold it gently, not too tight.
- Point the tip of the pencil towards the paper.
Slanting Line Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanty, slanty, lines we make,
Down the hill, for goodness sake!
Up and down, they go so fast,
Pencil friends, our lines will last!
Slanty, slanty, lines we make,
What a happy line to take!
Actions: Pupils make slanting movements in the air with their fingers or whole arm while singing.
Watch and Practise
Key Words
- Slanting – going diagonally, not straight up/down or across.
- Line – a long, thin mark.
- Pencil – a tool for drawing or writing.
- Trace – to draw over an existing line or shape.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by drawing large slanting lines on the board, explaining that they are like slides or roofs. Use your arm to demonstrate the movement of a slanting line. Show picture cards of objects with slanting lines. Emphasise the two directions: top-left to bottom-right, and top-right to bottom-left. Guide pupils on how to hold their crayons/pencils using the correct grip, demonstrating clearly.
What to show or demonstrate: Draw large slanting lines on the board. Show picture cards of a roof, a slide, or a tent. Demonstrate the pencil grip using a large crayon. Show how to make slanting lines in the air with your finger, then in a sand tray, and finally on paper.
How to use the rhyme/song: Introduce the “Slanting Line Rhyme” by singing it slowly and clearly. Encourage pupils to make slanting movements with their fingers or entire arms as they sing along. Repeat the rhyme several times to help them remember the concept and associate it with movement.
How to use the video: Introduce the video as a fun way to see more slanting lines. Play the video, asking pupils to watch how the lines are formed. After watching, encourage them to imitate the movements shown in the video with their fingers in the air.
What to watch for: Observe pupils’ attempts at pencil grip and their ability to follow the direction of the slanting lines. Provide gentle hand-over-hand guidance for those struggling with grip or direction. Encourage all attempts, celebrating effort over perfection.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
- Sensory Exploration (sand/paint tracing)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets pupils warmly and asks them to show how they hold their crayons when they draw. The teacher then asks what kind of lines they have made before (e.g., straight lines, zig-zags if previously taught, or just random marks).
Pupils’ Activity: Pupils respond to greetings, demonstrate holding their crayons, and share what they remember about drawing or making marks.
Learning Point: Pupils are engaged and recall previous drawing experiences.
Step 2: Introduction of Slanting Lines
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces slanting lines by drawing large examples on the board, explaining they go “downhill” like a slide or “uphill” like a roof. The teacher shows picture cards of objects with slanting lines (e.g., a tent, a ladder leaning against a wall). The teacher demonstrates making slanting lines in the air with their arm.
Pupils’ Activity: Pupils observe the teacher drawing, look at the picture cards, and imitate the teacher’s arm movements to make slanting lines in the air.
Learning Point: Pupils understand the concept of a slanting line and its direction.
Step 3: Pencil Grip and Sensory Tracing
Time: 5 minutes
Teaching Skill: Modelling/Guided Practice
Teacher’s Activity: The teacher demonstrates the correct way to hold a crayon/pencil (tripod grip) using a large crayon. The teacher then guides pupils to trace large slanting lines drawn in a sand tray or with finger paint, providing hand-over-hand assistance as needed.
Pupils’ Activity: Pupils practise holding their crayons/pencils and trace slanting lines in the sand tray or with finger paint, following the teacher’s guidance.
Learning Point: Pupils practise correct pencil grip and sensory tracing of slanting lines.
Step 4: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Reinforcement/Auditory-Visual Learning
Teacher’s Activity: The teacher leads pupils in singing the “Slanting Line Rhyme” with actions. Then, the teacher introduces and plays the short video on slanting lines, encouraging pupils to watch the movements.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, trying to follow the movements shown.
Learning Point: Pupils reinforce their understanding of slanting lines through song and visual media.
Step 5: Guided Tracing on Paper
Time: 5 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: The teacher distributes large sheets of paper with pre-drawn, large, dotted slanting lines. The teacher guides pupils to trace these lines with their crayons, moving from top to bottom in the correct slanting direction. The teacher walks around, providing individual help and encouragement.
Pupils’ Activity: Pupils attempt to trace the dotted slanting lines on their papers using their crayons, following the teacher’s instructions and guidance.
Learning Point: Pupils apply their knowledge to trace slanting lines on paper with guidance.
Step 6: Independent Practice
Time: 3 minutes
Teaching Skill: Independent Practice/Observation
Teacher’s Activity: The teacher encourages pupils to try making their own slanting lines on a clean part of their paper, or to trace over the lines again. The teacher observes their efforts and praises their attempts.
Pupils’ Activity: Pupils try to make or re-trace slanting lines independently or with minimal guidance.
Learning Point: Pupils gain confidence in making slanting lines.
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 slanting line goes.”
- “Can you point to a slanting line on the board?”
- “Hold your crayon and try to make a slanting mark on your paper.”
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: Summarisation/Closure
Teacher’s Activity: The teacher praises pupils for their hard work and for trying to make slanting lines. The teacher reminds them that practice makes perfect and encourages them to keep drawing.
Pupils’ Activity: Pupils respond to praise and listen to the teacher’s closing remarks.
Learning Point: Pupils feel encouraged and motivated to continue practising.
Lesson Keywords
- Slanting – going diagonally, like a slide.
- Line – a mark that goes from one point to another.
- Pencil – a tool used for drawing and writing.
- Trace – to draw over something already there.
- Control – holding and moving something carefully.
Differentiation
- Support: For pupils struggling with pencil grip, provide larger, chunkier crayons or thick markers. Use hand-over-hand guidance for tracing. Offer pre-drawn slanting lines with very thick outlines for easier tracing. Allow more time for sensory tracing in sand or paint.
- Extension: For pupils who quickly grasp the concept, encourage them to draw slanting lines to connect two dots. Ask them to identify more objects in the classroom or outside that have slanting lines. They can also try making slanting lines using different colours.
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