Note for teachers using this lesson plan
Before the lesson, ensure you have charts with clear examples of slanting lines and enough writing books, pencils, and erasers for all pupils. The central idea is to help pupils develop good pencil control and understand the direction of slanting lines. Observe pupils’ pencil grip and their attempts to trace and copy the lines; successful learning will be evident in their effort and improved control, even if lines are not yet perfect.
Class: Pre-School Level 2
Term: First Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Drawing of Straight Lines (Vertical and Horizontal)
Topic: Slanting Line Practice and Pencil Control
Subject Matter: Slanting Line Practice and Pencil Control
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify slanting lines when shown examples.
- Explain the correct way to hold a pencil.
Affective Domain
- Show enthusiasm while practising slanting lines.
- Listen attentively to instructions on pencil control.
Psychomotor Domain
- Trace slanting lines in their writing books.
- Attempt to copy slanting line patterns.
Social Domain
- Share writing materials politely with classmates.
- Participate in group activities for line practice.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
- Early-years handwriting workbook
Instructional Materials
- Writing books
- Pencils
- Erasers
- Charts with examples of slanting lines (left-slant and right-slant)
- Whiteboard or blackboard
- Chalk or markers
- Picture cards showing objects with slanting lines (e.g., roof, slide)
Rationale for the Lesson
This lesson is crucial for 3-year-olds as it builds on their foundational pre-writing skills. Practising slanting lines helps develop fine motor control, hand-eye coordination, and proper pencil grip, which are essential for forming letters and numbers later on. It also introduces them to different line directions, preparing them for more complex writing tasks.
Prerequisite/Previous Knowledge
Pupils can hold a pencil, make scribbles, and have practised drawing straight lines (vertical and horizontal).
Lesson Content/Board Summary
Slanting Line Practice and Pencil Control
Slanting lines are lines that go diagonally, either from top-left to bottom-right (like a slide) or from top-right to bottom-left (like a roof).
Good Pencil Control:
- Hold your pencil with three fingers (thumb, index, and middle finger).
- Sit up straight at your table.
- Hold your book steady with your other hand.
How to make Slanting Lines:
- Start at the top.
- Move your pencil down in a diagonal direction.
Watch and Practise
Slanting Line Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Slanting lines go up and down,
From the sky to the ground.
Like a roof or a slide so steep,
Pencil moving, secrets to keep.
Slant to the left, slant to the right,
Making patterns, oh what a sight!
Actions: Pupils use their fingers to trace slanting lines in the air while singing. For “like a roof or a slide so steep,” they can make corresponding hand gestures.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use the chart to clearly show different slanting lines. Point to the starting and ending points of each line. Emphasise the diagonal movement. Use simple, clear language.
What to show or demonstrate: Demonstrate the correct pencil grip using your own hand. Show how to sit properly. Draw large slanting lines on the board, explaining the direction (e.g., “start at the top, slide down to the side”).
How to use the rhyme/song: Sing the “Slanting Line Rhyme” together with the pupils. Encourage them to do the actions while singing to reinforce the concept of slanting movement. Repeat it a few times to help them remember.
How to use the video: Introduce the video as a fun way to see how slanting lines are made. Ask pupils to watch carefully and try to trace the lines in the air as they appear on the screen. After watching, discuss what they saw and encourage them to mimic the movements.
What to watch for: Observe pupils’ pencil grip and sitting posture. Gently correct any incorrect grips. Watch for their understanding of the slanting direction; some might draw vertical or horizontal lines instead. Praise effort and small improvements.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Imitation
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: Greets pupils. Asks pupils to show how they hold their pencils. Reminds them of straight lines (vertical and horizontal) they learned before. Introduces today’s topic: “Today, we will learn about a new kind of line called slanting lines, and how to hold our pencils very well!”
Pupils’ Activity: Greet the teacher. Show their pencil grip. Recall previous lines. Listen attentively.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Pencil Grip and Sitting Posture
Time: 4 minutes
Teaching Skill: Demonstration/Guidance
Teacher’s Activity: Demonstrates the correct way to hold a pencil (tripod grip) and the proper sitting posture at the table. Guides pupils to practise holding their pencils correctly. “Hold your pencil like this, with your thumb, pointer finger, and middle finger. Sit up straight!”
Pupils’ Activity: Observe the teacher’s demonstration. Practise holding their pencils correctly and adjust their sitting posture.
Learning Point: Pupils learn and practise correct pencil grip and posture.
Step 3: Air Tracing Slanting Lines
Time: 4 minutes
Teaching Skill: Visualisation/Motor Skill Development
Teacher’s Activity: Shows a chart with big slanting lines. Explains slanting lines as lines that go “down like a slide” or “down like a roof.” Asks pupils to use their fingers to trace slanting lines in the air. “Let’s make a slanting line in the air! Start up high and slide down.”
Pupils’ Activity: Look at the chart. Listen to the explanation. Trace slanting lines in the air with their fingers, following the teacher’s direction.
Learning Point: Pupils recognise and understand the direction of slanting lines.
Step 4: Teacher Demonstration on Board/Chart
Time: 5 minutes
Teaching Skill: Modelling/Instruction
Teacher’s Activity: Draws various slanting lines (left-slant and right-slant) on the board or a large chart, explaining the starting point and direction for each. Uses picture cards of objects with slanting lines (e.g., roof, slide) to connect to real-world examples. “Look, this is how we draw a slanting line. It starts here and goes down this way.”
Pupils’ Activity: Watch the teacher draw the lines. Identify slanting lines in the picture cards. Repeat the directional words (e.g., “down, down, down”).
Learning Point: Pupils observe the correct formation of slanting lines.
Step 5: Guided Practice (Tracing in Books)
Time: 5 minutes
Teaching Skill: Supervised Practice/Feedback
Teacher’s Activity: Distributes writing books with pre-drawn dotted slanting lines. Guides pupils to trace the lines carefully with their pencils. Moves around the classroom to provide individual assistance and gentle corrections. “Now, trace the dotted lines in your book. Follow the dots carefully.”
Pupils’ Activity: Open their writing books. Hold their pencils correctly. Trace the dotted slanting lines.
Learning Point: Pupils develop fine motor skills and control while tracing slanting lines.
Step 6: Independent Attempt (Copying Lines)
Time: 4 minutes
Teaching Skill: Application/Observation
Teacher’s Activity: Encourages pupils to attempt copying the slanting lines in the spaces provided in their books, or on a clean part of the page. Praises effort and neatness. “Now, try to draw your own slanting lines next to the ones you traced. Try your best!”
Pupils’ Activity: Attempt to copy the slanting lines. Show their work to the teacher.
Learning Point: Pupils apply their learning to independently draw slanting lines.
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 kind of lines did we learn about today?”
- “Show me how you hold your pencil correctly.”
- “Point to a slanting line in your book.”
- “Make a slanting line in the air with your finger.”
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: Reinforcement/Closure
Teacher’s Activity: Praises pupils for their hard work and effort in practising slanting lines and pencil control. Reminds them to keep practising. “You all did a great job today learning about slanting lines and holding your pencils! Keep practising!”
Pupils’ Activity: Listen to the teacher. Pack up their materials.
Learning Point: Pupils feel encouraged and motivated to continue practising.
Lesson Keywords
- Slanting Line – A line that goes diagonally, not straight up/down or across.
- Pencil Control – How well you can hold and move your pencil to draw or write.
- Trace – To draw over a line or shape that is already there.
- Copy – To draw a line or shape that looks like another one.
Differentiation
- Support: Provide pupils who are struggling with larger slanting line patterns to trace. Offer hand-over-hand guidance for pencil grip and tracing. Give extra oral prompts for direction.
- Extension: Encourage pupils who grasp the concept quickly to draw slanting lines of different lengths or to create simple patterns using slanting lines (e.g., zig-zags). Ask them to identify slanting lines in classroom objects.
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