Note for teachers using this lesson plan

Before this lesson, prepare large sheets of paper or a sand tray, along with crayons or finger paint, to allow pupils to make large, free slanting lines. The central idea is for pupils to understand the concept of a slanting line and practise making the movement, developing early hand-eye coordination and fine motor skills. Observe pupils as they attempt to make slanting marks, showing an understanding of the downward, angled direction.

Class: Pre-School Level 1

Term: First Term

Week: 10

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Understanding and making basic marks

Topic: Tracing Slanting Lines E.G.

Subject Matter: Slanting Line Reinforcement and Writing Control

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify a slanting line when shown.
Say “slant” or “slanting line” after the teacher.

Affective Domain

Show interest in making slanting marks.
Listen attentively to the teacher’s instructions.

Psychomotor Domain

Make slanting movements in the air with their fingers.
Attempt to trace slanting lines on paper or in a sand tray.

Participate in group activities like singing the rhyme.
Share materials with peers when guided.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources

Instructional Materials

Large sheets of paper
Crayons (thick ones are best for small hands)
Finger paint
Sand tray or shallow tray with sand/flour
Picture cards showing objects with slanting lines (e.g., a roof, a slide, rain)
Writing book (for guided tracing if appropriate for some pupils)
Pencil (thick primary pencil)
Eraser

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it builds foundational fine motor skills and hand-eye coordination necessary for future writing. Practising slanting lines helps children understand directionality and control their hand movements, preparing them for forming letters and numbers later on.

Prerequisite/Previous Knowledge

Pupils have previously engaged in free scribbling, making vertical and horizontal lines, and have some experience holding crayons and making marks on paper.

Lesson Content/Board Summary

Slanting Line Reinforcement and Writing Control

A slanting line is a line that goes up or down at an angle, not straight up and down (vertical) or straight across (horizontal).

Examples of Slanting Lines:

/ / / / (Slanting from left-up to right-down)
(Slanting from right-up to left-down)

We can see slanting lines in many things around us, like:

Rain falling down.
A roof on a house.
A slide at the playground.

Making slanting lines helps our hands get ready to write letters and numbers. We will practise moving our fingers and hands to make these lines.

Key Words

Slant – to go at an angle, not straight up/down or across.
Line – a long, thin mark.
Trace – to draw over a line or shape that is already there.
Up – towards the top.
Down – towards the bottom.

Slanting Line Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Slanting lines go up and down,
Slanting lines all over town.
Like the rain, they fall so fast,
Making lines that always last.
Slanting lines go up and down,
Slanting lines all over town!

Actions: Pupils wiggle fingers downwards in a slanting motion, first from left-to-right, then right-to-left. Point to the sky for “up” and to the ground for “down.”

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce slanting lines by showing picture cards of rain, a roof, or a slide. Ask pupils to point out the slanting parts. Demonstrate slanting lines on the board or a large chart, using simple language like “goes like rain” or “goes like a slide.”

What to show or demonstrate: Use your finger to draw large slanting lines in the air. Show how to make slanting lines from top-left to bottom-right (/) and top-right to bottom-left (). Demonstrate tracing these lines on a large paper or in a sand tray. Guide pupils’ hands if needed.

How to use the rhyme/song: Sing the “Slanting Line Rhyme” several times with the pupils, encouraging them to perform the actions. Use it as a transition or energy break during the lesson to reinforce the concept kinesthetically.

What to watch for: Observe if pupils are attempting to make the angled movement, even if their lines are not perfectly straight. Encourage any attempt at slanting, praising effort over perfection. Watch for pupils who might only make vertical or horizontal lines and gently guide their hands to show the slanting motion.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Manipulation of Objects (crayons, sand), Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts with a warm-up activity, asking pupils to show how they draw straight lines (vertical and horizontal) in the air. The teacher then asks, “Do you know about lines that go like rain falling down?”

Pupils’ Activity: Pupils greet the teacher, make vertical and horizontal lines in the air, and listen to the question.

Learning Point: Pupils recall previous knowledge of lines and are introduced to the idea of slanting lines.

Step 2: Presentation of Slanting Lines

Time: 5 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher shows picture cards of objects with slanting lines (e.g., a roof, a slide, rain). The teacher points to the slanting parts and says, “Look, this is a slanting line! It goes like this / or like this .” The teacher draws large slanting lines on the board.

Pupils’ Activity: Pupils observe the pictures, point to the slanting parts, and watch the teacher draw on the board.

Learning Point: Pupils begin to recognise and understand what a slanting line looks like.

Step 3: Air Tracing and Rhyme

Time: 5 minutes

Teaching Skill: Modelling/Kinesthetic Learning

Teacher’s Activity: The teacher asks pupils to use their fingers to draw slanting lines in the air, mimicking the teacher’s movements. The teacher then leads the pupils in singing the “Slanting Line Rhyme” with actions, reinforcing the slanting motion.

Pupils’ Activity: Pupils make slanting lines in the air with their fingers and sing the rhyme with actions.

Learning Point: Pupils physically practise the slanting motion and associate it with the rhyme.

Step 4: Guided Practice (Sand Tray/Finger Paint)

Time: 6 minutes

Teaching Skill: Guiding/Supervising

Teacher’s Activity: The teacher provides shallow trays with sand or flour (or finger paint on large paper). The teacher demonstrates how to use a finger to draw slanting lines in the sand/paint. The teacher walks around, guiding pupils’ hands if necessary, and encourages them to make their own slanting lines.

Pupils’ Activity: Pupils use their fingers to draw slanting lines in the sand/paint, following the teacher’s demonstration and guidance.

Learning Point: Pupils develop fine motor control by making slanting lines in a sensory medium.

Step 5: Guided Practice (Crayons/Paper)

Time: 4 minutes

Teaching Skill: Facilitating/Encouraging

Teacher’s Activity: The teacher distributes large sheets of paper and thick crayons. The teacher draws a few large, light slanting lines on each paper for pupils to trace over. The teacher encourages pupils to hold their crayons correctly and attempt to trace the lines.

Pupils’ Activity: Pupils hold crayons and attempt to trace over the light slanting lines on their papers.

Learning Point: Pupils practise tracing slanting lines using a writing tool, improving hand-eye coordination.

Step 6: Reinforcement and Repetition

Time: 3 minutes

Teaching Skill: Reinforcing/Praising

Teacher’s Activity: The teacher praises pupils’ efforts and encourages them to try making slanting lines again, perhaps using a different colour crayon. The teacher asks, “Can you make another slanting line like the rain?”

Pupils’ Activity: Pupils make more slanting lines, trying different colours, and respond to the teacher’s prompt.

Learning Point: Pupils gain confidence and further reinforce the skill through repetition.

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 a slanting line with your finger in the air.”
“Point to a slanting line on the board.”
“Can you 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: Summarising/Closing

Teacher’s Activity: The teacher summarises the lesson by saying, “Today we learned about slanting lines! You all did a great job making lines like the rain.” The teacher collects materials and praises the pupils.

Pupils’ Activity: Pupils listen to the summary and help tidy up materials.

Learning Point: Pupils consolidate their learning and feel a sense of accomplishment.

Lesson Keywords

Slanting – going at an angle.
Line – a mark that is longer than it is wide.
Trace – to follow over an existing line.

Differentiation

Support: For pupils who struggle, provide hand-over-hand guidance to help them feel the slanting motion. Offer larger tracing patterns or allow them to use finger paint for a more sensory experience. Focus on making any angled mark rather than perfect lines.
Extension: For pupils who grasp the concept quickly, encourage them to make slanting lines of different lengths or to draw simple shapes that include slanting lines (e.g., a simple triangle roof). They can also try to make slanting lines without a pre-drawn guide.